2021 Grade 6 Life Skills Annual Teaching Plan

2021 Grade 6 Life Skills Annual Teaching PlanTerm 251 daysResources(other thantextbook) toenhancelearningInformalAssessmentWeek 1Week 2Week 3Week 4Week 5 Textbook, newspaper articles, posters News articles and Posters on COVID-19, DBE and Department of Health support material and posters on COVID-19,Week 6Week 7Week 8Week 9Week 10Week 11 Resources for sequence movement activities Resources for safetyHomework/ worksheets/ClassworkControl TEST 30Physical Education 30SBA(FormalAssessment)2021 ANNUAL TEACHING PLAN – TERM 3: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATIONTerm 352 daysCAPS TopicWeek 1Week 2Week 5Week 6Week 7Week 8Week 9Development ofselfDevelopment bilitySocialresponsibilityBasic hygieneprinciples (issues ofCOVID-19)Bullying: reasonsfor bullyingBasic hygieneprinciples (issues ofCOVID-19)Basic hygieneprinciples (issues ofCOVID-19)Basic hygieneprinciples (issues ofCOVID-19)Basic hygieneprinciples (issues ofCOVID-19)Basic hygieneprinciples (issues ofCOVID-19)Basic hygieneprinciples (issues ofCOVID-19)Basic hygieneprinciples (issues ofCOVID-19)Basic hygieneprinciples (issues ofCOVID-19)Bullying: Gettingout of the bullyinghabit: where to findhelpCaring for animals:- Acts of cruelty toanimals- Taking care of andprotecting animalsCaring for animals:- Taking care of andprotecting animals- Places of safety foranimalsCaring for people:- Consideringothers’ needs andviews- Communicatingown views andneeds withouthurting othersCaring for people:- Communicatingown views andneeds withouthurting others- Acts of kindnesstowards other peopleNation-building andcultural heritage :definition ofconcepts-How culturalheritage unifies thenation: nationalsymbols, nationaldaysNation-building andcultural heritage:definition ofconcepts- National symbolssuch as flag,anthem, code ofarms, etc.Reading skills:reading withunderstanding andfluencyReading skills:reading withunderstanding andfluencyReading skills:reading withunderstanding andfluencyReading skills:reading withunderstanding andfluencyReading skills:reading withunderstanding andfluencyReading skills:reading withunderstanding andfluencyNation-buildingand culturalheritage : definitionof concepts- National- Celebratingnational days:Human Rights Day,Freedom Day,Heritage Day,Reconciliation Day,Children’s Day,Women’s Day, AfricaDay, Mandela DayReading aboutdifferent people’sacts of kindnesstowards others:interpret/explain andrelate what has beenstudiedReading aboutdifferent people’sacts of kindnesstowards others:interpret/explain andrelate what has beenstudiedReading aboutnation-building andcultural heritage:interpret/explain andrelate what has beenstudiedReading skills:reading withunderstanding andfluencyReading about howto get out of the habitof bullying:interpret/explain andrelate what has beenstudiedRequisitePreKnowledgeWeek 4Development ofselfCoreConcepts,Skills andValuesPhysicalEducationWeek 3Participation inrhythmic patterns ofmovement withcoordination andcontrol Safetymeasures relatingto rhythmic patternsof movementDevelopment ofselfReading skills:reading withunderstanding andfluencyReading aboutnation-building andcultural heritage:interpret/explainand relate what hasbeen studiedReading about howto get out of the habitof bullying:interpret/explain andrelate what has beenstudiedReading about waysof taking care ofanimals and placesof safety for animals:interpret/explain andrelate what has beenstudiedReading about waysof taking care ofanimals and placesof safety for animals:interpret/explain andrelate what has beenstudiedParticipation inrhythmic patterns ofmovement withcoordination andcontrol Safetymeasures relatingto rhythmic patternsof movementDevelopment ofselfParticipation inrhythmic patterns ofmovement withcoordination andcontrol Safetymeasures relating torhythmic patterns ofmovementMovementperformance inrhythmic patterns ofmovement withcoordination andcontrolMovementperformance inrhythmic patterns ofmovement withcoordination andcontrolParticipation inrhythmic patterns ofmovement withcoordination andcontrol Safetymeasures relating torhythmic patterns ofmovementParticipation inrhythmic patterns ofmovement withcoordination andcontrol Safetymeasures relating torhythmic patterns ofmovementParticipation inrhythmic patterns ofmovement withcoordination andcontrol Safetymeasures relating torhythmic patterns ofmovementDevelopment bilityReading skills:reading withunderstanding andfluencyReading aboutnation-building andcultural heritage:interpret/explain andrelate what has beenstudiedMovementperformance inrhythmic patterns ofmovement withcoordination andcontrolSocialresponsibilityWeek 10Week 11Health andenvironmentalresponsibilityBasic hygieneprinciples (issues ofCOVID-19)FOMALASSESSMENTBasic first aid indifferent situations:cuts and gazes,burns, scalds andsunburn, stings andbites, bruises,poisoning, bleeding,choking Assessment:ProjectReading skills:reading withunderstanding andfluencyReading aboutbasic first aid:interpret/explain andrelate what hasbeen studiedMovementperformance inrhythmic patterns ofmovement withcoordination andcontrolHealth andenvironmentalresponsibilityConsolidation ofwork done duringthe term

2021 Grade 6 Life Skills Annual Teaching PlanTerm 352 daysResources(other thantextbook) toenhancelearningInformalAssessmentWeek 1Week 2Week 3Week 4 Textbook, posters, books on cultures and moral lessons, newspaper articles. Posters on COVID-19, DBE and Department of Health support material and posters on COVID-19,Week 5Week 6Week 7Week 8Week 9Week 10Week 11 Resources for rhythmic movement activities Resources for safetyHomework/ worksheets/ClassworkProject 30Physical Education 30SBA(FormalAssessment)2021 ANNUAL TEACHING PLAN – TERM 4: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATIONTerm 447 daysCAPS TopicCoreConcepts,Skills andValuesWeek 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Health andenvironmentalresponsibilityHealth andenvironmentalresponsibilityHealth SocialresponsibilitySocialresponsibilitySocial responsibilityBasic hygieneprinciples andCOVID-19 protocolPrior Knowledge:Grade 5 TermContent:Issues of ageand gender indifferent culturalcontexts inSouth AfricaGr 5 Content thatwas left out- Relationshipbetween eldersand children indifferent culturalcontexts- Responsibilitiesof boys and girls indifferent culturalcontexts- Contributions ofwomen and menin different culturalcontextsReading skills:reading withunderstanding andusing a dictionaryBasic hygiene principles(issues of COVID-19)Gender stereotyping,sexism and abuse:definition of conceptsBasic hygieneprinciples (issues ofCOVID-19)Genderstereotyping,sexism and abuse:definition ofconceptsBasic hygieneprinciples (issuesof COVID-19)Cultural rites ofpassage:Basic hygieneprinciples (issues ofCOVID-19)Basic hygieneprinciples(issues ofCOVID-19)Basic hygiene principles(issues of COVID-19)- Reading aboutissues of age andgender in differentcultural contexts:recall and relate- Effects of genderstereotyping and sexismon personal and socialrelationships- Effects of gender-basedabuse on personal andsocialReading skills: readingwith understanding andfluencyReading about ways todeal with stereotyping,sexism and abuse:interpret/explain andrelate what has beenstudied- Effects of genderbased abuse onpersonal and socialrelationships- Important stagesin the individual’slife in SouthAfrican cultures:birth, baptism,wedding and death-Cultural rites ofpassage:- Meaning of eachstageCultural ritesof passage- Personal andsocialsignificance ofeach stageReading skills:reading withunderstanding andfluencyReading aboutways to deal withstereotyping,sexism and abuse:interpret/explainand relate what hasbeen studiedReading aboutimportant lifestages in differentcultures:interpret/explainand relate whathas been studiedReading skills: reading withunderstanding and fluencyReading about the dignity ofa person in different religions:interpret/explain and relatewhat has been studied- Dealing withstereotyping,sexism and abuseReading skills:reading withunderstanding andfluencyThe dignity of the person ina variety of religions inSouth AfricaReading skills:reading withunderstanding andfluencyReading aboutimportant lifestages in differentcultures:interpret/explainand relate whathas been studiedReadingskills: readingwithunderstandingand fluencyReading aboutimportant lifestages indifferentcultures:interpret/explain and relatewhat has beenstudiedWeek 9Consolidationof work doneduring the termConsolidationof work doneduring thetermWeek 10FORMAL ASSESSMENTLearners will be assessed on Term 3 and 4’s work A controlled School Based TestSection A: 15marksSection B: 15 marksAll questions arecompulsory. All questions are compulsory. Thequestionswill bematchingcolumnsand/or fillin/completesentencesand/orlists. Case study may be used. The questions will be a combinationof three or more types of questions,ranging from state, explain, discussand describe. Questions will be short open-endedand knowledge-based questions thatinclude information that learnershave acquired from the Personal andSocial Well-being class. Learners will provide directresponses and full sentence in point Questions will testform.understandingand factual One question will focus on theknowledge.application of knowledge and skillsand responses will either be fullsentences in point form or a shortparagraph. Learners will solve problems, makedecisions and give advice. They willprovide a few direct responses.Note. Information provided in the case studies should be current,up-to-date, age-appropriate and learner-friendly.

