1. business and industrial
2. business operations
3. management
4. project management

Foundation Level
Project Example
Example 1
Foundation project example – Professional
clothing for a salon environment
The following example of a Foundation Diploma project
would be suitable for a learner to undertake on this
level of Diploma. This example could be adapted for
use by an individual learner, however, at Foundation
Level it could be more relevant as a group project with
each member of the group being assessed individually
on their contribution and how they contributed to
the group’s achievement. The principal idea of this
project example could be extended to suit Higher Level
requirements.
Diploma level
Foundation Diploma Project (Level 1 – 60 GLH)
Potential links to AQA/C&G Principal
Learning units
• Unit 1.1 Introducing the hair and beauty sector
• Unit 1.2 Creating a positive impression in the hair
and beauty sector
• Unit 1.6 Personal appearance, style and wellbeing
Potential links to VTCT Principal Learning
units
• Unit 1.1 Introducing the hair and beauty sector
• Unit 1.2 Creating a positive impression within hair
and beauty
• Unit 1.6 Personal appearance, style and wellbeing
within hair and beauty
Additional information/potential activities
This project example will focus on developing a
salon clothing range, to cover the needs of male
and female practitioners, operating within a range
of environments, to include hairdressing and beauty
salons, barbershops, nail studios and spa facilities.
You may wish to include/investigate the following:
• establish and comment on the current range and
style of such salonwear, via trade magazines, the
internet, company literature
• interview a selection of salon workers to establish
their needs for professional salonwear, try to
include a variety of salon environments and both
male and female practitioners
• identify key features, such as fitting requirements
for ease of movement, fabric content, washing and
maintenance, colour choices, costing of fabric and
finishings
• design a logo with consortium/business name and
decide upon placement on clothing
• explore the different requirements for professional
salon wear, for male and female practitioners,
to include hairdressing and beauty salons,
barbershops, nail studios and spa facilities
• present proposed designs, via sketches,
photographs, fabric and/or colour swatches
• highlight the design benefits that the new salon
clothing range features.
Suggested project title/area
• Professional clothing for a salon environment
• Designer clothing range for a salon business
continued...
EXAMPLE 08/10
Foundation Level
Project Example
Example 1 continued...
This project example provides opportunities to:
• explore the importance of creating a positive and
professional image in a range of environments in
the hair and beauty sector
• meet salon workers and employers during
discussions and interviews
• gather and interpret feedback and comments from
salon workers and employers
• identify and highlight the requirements for
professional salonwear and different demands of
each salon environment
• exhibit a range of presentation skills to
demonstrate the new salon clothing range.
Employer involvement
This project example provides opportunities for
employer involvement by:
• visit from a company representative from a
salonwear clothing manufacturer
• visits to a range of businesses to see practitioners
in salonwear
• involvement in short interviews relating to
requirements of professional salonwear.
Functional Skills
This project example provides opportunities to develop
Functional Skills:
• English e.g. speaking and listening – taking part in
discussions, reading – identifying the main points
and ideas and how they are presented, writing –
using language, format and structure suitable for
purpose and audience
• Mathematics e.g. analyse costings and draw
conclusions
• ICT e.g. finding and selecting information using
the internet.
PLTS
•
•
•
•
Team worker
Independent enquirer
Creative thinker
Reflective learner
Resources
Suggestions for suitable resources include, but this list
is not exhaustive:
• Health and Beauty Salon magazine
• Hairdresser’s Journal magazine
• Home Laundering Consultative Council
Some useful links
Suggestions for suitable links include, but this list is
not exhaustive:
• www.salonweardirect.co.uk
• www.healthandbeautywear.co.uk
• www.care-labelling.co.uk
EXAMPLE 08/10
Foundation Level
Project Example
Example 2
Foundation project example – Importance of
a healthy, balanced diet
The following example of a Foundation Diploma project
would be suitable for a learner to undertake on this
level of Diploma. This example could be adapted for
use as an individual learner, however, at Foundation
Level it could be more relevant as a group project with
each member of the group being assessed individually
on their contribution and how they contributed to the
group’s achievement. The principal idea of this project
example could be extended to suit Higher or Advanced
Level requirements.
