Page 1104 - SUBSEC October 2017_Neat

(g) Paper 01 to be changed to reflect the Multiple Choice format in keeping with the
policy of the Council.

(h) Addition of a Paper 02 comprising two short response compulsory questions to
examine musical literacy. This will increase the number of papers that a candidate
will be required to sit from three to four.

(i) Revision of the Set Works to include a wider range of works from Caribbean
composers.

THE PANEL’S RESPONSE

Teacher Questionnaire and Focus Group Results

10. The AR/SCD informed the Panel that a seven-page, teacher questionnaire with 22 items was
posted on the site www.surveygizmo.com and the link sent to teachers from schools in Participating
Territories, from which candidates are entered for the CSEC® Music examinations. Responses to the
survey were received from six teachers in three Participating Territories (see list of schools at Appendix
II). These territories were Jamaica, St Lucia and Trinidad and Tobago. The questionnaire sought to
obtain information from practicing teachers on all aspects of the syllabus, including the Rationale; the
revised structure of the syllabus; and the appropriateness of the knowledge, skills, content and
assessment (external and School-Based Assessment). In addition, a focus group made up of twelve
participants to include nine educators and three employers from Jamaica was conducted to solicit
feedback on the syllabus.

11. An analysis of the items on the questionnaire revealed that all teachers were in agreement
that the:

(a) Rationale clearly justified the inclusion of CSEC® Music in the school curriculum;

(b) General Objectives adequately reflect the goals of the syllabus;

(c) knowledge and skills covered in the syllabus are appropriate for students in a
secondary level programme;

(d) skills relevant to Music are clearly identified in the syllabus;

(e) Specific Objectives of the syllabus clearly indicate the breadth and depth to which the
knowledge and skills in each section should be covered; and,

(f) new School-Based Assessment requirements for the syllabus were satisfactory.

12. However when asked if the Sections of the Syllabus comprise a coherent Music Education
programme for the intended population; 75 per cent of the respondents indicated that the proposed
programme was coherent. The remaining 25 per cent indicated that there was a lack of coherence but
provided no justification for the response. The participants in the focus group commended the Council
for the direction in which it had taken the syllabus especially with the addition of the Suggested
Teaching and Learning Activities. When asked about the topics that should be added to the Syllabus
the participants suggested that Music History be added. They also noted that the Music Theory
needed to be clearly delineated and the Terms in the Syllabus needed to be reorganised. However,
the respondents of the survey provided no suggestions of topics to be added or deleted from the

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