DCF Cymru Cymhwysedd digidol i Gymru

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VCSE Hair and Beauty

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg VTCT Skills.

VCSE Hair and Beauty from VTCT Skills is a practical qualification in which learners plan a creative design concept and then carry out plaiting or twisting, basic make-up and nail art on a model. Unit 1 is a 60 minute on-screen multiple choice examination on the industry, health and safety, hair, skin and nails and sustainability, and Unit 2 is a 12 hour supervised NEA marked by the centre. Digital work is light and mostly optional: researching trends, keeping a design journal, blog or portfolio in digital or physical form, photographing work in progress and final looks, and knowing how online booking, social media marketing and digital consultations are changing the industry, which the examination can test.

Corff dyfarnu
VTCT Skills
Lefel
Level 1 and Level 2
Addysgu gyntaf
Medi 2027
Faint o waith digidol
Isel
Manyleb
Agor y fanyleb
Y cam cyn hyn
Foundation Hair and Beauty, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
  • Unit 1 (UWCO1): Introduction to the Hair and Beauty industry: MCQ External theory examination, 60 minutes, 28 marks, 30% of the qualification grade, set and marked by VTCT Skills, taken on screen with a paper option, sat by the whole cohort in the April/May series at the end of Year 10 with one resit in Year 11 (best result counts); 40 GLH
  • Unit 2 (UWCO2): Bringing basic Hair and Beauty concepts to life: Non-Examined Assessment, maximum 12 hours under supervision, 70% of the qualification grade, 48 raw marks across four tasks (8, 12, 16 and 12 marks), set by VTCT Skills with a new brief each year, marked and internally quality assured by the centre with a level-based mark scheme, externally moderated by VTCT Skills; brief released to learners in December of Year 11 and submitted in April, no resit; 100 GLH

Y sgiliau digidol yn y cymhwyster hwn

  1. Researching trends and technologies for a design concept

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    When reviewing the design brief in Unit 2, learners look at current trends, competitors and examples of good practice and check what tools, platforms or new technologies could support their design. This sits under assessment criterion 1.1 of the NEA, but the specification does not say the research must be done online, although online sources are the obvious route.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils search for images of three traditional Welsh patterns, such as Celtic knots or Welsh blanket designs, using two different sets of keywords, and note which website each image came from.
    Blwyddyn 8
    Pupils research a current hairstyle or nail trend on two websites and one magazine, bookmark the sources and write two sentences on which source they trust more and why.
    Blwyddyn 9
    Pupils research a design brief theme online, collect five trend examples into a referenced research page, and judge which sources are reliable and which are mainly advertising.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.1 Review the requirements of a design concept, page 56; Section 11.1 unit mapping, page 74

    “Check what tools, platforms, or new technologies could support the design”
    Cam cynnydd 3

    • Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.

    • Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.

    Cam cynnydd 4

    • Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.

    • Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.

    Cam cynnydd 5

    • Rwy'n gallu chwilio’n effeithlon am wybodaeth ar gyfer fy ngwaith digidol a gwerthuso dibynadwyedd ffynonellau gwybodaeth, gan gyfiawnhau fy marn a’m rhesymau dros fy newisiadau, ac rwy'n gallu cyfeirnodi gwaith gan ddefnyddio dulliau priodol.

    • Rwy'n gallu ystyried manteision a chyfyngiadau dulliau a ffynonellau gwybodaeth digidol a’r canlyniadau rwy’n eu cynhyrchu ac yna defnyddio’r canlyniadau hyn fel sail i feirniadu ansawdd fy ngwaith digidol yn y dyfodol.

  2. Keeping a design journal, blog or portfolio

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners keep a design record that captures each stage of the Unit 2 project, from ideas and planning to creating and improving the work, with the key decisions and the reasons for them. Criterion 1.4 requires the record, and the specification lets learners use digital or physical formats that are professional and accessible, so a digital portfolio or blog is an option, not a requirement.

    DCF: Creu cynnwys digidol, Cyfnewid a rhannu gwybodaeth

    Paratoi disgyblion

    Blwyddyn 7
    Pupils start a simple digital art journal in a shared class folder, adding one dated page each lesson with a photo and a sentence on what they did.
    Blwyddyn 8
    Pupils keep a design project diary in a slide deck or word processed document, with a heading for each stage and named files saved in one project folder.
    Blwyddyn 9
    Pupils build a short digital portfolio for a design project with sections for ideas, planning, making and improving, using version history to show how one page changed.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.4 Document the design process, page 59

    “Create and maintain a design journal/diary, blog or portfolio that captures”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:

      • testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
      • cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.

    • Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

    • Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.

    Cam cynnydd 5

    • Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.

