Unit of competency Outline

Date retreived
23/07/2026 7:27 AM AWST

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Design games

Design games

Unit of competency
National Code
CUFDIG504A
State Code
D1118
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
05/07/2010
View on TGA
State Implementation and Classification
Approved Date
10/09/2014
Field of Education
020119 - Artificial Intelligence
Original Release Date
10/09/2014
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to design games and document the process for developing them.Game design requires a high degree of collaboration between script writers, programmers and graphic designers.Low-end games can be constructed using interactive authoring tools, but for video game productions, designers need to work with high level programmers to ensure that designs are technically feasible.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
Identify project requirements
  • 1. Confirm the objective and desired outcomes of a game proposal or brief in consultation with relevant personnel
  • 2. Identify factors that may have an impact on how a game is designed
  • 3. Clarify target audience to determine format and delivery platform of the game through discussion with relevant personnel
Research games and generate ideas
  • 4. Select state of the art games from different genres to play as a source of inspiration
  • 5. Search game literature for each game and identify the games' objectives
  • 6. Generate range of ideas for game designs that are technically feasible, respond to the proposal or brief, and provide creative solutions to design issues
  • 7. Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions to initial concepts
Select a game genre
  • 8. Identify and present a range of game genres to relevant personnel for consideration in terms of their characteristics, differences and ability to meet requirements of proposal or brief
  • 9. Consult with relevant personnel to ensure that a full range of genres has been identified and sourced
  • 10. Select the game genre that best meets the creative, technical and production requirements of proposal or brief
Draft game design document
  • 11. Establish the game strategy outcomes
  • 12. Use design techniques to develop the structure of a game ensuring that all elements, including style and game mechanics, are fully documented
  • 13. Use a range of criteria to determine the scope of a prototype to be used in the development phase
  • 14. Ensure that the prototype selected is capable of testing the effectiveness of the proposed game
  • 15. Include a register of game assets in consultation with relevant personnel
  • 16. Present draft game design document for discussion with and feedback from other team members
Finalise game design document
  • 17. Re-evaluate game design objectives on the basis of feedback on the prototype and draft game design document
  • 18. Discuss and confirm additional requirements or modifications to the game design with relevant personnel
  • 19. Specify the game production specifications, including appropriate testing strategies
  • 20. Write final game design document to reflect all additional requirements or modifications
RANGE STATEMENT
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.
Relevant personnel may include:
art director
client
designers
director
graphic artist
head of department
producer
programmer
publisher
script writer
software engineer
other technical and creative staff.
Factors may include:
availability of personnel
availability of resources
available budget
complexity of proposed game
intellectual property
need to attract finance
production schedule
production values
technical parameters, including:
technology constraints
console
platform
bandwidth
memory/RAM
timelines
user and audience.
Delivery platforms may include:
CD/DVD
digital television set
games console
internet
mobile phone
personal digital assistant (PDA)
other wireless/mobile devices.
State of the art games may include:
best selling games
games that show unique and innovative approaches.
Game literature may include:
game design books
game post-mortems
magazine, newspaper and journal articles
previews and reviews
strategy guides
user manuals
walkthroughs
other online game resources.
Game genres may include:
adventure
arcade
first person shooter
massively multiplayer online
mazes
platforms
puzzles
racing
rhythm
role playing
simulation
sport
strategy
third person shooter.
Design techniques may include:
drawing
flow chart
scanning
storyboard
using image and background generating tools.
Game mechanics may include:
environment and object interactions
environment dynamics
game objects
game play elements that may include:
skill levels
judgements
choices
decisions
codes
rules
levels of progression
goals
actions
events
levels of difficulty
scoring
calculation of scoring
user control
user interaction
options for single player or multiplayer
customisation
key systems
object actions
object to object interactions.
Criteria may include whether the prototype:
can be demonstrated to a specialist target group
can be used for promotional purposes
can demonstrate the full potential of the game
can sell a concept to potential investors
is appropriate for the chosen genre and style.
Testing the effectiveness of the prototype may include:
comparing game design with original objectives
group discussion techniques
identifying any logical inconsistencies in:
design
game timing
story-lines
measuring the levels of user satisfaction
paper and pencil techniques (dry running).
Game assets may include:
animations
audio, including:
sound effects
dialogue
narration
music
cut scenes
titles
video sequences.
Game design document may include:
agent architectures
artificial intelligence
asset register
background story
comprehensive designs for each mission and level
decision-making systems
game mechanics
game tools
graphics
inventories
overview
production specifications
scripts
spatial design
storyboard and flow chart
synopsis
title
user interface
walkthroughs.
Production specifications may include:
budget
intellectual property
levels of staff expertise
production schedule
production values
size and composition of the development team
technology constraints
testing strategies
timelines.
Testing strategies may include:
alpha
beta
completion
continuous
milestone
prototype
staged.
EVIDENCE GUIDE
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 following is essential:
development of original and innovative concepts for games
design of game play methods that are compelling for the user and technically feasible
production of clear and well-presented game design documentation
ability to work effectively as a member of a design team.

Context of and specific resources for assessment
Assessment must ensure:
practical demonstration of skills through the design of a variety of games for at least two platforms
access to game proposals or briefs on which designs can be based
access to a range of games for viewing
access to appropriate learning and assessment support when required
use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.

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:
direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance
evaluation of game designs documented by the candidate and of their quality in terms of meeting creative briefs
written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit
case studies to assess ability to develop designs for different types of games.

Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUFPPM404A Create storyboards
BSBCRT501A Originate and develop concepts.
Replaces
State Code National Code Title Type
C4209 CUFMEM09A Apply principles of game design to a multimedia product Unit of competency
Replaced By
State Code National Code Title Type
AWJ26 CUADIG504 Design games Unit of competency