CCSLC Handbook

Contents
Introduction..................................................................................................................3
How is the CCSLC Programme Designed?...................................................................4
Eligibility for Award of the CCSLC Certificate.............................................................5
Standards and Assessment Procedures for Locally-Developed and Certified
Programmes..................................................................................................................7
Management and Quality Assurance....................................................................................... 7
Expected Outcomes....................................................................................................................... 7
Requirements.................................................................................................................................... 7
Management..................................................................................................................................... 9
Guidance............................................................................................................................................. 9
Information Required by CXC...................................................................................................10
Assessment of the Programme................................................................................. 10
Reporting CCSLC Results........................................................................................... 10
Certification.....................................................................................................................................10
Registration......................................................................................................................................11
Frequently Asked Questions.................................................................................... 11

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 CCSLC Handbook

Introduction
The Caribbean Certificate of Secondary Level Competence (CCSLC®) programme
is a programme developed by the Caribbean Examinations Council (CXC®) as the
foundation Competency-Based Education Training and Assessment (CBETA) qualification
in the secondary system. Structured to represent the integration of knowledge,
competencies and affective qualities critical to the dynamics of lifelong learning, global
competitiveness and sustainable development in the region, the programme responds
to the changing demands of education.

CBETA is built on the philosophy that “almost all learners can learn equally well if they
receive the kind of instructors they need”. To make this philosophy work, CBETA requires
significant changes in the development and the administration of modularised/
unit-based programmes. Although technical vocational education has always been
concerned with the practical demonstration of skill, CBETA places a new and systematic
emphasis on this principle. In this approach, the systematic development and delivery
of the training is guided by five essential elements:

• The competencies to be taught are identified by experts.

• The programme allows each learner to have the opportunity to develop and to be
evaluated on the competencies achieved.

• Assessment of competency is not only based on knowledge and attitude but

primarily on the actual demonstration of the competency.

• Competency standards are used as the basis for assessing achievement and
students should be aware of them.

• Students’ progress through the programme is demonstrated by the attainment of

specified competencies.

CBETA also dictates a change in the role of the teacher. This changes from that of the
conventional information-giver to that of a resource person. Hence, the students will
have more responsibility for their own learning and progress. This kind of student
involvement is critical to CBETA. The key elements of CBETA are:

• How the programme operates

• The role of the teacher
• The responsibility of the student
• The standards that are to be attained
• How and when competencies will be assessed.
CBETA is now being used as an international vehicle for driving educational reforms.

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Caribbean Examinations Council

How is the CCSLC Programme Designed?

The CCSLC programme is designed to certify the knowledge, generic competencies,
attitudes and values that all secondary school leavers should have attained.

A. Knowledge
Students who successfully complete this programme would have achieved:
• a foundation for further education and training;
• expanded opportunities for entry-level employment;
• opportunity to articulate with other programmes such as the Caribbean Secondary
Education Certificate (CSEC®) programme and Technical Vocational Education &
Training (TVET).

B. Competencies
Achievement of CCSLC certification will attest that the candidate has acquired
competencies such as:
• Oral and Written Communication
• Mathematical Literacy
• Problem Solving
• Critical Thinking
• Informed Decision Making
• Management of Emotions
• Working in Groups
• Managing Diversity and Change
• Handling Conflict
• Development of Positive Self Concept
• Social and Citizenship Skills

C. Attitudes & Values

The CCSLC programme will certify that candidates have successfully adopted a
range of fundamental attitudes and values, including:
• a positive image of self, family, community, region and the world;
• respect for others irrespective of age, class, creed, gender, ethnicity, physical abilities
or nationality;
• a dislike for violence in all its forms, and commitment to settle disputes through
arbitration and conciliation;
• the capacity to understand that individual freedom is consonant with the
acceptance of personal responsibility for one’s own actions;
• commitment to ethical and moral societies that recognise equality of opportunity,
freedom of expression and association, and the right to fair judicial process.

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 CCSLC Handbook

Eligibility for Award of the CCSLC Certificate

A candidate will be awarded the CCSLC certificate if he/she, over a period of up to five
years after the first sitting, successfully completes a minimum of five subjects selected
as follows:

1. Two compulsory subjects for which syllabuses were specifically developed by CXC
for this programme - English and Mathematics.

