SUGGESTED

YEAR /STRAND SUB - CONTENT ACHIEVEMENT TEACHING STRATEGY RESOURCES

STRAND LEARNING INDICATOR
OUTCOMES
9 1.1 SS9.1.1.1 Students will be able
Society and Culture to:  Brain storm  Rediscovering
SOCIAL Explore the various students on the Society
ORGANISATION AND aspects of family, •Conduct a minor key term ‘family’ Year 9
PROCESSES culture and society that research into their  Writing and
builds on an individual’s family roots and presenting  Supplementary
values and qualities and connections and information text- Freedom and
describe how they make a presentation.  Using graphic Control.
promote credible organisers such as
leadership •Find out and explain family trees etc.  Pictures
how a family can  Students bring
mold future credible pictures of their  Community
leaders. families Leaders.
 List and discuss the
•Examine and  Teachers Notes
different cultural
summarise how and Knowledge
groups that the
culture can contribute
students belong to.
to building a better
 Relate the
society.
importance of how
culture, tradition
•Investigate the
and religion play
different types of
important roles in
societies and explain
contributing to
how they can
build a better
contribute to sound
society.
nation building

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 SUGGESTED
YEAR /STRAND SUB - CONTENT ACHIEVEMENT TEACHING STRATEGY RESOURCES
STRAND LEARNING INDICATOR
OUTCOMES
SS9.1.1.2  Cooperative  Rediscovering
•Research on a local Learning- working Society
Investigate and report leader and describe together assists Year 9
on how a local leader how he/she has students to achieve
has effectively contributed to the shared learning  Supplementary
contributed to the development of a goals. Students also text- Freedom and
development of a society learn very Control
society effectively from
peer teaching.

SS9.1.1.3  Brain storm  Rediscovering

•Explore and explain students on some Society
Investigate the the significance of significance of  Year 9
significance of cultural cultural practices cultural practices.
and religious practices in  Supplementary
their society and •Examine and show  Teachers can use text- Freedom and
illustrate how they will how cultural practices graphic organisers Control.
bring about harmonious can promote peace in to relate how
relationships among its society cultural and  Graphs and
members religious practices diagrams
in their society can
promote peace in  Teachers Notes
society. and Knowledge

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 SUGGESTED
YEAR /STRAND SUB - CONTENT ACHIEVEMENT TEACHING STRATEGY RESOURCES
STRAND LEARNING INDICATOR
OUTCOMES
1.2 SS9.1.2.1 •Gather information • List and discuss  Rediscovering
and describe how ways in which Society
Community Living Collect and societies organize societies organize Year 9
communicate themselves to themselves to
information on how and maintain law and maintain law and  Supplementary
why societies organize order order. text- Freedom and
themselves and discuss • Discuss processes Control.
the processes that •Collate and present that sustain the
contribute to the why societies cultural groups  Pictures
sustainability of various organize themselves • Relate the
cultural groups and display their importance of  Teachers Notes
abilities to make maintaining law and and Knowledge
sound decisions and order by cultural
accept responsibilities groups and how they
for their actions. can influence the
roles by different
•Accumulate individuals in their
information on and groups in following
report on the the rules.
processes that sustain • Dramatize different
the cultural groups cultural group’s
contribution in
maintaining law and
order
• Present to the class
in groups.

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 SUGGESTED
YEAR /STRAND SUB - CONTENT ACHIEVEMENT TEACHING STRATEGY RESOURCES
STRAND LEARNING INDICATOR
OUTCOMES
1.3 SS9.1.3.1 •Compare and • Group work can be done  Rediscovering
explain the roles and whereby students choose Society
NGOs & Regional Differentiate and functions of an NGO different NGOs and Year 9
Organizations describe the roles and a Regional regional organisations
played by NGOs and Organisation and discuss their  Supplementary
Regional Organisations functions and text- Freedom and
locally and regionally to •Evaluate the contributions. Control.
address eminent issues contribution of the
in order to promote NGO and the Regional  Students present their  Pictures
sustainable Organisation to work to the class for
development development in Fiji evaluation purposes.  Pamphlets and
factsheets on
•Evaluate and  Students can display NGOs and Regional
discuss the their work on the walls Organisations
contribution of the of the classroom.
NGO and the Regional Students can compare  Media for e.g.
Organisation to and contrast the Newspapers.
development in the problems/ challenges
Pacific region. faced by the NGOs and  Teachers Notes
the Regional and Knowledge
•Compare and Organisation as they
contrast the strive to fulfill their roles.
problems/ challenges
faced by the NGOs
and the Regional
Organisation as they
strive to fulfill their
roles.

