csec english sba oral presentation mark scheme

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CXC CSEC exam guide: English A

CXC CSEC English A exam - marking scheme

Cxc csec english a exam: marking scheme (2018).

This examination paper has four (4) sections.

Section one is worth 25 marks - There is one question (one compulsory summary writing passage).

Section two is worth 30 marks - There is one question (one compulsory expository essay question)

Section three is worth 25 marks - (There are two questions, you must select one and produce a short story essay )

Section four is worth 25 marks - There is one question (one compulsory argumentative essay question)

The total number of marks possible for this paper is 105 marks. The marks you make on this paper, contributes 50% to the final overall grade you make for the CXC CSEC English A exam.

CXC CSEC English A School Based Assessment (SBA) mark scheme.

Students who are enrolled in school will complete the CXC CSEC English SBA under the supervision of a teacher.

Paper 3/2

Exam candidates who are sitting the CXC CSEC English A exam privately will sit paper 3/2 of the exam.

The following two tables show how marks are awarded for the questions on the three papers of the CXC CSEC English A exam .

*Note that examination paper 2 makes up 50% of the overall marks for the CXC CSEC English A exam.

These 4 questions make up fully half of the marks on the English A exam, therefore, you will need to score well on this paper in order to score well on the exam overall.

Add new comment

Great Post. The breakdown of the marks will really help not only students but also teachers who might not have known exactly how marks are distributed.

Glad we could help. Please feel free to look through our library of resources as well. You might be interested in the CXC English A best short story awards? They are in our CXC English exam guide.

suppose i failed my physics paper two, can i get a three r so if my lab grade is good?

i,m in form three and would like to know what percentage is needed for a 1,2 or 3 in Maths and English

Marking scheme

i would like the marking scheme for human and social biology

Re: marking scheme

if you give us some time, I'll try to see if we can help you with that.

English paper a and paper b

What is the marking scheme for English?

is there any part of this website where i can get practice test?

Marking Scheme

Hello Kathy,

I've noticed that there have been two major changes in the CXC English A syllabus: there will be different types of passages in the paper 1 module and not forgetting the changes of how the marks are distributed.

I'm confused about the mark distribution. In 2008, Admin submitted the marking scheme for CXC English at this link http://www.caribexams.org/eng_mkscheme . There it is showed the paper 1 was already 24% and paper 2 76%. During that period, was it that or was it 37% for paper 1 and 63% for paper 2.

Your comment is highly appreciated. Thank you for this update. If paper 2 will be carrying 76% in May of this year, I have a high chance of passing.

Re Marking scheme

The CXC CSEC English A marking scheme shown in CaribExams was updated before I wrote my blog. It shows the current marking scheme for the CXC CSEC English A exam: 24% of the total exam marks are from paper 1 and 76% of the total exam marks are from paper 2. This is the way it will be from this May/June 2012. This marking scheme makes it clear that you must be able to express yourself well in written English (paper 2) in order to be able to pass the CSEC English A exam; there is no other way. You have great writing skills Toney! So I expect that you will do very well in the exam.

i'm having problems with summary writing

I've been trying to register

I've been trying to register for a year now, this sucks -___-

i first time on this site, and i like it. good work

in the essay part of the

in the essay part of the examination, i mistakenly misread the instruction which stated to begin with the following sentence. i mistakenly put the sentence in the 3rd line of the story. will this affect my chance of getting a 1 or a 2? will i be heavily penalized? i am very very worried at this moment :(

Re: in the essay section

It will affect your mark but if your story is well written and you perform very well on the other questions in the exam, you can still get a 1 or 2.

I thought the comprehension

I thought the comprehension had a lower weighing as the two comprehension combined is 30 marks and it weighing being 12%. So the most I believe I can lose is the 12% in that section. I read the percentage table that was posted a long time ago and it gives a break down of the weighing of each section as summary carries 17%, comprehension 12%, Short Story 23% and the argumentative essay 23%. So in you blog, I understand to a point but I was a bit confused as it shows that if I did not do the comprehension passages I would have lost 30 marks technically yes.... but it would not be such a big impact as the 30 marks = to 12% in that section base weighing? Please clarify!!

Re: comprehension

I am going to take this one.

Hello, you are sort of correct. Yes, the comprehension section is worth 30 marks and 12% of the final exam grade.

