Creating and Executing

Skipping – Identifying skipping as a physical activity

By the end of the lesson, the learner should be able to:

- Identify skipping as combining a step and a hop alternating between feet
- Recognise the arm and foot movements involved in skipping
- Relate skipping to physical education around the world where skipping is used as a warm-up exercise and in competitive rope-skipping events

- Observe pictures showing learners skipping
- Discuss the movement of arms and feet during skipping
- Watch a demonstration of proper skipping technique

Why is skipping a useful physical activity?

- Mentor Creative Activities Grade 3 pg. 25
- Pictures of skipping
- Open space
- Digital devices for video

Observation - Oral questions - Practical demonstration

Creating and Executing

Skipping – Learning and practising basic skipping form
Skipping – Skipping in forward and backward directions

By the end of the lesson, the learner should be able to:

- Perform basic skipping steps correctly with alternating feet
- Maintain a steady rhythm while skipping on the spot
- Relate proper technique in skipping to how athletes in track and field practise correct running and jumping form to improve efficiency and reduce injuries

- Stand with feet together and arms at sides
- Step forward with one foot and hop, lifting the other knee
- Practise with alternating legs while maintaining steady rhythm

What is the correct way to skip?

- Mentor Creative Activities Grade 3 pg. 26
- Open flat space
- Markers
- Safe ground
- Mentor Creative Activities Grade 3 pg. 27
- Open flat ground
- Safety cones

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Skipping to the right and left sides
Skipping – Making patterns while skipping in different directions

By the end of the lesson, the learner should be able to:

- Skip to the right side of a laid rope
- Skip to the left side of a laid rope
- Relate lateral movement skills to sports like tennis, badminton, and basketball where sideways agility determines a player's effectiveness

- Spread an improvised rope straight on the ground
- Stand on top of the rope and make three skips to the right
- Return by skipping to the left; observe safety and take turns

Why should we practise skipping in both sideways directions?

- Mentor Creative Activities Grade 3 pg. 28
- Ropes
- Open space
- Markers
- Chalk for drawing pathways
- Pattern guides

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Singing songs while skipping for enjoyment
Skipping – Using a skipping rope for individual rope skipping

By the end of the lesson, the learner should be able to:

- Sing a song while skipping in groups
- Coordinate singing rhythm with skipping movement
- Relate coordinating music and movement to how cheerleaders and traditional dancers synchronise chanting with physical routines during performances and celebrations

- Form groups and sing "Tunaporuka Pamoja" while skipping
- Practise other familiar songs while skipping
- Take turns leading the song and give positive feedback to peers

Why do we sing while performing physical activities?

- Mentor Creative Activities Grade 3 pg. 29
- Song charts
- Open space
- Musical recordings
- Skipping ropes
- Safe ground

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Playing games that involve skipping in different directions
Skipping – Creating shapes while skipping in groups

By the end of the lesson, the learner should be able to:

- Play skipping relay races applying directional skipping skills
- Apply skipping skills within a structured competitive game
- Relate skipping games to how traditional Kenyan children's games use hopping and skipping movements as core skills

- Form groups for skipping relay races
- Practise skipping in assigned directions during the race
- Observe safety and cheer peers during the game

How can skipping skills be applied in team games?

- Mentor Creative Activities Grade 3 pg. 29
- Markers
- Open space
- Game equipment
- Chalk for shape guides
- Markers

Participatory assessment - Practical tests - Peer assessment

Creating and Executing

Skipping – Assessment and review of skipping skills

By the end of the lesson, the learner should be able to:

- Demonstrate skipping competently in all four directions
- Skip following at least two different pathway patterns
- Relate self-assessment in physical education to how professional athletes use performance data and coach reviews to measure progress and set new training goals

- Perform skipping in all directions for assessment
- Complete self and peer assessment rubrics
- Discuss improvements made and skills to develop further

How well have I mastered skipping in all directions?

- Mentor Creative Activities Grade 3 pg. 30
- Assessment rubrics
- Open space
- All skipping equipment

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Collage – Understanding what a collage is and identifying materials used
Collage – Collecting and sorting materials for collage making

By the end of the lesson, the learner should be able to:

- Define a collage as a picture created by sticking different materials onto a surface
- Identify materials that can be used in collage making such as seeds, buttons, paper, cloth, eggshells, and sticks
- Relate collage to how artists like Pablo Picasso developed collage as an art technique now used in advertising, magazine design, and digital media

- Look at pictures of collage compositions
- Discuss which materials were used to make each collage
- Learn that collage involves sticking more than one type of material onto a surface

What is a collage and which materials can be used to make one?

- Mentor Creative Activities Grade 3 pg. 31
- Sample collages
- Pictures
- Digital devices
- Mentor Creative Activities Grade 3 pg. 32
- Carrier bags
- Collection boxes
- Safety gloves

Observation - Oral questions - Written assignments

Creating and Executing

Collage – Preparing the surface and planning a collage composition
Collage – Testing and arranging collage materials before gluing

By the end of the lesson, the learner should be able to:

- Prepare a firm support surface by cutting cardboard or stiff paper to size
- Draw a light pencil guide on the surface to plan material placement
- Relate planning a composition before gluing to how architects draw blueprints and fashion designers sketch patterns before cutting and assembling fabric

- Cut cardboard or stiff paper to the desired size
- Paint the surface one colour if desired and allow it to dry
- Draw a light pencil guide on the surface for material placement

Why is it important to plan and draw a guide before gluing collage materials?

- Mentor Creative Activities Grade 3 pg. 33
- Cardboard or stiff paper
- Cutting tools
- Paint and brushes
- Pencils
- Mentor Creative Activities Grade 3 pg. 34
- Prepared surfaces
- Sorted materials
- Work tables

Practical tests - Observation - Peer assessment

Creating and Executing

Collage – Creating the final collage by gluing materials onto the surface
Collage – Completing, cleaning, and finishing the collage

By the end of the lesson, the learner should be able to:

- Apply glue correctly to the back of materials or directly onto the surface
- Paste materials onto the support surface following the pencil guide
- Relate careful gluing technique to how craftspeople, bookbinders, and mosaic artists apply adhesives precisely to produce durable and clean finished products

- Apply glue to the back of materials or onto the surface
- Paste materials following the drawn guide
- Press firmly to ensure adhesion; fill gaps with smaller materials

What is the best way to apply glue so that collage materials stay firmly in place?

- Mentor Creative Activities Grade 3 pg. 35
- Glue
- Sorted materials
- Prepared surfaces
- Cloth for wiping
- Completed collage works
- Cleaning materials
- Drying area

Practical tests - Observation - Showcase

Creating and Executing

Collage – Displaying and discussing own and peers' collage work
Collage – Assessment and review of collage making skills
Melody – Introduction to melody and ways of varying melodies

By the end of the lesson, the learner should be able to:

- Display completed collage work for peer appreciation
- Discuss the materials and techniques used in own and others' collages
- Relate presenting and defending artwork to how artists present their work at gallery openings and design shows where they explain their creative choices to audiences

- Display completed collage works in a class gallery
- Walk around and observe each other's collages
- Discuss which materials worked best and why; give polite and constructive feedback

How can we improve our collage-making skills based on feedback?

- Mentor Creative Activities Grade 3 pg. 35
- Completed collages
- Display boards
- Pins or tape
- Mentor Creative Activities Grade 3 pg. 36
- Assessment rubrics
- Display area
- Mentor Creative Activities Grade 3 pg. 41
- Digital devices
- Audio recordings
- Song charts

Showcase - Oral presentations - Peer assessment

Creating and Executing

Melody – Varying a melody by changing its rhythm
Melody – Varying a melody by changing its volume

By the end of the lesson, the learner should be able to:

- Identify when the rhythm changes within a song
- Sing a familiar song and deliberately change its rhythmic pattern
- Relate rhythmic variation in songs to how genres like reggae and hip-hop take the same melody and apply completely different rhythmic patterns to create a new feel

- Listen to or sing "Shoo Fly Don't Bother Me" as a class
- Identify which part of the song has a different rhythmic pattern
- Sing the song while deliberately changing the rhythm of selected lines

How does changing rhythm make the same melody sound different?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Digital devices
- Audio recordings
- Music player

Aural tests - Practical tests - Oral questions

Creating and Executing

Melody – Varying a melody by changing its speed
Melody – Varying a melody by changing its pitch

By the end of the lesson, the learner should be able to:

- Sing a song at a slow tempo and then at a fast tempo
- Identify how tempo change affects the mood of a song
- Relate tempo variation to how the same hymn can be performed solemnly and slowly at a funeral but joyfully and faster at a national celebration

- Sing "God's Love is So Wonderful" guided by the teacher
- Sing the song fast; then sing at a slow speed
- Discuss which speed felt better and why; note how mood changes with tempo

How does singing a song faster or slower change how it feels?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Metronome or drum
- Music player
- Pitched instruments
- Audio recordings

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Varying a melody by changing or replacing its words
Melody – Improvising pitched percussion instruments using water bottles

By the end of the lesson, the learner should be able to:

- Identify words in a song that can be replaced or added to create a new version
- Create new text to fit an existing melody
- Relate text variation in songs to how advertising agencies write new lyrics to popular tunes to create jingles that promote products and services

- Sing "If You Are Happy and You Know" guided by the teacher
- Identify which words repeat and which words change in each verse
- Replace some words with new words and sing the new version to the class

How does changing the words of a song make it sound different?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Digital devices
- Variation examples
- Mentor Creative Activities Grade 3 pg. 41
- Glass bottles
- Water
- Spoons
- Safety equipment

Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody – Creating melodic patterns using improvised water bottle percussion
Melody – Applying performance directions when performing melodic patterns

By the end of the lesson, the learner should be able to:

- Strike water bottles in a sequence to produce a simple melody
- Experiment with different combinations of pitches to create melodic patterns
- Relate creating melodies from improvised instruments to how early traditional musicians made instruments from gourds, animal skins, and clay pots to produce music for community gatherings

- Use a spoon to strike water bottles in different sequences
- Create a variety of melodic patterns
- Record the best melody using a digital device and play it back for the class

What patterns can we create using three different pitches?

- Mentor Creative Activities Grade 3 pg. 42
- Improvised water bottle instruments
- Spoons
- Recording devices
- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Improvised instruments
- Dynamic and tempo charts

Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody – Creating melodic patterns using two-tone wood blocks

By the end of the lesson, the learner should be able to:

- Strike two-tone wood blocks to produce high and low pitched sounds
- Combine high and low pitches to create a simple melodic pattern
- Relate two-tone percussion to how traditional Kenyan slit drums produce two distinct pitches that encode messages communicated across long distances

- Place two wooden blocks on the table
- Strike blocks with the tip of a stick to produce different pitches
- Combine high and low pitches to make a melody and record it

How do two different pitches combine to make a melody?

- Mentor Creative Activities Grade 3 pg. 42
- Two-tone wooden blocks
- Sticks
- Recording devices

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Presenting and recording created melodic patterns

By the end of the lesson, the learner should be able to:

- Present a created melodic pattern to the class applying appropriate performance directions
- Record group performances using digital devices
- Relate using technology to record performances to how music producers use recording studios to capture and refine musical performances before releasing them to the public

- Form groups and prepare created melodies for presentation
- Apply performance directions learned during the performance
- Record each group's performance using a digital device and give constructive feedback

How can we perform our melodies most effectively for an audience?

- Mentor Creative Activities Grade 3 pg. 44
- Improvised instruments
- Digital recording devices
- Performance space

Practical tests - Peer assessment - Observation

Creating and Executing

Melody – Assessment and review of melody and variation

By the end of the lesson, the learner should be able to:

- Demonstrate mastery of melody concepts by creating and performing a varied melody
- Apply at least two performance directions in the final performance
- Relate structured assessment in music to how adjudicators at music festivals use scoring criteria to evaluate performers on pitch accuracy, dynamics, tempo, and expression

- Complete a practical assessment creating and performing a melody
- Apply performance directions appropriately in the final performance
- Complete self and peer assessment using rubrics

How well have I understood melody and its variation?

