2018 – 2019
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	Refer to the Program Structure section.	
CTSO	FBLA
BPA	
SOC Codes (all applicable) 	15-1199 – Computer Occupations, All Other
27-1014 – Multimedia Artists and Animators	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

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 Digital Information Technology.  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.

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
A	8207310	Digital Information Technology OR	DIT Teacher Certifications	1 credit	15-1151	2	PA	
	8208110	Game & Simulation Foundations 	BUS ED  1 @2
COMPU SCI  6
COMM ART @7 7G
TV PRO TEC @7 7G
DIGI MEDIA 7G
COMP PROG 7G	1 credit	15-1199	2	PA	
	8208120	Game & Simulation Design		1 credit	15-1199	2	PA	
B	8208230	Game & Simulation Audio/Sound Effects		1 credit	27-1014	2	PA	
C	8208240	Game & Simulation Video/Special Effects		1 credit	27-1014	2	PA	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Table

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology 
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics
Honors 	Integrated Science 1	Marine Science 1 Honors	Physical Science	Physics 1	
8207310	5/87
6%	5/80
6%	24/83
29%	5/69
7%	24/67
36%	5/70
7%	5/69
7%	24/82
29%	5/66
8%	24/74
32%	5/72
7%	
8208110	1/87
1%	14/80
18%	23/83
28%	9/69
13%	28/67
42%	6/70
9%	2/69
3%	28/82
34%	9/66
14%	34/74
46%	16/72
22%	
8208120	6/87
7%	18/80
23%	27/83
33%	13/69
19%	31/67
46%	13/70
19%	6/69
9%	31/82
38%	12/66
18%	41/74
55%	20/72
28%	
8208230	19/87
22%	19/80
24%	#	19/69
28%	#	19/70
27%	19/69
28%	#	14/66
21%	#	19/72
26%	
8208240	20/87
23%	20/80
25%	1/83
1%	22/69
32%	1/67
1%	1/70
1%	22/69
32%	1/82
1%	17/66
26%	1/74
1%	1/72
1%	
**   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	
8207310	20/67
30%	15/75
20%	18/54
33%	40/46
87%	40/45
89%	40/45
89%	40/45
89%	
8208110	14/67
21%	9/75
12%	13/54
24%	#	#	#	#	
8208120	16/67
24%	11/75
15%	17/54
31%	7/46
15%	7/45
16%	7/45
16%	7/45
16%	
8208230	8/67
12%	14/75
19%	8/54
15%	#	#	#	#	
8208240	8/67
12%	18/75
24%	8/54
15%	#	#	#	#	
**   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. The FS for Mathematical Practices are designed for grades K-12 and 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.

Instructors must incorporate the Florida Standards for Technical Subjects and Mathematical Practices throughout instruction of this CTE program.  To access these standards, please click on the following link: http://www.fldoe.org/core/fileparse.php/5652/urlt/FloridaStandardsTechSubjects.rtf. 

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

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

Digital Information Technology (8207310) is the first course in this and other programs within the Information Technology Career Cluster.  Standards 01.0 – 14.0 are associated with this course.

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

01.0	Demonstrate knowledge, skill, and application of information systems to accomplish job objectives and enhance workplace performance.
02.0	Develop an awareness of microprocessors and digital computers.
03.0	Demonstrate an understanding of operating systems.
04.0	Use technology to enhance the effectiveness of communication skills utilizing word processing applications.
05.0	Use technology to enhance communication skills utilizing presentation applications.
06.0	Use technology to enhance the effectiveness of communication utilizing spreadsheet and database applications.
07.0	Use technology to enhance communication skills utilizing electronic mail.
08.0	Investigate individual assessment and job/career exploration and individual career planning that reflect the transition from school to work, lifelong learning, and personal and professional goals.
09.0	Incorporate appropriate leadership and supervision techniques, customer service strategies, and standards of personal ethics to accomplish job objectives and enhance workplace performance.
10.0	Demonstrate competence using computer networks, internet and online databases to facilitate collaborative or individual learning and communication.
11.0	Demonstrate competence in page design applicable to the WWW.
12.0	Develop an awareness of emerging technologies.
13.0	Develop awareness of computer languages and software applications.
14.0	Demonstrate comprehension and communication skills.
15.0	Identify commonly used art and animation production tools in the game design industry.
16.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets.
17.0	Explain the importance of employability skill and entrepreneurship skills as it relates to game/simulation development. 
18.0	Identify tools and software commonly used in game development. 
19.0	Investigate career opportunities in the game industry.
20.0	Demonstrate research and information fluency.
21.0	Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, flow, and game design.
22.0	Explore the methods used to create and sustain player immersion.
23.0	Describe the game development life cycle.
24.0	Demonstrate the professional level of written and oral communication required in the game development industry.
25.0	Understand the core tasks and challenges that face a video game design team.
26.0	Demonstrate leadership and teamwork skills needed, as it relates to game/simulation development, to accomplish team goals and objectives.
27.0	Create a working game or simulation as part of a team.
28.0	Create a game design production plan that describes the game play, outcomes, controls, interface and artistic style of a video game.
29.0	Categorize the different gaming genres.
30.0	Identify popular games and identify commonality between them.
31.0	Understand the general procedure and requirements of game design.
32.0	Understand the general principles of storytelling for game design.
33.0	Understand character archetypes and character design.
34.0	Develop a game design document.
35.0	Understand the process of creating and designing player choice and other game designer strategy considerations.
36.0	Create and design the game flow as it relates to story and plot.
37.0	Assess common principles and procedures in game flow design.
38.0	Describe player challenge rule creation elements. 
39.0	Understand the use of inventory systems in game design.
40.0	Understand the history of audio/sound effects in the entertainment industry.
41.0	Perform various job roles typical for an audio technician on a game/simulation project.
42.0	Understand intellectual property rights, copyright laws, and plagiarism as they apply to creative assets.
43.0	Demonstrate a knowledge of production writing as it relates to game and simulation design.
44.0	Demonstrate appropriate voice acting skills.
45.0	Demonstrate basic audio production.
46.0	Set-up and configure a computer for audio applications.
47.0	Operate an audio workstation.
48.0	Demonstrate application of MIDI in a game/simulation project.
49.0	Incorporate audio assets into game/simulation engine.
50.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.
51.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives.
52.0	Explain the importance of employability skill and entrepreneurship skills.
53.0	Demonstrate personal money management concepts, procedures, and strategies.
54.0	Understand the history of video effects in the entertainment.
55.0	Understand the various job titles and responsibilities video technician as it relates to game and simulation design.
56.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets.
57.0	Demonstrate a knowledge of production writing as it relates to game and simulation design.
58.0	Demonstrate appropriate acting skills.
59.0	Demonstrate basic video production.
60.0	Demonstrate set-up and configuration of a computer for video applications.
61.0	Demonstrate the basic operation of a video workstation.
62.0	Incorporate video assets into game/simulation engine.
63.0	

2018 – 2019
Florida Department of Education
Student Performance Standards

Course Title:		Digital Information Technology
Course Number:	8207310
Course Credit:	1

Course Description:

This course is designed to provide a basic overview of current business and information systems and trends, and to introduce students to fundamental skills required for today's business and academic environments.  Emphasis is placed on developing fundamental computer skills.  The intention of this course is to prepare students to be successful both personally and professionally in an information based society.  Digital Information Technology includes the exploration and use of: databases, the internet, spreadsheets, presentation applications, management of personal information and email, word processing and document manipulation, HTML, web page design, and the integration of these programs using software that meets industry standards.  After successful completion of this core course, students will have met Occupational Completion Point A, Information Technology Assistant - SOC Code 15-1151.

