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ACCOUNTING

In 2015, 92 per cent of the candidates achieved acceptable grades, Grades I–V, in Unit 1, compared with 96 per cent in 2014. There was a decline in performance on Module 2, Preparation of Financial Statements and Module 3, Financial Reporting and Interpretation, compared with 2014.

Ninety-one per cent of the candidates achieved acceptable grades, Grades I–V, in Unit 2 compared with 79 per cent in 2014. There were improvements in performance on all three modules.

The performance of candidates in the School-Based Assessment for the two Units remained favourable.

AGRICULTURAL SCIENCE

For this first sitting of the examination, approximately 90 per cent of the candidates achieved acceptable grades, Grades I–V, for Unit 1. This Unit tested the fundamentals of agriculture and crop production. Questions were based on topics such as hormones, digestion, plant propagation techniques, landscaping, marketing and consumer research, integrated farming and GPS technology in farming. The most challenging areas for the candidates were landscaping and GPS technology in farming.

For Unit 2, approximately 97 per cent of the candidates achieved acceptable grades, Grades I–V. This Unit tested animal production and the environment, and included topics such as feed conversion ratio, reproductive technology, poultry diseases, biosecurity, greenhouse gases, air quality and reforestation. The most challenging areas for the candidates were poultry diseases, biosecurity, greenhouse gases and air quality.

APPLIED MATHEMATICS

In Unit 1, 91 per cent of the candidates achieved acceptable grades, Grades I–V, compared with 90 per cent in 2014 and 89 per cent in 2013. As in previous years, weaknesses in algebraic manipulation affected the overall performance of some candidates. In Unit 2, 86 per cent of the candidates achieved acceptable grades, Grades I–V, compared with 93 per cent in 2014.

The standard of work by a number of candidates in this examination was satisfactory. This year the performance of candidates on Module 1, Discrete Mathematics, and Module 2, Probability and Distribution, was below that in 2014. However, there was an improved performance on Module 3, Particle Mechanics.

For both Units, the performance on the School-Based Assessment component of the examination was similar to that in 2014. Generally, candidates chose topics that were suitable to their level and relevant to the objectives.

ART AND DESIGN

In Unit 1, 100 per cent of candidates achieved Grades I–V compared with 99.7 per cent in 2014. Candidates performed best on Module 2, Two-Dimensional Art and Design but Module 1, Cultural Studies, continues to prove the most challenging. In Unit 2, 100 per cent of the candidates achieved Grades I–V compared with 99 per cent in 2014. Candidates performed best on Module 3, Creative Projects, while performance on Module 1, Design and Module 2, Applied Arts continue to show improvement.

The variety of media being explored continues to expand with more candidates experimenting with digital processes. Candidates presented some very interesting and well-conceptualized research papers and creative projects along with the accompanying journals. Teachers and students must be congratulated for the high standard of work produced.

BIOLOGY

For Unit 1, 89 per cent of the candidates achieved acceptable grades, Grades I–V, in 2015 compared with 86 per cent in 2014. While candidates showed some improvement on questions which required recall of information, they had difficulties making links between distinct but related objectives such as discussion of the role of phospholipids with reference to the fluid mosaic model.

Candidate performance on Unit 2 also improved with 95 per cent of the candidates achieving Grades I–V in 2015 compared with 92 per cent in 2014. As in the previous year, candidates performed well on the questions requiring them to draw graphs and interpret data. However, ecological topics like the nature of the relationship between biodiversity and ecosystem stability seemed to be challenging. In addition, candidates continued to have difficulties answering questions that required critical thinking skills.

CARIBBEAN STUDIES

Overall candidate performance for 2015 was consistent with that of both 2013 and 2014 as 96 per cent of candidates achieved acceptable grades, Grades I–V. While there was an increase in the percentage of candidates achieving Grade A–C on Module 1, Caribbean Society and Culture, the percentage remained consistent for Module 2, Issues in Caribbean Development and declined on Module 3, Investigating Issues in the Caribbean. The majority of candidates demonstrated that they had greater knowledge of the research process than in previous years.

CHEMISTRY

In 2015, most candidates performed at an acceptable standard. Eighty-five percent of the candidates who wrote Unit 1 achieved acceptable grades, Grades I–V, consistent with the performance in 2014. Nineteen percent of the candidates earned Grade I compared with 24 percent in 2014. Ninety-three percent of the candidates who wrote Unit 2 achieved acceptable grades, Grades I–V, compared with 96 percent in 2014. Thirty percent achieved Grade I compared with 39 percent in 2014.

