What are the main differences between CXC CSEC examinations and Cambridge A levels and CXC CAPE ?

Level of knowledge
CXC CSEC
§ Prepares the student for CAPE and A level and entry level employment.
§ Grades A – C demonstrate ability to continue study.
§ General factual knowledge.
§ Some critical analysis but mainly demonstrating understanding of the subject.
Cambridge A levels / CAPE
§ Prepares the student for university/tertiary education on a 3 year programme
§ Detailed knowledge equivalent to first year university education in the USA
§ Significantly higher level than CSEC.
§ Critical analysis of the subject.

Study skills needed
CXC CSEC
§ Ability to memorise facts.
§ Clear and accurate but not complex writing.
§ Respond to straight forward questions.
§ Some skill in discussion and analysis.
Cambridge A levels / CAPE
§ Ability to memorise and organise information
§ Ability to respond to complex questions and apply knowledge in response.
§ Ability to think critically about subject and put forward a view.

Teaching method
CXC CSEC
§ Classroom based - teachers leading students’ study.
§ Class size up to 40
§ Some independent study.
§ Single text book and some additional reading.
§ Continual assignments / homework and testing.
Cambridge A levels / CAPE
§ Lectures and tutorials – teachers guiding students’ study.
§ Class size up to 100
§ About 50% of the course will be independent study.
§ Text books and additional reading/research.
§ Larger assignments and 4 exams.

Time constraints
CXC CSEC
§ Based on 5 academic years of study.
§ Syllabus is taught over 5 ½ school terms (60 weeks).
§ Revision and reinforcement through out the course in class.
Cambridge A levels / CAPE
§ Based on 2 academic years.
§ Syllabus is taught over 5 terms (48 weeks).
§ 60% of the syllabus is taught in year 1.
§ Long syllabus means that revision is not possible in detail in class.

Examination method
CXC CSEC
§ School Based Assement continues over 2 years
Cambridge A levels / CAPE
§ Some assessed project work but not as much as in CSEC (varies from subject to subject).

Examination Board

CXC
§ Caribbean based board.
§ Examinations culturally specific for the Caribbean.
§ Examiners from the Caribbean.
§ Students are only from the participating territories in the Caribbean.
§ Standards are based on Caribbean results (and are comparable with UK qualifications)
Cambridge
§ UK based board.
§ Examinations aim to be culturally neutral but are based in the British culture.
§ Examiners are from the UK
§ Students are from all over the world including the Caribbean.
§ Standards are based on international and UK results.

Questions for students
What are the implications for Lower Sixth Students?
What changes will you make?

A STUDENT WHO PASSES A LEVEL OR CAPE EXAMS

A STUDENT WHO PASSES A LEVEL OR CAPE EXAMS

• COMPLETES ALL THE REQUIRED WORK

IS WELL ORGANISED

UNDERSTANDS HIS/HER MOTIVATION AND IS WELL MOTIVATED

ACCEPTS PERSONAL RESPONSIBLITY FOR STUDY

UNDERSTANDS WHAT THE COLLEGE AND THE EXAMINERS REQUIRE TO PASS

HAS GOOD CLASSROOM SKILLS

HAS GOOD INFORMATION GATHERING SKILLS

CAN APPLY INFORMATION GATHERED FROM A VARIETY OF SOURCES

CAPABLE OF COMPLEX ABSTRACT THOUGHT AND REASONING

ABLE TO WRITE IN THE ACCEPTED FORM FOR CAPE / A LEVEL

HAS GOOD EXAM TECHNIQUE

HAS A GOOD SUPPORT NETWORK WHEN EXPERIENCING DIFFICULTY

The Student Development Programme of the St Vincent and the Grenadines has the following outcomes for the curriculum

Understand what is required to pass by the examiners/College
Students will have
* Understood the difference in requirements between CXC and A level/CAPE
* Discussed and written notes on syllabus requirements for each of their exam subjects
* Clearly understood the College rubric for passing Year 1 to be applied to each of their subjects
* Looked at model questions and answers for each of the subject examinations to be studied.
* Understood the time line for each of the above and applied it to their Annual Study Plan.

