Grade 8 Curriculum Guide (Revised)
Grade 8 Curriculum Guide (Revised)
Grade 8 Curriculum Guide (Revised)
REVISED 2013
Table of Contents
INTRODUCTION
This English Language Curriculum is to foster in Grade 8 students an extensive appreciation of language learning and language use. It is not
intended that the discrete compartments which are presented should be so taught and learned. Instead, an integrated approach should be adopted in
the actual teaching and learning process. The Guide is structured to allow for the development of competence through the acquisition of literacy
skills:
Listening
Speaking
Reading
Writing
Grammar
Upon the completion of the course of study in Grade 8 all students are expected to communicate in Standard Jamaican English through the use of
more complex structures in speech and writing.
Listed are specific objectives regarding the development of students speaking, listening, reading, writing and grammar skills that will be the focus
throughout the year.
SPECIFIC OBJECTIVES
LISTENING
1. To get meaning
2. To establish purpose
3. To establish sequence
4. To improve communication and human relationships
SPEAKING
1. To narrate events in sequence
2. To give and receive instructions
3. To use appropriate tone and body language
4. To speak with clarity and confidence
* word meaning
*word recognition
* synthesizing
*recall comprehension
WRITING
1. To write with increasing competence in a variety of forms such as poems, stories, journals, essays
2. To demonstrate awareness of writing as a process
3. To use transactional forms effectively e.g. letters, report
4. To experience the joy of creativity through the production of creative pieces
Semester 1
Topic/ Content
MECHANICS
- Parts of the sentence
Subject and Predicate
Compound Subject and
Predicate
Natural and transposed order in
sentences
- Subject and Verb Agreement
- Synonyms and Antonyms
- Present and Past Tenses
- Punctuation
- Phrases and Clauses
Objectives
Students should be able to:
identify the subject and predicate in a sentence
differentiate between simple and compound
subjects and predicates
identify a sentence in the natural order or
transposed order
select the correct verb to complete given sentences
select the correct synonym/antonym for given
words
use tenses appropriately and consistently
use marks of punctuation correctly
recognize clauses and phrases
TYPES OF WRITING
- Paragraph
- Descriptive
Expository
COMPREHENSION SKILLS
LETTER WRITING
- Formal Letters
MECHANICS
- Direct and Indirect Speech
- Parts of Speech
- Verb Tenses
Active and Passive Voice
Introduction
This Literature curriculum is to engage the students interest in literature and promote the enjoyment of the different genres. The following skills
will be developed:
Listening
Speaking
Thinking Analytically
Reading
Writing
An integrated approach will be used in the actual teaching and learning process. The above skills will be enhanced by adopting a student-centered
class-room which will enable students to discover literature through their own critical thinking. By the end of this course the students will be able
to appreciate, interpret, analyze and evaluate the three genres of literature.
Semester I (September-January)
CONTENT
1. STUDYING THE GENRES OF
LITERATURE
2.
Prose
Poetry
Drama
THE NOVEL
Animal Farm - British Literature
OBJECTIVES
3. POETRY
Areas of study
Identifying types/forms of poems
Uncovering the meaning of poems
Examining the use of diction (denotative/connotative language)
Examining the poets use of rhythm and rhyme
Examining the use of imagery
Examining the use of figurative language
Semester II (February-June)
TOPIC/CONTENT
5. INTRODUCTION TO DRAMA
7. POETRY
OBJECTIVES
Features of Drama
Recommended Text:
Oliver Twist by Charles Dickens retold by Debrah Tempest
Animal Farm by George Orwell
Voyages :An Anthology of Short stories and Poems
GENERAL AIM:
The general aim of the French department is to engage students in learning activities designed to help them develop listening, speaking, reading
and writing skills in French. They should also be able to develop an appreciation of the French language and also of people of francophone
culture.
Topic/Content
1.LISTENING
2.SPEAKING
3.READING
Objectives
Students should be able to :
-develop their listening skills by singing and other forms of oral interactions
like simple conversations with classmates and teachers by answering
questions based on chosen topics to be covered.
-listen to and respond by doing the actions indicated by commands
-listen to short sentences/paragraphs read aloud by the teacher and write down
what they have heard
-identify the French speaking countries worldwide especially the ones in the
Caribbean
-describe some of the beliefs and traditions of selected countries in relation to
family life, school and major holidays
-compare and contrast French cultural practices with those of Jamaica
CULTURAL AWARENESS
VOCABULARY
SEMESTER 1 ( SEPTEMBERJANUARY )
UNITS 1-3
JANUARY-GENERAL REVISION
SEMESTER II (FEBRUARYJUNE)
UNITS 4-7
JUNE-GENERAL REVISION
INTRODUCTION
The goal of the GRADE 8 Spanish curriculum is chiefly to:
continue to acquire the basic language skills for functioning in practical every day situations.
allow students to have a solid base upon which they can continue to build and perfect their communicative skills
increase awareness of the Spanish culture through continued exposure to different Spanish countries eg. Cuba and Mexico
SEMESTERS 1 & 2
TOPIC/CONTENT
OBJECTIVES
1) PERCEPTIVE LISTENING
2) PERCEPTIVE READING
3) PRODUCTIVE SPEAKING
Students should be able to:
a) give appropriate responses to situations arising from contexts taught
b) role-play in situations arising from topics
c) ask and respond to questions based on daily routine
4) PRODUCTIVE WRITING
5) CULTURE
6) GRAMMAR
7) VOCABULARY
SEMESTER 1( September-January)
TOPIC/CONTENT
OBJECTIVES
Grammar
The use of ste / sta, stos,stas, es / son
(y) for informal introductions
Vocabulary
encantada/as / mucho gusto, el aula, ah. la
estantera, el casillero, al fondo, la papelera,
cuadernos de deberes, entre, al lado de debajo,
en sobre, encima, alrededor, enfrente, delante
de, etc.
TOPIC/CONTENT
OBJECTIVES
LESSON 2 -3
Welcome to my school!
My school is the bomb
What do you think about my school?
Vocabulary
LESSON 3-4
How do you get to school?
In order to go to school I always
Adverbs of frequency
transport
Vocabulary
en tren, en taxi, en carro, en bicicleta, en metro,
en camioneta, a pie, en autobs, en minibs, en
motocicleta, en bote
sano, cmodo, ecolgico, cuida y protege el
ambiente, rpido
siempre, a veces, a menudo, muchas veces,
demasiado, de vez en cuando, una vez
LESSON 5 -6
LESSON 6
Break time
I have, you have nothing to do
Grammar
Vocabulary:
el recreo, reunirse
LESSON 7-8
Grammar
Grammar
el ingls, la informtica, la educacin fisica, el
recreo, el almuerzo
LESSON 9
Revise hoe to say the time especially to highlight the hour they
LESSONS 2 & 3
What are your hobbies?
What do your friends do for fun?
Grammar
Vocabulary
el bisbol, el ftbol, el atletismo, el judo, el
baloncesto, el ajedrez and other sports,(each
taking its correct article)
el piano, el violn, la orquesta (musical
instruments)
LESSON 4
How is your school?
Grammar
Vocabulary
qu? etc.
LESSON 5
Every day I normally
Grammar
Vocabulary
ropa, qu pesado! los ejercicios de
calentamientos, menos, mal
UNIT TEST
LESSON 6
GENERAL REVISION OF THE AREAS
TAUGHT IN SEMESTERS ONE AND
TWO
Describe people
LESSON 7
What is your house like?
Welcome to my new house
Grammar
Vocabulary
las afueras, el barrio, un apartamento, el piso,
una urbanizacin, el dormitorio, la planta baja,
abajo, arriba, el comedor el garaje, la
LESSON 8
I do many chores at home
Wash the dishes!
Grammar
Vocabulary
lavar, pasar la aspiradora, quitar el polvo,
fregar los platos, sacar la basura, prepara la
comida
LESSON 9
Vocabulary
dar un paseo, ancho, fruta, frutero frutera,
carne, carnicero carnicera, zapato, zapatero,
zapatera, pan panadero panadera, pescado
pescadero pescadera
LESSON 10 & 11
What do you like to do?
I have a headache
Grammar
Tener dolor de
Vocabulary
el hombre, la espalda, la mano, la garganta, la
pierna and other parts of the body.
LESSON 12
What is the weather like?
Grammar
Vocabulary
hace sol, hace mal tiempo, va a llover, est
nublado , est lloviendo etc.
LESSON 13
What do you want to be?
Grammar
Vocabulary
la azafata, el/la abogado/a, el granjero, el/la
cantante
trabajadora, alegre
Main Text
Qu Hay? Libro del Alumno 2
Other Resources
Qu Hay?
Cuaderno 2
Spanish Dictionary
INTRODUCTION
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and
homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests
SCIENCE DEPARTMENT
INTEGRATED SCIENCE CURRICULUM
Introduction
This Guide is meant to be used as a tool to help parents and students keep abreast of the required learning outcomes for the academic year. The
guide outlines the topics, objectives, activities and resources that are used at this level. It is by no means exhaustive, but simply representative of
the syllabus for this level.
The 8th Grade syllabus builds on the foundation laid in Grade 7. It introduces more difficult concepts and prepares the student for the transition to
Grade 9.
Topic / Content
Light.
Light.(Rays, Beams)
4.
1.
2.
3.
4.
1.
2.
3.
4.
Light (Reflection).
1.
2.
3.
4.
Reflection(comparison of
plane, convex and concave
mirror images).
10
Light (Refraction).
11
Lenses.
12
Lenses II.(Experiment)
13
The eye.
14
15
Sound.
17 Sound.
18
Sound
II.(Amplitude,Frequency)
19
The Ear.
20
The Skin.
21
The skin.(Sensitivity)
22
1. Define sound.
2. Clearly state how sounds are made.
3. Demonstrate how sounds can be made.
1. define frequency and amplitude.
2. differentiate between frequency and amplitude.
3. use diagrams to demonstrate the difference between
frequency and amplitude
1. identify the main parts and the three main sections of the
ear.
2. outline the process which allows humans to be able to
hear.
3. outline the function of the parts of the ear.
4. draw and label a diagram of the ear.
1. Draw a full and accurately labelled diagram of the skin.
2. Identify the two main layers of the skin (epidermis &
dermis)
3. Accurately identify the various labelled parts of the skin
on a blank diagram.
4. State at least five (5) functions of the skin.
1. Conduct a simple experiment to map the skins sensitivity
to touch.
1. Present the information gathered in a tabular form.
2. Analyse the information gathered and come to a reasoned
conclusion about the skins sensitivity.
1.
2.
3.
4.
5.
1. Name the six (6) main glands which form part of the
endocrine system.
2. Identify the hormone secreted by each gland.
3. Correctly identify the location of each gland on a
diagram.
4. Give a basic outline of the influence of each hormone on
the body.
27
28
Acids II.
29
30
Electricity.
31
Electricity (ATOMS)
32
Electricity (Current
Electricity).
33
Electricity (Circuits)
1.
2.
3.
4.
5.
34
1. Define an atom.
2. Explain how electric charges are created.
3. List the particles which make up an atom.
4. Identify the charge carried by protons and electrons.
1. Explain what is meant by current electricity.
2. Define a circuit.
3. Explain what is an electromotive force.
Explain what is meant by an electrical conductor.
Explain what is an insulator.
Define a circuit.
Identify parallel and series circuits.
Draw circuit diagrams of each type of circuit.
SCIENCE DEPARTMENT
AGRICULTURAL SCIENCE CURRICULUM
Introduction
Agricultural Science is an applied Science. The aim of the Agricultural Science Department is to develop in students an appreciation and
understanding of plants, animals and the soil. With this knowledge students should be able to contribute to the food security of their
country while being of practical use to the students even after leaving school.
Topic / Content
1. Introduction to
Agriculture
-
2. The Plant
3. The Soil
Define soil.
Describe the major components of the soil (a) Minerals
(b) Organic matter
(c) Air
(d) Water
classify of the soil using the following properties
Sand
Silt
Clay
describe the texture of the soil
explain how soil is form (wind, water, temperature, changes in
biological factors)
describe the soil structure
Identify the following: Top soil, subsoil, and parent material
4. The Animal
The aim of the Grade 8 History Curriculum is a continuation of the grade 7 curriculum and is designed
To provide students with the basic knowledge of historical development of their country.
