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2021 Grade 6 Life Skills Annual Teaching Plan
2021 ANNUAL TEACHING PLAN – TERM 1: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION
Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
CAPS Topic Development of the Development of the Development of the Development of the Development of the Development of Development of the self Development of the Development of the FORMAL ASSESSMENT
self self self self self the self self self
Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene principles Basic hygiene Basic hygiene Consolidation of work
principles (issues of principles (issues of principles (issues of principles (issues of principles (issues of principles (issues of (issues of COVID-19) principles (issues of principles (issues of done during the term
COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) COVID-19)
Positive self- Abilities, interests and Abilities, interests Abilities, interests Peer pressure: Peer pressure: Problem solving • Assignment/case
What is COVID 19 esteem: body image potential: and potential: and potential: Problem solving skills skills in conflict study
- Social/ - Examples - Appropriate in conflict situations: situations: keeping
Physical - Other - Identify own - Create - Action plan of peer responses to keeping safe and how safe and how to
distancing influences abilities, interests opportunities for to improve own pressure in peer pressure in to protect self and protect self and
- Sanitizing and on body and potential making the most abilities, pursue different different others others
hand washing image: of own abilities, own interests situations: situations.
Using face mask media and - Relationship interests and and develop school and - Mediation skills - Peacekeeping
society between abilities, potential: own potential community. skills:
15 min - Acceptance interests and explore a variety acceptance of
of the self potential of sources self and others,
Positive self-esteem: demonstration of
body image respect for
Core others, co-
Concepts, - Understanding operation,
Skills and and respecting personal
Values body changes responsibility for
1 hr 15 min
one’s actions,
listening
Reading skills: Reading skills: reading
Reading skills: reading Reading skills: reading with Reading skills: with understanding and Reading skills: Reading skills:
with understanding and reading with Reading skills: reading Reading skills: understanding and reading with fluency reading with reading with
fluency understanding and with understanding and reading with fluency understanding and understanding and understanding and
fluency fluency understanding and •Reading texts on fluency - Reading about ways to fluency fluency
•Reading texts on fluency how to identify and - Reading resist peer pressure: - Reading about
• Reading about positive • Reading about how to identify and •Reading texts on develop own abilities, about ways to interpret/explain and - Reading about peacekeeping and
influences on body positive influences on develop own how to identify and interests and resist peer relate what has been peacekeeping and mediation skills:
image: interpret/explain body image: abilities, interests develop own abilities, potential: pressure: studied mediation skills: interpret/explain and
and relate what has interpret/explain and and potential: interests and interpret/explain and interpret/explain interpret/explain and relate what has been
been studied relate what has been interpret/explain potential: relate what has been and relate what relate what has been studied
studied and relate what interpret/explain and studied has been studied
has been studied relate what has been studied
studied
Participation in a Participation in a Participation in a Movement Movement Participation in a Participation in a variety Participation in a Movement Movement
variety of striking and variety of striking and variety of striking and performances in a performances in a variety of striking of striking and fielding variety of striking and performances in a performances in a
Physical fielding games. fielding games. fielding games. variety of striking and variety of striking and and fielding games. games. fielding games. variety of striking and variety of striking and
Education fielding games fielding games fielding games fielding games
Safety measures Safety measures Safety measures
during striking and during striking and during striking and
fielding games fielding games fielding games
Requisite Pre- Development of the self Development of the Development of the self Development of the Development of the Development of the Development of the self Development of the self Development of the
Knowledge self self self self self
Resources • Textbook, books on care and respect for body and conflict situations
(other than • Newspaper articles and posters on COVID-19,
textbook) to • DBE and Department of Health support material and posters on COVID-19,
enhance • Textbooks and resources games and sport and resources for safety.
learning
Informal Homework/ worksheets/Classwork
Assessment
SBA WRITTEN TASK=30
(Formal Physical Education=30
Assessment)
2021 Grade 6 Life Skills Annual Teaching Plan
2021 ANNUAL TEACHING PLAN – TERM 2: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION
Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
51 days
Development Development of Development Development of Social Social Social Social Social FORMAL ASSESSMENT
CAPS Topic of the self the self of the self the self responsibility responsibility responsibility responsibility responsibility
Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Prior Basic hygiene principles (issues Learners will be assessed on Term 1 and 2’s
principles principles principles principles (issues principles (issues principles (issues principles (issues Knowledge: of COVID-19) work
(issues of (issues of (issues of of COVID-19) of COVID-19) of COVID-19) of COVID-19) Grade 5 Term
COVID-19) COVID-19) COVID-19) Bullying: Getting Content: The dignity of the person in a A controlled School Based Test
Self- Self- Bullying: out of the bullying Cultural rites of Cultural rites of Cultural rites of variety of religions in South Outline for Test
management management reasons for habit: where to passage: passage: passage Africa
skills: skills: bullying find help Festivals and
- Important - Meaning of each - Personal and customs from a Section A: 15 marks Section B: 15 marks
- - Developing an stages in the stage social significance variety of
Responsibilities activity plan: individual’s life in of each stage religions in All questions are • All questions are
at school and homework, South African South Africa Reading skills: reading with compulsory.
home house chores cultures: birth, understanding and fluency compulsory.
- Prioritising and playing time baptism, wedding • The questions • Case study may be used.
Core responsibilities and death Reading skills: Reading about the dignity of a will be matching
Concepts, - Reading skills: reading with person in different religions: • The questions will be a
Skills and Reading skills: Reading skills: Reading skills: reading with understanding and interpret/explain and relate columns and/or combination of three or
Values reading with reading with reading with understanding and fluency Reading skills: what has been studied fill in/ complete
Reading skills: Reading skills: understanding understanding understanding fluency reading with sentences and/or more types of questions,
reading with reading with and fluency and fluency and fluency Reading about understanding lists. ranging from state,
understanding understanding Reading about Reading about Reading about important life and using a explain, discuss and
and fluency and fluency Reading about how to get out of important life important life stages in dictionary - • Questions will test describe.
how to get out the habit of stages in stages in different different understanding and
Reading about Reading about of the habit of bullying: different cultures: cultures: Reading about factual knowledge. • Questions will be short
self- self- bullying: interpret/explain cultures: interpret/explain interpret/explain festivals and open-ended and
management management interpret/explain and relate what interpret/explain and relate what and relate what customs of knowledge-based
skills: skills: and relate what has been studied and relate what has been studied has been studied different
interpret/explain interpret/explain has been has been religions in questions that include
and relate what and relate what studied studied South Africa: information that learners
has been has been recall and relate have acquired from the
studied studied Personal and Social Well-
Participation in Participation in a Participation in Movement Movement Participation in a Participation in a Participation in a Movement performance in a
a physical physical fitness a physical performance in a performance in a physical fitness physical fitness physical fitness physical fitness programme to being class.
fitness programme to fitness physical fitness physical fitness programme to programme to programme to develop particular aspects of • Learners will provide
programme to develop programme to programme to programme to develop particular develop particular develop fitness. direct responses and full
develop particular develop develop particular develop particular aspects of fitness. aspects of fitness. particular sentence in point form.
particular aspects of particular aspects of fitness. aspects of fitness. aspects of
aspects of fitness. aspects of fitness. • One question will focus on
fitness. fitness. the application of
Safety knowledge and skills and
Safety measures Safety
measures relating to measures responses will either be
Physical relating to physical fitness relating to full sentences in point
Education physical fitness activities physical fitness form or a short paragraph.
activities activities
• 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.
Requisite Development Development of Development Development of Development of Development of Development of Social Social Social
Pre- of the self the self of the self the self the self the self the self responsibility responsibility responsibility
Knowledge
2021 Grade 6 Life Skills Annual Teaching Plan
Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
51 days
Resources • Textbook, newspaper articles, posters
(other than • News articles and Posters on COVID-19,
textbook) to • DBE and Department of Health support material and posters on COVID-19,
enhance
learning • Resources for sequence movement activities Resources for safety
Informal Homework/ worksheets/Classwork
Assessment
SBA Control TEST = 30
(Formal Physical Education =30
Assessment)
2021 ANNUAL TEACHING PLAN – TERM 3: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION
Term 3
52 days Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Development of Development of Development of Social Social Social Social Social Social Health and FOMAL
CAPS Topic self self self responsibility responsibility responsibility responsibility responsibility responsibility environmental ASSESSMENT
responsibility
Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Consolidation of
principles (issues of principles (issues of principles (issues of principles (issues of principles (issues of principles (issues of principles (issues of principles (issues of principles (issues of principles (issues of work done during
COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) COVID-19) the term
Bullying: reasons Caring for animals: Caring for animals: Caring for people: Caring for people: Nation-building and Nation-building and Nation-building Basic first aid in
for bullying Bullying: Getting - Acts of cruelty to - Taking care of and - Considering - Communicating cultural heritage : cultural heritage: and cultural different situations: • Assessment:
out of the bullying animals protecting animals others’ needs and own views and definition of definition of heritage : definition cuts and gazes, Project
habit: where to find - Taking care of and - Places of safety for views needs without concepts concepts of concepts burns, scalds and
help protecting animals animals - Communicating hurting others -How cultural - National symbols - National sunburn, stings and
own views and - Acts of kindness heritage unifies the such as flag, - Celebrating bites, bruises,
needs without towards other people nation: national anthem, code of national days: poisoning, bleeding,
hurting others symbols, national arms, etc. Human Rights Day, choking
days Freedom Day,
Core Heritage Day,
Concepts, Reconciliation Day,
Skills and Children’s Day,
Values Reading skills: Reading skills: Reading skills: Reading skills: Reading skills: Reading skills:
Women’s Day, Africa
Reading skills: Reading skills: reading with reading with reading with reading with reading with reading with Day, Mandela Day Reading skills:
reading with reading with understanding and understanding and understanding and understanding and understanding and understanding and reading with
understanding and understanding and fluency fluency fluency fluency fluency fluency Reading skills: understanding and
fluency fluency Reading about reading with fluency
Reading about Reading about nation-building and Reading about understanding and
Reading about how Reading about ways Reading about ways different people’s different people’s cultural heritage: nation-building and fluency Reading about
Reading about how to get out of the habit of taking care of of taking care of acts of kindness acts of kindness interpret/explain and cultural heritage: Reading about basic first aid:
to get out of the habit of bullying: animals and places animals and places towards others: towards others: relate what has been interpret/explain nation-building and interpret/explain and
of bullying: interpret/explain and of safety for animals: of safety for animals: interpret/explain and interpret/explain and studied and relate what has cultural heritage: relate what has
interpret/explain and relate what has been interpret/explain and interpret/explain and relate what has been relate what has been been studied interpret/explain and been studied
relate what has been studied relate what has been relate what has been studied studied relate what has been
studied studied studied studied
Participation in Participation in Participation in Movement Movement Participation in Participation in Participation in Movement Movement
rhythmic patterns of rhythmic patterns of rhythmic patterns of performance in performance in rhythmic patterns of rhythmic patterns of rhythmic patterns of performance in performance in
movement with movement with movement with rhythmic patterns of rhythmic patterns of movement with movement with movement with rhythmic patterns of rhythmic patterns of
Physical coordination and coordination and coordination and movement with movement with coordination and coordination and coordination and movement with movement with
Education control Safety control Safety control Safety coordination and coordination and control Safety control Safety control Safety coordination and coordination and
measures relating measures relating measures relating to control control measures relating to measures relating to measures relating to control control
to rhythmic patterns to rhythmic patterns rhythmic patterns of rhythmic patterns of rhythmic patterns of rhythmic patterns of
of movement of movement movement movement movement movement
Requisite Development of Development of Development of Social Social Social Social Social Social Health and
Pre- self self self responsibility responsibility responsibility responsibility responsibility responsibility environmental
Knowledge responsibility
2021 Grade 6 Life Skills Annual Teaching Plan
Term 3
52 days Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Resources • Textbook, posters, books on cultures and moral lessons, newspaper articles.
