Free short notes and revision cards
Grade 3 Health and Physical Education on Temari has 7 revision cards, arranged by the chapters of the Ethiopian national curriculum. Every card says when the rule applies, what each symbol in it stands for, and the mistake students most often make with it. They are free to read and need no account.
When you use it
Use this when you run between cones set in one line or two lines and must change direction quickly to build speed, agility and fast response.
Drafted from Grade 3 Health and Physical Education, pages 1-14, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | Stand on the spot and listen to the sombosoma beat. |
| 2 | Turn the rope forward with your hands. |
| 3 | Jump over the rope with both feet, one jump for each turn. |
| 4 | Keep the jumps in time with the beat of the drum. |
When you use it
Use these steps when asked how to skip forward with a rope on the spot, timed to a sombosoma beat or drum sound.
Drafted from Grade 3 Health and Physical Education, pages 15-20, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | When the whistle blows, run around the circle. |
| 2 | When a number is called, link with the classmates in front of and behind you to make that number. |
| 3 | Do not link beyond the classmates in front of or behind you. |
| 4 | Do not link in a group larger or smaller than the number called. |
When you use it
Use these rules when you play the number-linking game, where the teacher calls a number and players must link into a group of that size.
Watch out
Check the called number before you link, because joining a group with more or fewer students than called is not allowed.
Drafted from Grade 3 Health and Physical Education, pages 21-31, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | Lie face down on the chest on the ground. |
| 2 | Lift the arms and legs off the ground. |
| 3 | Raise them slightly higher than the starting point each time. |
| 4 | Repeat slowly and continuously. |
When you use it
Use when asked which exercise builds waist and stomach muscle strength, such as lifting the arms and legs while lying on the chest.
Watch out
Rushing the movement loses the change the chapter describes; the result comes only from slow, continuous repetition.
Drafted from Grade 3 Health and Physical Education, pages 32-47, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | Kneel on the supporting mat. |
| 2 | Stretch both elbows forward from the knees to form a triangle, and place your forehead where your hands rest. |
| 3 | Return your hands to where your knees are. |
| 4 | Once you are sure the supporting leg will hold you, lift both legs up and straighten them. |
When you use it
Reach for this when a student must perform or describe the forehead stand (በግንባር መቆም) on a supporting mat in the basic gymnastics task.
Watch out
Lift the legs only after confirming that the supporting leg will hold you. Lifting before this check is the unsafe error.
Drafted from Grade 3 Health and Physical Education, pages 48-55, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | Stand on both feet on the mat. |
| 2 | Crouch and place your hands on the mat. |
| 3 | Pass the weight onto your hands and shoulders. |
| 4 | Roll forward over your back. |
| 5 | Land on the soles of both feet and rise. |
When you use it
Reach for this when a student must perform or describe the forward roll (ወደፊት መንከባለል) on a mat in the practical gymnastics task.
Watch out
Do not roll straight off the feet. The crouch and the transfer of weight through the hands and shoulders come first, and the roll must finish on the soles of both feet.
Drafted from Grade 3 Health and Physical Education, pages 48-55, then checked twice before it went up
| Step | Action |
|---|---|
| 1 | Draw small circles on the ground. |
| 2 | Stand at a set distance and throw a shell or button. Whoever lands closest to the circle, or inside it, starts. |
| 3 | Every player puts in the same number of shells or buttons. |
| 4 | The starter gathers all the shells or buttons and throws them towards the circle. |
| 5 | If every shell lands inside the circle, the starter takes them all. |
| 6 | If not, the leftover shells pass to the second player, then the third, and the game continues. |
When you use it
Use these steps when you need to start and run the shell or button throwing game, a traditional game of balance and aim.
Watch out
The starter is the player closest to the circle or inside it, not the player who throws hardest. Also, every player must put in the same number of shells or buttons before the first throw.
Drafted from Grade 3 Health and Physical Education, page 56 onwards, then checked twice before it went up
The student textbook for the new curriculum, free as a PDF. The cards on this page follow its chapters.
Ministry of Education edition, Amharic
72 pages
Oromia Education Bureau edition, Afaan Oromoo
91 pages
An exam paper keeps asking for what the year below taught. Those cards are here too.
Everything else in this year that has cards so far.
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