2025 3/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2025 3/24 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 own abilities, pursue own 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 abilities, interests and interests and develop pressure in different different situations Keeping safe and how with understanding and others, demonstration of
respecting body Acceptance of the self potential potential: Explore a own potential situations: School and Reading skills: Reading to protect self and fluency respect for others, co-
changes Relationship between variety of sources Reading skills: Reading community with understanding and others 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 own Interpret/explain and
abilities, interests and relate what has been mediation skills:
image: Interpret/explain Interpret/explain and
and relate what has 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
Safety measures during striking and fielding games and fielding games 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 3/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2025 3/24 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 -7 WEEK 78 WEEK 89 WEEK 910 WEEK 10 11 AND 1112

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 for Getting out of the Cultural rites of Meaning of each Personal and social The dignity of the person in Outline for test
SKILLS AND skills: responsibilities activity plan: bullying bullying habit: Where passage: Important stage significance of each 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 South Reading skills: Reading skills: Reading
time African cultures: birth, The questions will be matching Case study may be used
Reading with Reading with with understanding and columns and/or fill in/complete
Reading skills: understanding and baptism, wedding and understanding and fluency The questions will be a
death sentences and/or lists combination of three or more types
Reading with fluency fluency Reading about the dignity
understanding and (GIVE 2 WEEKS TO Questions will test of questions: State, explain,
Reading about how Reading about of a person in different understanding and factual discuss and describe
fluency to get out of the habit THE CONTENT- important life stages religions: Interpret/explain
LEARNERS CAN knowledge Questions will be short open-ended
Reading about self- of bullying: in different cultures: and relate what has been
management skills: Interpret/explain and LOOK AT DIFFERENT Interpret/explain and studied and knowledge-based questions
Interpret/explain and relate what has been CULTURAL GROUPS) relate what has been that include information that
relate what has been studied studied learners have acquired from the
studied 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 Movement performance in a
EDUCATION particular aspects of fitness programme to develop particular aspects of aspects of fitness develop particular aspects of fitness physical fitness programme to
Safety measures relating to physical fitness activities fitness. Participation in a physical fitness programme to develop develop particular aspects of
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
ASSESSMENT) Physical education: 30

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2025 3/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2023/245 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 as 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: the SA flag, anthem, coat 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 of arms, etc., as well as Day, Freedom Day, Definition of concepts sexism on personal social relationships recording of project
animals without hurting How cultural heritage national days Heritage Day, and social relationships Dealing with
others unifies the nation: Reconciliation Day, stereotyping, sexism and
Reading skills: Reading Children’s Day,
with understanding and Acts of kindness National symbols and abuse
national days Women’s Day, Africa
fluency towards other Day, Mandela Day Reading skills: Reading
Reading about ways of people with understanding and
Reading skills: Reading fluency
taking care of animals Reading skills: Reading with understanding and
and places of safety for with understanding and fluency Reading about ways to
animals: fluency deal with stereotyping,
Interpret/explain and Reading about nation- sexism and abuse:
Reading about different building and cultural
relate what has been people’s acts of Interpret/explain and
studied heritage: relate what has been
kindness towards Interpret/explain and
others: Interpret/explain studied
relate what has been
and relate what has studied
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 3/24 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 6

2025 3/24 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 9 8 AND 109

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 of Where to find HIV and AIDS Outline for test
SKILLS AND different situations: Safe and harmful Reading skills: diseases such as communicable information: education: Myths and
VALUES Cuts and grazes, ingredients. Reading with mumps, tuberculosis, diseasesCommunicabl Prevention strategies realities about HIV Section A: 15 marks Section B: 15 marks
burns, scalds and understanding and common colds, e diseases such as and AIDS including
sunburn, stings and Food preparation and chickenpox, athletes’ mumps, tuberculosis, Available treatments risks and perceptions The questions will be matching columns and/or Case study may be used
storage fluency fill in/complete sentences and/or lists
bites, bruises, foot, etc. (COVID-19) common colds, Reading skills: about HIV and AIDS The questions will be a combination of three
poisoning, bleeding Reading about food chickenpox, athletes’ Reading with Questions will test understanding and factual or more types of questions: State, explain,
hygiene: Interpret/ Causes of Caring for people with
and choking communicable foot, etc. (COVID-19) understanding and AIDS knowledge discuss and describe
explain Food fluencySigns and
preparation diseasesFood-borne Causes of Reading skills: Questions will be short open-ended and
diseases communicable symptoms of knowledge-based questions that include
Reading skills: Food storage communicable Reading with
Reading with Reading skills: diseases understanding and information that learners have acquired from
( Merge the 2 into diseases the Personal and Social Wellbeing class
understanding and Reading with fluency
fluency ONE WEEK) understanding and Learners will provide direct responses and
Reading about caring
fluency for people with AIDS: full sentence in point form
Reading about basic Reading about food Interpret/explain and One question will focus on the application of
first aid: hygiene: Interpret/ relate what has been knowledge and skills, and responses will
Interpret/explain and explain studiedWhere to find either be full sentences in point form or a
relate what has been information: short paragraph
studied Prevention strategies Learners will solve problems, make
Available treatments decisions and give advice
Reading skills: They will provide a few direct responses
Reading with
understanding and Note: Information provided in the case studies should be current, up to date, age appropriate
fluency 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.