OBJECTIVES
TOPIC/CONTENT
UNIT 3: SPANISH CONQUEST OF THE AZTECS
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and
homework assignments along with any other form of assessment the teacher may devise.
Homework: 20% of the overall grade for the semester
Class Work: 30% of the overall grade for the semester
Tests
Prescribed text
Honychurch Lennox, The Caribbean People, Bk. 2, 3rd ed., United Kingdom: Nelson Tharnes, 2006.
Honychurch, Lennox, The Caribbean People, Bk. 1 3rd ed, United Kingdom: Nelson Tharnes, 2006
CONTENT
1
Introduction
Rules and Expectations
OBJECTIVES
Students should be able to:
Review the examination paper done at Grade 7
List at least five parts of the sewing machine and tell the function of each.
Demonstrate the use and care of the sewing machine.
Stitching straight
stitching corners
Seams
List at least four types of seams- French, Open, Over laid and Double stitched Seams
State the main classifications of seams
Identify ways of neatening seams
Practical -
Application of designs
Blender
Beverage
Fruit Drink.
Make a brochure
Define beverages.
State the classification of beverages.
State the use of beverages in the diet.
Demonstrate the serving of cold beverages.
Differentiate between juice and drink
Food and Nutrition Workbook, pages 114 118
Refrigerator
Fruit
Define a fruit
List four (4) classification of fruits.
Vegetables
Define vegetables
List four (4) classification of vegetables.
State two (2) examples from each classification.
State three (3) factors to consider when choosing vegetables.
Caribbean Approach, Bk.2, pages 19 24.
Food and Nutrition Workbook, pages 108 109
Salads
Family
The aim of this course is to provide students with the basic concepts and principles used in the electrical field, which can lead
to career opportunities that exist in Electrical and Electronic Engineering and other related fields.
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Topic/ Content
1
Precautions
Electrical Hazards
Shock
Fire
Burn
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Charge
Voltage
Electrical Terms
Current
Resistance
Conductor
Insulator
The Relationship Between Voltage,
Resistance and Current
electrical circuit.
o Overloading
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INTRODUCTION
The Grade 8 Religious Education Curriculum is designed to continue with the study of the history of the 4 major world
religions, noting their similarities and differences. The curriculum is also designed to create in students an awareness of their
freedom of choice with respect to religious beliefs.
It is hoped that students will be instilled with a sense of responsibility, trust and accountability through learning about
stewardship in this curriculum.
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SEMESTER 1
CONTENT OUTLINE
1. RELIGIOUS WORSHIP
a. Definition of concepts worship,
reverence, prayer
b. Reasons why people worship across
religions
c. Elements of worship
d. Forms of worship
e. Times of worship
f. Sacraments in worship
g. Sacraments in worship
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SEPTEMBER- JANUARY
OBJECTIVES
69
d.
e.
f.
g.
h.
i.
j.
25)
The early life, later life and
contributions of Jesus
Miracles and Parables The Lost Son,
The Lost Sheep, The Lost Coin (Luke
15: 1 32) and The Wedding in Cana
(John 2: 1 11).
The early life, later life and
contributions of the Prophet
Muhammad
Pilgrimage Definition and reasons for
going on a pilgrimage
Holy Places and Pilgrimages for
Christianity, Judaism, Islam and
Hinduism
Places of Worship Church,
Synagogue, Mandir, Mosque
Religious Leaders Christianity,
Judaism, Islam and Hinduism
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3. SACRED WRITINGS
a.
b.
c.
d.
e.