Diploma level
Foundation Diploma Project (Level 1 – 60 GLH)
Potential links to AQA/C&G Principal
Learning units
• Unit 1.6 Personal appearance, style and wellbeing
Potential links to VTCT Principal Learning
units
• Unit 1.6 Personal appearance, style and wellbeing
within hair and beauty
Suggested project title/area
• Importance of a maintaining a healthy, balanced
diet
• Maintaining a healthy and balanced diet during a
weight management programme
Additional information/potential activities
This project example will focus on establishing the
components that make up a healthy, balanced diet and
its importance of maintaining a healthy body weight.
It could also include the effects of a healthy, balanced
diet on the skin, hair and nails; and maintenance
of a nutritionally balanced diet during a weight
management programme.
You may wish to include/investigate the following:
• establish the components of a healthy, balanced
diet to provide optimum nutrition via Government
and NHS guidelines, the internet, health and
fitness magazines, human biology and nutrition
reference books
• provide details of examples of foods that fall into
each of those components
• establish the recommended NHS guidelines for
body weight, relating to height
• identify the nutritional benefits to the body of
one, or more, food groups
• identify the key requirements of a nutritionally
balanced diet to help maintain the health and
appearance of the skin, hair and nails
• explore a range of weight management
programmes commercially available and select one
or two upon which to draw opinions regarding
their effectiveness and nutritional balance.
This project example provides opportunities to:
• explore the importance of a nutritionally balanced
diet in relation to weight management and the
maintenance of health in general; specifically the
health and appearance of the skin, hair and nails
• identify the key components of a healthy diet
• gather and interpret information about a range of
weight management programmes, judge and draw
opinions on the findings
• provide feedback on the findings to others.
continued...
EXAMPLE 08/10
Foundation Level
Project Example
Example 2 continued...
Employer involvement
Functional Skills
This project example provides opportunities for
employer involvement by:
This project example provides opportunities to develop
Functional Skills:
• visit from a guest speaker, such as a nutritionist
• visit from a guest speaker, such as LEA Healthy
Living Advisors
• visits to NHS health centres.
Resources
Suggestions for suitable resources include, but this list
is not exhaustive:
• Government guidelines, such as ‘Improving the
Nation’s Health’ and ‘Five-a-Day Programme’
• NHS ‘Choices’
• British Nutrition Foundation
Some useful links
Suggestions for suitable links include, but this list is
not exhaustive:
• www.nhs.uk/LiveWell
• www.bbc.co.uk/health/nutrition
• www.nutrition.org.uk
• English e.g. speaking and listening – taking part
in discussions, reading – identifying the main
points and ideas and how they are presented in
a range of texts including reports, instructional,
explanatory and persuasive texts, on paper and
on screen, writing – using language, format and
structure suitable for purpose and audience
• Mathematics e.g. extract and interpret information
from tables, diagrams, charts and graphs
• ICT e.g. finding and selecting information using
the internet, recognising copyright and other
constraints on the use of information, using
discrimination in selecting information that
matches requirements from a variety of sources
and evaluate fitness for purpose.
PLTS
•
•
•
•
Team worker
Independent enquirer
Reflective learner
Self manager
EXAMPLE 08/10
Foundation Level
Project Example
Example 3
Foundation project example – Create a style
book
The following example of a Foundation Diploma project
would be suitable for a learner to undertake on this
level of Diploma. This example could be adapted for
use by an individual learner, however, at Foundation
Level it could be more relevant as a group project with
each member of the group being assessed individually
on their contribution and how they contributed to the
group’s achievement.
Diploma level
Foundation Diploma Project (Level 1 – 60 GLH)
Potential links to AQA/C&G Principal
Learning units
• Unit 1.3 Introducing hair styling
• Unit 1.6 Personal appearance, style and wellbeing
Potential links to VTCT Principal Learning
units
• Unit 1.3 Introducing hair styling
• Unit 1.6 Personal appearance, style and wellbeing
within hair and beauty
Suggested project title/area
• Getting the ‘total look’
• Style book for hair and make-up
Additional information/potential activities
This project example will focus on developing a style
book. The emphasis will be on suggestions of hairstyles
to suit a range of lifestyles and personalities, hair
types and textures, gender, head and/or face shape. It
could be extended further to include suggestions for
make-up, to complement the face shape and overall
look of the hairstyle suggestions.
