Computer Games — Laser Learning Awards Other Life Skills Qualification Foundations for Learning Revision

    This subtopic introduces learners to the variety of computer games and the devices used to play them, such as consoles and computers. Learners will develop

    Topic Synopsis

    This subtopic introduces learners to the variety of computer games and the devices used to play them, such as consoles and computers. Learners will develop skills in selecting a game based on personal preference and operating the necessary equipment to engage in gameplay. Through practical activities, they will gain the confidence to independently access and enjoy computer games as a leisure activity.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Computer Games

    LASER LEARNING AWARDS
    vocational

    This subtopic introduces learners to the variety of computer games and the devices used to play them, such as consoles and computers. Learners will develop skills in selecting a game based on personal preference and operating the necessary equipment to engage in gameplay. Through practical activities, they will gain the confidence to independently access and enjoy computer games as a leisure activity.

    6
    Learning Outcomes
    22
    Assessment Guidance
    26
    Key Skills
    6
    Key Terms
    25
    Assessment Criteria

    Assessment criteria

    LASER Entry Level Award in Independent Living (Entry 1)
    LASER Entry Level Certificate in Independent Living (Entry 2)
    LASER Entry Level Award in Independent Living (Entry 2)
    LASER Entry Level Award in Independent Living (Entry 3)
    LASER Entry Level Certificate in Independent Living (Entry 3)
    LASER Entry Level Certificate in Independent Living (Entry 1)

    Topic Overview

    The LASER Entry Level Award in Independent Living (Entry 1) is designed to help learners develop the essential skills needed to live more independently. This qualification covers practical areas such as personal care, managing money, using public transport, and preparing simple meals. It is ideal for students who are building confidence in everyday tasks and preparing for greater autonomy in their daily lives.

    This award is part of the Foundations for Learning suite, which focuses on life skills and personal development. By completing this qualification, students gain a recognised certificate that demonstrates their ability to handle basic independent living tasks. The skills learned are directly applicable to real-world situations, making this qualification highly relevant for students with learning difficulties or those who need extra support in transitioning to adulthood.

    The course is structured into manageable units, each focusing on a specific area of independent living. Assessment is through practical tasks and observations, ensuring that students can demonstrate their skills in a supportive environment. This qualification not only builds competence but also boosts self-esteem and prepares learners for further study or employment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal care routines: understanding and performing daily tasks like washing, dressing, and oral hygiene independently.
    • →Basic money management: recognising coins and notes, understanding simple transactions, and budgeting for small purchases.
    • →Using public transport: planning a journey, buying a ticket, and travelling safely on a bus or train.
    • →Food preparation: safely using kitchen equipment to prepare simple meals, such as sandwiches or instant noodles.
    • →Safety awareness: identifying hazards at home and in the community, and knowing how to respond in an emergency.

