VCAL – LITERACY LOVE THE GAME

LOVE THE GAME

VCAL – LITERACY

BE AHEAD OF THE GAME VCAL – LITERACY: LOVE THE GAME

beaheadofthegame.com.au

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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: [email protected]

http://beaheadofthegame.com.au

http://www.responsiblegambling.vic.gov.au/copyright

http://www.responsiblegambling.vic.gov.au/

mailto:[email protected]



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The 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.


https://responsiblegambling.vic.gov.au/reducing-harm/schools/

http://www.responsiblegambling.vic.gov.au/getting-help/young-people



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Resources for the VCALThe 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: Reading and Writing

Literacy: Oral Communication

Numeracy

Unit 1 Unit 2 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.




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Resource overview

Resource focusThis 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 structureThis 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 in2. What is a pitch?3. Planning, drafting and presenting the pitch4. Reflecting on the pitch.

Resource requirementsFor 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 assetsThere 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




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Summary of activitiesActivities Activity overview Resource requirements

1. Tuning in – 30–60 minutes

• Class discussion about Gambling and Sport• Explore the Victorian Responsible Gambling

Foundation’s Love the Game website• Answer questions about the Love the Game

program

Appendix 1: Student discussion – Love the Game sporting club program

2. What is a pitch? – 60 minutes

• Discuss requirements for the pitch• Read and view a sample pitch • Answer questions about the sample pitch

Appendix 2 – Develop a pitch to a sporting clubAppendix 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. Planning, drafting and presenting the pitch – 4 × 60 minutes

• Plan, draft and present the ‘pitch’.• Complete a planning template to help them

create their pitch.

Appendix 5 – Planning a pitch

4. Reflecting on the pitch – 60 minutes

• Reflect on the pitch and the issues that were explored when research and writing the pitch.

• Complete a self-assessment using a rubric

Appendix 6 – Self-reflection questionsAppendix 7 – Assessment rubric (there are different rubrics for Foundation, Intermediate and Senior students).

Resource overview

The most up-to-date version of this resource is available at beaheadofthegame.com.au





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Curriculum linksThe 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 develop the knowledge, skills and attributes to read and write simple or short texts. Texts will deal mainly with personal and familiar topics but may include some unfamiliar aspects.At this level, students, often with support, use the writing process with an awareness of the purpose and audience of the text.In reading, students are able to identify the main point of the text, some key details and express an opinion about the text as a whole as well as some of the details.Students use and respond to spoken language about everyday subject matter that may include some unfamiliar aspects, for a range of purposes and in a number of contexts, which may be interrelated.

At Intermediate level, students develop the knowledge, skills and attributes to read and write a range of texts on everyday subject matters that include some unfamiliar aspects or material. At this level students, once they have identified the audience and purpose of the text, use the writing process to produce texts that link several ideas or pieces of information.In reading, students identify how, and if, the writer has achieved his or her purpose and express an opinion on the text, taking into account its effectiveness.Students use and respond to spoken language, including some unfamiliar material within a variety of contexts.

At Senior level, students develop the knowledge, skills and attributes to read and write complex texts. The texts will deal with general situations and include some abstract concepts or technical details. At this level, students produce texts that incorporate a range of ideas, information, beliefs or processes and have control of the language devices appropriate to the type of text.In reading, students identify the views shaping the text and the devices used to present that view and express an opinion on the effectiveness and content of the text.Students use and respond to spoken language with complex and abstract content across a broad range of contexts.

Resource overview


http://vcaa.vic.edu.au/assessment/vcal-assessment

http://vcaa.vic.edu.au/assessment/vcal-assessment



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Activity alignment to VCAL unit learning outcomesThe activities in this resource support the development of the following learning outcomes.

Foundation Intermediate Senior

Reading and Writing Learning outcome 4 – Writing for public debateLearning outcome 8 – Reading for public debate



Oral CommunicationLearning outcome 4 – Oracy for exploring issues and problem solving



Resource overview




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Learning activities: teacher notes

1. Tuning in

Activity overviewIn this activity, students will consider the growing culture of gambling in sport and how this can make it harder to recognise the serious risks involved, particularly for young people under the age of 18.

