LOVE THE GAME VCAL - LITERACY - Victorian Responsible ...
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VCAL – LITERACY LOVE THE GAME
Acknowledgements
Project sponsor: Shane Lucas, Chief Executive Officer, Victorian Responsible
Gambling Foundation
Resource authors: Lee Kindler, Multifangled Pty Ltd
Resource editors: Mark Riddiford, Senior Prevention Advisor (Education) and
Carl Nilsson-Polias, Senior Communication Advisor,
Victorian Responsible Gambling Foundation
Designer: Ben Galpin
First published 2016
Reprinted with amendments 2021
© The Victorian Responsible Gambling Foundation and licensed for re-use under the
Creative Commons Attribution 3.0 Australia licence.
responsiblegambling.vic.gov.au/copyright
Victorian Responsible Gambling Foundation
Address: Level 6, 14–20 Blackwood Street, North Melbourne, Victoria 3051
Mail: PO Box 2156, Royal Melbourne Hospital, Victoria 3050
Ph: (03) 9452 2600
Website: responsiblegambling.vic.gov.au
Email: contact@responsiblegambling.vic.gov.au
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 2
beaheadofthegame.com.auThe Victorian Responsible Gambling Foundation is working towards reducing harm from
gambling in our community by building greater awareness and understanding of the risks
involved. We work with young people, educators, coaches and parents, to provide balanced
information and practical resources to prepare young people before they reach the legal
gambling age.
The gambling environment has changed. Never before has gambling been so heavily promoted
and accessible, especially through sport, making it feel like a normal part of the game. As a result,
it is harder for students to recognise the potential harms of gambling. We want young people to
love the game, not the odds.
Our Be Ahead of the Game school education program is one of a suite of Love the Game
community programs that raise awareness about the way young people are being increasingly
exposed to gambling. Drawing on the latest research, this free program supports your secondary
school community to help students develop informed attitudes to gambling.
This program offers:
• face-to-face information sessions for teachers, parents and students
• resources, including this one, containing activities to incorporate in your curriculum plans
across a variety of subject areas
• useful resources for parents.
You can select these and other strategies for preventing gambling harm in the program’s School
Gambling Policy template, which can be adapted to suit your school’s needs. Access the policy
template at lovethegame.vic.gov.au/schools
If, when teaching this unit, you become concerned that gambling is affecting a student
or someone they know, you can refer them to our free and confidential Gambler’s Help
Youthline support service on 1800 262 376 or at gamblershelp.com.au/youthline.
Concerned teachers and parents can also contact this service for advice or visit
gamblershelp.com.au for more information.
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 3
beaheadofthegame.com.auResources for the VCAL
The Victorian Responsible Gambling Foundation has produced a number of resources to support
the delivery of the Victorian Certificate of Applied Learning (VCAL).
VCAL is accredited at three levels: Foundation, Intermediate and Senior. The three qualification
levels cater for a range of students with different abilities and interests. They also provide a
progression in the development of personal, workplace and subject specific skills, knowledge
and attributes which help students make informed choices about employment and education
pathways.
The VCAL Curriculum covers the following strands:
• Literacy and Numeracy Skills
• Industry Specific Skills
• Work Related Skills
• Personal Development Skills.
The Victorian Responsible Gambling Foundation’s VCAL resources cover:
• Literacy and Numeracy Skills
• Personal Development Skills (PDS).
The table below lists the resources and the main VCAL curriculum areas covered by each
resource. Each resource may cover learning outcomes from areas other than those noted.
Detailed curriculum alignment can be found in each resource.
PDS Literacy: Literacy: Oral Numeracy
Reading and Communication
Unit 1 Unit 2 Writing Unit 1 Unit 2
Knowing the
score
Knowing when
it’s a concern
Love the game
Potential
influences
What are the
odds?
Budgeting, losses
and probability
Note: Not all learning outcomes from a VCAL unit are covered in each resource.
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 4
beaheadofthegame.com.auResource overview Resource focus This resource has been developed to address learning outcomes from literacy for students working at Foundation, Intermediate and Senior levels. Students will develop a presentation (‘pitch’) for a sporting club of their choice to convince the club that they should sign up to the Victorian Responsible Gambling Foundation’s Sporting Club Program. Students will analyse a sample pitch and then go through the process of planning, drafting and editing their pitch. They will then reflect on their pitch and complete a self-assessment using a rubric. Resource structure This resource consists of: • information for teachers about how to deliver the activities • worksheets, templates and resources for students • a rubric for self-evaluation and assessment. There are four activities in this resource: 1. Tuning in 2. What is a pitch? 3. Planning, drafting and presenting the pitch 4. Reflecting on the pitch. Resource requirements For the learning activities described in this resource, teachers will need to ensure that students have access to: • computers and the internet • student resources included in this unit for the level of VCAL they are undertaking. Digital assets There are pictures and banners available around the ‘Love the game, not the odds’ theme. These may be useful to display around the classroom or for students to use in their presentations. To access such resources visit lovethegame.vic.gov.au BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 5 beaheadofthegame.com.au
Resource overview
Summary of activities
Activities Activity overview Resource requirements
1. T
uning in – • Class discussion about Gambling and Sport Appendix 1: Student discussion
30–60 minutes • Explore the Victorian Responsible Gambling – Love the Game sporting club
Foundation’s Love the Game website program
• Answer questions about the Love the Game
program
2. W
hat is a • Discuss requirements for the pitch Appendix 2 – Develop a pitch
pitch? – • Read and view a sample pitch to a sporting club
60 minutes • Answer questions about the sample pitch Appendix 3 – Sample pitch
Appendix 4 – Questions on
reading a pitch
Appendix 7 – Assessment
rubric (there are different
rubrics for Foundation,
Intermediate and Senior
students).
