moneysmart teaching resource

Moneysmart eco-kitchen Student workbook

Resource name: Moneysmart eco-kitchen

Subject: Financial literacy and sustainability education through reality TV

Learning areas English focus supported by Economics & Business

Level: Year 9-10 Lesson duration: 90 minutes

Lesson objectives:

Moneysmart eco-kitchen provides an investigative challenge where students learn about food sustainability and consumer and financial literacy through the genre of reality TV. Students explore a partially completed pitch for the TV program My Eco-Kitchen Rules and design three separate challenges for episodes 8, 9 and 10. They write a pitch for these episodes and share them with the class. Knowledge is embedded through quizzes and activities.

Learning outcomes:

Students will:

• Understand the elements of reality TV and a pitch. • Understand ways to influence people’s financial decisions • Research topics around making informed environmental choices:

o food (sustainable food, food wastage), o financial education (budgeting, energy consumption costs, cost comparisons).

• Understand the financial and environmental impacts food can have and how consumers should think about these things when buying food.

Delivery suggestions:

• Completed as a whole class, in small groups or individually with teacher direction. • Students create their pitch for 3 separate episodes (aimed to persuade TV executives to produce

the show) presented in person, via video or multimedia presentation. o Teachers can take the role of TV executive Pitches could then be critiqued. o Students can take on roles of contestants, judges, producer, editor.

• Recommend students save this word document (minus resource & teacher notes) and type answers directly into worksheet. Print if required.

• This resource can be tailored to suit individual class needs and abilities.

Summary of sections and tasks: Summary of teacher notes

1. Workbook introduction 2. What is reality TV? (10 mins) 3. The reality of reality TV (10 mins)

o Quiz: What is reality TV 4. Unpacking the pitch (15 mins) 5. Bringing it all together (45 mins)

o Activity: Complete the pitch 6. Reflection & discussion (10 mins)

• Additional topic suggestions • Solutions • Useful resources • Suggested marking rubric • Curriculum alignment:

o Learning area o Achievement standards o General Capabilities

Materials / equipment:

• Internet access to conduct research • This document contains student worksheets and teacher solutions.

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1. Workbook introduction

Moneysmart eco-kitchen provides an investigative challenge where you learn about reality TV as a genre whilst focussing on food sustainability and consumer and financial literacy. You will learn about the elements of a typical pitch for a reality TV show.

You will explore a partially completed pitch for the TV program called My Eco-Kitchen Rules, where contestants compete to make the most nutritious, delicious, cost-efficient and sustainable meals for expert judges with a total budget of $2,600 over 10 weeks.

YOUR TASK: You are going to plan, design and deliver a pitch to hypothetical TV executives for three separate challenges run over episodes 8, 9 and 10 of the reality TV show called My Eco-Kitchen Rules. Your pitch may be delivered via presentation (video, multimedia or verbally). Check with your teacher. To complete the task, you will need to understand these concepts:

• What is reality TV • The reality of reality TV • Unpacking the pitch

STUDENT DETAILS:

Your name:

Class:

Date:

Delivery mode:

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2. What is reality TV?

To understand the structure of a reality television show, read the following:

What does reality TV mean? Reality TV is a genre that shows people in unscripted situations, highlighting personal drama and conflict. It grew out of the documentary genre. In some shows, participants are judged or eliminated by a panel, the audience or other participants.

When did reality TV start? Reality TV began in the US during the early to mid-1990s with The Real World. Some people say that the TV networks favoured reality TV because the costs are lower - no need to pay professional actors or scriptwriters.

It then exploded as a global phenomenon in the late 1990s and early 2000s with Survivor and Big Brother. There are now many reality TV shows.

Why are reality TV shows edited? Every reality TV show is edited because there is just too much footage and too little time to show it all. The producers use editing to tell a good story.

What are ‘format-driven’ reality TV shows? Format-driven shows derive story and conflict from a particular format, often a game or competition, such as Who wants to be a millionaire and Mastermind. These games are governed by explicit rules and game play.

What are ‘personality-driven’ reality TV shows? Personality-driven shows derive story and conflict not from a format, but from a set of characters or 'personalities' that are so compelling and engaging that people want to watch. For example, Keeping up with the Kardashians. Such shows often include well-known or famous personalities.

Some reality TV shows combine elements from both personality-driven and format-driven shows. For example, I’m a celebrity, get me out of here!

Why is reality TV so popular? There are three main reasons why reality TV is so popular.

1. Fame and fortune appeal to most people, with offers of money and popularity amongst television viewers.

2. The Private lives of participants become very public, as seen in The Kardashians.

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Note: According to Wikipedia (Reality television) factors that have been cited in its appeal include:

o personal identification with the onscreen participants o pure entertainment o diversion from scripted TV o vicarious participation o a feeling of self-importance compared to onscreen participants o enjoyment of competition o an appeal to voyeurism, especially given "scenes which take place in private settings,

include gossip

3. Social status and reputation - Despite the possibility of embarrassment, participants share their experiences and emotions with the public hoping to gain (or in some cases increase) social status and reputation which may lead to new (or improved) opportunities.

Activity 2.1: Why do you watch? Now that you know the main reasons reality TV is so popular, think about the shows you may watch.

What (if any) are the main reasons reality TV appeals to you?

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3. The reality of reality TV

Many people think that reality TV just happens, without a script or any preparations. Not true!

While there’s no prepared dialogue, reality TV producers design and create a format for the show and cast people based on character traits.

Complete the quiz to find out when reality TV started and how it works.

Activity 3.1: What is reality TV quiz?

Now that you know what a reality TV is, let’s test your knowledge with this short quiz. Write your response to the 10 questions in the ‘answers’ column. Question Answer

1 Which two reality TV shows were the first to become popular in the early 2000s? a) Survivor and Big Brother b) The Real World and Big Brother c) X Factor and Survivor d) X Factor and Australia’s Got Talent

2 Which TV professionals are usually NOT needed for reality TV? a) paid producers and editors b) paid actors and scriptwriter c) paid actors and producers d) paid actors and editors.

3 Select the option that BEST describes the main elements of reality TV. a) competition and judging b) personal conflicts and drama c) unscripted sections d) all of these.

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4 Which TWO ideas would suit the personality-driven style? a) ordinary people aspiring to be actors b) young women arranging their wedding c) famous people stuck on a remote island d) Oprah Winfrey travelling to Australia to meet her fans.

5 Which TWO ideas would suit the format-driven style? a) ordinary people aspiring to be actors b) young people arranging their wedding c) famous people stuck on a remote island d) Oprah Winfrey travelling to Australia to meet her fans.

6 Reality TV footage is edited for many reasons. What is the MAIN reason? a) make sure the show fits the allocated time b) tell a good story c) show the personalities d) keep within the format.

7 If a TV network was trying to increase profits, why would it prefer to make reality TV over other types of shows?

a) It is cheaper to produce because the participants are not paid actors. b) It is more exciting because the participants are not using a script. c) It presents a more accurate picture of real life than a documentary. d) It provides a way for the audience to become involved.

8 What is the most likely reason an ordinary person would want to be a participant in a reality TV show?

a) share their problems with the audience b) make long-lasting friendships c) gain money and fame.

9 What MAIN reason do audiences watch a show like My Kitchen Rules? a) The audience can find out more about cooking and learn new recipes. b) The audience is interested to see what happens when people try to work

closely together in a competition. c) The audience can relate to what happens when people are under

extreme pressure and judgement.

10 Which statement is more likely to be true? a) TV producers like reality TV because it offers higher quality productions. b) Professional actors don’t like reality TV because there are fewer job

opportunities for them.

TOTAL CORRECT: /10

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4. Unpacking the pitch

What is a pitch? There are numerous definitions of the word ‘pitch’. In My Eco-Kitchen Rules, a ‘pitch’ means a form of writing aimed to persuade TV producers to buy an idea for a new reality TV show.

A pitch consists of a title, logline and synopsis, written in a document and/or developed into a video clip or multimedia presentation.

What is the title? The title in your pitch is the actual title of the show. Titles like Survivor and Fear Factor roll off the tongue easily, sound intriguing, provoke ideas that may challenge people’s traditional beliefs or attitudes and entice viewers to watch.

