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                        FOR YEAR 8

                  NATIONAL EXAMINATION


Y8 Prescription            Page 1        07/04/2009



This prescription document has been revised based on the previous Year 8
specification, which was used as a guide to examiners and moderators of Year 8
National Examination. Five subject panels selected by the Ministry of Education,
Sports & Culture through the CMAD-Curriculum Materials and Assessment Division
to work on reviewing the specification as it was called.

This prescription is the Revised Version of the old specification, and is designed and
written to align with the existing Year 8 scheme, and some materials of various
subjects such as English, Gagana Sāmoa, Mathematics, Basic Science and Social

The main purpose of this document is to give guidelines for examiners and
moderators of Year 8 in setting and moderating of the national examination paper
each year. It is also designed to assist teachers, headteachers and School Review
Officers in planning their assessment activities in classrooms, schools and districts.

Rationale (Reasons)

The intention is to strictly guide the examination designers (Examiners & Moderators)
or item writers so that they would produce a valid exam paper. This prescription will
prescribe the content areas of specific subjects to be covered in the national exam.

General Aim

The general aim of studying the five subjects known as English, Gagana Sāmoa,
Mathematics, Basic Science and Social Science in the Primary level are to:

   • make students involve as much as they can in familiarising themselves with all
     subjects offered in the primary level;

   • prepare students in heading towards secondary level of education;

   • establish themselves well with basic subjects knowledge before embarking the
     higher level of learning and;

   • prepare students to face school examination before taking the national

Y8 Prescription                         Page 2                               07/04/2009
General Subject Objectives

In completion of teaching the intended curriculum and PEMP Materials, the students
should able to:

      • have sufficient knowledge and understanding of the content areas of each
        subject they learn;

      • easily apply what they have learned in their real life situation such as –

         (i)      communicating freely with others in English;
         (ii)     speaking fluently the vernacular language;
         (iii)    solving mathematical problems and making calculations;
         (iv)     understanding scientific experiments and terms and
         (v)      understanding the world we live and know how to solve problems.

The Examination Paper

It is recognised that the exam papers for the five subjects will be based on different
content material, and these are often encouraged the development of different skills.
One subject of Year 8 level, one subject may require to put more emphasis on
knowledge or understanding than another. For example, Social Science is very
much knowledge based while Mathematics is bound to emphasise understanding to a
greater extent.

Outline of the exam paper

The following features will be common to the exam papers of all five subjects.

They will have:

(i)        a time limit of TWO HOURS

(ii)       questions/items intended to test students abilities at three cognitive levels –

(iii)      two item styles
           Restricted Response -          (e.g. Multiple Choice, Word Selection,
                                          Matching, Completion, Word Selection from
                                          a given list)
           Free Response          -       (e.g. Short Answers, Extended Answers,
                                          Paragraph and Essay writing).

(iv)       a total of approximately 100 MARKS

(v)        a distribution of marks among the three SKILLS (Knowledge,
           Understanding and Application)

(vi)       an allocation of marks between Restricted and Free Responses where
           Restricted Response will be given marks from 0 to 50 marks.

Y8 Prescription                              Page 3                                  07/04/2009
(vii)    Multiple Choice questions will have no more than one mark only for each

(viii) only whole mark but no fractional marks like ½ or ¼.

The Three Cognitive levels

Each question/item in the exam paper is aimed at testing one of the three cognitive
levels. They are knowledge, understanding and application and the thinking skills are
required in each cognitive level. For example, the application items will require
knowledge and understanding.

Definitions of each cognitive level

1.       Knowledge: Knowledge refers to information been memorised and can be
         recalled in a number of different contexts. (What is your name?)

         • Items in this category will test the recall of memorised facts

2.       Understanding: Understanding refers to the ability to explain or describe
         memorised facts by using concepts. It also applies to the ability to use rules,
         procedures and concepts to solve familiar types of problems. (Tell the reason
         why you are named after that name).

         • Giving the reason as required and using the procedures of solving familiar
           types of problems indicate that understanding exists.

3.       Application: Application refers to the ability to use previously acquired
         knowledge and understanding to solve problems, analyse – evaluate things and
         make decisions. (Is there an important relationship of your name to your
         language?). It will also apply to the ability to present a descriptive or a
         narrative essay about real or imaginary situations.

         For example: Write a short story about the originality of your name.
         Being able to use knowledge and understanding to present a reasoned
         argument, or description, or analysis of a new situation, indicates that
         application skill exists.

         The definitions of the three cognitive skills above have been devised to
         increase the degree of objectivity in the process of writing examination items.
         They should not be looked at as rigorous psychological definitions but as
         assistance in the attempt to better specify the broad cognitive skills expected to
         use by students in answering examination questions.

         It is not always possible to classify items readily into these three categories
         because the cognitive skills defined above are integrated and are not always
         clearly differentiated.

Y8 Prescription                            Page 4                                 07/04/2009
         For example, an item, which may be classified as knowledge to one candidate,
         could be an understanding one to the other candidate. This is in accordance to
         his/her own knowledge skills and preparation for the examination. However,
         the categorisation given in the tables surely give an approximate idea of the
         importance of these cognitive skills in each subject.

Types of Items (questions)

1.       Restricted response items    -       MULTIPLE CHOICE ITEMS

         • All multiple choice items have one correct answer.
         • All multiple choice items have four distractors/choices.
         • Each multiple choice item with a correct response is worth one mark.

2.       Free Response items          -       WRITTEN RESPONSES

         • Each item is expected to be written by the candidates according to what the
           question wants.
         • It is important to follow instructions clearly so that candidates should know
           exactly what the question wants.
         • The mark value may range from 0 to 10.

  • The sample item for each subject area is tabled in the next page together with
    the section of the curriculum to which each item is linked.
  • Model answers for the items are also supplied.
  • In the case of the Restricted Response items, they will be given one correct
    answer only.
  • The Free Response items will be given marks in accordance to the extent of
    acquisition and the depth of the question.
  • For example, marks will allocate to some free response items as indicated by
    underlining key statements, words or ideas in the written responses of the model
  • The model answers section should not be seen as providing a complete marking
    scheme for the example items.
  • These example items are to be used by the examination writers as guides for the
    material they produce.
  • Teachers and students can use these for familarisation and revision purposes.

The Specification Tables:
These tables not only provide information about the examination items, but also
summarise the curriculum and PEMP materials for Year 8. Each subject has a set of
tables. At the top of the first page of each subject-set is the SUBJECT NAME, the
MARKS DISTRIBUTION for knowledge, understanding and application for that
subject, and MARKS DISTRIBUTION between Restricted Response and Free
Response questions.

Y8 Prescription                           Page 5                               07/04/2009
The first columns in the table are the Topics and Subtopics, which shows how the
curriculum has been categorised into topics and subtopics. The second columns are
the Expected Outcomes, and the right-hand columns are the Total Marks that will
be awarded to items based on the corresponding topics. These marks may be derived
from either the Restricted Response or Free Response questions, which may involve
knowledge, understanding and application.

By studying the tables and the example items, you will be able to get an idea of what
will appear on the examination paper.

Examples Items are listed in the following order of subjects:

   •   English
   •   Basic Science
   •   Social Science
   •   Mathematics
   •   Gagana Sāmoa


Y8 Prescription                             Page 6                          07/04/2009

         (a)      Which of the following words is a Past Tense verb?