3. P
lanning, • Plan, draft and present the ‘pitch’. Appendix 5 – Planning a pitch
drafting and • Complete a planning template to help them
presenting the create their pitch.
pitch – 4 ×
60 minutes
4. R
eflecting on • Reflect on the pitch and the issues that Appendix 6 – Self-reflection
the pitch – were explored when research and writing questions
60 minutes the pitch. Appendix 7 – Assessment
• Complete a self-assessment using a rubric rubric (there are different
rubrics for Foundation,
Intermediate and Senior
students).
The most up-to-date version of this resource is available at
beaheadofthegame.com.au
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 6
beaheadofthegame.com.auResource overview
Curriculum links
The activities in the literacy resources are designed to support students to develop knowledge
and skills in reading and writing, and oral communication.
Reference to links between the activities and specific elements and learning outcomes is noted in
the table and following pages.
The information about the Literacy units has been adapted from the VCAL Literacy and
Numeracy Skills Strand Curriculum Planning Guide, available at
vcaa.vic.edu.au/assessment/vcal-assessment
For assessment guidelines and practices, see also vcaa.vic.edu.au/assessment/vcal-assessment
Foundation Intermediate Senior
At Foundation level, students At Intermediate level, students At Senior level, students
develop the knowledge, skills develop the knowledge, skills develop the knowledge, skills
and attributes to read and write and attributes to read and write and attributes to read and write
simple or short texts. Texts will a range of texts on everyday complex texts. The texts will
deal mainly with personal and subject matters that include deal with general situations and
familiar topics but may include some unfamiliar aspects or include some abstract concepts
some unfamiliar aspects. material. At this level students, or technical details. At this level,
At this level, students, often once they have identified the students produce texts that
with support, use the writing audience and purpose of the incorporate a range of ideas,
process with an awareness of text, use the writing process to information, beliefs or processes
the purpose and audience of the produce texts that link several and have control of the language
text. ideas or pieces of information. devices appropriate to the type
In reading, students identify how, of text.
In reading, students are able
to identify the main point of and if, the writer has achieved his In reading, students identify the
the text, some key details and or her purpose and express an views shaping the text and the
express an opinion about the opinion on the text, taking into devices used to present that
text as a whole as well as some account its effectiveness. view and express an opinion on
of the details. Students use and respond to the effectiveness and content of
spoken language, including the text.
Students use and respond to
spoken language about everyday some unfamiliar material within a Students use and respond to
subject matter that may include variety of contexts. spoken language with complex
some unfamiliar aspects, for and abstract content across a
a range of purposes and in a broad range of contexts.
number of contexts, which may
be interrelated.
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 7
beaheadofthegame.com.auResource overview Activity alignment to VCAL unit learning outcomes The activities in this resource support the development of the following learning outcomes. Foundation Intermediate Senior Reading and Writing Reading and Writing Reading and Writing Learning outcome 4 – Writing for Learning outcome 4 – Writing for Learning outcome 4 – Writing for public debate public debate public debate Learning outcome 8 – Reading Learning outcome 8 – Reading Learning outcome 8 – Reading for public debate for public debate for public debate Oral Communication Oral Communication Oral Communication Learning outcome 4 – Oracy for Learning outcome 4 – Oracy for Learning outcome 4 – Oracy for exploring issues and problem exploring issues and problem exploring issues and problem solving solving solving BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 8 beaheadofthegame.com.au
Learning activities:
teacher notes
1. Tuning in
Activity overview Success criteria
• Identify examples of gambling in sport.
In this activity, students will consider the
growing culture of gambling in sport and • Identify ways that advertising influences
how this can make it harder to recognise the gambling in sport.
serious risks involved, particularly for young • Identify risks of gambling for young
people under the age of 18. people.
• Describe the Victorian Responsible
Students will also investigate the Victorian
Gambling Foundation’s sporting club
Responsible Gambling Foundation’s sporting
program, Love the Game, and what it aims
club program, Love the Game.
to achieve.
Foundation • Participate in a group discussion.
At Foundation level, students participate in a
teacher-directed group discussion to explore Duration
the issue.
Approximately 60 minutes.
Intermediate
At Intermediate level, students participate in a Resource requirements
group discussion to explore the issue in more
depth. This activity is supported by the following
resources:
Senior
• the Victorian Responsible Gambling
At the Senior level, students explore the issue Foundation’s Love the Game website
in significant depth and are involved in an lovethegame.vic.gov.au
extended discussion. • videos:
– ‘Love the Game –
Learning intention Let’s remind kids’ (38 sec)
– ‘Love the Game – Women in sport quiz’
• To understand the culture of gambling
(1 min 29 sec)
in sport and the risks involved for young
people. – ‘Easton Wood talks to The Project’ (3
min 38 sec)
• To understand the nature and purpose
of the Victorian Responsible Gambling • Appendix 1 – Student discussion – Love the
Foundation’s Sporting Club Program. Game sporting club program
• To use spoken language to explore issues. • Appendix 8 – Exposure of kids to gambling
ads on TV.
