Tech-level Entertainment Technology:
Video Games Art – Scheme of Work
Unit 10: Games Mechanics
Unit type: Centre Assessed
Guidance notes:
This Scheme of Work (SoW) illustrates how this 90GLH unit could be delivered using a 5 hour working day for 18 weeks. Consideration should be
given to the content in other units within this qualification when planning your unit and lessons.
This is not one of the units identified as being required to deliver the transferable skills as detailed at aqa.org.uk/tech-levels/transferable-skills
however opportunity exists for the practice of the transferable skills of verbal and written communication.
Supported by
Tech-level Video Games and Art
Scheme of Work –Unit 10 Games Mechanics
Week number
1
Specification
reference
Key learning objectives
Consider inclusion and
differentiation (as appropriate
and relevant). Equality and
Diversity in BLUE (to be
enhanced by unit teacher as
appropriate for learner
group).
Game
Mechanics


Introduction to Unit
Introduction to Game
Mechanics
Learning activities and resources
Plenary
What will be learner led?
What will be tutor led?
Topics for plenary?
Homework?
Classroom based or off-site?
Employer engagement?
How will learner
progress be
checked?
Evidence
requirements?
Stretch and challenge in RED (to be
enhanced by unit teacher as appropriate for
learner group).
Autumn Term
Tutor Led:
Introduction to the unit and the assessment,
outlining the overall project to complete a
character based proof of concept demo. The
tutor should specify which engine is being used
and show any elements which are being
provided such as art assets etc.
Tutor Led:
Presentation focused on introducing games,
game theory and game mechanics. The
presentation should cover the following:
 Introduction to games theory
 Definitions of a ‘game’
 Theories of play and why we play.
 Definition of a games mechanic
Each learner’s
presentation will
show level of
understanding of
taught elements.
Embedding or
contextualising.
(Opportunities for
skills
development).
Maths in PURPLE.
English in
GREEN.
Speaking and
listening skills
used in the
presentation
Learners posting
mechanics
breakdown of their
favourite game to
their blog / journal /
forum thread.
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Learner Led:
Learners to be given a short amount of time to
prepare a very short presentation on their
favourite game using a single image. The
image can be anything that shows the game,
box art, screen shot etc. The learners should
think about why they enjoy the game and why
they feel it is a good game. The key question
they should be looking to answer is “why do
they like to play THAT game above any other
game?”
Learner Led Presentations:
Learners should deliver their presentations
covering the key points from the task above.
This task is designed to get students to feel
comfortable talking about their experience with
games and what makes those games
enjoyable for them. The tutor should attempt to
link the learners comments with a relationship
to mechanics, highlighting that the things they
like about games are typically either
mechanics or elements of the game governed
by multiple mechanics.
Tutor Led:
Presentation discussing mechanics types in
more detail. This presentation should include
discussion of the mechanics listed in the unit
content including movement, combat, reward,
maths and emergence amongst others. Using
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examples of games that contain these
mechanics will help learners to relate the
technical concepts with their own gameplay
experience.
Learner Led:
Learners to spend the rest of session breaking
down their favourite game, listing all of the
mechanics from the game and where possible
finding evidence of the mechanic in action.
This exercise should allow learners to develop
an appreciation for the large number of
mechanics that are required to make the
games they enjoy playing.
Stretch Challenge:
Learners could take the above task further by
trying to break the mechanics down to include
control inputs and values such as distances,
damage amounts, movement speeds etc.
Homework Activity:
Learners to be
encouraged to
post the final
activity to their
online blogs /
journal / forum
threads and treat it
as a research
activity. Whilst this
isn’t being
assessed for the
performance
outcomes, the task
will allow the tutor
to gauge the level
of understanding
as well as the
students to have a
reminder of the
mechanics types in
their favourite
games.
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Week number
2
Specification
reference
Key learning objectives
Consider inclusion and
differentiation (as appropriate
and relevant). Equality and
Diversity in BLUE (to be
enhanced by unit teacher as
appropriate for learner
group).
Player
Mechanics

