Page 1239 - SUBSEC October 2017_Neat

Example of Specific Objectives in Current Example of Specific Objectives in Proposed
Syllabus Option B, Section 2 Syllabus Option B, Section 2

5. create performance items incorporating 5. create performance items incorporating
new media technologies; technology; and,

6. discuss the impact of dance in society on the 6. evaluate own work and the work of their
economy and history/culture; peers.

7. analyse choreography as a profession; Deleted

8. explore the relationship between the Deleted
dancemaking process and other sectors,
subjects or industries;

9. evaluate own work and the work of their Deleted
peers;

10. demonstrate traditional folk dance through Deleted
the use of caribbean cultural forms and
styles; and,

11. use various forms and styles to create work. Deleted

16. When asked if there were topics in the syllabus that should be removed or added, one
participant indicated, yes. The respondent suggested that the History of Theatre or the Types of
Theatre in other Societies should be added to the syllabus. This suggestion elicited an extensive
discussion among Panel members who eventually determined that the inclusion of Theatre History
would be outside of the scope of this syllabus. The Panel also agreed that Theatre History should
remain the focus of the Drama option in CAPE® Performing Arts. On the other hand, the Panel felt that
Section 3 of Option C, Stagecraft, needed to be enriched with the inclusion of a new topic, Sound. The
Panel rationalised this inclusion by highlighting that Sound is one of the critical elements of technical
theatre that Stagecraft students should have the option of exploring. Consequently, the title for
Section 3 now reads, Costume or Set or Lighting or Sound.

17. All of the respondents agreed that the knowledge and skills covered in the syllabus were
appropriate for students at the secondary level. Of the 12 participants who responded to whether
the School-Based Assessment (SBA) requirements for the syllabus should remain as they were, six
indicated no. Two participants suggested that the word limit for the SBA should be increased. The
Assistant Registrar/SCD reminded the Panel that they must be guided by the Council’s SBA policy
which stipulates that the word limit for CSEC® is 1,000 words. Another respondent suggested that the
Creativity (CREA) component of the Research Paper and the associated Mark Scheme be clarified. In
light of this response, the Panel decided to clearly define in the syllabus what is considered a creative
response so as to better guide teachers and students.

18. Respondents were asked to make additional suggestions for the Panel to consider. One
respondent suggested that integration opportunities should be highlighted in the syllabus; for
example, students studying plays and poems in CSEC® English B could apply dramatic strategies to
gain a better understanding of the text. The Panel reviewed the suggestion and agreed that this could
be captured as a Suggested Teaching and Learning Activity. Another respondent suggested that the
syllabus should present a sample of a Critique and Research Paper. The Assistant Registrar/EDPD, in

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