On this page you will find:
· An overview of BAFTA Young Game Designers in an education context
· The entry forms for the Game Concept Award and Game-making Award
· The terms and Conditions for the competition
· Lesson plans and worksheets (particularly relevant for the Concept Award)
· Useful links to other resources
· The parental consent form.
Many parents and teachers will already be aware of the extent to which video games can engage and immerse 11 to 16 year-olds. However, many young people are unaware that they could acquire the skills to make games themselves rather than just be consumers of them.
NESTA recently published a report entitled ‘Next Gen: Transforming the UK into the world’s leading talent hub for the video games and visual effects industries’ which highlighted job prospects in the games industry and the qualifications in the sciences, technology, engineering, maths and art which are the key to success. The report also noted how games are being used in the classroom to improve skills in maths, physics and computer science.
BAFTA Young Game Designers introduces the career opportunities and skills development offered by video games. From general capabilities including teamwork, story-telling and problem-solving, to game-design specific skills including level design and work with control mechanisms, young people can explore the process supported by contextual information and interviews from professionals.
In this third year of the competition, entrants can submit a game they have made using available software (the Game-making Award), as well as a paper-based design for a new game (the Game Concept Award). The competition is designed to be worked on by individuals or teams of 11 to 16 year-olds independently and the final competition entry should represent their own creativity and thought processes. We have, however, provided lesson plans and worksheets for use in lesson time to help stimulate discussion and deliver ‘serious’ learning outcomes, or to use in after-school sessions to support informal and interest-driven learning.
We also understand that adult support may be necessary in completing the entry form, and thank you for your time.
Here you can download forms which entrants can use to practise their entries, before submitting their final version online.
Please note the Terms and Conditions of the competition. For parents/guardians this includes giving permission to use your child’s work and image for publicity purposes, the possibility of chaperoning nominees to the British Academy Children’s Awards in London in November 2012, and further prize-related activity.
If your child is entering either of the YGD competitions then you'll need to fill out and submit the parental consent form.
• YGD Workshop at National Media Museum, Bradford – This tutorial can be used in the classroom to stimulate game ideas: Bradford Workshop
• Behind The Screen - an online learning resource containing curriculum-based videos and exercises to help students with their YGD entries, and develop skills. If you're a teacher and would like to get preview access for yourself and your students, please email us to request login details.
• Next Gen: Transforming the UK into the world’s leading talent hub for the video games and visual effects industries, February 2011 (http://www.nesta.org.uk/home1/assets/features/next_gen)
• Young Games Designers by Highfields Science Specialist School. This film was created by students at Highfields Science Specialist School to talk about the forthcoming changes to how ICT is taught in schools, and how competitions such as BAFTA Young Game Designers can help.
• Computer games, schools and young people: A report for educators on using games for learning, March 2009. Click here to access PDF.
• Safer Children in a Digital World: The Report of the Byron Review 2008, March 2008 (https://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00334-2008)
• A review of progress since the 2008 Byron Review, March 2010 (http://www.education.gov.uk/ukccis/about/a0076277/the-byron-reviews)
This review (and its update in March 2010), and other public bodies highlight positive strategies for supporting children to enjoy new technologies, and also the potential of these technologies for children’s learning, developing and socialising in their own time.
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