The weaknesses highlighted in previous reports have persisted. Too many candidates demonstrated a lack of facility with the appropriate technical language in their responses to questions thus revealing a weak grasp of concepts and principles. Several candidates performed unsatisfactorily on questions which focused on experimental skills and practical experiences required by the syllabus; experiences which are expected to be garnered through consistent engagement with practical/laboratory exercises.

Candidates and teachers are urged to use the School-Based Assessment and laboratory exercises as a teaching tool - to reinforce, illustrate or clarify theoretical concepts.

COMMUNICATION STUDIES

The overall performance for 2015 was consistent with that of 2014 as 98 per cent of candidates achieved acceptable grades, Grades I–V, ,in each of the two years. However, the performance on the Modules varied. While there was an increase in the percentage of candidates achieving Grades A–C on Module 2, Language and Community and Module 3, Speaking and Writing, there was a decline in the percentage of candidates achieving similar grades on Module 1, Gathering Information.

Candidates continue to perform satisfactorily on the School-Based Assessment component.

COMPUTER SCIENCE

In Unit 1, 94 per cent of the candidates achieved Grades I–V, compared with 92 per cent in 2014. In Unit 2, 94 per cent of the candidates achieved Grades I–V, compared with 92 per cent in 2014. There was a notable improvement in the overall performance on the School Based Assessment.

DIGITAL MEDIA

In Unit 1, approximately 94 per cent of candidates achieved Grades I–V compared to 100 per cent in 2014. Candidates performed best on Module 3, Creative Solution Design, while Module 2, Digital Media Ecosystem, proved the most challenging. In Unit 2, 100 per cent of the candidates achieved Grades I–V compared with 100 per cent achieving Grades I-III in 2014. Candidates performed best on Module 1, Visual and Interactive Design, while Module 2, Web and Digital Publishing, proved the most challenging.

The projects received reflected an improvement in the variety of goods and services that can be used for entrepreneurial purposes. It was notable that many students were innovative and used brainstorming and other project management techniques to carefully select which project to execute in their School-Based Assessment.

ECONOMICS

There was an improvement in the performance of candidates in Unit 1 in 2015. Eighty-five per cent of the candidates achieved acceptable grades, Grades I–V, in 2015 compared with 83 per cent in 2014. Performance on Paper 01, the Multiple-Choice Paper, and Paper 02, the Essay Paper, was consistent with 2014. There was an improvement on Paper 031, the School-Based Assessment, while there was a decline on Paper 032, the Alternative to the School-Based Assessment. There was an improved performance on Module 1, Methodology: Demand and Supply, and a decline in performance on Module 3, Distribution Theory. Performance on Module 2, Market Structure, Market Failure and Intervention was consistent with 2014.

There was an improved performance of candidates in Unit 2 in 2015. Eighty-nine per cent of the candidates achieved acceptable grades, Grades I–V,in 2015 compared with 87 per cent in 2014. There was consistent performance on Paper 01, the Multiple-Choice Paper, and Paper 031, the School- Based Assessment while there was a decline in performance on Paper 02, the Essay Paper. There was an improvement in performance on Paper 032, the Alternative to the School-Based Assessment.

ELECTRICAL AND ELECTRONIC TECHNOLOGY

In Unit 1, 66 per cent of the candidates who wrote the examination in 2015 achieved acceptable grades, Grades I–V, with 75 per cent in 2014. This performance was mainly due to a decline in performance on Paper 02, the Extended Response Paper. Candidate performance on Paper 01 improved compared with the performance in 2014 while the performance on Paper 03, the School-Based Assessment, was consistent with that of 2014. In terms of performance on modules, candidate performance on Module 1, DC Circuit Theory, improved at Grades A and B, while it declined at Grades C and D, compared with the 2014 performance. Performance on Module 2, Analogue Electronics, and Module 3, Communications and Introduction to Electrical Power Systems, was consistent with the 2014 performance.

In Unit 2, 64 per cent of candidates who wrote the examination in 2015 achieved acceptable grades, Grades I–V, compared with 79 per cent in 2014. This decline in performance was mainly due to a decline in performance on Paper 01. Candidate performance on Paper 02, the Extended Response Paper, was comparable with that of 2014. Performance on Paper 03, the School-Based Assessment, was comparable with that of 2014. In terms of performance on modules, candidate performance on Module 1, AC Circuit Theory, was consistent with the 2014 performance. However, the performance on Module 2, Digital Electronics and Data Communications, and Module 3, Introduction to AC Machines, declined compared with that of 2014.

