Task setting Task taking Task marking
High level of control Medium level of control Medium level of control
Task setting:
• VTCT sets the assignment brief which specifies the tasks to be undertaken. • The assignment brief provides opportunities for centres to contextualise the
task(s) to best suit the employment context of the local area, and the availability of, and access to, resources.
Task taking:
• Supervision/Authenticity
o Planning, researching and producing assessment evidence must be
completed under medium levels of control.
o The production of assessment evidence must be carried out under direct
teacher supervision, but not under examination conditions.
o There must be sufficient supervision to ensure that the work learners
produce is their own, learners are required to complete a Declaration of Authenticity.
• Time
o VTCT recommends a minimum of 10 hours is spent generating evidence
for assessment. The centre may choose to allow more time, however the time must be consistent with the assignment brief.
• Resources
o Learners should have access to the full range of available resources to
maximise their achievement opportunities.
• Collaboration
o Learners can work in groups to consider the evidence for the assignment,
however they are required to produce their own work alone and unaided.
Task marking:
• Assignments will be internally marked by the centre against the unit grade descriptors, and externally moderated by VTCT.
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UV21582 – Hair and beauty science
Section 1 – Guidance
Centres must:
• administer the assignment brief presented
• assess the tasks in the assignment brief against the grade descriptors presented in Section 3
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Section 2 – Assignment brief
Please note that these are not live assignment briefs and will not be accepted in any of the assessment windows.
Task 1 – Produce an educational resource
Scenario Evidence Criteria
assessed Your school/college has been
approached by VTCT Hair and Beauty, a manufacturer of hair and beauty cosmetics.
You have been asked to produce an educational resource for VTCT Hair and Beauty employees. The
resource will be issued to new staff so they can learn about the hair, skin and hair and beauty products.
Presentation to include:
• Hair and skin structure (anatomy) and characteristics
• Factors which effect the skin and hair
• Basic chemistry
• Common ingredients used in hair and beauty products, including their properties, functions and effects.
1a-c, 2a-d
Specific guidance
In addition to this guidance, learners should be informed of, encouraged and given the opportunity to meet relevant higher grading opportunities.
Learners must produce a resource that can be used to educate new employees at VTCT Hair and Beauty. The resource must include anatomy of the skin and hair and the characteristics of different hair and skin types. The resource must also provide details of the factors that affect the skin and hair and how these contribute to particular hair and skin characteristics.
The resource must provide information on basic chemistry and the ingredients used in hair and beauty products, including the principles and functions of different
ingredients. Learners should select current real hair and beauty products, explain their ingredients and in particular detail the positive effects these have on particular hair and/or skin types.
Work may be presented in a format of the learner's choosing, however, they should not deviate from the brief and must ensure that the evidence provided is tangible. Acceptable evidence may include: written/typed assignment; presentation
slides/notes; visual or verbal presentation; video/audio; poster/mood board (this list is not exhaustive).
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Task 2 – Devise a formulation for a hair and beauty product
Scenario Evidence Criteria
assessed The management team at
VTCT Hair and Beauty was delighted with your educational resource and have returned with a new brief.
They want you to create a formulation for a new hair/beauty product.
Teachers/assessors must set a specific product brief, which includes:
• the type of product to be produced (shampoo, conditioner, cleanser, lip gloss, hair colour etc) • the target user profile (i.e.
skin/hair type)
• the effects of the product (cleansing, smoothing, colour enhancing etc)
Hair and/or beauty product formulation AND
Product justification.
3a
Specific guidance
In addition to this guidance, learners should be informed of, encouraged and given the opportunity to meet, relevant higher grading opportunities.
Learners must define a formulation for a hair/beauty product based on the brief they have been set. W hen devising their formulation, learners must consider the target user profile, the type of product to be produced and the beneficial effects that will be used to advertise the product.
Learners must choose the ingredients that will be blended which will bring about the desired effect for the target user profile. Learners should describe the principles used to combine ingredients and the benefits the formulation will have for the given
hair/skin type. Learners should also justify the ingredients used and their formulation in terms of compatibility, stability, preservation and effectiveness.
Learners should present their formulations clearly and provide a supporting justification.
Work may be presented in a format of the learner's choosing, however, they should not deviate from the brief and must ensure that the evidence provided is tangible. Acceptable evidence may include/consist of: written/typed assignment; presentation slides/notes; visual or verbal presentation; video/audio; poster (list is not exhaustive).
