VCSE Hair and Beauty
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.
- Awarding body
- VTCT Skills
- Level
- Level 1 and Level 2
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
- Step before
- Foundation Hair and Beauty, Entry Level and Level 1
How this qualification is assessed
- 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
Skills that use Creating digital content
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Keeping a design journal, blog or portfolio
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: Creating digital content, Storing and sharing
Getting pupils ready
- Year 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.
- Year 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.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: 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”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can manage files and folders locally or online, e.g. move files to a folder.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
Progression step 5
I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.
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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: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 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.
- Year 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.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: 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”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can ensure my output is appropriate for specific purposes.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
Progression step 5
I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.
I can justify reasoning to critical audiences in terms of layout and content of my digital work.
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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: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils make a one page digital mood board for a theme, such as Welsh landscapes, using images, a colour palette and a title.
- Year 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.
- Year 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.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 2 (UWCO2), LO1, criterion 1.2 Develop initial design concepts, Present concepts, page 57
“Visual presentations to convey style and tone”
Progression step 3
I can use software tools to enhance the outcomes for specific audiences.
I can explain reasons for layout and content of my own work and the work of others.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
Progression step 5
I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.
I can justify reasoning to critical audiences in terms of layout and content of my digital work.
Good to know
- 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).
Links with other qualifications
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.
Source: 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.