Studycentre Sep122017 PDF

www.jamaicaobserver.
com
THE DAILY OBSERVER
Tuesday,
ERIES
LECT(3UrdREEditSion)
September 12,
2017
:
dy guides Page 01
CSEC stu anguage
s h L
Engli nology
on Tech
Informati
ORDER YOUR COPY TODAY!
NOW Online
Online:
► English Language 3–6
► Mathematics 7 – 13
► Social Studies 14 – 19
► Information Technology 20 – 25
► Human and Social Biology 26 – 31
► Principles of Business 32 – 33
► Principles of Accounts 34 – 39
► Integrated Science 40 – 42
► English Literature 43 – 45
► Career Talk 46 – 49 13
SCHOOL DAYS &
12 UDE
D
S
ST. JAGO HIGH SCHOOL, ST. CATHERINE: Alive,
A DE INCL
motivated and ready to ‘slay’ the day, students GR LSO
and teacher beaming on September 5, 2017. A
We welcome comments & suggestions (PHOTO GARFIELD ROBINSON)
► Call: 936-9458 or 384-2810
► Email: bookpubs@jamaicaobserver.com
LECTURE SERIES (3 rd
Edition)
The most comprehensive collection of CSEC study guides: NOW
English Language and Information Technology AVAILABLE
Available at JAMAICA OBSERVER LIMITED: • Kingston – 926-7655
• Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515
Also available at bookstores islandwide.
THE DAILY OBSERVER Tuesday, September 12, 2017 Page 2
PRODUCTION TEAM
EDITOR: Debra-Gail Williamson • ASSOCIATE EDITOR – DESIGN: Rorie Atkinson • GRAPHIC ARTIST / PAGINATOR: Roy France
CONT R IBUTOR S
ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES

Shawnette Myers-Lawrence Kamau Karenga Charmaine Fuller-Wallace
INFORMATION TECHNOLOGY HUMAN & SOCIAL BIOLOGY PRINCIPLES OF BUSINESS PRINCIPLES OF ACCOUNTS
Shandeen Robinson-White Leroy Munroe Hilary Bassaragh Tedmore Clarke
INTEGRATED SCIENCE ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES

Marlene Grey-Tomlinson Simone Gibbs Peta-Gaye Perkins Bryan Debgeri Whitely
www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

ENGLISH
LANGUAGE Lesson I
with
Shawnett Myers-Lawrence
INTRODUCTION: SYLLABUS CHANGES
Hello everyone!
Welcome to the English A Lecture
Series for 2017 to 2018.
I hope that those of you who have

been following the lecture series
benefitted from the lessons and were
able to achieve success in your
examination. This academic year will
see students being prepared for the
new syllabus. In this lesson we will
examine the major changes that have
been made to the syllabus and outline
the structure of the examinations that
candidates will sit in May 2018.
These lessons are not intended to replace formal instruction but to complement it. In addition to any formal instruction
that you receive, you are expected to read the syllabus which is available online and PRACTICE, PRACTICE, PRACTICE.
COURSE CONTENT
The former syllabus primarily developed the communicative skills of writing and reading. The current syllabus has
included the testing of speaking skills and the use of listening skills in the SBA component of the course. The English A
curriculum is very broad and you will be exposed to many topics under grammar, vocabulary, punctuation, genres of
writing, techniques used in writing among others. On the next page, I have outlined the topics more specifically. You
will realize that the table looks at the old syllabus and the new. I have done it this way to clarify areas of confusion
especially for candidates who will re-sit the subject.
JOL ENGLISH LANGUAGE continues on next page

JOL ENGLISH LANGUAGE continued from previous page
FORMER SYLLABUS CURRENT SYLLABUS
The main topics for paper one are: The main topics for paper one are:
! Grammar ! Grammar
! Usage ! Usage
! Punctuation ! Punctuation
! Construction shift ! Construction shift
! Equivalent sentences ! Equivalent sentences
! Spelling ! Spelling
! Comprehension ! Comprehension
! Vocabulary: synonyms, antonyms ! Vocabulary: synonyms, antonyms

and sentence completion and sentence completion
The topics for paper two are: The topics for paper two are:
! Summary writing
! Summary writing
7 Comprehension
! Narrative writing " Expository writing
7 Descriptive writing
! Persuasive writing
! Persuasive writing
! Argumentative writing ! Argumentative writing
As you can see the topics for paper one have not changed. The major change is on paper two where Comprehension
and Descriptive writing have been omitted and Expository writing has been added. It is important to note that
these topics have not been removed from the syllabus as comprehension is still tested on paper one and description
is an integral skill which is incorporated in narrative writing.

STRUCTURE OF THE EXAMINATION
Candidates sitting English A will be assessed with two papers: paper one which is multiple choice and paper two which
is extended writing.
PAPER 1
Time allotted: 1 hour 30 minutes Time allotted: 1 hour 30 minutes
Sixty items Sixty items
Twenty items based on grammar, spelling, usage, TWENTY FIVE items based on grammar, spelling,
vocabulary etc. usage, vocabulary etc.
Forty items based on comprehension THIRTY FIVE items based on comprehension
24 percent of the total score 29 PERCENT of the total score
All questions are compulsory and each item is worth one mark. A candidate may earn a maximum of sixty marks on
this paper.
PAPER 2

Time allotted: 2 hours 45 minutes Time allotted: 2 hours 55 MINUTES
Four sections Four sections
Section 1: Summary writing Section 1: Summary writing

30 marks 25 marks
Section 2: Comprehension Section 2: EXPOSITORY WRITING
30 marks 30 marks
Section 3: Descriptive writing OR Narrative writing Section 3: Narrative writing ONLY
30 marks 25 marks
Section 4: Argument/Persuasive writing Section 4: Argument/Persuasive writing

30 marks 25 marks
76 percent of the total score 50 percent of the total score

The main things to note about paper two are that the marks for each section have been reduced with the exception of
section two and candidates will have no choices except in section three where they can choose between two questions.
What that means is that you must be prepared to answer three compulsory items on this paper. I know that this may
cause some concern for some candidates as there is no longer a choice between description and story or two persuasive
topics but this is not much of a concern. Keep in mind that the teaching of English A must emphasize the development
of the SKILLS of communication in a variety of modes. Therefore if you are able to master this skill then the absence of
choices will not be insurmountable.
PAPER 031
This paper is the most important change that has been made to the syllabus. ALL candidates will sit three papers.
Private candidates will sit paper 032 which will substitute for paper 031, however ALL students in regular secondary
school programmes will be required to do a School Based Assessment (SBA). The SBA will earn a candidate twenty one
percent of the total score. This means that you will be able to sit the external exam already having earned a portion of
the final score. This enables students who have anxiety about exams to put themselves in better stead to earn top
scores overall.
PREPARATION FOR THE EXAMINATION
If you are at the examination level then you must have already realized that getting ready for an English exam is far
different from preparation for other subjects. You are not required to swat facts, theories and formulae; rather English
is a skill based subject. What this means is that you will be required to read various genres of written English and
comprehend these on different levels, understand the language well enough to be able to recognize and correct errors,
and write English to suit different purposes and audiences. In essence, you have to use the language.
So how do you prepare? You start by immersing yourself in the language. You must read, write, listen to and speak
English. You basically study for your exam each time you learn a new word or expression, when you write your emails
and text messages in full English sentences, correct drafts of your different SBA’s and on all occasions where the
language is consumed and produced. Your class time and these series will help to improve your competence.
In considering other ways to prepare keep in mind that your ability to read and follow instructions will impact on how
well you perform. You are therefore, encouraged to access past papers and get familiar with the instructions, as these
are standard. Time management is also an important factor and you are given a suggested time for each section on
the paper. Try to complete the items in this suggested time for your practice papers. Your inability to complete the
exam may be the difference between ‘pass’ and ‘fail’ or a ‘grade one’ and ‘two’.
As the series progresses we will examine each of these areas that I have mentioned in more detail. I will also spend
some time on the topics that present the greatest challenge for students. I look forward to working with you this year
as we prepare for CSEC English A in May 2018.
See you next week! ☺
Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School

$ Email: shawnomyl@yahoo.com
MATHEMATICS Lesson I
with Kamau Karenga
CSEC MATHEMATICS – INTRODUCTION
Greetings, everyone. My name is Kamau Karenga and I am
a Chemical Engineer (retired) with many years of industrial

7 8 9
+
experience. I have taught CSEC Maths for over 14 years and
I LOOOVE mathematics. I have used mathematics to solve

4 5 6 –
problems, figure my way out of difficulties, and do things
that would seem magical to some untrained observers. My 1 2 3 –:

experience is that mathematics will work wonders for you
if you LOVE the subject. 0 • = +

Everything that I have learned in mathematics has been useful at some point in my life. For example, in a classroom
situation when studying Trigonometry, this question has been asked: “How will Trigonometry help me in my life?”
The simple answer is that the study of Trigonometry trains your mind to solve problems efficiently. For me, knowing
that Trigonometry was used to build the GREAT PYRAMIDS is a big deal. A painter leaning a ladder on a wall will do it
more safely if he knows a little trigonometry.
This course in CSEC Mathematics will extend over the next eight months. We will not do a complete course in CSEC
Maths, but the lessons will be a good supplement to your CSEC course. If you are into ‘self study’, this will also be a
good supplement and study guide. Look out for the Study Centre every Tuesday at w ww.j a ma i ca obs erv er.com
JOL MATHEMATICS continues on next page

JOL MATHEMATICS continued from previous page
TEST-TAKING TECHNIQUES
You need to be aware that although knowledge or understanding of content is related to the ability to perform well in
tests, they are two separate areas.
The skill required to take a test is different from the understanding one has of the course material. Someone may have
extensive knowledge of course content and yet fail, due to poor technique. Another person may have less knowledge
of course content but good ‘test-taking’ skills; therefore, he/she is able to perform well or satisfactorily in an
examination. It is important to be mindful of these two separate skills so that they can be developed together. In
examinations some candidates ‘freeze up’ or ‘go blank’; others get nervous or ill. There are techniques that demonstrate
to students how to relax and focus. One has to be relaxed (calm) and sufficiently focused at the same time; a comfortable
balance has to be found. Before taking a test, you must do whatever is necessary to feel good, look good and be positive.
Everyone is required to do mathematics, at least from kindergarten through Grade 11 (fifth form). If you are afraid to
do the subject, you MUST overcome this fear. Recognise that the fear is based on some negative experience earlier in
life that the sub-conscious mind will not forget. Recognise that you are over that bridge. You are an intelligent student,
full of promise and potential!
Below are the first two lines of a song for children. If you know it, sing it or just say the words until you believe them:
“I am a Promise, I’m a Possibility; I’m a Promise, with a capital P. I’m a great big bundle of Potentiality.”
We often ask students the following questions:
Question 1: Which comes first, the chicken or the egg?

