2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

2024 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 5 (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 10

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-concept Personal successes as Giving and receiving Appropriate ways of Coping with emotions: Skills to manage Significance of friends Relationships with Safe and unsafe Benefits of safe Learners will be
SKILLS ANDVALUES formation: Influence of contributing factors to feedback: Giving receiving negative and Empathy emotions in a positive in times of sadness, peers, older people relationships relationships assessed on Term 1’s
others on self-concept: positive self-concept feedback to peers and positive feedback way tragedy and change and strangers Reading skills: Reading work
Adults and peers receiving feedback Compassion
Action plan for Reading skills: Reading Reading skills: with understanding and Assignment/case
continued positive self- from peers and adults with understanding and Anger Reading with using a dictionary study: Design and
SLP 5.2 A I SLP 5.2 B This is
concept formation Appropriate ways of using a dictionary Disappointment understanding and Reading about make
can choose my body and I say
SLP 5.1 Body Reading skills: giving feedback: Reading about Sadness using a dictionary relationships that are
my what happens to it
Image Reading with Positive and negative appropriate ways of Reading about safe and good: Recall
feedback
relationships.
understanding and giving and receiving friendships that are and relate
using a dictionary feedback: recall and SLP 4.4 caring and supportive:
relate Emotions why Recall and relate
Reading about SLP 5.3 The
am I feeling
activities and/or actions benefits of
this way?
that build positive self- good and safe
concept: Recall and relationships
relate

PHYSICAL Participation in movement sequences that require consistency and control Movement performance in movement sequences Participation in movement sequences that require consistency and control Movement performance in movement sequences
EDUCATION in smooth and continuous combinations: Rotation, balance, that require consistency and control in smooth in smooth and continuous combinations: Rotation, balance, locomotion that require consistency and control in smooth
locomotion and elevation and continuous combinations: Rotation, balance, and elevation and continuous combinations: Rotation, balance,
Safety measures relating to movement sequences locomotion and elevation locomotion and elevation
Examples of possible activities: Gymnastics sequences which combine
two or more of the following movements: Running, walking, jumping,
hopping, three minutes skipping, rolling, etc.

RESOURCES Textbooks, books on care and self-management and posters

TO ENHANCE
LEARNING Textbooks and resources on movement participation that promote ways to locomote, rotate, elevate and balance using parts of the body with control

INFORMAL
Homework/classwork/worksheet
ASSESSMENT

SBA (FORMAL Written task: 30 marks

ASSESSMENT) Physical Education task: 30 marks

1
 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

2024 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 5 (TERM 2)

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

CAPS TOPICS Social responsibility Social responsibility Formal assessment

Basic hygiene principles Basic hygiene principles Consolidation and assessment of work done during the terms

CORE CONCEPTS, Concepts: Responses to Child abuse: Effects of abuse on Strategies to deal Dealing with violent Ways to avoid and Issues of age and Responsibilities of boys Section A: 15 marks Section B: 15 Marks
SKILLS AND Discrimination, violations of children’s Different forms of personal health with abuse situations: protect oneself gender in different and girls in different
VALUES stereotype and rights: Ways to protect child abuse: Physical Where to get help Identify potential from violent cultural contexts in cultural contexts All questions are compulsory.
bias self and others from and emotional and report abuse violent situations at situations and South Africa: Contributions of women
Violation of violations and where to home, school and in where to find help Relationship and men in different The questions will be matching Questions will be short open-
find help Reading skills: columns and/or fill in/complete ended and knowledge-based
children’s rights: SLP 5.4 Child Reading with the community Reading skills: between elders and cultural contexts
SLP 5.4 Child sentences and/or lists. questions that include information
Discrimination, Reading skills: Reading abuse-'Keeping understanding and Responding Reading with children in different Reading skills: Reading
abuse-'Keeping that learners have acquired from
stereotype and with understanding myself safe using a effectively to violent understanding and cultural contexts with understanding and Questions will test understanding
bias and using a dictionary from abuse.'.
myself safe using a dictionary and factual knowledge. the Personal and Social Well-being
from abuse. dictionary situations using a dictionary. class.
Reading about Reading about ways Reading about Reading about issues of Case study may be used.
SLP 5.7 Learners will provide direct
individuals who have to protect self and protection age and gender in The questions will be a
Learning from responses and full sentences in
taken action against others from abuse: SLP 5.6 agencies and different cultural combination of three or more
our elders point form.
violations of children’s Recall and relate Dealing with places of safety for contexts: Recall and types of questions: State, explain,
rights: Recall and violent children: Recall relate discuss, and describe. One question will focus on the
relate situations-" and relate application of knowledge and
SLP 5.8 Should skills, and responses will either be
SLP 5.5 What is sexual
boys and girls be full sentences in point form or a
Sexual violent
treated differently. short paragraph
grooming-" i situations..."
can say NO!" 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 Participating in a variety of target games Movement performance in a variety of target Participation in a variety of target games Movement performance
EDUCATION Safety measures during target games games in a variety of target
games
Examples of possible activities: Modified netball, basketball,
soccer, rugby, hockey, obstacle course, indigenous or community
games, etc.

