The Further Education and Training Awards Council (FETAC)

was set up as a statutory body on 11 June 2001

by the Minister for Education and Science.
Under the Qualifications (Education & Training) Act, 1999,
FETAC now has responsibility for making awards
previously made by FETAC.

Module Descriptor

Hairdressing Theory
and Practice
Level 5 D20030

www.fetac.ie
 Level 5 Module Descriptor
Summary of Contents
Describes how the module functions as part of the national
Introduction vocational certificate framework.
Indicates the module content. This title appears on the learner’s
Module Title certificate. It can be used to download the module from the website
www.fetac.ie.
An individual code is assigned to each module; a letter at the
beginning denotes a vocational or general studies area under which
Module Code the module is grouped and the first digit denotes its level within the
national vocational certificate framework.
Indicates where the module is placed in the national vocational
Level certificate framework, from Level 3 to Level 6.
Denotes the amount of credit that a learner accumulates on
Credit Value achievement of the module.
Describes in summary what the learner will achieve on successfully
completing the module and in what learning and vocational contexts
Purpose the module has been developed. Where relevant, it lists what
certification will be awarded by other certification agencies.
Recommends the level of previous achievement or experience of the
Preferred Entry Level learner.
Usually ‘none’ but in some cases detail is provided here of specific
learner or course provider requirements. There may also be
Special Requirements reference to the minimum safety or skill requirements that learners
must achieve prior to assessment.
Describe in 3-5 statements the broad skills and knowledge learners
General Aims will have achieved on successful completion of the module.

Units Structure the learning outcomes; there may be no units.

Specific Learning Describe in specific terms the knowledge and skills that learners will
Outcomes have achieved on successful completio n of the module.

Portfolio of Assessment Provides details on how the learning outcomes are to be assessed.

Grading Provides details of the grading system used.

Individual Candidate List the assessment criteria for each assessment technique and the
Marking Sheets marking system.
Records the marks for each candidate in each assessment technique
Module Results
and in total. It is an important record for centres of their candidate’s
Summary Sheet achievements.
Appendices Can include approval forms for national governing bodies.

Glossary of Assessment Explains the types of assessment techniques used to assess standards.
Techniques
Describes the assessment principles that underpin FETAC approach
Assessment Principles to assessment.
Introduction

A module is a statement of the standards to be achieved to gain an FETAC award.

Candidates are assessed to establish whether they have achieved the required
standards. Credit is awarded for each module successfully completed.

The standards in a module are expressed principally in terms of specific learning

outcomes, i.e. what the learner will be able to do on successful completion of the
module. The other elements of the module - the purpose, general aims,
assessment details and assessment criteria - combine with the learning outcomes
to state the standards in a holistic way.

While FETAC is responsible for setting the standards for certification in

partnership with course providers and industry, it is the course providers who are
responsible for the design of the learning programmes. The duration, content and
delivery of learning programmes should be appropriate to the learners’ needs and
interests, and should enable the learners to reach the standard as described in the
modules. Modules may be delivered alone or integrated with other modules.

The development of learners’ core skills is a key objective of vocational

education and training. The opportunity to develop these skills may arise through
a single module or a range of modules. The core skills include:

• taking initiative
• taking responsibility for one’s own learning and progress
• problem solving
• applying theoretical knowledge in practical contexts
• being numerate and literate
• having information and communication technology skills
• sourcing and organising information effectively
• listening effectively
• communicating orally and in writing
• working effectively in group situations
• understanding health and safety issues
• reflecting on and evaluating quality of own learning and achievement.

Course providers are encouraged to design programmes which enable learners to

develop core skills.
1 Module Title Hairdressing Theory and Practice

2 Module Code D20030

3 Level 5

4 Credit Value 3 credits

5 Purpose This module aims to introduce learners to hairdressing as a

career, to make learners proficient in basic hairdressing skills
and to equip them with the theoretical knowledge to support
these skills.

The module prepares learners for further training in the

hairdressing industry.

This module is a mandatory module for the Level 5 Certificate

in Hairdressing award.

6 Preferred
Entry Level Level 4 Certificate, Leaving Certificate or equivalent
qualifications and/or relevant life and work experiences.

