Tips for Writing the CSEC English SBA Reflection

Here are a list of tips you can use when writing the English SBA reflection:

1. Divide the reflection into three sections based on the reflection guidelines (HERE).

2. Allow the students to write the reflection one paragraph/entry at a time in class.

3. After students have written each paragraph allow them to peer edit their reflection in their SBA group. You can create a rubric to guide the process.

4. Allow students to write multiple drafts of the reflection in their SBA notebook before they publish their final draft.

5. Do not give students a set structure for the reflection. Instead, highlight the areas that should be covered in the reflection and allow students to formulate how they want to word the reflection for themselves.

6. Write a sample reflection with your class.

7. The reflection MUST be written in class.

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A Breakdown of the English A & B SBA Reflection.

There has been some debate as to whether there should be three separate reflections on each artefact or three entries integrating the analysis of all three artefacts. I hope this breakdown will adequately answer these questions.

Three essays are NOT required for the reflection. But the candidate must produce three reflections  on the three aspects indicated on page 39 of the syllabus.

1.       What should  the English SBA Reflection entail?

Writing the three ‘Reflection’ entries means that the student working individually:

(a)                chooses three pieces of material related to the theme, one of which must be print;

(b)                creates a first entry in which they record how each of the three stimuli affected their understanding of and reaction to the theme;

(c)                 creates a second entry which comments on the language techniques used, for example, figurative language, emotional language, descriptive language, denotative and connotative language, levels of formality, use of dialect, jargon; and,

(d)                creates a third entry which comments on how the process of doing the English SBA on the selected theme has helped you to grow. For example, increased understanding, competence, awareness, changes in behaviour, attitude, and world view.

This last entry of the reflection should be delayed until close to the completion of the SBA.
             
 2.               What is meant by ‘discuss the use of language’ in the reflection for the English SBA?

When students discuss the use of language found in their selected stimuli (pieces of material) they will comment on the techniques (word choice, figurative language) used by the writer to communicate his/her message.  The discussion should include:

(a)                identification of techniques; and,

(b)                comments on how these techniques helped/hindered the delivery of the message (information).

Sample English SBA A and B Reflection

This sample reflect was created by teachers of the Rusea's High School after an English SBA workshop I conducted. The teachers watched the above video and pretended that they were writing a reflection based on the Effects of scamming on Individuals. Please note that this sample is based only on one artefact.


While watching the video on ‘The Effects of Scamming on Victims,’ I was overwhelmed by different emotions. The video portrayed the family of a victim who was expressing how scamming led their family member to suicide. Initially, I felt extremely ashamed because Jamaica is my country and is branded as ‘scamming capital.’ It is quite disturbing to see these happenings in my country. I was also empathetic towards the victims as they suffered a great loss. Vulnerable and older people seem to be the target, as the video showed. The video also showed the despair of both the families and the victims who are often left with nothing. This video has inspired me to speak against scamming as it is wrong and can cause serious physical and psychological damages to the victims and their families who are often left to pick up the pieces. This video reminded me of the infamous Cash Plus scandal which affected hundreds of Jamaicans in a negative way.

The writer’s use of Language Techniques has helped me to greater analyse the piece thus drawing conclusions as well. The use of formal language by the reporter and the Lottery Scamming Task Force Police was easily understandable by the researcher. The use of the term “Lottery Scamming” and providing a simple definition was quite effective in allowing anyone without prior knowledge of the phenomena to understand what it is. In addition, I could identify with victims who were interviewed as they utilized simple structured sentences that appealed to the researcher’s emotion causing her to be sympathetic towards victims and angry towards the ‘Scammers’. This video has helped me to really understand how the victims are negatively affected by this gruesome act and feel the exact emotions they feel through the tone of despair, disappointment and sadness utilized in the video.


The sub-theme ‘How Scamming Affects the Victims’ has reshaped my thoughts and intentions about attractive activity of scamming. Having witnessed through the video how scamming has resulted in a victim taking his own life because he realized that he was scammed out of his life’s earnings, has truly touched me. As a result, I would want anyone to feel so victimized that they commit suicide. As a result, I would discourage persons around her who scam. On the other hand, even though I am compelled I may not report to the authorities any incidents of scamming as they cannot be trusted. In order not to lose her life, I will only speak to family members and friends she is close to about discontinuing such activity.


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CSEC English SBA Facebook Group

I have been unable to keep up with the volume of questions based on the CSEC English SBA; so, I decided to create a Facebook SBA group for us to  continue the discussion.

We have been sharing resources in the group and in time the aim is to also share best practices.

The group is a closed group preferably for educators. It is FREE (just putting it out there). Just click on the link below and request to be added  and you will be.

GROUP LINK

I look forward to seeing in there.

Reviewing The CSEC English A and B SBA Rubric

Here is a video in which the CSEC English SBA rubric is reviewed:

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Let's Talk About The CSEC English A & B SBA

Today I will be making an attempt to have a conversation with you about the English A & B SBA based on the comments that you have left on the blog.

Based on the video, if you have any questions comments or concerns please let me know by commenting below. I hope you find this video helpful.

For the best quality watch the video in 720HD.


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CSEC English A & B SBA Facebook Page

Happy Holidays Everyone!!!! 

I hope you are having a great holiday. I know that most of us are overwhelmed with marking exam scripts as well as planning for the new school term. With this in mind, I have created a Facebook page that is centred around the CSEC English A and B SBA. There, you will find posts based on the SBA as well as additional resources. I hope to see you there. 

On another note, I would like to thank my colleagues who have personally shared with me that they have been using the blog as a resource site. Thank you!!! I look forward to seeing you on the Facebook page. Click Here

CLICK HERE

Equivalent Sentences Explained

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A Breakdown of the CSEC English A SBA

A number of persons have reviewed the SBA outline that I have posted to this blog and they have also asked a number of questions based on the new CSEC English A SBA.

This post is my attempt to further breakdown/explain the CSEC English A SBA.

This information was gathered from a CSEC Webinar that was conducted in September. Click HERE to see the syllabus outline of the SBA.

THE SBA OUTLINE

Students will be in groups of 4 or 5.

FUNCTION OF THE GROUP

1. Students will assist each other by proof reading each others work
2. Have group discussions and brainstorm ideas
3. Assist each other in research
4. Write the written report together

NB: Group work is not optional. It is a part of the process of the SBA.

Students and/ or teachers can create a number of themes (drug abuse, violence against women, natural disasters, etc ). Themes can also be created by students based on their interests.

Each group will select a theme. Each student in the group will select a sub-theme based on the group theme.

Teachers can guide students to identify sub-themes through brainstorming the theme.

 For example:

The Main Theme: Drug Abuse

The Sub-Themes can be:

* drug abuse treatments
* the effects of drug abuse
* how drug abuse contributes to crime
* how drug abuse affects teenagers

RESEARCH

After sub-themes have been selected, students will now find their three (3) pieces of data/artefacts that further explains the theme. These pieces of data (artefacts) can come in the following formats: a document (articles, tables, pictures, audio (a recording), video, an interview etc). Student will select materials that is they can write a reflection on.

One of the three pieces must be print. Your audio can be placed on a CD or Flash Drive

Students should not do any interviews or questionnaires for this research. 

REFLECTION 

Students will then write their reflection of how the document/ artefact shaped their thinking about the sub-topic they are exploring.

Students will then examine how the language  helped them to further understand the sub-theme/topic.

Students will write THREE entries in which the student reflects on the issue/topic/ theme/ event selected should be completed in their portfolio.

The final piece of reflection should state how doing this SBA or Sub-theme helped the student to become a better person or improved his/her attitude. (This can be done at the end of the year.)

The entire group will have 12 pieces of data/artefacts in total. Students must use their own pieces of material. Students should not have the same reflections. Each reflection must be individual.

These reflections should be written in class.

STRUCTURE OF THE REFLECTION

PARAGRAPH 1

State how the data/artefact has inspired you, affected you, impacted on you, and what does it remind you of.

PARAGRAPH 2

Students will comment on the use of language. They will state if the language formal, informal, jargons, slangs, technical or distant tone. State how the language aid in your understanding of the sub-theme/topic.

PARAGRAPH 3

State how the sub-theme/topic helps you to become a better person , shape your attitude, etc. (This should be done at the end of the term.)

WRITTEN REPORT (300 words)

This is a report on the research process. This also states the outcome of the research.

You can answer these questions in your written report.

*What steps have you taken to get your work done?
*How did you collect the data?
*Are you happy with the pieces you have done?
*Are you happy working as a group?
*Did you learnt individually or as a group?
*Did you meet as a group?
*Do you think the group was effective working together?

This report should be written as a group.

ORAL PRESENTATION (3-5 minutes)

What you have decided to do as your contribution to your theme/sub- theme. Students can write a poem, drama piece, or prose piece. Students creative response after a brief overview of the research process.

A brief plan of the oral presentation must be submitted in the portfolio. This must be a part of the presentation.

This should be done in Standard English. Teachers will mark the presentation. The presentation must be recorded and place it on a CD or Flash Drive.

PLAN OF INVESTIGATION (100 words)

An introduction to the issue/topic/theme/event (A satisfactory response should be no more than 100 words).

(a) Why did you choose this issue/topic/theme/event?

(b) What are the expected benefits to you as a student of English?

(c) How do you intend to collect relevant information on your issue/topic/theme/event and use this in your presentation?



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LESSONS LEARNT

CLICK HERE FOR MORE INFO

Lessons Learnt is my online lesson plan shop. There you can find free plans as well as plans based on the English A&B syllabus.

Lesson Plan prices start at US$1.50.

