2025 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2025 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
Safety measures during striking and fielding games and fielding games 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

ASSESSMENT) Physical Education: 30

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2025 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2025 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 -7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 AND 12

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 South African cultures: The questions will be matching Case study may be used
Reading with Reading with with understanding and
birth, baptism, columns and/or fill in/complete The questions will be a
Reading skills: understanding and understanding and fluency
Reading with wedding and death sentences and/or lists combination of three or more
fluency fluency Reading about the dignity
understanding and Reading about how (GIVE 2 WEEKS TO Reading about of a person in different Questions will test types of questions: State, explain,
fluency THE CONTENT- understanding and factual discuss and describe
to get out of the habit important life stages religions: Interpret/explain
LEARNERS CAN knowledge Questions will be short open-
Reading about self- of bullying: in different cultures: and relate what has been
management skills: Interpret/explain and LOOK AT Interpret/explain and studied ended and knowledge-based
Interpret/explain and relate what has been DIFFERENT relate what has been questions that include information
relate what has been studied CULTURAL studied that learners have acquired from
studied GROUPS) 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 a physical fitness programme to
EDUCATION particular aspects of fitness programme to develop particular aspects of aspects of fitness develop particular aspects of fitness
Safety measures relating to physical fitness activities 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

ASSESSMENT) Physical education: 30

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2025 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2025 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 own 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 views and needs Definition of concepts coat of arms, etc., as Day, Freedom Day, Definition of concepts sexism on personal social relationships recording of project
animals without hurting How cultural heritage well as national days Heritage Day, and social Dealing with
others unifies the nation: Reconciliation Day, relationships stereotyping, sexism and
Reading skills: Children’s Day,
Reading with Acts of kindness National symbols and abuse
national days Women’s Day, Africa
understanding and towards other Day, Mandela Day Reading skills: Reading
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 different people’s acts relate what has been
studied heritage: 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 control Movement performance in rhythmic patterns of
EDUCATION control movement with co-ordination and control Safety measures relating to rhythmic patterns of movement movement with co-ordination and control
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

ASSESSMENT)
Physical education: 30

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2025 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2025 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 AND 9

CAPS TOPICS Formal assessment

Health and environmental responsibility Health and environmental responsibility Learners will be assessed on Term 3 and 4’s work
Controlled, school-based test

Basic hygiene principles Basic hygiene principles Basic hygiene principles

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

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
ASSESSMENT) End of year: Controlled school based test.

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

2025 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 for co- Practical, informal tasks
ordination and instruments exploring instruments exploring Rehearse and prepare for Performing Arts photographs, artworks photographs, artworks Reinforce texture and
Read, interpret and dynamics, tempo, dynamics, tempo, Art elements and real objects to identify and real objects to identify
control perform performance: Improvise and create shape/form in own
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 based on images images of figures with
(including traditional perform an African folktale Shape interacting with animal
traditional story. Read, interpret and Read, interpret and animals
songs in unison, Improvise and develop a An African folktale or or traditional story Texture Design principles
canon, in two-part perform perform for presentation Create in 2D: Figures Create in 2D: Figures
short drama for traditional story: Form with animals Introduce balance in own
harmony and/or call presentation of credible An African folktale or An African folktale or Improvise and Combine with expressive with animals models of the human
and response) traditional story: traditional story: Space Art elements
characters and key develop a short movement and figure interacting with an
Improvise and create moments Improvise and Improvise and develop a drama for mime in showing Colour Monochromatic colour animal
develop a short short drama for effective Art elements used in own images of
Expressive movement Improvise and create presentation emotions, Value Skills and techniques
drama for effective presentation of narrative characters and Monochromatic colour figures in an environment
and mime in response to Sound pictures using presentation of devices Combine with expressive Create in 2D: A picture used in own images of Clay or any other
cues from teacher movement and mime actions Design principles
instruments of space and narrative of me and my pet figures in an environment appropriate medium for a
focusing on all body parts, Simple rhythmic patterns in response to cues Simple rhythmic patterns Emphasis (focal point)
different tone colour, devices on a drum: Base slap, Evaluate use of art used in own images of 3D artwork
including showing pitch and dynamics from teacher on a drum: Base
Simple rhythmic patterns open slap, muffle, etc. elements in a pencil self and others in local Spatial awareness
emotions, characters and to express a mood or focusing on all body slap, open slap, Design principles
on a drum: base Use at key moments in drawing as well as environment
actions idea parts, including muffle, etc. Use at Balance used in own Reinforce conscious
slap, open slap, the drama performance to answering of theory
Read, interpret and showing emotions, key moments in the Drawing and/or colour awareness of
Combine with movement muffle, etc. Use at underscore action, create questions by using a rubric images of figures in an
perform characters and drama performance environment media working in space,
sequences inspired key moments in the an interlude and introduce actions to underscore e.g. model to be
An African folktale or by sound pictures to drama performance tension and/or character Exploring a variety of
Simple rhythmic patterns action, create an media and techniques viewed from front,
traditional story. express a mood or to underscore action, Improvise and create interlude and back and sides, and
on a drum: Base Drawing and/or colour
Read and interpret idea create an interlude, introduce tension parts of the model
Expressive movement slap, open slap, media
an appropriate story, Focus on structure of C introduce tension and/or character can extend into
then improvise and and/or character and mime in response to muffle, etc. Use at Exploring a variety of
major scale and cues from teacher key moments in the Performing Arts: media and techniques. space
develop a short singing simple Appreciate and reflect
drama for focusing on all body parts, drama performance 40 marks assessed Appropriate tidiness and
melodies in C major on This may include, but is
presentation of clear including showing to underscore action, with rubric sharing of space
not limited to, any of the
plot Apply the concept of a Two different types of emotions, characters and create an interlude Appropriate use of tools
When assessing following: blind/contour
canon and two-part drama in South Africa actions and introduce
Focus on structure of C Performing Arts, it is drawings, colour pencil,
harmony considering social or Appreciate and reflect tension and/or
major scale and important that the pastel, painting, wax
cultural context, purpose on character
singing simple teacher chooses a formal resist, collage, pencils, ink
and unique characteristics Appreciate and reflect
melodies in C major Two different types of assessment task that and stick drawings, etc.
(such as praise poetry, drama in South Africa on consists of at least TWO
Apply the concept of a traditional storytelling,
canon and two-part considering social or Key audience behaviours, of the three performing
workshop theatre, cultural context, purpose such as respect, support, art forms
harmony physical theatre, and unique characteristics appreciation, silence
children’s theatre and while watching and
pantomime) (e.g. praise poetry,
traditional storytelling, applause
workshop theatre,
physical theatre,
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 appropriate and
ENHANCE Found or made musical instruments, including drums paint, colour pencils, food colouring, magazines and photographs available art material
LEARNING (clay/ papier
Audio equipment and audio-visuals with a range of suitable music mâché/wire/cardboar
Charts and posters (such as C major scale on a treble stave, etc.) d/other recyclable
African folktales or traditional stories material) for 3D
artwork
Resources on South African drama
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: Worksheet Workbook: Graphic Worksheet: Two different Worksheet: Two different Classroom discussion: Key audience behaviours, Baseline assessment Workbook: Questions to Workbook: Preparatory Workbook: Preparatory
on development of notation of sound types of drama in South types of drama in South such as respect, support, appreciation, silence while deepen and extend sketches exploring art sketches of 3D
drama based on a pictures Africa considering social or Africa considering social or watching and applause observation of elements elements and the design, exploring
folktale: Focus on Character development cultural context, purpose cultural context, purpose and design principles: colour wheel space
plot structure worksheet and unique characteristics and unique characteristics Monochromatic colour Teacher guidance and Teacher guidance and
C major scale and and balance support towards support towards
simple melodies in completion of artwork completion of artwork
C major Classroom discussion and
reflection

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

2025 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 WEEK8 WEEK 9 WEEK 10 WEEK 11 WEEK 12

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 for co- Spatial awareness games Physical warmups for co-
visual stimuli in visual stimuli in extend observation of pattern pattern pattern ordination and control ordination and ordination and control
Singing warmups,
photographs and real photographs, artworks elements and design Art elements Art elements Art elements Read, interpret and control including traditional Singing warmups,
objects to identify and and real objects to identify principles in lettering Reinforce in own Reinforce in own Reinforce in own perform Singing warmups, songs in unison, including traditional songs
name balance in lettering and name relevant art and/or radiating patterns construction of relief construction of relief construction of relief including traditional canon, two-part in unison, canon, two-part
and/or radiating patterns elements in lettering and/ Select a cultural dance
Create in 2D: Creative mandala/radiating pattern mandala/radiating pattern mandala/radiating pattern songs in unison, harmony and/or call harmony and/or call and
Create in 2D: Creative or radiating pattern lettering and/or Observe and discuss the canon, two-part and response response.
Design principles Design principles Design principles steps and styles of
lettering and/or Create in 2D: Creative radiating patternmaking harmony, and/or call Read, interpret and Read, interpret and
radiating patternmaking lettering and/or Use balance in own Use balance in own Use balance in own the dance in and response
Art elements construction of relief construction of relief construction of relief recorded or live perform perform
Art elements radiating patternmaking Read, interpret and
Relevant use of art mandala/radiating pattern mandala/radiating pattern mandala/radiating pattern performance Continue exploring a Continue exploring a
Relevant use of art Art elements elements in own images perform cultural dance cultural dance;
Skills and techniques Skills and techniques Skills and techniques Rehearse
elements in own images Relevant use of art of radiating pattern Pasting, cutting, wrapping, Pasting, cutting, wrapping, Continue exploring a Rehearse cultural dance Rehearse cultural dance
of radiating pattern elements in own images Pasting, cutting, wrapping, The cultural dance for the cultural dance
Design principles tying and joining various tying and joining various
tying and joining various presentation of for the presentation for the presentation
Design principles of radiating pattern Reinforce balance in recyclable materials recyclable materials Rehearse cultural dance of musical of musical
recyclable materials patterns, repetition
Reinforce balance in Design principles colours, shapes and sizes Spatial awareness Spatial awareness and sequencing in for the presentation accompaniment to accompaniment to
Spatial awareness
colours, shapes and sizes Reinforce balance in of own examples of
Use of shallow and deeper Use of shallow and the dance of musical the dance focusing the dance focusing
of own examples of colours, shapes and sizes lettering and/or radiating Use of shallow and accompaniment to on rhythm on performance area
space in own relief deeper space in own deeper space in own Simple rhythmic patterns
lettering and/or radiating of own examples of patterns
construction, e.g. relief construction, on a drum: Base slap,
the dance focusing Varying use of energy and audience
patterns lettering and/or radiating Drawing and/or colour relief construction, on rhythm such as arrangement
patterns some areas e.g. some areas e.g. some areas open slap, muffle, etc. to (appropriate
Drawing and/or colour media Exploring a variety extending further into extending further into Varying use of energy tension/relaxation
Drawing and/or colour of media and techniques extending further into accompany selected such as and stillness and entrances and exits)
media space than others space than others space than others cultural dance
media Exploring a variety tension/relaxation, flow, etc. Movement sequences to
Exploring a variety of of media and techniques Appropriate tidiness and Appropriate tidiness and Appropriate tidiness and NOTE: Class to divide in stillness and flow, develop relationships
media and techniques sharing of space sharing of space half, some to dance, Improvise and create
sharing of space etc. in small groups,
This may include, but is Appropriate use of tools Appropriate use of tools others to perform music, (Integrate with cultural leading with different
not limited to, any of the Appropriate use of tools and then swop Improvise and create dance above) body parts and
following: blind/contour Practical formal (Integrate with cultural Movement sequences to considering eye
drawings, colour pencil, assessment: Visual Arts dance above) develop relationships contact and focus
pastel, painting, wax Create in 2D: Creative Movement sequences in small groups,
resist, collage, pencils, Simple rhythmic patterns
lettering and/or using elements of leading with different on a drum: Base
ink and stick drawings, patternmaking dance, including time body parts and
etc. slap, open slap,
OR (rhythms), space considering eye muffle etc. to
(patterning, contact and focus accompany selected
Create in 3D: A relief symmetry and
mandala/radiating Simple rhythmic patterns cultural dance
asymmetry) and on a drum: Base
pattern force (strong and slap, open slap,
light and jerky and muffle etc. to
smooth) accompany selected
Assessment rubric: 40
marks Simple rhythmic patterns cultural dance
on a drum: Base Short musical pieces
slap, open slap, structured in binary
muffle etc. to form (A B), and
accompany selected ternary form (A B A).
cultural dance
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 AND 6 WEEK 7 WEEK8 WEEK 9 WEEK 10 WEEK 11 WEEK 12

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: Preparatory Teacher guidance and Workbook: Preparatory Workbook: Preparatory Appreciate and reflect on Rehearsal Rehearsal
observation of elements and design principles in sketches and teacher support towards sketches of 3D sketches of 3D design Workbook: Two different types of dance in South Side coaching and Side coaching and directing
lettering and/or radiating pattern observation and completion of artwork design, exploring exploring space Africa considering social or cultural context, purpose directing by teacher by teacher and peers
guidance space teacher guidance and and unique characteristics (such as kwaito, domba, and peers towards towards classroom
Workbook: New Teacher guidance and support towards pantsula, gumboot, kwassa-kwassa, contemporary, polished performance for
terminology explored support towards completion of artwork ballet and Indian dance) performance informal assessment
Quizzes and worksheets completion of artwork Classroom discussion and Worksheet: Recognising Worksheet: Recognising
on relief mandalas reflection AB and ABA form AB and ABA form in
Appropriate art elements in given short given short musical
and design principles musical pieces and pieces and by listening
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

