Level 1 Video Game Project

Learn Python

Python Assessment

Learning Godot and Piskel

Basic Game Design

Basic Game Development

Human Computer Interaction

About

This course is your ticket to letting your creativity soar and turning your ideas for games into reality. Whether you want to be a game maker, an artist who loves making things look cool, or just someone who enjoys playing games and wonders how they're created, you're in the right place.

Throughout the year, you'll go on an exciting adventure to learn all about making games using Godot, a super-helpful and free game-making tool that's great for beginners and experts. We'll explore how to tell stories, design game levels, create characters, and more, all while thinking about the cool and creative ideas that come from New Zealand, a lively center for making games.

~ OVERVIEW OF COURSE ~

The course starts with six week intensive python course. Python is the worlds number one programming language and is used extensively by high school and University courses to teach programming. It is also the basis for Godots GDScript so the skills are very transferable. So it's a great place to start. This course will teach and assess Python against AS92004 worth 5 Credits in term 1.

At the end of term 1 you will then begin learning to use the Game Engine Godot. Students will make 2 games and a small art portfolio.

After you have an idea of your own capabilities and the capabilities of the software, you'll decide on what you'll make for your project and then design it. This will help you create your Design Portfolio that you must can use to help you answer the question in the Design DCAT, AS92007, that will be held at the end of the year.

After you finish the design you get to make the thing you designed. This will be around 12 weeks of work where you will plan and develop what you designed, testing and getting feedback along the way to make it better. This will be made of 3 four week sprints with feedback and testing at the end of each. This will be assessed by your teacher in AS92005 - Develop a digital technologies outcome, for 5 credits.

By the end of term 4 you'll have your outcome finished and you will move on to study for your DCAT Exam. AS92007- Design a digital technologies outcome. The DCAT is worth 5 credits.

~ TIMELINE ~

2025 Game Jam Announcement Trailer.mp4

Major Jam

An optional element of this course is for students to be involved in a nation wide game jam. A game jam is a time-limited event where people come together to create video games. The goal is to develop a game prototype based on a theme or set of constraints, fostering creativity and rapid game development. The theme for the year long game jam will be announced Febuary 3rd on this webpage and then students will have until the September 17th to finish their games. Games will then be judged by the whole country based on "Gameplay", "Aesthetic", "Juiciness", and "Use of Theme".

Note: With the development this should be done in 4 week sprints. When these occur in Term 3/4 will depend on a number factors including, tournament week, school derived grade exams, any other school events. There will be opportunities for feedback in the end of sprint jam.

Due to various factors that may effect when students are working on their projects this year there will be three feedback opportunities this year. Final hand-in will be the same for all years.

Feedback 1

https://itch.io/jam/techquity-aotearoa-high-school-game-jam-2025-feedback-1

Feedback 2

https://itch.io/jam/techquity-aotearoa-high-school-game-jam-2025-feedback-2

Feedback 3

https://itch.io/jam/techquity-aotearoa-high-school-game-jam-2025-feedback-3

Final

https://itch.io/jam/techquity-aotearoa-high-school-game-jam-2025-final

~ COURSE MATERIAL ~

Unit 1: Accelerated Python (approximately 8 weeks)

Learn the basics of Python. Sequence, Selection, Iteration and Storage through tutorials and challenges with a 5 credit programming assessment of your ability at the end.

Unit 2: Learning to Make Video Games in Godot (approximately 8 weeks)

Using the game engine Godot you will learn to make simple 2d video games either a 2D platformer or a top down shooter

Unit 3: Game Design (approximately 4 weeks)

In this unit, you'll research and use the principles of manakitanga and kaitiakitanga to develop the design considering the target audience, the wider audience, and the purpose of the game. You'll develop refined artwork, color palettes, and level mockups to clearly meet your requirements and the needs of others. This portfolio will be assessed in term 4 as a DCAT.

The Design DCAT must be done during the week of 9-13th September or 14-18th October and submitted by 30th of October

Unit 4: Game Jam/Development/ Outcome

(approximately 12 weeks)

Using their knowledge of Video Game Design students will now make their own game in 3 sprints of 4 weeks with feedback at the end of each. This unit will optionally wrap up with a nation-wide friendly competition to find the best game made this year!

Important Software Notes!

All the tutorials below use Godot 4. If you are using 3.5 then please utilise other resources.
This course utilities itch.io for playtesting purposes which your school may or may not allow.
Using Godot 4, in order to export it in a HTML playable state you must make your game in compatibility mode at the moment. It will also not work on macOS computers. Godot 3.5 currently has better HTML support but is missing a lot of the other features. For a full explanation check out the current docs or list of current HTML 5 issues on Github.
Godot works on Android, Linux, MacOS, Windows, and even an experimental HTML build

~ Exemplars of Student Projects ~

Forest Spores

A 2D platformer with beautiful aesthetics and music

Naughty Nyan

A Endless runner where you play a cat in a Japanese city

Youth Potion

Top-down RPG where you are a witch making a magic potion

The Bird War

Top-down stealth game

~ Big Ideas in Game Design ~

The discipline of Digital Technologies embodies whanaungatanga. Outcomes are made by people, for people, within cultural, social, and environmental contexts

It's all about creating connections and relationships. In the world of video game design, this idea is essential. Games are made by people, like artists, programmers, and storytellers, for people like you, within unique cultural, social, and environmental settings. The characters, stories, and worlds in video games reflect the creativity, values, and perspectives of their creators. When you play a game, you're connecting with the minds and cultures behind it.

Digital outcomes are created for a purpose by following established processes

This connects to the idea that digital outcomes are made by following established processes. Game designers follow a series of steps to bring their ideas to life. They plan, sketch, program, and test their games to make sure they work well. These processes help ensure that the games serve a purpose, whether it's to entertain, educate, or tell a powerful story.

The discipline of Digital Technologies embodies auahatanga. Outcomes solve problems and enhance and expand human possibilities.

Video games are more than just fun and entertainment. They can challenge your problem-solving skills, enhance your creativity, and let you experience amazing worlds and adventures you might not encounter in real life. Video games are like interactive stories that empower you to make choices, overcome challenges, and explore your potential.

All digital technologies are underpinned by algorithms and computer science principles

These are the secret codes that make the digital world tick. In video games, algorithms help determine how characters move, how the environment behaves, and how the game responds to your actions. Understanding these principles can unlock the door to endless possibilities in creating and enjoying games.

NZ CURRICULUM

Digital Technologies Progress Outcomes

Computational thinking for digital technologies

Progress Outcome 6

Within authentic contexts and taking account of end-users, students determine and compare the “cost” (computational complexity) of two iterative algorithms for the same problem size. They understand the concept of compression coding for different media types, its typical uses, and how it enables widely used technologies to function.

Students use an iterative process to design, develop, document and test basic computer programs. They apply design principles and usability heuristics to their own designs and evaluate user interfaces in terms of them.

Through usability heuristics, students draw on interactive design principles that guarantee usability and provide a simple, quick testing-regime.

Designing and developing digital outcomes

Progress Outcome 4

In authentic contexts, students investigate and consider possible solutions for a given context or issue. With support, they use an iterative process to design, develop, store and test digital outcomes, identifying and evaluating relevant social, ethical and end-user considerations. They use information from testing and apply appropriate tools, techniques, procedures and protocols to improve the quality of the outcomes and to ensure they are fit-for-purpose and meet end-user requirements.

Teacher Notes

Resources from the TESAC Conference 2024

Godot Game Design Pedagogy

Godot Under the Hood

Coding Conventions Posters

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