Students will also investigate the Victorian Responsible Gambling Foundation’s sporting club program, Love the Game.

Foundation

At Foundation level, students participate in a teacher-directed group discussion to explore the issue.

Intermediate

At Intermediate level, students participate in a group discussion to explore the issue in more depth.

Senior

At the Senior level, students explore the issue in significant depth and are involved in an extended discussion.

Learning intention• To understand the culture of gambling

in sport and the risks involved for young people.

• To understand the nature and purpose of the Victorian Responsible Gambling Foundation’s Sporting Club Program.

• To use spoken language to explore issues.• To identify the main ideas in a text.

Success criteria• Identify examples of gambling in sport.• Identify ways that advertising influences

gambling in sport.• Identify risks of gambling for young

people.• Describe the Victorian Responsible

Gambling Foundation’s sporting club program, Love the Game, and what it aims to achieve.

• Participate in a group discussion.

DurationApproximately 60 minutes.

Resource requirementsThis activity is supported by the following resources:• the Victorian Responsible Gambling

Foundation’s Love the Game website lovethegame.vic.gov.au

• videos: – ‘Love the Game –

Let’s remind kids’ (38 sec) – ‘Love the Game – Women in sport quiz’

(1 min 29 sec) – ‘Easton Wood talks to The Project’ (3

min 38 sec)• Appendix 1 – Student discussion – Love the

Game sporting club program• Appendix 8 – Exposure of kids to gambling

ads on TV.


https://lovethegame.vic.gov.au/



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Activity description

1.1 Class discussion

Watch the following videos about gambling in sport:• ‘Love the Game – Let’s remind kids’

(youtu.be/Y9hHGCvaa7k)• ‘Love the Game – Women in sport quiz’

(youtu.be/hh-7E4h2yIE)• ‘Easton Wood talks to The Project’

(fb.watch/1xTQQGcjdk)

Show students Exposure of kids to gambling ads on TV (Appendix 8).

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?

1.2 Group work – questions

Break students up into small groups.

Ask each group to explore Victorian Responsible Gambling Foundation’s Love the Game website (lovethegame.vic.gov.au).

Ask students to work together to answer the questions included in Student discussion – Love the Game sporting club program (Appendix 1). There are different questions for Foundation, Intermediate and Senior VCAL students.

Groups present their answers to the whole class.


https://youtu.be/Y9hHGCvaa7k

https://youtu.be/hh-7E4h2yIE

https://fb.watch/1xTQQGcjdk/




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2. What is a pitch?

Activity overviewIn this activity, students are provided with details about the ‘pitch’ task that they will complete in the next series of activities. This includes an assessment rubric, which shows what they are aiming to achieve in writing their own pitch.

Students read and view a sample pitch and think about the language features, structure, audience and purpose. They answer questions about the sample pitch to demonstrate their understanding.

Foundation

At Foundation level, students identify language features, structure, audience and purpose of the sample pitch with teacher support.

Intermediate

At intermediate level, students identify the persuasive techniques used by the author of the sample pitch and express an opinion on the effectiveness of the sample pitch

Senior

At senior level, students evaluate the effectiveness of the text in relation to the audience and purpose and suggest improvements.

Learning intention• To be able to identify the audience and

purpose of a pitch.• To understand the structure and language

conventions used in a pitch.• To be able to identify persuasive

techniques used in a pitch.

Success criteria• Describe the audience and purpose of the

sample pitch.• Describe the structure and language

features commonly used in a pitch.• Describe persuasive techniques used in a

pitch.


Resource requirementsThis activity requires the following resources:• Appendix 2 – Develop a pitch to a

sporting club• Sample pitch presentation

(www.www.com)• Appendix 3 – Sample pitch• Appendix 4 – Questions on reading a pitch.


