Tech-level Games Art – Scheme of Work
Unit 7: User Interface Design and Implementation for Games
Guided Learning hours: 90
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.
Within this unit, learners will be presented with opportunities to successfully evidence the transferable skills of oral communication (P4) and research
skills (P3) to the required standard in order to achieve the qualification. The required standards and associated recording documentation for all
transferable skills covered within this qualification can be found at aqa.org.uk/tech-levels/transferable-skills
It is important that sufficient time is spent developing this skill and that teachers familiarise themselves with the AQA Technical Level standard for
team working. See Appendix A of the specification for more information about transferable skills.
Supported by
Tech-level Video Games Art and Design Production
Scheme of Work –Unit 7 User Interface Design and Implementation for Games
Week number
1
Specificati
on
reference
Understand
the
principles of
User
Interface
design and
their
application
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).
 Project planning
techniques and resource
gathering.
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 to introduce the unit
Tutor to outline purpose of unit, i.e. to develop
an understanding of how user interfaces are
designed and their application.
Tutor to introduce the difference between
technical game engine work and design.
Explain the importance of these two elements
working together to create a polished outcome.
Tutor to outline the hand in dates for the
assignment and to ensure students know what
is expected on these dates.
Homework
exercise: Find
images/videos of 3
different user
interfaces.
Construct a small
paragraph as to
why they think the
interface is good.
Post all onto an
online forum (to be
updated weekly)
Embedding or
contextualising.
(Opportunities for
skills
development).
Maths in PURPLE.
English in
GREEN.
Research Skills in
ORANGE
Written
communication
skills when
posting onto the
forum. Early
analysis skills
which will grow
over the weeks.
Tutor led deconstruction of a user interface
that will get the learner thinking about the topic
much deeper and highlight areas that will be
Scheme of Work Unit 7-User interface
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Tech-level Video Games Art and Design Production
Scheme of Work –Unit 7 User Interface Design and Implementation for Games
2
PO1 – P1
Understand
the
principles of
User
Interface
design and
their
application

The relationship between
User Experience,
Usability and Utility
covered in the coming weeks. Tutor is to stress
the importance of design and its subjective
nature.
Tutor led:
Tutor to explain the basic design principles of
user experience, usability and utility. Tutor to
provide user interfaces examples that the
learner can apply these principles towards.
Provide good and bad examples of user
interfaces that can be used as a discussion
point in class.
Learner led:
Learners to work in groups to analyse the user
interfaces presented by the tutor. Learners
should specifically be using the principles
taught prior.
Tutor led:
Tutor should give the learners time to form
opinions of the examples and voice them
before the tutor provides a deconstructed
analysis of the user interfaces. The tutor
should be clear in outlining where good or bad
usability, user experience and utility have been
used
Homework
exercise: Repeat
the same task as
the last week
homework but
ensure the 3 basic
principles are now
covered. Post onto
an online forum.
Group
communication
skills, working in a
group when
discussing design
principles.
Written
communication
skills when
deconstructing
user interfaces
for the online
forum
submission.
Oral skills when
discussing
(https://www.youtube.com/watch?v=ODtNK5N
1_6w – Great example of a great experience
through UI)
Scheme of Work Unit 7-User interface
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Tech-level Video Games Art and Design Production
Scheme of Work –Unit 7 User Interface Design and Implementation for Games
3
PO1 – P2
Understand
the
principles of
User
Interface
design and
their
application

How typography can
impact design
Tutor led:
Tutor to explain the differences between sans
and sans-serif typefaces.
Tutor to explain the appropriate applications of
these fonts when it comes to digital and print
production.
Tutor to highlight the importance of typefaces
in logo design and the readability of fonts for
the user.
Tutor to show examples of typography used in
games to be analysed by the class.
Learner led:
Learners are to discuss the typefaces
presented by the tutor in groups. Learners
must then discuss their opinions in class.
