Curriculum Games and sports Band/year: Year 10

Focus area:

Lesson Golf Position of Week 2 (lesson 1).

title/description lesson within
: unit:

Achievement Standard:
By the end of Year 10, students propose and evaluate personal strategies to manage their identities,
emotions and responses to change. They evaluate how attitudes and beliefs about equality, respect, diversity
and inclusion influence the nature and quality of relationships. Students propose and justify strategies to
manage online and offline situations where their own or others’ health, safety, relationships or wellbeing
may be at risk. They synthesise health information from credible sources to propose and justify strategies to
enhance their own and others’ health, safety, relationships and wellbeing. Students evaluate and refine their
own and others’ movement skills and performances, and apply movement concepts in challenging or
unfamiliar situations. They adapt and transfer movement strategies to unfamiliar situations to achieve
successful outcomes. Students propose and evaluate community-based physical activity interventions
designed to improve the health, fitness and wellbeing of themselves and others. They apply and evaluate
leadership approaches, collaboration strategies and ethical behaviours across a range of movement contexts.

AC outcomes:
AC9HP10M02: Create and refine movement strategies to achieve successful outcomes across a range of
challenging movement situations
AC9HP10M03: Apply movement concepts in new or challenging movement situations and analyse the
impact each concept has on movement outcomes

Intended student outcomes for lesson:

By engaging in this lesson, students will:

Understand that –
U1: Chipping and pitching and putting are three different shots taken in golf with different types of clubs
for different reasons.

Know that –
K1: The 5 cues for putting a golf ball are, grip, stance, head down, 7-5, eyes on the ball.
K2: Putting is a more delicate shot taken on the green.

Be able to –
S2: Perform a putting shot successfully through hitting or crossing the marker.
S2: Demonstrate the safety and golf etiquette guidelines
Guiding questions:
What cues might help you to hit the ball with higher accuracy? Can your partner help to you to identify
what might need improving?

-
 Student Overview of activity Adjustments Resources/links/equipment Time Measuring
outcome (CHANGE IT required allocate Student
to be Principle) d Outcome
achieve
d
The roll is taken. The lesson intentions and 5mins
Introduction: success criteria are introduced.

U1 The 5 cues for putting will be written up on Students set their White board marker 5mins
Body – A1: K1 the board and gone through with the class. own goal in relation
K2 Students are to set their own goal for today in to the learning
relation to the lesson intentions. intentions.

Before heading to the oval, expectations are Go-go balls 5mins

reiterated - safety precautions with golf (i.e., Artificial turf
where to stand when your partner is hitting Tees
the ball, the concept of ‘fore’), and etiquette Markers
Body – A2: (e.g., using the artificial turf when always Putters
hitting the ball). Students will then assist in Soccer balls
Tennis Balls
collecting the equipment (e.g., golf clubs,
markers, artificial turf).

Students will participate in a game called Adjust width and Go-go balls 10mins Score card
‘Apwerte’ (i.e., a ‘bowling’ accuracy game). distance of markers Artificial turf Peer
Each team will be provided with a soccer for ability. Tees assessment
ball, tennis ball, and golf ball. The aim, is to Markers
Body – A3: roll one of the balls through two cones Choice of equipment Putters
without touching them. A golf ball is worth 3 Soccer balls
points, a tennis ball is work 2 points, and a Tennis Balls
soccer ball is worth 1 point. The game
continues to a pre-determined score (e.g., 11,
15 or 21).
Body – A4: U1 Students will then progress to using a putter Adjust width and 10- Score card
 K1 to putt the golf ball through the markers (this distance of markers 15mins Peer
K2 is worth 4 points). for ability. assessment
S1
S2 Choice of equipment

Tidy up and debrief – did you achieve your 10mins Exit card
goal today? If so, what did you do to achieve
Conclusion it? If not, what could you do next time?
(Cool- (answers on an exit card). Provide
Down): background on the ‘Apwerte’ game (e.g., that
Apwerte means ‘Stone’ from the language of
Eastern Arrerente, Central Australia).
Notes:

What went well? What didn’t? How did you go for time? What could be changed?