Designing Game Instructions

Learning Intention

I am learning to decide on a game and make clear, detailed instructions to share with others.

Curriculum for Excellence Links (Scotland)

• Experiences and Outcomes:
  • TCH 2-14a: I can select and use appropriate strategies and digital technologies for different tasks to solve problems and share ideas.
  • ENG 2-26a: I can create, organise and develop ideas, information and events in a range of texts.
  • EXA 2-06a: I can develop my creative skills to design and produce imaginative and engaging artefacts, including computer games.
• Curricular Skills Focus: Creativity, Communication, Collaboration, Digital Literacy

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Context

Primary 6 students, aged around 10-11, are preparing for a school-wide game fair where they will showcase games they have designed. This session is part of a wider unit on game creation branded as ‘Second Level’ in the Scottish Curriculum for Excellence. Students will select a game concept from their prior brainstorming or early prototypes, then focus on producing clear, precise instructions for playing their game. These instructions will be shared collectively via Padlet for peer feedback and eventual presentation at the fair.

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Resources

• Laptops/tablets with internet access
• Padlet access set up for the class
• Examples of well-written game instructions (both digital and paper-based)
• Worksheets for planning instructions (including sections: Materials Needed, Objective, Rules, How to Play, Winning Conditions)
• Whiteboard and markers
• Timer/clock

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Lesson Duration: 50 minutes

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Lesson Outline

1. Starter Activity – Hook & Context (5 minutes)

• Begin by showing two different sets of game instructions (one clear and engaging, one too brief or confusing).
• Ask the class: "If you wanted to play these games, which instructions would help you understand quicker and want to play more?"
• Brief discussion on the importance of clear instructions for game enjoyment and fairness.
• Learning intention shared aloud: "Today, we will decide on a game and write instructions so others can play your game easily."

2. Task Introduction & Game Selection Reminder (5 minutes)

• Recap the game fair project and remind students they will now focus on the instructions part of their game design.
• Students reminded to choose which of their game ideas they want to proceed with today.
• Quick think-pair-share: Students pair up to say what game they have chosen and one key feature.
• Prompt to think about: What do players need to know first? What would help a new player?

3. Instruction Writing Model (10 minutes)

• Present a step-by-step scaffold for writing clear instructions on the board or projector:
  1. Name of the game
  2. Objective – What is the goal?
  3. Materials Needed – What do players need to play?
  4. Setup – How do you prepare the game?
  5. How to Play – Step-by-step gameplay
  6. Winning Conditions – How do you win or finish?
  7. Tips or Variations (optional)
• Use a familiar game (e.g., “Snakes and Ladders”) to demonstrate filling out each section.
• Highlight use of clear language, short sentences, bullet points, and numbered steps for clarity.
• Discuss the importance of checking for fairness, simplicity, and making instructions easy to follow without adult help.

4. Independent/Paired Work – Creating Instructions (20 minutes)

• Students work individually or in pairs (if games are multi-player designs) to write their instructions using the worksheet scaffold.
• Circulate the room to support vocabulary, clarify expectations, and encourage full sentence use.
• Encourage students to think about what questions future players might ask and to try to answer these in their instructions.

5. Sharing to Padlet (5 minutes)

• Once draft instructions are ready, students upload or copy their work to their group’s Padlet board.
• Each student writes their name and game name alongside their instructions.
• Introduce a simple peer review comment format for next session: “2 stars and a wish” –
  Star 1: Something I like about your instructions
  Star 2: Another positive aspect
  Wish: One thing I think could be clearer

6. Plenary and Reflection (5 minutes)

• Whole-class circle: Invite 3-4 students to briefly explain their instructions and why clear instructions matter for games.
• Ask: “What was tricky about writing your instructions? What did you enjoy?”
• Reiterate learning intention and remind students that next lesson they will improve instructions based on peer feedback.

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Differentiation

• Support: Sentence starters and vocabulary banks available for students needing language help. Partner collaboration encouraged.
• Extension: Higher-achieving students can draft quick rule variants or simplified instructions aimed at younger players.
• Use of digital speech-to-text tools can support learners with writing difficulties.

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Assessment for Learning

• Formative assessment through observation during paired discussions and independent writing.
• On Padlet, review initial instructions to identify common misconceptions or areas needing support.
• Use peer feedback as part of next lesson’s learning and self-assessment.

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Cross-Curricular Links

• English: Developing clear instructional writing skills.
• Technologies (Digital Literacy): Using digital platforms (Padlet), and understanding user-centred design.
• Health and Wellbeing: Collaboration, listening to others, fairness in games.

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Additional Teacher Notes

• Consider pre-building your Padlet before the lesson, with clear instructions on how to post and comment for students.
• Keep the energy high by encouraging enthusiasm around the upcoming game fair.
• Emphasise the transferable skill of instructional writing—useful beyond games.

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With this lesson, students not only develop communicative clarity and collaborative skills but gain real-world experience in sharing creative work digitally, embodying important CfE principles of successful learners and effective contributors.