2.1 Introducing the task

Provide students with:• Appendix 2 – Develop a pitch to a sporting

club (task description)• Appendix 7 – Assessment rubric (there

are different rubrics for Foundation, Intermediate and Senior VCAL students)

Read through the task description and the rubric with students to ensure that they understand the task.

2.2 Reading and viewing a sample 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.




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Discuss 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.




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3. Planning, drafting and presenting the pitch

Activity overviewIn this activity, students plan, draft and present their ‘pitch’.

They complete planning and drafting templates to help them create their pitch.

Learning intention• To be able to plan, draft, edit and present

a pitch.

Success criteria• Complete a planning template to plan the

pitch.• Write a draft of a pitch.• Edit a pitch and produce a final copy.• Create a slideshow with graphics and

visual design that support a pitch.• Present or record a pitch.

DurationApproximately 4 x 60 minutes (this will depend on the time students require to create their pitch and how the pitches are presented).

Resource requirementsThis activity requires the following resources:• Appendix 5 – Planning a pitch• Computers and presentation software such

as PowerPoint, Keynote or Prezi• Screen to show presentation slides• Microphone/device that allows recording

(if presentations are recorded)


3.1 Planning the pitch

Provide students with Appendix 5 – Planning a pitch.

Remind students of the structure of a pitch and the elements that they need to include (see Appendix 2 – Develop a pitch to a sporting club – task description).

Go through each of the sections in the plan. Explain the following concepts:• evidence (statistics, facts, quotes or

examples that back up an argument)• call to action (a phrase that tells the

audience what action you want them to take).

Support students as they plan their pitch.

When planning the graphics and visual design of their presentation, students may wish to look at the digital assets on the ‘Love the game not the odds’ website. These can be found at lovethegame.vic.gov.au/resources.

3.2 Drafting the pitch

Remind students of the persuasive writing techniques that were discussed when reading the sample pitch.

For example:• Adjectives that describe the Love the

Game program in a positive way• Emotive language that generates an

emotional response• Inclusive language – the use of ‘I’ and ‘we’

to build a bond with the audience• A personal story to give a human face to

the issue

Ask students to start writing their pitch.


https://lovethegame.vic.gov.au/resources/



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3.3 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.




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4. Reflecting on the pitch

Activity overviewIn this activity, students reflect on their pitch and the issues that they explored when research and writing their pitch.

Students also complete a self-assessment using a rubric.

Learning intention• To reflect on the strengths and weaknesses

of the pitch • To reflect on learnings about gambling and

sport

Success criteria• I can describe what went well and what

could be improved in the presentation pitch.

• I can describe learnings about gambling and sport.

• I can use an assessment rubric to reflect on own performance in writing and presenting the pitch


Resource requirementsThis activity requires the following resources:• Appendix 6 – Reflection questions• Appendix 7 – Assessment rubric (there

are different rubrics for Foundation, Intermediate and Senior VCAL students).

Activity descriptionFacilitate a class discussion to reflect on the presentations. The following questions may be useful:• What have we learnt about the increasing

amount of betting in sport and how this might affect underage players and fans?

• What was the best way of communicating the concepts?

• What persuasive techniques did people use?

Ask students to complete Reflection questions (Appendix 6).

They should also complete a self-reflection on their performance by marking the boxes in the Assessment rubric (Appendix 7).

You may also wish to use the rubric to assess students and provide feedback or for peer assessment.




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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.

Appendix 1




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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?

Student discussion – Love the Game sporting club program (Foundation)Appendix 1




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Student discussion – Love the Game sporting club program (Intermediate)What is the aim of the Love the Game sporting club program?


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.

Appendix 1




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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.



Student discussion – Love the Game sporting club program (Intermediate)Appendix 1




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Student discussion – Love the Game sporting club program (Senior)What is the aim of the Love the Game sporting club program?


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.

Appendix 1




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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.



Student discussion – Love the Game sporting club program (Senior)Appendix 1




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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.

LengthFoundation: 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?

