Unit 1

Progress Outcome 5: Taking account of end-users, students independently decompose problems into algorithms. They also understand how computers store more complex types of data using binary digits, and develop programs considering human-computer interaction (HCI) heuristics.

Task 1: Students Explore 'Oat the Goat' and identify some key interactive features and themes

Task 2: Using exemplars students design a simple storyboard of a possible game

Task 3: Test out some games and try this challenge to get familiar with Python

Progress Outcome 5: Taking account of end-users, students independently decompose problems into algorithms. They also understand how computers store more complex types of data using binary digits, and develop programs considering human-computer interaction (HCI) heuristics.

Task 1: Students Explore the game design process on a Unity Platform

Task 2: Using their storyboard they refine their ideas and transfer them to a wireframe

Task 3: They test out a Unity platform to understand game mechanics

Progress Outcome 5: Taking account of end-users, students independently decompose problems into algorithms. They also understand how computers store more complex types of data using binary digits, and develop programs considering human-computer interaction (HCI) heuristics.

Task 1: Students Evaluate the game platforms on their websites

Task 2: Explore physical computing using the Microbit and Sphero

Task 3: Start Researching the Greymouth High School Game Concept using wireframing and storyboarding

Progress Outcome 5: Taking account of end-users, students independently decompose problems into algorithms. They also understand how computers store more complex types of data using binary digits, and develop programs considering human-computer interaction (HCI) heuristics.

Task 1: Students design and test out a Microbit project

Task 2: Explore physical computing using the Sphero to play the tossing game

Task 3: Explore Python Syntax on the Raspberry Pi to create a buzzer game

Progress Outcome 3: In authentic contexts, students follow a defined process to design, develop, store, test and evaluate digital content to address given contexts or issues, taking into account immediate social, ethical and end-user considerations. They identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital content.

Task 1: Students explore 3 different games to identify the key user experience

Task 2: Students create an initial drawing of a character that they can identify with

Task 3: Students draw a background for their storyboard on Unity