Digital Information Technology (8207310) is part of several programs across the various CTE career clusters.  To ensure consistency, the standards and benchmarks for this course (01.0 – 14.0) have been placed in a separate document.   To access this document, visit: Digital Information Technology (8207310).

OR

2018 – 2019
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 should be integrated into the curriculum.  Regardless of topic sequencing, the culminating activity is the creation of a playable game.

Game & Simulation Creation

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. 

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	
15.0	Identify commonly used art and animation production tools in the game design industry.  ̶   The student will be able to:			
15.01	Identify, categorize and discuss art and animation tools commonly used in game design.			
16.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets.  ̶   The student will be able to:			
16.01	Understand the use of “Fair Use and Fair Dealing”.			
16.02	Understand the transfer and licensing of creative works.			
16.03	Understand the use of “exclusive rights” to intellectual creations.			
16.04	Demonstrate the use of digital watermarking.			
17.0	Explain the importance of employability skill and entrepreneurship skills as it relates to game/simulation development.  ̶   The student will be able to:			
17.01	Identify and demonstrate positive work behaviors needed to be employable.			
17.02	Maintain a career portfolio to document knowledge, skills, and experience.		SC.912.N.1.1	
17.03	Evaluate and compare employment opportunities that match career goals.		SC.912.N.1.1	
17.04	Identify and exhibit traits for retaining employment.		SC.912.N.1.1	
18.0	Identify tools and software commonly used in game development.  ̶   The student will be able to:			
18.01	Identify and discuss the popular game development tools currently used in the industry.			
18.02	Identify and discuss popular gaming engines.			
18.03	Identify and discuss popular world building tools.			
19.0	Investigate career opportunities in the game industry.  ̶   The student will be able to:		SC.912.N.4.2	
19.01	Describe job requirements for a variety of occupations within the game development industry.			
19.02	Identify current employment trends and career opportunities in the game industry.			
20.0	Demonstrate research and information fluency.  ̶   The student will be able to:			
20.01	Play games to research and collect game play data.			
20.02	Evaluate, analyze and document game styles and playability.			
20.03	Determine the dramatic elements in games, including kinds of fun, player types and nonlinear storytelling.			
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.		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.		SC.912.N.1.1	
22.0	Explore the methods used to create and sustain player immersion.  ̶   The student will be able to:			
22.01	Research and define the term “player immersion”.			
22.02	Explore and explain the factors that create player immersion in a game.			
22.03	Examine popular games and explain the methods each game uses to increase player immersion.			
23.0	Describe the game development life cycle.  ̶   The student will be able to:		SC.912.P.10.13; 10.14; 10.15; 10.18	
23.01	Identify steps in the pre-production process including the proof of concept and market research.			
23.02	Describe the iterative prototyping process – Alpha, Beta, RTM.			
23.03	Determine platform, technology and scripting requirements.			
23.04	Implement techniques of scenario development, levels, and missions.			
23.05	Discuss game testing requirements and methods.		SC.912.N.1.1	
23.06	Identify and describe maintenance, upgrade and sequel issues.			
24.0	Demonstrate the professional level of written and oral communication required in the game development industry.  ̶   The student will be able to:		SC.912.N.1.1	
24.01	Use listening, speaking, telecommunication and nonverbal skills and strategies to communicate effectively with supervisors, co-workers, and customers.		SC.912.N.1.1	
24.02	Organize ideas and communicate oral and written messages appropriate for the game development industry environment.		SC.912.N.1.1	
25.0	Understand the core tasks and challenges that face a video game design team.  ̶   The student will be able to:		SC.912.N.1.1	
25.01	Identify and define the roles and responsibilities of team members on a video game design team.		SC.912.L.14.2		
25.02	Explore and discuss methods of communications and scheduling for design teams.			
26.0	Demonstrate leadership and teamwork skills needed, as it relates to game/simulation development, to accomplish team goals and objectives.  ̶   The student will be able to:			
26.01	Employ leadership skills to accomplish organizational goals and objectives.			
26.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.			
26.03	Conduct and participate in meetings to accomplish work tasks.			
26.04	Employ mentoring skills to inspire and teach others.			