RESOURCES TO
ENHANCE
LEARNING

INFORMAL
ASSESSMENT
SBA (FORMAL
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 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 with
Improvise and create Improvise and create Read, interpret and Improvise and create Read, interpret and task: animals animals animals 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 control instruments exploring instruments exploring Rehearse and prepare for Performing Arts photographs, artworks and photographs, artworks and Reinforce texture and
Read, interpret and dynamics, tempo, dynamics, tempo, Art elements real objects to identify real objects to identify and
Singing warmups perform performance: Improvise and create shape/form in own models
articulation, pitch and articulation, pitch and Line monochromatic colour in name balance in images of human figure interacting
(including traditional songs An African folktale or rhythm rhythm Read, interpret and A short drama based on images of figures with animals
in unison, canon, in two- perform an African folktale or Shape with animal
traditional story. Improvise Read, interpret and Read, interpret and Create in 2D: Figures
part harmony and/or call and develop a short An African folktale or traditional story for Texture Design principles
and response) perform perform presentation Create in 2D: Figures with animals
drama for presentation of traditional story: Improvise Form Introduce balance in own
Improvise and create credible characters and An African folktale or An African folktale or and develop a short Combine with expressive with animals Art elements models of the human
traditional story: Improvise traditional story: Improvise Space Monochromatic colour
Expressive movement and key moments drama for presentation movement and mime in figure interacting with an
and develop a short and develop a short showing emotions, Colour used in own images of animal
mime in response to cues Improvise and create drama for effective drama for effective Combine with expressive Art elements figures in an environment
from teacher focusing on movement and mime in characters and actions Value Skills and techniques
Sound pictures using presentation of space and presentation of narrative Monochromatic colour Design principles
all body parts, including instruments of different narrative devices devices response to cues from Simple rhythmic patterns Create in 2D: A picture of used in own images of Clay or any other
showing emotions, teacher focusing on all on a drum: Base slap, Emphasis (focal point)
tone colour, pitch and Simple rhythmic patterns Simple rhythmic patterns me and my pet figures in an environment used in own images of self appropriate medium for a
characters and actions dynamics to express a body parts, including open slap, muffle, etc. 3D artwork
on a drum: base slap, on a drum: Base slap, showing emotions, Use at key moments in Evaluate use of art and others in local
Read, interpret and mood or idea open slap, muffle, etc. Use open slap, muffle, etc. Use elements in a pencil environment Spatial awareness
perform characters and actions the drama performance to Design principles
Combine with movement at key moments in the at key moments in the underscore action, create drawing as well as Drawing and/or colour
Simple rhythmic patterns Balance used in own Reinforce conscious
An African folktale or sequences inspired by drama performance to drama performance to an interlude and answering of theory media
on a drum: Base slap, images of figures in an awareness of working in
traditional story. Read and sound pictures to express underscore action, create underscore action, create introduce tension and/or questions by using a rubric
open slap, muffle, etc. Use environment Exploring a variety of space, e.g. model to be
interpret an appropriate a mood or idea an interlude, introduce an interlude and introduce character
at key moments in the media and techniques viewed from front, back
story, then improvise and tension and/or character tension and/or character
Focus on structure of C drama performance to Performing Arts: and sides, and parts of the
develop a short drama for major scale and singing Appreciate and reflect Improvise and create model can extend into
underscore action, create Drawing and/or colour
presentation of clear plot simple melodies in C on 40 marks assessed with space
Expressive movement and an interlude and introduce media
Focus on structure of C major rubric
Two different types of mime in response to cues tension and/or character Exploring a variety of Appropriate tidiness and
major scale and singing Apply the concept of a drama in South Africa from teacher focusing on When assessing sharing of space
Appreciate and reflect media and techniques.
simple melodies in C canon and two-part considering social or all body parts, including Performing Arts, it is
major on important that the teacher This may include, but is Appropriate use of tools
harmony cultural context, purpose showing emotions,
and unique characteristics characters and actions Key audience behaviours, chooses a formal not limited to, any of the
Apply the concept of a
such as respect, support, assessment task that following: blind/contour
canon and two-part (such as praise poetry, Appreciate and reflect appreciation, silence while consists of at least TWO drawings, colour pencil,
harmony traditional storytelling, on watching and applause of the three performing pastel, painting, wax
workshop theatre, physical Two different types of art forms resist, collage, pencils, ink
theatre, children’s theatre drama in South Africa and stick drawings, etc.
and pantomime) considering social or
cultural context, purpose
and unique characteristics
(e.g. praise poetry,
traditional storytelling,
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
RESOURCES TO Open space Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured inks, oil pastels, tempera Any other appropriate and
ENHANCE LEARNING Found or made musical instruments, including drums paint, colour pencils, food colouring, magazines and photographs available art material (clay/
papier
Audio equipment and audio-visuals with a range of suitable music mâché/wire/cardboard/oth
Charts and posters (such as C major scale on a treble stave, etc.) er recyclable material) for
3D artwork
African folktales or traditional stories
Example 3D figures.
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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 on South African drama
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 on Workbook: Graphic Worksheet: Two different Worksheet: Two different Classroom discussion: Key audience behaviours, Baseline assessment Workbook: Questions to Workbook: Preparatory Workbook: Preparatory
development of drama notation of sound pictures 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 design,
based on a folktale: Character development Africa considering social or Africa considering social or watching and applause observation of elements elements and the colour exploring space
Focus on plot structure worksheet cultural context, purpose cultural context, purpose and design principles: wheel Teacher guidance and
C major scale and simple and unique characteristics and unique characteristics Monochromatic colour Teacher guidance and support towards
melodies in C major and balance support towards completion completion of artwork
of artwork 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

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

REQUISITE Basic and practical experience of art elements and some design principles
PRE- Basic experience in creating simple 2D and 3D artworks
KNOWLEDGE

RESOURCES Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured inks, oil pastels, tempera paint, colour pencils, food colouring, magazines and photographs Open space
TO ENHANCE Found or made musical instruments, including drums and marimbas
LEARNING
Audio equipment and audio-visuals with a range of suitable music

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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 11 & 12
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 Workbook: Questions to deepen and Workbook: Preparatory Teacher Workbook: Preparatory Workbook: Preparatory sketches of 3D design Appreciate and reflect on Rehearsal Rehearsal
REMEDIATION extend observation of elements and sketches and teacher guidance and sketches of 3D design, exploring space Workbook: Two different types of dance in South Side coaching and Side coaching and directing by
design principles in lettering and/or observation and guidance support exploring space teacher guidance and support towards completion Africa considering social or cultural context, directing by teacher and teacher and peers towards polished
radiating pattern Workbook: New terminology towards Teacher guidance and of artwork purpose and unique characteristics (such as peers towards polished performance
explored completion of support towards kwaito, domba, pantsula, gumboot, kwassa- performance
artwork Classroom discussion and reflection Worksheet: Recognising AB and ABA
Quizzes and worksheets on completion of artwork kwassa, contemporary, ballet and Indian dance) Worksheet: Recognising form in given short musical pieces and
relief mandalas AB and ABA form in given by listening
Appropriate art elements and short musical pieces and
design principles by listening

