The lesson plan focuses on nation-building, cultural heritage, and celebrating national days in South Africa. It includes five activities: 1) Students will discuss how cultural heritage and national symbols like the flag and anthem unify the nation and identify national symbols. 2) Students will practice rhythmic movement patterns and coordination. 3) Students will create a self-portrait without looking in a mirror and reflect on the experience. 4) Different learning styles will be accommodated and advanced work given to support student performance. 5) The teacher will reflect on the lesson and student learning.

1. LIFE SKILLS LESSON PLAN INTERMEDIATE PHASE
SCHOOL: Thulisa Primary School Grade : 6
TEACHER : Mondlane.J Week-ending : 15/08/16-
1.TOPIC: Nation-building and cultural heritage No. learners:
Study area : PSW, PE,CAT
2.CONTENT:
Cultural heritage unifies the nation: national symbols, national days
National symbols such as flag, anthem, code of arms, etc.
Celebrating national days
Knowledge –concepts-
Cultural heritage, national symbol and code of arms
3. FORMAL SBA
RESOURCES: Textbook, newspaper articles , national symbols ,magazines, Constitution of SA
Learner Activity 1
How cultural heritage unifies the nation: national symbols, national days
1. What do the national building mean?{4}
2. Write paragraph discussing why cultural heritage is important to you
ASSESSMENT
FORM METHOD TOOL
Informal
activity
Writing Memo
Activity 2
National symbols such as flag, anthem, code of arms, etc.
1. List four language that are on south Africa national anthem
2. Identify six colours of South Africa national flag.
3. Which year the flag became a national symbol?
4. Give the name of South Africa highest symbol?
5. Write down the name of South Africa national animal.
6. Describe the colour of South Africa national bird.
7. Write down the name of South Africa national flour.
8. Write down the name of South Africa national fish.
9. Identify the name of South Africa national tree?
10. Draw and label the South African Coat of Arms.
Informal
activity
Written Memo
Activity 3- Physical education
Practice aerobic step
1. Movement performance in rhythmic patterns of movement with
coordination and control
Informal
activity
Practical Rubric
Activity 4
Create in 2D draw a self-portrait ( without looking)
1. Draw a self portrait (in 30 minutes) without looking in mirror. Finish
your drawing and write down your answers to the following questions:
2. How do you feel about your own drawing?
3. Did you look around or talk while you were drawing?
4. How confident are you about your ability to draw?
Informal
activity
Drawing Rubric
Exclusivity
Learners with different learning style are given extra assistance one on one
and advance work is given to learner to enable performance.
Reflection

2. LIFE SKILLS LESSON PLAN INTERMEDIATE PHASE
SCHOOL: Thulisa Primary School Grade : 6
TEACHER : Mondlane.J Week-ending :
1.TOPIC: Nation-building and cultural heritage No. learners:
Study area : PSW,
PE,VA,CA
2.CONTENT:
Cultural heritage unifies the nation: national symbols, national days
National symbols such as flag, anthem, code of arms, etc.
Celebrating national days
Knowledge –concepts-
Cultural heritage, national symbol and code of arms
4. FORMAL SBA
RESOURCES: Textbook, newspaper articles , national symbols ,magazines, Constitution of SA
Learner Activity 1- (Reading skills: celebrating youth day)
1. How youth day celebrations help to promote national building?
2. How did you celebrate youth day?
3. Explain how did youth of Soweto in 1976 help to unite South Africans?
ASSESSMENT
FORM METHOD TOOL
Informal
activity
Writing Memo
Activity 2 - (Celebrating national days )
Match column A with column B
Column A Column B
1. Heritage Day A. It is celebrated on 21 March each year
2. Freedom Day B. Labour day or workers day
3. Human
Rights Day
C. On 16 June 1976, thousands of school students in
Soweto protested against Bantu education
4. May day D. On 27 April each we celebrate the first democratic
elections in our country
5. National
youth Day
E. Celebrated day on 24 September each year for all
south Africa
6. Woman day F. On 9 august 1956,20 000 women from all over SA
travel to Pretoria marched to Union building
Informal
activity
Written Memo
Activity 3- Physical education
Practice aerobic step
2. Movement performance in rhythmic patterns of movement with
coordination and control
Informal
activity
Practical Rubric
Activity 4 Create in 3D, self and others CA
Skills and techniques: earthenware clay
1. Art elements: texture, shape/form used in own models of human figure
2. Design principles: use and naming of contrast, e.g. in shapes and sizes
of components of own model
3. Spatial awareness: conscious use of space, e.g. front, back and sides of
model to be completed
4. Appropriate use of tools
Informal
activity
Drawing Rubric

