Life Skills: Creating Games and Simulations

Games are for fun, and simulations copy part of real life. This topic helps you plan, make and test a simple game.

Life Skills Stages 4 and 5 · Life Skills Outcomes: CTLS (10 outcomes)
Start learning Syllabus mapping ↗
41Dot points
4Parts
2Stages
10Outcomes
Syllabus Part 1 Identifying and defining

Different Types of Games

🎯 (CTLS-EVL-01)

📌 Explore different types of games

A game is something you play for fun. Games come in different types. Each type has its own style.

Some common types are:

  • Puzzle games ask you to solve problems. For example, you match shapes.
  • Racing games let you drive a car or bike. For example, you race a friend.
  • Sport games let you play a ball game on screen. For example, you score a goal.
  • Adventure games let you explore a story. For example, you choose which door to open.
Try this Use picture cards or a list. Draw, point or say instead of writing.
  1. Pick three games you have played.
  2. Write one type word next to each game.
  3. Say which type you like best, and why.

Games and Simulations You Know

🎯 (CTLS-COM-01)

📌 Identify games and/or simulations they are familiar with

Think about the games and simulations you know. You may already use some at home or school.

A simulation copies part of real life. For example, a farming game may copy some parts of how crops grow.

Here is a made-up example. Snack Stand Dash is a game. You make snacks before the timer ends.

Try this Use a list on paper. Draw, point or say instead of writing.
  1. Write three games or simulations you know.
  2. Next to each name, write G for game or S for simulation.
  3. Show your list to a trusted adult. Ask if they know more.

Games and Simulations in Society

🎯 (CTLS-EVL-01)

📌 Explore how games and simulations are used in society

Games and simulations are used in many parts of life. They are not only for fun.

  • Schools use learning games to help students practise skills.
  • Weather forecasters use computer simulations to model the weather.
  • Workers can practise safety steps in a simulation before real work.
  • Planners can test ideas on a screen before they build things.

Each use helps people learn, plan or stay safe.

Try this Use a list or a picture.
  1. Think of one job you know about.
  2. Ask: could a simulation help people in that job?
  3. Say your answer to a friend.

Main Types of Simulation

🎯 (CTLS-THI-01)

📌 Identify the main types of simulation

A simulation is a copy of a real thing or situation. One way to group them is into three types.

  • Physical simulations use real objects. For example, a model house made from blocks.
  • Computer simulations run on a screen. For example, a virtual pet that eats and sleeps.
  • Role-play simulations use people. For example, students act out a fire drill.

Each type lets you try things without real risk.

Try this Use blocks or cards.
  1. Build a small house from blocks. This is a physical simulation.
  2. Say one thing a computer version of the house could show.
  3. Name one job where role-play could help people practise.

Algorithms: Steps and Decisions

🎯 (CTLS-ALG-01)

📌 Represent and/or follow a sequence of steps and decisions (algorithm) to solve a problem

An algorithm is a set of steps. The steps solve a problem. You follow them in order.

Making a sandwich is an algorithm. First, get the bread. Next, add the filling. Last, close the sandwich.

Some steps need a decision. A decision asks a question. The answer tells you what to do next.

For example: Is the bread fresh? If yes, use it. If no, get new bread.

Try this Use picture cards for a simple task.
  1. Put your picture cards in order.
  2. Add one decision card. Ask a question, such as "Is the bread fresh?"
  3. Follow your cards out loud. Say each step.

Logic in Games and Simulations

🎯 (CTLS-ALG-01)

📌 Recognise that games and simulations are designed using Boolean (logic) operators

Game designers use Boolean operators to make choices. These are logic words. Each one gives a true or false answer.

The three main Boolean operators are AND, OR and NOT.

  • AND needs both things. For example, you need a key AND a ticket to enter.
  • OR needs one thing. For example, a coin OR a star earns a prize.
  • NOT means the opposite. For example, the gate opens only if it is NOT locked.
Try this Use two paper cards labelled KEY and TICKET.
  1. Lay both cards face up. Both are true.
  2. Ask: can you enter with the KEY AND the TICKET? Say yes or no.
  3. Turn the TICKET card face down. Ask again. What changes?

