Course

Induction
 Before we start…
Please have your camera switched on.

• This is a mandatory requirement for the duration of the

course. Our job is to prepare you for
You are studying a regulated work in an age where in almost
qualification, your tutor any job there is likely to be at
needs to see that it is the Online learning is to be treated the least some aspect of remote
right person participating same way as a classroom learning, you engagement with your
throughout the course. must be physically visible to interact employer.
with your tutor and other learners in
order to create an engaging group
dynamic.
 Background Filters
If you do not wish to have your camera displaying your personal
environment, Microsoft Teams has a solution to this problem…

Step One: Before you join a Teams

video call, click the ‘Background
Filters’ option.

Step Two: On the right-hand side,

you can select any of the stock
images.

Step Three: The image you choose

will then appear in your
background on the video call.

If you need any further support in regards to this requirement, please speak to your tutor directly.
Welcome!
What are your expectations
of the course?

What expectation do you

have of your tutor(s)?
Just as you have expectation about the course and what to expect from me – this
works both ways…
What do you think as a trainer I should expect from you?
As skills coaches our aim is that you are successful and achieve your
goals whilst completing this course.
How can we work together to succeed?
 Success Looks Like…

• Attending all lessons punctually and meeting deadlines,

completing work to a high standard at all times.

• All absences will affect your % attendance and the %

attendance rate expected from all learners is 100%;
please inform me if you cannot meet this expectation.

• Follow instructions for completing work without cheating,

copying or plagiarising (using someone else’s work and
pretending it is your own).
 AI Use In Assessments
• Artificial Intelligence (AI) use refers to the use of AI tools to obtain
information and content which might be used to produce written
assessments.

• The use of AI tools to complete written assessments at any time

constitutes malpractice.

• AI checkers will be used once an assessment is submitted to ensure

authenticity.

• The consequences of AI use in written assessments include

disqualification from the course and potential debarment from taking
further qualifications.
 Behaviour Expectations
• Be kind. Use your manners and have respect for yourself
and everyone else. Behave in a thoughtful, caring and
responsible manner.

• Violence, discrimination, harassment, bullying or foul and

abusive language are not tolerated.

This includes not posting images or words online which

may give a bad impression of B2W, its learners or staff.
This is monitored.
Online Learning Etiquette
 Your Course…

Your trainer will discuss the topics you will cover,

how your days will be planned and how you will be
assessed.

Please ask questions!