                  A.       skip
                  B.       skips
                  C.       skipped
                  D.       skipping

                  Knowledge       -      based on the Topic “LANGUAGE”
                                         Subtopic – “verb”

         (b)      Match the word in List A with their opposites in List B.

                  List A          List B
                  old             dislikes
                  fresh           young
                  likes           stale

                  Knowledge       -      based on “READING”
                                         Subtopic – “opposites”

         (c)      The painter placed the ladder ______ the wall before he climbed it.

                  A.       to
                  B.       upon
                  C.       against
                  D.       towards

                  Understanding -        based on the topic “LANGUAGE”
                                         Subtopic – “preposition”

         (d)      Every weekend Sio works __________.

                  A.       in his father’s plantation
                  B.       to his fishing boat
                  C.       of the fish market
                  D        on the shop

                  Understanding -        based on the topic “LANGUAGE”
                                         Subtopic – “prepositional phrase”

Y8 Prescription                              Page 7                             07/04/2009
         (e)      People young and old enjoy music. A baby will sometimes smile and
                  kick when it hears a familiar tune. Many young children love to clap
                  when they hear a song they like. Some children like to march while
                  beating a drum. Older children like listening to the radio and picking
                  out the songs they like. Very often older people enjoy singing and
                  dancing to songs they liked while growing up.

                  Which of the following is not a musical instrument?

                  A.     Guitar
                  B.     Drum
                  C.     Piano
                  D.     Radio

                  Application     -       based on the topic “READING”
                                          Subtopic - “finding main ideas”

         (f)      Children like to march while beating a drum. Why?
                  Because they ……..

                  A.     like to play the drum
                  B.     hear the songs they like
                  C.     like the beat of the drum
                  D.     like older peoples songs

                  Application     -       based on the topic “READING”


         (a)      Fill in the gap with the most suitable word.

                  Man is to woman as king is to queen.                          1 mark

                  Knowledge       -       based on the topic “VOCABULARY”
                                          Subtopic – “gender”

         (b)      Arrange these sentences in the correct order so that you have
                  instructions for boiling a kettle full of water. Just write the numbers in
                  the correct order (e.g. 5,3,2,4,1)

                  1.     Strike a match on the side of the box
                  2.     Light the fire
                  3.     Get a box of matches
                  4.     Wait until the kettle boils
                  5.     Put the kettle on the fire

                  Understanding       -   based on the topic “READING”
                                          Subtopic – “recognising sequence of

Y8 Prescription                             Page 8                                 07/04/2009
         (c)      Write a brief description of your friend/teacher/father etc….

                  Application    -      based on the topic “ESSAY”
                                        Subtopic – “descriptive writing”


During the feedback workshops in 2003 and 2004, a marking criterion for marking
essays had been given to the teachers of Year 8 to assist them in marking their
students work in the classroom. This idea is to give teachers the opportunity to
practice more in marking essays and giving the feedback to their students straight

Note: If you have not got one please make a copy from another teacher or contact the
CMAD 24614 or 21911 Extension 788.

Y8 Prescription                             Page 9                                07/04/2009

         (a)      If iron nail is left outside for few days and nights, it will rust.
                  The rust is mainly caused by

                  A.      the light from the sun
                  B.      the carbon dioxide in the air
                  C.      the oxygen in the air
                  D.      the wind blowing on it

                  Knowledge       -       based on the topic “AIR”
                                          Subtopic – “air can do things”

         (b)      Eneliko put a glowing tuaniu (tuaniu ola) into a test tube of oxygen.
                  What would happen to the glowing tuaniu?

                  A.      It will stop glowing.                                                  Glowing
                  B.      It will burst into flame.                                              tuaniu
                  C.      The oxygen gas will burn.
                  D.      Both the oxygen and tuaniu will burn.                                  Oxygen

                  Understanding       -   based on the topic “MATTER”                                Test tube
                                          Subtopic – what makes a fire?

         (c)      If for some reason, the light from the sun suddenly stopped from
                  reaching the earth. What would happen?

                  A.      Slow-growing plants would survive
                  B.      Only fast growing plants would survive
                  C.      All plants would grow taller in search of sunlight
                  D.      All plants would soon die

                  Application     -       based on the topic “ENERGY FROM THE
                                          Subtopic – “do plants need energy””

Y8 Prescription                              Page 10                                    07/04/2009

         (a)      Name a good conductor of heat.
                  (Any metal or material with good conductor of heat)

                  Knowledge      -       based on the topic “WHAT LIVES
                                         Subtopic – is the sun important?

         (b)      An iron bar is heated at one end. It becomes hot at the other end.
                  (Explain how this happens)

                  The iron bar is made up of molecules.
                  When heat is applied to one end of the bar, those molecules begin to
                  A vibrating molecule causes the molecules next to it to vibrate.
                  This continues to heat the whole bar.

                  Understanding      - based on the topic “ENERGY FROM THE
                                       Subtopic – how do solids become hot?

         (c)      Mercury is used in thermometers because metals expand when heated.
                  But such thermometers cannot be used to measure very high
                  temperatures. (Explain briefly why this is the case).

                  Explanation: At the very high temperature the glass containing
                  mercury would melt and/or the mercury would begin to vapourise.

                  Application    -       based on the topic “WHAT LIVES
                                         Subtopic – can we measure heat energy?

Y8 Prescription                            Page 11                                07/04/2009

         (a)      What do we call the shelters of the Kalahari Bushmen?

                  A.     igloos
                  B.     shrines
                  C.     scherms
                  D.     tents

                  Knowledge     -       based on the topic “BUSHMEN OF THE
                                        Subtopic – physical needs

         (b)      Japan has a land storage problem because _________

                  A.     farmers use most of the land
                  B.     more than 70% of the land are mountainous
                  C.     the number of factories is increasing
                  D.     there are many swampy areas

                  Understanding     -   based on the topic “JAPAN”
                                        Subtopic – community organisation

         (c)      The two features that determine the climate condition of Sāmoa are
                  __________ and __________

                  A.     location, land formation
                  B.     landscape, sea
                  C.     mountain, river
                  D.     lake,bay

                  Application   -       based on the topic “SÄMOA”
                                        Subtopic – physical features

Y8 Prescription                           Page 12                           07/04/2009

         (a)      Where did the Polynesians who first settled in New Zealand come

                  They came from (Central Pacific) Hawaiki

                  Knowledge     -       based on the topic “NEW ZEALAND”
                                        Subtopic – History

         (b)      Give an example of each Industry.

                        PRIMARY                 SECONDARY              TERTIARY

                  Understanding     -   based on the topic “NEW ZEALAND”
                                        Subtopic – Industries

         (c)      Matais and citizens of 21 years and over elect members of Parliament
                  in Sāmoa, whereas in New Zealand they are elected by _________

                  Application   -       based on the topic “NEW ZEALAND”
                                        Subtopic – government

         (d)      Name the cyclone that really devastated Sāmoa in the year 1990.

                  Application   -       based on the “CURRENT EVENTS”

Y8 Prescription                           Page 13                              07/04/2009

         (a)      Which of the following is a three-sided polygon?