7 Special
Requirements None

8 General Aims

Learners who successfully complete this module will:

8.1 have good personal presentation habits

8.2 develop safe and hygienic work practices
8.3 establish and maintain good personal relationships with clients
and colleagues
8.4 become proficient at basic hairdressing skills
8.5 acquire a basic knowledge of hair style and design
8.6 understand the organisation and working of hairdressing salons
8.7 assist the professional stylist.

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9 Units The specific learning outcomes are grouped into 10 units.

Unit 1 Personal Presentation

Unit 2 Health and Safety in the Salon
Unit 3 Client Preparation
Unit 4 Introduction to Hair and Scalp Analysis
Unit 5 Basin Skills
Unit 6 Introduction to Style Suitability
Unit 7 Styling Skills
Unit 8 Colour Choice and Application (Temporary, Semi-Permanent
and Permanent)
Unit 9 Perm Winding Skills
Unit 10 Basic Cutting Skills

10 Specific Learning
Outcomes

Unit 1 Personal Presentation

Learners should be able to:

10.1.1 apply rules of personal hygiene to a daily routine

10.1.2 address a range of potential personal hygiene problems

10.1.3 select and care for clothes for daily living and for work

10.1.4 demonstrate correct deportment and posture for salon work

10.1.5 project good image of self and salon

10.1.6 demonstrate due attention to time keeping and preparedness for

work.

Unit 2 Health and Safety in the Salon

Learners should be able to:

10.2.1 demonstrate safe and hygienic work practices

10.2.2 use and maintain personal and salon tools and equipment

10.2.3 use and maintain sterilisation facilities

10.2.4 change electrical fuses, plugs and leads

10.2.5 identify salon hazards and precautions

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10.2.6 describe and demonstrate basic First Aid procedures and
practices, to include:
• minor burns
• scalds
• cuts
• rinsing of chemicals from the eye
• fainting
• nosebleeds
• epileptic fits

10.2.7 identify procedures for contacting emergency services

10.2.8 provide support in emergency evacuation situations.

Unit 3 Client Preparation

Learners should be able to:

10.3.1 communicate effectively with the client

10.3.2 prepare the client for salon services

10.3.3 prepare hair prior to salon services.

Unit 4 Introduction to Hair and Scalp Analysis

Learners should be able to:

10.4.1 identify hair and scalp condition

10.4.2 differentiate between contagious and non-contagious disorders

10.4.3 outline salon procedures when abnormalities occur

10.4.4 recommend treatments appropriate to condition of hair and scalp

10.4.5 demonstrate thorough knowledge of salon products i.e.

• benefits in use
• functions
• features.

3
Unit 5 Basin Skills

SHAMPOOING
Learners should be able to:
10.5.1 position the client correctly and comfortably in the chair

10.5.2 demonstrate testing water temperature

10.5.3 demonstrate use of water spray head

10.5.4 apply the appropriate amount of shampoo, using the correct

technique and according to manufacturers instructions

10.5.5 perform appropriate massage techniques

10.5.6 rinse hair to remove all shampoo

10.5.7 remove excess water from the hair

10.5.8 assist the client to an upright position

10.5.9 adjust towel and comb and detangle hair

CONDITIONING
Learners should be able to:
10.5.10 apply appropriate amount of conditioning, using the correct
techniq ue and according to manufacturers instructions

10.5.11 perform appropriate application techniques

10.5.12 rinse hair to remove conditioner

SPECIAL TREATMENTS
Learners should be able to:
10.5.13 establish client requirements through consultation and analysis

10.5.14 demonstrate the ability to test to support the analysis

10.5.15 select and prepare materials according to manufacturers

instructions

10.5.16 demonstrate application of selected techniques

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10.5.17 process treatment for prescribed time using appropriate
equipment

10.5.18 remove treatment using prescribed method

10.5.19 identify aftercare procedures

10.5.20 record treatments and results.

Unit 6 Introduction to Style Suitability

Learners should be able to:

10.6.1 identify the factors that influence hairstyle, such as age, lifestyle
and occasion

10.6.2 suggest hairstyles to suit face, head and body shapes

10.6.3 suggest hairstyles to suit hair growth patterns and hair texture.