Sequence, Choices and Repeats

🎯 (CTLS-ALG-01)

📌 Explore how sequences, branching and iteration are used to represent Boolean (logic) operators in a game or simulation

A game follows instructions in three main ways.

  • Sequence means steps happen one after another.
  • Branching means the game picks one path. It uses IF, THEN and ELSE.
  • Iteration means the game repeats steps. This is also called a loop.

Boolean operators often sit inside a branch. For example, the game uses this rule:

IF you have a key AND a ticket, THEN open the gate. ELSE show a message.

Iteration can repeat a check. For example, the game checks the timer again and again.

Try this Use paper and a pencil.
  1. Write: IF you have a key AND a ticket.
  2. Add: THEN open the gate. ELSE show a message.
  3. Read it aloud. Point to the path the game takes.

Inputs and Outputs in Games

🎯 (CTLS-DAT-01, CTLS-THI-01)

📌 Explore inputs, storage, transmission, processes and outputs in games

Every game has the same basic parts. It takes input, runs a process and gives output.

  • Input is what the player does. For example, tapping the screen.
  • Process is what the game works out. For example, adding 10 points.
  • Output is what you see or hear. For example, the score and a happy sound.
  • Storage keeps data for later. For example, a saved high score.
  • Transmission sends data between devices. For example, a score sent to an online scoreboard.

Share only your score online. Never share your name, school or address in a game.

Try this Use a game you know. Draw, point or say instead of writing.
  1. Write one input, such as a tap or a click.
  2. Write one output, such as a sound.
  3. Write one thing the game stores, such as a score.

Game Screens and Player Experience

🎯 (CTLS-DES-01)

📌 Identify features of user interfaces (UI) and user experiences (UX) for a particular game or simulation

The user interface, or UI, is what you see and touch. It has buttons, menus, a score box and icons.

The user experience, or UX, is how the game feels to use. Is it easy? Is it fun? Is it clear what to do next?

In Snack Stand Dash, the timer sits at the top. The big START button is easy to find. Those are UI features. How easy the game feels is UX.

Try this Use a game you know.
  1. Name three UI features, such as a pause button or a menu.
  2. Say one thing that makes the game easy to use.
  3. Say one thing that could make it easier.

Different Gaming Styles

🎯 (CTLS-DES-01)

📌 Explore gaming styles, including their inputs and outputs

A gaming style is the way you play. Each style uses different inputs and outputs.

StyleInput (what you do)Output (what you get)
Touch screenTap and swipePictures and sound
ControllerPress buttons and move sticksPictures, sound and sometimes vibration
Keyboard and mouseType keys and clickPictures and sound
MotionMove your body in front of a cameraPictures and sound

For example, a racing game often uses a controller. The output is the car on screen and the engine sound.

Try this Use one device you play on. Draw, point or say instead of writing.
  1. Name the device, such as a tablet or a controller.
  2. Write one input you use on it.
  3. Write one output you see or hear.

How Games Help People Learn

🎯 (CTLS-COM-01)

📌 Explore how games and/or simulations support the way people learn, train, interact or communicate

Games and simulations can help people learn and train. You can practise without real-world risk.

  • A maths game helps you practise times tables.
  • A fire drill simulation helps students practise safe steps.
  • A game chat helps friends plan and talk together.

Chat can be helpful. It can also be unkind or unsafe. Tell a trusted adult if chat makes you worried.

Try this Use a notepad.
  1. Pick one thing you want to practise.
  2. Name a game or simulation that could help.
  3. Say what you would practise in it.

Staying Safe in Online Simulations

🎯 (CTLS-SAF-01)

📌 Identify the safety risks when accessing or developing an online simulated environment and demonstrates how to mitigate them

Online games and simulations connect you to other people. This can bring risks.

Some common risks are:

  • Strangers asking for your name, school or address.
  • Pressure to spend real money on in-game items.
  • Fake downloads that hide malware, which is harmful software.

To protect yourself, do three things. Keep your details private. Ask a parent or carer before you spend. Tell a trusted adult if anything worries you.

