english sba book report

Think and Write for CSEC English A and B

CSEC SBA – Outline

Julie Tagg – Think and Write for CSEC English A and B January 25, 2024 The School Based Assessment (SBA) (Paper 3/1) portfolio requires that the candidates create an individual portfolio on an issue/topic/ theme or event that is current in the society. Candidates will work in groups. The topic is selected as a group. The topic…

Julie Tagg – Think and Write for CSEC English A and B

January 25, 2024

The School Based Assessment (SBA) (Paper 3/1) portfolio requires that the candidates create an individual portfolio on an issue/topic/ theme or event that is current in the society. Candidates will work in groups. The topic is selected as a group. The topic must be approved by the teacher.

Requirements for the Individual SBA requirements

The SBA contains six main items:

Plan of investigation

Introduction

Each candidate should write an introduction to the issue/topic/theme or event. There should be a word limit of 100 words at maximum.

Candidates are expected to state why they chose the issue/topic/theme or event?

Benefits

Candidates are expected to state the benefits of the topic/issue/theme or event as a student of English.

Data collection

Candidates should state the method that will be used to collect pertinent information for the group’s issue/topic/theme or event.

Presentation plan

The introduction should also state how the candidate intends to use the information collected in the oral presentation.

Participation measure

Each candidate’s individual SBA portfolio must contain a completed rubric form which gives an assessed score of the student’s individual participation as recorded by the teacher and the student him/herself.

Indicators of group activity

The portfolio must contain a minimum of three (3) pieces of material:

audio and/or
visual media.

These pieces are collected and presented in the candidate’s individual SBA portfolio. These three products should address the selected issue/topic/theme or event selected. One of these pieces must be printed material. These three pieces will form the basis for class group work activities.

The candidate’s individual SBA portfolio must contain three (3) pieces of writing. These pieces will explore and reflect on the selected issue/topic/theme or event in writing.

Reflection 1 – the candidate discusses how each of his three (3) selected products (from section 3) helped to shape his or her thinking about selected issue/topic/theme or event.

Reflection 2 – the candidate discusses the use of the language used in each of the three (3) selected products.

Reflection 3 – the candidate describes how the process of completing the SBA individual portfolio helped the candidate to become a better person.

The reflections must be completed during supervised hours by the teacher.

Written Report

The written report of the investigation is a summary of the processes, procedures, and outcomes of the research. This should include:

the material that the candidate collected,
the reasons for selection and
an analysis of the material.

Word limit for this report should be about 250-300 words in total.

Plan for Oral Presentation

A brief plan of the oral presentation must be submitted in the student’s individual SBA portfolio. This plan should include the candidate identifying the format for the oral presentation, along with the summary of the sources. This piece will not be graded but the candidate must include this piece.

Oral Presentation

This is the candidate’s personal response to the selected issue/topic/theme or event, and this should be delivered orally for 3-5 minutes. The oral presentation should be delivered mainly in standard English and in the genre of that the candidate chooses. For example, the presentation may be in the form of poetry, prose, a speech, an argument, a role play, drama, or an exposition. The student should begin his/her oral presentation by delivering a brief overview of the presentation including the genre chosen, the sources used and a comment on the kind of language used.

Adapted from

https://www.caribexams.org/node/1928

teach7g-education@CORNERSTONE MINISTRIES

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Monday 21 October 2019

A breakdown of the csec english sba (with full sba samples---from cover page to references).

Plan of Investigation

In my pursuit to ﬁnd out which mode of teaching and learning is better, due to how students are forced to learn in these trying COVID times, research has shown that face-to-face or in-person classroom interaction with peers and teachers, has been proven to be the most popular of the three options (online learning, face-to-face instruction, or the blended approach). Why? It is the most popular option because students and teachers learn and work better in a setting of physical interaction with one another.

I have chosen this topic to show my preference for face-to-face learning and how beneﬁcial it is to students. Conducting this type of research will help me to express myself well because as a student of English I am required to make oral presentations before an audience of my peers and English teacher. My intention is to gather information from various media sources, such as conducting internet and library research, as well as peer and faculty interviews. Equipped with this knowledge, I will be able to assist my peers with understanding how to better manage their own welfare, relative to schoolwork, post-secondary education, and career goals, during this ongoing pandemic.

Indicators of Group Activity:

Reﬂective Piece 1: Photograph

https://www.tonybates.ca/2015/02/04/challenging-the-supremacy-of-face-to-face-teaching/

Reﬂective Piece 3 : Expository journal article

Reﬂections: First entry

This picture, my first artefact, has inspired me to take my education more seriously. It has reminded me of why I am at school and reinforced the value of what I have been taking for granted all along: how important learning is in these times. The dreadful impact of the COVID-19 pandemic has revealed to me the truth of the old proverb that, knowledge is key to success. Therefore, as students seeking to build an educational foundation on which to develop our future careers and personal lives, while grappling with a deadly pandemic, knowing what is important in life is paramount to any hope of success as productive citizens. No better motto reinforces how critical this period is for the world’s youth to seize this moment than my school motto: “Tempore Sapienter Utere” (Make Wise Use of Your Time). This is a defining moment for many sectors, perhaps none more so than education. This pandemic has shown us why we need education reform. Now. One that emphasizes the value of shared learning spaces―traditional schools and classrooms―as indispensable organs of a child’s psychosocial, emotional, and cognitive development. Technology has its place as a critical component of this process, but it can never replace the shared value of physical human interaction. Thus, this artefact, for me, captures this sentiment well.