    Learning Objectives

    What you need to know and understand

    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating an awareness of at least two different gaming platforms (e.g., tablet, console, PC).
    • Provide evidence of the learner selecting a game from a choice of at least two, indicating a personal preference.
    • Look for correct operation of the device: switching on, selecting game, starting play, and basic controls.
    • Observe sustained engagement with the game for a short period, showing ability to play.
    • Award credit for demonstrating the ability to name at least two different types of gaming devices (e.g., console, computer, tablet).
    • Award credit for showing a clear sequence of steps to start a game on a chosen device, including turning on the device and navigating to the game.
    • Award credit for independently selecting a game from a limited range with justification (e.g., 'I chose this because it has cars').
    • Award credit for playing the game for a sustained period with appropriate interaction, showing understanding of basic controls.
    • Award credit for demonstrating the ability to independently navigate the console or computer interface to locate and select a game from a library or menu.
    • Acknowledge evidence of correctly identifying and using primary controls (e.g., power button, controller, keyboard/mouse) to launch and operate the game.
    • Credit should be given for sustained engagement in gameplay, showing understanding of basic in-game actions (e.g., starting a new game, moving a character, completing a simple task) without prompting.
    • Award credit for demonstrating an ability to identify at least two different types of computer games or gaming platforms, e.g., naming a console and a game genre.
    • Award credit for independently selecting a game from an on-screen menu, library, or physical media, clearly indicating a reasoned preference.
    • Award credit for correctly powering on the console/computer, navigating to the chosen game, and using basic controls such as 'start', 'move', or 'select'.
    • Award credit for sustaining engagement in gameplay for a specified duration, exhibiting understanding of simple game rules, objectives, or turn-taking.
    • Award credit for clearly identifying and naming at least two distinct types of computer games (e.g., puzzle, action, sports) and at least two types of gaming devices (e.g., handheld console, tablet, laptop).
    • Evidence must show the learner selects a computer game from a given range and provides a simple, relevant reason for their choice (e.g., 'I like racing games because they are fast').
    • Assessors should observe the learner independently performing key operational steps: turning on the device, locating and launching the chosen game, and using basic controls (e.g., start, pause, restart).
    • The learner must demonstrate sustained engagement with the game for a minimum of five minutes, showing an understanding of the game's objectives and attempting to progress through levels or tasks with minimal physical or verbal prompting.
    • Award credit for demonstrating appropriate responses to common in-game events, such as navigating a menu, accepting a challenge, or handling a game-over scenario without undue frustration.
    • Award credit for verbally identifying or physically pointing to at least two different types of computer game (e.g., racing, puzzle) and two different consoles/computers (e.g., tablet, games console).
    • Award credit for actively selecting a game from a limited choice (e.g., by naming, pointing, or using a menu without prompt).
    • Award credit for correctly operating the main controls to start the game, such as pressing the power button and navigating to the game icon or disc tray.
    • Award credit for independently following on-screen prompts or simple instructions to begin gameplay (e.g., 'press start').
    • Award credit for sustained engagement in the game for a minimum of two minutes, demonstrating basic interaction (e.g., moving a character, selecting options).