- Mentor Creative Activities Grade 3 pg. 44
- Assessment rubrics
- All instruments
- Recording devices

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Weaving – Introduction to weaving and identifying woven items
Weaving – Understanding warp, weft, and the plain weave structure

By the end of the lesson, the learner should be able to:

- Define weaving as the process of interlacing two sets of threads (warp and weft) to create fabric
- Identify examples of woven items in the environment such as mats, baskets, and cloth
- Relate weaving to how the textile industry produces millions of metres of woven fabric daily using automated looms for clothing, bedding, and upholstery

- Learn that weaving involves passing one set of threads over and under another
- Look at pictures of woven items such as mats, baskets, and clothing
- Discuss how woven items are used in daily life

What is weaving and which items around us are made through weaving?

- Mentor Creative Activities Grade 3 pg. 43
- Pictures of woven items
- Sample woven materials
- Weaving charts
- Mentor Creative Activities Grade 3 pg. 44
- Plain weave samples
- Weaving charts
- Thread samples

Observation - Oral questions - Written assignments

Creating and Executing

Weaving – Collecting and selecting papers for plain paper weaving
Weaving – Creating a paper loom by drawing margins and cutting slits
Weaving – Drawing and cutting paper strips for interlacing

By the end of the lesson, the learner should be able to:

- Collect papers of different colours suitable for weaving
- Sort collected papers by colour and quality
- Relate responsible collection of recyclable materials to how sustainable craft businesses source recycled and repurposed materials to reduce waste while creating handmade products

- Collect different coloured papers from available sources
- Sort papers by colour and check that they are suitable for cutting and weaving
- Store collected materials in a bag or box for use in subsequent lessons

Where can we find suitable papers for weaving?

- Mentor Creative Activities Grade 3 pg. 45
- Various coloured papers
- Collection bags
- Storage containers
- Paper
- Rulers
- Pencils
- Scissors or blades
- Mentor Creative Activities Grade 3 pg. 46
- Coloured papers
- Scissors

Observation - Practical tests - Fieldwork reports

Creating and Executing

Weaving – Interlacing the first paper strip through the loom
Weaving – Building up the woven pattern by interlacing multiple strips

By the end of the lesson, the learner should be able to:

- Interlace the first paper strip through the slits of the loom following an over-and-under pattern
- Ensure the strip passes through all slits correctly
- Relate the interlacing pattern to how electrical wiring in homes is threaded through conduit channels in an organised over-and-under route to keep cables safe and tidy

- Collect the prepared weaving frame and paper strips
- Interlace the first strip by weaving over one slit and under the next
- Ensure the strip passes through all slits from one side to the other

How do we start the interlacing process correctly?

- Mentor Creative Activities Grade 3 pg. 46
- Prepared weaving frames
- Paper strips
- Work tables
- Mentor Creative Activities Grade 3 pg. 47
- Weaving in progress

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Finishing and securing the plain paper weave
Weaving – Making a plain paper weave using two contrasting colours

By the end of the lesson, the learner should be able to:

- Weave strips until all slits are filled to complete the mat
- Fold loose strips at the edges and glue them at the back to secure the weave
- Relate finishing and securing woven edges to how professional weavers hem, knot, or stitch the edges of woven fabric to prevent fraying during use and washing

- Continue weaving until all slits are filled
- Fold the loose paper strip ends at each edge neatly
- Apply glue on the folded strips at the back of the mat to secure them

How do we finish and secure a woven piece neatly?

- Mentor Creative Activities Grade 3 pg. 47
- Nearly complete weavings
- Glue
- Cloth for wiping
- Mentor Creative Activities Grade 3 pg. 48
- Two contrasting coloured papers
- Weaving materials
- Glue

Practical tests - Showcase - Observation

Creating and Executing

Weaving – Creating plain weaves with multiple colour combinations

By the end of the lesson, the learner should be able to:

- Try making paper weaves using three or more colour combinations
- Create varied visual effects by alternating strip colours in different sequences
- Relate experimenting with colour combinations to how fashion designers test multiple colourways of the same woven fabric pattern before selecting the final version for a clothing collection

- Try making a paper weave using strips of three or more different colours
- Alternate strip colours in different sequences to create varied effects
- Compare the results and discuss which combination looks most attractive

What colour combinations create the most interesting woven effects?

- Mentor Creative Activities Grade 3 pg. 48
- Papers of various colours
- Weaving materials
- Colour charts

Practical tests - Showcase - Peer assessment

Creating and Executing

Weaving – Showcasing completed woven work and giving constructive feedback

By the end of the lesson, the learner should be able to:

- Display completed plain weaves for peer appreciation
- Discuss the techniques and challenges experienced during weaving
- Relate presenting and receiving feedback on handmade work to how craft fair exhibitors and interior designers present woven products to clients and buyers who give feedback on quality and design

- Display all completed plain weaves side by side
- Walk around and examine each other's work
- Ask peers to comment on the work; share at least one improvement suggestion each

How can we improve our weaving skills based on peer feedback?

- Mentor Creative Activities Grade 3 pg. 48
- Completed weaves
- Display boards
- Pins or tape

Showcase - Oral presentations - Peer assessment

Creating and Executing

Weaving – Assessment and review of plain paper weaving

By the end of the lesson, the learner should be able to:

- Demonstrate competence in all stages of plain paper weaving from preparing the loom to finishing the edges
- Complete a final neat plain paper weave in two colours
- Relate structured self-assessment to how quality control officers in textile factories inspect woven products against set standards before approving them for sale

- Complete a final weaving project for assessment purposes
- Complete self and peer assessment using rubrics
- Reflect on the weaving skills learned and identify one skill to improve

How well have I mastered plain paper weaving?

- Mentor Creative Activities Grade 3 pg. 48
- Assessment rubrics
- All weaving materials
- Display area

Practical tests - Self-assessment - Peer assessment

Performing and Displaying

Rounds – Aurally identifying a round performance
Rounds – Understanding performance techniques for singing rounds

By the end of the lesson, the learner should be able to:

- Define a round as a song sung by two or more groups starting the same melody at different times
- Identify key features of a round from a recorded performance
- Relate rounds to how call-and-response singing in Kenyan communities works on the same principle of staggered melody

- Watch and listen to recorded performances of two and three-part rounds using digital devices
- Discuss what a round is and how it differs from ordinary unison singing
- Identify that all groups sing the same melody but start at different times

What is a round song and how is it different from other songs?