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CONTENT OUTLINE
4. SIGNS AND SYMBOLS
a. Definition of concepts signs and
symbols
b. Symbolic gestures
c. Symbolic colours in the four major
world religions
d. Symbolic vestments
e. Christian symbols
f. Jewish symbols (Leviticus 11: 1 26)
g. Muslim symbols
h. Hindu symbols
SEPTEMBER 2007
OBJECTIVES
Students should be able to:
1. Define the concepts of signs and symbols
2. State the names of two Muslim symbols
3. Explain the difference between a cross and a crucifix
4. Discuss why kosher food is a symbol
5. List three Christian symbols
6. Differentiate between kosher and treifah foods in Judaism.
7. Read and select main ideas from the various scriptures read
8. Draw two symbols from each religion
9. Make comparisons and distinguish between symbols of different religions
10. Use signs and symbols to explain their own beliefs, values and attitudes
11. Appreciate the contribution made by words, objects, dance and drama as
signs and symbols in the enrichment of worship
12. Become aware of the relationship between symbols that are common to all
religions
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5. CELEBRATIONS
a. Definition of festival
b. Reasons for the celebration of festivals
c. Christian festivals (Matthew 1: 18 25,
2: 1 12, John 19: 1 42)
d. Jewish festivals (Exodus 12: 1 51,
Luke 2: 41 52)
e. Muslim festivals
f. Hindu festivals
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Physical Education
INTRODUCTION
The aim of the Physical Education Curriculum is to allow students to:
1.
2.
3.
4.
5.
6.
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Objectives
Students should be able to:
1. Draw and label the netball court
2. Answer questions regarding dimensions and rules governing
netball
3. Demonstrate landing and pivoting accurately.
4. Execute the shoulder, chest, bounce overhead, underarm and side
passes accurately.
5. Describe the skills above when called upon to do so and apply
technique of the skills effectively.
6. Use knowledge of skills to perform effectively in competitions.
7. Give a brief history of the game and identify the governing
bodies of the sport of netball
Shooting
Defending
Center pass
Game
FOOTBALL (BOYS)
- Revision from grade 7
. Heading (forward, left, right, standing,
jumping)
- Tackling
- Shooting
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3.
FITNESS
-
Physical fitness
Exercise routine
Components of Physical Fitness
THEORY SESSIONS
b. Research
c. Notes
d. Handouts
e. Tests
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Semester 2
TRACK AND FIELD CONTD.
- High jump
. Tisbury Flop
. Straddle
2. VOLLEYBALL
- Conditioning
- Volley
- The dig pass
- Service
- The smash / block
- Rules
- Game
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3. BASKETBALL
- Revision of grade 7 Rules, court
dimension, history
- Movement / getting free
- Dribbling
- Shooting
- Passing drills
- Footwork
- Mini basketball
4.
-
CRICKET
Revision of grade 7
Pitch
THEORY SESSIONS
a. Research
b. Notes
c. Handouts
d.Tests
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Grade 8
If parents and students of second formers and transfer students utilize the information on the book marker given at
orientation session along with the Personal Development Book, Preparing for Exams and Beyond Books 1 and 2, the
transition period will be much smoother for all stakeholders.
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Personal Development
SEMESTER 1 (September January) and SEMESTER 2 (February June)
Topic/ Content
Objectives
Students should be able to:
1. Memory lane
(a)
Identify negatives and positives in 1st form and if they were resolved.
(b)
(c)
(d) Set guidelines or planning goals (values & resources) Bk. 2, page 21-27
(e) Identify signs of a successful person - Pg 8, Bk. 2
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(a)
Recall values What are they and who sets them? The importance of
values. Telling on myself - Pg 1112 Bk. 1
(b)
List resources
( c)
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(b) Display appropriate behaviour during mealtime. He/She has not invited
Being the gracious host or guest.
(a)
(b)
( c)
(d)
( e)
(f)
7.Relationships
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Child abuse Pg 38 46 Bk 1.
(b)
PROJECT
Each form should identify an area and work with it for the entire school year, for example: the welfare programme, a
section of the school, etc.
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GEOGRAPHY DEPARTMENT
GEOGRAPHY CURRICULUM
Geography Grade 8
SEMESTER 1 (September January) and SEMESTER 2 (February June)
Topic/ Content
Objectives
THE ATMOSPHERE
At the end of the unit, students should be able to:
Key Terms: Atmosphere, Ozone, Troposphere,
Stratosphere, Mesosphere,
1. Explain the concept of a layered atmosphere and the
importance of each layer to life on
earth especially as it
What is the atmosphere?
relates to weather and climate.
