Life Skills Grade 6 ATP 2026

Life Skills Grade 6 ATP 2026

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Life Skills in Grade 6 encompasses Personal and Social Wellbeing (PSW), Physical Education (PE), and Creative Arts (CA), offering a broad curriculum that supports physical, emotional, and social development. To ensure comprehensive coverage of all formal tasks and projects, it is essential to consult the full Grade 6 Annual Teaching Plans (ATPs).

This article outlines the 2026 Life Skills Grade 6 ATP, detailing the focus areas for each component across the four terms.

Life Skills Grade 6 ATP 2026

The Annual Teaching Plan is divided into four terms, with formal assessments covering all three components of the subject.

1.150-ATP-2023-24-Gr-6-Life-Ski-final.pdf Download

Term 1: Self-Development, Hygiene, and Striking/Fielding Games

Personal and Social Wellbeing (PSW) Focus: Development of the Self

Focus: The term focuses on self-awareness, positive self-esteem, managing peer pressure, and conflict resolution.

  • Self-Awareness:
    • Identify own abilities, interests and potential.
    • Discuss the relationship between abilities, interests, and potential.
    • Create opportunities for making the most of own abilities, interests and potential.
    • Develop an Action plan to improve own abilities, pursue own interests, and develop own potential.
  • Self-Esteem and Body Image:
    • Develop Positive self-esteem by addressing body image.
    • Discuss other influences on body image, such as media and society.
    • Focus on Acceptance of the self and understanding/respecting body changes.
  • Social Skills:
    • Examine Peer pressure, including examples in different situations (school and community).
    • Learn Appropriate responses to peer pressure.
    • Develop Problem-solving skills in conflict situations: focusing on keeping safe and protecting self and others.
    • Learn Mediation skills and Peacekeeping skills (acceptance, respect, co-operation, personal responsibility, and listening).
  • Formal Assessment: Written task (30 marks) and Assignment/case study.

Physical Education (PE) Focus: Striking and Fielding Games

Focus: Participation and movement performance in striking and fielding games.

  • Activities: Participation in a variety of striking and fielding games.
  • Performance: Focus on Movement performances in these games, along with Safety measures.
  • Formal Assessment: Physical Education (30 marks).

Creative Arts (CA) Focus: Performing Arts and 2D/3D Figures

Focus: Introduction to drama based on African folktales and creating figures with animals in 2D and 3D.

  • Performing Arts:
    • Improvise and create a short drama based on an African folktale or traditional story.
    • Incorporate Expressive movement and mime to show emotions and characters.
    • Use Simple rhythmic patterns on a drum to underscore action or create an interlude.
    • Focus on singing in unison, canon, or two-part harmony, and exploring dynamics, tempo, and rhythm.
    • Appreciate and reflect on Two different types of drama in South Africa (e.g., praise poetry, physical theatre).
  • Visual Arts:
    • Visual literacy: Identify monochromatic colour and balance in images.
    • Create in 2D: Figures with animals (using drawing/colour media like pencil, pastel, collage).
    • Create in 3D: Figures with animals (modelling human figure interacting with an animal using clay or appropriate medium).
  • Formal Assessment: Formal assessment task: Performing Arts (40 marks assessed with a rubric, covering at least two art forms).
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Term 2: Social Development, Bullying, and Cultural Rites

Personal and Social Wellbeing (PSW) Focus: Social Development

Focus: The term addresses self-management, bullying, and the dignity of the person in various South African cultures and religions.

  • Self-Management and Responsibility:
    • Develop Self-management skills.
    • Focus on Prioritising and time management.
    • Develop an activity plan for responsibilities at school, house, and home chores.
  • Social Challenges and Ethics:
    • Examine Bullying: reasons for bullying and Getting out of the bullying habit (where to find help).
    • Study Cultural rites of passage (e.g., birth, baptism, wedding, death) and the personal/social significance of each stage in South African cultures.
    • Discuss The dignity of the person in a variety of religions in South Africa.
  • Formal Assessment: Controlled test (30 marks, covering Terms 1 and 2 content). The test outline includes matching, fill-in, short open-ended questions, and one question focusing on the application of knowledge/skills.

Physical Education (PE) Focus: Physical Fitness

Focus: Participation in a physical fitness programme.

  • Activities: Participation in a physical fitness programme to develop particular aspects of fitness.
  • Performance: Focus on Movement performance in the fitness programme, along with safety measures.
  • Formal Assessment: Physical education (30 marks).

Creative Arts (CA) Focus: Visual Arts and Cultural Dance

Focus: Creating 2D creative lettering/radiating patterns and 3D relief mandalas, integrated with cultural dance.

