Accessing Games on a Digital Device
This element focuses on developing foundational digital skills by enabling learners to independently access and play simple games on a digital device, such as a tablet or smartphone. Through engaging with digital games, learners practice device operation, hand-eye coordination, and basic problem-solving. The element further builds social and communication abilities by encouraging learners to share their gaming experiences and exchange positive comments with peers, fostering digital inclusion and readiness for collaborative environments in further learning or supported employment.
Assessment criteria
Topic Overview
The Foundations for Learning unit within the Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 2) (RQF) is designed to help you build the essential skills needed for success in further education and the workplace. This unit focuses on developing your ability to learn effectively, work with others, and manage your own progress. You will explore different ways of learning, set personal targets, and reflect on your achievements, all of which are crucial for moving onto higher-level courses or entering employment.
This qualification is vocationally related, meaning it prepares you for real-world situations rather than just academic theory. In this unit, you will engage in practical activities such as creating a personal learning plan, working in a group to complete a task, and reviewing your own strengths and areas for improvement. By the end, you will have a clearer understanding of how you learn best and how to apply these skills in further study or work. This foundation is key to becoming an independent, confident learner.
The unit fits into the wider diploma by providing the core skills that underpin all other vocational units. Whether you are studying health and social care, business, or construction, the ability to set goals, communicate effectively, and evaluate your own progress is essential. Mastering these foundations will not only help you succeed in your diploma but also in any future learning or career path you choose.
Key Concepts
Core ideas you must understand for this topic
- →Learning styles: Understanding that people learn in different ways (e.g., visual, auditory, kinaesthetic) and identifying your own preferred style to improve study effectiveness.
- →SMART targets: Setting Specific, Measurable, Achievable, Relevant, and Time-bound goals to track progress and stay motivated.
- →Self-reflection: Regularly reviewing your own work and behaviour to identify strengths, areas for improvement, and set new targets.
- →Teamwork: Working cooperatively with others, listening to different opinions, and contributing to group tasks to achieve a common goal.
- →Personal learning plan: A document that outlines your learning goals, the steps to achieve them, and how you will review your progress.
Learning Objectives
What you need to know and understand
- Identify and open a game application on a familiar device.
- Follow on-screen instructions to begin a simple digital game.
- Use touch or other controls to play a game to a basic level.
- Share a game outcome or experience with another person.
- Give a positive comment on a peer’s gameplay.
- Demonstrate awareness of personal safety when sharing online.
- Identify the basic controls and functions of a digital device to access a game.
- Demonstrate the ability to launch a game and navigate its main menu or start screen.
- Play a digital game, showing understanding of basic rules or goals.
- Share game progress or results with others using the device's sharing features.
- Comment on a shared game, using appropriate language and relevance.
- Apply simple safety rules when sharing information or interacting online.
- 1. Be able to play digital games on a device 2. Be able to share and comment on games with others
- 1. Be able to play digital games on a device 2. Be able to share and comment on games with others
Assessment Criteria
Key criteria assessors look for in your portfolio
- Evidence of independent device power-on and game app selection.
- Observation of sustained engagement with a game for at least a few minutes.
- Screenshots or photos showing game progress or completion.
- Witness testimony confirming the learner shared their game experience verbally or digitally.
- A short written or recorded comment demonstrating a supportive tone.
- Award credit for correctly switching on the device and locating the game app/icon.
- Award credit for demonstrating the ability to start and play a game, achieving a clear outcome (e.g., completing a level, scoring points).
- Award credit for using the share function (e.g., sending a score to a friend, posting a screenshot) with minimal assistance.
- Award credit for writing a comment that is relevant to the game and polite.
- Award credit for explaining why personal details should not be shared in comments.
- Award credit for demonstrating the ability to independently turn on a device and navigate to the games menu or app.
- Award credit for successfully launching and playing a digital game, showing understanding of basic controls and gameplay objectives.
- Award credit for clearly articulating a comment about the game to another person, such as stating a preference, describing a feature, or giving a simple evaluation.
- Award credit for sharing the game with a peer, evidenced by actions like showing the game, explaining rules, or taking turns.
- Award credit for demonstrating the ability to locate a specified game app or icon on the device and launch it without assistance.
- Award credit for showing basic competency in playing the game, such as following on-screen instructions, using touch or mouse controls to interact, and achieving a simple in-game goal.
- Award credit for evidencing the skill of sharing game results or inviting a peer to play, and for posting a simple written or audio comment about the game in a supervised, safe environment.
