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 focus on one particular
area (hair and/or beauty) 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 15 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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UV21580 – Enterprise in the hair and beauty sector
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 – My hair and beauty business idea
Scenario Evidence Criteria
assessed You are an entrepreneur
seeking to start up a hair and beauty business. You will research the hair and beauty market and identify gaps and opportunities that you could fill. Based on your research you will develop a hair and beauty business idea.
Research report, including a business idea
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 use a range of sources to research the hair and beauty market and seek out local or national gaps and opportunities for new or improved hair and beauty products and/or services. Research from different sources should be compared and potential ideas described. These potential ideas should then be compared in terms of their feasibility. In their reports, learners should justify their product/service idea in terms of its USP, target market and demand and competition. They should also indicate the potential for success.
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; blog; poster/mood board (this list is not exhaustive).
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Task 2 – Planning a hair and beauty enterprise
Scenario Evidence Criteria
assessed Your idea has caught the eye
of a successful local
entrepreneur who has earned her fortune in the hair and beauty sector. She has asked you to produce a plan for your hair and/or beauty enterprise, with a view to helping you launch your new hair and/or beauty enterprise.
Hair and beauty enterprise plan 3a, 1a
Specific guidance
In addition to this guidance, learners should be informed of, encouraged and given the opportunity to meet, relevant higher grading opportunities.
Using their hair and beauty idea, learners must produce a realistic plan for their hair and beauty business enterprise. Learners should be guided on the format of their plan by the teacher, which should include:
• key findings from their research
• information on the product/service, including rationale, aims and objectives, vision and concept, and features and benefits.
• details of how the product/service will be marketed and sold • the resources require, including human, physical and financial
• a simple budget
Learners should describe and justify the components that make up the plan, and detail how these link with the product/service. Learners should also justify how their plan will contribute to a successful hair and beauty business enterprise.
Finally, learners must outline the entrepreneurial features that will be required to make their enterprise a success. To do this, learners should look at real examples of entrepreneurship in the hair and beauty sector. They should describe the features of entrepreneurship and the benefits these have had on the business they are exploring as well as on the economy and society.
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; blog; poster/mood board (this 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 features and benefits of entrepreneurship
1a Outline key features and benefits of
entrepreneurship to the hair and beauty sector.
Describe how features of entrepreneurship benefit hair and beauty businesses, the econom y and society. (E)
Using real examples, explain how hair and beauty businesses, the econom y and society have benefited from
entrepreneurship. (E)
UV21578. LO1
Learning outcome 2 – Be able to research and develop ideas for a hair and beauty enterprise
2a Carry out research into the hair and
beauty market using a variety of sources. (I)
Outline research findings from each source.
Compare research from different sources and summarise findings. (E)
Analyse research findings from the range of sources collectively taking into account source reliability and bias. (E)
UV21578. LO1 UV21579. LO1/2/3
2b Identify opportunities for new/improved
products and services.
Select an idea for a product/service and outline its features and benefits.
Describe ideas for new/improved products/services. (E)
Compare and contrast the feasibility of ideas to inform on that selected. (E)
Justify the product/service idea in terms of USP, target market and demand, and competition and explain how the idea has the potential for success. (E)
Learning outcome 3 – Be able to plan a hair and beauty business enterprise
3a Produce a realistic plan for a hair and
beauty enterprise. (E/M/I)
Outline the component parts of the plan.
Describe all components of the plan. (E/M) Explain how the plan aligns with the product/service idea. (E)
Justify all components of the plan and explain how they will contribute to a successful business enterprise. (E)
Unit 1. LO1 Unit 2. LO1/3 Unit 4. LO1/2/3
* 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).
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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. • 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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UV21581 - Marketing hair and beauty products and services
Section 1 – Guidance
Centres must:
• administer the assignment brief presented
• contextualise 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 – Job interview
Scenario Evidence Criteria
assessed You have been invited to
interview for the role of marketing assistant with a local hair and beauty salon. As part of your interview you are required to prepare a
presentation to demonstrate your understanding of the principles of marketing and the factors that influence how hair and beauty products and services are marketed.
A presentation that demonstrates knowledge of the key marketing principles and influencing factors.
1a, 1b
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 presentation which includes a definition of marketing, the roles of marketing in the context of hair and beauty, and the importance of marketing as a cross-business activity. Real businesses should be used to demonstrate
understanding of market segmentation, marketing mix and marketing
communications. The factors that influence marketing decisions in hair and beauty businesses should also be presented.
