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cent for Paper 03 which is the SBA component. The Assistant Registrar/EDPD told the members of the
Panel that the reliability of the marks awarded by teachers on the School-Based Assessment is an
important characteristic of high-quality assessment. Therefore, to assist in this process, the Council
would undertake on-site moderation of the School-Based Assessment which would be conducted by
visiting external Moderators. He informed the meeting that the format of Paper 032, the alternative
paper administered to private candidates only, will still consist of three questions, one from each
Module, as follows:

(a) a practical-based question to be executed by the candidate;

(b) a question based on data analysis; and,

(c) a data analysis/a planning and design exercise.

This paper will assess the same skills as the Paper 031, the SBA (see details at Appendix III).

Comments from Specialists

20. The Assistant Registrar/SCD advised the Panel that the revised draft CAPE® Chemistry Syllabus
was also sent to Professor Paul Reese, Head of Faculty, Pure and Applied Science, University of the
West Indies, Mona, Jamaica; Dr Roy Porter, , Head of Department (Chemistry), University of the West
Indies, Mona, Jamaica; Dr Lebert Grierson, Head of Department (Chemistry), University of the West
Indies, St Augustine, Trinidad and Tobago; Dr Francis Lopez, Head of Department (Biology and
Chemical Sciences), University of the West Indies, Cavehill, Barbados; Dr Kamilah Hylton, Dean, Faculty
of Science and Sport, University of Technology, Jamaica; Dr Kerrie-Ann Wilson, Dr Sacha Campbell,
and Mr Kirk Wilson, Lecturers, Chemistry, University of Technology, Jamaica; for comments. Specialists
from these institutions were asked to comment on the following:

(a) the value of the syllabus for preparing students for further education;

(b) the value of the syllabus for providing skills necessary for life;

(c) the value of the syllabus for preparing students for the world of work; and

(d) any other aspect of the syllabus.

21. Comments on the draft syllabus for CAPE® Chemistry were received from Professor Paul
Reese, Head of Faculty, Pure and Applied Science, University of the West Indies, Mona, Jamaica. While
Professor Reese did not respond to the specific aspects of the syllabus as outlined above, he made
some technical edits to the document. Professor Reese also recommended a textbook for inclusion.
This textbook was included in the list of Resources for all Modules.

22. The Panellists then reviewed and refined all the Specific Objectives, the Explanatory Notes and
the Suggested Practical Activities to ensure that the depth and scope were clear and that they
incorporated the features of a Science Technology, Engineering and Mathematics (STEM) curriculum.
Suggested Teaching and Learning Activities were reviewed for all Modules of the syllabus to assist
teachers as they engage students in learning experiences which would equip them with relevant
scientific and technical competencies, transferable skills such as critical thinking, innovativeness, team
work, problem-solving, communication, and other life skills while catering to different learning styles.
The suggested list of resources, Suggestions for Teaching the Syllabus and The Practical Approach were
updated (see details at Appendix III).

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