It seems that this question has no answer.
Question 2: Which comes first, the horse or the carriage? This question has only one answer. The horse must lead the
carriage. The carriage cannot lead the horse and the horse cannot push the carriage.
Question 3: Which comes first? A good relationship with mathematics or the LOVE of mathematics? At first thought it
seems that either one may come first. If you have a good relationship with mathematics, you find the
subject interesting and exciting, you understand everything presented and you get good grades, then
obviously you will learn to love mathematics. On the other hand, if you learn to love the subject first, you
will do the exercises and activities. Consequently, you will develop your skills and cultivate a good
relationship with mathematics.
There is only one logical answer to Question 3. First, you must love mathematics and a good relationship will naturally
follow. Understand that to ‘love mathematics’ is a DECISION the student makes.

FORMAT OF THE EXAMINATIONS

The examination will consist of two papers: Paper 01, an objective type paper and Paper 02, a problem solving
type paper.
PAPER 01 PAPER 02
(1 hour 30 minutes) (2 hour 40 minutes)
This paper will consist of 60 multiple-choice items, This paper consists of TEN compulsory structured type
from all Sections of the syllabus as outlined below. questions. The marks allocated to the topics are:
Sections No. of items Sections No. of items
Number Theory, Consumer

Number Theory and Computation 6 Arithmetic and Computation 9
Consumer Arithmetic 8 Measurement 9
Sets 6 Statistics 9
Measurement 8 Algebra 10
Algebra 6 Relations, Functions and Graphs 20
Relations, Functions and Graphs 8 *Investigations 10
Geometry and Trigonometry 8 Geometry and Trigonometry 21
Vectors and Matrices 4 Vectors and Matrices 12
Total 60 Total 100
* The investigation question may be set on any

Each item will be allocated one mark.
combination of objectives in the syllabus.

SCHOOL BASED ASSESSMENT: Paper 031 and Paper 032

Paper 031 (20 % of Total Assessment)
Paper 031 is a project.
This project is the most important change that has been made to the syllabus. The project will require candidates to
demonstrate the practical application of Mathematics in everyday life. This means that it will allow candidates to
investigate, describe and explain a mathematical area of interest and present the findings using mathematical symbols,
language and tools. The topic(s) chosen may be from any section or combination of different sections of the syllabus.
Paper 032 (Alternative to Paper 031)

(1 hour)
ALL candidates will sit three papers. Private candidates will sit paper 032 which will substitute for paper 031, however
ALL students in regular secondary school programmes will be required to do a School Based Assessment (SBA). This
alternative paper includes of two compulsory questions. The topics may come from any section or combination of
different sections of the syllabus.
WEIGHTING OF PAPER AND PROFILES
The percentage weighting of the examination components and profiles is as follows:
PROFILES PAPER 01 PAPER 02 PAPER 03 TOTAL (%)
Knowledge (K) 18 30 6 (12) 60 (30%)
Comprehension (C) 24 40 8 (16 80 (40%)
Reasoning (R) 18 30 6 (12) 60 (30%)
TOTAL 60 100 20 (40) 200
% 30% 50% 20% 100%

GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT
THE PROJECT
The School Based Assessment consists of ONE project to be marked by the teacher in accordance with CXC guidelines.
The project may require candidates to collect data or demonstrate the application of Mathematics in everyday situations.
The length of the report should be maximum 1000 words; this does not include quotations, sources, charts, graphs,
tables, pictures, references and appendices.
The onus is on the teacher to integrate activities related to the project into the classroom instruction so as to enable
the candidates to learn and practice the skills needed to complete the project. Also, time should be allowed in class for
general discussion of project work; allowing for discussion between teacher and student, and student and student.
ASSESSMENT CRITERIA
The project will be presented in the form of a report and will have the following parts:
1. Project Title
2. Introduction
3. Method of Data Collection
4. Presentation of Data
5. Analysis of Data
6. Discussion of Findings
7. Conclusion
It will be graded out of a total of 20 marks and the marks will be allocated to each task and profile.

WHAT YOU WILL NEED FOR THE COURSE

To do a course in CSEC Mathematics, you will need:
TEXTBOOK:
First, you will need a good textbook in CSEC Mathematics. Some books have a few hundred pages and some
have a thousand pages. The difference is usually the number of illustrations and examples. You will use
this book as reference and as another source to learn new concepts.
PAST PAPERS:
You will need a set of CSEC past papers (for the past 10 years, if possible) so that you can practise each
topic using actual past paper questions. Doing these questions will expose you to the CSEC approach and
help you to know what to expect in the examination. When you take the test in May 2018, it should look
familiar.
NOTEBOOK:
The third ingredient is a sturdy notebook. You want to have a record of your efforts over the months. Do
your exercises in your notebook and date them. Do not write your exercises and notes on scraps of paper
that may get lost. You do not want to hide the mistakes you may make along the way. They will remind
you of things you should not do, and reinforce your understanding of the concepts.
STUDY PARTNER:
Find a good study partner. It must be someone who is serious about the course and is making a determined
effort to master the subject. This person should help to boost your self-confidence and not retard your
progress. You should be able to support each other and remain focused.
I.T. ASSISTANCE:
If you are computer literate and have access to the equipment, there are a few good programs on
the market that can help you along. Some cost thousands of dollars; some are relatively cheap.
These programs offer a different perspective and sometimes make unexciting topics seem interesting.
YouTube offers free tutorials and some YouTube videos are prepared specifically for CSEC students.
Look out for videos in the lessons to come.
FAITH:
You must have faith. You may ask, ‘How do I develop FAITH?’ You develop faith through repetition,
repetition, repetition. Auto-suggestion and positive self-talk are techniques used to develop faith. You
must believe in yourself; tell yourself that you will succeed. Here are some words of inspiration:
...Life’s battles don’t always go

To the stronger and faster man,
But soon or late, the one who wins
Is the one who thinks, ‘I can!’

DESIRE:
Finally, there is one ingredient that every
student needs to bring to the table. It is the
only ingredient that can GUARANTEE success.
This ingredient is DESIRE. The student must
want to be successful. The philosopher Thomas SOME RELATED
Hobbes said, “Human desire is the
fundamental motivation of all human action”. TO
Get rid of apathy, indifference and laziness!
The student who gets involved physically,
MATHEMATICS
emotionally and spiritually will succeed. • ACTUARIAL SCIENCE • ARCHITECTURE • ACCOUNTING •
• AVIATION • BANKING • CONSTRUCTION (All areas) •
Next Week: We will look at the important • COMPUTER SCIENCE • CARTOGRAPHY • ENGINEERING (All areas) •
topic, NUMBERS. • TEACHING • LAND/QUANTITY SURVEYING •
• WEATHER FORECASTING •
Peace and love.
Kamau Karenga is on the staff of Portmore Community College $ Email: kkarenga@pcc.edu.jm
LECTURE SERIES (3rd Edition)

The most comprehensive collection
of CSEC study guides:
English Language ♦ Information Technology ♦ Spanish
NOW
AVAILABLE
BU Y
YOUR
COPIES
Available at JAMAICA OBSERVER LIMITED:
• Kingston – 926-7655 • Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515
T ODAY !

SOCIAL
STUDIES Lesson I
with
Charmaine Fuller-Wallace
CSEC SOCIAL STUDIES – OVERVIEW
The Social Studies course includes several subject areas which examine:
" the ways in which human beings interact with the physical and socio-cultural environment
" social issues and challenges, and how humans try to solve these
" how humans use the physical and socio-cultural environment to meet their present and future needs and desires
" how humans relate to each other as well as the way society functions
SUBJECT AREAS RELATED TO SOCIAL STUDIES
The subject areas related to Social Studies include: History, Geography, Caribbean Studies, Sociology, Economics,
Principles of Business, Anthropology, Political Science, Office Procedures and Psychology.
IMPORTANCE OF SOCIAL STUDIES
We need Social Studies to be able to:

• understand past/current events, the economy, our culture and the culture of other countries
• accept and appreciate human diversity, in order to get along with people
• solve the world’s problems
• intepret a map
" Teacher " Counsellors " Judge/Lawyer

SOME RELATED " Child Care Worker " Lecturer " Detective
TO SOCIAL " Hotel/Motel Manager " Weather Forecaster
STUDIES Question: Can you find others?
JOL SOCIAL STUDIES continues on next page

JOL SOCIAL STUDIES continued from previous page
ORGANISATION OF THE CSEC SOCIAL STUDIES SYLLABUS

The CSEC Social Studies syllabus is divided into TWO main sections: Sections A and B. Section A consists of FOUR questions.
All questions in Sections A are COMPULSORY. Section B consists of THREE questions based on the optional areas.
Candidates MUST do ONE question from this section. Candidates therefore MUST answer a total of FIVE questions – FOUR
from SECTION A and ONE from SECTION B.
TABLE 1: SYLLABUS CONTENT COMPONENTS
The syllabus content is divided into TWO sections: A and B. All the topics in Sections A are COMPULSORY and students
should do AT LEAST ONE option from B.
SYLABUS CONTENT DESCRIPTION
Individual, Family and Society
SECTION A: Sustainable Development and Use of Resources:

Development and Use of Resources and Regional
Integration
Three Options (students should explore at least ONE)
C1: Communication
SECTION B:
C2: Consumer Affairs
C3: Tourism
ORGANISATION OF THE CSEC SOCIAL STUDIES ASSESSMENT

The format and details of the CSEC General Proficiency Social Studies assessment are as follows.
Assessment for ‘In School’ candidates: Two papers (Paper 1 and Paper 2) and a School-Based Assessment (SBA).
For ‘Private’ candidates: Three examination papers i.e. Papers 1 and 2 and Paper 3/2.

TABLE 2: ORGANISATION OF THE CSEC SOCIAL STUDIES ASSESSMENT
COMPONENTS DURATION
DESCRIPTION
OF THE ASSESSMENT and MARKS
75 minutes
PAPER 01 60 multiple-choice items from Sections A of the syllabus. (1 hour and 15 minutes)
60 marks (30%)
This paper is divided into TWO sections – A and B, covering

a total of SEVEN questions. Students must do FIVE
questions; each values 20 marks. Each question in Section
A is divided into a number of parts and requires students
to write their responses in sentences. In Section C
students are required to do an extended essay.
SECTION A:
There are FOUR questions and students should answer all
FOUR. The section covers topics relating to: 2 hrs 40 minutes
PAPER 02
100 marks (50%)
Individual, Family and Society; Sustainable Development
and Use of Resources; Use of Resources and Regional
Integration
SECTION B:
This section has 3 questions from 3 topics – Tourism,
Consumer Affairs and Communication. One question will
be given from each topic. Students will do only ONE
question, which is an extended essay.