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice using the console/computer independently before the assessment to build confidence.
    • 💡During assessment, narrate what you are doing (e.g., 'I am turning on the console by pressing the power button') to provide evidence of understanding.
    • 💡If you get stuck in the game, demonstrate problem-solving by trying different controls or asking for help appropriately.
    • 💡For the portfolio, include photo evidence or witness statements showing each step: selecting the game, starting the console/computer, and playing the game with a focused expression.
    • 💡During observation, narrate your actions aloud to demonstrate understanding: say what you are doing and why, e.g., 'I press this button to jump over the obstacle.'
    • 💡If using a keyboard and mouse, practice hand placement beforehand to avoid looking down during the assessment.
    • 💡During assessment, narrate your actions as you perform them—this provides evidence of your thought process and decision-making, even if you make a minor error.
    • 💡Practice opening and closing the game menu a few times before the assessment to build muscle memory; assessors value smooth, confident interaction.
    • 💡If you get stuck in the game, demonstrate problem-solving by trying a different button or restarting the section rather than freezing or asking for help immediately.
    • 💡During assessment, clearly communicate your choice of game verbally, by pointing, or using an appropriate communication aid to demonstrate decision-making.
    • 💡Practise the exact sequence of powering on, logging in (if needed), and launching a game on the device that will be used in the assessment to build confidence and fluency.
    • 💡Familiarise yourself with the controller layout and basic in-game prompts (e.g., 'Press A to start') so you can respond without excessive trial and error.
    • 💡If you encounter a problem, demonstrate problem-solving by checking connections or trying a different approach rather than giving up immediately—assessors value perseverance.
    • 💡Before the assessment, practice using a variety of gaming devices to build confidence with different control schemes (touchscreen, joypad, mouse).
    • 💡When choosing a game, verbalize your thought process clearly to the assessor, even if it is a simple like or dislike—this demonstrates decision-making skills.
    • 💡If you get stuck during gameplay, show that you can seek help appropriately, e.g., by asking a peer or supervisor rather than abandoning the task.
    • 💡Familiarize yourself with basic gaming terms (start, pause, exit, level, score) so you can follow on-screen prompts and understand assessor instructions.
    • 💡For portable devices, demonstrate that you can adjust volume or brightness to suit your needs, showing personalisation and comfort in using technology.
    • 💡Before your assessment, spend time exploring the console or computer so you are familiar with the main buttons and menus – practice makes perfect.
    • 💡Show the assessor you can make a choice by clearly pointing to or saying which game you want to play, and explain why if you can.
    • 💡Take your time when navigating menus; it's better to go slowly and accurately than to rush and press the wrong thing.
    • 💡If you get stuck during gameplay, demonstrate your independence by recognising the problem and asking for help appropriately, which is a valuable life skill.
    • 💡Practice each skill in real-life settings as much as possible. For example, go to a shop to buy an item with exact change, or take a short bus journey with a friend. This builds confidence and ensures you can perform the task under observation.
    • 💡Keep a simple diary or checklist of tasks you complete each day, like brushing your teeth or making a snack. This helps you remember what you've learned and shows your assessor that you can manage routines.
    • 💡Don't be afraid to ask questions during assessments. If you're unsure about a step, it's better to clarify than to guess. Assessors want to see that you can seek help appropriately.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the steps to turn on the device or load the game, such as pressing the wrong button.
    • Selecting a game randomly without considering personal interest or difficulty level.
    • Getting frustrated when unable to progress, leading to disengagement.
    • Forgetting to use basic controls like moving, jumping, or selecting options.
    • Confusing the names of consoles/platforms (e.g., calling an Xbox a PlayStation) or not recognizing that a computer can also play games.
    • Struggling to navigate menus due to limited literacy or icon recognition; pressing buttons randomly instead of following on-screen prompts.
    • Choosing a game that is too complex or not age-appropriate without considering personal enjoyment or skill level.
    • Difficulty in relating physical controller buttons to on-screen actions, often looking at the controller instead of the screen.
    • Confusing the power-on sequence for the console/computer, such as not turning on the display separately or missing the need to log in to a profile.
    • Struggling to differentiate between game selection, system settings, and other applications on the home screen, leading to opening the wrong program.
    • Difficulty with basic hand-eye coordination or controller/keyboard familiarity, resulting in accidental exits or inability to progress past the start screen.
    • Confusing console brands or game titles, e.g., calling all gaming systems 'a Nintendo' or all racing games 'Mario Kart'.
    • Failing to turn on the device correctly, often neglecting to check power connections, input source on the TV/monitor, or controller pairing.
    • Selecting a game that is not age-appropriate or too complex for their skill level, leading to immediate frustration and disengagement.
    • Not understanding the need to wait for loading screens or updates, attempting to press buttons repeatedly which may cancel or alter the start process.
    • Using the controller incorrectly, such as holding it upside down, pressing multiple buttons simultaneously, or not recognising basic directional inputs.
    • Confusing different gaming platforms, e.g., thinking an Xbox game will work on a PC without disc or account.
    • Inability to locate the power button or understand that the device needs to be charged or plugged in before use.
    • Pressing buttons randomly without understanding their functions, leading to exiting the game or navigating to unintended menus.
    • Becoming easily discouraged or distressed when losing a game, leading to refusal to try again or inappropriate reactions.
    • Lack of awareness of game instructions or objectives, resulting in aimless interaction and inability to progress.
    • Confusing the power button with other controls or forgetting to switch on the console/computer entirely.
    • Applying the same controller actions across different devices, not recognising that a touchscreen works differently from a hand-held controller.
    • Selecting a game based solely on its cover image without understanding the type of gameplay, leading to frustration.
    • Becoming overwhelmed by on-screen instructions or menus and attempting to skip them, resulting in an inability to proceed.
    • Believing that all games require a disc, when some are pre-installed or accessed via an app.
    • Misconception: 'Independent living means doing everything alone.' Correction: Independent living is about having the skills to manage tasks, but it's okay to ask for help when needed. The qualification teaches when and how to seek support.
    • Misconception: 'Money management is just about spending.' Correction: It also includes saving, understanding change, and knowing the difference between needs and wants.
    • Misconception: 'Public transport is too complicated.' Correction: With practice, using buses and trains becomes routine. The course breaks down the process into simple steps, like reading timetables and asking for help.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic communication skills: being able to express needs and understand simple instructions.
    • •Familiarity with everyday objects: knowing common items like money, food, and clothing.
    • •A willingness to try new tasks: openness to learning through hands-on activities.

    Key Terminology

    Essential terms to know

    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.
    • Know there are different computer games and consoles/computers., Be able to choose a computer game to play., Know how to use the console/computer to play a game., Be able to play a computer game.

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