Assignment 2 OUT, please refer to your onenote.
• Requirements of the brief, including audience, purpose and client requirements.
Let's refer to your One Note!
Legal and ethical considerations applicable to the equivalent legislation in England, Wales and Northern Ireland, e.g. copyright, royalties, digital rights management.
• Game design, to include:
o type of gameplay
o data dictionary
o algorithm design, e.g. pseudo code
o storyboards, flowcharts, activity diagrams
o visual styles, e.g. world (terrain, architecture, objects), characters, non-playing characters, feedback interface, perspectives (2D, 3D, first-person, third-person, scrolling, aerial and context-sensitive)
o full motion video
o assets, e.g. graphical, audio and video
o gameplay features.
Call of Duty: Why we put 'own twist' on Battle Royale mode
To create storyboards for your assessments you can use storyboards, in the link below you will find a royalty-free template.
Storyboard Template
Construct How 2's
Player animation and platform creation
How to get the screen to follow the player
Jumping on an enemy
Creating Collectables
Making an Enemy
Links to Learning Outcomes |
Links to Assessment criteria |
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B.P3 Produce designs for a computer game that meet client requirements. B.P4 Review the designs with others to identify and inform refinements. B.M2 Justify decisions made, showing how the design will fulfil its purpose and client requirements. BC.D2Evaluate the design and optimised computer game against client requirements. BC.D3Demonstrate individual responsibility, creativity and effective self-management in the design, development and review of a computer game. |
Voice: Opportunities within lesson to develop their own reflective writing as well as develop technical writing skills within the production of their treatment.
Reading: Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate.
Voice: Opportunities within lesson to develop their own reflective writing as well as develop technical writing skills within the production of their treatment.
Collect and record data: Questionnaires, Observation, Tally
Length, weight, capacity, temperature: Measuring, using scales, ruler, tape measure, thermometer Recording and comparing results, converting, Choosing appropriate units and measuring instruments, estimating.
Learning Capture - Teachers allocate time at the end of the session for the group to write down what they think they have learned. The information shared helps the teacher to see which content he may need to revisit and so shapes future planning.
Just a Minute - At the end of the lesson teachers ask learners to summarise their learning. The comparison of these summaries against learning objectives informs planning.
Question and Answer - Verbal discussion with learners to quantify understanding
Product Evidence - Learners to create product evidence to demonstrate understanding