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behaviourism, cognitivism and constructivism. After a discussion on the different principles and
theories, it was agreed that on completion of the course of study, the students should develop the
relevant competencies and skills, and therefore the Panel would ensure that all aspects of the syllabus
adequately satisfy the related requirements.

REPORT OF THE REVIEW AND WORKING COMMITTEES

8. The Panel received the report of the Review Committee meeting for CAPE® Law which was
held in Barbados on 15–17 September 2015. The members of the Panel were informed that the Review
Committee for the CAPE® Law Syllabus, having reviewed the Technical Report of EDPD, and having
deliberated on the concerns of teachers, proposed the amendments summarised below.

(a) Revision and refinement of the General Objectives for all Modules.

(b) Clarification of the Specific Objectives of the syllabus to delimit the breadth and depth
to which the knowledge and skills in each Module should be covered.

(c) Delimitation of the scope of the Content for all six Modules for precision and
clarification and to ensure a smooth articulation between the Specific Objectives and
Content.

(d) Revision of the Suggested Teaching and Learning Activities to provide needed
guidance to teachers.

(e) Revision of the structure of Paper 02, eliminating the current options to reflect the
Council’s policy of giving all compulsory questions, thus rendering it more
psychometrically robust.

(f) Revision of the guidelines for the School-Based Assessment to ensure that the
teachers can adequately use the information to guide candidates to demonstrate
competence in the skills and abilities identified in the syllabus as relevant to the field
of law.

9. The Assistant Registrar/SCD informed the Panel that these recommendations were
incorporated into a draft syllabus for CAPE® Law that was circulated to teachers, subject specialists,
and other stakeholders for comments.

THE PANEL’S RESPONSE TO ISSUES RAISED

Teachers’ Questionnaire

10. The Assistant Registrar/SCD informed the Panel that a 15-item questionnaire was posted on
Survey Gizmo and the link was sent to teachers of CAPE® Law in participating territories. Completed
questionnaires were received from nine persons from Guyana, Jamaica, and Trinidad and Tobago, one
from the United States of America, and two were anonymous, making a total of 12 (see list of
respondents at Appendix II). Comments were solicited on the Rationale and Aims and on all other
aspects of the syllabus. Feedback was also sought on the clarity of the objectives, the adequacy of the
content and the validity of the assessment procedures, including the School-Based Assessment.

11. An analysis of the comments on items of the questionnaire revealed that nine (75 per cent) of
the respondents agreed that the Rationale justified the inclusion of Law in the school curriculum, and

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