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Potential influencesVCAL – Literacy unit:

SCHOOL EDUCATION PROGRAM

2 SCHOOL EDUCATION PROGRAM – Literacy unit: Potential influences

SCHOOL EDUCATION

PROGRAM

Acknowledgements

Project sponsor: Louise Glanville, Chief Executive Officer, Victorian Responsible Gambling Foundation

Resource authors: Valad Solutions Pty Ltd; and Sally Gissing, Senior Prevention Programs Advisor, Victorian Responsible Gambling Foundation

Resource editors: Alice Dunt, Director, Prevention, Victorian Responsible Gambling Foundation; and Steve Dobney, Editorial Consultant

First published 2016 Reprinted with amendments 2017

© 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://responsiblegambling.vic.gov.au/copyright

http://responsiblegambling.vic.gov.au

mailto:contact%40responsiblegambling.vic.gov.au?subject=Hello%3A%20School%20Education%20Program


SCHOOL EDUCATION

PROGRAM

School Education Program

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 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 healthy and informed attitudes to gambling.

This program offers:

• face-to-face information sessions for teachers, parents and students

• units of work to incorporate in your curriculum plans across a variety of subject areas, including this unit

• 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, 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.

http://lovethegame.vic.gov.au/schools

http://gamblershelp.com.au/youthline

http://gamblershelp.com.au


Unit overview

Unit structureThis resource has been developed as a flexible learning unit which could be used as an introductory exercise to literacy skills for both intermediate and senior students. It can be delivered to a combined intermediate/senior class or be tailored to the appropriate intermediate or senior learning outcomes if the subject is being offered to students all studying the same certificate.

Teachers can use this unit as a short introduction to provide students with some familiarity about the requirements of the literacy skills units. Alternatively, teachers can implement the suggested extensions to make the unit longer with a greater number of assessable learning outcomes.

The most up-to-date version of this resource is available at lovethegame.vic.gov.au/resources

Curriculum links

Literacy skills units in the VCAL Certificate support the development of knowledge, skills and understandings relevant to reading and writing in the social contexts of family, employment, further learning and community. Literacy skills corresponding with these social contexts include literacy for self-expression, practical purposes, knowledge and public debate.

The information in this section has been adapted from the VCAL Planning Guide – Literacy and Numeracy Skills Strand, available at:

vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx#H2N1002B

For assessment guidelines and practices, see also:

vcaa.vic.edu.au/Documents/vcal/VCALAssesmentGde.pdf

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

http://vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx

http://vcaa.vic.edu.au/Pages/vcal/providers/resources/teacherresources.aspx

http://vcaa.vic.edu.au/Documents/vcal/VCALAssesmentGde.pdf

http://vcaa.vic.edu.au/Documents/vcal/VCALAssesmentGde.pdf


Literacy skills intermediate reading and writing

Literacy skills senior reading and writing

The purpose of the intermediate unit within the VCAL Certificate is to enable students to develop the skills and knowledge to read and write a range of texts on everyday subject matters which include some unfamiliar aspects or materials. At the end of the unit, students should be able to read, comprehend and write a range of texts within a variety of contexts.

The purpose of the senior unit within the VCAL Certificate is to enable students to develop the skills and knowledge to read and write complex texts. 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, the student identifies 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 must show competence in all eight learning outcomes to meet the requirements of the whole literacy unit at the intermediate level, and seven of the eight learning outcomes at the senior level. Elements of the learning outcomes provide detailed information of the requirements for satisfying the learning outcomes. All elements for one learning outcome must be met in the same assessment task.

Learning Outcome 1

Write a recount, narrative or expressive text. Write a complex recount, narrative or expressive text.

Learning Outcome 2

Write an instructional or transactional text. Write a complex instructional or transactional text.

Learning Outcome 3

Write a report, explanatory or expository text. Write a complex report, explanatory or expository text.

Learning Outcome 4

Write a persuasive, argumentative or discursive text.

Write a complex persuasive, argumentative or discursive text.

Learning Outcome 5

Demonstrate that meaning has been gained from reading a narrative, recount or expressive text.

