Unit of competency Outline
Date retreived
22/07/2026 2:59 PM AWST
22/07/2026 2:59 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Apply over-comb techniques
Apply over-comb techniques
Unit of competency
National Code
SIHHHCS305A
SIHHHCS305A
State Code
D8692
D8692
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/10/2011
Field of Education
110303 - Hairdressing
Original Release Date
21/10/2011
Nominal Hours
20
Description
This unit describes the performance outcomes, skills and knowledge required to apply over-comb techniques.
Notes
Elements and Performance Criteria
1. Plan tapered haircut structures.
- 1.1. Produce a haircut plan to represent the haircut structure.
- 1.2. Select appropriate tools and over-comb techniques to achieve planned haircut finish.
2. Apply scissor-over-comb techniques.
- 2.1. Apply scissor-over-comb techniques in a logical sequence and pattern and with a continuous comb and scissoring action to the exterior of the haircut.
- 2.2. Enable access and application of technique by adjusting position of client’s head and neck during service.
- 2.3. Apply scissors over the fine or coarse end of the comb to vary taper effect ona variety of neckline shapes and lengths, according to the haircut plan.
- 2.4. Blend structures in the interior and exterior of the haircut by applying scissors and comb at various angles.
3. Apply clipper-over-comb techniques.
- 3.1. Apply clipper-over-comb techniques to blend hair lengths according to the haircut plan.
- 3.2. Create a variety of neckline shapes by applying clipper-over-comb techniques.
- 3.3. Use clippers with attachments to create a variety of haircut effects.
4. Outline haircuts.
- 4.1. Use clippers or scissors to mark haircut outlines over and behind ears, where indicated by the haircut plan.
- 4.2. Use clippers to outline sideburns where indicated by the haircut plan.
- 4.3. Lather neckline, stretch skin and shave in the direction of hair growth ensuring a smooth result without client skin discomfort.
5. Select and apply finishing techniques.
- 5.1. Select the appropriate finishing products and equipment.
- 5.2. Apply appropriate finishing techniques for tapered structures.
- 5.3. Dispose of waste, according to relevant health regulations and salon procedures.
- 5.4. Clean or dispose of equipment, according to health regulations and salon procedures.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that 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) may also be included.
Haircut plan must include:
soft and hard interior and exterior design lines
taper width for each section where tapering is planned
structural graphic
a simple line drawing representing the finished haircut design.
Appropriate tools may include:
tapering combs
scissors
serrated scissors
thinning scissors
straight razors
open blade razors
electric clippers
clipper attachments
flat top tools.
Over-comb techniques must include:
high, medium and low graduation
gradation
scissor-over-comb
clipper-over-comb.
The exterior of the haircut may include:
varying width of area up to the occipital bone
high, medium and low graduation
gradation
scissor-over-comb
clipper-over-comb.
Client may include:
men
women
children
people from a range of social, cultural or ethnic backgrounds and with a range of physical and mental abilities.
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.
Finishing techniques may include:
drying using electrical equipment
finger drying
natural drying using finishing products.
Salon procedures must include:
procedures that comply with state or territory and local government health regulations relevant to the service
occupational health and safety
environmental protection practices, such as waste disposal.
Haircut plan must include:
soft and hard interior and exterior design lines
taper width for each section where tapering is planned
structural graphic
a simple line drawing representing the finished haircut design.
Appropriate tools may include:
tapering combs
scissors
serrated scissors
thinning scissors
straight razors
open blade razors
electric clippers
clipper attachments
flat top tools.
Over-comb techniques must include:
high, medium and low graduation
gradation
scissor-over-comb
clipper-over-comb.
The exterior of the haircut may include:
varying width of area up to the occipital bone
high, medium and low graduation
gradation
scissor-over-comb
clipper-over-comb.
Client may include:
men
women
children
people from a range of social, cultural or ethnic backgrounds and with a range of physical and mental abilities.
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.
Finishing techniques may include:
drying using electrical equipment
finger drying
natural drying using finishing products.
Salon procedures must include:
procedures that comply with state or territory and local government health regulations relevant to the service
occupational health and safety
environmental protection practices, such as waste disposal.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
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
using over-comb techniques to blend in tapered area and structures in the interior and exterior of the haircut
outlining tapered haircuts using clippers and scissors or shaving techniques as required
achieving over-comb techniques
applying finishing techniques for tapered structures.
Context of and specific resources for assessment
Assessment must ensure access to:
a salon or a simulated salon environment that includes a range of work situations such as client interruptions and involvement in other related activities normally expected in the salon
an adjustable client chair client
clean client gown or wrap haircutting tools and equipment
a range of clients for haircuts with tapered structures
finishing tools and equipment
relevant documentation, including:
cutting plans
salon procedures.
For further guidance on the use of an appropriate simulated environment, refer to the Assessment Guidelines in this Training Package.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of the learner performing a range of tasks in an actual or simulated work environment, over sufficient time to demonstrate their handling of a range of contingencies. Tasks include:
developing plans for tapered haircut structures
applying tapered haircut techniques
applying finishing techniques to tapered haircuts
written or verbal questions appropriate to the language and literacy level of the learner to test knowledge which include:
elements and principles of design
geometric principles related to angles and shapes
review of portfolios of evidence and third-party reports of on-the-job performance by the learner.
Guidance information for assessment
A unit of competency describes an individual skill but people rarely perform one skill at a time. Many skills are combined on a day-to-day basis in the workplace as part of work processes. This does not mean that each skill described by a unit of competency is prerequisite to another— they are related skills.
Holistic assessment with other units relevant to the industry sector, salon and job role is recommended, for example:
SIHHIND201A Maintain and organise tools, equipment and work areas
SIHHOHS201A Apply salon safety procedures
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
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
using over-comb techniques to blend in tapered area and structures in the interior and exterior of the haircut
outlining tapered haircuts using clippers and scissors or shaving techniques as required
achieving over-comb techniques
applying finishing techniques for tapered structures.
Context of and specific resources for assessment
Assessment must ensure access to:
a salon or a simulated salon environment that includes a range of work situations such as client interruptions and involvement in other related activities normally expected in the salon
an adjustable client chair client
clean client gown or wrap haircutting tools and equipment
a range of clients for haircuts with tapered structures
finishing tools and equipment
relevant documentation, including:
cutting plans
salon procedures.
For further guidance on the use of an appropriate simulated environment, refer to the Assessment Guidelines in this Training Package.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of the learner performing a range of tasks in an actual or simulated work environment, over sufficient time to demonstrate their handling of a range of contingencies. Tasks include:
developing plans for tapered haircut structures
applying tapered haircut techniques
applying finishing techniques to tapered haircuts
written or verbal questions appropriate to the language and literacy level of the learner to test knowledge which include:
elements and principles of design
geometric principles related to angles and shapes
review of portfolios of evidence and third-party reports of on-the-job performance by the learner.
Guidance information for assessment
A unit of competency describes an individual skill but people rarely perform one skill at a time. Many skills are combined on a day-to-day basis in the workplace as part of work processes. This does not mean that each skill described by a unit of competency is prerequisite to another— they are related skills.
Holistic assessment with other units relevant to the industry sector, salon and job role is recommended, for example:
SIHHIND201A Maintain and organise tools, equipment and work areas
SIHHOHS201A Apply salon safety procedures
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| S4514 | WRHHC305A | Apply over-comb techniques | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWY38 | SHBHCUT005 | Cut hair using over-comb techniques | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D590 | SIH30111 | Certificate III in Hairdressing | Qualification |