One thing you are forgetting though is that you have to calculate for the possibility of losing marks on every question you answer and how this all adds up.

Look at it this way: the total possible marks for paper 2 is 130 marks or 76% of the final exam mark. If you do not complete the comprehension questions, your maximum possible marks for paper 2 will be 100 marks or 64% of the final exam percentage.

=================================================================

Maximum percentage for the exam [76% + 24% = 100%]

Your percentage without comprehension answers [64% + 24% = 88%]

This means that if you lose absolutely no other marks on paper 2 except for the comprehension marks, you can still only make a maximum of 64% out of the possible total 76% for the paper.

Now, since it is not usually possible to get full marks on every other question on the paper 2 exam, this means that you are going to get some percentage less than 64% of the final mark.

Hope you are following me so far.

Now, if you perform well and get a percentage somewhere in the 50's, say 50-59% for paper 2, you can still only get a maximum of 24% for paper 1.

============================================================

Let's add that together. I will use the best mark possible [59% +24% = 83%]

So you say it is possible to get 83% for the total exam percentage?

Hold strain though. The fact is, it is highly unusual for anyone to get all 60 questions on paper 1 correct. You have to cater for mistakes, errors.

We are not going to assume that you get the maximum mark for paper 1. Let's estimate and say you get 20% of the maximum percentage for paper 1.

When you add that to your possibly 50-59% that you got in paper 2, your maximum possible percentage total for the CXC CSEC English A exam will be somewhere around 70-79% maximum - might go a little higher.

Keep in mind that we are playing with the numbers here and trying to see how you can get the best percentage possible given the facts.

Now, will that percentage range allow you to pass the exam? Sure, most likely. But if, and only if, you perform very well on all the other questions.

So the point being made is that by not completing the comprehension questions, you have set up a situation where it is unlikely that you will receive more than roughly 70-79% or maybe 80% of the total 100% for the exam.

If you had completed the comprehension questions, even badly, you would have been able to scrape up a couple of marks that would have helped add to your total exam marks.

That is why exam experts say over and over again, "attempt all the required questions on the exam paper".

Hope this is helpful

YES YES YES!!!!!! EXCELLENT

YES YES YES!!!!!! EXCELLENT RESONING:)!!!!!!! The explanation is really really good and this is what I was looking for to hear from you guys!!! Thanks sooooo very much! Now im not as worried again as I know I did well in the other section of the paper and the multiple choice.

Thanks so much for taking the time to answer my question and I really appreciate it a million... :):):):) Thank you Admin!!!

Oh my goodness I've made the

Oh my goodness I've made the same mistake.

Can anyone tell me how CXC view candidates not finishing EXAMS.

I does fell like they will think I dont have good time management and Im slow in completing the written paper in the exam and will mark me hard base on not finishing all area of the specific paper. I just does be thinking about that.... saying he/she too slow. So they aint deserve a One or Two. Let meh give a three. I hope this is not the case and I do well in English A. I have a Three and looking forward to a One or Two this time as I put much study into English A. I know Im good but just the timing is the essence. I hope the Examiners realise it through my writing in the other areas of the paper even if I was unable to do the comprehension passages.

Someone please advise! I fell really down not being able to complete my comprehension passages today.

Hey God is Love! Why worry?

Hey God is Love! Why worry? Be confident. Don't let that get you down, you will do well inspite of. :D

Thanks Precious for the

Thanks Precious for the encouragement..!!! :)

SMILE GOD LOVES YOU :D

No problem! :D That's what we are here for, to help one another, as brothers ans sisters. Be blessed everyone!

Not finshing the exam

Hi, your question is a very good one. Many students ask that question every year. I wanted to give you a full answer and needed more space. So I answered your question in a blog post. I hope it is easy to understand and helpful.

