Results of Sixth Form Application

The Sixth Form Coordinator and the Board of Management are pleased to advise that the following students have been accepted to commence the Sixth Form programme for the academic year 2019/2020. Applicants who appear on this list are NOT required to attend an interview. Please monitor the site momentarily for information on the collection of packages.

The list below is based on applications received as of 11 a.m. on August 23, 2019.

1. ATKINSON, RENESHA NICOLETTE
2. BANTON, CHRISSANDRA ROSALIE
3. BARNETT,JADA AMOY
4. BATTIEST,JENAE MONIEQUE
5. BENT, PAULA TIFANIE
6. BLAKE, TANOYA AALIYAH SYDIA
7. BROWN, GARRI-ANN ALEXANDRA
8. BROWN, SEBOKI SHANIQUA
9. CUNNINGHAM,KHIANA KENDRA
10. DAVIS, SHAVEL SASKIA
11. DOUGLAS, AKAELIA TAFAE
12. DUFFUS, DAMANIC ELIZABETH
13. EDWARDS, DANA KELSEY
14. FORDE, SHANTOYA SASHANA
15. GARDENER, AKEISHA KARLENE
16. GRAHAM, MELISSA MARIE
17. JACKSON, SHAVANIQUE TIANA
18. JAMIESON, CHRISANN SABRINA
19. JOHNSON, ABI-GALE KENIESHA
20. LEWIS, SUTANIA LANARA
21. LUE-LIM. TIANNA VICTORIA
22. MALCOLM, QUANDRIKA LASTANA
23. MATTIS, JASE-ANN JANELL
24. MCLEAN, BRITANY SHANEA
25. MORGAN,ZOEANN ABIGAIL
26. MORRIS, KHISNA TAMEKA
27. MURRAY, KIMBERLY DEREISHA
28. MURRAY,ASHANTI LAWSHAWN
29. NEEDHAM,TASHI ALICIA
30. NESBITT, BRITTANNA
31. PARKES, KIMONE ISZEBELLA
32. PETERSGILL, DASHANEL TRISHAWN
33. RAMSAY, KRISSAN CHANTAL
34. RILEY. ERICA ALEYA
35. ROWE,JULIANNA J’TAMIA
36. SAUNDERS, ABIGAIL DIANDRA
37. SMITH, SHAUNA OLIVIA
38. WAUL, PETULA CHARLIZE
39. WEST,TAINA RICHTREESHA
40. WILLIAMS, MELISSA ALICIA

The Students below are being invited to an interview for the Sixth Forn Programme to be held on Thursday August 29, 2019 at 8:00 am

Interview Date: August 29, 2019 in form 6BQ.
Dress: Professional Attire

The list below is based on applications received as at 11 a.m. on August 23, 2019.

1. BAILEY, FREDRICKA YANIQUE
2. BERRY, KAYLA DANIELLE MARTINA
3. BROWN, OPRAH ANTONETTE
4. BROWN, TAJEANA BRITANIA
5. BRYAN, SASHI TAMOYA
6. BUREY, ASHLEY JULIAN
7. CHAMBERS, RASHEKA ANNAKAYE
8. CLARKE, ASHLEY AMELIA
9. CLARKE, BRIANNA ANASTACIA
10. COKE, MAYOKA ABIGAIL
11. COOPER, SHENELYCA NATALIA LEONISHA
12. DAVIS, LOCKSLIE-ANN DESHAWNA NADIA
13. ECCLES, NAJAE KHALI-ANN
14. FRANCIS, JEFFE-JAY NAJJEE
15. GAYLE, ASHANTY AMOY
16. GRANT, ALICIA SHANILLE
17. GRANT, ASHLEY SASHA GAY
18. GRAY, AMOY GABRIELLE
19. GREEN, JHONELLE DONNA-MARIE
20. GUY, JEHAN JENAVIA
21. HALL, JOYDENE JEWEL KEMIKA
22. HAUGTON, KERESA KEANNA SHENIL
23. HENRY, JAVIER BRITTANNIA
24. HIBBERT, BRITANNY FABREISHA
25. HYLTON, CORDELLA ABBY GAYLE
26. JACKSON,ABIGAIL STACY
27. LAUD,ABIGAIL CAMILLIA
28. LEE, MESHCA SHANACEY
29. LEVENE,D’ANNKAY CORDILLA
30. LEWIS, JADA AALIYAH
31. LISLE, SHANI KIMONE
32. MALCOLM, SASHAUNA KELLY-ANNE
33. MARSH, BREANNA ALEXI
34. MILTON, CHANTAE GABRIELLE
35. MINOTT, AFIYA ASHANTI
36. MORRIS, TONIA-ANN SAFEA
37. NEWMAN, MICKALIA ALANA
38. OFORKAJA, BRANTTANY
39. POWELL, AYUANA ROCHELL
40. REYNOLDS, CANDICE ABIGAIL
41. SHEPHERD, DADRIAN DANIELLA
42. SKEENE, SHAMAYA TAJARA
43. SMITH, AMELIA LAILA AMANDA
44. STEPHENS, TATIYANA JENAEL KHADIJAH
45. STEPHENSON, JAHNELL ALIYAH
46. SWIMMER, ALJAY JENNEL
47. THOMAS, NATALIA SANEKA
48. WHITE, TIMERA TIFFANY
49. WRAY, MARISA KHALEEL
50. BRIGHTLY, MAKEDA AISHA
51. WEBB, SHIAN SHANICE
52. WRIGHT, BRIANNA CAREENA
53. HEATH, KAMAILLE TYSTAZIA
54. BRYAN, KADIAN KAREEN
55. ELLIS, STACY-ANN
56. ROWE, ASHANTAY TAHALIA
57. CAMPBELL, NICKAVIA SANTAJUA HORECIA
58. KIRKLAND, SHANI SHANIA
59. PERKINS, SHAEKA TAMARA
60. FARQUHARSON, ALEXIA ASHLEY
61. WILSON, SHENOYA ONIELIA
62. ALLMAN, KADRI-ANN CHRISS-ANN RE-ANNA
63. WALSH, DEJONAI TAMALLA

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External Examinations

CXC CSEC Examination FACTS and FAQS

cxcEvery year, students of The Queen’s School are prepared by our hard – working teachers to sit the Caribbean Examination Council’s CSEC and CAPE examinations. This page will seek to give general information regarding the examination but further information may be obtained on their website at cxc.org. The website also provide useful links by which students can download syllabuses for their specific subjects.

Benefits of the SBA

The SBA is beneficial to both students and teachers as it

  • provides many opportunities for teachers to organise the learning activities of selected sections of the curriculum to meet the individual needs;
  • (ii) indicates to both teachers and students the next steps to be taken for students to achieve the objectives set out in the syllabus;
  • contributes to both the development of relevant skills and the testing and rewarding of students;
  • enhances the validity of the examination on which candidate performance is reported, as it provides opportunities for the teacher in the classroom to assess, skills such as, exploration, investigation and planning, which cannot be adequately measured externally or by means of written tests.

SBA across subjects

Although the format of assignments across subjects may differ, there are a number of common requirements among them. These include the following:

  • students undertake specified assignments over a given period of time, fulfilling specific skills as outlined by the syllabus;
  • class teachers assess the work and submit the scores to CXC;
  • CXC moderates the scores awarded by the teachers; and
  • students’ final grades include the scores awarded as a result of this process.

Given the significant contribution that the SBA makes to students’ overall scores and subsequent grade, it is imperative that these scores are valid and reliable estimates of student achievement. CXC, in its quest to ensure validity and reliability of these scores adheres to set standards by: (i) following strict  moderation procedures; (ii) providing assistance to territories by facilitating orientation workshops for teachers in setting assignments, guiding students and assessing assignments; and (iii) providing feedback reports on the moderation results.

MODERATION

The moderation exercise is conducted to ensure that the assessment of the work of students at different schools carried out by different teachers using sometimes different tasks, is in alignment with the standard as defined by CXC in the syllabus for respective subjects. It also serves another critical purpose as it assesses whether teachers have understood CXC procedures.

Centre Moderation 

All CSEC  SBA samples are centre-moderated expect the sciences ; that is, each centre is required to submit one sample consisting of the work of five candidates to be remarked and checked for compliance with set standards.

For CSEC  Visual Arts the requirements for a sample are somewhat different. Each centre is required to submit a sample for EACH PRODUCTION OPTION for which candidates are registered. The sample must consist of Piece 3 for each of the five candidates in the sample.

 

 Submission of the Moderation Samples 

SAMPLES must be submitted, by the stipulated deadlines forr each subject; and attest that the samples have been prepared in accordance with CXC’s guidelines.  Results will be withheld for those centres which do not submit the required samples.

 Selection of the Moderation Samples 

Random Sampling   

Random Sampling is implemented in the following subjects:

Caribbean History   Principles of Business   Principles of Accounts

On-site Moderation 

Moderators or trained CXC assessors, visit the schools/centres and mark tasks on site.  This activity may involve observing process skills, or evaluating final products or both.  In some instances, all the tasks are assessed; in other instances, only samples of tasks are assessed.

Oral Examination 

Approved examiners conduct oral examinations at a school or a centre using a set of tasks or examination questions prescribed by CXC.  (There is no moderation of these scores because the assessors have been trained to do these tasks.)

REGULATIONS AND PROCEDURES APPLICABLE TO SBA

The Regulations for the Conduct of the Council’s Examinations, Definitions, Regulations and Procedures, 2008) provides the official framework for the SBA. The applicable Regulations and Procedures to SBA are given below.

Regulation 2.1.10:  Candidates presented by recognised Educational Institutions must submit within the year of the examination, their SBA assignments as required by the syllabus. Procedure 13.4.3:  Candidates will be reported “UNGRADED: NO SBA

 

RECORDS/SAMPLES RECEIVED” if the required SBA was not submitted by the presenting institution on their behalf or if, the Council having requested samples of the work done by the class, none was submitted by the presenting institution.

Resit Candidates 

SBA scores can be carried forward only ONCE and only for the year immediately following the first sitting. Candidates are only eligible to register as “Resit Candidates” if the moderated SBA mark (SBA mark awarded after review by CXC) obtained is at least 50% of the total SBA scores obtainable for the subject.

Candidates wishing to register as Resit Candidates must ensure that their registration information is identical to that submitted for the previous June’s examination.

Preliminary result slips include notation indicating the subject(s) for which the candidate is ineligible to carry forward SBA scores.

 

 

CXC CAPE Examination FACTS and FAQS

 

INTRODUCTION

Internal assessment is an integral part of candidate assessment in the course covered by the syllabus. It is intended to assess certain knowledge, skills and attitudes that are associated with the subjects and are not easily assessed in external examinations.  The activities constructed under Internal Assessment are linked to the syllabus and should form part of the learning activities to enable the candidate to achieve the objectives of the syllabus.

During the course of study for the subject, candidates are awarded marks by their teachers for specified knowledge, skills and attitudes they demonstrate as they undertake their Internal Assessment assignments.  These marks contribute to the final marks and grades that are awarded to candidates for their performance in the examination.

Two distinct sets of guidelines (provided in the syllabus) for selecting appropriate tasks are intended to assist teachers and candidates in selecting assignments that are valid for the purpose of Internal Assessment.  The guidelines for assessing the candidates‟ assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of candidates in the Internal Assessment component of the course.  In order to ensure that the scores awarded by teachers are not out of line with the Council’s standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by the teachers.

Internal Assessment provides many opportunities for teachers and candidates to organise the learning activities of selected sections of the curriculum to meet the individual needs of each candidate.  It facilitates feedback to the candidate at various stages of the experience. This helps to build the self-confidence of candidates as they proceed with their studies.  Internal Assessment also facilitates the development of the critical skills and abilities, emphasized by the subject and enhances the validity of the examination on which candidate performance is reported.  Internal Assessment, therefore, makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of candidates for the development of those skills.

The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and reliable estimates of accomplishment.  The guidelines provided in the syllabuses are intended to assist in achieving this objective.

The regulations and guidelines pertaining to the completion and submission of Internal Assessment remain the same for the CAPE Diploma and the Associate Degree.

The CAPE Diploma will be awarded for the satisfactory completion of a programme of at least six Units including Caribbean Studies within grade ranges I-V.  All candidates must register for the Associate Degree during the year of expected completion.  To be awarded the Associate Degree candidates must attain seven Units including Caribbean Studies and Communication Studies within Grade ranges I-V in any of the following areas: – Business Studies – Environmental Science – General Studies – Humanities – Information Technology – Mathematics – Modern Languages – Natural Sciences and – Technical Studies

 

 

REGULATIONS AND PROCEDURES APPLICABLE TO INTERNAL ASSESSMENT

The CXC  Regulations and Procedures applicable to INTERNAL ASSESSMENT are given below.

Regulation 2.1.10:  Candidates presented by recognised Educational Institutions must submit within the year of the examination, their INTERNAL ASSESSMENT assignments as required by the syllabus.

Procedure 13.4.3:  Candidates will be reported “ungraded: no INTERNAL ASSESSMENT received” if the required INTERNAL ASSESSMENT marks were not submitted by the presenting institution on their behalf or if, the Council having requested samples of the work done by the class, none was submitted by the presenting institution.

MODERATION

CXC moderates the INTERNAL ASSESSMENT in order to ensure that the assessment of the work of different schools carried out by different teachers using sometimes different tasks, is aligned to the standard of assessment defined by CXC.

Centre Moderation 

All CAPE® subjects are centre moderated.  Each Centre will be required to submit ONE sample consisting of the work of a maximum of five candidates per subject. Teachers of a specific subject, at a given centre are therefore required to collaborate on ALL aspects of the Internal Assessment requirements.

Resit Candidates 

A candidate who re-writes the examination in the same Unit within two years may re-use the moderated IA score earned in the previous sitting within the preceding two years.  Candidates are no longer required to earn a moderated score that is at least 50% of the maximum possible score; any moderated score may be re-used.  Candidates re-using the IA scores in this way must register as Re-sit candidates and provide the previous candidate number.

In order to assist candidates in making decisions about whether or not to reuse a moderated IA score, the Council will continue to indicate on the pre-slip if a candidate’s moderated IA score is less than 50% in a particular Unit.

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