What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You will develop a game in a suitable programming language. Games can be used for all kinds of purposes including telling stories, teaching concepts, connecting with others, practising skills, or just fun.
People have played games for as long as we’ve existed. In today’s world, video games are hugely popular. Computer programming is what drives our games, so what better way to practise your programming skills than by developing a game?
Planning
- Outline the purpose of your game, and who will be using it.
- Plan your game — this may take the form of a brainstorm or spider diagram, a storyboard, or concept sketches.
- Identify some test cases for your game. Doing this before you begin helps you to track your test cases throughout development. You can add to the list as you discover new cases and bugs.
Developing
Once you have decided what you want to develop, you will need to record your specifications (so you and your teacher know what you are trying to make) and select an appropriate tool to develop your game with. There are a range of platforms you could use to develop your game; your teacher will provide guidance around this.
As you decide on your specifications, remember that your program will need to:
- store at least two types of data in variables
- take input and produce output
- use conditionals (such as if and else) and loops
- use data stored in a collection (such as a list or array).
You should make sure you use the techniques that you have learnt to make your program well structured, flexible, and robust. Your program needs to be easy for another programmer to follow, and have appropriate comments and variable names.
Testing
You’ll need to show your game is ready to be used by producing evidence that you’ve tested and debugged your game to ensure it works and is as robust as possible. For each test, this evidence should outline inputs or test cases, what type of test it is, and any changes you made to your program as a result of that test. You should think about testing expected, boundary, and invalid cases.
You could present your testing in a number of ways. Here are two examples:
- An organised test table, with rows for each test showing the test case, the result of the test, and changes made to the program based on testing.
- A video walk-through of the game where you describe the test cases that you considered, demonstrating what happens when you encounter those cases, and how you addressed them during development.
You will develop a game in a suitable programming language. Games can be used for all kinds of purposes including telling stories, teaching concepts, connecting with others, practising skills, or just fun.
People have played games for as long as we’ve existed. In today’s world, video games are hugely popular. Computer programming is what drives our games, so what better way to practise your programming skills than by developing a game?
Planning
- Outline the purpose of your game, and who will be using it.
- Plan your game — this may take the form of a brainstorm or spider diagram, a storyboard, or concept sketches.
- Identify some test cases for your game. Doing this before you begin helps you to track your test cases throughout development. You can add to the list as you discover new cases and bugs.
Developing
Once you have decided what you want to develop, you will need to record your specifications (so you and your teacher know what you are trying to make) and select an appropriate tool to develop your game with. There are a range of platforms you could use to develop your game; your teacher will provide guidance around this.
As you decide on your specifications, remember that your program will need to:
- store at least two types of data in variables
- take input and produce output
- use conditionals (such as if and else) and loops
- use data stored in a collection (such as a list or array).
You should make sure you use the techniques that you have learnt to make your program well structured, flexible, and robust. Your program needs to be easy for another programmer to follow, and have appropriate comments and variable names.
Testing
You’ll need to show your game is ready to be used by producing evidence that you’ve tested and debugged your game to ensure it works and is as robust as possible. For each test, this evidence should outline inputs or test cases, what type of test it is, and any changes you made to your program as a result of that test. You should think about testing expected, boundary, and invalid cases.
You could present your testing in a number of ways. Here are two examples:
- An organised test table, with rows for each test showing the test case, the result of the test, and changes made to the program based on testing.
- A video walk-through of the game where you describe the test cases that you considered, demonstrating what happens when you encounter those cases, and how you addressed them during development.
How to present your learning
For this task, you will need to present the following:
- a copy of your program, including comments
- evidence of testing and debugging (no more than five A4 pages or 3 minutes of video with commentary).
For this task, you will need to present the following:
- a copy of your program, including comments
- evidence of testing and debugging (no more than five A4 pages or 3 minutes of video with commentary).
Timeframe
You have 4 weeks to develop, test, and improve your program.
You have 4 weeks to develop, test, and improve your program.
Getting started
What is a game?
If you’re developing a game, here are some features to help you plan.
- Rules — hopefully this one is obvious! We don’t say ‘in football, please don’t use your hands’, we penalise players who play the ball with their hands. A player needs to know that if they do action A, consequence B will follow.
- Challenge — a game needs some sort of objective. Collect 5 rings. Beat the level in 10 seconds. Get the best time, or highest score. Does a player ‘win’ your game?
- Level of difficulty — if a game is too easy it is boring, if a game is too difficult it is frustrating. Getting the difficulty level just right is a challenge. Some games increase the difficulty as you progress, some let you choose your skill level at the start.
- Mastery — if you play or practise a game enough, you should get better at it.
- A story — not all games tell a story, but yours could!
What is a game?
If you’re developing a game, here are some features to help you plan.
- Rules — hopefully this one is obvious! We don’t say ‘in football, please don’t use your hands’, we penalise players who play the ball with their hands. A player needs to know that if they do action A, consequence B will follow.
- Challenge — a game needs some sort of objective. Collect 5 rings. Beat the level in 10 seconds. Get the best time, or highest score. Does a player ‘win’ your game?
- Level of difficulty — if a game is too easy it is boring, if a game is too difficult it is frustrating. Getting the difficulty level just right is a challenge. Some games increase the difficulty as you progress, some let you choose your skill level at the start.
- Mastery — if you play or practise a game enough, you should get better at it.
- A story — not all games tell a story, but yours could!
