2021 Grade 5 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
Development of the Development of the Development of the Development of the Development of the Development of the Development of the Development of the self Development of the FORMAL ASSESMENT
self self self self self self self self
CAPS Topic

Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene principles Basic hygiene
principles and COVID- principles and principles and principles and principles and COVID- principles and COVID- principles and and COVID-19 protocol principles and COVID- Learners will be
19 protocol. COVID-19 protocol COVID-19 protocol COVID-19 protocol 19 protocol 19 protocol COVID-19 protocol 19 protocol
- What is COVID -19? • Relationships with peers,
assessed on Term 1’s
- How it is transmitted? Prior knowledge from Prior knowledge Appropriate ways Prior knowledge from Skills to manage Significance of older people and strangers: - Benefits of good and work
- How to control the Grade 4 Term 1 from Grade 4 Term of receiving Grade 4 Term 2 emotions in a positive friends in times of - Safe and unsafe safe relationships
transmission of the • Personal strengths: 2 negative and • Emotions - way sadness, tragedy, relationships • Reading skills:
virus- behaviour identify, explore and Personal positive feedback Understanding a range Prior knowledge from and change - Bad and good reading with • Assignment/ case study/
change: appreciate own experience of • Reading skills: of emotions: love, Grade 4 Self- • Reading skills: relationships understanding and design and make
- Social/ Physical strengths working in a group: reading with happiness, grief, fear management skills reading with using a dictionary
distancing. at school and home understanding and and jealousy - from Fundamentals understanding and - Reading about
- Correct hand Personal successes using a dictionary Understanding own using a dictionary relationships that are
washing method. as contributing Giving and - Reading about emotions: appropriate - Reading about safe and good: recall
- Sanitising. factors to positive receiving feedback: appropriate ways of ways to express own friendships that are and relate
- Correct use of mask. self-concept giving feedback to giving and emotions - How to caring and
Core - Cough etiquette, - Action plan for peers and receiving receiving feedback: understand and supportive: recall
Concepts, • Self-management continued positive feedback from recall and relate consider others and relate
Skills and Skill: self-concept peers and adults - emotions
Values - How to live a positive formation Appropriate ways
life and manage your • Reading skills: of giving feedback: Coping with emotions:
daily activities during reading with positive and empathy, compassion,
COVID -19/ new understanding and negative feedback anger, disappointment,
normal. using a dictionary and sadness
- Weekly reading by
learners: reading for
enjoyment.
- Reading about covid-
19 stories of people
who recovered/
affected
• Positive self-concept
formation - Influence of
others on self-concept:
adults and peers
Participation in Participation in Participation in Movement Movement Participation in Participation in Participation in movement Movement Movement performance in
movement sequences movement movement performance in performance in movement sequences movement sequences that require performance in movement sequences that
that require consistency sequences that sequences that movement movement sequences that require sequences that consistency and control in movement sequences require consistency and
and control in smooth require consistency require consistency sequences that that require consistency and require consistency smooth and continuous that require control in smooth and
and continuous and control in and control in require consistency consistency and control in smooth and and control in combinations: rotation, consistency and continuous combinations:
combinations: rotation, smooth and smooth and and control in control in smooth and continuous smooth and balance, locomotion, control in smooth and rotation, balance, locomotion,
balance, locomotion, continuous continuous smooth and continuous combinations: rotation, continuous elevation continuous elevation
elevation Safety combinations: combinations: continuous combinations: rotation, balance, locomotion, combinations: combinations:
measures relating to rotation, balance, rotation, balance, combinations: balance, locomotion, elevation rotation, balance, rotation, balance,
movement sequences locomotion, elevation locomotion, rotation, balance, elevation locomotion, locomotion, elevation
Examples of possible Safety measures elevation Safety locomotion, elevation
activities Gymnastics relating to movement measures relating elevation
Physical sequences which sequences to movement
Education combine two or more of Examples of possible sequences
the following activities Gymnastics Examples of
movements: running, sequences which possible activities
walking, jumping, combine two or more Gymnastics
hopping, 3 hours of the following sequences which
skipping, rolling, etc. movements: running, combine two or
walking, jumping, more of the
hopping, 3 hours following
skipping, rolling, etc. movements:
running, walking,
jumping, hopping, 3
hours skipping,
rolling, etc.
2021 Grade 5 Life Skills Annual Teaching Plan

Term 1
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
Topics on development Topics on Topics on Topics on Topics on Topics on Topics on Topics on development of Topics on Topics on development of the
Requisite Pre-
of the self in Grade 4 development of the development of the development of the development of the development of the development of the the self in Grade 4 development of the self in Grade 4
Knowledge
self in Grade 4 self in Grade 4 self in Grade 4 self in Grade 4 self in Grade 4 self in Grade 4 self in Grade 4
Resources
• Textbook, books on care and self-management ; posters, reading books
(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 on movement participation that promote locomote, rotate, elevate and balance using parts of the body with control.
learning

Informal
Assessment
Homework/ worksheets/Classwork

SBA WRITTEN TASK: 30 Marks

(Formal
Assessment) Physical Education Task: 30 Marks

2021 ANNUAL TEACHING PLAN – TERM 2: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION

Term 2 Week 11
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
51 days
Social Social Social Social Social Social Social Social Social Social FORMAL ASSESSMENT
CAPS Topic responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility

Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene - Basic hygiene - Basic hygiene Basic hygiene
Basic hygiene
principles and principles and principles and principles and principles and principles and principles and
principles and
principles and principles and Learners will be tested on Term 1 and 2’s
COVID-19 COVID-19 COVID-19 COVID-19 COVID-19 COVID-19 COVID-19 COVID-19
protocol protocol protocol protocol protocol
COVID-19
protocol COVID-19 protocol- protocol protocol
work
protocol. Prior knowledge
- A plan to deal Prior knowledge from Grade 4 Term  Controlled School Based Test bases
Prior knowledge Child abuse: - Effects of abuse Where to get - Ways to avoid Contributions Consolidation of
from Grade 4 with violations Different forms of on personal help and from Grade 4 and protect 3 of women and work done during Section A: 15 marks Section B: 15 marks
Term 2 of children’s child abuse: health - report abuse • Term 2 oneself from Moral lessons men in the term
Children’s rights rights in own physical and Strategies to Reading violent selected from the different All questions are
local context • - • Dealing with narratives of • All questions are
and emotional deal with abuse skills: reading violent situations and cultural compulsory. compulsory.
responsibilities: Reading with where to find cultural groups in contexts •
skills: reading situations: - South Africa
name, health, understanding Identify help • Reading Reading • The questions • Case study may be
safety, education, with and using a skills: reading skills: reading
understanding potential • Issues of age and will be used.
shelter, food and dictionary - violent with gender in different with matching
environment - and using a Reading understanding understanding
dictionary - situations at cultural contexts in columns • The questions will be
Children’s rights about ways to home, school and using a South Africa: - and using a a combination of
Core as stipulated in the Reading protect self dictionary - dictionary - and/or fill in/
and community Relationship
Concepts, South African about and others Reading about Reading complete three or more types
individuals - Responding between elders and
Skills and Constitution - from abuse: effectively to protection children in different about issues sentences of questions, ranging
Values Children’s who have recall and agencies and of age and
violent cultural contexts - and/or lists. from state, explain,
responsibilities in taken action relate places of safety gender in
against situations Responsibilities of discuss and describe.
relation to their for children: boys and girls in different • Questions will test
violations of
rights recall and relate different cultural cultural
understanding and • Questions will be
- Concepts: children’s contexts:
contexts short open-ended
discrimination, rights: recall recall and factual knowledge.
stereotype and and relate relate
and knowledge-based
bias - Violation questions that
of children’s include information
rights: that learners have
discrimination,
acquired from the
stereotype and
bias - Personal and Social
Responses to Well-being class.
violations of • Learners will provide
children’s rights: direct responses and
ways to protect
2021 Grade 5 Life Skills Annual Teaching Plan

Term 2 Week 11
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
51 days
self and others full sentence in point
from violations form.
and where to
find help • One question will
focus on the
Participating in a Participating in Participating in a Movement Movement Participation in a Participation in a Participation in a Movement Movement
variety of target a variety of variety of target performance in performance in variety of target variety of target performance in performance in a
application of
variety of target
games target games games a variety of a variety of games games a variety of variety of target knowledge and skills
games
Safety measures Safety Safety measures target game target game target games. games. and responses will
during target measures during target either be full
games during target games
sentences in point
Examples of games Examples of
possible activities Examples of possible activities form or a short
Modified netball, possible Modified netball, paragraph.
basketball, soccer, activities basketball,
Physical rugby, hockey, Modified netball, soccer, rugby, • Learners will solve
Education obstacle course, basketball, hockey, obstacle problems, make
indigenous or soccer, rugby, course, decisions and give
community hockey, indigenous or advice. They will
games, etc. obstacle course, community provide a few direct
indigenous or games, etc.
community
responses.
games, etc. Note. Information provided in the case studies should
be current, up-to-date, age-appropriate and learner-
friendly.

Requisite Social Social Social Social Social Social Social Social Social
Pre- responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility
Knowledge
• Textbook, newspaper articles, posters, books on children’s rights
Resources
(other than • Textbook, posters, pictures from magazines, on Constitution of SA, Children’s Act, newspaper articles, books about children’s rights and responsibilities
textbook) to • News articles and Posters on COVID-19,
enhance
• DBE and Department of Health support material and posters on COVID-19,
learning

Homework/ worksheets/Classwork
Informal
Assessment

SBA Controlled Test: 30 Marks

(Formal Physical Education task: 30 Marks
Assessment)

2021 ANNUAL TEACHING PLAN – TERM 3: PERSONAL AND SOCIAL WELLBEING AND PHYSICAL EDUCATION

Term 3 Week 11
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
52 days

Social Social Social responsibility Health and Health and Health and Health and Health and Health and Health and FOMAL
CAPS Topic responsibility responsibility environmental environmental environmental environmental environmental environmental environmental ASSESSMENT
responsibility responsibility responsibility responsibility responsibility responsibility responsibility
Basic hygiene Basic hygiene Basic hygiene principles Basic hygiene - Basic hygiene - Basic hygiene - Basic hygiene Learners will
principles and principles and and COVID-19 protocol principles and principles and - Basic hygiene - Basic hygiene • Basic hygiene principles and
COVID-19 protocol COVID-19 COVID-19 protocol COVID-19 protocol principles and principles and principles and principles and COVID-19
be tested on
COVID-19 protocol
protocol • Festivals and customs COVID-19 protocol COVID-19 COVID-19 protocol Term 3’s work
Prior knowledge from a variety of religions Prior knowledge from Fire safety • Reading protocol Prior knowledge from protocol - Consolidation of
Core • Water as an
from Grade 4 • Festivals and in South Africa Grade 4 skills: reading with Grade 4 work done during
Concepts, important basic - Different ways of • Factors
Knowledge of major customs from • Reading skills: reading • Dangers in and understanding and need: - Importance protecting the • Dietary habits of influencing food the term  Assessment:
Skills and
religions in South a variety of with understanding and around water: at using a dictionary - of water - Different quality of water • children: intake of children Project
Values
Africa: Judaism, religions in using a dictionary - home and public Reading about ways of saving Reading skills: - Impact on dental • Reading skills:
Christianity, Islam, South Africa Reading about festivals swimming pools and harmful household water reading with and oral hygiene reading with
Hinduism, and customs of different in rivers and dams products and understanding understanding
medication and fire - Healthy eating for
and using a and using a
children: - South
2021 Grade 5 Life Skills Annual Teaching Plan