COMPONENTS DURATION
DESCRIPTION
OF THE ASSESSMENT and MARKS
This paper (called the SBA) is a project and is compulsory

for all students sitting the examination who are not
private candidates. It is an assessment of enquiry,
communication, critical thinking and decision-making
skills. The topic may be drawn from any area of the
syllabus and should discuss a problem that exists in the
PAPER 03/1: student’s school, community or country and for which
School-Based information is available. 40 marks (20%)
Assessment (SBA)
N.B: Students should bear in mind that the project must
be their own research; as such they should be guided by
their teacher/s throughout the entire process.
It is suggested that a session should be set aside each

week for the SBA.
This paper is an alternative to the SBA and is for students

who are ‘private candidates’. It is a written examination
PAPER 03/2 which consists of five structured questions requiring 1 hr 30 minutes
(For Private students to give responses which may vary in detail and 40 marks
Candidates) length. This section is an assessment of enquiry, (20%)
communication, critical thinking and decision-making
skills.

KEY ASPECTS OF DEVELOPMENT AND USE OF RESOURCES

THE SOCIAL STUDIES CSEC COURSE Definition of key concepts: resources, human resources,
physical resources, work
SECTION A Importance of developing our human resources
INDIVIDUAL AND THE FAMILY HUMAN RESOURCES

! Definition of key concepts such as: family and ! Factors that contribute to the development of
family tree human resources
! Functions, types, characteristics of a family ! Work: importance of work, types of workers
! Types of family unions: common-law, legal and ! The Labour Force: causes, effects of
visiting relationship unemployment and solutions
! Roles of family members: parents, child, % Types of unemployment
grandparents, husband and wife
% Underemployed and unemployable
! Parenthood: preparation for parenthood
! Population: structure and characteristics,
! Causes and effects of changes in the Caribbean
population distribution and population density
family
! Contemporary social issues, such as: child abuse, ! Population Movement: migration, immigration,
divorce, teenage pregnancy, street children, emigration, urbanisation
juvenile delinquency, STDs/STIs
! The rights of the child and laws relating to PHYSICAL/NATURAL RESOURCES
children ! Types of physical resources
! Location, uses and misuses of the major natural
INDIVIDUAL AND THE SOCIETY resources in the Caribbean
! Definition of key concepts such as: groups, ! Pollution: causes, effects, solutions
institutions, group cohesion, social control, norms,
morals, folkways, revenue, expenditure,
REGIONAL INTEGRATION
parliament, proportional representation,
! Concepts associated with regional integration such
first-past-the post, bicameral legislature,
as integration, regional integration, bilateral
citizenship
! Types of Groups agreement, multilateral agreement
! Types of Institutions – functions and importance ! Major stages in the integration movement
% Institutions include: educational, financial, ! Areas of regional integration
recreational, religious, political, health ! Factors which promote and hinder regional
% Government: definition, types and functions integration
■ Importance of Government ! Benefits of regional integration
■ Powers/Branches/Arms of Government ! The role of citizens, business and governments in
■ Historical timeline of government the integration process
systems in the Caribbean ! The role/functions of regional agencies in the
■ The electoral processes used in the
integration process
Caribbean
■ Factors influencing voter participation
in an election JOL SOCIAL STUDIES continues on next page
SECTION B
! Definition of concepts such as: tourist, tourism, tourism sector, tourism product
! Types of tourism products that are available in the Caribbean
! Factors influencing the development of tourism (in the host country such as Jamaica, as well as the supply
country/countries such as Canada, USA)
! Contribution of tourism to the economy of countries in the Caribbean
! Impact of tourism on the physical and socio-cultural environment
! Challenges affecting the development of tourism in the Caribbean Region
! Contribution of local, regional and international agencies to the development of Tourism in Jamaica/the region
! The different ways in which tourism can be used to promote regional integration
NOTE: Not all areas of the syllabus will be covered. However, every effort will be made to cover the critical areas.
The focus for this academic year will be:
" Some areas of Section A as well as Section B (Tourism) of the Syllabus.
" Multiple-choice items and short-answer questions
" How to answer essay questions
" Organization of the School Based Assessment (SBA).
Next week I will look at the Social Studies School Based Assessment.
Have a wonderful week!
Charmaine Fuller-Wallace is on the staff of St. Andrew Technical High School

$ Email: charmief2@yahoo.com

INFORMATION
TECHNOLOGY Lesson I
with
Shandeen Robinson-White
INTRODUCTION TO
INFORMATION TECHNOLOGY
Welcome to the 2017/2018 Information Technology lecture
series. In today’s lesson we will present an overview of the
subject, along with the format of the examination and
recommended hardware, in order to be adequately
prepared for the CSEC examination.
THE JOL LECTURE SERIES, INFORMATION TECHNOLOGY, 3RD EDITION BOOKLET
For many years the Jamaica Observer has introduced weekly lessons published in the Study Centre supplement of their
daily newspaper. These lessons have been compiled into a booklet, the JOL Lecture Series, Information Technology, 3rd
edition. The booklet aims to provide, in a concise way, material which spans the entire CSEC Information Technology
syllabus. It is available for purchase at Jamaica Observer offices and bookstores islandwide.
From 1991 – January 2010, the Information Technology syllabus was offered at two proficiencies: the technical
proficiency, which focused more on productivity tools (word processing, database management and spreadsheet);
and the general proficiency, which focused more on programming. Both syllabi have since been combined and only
the general proficiency now exists.
OUTLINE OF LESSONS TO BE PUBLISHED

This year’s Information Technology series will consist of approximately 27 lessons based on different sections of the syllabus.
a) Increased emphasis will be placed on examination strategies, including: how to answer questions, how to recognise
important/command terms in questions, how to determine the length of answers, and the process of elimination
in multiple-choice questions.
b) In order to help prepare you for your School-Based Assessment (SBA), we will begin looking at the productivity
tools, word processing, spreadsheet, and database.
c) We will explore the world of ‘problem solving’ and ‘program implementation’.
d) In some lessons we will use past papers for practice.
JOL INFORMATION TECHNOLOGY continues on next page

JOL INFORMATION TECHNOLOGY continued from previous page
E-Marking
Information Technology is marked electronically. You may visit the CXC website for further details at www.cxc.org. The
e-marking solution enhances some of the quality assurance procedures and results in more detailed analysis of
examination performance. We will prepare you to use the space given to answer questions accurately.
RECOMMENDED HARDWARE AND SOFTWARE

Hardware
The examination body does not stipulate what hardware is to be used; they only recommend that you use a reliable
computer system with access to the Internet and a printer.
Software
1. Productivity Tools:
a) Microsoft Word 2007 or 2010 and up
b) Microsoft Excel 2007 or 2010 and up
c) Microsoft Access 2007 or 2010 and up
d) Microsoft PowerPoint 2007 or 2010 and up
e) Microsoft Front Page 2007 or 2010 and up
NOTE: Again, the syllabus does not dictate that the Microsoft Productivity Tools be used, but we have chosen to use
them for the purposes of these lessons because of their popularity in schools, homes and offices.
2. Programming: Pascal
3. Operating System: Microsoft Windows XP or Microsoft Windows Vista or Windows 8
EXAMINATION FORMAT
To be awarded a grade in the CSEC Information Technology examination, you must be successful in 3 papers.
Paper 1
Multiple-choice questions: 1 hour and 30 minutes, testing all sections of the syllabus
Paper 2
Structured questions: 2 hours and 15 minutes, testing all sections of the syllabus

Paper 3 (SBA)
School-Based Assessment (SBA): its value is 30% of the final grade.
OR
Paper 3 (Alternative Paper)

Written paper testing practical skills (productivity tools and programming) – its value is 30% of the final grade.
NOTE: 1. Candidates are able to sit the IT examination twice per year, in January and/or June.
2. Candidates are entered to sit either:

(a) Paper 1, Paper 2 and Paper 3 (SBA)
OR
(b) Paper 1, Paper 2 and Paper 3 (Alternative)
3. The Paper 3 (Alternative) is the option normally selected by candidates who lack the resources to do the
SBA.
4. While the Alternative Paper may seem easier to do than the SBA, it has been proven that candidates who
do the SBA perform better and get better grades in the examination than those candidates who write the
Alternative Paper.
We recommend that you do the SBA as long as you have the resources to do so.
EXAMINATION PREPARATION TIPS

1. Get a copy of the syllabus and use it to guide you in your studies – the first step is always to ensure that you know
what you are expected to learn in the course.
2. Read and make thorough revision notes. Use the Jamaica Observer Study Centre and the JOL Lecture Series IT booklet
to help. They are especially useful during revision.
3. Collect as many past papers as possible (January and June), especially the most recent ones. Use them throughout
your entire course.
4. Study! Don’t wait for the examination – studying is easier, less stressful and more effective when done habitually
from the beginning of a course to the end.
5. Ensure that you have adequate access to the recommended hardware and software, and practise until you can
confidently use the computer as required for the course.
Remember, “if you fail to prepare, you are preparing to fail”. – Benjamin Franklin

BASIC COMPUTER SYSTEM

When studying computers or Information Technology, it is very important that you have a computer to practise the
tasks given. This could be a laptop or a desktop computer. Your tablet may not be able to perform all the tasks required.
The system you decide to use must have:
(a) System unit (including a processor)
(b) A display unit (monitor)
(c) Input device(s)
System Unit Monitor

(houses the motherboard and CPU) (Output device)
Keyboard Mouse
(Input device) (Input device)
NOTE: Refer to the Jamaica Observer Information Technology, 3rd edition booklet for more details on the hardware and
software components of a computer system.

SOME
RELATED TO
INFORMATION
TECHNOLOGY
Applications Coordinator Peripheral Equipment Operator
Computer Applications Programmer Software engineers
Computer Operator Software testers
Computer technicians Software trainers
Customer Service Engineer System Administrator
Database Administrator Systems Analysts and Designers
Data Entry Operator/Clerk Systems Programmer
IT managers Technical Documentation Specialist
Multimedia artists Web Master
Network Administrators Web developer

EXAMINATION STRATEGIES
Taking an exam is a skill in itself. You are tested on your knowledge of a syllabus content AND your ability to accurately
answer all the questions within a set time frame.
Next week we will begin by looking at some typical examination questions on the first section of your syllabus:
Hardware and Software, and Paper 2. This section is usually tested in Section 1 of Paper 2.
Th e School-Ba sed As ses sm en t

PAPER 2
(SBA) tests productivity tools and
Paper 2 is divided into three sections. programming (which is already
30%), so the intention of this
Section 1: Theory – 60 marks
written paper is to test those skills
Section 2: Productivity Tools – 15 marks theoretically and also to find out
Section 3: Problem Solving & Programming – 45 marks whether a relationship exists
between the two papers (SBA and Paper 2). The examiner
The number of marks is very important. It indicates the will discover whether or not you did the SBA on your own.
value of each section. The whole paper values 50%, broken
Word to the wise – Aristotle once said: We are what we
down into each section. repeatedly do. Excellence, then, is not an act, but a habit.
In other words, Section 1 values 25% of the 50% Shandeen Robinson-White is affiliated with
(60/120*50%). The programming section values 18.5% of Maths Unlimited and Hillel Academy.
$ Email: teacherrobwhite@hotmail.com
the 50%. Productivity Tools take the remainder.

