A Breakdown of the CSEC English A SBA

This is an attempt to breakdown/explain the CSEC English A SBA.

THE SBA OUTLINE Students will be in groups of 4 or 5.

FUNCTION OF THE GROUP

 

I. Students will assist each other by proof reading each other’s work
II. Have group discussions and brainstorm ideas
III. Assist each other in research
IV. 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 Flash Drive

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

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?

REFLECTION (450 words in total)

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

Entry 1
State how the data/artefact has inspired you, affected you, impacted on you, and what
does it remind you of.

Entry 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.

Entry 3
State how the sub-theme/topic helps you to become a better person, shape your
attitude, etc. 
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.