My Apprenticeship Pack v1 VWG

Now that you have chosen to undertake a
nationally recognised qualification, We will
work closely with you and your employer to
help you achieve the outcome you are looking
for. If you have a question and cannot find the
answer, get in touch with your Vocational
Learning Advisor. If they are unsure of the

answer, they will put you in touch with
someone who can help.

Croeso i’ch Rhaglen Dysgu gyda. Nawr eich bod chi wedi
dewis ymgymryd â chymhwyster a gydnabyddir yn

genedlaethol, fe fydd yn gweithio’n agos gyda chi a’ch
cyflogwr i helpu chi gyflawni eich nod. Os oes gennych
unrhyw gwestiwn nad ydych yn medru ei hateb, cysylltwch

â’ch Cynghorydd Dysgu Galwedigaethol. Os nad
ydynt yn siŵr o’r ateb, byddant yn medru eich rhoi chi

mewn cysylltiad gyda rhywun all helpu.



Contents 6
7
Information Snapshot 8
Starting My Journey 9
My Units
My Next VLA Visit 11

LEAP 12
ForSkills 14

My To Do List 16
Learner Self Study/Learning Record
16
THE FOLLOWING SECTION IS FOR LEARNERS IN ENGLAND ONLY 17
18
Personal, Learning and Thinking skills 19
20
Skills To Make You Effective At Work 21
Independent Enquirers
Creative Thinkers 24
Reflective Learners
Team Workers 26
Self Managers

Understanding the Literacy Marking Strategy

THE FOLLOWING SECTION IS FOR LEARNERS IN WALES ONLY

Literacy Marking Strategy

5

Information Snapshot

Important Information
Your name:
Date you received this pack:
Your Vocational Learning Advisor‘s (VLA) name:
Their telephone number:
Their email address:
Your Apprentice Technical Trainer’s (ATT) name:
Their telephone number:
Their email address:
Your Internal Verifier’s (IV) name:
Their telephone number:
Your VLA’s Vocational Learning Manager’s (VLM) name:
Their telephone number is:
The VOLKSWAGEN Group Programme telephone number:
Your awarding body is:
You are funded by:
My Qualification Breakdown
VCQ / Diploma / SVQ Title & Level:
Functional / Essential / Core Skills:
Technical Certificate (if applicable):
ERR:
Other Qualifications:
For your Reference:
The first aid box is located:
The accident book is located:
The name of our allocated first aider is:
The nearest fire exit is:
In the event of a fire, the official meeting or
assembly point is:

6

Starting My Journey

My Maths Initial Assessment Level:
My English Initial Assessment Level:
My ICT Initial Assessment Level:
My Learning Style is:
Make notes about how you like to learn - Do you like:
• Seeing presentations and watching videos (Visual)?
• Listening to other people, discussing ideas

(Auditory)?
• Reading articles and writing notes (Read/Write)?
• Being involved and having practical hands on

experience (Kinesthetic)?

My Career Aspirations:

7

My Units

Unit Number Unit Title

8

My Next VLA Visit Time

Date

9



HAVE YOU HAD AN ACCIDENT?

If you are working
towards a qualification

with us, you must
report any accidents
to your Vocational

Learning Advisor.

LEAP ForSkills

LEAP will give you access to a ForSkills is your online resource,
variety of interactive learning developed to support you through
resources that will support you on your Functional / Essential / Core
your programme. Skills.

https://vwgtraining.co.uk http://learn.babcocklearn.co.uk

USERNAME USERNAME
PASSWORD PASSWORD

11

My To Do List

Note the date that the task is set on and give an overview of what is to be completed.
Date:
Tasks to be completed:

Date to be completed by:
Date:
Tasks to be completed:

Date to be completed by:
Date:
Tasks to be completed:

Date to be completed by:

12

Date:
Tasks to be completed:

Date to be completed by:
Date:
Tasks to be completed:

Date to be completed by:
Date:
Tasks to be completed:

Date to be completed by:

13

Please use this form to record any self-study and/or learning that you have completed in-
home or training/courses you have attended at work.

Dates Time spent on activity What did you do?
Event/Activity

14

-between visits. This can include research/activities you have completed at Learner Self Study/Learning Record

Why? What did you learn How have/will you use
from this? this? How will you share

your learning?