HUMAN & SOCIAL
BIOLOGY Lesson I
with
Leroy Munroe
INTRODUCTION TO HUMAN AND

SOCIAL BIOLOGY
WELCOME BACK
Hi boys and girls, ladies and gentlemen! Welcome to the

first publication of the 2017 – 2018 Jamaica Observer
Lecture Series on Human and Social Biology.
Congratulations to those candidates who were successful
in the May/June 2017 examination and better luck next
time for those candidates who were not successful, just
work on your weak areas. I hope you will find these
lessons interesting and useful for the next twenty-eight
(28) weeks.
This first lesson gives an overview of the subject, areas of the syllabus and examination. Candidates are required to do
extra reading, as not all areas will be covered in the twenty-seven (27) lessons. Lessons will try to cover as much of the
areas as possible over the twenty- eight (28) weeks. I would like to leave you with this quote for the day:
THE PURPOSE OF EDUCATION IS TO REPLACE AN EMPTY MIND WITH AN OPEN ONE. (Malcolm Forbes)
Aims of the CSEC Syllabus

The aim of the CSEC Human and Social Biology syllabus is: to develop an understanding of the structure and function
of the human body; increase awareness of the interdependence of living things within the environment; develop
competencies that will enable us to adopt healthy lifestyles; develop experimental and data interpretation skills; and
increase awareness of technological advances.
The Importance of Human and Social Biology
Human and Social Biology is concerned with the study of the structures and functions of the human body. It involves
the application of biological principles and knowledge, the maintenance of our health and the challenges of living
together. This subject incorporates the views that, as human beings, we have a responsibility for our environment and
an obligation to protect, maintain and improve its quality.
JOL HUMAN & SOCIAL BIOLOGY continues on next page

JOL HUMAN & SOCIAL BIOLOGY continued from previous page
FORMAT OF THE EXAMINATION

Candidates are required to sit two papers. Paper 1 consists of sixty (60) multiple-choice questions taken from all areas
of the syllabus. This paper lasts for one (1) hour and fifteen (15) minutes or 75 minutes.
Paper 2 contains six (6) compulsory questions divided into two sections, A and B.
SECTION A
This is comprised of four (4) compulsory structured questions taken from any area of the syllabus. Each question
attempts to integrate several areas of the syllabus. You should be able to analyse and interpret the data from the
graph(s) and table(s). You may be required to compare the data on the graphs and tables or compare (data on) graphs
only. It is important that candidates sharpen their statistical skills. Remember, this Section is compulsory. All questions
in Section A are worth fifteen (15) marks each.
SECTION B
It consists of two (2) compulsory structured questions drawn from different areas of the syllabus. Each question is
worth fifteen (15) marks.
NOTE: Candidates are NOT required to do a School-Based Assessment (SBA) for this subject. For private candidates, there
is NO Paper 03/2. You are tested on two papers only.
Candidates are tested on the following two profiles:

• Knowledge and Comprehension
• Use of Knowledge
Knowledge and Comprehension (KC)

Knowledge refers to your ability to:
i. identify and understand basic facts, concepts and principles;
ii. select appropriate ideas, match and compare facts, concepts and principles in familiar situations.
Use of Knowledge (UK)

Use of knowledge refers to the ability to:
i. use facts and apply concepts, principles and procedures in familiar and new situations;
ii. analyse, organise and evaluate information in an effort to make reasoned judgements and recommendations;
iii. interpret and draw inferences from practical laboratory exercises.

Marks and Weighting Allocation for Profile Dimensions
PAPER 01 PAPER 02
TOTAL
Multiple-choice Structured/Essay type
PROFILE
DIMENSIONS
RAW RAW RAW
% % %
SCORES SCORES SCORES
Knowledge and
60 40 36 24 96 64
Comprehension
Use of
– – 54 36 54 36
Knowledge
Total 60 40 90 60 150 100
HOW THE SYLLABUS IS ORGANISED

The syllabus is organised under five main sections, it is important that candidates cover all the areas under the different
sections. Areas to be covered are listed under each section below.
SECTION A
LIVING ORGANISMS AND THE ENVIRONMENT
i. Describe the characteristics of living things (respiration, reproduction, excretion, nutrition, growth, movement
and irritability);
ii. Compare the structure of unspecialised plant and animal cells, and microbes (labelled diagrams of plant and
animal cells).

iii. State the function of all cell structures such as cell wall, cell membrane, nucleus, mitochondrion, vacuole,
endoplasmic reticulum, cytoplasm and chloroplast;
iv. Examine the following microbes, viruses, bacteria and fungi, (include diagram of each);
v. Identify selected cells that make up the human body such as nerve cell, epithelial cell, sperm cell, egg cell and
muscle cell;
vi. Relationship of cells to an organism as a whole (cells, tissues, organs, systems);
vii. Distinguish diffusion, osmosis and active transport and explain their importance in living systems. Diagrams of
diffusion and osmosis are important. State examples of each in the human body;
viii. Explain the process of photosynthesis;
ix. Definition of food chain and trophic levels, including constructing food chains;
x. Describe the recycling of carbon and nitrogen in the atmosphere, diagrams of both cycles should be drawn.
SECTION B
LIFE PROCESSES:
1. Nutrition
a) Describe the major nutrients and their sources (carbohydrates, proteins, fats, vitamins, minerals,
roughage/dietary fibre and water). Differentiate between micro and macro nutrients;
b) State the function of the main sources of vitamin A, B1, C, D and the minerals calcium and iron;
c) State the causes, symptoms and treatment of deficiency diseases such as night blindness, anaemia, kwashiorkor,
scurvy, marasmus, Beri - Beri and rickets;
d) Classify vitamins as fat or water soluble; (a) Fat soluble – A, D, E, K, (b) Water soluble – B, C.;
e) Carryout food tests to distinguish among food nutrients (starch, reducing sugars, non- reducing sugars, protein
and lipids (fats and oils);
f) State the functions of water in the body;
g) Describe the causes and effects of constipation and diarrhoea;

h) Definition of malnutrition (over and under nutrition), obesity, anorexia nervosa and bulimia nervosa, protein
energy malnutrition (kwashiorkor, marasmus);
i) Describe the importance of teeth in the process of digestion; include types of tooth and their function.
j) Relate the structures of the tooth to their functions (enamel, dentine, pulp cavity, nerve endings and blood
vessels, root and crown);
k) State the causes of tooth decay (dental caries and periodontitis);
l) Explain the properties, role and importance of enzymes involved in digestion; this should include where they
are produced along the digestive system;
m) Investigate the effects of temperature and pH on the activity of the enzymes, amylase and catalase in the digestive
process; including construction and interpretation of graphs;
n) Identify the various structures of the digestive system; relate the structures of the digestive system to their
functions;
o) Describe the process of digestion and absorption of food in the alimentary canal;
p) Describe what happens to the products of digestion after absorption;
q) Describe the structure of a villus in relation to absorption of digested food nutrients (diagram of villus is
important)
2. Coordination and Control (The Nervous System)
a) Describe the main divisions of the nervous system; central nervous system - the brain; spinal cord, peripheral
nervous system: spinal nerves and cranial nerves, and autonomic nervous system;
b) Describe the functions of the following parts of the brain; cerebrum, cerebellum, medulla oblongata,
hypothalamus, pituitary glands;
c) Distinguish between a neurone and a nerve; Diagram of neurones (motor, sensory and relay or intermediate)
and nerve;
d) Describe the mechanisms of a reflex action (knee jerk and pupil reflex);
e) Explain the process by which voluntary actions occur;
f) Distinguish between a voluntary and involuntary action;
g) Diagram of eye (cross section). relate the internal structures of the eye to their functions;

h) Explain how images are formed in the eye; explain accommodation in the eye;
i) Describe the causes of, and corrective measures for eye defects; long and short-sightedness (diagrams should be
included) astigmatism, include the diseases glaucoma and cataracts;
j) Distinguish between endocrine (hormonal) and nervous control systems; identify where hormones are produce
a diagram is needed;
k) Explain the roles of selected hormones in the human body: Pituitary - anti-diuretic hormone (ADH), follicle
stimulating hormone (FSH), luteinising hormone (LH), growth hormones; Thyroid - thyroxin; Pancreas - insulin,
glucagon; Adrenals - adrenaline; Ovary - oestrogen, progesterone; Testes - testosterone.
Other areas of the syllabus will continue in next week’s lesson.
Have a good week.
Leroy Munroe is on staff of the Trench Town Polytechnic College $ Email: leroy_munroe@yahoo.com
LECTURE SERIES (3rd Edition)

The most comprehensive collection
of CSEC study guides:
NOW
AVAILABLE
BU Y
YOUR
COPIES
T ODAY !