You may wish to include/investigate the following:
• assemble a wide-ranging selection of images of
hairstyles to show different genders, hair types
and textures and face shapes, via trade magazines,
the internet, professional product literature, and
celebrity magazines
• establish the head and/or face shape, hair texture,
type and colour, personality and lifestyle that each
hairstyle would suit and annotate each image, so
building up a resource library
• suggest and/or comment on the make-up used in
each image to complement the whole look
• explore and investigate how each hairstyle has
been created, to include the cut, and the styling
products and tools used to create the style;
this section would be best achieved through
consultation with employers and suggestions
would be to be completed during work experience,
interviews, salon visits or guest speaker
appearances
• present the annotated collection of images in a
style book, or other suitable media.
continued...
EXAMPLE 08/10
Foundation Level
Project Example
Example 3 continued...
This project example provides opportunities to:
• explore the importance of creating and
recommending a hairstyle that suits the individual
for who it is proposed, taking in a variety of
influencing factors
• meet salon workers and employers during
discussions and interviews
• gather and interpret a range of hairstyles, identify
their creation and build a resource library for
future use, referral and development.
Employer involvement
This project example provides opportunities for
employer involvement by:
• discussions during work experience
• visits to salons
• guest speaker visits and demonstrations.
Resources
Functional Skills
This project example provides opportunities to develop
Functional Skills:
• English e.g. speaking and listening – taking part
in discussions, reading – identifying the main
points and ideas and how they are presented,
writing –writing clearly and coherently including
appropriate level of detail, presenting information
in a logical sequence and using language, format
and structure suitable for purpose and audience
• ICT e.g. finding and selecting information using
the internet.
PLTS
•
•
•
•
Team worker
Independent enquirer
Reflective learner
Creative thinker
Suggestions for suitable resources include, but this list
is not exhaustive:
• consumer magazines for hairstyle suggestions
• Hairdresser’s Journal magazine
• celebrity magazines.
Some useful links
Suggestions for suitable links include, but this list is
not exhaustive:
• www.ukhairdressers.com
• www.hairstylesdesign.com
• www.totalhair.net
EXAMPLE 08/10
Higher Level
Project Example
Example 4
Higher project example – Musculoskeletal
disorders in the hair and beauty sector
The following example of a Higher Diploma project
would be suitable for a learner to undertake on this
level of Diploma. The principal idea of this project
example could be extended to suit Advanced Level
requirements, taking into account the significant
amount of independent work required to meet the 120
GLH requirements.
Diploma level
Higher Diploma Project (Level 2 – 60 GLH)
Potential links to AQA/C&G Principal
Learning units
• Unit 2.1 Safe and healthy working practices in the
hair and beauty sector and related industries
• Unit 2.3 The science of hair and beauty
• Unit 2.8 Exploring skin care and make-up
• Unit 2.9 Exploring hair care and styling
• Unit 2.10 Exploring hand care and nail art
Potential links to VTCT Principal Learning
units
• Unit 2.1 Safe and healthy working practices in hair
and beauty
• Unit 2.3 The science of hair and beauty
• Unit 2.8 Exploring skin care and make-up
• Unit 2.9 Exploring hair care and styling
• Unit 2.10 Exploring hand care and nail art
Suggested project title/area
• Causes and prevention of musculoskeletal disorders
in the hair and beauty sector
• Symptoms, recognition and prevention of
musculoskeletal disorders in the hair and beauty
sector
Additional information/potential activities
This project example will focus on typical
musculoskeletal disorders (MSDs) that can occur in
each of the following industry groupings; hairdressing
and barbering, beauty and spa therapy; and nail
services. These MSDs being mainly repetitive strain
injury (RSI) and upper limb disorders (ULDs), among
others.
You may wish to include/investigate the following:
• research reliable information on MSDs; through
internet articles, health magazines, images,
medical literature and leaflets
• establish the common causes, symptoms, methods
of prevention and possible treatments available for
a selection of MSDs
• establish the major muscle groups and major
nerves affected in these conditions
• interview and/or observe a selection of salon
workers from each of the three industry groupings,
to establish their repetitive, intricate and/or
weight bearing activities that would put them at
risk of developing MSDs
• report, via a suitable presentation method, on
the causes, symptoms and prevention of MSDs;
drawing on interview and/or observation findings
and images collected
• credit information sources used.
continued...