Demonstrate that meaning has been gained from reading a complex, sustained narrative, recount or expressive text.

Learning Outcome 6

Demonstrate that meaning has been gained from reading an instructional or transactional text.

Demonstrate that meaning has been gained from reading a complex, sustained instructional or transactional text.

Learning Outcome 7

Demonstrate that meaning has been gained from reading an explanatory, expository or informative text.

Demonstrate that meaning has been gained from reading a complex, sustained report, explanatory, expository or informative text.

Learning Outcome 8

Demonstrate that meaning has been gained from reading a persuasive, discursive or argumentative text.

Demonstrate that meaning has been gained from reading a complex, sustained argumentative or discursive text.

Unit overview


Unit focusStudents will be able to identify potential influences shaping theirs and others’ gambling attitudes including increased access to gambling, apps and video games that simulate gambling, proliferation of gambling advertising, and peers’ attitudes to gambling. In doing so, students will begin to understand how gambling attitudes and behaviour are not just influenced by individual elements but also by broader environmental factors.

Students will recognise the importance of considering these environmental factors when thinking about gambling.

In completing this unit, students will be able to be assessed against some of the learning outcomes within the literacy skills units (intermediate and senior).

Students will access reading content from a range of sources and will incorporate this information into a written persuasive text.

ResourcesTeachers need to ensure that students have access to:

• computers and the internet

• all student resources included in this unit.

Unit overview


Unit summary

Learning sequence component

Learning outcomes Activities and links to assessment

Resources

1. Tuning in(30 minutes)

Students will define gambling.

Activating prior knowledge

Class discussion and note-taking

Appendix 1: Teacher resource – definitions

2. What influences our attitudes to gambling? (90–180 minutes)

Students will become aware of the potential influences shaping their gambling attitudes.

Students will understand that both individual and environmental factors influence gambling attitudes.

Students will recognise the importance of being mindful of these potential influences.

Prezi presentation and class discussion

Individual written task – school newsletter article

Internet access

3. Developing a persuasive written text (120–240 minutes)

Students will develop a persuasive written text with consideration of the elements of writing for public debate.

Introduction to the task

Initiate research

Written task planning

Sharing and display of student work

Appendix 2: Student activity and student self-assessment record

Appendix 3: Student resource – planning template

4. Assessment and feedback (20–120 minutes)

Appendix 2: Student activity and self-assessment record

Unit overview


Learning sequence with teacher notes

2. What influences our attitudes to gambling?

Learning outcomes • Students will become aware of the potential

influences shaping their gambling attitudes.

• Students will understand that both individual and environmental factors influence gambling attitudes.

• Students will recognise the importance of being mindful of these potential influences.

1. Tuning in

Learning outcome • Students will define gambling.

1.1 Activating prior knowledgeTeachers might begin this unit with some interactive activities to establish a knowledge base on which students can build their learning. Suggestions include:

• ‘Mind map’ – Students work in groups to create mind maps of their existing knowledge and then share with the rest of the class.

• ‘Last word’ – Students work in pairs with the aim of being the player with the final example of a certain category. These can include types of gambling, and risks associated with gambling. To make the game more challenging, give each player only 5–10 seconds to think of an answer. Students then share examples of each category with the rest of the class.

• Hangman – Play the game using a key phrase about gambling. Scaffold each key phrase with a brief discussion about its origin and meaning.

1.2 Class discussion and note-takingLead a discussion to establish students’ level of understanding of the definition of gambling.

Gambling describes games and activities that have an unpredictable outcome and that require players to make bets in the hope of winning something of value. Other words for gambling include having a punt, betting and playing.

This discussion is supported by Appendix 1: Teacher resource – definitions.


2.1 Prezi presentation and class discussionPlay the following Prezi presentation using an interactive whiteboard if possible.

This presentation can be found at https://prezi.com/mxb_lvukv5gq/potential-influences-vcal-reading-and-writing-unit/?utm_campaign=share&utm_medium=copy&webgl=0

Teacher notes are provided below with discussion prompts and suggestions.

Slide Teacher notes

Discuss as a class the possible influences shaping students’ attitudes towards gambling.