In your pitch you need to have the following:• a description of the problem (the growing link

between gambling and sport)• arguments for why the sporting club should

sign up• closing message with a ‘call to action’ (what you

want the audience to do)• 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.

You might want to use these subheadings to organise your writing:• opening• about the program• arguments for

joining• closing.

Appendix 2



https://responsiblegambling.vic.gov.au/



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Sample pitch

Did you know that young people make up nearly a quarter of the homeless population?

Some young people are doing it tough and they just need a bit of a leg up in order to thrive.

My name is Elliot Stillman and I am from VBurger. We are a social burger chain that provides opportunities for young people to lift themselves out of the homeless cycle.

I am going to talk about how VBurger can work together with WestMarket Shopping Centre to help fight youth homelessness.

VBurger serves healthy, delicious vegetarian and vegan burgers. We employ over 100 young people who have experienced homelessness or are at risk of experiencing 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 have gained a TAFE certificate, which will set them on track for a successful career in hospitality and beyond.

Sarah is one of our many success stories. When she joined us two years ago, she had left home escaping domestic violence and was couch surfing at various friends’ houses. At VBurger, Sarah completed a Certificate II in Hospitality. She has just been accepted for an apprenticeship in commercial cookery, working at one of Melbourne’s top restaurants.

VBurger can bring people to WestMarket Shopping Centre. Over 50 percent of people we interviewed said that they would travel further to visit a restaurant that supported young people at risk.

Having a social enterprise onsite is also likely to raise the 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 VBurger at an affordable rate and to help us to promote our business.

Let’s solve the problem of youth homelessness together.

Hook (a fact, figure or statement to grab your audience’s attention)

The problem (states the problem that needs to be solved)

Introduction (introduces themselves, their organisation and what they are going to talk about)

Positive adjectives (describes the organisation in a positive way)

Statistics (uses statistics to show the success of the program)

Story (tells a story about an employee to show the success of the program)

Benefits (explains how the audience will benefit)

Evidence (supports the statement with evidence)

Call to action (states what they want the audience to do)

Opening

About the organisation

Closing

Features and benefits

Appendix 3




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Language features used in a pitch

Present tense

At VBurger young people are able to develop their confidence

VBurger serves healthy, delicious vegetarian and vegan burgers.

Persuasive texts are written in the present tense

Use of positive adjectives

healthy, delicious, successful, supportive

Promotes the idea or organisation

Short, punchy sentences

Sarah is one of our many success stories

Holds the audience’s attention

Strong verbs

fight, lift out, raise

Makes the pitch more persuasive

Personal pronouns

I, you, we

Makes the audience feel more involved because you are speaking directly to them

Sample pitchAppendix 3




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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?

Appendix 4




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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


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?

Questions on reading a pitch (Foundation)Appendix 4




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Questions on reading a pitch (Intermediate)Who is the audience for 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?

Appendix 4




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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


Repetition

Using personal pronouns (I, we, you)

Rhetorical question

Do you think the presentation is convincing? Why/Why not?

Questions on reading a pitch (Intermediate)Appendix 4




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Questions on reading a pitch (Senior)Who is the audience for the pitch?


What arguments does the presenter use to persuade the audience?

•

•

•

•

Do you think these arguments are convincing? Why/Why not?

Appendix 4




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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?

Questions on reading a pitch (Senior)Appendix 4




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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?

Appendix 5




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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

Planning a pitch (Foundation)Appendix 5




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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?

Planning a pitch (Foundation)Appendix 5




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Planning a pitch (Intermediate)Use this template to help you plan your pitch.

Audience


Hook


The issue


Appendix 5




35



•

•

•

Arguments/Reasons for joining the program




Evidence

Argument 2

Evidence

Planning a pitch (Intermediate)Appendix 5




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Argument 3

Evidence

Closing

What will be your ‘call to action’ (a short phrase that states what you want the audience to do)?



Planning a pitch (Intermediate)Appendix 5




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Planning a pitch (Senior)Use this template to help you plan your pitch.

