CARIBBEAN SECONDARY EDUCATION CERTIFICATE (CSEC)

Geography

The Review Committee, at its meeting held in May 2012, recommended that the Rationale and Aims of the syllabus be revised to emphasise and state explicitly the link between the syllabus and the creation of the “Ideal Caribbean Person.” The structure of the syllabus was reorganised by integrating Section IV, Human Environment Systems into Sections I and II, Human Systems and Natural Systems, respectively, so as to facilitate a more integrated approach to the teaching and learning of geography. The General, Specific Objectives and related Content were defined to clearly delimit the breadth and depth to which the knowledge and skills in each Section should be covered and to ensure a smooth integration of the Human-Environment Systems into the Natural and Human Systems.

The draft syllabus contains a revised Strategy Sheet and Marking Criteria which will assist teachers in the planning, execution and assessment of the School-Based Assessment assignment (SBA). The guidelines for Paper 02 were revised in light of the revised structure of the syllabus and a Glossary of terms used in the Geography examination was included in the syllabus document.

Biology

The revised syllabus was approved by the Sub-committee of School Examination Committee (SUBSEC) at its meeting in October 2012 and copies will be distributed to schools in May-June 2013, for first examination in May-June 2015.

The Rationale and Aims were revised to reflect the attributes of the Ideal Caribbean Person, UNESCO’s Pillars of Learning and other areas for consideration based on the political, philosophical and psychological considerations for syllabus development. The General Objectives for all sections were reviewed and refined. The Specific Objectives, Content/Explanatory Notes, Suggested Practical Activities were clarified. In all Sections of the syllabus, the fourth column was restructured to include the experimental skills to be to be assessed and renamed Skills and Interrelationships. The revised syllabus comprises three sections namely, Section A, Living Organisms and the Environment; Section B, Life Processes and Disease; and Section C, Continuity and Variation instead of the five sections in the previous syllabus. Suggested Teaching and Learning Activities were included in the three sections of the syllabus to help teachers cater to the different learning styles and to provide students with opportunities to research and expand their views of the biological world. The Suggestions for Teaching the Syllabus were revised and a new section entitled The Practical Approach was included in the syllabus to encourage teachers to use the inquiry-based approach in the teaching of the syllabus. The list of Resources, Glossary of examination terms and Recommended Material List were revised.

Students will be assessed for the SBA using the same profiles as outlined in the previous syllabus and will be required to complete a minimum eighteen practical activities over the two-year period. The practical activities must include the seven areas which were identified as essential to learning the subject namely Ecological study, Movement at the molecular level, Photosynthesis/respiration, Food tests, Germination, Nutrition and disease, and Genetics. For the skill Planning and Design, in Year 1, candidates would be expected to plan and design an activity while in Year 2, candidates would be expected to carry out an investigation, that is, plan, design and execute an activity, and prepare and submit a written report of the investigation. Candidates who are pursuing two or more of the single sciences (Biology, Chemistry and Physics) may choose to carry out one investigation only from the subject of their choice. On-site moderation will be used for the moderation of the School-Based Assessment.

Chemistry

The revised syllabus was approved by SUBSEC at its meeting in October 2012 and copies will be distributed to schools in May-June 2013, for first examination in May-June 2015.

The Rationale and Aims were revised to reflect the attributes of the Ideal Caribbean Person, UNESCO’s Pillars of Learning and other areas for consideration based on the political, philosophical and psychological considerations for syllabus development. The General Objectives for all Sections were reviewed and refined. The Specific Objectives, Content/Explanatory Notes, Suggested Practical Activities were clarified. In all Sections of the syllabus, the fourth column was restructured to include the experimental skills to be to be assessed and renamed Skills and Interrelationships. The syllabus comprises three Sections namely, Sections A, Principles of Chemistry; Section B, Organic Chemistry; and Section C, Inorganic Chemistry. Suggested Teaching and Learning Activities were included in the three Sections of the syllabus to help teachers cater to the different learning styles. The Suggestions for Teaching the Syllabus were revised and a new section entitled The Practical Approach was included in the syllabus to encourage teachers to use the inquiry-based approach in the teaching of the syllabus. The list of Resources and the chemical and equipment List were revised.

