Elements and Performance Criteria

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.

Game-play elements may include:
buildings
command
cooperation
core game play
damage states
edge
enemies
fight
game flow
player activity
shoot
special talents:
magic
power
steer
switches
terrain objects
transportation
transformations
traps
weapons.
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 games
massively multi-player online role-playing games
medieval
modern
multi-player
post-apocalyptic
puzzle
racing shooter
racing simulation
real-time strategy
role-playing games
science fiction
side-scrolling shooter
single player
sports
strategy, including:
action strategy
turn-based strategy
tactical combat.
Target markets may include:
age-specific consumer segments:
children
adolescents
adults
educational market segments
gender-specific consumer segments.
Games industry may include:
Australian games
international games.
Non-computer based games may include:
board games
card games
non-computerised arcade games, such as Pinball
table-top games.
Research may include:
contact with industry associations
game play
reading newspapers, books, magazines, conference papers, industry organisation papers, and other references
research on audience, including research on attitudes toward game play from various viewpoints, including cultural, societal, national, and age group
talking and listening to experts
use of the internet
user surveys.
Game-design principles may include:
closed environments
complexity management and slow bullets
constant positive feedback with sporadic negative feedback
discovery and exploration
movement versus animation
player control
third-person presentation
use of ‘weenies’
use of maps.
Technical limitations and constraints may include:
current technology
future technology and release date
pixels
platforms
polygon count
software capability.

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:
differentiate game genres
differentiate game design and play principles.
Context of and specific resources for assessment
Assessment must ensure access to:
computer hardware, software, games engines and file storage
internet access for research purposes
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 work samples or simulated workplace activities
verbal questioning concerning aspects of game design and game-play principles, including:
industry standards for game design
game genres
design of non-computer based games
history of games industry.
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.