PRINCIPLES OF
BUSINESS Lesson I
with
Hilary Bassaragh
INTRODUCTION TO PRINCIPLES OF BUSINESS
Congratulations to all those who were successful in the STRUCTURE OF THE EXAMINATION
June 2017 examination. Welcome to our first time readers.
Paper 01: This is a Multiple-Choice Paper consisting of 60
The objective of the Principles of Business syllabus is to items that are taken from ALL THREE (3) profiles of
familiarize students with business terms and processes to the syllabus. Items are evenly distributed among
aid them in pursuing their goal in the business field. It the profiles (20 items from each profile). Time
helps them to develop management and business skills as allotted for this paper is 1 hour and 15 minutes.
well as research skills.
Paper 02: Paper 2 is a structured ‘essay type’ paper that
It should be noted that there have been some changes to consists of FIVE COMPULSORY questions. Private
the syllabus; this can be accessed using the CXC website. candidates must be entered for the
The major ones include: examination through the Local Registrar in
their respective territories and will be required
! No optional questions; candidates are now required to sit Papers 01, 02, and EITHER Paper 03/1 or
to answer all five questions on the paper. Paper 03/2. Paper 03/1 is a single guided
research project for candidates whose research
! The paper is e-marked; this means that the question must be monitored by tutors in a recognized
and answer paper are in one (not separate). educational institution. The reports must be
Therefore candidates must write legibly and original work and must be validated by the
precisely as papers will be scanned and read online. principal and the candidates’ tutors.
! For the School Based Assessment (SBA), candidates Paper 03/2: For Private Candidates:
can present it individually or in groups. However This is an alternative paper to the School-Based
each candidate must submit their own completed Assessment (SBA) which is offered to private
project. An electronic copy should also be submitted. candidates. Private candidates opting not to do
It is recommended that you email your project to the SBA are required to write Paper 03/2 in
yourself or store it on an external drive to avoid addition to Paper 01 (multiple-choice paper)
misplacement or loss. Please be careful with copying and Paper 02 (essay paper). Paper 03/2 takes
material from books and articles to be used in the the form of a written examination. This paper
projects, as well as from other candidates. CXC is will be based on the same area of the syllabus
very strict on plagiarism and there is a penalty if you as the SBA component. The paper is a Case
are found guilty. Study that must be completed on the day of the
examination. The time allotted for Paper 03/2 is
one (1) hour.
The good news is that if you are studying more than one
Business subject, you can submit ONE SBA under a theme
for these subjects. JOL PRINCIPLES OF BUSINESS continues on next page
JOL PRINCIPLES OF BUSINESS continued from previous page
WEIGHTING OF PAPER (03/2) SBA

Total Marks
Proficiency Profile 1 (Organizational Principles) 10
Profile 2 (Production, Marketing and Finance) 20
Profile 3 (The Business Environment) 40
COMPONENTS OF THE SYLLABUS

The POB syllabus is divided into TEN (10) sections, which are further grouped into THREE (3) profiles as shown in the
diagram below.
Figure 1: Organizational Chart showing the different sections of the syllabus
Hilary Bassaragh is on the staff of The Queen’s School

$ Email: ac_teacher@yahoo.com

PRINCIPLES OF
ACCOUNTS Lesson I
with
Tedmore Clarke
INTRODUCTION
Welcome back! ☺
This is the first lesson in the current series for Principles of Accounts.
These lessons will not cover the entire Principles of Accounts syllabus. However, major exam topics will be covered as
well as areas that habitually pose problems for students.
This lesson looks at the syllabus and examination format for the January and May 2018 sittings.
WHY ACCOUNTING?
All careers in the field of business require knowledge of accounting. If you decide to set up your own business, you will
be required to provide accounting information for a variety of reasons, including: loan application, taxation, employee
deductions and ‘disclosure requirements’. While you may employ an accountant for your business, basic accounting
knowledge will enable you to better understand the work of your accountant.
THE SYLLABUS
The syllabus for Principles of Accounts is divided into fourteen (14) COMPULSORY sections as follows:
1. Introduction to Principles of Accounts

2. The Classified Balance Sheet (Statement of Financial Position)
3. Books of Original (Prime) Entry
4. Ledgers and the Trial Balance
5. The Preparation and Analysis of Financial Statements of the Sole Trader
6. End of Period Adjustments (Accruals, Prepayments, Depreciation, Bad Debts)
7. Control Systems (Trial Balance, Suspense Account, Control Accounts)
8. Incomplete Records
9. Accounting for Partnerships
10. Accounting for Corporations (Limited Liability Companies)
11. Accounting for Co-operative Societies
12. Accounting for Non-Trading (Non-Profit) Organisations
13. Manufacturing Accounts
14. Payroll Accounting
JOL PRINCIPLES OF ACCOUNTS continues on next page

JOL PRINCIPLES OF ACCOUNTS continued from previous page
SECTION 1: SECTION 3:
INTRODUCTION TO PRINCIPLES OF ACCOUNTS BOOKS OF ORIGINAL ENTRY/SUBSIDIARY BOOKS
Students should be able to: Students should be able to:

1. explain the uses of books of original entry
1. define and state the purpose of accounting (General Journal, Cash Book, Petty Cash Book,
Purchases Book, Sales Book, Returns Inward Book,
2. identify the users of accounting information Returns Outward Book)
(both internal and external users) 2. distinguish between cash and credit transactions
3. identify source documents related to books of
3. outline the distinguishing features of various
types of business organisations original entry
Source documents: vouchers, receipts, bank
4. identify the main financial statements prepared statements, invoices, credit notes, debit notes,
by various business organisations petty cash vouchers, etc)
4. use source documents to make entries into the
5. describe and give a diagrammatic presentation of books of original entry
the Accounting Cycle 5. distinguish between trade and cash discounts
6. distinguish between discounts allowed and
6. outline the concepts and conventions that guide discounts received
the accounting process 7. balance the cash book and interpret the balances
8. balance the petty cash book
7. assess the role and impact of technology
9. indicate treatment of totals from books of
(computers) on the accounting process
original entry
SECTION 2: THE CLASSIFIED BALANCE SHEET/

STATEMENT OF FINANCIAL POSITION SECTION 4: LEDGERS AND THE TRIAL BALANCE
Students should be able to:
Students should be able to: 1. identify the different types of ledgers
1. explain the concept of a Balance Sheet and
2. describe the different classes of accounts
identify its components
(personal, nominal and real)
2. construct a simple Balance Sheet (also called a 3. explain the significance of debit and credit in
‘Statement of Financial Position’) each class of account
4. distinguish between capital expenditure and
3. use the Balance Sheet/Accounting Equation revenue expenditure
(Assets – Liabilities = Capital) 5. draw up simple account formats, neatly and
accurately
4. give examples of different types of assets and 6. post from books of original entry to the general
liabilities (current and non-current) ledger and the subsidiary ledgers
7. balance and close accounts
5. construct classified Balance Sheets, showing the
8. use the balances brought down to prepare the
various classes of assets and liabilities, and
arrange them in order of liquidity and trial balance
permanence 9. outline the uses and limitations of the trial
balance
6. determine which items in a Balance Sheet will
change as a result of various transactions JOL PRINCIPLES OF ACCOUNTS continues on next page
SECTION 5: PREPARATION AND ANALYSIS SECTION 6: END OF PERIOD ADJUSTMENTS

OF FINANCIAL STATEMENTS OF THE SOLE TRADER
1. explain why adjustments are made to financial
1. explain the purpose of preparing financial statements
statements
2. prepare journal entries for prepayments and
2. list methods of inventory (stock) valuation (FIFO,
advance revenues
LIFO and AVCO methods)
3. prepare journal entries for accrued expenses and

3. calculate the value of closing inventory (stock)
revenues
4. assess the effect of different methods of
inventory (stock) valuation on profit
4. determine the amount of expenses or revenues to
5. prepare closing journal entries be transferred to the Profit and Loss
Account/Income Statement
6. identify the components of the Financial
Statements 5. indicate where accruals and prepayments will
appear on the Balance Sheet
7. draw up Trading and Profit and Loss Accounts
(also called Income Statements) to determine 6. distinguish between bad and doubtful debts
gross profit or loss and net profit or loss
7. prepare journal entries and ledger accounts to
8. show the effect of net profit or loss on capital write off bad debts and create provision for
doubtful debts
9. use ratios to determine the performance
(profitability) of the business 8. explain the nature of depreciation
10. prepare classified balance sheet (statement of 9. calculate annual depreciation expenses using
financial position) in vertical style straight-line method and reducing-balance
method
11. explain the significance of the working capital for
the operation of a business
10. prepare journal entries and ledger accounts for
provision for depreciation
12. calculate ratios to demonstrate the financial
position of a business
11. prepare Financial Statements after adjustments
13. make recommendations about a business based
on ratio analysis JOL PRINCIPLES OF ACCOUNTS continues on next page
SECTION 7: CONTROL SYSTEMS SECTION 8: INCOMPLETE RECORDS
Students should be able to: Students should be able to:
1. state the meaning and limitations of single-entry

1. explain the need for and identify common control records
systems
2. prepare opening and closing statement of affairs
(balance sheets) from incomplete records
2. distinguish between those errors which affect
and those which do not affect the trial balance 3. convert from single-entry recording to
double-entry
3. prepare journal entries for the correction of 4. calculate missing figures in Trading and Profit
errors and Loss Accounts
5. prepare final accounts from incomplete records

4. explain the need for and construct a suspense
account SECTION 9: ACCOUNTING FOR PARTNERSHIPS
5. construct a statement of revised (corrected) Students should be able to:

profit after the correction of errors
1. define a partnership and state the features of a
partnership business
6. explain the purposes of control accounts and how
they are prepared 2. give reasons for establishing partnerships
3. outline the essential components of a
partnership agreement
7. identify the sources of information for entries
made in control accounts 4. prepare journal entries and ledger accounts to
record the capital of a partnership
8. construct sales and purchases ledger control 5. use various methods to share profit/loss among
accounts partners
6. prepare appropriation account of partnerships

9. explain the significance of the balances on and current account of partners
control accounts
7. explain the significance of the brought-down
balances on partners’ current accounts
10. account for differences between cash book and
bank statement balances 8. prepare balance sheet of partnerships
9. analyse performance and financial position using

11. construct a bank reconciliation statement using ratios
the adjusted cash book and bank statement
balances JOL PRINCIPLES OF ACCOUNTS continues on next page
SECTION 10: ACCOUNTING FOR CORPORATIONS SECTION 12: ACCOUNTING FOR NON-TRADING
(LIMITED LIABILITY COMPANIES) (NON-PROFIT) ORGANISATIONS
1. identify types of non-trading and non-profit
organisations
1. identify the essential features of a limited
2. outline the differences in accounting procedures for
liability company trading and non-trading (non-profit) organisations
2. outline the advantages and disadvantages of a 3. prepare receipts and payments accounts
limited liability company in relation to sole 4. prepare income generating accounts for
proprietorship and partnership non-trading organisations
5. distinguish between capital expenditure and
3. describe the various methods of raising capital
revenue expenditure
available to limited liability companies 6. prepare the Income and Expenditure Account and
4. prepare journal entries to record the issue of the Balance Sheet
shares and debentures
5. identify the various types of shares and the rights SECTION 13: MANUFACTURING ACCOUNTS
of the owners of each type of share
6. identify the various components of shareholders’
1. distinguish between direct and indirect costs
equity (share capital and reserves) 2. prepare manufacturing accounts
7. calculate dividend payments for various types of 3. calculate unit cost of items produced
shares 4. prepare final accounts for a manufacturing concern
8. appropriate profits between dividends and 5. account for raw materials, work-in-progress and
finished goods inventories
reserves
9. prepare the final accounts of a limited liability
company SECTION 14: PAYROLL ACCOUNTING
10. analyse performance and financial position using Students should be able to:
ratios 1. identify basic source documents of the payroll
(time card, time sheet, pay-sheet, pay-advice, job
ticket or job card)
SECTION 11: 2. transfer information from time cards or sheet to
ACCOUNTING FOR CO-OPERATIVE SOCIETIES payroll
3. calculate employees’ gross earnings
4. calculate employees’ net pay, also called
Students should be able to: “take-home pay”
1. identify the essential features of a co-operative 5. distinguish between voluntary and statutory
2. identify types of co-operatives deductions.
3. describe various methods of raising capital for a
TUTORIAL NOTE:
co-operative
The syllabus may be obtained free of cost
4. prepare the Income Statement showing how from the CXC website: www.cxc.org
surplus is distributed
5. prepare the Balance Sheet of a co-operative JOL PRINCIPLES OF ACCOUNTS continues on next page
EXAMINATION FORMAT
The examination for Principles of Accounts is divided into three papers.
PAPER 1: 60 multiple-choice questions, taken from the entire syllabus, as follows:
Section No. of Questions

1 4
2 4
3 6
4 7
5 6
6 4
7 4
8 4
9 5
10 4
11 2
12 4
13 4
14 2
––
TOTAL 60
The duration of this paper is 1½ hours and it accounts for 30% of the total marks for the overall examination. Candidates
are required to shade their responses (using pencils) on pre-printed examination ‘cards’.
PAPER 2: A problem-solving paper consisting of five (5) COMPULSORY questions.

