2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Game/Simulation/Animation Audio/Video Effects
Program Type:	Career Preparatory 
Career Cluster:	Information Technology

Secondary – Career Preparatory	
Program Number	8208200	
CIP Number	0550041115	
Grade Level	9-12, 30, 31	
Standard Length	4 credits	
Teacher Certification	BUS ED  1 @2
COMPU SCI  6
COMM ART @7 7G
TV PRO TEC @ 7 7G	
CTSO	FBLA
BPA	
SOC Codes (all applicable) 	15-1199 – Computer Occupations, All Other
27-1014 – Multimedia Artists and Animators	
Facility Code	212 http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers such as a Game/Simulation Designer, Digital Media Artist, and Digital Media Specialist in the Information Technology career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Information Technology career cluster. 

The content includes but is not limited to practical experiences in game/simulation conceptualization, design, storyboarding, development methodologies, audio/sound effects design and production, video/special effects design and production, and implementation issues.  Specialized skills involving audio and video editing equipment and software are used to produce a variety of intrinsic and special audio/video effects.

This program is project-based and focuses on broad, transferable skills and stresses understanding and demonstration of the following rudiments of the game and simulation industry: production planning, elements of production design, storyboarding, elements of visual design, integration of digital audio and digital video into new game/simulation productions, and collaboration/teamwork.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of three occupational completion points.  Students enrolling in this program must be computer literate.  This literacy can be achieved by completing one credit of the Business Technology Education core.  This includes Computing for College and Careers (8209020) or Introduction to Information Technology (8207310).  It is also recommended that students complete core courses in digital arts, computer arts, or digital media.  A student who completes the applicable competencies at any occupational completion point may either continue with the training program or exit as an occupational completer.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A

BTE Core	8208110	Game & Simulation Foundations OR	1 credit	15-1199	2	
	8200320
8200330	Applied Computer Business Skills I  And
Applied Computer Business Skills II  OR	.5 credit
.5 credit		2
2	
	8209020	Computing for College and Careers OR	1 credit		2	
	8207310	Introduction to Information Technology	1 credit		2	
	8208120	Game & Simulation Design	1 credit		2	
B	8208230	Game & Simulation Audio/Sound Effects	1 credit	27-1014	2	
C	8208240	Game & Simulation Video/Special Effects	1 credit	27-1014	2	
Note: It is highly recommended that students complete the BTE Core, either Computing for College and Careers (8209020) or Introduction to Information Technology (8207310), prior to or concurrently with the first two courses. 

Academic Alignment Table

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards contained in specific science core academic courses.  Pending full implementation of the Florida Standards for Mathematics, some or all of the courses in this program will be aligned to specific math core academic courses.  The table below contains the results of the alignment efforts.  Data shown in the table includes the number of academic standards in the CTE course, the total number of math and science standards contained in the academic course, and the percentage of alignment to the CTE course.  The following academic courses were included in the alignment (see code for use in table).

Courses	Anatomy/ Physiology	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics	Environmental Science	Marine Science 1	Marine Science 1 Honors	Physical Science	Physics 1	
Course #1	0/74
0%	0/88
0%	0/80
0%	0/83
0%	0/69
0%	0/69
0%	0/69
0%	0/70
0%	0/62
0%	0/66
0%	0/74
0%	0/72
0%	
Course #2	0/74
0%	0/88
0%	0/80
0%	0/83
0%	0/69
0%	0/69
0%	0/69
0%	0/70
0%	0/62
0%	0/66
0%	0/74
0%	0/72
0%	
Course #3	0/74
0%	0/88
0%	0/80
0%	0/83
0%	0/69
0%	0/69
0%	0/69
0%	0/70
0%	0/62
0%	0/66
0%	0/74
0%	0/72
0%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
Course #1	0/67
0%	0/75
0%	0/54
0%	0/49
0%	0/48
0%	0/45
0%	0/45
0%	
Course #2	0/67
0%	0/75
0%	0/54
0%	0/49
0%	0/48
0%	0/45
0%	0/45
0%	
Course #3	0/67
0%	0/75
0%	0/54
0%	0/49
0%	0/48
0%	0/45
0%	0/45
0%	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

Program Recommendations 

The Game/Simulation/Animation Audio/Video Effects program lends itself to integration of the core academic subjects of language arts, math, science, visual arts, and social studies into project activities.  It is through a balanced and integrated curriculum that students attain the attitudes, skills, and knowledge needed to compete successfully in today's work force.  To achieve total curriculum integration, academic and career and technical education teachers should be scheduled with common planning times.

This program emphasizes the development of technical abilities as well as ethical and societal awareness necessary to function in a highly technological society.  The use of cooperative learning groups is recommended.  By learning and practicing group process skills, students will be prepared to work "together" in real work situations.  Program graduates will develop enhanced self-esteem as well as the problem solving and teamwork skills necessary to succeed in careers and postsecondary education.  

The Game/Simulation/Animation Audio/Video Effects program places a strong emphasis on workplace learning.  Job shadowing and mentoring experiences with game and simulation professionals along with on-site trips to local businesses connect classroom learning to the workplace.  In-class guest speakers bring the real world into the classroom.

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above.  These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.  It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program.  The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Florida Standards for Mathematics & Language Arts (FS-M/LA)

Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes.  Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.

Next Generation Sunshine State Standards (NGSSS) - Science 

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science.  These standards are listed next to the content standards.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.
04.0	Create a game design production plan that describes the game play, outcomes, controls, interface and artistic style of a video game.
05.0	Design and create a playable game.
06.0	Categorize the different gaming genres.
07.0	Categorize different gaming systems.
08.0	Understand the historical significance of electronic and non-electronic games.
09.0	Describe the trends in current and next-generation game development.
10.0	Understand the role of play in human culture.
11.0	Understand the psychological impact of games on individuals and groups.
12.0	Understand the business model commonly used in the game development industry.
13.0	Examine and categorize the significant processes in the production of interactive games.
14.0	Understand the core tasks and challenges that face a video game design team.
15.0	Understand legal issues that affect games, developers and players.
16.0	Describe the impact of the video game industry on the economy.
17.0	Demonstrate the professional level of written and oral communication required in the game development industry.
18.0	Demonstrate human relations/interpersonal skills for the workplace.
19.0	Investigate career opportunities in the game industry.
20.0	Demonstrate an understanding of the vocabulary for discussing games and play.
21.0	Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, flow, and game design.
22.0	Describe the complex interaction between video games and players and the role it plays in the popularity of a game.
23.0	Understand the general procedure and requirements of game design.
24.0	Explore the methods used to create and sustain player immersion.
25.0	Become familiar with popular game tools such as DirectX, 3DMax, and different gaming engines.
26.0	Demonstrate an understanding of interface design and hardware constraints on video games including processors and I/O devices.
27.0	Demonstrate language arts knowledge and skills.
28.0	Demonstrate mathematics knowledge and skills.
29.0	Demonstrate science knowledge and skills.