EXAMPLE 08/10
Higher Level
Project Example
Example 4 continued...
This project example provides opportunities to:
• explore, recognise and understand preventative
actions for occupational health hazards, such as
MSDs
• meet salon workers and employers during
interviews, discussions and observations
• gather and interpret feedback and comments from
salon workers and employers
• gather information from a variety of resources,
comment and draw relevant conclusions upon
complex subjects
• exhibit a range of presentation skills to explain
the causes, symptoms, prevention and the major
muscle groups and major nerves affected related
to MSDs, in each of the three industry groupings.
Employer involvement
This project example provides opportunities for
employer involvement by:
• visits to a range of businesses to see practitioners
in normal occupational practice
• involvement in short interviews or discussions
relating to repetitive, intricate and/or weight
bearing activities
• visits from guest speakers, such as HSE Officer,
Health and Safety manager, LEA Occupational
Health professional.
Resources
Suggestions for suitable links include, but this list is
not exhaustive:
• www.bbc.co.uk/health/physical_health
• www.rsi.org.uk
• www.nhs.uk/Conditions/Repetitive-strain-injury
Functional Skills
This project example provides opportunities to develop
Functional Skills:
• English e.g. reading – selecting and using different
types of texts to obtain relevant information,
reading and summarising succinctly information
from different sources in a wide range of texts for
different purposes, on paper and on screen, writing
– presenting information concisely, logically and
persuasively, presenting information on complex
subjects concisely and clearly
• ICT e.g. finding and selecting information using
the internet, recognising copyright and other
constraints on the use of information, using
discrimination in selecting information that
matches requirements from a variety of sources
and evaluate fitness for purpose
PLTS
• Independent enquirer
• Reflective practitioner
• Self manager
Suggestions for suitable resources include, but this list
is not exhaustive:
• ‘Upper limb disorders in the workplace’; available
for download from www.hse.gov.uk/msd
• ‘A pain in your workplace? Ergonomic problems
and solutions’; available for download from www.
hse.gov.uk/msd
• various anatomy and physiology, and human
biology reference books
Some useful links
EXAMPLE 08/10
Higher Level
Project Example
Example 5
Higher project example – Product
development, design, manufacture and
supply chain
The following example of a Higher Diploma project
would be suitable for a learner to undertake on this
level of Diploma. The principal idea of this project
example could be extended to suit Advanced Level
requirements, taking into account the significant
amount of independent work required to meet the 120
GLH requirements.
Diploma level
Higher Diploma Project (Level 2 – 60 GLH)
Potential links to AQA/C&G Principal
Learning units
• Unit 2.2 The world of hair and beauty
• Unit 2.3 The science of hair and beauty
• Unit 2.8 Exploring skin care and make-up
and/or
• Unit 2.9 Exploring hair care and styling
Potential links to VTCT Principal Learning
units
• Unit 2.2 The world of hair and beauty
• Unit 2.3 The science of hair and beauty
• Unit 2.8 Exploring skin care and make-up
and/or
• Unit 2.9 Exploring hair care and styling
Additional information/potential activities
This project example will focus on one particular hair
or beauty product of choice. You will follow its journey
from product design, ingredients used and source of
origin, manufacturing considerations, packaging used,
and its supply chain to retailer/consumer.
You may wish to include/investigate the following:
• identify the key features and benefits of the
selected product and the reasons for selection
• identify the ingredients in the selected product
and establish source of origin of each
• consider the environmental and ecological effects
of sourcing, processing and transporting these
ingredients
• establish the type and appropriateness of the
packaging used for the selected product, in
relation to environmental considerations
• explore the logistics and supply chain mechanisms
used in manufacturing and retail businesses in the
hair and beauty sector
• report, via a suitable presentation method, on
the selected product’s journey from product
design, ingredients used and source of origin,
manufacturing considerations, packaging used,
and its supply chain to retailer/consumer
• credit information sources used.