(other than • Posters on COVID-19,
textbook) to • DBE and Department of Health support material and posters on COVID-19,
enhance
learning • Resources for rhythmic movement activities Resources for safety
Informal Homework/ worksheets/Classwork
Assessment
SBA Project = 30
(Formal Physical Education = 30
Assessment)
2021 ANNUAL TEACHING PLAN – TERM 4: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION
Term 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
47 days
Health and Health and Health and Social Social Social Social responsibility Consolidation FORMAL ASSESSMENT
CAPS Topic environmental environmental environmental responsibility responsibility responsibility of work done
responsibility responsibility responsibility during the term
Basic hygiene Basic hygiene principles Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene principles Consolidation Learners will be assessed on Term 3 and 4’s work
principles and (issues of COVID-19) principles (issues of principles (issues principles (issues of principles (issues of COVID-19) of work done
COVID-19 protocol Gender stereotyping, COVID-19) of COVID-19) COVID-19) (issues of The dignity of the person in during the A controlled School Based Test
Prior Knowledge: sexism and abuse: Gender Cultural rites of Cultural rites of COVID-19) a variety of religions in term Section A: 15
Grade 5 Term definition of concepts stereotyping, passage: passage: Cultural rites South Africa marks Section B: 15 marks
Content: sexism and abuse: of passage
Issues of age - Effects of gender definition of - Important stages All questions are • All questions are compulsory.
and gender in stereotyping and sexism concepts in the individual’s - Meaning of each - Personal and compulsory.
different cultural on personal and social life in South stage social • Case study may be used.
contexts in relationships - Effects of gender- African cultures: significance of Reading skills: reading with • The
South Africa - Effects of gender-based based abuse on birth, baptism, each stage understanding and fluency questions • The questions will be a combination
Gr 5 Content that abuse on personal and personal and social wedding and death will be of three or more types of questions,
was left out social relationships - Reading about the dignity of matching ranging from state, explain, discuss
- Relationship a person in different religions: and describe.
between elders - Dealing with interpret/explain and relate columns
and children in Reading skills: reading stereotyping, what has been studied and/or fill • Questions will be short open-ended
different cultural with understanding and sexism and abuse in/ and knowledge-based questions that
Core contexts fluency complete
Concepts, - Responsibilities Reading about ways to Reading skills: include information that learners
Skills and of boys and girls in deal with stereotyping, Reading skills: Reading skills: reading with sentences have acquired from the Personal and
Values different cultural sexism and abuse: reading with reading with understanding and Reading and/or Social Well-being class.
contexts interpret/explain and understanding and understanding and fluency skills: reading lists. • Learners will provide direct
- Contributions of relate what has been fluency fluency with responses and full sentence in point
women and men studied Reading about Reading about understanding • Questions will test
in different cultural ways to deal with Reading about important life and fluency understanding form.
contexts stereotyping, important life stages in different and factual • One question will focus on the
Reading skills: sexism and abuse: stages in different cultures: Reading about knowledge.
reading with interpret/explain cultures: interpret/explain important life application of knowledge and skills
understanding and and relate what has interpret/explain and relate what stages in and responses will either be full
using a dictionary been studied and relate what has been studied different sentences in point form or a short
has been studied cultures: paragraph.
- Reading about interpret/explai
issues of age and n and relate • Learners will solve problems, make
gender in different what has been decisions and give advice. They will
cultural contexts: studied provide a few direct responses.
recall and relate
Note. Information provided in the case studies should be current,
up-to-date, age-appropriate and learner-friendly.
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