Performing and Displaying

Rounds – Aurally identifying a round performance

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

Observation - Oral questions - Aural tests

Performing and Displaying

Rounds – Understanding performance techniques for singing rounds

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

- Identify performance techniques required for rounds: correct posture, accurate tune, clear words, correct entries, and keeping to own part
- Explain why each performance technique matters in a round
- Relate maintaining correct performance techniques to how professional choir members in the Kenya Music Festival are adjudicated on posture, diction, and accuracy

- Discuss performance techniques needed for rounds using a chart
- Practise sitting or standing upright as correct posture for singing
- Discuss what happens when a singer shifts to another group's part

Why is it important to maintain correct performance techniques when singing a round?

- Mentor Creative Activities Grade 3 pg. 52
- Charts showing performance techniques
- Digital devices
- Audio recordings

Oral questions - Practical demonstration - Peer assessment

Performing and Displaying

Rounds – Singing the tune of a round with pitch accuracy

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

Aural tests - Practical tests - Observation

Performing and Displaying

Rounds – Singing rounds with clarity of words

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

- Articulate words of a round clearly so the message is understood
- Practise correct pronunciation of round lyrics
- Relate clear word articulation to how news anchors, public speakers, and radio presenters train to pronounce every word distinctly so listeners understand them clearly

- Practise pronouncing each word of the round lyrics clearly
- Sing the round focusing on clear diction
- Listen to a peer's singing and identify any unclear words

Why must words be pronounced clearly when singing a round?

- Mentor Creative Activities Grade 3 pg. 53
- Round lyrics flashcards
- Mirrors for articulation practice
- Digital recording devices

Performance assessment - Self-assessment - Peer assessment

Performing and Displaying

Rounds – Understanding correct entries and keeping to own part in a 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

Group performance - Observation - Peer feedback

Performing and Displaying

Rounds – Singing "Are You Sleeping" as a two-part round
Rounds – Describing and discussing the message in a round

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

- Sing the round "Are You Sleeping" in unison first before splitting into two groups
- Perform "Are You Sleeping" as a two-part round with Group A starting first
- Relate the overlapping structure of the round to how a conversation echo works, where the second speaker repeats the first speaker's words while the first continues talking

- Organise into two groups
- Sing the song together in unison first
- Sing again as a two-part round: Group A starts; Group B joins after the first line; both groups keep to their own parts to the end

How do two groups sing the same song starting at different times without losing their parts?

- Mentor Creative Activities Grade 3 pg. 53
- Song lyrics charts
- Audio recording of the round
- Visual entry guides
- Chart paper for message analysis
- Discussion guides

Practical performance - Group observation - Self-assessment

Performing and Displaying

Rounds – Singing "Row, Row, Row Your Boat" as a three-part round

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

- Sing "Row, Row, Row Your Boat" accurately in unison
- Perform "Row, Row, Row Your Boat" as a three-part round with each group entering at a different point
- Relate the three-part round structure to how a three-lane highway carries traffic moving at different speeds but all going in the same direction simultaneously

- Form three groups and practise the melody together in unison
- Assign each group a different entry point
- Perform the round maintaining accuracy of tune and keeping to own part; discuss the activity

How do three groups sing the same song starting at three different points?

- Mentor Creative Activities Grade 3 pg. 54
- Song lyrics charts
- Audio of the round
- Visual aids showing group entries

Performance assessment - Group observation - Self-assessment

Performing and Displaying

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 "Row, Row, Row Your Boat"
- Relate the themes of the song to life lessons about facing challenges calmly
- Relate interpreting songs to how cultural commentators and music journalists analyse lyrics to uncover deeper messages about society and human experience

- Perform the round as a three-part round
- Discuss the meaning of "Life is but a dream" and other lyrics
- Share personal interpretations of the song's message with peers

What life message does "Row, Row, Row Your Boat" communicate?

- Mentor Creative Activities Grade 3 pg. 54
- Song lyrics sheets
- Chart paper for message mapping
- Discussion guides

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 – 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 – 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 – 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 – 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 – 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 – 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 – 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

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

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

Performing and Displaying

Rounds – Assessment and review of round performance skills

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

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

Performing and Displaying

Galloping – Identifying galloping as a movement skill

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

- Define galloping as running fast so that all feet come off the ground simultaneously during forward movement
- Identify animals that use galloping movement such as horses, zebras, camels, and giraffes
- Relate galloping to how the gallop stride of a racehorse is studied by sports scientists to design faster robotic legs and improve the biomechanics of running athletes

- Look at pictures of horses, zebras, and other galloping animals
- Discuss how galloping animals move all feet off the ground at once
- Watch a video of galloping movement and answer guided questions about foot sequence and body position

What is galloping and which animals use galloping movement?

- Mentor Creative Activities Grade 3 pg. 56
- Pictures of galloping animals
- Open safe space
- Digital devices for video

Observation - Oral questions - Practical identification

Performing and Displaying

Galloping – Identifying directions and body position during galloping

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

Practical demonstration - Observation - Peer discussion

Performing and Displaying

Galloping – Demonstrating basic galloping steps
Galloping – Galloping forward along a straight marked path

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

- Perform the basic galloping action: step forward with one foot and quickly bring the other foot to meet it
- Maintain a steady galloping rhythm while moving forward
- Relate learning movement patterns step by step to how physical therapists teach stroke patients to relearn walking by breaking movement into small, manageable steps

- Stand with feet together
- Take a big step forward with one foot and quickly bring the other foot to meet it
- Repeat the galloping action twice and discuss with peers how it felt

What is the correct sequence of steps for galloping?

- Mentor Creative Activities Grade 3 pg. 57
- Flat open ground
- Field markers
- Safe play area
- Cones or field markers
- Open flat ground
- Measuring tape

Practical performance - Observation - Self-assessment

Performing and Displaying

Galloping – Galloping to the right and left along a marked line

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

- Gallop to the right side of a marked line
- Gallop to the left side of a marked line
- Relate lateral galloping to how basketball and tennis players use lateral shuffle movements to defend against opponents, relying on the same weight-transfer mechanics as galloping

- Mark a straight line at the centre of the play area
- Stand along the marked line and gallop to the right side
- Return by galloping to the left side; take turns and observe safety

How is galloping sideways different from galloping forward?

- Mentor Creative Activities Grade 3 pg. 58
- Chalk or rope for lines
- Flat open ground
- Field markers

Practical demonstration - Peer observation - Skill assessment

Performing and Displaying

Galloping – Galloping along a zigzag 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

Practical performance - Pattern recognition assessment - Observation

Performing and Displaying

Galloping – Galloping along a circular pathway

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

- Gallop following a circular pathway marked on the ground
- Maintain balance and direction while galloping in a circle
- Relate circular galloping to how horses in a show ring gallop in circles for judges, and how athletic sprinters on a curved track must adjust their lean and stride to maintain speed through the bend

- Draw a circle on the ground using chalk or rope
- Gallop around the circle maintaining correct form
- Change direction and gallop around the circle the other way; observe safety

How do we maintain balance and direction when galloping in a circle?

- Mentor Creative Activities Grade 3 pg. 59
- Chalk or rope for circle
- Flat safe ground
- Pattern diagrams

Practical demonstration - Balance assessment - Pattern execution

Performing and Displaying

Galloping – Playing the whistle-directed 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

Game participation - Team observation - Rule-following assessment

Performing and Displaying

Galloping – Playing the red light, green light galloping game

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

- Gallop quickly in any direction when the leader says "green light"
- Stop immediately and freeze when the leader says "red light"
- Relate the red light, green light game to how traffic signals control the flow of vehicles on roads, and how computer processors use binary on/off signals to control all digital functions

- Choose a leader
- Gallop quickly in any direction on "green light"
- Freeze completely on "red light"; continue on the next "green light" signal; take turns as leader and cheer each other

Why is it important to stop and start quickly in a galloping game?

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

Game participation - Observation - Peer 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 – 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 – 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 – 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

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

Galloping – Assessment and review of galloping skills

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

Sculpture – Identifying sculpture and assemblage as an art technique

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

- Define sculpture as the art of making free-standing three-dimensional forms
- Define assemblage as making sculptures by joining different materials found in the environment
- Relate assemblage to how industrial designers assemble components from different materials such as metal, plastic, and rubber to build products like vehicles and electronic devices

- Search online for toys and dolls created by assemblage using the provided video link
- Look at pictures of assembled toys in the course book
- Discuss how the toys are made and what materials are used

What is assemblage and how is it different from other sculpture techniques?