- Mentor Creative Activities Grade 3 pg. 52
- Digital devices
- Video clips of round performances
- Audio recordings
- Charts showing performance techniques

Observation - Oral questions - Aural tests

Performing and Displaying

Rounds – Singing the tune of a round with pitch accuracy
Rounds – Singing rounds with clarity of words

By the end of the lesson, the learner should be able to:

- Sing a familiar round following the melody with correct pitch
- Distinguish between singing in tune and singing off-key
- Relate singing with correct pitch to how professional singers in studio recordings use pitch monitors to ensure every note is accurate before the track is released

- Sing a simple familiar round together in unison first
- Listen carefully to the melody and practise matching the correct pitch
- Record the group's singing using a digital device and review for pitch accuracy

How can we tell if we are singing a tune accurately?

- Mentor Creative Activities Grade 3 pg. 52
- Song charts
- Audio recording of round
- Digital recording devices
- Mentor Creative Activities Grade 3 pg. 53
- Round lyrics flashcards
- Mirrors for articulation practice

Aural tests - Practical tests - Observation

Performing and Displaying

Rounds – Understanding correct entries and keeping to own part in a round
Rounds – Singing "Are You Sleeping" as a two-part round

By the end of the lesson, the learner should be able to:

- Identify the correct entry point for each group in a round
- Explain why each group must keep to its own part throughout
- Relate correct entries to how relay race runners must wait for the baton before starting their leg, and how an orchestra section waits for the conductor's cue before playing

- Use visual entry cue cards to show when each group enters
- Discuss what happens when a group enters too early or too late
- Practise listening carefully to maintain own part while others are singing

How do we know when to enter in a round and why must we keep to our own part?

- Mentor Creative Activities Grade 3 pg. 53
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets
- Song lyrics charts
- Audio recording of the round
- Visual entry guides

Group performance - Observation - Peer feedback

Performing and Displaying

Rounds – Describing and discussing the message in a round
Rounds – Singing "Row, Row, Row Your Boat" as a three-part round
Rounds – Describing the message conveyed in "Row, Row, Row Your Boat"

By the end of the lesson, the learner should be able to:

- Identify the message communicated in the round "Are You Sleeping"
- Describe themes such as punctuality and responsibility
- Relate discussing a song's message to how literature students analyse the themes of poems and how music critics review songs for the messages they communicate to society

- Sing the round "Are You Sleeping" as a two-part round
- Discuss what the song is about and what message it communicates
- Share personal interpretations with peers and discuss how the message applies to daily life

What message does the round "Are You Sleeping" communicate?

- Mentor Creative Activities Grade 3 pg. 53
- Song lyrics charts
- Chart paper for message analysis
- Discussion guides
- Mentor Creative Activities Grade 3 pg. 54
- Audio of the round
- Visual aids showing group entries
- Song lyrics sheets
- Chart paper for message mapping

Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds – Singing "Ukienda Kutembea" as a two-part round

By the end of the lesson, the learner should be able to:

- Sing "Ukienda Kutembea" with correct words and tune
- Perform "Ukienda Kutembea" as a two-part round maintaining individual group parts
- Relate singing rounds in Kiswahili to how Kenyan cultural events use indigenous songs to foster patriotism and national unity

- Organise into two groups
- Practise the song in unison first
- Perform as a two-part round: Group 1 starts; Group 2 joins at the designated entry point

How does singing a round in Kiswahili help us appreciate our cultural heritage?

- Mentor Creative Activities Grade 3 pg. 55
- Song lyrics charts
- Audio recording
- Visual entry guides

Practical performance - Group observation - Aural tests

Performing and Displaying

Rounds – Describing the message in the round "Ukienda Kutembea"

By the end of the lesson, the learner should be able to:

- Identify the message communicated in "Ukienda Kutembea"
- Relate the themes of friendship, sharing, and generosity in the song to core Kenyan values
- Relate discussing the message of a Kiswahili round to how the Kiswahili proverb tradition uses short sayings to communicate important social values within communities

- Perform "Ukienda Kutembea" as a two-part round
- Discuss what the song is asking a friend to bring back from a journey
- Talk about the values of kindness, friendship, and sharing communicated in the song

What values does the round "Ukienda Kutembea" communicate?

- Mentor Creative Activities Grade 3 pg. 55
- Song lyrics sheets
- Values discussion chart
- Cultural context resources

Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds – Applying gestures and facial expressions while performing rounds

By the end of the lesson, the learner should be able to:

- Use appropriate gestures to enhance a round performance
- Apply facial expressions that match the message of the round
- Relate using gestures and expressions in performance to how stage actors and television presenters use body language and facial expressions to make their communication more powerful and engaging

- Discuss which gestures suit different lines of the round songs learned
- Practise using gestures while singing a round
- Perform a round incorporating both gestures and facial expressions; review using a recording

How do gestures and facial expressions make a round performance more expressive?

- Mentor Creative Activities Grade 3 pg. 52
- Mirrors for practice
- Video examples of expressive performances
- Digital recording devices

Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds – Coordinating group entries and recording round performances

By the end of the lesson, the learner should be able to:

- Coordinate entries and exits effectively with group members
- Record a group round performance using a digital device
- Relate using technology to record performances to how music producers use recording studios to capture, review, and improve performances before official release

- Form performance groups and rehearse entry cues
- Record the group round performance using a digital device
- Watch and listen to the recording and use an assessment table to give feedback

How does recording our performance help us improve?

- Mentor Creative Activities Grade 3 pg. 55
- Digital cameras or phones
- Playback devices
- Group assessment sheet

Recording quality - Self-assessment - Peer critique

Performing and Displaying

Rounds – Preparing and performing rounds at school events

By the end of the lesson, the learner should be able to:

- Select an appropriate round song to perform at a school event
- Rehearse the round applying all performance techniques learned
- Relate performing for an audience to how Kenya Music Festival participants prepare months in advance and are adjudicated on all aspects of performance

- Select one round from those learned for a school event performance
- Rehearse with attention to posture, diction, correct entries, and keeping to own part
- Present the round during a school assembly, class performance, or event

How do we prepare a round performance for a public audience?