RESOURCES • Textbook, newspaper articles, posters and books about children’s rights
TO ENHANCE
LEARNING • Textbook, posters, pictures from magazines, the Constitution of SA, the Children’s Act, newspaper articles, books about children’s rights and responsibilities

INFORMAL
Homework/classwork/worksheet
ASSESSMENT

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

ASSESSMENT) Physical Education task: 30 marks

2
 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

2024 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 5 (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 Health and environmental responsibility Health and environmental responsibility
Formal assessment
Basic hygiene principles Basic hygiene principles Basic hygiene principles

CORE CONCEPTS, Festivals and Festivals and Festivals and customs from Safety measures at Fire safety Water as an important Different ways of Healthy eating for Dietary needs of children Factors influencing food Finalisation,
SKILLS AND customs from a customs from a a variety of religions in home and the Reading skills: Reading basic need: protecting the quality children: South African intake of children submission and
VALUES variety of religions variety of religions South Africa environment: with understanding and Importance of water of water food-based dietary Reading skills: Reading recording of project
in South Africa in South Africa Reading skills: Reading with Harmful household using a dictionary. Reading skills: guidelines with understanding and
Different ways of saving
understanding and using a products and Reading about harmful water Reading with using a dictionary.
dictionary. medication household products and understanding and Reading about healthy
Reading about festivals and medication and fire using a dictionary. eating for children:
customs of different religions safety: Recall and Reading about the Recall and relate
in South Africa: Recall and relate importance of water
relate and how to save and
protect the quality of
water: Recall and
relate

PHYSICAL Participation in rhythmic movements with focus on posture and style Movement performance in rhythmic movements Participation in rhythmic movements with a focus on posture and style Movement performance in rhythmic movements with
EDUCATION Safety measures relating to rhythmic movements. with a focus on posture and style Safety measures relating to rhythmic movements. a focus on posture and style
Examples of possible activities: Aerobics, galloping, marching, hopping, Examples of possible activities: Aerobics, galloping, marching, hopping,
skipping, steps, sliding, leaping, etc. skipping, steps, sliding, leaping, etc.

RESOURCES • Textbook, posters, books about cultures and moral lessons and newspaper articles
TO ENHANCE • Textbook, books about religions in South Africa, newspaper articles, posters of food and the dietary needs of children
LEARNING
• Textbook, books about customs and festivals from different religions, magazines and posters

INFORMAL Homework/classwork/worksheet
ASSESSMENT

SBA (FORMAL Project: 30 marks

ASSESSMENT)
Physical Education task: 30 marks

3
 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

2024 ANNUAL TEACHING PLANS: LIFE SKILLS (PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION): GRADE 5 (TERM 4)

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

CAPS TOPICS FORMAL ASSESSMENT

Health and environmental responsibility Health and environmental responsibility Health and environmental responsibility
Learners will be tested on Term 3 and 4’s work

Controlled school-based test

Basic hygiene principles Basic hygiene principles Basic hygiene principles
All questions are compulsory

CORE CONCEPTS, Local environmental Diarrhea Malaria Measles HIV and AIDS How to change attitudes Substance abuse: Types Negative impact of substances The questions will be Questions will be short
SKILLS AND health problems: Causes of health problems Causes of health Causes of health problems education towards people infected of drugs used: Legal and on health: Effects of drugs on matching columns and/or fill open- ended and
VALUES Locally occurring problems Dealing with the with HIV and AIDS illegal drugs including the body and mind in/complete sentences knowledge-based questions
health problems such Symptoms of health Symptoms of health tobacco, alcohol and and/or lists that include information that
problems Symptoms of health problems stigma about HIV and Reading skills: Reading Reading about the dangers of
as tuberculosis AIDS with understanding and over-the-counter substance abuse: Recall and Questions will test learners have acquired from
Available treatment for problems Available treatment for medication the Personal and Social
Causes of health using a dictionary relate understanding and factual
problems health problems Available treatment for health problems knowledge Well- being class
health problems Reading about changing
Symptoms of health Reading skills: Reading SLP 5.9 Dealing attitudes and Case study may be used Learners will provide direct
problems with understanding and with Stigma perceptions about HIV responses and full
using a dictionary The questions will be a sentences in point form
Available treatment for and AIDS: Recall and combination of three or more
health problems Reading about causes, relate types of questions: state, One question will focus on
symptoms and treatment explain, discuss and the application of knowledge
of locally occurring health SLP 5.10 describe and skills, and responses
problems: Recall and Changing will either be full sentences
relate attitudes towards in point form or a short
people infected paragraph
with HIV Learners will solve
problems, make decisions
and give advice
They will provide a few direct
responses