- Mentor Creative Activities Grade 3 pg. 63
- Pictures of assembled toys
- Digital devices
- Video links on assemblage

Observation - Oral questions - Video analysis

Performing and Displaying

Sculpture – Identifying materials and tools used 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

Material identification - Oral discussion - Collection assessment

Performing and Displaying

Sculpture – Collecting and sorting materials for toy assemblage

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

- Collect recyclable and reusable materials from the environment for toy making
- Sort collected materials according to intended use
- Relate responsible collection of recyclable materials to how waste management programmes in Kenyan cities sort collected waste into categories for recycling, reuse, and safe disposal

- Collect recyclable materials from the school compound or home
- Sort materials into categories: cartons and boxes, cloth, sticks, bottle tops, wires
- Store sorted materials in the Creative Corner for use in subsequent lessons

Where can we find suitable materials for making toys through assemblage?

- Mentor Creative Activities Grade 3 pg. 64
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves

Collection effort - Sorting accuracy - Material organisation

Performing and Displaying

Sculpture – Planning and sketching a toy design before assembly

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

Design quality - Planning skill - Peer discussion

Performing and Displaying

Sculpture – Making a doll house: preparing the carton structure

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

- Cut and shape a carton box to form the walls and floor of a doll house
- Cut windows on the walls of the doll house
- Relate cutting and shaping materials to how carpenters and construction workers cut and shape timber and metal into the precise forms required for a building

- Collect materials of different types as planned
- Cut and remove two faces of the carton to leave two walls and a floor
- Smooth the edges of the corners; cut two windows on each wall observing safety

How do we prepare and shape a carton box to form a doll house structure?

- Mentor Creative Activities Grade 3 pg. 65
- Carton boxes
- Scissors and cutting tools
- Safety guidelines

Practical demonstration - Assembly skill assessment - Safety compliance

Performing and Displaying

Sculpture – Making a doll house: decorating walls and floor with coloured paper

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

Decoration creativity - Practical assessment - Peer assessment

Performing and Displaying

Sculpture – Making a doll house: adding curtains, wardrobe, and furniture

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

- Cut cloth to make curtains and attach them to windows using staples
- Make a miniature wardrobe from a small box with cut-out doors
- Relate making miniature furniture to how architects and interior designers create scale models of rooms to show clients how the finished space will look before construction begins

- Cut cloth pieces to create curtains and staple or glue them to window edges
- Use a small box to draw, cut, and assemble a miniature wardrobe
- Add other furniture details to the doll house as planned

How do small details like curtains and furniture make a doll house look more realistic?

- Mentor Creative Activities Grade 3 pg. 66
- Cloth pieces
- Stapler
- Small boxes
- Cutting tools

Practical demonstration - Detail assessment - Creativity evaluation

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 – 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 – 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 – 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 – 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

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

Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

Sculpture – Assessment and review of toy assemblage skills

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

Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

Forward Roll and V-Balance – Identifying the forward roll and V-balance in gymnastics
Forward Roll and V-Balance – Identifying body parts used in forward roll and V-balance

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

- Define the forward roll as a gymnastics movement where the body rolls forward in a tucked position
- Define the V-balance as a gymnastics position where the body forms a V-shape with legs extended and torso off the ground
- Relate gymnastics skills to how Olympic gymnasts and acrobats train these foundational movements as building blocks for more complex routines

- Watch a video or demonstration of a forward roll and a V-balance
- Discuss the body positions used in each skill
- Identify differences between the forward roll and the V-balance

What is a forward roll and what is a V-balance?

- Mentor Creative Activities Grade 3 pg. 70
- Pictures of gymnastics skills
- Digital devices
- Video clips
- Video clips
- Body part charts
- Pictures

Observation - Oral questions - Skill identification

Performing and Displaying

Forward Roll and V-Balance – Making improvised field markers for gymnastics

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

- Identify materials for making field markers such as stiff paper, carton, and plastic containers
- Construct functional field markers step by step
- Relate making improvised practice equipment to how sports teams in under-resourced communities improvise training equipment from local materials, developing problem-solving and resourcefulness skills alongside athletic skills

- Look at pictures of items that can be used as markers
- Collect stiff paper, carton, and other suitable materials
- Follow steps to make field markers: cut sections, make a base, fix a stick, paint, and label

Why do we need field markers and how do we make them?

- Mentor Creative Activities Grade 3 pg. 71
- Recyclable materials
- Cutting tools
- Adhesives
- Labelling materials

Material selection - Construction skill - Marker functionality

Performing and Displaying

Forward Roll and V-Balance – Labelling markers and setting up the practice field

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

Labelling accuracy - Organisation skills - Marker placement

Performing and Displaying

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:

- Assume the correct starting position for the forward roll: squat with feet together and hands shoulder-width apart
- State safety rules for performing forward rolls: remove obstacles, warm up, use a flat surface
- Relate injury prevention in gymnastics to how Formula 1 racing teams conduct rigorous pre-race safety checks because a small error at high speed could be fatal

- State and practise safety rules for forward roll
- Warm up by stretching arms, back, and legs
- Practise assuming the correct starting position: squat, feet together, hands on the ground shoulder-width apart

Why is correct starting position and safety preparation important before performing a forward roll?

- Mentor Creative Activities Grade 3 pg. 73
- Flat safe surface
- Gymnastics mats
- Safety guidelines

Position assessment - Practical demonstration - Safety observation

Performing and Displaying

Forward Roll and V-Balance – Performing the forward roll step by step

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

Technique assessment - Safety compliance - Rolling execution

Performing and Displaying

Forward Roll and V-Balance – Practising forward roll in different directions

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

- Perform a forward roll rolling forward
- Perform a forward roll rolling to the right side
- Perform a forward roll rolling to the left side
- Relate rolling in multiple directions to how a skilled gymnast can control their body's rotational direction, similar to how a skilled driver can navigate a vehicle in any direction with precision

- Practise rolling forward in groups facing the same direction
- Roll to the right side and then to the left side
- Stand and stretch after each roll; observe safety throughout

How does practising forward rolls in different directions improve body control?

- Mentor Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Group practice space
- Direction markers

Group coordination - Safety compliance - Skill execution

Performing and Displaying

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

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

Position assessment - Lifting technique - Balance attempt

Performing and Displaying

Forward Roll and V-Balance – Completing and holding the V-balance position

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

- Lift hands off the ground and raise them above the head while in V-position
- Straighten legs fully to form the V-shape and hold the position
- Relate holding a sustained balance to how yoga practitioners and martial artists train to hold difficult balance positions for extended periods, developing core strength, focus, and body control

- Sit with legs lifted and lean back slightly
- Lift hands off the ground and stretch them above the head
- Straighten legs to form a full V-shape; hold as long as possible; lower slowly and cheer each other

How do we form and hold a correct V-balance position?

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

Balance achievement - Form assessment - Hold duration

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 – 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 – 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

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

Checklist completion - Performance assessment - Feedback quality

Performing and Displaying

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

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

Checklist completion - Performance assessment - Feedback quality

Performing and Displaying

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:

- Demonstrate both forward roll and V-balance with correct technique
- Complete self and peer assessment using rubrics
- Relate structured final assessment to how gymnastics judges at competitions score athletes on each element of a routine using standardised rubrics that award marks for correct technique, control, and performance quality

- Perform both the forward roll and the V-balance for final assessment
- Apply all safety rules and warm-up procedures
- Complete self and peer assessment rubrics and discuss progress made

How well have I mastered the forward roll and V-balance?

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

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:

- Demonstrate both forward roll and V-balance with correct technique
- Complete self and peer assessment using rubrics
- Relate structured final assessment to how gymnastics judges at competitions score athletes on each element of a routine using standardised rubrics that award marks for correct technique, control, and performance quality

- Perform both the forward roll and the V-balance for final assessment
- Apply all safety rules and warm-up procedures
- Complete self and peer assessment rubrics and discuss progress made

How well have I mastered the forward roll and V-balance?

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

Practical assessment - Self-assessment - Peer assessment