Game Development

Description

Got a game idea and don’t know where to start? This course will take you through the highs and lows of developing your first game. In this course students are taught some of the processes that professionals rely upon when developing a new program whilst furthering their knowledge of a science or mathematics topic that interests them. Students don’t need any prior skills in developing programs, this course will them develop their technology, science and mathematics knowledge.

Course Aims

By the end of the course, students will have developed an understanding of the development process for new games and programs. They will have developed knowledge of development environments and some basic coding skills.

Throughout this course, students will:

• Develop their understanding of a STEM topic by making it a key feature of their game/program.

• Develop their knowledge of how to code/develop a program.

• Research a specific development environment and use that knowledge to further their understanding of coding and program development.

Interdisciplinary Domains

• Communication

• Personal Learning

• Interpersonal Learning

• Teamwork

• Presentation Skills

• Problem Solving Skills

• Project management

• Creativity, Design and Technology

Assessment

Students work in collaborative groups to develop a game demonstrating an aspect of STEM. Students will design, code, create sounds effects, artwork and story as a part of the project. Students will also peer assess the games from other groups providing feedback for further development.

Real Life Robotics Description

Students will be given a challenge to be solved by designing, building, testing and re-designing an electromechanical device. The learning will focus on team based challenges with three students per group that involve solving a problem initially using readily available materials then adding automation by using a micro-controller which requires coding and mechatronics. The focus is on critical thinking and problem solving within a team. Part of the course will be devoted to coding and how microcontrollers work.

Course Aims

• To develop critical thinking and problem solving skills

• To work cooperatively within a team

• To explore mechatronics through team based challenges

• To learn how to create simple microcontroller code to solve problems

• To brainstorm ideas and evaluate solution alternatives

Interdisciplinary Domains

• Information and Communications Technology

• Systems Technology

• Thinking Processes

• Science

• Mathematics Assessment

• Team based challenges

• Individual evaluation

Taking Off! Description

Taking Off challenges students to plan some travel within set parameters. This experience provides students with the opportunity to explore the geography and cultures of other countries, whilst developing their ability to plan and manage a budget, and establish and adhere to a working timeline. Using the challenge of planning some travel as a platform, Students will be introduced to the capabilities of Excel in managing projects and time, explore global economic factors and develop their ability to source and evaluate online information.

Course Aims

By the conclusion of this subject, students will be able to:

• Use software such as word processors and spreadsheets, and using techniques such as tables and shading, to develop project plans that sequence tasks, estimate timelines and record task responsibilities.

• Work independently and as part of a team.

• Set short-term and long-term goals; prioritising their available time and developing strategies for monitoring their progress towards goal achievement.

• Evaluate the credibility, accuracy, reliability and comprehensiveness of internet resources.

• Undertake a range of tasks and monitor, evaluate and refine their management strategies.

• Initiate and undertake some tasks independently, within negotiated timeframes.

• Apply a range of discipline-based methodologies to conduct inquiries and gather, analyse and synthesise information.

• Develop personal financial literacy skills and an understanding of the importance of being an informed consumer.

Interdisciplinary Domains

• Mathematics

• Humanities- Geography

• Information and Communications Technology

• Personal Learning

• Thinking Processes

• English

• Economics

Assessment

Unit project and/or other assigned work

Urban Impact Description

Students plan produce and display constructions of various mediums to be displayed around the College grounds permanently or semi-permanently. This includes, but is not limited to; murals, mosaics, sculptures, ceramics and possibly an organic or living component.

Students choose a theme for their construction and research that theme (e.g. a moment in history, environmentalism, scientific discoveries, key individuals in the College’s history, etc.). This would draw on knowledge from Humanities, Science, English and RE. In the planning process there would also be the application of Mathematics skills, specifically geometry, ratio and scaling.

Course Aims

At the end of the course, groups of students will have constructed artwork that will be displayed around the College, internally and externally. Students will not be assessed on the final product but will be assessed on the process and skills acquired in the construction. Students will develop research, planning, collaboration and evaluative skills as well as working on their technical skills as listed:

• Research (Topic, materials/medium, suitability).

• Planning (Resourcing material, budgeting, creating a timeline, scale model/drawing, written proposal, seek approval).

• Collaboration/Communication (Consultation with adults, communication with peers, negotiation skills).

• Technical competence (working with equipment, materials, techniques).

• Reflection/Evaluation (on individual and group performance.

Interdisciplinary Domains

Design, Creativity and Technology

• Reasoning, processing and inquiry

• Creativity

• Reflection, evaluation and metacognition

Interpersonal Development

• Building social relationships

• Working in teams

Thinking Processes

• Reasoning, processing and inquiry

• Creativity

• Reflection, processing and metacognition

Assessment

• Research

• Planning

• Collaboration/Communication

• Technical competence

• Reflection/Evaluation