PHYSICAL Participation in basic field and track athletics or swimming activities Movement performance in Participation in basic field and track athletics or swimming activities Movement performance in Note: Information provided in the case studies
EDUCATION Safety measures during athletic or swimming activities basic field and track basic field and track athletics should be current, up to date, age appropriate and learner-
athletics or swimming or swimming activities friendly
Examples of possible activities: activities
Field athletics: Adapted shot-put, discus, javelin, long jump, high jump, etc.
Track athletics: Sprints, middle and long distances and relays, etc.
Swimming: Confidence exercise, breathing, kicking; gliding, arm and leg
actions with various swimming styles, swimming races, etc.

RESOURCES TO • Textbook and posters of communicable diseases, e.g. TB, diarrhea, measles, etc.
ENHANCE • Textbook, posters, and books about HIV and AIDS
LEARNING
• Textbook, magazines, posters and books on healthy lifestyles
• Textbooks on HIV and AIDS

INFORMAL
Homework/classwork/worksheet
ASSESSMENT

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

ASSESSMENT) Physical Education task: 30 marks

4
 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

2024 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 5 (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 Practical formal Create in 2D: Images of Create in 2D: Images of Create in 3D: Images of Create in 3D: Images of
Improvise and create Improvise and create Improvise and create Improvise and create Improvise and create assessment: Performing self and others in local self and others in local self and others in local self and others in local
Arts environment environment environment environment
Read, interpret and Read, interpret and Read, interpret and Read, interpret and Read, interpret and
perform perform perform perform perform Visual literacy Visual literacy
Appreciate and reflect on Appreciate and reflect on

CONCEPTS, SKILLS Warm up Warm up Warm up Warm up Warm up (continue) Rhythm patterns of Visual literacy Visual Literacy Visual Literacy Create in 3D: Self and
AND VALUES Physical warm up for co- Rhythm games using Vocal warm up: Singing Vocal warm up: Singing Vocal warm up: Singing different note values Baseline assessment Observe and discuss Observe and discuss others in local
ordination and control body percussion and warm up: Choose from warm up: Choose from warm up: Choose from (semibreve, minim, visual stimuli in visual stimuli in environment
crotchet, quaver and the Practical informal tasks
Concentration and focus movement SA songs in unison, in SA songs in unison, in SA songs in unison, in photographs, artworks photographs, artworks Art elements
canon and/or with actions. canon and/or with actions. canon and/or with actions. equivalent rests), using Art elements and real objects to identify and real objects to
games, using travelling Improvise and create body percussion and Reinforce texture,
and freezing, to music A single phrase from a A single phrase from a A single phrase from a Line and name complementary identify and name shape/form in own
Locomotor and non- song can be sung in song can be sung in song can be sung in percussive instruments colour in emphasis in images of
Improvise and create locomotor movement Shape models of human figure
different keys to do vocal different keys to do vocal different keys to do vocal Notation of rhythms on images of the human body the human body in action
Locomotor and non- sequences exploring warmups warmups warmups single line stave (semi- Texture Design principles
elements of time (tempo, in action Questions to deepen and Introduce emphasis in
locomotor movement Improvise and create Improvise and create Improvise and create breve, crotchet, minim and Form extend observation of
sequences exploring beats and meter) quaver note values and Create in 2D: Images of own models of human
individually and in unison Rhythm patterns of Rhythm patterns of Rhythm patterns of Space self and elements and design figure
elements of time (tempo, equivalent rests) principles
beats and meter) Read, interpret and different note values different note values different note values Colour others in local Skills and techniques
(semibreve, minim, (semibreve, minim, (semibreve, minim, Movement sequences Create in 3D: Self and
individually and in unison perform exploring contrasts Value environment Clay or any other
(including jump, turn, crotchet, quaver and the crotchet, quaver and the crotchet, quaver and the others in local
Movement sequences equivalent rests) using equivalent rests) using equivalent rests) using including contrasts in time, Create in 2D: A picture Art elements environment appropriate medium for
bend, stretch, twist, skip, exploring contrasts in levels, direction and force a 3D artwork
body percussion and body percussion and body percussion and of me and my friends Use of complementary
gallop, crawl, roll, slide, direction Art elements
swing, sway, reach, push percussive instruments percussive instruments percussive instruments Performing Arts: Evaluate use of art colour in own images of Spatial awareness
(forwards/backwards/side self and others in local Reinforce texture,
and pull) Read, interpret and Read, interpret and Read, interpret and 40 marks elements in a pencil Reinforce conscious
ways/upwards/downward environment shape/form in own
perform perform perform drawing as well as awareness of working in
Read, interpret and s/diagonally) and force When assessing models of human figure
answering of theory Design principles space, e.g. front, back
perform (smooth/jerky, Notation of rhythms on Notation of rhythms on Notation of rhythms on Performing Arts, it is Design principles
questions by using a and sides of model to
Movement sequences strong/light) single line stave (semi- single line stave (semi- single line stave (semi- important that the Emphasis (focal point) Introduce emphasis in
rubric be completed
exploring contrasts in time Mime sequences around breve, crotchet, minim breve, crotchet, minim breve, crotchet, minim teacher chooses a used in own images of self own models of human
(slow/quick) and levels a central action using the and quaver note values and quaver note values and quaver note values formal assessment task and others in local figure Appropriate use of
high/medium/low) five senses and exploring and equivalent rests) and equivalent rests). and equivalent rests). that consists of at least environment tools
TWO of the three Skills and techniques
contrasts in time, levels, Musical phrases with Musical phrases with Drawing and/or colour Clay or any other
directions and force voice and/or instruments: voice and/or instruments: performing art forms media appropriate medium for a
contrasts in dynamics, contrasts in dynamics, Exploring a variety of 3D artwork
pitch and rhythmic pitch and rhythmic media and techniques.
patterns patterns Spatial awareness
This may include, but is Reinforce conscious
Appreciate and reflect Appreciate and reflect not limited to, any of the
on on awareness of working in
following: Blind/contour space, e.g. front, back
Selected examples of Selected examples of drawings, colour pencil, and sides of model to be
Western/African music, Western/African music, pastel, painting, wax completed
classifying instruments by classifying instruments by resist, collage, pencils, ink
visually and aurally visually and aurally and stick drawings, etc. Appropriate use of tools
considering timbre and considering timbre and
expression of different expression of different
moods moods

REQUISITE PRE- Basic experience and understanding of locomotor and non-locomotor movement Basic and practical experience of art elements and some design principles
KNOWLEDGE Basic understanding of note values, rest values and 2, 3 and 4/4 time signatures Basic experiences in creating simple 2D and 3D artworks
The skills to build rhythmic patterns, using different note values and rests within these time signatures
Understanding the meaning of dynamics and pitch in music

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 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

RESOURCES TO • Open, adequate classroom space Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, Any other appropriate and available art material
ENHANCE coloured inks, oil pastels, tempera paint, colour (clay/papier-mache/wire/cardboard/other recyclable
• Interactive whiteboard/data projector and laptop
LEARNING pencils, food colouring, magazines and photographs material) for 3D artwork. Example 3D figures
• Pictures, photographs, stories, poems, anecdotes and video clips
• Appropriate electronic apps, e.g. EdPuzzle, PowToon, Canva, Book Creator, etc.
• Pictures of and recorded/live music using Western or African string and woodwind instruments
• Audio equipment and audio-visuals with a range of suitable music
• CD player with a range of suitable music
• Charts of musical notes/substitutes such as animals representing note values
• Props, including cans, stones, newspapers, materials, chairs, balls and a large variety of differently sized and shaped objects

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 Classroom discussion: Workbook: Worksheet Worksheet: Notation Worksheet: Notation Worksheet: Notation Baseline assessment Workbook: Preparatory Workbook: Preparatory Teacher guidance and
Reflect on own and other’s on contrasts: Workbook: Worksheet: Workbook: Worksheet: Classify instruments as part of sketches exploring space sketches of 3D design support towards
performances using simple Time Classify instruments as a family or group Teacher guidance and exploring space completion of artwork
Creative Arts terminology part of a family or group support towards Teacher guidance and Classroom discussion
Levels
completion of artwork support towards and reflection
Direction completion of artwork
Force

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

6
 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

2024 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 5 (TERM 2)

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

CAPS TOPICS Create in 2D: Creative Create in 2D: Creative Create in 2D: Creative Create in 3D: African body Create in 3D: African Formal assessment: Warm up and play Warm up and play Warm up and play Warm up and play
lettering and/or lettering and/or lettering and/ or adornment body adornment Visual Arts Improvise and create Read, interpret and Read, interpret and Read, interpret and
patternmaking patternmaking patternmaking Visual literacy Visual literacy perform perform perform
Read, interpret and
Visual literacy Visual literacy Visual literacy perform Improvise and create Improvise and create Improvise and create
Appreciate and reflect on

