CAMBRIDGE CATALYST Issue 06 Web

EDUCATION

their creative work. We also work with local companies to inform students of effective focus group and quality assurance testing to apply to their own working practice: highlighting a key role within the industry that many at this age are unaware of. We teach project management techniques and collaborative workflows reflective of the industry and introduce, through ongoing discussion and careers advice and guidance, a wider range of skills within the industry. Students on their final project get the opportunity to work in a studio-like environment, working across disciplines and groups in order to support their ongoing practice and develop projects for their own professional portfolios. Students in the past have even distributed their games on Mobile, Xbox and Windows platforms. Level 3 education across the country is rapidly closing the gap between themselves and universities and it’s exciting to see the dynamism and creativity within students’ projects. While it’s important to teach practical skills of how to create games, with the sheer volume of games- related courses, online resources and

and diverse working culture within the industry itself. In a time when crunch (working excessive overtime) is widely publicised, and unhealthy expectations can unfortunately be commonplace, we aim to educate students on wellbeing and mental health awareness. The industry is steadily trying to solve many of these ongoing issues that unfortunately are embedded from years of blissful ignorance and toxic work environments. However, if we are to support this change and promote positive practice throughout, then it has to begin now and from a younger age. Young people more and more are being made aware of, and actively demonstrating against, social and political issues in the world today. Between climate crisis and Brexit alone, the young voice is being cast far and wide and younger generations are speaking out against social injustice. If they are educated on these matters

accessibility of games education now available to young people, we find it more valuable to embed a different approach in our curriculum. We want students to enter the industry aware of ongoing issues and trends, and better equipped to promote positive change as they graduate. Their work is heavily supported by theoretical discussions and assignments where they are asked to investigate the positive impact of games and how players are able to benefit from play, accessibility guidelines and how to enable a larger player base to experience their products, how to appropriately represent a more diverse culture within their work and, more importantly, how to foster a more equal We encourage students to be independent in their education and seek their own passion and drive within the wide context of games development”

within their own industries, then perhaps we can begin to change more positively. It is not enough to just be aware of these issues; we have to actively promote and reinforce change for the better.

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ISSUE 06

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