ENTREPRENEURSHIP

This was the first year of assessment for this syllabus. Ninety–six per cent of the candidates who wrote the examination achieved acceptable grades (Grades I – IV) for Unit 1. Eighty-six per cent of the candidates achieved acceptable grades on Module 1, ninety- three per cent on Module 2 and ninety–six per cent on Module 3.

In Unit 2, all candidates who wrote the examination achieved Grades I–IV. Ninety per cent of the candidates achieved Grades B–D for Module 1 while on Modules 2 and 3, eighty-eight per cent achieved Grades A–C.

ENVIRONMENTAL SCIENCE

In Unit 1, approximately 89 per cent of candidates achieved acceptable grades, Grades I–V, in 2015 compared with 95 per cent in 2014. Candidates performed best on Module 2, Human Population and the Environment, while Module 3, Sustainable Use of Natural Resources, proved the most challenging.

In Unit 2, 94 per cent of the candidates achieved acceptable grades, Grades I–V, compared with 97 per cent in 2014. Candidates performed best on Module 1, Agriculture and the Environment, while Module 3, Pollution and the Environment, proved the most challenging.

The overall quality of the School-Based Assessment continues to show improvement.

FOOD AND NUTRITION

In Unit 1, overall performance in 2015 was similar to that of 2014 with 97 per cent of candidates achieving Grades I–V. Candidates performed best on Module 3, Food Preparation and Service: Principles and Methods.

In Unit 2, overall performance in 2015 was consistent with that of 2014 with 99 per cent of candidates achieving Grades I–V. Candidates performed best on Module 3, Food Preparation and Service, Large Quantity and Commercial. Candidates continue to perform satisfactorily in all aspects of the School-Based Assessment.

FRENCH

This was the second sitting of the revised syllabus in CAPE French. Approximately 99 per cent of the candidates achieved acceptable grades, Grades I–V, in Unit 1 in this year’s examination compared with 98 per cent in 2014. In Unit 2, 97 per cent of the candidates achieved Grades I-V which was similar to the performance in 2014.

Paper 01 of both Units was marked online this year and there was generally consistent performance. For Unit 1, there was some improvement on Paper 02 and similar performance on Paper 03 and 41. For Unit 2, improvement was noted on Paper 03. Weak grammar, and vocabulary and limited essay writing skills posed the greatest challenges to candidates.

GEOGRAPHY

For Unit 1, 5 per cent of the candidates achieved Grade I in both 2015 and 2014. For Unit 2, 4 per cent achieved Grade I compared with 6 per cent in 2014. The percentage of candidates achieving acceptable grades, Grades I–V, in Unit 1 remained consistent - 96 percent in 2015 compared with 97 percent in 2014. Similarly for Unit 2, 96 percent earned acceptable grades in 2015 compared with 98 percent in 2014.

The performance of candidates on questions assessing the physical aspects of the syllabus in both units was unsatisfactory. The majority of candidates found the questions assessing Hydrological, Fluvial, Coastal, and Limestone Environments (Module 2 of Unit 1) and Climate, Vegetation and Soils (Module 1 of Unit 2) challenging.

However, some improvement was evident in the performance on Paper 01, the Multiple- Choice Paper, as well as on Module 3 of Paper 02, of both Units. Candidates have demonstrated improved facility in selecting appropriate material and organizing the relevant information for their responses to the questions relating to Development and Disparities in Development (Module 3 of Unit 2) and Economic Activity (Module 2 of Unit 1).

This year, more teacher guidance was evident in the School-Based Assessment component. However, greater attention is still needed for the field activities and the analysis of the data collected.

GEOMETRICAL MECHANICAL ENGINEERING TECHNOLOGY

In Unit 1, 59 per cent of the candidates who wrote the examination in 2015 achieved acceptable grades, Grades I–V, compared with 69 per cent in 2014. This decline in performance was mainly attributed to weak performance on Paper 02, the Structured Paper. Candidate performance on Paper 03, the School-Based Assessment, was comparable with that of 2014. In terms of performance on modules, candidate performance declined on Module 1, Plane Geometry, but was slightly improved on Module 2, Solid Geometry, while performance on Module 3, Engineering Drawing, was comparable with the 2014 performance.