2. Three subjects from any group or combination of groups listed below:

(i) The following subjects for which syllabuses were specifically developed by
CXC for this programme:
• Integrated Science
• Modern Languages: French or Spanish
• Social Studies.

CSEC, TVET and Business Studies Programmes - Grades I, II, III, IV:
• Agricultural Science
• Building Technology
• Clothing and Textiles
• Economics
• Electrical and Electronic Technology
• Electronic Document Preparation and Management
• Food and Nutrition
• Home Economics: Management
• Information Technology
• Mechanical Engineering Technology
• Office Administration
• Principles of Accounts
• Principles of Business
• Technical Drawing

(ii) CSEC Creative and Expressive Arts - Grades I, II, III, IV:
• Music
• Physical Education and Sport
• Theatre Arts
• Visual Arts

(iii) TVET and other programmes certified by other boards, for example, City
and Guilds, Heart Trust/NTA (Jamaica) and Royal College of Music.

(iv) TVET Level 1 programmes available in the region, for example, Beauty
Culture, Auto Mechanic, Cabinet Making and Hospitality.

(v) Locally-developed and certified programmes.

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 CCSLC -
A STRONG FOUNDATION
2 3 OPTIONS
COMPULSORY
SUBJECTS:
+ FROM
ANY GROUP:
• Integrated
Science
CCSLC Other CCSLC • French or
English Subjects Spanish
• Social
Studies
CSEC TVET
CCSLC - Business
Maths Studies
G i-G IV

CESEC
Creative Arts
g i-g iv

• City &
Guilds
CCSLC offers TVET • Dutch
an inclusive from other VMBO
Boards • Royal
framework College
to embrace a of Music

holistic cluster CVQ

Level I
of knowledge,
• Citizenship
skills and Locally-
Education
Developed
competencies Programmes
• Community
Service
 CCSLC Handbook

Standards and Assessment Procedures

for Locally-Developed and Certified
Programmes
The programme for the award of the CCSLC certificate allows candidates to take subjects
that have been developed, examined and certified locally. The criteria for the inclusion
of these subjects in the transcript are outlined below.

Management and Quality Assurance

All documents detailing the subject area, its standards, tasks, scoring details and the
operational arrangements for the delivery of the subject area must be submitted.

The management and assessment of these programmes will be done locally. However,
CXC reserves the right to request samples of standards, tasks, scoring rubrics and
students’ work for quality assurance purposes.

Expected Outcomes
The local programme developed should explicitly state the expected outcomes for each
student.

Requirements
Assessment of a subject should be based on a product that may be a piece of written
work, drawings, models with explanatory text, photographs with labels, audio or video
recordings with transcripts, or other artifacts. The product should combine two or more
of the modes of presentation identified above. In addition to the time spent acquiring
the desired key skills, attitudes and behaviours related to each elective, the entire
assessment component should require a minimum of 36 hours.

The product should be based on tasks undertaken by the students under the guidance
of a teacher or a “mentor” recognised by the school.

Students may submit “hand-made” products (that is, handwritten text, hand-drawn
sketches and illustrations or hand-made models) or may use technology to produce,
illustrate or enhance their submissions. Submissions should, however, exclude samples
of dangerous and illegal materials and should conform to accepted good practice for
handling potentially harmful substances.

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Management
The student should spend at least 36 hours during a school year engaged in activity
associated with the assessment.

The allocation of 36 hours provides time for:

• teachers to explain to students the nature and scope of the tasks required to be
undertaken by each student;

• discussions between teachers (or mentors) and students on various aspects of the
subject area and tasks;

• students to undertake related tasks including making notes or diary accounts,

collecting and evaluating data, and constructing artifacts.

Guidance
Students should be aware that work they present for assessment of the subject area
should be their own. Any material, for example, tables, photographs and diagrams
reproduced from other sources, and material and information downloaded from the
Internet must be properly acknowledged.

Students are expected to consult their teachers, mentors, parents, peers and any other
accessible resource persons or critics as they work on the tasks.

Students should be encouraged to clearly state the source of any information or opinions
or ideas, and to agree or disagree with these.