SBA (FORMAL Performing Arts: Informal assessment

Formal assessment of Visual Art: 40 marks assessed with a rubric
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, SKILLS Warm up Warm up Formal assessment task Visual literacy Visual literacy Visual Literacy Visual Literacy
AND VALUES 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 in Observe and discuss visual stimuli in Observe and discuss visual stimuli in
unison, canon, in two-part harmony including stretches and flowing movements Performing Arts (40 marks) photographs, artworks and real objects photographs, artworks and real photographs, artworks and real photographs, artworks and real
and/or call and response Improvise and create Classroom performance to identify and name all art elements in objects to identify and name balance objects to identify and name objects to identify and name
Physical warmups for co-ordination and Short dialogues exploring conflict images relating to own practical work in images emphasis in images of people and/or emphasis in images of people and/or
Short dialogues exploring conflict within a objects objects
control specific context (“Who?” “What?” “Where?” integrated with movement Questions to deepen and extend Questions to deepen and extend
Read, interpret and perform “When?”) sequences exploring conflict using observation of elements and design observation of elements and design Create in 3D: Modelling images Create in 3D: Modelling images
movement elements (time, space, principles in images. 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
cultural traditions of South Africa in movement elements (time, space, energy, etc.) Apply, identify and personally interpret Apply, identify and personally Reinforce texture and shape/form Reinforce texture and shape/form
locomotor and non-locomotor in own work interpret in own work
unison, canon, round or two-part and a combination of locomotor and non- movements. Can be integrated through use in own observed models through use in own observed models
harmony: Consider movement (posture, locomotor movements with music phrases exploring Create in 2D: Images of people Create in 2D: Images of people Design principles Design principles
facial expression, gesture) and style and Can be integrated with music phrases conflict using voice, found or made and/or objects and/or objects
mood Reinforce balance through use in Reinforce balance through use in own
exploring conflict using voice, found or made instruments, and rhythm and Art elements Art elements own observed models observed models
Musical notation (note names on the instruments and rhythm and melody melody appropriately (can be
Reinforce relevant art elements Reinforce relevant art elements Spatial awareness Spatial awareness
lines and spaces of the treble clef) by appropriately (can be applied to songs applied to songs explored during
through use in own observed images through use in own observed images
singing notated songs and using tonic explored during Week 6 and 7) Week 6 and 7) Reinforce conscious awareness of Reinforce conscious awareness of
of portraits, shells, shoes, etc. of portraits, shells, shoes, etc.
solfa. Use songs mentioned above When assessing Performing Arts, it working in deep and shallow space, working in deep and shallow space,
Design principles Design principles e.g. model to be viewed from front, e.g. model to be viewed from front,
Rhythmic patterns in 2/4, 3/4 and 4/4 is important that the teacher
using body percussion and/or percussion chooses a formal assessment task Reinforce the design principle of Reinforce the design principle of back and sides, and parts of model back and sides, and parts of model
instruments that consists of at least TWO of the emphasis through use in own emphasis through use in own can extend into space can extend into space
three performing art forms observed images of portraits, shells, observed images of portraits, shells, Skills and techniques Skills and techniques
shoes, etc. shoes, etc.
Clay/any other appropriate and Clay/any other appropriate and
Drawing and/or colour media Drawing and/or colour media available art material available art material
Exploring a variety of media and Exploring a variety of media and
techniques. This may include, but is Appropriate tidiness and sharing of Appropriate tidiness and sharing of
techniques space space
not limited to, any of the following:
Blind/contour drawings, colour pencil, Appropriate use of tools 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 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
https://drive.google.com/open?id=1oQlsCDPjcCFHwBiNWeKYw9sB4pLEpXXr

9
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

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 rehearsal 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 and preparation towards final extend observation of elements and guidance by teacher, creative Worksheet: Practical/visual teacher