Suggested project title/area
• Product design, manufacture and supply chain in
the hair and beauty sector
• Environmental and ecological considerations in
manufacture and supply chain of hair and/or
beauty products
continued...
EXAMPLE 08/10
Higher Level
Project Example
Example 5 continued...
This project example provides opportunities to:
• research the origins of ingredients used in a
selected product, and explore the environmental
and ecological considerations involved
• explore the packaging used for the selected
product, and take into consideration the cost of
production, suitability for purpose and the cost to
the environment
• gather information from a variety of resources,
comment and draw relevant conclusions upon
complex subjects
• exhibit a range of presentation skills to report on
findings about the selected product.
Employer involvement
This project example provides opportunities for
employer involvement by:
• visit to a hair and beauty product manufacturer
and/or cosmetic scientist
• visit from guest speaker from Manufacturing and
Product Design and/or Environmental and Land
Based
• visit to hair and beauty wholesalers
Resources
Suggestions for suitable resources include, but this list
is not exhaustive:
• Cosmetic Toiletry and Perfumery Association
• L’Oréal, or similar large hair and beauty product
manufacturer
• product manufactures’ promotional literature, e.g.
The Body Shop, Lush
Some useful links
Suggestions for suitable links include, but this list is
not exhaustive:
•
•
•
•
www.cpta.org.uk
www.thefactsabout.co.uk
www.loreal.com
www.thebodyshop.co.uk/_en/_gb/valuescampaigns
Functional Skills
This project example provides opportunities to develop
Functional Skills:
• English e.g. reading – selecting and using different
types of texts to obtain relevant information,
reading and summarising succinctly information
from different sources in a wide range of texts for
different purposes, on paper and on screen, writing
– presenting information concisely, logically and
persuasively, presenting information on complex
subjects concisely and clearly
• ICT e.g. finding and selecting information using
the internet, recognising copyright and other
constraints on the use of information, using
discrimination in selecting information that
matches requirements from a variety of sources
and evaluate fitness for purpose.
PLTS
• Independent enquirer
• Reflective learner
• Self manager
EXAMPLE 08/10
Higher Level
Project Example
Example 6
Higher project example – Health and safety
in the nail Industry
The following example of a Higher Diploma project
would be suitable for a learner to undertake on this
level of Diploma. The principal idea of this project
example could be extended to suit Advanced Level
requirements, taking into account the significant
amount of independent work required to meet the 120
GLH requirements.
Diploma level
Higher Diploma Project (Level 2 – 60 GLH)
Potential links to AQA/C&G Principal
Learning units
• Unit 2.1 Safe and healthy working practices in the
hair and beauty sector and related industries
• Unit 2.3 The science of hair and beauty
• Unit 2.10 Exploring hand care and nail art
Potential links to VTCT Principal Learning
units
• Unit 2.1 Safe and healthy working practices in hair
and beauty
• Unit 2.3 The science of hair and beauty
• Unit 2.10 Exploring hand care and nail art
Suggested project title/area
• How to stay healthy and safe in the nail industry
• Health and safety issues in the nail industry and
how to prevent them
Additional information/potential activities
This project example will focus on key issues affecting
health and safety in the nail industry and can be
extended to include the work of a nail technician. It
will cover inhalation risks and hazards of dust and
chemicals, dermatitis, and musculoskeletal disorders
(MSDs) such as repetitive strain injury (RSI) and carpal
tunnel syndrome.
You may wish to include/investigate the following:
• research reliable information on inhalation risks
and hazards of particular relevance to the nail
technician, and how to prevent them; to include
dust and ventilation considerations, inhalation
and use of chemicals and the hazards of Methyl
methacrylate (MMA), and safe use of electric files,
through internet articles, company literature,
health and safety literature and reference books
• research reliable information on dermatitis,
the potential causes, symptoms and methods
of prevention, through internet articles, health
magazines, images, health and safety literature,
medical literature and leaflets
• research reliable information on MSDs, such
as repetitive strain injury (RSI) and carpal
tunnel syndrome; establish the common causes,
symptoms, methods of prevention and possible
treatments, through internet articles, health
magazines, health and safety literature, images,
medical literature and leaflets
• interview and/or observe nail technicians in their
working environment to see the issues of concern
in normal occupational practice
• report, via a suitable presentation method, on the
causes, symptoms and prevention of inhalation
risks and hazards of dust and chemicals, dermatitis
and MSDs that can affect nail technicians; drawing
on interview and/or observation findings and
images collected
• credit information sources used.
continued...
