Unit of competency Outline
Date retreived
22/07/2026 1:10 AM AWST
22/07/2026 1:10 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Collaborate in the design of 3-D game levels and environments
Collaborate in the design of 3-D game levels and environments
Unit of competency
National Code
ICAGAM523A
ICAGAM523A
State Code
D7826
D7826
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
07/10/2011
Field of Education
020199 - Computer Science, N.e.c.
Original Release Date
07/10/2011
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to work collaboratively with a production team in the design of interactive 3-D environments.
Notes
Elements and Performance Criteria
1. Research and plan the design process
- 1.1 Select a project planning methodology
- 1.2 Identify design practices and design considerations in collaboration with other team members
- 1.3 State the stages of the design process using project brief and documents
- 1.4 Identify 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 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 required objects of the level environment
- 2.4 Identify 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 design decisions that are made before and during the design conceptualisation
- 2.6 Produce 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 State how the design decisions have met the requirements for game-play elements
- 3.3 Justify why certain design decisions were made
- 3.4 Accept 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
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.
Design considerations may include:
aesthetics
cultural context
genre
resource limitations and constraints
target market.
Project brief and documents may include:
concept drawings
designer’s notes
development environment description
level design document
storyboard
style and design principles
style and medium
target market information
technical design document
technical design review process.
Level specifications may include:
level-specific components:
allies
base building and location
cinematic (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.
Environment profiles may include:
alien
fantasy
foreign
historical
naturalistic, for example:
arctic
desert
jungle
mountainous
post-apocalyptic
urban.
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.
Game design may include:
concept illustrations or graphics that enhance the comprehension of the document
design for all level missions
game mechanics that affect level design decisions
illustrations of level with all significant points of interest
introduction and overview (one page synopsis)
key selling points, including intended audience, genre and platforms
production details
scripts required for level
synopsis and scripts for each level
title and cover art (art must be colour and of a reasonable resolution for high quality printing)
walk through for at least one mission or level.
Game-play elements may include:
buildings
game flow
switches
terrain objects
transportation
transformations
traps.
3-D modelling and animation software may include:
3ds Max
Blender
Cinema 4D
Houdini
Lightwave
Maya
Modo
XSI
Z Brush.
Painting, shading and texturing software may include:
3-D paint
Illustrator
Mudbox
Photoshop
Z Brush.
Concept art may include:
illustrations
models
settings
sketches
storyboards.
Feedback may involve:
accepting and responding to comment, critique and suggestions from:
clients
colleagues
target audience representatives.
Design considerations may include:
aesthetics
cultural context
genre
resource limitations and constraints
target market.
Project brief and documents may include:
concept drawings
designer’s notes
development environment description
level design document
storyboard
style and design principles
style and medium
target market information
technical design document
technical design review process.
Level specifications may include:
level-specific components:
allies
base building and location
cinematic (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.
Environment profiles may include:
alien
fantasy
foreign
historical
naturalistic, for example:
arctic
desert
jungle
mountainous
post-apocalyptic
urban.
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.
Game design may include:
concept illustrations or graphics that enhance the comprehension of the document
design for all level missions
game mechanics that affect level design decisions
illustrations of level with all significant points of interest
introduction and overview (one page synopsis)
key selling points, including intended audience, genre and platforms
production details
scripts required for level
synopsis and scripts for each level
title and cover art (art must be colour and of a reasonable resolution for high quality printing)
walk through for at least one mission or level.
Game-play elements may include:
buildings
game flow
switches
terrain objects
transportation
transformations
traps.
3-D modelling and animation software may include:
3ds Max
Blender
Cinema 4D
Houdini
Lightwave
Maya
Modo
XSI
Z Brush.
Painting, shading and texturing software may include:
3-D paint
Illustrator
Mudbox
Photoshop
Z Brush.
Concept art may include:
illustrations
models
settings
sketches
storyboards.
Feedback may involve:
accepting and responding to comment, critique and suggestions from:
clients
colleagues
target audience representatives.
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:
plan, collaborate and manage the design process for creating an interactive 3-D environment
incorporate design specifications into actual deliverable
produce and deliver design documents for the production of an interactive 3-D environment.
Context of and specific resources for assessment
Assessment must ensure access to:
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:
evaluation of candidate’s work samples, such as 3-D models
observation of candidate working as part of a team
written or verbal questioning to assess candidate’s knowledge of interactive 3-D environments
review of:
3-D design documents
concept art
logbooks
presentations
storyboards
textures.
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.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
plan, collaborate and manage the design process for creating an interactive 3-D environment
incorporate design specifications into actual deliverable
produce and deliver design documents for the production of an interactive 3-D environment.
Context of and specific resources for assessment
Assessment must ensure access to:
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:
evaluation of candidate’s work samples, such as 3-D models
observation of candidate working as part of a team
written or verbal questioning to assess candidate’s knowledge of interactive 3-D environments
review of:
3-D design documents
concept art
logbooks
presentations
storyboards
textures.
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.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUU02 | ICTGAM523 | Collaborate in the design of 3-D game levels and environments | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D568 | ICA50211 | Diploma of Digital and Interactive Games | Qualification |
| D567 | ICA50111 | Diploma of Information Technology | Qualification |