Life Skills in Grade 5 is a multifaceted subject that equips learners with tools for emotional and physical well-being while fostering creativity. The curriculum is divided into three main streams: Personal and Social Wellbeing (PSW), Physical Education (PE), and Creative Arts (CA) (which includes both Visual Arts and Performing Arts). To ensure you have all the specific details for each stream, make sure to consult the full Grade 5 Annual Teaching Plans (ATPs).
This guide outlines the 2026 Life Skills Grade 5 ATP, providing a comprehensive weekly breakdown from developing a positive self-concept in Term 1 to exploring health and environmental responsibilities in Term 4.
Download ATP Here in pdf format
Download ATP HereLife Skills Grade 5 ATP 2026
The Annual Teaching Plan for Grade 5 ensures a holistic approach to education, balancing emotional intelligence, physical fitness, and artistic expression throughout the four terms.
Download: Life Skills Grade 5 ATP 2026 PDF
Term 1: Self-Development and Personal Identity
Focus: The first term focuses on building a positive self-image, managing emotions, and exploring personal identity through art and movement.
- PSW: Weeks 1–5 (Development of the Self)
- Self-Concept: Understanding personal successes and the influence of others on self-image.
- Feedback: Learning appropriate ways to give and receive positive and negative feedback.
- Emotions: Coping with sadness, anger, and disappointment; developing empathy and compassion.
- PSW: Weeks 6–10 (Relationships)
- Interactions: Relationships with peers, older people, and strangers.
- Safety: Distinguishing between safe and unsafe relationships and the benefits of good friendships.
- PE: Weeks 1–10 (Movement Sequences)
- Gymnastics: Performing sequences that require consistency and control, including rotation, balance, locomotion, and elevation.
- Creative Arts: Weeks 1–10 (Improvisation and Self-Image)
- Performing Arts: Warm-ups, rhythm games, and improvising movement sequences exploring time and force.
- Visual Arts: Creating 2D and 3D images of “Self and Others” in the local environment, focusing on figure drawing and modeling.
Term 2: Social Responsibility and Creative Expression
Focus: Term 2 deals with serious social issues like children’s rights and protection, while Physical Education moves to team-based games.
- PSW: Weeks 1–5 (Social Responsibility)
- Rights: Concepts of discrimination, stereotypes, and bias.
- Protection: Violations of children’s rights, different forms of abuse, and where to find help.
- Violence: Dealing with violent situations at home or in the community and how to protect oneself.
- PSW: Weeks 6–8 (Culture and Gender)
- Context: Issues of age and gender in different cultural contexts in South Africa.
- Roles: The responsibilities and contributions of men, women, boys, and girls in different cultures.
- PE: Weeks 1–10 (Target Games)
- Sports: Participation in target games such as modified netball, basketball, soccer, rugby, or indigenous community games.
- Creative Arts: Weeks 1–10 (Design and Performance)
- Visual Arts: Creative lettering, patternmaking, and creating 3D African body adornment using recyclable materials.
- Performing Arts: Exploring music genres (Western/African), dance sequences, and mime.
Term 3: Health, Safety, and Rhythmic Movement
Focus: This term emphasizes safety in the environment and healthy living, paired with rhythmic physical activities and nature-themed art.
- PSW: Weeks 1–5 (Health and Safety)
- Fire Safety: Prevention and safety measures.
- Festivals: exploring customs and festivals from a variety of religions in South Africa.
- Substances: Dangers of harmful household products and medication.
- PSW: Weeks 6–10 (Water and Diet)
- Water: Importance of water, saving water, and protecting water quality.
- Nutrition: Healthy eating for children, dietary needs, and South African food-based dietary guidelines.
- PE: Weeks 1–10 (Rhythmic Movements)
- Activities: Aerobics, galloping, marching, hopping, and sliding with a focus on posture and style.
- Creative Arts: Weeks 1–10 (Nature and Role Play)
- Visual Arts: Creating 2D and 3D artworks based on reptiles and insects in their environment.
- Performing Arts: Integrated dance, drama, and music performances involving group role-play, conflict resolution, and characterization.
Term 4: Environmental Health and Athletics
Focus: The final term covers communicable diseases and substance abuse, while PE focuses on athletics and swimming. Creative Arts explores the theme of flight.
- PSW: Weeks 1–4 (Health Problems)
- Diseases: Symptoms, causes, and treatment of Malaria, Diarrhoea, Measles, and Tuberculosis (TB).
- HIV/AIDS: Changing attitudes, dealing with stigma, and education on the virus.
- PSW: Weeks 5–6 (Substance Abuse)
- Drugs: Legal and illegal drugs (tobacco, alcohol), and their negative impact on the body and mind.
- PE: Weeks 1–10 (Athletics and Swimming)
- Field & Track: Shot-put, long jump, sprints, and relays.
- Swimming: Breathing, kicking, gliding, and various swimming styles (where facilities allow).
- Creative Arts: Weeks 1–10 (Flight and Drama)
- Visual Arts: Creating 2D and 3D images of “Things that fly” (natural or mechanical).
- Performing Arts: Drama improvisations reflecting social, cultural, or environmental issues relevant to learners.
FAQ: Life Skills Grade 5
Q: How is Life Skills assessed? A: Life Skills is assessed through a combination of written tasks, projects (like the Term 3 project), and practical assessments for Physical Education and Creative Arts.
Q: What is the Physical Education Task (PET)? A: The PET is a practical assessment that takes place every term. It counts for 30 marks and evaluates the learner’s participation and movement performance in that term’s specific activity (e.g., athletics or gymnastics).
Q: Does Creative Arts have a separate exam? A: Creative Arts usually involves practical formal assessments (like performing a dance or creating an artwork) rather than a written exam, though some theory may be tested in the general Life Skills controlled tests.