Creating and Executing

Skipping – Using a skipping rope for individual rope skipping

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

- Hold and turn a skipping rope correctly
- Jump over the rope with timing as it reaches the feet
- Relate rope skipping to competitive jump rope events and sports conditioning drills used by professional boxers and athletes to improve footwork and cardiovascular fitness

- Practise holding the rope properly at both ends
- Turn rope over the head and skip over it as it reaches the feet
- Maintain a steady rhythm while increasing speed gradually

What skills are needed to use a skipping rope effectively?

- Mentor Creative Activities Grade 3 pg. 29
- Skipping ropes
- Open space
- Safe ground

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Playing games that involve skipping in different directions

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

Participatory assessment - Practical tests - Peer assessment

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
- Television 

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
-Television  Demonstration videos

Practical demonstration - Observation - Peer discussion

Performing and Displaying

Galloping – Demonstrating basic galloping steps

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

Practical performance - Observation - Self-assessment

Performing and Displaying

Galloping – Galloping forward along a straight marked path

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

Practical performance - Observation - Skill 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
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

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

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:

- 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
- Television
- Video clips

Observation - Oral questions - Skill identification

Performing and Displaying

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:

- 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
- Television 
- Video clips
- Body part charts
- Pictures

Discussion participation - Body part identification - Video analysis

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 – 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
- Timing device

Balance achievement - Form assessment - Hold duration