Please watch the following clip in order to become familiar with the online tools that
you will need to use during your course.
 Hints & Tips
Read the questions carefully – some of them have multiple parts to the answer, make sure you
cover them all.
Refer to the VLE, slides, or online tutorials provided if unsure and then answer the question.
Read the content make notes and answer questions in your own words to show
understanding and avoid plagiarism.
Bullet points do not constitute a description or an explanation. Also check the assessment
terms document for further information.
Add your own knowledge and experience to your answers if you have worked in the
environment before it will make your work more personalised.
Remember to save you work and you can return to it even if you have not finished the unit.
 Command Words
Throughout your course you will come across command words. These are
often written in bold in the question.
A command word tell you what the question wants from you.
We will look at these together which suit the appropriate level you are on.
You can always come back to this PowerPoint throughout the course if
you need a reminder of what each command words requires you to do in
your assessment.
Ask your trainer if you have any questions.
 Level 1-2
Command word Definition
Define State the exact meaning of the word or phrase
Describe Give a full account of the word, phrase etc.
Give Pick some key factors and name them
Identify Name the main point or points
List State the factors (with no explanation or elaboration)
Name Identify or make a list
Outline Give the main features
State Present in a brief form
Suggest State a possible reason or course of action (no development
required)
 Level 2-3
Command word Definition
Compare Identify similarities and differences between two or more factors
Define Give a clear meaning
Describe Provide a thorough description
Distinguish Identify the differences between two or more factors
Explain Give details about how and why something is as it is
Give Pick some key factors and name them
Identify Give the name or identifying characteristics of something
Name Identify or make a list
Outline State the main features
Suggest State a possible reason or course of action (no development
required)
 Level 3+
Command word Definition
Analyse Identify components and the relationship between them; draw out
and relate implications
Assess Examine closely with a view to measuring a particular situation
taking account of strengths and weaknesses; for and against
Compare Identify similarities and differences between two or more factors
Contrast Identify the difference between two or more factors
Describe Provide a thorough description
Discuss Examine closely taking account of strengths and weaknesses in an
argument; offer reasons for and against
Distinguish Identify the differences between two or more factors
 Level 3+
Command word Definition
Evaluate Make an appraisal of the worth, effectiveness or usefulness of
something
Examine Give both a description and an explanation
Explain Give a detailed response (definition and explanation) as to
how/why something may benefit/hinder
Explore Explain in detail – include research and reference this
Identify Give the name or identifying characteristics of something
Justify Explain why/give reasons to support your statements
Outline State the main features
Suggest Make a judgement and give some support or reason for your
suggestion
 Assessments
• You will complete online assessments that will be assessed by your trainer
throughout your course with ongoing feedback.
• Feedback is accessible online through the quiz function on the Moodle/VLE
page.
• Quizzes are graded out of the number of questions in each unit so can vary.
• Quizzes look like this:
 Uploading Files
• To complete a question you may need to upload a file, this could be a screenshot
(image), a word document, a pdf or spreadsheet.
• To upload files to quiz questions you will see the box below in the answer section.
• You need to press this button
• And search the file you want to upload & click choose
• You can add multiple files
• If there are any other files you need to upload to complete
your assessments there is space for this at the bottom of the
VLE.Moodle page.
 Challenge Questions
• These are optional
• Only attempt them if you have completed all other questions
in the Unit
 Feedback
When you have submitted
your work and it has been
marked you will see this
message

When you click on “feedback available” you will see your grade. If you press “Review” you
will see your feedback from your tutor.
If you didn’t get full marks you can re-attempt the questions you got incorrect.
Feedback: Spelling, Punctuation and Grammar
(SPAG)
Feedback: Maths
 Feedback: Spelling and Annotations
Annotation What it refers to
Sp Spelling error – this could include incorrect use of homophones e.g. to,
too and two.
P Punctuation error – Could be incorrect use or missing.
G Grammatical error – Wrong tense used, or sentences are incomplete.
// New paragraph needed (inserted where new paragraph should begin)
C Colloquialism – Writing as you speak, too informal. Also, where slang is
being used.
Cap Misuse of capital letter – Using one where it is not needed or forgetting to
use one where it is required.
^ Missing word
 Plagiarism
Definition:
Presenting work or ideas from
another source as your own,
with or without consent of the
original author by
incorporating it into your
work without full
acknowledgement. All
published and unpublished
material, whether in
manuscript, printed or
electronic form, is covered
under this definition.

Turnitin:
Your work will be checked for
plagiarism using the Turnitin
platform.
How is plagiarism identified?
 AI Use In Assessments
Artificial Intelligence (AI) use refers to
the use of AI tools to obtain
information and content which might The use of AI tools to complete
be used to produce written written assessments at any time
assessments. constitutes to malpractice.

AI checkers will be used once an

The consequences of AI use in
assessment is submitted to ensure
written assessments could include
authenticity.
disqualification from the course
and prevent you from taking
further qualifications.
How is AI Identified?
 The Learner Appeals Process
If you are not satisfied with the assessor’s decision and feedback, you have a right to appeal
directly to the assessor who carried out the assessment, within 5 working days.
Stage 1

If you are not satisfied with the outcome of the Stage 1 appeal, you can next appeal to the Internal
Quality Assurer (IQA) within 5 working days. This appeal must be in writing but need not repeat
Stage 2 the detail provided at Stage 1.