The second artefact, a video presentation of a CBS news report, addressing the specific topic, “ School students around the world return to class, COVID-19-safe classrooms are the new normal ,” invites all stakeholders in education―parents, students, teachers, and education officials―to critically examine the new paradigm shift in education that has occurred as a result of the pandemic. That is, COVID-19-safe classrooms as the new normal . Schools closed their doors because of COVID-19, a dangerous new virus that spread quickly through communities worldwide. However, staying closed for the better part of the last two years has proven to be equally devastating for students globally. Notwithstanding this hiatus in education, with many struggling to continue via online classes, important lessons have been learnt. One of the critical lessons stakeholders have come to realise is that face-to-face classes are best for children and teens. Students get more than an academic education at school. Many also get vital resources and learn necessary life skills they need to thrive at school and beyond. While COVID-19 continues to spread, with increasing numbers of children becoming infected from its mutating variants, getting children safely back into schools and keeping schools safely open, where everyone―students, teachers, and support staff―stays healthy, must be the responsibility of everyone.

In the third artefact, “ Face-to-face or face-to-screen? ” , which critiques the pros and cons of in-person instruction versus online school, research has revealed that students preferred to complete school activities in a face-to-face rather than online setting. However, there was no significant difference in their test performance in the two modalities. When asked to state reasons for their preference, students strongly asserted that their preference for face-to-face instruction was based on the perception that they felt more engaged in class discussions, received more immediate feedback from the teacher, and benefitted more from exploring course/subject content with peers in the classroom rather than online. Despite the galloping pace at which information technology has overtaken and taken over the global education system, education professionals and curricula developers have discovered that the benefits, both students and teachers derive from the greater engagement experienced in face-to-face classroom settings, is both indispensable and irreplaceable. What is needed is a new structure that blends the benefits from both the flexibility of online learning with the psychosocial experience of in-person learning. The latter must never be sacrificed on the altar of technological expediency, as some would have it to be.

Reﬂections: Second entry

The atmosphere captured by the photographer, in the first artefact, shows that face-to-face is proven to be the most exciting, optimistic, admiring, and appreciative of the three modalities, for both students and teachers. Face-to-face allows for a more organic display, exchange, and diversity of learning views. The teacher readily knows who is attentive and working within the face-to-face classroom, but this is not always possible or easily ascertained with online learning. The Language of the picture shows that the students are very thrilled and active participants of this visually interactive classroom. One can gauge from the joyous expressions on the faces of students and teacher that this physical interaction is clearly more comfortable for all involved, allowing students to demonstrate a more focused and meaningful engagement with the teacher and the subject matter (or course content) under investigation. It conveys a sense of ease of communication between student and teacher because students are more comfortable in that forum than in the virtual classroom. The picture captures the moment of social interaction between human beings, which is an important element of human social development. The diversity of the class, including multiple colours in dress; in ethnicity; and gender, further illustrates the diversity of ideas from the students and teacher, which is not necessarily going to happen via online learning because students may feel inhibited by the isolating presence of information technology.

The language of the second artefact is formal, conversational and informational in tone and linguistic style. This artefact, a televised news report covering the global impact COVID-19 has had on schools worldwide, has shown me how important it is for students to return to school, albeit in a new COVID-19-safe classroom setting. There is no denying the fact that we, the students, locally, regionally and internationally, have lost considerable teaching time and instruction, which has resulted in a global educational fallout, both in terms of performance standards in grades and psychosocial skills. However, the reality of this deadly COVID-19 pandemic cannot be ignored. The impact of this virus has proven that although face-to-face is better for learning, online learning is safer in this season of an ongoing pandemic. Keeping schools open during the looming pandemic requires everyone doing their part so students and staff stay healthy and physically together in school. That includes rigidly adhering to health protocols, namely: universal masking, hand hygiene, physical distancing, staying home when sick, and providing COVID-19 vaccines for everyone who is eligible. These steps are enhanced when combined with good ventilation, testing/screening and contact tracing in the school community.

The language of the third artefact reflects a sense of formality, as evidence by the scholarly tone and presentation of the article, which is addressed to an audience of education professionals. Its scholarly style gives an impression of importance. This aids my understanding of the sub-theme by showing that although face-to-screen (online) instruction is the safest option because of the elimination of physical interaction, which is important to avoid viral spread, face-to-face is still regarded by students as the best option by which they learn. Much of the initial experience of e-learning failed to live up to learners’ expectations (Imel, 2002), partly because of technological constraints―lack of internet connectivity, teachers with no prior IT design knowledge, lack of financial and or technical support at home, struggling to stay up-to-date with modern technology, to name a few. In the final analysis, researchers discovered that the primary motivating factor for why students favoured more traditional, in-class activities rather than online instruction was due to the sense of community they gained from face-to-face contact. Although social connectedness can be derived online (Grieve et al., 2013), most students felt physical contact was essential for a better learning outcome, relative to the teaching and learning process.

Reﬂections: Third entry

Conducting research into this sub-theme has helped me to become a better person by showing me a better understanding of how important education is to my personal development and the future development of my country. Indeed, the development of all people and nations globally. It has also reinforced the importance of social interaction as human beings because we are essentially social creatures. This research has also inspired me to think differently about the world that I live in and that I am expected to make a meaningful contribution to over time. For example, I know that no single leader of a country has all the solutions. Neither is it the sole responsibility of teachers and education officials to make schools safe for students to return to for in-person instruction. I too, as a student, have an important role to play in this process by obeying the established COVID protocols: physical distancing, wearing a mask when required, practising hand hygiene, and being fully vaccinated. This COVID environment has taught me how precious life is; while suffering the loss of my sister followed by my mother during this period.

Education can still be effectively and safely managed within the physical school environment and work can still go on. Face-to-face learning can be on track as before, but with the new protocols, students can learn better and interact with their peers and teachers. The impact of this pandemic has shown that there are many changes to modern day life and learning. Students and teachers must adjust to the new normal in society. It reminds me of how easily change can occur in life and how humanity must change along with it. It shows how attentive you must be in this crisis and to adhere to the rules and procedures due to such circumstances. This SBA has helped me to understand that I am not alone in my suffering. I am not alone! It has given me hope to face life’s challenges. It has also helped me to cope with my personal losses by using it as an outlet to process my grief.