Students will be assessed for the SBA using the same profiles as outlined in the previous syllabus and will be required to complete a minimum sixteen practical activities over the two-year period. The practical activities must include the seven areas which were identified as essential to learning the subject namely Separation techniques, Acids, Bases and salts, Redox reactions and electrolysis, Qualitative analysis, Volumetric analysis, Rates of reaction, and Energetics. For the skill Planning and Design, in Year 1, candidates would be expected to plan and design an activity while in Year 2, candidates would be expected to carry out an investigation, that is, plan, design and execute an activity, and prepare and submit a written report of the investigation. Candidates who are pursuing two or more of the single sciences (Biology, Chemistry and Physics) may choose to carry out one investigation only from the subject of their choice. On-site moderation will be used for the moderation of the SBA.

Physics

The Rationale and Aims were revised to reflect the attributes of the Ideal Caribbean Person, UNESCO’s Pillars of Learning and other areas for consideration based on the political, philosophical and psychological considerations for syllabus development. The General Objectives for all Sections were reviewed and refined. The Specific Objectives, Content/Explanatory Notes, Suggested Practical Activities were clarified. In all Sections of the syllabus, the fourth column was restructured to include the experimental skills to be assessed and renamed Skills and Interrelationships. The revised draft syllabus contains five sections instead of the six in the previous syllabus. The five sections are Sections A, Mechanics; Section B, Thermal Physics and Kinetic Theory; and Section C, Waves; Section D, Electricity and Magnetism; and Section E, The Physics of the Atom. Suggested Teaching and Learning Activities were included in the three sections of the syllabus to help teachers cater to the different learning styles, and to provide students with opportunities to conduct research and utilize ICT tools. The Suggestions for Teaching the Syllabus were revised and a new section entitled The Practical Approach was included in the syllabus to encourage teachers to use the inquiry-based approach in the teaching of the syllabus. The list of Resources, Glossary of examination terms and Recommended Material List were revised.

Students will be assessed for SBA using the same profiles as outlined in the previous syllabus by doing a minimum sixteen practical activities over the two-year period. The practical activities must include the seven areas which were identified as essential to learning the subject namely Pendulum; Momentum/Conservation of Energy; Specific Heat/Latent Heat Capacity; Refraction; Series and Parallel Circuits; IV Relationships; and Radioactive Decay (simulations). For the skill Planning and Design, in Year 1, candidates would be expected to plan and design an activity while in Year 2, candidates would be expected to carry out an investigation, that is, plan, design and execute an activity, and prepare and submit a written report of the investigation. Candidates who are pursuing two or more of the single sciences (Biology, Chemistry and Physics) may choose to carry out one investigation only from the subject of their choice. On-site moderation will be used for the moderation of the SBA.

Home Economics

The Review Committee, at its meeting in May 2012, recommended that the organization and structure of the syllabus be revised to comply with the Philosophical Underpinnings and assumptions governing the development of the new syllabus. The Rationale, Aims, General and Specific Objectives were revised to reflect the attributes of the Ideal Caribbean Person, the UNESCO Pillars of Learning, and learning theories. The revision of this syllabus was informed by the CXC TVET Policy. The TVET Policy focused on the integration of Competency Based Education, Training and Assessment in the SBA component of the syllabus. In this approach, a relevant Level 1 CVQ certification and an SBA portfolio will now constitute the SBA for the three optional disciplines in the revised syllabus. The major changes to the syllabus are as follows:

  1. Development of the new name for the syllabus. The Review Committee proposed that the syllabus be renamed Family, Consumer Sciences and Technology to reflect changes in the discipline
  2. Restructuring of the syllabus into one Core compulsory discipline and three optional Disciplines to reflect relevance to lifestyle management, science, technology and the contemporary industries into which the disciplines have evolved.

    The Core Discipline provides a foundation for more detailed study in the optional disciplines. It is a combination of knowledge, skills and attitudes pivotal to the programmes of study in Family, Consumer Sciences and Technology. The core discipline comprises the following modules:

    Section 1: Health, Safety and the Environment
    Section 2: Principles of Management
    Section 3: Consumerism

    The Optional Disciplines are:
    I. Family Management
    II. Food, Nutrition and Health
    III. Textile, Clothing and Fashion

For successful completion of the syllabus, candidates MUST complete the core discipline and at least one of the optional disciplines.

  1. Restructuring of the Assessment Component to reflect the Level 1 CVQ certification and portfolio for the SBA.
  2. Guidelines on the Competency Based, Education Training and Assessment approach for strategic guidance to teachers in managing effectively the integration of the Competency, Based Education and Training approach and to manage the CVQ delivery and assessment and the compilation of the SBA Portfolio.
  3. Inclusion of Suggested Teaching and Learning Activities to provide teachers with guidance in teaching the syllabus.
    The revised syllabus will be submitted to SUBSEC for approval in April 2013.