In Unit 2, 89 per cent of candidates who wrote the examination in 2015 achieved acceptable grades, Grades I–V, compared with 84 per cent in 2014. This improved performance was due mainly to improved performance on Paper 01. Candidate performance on Paper 02, the Structured Paper, and Paper 03, the School-Based Assessment, was comparable to the performance in 2014. In terms of performance on modules, the candidates’ performance on Module 1, Mechanics of Machines, was marginally above the 2014 performance. Candidates’ performance on Module 2, Engineering Materials and Process, declined compared with the 2014 performance while the performance on Module 3, Engineering Design Elements, improved significantly compared with the 2014 performance.

HISTORY

In Unit 1, approximately 71 per cent of candidates achieved acceptable grades, Grades I–V, in 2015 compared with 80 per cent in 2014. Candidates performed best on Module 1, Indigenous Societies but Module 2, Slave Systems: Character and Dismantlement and Module 3, Freedom in Action, continue to prove challenging.

In Unit 2, 83 per cent of the candidates achieved acceptable grades, Grades I–V, in both 2014 and 2015. Candidates performed best on Module 3, International Relations: Conflict and Liberation, while Module 2, Atlantic Development: Identity and Industry, proved the most challenging.

The overall quality of the School-Based Assessment has declined when compared to that of 2014.

INFORMATION TECHNOLOGY

This year, the number of compulsory questions on the Paper 02 in both Units was reduced from nine to six.

There was an improved performance overall in Unit 1 with 97 per cent of the candidates achieving acceptable grades in 2015 compared with 91 per cent in 2014. There was an improved performance on all Modules, but the improvement was most significant on Module 3, Information and Problem Solving where 19 per cent of the candidates achieved Grade A compared with less than 2 per cent in 2014.

In Unit 2, 98 per cent of the candidates achieved acceptable grades, Grades I–V, compared with 95 per cent in 2014. There was improved performance on Module 1, Information Management and Module 3, Social, Organizational and Personal Issues. However, there was a decline on Module 2, Use of Information Technology Tools.

While there was an improved performance in both Units, candidates still continue to provide limited responses to questions which require more detailed explanation and discussion.

LAW

Overall for 2015, there was a three per cent increase in the number of candidates achieving acceptable, Grades I–V, for both units when compared with 2014. In Unit1, the number of candidates achieving Grades I–V increased from 85 per cent in 2014 to 88 percent in 2015. The most noticeable increase was seen at the Grade I level where the number increased from 11 per cent in 2014 to 14 per cent in 2015. The improved performance was also evident on Module 3, Criminal Law, where 80 per cent of the candidates achieved Grades A–C compared with 36 per cent in 2014. For Module 1, Caribbean Legal Systems, and Module 2, Principles of Public Law, the figures declined, from 66 per cent to 51 per cent and from 70 per cent to 49 per cent, respectively.

In Unit 2, the number of candidates achieving Grades I–V increased from 83 per cent in 2014 to 86 per cent in 2015. The improved performance was most noticeable at the Grades IV and V levels.

While there was an increase in the percentage of candidates achieving Grade A–C on Module 1, Law of Tort, and Module 2, Law of Contract, there was a decrease in those achieving similar grades on Module 3, Real Property.

LITERATURES IN ENGLISH

Overall performance in Unit 1 declined in 2015. Approximately 87 per cent of the candidates achieved acceptable grades, Grades I–V, compared with 94 per cent in 2014. There was, however, a moderate increase in the number of candidates at the Grade I band. There was a decline in performance in all three modules: Module 1, Drama, Module 2, Poetry, and Module 3, Prose Fiction. There was, however, some improvement in performance on Module 3, Prose Fiction, at the top three grades, A–C. Candidates continue to demonstrate thorough knowledge of the texts but analysis of the texts is lacking. It was noted that candidates struggled to provide adequate responses to questions set to assess dramatic function and dramatic significance as well as the effect created by the writer’s techniques.

Performance on Unit 2 was similar to that of Unit 1 with an overall decline in performance. Approximately 90 per cent of the candidates achieved acceptable grades, Grades I–V, compared with 95 per cent in 2014. Performance on Module 1, Drama, Module 2, Poetry, and Module 3, Prose Fiction declined in 2015 compared with 2014. However, there was an increase in the performance of candidates at Grades A–C in Module 3, Prose Fiction.