Written (Group) Report

Prepared by Raheem Catwell, Abednego Lashley, Sheriah Boyce, Kiara Payne & Halah Bradshaw

Our group has taken many steps to get where we are now. With the help of our English teacher, we have completed our Plan of Investigation, our Reflections and currently our Group Report. During our research for this SBA topic (Online Learning, Face-to-Face Instruction, or the Blended Approach: Which is better and why?), we had to find ways to collect relevant data that would allow us to meet and discuss our ideas and share our findings. This resulted in online meets, surveys, searching the internet, reading articles (both print and electronic), conducting peer and faculty interviews and in-person interviews with friends, family members and neighbours. We were able to combine each other’s pieces to produce this final submission. This process was very beneficial to each member of the group because it gave us the opportunity to examine each other’s SBA and make recommendations on how we could improve our individual work. Our bond was stronger after this.

As a group we pieced together each other’s ideas and we are quite happy with each member’s contribution towards this group report. One key element in all of this was the fact that if someone was lacking in their contribution, we helped each other and that brought us closer as a group. In any group most people are happy because being a group means the work is shared with everyone in the group, so it can be managed easier. In ours it was the same thing. Everyone is happy and satisfied with what we were able to achieve. During a few occasions, some members felt that they were doing most of the work, but this quickly changed, and everyone completed their assigned responsibility. In the end, we learned both individually and collectively because the burden was shared by each member and our individual contribution added value to our work.

Oral Presentation (a speech)

Good morning Mr. Worrell, distinguished members of Group 3, and Fellow Classmates.

Online learning, face-to-face instruction or the blended approach: Which is better and why?

This is the burning question that all stakeholders in education (parents, teachers, education officials, and students) are grappling with, and it must not go unanswered. Everyday , students around the world struggle to learn in this relentless COVID-19 c risi s, which was first reported to the World Health Organization (WHO) on the 3 1 st of December 2019. Being an aerosolized respiratory virus makes it more difficult to deal with and interaction with others becomes strenuous due to how the virus is transmitted. With the virus on the loose― prowling about, seeking whom it may isolate , quarantine or ultimately devour― schools had to find some way to still educate students, from the confines of our homes . T his is where the online platform comes in. This forum made it possible to teach at home and keep everyone safe from the virus. The lack of interaction , however, has led to a negative impact on child ren’s mental, emotional, psychosocial, and cognitive health and development. Not to mention the damage it has done to the economies of countries globally, especially those of Small Island Developing States (SIDS), such as Barbados. Family members are being laid off from work , there is no disposable income, and the disparities between the Haves and Have-nots has never been more glaring than since the Industrial Revolution.

Although the shuttering of schools is the safest option, is it the right one?

As I delved further into my research in seeking an answer to this most perplexing question, I began to ask some questions o f my peers : Which forum do you learn better in? During the pandemic how did you feel about online learning? Were there any technical difficulties? Did you have to purchase or get a device from school, and did you suffer delays during this process? In which forum do you perform b etter ; face-to-face, blended or online ? Considering the state we are in , would you rather remain online or return to in-person classes? The answers were overwhelmingly in favour of returning to in-person classes because of the ease with which students can access and participate in the teaching and learning process. The blended approach only works with all the requisite technology and infrastructure in place. Both at school and at home. W hich show s that although the online forum is the safest option, f ace-to- f ace is still perceived by students as the most effective means by which learning takes place. In the f ace-to- f ace setting, the teacher knows who is attentive and working, information is easier to pass on and to get a response. It conveys a sense of communit y between student and teacher because of the warmth and pleasantness experienced during this setting of physical interaction.

So , demands from around the world came . T hey want schools to reopen, but is it safe? To make sure students are still educated they placed protocols to ensure the safety of students and teachers , such as : temperature checks at the school gates; round-the-clock disinfecting ; social distancing ; and frequent handwashing and sanitizing . Is this the new norm al that humanity and schools must adjust to ? If we want schools to remain open for the long haul, then the answer can only be, YES!

YES, to schools remaining open, despite the ongoing pandemic. YES, to the strict enforcement of COVID protocols in schools. The Pandemic is still answering, “Present” when the teacher takes attendance and realizes that a student is missing. And, YES, to face-to-face classes, because it is still the best method by which students learn.

With these few remarks, I thank you!

Teenage pregnancy, also known as adolescent pregnancy, occurs when a female under the age of 20 conceives a child. I chose this topic because I too am a product of teenage pregnancy and it is a common issue in everyday society. The benefits I hope to gain from doing this assignment will help me to understand the disadvantages and struggles of being a teen parent. Moreover, conducting this type of research will help me as a student of English to express myself well and develop my persuasive writing skills. I intend to collect relevant information on this topic from interviewing my mother who will be assisting me through this process to appreciate how it feels mentally and physically to be a teenage parent. Additionally, I expect to gather useful data on this issue via the Internet from trusted and reliable sources to validate my thesis. It is my intention, at the conclusion of this research, to share my findings with fellow students, especially close friends, who may be at risk of becoming teenage mothers.

https://www.thinglink.com/scene/778653863258357761

Reflections: First entry

The picture I have selected for the first artefact has caused me to reflect on the risks and damaging effects of teenage pregnancy to the lives of many adolescent mothers and their unborn and or post-natal children. Namely, the physical, psychological, emotional and social scarring that can affect the welfare of both mother and child. Most cases of teens who conceive early develop many medical problems and in some cases have suicidal thoughts or mental breakdowns. I believe that ‘victims’ of teenage pregnancy should be able to go about life like any other person without the added pressure of judgment or criticism from family, friends, and society.