2018 – 2019
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, 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 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. 

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	
27.0	Create a working game or simulation as part of a team.  ̶   The student will be able to:		SC.912.N.1.1	
27.01	Create a storyboard describing the essential elements, plot, flow, and functions of the game/simulation.	MAFS.912.G-MG.1.3		
27.02	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.			
27.03	Using a simple game development tool, create a game or simulation.		SC.912.N.3.5	
27.04	Present the game or simulation.		SC.912.N.3.5	
28.0	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:			
28.01	Use industry standard game design production documents to create a game design production plan.		SC.912.N.1.1	
29.0	Categorize the different gaming genres.  ̶   The student will be able to:			
29.01	Research, compare and categorize the different gaming genres.		SC.912.L.15.4	
29.02	Analyze examples of different gaming genres.		SC.912.L.15.6	
29.03	Define and use the necessary vocabulary related to gaming and the different genres.			
30.0	Identify popular games and identify commonality between them.  ̶   The student will be able to:			
30.01	Analyze and deconstruct game environments and interactions.		SC.912.N.1.1	
30.02	Compare and contrast the top selling video games in terms of player interaction, plot complexity, and reward.			
30.03	Categorize gameplay elements by player type. (Killer, talker, explorer and achiever).			
31.0	Understand the general procedure and requirements of game design.  ̶   The student will be able to:			
31.01	Describe the design process from conception to production.			
31.02	Explain the iterative nature of game design through the different stages of design iterations including pre-alpha, alpha, beta, release candidate, going gold and support.			
31.03	Develop design plans, for example, character sketches, documentation and storyboards for proposed games.			
32.0	Understand the general principles of storytelling for game design.  ̶   The student will be able to:		SC.912.N.1.7	
32.01	Identify the essential elements of a story.		SC.912.N.1.1	
32.02	Describe how creative writing is used as a game design tool.			
32.03	Compare and contrast methods of delivering a story in a game.			
33.0	Understand character archetypes and character design.  ̶   The student will be able to:			
33.01	Research and identify common character archetypes used in computer games.			
33.02	Design character prototypes to physically match archetype.			
33.03	Create character backstory and profile.			
34.0	Develop a game design document.  ̶   The student will be able to:			
34.01	Create a game strategy overview, character overview, and storyboard overview.			
34.02	Define the rules of play and multi-player options.			
34.03	Define strategic positioning of game immersion dynamics and psychological effect.	MAFS.912.G-MG.1.3		
34.04	Describe how game layout charts are used in game design.			
34.05	Understand the use of storyboards in the game design industry with regard to environmental illustrations, level designs, character designs, model sheets and GUI Designs.		SC.912.N.1.1	
35.0	Understand the process of creating and designing player choice and other game designer strategy considerations.  ̶   The student will be able to:		SC.912.L.17.15	
35.01	Describe the use of artificial intelligence challenges in game design and the need for giving the player rest time between challenges.			
35.02	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		
35.03	Identify techniques used in the industry to help the player to navigate.			
35.04	Discuss the principles of player-centric design.			
35.05	Examine and discuss design elements that encourage continuous active engagement both mental and physical.			
35.06	Analyze design elements that maintain player interest and vary the degree of challenge.		SC.912.N.1.1	
35.07	Discuss the need for a balance of design elements for the purpose of rewarding and frustrating players.			
36.0	Create and design the game flow as it relates to story and plot.  ̶   The student will be able to:			
36.01	Identify techniques of introducing the story plot and beginning play.			
36.02	Describe story plot development techniques for the middle of play in game design.			
36.03	Analyze and discuss planning techniques for climax and finale of games.			
37.0	Assess common principles and procedures in game flow design.  ̶   The student will be able to:			
37.01	Assess missions and scenarios game flow techniques.			
37.02	Describe common use of mission design and campaigns.			
37.03	Evaluate usage of static versus dynamic campaigns.			
38.0	Describe player challenge rule creation elements.  ̶   The student will be able to:			
38.01	Research common design methods for clearing obstacles or series of obstacles.		SC.912.N.1.1	
38.02	Describe common design elements introducing skill, luck and combinations including escalating challenges to games.			
38.03	Identify common design elements used to vary weapons, characters and tools.			
38.04	Discuss the incorporation of risk reward and adaptive challenges (AI).			
39.0	Understand the use of inventory systems in game design.  ̶   The student will be able to:			
39.01	Discuss the various methods of describing items in player’s inventory in contemporary game design.			
39.02	Review and discuss industry methods of communicating how inventory items can have an effect on game play.			