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 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
9 2.1 SS9.2.1.1  Outline and  Brainstorming students  Rediscovering
explain the on their knowledge of Society
TIME, CONTINUITY History of Fiji Explore the events that events that the past. Year 9
AND CHANGE [pre-contact to cession] took place from pre- occurred from  Draw a time line to
1800 - 1874 contact to cession and pre-contact to explain to the students  Supplementary
describe how the actions cession in chronological the text- Freedom
of individuals and groups  Survey and events that took place and Control.
during these events report on how in Fiji’s history.
contributed to cession for individuals/grou  Students can work in  Pictures
Fiji’s political ps contribute to groups and prepare
development cession charts with pictures on  Charts.
 • Investigate the past events.
and illustrate  Notes can be given in  Teachers Notes
how the events simple point form as and Knowledge
and actions of well as timelines.
individuals and  Students should be
groups given activities on how
contribute to cession was achieved in
cession Fiji.
 Students can also
perform role plays to
show how Fiji was
administered before
Fiji was ceded to Great
Britain.

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 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
2.2  Students should be
SS9.2.2.1 • Choose and utilise encouraged to keep Mass Media
Current Affairs a medium of record of all current  Radio
Select and use communication events locally and  Television
information to make accessible and internationally.  Newspapers
informed decisions about readily available in  Magazines
events and people in the your locality  Teachers can take a  Internets
challenging world few minutes before  Factsheets
• Monitor and record every class to discuss  Pamphlets
information about with the students
important events and the current
prominent happenings.  Teachers Notes
personalities in the and Knowledge
nation, region and  Students can capture
the world the international and
local current affairs
• Debate on issues on charts and leave
happening in the them on the walls
nation, region and for future reference.
the world.
 Teachers can
• Choose and make a organise debates on
presentation about a pros and cons of
prominent person or recent happenings
event in the nation, locally, regionally
region and the world and internationally.

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 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
PLACE AND 3.1 SS9.3.1.1 •Draw a map of their  Students can be taken  Rediscovering
ENVIRONMENT Mapping Construct a map showing locality and on a field study around Society
special features and sketch the special the school compound to Year 9
activities using the features and draw a simple map and
essentials of the map activities on a map mark in the known  Map Reading
accurately using the essentials features on the map. Skills.
of a map
 Teachers should teach  Contour Maps
the five essentials of a
map to the students  Teachers Notes
before any other and Knowledge
mapping activities.
SS9.3.1.2  Investigate and  Brainstorming students  Rediscovering
Explore and justify the practice ways of on their knowledge of Society
importance of conserving conserving our environment Year 9
our fragile ecological ecological conservation.
environment and our environment and  Students can draw  Map Reading
National Heritage to heritage diagrams to show how Skills.
promote environmental the environment can be
responsibility  Examine and conserved.  Maps
explain the  Notes can be given in
importance of simple point form on  Pictures on
conservation the importance of Environment.
environment
conservation.  Teachers Notes
 Students should be and Knowledge
given activities on
importance of  Model
environment Paragraphs

7
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
conservation in Fiji.
 Students can do writing
activity such as
paragraph writing on
ways of conserving the
environment and its
importance.
SOCIAL 1.1 SS10.1.1.1 •Collect information • Brain storm students  Global
ORGANISATION AND and describe the on the key term Perspectives
PROCESSES Government and Gather information about different types and ‘government’ Local
Democracy the different types of features of each type • Writing and presenting Year 10
government and discuss of government information
how each strive to • Using graphic  Fiji in the
maintain law and order •Examine and specify organisers such as Pacific.
for the safety of its how law and order is charts to show
citizens maintained in your different types of  Pictures of
society government and their different types
features. of Government
• Students bring pictures
of their different types  Pictures on
of families in their families.
society.
• List and discuss the  Teachers Notes
how law and order is and Knowledge
maintained in each
type of government.

