This document provides information about an apprenticeship program to a candidate. It introduces the candidate's assessor and important contact numbers. It then discusses what apprenticeships are, how they provide on-the-job training and qualifications in over 180 fields. The structure of apprenticeships is explained, noting they combine work and study, last 1-4 years, and result in qualifications like NVQs. Benefits include earning while learning practical skills, career prospects, and potential higher education opportunities on completion.

1. Pathway Group
putting you first
Student Induction Pack
Apprenticeship Programmes
Candidate Name......................................................................................
Pathway College
putting you first

2. 1.
Welcome
Welcome to your training. You have taken the fi rst step to developing your skills.
A training programme has been developed that everything your industry or
profession considers necessary for a skilled employee. This includes the appropriate
Apprenticeship programme and other requirements as set out in your training plan.
…………………………………………..will be your Assessor/ Tutor. He/She will
contact you to arrange an appointment and you should ensure that your work place
supervisor has also been notifi ed of this visit so that he or she can attend this initial
visit.
Essential Telephone Numbers
Your Assessor: ...........................................................................................................................................
Pathway College Offi ce: 0121 707 0550 / 0800 955 0870
Other Numbers: .......................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................

3. 2.
Apprenticeships
For many, the later years at school can be frustrating when all you want to do is
get out into the world, start working and earn a living. Likewise, if you’re already
working, you may be looking to try something new altogether or to improve your
skills and knowledge to help you progress up the career ladder. You may also want
to improve your prospects of fi nding a job in your chosen industry.
So, whether you’re looking for your fi rst role or are already in employment,
Apprenticeships give you the chance to do just that. They enable you to enter or
stay in the world of work, earn a decent wage and learn new skills.
Apprenticeships off er a mixture of on and off the job training that provides you
with the skills you need for your chosen career that will also lead to nationally-recognised
qualifi cations. As an Apprentice you’ll learn on the job and do real jobs
for real employers, so you’ll be paid while you learn.
Over 180 types of Apprenticeship!
There are more than 180 Apprenticeships available in approximately 80 sectors of
industry and commerce. These range from accountancy to football, engineering to
veterinary nursing, business administration to construction.
The possibilities are vast. So, whatever industry you decide to pursue a career in,
you should be able to fi nd an Apprenticeship that suits you.
Apprenticeship frameworks can be divided into a number of sub-sections:
• Administration
• Construction
• Customer Service, Retailing and Wholesale
• Engineering
• Finance, Insurance and Real Estate
• Food and Drink
• Health and Beauty
• Health, Care and Public Services
• Hospitality
• Management
• Manufacturing
• Media and Printing
• Recreation and Travel
• Transportation
• Warehouse and Storage

4. 3.
Programme Structure
Apprenticeships are designed with employers, so they off er a structured training
that enables you to learn the exact skills you need to do a job well. Targets are set to
ensure you’re progressing and ensure that your employer is providing you with the
right support.
You will also spend time off the job with Pathway, studying towards a work-based
qualifi cation such as a National Vocational Qualifi cation (NVQ) and other nationally
recognised qualifi cations. All the things you study will be really useful in your job
and enhance the success you will have in your future career.
Training that’s useful
Employers all over the country recognise and value Apprenticeships. This is because
they demonstrate that you’ve achieved the skills you need to produce great work.
This means that you can develop excellent career prospects, depending on your
progress, and go on to be off ered a full time role by your employer at the end of
your training.
How long does it take?
There’s no set time to complete an Apprenticeship as they vary widely in content
and size. The length of time taken will depend on the sector you choose, the ability
of the individual apprentice and the employer’s requirements. Apprenticeships
typically take between one and four years to complete, depending on the type of
framework, so it’s important that you’re committed enough to see it through.
What’s in it for me?
Give yourself a head start
Apprenticeships off er high-quality, work-based training programmes and are a
fantastic way to launch yourself into a career when you have fi nished school. They
are also a great route for those already in employment to develop or change their
future prospects and career.
Apprenticeships are becoming more and more popular. Last year, there were more
than 400,000 Apprentices in England alone, training in over 180 diff erent types
of Apprenticeship. As you get paid throughout your Apprenticeship you have no
worries about paying course fees or student loans.