Term 3 Week 11
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
52 days

Buddhism, Baha’i religions in South Africa: • Safety measures at safety: recall and dictionary - African Food-Based dictionary -
Faith and African recall and relate home and the relate Reading about Dietary Guidelines - Reading about
Religion environment: - the importance Dietary needs of healthy eating for
• Festivals and Harmful household of water and children children: recall
customs from a products and how to save and and relate
variety of religions in medication protect the
South Africa quality of water:
recall and relate
Participation in Participation in Participation in rhythmic Movement Movement Participation in Participation in Participation in Movement Movement
rhythmic movements rhythmic movements with focus performance in performance in rhythmic movements rhythmic rhythmic movements performance in performance in
with focus on movements with on posture and style rhythmic movements rhythmic movements with focus on posture movements with with focus on posture rhythmic movements rhythmic movements
posture and style focus on posture Safety measures relating with focus on posture with focus and style Safety focus on posture and style Safety with focus with focus
Safety measures and style Safety to rhythmic movements and style on posture and style measures relating to and style Safety measures relating to on posture and style on posture and style
relating to rhythmic measures Examples of possible rhythmic movements measures relating rhythmic movements
movements relating to activities Aerobics, Examples of possible to rhythmic Examples of possible
rhythmic galloping, marching, activities Aerobics, movements activities Aerobics,
Examples of hopping, skipping, steps, galloping, marching, Examples of galloping, marching,
possible activities movements
Physical sliding, leaping, etc. hopping, skipping, possible activities hopping, skipping,
Education Aerobics, galloping, Examples of steps, sliding, Aerobics, steps, sliding, leaping,
marching, hopping, possible leaping, etc galloping, etc
skipping, steps, activities marching,
sliding, leaping, etc. Aerobics, hopping, skipping,
galloping, steps, sliding,
marching, leaping, etc
hopping,
skipping, steps,
sliding, leaping,
etc.
Requisite Social Social Social responsibility Health and Health and Health and Health and Health and Health and Health and
Pre- responsibility responsibility environmental environmental environmental environmental environmental environmental environmental
Knowledge responsibility responsibility responsibility responsibility responsibility responsibility responsibility
• Textbook, posters, books on cultures and moral lessons, newspaper articles.
Resources
(other than • Textbook, books on religions in South Africa, newspaper articles, posters on Food and dietary needs of children
textbook) to • Textbook, books on customs and festivals from different religions, magazines, and posters
enhance
• Posters on COVID-19,
learning
• DBE and Department of Health support material and posters on COVID-19,
Homework/ worksheets/Classwork
Informal
Assessment

SBA Project: 30
(Formal Physical Education Task: 30 Marks
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 Health and Health and Health and Health and Health and Health and FORMAL ASSESSMENT
CAPS Topic environmental environmental environmental environmental environmental environmental environmental environmental environmental
responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility
2021 Grade 5 Life Skills Annual Teaching Plan

Term 4
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
47 days

Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Basic hygiene Learners will be tested on Term 3 and 4’s work
principles and principles and principles and principles and principles and principles and principles and principles and principles and
COVID-19 COVID-19 COVID-19 protocol COVID-19 protocol COVID-19 protocol COVID-19 protocol COVID-19 COVID-19 COVID-19 protocol  Controlled School Based Test.
protocol protocol protocol protocol
Section A: 15 marks Section B: 15 marks
Prior knowledge Symptoms of Available treatment Prior knowledge How to change
from Grade 4 Causes of health health problems for health problems from Grade 4 attitudes towards Substance Negative impact • Consolidation of
problems • Reading skills: • HIV and AIDS people infected abuse: of substances on work done during All questions are • All questions are
- Examples of reading with education: basic with HIV and AIDS - Types of drugs health: effects of the year compulsory. compulsory.
environments understanding and facts including • Reading skills: used: legal and drugs on body
that are using a dictionary blood management reading with illegal drugs and mind • The questions • Case study may be used.
unhealthy: - Reading about - Basic explanation understanding and including • Reading skills: will be matching
pollution (air, causes, symptoms of HIV and AIDS using a dictionary tobacco, alcohol reading with columns and/or • The questions will be a
water and land) and treatment of - Transmission of - Reading about and over the understanding fill in/ complete combination of three or
including illegal locally occurring HIV through blood changing attitudes counter and using a more types of questions,
Core sentences and/or
dumping sites health problems: - How HIV is not and perceptions medication dictionary ranging from state,
Concepts, - Dangers of recall and relate transmitted about HIV and - Reading about lists.
Skills and unhealthy - How to protect AIDS: recall and dangers of
explain, discuss and
Values • Questions will test describe.
environments to oneself against relate substance abuse:
personal health infection through recall and relate understanding and
factual knowledge. • Questions will be short
blood
HIV and AIDS open-ended and
Local
environmental education knowledge-based
health problems: - Dealing with questions that include
stigma information that learners
- Locally have acquired from the
- Stigma about
occurring health Personal and Social Well-
HIV and AIDS
problems such being class.
as tuberculosis,
diarrhoea, • Learners will provide
malaria, direct responses and full
measles, etc. sentence in point form.
 Participation  Participation Participation in a Movement Participation in Participation in Participation in Movement Movement
variety of field and performance in basic field and basic field and basic field and performance in performance in • One question will focus on
in basic field in basic field
and track and track track athletics or basic field and track athletics or track athletics or track athletics or basic field and basic field and the application of
athletics or athletics or swimming activities track athletics or swimming swimming swimming track athletics or track athletics or knowledge and skills and
Safety measures swimming activities. activities. activities. swimming swimming
swimming swimming responses will either be
during field and activities. activities. activities.
Activities, Activities, full sentences in point
track athletics or
 Safety  Safety form or a short paragraph.
swimming
measures measures
activities
during during • Learners will solve
athletic or athletic or s problems, make decisions
swimming Examples of
and give advice. They will
activities possible activities
 Field athletics: provide a few direct
adapted shot put, responses.
discus, javelin, Note. Information provided in the case studies should be
Physical long jump;, high
Education current, up-to-date, age-appropriate and learner-friendly.
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.
2021 Grade 5 Life Skills Annual Teaching Plan

Term 4
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
47 days

Requisite Health and Health and Health and Health and Health and Health and Health and Health and Health and
Pre- environmental environmental environmental environmental environmental environmental environmental environmental environmental
Knowledge responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility responsibility
 Textbook, posters relevant on communicable diseases e.g TB ; diarrhoea ; measles ect
Resources  Textbook, posters, books on HIV and AIDS
(other than  Textbook, magazines, posters, books on healthy lifestyles
textbook) to  Textbooks on HIV and AIDS
enhance  Posters on COVID-19,
learning
 DBE and Department of Health support material and posters on COVID-19

Homework/ worksheets/Classwork
Informal
Assessment

Controlled Test: 30 Marks

SBA
(Formal Physical Education Task: 30 Marks
Assessment)

2021 ANNUAL TEACHING PLAN – TERM 1: CREATIVE ARTS

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 Create in 2D, images of Create in 2D, images Create in 2D, images of Create in 3D, self and Warm up and play Warm up and play Warm up and play Warm up and play Warm up and play Warm up and play
self and others in local of self and others in self and others in local others in local
environment local environment environment environment Improvise and create Improvise and create Improvise and create Improvise and create Improvise and create Read, interpret and
Visual literacy Visual literacy Read, interpret and Read, interpret and Read, interpret and Read, interpret and Read, interpret and perform
perform perform perform perform perform Appreciate and reflect
Appreciate and reflect on Appreciate and reflect on on
Visual literacy Visual Literacy Visual Literacy Create in 3D, self and Warm up Warm up Warm up Warm up Warm up (continue) Practical Formal
Baseline assessment Observe and discuss Observe and discuss visual others in local Physical warm up for co- Rhythm games using body Vocal warm up Singing warm up: (choose Vocal warm up Assessment:
Practical informal tasks. visual stimuli in stimuli in photographs, environment ordination and control; percussion and Singing warm up: from SA songs in unison, in Singing warm up: (choose Performing Arts:
Art elements photographs, artworks artworks and real objects to Art elements: reinforce Concentration and focus movement. (choose from SA songs canon and/or with actions). A from SA songs in unison, in
 Line and real objects to identify and name emphasis texture, shape/ form in games, using travelling in unison, in canon single phrase from a song canon and/or with actions). Rhythm patterns of
 Shape identify and name in images of the human body own models of human and freezing, to music. Improvise and create and/or with actions). A can be sung in different A single phrase from a different note values
 Texture complementary colour in in action. figure. Locomotor and non- single phrase from a keys to do vocal warm- song can be sung in (semibreve, minim,
 Form images of the human Questions to deepen and Design principles: Improvise and create locomotor movement song can be sung in ups. different keys to do vocal crotchet, quaver and the
 Space body in action. extend observation of introduce emphasis in own Locomotor and non- sequences exploring different keys to do warm-ups. equivalent rests), using
 Colour elements and design models of human figure. locomotor movement elements of time (tempo, vocal warm-ups. Improvise and create body percussion and
 Value Create in 2D, images principles. Skills and techniques: sequences exploring beats, meter), individually Rhythm patterns of different Improvise and create percussive instruments.
of self and clay or any other elements of time (tempo, and in unison. Improvise and create note values (semibreve, Rhythm patterns of different
Create in 2D, A picture others in local Create in 2D, images of appropriate medium for a beats, meter), individually Rhythm patterns of minim, crotchet, quaver and note values (semibreve, Notation of rhythms
of Me and my friends environment self and others in local 3D artwork. and in unison (including Read, interpret and different note values the equivalent rests), using minim, crotchet, quaver and on single line stave
Evaluate use of art Art elements: use of environment Spatial awareness: jump, turn, bend, stretch, perform (semibreve, minim, body percussion and the equivalent rests), using (semi-breve, crotchet,
elements in a pencil complementary colour in Art elements: use of reinforce conscious twist, skip, gallop, crawl, Movement sequences crotchet, quaver and the percussive instruments. body percussion and minim and quaver note
drawing as well as own images of self and complementary colour in awareness of working in roll, slide, swing, sway, exploring contrasts in equivalent rests), using percussive instruments. values and equivalent
answering of theory others in local own images of self and space, e.g. front, back and reach, push, pull). direction body percussion and Read, interpret and rests).
Concepts, skills questions by using a environment. others in local environment. sides of model to be (forwards/backwards/side- percussive instruments. perform Read, interpret and
and values rubric. Design principles: Design principles: completed. Read, interpret and ways/ upwards/ Notation of rhythms on single perform Movement sequences
emphasis (focal point) emphasis (focal point) used Appropriate use of tools. perform downwards/ diagonally) Read, interpret and line stave (semi-breve, Notation of rhythms on exploring contrasts
used in own images of in own images of self and Movement sequences and force (smooth/jerky, perform crotchet, minim and quaver single line stave (semi- including contrasts in
self and others in local others in local environment. exploring contrasts in time strong/light) Notation of rhythms on note values and equivalent breve, crotchet, minim and time, levels), direction
environment. Drawing and/or colour (slow/quick), levels single line stave (semi- rests). quaver note values and and force.
Drawing and/or colour media: exploring a variety of high/medium/low). Mime sequences around a breve, crotchet, minim Musical phrases with voice equivalent rests).
media: exploring a media and techniques. central action, using the and quaver note values and/or instruments: contrasts Musical phrases with voice Performing Arts
variety of media and five senses and exploring and equivalent rests). in dynamics, pitch and and/or instruments: 40 marks
techniques. contrasts in time, levels, rhythmic patterns. contrasts in dynamics, pitch
Could include but not directions and force. and rhythmic patterns. When assessing
limited to any of the Appreciate and reflect on Performing Arts, it is
following: blind-/ contour Selected examples of Appreciate and reflect on important that the
drawings’ colour pencil, Western/ African music, Selected examples of teacher chooses a
pastel, painting, wax classifying instruments, Western/ African music, Formal Assessment
resist, collage, pencils, visually and aurally classifying instruments, Task that consists of
ink and stick drawings, considering timbre and visually and aurally at least TWO of the
etc. expression of different considering timbre and three performing art
moods expression of different forms.
moods
2021 Grade 5 Life Skills Annual Teaching Plan

Basic and practical experience of art elements, and some design principles, basic experiences in creating simple Basic experience and understanding of locomotor and non-locomotor movement, Basic understanding of note values, rest values and 2, 3 and 4/4
Requisite pre-
2D and 3D artworks. time signatures. The skills to build rhythmic patterns, using different note values and rests within these time signatures. Understanding the meaning
knowledge
of dynamics and pitch in music.
Resources Materials: 2H/ H/ HB/ 2B/3B/ 6B pencils, charcoal, Any other appropriate and available art material (Clay/ Open, adequate classroom space, interactive whiteboard/ data projector & laptop; pictures, photographs, stories, poems, anecdotes, videos clips,
(other than coloured inks, oil pastels, tempera paint, colour Paper-Mache/ wire/ cardboard/ other recyclable material) appropriate electronic apps, i.e. EdPuzzle; PowToon; Canva; Book Creator, etc. Pictures of and recorded/live music using Western or African string
textbook) to pencils, food colouring, magazines, photographs. for 3D artwork. Example 3D figures. and woodwind instruments; Audio equipment and audio-visuals with a range of suitable music; CD player with a range of suitable music; charts of
enhance musical notes/substitutes such as animals representing note values; props, including cans, stones, newspapers, materials, chairs, balls and a large
learning variety of different sized and shaped objects.
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
Baseline assessment. Workbook: preparatory Workbook: preparatory Workbook: preparatory Classroom discussion: Workbook: worksheet on Worksheet: notation. Worksheet: notation Worksheet: notation
sketches, exploring sketches of 3D design, sketches of 3D design, reflect on own and other’s contrasts: time, levels, Workbook: worksheet. Workbook: worksheet.
Informal space. Teacher exploring space. exploring space. performances using direction, force. Classify instruments as part Classify instruments as part
assessment; guidance and support Teacher guidance and Teacher guidance and simple creative arts of a family or group. of a family or group.
remediation towards completion of support towards completion support towards terminology.
artwork. of artwork. completion of artwork.
Classroom discussion and
reflection.
Visual Art informal assessment: Preparatory 2D artwork (sketches/ paintings/ collage) to create a 3D Formal assessment of Performing Arts
SBA (Formal
artwork 40 marks assessed with a rubric
Assessment)

2021 ANNUAL TEACHING PLAN – TERM 2: CREATIVE ARTS

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
CAPS topic Warm up and play Warm up and play Warm up and play Warm up and play Create in 2D, creative Create in 2D, creative Create in 2D, creative Create in 3D, African Create in 3D, African Formal Assessment
lettering and/ or lettering and/ or pattern- lettering and/ or pattern- body adornment body adornment
Improvise and create Read, interpret Read, interpret and Read, interpret and pattern-making making making Visual literacy Visual literacy
Read, interpret and and perform perform perform Visual literacy Visual literacy Visual literacy
perform Improvise and Improvise and create Improvise and create
Appreciate and reflect create
on
Warm up Warm up Warm up Warm up Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Practical Formal Assessment: Visual Arts
Singing warm up Physical warm up Physical warm up for Vocal warm up Observe and discuss Observe and discuss Questions to deepen and Observe and discuss Observe and discuss
(including South African for co-ordination co-ordination and Sensory games visual stimuli in visual stimuli in extend observation of visual stimuli in visual stimuli in Create in 2D, creative lettering and/ or
songs in unison, canon, and control control (including floor responding to aural, photographs, artworks photographs and real elements and design photographs and real photographs and real pattern-making
and call and response). (including floor work, knee bends and oral, visual, tactile and and real objects to objects to identify and principles in creative objects to identify and objects to identify and OR
work, body part rises). kinaesthetic stimuli. identify and name all art name emphasis in creative lettering and/or pattern- name emphasis in name emphasis in Create in 3D, African body adornment
Improvise and create isolations). elements in creative lettering and pattern- making and African body creative lettering and creative lettering and
Melodic and rhythmic Spatial awareness lettering and/or pattern- making and in African adornment. patternmaking and in patternmaking and in Assessment Rubric: 40 marks
phrases (on voice, found Improvise and games (including Read, interpret and making and African body adornment. Apply to own and others’ African body African body
and/or made instruments) create Melodic and lunges, arm swings, perform body adornment. work. adornment. adornment.
that use repetition, call rhythmic phrases transfers of weight, Mime sequence using Create in 2D, creative
and response, and (on voice, found etc.). sensory detail and Create in 2D, creative lettering and/ or pattern- Create in 2D, creative Create in 3D, African Create in 3D, African
contrast. and/or made emotional expression, lettering and/ or making lettering and/ or pattern- body adornment body
instruments) that Improvise and create and showing weight, pattern-making Art elements: making Art elements: use adornment
Read, interpret and use repetition, call Movement sequences, size and shape. Art elements: complementary colour in Art elements: line, shape colour in Art elements: use
perform and response, using different kinds of Improvise and create complementary colour in own creative lettering Complementary colour in own surface line, shape colour in
Musical notation of treble contrast. jumps (with safe own creative lettering and/or pattern-making as own creative lettering decoration of body own surface
clef and the letter names landings), lunges and Combinations of two or and/or pattern-making surface decoration. and/or pattern-making as adornment. decoration of body
of notes on lines and in Movement balances. more movements with a as surface decoration. Design principles: use surface decoration. Design principles: adornment.
Concepts, spaces on a treble stave sequences, using partner using extreme Design principles: use emphasis in colours, Design principles: use use emphasis in own Design principles:
skills and and their differences in transfers of weight energy changes and emphasis in colours, shapes and sizes of emphasis in colours, work, e.g. the visual use emphasis in own
Combinations of two elements of force:
values pitch. from different body or more movements shapes and sizes of creative lettering and/or shapes and sizes of focus of the body work, e.g. the visual
parts, lunges and smooth and jerky, strong creative lettering and/or pattern. creative lettering and/or adornment. focus of the body
with a partner using and light.
Appreciate and reflect balances. extreme energy pattern. Drawing and/or colour pattern. Spatial awareness: adornment.
on changes and elements Drawing and/or colour media: exploring a variety Drawing and/or colour reinforce conscious Spatial awareness:
Two selected pieces of Read, interpret of force: smooth and media: exploring a of media and techniques. media: exploring a variety awareness of working reinforce conscious
music/songs representing and perform jerky, strong and light. variety of media and of media and techniques. in space, e.g. sections awareness of working
different genres (such as Dance sequence techniques. of body adornment in space, e.g. sections
Blues, Pop, Kwaito, exploring the Could include but not could extend into of body adornment
Classical, Traditional, movement range of Read, interpret and limited to any of the space. could extend into
Free-Kiba, Opera, each body part, perform following: blind-/ contour Skills and space.
Musicals, Malombo, geometric concepts Dance sequence drawings’ colour pencil, techniques like Skills and
Kwassa-Kwassa, Techno, such as parallel, exploring the pastel, painting, wax pasting, cutting, techniques like
Soukous), considering symmetry, movement range of resist, collage, pencils, wrapping, tying, pasting, cutting,
the genre, style, distance, volume each body part, ink and stick drawings, joining various wrapping, tying,
instruments, and and mass. geometric concepts etc. recyclable materials. joining various
elements of music in such as parallel, Appropriate use of recyclable materials.
each. symmetry, distance, tools. Appropriate use of
volume and mass. tools.
2021 Grade 5 Life Skills Annual Teaching Plan

Basic dance skills: warm-up ritual, posture and alignment, use of dance elements, working with Basic and practical experience of art elements, and some design principles, basic experiences in creating simple 2D and 3D artworks.
Requisite pre- partners.
knowledge Basic knowledge and understanding of note- and rest values. Understanding of musical elements like,
dynamics, pitch, beat and rhythm. Understand the difference between melodic and rhythmic phrases.
Found or made musical instruments, including drum/tambourine; audio equipment and audio-visuals Materials: 2H/ H/ HB/ 2B/3B/ 6B pencils, charcoal, coloured inks, oil Any other appropriate and available art material (Clay/ Paper-
Resources to
with a range of suitable music; charts and posters of musical notes/substitutes e.g. animals pastels, tempera paint, colour pencils, food colouring, magazines, Mache/ wire/ cardboard/ other recyclable material) for 3D
enhance
representing note values; interactive whiteboard/ data projector & laptop; pictures, photographs, and photographs. artwork. Example 3D figures.
learning
appropriate electronic apps, i.e. EdPuzzle; PowToons; Canva; Book Creator, etc.
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.
Workbook: Worksheet: Workbook: Rehearsal; side Workbook: worksheet Workbook: questions to Workbook: preparatory Teacher guidance and Workbook: Workbook:
Two selected pieces of worksheet coaching, directing by critical reflection: deepen and extend sketches, teacher support towards preparatory sketches preparatory sketches
music/songs representing exploring teacher and peers performances using observation of elements observation and guidance. completion of artwork. of 3D design, of 3D design,
Informal different genres. To geometric concepts towards performance. simple creative arts and design principles in Workbook: new exploring space. exploring space.
assessment; continue in workbooks as such as parallel, terminology. creative lettering and/ or terminology explored Teacher guidance and Teacher guidance and
remediation homework activity and symmetry, Submission of pattern-making. quizzes, worksheets on support towards support towards
submitted by week 4. distance, volume worksheet on two African body adornment, completion of artwork. completion of artwork.
and mass. selected pieces of appropriate art elements, Classroom discussion
music/songs (see week design principles. and reflection.
1).
SBA (Formal Performing Arts: Informal Assessment Formal assessment of Visual Art
Assessment) 40 marks assessed with a rubric

2021 ANNUAL TEACHING PLAN – TERM 3: CREATIVE ARTS

Term 3 Week 1
52 days
CAPS topic Create in 2D, reptiles,
insects, etc. in their
environment
Visual literacy
Visual Literacy
Observe and discuss
visual stimuli in
photographs, artworks and
real objects to identify and
name all art elements in
images of reptiles, insects,
etc.
Observe and discuss
visual stimuli in
photographs, artworks and
real objects to identify and
name emphasis in images
of reptiles, insects, etc.
Create in 2D, reptiles,
insects, etc. in their
environment
Concepts,
Art elements: reinforce
skills and
relevant art elements
values
through use in own images
of reptiles, insects, etc.
Design principles:
reinforce design principle
emphasis through use in
own images of reptiles,
insects, etc.
Drawing and/or colour
media: exploring a variety
of media and techniques.
Could include but 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 and practical experience of art elements, and some design principles, basic experiences in
knowledge
Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Create in 2D, Create in 3D, Create in 3D, Warm up and play Warm up and play Warm up and play Warm up and play Warm up and play Formal Practical Assessment
reptiles, insects, etc. reptiles, insects, etc. reptiles, insects, etc.
in their environment Visual literacy Visual literacy Improvise and Improvise and create Improvise and create Improvise and create Improvise and create
Visual literacy create Appreciate and reflect Read, interpret and Read, interpret and
Appreciate and on perform perform
reflect on
Visual Literacy Visual Literacy Visual Literacy Warm up Warm up Warm up Warm up Warm up Formal Assessment Task submitted:
Observe and discuss Observe and discuss Observe and discuss Physical warm up for Physical warm up for co- Physical warm up for Vocal warm up (including Physical warm up for co-
visual stimuli in visual stimuli in visual stimuli in co-ordination and ordination and control co-ordination and breathing awareness ordination and control Practical Formal Assessment: Performing
photographs, photographs, artworks photographs, artworks control (warm-up (warm-up ritual that control (warm-up exercises, harmonizing of (warm-up ritual that Arts:
artworks and real and real objects to and real objects to ritual that could could include: spinal rolls, ritual that could vowels on different notes). could include: spinal
objects to identify and identify and name identify and name include: spinal rolls, swings, floor work, body include: spinal rolls, Singing warm up (including rolls, swings, floor work, Integrated Dance, Drama, Music
name all art elements emphasis in images of emphasis in images swings, floor work, part isolations, knee swings, floor work, South African songs in body part isolations, Performance:
in images of reptiles, reptiles, insects, etc. of reptiles, insects, body part isolations, bends and rises). body part isolations, unison, canon, two-part knee bends and rises);
insects, etc. etc. knee bends and Trust games, in pairs and knee bends and rises). harmony, and call and vocal warm-up. Group role play using characterisation,
Observe and discuss Create in 3D, rises). small groups. Trust games, in pairs response) interaction, conflict and resolution) with addition
visual stimuli in reptiles, insects, etc. Create in 3D, and small groups. Improvise and create & of movement phrases using ‘question and
photographs, Art elements: reptiles, insects, etc. Improvise and Improvise and create Improvise and create & Read, interpret and answer’ and ‘meeting and parting and musical
artworks and real reinforce texture, Art elements: create Movement phrases in Improvise and create Read, interpret and perform phrases, using repetition, accent, call and
objects to identify and shape/ form through reinforce texture, Partner skills such as pairs using ‘question and Movement phrases in perform Rehearsal and response, and/or echo.
name emphasis in modelling own shape/ form through copying, leading, answer’ and ‘meeting and pairs using ‘question Group role-play using preparation of Practical
images of reptiles, reptiles, insects, etc. modelling own following and parting’; and answer’ and characters created in week Formal Assessment Performing Arts
insects, etc. Design principles: reptiles, insects, etc. mirroring. ‘meeting and parting’. 6 and 7 (considering Task that includes: 40 marks
reinforce emphasis Design principles: Pair and group role- characterisation, Dance, Drama, Music
Create in 2D, through use in own reinforce emphasis Movement phrases in plays, using appropriate Pair and group role- interaction, conflict and Performance: When assessing Performing Arts, it is
reptiles, insects, etc. models of reptiles, through use in own pairs using ‘question language, movement, plays, using resolution). Group role play using important that the teacher chooses a Formal
in their environment insects, etc. models of reptiles, and answer’ and facial expression and appropriate language, With addition of characterisation, Assessment Task that consists of at least
Art elements: Spatial awareness: insects, etc. ‘meeting and parting’. gesture. movement, facial movement phrases in interaction, conflict and TWO of the three performing art forms.
reinforce relevant art reinforce conscious Spatial awareness: expression and pairs using ‘question and resolution) with addition
elements through use awareness of working reinforce conscious Musical phrases, in Character ‘hot seats’ in gesture. answer’ and ‘meeting and of movement phrases
in own images of in space, e.g. model awareness of working pairs, using repetition, pairs to develop roles, parting’ and musical using ‘question and
reptiles, insects, etc. to be viewed from in space, e.g. model accent, call and using appropriate Musical phrases, in phrases, in pairs, using answer’ and ‘meeting
Design principles: front, back and sides, to be viewed from response, and/or language, body language pairs, using repetition, repetition, accent, call and and parting and musical
reinforce design parts of model can front, back and sides, echo. and gesture. accent, call and response, and/or echo. phrases, using
principle emphasis extend into space. parts of model can response, and/or echo. repetition, accent, call
through use in own Skills and extend into space. Appreciate and Appreciate and reflect Musical notation of notes and response, and/or
images of reptiles, techniques: clay or Skills and reflect on on Musical notation of on lines and in spaces on a echo.
insects, etc. any other appropriate techniques: clay or Two contrasting Two contrasting dance notes on lines and in treble stave using letter
Drawing and/or medium for a 3D any other appropriate dance performances performances (live or on spaces on a treble names on C major scale.
colour media: artwork. medium for a 3D (live or on DVD), DVD), considering the stave using letter
exploring a variety of Appropriate use of artwork. considering the context, the purpose and names on C major
media and tools. Appropriate use of context, the purpose the style of the selected scale.
techniques. tools. and the style of the Dance.
selected Dance.
Understanding and experience of dance, music warm-up activities, spatial awareness (including lunges, arm swings, transfers of weight,
creating simple 2D and 3D artworks. etc.); movement sequences, using different kinds of jumps (with safe landings) and balances, experience in dance elements.
2021 Grade 5 Life Skills Annual Teaching Plan

Understanding elements of music, recognise the use of repetition, accent, call and response and echo through listening to live
examples.

Materials: 2H/ H/ HB/ 2B/3B/ 6B pencils, charcoal, Any other appropriate and available art material Open space; Found or made musical instruments, including drum/tambourine; audio equipment and audio-visuals with a range of
Resources to
coloured inks, oil pastels, tempera paint, colour (Clay/ Paper-Mache/ wire/ cardboard/ other suitable music; charts and posters (such as musical notation on a stave of a single line, and other); DVDs or access to live performance
enhance
pencils, food colouring, magazines, photographs. recyclable material) for 3D artwork. Example 3D of two different dance types; research material on dance types.
learning
figures.
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
Workbook: Questions to Workbook: Preparatory sketches. Basic and practical Workbook: Worksheet on two contrasting dance Workbook: Musical Workbook: worksheet on
deepen and extend preparatory sketches, Worksheet: experience of art performances (live or on DVD), considering the notation of notes on lines Group role play with music and movement phrases.
observation of elements guidance by teacher, practical/visual elements, and some context, the purpose and the style of the selected and in spaces on a treble Exploring new terminology: repetition, accent, call
Informal
and design principles creative application of exploration of design principles, Dance. stave using letter names and response, and/or echo; character, interaction,
assessment;
images of reptiles, insects, elements and emphasis. basic experiences in on C major scale. resolution.
remediation
etc. principles. Continuous supportive creating simple 2D
Preparatory sketches. guidance by teacher and 3D artworks.
towards completion of Classroom discussion
3D artwork. and reflection.
SBA (Formal Visual Art Informal Assessment Task: 2D and 3D artwork Formal assessment of Performing Arts
Assessment) 40 marks assessed with a rubric