Note:
Many of the areas under this component may require a non-classroom element
conducted by a “mentor”, and involve a flexible approach to teaching and learning.
Some significant features of this approach are:
• Strong support for student activities should be available.
• More resources are needed for non-classroom elements.
• Students are expected to work outside their usual comfort zone (of being under
their own teacher’s control).
• A variety of teaching, learning and assessment methods is appropriate and should
be encouraged.

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Caribbean Examinations Council

Information Required by CXC

In order for these subjects to be eligible for use towards CCSLC certification, a candidate
must achieve at least competence/a pass in the subject. At the time of application for
the CCSLC award, the school/centre must inform CXC of the subject area(s) that each
student has satisfactorily completed and their levels of achievement.

Assessment of the Programme

Assessment comprises two components:
1. Teacher Assessment
The Teacher Assessment is both formative and summative. A summative task must
be administered to candidates at the end of each module. The marks obtained
must be submitted to CXC. This mark contributes 50 per cent of candidates’ overall
score for the subject.

2. External Assessment
This consists of an external examination administered by CXC. It contributes 50 per
cent of candidates’ overall score.

The combination of Summative Assessment Score and External Assessment Score

constitutes the candidate’s Composite Score.

Reporting CCSLC Results

A result slip is issued after every sitting of subjects developed by CXC. It states the
subject and grade attained by the candidate for each subject attempted.

Certification
The CCSLC certificate will be awarded after a candidate achieves a minimum of
“Competent” in five subjects within a five-year period.

Composite Score Grade

75 – 100 Master
50 – 74 Competent
0 – 49 Developing Competence

Candidates must attain a grade of “Competent” or above in five subjects to be awarded

a certificate which is jointly conferred by CXC and the local Ministry of Education.

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 CCSLC Handbook

CXC offers six subjects – English, French, Integrated Science, Mathematics, Social Studies
and Spanish – at the CCSLC level. The local Ministry of Education is responsible for the
verification of any other offerings obtained by the candidate and the notification of
these offerings to CXC via a prescribed data file.

Registration
Registration is no later than 31 January for examinations in June of the same year.

Frequently Asked Questions

1. Why a new secondary-level programme and examination from CXC?
CXC has developed this new secondary-level programme in response to a need
express by policy makers and educators across the region for a secondary-level
programme, examination and certification that will meet the needs of students
with a wide range of abilities.

2. How is this new programme different from the Basic and General
Proficiencies?
This programme is different from the Basic and General Proficiencies in its
philosophy and orientation since it is based on a core of knowledge, skills, attitudes
and values that all secondary school leavers should have. It focuses on mastery of
competencies which is reflected in the assessment procedures and the format of
the performance reports.

3. To whom is the programme targeted?

The core programme incorporates the skills, abilities, attitudes and values that all
secondary schools leavers should have. The programme is very flexible and makes
provision for students of a wide range of abilities. Students may qualify using
subjects from a variety of sources and may enter for one or more CCSLC subjects
at a sitting. Students will be assessed when they have demonstrated readiness
and will, therefore, be able to take the CCSLC examinations at different stages of
secondary school.

4. How is the programme structured?

The programme has two parts – a core of CCSLC Mathematics and English and
several options from which candidates must choose, and an additional three
subjects. These other options span available CSEC Business, Arts and TVET subjects;
four other syllabuses developed specifically for the CCSLC programme; regionally-
available TVET level programmes; some programmes from other boards; and
locally-certified enrichment programmes.

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 CCSLC Handbook

5. What is the role of teacher assessment in the programme?

The assessment approaches outlined in the available six CCSLC syllabuses comprise
teacher assessment and an external assessment. The teacher’s assessment is both
formative and summative. The emphasis is on mastery of competencies, therefore,
the teacher is encouraged to provide much opportunity for the students to acquire
the competencies identified in any given module. For the summative assessment at
the end of each of the five modules, the syllabuses give a generic task and a scoring
rubric or mark scheme. The teacher is encouraged to administer the summative
assessment only when the students are ready for assessment on that module.

6. How will the teacher assessment be used for the CCSLC syllabuses?
Teachers will combine the mark received for the summative assessment at the end
of each of the five modules and submit the marks from each module to CXC.
While no samples must be submitted, CXC reserves the right to ask teachers, on a
random basis and in consultation with Ministries of Education to submit samples
of students’ work. Teachers are therefore advised to keep samples of students’ work.
Students’ work may be stored electronically.

