DIGITAL GAME DEVELOPMENT Elective Subject-One Semester

Learning Focus: Year 9 students gain a solid foundation in game development using Digital Technology and Design Technology. They explore both the technical aspects of game creation and the principles of effective game design, fostering their creativity, critical thinking, and problem-solving skills in the process.

• Game Design Principles: Students learn about the fundamental principles of game design, including gameplay mechanics, player engagement, balance, and feedback. They explore how these principles contribute to creating compelling and enjoyable gaming experiences.

• Game Development Tools and Software: Students are introduced to game development tools and software platforms that allow them to create and design their own games. They learn to use visual and line programming languages to create interactive gameplay elements, levels, and characters.

• Iterative Design Process: Students engage in an iterative design process, where they design, test, and refine their game prototypes based on user feedback. They learn to analyse user experiences, identify areas for improvement, and implement design changes to enhance gameplay and user engagement.

• Collaboration and Project Management: Students collaborate in small teams to plan and manage game development projects. They learn to divide tasks, set project goals and timelines, and work collaboratively to achieve shared objectives. They develop skills in effective communication, teamwork, and problem-solving.

Victorian Curriculum strands at Year 9 Level Design and Technologies:

• Technologies and Society: Students explore how technologies, including game development, influence and are influenced by social, cultural, ethical, and environmental factors. They consider the impact of games on individuals and society, and the ethical considerations related to game design, including issues such as inclusivity, diversity, and responsible gaming.

• Design, Creativity, and Innovation: Students engage in the design process to create and develop games. They generate and evaluate design ideas, apply design thinking techniques, and use appropriate tools and technologies to prototype and refine their game concepts. They consider user needs, functionality, aesthetics, and user experience in the design of their games.

Digital Technologies:

• Digital Systems: Students develop an understanding of digital systems and their components, including hardware, software, and networks. They explore the use of programming languages and development environments for game creation, understanding how digital systems support game development processes.

• Digital Solutions: Students create digital solutions, including games, to address specific needs or problems. They apply computational thinking skills to design algorithms, develop code, and test and refine their game creations. They consider the usability, functionality, and user experience of their games.

Performing Arts

DANCE ELECTIVE SUBJECT – ONE SEMESTER

Students selecting this unit will be required to participate in College events such as Open Day or Nazareth Showcase as part of the course requirements

Learning Focus

Students selecting this unit will be taken through the elements of Safe Dance practices. They will work towards developing dance technique while learning expressive skills as well. Students will also be developing ideas for dance works through structured improvisation. They will partake in discussions, using the appropriate language, about the physical and expressive skills, body actions and elements of movements within a given dance piece.

Victorian Curriculum Strands

Explore and Express Ideas

• Students will explore personal movement style by combining elements of dance and usingimprovisation and safe dance practice to develop new movement possibilities.

Dance Practices

• Students will practice and refine technical and expressive skills to develop proficiency ingenre and style-specific techniques.

Present and Perform

• Students will perform dances using genre and style specific techniques, expressive skillsand production elements to communicate a choreographer’s intent.

Respond and Interpret

• Students will evaluate their own choreography and performance, and that of others, toinform and refine future work.

Assessment

● Participating in practical classes

● Written responses – reflecting and evaluating on performances

● Performance of a choreographed piece

● Research assignment