OR

For competencies associated with the BTE Core visit the following link: BTE Core
The BTE Core includes the Technical Competencies of the first OCP A of this program.
Technical competencies following OCP A:

30.0	Create a working game or simulation individually or as part of a team.
31.0	Describe the game development life cycle.
32.0	Identify hardware constraints on video games including processors and I/O devices.
33.0	Identify non-hardware development constraints.
34.0	Understand the general principles of storytelling.
35.0	Understand the use of storyboarding in game design.
36.0	Develop a game design document or blueprint.
37.0	Understand strategic outlining in game designs.
38.0	Explore elements of puzzle design.
39.0	Discuss key strategic considerations in game design. 
40.0	Understand the process of creating and designing player actions.
41.0	Create and design the game flow as it relates to story and plot.
42.0	Assess common principles and procedures in game flow design.
43.0	Describe rule creation elements of player challenge.
44.0	Identify tools and software commonly used in game development. 
45.0	Understand the methodologies for integrating digital media into a game or simulation.
46.0	Identify commonly used art and animation production tools in the game design industry.
47.0	Understand the general concepts of environmental design.
48.0	Describe how environmental design is used in conjunction with game level design.
49.0	Define the meaning of simulation and pertinent issues facing game designers.
50.0	Describe applied event modeling as it relates to game design.
51.0	Understand basic HCI principles. 
52.0	Discuss the eight golden rules of HCI.
53.0	Understand the use of inventory systems in game design.
54.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. 
55.0	Solve problems using critical thinking skills, creativity and innovation. 
56.0	Use information technology tools. 
57.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment
58.0	Describe the importance of professional ethics and legal responsibilities. 
59.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.
60.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.
61.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.
62.0	Understand the history of audio/sound effects in the entertainment industry. 
63.0	Perform various job roles typical for an audio technician on a game/simulation project. 
64.0	Understand intellectual property rights, copyright laws, and plagiarism as they apply to creative assets. 
65.0	Demonstrate a knowledge of production writing as it relates to game and simulation design. 
66.0	Demonstrate appropriate voice acting skills. 
67.0	Demonstrate basic audio production. 
68.0	Set-up and configure a computer for audio applications. 
69.0	Operate an audio workstation. 
70.0	Demonstrate application of MIDI in a game/simulation project. 
71.0	Incorporate audio assets into game/simulation engine. 
72.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. 
73.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives. 
74.0	Explain the importance of employability skill and entrepreneurship skills. 
75.0	Demonstrate personal money-management concepts, procedures, and strategies.
76.0	Understand the history of video effects in the entertainment. 
77.0	Understand the various job titles and responsibilities video technician as it relates to game and simulation design. 
78.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets. 
79.0	Demonstrate a knowledge of production writing as it relates to game and simulation design. 
80.0	Demonstrate appropriate acting skills.
81.0	Demonstrate basic video production. 
82.0	Demonstrate set-up and configuration of a computer for video applications.
83.0	Demonstrate the basic operation of a video workstation.
84.0	Incorporate video assets into game/simulation engine.
85.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Game & Simulation Foundations
Course Number: 	8208110
Course Credit:	1

Course Description:

This course is designed to provide an introduction to game and simulation concepts and careers, the impact game and simulation has on society and industry, and basic game/simulation design concepts such as rule design, play mechanics, and media integration.  This course compares and contrasts games and simulations, key development methodologies and tools, careers, and industry-related information.  This course also covers strategies, processes, and methods for conceptualizing a game or simulation application; storyboarding techniques; and development tools. 