Unit 7 Styling Skills

SETTING
Learners should be able to:
10.7.1 comb hair to detangle

10.7.2 select rollers appropriate to style requirement

10.7.3 apply setting agent

10.7.4 section hair neatly

10.7.5 wind hair around rollers to base of section and secure with hair
pins

10.7.6 place hair net correctly on clients head

10.7.7 position clients head underneath a pre- heated hood dryer and
ensure client comfort and safety

10.7.8 demonstrate temporary straightening techniques using large

rollers

10.7.9 demonstrate the following pin curling techniques:

• barrel spring
• clock-spring
• reverse pin curl

5
10.7.10 demonstrate finger waving and braiding techniques.

BLOW DRYING

Learners should be able to:

10.7.11 select suitable tools and equipment

10.7.12 apply setting medium

10.7.13 section the hair in preparation for styling technique

10.7.14 handle hair dryer to ensure client safety and comfort

10.7.15 produce root lift and movement

10.7.16 demonstrate dexterity in using tools and equipment

10.7.17 demonstrate skill of producing root lift and movement using

fingers or hands only

10.7.18 demonstrate scrunch drying techniques

DRESSING O UT

Learners should be able to:

10.7.19 select appropriate combs, brushes and fixing agents to complete

style

10.7.20 dress hair into the desired shape and form, using the mirror to
ensure an even balance is achieved

10.7.21 finish the hair with fixing agents and ensure client safety in the
process

10.7.22 ensure client satisfaction with the use of a back mirror

10.7.23 remove gown and prepare client for leaving salon.

Unit 8 Colour Choice and Application (Temporary, Semi -

Permanent and Permanent)

Learners should be able to:

10.8.1 establish client requirements

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10.8.2 identify the need for a skin test

10.8.3 demonstrate procedures for skin testing

10.8.4 identify contra- indications to products used

10.8.5 outline basic colour theory

10.8.6 use the ICC (International Colour Code) to select suitable

colours

10.8.7 demonstrate application of colour, using wax conditioning as an

aid

10.8.8 outline the processing of various types of colour

10.8.9 demonstrate procedures for removing various types of colour.

Unit 9 Perm Winding Skills

Learners should be able to:

10.9.1 establish client requirements

10.9.2 identify the need for skin and strand tests

10.9.3 carry out skin and strand tests

10.9.4 identify contra- indications to products

10.9.5 section hair using the basic nine-section method

10.9.6 select appropriate rod and mesh for curl size

10.9.7 wind mesh of hair onto perm rod using end paper as an aid

10.9.8 wind mesh of hair without undue tension and position on base

10.9.9 secure rod correctly

10.9.10 apply protective cream and moist cotton wool to perimeter of

head

10.9.11 outline the processing of perming

10.9.12 rinse product from curlers (5-10 minutes)

10.9.13 remove excess moisture by double-blotting (towel and cotton

wool)

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 10.9.14 apply fresh cotton wool

10.9.15 apply neutraliser following manufacturers instructions

10.9.16 remove perm rods gently

10.9.17 rinse product from hair.

Unit 10 Basic Cutting Skills

Learners should be able to:

10.10.1 demonstrate cutting a one length (bob) style with or without

fringe.

11 Portfolio of
Assessment Please refer to the glossary of assessment techniques and the
note on assessment principles at the end of this module
descriptor.
All assessment is carried out in accordance with FETAC
regulations.
Assessment is devised by the internal assessor, with external
moderation by FETAC.

Summary Examination (Practical) 80%

Examination (Theory -Based) 20%

11.1 Examination
(Practical) The internal assessor will devise a practical examination that
assess candidates’ mastery of specified practical skills
demonstrated in a set period of time under restricted conditions.

The examination will be based on a range of specific learning

outcomes and will be 3 hours 30 minutes in duration.

The venue requirements for the examination are as follows:

• fully equipped hair salon or centre with a sufficient number
of wash basins (three candidates per basin maximum), work
stations and equipment and consumables provided
• maximum of nine candidates per examination
• one suitable model and practice block per candidate.

The FETAC external Authenticator will be in attendance during

the examination. Arrangements for the visit will be made
between the internal assessor and the external Authenticator.

8
 Candidates will be required to demonstrate their ability in each
of the following skill areas:

General Preparation (all of the following)

• performing hair and scalp analysis
• preparing a model for a salon service.

