cxc paper for the 24th annual acti conference
TRANSCRIPT
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CXC Paper for the 24th Annual ACTI Conference
International Benchmarking the Caribbean Certificate of Secondary Level
Competence (CCSLC) by the United Kingdom National Academic Recognition
Information Centre (UK NARIC)
CCSLC Background
The Caribbean Certificate of Secondary Level Competence (CCSLC), first examined in 2007, is
a competency-based qualification that has been designed to equip candidates with the
knowledge, competencies, attitudes and values that all secondary school leavers should possess.
In widest context, the development of the CCSLC was based on an understanding that the region
needed a well-educated and trained labour force for an increasingly competitive global
environment, and to meet CARICOM’s targets for social and economic development in “The
Ideal Caribbean Person” (CARICOM, 2000).
The CCSLC is designed around a common core of subjects (English and Mathematics), plus
three optional subjects from a range of options, including three subjects developed specifically
for CCSLC – Integrated Science, Modern Languages (French or Spanish), and Social Studies.
In order to facilitate greater understanding and recognition of the CCSLC regionally and
internationally, the CXC commissioned the United Kingdom National Academic Recognition
Information Centre (UK NARIC) to conduct a benchmarking of the CCSLC to international
education standards.
Objective
To facilitate greater understanding, and wider recognition of the CCSLC qualification.
Scope of Study
CXC commissioned UK NARIC to conduct an international benchmarking of the CCSLC by
comparing it to programmes of similar level in four well-established education markets:
Australian, Canadian, United Kingdom and United States education systems.
Methodology
A combination of methodologies were utilised to conduct the benchmarking exercise. These
included desk-based research, critical comparative analysis, questionnaire, meeting with CXC
officials, site visits to schools offering CCSLC, and telephone interview.
The study was designed to ensure a robust and transparent analysis of CXC’s CCSLC
programme using UK NARIC’s process for credential evaluation.
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The study compared a selection of CCSLC subjects – English, Mathematics, Science and
Modern Language (French) – to similar secondary school subjects in the United Kingdom,
Australia, Canada (Ontario) and the United States of America (New York), using the curriculum
of the particular territories/provinces/states as a reference point.
Desk-based research
The desk-based research comprised an in-depth review of the CCSLC syllabuses.
Review of CCSLC reference materials i.e.
concept paper documents
promotional materials
articles
Internet search
review of CCSLC student texts for English and Mathematics
Critical comparative analysis
This stage involved a comparative analysis of the programme’s core components against
appropriate reference points in Australia, Canada, UK and the US.
The benchmarking analysis considered both the core and generic and subject-specific learning
outcomes and reference to a selection of CCSLC subjects against similarly-focused secondary
school provision in each country. These subjects included:
CCSLC compulsory subjects - English and Mathematics
CCSLC Integrated Science
CCSLC Modern Languages: French
Site Visit to Barbados
Visits to two schools offering the CCSLC to observe classes
An interview with Education Officers from the Ministry of Education
Presentation on the CCSLC by the CXC
Meetings with CXC staff as needed
Collation of documentation on moderation practices and assessment
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Findings – Countries
This section looks at the findings relative to two of the countries studied, then examines the
findings relative to the specific CCSLC subjects – English, Mathematics, Science and Modern
Language (French) benchmarked against each of the four countries
In general the report states;
“The comparative analysis has revealed clear similarities between the CCSLC
curriculum in English, mathematics, integrated science and modern languages
with subjects in the first two or three years/grades of secondary education in
schools in Queensland, Ontario, UK and New York.” UK NARIC 2014
Australia
At the lower secondary level, what they call Foundation to Year 10, Australia has seven general
capabilities (see Fig. 8)
These are capabilities are very similar to the competencies captured in the CCSLC…
Let us take a look at them…
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Working in groups
Critical thinking
Dealing with diversity and change
Handling conflict
Positive self-image
Social and citizenship skills
Commitment to ethical and moral societies
Aspects of the Working like a Scientist module of the CCSLC integrated science syllabus are
similarly found in the Australian, Ontario and UK syllabuses
United Kingdom
For the UK, the comparison is done with Key Stage 3, which is the equivalent of Grade 9 in the
Caribbean.
As with the CCSLC, Mathematics and English are core; Science is also core in the UK’s Key
Stage 3.
Interestingly when CCSLC was first developed, Science was part of the five core subjects
proposed for CCSLC.
In addition to the three core, students at Key Stage 3 also take several other subjects, such as:
modern languages, Music, Physical Education, Art and Design and Citizenship
Similar subjects are available as options for CCSLC – French or Spanish, Social Studies and
Integrated Science were developed specifically for CCSLC; in addition, Music, Visual Arts,
Theatre Arts and Physical Education and Sport are available under the Creative and Expressive
Arts category.