Player Mechanics
Design
Assessment
PO1 (P1, P2,
M1)
Learning activities and resources
Plenary
What will be learner led?
What will be tutor led?
Topics for plenary?
Homework?
Classroom based or off-site?
Employer engagement?
How will learner
progress be
checked?
Evidence
requirements?
Stretch and challenge in RED (to be
enhanced by unit teacher as appropriate for
learner group).
Tutor Led:
Presentation into player mechanics, explaining
what makes each character different from a
gameplay perspective, focusing on movement
characteristics and mechanics.
Learner Led:
Learners to be given a short amount of time to
research into / reflect upon two different
playable game characters, noting what gave
each one of those characters their
recognizable gameplay features. Learners
should be encouraged to consider all elements
of the characters gameplay experience in order
to express their ideas and opinions without
worrying about specific terms or design areas.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
Tutor Led Discussion:
Tutor to lead a discussion about the task the
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Embedding or
contextualising.
(Opportunities for
skills
development).
Maths in PURPLE.
English in
GREEN.
Development of
research skills
when researching
character traits
games.
Development of
oral
communication
skills when
discussing /
presenting their
character
research.
Development of
problem solving
and technical skills
when implementing
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previous learner led task, the tutor should ask
each learner to briefly explain which characters
they considered and what they feel defines that
characters gameplay experience.
Learner Led:
Learners to produce a character profile for their
game character. The profile should define the
movement characteristics and capabilities of
their game character. Learners should
consider including examples of similar game
characters for use as a comparison or
influence. This should be posted to their
development blog / forum / journal for the
assessment of P1.
systems into the
games engine.
Development of
numeracy skills
when setting up
control response
systems using
input variables.
Tutor Led:
Demonstration on how to setup a playable
character in a games engine, focusing on how
to implement the designed characteristics such
as walk speed, jump height etc.
The demonstration will also need to include
how to setup basic movement controls to move
the character and activate jump and crouch
mechanic in order to test the implemented
characteristics. Depending on the games
engine, it may also be necessary to include a
run/walk modifier button. At this stage this
should be kept to simple keyboard controls.
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Learner Led:
Implementation of designed characteristics
onto a provided character model (default game
engine characters such as the Epic Mannequin
2.0 are fine) as demonstrated. Evidence of the
character working in engine should be posted
to their blog / forum / journal for assessment of
P2.
Homework
Activity:
Learners to
complete any of
the tasks from the
session to ensure
they are ready for
the next session.
The setup of controls for movement will start
learners working towards the assessment of
P4.
3
Player
Mechanics

Pickups & Health
Systems
Assessment
PO1 (P3, M2)
Tutor Led:
Tutor presentation into playable character
design with consideration for character
attributes included but not limited to those
listed in the unit content (movement speed,
health, jump height, etc.). This presentation
should discuss how a playable characters
attributes affect the whole game design, for
example how the jump height of a character
affects the height of objects in a level.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
There is a good resource for discussion of this
applied to Mario here:
http://thegamedesignforum.com/features/RD_S
MW_3.html
Development of
problem solving
and technical skills
when implementing
systems into the
games engine.
Development of
numeracy skills
when setting up
additive and
subtractive health
functions.
The presentation should also discuss how
Scheme of Work Unit 10 Games Mechanics
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games often modify certain attributes to modify
gameplay with the use of pickups etc.
Stretch Challenge:
Learners could look further into a chosen game
(perhaps one of those they discussed in the
previous weeks lesson) and investigate how
the game is built around the character’s
attributes similar to the article listed above.
Learner Led:
Learners to build upon their character profile to
include considerations for which character
attributes they would modify during gameplay.
Each modifiable attribute should be
accompanied by a simple sentence to justify
why that attribute should be variable rather
than constant. This should be posted to their
development blog / forum / journal for the
assessment of M1.
Tutor Led:
Demonstration of how to implement a health
system onto a character including setting up
variables and functions to add and remove
health. The system should also include some
element of feedback to the player; this could
be in the form of a particle system, screen
overlay, health bar or other suitable system.
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Learner Led:
Learners to implement health system onto their
characters as demonstrated. Evidence of the
functional system should be posted to their
blog / forum / journal for assessment of P3.
Learner Led:
Learners to implement two gameplay-based
character mechanics changes based on
pickups. These mechanics changes should
modify the attributes outlined in their expanded
character profile earlier in the session.
Evidence of the functional systems should be
posted to their blog / forum / journal for
assessment of M2.
4
Player
Mechanics

Scoring Systems
and Scoring Models
Assessment
PO1 (D1)
Tutor Led:
Presentation on scoring systems models. The
presentation should include the breakdown
and analysis of a few existing games
discussing how players can ‘score’. The
presentation should encourage learners to
consider both mid-game and end of level
scoring systems where, for example pickups
may provide points during gameplay and
remaining time is converted into additional
points at the end of the level.
Homework
Activity:
Learners to
complete any of
the tasks from the
session to ensure
they are ready for
the next session.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
Development of
research skills
when researching
scoring methods.
Development of
problem solving
and technical skills
when implementing
systems into the
games engine.
Development of
Scheme of Work Unit 10 Games Mechanics
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Learner Led:
Research task into the scoring methods of two
chosen games. Learners should identify and
list all elements of score within their chosen
games. Learners should identify any examples
of negative score in their chosen games such
as health (or lack of) in survival games.
numeracy skills
when identifying
scoring systems
and bonus score
calculations.
Development of
numeracy skills
when setting up
scoring systems
in the games
engine.
Tutor Led:
Demonstration on how to implement various
score systems into the games engine. This
should include where to store the score values
(including when it is more suitable to store
values on the player or in the game logic),
methods of giving and calculating score (such
as pickups, time systems, simple bonus score
systems such as a health based bonus).
Learner Led:
Learners to design and implement a score
system for a game type which suits their
character design. Learners will need to define
their game style before designing their scoring
system/s. Evidence of a completed scoring
system should be posted to their blog / forum /
journal for assessment of D1.
Homework Activity:
Learners to
complete any of
the tasks from the
session to ensure
they are ready for
the next session.
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5
Player Control
Setup

Control Systems
Assessment
PO2 (P4, P5,
working
towards M3)
Tutor Led:
Presentation into control system design for
different control options. This should include
discussion of a variety of control systems using
different controllers such as mouse &
keyboard, dual stick controllers (such as Xbox
or PlayStation), motion controllers (Nintendo
Wii, PlayStation Move), camera based
controllers (PlayStation Eye, Kinect) and
purpose built controllers for specific games
such as music controllers, light guns etc.
The presentation should cover an overview of
the effect of context sensitive mechanics on a
control system. A great example to use for this
is the control system in the Assassin’s Creed
games where Y (or triangle) is used to
assassinate targets when an assassination can
take place but is otherwise unavailable and
does nothing in normal situations.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
Development of
problem solving
and technical skills
when designing
and implementing
control systems
into the games
engine.
Learners posting
appropriate control
layout design on
their blog / forum /
journal.
Learner Led:
Learners to design a mouse/keyboard layout
and control layout using a controller (dual stick
advisable) for their character, ensuring to
include controls for each of the player
movement mechanics including jump, crouch,
sprint etc.
Tutor Led:
Demonstration to remind learners how to setup
Scheme of Work Unit 10 Games Mechanics
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key binding and assignment of controls in the
game engine and how to implement input
based events and functions into the game and
player logic / code / script.
Learner Led:
Learners to implement designed control
system onto their character for both control
systems. Evidence of the functional systems
should be posted to their blog / forum / journal
for assessment of P4 and P5.
Tutor Led:
Now learners have a playable character which
moves, the tutor should introduce the
additional requirements of the player character
including an action and two context sensitive
control elements.
A short presentation showing a variety of
potential action and context sensitive controls
should be delivered. This should begin to get
learners thinking about possible key gameplay
mechanics that might be suitable for their
character & game.
6
Player Control
Setup