7. What is the nature of the external assessment for the CCSLC syllabuses?
The external assessment will be administered by CXC and will comprise 50 Multiple
Choice questions for each subject.

8. How much time is allowed for a candidate to obtain the CXC certification?
Candidates must complete the programme within three years of registering for the
first subject(s). However, only qualifications gained after 2006 would be eligible for
consideration.

9. How will performance on CCSLC courses be reported?

CXC will combine the Teacher Assessment mark and the External Assessment mark
to give a composite score. A candidate with a composite score of 75 to 100 per cent
will be certified “Master”; 50 to 74 per cent, “Competent”; and below 50 per cent
“Developing Competence”. Each candidate will receive a pre-slip statement after
each CCSLC examination has been completed.

To employers – the CCSLC presents the advantage of a critical investment in human resource
development by the Caribbean Examination Council. This bold step has been long awaited
by employers and the Jamaica Employers Federation takes the opportunity to applaud the
move. The education and development obtained via the CCSLC will lead to the enhancement
of social skills and a better understanding of the world of work and business by potential
employees. A by-product of this will ensure that entry-level employees are equipped with the
necessary interpersonal skills that will increase trainability and employability.

Mrs. Jacqueline Coke-Lloyd, Executive Director of the Jamaica Employers Federation

speaking at the launch of the CCSLC in Jamaica, February 2007

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Caribbean Examinations Council

Thousands of our young people will now be given the opportunity to access training or will be
given the base that is necessary to build on for further education and for lifelong learning to
take place.

The Jamaica Teachers’ Association fully and unconditionally endorses this new examination
and pledges the full support of our members.

Hopeton Henry-President of the Jamaica Teachers Association at the launch of CCSLC

in Jamaica, February 2007

10. Is there a limit to the number of subjects which may be done?

There is no limit to the total number of subjects that may be done. However,
five subjects must be included to satisfy the minimum criteria. Additionally, all
programmes must satisfy the standards and assessment procedures defined by
CXC in the criteria provided to Ministries of Education. The assessment of all locally
developed programmes will be done at the national level.

11. How will achievement on the CCSLC programme be reported?

Candidates who successfully complete the CCSLC Mathematics and English
courses and three other eligible courses must apply through their local Ministry of
Education for the CCSLC certificate.
This certificate will be jointly awarded by CXC and the local Ministry of Education.
Students will also receive from the local Ministry of Education, a transcript which will
include details from CXC pre-slips and information on locally-certified subjects.

12. How does the CCSLC programme articulate with existing programmes?
In creating CCSLC syllabuses, the panels took into consideration programmes
developed at the national levels. The CCSLC syllabuses, which are competency-
based, map seamlessly onto existing programmes, including those based on
syllabuses for the CSEC programme. The CCSLC programme therefore articulates
with existing programmes.

13. Will special teacher training be required?

No special teacher training is required. The syllabuses provide detailed guidance for
the delivery of the programmes. Each syllabus provides, for each objective, subject
content and a variety of suggested teaching/learning and assessment strategies.

14. How does this programme prepare persons for employment?

In the development of the syllabuses,the panels incorporated content,competencies,
attitudes and values that are required for the work place. For example, emphasis is
placed on written and oral communication and the requirements and indicators of
good work ethic. In addition, CXC is continuing its consultations with employers
to ensure that the syllabuses are appropriate for preparing students for entry-level
employment.

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 CCSLC Handbook

15. Can a candidate resit the CCSLC examinations?

Resit candidates must complete Papers 01 and 02 of the examination for the year for
which they re-register. Resit candidates who have earned 50% of the MODERATED
score for the Teacher Assessment (Paper 02) may elect not to repeat this component,
provided they re-write the examination no later than the year following their first
attempt. The scores for the Teacher Assessment can be transferred once only, that
is, to the examination immediately following that for which they were obtained.

Resit candidates who have obtained less than 50% of the MODERATED scores
for the Teacher Assessment component must repeat the component at any
subsequent sitting. Resit candidates must be entered through a school or other
approved educational institution.

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Caribbean Examinations Council

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