With a background in English and a passion for physical computing, Stephen teaches Digital Technologies across multiple year levels — including the Year 9 and 10 composite class featured in this case study. Despite not having formal training in computer science, he successfully ran a full Unity game development unit this year — something that once felt out of reach.

“I wasn’t already familiar with Unity as a platform. Having Zenva as a resource enabled me to actually do the unit — otherwise, it wouldn’t have happened.”

Outcomes: What Meridan Achieved

• Taught Unity to a full Year 9/10 class of 30 students — despite Unity’s complexity and Stephen’s initial unfamiliarity with the platform.
• Enabled authentic student-led learning, with students creating their own games from scratch or by building upon Zenva course projects.
• Improved engagement and independence, with students choosing their own engines (Unity, Godot) and using structured resources to self-direct.
• Maintained learning integrity through thoughtful assessment design, including development journals to document progress and AI use.

“Students use the platform to support their passion projects — and they actually engage with it, which is awesome.”

Strategy and Tools

The Unity unit began with students completing Zenva Schools’ Intro to Unity course. They then modified a mini-game for their first task, followed by a larger assessment where they selected a second course and expanded on the game to make it their own.

Crucially, Meridan’s approach included a school-approved AI chatbot, which students could use for troubleshooting and code support. To ensure academic integrity, Stephen introduced development journals where students documented their process and clarified their decision-making.

“They could use AI however they liked — as long as they recorded their progress. It had to be clear they were the ones making the design choices.”

In parallel, students began working on passion projects, using Zenva courses to support independent learning.

“With YouTube blocked, Zenva gives them safe, curated video courses. That’s been a game-changer for student-driven work.”

Tips for Other Teachers

Stephen offers several practical suggestions for teachers who are getting started with Zenva Schools or teaching more advanced tech content:

1. Start Together

“I usually run the first lesson as a class. It helps them get familiar with the platform and builds confidence early on.”

2. Use the Supporting Materials

“The lesson notes and completed project files are incredibly helpful — especially for reinforcing concepts or answering student questions as they work independently.”

3. Check the Reports

“The platform’s reporting tools are great for tracking accountability. It’s helpful in conversations with students who say they’ve done the work but haven’t.”

4. Encourage Choice

“Giving students options in what they focus on has been really powerful — Zenva makes that kind of differentiation much easier.”

Closing the Gap Between Vision and Reality

For Stephen, this project marked a significant milestone — not just for his students, but for his own teaching journey. What once felt out of reach became achievable with the right combination of structure, support, and accessible resources.

By blending industry tools, self-directed learning, and clear scaffolding, Meridan State College has created a model where students can thrive — whether they’re following a structured unit or pursuing their own creative ambitions.

“I come from an English background, so to now be running a game dev unit with Unity — and seeing students build games they’re proud of — is something I didn’t think I’d be doing a few years ago.”

About the ICT Gateway to Industry Schools Program

Meridan State College’s game development initiative is part of a broader movement supported by the ICT Gateway to Industry Schools Program (ICT GISP) — an initiative proudly funded and supported by the Queensland Government, and managed by the Australian Computer Society (ACS).

Zenva Schools has proudly served as a key education partner in this program for the past three years, supporting secondary schools across Queensland in delivering industry-relevant Digital Technologies education.

To date, the ICT GISP has reached over 60 Queensland schools and has recently been renewed for a third term (2025–2028), continuing its mission to inspire and equip the next generation of digital innovators.