Curriculum / Tabletop Game Design / Task sheets
Sixteen sheets, one for each assessed strand, printable as a set on A4 landscape. Content comes from Plans/assessments.md, which is still being written. Anything not yet decided is marked in orange on the sheet rather than left blank, so an unfinished sheet cannot be mistaken for a finished one.
Ai / Criterion A, Inquiring and analysing
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
Where it goes
Upload pictures of your page on ManageBac, and submit the actual paper in class.
“Explains and justifies the need for a solution to a problem for a client/target audience.”
What separates the bands
Tip
You must write your own need statement and audience notes. No sharing at all!
Tip
Don't guess. Ask questions to find evidence.
Tip
Justifying the need for something means explaining why it is needed in detail, with proof.
Tip
Write about what your audience needs, not about what you want.
Aii / Criterion A, Inquiring and analysing
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
On the unit page: The research budget.
Where it goes
Upload a PDF of your research plan to ManageBac
“Constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently.”
What separates the bands
Tip
Every row should let you decide something. If it does not, take it off the plan.
Tip
Spend tokens on watching your audience, not only on asking them. What people say they enjoy can be different from what they play.
Tip
Reading a game review is not the same as watching your audience play, and seeing them stop halfway through recess.
Tip
Write down what you gave up, and what could go wrong because you skipped it.
Aiii / Criterion A, Inquiring and analysing
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
Use the Aiii Teardown Sheet on the unit page, printed or as a PNG.
Where it goes
Upload pictures of your work to ManageBac, and hand in the paper in class.
“Analyses a range of existing products that inspire a solution to the problem in detail.”
What separates the bands
Tip
You may share only 1 analysed game with a group member.
Tip
Your work is your own. If you share a game, you each analyse it separately.
Tip
Choose games that add something new to your group's choices.
Tip
Write in detail.
Aiv / Criterion A, Inquiring and analysing
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
Write a one page design brief that addresses each section below. For every claim, write in the evidence column where it came from.
Example evidence entry: Aii, structured observation of the Grade 6 lunch tables over three days. Name the strand and the source. Do not just write "research".
Where it goes
ManageBac
“Develops a detailed design brief, which summarizes the analysis of relevant research.”
What separates the bands
Tip
This is not a place to write detailed design ideas!
Tip
Make sure you give a reason why a new game is needed.
Tip
The brief summarises what your research found. Someone who never saw your Criterion A work should understand it from this page.
Tip
You must refer to your research.
Bi / Criterion B, Developing ideas
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
The tool is linked from Bi on the unit page. It saves as you type, and it tells you which categories you have missed.
Where it goes
Upload the PNG to ManageBac
“Develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research.”
What separates the bands
Tip
There are many different ways to test a specification.
Tip
Specifications must be achievable and help guide the project.
Tip
Discuss your specifications with your group, but write your own.
Tip
Think about every part of the game.
Bii / Criterion B, Developing ideas
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
On the unit page: Include 9+ mechanics, with 3 unique to your work and The interpretation test.
Where it goes
Upload pictures of your work to ManageBac, hand in the paper in class.
“Develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others.”
What separates the bands
Tip
Write a lot of notes. They explain your ideas to yourself, your team and others.
Tip
Use rulers and drawing tools to make your work neater.
Tip
Use art markers carefully, and don't mix colours.
Tip
Use game mechanics to help you find ideas.
Biii / Criterion B, Developing ideas
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
Choose one design with your team. Then write these four sections on your own:
Use Biii Choose and Justify on Mr. K's website. Your specifications fill in from the Bi tool.
Where it goes
ManageBac
“Presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification.”
What separates the bands
Tip
The highest score in the matrix does not decide for you. Say what the matrix missed.
Tip
The case against your chosen design matters most. Be honest about what it does worse.
Tip
Name specifications by number every time you make a claim.
Tip
If your concept was not chosen, you still write this. Say what from yours made it in.
Biv / Criterion B, Developing ideas
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
On the unit page: Drawing to scale and the production pack page list.
Where it goes
ManageBac
“Develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution.”
What separates the bands
Tip
Draw at 1:1 wherever it fits. A card drawn at true size can be traced and cut.
Tip
Give every size in mm and name every material. Nobody should have to guess.
Tip
Check that every component in the team manifest is drawn by someone.