These questions may test any aspect of the syllabus. Candidates are expected to write their responses in the
areas and tables provided in the question paper booklet.
The duration of this paper is 3 hours and all questions carry equal marks (20 each). This paper accounts for
50% of the total marks for the overall examination.
PAPER 3: A School-Based Assessment (SBA) component (Paper 3A or Paper 03/1), testing Sections 2 to 6 primarily. The
SBA accounts for 20% of the total marks for the overall examination.
OR
A Case Study component (Paper 3B or Paper 03/2) – for private candidates only – consisting of 10 to 15
short-answer questions based on case studies and drawn from Sections 2 to 6 primarily. The duration of this
paper is 1½ hours and it accounts for 20% of the total marks for the overall examination. Candidates are
required to write their responses in the question paper booklet.
Tedmore Clarke is on the staff of Quality Academics

$ Email: tedmoreorless@hotmail.com

INTEGRATED
SCIENCE Lesson I
with
Marlene Grey-Tomlinson
INTRODUCTION: SYLLABUS
AND EXAMINATION OVERVIEW
Welcome everyone! ☺
For the students just starting this course, it may seem
daunting because of the volume of work that needs to be
done. Do not feel intimidated, get the syllabus and read
through to understand the course and expectations. If you
are unable to source a syllabus, I have included below an
overview which should help.
For you, second year students, this is the start of the final
year of secondary school. You now have about eight (8)
months to complete your studies in preparation for the THE SYLLABUS
CSEC examinations. Work hard at completing your labs and The syllabus was redesigned with a greater emphasis on
remember that reading ahead is always important. the integration and application of scientific concepts and
The lessons in this series will cover several topics from the principles. The last examination in May/June 2017
syllabus and questions will be provided at the end of each reflected this new syllabus.
lesson. I encourage you to attempt the questions, as
practice for the examination. An understanding of science is central for young citizens’
preparedness for life in this modern society. The study of
The Integrated Science syllabus is designed to contribute science provides the knowledge and skills which are
to the science education needs of Caribbean Secondary intended to improve the quality of living. It empowers
level students who wish to:
individuals to engage in public discussions on issues
related to science and technology; and to be critical
! pursue a science course in the interest of a general
consumers of scientific information related to everyday
education or those who desire to pursue only one
life. Integrated Science brings together the everyday
science subject;
context in which science operates. It encompasses biology,
chemistry, physics, earth science, environmental science
! study science-related subjects such as Physical
and technology.
Education and Sports, Home Economics, Agricultural
Science or those who wish to pursue careers in fields
related to health and education. JOL INTEGRATED SCIENCE continues on next page
JOL INTEGRATED SCIENCE continued from previous page
The CSEC Integrated Science Syllabus

ORGANISATION OF THE SYLLABUS
is based on three themes:
& The Organism and Its Environment, SECTIONS UNITS
& The Home and Workplace ! Matter

! Cell
& Earth’s Place in the Universe ! Movement of Particles
! Reproduction and Growth
! Food and Nutrition
SECTION A
The Organism ! Transport Systems in Plants
This syllabus aims to: and Its and Animals
Environment ! Respiration and Air
! develop scientifically and technologically literate Matter Cell
Pollution
students who will engage in public discussions on ! Excretion
issues related to these fields; ! Sense Organs and
Coordination
! use scientific knowledge and principles in everyday ! Health and Sanitation
life situations;
! Temperature Control and
! increase awareness of the importance of living in Ventilation
harmony with the environment and appreciate the SECTION B ! Conservation of Energy
need to preserve the natural environment; The Home And ! Electricity and Lighting
Workplace ! Machines and Movement
! design and evaluate scientific inquiry; ! Metals and Non Metals
! Acids, Bases and Mixtures
! interpret data and evidence scientifically;
! The Universe and Our Solar
System
! develop critical thinking, problem-solving and
! The Terrestrial Environment
collaborative skills; SECTION C ! Water and The Aquatic
Earth’s Place In
The Universe Environment
! develop competencies that will enable students to
! Fossil Fuels and Alternative
make appropriate decisions regarding health, safety
Sources of Energy
and other everyday life problems;
! Forces
! integrate information, communication and

technological tools and skills. JOL INTEGRATED SCIENCE continues on next page
JOL INTEGRATED SCIENCE continued from previous page
FORMAT OF THE EXAMINATION

PAPER 1
Duration: 1 hour and 15 minutes
SOME
Paper 1 consists of sixty (60) multiple-choice items drawn RELATED TO
from all areas of the syllabus.
INTEGRATED
PAPER 2 SCIENCE
Duration: 2 hours and 30 minutes Teaching
Part A consists of four (4) compulsory structured
questions drawn from all areas of the syllabus. Health Services:
Question 1 will be a practical or – Dietician, Massage Therapist,
investigative-type question. Home Care Aide / Nurse’s Aide
Part B consists of two (2) compulsory essay-type

Medical Sales Representative
questions.
PAPER 3/1 Fitness/Athletic Trainer
School-Based Assessment (SBA)

The School-Based Assessment will evaluate the Lab Technician / Assistant
achievement of students in practical skills in the
laboratory and field work . Students are required to Cosmetology
keep a laboratory notebook.
NOTE: Your teacher will guide you through the practical Food Science
activities. Ensure that you complete all practical
activities. They play a vital role in your external
examination marks. Agriculture
PAPER 3/2 Veterinary Services: Assistant

Alternative to the SBA (for private candidate only)
This paper will examine the same skills as those tested in Photography
Paper 3/1. The focus, therefore, will be on Experimental
Skills and Use of Knowledge (Analysis and Interpretation).
This paper is a practical paper. Manufacturing
Until next week and a new lesson, have fun learning!
Marlene Grey-Tomlinson is on the staff of Excelsior High School $ Email: mgrey.xlcr@gmail.com


ENGLISH
LITERATURE Lesson I
with
Simone Gibbs
INTRODUCTION:
SYLLABUS CHANGES
Welcome back to school!
I hope you had a wonderful summer and you have settled

into the new school year. Let’s work together over the
next few months and you will be able to successfully
complete the English Literature examination. Pay keen PAPER 01
attention in all your classes, read the weekly lessons in The
Jamaica Observer, and then give me feedback on whether a) This paper will be 1 hour and 45 minutes long.
the articles have helped you and how I could help you in
future articles. b) It will be divided into THREE sections – drama, poetry
and prose fiction. You are expected to write short,
Changes have been made to the examination that you appropriate responses to each question.
must be aware of. Firstly, it is important to note that
several of the prescribed texts have changed. So if you sat c) The excerpts presented here are likely to be material
the examination last year, much of the material that you that you have not seen before (that is why this Paper
need to know this year will be unfamiliar to you. Secondly, is often referred to as “The Unseen Paper”).
the number of questions that will be given on the
prescribed texts have been reduced. Information regarding d) All questions are compulsory.
the new set texts will be outlined below. Thirdly, for the
first time you will be required to do an SBA or School Based e) Twenty(20) marks will be allocated to EACH of the three
Assessment as a part of your final grade. I will give you sections. The total will therefore be 60 marks.
further information on the SBA in this lesson and other
lessons as well. f) This paper is 29% of the final mark.
The final assessment will therefore be done in three (3)

parts:
1. Paper 01 (the Unseen Paper), PAPER 02
2. Paper 02
3. Paper 031, which is the SBA OR Paper 032 if you are a) Duration: 2 hours and 10 minutes
registered as a private candidate.
In response to the question that I know is brewing in your b) The paper will be divided into THREE sections.
minds – NO, you will not be given multiple choice questions
in the English Literature examination! If you do well and c) You will be required to write ONE essay from EACH of
get to the CAPE level, however, you will get that option, as the genres of literature. These questions will be based
beginning next year, the Literatures in English Paper 1 will on prescribed texts.
no longer require that candidates respond with short
answers, but to multiple choice questions instead. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
SECTION ONE PRESCRIBED TEXTS FOR 2018 – 2023

This section will focus on Shakespeare and Modern Drama.
Selections from A World of Poetry for CSEC
N.B. In previous examinations there were FOUR questions
1. An African Thunderstorm, David Rubadri
set in this section, now there will only be TWO – ONE
on EACH play. Candidates must choose ONE question 2. Once Upon a Time, Gabriel Okara
from this section.
3. Birdshooting Season, Olive Senior
4. West Indies, U.S.A., Stewart Brown
SECTION TWO
This section will be based on the twenty (20) selected 5. Sonnet Composed Upon Westminster Bridge,
poems from the prescribed texts. There will be TWO William Wordsworth
questions. One will be generic. That will allow you to
6. Orchids, Hazel Simmons-McDonald
choose TWO of the twenty poems in order to respond to
the question. The other question will identify TWO of the 7. The Woman Speaks to the Man who has Employed
poems and ask for your response. You will be required to her Son, Lorna Goodison
compare the two poems. You must choose ONE question
from this section. 8. It is the Constant Image of Your Face, Dennis Brutus
9. God’s Grandeur, Gerard Manley Hopkins

SECTION THREE
10. A Stone’s Throw, Elma Mitchell
This section will feature prose fiction.
11. Test Match Sabina Park, Stewart Brown
N.B. In previous examinations there were SIX questions
in this section – TWO on EACH of the novels and TWO 12. Theme for English B, Langston Hughes
set on the short stories. Now there will only be FOUR
questions – ONE on each novel and TWO based on 13. Dreaming Black Boy, James Berry
the short stories. You will be asked to compare the
short stories. You must choose ONE question from 14. My Parents, Stephen Spender
this section.
15. Dulce et Decorum Est, William Owen
Each question will be worth 35 marks – 25 marks for
16. This is the Dark Time, My Love, Martin Carter
content and 10 marks for organisation and mechanics of
writing. Hence the paper will be a total of 105 marks. 17. Ol; Higue, Mark McWatt
d) This paper is 50% of the final mark. 18. Mirror, Sylvia Plath
e) The SBA will therefore be 21% of the final mark. Next 19. South, Kamau Brathwaite
week I will give you more information about the SBA.
Here are the prescribed texts for the 2018 – 2023 CSEC 20. Little Boy Crying, Mervyn Morris
examinations. Hopefully you are familiar with these
and you have covered much of the material already. JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
Selections from A World of Prose for CSEC
1. The Two Grandmothers, Olive Senior
2. Blackout, Roger Mais
3. Emma, Carolyn Cole
4. The Man of the House, Frank O’Connor
5. Blood Brothers, John Wickham
6. The Day the World Almost Came to an End, Pearl Crayton
7. The Boy Who Loved Ice Cream, Olive Senior
8. Berry, Langston Hughes
9. Mom Luby and the Social Worker, Kristin Hunter
10. To Da-duh, in Memoriam, Paule Marshall
DRAMA
The Tempest, William Shakespeare
Ti-Jean and His Brothers, Derek Walcott
NOVELS
Breath, Eyes, Memory, Edwidge Danticat
To Kill a Mockingbird, Harper Lee
Please be reminded that you don’t have to study ALL the above texts. In preparation for the examination you should
know all twenty (20) poems. You will however have a choice between the two (2) prescribed plays (drama) and
questions from prose fiction (the novels and the short stories). Ultimately you will be required to answer ONE drama
question, ONE poetry question and ONE question from prose fiction– a total of three (3) essay questions.
Wow! That might seem like a lot to digest, but don’t worry, with hard work you can accomplish your goals.
Please join me next week for another lesson.
Simone Gibbs is on the staff of Calabar High School

$ Email: simonecgibbs@yahoo.com
HEART CAREER TALK continued from previous page
www.jamaicaobserver.com
Article
with Career Development Services I
THE NATIONAL TRAINING AGENCY
INTRODUCTION TO CAREER DEVELOPMENT
Imagine that you work in an education system where students describe their educational experiences saying:
“I can hardly wait to get to school each day because I know I will learn
something that is important to me. Teachers and counsellors link their
subjects and programmes to my strengths, skills, talents, interests and
dreams, and try to make sure that I feel competent, confident and
connected. I always feel successful at the end of the day.”
“I know how all of my subjects are related to each other

because teachers and counsellors regularly help us understand this.”
“I have an education/career plan that keeps me focused and helps me

make connections between what I am learning at school and success in
the adult world. Because of this, I always know what I am learning,
why I am learning it, and how I will be able to use it when I am no
longer in school. I review and adjust my plan regularly.”
HEART CAREER TALK continues on next page

CAREER DEVELOPMENT
Career Development is a lifelong process of managing progression in learning and work. The quality of this process
significantly determines the nature and quality of people’s lives, the kind of persons they become, the sense of purpose
they have, and the income at their disposal. It also determines the social and economic contribution they make to the
communities and societies of which they are a part. .” (A.G. Watts in ‘Why Career Development Matters’, 2004)
CAREER SERVICES
“Career Development Services refers to a wide range of programmes and services provided in many different jurisdiction
and delivery settings. The objective is to assist individuals to gain the knowledge, skills, attitude and behaviour to
manage their life, learning and work in self-directed ways.” (Canadian Career Development Foundation, 2002)
CAREER DEVELOPMENT IN THE EDUCATION AND TRAINING SYSTEMS

A quality career guidance programme will:
" create a more positive school climate in which all students can learn
" help students fully explore their educational and career opportunities
" establish ‘school to work’ transition programmes
" help students learn how to manage time, organise information, make decisions and deal with changes
" help students develop employability skills such as communication, interpersonal skills, working in teams as well
as other cooperative work skills
" help students develop a positive work ethic
" assist students to acquire skills for personal, career and life-style development
" provide education and information about occupational safety, employees’ rights and responsibilities
" help students assess their interests, abilities and skills, and provide information about work, education and
training opportunities
" guide students in writing educational and career development plans which are maintained and updated by
students and the school
" help students learn to take responsibility for their educational and career planning
" assure a coordinated team effort to address the needs of all students
" equip students with skills necessary for success in school, family and workplace
" encourage life-long learning
With this in mind, the unit will be providing a series of articles that involve career planning and understanding today’s
workplace, as well as contextualising learning experiences of students in terms of ‘what am I learning, why am I
learning it and how I can use the knowledge learned?’

TOPICS TO BE ADDRESSED IN THE SERIES
" Self-development " Examining Career Clusters
" Career planning " Careers in Science, Technology, Engineering

& Mathematics (STEM) – Introduction
" Employability skills
" Financial management
" Exploring the Labour Market: Hot Jobs
" Entrepreneurship
" How Social Network Can Make or Break Your Career
" Job Search
" Self-Assessment
" Career decision-making process " Preparing resumes and cover letters
" Matching careers with personalities " Interview Techniques
" Understanding today’s workplace " Networking
" Career Exploration Techniques " Work Life Balance
CAREER DEVELOPMENT MODEL
Career
Personal
Social Educational
Goals
The career development model embraces a comprehensive approach and involves educational, personal and social goals.

DEFINITION OF KEY CAREER TERMS
What is Career Education?

Career Education is the totality of experiences infused into the elementary and secondary curricula through which
individuals learn about work as a part of their way of life and through which they relate work values to other life
roles and choices.
Career
A career is the totality of work (paid or unpaid) one does in his/her lifetime.
Career Guidance
Career Guidance is the process of assisting persons to apply skills, techniques and information at the individual
level. Through career guidance persons are able to make realistic and appropriate choices and future options.
WHO CAN HELP ME WITH MY CAREER DEVELOPMENT?
Career Development Professionals have the skills, knowledge and experience required to assist you with your career
development needs.
There are several different names given to career development professionals. The two most popular names in Jamaica
are: Career Development Officers and Career Counsellors. Many guidance counsellors also offer advice to students.
Can you think of any other names that career professionals are called?
CONCLUSION
Career development in general and career guidance specifically assist persons in managing their careers. This is
important because of the current rapid changes in technology that leads to fast changes in available careers. We can
no longer focus solely on traditional careers such as doctors, teachers, nurses and lawyers.We have to now explore and
become familiar with new and emerging careers such as animators, health advocates, health informatics technician,
mobile app developers and many others. Many old and traditional careers are on the decline or have become obsolete
and new ones are being developed.
Erica Williams is the Manager, Career Development Services at HEART Trust/NTA,

National TVET Centre, Gordon Town Road, St. Andrew
$ E-mail: erica_williams@heart-nta.org
Telephone: 977-1700-5, 970-2139.
Website: www.heart-nta.org.
ERIES
LECT(3UrdREEditSion)
:
dy guides
CSEC stu anguage
s h L
Engli nology
on Tech
Informati
ORDER YOUR COPY TODAY!
NOW Online
THE DAILY OBSERVER Tuesday, September 12, 2017 Page C 50 www.jamaicaobserver.com
Online:
► Communication
Studies C51–C53
► Caribbean
Studies C54–C58
BUBBLY AND BRIGHT

ST. JAGO HIGH SCHOOL, ST. CATHERINE: Back to school smiles were
captured on September 5 at St. Jago High School.
We welcome comments (PHOTO GARFIELD ROBINSON)
& suggestions
► Call: 936-9458 or 384-2810
► Email: bookpubs@jamaicaobserver.com
LECTURE SERIES (3 rd
Edition)
The most comprehensive collection of CSEC study guides: NOW
English Language and Information Technology AVAILABLE
Available at JAMAICA OBSERVER LIMITED: • Kingston – 926-7655
• Ocho Rios – 795-3632 • Montego Bay – 979-2401 • Mandeville – 963-0515

COMMUNICATION
STUDIES Lesson I
with
Peta-Gaye Perkins Bryan
INTRODUCTION
TO COMMUNICATION STUDIES
Hi everyone ☺
Welcome back to a new school year. I hope you are ready
to achieve excellence in all the subjects you will be
pursuing. I must also say welcome to our lessons for
Communication Studies as well as welcome to 6th form for
In your syllabus there are three (3) modules to be covered
those students who will be doing the subject in lower
and an internal assessment (I.A.) that you will submit.
sixth. For today’s lesson the focus will be on what the
subject is about and some of the topics we will explore
over the rest of the school year. MODULE 1
Gathering and Processing Information – In this module
What is Communication Studies about? Will it merely be you will cover research methods, identifying discourse
about ‘communicating’? Continue reading to discover all types and stating characteristics of and strategies used in
the exciting areas which are a part of this subject. said discourse types.
MODULE 2
THE SUBJECT
Language & Community – In this module you will learn
about the languages in the Caribbean, how they were
CAPE Communication Studies is a Caribbean based subject developed and how we view each other based on how we
done over 8-9 months with an external examination done speak.
at the end of the period. It promises to be an exciting
subject that will expose you to a myriad of practicable and
MODULE 3
remarkable areas that you may have taken for granted. It
is a mixture the different subject areas such as Linguistics, Speaking & Writing – This module looks at the
Media & Communication, History, Research Methods and communication process, barriers to effective
Rhetoric. It encapsulates the different language skills so communication as well as types of communication.
you will definitely have to be careful with your grammar,
organization and expression when writing. This year you You will not necessarily cover the three modules in a linear
will gain skills for a lifetime. You will harness analytical format as two may be taught concurrently.
and critical thinking skills which you will need in the
workplace and of course to do further studies. JOL COMMUNICATION STUDIES continues on next page
JOL COMMUNICATION STUDIES continued from previous page
AREAS TO BE COVERED ACTIVITIES

Draw diagram
♦ Study and summary skills ♦ What is communication?
illustrating the
♦ The communication process ♦ The objectives of communication
communication process
♦ Effective communication ♦ Ways of communicating

♦ Facilitators and barriers to communication YouTube videos
♦ N.B. Technology in communication ♦ Contexts of communication
♦ Forms of communication (verbal/ non-verbal). Non-verbal communication

(definition) ♦ Types of non-verbal communication ♦ Functions of non-verbal Practice questions
communication ♦ Listening comprehension (introduction)
♦ Definition of verbal communication. Characteristics of language ♦ Language Practice questions

vs. a language ♦ Purposes and functions (what it does) of language SWAY PRESENTATION
♦ Types of Discourse ♦ Introduction to the Internal Assessment (I.A.) OBJECT LESSON
♦ Language and social history in the West Indies
♦ Language varieties in the West Indies

♦ Types of English
♦ The Language Continuum

Ruler analogy
♦ Discussion of Internal Assessment
♦ Listening- Effective listening Questions on