Hands-on activities using an entry-level game development tool such as Game Maker or Alice should be integrated into the curriculum.  Regardless of topic sequencing, the culminating activity is the creation of a playable game.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Create a game design production plan that describes the game play, outcomes, controls, interface and artistic style of a video game. – The student will be able to:			
04.01	Use industry standard game design production documents to create a game design production plan.		SC.912.N.1.1	
05.0	Design and create a playable game. – The student will be able to:			
05.01	Use a number of computer tools to enhance and ease game programming and artistry.		SC.912.N.1.1	
05.02	Use a game engine to create a playable game.		SC.912.N.1.1	
05.03	Use animated objects.		SC.912.N.3.5	
05.04	Program sound and music to enhance the game experience.			
05.05	Test and debug the completed game.		SC.912.N.1.1	
06.0	Categorize the different gaming genres. – The student will be able to:			
06.01	Research, compare and categorize the different gaming genres.	LAFS.910.W.3.7, LAFS.1112.W.3.7, LAFS.910.SL.1.2, LAFS.1112.SL.1.2	SC.912.L.15.4	
06.02	Analyze examples of different gaming genres.		SC.912.L.15.6	
06.03	Define and use the necessary vocabulary related to gaming and the different genres.			
07.0	Categorize different gaming systems. – The student will be able to:			
07.01	Research, compare and categorize different gaming systems.	LAFS.910.W.3.7, LAFS.1112.W.3.7, LAFS.910.SL.1.2, LAFS.1112.SL.1.2	SC.912.N.1.1	
07.02	Analyze the distinctive features of each system.		SC.912.L.15.6	
07.03	Define the target audience for different systems based on features, available games, and price of system and games.			
07.04	Define and use the necessary vocabulary related to gaming hardware.			
08.0	Understand the historical significance of electronic and non-electronic games. – The student will be able to:			
08.01	Discuss the history of non-electronic games.	LAFS.910.W.3.7, LAFS.1112.W.3.7, LAFS.910.SL.1.2, LAFS.1112.SL.1.2		
08.02	Describe the history and theory of mainstream and experimental media including radio, movies, television, art, and theatre.	LAFS.910.W.3.7, LAFS.1112.W.3.7, LAFS.910.SL.1.2, LAFS.1112.SL.1.2	SC.912.N.3.2	
08.03	Explain the historical timeline of electronic games, marking the significant highlights in their evolution.		SC.912.N.2.4	
09.0	Describe the trends in current and next-generation game development. – The student will be able to:			
09.01	Determine and analyze the significant trends in game development in the past two decades.		SC.912.N.1.1	
09.02	Research and brainstorm the possibilities for the next generation of electronic games based on current and emerging technologies and future predictions.	LAFS.910.W.3.7, LAFS.1112.W.3.7, LAFS.910.SL.1.2, LAFS.1112.SL.1.2	SC.912.N.1.1	
10.0	Understand the role of play in human culture. – The student will be able to:			
10.01	Discuss the word “play” and its many definitions.  	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
10.02	Discuss the effect of play on today’s culture, specifically why it is important and what it provides in terms of balance in our lives.	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
10.03	Describe the history of play and its importance in developing societies and cultures.	LAFS910.SL.2.4, LAFS.1112.SL.2.4		
10.04	Investigate and discuss how play can help humans, particularly children, acquire knowledge.	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
10.05	Describe the benefits of role-playing games and simulations, including online economies and community-building.	LAFS910.SL.2.4, LAFS.1112.SL.2.4	SC.912.N.3.5	
11.0	Understand the psychological impact of games on individuals and groups. – The student will be able to:			
11.01	Investigate studies that discuss the impact of violent games on children and adults.  	LAFS910.W.3.7, LAFS.1112.W.3.7, LAFS910.SL.1.2, LAFS.1112.SL.1.2	SC.912.N.1.3	
11.02	Compare and contrast the different opinions on the effects of games on behavior, cognitive development, and motor skills. 		SC.912.N.1.3	
11.03	Research and discuss differing opinions on video game addiction and what would define addiction.    	LAFS910.W.3.7, LAFS.1112.W.3.7, LAFS910.SL.1.2, LAFS.1112.SL.1.2	SC.912.N.1.3	
11.04	Examine online digital worlds such as Second Life and the impact these worlds have on individuals and groups.	LAFS910.W.3.7, LAFS.1112.W.3.7, LAFS910.SL.1.2, LAFS.1112.SL.1.2	SC.912.N.3.5	
12.0	Understand the business model commonly used in the game development industry. – The student will be able to:			
12.01	Identify, define and discuss the different ways games are funded, marketed and sold.	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
12.02	Identify and describe licensing management for different gaming platforms.	LAFS910.SL.2.4, LAFS.1112.SL.2.4		
12.03	Discuss the product value and business differences between major game platforms.	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
12.04	Identify successful business models and analyze various facets of those models, such as market analysis, marketing strategy, and product value.	 		
13.0	Examine and categorize the significant processes in the production of interactive games. – The student will be able to:			
13.01	Discuss the relationships between publishers, developers, distributors, marketers, and retailers.	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
13.02	Identify processes of development including content creation, team roles, design documentation, and process management.			
13.03	Explore and describe the effects of globalization on the design and production of video games.	LAFS910.SL.2.4, LAFS.1112.SL.2.4		
14.0	Understand the core tasks and challenges that face a video game design team. – The student will be able to:			
14.01	Identify and define the roles and responsibilities of team members on a video game design team.		SC.912.L.14.2	
14.02	Describe the effects of group dynamics and the importance of team building for a design team.	LAFS910.SL.2.4, LAFS.1112.SL.2.4		
14.03	Explore and discuss methods of communications and scheduling for design teams.			
14.04	Describe the importance and interrelationship between development schedule and budget constraints in video game design. 	LAFS910.SL.2.4, LAFS.1112.SL.2.4		
15.0	Understand legal issues that affect games, developers and players. – The student will be able to:			
15.01	Define and discuss intellectual property and contract law as it relates to the gaming industry.	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
15.02	Describe legal and liability issues that could affect online communities.	LAFS910.SL.2.4, LAFS.1112.SL.2.4	SC.912.N.1.3	
15.03	Compare and contrast government and industry content regulation and industry ratings of video games.			
16.0	Describe the impact of the video game industry on the economy. – The student will be able to:			