Assessment Guidance
Guidance for achieving higher grades
- 💡Collect a portfolio of evidence including dated screenshots, photos, and written notes of each game session.
- 💡Record short video clips of yourself playing and sharing your thoughts to demonstrate both outcomes.
- 💡Always check with a tutor before sharing anything online and use approved platforms.
- 💡Reflect on what you enjoyed to help you write positive comments.
- 💡Use a device you are comfortable with for the assessment; practice repeatedly at home.
- 💡Before sharing, review your post to check for accuracy and appropriateness.
- 💡When commenting, read the original post carefully and respond to the content.
- 💡Take screenshots or get witness statements as evidence of your gameplay and sharing.
- 💡Familiarize yourself with the device’s privacy settings to control what you share.
- 💡Practice navigating to and from the game regularly to build muscle memory and confidence; repetition reduces hesitation during assessment.
- 💡When commenting, try to use descriptive words (e.g., 'colourful', 'challenging', 'fun') and link your comment to a specific part of the game.
- 💡For sharing, use simple, step-by-step instructions and be patient; consider practising with a friend beforehand.
- 💡Ensure that evidence (e.g., video clips, witness statements) captures both the gameplay and the sharing/commenting aspects to meet all criteria fully.
- 💡Practice logging in to the device and navigating to the games folder daily to build muscle memory; this reduces anxiety during assessment.
- 💡When recording evidence, include screenshots or short video clips of you starting the game, playing an active session, and sending a comment or invitation to a friend.
- 💡Always check with your assessor about which communication platform is approved for sharing and commenting, and never use your real full name in posts.
- 💡When setting targets, always check they are SMART. For example, instead of 'improve my maths', write 'complete 5 addition exercises correctly each day for a week'. This shows the examiner you understand the concept.
- 💡In group work tasks, make sure you can describe your specific contribution. Use phrases like 'I suggested...', 'I listened to...', 'I helped by...' to demonstrate active participation.
- 💡For reflection, use a simple structure: What went well? What didn't go so well? What will I do differently next time? This ensures you cover all aspects and gain maximum marks.
Common Mistakes
Common errors to avoid in your coursework
- Pressing the wrong buttons and accidentally exiting the game.
- Sharing personal information without understanding privacy risks.
- Making negative or inappropriate remarks instead of constructive comments.
- Getting distracted by advertisements or in-app purchases.
- Confusing the game app with similar-looking icons or advertisements.
- Getting stuck in pop-ups or purchase options and not knowing how to return to the game.
- Accidentally sharing personal information (e.g., full name, address) when commenting.
- Using offensive or irrelevant language in comments.
- Learners often confuse device navigation, e.g., tapping incorrect icons, failing to locate the game app, or not understanding the home button function.
- Some learners forget to adjust volume or enable sound, leading to a suboptimal gaming experience and reduced engagement.
- When commenting, learners may give minimal responses like 'it's good' without elaboration, requiring prompting to extend their thoughts.
- During sharing, learners may dominate the device without allowing peers to participate or may struggle to explain game mechanics clearly.
- Learners often press the wrong button or icon and exit the game accidentally, then require help to return.
- Many fail to listen to or read instructions before starting, leading to confusion during gameplay.
- When sharing, learners sometimes disclose personal information or do not understand that their comments are visible to others beyond their immediate group.
- Misconception: 'Learning styles mean I can only learn one way.' Correction: While you may have a preferred style, using a mix of methods (e.g., reading, discussing, doing) often leads to deeper understanding.
- Misconception: 'Setting targets is just writing down what I want to do.' Correction: Effective targets must be SMART – vague goals like 'do better' are not helpful. You need to break them into specific, measurable steps.
- Misconception: 'Reflection is just looking back at what I did wrong.' Correction: Reflection should also celebrate successes and identify what worked well, so you can repeat effective strategies.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Accessing Games on a Digital Device
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic communication skills: Being able to listen, speak, and follow simple instructions.
- •Ability to work independently for short periods: Completing simple tasks without constant help.
- •Basic self-awareness: Recognising when you find something easy or difficult.
Coursework AI Review
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Key Terminology
Essential terms to know
- Device Familiarity
- Gameplay Engagement
- Social Sharing
- Safe Online Communication
- Digital Device Navigation
- Basic Gameplay Interaction
- Online Sharing
- Commenting Etiquette
- Safety and Privacy Awareness
- 1. Be able to play digital games on a device 2. Be able to share and comment on games with others
- 1. Be able to play digital games on a device 2. Be able to share and comment on games with others
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