Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

WRHHC305A Mapping and Delivery Guide
Apply over-comb techniques

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency WRHHC305A - Apply over-comb techniques
Description This unit describes the skills and knowledge required to apply over-comb techniques.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit involves analysis and planning, and selecting and applying scissor over comb and clipper over-comb techniques, to remove bulk, to blend different structures within haircuts and to outline or blend perimeters on specific haircut finishes. Demonstrated knowledge of the safe application of haircutting tools and finishing equipment, along with the application of relevant legislation and workplace practices particularly in regard to workplace safety and hygiene, are required.In the context of an assessment-only and/or a training delivery and assessment pathway, units of competency that relate to this unit are identified in the evidence guide of this unit.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field Hairdressing
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan tapered haircut structures.
  • Haircut plan is prepared to represent the haircut structure.
  • Appropriate tools are selected to achieve planned haircut finishes.
  • Tapered cutting techniques are selected to achieve planned haircut finishes.
       
Element: Apply scissor over-comb techniques.
  • Scissor over-comb techniques are applied in a logical sequence and pattern and with a continuous comb and scissoring action to theexterior of the haircut.
  • Position of head and neck is adjusted during service for desired access and application of technique.
  • Taper effect is varied by application of scissors over the fine or coarse end of the comb for a variety of neckline shapes and lengths.
  • Scissors and comb are applied at various angles to blend structures in the interior and exterior of the haircut.
       
Element: Apply clipper over-comb techniques.
  • Clipper over-comb techniques are applied behind ears and to neckline to blend haircuts according to predetermined designs.
  • Clipper over-comb techniques are applied to create a variety of neckline shapes and lengths.
  • Clippers with attachments are used to create a variety of haircut effects.
       
Element: Outline haircuts.
  • Haircut outlines are marked over and behind ears using clippers where indicated by the planned finish.
  • Clippers are used to outline sideburns where indicated by the planned finish.
  • Necklines are lathered and skin is stretched and shaved in the direction of hair growth to ensure a smooth result without discomfort to the skin.
  • Client comfort and safety are ensured during each stage.
       
Element: Select and apply finishing techniques.
  • Appropriate finishing products, equipment and techniques are selected and applied to achieve planned haircut finish.
  • Waste is disposed of according to relevant legislation and workplace policies and procedures.
  • Equipment is cleaned or disposed of according to relevant legislation and workplace policies and procedures.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide describes the underpinning knowledge and skills that must be demonstrated to prove competence. It is essential for assessment and must be read in conjunction with the performance criteria, the range statement and the assessment guidelines of the relevant Training Package.

Overview of assessment

A person who demonstrates competency in this unit of competency must be able to select and use scissors, clippers and combs effectively to create tapered effects. They must demonstrate an ability to consistently and methodically approach and perform tapered haircuts. They must also demonstrate the ability to cut short, medium and long tapered designs, along with knowledge and skill in finishing techniques for layered haircuts.

Specific evidence requirements

Critical aspects for assessment and evidence required to demonstrate competency in this unit

consistently selecting tools and tapering techniques appropriate to the planned finish

maintaining hands and cutting tools parallel to the exterior design line when applying over-comb techniques

positioning the head and neck and making any necessary adjustments during service to achieve planned layering effects

consistently using over-comb techniques to blend in tapered area and other areas of haircut

consistently outlining tapered haircuts using clippers and or shaving techniques as required.

Context of assessment

For valid and reliable assessment of this unit, competency should be consistently demonstrated over a period of time and observed by the assessor and/or the technical expert working in partnership with the assessor. The technical expert may include the hairdresser and/or an experienced person at the workplace.

Competency should be demonstrated in the workplace or a simulated workplace environment in a range of situations that may include client interruptions and involvement in other related activities normally expected in the workplace. For further guidance on the use of an appropriate simulated environment, refer to the Assessment Guidelines in this Training Package.

Specific resources for assessment

Competency for this unit should be assessed through access to:

a salon or simulated salon environment

haircutting tools and equipment

clients or hair wefts

finishing tools and equipment.

Relationship to other units

This unit requires an assessment outcome that includes evidence of the ability to analyse and plan tapered haircut structures and to prepare, select and safely apply haircutting tools.

Prerequisite unit:

WRHCS201A Prepare clients for salon services.

Co-requisite unit:

WRHHC301A Design haircut structures.

Method of assessment

The following assessment method is suggested.

Observation of the learner performing a range of tasks in an actual or simulated work environment, over sufficient time to demonstrate his/her handling of a range of contingencies. Tasks may include:

developing plans for tapered haircut structures

applying over-comb techniques

applying finishing techniques to tapered haircuts.

Evidence required for demonstration of consistent performance

For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance.

It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.

Evidence should be gathered as part of the learning process.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level, required for this unit.

Skills may include:

scissor over-comb techniques

clipper over-comb techniques

applying serrated scissors to remove bulk

cutting outline shapes

language, literacy and numeracy skills relevant to the role and workplace requirements.

Knowledge may include:

the relationship between the size of the comb and tapering effects

soft and hard lines

different tapered shapes.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance.

The following variables may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. Bold italicised text from the performance criteria is detailed here.

Haircut plan must include:

soft and hard interior and exterior design lines

taper width for each section where tapering is planned.

Appropriate tools may include:

tapering combs

scissors

serrated scissors

thinning scissors

straight razors

electric clippers

clipper attachments

flat top tools.

Tapered cutting techniques may include:

high, medium and low graduation

gradation

scissor over comb

clipper over comb.

Theexterior of the haircut may include:

varying width of area up to the occipital bone.

Taper effects may include:

long

medium

short.

Variety of neckline shapes and lengths may include:

short, medium and long tapered

short, medium, long square and curved necklines.

Finishing products and equipment may include:

blow dryers

brushes

combs

dressings

waxes.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Haircut plan is prepared to represent the haircut structure. 
Appropriate tools are selected to achieve planned haircut finishes. 
Tapered cutting techniques are selected to achieve planned haircut finishes. 
Scissor over-comb techniques are applied in a logical sequence and pattern and with a continuous comb and scissoring action to theexterior of the haircut. 
Position of head and neck is adjusted during service for desired access and application of technique. 
Taper effect is varied by application of scissors over the fine or coarse end of the comb for a variety of neckline shapes and lengths. 
Scissors and comb are applied at various angles to blend structures in the interior and exterior of the haircut. 
Clipper over-comb techniques are applied behind ears and to neckline to blend haircuts according to predetermined designs. 
Clipper over-comb techniques are applied to create a variety of neckline shapes and lengths. 
Clippers with attachments are used to create a variety of haircut effects. 
Haircut outlines are marked over and behind ears using clippers where indicated by the planned finish. 
Clippers are used to outline sideburns where indicated by the planned finish. 
Necklines are lathered and skin is stretched and shaved in the direction of hair growth to ensure a smooth result without discomfort to the skin. 
Client comfort and safety are ensured during each stage. 
Appropriate finishing products, equipment and techniques are selected and applied to achieve planned haircut finish. 
Waste is disposed of according to relevant legislation and workplace policies and procedures. 
Equipment is cleaned or disposed of according to relevant legislation and workplace policies and procedures. 

Forms

Assessment Cover Sheet

WRHHC305A - Apply over-comb techniques
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

WRHHC305A - Apply over-comb techniques

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: