Unit Overview Golf Timeframe 3 Weeks

Unit Title Golf: An Introduction

Inquiry question / Big Getting to know you, and how you learn.
ideas What do I need to know to play golf?
What might be the most effective way to teach a peer to play golf?
What cues might enable you to hit the golf ball with higher accuracy?
Fore! How can I contribute to ensuring a safe and responsible golf game?
What makes each golf-hole different?
Golf etiquette, what does that mean?

Description The Years 9–10 curriculum builds on each student’s prior learning. During this time, students refine their understanding of how
(ACARA, 2022) they can contribute to individual and community health and wellbeing. Students have frequent opportunities to participate in
physical activities, including in outdoor settings, to value the importance of active recreation as a way of enhancing their health
and wellbeing throughout their lives.

Students practise and refine more specialised movement skills and complex movement strategies and concepts in different
movement environments. They apply movement concepts and strategies to evaluate and refine their own and others’ movement
performances.

Students further investigate techniques to assess the quality of movement performances. They adapt and improvise their
movements to respond to different movement situations, stimuli and challenges. Students refine and consolidate their leadership,
teamwork and collaborative skills through participation in a range of physical activities.

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.
Learning Support  Avoid idioms and colloquialisms for EAL/D student
 Provide subject/content specific word lists (reduces need to look up words for EAL/D student)
 Provide written instructions (visual and symbolic cues can also help) for EAL/D Student
 Accommodate tasks accordingly for EAL/D student (e.g., instead of asking to write a paragraph, get the student to annotate
the text instead).
 EAL/D student can use ‘first language’ in written tasks to start with
 Highlight key words and command terms (and synonyms) for EAL/D student and ILP students
 Providing modelling (examples): Structure, scaffold, potential answers, different grade/band examples (for EAL/D and ILP
students)
 Mark for understanding (rather than grammar, spelling etc. if there are mistakes, does it impede meaning) – for EAL/D
student
 English subtitles for videos (EAL/D student)
 Chunking tasks for ILP student
 Scaffold tasks for ILP student
 Support for task commencement for ILP student

Learning intentions Learn the different facets of golf, the varying features/considerations, and apply their learning to designing their own golf hole.

Cross-curriculum Aboriginal and Torres Strait Islander Histories and Cultures

priorities

Evidence of Summative Assessment Tasks: Formative Assessment Tasks:

Understanding Students will be designing their own golf hole A variety of formative assessment strategies will be utilised throughout this
within pairs, with accompanying instructions. mini unit. They aim to follow XX’s Formative Assessment Framework.
Students will be assessed on: Formative assessments include differentiated scenario cards, observations,
AC9HP10M09: devise, implement and refine mock golf hole set ups and temperature checks.
strategies for decision-making when working in
groups or teams that demonstrate leadership and
Where the learner Where the learner How to get the
collaboration skills. is going is now learner there
Ability to explain and present clear instructions
for every student playing. 3. Providing
2. Eliciting evidence feedback that
Teacher
AC9HP10M01: analyse, adapt and refine their of learning moves learners
1. Clarifying, forward
sharing, and
understanding 4. Activating students as learning resources
Peer
learning intentions for one another
 own and others’ movement skills in a range of
challenging movement situations to enhance
performance

AC9HP10M07: transfer and adapt skills and

strategies from previous experiences to create
successful outcomes in unfamiliar movement
situations

Week 1 - Golf

Unit inquiry question / Big ideas Key General Capabilities Opportunities Literacy/Numeracy Resources to be used

Getting to know you, and how you learn.
What do I need to know to play golf?
What might be the most effective way to teach a
peer to play golf?
What cues might enable you to hit the golf ball
with higher accuracy?
Personal and Social Capability
Critical and Creative Thinking
Numeracy
Literacy supports used: Multi-modal approach
Numeracy supports used: Students will need to
be able to keep track of how many times their
partner caught the tennis ball and how many times
the ball landed in the hoop or touched the marker.