MANAGEMENT OF BUSINESS

In Unit 1, 88 per cent of the candidates achieved acceptable grades, Grades I-V, in 2015 compared with 87 per cent in 2014. Performance on Paper 01, the Multiple-Choice Paper and Paper 031, the School-Based Assessment was consistent with 2014. There was a decline in performance on Paper 02, the Essay Paper and Paper 032, the Alternative to the School-Based Assessment. There was an improvement in performance on Module 1, The Business Environment and Module 3, Business Finance and Accounting, while performance on Module 2, The Management of People declined from 2014.

In Unit 2, 96 per cent of the candidates achieved acceptable grades, Grades I-V, in 2015 compared with 97 per cent in 2014. There was an improvement in performance on Paper 01, the Multiple-Choice Paper and Paper 032, the Alternative to the School-Based Assessment. There was a decline in performance on Paper 02, the Essay Paper while performance on Paper 031, the School-Based Assessment was consistent with 2014. Performance on Module 1, Production and Operations Management and Module 2, Fundamentals of Marketing was consistent with 2014, while performance on Module 3, Small Business Management, declined from 2014.

PERFORMING ARTS

Performing Arts was written for the first time in 2015. One hundred per cent of the candidates achieved acceptable grades, Grades 1-V, in Unit 1, Business for the Creative Arts. Candidates were assessed in the following modules: Module 1, Business Feasibility, Module 2, Business Development and Planning and Module 3, Project Planning for the Arts .

Candidate entry was small for all four options of Unit 2. However, similar performance was noted in each of the options.

Option A — Cinematic Arts

Only 4 candidates registered for this Option. All four candidates achieved acceptable grades. The highest grade earned was Grade II. Two candidates earned Grade IV and another Grade V. It was noted that performance in Paper 02, the essay Paper was quite good. Additionally, the submissions for Paper 03, the School-Based Assessment were also good.

Option B — Dance

Eight candidates wrote the examination for Dance and all received acceptable grades ranging from Grade I to III. It was noted that the performance in each of the modules: Module 1, History and the Dancing Body, Module 2, Technique and Performance Skills, and Module 3, Choreography and Performance was good.

Option C — Drama

Forty-seven candidates wrote this Option with one hundred per cent of the candidates achieving acceptable grades ranging from Grade I to V. Candidates’ performance in each of the modules: Module 1, Caribbean Theatre and the World, Module 2, Forming the Performer, and Module 3, The Art of Performance was good.

Option D — Music

Four of the candidates who wrote this Option achieved grades ranging from Grade II to V while one candidate received a Grade VI, an unacceptable grade. Candidates performed better in Module 1, Caribbean Music and Module 3, Jazz, than on Module 2, Western European Art Music.

PHYSICAL EDUCATION AND SPORT

In Unit 1, 99 per cent of candidates achieved acceptable grades, Grades I–V. Candidates performed best on Module 1, Functional Anatomy and Training Theory, followed by Module 2, Sociological Concepts of Sport and then Module 3, Sport Psychology.

In Unit 2, one candidate was graded and was awarded a Grade III. The Examining Committee expects that with the growing popularity of this subject at the CSEC level, the number of candidates registered for the CAPE examination will increase in the future.

PHYSICS

For the 2015 Unit 1 examination, 13 percent of candidates earned Grade I which was consistent with 2014. Ninety-three percent of the candidates achieved acceptable grades, Grades I–V,, Grades I–V, consistent with the performance in 2014. For the 2015 Unit 2 examination, 18 percent of candidates achieved Grade I compared with 20 percent in 2014. Ninety-three percent earned achieved acceptable grades, Grades I–V, in 2015 compared with 95 percent in 2014.

Although there was some improvement in the performance of candidates on Paper 02 for both units, the performance was still below what was expected. For Unit 1, improved performance was noted on Module 2, Oscillation and Waves. However, several candidates had challenges with Module 3, Thermal and Mechanical Properties of Matter. For Unit 2, candidates performed best on Module 1, Electricity and Magnetism. Too many candidates experienced challenges with Module 2, Alternating Current Theory and Electronics.

For each unit, the performance on Paper 032, Alternative to the School-Based Assessment, was satisfactory and consistent across the last three years. The performance on the SBA was satisfactory.

