Tshivenda Home Language in Grade 5 is designed to develop a high level of proficiency in listening, speaking, reading, and writing. The curriculum places a strong emphasis on reading for enjoyment, specifically through the daily reading of a novel or reader, and introduces learners to complex text types like dramas, newspaper reports, and formal research projects. To ensure you have a complete roadmap for the year, it is essential to consult the full Grade 5 Annual Teaching Plans (ATPs).
This guide outlines the 2026 Tshivenda Home Language Grade 5 ATP, providing a structured weekly breakdown from Information Texts in Term 1 to the major Creative Writing Project in Term 3 and Final Exams in Term 4.
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Download ATP HereTshivenda Home Language Grade 5 ATP 2026
The Annual Teaching Plan for Grade 5 emphasizes the development of critical thinking through language, requiring learners to analyze texts, understand literary devices, and produce structured creative writing.
Download: Tshivenda Home Language Grade 5 ATP 2026 PDF
Term 1: Information, Novels, and Instructions
Focus: The first term establishes a routine of daily reading and introduces learners to various non-fiction and literary texts, starting with information texts and moving into the study of a novel.
- Weeks 1–2: Information Texts (Tshibveledzwa tsha mafhungo)
- Reading: Reading visual information texts and social texts like SMS or emails.
- Writing: Writing a 3–4 paragraph information text or an SMS/email.
- Language: Nouns (Maiti a no guma/a sa gumi), and Tenses (Likhathi la ndi, likhathi la do).
- Weeks 3–4: The Novel (Nganea/Novele)
- Listening & Speaking: Listening to extracts and discussing characters and values.
- Reading: Reading extracts from the novel; identifying main ideas and supporting details.
- Writing: Writing a book review (Thoduluso ya bugu) using a frame.
- Language: Possessives (Masala a vhushaka/vhune), Adjectives (Mataluli), and Conjunctions (Matanganyi).
- Weeks 5–6: Story Writing (Tshitori)
- Reading: Reading a short story; predicting outcomes and discussing the plot.
- Writing: Writing a narrative or descriptive story (3 paragraphs).
- Language: Nouns (Dzina zwalo na dzina vhukuma); Prefixes and Suffixes (Thangi, mutshila).
- Weeks 7–8: Newspaper Article (Atikili ya gurannda)
- Reading: Reading reports; scanning for specific details (who, what, where, when, why).
- Writing: Writing a newspaper article with a headline and lead paragraph.
- Language: Prepositions (Thangeladzina) and Antonyms (Mafhambanyi).
- Weeks 9–10: Instructions (Ndaela)
- Reading: Reading instructional texts containing a sequence of steps.
- Writing: Writing a set of instructions (e.g., how to make a sandwich).
- Language: Adverbs of manner, time, and place (Nefhungo, tshiitwa).
Term 2: Poetry, Drama, and Reports
Focus: Term 2 explores creative genres like poetry and drama, alongside functional texts like weather reports, culminating in the mid-year examinations.
- Weeks 1–2: Poetry (Tshirendo)
- Reading: Analyzing poems for rhyme, rhythm, and figures of speech (metaphors, similes).
- Writing: Writing a poem using alliteration (Alitharesheni) and similes (Mafanyisi).
- Language: Collective nouns (Madzina gute).
- Weeks 3–4: Weather Reports (Muvhigo wa mutsho)
- Listening: Interpreting weather forecasts and discussing climate.
- Reading: Reading weather maps and symbols.
- Writing: Writing a weather report using visual data (maps/charts).
- Language: Future Tense (Tshifhinga tshi daho); Homophones (Homofounu) and Antonyms.
- Weeks 5–6: Drama (Litambwa)
- Listening: Identifying plot, atmosphere, and character traits in a play.
- Reading: Reading a play script; understanding stage directions and dialogue.
- Writing: Writing a play script or dialogue.