16.01	Explore and discuss the impact of video games on the economy including domestic sales, foreign exports, and video game rentals. 	LAFS910.SL.1.1, LAFS.1112.SL.1.1	SC.912.N.4.2	
16.02	Research and describe the effect of game software in driving new technologies and the purchases of video game hardware, gaming PCs, and complementary technologies such as high-definition televisions.	LAFS910.W.3.7, LAFS.1112.W.3.7, LAFS910.SL.1.2, LAFS.1112.SL.1.2		
16.03	Analyze the technological transfers from video games to other industries, such as education, medical, corporate training, and military simulation technologies that were developed by the video game industry, as well as 3D "gaming" graphics cards that have found use for other applications. 			
16.04	Describe how frequent exposure and/or access to video games has reshaped the level of technical proficiency of our work force.	LAFS910.SL.2.4, LAFS.1112.SL.2.4		
17.0	Demonstrate the professional level of written and oral communication required in the game development industry. – The student will be able to:			
17.01	Use listening, speaking, telecommunication and nonverbal skills and strategies to communicate effectively with supervisors, co-workers, and customers.	LAFS910.SL.2.4, LAFS.1112.SL.2.4, LAFS910.W.2.6, LAFS.1112.W.2.6	SC.912.N.1.1	
17.02	Organize ideas and communicate oral and written messages appropriate for the game development industry environment.	LAFS910.SL.2.4, LAFS.1112.SL.2.4, LAFS910.W.2.4, LAFS.1112.W.2.4	SC.912.N.1.1	
17.03	Identify, define, and discuss terminology appropriate for both internal and external communications in the game development industry environment.	LAFS910.SL.1.1, LAFS.1112.SL.1.1, 		
18.0	Demonstrate human relations/interpersonal skills for the workplace. – The student will be able to:			
18.01	Solicit and accept constructive criticism.		SC.912.N.1.1	
18.02	Demonstrate personal and interpersonal skills appropriate for the workplace such as responsibility, dependability, punctuality, positive attitude, initiative, respect for self and others, and professional dress. 			
18.03	Collaborate with individuals and teams to complete tasks and solve problems.	LAFS910.SL.1.1, LAFS.1112.SL.1.1	SC.912.N.1.1	
19.0	Investigate career opportunities in the game industry. – The student will be able to:			
19.01	Use personal assessment tools to identify personal strengths and weaknesses related to learning and work environments.			
19.02	Analyze job and career requirements and relate career interests to opportunities in the global economy.			
19.03	Describe job requirements for a variety of occupations within the game development industry.	LAFS910.SL.2.4, LAFS.1112.SL.2.4		
20.0	Demonstrate an understanding of the vocabulary for discussing games and play. – The student will be able to:			
20.01	Identify, define, and discuss professional game design and analysis terminology appropriate for internal and external communications in a game design environment.	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
20.02	Identify and define the vocabulary used by game players and online gaming communities.			
21.0	Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, flow and game design. – The student will be able to:			
21.01	Test and analyze games to determine the quality of rules, interfaces, navigation, performance, play, artistry and longevity in design and structure.		SC.912.N.1.1	
21.02	Research and evaluate the game analysis techniques used by the video game industry.	LAFS910.W.3.8, LAFS.1112.W.3.8	SC.912.N.1.1	
21.03	Identify the key elements in a game and make intelligent judgments about whether the game succeeded or failed in its objectives. 		SC.912.N.1.1	
21.04	Evaluate professional reviews and write a critical analysis of a current video game.	LAFS910.W.3.8, LAFS.1112.W.3.8	SC.912.N.1.1	
22.0	Describe the complex interaction between video games and players and the role it plays in the popularity of a game. – The student will be able to: 			
22.01	Analyze and deconstruct game environments and interactions.		SC.912.N.1.1	
22.02	Compare and contrast the top selling video games in terms of player interaction, plot complexity, and reward.			
23.0	Understand the general procedure and requirements of game design. – The student will be able to:			
23.01	Describe the design process from conception to production.	LAFS910.SL.2.4, LAFS.1112.SL.2.4	SC.912.N.1.1	
23.02	Discuss the iterative nature of game and simulation design.	LAFS910.SL.1.1, LAFS.1112.SL.1.1		
23.03	Develop design plans, character sketches, documentation and storyboards for proposed games.			
24.0	Explore the methods used to create and sustain player immersion. – The student will be able to:			
24.01	Research and define the term “player immersion”.	LAFS910.W.3.7, LAFS.1112.W.3.7, LAFS910.SL.1.2, LAFS.1112.SL.1.2		
24.02	Explore and explain the factors that create player immersion in a game. 			
24.03	Examine popular games and explain the methods each game uses to increase player immersion.			
25.0	Become familiar with popular game tools such as DirectX, 3DMAX, and different gaming engines. – The student will be able to:			
25.01	Identify and discuss the popular game development tools currently used in the industry.			
25.02	Identify and discuss popular gaming engines.			
25.03	Research and analyze the uses for different game development tools.	LAFS910.W.3.7, LAFS.1112.W.3.7, LAFS910.SL.1.2, LAFS.1112.SL.1.2	SC.912.N.1.1	
26.0	Demonstrate an understanding of interface design and hardware constraints on video games including processors and I/O devices. – The student will be able to:			
26.01	Identify the different control systems for video games.			
26.02	Compare and contrast personal computer and video game console hardware.			
26.03	Explain the factors that can limit the game playing ability of personal computers. 	LAFS910.SL.2.4, LAFS.1112.SL.2.4		
26.04	Chart the evolution of video game hardware over the past 20 years.			
27.0	Demonstrate language arts knowledge and skills. – The student will be able to:			
27.01	Locate, comprehend and evaluate key elements of oral and written information.	LAFS910.SL.2.4, LAFS.1112.SL.2.4, LAFS910.W.2.4, LAFS.1112.W.2.4	SC.912.N.1.1	
27.02	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.	LAFS910.W.2.5, LAFS.1112.W.2.5		
27.03	Present information formally and informally for specific purposes and audiences.	LAFS910.SL.2.6, LAFS.1112.SL.2.6	SC.912.N.1.1	
28.0	Demonstrate mathematics knowledge and skills. – The student will be able to:			
28.01	Demonstrate knowledge of arithmetic operations.		SC.912.P.10.3	
28.02	Analyze and apply data and measurements to solve problems and interpret documents.		SC.912.N.1.1	
28.03	Construct charts/tables/graphs using functions and data.	MAFS.912.F-IF.3.	SC.912.N.1.1	
29.0	Demonstrate science knowledge and skills. – The student will be able to:			
29.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.	LAFS910.SL.1.1, LAFS.1112.SL.1.1	SC.912.N.1.7	
29.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings.		SC.912.N.1.1	