2018 – 2019
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.

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

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
40.0	Understand the history of audio/sound effects in the entertainment industry. – The student will be able to:			
40.01	Discuss the role of sound in a visual presentation.			
40.02	Describe how audio/sound effects can establish or reinforce the mood.			
40.03	Explain the importance of production value.			
40.04	Describe the evolution of audio/sound effects production.			
40.05	Identify the technology incorporated into the production of sound.			
41.0	Perform various job roles typical for an audio technician on a game/simulation project. – The student will be able to:			
41.01	Identify the job titles of audio technicians and artists typically involved in a game project.			
41.02	Work as part of a sound design team.			
41.03	Perform the role of the sound designer for a game/simulation project.			
41.04	Perform the role of music supervisor for a game/simulation project.			
41.05	Perform the role of Foley artist for a game/simulation project.			
41.06	Perform the role of voice actor for a game/simulation project.			
41.07	Perform the role of recording engineer for a game/simulation project.			
41.08	Perform the role of sound editor for a game/simulation project.			
41.09	Perform the role of composer/arranger for a game/simulation project.			
42.0	Understand intellectual property rights, copyright laws, and plagiarism as they apply to creative assets. – The student will be able to:			
42.01	Compare and contrast the doctrines of fair use and fair dealing.			
42.02	Describe the transfer and licensing of creative works.			
42.03	Explain the use of “exclusive rights” to intellectual creations.			
42.04	Use digital watermarking to embed copyright information in an audio file.			
43.0	Demonstrate a knowledge of production writing as it relates to game and simulation design. – The student will be able to:			
43.01	Explain the job of a scriptwriter and outline the elements of a script.			
43.02	Breakdown a script into audio production elements.			
43.03	Write simple dialog.			
43.04	Translate script elements into lyrics for a theme song.			
43.05	Write narration or instructions for game/simulation.			
44.0	Demonstrate appropriate voice acting skills. – The student will be able to:			
44.01	Read aloud in a professional manner.			
44.02	Receive and properly act upon direction given by the producer/director.			
44.03	Understand the concept of voice acting and playing a role while speaking.			
44.04	Perform various voice acting assignments in a professional manner according to industry standards.			
45.0	Demonstrate basic audio production. – The student will be able to:			
45.01	Describe digital audio storage concepts and digital storage media.			
45.02	Operate digital recording decks and other digital storage devices.			
45.03	Describe the function and operation of digital audio workstations.			
45.04	Edit, cut, erase, and insert sound utilizing various digital production techniques.			
45.05	Perform digital noise reduction and noise extraction via spectral display.			
46.0	Set-up and configure a computer for audio applications. – The student will be able to:			
46.01	Install basic peripheral devices related to audio programs.			
46.02	Install and configure software related to audio programs.			
46.03	Demonstrate basic knowledge of computer system requirements.			
46.04	Install plug-ins or additional audio source material such as beats and or samples.			
46.05	Diagram the signal flow of a digital audio workstation.			
47.0	Operate an audio workstation. – The student will be able to:			
47.01	Demonstrate knowledge of the digital audio workstation interface. 			
47.02	Create and arrange a multi-track project.			