Try this Sit with an adult. Draw, point or say instead of writing.
  1. Write three details you should never share online.
  2. Say who you would tell if a player was unkind.
  3. Find the chat or privacy setting together.

Jobs in Making Games

🎯 (CTLS-COL-01)

📌 Explore a role that involves developing games and simulations in the workplace

Many people work to make games and simulations. Each person has a job to do. They work as a team.

  • A game designer plans the rules, levels and goals.
  • A programmer writes the code that makes the game work.
  • An artist draws the characters and backgrounds.
  • A tester plays the game to find problems.

You might like one of these jobs. Think about what you enjoy doing.

Show what you know Try one of these ways. Point to a game type on a picture card. Draw the steps of the sandwich algorithm in order. Say one safety step you would use online.
Try this Use paper and a pencil.
  1. Pick one job from the list.
  2. Draw a person doing that job.
  3. Say one task that person does.
Syllabus Part 2 Researching and planning

Planning and Managing a Game Project

🎯 (CTLS-COL-01, CTLS-THI-01)

📌 Use a scaffold to plan and manage projects individually and/or collaboratively

A scaffold is a planning sheet. It lists the steps of your project in order.

A simple scaffold has three columns. They are task, who and due date.

TaskWhoDue date
Draw the start screenAliMonday
Test the game with a friendMiaFriday

When you work with others, share the sheet. Everyone can see their jobs and dates.

Try this Use paper. Draw, point or say instead of writing.
  1. Write your game idea at the top.
  2. List three tasks. Add a due date beside each one.
  3. Tick each task when it is done.

How Games Have Changed

🎯 (CTLS-EVL-01)

📌 Explore how games and simulations have changed over time

Games have changed a lot over time. Early games often had simple shapes and few colours.

Today many games have detailed pictures and clear sound. Many can be played with friends online.

Simulations have changed too. Early computer simulations had simple pictures. Some look very like real life today.

Try this Ask an adult to find a picture of an old game.
  1. Name two differences between an old game and a new one.
  2. Say one thing you think will change next.

Games That Address a Challenge

🎯 (CTLS-THI-01)

📌 Outline how a game or simulation addresses an environmental, lifestyle or societal challenge

A challenge is a problem people face. A game or simulation can help people think about a challenge.

Here is a made-up example. Recycle Rangers asks players to sort rubbish into the right bins. The game shows which items can be recycled.

This game addresses an environmental challenge. It helps players learn about recycling.

To outline a game like this, follow three steps:

  1. Name the challenge.
  2. Describe what the player does.
  3. Say what the player learns.
Try this Use a problem you see at home or school. Draw, point or say instead of writing.
  1. Write one sentence about the problem, such as wasted food.
  2. Write a short idea for a game about it.
  3. Write one thing a player would learn.

Social and Ethical Issues in Games

🎯 (CTLS-SAF-01, CTLS-COM-01)

📌 Discuss social and ethical issues related to games and simulations

An ethical issue asks: is this fair, kind and safe? Games can raise these questions.

  • Cheating breaks the rules. It spoils the game for other players.
  • Spending real money in a game can add up fast. Ask a parent or carer first.
  • Unkind chat can hurt people. Tell a trusted adult about it.
  • Stereotypes are unfair ideas about groups of people. Characters should be shown fairly.

Talk about these issues with others. People may see them in different ways.

Try this Read the four issues above.
  1. Pick one issue. Say what it means in your own words.
  2. Say what a fair and kind player would do.
  3. Talk it over with a trusted adult.
Ask someone to read it aloud.

UI and UX Meet User Needs

🎯 (CTLS-DES-01)

📌 Explore ways UI and UX in simulated environments meet the needs of the end user

The end user is the person who plays the game. Good design meets their needs.

  • Big text helps players who find small text hard to read.
  • Clear colours help players who find some colours hard to tell apart.
  • A pause button lets players take a break.
  • Easy controls help players who find fast buttons hard to press.

Designers ask players what they need. Then they change the design.

Try this Use a game you play.
  1. Name one need that the game meets well.
  2. Draw one change that would help another player.
  3. Show your drawing to a friend.