CONCEPTS, SKILLS Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Warm up Warm up Warm up Warm up
AND VALUES Observe and discuss Observe and discuss visual Questions to deepen Observe and discuss Observe and discuss visual stimuli in photographs Singing warmup (including Physical warm up for co- Physical warm up for co- Vocal warm up
visual stimuli in stimuli in photographs and and extend observation visual stimuli in and real objects to identify and name emphasis in South African songs in ordination and control ordination and control Sensory games
photographs, artworks real objects to identify and of elements and design photographs and real creative lettering and patternmaking and in African unison and canon and call (including floor work and (including floor work and responding to aural, oral,
and real objects to name emphasis in creative principles in creative objects to identify and body adornment and response) body part isolations) knee bends and rises) visual, tactile and
identify and name all art lettering and patternmaking lettering and/or name emphasis in creative Create in 3D: African body Improvise and create Improvise and create Spatial awareness kinaesthetic stimuli
elements in creative and in African body patternmaking and lettering and games (including lunges, Read, interpret and
lettering and/or adornment African body adornment patternmaking and in Adornment Melodic and rhythmic Melodic and rhythmic
phrases (voice and/or on phrases (voice and/or arm swings, transfers of perform
patternmaking and Create in 2D: Creative Apply to own and others’ African body adornment Art elements weight, etc.)
African body adornment found and/or made found and/or made Mime sequence using
lettering and/or work Create in 3D: African Use line, shape and colour in own surface instruments) that use instruments) that use Improvise and create
Create in 2D: Creative patternmaking body adornment decoration of body adornment sensory detail and
Create in 2D: Creative repetition, call and repetition, call and Movement sequences emotional expression and
lettering and/or Art elements lettering and/or Art elements Design principles response and contrast response and contrast
patternmaking using different kinds of showing weight, size and
Complementary colour in patternmaking Use line, shape and colour Use emphasis in own work, e.g. the visual focus of Read, interpret and Movement sequences, jumps (with safe shape
Art elements own creative lettering Art elements in own surface decoration the body adornment perform using transfers of weight landings) and lunges
and/or patternmaking as Improvise and create
Complementary colour Complementary colour in of body adornment Spatial awareness Musical notation of treble from different body parts and balances
in own creative lettering surface decoration and lunges and balances Combinations of two or
own creative lettering Design principles Reinforce conscious awareness of working in clef and the letter names Combinations of two or more movements with a
and/or patternmaking as Design principles and/or patternmaking as of notes on lines and in Read, interpret and more movements with a partner using extreme
surface decoration Use emphasis in own space, e.g. sections of body adornment could
Use emphasis in colours, surface decoration work, e.g. the visual focus extend into space spaces on a treble stave perform partner using extreme energy changes and
Design principles shapes and sizes of Design principles of the body adornment and their differences in Dance sequence exploring energy changes and elements of force: smooth
creative lettering and/or Skills and techniques pitch elements of force:
Use emphasis in Use emphasis in Spatial awareness the movement range of and jerky and strong and
colours, shapes and pattern Pasting, cutting, wrapping, tying and joining various Appreciate and reflect each body part and smooth and jerky and light
colours, shapes and Reinforce conscious recyclable materials strong and light
sizes of creative lettering Drawing and/or colour sizes of creative lettering awareness of working in on geometric concepts such
and/or pattern media and/or pattern space, e.g. sections of Appropriate use of tools Two selected pieces of as parallel, symmetry, Read, interpret and
Drawing and/or colour Exploring a variety of Drawing and/or colour body adornment could Practical formal assessment: Visual Arts music/songs representing distance, volume and perform
media media and techniques media Exploring a extend into space different genres (such as mass Dance sequence
Create in 2D: Creative lettering and/or
Exploring a variety of variety of media and Skills and techniques patternmaking blues, pop, kwaito, exploring the movement
media and techniques. techniques classical, traditional, free- range of each body part
Pasting, cutting, wrapping, OR kiba, opera, musicals, and geometric concepts
This may include, but tying and joining various malombo, kwassa-kwassa, such as parallel,
Create in 3D: African body adornment
not limited to, any of the recyclable materials techno and soukous), symmetry, distance,
following: Blind/contour Assessment rubric: 40 marks
Appropriate use of tools considering the genre, volume and mass
drawings, colour pencil, style, instruments, and
pastel, painting, wax elements of music in each
resist, collage, pencils,
ink and stick drawings,
etc.

REQUISITE PRE- Basic and practical experience of art elements and some design principles Basic dance skills: warmup ritual, posture and alignment, use of dance elements, working with partners
KNOWLEDGE Basic experiences in creating simple 2D and 3D artworks Basic knowledge and understanding of note and rest values
Understanding of musical elements such as dynamics, pitch, beat and rhythm.
Understanding the difference between melodic and rhythmic phrases

RESOURCES TO Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured inks, oil pastels, Any other appropriate and available art material (clay/papier • Found or made musical instruments, including drum/tambourine
ENHANCE tempera paint, colour pencils, food colouring, magazines and photographs mâché/wire/cardboard/other recyclable material) for 3D artwork
• Audio equipment and audio-visuals with a range of suitable music
LEARNING Example 3D figures
• Charts and posters of musical notes/substitutes, e.g. animals representing note values
• Interactive whiteboard/data projector and laptop
• Pictures and photographs
• Appropriate electronic apps, e.g. EdPuzzle, PowToons, Canva, Book Creator, etc.

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 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

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 Workbook: Preparatory Teacher guidance and Workbook: Preparatory Workbook: Preparatory sketches of 3D design Workbook: Worksheet: Workbook: Worksheet Rehearsal Workbook: Worksheet on
deepen and extend sketches, teacher support towards sketches of 3D design exploring space Two selected pieces of exploring geometric Side coaching and critical reflection about
observation of elements observation and guidance completion of artwork exploring space Teacher guidance and support towards completion music/songs representing concepts such as parallel, directing by teacher and performances using
and design principles in Workbook: New Teacher guidance and of artwork different genres. To symmetry, distance, peers towards simple Creative Arts
creative lettering and/or terminology explored support towards continue in workbooks as volume and mass performance terminology
patternmaking Classroom discussion and reflection homework activity and
Quizzes and worksheets completion of artwork Submission of worksheet
submitted by week 4 on two selected pieces of
on African body adornment
music/songs (see Week 7)
Appropriate art elements
and design principles

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

8
 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

2024 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 5 (TERM 3)

TERM 3 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 practical Create in 2D: Reptiles, Create in 2D: Reptiles, Create in 3D: Reptiles, Create in 3D: Reptiles,
Improvise and create Improvise and create Improvise and create Improvise and create Improvise and create assessment: insects, etc. in their insects, etc. in their insects, etc. insects, etc.
Performing Arts environment environment Visual literacy Visual literacy
Appreciate and reflect on Appreciate and reflect on Read, interpret and Read, interpret and
perform perform Visual literacy Visual literacy

CONCEPTS, Warm up Warm up Warm up Warm up Warm up Formal assessment Visual literacy Visual literacy Visual literacy Visual literacy
SKILLS AND Physical warmup for co- Physical warm up for co- Physical warmup for co- Vocal warmup (including Physical warmup for co- task submitted Observe and discuss Observe and discuss Observe and discuss Observe and discuss
VALUES ordination and control ordination and control ordination and control breathing awareness ordination and control Practical formal visual stimuli in visual stimuli in visual stimuli in visual stimuli in
(warmup ritual that can (warmup ritual that could (warm-up ritual that can exercises, harmonising of (warmup ritual that can assessment: photographs, artworks photographs, artworks photographs, artworks photographs, artworks
include spinal rolls, include: spinal rolls, include spinal rolls, vowels on different notes) include spinal rolls, Performing Arts: and real objects to identify and real objects to identify and real objects to and real objects to
swings, floor work, body swings, floor work, body swings, floor work, body Singing warmup swings, floor work, body Integrated dance, and name all art and name all art identify and name identify and name
part isolations and knee part isolations, knee part isolations and knee (including South African part isolations and knee drama and music elements in images of elements in images of emphasis in images of emphasis in images of
bends and rises) bends and rises). bends and rises) songs in unison, canon, bends and rises) as well performance: Group role reptiles, insects, etc. reptiles, insects, etc. reptiles, insects, etc. reptiles, insects, etc.
Improvise and create Trust games, in pairs and Trust games in pairs and two-part harmony and call as vocal warmup. play using Observe and discuss Observe and discuss Create in 3D: Reptiles, Create in 3D: Reptiles,
Partner skills such as small groups small groups and response) Improvise and create characterisation, visual stimuli in visual stimuli in insects, etc. insects, etc.
copying, leading, Improvise and create Improvise and create Improvise and create and interaction, conflict and photographs, artworks photographs, artworks Art elements Art elements
following and mirroring and read, interpret and resolution with addition of and real objects to identify and real objects to identify
Movement phrases in Movement phrases in movement phrases using and name emphasis in and name emphasis in Reinforce texture and Reinforce texture and
Movement phrases in pairs using ‘question and pairs using “question and read, interpret and perform shape/form through shape/form through
“question and answer” images of reptiles, images of reptiles,
pairs using “question and answer’ and ‘meeting and answer” and “meeting perform Rehearsal and and “meeting and parting” insects, etc. insects, etc. modelling own reptiles, modelling own reptiles,
answer” and “meeting parting’ and parting” Group role-play using preparation of the and musical phrases insects, etc. insects, etc.
and parting” practical formal Create in 2D: Reptiles, Create in 2D: Reptiles,
Pair and group role-plays, Pair and group role- characters created in using repetition, accent, insects, etc. in their insects, etc. in their Design principles Design principles
Musical phrases in pairs using appropriate plays using appropriate Week 6 and 7 assessment task that call and response and/or
includes dance, drama environment environment Reinforce emphasis Reinforce emphasis
using repetition, accent, language, movement, language, movement, (considering echo through use in own through use in own
call and response and/or facial expression and facial expression and characterisation, and music performance: Art elements Art elements
Performing Arts: models of reptiles, models of reptiles,
echo gesture Character ‘hot gestures interaction, conflict and Group role play using Reinforce relevant art Reinforce relevant art insects, etc. insects, etc.
seats’ in pairs to develop characterisation, 40 marks elements through use in elements through use in
Appreciate and reflect Musical phrases in pairs resolution) with addition of interaction, conflict and Spatial awareness Spatial awareness
on roles, using appropriate using repetition, accent, movement phrases in When assessing own images of reptiles, own images of reptiles,
resolution with addition of Reinforce conscious
Two contrasting dance
language, body language call and response and/or pairs using “question and movement phrases using Performing Arts, it is insects, etc. insects, etc.
awareness of working in
Reinforce conscious
and gesture echo answer” and “meeting and important that the teacher Design principles Design principles awareness of working in
performances (live or on parting” and musical “question and answer”’ chooses a formal space, e.g. model to be space, e.g. model to be
DVD), considering the Appreciate and reflect Musical notation of notes phrases in pairs using and “meeting and parting” Reinforce the design Reinforce the design viewed from front, back
on assessment task that principle of emphasis principle of emphasis viewed from front, back
context, the purpose and on lines and in spaces on repetition, accent, call and and musical phrases consists of at least TWO and sides and parts of and sides and parts of
the style of the selected Two contrasting dance a treble stave using letter response and/or echo using repetition, accent, through use in own through use in own model can extend into
of the three performing images of reptiles, images of reptiles, model can extend into
dance performances (live or on names on C major scale call and response and/or art forms space space
DVD), considering the Musical notation of notes echo insects, etc. insects, etc.
on lines and in spaces on Skills and techniques Skills and techniques
context, the purpose and Drawing and/or colour Drawing and/or colour
the style of the selected a treble stave using letter media media Clay or any other Clay or any other
dance names on C major scale appropriate medium for a appropriate medium for a
Exploring a variety of Exploring a variety of 3D artwork
media and techniques media and techniques 3D artwork
Appropriate use of tools Appropriate use of tools
This may include, but is
not limited to, any of the
following: blind/contour
drawings, colour pencil,
pastel, painting, wax
resist, collage, pencils, ink
and stick drawings, etc.

