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Game Development (Cambridge National in Creative iMedia)

Mathematics - Year 7

Click here to return to our Computing curriculum overview

Below you will find more specific information about the curriculum in Game Development for students who have chosen this subject, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts              

#1 Logical Thinking      #2 Programming Language      #3 Operations     #4 Systems     

#5 Data      #6 Online Security     #7 Digital Artefacts       #8 Analysing Data

Please click here for Subject Key Concepts.

Curriculum Overview for the Year

Autumn Term (Year 10)

Spring Term (Year 10)

Summer Term (Year 10)

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Themes

Key Themes

Key Themes

Key Themes

Key Themes

Key Themes

Media industry and product design:

-   Job roles

-   Purpose, style, content

-   Client requirements

Research:

-   Media codes

-   Cameras and lighting

 

Pre-production planning:

-   Workplans

-   Mind maps

 

 

 

 

Key Concept
Mood boards
Scripts

Storyboards:

-   Visualisation diagrams

-   Wireframes

-   Flow charts

 

Hardware:

-   Need for hardware

-   Purpose of hardware

Software:

-   Use of software

-   Purpose of software

 

 

Key Concept
Visualisation notation
Data

Legal issues:

-   Regulation

-   Intellectual property

-   Health and safety

Distribution platforms:

-   Media

 

File formats:

-   JPEG

-   BMP

-   TIF

-   GIF

 

Key Concept
Intellectual property
File formats

Purpose of visual identity:

-   Visual identity

-   Elements

-   Design

-   File types

-   Formats

-   Licences

-   Permissions

-   Planning

Asset sourcing:

-   Creating

 

 

 

 

Key Concept
File formats
Assets

Compiling an image:

-   Basic tools

-   Isolating text

-   Advanced tools

-   Retouching

-   Other tools

Saving:

-   Exporting

-   Formats

 

 

 

 

 

 

Key Concept
File formats

Plan digital games:

-   Types

-   Characteristics

Conventions:

-   2D arcade

-   3D RPG

-   MMO

-   Simulation

-   Game-based learning

-   Augmented reality

-   VR

 

 

Key Concept
Game genres

Assessment 

Assessment

Assessment

Assessment

Assessment

Assessment

End of topic assessments are carried out at the end of the topics

 

End of topic assessments are carried out at the end of the topics

End of topic assessments are carried out at the end of the topics

End of topic assessments are carried out at the end of the topics

End of topic assessments are carried out at the end of the topics

Coursework internally marked and moderated

Skills acquired throughout Y10

Understanding media concepts: Pre-production planning, Mood boards, Storyboards, Visualisations, Hardware, Software, Regulation, File formats, Visual identity.

Habits of Mind: Inquisitive, Imaginative, Collaborative, Persistent, Disciplined.

Autumn Term (Year 11)

Spring Term (Year 11)

Summer Term (Year 11)

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Themes

Key Themes

Key Themes

Key Themes

Key Themes

Key Themes

Styles of Digital Games:

-   Action

-   Sports

-   RPG

-   Quest

-   Strategy

Gameplay styles:

-   FPS

-   Selectable views

-   Arcade style

-   Top-down view

Visual styles:

-   Theme

-   Fantasy

-   Animated/Cartoon

-   Photorealism/VR

 

 

 

 

Key Concept
Target Audience
Platforms

Hardware:

-   Complexity

-   Audience

-   Characteristics of compiler/interpreter

Difficulty:

-   Player engagement

-   Spin-offs

-   Side missions

Audience:

-   Certification

 

 

 

 

 

 

 

 

 

Key Concept
Hardware

Game objectives:

-   Quest

-   Collect

-   Race

-   Shoot

-   Strategy

-   Escape

-   Survive

-   Build

-   Score

Hardware and Peripherals:

-   Computer Systems

-   Speakers

-   Games engine

-   Environmental issues

-   Privacy issues

 

Key Concept
Computer Systems

Technical skills to create digital games:

-   Inputs

-   Outputs

Review digital games

-   Test plan

-   Test data

-   Improvements

 

 

 

 

 

 

 

 

 

 

Key Concept
Game Development

-   Exam preparations

-   Revision

N/A

Assessment

Assessment

Assessment

Assessment

Assessment

Assessment

Coursework internally marked and moderated

Coursework internally marked and moderated

Coursework internally marked and moderated

Coursework internally marked and moderated

 

Examination Paper

Skills acquired throughout Y11

Understanding and identifying the skills to produce digital games for a specific audience and purpose. Using software to build a game world with levels that meet a need. Build a game world with sound and scoring elements.