They may be words from a proverb, saying, poem, song, play or novel.

Other examples of titles include:

• Australia’s Got Talent • The Bachelor • Big Brother • Biggest Loser • Mastermind • The Voice.

What is a logline? A logline is a one or two sentence description of the concept. It’s similar to what you might read in a TV guide. Below are some examples of possible loglines for existing reality shows:

The Bachelor:

Twenty-five women will compete to win the affections of one man who will narrow his selection down until he must decide on his one true love.

Fear Factor:

Ordinary people face their fears by competing against each other in outrageous, devised stunts.

Jeopardy:

Contestants are presented with general knowledge clues in the form of answers and must phrase their responses in the form of questions.

Australian Idol:

Aspiring singers will compete in a nationwide talent search on live television where they will face the often-unfair scrutiny and sarcasm of a panel of judges before one is finally named the ‘Australian Idol’. The winner receives a recording contract.

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What is the synopsis? The synopsis is a summary of the TV show. It is usually one to five pages in length. It's important to be efficient with descriptions yet give enough information to provoke the interest of the reader.

Below is the example pitch (including title, logline and synopsis) for episodes 1-9 of the My Eco-Kitchen Rules TV show.

Example pitch: My Eco-Kitchen Rules

Title: My Eco-Kitchen Rules

Logline: In My Eco-Kitchen Rules, contestants put online shopping, home cooking and its connection to nutritious and delicious food and sustainable living to the test. The 25 contestants compete in teams to cook meals within a set budget while making informed financial and environmental choices.

Synopsis: Teams compete for 10 weeks in the eco-kitchen. Their progress is monitored, and they earn points for each challenge. Viewer votes will contribute to team scores. The winning team members will receive $10,000 each.

Meals will be judged by an expert panel according to: nutritional value taste originality presentation budget sustainable choices.

Contestants record a personal video diary each day and keep track of their expenses. They undergo regular health checks throughout the show to ascertain the impact of the diet on their health.

A screening process will select contestants for the show to include: people with skills and beliefs relating to the environment, nutrition, cooking

and budgeting a variety of personality types a range of age groups, educational levels and occupations.

Episodes 1 - 10

Episode Title Logline

1. Meet the contestants

Get to know the kitchen, the contestants and discover who is in each of the five teams. Contestants choose team leaders. Each team receives $2,600 to cover produce and energy needs for 10 weeks.

Money left over after the 10 weeks will be added to the team’s total points, earning one point for each dollar remaining. Contestants record their first video diary entry.

2. Making decisions

Each team investigates, compares and selects food item costs using a variety of online suppliers. While considering their budgets, contestants choose from food that has been grown organically, hydroponically or commercially. They also consider the food’s place of origin and food miles in order to make sustainable choices.

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3. Personalities emerge

It’s team against team, contestant against contestant. Some are happy, some are not.

4. Challenge #1 - One-pan meal

Teams create a main course with a focus on nutrition, using one gas ring and one saucepan. The winning team from Challenge 2 can also use their solar oven if they wish. Teams have to prepare and present their meal in just one hour.

A famous chef and a nutritionist will be among the judges rating each team’s meal. Viewers’ votes combine with the judges’ votes to determine the winning team who will be exempt from next week’s challenge.

5. Challenge #2 - Seafood meal

Teams prepare a meal with seafood as the protein. Two experts on sustainable seafood, make a surprise visit to offer advice.

How do the teams work with the experts? Is the advice of the experts helpful? Do the team dynamics change for the better or worse? Judges’ and viewers’ votes determine which team gets eliminated. Three teams remain.

6. Challenge #3 - A 50% cut

Contestants react with horror when it is announced that each team must halve their consumption of water, electricity and gas. How do the teams cope? What strategies do they use to meet the challenge?

The team with the lowest consumption wins the challenge and will dine in a restaurant highly regarded for its tasty, nutritional meals and sustainable approach to food production. Three teams remain.

7. Challenge #4 - Health on a budget

The health checks are due. High profile food health experts enter the house and offer nutritional advice. Some of the contestants react positively; others may be more sceptical and negative.