It is my hope that through this SBA I can gain a better appreciation of the serious consequences of teenage pregnancy. For example, complications during pregnancy and childbirth are the leading cause of death for 15–19-year-old girls globally. Another startling fact is that only about one-third of teen mothers obtain a high school diploma, which causes many problems for the mother and child later on in life. These problems may include children being placed in childcare institutions, neglected and malnourished or unsafe abortions among adolescent girls, contributing to maternal mortality, morbidity and lasting health problems.

This artefact has inspired me to change the way I think about my life and relationships with my peers. I am alarmed at the rising percentage rate of teenage pregnancy in my country and the world and feel compel to join this global fight to reduce the number of teen pregnancies. Evidently, adolescent pregnancies are more likely to occur in marginalized communities, normally driven by poverty and a lack of education and employment opportunities. There is also the added stigma of adolescents, especially females, facing barriers to accessing contraceptives due to restrictive laws, policies, customs, and religious beliefs based on age or marital status, health worker bias and/or lack of willingness to acknowledge adolescents’ sexual health needs. In short, families, faith-based organizations, governments, and society in general need to embrace 21 st century approaches that effectively address the problem of teenage pregnancy. This includes realistic sexual and reproductive policies and approaches which recognize and treat to the early onset of sexual activity among adolescents.

Hip-Hop/Rap artist, Mickey Avalon, has no delusions about the truth of this problem. His explicit portrayal, in song, of teenage sexual practices is realistically representative of adolescent misconceptions regarding their own sexual and reproductive health. Avalon's sexually themed song, "Teenage Pregnancy," captures the knowledge gaps and misinformation adolescents encounter, which is a primary cause of unintended pregnancy among adolescent girls during the times of their first and subsequent sexual encounters. This Hollywood-based rap artist’s wildly disruptive family upbringing―being involved with substance abuse and prostitution, with both he and his parents involved with drugs and paternal grandparents being Holocaust survivors; both having suffered lasting injuries from their imprisonment at Auschwitz―draws attention to a key element in this exploration of teenage pregnancy. That is, adolescents who may want to avoid pregnancies may not be able to do so due to their experience within dysfunctional family backgrounds, impoverished and marginalized communities and lack of educational and employment opportunities. In some societies, due to religious and cultural practices, girls are under pressure to marry and bear children early.

What Avalon has been able to accomplish in this song is to challenge traditional beliefs, values and norms surrounding the issue of teenage pregnancy. In fact, tackling the taboo topic of teenage pregnancy and adolescent sexuality is precisely what is required at this time in human history if we want to effectively address the root causes of teenage pregnancy. Experts argue that the influence of various cultural prohibitions and taboo perceptions of sex and teenage pregnancy causes physical, financial and emotional hardship for sexually active adolescent girls, which in turn inflates teen pregnancy rates. Avalon’s shameless representation of teenage sexuality and pregnancy has taught us the importance of having open, fearless and relevant discussions around this socially restricted issue of adolescent pregnancy and by extension, premarital sex.

The third artefact, "Suddenly teen pregnancy is cool?" offers a different perspective on this topic with a provocatively suggestive notion that this once taboo subject―teen parenthood― has not only become more accepted among adolescents, in some cases, it has also become a status symbol as well, particularly among high-schoolers. Some may view this as a worrying trend but evidence has revealed that teenage pregnancy has become more socially acceptable. Teen mothers have revealed that the main difference these days is that the severe shame and stigmatization teens used to face when they got pregnant has lessened.

Experts indicate two main reasons for this; first, changing perspectives about teenage pregnancy has led to an increase in support for pregnant teens because many no longer see anything intrinsically wrong with teen parenting. Simply put, supporting adolescent parents does not necessarily equate to encouraging teen pregnancy. The second reason for rising teenage pregnancies is that teens may be more open to motherhood after witnessing their own mothers’ severe health challenges because they put off having children until later in life. Studies have shown that women who postpone childbearing to after 35 do face some special risks, including miscarriage, premature delivery and stillbirth, gestational diabetes, and various other prenatal abnormalities. Thus, support for teenage mothers appears to be outweighing the stigma that is typically associated with adolescent parenthood. However, the issue of implementing deterrents to adolescent unplanned pregnancy or teen pregnancy prevention initiatives is still very much the preferred response for many families, community-based organizations and governments.

I believe we need a combination of support protocols for teenage mothers and adolescent pregnancy prevention strategies. The two concepts do not have to be totally opposed to each other. I am a prolife advocate; therefore, I have a moral dilemma with abortion, especially when there is no immediate medical threat to the life of both mother and child that prevents the mother from carrying the child to full term. Support for adolescent parents means that they stand a better chance of leading healthy and productive lives for themselves and providing a good upbringing for their children. Moreover, an increase in adolescent pregnancy prevention campaigns must realistically addresses the prevailing view among teens that premarital sex is now a way of life. In addition, the issue of contraceptive use is critical to this fight, along with the recognition that conservative abstinence-only programmes may not be working. An adoption of a more liberal approach to teenage sexuality and reproductive health by parents, social services, educational institutions and governments can result in a more sexually prudent and informed teenager who is better equipped to make safer decisions about their sexuality. What is ultimately needed is the suspension of taboo approaches to teenage sexuality in favour of truthful and open dialogue between stakeholders and teenagers.

Reflections: Second entry

The language of ‘silence and secrecy,’ as illustrated in the first photograph, is the true enemy behind the rise in teenage pregnancy cases across the world. This is further compounded with misinformation, stigma, discrimination, and fear of societal rejection that teenage mothers often face. One of the primary drivers behind silence and secrecy is the issue of sexual violence against adolescent females. The reality of sexual violence (statutory rape, incest, molestation and aggravated rape) in developed and developing regions is widespread, resulting in unintended pregnancy. Research shows that a third of adolescent mothers in some countries reported that their first sexual encounter was through coercion. The simple act of silence that is perceived as peaceful can cause more harm than good relative to teenage pregnancy.