Explain that gambling and betting are interchangeable terms.

Outline the potential influences that can shape students’ perceptions of gambling.

1

2-3


https://prezi.com/mxb_lvukv5gq/potential-influences-vcal-reading-and-writing-unit/?utm_campaign=shar

https://prezi.com/mxb_lvukv5gq/potential-influences-vcal-reading-and-writing-unit/?utm_campaign=shar


Discuss the potential influence of games that look like gambling on students’ attitudes.

The following questions can be used to guide this discussion.

• Have you noticed apps that look like gambling but aren’t quite the real thing because you can’t win real money?

• It is becoming more difficult to tell gaming from gambling. The example here (slide 6) illustrates how tricky it has become to tell ‘fake’ gambling apps from the ‘real thing’. Can you tell which is the ‘real thing’?

5-7

Discuss the potential influence of advertising on students’ attitudes towards gambling. The following questions can be used to guide this discussion.

• How many of you have seen a betting or gambling advertisement in the last week?

• Have you noticed an increase in these types of advertisements?

• What’s the purpose of an advertisement?

• Do you think a gambling or betting advertisement would tell you about the downsides or risks of gambling?

• Do you think seeing and hearing lots of advertisements that only present the positive side of betting or gambling might affect the way you think about it?

• What affect might these advertisements have on younger children?

4


Answer

Example A is a screenshot from an offshore illegal gambling website. It is important to reiterate that because it is operated offshore, this website provides no consumer protection for Australians.


Discuss the potential influence of peers on students’ attitudes towards gambling.


• If your friends gambled, how would it affect the way you feel about gambling?

• If a friend gambled, do you think they would tell you about the money they had lost or only the money they had won?

Example B is a screenshot from a ‘fake’ gambling app.

• Is this new information for you?

• How might making it easier to win on these ‘fake’ gambling apps affect the way young people think about gambling?

• Currently there are not many age restrictions around these apps, so that someone as young as 12 or under can play them.

• How do you feel about this?

8

5-7 cont.



Discuss the potential influence of accessibility on students’ attitudes.


• If something is easy to access, what impression does that give in terms of how risky it is? For example, if cigarettes were easy to access, would that change how safe you think they are to use?

• If gambling is easy to access, would that change how risky you think it is?

• If gambling is easy to access, do you think that might mislead some young people to underestimate the risks involved?

9

Discuss why it is important for students to be aware of these potential influences that may be shaping their attitudes towards gambling.

When considering people’s gambling attitudes, it is important to realise these aren’t just a product of individual characteristics like their age, gender and personality. Gambling attitudes can be heavily influenced by environmental factors such as the potential influences that have just been discussed.

10



2.2 Individual written task – school newsletter article

.

Ask students to write an article (300–400 words) for the school newsletter.

The aim of the article is raise parents’ awareness of one of the potential influences raised in the Prezi presentation and class discussion.

The article should provide parents with information to educate their child to be aware of these influences and to support their child to develop healthier, more balanced gambling attitudes.

This activity could be set as a follow-up task after the Prezi presentation or as a homework task.



3. Developing a persuasive written text

Learning outcome • Students will develop a persuasive written text

with consideration of the elements of writing for public debate.

3.1 Introduction to the taskProvide students with details about the task by distributing the student activity description (Appendix 2) which includes the student self-assessment record.

Scaffold students’ understanding of the tasks through class discussion and a question and answer session.

Discuss the self-assessment record and encourage students to use it throughout the process as a reference point.

This activity is supported by Appendix 2: Student activity and self-assessment record.

3.2 Initiate researchGuide students to key websites and reliable research sources to support them to develop their written task. You could divide the resources among small groups or individuals to ensure a range of information is investigated by the class collectively.

Students begin research during class time with the following prompts to direct them:

• What is the purpose of an advertisement?

• How might only hearing positive gambling messages through gambling advertising affect people’s gambling attitudes, especially young people?

• What are some of the community concerns associated with the increase in gambling advertising?

• What are some statistics that demonstrate the increase in gambling advertising, particularly in sport?

• What are some parallels between gambling and alcohol advertising in terms of their possible influence on young people?

