Hey, I’m Antonio. Thanks for joining Green house rules. Check out my conversation with Georgia about my work experience placement. View Transcript of conversation with Georgia.

I will need you to assist me to complete the pitch for the Green house rules reality TV show. To do this you will need to:

  • develop an understanding of the structure of a reality television pitch.

  • design a three-week challenge and complete a pitch for the Green house rules reality television show.

The reality of reality TV

Antonio with a whiteboard listing Week 3's shooting and editing schedule

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 activity Reality TV to find out when reality TV started and how it works. Alternative: Reality TV (.pdf 141kB)

Unpacking the pitch

Antonio with right hand raised

A pitch for a reality TV show consists of a title, logline and synopsis.

The title should:

  • be easy to say

  • sound intriguing

  • entice viewers to watch.

Titles like Australia’s Got Talent and Survivor check all these boxes. To see examples of a logline and a synopsis, read the pitch (.pdf 138kB) for Green house rules.

Help me to complete the pitch synopsis and create a Contestant challenge guide.

The last three episodes of the Green house rules pitch (.pdf 138kB) have yet to be decided. It is your task to come up with a creative challenge that will take three weeks to complete and culminate in the reveal of the winners. You will then write a synopsis for this challenge.

Your challenge should:

  • raise money for a charity

  • run over three episodes (10, 11 and 12) and

    • build dramatic tension

    • maximise viewer voting opportunities

    • ensure a riveting climax for the culminating episode

    • increase viewer engagement.

  • require contestants to

    • create a budget

    • purchase goods online

    • prepare nutritional, delicious and original food

    • exhibit good consumer and sustainable choices.

Share your challenge with other class members and discuss whether it meets the criteria above.

Create a guide that will support contestants to complete the final challenge (episodes 10, 11 and 12). You will need to research topics for the Contestant challenge guide.

Your guide should:

  • consider the demands of your particular challenge

  • provide sound information to help contestants make informed choices

  • be short, sharp and clearly written.

Present the guide to your class as a multimodal text.


In working through this resource, you have:

  • learned about the importance of budgeting and informed consumer choice

  • developed an understanding of how sustainability issues can be applied to everyday situations

  • been introduced to the texts involved in creating a pitch for a new reality TV show

  • completed a pitch reflecting your personal style and what you have learnt about reality TV.

Now it’s time to reflect on your learning. Consider and discuss the following questions:

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

  • How can reality TV shows be used to influence peoples’ everyday decisions?

  • How do people’s beliefs influence their reactions to events or texts?

Teaching notes

The information below supports the implementation of Green house rules, a resource for English Year 10.


Green house rules provides a scenario-based challenge where students learn about reality TV as a genre while focussing on environmental and consumer and financial literacy aspects. Students learn about the elements of a typical pitch for a reality TV show. They explore a partially completed pitch for the reality TV program Green house rules and design a three-week challenge to complete the pitch. Students share their pitches for episodes 10, 11 and 12 of Green house rules with the class and/or teacher. As an extension activity, students could compose their own pitches from scratch, and deliver and critique them.

In groups, students could undertake challenges from the sample pitch provided or from their own pitches. Students could video and edit these taking on such roles as:

  • contestants

  • judges

  • producer

  • camera person

  • sound person

  • editor.

They could present their edited videos to other groups or classes and critique these.

The resource can be completed as a whole class, in small groups or individually with teacher direction, and as an independent homework task. It can be tailored to suit individual class needs and abilities with some students requiring more teacher support.

Display the Outcomes tab to read how this resource links to the National Consumer and Financial Literacy Framework and to the Australian Curriculum.

Display the Activities tab to read a description of each section in the resource, suggestions for class or group discussions and important points to bring to students’ attention in order to support their learning and make the context more authentic and relevant.


Note: the student learnings in the National Consumer and Financial Literacy Framework (.pdf 6.9MB) are divided into, and are applicable over, bands covering two chronological years. The Year 10 band covers both Years 9 and 10.