Weekly Tasks Evidence of Understanding Curriculum Links

Homework: N/A.
Weekly vocabulary: Chipping, Pitching, Golf
Etiquette, Fairway, Bunker, Green, Irons, Putter,
Tee, Tee Block, Fore, Stroke
Students will be able to successfully:
 answer the golf module questions,
 catch their partners tennis ball,
 chip/pitch the ball into the hoop,
 Putt the ball towards the marker,
 Set up a golf hole in consideration of the features
of a golf hole
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

Lesson 1
Learning Intentions

N/A

Learning Activities Teacher Notes

An acknowledgement of country will begin the unit. Students will be asked to complete a preassessment of Formative assessment opportunities: Golf
their interests and preferential learning profiles. Students will also be asked to complete a preassessment of module questions.
their prior knowledge of golf. They will then be introduced to golf through a differentiated module that
they are required to work through. The module incorporates videos, written texts, diagrams, and questions Hinge-Point question(s): N/A
that check students understanding. It has a link at the end that will direct students to a list of safe, online
golf games to finalise the module. Pedagogical Strategies: Preassessments |
Differentiated Module Questions  Student-
directed lesson. Differentiated Teaching | Multiple
Exposures

Resources and Equipment Differentiation Methods:

 Preassessments Golf module is differentiated to learner profiles

 Golf Module (printed and online versions) (i.e., video formats with subtitles, reading formats,
diagrams, hard copies, online copies).

Lesson 2

Learning Intentions

Understand that –
U1: There are safety and golf etiquette guidelines that golfers are to follow.
U2: Chipping and pitching are two different shots taken in golf with different types of clubs for different reasons.

Know –
K1: The safety rules of golf (e.g., to shout ‘fore’ when a ball may be hitting another individual)
K2: The golf etiquette guidelines (e.g., be careful where you walk, not taking chunks out of the lawn)
K3: Chipping is a low shot, that is generally taken closer to the green with minimal time in the air, and more time rolling on the ground. A pitch shot, however,
is a shot that spends more time in the air, and less time rolling on the ground, and tends to occur further away from the green.
K4: The 5 cues for chipping a golf ball are, grip, stance, head down, 9-3, eyes on the ball.
Be able to –
S1: Demonstrate understanding of safety and golf etiquette guidelines
S2: Perform a chip shot with a tennis ball and catch their partners tennis ball.
S3: Perform a chip shot successfully into a hoop.

Learning Activities Teacher Notes

Students will be introduced to the concept of chipping and pitching – and reintroduction to stance and grip, Formative Assessment Opportunities: Students
safety and golf etiquette. Terminology that was misunderstood (as demonstrated in the pre-assessment) will can successfully catch their partners tennis ball.
be reintroduced. If all students demonstrated a thorough understanding of key concepts through the pre-
assessment, those terms will not be reiterated. Students can successfully chip/pitch the ball into
the hoop.
In pairs, students will practice chipping the tennis ball with the chipping clubs and tennis balls. They will
Hinge-Point Question(s): What cues might help
chip the tennis ball to their partner (standing 10metres away – or readjust accordingly), for their partner to
you to hit the ball with higher accuracy? Can your
catch the ball. They will then do this with go-go golf balls. partner help to you to identify what might need
improving?
Wet Weather Activity: Students are introduced to the ideas of potential ‘inclusivity’ and ‘accessibility’
issues with golf. Pedagogical Strategies: Differentiated Teaching,
Goal Setting, Explicit Teaching

Resources and Equipment Differentiated Methods:

 Go-go golf balls Partner can move closer to their partner who is
 Tennis balls pitching to catch the ball.
 Tees
 Artificial lawn Can continue hitting the tennis ball if need be.
 Hoops
 Left hand clubs Adjust how far the hoops are.
 Pitching and chipping irons.
 Markers

Lesson 3 & 4
Learning Intentions

Understand that –
U1: There are safety and golf etiquette guidelines that golfers are to follow.
U2: Golf holes have many considerations/features (e.g., fairway, green, bunkers)
U3: Chipping and pitching and putting are three different shots taken in golf with different types of clubs for different reasons.