Teachers can include the requirement that students take part in a sharing discussion at the end of this phase of the project. This discussion should focus on:

• What research and information have you discovered which is useful to the development of the written piece?

• What have we found out which is interesting or surprising?

Some helpful links to support this activity have been included in Appendix 2.

3.3 Written task planningStudents identify an aspect of the broad discussions held during the first lesson which will form the basis of their written task.

Students develop a plan or outline for their written task.

Using the planning template (Appendix 3), students develop a plan or outline for their opinion piece. This should include the logical progression of information and ideas throughout the piece and consideration of sources of evidence to inform their argument.

Provide feedback to students on their plan prior to the first draft. This feedback might be to encourage a broader consideration of information or a more thorough development of ideas.

Once they have your feedback, students begin their additional research and drafting of their work.

This activity is supported by Appendix 3: Student resource – planning template.


Some helpful links to support this activity have been included in Appendix 2.


3.4 Sharing and display of student work

Students share their finished work via classroom display, presentation or online sharing of files to allow reflection by the group. The following prompts might be used in whole-class discussion or as personal reflections.

• What do we now know about the potential influence of gambling advertising that we didn’t know before?

• What was the best way of communicating the concepts? Who had the most powerful presentation of information and why? What was it about?

4. Assessment and feedbackProvide students with the self-assessment record (Appendix 2) prior to the planning and finalising of the writing piece.

Students should refer to this at key points during the planning process and during reflective class discussion, noting any partial or full achievement of elements of learning outcomes throughout the process.

Provide feedback to students via the assessment tool and conferencing, reflecting on the key elements they achieved and areas for future development and focus.

This activity is supported by Appendix 2: Student activity and self-assessment record.


These questions could be small group discussion prompts, homework reflection or an individual response during class.


Appendix 1

Teacher resource – definitions

Defining gamblingGambling/betting requires a player to risk losing something of value (usually money) for the chance of winning more, which is dependent on their ability to correctly predict an uncertain outcome such as a particular horse coming first in a race, a particular team winning a sporting match, or having a certain combination of cards in a card game.

Common gambling typesGaming refers to all legal forms of gambling other than wagering (race and sports betting), such as lotteries, electronic gaming machines (EGMs, otherwise known as pokies), casino games, keno, poker and minor gaming (the collective name given to raffles, bingo and lucky envelopes).

Interactive gambling/gaming is a term used to describe gambling activities conducted via the internet. In Australia the Interactive Gambling Act 2001 (Commonwealth) strictly prohibits the offer of gaming activities (such as casino games or poker machines) via the internet to Australians. An exception is made for the provision of wagering activities on racing and sports by bookmakers licensed in Australia. The term ‘via the internet’ should be understood to include the provision of gambling services via internet-connected devices.

Lotteries are conducted in Australia by both government and commercial operators. There are three components to a lottery – the purchase of a ticket, the draw and the prize. Lottery prizes are based on the total amounts wagered after deduction of a set percentage by the operator. Lottery tickets are sold at various outlets around Australia, such as newsagents. The same operators may also conduct lotto, pools and instant lottery.

Instant lotteries, also known as scratch cards or ‘scratchies’, operate in the same manner as lotteries. However, the winning numbers (cards) have already been determined before a ticket is purchased. Prizes, which are revealed by the player scratching the ticket, can be paid instantly on a set return to the player based on the number of tickets in any set, the cost to purchase the tickets and the percentage retained by the operator.

Race betting is legal wagering with bookmakers, both on and off the course in person, via the telephone or via the internet, where bets are placed on the outcome of local, national or international horse and/or greyhound races.

Sports betting is legal wagering with bookmakers on approved types of local, national or international sporting activities (other than horse or greyhound racing), both on or off the course in person, via the telephone or via the internet.

Wagering refers to all legal forms of gambling on racing and sporting events.

(Source: Gambling Industries Facts, Figures and Statistics. Australasia’s Gambling Industries published and prepared by the Australasian Gaming Council 2014/15)

NOTE: The term ‘gaming’ used above is not to be confused with playing video games and apps available on social media platforms, Google Play and iTunes, even though some of these can closely resemble gambling activities. For example, video games such as Grand Theft Auto and The Sims include casino scenes and card games, while apps such as Slotomania and Zynga Poker simulate poker machines and casino card games.