Please use this form to record any self-study and/or learning that you have completed in-
home or training/courses you have attended at work.

Dates Time spent on activity What did you do?
Event/Activity

15

between visits. This can include research/activities you have completed at

Why? What did you learn How have/will you use
from this? this? How will you share

your learning?

THE FOLLOWING SECTION IS FOR LEARNERS IN ENGLAND ONLY ENGLAND
ONLY

Personal, Learning and Thinking skills

Skills To Make You Effective At Work

As part of your Apprenticeship, it is necessary for you to provide evidence of how you have demonstrated your skills
of being effective at work. The Sector Skills Council responsible for your qualification has already shown that these
skills are a part of your Apprenticeship Programme, so you will automatically demonstrate these skills. However, in
order that you understand how you achieved these, it is essential you understand what the skills are and where you
demonstrated them. These skills will enable you to operate as a confident and capable individual at work and in life
generally. Throughout your career you will constantly develop and refine these important skills.

How to complete this activity
Please read the definitions of each of the six skills and describe an activity where you have demonstrated these skills.
Your VLA will discuss your answers with you to ensure you fully understand how and where you have used these skills.

The six skills are:

1. Independent enquirers
2. Creative thinkers
3. Reflective learners
4. Team workers
5. Self managers
6. Effective participators

16

THE FOLLOWING SECTION IS FOR LEARNERS IN ENGLAND ONLY

Independent Enquirers

This is about processing and evaluating information, planning what to do and how to go about it. It is about
making decisions and recognising that others have different beliefs and attitudes. You will demonstrate the
following:

• Identify questions to answer and problems to resolve.
• Plan and carry out research, appreciating the consequences of decisions.
• Explore issues, events or problems from different perspectives.
• Analyse and evaluate information, judging its relevance and value.
• Consider the influence of circumstances, beliefs and feelings on decisions and events.
• Support conclusions, using reasoned arguments and evidence.

Describe an activity, or activities, where you have demonstrated the above skills.

17

THE FOLLOWING SECTION IS FOR LEARNERS IN ENGLAND ONLY

Creative Thinkers

This is about generating and exploring ideas, trying different ways to tackle a problem and working with others to
find imaginative solutions. You will demonstrate the following:

• Generate ideas and explore possibilities.
• Ask questions to extend own thinking.
• Connect own and others’ ideas and experiences in inventive ways.
• Question own and others’ assumptions.
• Try out alternatives or new solutions and follow ideas through.
• Adapt ideas as circumstances change.

Describe an activity, or activities, where you have demonstrated the above skills.

18

THE FOLLOWING SECTION IS FOR LEARNERS IN ENGLAND ONLY

Reflective Learners

This is about evaluating your strengths and limitations, setting realistic goals with criteria for success. It also involves
monitoring own performance and progress, inviting feedback from others and making changes to further own
learning. You will demonstrate the following:

• Assess own performance, identifying opportunities and achievements.
• Set goals with success criteria for your development and work.
• Review progress, acting on outcomes.
• Invite feedback and deal positively with praise, setbacks and criticism.
• Evaluate your experience and learning to enable you to plan for future progress.
• Communicate your learning in relevant ways for different audiences.

Describe an activity, or activities, where you have demonstrated the above skills.

19

THE FOLLOWING SECTION IS FOR LEARNERS IN ENGLAND ONLY

Team Workers

This is about working confidently with others, adapting to different situations and taking responsibility for own role.
It is about listening and taking account of different views, forming collaborative relationships and resolving issues to
agreed outcomes. You will demonstrate the following:

• Collaborate with others to work towards common goals.
• Adapt behaviour to suit different roles and situations.
• Show fairness and consideration to others.
• Take responsibility, showing confidence in self and in own contribution.
• Provide constructive support and feedback to team members.
• Reach agreements, managing discussions to achieve results.
• Analyse the extent to which the team was successful.

Describe an activity, or activities, where you have demonstrated the above skills.

20

THE FOLLOWING SECTION IS FOR LEARNERS IN ENGLAND ONLY

Self Managers

This is about organising yourself, showing personal responsibility, initiative and enterprise with a commitment to
learning and self-improvement. It also involves embracing change, responding positively to new priorities, coping
with challenges and looking for opportunities. You will demonstrate the following:

• Seek out challenges or new responsibilities and show flexibility when priorities change.
• Work towards goals, showing initiative, commitment and perseverance.
• Learning goals completed on time and to a high standard.
• Organise time and resources, prioritising actions.
• Anticipate, take and manage risks.
• Deal with competing pressures, including personal and work-related demands.
• Respond positively to change, seeking advice and support when needed.
• Manage your emotions, and build and maintain relationships.

Describe an activity, or activities, where you have demonstrated the above skills.

21

THE FOLLOWING SECTION IS FOR LEARNERS IN ENGLAND ONLY

Effective Participators

This is about engaging with issues that affect you and those around you and playing a full part in the workplace or
wider community, by taking responsible action in order to bring improvements for others as well as yourself. You will
demonstrate the following:

• Discuss issues of concern, seeking resolution where needed.
• Present a persuasive case for action.
• Propose practical ways forward, breaking these down into manageable steps.
• Identify improvements that would benefit others as well as self.
• Influence others, negotiating and balancing diverse views to reach workable solutions.
• Act as an advocate for views and beliefs that may differ from own.

Describe an activity, or activities, where you have demonstrated the above skills.

22



Understanding the Literacy Marking Strategy

- Well written section / - Sentence
• Indicates where a new sentence is required.
Sp – Spelling
// - Paragraph
SS – Sentence structure • New paragraphs.
• Does the sentence make sense?
• Entry 3: construct sentences with simple conjunctions. P – Punctuation
• Level 1: construct compound sentences with appropriate • Entry 3: full stops, question and exclamation marks.
• Level 1: as above plus apostrophes.
conjunctions (see words in bold below). • Level 2: as above plus commas and inverted commas.
• Level 2: construct complex sentences with a range of • Level 3: all punctuation should be correct.

appropriate conjunctions. C – Capital Letter
• Level 3: all grammar should be correct. • Start of sentence.
• Personal pronoun “I” e.g. “What can I say?”
* A simple sentence is short and contains a subject and an action (think • Days/months.
who and what). • Proper names (eg for people and places).
• Titles (eg books, magazines, films).
* A compound sentence joins 2 simple sentences together (usually using NB This list is not exhaustive.
and, but, or, as).
^ – Missing word
* A complex sentence contains more than one idea and often requires • Placed where the missing/new word should go.
the use of a comma.
G – Tense and agreement
WW– Wrong word • Incorrect use of past/present/future.
• Slang. • Mixing tenses within a paragraph.
• Wrong use of word eg Homophones: eg there and their, • Subject and verb must agree eg ‘We was going to the

bean and been, hear and here. shops’ should be ‘We were going to the shops’.

R – Repetition
• Repeating topic or idea.
• Over-use of key words or phrases.

24

CODE INDICATES ACTION REQUIRED
Well written section well written section

/ Sentence This tells you that a new sentence is needed.

// Paragraph This tells you that a new paragraph is needed.

Sp Spelling Check your spelling on the line indicated; you may use a dictionary for
P Punctuation this.
SS Sentence structure
Indicates that you may have overused, misused or missed a punctuation
mark. This could include full stops, commas, apostrophes, semi-colons,
colons and speech marks.

Proof-read the sentence on the line indicated. Ask your tutor for further
guidance.

^ Missing word Check and proof-read this line for a word which has been missed.

Make sure you have used the same tense all the way through the sentence

T Tense and agreement and paragraph. Subject and verb must agree. Please ask your tutor if you
are unsure.

R Repetition Check over the line to make sure no words or phrases have been repeated.

25

WALES

– Well written section – Very well written section

Sp – Spelling // – Paragraph
• New paragraphs (placed where the new paragraph
SS – Sentence structure
• Does the sentence make sense? should be).
• Entry 3: construct sentences with simple conjunctions.
• Level 1: construct compound sentences with appropriate P – Punctuation
• Entry 3: full stops, question and exclamation marks.
conjunctions (see words in bold below). • Level 1: as above plus apostrophes.
• Level 2: construct complex sentences with a range of • Level 2: as above plus commas and inverted commas.
• Level 3: all punctuation should be correct.
appropriate conjunctions.
• Level 3: all grammar should be correct. C – Capital Letter
• Start of sentence
* A simple sentence is short and contains a subject and an action (think • Personal pronoun “I”.
who and what). • Days/months.
• Proper names (eg for people and places).
* A compound sentence joins 2 simple sentences together (usually using • Titles (eg books, magazines, films).
and, but, or, as). NB This list is not exhaustive.

