2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPICS Development of the self Development of the self Development of the self
Formal
assessment
Basic hygiene principles Basic hygiene principles Basic hygiene principles

CORE CONCEPTS, Positive self-esteem: Other influences on Abilities, interests and Create opportunities for Action plan to improve Peer pressure: Appropriate responses Problem-solving skills Mediation skills Peacekeeping skills: Assignment/case
SKILLS AND Body image body image: Media and potential: Identify own making the most of own abilities, pursue Examples of peer to peer pressure in in conflict situations: Reading skills: Reading Acceptance of self and study
VALUES Understanding and society abilities, interests and own abilities, interests own interests and pressure in different different situations Keeping safe and how with understanding and others, demonstration
respecting body Acceptance of the self potential and potential: Explore develop own potential situations: School and Reading skills: Reading to protect self and fluency of respect for others,
changes Relationship between a variety of sources Reading skills: Reading community with understanding and others co-operation, personal
Reading skills: Reading responsibility for one’s
with understanding and abilities, interests and with understanding and fluency
potential fluency actions and listening
fluency Reading about ways to
Reading texts on how to resist peer pressure: Reading about
Reading about positive peacekeeping and
influences on body identify and develop Interpret/explain and
own abilities, interests relate what has been mediation skills:
image: Interpret/explain Interpret/explain and
and relate what has and potential: studied
Interpret/explain and relate what has been
been studied studied
relate what has been
studied

PHYSICAL EDUCATION • Participation in a variety of striking and fielding games Movement performances in a variety of striking Participation in a variety of striking and fielding games Movement performances in a variety of striking
and fielding games and fielding games
• Safety measures during striking and fielding games

RESOURCES TO • Textbook, books on care and respect for the body and conflict situations
ENHANCE LEARNING
• Textbooks and resources
• Games and sport and resources for safety

INFORMAL
Homework/classwork/worksheets
ASSESSMENT

SBA (FORMAL Written task: 30 marks

ASSESSMENT) Physical Education: 30 marks

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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 AND 11

CAPS TOPICS Development of the self Social development of the self Formal assessment
Learners will be assessed on Term 1 and 2’s work
Basic hygiene principles Basic hygiene principles Basic hygiene principles A controlled, school-based test

CORE CONCEPTS, Self-management Prioritising Developing an Bullying: Reasons Getting out of the Cultural rites of Meaning of each Personal and social The dignity of the person Outline for test
SKILLS AND skills: responsibilities activity plan: for bullying bullying habit: Where passage: Important stage significance of each in a variety of religions in
VALUES Responsibilities at Homework, house to find help stages in the stage South Africa Section A: 15 marks Section B: 15 marks
school and home chores and playing Reading skills: individual’s life in Reading skills: Reading skills: Reading
time Reading with South African cultures: Reading with with understanding and • The questions will be • Case study may be used
Reading skills: understanding and birth, baptism, understanding and fluency matching columns and/or • The questions will be a
Reading with fluency wedding and death fluency fill in/complete sentences combination of three or more
Reading about the dignity and/or lists
understanding and Reading about how Reading about of a person in different types of questions: State,
fluency to get out of the habit important life stages religions: Interpret/explain • Questions will test explain, discuss and describe
Reading about self- of bullying: in different cultures: and relate what has been understanding and • Questions will be short open-
management skills: Interpret/explain and Interpret/explain and studied factual knowledge ended and knowledge-based
Interpret/explain and relate what has been relate what has been questions that include
relate what has been studied studied information that learners
studied have acquired from the
Personal and Social
Wellbeing class
• Learners will provide direct
responses and full sentence
in point form
• One question will focus on
the application of knowledge
and skills, and responses will
either be full sentences in
point form or a short
paragraph
• Learners will solve problems,
make decisions and give
advice
• They will provide a few direct
responses

Note: Information provided in the case studies should be current, up

to date, age appropriate and learner-friendly

PHYSICAL • Participation in a physical fitness programme to develop Movement performance in a physical fitness Participation in a physical fitness programme to develop particular Movement performance in Participation in a physical Movement performance in a
EDUCATION particular aspects of fitness programme to develop particular aspects of aspects of fitness a physical fitness fitness programme to develop physical fitness programme to
fitness. programme to develop particular aspects of fitness develop particular aspects of
• Safety measures relating to physical fitness activities
particular aspects of fitness
fitness

RESOURCES TO • Textbook, newspaper articles and posters

ENHANCE
• Resources for sequence movement activities
LEARNING
• Resources for safety

INFORMAL
Homework/classwork/worksheet
ASSESSMENT

SBA (FORMAL Controlled test: 30 marks (Terms 1 and 2 content)

ASSESSMENT) Physical education: 30 marks

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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPICS Social responsibility Social responsibility Social responsibility Social responsibility
Formal assessment
Basic hygiene principles Basic hygiene principles Basic hygiene principles Basic hygiene principles

CORE CONCEPTS, Caring for animals: Taking care of and Caring for people: Caring for people: Nation-building and National symbols such Celebrating national Gender stereotyping, Effects of gender Effects of gender-based Finalisation,
SKILLS AND Acts of cruelty against protecting animals Considering others’ • Communicating cultural heritage: as the SA flag, anthem, days: Human Rights sexism and abuse: stereotyping and abuse on personal and submission and
VALUES animals Places of safety for needs and views own views and Definition of concepts coat of arms, etc., as Day, Freedom Day, Definition of concepts sexism on personal social relationships recording of project
animals needs without How cultural heritage well as national days Heritage Day, and social Dealing with
hurting others unifies the nation: Reconciliation Day, relationships stereotyping, sexism and
Reading skills: Children’s Day,
Reading with National symbols and abuse
• Acts of kindness Women’s Day, Africa
understanding and national days Reading skills: Reading
towards other Day, Mandela Day
fluency people with understanding and
Reading skills: fluency
Reading about ways of Reading skills: Reading with
taking care of animals Reading with understanding and Reading about ways to
and places of safety understanding and fluency deal with stereotyping,
for animals: fluency sexism and abuse:
Interpret/explain and Reading about nation- Interpret/explain and
Reading about building and cultural
relate what has been relate what has been
different people’s acts heritage:
studied studied
of kindness towards Interpret/explain and
others: relate what has been
Interpret/explain and studied
relate what has been
studied.

PHYSICAL • Participation in rhythmic patterns of movement with co-ordination and Movement performance in rhythmic patterns of • Participation in rhythmic patterns of movement with coordination and Movement performance in rhythmic patterns of
EDUCATION control movement with co-ordination and control control movement with co-ordination and control
• Safety measures relating to rhythmic patterns of movement • Safety measures relating to rhythmic patterns of movement

RESOURCES TO • Textbook, magazines and posters

ENHANCE
• Resources for sequenced movement activities
LEARNING
• Resources for swimming activities
• Resources for safety

INFORMAL
ASSESSMENT Homework/classwork/worksheet

SBA (FORMAL Project: 30 marks

ASSESSMENT)
Physical education: 30 marks

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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 AND 10

CAPS TOPICS Health and environmental responsibility Health and environmental responsibility Formal assessment
Learners will be assessed on Term 3 and 4’s work
Basic hygiene principles Basic hygiene principles Basic hygiene principles Controlled, school-based test

CORE CONCEPTS, Basic first aid in Food hygiene Food preparation Food-borne diseases Communicable Signs and symptoms Where to find HIV and AIDS Outline for test
SKILLS AND different situations: Safe and harmful Food storage Reading skills: diseases such as of communicable information: education: Myths and
VALUES Cuts and grazes, ingredients Reading with mumps, tuberculosis, diseases • Prevention realities about HIV and Section A: 15 marks Section B: 15 marks
burns, scalds and understanding and common colds, strategies AIDS including risks
sunburn, stings and fluency chickenpox, athletes’ and perceptions about • The questions will be matching • Case study may be used
bites, bruises, foot, etc. (COVID-19) • Available HIV and AIDS columns and/or fill in/complete
Reading about food treatments • The questions will be a combination of
poisoning, bleeding Causes of Caring for people with sentences and/or lists three or more types of questions:
and choking hygiene: Interpret/
communicable Reading skills: AIDS • Questions will test understanding and State, explain, discuss and describe
explain
diseases Reading with factual knowledge
Reading skills: • Questions will be short open-ended
understanding and
Reading skills: Reading with and knowledge-based questions that
fluency
Reading with understanding and include information that learners have
understanding and fluency acquired from the Personal and Social
fluency Reading about caring Wellbeing class
for people with AIDS: • Learners will provide direct responses
Reading about basic Interpret/explain and and full sentence in point form
first aid: relate what has been
studied • One question will focus on the
Interpret/explain and application of knowledge and skills,
relate what has been and responses will either be full
studied sentences in point form or a short
paragraph
• Learners will solve problems, make
decisions and give advice
• They will provide a few direct responses

Note: Information provided in the case studies should be current, up to date, age
appropriate and learner-friendly

PHYSICAL • Participation in refined sequences emphasising changes of Movement performance in refined sequence Participation in refined sequences emphasising changes of shape, Movement performance in refined sequences emphasising changes of shape, speed and
EDUCATION shape, speed and direction, or swimming activities emphasising changes of shape, speed and speed and direction, or swimming activities direction, or swimming activities
direction, or swimming activities
• Safety measures relating to sequenced movement activities

RESOURCES TO • Textbook, magazines and posters

ENHANCE
• Resources for sequenced movement activities
LEARNING
• Resources for swimming activities
• Resources for safety