  3. Photographing and annotating work in progress and final looks

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    The design record should include photographs or screenshots of work in progress and final outcomes, alongside sketches and practice designs on mannequin heads or hands, and the visuals must be clear and annotated to explain purpose and changes. This is listed under criterion 1.4 of the NEA, so it supports assessed evidence, though photographs are one suggested form of visual evidence rather than a stated requirement.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils photograph a clay or card model at two stages with a tablet, crop the photos and add arrow labels explaining one change they made.
    Blwyddyn 8
    Pupils take before and after photos of a practice plait on a mannequin head or a painted nail tip, then annotate them in a slide to say what improved.
    Blwyddyn 9
    Pupils produce an annotated photo sequence of a practical project, choosing well lit, focused images and writing captions that explain why each change was made.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.4 Document the design process, Use visual documentation, page 59

    “Ensure visuals are clear, well-presented and annotated to explain purpose”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:

      • testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
      • cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.

    • Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

    • Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.

    Cam cynnydd 5

    • Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.

    • Rwy'n gallu cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.

  4. Presenting design concepts visually

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners communicate their initial concepts through annotated sketches or practice attempts, visual presentations that convey style and tone, and brief written summaries. This is part of criterion 1.2 of the NEA; a digital mood board or slide presentation is one way to do it, but the specification does not require software.

    DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils make a one page digital mood board for a theme, such as Welsh landscapes, using images, a colour palette and a title.
    Blwyddyn 8
    Pupils create a three slide presentation showing two design ideas for a costume or make-up look, explaining the layout choices to a partner.
    Blwyddyn 9
    Pupils present a design concept to the class with a mood board and labelled sketches, then justify their choice of images, colours and layout when questioned.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.2 Develop initial design concepts, Present concepts, page 57

    “Visual presentations to convey style and tone”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.

    • Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:

      • testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
      • cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.

    • Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.

    Cam cynnydd 5

    • Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.

    • Rwy'n gallu cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.

  5. Planning a project with timelines, task lists and calendars

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    Learners develop a realistic project timeline or workflow with stages, milestones, deadlines, dependencies and contingency, using visual planning tools such as task lists and calendars, and keep documentation of the plan and resources. This is required by criterion 1.3 of the NEA; digital planners or spreadsheets suit it but are not named.

    DCF: Cyrchu, chwilio a chynllunio cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils use a shared online checklist to plan a three lesson art task, ticking off each step as they finish it.
    Blwyddyn 8
    Pupils plan a design and make project in a simple digital calendar or table, adding a deadline for each stage and one spare lesson for problems.
    Blwyddyn 9
    Pupils build a project timeline in a spreadsheet with milestones, dependencies and a contingency week, and update it each lesson to track progress.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO1, criterion 1.3 Plan and organise the design plan, pages 57 and 58

    “Task lists and calendars for tracking progress”
    Cam cynnydd 3

    • Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.

    Cam cynnydd 4

    • Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.

    Cam cynnydd 5

    • Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.

  6. Recording client information securely

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    Unit 1 teaches that client information from consultations must be recorded securely in line with data protection (GDPR), which the examination can test, and in Unit 2 learners keep consultation records for reference and compliance during their NEA services. The specification does not say whether records are paper or digital.

    DCF: Hunaniaeth, delwedd ac enw da, Llythrennedd gwybodaeth a data, Hawliau digidol, trwyddedu a pherchenogaeth

    Paratoi disgyblion

    Blwyddyn 7
    Pupils sort a list of personal details, such as name, allergies and phone number, into those that are safe to share and those that must be kept private.
    Blwyddyn 8
    Pupils design a short digital consultation form for a pretend salon client in a form tool, choosing drop down options for hair type and a tick box for allergies.
    Blwyddyn 9
    Pupils compare how two businesses describe what they do with customer data, then write three rules for keeping their own salon consultation records secure under GDPR.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1 (UWCO1), LO2, criteria 2.1 and 2.2, pages 39 and 41; Unit 2 (UWCO2), LO2, criterion 2.2 Provide consultation techniques, page 62

    “Record client information securely in compliance with Data Protection (GDPR)”
    Cam cynnydd 3

    • Rwy'n gallu nodi manteision a risgiau rhoi gwybodaeth bersonol a rhoi mynediad i wahanol feddalwedd i ddyfeisiau.

    Cam cynnydd 4

    • Rwy'n gallu creu ffurflen casglu data, casglu data, chwilio data a chreu cronfa ddata a thaenlen gan ddefnyddio dull mewnbynnu data priodol.

