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
Sgiliau sy'n defnyddio Gwerthuso a gwella cynnwys digidol
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Photographing and annotating work in progress and final looks
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.
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Presenting design concepts visually
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.
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Evaluating outcomes with structured evaluation tools
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
- Use the codes when dealing with VTCT Skills: the qualification is "Product code CO2W1" with "Qualification number C00/5368/8" (Qualification at a glance, page 5), and the units are UWCO1 (40 GLH) and UWCO2 (100 GLH) (Section 4, page 13), giving 140 GLH and a TQT of 175.
- The examination is on screen: "The MCQ External theory examination will be undertaken online using VTCT Skills on-screen assessment solution." A paper version is available, for example for reasonable adjustments (Section 5.3.1, page 17).
- Assessment is staged, "with UWCO1 (Unit 1) assessed in Year 10 and UWCO2 (Unit 2) assessed in Year 11" (Section 3.8, page 12). The examination has one resit and the best result counts, but "There is no resit opportunity for the Non-Examined Assessment (NEA)." (Section 5.4.8, page 21).
- The design record can be digital or paper: learners "Use digital or physical formats that are professional and accessible" (Unit 2, criterion 1.4, page 59). Centres submit NEA evidence and marks "using VTCT Skills e-testing platform" (Section 8.2.1, page 28).
- Practical work needs a model and salon resources. Learners plan "Model requirements" (Unit 2, criterion 1.3, page 57), and Unit 2 may be taught in a classroom or training salon with model chairs, mirrors, hair, make-up and nail products and PPE (Section 7.2, pages 24 and 25).
- Once the NEA starts, teachers "must not provide specific feedback on the evidence the learner is producing" (Section 5.4.6, page 21), and each learner signs a "Declaration of Authenticity Form" (Section 5.4.7, page 21). The specification does not mention artificial intelligence; it refers only to plagiarism, collusion and the VTCT Skills Sanctions Policy (pages 20 and 28).
- Grades are compensatory: "stronger performance in one component can offset weaker performance in the other" (Section 4, page 13). In the worked examples, learner B gets NYA in the examination but a Level 1 Merit overall (Section 6.1.2, page 23).
- The qualification "is not designed to award occupational competence" (Section 3.2, page 8), and teachers "are not required to hold specific occupational qualifications" in hair and beauty (Section 7.3, page 25).
- The document contradicts itself in places. Section 5.1 calls NEA task marking "high control" (page 16), but Appendix 1 heads it "medium control" (page 78). Unit 2 skin analysis gives "Classification (types I-V)" (page 61), but Unit 1 teaches six Fitzpatrick types up to "Type 6" (page 46). There are also typos: the heading "Uniformed Mark Scale (UMS)" (page 18) and "may compliment" (page 10).
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.