Know –
K1: The safety rules of golf (e.g., to shout ‘fore’ when a ball may be hitting another individual)
K2: The golf etiquette guidelines (e.g., be careful where you walk, not taking chunks out of the lawn)
K3: Golf holes considerations/features are the fairway, green, bunkers, water hazards, trees.
K4: The 5 cues for chipping a golf ball are, grip, stance, head down, 9-3, eyes on the ball.
K5: The 5 cues for pitching a golf ball are, grip, stance, head down, 10-4, eyes on the ball.
K6: The 5 cues for putting a golf ball are, grip, stance, head down, 7-5, eyes on the ball.
K7: Putting is a more delicate shot taken on the green.

Be able to –
S1: Identify the safety and golf etiquette guidelines that golfers are to follow
S2: Demonstrate the safety and golf etiquette guidelines
S3: Perform a chip and pitch shot and land it into a hoop.
S4: Perform a putting shot successfully through hitting or crossing the marker.
S5: Design own golf hole with considerations/features

Learning Activities Teacher Notes

Students will be shown a video of greatest golf shots of all time while the roll is taken, and students turn up Formative Assessment Opportunities:
to class. The video is ~15mins, but the whole 15mins may not be watched – pending student interest.  Scenario cards for etiquette and safety.
 Students can successfully chip/pitch the ball
Golf etiquette and safety rules will be introduced through a PowerPoint presentation (with subtitles). into the hoop.
Students will then be allocated a differentiated scenario card to discuss within their group and feedback to  Students can successfully putt the ball towards
the class. the marker.
 Students can successfully set up a golf hole in
The different golf hole considerations/features (e.g., fairway, green, bunkers, water hazards, trees) will be consideration of the features of a golf hole.
introduced through a video.  Students can successfully chip/pitch the ball
 into the hoop.
The different types of clubs and swings will be introduced (with respective cues) through demonstration.
Hinge-Point Question(s): What cues might help
Students will then practice chipping, putting and will then set up their own golf hole in groups. you to hit the ball with higher accuracy? Can your
partner help to you to identify what might need
Wet Weather Activity: Students to work on assignments and shown accompanying videos and improving? What makes each hole different? What
PowerPoint makes a quality golf course?

Pedagogical Strategies: Differentiated Teaching,

Goal Setting, Peer Assessment, Explicit Teaching,
Collaborative Learning.

Resources and Equipment Differentiated Methods

https://www.youtube.com/watch?v=n1PhCPqMK40 Scenario cards differentiated to students learning

profiles (e.g., diagrams/text highlighted) as
 Whiteboard markers indicated through the pre-assessment and
 Go-go golf balls Individual Learning Plans.
 Tees
 Artificial lawn The hoops are placed at varying distances.
 Hoops
 Left hand clubs Students use the long-jump track markers to
 Pitching and chipping irons. gradually move further away from the putting
 Markers ‘hole’ (i.e., marker) to increase difficulty.
 PowerPoint presentation
Students encouraged to set up two different tee-off
blocks at two different distances.