    Cam cynnydd 5

    • Rwy'n gallu nodi'r pwyntiau allweddol sydd eu hangen i ddefnydd o waith creadigol gael ei ystyried yn ddefnydd teg ac i gydymffurfio â deddfau diogelu data drwy archwilio'r ystyriaethau cyfreithiol a moesegol sydd ynghlwm wrth ddefnyddio gwaith creadigol pobl eraill.

    • Rwy'n gallu pennu a disgrifio polisïau diogelu data amrywiaeth o sefydliadau o wahanol wledydd, a sut y mae hyn yn effeithio ar eu ffordd o weithio.

  7. Understanding digital technology and social media in the industry

    Asesu: Yn yr arholiad

    Unit 1 teaches how technology is changing the industry, including online booking systems, digital consultations, social media marketing and influencer partnerships, AI smart styling tools, online product sales and digital receipts to cut paper use. These topics sit under assessment criteria 1.5 and 5.2 and can be tested in the multiple choice examination, but learners are not asked to use these tools.

    DCF: Iechyd a lles, Hunaniaeth, delwedd ac enw da

    Paratoi disgyblion

    Blwyddyn 7
    Pupils look at three beauty adverts on social media and identify the features, such as filters, celebrity faces or sale banners, designed to grab their attention.
    Blwyddyn 8
    Pupils compare booking a hair appointment by phone with an online booking system and list two benefits and two drawbacks of each for a small salon.
    Blwyddyn 9
    Pupils discuss how edited images and influencer posts shape beauty expectations, then write guidance for a salon on using social media honestly and responsibly.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 1 (UWCO1), LO1, criterion 1.5 The changing nature and future of work, pages 37 and 38; LO5, criterion 5.2, page 51

    “Social media marketing and influencer partnerships”
    Cam cynnydd 3

    • Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.

    • Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.

    Cam cynnydd 4

    • Rwy'n gallu nodi stereoteipiau a’u heffaith mewn amrywiaeth o gyfryngau.

    • Rwy'n gallu myfyrio ar rôl y cyfryngau digidol yn fy mywyd a’m harferion.

    Cam cynnydd 5

    • Rwy'n gallu meddwl yn feirniadol am wahanol ddibenion a chyd-destunau golygu delweddau digidol, e.e. archwilio manteision a phwyntiau negyddol trin ffotograffau, gwerthuso delweddau sydd wedi'u golygu'n ddigidol o ran eu cyd-destun a'u diben.

    • Rwy'n gallu datblygu enw da cadarnhaol o ran rhagolygon cyflogaeth, e.e. defnyddio cyfryngau cymdeithasol yn gyfrifol.

  8. Evaluating outcomes with structured evaluation tools

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    In Unit 2 learners review the accuracy and finish of their hair, make-up and nail art, record observations on structured evaluation sheets, compare outcomes with the original plan and use tools such as SWOT analysis before setting SMART targets. Criteria 3.1 and 3.2 require this; the unit mapping suggests digital evaluation tools, but paper sheets are equally acceptable.

    DCF: Gwerthuso a gwella cynnwys digidol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils complete a simple online evaluation form after a practical lesson, rating their work on three criteria and adding one comment.
    Blwyddyn 8
    Pupils swap photos of their finished work through the class platform and add one comment each on what worked and what to improve.
    Blwyddyn 9
    Pupils fill in a digital SWOT table for a finished practical project, then make one specific change to their design record based on a partner's comment.
    Dangos geiriad y fanyleb a datganiadau'r FCD

    Ble mae yn y fanyleb: Unit 2 (UWCO2), LO3, criteria 3.1 and 3.2, pages 69 and 70; Section 11.1 unit mapping, page 74

    “Record observations using structured evaluation sheets”
    Cam cynnydd 3

    • Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.

    • Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.

    Cam cynnydd 4

    • Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.

    Cam cynnydd 5

    • Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.

Da gwybod

Cysylltiadau â chymwysterau eraill

WJEC does not offer a VCSE in Hair and Beauty, so teachers have no WJEC version to choose instead. The closest qualification on the page is VTCT Skills Foundation Hair and Beauty, from the same awarding body, for learners working towards Level 1. The digital work in the Unit 2 design record, such as online research, mood boards and annotated photographs, matches the design portfolios in GCSE Art and Design and GCSE Design and Technology, both of which the specification lists as complementary subjects. The Unit 1 content on social media marketing and online booking links with GCSE Business. The specification names the WJEC Skills Suite units Customer Service and Working in Wales as complementary, and they share the customer consultation and Welsh labour market themes.

Ffynhonnell: VTCT Skills Level 1/2 VCSE Hair and Beauty Qualification Specification (product code CO2W1, qualification number C00/5368/8), version P2, 18/09/2026, approved by Qualifications Wales for first teaching September 2027 and first award summer 2029.