- Mentor Creative Activities Grade 3 pg. 55
- Performance space
- Program materials
- Sound amplification if available

Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds – Teaching a round to peers

By the end of the lesson, the learner should be able to:

- Teach a simple round to classmates using clear instructions
- Demonstrate effective ways of helping others learn a melody and their entry points
- Relate peer teaching of rounds to how music teachers in primary schools teach songs step-by-step, and how experienced choir members train new members during rehearsals

- Prepare to teach a simple round from memory to classmates
- Lead peers through learning the melody first, then demonstrate entry points
- Give peers time to practise and offer supportive feedback

How can we teach a round effectively to help others learn it?

- Mentor Creative Activities Grade 3 pg. 55
- Teaching aids
- Song sheets
- Digital devices for demonstration

Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds – Collecting rounds from different cultures and communities

By the end of the lesson, the learner should be able to:

- Research round songs from different Kenyan communities and world cultures
- Collect and document rounds in written or recorded form
- Relate building a collection of rounds to how ethnomusicologists travel across communities to record indigenous music before it is lost, preserving it in archives for future generations

- Search for rounds from different Kenyan communities and other countries
- Document collected rounds in written or recorded form
- Create a class collection of rounds from diverse sources

Why is it important to collect and preserve round songs from different cultures?

- Mentor Creative Activities Grade 3 pg. 55
- Internet access
- Music books with rounds
- Digital recording devices
- Cultural music resources

Portfolio assessment - Documentation review - Practical demonstration

Performing and Displaying

Rounds – Project performance and celebration of round singing

By the end of the lesson, the learner should be able to:

- Showcase learned rounds in a class performance event applying all techniques
- Perform confidently before peers and any invited guests
- Relate celebrating a completed learning project to how choirs celebrate after successful festival performances, reinforcing the value of effort, teamwork, and continuous practice

- Organise a class round performance event
- Perform multiple rounds for classmates and guests applying all performance techniques
- Reflect on learning experiences, achievements, and areas for future growth

What rounds did we enjoy most and how can we continue practising?

- Mentor Creative Activities Grade 3 pg. 55
- Performance venue
- Digital recording equipment
- Reflection journals

Final performance - Self-reflection - Portfolio review

Performing and Displaying

Rounds – Assessment and review of round performance skills
Galloping – Identifying galloping as a movement skill

By the end of the lesson, the learner should be able to:

- Demonstrate all performance techniques for rounds: posture, accurate tune, clear diction, correct entries, and keeping to own part
- Perform a selected round accurately and expressively
- Relate structured music assessment to how Kenya Music Festival adjudicators use detailed rubrics to score choirs on every element of performance

- Perform a selected round for final assessment
- Apply all performance techniques learned across the unit
- Complete self and peer assessment using the group assessment sheet

How well have we mastered performing rounds?

- Mentor Creative Activities Grade 3 pg. 52–55
- Assessment rubrics
- Recording devices
- Peer evaluation forms
- Mentor Creative Activities Grade 3 pg. 56
- Pictures of galloping animals
- Open safe space
- Digital devices for video

Performance assessment - Self-assessment - Peer assessment - Teacher observation

Performing and Displaying

Galloping – Identifying directions and body position during galloping
Galloping – Demonstrating basic galloping steps

By the end of the lesson, the learner should be able to:

- Identify the directions in which we can gallop: forward, right, and left
- Describe the correct hand and leg positions when galloping
- Relate body positioning during galloping to how sprinters use arm swing and body lean to improve speed, and how gymnasts maintain body alignment during floor exercises

- Watch a video about galloping and observe foot sequence and arm movement
- Discuss which foot moves first and how the body is held during galloping
- Look at pictures showing correct hand and leg placement during galloping

In which directions can we gallop and how should our body be positioned?

- Mentor Creative Activities Grade 3 pg. 56
- Directional markers
- Open play area
- Demonstration videos
- Mentor Creative Activities Grade 3 pg. 57
- Flat open ground
- Field markers
- Safe play area

Practical demonstration - Observation - Peer discussion

Performing and Displaying

Galloping – Galloping forward along a straight marked path
Galloping – Galloping to the right and left along a marked line

By the end of the lesson, the learner should be able to:

- Gallop forward along a straight pathway using correct form
- Maintain balance and rhythm while galloping in a straight line
- Relate galloping in a straight line to how sprinters on a track maintain a straight trajectory to cover distance in the shortest time possible

- Arrange field markers to form a straight line
- Start at one end of the course and gallop along the path
- Try to gallop as quickly as possible while maintaining correct form; observe safety

How do we maintain balance and speed when galloping in a straight line?

- Mentor Creative Activities Grade 3 pg. 57
- Cones or field markers
- Open flat ground
- Measuring tape
- Mentor Creative Activities Grade 3 pg. 58
- Chalk or rope for lines
- Flat open ground
- Field markers

Practical performance - Observation - Skill assessment

Performing and Displaying

Galloping – Galloping along a zigzag pathway
Galloping – Galloping along a circular pathway

By the end of the lesson, the learner should be able to:

- Gallop following a zigzag pathway using field markers as guides
- Change direction quickly and smoothly while maintaining galloping form
- Relate galloping around a zigzag course to how slalom ski racers and motocross riders weave between gates at high speed, requiring rapid direction changes and precise body control

- Arrange field markers to form a zigzag line
- Start at one end and gallop following the zigzag path
- Once at the end, gallop back to the starting position; take turns and observe safety

How do we change direction quickly and smoothly while galloping?

- Mentor Creative Activities Grade 3 pg. 59
- Field markers or cones
- Open flat ground
- Zigzag layout guide
- Chalk or rope for circle
- Flat safe ground
- Pattern diagrams

Practical performance - Pattern recognition assessment - Observation

Performing and Displaying

Galloping – Playing the whistle-directed galloping game
Galloping – Playing the red light, green light galloping game

By the end of the lesson, the learner should be able to:

- Gallop in the direction directed by the leader's whistle signal
- Stop immediately on signal and resume galloping in a new direction
- Relate following audio signals to change movement direction to how air traffic controllers use radio signals to direct pilots to turn, climb, or descend during flight

- Choose a class leader
- Gallop to the right when the whistle blows once; stop when it blows twice
- Change to the left side on the next signal; repeat with each learner taking a turn as leader

How do we respond quickly and correctly to direction signals while galloping?

