Traditional Games · SHS3 Physical Education…

Lesson notes

Learning Objectives

Indicator: 3.1.4.LI.2 - Identify the basic skills in performing Tumatu (hopscotch) and ampe.

By the end of the lesson, learners can:

List at least four basic skills required for performing Tumatu (hopscotch), such as hopping, balancing, throwing, and aiming.
List at least four basic skills required for performing ampe, such as jumping, clapping, rhythmic stepping, and coordination.
Describe the correct sequence of play in a standard Tumatu game, from tossing the marker to completing the grid.
Explain how the basic skills in Tumatu and ampe differ from the skills used in chaskele, which was covered in the previous lesson.
Demonstrate at least two basic skills (one from Tumatu, one from ampe) while following the rules of the game.

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Curriculum details

Strand: Physical Activity and Health (Strand 1)
Sub-strand: Traditional Games (1.4)
Content standard: 3.1.4.CS.2 - Demonstrate the ability to apply basic movement in performing traditional games. 3.1.4.LO.1 Demonstrate the ability in performing chaskele. 3.1.4.LO.2 Demonstrate the ability in performing Tumatu (hopscotch) and ampe
Indicator: 3.1.4.LI.2 - Identify the basic skills in performing Tumatu (hopscotch) and ampe.
Suggested placement: Semester 2, Week 11 (Week 31 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 81

Exemplars (from the NaCCA curriculum)

Direct Instruction: Introduction and Demonstration: Give a brief introduction about the history and rules of tumatu and demonstrate the steps, explaining each part clearly for learners to understand.
Practice: Have learners practice each step individually before putting it all together.
Collaborative Learning: Group Work: Divide learners into small groups and have them draw their hopscotch grids. Guide each group to take turns practicing while others observe and provide feedback.
Activity-based Learning: Create mind maps on various career pathways in health and wellness

Assessment (3.1.4.AS.2): Level 1: What is the primary objective of hopscotch? Level 1: Which part of the body should not touch the ground during hopping? Level 2: Describe the sequence of play in a standard hopscotch game. Level 3 Demonstrate how to perform the tamatu.

Teaching and Learning Resources:
- Online resources
- Pictures/charts
- Phones/laptops
- Projectors
- Showing or exhibiting opportunities in Physical Activities and Health.
- Videos
- Textbooks
- Any other relevant materials.
- Any other equipment found in the community fit for purpose