I really need some help I am

I really need some help I am so worried about my english cxc paper I have confuse the short story and wrote something totally different.. Will I get any marks for the story?? Please help I'm so worried

Re wrong short story answer

I really can't answer that since you didn't give much information. No sure what you did or didn't do. If you chose a short story question and didn't answer it fully or correctly, then you do have a problem. Just how big that problem is, I don't know.

so i am hearin about a leak, im from trinidad and VERY VERY VERY worried, i have alreadii writteN 5 papers and i do not want to go thru those stressfull situations again due to a re sit due to this leak!! is this 'leak' true or just a scam??!!! shud i b worried??!! >>>naf wazz here<<<< o.O

no exam leak

http://www.guardian.co.tt/news/2012-05-18/education-ministry-assures-no…

All is well as stated. It was just a mix up with a situation of more exam papers going to another school. It was retrieved and the student were able to write the exams although the exam papers arrived late to there School centre. Thank God!!!!!

relieved :D

:)))) tank God!! well gues its back to studying, have bio tuesday :/ ~~naf~~

WHAT GRADE IS 60% in ENGLISH. Will it be a TWO or THREE?

CAN ANY ONE TELL ME IF YOU GET LIKE AN OVERALL MARKS OF 60% IN ENGLISH WHAT GRADE WILL THAT BE....WOULD IT BE A TWO OR THREE?

PLEASE ADVISE ANYONE? Thanks!!!!

This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.

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Study hub for cxc english a & b.

This blog features information on the different areas of CXC English A and B.

Acing CXC's English A Oral Presentation (SBA)

csec english sba oral presentation mark scheme

poem/dub poem
skit/role play
give an overview of your presentation.
provide information on your chosen topic. This means if your chosen specific topic is the effects of drug abuse and you choose to say a poem, the poem should contain information on the effects of drug abuse using poetic language.
be original. It should be something you wrote, not something you copied.
engage the audience's attention.
be completed within the stipulated time limit.
be done predominantly in Standard English.

prepare for your presentation.
maintain eye contact.
show familiarity with your content.
speak clearly.
use Standard English.
organise the content of your presentation.
use visual aids or props.
speak quickly and incoherently.
read from a paper.
use your hands too much.
use fillers like 'ahm'
walk back and forth unnecessarily.
stand in one space.
allow fear to dominate your mind and time.
identify the genre you have chosen.
provide a reason for the selected genre.
identify the sources used.
highlight the language in the sources.

this is very helpfull

can i bring a short piece of paper with small points jotted in case i forget something

yes you can also do that

Thank you so much this is very useful 🙏🙏🙏

i have oral tmrw and i just started writing and about to practice i will be back to tell you guys how it went jghs

How it went , I still here struggling

This comment has been removed by the author.

well due to exam it has been postpone until tmrw

If I'm doing a speech can I have it written down?

well u have to write it to practice it and u can use cue card/flash card i have my oral presentation tmrw i wish u all the best on yours.

soo after my oral i didnt do so bad just that my time was a short a little cause i was nervous and speaking too fast .......................... any one have oral jan and need some advice?

same i read too fast and was way too nervous and finished at 2 minutes 16 seconds and my teacher was kind enough to give me a 9

I have an Oral Presentation tomorrow, does the oral presentation plan be stated before you start to present?

Get Online Presentations Course in English – Munich, Germany. Presenting in English teaches students how to become successful presenters at conferences or meetings.

Nice post and these ten points are useful for presentations. To improve skills the presentation skills training and do, don't are useful for me.

Tips on Writing Reflections for the CXC English A SBA

English SBA - The Plan of Investigation

CLASS OVERVIEW

The purpose of this wiki is to provide you with the guidance you need to effectively complete the English A and B School Based Assessment (S.B.A).

The S.B.A is an important component of the CSEC English A and B Syllabus. It is worth 21% of your grade. Therefore, it is imperative that you gain a fair knowledge of what each component entails and what is expected of you in the process. Also, since the S.B.A is a fairly new addition to the English Syllabus, a step by step guide will be given of each component.

WHAT ARE THE LEARNING OBJECTIVES FOR YOUR CLASS ?

Examine the components of the English A and B SBA.

Discuss each component of the S.B.A.

You may be wondering what the English A and B SBA is all about. Well, below is a brief overview which highlights all six components and what each component entails.

A BRIEF OVERVIEW OF THE S.B.A

YOU SHOULD NOW BE READY TO GET THE PROCESS STARTED

FORMULATING YOUR GROUPS

This is the first step in the SBA process. Each group should consist of 4 to 5 members . Groups may be formed according to interests, work ethics, likes or just randomly. The group process is NOT optional; it is a crucial part of the process.

Function of the group

A ssist each other by proof reading each other’s work

Have group discussions and brainstorm ideas

Assist each other in research

Write the written report together

CHOOSING YOUR THEME AND RESEARCH TOPIC

Now that you have formed your groups, your first collective task is to brainstorm a suitable group theme and your individual topics.