The subject of the photograph, an adolescent female holding a pregnancy tester in hand and motioning with a finger against her lips to indicate that her positive result should be kept a secret, captures the very essence of the inherently dangerous nature of a concealed pregnancy. That is, a woman (in this case an adolescent female) who knows she is pregnant but does not tell her parents or any health professional, thus, she is not accessing antenatal care. This places both mother and unborn child at serious risk of suffering various health-related complications, including maternal and neonatal death. Studies have shown that concealed pregnancies among teenagers may result from a variety of factors due to stigma, shame or fear. Therefore, concealment may be a deliberate means of coping with the pregnancy without informing anyone. Additionally, a girl may conceal her pregnancy if it occurred as the result of sexual abuse, from either within or outside the family, due to her fear of the consequences of disclosing that abuse.

One may want to quickly label Mickey Avalon’s hip-hop/rap ensemble― "Teenage Pregnancy"― as a mere explicitly-charged-lyrical-teenage-pregnancy-song, as suggested by the chorus: "I'm your King, you're my Queen/Didn't mean for a teenage pregnancy." However, on closer examination one may also discover a hidden message. Avalon is a product of a dysfunctional, dubious and deranged home environment, a fact that he unashamedly celebrates in his music. His unique 'glam punk,' or 'glitter punk,' or 'sleaze rock' musical style―an offshoot of the punk subcultural take on hip-hop―features lyrics forged of the most brutal honesty listeners and audiences have ever been subjected to. For example, lyrics such as, "So she took off her sweater and put her hands inside my pants…" and, "First I heat it up then I eat it up…," represent a primitive but distinctly realistic tone of teenage sexual exploration and human sex drives in action.

The openness with which he addresses teenage sexuality and teenage pregnancy extends beyond the shock value that fueled Avalon's approach. Here is a realistic exposé (for the benefit of conservative parents, priests, and politicians alike) of adolescent sexual exploration that can easily result in unintended pregnancy. The intention is not to judge the adolescent participants or the sexual activity but to recognize that sex and the desire for sexual contact is as much a part of human existence as eating food. To hide or treat this issue as taboo is to encourage ignorance and secrecy among teens, thereby, facilitating the continual rise in teenage pregnancy rates. What is suggestive of this song is the need for all concerned to bring the issue of teenage sexuality, sexual experimentation, and adolescent pregnancy into the open for public analysis, without ridicule, fear and shame. By so doing, teenagers can feel a sense of confidence and willingness to share their innermost thoughts and desires with the adults in their lives, thus, becoming empowered through lovingly supportive channels to make responsible choices relative to their sexual and reproductive health.

The language of the third artefact, " Suddenly teen pregnancy is cool?" affords the enquiring reader an insightful, investigative-journalistic look (inclusive of actual interviews of teenage mothers) into the growing trend of unplanned pregnancy that is quickly becoming a pop- cultural feature, sweeping teen culture along with it. Popular television shows such as, American Idol, Degrassi: The Next Generation, Grey’s Anatomy, and Gossip Girl, all feature at some point teenage stars who admitted to being pregnant, adding to the growing list of celebrity moms. Some experts say that the Hollywood-style celebrity culture downplays the hard work of motherhood and ever-changing family structures that normalize non-traditional family arrangements. Consequently, teenage pregnancy is more socially accepted, especially among teens.

The question posed in the title of the news article and by extension, the questioning tone of the article itself, demands an answer to this perceived change in attitude among teens on the subject of adolescent pregnancy. Some experts argue that explanations for the overall increase in teenage birth rates are as elusive as the rising rates. Others suggest, however, that poor access to emergency contraception and abortion may explain the increase in teen-related births. Alternatively, a growing number of researchers believe that this increase has occurred because teen-celebrity, out-of-wedlock, unplanned, and unintended pregnancies has moved into a new realm of acceptance. Teenage pregnancy is no longer a terrifying notion for adolescents owing to the fact that popular culture is showing a more positive representation of young mothers. Young celebrity mothers have propelled the notion that being a teenage mother is ‘cool, chic and sexy;’ an image-enhancer rather than a shameful mistake. Conversely, others suggest that when the glamour and romance quickly goes—when the pregnant teen is having morning sickness, experiencing the pain of childbirth and the prospects of an uncertain future―this fad too shall pass.

Reflections: Third entry

One of the key benefits to doing this SBA is that I learned a lot about myself based on my interactions with my fellow group members and the knowledge gained from conducting research into this topic. For example, I too support the view that adolescent motherhood is neither a death sentence nor a shameful sin. I too was scared at the thought of becoming pregnant at my age; fearing the response of my mother, family, friends, fellow students and society. I also know, from discussions with my mother, that it would be a painful mistake to become pregnant at this stage in my life because I still have a lot of growing up to do, including attaining a strong educational foundation on which to build a secure future. This SBA has also allowed me to bond more with my mother, who has been more open with me about sex, pregnancy and parenthood than ever before. I was surprised to learn of the many challenges she experienced as a single parent while raising my siblings and me. This gave me a renewed respect and admiration for my mother and all single parent mothers who struggled to raise children without the support of fathers.

While I am not an advocate of abstaining from sex until marriage, I have come to appreciate the wisdom of avoiding putting myself at risk of becoming pregnant at this time in my life or contracting a sexually transmitted infection (STI) because of early sexual activity. As all other teens, I too think about sex but I also want to avoid the difficulties my mother talked about, such as missing school because of morning sickness, the stigma and rejection from friends and fellow students, lack of financial support and jeopardizing my future education and employment opportunities. Additionally, the risk of pregnancy and childbirth complications are much greater for adolescent mothers and their babies. I certainly do not want to go through all this suffering. Therefore, I have decided to abstain from sex, as much as humanly possible, certainly, until I have all of my CXCs because I am still a child myself, living under the care of my mother. This is the message I will be sharing with more of my friends and peers, especially those who may be of the view that having a baby at this stage in their life ‘is no big deal.’ It is for me!

