CSEC ENGLISH SBA

Sharon Phillip
Hassan Basarally
 BEFORE YOU START…
• Ensure that the topic can have enough sub topics for each group member.

• Students should choose artefacts that are: of sufficient length, directly related to the
topic and contains a language strategy.

• Encourage students to note the bibliographic information of the artefacts as soon as

it is collected.
 COVER PAGE
• CANDIDATE NAME:
• CANDIDATE NUMBER:
• CENTRE NAME:
• CENTRE NUMBER:
• YEAR OF EXAMINATION:
• TEACHER:
• SUBJECT:
• TOPIC:
• TERRITORY:
 PLAN OF INVESTIGATION
CRITERIA BREAKDOWN
Reason for choosing the topic and selection of Must be well explained.
title. 3 marks ‘I find this topic interesting’:1 mark

Expected benefits to you as a student of English 3 Summary writing, persuasive writing, persuasive
marks speaking, vocabulary.
Research skills, knowledge of the topic: 1 mark

Material to be collected 2 marks Genre e.g. poem, song, short story, article: 1 mark
Sources: newspaper, internet, textbooks 1 mark

Use of the English Language skills to be used Summary writing & expanded vocabulary will be
in analysing the material 2 marks used in writing reflections and group report.
Persuasive writing & persuasive speaking will be
used in the oral presentation.
 SELECTION OF ARTEFACTS
LESS DIFFICULT MORE DIFFICULT
Poem Video
Short story Audio
Song Picture
Article
Play
 REFECTION 1
1. How did the student think about the issue before starting the SBA?
2. What was the main idea or issue in the 3 selected pieces?
3. What new knowledge did the student gain from each piece of material?
 HINTS FOR REFLECTION 1
• The artefact title must be mentioned.
• Speak about each artefact separately.
• Each reflection must be 150 words
 REFLECTION 2
1. What category did the piece fall into (e.g. poem, article, and poster)?
2. What was the purpose of each piece (to persuade, to entertain, to inform, etc.)?
3. What were some of the main language techniques used by the writer in the
pieces?
4. How effective were these techniques in achieving the writer’s
purpose?
5. IEE: Identify, Example, Explain
 HINTS FOR REFLECTION 2
• Choose one language device to speak about
• Registers: formal, informal, consultative, frozen, intimate
• Tone
• Mood e.g. fearful, angry, sad, calm, cheerful, peaceful, exciting, lonely etc.
• Literary devices e.g. simile, metaphor, personification, repetition
• Examples
• Statistics
• Structure: categorical, comparative, evaluative, sequential
 REFLECTION 3
1. What did the student learn about the topic?
2. Did the student’s research help him in any facet of his life (socially, academically, etc)?
3. What was the student’s experience working in a group?
4. Was the group work challenging or beneficial? Does the student explain his opinion of the experience?
5. How did the student cope with group challenges?
6. Were the students able to help each other?
7. Did the student have any other experiences and how did these help them to grow?
8. Was the student able to assess, read, find and evaluate a range of research information?
9. Did the student’s writing improve?
10. Was the student’s vocabulary expanded?
11. Did the student’s self-discipline increase?
 REFLECTION 3 INTERPRETATIONS
Reflection 3 – may be interpreted two ways
• (a) a discussion on how the completion of an SBA or SBA generally has helped the student
to “become a better person’
• (b) How doing a specific (topic) SBA has caused the improvement.
{Improvement / better person may include the personal – psychological, social, physical…
educational}
 GROUP WRITTEN REPORT
1. Content: 4 marks

a. What different aspects of the theme did each group member investigate?
b. Was it easy or hard to find pieces/artefacts? Why?
c. How did the group decide what three pieces/ artefacts to use?
d. How many pieces/artefacts did the group have? What are the names of the three
chosen?
 GROUP WRITTEN REPORT
2. Evidence of investigation: 3 marks
a. What did the group learn from each of the pieces/artefacts?
b. What was the major issue in each piece/artefact?

3. Language use and vocabulary: 3 marks

c. Grammar and mechanics
d. Utilise vocabulary/jargon from the stimuli.
 HINTS FOR GROUP WRITTEN
REPORT
• If any group member has a different report, the candidate cannot receive the same mark as
the rest of the group.
• This is the only part of the SBA that spelling and grammar is penalised.
• The three artefacts must be included after the report of the SBA for each member of the
group.
• Basic APA format is to be used.
• All artefacts used for the report must be included in the portfolio.
• 300 word limit.
 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.

• Creole is accepted in the suitable contexts and registers.

 PLAN OF ORAL PRESENTATION
• 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.

• TOPIC:
• GENRE:
• SOURCES:
 REFERENCES
• Basic APA format