These assessment is done using purely school-based assessment, while with CCSLC it is a
combination of SBA and an external test.
United States
Although each state is taking a different approach to implementing the Common Core State
standards in the USA, common literacy standards have been introduced in Social Studies and
Science as well as English and Mathematics.
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Findings of comparative analysis – Subjects
The core CCSLC subjects (English and mathematics) are studied at secondary schools in
Australia, Canada, UK and USA. Students also study science and languages and either social
studies, human society, or citizenship in all of the countries included in this study.
The comparative analysis has revealed clear similarities between the CCSLC curriculum in
English, mathematics, integrated science and modern languages with subjects in the first two or
three years/grades of secondary education in schools in Queensland, Ontario, UK and New York.
Mathematics
Overall the CCSLC syllabus in mathematics covers similar content to that expected in Australia
at Year 9, Canada in Grade 9, UK at Key Stage 3 and Grade 9 and 10 in the USA.
The breadth of subject content for mathematics in the CCSLC is broadly similar to that found in
Australia, Canada and the UK in the first two or three years of secondary education. All three
education systems include Number and Algebra, and Measurement. Australia and the UK also
cover Statistics and Probability. All of these elements are included in the CCSLC Mathematics
syllabus.
The Australian syllabus for mathematics includes money and financial matters, which could be
considered similar to the Conscious Consumer module of the CCSLC that covers currency,
household bills and taxes. The Australian syllabus also includes data representation and
interpretation, which is also an element of the CCSLC Data Handling module.
The CCSLC mathematics syllabus requires students to apply Pythagoras’ Theorem to find
unknown and unknown side in right angled triangles in the module Spaces in the Environment.
Similarly, Pythagoras’ Theorem is a requirement in the Australian Foundation to Year 10
curriculum in Queensland at Year 9. Also in Year 9, the Australian Foundation to Year 10
curriculum in Queensland requires student to solve problems involving simple interest. In the
CCSLC module Conscious Consumer, students calculate simple interest rates from various
financial institutions. This confirms that the CCSLC mathematics syllabus includes mathematical
content at Year 9 of the Australian Foundation to Year 10 curriculum.
In the CCSLC’s Measuring Around Us module, students are required to find the perimeter and
the area of regular and irregular plane shapes. This relates to the Ontario Grade 9 (Applied)
requirement for students to solve problems involving the areas and perimeters of composite two-
dimensional shapes. CCSLC students are also required to calculate the volume of a cylinder,
cube and cuboid, which is also evident in the Ontario Grade 9 (Applied) syllabus.
In the UK, the CCSLC mathematics syllabus covers a range of Key Stage 3 attainment targets
for Number. These include performing basic operations on decimals, integers, proper fractions
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and mixed numbers in the Number and Number Sense module and rounding numbers to an
appropriate degree of accuracy.
CCSLC mathematics students are taught percentages in the Conscious Consumer module where
they use scores from school tests to compare performances across subjects. They can also use a
calculator to calculate the percentages and can work interchangeably between fractions and
percentages. In the Measuring around us module, CCSLC students are required to use
appropriate units of length, mass and time.
At Grade 10 in the New York City Common Core mathematics syllabus, the module A Day at
the Beach requires students to apply geometric methods to solve design problems. CCSLC
students also observe geometric feature in the design of buildings. This confirms that the CCSLC
mathematics syllabus covers aspects of the New York City Common Core syllabus across
Grades 8 and 10; in this case, CCSLC goes beyond Grade 9.
English
The learning outcomes of the CCSLC English syllabus compare well to the reference points
identified in each education system: Year 9 in Australia, Grade 9 and 10 in Canada, Year 9 in the
UK and Grade 9 in the USA.
CCSLC English is more indicative of the standards expected in the Australian Curriculum
Foundation to Year 10 syllabus at Year 9. Evidence of this is in the CCSLC Exploring New
Frontiers module, CCSLC students are required to give feedback to peers on the accuracy and
clarity of instructions they produced to conduct a particular task.
The CCSLC English syllabus compared well to both Grades and course types offered in the
Ontario English syllabus for demonstrating understanding of content.
For example, in the CCSLC Welcome to my world module, CCSLC students listen to poems
related to the theme ‘Self and family’ and respond to at least two ideas in the poem. They also
practice note-taking skills where they apply these skills in taking notes on peers’ presentations
about family beliefs.
Similar to Ontario’s Think/Pair/Share technique, suggested techniques within the CCSLC
syllabus includes the Pair/Share/Square technique.