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION (CAPE)

Digital Media

The Working Committee and Panel meetings to develop the syllabus for Digital Media were held in October 2012. The first draft of the syllabus will be sent to subject specialists for comment in November 2012. The comments will be used to refine the syllabus document, produce the second draft of the syllabus and develop the specimen examination papers, keys and mark schemes. This draft will be submitted to SUBSEC for approval in April 2013. The syllabus aims to provide students with the skills necessary to: (i) acquire new technical skills in digital working environments with focus on web-based applications for desktops, smart phones, laptops, tablet PC and iPads; (ii) understand the process and criteria of multimedia design, and its significant role for communications and creation of cultural expressions in contemporary society; (iii) apply digital techniques innovatively to produce highly creative multimedia projects.

The proposed structure of the syllabus is as follows:

  • UNIT 1
    DIGITAL MEDIA FUNDAMENTALS
    MODULE 1: UNDERSTANDING DIGITAL MEDIA
    MODULE 2: THE DIGITAL MEDIA ECOSYTEM
    MODULE 3: CREATIVE SOLUTION DESIGN

  • UNIT 2
    APPLIED DIGITAL MEDIA
    MODULE 1: VISUAL AND INTERACTIVE DESIGN
    MODULE 2: WEB AND DIGITAL PUBLISHING
    MODULE 3: MOBILE APP DEVELOPMENT

Performing Arts

The Working Committee and Panel meetings to develop the syllabus for Performing Arts were held in October 2011. The first draft of the syllabus was resent to members of the Working Committee as well as a number of subject specialists for comment. Specialists were asked to comment on the value of the syllabus for: (i) preparing students for further education; (ii) providing skills necessary for life; and (iii) preparing students for the world of work. At the second Panel meeting in January 2012, the comments from the specialists were used to refine the syllabus document. This draft of the syllabus was submitted to SUBSEC in April 2012 requesting approval to complete the development of the syllabus. Approval was granted and the second draft of the syllabus was sent to teachers and subject specialists in the participating territories for comment. The responses from teachers and subject specialists on the second draft of the syllabus were used at the third Panel meeting, held in September 2012, to complete the development of the Performing Arts Syllabus. In November 2012 members of the Panel met to develop the specimen examination papers, keys and mark schemes for the five options, namely, Business for the Creative Arts, Cinematic Arts, Dance, Drama and Music. The final draft of the syllabus, the specimen examination papers, keys and mark schemes will be submitted to SUBSEC in April 2013 for approval. The approved syllabus and copies of the specimen examination papers, keys and mark schemes will be distributed to schools in May-June 2014, for first examination in May-June 2015.

Tourism

The Working Committee and Panel meetings to develop the first draft of the syllabus for Tourism were held in September 2011. The first draft of the syllabus was resent to members of the Working Committee as well as a number of subject specialists for comment. Specialists were asked to comment on the value of the syllabus for: (i) preparing students for further education; (ii) providing skills necessary for life; and (iii) preparing students for the world of work. At the second Panel meeting in January 2012, the comments from the specialists were used to refine the syllabus document and develop the specimen examination papers, keys and mark schemes. This draft of the syllabus along with specimen examination papers, keys and mark schemes was submitted to SUBSEC in April 2012 requesting approval to complete the development of the syllabus. Approval was granted and the second draft of the syllabus and the specimen examination papers accompanied by a questionnaire were sent to teachers and subject specialists in the participating territories for comment. The responses from teachers and subject specialists on the second draft of the syllabus and the specimen examination papers were used at the third Panel meeting, held in September 2012, to complete the development of the Tourism Syllabus. The final draft of the syllabus, the specimen examination papers, keys and mark schemes will be submitted to SUBSEC in April 2013 for approval. The approved syllabus and copies of the specimen examination papers, keys and mark schemes will be distributed to schools in May-June 2014, for first examination in May-June 2015.

Sociology

The revised syllabus was approved by SUBSEC at its meeting in October 2012 for first examination in May-June 2014.

The Rationale and Aims of the syllabus was revised to emphasise and state explicitly the link between the syllabus and the creation of the “Ideal Caribbean Person”. The structure of the syllabus and the sequence of the Modules and the inclusion of General and Specific Objectives were reorganised to reflect current sociological research and documentation. Unit 1 was renamed The Sociological Perspective so as to provide an essential foundation for students who were being introduced to Sociology for the first time. It also established that the sociological tradition was connected to the sociological perspectives as a point of departure for sociological understanding. Unit 2 was reorganised so as to capture issues relating to social development, social change and the scholarship relating to contemporary issues being engaged by the discipline. The revised Unit 2 Module 2, Crime and Deviance, captured issues of social order and social control so as to adequately treat with the issue of crime. The focus of the revised Module 3, Caribbean Social Issues: Poverty, Health and Environment, was made clearer and relevant to Caribbean social reality so as to better understand its interaction with the wider, global reality and the associated impacts and issues that were important to the changing reality of Caribbean society.