Teams prepare a two-course meal for the judges. Teams get points for incorporating the experts’ advice into their meal preparation. One team is eliminated leaving two teams for the final challenge.

8. Challenge #5 To be determined

9. Challenge #6 To be determined

10. Challenge #7 – Winner announced

To be determined

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5. Bringing it all together

Let’s put your learning into practice. It is time for you to research ideas for contestant challenges in episodes 8, 9 and 10. You will then complete the title and logline before delivering your pitch to “TV executives”.

Activity 5.1: Create and present your pitch Now it’s time to bring everything you have learned into this final 4-part activity and complete your pitch for episodes 8, 9 and 10 of My Eco-Kitchen Rules. Remember, the show’s logline is “

…contestants put online shopping, home cooking and its connection to nutritious and delicious food and sustainable living to the test. The 25 contestants compete in teams to cook meals within a set

budget while making informed financial and environmental choices.”

Part 1: Choose your challenges & research ideas First, you need to choose three separate challenges for EACH of the three episodes (8, 9 and 10). Once you decide on your challenges, start researching idea to include in each episode. Make sure you use reliable websites, such as .gov and .org). Some suggested challenges are:

• Energy consumption – How to reduce energy consumption and the cost benefits. • Sustainable food – Ethical grocery shopping options to reduce costs and the eco-footprint. • Cooking on a budget – Tips and tools on how to manage expenses and develop a budget. • Unit pricing code – Use the unit pricing code to compare products of different sizes and

brands to calculate the best value for money. • Supermarket brands – Using only home-branded products, create a nutritious, cheap and

delicious, sustainable meal using only 5 ingredients. • Supermarket wars – Choose two supermarkets and compare prices of similar products. • Food wastage – The financial and environmental impact of food wastage. • Choose a new ‘financially sustainable’ topic idea.

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State your three challenges in the table below and include three or more ideas that will be included within each episode. These ideas should help you create powerful pitches to convince TV executives.

Episode Challenge Ideas that will be included within each episode

8. Ideas

1. 2. 3. Sources: 1. 2. 3.

9. Ideas

1. 2. 3. Sources: 1. 2. 3.

10.

(Final episode)

Ideas 1. 2. 3. Sources: 1. 2. 3.

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Part 2: Complete the pitch Now you have decided on your episode challenges, write a pitch for each challenge in the template below. Revisit Section 4. Unpacking the pitch to remind yourself the components of a pitch. Consider the following points to make your pitch powerful:

• write clearly to ensure your challenges are logical and achievable • structure your content to strengthen your perspective and persuade the audience • make sure the economical and sustainable message is clear. • use compelling evidence such as props, statistics, graphs, illustrations to support your pitch • maximise viewer voting opportunities and engagement • build dramatic tension over the remaining episodes • ensure there is a riveting climax in the final episode • make sure contestants can meet the demands of your challenges • Remember: Episode 10 is the final episode where a winner will be declared.

Episode Episode title

Logline (eg. one or two sentences to describe the episode concept - similar to what you might read in a TV guide.)

8.

9.

10.

Part 3: Practice and present your pitch

Practice and present your pitch for episodes 8, 9 and 10 to the ‘TV executives’ (your teacher/class) to convince them to create your TV show.

Part 4: Which episodes made the cut? Evaluate each group’s pitch. What worked and what didn’t work? Which pitch would you choose if you were the TV executive? Why? Optional extension: Make your pitch becomes a reality Why not plan an event where your class develops a project plan over four weeks on how you could deliver a nutritious, delicious, cost-efficient and sustainable meal at your school?

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6. Reflection & discussion

It is important to reflect on your learning. Think about the following points and write down some notes you can use in a group discussion.

6.1 List three interesting facts you discovered from your research for the contestant challenges.

6.2 How can reality TV be used to teach about big issues such as sustainability and informed consumer and financial choices?

6.3 How can reality TV shows influence peoples’ financial decisions?

6.4 How do people’s beliefs and culture influence their reactions to reality TV?

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Teacher notes Additional topic suggestions Other topic ideas that support teaching financial literacy could be used for this lesson include:

• Smart consumption – Reduce energy costs by investigating ‘green’ solutions (e.g. electricity vs solar, etc.) in the style of The Price Is Right TV show.

