Overview

In this 60-minute session, students will develop a detailed game specification document for a new game project. This lesson focuses on understanding the role and contents of a game specification, working collaboratively to design a clear pre-production proposal outlining concept, target audience, and key features.

Aligned with the National Curriculum for England, this lesson supports learning objectives in Design and Technology by emphasizing computational thinking, project management, and customer-focused design.

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National Curriculum Links

• Design and Technology (KS4):

  • NC Programme of Study:
    • “Acquire and apply knowledge, understanding and skills to design and make prototypes and products for a wide range of users.”
    • “Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling.”
  • Computing (Design, Develop and Evaluate):
    • Understand how to design, program, test and refine a digital product.
    • Use design documentation to communicate functional and non-functional requirements.

• Key Skills Developed (Programme of Study):

  • Problem solving and computational thinking.
  • Collaboration and communication.
  • Use of iterative design processes and evaluation.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Define and explain the purpose of a game specification document.
2. Identify essential components of a game specification (concept, target audience, features).
3. Collaboratively create a pre-production game proposal using structured templates.
4. Communicate their ideas clearly and justify design decisions based on user needs and context.

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Resources Needed

• Whiteboard and markers
• Projector and computer (for example game specifications/examples)
• Printed game specification templates (customised for ease of use)
• Worksheet with key terms and prompt questions
• Shared digital document (e.g., Google Docs or equivalent collaborative tool) or large paper for group work
• Example game concept briefs (age appropriate, simple and complex examples)

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Lesson Activities

Time	Activity	Details	Purpose & Assessment
0–5 mins	Starter: What is Specification?	Brief class discussion to elicit prior knowledge: “What is a game specification? Why do we need one?” Display simple examples of game specs.	Activate prior knowledge, check understanding. Informally assess via contributions.
5–15 mins	Teacher Input: Components of a Game Specification	Explain key parts: Game Concept, Target Audience, Features, Hardware Requirements, Aesthetic Style, Platform. Use visual examples from real game specs and relate to students’ prior lessons.	Model expectations. Directly link to NC requirements for communication and design.
15–20 mins	Group Formation & Briefing	Divide class into 2 groups of 3. Each group is assigned a basic genre (e.g., platformer, puzzle). They will create a game specification for a new game.	Promote collaboration, encourage creativity within constraints.
20–40 mins	Collaborative Activity: Create Game Specification	Groups use templates to build their game specification. Teacher circulates to support, ask probing questions: Who is your target audience? What features make your game unique?	Formative assessment: observe group interactions and outputs. Emphasise communication skills and structured thinking.
40–55 mins	Peer Presentation & Feedback	Each group presents their game specification to the class (5 mins per group). Peers give constructive feedback using a “glow and grow” method (what works well, what could improve).	Develop verbal communication and evaluative skills. Audience engagement.
55–60 mins	Plenary & Reflection	Recap key learning points. Teacher highlights the importance of a detailed game spec for success in development. Assign a short reflective question to be completed for homework: “How does a good game specification help the development team?”	Summative check of understanding, encourage metacognition. Set expectations for next lesson.

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Assessment & Feedback

• Formative:

  • Teacher observation during group work to check understanding and collaboration.
  • Peer feedback during presentations to develop evaluative skills.

• Summative:

  • Completed game specification document as a formative assessment artefact for upcoming lessons.
  • Reflection homework to assess conceptual understanding.

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Differentiation & Inclusion

• Provide scaffolding with vocabulary sheets and exemplar sections for students needing extra support.
• Challenge more able students with an extension task to consider platform-specific features or monetisation strategy in their specification.
• Ensure all voices heard during group work by assigning roles (scribe, presenter, idea generator).

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Cross-Curricular Links & Wider Skills

• English: Developing technical writing and presentation skills.
• Maths: Logical sequencing, planning and modelling.
• PSHE: Teamwork and communication.
• Computing: Algorithmic thinking through game design logic.

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Next Steps

Lesson 5 will focus on “Prototyping and Wireframing”, where students turn their specifications into visual and functional prototypes, directly building upon today’s documentation.

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Teacher Notes

• Prepare the game specification template well in advance to make sure it is clear and age-appropriate.
• Consider bringing in simple examples of commercial game specifications to inspire students.
• During group presentations, encourage respectful listening and constructive criticism to build confidence.
• Use the reflection homework to quickly gauge the class’s understanding and adjust the final lessons of the unit accordingly.

This lesson aims to empower students with industry-relevant skills critical for successful game development whilst meeting rigorous National Curriculum standards in technology education.