INFORMAL
Homework/classwork/worksheets
ASSESSMENT

SBA (FORMAL Controlled test: 30 marks (Terms 3 and 4 content)

ASSESSMENT) Physical education: 30 marks

4
2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 AND 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPICS Warm up and play Warm up and play Warm up and play Warm up and play Warm up and play Formal assessment Create in 2D: Figures with Create in 2D: Figures with Create in 2D: Figures with Create in 3D: Figures
Improvise and create Improvise and create Read, interpret and Improvise and create Read, interpret and task: animals animals animals with animals
Read, interpret and Read, interpret and perform Read, interpret and perform Performing Arts Visual literacy Visual literacy Visual literacy
perform perform Appreciate and reflect on perform Appreciate and reflect on
Appreciate and reflect on

CONCEPTS, SKILLS Warm up Warm up Warm up Warm up Warm up Formal assessment Visual literacy Visual literacy Visual Literacy Create in 3D: Figures
AND VALUES • Vocal warm up Body percussion games Singing warmups: music Singing warmups: Music Concentration and focus task assessed with Baseline assessment Observe and discuss Observe and discuss with animals
phrases with voice and/or phrases with voice and/or games rubric: visual stimuli in visual stimuli in Art elements
• Physical warmups Practical, informal tasks
instruments exploring instruments exploring Rehearse and prepare for Performing Arts photographs, artworks photographs, artworks Reinforce texture and
for co-ordination and Read, interpret and Art elements
dynamics, tempo, dynamics, tempo, performance: Improvise and create and real objects to identify and real objects to identify shape/form in own
control perform articulation, pitch and articulation, pitch and • Line monochromatic colour in and name balance in models of human figure
• Singing warmups An African folktale or rhythm rhythm Read, interpret and • A short drama images images of figures with
perform based on an African • Shape interacting with animal
(including traditional traditional story. animals
Read, interpret and Read, interpret and folktale or traditional • Design principles
songs in unison, Improvise and develop a • An African folktale or Texture
perform perform story for Create in 2D: Figures Create in 2D: Figures
canon, in two-part short drama for traditional story: Introduce balance in own
• An African folktale or An African folktale or presentation • Form with animals with animals
harmony and/or call presentation of credible Improvise and models of the human
and response) characters and key traditional story: traditional story: develop a short • Combine with • Space Art elements figure interacting with an
moments Improvise and Improvise and develop a Monochromatic colour animal
Improvise and create drama for expressive • Colour Art elements
develop a short short drama for effective presentation used in own images of
Expressive movement Improvise and create movement and • Value Skills and techniques
drama for effective presentation of narrative Monochromatic colour figures in an environment
and mime in response to • Sound pictures using • Combine with mime in showing
presentation of devices Create in 2D: A picture used in own images of Design principles Clay or any other
cues from teacher expressive emotions,
instruments of space and narrative Simple rhythmic patterns characters and of me and my pet figures in an environment Emphasis (focal point) appropriate medium for a
focusing on all body parts, different tone colour, devices movement and mime 3D artwork
on a drum: Base slap, actions Evaluate use of art used in own images of
including showing pitch and dynamics in response to cues
• Simple rhythmic open slap, muffle, etc. elements in a pencil Design principles self and others in local Spatial awareness
emotions, characters and to express a mood or from teacher • Simple rhythmic
actions patterns on a drum: Use at key moments in focusing on all body patterns on a drum: drawing as well as environment
• Reinforce conscious
idea base slap, open the drama performance to Balance used in own
parts, including Base slap, open answering of theory Drawing and/or colour awareness of
Read, interpret and • Combine with slap, muffle, etc. Use underscore action, create images of figures in an
showing emotions, slap, muffle, etc. questions by using a rubric media working in space,
perform movement at key moments in an interlude and introduce environment
characters and Use at key Exploring a variety of e.g. model to be
• An African folktale or sequences inspired the drama tension and/or character
actions moments in the media and techniques viewed from front,
traditional story. by sound pictures to performance to Improvise and create drama performance Drawing and/or colour back and sides, and
Read and interpret express a mood or underscore action, • Simple rhythmic
Expressive movement patterns on a drum: to underscore media parts of the model
an appropriate story, idea create an interlude, action, create an can extend into
introduce tension and mime in response to Base slap, open Exploring a variety of
then improvise and • Focus on structure of cues from teacher interlude and space
and/or character slap, muffle, etc. Use media and techniques.
develop a short C major scale and focusing on all body parts, introduce tension
drama for at key moments in This may include, but is • Appropriate tidiness
singing simple Appreciate and reflect including showing the drama and/or character and sharing of space
presentation of clear on not limited to, any of the
melodies in C major emotions, characters and performance to Performing Arts:
plot following: blind/contour • Appropriate use of
• Apply the concept of Two different types of actions underscore action, 40 marks assessed drawings, colour pencil, tools
• Focus on structure of a canon and two-part drama in South Africa Appreciate and reflect create an interlude with rubric pastel, painting, wax
C major scale and harmony considering social or on and introduce resist, collage, pencils, ink
singing simple cultural context, purpose tension and/or When assessing
and stick drawings, etc.
melodies in C major and unique characteristics Two different types of character Performing Arts, it is
drama in South Africa important that the
• Apply the concept of (such as praise poetry, considering social or Appreciate and reflect teacher chooses a formal
a canon and two-part traditional storytelling, cultural context, purpose on assessment task that
harmony workshop theatre, and unique characteristics Key audience behaviours, consists of at least TWO
physical theatre, such as respect, support, of the three performing
children’s theatre and (e.g. praise poetry,
traditional storytelling, appreciation, silence art forms
pantomime) while watching and
workshop theatre,
physical theatre, applause
children’s theatre and
pantomime)

REQUISITE PRE- • Voice (basic skill and understanding of breathing, resonance, articulation and projection) and physical (basic skill in warming up the body, posture, physical • Basic and practical experience of art elements and some design principles
KNOWLEDGE characterisation, use of space) • Basic experiences in creating simple 2D and 3D artworks
• Basic improvisation experience through play and experience of art elements
• Elements of music e.g. dynamics, tempo, articulation, pitch and rhythm

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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 AND 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

RESOURCES TO • Open space Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured inks, oil pastels, tempera • Any other
ENHANCE paint, colour pencils, food colouring, magazines and photographs appropriate and
• Found or made musical instruments, including drums
LEARNING available art material
• Audio equipment and audio-visuals with a range of suitable music (clay/ papier
• Charts and posters (such as C major scale on a treble stave, etc.) mâché/wire/cardboar
d/other recyclable
• African folktales or traditional stories material) for 3D
• Resources on South African drama artwork
• Example 3D figures.

INFORMAL Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher
ASSESSMENT AND
REMEDIATION • Workbook: • Workbook: Graphic Worksheet: Two different Worksheet: Two different Classroom discussion: Key audience behaviours, Baseline assessment Workbook: Questions to • Workbook: • Workbook:
Worksheet on notation of sound types of drama in South types of drama in South such as respect, support, appreciation, silence while deepen and extend Preparatory sketches Preparatory sketches
development of pictures Africa considering social or Africa considering social or watching and applause observation of elements exploring art of 3D design,
drama based on a cultural context, purpose cultural context, purpose and design principles: elements and the exploring space
• Character
folktale: Focus on and unique characteristics and unique characteristics Monochromatic colour colour wheel
development • Teacher guidance
plot structure and balance
worksheet • Teacher guidance and support towards
• C major scale and and support towards completion of artwork
simple melodies in completion of artwork • Classroom
C major discussion and
reflection

SBA (FORMAL
Formal assessment of Performing Arts: 40 marks assessed with a rubric Visual Art: Informal assessment
ASSESSMENT)

6
2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 AND 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPICS Create in 2D: Creative Create in 2D: Creative Create in 2D: Creative Create in 3D: A relief Create in 3D: A relief Formal assessment Warm up and play Warm up and play Warm up and play Warm up and play
lettering and/or radiating lettering and/or radiating lettering and/or radiating mandala/radiating pattern mandala/radiating pattern task: Visual Arts Read, interpret and Read, interpret and Read, interpret and Read, interpret and
patternmaking patternmaking patternmaking Visual literacy Visual literacy perform perform perform perform
Visual literacy Visual literacy Visual literacy Appreciate and reflect on Improvise and create Appreciate and reflect on
Appreciate and reflect on

CONCEPTS, SKILLS Visual literacy Visual literacy Visual literacy Create in 3D: A relief Create in 3D: A relief Create in 3D: A relief Warm up Warm up Warm up Warm up
AND VALUES Observe and discuss Observe and discuss Questions to deepen and mandala/radiating mandala/radiating mandala/radiating Physical warmups for co- • Physical warmups • Spatial awareness Physical warmups for co-
visual stimuli in visual stimuli in extend observation of pattern pattern pattern ordination and control for co-ordination and games ordination and control
photographs and real photographs, artworks elements and design Art elements Art elements Art elements Read, interpret and control Singing warmups,
• Singing warmups,
objects to identify and and real objects to identify principles in lettering Reinforce in own Reinforce in own Reinforce in own perform including traditional songs
• Singing warmups, including traditional
name balance in lettering and name relevant art and/or radiating patterns construction of relief construction of relief construction of relief in unison, canon, two-part
• Select a cultural including traditional songs in unison,
and/or radiating patterns elements in lettering and/ Create in 2D: Creative mandala/radiating pattern mandala/radiating pattern mandala/radiating pattern harmony and/or call and
dance songs in unison, canon, two-part
Create in 2D: Creative or radiating pattern lettering and/or response.
Design principles Design principles Design principles canon, two-part harmony and/or call
lettering and/or Create in 2D: Creative radiating patternmaking • Observe and harmony, and/or call and response
Use balance in own Use balance in own Use balance in own Read, interpret and
radiating patternmaking lettering and/or discuss the steps and response
Art elements construction of relief construction of relief construction of relief Read, interpret and perform
radiating patternmaking and styles of the
Art elements Relevant use of art mandala/radiating pattern mandala/radiating pattern mandala/radiating pattern dance in recorded or Read, interpret and perform • Continue exploring a
Relevant use of art Art elements elements in own images perform cultural dance;
Skills and techniques Skills and techniques Skills and techniques live performance • Continue exploring a
elements in own images Relevant use of art of radiating pattern Pasting, cutting, wrapping, Pasting, cutting, wrapping, Pasting, cutting, wrapping, • Rehearse • Continue exploring a cultural dance • Rehearse cultural
of radiating pattern elements in own images Design principles tying and joining various tying and joining various cultural dance
tying and joining various • Rehearse cultural dance for the
Design principles of radiating pattern Reinforce balance in recyclable materials recyclable materials • The cultural dance
presentation of
Design principles colours, shapes and sizes
recyclable materials for the presentation • Rehearse cultural dance for the
Reinforce balance in Spatial awareness Spatial awareness dance for the presentation of musical
Reinforce balance in of own examples of Spatial awareness of patterns,
colours, shapes and sizes presentation of musical accompaniment to
colours, shapes and sizes lettering and/or radiating • Use of shallow and • Use of shallow and repetition and
of own examples of • Use of shallow and musical accompaniment to the dance focusing
of own examples of patterns deeper space in own deeper space in own sequencing in the
lettering and/or radiating deeper space in own accompaniment to the dance focusing on performance area
lettering and/or radiating relief construction, relief construction, dance
patterns Drawing and/or colour relief construction, the dance focusing on rhythm and audience
patterns e.g. some areas e.g. some areas e.g. some areas Simple rhythmic patterns arrangement
media Exploring a variety on rhythm • Varying use of
Drawing and/or colour extending further into extending further into extending further into on a drum: Base slap, (appropriate
Drawing and/or colour of media and techniques
media
media Exploring a variety
space than others space than others space than others open slap, muffle, etc. to • Varying use of energy such as
entrances and exits)
energy such as tension/relaxation
Exploring a variety of of media and techniques • Appropriate tidiness • Appropriate tidiness • Appropriate tidiness accompany selected • Movement
media and techniques cultural dance tension/relaxation, and stillness and
and sharing of space and sharing of space and sharing of space sequences to
This may include, but is stillness and flow, flow, etc.
• Appropriate use of • Appropriate use of NOTE: Class to divide in etc. develop relationships
not limited to, any of the • Appropriate use of half, some to dance, Improvise and create
tools tools tools in small groups,
following: blind/contour others to perform music, Improvise and create (Integrate with cultural leading with different
drawings, colour pencil, Practical formal and then swop (Integrate with cultural dance above) body parts and
pastel, painting, wax assessment: Visual Arts dance above) • Movement considering eye
resist, collage, pencils,
Create in 2D: Creative • Movement sequences to contact and focus
ink and stick drawings,
etc. lettering and/or sequences using develop relationships • Simple rhythmic
patternmaking elements of dance, in small groups, patterns on a drum:
OR including time leading with different Base slap, open
(rhythms), space body parts and slap, muffle etc. to
Create in 3D: A relief (patterning, considering eye
mandala/radiating accompany selected
symmetry and contact and focus cultural dance
pattern asymmetry) and • Simple rhythmic
force (strong and patterns on a drum:
Assessment rubric: 40 light and jerky and Base slap, open
marks smooth) slap, muffle etc. to
• Simple rhythmic accompany selected
patterns on a drum: cultural dance
Base slap, open • Short musical pieces
slap, muffle etc. to structured in binary
accompany selected form (A B), and
cultural dance ternary form (A B A).
• Short musical pieces
structured in binary
form (A B) and
ternary form (A B A)
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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

TERM 2 WEEK 1 WEEK 2 WEEK 3 AND 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

REQUISITE PRE- • Basic and practical experience of art elements and some design principles • Understanding of and experience in dance elements: warm-up, cool down
KNOWLEDGE
• Basic experience in creating simple 2D and 3D artworks • Basic improvisation and composition skills
• Elements of music, e.g. dynamics, tempo, articulation, pitch and rhythm

RESOURCES TO Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured inks, oil pastels, tempera paint, colour pencils, food colouring, magazines and photographs • Open space
ENHANCE
• Found or made musical instruments, including drums and marimbas
LEARNING
• Audio equipment and audio-visuals with a range of suitable music
• Charts and posters (such as C major scale on a treble stave, etc.)
• DVDs/CDs or access to live performance of two different kinds of South African dance
• Access to sheet music of short musical pieces in AS and ABA form

INFORMAL There should be continuous informal formative assessment with feedback from the teacher (brief, meaningful, constructive comments) for both Visual Arts and Performing Arts at the end of each term
ASSESSMENT AND
REMEDIATION Workbook: Questions to deepen and extend • Workbook:
observation of elements and design principles in Preparatory sketches
lettering and/or radiating pattern and teacher
observation and
guidance
• Workbook: New
terminology explored
• Quizzes and
worksheets on relief
mandalas
• Appropriate art
elements and design
principles
Teacher guidance and • Workbook: • Workbook: Appreciate and reflect on • Rehearsal • Rehearsal
support towards Preparatory sketches Preparatory sketches Workbook: Two different types of dance in South • Side coaching and • Side coaching and
completion of artwork of 3D design, of 3D design Africa considering social or cultural context, purpose directing by teacher directing by teacher
exploring space exploring space and unique characteristics (such as kwaito, domba, and peers towards and peers towards
• Teacher guidance • teacher guidance and pantsula, gumboot, kwassa-kwassa, contemporary, polished classroom
and support towards support towards ballet and Indian dance) performance performance for
completion of artwork completion of artwork • Worksheet: informal assessment
• Classroom discussion Recognising AB • Worksheet:
and reflection and ABA form in Recognising AB and
given short musical ABA form in given
pieces and by short musical pieces
listening and by listening

SBA (FORMAL
Formal assessment of Visual Art: 40 marks assessed with a rubric Performing Arts: Informal assessment
ASSESSMENT)

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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 TO 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPICS Warm up and play Warm up and play Warm up and play Warm up and play Formal assessment task: Create in 2D: Images of people and/or Create in 2D: Images of people Create in 3D: Modelling images Create in 3D: Modelling images
Improvise and Read, interpret and Read, interpret and Improvise and create Performing Arts objects and/or objects Visual literacy Visual literacy
create perform perform Appreciate and reflect Visual literacy Visual literacy
Read, interpret and Appreciate and Appreciate and on
perform reflect on reflect on
Appreciate and
reflect on

CONCEPTS, Warm up
SKILLS AND • Singing warmups, including songs
VALUES in unison, canon, in two-part
harmony and/or call and response
• Physical warmups for co-ordination
and control
Read, interpret and perform
• Continue with songs from at least
two cultural traditions of South
Africa in unison, canon, round or
two-part harmony: Consider
movement (posture, facial
expression, gesture) and style and
mood
• Musical notation (note names on
the lines and spaces of the treble
clef) by singing notated songs and
using tonic solfa. Use songs
mentioned above
• Rhythmic patterns in 2/4, 3/4 and
4/4 using body percussion and/or
percussion instruments
Warm up
Action and reaction games and cool downs,
including stretches and flowing movements
Improvise and create
• Short dialogues exploring conflict within a Short dialogues exploring conflict
specific context (“Who?” “What?”
“Where?” “When?”)
• Movement sequences exploring conflict
using movement elements (time, space, locomotor and non-locomotor
energy, etc.) and a combination of
locomotor and non-locomotor movements with music phrases exploring
• Can be integrated with music phrases
exploring conflict using voice, found or
made instruments and rhythm and
melody appropriately (can be applied to
songs explored during Week 6 and 7)
Formal assessment task Visual literacy
assessed with rubric: • Observe and discuss visual
Performing Arts (40 marks) stimuli in photographs, artworks
Classroom performance and real objects to identify and
name all art elements in images
relating to own practical work
integrated with movement
sequences exploring conflict using • Questions to deepen and extend
movement elements (time, space, observation of elements and
energy, etc.) and a combination of design principles in images.
• Apply, identify and personally
movements. Can be integrated
interpret in own work
conflict using voice, found or made Create in 2D: Images of people
instruments, and rhythm and and/or objects
melody appropriately (can be Art elements
applied to songs explored during
Week 6 and 7) Reinforce relevant art elements
through use in own observed images
When assessing Performing Arts,
of portraits, shells, shoes, etc.
it is important that the teacher
chooses a formal assessment task Design principles
that consists of at least TWO of Reinforce the design principle of
the three performing art forms emphasis through use in own
observed images of portraits, shells,
shoes, etc.
Drawing and/or colour media
Exploring a variety of media and
techniques. This may include, but is
not limited to, any of the following:
Blind/contour drawings, colour pencil,
pastel, painting, wax resist, collage,
pencils, ink and stick drawings, etc.
Visual literacy Visual Literacy Visual Literacy
• Observe and discuss visual Observe and discuss visual stimuli Observe and discuss visual stimuli in
stimuli in photographs, artworks in photographs, artworks and real photographs, artworks and real
and real objects to identify and objects to identify and name objects to identify and name
name balance in images emphasis in images of people emphasis in images of people and/or
and/or objects objects
• Questions to deepen and
extend observation of elements Create in 3D: Modelling images Create in 3D: Modelling images
and design principles in images Art elements Art elements
• Apply, identify and personally Reinforce texture and shape/form Reinforce texture and shape/form
interpret in own work through use in own observed through use in own observed models
Create in 2D: Images of people models Design principles
and/or objects Design principles Reinforce balance through use in
Art elements Reinforce balance through use in own observed models
Reinforce relevant art elements own observed models Spatial awareness
through use in own observed Spatial awareness
Reinforce conscious awareness of
images of portraits, shells, shoes,
Reinforce conscious awareness of working in deep and shallow space,
etc.
working in deep and shallow space, e.g. model to be viewed from front,
Design principles e.g. model to be viewed from front, back and sides, and parts of model
Reinforce the design principle of back and sides, and parts of model can extend into space
can extend into space
emphasis through use in own Skills and techniques
observed images of portraits, shells, Skills and techniques
shoes, etc. • Clay/any other appropriate and
• Clay/any other appropriate and available art material
Drawing and/or colour media available art material
• Appropriate tidiness and sharing
Exploring a variety of media and • Appropriate tidiness and of space
techniques
sharing of space • Appropriate use of tools
• Appropriate use of tools

REQUISITE PRE- • Basic and practical experience of art elements and some design principles • Music elements including dynamics and melodic and rhythmic patterns
KNOWLEDGE
• basic experiences in creating simple 2D and 3D artworks • Basic understanding of body percussion
• Voice (basic skill and understanding of breathing, resonance, articulation and projection) and physical (basic skill in warming up the body, posture,
physical characterisation and use of space)
• Basic improvisation technique
• Understanding and application of drama elements: character, plot, time, space and audience

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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 TO 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

RESOURCES TO • Found or made musical instruments, including drum/tambourine Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured inks, oil pastels, • Any other appropriate and available art material (clay/papier
ENHANCE tempera paint, colour pencils, food colouring, magazines and photographs mâché/wire/cardboard/other recyclable material) for 3D artwork
• Audio equipment and audio-visuals with a range of suitable music
LEARNING
• Charts and posters (such as musical notation on a stave of a single line, etc.) • Example 3D figures

• South African songs from a range of cultural traditions

• Resources on South African music
• https://drive.google.com/open?id=1oQlsCDPjcCFHwBiNWeKYw9sB4pLEpXXr

INFORMAL Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher
ASSESSMENT AND
REMEDIATION Appreciate and reflect on
Two different types of South African
music, discussing the use of repetition
and contrast and considering cultural
context, lyrical content, mood and
purpose of the music
Workbook: Worksheet reflecting on own and Teacher guidance during Workbook: Questions to deepen and Workbook: Preparatory sketches, • Preparatory sketches Continuous supportive guidance by
others’ performances and processes using rehearsal and preparation towards extend observation of elements and guidance by teacher, creative teacher
• Worksheet: Practical/visual
simple Creative Arts terminology final performance design principles in images of people application of elements and
exploration of emphasis
and/or objects principles
• Continuous supportive
guidance by teacher

SBA (FORMAL
Formal assessment of Performing Arts: 40 marks assessed with a rubric Visual Art: Informal assessment
ASSESSMENT)

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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 AND 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

CAPS TOPICS Create in 2D: Buildings, Create in 2D: Buildings, Create in 3D or relief: Buildings, Create in 3D or relief: Buildings, Practical formal assessment: Warm up and play Warm up and play Warm up and play Warm up and play
architecture and the architecture and the environment architecture and the environment architecture and the environment Visual Arts Improvise and create Improvise and create Improvise and create Improvise and create
environment Visual literacy Read, interpret and Read, interpret and Read, interpret and Read, interpret and
Visual literacy perform perform perform perform
Appreciate and reflect on Appreciate and reflect on