• To identify the main ideas in a text.
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 9
beaheadofthegame.com.auActivity description 1.2 Group work – questions
Break students up into small groups.
1.1 Class discussion
Ask each group to explore Victorian
Watch the following videos about gambling Responsible Gambling Foundation’s Love the
in sport: Game website (lovethegame.vic.gov.au).
• ‘Love the Game – Let’s remind kids’
Ask students to work together to answer
(youtu.be/Y9hHGCvaa7k)
the questions included in Student discussion
• ‘Love the Game – Women in sport quiz’ – Love the Game sporting club program
(youtu.be/hh-7E4h2yIE) (Appendix 1). There are different questions for
• ‘Easton Wood talks to The Project’ Foundation, Intermediate and Senior VCAL
(fb.watch/1xTQQGcjdk) students.
Show students Exposure of kids to gambling Groups present their answers to the whole
ads on TV (Appendix 8). class.
Lead a class discussion about Gambling and
Sport. Use the following questions to guide
the discussion:
• Who has seen a sports betting
advertisement in the last week?
• Where have you seen sports betting
advertising? How often have you seen it?
• One in six ads on free-to-air television
during round one of the AFL in 2016 were
for gambling, second only to ads selling
cars. (The Age, 1 April 2016). Does this
surprise you? What does this mean for
how often young people are exposed to
gambling promotion?
• What harm can gambling cause?
• How do you think gambling advertising
affects young people?
• Do you think sports gambling is getting
easier or harder to access? Why?
• What types of gambling language have
you heard when people are talking about
sport (e.g. ‘sure bet’, ‘odds on’)? What
does this say about our sport culture?
• How do sports betting companies make
gambling seem normal?
• In what ways do sports betting companies
encourage people to take up gambling?
• What do we mean by normalising
gambling?
• What are the dangers of normalising
gambling?
• What interests do sports betting
companies have in making gambling seem
normal?
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 10
beaheadofthegame.com.au2. What is a pitch?
Activity overview Success criteria
• Describe the audience and purpose of the
In this activity, students are provided with
sample pitch.
details about the ‘pitch’ task that they will
complete in the next series of activities. This • Describe the structure and language
includes an assessment rubric, which shows features commonly used in a pitch.
what they are aiming to achieve in writing • Describe persuasive techniques used in a
their own pitch. pitch.
Students read and view a sample pitch and
think about the language features, structure, Duration
audience and purpose. They answer questions
about the sample pitch to demonstrate their Approximately 60 minutes.
understanding.
Foundation Resource requirements
At Foundation level, students identify This activity requires the following resources:
language features, structure, audience and • Appendix 2 – Develop a pitch to a
purpose of the sample pitch with teacher sporting club
support. • Sample pitch presentation
Intermediate (www.www.com)
• Appendix 3 – Sample pitch
At intermediate level, students identify the • Appendix 4 – Questions on reading a pitch.
persuasive techniques used by the author of
the sample pitch and express an opinion on
the effectiveness of the sample pitch Activity description
Senior
2.1 Introducing the task
At senior level, students evaluate the
effectiveness of the text in relation to Provide students with:
the audience and purpose and suggest • Appendix 2 – Develop a pitch to a sporting
improvements. club (task description)
• Appendix 7 – Assessment rubric (there
Learning intention are different rubrics for Foundation,
Intermediate and Senior VCAL students)
• To be able to identify the audience and
purpose of a pitch. Read through the task description and the
rubric with students to ensure that they
• To understand the structure and language
understand the task.
conventions used in a pitch.
• To be able to identify persuasive
2.2 Reading and viewing a sample
techniques used in a pitch.
pitch
Watch the sample pitch presentation.
Read through the annotated Sample pitch
(Appendix 3) with students. You may wish to
print off an enlarged form of the sample text
to display in the classroom as a reference for
students.
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 11
beaheadofthegame.com.auDiscuss the purpose and audience of the sample pitch. Point out the structure of the pitch (opening, about the organisation, features and benefits, closing). Discuss the language features used in a pitch. These include: • present tense • use of positive adjectives (e.g. healthy, delicious, successful, supportive) • short, punchy sentences • strong verbs (e.g. fight, lift out, raise) • personal pronouns (I, you, we). Discuss the persuasive techniques used in the pitch. These include: • a hook to grab the audience’s attention • emotive language • a personal story to convince the audience • logical arguments • statistics to back up arguments • a call to action. Ask students to answer Questions on reading a pitch (Appendix 4) – there are different questions for Foundation, Intermediate and Senior students. BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 12 beaheadofthegame.com.au
3. P
lanning, drafting and presenting
the pitch
Activity overview Activity description
In this activity, students plan, draft and
3.1 Planning the pitch
present their ‘pitch’.
Provide students with Appendix 5 – Planning
They complete planning and drafting
a pitch.
templates to help them create their pitch.