(http://type.method.ac/ - Game teaching the
importance of Kerning)
(http://www.hongkiat.com/blog/creative-usestypography-video-games/ - Creative
typography in games)
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Homework
exercise: Learners
are to create a set
of typefaces they
believe
complement each
other using the
knowledge taught
in class. This set of
typefaces should
be posted to the
forum.
Group
communication
skills, working in a
group when
discussing design
principles.
Skills in being able
to present
themselves well
digitally as learners
will know which
fonts work well in
different situations.
Visual
communication
skills when
creating their own
combination of
typefaces.
Oral skills when
discussing
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Scheme of Work –Unit 7 User Interface Design and Implementation for Games
4
PO1 – P3 +
M1
Understand
the
principles of
User
Interface
design and
their
application
 Research and analysis of
the relationship between
art and design
Tutor led:
Tutor to outline the importance of aesthetics
and art style.
Tutor to outline basic colour theory
relationships and common uses of colour. This
is not to be confused with the application of
colour in the design stage. It should be a brief
introduction to colour and their importance.
Tutor to show some examples of common
colour pallets and common colours used to
draw the attention of the audience.
Tutor to show examples of user interfaces that
can be analysed.
Learner led:
Learners are to work in groups to discuss the
user interfaces presented by the tutor. They
are expected to deconstruct the user interface
from the perspective of colour theory.
(https://color.adobe.com/create/colorwheel/?base=2&rule=Shades&selected=2&na
me=My%20Color%20Theme&mode=rgb&rgbv
alues=0,0.75,0.5488525222252179,0,0.5,0.36
590168148347857,0,1,0.7318033629669571,0
,0.25,0.18295084074173928,0,0.9,0.65862302
66702614&swatchOrder=0,1,2,3,4 – Easy way
to start considering and applying colour theory)
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Homework
exercise: To
choose a user
interface not yet
used in class and
prepare a 10
minute
presentation
deconstructing all
of the principles
that have been
discussed up to
this point (user
experience, utility,
usability,
typography, art
style / colour
theory)
Group
communication
skills, working in a
group when
discussing design
principles.
Skills in being able
to present
themselves well
digitally as learners
will know which
colours work well in
different situations.
Presentation
preparation,
working to a time
limit.
Oral skills when
discussing
Research a
current game
user interface
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Scheme of Work –Unit 7 User Interface Design and Implementation for Games
5
PO1 – P4 +
M1
Understand
the
principles of
User
Interface
design and
their
application
 Presentation week
Tutor led:
Tutor to mark how well learners cover the
topics previously covered in class.
Homework
exercise: No
homework
Learner led;
Learners are each to deliver a 10 minute
presentation on a user interface of their choice
coving the topics learned in previous weeks.
An opportunity to
present their ideas
and thoughts about
design, a topic
which requires
some selfconfidence and
expression to
properly convey.
Oral skills when
presenting
6
PO2 – M2 +
D1
Understand
the
principles of
User
Interface
design and
their
application
 Preparing documentation
for the production of a
user interface
Tutor led:
Tutor to discuss what needs to be in user
interface documentation and why it is
important.
Tutor to explain the role of a user interface
designer in a team and how they need to
communicate with different departments.
Tutor to explain information architecture and
wireframe design.
Tutor to produce examples of information
architecture and wireframe design.
Tutor to present a few case scenarios to the
class in which they must pick one to make.
These case scenarios could be anything such
as a sci-fi shooter or an rpg. The case
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Homework
exercise: To
produce a full
design document
adhering to the
case scenario
brief.
Learners are
expected to make
justifiable
decisions when it
comes to the
principles taught in
class up to this
point and to make
a good case for
the architecture
suggested.
An opportunity to
solve a problem
and present a
justifiable course of
action. Confidence
in creative ideas.
Written skills as
the document
needs to be
presented to the
tutor for
evaluation.