5. 4.
What you learn in your Apprenticeship will vary, but you’ll end up gaining the
following:
• Practical experience, skills and knowledge for working in your chosen industry
• A work based qualifi cation, such as a National Vocational Qualifi cation (NVQ), at
Level 2 for an Apprenticeship, or Level 3 for an Advanced Apprenticeship
• Key Skills qualifi cations, e.g. using numbers, working in teams, problem-solving,
communications and using new technology
• A technical certifi cate Progression Award (included in most Apprenticeships),
• Any extra qualifi cations or requirements that are important for your chosen
occupation
What can you do next?
When you complete an Apprenticeship, you’ll be able to prove to any employer
that you have the required skills, qualifi cations and dedication to do the job. There’s
also the opportunity to progress on to higher education, either part-time or full-time,
with your employer’s help and support. An Apprenticeship will also provide
you with an edge in the job market, as well as giving you a great sense of personal
satisfaction.
An Apprenticeship will also increase your chances of gaining a good rate of pay and
being promoted. In the long term, you could also proceed to further education –
There are many Apprentices who go on to complete degrees.
What can I expect?
Earn a good wage while you continue to learn
If you’re entering the world of work for the fi rst time, you’ll start earning a wage
from day one of your Apprenticeship. Pay can vary, but all employed apprentices
must receive a minimum of £95 per week. If you’re still considering options other
than just an Apprenticeship, you’re not sure about which career path is for you,
or you’re 19 or under, then why not talk one of our advisers for the best options
available to you.
Alternatively, if you’re over 19 years of age you also discuss your career aspirations
with one of our advisers.

6. 5.
Qualifi cations
On completion of your Apprenticeship, you’ll have a package of nationally-recognised
qualifi cations. That means they will be valid for any employer so you can
change jobs and take your skills and qualifi cations with you.
Your performance and knowledge is assessed on the job as you reach diff erent
levels. These assessments count towards your fi nal work based qualifi cation, such
as a National Vocational Qualifi cation (NVQ), which will either be at Level 2 or Level
3/4. Examining bodies award these qualifi cations to make sure there’s a consistently
high level of quality across the nation.
Depending on the Apprenticeship you choose, you may also study for a technical
certifi cate which will give you further knowledge and understanding of your job.
You’ll also learn communications, information technology, problem solving,
application of numbers and personal skills. These important skills will help you do
any job and make you more employable in whatever career path you choose to
follow.
Paid Holidays
Like most employees, you will be given paid holiday and bank holidays.
Your individual entitlement will be detailed in your terms of employment or training
agreement: 20 days is an average holiday entitlement.
Just like any other job, your employer will have rules about how far in advance
holidays need to be booked, and the times that holiday can’t be taken.
You may also be able to take some time off for study leave, in addition to your usual
paid leave.
Other Opportunities
Many employers also off er opportunities to get involved in out of work activities
including social events, community projects or volunteer programmes.
Support During Training
Your employer or training provider will ensure that you have a mentor. Their job is
make sure that your training fi ts your personal requirements, off ers the skills needed
for the job and meets national standards. They’ll also be there to help you through
any diffi cult times and answer any questions you may have.

7. 6.
Prospects
Because Apprenticeships train you in the skills that employers want, they give you
choices in your career.
When you’ve completed your Apprenticeship you can carry on working, maybe get
promoted, or even go on to higher education in a college or university.
THE EXPLANATION OF COMMONLY USED TERMS
Contract of Employment
The terms and conditions of the job, for example, hours of work, holiday etc, which
are off ered by an employer when the job is accepted.
Employed Status
A series of Acts of Parliament which ensure that employees are treated fairly and
which also protect the rights of the employers.
Employment Tribunal
An impartial hearing where the employee and the employer may express their
grievances offi cially in confi dence and receive a considered judgment.
Grievance Procedure
This is a policy document stating the formal methods which must be followed when
making a complaint about an employer or training provider. The formal procedure is
managed by the human resource or personnel department.
National Minimum Wage
The National Minimum Wage is lowest wage which can be paid to an employed
person and falls into age brackets. The National Minimum Wage sets out the hourly
rates below which wages are not allowed to fall.

8. 7.
Statutory Rights
This is legislation or an Act of Parliament which enforces an entitlement such as
time off work for study, entitlement to holidays and benefi ts such as maternity
leave.
PROGRAMME KNOWLEDGE CHECK
The following are some questions you may like to discuss and then note your
answers in the space provided:
Q1. When is your target achievement date?
........................................................................................................................................................................
Q2. What main Apprenticeship framework are you following and what level?
........................................................................................................................................................................
Q3. Is anything else included in your programme?
........................................................................................................................................................................
Q4. Who is your Assessor/ Tutor? How often will he/she visit?
........................................................................................................................................................................
Q5. Is there a named person who will support your training in the workplace?
........................................................................................................................................................................

