Level 3 Advanced Video Game Development

Learning More Godot

L3 Inquiry

L3 Game Design

L2 Game Development

Reflective Analysis External

About

This course is your chance to take your game development skills to the next level, building on the solid foundation you’ve developed over the past two years. You’re no longer just learning the basics—you’re now honing your craft and exploring the depths of what it means to create truly innovative and engaging games.

As experienced creators, you’ll dive deeper into the art, design, and technical mastery needed to bring your unique vision to life. You might be able to make a game already, but what make a game fun? How do the game mechanics contrubute to the experience that your players will have?

Together, we’ll look to the global stage and continue drawing inspiration from New Zealand’s vibrant gaming industry, showing how your ideas can resonate in Aotearoa and beyond. Whether you aim to become a game developer, a digital artist, or a creative problem-solver, this course will help you refine your skills and take bold steps toward your future in game design.

Calendar

Mini Jam

Just term 1 for all the veteran game makers out there who need to kickstart their year!

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

This minijam is designed for year 12/13 students to warm their game design muscles, learn some new skills, and practice working in a team. It is NOT designed for NCEA accreditation.

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

~ OVERVIEW OF COURSE ~

Learning Advanced Game Tools

Unit 1: Skill Development (approximately 7 weeks)

For students new to Game Development they can do a crash course in the Basic Skills.

You are going to start playing with Godot 3D tools to expand on your skills in an extra dimension. There are a bunch of new tools to learn whether you are a programmer, artist, or a level designer. These 7 weeks or so are to make sure when it comes to making a game this year you have a choice as to how many dimentions you are going to make this years game in.

Inquiry

Unit 2: Inquiry (approximately 3 + 1 weeks)

This unit is done in concert with the Design unit. Students investigate MDA to better understand their . They will gather ideas and expertise so they are able to better integrate these ideas into their major project.

AS91900 - Conduct a critical inquiry to propose a digital technologies outcome (6 Credits)

Complex Video Game Design

Unit 3: Design (approximately 3 weeks)

This unit can be done as a stand alone or as part of the Inquiry unit.

Based on their research into teamwork, students will work together to brainstorm game ideas, choose one based on feedback, and create a Game Design Document. This document will outline the design of their game for the year. At the end of the unit, students will write a short report about their game design, which will be assessed for credits.

AS91901 - Apply user experience methodologies to develop a design for a digital technologies outcome (3 Credits)

Complex Video Game Development

Unit 4: Development (approximately 12 weeks)

In this unit students work to build a video game over 3 x 4 week sprints. They may be part of the National Game Jam for this. At the end of each sprint they will gather feedback and use that to develop their game.

AS91903 - Use complex techniques to develop a digital media outcome (4 Credits)

AS91907 - Use complex processes to develop a digital technologies outcome (6 Credits)

Reflective Analysis External

Unit 4: External Reflective Report (approximately 3 weeks)

At the end of the year, your external will be a reflective report sat as a Digital Common Assessment Task (DCAT) Done in exam conditions over several lessons.

The report will be a reflective analysis on the project processes and the game that you made.

Click on the image to the left for more detailed instructions to help you prepare for the exam.

AS91909 - Present a reflective analysis of developing a digital outcome (External, 3 Credits)

Teacher Notes- expand to view

This course follows the same approximate format and timetableas the other project based courses on Techquity so it can be used alongside any of them with a little coordination from you.

Students are encouraged to work in a team and focus on their strengths. Roles can include; Programmer, Artist or Level Designer.

Course Structure:

The 7 weeks learning is risk and assessment free allowing students to experiment, take risks and learn something new. Students who have already gained enough experience can participate in the Game Jam which will allow them to just make a game for fun (and practice!)

The Inquiry helps them work out what to make. This is assessed against AS91900 and ends with justified propsal for a game.

The Design lets them formalize and refine what they are going to make and lets them understand User Centred Design using the MDA Framework. This is assessed against AS91901 and ends with a justified Game Design Document.

And the main project is three sprints of development, each sprint consists of:

Planning and goal setting
Development and testing of the game as you go
Deliberate Trialling and testing WITH OTHERS at the end of each sprint
Reflection on the feedback that helps to inform the next sprint or reflection on the overall process at the end.

This is assessed against AS919907 (Processes) for their project management, testing and trialling AND against AS91903 (Media Outcome) for the Game itself.

The External Reflective Report should fall out of a good design and development process for the student's game.

Note: A Derived grade exam will have to be completed before the students finish. Students should complete the whole project before the Week 9 DCAT for their External Reflective Report.

This gives Term 4 to mark the students work and allow for any fix ups in their documentation.

~ 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.

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