47.03	Create interest and effect using editing techniques			
47.04	Design and edit audio using a waveform editor.			
47.05	Record audio directly to the digital audio workstation.			
47.06	Mix audio.			
47.07	Demonstrate skill in using audio effects and plug-ins.			
47.08	Prepare an audio project for finishing and final mix down.			
47.09	Transfer audio files between various audio software applications.			
47.10	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.			
47.11	Export finished audio.			
48.0	Demonstrate application of MIDI in a game/simulation project. – The student will be able to: 			
48.01	Demonstrate an understanding of MIDI. 			
48.02	Discuss the advantage and use of MIDI in a game/simulation.			
48.03	Discuss the limitations of MIDI.			
48.04	Utilize a computer and multiple MIDI instruments. 			
48.05	Record a single sound track; add multiple sound tracks, and change MIDI voices using the software. 			
48.06	Export a MIDI soundtrack for use in a game/simulation.			
48.07	Export a MIDI sound effect for use in a game/simulation.			
48.08	Apply MIDI file to an object or game/simulation element.			
49.0	Incorporate audio assets into game/simulation engine. – The student will be able to:			
49.01	Describe the audio effects workflow.			
49.02	Explain audio codecs and formats used in game/simulation engines.			
49.03	Import audio into the game/simulation engine. 			
49.04	Use appropriate naming conventions for audio assets.			
49.05	Describe the use of 3D and surround sound.			
49.06	Apply knowledge of distance/spatial effects including surround sound in a game/simulation.			
49.07	Contrast the audio environment as it relates to the visual environment.			
50.0	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:			
50.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.			
50.02	Explain emergency procedures to follow in response to workplace accidents.			
50.03	Create a disaster and/or emergency response plan.			
51.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives. – The student will be able to:			
51.01	Employ leadership skills to accomplish organizational goals and objectives.			
51.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.			
51.03	Conduct and participate in meetings to accomplish work tasks.			
51.04	Employ mentoring skills to inspire and teach others.			
52.0	Explain the importance of employability skill and entrepreneurship skills. – The student will be able to:			
52.01	Identify and demonstrate positive work behaviors needed to be employable.			
52.02	Develop personal career plan that includes goals, objectives, and strategies.			
52.03	Examine licensing, certification, and industry credentialing requirements.  			
52.04	Maintain a career portfolio to document knowledge, skills, and experience.			
52.05	Evaluate and compare employment opportunities that match career goals.			
52.06	Identify and exhibit traits for retaining employment.			
52.07	Identify opportunities and research requirements for career advancement.			
52.08	Research the benefits of ongoing professional development.			
52.09	Examine and describe entrepreneurship opportunities as a career planning option.			
53.0	Demonstrate personal money-management concepts, procedures, and strategies. – The student will be able to:			
53.01	Identify and describe the services and legal responsibilities of financial institutions.			
53.02	Describe the effect of money management on personal and career goals.			
53.03	Develop a personal budget and financial goals.			
53.04	Complete financial instruments for making deposits and withdrawals.			
53.05	Maintain financial records.			
53.06	Read and reconcile financial statements.			
53.07	Research, compare and contrast investment opportunities.			

2018 – 2019
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.