The journey we have taken to get our work completed during the limited timeframe required making readjustments to our previous daily routine to accommodate our SBA assignments. This was undoubtedly our priority. We also conducted online reviews, examined relevant articles, read books and watched several documentaries on the issue. As a team, we compiled useful information on the problem of teenage pregnancy, not only via Internet research but with the help of parents, close friends and established authorities (particularly in the medical and legal professions) by interviewing them relative to the theme we were working on. We are very well pleased with all the artefacts and information we have amassed and analyzed.

Our choice of artefacts and research methodologies was not difficult to organize simply because this is a very contemporary topic with lots of readily available information to choose from. We feel confident about the validity and soundness of our work, claims, and conclusions. This was truly a collective effort. In the initial stages, we were not all eager about the idea of working together. Some of us were not friends prior to group selection. Honestly speaking, it would be an untruth to say that we are all friends at this stage. What we can say is that having understood the necessity of group work as a non-negotiable component of the SBA we immediately adopted a mature stance to work cooperatively to get the job done.

Our meetings were few but productive. Our English teacher, based on the topic/issue we preferred, organized us into groups. Students who chose the same topic and some who were familiar with each other gathered to form groups. This was not the case with everyone. Some groups consisted of persons who were not familiar with each other which generated some initial tension. Thankfully, this was quickly replaced by positive group dynamics and a determination to accomplish the given task. Overall, the organization of the group was very productive, allowing individual members to share new experiences and express our thoughts and beliefs in a supportive environment. This cooperative learning approach meant that there was greater on-task behaviour, higher achievement, better attitudes towards each other, and greater social support from a wider network of family and friends. In the end, I would say our group showed sincere effort and dedication towards our work.

To sum it all up, teenage pregnancy remains a huge problem in many countries. The countries of the Caribbean are no exception. Teen mothers are more likely to give birth prematurely than mothers over the age of 20. Experiences of school dropouts are high among teen moms. Furthermore, knowledge and access to sexual and reproductive health services is still very stigmatized, leading to unsafe sexual practices among teens. Importantly, while the policy focus should be primarily on preventing teenage pregnancies, it must create an environment for girls to continue their schooling. A supportive environment must be created in our societies, which permits pregnant teenagers and teenage mothers to stay in school while pregnant and to return to school after childbirth. Fundamentally, whether pregnant or not, all teenage girls must have the opportunity to complete their core education-secondary schooling in order to acquire marketable skills. Notwithstanding this fact, prevention is still always better than trying to find a cure. Therefore, let us work even harder at preventing or at least reducing the incidence of teenage pregnancy.

"Eyes Wide Shut"

In that moment he told me he loved me,

And there was no reason for either of us to worry, So I just closed my eyes and let it take hold of me Cause I didn’t want him to ever leave me.

A few weeks passed and I told him my period never came, He told me some hurtful words that worsened my inner pain, He said it wasn’t his and never speak to him again,

“So what am I going to do now?”

Was the question that burrowed deep down in my brain.

“Foolish and reckless child,” is what they call me, Cause I'm a minor you see,

And worse, I’m to blame,

But two became one and created one sorrowful mess

And now I am saddened and saddled with mounting pressure and distress, It’s nine months I have to carry it

And it's very hard on me, cause I have no education, no CXCs.

My fun has to end for this child’s new beginning,

Cause sacrifices have to be made and love and care need to be given, I’m only a child myself, yet my life is already driven,

By something so small in my womb that was not asked for but given.

Do I give it up?

That’s one of my ultimate decisions Or do I put it down?

Like a horse or a kitten

I’m so scared of all the uncertainties,

Especially the ridicule from family, friends, school and society. “Wow, she’s so young!”, “Her parents never raised her properly!” Are what people say almost everyday,

When they see my bulging belly.

To all the teen moms out there,

Don’t live your life in fear.

I know it’s hard but take one step at a time,

Because your child needs you

You are their lifeline.

__________________________________________________________________________

Dedicated to all teenage mothers. Stay strong and complete your educational goals!

Oral Presentation: semantic map on drug abuse (an infographic)

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CSEC ENGLISH SBA OUTLINE 2017-18 SCHOOL-BASED ASSESSMENT (SBA

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:

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School Based Assessment (SBA)

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In 2011, CXC implemented an SBA policy that outlines the way SBAs should be conducted. The following are key components of the policy:

Group/team work of SBA should be encouraged and utilized where appropriate.
Students doing more than one subject in a cognate group (for example, the Sciences) should submit one SBA per cognate group.
Each SBA across levels should be of consistent size. Word count should not exceed 1000 for CSEC and 1500 for CAPE subjects.
The term School-Based Assessment replaces other terms used at various levels for internal assessment.
The use of portfolios, observations, learning journals, presentations, observations, peer evaluations and research assignments in the SBA should be endorsed and implemented.
Students should be allowed to submit SBA electronically.
SBAs for Mathematics and English will take effect from the revision of those syllabuses (Teaching begins in September 2016 and first examination in 2018).
A thematic approach should be employed in the development of SBAs.

Click here to access the CSEC SBA Do’s and Don’ts Manual and SBA Manual for Principals

Comments 21

I am very impressed with the SBA guidelines. Your records for the 1990’s to early 2000’s will indicate my role (with others) in revolutionizing SBA Agri.Sc. My Med Thesis in 2000 was also was based on SBA at CXC with particular reference to Agri. Copy was sent on verbal request to our then chairman. Pity no one saw it fit to engage me in the conversation. My services are still available. Best wishes.

I’m curious as to how applicable the stated word count will be in the completion of the Caribbean History SBA. Furthermore, the revised syllabus still states 1500 as the word limit.

Hey can U help me with my sba

SBA seems to be drifting away from its moorings.

I recall the Chief Examiner at the time for CSEC History (around 1984) telling a group of CSEC Geography Table Leaders and Markers that the SBA was not only to give the candidate credit for course work but also to ensure the whole course was taught. (The recent decision to have no choice in the examinations is said to have the same intent).

Art, to my knowledge, achieves that purpose in its SBA. CSEC Geography having ONE field project as THE SBA may not do so. The policy decision to require candidates to submit one SBA per cognate area will not either. I know that Council makes its decisions based on professional advice. So the question arises, What is the SBA?

Teachers see SBA as a CXC imposition and as an extra task and not as part of the assessment they normally make. SBA is not a creature created by CXC. Reports sent home every term in each form are the RESULT OF SCHOOL BASED ASSESSMENT. CXC, to my mind, is seeking to use that assessment but has set a common design to facilitate comparability and ensure validity but has not sold the idea. Some teachers see it as something to help the students with and some do not grade it as an assignment submitted to them as part of the course work.

CXC, as an external examination body, pioneered SBA as a part of the final assessment but seems to have been overtaken by other examination bodies in refining it. Other examination bodies have moved to reduce ghost writers and plagiarism by having the assignments done under supervision. The CXC syllabuses do not guide the teachers adequately on how to deal with plagiarism, resting on the attitude teachers would normally have to receiving such work. That has not worked. The syllabuses also speak about marks for the quality of the presentation but this is countered by permitting electronic submission where spell check and grammar checks remove errors.

The academic subjects could learn a lot from the technical subjects, Sports, Art and Music in making meaningful school based assessment. I think our Teacher Colleges need to spend more time on the topic of Assessment and CXC should have special discussions across all subjects on how SBA can be meaningful and less stressful for candidates and teachers. The policy set in 2011 is not adequate.

I completely agree with everything Michael Clarke has stated. Especially the section where he states the recent decision to make the entire paper compulsory already ensures that the entire syllabus has to be taught.

In addition I believe CXC policy makers must also acknowledge the changing attitudes of candidates. The SBA especially for Geography is for the most part homework. Although the teacher supervises the process, much of the report is supposed to be done at home. An increasing number of students would prefer to have ALL school based assessment actually done at school during school time. What then should I do, when a student refuses to submit drafts and then submit a dubious document that may or may not be his/her own at the eleventh hour? Principals frown on giving someone zero (It would be after all a waste of money).

I also beg to ask the question “what is School Based Assessment?” If what I send home as a mark is a School Based Assessment then simply use my marks. I am sure it will be a more comprehensive assessment than just a single project on one topic. I thought the intent of the Geography project was to expose students to practical skills and the field research process concerning Geography.

The decision to use group work as a means to reduce the load of the teacher can be counter productive. Not only does it fail to distinguish the differences between each candidate’s ability, the teacher is forced contend with candidates who are unable to work effectively with others, and those who would rather sit back and have some group members do all the work. As a result our load may be increased rather than reduced.

The word account of 1500 words is ridiculous for advanced level work. Once the student has completed 2 typed pages for each of the following: The literature review, the analysis and the discussion, we have already hit the 1500 mark. Most educators agree that this is not a wise decision. Is it that those at the helm are unaware of what is going on on the ground when they make these critical decisions? Are we sacrificing quality for quantity?

The office Administration syllabus says 1000 – 1200 words. I am therefore hoping that if students submit SBAs above the 1000 word count as you have stipulated will not penalize them. Not all teachers would have been privy to this information.

Teachers would appreciative it if samples are available, from CXC, for access.

Some clarification is needed on the second point, “Students doing more than one subject in a cognate group (for example, the Sciences) should submit one SBA per cognate group.” As far as what we were instructed through revision panels and workshops, students doing more than one subject in a cognate group “may opt to carry out ONE investigation” (pg 55, CXC 22/G/SYLL 13). The “investigation” for the sciences (Biology, Chemistry and Physics) is the investigative lab, formerly known as the investigative project. This is a planning and designing SBA lab carried out in Year One and executed in Year Two which is assessed under AI. Since the student may opt to carry out only one investigation, the AI grade is submitted per cognate group.

If there has been any recent amendments to the process for carrying out, grading and submission of SBA, I strongly believe all teachers should be duly informed. However, if this is misinformation, I strongly urge CXC to remove this point.

As it pertains to the SBA requirement for English A and English B, teachers would like a sample of each as they make preparations for the English A 2018 SBA submission. There are still many unanswered questions on the requirements of the SBA

what are the key principles that teachers need to follow in the implementation of SBA?

I really want to know if their is an implementation of sba for math and English?

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Where can the SBA topics for each subject be located?

Totally agree with Michael Clarke. I have a quick question re the new addition to the SBA: Introduction. Can someone shed some light on what is expected to be included in this section. Thanks.

Can someone help me with my English A sba my topic is Technology

Inam a student that will be writing cxc in that year, since 2018 will be the first year of this exercise WHERE will the students obtain information on the guidelines about how they should yes not can but should finish or complete their sba, I dont see this possible.It doesn’t make sence, why should one do something like that not providing all the necessary information

I am a student that will be writing cxc in that year, since 2018 will be the first year of this exercise WHERE will the students obtain information on the guidelines about how they should yes not can but should finish or complete their sba, I dont see this possible.It doesn’t make sence, why should one do something like that not providing all the necessary information.Thank you.

A need help with my English sba

I need help with my geography sba on river 🙁

i need help in my agr

【英文SBA】DSE English SBA 技巧、推薦書籍+電影清單

DSE 英文 SBA 2024 年最新安排

2024 english sba 考核模式, （2024起已取消）dse eng sba part b考核模式, recommended list 推薦清單, 小說 print fiction, 非小說 print non-fiction, 電影 / 電視劇 non-print fiction, 紀錄片 non-print non-fiction, 個人報告 individual presentation, 小組討論 group discussion , 閱讀反思 book comment/ report/ review/ personal reflection.

Print fiction 小說
Print non-fiction 非小說
Non-print fiction 電影 / 電視劇
Non-print non-fiction 紀錄片
人物特色 (characterisation)：
中心思想 (main idea or symbol)：
創意論述題 (較argumentative，要求學生提供立場及證據)：

Poems and Songs
Short Stories
Popular Culture
Social Issues
Sports Communication
Workplace Communication

Pronunciation & Delivery 基本發音、語速、停頓等
***Communication Strategies 溝通技巧如眼神接觸、肢體語言、促成共識、帶動討論等 (***香港中學生普遍最弱！)
Vocabulary & Language Patterns 詞彙及句式組合與變化
Ideas and & Organisation 內容結構及組織

相信以上內容一定幫到你！講咗咁多攻略，就知道 DSE 英文要高分，其實有好多方法！

Mr. J English

👔 DSE 輕鬆取 5** • 英文考試技巧專家 🌟 八年補習經驗 • 超過 3,000 名學生成績顯著提升 🗣 資深辯論教練 • 最強 Oral 及論證技巧 📚 6 科 38 分（舊制不設加乘）• 香港大學 BBA Law 雙學位畢業Mr.J English 於 DSE 勇奪英文 5**，考入香港大學工商管理學學士及法學士 HKU BBA Law 雙學位。憑著八年 DSE 英文教學經驗，打造出一套技巧實戰兼備；幫助同學穩奪 Lv 5＋嘅教學方法 ! 成功逆轉超過 3,000 多名學生英文成續，獲無數同學家長一致好評 !

【Expository Essay格式】寫法範文 structure example｜ENG DSE

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【Letter to the editor 格式】範本 sample format｜ENG DSE

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HKDSE tips: How to nail the SBA and go from a 5 to a 5*

Avoid reading from PowerPoint slides and interact with group members in the school-based assessment, says Kiangsu-Chekiang College English teacher Ansley Lee

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One of the most overlooked sections of the English DSE is the school-based assessment (SBA), which accounts for 15 per cent of the total score and can make the difference between a 5 and a 5*.

To learn more about how students can better prepare for this section, Young Post headed to the DSE English seminar held last month at the EDB Education Services Centre.

There, we spoke to Ansley Lee Kwan-ting, an English teacher from Kiangsu-Chekiang College, who had some excellent tips on how to ace this component.

How to study effectively and ace your exams

“The SBA is integrated into Paper 4, and even though the marks are not shown on the HKDSE certificate, it is no less important,” says Lee.

She adds that the SBA acts as “insurance” for students, especially for those who don’t always achieve excellent exam results, because it helps to boost their overall score.

Lee explains that the SBA tests candidates’ abilities in four key areas: pronunciation and delivery; language and vocabulary; communication strategy; and ideas and organisation. This means it is important not only to dive into a wide range of books and films, but to have a thorough understanding of the things you watch and read, and relate them to event in the world.

Make your revision more effective with this simple tip

It is vital that you choose suitable materials to study. “Students who are not so confident should avoid choosing films with complicated story arcs, such as Star Wars or any Marvel movie. Instead, they can opt for other famous motion pictures like La La Land or interesting documentaries such as Super Size Me – films that are more closely related to our daily life.”

She adds that, if you are struggling with the basics, you can start with self-help books, or even travel books. You can also watch English films with Chinese subtitles so you better understand the dialogue.

Lee emphasises that students are not graded on how highly-rated their chosen films are; what’s important is their ability to develop their own thoughts and opinions on the themes and concepts.

When preparing for the assessment, Lee encourages active watching and reading, and recommends that you build on your vocabulary by picking up different synonyms (eg hard-working, diligent, conscientious, industrious), and language structures that are commonly used in conversations, as this will certainly give you an advantage.

Choosing appropriate references and building your vocabulary is only half the battle. “The rest of it comes down to how your ideas are delivered in the individual and group presentations.”

Lee adds that examiners pay will attention to your body language and audience awareness.

How to outsmart your HKDSE English Language exam

This is also reflected in the chief examiner’s report on last year’s HKDSE. Candidates who did better were aware of their audience, used gestures to maintain the audience’s interest, and were able to develop their ideas clearly with minimal reference to notes.

The chief examiner advises against memorising the entire presentation as it comes across as unnatural. You should also avoid writing down your script or having chunks of information on cards and reading them aloud.

Lee points out that more students are using PowerPoint slides but they may not necessary help in the overall presentation, and can end up being more of a distraction than an aid.

Tips from a top HKDSE scorer

“In most cases, the slides were filled with information which they read aloud. Teachers grade based on the natural use of the English language, and how well students can articulate their thoughts, not their reading skills. Slides should only serve as a reference.”

As for group presentations, the chief examiner noted that students with lower scores tend to follow their written scripts regardless of what the other candidates said. There was also a lack of interaction among group members, and they mostly stuck to textbook formulaic expressions such as “I agree,” or “That is a good idea,” without any elaboration or justification. The conversation may have seemed awkward at times, with the group discussion seeming more like four mini-presentations with little or no sense of coherence.

A behind-the-scenes look at how your HKDSE exams are marked

Lee agrees that candidates who fare better are able to keep the conversation going.

“Collaboration and communication are key to acing this section, instead of showing off.”

While all this may seem daunting, Lee says that it is easy to do well in this section as long as you start preparing for it early, and expose yourself to a wide range of book and film genres.

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CSEC English SBA Student Guide & Workbook: (The 2018 Revised Edition)

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CSEC English SBA Student Guide & Workbook: (The 2018 Revised Edition)

ISBN-13 979-8675705962
Publication date August 15, 2020
Language English
Dimensions 8.5 x 0.15 x 11 inches
Print length 63 pages
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Paperback ‏ : ‎ 63 pages
ISBN-13 ‏ : ‎ 979-8675705962
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