Be well organised
Students will have
* Learnt and applied using task based exercises of a variety time management techniques
* Developed a personal approach to study planning including producing a weekly study plan
* Understood the procedures of the college for submission of written work, examinations and other administrative functions
* Become aware of resources available to them in College and externally.
* Gained an understanding of basic good practice in study such as filing, indexing, setting up a study area and applied it to their own circumstances.

Understand his/her motivation and be well motivated
Students will have
* Taken part in recognised coaching/motivation exercises to help them understand their own motivation to succeed
* Developed a personal “mission statement”.
* Examined their barriers to success and developed strategies for overcoming them.
* Examined a variety of problem solving techniques to overcome resistance to change e.g. visualisation exercises, learning theories.

Take personal responsibility for success
Students will have
* Examined the differences between Community College and school and discussed feelings and responses to change.
* Examined their concerns about to failure and discussed strategies for coping with failure.
* Examined their expectations of and understood the roles of their parents/other supporters, teachers and peers.
* Developed an action plan for personal development

Be acquiring good classroom skills
The skills include:
Appropriate behaviour
* Understood the expectations of the College with regard to conduct.
* Examined through task based learning techniques in assertiveness, giving and receiving constructive criticism, academic “etiquette”.
* Developed a personal code of conduct for classroom behaviour by examining areas of weakness.
* Developed with peers a code of conduct for the orientation programme group and classroom activities.
Effective listening
Students will have
* Learnt a variety of techniques to improve listening skills
* Examined and practised predictive/active listening through task based activities on the programme and within the classroom.
* Understood verbal signposts within lectures and applied it to their own experiences.
Effective contribution to discussion
Students will have
* Understood the role of discussion as an effective learning tool and applied them to the expectations for each subject studied.
* Understood some of the conventions of academic language and discussions and applied them to their own experience.
* Taken part in whole class, small group and partner discussions on subjects from the orientation programme.
* Made a presentation to their study group on development of good communication skills
* Taken part in task based exercises to promote verbal reasoning.

Be acquiring good skills in information gathering
The skills include:
Effective Reading
Students will have:
* Understood the concepts/theories behind speed reading and reading comprehension
* Learnt academic reading skills of scanning and skimming.
* Learnt strategies for reading for an assignment such as book selection/ surveying texts and applied them to their own work.
* Practised techniques during the orientation programme and applied them within their subject areas.
* Examined areas of weakness and developed an action plan to improve their reading skills.
Effective Note-taking
Students will have:
* Understood the role and importance of note taking in lectures and during reading.
* Learnt and practised note taking techniques for lectures within the programme and applied them to their own subject area.
* Developed a personal approach to note taking and retrieval of information from lectures.
* Learnt and practised diagrammatical note taking from written texts.

Be developing the ability to apply information gathered
The skills include
Reading comprehension
Students will have :
* Understood the language features of factual information texts and texts explaining theories.
* Learnt and practised reading comprehension strategies such as SQ3R/PQ3R for complex factual texts.
* Practised tracking narrative/main events and identifying themes of texts through task based learning and applied to own subject area.

Critical thinking
Students will have:
* Learnt at a basic level current theories in critical thinking
* Understood the processes involved in critical thinking
* Taken part in task based learning to promote critical thinking
* Learnt problem solving techniques such as brainstorming, question techniques (so what) and practised them in group and individual exercises on the programme
* Integrated critical thinking within their work in subject areas through exercises on the programme

Be improving their capability to express complex abstract thought
Students will have:
* Taken part in games and exercises to develop logic and reasoning.

