This article outlines a model for both teaching computer and videogames in the classroom for teachers. The model illustrates the connections between in game actions and youth gaming culture. The article explains how the out of school knowledge building, creation and collaboration that occurs gaming and gaming culture has an impact on students' understanding of their own lifeworlds. We demonstrate how curricula development around and with games and gaming cultures can incorporate and capitalise on approaches to learning and collaboration, design, and identity that students have developed in their own gaming practices.