Habits of Mind: Inquisitive, Imaginative, Collaborative, Persistent, Disciplined.

Useful documents:
Please click here for a PDF of curriculum overview.
Please click here for a PDF of Computing Learning Journey.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mr Pieterse if you have any questions.

Please click on the questions below to find out more.

Which exam board will students be examined by?

OCR

How are groups organised?

We organise our classes by mixed ability. The students have five one-hour lessons per fortnight.

What characteristics does a successful student have in this subject?

The most successful students in Game Development will be passionate about game design and enjoy playing electronic games. 

How will students learn at this level?

  • Practicing game design
  • Frequent revision of topics
  • Paired learning in class
  • Exam question practice
  • Independent research
  • Note taking
  • Observing peers

How will students’ learning be assessed at this level?

Mandatory

R093: Creative iMedia in the media industry

Written paper – 1 hour 30 minutes

70 Marks

R094: Visual identity and digital graphics

Centre-assessed tasks

OCR-moderated

Approximately 10-12 hours – 50 marks

Optional

R099: Digital games

Centre-assessed tasks

OCR-moderated

Approximately 12-15 hours – 70 marks

When do key assessments take place?

The final written paper is in June of Year 11. Mocks will take place in Year 10 and Year 11.

How can parents/carers support students’ learning?

  • Ensure that the students work through past papers and mark schemes throughout Y10 and Y11 as part of the student’s personal revision plan. (Use link above for the past papers)
  • Parents to ensure students work on their coursework throughout course.
  • Ensure that the students study for all tests/mock exams.

What equipment do students need for this subject?

Essential school equipment, including pen, pencil, eraser, calculator and headphones.

Access to Satchel One and MS Teams.

How does this subject link to other subjects?

  • Art: creative design
  • Tech: Planning, design and creation of product

What websites or resources may be helpful to support students’ learning?

OCR exam board information:

https://www.ocr.org.uk/qualifications/cambridge-nationals/creative-imedia-level-1-2-j834/assessment/

What extra-curricular or enrichment opportunities are available for students in this subject at this level?

None at the moment, although students are welcome to use T13 to work on their game development.

What sort of careers can this subject lead to?

Look at the following website for ideas about careers in Game Development:

https://www.onlinecollegereport.com/what-can-you-do-with-a-game-design-degree/

What does student work look like in this subject at this level?

This is a new course and this section will be updated when we have student exemplar work to provide.

How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

Broad and balanced

The Game Development course will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Game development including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when analysing, designing, developing, testing and evaluating their work.

Meeting the needs of all students

Lessons are taught in mixed ability groups. Every lesson is differentiated to ensure students of all abilities are stretched and challenged. A combination of theoretical and practical lessons give students the opportunity to excel in different areas according to their own strengths.

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

Creativity

Students are encouraged to think creatively and iteratively when experimenting, designing and developing their work. A broad range of processes and techniques are used to enthuse students during lessons.  

Critical thinking

Students will use knowledge and understanding to complete practical tasks(application). While working on a practical task, they will break things down in their component parts (decomposition/analyse). They will be able to combine and integrate various sources of information. At the end of a task, the students will be able to assess the value, merit and worth of the solution they produced (evaluate).

Practice, perseverance and resilience

Students are encouraged not to view the course as a linear process to be followed in a step by step manner, rather, students should be encouraged to follow the iterative learning and development processes. Students will learn that it is ok for aspects of games they develop to go wrong as long as we learn from this and seek solutions! In the same way we’ll build up their knowledge skills and understanding over the duration of the course with regular revision, assessment and recall.

Making links

Game Development permeates all areas of life and will therefor infiltrate all subject areas as a result. From complicated calculations and equations in Maths and Physics when simulating the universe to Artificial Intelligence and voice recognition/translations (languages) in games. Not to mention  wearable technology such as a Virtual Reality goggles that make the reality of the gaming experience more true to life.

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?

Enrichment/cultural capital

Students are encouraged to consider how different gaming platform technologies are designed and programmed when taking into account aspects such as computer and information accessibility for disabled users, the elderly, other disadvantaged groups, etc. They also need to show awareness of environmental issues regarding technology and disposing of it. Other factors to consider include the ethical, legal, moral and cultural issues that are linked to the development of digital gaming technologies.

Substance/deep learning

Students will have the opportunity to study specialist gaming principles in great depth and explore emerging technologies such as artificial intelligence and machine learning in preparation for KS5. They will learn how the game development software they use must satisfy the wants or needs of the user and be fit for their intended use.

Open and inclusive

Every topic within the course is fully accessible to all students through differentiation in lessons and a variation of teaching strategies when delivering lessons depending on the needs of individual students.