* A complex sentence contains more than one idea and often requires ^ – Missing word
the use of a comma. • Placed where the new word should go

WW– Wrong word T – Tense and agreement
• Slang. • Incorrect use of past/present/future
• Wrong use of word eg Homophones: eg there and their, • Mixing tenses within a paragraph
• Subject and verb must agree eg ‘We was going to the
bean and been, hear and here.
shops’ should be ‘We were going to the shops’
R – Repetition
• Repeating topic or idea.
• Over-use of key words or phrases.

26

Defnyddio Marciau Dadansoddi Gwallau

- Adran sillafu da - Adran sillafu da iawn

Sp – Sillafu G – Gramadeg
• Paragraffau
SS – Patrwm y frawddeg • Trefn resymegol
• A yw’r frawddeg yn gwneud synnwyr? • Cydlynol neu drefnus
• Mynediad 3: llunio brawddegau sy’n cynnwys cysyllteiriau
P – Atalnodi
syml • Mynediad 3: Priflythrennau (yn cynnwys y rhagenw
• Lefel 1: llunio brawddegau cyfansawdd sy’n cynnwys
personol ‘I’ yn Saesneg), atalnodau llawn, gofynodau ac
cysyllteiriau priodol (gweler y geiriau mewn teip trwm isod) ebychnodau
• Lefel 2: llunio brawddegau cymhleth sy’n cynnwys • Lefel 1: fel yr uchod ynghyd â chollnodau
• Lefel 2: fel yr uchod ynghyd â chomas a dyfynodau
amrywiaeth o gysyllteiriau priodol • Lefel 3: dylai’r holl atalnodi fod yn gywir
• Lefel 3: dylai’r gwaith fod yn ramadegol gywir
* Mae brawddeg syml yn fyr ac yn cynnwys goddrych a gweithred (pwy C – Llythyr cyfalaf
• Ddechrau dedfryd
a beth) • Rhagenw personol “I” yn Saesneg
* Mewn brawddeg gyfansawdd, unir 2 frawddeg seml (fel rheol yn • Dyddiau a’r misoedd
• Enwau priodol (er enghraifft, pobl a lleoedd)
defnyddio a/ac, ond, neu, tra) • Teitlau (er enghraifft llyfrau, cylchgronau, ffilmiau)
* Mae brawddeg gymhleth yn cynnwys mwy nag un syniad ac yn aml
DS Nid yw’r rhestr hon yn cynnwys popeth.
bydd gofyn defnyddio coma ynddi

V – Geirfa O – gadael gair allan
• Wedi gadael gair/geiriau allan o frawddeg
• Bratiaith
• Defnyddio’r gair anghywir e.e. mor/môr, tân/tan, llun/llyn, a

homoffonau – there/their, bean/been, hear/here

R – Ailadrodd T – Amser a chytundeb
Ailadrodd testun neu syniad • Defnydd anghywir o’r gorffennol/y presennol/
Gorddefnyddio geiriau neu ymadroddion allweddol
y dyfodol
Tr – treiglo • Cymysgu amser y ferf mewn paragraff
Gair wedi’i gamdreiglo. • Dylai’r goddrych a’r ferf gytuno e.e. yn lle “We was going

to the shops”, dylid rhoi “We were going to the shops”.

27

If lost please return to:

VWG National Learning Centre
Garamonde Drive
Wymbush
Milton Keynes
MK8 8DF

Programme Enquiries: 01908 548402 | Fax: 01908 601101
Recruitment enquires:08700 130325 | Fax:08700 130331

Apprentice Recruitment Website:
https://www.audi-ap.co.uk/

www.skodaapprenticeships.co.uk
www.vwgrouppaintandbodyaap.co.uk

www.seatapprenticeships.co.uk
www.volkswagencvapprenticeships.co.uk

www.volkswagenapprentice.co.uk
www.bentleymotors.com

VWGAPP @VWGAPP

© Babcock International GroupPLC R5007a [v1] 27.08.15