The revised syllabus included revised marking criteria which will assist teachers in the assessment of the SBA assignments. The guidelines for Paper 03/2 were clarified and a Glossary of terms used in the Sociology examination was included in the syllabus document.

Agricultural Science

The meetings of Working Committee and the Panel for Agricultural Science were held in October 2011 to develop the first draft of the syllabus. A second Panel meeting was held in January 2012 to develop the specimen examination papers, keys and mark schemes. The first draft of the syllabus along with specimen examination papers, keys and mark schemes was be submitted to SUBSEC in April 2012, requesting approval to complete the development of the syllabus. Approval was granted and the second Panel meeting to be convened in October 2012 to complete the development of the syllabus. The final draft of the syllabus along with specimen examination papers, keys and mark schemes will be submitted to SUBSEC in April 2013, for approval. The approved syllabus and copies of the specimen examination papers, keys and mark schemes will be distributed to schools in May-June 2014, for first examination in May-June 2015.

Entrepreneurship Education

The meetings of Working Committee and the Panel for Entrepreneurship Education were held in October 2011 to develop the first draft of the syllabus. A second Panel meeting was held in March 2012 to develop the specimen examination papers, keys and mark schemes. The first draft of the syllabus along with specimen examination papers, keys and mark schemes was be submitted to SUBSEC in April 2012, requesting approval to complete the development of the syllabus. Approval was granted, the second Panel meeting was convened in August 2012 to complete the development of the syllabus. The final draft of the syllabus along with specimen examination papers, keys and mark schemes will be submitted to SUBSEC in April 2013, for approval. The approved syllabus and copies of the specimen examination papers, keys and mark schemes will be distributed to schools in May-June 2014, for first examination in May-June 2015.

Electrical and Electronic Technology

The Review Committee, at its meeting in May 2012, recommended that the Rationale, Aims, General and Specific Objectives be revised to reflect the attributes of the Ideal Caribbean Person, the UNESCO Pillars of Learning, and learning theories. The revision of this syllabus was informed by the CXC TVET Policy. The TVET Policy focused on the integration of Competency Based Education, Training and Assessment in the SBA component of the syllabus. The major changes to the syllabus are as follows:

The major changes are:

  1. Renaming the syllabus. The syllabus was renamed Electrical and Electronic Engineering Technology to reflect current practices in the field
  2. Restructuring of the syllabus into one core unit and two optional units.

    The proposed revised structure of the syllabus is as follows:

    CORE UNIT: FUNDAMENTALS OF ELECTRICAL
    AND ELECTRONICS
    Module 1: Occupational Safety,
    Health and the Environment
    Module 2: Electrical and Electronics Theory
    Module 3: Communications Engineering

    OPTIONAL UNITS
    UNIT 2A ELECTRONICS ENGINEERING
    a) Module 1:
    Analogue Electronics and Digital Electronics
    b) Module 2: POWER ELECTRONICS
    c) Module 3: Electronic Systems

    UNIT 2B ELECTRICAL ENGINEERING
    a) Module 1:
    Electrical Machines and Power
    b) Module 2: Renewable Energy Systems
    c) Module 3:
    Power Engineering

    For successful completion of the syllabus, candidates MUST complete the core Unit and one of the Optional Units

  3. Restructuring of the Assessment Component to reflect the Level 2 CVQ certification and portfolio for the SBA component. The Level 2 CVQ is a two-year programme.

CARIBBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE (CCSLC)

Modern Languages

The revised syllabus was approved by SUBSEC at its meeting in October 2012 for first examination in May-June 2015.

The Rationale, Aims and General Objectives of the syllabus were revised to reflect the attributes of the Ideal Caribbean Person. The Specific Objectives, Suggested Teaching and Learning Activities and Formative Assessment tasks of the syllabus were revised and clarified to indicate the breadth and depth to which the knowledge and skills in each Module should be covered. The Sequence of the topics in Modules, 1, 2, 4 and 5 were reorganised and the Specific Objectives and related Content were included to reflect the changes made. A section on Recommended Approaches to Teaching the Syllabus was included to provide guidance to teachers about the optimal environment to implement the syllabus. The guidelines and revised marking criteria to assist teachers in the implementation and assessment of the SBA component were provided.