REQUISITE PRE- Understanding and experience of dance and music warmup activities and spatial awareness (including lunges, arm swings, transfers of weight, etc. Basic and practical experience of art elements and some design principles
KNOWLEDGE Understanding of movement sequences using different kinds of jumps (with safe landings) and balances Basic experiences in creating simple 2D and 3D artworks
Experience in dance elements
Understanding elements of music: recognise the use of repetition, accent, call and response and echo through listening to live examples

9
 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

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

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 two contrasting dance Workbook: Musical notation Workbook: Worksheet on group role play with music and movement phrases Workbook: Questions to Workbook: Preparatory Preparatory sketches Basic and practical
performances (live or on DVD), considering the of notes on lines and in Exploring new terminology: Repetition, accent, call and response and/or echo, as deepen and extend sketches, guidance by Worksheet: Practical/visual experience of art
context, the purpose and the style of the selected spaces on a treble stave well as character, interaction and resolution observation of elements teacher, creative exploration of emphasis elements and some
dance using letter names on C and design principles application of elements design principles
major scale and principles Continuous supportive
Images of reptiles, guidance by teacher Basic experiences in
insects, etc. towards completion of 3D creating simple 2D and
artwork 3D artworks
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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 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

2024 ANNUAL TEACHING PLANS: LIFE SKILLS (CREATIVE ARTS): GRADE 5 (TERM 4)

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

CAPS TOPICS Create in 2D things that fly Create in 2D things that fly Create in 3D things that fly Create in 3D things that fly Practical formal Warm up and play Warm up and play Warm up and play Warm up and play
(natural or mechanical) (natural or mechanical) Visual literacy Visual literacy assessment: Improvise and create Improvise and create Improvise and create Improvise and create
Visual literacy Visual literacy Visual Art Appreciate and reflect on Read, interpret and perform Read, interpret and perform Read, interpret and perform
Appreciate and reflect on

CONCEPTS, Visual literacy Visual literacy Visual literacy Visual literacy Warm up Warm up Warm up Warm up
SKILLS AND Observe and discuss visual Observe and discuss visual Observe and discuss visual Observe and discuss visual stimuli in photographs, artworks Physical warmups for Singing warmups (including Singing warmups Singing warmups
VALUES stimuli in photographs and stimuli in photographs and stimuli in photographs, and real objects to identify and name examples of contrast strength and flexibility South African songs in unison Call and response games Group awareness games
real objects to identify and real objects to identify and artworks and real objects to and proportion found in the natural world Vocal warmups and two-part harmony) (such as creating a machine
name art elements found in name art elements found in identify and name examples Improvise and create and
Create in 3D things that fly Improvise and create and Call and response games read, interpret and perform through complementary
images of things that fly images of things that fly of contrast and proportion movements)
(natural or mechanical) (natural or mechanical) found in the natural world Art elements read, interpret and perform Improvise and create and Short drama/dance
Reinforce texture, shape/form and colour through own Short drama/dance read, interpret and perform improvisations reflecting a Improvise and create and
Observe and discuss visual Observe and discuss visual Create in 3D things that fly read, interpret and perform
stimuli in photographs and stimuli in photographs and construction of things that fly (natural or mechanical) improvisations reflecting a Short drama/dance social, cultural or
Art elements social, cultural or improvisations reflecting a environmental issue relevant Short drama/dance
real objects to identify and real objects to identify and Design principles
name examples of contrast name examples of contrast Reinforce texture, environmental issue relevant social, cultural or to the learners (continue) improvisations reflecting a
shape/form and colour Reinforce contrast and proportion through use in own to the learners using environmental issue relevant social, cultural or
and proportion found in and proportion found in construction Short music piece combining
images of things that fly images of things that fly through own construction of selected tableaux, to the learners a number of instruments environmental issue relevant
(natural or mechanical) (natural or mechanical) things that fly (natural or Skills and techniques movement, poetry and Selected tableaux, movement, (drums, marimba, etc.) to the learners (continue)
mechanical) Pasting, cutting, wrapping, tying and joining various speaking/singing in unison poetry and speaking/singing in reflecting a mood related to Short music piece combining
Create in 2D things that fly Create in 2D things that fly or individually
(natural or mechanical) (natural or mechanical) Design principles recyclable materials unison or individually the social, cultural or a number of instruments
Reinforce contrast and Spatial awareness Short composition of poetry Short composition of poetry environmental issue (drums, marimba, etc.)
Art elements Art elements and song to draw attention reflecting a mood related to
proportion through use in Reinforce conscious awareness of working in space, e.g. and song to draw attention to
Overview of use of Overview of use of own construction to social, cultural and social, cultural and the social, cultural or
appropriate art elements appropriate art elements model to be viewed from front, back and sides, parts of environmental issues to be environmental issue
Skills and techniques model can extend into space environmental issues to be
found in own images of found in own images of used in above presentation used in above presentation
things that fly (natural or things that fly (natural or Pasting, cutting, wrapping, Appropriate use of tools Appreciate and reflect on
mechanical) mechanical) tying and joining various Appreciate and reflect on
Practical formal assessment: Visual Art A live or recorded drama:
Design principles Design principles recyclable materials A live or recorded drama:
Create in 2D things that fly (natural or mechanical) Key moments in a drama
Reinforce emphasis in own Reinforce emphasis in own Spatial awareness Key moments in a drama
OR Themes, ideas and moods
images of things that fly images of things that fly Reinforce conscious Themes, ideas and moods
(natural or mechanical) (natural or mechanical) awareness of working in Create in 3D things that fly Why particular techniques Why particular techniques
Drawing and/or colour Drawing and/or colour space, e.g. model to be Assessment rubric: 40 marks were used were used
media media viewed from front, back and Sensitivity to the social and
sides, and parts of model Sensitivity to the social and
Exploring a variety of media Exploring a variety of media cultural contexts cultural contexts
can extend into space
and techniques. and techniques
Appropriate use of tools
This may include, but is not
limited to, any of the
following: blind/contour
drawings, colour pencil,
pastel, painting, wax resist,
collage, pencils, ink and
stick drawings, etc.

REQUISITE PRE- Basic understanding and experience of art elements and design principles Basic understanding of the use of music elements like dynamics, tempo, pitch and timbre to create a certain mood in music
KNOWLEDGE Experience in creating simple 2D and 3D artworks 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)
Ability to improvise
Basic understanding of tableaux,
Basic experience of drama elements: Character, plot, time, space and audience

11
 2024 ANNUAL TEACHING PLANS: LIFE SKILLS GRADE 5

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

RESOURCES TO Materials: 2H/H/HB/2B/3B/6B pencils, charcoal, coloured • Any other appropriate and available art material (clay/papier • Open space
ENHANCE inks, oil pastels, tempera paint, colour pencils, food mâché/wire/cardboard/other recyclable material) for 3D artwork • Found or made musical instruments, including drums and marimbas
LEARNING colouring, magazines and photographs
• Example 3D figures • Audio equipment and audio-visuals with a range of suitable music
• Charts and posters (such as C major scale on treble stave, etc.)
• DVDs/CDs or access to live performance of drama (radio, television, community, professional or classroom)

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 observation of Preparatory sketches, worksheet to explore contrast and Classroom discussion and Workbook: Storyboard of drama presentation Rehearsal
elements and design principles proportion reflection Workbook: Worksheet on review of drama Side coaching and directing by teacher and peers towards
Workbook: Preparatory sketches, guidance by teacher, Teacher guidance towards completion of 3D artwork performance
creative application of elements and principles Self- and peer assessment

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

12