• Smart production – Pitch a business idea relating to environmentally-friendly food production solutions (e.g. fish farming, organic, hydroponic, aquaculture), packaging (freshness and shelf life), transport (food miles, refrigeration) in the style of Shark Tank TV show.

• Smart appliances – Furnish a share house with necessary appliances and a total spend of $3,000. Investigating star ratings and running costs to ensure they are energy efficient—consider price, life span and warranty, as well as sustainability. Deliver in the style of The Block style TV show.

Solutions Solution to activity 3.1: The reality of reality TV

Q1 Q2 Q3 Q4 Q5 a) Survivor and Big Brother

b) paid actors and scriptwriters

d) all of these. c) famous people stuck on a remote island & d) Oprah Winfrey travelling to Australia to meet her fans

a) ordinary people aspiring to be actors & b) young people arranging their wedding

Q6 Q7 Q8 Q9 Q10 b) tell a good story

a) It is cheaper to produce because the participants are not paid actors.

c) gain money and fame.

b) The audience is interested to see what happens when people try to work closely together in a competition.

d) Professional actors don’t like reality TV because there are fewer job opportunities for them.

Solutions to activity 5.1: Create and present your pitch

Students practice and present their pitches for episodes 8, 9 and 10 to the ‘TV executives’ (teacher/class) to convince them to create your TV show.

Note: An extension called ‘Make your pitch becomes a reality’ is suggested in this activity. It reads:

Why not plan an event where your class develops a project plan over four weeks on how you could deliver a nutritious, delicious, cost-efficient and sustainable meal at your school?

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Useful resources The following resources have not been provided to students but may be incorporated into the lesson.

Energy consumption

• Advise contestants how they can trim cooking energy use as they complete the challenge. • Suggested websites:

o Living energy o Energy Australia o Sustainability.vic.gov.au.

Sustainable food

• What do contestants need to consider if they are to be judged as sustainable consumers? • How can we become ethical shoppers and reduce our eco-footprint? • Suggested websites:

o Foodwise o Sustainability.vic.gov.au

Nutrition

• Summarise the main features of The Healthy Living Pyramid to guide contestants as they plan their nutritious meal or menu.

• Research Healthy Sustainable Diets to assist contestants to make connections between nutrition and sustainable diets.

• Suggested websites: o Nutrition Australia o Eat for health

Budget

• Visit the MoneySmart page How to do a budget so you can advise contestants on how to manage their challenge expenses. What steps and tools should contestants follow to set up their budget?

• Suggested websites: o Moneysmart – How to do a budget o Moneysmart – Budget planner

https://www.redenergy.com.au/living-energy/energy-saving/21-tips-to-save-on-your-kitchen-energy-bills#:%7E:text=Statistics%20show%20that%20the%20average,habits%2C%20you%20could%20save%20hundreds.

https://www.energyaustralia.com.au/blog/better-energy/why-kitchen-can-use-most-energy-home

https://www.sustainability.vic.gov.au/You-and-your-home/Save-energy

https://www.foodwise.com.au/foodwaste/food-waste-fast-facts/foodwise-articles/seasonal-and-local/

https://www.sustainability.vic.gov.au/You-and-your-home/Live-sustainably/Sustainable-shopping/Food-shopping

https://nutritionaustralia.org/fact-sheets/healthy-eating-pyramid/

https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

https://moneysmart.gov.au/budgeting/how-to-do-a-budget?utm_source=teaching-resource&utm_medium=download&utm_campaign=moneysmart-savers

https://moneysmart.gov.au/budgeting/budget-planner?utm_source=teaching-resource&utm_medium=download&utm_campaign=moneysmart-savers

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Suggested marking rubric Below is the suggested marking rubric which you can add to as required.

Content description (Year 9)

English (Year 9)

Content description: Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Activity 5.1, Part 1 & 2: Students build upon a sample pitch to create challenges for contestants based upon research ideas for the remaining three episodes.

Competent

Independently completes the sample reality TV pitch using clear and succinct descriptions and creative ideas that engage the reader and build tension. Effectively includes consumer, financial and sustainable issues in the content of the challenge.