Audience


Hook


The issue


Appendix 5




38



•

•

•

Arguments/Reasons for joining the program




Evidence

Argument 2

Evidence

Planning a pitch (Senior)Appendix 5




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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)?



Planning a pitch (Senior)Appendix 5




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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.

Appendix 6




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What did you learn about gambling and sport?

Reflection questions (Foundation)Appendix 6




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Reflection questions (Intermediate)What do you think worked well in your presentation?



What problems did you encounter when creating your pitch?

Appendix 6




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What is one thing you saw in another students’ pitch that you would use if you were creating another pitch?



Reflection questions (Intermediate)Appendix 6




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Reflection questions (Senior)What do you think worked well in your presentation?



What problems did you encounter when creating your pitch?

Appendix 6




45

What is one thing you saw in another students’ pitch that you would use if you were creating another pitch?



What other ways can we challenge the normalisation of gambling in sport culture?

Reflection questions (Senior)Appendix 6




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Assessment rubric (Foundation)

Criteria High Medium Low

Use the processes of planning, drafting, editing and evaluation to produce written texts

• completes a plan• completes a draft• edits draft and

completes a final copy

• develops a slide show to support pitch

• completes self-reflection

• completes draft• completes final copy• develops a slide show

to support pitch

• completes part of a draft

Use language and tone appropriate to the text’s purpose and audience

• uses language suitable for presenting to a sporting club

• uses language that promotes the Love the Game program

• uses persuasive language


• uses some language that promotes the Love the Game program

• does not use language suitable for presenting to a sporting club

• does not use language that promotes the Love the Game program

Sequence and structure ideas and arguments coherently

Includes:• an opening• a description of the

problem• arguments for joining

the Love the Game program

• a closing with a call to action.

Includes:• an opening• a description of

the sporting club program

• arguments for joining the Love the Game program

• a closing.

Does not include:• all the parts needed

to complete the pitch (opening, arguments, closing).

Write at least one paragraph or equivalent

• writes more than one paragraph

• writes one paragraph • writes less than one paragraph

Provide supporting evidence, which may be broad or general, for a point of view

• provides evidence for each argument

• provides one piece of evidence to support an argument

• no evidence is provided

Appendix 7




47


Spell, punctuate and use grammar sufficiently for the meaning to be understood

• spells most words accurately

• writes sentences that are grammatically correct

• uses tenses correctly• uses complex

sentences• uses full stops,

commas and capital letters correctly

• spells some words correctly

• writes simple sentences that are grammatically correct

• uses complex sentences occasionally

• uses full stops and capital letters correctly some of the time

• most words are spelled incorrectly

• writes sentences but grammar is incorrect

• does not use full stops or capital letters

Timing of presentation is within the required range (2 – 3 minutes)

• presents for at least 2 – 3 minutes


• presents for less than 2 minutes

Teacher feedback

Peer feedback

Assessment rubric (Foundation)Appendix 7




48

Assessment rubric (Intermediate)


Use the processes of planning, drafting and editing to produce written texts



• develops a slide show to with a visual design that enhances the messages in the pitch


• completes draft• completes final copy• develops a slide show

to support pitch

• final copy is not complete

• slide show is not complete

Use language and tone appropriate to the text’s purpose and audience

• sophisticated use of language aimed specifically at the audience


• uses a range of persuasive writing techniques

• uses complex vocabulary specific to the topic



• uses persuasive language

• uses vocabulary specific to the topic

• uses inappropriate language for presenting to a sporting club

• does not use language that promotes the Love the Game program

• does not use persuasive language

• uses simple general vocabulary

Sequence and structure ideas and arguments to suit the purpose

Includes:• An opening with a

hook• a description of the

problem• more than two

convincing arguments for joining the Love the Game program.

Includes:• an opening• a description of the

problem• at least two

convincing arguments for joining the Love the Game program


Includes:• less than two

convincing arguments for joining the Love the Game program.