Section 3 – Grade descriptors Pass
(All Pass descriptors must be achieved to be awarded a Pass grade)
Merit
(All Pass and Merit descriptors must be achieved to be awarded a Merit grade)
Distinction
(All Pass, Merit and Distinction descriptors must be achieved to be awarded a Distinction grade)
Synoptic assessment mapping*
Learning outcome 1 – Understand the chemistry of hair and beauty products
1a List the properties of ingredients in hair
and beauty products.
Describe the functions of a range of ingredients found in hair and beauty products and their effects on the skin and hair. (E)
Evaluate the chemical composition of a range of hair and beauty products and their effects on the skin and hair.(E)
UV21578.LO2
1b List the ingredients in a range of
different hair and beauty products.
Learning outcome 2 – Know the anatomy of the skin and hair
2a Outline the basic structure of the skin. Describe the structure of the skin and the
different skin types and characteristics (E)
Explain how factors affect the health and appearance of different hair and skin types (E)
2b State the main skin characteristics of
different skin types.
2c Outline the basic structure of the hair. Describe the structure of the hair and the
different hair types and characteristics (E)
2d State the main characteristics of
different hair types.
Learning outcome 3 – Be able to define a formulation for a hair or beauty product
3a Produce a formulation ensuring
appropriate choice of ingredients for the desired effect. (E/M)
Describe the key principles used to combine ingredients to create your cosmetic product, and the benefits of your formulation for the given skin/hair type. (E)
Justify the formulation devised for your cosmetic product including choice of ingredients and substances, in terms of compatibility, stability, preservation and effectiveness. (E)
UV21579.LO3 UV21580.LO2
* Detailed explanations of synoptic assessment opportunities are presented Section 5 of the unit specification.
Key: opportunity to develop/assess English skills (E), mathematical skills (M), and information and communication technology skills (I).
AM20530 – VTCT Level 2 Certificate in Hairdressing and Beauty Therapy (VRQ) 49
AM20530 – VTCT Level 2 Certificate in Hairdressing and Beauty Therapy (VRQ) SAMs V16
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Section 4 – Assessment controls
Task setting Task taking Task marking
High level of control Medium level of control Medium level of control
Task setting:
• VTCT sets the assignment brief which specifies the tasks to be undertaken.
Task taking:
• Supervision/Authenticity
o Planning, researching and producing assessment evidence must be
completed under medium levels of control.
o The production of assessment evidence must be carried out under direct
teacher supervision, but not under examination conditions.
o There must be sufficient supervision to ensure that the work learners
produce is their own, learners are required to complete a Declaration of Authenticity.
• Time
o VTCT recommends a minimum of 12 hours is spent generating evidence
for assessment. The centre may choose to allow more time, however the time must be consistent with the assignment brief.
• Resources
o Learners should have access to the full range of available resources to
maximise their achievement opportunities.
• Collaboration
o Learners can work in groups to consider the evidence for the assignment,
however they are required to produce their own work alone and unaided.
Task marking:
• Assignments will be internally marked by the centre against the unit grade descriptors, and externally moderated by VTCT.
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UV21583 - Responding to a hair and beauty design brief
Section 1 – Guidance
Centres must:
• administer the assignment brief presented
• set the scenarios/tasks within the brief to best suit the employment context of the local area, and the availability of, and access to resources
• assess the tasks in the assignment brief against the grade descriptors presented in Section 3
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Section 2 – Assignment brief
Please note that these are not live assignment briefs and will not be accepted in any of the assessment windows.
Task 1 – Presenting design ideas
Scenario Evidence Criteria
assessed A fashion show for local hair and
beauty employers has been
scheduled. The theme of the show is ‘Science Fiction’.
Newly qualified hairdressers and beauty therapists must showcase their skills and techniques to employers by creating a total look. One of the participants has asked you to help them with their design for the event and has given you a design brief to work from (issued by the centre).
You must analyse the brief, then develop and present your ideas in a format that will help the participant to create a total science-fiction look.
Presentation of design ideas AND
Justification for analysis and presentation
1a, 1b, 2a, 2b
Specific guidance
In addition to this guidance, learners should be informed of, encouraged and given the opportunity to meet, relevant higher grading opportunities.
Learners must first analyse a design brief, in particular the client’s (participant’s) needs, the target market (employers) taking account of the specific requirements (total look based on a science fiction theme).
