Presentation on the major changes to the CAPE Literatures in English Syllabus

Presentation on the major changes to the CAPE Literatures in English Syllabus

• 1.
  CARIBBEAN EXAMINATIONS COUNCIL® CARIBBEANADVANCED PROFICIENCY EXAMINATION® Literatures in English Syllabus ONE-DAY ORIENTATION WORKSHOP - 2017 FACILITATORS: CORINNE BALDWIN GRACE LEYOW MANSOOR BAKSH
• 2.
  Agenda 8:30am -9:00am Registration  9:00 am - 9:15am Welcome and Opening Remarks  9:15 am - 10:15am The Syllabus for 2018-2022:  - Revision of the Rationale and Aims to reflect the attributes of the Ideal Caribbean Person, UNESCO Pillars of Learning and other areas for consideration;  - Revision of the Glossary of Literary Concepts;  - Updating of the lists of prescribed texts for the 2018-2022 examinations for the Modules in Units 1 and 2; and,  - Changes to Assessment Package.  10:15am - 10:30am BREAK  10:30am - 11:30am Review and Discussion of Changes made to the Format of the Examination - Papers 01, 02 and 03  11:30am - 12:30pm Guidelines for completing the School-Based Assessment  12:30 pm - 1:15pm LUNCH  1:15pm - 3:00pm Review and Discussion of Specimen Paper and Mark Scheme  Guidance for syllabus implementation , - Resources, - Suggested teaching approaches, - Formative assessment as a tool to support learning  3:00pm - 3:15 pm EVALUATION AND CLOSURE
• 3.
  Aims & Objectives Theworkshop is designed to apprise participants of changes to the syllabus and the requirements for interpreting and implementing the CAPE® Literatures in English Syllabus. OBJECTIVES At the completion of the Workshop participants will have a clear understanding/be aware of the:  changes to the CAPE® Literatures in English Syllabus;  requirements of the CAPE® Literatures in English Syllabus;  External Assessment requirements for the subject area;  importance of formative assessment in guiding students for successful completion of School- Based Assessment assignments; Teachers will also be able to:  guide students in the completion of School-Based Assessment assignments;  integrate School-Based Assessment assignments into the timetable for classroom teaching.
• 4.
  Review of theMajor Changes Made to Syllabus
• 5.
  CHANGES TO THERATIONALE  Through its varied treatment of the facets of human experience, literature uniquely prepares individuals for living and working in the world.  The study of literature provides the individual with analytic, organisation, communicative and enquiry skills as defined in all five of the UNESCO Pillars of Learning.
• 7.
  CHANGES TO THERATIONALE – Cont’d  These skills will enable them to succeed in their academic careers and the world of work.   Students of Literature become adults who appreciate that there is more than one solution to a problem, and engage their talents in collaboration with others to develop solutions.   They will also become critical thinkers who appreciate that the capacity to transform oneself and one’s society is honed from within.
• 8.
  CHANGES TO THERATIONALE – Cont’d  Students of Literature are people who study and thereby embrace change, so adaptation in a rapidly changing technology driven world is possible.  These skills lead to their success in career opportunities in a variety of fields, including education, the media, human resource management, corporate communications, advertising, and law.
• 9.
  CHANGES TO THERATIONALE – Cont’d  Literature is one of the disciplines that nurture the Ideal Caribbean Person.  The student who participates in Literature as a discipline, develops an appreciation for all other disciplines, as the study of text provides insight into the human condition in every facet of life.  Students of Literature engage their creative faculties in their response to, and examination of, diverse experiences.
• 10.
  CHANGES TO THERATIONALE – Cont’d  Their interpretation of experiences helps them to gain a respect for human life since literary study is the foundation on which all other desired values must rest.  As students of literature gain an informed respect for global cultural heritage, they readily identify the importance of development in the economic and entrepreneurial spheres in all other areas of life.  Most importantly, students of literature understand that the human qualities which are admired, have no gender basis.
• 11.
  Changes – Aimsand General Objectives Aims The syllabus aims to:  7. integrate information, communication and technological (ICT) tools and skills. GENERAL OBJECTIVES On completion of each Unit, students should:  2. develop an appreciation for the relationship between form and content;
• 12.
  Changes - Applicationof Knowledge Application of Knowledge The Assessment will test:  2. the ability to write a clear thesis, select appropriate evidence and use sound logic; (P.3-I.2)
• 13.
  Reminder Organisation of Information TheAssessment will test the effective use of the mechanics of essay writing which includes:  1. the opening paragraph with a clear thesis which introduces main points of argument;  2. middle paragraphs which develop the points outlined in the opening paragraph;  3. the final paragraph which brings the argument to a reasonable conclusion;
• 14.
  Changes – Module1 Drama  The word ‘theatre’ comes from the Greek word “theatron” meaning “a place of watching”.  The evaluation and analysis of Drama as an art-form require that the student as a critic be considerate of the way that the written script will be performed.  Drama is mimetic by design, intended to communicate by showing or revealing more than it does by telling viewers what is happening.  Students assess what the scriptwriter is employing to make his or her creation something that will enthrall and intrigue as it is shown.
• 15.
  Changes – Module1 Drama  Students must be mindful of the uniquely social and visual nature of drama. Plays are meant to be performed, and as such, students would benefit from an approach which pays close attention to the elements and features which are specific to this genre. (P7)
• 16.
  Changes – Module1 Drama Specific Objective -  6. evaluate their own views and the views of critics; (P7) Content -  2. (a) Choice of language pays attention to the issue of form, as well as the stylistic and linguistic choices of a playwright, for dramatic effect. Carefully consider, for example, the effectiveness of diction (word choice) in creating or impacting theme, characterisation, mood and humor. (P8-e14)
• 17.
  Changes – Module1 Drama Suggested Teaching and Learning Activities  7. Put on a live performance of one of the plays, allowing students to work in groups to perform specific functions (for example, creating props; managing lighting and sound effects; directing the drama; being actors; creating costumes, and so on) that would be required for putting on a play in the real-world context.
• 18.
  Changes – Module1 Drama Suggested Teaching and Learning Activities  9. Work in groups to create and record voice-overs of scenes in a play. Share these recordings with the entire class for discussions around the effectiveness and appreciativeness of orality and drama. (P11)
• 19.
  Changes – Module1 Drama Suggested Teaching and Learning Activities  19. Have students write evaluations of differing interpretations, providing evidence to support their views. This could be done through different media, for example, blogging and webcasting. (P12-e18)
• 20.
  Changes – Module1 Drama Suggested Teaching and Learning Activities  21. Create a class website on which students’ personal responses to the plays are posted for further online engagement and critical analyses (by peers or a wider audience). (P12-e18)
• 21.
  Changes – Module1 Drama Suggested Teaching and Learning Activities  22. Have students maintain a reading journal in which they record their ongoing reflections on specific elements and/or features of the drama being studied. Reflections can centre on, for example, the dramatic significance of a particular character, or the effects of shifts in the plot/sub- plot, or the effects of particular props or stage directions.
• 22.
  Changes – Module1 Drama Suggested Teaching and Learning Activities  23. Use graphic organisers to map out thematic concerns and structural techniques evident in two plays. Afterwards, extend the graphical maps to create an essay that compares and contrasts the two plays, paying attention to the themes and techniques/structure.