- Mentor Creative Activities Grade 3 pg. 60
- Whistle
- Open safe field
- Directional markers
- Markers

Game participation - Team observation - Rule-following assessment

Performing and Displaying

Galloping – Playing a galloping relay race game

By the end of the lesson, the learner should be able to:

- Participate in a galloping relay race applying correct galloping technique
- Work cooperatively within a team to complete the relay
- Relate galloping relay races to how Kenya's 4x100m relay teams coordinate individual speed with perfect baton handovers to achieve national and international success

- Form two teams of equal members
- Place markers at opposite ends of the field
- Gallop in relay from one end to the other; the team that finishes first wins; observe safety

How do teamwork and correct galloping technique help win a relay race?

- Mentor Creative Activities Grade 3 pg. 60
- Field markers or hula hoops
- Flat open field
- Starting line markers

Game participation - Team observation - Skill assessment

Performing and Displaying

Galloping – Creating and performing a galloping routine combining pathways

By the end of the lesson, the learner should be able to:

- Create a simple galloping routine combining at least two pathway types
- Perform the routine with peers in a group
- Relate designing a movement routine to how choreographers plan dance sequences by combining different moves, directions, and formations into a structured, flowing performance

- Use markers to create a square on the ground
- Gallop from the centre to each corner in sequence
- Create a group routine combining straight, zigzag, and circular pathways; present to the class

What makes a good galloping routine that combines different pathways?

- Mentor Creative Activities Grade 3 pg. 62
- Markers or cones
- Open play area
- Routine planning guide

Practical performance - Creativity evaluation - Peer assessment

Performing and Displaying

Galloping – Singing action songs while galloping

By the end of the lesson, the learner should be able to:

- Gallop while singing appropriate action songs
- Coordinate movement with the rhythm of a song
- Relate combining music with movement to how aerobics and Zumba instructors synchronise physical exercises with music rhythm so participants move in unison and maintain energy throughout the session

- Learn an action song suitable for galloping
- Practise galloping to the rhythm of the song
- Perform galloping with singing in groups and cheer each other

How does the rhythm of a song help us gallop more smoothly?

- Mentor Creative Activities Grade 3 pg. 58
- Song lyrics
- Digital music player
- Open safe space

Performance assessment - Coordination observation - Musical integration

Performing and Displaying

Galloping – Observing and assessing peers' galloping performance

By the end of the lesson, the learner should be able to:

- Observe peers' galloping performances using an observation checklist
- Provide specific and constructive feedback to peers
- Relate structured peer assessment to how sports coaches use video analysis and performance checklists to evaluate athletes and give targeted feedback during training sessions

- Watch peers perform galloping activities in all learned directions
- Use the peer assessment table from the course book to tick appropriate columns
- Give helpful and encouraging feedback to each peer assessed

What should we look for when observing a peer's galloping performance?

- Mentor Creative Activities Grade 3 pg. 61
- Peer assessment forms
- Observation checklists
- Open performance area

Peer assessment - Feedback quality review - Observation skills

Performing and Displaying

Galloping – Assessment and review of galloping skills
Sculpture – Identifying sculpture and assemblage as an art technique

By the end of the lesson, the learner should be able to:

- Demonstrate galloping competently in all learned directions: forward, right, left, zigzag, circular
- Complete self and peer assessment using rubrics
- Relate self-assessment in physical education to how professional athletes track their own performance statistics and compare them against their personal bests to set new training goals

- Perform galloping in all learned directions and pathways for final assessment
- Complete self and peer assessment using rubrics
- Discuss progress made and identify one skill to continue improving

How well have I mastered galloping in all directions and pathways?

- Mentor Creative Activities Grade 3 pg. 62
- Assessment rubrics
- Open safe area
- Peer evaluation forms
- Mentor Creative Activities Grade 3 pg. 63
- Pictures of assembled toys
- Digital devices
- Video links on assemblage

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

Sculpture – Identifying materials and tools used for toy assemblage
Sculpture – Collecting and sorting materials for toy assemblage

By the end of the lesson, the learner should be able to:

- Identify materials that can be used for toy assemblage: waste paper, cartons, cloth, wood, plastic, matchsticks, bottle tops, nails, used bottles
- Identify tools used in assemblage: scissors, glue, stapler, wire, hammer
- Relate using locally available materials for assemblage to how upcycling artists and eco-designers in Kenya create furniture and fashion accessories from reclaimed waste materials

- Look at pictures of materials used for assemblage in the course book
- Identify materials available at home and at school
- Discuss which tools would be needed to join each type of material

Which materials and tools can we use to make toys through assemblage?

- Mentor Creative Activities Grade 3 pg. 64
- Sample materials
- Sample tools
- Material sorting containers
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves

Material identification - Oral discussion - Collection assessment

Performing and Displaying

Sculpture – Planning and sketching a toy design before assembly
Sculpture – Making a doll house: preparing the carton structure

By the end of the lesson, the learner should be able to:

- Choose a toy or doll to make through assemblage
- Draw a simple sketch of the planned toy showing its parts
- Relate planning with a sketch before building to how architects draw blueprints before constructing buildings, and how engineers draw technical diagrams before manufacturing products

- Decide as a group on the toy or doll to make
- Draw a simple sketch showing the toy's parts and how they will be joined
- List the materials needed for each part of the toy

Why is it important to plan and sketch a toy before assembling it?

- Mentor Creative Activities Grade 3 pg. 64
- Sketch paper
- Pencils
- Design planning guides
- Mentor Creative Activities Grade 3 pg. 65
- Carton boxes
- Scissors and cutting tools
- Safety guidelines

Design quality - Planning skill - Peer discussion

Performing and Displaying

Sculpture – Making a doll house: decorating walls and floor with coloured paper
Sculpture – Making a doll house: adding curtains, wardrobe, and furniture

By the end of the lesson, the learner should be able to:

- Lay and stick coloured paper on the floor and walls of the doll house
- Use different colours for each wall to create an attractive interior
- Relate using contrasting colours in interior decoration to how interior designers choose complementary colour schemes for walls, floors, and furniture to create aesthetically pleasing living spaces

- Cut coloured paper to fit the floor and each wall of the doll house
- Apply glue and stick the coloured paper onto each surface
- Use a different colour for each wall to create visual variety

How does using different colours on each wall make the doll house more attractive?