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scenarios must each have a document
accessible to the students that outline what the
user interface needs to include but never goes
into too much detail. It should be seen as a
creative brief not a template.
Learner led
Learners are given the rest of the time in the
session to start researching and planning
based on whichever case scenario they pick.
7
PO2 – P5
Produce a
prototype
design for a
user
interface
 Colour theory
(http://webdesignbyolga.com/aglocreations/ima
ges/wireframe_glb_big_big.jpg - Example of
wireframe design)
(http://bitstrategist.com/img/work/infodesign/sit
e_map_sample.gif - Example of information
architecture)
Tutor led:
Tutor to re-introduce the importance of colour
theory, it is very important to re-establish this
connection as it dramatically influences design.
Tutor to introduce the colour wheel, explaining
what primary, secondary and tertiary colours
are.
Tutor also needs to introduce examples of
colour relationships and produce guidance as
to how to create interesting relationships. Tutor
to enforce the principles of using a base colour
which dictates the direction of the user
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
This document
must also have a
critical analysis of
the work and
comparisons to
other user
interfaces.
The document
needs to be
submitted to the
tutor for approval
Homework
exercise: Learners
are expected to be
exploring the
principles taught in
class.
Learners will
research and
provide 3 colour
swatches that they
think will fit the
design brief they
have chosen and
An opportunity to
solve a problem
and present a
justifiable course of
action.
Confidence in
creative ideas and
visual
communication.
Skills in being able
to present
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Scheme of Work –Unit 7 User Interface Design and Implementation for Games
interface and the use of relationship colours to
add flare and dictate interesting design.
Tutor to explain the emotions typically
associated with different colours and explain
how using these colours can easily create a
connection with the audience.
fit well with the
document they
have submitted.
themselves well
digitally as learners
will know which
fonts work well in
different situations.
Tutor to show examples of user interfaces and
deconstruct their colour theory in depth,
highlighting why certain colours are used in
different circumstances to draw the eye or
make block colours feel interesting
Learner led:
The learner is to find an existing game logo,
desaturate it and apply new colours that
change the theme and feel of the intended
design.
(http://www.colour-affects.co.uk/psychologicalproperties-of-colours - Psychological aspects
of colour)
(http://static1.squarespace.com/static/5315576
6e4b0be1dc505821e/t/561ee5eee4b06ac998b
ff612/1444865528879/?format=750w –
Example of good colour theory)
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
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Scheme of Work –Unit 7 User Interface Design and Implementation for Games
8
PO2 – P5
Produce a
prototype
design for a
user
interface

Photoshop 1
Tutor led:
Tutor to recap on the last week colour theory
lecture.
Tutor to introduce the concept of style sheets
and show examples. Tutor to explain exactly
what is needed to make a comprehensive style
sheet and to consider all of the elements
needed to make a user interface.
Homework
exercise: Use the
techniques taught
in class to mimic 3
silhouettes of
buttons used in
current game user
interfaces.
An opportunity to
creatively problem
solve.
An opportunity for
learners to learn
from established
examples and
gather resources.
Tutor to show Photoshop and its basic
functionality. This should include the user
interface, setting up a new file, setting up the
grid, creating a simple shape that snaps to the
grid, basic shape manipulation and the
properties pane.
Learner led:
Learners to open Photoshop and get used to
using the tools in the package. Learners to start
manipulating shape and encouraged to come
up with interesting silhouettes.
Tutor led:
Tutor to introduce more complex functionality
that will further help create interesting
silhouettes.
Tutor to introduce Rasterizing which leads on to
further editing techniques such as the transform
tools, copy and pasting, merging layers and
Scheme of Work Unit 7-User interface
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creating interesting silhouettes using the
various selection tools.
Learner led:
Learners to continue using Photoshop and get
used to manipulating rasterized images.
Learners are expected to use this time to get
used to package and further create some
interesting silhouettes.