9. 8.
Q6. How do you expect to develop your knowledge for your award?
........................................................................................................................................................................
Q7. What is a review of progress and how often does this happen?
........................................................................................................................................................................
Q8. If you are unhappy with any aspect of your training who do you contact?
........................................................................................................................................................................
WHO’S WHO AND WHAT DO THEY DO?
Candidate:
You are the Candidate/Student.
You will be on the ...................................................................................................................................
training programme and you will be registered with the ........................................................
awarding body.
Assessors/Tutors:
These are individuals who are qualifi ed to assess candidates; a qualifi ed within their
own sector. They will help plan assessments and will assess you by using a range
of methods. They will judge your skills and knowledge and decide if you meet the
required criteria for skills and knowledge for the NVQ.

10. 9.
Internal Verifi er/Moderator
This an individual who checks the work of the Assessor, signs off your individual
units, may talk to you about your evidence, and make sure standards are
maintained.
External Verifi er
This person works for the awarding body, they check the portfolio of evidence
that have been produced/compiled by the candidate and have been checked or
sampled by the Internal Verifi er, if they are satisfi ed they approve certifi cation.
Grievance Procedure
If you feel you have a grievance then it is very important that you do not keep
this to yourself. If the grievance relates to work, you should discuss it with your
supervisor, or if it is a problem which cannot be resolved in this way, you should
raise it with your Assessor.
If the grievance relates to your training programme or any aspect of your NVQ
assessment you should raise it in the fi rst instance with your Assessor. If you feel
unable to raise the matter, or the grievance is not being solved, then you should
contact Pathway College on 0121 707 0550 who have a duty to investigate any
legitimate grievance, and will guide you through any formal procedures.
QCA
The Qualifi cations and Curriculum Authority has overall responsibility for ensuring
the quality and appropriateness of nationally recognised qualifi cations. These
include QCF’s as well GCSE’s, A levels and many other types of qualifi cation.
The diff erent levels for Apprenticeships are as follows:
LEVEL 2: A wider range of tasks, more complex, and non-routine. Individual
responsibility. Able to cope with changes in circumstances.
LEVEL 3: A broad range of tasks, diff erent situations. More responsibility, possibly
supervision of others.

11. 10.
LEVEL 4: A broad range of complex tasks, many diff erent situations. High levels of
responsibility within the workplace together with responsibility for others.
CANDIDATE’S RESPONSIBILITIES:
• Attend training sessions and appointments with your Assessor/Tutor
• Work on all areas of the apprenticeship framework
• Attend work placement/job for the allocated hours required
• Review progress at agreed times
• Complete assignments as requested
• Agree an assessment plan with the Assessor
• Collect evidence of competence
• Judge the evidence against the standards
• Complete evidence logs
• Sign and date ALL paperwork
• Be available for appointments with your Assessor/Tutor
• Let the Assessor know if you cannot make an appointment
PORTFOLIO DEVELOPMENT
A portfolio is an organised folder of all the necessary information and evidence
compiled by a candidate to support a claim of competence and understanding. No
two portfolios will ever be the same but it is the quality of work that counts. Your
Assessor will guide you.
As part of your course, your Assessor will need to observe you at your place of work
- This is nothing to worry about. Your Assessor can tell how well you know your job
by watching you, and it can help you if you can’t write it very well. There will also be
other questions that your assessor will need to ask you.
EQUAL OPPORTUNITIES
Pathway College has a sympathetic Equal Opportunities Policy. A copy of this policy
will be in your candidate pack but are also available from the College, or from your
Assessor.
The aim is to create a welcoming and happy environment for everyone. All
individuals are valued equally, regardless of ethnicity, gender, social class or
disability.

12. 11.
You will need to know about Equal Opportunities Policies and Procedures in your
workplace and any exemptions from the Sex or Race Discrimination Acts which are
relevant to your occupation.
You will also need to know the steps which you should take if you experience or
witness discrimination or bullying at work.
Who should you contact in the fi rst instance if you experience such behaviour from
colleagues at work?
Who else might you contact?
DATA PROTECTION AND ACCESS TO PERSONAL INFORMATION
What you should know:
• Legislation exists to protect data held about an employee by an employer and
this covers both computerised and manual fi ling systems
• There are a range of principles which govern what sort of information it is
acceptable to collect, how it should be processed, how inaccuracy shall be dealt
with, who should have access to the protection that should be in place to ensure
that no unauthorised person gains access
How it aff ects you:
You will need to know who to report to on matters to do with your personal record
and the procedure to follow to report any changes in your circumstances.
Question:
Give three examples of changes to your personal circumstances and to whom you
should report these changes:
1. ....................................................................................................................................................................
2. ....................................................................................................................................................................
3. ....................................................................................................................................................................