8
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
SS10.1.1.2  Examine and •Brainstorming students on  Global
illustrate the their knowledge of election Perspectives
Study the election stages involved in Fiji. Local
processes and in preparing for Year 10
demonstrate its an election •Draw a hierarchical graph
application to ensure civic  Enact a to explain the stages  Fiji in the
pride hypothetical involved in an election Pacific.
election using process.
the information  Pictures on
gathered •Students can work on previous
 Compare and groups and prepare charts elections from
contrast the with pictures on the the media.
voting systems previous elections.
used in prior and  Teachers Notes
present elections •Students can also perform and Knowledge
role plays to show how Fiji
had administered previous
elections.

•Notes can be given in point

form: compare and contrast,
sequencing, and vocabulary
graphic organisers can be
very useful to display
information for students to
recall later during exams.

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 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
1.2 SS10.1.2.1  Examine and •Brainstorming students  Global
describe how on their knowledge of Perspectives
Parliamentary Rule Analyse and discuss the parliament is Fiji’s Parliamentary Rule. Local
structure of parliament in organized Year 10
Fiji in the effective •Draw a hierarchical
administration of  Explore and graph to explain how  Fiji in the
government for present on the the parliament is Pacific.
transparent leadership roles/functions organised.
of Parliament  Pictures of the
•Students can work on parliament.
 Investigate the groups and prepare
different strata charts with pictures on  Supplementary
of government the parliament notes provided
and justify the members. by CDU
need to separate
powers •Students can also  Factsheets
perform role plays on given by the
 Evaluate and parliament sittings. Parliament of
report on the Fiji on their
role of •Notes can be given in website
parliament in point form or as graphic
ensuring good organisers to illustrate
governance the concept of  Teachers Notes
separation of powers. and Knowledge

 Teacher can organize a

trip for the students to
the Parliament of Fiji.

10
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
SS10.1.2.2  Study and  Teachers can bring  Global
describe the copies of the 2013 Perspectives
Examine and discuss the purpose and constitution to show to the Local
Constitution of Fiji and value of the students.
Year 10
how its features, Constitution
principles and values  Research and  Students can work with
shape Fiji’s democracy present the their peers and draw charts  Fiji in the
process of on why there is a need for a
Pacific.
constitutional constitution.
change through
referendum and  Students can be given a  2013
the reasons for small assignment to
change since Constitution
research on process of
Independence constitutional change
through referendum and
 Teachers Notes
the reasons for change
and Knowledge
since Independence
SS10.1.2.3  Research and Students can work on  Global
present on the groups and prepare charts Perspectives
Explore and discuss one’s UN Declaration with UN Declaration of Local
basic constitutional rights of Human Rights. Human Rights. Year 10
and responsibilities as
good and honest citizens.  Find out and talk •Students can also perform  Fiji in the
about their rights role plays on their rights and Pacific.
and responsibilities in the
responsibilities in country’s Constitution.
the country’s  2013
Constitution •Notes can be given in point Constitution.
form or as graphic

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 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
contributing to organisers on the reasons
Fiji’s democracy for the formation of the  Teachers Notes
United Nations and the and Knowledge
importance of its roles
1.3 SS10.1.3.1 •Examine and discuss  Group work can be done  Global
the reasons for the whereby students choose Perspectives
United Nations Evaluate and explain the formation of the different United Nations Local
Organisation role of the United Nations United Nations and organisations and discuss
Year 10
in promoting world peace, the importance of its their functions and
stability and prosperity roles contributions.
 Fiji in the
•Assess and describe • Students present their
the United Nations Pacific.
work to the class for
role in bringing about evaluation purposes
world peace, stability
 Guidelines on
and prosperity. • Students can display their
work on the walls of the group work.
•Research on and classroom.
present “The Role of
 Model
a United Nations  Students can do writing
Agency in addressing exercise (paragraph Paragraphs.
an eminent issue in writing) to describe how Fiji
Fiji” benefits from the UN and
its Agencies.  Teachers Notes
•Analyse and and Knowledge
describe how Fiji
benefits from the UN
and its Agencies

12
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
TIME,CONTINUITY 2.1 SS10.2.1.1 • Examine and •Brainstorming students on  Global
AND CHANGE describe the their knowledge of the Perspectives
History of Fiji: Explore the significance of importance of past. Local
Cession to Independence Cession in Fiji’s History cession to Fiji’s Year 10
[1874 – 1970] and discuss the valuable history. •Draw a time line to
contribution of the explain to the students in  Fiji in the
colonial government to •Investigate and chronological the events Pacific.
Fiji’s history during present on the that took place from 1874 –
cession. roles of the 1970.  Pictures of
Colonial historians And
Government •Students can work in artifacts used in
from cession to groups and prepare charts the past.
independence. with pictures on the past
events.
•Examine and  Teachers Notes
report on the •Notes can be given in and Knowledge
establishment of simple note form as well as
the Fijian timelines.
Administration
after cession. •Students should be given
activities on independence
•Research and was achieved in Fiji.
Illustrate the
significant events •Students can also perform
that occurred role plays to show how Fiji
from cession to was achieved
independence. independence.