Before proceeding to Stage 3, you must have exhausted the requirements of Stage 1 and 2. If you are not
satisfied with the outcome of Stage 2, you may then proceed to Stage 3 by appealing in writing to the Lead
Stage 3 IQA who will liaise with the Director of Quality & Performance.

Should you be unhappy with the decision of the Director of Quality & Performance, you may
appeal directly to the Qualifications Regulator.
Stage 4
 The IQA Process
Your work, upon completion, undergoes an
assessment by your tutor. Rigorous checks are performed during IQA to
Stage 1 verify that your work is not plagiarised or
Stage 5 generated by Artificial Intelligence.
Following the tutor's assessment, your work
proceeds through an Internal Quality
Stage 2 Assurance process. After the course concludes, your tutor may
contact you. Your cooperation in post-course
communication is crucial, as it is a necessary
The IQA process ensures compliance with the Stage 6 step for processing the certificate of
standards set by the Awarding Body and completion. (this needs to be in bold)
Stage 3 regulatory authorities.
The entire process, including IQA and post-
The primary focus of IQA is to ensure the course communication, takes place before the
consistency, quality, and fairness of marking, Stage 7 issuance of your certificate.
Stage 4 grading, and the overall assessment of your
work
 Online Health & Safety
As your course is online you need to be aware of
online risks and keep yourself safe.
Set regular goals: talk to your tutor about the right
manageable steps.
Work with your energy levels: Do you seem to
learn better in the morning, or could you study late
into the night and stay focused?
Try to work in a space where there are no
distractions.
Take regular breaks away from your device.
Sit in a comfortable position and where you do
not strain to complete the work.
 Online Health & Safety
Eyes and Eyesight
Working at a screen for a long period of time without a
break may make your eyes feel
tired or sore. You might find that it helps to look away from
the screen from time to time and focus your eyes on a
distant object.
Take a Break
Whenever you can, try to arrange your study to consist of a
combination of work on and away from the screen, to
prevent fatigue and to vary visual and mental demands.
Long spells of intensive screen work should be broken up by
periods of non-intensive work of a different kind. The nature
of your study and the combination of media you are using
will determine the length of break you need to prevent
fatigue.
 Online Health & Safety
• You should take breaks before the onset of fatigue, not in order to
recuperate. The timing of the break is more important than its length.
• Short, frequent breaks are more satisfactory than occasional, longer breaks.
A break of thirty seconds to two minutes after twenty or thirty minutes of
continuous work with the screen and keyboard is likely to be more effective
than a fifteen-minute break every two hours.
• If possible you should take your breaks away from the screen and avoid
activities that require actions similar to your work.
• It is important to set up your equipment in accordance with the instructions
provided by the supplier or manufacturer
 E-Safety
Infringements of the policy may include:
• Never reveal your password or PIN when asked to do so
• Accessing inappropriate content by email or on the phone
• Cyberbullying or harassment, Fraud or identity theft • Make sure your wireless network is secure at all times
It is important to keep safe, respect others and (password protected)
report any incidents of concern to a member of • Choose strong passwords (numbers and letters), change
staff. To maximise your safety online we them regularly and don’t tell anybody what they are
recommend the following:
• When shopping, paying or banking online, always make
• Make sure your computer has up-to-date internet sure the website is secure (padlock symbol). Always
security software switched on download the latest software and operating system
• Don’t reveal personal information on social updates when prompted. Updates help prevent attacks
networking sites on your devices as they contain ‘fixes’ to prevent viruses

• Regularly backup the data on your computer and • Remember your smartphone is also a target for viruses
smartphone/tablet and spyware
For more information on staying safe visit
https://www.getsafeonline.org/
 Equality, Diversity & Inclusion
Share your ideas of what each one of these terms mean.