13. 12.
INFORMATION ABOUT SUPPORT FOR PEOPLE WITH
DISABILITIES
Disability Statement
Overall Policy
At Pathway College we are committed to equal opportunities. We want everyone to
be able to do the very best that they can. As part of the commitment:
• We off er a range of programmes so that the Learners can choose the one best
suited to them
• We make every eff ort to ensure that Learners receive all the support they need to
succeed
Learning Support
We can help you decide what support you will need whilst you are following
your training. This could include one to one coaching, access to support, special
assessment arrangement, and learning resources. Speak to your Assessor if you
require learning support.
Exam and assessments are arranged to suit you, following discussion with your
Assessor.
Complaints and Compliments
Pathway College has a complaint and appeals procedure. As part of your induction
these procedures will be explained to you. We would also like to hear if you are
pleased with your training
Harassment and Bullying Policy
Pathway College is an equal opportunities employer and recognise the sensitive
nature of harassments and bullying. Individuals who are subjected to it are very
vulnerable and often reluctant to complain. It is our duty to ensure that we operate
a policy which allows those employees or trainees subject to harassment and
bullying to report such incidents and to ensure that allegations are investigated.

14. 13.
This policy draws attention to the many forms of harassments and bullying that
can occur in the workplace which range from extremes such as violence to less
obvious forms like ignoring someone. Sexual Harassment could be a signifi cant
workplace problem. It aff ects men as well as women and is only one of many types
of harassments and intimidating behaviour. Whatever form, it will be unwanted
behaviour which is perceived as unwelcome and unpleasant. People can be
subjected to unwanted behaviour on a wide variety of grounds - below are few
examples:
• Race, Ethnicity, Nationality, Skin Colour
• Gender or Sexual Orientation
• Disability and Impairment
• Personal Beliefs
• Physical Contact
• Jokes, Off ensive Language, Gossip, Slander, Posters
• Displays of Sexually Off ensive Materials
• Speculation about an employee’s private life and sexual activities
• Isolation and non cooperation and exclusion from social activities
• Withholding information necessary for the individual to perform that role
eff ectively
This list is not defi nitive. It is possible for people to abuse their power over others in
all sorts of ways.
Harassment at work is unlawful. It can lead to fear, stress, anxiety, illness,
absenteeism and poor performance. It can also result in poor morale, reduced
productivity, low effi ciency and divided teams.
Pathway College will treat harassment and bullying as a disciplinary off ence and
employees and Trainees should discuss such incidents with their line manager or
contact head offi ce. A full and fair investigation will take place prior to any action
being instigated. Trainees are at liberty to discuss the incidents with the manager or
other representative if they wish. Trainees are encouraged to raise the problem with
the perpetrator, pointing out unacceptable behaviour. However if this is found to be
diffi cult or embarrassing, the informal procedure should be made possible via third
party.

15. 14.
When informal approaches fail, the Trainee should lodge a grievance procedure.
We undertake to treat all allegations speedily, seriously and confi dently and will
protect any trainee from victimisation after making a complaint. The management
at Pathway College will take responsibility for the development of an appropriate
framework to eff ectively monitor and evaluate the harassment and bullying policy
in practice. Further, that management and Trainees receive appropriate training and
direction regarding legislation and codes of practice.
It is duty of all employees and Trainees to take responsibility for their own behaviour
and implement this policy, ensuring that this is appropriate and eff ective.
HEALTH AND SAFTEY POLICY
It is the intention of Pathway College to do all that is reasonably practicable to
ensure the health and safety of staff , students and where applicable, members of
public, by avoiding foreseeable risks to employees and other persons.
In meeting this objective, relevant legislation, regulations and codes of practice
will be observed but equally employees are expected to carry out their work with
due regard to their own safety, to that of colleagues and those for whom they are
responsible.
Any employee showing disregard for safety by his/her acts or omissions,
constituting hazard to him/her self or colleagues, will be subject to a disciplinary
procedure.
This policy is continually open to review and amendments as required.
Suggestions on Health and Safety are encouraged.
The company undertakes the following:
• To observe all current legislation regulations, code of practice and guideline
notes on health and safety issues
• To ensure all employees are aware of the safety policy its implementations and
all roles and responsibilities
• To prioritise the provision of appropriate resources, instructions, health and
safety training and supervision
• To undertake risk assessments at appropriate intervals and establish control
measures which can be prioritised with due regard to the resource