As an alternative to Game & Simulation Foundations students can take ACBI & II or CCC or IIT.

BTE Core:

The first course recommended in this program is a selection from the BTE Core (Applied Computer Business Skills I and II, or Computing for College and Careers, or Introduction to Information Technology). The course selections and their descriptions are located here: BTE Core   Student course enrollment in the BTE Core, as with all other secondary courses, requires the reporting of a program in which the student is enrolled.  The BTE Core is not an independent program, but a selection of courses for the initial OCP of a program. Student enrollment in the BTE Core cannot be reported without an accompanying program number.  Teacher certification and other information regarding the BTE Core is identified by the program in which the student is enrolled.  See the selected program framework for the appropriate information.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:		Game & Simulation Design
Course Number:	8208120
Course Credit:	1

Course Description:

This course covers fundamental principles of designing a game or a simulation application, in particular Human Computer Interface (HCI) principles, rules and strategies of play, conditional branching, design and development constraints, use of sound and animation, design tools, and implementation issues.  The content includes market research, product design documentation, storyboarding, proposal development, and presentation of a project report.  Emphasis is placed on the techniques needed to develop well-documented, structured game or simulation programs.  Extensive use is made of evaluating and analyzing existing games or simulations. 

Hands-on activities using an entry-level game development tool such as Game Maker or Alice should be integrated into the curriculum.  Regardless of topic sequencing, the culminating activity is the creation and presentation of a playable game with design documentation.

Game/Simulation Project 

Instruction relating to the standards in this section should be interspersed throughout the entire course with the other standards taught progressively in the context of game design and development. 

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
30.0	Create a working game or simulation individually or as part of a team. – The student will be able to:			
30.01	Create a storyboard describing the essential elements, plot, flow, and functions of the game/simulation.	MAFS.912.G-MG.1.3		
30.02	Create a design specification document to include interface and delivery choices, rules of play, navigation functionality, scoring, media choices, start and end of play, special features, and development team credits.			
30.03	Using a simple game development tool, create a game or simulation.		SC.912.N.3.5	
30.04	Present the game or simulation.		SC.912.N.3.5	
31.0	Describe the game development life cycle. – The student will be able to:			
31.01	Identify steps in the pre-production process including the proof of concept and market research.			
31.02	Describe the iterative prototyping process – Alpha, Beta, RTM.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
31.03	Determine scripting requirements.			
31.04	Implement techniques of scenario development, levels, and missions.			
31.05	Discuss game testing requirements and methods.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1	SC.912.N.1.1	
31.06	Identify and describe maintenance, upgrade and sequel issues.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
32.0	Identify hardware constraints on video games including processors and I/O devices. – The student will be able to:			
32.01	Identify the different control systems for video games.			
32.02	Compare and contrast personal computer and video game console hardware, including display systems.	MAFS.912.S-CP.1.1		
32.03	Explain the factors that can limit the game-playing ability of personal computers. 	LAFS.910.SL.2.4
LAFS.1112.SL.2.4	SC.912.L.17.5	
33.0	Identify non-hardware development constraints. – The student will be able to:			
33.01	Identify and discuss software integration issues relating to scripting, sound, art animation, game engine and world design software integration.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
33.02	Describe constraints such as development time, personnel, talent acquisition, financial/budget constraints, and schedule.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4
		
