Teacher’s Guide

Space Bubbles
Programming Scheme of Work

Learning to Program
with GameMaker Studio 2
Scheme of Work Overview
Space Bubbles is a practical programming scheme of work designed to introduce students to the
basics of programming. It is to be used in conjunction with the software GameMaker Studio 2.

It is designed for ages 11 to 14 as a means of teaching students the fundamentals of how to code
through game design, although it can be used with higher and lower aged students if, or as a means
of providing art & design students in tertiary education with a grounding in the coding skills
required for 2D Game Art projects.

The project introduces students to the 3 constructs of programming (sequencing, selection

statements and iteration), variables and the programming concept of inheritance using parent and
child objects.

This scheme of work contains:

 8 one-hour lessons with associated PowerPoint presentations

 3 homework sheets
 A student workbook
 A starting student GameMaker project
 6 video tutorials
 6 written tutorial worksheets
 Completed GameMaker projects to accompany each of the tutorials
 A selection of GameMaker functionality help sheets
 11 Extension tasks and a completed GameMaker project with the tasks in
 6 Challenge tasks and a completed GameMaker project with the tasks in
 A compiled demo game of Space Bubbles
 A compiled version of the game with the Extension tasks completed
 A compiled version of the game with Challenge tasks completed
 An assessment system
 A Teacher’s Guide

Scheme of Work Delivery Advice

Space Bubbles is a project-based scheme of work where students work on one project over the
course of 8 lessons.

Over those lessons, students are taught how to program by recreating their own version of the
game “Space Bubbles”.

What is Space Bubbles?

Space Bubbles is a top-down space adventure. The player has to pop as many space bubbles as they
can on their journey to the warp gate, that will take them home. They will face off against a variety
of different bubbles with different behaviours and dodge floating asteroids.
A playable demo of the game is provided to show students what could be achieved. The demo
game contains additional features that go beyond the SoW challenges as a way of inspirsing
students to continue enhancing their game beyond the scope of original the SoW.

How do Students Learn?

Students learn through a combination of:

 Teacher presentations, explanations and demonstrations

 Written tasks
 Homework tasks
 Practical Programming tasks

Teacher Presentations
Each lesson comes with a PowerPoint presentation that the teacher uses to guide the learners
through the lesson. There is a detailed guide on how to deliver each lesson later in this guide.

Written Tasks (Written Workbook)

There is a pre-prepared workbook that comes with this scheme of work. This should be printed out
as an A4 booklet and given to each student at the start of the project. Students will use this booklet
to record key terms and key information during the lessons.

It also contains all of the assessment grids that the students use to self and peer assess their games
during the project. The final assessment grid is for the teacher to use in the last lesson to perform
the final grading of the student's work.

Homework tasks
There are three homework worksheets that students are issued in lessons 1, 3 and 5. These are to be
printed out and completed by the students and then returned to be peer marked at the start of the
next lesson.

Practical Programming Tasks

Students work through three categories of task during the project. They must complete them in the
order listed below.

1. Tutorials
Firstly, all students work through a series of tutorials to build-up a core version of the game. During
these tutorials, they will learn how to use the GameMaker software and how to program within it.

The scheme of work comes with both video and written versions of the tutorials.

It is highly recommended that the students complete the tutorials by following the video
tutorials, as they contain more detail and students can benefit from the instructor’s
demonstrations and the additional information that comes from the voice over.

If it is not possible for students to use the video tutorials, then they can use the written tutorials in
their place.

Using the Video Tutorials Correctly

Students will need a set of headphones each for the video tutorials so that they can listen to the
instructor’s voiceover.
When using the video tutorial, students should work alongside them. They do this by watching the
tutorial in short snippets and then pausing it and repeating the actions as they go. They should not
attempt to watch the entire tutorial and then try to complete all the tasks from memory.

2. Extension tasks
After completing the tutorials, students demonstrate their learning by extending their own game
through a series of Extension tasks.

These Extension tasks can be completed in any order.

3. Challenge tasks
Students build upon their learning by completing the Challenge tasks. These tasks ask students to
add further features to their game using the knowledge gained through the tutorial and Extension
tasks.

Assessment System Guidance

Students are assessed on the final functionality they program into their game. Teachers assess the
game using the assessment grid that is provided in the student workbook.

The assessment criteria are divided into four grading categories:

1. Developing Knowledge (lowest grading)

2. Core Knowledge
3. Working Knowledge
4. Deepening Knowledge (highest grading)

To assess the work, teachers tick-off the criteria on the grid that has been programmed in the
student’s game. The teacher can assign a grade to the student’s work, based on the highest
category they have fulfilled. A student must achieve the required number of ticks within a category
to achieve its grading.
Lesson Delivery Guidance
Below is guidance on how to deliver each of the lessons, however you are free to adapt these to suit
your teaching style and preferences, and the resources and nature of the individual school. Timings
for tasks are all approximate.

Lesson 1 – Introduction
Welcome and Introduction (5mins)
Slides 1 to 5

Welcome students to the class, then use the slides to;

1. Ask students to record their homework for the lesson and give out the homework sheet 1 to
each student.
2. Give out the topic student workbook, one per student, ask them to fill in their details on the
front cover
3. Explain the objectives of the lesson to the students
4. Introduce the students to the new topic of work

Programming Key Concepts and Knowledge (10mins)

Slides 6 to 11

In this section, you are introducing students to the concept of computational thinking and the key
programming terms used within the topics.

You use whole-class questions and answers to gather knowledge about how much they know about
each of the key terms already before explaining the terms and concepts to them.

You should instruct students to record their notes about the key terms in the student booklet that
they have been given, as you discuss each of the terms with them.

GameMaker Key Concepts and Knowledge (15mins)

Slides 12 to 20

In this section, you are introducing students to GameMaker Studio 2 and the key terms used
associated with GameMaker as well as allowing them to play the demo game.

Use whole-class questions and answers to gather knowledge about how much they know about
GameMaker. There is a video you can play to show them the types of games that have been made
with the software.

Then introduce students to the Space Bubbles game and allow them to play the demo game for a
short time. You will need to have loaded the demo game folder on to a location where students can
access it.
Introduce the GameMaker key terms, ask them if they are able to breakdown the game into its
components using the new key terms. There are animations on the slides that can be used to reveal
the answers as you go.

You should instruct students to record their notes about the key terms in the student booklet that
they have been given as you discuss the terms with them.

Programming Using GameMaker (30mins)

Slides 21 to 23

In this section, you introduce the task structure that the students will be working through and then
show them how to get started with GameMaker.

They will need to know how to load the software, how to load the starting project that they need
and where to access the tutorial tasks.

It is recommended that the students use the video tutorial to learn, however you can use the written
tutorials if this is not possible. There is more guidance on the tutorials above.
Lesson 2 – Principles of Programming
Welcome and Mark Homework (10mins)
Slides 1 to 2

Welcome students to the class

Marking Homework
Ask students to take out their completed homework and to swap it with a peer so that it can be peer
marked. Go through the answers by displaying them on the board with the students, allowing them
to mark each other’s work.

Recapping and Retrieving Knowledge (10mins)

Slides 3 to 13

In this section, you are asking students to retrieve knowledge from the previous lesson and
recapping it with them. This is done through whole-class questions and answers. You can use the
slides to guide this process. The slides have animations on them that reveal information as you go.
Encourage students to use the notes previously written to help answer the questions.

There is a video to be played on slide 7.

Introducing the 3 Constructs of Programming (10mins)

Slides 14 to 20

You will now introduce the new concept of the 3 Constructs of Programming to them. Advise the
students that you will be looking at each in more detail in later lessons. For now, they need to be
aware of what they are (Sequencing, Selection Statements & Iteration) and be aware of what they
look like when they are being used in GameMaker. Again, use the slides to guide your explanations.

Programming Using GameMaker (30mins)

Slide 21

Students now continue with their programming by picking up where they left-off in the previous
lesson. They will need to load their GameMaker project from the last lesson and continue with the
tutorials.
Lesson 3 – Sequencing
Welcome and Introduction (5mins)
Slides 1 to 2

Welcome students to the class

Ask students to record their homework for the lesson and give out the homework sheet 2 to each
student.

Recapping and Retrieving Knowledge (10mins)

Slides 3 to 6

In this section, you are asking students to retrieve knowledge from the previous lesson and recap it
with them. This is done through whole-class questions and answers. You can use the slides to guide
this process. The slides have animations on them that reveal information as you go. Encourage
students to use the notes previously written to help answer the questions.

Introducing Sequencing (10mins)

Slides 7 to 15

You will now look at the programming Construct 1 – Sequencing in more detail. Use the slides to
guide your explanations.

It is important that students recognise the importance of being able to put instructions in the order
required to complete tasks correctly. Use the slides to ask students about what happens if
instructions are not ordered correctly and why it is important to order instructions. There is a whole-
class activity on slide 13 where the students attempt to rearrange the instructions into the correct
order.

Finally, talk students through how the sequencing of instructions works in GameMaker using slides
14 and 15.

Programming Using GameMaker (30mins)

Slide 16

Students now continue with their programming by picking-up where they left-off in the previous
lesson. They will need to load their GameMaker project from the last lesson and continue with the
tutorials.
Lesson 4 – Selection Statements
Welcome and Mark Homework (10mins)
Slides 1 to 2

Welcome students to the class

Marking Homework
Ask students to take out their completed homework and to swap it with a peer so that it can be peer
marked. Go through the answers by displaying them on the board with the students, allowing them
to mark each other’s work.

Recapping and Retrieving Knowledge (10mins)

Slides 3 to 7

In this section, you are asking students to retrieve knowledge from the previous lesson and recap it
with them. This is done through whole-class questions and answers. You can use the slides to guide
this process. The slides have animations on them that reveal information as you go. Encourage
students to use the notes previously written to help answer the questions.

Introducing Selection Statements (10mins)

Slides 8 to 12

Introduce the lesson objectives for the lesson

You will now look at the programming construct 2 – Selection Statements in more detail. Use the
slides to guide your explanations.

Students need to recognise that selection statements return a true or false response based on the
criteria that are set for them. This is then used to run different sets of instructions which allow the
program to react differently to different inputs and game states.

Programming Using GameMaker (30mins)

Slide 13

Students now continue with their programming by picking-up where they left-off in the previous
lesson. They will need to load their GameMaker project from the last lesson and continue with the
tutorials.

When students have completed the tutorials they should move-on to completing the Extension
tasks. They can complete the Extension tasks in any order.
Lesson 5 – Self Assessment
Welcome and Introduction (5mins)
Slides 1 to 2

Welcome students to the class

Ask students to record their homework for the lesson and give out the homework sheet 3 to each
student.

Recapping and Retrieving Knowledge (10mins)

Slides 3 to 6

In this section, you are asking students to retrieve knowledge from the previous lesson and recap it
with them. This is done through whole-class questions and answers. You can use the slides to guide
this process. The slides have animations on them that reveal information as you go. Encourage
students to use the notes previously written to help answer the questions.

Self-Review (15mins)
Slides 7 to 11

Students will now self-assess their progress using the attainment sheet in their student workbook.
Students use the same sheet as the teacher to assess their work so they can understand how the
teacher will assess their game.

You will need to explain the structure and format of the assessment sheet so they understand how
to use it.

It is good to check their understanding by asking students about the features they would need to
successfully implement to achieve the different attainment grades.

To complete the task, students should load-up the game and then use a pen to tick-off the different
functionality they have already got working. At the bottom of the sheet, they should then give
themselves an attainment grade and record whether they are on-target or not. They can then set
themselves a goal for the lesson that will provide focus.

Programming using GameMaker (30mins)

Slide 16

Students now continue with their programming by picking-up where they left-off in the previous
lesson. They will need to load their GameMaker project from the last lesson and continue with the
tutorials.

When students have completed the tutorials, they should move onto completing the Extension
tasks. They can complete the Extension tasks in any order.
Lesson 6 – Iteration
Welcome and Mark Homework (10mins)
Slides 1 to 2

Welcome students to the class

Marking Homework
Ask students to take out their completed homework and to swap it with a peer so that it can be peer
marked. Go through the answers by displaying them on the board with the students, allowing them
to mark each other’s work.

Recapping and Retrieving Knowledge (10mins)

Slides 3 to 5

In this section, you are asking students to retrieve knowledge from the previous lesson and recap it
with them. This is done through whole-class questions and answers. You can use the slides to guide
this process. The slides have animations on them that reveal information as you go. Encourage
students to use the notes previously written to help answer the questions.

Introducing Selection Statements (10mins)

Slides 6 to 10

Introduce the lesson objectives for the lesson

You will now look at the programming construct 2 – Iteration in more detail. Use the slides to guide
your explanations.

Students need to recognise that Iteration structures allow the code to repeat itself without having to
write the instructions repeatedly.

Programming Using GameMaker (30mins)

Slide 11

Students now continue with their programming by picking-up where they left-off in the previous
lesson. They will need to load their GameMaker project from the last lesson and continue with the
tutorials.

When students have completed the tutorials, they should move onto completing the Extension
tasks. They can complete the Extension tasks in any order.

Once the Extension tasks have been completed, they should move onto the Challenge tasks.
Lesson 7 – Peer Review
Welcome and Recapping and Retrieving Knowledge (10mins)
Slides 1 to 5

Welcome students to the class

In this section, you are asking students to retrieve knowledge from the previous lesson and recap it
with them. This is done through whole-class questions and answers. You can use the slides to guide
this process. The slides have animations on them that reveal information as you go. Encourage
students to use the notes previously written to help answer the questions.

Peer-Review (20mins)
Slides 7 to 11

Students will now peer-assess each other’s progress using the peer review attainment sheet in their
student workbook. Students use the same sheet as the teacher to assess their work so they can
understand how the teacher will assess their game.

Firstly, you will explain what peer assessment is and then ask them to feedback about what they
think effective feedback is?

Then introduce the concept of good feedback, being “Be Kind, Be Helpful, Be Specific”

Use the “Good or Bad feedback” slide to see if they can distinguish between good and bad pieces of
feedback. Use the slide animations to reveal the information.

To complete the task students should load-up the game and then open their student booklet to the
correct page and leave it in front of their game. They should then swap places with a partner and
review each other’s games by playing the game and then ticking off the functionality that has been
completed.

They then award an attainment grade and write in some good, effective feedback to help guide the
student’s progress when they return.

Programming Using GameMaker (30mins)

Slides 12 to 13

Students now continue with their programming by picking-up where they left-off in the previous
lesson. They will need to load their GameMaker project from the previous lesson and continue with
the tutorials.

When students have completed the tutorials, they should move onto completing the Extension
tasks. They can complete the Extension tasks in any order.

Once the Extension tasks have been completed, they should move onto the Challenge tasks.
Lesson 8 – Teacher Assessment
The Final Assessment (60mins)
Slides 1 to 5

Welcome students to the class

Explain to the students that this is the last lesson in the topic and that you will be moving around
the room to assess their games using the teacher assessment grid.

They are to continue working on their games while this happens. They can still add to their game
after it has been assessed and the teacher will be able to reassess their grade.

If students have completed their game, then they can work with other students in the room to help
them progress further.
Tutorials
1. Creating the Room (6m 37s)
2. Creating the Player Object (13m 53s)
3. Creating the Gamma Ray Object (8m 33s)
4. Creating the Bubble Object (10m 42s)
5. Adding Collisions & the Level Controller (12m 20s)
6. Adding in the Warp Gate (17mins)

Total: 70mins (approx.)

Extensions
1. Player Wrapping Around Room
2. Add More Bubbles
3. Add Random Direction Bubbles
4. Add Target Bubbles
5. Add Chase Bubbles
6. Add Seeker Bubbles
7. Add Side Bubbles
8. Add Side Bubbles Types
9. Pacing The Game

Challenges
1. Adding a pop effect
2. Adding a scoring system
3. Adding Player Lives
4. Adding Bubble Health
5. Adding Asteroids
6. Making Asteroids Destructible