This stage involves implementing ideas or plans as students work individually, with partners, or in groups. This often requires decision-making and problem-solving. Make sure to provide documentation of you in action, the product you have created such as a documentary film, social media account, book, etc.
In this section you will provide evidence and reflection on:
Once our plans were in place, Polly and I began turning our ideas into reality. We started by developing the game mechanics—defining how players would move, earn points, and experience real-life scenarios connected to mental health. I focused on writing the rulebook and finalizing the structure of the event and life cards, while Polly worked on the visual design of the game board, icons, and card layouts.
We met weekly to review progress and test small changes. One of our biggest decisions was determining how players could “win.” Initially, we debated between using distance traveled on the board or points earned. After several test runs and discussions with Ms. Smith, we decided that a point-based system better represented the idea that success and well-being exist on a spectrum, there isn’t just one path to “winning” in life or in mental health.
As we built the prototype, we printed draft versions of the cards and board to test how players interacted with them. This stage required a lot of decision-making and problem-solving. For example:
We realized some of the event cards were too negative or repetitive, so we added more uplifting or reflective moments (like “Take a walk with a friend” or “Join a mindfulness activity”).
We found that the color palette needed adjusting—Polly softened some of the tones to make the visuals feel calm and inviting.
I re-wrote parts of the rulebook to make instructions simpler and more intuitive for first-time players.
To gather authentic feedback, we hosted a playtesting session with a small group of Grade 11 students. Watching how players reacted helped us see what worked and what didn’t. Some participants confused “Scenario Cards” with “Life Cards,” so we redesigned the layout and added small icons for clarity.
Throughout the playtesting process, we took detailed notes on player reactions, questions, and suggestions. This experience helped me practice active listening, while Polly refined her design based on real-time input. Together, we learned how to adapt our ideas, improve accessibility, and ensure the game stayed true to its purpose: promoting empathy and awareness around student mental health.
Working with Polly taught me the importance of collaboration and shared accountability. Whenever we disagreed, we tried both ideas and let feedback guide our choices. This made the final version much stronger than what either of us could have created alone.
By the end of this stage, we had a fully playable prototype, a refined rulebook, and a clearer understanding of how creativity can be used to address a meaningful issue in our community.