Tip
Write the note for your teammates as if you will be absent tomorrow.
Ci / Criterion C, Creating the solution
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
Use the Ci Build Plan on Mr. K's website. On the unit page: The peer follow test and the example plans.
Where it goes
ManageBac
“Constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution.”
What separates the bands
Tip
Share the team plan as a file, so everyone works from the same version.
Tip
Every task needs an owner, a Build Class and a fallback, or it may not happen.
Tip
If a task needs another one finished first, write that number in Needs.
Tip
Download your PNGs before the peer follow test, then again after you revise.
Cii / Criterion C, Creating the solution
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
On the unit page: Three skills at depth, across at least two tracks.
Where it goes
ManageBac
Also submit
The photos and files that show each skill, uploaded with your technical skill sheet.
“Demonstrates excellent technical skills when making the solution.”
What separates the bands
Tip
Three skills done well are better than ten done quickly.
Tip
Photograph your first attempt before you fix it. A weak first try beside a better second one shows skill.
Tip
Your hand or initials in the photo show that the work is yours.
Tip
Good cold read feedback is specific: which rule, where, and what confused you.
Ciii / Criterion C, Creating the solution
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
On the unit page: The cold read test.
Where it goes
Upload pictures of your work to ManageBac, and bring the physical game to class.
“Follows the plan to create the solution, which functions as intended and is presented appropriately.”
What separates the bands
Tip
Keep testing the rules and playing the game!
Tip
More people looking means more chances to spot problems. Share your work and ask for feedback.
Tip
A short, focused game with simple rules is better than a long game with complicated rules.
Tip
High quality components can make a weaker game feel stronger.
Civ / Criterion C, Creating the solution
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
On the unit page: the Tome of Secrets worked example.
Where it goes
Download the PNGs from your change log and upload them to ManageBac
“Fully justifies changes made to the chosen design and plan when making the solution.”
What separates the bands
Tip
Don't wait until the end to write about changes.
Tip
The more detail you give, the better.
Tip
Your changes explain your choices. Together they tell the story of your project.
Tip
Your change log is your own work, even when it includes changes the team made together.
Di / Criterion D, Evaluating
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
Use the Di Test Methods tool on Mr. K's website to choose a method for each specification. Then build the instruments you will use:
On the unit page: Naming a method is not designing one.
Where it goes
ManageBac
“Designs detailed and relevant testing methods, which generate data, to measure the success of the solution.”
What separates the bands
Tip
If your questions can be answered with yes or no, they will not tell you much.
Tip
When you collect data, your job is to watch and record, not to teach your game.
Tip
Microsoft Forms is one option, but use other methods too.
Tip
Collect both quantitative data (numbers) and qualitative data (words and observations).
Dii / Criterion D, Evaluating
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
On the unit page: The limits of your own evidence.
Where it goes
ManageBac
“Critically evaluates the success of the solution against the design specification based on authentic product testing.”
What separates the bands
Tip
Judge each specification on evidence, not on how you feel about the game.
Tip
Partly met is an honest answer. Saying met without enough evidence costs you more.
Tip
What players did matters more than what they said.
Tip
Say how many testers you had and who they were. That is where critical thinking shows.
Diii / Criterion D, Evaluating
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
Use Diii Improvements on Mr. K's website, or print it and write on it.
Where it goes
ManageBac
“Explains how the solution could be improved.”
What separates the bands
Tip
Every improvement starts from something you saw in Dii.
Tip
Improve something that already worked. Passing is not the same as being as good as it could be.
Tip
Rank your improvements, and say why the first one comes first.
Tip
Be realistic about cost and time. An improvement nobody could make is a wish.
Div / Criterion D, Evaluating
Statement of inquiry
Designers communicate through the choices they give a player, and those choices decide who the game is really for.
In one class, write by hand about how your audience received your game and what it changed for them. Include:
On the unit page: Impact is not satisfaction.
Where it goes
Handed in on paper at the end of the class
“Explains the impact of the product on the client/target audience.”
What separates the bands
Tip
Enjoyment is not impact. Ask what changed for your audience, and for the people around them.
Tip
Quote your Ai need statement and answer it plainly: yes, partly or no.
Tip
Look for effects you did not plan, including anyone who was left out.
Tip
Use real evidence from testing: numbers, quotes and what you saw people do.