2021 ANNUAL TEACHING PLAN – TERM 4: CREATIVE ARTS

Term 4
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
47 days
CAPS topic Warm up and play Warm up and play Warm up and play Warm up and play Create in 2D things that fly Create in 2D things that fly Create in 3D, things that fly Create in 3D, things that Practical Formal Assessment: Visual
(natural or mechanical) (natural or mechanical) Visual literacy fly Art
Improvise and create Improvise and create Improvise and create Improvise and create Visual literacy Visual literacy Visual literacy
Appreciate and reflect Read, interpret and Read, interpret and Read, interpret and Create in 2D, things that fly (natural or
on perform perform perform mechanical)
Appreciate and reflect OR
on Create in 3D, things that fly
Warm up Warm up Warm up Warm up Visual Literacy Visual Literacy Visual Literacy Visual Literacy Assessment Rubric: 40 marks
Physical warm ups for Singing warm ups Singing warm ups Singing warm ups Observe and discuss visual Observe and discuss visual Observe and discuss visual stimuli in Observe and discuss
strength and flexibility (including South African Call and response games Group awareness stimuli in photographs and stimuli in photographs and photographs, artworks and real visual stimuli in
Vocal warm ups songs in unison, and two- games (such as real objects to identify and real objects to identify and objects to identify and name photographs, artworks and
part harmony) Improvise and create & creating a machine name art elements found in name art elements found in examples of contrast and proportion real objects to identify and
Improvise and create & Call and response games Read, interpret and through images of things that fly images of things that fly found in the natural world. name examples of contrast
Read, interpret and perform complementary (natural or mechanical). (natural or mechanical). and proportion found in the
perform Improvise and create & Short drama/dance movements). Observe and discuss visual Observe and discuss visual Create in 3D, things that fly natural world.
Short drama/dance Read, interpret and improvisations, reflecting stimuli in photographs and stimuli in photographs and Art elements: reinforce texture,
improvisations, reflecting a perform social, cultural or Improvise and create real objects to identify and real objects to identify and shape/ form, colour through own Create in 3D, things that
social, cultural or Short drama/dance environmental issue & Read, interpret and name examples of contrast name examples of contrast construction of things that fly (natural fly
environmental issue improvisations, reflecting a relevant to the learners. perform and proportion found in and proportion found in or mechanical). Art elements: reinforce
relevant to the learners social, cultural or (continue). Short drama/dance images of things that fly images of things that fly Design principles: reinforce texture, shape/ form,
using selected tableaux, environmental issue improvisations, (natural or mechanical). (natural or mechanical). contrast and proportion through use colour through own
movement, poetry and relevant to the learners; Short music piece, reflecting social, in own construction. construction of things that
speaking/singing in unison selected tableaux, combining a number of cultural or Create in 2D things that fly Create in 2D things that fly Skills and techniques like pasting, fly (natural or mechanical).
or individually. movement, poetry and instruments (drums, environmental issue (natural or mechanical) (natural or mechanical) cutting, wrapping, tying, joining Design principles:
Concepts, skills speaking/singing in unison marimba, etc.) reflecting a relevant to the Art elements: overview of Art elements: overview of various recyclable materials. reinforce contrast and
and values Short composition of or individually. mood related to the social, learners. (continue). use of appropriate art use of appropriate art Spatial awareness: reinforce proportion through use in
poetry and song to draw cultural or environmental elements found in own elements found in own conscious awareness of working in own construction.
attention to social, cultural Short composition of issue. Short music piece, images of things that fly images of things that fly space, e.g. model to be viewed from Skills and techniques like
and environmental issues, poetry and song to draw combining a number of (natural or mechanical). (natural or mechanical). front, back and sides, parts of model pasting, cutting, wrapping,
to be used in above attention to social, cultural instruments (drums, Design principles: Design principles: reinforce can extend into space Appropriate tying, joining various
presentation. and environmental issues, marimba, etc.) reinforce emphasis in own emphasis in own images of use of tools. recyclable materials.
to be used in above reflecting a mood images of things that fly things that fly (natural or Spatial awareness:
Appreciate and reflect presentation. related to the social, (natural or mechanical). mechanical). reinforce conscious
on cultural or Drawing and/or colour Drawing and/or colour awareness of working in
A live or recorded drama: Appreciate and reflect environmental issue. media: exploring a variety of media: exploring a variety of space, e.g. model to be
key moments in a drama on media and techniques. media and techniques. viewed from front, back
themes, ideas and moods A live or recorded drama: Could include but not limited and sides, parts of model
why particular techniques key moments in a drama to any of the following: blind- can extend into space.
were used sensitive to the themes, ideas and moods / contour drawings’ colour Appropriate use of tools.
social and cultural why particular techniques pencil, pastel, painting, wax
contexts. were used sensitive to the resist, collage, pencils, ink
social and cultural and stick drawings, etc.
contexts.
Voice (basic skill and understanding of breathing, resonance, articulation and projection) and physical (basic skill Basic understanding and experience of art elements and design principles, experience in creating simple 2D and 3D artworks.
in warming up the body, posture, physical characterisation, use of space); ability to improvise, basic
Requisite pre-
understanding of tableaux, basic experience of drama elements character, plot, time, space, audience
knowledge
Basic understanding of the use of music elements like dynamics, tempo, pitch and timbre to create a certain
mood in music.
Resources Open space; found or made musical instruments, including drums and marimbas; audio equipment and audio- Materials: 2H/ H/ HB/ 2B/3B/ 6B pencils, charcoal, coloured Any other appropriate and available art material (Clay/ Paper-
(other than visuals with a range of suitable music; charts and posters (such as C major scale on treble stave, etc.); inks, oil pastels, tempera paint, colour pencils, food Mache/ wire/ cardboard/ other recyclable material) for 3D artwork.
textbook) to DVDs/CDs or access to live performance of drama (radio, television, community, professional or classroom). colouring, magazines, and photographs. Example 3D figures.
2021 Grade 5 Life Skills Annual Teaching Plan

enhance
learning

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.
Workbook: storyboard of drama presentation. Rehearsal; side coaching, directing by teacher and Workbook: Questions to Workbook: preparatory Preparatory sketches, worksheet to Classroom discussion and
Informal
Workbook: worksheet on review of drama. peers towards performance; self and peer deepen and extend sketches, guidance by explore contrast and proportion. reflection.
assessment;
assessment. observation of elements and teacher, creative application Teacher guidance towards
remediation
design principle. of elements and principles completion of artwork 3D artwork.
Preparatory sketches.
Informal Assessment of Performing Arts Formal assessment of Visual Art
SBA (Formal
40 marks assessed with a rubric
Assessment)