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

ICTGAM523 Mapping and Delivery Guide
Collaborate in the design of 3-D game levels and environments

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency ICTGAM523 - Collaborate in the design of 3-D game levels and environments
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to plan, and implement, the design of an interactive 3-D game in a team environment.It applies to individuals with high-level technical and communication skills working as concept artists, game designers, games programmers, animators and other personnel working in the game development industry.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the game development field of work, and include access to:

computer hardware and software

games engines

file storage.

Assessors must satisfy NVR/AQTF assessor requirements.
Prerequisites/co-requisites
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: Research and plan the design process
  • Select a project planning methodology
  • Identify the design practices and design considerations in collaboration with other team members
  • Record the stages of the design process, using the project brief and documents
  • Identify the team roles that relate to level creation and design
  • Plan and implement a design process using timemanagement principles
       
Element: Conceptualise a 3-D environment design in collaboration with team
  • Identify the key level specifications, and purpose, for the 3-D environment
  • Gather and analyse reference materials in collaboration, to help with visualisation of 3-D environment, including environment profiles, game genre, game design and game-play elements
  • Catalogue the required objects of the level environment
  • Identify the appropriate 3-D modelling and animation software, and painting, shading and texturing software that can be used to create the 3-D environment
  • Document the design decisions that are made before, and during, the design conceptualisation
  • Produce the concept art of the designed environment
       
Element: Present the conceptualised environment to peers
  • Present the conceptualised environment to peers and receive feedback
  • Report on how the design decisions have met the requirements for game-play elements
  • Justify why certain design decisions were made
  • Receive and consider peer feedback
       
Element: Refine the design
  • Implement quality assurance principles
  • Incorporate user feedback to modify the design
  • Finalise the design decision documents in readiness for creating the 3-D environment
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Research and plan the design process

1.1 Select a project planning methodology

1.2 Identify the design practices and design considerations in collaboration with other team members

1.3 Record the stages of the design process, using the project brief and documents

1.4 Identify the team roles that relate to level creation and design

1.5 Plan and implement a design process using timemanagement principles

2. Conceptualise a 3-D environment design in collaboration with team

2.1 Identify the key level specifications, and purpose, for the 3-D environment

2.2 Gather and analyse reference materials in collaboration, to help with visualisation of 3-D environment, including environment profiles, game genre, game design and game-play elements

2.3 Catalogue the required objects of the level environment

2.4 Identify the appropriate 3-D modelling and animation software, and painting, shading and texturing software that can be used to create the 3-D environment

2.5 Document the design decisions that are made before, and during, the design conceptualisation

2.6 Produce the concept art of the designed environment

3. Present the conceptualised environment to peers

3.1 Present the conceptualised environment to peers and receive feedback

3.2 Report on how the design decisions have met the requirements for game-play elements

3.3 Justify why certain design decisions were made

3.4 Receive and consider peer feedback

4. Refine the design

4.1 Implement quality assurance principles

4.2 Incorporate user feedback to modify the design

4.3 Finalise the design decision documents in readiness for creating the 3-D environment

Evidence of the ability to:

collaborate with others to plan and implement the design process for creating an interactive 3-D environment

produce and present draft design documents for the production of an interactive 3-D environment, and gather feedback

review and modify the designs to create a finalised design for a 3-D environment.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

summarise the budgeting and scheduling considerations for game design

discuss the capabilities and constraints of game engines

discuss the process used for computer game development

outline current game-play hardware and software products, together with any technical constraints that products impose on graphics and code development, and creative visual design

explain the technology and human resources required in the process of creating a game, including the team’s respective skills.

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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Research and plan the design process

1.1 Select a project planning methodology

1.2 Identify the design practices and design considerations in collaboration with other team members

1.3 Record the stages of the design process, using the project brief and documents

1.4 Identify the team roles that relate to level creation and design

1.5 Plan and implement a design process using timemanagement principles

2. Conceptualise a 3-D environment design in collaboration with team

2.1 Identify the key level specifications, and purpose, for the 3-D environment

2.2 Gather and analyse reference materials in collaboration, to help with visualisation of 3-D environment, including environment profiles, game genre, game design and game-play elements

2.3 Catalogue the required objects of the level environment

2.4 Identify the appropriate 3-D modelling and animation software, and painting, shading and texturing software that can be used to create the 3-D environment

2.5 Document the design decisions that are made before, and during, the design conceptualisation

2.6 Produce the concept art of the designed environment

3. Present the conceptualised environment to peers

3.1 Present the conceptualised environment to peers and receive feedback

3.2 Report on how the design decisions have met the requirements for game-play elements

3.3 Justify why certain design decisions were made

3.4 Receive and consider peer feedback

4. Refine the design

4.1 Implement quality assurance principles

4.2 Incorporate user feedback to modify the design

4.3 Finalise the design decision documents in readiness for creating the 3-D environment

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
Select a project planning methodology 
Identify the design practices and design considerations in collaboration with other team members 
Record the stages of the design process, using the project brief and documents 
Identify the team roles that relate to level creation and design 
Plan and implement a design process using timemanagement principles 
Identify the key level specifications, and purpose, for the 3-D environment 
Gather and analyse reference materials in collaboration, to help with visualisation of 3-D environment, including environment profiles, game genre, game design and game-play elements 
Catalogue the required objects of the level environment 
Identify the appropriate 3-D modelling and animation software, and painting, shading and texturing software that can be used to create the 3-D environment 
Document the design decisions that are made before, and during, the design conceptualisation 
Produce the concept art of the designed environment 
Present the conceptualised environment to peers and receive feedback 
Report on how the design decisions have met the requirements for game-play elements 
Justify why certain design decisions were made 
Receive and consider peer feedback 
Implement quality assurance principles 
Incorporate user feedback to modify the design 
Finalise the design decision documents in readiness for creating the 3-D environment 

Forms

Assessment Cover Sheet

ICTGAM523 - Collaborate in the design of 3-D game levels and environments
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

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Assessor name:

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Assessment Record Sheet

ICTGAM523 - Collaborate in the design of 3-D game levels and environments

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: