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Revisions at a glance...
The English SBA has undergone some changes to match those made to the entire English A and B syllabus (profile dimensions, examination paper structure, et cetera). This revised syllabus will take effect for the May 2027 exam year, and the changes are in the following areas:
- weighting for the percentage allotted to the SBA
- total marks allotted to the grading of the SBA
- re-classification of what counts as individual and group work
- inclusion and exclusion of portfolio requirements
- revised rubrics to match new requirements
The English A and B School-based Assessment (SBA)
Revised Area💡📝💻:
New total = 60 marks
New weighting = 25 per cent of the overall grade.
The SBA assignments for English A and English B must be planned, researched, conducted, written or word-processed, and reviewed as suggested below:
1. The assignment must be presented as a portfolio.
2. Some sections of the portfolio must be done in the classroom by the student under supervised conditions. Time and date of the activity should be certified by teacher (or tutor).
3. Other sections of the portfolio should be done according to student’s schedule. This schedule should be prepared by the student listing his/her planned activities and timelines for conducting the assignment. The schedule must be approved by the teacher.
4. Some of the sections listed in the student’s schedule may be done as a small group activity. The members of the working group of 4 – 5 students must be approved by the teacher.
| The SBA is expected to be done by each student working as an |
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a member of a small group approved by the teacher where:
1. individual refers to each student, who has responsibility for his/her own portfolio;
2. group refers to 4 – 6 students sharing a general topic, who work together to discuss and solve problems, explain ideas, learn from peers, improve oral skills, and practise social skills and leadership roles.
1. his/her individual mark (Reflections, Writing Task, Oral Presentation, Reference/Bibliography);
1. individual refers to each student, who has responsibility for his/her own portfolio;
2. group refers to 4 – 6 students sharing a general topic, who work together to discuss and solve problems, explain ideas, learn from peers, improve oral skills, and practise social skills and leadership roles.
Revised Area💡📝💻:
The marks assigned to a student will consist of:1. his/her individual mark (Reflections, Writing Task, Oral Presentation, Reference/Bibliography);
IMPORTANT – Each student's work MUST BE his or her own work. Plagiarism and cheating will be penalised.
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Revised Area💡📝💻:
Each student will create a Portfolio on an topic/theme selected by the students in the group and approved by the teacher. The topic/theme will also be orally presented. The topic/theme selected should allow for meaningful research and presentation.
The Portfolio should include the following:
1. PLAN OF INVESTIGATION – an introduction to the topic/theme
(A satisfactory response should be no more than 125-150 words).
(a) Why did the group choose this general topic/theme?
(b) What are the sub-topics/theme chosen by individuals in the group?
(c) Why was the individual theme chosen?
(d) How do you intend to collect relevant information on your topic/theme and use this in your presentation?
(e) What are the expected benefits of completing the SBA to the members of the group?
2. REFLECTION – THREE pieces of material, for example, print, audio, visual media must be collected and presented in the Portfolio and should address the sub-topic/theme selected. One of the three pieces must be print. ALL artefacts chosen must include identifiable language strategies, for example, literary devices, statistics, sub-headings, dialogues. Candidates are required to submit the text, image, or transcript of their artefacts in their portfolio.
TWO entries in which the student reflects on the topic/ theme selected should be completed. The reflection should be written in class under the teacher’s supervision. Each reflection MUST be between 150-200 words.
(a) Reflection 1: in the first entry the student MUST indicate how each artefact helped to shape his or her thinking about the sub-topic/theme.
The responses to the following MUST be included in the reflection:
(i) What did you know about the sub-topic/theme before starting the SBA?
(ii) What was the main issue/idea in EACH of the artefacts you selected for your sub-topic/theme?
(iii) What new knowledge was gained and how did the artefacts affect your thinking on the sub-topic/theme?
(b) Reflection 2: the second entry MUST discuss the use of language techniques in the artefacts selected.
For EACH artefact:
(i) identify at least ONE language technique used;
(ii) give an example of the language technique as used in the artefact; and,
(iii) comment on its effectiveness.
3. WRITING TASK – The candidate will create an ORIGINAL response related to the sub-topic/theme. This response should be 250-400 words.
Candidates MUST include an outline/plan appropriate for the specific writing task selected.
The response should be 40-50 words. (A graphic organiser may be used to plan the writing task)
The genre chosen by the candidate MUST be from one of the following options.
(a) Narrative writing (for example, short story, monologue, spoken word and narrative
poetry);
(b) Informative Discourse (for example, cause and effect, compare and contrast, problem
and solution, process writing);
(c) Persuasive writing (for example, speech, letter to the editor);
(d) Drama
4. ORAL PRESENTATION – A personal response related to a sub-topic should be delivered orally in 3 to 5 minutes. The oral presentation should be delivered predominately in Standard English and in a genre of the student’s choosing, for example, poetry, prose, speech, persuasion and exposition. Candidates are required to submit a transcript of their oral presentation in their portfolio.
5. REFERENCES/BIBLIOGRAPHY – At the conclusion of the SBA all sources MUST be acknowledged using the APA documentation style.
Teacher's Notes:
All the details of the above information will be given and explained in class sessions dedicated to S.B.A. work. It is recommended that students keep notes, instructional handouts and mark schemes (rubric) of S.B.A. requirements safe for future reference.
S.B.A. RUBRICS/MARK SCHEMES
Revised Area💡📝💻:
*Apologies of the current quality of the images
Plan of Investigation Rubric
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| Writing task part 1 |
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| Writing Task part 2 |
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| Writing Task Part 3 |
Types of ARTEFACTS for Investigation
For the English A S.B.A., you may use different types of artefacts (literary and non-literary) to support your investigation of your subtopic.
You are required to choose any THREE (3) of the following:
Meaning | |
1. (Auto)Biography (non-literary) | An account of someone’s life written by somebody else |
2. Histories (non-literary) | The study of past events, particularly in human affairs |
3. Chapter of Novels (literary) | A fictitious prose narrative of book length, typically representing character and action with some degree of realism |
4. Poems (literary) | A piece of writing in which the expression of feelings and ideas is given intensity by particular attention to rhythm, diction and imagery |
5. Plays (literary) | Form of literature written by a playwright, usually consisting of dialogue between characters, intended for theatrical performance rather than just reading |
6. Reports (non-literary) | A spoken or written account that gives information about a particular subject, situation or event |
7. Short Stories (literary) | A story with a fully developed theme, but significantly shorter and less elaborate than a novel |
8. Speeches (non-literary) | A formal address or discourse delivered to an audience |
9. Advertisements (non-literary) | A notice or announcement in a public medium promoting a product, service or event or publicising a job vacancy |
10. Brochures (non-literary) | A small book or magazine containing pictures and information about a product or service |
11. Cartoon Strips (literary) | A series of drawings that tells a story. |
12. Diaries (non-literary) | A daily record of events or measurable phenomena, usually kept to track patterns over time |
13. Magazines (articles, infographic) (non-literary) | A periodical publications containing articles and illustration, often on a particular subject or aimed at a particular readership |
14. Newspaper Articles (non-literary) | A printed/online publication that discusses current or recent news of either general interest or of a specific interest |
15. Pamphlets (non-literary) | A small booklet ort leaflet containing information or arguments about a single subject |
Caution:
No matter which 3 you have selected from the list above, please note that they should represent 3 different genres of English writing:
(a) Narrative writing
(b) Informative Discourse
(c) Persuasive writing
(d) Drama
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