Enhance CSEC English A with thematic exams and clearer guidelines

THE EDITOR, Madam:

I commend Caribbean Examinations Council (CXC) for facilitating the education of countless Caribbean students over the years. The CXC’s efforts have contributed to the students’ academic success. However, I wish to respectfully highlight some observations that could enhance the Caribbean Secondary Education Certificate (CSEC) English A examination in alignment with evolving educational standards.

First, while the National Standards Curriculum (NSC) for lower school adopts a thematic approach, this is not reflected in the structure of the CSEC English A examination. Similarly, City & Guilds English exams utilise themes that provide students with cohesive contexts for assessment. Extending this approach to CSEC English A could foster deeper critical thinking and engagement among students. Additionally, I believe that incorporating a thematic framework would make a significant difference in preparing senior school students for CSEC. It would provide them with a clearer focus and context as they navigate complex skills such as analysis, synthesis, and evaluation.

In 2019, Rhonda Williams raised similar concerns in her commentary published in The Gleaner, titled ‘Thematic approach needed to teach CSEC English language’. She argued that thematic exams would allow students and teachers to focus on developing language skills rather than navigating random topics, which often burden both parties. I echo her sentiments and believe this adjustment would significantly benefit both educators and students by providing clearer focus and context for exam preparation.

Second, Section B of Paper 02, particularly the expository writing task, lacks clear guidelines or a standardized format. As an educator, I often find it challenging to prepare students effectively due to this absence of direction. Providing a defined structure or rubric would not only improve student outcomes but also uphold one of CSEC’s stated aims: “to provide valid, reliable examinations that cater to learners of all ages, abilities, and interests.”

While this year’s examination has already been structured and published, the CXC should revisit these issues for future iterations. The goal should always be to provide an equitable and supportive framework that empowers all learners.

VANESSA SMITH

Teacher