2021 Grade 6 Life Skills Annual Teaching PlanTerm 447 s(other thantextbook) toenhancelearningWeek 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9Participation inrefined sequencesemphasisingchanges of shape,speed and directionor swimmingactivitiesParticipation in refinedsequences emphasisingchanges of shape, speedand direction orswimming activitiesSafety measures relatingto sequenced movementactivities.Participation inrefined sequencesemphasisingchanges of shape,speed and directionor swimmingactivities.Safety measuresrelating tosequencedmovementactivities.Movementperformance inrefined sequenceemphasisingchanges of shape,speed anddirection orswimmingactivitiesMovementperformance inrefined sequenceemphasisingchanges of shape,speed and directionor swimmingactivitiesParticipation inrefinedsequencesemphasisingchanges ofshape, speedand directionor swimmingactivitiesParticipation inrefinedsequencesemphasisingchanges ofshape, speedand directionor swimmingactivitiesParticipation in refinedsequencesemphasising changesof shape,speed anddirection orswimmingactivitiesMovementperformance inrefined sequenceemphasisingchanges ofshape, speedand direction orswimmingactivitiesHealth andenvironmentalresponsibilityHealth onsibilitySocialresponsibilityHealth andenvironmentalresponsibilitySafety measuresrelating tosequencedmovementactivities.Health andenvironmentalresponsibility Textbook, magazines, posters Posters on COVID-19, DBE and Department of Health support material and posters on COVID-19Resources for sequenced movement activities Resources for swimming activities Resources for safetyWeek 10Homework/ worksheets/ClassworkInformalAssessment2021 ANNUAL TEACHING PLAN – TERM 1: CREATIVE ARTSTerm 145 daysCAPS topicWeek 1Week 3Create in 2D, figureswith animalsCreate in 2D, figureswith animalsCreate in 2D, figureswith animalsVisual literacyVisual literacyVisual literacyVisual literacyBaseline assessmentPractical informal tasksArt elements Line Shape Texture Form Space Colour ValueConcepts, skillsand valuesWeek 2Create in 2D, A pictureof Me and my petEvaluate use of artelements in a pencildrawing as well asanswering of theoryquestions by using arubric.Visual LiteracyObserve and discussvisual stimuli inphotographs, artworksand real objects toidentify monochromaticcolour in images.Create in 2D, figureswith animalsArt elements:monochromatic colourused in own images offigures in anenvironment.Design principles:balance used in ownimages of figures in anenvironment. Drawingand/or colour media:exploring a variety ofmedia and techniques.Could include but notlimited to any of thefollowing: blind-/ contourdrawings’ colour pencil,pastel, painting, waxresist, collage, pencils,Visual LiteracyObserve and discussvisual stimuli inphotographs, artworksand real objects to identifyand name balance inimages of figures withanimals.Create in 2D, figureswith animalsArt elements:monochromatic colourused in own images offigures in an environment.Design principles:emphasis (focal point)used in own images ofself and others in localenvironment.Drawing and/or colourmedia: exploring a varietyof media and techniques.Week 4Create in 3D, figures withanimalsCreate in 3D, figures withanimalsArt elements: reinforcetexture, shape/ form in ownmodels of human figureinteracting with animal.Design principles: introducebalance in own models of thehuman figure interacting withan animal.Skills and techniques: clay orany other appropriate mediumfor a 3D artwork.Spatial awareness: reinforceconscious awareness ofworking in space, e.g. model tobe viewed from front, back andsides, parts of model canextend into space.Appropriate tidiness andsharing of space.Appropriate use of tools.Week 5Week 6Week 7Week 8Week 9Week 10Warm up and playWarm up and playWarm up and playWarm up and playWarm up and playWarm up and playImprovise and createImprovise and createImprovise and createRead, interpret andperformRead, interpret andperformRead, interpret andperformRead, interpret andperformRead, interpret andperformAppreciate and reflectonAppreciate and reflect onAppreciate and reflectonAppreciate and reflectonWarm upVocal warm up;Physical warm ups forco-ordination andcontrol.Singing warm ups(including traditionalsongs in unison, canon,in two-part harmonyand/or call andresponse).Warm upBody percussion games.Warm upSinging warm ups: musicphrases with voice and/orinstruments, exploringdynamics, tempo,articulation, pitch andrhythm.Warm upSinging warm ups: musicphrases with voice and/orinstruments, exploringdynamics, tempo, articulation,pitch and rhythm.Warm upConcentration and focusgames.Formal AssessmentTask: assessed withrubricPerforming ArtRead, interpret and performAn African folktale ortraditional story: Improvise anddevelop a short drama forpresentation: narrativedevices effectively.Read, interpret andperformAn African folktale ortraditional story: Improviseand develop a shortdrama for presentation.Simple rhythmic patterns on adrum: base slap, open slap,muffle, etc. Use at keymoments in the dramaperformance to underscoreaction, create an interlude,introduce tension and/orcharacter.Combine with expressivemovement and mime inresponse to cues fromteacher, focusing on allbody parts, includingshowing emotions,characters and actions.Improvise and createExpressive movementand mime in response tocues from teacher,focusing on all bodyparts, including showingemotions, charactersand actions.Read, interpret andperformAn African folktale ortraditional story. Readand interpret anappropriate story, thenimprovise and develop aRead, interpret andperformAn African folktale ortraditional story.Improvise and develop ashort drama forpresentation: crediblecharacters; keymoments.Improvise and createSound pictures usinginstruments of differenttone colour, pitch anddynamics to express amood or idea. Combinewith movementsequences inspired bysound pictures to expressa mood or idea.Focus on structure of Cmajor scale and singingsimple melodies in Cmajor.Read, interpret andperformAn African folktale ortraditional story:Improvise and develop ashort drama forpresentation: space andnarrative deviceseffectively.Simple rhythmic patternson a drum: base slap,open slap, muffle, etc.Use at key moments inthe drama performanceto underscore action,create an interlude,introduce tension and/orcharacter.Read, interpret and performImprovise and createExpressive movement andmime in response to cues fromteacher, focusing on all bodyparts, including showingRehearse and prepare forperformance:Simple rhythmic patternson a drum: base slap,open slap, muffle, etc.Use at key moments inthe drama performance tounderscore action,create an interlude,Improvise anddevelop a short dramabased on an Africanfolktale or traditionalstory for presentation.Combine withexpressive movementand mime in showingemotions, charactersand actions.Simple rhythmicpatterns on a drum:base slap, open slap,muffle, etc.Use at key moments inthe drama performanceto underscore action,create an interlude,introduce tension and/orcharacter.Performing Arts

2021 Grade 6 Life Skills Annual Teaching Planshort drama forpresentation:clear plot.ink and stick drawings,etc.Apply the concept of acanon and two-partharmony.Focus on structure of Cmajor scale and singingsimple melodies in Cmajor.Apply the concept of acanon and two-partharmony.Requisite preknowledgeResources(other thantextbook) toenhancelearningBasic and practical experience of art elements, and some design principles, basic experiences in creating simple 2Dand 3D artworks.Materials: 2H/ H/ HB/ 2B/3B/ 6B pencils, charcoal,coloured inks, oil pastels, tempera paint, colourpencils, food colouring, magazines, andphotographs.Any other appropriate and available art material (Clay/Paper-Mache/ wire/ cardboard/ other recyclable material) for3D artwork. Example 3D figures.Appreciate and reflectonTwo different types ofdrama in South Africa,considering social orcultural context, purposeand uniquecharacteristics(such as praise poetry,traditional storytelling,workshop theatre,physical theatre,children’s theatre,pantomime).emotions, characters andactions.introduce tension and/orcharacter.40 marks assessedwith rubric.Appreciate and reflect onTwo different types of drama inSouth Africa, consideringsocial or cultural context,purpose and uniquecharacteristics(e.g. praise poetry, traditionalstorytelling, workshop theatre,physical theatre, children’stheatre, pantomime).Appreciate and reflectonKey audience behaviours,such as respect, support,appreciation, silence whilewatching, applause.When assessingPerforming Arts, it isimportant that theteacher chooses aFormal AssessmentTask that consists of atleast TWO of the threeperforming art forms.Voice (basic skill and understanding of breathing, resonance, articulation and projection) and physical (basic skill in warming up the body, posture,physical characterisation, use of space) basic improvisation experience through play and experience of arts elements. Elements of music e.g.dynamics, tempo, articulation, pitch and rhythm.Open space, found or made musical instruments, including drums, audio equipment and audio-visuals with a range of suitable music, charts andposters (such as C major scale on treble stave, etc.), African folktales or traditional stories, resources on South African drama.Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacherWorkbook: Questions toWorkbook: preparatoryWorkbook: preparatoryWorkbook: WorksheetWorkbook: graphicWorksheet: Two differentWorksheet: Two different types Classroom discussion:deepen and extendsketches exploring artsketches of 3D design,on development ofnotation of soundtypes of drama in Southof drama in South Africa,Key audience behaviours,observation of elementselements, colour wheel.exploring space; TeacherDrama based on folktale: pictures.Africa, considering socialconsidering social or culturalsuch as respect, support,and design principles:Teacher guidance andguidance and support towardsfocus on plot structure.Character developmentor cultural context,context, purpose and uniqueappr

2021 Grade 6 Life Skills Annual Teaching Plan 2021 ANNUAL TEACHING PLAN – TERM 2: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION Term 2 51 days Week 1 Week 2 Week 3