                  A.     Square
                  B.     Rectangle
                  C.     Triangle
                  D.     Parallelogram

                  Knowledge       -        based on the topic “SPACE”
                                           Subtopic – Polygons

         (b)      1.5L   =            mL

                  A.     15 000
                  B.      1 500
                  C.        150
                  D.         15

                  Understanding       -    based on the topic “MEASUREMENT”
                                           Subtopic – Capacity

         (c)      Tevita and Mila collected the sum of $18 for their class fund. If Tevita
                  collected twice as much Mila, how much did Mila collect?

                  A.     $6.00
                  B.     $9.00
                  C.     $12.00
                  D.     $36.00

                  Application     -        based on the topic “NUMBERS”
                                           Subtopic – Algebra

Y8 Prescription                              Page 14                             07/04/2009

         (a)      A=     2, 4, 6, 8, 10, …

                  Set a is a set of Even Numbers

                  Knowledge     -         based on the topic “NUMBERS”
                                          Subtopic – Numeration

         (b)      2:3 =             : 6

                        = _________           4

                  Understanding      -    based on the topic “NUMBERS”
                                          Subtopic – Ratio and Proportion

         (c)      Mika had $20.00 left after spending one third ( ) of his pocket money.
                  How much did he have at first?


                  Application   -         based on the topic “MEASUREMENT”
                                          Subtopic – Money

Y8 Prescription                              Page 15                           07/04/2009


         (a)      O le 'upu fa'aaloalo o lē e fofō Sāmoa o le

                  A.      agaiotupu
                  E.      matua'u'u
                  I.      taulāsea
                  O.      tautai

                  Iloa    -       Gagana - 'upu fa'aaloalo

         (e)      O lēfea o tali o i lalo o lona uiga o le, “fa'ata'atia se'ia iai se taimi”

                  A.      'Aua le pisa 'olo'o moe le toea'ina.
                  E.      Moe le toa se'i taeaoa'ena.
                  I.      Sa alu le moe a le 'aumaga i le taloloa.
                  O.      'Aumaia le moe i lau tōfā i le tu'ua.

                  Mālamalama'aga          -        Gagana – uiga lasi

         (i)      A to'aitaunu'u ni mālō i se afio'aga, e fa'afeiloa'i e le usu a matai.

                  A.      O le fia feiloa'i i le 'aumaga
                  E.      'Ona e tau i ai le tu'ua
                  I.      O le fia faitatala
                  O.      O le tu ma le aganu'u a Sāmoa.

                  Fa'aaogaga      -       Aganu'u

Y8 Prescription                               Page 16                                 07/04/2009
2.       TALI PUPU'U

         (a)      Sa malaga mai le Tupu Toga i Sāmoa.
                  (O le ā le taimi 'olo'o tūsia ai le fuai'upu?)

                  Iloa      -     Fa'avae i le 'autū, “TAIMI”


                     20 Mati, 2006

                     Susuga i le failautusi,

                     Fa'amalie atu i lau susuga, 'ua 'ou lē o'o atu i le fono a
                     le Kalapu, 'ona 'olo'o ma'i tīgāina lo'u tinā.



                  O 'oe o le failautusi o le fono, fa'ailoa i suiusufono le uiga o le tusi a

                  ‘E fa'asilasila atu i le mamalu o la tatou fonotaga, 'ua fa'anoi mai
                  Lilo, 'ua lē mafai 'ona 'auai mai i le asō, 'ona 'olo'o gasegase lona

                  Mālamalama'aga         -        Fa'avae i le 'autū, “TUSITUSIGA”

         (i)      Fa'amatala le faiga o le “Fa'ausi Talo”
                  'Ia maua mai:
                         mea e fai ai (ingredient)
                         fa'asologa sa'o (sequence)
                         'oa ma 'ānoa le fa'amatalaina (fluency and quality)

                  Fa'ata'ita'iga: Mea e mo'omia e fa'aaogā:
                  (talo mata, pe'epe'e, suka, lapa, naifi, 'umete, 'ausa'alo)

Y8 Prescription                              Page 17                               07/04/2009
                     pusa le umu
                     fufulu mamā le lapa
                     vavalu talo ma isiisi pe 'ā lāpopo'a
                     olo talo i le lapa i luga o ni laufa'i mamā
                     vau ologātalo 'ia tau
                     lalagi laufa'i ma fa'ape'epe'e, 'ona vaevae lea o ologātalo i laufa'i
                     ma āfīfī fa'afa'apāpā
                     au le umu 'ua 'a'asa, ma fa'avai ai fa'apāpā talo
                     tolo le niu i totonu o le tānoa i ma'a 'a'asa (susunu ai ma le suka pe
                     'ā mo'omia)
                     susu'e le suāvai, talai fa'apāpā ma poipoi loa i mafu
                     fa'aniu mafu
                     fa'amafu ma'ilo 'ua māe'a āfei
                     fa'ailo le mā'au, fa'asoa ma sāuni loa e tali

         (E fuafua le tele o talo, telē o le pe'epe'e ma le suka i le aofa'i o tagata e
         taumamafa i le fa'ausi.)

         Fa'aaogaga      -       Fa'avae i le 'autū, “TUSITUSIGA”

Y8 Prescription                            Page 18                                07/04/2009
         Topic/subtopic              Expected Outcomes             K    U     A      Total

Reading Comprehension         Read to understand and know the      8    12    8       25

•   Identify main             Understand the main ideas and
    ideas/characters          characters in the text.

•   Sequencing of ideas       Arrange the sequence of events in
                              the correct order.

•   Describing feelings and   Expression of personal feelings
    making                    about the story.
    conclusions/predictions   Make predictions and draw
                              conclusion to the story discussed.

•   Retelling                 Know how to dramatise the story.
                              Know how to retell the story in
                              his/her own words.

•   Questioning               Know how to ask and answer
                              questions about the story.

Language                                                           16   24    5       45

•   Sentence structure        Understand how to construct
                              different types of sentences. E.g.
                              Simple sentences: n + v
                              Complex sentence:
                              n + v + adv + phrase

                              Understand the different types of
•   Phrases
                              phrases. E.g. verb phrase,
                              prepositional phrases, etc…

                              Understand the different types of
•   Clauses
                              clauses e.g. main clause, verb
                              clause, adjective clauses etc…

Y8 Prescription                      Page 19                            07/04/2009
         Topic/subtopic               Expected Outcomes               K   U     A      Total

   • Sentence transformation   • Understand what
                                 negative/affirmative statements
                               • Understand what active/passive
                                 voice are.
                               • Understand what direct/indirect
                                 speech are.
                               • Know how to change a
                                 statement into a question.
                               • Know the correct question tag
                                 to add to a statement.
                               • Positive statement with a
                                 negative question tag.
                               • A negative statement with a
                                 positive question tag.

                               • Know how to punctuate
   • Punctuation                 sentences correctly.
                               • Use quotation marks correctly.
                               • Use of capital letters.