In relation to the UK, overall, the learning outcomes of the CCSLC English syllabus compare
well to the Key Stage 3 attainment targets in reading, writing, grammar and vocabulary, and
spoken English. This is demonstrated by the CCSLC English syllabus covering a range of
learning activities within each attainment target. For example, CCSLC students read a variety of
fiction and non-fiction texts such as stories, poems and songs related to different themes such as
‘Self and Family’. They are then required to orally respond to the ideas or lessons communicated
in these texts.
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As with the UK Key Stage 3 attainment targets, CCSLC students also use a variety of reading
strategies, including summarising the content of a text they have read and dramatizing excerpts
from the text they found interesting.
There are also similarities in learning outcomes between the CCSLC English syllabus and the
Common Core Literacy in English Language Arts in New York at Grade 9. For example, in the
New York City Grade 9 task Who is to Blame for Romeo and Juliet’s Death? students are
required to write arguments to support claims in an analysis of substantive topics or texts.
Creating and writing arguments is also evident in the CCSLC syllabus in modules such as
Welcome to my World and Windows to our world.
Science
Overall the CCSLC integrated science syllabus compares well to the general science skills
covered in the Queensland (Year 9), Ontario (Grade 9 and 10), UK (Key Stage 3) and USA
(Grade 9-10) syllabuses. These skills include planning and designing experiments, predicting and
hypothesizing and following scientific report formats.
Aspects of the Working like a Scientist module of the CCSLC Integrated Science syllabus are
similarly found in the Australian, Ontario and UK syllabuses.
The Ontario syllabus includes Scientific Skills and Career Exploration, which covers information
about Canadian scientists as does the CCSLC syllabus for Caribbean scientists.
In relation to the Australian Foundation Curriculum to Year 10, students acquire Science Inquiry
Skills in planning and conducting at Year 9; similarly, with CCSLC integrated science, students
learn to:
State problems and hypothesize
Use appropriate methods
Identify variables
Include controls
State limitations
Applying knowledge and understanding of safe practices and procedures when planning
investigations is covered at Grade 9 and 10 of the Ontario School Diploma in Science. This is
partially covered by the CCSLC integrated science syllabus through the Working Like a Scientist
module, which expects students to discuss the importance of maintaining a safe environment (lab
rules and safe use of equipment), and identify common safety symbols.
The CCSLC integrated science syllabus does however cover the performing and recording aspect
of the Ontario Grade 9 and 10 syllabus in respect to conducting inquiries, controlling variables,
adapting or extending procedures as required.
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The CCSLC integrated science syllabus compares well to a range of attainment targets at Key
Stage 3 in the UK for working scientifically. Using the pendulum-swing experiment for example,
following the first round of pendulum swings, CCSLC integrated science students are required to
predict the results in a second experiment using a shorter length of string. This enables the
student to draw on a range of skills such as predicting, observing, recording data and interpreting
observations such as identifying patterns.
CCSLC students present their scientific observations using appropriate formats such as tables
and graphs so that they can be analyzed effectively.
The New York City Grade 9-10 Literacy in Science standards for the task Using DNA to Solve a
Crime expect students to follow a complex multi-step procedure when carrying out experiments,
taking measurements or performing technical tasks.
For the CCSLC, after the students have taken the measurements, they are required to classify
data into ranges using a table and draw a graph. This satisfies the New York City Grade 9-10
learning outcome of translating quantitative information into visual form.
Languages
With the exception of the USA, where languages are not part of the school syllabus, comparing
the CCSLC modern languages syllabus to the Queensland Curriculum (Year 9), Ontario syllabus
(Grade 9) and in the UK at Key Stage 3 has identified comparability in similar areas such as
producing different language forms, delivering presentations and performing role-play.
Comparing the CCSLC modern languages syllabus to the Queensland Curriculum in languages
has identified areas of similarity in comprehending and composing in the target language. For
example, Queensland students are expected to adapt verbal and non-verbal languages based on
role, purpose, content, audience, mode and medium. As a comparison, in the CCSLC Let’s
Live it Up! module, students develop a telephone conversation between two friends involving the
issue of accepting or rejecting a party invitation.
In Ontario, one aspect of demonstrating student’s comprehension and response to text is
determining their understanding of materials containing a brief text (e.g. brochures, posters,
advertisements) through oral and written presentations. This is covered in the CCSLC Knowing
Me, Knowing You module in respect to researching information on the internet or in the library
about important places and sites in French or Spanish towns and then presenting the information
orally in class.
The Queensland Curriculum in modern languages focuses on understanding and creating texts
for particular contexts, purposes and audiences, having consideration to the text type, mode and
medium.
