Level 1
Unit No:
Guided learning hours:
48 hours


In this unit, learners will develop an initial idea into a game prototype. They will create visuals to show what the game will look like, as well as a design proposal that outlines aspects of the game. They will then present their game prototype and review their performance.

Unit Learning Outcomes


Know about the purpose, types and platforms for computer games.

AC 1.1:

Purpose: education, entertainment, competition.

Types: card games, board games, puzzles, maze, fighting, action, adventure, strategy, stealth, survival, sports and simulation games.

Platforms: consoles, PCs, handheld devices, smartphones, tablets, TV.

AC 1.2:

Theme, target audience, market demand/competition, 2D/3D, platform, resources, budget.

Assessment Criteria

  • 1.1

    Describe computer game types and platforms.

  • 1.2

    Identify aspects to consider when designing computer games.


Be able to generate ideas and plan a game design.

AC 2.1:

  • Primary sources (e.g. observation drawings, photographs, visits).
  • Secondary sources (e.g. practitioner research, books, websites, blogs).
  • Existing products (e.g. 2D games, 3D games, websites, apps, interactive TV).

AC 2.2, 2.3

The game design proposal should demonstrate ideas and provide basic information on the game, what that game is about and include details about target audience, genre, working title, purpose, inspiration, content, research, timeline, resources, platform.

Concept imagery and assets for primary elements (characters, vehicles etc).

Assessment Criteria

  • 2.1

    Use a range of information sources to research computer game design ideas.

  • 2.2

    Create a game design proposal and concept imagery.

  • 2.3

    Create an asset list of primary elements.


Be able to develop and present a game prototype. 

AC 3.1:

Learners will include their planned assets into a suitable format and create some basic animation and interaction for a game prototype which should include: theme, visualisation, experimentation, script, storyboard, technical notes, annotated screenshots, use of sound.

AC 3.2:

Presentation formats: group/individual presentation, group critique, using visual aids, effective communication, collation of research, demonstration of prototype, audience interaction/feedback, meeting requirements.

Assessment Criteria

  • 3.1

    Use tools and techniques to create a game prototype.

  • 3.2

    Present a game prototype using a suitable format.


Review the computer game design and prototype.

Learner should include reflections on how well they worked to produce the design and prototype (strengths and areas for development).

They should take into account: user feedback, own self-assessment, feedback from others (peers, tutors).

Suggested improvements to own work and performance: more efficient or effective ways of working, ways to improve the design and prototype, develop own digital skills (graphics, presentation, etc).

Assessment Criteria

  • 4.1

    Outline strengths and weaknesses in design documents and game prototype.

  • 4.2

    Suggest improvements to own work and performance.