MULTI-GRADE TEACHING ANNUAL TEACHING PLAN (2023-2024)

SUBJECT: Life Skills

TERM 1
TOPICS AND CONTENT
WEEKS GRADE 4: GRADE 5 GRADE 6
Development of the self
1 Basic hygiene Principles

Personal strengths: identify, explore and Positive self-concept formation - Influence of Positive self-esteem: body image:
appreciate own strengths: identify, explore and others on self-concept: adults and peers Understanding and respecting body changes.
appreciate own strengths and strengths of others

2 Personal strengths: identify, explore and Positive self-concept formation: Personal Positive self-esteem: body image: Other
appreciate own strengths: Successful successes as contributing factors to positive self- influences on body image: media and society
experiences as a result of own strengths: concept
achievements and exciting experiences at school
and home - Action plan for continued positive self-
concept formation - Acceptance of the self
Reading skills: reading with understanding and using
a dictionary
Reading skills: reading with understanding and
Reading about activities and/or actions that build fluency
positive self-concept: recall and relate

Reading about positive influences on body

image: interpret/explain and relate what has
been studied.

3 Development of the self

Basic hygiene Principles

Personal strengths: identify, explore and Giving and receiving feedback: giving feedback to Abilities, interests and potential: Identify own
appreciate own strengths: Less successful peers and receiving feedback from peers and abilities, interests and potential.
experiences: adults: Appropriate ways of giving feedback: positive
and negative feedback Relationship between abilities, interests and
. potential.

4 Development of the self

1
 Basic hygiene Principles

Personal strengths: identify, explore and Appropriate ways of receiving negative and Abilities, interests and potential: Create
appreciate own strengths: Ways to convert less positive feedback. opportunities for making the most of own
successful experiences into positive learning abilities, interests and potential: explore a variety
experiences: use strengths to improve of sources
weaknesses
Reading skills: reading with understanding and using
Reading by learners: reading for enjoyment. a dictionary

Reading about role models or successful Reading about appropriate ways of giving and
people or Confident people. receiving feedback: recall and relate

5 Respect for own and others’ bodies: privacy, Coping with emotions: compassion, anger, Abilities, interests and potential: Action plan
bodily integrity and not subjecting one’s body to disappointment and sadness. to improve own abilities, pursue own interests
substance abuse and develop own potential

Reading skills: reading with understanding and

fluency

Reading texts on how to identify and develop

own abilities, interests and potential:
interpret/explain and relate what has been
studied.

6 Respect for own and others’ bodies: How to Coping with emotions: Skills to manage emotions in Peer pressure: Examples of peer pressure in
respect and care for own body. a positive way. different situations: school and community

How to respect others’ bodies.

7 Respect for own and others’ bodies: Reasons Coping with emotions: Significance of friends in Peer pressure: Appropriate responses to peer
for respecting own and others’ body. times of sadness, tragedy,and change pressure in different situations.

Weekly reading by learners: reading for Reading skills: reading with understanding and
enjoyment. fluency.
Reading skills: reading with understanding andusing
Reading by learners: reading for enjoyment. a dictionary Reading about ways to resist peer pressure:
interpret/explain and relate what has been
Reading about care and respect for body Reading about friendships that arecaring and studied.
others’ bodies. supportive: recall and relate.

2
8 Dealing with conflict: Examples of conflict Relationships with peers: Problem solving skills in conflict situations:
situations at home and school Keeping safe and how to protect self and others

Strategies to avoid conflicts.

Safe and unsafe relationships

9 Dealing with conflict: Strategies to avoid Relationships with older people and strangers: Problem solving skills in conflict situations:
conflicts. Safe and unsafe relationships Mediation skills

10. Dealing with conflict: Useful responses to Benefits of safe relationships Problem solving skills in conflict situations:
conflict situations Peacekeeping skills: acceptance of self and
others, demonstration of respect for others, co-
Reading by learners: reading for enjoyment operation, personal responsibility for one’s
Reading skills: reading with understanding and using
actions, listening
a dictionary
Reading about peacekeeping and mediation
Reading about safe environments and how to Reading about relationships that are safe and
skills: interpret/explain and relate what has
avoid conflict situations good: recall and relate
been studied.

11. Consolidation of work done during the term• Assignment/design, make and Case Study

Physical Participation in activities that promote different Participation in movement sequences that require Participation in a physical fitness programme to
Education ways to locomote, rotate, elevate and balance consistency and control in smooth and continuous develop particular aspects of fitness.
using various parts of the body with control combinations, rotation, balance, locomotion and
elevation.

Safety measures: relating to locomotion, rotation, Safety measures for physical fitness activities
Safety measures relating to locomotion, rotation, elevation and balancing activities. Suitability of the
elevation and balancing activities surface of the play area, warm up and cool down,
basic First Aid, spacing of learners during activities,
following instructions

Movement performance in activities that promote Movement performance in movement sequences that Movement performance in a physical fitness
different ways to locomote, rotate, elevate and require consistency and control in smooth and programme to develop particular aspects of
balance using various parts of the body with continuous combinations: rotation, balance, fitness.
control. locomotion, elevation.

3
Week 10 Homework/ worksheets/Classwork

Informal
assessment;
remediation

SBA (Formal Written Task 30 Marks

Assessment) Physical Education 30 Marks

TERM 2
TOPICS AND CONTENT
WEEKS GRADE 4: GRADE 5 GRADE 6
Development of the self Social responsibility Development of the self
1 Basic Hygiene Principles

Emotions: Understanding a range of emotions: love, Concepts: discrimination, stereotype and Self-management skills: Responsibilities at
happiness, grief, fear and jealousy bias: Violation of children’s rights discrimination, school and home.
stereotype and bias.

2 Development of the self Social responsibility Development of the self

Basic Hygiene Principles

Emotions: Understanding own emotions: appropriate Concepts: discrimination, stereotype and Self-management skills: Prioritising
ways to express own emotions bias: Responses to violations of children’s responsibilities
rights: ways to protect self and others from
violations and where to find help

Reading skills: reading with understanding

and using a dictionary

Reading about individuals who have taken

action against violations of children’s rights:
recall and relate.

3 Development of the self Social Responsibility Development of the self

Basic Hygiene Principles

4
 How to understand and consider others emotions. Child abuse: Different forms of child abuse: Self-management skills: Developing an
physical and emotional. activity plan: homework, house chores and
playing time.
Reading by learners: reading for enjoyment
Reading skills: reading with understanding and
fluency
Reading about how people express different
Reading about self-management skills:
emotions
interpret/explain and relate what has been
studied

4 Development of the self Social Responsibility Development of the self

Basic Hygiene Principles

Personal experience of working in a group: Child abuse: Effects of abuse on personal Bullying: Reasons for bullying
Benefits of working in a group health.

Challenges of working in a group.

5 Development of the self Social Responsibility Social responsibility

Basic Hygiene Principles

Useful responses to challenges of working in a Child abuse: Strategies to deal with abuse Bullying: Getting out ofthe bullying habit: where to find
group. help
-Where to get help and report abuse
Reading by learners: reading for enjoyment. Reading skills: reading with understanding Reading skills: reading with understanding and
and usinga dictionary fluency

Reading about ways to succeed in working in a Reading about ways to protect self and Reading about how to get out of the habit of
group others from abuse: recall and relate. bullying: interpret/ explain and relate what has been
studied.

6 Development of the self Social Responsibility Development of the self

Basic Hygiene Principles

Dealing with violent situations: Identify Cultural rites of passage: Important stages in
- Bullying: how to protect self from acts of potential violent situations at home, school and the individual’s life in South African cultures: birth,
bullying ways to succeed in working in a group community. baptism, weddingand death.

Responding effectively to violent situations

5
7 Development of the self

Basic Hygiene Principles

Appropriate responses to bullying: where to find Dealing with violent situations: Ways to avoid Cultural rites of passage: Meaning of each stage
help. and protect oneself from violent situations and
where to find help
• Reading by learners: reading for enjoyment
• Reading skills: reading with
• Reading about appropriate responses to understanding and using a dictionary
bullying
- Reading about protection agencies and
places of safety for children: recalland relate

8 Social Responsibility
Basic Hygiene Principles

Children’s rights and responsibilities: name, Cultural rites of passage: Personal and social
Issues of age and gender in different
health, safety, education, shelter, food and environment cultural contexts in South Africa: significance of each stage
Relationship between elders andchildren in
different cultural contexts. Reading skills: reading with understanding and
fluency

Reading about important life stages in

different cultures: interpret / expl ain and
relate what has been studied
9 Social Responsibility
Basic Hygiene Principles
Children’s rights as stipulated in the South African Issues of age and gender in different cultural The dignity of the person in a variety of
Constitution contexts in South Africa: Responsibilities of religions in South Africa
boys and girls in different cultural contexts.
Children’s responsibilities in relation to their rights Reading skills: reading with understanding and
Contributions of women and men in different fluency
Reading by learners: reading for enjoyment cultural contexts.
Reading about the dignity of a person in
Reading about children’s rights and Reading skills: reading with understanding different religions: interpret/explain and
responsibilities and using a dictionary relate what has been studied.
Reading about issues of age and gender in
different cultural contexts: recall and relate.

6
10-11 Consolidation and assessment of work done during the term
SBA (Formal
Assessment) FORMAL ASSESSMENT: Control Test

Physical Participation in rhythmic movements with focus on Participation in a physical fitness programme to
• Participation in rhythmic movements with
Education posture and style Safety measures relating to develop particular aspects of fitness.
focus on posture. rhythmic movements
Safety measures relating to physical fitness
• Safety measures during rhythmic movements Examples of possible activities Aerobics, galloping,
activities
marching, hopping, skipping, steps, sliding, leaping,

Informal Homework/ worksheets/Classwork Homework/ worksheets/Classwork Homework/ worksheets/Classwork

assessment;
remediation

Week 11 Test 30 Marks. Term 2 Controlled test will include term 1 and 2 content.

SBA (Formal Physical Education 30 Marks

Assessment)

TERM 3
TOPICS AND CONTENT
WEEKS GRADE 4: GRADE 5 GRADE 6
Social Responsibility
1
Basic Hygiene Principles

Cultures and moral lessons: Cultural groups in Festivals and customs from a variety of religions inSouth Nation-building andcultural heritage: definition of
South Africa Africa: concepts: How cultural heritage unifies the nation:
national symbols, national days.

2 Social Responsibility
Basic Hygiene Principles
Cultures and moral lessons: Menus from Festivals and customs from a variety of religions in South National symbols such as flag, anthem, code
different cultures in South Africa. Africa of arms, etc., national days

Social Responsibility
Basic Hygiene Principles

7
3 Cultures and moral lessons: Moral lessons Festivals and customs from a variety of religions in South Nation-building andcultural heritage: definition of
selected from the narratives of cultural groups in Africa concepts:
South Africa.
Reading skills: readingwith understanding and using a dictionary. Celebrating nationaldays: Human Rights Day, Freedom Day,
Heritage Day, Reconciliation Day, Children’s Day, Women’s
Reading about festivals and customs of different religions in Day, Africa Day, Mandela Day
Reading by learners: reading for enjoyment South Africa:recall and relate.
Reading skills: reading with understanding and fluency
Reading about moral lessons found in
narratives of different cultures. Reading about nation-building and cultural heritage:
interpret/explain and relate what has been studied.

4 Social Responsibility Health and Environmental Responsibility Social Responsibility

Basic Hygiene Principles

Knowledge of major religions in South Africa: Safety measures at home and the environment: Harmful Caring foranimals: Acts of cruelty to animals
Judaism and Christianity household products and medication.

-Significant places, buildings and worship

symbols of different Religions

5. Social Responsibility Health and Environmental Responsibility Social Responsibility

Basic Hygiene Principles

Knowledge of major religions in South Africa: Safety measures at home and the environment: Fire Safety. Caring for animals: Taking care of and protecting
Islam and Hinduism animals

Significant places, buildings and worship symbols Places of safety for animals
of different Religions Reading skills: reading with understanding and using a dictionary.
Reading skills: reading with understanding and
Reading about harmful household products and medication fluency
and fire safety: recall and relate
Reading about ways of taking care of animals
and places of safety for animals:
interpret/explain and relate what has been
studied.

Social Responsibility Health and Environmental Responsibility Social Responsibility

6
Basic Hygiene Principles

Knowledge of major religions in South Africa: Water as an important basic need: Importance ofwater. Caring for people: Considering others’ needs and
Baha’i Faith and Buddhism views.
Different ways of saving water.

8
 Significant places, buildings and worship symbols
of different Religions

7 Social Responsibility Health and Environmental Responsibility Social Responsibility

Basic Hygiene Principles

Knowledge of major religions in South Africa: Water as an important basic need: Different ways ofprotecting the
Caring for people: Communicating own views
African Religion quality of water
Significant places, buildings and worship and needs without hurting others.
symbols of different religions Reading skills: reading with understanding and using a dictionary

Reading about the importance of water and how to save and

- Acts of kindness towards other people.
Reading by learners: reading for enjoyment
protect the quality of water: recall and relate Reading skills: reading with understanding and
Reading about religions in South fluency;
Africa
Reading about different people’s acts of
kindness towards others;

Interpret /explain and relate what has been

studied.

8 Social Responsibility Health and Environmental Responsibility Social Responsibility

Basic Hygiene Principles

Dangers in and around water: At home and Healthy eating for children: South African Food. Gender stereotyping, sexism and abuse:
public swimming pools. definition of concepts
BasedDietary Guidelines

9 Social responsibility Health and Environmental Responsibility Social Responsibility

Basic Hygiene Principles

Dangers in and around water: Dangers in and Healthy eating for children: Dietary needs of children. Gender stereotyping, sexism and abuse: Effects
around water: in rivers and dams of gender – stereotyping and sexism on personal
and social relationships.

10. Social responsibility Health and environmental responsibility Social responsibility

Basic Hygiene Principles

9
 Dangers in and around water: Responsible Healthy eating for children: Factors influencing food intake of Gender stereotyping, sexism and abuse:
safety measures in and around water. children
Effects of gender- based abuse on personal and
Reading by learners: reading for enjoyment social relationships.
Reading about dangers in and around water
Reading skills: reading with understanding and using a dictionary. Dealing with stereotype, sexism and abuse.

Reading skills: reading with understanding and

fluency.
Reading about healthy eating for children: recall and relate
Reading about ways to deal with stereotyping,
sexism and abuse: interpret/explain and relate
what has been studied

11. Finalization, submission and recording Project

SBA (Formal
Assessment)
Physical Participation in rhythmic movements with Participation in rhythmic movements with focus on posture Participation in rhythmic patterns of
Education focus on posture. and style Safety measures relating to rhythmic movements movement with coordination and control
Examples of possible activities Aerobics, galloping, Safety measures relating to rhythmic
Safety measures during rhythmic marching, hopping, skipping, steps, sliding, leaping, etc
movements patterns of movement

Physical Participation in rhythmic movements with Participation in rhythmic movements with focus on posture Participation in rhythmic patterns of
Education focus on posture. and style. movement with coordination and control
Safety measures relating to rhythmic movements Safety measures relating to rhythmic
Safety measures during rhythmic Examples of possible activities Aerobics, galloping,
movements patterns of movement
marching, hopping, skipping, steps, sliding, leaping, etc
Movement performance in rhythmic Movement performance in rhythmic movements with focus Movement performance in rhythmic patterns
movements with focus on posture on posture and style of movement with coordination and control

Week 11 Homework/ worksheets/Classwork Homework/ worksheets/Classwork Homework/ worksheets/Classwork

Informal
assessment;
remediation

SBA (Formal Project 30 Marks

Assessment) Physical Education 30 Marks

10
 TERM 4
TOPICS AND CONTENT
WEEKS GRADE 4: GRADE 5 GRADE 6
1 Health and environmental responsibility
Basic Hygiene Principles
Traffic rules relevant to road users: Pedestrians Local environmental health problems: Basic first aid in different situations: cuts and
and cyclists. Locally occurring health problems such gazes, burns, scalds and sunburn, stings and
as: Causes, symptoms and available treatment ’of bites, bruises,poisoning, bleeding, choking
- Passenger behaviour tuberculosis.
Reading skills: reading with understanding and
- Railway safety
fluency
Reading about traffic rules relevant to road users Reading about basic first aid: interpret
/explain and relate what has been
studied
2 Health and environmental Responsibility