Cameras
Assessment
PO2 (P6)
Tutor Led:
Presentation covering the different types of
camera systems available in games. This
should take a brief look at the obvious
difference between first and third person and
Homework
Activity:
Learners to
develop an ideas
list of possible key
gameplay
mechanics and
post it to their blog
/ forum / journal,
this will begin them
working towards
M3 and elements
of PO3.
Learners posting
evidence of
progress,
assignment
development and
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Development of
problem solving
and technical skills
when implementing
camera systems
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then move on to look at different types of third
person camera setups to focus on the
assessment camera option. The presentation
should focus on the effects that camera
position and style has on the gameplay
experience.
completed
activities on their
blog / forum /
journal.
into the games
engine.
Learner Led:
Learners to plan a camera system for their
character / game.
Tutor Led:
Demonstration into how to setup a controllable
camera for the third person character. Use of
the mouse of right analogue stick could be
introduced to rotate the camera around the
player.
Learner Led:
Learners to implement a standard third person
camera onto their character based on the
demonstrated techniques.
Tutor Led:
Demonstration into camera swapping. For this
a system such as a button press (R3) could be
implemented to provide a quick look back
camera, allowing the camera to look behind
the player without needing to rotate the
camera.
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Learner Led:
Learners to implement a look back camera
based on the demonstration.
Tutor Led Discussion:
Tutor to discuss and suggest a variety of other
camera control options including collision,
zooming etc.
Stretch Challenge:
Learners could implement a camera swapping
system that uses a world camera when the
player walks into a set region, similar to Silent
Hill 1. This camera type can be used to give
the player a better view of a small space or
focus their attention on something specific in
the level.
Learner Led:
Learners to implement their designed camera
system, making modifications to their design
based on the tutor led discussion; video
evidence should be posted to their blog / forum
/ journal for assessment of P6.
Homework Activity:
Learners to
continue any of the
tasks from the
session to further
develop their
character system.
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7
Player Control
Setup

Player Control
Refinement
This session should be used to allow learners
to refine and improve (and in some cases
catch up) with the development of their player
controls so far.
Tutor Led:
Introduction to the session, emphasising the
importance of natural, intuitive and responsive
control systems.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
Learner Led:
Learners to work on their current build to polish
their player mechanics and control systems
that they have developed so far. The tutor
should take the time to go and try the learners
work and give feedback and advice upon the
work, the tutor should also be willing to provide
technical solutions where required to help
learners develop a good playable system.
Development of
analytical and
reflective skills
when reviewing
current build to
identify issues
which require
polish.
Development of
problem solving
and technical skills
when improving
mechanics.
Homework Task:
Learners to complete all of the previous
elements of the player mechanics and control
systems to fulfil all of the assessment areas of
PO1 and PO2. Evidence of completion should
be provided on their assessment blog, journal
or forum in the form of screenshots and quick
screen capture videos.
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8
Key Gameplay
Mechanics

Key Gameplay
Mechanics Design
Assessment
PO3 (P7)
Tutor Led:
Presentation discussing USP and Key
Gameplay mechanics.
Learner Led:
Learners should undertake a research task into
3 games, identifying each game’s USP and / or
Key Gameplay mechanics. Learners should
produce a brief analysis of each game’s USP
including the following elements:
 Overview description of the mechanic.
 Requirements for activation / use of
mechanic.
 Control / Inputs for mechanic.
 Outputs & Results of the mechanic
including audio, visual, vibration,
reward etc.
Learners posting
complete key
mechanics design
ideas on their blog
/ forum / journal.
Development of
problem solving
and technical skills
when implementing
camera systems
into the games
engine.
Stretch Challenge:
Learners could attempt to recreate a rough
prototype of one of the mechanics they
researched into. The target should not be to
make a fully polished version but a system
which has similar inputs, activation and
outputs.
Tutor Led:
Short presentation / discussion of what is
expected of learners with regards to the key
gameplay mechanics design required for the
assessment of P7.
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9
Key Gameplay
Mechanics
Assessment
PO2 (M3) and
PO3 (P8)