                               Understand the use of verbs in
   • Verbs
                               different tenses,
                               e.g. Simple Present – go, goes
                               Simple Past – went
                               Present perfect – has/have gone
                               Past Perfect – had gone
                               Present Perfect Continuous – [has
                               been going]
                               Present continuous – [am/is/are +
                               Future – [will/shall/is going to/are
                               going to/am going to]

                               Distinguish the different nouns.
   • Nouns                     Example:
                               • Countable/uncountable nouns
                               • Plural/singular nouns
                               • Common nouns
                               • Proper nouns
                               • Concrete nouns
                               • Abstract nouns etc…

Y8 Prescription                       Page 20                             07/04/2009
         Topic/subtopic             Expected Outcomes              K   U     A      Total

  • Pronouns                 Know how to use different
                             pronouns correctly.
                              • he – his – him
                              • she – her – hers
                              • they – them – their – theirs
                              • I – my – mine
                              • we – our – ours – us
                              • you – your – yours
                              • this – these
                              • that – those

                             Know what adjectives are and
  • Adjectives               how to use them correctly.
                             • Adjectives are descriptive
                             • Sequencing of adjectives
                             • Putting of adjectives in the
                                 correct order.
                             e.g. quantity size or shape/colour
                             • Comparisons:
                                 hard, harder, hardest

                             Know how to use adverbs
  • Adverbs
                              • The ‘ly’ adverbs, e.g.
                                 carefully, quickly, etc…
                              • The ‘non ly’ adverbs, e.g. fast,
                                 well, hard, etc…
                              • [NB]: Note the difference
                                 between hard and hardly as
                             Eg. He works hard.
                                 He hardly works hard.
                              • Comparison adverbs, eg:
                                 much, more.

  • Conjunctions [words to   Know how to use words to: Join
    join sentences]          sentences effectively, e.g. when,
                             but, because, although, etc..
                             Use relative pronouns as
                             conjunctions e.g. who, whom,
                             whose and which.

Y8 Prescription                     Page 21                            07/04/2009
         Topic/subtopic            Expected Outcomes                K   U     A      Total

    • Prepositions         Know how to use prepositions
                           e.g. at, in, on, for, etc…

    • Articles             Know what definite articles and
                           indefinitely articles are.
                           • Definite articles, e.g. the
                           • Indefinite articles, e.g. some,
                              any, few, an, a, etc..

Vocabulary                                                          6   4             10

   • Word parts and word   Detect the root word of compound
     formation             words. Eg: production, swam,
                           Derive new words from other
                           e.g. nouns to verbs
                              • Action – act
                              • Singer – sing
                           Nouns to pronouns
                              • Sione – he/his/him
                              • Car – it, etc…
                           Use of prefixes and suffixes
                           e.g. prefixes – undress
                                suffixes – action
                                            friendliness etc…
   • Sound/noises          Identify sounds made by;
                              • Animals
                                  e.g. cat – meow
                                       horse – neigh
                                       dog – barks
                              • People
                                  e.g. baby – cries
                              • Objects
                                  e.g. bell – rings

                           Name terms for a number of
                           e.g. birds, players, fish, cars, etc..

Y8 Prescription                    Page 22                              07/04/2009
         Topic/subtopic             Expected Outcomes               K   U     A      Total

   • Gender                  Name terms for people and
                                • Young
                                • Old
                                • Male
                                • Female
                             e.g. kitten – baby cat
                                 stallion – male horse
                                 sow – female pig
                                 spinster – bachelor
                                 King – Queen
                                 Man – woman

   • Homes and places        Name places where people and
                             animals live.
                             e.g. King – palace
                                 bird – nest
                                 pig – sty
                                 dog – kennel

   • Replacing               Replace phrases with one or more
                             words which mean the same.
                             e.g. of idioms:
                                • kick the bucket
                                • let’s hit the road

   • Comparing idioms,       Metaphors’
     similes and metaphors     • You are a beauty
                               • She is a headache

                               • You eat like a pig
                               • He’s sleeping like a dead

                             Able to complete story/passage by
                             inserting appropriate single words.

                             Patterns the Cloze test in a pattern   4   4     2       10
   • Cloze                   of after every 6 to 7 words.

                             Leave the first 2 lines at the
                             beginning of the passage and the
                             last two lines at the end to bring
                             the students the understanding of
                             the passage.

Y8 Prescription                     Page 23                             07/04/2009
         Topic/subtopic         Expected Outcomes      K    U     A      Total

   • Writing              This section will include:   10                 10
                          Stories from chosen topics
                          Pictorial stories
                          Book reviews
                          Advertisement, etc…

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         Topic/subtopic               Expected Outcomes               K   U     A      Total

(i) Living and non-living       Be able to:                           2   1     1       4
      things:                     • Classify things into sets.
   • Things around us             • Give reasons for
                                  • List and explain things that
                                     most living organisms have
                                     in common.

                                  • Know the different places
   • Where do we find living        where living things are
     things                         found.
                                  • List structures/features
   • Living things plants and       which enable living things to
     animals                        survive in their

(ii) Plants:                    Classify Ling Things into Plants      3   4     2       9
                                and Animals.
   • What is a whole plant?        • Kingdoms

                                  • Identify various parts of the
                                    plants e.g. leaves, stem,
                                    roots, flower, fruit (seeds)
                                    etc… and their functions.
                                  • Understand their uses to the
                                    animals and to the plant

   • Flower                       • Know all parts of a flower
                                    and their functions

                                  • Know the differences and
   • Similarities and their         similarities between Sea
     differences                    Plants and Land Plants.

                                  • Understand the various parts
   • The use of plants              of the plants that are used for

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         Topic/subtopic               Expected Outcomes              K   U     A      Total

                                  • Know the uses of sea plants
                                    and land plants other than

       • How do we get new        • Understand new plants can
         plants?                    grow from seeds.
                                  • Understand what a seed
                                    needs in order to grow into a
                                    new plant.

       • Do plants need           • Understand pollination,
         minerals?                  fertilisation, and
                                    germination, which are three
                                    steps of reproduction.
                                  • Understand parts of a seed
                                    and their uses to the seed
                                  • Understand that both land
                                    plants and sea plants to make
                                    food use minerals.
                                  • Understand how sea plants
                                    and land plants absorb

       • Where do se find         • Know that seeds can be
         seeds?                     found in:

                                  (a) fruits of some plants e.g.
                                      esi, moli, etc…
                                  (b) flowers of some e.g. aute,
                                  (c) pods of some e.g. tamaligi,
                                      peas, etc…
                                  (d) outside the fruits e.g. nonu
                                      Initia, etc…

                                  • Capillary experiments.
       • How water move in        • Explain the movement of
         plants?                    water through the system of
                                    plants to the leaves.
       • Plants take in gas/and   • Explain why the growth of
         give out gas               the plant within air and the
                                    plant without air are

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         Topic/subtopic            Expected Outcomes            K   U     A      Total

                               • Know that plants give out
                                 CO2 when in the dark.
                               • Understand the test for
                                 carbon dioxide.

   • Are plants important?     • Identify the plants that are
                                 used for food.
                               • Explain why green plants are
                                 called producers.

   • Do plants need energy?    • Explain why plants grow
                                 towards light.
                               • Explain the process of

(iii) Animals                  • Identify the two types of      3   3     2       8
                                 animals, Vertebrates and
                               • Know the animals that we
                                 can use for food.
                               • Explain the kingdoms.
                               • Know the advantages and
                               • Understand the importance
                                 of the skeletal system.

                               • Explain the effects of the
   • Human processes,
                                 lungs during inhaling and
     health, and hygiene and
     breathing effects
                               • Describe the changes, which
                                 take place when exhaled air
                                 that is mixed with lime
                               • Disease and prevention.

   • Food groups               • Explain three main types of
                               • Importance of each type of
                                 food to the body.
                               • Test for starch.
                               • Food preservation.
                               • Explain the effect of iodine
                                 solution on starchy food.