PURE MATHEMATICS

In 2015, 67 per cent of the candidates achieved acceptable grades, Grades I-V, in Unit 1 compared with 70 per cent in 2014. The performance on Module 1, Basic Algebra and Functions, was consistent with previous years. There was a moderate decline in performance on Module 2, Trigonometry, Geometry and Vectors and Module 3, Calculus I. The performance on Paper 01, the Multiple-Choice Paper, was consistent with 2014. However, for Paper 02, the Extended Response Paper, 15 per cent of the candidates achieved Grades I–III in 2015 compared with 22 per cent in 2014.

In Unit 2, 87 per cent of the candidates achieved acceptable grades compared with 85 per cent in 2014. The performance on Module 3, Counting, Matrices and Differential Equations was consistent with previous years, while there was improved performance on Module 1, Complex Numbers and Calculus II and a decline on Module 2, Sequences, Series and Approximations. In Paper 02, 30 per cent of the candidates achieved Grades I–III compared with 34 per cent in 2014.

SOCIOLOGY

In Unit 1, candidates’ performance in 2015 was consistent with that of 2014. Eighty-six per cent of the candidates who wrote the Unit 1 examination achieved acceptable grades, Grades I–V, compared with 85 per cent in 2014. There was a noticeable improvement in performance for Paper 032, Alternative to the School-Based Assessment, when compared with 2014. Candidates’ performance on Paper 02, the Essay Paper, was consistent with that of 2014, while Paper 01, the Multiple-Choice Paper and Paper 031, the School-Based Assessment, showed a decline. Performance on Module 1, Sociological Concepts, Perspectives and Methods showed a slight improvement but there was a decline in performance on Module 2, Social Institutions: Family, Religion, Education, and Module 3, Social Stratification.

In Unit 2, the performance of candidates in 2015 was consistent with that of 2014. As in 2014, approximately 94 per cent of the candidates achieved acceptable grades, Grades I–V, this year. There was a marked improvement in candidate performance on Paper 02, the Essay and Paper 032, the Alternative to the School-Based Assessment. On the contrary, there was a noticeable decline in candidate performance on Paper 01, the Multiple-Choice Paper and Paper 031, the School-Based Assessment. While there was consistency in candidates’ performance on Module 2, Crime and Deviance, there was a slight improvement on Module 3, Caribbean Social Issues: Poverty, Health and Environment and a noticeable decline on Module 1, Population and Development, compared with 2014.

Despite the consistency in the level of candidate responses, candidate performance in Grades I–III indicates a need for more emphasis to be placed on the application of sociological concepts and theories to the topics across both units. This application should extend as well into candidates’ essay writing strategies.

SPANISH

Candidates’ performance this year in Spanish Unit 1 was consistent with 2014. Approximately 93 per cent of candidates achieved acceptable grades, Grades I–V, in 2015 compared with 92 per cent in 2014. This year, approximately 20 per cent of candidates achieved Grade I; this is a notable improvement over the 12 per cent who achieved this in 2014. There was an improvement in performance on Papers 01 and 02 while performance was consistent on Paper 03, compared with 2014.

For Unit 2, a similar percentage of candidates (92 per cent) achieved acceptable Grades I–V as in 2014 (93 per cent). Candidates’ performance at Grade I, however, declined this year from approximately 25 per cent to 19 percent.

There was some decline in performance on Paper 01 and Paper 03 but a slight improvement on Paper 02. The candidates’ good overall performance on the School-Based Assessment was maintained across the two years.

TOURISM

Tourism was tested for the first time in 2015. In Unit 1, Tourism Concepts, 98 percent of the candidates achieved acceptable grades, Grades I–V. Performance on Paper 01, the Multiple-Choice Paper and Paper 02, the Essay Paper, was satisfactory, while performance on Paper 032, the Alternative to the School-Based Assessment was less than satisfactory. Performance on Paper 031, the School-Based Assessment was commendable. Performance on Module 1, Concepts and Issues, Module 2, linkages in Key Sectors and Module 3, Sustainable Tourism, was creditable.

In Unit 2, Product Development and Marketing, 94 per cent of the candidates achieved Grades I–V. Performance on Paper 01, the Multiple Choice Paper, Paper 02, the Essay Paper and Paper 032, the Alternative to the School Based Assessment was satisfactory, while performance on Paper 031, the School Based Assessment was good. Performance on Module 1, Product Development, Module 2, Marketing and Module 3, Entrepreneurship was satisfactory.