Sample Theme: Drug Abuse

Individual Topics:

The effects of drug abuse on young men.

The correlation between drug abuse and crime.

The impact of drug abuse on teenagers

The impact of drug abuse on mental health.

THE RESEARCH

After individual topics have been formulated , you will now begin the research process to find your 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, poem , poster , audio (a recording), video, an interview etc.). Students will select materials, that is, they can write a reflection on. O ne of your three pieces MUST be print.

This research SBA does not require you to conduct interviews nor issue questionnaires .

THE PLAN OF INVESTIGATION

The Plan of Investigation (P.O.I) is a brief introduction to your topic and should be NO MORE THAN 100 words. It should provide information on the following:

Your reason for choosing your topic.

How the topic will benefit you as a student of English.

How you intend to collect relevant information for your topic and what type of material you will collect

The language skills you will use and how they will be used.

THE REFLECTIONS

For this section, you will write THREE reflections. The three reflections should not exceed 450 words. Also, they are individual pieces that should be based on the three artifacts you would have selected to inform your research. The videos and information below should provide clarity so that you can begin the writing process.

rEFLECTION 1

For this reflection, you will say how the process of the S.B.A has shaped you perspective or thinking on your topic. Did it change your way of thinking? How were you impacted by each of the artifacts you have researched?

REFLECTION 2

This reflection requires you to talk about the different language techniques used in your artifacts. Some techniques include: Similes, metaphors, repetition, irony, imagery, tone, contrast, bold print, the use of colours etc.

REFLECTION 3

For this reflection, you will highlight the ways in which the process of the S.B.A. has helped you to become a better person. You could examine how it helped you to grow academically (build vocabulary, exposure to words, etc.), how it helped you to grow socially (build bonds, work collaboratively, etc.), or grow personally (enhances your leadership and public speaking skills, meet deadlines, etc.)

THE GROUP WRITTEN REPORT

This report explains the research process as well as gives information on the outcome of the research. It should not exceed 350 words. The following questions should guide you as you work cooperatively to write the 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 learn individually or as a group?

Did you meet as a group?

Do you think the group was effective in working together?

THE ORAL PRESENTATION

This is 3-5 minutes presentation which gives your contribution to your theme/topic. It could take the form of a poem, drama piece, or prose piece. A brief plan or overview of the oral presentation must be submitted in the portfolio. This must be a part of the presentation. It should be done in Standard English.

The Oral Presentation Explained

Sample Oral Presentation

THE PARTICIPATION MEASURE & QUALITY OF GROUP ACTIVITY

Th ese two sections are not included as part of the S.B.A for grading. Rather, for the Participation Measure component, the students will assess themselves using a rating scale rubric. The self-assessment will be based on five (5) questions. This assessment will be done at the initial stage of the S.B.A process. a second assessment should be done at the end of the S.B.A process.

However, for the Quality of Group Activity component, the students are assessed by the teacher based on how well they worked together, the level of collaboration/team effort that was observed over the S.B.A period.

NB: Students should be made aware of the nature of these two components from the inception of the S.B.A process so that they can work towards scoring full marks.

S TUDENT SITES

[https://csecenglishmadeeasy.com/category/sba/ ]

[Caribbean Examination Council (2017). Caribbean Secondary Education Certificate. Notes for English Teachers and Students. http://46i48l108maaxssg8uyuvr10.wpengine.netdna-cdn.com/files/csec/notes-for-english-teachers-and-students.pdf ]

S.D.A School English A (n.d). What is the English A SBA? School Based Assessment . http://accuratecupsisnecessary.blogspot.com/p/what-is-the.html

Slide Share (n.d.). Sample SBA . https://www.slideshare.net/RollandoWilliams/eng-sba

Study Hub for CXC English A & B (2020). Acing CXC's English A Oral Presentation (SBA). http://cxcenglishastudyhub.blogspot.com/2020/03/how-to-ace-csec-english-as-oral.html

Study Hub for CXC English A & B (2019). The Written Report - CXX English SBA. http://cxcenglishastudyhub.blogspot.com/2019/03/breaking-down-written-report-cxc.html

Preparing for My CSEC English Oral Presentation

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Search this blog, 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!