Equality: Diversity: Inclusion:

Means that every individual We accept and respect Is a feeling of being included
has access to opportunities. that every individual is regardless of, for example a
Every individual is treated different and this is disability (e.g. Hearing
fair and equal no matter their celebrated. Impairment).
race, gender, age, disability, Being in a diverse group It is a sense of belonging and
religion or sexual orientation. benefits us as a group as respect and always being
we share knowledge supported.
about our wider This is what we expect at B2W
communities.
 Equality, Diversity & Inclusion
• Setting clear rules with regard to how people should be
treated
• Ensuring all learners have equal access to opportunities
and participation
• Making sure that learning materials do not discriminate
against anyone
• Treating all learners fairly and equally
• Avoiding stereotypes in examples and resources
• Actively promoting and using resources with
multicultural themes
 Prevent
Counter Terrorism and Security Act 2015
Prevent is a government strategy for safeguarding people
and communities from the threat of all types of extremism
and radicalisation, including terrorism. It is also about the
promotion of British Values.
If you have any concerns, please contact the Safeguarding
Team at B2W.
You can also contact your local police force or dial 101
(the non-emergency number). They can talk to you in
confidence about your concerns and help you gain access
to support and advice.
 Fundamental British Values
As you work through the lessons and assessments, you will notice
some icons.
These reflect Fundamental British Values.
These are the values we hold as citizens of the
United Kingdom.
Take a look to see what each one means: Mutual Respect &
Tolerance
Mutual respect is the
Individual Liberty foundation for honesty and
Individual Liberty is being free truth and meaningful
from oppressive restrictions communication.
that we work hard to protect. Britain is a multi-cultural
The Rule of Law It is important to remember country and many different
All people and institutions are the sacrifice people have made faiths and beliefs are
Democracy subject to and accountable to to preserve our individual celebrated here.
Democracy means that we law that is fairly applied and liberty, such as WW1 & WW2. In Britain we pride
have a say in what enforced, no one is above the We have the freedom to chose ourselves on living in peace
happens. law. how we live our lives with one another.
 Group Task
In your groups, use your breakout rooms produce a document to share
(one person to collate and to share their screen when complete)

Group One: Fundamental British Values

Group Two: Equality
Group Three: Diversity
Group Four: Inclusion
….and how they link to the workplace

This is likely to arise in your studies, this is also good practice of using breakout rooms.
 Our Values.
We aim to…
Help learners to become valuable and rounded members of society who treat others
with respect and tolerance, regardless of background.
Promote the basic British values of democracy, the rule of law, individual liberty and
mutual respect and tolerance for those of different beliefs and faiths.
Celebrate difference and promote equality, diversity and rights.
Embed different materials about democracy and how the law works into different
courses.
Ensure that all our learners have a voice that is listened to and valued and
demonstrate how democracy works.
Encourage learners and to actively participate in their own learning and development.
 Safeguarding
It is vital that you report any knowledge to keep yourselves & others safe.
Safeguarding concerns can include, but are not limited to:
Abuse; Grooming; Neglect; Cyber Bullying; Force Marriage (FM); Financial / Material Abuse; Preventing Radicalisation; Self
Neglect; Self Harm. For more information on Safeguarding see our website

Alison Dann Ben Waite Natasha England

Chris Middleton Gayle Dawkes
Designated Associate Director of Group Head of
Safeguarding Officer Senior HR Executive
Safeguarding Lead People Quality
 Course Timetable​
Timetable
Monday – Friday
9am – 5pm

AM
09:00 Morning
10.30 Break
12:30 Lunch

PM
13:30 Afternoon
15:00 Break
17:00 End

• We are in meetings until 10am on Thursdays

 Finally…
Take responsibility for your education
Attend every class
Join the class on time
Ask questions
Work with others
Turn your mobile phones off
Your classmates deserve your respect and support
Complete your work on time
Keep your workspace tidy
Be the best you can be!
You can revisit any information we have gone over and more in the
“Learner Handbook” available here.