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You will develop a game in a suitable programming language. Games can be used for all kinds of purposes including telling stories, teaching concepts, connecting with others, practising skills, or just fun.
People have played games for as long as we’ve existed. In today’s world, video games are hugely popular. Computer programming is what drives our games, so what better way to practise your programming skills than by developing a game?
Planning
- Outline the purpose of your game, and who will be using it.
- Plan your game — this may take the form of a brainstorm or spider diagram, a storyboard, or concept sketches.
- Identify some test cases for your game. Doing this before you begin helps you to track your test cases throughout development. You can add to the list as you discover new cases and bugs.
Developing
Once you have decided what you want to develop, you will need to record your specifications (so you and your teacher know what you are trying to make) and select an appropriate tool to develop your game with. There are a range of platforms you could use to develop your game; your teacher will provide guidance around this.
As you decide on your specifications, remember that your program will need to:
- store at least two types of data in variables
- take input and produce output
- use conditionals (such as if and else) and loops
- use data stored in a collection (such as a list or array).
You should make sure you use the techniques that you have learnt to make your program well structured, flexible, and robust. Your program needs to be easy for another programmer to follow, and have appropriate comments and variable names.
Testing
You’ll need to show your game is ready to be used by producing evidence that you’ve tested and debugged your game to ensure it works and is as robust as possible. For each test, this evidence should outline inputs or test cases, what type of test it is, and any changes you made to your program as a result of that test. You should think about testing expected, boundary, and invalid cases.
You could present your testing in a number of ways. Here are two examples:
- An organised test table, with rows for each test showing the test case, the result of the test, and changes made to the program based on testing.
- A video walk-through of the game where you describe the test cases that you considered, demonstrating what happens when you encounter those cases, and how you addressed them during development.
You will develop a game in a suitable programming language. Games can be used for all kinds of purposes including telling stories, teaching concepts, connecting with others, practising skills, or just fun.
People have played games for as long as we’ve existed. In today’s world, video games are hugely popular. Computer programming is what drives our games, so what better way to practise your programming skills than by developing a game?
Planning
- Outline the purpose of your game, and who will be using it.
- Plan your game — this may take the form of a brainstorm or spider diagram, a storyboard, or concept sketches.
- Identify some test cases for your game. Doing this before you begin helps you to track your test cases throughout development. You can add to the list as you discover new cases and bugs.
Developing
Once you have decided what you want to develop, you will need to record your specifications (so you and your teacher know what you are trying to make) and select an appropriate tool to develop your game with. There are a range of platforms you could use to develop your game; your teacher will provide guidance around this.
As you decide on your specifications, remember that your program will need to:
- store at least two types of data in variables
- take input and produce output
- use conditionals (such as if and else) and loops
- use data stored in a collection (such as a list or array).
You should make sure you use the techniques that you have learnt to make your program well structured, flexible, and robust. Your program needs to be easy for another programmer to follow, and have appropriate comments and variable names.
Testing
You’ll need to show your game is ready to be used by producing evidence that you’ve tested and debugged your game to ensure it works and is as robust as possible. For each test, this evidence should outline inputs or test cases, what type of test it is, and any changes you made to your program as a result of that test. You should think about testing expected, boundary, and invalid cases.
You could present your testing in a number of ways. Here are two examples:
- An organised test table, with rows for each test showing the test case, the result of the test, and changes made to the program based on testing.
- A video walk-through of the game where you describe the test cases that you considered, demonstrating what happens when you encounter those cases, and how you addressed them during development.
How to present your learning
For this task, you will need to present the following:
- a copy of your program, including comments
- evidence of testing and debugging (no more than five A4 pages or 3 minutes of video with commentary).
For this task, you will need to present the following:
- a copy of your program, including comments
- evidence of testing and debugging (no more than five A4 pages or 3 minutes of video with commentary).
Timeframe
You have 4 weeks to develop, test, and improve your program.
You have 4 weeks to develop, test, and improve your program.
Getting started
What is a game?
If you’re developing a game, here are some features to help you plan.
- Rules — hopefully this one is obvious! We don’t say ‘in football, please don’t use your hands’, we penalise players who play the ball with their hands. A player needs to know that if they do action A, consequence B will follow.
- Challenge — a game needs some sort of objective. Collect 5 rings. Beat the level in 10 seconds. Get the best time, or highest score. Does a player ‘win’ your game?
- Level of difficulty — if a game is too easy it is boring, if a game is too difficult it is frustrating. Getting the difficulty level just right is a challenge. Some games increase the difficulty as you progress, some let you choose your skill level at the start.
- Mastery — if you play or practise a game enough, you should get better at it.
- A story — not all games tell a story, but yours could!
What is a game?
If you’re developing a game, here are some features to help you plan.
- Rules — hopefully this one is obvious! We don’t say ‘in football, please don’t use your hands’, we penalise players who play the ball with their hands. A player needs to know that if they do action A, consequence B will follow.
- Challenge — a game needs some sort of objective. Collect 5 rings. Beat the level in 10 seconds. Get the best time, or highest score. Does a player ‘win’ your game?
- Level of difficulty — if a game is too easy it is boring, if a game is too difficult it is frustrating. Getting the difficulty level just right is a challenge. Some games increase the difficulty as you progress, some let you choose your skill level at the start.
- Mastery — if you play or practise a game enough, you should get better at it.
- A story — not all games tell a story, but yours could!