Ways to Stay Safe When Gaming

🎯 (CTLS-SAF-01)

📌 Demonstrate ways people can increase safety when engaging with games and simulations

You can make games safer by following simple steps. A trusted adult can help you set them up.

  1. Keep your name, school and address private.
  2. Use a strong password that is long and hard to guess.
  3. Check the privacy and chat settings with an adult.
  4. Use the block button if a player is unkind.
  5. Stop and take a break when you feel tired or upset.

The eSafety Commissioner gives advice about staying safe online.

Try this Use a picture of a game screen.
  1. Point to three safety steps from the list.
  2. Find the privacy or chat setting with an adult.
  3. Say what you would do if a stranger asked for your address.

Prototyping with Agile Tools

🎯 (CTLS-COL-01, CTLS-DPM-01)

📌 Individually or collaboratively use agile tools to prototype a game or simulation

Agile means working in small steps. You make a little, show it to others and then change it.

A prototype is an early model of a game. It can be paper or digital. It shows the main ideas.

An agile tool can be a board with sticky notes. Use three columns: To do, Doing and Done. Move each note as the work changes.

For example, Ruby and Leo put "Draw the map" under To do. When they start, they move it to Doing.

Try this Use paper or sticky notes.
  1. Draw three columns: To do, Doing and Done.
  2. Write three tasks on sticky notes.
  3. Move one note to Done. Say what you finished.
Draw, point or say instead of writing.

Design Specifications for a Game

🎯 (CTLS-DPM-01, CTLS-THI-01)

📌 Develop design specifications for a game or simulation

A design specification is a list of what the game must do. It is like a checklist.

A design specification includes:

  • The goal: what the player tries to do.
  • The characters and objects in the game.
  • The controls: how the player moves or taps.
  • The audience: who the game is for, such as Year 7 students.
  • The rules: what gives points or ends the game.

Write each item as a short, clear sentence. Then anyone can check it.

Try this Use a made-up game. Draw, point or say instead of writing.
  1. Write one goal for the game.
  2. Write three rules, such as "Touch a star to gain 5 points."
  3. Ask a friend: is anything missing from the list?

Hardware, Software and Security

🎯 (CTLS-SAF-01, CTLS-DPM-01)

📌 Recognise the role of hardware and software in creating simulated environments and the use of security protocols during use/play

Hardware is the physical device. Examples are a tablet, a screen, a controller and a headset.

Software is the program. It tells the hardware what to do. A game is software.

Hardware and software must work together. A simulated environment needs both to work.

A security protocol is a set of rules. It keeps data safe. For example, a login needs a password. Some apps send a code to your phone. This checks that it is you.

Try this Use a device you play on.
  1. Point to one piece of hardware you use to play.
  2. Name one piece of software you use.
  3. Say one login step you use, such as a password.

An Algorithm for a Simulation

🎯 (CTLS-ALG-01)

📌 Develop an algorithm that simulates a procedural, environmental or situational environment

A simulation can copy three kinds of environment.

  • Procedural: steps in order. For example, a canteen order.
  • Environmental: nature or weather. For example, a plant that grows in sun or rain.
  • Situational: a situation with choices. For example, a bus that breaks down.

Here is a plant algorithm:

  1. Start the plant with 3 cups of water.
  2. Repeat the next two steps for 7 days.
  3. Each day, check: is it raining? If yes, add 1 cup. If no, take 1 cup away.
  4. If the water reaches 0, stop. The plant has dried out.
Show what you know Try one of these ways. Point to the parts of a plan. Draw a scaffold with three columns. Say the plant steps in order.
Try this Use a paper calendar with seven boxes.
  1. Draw a sun or rain symbol in each box.
  2. Follow the steps. Add or take away one cup each day.
Syllabus Part 3 Producing and implementing

Managing Time and Resources

🎯 (CTLS-COL-01)

📌 Use a scaffold to manage time and resources when developing a game or simulation

Time and resources are limits. You have a set number of lessons. You also have a set amount of paper, paint or devices.

