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(d) any other aspect of the syllabus.
19. Comments on the draft syllabus for CAPE® Physics was received from Dr Ricardo Clarke Head
of Department (Physics), University of the West Indies, St Augustine, Trinidad and Tobago. Dr Clarke
in responding to the appropriate level of demand for the Modules indicated that the demand was
more or less the same as before in terms of the theory component. He stated that he saw no problem
with the removal of some non-intensive derivations such as the formulae for kinetic and potential
energies, and the subtopic Electrostatics. However, Dr Clarke was of the opinion that the SBA
component was more demanding on both students and teachers with the introduction of a project.
He recommended that greater details on the research project should be provided. The Panellists
agreed to include two exemplars in the syllabus document. In his response to the value of the syllabus
for preparing students for further education, Dr Clarke stated that students on successfully completing
CAPE® Physics (Units 1 and 2) would be prepared for tertiary education in science, technology,
engineering and medicine. He welcomed the inclusion the section entitled the Practical Approach and
more details on specific skills that students would gain. Dr Clarke elaborated by stating that if this
Practical Approach is adhered to, students would be equipped with the skills to gather data, make
assessments on data reliability, analyze and report findings. He further stated that these were the
skills students would need to assess their own progress and self-development throughout life.
20. 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).
DEVELOPMENT OF SPECIMEN PAPERS
21. The Assistant Registrar/EDPD reminded the Panel that the Specimen Papers were essential
as they were the prototype for the examination and would help to clarify the assessment
specifications and guide the Examining Committee. He stated that the rubrics of the Specimen Papers
and mark schemes must be clear and of high quality. The Assistant Registrar/EDPD then made a
presentation on the features of good multiple choice questions.
22. The Assistant Registrar/EDPD guided the Panel in constructing the Specimen Papers, mark
schemes and the answer keys in accordance with the amendments made to the syllabus.
REQUEST FOR APPROVAL
23. SUBSEC is asked to approve the final draft of the CAPE® Physics Syllabus and specimen
examination papers as presented at Appendix III effective for teaching from September 2018 and for
examinations in May–June 2019.
Western Zone Office
28 June 2017
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