- Mentor Creative Activities Grade 3 pg. 65
- Coloured paper
- Glue
- Scissors
- Doll house structure
- Mentor Creative Activities Grade 3 pg. 66
- Cloth pieces
- Stapler
- Small boxes
- Cutting tools

Decoration creativity - Practical assessment - Peer assessment

Performing and Displaying

Sculpture – Completing and improving the doll house with final details
Sculpture – Making a toy car: cutting and shaping the body

By the end of the lesson, the learner should be able to:

- Add finishing details to the doll house such as a circular table cut from hard paper
- Paint or colour details to improve the appearance
- Relate adding finishing details to how product designers add final coatings and finishing touches to manufactured products to make them market-ready and visually appealing

- Cut a circle from hard paper to make a table for the doll house
- Add any remaining features planned in the sketch
- Paint or colour parts to improve appearance; review the completed product against the original sketch

How does adding finishing details improve the overall quality of an assembled toy?

- Mentor Creative Activities Grade 3 pg. 66
- Hard paper
- Paint and brushes
- Adhesives
- Small item attachments
- Mentor Creative Activities Grade 3 pg. 67
- Carton boxes
- Scissors and cutting tools
- Safety guidelines

Completion quality - Aesthetic assessment - Painting skills

Performing and Displaying

Sculpture – Making a toy car: fixing wheels and a pulling string

By the end of the lesson, the learner should be able to:

- Make holes and fix bottle top wheels using wire through the axle holes
- Attach a pulling string to make the toy car functional
- Relate making a functional toy car to how mechanical engineers assemble moving parts such as wheels, axles, and connectors so that a machine performs its intended function

- Make holes at the front and back of the car body for axles
- Thread wire through the holes and fix bottle tops as wheels
- Attach a string at the front for pulling; test the toy car on a flat surface

How do wheels and an axle make a toy car functional?

- Mentor Creative Activities Grade 3 pg. 67
- Wire
- Bottle tops
- String
- Assembled car body

Functionality testing - Assembly completion - Problem-solving observation

Performing and Displaying

Sculpture – Decorating assembled toys to improve their appearance

By the end of the lesson, the learner should be able to:

- Add decorative features to assembled toys such as headlights, windows, and doors
- Paint toys using bright and appropriate colours
- Relate decorating functional objects to how product manufacturers add colour and design features to consumer goods to make them more attractive and marketable to buyers

- Add headlights, windows, and doors to toy cars using small materials
- Paint toys using bright colours
- Add finishing touches to dolls and doll houses using available materials

How do decorations and paint improve the appearance and appeal of assembled toys?

- Mentor Creative Activities Grade 3 pg. 68
- Paint and brushes
- Decorative materials
- Small item attachments
- Adhesives

Aesthetic assessment - Painting skills - Decoration creativity

Performing and Displaying

Sculpture – Using completed toys for play and singing

By the end of the lesson, the learner should be able to:

- Use completed toys and dolls for creative play with peers
- Sing appropriate songs while playing with toys
- Relate playing with self-made toys to how children in many Kenyan communities have historically made their own toys from clay, sticks, and recycled materials, fostering creativity and self-reliance from an early age

- Play with completed toys and dolls in groups
- Sing action songs related to the play activity
- Share toys with peers and observe respectful sharing during play

How can we use our assembled toys for creative play?

- Mentor Creative Activities Grade 3 pg. 68
- Completed toys and dolls
- Play space
- Song lyrics
- Safe play area

Play observation - Social interaction - Enjoyment assessment

Performing and Displaying

Sculpture – Displaying and presenting assembled toys to peers

By the end of the lesson, the learner should be able to:

- Prepare and organise completed toys for a class exhibition
- Present toys to peers explaining the making process
- Relate presenting handmade products at a class exhibition to how artisans display their craft at the Kenya Cultural Centre and community craft fairs to share their skills and sell their work

- Organise completed toys and dolls on display tables
- Present each toy explaining materials used and steps followed
- Walk around and appreciate peers' assembled toys; give polite and constructive feedback

How should we present our assembled toys to share what we learned?

- Mentor Creative Activities Grade 3 pg. 69
- Display tables
- Presentation cards
- Gallery space
- Evaluation forms

Presentation skills - Display organisation - Peer appreciation

Performing and Displaying

Sculpture – Assessment and review of toy assemblage skills
Forward Roll and V-Balance – Identifying the forward roll and V-balance in gymnastics

By the end of the lesson, the learner should be able to:

- Demonstrate competence in all stages of toy assemblage from planning to finishing
- Complete self and peer assessment using rubrics
- Relate structured assessment of assembled products to how quality control teams in manufacturing companies inspect finished products against design specifications before approving them for sale

- Use assessment rubrics to evaluate own and peers' assembled toys
- Complete self and peer assessment forms
- Reflect on what was learned about assemblage and identify one area for improvement

What makes a well-assembled toy and how can we improve our assemblage skills?

- Mentor Creative Activities Grade 3 pg. 69
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection journals
- Mentor Creative Activities Grade 3 pg. 70
- Pictures of gymnastics skills
- Digital devices
- Video clips

Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

Forward Roll and V-Balance – Identifying body parts used in forward roll and V-balance
Forward Roll and V-Balance – Making improvised field markers for gymnastics

By the end of the lesson, the learner should be able to:

- Identify body parts used in the forward roll: hands, head, back, and feet
- Identify body parts used in the V-balance: hands, legs, bottom, and head
- Relate understanding which body parts are engaged in gymnastics to how sports scientists and physiotherapists identify the muscles and joints involved in physical activities to design targeted training and rehabilitation programmes

- Watch video clips showing forward roll and V-balance
- Discuss and list body parts used in each skill
- Identify how each body part contributes to the success of the skill

Which body parts are most important for performing the forward roll and V-balance?