Remind students of the structure of a pitch
Learning intention and the elements that they need to include
(see Appendix 2 – Develop a pitch to a
• To be able to plan, draft, edit and present sporting club – task description).
a pitch.
Go through each of the sections in the plan.
Explain the following concepts:
Success criteria • evidence (statistics, facts, quotes or
• Complete a planning template to plan the examples that back up an argument)
pitch. • call to action (a phrase that tells the
• Write a draft of a pitch. audience what action you want them to
• Edit a pitch and produce a final copy. take).
• Create a slideshow with graphics and Support students as they plan their pitch.
visual design that support a pitch.
• Present or record a pitch. When planning the graphics and visual design
of their presentation, students may wish to
look at the digital assets on the ‘Love the
Duration game not the odds’ website. These can be
found at lovethegame.vic.gov.au/resources.
Approximately 4 x 60 minutes (this will
depend on the time students require to
3.2 Drafting the pitch
create their pitch and how the pitches are
presented). Remind students of the persuasive writing
techniques that were discussed when reading
Resource requirements the sample pitch.
For example:
This activity requires the following resources:
• Adjectives that describe the Love the
• Appendix 5 – Planning a pitch Game program in a positive way
• Computers and presentation software such • Emotive language that generates an
as PowerPoint, Keynote or Prezi emotional response
• Screen to show presentation slides • Inclusive language – the use of ‘I’ and ‘we’
• Microphone/device that allows recording to build a bond with the audience
(if presentations are recorded) • A personal story to give a human face to
the issue
Ask students to start writing their pitch.
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 13
beaheadofthegame.com.au3.3 Editing the pitch When students have completed a draft, ask them to use the assessment rubric (Appendix 7) to check that they have included all the necessary elements in their pitch. Encourage students to practice their pitch and make changes to improve it. They may wish to gain some constructive feedback from a partner. Students should time their pitch to make sure that they have met the requirements for their level. 3.4 Presenting the pitch Provide students with the opportunity to present their pitch. Alternatively, students could record their pitch using presentation software. BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 14 beaheadofthegame.com.au
4. Reflecting on the pitch
Activity overview Activity description
In this activity, students reflect on their pitch Facilitate a class discussion to reflect on the
and the issues that they explored when presentations. The following questions may be
research and writing their pitch. useful:
• What have we learnt about the increasing
Students also complete a self-assessment
amount of betting in sport and how this
using a rubric.
might affect underage players and fans?
• What was the best way of communicating
Learning intention the concepts?
• To reflect on the strengths and weaknesses • What persuasive techniques did people
of the pitch use?
• To reflect on learnings about gambling and
Ask students to complete Reflection questions
sport
(Appendix 6).
Success criteria They should also complete a self-reflection on
their performance by marking the boxes in the
• I can describe what went well and what Assessment rubric (Appendix 7).
could be improved in the presentation
pitch. You may also wish to use the rubric to assess
• I can describe learnings about gambling students and provide feedback or for peer
and sport. assessment.
• I can use an assessment rubric to reflect on
own performance in writing and presenting
the pitch
Duration
Approximately 60 minutes.
Resource requirements
This activity requires the following resources:
• Appendix 6 – Reflection questions
• Appendix 7 – Assessment rubric (there
are different rubrics for Foundation,
Intermediate and Senior VCAL students).
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 15
beaheadofthegame.com.auAppendix 1 Student discussion – Love the Game sporting club program (Foundation) Who can join the Love the Game program? Which sporting clubs have already joined the Love the Game program? Name at least three. • • • What is the purpose of the Love the Game program? What is the message of the phrase ‘Love the game, not the odds’? Name at least two ways sporting clubs can show young people that gambling and sport don’t have to go together. 1. 2. BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 16 beaheadofthegame.com.au
Student discussion – Love the Game sporting club program (Foundation) Appendix 1 Have you been involved with any clubs that have joined the ‘Love the Game’ program or made responsible gambling a key focus? Why do you think these clubs have/have not made this message a priority? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 17 beaheadofthegame.com.au
Appendix 1 Student discussion – Love the Game sporting club program (Intermediate) What is the aim of the Love the Game sporting club program? What is the message of the phrase ‘Love the game, not the odds’? Do you agree with the ‘Love the game, not the odds’ message? Explain your answer. Identify at least three ways that sporting clubs can show young people that gambling and sport don’t have to go together. 1. 2. 3. BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 18 beaheadofthegame.com.au
Student discussion – Love the Game sporting club program (Intermediate) Appendix 1 Why do you think the Love the Game program asks sporting clubs to refuse sponsorship from sports betting companies? What might persuade clubs to join the Love the Game program? Offer three suggestions. 1. 2. 3. Have you been involved with any clubs that have joined the ‘Love the Game’ program or made responsible gambling a key focus? Why do you think these clubs have/have not made this message a priority? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 19 beaheadofthegame.com.au
Appendix 1 Student discussion – Love the Game sporting club program (Senior) What is the aim of the Love the Game sporting club program? What is the message of the phrase ‘Love the game, not the odds’? Do you agree with the ‘Love the game, not the odds’ message? Explain your answer. Recreate the phrase in your own words, keeping the same message. BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 20 beaheadofthegame.com.au
Student discussion – Love the Game sporting club program (Senior) Appendix 1 Identify three ways sporting clubs can promote informed attitudes to gambling. 1. 2. 3. Why do you think the Love the Game program asks sporting clubs to refuse sponsorship from sports betting companies? Give four reasons that clubs might be persuaded to join the Love the Game program. 1. 2. 3. 4. Have you been involved with any clubs that have joined the ‘Love the Game’ program or made responsible gambling a key focus? Why do you think these clubs have/have not made this message a priority? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 21 beaheadofthegame.com.au
Appendix 2
Develop a pitch to a
sporting club
THE TASK
Develop a presentation (a ‘pitch’) for a sporting club of your choice to
convince them that they should sign up to the Victorian Responsible Gambling
Foundation’s Love the Game sporting club program.
