JEMARIAH DIAMOND ENGLISH A 2023-2024

School Based Assessment

Candidates Name: Jemariah Diamond

Candidates Number:

Subject: English A

Class: Form 5 General

School: Thomas Saunders Secondary School

Center Number:

Territory: St Vincent and the Grenadines

Topic: The British Royal Family

Title: History of the Royal Family

Teacher: Mrs. Tisha Allen Jack

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Table of Contents

Plan of Investigation.................................................page 1

Artifact One..............................................................page 2

Artifact Two..............................................................page 3

Artifact Three............................................................page 4

Reflection One..........................................................page 5

Reflection Two..........................................................page 6

Reflection Three........................................................page 7

Group’s Written Report.............................................page 8

Group’s Artifact One.................................................page 9

Group’s Artifact Two.................................................page 10

Group’s Artifact Three...............................................page 11

Oral Presentation........................................................page 12
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My Plan of Investigation

My group chose the topic ‘The Royal Family’ as people of the world know very little of our
influencers, and we want to take the role to inform them. I chose to investigate ‘The History
of the Royal Family’ because I want to learn more about the Royal’s whose faces are rarely
shown and the history of the Crown. As an English Student, I expect my editing and
summary writing skills to improve. I plan to acquire my information through the Internet and
books. My editing skills will improve by writing my groups report and my summary writing
skills will improve by writing my reflections.

My three Artifacts:

1. An Article.
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https://www.rd.com/article/royal-family-tree/
*Title: The British Royal Family Tree and Complete Line of Succession.
*Author: Lauren Cahn.
*Published: February 7th, 2022.

2. A Music Video
https://youtu.be/qyXoLW3BoeQ
*Title: Kings and Queens of England song (William the Conqueror to William and Mary.)
*Author: Published on YouTube channel Cenapsis.
*Published: April 16th, 2022.
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3. A Video
https://youtu.be/412rjcZ44Rk
*Title: British Monarchs Family Tree | Alfred the Great to Queen Elizabeth ||.
*Author: Published by Useful Charts.
*Published: December 30th, 2019.
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Reflection One

My first stimuli is an online article published by Lauren Cahn on an online website on

February 7th, 2022. Before reading this article, I was not familiar with the relatives of the
Royal Family, the line of succession, nor the heirs of the crown, both past and future.
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My second stimuli is a music video published on YouTube channel, Cenapsis, on April 16th,
2022. Before listening to and viewing this video, I thought there was not anything
entertaining when learning about the Family, and I lacked deep knowledge of the historical
things the Royal Family had done. I thought that even though they were the Kings, Queens,
Dukes, and princesses of Britain they had not accomplished remarkable things in their
rulings.

My third stimuli is a video presentation on YouTube channel, Useful Charts, on December

30th, 2019. Before watching this video, I had no knowledge of who were the kings and
Queens of the past and who once were referred to as “The Royal Family of Britain.”

Reflection Two

In the first stimuli I used, it was written in formal language, and the author used visual to
introduce the Royal Family members. The author gave a clear introduction by using words of
my level of understanding which helped me to get a bit more closure on my subtopic.
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In the second stimuli, the genre of music used in the video was baroque, which was a popular
type of music in the 1800’s. This music was used to help kids who were learning about the
Royal Family understand the monarchy but in an entertaining way. The creator used a
slideshow with visuals that looked genuinely like the past rulers to help visualize the
scenarios better.

In the last stimuli, the video was displayed in a slideshow, also a clear visual image of the
family tree, with the help of pictures and names. The creator was also talking in the
background as I watched along as he explained. High level vocabulary was also used, but it
helped enhance my vocabulary which would benefit me with my subtopic.

Reflection Three

My experience working in a group for my English Literature School Based Assessment was
not bad, but it was not the best. The group was comprised of 4 students originally in form 4,
but due to unfortunate reasons it decreased to 3. At first it had been difficult to work as a
team, but as time grew it became less difficult. After researching this subtopic my knowledge
of the History of the Crown and of the Royal Family has improved. My editing and summary
writing skills have improved just as I hoped. My overall experience working in a group has
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been good enough, it also helped me grow as a person by helping me gain patience and
tolerance towards others. My original concerns about working in a group are no longer more.

Group’s Written Report

For our English A School Based Assessment, we chose the topic “The Royal Family”
because members of the group all share a similar interest in the lifestyle of the Royals. To
gather information on this topic members of the groups chose sub-topics pertaining to their
personal interest to conduct research. They include:
• The Royal Family Tree – Jemeriah
Diamond
• Fashion in the Royal Family –
Toccara Barbour
• Rules and Laws – Luke Cambridge
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• Main Events – Toccara and

Jemeriah
The group includes three (3) members, who are listed above. Originally there were five (5)
members in the group our teacher removed a member, and another has failed to make it to
form five. The group meets on Fridays in our English A class sessions and on WhatsApp at
no scheduled time to discuss what is needed to be done and the overall progress of the group.
We chose to meet on WhatsApp because all members had access, and it was easy to share
documents and research conducted for our SBA (School Based Assessment).
At the start of working together in our SBA group, we were working well, but one member
was slacking. After some time, they improved at a much faster rate. Our group members went
about researching using the internet and magazines to gather information on their sub – topic
and later related it to the WhatsApp group. While going about researching the group our SBA
group did not face many challenges only in finding suitable information for the sub – topics
presented.
The artifacts which were immensely helpful towards the SBA were photos from Toccara’s
sub – topic and a document of the complete family tree from Jemeriah’s sub – topic.