33.03	Describe societal and legal constraints affecting game and simulation design.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4	SC.912.N.4.1	
34.0	Understand the general principles of storytelling. – The student will be able to:			
34.01	Identify the essential elements of a story.			
34.02	Describe how creative writing is used as a game design tool.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
34.03	Compare and contrast methods of delivering a story in a game.			
35.0	Understand the use of storyboarding in game design. – The student will be able to:			
35.01	Assess the techniques used in the gaming industry for rendering basic Game Design Art.			
35.02	Describe how game layout charts are used in game design.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
35.03	Describe how storyboards in the game design process can be used as a pre-development sales tool.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
35.04	Analyze and compare the use of storyboards in the game design industry with regard to environmental illustrations, level designs, character designs, model sheets and GUI Designs.			
36.0	Develop a game design document or blueprint. – The student will be able to:			
36.01	Evaluate and discuss the choice of delivery system.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
36.02	Evaluate and discuss choices of genre, game design software, art, digital media, and animation software.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
36.03	Create a game strategy overview, character overview, and storyboard overview.			
36.04	Define the rules of play and multi-player options.			
36.05	Create the layout and interfaces overview and digital media overview.	MAFS.912.G-MG.1.3		
36.06	Determine the event modeling requirements and create the progression levels overview. 			
36.07	Define strategic positioning of game immersion dynamics and psychological effect. 			
36.08	Identify hardware and software constraints.		SC.912.L.17.5 	
37.0	Understand strategic outlining in game designs. – The student will be able to:			
37.01	Assess techniques of goal design in gaming. 			
37.02	Describe the concept of nested victories.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
37.03	Discuss the use of players as agents of change.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
37.04	Compare and contrast examples of understandable context in gaming.			
37.05	Discuss the principles underlying the creation of understandable rules.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
37.06	Describe how skill building is used in game design.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
37.07	Describe conventional techniques of positive feedback.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
37.08	Discuss functional consistency as it relates to the use of interfaces.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
38.0	Explore elements of puzzle design. – The student will be able to:			
38.01	Describe the essential elements of a puzzle.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
38.02	Identify the different types of puzzles.			
38.03	Describe the basic principles of high-level puzzle design.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
38.04	Describe the basic principles of low-level puzzle design.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
39.0	Discuss key strategic considerations in game design. – The student will be able to:			
39.01	Describe the use of artificial intelligence challenges in game design and the need for giving the player rest time between challenges.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
39.02	Evaluate the impact of randomness in game design especially as it pertains to pattern recognition.	MAFS.912.S-MD.1.1
MAFS.912.S-MD.1.2		
39.03	Identify techniques used in the industry to help the player to navigate.			
39.04	Explain the use of “just barely” victories as an exciting and immersive technique. 	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
39.05	Assess techniques used to provide a range of challenges and appeal to a wide range of abilities.			
39.06	Describe the psychological cost of failure in games as it pertains to immersion and psychological effect.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
39.07	Identify methods of preparing the player for greater challenge while allowing for plot development as the story serves the game.			
40.0	Understand the process of creating and designing player actions. – The student will be able to:			
40.01	Discuss the principles of player-centric design.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
40.02	Research and correlate game complexity level to appropriate age group such that content matches user skill set required.	LAFS.910.W.3.7
LAFS.1112.W.3.7	SC.912.N.1.1	
40.03	Examine and discuss design elements that encourage continuous active engagement both mental and physical.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
40.04	Analyze design elements that maintain player interest and vary the degree of challenge.		SC.912.N.1.1	
40.05	Discuss the need for a balance of design elements for the purpose of rewarding and frustrating players.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
41.0	Create and design the game flow as it relates to story and plot. – The student will be able to:			
41.01	Identify techniques of introducing the story plot and beginning play.	LAFS.910.RL.1.3
LAFS.1112.RL.1.3		
41.02	Describe story plot development techniques for the middle of play in game design.			
41.03	Analyze and discuss planning techniques for climax and finale of games.			
42.0	Assess common principles and procedures in game flow design. – The student will be able to:			
42.01	Assess missions and scenarios game flow techniques.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
42.02	Describe common use of mission design and campaigns.			
42.03	Evaluate usage of static versus dynamic campaigns.			
43.0	Describe rule creation elements of player challenge. – The student will be able to:			
43.01	Research common design methods for clearing obstacles or series of obstacles.		SC.912.N.1.1	
43.02	Describe common design elements introducing skill, luck and combinations including escalating challenges to games.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
43.03	Identify common design elements used to vary weapons, characters and tools.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
43.04	Discuss the incorporation of risk reward and adaptive challenges (AI).			
43.05	Evaluate industry use of boss encounters in games.			
43.06	Analyze and discuss design considerations from the perspective of other players and multi-player environments.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
44.0	Identify tools and software commonly used in game development. – The student will be able to: 			
44.01	Identify and discuss the popular game development tools currently used in the industry.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
44.02	Identify and discuss popular gaming engines.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
44.03	Identify and discuss popular world building tools.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
45.0	Understand the methodologies for integrating digital media into a game or simulation. – The student will be able to:			
45.01	Survey and discuss the use of naming conventions and temp sounds.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
45.02	Analyze and discuss methods of matching sound effects to art assets.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
45.03	Identify and categorize commonly used technology sound engine integration equipment.			
45.04	Identify and discuss resources such as sound effects libraries.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1	SC.912.P.10.21	
45.05	Examine methods of sound implementation and associated software.			
45.06	Describe how and why digital video may be integrated into a game or simulation design.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
45.07	Describe how special effects differ from animation.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
46.0	Identify commonly used art and animation production tools in the game design industry. – The student will be able to:			
46.01	Identify, categorize and discuss art and animation tools commonly used in game design.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
47.0	Understand the general concepts of environmental design. – The student will be able to:			
47.01	Survey and evaluate commonly used concept art.			
47.02	Create a world sketch with particular attention to maintaining continuity of style.	 		
47.03	Describe the emotional/psychological aspects of environmental design that signify mood, façade of freedom, and resource struggling.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
48.0	Describe how environmental design is used in conjunction with game level design. – The student will be able to:			
48.01	Examine and evaluate examples of focus on a theme.			
48.02	Describe methods of creating a purposeful architecture giving consideration to continuity and themes and taking advantage of revisiting.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
48.03	Consider and discuss environmental design elements for multi-player or single player games.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
48.04	Describe the history of creating shifts in game design environments and embracing novel ideas. 	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
48.05	Identify and discuss environmental design pitfalls such as red herrings and cookie-cutter layouts.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
49.0	Define the meaning of simulation and pertinent issues facing game designers. – The student will be able to:			
49.01	Discuss the meaning of simulation and give examples of simulation and complexity including architecture, exposure, concealment and heuristics.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
49.02	Describe applied event modeling including goal discovery, map making, event exploration, developing incentives and learning in event modeling for games.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
49.03	Explain the concepts of modes of understanding, inductive and iconic logic, significance and saturation in event modeling for game design.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
50.0	Describe applied event modeling as it relates to game design. – The student will be able to:			
50.01	Discuss the process of specifying events including contexts of simulation, translating event models to simulations, formalizing thematic objectives, prototyping, interface design and use cases with modeling.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
50.02	Describe the design of an application framework including extensible frameworks, software design, configuration, encapsulation, windows and message loops.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
50.03	Describe the implementation of an application framework including adding graphics, GUI events and controls, and creating a console.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
50.04	Discuss the process of designing entities including behavior and entity graphics.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
50.05	Describe the implementation of entities including enumerating animations, playing with time, creating events, adding an entity class, and creating entity events and behaviors.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
50.06	Analyze event modeling in creating a world including the creation of a world class, adding and removing entities, accessing entities, updating and rendering, adding scene hierarchies and handling world events.			
50.07	Assess and discuss AI and physics issues for simulation including AI event contexts, adding intelligence and gravity, adding collision detection, updating for collisions and applying mass and force.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1	SC.912.P.12.5, SC.912.P.10.6, SC.912.P.12.2, 
SC.912.P.12.3, SC.912.P.12.4	
50.08	Discuss environmental elements of simulation including logic, cognitive saturation, systems and interpretation, context of reality, shadows and lighting.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
50.09	Discuss the simulation of physical systems such as trees and forests and related events such as fires, or insect swarms such as beehives, bird flocks or anthills.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
50.10	Describe the simulation of social and economic systems including practical applications, historical precedents, modeling for community events, creation of communities including structures, states events and rendering and altering building states, population behaviors, and controlling influences.			
50.11	Describe the process of testing simulations and event models including effectiveness, diagrammatic systems evaluation, context influence, path transitions and assessing messages. 		SC.912.N.1.1	
51.0	Understand basic HCI principles. – The student will be able to: 			
51.01	Define and give examples of how HCI principles are considered in designing a game or simulation.			
51.02	Describe how client user background, education, goals, motivation, training, culture, age, gender, physical abilities and client sophistication affect interface design.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
52.0	Discuss the eight golden rules of HCI. – The student will be able to:			
52.01	Discuss the need for functional consistency, shortcuts, feedback, closure, error prevention, easy reversal of actions, feeling in control, and avoiding memory overload.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
52.02	Identify game design enhancements that could make better use of HCI Principles.			
53.0	Understand the use of inventory systems in game design. – The student will be able to:			
53.01	Discuss the various methods of describing items in player’s inventory in contemporary game design.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
53.02	Review and discuss industry methods of communicating how inventory items can have an effect on game play.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1		
54.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. – The student will be able to:			
54.01	Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4, LAFS.910.W.2.4
LAFS.1112.W.2.4		
54.02	Locate, organize and reference written information from various sources.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4, LAFS.910.W.3.8
LAFS.1112.W.3.8	SC.912.N.1.1, SC.912.N.1.4	
54.03	Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4, LAFS.910.SL.2.5,
LAFS.1112.SL.2.5		
54.04	Interpret verbal and nonverbal cues/behaviors that enhance communication.	LAFS.910.SL.1.3,
LAFS.1112.SL.1.3		
54.05	Apply active listening skills to obtain and clarify information.	LAFS.910.SL.1.3,
LAFS.1112.SL.1.3		
54.06	Develop and interpret tables and charts to support written and oral communications.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4, LAFS.910.W.2.5,
LAFS.1112.W.2.5	SC.912.N.1.1	
54.07	Exhibit public relations skills that aid in achieving customer satisfaction.			
55.0	Solve problems using critical thinking skills, creativity and innovation. – The student will be able to:			
55.01	Employ critical thinking skills independently and in teams to solve problems and make decisions.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1	SC.912.N.1.3	
55.02	Employ critical thinking and interpersonal skills to resolve conflicts.	LAFS.910.SL.1.1
LAFS.1112.SL.1.1	SC.912.N.1.3	
55.03	Identify and document workplace performance goals and monitor progress toward those goals. 	LAFS.910.W.3.7
LAFS.1112.W.3.7		
55.04	Conduct technical research to gather information necessary for decision-making.	LAFS.910.W.3.7
LAFS.1112.W.3.7	SC.912.N.1.1	
56.0	Use information technology tools. – The student will be able to:			
56.01	Use personal information management (PIM) applications to increase workplace efficiency.			
56.02	Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.		SC.912.N.1.1	
56.03	Employ computer operations applications to access, create, manage, integrate, and store information.			
56.04	Employ collaborative/groupware applications to facilitate group work.			
57.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment. – The student will be able to:			
57.01	Describe the nature and types of business organizations.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
57.02	Explain the effect of key organizational systems on performance and quality. 	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
57.03	List and describe quality control systems and/or practices common to the workplace.			
57.04	Explain the impact of the global economy on business organizations.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4	SC.912.N.4.2	
58.0	Describe the importance of professional ethics and legal responsibilities. – The student will be able to:			
58.01	Evaluate and justify decisions based on ethical reasoning.		SC.912.L.16.10	
58.02	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.			
58.03	Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
58.04	Interpret and explain written organizational policies and procedures.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:	Game & Simulation Audio/Sound Effects
Course Number:	8208230
Course Credit:	1

