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The School-Based Assessment component for this syllabus is aligned to selected units within the
regional qualification of the Caribbean Vocational Qualification (CVQ). Through this integration every
student with acceptable grades in the examinations will exit with recognition of competencies for the
music unit from the Level 1, Caribbean Vocational Qualification (CVQ) in:

Level I in Musical Performance (CCECE10109)

Unit Code Unit Title Profile Dimension
(CSEC®)

ECEMUS0021A Follow health, safety and security procedures in the music PERF
business
ECEMUS0691A Develop basic skills for playing or singing music PERF
ECEMUS0651A Develop music knowledge and listening skills LIAP
ECCMUS0051A Prepare self for performance PERF

The decisions to award competencies will be based on the quality and relevance of the evidences
presented to the occupational area.

Teachers are encouraged to develop projects/practical activities for the School-Based Assessment
component of this syllabus. Assessment is evidence-based. Candidates are therefore required to
prepare and submit a portfolio of their work. Essential documents should include the:

1. Assessment Plan
2. Dimensions of Competency
3. Assessor Evaluation

The guidelines provided in this document for selecting appropriate tasks are intended to assist
teachers/facilitators and candidates in formulating assignments that are valid for the purpose of SBA.
The guidelines provided for the assessment of the assignments are intended to assist
teachers/facilitators in awarding marks that are reliable indicators of the achievement of candidates
in the SBA component of the programme. The SBA should commence by November of the first year
of study.

PROCEDURES FOR THE SCHOOL-BASED ASSESSMENT PORTFOLIO

As part of the School-Based Assessment, candidates will be required to produce a formative
developmental portfolio providing evidence of candidates’ progress and learning over the duration of
the programme. Evidence may be collected in a variety of ways including: direct observation, oral
questioning, written test, evaluation of songs or tunes, composed portfolio of testimonials, reviews
and past works, authenticated assessments and/or assignments from relevant training courses,
supporting statement from industry professionals and enterprises, etc.

Since the portfolio is an accumulation of the candidates’ ongoing learning across the course of the two-
year programme, it must be started at the commencement of the Music programme.

The pieces of evidence MUST depict the candidates’ developmental progress in each section of the
syllabus from which the evidence is derived, namely from the LIAP and/or PERF sections. Where

CXC 31/G/SYLL 17 52