Developing at level

Completes the sample reality TV pitch effectively using some of the required features. Includes some consumer, financial and sustainable issues in the content of the challenge.

Needs further development

Needs support to complete an effective reality TV pitch. Does not include consumer, financial and sustainable issues in the content of the challenge.

Content description: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)

Activity 5.1, Part 3: Students present the three contestant challenge episode ideas to an audience as a multimodal text.

Competent

Delivers an engaging and instructive presentation to inform the audience of the episode challenges using a number of multimodal elements.

Developing at level

Delivers an instructive presentation to inform the audience of the episode challenges using some multimodal elements.


Delivers information to the audience about the episode challenges using one multimodal element.

Content description: Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811) Activity 5.1 – Part 3: Students deliver their pitch, focussing on their manner of delivery, learning the speech from hand notes and using varying voice tone, pitch, and pace, in a practical oral task, within the time limit. Competent Engages the audience with their general manner. Delivers the speech with the aid of speech notes rather than reading directly from notes. Effectively utilises their voice, varying tone, pitch, and pace, in a practical oral task.

Developing at level Has limited engagement with the audience with their general manner. Attempts to deliver the speech with the aid of speech notes rather than reading directly from notes. Utilises their voice, varying tone, pitch, and pace, in a practical oral task.

Needs further development Attempts to engage the audience with their general manner. Delivers the speech. Attempts to utilise their voice, varying tone, pitch, and pace, in a practical oral task.

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Content description: Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Activity 5.1, Part 4: Students evaluate all pitches, making judgements about the social, moral and ethical positions represented in the show or pitch.

Competent

Effectively evaluates the pitch delivery of other students. Demonstrates a high level of understanding of social, moral and ethical positions in the pitch.

Developing at level

Evaluates the pitch delivery of other students. Demonstrates a sound level of understanding of social, moral and ethical positions in the pitch.


Needs support to evaluate the pitch delivery of other students. Demonstrates basic understanding of social, moral and ethical positions in the pitch.

Economics and Business (Year 9)

Content description: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)

Activity 5.1, Part 1: Students gather relevant data and information to create a pitch.

Competent Selects relevant data and information from a wide range of sources effectively to support their pitch.

Developing at level Selects appropriate data and information from a number of sources to support their pitch.

Needs further development Selects with guidance relevant data and information to support their pitch.

Content description: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045) Activity 5.1 - Part 1: Students conduct research to find the most compelling evidence to support their pitch and structure their content to strengthen their perspective in order to persuade the audience. Competent Uses data and information effectively to support their pitch and strengthen a perspective.

Developing at level Uses data and information to support their pitch and perspective.

Needs further development Uses data and information to support their pitch with guidance.

Content description: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048) Activity 5.1 - Part 2: Students present pitches backed up by research based on economical cooking challenges. Competent Effectively persuades the audience with their compelling research that supports their challenges and strengthens their perspective.

Developing at level Persuades the audience somewhat with research that supports their challenges and strengthens their perspective.

Needs further development Attempts to persuade the audience is limited with some research that supports their challenges and their perspective.

Content description: Reflect on the intended and unintended consequences of economic and business decisions (ACHES049) Activity 7: Students reflect on a variety of factors and the influences they have on decision-making.

Competent Clearly articulates all factors and can identify intended and unintended consequences of their decisions.

Developing at level Articulates some factors and can identify some intended and unintended consequences of their decisions.

Needs further development Articulates factors with support and can identify intended and unintended consequences of their decisions when prompted.

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Content description (Year 10)

English (Year 10)

Content description: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Activity 5.1, Part 1 & 2: Students analyse the features of a sample pitch and reflect on these in their writing of the logline for additional three episodes.

Competent

Independently completes their reality TV pitch using clear and succinct descriptions and creative ideas that engage the reader and build tension. Effectively includes consumer, financial and sustainable issues in the content of the challenge.

Developing at level

Adequately completes their reality TV pitch effectively using some of the required features. Includes some consumer, financial and sustainable issues in the content of the challenge.


Needs support to complete an effective reality TV pitch. Does not include consumer, financial and sustainable issues in the content of the challenge.

