2020 REVISED CURRICULUM AND ASSESSMENT PLANS

LIFE SKILLS

GRADE- 6

Implementation: January 2021

Presentation Outline1. Introduction

2. Principles

3. Underpinning assumptions

4. Key Recovery Strategies

5. Purpose

6. Content Overview amendments for grade 6

7. Annual Teaching Plan amendments for grade 6

8. School Based Assessment (SBA) amendments for grade 6

1. Background

Introduction

COVID 19 led to losses inteaching and learning timedue to:• the lockdown period and

phased reopening ofschools,

• Alternating time tablingmodels and

• the related health andsafety protocols.

Furthermore, the revisionof the school calendar andintermittent closure ofmany schools negativelyimpacted the ability ofteachers to implementthe revised 2020 ATPs asenvisioned.

To mediate the impact and support teachers inmanaging teaching, assessment and learningwithin the reduced time, the DBE in 2020implemented:• Circular S3 that outlined and guided

teachers to conduct context specificsubject trimming, in consultation withsubject advisors.

• National Assessment Circular 02 andCircular E 11 to guide school-basedassessment in phases and subjects

PrinciplesUse of the 2020 Curriculum Recovery

Framework as the base document

Learning losses inform the Three Year Recovery Plans for School –based

Assessment

Management of the learning losses and the School Based Recovery Plans

Create opportunities through adjusted ATPs to strengthen pre-knowledge, consolidation,

revision, and deeper learning

Entrench Assessment for Learning as a Pedagogical Approach to address the learning

losses

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PrinciplesThe 2021 Recovery ATPs maintains the use

of current LTSM and resources already available in the system.

Content topics removed in 2020 were not automatically returned in the 2021

Recovery ATPs.

Fundamental and core topics were retained in the Recovery ATPs

To guide and support effective teaching and learning

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Underpinning Assumptions

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All learners will return to school from day 1 of the 2021academic year and norm-times as stipulated in the CAPS willbe adhered to for the entire school year;

ASSUMPTION 1

Learning losses due to COVID-19 across grades andsubjects will vary from school to school, class to class andeven within classes.

ASSUMPTION 2

Each Teacher will have a record of learning losses andDepartmental Heads and Subject Advisors will monitorprogress in learning loss recovery;

ASSUMPTION 3

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Underpinning Assumptions

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All schools will develop & implement school-basedsupport programmes for all grades/years with particularfocus on all the exit grades/years (3, 6, 9 and 12)throughout the three-year period.

ASSUMPTION 4

All Circulars related to the 2020 ATPs including SBAto be withdrawn and revised to align to the 2021ATPs.

ASSUMPTION 5

Schools have systems in place to manage thepossibility of a second wave of the pandemic in Q1and Q3 of the 2021

ASSUMPTION 6

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The Development of the 2021 Recovery ATPs

The Recovery ATPs are aligned to the:• 2021 School calendar• Abridged S4 of CAPS• Curriculum and assessment principles as

prescribed in the CAPS policy for LifeOrientation.

Purpose• To mediate the amendments of the trimmed

and re-organised 2021 Annual Teaching Planincluding School Based Assessment for LifeSkills, Grade 4 for implementation in January2021 as stipulated in Circular S11of 2020.

• To ensure that meaningful teachingproceeds during the remaining teaching timeas per the revised school calendar.

• To assist teachers with guided pacing andsequencing of curriculum content andassessment.

Purpose (continued)• To enable teachers to cover the essential

core content /skills in each grade within theavailable time.

• To assist teachers with planning for thedifferent forms of assessment.

• To ensure learners are adequately preparedfor the subsequent year/s in terms of content,skills, knowledge, attitudes and values

Purpose• To mediate the amendments of the trimmed

and re-organised 2020 Annual Teaching Planincluding School Based Assessment for LifeSkills, Grade 6 for implementation in January2021 as stipulated in Circular S11 of 2020.

• To ensure that meaningful teaching proceeds

• To assist teachers with guided pacing and sequencing of curriculum content and assessment.

Purpose (continued)

• To enable teachers to cover the essentialcore content /skills in each grade within theavailable time.

• To assist teachers with planning for the different forms of assessment.