CONCEPTS, Visual literacy
SKILLS AND • Observe visual stimuli in
VALUES photographs and real
objects to identify and
name relevant art
elements found in images
of buildings and
architecture
• Questions to deepen and
extend observation of
elements and design
principles
• Apply, identify and
personally interpret in own
work
Create in 2D: Buildings:
architecture and the
environment
Art elements
Overview of developed use of
all art elements found in own
images of buildings,
architecture and the
environment
Design principles
Reinforce relevant design
principles in own images of
buildings, architecture and the
environment
Drawing and/or colour media
Exploring a variety of media
and techniques
Visual literacy Visual literacy
• Observe visual stimuli in Observe visual stimuli in
photographs and real objects photographs and real objects to
to identify and name identify and name examples of
examples of design design principles found in images
principles found in images of of buildings and architecture
buildings and architecture
Create in 3D or relief:
• Questions to deepen and Buildings,
extend observation of architecture and the
elements and design
environment
principles
Art elements
• Apply, identify and personally
Reinforce relevant art elements
interpret in own work
through own construction of
Create in 2D: Buildings,
buildings and architecture
architecture and the
Design principles
environment
Reinforce relevant design
Art elements
principles through use in own
Overview of developed use of all construction
art elements found in own images
Skills and techniques Pasting,
of buildings, architecture and the
cutting, wrapping, tying and
environment
joining various recyclable
Design principles
materials
Reinforce relevant design Spatial awareness
principles in own images of
• Reinforce conscious
buildings, architecture and the
awareness of working in
environment
deep and shallow space,
Drawing and/or colour media e.g. model to be viewed from
Exploring a variety of media and front, back and sides, and
techniques parts of model can extend
into space
• Appropriate tidiness and
sharing of space
• Appropriate use of tools
Visual literacy
Observe visual stimuli in
photographs and real objects to
identify and name examples of
design principles found in images
of buildings and architecture
Create in 3D or relief:
Buildings,
architecture and the
environment
Art elements
Reinforce relevant art elements
through own construction of
buildings and architecture
Design principles
Reinforce relevant design
principles through use in own
construction
Skills and techniques Pasting,
cutting, wrapping, tying and
joining various recyclable
materials
Spatial awareness
• Reinforce conscious
awareness of working in
deep and shallow space,
e.g. model to be viewed from
front, back and sides, and
parts of model can extend
into space
• Appropriate tidiness and
sharing of space
• Appropriate use of tools
Create in 2D: Buildings,
architecture and the
environment
OR
Create in 3D or relief:
Buildings, architecture and the
environment
Assessment rubric: 40 marks
Warm up
• Vocal warmup, including breathing with
chanting
• Physical warmup for co-ordination and
control
• Singing warmups (including songs in
unison, canon, in two-part harmony and/or
call and response)
Improvise and create
• Short story inspired by listening to a
suitable piece of music and identifying the
impact of the different musical elements
• Movement sequences to explore aspects of
the above story using elements of dance
(time, space, weight and energy) and
combinations of locomotor and non-
locomotor movements
OR
Read, interpret and perform
Puppetry
A puppet performance:
• Dialogue
• Puppet movement
• Musical accompaniment
• Consider characters, relationships and
structure (conflict and resolution)
Warmup and cool-down
• Singing warmups (including songs in unison,
canon, in two-part harmony and/or call and
response)
• Leading and following games
• Story development games
Improvise and create
• Short story inspired by listening to a suitable
piece of music and identifying the impact of the
different musical elements
• Movement sequences to explore aspects of the
above story using elements of dance (time,
space, weight and energy) and combinations of
locomotor and non-locomotor movements
OR
Read, interpret and perform
Puppetry
A puppet performance:
• Dialogue
• Puppet movement
• Musical accompaniment
• Consider characters, relationships and structure
(conflict and resolution)
• Musical signature tunes for each of the puppet
characters using voice and found or made
instruments

REQUISITE PRE- • Basic understanding and experience of art elements and design principles • Elements of music, patterns, repetition, canon, round and two-part harmony
KNOWLEDGE
• Experience in creating simple 2D and 3D artworks • Basic understanding of plot structure
• Basic understanding of dance elements
• A basic understanding of drama elements such as character, time and place

RESOURCES TO Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured inks, • Any other appropriate and available art material (clay/papier mâché/wire/cardboard/other recyclable • Found or made musical instruments, including drum/tambourine
ENHANCE oil pastels, tempera paint, colour pencils, food colouring, material) for 3D artwork • Audio equipment and audio-visuals with a range of suitable music
LEARNING magazines and photographs
• Example 3D figures • Charts and posters (such as musical notation on a stave of a single line, etc.)
• South African songs from a range of cultural traditions
• Resources on South-African music
•

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2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 AND 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

INFORMAL There should be continuous informal formative assessment with feedback from the teacher (brief, meaningful, constructive comments) for both Visual Arts and Performing Arts at the end of each term
ASSESSMENT AND
REMEDIATION • Preparatory sketches of own images of buildings, Workbook: Questions to deepen and extend observation of elements Classroom discussion and • Worksheet: Story and music instruments • Rehearsal
architecture and the environment and design principle in own images of buildings, architecture and the reflection
• Mind-map on elements of dance • Side coaching and directing by teacher and
environment
• Worksheet to explore contrast and proportion OR peers towards classroom performance for
• Teacher guidance towards completion of artwork informal self- and peer assessment
Storyboard depicting scenes of a puppet
performance • Written/oral reviews of performances using
simple Creative Arts terminology

SBA (FORMAL
Formal assessment of Visual Art: 40 marks assessed with a rubric Performing Arts: Informal assessment
ASSESSMENT)

12