Computer Games
OPEN AWARDS
Vocational
This Element introduces learners to the variety of computer games and consoles available, fostering digital inclusion as part of independent living. It develops the practical ability to make informed choices about leisure activities, operate gaming hardware safely, and engage with interactive media to promote cognitive and social well-being. Application lies in building confidence with technology for recreation and daily life skills.
9
Learning Outcomes
30
Assessment Guidance
34
Key Skills
9
Key Terms
34
Assessment Criteria
Assessment criteria
Open Awards Entry Level Certificate in Independent Living - Living in the Community (Entry 3) (RQF)
Open Awards Entry Level Certificate in Independent Living - Living in the Community (Entry 2) (RQF)
Open Awards Entry Level Diploma in Independent Living (Entry 2) (RQF)
Open Awards Entry Level Diploma in Independent Living (Entry 3) (RQF)
Open Awards Entry Level Certificate in Independent Living - Looking After Yourself and Your Home (Entry 1) (RQF)
Open Awards Entry Level Certificate in Independent Living - Looking After Yourself and Your Home (Entry 2) (RQF)
Open Awards Entry Level Certificate in Independent Living - Looking After Yourself and Your Home (Entry 3) (RQF)
Open Awards Entry Level Certificate in Independent Living - Living in the Community (Entry 1) (RQF)
Open Awards Entry Level Diploma in Independent Living (Entry 1) (RQF)
Topic Overview
The Open Awards Entry Level Diploma in Independent Living (Entry 2) (RQF) is a foundational qualification designed to help learners develop essential life skills for greater independence. This course covers practical areas such as personal care, home management, community participation, and decision-making, all tailored to Entry 2 level (typically for learners working below GCSE level). It is part of the Foundations for Learning suite, which aims to build confidence and prepare students for further study, employment, or independent living.
This diploma matters because it equips students with the skills needed to navigate daily life safely and effectively. Topics include budgeting, cooking, using public transport, and understanding health and safety. By focusing on real-world applications, the qualification helps learners become more self-reliant and aware of their rights and responsibilities. It also provides a stepping stone to higher-level qualifications in independent living or vocational subjects.
Within the wider subject of life skills, this diploma sits as a core component of personal and social development. It complements other Entry Level qualifications in English, maths, and ICT by applying those skills in practical contexts. For example, learners use numeracy to manage money and literacy to read instructions or fill in forms. The course is often delivered through hands-on activities, role-play, and community-based learning, making it highly engaging and relevant.
Key Concepts
Core ideas you must understand for this topic
- →Personal care and hygiene: Understanding routines like washing, dressing, and dental care to maintain health and social confidence.
- →Home management: Skills such as cleaning, laundry, and basic food preparation to create a safe and comfortable living environment.
- →Community participation: Using public transport, accessing local services (e.g., shops, libraries), and understanding road safety.
- →Money management: Recognising coins and notes, budgeting for small purchases, and understanding the concept of value for money.
- →Health and safety: Identifying hazards at home and in the community, knowing emergency procedures, and understanding basic first aid.
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
- 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
- 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
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating an ability to name at least two different types of computer game genres or titles (e.g., puzzle, sports, adventure).
- Learner must show correct identification of basic console/computer components needed to start a game (e.g., power button, controller, game disc/cartridge).
- Evidence of safe and appropriate use of equipment, such as handling controllers without force and powering down correctly after play.
- Award credit when the learner independently navigates a game menu to select and start playing a chosen game, with minimal prompting.
- Marks should reflect the learner’s capacity to follow on-screen instructions during gameplay, demonstrating basic interaction (e.g., pressing correct buttons to move or select).
- Award credit for correctly naming or showing awareness of at least two different gaming devices (e.g., console, computer, tablet).
- Award credit for demonstrating the ability to select a game by stating a preference or pointing to a chosen game from a selection.
- Award credit for completing the basic start-up sequence: turning on the device, navigating to the game, and launching it with minimal prompting.
- Award credit for demonstrating participation in gameplay, such as using controls to perform an action or acknowledging engagement.
- Award credit for correctly naming or indicating at least two different computer games or gaming platforms (e.g., pointing to a picture of a console or naming a game title).
- Award credit for demonstrating a clear choice of game from a presented selection, either verbally, through gesture, or by using assistive technology.
- Award credit for correctly performing the preparatory steps to start a game (e.g., turning on the device, inserting a disc or selecting an icon, navigating to the game).
- Award credit for sustained interaction with the game, showing understanding of basic controls to achieve an in-game outcome (e.g., moving a character, completing a simple task).
- Award credit for accurately naming at least two different types of computer games (e.g., puzzle, sports) and two types of consoles/computers (e.g., handheld, laptop) in discussion.
- Award credit for independently selecting a computer game based on personal interest and explaining the choice (e.g., 'I picked this because I like racing games').
- Award credit for demonstrating safe and correct operation of the console/computer, including switching on, logging in if applicable, and loading the chosen game.
