GAME DESIGN & PROGRAMMING@GHS

This unit links into Unit 1 and addresses the need to understand how programming languages use Boolean Logic. Researching and exploring the opportunity provided to build Game design resources, the students are expected to design two games using Scratch and Python; languages that are High Level languages because they are relatively easy for processing and understanding he code being used for the computer.  It also provides an opportunity for the students to discuss the contrast in the two languages and the efficiency of the programme. The creation of variables and managing the directories and files allows them to get disciplined and manage their resources well. They continue to apply Pseudocode and Flowcharts to inform their game design.

 

With stakeholder feedback and the testing and evaluation approached through 1 Week Sprints students use a collaborative project management to solve issues with their code and game design. The 

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Curriculum Links: Game Design and Programming takes the students through the Technological Cycle to identify key concepts in product development associated with the discipline of computer science from a systems approach. Students apply their knowledge of algorithms, pseudocode programming language and user interface. Students progress to learning about tractability, data representations, coding, usability heuristics, formal specification of the syntax of programming languages, and software development methods.

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Indicator of Progression:

Level  1

Students can:

• Identifying a need or opportunity as a result of exploring the given context and issue

• Reflecting consideration of the social and physical environment 

• Reflecting key stakeholder’s opinion • describing the outcome to be developed 

• Identifying the physical and functional attributes needed for the outcome 

• Producing a final brief comprised of a conceptual statement and specifications.

Level  2

• Identifying an issue as a result of exploring the context 

• Determining a need or opportunity and associated stakeholders  

• Reflecting ongoing consideration of the social and physical environment where the outcome will be developed and situated 

• Reflecting ongoing key stakeholders’ opinions 

• Describing the outcome to be developed and explaining why such an outcome should be developed 

• Explaining the physical and functional attributes required for an outcome

• Producing a final brief comprised of a conceptual statement and specifications.

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NCEA Standards: 

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Resources:  

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