Treatment Preparation (any 2 of the following to be assessed at

random)
• sectioning hair for a permanent wave
• water winding sections of ha ir
• preparing a perm trolley.

Cutting (any 1 of the following to be assessed at random)

• cutting a one length (bob) style
• using basic cutting technique (minimum of 25mm to be cut).

Shampoo and Drying (all of the following)

• shampooing and conditioning a model’s hair
• drying a model’s hair in a suitable style with the use of a
blow-dryer technique.

Special Treatments (any 2 of the following to be assessed at

random)
• carrying out a basic roller set and securing with a hair net
• applying a permanent/semi permanent/temporary tint using
a wax conditioner
• removing a permanent/semi permanent/temporary tint
• performing finger waving
• forming reverse pin/barrel pin/cock spring curls
• braiding
• applying a permanent wave using the basic nine section
(water wind) method (including neutralising)
• straightening hair using large rollers.

Customer Service (all of the following)

• meeting and greeting the model
• maintaining rapport with the model throughout treatment
• maintaining appropriate personal appearance
• keeping the work station organised.

11.2 Examination
(Theory-Based) The internal assessor will devise a theory-based examination
that assesses candidates’ ability to recall and apply theory and
understanding, requiring responses to a number of short answer
questions. The se questions may be answered in different media
such as in writing or orally.

9
 The examination will be based on a range of specific learning
outcomes and will be 1 hour 30 minutes in duration.

The format of the examination will be as follows:

22 short answer questions
Candidates are required to answer 20 (1 mark each).

12 Grading

Pass 50 - 64%
Merit 65 - 79%
Distinction 80 - 100%

10
 Individual Candidate Hairdressing Theory and Practice
Marking Sheet 1 D20030
Examination (Practical) 80%

Candidate Name: _______________________________ PPSN.: ________________________

Centre: _______________________________________ Centre No.: ____________

Maximum Candidate
Assessment Criteria
Mark Mark

Examination (Practical)

• efficient organisation and preparation for treatments 10

• effective use of hairdressing techniques 25

• excellent manual dexterity and use of equipment 25

• clear understanding and application of health and safety

practices 10

• consistent demonstration of professional and pleasant

10
customer service

TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet 80

Internal Assessor’s Signature: __________________________________ Date: _____________

External Authenticator’s Signature: _________________________________ Date: __________

11
 Individual Candidate Hairdressing Theory and Practice
Marking Sheet 2 D20030
Examination (Theory -Based) 20%

Candidate Name: _______________________________ PPSN.: ________________________

Centre: _______________________________________ Centre No.: _____________

Maximum Candidate
Assessment Criteria
Mark Mark
Short Answer Questions

22 short answer questions, answer any 20 (1 mark each)

(Indicate questions answered)

Question No.:* _____ 1

_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1
_____ 1

TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet 20

Internal Assessor’s Signature: __________________________________ Date: ____________

External Authenticator’s Signature: ___________________________________ Date: __________

* The internal assessor is required to enter here the question numbers answered by the candidate.

12
 FETAC Module Results Summary Sheet
Module Title: Hairdressing Theory and Practice
Module Code: D20030 Assessment Marking Sheets
Mark Sheet Mark Sheet
Total
1 2 Grade*
100%
Maximum Marks per Marking Sheet 80 20
Candidate Surname Candidate Forename

Signed: Grade*
D: 80 - 100%
Internal Assessor: ________________________________________ Date: ____________________ M: 65 - 79%
This sheet is for internal assessors to record the overall marks of individual candidates. It should be retained in P: 50 - 64%
the centre. The marks awarded should be transferred to the official FETAC Module Results Sheet issued to U: 0 - 49%
centres before the visit of the external Authenticator. W: candidates entered who did not present for assessment

13
Glossary of Assessment Techniques

Assignment An exercise carried out in response to a brief with specific guidelines and
usually of short duration.
Each assignment is based on a brief provided by the internal assessor.
The brief includes specific guidelines for candidates. The assignment is
carried out over a period of time specified by the internal assessor.
Assignments may be specified as an oral presentation, case study,
observations, or have a detailed title such as audition piece, health fitness
plan or vocational area profile.

