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  • Course Type
    16-19 Courses
  • Course Code
    AU201
  • Campus
    Twelve Quays
  • Start Date
    7th Sep
  • Level
    Level 2
  • Duration
    34 weeks

The Diploma in Vehicle Inspection IMI Level 2 (VRQ) course provides learners with the opportunity to study both the theory and practical aspects of a range of routine vehicle inspection, fitting and maintenance procedures:

  • Routine light vehicle maintenance, including engine systems.
  • Inspecting, repairing and replacing light vehicle: standard and high performance tyres.
  • Carrying out light vehicle four wheel alignment.
  • Inspecting and replacing light vehicle: exhaust components, suspension dampers and springs, vehicle batteries and braking systems and components.
  • Learners also gain a broad knowledge and understanding of health and safety in the workplace, agreeing customer vehicle needs and other skills associated with working in a garage.
  • Course Details

    A minimum of 40 credits must be achieved, of which 25 credits must be achieved at Level 2 for this qualification.

    • Group A: 21 credits from the 4 Mandatory Units.
    • Group B: A minimum of 4 credits from one optional unit.
    • Group C: A minimum of 15 credits from at least 3 optional 'sets'.
  • Entry Guidelines

    • You will need 4 GCSE's at Grade 3 or above. One of the 4 GCSE's to be Maths or English at Grade 3 (or Functional Skill level 1) to study at this level.
    • If you have a beginner/Introductory qualification in the subject you want to study and a maths or English GCSE at Grade 3 (or Functional Skill level 1) you can study at this level.
    • Entry requirements for Level 2 courses in some sectors may be more specific. If you're unsure whether you meet these requirements, don't worry — we can help you find a suitable course that aligns with your skills and experience.


    If English is not your first language, you may need an assessment before enrolling on this course. To discuss further, please contact the ESOL department on 0151 551 7144.

  • Where can I progress to?

    Learners can typically progress to a higher level of learning such as a Level 3 Certificate or Diploma, as well as supplementing their progress to GCSEs. Other destinations include apprenticeships and employment.

  • Timetable

    You will typically be in college for a minimum of 3 days per week. You will receive your individual timetable at the start of your course.
  • Equipment Required

    Students are required to wear:

    • Steel toe cap boots.
    • Coveralls / overalls.
  • Assessment Methods

    Assessment methods include an online exam, e-portfolio and tutor assessment.

Automotive student Lena standing inside workshop at Twelve Quays

Lena Mennell

Automotive

College is fun; you make a lot of friends. There are lots of opportunities to do different things – you're never stuck on the same thing. The tutors are excellent; they go beyond the main course content, teaching you extra things you might not have to know, but that really help in your future career.

Hi, I’m Ailz. What I love most about education is the opportunity to make a genuine difference to people’s lives, help them recognise their own potential, and open doors to new careers and pathways. I began my career teaching English in Further Education, before becoming a mentor for trainee teachers through their placement years. I really enjoyed mentoring and coaching trainees, helping them develop their practice and discover their own strengths as teachers. This led me into teacher education, where I now work as a Programme Lead, supporting the next generation of teachers in the Further Education and Skills sector.

I care deeply about social mobility, the importance of positive relationships, and helping students feel confident and engaged in their learning. I’m a nurturing and approachable teacher educator, and I’m committed to ensuring that every trainee I work with feels encouraged, valued, and supported as they develop their practice.

I’m Sasha. What I enjoy most about working in education is helping people build confidence and realise their full potential. I spent 13 years working as a teaching assistant and Learning Support Assistant before moving into teaching Health and Social Care and Access courses with learners aged 16 and over. These experiences shaped my belief in the importance of positive relationships and adapting teaching to meet individual needs.

Mentoring trainee teachers and coaching colleagues sparked my interest in teacher education, which I moved into in 2024. I enjoy helping trainees connect theory with classroom practice, try out new approaches and find their own confidence as teachers. I aim to create a supportive space where they can ask questions, reflect honestly and feel comfortable seeking advice.

I have a degree in Psychology, a master’s in Mental Health, a PGCE, the National Professional Qualification in Leading Teacher Development and a Postgraduate Certificate in Coaching and Mentoring in Education. These studies continue to inform my interests in inclusive teaching, wellbeing, and supporting others to develop their practice.