music, discussing the use of repetition simple Creative Arts terminology 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)

10
2023/24 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 6

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

WEEK 9
TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 AND 6 WEEK 7 WEEK 8
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
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
environment Visual literacy Read, interpret and Read, interpret and Read, interpret and perform
Visual literacy perform perform Appreciate and reflect on
Warm up and play
Improvise and create
Read, interpret and perform
Appreciate and reflect on
CONCEPTS, SKILLS Visual literacy Visual literacy Visual literacy Visual literacy Create in 2D: Buildings, Warm up Warmup and cool-down
AND VALUES 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, in
photographs and real objects to photographs and real objects to photographs and real objects to photographs and real objects to environment two-part harmony and/or call and response)
Physical warmup for co-ordination and control
identify and name relevant art identify and name examples of identify and name examples of identify and name examples of OR Leading and following games
elements found in images of design principles found in images design principles found in images design principles found in images Singing warmups (including songs in unison,
Create in 3D or relief: Buildings, canon, in two-part harmony and/or call and Story development games
buildings and architecture of buildings and architecture of buildings and architecture of buildings and architecture architecture and the response) Improvise and create
Questions to deepen and extend Questions to deepen and extend Create in 3D or relief: Buildings, Create in 3D or relief: Buildings, environment
observation of elements and observation of elements and Improvise and create Short story inspired by listening to a suitable piece of
architecture and the architecture and the Assessment rubric: 40 marks
design principles design principles environment environment Short story inspired by listening to a suitable music and identifying the impact of the different
Apply, identify and personally Apply, identify and personally piece of music and identifying the impact of the musical elements
Art elements Art elements different musical elements
interpret in own work interpret in own work Movement sequences to explore aspects of the above
Reinforce relevant art elements Reinforce relevant art elements Movement sequences to explore aspects of the story using elements of dance (time, space, weight
Create in 2D: Buildings: Create in 2D: Buildings, through own construction of through own construction of
architecture and the architecture and the above story using elements of dance (time, and energy) and combinations of locomotor and non-
buildings and architecture buildings and architecture space, weight and energy) and combinations of locomotor movements
environment environment
Design principles Design principles locomotor and non-locomotor movements OR
Art elements Art elements
Reinforce relevant design Reinforce relevant design OR Read, interpret and perform
Overview of developed use of all Overview of developed use of all principles through use in own principles through use in own
art elements found in own art elements found in own images Read, interpret and perform Puppetry
construction construction
images of buildings, architecture of buildings, architecture and the Puppetry
Skills and techniques Pasting, Skills and techniques Pasting, A puppet performance:
and the environment environment
cutting, wrapping, tying and cutting, wrapping, tying and A puppet performance: Dialogue
Design principles Design principles joining various recyclable joining various recyclable Dialogue Puppet movement
Reinforce relevant design Reinforce relevant design materials materials
Puppet movement Musical accompaniment
principles in own images of principles in own images of Spatial awareness Spatial awareness
buildings, architecture and the buildings, architecture and the Musical accompaniment Consider characters, relationships and structure
environment environment Reinforce conscious awareness of Reinforce conscious awareness of
Consider characters, relationships and structure (conflict and resolution)
working in deep and shallow working in deep and shallow
Drawing and/or colour media Drawing and/or colour media (conflict and resolution) Musical signature tunes for each of the puppet
space, e.g. model to be viewed space, e.g. model to be viewed
Exploring a variety of media and Exploring a variety of media and from front, back and sides, and from front, back and sides, and characters using voice and found or made instruments
techniques techniques parts of model can extend into parts of model can extend into
space space
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

