The syllabus development procedures adopted by the Council are based on the Council's firm belief that there should exist a close relationship between the schools' curriculum and the examinations. Syllabuses are therefore formulated by Panels of subject specialists drawn from those groups responsible for the design and the implementation of curriculum - classroom teachers, members of regional universities and other tertiary institutions and members of curriculum and testing units of Ministries of Education.
During the period of formulation of a syllabus, there is wide-ranging consultation involving teachers, interested organizations and groups in the participating territories. The draft syllabuses are circulated widely for comments. The draft syllabuses and the comments are then considered by a Sub-committee of the School Examinations Committee (SUBSEC), the members of which represent the teaching profession, the Ministries of Education and regional universities. The revised draft is then submitted to the School Examinations Committee (SEC) for its consideration and approval. Finally, the recommended syllabuses are submitted to the Council for its consideration and approval.
The syllabus statement is set out in terms of general objectives and specific objectives, the latter indicating the knowledge and skills to be tested and reported as profiles. Also included in the statement is the format of the examination. Syllabuses in which there is a School-Based Assessment (SBA) component include a Teacher's Guide which identifies the demands and sets out in detail, the procedures for assessment.