• To ensure learners are adequately prepared for the subsequent year/s in terms of content, skills, knowledge, attitudes and values

2. Amendments to the Content Overview for the Phase

Summary: Amendments to the Content Overview for the Phase

Key Topic Grade: 4 Grade 5 Grade 6

Development of the self

• Personal strengths • Respect for own and others’

bodies Basic hygiene principles (issues of COVID-19)Emotions: understanding a range of emotions • Personal experience of working in a group • Bullying: appropriate responses to bullying

• Positive self-concept formation

• Receiving and giving feedback

• Coping with emotions • Relationships with

peers, older people and strangers

• Positive self-esteem: body image

• Abilities, interests and potential

• Peer pressure • Problem solving skills in

conflict situations • Self-management skills (Hands washing, wearing mask, sanitize Social/ Physical distancing, regular cleaning of your work station).• Bullying: getting out of the bullying habit

Summary: Amendments to the Content Overview for the Phase

Key Topic Grade: 4 Grade 5 Grade 6

Health and environmental responsibility

Basic hygiene principles (issues of COVID-19)Dangers in and around water: home and public swimming pools, rivers and dams • Traffic rules relevant to road users: pedestrians and cyclists • Personal and household hygiene • Dietary habits of children • Healthy environment and personal health: home, school and community • HIV and AIDS education: basic factsRisks of COVID -19 on people with chronic diseases Transmission of the virus- COVID 19

Basic hygiene principles (issues of COVID-19)Safety measures at home and the environment • Water as an important basic need • Healthy eating for children • Local environmental health problems • HIV and AIDS education: dealing with stigma • Substance abuse

Basic hygiene principles (issues of COVID-19)Basic first aid in different situations Communicable diseases including COVID-19• Food hygiene

• HIV and AIDS and COVID-19 education: myths and realities

Risks of COVID -19 on people with chronic diseases Transmission of the virus-COVID 19

Summary: Amendments to the Content Overview for the Phase

Key Topic Grade: 4 Grade 5 Grade 6

Social responsibility

Basic hygiene principles (issues of COVID-19)Children’s rights and responsibilities • Cultures and moral lessons • Knowledge of major religions in South Africa: Judaism, Christianity, Islam, Hinduism, Buddhism, Baha’i Faith and African Religion

- Closing of places of worship during lockdown

- New norm when places of worship re-open

Basic hygiene principles (issues of COVID-19)Concepts: discrimination, stereotype and bias • Child abuse • Dealing with violent situations • Issues of age and gender • Festivals and customs of a variety of religions in South Africa

Basic hygiene principles (issues of COVID-19)The dignity of the person in a variety of religions in South Africa • Cultural rites of passage • Caring for animals • Caring for people • Nation-building and cultural heritage • Gender stereotyping, sexism and abuse

Summary: Amendments to the Content Overview for the Phase

Key Topic Grade: 4 Grade 5 Grade 6

PhysicalEducation

Different ways to locomote, rotate, elevate and balance, using various parts of the body with control• A variety of modified invasion games • Rhythmic movements with focus on posture

• Basic field and track athletics or swimming activities • Safety measures (Adhere to COVID -19 protocols)

• Movement sequences that require consistency and control in smooth and continuous combinations • A variety of target games

• Rhythmic movements and steps with attention to posture and style • A variety of field and track athletics or swimming activities • Safety measures(Adhere to COVID -19 protocols)

Physical fitness programme to develop particular aspects of fitness

• A variety of striking and fielding games • Rhythmic patterns of movement with co-ordination and control • Refined sequences emphasising changes of shape, speed and direction through gymnastic actions or swimming activities • Safety measures(Adhere to COVID -19 protocols)

3. Amendments to the Annual Teaching Plan

Summary: Reorganisation of content topics

• Content that address Covid-19, hygiene, and psychosocial issues is incorporated and also integrated where possible across Term 1-4;

• Hygiene principles integrated within the content wherever possible;

• Self-management and self-study skills integrated within the content wherever possible;

• The subject is allocated time according to the content topics for term one, two, three and four for 2021 academic year

Summary: Content/Topics Amended Content/Topics Term Amendment

Health and Environmental Responsibility: Basic hygiene principles (issues of COVID-19) (HIV and AIDS education:Dealing with stigma (Covid -19)Stigma about HIV and AidsHow to change attitudes towards people infected with HIV and Aids

Content moved from grade 5 term 4 to grade 6 term 2 week 9.

The content is prior knowledge and skills. It builds a foundation for the content on “HIV and AIDS education: ” which will be taught in Term 2 week 9.

Social Responsibility : Basic hygiene principles (issues of COVID-19) (Grade 5 content Prior knowledge)Concepts: discrimination, stereotype and biasResponses to violations of children’s rights: ways to protect self and others from violations and where to find helpA plan to deal with violations of children’s rights in own local context.

Content moved from grade 5 term 2 to grade 6 term 3 week 1.

The content is prior knowledge and skills. It builds a foundation for the content on “Bullying: ” which will be taught in Term 3 week 1.

Summary: Content/Topics Amended Content/Topics Term Amendment

Health and Environmental Responsibility: Basic hygiene principles and COVID-19 protocolGRADE 5: TERM 2 Prior knowledgeIssues of age and gender in different cultural contexts in South AfricaGr 5 Content that was left out- Relationship between elders and children in different cultural contexts - Responsibilities of boys and girls in different cultural contexts - Contributions of women and men in

different cultural contexts

Content moved from grade 5 term 2 to grade 6 term 4 week 2.

The content is prior knowledge and skills. It builds a foundation for the content on “Gender stereotyping, sexism and abuse: definition of concepts ” which will be taught in Term 4 week 3.

Summary: Amendment to the weighting of content topics.

• The subject is allocated time according to the content topics for term one, two, three and four for 2021 academic year.

• A portion of other topics and content from the previous grade (5)has been in-cooperated into grade 6 ATP.

• This is to ensure that learners do not loose out the essential skills and knowledge that are a foundation for grade 5.

Summary: Amendment to the weighting of content topics

Study AreaGrade 4 Grade 5 Grade 6

Hours Hours Hours

Personal and Social Well- being 55.5 55.5 55.5

Physical Education 42 42 42

Creative Arts 65 65 65

Contact Time 162,5 162,5 162,5

Written Task and PET 7.5 7.5 7.5

Total Hours 170 170 170

Total Weeks 44 44 44

4. Amendments School Based Assessment (SBA)

Summary: Revised Programme of Assessment

The 2021 formal assessment tasks for Grade 6 are as follows:

Term 2 and 4 assessment will be made up of Controlled Test. Term 2 Controlled test will include term 1 and 2 content Term 4 Controlled test will include term 3 and 4 content

TERM 1 TERM 2 TERM 3 TERM 4

Informal Assessment: Homework and classwork's (Worksheets)

Informal Assessment: Homework and classwork's (Worksheets)

Informal Assessment: Homework and classwork's (Worksheets)

Informal Assessment: Homework and classwork's (Worksheets)

Task 1

Written Task: 30 marksPET: 30 marksCreative Arts: 40 Marks

Task 2

Controlled Test: 30 marksPET: 30 marksCreative Arts: 40 Marks

Task 3

Project: 30 marksPET: 30 MarksCreative Arts: 40 Marks

Task 4

Controlled Test: 30 marksPET : 30 marksCreative Arts: 40 Marks

Summary: Revision Final Examination Structure

The formal assessments of terms 1, 2 and 3 will make up the School-Based Assessment and will have a weighting of 80%. • Term 4 assessment will have a weighting of 20%.• The promotion mark will thus consist of 80% SBA and 20% term 4 assessment.

Summary: Physical Education Task (PET)

• Physical Education will take place in Terms 1- 4.

• The Social Distancing Guidelines on adhering to COVID-19 regulations will need to be used and followed for Physical Education.

5. Conclusion

Conclusion

• The revised(recovery) ATP will be implemented during Term 1-4 in 2021;

• COVID-19 issues are included in the revised(recovery) ATP to conscientise learners on the pandemic gripping the whole world; and

• Self-management (self-study skills) and preparation of learners to deal with grief and emotions etc. are dealt with in the revised(recovery) ATP.

Contact DetailsProvince Subject Planners Email Address

EC Ms GN Dekeza-Tsomo ntombi.deks@gmail.com GP Ms S Moloko Sibongile.Moloko@gauteng.gov.za

KZN Ms ET Vilakazi teliza@vodamail.co.za FS Ms M Smith smith.ma@live.co.uk

NC Mr S Mandewo(Intermediate Phase) smandewo@gmail.com

NC Ms M Ngwako(Senior Phase) ngwakoma@hotmail.com

NW Ms B Keebine bjkeebine@nwpg.gov.zaLP Mr P Molala Moganiwa@gmail.comMP Dr D Mosia d.mosi@education.mpu.gov.za WC Mr I Teladia Ismail.Teledia@westercape.gov.za

Contact Details

Name: CES: J ZithaDepartment of Basic EducationTel: 012 357 3685Email: Zitha.J@dbe.gov.za