Length
Foundation: your pitch should be 2 – 3 minutes long.
Intermediate: your pitch should be 4 – 6 minutes long.
Senior: your pitch should be 5 – 7 minutes long.
Presentation
You should use presentation software (e.g. PowerPoint, Keynote, Google Slides,
Prezi).
What do I need to include?
You might want to use
In your pitch you need to have the following:
these subheadings to
• a description of the problem (the growing link organise your writing:
between gambling and sport) • opening
• arguments for why the sporting club should • about the program
sign up • arguments for
• closing message with a ‘call to action’ (what you joining
want the audience to do) • closing.
• graphics and visual design that supports the
content of the presentation.
Where can I find the information I need?
You can find information about Love the Game at lovethegame.vic.gov.au
There is information about the risks of gambling and the harm it can cause at
responsiblegambling.vic.gov.au
ASSESSMENT
Make sure that you look at the rubric to know exactly what you should include in
your pitch.
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 22
beaheadofthegame.com.auAppendix 3
Sample pitch
Hook (a fact, figure or
Did you know that young people make up nearly a quarter of statement to grab your
audience’s attention)
the homeless population?
Some young people are doing it tough and they just need a The problem (states
bit of a leg up in order to thrive. the problem that needs
to be solved)
Opening My name is Elliot Stillman and I am from VBurger. We are a
social burger chain that provides opportunities for young Introduction
(introduces themselves,
people to lift themselves out of the homeless cycle. their organisation and
what they are going to
I am going to talk about how VBurger can work together talk about)
with WestMarket Shopping Centre to help fight youth
homelessness.
VBurger serves healthy, delicious vegetarian and vegan Positive adjectives
burgers. We employ over 100 young people who have (describes the
About the experienced homelessness or are at risk of experiencing
organisation in a
positive way)
organisation homelessness. We have seven successful restaurants around
Melbourne and regional Victoria.
At VBurger young people are able to develop their confidence,
be part of a supportive community and gain valuable skills
in the hospitality industry. Seventy percent of our employees Statistics (uses
have gained a TAFE certificate, which will set them on track for statistics to show
the success of the
a successful career in hospitality and beyond. program)
Sarah is one of our many success stories. When she joined us
two years ago, she had left home escaping domestic violence Story (tells a story
about an employee to
and was couch surfing at various friends’ houses. At VBurger, show the success of the
Sarah completed a Certificate II in Hospitality. She has just program)
been accepted for an apprenticeship in commercial cookery,
Features and
working at one of Melbourne’s top restaurants.
benefits
VBurger can bring people to WestMarket Shopping Centre. Benefits (explains
Over 50 percent of people we interviewed said that they would how the audience will
benefit)
travel further to visit a restaurant that supported young people
at risk.
Evidence (supports
the statement with
Having a social enterprise onsite is also likely to raise the evidence)
profile of WestMarket Shopping Centre. Visitors will see it
as a friendly place that supports the community. Plus, our
enthusiasm and positivity are infectious and it often rubs off
on people around us.
We feel that there are great benefits for WestMarket Shopping
Centre and VBurger in developing a partnership.
We would like WestMarket to lease a restaurant space to Call to action (states
Closing what they want the
VBurger at an affordable rate and to help us to promote our
audience to do)
business.
Let’s solve the problem of youth homelessness together.
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 23
beaheadofthegame.com.auSample pitch
Appendix 3
Language features used in a pitch
Present tense Persuasive texts are written in the
present tense
At VBurger young people are able to
develop their confidence
VBurger serves healthy, delicious
vegetarian and vegan burgers.
Use of positive adjectives Promotes the idea or organisation
healthy, delicious, successful,
supportive
Short, punchy sentences Holds the audience’s attention
Sarah is one of our many success
stories
Strong verbs Makes the pitch more persuasive
fight, lift out, raise
Personal pronouns Makes the audience feel more
involved because you are speaking
I, you, we
directly to them
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 24
beaheadofthegame.com.auAppendix 4 Questions on reading a pitch (Foundation) Who is presenting the pitch? What organisation are they from? Who is the audience for the pitch? What is the purpose of the pitch? What does the presenter mean by ‘gain valuable skills in the hospitality industry’? What is one argument that the presenter uses to persuade the audience? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 25 beaheadofthegame.com.au
Questions on reading a pitch (Foundation)
Appendix 4
What persuasive techniques did the presenter use to convince the audience?
Tick the ones that are used.