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         Topic/subtopic          Expected Outcomes               K   U     A      Total

   • Digestion               • Explain where digestion
                               takes place.
                             • Describe the use of saliva.
   • Blood/blood vessels     • How food enters the blood
                             • Explain the role of the heart
                               (blood circulation).
                             • Know how food solutions
                               are carried to all parts of the
                             • Explain what happens if the
                               heart stops beating.

(iv) Community                                                   3   3     2       8

   • What lives together     • Identify plant and animals
                               that live together and their
                             • Food chain and food web.

   • the sea                 • Identify Living Things in the
                               sea, corals and the seashore.

   • can we make a           • Able to compare land
     community?                community and sea
                             • Be able to plan a terrarium
                               or an aquarium.
                             • Explain the necessary
                               conditions for a community.
                             • Understand the effect of
                               communities by human
                             • Know that adding or
   • can human change air?
                               removing things from air by
                               humans caused changes in
                             • Understand that those
                               changes are more often
                               harmful to communities.
                             • Understand that adding
   • can human change
                               things to water affect the life
                               of a community that lives in

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         Topic/subtopic             Expected Outcomes             K   U     A      Total

   • Can human change         Know that:
     water?                     • Putting other things in water
                                  makes it dirty.
                                • Plants and animals cannot
                                  live in dirty water.
   • Can we keep water          • Clean water is important to
     clean?                       all living things.
                                • Be able to explain how
                                  contaminated water is

   • Can human change soil?     • Know that soil is affected by
                                • Understand what soil erosion
                                  and leaching are.
                                • Be able to understand what
                                  soil conservation is.
   • Can humans help make       • Explain the effect of adding
     soil better?                 the right amount, and too
                                  much fertilizer to the plant.
                                • Know the importance of

   • Can sunlight change        • Understand how and why
     things?                      sunlight is important to
                                  plants and animals.

   • Can humans use the         • Understand that solar energy
     sun’s energy?                can be used for heating
                                  water or other purposes.

                              Be able to understand that:
   • Can humans change          • Corals are important – they
     things in the sea?            provide food for other sea
                                • Coral reefs break the waves
                                   and protect the land.
                                • Damaging corals can surely
                                   destroy fishes’ lives.

                              Understand that:
   • Can humans change
                                • Some decomposers are
                                   useful and some are harmful.
                                • Some ways to control some
                                   of the harmful decomposers.

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         Topic/subtopic                Expected Outcomes                K   U     A      Total

(v) Matter                      Define and classify matter into
                                states – solid, liquid and gas.         2   2     1       5

   • States of matter              • Matter is made of molecules.
                                   • Properties of matter.
                                   • Compressible and
   • What is matter made of?         Incompressible.
                                   • Define and give examples of
                                     physical changes.
   • Changes of matter             • Explain how burning bring
                                     about chemical changes.
                                   • How oxygen reacts with
                                     other matter to bring about
                                     chemical changes e.g. rust.
   • What makes fire?              • Describe how two surfaces
                                     generate heat (friction) plus
                                     air and fuel to make fire.
                                   • Explain that removing one of
                                     these three things stops fire
                                     from burning.
   • Prevention of rust            • Explain how oil and paint
                                     prevent iron from rust.

(vi) Air                        Describe properties of air i.e. air
                                                                        2   3     1       6
                                takes up space.
   •   Is air matter?              • Explain that air can move
   •   Air can do things              things.
   •   Do animals use air?         • Air dissolves in water.
   •   Air pressure                • Describe how air helps
   •   Different gases in the         soil/animals.
       air.                        • Explain how carbondioxide
                                      is used to put out fire.
                                   • Explain why animals cannot
                                      survive without the presence
                                      of air.
                                   • Explain how air pushes on
                                   • Explain the effects of strong
                                      air pressure e.g. with a
                                      coconut/bubbles breathing.
                                   • Be able to know why birds
                                      and planes stay in the air.
                                   • Explain why burning does
                                      not use up all the air in the
                                      container. E.g. inverting a jar

Y8 Prescription                        Page 30                              07/04/2009
                                 over a burning candle.
                               • Explain that dissolved
                                 substances in water make
                                 water different.

   (vii) Water                 • Explain the Water Cycle.         3   4     2      9
         • is all water the    • Demonstrate how water
           same?                 vapour in the air condenses
         • Importance of         on cooler surfaces.
           water               • Explain that some
         • Solids that           substances are soluble and
           disappear             some are insoluble.
         • Is a solution a     • Know that some solutes are
           physical change?      liquid like cordials,
                                 lemonade, orange juice, also
                                 kerosene and oil, etc…
                               • Understand solutions and
                               • Explain that substances that
                                 dissolve do not change into a
                                 different matter.
                               • Know how to evaporate
                                 solutions to obtain a residue.

(viii)                                                            2   4     2      8
                               • Describe that soil is the
   • Soil formation              product of weathering.
   • What is in the ground?    • Identify the different things
   • Different kinds of soil     in the soil e.g. earthworms,
   • How do plants use soil?     seeds, roots, shells, water,
   • Other ways of making        air, snail, etc…
     soil                      • Understand the types of soil
   • Minerals in the soil        by observing colour and
   • Man helps to make soil      particle sizes e.g. sizes of
     better.                     soil particles affect the rate
                                 of water absorption within
                                 each soil type.
                               • Name soil layers e.g. sand,
                                 clay, silt and loam.
                               • Know the difference
                                 between a soil sample and a
                                 soil profile.
                               • Understand how plants use
                                 nutrients in the soil.
                               • Describe that roots break
                                 down rocks to form soil.
                               • Describe that decaying
                                 things return minerals to the

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                                  • Know the effects of different
                                    amounts of fertilizers on
                                  • Understand about Organic
                                    and Inorganic substances.
                                  • Know the different types of
                                    clouds and where they
                                  • Know that the clouds are
                                    associated with the weather.
                                  • Explain what clouds are.
                                  • Demonstrate the process of
                                    clouds formation and the
                                    water cycle.
   (ix) Solar System,           Understand that:                    2   2     2      6
   Weather & Astronomy            • Earth is a planet and it has
                                     an approximate distance
       • Types of clouds             from the sun.
       • Clouds and the           • Explain why there is no ice
         weather                     and show in Samoa.
       • Definition               • Understand that all planets
       • Examples                    revolve around the sun.
       • The earth                • Know the difference
       • Planets revolve             between the stars and
         around the sun              planets.
       • Positions of planets     • Know the positions of
                                     planets from the sun.
                                  • Classify things that burn and
                                     ways to stop fire.
                                  • Explain whether Living
                                     Things need heat.
                                  • Explain how temperature
                                     affects the living things.

                                  • Know what radiation is.         3   4     2      9
(x) Heat
                                  • Explain how to use a
   • Do all things burn?
                                    thermometer to measure
   • Importance of heat             heat.
   • Can we measure heat?         • Explain that liquids are
   • How do liquids become          heated by convection.
                                  • Know how a convection
   • How do solids become           current flow and
                                  • How heat affects water.
                                  • Explain that solids are
                                    heated by conduction.
                                  • Demonstrate how heat
                                    travels through solids by
                                    vibrating particles.

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                              • Know the effect of heat on
                                different matters.

(xi) Sound                    • Identify how sound is              1   2     1      4
   • Sound movement             formed (producing
   • Sound production           vibrations)
                              • Explain what sound is.
                              • Understand how you
                                produce high and low sounds
                              • Explain how it travels/moves
                              • Know what sound waves are
                              • The various objects that
                                produce them.

                              • Explain/draw a simple
(xii) Electricity & Magnets                                        3   2     2      7
   • Simple circuit           • Know the electrical symbols
   • Switch                     like (positive, negative, cells,
   • Conductor                  connecting wires, open
   • Insulators                 circuits & close circuits etc..)
   • Effects of electricity   • Explain the use of the switch
   • Current through air      • Explain why a conductor is
   • Current through water      needed in a simple circuit.
   • Magnets                  • Understand why it is
   • Forces                     important to have insulators
   • Magnetism                  in electric circuits.
   • Magnetic-field           • Be able to understand what
   • Electro-magnet             happens when an electric
                                circuit is completed.
                              • Know the effects of electric
                                current through air.
                              • Know the effects of electric
                                current in water.
                              • Name the properties and
                                characteristics of magnets.
                              • Understand the repulsion
                                and attraction of magnetic
                              • Identify the magnetic
                                materials and non-magnetic
                              • Explain the magnetic field
                                and its effect.
                              • Explain the use and
                                construction of an electro-
                                magnet and its effect.
                              • Predict informal

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                              • Explain the use of standard
(xiii) Measurement              measurements.
   • Volumes                  • Comparing                      1   2     1      4
   • Weight/mass              • Identify the differences
                                between weight and mass.
                              • Describe/propose some
                                simple machines for
                              • Understand/identify/explain
                                the different units of
                                measures involved.

                              • Know that the sun is the
                                major source of energy.
(xiv)Light                    • Explain how light travels.     3   4     2      9
   • Is the sun important?    • Explain the principle in
   • How does light travel?     which a pinhole camera
   • Bounce off light           works.
   • Does light bend?         • Explain the reflection of
   • Colours of light           light.
   • What happens when        • Explain the refraction of
     light is stopped?          light.
   • Mirror images            • Explain how colours are
                                obtained using a triangular
                                prism (light dispersion-
                              • Explain the solar spectrum.
                              • Explain the forming of
                                shadows by stopping light.
                              • Explain the differences with
                                the images on the ‘concave’
                                and ‘convex’ mirror.

                              • Identify what a simple
(xv) Technology                 machine is.
   • Simple machines          • Explain how a simple           2   1     1      4
   • wheels                     machine helps us e.g. using
                                wheels/rollers, levers and
                              • Design any simple machine
                                with wheels
                              • Know the advantages and
                                disadvantages of using
                                simple machines e.g.
                              • Understand that humans can
                                do work easily or with less
                                effort using simple devices
                                like wheels.

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         Topic/subtopic          Expected Outcomes              K   U     A      Total

   • Bushmen of the           • Describe directions such as     6   6     3       15
     Kalahari                   North, South, East, West,
                                North East, South East,
   • Directions/Locations       North West, North East.
                              • Describe climatic zones.
   • Physical Features          Locating places using
                                latitudes, longitudes,
   • Hunters, Gatherers,        equator, international date
     herders                    line, prime meridian, north
                                poles, south poles, oceans,
   • Physical Needs             continents.

   • Social Needs             • Explain what a desert is?
                                Locate Kalahari on the map
   • Community                  of the world, pacific, South
     Organisation               Africa. Describe the climate
                                and land features of Kalahari
   • Traditions and Beliefs     desert.
                              • Compare and contrast the
                                location, climate and
                                landform of Kalahari desert
                                and Sāmoa.

                              • Define physical needs and
                                give examples. Explain how
                                Kalahari bushmen satisfy
                                their Physical Needs.

                              • Define social needs and give
                              • Differentiate social and
                                physical needs.

                              • Describe how Kalahari
                                bushmen people organise
                                themselves. Allocate
                                community members and
                                their roles and

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         Topic/subtopic          Expected Outcomes                K   U     A      Total

                             • Compare and contrast
                               community organisation in
                               the Kalahari Desert and
                             • List and explain traditions
                               and beliefs of Bushmen.
                             • Compare with traditions and
                               beliefs of Sāmoa. List
                               differences and similarities.

JAPAN                     List and describe landfeatures of       6   6     3       15
                          Japan. Explain the location and
Physical Features         climate. Define different zones in
                          which Japan, Sāmoa and South
Physical Needs            Africa located. Interpret climatic
                          graphs and make notes of different
Social Needs              locations. Discuss differences in
                          population due to different
Traditions and Beliefs    landform areas. Explain the
                          Japanese traditional food, wear
Community Organisation    and shelter. Explain building
                          materials and construction designs
                          of the Japanese houses. Compare
                          ways of preparing and serving
                          food, house designs, building
                          materials and clothes wear in
                          Kalahari Japan and Sāmoa.

                          Explain Education,
                          Communication, Leisure activities
                          and Means of Transportation and
                          list examples. Compare
                          similarities and differences.

                          Explain different types of festivals.
                          Discuss the types of beliefs in
                          Japan and make reference to
                          spiritual beliefs of the Sāmoans.
                          Talk about the influences of
                          modernisation and how it affects
                          the Traditional Values.
                          Explain two main religions and
                          traditional games of Japan. [Sumo,
                          Kendo, Judo]

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                          Define these concepts [rural areas,
                          urban areas, remote areas, town
                          areas, nuclear family, extended
                          Discuss ways of organising people
                          in Japanese communities.
                          List some activities carried out by
                          people according to their status.
                          List changes in communities like
                          families, villages, church, societies
                          etc.. due to western influences.
                          Compare and contrast situation of
                          the three countries.

SAMOA                                                             12   15    8       35
                          Describe landfeatures of Sāmoa.
Physical Features         Differentiate between natural and
                          physical features.
History                   Identify distances and directions,
                          name locations using mapping
Government                concepts e.g. latitudes, longitudes,
                          equator, IDL, climatic zones.
Industry Trade            Work out the interrelationship
                          amongst temperatures, rainfall,
                          landforms and zone locations.
                          List early settlers of Samoa, arrival
                          dates and their missions.
                          Discuss early European discovery
                          and the colonisation period.
                          Identify and explain some
                          important events, which led to
                          Samoa’s independence. Work out
                          the time line of events and discuss
                          the roles these events play in the
                          lives of the Samoan people.
                          Discuss how Samoan family’s
                          function and the roles and
                          responsibilities of each family
                          Demonstrate understanding of the
                          election of members of Parliament
                          and the type of assistance they
                          offer to the people of the country.
                          Explain functions of the
                          government, term of office and it’s
                          relation to the village council.

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         Topic/subtopic              Expected Outcomes               K    U     A      Total

                              Explain functions of the
                              government, term of office and it’s
                              relation to the village council.
                              Explain the structure of the
                              government, village, and families.
                              Explain and give examples of the
                              four types of industries e.g.
                              primary, secondary, cottage and
                              tertiary industries.
                              Interpret and make assessment of
                              information from graphs, maps,
                              pictures and photographs.
                              Define and list examples of
                              imports and exports of Samoa.
                              List trading partners and our links
                              [sea services/air services]

NEW ZEALAND                                                          12   15    8       35

Physical Features             Describe land features of New
Landform, Climate, Location   Zealand and give examples.
                              Differentiate between natural and
History                       physical features. State location on
                              world and pacific maps. Make
Government                    references to the location of
                              Samoa, Africa, Japan and other
Trade and industries          pacific countries. Identify and
                              name land regions of New
General                       Zealand. Interpret information
                              from graphs, maps, pictures and
Current Events                photographs to explain natural and
                              physical features.
                              Discuss early settlers, early
                              Europeans and discoverers.
                              Discuss where they settled,
                              countries they came from and the
                              reasons of coming to New
                              Zealand. Work out time line of
                              events and identify important dates
                              and events. Discuss and list
                              problems faced by Maoris. State
                              reasons why the Treaty of
                              Waitangi was signed. Talk about
                              events happened which led to

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         Topic/subtopic          Expected Outcomes                K   U     A      Total

                          Explain ‘hippahs’ and the reasons
                          why Maoris built them.
                          Demonstrate understanding of the
                          Election system regarding how
                          members of Parliament are elected
                          and their roles and responsibilities.
                          Label the structure of the New
                          Zealand Government and compare
                          it with Samoa. List the types of
                          assistance the government and
                          independent bodies can offer to the

                          Define the four concepts Primary,
                          Secondary, Cottage and Tertiary
                          industries and give examples.
                          Compare and contrast these types
                          of industries with Samoa. Identify
                          and trading partners of New
                          Zealand. Identify means and ways
                          of transportation and
                          communication. Identify the land
                          use of New Zealand. Identify and
                          understand any important event.
                          Discuss responses to these events
                          and how they affect the people.
                          State when and why they
                          happened. Name the country in
                          which such an event takes place.

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         Topic/subtopic                Expected Outcomes                 K   U     A      Total

SPACE                                                                    5   7     3       15
                                Lines, rays, line segments, planes
                                Recognise nets of different solids.
Solids                          Name of common solids.
                                Properties of solids including
                                platonic solids.

                                Recognise true rotation around a
Transformation                  given point: slide, translation, flip,
                                reflection, turn, rotation

                              Constructing angles and triangles
Construction & bisection copy Bisecting lines and angles
                              Name and understand angles
Angles                        formed by 2 parallel lines
                              intersected by a transversal e.g.
                              corresponding, vertically
                              opposite, alternate and co-interior

                                Kinds of angles name and define
                                e.g. acute, obtuse, supplementary,
                                complementary, etc..

                                Name of polygons.
Polygons                        Properties.

                                Draw axis of symmetry.
Symmetry                        Recognise symmetrical shapes.
                                Understand rotational symmetry.
                                (Order of rotational symmetry)

                                Name and define parts of a circle
Circle                          e.g. radius, circumference, arc,

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         Topic/subtopic          Expected Outcomes              K    U     A      Total

MEASUREMENT                                                     12   20    8       40

Money                     Understand and be able to
                          calculate commission, discount,
                          profit and loss, retail price,
Time                      wholesale price, marked price,
                          simple interest. Converting from
                          one currency to another.
Linear measure
                          Converting from one system to the
                          other i.e. from 24 hour time to 12
Area                      hour and vice versa. Understand
                          the difference of point in time and
Volume/capacity           length of time.

Mass/weight               Know units. Calculate perimeter of
                          given polygons. Calculate
Distance/speed and time   circumference, radius and
                          diameter of a circle. Convert to
Angles                    equivalent units e.g. 50 cm equals
                          0.5 m. Estimate and measure
Scale drawing and         length, width and height.
                          Know units. Estimate and
                          calculate volume/capacity of
                          containers, cube cylinder, cuboids.
                          Converting from cm to mL or

                          Know units. Estimate weight of
                          different objects. Solve problems
                          dealing with mass. Understand
                          total weight, gross weight and net

                          Solve problems dealing with
                          Use formula, D = S × T
                          Change subject of formula to find
                          any one of the three factors.

                          Estimate the measure of angles.
                          Measure the actual size of the
                          angles. Find unknown angles from
                          given information.

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         Topic/subtopic          Expected Outcomes                K   U     A      Total

                          Find scale factor. Find unknown
                          sides using scale factor. Find real
                          distance, length, height, etc.. using
                          scale given.

NUMBERS                   Know different sets of numbers
                          odd, even, whole numbers, etc..
Numeration                Reading and writing of numbers in
                          different forms e.g. compact,
                          expanded, exponential. Reading
                          and writing of decimals. Rounding
                          off of whole numbers and
                          decimals. Know place value of
                          numbers up to one million and
                          three decimal places. Reading,
                          writing and counting in Base 2 and

Decimal and percentage    Conversion from one to the other.
                          Solving problems involving
                          decimals and percent. Write
                          decimal in different forms
                          (compact, expanded and

                          Whole numbers. Use one or more
Operations                of the four operations to solve
                          problems. Understand and use the
                          properties (commutative,
                          associative, distributive) of
                          operations and use them in
                          performing algorithm.
                          Know identity elements for
                          different operations.

                          Add and subtract in bases, 2 and 5.
                          converting from bases 2 and 5 to
                          base 10 and vice versa.

                          Recognise equivalent ratios. Solve
Ratio and proportion      problems using equivalent ratio.
                          Write ratios in different forms e.g.
                          colon from (w:3) word form (2 to
                          3) fractional form (2/3).
                          Use proportional method to solve

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         Topic/subtopic          Expected Outcomes              K   U     A      Total

Fractions                 Recognise fractions which are
                          repeating and those which are
                          terminating decimals. Write
                          fractions in different forms e.g.
                          compact, expanded exponential.
                          Solve problems involving
Integers                  Be able to use the 4 operations on
                          integers. Work out the answer
                          using the number line.
                          Solve problems dealing with

                          Understand like and unlike terms.
Algebra                   Find rules for patterns. Complete
                          patterns. Translate word problems
                          into algebraic expressions or story
                          in algebra. Solve simple equations
                          by back tracking.

STATISTICS AND            Understand favourable outcomes        3   5     2       10
    PROBABILITY           (simple event) and possible
                          outcome (sample space)

                          Know and write probability of
                          different occurrences.

                          Interpret information from data in
                          graph or any form of recording.

                          Recognise and name different
                          kinds of graphs.

                          Read and understand tally and
                          frequency tables. Know and
                          calculate – mean (average), mode,
                          range, median.

Y8 Prescription                  Page 43                            07/04/2009
     Tusitusiga ma Vāega                   Sini Lagolago                  I   M    F       Aofa’i

Faitautusi ma Taligāfesili po                                             4   8     5       17
o Faitaugālaulu:
   • Tala                       ‘Ia mālamalama i le uiga ‘ātoa o le
   • Solo                       Tusitusiga. ‘Ia iloa fa’auiga ‘upu,
   • Pese                       fa’a’upuga ma fuai’upu. ‘Ia iloa
   • Tauloto                    tali i le ‘upu e tasi pe lua, po o le
   • Talanoaga                  fuai’upu.
   • Tusi
                                O le fa’atūlagaga o le Tusi ‘ua iai
   • Fa’aaliga/fa’asilasilaga
                                nei, o vāega ‘uma sa i le itū
   • Tupua
                                taumatau, ‘ua i le itū tauaga-vale
   • Fāgogo                     ‘uma.