- Award credit for using game controls appropriately to perform basic actions (e.g., moving a character, selecting menu options) and engaging with the game for a sustained period (at least 5 minutes) without prompts.
- Award credit for demonstrating the ability to identify and select a game from a limited range (e.g., pointing, naming, or pressing a button).
- Award credit for correctly initiating the game by using basic console/computer operations (e.g., turning on device, loading the game, using a controller or keyboard).
- Award credit for actively engaging in gameplay by following on-screen prompts, using controls to achieve a basic function (e.g., moving a character, selecting an item), and sustaining involvement for a short period.
- Award credit for correctly identifying at least two different gaming platforms (e.g., console, computer, tablet) and matching suitable games to each.
- Evidence should show the learner making an informed choice from a range of games, with a clear rationale for their preference.
- Assess the learner’s ability to independently perform the startup sequence: switching on the device, launching the game, and navigating initial menus.
- Demonstrate sustained interaction with the game using appropriate controls (e.g., mouse, keyboard, touchscreen, controller) throughout a short play session.
- Award credit for correctly identifying at least two different types of computer games or gaming devices.
- Evidence must show the learner selecting a game from a range of options and stating a reason for their choice.
- Assessor should observe the learner powering on the device, navigating to the game, and using the controls to start playing.
- Credit giving for demonstrating safe and appropriate use of the equipment, including adjusting volume and taking breaks.
- Award credit for independently indicating a preferred game from a limited selection (e.g., by pointing, naming, or selecting an icon).
- Award credit for correctly identifying and using the power button and basic controls (e.g., controller, mouse, touchscreen) to launch the chosen game.
- Award credit for engaging with the game by performing at least one simple in-game action (e.g., moving a character, pressing a button to jump) without step-by-step prompting.
- Award credit for demonstrating the ability to select a game from a menu or icon without prompting.
- Look for evidence that the learner can correctly use the power button and controller to start and navigate the game.
- Assess the learner's ability to sustain engagement with the game, showing understanding of basic controls (e.g., moving character, selecting options).
Assessment Guidance
Guidance for achieving higher grades
- 💡Practice navigating common console interfaces before the assessment, focusing on starting and exiting games smoothly.
- 💡During observation, verbalise each step you’re taking (e.g., “I’m pressing the power button now”) to provide clear evidence even if you hesitate.
- 💡Familiarise yourself with the specific game used for assessment; note its basic controls and menu layout to reduce anxiety.
- 💡Remember to demonstrate safe equipment handling and tidy-up (e.g., winding cables, storing discs in cases) as this counts toward independent living skills.
- 💡If you make a mistake, stay calm and narrate what you are doing to correct it, showing problem-solving ability.
- 💡During practical assessment, talk through each step you are taking to demonstrate understanding, even if you are unsure.
- 💡If you cannot read the screen, use the device's accessibility features (such as larger text or voiceover) or ask for assistance - this shows independence in problem-solving.
- 💡When choosing a game, explain why you selected it (e.g., 'I like racing games') to show informed choice-making.
- 💡Provide a limited and manageable choice of games (2-3 options) to reduce cognitive load and support decision-making.
- 💡Use clear, step-by-step visual instructions or a social story to rehearse the routine of starting and playing a game before the assessment.
- 💡Allow the learner to use familiar equipment and games they have practiced with, as the focus is on the process rather than novel technology.
- 💡Assessors should observe for independence: the learner should perform as many steps as possible without physical or verbal prompting, unless specified in their support plan.
- 💡Before assessment, practice using the specific console/computer model you will be tested on to build confidence with its unique controls.
- 💡When choosing a game, pick one you have played before if possible, and be ready to explain why you selected it — this shows personal engagement.
- 💡During the practical task, take your time to read any on-screen instructions; assessors look for careful, deliberate actions rather than speed.
- 💡If you get stuck, demonstrate problem-solving by trying different buttons or asking for help — this is a key independent living skill.
- 💡During observation, demonstrate a clear sequence: choose a game, start the device/game, and then play. Narrate your actions if possible to show understanding.
- 💡If you struggle with game controls, try a simpler game first (e.g., point-and-click or single-touch games) and gradually build skills; evidence of progression is valued.
- 💡Practice regularly with different devices to build confidence in turning them on, navigating menus, and launching games.
- 💡When choosing a game, articulate your reasons clearly—mention personal interest, ease of play, or past experience.
- 💡During assessment, show that you can exit the game and shut down the device properly, demonstrating full independence.
- 💡If unsure, ask for help to learn a new control method rather than guessing, as assessors value safe and correct operation.
- 💡Before the assessment, practice using different controllers and navigating menus to build confidence.
- 💡When demonstrating your ability, talk through what you are doing, explaining each step as you power on, choose the game, and play.
- 💡If you get stuck, show that you know how to restart or exit the game safely rather than becoming frustrated.
- 💡Encourage learners to practise with the same device setup that will be used in assessment to build muscle memory for powering on and navigating.