Relate several ideas or pieces of information within a text rather than treating them as separate units

• the ideas in the pitch are linked in a sophisticated way

• the ideas in the pitch are linked so that the presentation flows

• the information and arguments in the pitch are not linked

Appendix 7




49

Provide evidence and argue persuasively for a point of view

• provides a sophisticated range of evidence which convincingly supports each argument

• provides persuasive evidence for each argument

• does not provide evidence to support arguments

Spell, punctuate and use grammar with reasonable accuracy

• spelling is accurate including technical words

• sentences are grammatically correct

• a range of punctuation is used correctly


• writes sentences that are mostly grammatically correct


sentences• uses punctuation

correctly most of the time


• sentences are not grammatically correct

• uses only simple sentences

• punctuation is mostly used incorrectly





Teacher feedback

Peer feedback

Assessment rubric (Intermediate)Appendix 7




50

Assessment rubric (Senior)


Use the processes of planning, drafting and editing to produce written texts

• completes a plan• completes a draft• seeks feedback

on draft and makes significant improvements during the editing process

• completes self-reflection with sophisticated insights into the writing process




• final copy is not complete

• slide show is not complete

Use language and tone appropriate to text purpose and audience

• highly sophisticated use of language aimed specifically at the audience

• uses a range of sophisticated persuasive writing techniques

• uses complex vocabulary specific to the topic


• uses language that promotes the Love the Game sporting club program

• uses persuasive writing techniques

• uses vocabulary specific to the topic

• some language is suitable for presenting to a sporting club

• uses some language that promotes the Love the Game sporting club program

• does not use persuasive language

• uses non-specific vocabulary

Organise ideas and arguments to suit purpose

Includes:• an opening with a

highly persuasive hook

• a description of the problem

• more than two convincing arguments for joining the Love the Game sporting club program

• a closing with a highly persuasive call to action.

Includes:• an opening with a

hook• a description of the

problem• more than two

convincing arguments for joining the Love the Game sporting club program


Includes:• ideas and arguments

that are not well organised.

Provide and integrate evidence to support own argument

• evidence is used in a highly effective way to support arguments

• evidence is used to support arguments

• evidence is limited or not used to support arguments

Appendix 7




51

Spell, punctuate and use grammar with considerable accuracy

• spelling is accurate including technical words

• sentences are grammatically correct

• a range of punctuation is used correctly


• writes sentences that are mostly grammatically correct


sentences• uses punctuation

correctly most of the time


• sentences are not grammatically correct

• uses only simple sentences

• punctuation is mostly used incorrectly


• presents for at least 5 –7 minutes

• presents for at least 5 –7 minutes


Teacher feedback

Peer feedback

Assessment rubric (Senior)Appendix 7




52

Key �ndingsThis is about �ve times the number of alcohol ads found in previous research.

Win!

Two-thirds of the ads were played between 6.00am to 8.29pm. One-third were played after 8.30pm when large numbers of children and young people watch sport.

Australian and international research suggests there may be associations between exposure to gambling advertising and gambling behaviour.

Changes to the Commercial Television Industry Code of Practice in 2015 included allowing gambling ads to be broadcast earlier in the 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.

$

In 2016, there were

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:

Number of exposures to gambling ads during sport by age group:

gambling ads on Australian free-to-air TV, with an average of

a day.

Exposure of kids to gambling ads on TV 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 �rst 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 of�cial free-to-air TV audience data from 2016.

Win!PUNT!

BET!

GAMBLE!

FLUTTER!

Age group 6.00am – 8.29pm

8.30pm– 11.59pm

Children aged 0–11 years

Adults aged 18–24

Adolescents aged 12–17

35,319,846

15,378,140

25,312,375

19,378,276

11,698,617

21,520,344

horse racing – 1571 adsAFL – 8866 ads

BET

$

NRL – 4534 ads cricket – 1888 adsmotor racing –

1372 ads tennis – 1301 ads

To download this report, visit: responsiblegambling.vic.gov.au

broadcast during sport TV.

OCTOBER 2019

Appendix 8


LOVE THE GAME

VCAL – LITERACY

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