Success Criteria

I can identify the differences between pitching, chipping and putting

I can select the correct clubs for pitching, chipping, and putting
I can identify and demonstrate golf etiquette
I can demonstrate a putt, chip and pitch shot
Unit inquiry question / Big ideas
What makes each golf-hole different?
What cues might enable you to hit the golf ball
with higher accuracy?
Weekly Tasks
Homework: Finalise golf hole layout
Weekly vocabulary: Chipping, Pitching, Golf
Etiquette, Fairway, Bunker, Green, Irons, Putter,
Tee, Tee Block, Fore, Stroke, Par.
Week 2 - Golf
Key General Capabilities Opportunities
Personal and Social Capability
Critical and Creative Thinking
Numeracy
Evidence of Understanding
Students can successfully and collaboratively design
a golf hole including considerations/ features.
Literacy/Numeracy Resources to be used
Literacy supports used: Multi-modal approach
Numeracy supports used: Students will need to
be able to keep track of their score, interpret and
use a score card.
Curriculum Links
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
AC9HP10M09: Devise, implement and refine
strategies for decision-making when working in
groups or teams that demonstrate leadership and
collaboration skills.
AC9HP10M07: Transfer and adapt skills and
strategies from previous experiences to create
successful outcomes in unfamiliar movement
situations
 Lesson 1

Learning Intentions

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 chipping a golf ball are, grip, stance, head down, 9-3, eyes on the ball.
K2: The 5 cues for pitching a golf ball are, grip, stance, head down, 10-4, eyes on the ball.
K3: The 5 cues for putting a golf ball are, grip, stance, head down, 7-5, eyes on the ball.
K4: Putting is a more delicate shot taken on the green.

Be able to –
S1: Perform a chip and pitch shot and land it into a hoop.
S2: Perform a putting shot successfully through hitting or crossing the marker.
S3: Demonstrate the safety and golf etiquette guidelines

Learning Activities Teacher Notes

Students are to consider their performance last week and set their own goal for today. Students will be Formative Assessment Opportunities:
provided with a score card to keep track of how many shots they take, and how many are successful in  Peer assessment
relation to their goal. Two stations will be set up: for putting and for chipping/pitching. On the one station,  Students can successfully chip/pitch the ball
students will practice chipping/pitching into hoops that are placed at varying distances. The second station into the hoop.
will be at the long-jump run-up. Students will be provided with a score card to keep track of how many  Students can successfully putt the ball towards
shots they take, and how many are successful in relation to their goal. Students are encouraged to peer the marker.
assess each other – are you addressing all 5 cues?  Exit card
Hinge-Point Question(s): What cues might help
An exit card on whether their goals will conclude the lesson. you to hit the ball with higher accuracy? Can your
partner help to you to identify what might need
Wet Weather Activity: Work on assignment improving?

Pedagogical Strategies: Differentiated Teaching,

Goal Setting, Peer Assessment, Explicit Teaching,
 Collaborative Learning.

Resources and Equipment Differentiated Methods

 Whiteboard markers The hoops are placed at varying distances.

 Go-go golf balls
 Tees Students use the long-jump track markers to
 Artificial lawn gradually move further away from the putting
 Hoops ‘hole’ (i.e., marker) to increase difficulty.
 Left hand clubs
 Pitching and chipping irons.
 Markers

Lesson 2

Learning Intentions

Understand that –
U1: Golf holes have many considerations/features (e.g., fairway, green, bunkers)

Know that –
K1: Golf holes considerations/features are the fairway, green, bunkers, water hazards, trees.

Be able to –
S1: Design own golf hole with considerations/features

Learning Activities Teacher Notes

Students are reintroduced to their assignments with written instruction (if not addressed in lesson prior). Summative Assignment
Students will be shown a video (with accompanying subtitles) that explain the different elements of a golf Students can successfully design a golf hole
course (crucial for the assignment), followed by a diagram that students can refer to when designing their including considerations/ features.
golf hole. They will then have time in class to design their holes.
 Hinge-Point Question(s): Are your instructions
Students will be taken to the sports shed to see what equipment they could use as features/considerations clear? Remember you can’t be there to explain. Do
for a golf hole (e.g., a hoop for the bunker). they know how many strokes? Have you got a
score card? What else do your players need to
If not covered in week 1: Students are introduced to the ideas of potential ‘inclusivity’ and ‘accessibility’ experience success? Rules? How many pars? 
issues with golf. Is your hole playable? What equipment will you
use for your different features?

Pedagogical Strategies: Differentiated Teaching,

Explicit Teaching, Collaborative Learning.

Resources and Equipment Differentiated Methods

 PowerPoint The PowerPoint breaks down the summative

 Assessment task sheet assignment with various videos that demonstrate
 Paper the varying features/ considerations. The
 Markers PowerPoint is therefore differentiated to learner
profiles.

Lesson 3 & 4

Learning Intentions

Understand that –
U1: Golf holes have many considerations/features (e.g., fairway, green, bunkers)

Know that –
K1: Golf holes considerations/features are the fairway, green, bunkers, water hazards, trees.

Be able to –
S1: Design own golf hole with considerations/features and apply within class
Learning Activities Teacher Notes

Students will set up their golf holes with score cards and instructions. They will then introduce their hole to Summative Assignment
us, and then the class will play the golf holes. Students can successfully design a golf hole
including considerations/ features through
Wet Weather Activity: a mini golf course will be set up in the classroom. collaborating with their pair.

Hinge-Point Question(s): What cues might help

you to hit the ball with higher accuracy? Can your
partner help to you to identify what might need
improving?

Pedagogical Strategies: Differentiated Teaching,

Goal Setting, Peer Assessment, Explicit Teaching,
Collaborative Learning.

Resources and Equipment Differentiated Methods

 Whiteboard markers Students will be allowed to move the tee block

 Go-go golf balls forward by a couple of metres if need be.
 Tees
 Artificial lawn
 Hoops
 Left hand clubs
 Pitching and chipping irons.
 Markers

Success Criteria

I can identify the differences between pitching, chipping and putting

I can select the correct clubs for pitching, chipping, and putting
I can identify and demonstrate golf etiquette
I can demonstrate a putt, chip and pitch shot
I can create a golf hole that includes the varying features/considerations found on a golf course.
Unit inquiry question / Big ideas
What makes each golf-hole different?
What cues might enable you to hit the golf ball
with higher accuracy?
Weekly Tasks
Homework: Finalise golf hole layout
Weekly vocabulary: Chipping, Pitching, Golf
Etiquette, Fairway, Bunker, Green, Irons, Putter,
Tee, Tee Block, Fore, Stroke, Par.
Week 3 - Golf
Key General Capabilities Opportunities
Personal and Social Capability
Critical and Creative Thinking
Numeracy
Evidence of Understanding
Students can successfully and collaboratively design
a golf hole including considerations/ features.
Literacy/Numeracy Resources to be used
Literacy supports used: Multi-modal approach
Numeracy supports used: Students will need to
be able to keep track of their score, interpret and
use a score card.
Curriculum Links
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
AC9HP10M09: Devise, implement and refine
strategies for decision-making when working in
groups or teams that demonstrate leadership and
collaboration skills.
AC9HP10M07: Transfer and adapt skills and
strategies from previous experiences to create
successful outcomes in unfamiliar movement
situations
 Lesson 1

Learning Intentions

N/A

Learning Activities Teacher Notes

Students are to finalise part 2 of the assignment. N/A

Resources and Equipment Differentiated Methods

N/A N/A

Lesson 2

Learning Intentions

N/A

Learning Activities Teacher Notes

Students to finalise part 3 of assignment. N/A

Resources and Equipment Differentiated Methods

N/A N/A

Lesson 3 & 4

Learning Intentions

N/A

Learning Activities Teacher Notes

This double lesson is here if activities are dragged out, or the unit takes longer than anticipated. If the unit N/A
finishes on time, move onto the next unit here.

Resources and Equipment Differentiated Methods

N/A N/A

Success Criteria

N/A

Learning Design Feedback and Extra Resources

Golf Terminology:
https://www.golfbox.com.au/golf-blog/beginners-guide-to-golf-golf-terminology/

Teaching Pedagogy:
https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-teaching-strategies.pdf