- Mentor Creative Activities Grade 3 pg. 70
- Digital devices
- Video clips
- Body part charts
- Pictures
- Mentor Creative Activities Grade 3 pg. 71
- Recyclable materials
- Cutting tools
- Adhesives
- Labelling materials

Discussion participation - Body part identification - Video analysis

Performing and Displaying

Forward Roll and V-Balance – Labelling markers and setting up the practice field
Forward Roll and V-Balance – Learning the correct starting position and safety rules for forward roll

By the end of the lesson, the learner should be able to:

- Write appropriate group labels on completed field markers
- Use field markers to organise the practice area into designated zones
- Relate organising a practice field to how sports venue managers and event coordinators lay out playing areas, lanes, and zones before competitions so all participants know exactly where they should be

- Write labels on field markers such as Group A, B, C, D
- Make four field markers for use during gymnastics practice
- Mark the field using the improvised markers and assign groups to zones

How do field markers help us organise and improve our gymnastics practice?

- Mentor Creative Activities Grade 3 pg. 72
- Completed marker bases
- Writing materials
- Field space
- Organisation plan
- Mentor Creative Activities Grade 3 pg. 73
- Flat safe surface
- Gymnastics mats
- Safety guidelines

Labelling accuracy - Organisation skills - Marker placement

Performing and Displaying

Forward Roll and V-Balance – Performing the forward roll step by step
Forward Roll and V-Balance – Practising forward roll in different directions

By the end of the lesson, the learner should be able to:

- Perform the forward roll following the correct sequence: squat, place hands, tuck chin, push off with feet, roll along curved back, land
- Stand up without using hands for support after rolling
- Relate the mechanics of a forward roll to how crash mats and airbags in vehicles are designed using the same principle of distributing force across a curved surface to reduce injury on impact

- Follow the step-by-step forward roll guide in the course book
- Drop head between arms, tuck chin to chest, push off with feet and roll
- Keep legs straight during roll; bend only at the end and stand without hand support

How do we perform a forward roll safely and correctly?

- Mentor Creative Activities Grade 3 pg. 74
- Gymnastics mats
- Flat safe surface
- Spotting assistance
- Mentor Creative Activities Grade 3 pg. 75
- Group practice space
- Direction markers

Technique assessment - Safety compliance - Rolling execution

Performing and Displaying

Forward Roll and V-Balance – Learning the correct starting position for V-balance
Forward Roll and V-Balance – Completing and holding the V-balance position

By the end of the lesson, the learner should be able to:

- Assume the correct starting position for V-balance: sit upright on the ground with legs extended
- Lift legs off the ground gradually while using hands for initial support
- Relate learning new balance skills incrementally to how pilots learn to fly using flight simulators before graduating to real aircraft, building confidence and skill in safe, controlled stages

- Warm up by stretching arms, back, and legs
- Sit on the ground with the upper body upright and legs extended
- Lift legs off the ground slightly while using hands on the floor for support

Why do we use hands for support when first learning the V-balance?

- Mentor Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Flat surface
- Support aids
- Mentor Creative Activities Grade 3 pg. 76
- Balance aids
- Mirror for self-checking
- Timing device

Position assessment - Lifting technique - Balance attempt

Performing and Displaying

Forward Roll and V-Balance – Playing the "Simon Says" game combining forward roll and V-balance

By the end of the lesson, the learner should be able to:

- Follow the leader's instructions to perform forward roll or V-balance on command
- Combine both skills within a game context
- Relate following precise instructions under pressure to how emergency response teams must perform specific actions immediately on command during drills, where hesitation or incorrect action can have serious consequences

- Warm up by stretching
- Choose a leader to call "Simon Says" instructions
- Perform forward roll or V-balance only when preceded by "Simon Says"; take turns as leader and cool down by stretching

How does playing "Simon Says" help us practise forward roll and V-balance?

- Mentor Creative Activities Grade 3 pg. 77
- Gymnastics mats
- Flat safe surface
- Performance space

Game participation - Skill integration - Observation

Performing and Displaying

Forward Roll and V-Balance – Singing action songs while performing forward roll and V-balance

By the end of the lesson, the learner should be able to:

- Sing an appropriate action song while performing the forward roll
- Sing an appropriate action song while performing the V-balance
- Relate combining music with gymnastics to how Olympic floor gymnasts choose musical scores that match the rhythm and energy of their routines to create powerful performances

- Learn an action song suitable for gymnastics performance
- Perform forward rolls while singing the action song
- Perform V-balances while singing the action song; cool down by stretching slowly

How does singing during gymnastics make practice more enjoyable and coordinated?

- Mentor Creative Activities Grade 3 pg. 78
- Song lyrics
- Music player
- Practice mats
- Performance space

Song integration - Coordination assessment - Enjoyment observation

Performing and Displaying

Forward Roll and V-Balance – Group rotation practice at forward roll and V-balance stations

By the end of the lesson, the learner should be able to:

- Rotate between forward roll and V-balance practice stations following a schedule
- Practise each skill at its designated station
- Relate station rotation in physical education to how factory assembly lines rotate workers through different stations so each worker develops expertise in multiple tasks and the production line continues efficiently

- Form groups and assign each to a starting station
- Practise the skill at the assigned station for a set time
- Rotate to the next station on signal; repeat until all groups have visited both stations

How does rotating between stations help us improve in both skills?

- Mentor Creative Activities Grade 3 pg. 78
- Multiple practice stations
- Rotation schedule
- Field markers
- Timing device

Rotation compliance - Station performance - Time management

Performing and Displaying

Forward Roll and V-Balance – Peer assessment of forward roll and V-balance performance
Forward Roll and V-Balance – Final assessment and review of forward roll and V-balance

By the end of the lesson, the learner should be able to:

- Observe a peer's forward roll and V-balance performance using an assessment checklist
- Provide specific and constructive feedback to support improvement
- Relate peer assessment to how sports coaches use video playback with athletes to pinpoint specific technical errors and give targeted corrections rather than general comments

- Observe each peer performing a forward roll and a V-balance
- Use the course book assessment table to tick observations and note comments
- Share feedback kindly and specifically; discuss areas of strength and improvement

What specific things should we look for when assessing a peer's forward roll and V-balance?

- Mentor Creative Activities Grade 3 pg. 79
- Assessment checklists
- Peer evaluation forms
- Practice mats
- Assessment rubrics
- Gymnastics mats
- Peer evaluation forms

Checklist completion - Performance assessment - Feedback quality