                                ‘Ia mālamalama i ‘upu e uiga              2   1     1        4
Vaogagana                       fa’atasi, ‘upu e maua mai pe
(a) fono
                                fnanau mai i se ‘autū. E felā –ta’i
   • Vasega ma fale             ma feso’ota’i uiga, pe ‘auga foi
   • Komiti o Äoga ma           uiga i sea ‘autū.
   • Komiti a Tama’ita’i        (E lē aofia ai i fiafia tūlaga tau i le
   • Aso Gafua a le nu’u        fesāga’iga o pōula a Aualuma)

(e) Ta’aloga
   • Tulituli’ī, ‘Aisākea
   • Pōpōmano’o, Gāgā’ie
   • Lape, Pelēgāmapu
   • Velogātiapula, Kilikiti
   • Tōsoga, ‘Īgāve’a,
     Tolotoluga, togigānonu,
     faigāmea i le tai,

(i) fiafa
(o) mea’ai
(u) saofa’i
(g) umusaga
(l) fa’aulufalega
(m) asofānau

Y8 Prescription                        Page 44                                07/04/2009
         Topic/subtopic                 Expected Outcomes                K   U     A      Total

GAGANA                           ‘Ia iloa tautala i le Gagana o aso      3   5     4       12
  • aso ‘uma                     ‘uma, gagana fa’aaloalo po o ni
  • Fa’aaloalo                   nai lafoga fa’amatai faigofie i
  • Fa’afeagai                   tagata matutua. ‘Ia malamalama i
  • Fa’auigalua                  le fa’auigaga o ‘upu ma fuai’upu,
  • Fa’alelotu                   gagana fa’auigalua, agana,
  • Fa’afailāuga faigofie        muāgagana, alagā’upu ma o latou
  • ‘agana, muāgagana ma         fa’aaogaga. ‘Ia iloa ma
    alagaupu faigofie            malamalama i le gagana e fatu ai
                                 se pese, solo, tauloto ma le gagana
  • Uiga lasi/esees
                                 e fau ai se palo po o se tupua. ‘Ia
  • fa’auigaga ma
                                 iloa ‘upu e tasi le fa’aleoga ae lasi
                                 ma ‘ese’ese uiga.
  • ‘ese ma ‘upu nonō
  • pese, solo, tauloto, palo,

Fa’atulagaga o ‘upu po o                                                 3   3     3       9
vāega o le gagana:               ‘Ia mālamalama tamaiti i vāega
Veape                            ‘ese’ese o le gagana i fa’atūlagaga
veape galuea’ina, lē             ma fa’aaogaga i fuai’upu, fesili ma
galuea’ina ma le galuea’ina      fa’atonuga.
toe lē galuea’ina
‘upu o faiā/suinauna
faiā e fa’aalia meatōtino
(mautinoa, lē mautinoa i le
numeratasi, lua ma le tele)
soānauna (faamatala nauna)
‘upu fa’ailo taimi
‘upu o taimi
‘upu fa’atōsina
‘upu nūmera
‘upu fa’asino tuā’oi
fui’upu nauna
fui’upu veape
fui’upu fa’asinonauna

Tusitusiga ma Vāega              ‘Ia iloa ni isi ‘upu fou e maua ma
‘Upu Fa’asino Nofoaga            fānanau mai i ‘upu ‘autū po o ‘upu
‘Upu Fesili ma Malamala          fa’avae.

Y8 Prescription                         Page 45                              07/04/2009
         Topic/subtopic                     Expected Outcomes               K   U     A      Total

Fesili                               ‘Ia mālamalama fo’i i fasi’upu
  • Malamala Tete’e ma isi           ‘āmata ma fasi’upu fa’ai’u, i uiga
  • itu’āiga malamala                ma fa’aaogaga sa’o, e fatu mai ai
  • ‘Upu Fa’avae                     ni isi ‘upu fou.
  • Fasi’upu ‘Ämata
  • Fasi’upu Fa’ai’u                 ‘Ia iloa igoa o fa’ailoga ma o latou
                                     fa’aaogaga sa’o.

Fa’atūlagaga o fa’ailoga:
(Punctuation) (, . ! “ ; ; ? ‘)      ‘Ia iloa ‘āmata se fuai’upu ‘ia        5   6     5       16
                                     talafeagai ma le fa’ai’uga ‘ua
‘Amataga o fuai’upu,                 ‘aumai. Fa’apena fo’i i se
‘ōgātotonu ma fa’ai’uga o            fa’ai’uga sa’o mo le ‘amataga ‘ua
fuai’upu, ma o latou                 ‘aumai, po o le ‘ogatotonu.
fa’a’upuga                           ‘Ia iloa toe fa’atulaga sa’o se
                                     fuai’upu o feosoosofa’i solo ‘upu,
Fuai’upu fa’afefiloi                 ‘ina ‘ia maua tonu lona uiga
                                     ‘Ia malamalama i taimi ‘ese’ese o
                                     fuai’upu ma fesili.

Aganu’u                                                                     3   3     3       9
  • va fealoa’i o tagata             ‘Ia iloa etamaiti ni isi o aganu’u
                                     faigofie ‘olo’o ola ai i totonu o
  • ‘upu feiloa’i
                                     aiga, nu’u ma le atunu’u.
  • ‘upu fa’amālō
  • ‘upu fa’amāvae
  • ‘upu fa’amanuia

Gāsesega ma lufilufiga:              A taunu’u ni malō i se afioaga, e      5   6     7       18
esi – supoesi, fa’ausiesi,           muamua fa’afeiloa’i e le usu a
kokoesi, loloiesi, pe’epe’eesi,      matai.
Fa’i – suafa’i, poi, loloifa’i,      Ia iloa mea e mo’omia, le gaosiga
tunufa’i, fa’alifufa’i, oloolo,      ma le lufilufiga.
fa’aotaga ma le saka-fa’i.
Talo – sakatalo, fa’alifu,           E tatau fo’i ona iloa le faasologa o
fa’ausi, tā’isi, ‘ālue, loloitalo,   le gaosiga po o le faiga o le
umutalo, fāfā ma                     taumafa.
Ufi – fai’aiufi/sofesofe,
fa’aivaluvalu, saka’ulufima le

Y8 Prescription                             Page 46                             07/04/2009
         Topic/subtopic                     Expected Outcomes              K    U     A      Total

‘Ulu – saka’ulu, fa’alifu,
umu’ulu, pe’epe’e’ulu,
tunu’ulu, taufolo ma le
Niu – vaisalo, pua’aniu ma le
Atu – ota, suaatu ma le
Malie – fai’aimalie, tipifefiloi
Lupe – sualupe, tunulupe,
Pa’a – faiaipa’a, tunupa’a,

Faitauga o Mea
talo, fai, ‘aufa’i, ‘ulu, ufi, atu,   “Ia iloa ona faitau taumafa ma
malie, i’a moto, lupe, moa,           falalalaga
pa’a ma ula, mea’ai e
fa’a’ofu’ofu lona āfifiga, afī,
popo, niu ma tama’i pua’a.

Fala lalaga
tapito, tu’ulaufala, papa malō,

Vāega tāua o taumafa:                 “Ia malamala tamaiti i vaega taua
  • pua’a                             oni isi o taumafa pei ona taua, e
  • atu                               taumamafa ai lea ituaiga tagata ma
  • laumei                            lea tagata.
  • ume
  • lupe
  • moa
  • malauli
  • ‘anae
  • tala
                                                                           25   32   28       85
  • solo/pese
  • tusi
  • talanoaga
  • fa’aliga
  • fa’aliliuga
  • tupua

Y8 Prescription                              Page 47                            07/04/2009

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