16. 15.
• To consult with staff , investigate all reasonable action deemed necessary by
the reporting procedure via staff meetings, reviewing teams or individual
representation on safety matters
• To maintain statutory registers and documents and analyse their content at
regular intervals in order to determine improvements
• To be aware of the provisions of health and safety of all trainees, subcontractors
and visitors and to encourage safe working procedures and practice
• To update the company policy as appropriate and to continually update
company roles on health and safety in the light of experience or new changed
legislation
HEALTH AND SAFTEY ACT 1974
The Purpose of the Health and Safety Act
The Health and Safety Act was fi rst started in 1974 and was designed to help to
implement health and safety at work. It was designed to act like a directory where if
you had a problem with health and safety equipment you could look in the Act and
it would tell you where you look for more information.
Under this Act it is stated that employers should provide:
• Safe equipment and systems at work
• Safe handling, storage and transportation of substances
• A safe place of work
• Welfare facilities
• Information, instruction and training
• Personal protective equipment
Employees:
• Should take responsible care of themselves and others
• Not misuse items and/or equipment
• Must report damaged items
• Must report and record any accidents immediately
The penalties for not complying with the health and safety policies, procedures and
acts could result in prosecution and in the worst case death.

17. 16.
CONTROL OF SUBSTANCES HAZADAROUS TO HEALTH
REGULATIONS 1999 (COSHH).
This states that those substances that could damage a person by being inhaled,
ingested, injected or be in contact with the skin, should be monitored and people
should be given the correct protective equipment fi t for purpose.
THE HEALTH AND SAFTEY (FIRST AID) REGULATIONS 1981
This states the size and content of a fi rst aid kit depending on the number of
employees and that the kit must be maintained.
The regulations state that not all companies need a fi rst aid room and will normally
be dependent on number of employees.
It states the number of fi rst aiders needed depending on the number of employees,
and how these people must be suitably trained. Any registered First Aider must hold
a current fi rst aid certifi cate. First Aiders who cover temporary absence must be
trained before they provide any cover.
LEGISLATION AND CODES OF PRACTICE
What you should know:
Legislation and regulation are established to provide a framework of acceptable
practice which all who are governed by that framework must adhere to. Legislation
and regulation provide protection for the whole public against practice that is
thought to be unacceptable in the light of community agreed moral or other ethical
beliefs.
The name and role of regulatory bodies relevant to your sector which exist to
monitor and enforce the legislative framework is to include general bodies such as
the health and safety executive as well as sector specifi c regulator bodies.

18. 17.
Below is a Health and Safety questionnaire which you must complete.
1. What does COSHH stand for?
........................................................................................................................................................................
2. Whose Health and Safety are you responsible for?
........................................................................................................................................................................
3. What are your accident reporting procedures?
........................................................................................................................................................................
4. Where is your Health and Safety at work poster?
........................................................................................................................................................................
5. What is your fi re evacuation procedure?
........................................................................................................................................................................
6. Who is your First Aid Representative?
........................................................................................................................................................................
7. Why is it important to report all accidents in the accident book?
........................................................................................................................................................................
8. Where can you get information on hazards contained in cleaning materials?
........................................................................................................................................................................

19. 18.
FINALLY – PATHWAY COLLEGE WISHES YOU WELL IN YOUR
CHOSEN QUALIFICATION.
On the next few pages is a questionnaire that will indicate which style of learning
suits you best. This will help your assessor plan your learning.
VAK Learning Styles Self-Assessment Questionnaire
Circle or tick the answers that most represents how you generally behave.
1. When I operate new equipment I generally:
A) Read the instructions fi rst
B) Listen to an explanation from someone who has used it before
C) Go ahead and have a go, I can fi gure it out as I use it
2. When I need directions for travelling I usually:
A) Look at map
B) Ask for spoken directions
C) Follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
A) Follow a written recipe
B) Call a friend for an explanation
C) Follow my instinct, testing as I cook
4. If I am teaching someone something new, I tend to:
A) Write instructions down for them
B) Give them a verbal explanation
C) Demonstrate fi rst and then let them have a go
5. I tend to say:
A) “Watch how I do it”
B) “Listen to me explain”
C) “You have a go”

