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CXC Paper for the 24th Annual ACTI Conference

International Benchmarking the Caribbean Certificate of Secondary Level

Competence (CCSLC) by the United Kingdom National Academic Recognition

Information Centre (UK NARIC)

CCSLC Background

The Caribbean Certificate of Secondary Level Competence (CCSLC), first examined in 2007, is

a competency-based qualification that has been designed to equip candidates with the

knowledge, competencies, attitudes and values that all secondary school leavers should possess.

In widest context, the development of the CCSLC was based on an understanding that the region

needed a well-educated and trained labour force for an increasingly competitive global

environment, and to meet CARICOM’s targets for social and economic development in “The

Ideal Caribbean Person” (CARICOM, 2000).

The CCSLC is designed around a common core of subjects (English and Mathematics), plus

three optional subjects from a range of options, including three subjects developed specifically

for CCSLC – Integrated Science, Modern Languages (French or Spanish), and Social Studies.

In order to facilitate greater understanding and recognition of the CCSLC regionally and

internationally, the CXC commissioned the United Kingdom National Academic Recognition

Information Centre (UK NARIC) to conduct a benchmarking of the CCSLC to international

education standards.

Objective

To facilitate greater understanding, and wider recognition of the CCSLC qualification.

Scope of Study

CXC commissioned UK NARIC to conduct an international benchmarking of the CCSLC by

comparing it to programmes of similar level in four well-established education markets:

Australian, Canadian, United Kingdom and United States education systems.

Methodology

A combination of methodologies were utilised to conduct the benchmarking exercise. These

included desk-based research, critical comparative analysis, questionnaire, meeting with CXC

officials, site visits to schools offering CCSLC, and telephone interview.

The study was designed to ensure a robust and transparent analysis of CXC’s CCSLC

programme using UK NARIC’s process for credential evaluation.

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The study compared a selection of CCSLC subjects – English, Mathematics, Science and

Modern Language (French) – to similar secondary school subjects in the United Kingdom,

Australia, Canada (Ontario) and the United States of America (New York), using the curriculum

of the particular territories/provinces/states as a reference point.

Desk-based research

The desk-based research comprised an in-depth review of the CCSLC syllabuses.

Review of CCSLC reference materials i.e.

concept paper documents

promotional materials

articles

Internet search

review of CCSLC student texts for English and Mathematics

Critical comparative analysis

This stage involved a comparative analysis of the programme’s core components against

appropriate reference points in Australia, Canada, UK and the US.

The benchmarking analysis considered both the core and generic and subject-specific learning

outcomes and reference to a selection of CCSLC subjects against similarly-focused secondary

school provision in each country. These subjects included:

CCSLC compulsory subjects - English and Mathematics

CCSLC Integrated Science

CCSLC Modern Languages: French

Site Visit to Barbados

Visits to two schools offering the CCSLC to observe classes

An interview with Education Officers from the Ministry of Education

Presentation on the CCSLC by the CXC

Meetings with CXC staff as needed

Collation of documentation on moderation practices and assessment

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Findings – Countries

This section looks at the findings relative to two of the countries studied, then examines the

findings relative to the specific CCSLC subjects – English, Mathematics, Science and Modern

Language (French) benchmarked against each of the four countries

In general the report states;

“The comparative analysis has revealed clear similarities between the CCSLC

curriculum in English, mathematics, integrated science and modern languages

with subjects in the first two or three years/grades of secondary education in

schools in Queensland, Ontario, UK and New York.” UK NARIC 2014

Australia

At the lower secondary level, what they call Foundation to Year 10, Australia has seven general

capabilities (see Fig. 8)

These are capabilities are very similar to the competencies captured in the CCSLC…

Let us take a look at them…

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Working in groups

Critical thinking

Dealing with diversity and change

Handling conflict

Positive self-image

Social and citizenship skills

Commitment to ethical and moral societies

Aspects of the Working like a Scientist module of the CCSLC integrated science syllabus are

similarly found in the Australian, Ontario and UK syllabuses

United Kingdom

For the UK, the comparison is done with Key Stage 3, which is the equivalent of Grade 9 in the

Caribbean.

As with the CCSLC, Mathematics and English are core; Science is also core in the UK’s Key

Stage 3.

Interestingly when CCSLC was first developed, Science was part of the five core subjects

proposed for CCSLC.

In addition to the three core, students at Key Stage 3 also take several other subjects, such as:

modern languages, Music, Physical Education, Art and Design and Citizenship

Similar subjects are available as options for CCSLC – French or Spanish, Social Studies and

Integrated Science were developed specifically for CCSLC; in addition, Music, Visual Arts,

Theatre Arts and Physical Education and Sport are available under the Creative and Expressive

Arts category.

These assessment is done using purely school-based assessment, while with CCSLC it is a

combination of SBA and an external test.

United States

Although each state is taking a different approach to implementing the Common Core State

standards in the USA, common literacy standards have been introduced in Social Studies and

Science as well as English and Mathematics.

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Findings of comparative analysis – Subjects

The core CCSLC subjects (English and mathematics) are studied at secondary schools in

Australia, Canada, UK and USA. Students also study science and languages and either social

studies, human society, or citizenship in all of the countries included in this study.

The comparative analysis has revealed clear similarities between the CCSLC curriculum in

English, mathematics, integrated science and modern languages with subjects in the first two or

three years/grades of secondary education in schools in Queensland, Ontario, UK and New York.

Mathematics

Overall the CCSLC syllabus in mathematics covers similar content to that expected in Australia

at Year 9, Canada in Grade 9, UK at Key Stage 3 and Grade 9 and 10 in the USA.

The breadth of subject content for mathematics in the CCSLC is broadly similar to that found in

Australia, Canada and the UK in the first two or three years of secondary education. All three

education systems include Number and Algebra, and Measurement. Australia and the UK also

cover Statistics and Probability. All of these elements are included in the CCSLC Mathematics

syllabus.

The Australian syllabus for mathematics includes money and financial matters, which could be

considered similar to the Conscious Consumer module of the CCSLC that covers currency,

household bills and taxes. The Australian syllabus also includes data representation and

interpretation, which is also an element of the CCSLC Data Handling module.

The CCSLC mathematics syllabus requires students to apply Pythagoras’ Theorem to find

unknown and unknown side in right angled triangles in the module Spaces in the Environment.

Similarly, Pythagoras’ Theorem is a requirement in the Australian Foundation to Year 10

curriculum in Queensland at Year 9. Also in Year 9, the Australian Foundation to Year 10

curriculum in Queensland requires student to solve problems involving simple interest. In the

CCSLC module Conscious Consumer, students calculate simple interest rates from various

financial institutions. This confirms that the CCSLC mathematics syllabus includes mathematical

content at Year 9 of the Australian Foundation to Year 10 curriculum.

In the CCSLC’s Measuring Around Us module, students are required to find the perimeter and

the area of regular and irregular plane shapes. This relates to the Ontario Grade 9 (Applied)

requirement for students to solve problems involving the areas and perimeters of composite two-

dimensional shapes. CCSLC students are also required to calculate the volume of a cylinder,

cube and cuboid, which is also evident in the Ontario Grade 9 (Applied) syllabus.

In the UK, the CCSLC mathematics syllabus covers a range of Key Stage 3 attainment targets

for Number. These include performing basic operations on decimals, integers, proper fractions

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and mixed numbers in the Number and Number Sense module and rounding numbers to an

appropriate degree of accuracy.

CCSLC mathematics students are taught percentages in the Conscious Consumer module where

they use scores from school tests to compare performances across subjects. They can also use a

calculator to calculate the percentages and can work interchangeably between fractions and

percentages. In the Measuring around us module, CCSLC students are required to use

appropriate units of length, mass and time.

At Grade 10 in the New York City Common Core mathematics syllabus, the module A Day at

the Beach requires students to apply geometric methods to solve design problems. CCSLC

students also observe geometric feature in the design of buildings. This confirms that the CCSLC

mathematics syllabus covers aspects of the New York City Common Core syllabus across

Grades 8 and 10; in this case, CCSLC goes beyond Grade 9.

English

The learning outcomes of the CCSLC English syllabus compare well to the reference points

identified in each education system: Year 9 in Australia, Grade 9 and 10 in Canada, Year 9 in the

UK and Grade 9 in the USA.

CCSLC English is more indicative of the standards expected in the Australian Curriculum

Foundation to Year 10 syllabus at Year 9. Evidence of this is in the CCSLC Exploring New

Frontiers module, CCSLC students are required to give feedback to peers on the accuracy and

clarity of instructions they produced to conduct a particular task.

The CCSLC English syllabus compared well to both Grades and course types offered in the

Ontario English syllabus for demonstrating understanding of content.

For example, in the CCSLC Welcome to my world module, CCSLC students listen to poems

related to the theme ‘Self and family’ and respond to at least two ideas in the poem. They also

practice note-taking skills where they apply these skills in taking notes on peers’ presentations

about family beliefs.

Similar to Ontario’s Think/Pair/Share technique, suggested techniques within the CCSLC

syllabus includes the Pair/Share/Square technique.

In relation to the UK, overall, the learning outcomes of the CCSLC English syllabus compare

well to the Key Stage 3 attainment targets in reading, writing, grammar and vocabulary, and

spoken English. This is demonstrated by the CCSLC English syllabus covering a range of

learning activities within each attainment target. For example, CCSLC students read a variety of

fiction and non-fiction texts such as stories, poems and songs related to different themes such as

‘Self and Family’. They are then required to orally respond to the ideas or lessons communicated

in these texts.

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As with the UK Key Stage 3 attainment targets, CCSLC students also use a variety of reading

strategies, including summarising the content of a text they have read and dramatizing excerpts

from the text they found interesting.

There are also similarities in learning outcomes between the CCSLC English syllabus and the

Common Core Literacy in English Language Arts in New York at Grade 9. For example, in the

New York City Grade 9 task Who is to Blame for Romeo and Juliet’s Death? students are

required to write arguments to support claims in an analysis of substantive topics or texts.

Creating and writing arguments is also evident in the CCSLC syllabus in modules such as

Welcome to my World and Windows to our world.

Science

Overall the CCSLC integrated science syllabus compares well to the general science skills

covered in the Queensland (Year 9), Ontario (Grade 9 and 10), UK (Key Stage 3) and USA

(Grade 9-10) syllabuses. These skills include planning and designing experiments, predicting and

hypothesizing and following scientific report formats.

Aspects of the Working like a Scientist module of the CCSLC Integrated Science syllabus are

similarly found in the Australian, Ontario and UK syllabuses.

The Ontario syllabus includes Scientific Skills and Career Exploration, which covers information

about Canadian scientists as does the CCSLC syllabus for Caribbean scientists.

In relation to the Australian Foundation Curriculum to Year 10, students acquire Science Inquiry

Skills in planning and conducting at Year 9; similarly, with CCSLC integrated science, students

learn to:

State problems and hypothesize

Use appropriate methods

Identify variables

Include controls

State limitations

Applying knowledge and understanding of safe practices and procedures when planning

investigations is covered at Grade 9 and 10 of the Ontario School Diploma in Science. This is

partially covered by the CCSLC integrated science syllabus through the Working Like a Scientist

module, which expects students to discuss the importance of maintaining a safe environment (lab

rules and safe use of equipment), and identify common safety symbols.

The CCSLC integrated science syllabus does however cover the performing and recording aspect

of the Ontario Grade 9 and 10 syllabus in respect to conducting inquiries, controlling variables,

adapting or extending procedures as required.

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The CCSLC integrated science syllabus compares well to a range of attainment targets at Key

Stage 3 in the UK for working scientifically. Using the pendulum-swing experiment for example,

following the first round of pendulum swings, CCSLC integrated science students are required to

predict the results in a second experiment using a shorter length of string. This enables the

student to draw on a range of skills such as predicting, observing, recording data and interpreting

observations such as identifying patterns.

CCSLC students present their scientific observations using appropriate formats such as tables

and graphs so that they can be analyzed effectively.

The New York City Grade 9-10 Literacy in Science standards for the task Using DNA to Solve a

Crime expect students to follow a complex multi-step procedure when carrying out experiments,

taking measurements or performing technical tasks.

For the CCSLC, after the students have taken the measurements, they are required to classify

data into ranges using a table and draw a graph. This satisfies the New York City Grade 9-10

learning outcome of translating quantitative information into visual form.

Languages

With the exception of the USA, where languages are not part of the school syllabus, comparing

the CCSLC modern languages syllabus to the Queensland Curriculum (Year 9), Ontario syllabus

(Grade 9) and in the UK at Key Stage 3 has identified comparability in similar areas such as

producing different language forms, delivering presentations and performing role-play.

Comparing the CCSLC modern languages syllabus to the Queensland Curriculum in languages

has identified areas of similarity in comprehending and composing in the target language. For

example, Queensland students are expected to adapt verbal and non-verbal languages based on

role, purpose, content, audience, mode and medium. As a comparison, in the CCSLC Let’s

Live it Up! module, students develop a telephone conversation between two friends involving the

issue of accepting or rejecting a party invitation.

In Ontario, one aspect of demonstrating student’s comprehension and response to text is

determining their understanding of materials containing a brief text (e.g. brochures, posters,

advertisements) through oral and written presentations. This is covered in the CCSLC Knowing

Me, Knowing You module in respect to researching information on the internet or in the library

about important places and sites in French or Spanish towns and then presenting the information

orally in class.

The Queensland Curriculum in modern languages focuses on understanding and creating texts

for particular contexts, purposes and audiences, having consideration to the text type, mode and

medium.

The Ontario syllabus for languages in both Academic and Applied courses also focuses on

understanding and responding to texts (Reading), communicating information and ideas

(Writing). Whilst not explicitly mentioned in the Queensland Syllabus, the Ontario syllabus

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covers oral communication (listening and speaking) as well. Listening and Speaking are

elements in the CCSLC modern languages syllabus also.