9
PO2 – P5
Produce a
prototype
design for a
user
interface
 Photoshop 2
(http://image.shutterstock.com/z/stock-photomultimedia-black-icons-set-audio-and-videoplayer-user-interface-buttons-white-silhouettes361140611.jpg - The importance of silhouette)
Tutor Led:
Tutor to recap the tools learned in the previous
week.
Tutor to introduce layer masks, how to create
them and how they could be used to create
complex shapes quickly.
Learner led:
Learner to experiment with making masks.
Learners are expected to gather resources and
find suitable images from the internet to use as
a base for good masks.
Homework
exercise: Learners
are expected to
continue the work
set in class and
post their results
to an online forum.
An opportunity to
creatively problem
solve.
An opportunity for
learners to learn
from established
examples and
gather resources.
Tutor led:
Tutor to introduce the application of colour in
Photoshop. How to apply base colour, the
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
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Scheme of Work –Unit 7 User Interface Design and Implementation for Games
manipulation of colour and how blending
modes can affect the colours end result.
Tutor to introduce FX and all of the different
properties associated with the layer style panel.
Tutor to talk about the importance of adding
hand painted details to assets, not relying
exclusively of FX and basic shapes.
Tutor to introduce filters and some common
basic uses such as the Gaussian Blur and
Noise.
Tutor to demonstrate these techniques by
creating a copy of an already existing button
from an existing user interface. This asset
should utilise as much of the techniques shown
and give learners an understanding of the basic
workflow.
Learner led:
The learner is expected to find 3 user interface
assets from any game they wish and create
copies of those assets using techniques taught
in class.
(http://www.soultravelmultimedia.com/wpcontent/uploads/2013/01/Photoshop-LayerStyle-67.jpg - Example of a button using the
techniques outlined)
Scheme of Work Unit 7-User interface
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Scheme of Work –Unit 7 User Interface Design and Implementation for Games
10
PO2 – P5
Produce a
prototype
design for a
user
interface

Information types and
asset placement
Tutor Led:
Tutor to introduce the different information
types seen in game user interfaces such as
buttons, text boxes, combo boxes etc.
Tutor to explain the different information types
when creating user interfaces for console or
PC.
Tutor to use example screenshots to show the
different uses of information types.
Homework
exercise:
Learners are
expected to have
their finalised
visual styles ready
for the coming
week and to start
using them in the
next session.
An opportunity
here to achieve
transferable skills
in creativity and
problem solving
when creating an
art style
Tutor to explain the visual theory behind asset
placement. Explain that the asset placement
directly effects user experience and how the
user interacts with the user interface.
Tutor to explain how target platform and scaling
of assets can dramatically alter design
considerations and potentially break
assets/design.
Tutor to provide examples of user experience
through asset placement and give good/bad
points on the designs chosen.
Learner led:
Learners are to start planning out wireframe
images of how they want their user interfaces
to look. This should include paths to all the
information found in the brief. These user
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
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Scheme of Work –Unit 7 User Interface Design and Implementation for Games
interfaces will be tested next week.
(http://www.usability.gov/how-to-andtools/methods/user-interface-elements.html Information types and elements)
11
PO2 – P6 +
M3
Produce a
prototype
design for a
user
interface
 Testing
Tutor Led:
Tutor is to load a select a number of student’s
work and run a series of hypothetical drills with
the images provided of each screen.
Some examples of this could be.
How do I turn on subtitles?
How do I load a saved game?
This is to be used as an example as to how to
deconstruct user interface design and try to
highlight potential problems in future
implementation.
Learner led:
Learners are to work in groups to deconstruct
other learners’ user interfaces and provide
feedback to each other. Learners are expected
to make a note of all the feedback to be posted
onto the online forum.
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Homework
exercise: Learners
are expected to
post the feedback
acquired to the
online forum and
iterate on the
design.
Written
communication
skills when
constructing their
feedback to be
posted online.
Oral
communication
when working in
groups, learning
to accept
feedback and
work iteratively.
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12
13
PO2 – P7 +
M3 + M4 +
D2
Produce a
prototype
design for a
user
interface
PO3 – P8, +
P9
Implementat
ion
Techniques

Self-evaluation
Learner led:
This is an entirely learner led session in which
learners have the opportunity to evaluate their
work and compare it to user interfaces seen in
games.
The aim of this session is to give learners
dedicated to time to truly criticise their design
and understand how they could iterate on their
design one last time before learning how to
implement their assets.
 Art asset preparation
Tutor Led:
Tutor to demonstrate how to save individual
assets from Photoshop as well as what file
types to save them out as.
Tutor to explain the theory behind lossless
formats and why we use certain file types to
save images
Tutor to explain how certain file types work with
opacity channels and the best practices for
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Homework
exercise:
Learners are
expected to post
their evaluation of
their work onto the
online forum with
final
recommendations
for changes.
Learners are also
expected to have
finalised designs
by the next
session. These
final designs
should also be
posted online.
(P03 – P8)
Homework
exercise: Ensure
all art assets are
saved out as
individual files and
are ready to be
imported in the
next session.
An opportunity for
learners to assess
themselves and
understand what
the creative
process of design
really entails.
Gives the learner
the chance to be
proud of their work
and want to make
an impact
Written
communication
skills when
posting critique
online.
An opportunity for
the learner to
follow strict
technical
instruction and to
understand exactly
why things are
done in a certain
way.
Understand the
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Scheme of Work –Unit 7 User Interface Design and Implementation for Games
ensuring opacity works as intended.
mathematical
principles behind
9 point scaling
and how it works.
Tutor to explain 9 point scaling in game
engines and how to ensure images will scale
correctly.
Learner led
Learner to save out all aspects of their user
interface in the correct file types using lossless
formats.
Learner to ensure that any 9 slice scaling for
their assets will work by following the guides
set out in class.
14
PO3 – P9
Implementat
ion
Techniques

Game Engine import
settings
(http://www.centigrade.de/blog/wpcontent/uploads/9slicescaling1.gif - How 9 slice
scaling works)
Tutor Led:
Tutor to demonstrate importing assets into the
chosen game engine.
Tutor to highlight the different import options
and to ensure learners know exactly which
settings needs to be changed when importing
different types of images
Homework
exercise: Ensure
all art assets are
imported into
engine with
correct file types
and with working 9
point scaling.
Tutor to explain file structures inside of the
game engine and to highlight the importance of
proper data management to ensure files can be
found easily and multiple users can navigate
Learner to ensure
that their saved
project is
accessible online
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
An opportunity for
the learner to
follow strict
technical
instruction and to
understand exactly
why things are
done in a certain
way.
Building a
knowledge base of
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the asset list.
Tutor to introduce the chosen game engines
image manipulation tools and how they can be
used to enhance or change the learner’s art
assets.
and there is a
backup of the
project that can be
accessed and
updated.
game engines and
image filter types.
Homework
exercise: Ensure
that the exercises
set out in class
An opportunity for
the learner to
follow strict
technical
Learner led:
Learner to import all of their art assets and
create an appropriate file structure. Learners
are also encouraged to explore the image
manipulation tools in the game engine and to
experiment with different effects.
Tutor led:
Tutor to explain how to save a project file in the
chosen game engine so the file can be worked
on outside of the classroom.
Learner led:
Learner to save out their project file for use in
the coming weeks.
(https://docs.unrealengine.com/latest/INT/Engin
e/Content/Types/Textures/Importing/index.html
- Importing art into UE4)
15
PO3 – P10
+ P13
Implementat
ion
 Information Interaction
Tutor Led:
Tutor to demonstrate how to construct buttons,
text boxes, combo boxes, sliders and drop
down menus in the chosen game engine.