Implementation of
Player Based
Mechanics
Learner Led:
Learners to begin designing their key
gameplay mechanics following the outline from
the research task earlier. The mechanics do
not need to be unique and can be influenced
by their research, the mechanics should ideally
work with the style of character the learner
outlined earlier in the unit.
Homework
Activity:
Completion of key
mechanics design
posted on to their
assessment blog,
journal or forum
including images,
written elements
and influence \
example videos for
the assessment of
P7.
Tutor Led:
Presentation explaining context sensitive
mechanics including how to implement context
sensitive with the use of conditions to modify
the effect of a control input.
Learners
completing each of
the tutorial /
demonstrations for
themselves.
Learner Led:
Learners to complete a tutorial to implement a
simple context sensitive mechanic into an
existing system using a trigger volume to
modify the result of a single control input. This
should be something simple that allows
learners to get to grips with swapping
functionality of a control input.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Development of
problem solving
and technical skills
when implementing
camera systems
into the games
engine.
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Learner Led:
Learners to implement their previously
designed context sensitive mechanics using
the techniques from the previous activity for
the assessment of M3. Evidence of completion
should be provided on their assessment blog,
journal or forum in the form of screenshots and
quick screen capture videos.
Tutor Led:
Presentation covering an overview of how to
implement game mechanics which involve
more than one entity including (but not limited
to):
 Player & world communication
 Player & level object communication
 Player & game logic communication
 Player & NPC communication
Tutor Led:
Practical demonstration of each of the areas
covered in the presentation.
Learner Led:
Following each demonstration, learners should
be given the necessary assets to complete the
same task, gaining experience with building
mechanics where multiple actors / assets
communicate with each other and the world.
Homework
Activity:
Learners to
complete the
implementation of
their two designed
mechanics for the
assessment of P8.
Evidence of
completion should
be posted on their
assessment blog,
journal or forum in
the form of
screenshots and
quick screen
capture videos. It
is important
learners complete
this ready for the
analysis and
reflection (P9)
during the next
session.
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Stretch Challenge:
Learners could be given a specific mechanic to
try and implement using the techniques and
understanding developed during the tutorials.
10
Key Gameplay
Mechanics

Mechanics Analysis
and Reflection
Assessment
PO3 (P9)
Learner Led:
Learners to begin implementation of the
mechanics they designed in the previous
week. The tutor should engage with the
students to offer critique and technical support.
Tutor Led:
Presentation explaining available processes for
collecting user based test data which is best
suited to the class size & available software.
Learner Led:
Learners to try each other’s current character
and gameplay mechanics to provide feedback,
critique and testing data. This can be facilitated
by learners watching peers play their game or
by using screen capture for analysis later.
Tutor Led:
Presentation on how to utilise testing data to
analyse and reflect upon test data to draw
conclusions about the current functionality of
mechanics.
Learners posting
analysis and
reflection of
current mechanics
along with an
improvement task
list on their blog /
forum / journal.
Development of
analytical and
reflective skills
when reviewing
current build to
identify issues
which require
polish.
Homework
Activity:
Learners to
complete their
review of collected
data and finalise
their improvement
/ polish task list for
iterations ready for
the next class as
post as mentioned
above.
Development of
problem solving
and technical skills
when improving
mechanics.
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Learner Led:
Learners to review feedback, critique and
testing data in to develop a task list for
required fixes & adjustments to improve the
quality of gameplay. Conclusions and task list
should be posted on their assessment blog,
journal or forum for the assessment of P9.
11
Key Gameplay
Mechanics

Mechanics
Refinement
Assessment
PO3 (PM4,
M5)
Tutor Led:
Tutor to remind learners of the assessment
element M4 and M5.
Learner Led:
Learners should be given most of this session
to refine their two implemented mechanics
following an iterative process based on the
reflection from the previous week. They should
focus on the mechanics timing and interaction
with the player.
Learners posting
evidence of
mechanics
refinement on their
blog / forum /
journal.
Homework Activity:
Learners to post evidence of their refined
mechanics onto their journal or forum in the
form of screenshots and quick screen capture
videos for the assessment of M4. They should
also reflect upon their refined mechanics in a
short discussion on their journal or forum
thread for the assessment of M5.
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Development of
analytical and
reflective skills
when reviewing
current build to
identify issues
which require
polish.
Development of
problem solving
and technical skills
when improving
mechanics.
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12
Key Gameplay
Mechanics
Assessment
PO3 (D2)

User Interface
Elements for Player
Feedback
Tutor Led:
Tutor to remind learners of the assessment
element D2.
Tutor Led:
Short presentation on the use of user interface
elements to inform the player of how to use
gameplay mechanics. This could be on screen
prompts such as a button icon.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
Development of
problem solving
and technical skills
when implementing
feedback systems
into the games
engine.
Tutor Led:
Demonstration of how to set up quick,
prototype user interface elements. At this
stage, it is not necessary for these to be
visually pleasing at this stage, functionality
should be the main focus.
Learner Led:
Learners should be given the rest of the
session to complete any additional refinements
to a single, chosen mechanic (based upon the
reflection from the previous homework activity)
and implement prototype user interface
elements towards the assessment of D2.
Stretch Challenge:
Learners could build upon the user interface
element by adding in audio cues and/or
controller vibration to help identify where a
mechanic could be used.
Homework Activity:
Learners to post
evidence of their
chosen mechanic
with prototype user
interface elements
onto their journal
or forum in the
form of
screenshots and
quick screen
capture videos for
the assessment of
D2.
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
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13
Proof of
Concept /
Tech Demo
Production