Another aspect of the Ontario syllabus at Grade 9 covered by the CCSLC syllabus is the

speaking expectation of students to present short dialogues (e.g. based on wordless comic strips,

illustrations or photographs). In the CCSLC syllabus Cash it or Charge it module, students work

in groups or pairs to develop and dramatise short dialogues about clearly outlined shopping

scenes based on different graphic stimuli.

In the UK, aspects of the Key Stage 3 attainment targets for grammar and vocabulary are

covered by the CCSLC. In the module Knowing Me, Knowing You, CCSLC students perform

role-play to present a dialogue requesting and receiving information on family members or peers.

The role-play is assessed for correct pronunciation, intonation, fluency and spontaneity, correct

structures and vocabulary. In the modules See me on the go and Cash it or charge it, CCSLC

students are required to exchange opinions on school subjects in class and express ideas and

opinions about items in shops. In the Watch me grow module, CCSLC students are able to

express basic ideas and opinions about professions and occupations as well.

Comparative analysis of teaching and assessment methods

There is a major difference between CCSLC and the other programmes as it relates to external

assessment. Whereas the CCSLC students are externally assessment by CXC at Grade 9 or form

3 in most cases, in the four target countries, students are not externally assessed until they are

ready to exit high school. However, like the CCSLC, students from these systems are assessed

formatively by school based assessment and the analysis by UK NARIC revealed similarities

with CCSLC at the subject and structure levels.

For example, like the CCSLC…

teachers assess student achievement across the school year through formal assessment

strategies and techniques in each education system

teachers have the flexibility to design their own assessment strategies and techniques that

meet the learning outcomes

the syllabuses in Australia, Canada and the USA provide teachers with descriptions of the

range of evidence students should demonstrate to achieve a defined mark or score in their

assessment framework/rubric

In Queensland’s Australian Foundation to Year 10 mathematics syllabus at Year 9, the

presentation format of a modelling and problem-solving task, and mathematical

investigation is typically written and supported by the appropriate use of data,

calculations, diagrams, flowcharts, tables and graphics

Formative assessment in the New York City English Language Literacy Unit The Power

of New Media at Grade 9-10, involves assessing students’ written summaries of a text

containing a written argument.

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UK NARIC’s Conclusion

The CCSLC’s flexible structure enables it to fit within the differing secondary school systems in

the participating territories. The structure ensures skills are developed in the core subjects of

English and mathematics whilst allowing ministries and schools in each territory to incorporate a

further three subjects within the CCSLC certification that reflect their own priorities.

The teaching activities and formative assessments suggested within the syllabuses, and supported

through the CCSLC textbooks, provide a useful resource for teaching to the objectives and help

promote student engagement.

There appears to be a general consensus that the programme represents a clear step forward in

developing students’ overall aptitude in terms of critical thinking, problem solving and

communication.

Anecdotal evidence derived from both the in-country visit and telephone interview, suggests that

the CCSLC has changed the dynamic in the classroom, with both teachers and ministerial staff

highlighting the way it engages students, with both the curriculum and their peers, to develop

skills used in daily life and the workplace. Skills such as problem solving, critical thinking and

oral and written communication skills are emphasised across the CCSLC syllabuses and aim to

develop students as productive members of society.

In terms of assessment, the CXC has developed guidance on school-based assessment, proposing

tasks that could be used by teachers to test the specific objectives and knowledge expected upon

completion of the subject modules. Consistency in standards is sufficiently assured through the

moderation processes in place to ensure the validity of the assessment and the appropriateness of

the marking.

The CXC has also developed an efficient means of external assessment and marking, having

successfully incorporated testing of a fair range and level of skills within the multiple choice

format. In conjunction with the school-based assessment, the external examination provides a

fair assessment of the prescribed programme objectives.

As such, UK NARIC confirms that individuals certified in the CCSLC demonstrate the overall

knowledge, skills and competencies required to enter secondary education at Key Stage 4 (Year

10) in the UK, Year 10 in Australia, Grade 10 in Ontario and Grade 10 in the USA.

These skills are also required for the CSEC and as such there would be value in tracking student

achievement at both the CCSLC and CSEC to further measure how the CCSLC is helping to

prepare students.

Alongside traditional subject knowledge, the subject syllabuses are clearly underpinned with a

core set of objectives related to the development of critical thinking and problem-solving skills

that will help prepare students for higher level secondary studies in the CXC participating

territories but also provide them with a range and breadth of skills that should enable them to

integrate with secondary studies in the four international systems examined.

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