1. WELCOME TO Hair & Beauty Network Meeting England AW13

2.  Welcome  Portfolio update  Whats new  Hot Topics  Q&A  Networking Agenda

3. ICE BREAKER

4. Product Update

5. © CITY & GUILDS Changes to the Landscape

6. © CITY & GUILDS Changing Landscape DfE Richard’s Review Whitehead Review

7. Qualifications 2013 GCSE/A Level QCF Vocational qualifications and apprenticeship frameworks HE 14 1618 24 New BTECs & Cambridge Technicals

8. Qualifications 2015 GCSE/A Level Applied/Technical - DfE listed VQs AVQs- employer led- Whitehead style Apprenticeships- Richard style Traineeships 14 16 18 24 HE Unit based provision QCF-unemployed, upskilling

9. 14-19 and 19+ require distinct qualifications DfE view that new QCF provision for young people is not suitable Grading is essential for inclusion in performance tables External and synoptic assessment Graded 14-16 L2 120 glh 16-19 L3 150/300 glh- AGQs/Technical Levels 16-19 L2 – under consultation Will require public recognition from Professional or Trade bodies or minimum of 5 employers or 3 HEIs Quality assurance model must adapt to 14-19 requirements

10. © CITY & GUILDS Future for City & Guilds working with Indusrty

11. Whitehead- AVQ reform (Adults 19+) The aim of the review is to create a vision and strategy for having high quality, rigorous vocational qualifications for adults that will be valued by employers and individuals, regardless of state funding policy 1.AOs require training providers/colleges to involve relevant employers in delivery 2. All vocational qualifications will be based on less prescribed standards – pink book 3. Learner destination % into employment AOs will need to have visablility of this at provider level 4. Design and delivery of vocational qualifications has not kept pace with technology. Blended learning evidence needed

12. Richard Review: Revised apprenticeships The focus of Apprenticeships should be on the outcome: recognised industry standards should set out what Apprentices must know and be able to do, at the end of their Apprenticeship, at a high level The testing and validation process should be independent and genuinely respected by industry: 1.The test should be holistic, at the end, and assess whether the individual is fully competent 2. Organisations with the right expertise should be responsible for assessment and making sure Apprentices are tested consistently 3.Assessors must be entirely independent, with no incentive or disincentive related to the outcome. 4.Employers should be directly involved as well as educators

13. Consultation proposals 1. Direct Payment Model: Businesses register Apprentices and report claims for government funding through a new online system. Government funding is then paid directly into their bank account 2. PAYE Payment Model: Businesses register Apprentices through a new online system. They then recover government funding through their PAYE return 3. Provider Payment Model: Government funding continues to be paid to training providers, but they can only draw it down when they have received the employer’s financial contribution towards training 13

14. Traineeships Traineeships will be available for young people aged 16-24 and for young people with Learning Difficulty Assessments up to academic age 25 from August 2013. Maximum duration of six months The aim of traineeships is to secure young people’s progression to an apprenticeship or sustainable job as quickly as possible. http://www.cityandguilds.com/Courses-and-Qualifications/Traineeships

15. TECHBAC® CITY & GUILDS

16. TECHNICAL SKILLS Level 3 (360 glh (Cert) 720 glh (Diploma) TECHNICAL SKILLS Project Level 3 (180 glh ) WORK PLACEMENT (minimum 4 weeks over duration of programme) BUSINESS PERSPECTIVES (150 glh): Enterprise and innovation Employability Communication Financial skills Research and study skills Teamwork Equality and Diversity 1 THEORY AND REAL-WORLD APPLICATION 2 WELL-ROUNDED SKILLS THAT EMPLOYERS ARE SEEKING 3 ENABLED BY INNOVATIVE LEARNING TECHNOLOGIES A LEARNING AND TECHNOLOGY SUPPORT SYSTEM (IAG, personalisation, community functionality, mentor/tutors, e-portfolios, LMS) Broadly equivalent to 2 A levels (Certificate) or 3 A levels (Diploma) and Extended Diploma, taken over 2 years. Performance table compliant: Graded. Assessment to be at least 20% external end assessment, 20% Practical Project, 60% continuous assessment Relevant Applied Maths and English to be embedded in curriculum. Entry requirement L2 Maths and English Problem solving Self and people management Improving own learning reflective practice Digital/IT Business language/ culture LEVEL 3 MATHS A/AS LEVEL (360/180 glh) = Required for Technical Baccalaureate Measure TECHBAC ® LEVEL 3 PROPOSITION

17. Implications- Employers Employers are seen by the Government as critical for the success of these reforms. Employers will become the direct purchasers of apperenticeship and adult training not our centres Evidence of direct employer involvement in the design and assessment of all vocational qualifications is expected and, in the case of the new apprenticeship qualifications, essential. The reformed 16-19 level 3 qualifications, endorsed by and developed with employers, will form the substantive part of the new 16-19 study programmes Any Questions?