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 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
2.2 SS10.2.2.2 •Assess and •Brainstorming students  Global
discuss the on their knowledge Perspectives
Fiji’s Independence 1970 Evaluate the significance importance of changes in Fiji after Local
of “Independence” in Fiji’s independence to independence. Year 10
History and describe its Fiji’s history.
role in Fiji’s political •Students can work on  Fiji in the
development for •Appraise and groups and prepare charts Pacific.
upholding democracy present on the with pictures of key people
role of key involved in the process  Teachers Notes
people involved leading up to independence and Knowledge
in the processes and to signify
leading up to independence to Fiji’s
independence. history.

•Explain how •Students present their

independence work to the class for
contributed to evaluation purposes and
Fiji’s political teachers can also
development summarize and give notes
from these charts.

•Students can also

perform role plays to show
how the roles played by key
people in achieving
independence.

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 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
2.3 SS10.2.2.3 • Brainstorming students  Global
Post-Independence •Outline the events on events that occurred Perspectives
[1970 – present] Research on and present that occurred after after Independence. Local
Fiji’s political development Independence and • Notes can be given in Year 10
after Independence and elaborate on their simple point form to
beyond impacts on the elaborate the impacts of  Fiji in the
nation independence on the Pacific.
nation.
• Students can do writing  Model
exercise (paragraph Paragraphs
writing) to the changes
that occurred in Fiji  Pictures
socially, economically showing the
and politically after changes in Fiji
independence. for students to
make
comparisons.

 Teachers Notes
and Knowledge

PLACE AND 3.1 SS10.3.1.1 •Find out and draw • The teacher can draw  Global
ENVIRONMENT Geography of Fiji the main features of a big map of Fiji to mark Perspectives
Investigate the main physical geography the main features of Local
features of physical on a map of Fiji physical geography
Year 10
geography and illustrate
how they determine land •Examine and •Graphic organisers
use to maximize explain the inter such as diagrams can be
productivity relationship between used by the teacher to

15
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
the physical features. rely to the students the  Fiji in the
inter relationship Pacific.
•Explore and show between the physical
how the physical features.
features determine  Students can be  Map of Fiji
land use taken for a field study
around the school
•Research and compound to explore  Guidelines on
present government and see how the mini research.
land policies to physical features
maximize determine land use
productivity around them and later  Teachers Notes
relate it to the case and Knowledge
study of Fiji.
 Students can be
given a mini research
with proper guidelines
to find out government
policies in place to
maximize productivity.
SS10.3.1.2 •Analyse and •Brainstorming students  Global
Compare and contrast describe sustainable on sustainable land use Perspectives
sustainable and non- land use practices practices that will have Local
sustainable land use that will have less less detrimental impacts Year 10
practices to mitigate detrimental impacts on the environment.
environmental on the environment. •Notes can be given in  Fiji in the
degradation simple point form to Pacific.
•Analyse and elaborate on the
describe sustainable sustainable land use

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 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
land use practices practices that will have
that will have less less detrimental impacts  Pictures of
detrimental impacts on the environment different types
on the environment of land use
•Students can do writing practices.
•Evaluate and exercise (paragraph
present on writing) on unsustainable  Model
unsustainable land land use practices and how Paragraphs.
use practices and they contribute to
how they contribute environmental  Teachers Notes
to environmental degradation. and Knowledge
degradation  Students can be taken for
a field study to see  Charts
environmental degradation
•Assess and discuss due to bad land use
environmental practices.
degradation due to  Students can draw
bad land use charts to suggest ways in
practices which environmental
degradation can be
•Examine and minimized by human
present ways to activities.
mitigate  These charts can be
environmental displayed in the classroom
degradation for future reference and
assessment.