Content description: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

Activity 5.1, Part 3: Students present the contestant challenges to an audience as a multimodal text.

Competent

Delivers an engaging and instructive presentation to inform the audience of the episodes using a number of multimodal elements.

Developing at level

Delivers an instructive presentation to inform the audience of the episodes using some multimodal elements.


Delivers information to the audience about the episodes using one multimodal element.

Content description: Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)

Activity 5.1 - Part 3: Students deliver their pitch to ‘TV executives’, focusing on the structure of their presentation.

Competent

Demonstrates a strong understanding of the pitch structure. Effectively applies multiple language conventions to strengthen their presentation.

Developing at level

Demonstrates a sound understanding of the pitch structure. Uses some language conventions to strengthen their presentation.


Demonstrates a basic understanding of the pitch structure. Attempts to include language conventions in their presentation with guidance.

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Content description: Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Activity 5.1, Part 4: Students evaluate all pitches, making judgements about the social, moral and ethical positions represented in the show or pitch.

Competent

Effectively evaluates the pitch delivery of other students.

Demonstrates a high level of understanding of social, moral and ethical positions in the pitch.

Developing at level

Effectively evaluates the pitch delivery of other students.

Demonstrates a high level of understanding of social, moral and ethical positions in the pitch.


Needs support to evaluate the pitch delivery of other students.

Demonstrates nominal understanding of social, moral and ethical positions in the pitch.

Economics and Business (Year 10)

Content description: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)

Activity 5.1, Part 2: Students gather relevant data and information to create a pitch.

Competent Selects relevant data and information from a wide range of sources effectively to support their pitch.

Developing at level Selects appropriate data and information from a number of sources to support their pitch.

Needs further development Selects with guidance relevant data and information to support their pitch.

Content description: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)

Activity 4.1 - Part 2: Students conduct research to find the most compelling evidence to support their pitch and structure their arguments to strengthen their perspective in order to persuade the TV executives.

Competent Uses data and information effectively to support their pitch and strengthen their perspective.

Developing at level Uses data and information to support the pitch and perspective.

Needs further development Uses data and information to support their pitch with guidance.

Content description: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)

Activity 5.1 - Part 3: Students present their pitch informed by their research to support the economic perspective.

Competent Effectively persuades the TV executives with their compelling pitch that supports their ideas and strengthens their perspective.

Developing at level Persuades the TV executives somewhat with a pitch that supports their ideas and strengthens their perspective.

Needs further development Attempts to persuade TV executives is limited. Their pitch has little evidence of supporting ideas and perspective.

Content description: Reflect on the intended and unintended consequences of economic and business decisions (ACHES061) Activity 6: Students reflect on a variety of factors and the influences they have on decision-making.

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Competent Clearly articulates all factors and can identify intended and unintended consequences of their decisions.

Developing at level Articulates some factors and can identify some intended and unintended consequences of their decisions.

Needs further development Articulates factors with support and can identify intended and unintended consequences of their decisions when prompted.

Curriculum alignment The content descriptions and general capabilities that align with this workbook can be found on the Moneysmart website – Moneysmart eco-kitchen. Depending on the depth and scope of research conducted by students, teachers may identify additional alignments.

The achievement standards that align with this workbook are below:

Achievement standards (Year 9) English By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience.

Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.

Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Economics and business By the end of Year 9, students explain the role of the Australian economy in allocating and distributing resources and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.

When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential consequences of alternative actions.

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Achievement standards (Year 10) English By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.

Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Economics and business By the end of Year 10, students explain why and how governments manage economic performance to improve living standards. They give explanations for variations in economic performance and standards of living within and between economies. They analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions. They explain how businesses respond to changing economic conditions and improve productivity. Students evaluate the effect of organisational and workforce management on business performance.

When researching, students develop questions and formulate hypotheses to frame an investigation of an economic or business issue or event. They gather and analyse reliable data and information from different sources to identify trends, explain relationships and make predictions. Students generate alternative responses to an issue, taking into account multiple perspectives. They use cost benefit analysis and appropriate criteria to propose and justify a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and complex hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments incorporating different points of view. They use appropriate texts, subject-specific language, conventions and concepts. They analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions.

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