  • Visual Arts:
    • Visual literacy: Identify balance and relevant art elements in lettering and radiating patterns.
    • Create in 2D: Creative lettering and/or radiating patternmaking (reinforcing balance in colours, shapes, and sizes).
    • Create in 3D: A relief mandala/radiating pattern (using recyclable materials and reinforcing shallow/deeper space).
  • Performing Arts:
    • Read, interpret and perform a cultural dance.
    • Rehearse the cultural dance for presentation of patterns, repetition, and sequencing.
    • Improvise and create movement sequences using elements of dance (time, space, force).
    • Use Simple rhythmic patterns on a drum to accompany the selected cultural dance.
    • Study Short musical pieces structured in binary form (A B) and ternary form (A B A).
  • Formal Assessment: Practical formal assessment: Visual Arts (40 marks assessed with a rubric, either 2D or 3D task).
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Term 3: Social Responsibility and Nation-Building

Personal and Social Wellbeing (PSW) Focus: Social Responsibility

Focus: The term addresses caring for people and animals, nation-building, and dealing with gender stereotyping and abuse.

  • Caring for People and Animals:
    • Caring for people: Communicating own views and needs without hurting others.
    • Examine Acts of kindness towards other people.
    • Taking care of and protecting animals.
    • Study Acts of cruelty against animals and Places of safety for animals.
  • Social Issues and Heritage:
    • Examine Nation-building and cultural heritage: definitions, and how cultural heritage unifies the nation.
    • Study National symbols (flag, anthem, coat of arms) and national days (e.g., Human Rights Day, Heritage Day, Mandela Day).
    • Define Gender stereotyping, sexism and abuse.
    • Discuss the Effects of gender stereotyping and sexism and gender-based abuse on personal and social relationships, and ways of Dealing with these issues.
  • Formal Assessment: Project (30 marks).

Physical Education (PE) Focus: Rhythmic Patterns

Focus: Movement performance and participation in rhythmic patterns.

  • Activities: Participation in rhythmic patterns of movement with coordination and control.
  • Performance: Focus on Movement performance in rhythmic patterns, along with Safety measures.
  • Formal Assessment: Physical education (30 marks).

Creative Arts (CA) Focus: Performing Arts (Conflict) and 2D/3D Images

Focus: Exploring conflict through drama and music, and creating images of people and/or objects.

  • Performing Arts:
    • Read, interpret and perform songs from at least two cultural traditions of South Africa (in unison, canon, or two-part harmony).
    • Improvise and create Short dialogues exploring conflict within a specific context.
    • Use Movement sequences exploring conflict using movement elements (time, space, energy) and locomotor/non-locomotor movements.
    • Incorporate Music phrases exploring conflict using voice, instruments, and rhythm/melody.
    • Study Musical notation (note names on the lines and spaces of the treble clef).
  • Visual Arts:
    • Visual literacy: Identify emphasis and balance in images of people and/or objects.
    • Create in 2D: Images of people and/or objects (reinforcing emphasis through portraits, shells, shoes, etc.).
    • Create in 3D: Modelling images (reinforcing texture, shape/form, and conscious awareness of working in deep/shallow space).
  • Formal Assessment: Formal assessment task: Performing Arts (40 marks assessed with a rubric, integrating dialogue and movement).
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Term 4: Health and Environmental Responsibility

Personal and Social Wellbeing (PSW) Focus: Health and Safety

Focus: The final term addresses hygiene, first aid, communicable diseases, and HIV/AIDS education.

  • Hygiene and Safety:
    • Study Food hygiene (safe/harmful ingredients, preparation, and storage).
    • Learn Basic first aid in different situations: Cuts and grazes, burns, scalds and sunburn, stings and bites, bruises, poisoning, bleeding and choking.
  • Disease Awareness:
    • Study Communicable diseases (e.g., mumps, tuberculosis, common colds, chickenpox, COVID-19).
    • Examine the Causes, Signs and symptoms, Prevention strategies, and available Treatments for communicable diseases.
    • Focus on HIV and AIDS education: addressing Myths and realities, risks, and Caring for people with AIDS.
    • Study Food-borne diseases.
  • Formal Assessment: Controlled test (30 marks, covering Terms 3 and 4 content). The test includes short open-ended questions, factual knowledge, and application questions.

Physical Education (PE) Focus: Refined Sequences/Swimming

Focus: Participation in refined movement sequences or swimming.

  • Activities: Participation in refined sequences emphasising changes of shape, speed and direction, or swimming activities.
  • Performance: Focus on Movement performance in refined sequences/swimming, along with safety measures.
  • Formal Assessment: Physical education (30 marks).

Creative Arts (CA) Focus: Visual Arts (Architecture) and Puppetry

Focus: Creating 2D and 3D images of buildings/architecture and developing a puppet performance.

  • Visual Arts:
    • Visual literacy: Observe visual stimuli to identify art elements and design principles found in images of buildings, architecture and the environment.
    • Create in 2D: Buildings, architecture and the environment (overview of developed use of all art elements).
    • Create in 3D or relief: Buildings, architecture and the environment (using recyclable materials and reinforcing deep/shallow space).
  • Performing Arts:
    • Improvise and create a Short story inspired by listening to a suitable piece of music and identifying its impact.
    • Movement sequences to explore the story using elements of dance (time, space, weight, energy).
    • Read, interpret and perform Puppetry.
    • Develop a puppet performance, including dialogue, puppet movement, musical accompaniment, and musical signature tunes for each character.
  • Formal Assessment: Practical formal assessment: Visual Arts (40 marks assessed with a rubric, either 2D or 3D task).
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