EXAMPLE 08/10
Higher Level
Project Example
Example 6 continued...
This project example provides opportunities to:
• explore, recognise and understand preventative
actions for occupational health hazards, such as
inhalation risks and hazards of dust and chemicals,
dermatitis and MSDs
• meet nail technicians during interviews,
discussions and observations
• gather and interpret feedback and comments from
nail technicians
• gather information from a variety of resources,
comment and draw relevant conclusions upon
complex subjects
• exhibit a range of presentation skills to explain the
occupational health hazards, such as inhalation
risks and hazards of dust and chemicals, dermatitis
and MSDs that can affect nail technicians.
Employer involvement
This project example provides opportunities for
employer involvement by:
• visits to a range of nail studios to see practitioners
in normal occupational practice and involvement
in short discussions/interviews
• visit from a nail industry guest speaker to give talk
and demonstration
Vvisit from guest speakers, such as HSE Officer,
Health and Safety manager, LEA Occupational Health
professional
Resources
Suggestions for suitable resources include, but this list
is not exhaustive:
Some useful links
Suggestions for suitable links include, but this list is
not exhaustive:
•
•
•
•
•
www.hse.gov.uk/msd
www.hse.gov.uk/hairdressing/dermatitis
www.hse.gov.uk/RESEARCH/rrpdf/rr627.pdf
www.hse.gov.uk/pubns/guidance/sr13.pdf
www.nhs.uk/Conditions/Repetitive-strain-injury
Functional Skills
This project example provides opportunities to develop
Functional Skills:
• English e.g. reading – selecting and using different
types of texts to obtain relevant information,
reading and summarising succinctly information
from different sources in a wide range of texts for
different purposes, on paper and on screen, writing
– presenting information concisely, logically and
persuasively, presenting information on complex
subjects concisely and clearly
• ICT e.g. finding and selecting information using
the internet, recognising copyright and other
constraints on the use of information, using
discrimination in selecting information that
matches requirements from a variety of sources
and evaluate fitness for purpose
PLTS
• Independent enquirer
• Reflective learner
• Self manager
• ‘upper limb disorders in the workplace’; available
for download from www.hse.gov.uk
• ‘Code of Practice for Nail Services’; available for
download from www.habia.org
• ‘the UK Dermatitis Guide’; www.dermatitis.co.uk
• various anatomy and physiology, and human
biology reference books
EXAMPLE 08/10
Advanced Level
Project Example
Example 7
Advanced Extended project example –
Animal testing and alternatives in cosmetic
manufacture
The following example of an Advanced Diploma
Extended project would be suitable for an individual
learner to undertake on this level of Diploma. This
example could also be adapted to suit a learner at
Higher Level.
Diploma level
Advanced Diploma Extended Project (Level 3 – 120
GLH)
Potential links to AQA/C&G Principal
Learning units
• Unit 3.3 Product research, design and development
within the hair and beauty sector
• Unit 3.8 Cosmetic Science
Potential links to VTCT Principal Learning
units
• Unit 3.3 Product research, design and development
within hair and beauty
• Unit 3.8 Cosmetic Science
Additional information/potential activities
This project example will focus on alternatives to
animal testing in the cosmetic industry (rather than
animal testing itself), in light of EU legislation.
You may wish to include/investigate the following:
• research the EU legislation relating to animal
testing in cosmetics
• consider the ethical considerations of animal
testing
• interview a range of people upon their views of
animal testing, to gain different opinions that exist
on the use of animals for research and testing
cosmetics
• research the alternatives to animal testing in
cosmetics
• identify and explore a selected number of cosmetic
companies who do not use animal testing for their
cosmetics
• report, via a suitable presentation method, on the
relevant EU legislation, ethical considerations,
opinions that exist, and the alternatives to animal
testing, including companies who do not use
animal testing for their cosmetics
• credit information sources used.
Suggested project title/area
• Alternatives to animal testing and legislative
requirements
• Ethical considerations and legislation of animal
testing and the alternatives
continued...
EXAMPLE 08/10
Advanced Level
Project Example
Example 7 continued...
This project example provides opportunities to:
• carry out web-based research
• identify and contact appropriate professionals,
companies and organisations
• interview general public, research scientists, animal
right organisations, cosmetic manufacturers
• conduct surveys to gather opinions and interpret
feedback
• gather information from a variety of resources,
comment and draw relevant conclusions upon
complex subjects
• exhibit a range of presentation skills to explain
the relevant EU legislation, ethical considerations,
opinions that exist, and the alternatives to animal
testing , including companies who do not use
animal testing for their cosmetics.
Employer involvement
This project example provides opportunities for
employer involvement by:
• visit from guest speakers from cosmetic
manufacturing companies
• visit/dialogue with a cosmetic scientist
• visit from a representative from natural skin care
company
Some useful links
Suggestions for suitable links include, but this list is
not exhaustive:
•
•
•
•
•
•
•
www.animalfreezone.co.uk
www.loreal.com (the science and research section)
www.invitroskin.com
www.europa.eu/legislation_summaries
www.ec.europa.eu/enterprise/sectors/cosmetics
www.thefactsabout.co.uk
www.thebodyshop.co.uk (values-campaigns)
Functional Skills
It is assumed, for the purposes of this example
Advanced Extended project, that Level 2 Functional
Skills has already been completed.
PLTS
• Self manager
• Reflective learner
• Independent enquirer
Resources
Suggestions for suitable resources include, but this list
is not exhaustive:
• Go Cruelty Free; British Union for the Abolition of
Vivisection (BUAV)
• The Body Shop
• Cosmetics, Toiletry and Perfumery Association
EXAMPLE 08/10
Advanced Level
Project Example
Example 8
Advanced Extended project example –
Research of a medical condition; symptoms,
causes, effects and treatment
The following example of an Advanced Diploma
Extended project would be suitable for an individual
learner to undertake on this level of Diploma. The
example shows how one or more specialist learning
units could be expanded and combined.
Diploma level
Advanced Diploma Extended Project (Level 3 – 120
GLH)
Potential links to C&G Specialist Learning
units
Anatomy and Physiology
Explore the principles of complementary and
alternative medicine
Suggested project title/area
• Multiple Sclerosis; symptoms, causes and effects;
allopathic treatment available and complementary
therapies that can help
• Arthritis; symptoms, causes and effects; allopathic
treatment available and complementary therapies
that can help
Additional information/potential activities
This project example will focus on exploring one
medical condition in detail, which could be a personal
choice. The medical condition selected needs to hold
up to in-depth research and have reliable papers
and information available, reporting on the use of
complementary therapies.
You may wish to include/investigate the following:
• research the causes and symptoms of the selected
medical condition
• identify the body systems that are affected by
the selected medical condition and explain,
using appropriate anatomical and physiological
terminology, the effects of this medical condition
• explore the allopathic treatments available for the
selected medical condition, using reliable sources,
such as NHS Choices; health practitioners; local
Primary Care Trust; and medical leaflets
• explore the complementary therapies available
for the selected medical condition and the
effectiveness/popularity of each therapy
• refer to reliable sources of information about
complementary therapies, such as the Government
guidelines provided in the House of Lords, Science
and Technology – Sixth Report – 21 November
2000; (and others listed in resources section);
professional complementary practitioners; health
practitioners; reference books, and the internet
• report, via a suitable presentation method, on the
selected medical condition to cover the causes,
symptoms and effects of the condition, allopathic
treatment, relevant complementary therapies
reported as helpful to the condition
• credit information sources used.
continued...
EXAMPLE 08/10
Advanced Level
Project Example
Example 8 continued...
This project example provides opportunities to:
• carry out web-based research
• explore medical, anatomical and physiological
terminology
• identify and contact appropriate professionals and
organisations
• interview general public, health professionals and
complementary therapists
• gather information from a variety of resources,
comment and draw relevant conclusions upon
complex subjects
• exhibit a range of presentation skills to explain
causes, symptoms and effects of the condition,
allopathic treatment, relevant complementary
therapies reported as helpful to the condition.
