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7. After a discussion on the UNESCO Pillars of Learning, it was agreed that on completion of the
course of study, among the competencies outlined in the Rationale, the delivery of the course of study
would assist students to learn to know, learn to do, learn to live together, learn to be and learn to
transform themselves and society.

8. The Assistant Registrar/SCD explained the other elements which were considered vital to the
philosophical and psychological considerations for syllabus development. These were survival skills
(Wagner); twenty-first century learning skills; multiple intelligences (Gardner); emotional intelligences
(Goleman) and the learning theories. She advised the members of the Panel to be cognizant of these
underpinnings during the process of finalising the syllabus. The presentation by the Assistant
Registrar/SCD also outlined the format of the examination for the revised draft syllabus. Concerning
the way forward for the CSEC® Information Technology Syllabus, the members of the Panel were also
asked to consider modifying the assessment components of the syllabus to effectively respond to the
policy of the Council regarding e-marking, as well as the SBA Policy regarding group work.

REPORT OF THE REVIEW COMMITTEE

9. The Panel received the report of the Review Committee meeting for CSEC® Information
Technology held on 23–25 November 2016. The members of the Panel were informed that the Review
Committee for the CSEC® Information Technology Syllabus, having reviewed the Technical Report
from EDPD, the report from the Chief Examiner, and having deliberated on the concerns of teachers,
proposed the amendments summarised below.

(a) Revision of the Rationale, Aims, General Objectives.

(b) Clarification and elaboration of Specific Objectives and Content.

(c) Inclusion of more current and relevant content areas such as cloud storage,
cybersecurity and computer misuse.

(d) Inclusion of Visual Basic for Applications as the programming language to be studied.

(e) Re-organisation of the syllabus document to ensure coherence, resulting in the
existing Sections 2 and 3 becoming Sections 7 and 8 respectively.

(f) Development of Suggested Teaching and Learning Activities in each Section of the
syllabus to help teachers better cater to diversity among learners and to stimulate
and maintain interest in the subject area.

(g) Revision of the list of Resources to include current print and electronic sources.

(h) Revision of the Glossary of Information Technology Concepts to include relevant and
accurate terms and definitions.

(i) Revision of the structure and weighting of examination papers and associated
Assessment Criteria resulting in Paper 02 being reduced from 12 compulsory
structured questions to four compulsory structured questions and Paper 031 to
include Web-Page Design, an area of the syllabus that is not currently assessed.

10. The Assistant Registrar/SCD informed the Panel that these recommendations were
incorporated into the draft syllabus for CSEC® Information Technology that was circulated to teachers

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