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

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
54.0	Understand the history of video effects in the entertainment. – The student will be able to:			
54.01	Understand the role of video in a visual presentation.			
54.02	Understand how video effects can establish or reinforce the mood.			
54.03	Understand the importance of production value.			
54.04	Understand the history of video effects production.			
54.05	Understand the technology incorporated into the production video and video effects.			
55.0	Understand the various job titles and responsibilities video technician as it relates to game and simulation design. – The student will be able to:			
55.01	Identify the job titles of video technicians and artist game project.			
55.02	Demonstrate the ability to work as part of a video production team.			
55.03	Perform the role of the video technical director for a game/simulation project.			
55.04	Perform the role of video editor for a game/simulation project.			
55.05	Perform the role of camera operator for a game/simulation project.			
55.06	Perform the role of special effects coordinator for a game/simulation project.			
55.07	Perform the role of video recording operator for a game/simulation project.			
55.08	Perform the role of video effects artist for a game/simulation project.			
55.09	Perform the role of compositor for a game/simulation project.			
56.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets. – The student will be able to:			
56.01	Understand the use of “Fair use and Fair Dealing”.			
56.02	Understand the transfer and licensing of creative works.			
56.03	Understand the use of “exclusive rights” to intellectual creations.			
56.04	Demonstrate the use of digital watermarking.			
57.0	Demonstrate a knowledge of production writing as it relates to game and simulation design. – The student will be able to:			
57.01	Explain the job of a scriptwriter and outline the elements of a script.			
57.02	Demonstrate ability to breakdown a script into video production elements.			
57.03	Demonstrate ability to write simple dialog.			
57.04	Demonstrate ability to translate script elements into production schedule.			
57.05	Demonstrate ability to write narration or instructions for game/simulation.			
58.0	Demonstrate appropriate acting skills. – The student will be able to:			
58.01	Demonstrate the ability to read aloud in a professional manner.			
58.02	Demonstrate the ability to receive and properly act upon direction given by the producer/director.			
58.03	Understand the concept of acting and playing a role while speaking.			
58.04	Perform the various assignments in a professional manner according to industry standards.			
59.0	Demonstrate basic video production. – The student will be able to:			
59.01	Use current industry standard production video equipment.			
59.02	Operate camera in studio and location (field) production environments.			
59.03	Demonstrate understanding of digital video storage concepts and digital storage media.			
59.04	Demonstrate knowledge of and the ability to operate digital recording decks, and other digital storage devices.			
59.05	Identify and select microphones for production needs. 			
59.06	Determine appropriate lighting needs for production settings.			
59.07	Identify location and studio lighting types, method of use and application.			
60.0	Demonstrate set-up and configuration of a computer for video applications. – The student will be able to:			
60.01	Install basic peripheral devices related to video programs.			
60.02	Install and configure software related to video programs.			
60.03	Demonstrate basic knowledge of computer system requirements.			
60.04	Demonstrate basic knowledge of installing plug-ins or additional audio source material such as beats and or samples.			
60.05	Understand the signal flow of a digital video workstation.			
61.0	Demonstrate the basic operation of a video workstation. – The student will be able to:			
61.01	Demonstrate knowledge of the digital video workstation interface. 			
61.02	Demonstrate a working familiarity and understanding of the function and operation of digital video workstations.			
61.03	Demonstrate ability to edit, cut, erase, and insert video utilizing various digital production techniques.			
61.04	Record video directly to the digital video workstation.			
61.05	Demonstrate knowledge of editing video according to message.			
61.06	Demonstrate skill in using video effects and plug-ins.			
61.07	Prepare a video project for final compositing and export.			
61.08	Transfer video files between various video software applications.			
61.09	Export finished video.			
62.0	Incorporate video assets into game/simulation engine. – The student will be able to:			
62.01	Demonstrate knowledge of the video effects workflow.			
62.02	Demonstrate knowledge of video codecs and formats used in game/simulation engines.			
62.03	Demonstrate knowledge and ability to import video into the game/simulation engine. 			
62.04	Use appropriate naming conventions for video assets.			
62.05	Understand the use of placing video assets into a 3D environment.			
62.06	Demonstrate knowledge of distance/spatial video effects in relation to sound effects in a game/simulation.			
62.07	Understand the audio environment as it relates to the visual environment.			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. 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.

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org.

Career and Technical Student Organization (CTSO)

Future Business Leaders of America (FBLA) and Business Professionals of America (BPA) are the intercurricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills for secondary students. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

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. 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.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml