Creative iMediaGame Development

Raj SoodSubject Advisor

OCR Cambridge Nationals

Introductions

• Subject Advisor Introduction• Content for today – Delivery guidance:

Game Development using iMedia

Part 1 – Qualification introduction

Overview of the Qualification (iMedia)

• Award and Certificate available • Included on the 2022 Performance tables• Awarded qualification• Three series per year (Nov, Jan, June)• R081: Pre-production (externally assessed exam)• R082: Digital Graphics (externally moderated)• Range of optional units R083 – R092 cover websites,

animation, multimedia, sound, video, comics, photography and game design/development.

Structure to the Units

• LO1: Investigation of relevant products and technologies• LO2: Pre-production and planning stage• LO3: Collection and creation of assets, producing the

final product• LO4: Self-evaluation of the completed product

• R082 – R092 are marked by the centre and externally moderated. Unit structure is consistent in the LOs but the marking criteria have some variations across the units

Requirements of the specification

• Certificate: 120GLH requires four units1. R081: 25% external assessment - Mandatory2. R082: Internally assessed/moderated - Mandatory3. Optional Unit from R083 – R092 4. Optional Unit from R083 – R092

• Assignment completed at the end of teaching phase using a formal summative assessment

• Use of the OCR assignments is mandatory• Must submit final product electronically

Summative Assessment Philosophy

• Assessment is completed as a summative activity following the teaching of the unit content

• Teachers can only provide general guidance on what to do, not detailed instructions on how to improve the work

• Teachers must not provide templates or model answers• Final portfolios of evidence must be produced solely by

the individual candidate (section 4.3 of the specification)• Group work – only the individual contribution supports

marks i.e. cannot inherit marks from the work of others

Delivery vs. Assessment

• Must have a clear boundary between teaching and assessment stages

• OCR Set assignments [New] – have been updated from the previous Model assignments

• No changes to the set assignment allowed• 20 GLH delivering the content• 10 GLH for the assignment (supervised)

Part 2 – Delivery approachesCan you focus on Game Development?

Resources and Unit combinations

• 4 units, R081 and R082 are mandatory

• R081: Examination• R082: Image editing software• R091: Word processing or presentation software• R092: Game Maker, Games Fusion 2.5, Scratch etc.

Evidence requirements - All Units

• LO1 Investigation activities - in candidate’s own words• LO2 Work plan – should be for the product, not the unit• LO2 Knowledge, skills & understanding – from R081• LO2 Legal issues – in context for the unit/product• Evidence should be clear, identifiable and not implied

• Group working – introduces limitations• Witness statements – are not a replacement

• LO3 Final products – electronic formats, not online• LO3 Final product format - fit for purpose - for the client• LO4 Reviews to be for the product – not the process

Delivery models

Teaching Assessment

T A T A T A T A

*Important that we do not teach to live assignment/similar but different tasks

Game design/development

• A number of units support the skills required to create computer games

• The following develop a students skills or understanding in:• R081* – research, client requirements, planning a product, asset

preparation etc.• R082* –digital graphics, skills in using graphics software, legal

considerations• R091 – Differences in platforms, designing and documenting a

computer game• R092 – design and structure, creation (parameters, assets,

interactions, algorithms)

Holistic Vs individual unit delivery

• As the set assignments cannot be changed it we do not recommend trying to combine these units

• Combining has historically led to:• R091 games being too simple (lacking in creativity

and scope) • R092 students attempting to use a game engine that

they are not familiar enough with (this is only a 10 hour* practical assessment)

R091

• Focus on designing a creative game to meet the set assignment• Create something interesting and fun

• No need to worry about the realities of coding complex game ideas or software/engine restrictions

• Design based on a specific client requirement• Planning • Asset collection and preparation• Design documentation• Evaluation of the final product

Part 3 – Assessment

Guidance on assessment

• Use of OCR Set assignments is mandatory• Scenario can be amended – see permitted changes• Must follow the tasks – detailed additional instructions is

not permitted• Approx. 10-12 hours for the assignment• Final product should always be supplied in its intended

electronic format with a portfolio of evidence

GradingOverall grade for 4 units is combined.

No requirements to get a grade in every unitCould fail one unit and make up the marks in the other three.

Guidance on assessment – marking work

• How to choose a ‘best fit’ band?• Base the marks on what clear evidence is produced• Signpost/justify the marks credited (comment field)• Internally standardise the marking – especially where

there is more than one teacher/assessor.

Assessment guidance R091

LO1 – Understand digital game types and platforms

- Must demonstrate understanding, not just a description of hardware

- Should not just be a ”game review” –needs to show the evolution of the characteristics across a range of genres

LO2 – Be able to plan a digital game concept

- Generally done well by most students- Must show consideration of their target

audience- Strongest submissions list a range of

ideas- Ideas should comment on gameplay

and success criteria

LO3 – Be able to design a digital game proposal

- Should not just be a summary of game ideas from LO2.

- Separate document from the rest of the assignment (standalone)

- Supported by a series of visualisations- Vocationally relevant and fit for

purpose- Initial scope is important here

LO4 – Be able to review a digital game proposal

- Review of the game proposal (game concepts, narrative, gameplay)

- Not a review of personal performance or of the “assignment”

- Areas for improvement and further development (perhaps some thought on DLC, future expansions?)

- 9 marks – should be a significant review

Assessment guidance R092

LO1 – Understand game creation hardware, software and peripherals

- Should include some comparison to demonstrate understanding

- Second stem is for creating and testing games. Part two is not always done well.

LO2 – Be able to plan the creation of a digital game

- Often too brief- Testing must include tests for functionality

rather than tests to see if it met the brief- Must demonstrate planning of game

structure, pathways, mechanics and success criteria

- Must consider scope here – can the game actually be created given the time/software constraints?

LO3 – Be able to create a digital game

- Game is the primary evidence for this outcome

- Strongest submissions complement this with screenshots e.g. environment and properties, geometric parameters, manipulating objects

- This should not be a ‘how to guide’- Must be exportable ‘offline’ in a format

that meets the client brief

LO4 – Be able to review the creation of a digital game

- Should not be based entirely on a comparison between final game and the brief

- Looking for a review of the gameplay and interactions

- Only a review of the product- Testing is generally done well – tests based

on functionality. - Further developments not often justified

How to keep in touch• OCR Website – www.ocr.org.uk• Twitter: @ocr_ict - tweet/follow for resources/ideas/news/updates etc.

• Facebook Groups: • Cambridge Nationals:

• Creative iMedia: https://www.facebook.com/groups/639178526262915/

• Customer Contact Centre – Tel: 01223 553 998 – Email: vocational.qualifications@ocr.org.uk

GCSE and GCE Computer Science

Examining with OCR can be a real benefit to your career, giving you;

ü A better understanding of the specification.ü An insight in to how assessment decisions are made, helping to prepare your students

effectively.ü Networking and knowledge sharing opportunities.ü Enhanced professional development.ü An additional boost to your income.

Examining is carried out online, allowing you to work flexibly around your busy schedule. Full training and on going support are provided.

Cambridge Nationals and Technicals

Q&A