Page 1381 - SUBSEC October 2017_Neat

18. The discussion on the selected attributes from the UNESCO Pillars of Learning focused on:

(a) Learning to know, by providing the cognitive tools required to better comprehend the
world and its complexities and to provide appropriate adequate foundation for future
learning;

(b) Learning to do, by providing the skills that would enable individuals to effectively
participate in the global economy and society; and,

(c) Learning to transform one’s self and society, by empowering people to assume
responsibility for creating and enjoying a sustainable future.

19. Concerning the way forward for the CSEC® Visual Arts Syllabus, the members of the Review
Committee for the CSEC® Visual Arts Syllabus were asked to consider:

(a) proposing revisions that were in conformance to the policies of the Council with respect
to Syllabus Development, Technical Vocational Education Training (TVET) and
Assessment;

(b) refining the Specific Objectives to ensure:

(i) greater specificity; and,

(ii) that the knowledge, skills and attitudes that students are required to develop
are sufficiently covered;

(c) responding to all the comments made by teachers and other key stakeholders;

(d) updating the list of print and electronic resources in the syllabus to ensure currency and
relevance;

(e) revisiting the content areas to ensure alignment, currency and relevance; and,

(f) developing teaching and learning activities to support the implementation and
assessment of the syllabus.

THE REVIEW COMMITTEE’S RESPONSE TO ISSUES RAISED

20. The Assistant Registrar/SCD reminded the members of the Review Committee that they should
examine the syllabus document in its entirety, paying particular attention to the data; concerns and
suggestions of teachers; and, the recommendations from the Chief Examiner and other key stakeholders.
The Review Committee was also advised that the current syllabus was not sequenced based on the
requirements for the development of CSEC® syllabuses. In order to bring the syllabus into better
alignment with the policies of the Council with respect to syllabus development; the syllabus document
was appropriately sequenced.

21. Feedback on the syllabus was received through questionnaires, workshops and focus group
discussions from 134 teachers from 11 of the Participating Territories; namely Anguilla, Barbados, Belize,
Guyana, Jamaica, Saba, St Lucia, St Maarten, Trinidad and Tobago, Turks and Caicos Islands, and Virgin
Islands-UK as shown in Table 4.

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