Scheme of Work Unit 7-User interface
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Techniques
Tutor to demonstrate how to apply the learner’s
art assets to these information types as well as
how to display them on the screen when the
project file is compiled and executed.
are complete and
that a version of
the project has
been saved for
future use.
Learner led:
Learner to construct all of the information types
needed for their user interfaces.
Building a
knowledge base of
information types
and how they work.
These same
information types
are used in various
other digital media.
Learner to position and display these
information types on screen and ensure that
they are working as artistically intended
16
PO3 – P11
+ P13 + M5
Implementat
ion
Techniques

Functionality
Tutor Led:
Tutor to outline the basic functions needed to
ensure the user interface has utility.
These functions should include
 Button functions
 Opening levels
 Selecting characters
Tutor to outline the basic option functions
needed to ensure the user can change aspects
of the visuals and audio.
This functionality should include
 Video settings
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
instruction and to
understand exactly
why things are
done in a certain
way.
Homework
exercise: Ensure
that the exercises
set out in class
are complete and
that a version of
the project has
been saved for
future use.
An opportunity for
the learner to
follow strict
technical
instruction and to
understand exactly
why things are
done in a certain
way.
Building a
knowledge base of
game engines and
how basic
functionality works.
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

This skill is crucial
for pseudo coding
and understanding
basic code.
Audio settings
Input settings
Learner led:
Learner to start implementing the functionality
for their user interface. Each learner will have
different goals for how they want their user
interface to operate so support is essential in
this session.
(https://docs.unrealengine.com/latest/INT/Engin
e/UMG/ - Getting started with UMG)
17
PO3 – P12
Implementat
ion
Techniques

Animation
Tutor led:
Tutor to outline the animation tools in the
chosen game engine.
Tutor to demonstrate basic button effects such
as
 Idle
 Roll over
 Roll out
 Down
 Release
These button animations should not only
include the transitions from state to state but
also looping animations when in a prolonged
state.
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Homework
exercise: Ensure
that the exercises
set out in class
are complete and
that a version of
the project has
been saved for
future use.
An opportunity for
the learner to
follow strict
technical
instruction and to
understand exactly
why things are
done in a certain
way.
Building a
knowledge base of
animation and how
key frames work.
This knowledge is
not restricted to
game engines; it
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Tech-level Video Games Art and Design Production
Scheme of Work –Unit 7 User Interface Design and Implementation for Games
Learner led:
Learners to create animations for their buttons
using the techniques taught in class
applies directly to
traditional and
digital animation.
Tutor led:
Tutor to demonstrate basic screen transition
animations such as fades and screen wipes.
Tutor has the option to include camera oriented
transitions if there is a 3d scene to use as a
back drop for the project.
Learner led:
Learner to create transitions for their user
interface. The transitions chosen is entirely up
to the learner and they are encouraged to
choose something which fits the theme of the
brief.
18
PO3 – M6 +
D3

Self-evaluation
(https://docs.unrealengine.com/latest/INT/Engin
e/UMG/ - Getting started with UMG)
This session should be strictly left open as a
support session for any issues the learner has
when it comes to implementing any work into
the game engine.
Each learner will have different ideas about
animations, art and transitions. It is important to
identify the issues and help as much as
possible without doing the work.
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
Learners are to
analyse and
critically evaluate
their work. This
should include
comparisons to
currently used
user interfaces in
games,
suggestions for
Written
communication
skills when
posting critique
online.
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Tech-level Video Games Art and Design Production
Scheme of Work –Unit 7 User Interface Design and Implementation for Games
Support should be given in the way of technical
and theoretical assistance, not to do the work
for them. Any problems encountered should be
solved by the learner but guided by the tutor.
Scheme of Work Unit 7-User interface
AQA Level 3 Technical Video Games (Art & Mechanics, Art & Animation, Art & Design, Art & Design Production)
further
improvements and
how the task
would be
approached if the
work had to be
done again. (M6 +
D3)
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