TRAINING

REGULATIONS

GAME PROGRAMMING NC III

INFORMATION AND COMMUNICATIONS

TECHNOLOGY (ICT) SECTOR

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila
 TABLE OF CONTENTS
ICT SECTOR
GAME PROGRAMMING

NATIONAL CERTIFICATE LEVEL III

Page No.

SECTION 1 GAME PROGRAMMING NC III

1
QUALIFICATION

SECTION 2 COMPETENCY STANDARDS 2 - 45

 Basic Competencies 2 - 20

 Common Competencies 21 - 32

 Core Competencies 33 - 45

SECTION 3 TRAINING STANDARDS 46 - 61

3.1 Curriculum Design 46 - 49

34 - 36

3.2 Training Delivery 50 35

3.3 Trainee Entry Requirements 51 36

3.4 List of Tools, Equipment and 51

36
Materials

3.5 Training Facilities 52 37

3.6 Trainers Qualification 53 37

3.7 Institutional Assessment 53 37

ASSESSMENT AND CERTIFICATION

SECTION 4 54
ARRANGEMENTS

COMPETENCY MAP 55

DEFINITION OF TERMS 56 - 60

61 - 62
ACKNOWLEDGEMENT
 TRAINING REGULATIONS FOR
GAME PROGRAMMING NC III

Section 1 GAME PROGRAMMING NC III QUALIFICATIONS

The GAME PROGRAMMING NC III Qualification consists of competencies that

are required for programming stand-alone computer game applications.

The units of competency comprising this qualification include the following:

UNIT CODE BASIC COMPETENCIES

5 00 311 1 09 Lead workplace communication

5 00 311 1 10 Lead small teams
5 00 311 1 11 Develop and practice negotiation skills
5 00 311 1 12 Solve problems related to work activities
5 00 311 1 13 Use mathematical concepts and techniques
5 00 311 1 14 Use relevant technologies

Code COMMON COMPETENCIES

ICT315203 Apply critical thinking and thought organization

ICT315202 Apply quality standards
ICT311201 Perform computer operations

Code CORE COMPETENCIES

ICT313352 Design game program logic

ICT313354 Apply object-oriented programming language skills
ICT313353 Apply programming skills for in-game application

A person who has achieved this Qualification is competent to be:

 Game Programmer
 Technical Game Designer
 Game Tester
 Tools Programmer
 Game Play Scripter

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SECTION 2 COMPETENCY STANDARDS

This section gives the details of the contents of the basic, common and core units
of competency required in GAME PROGRAMMING NC III.

BASIC COMPETENCIES

UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION

UNIT CODE : 500311109

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to lead in the dissemination and
discussion of ideas, information and issues in the
workplace.

ELEMENT PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables
1. Communicate
information about 1.1. Appropriate communication method is selected
workplace 1.2. Multiple operations involving several topics areas
processes are communicated accordingly
1.3. Questions are used to gain extra information
1.4. Correct sources of information are identified
1.5. Information is selected and organized correctly
1.6. Verbal and written reporting is undertaken when
required
1.7. Communication skills are maintained in all situations

2. Lead workplace
discussions 2.1. Response to workplace issues are sought
2.2. Response to workplace issues are provided
immediately
2.3. Constructive contributions are made to workplace
discussions on such issues as production, quality
and safety
2.4. Goals/objectives and action plan undertaken in the
workplace are communicated

3. Identify and
communicate 3.1. Issues and problems are identified as they arise
issues arising in the 3.2. Information regarding problems and issues are
workplace organized coherently to ensure clear and effective
communication
3.3. Dialogue is initiated with appropriate personnel
3.4. Communication problems and issues are raised as
they arise

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RANGE OF VARIABLES

VARIABLE RANGE
1. Methods of
communication 1.1. Non-verbal gestures
1.2. Verbal
1.3. Face to face
1.4. Two-way radio
1.5. Speaking to groups
1.6. Using telephone
1.7. Written
1.8. Internet

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RANGE OF VARIABLES

VARIABLE RANGE
1. Methods of
communication 1.1. Non-verbal gestures
1.2. Verbal
1.3. Face to face
1.4. Two-way radio
1.5. Speaking to groups
1.6. Using telephone
1.7. Written
1.8. Internet

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 UNIT OF COMPETENCY: LEAD SMALL TEAMS

UNIT CODE : 500311110

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes to lead
small teams including setting and maintaining team and
individual performance standards.

PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables

1. Provide team 1.1. Work requirements are identified and presented to

leadership team members
1.2. Reasons for instructions and requirements are
communicated to team members
1.3. Team members’ queries and concerns are
recognized, discussed and dealt with
2. Assign 2.1. Duties, and responsibilities are allocated having regard
responsibilities to the skills, knowledge and aptitude required to
properly undertake the assigned task and according to
company policy
2.2. Duties are allocated having regard to individual
preference, domestic and personal considerations,
whenever possible
3. Set performance 3.1. Performance expectations are established based on
expectations for client needs and according to assignment requirements
team members 3.2. Performance expectations are based on individual team
members duties and area of responsibility
3.3. Performance expectations are discussed and
disseminated to individual team members
4. Supervise team 4.1. Monitoring of performance takes place against
performance defined performance criteria and/or assignment
instructions and corrective action taken if required
4.2. Team members are provided with feedback, positive
support and advice on strategies to overcome any
deficiencies
4.3. Performance issues which cannot be rectified or
addressed within the team are referenced to appropriate
personnel according to employer policy
4.4. Team members are kept informed of any changes in the
priority allocated to assignments or tasks which might
impact on client/customer needs and satisfaction
4.5. Team operations are monitored to ensure that
employer/client needs and requirements are met
4.6. Follow-up communication is provided on all issues
affecting the team
4.7. All relevant documentation is completed in accordance
with company procedures

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 UNIT OF COMPETENCY: LEAD SMALL TEAMS

UNIT CODE : 500311110

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes to lead
small teams including setting and maintaining team and
individual performance standards.

PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables

1. Provide team 1.1. Work requirements are identified and presented to

leadership team members
1.2. Reasons for instructions and requirements are
communicated to team members
1.3. Team members’ queries and concerns are
recognized, discussed and dealt with
2. Assign 2.1. Duties, and responsibilities are allocated having regard
responsibilities to the skills, knowledge and aptitude required to
properly undertake the assigned task and according to
company policy
2.2. Duties are allocated having regard to individual
preference, domestic and personal considerations,
whenever possible
3. Set performance 3.1. Performance expectations are established based on
expectations for client needs and according to assignment requirements
team members 3.2. Performance expectations are based on individual team
members duties and area of responsibility
3.3. Performance expectations are discussed and
disseminated to individual team members
4. Supervise team 4.1. Monitoring of performance takes place against
performance defined performance criteria and/or assignment
instructions and corrective action taken if required
4.2. Team members are provided with feedback, positive
support and advice on strategies to overcome any
deficiencies
4.3. Performance issues which cannot be rectified or
addressed within the team are referenced to appropriate
personnel according to employer policy
4.4. Team members are kept informed of any changes in the
priority allocated to assignments or tasks which might
impact on client/customer needs and satisfaction
4.5. Team operations are monitored to ensure that
employer/client needs and requirements are met
4.6. Follow-up communication is provided on all issues
affecting the team
4.7. All relevant documentation is completed in accordance
with company procedures

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 EVIDENCE GUIDE

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1. Maintained or improved individuals and/or team
performance given a variety of possible scenario
1.2. Assessed and monitored team and individual
performance against set criteria
1.3. Represented concerns of a team and individual to next
level of management or appropriate specialist and to
negotiate on their behalf
1.4. Allocated duties and responsibilities, having regard to
individual’s knowledge, skills and aptitude and the needs
of the tasks to be performed
1.5. Set and communicated performance expectations for a
range of tasks and duties within the team and provided
feedback to team members
2. Required 2.1. Company policies and procedures
Knowledge and 2.2. Relevant legal requirements
Attitude
2.3. How performance expectations are set
2.4. Methods of Monitoring Performance
2.5. Client expectations
2.6. Team member’s duties and responsibilities
3. Required Skills 3.1. Communication skills required for leading teams
3.2. Informal performance counseling skills
3.3. Team building skills
3.4. Negotiating skills
4. Resource The following resources MUST be provided:
Implications 4.1. Access to relevant workplace or appropriately simulated
environment where assessment can take place
4.2. Materials relevant to the proposed activity or task
5. Methods of Competency may be assessed through:
Assessment 5.1. Direct observations of work activities of the individual
member in relation to the work activities of the group
5.2. Observation of simulation and/or role play involving the
participation of individual member to the attainment of
organizational goal
5.3. Case studies and scenarios as a basis for discussion of
issues and strategies in teamwork
6. Context of 6.1. Competency assessment may occur in workplace or any
Assessment appropriately simulated environment
6.2. Assessment shall be observed while task are being
undertaken whether individually or in-group
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 UNIT OF COMPETENCY: DEVELOP AND PRACTICE NEGOTIATION SKILLS

UNIT CODE : 500311111

UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes
required to collect information in order to negotiate to a
desired outcome and participate in the negotiation.