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

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

WEEK 9
TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 AND 6 WEEK 7 WEEK 8
WEEK 10
ASSESSMENT AND Preparatory sketches of own images of buildings, architecture Workbook: Questions to deepen and extend observation of elements and Classroom discussion and Worksheet: Story and music instruments Rehearsal
REMEDIATION and the environment 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
Worksheet to explore contrast and proportion environment towards classroom performance for informal self- and
OR
Teacher guidance towards completion of artwork 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)

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 with
Improvise and create Improvise and create Read, interpret and Improvise and create Read, interpret and task: animals animals animals 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 control instruments exploring instruments exploring Rehearse and prepare for Performing Arts photographs, artworks and photographs, artworks and Reinforce texture and
Read, interpret and dynamics, tempo, dynamics, tempo, Art elements real objects to identify real objects to identify and
Singing warmups perform performance: Improvise and create shape/form in own models
articulation, pitch and articulation, pitch and Line monochromatic colour in name balance in images of human figure interacting
(including traditional An African folktale or rhythm rhythm Read, interpret and A short drama based on images of figures with animals
songs in unison, perform an African folktale or Shape with animal
traditional story. Improvise Read, interpret and Read, interpret and Create in 2D: Figures
canon, in two-part and develop a short An African folktale or traditional story for Texture Design principles
harmony and/or call perform perform presentation Create in 2D: Figures with animals
drama for presentation of traditional story: Form Introduce balance in own
and response) credible characters and An African folktale or An African folktale or Improvise and Combine with expressive with animals Art elements models of the human
traditional story: traditional story: Improvise Space Monochromatic colour
Improvise and create key moments develop a short movement and figure interacting with an
Improvise and and develop a short drama for mime in showing Colour used in own images of animal
Expressive movement and Improvise and create develop a short drama for effective Art elements figures in an environment
mime in response to cues presentation emotions, characters Value Skills and techniques
Sound pictures using drama for effective presentation of narrative and actions Monochromatic colour Design principles
from teacher focusing on instruments of presentation of space devices Combine with expressive Create in 2D: A picture of used in own images of Clay or any other
all body parts, including movement and mime Simple rhythmic patterns Emphasis (focal point)
different tone colour, and narrative devices Simple rhythmic patterns me and my pet figures in an environment used in own images of self appropriate medium for a
showing emotions, pitch and dynamics to Simple rhythmic patterns in response to cues on a drum: Base 3D artwork
characters and actions on a drum: Base slap, from teacher focusing slap, open slap, Evaluate use of art and others in local
express a mood or on a drum: base slap, open slap, muffle, etc. Use elements in a pencil environment Spatial awareness
Read, interpret and idea on all body parts, muffle, etc. Use at Design principles
open slap, muffle, at key moments in the including showing key moments in the drawing as well as Drawing and/or colour
perform Balance used in own Reinforce conscious
Combine with movement etc. Use at key drama performance to emotions, characters drama performance answering of theory media
images of figures in an awareness of working
An African folktale or sequences inspired moments in the underscore action, create and actions to underscore questions by using a rubric
environment Exploring a variety of in space, e.g. model
traditional story. by sound pictures to drama performance an interlude and introduce action, create an
Simple rhythmic patterns media and techniques to be viewed from
Read and interpret an express a mood or to underscore action, tension and/or character interlude and
on a drum: Base front, back and sides,
appropriate story, idea create an interlude, Improvise and create introduce tension
slap, open slap, Drawing and/or colour and parts of the
then improvise and introduce tension and/or character
Focus on structure of C Expressive movement and muffle, etc. Use at media model can extend
develop a short and/or character
major scale and mime in response to cues key moments in the Performing Arts: into space
drama for Appreciate and reflect Exploring a variety of
singing simple from teacher focusing on drama performance Appropriate tidiness and
presentation of clear 40 marks assessed with media and techniques.
melodies in C major on all body parts, including to underscore action, sharing of space
plot rubric This may include, but is
Apply the concept of a Two different types of showing emotions, create an interlude
Focus on structure of C When assessing not limited to, any of the Appropriate use of tools
canon and two-part drama in South Africa characters and actions and introduce tension
major scale and considering social or and/or character Performing Arts, it is following: blind/contour
harmony Appreciate and reflect
singing simple cultural context, purpose important that the teacher drawings, colour pencil,
melodies in C major on Appreciate and reflect chooses a formal pastel, painting, wax
and unique characteristics on
Two different types of assessment task that resist, collage, pencils, ink
Apply the concept of a (such as praise poetry, drama in South Africa Key audience behaviours, consists of at least TWO and stick drawings, etc.
canon and two-part traditional storytelling,
harmony considering social or such as respect, support, of the three performing
workshop theatre, physical cultural context, purpose appreciation, silence while art forms
theatre, children’s theatre and unique characteristics watching and applause
and pantomime)
(e.g. praise poetry,
traditional storytelling,
workshop theatre, physical
theatre, children’s theatre
and pantomime)
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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
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
RESOURCES TO Open space Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured inks, oil pastels, tempera Any other appropriate and
ENHANCE LEARNING Found or made musical instruments, including drums paint, colour pencils, food colouring, magazines and photographs available art material
(clay/ papier
Audio equipment and audio-visuals with a range of suitable music mâché/wire/cardboard
Charts and posters (such as C major scale on a treble stave, etc.) /other recyclable
material) for 3D
African folktales or traditional stories
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 on Workbook: Graphic Worksheet: Two different Worksheet: Two different Classroom discussion: Key audience behaviours, Baseline assessment Workbook: Questions to Workbook: Preparatory Workbook: Preparatory
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 simple and balance support towards support towards
melodies in C major completion of artwork completion of artwork
Classroom discussion and
reflection
SBA (FORMAL
Formal assessment of Performing Arts: 40 marks assessed with a rubric Visual Art: Informal assessment
ASSESSMENT)

13
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 task: 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 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 control ordination and control
Singing warmups,
photographs and real photographs, artworks and elements and design Art elements Art elements Art elements Read, interpret and Singing warmups, including traditional Singing warmups,
objects to identify and real objects to identify and principles in lettering Reinforce in own Reinforce in own Reinforce in own perform including traditional songs in unison, including traditional songs
name balance in lettering name relevant art and/or radiating patterns construction of relief construction of relief construction of relief songs in unison, 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 canon, two-part harmony and/or call harmony and/or call and
Create in 2D: Creative or radiating pattern lettering and/or radiating Observe and discuss the harmony, and/or call and response response.
Design principles Design principles Design principles steps and styles of
lettering and/or radiating Create in 2D: Creative patternmaking and response Read, interpret and Read, interpret and
patternmaking lettering and/or radiating Use balance in own Use balance in own Use balance in own the dance in
Art elements construction of relief construction of relief construction of relief recorded or live Read, interpret and perform perform
Art elements patternmaking perform
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 of Continue exploring a cultural dance cultural dance;
Skills and techniques Skills and techniques Skills and techniques Rehearse
elements in own images of Relevant use of art radiating pattern Pasting, cutting, wrapping, Pasting, cutting, wrapping, cultural dance Rehearse cultural dance Rehearse cultural dance
radiating pattern elements in own images of Pasting, cutting, wrapping, The cultural dance for the
Design principles tying and joining various tying and joining various tying and joining various presentation of Rehearse cultural dance for the presentation of for the presentation of
Design principles radiating pattern Reinforce balance in recyclable materials recyclable materials for the presentation musical musical
recyclable materials patterns, repetition
Reinforce balance in Design principles colours, shapes and sizes Spatial awareness Spatial awareness and sequencing in of musical accompaniment to accompaniment to
Reinforce balance in of own examples of Spatial awareness accompaniment to the dance focusing on the dance focusing on
colours, shapes and sizes Use of shallow and deeper Use of shallow and deeper the dance
of own examples of colours, shapes and sizes lettering and/or radiating Use of shallow and deeper the dance focusing rhythm performance area
of own examples of patterns space in own relief space in own relief space in own relief Simple rhythmic patterns on rhythm and audience
lettering and/or radiating construction, e.g. construction, e.g. on a drum: Base slap, Varying use of energy
patterns lettering and/or radiating Drawing and/or colour construction, e.g. Varying use of energy such as arrangement
patterns some areas extending some areas some areas extending open slap, muffle, etc. to (appropriate
Drawing and/or colour media Exploring a variety further into space extending further into accompany selected such as tension/relaxation and
Drawing and/or colour of media and techniques further into space tension/relaxation, stillness and flow, etc. entrances and exits)
media than others space than others than others cultural dance
media Exploring a variety stillness and flow, Improvise and create 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 etc. develop relationships
media and techniques sharing of space sharing of space sharing of space half, some to dance, (Integrate with cultural in small groups,
This may include, but is others to perform music, Improvise and create dance above)
Appropriate use of tools Appropriate use of tools leading with different
not limited to, any of the Appropriate use of tools and then swop (Integrate with cultural Movement sequences to body parts and
following: blind/contour Practical formal dance above) develop relationships considering eye
drawings, colour pencil, assessment: Visual Arts Movement sequences in small groups, contact and focus
pastel, painting, wax using elements of leading with different
Create in 2D: Creative Simple rhythmic patterns
resist, collage, pencils, ink dance, including time body parts and
lettering and/or on a drum: Base slap,
and stick drawings, etc. (rhythms), space considering eye
patternmaking open slap, muffle etc.
(patterning, contact and focus to accompany
OR
symmetry and Simple rhythmic patterns selected cultural
Create in 3D: A relief asymmetry) and dance
on a drum: Base slap,
mandala/radiating force (strong and open slap, muffle etc.
pattern light and jerky and to accompany
smooth) selected cultural
Assessment rubric: 40 Simple rhythmic patterns dance
marks 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)
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 LEARNING Found or made musical instruments, including drums and marimbas
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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
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 on completion of artwork Classroom discussion and Worksheet: Recognising Worksheet: Recognising AB
relief mandalas reflection AB and ABA form in and ABA form in given
Appropriate art elements given short musical short musical pieces
and design principles pieces and by and by listening
listening
SBA (FORMAL
Formal assessment of Visual Art: 40 marks assessed with a rubric Performing Arts: Informal assessment
ASSESSMENT)