Lesson Plans include:

*Detailed objectives,

*Lesson Content,

*Introduction Activity,

*Development Activities based on discovery learning and other learning theories

*Culminating Activities

*Homework Activities

*Differentiated learning activities

NB: All lesson plans are reviewed by a senior teacher.

Please stop by and leave a comment. Click the image below to see the plans that are on sale,

Alternative to English A School-Based Assessment (SBA) 2018-2025 Outlined

Paper 032,  Alternative to School-Based Assessment (SBA) – The exam is 2 hours  and it is 21% of Total Assessment

Private candidates are required to write Paper 032, an Alternative Paper to the SBA.

The Alternative Paper will assess the candidate’s acquisition of skills in the same areas of the syllabus identified for the SBA.

This paper will consist of a guided critique of three pieces of stimulus material:   

1. An excerpt from a recent newspaper article on a topical issue;
2. A cartoon strip or lyrics to a  song on the same topical issue;
3. A poem, short story, public speech (extract) on the same issue.

Candidates will answer three compulsory questions.

Two questions will require short answer responses and one question will require the creation of an imaginative piece in response to the theme selected.

Marks will be awarded for content, organization, effective use of language, voice or style; and  word choice.  

1. Candidates will be required to respond to questions on:

(a) issues raised in the stimulus;
(b) possible impact on the intended audience;
(c) language techniques used.

2. Candidates will be required to respond to questions about oral presentations. Candidates must research and be aware of the characteristic features of oral presentations.

3.  Candidates will select ONE of the issues/situations raised in the stimulus and create a personal response to it.

The response can take the form of drama, poetry, prose, lyrics to a song (a satisfactory response should be no more than 2 pages in length).


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CSEC ENGLISH SCHOOL BASED ASSESSMENT (SBA) OUTLINED

 Paper 031,  School-Based Assessment –  (SBA – 21% of Total Assessment)  

One  SBA will be required to complete both aspects of the English Syllabus: English A and English B. 

A student who does English A only OR English B only OR English A and B will be required to submit ONLY one SBA.  The SBA will be credited for both English A and B. 

The SBA is expected to be done by each student working as an individual, and as a member of a small group approved by the teacher where:   

1. individual refers to each student, who has responsibility for his/her own portfolio;   

2. group refers to 4 – 5 students sharing a general topic, who work together to discuss and solve problems, explain ideas, learn from peers, improve oral skills, and practise social skills and leadership roles.    

The marks assigned to a student will consist of:   

1. his/her individual mark (Plan of Investigation, Oral Presentation, Reflection, Participation Measure);   

2. the mark assigned to the group ( Quality of Group Behaviour, Written Report).   

PORTFOLIO  

Each student will create a Portfolio on an issue/topic/theme/event selected by the students in the group and approved by the teacher.  The issue/topic/theme/event will also be orally presented.  The issue/topic/theme/event selected should allow for meaningful research and presentation.   

The Portfolio should include the following:  

1. PLAN OF INVESTIGATION:

An introduction to the issue/topic/theme/event (A satisfactory response should be no more than 100 words).  

(a) Why did you choose this issue/topic/theme/event? 

(b) What are the expected benefits to you as a student of English? 

(c) How do you intend to collect relevant information on your issue/topic/theme/event and use this in your presentation?  

2. PARTICIPATION MEASURE – A measure of the candidate’s individual participation assessed by self and teacher.  

3. INDICATORS OF GROUP ACTIVITY :

A minimum of THREE pieces of material, for example, print, audio, visual media must be collected and presented in the Portfolio and should address the issue/topic/theme/event selected.  

One of the three pieces must be print.  

These pieces will form the basis for the process of enquiry and group work activities (cognitive, psychomotor, affective) in which students will become aware of and practise English language skills.  

4. REFLECTION :

THREE entries in which the student reflects on the issue/topic/ theme/ event selected should be completed.

In the first entry the student must indicate how each piece of material helped to shape his or her thinking about the issue/topic/ theme/event. 

The second entry should discuss the use of language in the material selected and the third entry should state how the process of doing the SBA helped the student to become a better person.

The reflection should be written in class under the teacher’s supervision.   

5. WRITTEN REPORT:

A written report of the investigation should be a summary of the processes, procedures and outcomes of the research. 

It should include the material collected, reasons for selection and analysis of the material. 

A satisfactory report should be about 250300 words in total.  

6. ORAL PRESENTATION:

A personal response related to issue/topic/ theme/ event should be delivered orally in 3 to 5 minutes.  

The oral presentation should be delivered predominately in standard English and in a genre of the student’s choosing, for example, drama, poetry, prose, role play, speech, argument, exposition.  

The student should deliver a brief overview of the presentation including the genre chosen, the sources used and a comment on the kind of language used. 

A brief plan of the Oral Presentation must be submitted in the Portfolio. 

CLICK HERE FOR A BREAKDOWN OF THE ENGLISH A 

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