3. Activity 5 Create in 2D, images of people and/ or objects (VA)
1. Drawing and/or colour media: exploring a variety of media and
techniques
2. Art elements: reinforce relevant art elements through use in own
observed images of portraits, shells, shoes, etc.
3. Design principles: reinforce design principle emphasis through use in
own observed images of portraits, shells, shoes, etc.
Informal
activity
Drawing Rubric
Exclusivity
Learners with different learning style are given extra assistance one on one
and advance work is given to learner to enable performance.
Reflection

4. LIFE SKILLS LESSON PLAN INTERMEDIATE PHASE
SCHOOL: Thulisa Primary School Grade : 6
TEACHER : Mondlane.J Week-ending :
1.TOPIC:Gender stereotyping, sexismand abuse No. learners:
Study area : PSW, PE,CAT
2.CONTENT:
 Effects of gender stereotyping and sexism on personal and social relationships
 Effects of gender-based abuse on personal and social relationships
 Dealing with stereotyping, sexism and abuse
• Reading skills: reading with understanding and fluency
Knowledge –concepts-
Gender stereotype, sexism ,abuse
1. FORMAL SBA
RESOURCES: Textbook, magazines, Constitution of SA
Learner
Activity 1 PSW
Effects of gender stereotyping and sexismon personal and social
relationships
1. State the reason why Lona hates to wear dresses and skirts?
2. What kind of dress Lona prefer to wear?
3. Why Lona some Sundays she pretend to be sick?
4. Is it fair that Sipho must be paid high than Thandi? Give reason
ASSESSMENT
FORM METHOD TOOL
Formal
activity
Writing Memo
Activity 2 PE
1. Participation in rhythmic patterns of movement with coordination
and control
Criterion 2: Requires
significant
attention:
Requires further
attention and
refinement:
Efficient,
effective and
appropriate:
Exceptional
level of
skill:
Outcome of
movement
performance
movements do
not produce the
desired outcome
at all
(0-1 mark)
lapses in
movements
which do not
always produce
the desired
outcome
(2-3 marks)
movements
mostly
produce the
correct
desired
outcome
(4 marks)
movements
always
produce the
desired
outcome
(5 marks
Informal
activity
Practical Rubric
Activity 3 warm up and play
1. Physical warm ups for co-ordination and control (including spinal
warm up, floor work, locomotors and axial movements, stretches,
transfer of weight in all directions with turning, relaxed use of
joints and safe landings in runs, leaps and gallops)

5. Activity 4 - Visual literacy
1. Observe and discuss visual stimuli in photographs, artworks and
real objects to identify monochromatic colour in images
Exclusivity
Learners with different learning style are given extra assistance one on
one and advance work is given to learner to enable performance.
Reflection

6. LIFE SKILLS LESSON PLAN INTERMEDIATE PHASE
SCHOOL: Thulisa Primary School Grade : 6
TEACHER : Mondlane.J Week-ending :
1.TOPIC: Effects of gender-based abuse on personal and
social, dealing with stereotyping, sexism and abuse,
create in 2D
No. learners:
Study area : Life skills
2.CONTENT:
Knowledge –concepts-
2. FORMAL SBA
RESOURCES: Materials: 2/3B pencils, charcoal, coloured inks, oil pastels, dry pastels, tempera paint
Learner
Activity 1 PSW
Effects of gender-based abuse on personal and social
1. Identify the types of abuse taking place in the stories
above.
2. Say how the abuse is affecting the person’s
relationships with others.
ASSESSMENT
FORM METHOD TOOL
Informal
activity
Writing Memo
Activity 2 PSW
Dealing with stereotyping, sexism and abuse
Discuss the following words:
1. Gender stereotyping
2. Sexism
3. Abuse
Activity 3 PE
1. Participation in rhythmic patterns of movement with
co-ordination and control
2. Safety measures relating to rhythmic patterns of
movement
Informal
activity
Writing Memo

7. Activity - Create in 2 D
Draw a portrait of a friend
In this activity you will make an observational drawing
of a friend. Your teacher will guide you through the
process. When you have, finished, place your two
portraits side by side. Work with a friend and discuss:
 What differences do you see between the two
portraits?
 Which shapes are stereotypical and which ones show
that you really looked?
 What have you have learnt in the process?
 How do you feel now about your ability to draw?
Informal
Activity
Practical Rubric
Activity 5 Read, interpret and perform
1. Musical notation (note names on the lines and spaces
of the treble clef) by singing notated songs and using
tonic sofa
Informal
Activity
Practical Rubric
Exclusivity
Learners with different learning style are given extra
assistance one on one and advance work is given to
learner to enable performance.
Reflection