18. Hairdressing NOS New standards January 2015 Beauty NOS Review New standards 2015 Hair and Beauty Developments 2014/15 What do you think? Code of Practice - have your say

19. Product update Type1 Straight Hair 2 Wavy Hair 3 Curly Hair 4 Very Curly Hair A Fine/Thin Hair tends to be very soft, shiny & difficult to hold a curl, hair also tends to be oily & difficult to damage Hair has a definite ‘S’ pattern. Normally can accomplish various styles Loose curls – Hair tends to have a combination texture, it can be thick & full with lots of body, with a definite ‘S’ pattern. It also tends to be frizzy Soft – Hair tends to be very fragile, tightly coiled & has a more define curly pattern B Medium Hair has lots of volume & body Hair tends to be frizzy & a little resistant to styling Tight curls – Also tends to have a combination texture, with a medium amount of curl Wiry – Also very fragile & tightly coiled, however with a less defined curly pattern – has more of a ‘Z’ pattern shape C Coarse Hair is normally extremely straight & difficult to curl, Asian hair usually falls into this category Hair is resistant to styling & normally very frizzy, tends to have thicker waves

20. Product update Type1 Straight Hair 2 Wavy Hair 3 Curly Hair 4 Very Curly Hair A Fine/Thin B Medium C Coarse

21. Product update What do you think? Cosmetic products regulation update new EU regulation for cosmetic products Regulation (EC) No 1223/2009 http://europa.eu/legislation_summaries/ consumers/product_labelling_and_packaging/co0013_en.htm

22. © CITY & GUILDS Beauty Code of Practice New standards Registers Complementary Therapies Employer Engagment

23. How are you dealing with? Roll on roll off programmes Spikey profiles Pre 16 Learners with some experiences? Qualifications of Hair & Beauty Adult provision over 24 GCSE’s English & Maths, Functional Skills, ESW’s, Core Skills Reduction in F2F How are you managing? Employment

24. Whats News

25. YOUR QUESTIONS Hot Topics

26. TAQA e-LEARNING INTRODUCTION INTRODUCING City & Guilds’ first end-to-end e-learning programme experience for the Level 3 Award in Understanding the Principles and Practice of Assessment (TAQA)

27. CPD – What's it to you? “Developing you in other areas, so you can broaden your own experiences” learn hands-on skills in areas like Spray tanning, Barbering, Afro Hairdressing, Gel nails ”Updating practical skills, learning modern techniques” Learn about new products and how to use them ‘Going on a course to teach you something new’ Inspire you with new ideas Remember what its like to be a learner Gain qualifications For fun Keeping up to date Earn more

28. CPD – What do you want? How much time do you want to spend on it hands-on skills Practical or Theory Who's going to pay Certificate of attendance Inspiration How do you want to learn? Gain qualifications For fun Online Qualifications

29. GOING DIGITAL WHAT IS DIGITAL LEARNING?

30. FLAT & INTERACTIVE e-BOOKS STRUCTURED PROGRAMMES & COURSES MOBILE APPS TUTOR & LEARNER RESOURCE PACKS TUTOR LED e-BITES e-LEARNING DELIVERY PLATFORMS SOCIAL MEDIA

31. NEW AND IMPROVED SMARTSCREEN Live from 21 October 2013 for migrated packages

32. Continued Learning Please go back to your teams and discuss the following: 1. Assessment Strategy – what should it say? Consider: RWE, Service Times, CPD requirements, Occupational Expertise requirements, Assessment 2. Code of Practice – what should it say? Consider: Nails, enhancements, Uniform, earrings Complete the Survey Monkeys: http://www.surveymonkey.com/s/D96RBPYhttp://www.surveymonkey.com/s/D96RBPY - CPD