Emotive language
Success story
Evidence to support an argument
Statistics
Short, punchy sentences
Repetition
Using personal pronouns (I, we, you)
Rhetorical question
Do you think a partnership between VBurger and WestMarket Shopping Centre
would work?
Yes No
Why/Why not?
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 26
beaheadofthegame.com.auAppendix 4 Questions on reading a pitch (Intermediate) Who is the audience for the pitch? What is the purpose of the pitch? What arguments does the presenter use to persuade the audience? • • • Do you think a partnership between VBurger and WestMarket Shopping Centre would work? Why/Why not? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 27 beaheadofthegame.com.au
Questions on reading a pitch (Intermediate)
Appendix 4
What persuasive techniques did the presenter use to convince the audience?
Tick the ones that are used.
Emotive language
Success story
Evidence to support an argument
Statistics
Short, punchy sentences
Repetition
Using personal pronouns (I, we, you)
Rhetorical question
Do you think the presentation is convincing? Why/Why not?
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 28
beaheadofthegame.com.auAppendix 4 Questions on reading a pitch (Senior) Who is the audience for the pitch? What is the purpose of the pitch? What arguments does the presenter use to persuade the audience? • • • • Do you think these arguments are convincing? Why/Why not? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 29 beaheadofthegame.com.au
Questions on reading a pitch (Senior) Appendix 4 What assumptions is the presenter making about the values of the audience? What are some techniques that the presenter uses to persuade the audience? Do you think the presentation is convincing? Why/Why not? What would you change or add to the presentation to make it more effective? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 30 beaheadofthegame.com.au
Appendix 5 Planning a pitch (Foundation) Use this template to help you plan your pitch. Audience Which sporting club will you present your pitch to? Hook Add in a statistic, question or statement that will capture your audience’s attention. The issue What is the problem that needs to be solved? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 31 beaheadofthegame.com.au
Planning a pitch (Foundation)
Appendix 5
Details about the Love the Game program
What information will you include about the Victorian Responsible Gambling
Foundation’s Love the Game program? You can find information at
lovethegame.vic.gov.au
•
•
•
Argument/Reason for joining the program
What arguments or reasons can you use to persuade the sporting club to join
the program?
What evidence can you use to back up your argument (e.g. facts, statistics,
quotes, examples)?
Argument 1 (put your strongest argument first)
Evidence
Argument 2
Evidence
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 32
beaheadofthegame.com.auPlanning a pitch (Foundation) Appendix 5 Closing What will be your ‘call to action’ (a short phrase that tells the audience what you want them to do)? Graphics and visual design What graphics or pictures will you use to support your presentation? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 33 beaheadofthegame.com.au
Appendix 5 Planning a pitch (Intermediate) Use this template to help you plan your pitch. Audience Which sporting club will you present your pitch to? Hook Add in a statistic, question or statement that will capture your audience’s attention. The issue What is the problem that needs to be solved? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 34 beaheadofthegame.com.au
Planning a pitch (Intermediate)
Appendix 5
Details about the Love the Game program
What information will you include about the Victorian Responsible Gambling
Foundation’s Love the Game program? You can find information at
lovethegame.vic.gov.au
•
•
•
Arguments/Reasons for joining the program
What arguments or reasons can you use to persuade the sporting club to join
the program?
What evidence can you use to back up your argument (e.g. facts, statistics,
quotes, examples)?
Argument 1 (put your strongest argument first)
Evidence
Argument 2
Evidence
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 35
beaheadofthegame.com.auPlanning a pitch (Intermediate) Appendix 5 Argument 3 Evidence Closing What will be your ‘call to action’ (a short phrase that states what you want the audience to do)? Graphics and visual design What graphics or pictures will you use to support your presentation? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 36 beaheadofthegame.com.au
Appendix 5 Planning a pitch (Senior) Use this template to help you plan your pitch. Audience Which sporting club will you present your pitch to? Hook Add in a statistic, question or statement that will capture your audience’s attention. The issue What is the problem that needs to be solved? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 37 beaheadofthegame.com.au
Planning a pitch (Senior)
Appendix 5
Details about the Love the Game program
What information will you include about the Victorian Responsible Gambling
Foundation’s Love the Game program? You can find information at
lovethegame.vic.gov.au
•
•
•
Arguments/Reasons for joining the program
What arguments or reasons can you use to persuade the sporting club to join
the program?
What evidence can you use to back up your argument (e.g. facts, statistics,
quotes, examples)?