- 💡Use a visual guide or simple checklist during the assessment to prompt the learner through each step without giving direct assistance, only if needed as a reasonable adjustment.
- 💡Ensure the learner has a familiar, quiet environment to minimize anxiety during assessment.
- 💡If the learner uses assistive technology, make sure it is set up and functioning beforehand to avoid disruption.
- 💡Encourage the learner to verbalize their actions (e.g., 'I am turning it on') if verbal communication is in their support plan, as it provides additional evidence.
- 💡Use real-life examples in your answers. For instance, when discussing budgeting, mention a specific scenario like planning a meal within a £5 budget. This shows practical understanding and gains higher marks.
- 💡Always link your answers to the assessment criteria. Each question targets a specific skill (e.g., 'demonstrate how to use a washing machine'). Make sure you explicitly state the step-by-step process you would follow.
- 💡In practical assessments, safety is key. Always mention safety checks first, such as checking food expiry dates or ensuring equipment is off before cleaning. Examiners look for awareness of risk.
Common Mistakes
Common errors to avoid in your coursework
- Learners often confuse the power-on sequence, pressing TV remote buttons instead of console buttons, or not waiting for the system to boot.
- A frequent error is mishandling discs or cartridges (e.g., inserting upside down, touching the surface), leading to damage or read errors.
- Many learners struggle with controller buttons, pressing multiple buttons simultaneously or not understanding directional controls (e.g., confusing up/down with left/right).
- Learners may fail to read or listen to on-screen prompts, getting stuck in menus or unable to progress past start screens.
- Safety mistakes include leaving cables across walkways or not taking breaks, leading to eye strain or frustration.
- Learners may confuse console types, assuming all games work on any device.
- Some may struggle to distinguish between the physical game disc/cartridge and the digital game icon.
- Learners may forget the correct input source or channel needed if connecting to a TV.
- They might press random buttons without understanding directional controls or primary action buttons.
- Confusing the sequence of operations, such as trying to insert a disc before turning on the console, or not switching the TV to the correct input source.
- Assuming that all games are playable on any device, leading to frustration when a chosen game is incompatible with the available hardware.
- Becoming fixated on one specific game and refusing to consider alternatives, even if the chosen game is not available or accessible.
- Over-reliance on instructor prompting rather than initiating actions independently during the assessment.
- Confusing different types of gaming devices (e.g., referring to a handheld console as a 'phone' or a desktop computer as a 'TV').
- Pressing buttons randomly without understanding their function, leading to accidental game exits or menu changes.
- Selecting a game that is too complex or not age-appropriate, resulting in frustration and disengagement.
- Neglecting to follow on-screen instructions or ignoring verbal prompts from the assessor during game setup.
- Forgetting to save progress if the game allows it, losing unsaved achievements and causing disappointment.
- Learners may confuse the power button with other controls or fail to turn on the device correctly.
- Learners often press random buttons or swipe without understanding the directional controls, leading to frustration and disengagement.
- Some learners may select a game that is too complex for their current skill level, resulting in inability to progress and a loss of motivation.
- Confusing devices with different input methods, such as trying to use a console controller on a tablet.
- Not checking game compatibility with the available device, leading to frustration when a game fails to load.
- Struggling to recall the steps for powering on and accessing applications without prompting.
- Misunderstanding game genres, for example, selecting a complex strategy game when seeking a simple puzzle.
- Learners may confuse different gaming platforms (e.g., calling a PC game a console game) and not distinguish between touch screen, keyboard, or controller input methods.
- Some learners might press buttons randomly without understanding the specific function needed to start or control the game.
- Forgetting to check if the game is appropriate for their age or skill level, leading to frustration.
- Confusing the power button with other ports or buttons, leading to failure to turn on the device.
- Trying to interact with the screen instead of using the controller or mouse, especially when switching between touchscreen and non-touchscreen devices.
- Becoming distracted by game menus or settings and failing to start the actual game, or exiting the game unintentionally.
- Confusing the on/off button with the reset button or other controls.
- Struggling to differentiate between game icons and other system icons on the home screen.
- Using excessive force on the controller or touchscreen, leading to accidental inputs.
- Misconception: 'Independent living means doing everything alone.' Correction: Independence includes knowing when to ask for help, such as from family, carers, or support services. It's about making informed choices, not isolation.
- Misconception: 'Budgeting is just about spending less.' Correction: Budgeting involves planning income and expenses, prioritising needs over wants, and saving for future goals. It's a skill that balances spending and saving.
- Misconception: 'Health and safety rules are just common sense.' Correction: While some rules seem obvious, many are based on specific regulations (e.g., food hygiene temperatures) that need to be learned and practised. Common sense can vary, so explicit teaching is essential.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Computer Games
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.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic communication skills (speaking and listening at Entry 1 or equivalent) to follow instructions and express needs.
- •Simple numeracy skills (counting to 20, recognising numbers) for money management and time-telling.
- •Awareness of personal safety (e.g., knowing not to talk to strangers) as a foundation for community participation.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
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
- 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
- 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
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