Collection of
Work A collection and/or selection of pieces of work produced by candidates
over a period of time that demonstrates the mastery of skills.
Using guidelines provided by the internal assessor, candidates compile a
collection of their own work. The collection of work demonstrates
evidence of a range of specific learning outcomes or skills. The evidence
may be produced in a range of conditions, such as in the learning
environment, in a role play exercise, or in real- life/work situations.
This body of work may be self- generated rather than carried out in
response to a specific assignment eg art work, engineering work etc.

Examination A means of assessing a candidate’s ability to recall and apply skills,

knowledge and understanding within a set period of time (time
constrained) and under clearly specified conditions.
Examinations may be:
• practical, assessing the mastery of specified practical skills
demonstrated in a set period of time under restricted conditions
• oral, testing ability to speak effectively in the vernacular or other
languages
• interview-style, assessing learning through verbal questioning, on
one-to-one/group basis
• aural, testing listening and interpretation skills
• theory-based, assessing the candidate’s ability to recall and apply
theory, requiring responses to a range of question types, such as
objective, short answer, structured, essay. These questions may be
answered in different media such as in writing, orally etc.

Learner Record A self-reported record by an individual, in which he/she describes

specific learning experiences, activities, responses, skills acquired.
Candidates compile a personal logbook/journal/diary/daily diary/
record/laboratory notebook/sketch book.
The logbook/journal/diary/daily diary/record/laboratory notebook/sketch
book should cover specified aspects of the learner’s experience.
Project A substantial individual or group response to a brief with guidelines,
usually carried out over a period of time.
Projects may involve:
research – requiring individual/group investigation of a topic
process – eg design, performance, production of an artefact/event
Projects will be based on a brief provided by the internal assessor or
negotiated by the candidate with the internal assessor. The brief will
include broad guidelines for the candidate. The work will be carried out
over a specified period of time.
Projects may be undertaken as a group or collaborative project, however
the individual contribution of each candidate must be clearly identified.
The project will enable the candidate to demonstrate: (some of these –
about 2-4)
• understanding and application of concepts in (specify area)
• use/selection of relevant research/survey techniques, sources of
information, referencing, bibliography
• ability to analyse, evaluate, draw conclusions, make
recommendations
• understanding of process/planning implementation and review skills/
planning and time management skills
• ability to implement/produce/make/construct/perform
• mastery of tools and techniques
• design/creativity/problem-solving/evaluation skills
• presentation/display skills
• team working/co-operation/participation skills.

Skills
Demonstration Assessment of mastery of specified practical, organisational and/or
interpersonal skills.
These skills are assessed at any time throughout the learning process by
the internal assessor/another qualified person in the centre for whom the
candidate undertakes relevant tasks.
The skills may be demonstrated in a range of conditions, such as in the
learning environment, in a role-play exercise, or in a real- life/work
situations.
The candidate may submit a written report/supporting documentation as
part of the assessment.
Examples of skills: laboratory skills, computer skills, coaching skills,
interpersonal skills.
FETAC Assessment Principles

1 Assessme nt is regarded as an integral part of the learning process.

2 All FETAC assessment is criterion referenced. Each assessment technique

has assessment criteria which detail the range of marks to be awarded for
specific standards of knowledge, skills and competence demonstrated by
candidates.

3 The mode of assessment is generally local i.e. the assessment techniques are
devised and implemented by internal assessors in centres.

4 Assessment techniques in FETAC modules are valid in that they test a range
of appropriate learning outcomes.

5 The reliability of assessment techniques is facilitated by providing support

for assessors.

6 Arising from an extensive consultation process, each FETAC module

describes what is considered to be an optimum approach to assessment.
When the necessary procedures are in place, it will be possible for assessors
to use other forms of assessment, provided they are demonstrated to be valid
and reliable.

7 To enable all learners to demonstrate that they have reached the required
standard, candidate evidence may be submitted in written, oral, visual,
multimedia or other format as appropriate to the learning outcomes.

8 Assessment of a number of modules may be integrated, provided the

separate criteria for each module are met.

9 Group or team work may form part of the assessment of a module, provided
each candidate’s achievement is separately assessed.
 © FETAC 2001

Any part of this publication may be copied

for use within the centre.

The development of the National Qualifications Framework is funded by the Department of Education and Science
with assistance from the European Social Fund as part of the National Development Plan 2000-2006.