Learners must use a range of sources to research information, and collate that which is relevant to inform their design ideas. Learners must present their design using an appropriate medium (mood board, presentation board etc) using materials,
components and accessories. Learners should try to make their presentations innovative, visually attractive and well balanced in terms of text, materials, images and accessories.
Learners should describe how the information gathered relates to the design brief, and should be encouraged to evaluate the quality of the information gathered in aligning all hair, beauty and fashion components and meeting the requirements of the target market.
Learners must describe how the use of colour and texture and look and feel created meets the design brief. Learners should also justify how the look and feel of the presentation blends with the components, materials and media to meet the client needs and the target market. Learners should also be encouraged to suggest recommendations for future presentations of design ideas.
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Work may be presented in the medium of the learner's choosing, however, they should not deviate from the brief and must ensure that the evidence provided is tangible.
Acceptable evidence may include: written/typed assignment; presentation
slides/notes; visual or verbal presentation; video/audio; blog; poster/mood board. (this list is not exhaustive).when analysing a design brief, prior to responding and pursuing ideas.
The format of evidence may be: written/typed; presentation slides/notes; visual or verbal presentation (this list is not exhaustive); video/audio
Section 3 – Grade descriptors Pass
(All Pass descriptors must be achieved to be awarded a Pass grade)
Merit
(All Pass and Merit descriptors must be achieved to be awarded a Merit grade)
Distinction
(All Pass, Merit and Distinction descriptors must be achieved to be awarded a Distinction grade)
Synoptic assessment mapping*
Learning outcome 1 – Understand how to analyse hair and beauty design briefs
1a Outline types of design briefs in the
hair and beauty sector.
Describe the importance of analysing briefs prior to developing design ideas. (E)
Analyse the client’ needs, target market and requirements of hair and beauty design briefs. (E)
UV21578.LO2/3
1b Outline the key features that must be
considered when analysing design briefs.
Learning outcome 2 – Be able to develop and present design ideas for a hair and beauty brief
2a Use a range of appropriate sources to
research information for design ideas. Collate relevant information to inform on design ideas.
Describe how the information gathered relates to the design brief. (E)
Evaluate the quality of information gathered in aligning all hair, beauty and fashion components and meeting the target market. (E)
UV21578.LO1/2 UV21579.LO3 UV21580..LO2 UV21581.LO4
2b Present design ideas using materials
and media. (I)
Outline the reasons for your chosen idea.
Produce an innovative, visually attractive and well balanced presentation which will inform a final hair and beauty design. (E/I) Describe how the contents of the
presentation and the look and feel created meet the hair and beauty brief. (E)
Justify how the look and feel of the presentation blends with the components, materials and media to meet the client needs and target market. (E)
Suggest recommendations for future presentations of design ideas. (E)
* Detailed explanations of synoptic assessment opportunities are presented Section 5 of the unit specification.
Key: opportunity to develop/assess English skills (E), mathematical skills (M), and information and communication technology skills (I).
AM20530 – VTCT Level 2 Certificate in Hairdressing and Beauty Therapy (VRQ) 54
Section 4 – Assessment controls
Task setting Task taking Task marking
High level of control Medium level of control Medium level of control
Task setting:
• VTCT sets the assignment brief which specifies the tasks to be undertaken. • The assignment brief provides opportunities for centres to contextualise the
task(s) to best suit the employment context of the local area, and the availability of, and access to resources.
Task taking:
• Supervision/Authenticity
o Planning, researching and producing assessment evidence must be
completed under medium levels of control.
o The production of assessment evidence must be carried out under direct
teacher supervision, but not under examination conditions.
o There must be sufficient supervision to ensure that the work learners
produce is their own, learners are required to complete a Declaration of Authenticity.
• Time
o VTCT recommends a minimum of 12 hours is spent generating evidence
for assessment. The centre may choose to allow more time, however the time must be consistent with the assignment brief.
• Resources
o Learners should have access to the full range of available resources to
maximise their achievement opportunities.
• Collaboration
o Learners can work in groups to consider the evidence for the assignment,
however they are required to produce their own work alone and unaided.
Task marking:
• Assignments will be internally marked by the centre against the unit grade descriptors, and externally moderated by VTCT.
AM20530 – VTCT Level 2 Certificate in Hairdressing and Beauty Therapy (VRQ) 55 SAMs V16