2025 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 Warm up Formal assessment task Visual literacy Visual literacy Visual Literacy Visual Literacy
SKILLS AND Singing warmups, including songs in Action and reaction games and cool downs, assessed with rubric: Observe and discuss visual stimuli in Observe and discuss visual stimuli Observe and discuss visual stimuli Observe and discuss visual stimuli in
VALUES unison, canon, in two-part harmony including stretches and flowing movements Performing Arts (40 marks) photographs, artworks and real in photographs, artworks and in photographs, artworks and real photographs, artworks and real
and/or call and response Improvise and create Classroom performance objects to identify and name all real objects to identify and objects to identify and name objects to identify and name
Physical warmups for co-ordination and Short dialogues exploring conflict within a Short dialogues exploring conflict art elements in images relating to name balance in images emphasis in images of people emphasis in images of people and/or
control integrated with movement own practical work Questions to deepen and extend and/or objects objects
specific context (“Who?” “What?”
Read, interpret and perform “Where?” “When?”) sequences exploring conflict using Questions to deepen and extend observation of elements and Create in 3D: Modelling images Create in 3D: Modelling images
movement elements (time, space, observation of elements and design principles in images Art elements Art elements
Continue with songs from at least two Movement sequences exploring conflict using energy, etc.) and a combination of design principles in images.
cultural traditions of South Africa in movement elements (time, space, Apply, identify and personally Reinforce texture and shape/form Reinforce texture and shape/form
locomotor and non-locomotor Apply, identify and personally interpret interpret in own work
unison, canon, round or two-part energy, etc.) and a combination of movements. Can be integrated through use in own observed through use in own observed models
harmony: Consider movement locomotor and non-locomotor movements with music phrases exploring in own work Create in 2D: Images of people models Design principles
(posture, facial expression, gesture) Can be integrated with music phrases conflict using voice, found or made Create in 2D: Images of people and/or objects Design principles
and style and mood and/or objects Reinforce balance through use in
exploring conflict using voice, found or instruments, and rhythm and Art elements Reinforce balance through use in own observed models
Musical notation (note names on the made instruments and rhythm and melody appropriately (can be Art elements Reinforce relevant art elements own observed models
lines and spaces of the treble clef) melody appropriately (can be applied to applied to songs explored during Spatial awareness
Reinforce relevant art elements through use in own observed Spatial awareness
by singing notated songs and using songs explored during Week 6 and 7) Week 6 and 7) through use in own observed images images of portraits, shells, shoes, Reinforce conscious awareness of
tonic solfa. Use songs mentioned When assessing Performing Arts, of portraits, shells, shoes, etc. etc. Reinforce conscious awareness of working in deep and shallow space,
above it is important that the teacher working in deep and shallow space, e.g. model to be viewed from front,
Design principles Design principles e.g. model to be viewed from front, back and sides, and parts of model
Rhythmic patterns in 2/4, 3/4 and 4/4 chooses a formal assessment task
using body percussion and/or that consists of at least TWO of Reinforce the design principle of Reinforce the design principle of back and sides, and parts of model can extend into space
percussion instruments the three performing art forms emphasis through use in own emphasis through use in own can extend into space Skills and techniques
observed images of portraits, shells, observed images of portraits, shells, Skills and techniques
shoes, etc. shoes, etc. Clay/any other appropriate and
Clay/any other appropriate and available art material
Drawing and/or colour media Drawing and/or colour media available art material
Exploring a variety of media and Appropriate tidiness and sharing of
Exploring a variety of media and Appropriate tidiness and sharing of space
techniques. This may include, but is techniques
not limited to, any of the following: space Appropriate use of tools
Blind/contour drawings, colour pencil, Appropriate use of tools
pastel, painting, wax resist, collage,
pencils, ink and stick drawings, etc.

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

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 Audio equipment and audio-visuals with a range of suitable music tempera paint, colour pencils, food colouring, magazines and photographs mâché/wire/cardboard/other recyclable material) for 3D artwork
LEARNING
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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
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 Workbook: Worksheet reflecting on own and Teacher guidance during Workbook: Questions to deepen and Workbook: Preparatory sketches, Preparatory sketches Continuous supportive guidance by
Two different types of South African others’ performances and processes using rehearsal and preparation towards extend observation of elements and guidance by teacher, creative Worksheet: Practical/visual teacher
music, discussing the use of repetition simple Creative Arts terminology final performance design principles in images of people application of elements and exploration of emphasis
and contrast and considering cultural and/or objects principles
Continuous supportive guidance by
context, lyrical content, mood and teacher
purpose of the music

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

2025 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6 (TERM 4)

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

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

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 material) Found or made musical instruments, including drum/tambourine
ENHANCE oil pastels, tempera paint, colour pencils, food colouring, 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

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

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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 WEEK 6 WEEK 7 WEEK 8 WEEK 9

INFORMAL Preparatory sketches of own images of buildings, architecture Workbook: Questions to deepen and extend observation of elements Classroom discussion and Worksheet: Story and music instruments Rehearsal
ASSESSMENT AND 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 peers
REMEDIATION Worksheet to explore contrast and proportion environment towards classroom performance for informal self-
OR
Teacher guidance towards completion of artwork 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)

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