PERFORMANCE CRITERIA
ELEMENT
Italicized terms are elaborated in the Range of Variables
1. Plan negotiations
1.1 Information on preparing for negotiation is
identified and included in the plan
1.2 Information on creating non verbal environments
for positive negotiating is identified and included in
the plan
1.3 Information on active listening is identified and
included in the plan
1.4 Information on different questioning techniques is
identified and included in the plan
1.5 Information is checked to ensure it is correct and up-
to- date

2. Participate in
negotiations 2.1 Criteria for successful outcome are agreed upon by
all parties
2.2 Desired outcome of all parties are considered
2.3 Appropriate language is used throughout the
negotiation
2.4 A variety of questioning techniques are used
2.5 The issues and processes are documented and
agreed upon by all parties
2.6 Possible solutions are discussed and their viability
assessed
2.7 Areas for agreement are confirmed and recorded
2.8 Follow-up action is agreed upon by all parties

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 RANGE OF VARIABLES

VARIABLE RANGE
1. Preparing for 1.1 Background information on other parties to the
negotiation negotiation
1.2 Good understanding of topic to be negotiated
1.3 Clear understanding of desired outcome/s
1.4 Personal attributes
1.4.1 self awareness
1.4.2 self esteem
1.4.3 objectivity
1.4.4 empathy
1.4.5 respect for others
1.5 Interpersonal skills
1.5.1 listening/reflecting
1.5.2 non verbal communication
1.5.3 assertiveness
1.5.4 behavior labeling
1.5.5 testing understanding
1.5.6 seeking information
1.5.7 self disclosing
1.6 Analytic skills
1.6.1 observing differences between content
and process
1.6.2 identifying bargaining information
1.6.3 applying strategies to manage process
1.6.4 applying steps in negotiating process
1.6.5 strategies to manage conflict
1.6.6 steps in negotiating process
1.6.7 options within organization and
externally for resolving conflict

2. Non-verbal 2.1 Friendly reception

environments 2.2 Warm and welcoming room
2.3 Refreshments offered
2.4 Lead in conversation before negotiation begins

3. Active listening 3.1 Attentive

3.2 Don’t interrupt
3.3 Good posture
3.4 Maintain eye contact
3.5 Reflective listening

4. Questioning 4.1 Direct

techniques 4.2 Indirect
4.3 Open-ended

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 EVIDENCE GUIDE

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Demonstrated sufficient knowledge of the factors
influencing negotiation to achieve agreed outcome
1.2 Participated in negotiation with at least one person
to achieve an agreed outcome

2. Required
Knowledge and 2.1 Codes of practice and guidelines for the
Attitude organization
2.2 Organizations policy and procedures for
negotiations
2.3 Decision making and conflict resolution strategies
procedures
2.4 Problem solving strategies on how to deal with
unexpected questions and attitudes during
negotiation
2.5 Flexibility
2.6 Empathy

3. Required Skills
3.1 Interpersonal skills to develop rapport with other
parties
3.2 Communication skills (verbal and listening)
3.3 Observation skills
3.1 Negotiation skills

4. Resource The following resources MUST be provided:

Implications 4.1 Room with facilities necessary for the negotiation
process
4.2 Human resources (negotiators)

5. Methods of Competency may be assessed through:

Assessment 5.1 Observation/demonstration and questioning
5.2 Portfolio assessment
5.3 Oral and written questioning
5.4 Third party report

6. Context for
Assessment 6.1 Competency to be assessed in real work
environment or in a simulated workplace setting.

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 UNIT OF COMPETENCY: SOLVE PROBLEMS RELATED TO WORK
ACTIVITIES
UNIT CODE : 500311112
UNIT DESCRIPTOR : This unit of covers the knowledge, skills and attitudes
required to solve problems in the workplace including
the application of problem solving techniques and to
determine and resolve the root cause of problems.

PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Identify the problem 1.1. Variances are identified from normal operating
parameters; and product quality
1.2. Extent, cause and nature are of the problem
are defined through observation, investigation
and analytical techniques
1.3. Problems are clearly stated and specified

2. Determine 2.1. Possible causes are identified based on

fundamental causes experience and the use of problem solving
of the problem tools / analytical techniques.
2.2. Possible cause statements are developed
based on findings
2.3. Fundamental causes are identified per results
of investigation conducted

3. Determine corrective 3.1. All possible options are considered for

action resolution of the problem
3.2. Strengths and weaknesses of possible options
are considered
3.3. Corrective actions are determined to resolve
the problem and possible future causes
3.4. Action plans are developed identifying
measurable objectives, resource needs and
timelines in accordance with safety and
operating procedures

4. Provide 4.1. Report on recommendations are prepared

recommendation/s to 4.2. Recommendations are presented to
manager appropriate personnel.
4.3. Recommendations are followed-up, if required

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Game Programming NC III Promulgated __________________2012
 UNIT OF COMPETENCY: DEVELOP AND PRACTICE NEGOTIATION SKILLS

UNIT CODE : 500311111

UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes
required to collect information in order to negotiate to a
desired outcome and participate in the negotiation.

PERFORMANCE CRITERIA
ELEMENT
Italicized terms are elaborated in the Range of Variables
1. Plan negotiations
1.1 Information on preparing for negotiation is
identified and included in the plan
1.2 Information on creating non verbal environments
for positive negotiating is identified and included in
the plan
1.3 Information on active listening is identified and
included in the plan
1.4 Information on different questioning techniques is
identified and included in the plan
1.5 Information is checked to ensure it is correct and up-
to- date

2. Participate in
negotiations 2.1 Criteria for successful outcome are agreed upon by
all parties
2.2 Desired outcome of all parties are considered
2.3 Appropriate language is used throughout the
negotiation
2.4 A variety of questioning techniques are used
2.5 The issues and processes are documented and
agreed upon by all parties
2.6 Possible solutions are discussed and their viability
assessed
2.7 Areas for agreement are confirmed and recorded
2.8 Follow-up action is agreed upon by all parties

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 EVIDENCE GUIDE

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency
1.1. Identified the problem
1.2. Determined the fundamental causes of the problem
1.3. Determined the correct / preventive action
1.4. Provided recommendation to manager

These aspects may be best assessed using a range of

scenarios / case studies / what ifs as a stimulus with a
walk through forming part of the response. These
assessment activities should include a range of problems,
including new, unusual and improbable situations that may
have happened.

2. Required 2.1. Competence includes a thorough knowledge and

Knowledge and understanding of the process, normal operating
Attitude parameters, and product quality to recognize non-
standard situations
2.2. Competence to include the ability to apply and
explain, sufficient for the identification of
fundamental cause, determining the corrective
action and provision of recommendations
2.2.1.Relevant equipment and operational
processes
2.2.2.Enterprise goals, targets and measures
2.2.3.Enterprise quality, OHS and environmental
requirement
2.2.4.Principles of decision making strategies and
techniques
2.2.5.Enterprise information systems and data
collation
2.2.6.Industry codes and standards

3. Required Skills
3.1. Using range of formal problem solving techniques
3.2. Identifying and clarifying the nature of the problem
3.3. Devising the best solution
3.4. Evaluating the solution
3.5. Implementation of a developed plan to rectify the
problem

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 4. Resource
Implications
4.1. Assessment will require access to an operating
plant over an extended period of time, or a suitable
method of gathering evidence of operating ability
over a range of situations. A bank of scenarios /
case studies / what ifs will be required as well as
bank of questions which will be used to probe the
reason behind the observable action.

5. Methods of Competency may be assessed through:

Assessment
5.1. Case studies on solving problems in the workplace
5.2. Observation

The unit will be assessed in a holistic manner as is

practical and may be integrated with the assessment of
other relevant units of competency. Assessment will occur
over a range of situations, which will include disruptions to
normal, smooth operation. Simulation may be required to
allow for timely assessment of parts of this unit of
competency. Simulation should be based on the actual
workplace and will include walk through of the relevant
competency components.

6. Context of
Assessment
6.1. In all workplace, it may be appropriate to assess
this unit concurrently with relevant teamwork or
operation units.

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 UNIT OF COMPETENCY: USE MATHEMATICAL CONCEPTS AND
TECHNIQUES

UNIT CODE : 500311113

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required in the application of mathematical concepts
and techniques.

PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Identify mathematical 1.1 Problem areas are identified based on given
tools and techniques to condition
solve problem
1.2 Mathematical techniques are selected based
on the given problem

2. Apply mathematical 2.1 Mathematical techniques are applied based on

procedure/solution the problem identified
2.2 Mathematical computations are performed to the
level of accuracy required for the problem
2.3 Results of mathematical computation is
determined and verified based on job
requirements

3. Analyze results 3.1 Result of application is reviewed based on

expected and required specifications and
outcome
3.2 Appropriate action is applied in case of error

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 UNIT OF COMPETENCY: SOLVE PROBLEMS RELATED TO WORK
ACTIVITIES
UNIT CODE : 500311112
UNIT DESCRIPTOR : This unit of covers the knowledge, skills and attitudes
required to solve problems in the workplace including
the application of problem solving techniques and to
determine and resolve the root cause of problems.

PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Identify the problem 1.1. Variances are identified from normal operating
parameters; and product quality
1.2. Extent, cause and nature are of the problem
are defined through observation, investigation
and analytical techniques
1.3. Problems are clearly stated and specified

2. Determine 2.1. Possible causes are identified based on

fundamental causes experience and the use of problem solving
of the problem tools / analytical techniques.
2.2. Possible cause statements are developed
based on findings
2.3. Fundamental causes are identified per results
of investigation conducted

3. Determine corrective 3.1. All possible options are considered for

action resolution of the problem
3.2. Strengths and weaknesses of possible options
are considered
3.3. Corrective actions are determined to resolve
the problem and possible future causes
3.4. Action plans are developed identifying
measurable objectives, resource needs and
timelines in accordance with safety and
operating procedures

4. Provide 4.1. Report on recommendations are prepared

recommendation/s to 4.2. Recommendations are presented to
manager appropriate personnel.
4.3. Recommendations are followed-up, if required

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 EVIDENCE GUIDE

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Identified, applied and reviewed the use of
mathematical concepts and techniques to workplace
problems

2. Required
Knowledge and 2.1 Fundamental operation (addition, subtraction,
Attitude division, multiplication)
2.2 Measurement system
2.3 Precision and accuracy
2.4 Basic measuring tools/devices

3. Required Skills
3.1 Applying mathematical computations
3.2 Using calculator
3.3 Using different measuring tools

4. Resource The following resources MUST be provided:

Implications 4.1 Calculator
4.2 Basic measuring tools
4.3 Case Problems

5. Methods of Competency may be assessed through:

Assessment 5.1 Authenticated portfolio
5.2 Written Test
5.3 Interview/Oral Questioning
5.4 Demonstration

6. Context of
Assessment 6.1 Competency may be assessed in the work place or
in a simulated work place setting

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UNIT OF COMPETENCY: USE RELEVANT TECHNOLOGIES

UNIT CODE : 500311114

UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills, and
attitude required in selecting, sourcing and applying
appropriate and affordable technologies in the workplace.

PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables

1. Study/select 1.1 Usage of different technologies is determined based on

appropriate job requirements
technology 1.2 Appropriate technology is selected as per work
specification

2. Apply relevant 2.1 Relevant technology is effectively used in carrying

technology out function
2.2 Applicable software and hardware are used as per
task requirement
2.3 Management concepts are observed and practiced as
per established industry practices

3. Maintain/enhance 3.1 Maintenance of technology is applied in accordance with

relevant technology the industry standard operating procedure,
manufacturer’s operating guidelines and
occupational health and safety procedure to ensure
its operative ability
3.2 Updating of technology is maintained through continuing
education or training in accordance with job requirement
3.3 Technology failure/ defect is immediately reported to the
concern/responsible person or section for appropriate
action

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 RANGE OF VARIABLES

VARIABLE RANGE
1. Technology May include but are not limited to:
1.1 Office technology
1.2 Industrial technology
1.3 System technology
1.4 Information technology
1.5 Training technology

2. Management concepts May include but are not limited:

2.1 Real Time Management
2.2 KAIZEN or continuous improvement
2.3 5s
2.4 Total Quality Management
2.5 Other management/productivity tools

3. Industry standard operating 3.1 Written guidelines relative to the usage of

procedure office technology/equipment
3.2 Verbal advise/instruction from the co-worker

4. Manufacturer’s operating
guidelines/ instructions 4.1 Written instruction/manuals of specific
technology/ equipment
4.2 General instruction manual
4.3 Verbal advise from manufacturer relative to
the operation of equipment

5. Occupational health and

safety procedure 5.1 Relevant statutes on OHS
5.2 Company guidelines in using
technology/equipment

6. Appropriate action
6.1 Implementing preventive maintenance
schedule
6.2 Coordinating with manufacturer’s technician

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 4. Resource
Implications
4.1. Assessment will require access to an operating
plant over an extended period of time, or a suitable
method of gathering evidence of operating ability
over a range of situations. A bank of scenarios /
case studies / what ifs will be required as well as
bank of questions which will be used to probe the
reason behind the observable action.

5. Methods of Competency may be assessed through:

Assessment
5.1. Case studies on solving problems in the workplace
5.2. Observation

The unit will be assessed in a holistic manner as is

practical and may be integrated with the assessment of
other relevant units of competency. Assessment will occur
over a range of situations, which will include disruptions to
normal, smooth operation. Simulation may be required to
allow for timely assessment of parts of this unit of
competency. Simulation should be based on the actual
workplace and will include walk through of the relevant
competency components.

6. Context of
Assessment
6.1. In all workplace, it may be appropriate to assess
this unit concurrently with relevant teamwork or
operation units.

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 COMMON COMPETENCIES

UNIT TITLE : APPLY CRITICAL THINKING AND THOUGHT

ORGANIZATION

UNIT CODE : ICT315203

UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values needed
to develop the ability to extract and use relevant data. This unit will
enhance the ability to critically assess the data or information
gathered in order to make sound arguments, informed decisions
and problem solving.

ELEMENTS PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables
1. Identify the theoretical 1.1. Assess and choose one of the study methods to
foundations of critical effective data gathering, decision-making and
thinking problem solving.
1.2. Identify the components of critical thinking.
1.3. Identify the impediments of critical thinking to avoid
them in data gathering and decision making
situations.
1.4. Identify the types of claims.
2. Develop constructive 2.1. Establish the premise and possible conclusion based
arguments on the information provided from a job or industry
scenario.
2.2. Use methods of careful analysis to make
constructive arguments based on a job or industry
scenario.
3. Apply methods of 3.1. Analogies are used to support reasoning.
reasoning 3.2. Identify the cause and effects based on the criteria or
information provided to support reasoning.
3.3. Identify and avoid the common mistakes in
reasoning about causes.
3.4. Make evaluations based on the criteria or information
provided.

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4. Affirm generalization 4.1. Use past experiences to come up with a good
generalization.
4.2. Use appropriate samples to support generalization.
4.3. Validate the generalization with margin of errors,
variation in population and risk.
5. Arrive at a conclusion 5.1. Make rational arguments using the elements of
reasoning.
5.2. Clarify conceptual ideas using organized gathered
data and evidences
5.3. Alternatives are worked out to place argument in the
context of study.
5.4. Challenge or validate the position of the conclusion
and make counter responses to emphasize a
viewpoint.

RANGE OF VARIABLES

VARIABLE RANGE
1. Study methods May include but are not limited to:
1.1 Creating schedules
1.2 Prioritizing tasks
1.3 Researching on resources

2. Components of May include but are not limited to:

critical thinking
2.1 Motivation
2.2 Set of information
2.3 Belief generating
2.4 Processing skills
2.5 Intellectual commitment
2.6 Using skills to guide behavior
2.7 Possession of a set of skills
2.8 Skillful manipulation of ideas
2.9 Exercise without acceptance of skill results
3. Types of claims 3.1 Objective
3.2 Subjective
3.3 Moral claims
4. methods of careful May include but are not limited to:
analysis
4.1 Clarity

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Game Programming NC III Promulgated __________________2012
 4.2 Fill in connecting premises
4.3 Thought organization

5. Common mistakes in May include but are not limited to:

reasoning about 5.1 Logical fallacies
causes 5.2 Over-analysis
5.3 Biased Thinking
5.4 Unawareness/Decisions made based on incomplete
information
5.5 Bandwagon Mentality
5.6 Reversing cause and effect
6. Appropriate samples May pertain but are not limited to:
6.1 Representative of the population being studied
6.2 Sample size
6.3 Depth of the study conducted using the sample
7. Elements of May pertain but are not limited to:
reasoning
7.1 Purpose
7.2 Question at issue
7.3 Assumptions
7.4 Implications
7.5 Consequences
7.6 Information
7.7 Concept
7.8 Conclusions interpretations
7.9 Point of view
7.10 Alternatives
7.11 Context
8. Alternatives May include but are not limited to:
8.1 Role playing
8.2 Viewing of media clips
8.3 Questioning
8.4 Mind mapping
8.5 Simulation
8.6 Demonstration

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Game Programming NC III Promulgated __________________2012
 EVIDENCE GUIDE

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Identified, applied and reviewed the use of
mathematical concepts and techniques to workplace
problems

2. Required
Knowledge and 2.1 Fundamental operation (addition, subtraction,
Attitude division, multiplication)
2.2 Measurement system
2.3 Precision and accuracy
2.4 Basic measuring tools/devices

3. Required Skills
3.1 Applying mathematical computations
3.2 Using calculator
3.3 Using different measuring tools

4. Resource The following resources MUST be provided:

Implications 4.1 Calculator
4.2 Basic measuring tools
4.3 Case Problems

5. Methods of Competency may be assessed through:

Assessment 5.1 Authenticated portfolio
5.2 Written Test
5.3 Interview/Oral Questioning
5.4 Demonstration

6. Context of
Assessment 6.1 Competency may be assessed in the work place or
in a simulated work place setting

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Game Programming NC III Promulgated __________________2012
UNIT TITLE : APPLY QUALITY STANDARDS

UNIT CODE : ICT315202

UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values
needed to apply quality standards in the workplace. The unit
also includes the application of relevant safety procedures
and regulations, organization procedures and customer
requirements.

ELEMENT PERFORMANCE CRITERIA

Italicized terms are elaborated in the Range of Variables
1. Assess quality of 1.1. Work instruction is obtained and work is carried out in
received materials accordance with standard operating procedures.
1.2. Received materials are checked against workplace
standards and specifications.
1.3. Faulty materials related to work are identified and
isolated.
1.4. Faults and any identified causes are recorded and/or
reported to the supervisor concerned in accordance
with workplace procedures.
1.5. Faulty materials are replaced in accordance with
workplace procedures.
2. Assess own work 2.1. Documentation relative to quality within the company
is identified and used.
2.2. Completed work is checked against workplace
standards relevant to the task undertaken.
2.3. Errors are identified and isolated.
2.4. Information on the quality and other indicators of
production performance are recorded in accordance
with workplace procedures.
2.5. In cases of deviations from specific quality standards,
causes are documented and reported in accordance
with the workplace’ s standards operating procedures.
3. Engage in quality 3.1. Process improvement procedures are participated in
improvement relative to workplace assignment.
3.2. Work is carried out in accordance with process
improvement procedures.
3.3. Performance of operation or quality of product of
service to ensure customer satisfaction is monitored.

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Game Programming NC III Promulgated __________________2012
RANGE OF VARIABLES

VARIABLE RANGE

1. Materials 1.1 Materials May include but are not limited:

1.1.1. Manuals
1.1.2. Job orders
1.1.3. Instructional videos
2. Faults 2.1 Faults May include but are not limited:
2.1.1. Materials not to specification
2.1.2. Materials contain incorrect/outdated
information
2.1.3. Hardware defects
2.1.4. Materials that do not conform with any
regulatory agencies
3. Documentation 3.1 Organization work procedures
3.2 Manufacturer’s instruction manual
3.3 Customer requirements
3.4 Forms
4. Errors 4.1 Errors may be related but not limited to the
following:
4.1.1. Deviation from the requirements of the Client
4.1.2. Deviation from the requirement of the
organization
5. Quality standards 5.1 Quality standards may be related but not limited to
the following:
5.1.1. Materials
5.1.2. Hardware
5.1.3. Final product
5.1.4. Production processes
5.1.5. Customer service
6. Customer 6.1 Co-worker
6.2 Supplier/Vendor
6.3 Client
6.4 Organization receiving the product or service

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Game Programming NC III Promulgated __________________2012
EVIDENCE GUIDE

1. Critical Aspects of Assessment must show that the candidate:

Competency 1.1 Carried out work in accordance with the company’s
standard operating procedures
1.2 Performed task according to specifications
1.3 Reported defects detected in accordance with
standard operating procedures
1.4 Carried out work in accordance with the process
improvement procedures

2. Required Knowledge 2.1 Relevant production processes, materials and

and Attitude products
2.2 Characteristics of materials, software and hardware
used in production processes
2.3 Quality checking procedures
2.4 Workplace procedures
2.5 Safety and environmental aspects of production
processes
2.6 Fault identification and reporting
2.7 Quality improvement processes

3. Required Skills 3.1 Reading skills required to interpret work instruction

3.2 Communication skills needed to interpret and apply
defined work procedures
3.3 Carry out work in accordance with OHS policies and
procedures
3.4 Critical thinking
3.5 Solution providing and decision-making

4. Method of The assessor must select two of the following to objectively

Assessment evaluate the candidate:
4.1 Observation and oral questioning
4.2 Third party report
4.3 Portfolio
4.4 Practical demonstration

5. Resource Implication Materials, software and hardware to be used in a real or

simulated situation

6. Context of Assessment may be conducted in the workplace or in a

Assessment simulated environment

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 EVIDENCE GUIDE

1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Studied and selected appropriate technology
consistent with work requirements
1.2 Applied relevant technology
1.3 Maintained and enhanced operative ability of
relevant technology

2. Required
Knowledge and 2.1 Awareness on technology and its function
Attitude 2.2 Repair and maintenance procedure
2.3 Operating instructions
2.4 Applicable software
2.5 Communication techniques
2.6 Health and safety procedure
2.7 Company policy in relation to relevant technology
2.8 Different management concepts
2.9 Technology adaptability

3. Required Skills
3.1 Relevant technology application/implementation
3.2 Basic communication skills
3.3 Software applications skills
3.4 Basic troubleshooting skills

4. Resource The following resources MUST be provided:

Implications 4.1 Relevant technology
4.2 Interview and demonstration questionnaires
4.3 Assessment packages

5. Methods of Competency must be assessed through:

Assessment 5.1 Interview
5.2 Actual demonstration
5.3 Authenticated portfolio (related certificates of
training/seminar)

6. Context of
Assessment 6.1 Competency may be assessed in actual workplace or
simulated environment

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Game Programming NC III Promulgated __________________2012
4. Produce output/ data 4.1. Entered data are processed using appropriate
using computer system software commands.
4.2. Data are printed out as required using computer
hardware /peripheral devices in accordance with
standard operating procedures.
4.3. Files and data are transferred between compatible
systems using computer software,
hardware/peripheral devices in accordance with
standard operating procedures.
5. Use basic functions of 5.1. Information requirements for internet search are
a www-browser to established.
locate information 5.2. Browser is launched.
5.3. Search engine is loaded.
5.4. Appropriate search criteria/or URL of site is
entered.
5.5. Relevant links are followed to locate required
information.
5.6. Useful pages are bookmarked or printed as
required.
6. Maintain computer 6.1. Procedures for ensuring security of data, including
equipment and regular back-ups and virus checks are
systems implemented in accordance with standard
operating procedures.
6.2. Basic file maintenance procedures are
implemented in line with the standards operating
procedures.

_________________________________________________________________________________ 29
Game Programming NC III Promulgated __________________2012
RANGE OF VARIABLES

VARIABLE RANGE

1. Hardware and 1.1 Personal computers

peripheral devices 1.2 Networked systems
1.3 Communication equipment
1.4 Printers
1.5 Scanners
1.6 Keyboard
1.7 Mouse
1.8 Voice/Data logger
2. Software Software includes the following but not limited to:
2.1 Word processing packages
2.2 Database packages
2.3 Internet
2.4 Spreadsheets
2.5 Client Specific Software
3. OH & S guidelines 3.1 OHS guidelines
3.2 Enterprise procedures
4. Storage media Storage media include the following but not limited to:
4.1 Diskettes
4.2 CDs
4.3 Zip disks
4.4 hard disk drives, local and remote
4.5 Optical drives
5. Ergonomic guidelines 5.1 Types of equipment used
5.2 Appropriate furniture
5.3 Seating posture
5.4 Lifting posture
5.5 Visual display unit screen brightness

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Game Programming NC III Promulgated __________________2012
6. Desktop icons 6.1 Icons include the following but not limited to:
6.2 Directories/folders
6.3 Files
6.4 Network devices
6.5 Recycle bin
6.6 Program icons
7. Maintenance 7.1 Creating and managing more space in the hard disk
and other peripherals
7.2 Reviewing programs
7.3 Deleting unwanted files
7.4 Backing up files
7.5 Checking hard drive for errors
7.6 Using up to date anti-virus programs
7.7 Cleaning dust from internal and external surfaces

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Game Programming NC III Promulgated __________________2012
 4.2 Fill in connecting premises
4.3 Thought organization

5. Common mistakes in May include but are not limited to:

reasoning about 5.1 Logical fallacies
causes 5.2 Over-analysis
5.3 Biased Thinking
5.4 Unawareness/Decisions made based on incomplete
information
5.5 Bandwagon Mentality
5.6 Reversing cause and effect
6. Appropriate samples May pertain but are not limited to:
6.1 Representative of the population being studied
6.2 Sample size
6.3 Depth of the study conducted using the sample
7. Elements of May pertain but are not limited to:
reasoning
7.1 Purpose
7.2 Question at issue
7.3 Assumptions
7.4 Implications
7.5 Consequences
7.6 Information
7.7 Concept
7.8 Conclusions interpretations
7.9 Point of view
7.10 Alternatives
7.11 Context
8. Alternatives May include but are not limited to:
8.1 Role playing
8.2 Viewing of media clips
8.3 Questioning
8.4 Mind mapping
8.5 Simulation
8.6 Demonstration

_________________________________________________________________________________ 23
Game Programming NC III Promulgated __________________2012
 CORE COMPETENCIES

UNIT TITLE : DESIGN GAME PROGRAM LOGIC

UNIT CODE : ICT 313352
UNIT DESCRIPTOR : This unit defines the knowledge, skills and attitudes
required to design various game program logic to ensure
that there is understanding of user and design
requirements.
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Analyze game 1.1. Design documentation is obtained and the
specifications requirements for the game are reviewed and clarified
based on enterprise standards.
1.2. Game technical design is conceptualized based on
client requirements.
1.3. Program scope and limits are identified/clarified based
on project requirements.
2. Analyze game 2.1. Identify & Solve physics problems/equations based on
physics GDD.
2.2. Determine maximum and/or minimum values, sketch
curves, and determine the range for a given domain
based on identified physics problem based on
enterprise standards.
2.3. Convert physics formulas from mathematical notations
into syntax based on GDD.
2.4. Apply differentiation based on GDD.
3. Prepare 3.1. Requirements are transformed to technical design
technical game document (TDD) according to enterprise standards.
documentation 3.2. Program structures are illustrated based on game
design document.
3.3. Special routines or procedures are identified and
documented based on project requirements
3.4. Resources for coding and testing programs are
identified based on project requirements.
4. Validate the 4.1. Technical design document is checked for compliance
technical game with enterprise documentation standards
documentation 4.2. Technical design document is checked based on
project specifications
4.3. Past project documentations are reviewed for
comparison with the technical design document.

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Game Programming NC III Promulgated __________________2012
RANGE OF VARIABLES

VARIABLE RANGE
1. Design  Game design document (GDD)
documentation  Technical design document (TDD)

2. Differentiation  Gradients
 Tangents
 Normal
 Stationary points
 Rates of change

3. Requirements  Data types

 Variables

4. Enterprise standards  Code templates

 Platform-specific templates, e.g., Android
templates
 Naming conventions

5. Resources for coding  Personnel

and testing programs  Hardware
 Software

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Game Programming NC III Promulgated __________________2012
EVIDENCE GUIDE

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Technical game documentation is prepared
1.2 Technical game documentation is validated
1.3 Game program logic is formulated/designed

2. Required 2.1 Mathematical and science concepts to :

Knowledge and - Solve spatial problems in 2D and 3D
Attitude - Simulate movement (objects)
- Precision of movement (objects)
2.2 Game logic design using construct/modules/ objects
2.3 Concepts of various game program design and system
lifecycle options
2.4 Game system specifications and requirements
2.5 Learning from multiple sources
2.6 Researching using library and printed literature
2.7 Understanding the expectation
2.8 Organizing your thoughts
2.9 Organizing projects

3. Required Skills 3.1 Applying the use of various design documentation tools
3.2 Conceptualizing game technical design
3.3 Designing and validating program logic and flow
3.4 Combine applicable game programming languages
3.5 Using the search engines
3.6 Understanding key terminology
3.7 Draft a mind map
3.8 Task Allocation

4. Resource To demonstrate this unit of competence the following

Implications resources will be required:
4.1 Program or design specifications
4.2 Documentation tools
4.3 Personal computer or workstation

5. Methods of Competency may be assessed through:

Assessment 5.1 Observation of real or simulated work processes
5.2 Individual demonstration with oral questioning
5.3 Practical exam
5.4 Portfolio assessment of work samples

6. Context of
Assessment 6.1 Competency may be assessed in the workplace or in a
simulated work environment.

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Game Programming NC III Promulgated __________________2012
RANGE OF VARIABLES

VARIABLE RANGE

1. Materials 1.1 Materials May include but are not limited:

1.1.1. Manuals
1.1.2. Job orders
1.1.3. Instructional videos
2. Faults 2.1 Faults May include but are not limited:
2.1.1. Materials not to specification
2.1.2. Materials contain incorrect/outdated
information
2.1.3. Hardware defects
2.1.4. Materials that do not conform with any
regulatory agencies
3. Documentation 3.1 Organization work procedures
3.2 Manufacturer’s instruction manual
3.3 Customer requirements
3.4 Forms
4. Errors 4.1 Errors may be related but not limited to the
following:
4.1.1. Deviation from the requirements of the Client
4.1.2. Deviation from the requirement of the
organization
5. Quality standards 5.1 Quality standards may be related but not limited to
the following:
5.1.1. Materials
5.1.2. Hardware
5.1.3. Final product
5.1.4. Production processes
5.1.5. Customer service
6. Customer 6.1 Co-worker
6.2 Supplier/Vendor
6.3 Client
6.4 Organization receiving the product or service

_________________________________________________________________________________ 26
Game Programming NC III Promulgated __________________2012
 RANGE OF VARIABLES

VARIABLE RANGE
1. Language May include but not limited:
 Java
 C++
 C#

2. Integrated May include but not limited:

development  Visual C++
environment  Visual Studio Suite
 Eclipse
 J-Edit
 Code Warrior
 Jbuilder

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Game Programming NC III Promulgated __________________2012
 EVIDENCE GUIDE

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Basic language syntax and layout is applied
1.2 Basic object-oriented principles in the target languages
is applied
1.3 Codes are debugged and tested

2. Required 2.1 Understanding of Object oriented programming

Knowledge and concepts
Attitude 2.2 Object oriented programming language
2.3 Small size application development
2.4 Using a GUI to interact with operator
2.5 Learning from multiple sources
2.6 Problem solving
2.7 Coping with stress
2.8 Time management

3. Required Skills 3.1 Reading and interpreting program specifications,

translating requirements from problem space to
machine space
3.2 Integrated Development environment usage
3.3 Programming techniques
3.4 Internal (code) documentation techniques
3.5 Testing and debugging techniques
3.6 Documentation techniques
3.7 Combine applicable game programming languages
3.8 Decision making process
3.9 Setting realistic goals
3.10 Develop a time frame for the project

4. Resource To demonstrate this unit of competence the following

Implications resources will be required:
4.1 Programming language and development environment
4.2 User requirements and specification
4.3 Program and documentation standards
4.4 Personal computer or workstation

5. Methods of Competency may be assessed through:

Assessment 5.1 Observation of real or simulated work processes
5.2 Individual demonstration with oral questioning
5.3 Practical exam
5.4 Portfolio assessment of work samples

6. Context of 6.1 Competency may be assessed in the workplace or in a

Assessment simulated work environment.

_________________________________________________________________________________ 38
Game Programming NC III Promulgated __________________2012
 UNIT TITLE : APPLY PROGRAMMING SKILLS FOR IN-GAME
APPLICATION
UNIT CODE : ICT 313353
UNIT DESCRIPTOR : This unit defines the knowledge, skills and attitudes
required to undertake game-programming tasks using a
programming language. Competence includes
development environment preparation, basic language
syntax and layout application, game-related principles
application, assets integration as well as debugging and
testing techniques in support of the programming activity.
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Analyze TDD 1.1. Game Mechanics are obtained by analyzing the
GDD and TDD.
1.2. Technical Storyboard and its corresponding pseudo
code are derived from the GDD and TDD.
1.3. Necessary hardware/software is set up to code,
compile and run according to development
environment requirements.
1.4. Source code control is set up according to
company requirements.
2. Apply basic 2.1 Basic language syntax rules and best practices are
language syntax observed based on enterprise standards.
and layout 2.2 Language data types, operators and expressions
are optimized and used in accordance with game-
code standards.
2.3 Language syntax for sequence, selection and
iteration constructs are used and customized to
achieve robust efficient code.

3. Develop working 3.1. Game module is identified per iteration in line with
prototype enterprise policies.
3.2. Game Loop is defined and explained in line with
key concept and target platform.
3.3. Program code is created and implemented in
accordance with specifications for the game
module in the technical design document (TDD).
3.4. Mathematical concepts and techniques are used
in controlling and implementing game systems.
3.5. Style and design principles are used to solve
common game programming problems.
3.6. Data structures and algorithms are used and
customized to ensure robust and fast
implementation of game systems.
3.7. Appropriate design patterns are identified and
applied in coming up with initial prototype.
3.8. Integrate and review different assets based on the
GDD and TDD.

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Game Programming NC III Promulgated __________________2012
4. Produce output/ data 4.1. Entered data are processed using appropriate
using computer system software commands.
4.2. Data are printed out as required using computer
hardware /peripheral devices in accordance with
standard operating procedures.
4.3. Files and data are transferred between compatible
systems using computer software,
hardware/peripheral devices in accordance with
standard operating procedures.
5. Use basic functions of 5.1. Information requirements for internet search are
a www-browser to established.
locate information 5.2. Browser is launched.
5.3. Search engine is loaded.
5.4. Appropriate search criteria/or URL of site is
entered.
5.5. Relevant links are followed to locate required
information.
5.6. Useful pages are bookmarked or printed as
required.
6. Maintain computer 6.1. Procedures for ensuring security of data, including
equipment and regular back-ups and virus checks are
systems implemented in accordance with standard
operating procedures.
6.2. Basic file maintenance procedures are
implemented in line with the standards operating
procedures.

_________________________________________________________________________________ 29
Game Programming NC III Promulgated __________________2012
 RANGE OF VARIABLES

VARIABLE RANGE
1. Game May include but not limited:
Mechanics  Gameplay
 Character behavior
 Collusion Specification
 Game Progression
 Rules
 Limitations
 Options
 User Interaction
 Game Systems

2. Hardware
 Windows PC
 Mac
 Linux
- Ubuntu

3. Software (IDE) This may be any of the following languages, but are not
limited:
 Visual Studio
- Express
- Professional
 Eclipse
 Unity 3D
- Basic
- Pro
 Flash
 Game engines
- Unreal
- Cry Engine

4. Language This may be any of the following languages, but not limited:
 C / C++
 C#
 Java
 Python
 ActionScript

5. Mathematical  Linear algebra

concepts and - Vectors and matrices
techniques - Coordinate spaces and transformations
 Geometry
- Conic sections
- Equation of a line

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Game Programming NC III Promulgated __________________2012
  Basic trigonometry
- Angles
- Primary Trigonometric Functions
 Basic Differential Calculus
- Limits
- Polynomial differentiation
- Basic integration
 Basic Newtonian physics
- Projectile motion
 Collision detection
 Discrete math

6. Game systems  Graphics

 Inputs
 Gameplay
 Physics
 Basic artificial intelligence (flee and chase)
 Sound

7. Style and design May include but not limited:

principles  Object-oriented programming paradigm
- Polymorphism
- Inheritance
- Interfaces

 Design patterns
- Singleton
- Observer Pattern
- Visitor Pattern
- Template Pattern
- Bridge or Strategy Pattern

8. Data structures May include but not limited:

 List
- Arrays
- Linked Lists
 Stacks
 Queue
 Trees
 Graphs
 Vectors
9. Algorithms May include but not limited:
 Searching
 Sorting
 Broad-Phase Collision Test

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Game Programming NC III Promulgated __________________2012
 10. Design patterns May include but not limited:
 Singleton
 Observer Pattern
 Visitor Pattern
 Template Pattern
 Bridge or Strategy Pattern

11. Assets May include but are not limited:

 Art
 Animation
 Sound

12. Design patterns This refers to generally accepted style and design
principles such as:
 Object-oriented design patterns
 Game-design patterns

13. Game quality May include but not limited to :

assurance  Pair programming
(QA)/testing
 Focus group discussion (FGD)
techniques
 Arcade testing with forms

14. Game-design May include but not limited to :

concerns  Game objects and setting
 Game rules and dynamics
 Play mechanics
 Game goals
 Theme/color

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Game Programming NC III Promulgated __________________2012
EVIDENCE GUIDE

1. Critical aspects of Assessment must show that the candidate:

competency 1.1 Selected and used hardware components correctly and
according to the task requirement
1.2 used basic software applications to create new files and
documents
1.3 Produced accurate and complete data in accordance
with the requirements
1.4 Used appropriate devices and procedures to transfer
files/data accurately
1.5 Used basic functions of a www-browser to locate
information.
2. Required 2.1 Basic ergonomics of keyboard and computer user
Knowledge and 2.2 Main types of computers and basic features of different
Attitude operating systems
2.3 Main parts of a computer
2.4 Storage devices and basic categories of memory
2.5 Relevant types of software
2.6 General security, privacy legislation and copyright
2.7 Viruses
2.8 OH & S principles and responsibilities
2.9 Calculating computer capacity
2.10 Productivity Application
2.11 Business Application
2.12 System Software
3. Required skills 3.1 Reading and comprehension skills required to interpret
work instruction and to interpret basic user manuals.
3.2 Communication skills to identify lines of communication,
request advice, follow instructions and receive
feedback.
3.3 Technology skills to use equipment safely including
keyboard skills.
4. Method of The assessor may select two of the following assessment
assessment methods to objectively assess the candidate:
4.1 Direct Observation and Oral Questioning
4.2 Practical demonstration
5. Resource 5.1 Computer hardware with peripherals
implication 5.2 Appropriate software
6. Context of
Assessment 6.1 Competency may be assessed in workplace or
simulated environment.
_________________________________________________________________________________ 32
Game Programming NC III Promulgated __________________2012
 4. Resource To demonstrate this unit of competence the following
Implications resources will be required:
4.1 Programming language and development
environment
4.2 User requirements and specifications
4.3 Program and documentation standards
4.4 Personal computer or workstation
4.5 Programming standards - GDD/TDD for a specific
game project
4.6 Documentation standards and tools
4.7 Personal computer or workstation with game-
development tools

5. Methods of Competency may be assessed through:

Assessment 5.1 Observation of real or simulated work processes
5.2 Individual demonstration with oral questioning
5.3 Practical exam
5.4 Game portfolio assessment of work samples

6. Context of 6.1 Competency may be assessed in the workplace or in

Assessment a simulated work environment.

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Game Programming NC III Promulgated __________________2012
 SECTION 3 TRAINING STANDARDS

3.1 CURRICULUM DESIGN

Course Title: Game Programming NC Level: NC III

Nominal Training Duration: 64 hrs. - Basic Competencies

70 hrs. - Common Competencies
1,100 hrs. - Core Competencies
-------------
1,234 hrs.
Course Description:

This course is designed to develop & enhance the knowledge, skills, & attitudes of a
Game Programmer in accordance with industry standards. It covers the basic & common
competencies in addition to the core competencies such as designing game program
logic, applying object-oriented programming language skills and applying programming
skills for in-game application. The nominal duration of 800 hours training hours covers
the required core units at Game Programming NC III and an additional 300 hours
supervised-industry training (SIT). TVET providers can however, offer a longer,
ladderized course covering the NC III basic, common, and core units.

BASIC COMPETENCIES
64 hrs.

Unit of Assessment
Learning Outcomes Methodology
Competency Approach
1. Lead workplace 1.1 Communicate information  Group discussion  Observation
communication about workplace  Role Play  Interviews
processes.  Brainstorming
1.2 Lead workplace
discussions.
1.3 Identify and communicate
issues arising in the
workplace

2. Lead small 2.1 Provide team leadership.  Lecture  Demonstration

teams 2.2 Assign responsibilities  Demonstration  Case studies
among members.  Self-paced
2.3 Set performance (modular)
expectation for team
members.
2.4 Supervise team
performance

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Game Programming NC III Promulgated __________________2012
 Unit of Assessment
Learning Outcomes Methodology
Competency Approach
3. Develop and 3.1 Identify relevant  Direct  Written test
practice information in planning observation  Practical/
negotiation negotiations  Simulation/role performance
skills 3.2 Participate in negotiations playing test
3.3 Document areas for  Case studies
agreement

4. Solve 4.1 Explain the analytical  Direct observation  Written test

workplace techniques.  Simulation/role  Practical/
problem related 4.2 Identify the problem. playing performance
to work 4.3 Determine the possible  Case studies test
activities cause/s of the problem.

5. Use 5.1 Identify mathematical tools  Direct observation  Written test

mathematical and techniques to solve  Simulation/role  Practical/
concepts and problem playing performance
techniques 5.2 Apply mathematical  Case studies test
procedures/solution
5.3 Analyze results

6. Use relevant 6.1 Identify appropriate  Direct observation  Written test

technologies technology  Simulation/role  Practical/
6.2 Apply relevant technology playing performance
6.3 Maintain/enhance relevant  Case studies test
technology

_________________________________________________________________________________ 47
Game Programming NC III Promulgated __________________2012
EVIDENCE GUIDE

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Technical game documentation is prepared
1.2 Technical game documentation is validated
1.3 Game program logic is formulated/designed

2. Required 2.1 Mathematical and science concepts to :

Knowledge and - Solve spatial problems in 2D and 3D
Attitude - Simulate movement (objects)
- Precision of movement (objects)
2.2 Game logic design using construct/modules/ objects
2.3 Concepts of various game program design and system
lifecycle options
2.4 Game system specifications and requirements
2.5 Learning from multiple sources
2.6 Researching using library and printed literature
2.7 Understanding the expectation
2.8 Organizing your thoughts
2.9 Organizing projects

3. Required Skills 3.1 Applying the use of various design documentation tools
3.2 Conceptualizing game technical design
3.3 Designing and validating program logic and flow
3.4 Combine applicable game programming languages
3.5 Using the search engines
3.6 Understanding key terminology
3.7 Draft a mind map
3.8 Task Allocation

4. Resource To demonstrate this unit of competence the following

Implications resources will be required:
4.1 Program or design specifications
4.2 Documentation tools
4.3 Personal computer or workstation

5. Methods of Competency may be assessed through:

Assessment 5.1 Observation of real or simulated work processes
5.2 Individual demonstration with oral questioning
5.3 Practical exam
5.4 Portfolio assessment of work samples

6. Context of
Assessment 6.1 Competency may be assessed in the workplace or in a
simulated work environment.

_________________________________________________________________________________ 35
Game Programming NC III Promulgated __________________2012
 CORE COMPETENCIES
1,100 hrs.

Assessment
Unit of Competency Learning Outcomes Methodology
Approach
1. Design game 1.1. Analyze game  Lecture/  Demonstration
program logic specifications Discussion / Practical
1.2. Analyze game physics  Hands on exam
1.3. Prepare technical  Exercises  Presentation
game documentation  Demonstration with
1.4. Validate the technical  Supervised questioning
game documentation industry  Portfolio of
training work samples
200 hrs
 Individual
interview
2. Apply object- 2.1. Apply basic language  Lecture/
oriented syntax and layout Discussion  Demonstration
programming 2.2. Apply basic OO  Hands on / Practical
language skills principles in the target  Exercises exam
language  Demonstration  Presentation
2.3. Debug code  Supervised with
Document activities industry questioning
2.4. Test code training  Portfolio of
work samples
200 HRS
 Individual
interview
3. Apply 3.1. Apply basic language  Lecture/  Demonstration
programming Analyze TDD Discussion / Practical
skills for in- 3.2. Apply basic language  Hands on exam
game syntax and layout  Exercises  Presentation
application 3.3. Develop working  Demonstration with
prototype  Supervised questioning
3.4. Test prototype industry  Individual
3.5. Refine/Debug system training interview
 Game
400 hrs
Portfolio of
work samples
Note: The Supervised Industry Training (SIT) component may be implemented in
flexible manner. It may be integrated within various modules or units of
competency or at the end of the in-school or classroom training.

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Game Programming NC III Promulgated __________________2012
3.2 TRAINING DELIVERY

The delivery of training shall adhere to the design of the curriculum.

Delivery shall be guided by the 10 basic principles of competency-based TVET.

 The training is based on curriculum developed from the competency

standards;
 Learning is modular in its structure;
 Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies;
 Training is based on work that must be performed;
 Training materials are directly related to the competency standards and
the curriculum modules;
 Assessment is based in the collection of evidence of the performance of
work to the industry required standard;
 Training is based on both on- and off-the-job components
 Training program allows for recognition of prior learning (RPL) or
current competencies;
 Training allows for multiple entry and exit; and
 Training programs are registered with the UTPRAS.

The competency-based TVET system recognizes various types of delivery

modes, both on and off-the-job as long as the learning is driven by the
competency standards specified by the industry. The following training modalities
may be adopted when designing training programs:
 The dualized mode of training delivery is preferred and recommended.
Thus programs would contain both in - school and in-industry training or
fieldwork components. Details can be referred to the Dual Training
System (DTS) Implementing Rules and Regulations.
 Modular/self-paced learning is a competency-based training modality
wherein the trainee is allowed to progress at his own pace. The trainer
just facilitates the training delivery.
 Peer teaching/mentoring is a training modality wherein fast learners are
given the opportunity to assist the slow learners.
 Supervised industry training or on-the-job training is an approach in
training designed to enhance the knowledge and skills of the trainee
through actual experience in the workplace to acquire specific
competencies prescribed in the training regulations.
 Distance learning is a formal education process in which majority of the
instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, or audio,
video or computer technologies.
 Project-based instruction is an authentic instructional model or strategy
in which students plan, implement and evaluate projects that have real
world applications.

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Game Programming NC III Promulgated __________________2012
 3.3 TRAINEE ENTRY REQUIREMENTS

The trainees who wish to enter the course should possess the following
requirements:
 High school in level and/or holder of HS diploma or equivalent.
 With Skill Functions which will be validated by an entrance exam to be
administered by the training institution using a tool devised by the
Technical Experts Panel (TEP) and participants of the National Validation
of this Training Regulation.
 Knowledge of at least one (1) programming language is a preference
 Has the capacity to communicate in both oral and written forms.
 Physically able to manipulate a mouse, track-ball, electronic pen, etc.
 Must have knowledge of video/computer games in any platform.

This list does not include specific institutional requirements such as

educational attainment, appropriate work experience and others that may be
required from the trainees by the school or training center delivering the TVET
program.

3.4 LIST OF TOOLS, EQUIPMENT AND MATERIALS

Recommended list of tools, equipment and materials for the conduct of training
for 10 trainees in Game Programming NC III:

TOOLS EQUIPMENT MATERIALS

Qty Description Qty Description Qty Description
10 Computer Application Computer
licenses *Require At least 2 (with peripherals)
- Visual Studio Windows PC or Mac
.NET - - 17in. LCD monitor,
Professional - multi-core 2GHz
- Flash 10 CPU, 10 Hand-outs
- Eclipse - Direct X10 capable
- Unity 3D video card,
- Game engines - 4GB memory,
- 500 GB hard disk,
10 Graphics Library Ergonomic computer Learning materials/
10 10
licenses e.g. - DirectX tables and chairs guide
1 Internet access , 1 LCD Projector and screen 10 Practice materials
2Mbps
1 Printer 10 Reference books
White board and / or glass
1
board

The quantity of tools and equipment to be used for the conduct of training for this
qualification shall depend on the number of students, size of the class, and/or modality of
training. The most important consideration is to make sure that tools and equipment are
adequately provided to all trainees when needed. The actual list of tools, equipment,
_________________________________________________________________________________ 51
Game Programming NC III Promulgated __________________2012
 EVIDENCE GUIDE

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Basic language syntax and layout is applied
1.2 Basic object-oriented principles in the target languages
is applied
1.3 Codes are debugged and tested

2. Required 2.1 Understanding of Object oriented programming

Knowledge and concepts
Attitude 2.2 Object oriented programming language
2.3 Small size application development
2.4 Using a GUI to interact with operator
2.5 Learning from multiple sources
2.6 Problem solving
2.7 Coping with stress
2.8 Time management

3. Required Skills 3.1 Reading and interpreting program specifications,

translating requirements from problem space to
machine space
3.2 Integrated Development environment usage
3.3 Programming techniques
3.4 Internal (code) documentation techniques
3.5 Testing and debugging techniques
3.6 Documentation techniques
3.7 Combine applicable game programming languages
3.8 Decision making process
3.9 Setting realistic goals
3.10 Develop a time frame for the project

4. Resource To demonstrate this unit of competence the following

Implications resources will be required:
4.1 Programming language and development environment
4.2 User requirements and specification
4.3 Program and documentation standards
4.4 Personal computer or workstation

5. Methods of Competency may be assessed through:

Assessment 5.1 Observation of real or simulated work processes
5.2 Individual demonstration with oral questioning
5.3 Practical exam
5.4 Portfolio assessment of work samples

6. Context of 6.1 Competency may be assessed in the workplace or in a

Assessment simulated work environment.

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Game Programming NC III Promulgated __________________2012
3.6 TRAINERS’ QUALIFICATIONS

 Holder of National TVET Trainer’s Certificate (NTTC) Level 1

 * Must have at least 2-years relevant industry experience.
 Must be physically & mentally fit.

* Optional: Only when required by the hiring institution.

3.7 INSTITUTIONAL ASSESSMENT

Institutional Assessment is undertaken by trainees to determine their

achievement of units of competency. A certificate of achievement may be issued
for each unit of competency.

As a matter of policy, graduates of programs registered with TESDA under

these training regulations are required to undergo mandatory national competency
assessment upon completion of the program.

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Game Programming NC III Promulgated __________________2012
SECTION 4: NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS

4.1 To attain the National Qualification of Game Programming NC III, the candidate
must demonstrate competence as described in sub-section 4.2.1 of this Training
Regulations. Successful candidates shall be awarded a National Certificate
signed by the TESDA Director-General.

4.2 The qualification of Game Programming NC III may be attained through

demonstration of competence through a single comprehensive project-type
assessment covering all required units of competency of the qualification:

4.2.1 APPLYING GAME PROGRAMMING SKILLS

 Design game program logic
 Apply object-oriented programming language skills
 Apply programming skills for in-game application

4.3 Assessment shall focus on the core units of competency. The basic and common
units shall be integrated or assessed concurrently with the core units.

4.4 The following are qualified to apply for assessment and certification:

4.4.1. Graduate of formal, non-formal, and informal, including enterprise-based,

training programs.
4.4.2. Experienced workers (wage employed or self employed)

4.5 The guidelines on assessment and certification are discussed in detail in the
“Procedures Manual on Assessment and Certification” and “Guidelines on the
Implementation of the Philippine TVET Qualification and Certification System
(PTQCS)”.

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Game Programming NC III Promulgated __________________2012
ANNEX A. ICT COMPETENCY MAP

GAME PROGRAMMING NC III

BASIC COMPETENCIES

Receive And Respond Practice Basic Participate In

Demonstrate Work
To Workplace Work With Others Housekeeping Workplace
Values
Communication Procedures Communication
Practice
Work In A Team Practice Career Occupational Health Lead Workplace
Lead Small Team
Environment Professionalism And Safety Communication
Procedures
Solve Problems Use Mathematical
Develop And Practice Use Relevant Utilize Specialist
Related To Work Concepts And
Negotiation Skills Technologies Communication Skills
Activities Techniques
Apply Problem Promote
Develop Team And Collect, Analyze And Plan And Organize
Solving Techniques Environmental
Individuals Organize Information Work
In The Workplace Protection

COMMON COMPETENCIES

Apply Critical Thinking Perform

Apply Quality
And Proper Thought Computer
Standards
Organization Operations

CORE COMPETENCIES

Communicate Utilize Enterprise/ Provide Specialized

Effectively In A Render Quality Conduct Contact
Company Support And Assistance
Customer Contact Customer Service Center Campaign To Customers
Center Technology
Manage The
Use Medical
Lead A Contact Activities Of A Use Business Produce Text From
Technology To Carry
Center Work Team Contact Center Work Technology Audio Transcription
Out Task
Team
Produce Key Produce Cleaned-Up Use An Authoring
Review/Edit Create 2d Digital
Drawings For And In-Betweened Tool To Create An
Documents Animation
Animation Drawings Interactive Sequence
Produce 2d Digital
Use 2d Digital Build Library Of Build Scenes And Create 3d Digital
Animation Movies &
Animation Software Objects Assets Animation
Animated Movie Clips
Coordinate The Produce Over-All
Produce Storyboard Produce Background Composite And Edit
Production Of Designs For
For Animation Designs Animation Sequence
Animation Animation
Apply Object- Apply Programming Manage The Lead A Team In
Design Game
Oriented Program Skills For In-Game Activities Of A Work Delivering Quality
Program Logic
Language Skills Application Team Service
Apply Program Apply Programming
Design Program
Development Skills In A Second
Logic
Approach Language

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Game Programming NC III Promulgated __________________2012
 RANGE OF VARIABLES

VARIABLE RANGE
1. Game May include but not limited:
Mechanics  Gameplay
 Character behavior
 Collusion Specification
 Game Progression
 Rules
 Limitations
 Options
 User Interaction
 Game Systems

2. Hardware
 Windows PC
 Mac
 Linux
- Ubuntu

3. Software (IDE) This may be any of the following languages, but are not
limited:
 Visual Studio
- Express
- Professional
 Eclipse
 Unity 3D
- Basic
- Pro
 Flash
 Game engines
- Unreal
- Cry Engine

4. Language This may be any of the following languages, but not limited:
 C / C++
 C#
 Java
 Python
 ActionScript

5. Mathematical  Linear algebra

concepts and - Vectors and matrices
techniques - Coordinate spaces and transformations
 Geometry
- Conic sections
- Equation of a line

_________________________________________________________________________________ 41
Game Programming NC III Promulgated __________________2012
 18) Range of Variables - describes the circumstances or context in which the work is to be
performed
19) Recognition of Prior Learning (RPL) - is the acknowledgement of an individual’s skills,
knowledge and attitudes gained from life and work experiences outside registered
training programs
20) Resource Implications - refers to the resources needed for the successful performance
of the work activity described in the unit of competency. It includes work environment
and conditions, materials, tools and equipment
21) Basic Competencies - are the skills and knowledge that everyone needs for work
22) Training Regulations (TR) - refers to the document promulgated and issued by TESDA
consisting of competency standards, national qualifications and training guidelines for
specific sectors/occupations. The TR serves as basis for establishment of qualification
and certification under the PTQF. It also serves as guide for development of
competency-based curricula and instructional materials including registration of TVET
programs offered by TVET providers
23) Required Knowledge - refers to the competency that involves in applying knowledge to
perform work activities. It includes specific knowledge that is essential to the
performance of the competency
24) Required Skills - refers to the list of the skills needed to achieve the elements and
performance criteria in the unit of competency. It includes generic and industry specific
skills
25) Unit of Competency - is a component of the competency standards stating a specific
key function or role in a particular job or occupation; it is the smallest component of
achievement that can be assessed and certified under the PTQF

SECTOR SPECIFIC

1. Algorithm - is a type of effective method in which a list of well-defined instructions for

completing a task will, when given an initial state, proceed through a well-defined series
of successive states, eventually terminating in an end-state. The transition from one state
to the next is not necessarily deterministic; some algorithms, known as probabilistic
algorithms, incorporate randomness.
2. Artificial intelligence programmer - develops the logic the game uses to carry out a
large number of actions. An AI programmer may program pathfinding, strategy and
enemy tactic systems. This is one of the most challenging aspects of game programming
and its sophistication is developing rapidly.
3. Browser - a software package that provides the user interface for accessing Internet,
intranet and extranet Web sites.
4. Compiler - is a computer program (or set of programs) that translates text written in a
computer language (the source language) into another computer language (the target
language). The original sequence is usually called the source code and the output called
object code. Commonly the output has a form suitable for processing by other programs
(e.g., a linker), but it may be a human-readable text file.

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Game Programming NC III Promulgated __________________2012
 5. Computer - a device that has the ability to accept data; internally store and execute a
program of instructions; perform mathematical, logical, and manipulative operations on
data; and report the results.
6. Computer Terminal - any input/output device connected by telecommunications links to
a computer.
7. Data - objective measurements of the attributes (characteristics) of entities such as
people, places, things, and events.
8. Documentation - a collection of documents or information.
9. Eclipse - is an integrated development environment (IDE) written primarily in Java. The
initial codebase originated from Visual Age. In its default form it is meant for Java
developers, consisting of the Java Development Tools (JDT). Users can extend its
capabilities by installing plug-ins written for the Eclipse software framework, such as
development toolkits for other programming languages, and can write and contribute their
own plug-in modules.
10. Edit - to modify the form or format of data
11. Encryption - to scramble data or convert it, prior to transmission, to a secret code that
masks the meaning of he data to unauthorized recipients.
12. End user - anyone who uses an information system or the information it produces.
13. Ergonomics - the science and technology emphasizing the safety, comfort, and ease of
use of human-operated machines. The goal of ergonomics is to produce systems that
are user-friendly: safe, comfortable and easy to use.
14. Flash - can manipulate vector and raster graphics and supports bi-directional streaming
of audio and video. It contains a scripting language called ActionScript. It is available in
most common web browsers and some mobile phones and other electronic devices
(using Flash Lite). Several software products, systems, and devices are able to create or
display Flash, including the Adobe Flash Player. The Adobe Flash Professional
multimedia authoring program is used to create content for the Adobe Engagement
Platform, such as web applications, games and movies, and content for mobile phones
and other embedded devices.
15. Game programming - a subset of game development, is the programming of computer,
console or arcade games. Though often engaged in by professional game programmers,
many novices may program games as a hobby.
16. Game loop - the key component of any game, from a programming standpoint. The
game loop allows the game to run smoothly regardless of a user's input or lack thereof.
17. Game programmer - is a programmer who primarily develops video games or related
software (such as game development tools). Game programming has many specialized
disciplines; practitioners of any may regard themselves as "game programmers". A game
programmer should not be confused with a game designer; many designers are also
programmers, but not all are, and it is rare for one person to serve both roles in modern
professional games
18. Graphics programmer - historically, this title usually belonged to a programmer who
developed specialized blitter algorithms and clever optimizations for 2D graphics. Today,
however, it is almost exclusively applied to programmers who specialize in developing
and modifying complex 3D graphic renderers. Some 2D graphics skills have just recently
become useful again, though, for developing games for the new generation of cell
phones, PDAs and handheld game consoles. A 3D graphics programmer must have a
firm grasp on advanced mathematical concepts such as vector and matrix math,
quaternions and linear algebra.

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Game Programming NC III Promulgated __________________2012
 19. Game physics programmer - is dedicated to developing the physics a game will
employ. Typically, a game will only simulate a few aspects of real-world physics. For
example, a space game may need simulated gravity, but would not have any need for
simulating water viscosity.
20. Gameplay programmer - Though all programmers add to the content and experience
that a game provides, a gameplay programmer focuses more on a game's strategy and
the "feel" of a game. This is usually not a separate discipline, as what this programmer
does usually differs from game to game, and they will inevitably be involved with more
specialized areas of the game's development such as graphics or sound.
21. Information - data placed in a meaningful and useful context for an end user.
22. Information and Communication Technology (ICT) - refers to technologies associated
with the transmission and exchange of data in the form of sound, text, visual images,
signals or any combination of those forms through the use of digital technology. It
encompasses such services as telecommunications, posts, multimedia, electronic
commerce, broadcasting, and information technology.
23. Integrated development environment (IDE) - is a software application that provides
comprehensive facilities to computer programmers for software development. An IDE
normally consists of a source code editor, a compiler and/or interpreter, build automation
tools, and (usually) a debugger. Typically an IDE is dedicated to a specific programming
language, so as to provide a feature set which most closely matches the programming
paradigms of the language. However, some multiple-language IDEs are in use, such as
Eclipse, ActiveState Komodo, recent versions of NetBeans, and Microsoft Visual Studio.
24. Key frame - is a single still image in an animated sequence that occurs at an important
point in that sequence; key frames are defined throughout an animated sequence, in
order to define pivotal points of motion before the frames in between are drawn or
otherwise created to "tween" the motion between the two key frames.
25. Local Area Network (LAN) - a communications network that typically connects
computers, terminals, and other computerized devices within a limited physical area such
as an office, building, manufacturing plant and other work sites.
26. Microsoft DirectX - is a collection of application programming interfaces (APIs) for
handling tasks related to multimedia, especially game programming and video, on
Microsoft platforms.
27. Object code - or an object file, is the representation of code that a compiler or assembler
generates by processing a source code file. Object files contain compact code, often
called "binaries". A linker is typically used to generate an executable or library by linking
object files together. The only essential element in an object file is machine code (code
directly executed by a computer's CPU). Object files for embedded systems might contain
nothing but machine code. However, object files often also contain data for use by the
code at runtime, relocation information, program symbols (names of variables and
functions) for linking and/or debugging purposes, and other debugging information.
28. Outsourcing - turning over all or part of an organization’s information systems operation
to outside contractors, known as systems integrators or facilities management
companies.
29. Quality Assurance - methods for ensuring that information systems are free from errors
and fraud and provide information products of high quality.
30. Production. During production, programmers churn out a great deal of source code to
create the game described in the game's design document. Along the way, the design
document is modified to meet limitations or expanded to exploit new features. The design
document is very much a "living document" much of whose life is dictated by
programmer's schedules, talent and resourcefulness.
_________________________________________________________________________________ 59
Game Programming NC III Promulgated __________________2012
EVIDENCE GUIDE

1. Critical Aspects Assessment requires evidence that the candidate:

of Competency 1.1 Game development environment is prepared
1.2 Code for game application is written
1.3 Game application or programs is executed and tested

2. Required 2.1 Basic interface design; use of GUIs for human-

Knowledge and computer interaction
Attitude 2.2 Mathematical concepts and techniques
2.3 Controlling and implementing game systems
2.4 Style and design principles
2.5 Integrated development environment
2.6 Data structures and algorithms
2.7 Program debugging techniques
2.8 Language data-types, operators and expressions
2.9 Approaches to writing or developing game
applications/programs
2.10 Knowledge of various documentation tools
2.11 Platforms/Game engines
2.12 Knowledge In Completing a Game with Game Loop
2.13 Language syntax
2.13.1. Variable setting
2.13.2. Arithmetic and logic operations
2.13.3. Conditions
2.13.4. Loop and branch

3. Required Skills 3.1 Reading and interpreting program specifications,

translating requirements from problem space to
machine space
3.2 Using Integrated Development Environment (IDE)
3.3 Programming techniques
3.4 Internal (code) documentation techniques
3.5 Testing and debugging techniques
3.6 Documentation techniques
3.7 Planning various programming activities
3.8 Programming in a team environment
3.9 Preparing program documentation
3.10 Interpreting program specifications and user
requirements
3.11 Programming a Functional Game-Application with a
Game Loop

_________________________________________________________________________________ 44
Game Programming NC III Promulgated __________________2012
 ACKNOWLEDGEMENTS

The Technical Education and Skills Development Authority (TESDA) wishes to

extend thanks and appreciation to the many representatives of business, industry,
academe and government agencies who donated their time and expertise to the
development and validation of these Training Regulations.

 THE TECHNICAL EXPERTS PANEL (TEP)

CHRISTOPHER ADAM RUIZ

PRESIDENT / CREATIVE DIRECTOR
Xelzeta Xtudios
IGDA Manila

DR. NIÑA ANA MARIE JOCELYN A. SALES

ACADEMIC DEVELOPMENT SPECIALIST
Informatics Holdings Philippines, Incorporated
DEAN, COLLEGE OF BUSINESS & ENTREPRENEURSHIP
Informatics International College - Eastwood Campus
GDAP & IGDA Manila

GENE GACHO
SENIOR GAME PROGRAMMER
Studio of Secret 6, Incorporated
GDAP

MARNIELLE LLOYD ESTRADA

SENIOR GAME PROGRAMMER
Anino Games
IGDA Manila

TITONY DAMIAN I. SARMIENTO

SENIOR GAME PROGRAMMER
FunGuy Studios
GDAP

FRANCIS JOSEPH V.-F. SERIÑA

GAME DEVELOPMENT COURSE MANAGER
University of the Philippines - ITTC
IGDA Manila

ERNEST RICHARD G. OCSON

INSTRUCTOR - 2
De La Salle - College of St. Benilde
GDAP

With special recognition to:

PAUL GADI
CO-FOUNDER & TECHNICAL DIRECTOR, Inkstone Inc.
IGDA Manila

GABBY DIZON
BUSINESS DEVELOPMENT MANAGER, Boomzap Entertainment
IGDA Manila

RANULF GOSS
DIRECTOR, Sungame, Inc.
IGDA Manila

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Game Programming NC III Promulgated __________________2012
  THE PARTICIPANTS IN THE NATIONAL VALIDATION OF THESE TRAINING
REGULATIONS

RIA LU CHRISTIAN JOSEPH T. YAP

Komikasi Informatics Philippines

IRIS H. CUSTODIO MARIA TERESA CRISELDA C. DUMLAO

Modelworks Philippines UP ITTC

RICHARD B. LOCSIN
The Studio of Secret6 Inc.

 PROJECT TEAM LEADER

ALVIN M. JUBAN
PRESIDENT
Game Development Association of the Philippines, Inc. (GDAP)
OPERATIONS
The Studio of Secret6, Incorporated

 THE TESDA BOARD - STANDARDS-SETTING AND SYSTEMS

DEVELOPMENT COMMITTEE

 THE MANAGEMENT AND STAFF OF THE TESDA SECRETARIAT

 Qualifications and Standards Office (QSO)

o Competency Standards Division

 Zoilo C. Galang, Supervising TESD Specialist

 Samuel E. Calado, Jr., Senior TESD Specialist
 Stephen I. Cezar, Senior TESD Specialist
 Venzel Concoles, TESD Specialist II

o Curriculum and Training Aids Division

 Arsenio A. Mateo, Jr., TESD Specialist II

 Competency Assessment and Certification Office

 Nelie Llovido, Supervising TESD Specialist

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Game Programming NC III Promulgated __________________2012