Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

ICAGAM405A Mapping and Delivery Guide
Write story and content for digital games

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency ICAGAM405A - Write story and content for digital games
Description This unit describes the performance outcomes, skills and knowledge required to develop stories and related content for interactive digital games.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to game concept developers, script writers, storyboard artists, game designers and other personnel working in the game development industry.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify and develop storylines with game potential
  • Identify potential storylines for game development
  • Modify and enhance storyline to suit game environment
  • Determine appropriate game genre
       
Element: Write plot synopsis and background story
  • Determine character profiles
  • Develop environment profiles consistent with storyline
  • Develop background story
  • Develop initial plot profile
  • Develop plot synopsis and options and link to specific game levels
       
Element: Develop story components
  • Source initial concept artwork
  • Develop level specifications and storylines
  • Initiate development of storyboards showing plot development, cinematic and level outlines
       
Element: Finalise story components for inclusion in the game design brief
  • Seek feedback on story and concept
  • Finalise story concept, profiles and other specifications for inclusion in the game design brief
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

develop storylines for games according to current industry standards

develop storylines that are innovative, competitive and apply processes and procedures to facilitate quality script writing

identify the role of narrative development in game development and what this brings to the quality of the final product

seek and respond professionally to feedback on concept and storylines.

Context of and specific resources for assessment

Assessment must ensure access to:

range of current computer games across all platforms and genres

range of the latest consoles and hand-held game devices

internet access for research purposes

computer hardware, software, games engines and file storage

copyright and intellectual property legislation

OHS legislation and enterprise policy

appropriate learning and assessment support when required

modified equipment for people with special needs.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

work samples or simulated workplace activities

observation of storyline development activities

verbal questioning concerning aspects of narrative development for games, including:

game genres

sources of stories and narrative

sourcing concept graphics

respecting the intellectual property rights of other writers.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

communicate narrative concepts and related design requirements to designers and concept artists

seek and respond to feedback from target audience representatives, clients and colleagues

planning and organisational skills to:

meet project deadlines

organise own time to meet milestones

research skills to:

research and identify appropriate game genres

source appropriate textual and visual data to inform storylines

source concept artwork

writing skills to develop:

background story, storyline and plot elements for levels

character, environment and plot profiles.

Required knowledge

budgeting and scheduling considerations for game development

copyright and intellectual property protection for written narrative and concept graphics

different story requirements for particular game genres

role of story writing in game development and the quality of the final product

research methods used to stay abreast of the latest changes and developments in narrative development for games

tools and techniques for developing game narrative.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Storylines may originate from:

celebrity activities

comics and graphic novels

cultural traditions

fairytales

film and television

historical events

novels and short stories

performing arts:

ballet

dance

opera

sporting activities

‘what if’ scenarios.

Modify and enhance storyline may involve:

background story concept development

creating new stories featuring existing characters

developing storyline from first, second or third person perspective

introducing new characters and settings

modification of plot outcomes

reducing the number of characters

relating the narrative from another point of view.

Game genre may include:

adventure

alternative reality

ancient

casino

cyberpunk

educational

edutainment

fantasy

first person shooter

flight shooter

flight simulation

futuristic

god simulation

massively multi-player online game

massively multi-player online role-playing game

medieval

modern

multi-player

post-apocalyptic

puzzle

racing shooter

racing simulation

real-time strategy

role-playing game

science fiction

side-scrolling shooter

single player

sports

strategy, including:

action strategy

turn-based strategy

tactical combat.

Character profiles may include:

basic details:

age

appearance

clothing and accessory preferences

colour of eyes

gender

hair

languages spoken

location

motivation

names

nationality and race

occupation

preferences for day or night missions

target demographic the character appeals to

weapon choices

biographies

characteristics of associates and enemies

heroes

main characters

non-player characters

protagonists

secondary characters

villains.

Environment profiles may include:

alien environments

fantasy environments

foreign environments

historical environments

natural environments, for example:

arctic

desert

jungle

mountainous

post-apocalyptic environments

urban environments.

Background story may include:

cinematics (cut scenes)

experiences, events and missions occurring prior to game action that have a bearing on the proposed game narrative.

Plot profile may involve:

action

adventure

combat

crime

fantasy

history and background of the environment

missions

murder mystery

premise

psychological

quests

romance

science fiction.

Plot synopsis and options may consist of:

choices made by the player that influence the direction of the narrative

concise outlines of story narrative, including:

secondary plotlines

character story and motivation

climax or cliffhanger

key interactions along the way

objective of the story

plot profile

resolution - what is gained or lost

drama outline for cinematics (cut scenes)

executive summary

flowcharts

one page synopsis

one paragraph synopsis

one sentence synopsis

pitch version of synopsis.

Sourcing initial concept artwork may involve:

knowledge of copyright and intellectual property protection

using visual research techniques to identify exemplary environments, character types and themes consistent with storyline concept

working collaboratively with artist and designers to develop original concepts for characters and environments in formats, such as:

2-D computer graphics

collages

hand rendered illustrations

pencil and ink sketches

physical models.

Level specifications may include:

level-specific components:

allies

base building and location

cinematics (cut scenes)

colours

enemies

graphics

health

lighting

non-player characters

resources and their harvesting

sounds and music

weapons

location

stages

transportation devices:

buttons

doors

keys

teleporters

tunnels and passageways.

Storyboards may include:

animatics, such as technical previsualisation

computer-generated illustrations

existing comic strips, comic books or graphic novels

hand-drawn illustrations

illustrations or images displayed in sequence for the purpose of previsualising a motion picture, animation, motion graphic or interactive media sequence, including website interactivity

photomatic, e.g. photographic storyboard

thumbnails.

Feedback may involve:

accepting and responding to comment, critique and suggestions from:

clients

colleagues

target audience representatives.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify potential storylines for game development 
Modify and enhance storyline to suit game environment 
Determine appropriate game genre 
Determine character profiles 
Develop environment profiles consistent with storyline 
Develop background story 
Develop initial plot profile 
Develop plot synopsis and options and link to specific game levels 
Source initial concept artwork 
Develop level specifications and storylines 
Initiate development of storyboards showing plot development, cinematic and level outlines 
Seek feedback on story and concept 
Finalise story concept, profiles and other specifications for inclusion in the game design brief 

Forms

Assessment Cover Sheet

ICAGAM405A - Write story and content for digital games
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

ICAGAM405A - Write story and content for digital games

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: