Unlocking the new English A SBA
STUDENTS, IN this and next week’s lesson, I will take you through the parts of the SBA. The information I will provide is by no means prescriptive, but should be rather helpful in clarifying what you are expected to do.
According to the English A syllabus, 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 four-five 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). The SBA must be presented as a portfolio.
THE SBA PROCESS PRELIMINARY ACTIVITIES
One of the first things you are expected to do is form groups of four-five. The groups must be approved by the teacher.
Next, the group will identify a topic that is of interest to all members. The teacher can offer suggestions or group members can brainstorm their own.
Once the theme has been chosen, each group member has to choose a subtheme. Each group member should have a different subtheme. For example, if you select scamming as a theme, a subtheme can be: The effects of scamming on its victims.
CHOOSING ARTEFACTS
You are expected to choose three artefacts that are related to the subtheme/subtopic you are focusing on. Your three artefacts can be chosen from the following: advertisements, brochures, cartoon strips, poems, diaries, plays, newspaper articles, reports, short stories, pamphlets, posters, videos and speeches. One of your artefacts must be in print.
When you are selecting your artefacts, consider their availability and the ease at which you will be able to interrogate/analyse them.
THE PLAN OF INVESTIGATION (5 MARKS)
This section gives an overview of the general direction the SBA will take. Using no more than 100 words, you are expected to:
State the group’s theme and the specific topic you will be focusing on.
Give a fully developed reason for selecting the specific topic.
For example: I selected the topic ‘The effects of scamming on its victims’ so I can learn about how devastating this act can be and use my knowledge to educate people I know.
Explain how this portfolio will benefit you as a student of English. Consider its impact on your vocabulary, knowledge, research skills, discussion of ideas and more.
Describe how you plan to collect relevant information on your topic/subtheme or issue and use it in your presentation. Here, you are going to indicate where or how you are going to gather information and how you will use this information in your oral presentation.
Once you are finished your plan of investigation, then you move into completing your reflections.
REFLECTIONS (5 MARKS)
As stipulated by the syllabus, the reflections should be done in class to enable the teacher to ascertain the originality of your work. Overall, you should produce three reflections using no more than 150 words for each. Each reflection should be based on an artefact. Your reflection is your personal response to the artefact by showing how it connects to the subtheme/subtopic you are focusing on. Do not overthink the reflective section. It is not that complicated.
Each reflection should have three paragraphs that focus on a different element.
Paragraph 1: Explain how the artefact shaped your thinking about the topic/issue. You can expand on any of the following: How has the artefact helped you in understanding the topic? Have your views changed? How so? What new knowledge have you gained? How does the piece make you think or feel about the issue or topic?
Paragraph 2: Discuss the language used in the artefact. Is the language easy to understand or follow? Why do you say this? Does the writer use Creole? Why do you think he or she does this? Does the writer use literary devices, narrative techniques, dramatic techniques or persuasive devices? If so, what purpose do they serve? Is there a specific tone? How does the language impact you? Is the language used appropriate for its context? Please note also that for some artefacts, like pictures or videos, you will have to pay attention to body language and the surrounding environment and comment on how they relate to your subtheme/subtopic.
Paragraph 3: Explain how the SBA process has made you a better person. Has it improved your ability to work in groups? Have you become more competent in presenting in front of people? Are you better at conducting research? Have your writing skills been enhanced? This paragraph should be written in fifth form or grade 11.
INDIVIDUAL PARTICIPATION MEASURE (5 MARKS)
This is a measure of a candidate’s individual participation assessed by self and teacher. Here, you are required to evaluate how you work in the group. You will pay attention to how well you work as a team player, maintain focus and manage your behaviour as well as your time during group activities. You will also note how the group impacts your self-confidence or selfesteem.
The total mark for individual participation will be five, based on the responses obtained from the rating scale above.
This scale should be completed by you in discussion with your teacher on two different occasions. The first assessment provides feedback you can use for improvement, and the second assessment should give you the final mark.
We will stop here for now. Review what I have shared and next week we will conclude our focus on the features and requirements of the SBA.
Vocabulary top-up: contemplate – think; complicated – difficult/arduous; contrite – regretful, remorseful; curtail – to cut short or to restrict.
See you on the other side of this week.