Year 10

Knowledge and Understanding:

  • Explain the various factors that may impact on achieving personal financial goals

  • Analyse and explain the range of factors affecting consumer choices


  • Use a range of methods and tools to keep financial records in ‘real-life’ contexts

  • Create simple budgets and financial records to achieve specific financial goals, now and in the future

  • Compare overall ‘value’ of a range of goods and services using IT tools and comparison websites as appropriate

  • Explain procedures for safe and secure online banking and shopping

Responsibility and Enterprise:

  • Apply informed and assertive consumer decision-making in a range of ‘real-life’ contexts

  • Appreciate that there is often no one right answer in making financial decisions because these depend on individual circumstances, preferences and values

Language for interaction

  • ACELA1565 – Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

    • The reality of reality TV

    • Unpacking the pitch

Creating literature

  • ACELT1814 – Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

    • Unpacking the pitch:

      • Complete the pitch

      • Create a Contestant challenge guide

Responding to literature

  • ACELT1812 – Evaluate the social, moral and ethical positions represented in texts

    • Reflection

Interacting with others

  • ACELY1751 – Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action

    • Pitching the pitch

This resource contributes to the bolded sections in the following aspects of the Achievement Standard in English for Year 10.

Receptive modes (listening, reading and viewing)

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.

Productive modes (speaking, writing and creating)

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.

Literacy – Students learn about the vocabulary and background of reality TV. They investigate the financial, environmental and health benefits of locally produced food. They explore and understand financial texts, engage with financial data to extract meaning and use literacy to explain and discuss this meaning.

Numeracy – As students become financially literate they develop their numeracy skills and deepen their understanding of numeracy as it applies to finance.

ICT – Students learn to use ICT to investigate and inform decision-making in a financial context. They engage with multimodal technology to collect and analyse information.

Critical and creative thinking – Students are challenged to question choices and engage in investigations to clarify concepts and ideas, seek possibilities and consider alternatives in a financial and sustainable context. They are encouraged to look at alternative ways to be smart consumers and financially responsible citizens.

Personal and social capability – By becoming financially literate, students are adding to their personal and social capability. They engage with activities that relate to learning about their own lives to do with budgeting and financial management.

Ethical understanding – As students investigate financial concepts, they are continually being asked to analyse materials in an ethical way by finding appropriate comparisons, evaluate general statements and interrogate financial claims and sources.

Intercultural understanding – As students investigate their own financial decisions they are encouraged to understand how differences in cultural and socioeconomic backgrounds can affect the decisions of others, broadening their awareness and understanding of issues related to living with diversity.

Sustainability — Sustainability provides a rich, engaging and authentic context in which students can explore the concepts involved with financial literacy. They are opened to the idea that sustainability and financial responsibility are often very closely related both for individuals and society in general.


The headings below relate to the sections within this resource. Expand each one to read a description of the section content, along with suggestions for class or group discussions and important points to bring to students’ attention in order to support their learning and make the context more authentic and relevant.

The suggested marking rubric (.pdf 146kB) addresses student assessment relating to the Australian Curriculum Content Descriptions – English Year 10.

The telephone conversation between Georgia and Antonio explains that Antonio has a work experience placement at a television production company. He will be working on a pitch for a reality television show called Green house rules. This show challenges contestants to cook nutritious and delicious meals on a budget while also making environmentally sound choices.

Antonio seeks help from the students to investigate and then complete a pitch for Green house rules.

In this section, students are introduced to the history, practices and features of the reality TV genre. While reality TV does not have a script, the producers ensure that the show’s format and the personalities of the contestants will be entertaining to watch. This section focuses on how TV producers make this happen. Quiz answers are found in Reality TV—Responses and feedback (.pdf 153kB).

It is important for students to make connections between reality TV contestants, producers and viewers and the ways in which people’s beliefs and value systems influence their reactions and behaviours. Teachers can find background material in the ABC TV show Reality Check.

This section focuses on the features of a pitch for a reality TV show. Students will find out about basic components of a typical pitch and how to create opportunities for drama and tension. It is important here to make connections between the way language can have inclusive and exclusive social effects, depending on how it is presented.

Complete the pitch

Students are introduced to the task of creating a challenge for the last three instalments of Green house rules. They write a synopsis for the challenge, addressing the criteria provided.

Students present their synopsis to other class members and discuss whether it addresses the criteria.

This activity encourages students to create literary texts with an emerging sense of personal style and to evaluate the effectiveness of the pitch.

Create a Contestant challenge guide

Students produce a guide with information to support contestants as they complete the final challenge. To complete the guide students will need to research topics such as:

  • energy consumption

  • sustainable food

  • budgeting

  • online shopping

  • food nutrition.

The class could be divided into groups with each researching a topic. They could use ICT such as Google docs to collaboratively produce the finished guide.

It is important that students reflect on their learning, and discussion questions are included to facilitate this reflection. Other questions may be relevant to individual classroom settings.

Students could identify and evaluate the social, moral and ethical positions represented in reality TV shows and the impact on the viewers.