What makes up the atmosphere
The layers of the atmosphere and their
characteristics
The layer of the atmosphere weather occurs
2. PEOPLE AND WEATHER
Key Terms: Weather, Climate, Meteorology,
Climatology, Meteorologist, Climatologist,
Forecast
Differentiate between weather and climate
Differentiate between a meteorologist and a
Climatologist
Importance of weather forecasting
Persons who relies on accurate weather
forecasting and reports
How is weather information acquired; e.g.
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Types of thermometers
The temperature scale: degree Celsius,
degree Fahrenheit
Temperature conversion, that is converting
from degree Celsius to degree Fahrenheit,
vice versa
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Types of Rainfall:
Frontal, Convectional, Orographic/Relief: an
examination of how each occurs
Measuring Rainfall
Unit of measurement for rainfall
Instrument used to measure rainfall
Where to place the rain gauge for collecting
rainfall
Reading and recording rainfall data
CLOUDS
a) What are clouds?
b) How clouds are formed?
c) Different types of clouds and their
characteristics
d) Cloud cover symbols
iv) ATMOSPHERIC PRESSURE
Understanding key terms:
Air pressure, millibars, high pressure, low
pressure, fronts, cold front, warm front,
stationary front
a) Measurement of pressure
b) Identifying high and low pressure regions
c) Weather conditions associated with high and
low pressure
d) Instrument used to measure atmospheric
pressure- barometer
e) How the barometer works
v) WIND DIRECTION AND WIND SPEED
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What is wind?
How winds occur and move
Measurement of wind speed and wind
direction: anemometer and wind vane
ii)
TROPICAL CLIMATES
. The tropical climates to be studied are:
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Equatorial Climate
Tropical Savanna
Tropical Marine
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Climatic Characteristics
Temperature; average and ranges of
temperature
Rainfall; annual, monthly and daily average
Interpretation of Equatorial climate graphs
Natural Vegetation: Tropical Rain Forest
Characteristics of the Equatorial Forest:
layers of the forest- emergent, canopy, under
story and forest floor.
Types of trees, plants and animals in the rain
forest.
Indigenous peoples living in the rain forest
and their economic activities
Practice to draw a diagram of a tropical rain
forest and describe its vegetation.
Know its climatic characteristics in details.
Crayons are needed for this test.
e. TROPICAL CONTINENTAL CLIMATE
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Climatic Characteristics
Average temperature
Rainfall; annual, monthly
Winds
Interpretation of Tropical Marine Climate graphs
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Assessment
Resources
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Review all assignments and test papers. Many times the exam items are based on these exercises. It is advisable to make
corrections to any errors on these papers so as not to repeat the same mistakes on the major examinations.
Make sure all class notes are in order in your note book (s). Follow the syllabus guide/course outline if you are unsure of what you
may have missed.
Use other geography books and your prescribed texts to help you prepare you own notes.
Remember to carry all your tools you will need for the examination. These include; crayons, rulers, graph paper, a clean sheet of
paper for measuring distances, calculators etc.
All questions on the exam paper will be compulsory, so review all content areas/topics covered in class. The exam paper is usually
divided into three (3) section, they are A multiple Choice section, - A map Reading section, - A structured questions section that
require the student to answer questions in complete sentences. These questions will range in difficulty from simple recall to higher
order reasoning, for example to explain what factors determine a named situation. The items tested in the structured section of the
examination are usually based on content covered in a given semester. The map reading, multiple choice and statistics (grade 9
only) sections of the examination are usually a reflection of the content done in a given semester and an overview of the previous
semesters work.
Length of examination papers vary for each grade level, grade 7 may have papers in duration of 1 hour to 1 hour forty five
minutes, grade 8 examination papers may be for 2 hours and grade 9 may be as long as 2 hours.
No student will be exempted from doing a Geography examination, unless such instructions are given by the principal
of the school. Where a student entered the school in the middle of and/ or near end of a semester, before the sitting of a
semester examination, the onus is on the student to acquire the content done before he/she joined the school/class, and
prepare his/her self for the examination.
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