17
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
3.2 SS10.3.2.1 •Investigate and  Students can work in  Global
outline the different groups and make Perspectives
Industries in Fiji Analyze critically the types of industries charts on the Local
effects of industrial different types of Year 10
development in Fiji and •Examine and industries with their
describe its impacts on discuss the factors prior knowledge.  Fiji in the
the environment and influencing the Pacific.
people location of industries  The teacher can
provide simple notes  Pictures of
•Evaluate and to students on the different types
present the factors influencing of Industries in
importance of the location of Fiji
industrial industries and
development in Fiji provide examples  Guest Speaker
from Fiji. from Ministry
•Explore and report of Labour.
the impacts of  Students can
industries on the identify from the  Teachers Notes
environment and examples and state and Knowledge
people some impacts of
industries on the
•Scrutinise and environment and
present the people.
importance of OHS in
the workplace  A guest speaker can
be invited from the
Ministry of Labour to
present on the
importance of OHS in

18
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
•Study and discuss the workplace.
the impacts of
natural disasters on  Students can draw a
industries chart to show the
impacts of natural
•Survey and report disasters on
ways to mitigate industries and
impacts of natural suggest ways in
disasters which this can be
minimized.
 Students can use
their experiences of
previous natural
disasters such as
Cyclone Winston.

3.3 SS10.3.3.1 •Study and  Brainstorming  Global

summarise the students on their Perspectives
Population Explore and discuss the various aspects of knowledge of factors Local
various aspects of population change that lead to
Year 10
population change with its population change in
impacts on the •Survey and talk Fiji.  Fiji in the
environment about the
Pacific.
and relate it to a relevant importance of  Teacher can invite an
Career path. population data officer from the
collection Bureau of Statistics to
talk about the
•Interpret graphs importance of

19
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
and evaluate trends population data  Pictures of
from data related to collection. impact of
changes in increase in
population • Students can work
Population in
in groups and study
•Investigate and population graphs to urban areas
debate how and why evaluate trends from such as
human population is data related to changes Squatter
a dynamic factor in in population Settlements
environmental • The teacher can
degradation organize an in class  Presenter from
debate on how and why Bureau of
•Examine and human population is a Statistics.
explain how dynamic factor in
population growth environmental  Teachers Notes
can contribute to degradation. and Knowledge
climate change
• The teacher needs
to explain this concept
•Research and talk with the use of pictures
about possible and diagrams.
careers that can
address population  Students can also
and environmental perform role plays to
problems/issues show how explain how
population growth can
contribute to climate
change.

20
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
 The teacher can invite
the careers teacher and
explain to the students
about possible careers
that can address
population and
environmental
problems/issues
3.4 SS10.3.4.1 •Examine and • Brainstorming  Global
describe urbanisation students on their Perspectives
Urbanization Scrutinize and report on and its causes knowledge on Local
the nature and causes of urbanisation and its Year 10
urbanization to determine •Find out and reveal causes.
its socio - economic, and the effects of • Students can be  Fiji in the
environmental effects and urbanization asked to work in groups Pacific.
propose appropriate and find out the effects
solutions •Explore and of urbanisation in  Pictures on
conclude possible relation to Fiji. effects of
solutions to rectify urbanisation
the effects of rural- •Students can add such as
urban drift solutions to each effect overcrowding,
on how to rectify the increase in
effects of rural-urban pollution
drift.
 Teachers Notes
and Knowledge

21
 CONTENT ACHIEVEMENT
YEAR /STRAND SUB - STRAND LEARNING INDICATOR TEACHING RESOURCES
OUTCOMES STRATEGIES
SS10.3.4.2 •Survey and present  The teacher can  Global
how urbanization invite a guest speaker Perspectives
Evaluate and illustrate increase disaster from Disaster Risk Local
how urbanization increase risks in urban areas. Management Office
Year 10
disaster risks in towns to present to the
and cities and propose •Examine and students how  Fiji in the
mitigation measures to suggest disaster risk urbanization increase
save people and their mitigation that can Pacific.
disaster risks in urban
properties save people and their areas.
 Pictures of
properties.  After the
effects of
presentation , with
the assistance of the disasters
teacher , students
can draw charts to  Presenter from
suggest disaster risk National
mitigation that can Disaster Risk
save people and their Management
properties Office.

 Teachers Notes
and Knowledge

22