Designing Our Game

Overview

In this third lesson of the unit, students begin turning their board-game ideas into a clear concept. They practise identifying what players need to do (objective), how they decide what happens (rules), and what items are included (components).

Learning intentions

• Students will describe possible board-game ideas using simple design features.
• Students will make a concept outline that includes an objective, key rules, and required components.
• Students will discuss their ideas with a partner and refine them based on peer suggestions.
• Students will compare design ideas and decide how well they match their game purpose.

Success criteria

• I can tell the objective of my game in one or two sentences.
• I can list at least 3 simple rules for how to play.
• I can name the main components I need (e.g. board, cards, counters, dice).
• I can use a graphic organiser to show my game idea clearly.

Curriculum links

• Digital Technologies: AC9TDI4P03 generate, communicate and compare designs.
• Digital Technologies (Prep link): brainstorming possible design ideas and discussing them with peers.
• English capabilities: developing spoken explanations to communicate ideas.

Lesson structure (45 minutes)

1. 0–5 min · Hook (Game on a Post-it). Teacher shows a simple “mini game” example card (objective + one rule + one component) and asks, “What is the goal and what helps players decide what happens?” Students turn and talk, then share one idea with the class.

2. 5–15 min · Direct teach (Game Design Basics). Teacher displays and explains the three parts: Objective (What is the winner trying to do?), Rules (How do we play?), Components (What do we use?). Students repeat the sentence frames: “The objective is…”, “A rule is…”, “We need…”

3. 15–25 min · Brainstorm in pairs (Concept ideas). Teacher gives each pair a “Big Questions” prompt sheet and models how to accept all ideas first, then choose one. Students brainstorm 3–4 ideas and record them in the organiser: objective, rules (3), components (3).

4. 25–35 min · Create concept outline (Dyslexia-friendly). Teacher demonstrates the organiser using images and colour-coding: Objective box, Rules box with picture prompts, Components box. Students complete their own concept outline. Teacher circulates, supports wording with sentence starters, and checks they have at least 3 rules.

5. 35–42 min · Compare and improve (Gallery whisper). Teacher explains: “Listen for: Does it have a clear goal, 3 rules, and components?” Students visit one partner group and give one kind suggestion using a stem: “Have you tried…?” / “Maybe add…”.

6. 42–45 min · Exit check (Show and Tell). Teacher calls a few students to quickly present their concept (30 seconds) while others hold up their organiser. Students submit a quick teacher checklist tick for objective, rules, components.

Resources

• “Game Design Basics” display cards (Objective / Rules / Components)
• Graphic organiser (colour-coded boxes) for concept outlines
• Sentence starter strips: “The objective is…”, “A rule is…”, “We need…”
• Picture prompt cards for rules (e.g. “take a turn”, “move”, “pick a card”, “follow space colour”)
• Mini game example (or printed sample) from a previous unit lesson
• Partner discussion cards (“Ask”, “Try”, “Add” stems)
• Coloured pencils, markers, crayons
• Clipboard with teacher checklist (quick exit)
• Optional: laminated cut-out components for students to match (dice, cards, counters, board)

Assessment

• Teacher observation during pair brainstorming: participation and ability to identify objective/rules/components.
• Concept outline review against class success criteria: objective clarity, minimum 3 rules, named components.
• Exit ticket/quick share: students can state objective and one rule verbally.

Differentiation

• Support (extra scaffolds):
• Provide the template with prompts already written in bubbles (students copy or choose from options).
• Offer a “3-rule bank” with simple choices (e.g. “Roll the dice and move”, “If you land on a card, pick one”, “Play until someone reaches the finish”).
• Use picture-only rule options for students who struggle with writing; they can later add one word label.
• Dyslexia-friendly reading options:
• Use large print organisers and high-contrast colours.
• Provide short, spoken teacher explanations and read the prompts aloud.
• Allow oral recording of rules using the teacher as scribe or student buddy scribing.
• Extension (advanced learners):
• Students start sketching a rough board layout (start/finish positions and 2–3 special spaces) within the bottom of the organiser.
• Students add a “bonus rule” (e.g. “If you land on blue, take one extra turn”) and explain why it makes the game more fun.
• EAL/SEN considerations:
• Provide bilingual support where available (key words: objective, rule, component, win, turn).
• Use structured talk: partner roles (Speaker 1: objective, Speaker 2: rules) to reduce overload and support participation.

Curriculum success criteria alignment (for the teacher)

• Students generate and communicate game designs by completing an organiser with objective, rules, and components.
• Students compare designs through peer discussion and select one improvement suggestion to refine their concept outline.