Proof of Concept
Development
Tutor Led:
Presentation introducing the requirements of a
proof of concept / tech demo.
Learner Led:
Learners to develop a task list, listing all of the
mechanics they will need to include in their
proof of concept.
Tutor Led Discussion:
Discussion relating to how each of the
mechanics could be shown in a proof of
concept. For example, showing the character
jump height using a range of different height
environment elements. The tutor should
engage with learners and get them to suggest
ideas, this will get them engaged with the
process ready to decide how to show each of
their mechanics.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal
Development of
analytical and
planning skills
when developing a
task list.
Development of
problem solving
and technical skills
when improving
mechanics.
Learner Led:
Learners to expand their task list by adding
details of how each of their mechanics will be
shown in the proof of concept. Learners should
be expected to also include details of any
assets / scripts etc. will be required to show the
mechanic and also decide if it’s best to show a
mechanic from the player perspective or using
a temporary camera.
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
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Stretch Challenge:
Learners could develop ideas for how to show
multiple mechanics in a single area, event or
interaction, for example showing walk/run
speed mechanics in an area which also
involves having to jump such an obstacle
course.
Learner Led:
Learners should be given the rest of this
session to continue development to refine and
improve their gameplay mechanics so far,
working towards the proof of concept.
14
Proof of
Concept /
Tech Demo
Production

Gameplay
Mechanics
Refinement
This session should be used to allow learners
to refine and improve their gameplay
mechanics so far, working towards the proof of
concept.
Tutor Led:
Introduction to the session, emphasising the
importance of the key gameplay mechanic
being functional and useable.
Learner Led:
Learners to work on their current build to polish
their gameplay mechanics that they have
developed so far. The tutor should take the
time to go and try the learners work and give
feedback and advice upon the work, the tutor
Homework Activity:
Learner to finalise
and post their
completed task
lists to their blog /
forum / journal
ready for the next
session.
Learners posting
evidence of
mechanics
refinement on their
blog / forum /
journal.
Homework Task:
Learners to
complete all of the
previous elements
of the gameplay
mechanics to fulfil
all of the
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Development of
analytical and
reflective skills
when reviewing
current build to
identify issues
which require
polish.
Development of
problem solving
and technical skills
when improving
mechanics.
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should also be willing to provide technical
solutions where required to help learners
develop a good playable system.
15
Proof of
Concept /
Tech Demo
Production

3D Test
Environment
Assessment
PO4 (P10, M6
and working
towards D3)
Tutor Led:
Presentation of the importance of a test
environment for a proof of concept demo.
Learners should be made aware of the need to
include an area to demonstrate all of their
character’s mechanics including movement,
actions, pickups, context sensitive and key
gameplay mechanics.
Learner Led:
Learners should be given the rest of the
session to produce the testing environment.
The focus should be on functionality and ease
of navigation not on visual aesthetics although
the use of a few meshes for events or
interactions may be beneficial.
assessment areas
of PO3. Evidence
of completion
should be provided
on their
assessment blog,
journal or forum in
the form of
screenshots and
quick screen
capture videos.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
Development of
3D spatial skills
when building 3D
environments.
Development of
problem solving
and technical skills
when building 3D
test environment in
the games engine.
Homework Activity:
Learners to continue developing their test
environment for the proof of concept. Evidence
Scheme of Work Unit 10 Games Mechanics
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16
Proof of
Concept /
Tech Demo
Production