Argument 1 (put your strongest argument first)
Evidence
Argument 2
Evidence
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 38
beaheadofthegame.com.auPlanning a pitch (Senior) Appendix 5 Argument 3 Evidence Argument 4 Evidence Closing What will be your ‘call to action’ (a short phrase that states what you want the audience to do)? Graphics and visual design What graphics or pictures will you use to support your presentation? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 39 beaheadofthegame.com.au
Appendix 6 Reflection questions (Foundation) What do you think worked well in your presentation? How do you think you could have improved your presentation? What did you learn about writing and presenting a pitch? What is one thing you will focus on when presenting to a group next time? For example, it could relate to projecting your voice, maintaining eye contact, or using cue cards or visual aids. BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 40 beaheadofthegame.com.au
Reflection questions (Foundation) Appendix 6 What did you learn about gambling and sport? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 41 beaheadofthegame.com.au
Appendix 6 Reflection questions (Intermediate) What do you think worked well in your presentation? How do you think you could have improved your presentation? What did you learn about writing and presenting a pitch? What problems did you encounter when creating your pitch? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 42 beaheadofthegame.com.au
Reflection questions (Intermediate) Appendix 6 What is one thing you saw in another students’ pitch that you would use if you were creating another pitch? What is one thing you will focus on when presenting to a group next time? For example, it could relate to projecting your voice, maintaining eye contact, or using cue cards or visual aids. What did you learn about gambling and sport? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 43 beaheadofthegame.com.au
Appendix 6 Reflection questions (Senior) What do you think worked well in your presentation? How do you think you could have improved your presentation? What did you learn about writing and presenting a pitch? What problems did you encounter when creating your pitch? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 44 beaheadofthegame.com.au
Reflection questions (Senior) Appendix 6 What is one thing you saw in another students’ pitch that you would use if you were creating another pitch? What is one thing you will focus on when presenting to a group next time? For example, it could relate to projecting your voice, maintaining eye contact, or using cue cards or visual aids. What did you learn about gambling and sport? What other ways can we challenge the normalisation of gambling in sport culture? BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 45 beaheadofthegame.com.au
Appendix 7
Assessment rubric
(Foundation)
Criteria High Medium Low
Use the processes • completes a plan • completes draft • completes part of a
of planning, • completes a draft • completes final copy draft
drafting, editing
• edits draft and • develops a slide show
and evaluation to
completes a final to support pitch
produce written
copy
texts
• develops a slide show
to support pitch
• completes self-
reflection
Use language and • uses language • uses language • does not use
tone appropriate to suitable for suitable for language suitable
the text’s purpose presenting to a presenting to a for presenting to a
and audience sporting club sporting club sporting club
• uses language that • uses some language • does not use
promotes the Love that promotes the language that
the Game program Love the Game promotes the Love
• uses persuasive program the Game program
language
Sequence and Includes: Includes: Does not include:
structure ideas • an opening • an opening • all the parts needed
and arguments to complete the pitch
• a description of the • a description of
coherently (opening, arguments,
problem the sporting club
program closing).
• arguments for joining
the Love the Game • arguments for joining
program the Love the Game
• a closing with a call to program
action. • a closing.
Write at least • writes more than one • writes one paragraph • writes less than one
one paragraph or paragraph paragraph
equivalent
Provide supporting • provides evidence for • provides one piece of • no evidence is
evidence, which each argument evidence to support provided
may be broad or an argument
general, for a point
of view
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 46
beaheadofthegame.com.auAssessment rubric (Foundation)
Appendix 7
Criteria High Medium Low
Spell, punctuate • spells most words • spells some words • most words are
and use grammar accurately correctly spelled incorrectly
sufficiently for the • writes sentences that • writes simple • writes sentences but
meaning to be are grammatically sentences that are grammar is incorrect
understood correct grammatically correct • does not use full
• uses tenses correctly • uses complex stops or capital
• uses complex sentences letters
sentences occasionally
• uses full stops, • uses full stops
commas and capital and capital letters
letters correctly correctly some of the
time
Timing of • presents for at least • presents for at least • presents for less than
presentation is 2 – 3 minutes 2 – 3 minutes 2 minutes
within the required
range (2 – 3
minutes)
Teacher feedback
Peer feedback
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 47
beaheadofthegame.com.auAppendix 7
Assessment rubric
(Intermediate)
Criteria High Medium Low
Use the processes • completes a plan • completes draft • final copy is not
of planning, • completes a draft • completes final copy complete
drafting and • slide show is not
• edits draft and • develops a slide show
editing to produce complete
completes a final to support pitch
written texts
copy
• develops a slide
show to with a visual
design that enhances
the messages in the
pitch
• completes self-
reflection
Use language and • sophisticated use • uses language • uses inappropriate
tone appropriate to of language aimed suitable for language for
the text’s purpose specifically at the presenting to a presenting to a
and audience audience sporting club sporting club
• uses language that • uses language that • does not use
promotes the Love promotes the Love language that
the Game program the Game program promotes the Love
• uses a range of • uses persuasive the Game program
persuasive writing language • does not use
techniques • uses vocabulary persuasive language
• uses complex specific to the topic • uses simple general
vocabulary specific to vocabulary
the topic
Sequence and Includes: Includes: Includes:
structure ideas and • An opening with a • an opening • less than two
arguments to suit hook convincing arguments
• a description of the
the purpose for joining the Love
• a description of the problem
problem the Game program.
• at least two
• more than two convincing arguments
convincing arguments for joining the Love
for joining the Love the Game program
the Game program. • a closing with a call to
action.