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: presentation slides/notes; visual or verbal presentation; video/audio; blog; poster/mood board (this list is not exhaustive).
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Task 2 – Researching local businesses
Scenario Evidence Criteria
assessed Your successful presentation
has secured you the role of marketing assistant. For your first assignment, your manager has asked you to carry out research into the sector and a hair and/or beauty business and report on your findings.
Research documentation (interview questions, surveys, feedback cards) Research report
2a, 2b, 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 should use secondary research to investigate the sector and the products and services offered.
Learners should plan and design documentation (primary research) and use both primary and secondary research to investigate a business, in particular:
• the products and services offered
• the use of the marketing mix to promote and sell products, and
• how the features and benefits of products are used in their promotions
Learners should produce a report which outlines the 4 Ps, and the products and services marketed. An analysis of findings should also be included which details the products and services offered and the marketing mix used by the business
researched. Learners should address the effectiveness of the marketing mix employed and make recommendations for improvement.
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; blog; poster/mood board (this list is not exhaustive).
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Task 3 – Developing a marketing plan and materials
Scenario Evidence Criteria
assessed Following on from your market
research and report, you are required to plan promotional activities and develop
marketing materials for your hair and beauty business. You must ensure the promotional activities and materials meet the set
marketing objectives and are suitable for the target market*.
Promotional plan AND
Promotional materials AND
Justification for activities and materials
4a, 4b
Specific guidance
In addition to this guidance, learners should be encouraged and given the opportunity to meet, relevant higher grading opportunities.
The centre musts set a brief for learners, which details the product and/or service to be promoted, the marketing objectives and the target market.
Learners must produce a promotional plan detailing the activities to be included, including the places to promote, the methods to be used, the product/service features and benefits to be promoted, and the promotional materials to be used. Learners must design and produce an item of promotional material (leaflet, brochure etc) to promote their product/service.
Promotional activities and materials should align with the set brief and meet the requirements of the target audience. Learners must provide a justification for their activities and materials, explaining how the brief is met and the target audience is reached.
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; blog; poster/leaflet/mood board (this list is not exhaustive).
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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 - Know the key principles and factors influencing marketing in hair and beauty
1a Define marketing and outline its role in
achieving customer satisfaction. State the importance of marketing and outline the key features of market segmentation, marketing mix and marketing communication.
Describe the role of marketing in achieving customer satisfaction with explicit
reference to the hair and beauty sector. (E) Describe the importance of marketing across a business and the positive effect this has on the business and customers. (E)
Describe examples of how market segmentation, marketing mix and
marketing communication are used by hair and beauty businesses. (E)
Evaluate the strengths and weaknesses of how hair and beauty business use market segmentation, marketing mix and communication methods. (E)
UV21578.LO1/LO2
1b List the factors which influence
marketing decisions in hair and beauty.
Describe how factors may influence marketing decisions in hair and beauty businesses. (E)
Explain how factors have adversely affected and/or provided new marketing opportunities for a particular hair and beauty business. (E)
Learning outcome 2 – Know how hair and beauty businesses market their products and services
2a Outline a range of products, equipment
and services marketed across the breadth of the hair and beauty sector
Describe the marketing mix of selected hair and beauty businesses. (E)
Explain how the 4 Ps work together as a marketing mix, and how this mix is adapted according to the products and services promoted. (E)
UV21578.LO1/LO3
2b Outline the key components of the 4
Ps in the context of hair and beauty marketing
Learning outcome 3 – Be able to carry out market research in hair and beauty
3a Plan, design documentation and
conduct a market research activity into a hair and beauty business.
Explain how businesses use the features and benefits of products and services in their promotions and the effectiveness of
Analyse the results from the market research activity, comparing the strengths and weaknesses of the business's
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Outline the products and services promoted and the marketing activities and techniques used by hair and beauty businesses.
the marketing mixes employed. (E) activities and materials. (E/M)
Make recommendations to inform the development of future marketing activities and materials. (E)
Learning Outcome 4 – Be able to plan promotional activities and develop promotional materials for a hair and beauty product or service
4a Plan promotional activities for a
business to achieve stated marketing objectives. (M)
Explain how the planned promotional activities and materials would enable the stated objectives to be met, and the target market to be reached. (E)
Explain the limitations of planned promotional activities and materials. (E)
UV21578.LO1/LO2/LO3 UV21582.LO1/3
4b Develop promotional materials for a
hair and beauty product and/or service that are suitable for the target market and satisfy promotional objectives. (E/I)
* Detailed explanations of synoptic assessment opportunities are presented Section 5 of the unit specification.
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