Onscreen Prompts
Gameplay Tutorials
Assessment
PO4 (P11
and working
towards D3)
of progress (and completion) should be
provided on their assessment blog, journal or
forum in the form of screenshots and quick
screen capture videos. The evidence of the
finished environment should be posted for the
assessment of P10 and M6.
Tutor Led:
Presentation on gameplay tutorials and the use
of onscreen prompts to help players to learn
how the character and game mechanics
function.
Tutor Led:
Demonstration of how to implement gameplay
tutorial zones in a test environment and how /
when to activate on screen prompts. On
screen prompts should be done with a simple
user interface and avoid the use of debug
prints.
Learners posting
evidence of
progress,
assignment
development and
completed
activities on their
blog / forum /
journal.
Development of
problem solving
and technical skills
when designing
gameplay tutorials
and on screen
prompts.
Learner Led:
Learners should be given the rest of the
session to build gameplay tutorial areas with
onscreen prompts into their levels. They
should focus on making their instructions clear,
concise and easy to understand. They should
ensure that instructions are shown at the
correct time and do not obscure the players
view. Learners should be made aware of the
importance for the onscreen prompts to guide
the player through the level (P11) and
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
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showcase the polished USP/key Gameplay
mechanic (D3)
17
Proof of
Concept /
Tech Demo
Production

Proof of Concept
Refinement
Homework Activity:
Learners to continue implementing tutorial
elements into their test environment for the
proof of concept. Evidence of progress (and
completion) should be provided on their
assessment blog, journal or forum in the form
of screenshots and quick screen capture
videos. Evidence of the implementation of onscreen prompts should be posted for the
assessment of P11 and D3.
This session should be used to allow learners
to refine and improve their proof of concept so
far.
Tutor Led:
Introduction to the session, emphasising the
importance of proof of concept featuring clear
areas which show each of their mechanics
including the player movement and key
gameplay mechanics.
Learner Led:
Learners to work on their current build to polish
their demo and testing environment that they
have developed so far and make any final
changes to their gameplay mechanics based
on issues that have arisen during the creation
of the demo. The tutor should take the time to
Learners posting
evidence of proof
of concept
refinement on their
blog / forum /
journal.
Homework Task:
Learners to
complete all of the
previous elements
of the proof of
concept demo to
fulfil all of the
assessment areas
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Development of
analytical and
reflective skills
when reviewing
current build to
identify issues
which require
polish.
Development of
problem solving
and technical skills
when improving
mechanics.
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go and try the learners work and give feedback
and advice upon the work, the tutor should
also be willing to provide technical solutions
where required to help learners develop a
good playable system.
18
Proof of
Concept /
Tech Demo
Production

Tech Demo Video
Production
Assessment
PO4 (P12)
Tutor Led:
Presentation on the requirements for Tech
Demo Videos.
Tutor Led:
Demonstration on how to capture game
footage. If this unit is taught after level design
and / or animation then this should only need
to be a refresher. If this is taught first, the
demonstration should be slower and more indepth.
which are required
for PO4 (except
P12) ready for
production of the
tech demo video
during the final
week. Evidence of
completion should
be provided on
their assessment
blog, journal or
forum in the form
of screenshots and
quick screen
capture videos.
Learners posting
tech demo video
on their blog /
forum / journal for
the final
assessment.
Development of
presentation and
problem solving
skills when
producing tech
demo video.
Learner Led:
Learners to capture gameplay of their tech
demo, showing each element individually to
facilitate inclusion of titles and / or voice overs.
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
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Stretch Challenge:
Learners could record a live play through with
a voice over. Whilst this is more prone to
making mistakes with both playing and the
voice over, having experience in this area may
prove useful when showing mechanics ideas /
game ideas in the group project unit. This will
be more difficult in a class room environment
and may be better suggested as part of the
homework activity.
Tutor Led:
Demonstration of editing videos in an
appropriate video editing package such as
Adobe Premier, Adobe After Effects or similar.
This should include:
 How to trim footage
 How to add overlays for titles
 How to combine footage from multiple
pieces of play-through footage.
Homework
Activity:
Learners to finalise
tech demo videos
and produce /
include voice overs
where appropriate.
The completed
video should be
posted to their blog
/ journal / forum
thread for the
assessment of
P12.
Learner Led:
Learners to compile and produce a first
attempt at their tech demo video using the
techniques demonstrated. The time given for
this activity should be fairly long to allow
leaners to re-record any footage they feel
could be improved
Scheme of Work Unit 10 Games Mechanics
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
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Scheme of Work –Unit 10 Games Mechanics
Tutor Led:
Discussion into the use of voice-overs to
explain gameplay. Learners should be
encouraged to be willing to explain their
footage from a technical perspective focusing
on the design and implementation of
mechanics rather than simply the functionality
visible to the player.
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