- Language: Direct and Indirect Speech (Tshipitshi tsho livhaho na tshi songo livhaho).
- Weeks 7–8: Reports (Muvhigo/Ripoto)
- Reading: Reading reports containing tables, graphs, or diagrams.
- Writing: Writing a report based on investigation facts.
- Language: Past Continuous Tense and Future Continuous Tense.
- Weeks 9–10: Assessment
- Task: Mid-Year Controlled Test (Comprehension, Visual Text, Summary, Language).
Term 3: The Creative Writing Project
Focus: The third term is centred around a major Creative Writing Project that spans research, writing, and oral presentation, alongside the study of folklore.
- Weeks 1–2: Folklore (Folukuloo/Ngano)
- Reading: Myths and legends; distinguishing between realistic and fantasy elements.
- Writing: Writing a descriptive paragraph about a character or setting.
- Language: Verbs (Tshiitwa); Diminutives (Thukhufhadzo).
- Weeks 3–4: Project Stage 1 (Research – Thoduluso)
- Activity: Researching a specific literary genre (Poetry, Drama, Folklore, or Short Story).
- Skills: Collecting information, organizing notes, and compiling a bibliography.
- Weeks 5–6: Project Stage 2 (Writing – U Nwala)
- Activity: Drafting the creative piece based on the research (e.g., writing the story or poem).
- Process: Planning, drafting, editing, and producing a final version for assessment (40 marks).
- Weeks 7–8: Advertisements (Khungedzelo)
- Reading: Analyzing ads for target audience and visual effectiveness.
- Writing: Creating an advertisement using persuasive language.
- Language: Adjectives (Madadzisi).
- Weeks 9–10: Poetry (Tshirendo)
- Reading: Analyzing poems for deeper meaning and figures of speech.
- Writing: Writing a poem using figures of speech like metaphors and similes.
Term 4: Revision and Final Assessment
Focus: The final term revisits key text types, finalizes the oral component of the project, and prepares learners for the end-of-year exams.
- Weeks 1–2: Stories/Folklore (Ngano)
- Reading: Reading stories with animal characters (fables).
- Writing: Writing a story with a clear plot, background, and characters.
- Language: Idioms (Maidioma), Similes (Mafanyisi), and Metaphors (Mamethafore).
- Weeks 3–4: Reports (Muvhigo)
- Listening: Discussing news bulletins and critical questions.
- Speaking: Presenting a formal oral report.
- Writing: Writing a formal report.
- Language: Conjunctions (Matanganyi), Synonyms, and Antonyms.
- Weeks 5–6: Information Texts (Mafhungo a re na zwifanyiso)
- Reading: Interpreting texts with complex visuals (maps/graphs).
- Writing: Writing an information text (3–4 paragraphs).
- Language: Adjectives (Mataluli) and Noun phrases.
- Weeks 7–8: Oral Assessment
- Task: Finalizing the Oral Presentation (Task 7) linked to the Term 3 Creative Writing Project.
- Revision: Reviewing all language structures.
- Weeks 9–10: Final Exams
- Task: End-of-Year Controlled Test (Comprehension, Visual Text, Summary, Language).
FAQ: Tshivenda Home Language Grade 5
Q: What is the reading requirement for Grade 5? A: Learners are expected to engage in “Reading for Enjoyment” (U vhalela u diphina) daily. This involves reading a novel or reader for at least 30 minutes every day to build fluency and vocabulary.
Q: How does the Creative Writing Project work? A: It is a 3-stage process starting in Term 3. Stage 1 is Research (10 marks), Stage 2 is Writing the creative piece (30 marks), and Stage 3 is the Oral Presentation of the project (20 marks), which is often finalized in Term 4.
Q: What language structures are important in Term 1? A: Term 1 focuses heavily on Nouns (Maiti), Verbs (Tshiitwa), Tenses (Zwikhathi), and basic figures of speech like idioms (Maidioma) and similes (Mafanyisi).