The Ontario syllabus for languages in both Academic and Applied courses also focuses on
understanding and responding to texts (Reading), communicating information and ideas
(Writing). Whilst not explicitly mentioned in the Queensland Syllabus, the Ontario syllabus
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covers oral communication (listening and speaking) as well. Listening and Speaking are
elements in the CCSLC modern languages syllabus also.
Another aspect of the Ontario syllabus at Grade 9 covered by the CCSLC syllabus is the
speaking expectation of students to present short dialogues (e.g. based on wordless comic strips,
illustrations or photographs). In the CCSLC syllabus Cash it or Charge it module, students work
in groups or pairs to develop and dramatise short dialogues about clearly outlined shopping
scenes based on different graphic stimuli.
In the UK, aspects of the Key Stage 3 attainment targets for grammar and vocabulary are
covered by the CCSLC. In the module Knowing Me, Knowing You, CCSLC students perform
role-play to present a dialogue requesting and receiving information on family members or peers.
The role-play is assessed for correct pronunciation, intonation, fluency and spontaneity, correct
structures and vocabulary. In the modules See me on the go and Cash it or charge it, CCSLC
students are required to exchange opinions on school subjects in class and express ideas and
opinions about items in shops. In the Watch me grow module, CCSLC students are able to
express basic ideas and opinions about professions and occupations as well.
Comparative analysis of teaching and assessment methods
There is a major difference between CCSLC and the other programmes as it relates to external
assessment. Whereas the CCSLC students are externally assessment by CXC at Grade 9 or form
3 in most cases, in the four target countries, students are not externally assessed until they are
ready to exit high school. However, like the CCSLC, students from these systems are assessed
formatively by school based assessment and the analysis by UK NARIC revealed similarities
with CCSLC at the subject and structure levels.
For example, like the CCSLC…
teachers assess student achievement across the school year through formal assessment
strategies and techniques in each education system
teachers have the flexibility to design their own assessment strategies and techniques that
meet the learning outcomes
the syllabuses in Australia, Canada and the USA provide teachers with descriptions of the
range of evidence students should demonstrate to achieve a defined mark or score in their
assessment framework/rubric
In Queensland’s Australian Foundation to Year 10 mathematics syllabus at Year 9, the
presentation format of a modelling and problem-solving task, and mathematical
investigation is typically written and supported by the appropriate use of data,
calculations, diagrams, flowcharts, tables and graphics
Formative assessment in the New York City English Language Literacy Unit The Power
of New Media at Grade 9-10, involves assessing students’ written summaries of a text
containing a written argument.
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UK NARIC’s Conclusion
The CCSLC’s flexible structure enables it to fit within the differing secondary school systems in
the participating territories. The structure ensures skills are developed in the core subjects of
English and mathematics whilst allowing ministries and schools in each territory to incorporate a
further three subjects within the CCSLC certification that reflect their own priorities.
The teaching activities and formative assessments suggested within the syllabuses, and supported
through the CCSLC textbooks, provide a useful resource for teaching to the objectives and help
promote student engagement.
There appears to be a general consensus that the programme represents a clear step forward in
developing students’ overall aptitude in terms of critical thinking, problem solving and
communication.
Anecdotal evidence derived from both the in-country visit and telephone interview, suggests that
the CCSLC has changed the dynamic in the classroom, with both teachers and ministerial staff
highlighting the way it engages students, with both the curriculum and their peers, to develop
skills used in daily life and the workplace. Skills such as problem solving, critical thinking and
oral and written communication skills are emphasised across the CCSLC syllabuses and aim to
develop students as productive members of society.
In terms of assessment, the CXC has developed guidance on school-based assessment, proposing
tasks that could be used by teachers to test the specific objectives and knowledge expected upon
completion of the subject modules. Consistency in standards is sufficiently assured through the
moderation processes in place to ensure the validity of the assessment and the appropriateness of
the marking.
The CXC has also developed an efficient means of external assessment and marking, having
successfully incorporated testing of a fair range and level of skills within the multiple choice
format. In conjunction with the school-based assessment, the external examination provides a
fair assessment of the prescribed programme objectives.
As such, UK NARIC confirms that individuals certified in the CCSLC demonstrate the overall
knowledge, skills and competencies required to enter secondary education at Key Stage 4 (Year
10) in the UK, Year 10 in Australia, Grade 10 in Ontario and Grade 10 in the USA.
These skills are also required for the CSEC and as such there would be value in tracking student
achievement at both the CCSLC and CSEC to further measure how the CCSLC is helping to
prepare students.
Alongside traditional subject knowledge, the subject syllabuses are clearly underpinned with a
core set of objectives related to the development of critical thinking and problem-solving skills
that will help prepare students for higher level secondary studies in the CXC participating
territories but also provide them with a range and breadth of skills that should enable them to
integrate with secondary studies in the four international systems examined.
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