Employer involvement
This project example provides opportunities for
employer involvement by:
Some useful links
Suggestions for suitable links include, but this list is
not exhaustive:
•
•
•
•
www.nhsdirect.nhs.uk
www.bbc.co.uk/health
www.netdoctor.co.uk
www.patient.co.uk
Functional Skills
It is assumed, for the purposes of this example
Advanced Extended project, that Level 2 Functional
Skills has already been completed.
PLTS
•
•
•
•
Self manager
Reflective learner
Independent enquirer
Effective participator
• visits from guest speakers on a range of
complementary therapies and demonstrations
• visit, or information from health and community
support groups for the specific medical condition
• visits to complementary health practitioners
Resources
Suggestions for suitable resources include, but this list
is not exhaustive:
• NHS Directory of Complementary and Alternative
Practitioners
• House of Lords, Science and Technology –
Sixth Report – 21 November 2000, report on
Complementary and Alternative Medicine
• range of anatomy and physiology reference books
EXAMPLE 08/10
Advanced Level
Project Example
Example 9
Advanced Extended project example – Design
a suite of promotional material, including a
website, for a new spa
The following example of an Advanced Diploma
Extended project would be suitable for an individual
learner to undertake on this level of Diploma. This
example could also be adapted to suit a learner at
Higher Level.
Diploma level
Advanced Diploma Extended Project (Level 3 – 120
GLH)
Potential links to AQA/C&G Principal
Learning units
• Business location and design for hair and beauty
sector
• Exploring media and image within the hair and
beauty sector
• Exploring the world of spas
Potential links to VTCT Principal Learning
units
• Business location and design for hair and beauty
• Exploring media and image within hair and beauty
• Exploring the world of spas
Suggested project title/area
• Promotional campaign for a new spa
• Website design and promotional literature for a
new spa
Additional information/potential activities
This project example will focus on the opening of a
new spa, from the angle of its promotion. A suite of
promotional material will be developed and further
complemented by the design of a website.
You may wish to include/investigate the following:
• explore existing spa therapy promotional literature
and websites to establish the images, vision,
language and emotions used, both nationally and
internationally
• collate ideas and create a moodboard to display
ideas; annotating each image with reason for
selection/adaptation
• establish the desired look for the promotional
literature, to include, colour scheme, images, logo,
treatments to be offered etc.
• plan and design a suite of promotional literature,
to include, business and appointment cards, price
list, treatment information brochure, posters,
flyers etc.
• design a website that complements the
promotional literature, that includes images and
matching designs
• report, via a suitable presentation method, the
resulting promotional campaign of the opening of
a new spa, to a small audience
• gather feedback and comments from the audience,
following the presentation
• compile a report on the effectiveness of the
promotional campaign.
continued...
EXAMPLE 08/10
Advanced Level
Project Example
Example 9 continued...
This project example provides opportunities to:
• carry out web-based research
• explore spa interiors, through actual or ‘virtual’
visits
• identify and contact appropriate spa therapy
professionals and organisations
• interview general public, spa therapists and
complementary therapists
• gather information from a variety of resources,
comment and draw relevant conclusions upon
effectiveness of promotional literature
• exhibit a range of presentation skills to
demonstrate a suite of promotional literature,
including a website design
• act upon feedback received and report on the
effectiveness of the promotional campaign.
Employer involvement
This project example provides opportunities for
employer involvement by:
Some useful links
Suggestions for suitable links include, but this list is
not exhaustive:
•
•
•
•
www.freeserifsoftware.com
www.goodspaguide.co.uk
www.thespasdirectory.com
www.spaassociation.org.uk
Functional Skills
It is assumed, for the purposes of this example
Advanced Extended project, that Level 2 Functional
Skills has already been completed.
PLTS
•
•
•
•
Self manager
Reflective learner
Independent enquirer
Effective participator
• visits to spa business
• visit and/or presentation by advertising and
promotional company
• website design input from ICT colleagues
Resources
Suggestions for suitable resources include, but this list
is not exhaustive:
• Spa World magazine
• Spa Therapy reference books
• Spa Secrets magazine
EXAMPLE 08/10