A scaffold can help you plan both. Write each task. Write how long it takes. Write what you need for it.

TaskTimeWhat you need
Draw the game screens2 lessonsPaper and pencils
Build the first level3 lessonsA device and a free block tool
Test with a friend1 lessonA device and a friend

Check your plan each week. If a task runs late, change the plan.

Try this Use your scaffold sheet. Draw, point or say instead of writing.
  1. Write three tasks for your project.
  2. Write how long each one takes.
  3. List what you need for each task.

Input, Process, Output and Decisions

🎯 (CTLS-ALG-01, CTLS-THI-01)

📌 Identify and use input process output (IPO), decision trees, or ‘and/or’ and ‘if/then/else’ statements when developing games or simulations

An IPO chart has three columns: input, process and output. It shows how one part of a game works.

Here is an example for a made-up game called Fruit Catch.

InputProcessOutput
Player moves the basketCheck: is the fruit in the basket?Score goes up by 1

Games also use if/then/else statements. They make a choice.

For example, the game uses this rule.

IF the fruit is in the basket, THEN add 1 point. ELSE take away 1 life.

A decision tree shows the same choices as a picture. Each question has a yes path and a no path.

Try this Pick one action in a game you know.
  1. Write its input, process and output.
  2. Write one IF statement.
  3. Read it aloud. Check it matches the game.

Building Prototypes to Show Ideas

🎯 (CTLS-COM-01, CTLS-DES-01)

📌 Design and develop physical/virtual prototypes to communicate ideas and features to potential end users

A prototype shows an idea before the full game is made. It can be paper or digital.

A paper prototype is a set of hand-drawn screens. Draw a start screen, a game screen and an end screen. Put each one on a separate card.

Show your prototype to a possible player. Ask them to point to what they would tap first. Watch what they do. Then change your design.

Try this Use paper cards and a pencil.
  1. Draw three screens on three cards.
  2. Show the cards to a friend. Ask: what would you tap first?
  3. Change one card based on what your friend says.

Creating a Game with Software

🎯 (CTLS-DPM-01)

📌 Participate in creating a game or simulation using software to engage a specific audience

You can help make a game using software. First, pick a target audience. This is the group that will play. For example, Year 2 students.

Next, choose one goal. For example: find all the hidden stars. Keep the goal simple.

Many people use a block-based tool. Blocks snap together like puzzle pieces. Your teacher can choose a free tool for you.

Make one screen first. Add one action, such as a star that moves when tapped.

Try this Use a block tool your teacher picks. Draw, point or say instead of writing.
  1. Write your audience and goal on paper.
  2. Make one screen with one action.
  3. Show it to one player. Ask what they liked.

Settings the Player Can Change

🎯 (CTLS-DES-01)

📌 Design a UI for a simulation that provides changeable variables based on user preferences

A variable is a labelled box that holds a value. The value can change while the game runs. A score is a variable.

A user preference is a choice a player makes. A good UI lets players change some variables. For example:

  • A slider changes the speed.
  • A button picks the colour of the character.
  • A tick box turns the sound on or off.

Only offer choices that matter to the player. Too many choices can confuse people.

Try this Use paper.
  1. Draw a settings screen.
  2. Add one slider, one button and one tick box.
  3. Label each one with the variable it changes.

Making a Simulation Accessible

🎯 (CTLS-DES-01)

📌 Create an accessible simulated environment based on the UX

An accessible game can be used by many people. This includes people with different needs.

  • Use big text and clear pictures.
  • Add captions for sounds and spoken words.
  • Use colours that are easy to tell apart.
  • Avoid flashing lights. They can cause seizures (fits) in some people.
  • Let the player change the speed or the difficulty.

Ask different players what helps them. Then change your design.

Try this Use paper.
  1. Draw one game screen.
  2. Add one accessible feature, such as big text.
  3. Ask a friend: is it easier to read now?
Ask someone to read it aloud.

An Algorithm to Engage Players

🎯 (CTLS-ALG-01)

📌 Develop an algorithm to engage an identified audience in a game or simulation

To engage an audience, the game must keep them interested. Choose rewards that your audience will enjoy.

Here is an example for young children. The game gives a star when a child finds the right picture.

  1. Start the game.
  2. Show a picture and say what to find.
  3. IF the picture is right, THEN add a star. ELSE say "Try again."
  4. Repeat from step 2 until the player has five stars.
Try this Use paper. Draw, point or say instead of writing.
  1. Write your audience in one sentence.
  2. Write one reward they would enjoy.
  3. Write one IF step and one ELSE step.

Finding and Fixing Errors

🎯 (CTLS-ALG-01, CTLS-DPM-01)

📌 Identify and correct errors within an algorithm, including syntax, Boolean and run time errors

An error is a mistake in an algorithm. There are three main kinds.

  • A syntax error is a spelling or punctuation mistake. For example, "pritn" instead of "print".
  • A Boolean error uses the wrong logic word. For example, OR where you need AND.
  • A run time error happens while the game runs. For example, dividing by zero.

To find errors, use a desk check. Follow the steps by hand with one sample input. Check each output.

Try this The gate needs a key AND a ticket. This rule says: IF you have a key OR a ticket, THEN open the gate.
  1. Read the rule aloud. Find the logic word.
  2. Test with a key only. Does the gate open? It should not.
  3. Change OR to AND. Test again.

A Simulated Robot Environment

🎯 (CTLS-ALG-01, CTLS-THI-01)

📌 Simulate an environment for a programmable robot to explore using a selection of algorithms

A programmable robot follows the steps you give it. A simulated environment is a map. It has walls and objects that the robot must avoid or find.

Here is an example algorithm for a robot on a grid. The robot must reach the star.

  1. Move forward 2 squares.
  2. IF the square ahead is a wall, THEN turn right. ELSE move forward 1 square.
  3. Repeat step 2 until the robot reaches the star.
Try this Use paper and a coin.
  1. Draw a 5 by 5 grid. Put a star in one corner and a wall in the middle.
  2. Use the coin as the robot. Follow your steps one at a time.
  3. Did the robot reach the star? If not, change one step.

A Simulation that Solves a Problem

🎯 (CTLS-THI-01, CTLS-COL-01)

📌 Participate in producing a simulated environment that solves an identified problem

A simulation can help solve a real problem. First, name the problem. Then test ideas in the simulation before you try them for real.

For example, the canteen queue is long at lunch time. Students can use counters to show people in the line. The team tests one idea: open a second counter.

Work as a team. Each person can run one test and share the result.

  1. Name the problem: the queue is too long.
  2. Use counters for people and cards for serving points.
  3. Change one thing, such as two serving points.
  4. Compare the results. Which idea helps most?
Try this Use five counters and a paper table.
  1. Name one problem at school.
  2. Use five counters to show people in a line.
  3. Change the number of serving points. Say what happens to the line.

A 2D or 3D Environment that Responds

🎯 (CTLS-DES-01, CTLS-ALG-01)

📌 Simulate a 2D or 3D environment that responds to user interaction

An interactive environment reacts when the player acts. A 2D environment is flat, like a picture. A 3D environment has depth, like a real room.

For example, a player taps a light switch. The light in the room turns on. That is interaction.

The algorithm might look like this:

  1. IF the player taps the switch, THEN turn the light on.
  2. ELSE keep the light off.
Try this Use paper cards.
  1. Draw a switch on one card. Draw a lamp that is off on a second card.
  2. Draw the lamp lit up on a third card. Swap cards when a friend taps the switch.
  3. Say what changed for the player.

Designing a 3D Simulated Environment

🎯 (CTLS-DPM-01, CTLS-THI-01)

📌 Design a 3D simulated environment that solves an environmental, societal or individual problem using 3D modelling software

3D modelling software lets you build objects with depth. Objects are built from simple shapes. You can turn them and look from every side.

Imagine a school garden that dries out in summer. A 3D model can show where a water tank would fit best.

  1. Name the problem: the garden dries out.
  2. Build the garden with simple shapes.
  3. Place a tank shape in one spot.
  4. Turn the model. Check that the tank is close to the plants.
Show what you know Try one of these ways. Point to the parts of an IPO chart. Draw a simple algorithm with one IF step. Say how you would find a spelling error in an algorithm.
Try this Use blocks, or a free 3D tool your teacher chooses.
  1. Build a simple garden from blocks.
  2. Add one small block for the tank.
  3. Say why this spot helps the plants.
Syllabus Part 4 Testing and evaluating

Does the Game Solve the Problem?

🎯 (CTLS-COL-01, CTLS-DPM-01)

📌 Independently or collaboratively evaluate how designed solutions address the defined problem

To evaluate means to judge how well something works. Ask: did the game solve the problem we named?

  1. Look back at the problem from your plan.
  2. Write two or three questions. For example: does the game teach recycling?
  3. Score each question from 1 (not at all) to 3 (very well).
  4. Write one reason for each score.

Imagine a test of Recycle Rangers gave this result. Players learn the bins, but only after several tries. The score is 2 out of 3.

Try this Use a sheet of paper. Draw, point or say instead of writing.
  1. Write the problem in one sentence.
  2. Write two questions to check your game.
  3. Score each question from 1 to 3. Say why.

How Real and Accurate Is the Simulation?

🎯 (CTLS-DAT-01, CTLS-COL-01)

📌 Independently or collaboratively evaluate the accuracy and realness of the simulations produced

Accurate means the facts and numbers are correct. Realistic means it looks and acts like real life.

A simulation can be realistic but not accurate. It can also be accurate but not realistic. Here is a made-up example. A game ball always bounces back to the same height. A second game ball bounces lower each time, like a real ball. The second ball is realistic and accurate. The first is neither realistic nor accurate.

To check, follow three steps:

  1. Compare the simulation with real life.
  2. Check each number. Ask: where did it come from?
  3. Write yes or no for accurate, and yes or no for realistic.
Try this Pick one thing your simulation shows.
  1. Check it with a book or your teacher.
  2. Say if your simulation is accurate.
  3. Say if it is realistic.

Ethics of the Games We Make

🎯 (CTLS-SAF-01)

📌 Explore the ethical and social implications of the games and/or simulations they produce

An implication is an effect or result. Your game may affect players in ways you did not plan.

Ask these four questions about your game:

  • Does it use unkind words or unfair stereotypes?
  • Does it pressure players to spend money?
  • Does it ask for personal details?
  • Is it unsuitable for the age group it is made for?

A good game answers no to every question. If an answer is yes, change that part.

Try this Use the four questions above.
  1. Answer each one for your game. Write yes or no.
  2. For each yes, write one change you could make.
  3. Talk about your answers with a trusted adult.
Draw, point or say instead of writing.

Testing the Game Against the Plan

🎯 (CTLS-DPM-01)

📌 Test the functionality of a game or simulation for specified requirements

A test checks that the game does what the plan says. Each test has a requirement, a step and a result.

RequirementTestExpected resultResult
Game starts when PLAY is tappedTap PLAYGame startsPass
Score goes up by 1Catch one fruitScore shows 1Pass
Sound plays when a star is caughtCatch a starSound playsFail: no sound

A fail is not the end. Fix the problem, then test again.

Try this Use a paper checklist. Draw, point or say instead of writing.
  1. Write three requirements from your plan.
  2. Test each one with a friend. Tick Pass or Fail.
  3. Fix one fail and test it again.

Sharing the Results of Testing

🎯 (CTLS-COM-01)

📌 Communicate outcomes of an evaluation

After you evaluate, share what you found. Tell people what worked and what you would change.

You can share your results in these ways:

  • A short poster with three headings: Worked, Changed and Next.
  • A one-minute talk, with one card to point to.
  • A written list for your teacher.

For example: Worked: the star game was fun. Changed: the text was too small. Next: add sound.

Show what you know Try one of these ways. Point to a test result that shows a pass. Draw a poster with Worked, Changed and Next. Say one change you made after testing.
Try this Use paper or a card.
  1. Write three headings: Worked, Changed and Next.
  2. Fill each heading with one sentence about your game.
  3. Read it aloud to a friend or a trusted adult.