♦ Review of literary devices differences between
♦ Listening comprehension practice listening and hearing
Gathering and processing information – ♦ identifying and evaluating sources ♦

Case Study
data vs. information ♦ evaluation and appropriateness of data collection
NEWSPAPER ARTICLE
methods ♦ evaluating the reliability and validity of sources
♦ Preparations for Oral Exams
REVIEW FOR EXTERNAL EXAMS
JOL COMMUNICATION STUDIES continues on next page

JOL COMMUNICATION STUDIES continued from previous page
RECOMMENDATIONS
! You can download a copy of the syllabus to assist you as you get engaged with this new subject area. You may use
the link below to get your copy and view specimen papers.
http://www.cxc.org/subject/communication-studies-cape/
! Follow along with your teachers as well as stay ahead with the reading so you will be more prepared for classes
and ultimately your external exams in May-June 2018.
! Here are a few of the text books which may be helpful as you study the CAPE Communication Studies syllabus over
the next few months. There some more recommendations for other text books in the syllabus.
! McDermott, H. (2008). CAPE Communication Studies. Trinidad: Caribbean Educational Publishers
! Roberts, P. (1988). The West Indians and Their Language. Cambridge: Cambridge University Press.
! Simmonds-McDonal, H., Fields, L. & Roberts, P. (1997). Writing in English: A Course Book for Caribbean Students.
Jamaica: Ian Randle Publishers.
! Zeuchner, R. (2002). Communicating Today: The Essentials. Pearson.
This is where we stop for this week but for next week think about how you study and try to see if your method works
for you. Until then, take care and don’t forget to prepare!
Peta-Gaye Perkins Bryan is on the staff of Queen’s High School for Girls
$ Email: perkins.pg@gmail.com
LECTURE SERIES
The most comprehensive collection of CSEC study guides:
NOW BUY
AVAILABLE YOUR
COPIES
T ODAY !

CARIBBEAN
STUDIES Lesson I
with
Debgeri Whitely
INTRODUCTION TO CARIBBEAN STUDIES
Caribbean Sea
WHAT IS CARIBBEAN STUDIES?
“Caribbean Studies is an interdisciplinary field of study that draws on perspectives,

largely from the humanities and social sciences to provide an understanding
of Caribbean society and cultures.” 1 Just like any other content area,
Caribbean Studies seek to make students well rounded with issues (e.g. physical, political and socio-economic challenges
facing the small states within the region - in their country, the Caribbean and the Diaspora).
Independent Activity: In the diagram provided, write the disciplines integrated to form Caribbean Studies.
JOL CARIBBEAN STUDIES continues on next page

JOL CARIBBEAN STUDIES continued from previous page
IS CARIBBEAN STUDIES RELEVANT?
In our world today employers are looking for the full package in a prospective employee (skills and attributes that will
propel their company/business to the next level) and Caribbean Studies can be viewed in that way – as “the full
package”. It lends itself to in-depth research, the gathering, analyzing and interpretation of information; skills that
are needed for further academic study and the working world. Therefore, Caribbean Studies is a content area that:
" teaches appreciation for challenges within the Caribbean;
" shows Caribbean citizens their roles and responsibilities in preserving and contributing to their Caribbean
heritage;
" gives awareness to the importance of living in harmony with the environment and human beings (transmission
of family and kinship values), community cohesion, moral issues (responsibility / accountability to self and
community);
" facilitates the acquisition of enquiry skills which are a plus to be successful in ones academic life and the world
of work (to function efficiently in the 21st century), and
" seeks to foster the exploration and development of Caribbean identities.
SKILLS AND ABILITIES ASSESSED IN CARIBBEAN STUDIES
Caribbean Studies emphasizes three main skills and abilities, these are knowledge and comprehension, use of
knowledge and enquiry and communication. These three skills and abilities are measured in the course’s assessments
(SBA and External Examination).
SKILLS AND
REQUIREMENT
ABILITIES
Ability to:
• understand facts, concepts, principles, processes and theories
Knowledge and
• explain using various perspectives the development of the Caribbean Region and
Comprehension
the Diaspora
• value the nature and purpose of research
Ability to:
Use of • arrange and relate facts, concepts and principles to illustrate a rage of phenomena
Knowledge • organize/classify information, assess, interpret, evaluate, infer, judge, conclude
and make relevant recommendations
Ability to:
• utilize, analyze and evaluate primary and secondary sources of information
Enquiry and
• use various methods to investigate issues relating to Caribbean society and culture
Communication
• in the appropriate format, clearly and logically communicate ideas, findings and
recommendations.

STRUCTURE OF THE SYLLABUS

The syllabus is divided into three modules. The diagram below highlights the topic and subheadings to be covered in
each module.

METHODS OF ASSESSMENT
VALUE
(PERCENTAGE
ASSESSMENT DESCRIPTION
OF TOTAL
SCORE)
Paper 03
40%
This paper
This is a research paper which emphasizes the collection and analysis
School Based MUST be
of data from primary and secondary sources on issues in the
Assessment submitted
Caribbean Region.
(SBA) in order
to pass the
*** Please see your syllabus for recommended areas for
examination
investigation. ***
Paper 01 1hr and 30mins
• 45 multiple choice questions

27%
• tests content from all three modules
• 15 questions per module

External
Assessment
Paper 02 3 hours
• Four sections A - D
• Answer ONE essay from EACH section
• Essays in Sections A and B are from Modules 1 and 2 respectively.

These are worth 20 marks each. 33%
• Essays in Section C and D are from Modules 1 and 2 respectively and

are worth 30 marks each.
• Module 3 is NOT tested.
• A total of FOUR essays MUST be done.

RECOMMENDED RESOURCES
1. CAPE Caribbean Studies: For Self-Study and Distance Learning (distributed by Nelson-Thornes Ltd)
2. CAPE Caribbean Studies: An Interdisciplinary Approach by Jennifer Mohamed - 2nd Ed ( distributed by Macmillan
Education)
3. CAPE Caribbean Studies by Ottley, Gentles and Dawson (distributed by Pearson Education Ltd)
4. CAPE Revision Guide Caribbean Studies by Thompson, Lawson-Downer, St John and Thomas-Hunte (Distributed
by HarperCollins Publishers Ltd)
5. Other texts and academic reading from disciplines such as history, sociology, geography, economics, development
studies, gender studies, cultural studies and anthropology.
6. CARICOM, IMF, WORLD BANK, WHO, UNESCO AND UNDP websites
7. Local and regional newspapers, magazines, blogs, radio and television programmes as well as YouTube videos
(access can be had online).
TIPS ON HOW TO BECOME A SUCCESSFUL CARIBBEAN STUDIES STUDENT:
• Get a copy of the Caribbean Studies syllabus online

• Read widely, and use a variety of sources keeping yourself up to date on current affairs within the region. This
will help you to experience and compare the reality of Caribbean nationals in territories outside of Jamaica.
• Be enthusiastic - prepare for your classes, that is, read/watch videos before class so you can actively participate
in ALL class activities.
• Hold discussions with your peers, this will help you to better understand the topics covered.
• Do independent research and practice writing on issues outlined in the syllabus. You can have your teacher and
peers critique it.
REFERENCES
" CAPE Caribbean Studies Syllabus, published in Jamaica 2013.

" http://www.cxc.org/subject/caribbean-studies-cape/
1 http://www.cxc.org/subject/caribbean-studies-cape/
ANSWER
Caribbean Studies entails Cultural Studies and Ethics, Economics, Government and Politics, History, International
Relations, Physical and Human Ecology and Sociology.
Debgeri Whitely is on the staff of St. Hugh’s High School $ Email: dwhitely@sthughshigh.org

Studycentre Sep122017 PDF

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Studycentre Sep122017 PDF

Enviado por

Direitos autorais:

Formatos disponíveis

www.jamaicaobserver.

ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES

INTEGRATED SCIENCE ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

INTRODUCTION: SYLLABUS CHANGES

I hope that those of you who have

JOL ENGLISH LANGUAGE continues on next page

FORMER SYLLABUS CURRENT SYLLABUS

! Construction shift ! Construction shift

! Equivalent sentences ! Equivalent sentences

! Vocabulary: synonyms, antonyms ! Vocabulary: synonyms, antonyms

! Argumentative writing ! Argumentative writing

JOL ENGLISH LANGUAGE continues on next page

STRUCTURE OF THE EXAMINATION

FORMER SYLLABUS CURRENT SYLLABUS

Time allotted: 1 hour 30 minutes Time allotted: 1 hour 30 minutes

Sixty items Sixty items

Forty items based on comprehension THIRTY FIVE items based on comprehension

24 percent of the total score 29 PERCENT of the total score

FORMER SYLLABUS CURRENT SYLLABUS

Four sections Four sections

Section 1: Summary writing Section 1: Summary writing

Section 4: Argument/Persuasive writing Section 4: Argument/Persuasive writing

76 percent of the total score 50 percent of the total score

JOL ENGLISH LANGUAGE continues on next page

PREPARATION FOR THE EXAMINATION

See you next week! ☺

Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

CSEC MATHEMATICS – INTRODUCTION

Greetings, everyone. My name is Kamau Karenga and I am

a Chemical Engineer (retired) with many years of industrial

I LOOOVE mathematics. I have used mathematics to solve

that would seem magical to some untrained observers. My 1 2 3 –:

if you LOVE the subject. 0 • = +

more safely if he knows a little trigonometry.

JOL MATHEMATICS continues on next page

We often ask students the following questions:

Question 1: Which comes first, the chicken or the egg?

JOL MATHEMATICS continues on next page

FORMAT OF THE EXAMINATIONS

(1 hour 30 minutes) (2 hour 40 minutes)

Sections No. of items Sections No. of items

Number Theory, Consumer

Consumer Arithmetic 8 Measurement 9

Algebra 6 Relations, Functions and Graphs 20

Relations, Functions and Graphs 8 *Investigations 10

Geometry and Trigonometry 8 Geometry and Trigonometry 21

Vectors and Matrices 4 Vectors and Matrices 12

Total 60 Total 100

* The investigation question may be set on any

JOL MATHEMATICS continues on next page

SCHOOL BASED ASSESSMENT: Paper 031 and Paper 032

Paper 031 is a project.

Paper 032 (Alternative to Paper 031)

WEIGHTING OF PAPER AND PROFILES

The percentage weighting of the examination components and profiles is as follows:

PROFILES PAPER 01 PAPER 02 PAPER 03 TOTAL (%)

Knowledge (K) 18 30 6 (12) 60 (30%)

Comprehension (C) 24 40 8 (16 80 (40%)

Reasoning (R) 18 30 6 (12) 60 (30%)

TOTAL 60 100 20 (40) 200