20. 19.
6. During my free time I most enjoy:
A) Going to museums and galleries
B) Listening to music and talking to my friends
C) Playing sports or doing DIY
7. When I go shopping for clothes, I tend to:
A) Imagine what they would like on
B) Discuss them with the shop staff
C) Try them on and test them out
8. When I am choosing a holiday I usually:
A) Read lots of brochures
B) Listen to recommendations from friends
C) Imagine what it would be like to be there
9. When I am learning a new skill, I am most comfortable:
A) Watching what the teacher is doing
B) Talking through with the teacher exactly what I’m supposed to do
C) Giving it a try myself and work it out as I go
10. When I listen to a band, I can’t help:
A) Watching the band members and other people in the audience
B) Listening to the lyrics and the beats
C) Moving in time with the music
11. When I concentrate, I most often:
A) Focus on the words or the pictures in front of me
B) Discuss the problem and the possible solutions in my head
C) Move around a lot, fi ddle with pens and pencils and touch things
12. My fi rst memory is of:
A) Looking at something
B) Being spoken to
C) Doing something

21. 20.
13. When I am anxious, I:
A) Visualise the worst-case scenarios
B) Talk over in my head what worries me most
C) Can’t sit still, fi ddle and move around constantly
14. I feel especially connected to other people because of:
A) How they look
B) What they say to me
C) How they make me feel
15. If I am explaining to someone I tend to:
A) Show them what I mean
B) Explain to them in diff erent ways until they understand
C) Encourage them to try and talk them through my idea as they do it
16. Most of my free time is spent:
A) Watching television
B) Talking to friends
C) Doing physical activities or making things
17. When I fi rst contact a new person, I usually:
A) Arrange a face to face meeting
B) Talk to them on the telephone
C) Try to get together whilst doing something else, such as an activity or a meal
18. I fi nd it easiest to remember:
A) Faces
B) Names
C) Things I have done
19. I remember things the best by:
A) Writing notes or keeping printed details
B) Saying them aloud or repeating words and key points in my head
C) Doing and practising the activity or imagining it being done

22. 21.
20. If I have to complain about faulty goods, I am most comfortable:
A) Writing a letter
B) Complaining over the phone
C) Taking the item back to the store or posting it to head offi ce
Now add up how many A’s, B’s and C’s you selected
A’s = B’s = C’s =
If you choose mostly A’s you have a VISUAL learning style.
If you choose mostly B’s you have an AUDITORY learning style.
If you choose mostly C’s you have a KINESTHETIC learning style.
Some people fi nd that their learning style may be a blend of two or three styles, in
this case read about the styles that apply to you in the explanation below.
When you have identifi ed your learning style(s) read the learning styles
explanations and consider how this might help you identify learning and
development that best meets your preference(s).
Now see the VAK learning styles explanation.
_____________________________________________________________________

23. 22.
VAK LEARNING STYLES EXPLANATION
The VAK Learning styles model suggests that most people can be divided into one
of three preferred styles of learning. These three styles are as follows, (and there are
no right or wrong learning styles):
• Someone with a VISUAL learning style has a preference for seen or observed
things, including pictures, diagrams, demonstrations, displays, handouts, fi lms,
fl ips–charts etc. These people will use phrases such as ‘show me’ and ‘let’s have
a look at that’ and will be best able to perform a new task after reading the
instructions or watching someone else do it fi rst. These are the people who will
work from lists and written directions and the instructions
• Someone with an AUDITORY learning style has a preference for the transfer of
information through listening to the spoken word of self or others, or of sounds
and noises. These people will use phrases such as ‘tell me’ or ‘let’s talk it over’
and will be best able to perform a new task after listening to instructions from
an expert. These are the people who are happy being given spoken instructions
over the telephone, and can remember all the words to songs that they can hear!
• Someone with a KINESTHETIC learning style has a preference for physical
experience – touching, feeling, holding, doing, and practical hands–on
experiences. These people will use phrases such as ‘let me try’, ‘how do you feel’
and will be best able to perform a new task by going ahead and trying it out,
learning as they go. These are the people who like to experiment, hands-on and
never look at the instructions fi rst!
People commonly have main preferred learning style, but this will be part of all
three. Some people have very strong preference; other people have a more even
mixture of two or less commonly, three styles.

24. Pathway College
putting you first
Pathway Group
putting you first
Pathway Group
Fairgate house, 205 Kings Road, Tyseley, Birmingham B11 2AA
Tel: 0800 955 0870 / 0121 707 0550
Email: info@pathwaygroup.co.uk
Web: www.pathwaygroup.co.uk