Course Description:

This course is focused on students acquiring skills in designing, producing, editing, and integrating audio and sound effects into a game or simulation application.

Florida Standards	Correlation to CTE Program Standard #	
59.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
59.01	Key Ideas and Details		
59.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
59.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
59.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
59.02	Craft and Structure		
59.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
59.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
59.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
59.03	Integration of Knowledge and Ideas		
59.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
59.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
59.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
59.04	Range of Reading and Level of Text Complexity		
59.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
59.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
60.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
60.01	Text Types and Purposes		
60.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
60.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
60.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.1112.WHST.1.3		
60.02	Production and Distribution of Writing		
60.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
60.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
60.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
60.03	Research to Build and Present Knowledge		
60.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
60.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
60.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
60.04	Range of Writing		
60.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
61.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects .		
61.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
61.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
61.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
61.04	Model with mathematics.
MAFS.K12.MP.4.1		
61.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
61.06	Attend to precision.
MAFS.K12.MP.6.1		
61.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
61.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
62.0	Understand the history of audio/sound effects in the entertainment industry. – The student will be able to:			
62.01	Discuss the role of sound in a visual presentation.			
62.02	Describe how audio/sound effects can establish or reinforce the mood.			
62.03	Explain the importance of production value.			
62.04	Describe the evolution of audio/sound effects production.			
62.05	Identify the technology incorporated into the production of sound.			
63.0	Perform various job roles typical for an audio technician on a game/simulation project. – The student will be able to:			
63.01	Identify the job titles of audio technicians and artists typically involved in a game project.			
63.02	Work as part of a sound design team.			
63.03	Perform the role of the sound designer for a game/simulation project.			
63.04	Perform the role of music supervisor for a game/simulation project.			
63.05	Perform the role of Foley artist for a game/simulation project.			
63.06	Perform the role of voice actor for a game/simulation project.			
63.07	Perform the role of recording engineer for a game/simulation project.			
63.08	Perform the role of sound editor for a game/simulation project.			
63.09	Perform the role of composer/arranger for a game/simulation project.			
64.0	Understand intellectual property rights, copyright laws, and plagiarism as they apply to creative assets. – The student will be able to:			
64.01	Compare and contrast the doctrines of fair use and fair dealing.			
64.02	Describe the transfer and licensing of creative works.			
64.03	Explain the use of “exclusive rights” to intellectual creations.			
64.04	Use digital watermarking to embed copyright information in an audio file.			
65.0	Demonstrate a knowledge of production writing as it relates to game and simulation design. – The student will be able to:			
65.01	Explain the job of a scriptwriter and outline the elements of a script.			
65.02	Breakdown a script into audio production elements.			
65.03	Write simple dialog.			
65.04	Translate script elements into lyrics for a theme song.			
65.05	Write narration or instructions for game/simulation.			
66.0	Demonstrate appropriate voice acting skills. – The student will be able to:			
66.01	Read aloud in a professional manner.			
66.02	Receive and properly act upon direction given by the producer/director.			
66.03	Understand the concept of voice acting and playing a role while speaking.			
66.04	Perform various voice acting assignments in a professional manner according to industry standards.			
67.0	Demonstrate basic audio production. – The student will be able to:			
67.01	Describe digital audio storage concepts and digital storage media.			
67.02	Operate digital recording decks and other digital storage devices.			
67.03	Describe the function and operation of digital audio workstations.			
67.04	Edit, cut, erase, and insert sound utilizing various digital production techniques.			
67.05	Perform digital noise reduction and noise extraction via spectral display.			
68.0	Set-up and configure a computer for audio applications. – The student will be able to:			
68.01	Install basic peripheral devices related to audio programs.			
68.02	Install and configure software related to audio programs.			
68.03	Demonstrate basic knowledge of computer system requirements.			
68.04	Install plug-ins or additional audio source material such as beats and or samples.			
68.05	Diagram the signal flow of a digital audio workstation.			
69.0	Operate an audio workstation. – The student will be able to:			
69.01	Demonstrate knowledge of the digital audio workstation interface. 			
69.02	Create and arrange a multi-track project.			
69.03	Create interest and effect using editing techniques			
69.04	Design and edit audio using a waveform editor.			
69.05	Record audio directly to the digital audio workstation.			
69.06	Mix audio.			
69.07	Demonstrate skill in using audio effects and plug-ins.			
69.08	Prepare an audio project for finishing and final mix down.			
69.09	Transfer audio files between various audio software applications.			
69.10	Demonstrate the understanding of audio file bit depth, bandwidth and dithering and be able to explain when and where these apply in various applications of digital audio production.			
69.11	Export finished audio.			
70.0	Demonstrate application of MIDI in a game/simulation project. – The student will be able to: 			
70.01	Demonstrate an understanding of MIDI. 			
70.02	Discuss the advantage and use of MIDI in a game/simulation.			
70.03	Discuss the limitations of MIDI.			
70.04	Utilize a computer and multiple MIDI instruments. 			
70.05	Record a single sound track; add multiple sound tracks, and change MIDI voices using the software. 			
70.06	Export a MIDI soundtrack for use in a game/simulation.			
70.07	Export a MIDI sound effect for use in a game/simulation.			
70.08	Apply MIDI file to an object or game/simulation element.			
71.0	Incorporate audio assets into game/simulation engine. – The student will be able to:			
71.01	Describe the audio effects workflow.			
71.02	Explain audio codecs and formats used in game/simulation engines.			
71.03	Import audio into the game/simulation engine. 			
71.04	Use appropriate naming conventions for audio assets.			
71.05	Describe the use of 3D and surround sound.			
71.06	Apply knowledge of distance/spatial effects including surround sound in a game/simulation.			
71.07	Contrast the audio environment as it relates to the visual environment.			
72.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. – The student will be able to:			
72.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.			
72.02	Explain emergency procedures to follow in response to workplace accidents.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
72.03	Create a disaster and/or emergency response plan.			
73.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives. – The student will be able to:			
73.01	Employ leadership skills to accomplish organizational goals and objectives.			
73.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.			
73.03	Conduct and participate in meetings to accomplish work tasks.			
73.04	Employ mentoring skills to inspire and teach others.			
74.0	Explain the importance of employability skill and entrepreneurship skills. – The student will be able to:			
74.01	Identify and demonstrate positive work behaviors needed to be employable.			
74.02	Develop personal career plan that includes goals, objectives, and strategies.			
74.03	Examine licensing, certification, and industry credentialing requirements.  			
74.04	Maintain a career portfolio to document knowledge, skills, and experience.			
74.05	Evaluate and compare employment opportunities that match career goals.			
74.06	Identify and exhibit traits for retaining employment.			
74.07	Identify opportunities and research requirements for career advancement.			
74.08	Research the benefits of ongoing professional development.	LAFS.910.W.3.7
LAFS.1112.W.3.7		
74.09	Examine and describe entrepreneurship opportunities as a career planning option.			
75.0	Demonstrate personal money-management concepts, procedures, and strategies. – The student will be able to:			
75.01	Identify and describe the services and legal responsibilities of financial institutions.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
75.02	Describe the effect of money management on personal and career goals.	LAFS.910.SL.2.4
LAFS.1112.SL.2.4		
75.03	Develop a personal budget and financial goals.			
75.04	Complete financial instruments for making deposits and withdrawals.			
75.05	Maintain financial records.			
75.06	Read and reconcile financial statements.			
75.07	Research, compare and contrast investment opportunities.	LAFS.910.W.3.7
LAFS.1112.W.3.7		

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:	Game & Simulation Video/Special Effects
Course Number:	8208240
Course Credit:	1

Course Description:

This course is focused on students acquiring skills in designing, producing, editing, and integrating video and special effects into a game or simulation application.

