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.
Physics Unit 1
Module 1: Mechanics
Module 2: Oscillations and Waves
Module 3: Thermal and Mechanical Properties of Matter
Examples of Responses to Questions in the 2011 Examinations
In keeping with our drive here at CXC to enhance the support provided to candidates who are preparing to write our examinations, we are displaying on our website exemplars of candidates’ responses to examination questions. These are authentic, unedited responses. They are presented in the candidates’ own handwriting, accompanied by comments from the Examination Committee that indicate the Committee’s judgement of the quality of the responses and the justification for arriving at that judgement.
This is a pilot effort, covering only selected subjects. We at CXC welcome your feedback on how useful you find this information to be and, in particular, how we can improve on the provision of such information. Your comments will contribute to the future expansion and refinement of this material.
Physics is the study of nature, conducted in order to understand how the world around us behaves. Physics study matter and its motion, as well as space and time and explores concepts such as force, energy, mass, and charge. The CAPE Physics Syllabus will enable persons to be aware of the laws and theories of Physics that influence every aspect of their physical existence and to acquire understanding and knowledge of technological and scientific application of Physics, especially in the Caribbean context. The CAPE Physics Syllabus is structured to ensure that students become aware of their moral, social, and ethical responsibilities as well as the benefits intrinsic to the practical application of scientific knowledge in careers in the field of science. The syllabus also helps to develop an understanding of the scientific process, its usefulness and its limitations.
This syllabus is arranged into TWO Units, each made up of three Modules.
Unit 1: Mechanics, Waves, Properties of Matter
Module 1 – Mechanics
Module 2 – Oscillations and Waves
Module 3 – Thermal and Mechanical Properties of Matter
Unit 2: Electricity and Magnetism, A.C. Theoryand Atomic and Nuclear Physics