Basic Hygiene Principles

Personal and household hygiene: Personal Local environmental health problems: Food hygiene: Safe and harmful
Locally occurring health problems such as: Ingredients.
hygiene items that cannot be shared Causes, symptoms and available treatment of
Germ breeding areas in the house. (tables, counters, door
Malaria
handles desks/work station. Areas that breed germs in
Public spaces)

Health and Environmental Responsibility

Basic Hygiene Principles

3 Personal and household hygiene: Dietary habits of Local environmental health problems: Food hygiene: Food preparation.
children: Locally occurring health problems such as:
Causes, symptoms and available treatment of -Food storage
- Impact on dental and oral hygiene Diarrhea

• Reading by learners: reading for enjoyment

- Reading about personal and household hygiene
and dietary habits of children.

4 Health and Environmental Responsibility

Basic Hygiene Principles

11
 Healthy environment and personal health: Local environmental health problems: Food hygiene: Food-borne diseases
home, school and community: Examples of Locally occurring health problems such as:
environments that are unhealthy: pollution (air, Causes symptoms and available treatment
water and land) including illegal dumping sites of Measles.

Reading skills: reading with understanding Reading skills: reading with understanding and
and using a dictionary. fluency
Reading about causes, symptoms and Reading about foodhygiene: interpret/
treatment of locally occurring health explain.
problems: recall and relate

Health and Environmental Responsibility

5
Basic Hygiene Principles
Healthy environment and personal health: home, HIV and AIDS education: Dealing with stigma Communicable diseases such as mumps,
school and community: Dangers of unhealthy about \HIV and AIDS tuberculosis, common colds,chickenpox, athletes’
environments to personal health. foot, etc. (COVID-19): Causes of communicable
diseases

6 Health and environmental responsibility

Basic Hygiene Principles

Healthy environment and personal health: home, HIV and AIDS education: How to change Communicable diseases such as mumps,
school and community: Strategies to keep attitudes towards people infected withHIV and tuberculosis, common colds,chickenpox,
environments healthy: conservation of environment AIDS athletes’ foot, etc. (COVID-19): Signs and
symptoms of communicable diseases.
Reading by learners: reading for enjoyment Reading skills: reading with understanding and
using a dictionary

Reading about changing attitudes and

Reading about healthy environments and personal perceptions about HIV and AIDS: recall and
health. relate.

7 Health and environmental responsibility

Basic Hygiene Principles

12
 HIV and AIDS education: basic facts including Substance abuse: Types of drugs used: legal Communicable diseases such as mumps,
blood management: Basic explanation of HIV and and illegal drugs including tobacco, alcohol and tuberculosis, common colds,chickenpox, athletes’
AIDS over the counter medication foot, etc. (COVID-19):
Where to find information: Prevention
Transmission of HIV through blood.
strategies.
- Available treatment.

Reading skills: reading with understanding

and fluency
8 Health and environmental responsibility

Basic Hygiene Principles

Substance abuse: Negative impact of
HIV and AIDS education: basic facts including substances onhealth: effects of drugs on body HIV and AIDS education: myths and realities
blood management: How HIV is not transmitted. and mind about HIV and Aids including risks andperceptions
How to protect oneself against infection through about HIV and AIDS.
blood.
Caring for people withAIDS
Reading by learners: reading for enjoyment
Reading about dangers of substance
Reading basic facts about HIV and AIDS abuse: recall and relate Reading skills: reading with understanding and
fluency
Reading about caring for people with AIDS:
Interpret/explain and relate what has been studied

9 Consolidation of work done during the Term

Physical Participation in rhythmic movements with focus on Participation in rhythmic movements with focus Participation in rhythmic patterns of
Education posture. on posture and style Safety measures relating to movement with coordination and control
rhythmic movements. Safety measures relating to rhythmic
Safety measures during rhythmic movements Examples of possible activities Aerobics, patterns of movement
galloping, marching, hopping, skipping, steps,
sliding, leaping, etc

Informal Homework/ worksheets/Classwork Homework / worksheets/Classwork Homework/ worksheets/Classwork

assessment;
remediation

Week 10
Test 30 Marks. Term 4 Controlled test will include term 3 and 4 content.
SBA (Formal Physical Education 30 Marks
Assessment)

13