Appendix 21/5

Student activity – developing a persuasive written text

Task descriptionYou have just moved to a new job and you are now the junior editor at a local media group.

This group has a weekly print newspaper, a monthly print magazine focused on local and national current affairs, an expansive website linked to a blog with over 20,000 followers, and a social media platform with very high public interaction.

You are keen to make a good first impression and show your boss that they have chosen the best person for the job.

Your boss has asked you to create a persuasive written text which encourages readers to think about the potential influence that gambling advertising might have young people.

Your audience is predominately 15–20 year olds so you need to ensure your information is relevant to this age group.

The written text can take the form of a newspaper or magazine article, an online blog, a Prezi or PowerPoint presentation, or another format negotiated with your teacher (boss). Ensure that all your information and research is referenced and is from credible sources.

Your assessment will be based on your written text and completion of the self-assessment record.

Helpful linkshttps://youtu.be/9DnC2DF1SSM

http://www.abc.net.au/news/2017-03-17/why-all-gambling-ads-should-be-banned-during-sporting-matches/8363232

http://www.theage.com.au/victoria/children-as-young-as-eight-influenced-by-sports-gambling-ads-20160603-gpb4lm.html

http://www.theage.com.au/victoria/gambling-ads-near-schools-on-public-transport-to-be-banned-by-victoria-20160819-gqwl0z.html

https://www.vichealth.vic.gov.au

https://youtu.be/9DnC2DF1SSM










https://www.vichealth.vic.gov.au/


Student activity – developing a persuasive written text2/5

Self-assessment recordTo be completed by students as a self-assessment and moderated by teachers through a feedback conversation.

Learning outcome 4: intermediateWriting for Public DebateWrite a persuasive, argumentative or discursive text.

Element Achieved/Evidence Y/N

Comment/s

Writing processI can use the processes of planning, drafting and editing to produce a written text.

PurposeI can use language and tone appropriate to text purpose and audience.

StructureI can sequence and structure ideas and arguments to suit purpose.

STUDENT NAME



Self-assessment record

Learning outcome 4: intermediateWriting for Public DebateWrite a persuasive, argumentative or discursive text.


Comment/s

Length/complexityI can relate several ideas or pieces of information within a text rather than treating them as separate units.

Length/complexityI can provide evidence and argue persuasively for a point of view.

MechanicsI can spell, punctuate and use grammar with reasonable accuracy.

Other

STUDENT NAME


Learning outcome 4: seniorWriting for Public DebateWrite a complex persuasive, argumentative or discursive text.


Comment/s

Writing processI can use the processes of planning, drafting and editing to produce a written text.

PurposeI can use language and tone appropriate to text purpose and audience.

StructureI can sequence and structure ideas and arguments to suit purpose.


STUDENT NAME


Learning outcome 4: seniorWriting for Public DebateWrite a complex persuasive, argumentative or discursive text.


Comment/s

Length/complexityI can provide evidence to support my own argument.

Length/complexityI can look at and rebut the opposing point of view.

MechanicsI can spell, punctuate and use grammar with considerable accuracy.

Other


STUDENT NAME


Appendix 31/5

Student resource – planning template

Introduction Content

Topic and issue clearly outlined

Both sides (opinions) of the issue are mentioned and explained

Your own opinions are stated clearly

Three supporting reasons are given, to be addressed in the following paragraphs


Student resource – planning template2/5

Body – Paragraph 1 Content

Topic sentence is clear

Information and evidence is specific, relevant and referenced


Three supporting reasons are given
















Conclusion Content

Paragraphs and information are summarised

Restate your contention

Include a solution (optional)

Strong finish


SCHOOL EDUCATION

PROGRAM

27 SCHOOL EDUCATION PROGRAM – Numeracy unit: Budgeting, losses and probability

Notes

lovethegame.vic.gov.au/schools

http://lovethegame.vic.gov.au/schools