Florida Standards	Correlation to CTE Program Standard #	
59.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
59.01	Key Ideas and Details		
59.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
59.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
59.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
59.02	Craft and Structure		
59.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
59.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
59.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
59.03	Integration of Knowledge and Ideas		
59.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
59.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
59.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
59.04	Range of Reading and Level of Text Complexity		
59.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
59.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
60.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
60.01	Text Types and Purposes		
60.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
60.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
60.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.1112.WHST.1.3		
60.02	Production and Distribution of Writing		
60.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
60.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
60.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
60.03	Research to Build and Present Knowledge		
60.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
60.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
60.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
60.04	Range of Writing		
60.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
61.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Audio/Video Effects.		
61.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
61.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
61.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
61.04	Model with mathematics.
MAFS.K12.MP.4.1		
61.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
61.06	Attend to precision.
MAFS.K12.MP.6.1		
61.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
61.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
76.0	Understand the history of video effects in the entertainment. – The student will be able to:			
76.01	Understand the role of video in a visual presentation.			
76.02	Understand how video effects can establish or reinforce the mood.			
76.03	Understand the importance of production value.			
76.04	Understand the history of video effects production.			
76.05	Understand the technology incorporated into the production video and video effects.			
77.0	Understand the various job titles and responsibilities video technician as it relates to game and simulation design. – The student will be able to:			
77.01	Identify the job titles of video technicians and artist game project.			
77.02	Demonstrate the ability to work as part of a video production team.			
77.03	Perform the role of the video technical director for a game/simulation project.			
77.04	Perform the role of video editor for a game/simulation project.			
77.05	Perform the role of camera operator for a game/simulation project.			
77.06	Perform the role of special effects coordinator for a game/simulation project.			
77.07	Perform the role of video recording operator for a game/simulation project.			
77.08	Perform the role of video effects artist for a game/simulation project.			
77.09	Perform the role of compositor for a game/simulation project.			
78.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets. – The student will be able to:			
78.01	Understand the use of “Fair use and Fair Dealing”.			
78.02	Understand the transfer and licensing of creative works.			
78.03	Understand the use of “exclusive rights” to intellectual creations.			
78.04	Demonstrate the use of digital watermarking.			
79.0	Demonstrate a knowledge of production writing as it relates to game and simulation design. – The student will be able to:			
79.01	Explain the job of a scriptwriter and outline the elements of a script.			
79.02	Demonstrate ability to breakdown a script into video production elements.			
79.03	Demonstrate ability to write simple dialog.			
79.04	Demonstrate ability to translate script elements into production schedule.			
79.05	Demonstrate ability to write narration or instructions for game/simulation.			
80.0	Demonstrate appropriate acting skills. – The student will be able to:			
80.01	Demonstrate the ability to read aloud in a professional manner.			
80.02	Demonstrate the ability to receive and properly act upon direction given by the producer/director.			
80.03	Understand the concept of acting and playing a role while speaking.			
80.04	Perform the various assignments in a professional manner according to industry standards.			
81.0	Demonstrate basic video production. – The student will be able to:			
81.01	Use current industry standard production video equipment.			
81.02	Operate camera in studio and location (field) production environments.			
81.03	Demonstrate understanding of digital video storage concepts and digital storage media.			
81.04	Demonstrate knowledge of and the ability to operate digital recording decks, and other digital storage devices.			
81.05	Identify and select microphones for production needs. 			
81.06	Determine appropriate lighting needs for production settings.			
81.07	Identify location and studio lighting types, method of use and application.			
82.0	Demonstrate set-up and configuration of a computer for video applications. – The student will be able to:			
82.01	Install basic peripheral devices related to video programs.			
82.02	Install and configure software related to video programs.			
82.03	Demonstrate basic knowledge of computer system requirements.			
82.04	Demonstrate basic knowledge of installing plug-ins or additional audio source material such as beats and or samples.			
82.05	Understand the signal flow of a digital video workstation.			
83.0	Demonstrate the basic operation of a video workstation. – The student will be able to:			
83.01	Demonstrate knowledge of the digital video workstation interface. 			
83.02	Demonstrate a working familiarity and understanding of the function and operation of digital video workstations.			
83.03	Demonstrate ability to edit, cut, erase, and insert video utilizing various digital production techniques.			
83.04	Record video directly to the digital video workstation.			
83.05	Demonstrate knowledge of editing video according to message.			
83.06	Demonstrate skill in using video effects and plug-ins.			
83.07	Prepare a video project for final compositing and export.			
83.08	Transfer video files between various video software applications.			
83.09	Export finished video.			
84.0	Incorporate video assets into game/simulation engine. – The student will be able to:			
84.01	Demonstrate knowledge of the video effects workflow.			
84.02	Demonstrate knowledge of video codecs and formats used in game/simulation engines.			
84.03	Demonstrate knowledge and ability to import video into the game/simulation engine. 			
84.04	Use appropriate naming conventions for video assets.			
84.05	Understand the use of placing video assets into a 3D environment.			
84.06	Demonstrate knowledge of distance/spatial video effects in relation to sound effects in a game/simulation.			
84.07	Understand the audio environment as it relates to the visual environment.			

Additional Information

Laboratory Activities

Laboratory investigations, including the use of scientific research, measurement, and laboratory technologies are an integral part of this course.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

Career and Technical Student Organization (CTSO)

Future Business Leaders of America (FBLA) and Business Professionals of America (BPA) are the appropriate career and technical student organizations for providing leadership training and reinforcing specific career and technical skills to secondary students.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

The PSAV component of this program has no statewide articulation agreement approved by the Florida State Board of Education.  However, this does not preclude the awarding of credits by any college through local agreements. 

For details on statewide articulation agreements which correlate to programs and industry certifications, refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp. 

Bright Futures/Gold Seal Scholarship 

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit 

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation.  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).