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Unit 15 Cambridge Technicals

catkinson247
catkins ...
Posts: 1

Hi everyone, does anyone teach unit 15: games design and proto-typing? We are using game maker and wondered about the level of depth the students will have to go into when creating the proto-type for P5. In the spec it lists a series of programming techniques, do they actually have to use these or just highlight them / how they are used?

 

Replies

Rosy05
Rosy05
Posts: 17

Thank you for the information.  Is it acceptable to have a scenario for Unit 15 that a game prototype will be created for the BAFTA Young Game Designers competition?  

Rosy05
Rosy05
Posts: 17
Quote:
Originally posted by Rosy05, 7:53, 7th June 2018

Thank you for the information.  Is it acceptable to have a scenario for Unit 15 that a game prototype will be created for the BAFTA Young Game Designers competition?  

Can anyone give me some insight into whether it is suitable to have a scenario for the game as above for the BAFTA Young Game Designer's competiton?

Mo Everett
Mo Everett
Posts: 1290
Quote:
Originally posted by Rosy05, 7:36, 12th June 2018

Can anyone give me some insight into whether it is suitable to have a scenario for the game as above for the BAFTA Young Game Designer's competiton?

Hi Rosy

As long as there is a scenario that they have to work to it would be fine.  What would not be acceptable is them making a prototype of a game of their own choosing.  They have to work as if there is a client involved.

Hope that makes sense and helps.

Kindest regards

Mo

Rosy05
Rosy05
Posts: 17
Quote:
Originally posted by Mo Everett, 13:29, 12th June 2018

Hi Rosy

As long as there is a scenario that they have to work to it would be fine.  What would not be acceptable is them making a prototype of a game of their own choosing.  They have to work as if there is a client involved.

Hope that makes sense and helps.

Kindest regards

Mo

Thanks Mo, that gives me some guidance.  

Colin_H
Colin_H
Posts: 11

Within any of the units and the associated assessment criteria, when in doubt it is always useful to look at the assessment guidance linked to the assessment criteria. As Mo has indicated on other threads, the assessment guidance is not mandatory, but it forms a very good basis of what learners should produce from the assignment brief that they have been given.

In the case of P3 it states 'Learners are required to create a design for a game concept. They need to produce full design documentation that includes chosen game elements and relevant interface designs, stage designs and character generation, in addition to the core considerations and purpose for the game. Designs must contain enough detail to enable them to be understood by a third party.'

The final sentence sums up the level of detail required in the learner evidence - if the design is given to a third party to approve taking the design concept on to creating a prototype, has the learner provided sufficient detail for somebody to understand what the game is about? If a third party would not know how the game should function, then the level of detail is insufficient.

The delivery guide for the unit, whilst it must not be used for summative assessment, as it is a teaching tool, equips learners with a skillset to allow them to underake parts of the unit.

Another source to consider is incorporating meaningful employer involvement for the unit. 

 

Beanypod
Beanypod
Posts: 6

Hi Rosy,  dont be overwhelmed.  As a moderator I have seen a lot of unit 15's, it seems to be a very popular unit, and I have seen a range of games being made.  The complexity of the actual game really depends on the ability of your students, some will make very complex games and others may have more simple ones but always the important thing for you to focus on is your students meeting the assessment criteria.  P5 links to the building of the game (be it either complex or simple) and M2 and M3 are where your students may develop more complex functionality of their game but the remainng objectives all relate to the design considerations and specifications.  I have seen simple maze games to very involved platform games using specialist programs, but as long as the assessment criteria for each LO has been clearly evidenced there is no reason why even a simple game couldn't be supported with the documention to achieve Merit or Distinction.  The unit has been designed to allow for students to be creative and not limited to prescriptive instructions, but the assessment criteria that needs to be evidenced is clearly stated in the assessment grid.

Rosy05
Rosy05
Posts: 17

Thanks for the reply but your comment about the complexity of the game is a problem in itsefl because we are completely new to this and have no idea about the level of complexity required. I am overwhelmed that everything seems to be so 'ambiguous' and open to personal interpretation because ultimately we don't want to let our students down.

S E A Middleton
S E A M ...
Posts: 6

Hello,

I do not have an assignment but with recard to AC2.5.  The list is made of recognised terms and I have found that entering a search for these on the internet will often bring up useful tools and templates.  All of these documents are required when working on a design BUT the level of detail within each document will depend upon the complexity of the game being designed.  

 

Rosy05
Rosy05
Posts: 17

I too would appreciate an assignment that meets the grading criteria and has been approved by OCR if anyone has one.  Also can anyone clarify what is required for Unit 15 LO 2.5 Documentation.  I can see the i.e. requirements but it is very vague as to what is actually needed as evidence.

In anticipation of a quick reply.

tsalter
tsalter
Posts: 4

Hi catkins

Do you have an assignment written for this unit and if so would you mind sharing it with me?

Mo Everett
Mo Everett
Posts: 1290

Hi catkins

The prototype must be sufficient to enable the "client" to see what it would look like and how it would work, so that they can provide feedback if required and confirm whether they are happy with the design, would like further enhancements etc.

As for the programming techniques, they need to have been taught about them, but only use those which are relevant to the context (assignment) in which they are working.  They do not need to write about them but use them and only those as I said previously which are relevant.

I hope that helps.

Kindest regards

Mo