Relate several • the ideas in the • the ideas in the pitch • the information and
ideas or pieces of pitch are linked in a are linked so that the arguments in the
information within sophisticated way presentation flows pitch are not linked
a text rather than
treating them as
separate units
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 48
beaheadofthegame.com.auAssessment rubric (Intermediate)
Appendix 7
Provide evidence • provides a • provides persuasive • does not provide
and argue sophisticated range evidence for each evidence to support
persuasively for a of evidence which argument arguments
point of view convincingly supports
each argument
Spell, punctuate • spelling is accurate • spells most words • spells some words
and use grammar including technical accurately correctly
with reasonable words • writes sentences • sentences are not
accuracy • sentences are that are mostly grammatically correct
grammatically correct grammatically correct • uses only simple
• a range of • uses tenses correctly sentences
punctuation is used • uses complex • punctuation is mostly
correctly sentences used incorrectly
• uses punctuation
correctly most of the
time
Timing of • presents for at least • presents for at least • presents for less than
presentation is 3 – 5 minutes 3 – 5 minutes 3 minutes
within the required
range (3 – 5
minutes)
Teacher feedback
Peer feedback
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 49
beaheadofthegame.com.auAppendix 7
Assessment rubric
(Senior)
Criteria High Medium Low
Use the processes • completes a plan • completes a plan • final copy is not
of planning, • completes a draft • completes a draft complete
drafting and • slide show is not
• seeks feedback • edits draft and
editing to produce complete
on draft and completes a final
written texts
makes significant copy
improvements during • completes self-
the editing process reflection
• completes self-
reflection with
sophisticated insights
into the writing
process
Use language and • highly sophisticated • uses language • some language
tone appropriate to use of language suitable for is suitable for
text purpose and aimed specifically at presenting to a presenting to a
audience the audience sporting club sporting club
• uses a range of • uses language that • uses some language
sophisticated promotes the Love that promotes the
persuasive writing the Game sporting Love the Game
techniques club program sporting club
• uses complex • uses persuasive program
vocabulary specific to writing techniques • does not use
the topic • uses vocabulary persuasive language
specific to the topic • uses non-specific
vocabulary
Organise ideas and Includes: Includes: Includes:
arguments to suit • an opening with a • an opening with a • ideas and arguments
purpose highly persuasive hook that are not well
hook • a description of the organised.
• a description of the problem
problem • more than two
• more than two convincing arguments
convincing arguments for joining the Love
for joining the Love the Game sporting
the Game sporting club program
club program • a closing with a call to
• a closing with a highly action.
persuasive call to
action.
Provide and • evidence is used in a • evidence is used to • evidence is limited or
integrate evidence highly effective way support arguments not used to support
to support own to support arguments arguments
argument
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 50
beaheadofthegame.com.auAssessment rubric (Senior)
Appendix 7
Spell, punctuate • spelling is accurate • spells most words • spells some words
and use grammar including technical accurately correctly
with considerable words • writes sentences • sentences are not
accuracy • sentences are that are mostly grammatically correct
grammatically correct grammatically correct • uses only simple
• a range of • uses tenses correctly sentences
punctuation is used • uses complex • punctuation is mostly
correctly sentences used incorrectly
• uses punctuation
correctly most of the
time
Timing of • presents for at least 5 • presents for at least 5 • presents for less than
presentation is –7 minutes –7 minutes 5 minutes
within the required
range (5 – 7
minutes)
Teacher feedback
Peer feedback
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 51
beaheadofthegame.com.auAppendix 8
Exposure of kids to gambling ads on TV
OCTOBER 2019
Research report: Extent of, and children and young people’s exposure to, gambling advertising in sport and non-sport TV
Authors: Professor Kerry O'Brien and Dr Muhammad Iqbal, Monash University
What: The first study in the world to examine the extent of gambling advertising on sport TV and non-sport TV, and the extent to which young people
in different age groups are exposed to it.
How: The researchers cross-referenced the timing and nature of gambling ads in Australia with official free-to-air TV audience data from 2016.
Key findings
In 2016, there were N
T! This is about five times the number of alcohol ads
PU
BE found in previous research.
T!
Win!
gambling ads on R!
TE
Australian free-to-air UT
FL
TV, with an average of
BLE!
GAM
a day.
On average, there were four times more gambling ads during sport TV vs non-sport TV.
The sports programs that included the highest number of betting ads were:
horse racing – motor racing –
AFL – 8866 ads NRL – 4534 ads cricket – 1888 ads 1571 ads 1372 ads tennis – 1301 ads
Two-thirds of the ads were played between 6.00am to Number of exposures to gambling ads during sport by age group:
8.29pm. One-third were played after 8.30pm when large
numbers of children and young people watch sport. 6.00am – 8.30pm–
Age group
8.29pm 11.59pm
$ Children aged 0–11 years 35,319,846 19,378,276
Adults aged 18–24 15,378,140 11,698,617
Adolescents aged 12–17 25,312,375 21,520,344
Australian and international research suggests there may be Changes to the Commercial Television Industry Code of Practice in
associations between exposure to gambling advertising and 2015 included allowing gambling ads to be broadcast earlier in the
gambling behaviour. day and PG-rated programs to be broadcast throughout the day.
This led to a 55% increase in the number of gambling ads on
free-to-air TV, of which 71% were broadcast during sport TV.
Win!
BET
$
broadcast during
sport TV.
To download this report, visit: responsiblegambling.vic.gov.au
BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME 52
beaheadofthegame.com.auVCAL – LITERACY CONNECT WITH US ON:
vicrgf
LOVE responsiblegambling
THE GAME Victorian Responsible Gambling Foundation
ResponsibleGambling
beaheadofthegame.com.au responsiblegambling.vic.gov.auYou can also read
