English

Using different mediums like videos, poems and articles these 22 lessons and one assessment task will teach students how to express and debate their own viewpoints about gambling. 

Stage 4

There are six lessons for Stage 4 English: 

• Lesson 1: Understanding characterisation and Lesson 2: Developing characterisation. These lessons use short videos as a way for students to understand how the different characters are affected by gambling. 

• Lesson 3: Information sharing. Students explore how facts and statistics from the NSW Gambling Survey 2019 are presented in different ways. 

• Lesson 4: Presenting the facts. Students produce their own text suitable for a selected audience by exploring the information presented in the 2018 Youth and Online Gaming report. 

• Lesson 5: Gambling, gaming and the brain and Lesson 6: Discussing gaming. Students discuss different viewpoints on the brains response to gambling and the links between gaming and gambling. 

Stage 5

There are six lessons for Stage 5 English: 

• Lesson 1: The power of perspective. Students consider perspective by reading a news article about youth gambling and viewing an individual’s recount of their experience. 

• Lesson 2: Powerful presentations. Students develop an oral presentation on the issue of loot boxes in gaming. 

• Lesson 3: The reality of persuasion and Lesson 4: Discussing persuasion. In these lessons students explore strategies and impact of gambling advertisements. 

• Lesson 5: Realistic fiction and Lesson 6: Narrating the world. In these lessons students explore how realistic and historical fiction provides insight into others experiences. 

Stage 6

There are 10 lessons and one assessment task for Stage 6 English: 

• Lesson 1: Gambling in 19th century literature. Students learn about the historical representation of gambling using experts from three classic novels.  

• Lesson 2: Gambling representations in Australian poetry. Students use Australian poems to deconstruct and understand the poet’s perspective on gambling and how it is represented. 

• Lesson 3: The romanticisation of gambling in film. Students examine the representation of gamblers in films and how romanticisation of gambling relates to problem gambling. 

• Lesson 4: Persuasive techniques and TED Talks. What motivates those with gambling problems?, students learn about changes in brain chemistry and watch TEDx Talks to explore the affect gambling has on a person and will evaluate how these relate to the audience. 

• Lesson 5: Multimodality and the Elite Average Games 2021. Using a range of different texts, students explore the impact of race and sports betting and GambleAware’s Reclaim the Game initiative. 

• Lesson 6: Gambling- good for society, or needs to be outlawed?. Using different articles, students explore two different perspectives on poker machines and learn how they impact society. 

• Lesson 7: State of Play. Students explore online multimodal texts to understand the impacts and risks of gambling and to develop their own text about being gambling aware. 

• Lesson 8: The link between gaming and gambling. Students use research to debate if gambling must be banned in video games to protect young people from gambling harm. 

• Lesson 9: The loot box phenomenon. Students learn about loot boxes, including their origin and the problems with their use and develop their own point of view. 

• Lesson 10: A future world, free of gambling harm. Students reflect on their learning and understanding of gambling and gambling harm to develop an imaginative piece of writing. Students should have attempted all 10 lessons before they can discuss the effects and potential benefits of a world free of gambling harm. 

• Assessment task 1: Letter to the editor. To demonstrate their understanding of gambling, students write a letter to the editor outlining their own point of view. This assessment task can be completed in isolation or work as complementary to Lesson 6.