Be improving their abilities in written work
The skills include:
Understanding requirements and questions
Students will have:
* Understood terms and practised interpretation of the complex questions (key directives).
* Learnt methods to interpret questions such as topic and key phrase identification and applied them using examples in their own subject area
* Understood the expectations for each subject area through use of model essays and projects.
Planning and drafting essays and projects
* Learnt techniques such as pre-writing, preparing outlines, rough drafts for planning essays and projects
* Understood standard structures for essays and projects
* Learnt proof reading techniques and applied them using task based learning.
* Understood areas of weakness in content or structure of writing and practised identifying and editing written work using examples from own work.
Writing techniques
* Understood and practised conventions for expressing tentativeness and certainty
* Understood and practised use of paragraph and transitional phrases
* Understood conventions for quotations and references to texts and practised paraphrasing texts.
* Examined weakness and common errors in grammar and punctuation
* Taken part in exercises to extend academic vocabulary.
* Taken part in exercises to improve writing style and readability.
* Developed an academic voice in writing.

Be aware of good exam techniques
Students will have:
* Incorporated revision plans into their weekly study plans and annual study plans
* Learnt strategies for time management, interpretation, and planning whilst sitting exams and developed an action plan based on review of own weakness
* Learnt stress management techniques

A good support network
Students will have:
* Formed small “study support groups” based on Study Development Programme classes
* Developed coping strategies within their personal development action plan for stress, personal problems and relationship difficulties
* Understood and discussed situations in small groups where extra help may be needed.
* Understood what other support resources are available.
* Identified other areas of support within their family, friends and other social contacts to assist their studies.


Increased their awareness of health issues
Students will have:
* Taken part in HIV/AIDS awareness sessions facilitated by Peace Corps/Ministry of Health
* Understood other sources of information and support on health issues
* Incorporated health issues into their personal development action plan

Written products
Annual study plan (ASP)
Weekly study plans (WSP)
Personal Development Action Plan (PDAP)
Personal Mission Statement
Portfolio consisting of notes from lectures, responses to task based work, study / personal development journal

Lesson 6 Reading Skills - SQ3R method for detailed reading

S Q 3 R
(Survey, Question, Read, Recite, Review)

Set yourself a section to read, mark the section with paper bookmarks - this helps you feel in control of a large text book. Set small amounts at first, you can always do more if the time allows.

Before you read, SURVEY the chapter:
* the title, headings, and subheadings
* captions under pictures, charts, graphs or maps
* review questions or teacher-made study guides
* introductory and concluding paragraphs
* summary
* read the glossary for the chapter if there is one.

QUESTION while you are surveying:
* Turn the title, headings, and/or subheadings into questions;
* Read questions at the end of the chapters or after each subheading;
* Ask yourself, "What did my teacher say about this chapter or subject when it was assigned?", “What is my purpose for this reading”
* Use the KWL method, (“What do I know”, “What do I want to know” and later “What have I learnt”

WRITING the questions adds a further layer making it SQW3R

When you begin to READ:
* Look for answers to the questions you first raised;
* Answer questions at the beginning or end of chapters or study guides
* Reread captions under pictures, graphs, etc.
* Study graphic aids
* Stop and reread parts which are not clear after finishing a section (rereading during the section will waste time as you may understand it later on).
* Read only a section at a time and recite after each section

RECITE after you've read a section:
* Ask yourself questions OUT LOUD about what you have just read and/or summarize, in your own words, what you read or
* Take notes from the text but write the information in your own words
* Think what are the “KEY WORDS”
* Underline/highlight important points you've just read (in your notes and in the text book if you can)

Use the method of recitation which best suits your particular learning style but remember, the more senses you use the more likely you are to remember what you read.

TRIPLE STRENGTH LEARNING: Seeing, saying, hearing

QUADRUPLE STRENGTH LEARNING: Seeing , saying , hearing, writing!!!

REVIEW is an ongoing process.
* Use the Jeopardy method (see note taking lesson 5)
* Review at 1 day, 2/3 days and one week to ensure effective recall
* Make a mind map
* Prepare revision cards for later exams or tests

Having difficulties?
Try these tips

* Choose a small amount of reading to begin with.
* If you do not understand your reading, do not panic! Set it aside, and read it again the next day. If necessary, repeat. This allows your brain to process the material, even while you sleep. This is referred to as distributed reading.
* Separate out what you do understand from what you do not.
* Try internet searches or study/revision guides for summaries of concepts to help understanding.
* If the reading is still a challenge, ask your fellow students, teachers or tutors