15
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, SKILLS Warm up Warm up Formal assessment task Visual literacy Visual literacy Visual Literacy Visual Literacy
AND VALUES 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 in Observe and discuss visual stimuli in Observe and discuss visual stimuli in
unison, canon, in two-part harmony including stretches and flowing movements Performing Arts (40 marks) photographs, artworks and real photographs, artworks and real photographs, artworks and real photographs, artworks and real
and/or call and response Improvise and create Classroom performance objects to identify and name all art objects to identify and name objects to identify and name objects to identify and name
Physical warmups for co-ordination and Short dialogues exploring conflict elements in images relating to balance in images emphasis in images of people and/or emphasis in images of people and/or
Short dialogues exploring conflict within a own practical work objects objects
control specific context (“Who?” “What?” integrated with movement Questions to deepen and extend
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, energy, 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 etc.) and a combination of locomotor and movements. Can be integrated through use in own observed models through use in own observed models
harmony: Consider movement non-locomotor movements in own work Create in 2D: Images of people
with music phrases exploring Design principles 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
and style and mood and/or objects Reinforce balance through use in Reinforce balance through use in own
exploring conflict using voice, found or instruments, and rhythm and Art elements own observed models observed models
Musical notation (note names on the made instruments and rhythm and melody melody appropriately (can be Art elements Reinforce relevant art elements Spatial awareness Spatial awareness
lines and spaces of the treble clef) appropriately (can be applied to songs applied to songs explored during
Reinforce relevant art elements through use in own observed images
by singing notated songs and using explored during Week 6 and 7) Week 6 and 7) Reinforce conscious awareness of Reinforce conscious awareness of
through use in own observed images of portraits, shells, shoes, etc.
tonic solfa. Use songs mentioned When assessing Performing Arts, it of portraits, shells, shoes, etc. working in deep and shallow space, working in deep and shallow space,
above Design principles e.g. model to be viewed from front, e.g. model to be viewed from front,
is important that the teacher
Design principles Reinforce the design principle of back and sides, and parts of model 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 the Reinforce the design principle of emphasis through use in own can extend into space can extend into space
percussion instruments three performing art forms emphasis through use in own observed images of portraits, shells, Skills and techniques Skills and techniques
observed images of portraits, shells, shoes, etc.
shoes, etc. Clay/any other appropriate and Clay/any other appropriate and
Drawing and/or colour media available art material available art material
Drawing and/or colour media Exploring a variety of media and
Exploring a variety of media and Appropriate tidiness and sharing of Appropriate tidiness and sharing of
techniques space space
techniques. This may include, but is
not limited to, any of the following: Appropriate use of tools Appropriate use of tools
Blind/contour drawings, colour pencil,
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 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 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 TO 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
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 rehearsal 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 and preparation towards final extend observation of elements and guidance by teacher, creative Worksheet: Practical/visual teacher
music, discussing the use of repetition simple Creative Arts terminology 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, SKILLS Visual literacy Visual literacy Visual literacy Visual literacy Create in 2D: Buildings, Warm up Warmup and cool-down
AND VALUES 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, in
photographs and real photographs and real objects photographs and real objects to photographs and real objects to environment 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 elements examples of design principles design principles found in images design principles found in images Singing warmups (including songs in unison,
Create in 3D or relief: Buildings, canon, in two-part harmony and/or call and Story development games
found in images of found in images of buildings of buildings and architecture of buildings and architecture architecture and the
buildings and architecture and architecture response) Improvise and create
Create in 3D or relief: Buildings, Create in 3D or relief: Buildings, environment
Questions to deepen and extend Questions to deepen and extend Improvise and create Short story inspired by listening to a suitable piece of
architecture and the architecture and the Assessment rubric: 40 marks
observation of elements observation of elements and environment environment Short story inspired by listening to a suitable music and identifying the impact of the different
and design principles design principles piece of music and identifying the impact of musical elements
Art elements Art elements the different musical elements
Apply, identify and personally Apply, identify and personally Movement sequences to explore aspects of the above
interpret in own work interpret in own work Reinforce relevant art elements Reinforce relevant art elements Movement sequences to explore aspects of the story using elements of dance (time, space,
through own construction of through own construction of above story using elements of dance (time, weight and energy) and combinations of
Create in 2D: Buildings: Create in 2D: Buildings, buildings and architecture buildings and architecture
architecture and the architecture and the space, weight and energy) and locomotor and non-locomotor movements
environment environment Design principles Design principles combinations of locomotor and non- OR
Reinforce relevant design Reinforce relevant design locomotor movements
Art elements Art elements Read, interpret and perform
principles through use in own principles through use in own OR
Overview of developed use of all Overview of developed use of all construction construction Puppetry
art elements found in own art elements found in own images Read, interpret and perform
Skills and techniques Pasting, Skills and techniques Pasting, A puppet performance:
images of buildings, architecture of buildings, architecture and the Puppetry
and the environment environment cutting, wrapping, tying and cutting, wrapping, tying and Dialogue
joining various recyclable joining various recyclable A puppet performance:
Design principles Design principles Puppet movement
materials materials Dialogue
Reinforce relevant design Reinforce relevant design Musical accompaniment
Spatial awareness Spatial awareness Puppet movement
principles in own images of principles in own images of Consider characters, relationships and structure
buildings, architecture and the buildings, architecture and the Reinforce conscious awareness of Reinforce conscious awareness of Musical accompaniment (conflict and resolution)
environment environment working in deep and shallow working in deep and shallow
Consider characters, relationships and structure Musical signature tunes for each of the puppet
space, e.g. model to be space, e.g. model to be
Drawing and/or colour media Drawing and/or colour media (conflict and resolution) characters using voice and found or made
viewed from front, back and viewed from front, back and
Exploring a variety of media and Exploring a variety of media and sides, and parts of model can sides, and parts of model can instruments
techniques techniques extend into space extend into space
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

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, architecture Workbook: Questions to deepen and extend observation of elements and Classroom discussion and Worksheet: Story and music instruments Rehearsal
and the environment 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
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
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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

Creative Arts terminology

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

19