Guide

How to succeed in Junior Cycle English CBA 1

By Jamie Dockery - 9 minute read

This guide, written by English teacher Jamie Dockery, gives you all the tips and tricks you need to do well in your English CBA 1.

Introduction

The new JC English course allows students to showcase their work from 2nd year and 3rd years in the form of the CBA (Classroom-Based Assessment). These are two specific tasks given to students by your class teacher and for which you will be given two 'descriptors' (more about that later).

These descriptors will be added to your Junior Cycle Profile of Achievement alongside the grade you get in your exam at the end of 3rd year.

For some students, you may have already completed CBAs in other subjects but for others, the idea of doing a CBA may seem scary. Fear not! This CBA guide will help you through your English CBA step-by-step to ensure you get the highest descriptor possible.

Descriptors

There are four level descriptors of achievement for each CBA. Your teachers use the Features of Quality, set out in the Assessment Guidelines for each subject to decide the level of achievement in each CBA.

The Features of Quality are the criteria used to assess your work as best fitting one of the following descriptors:

Exceptional

Describes a piece of work that reflects the Features of Quality for the Classroom-Based Assessment to a very high standard. While not necessarily perfect, the strengths of the work far outstrips its flaws, which are minor. Suggestions for improvement are easily addressable by the student.

Above expectations

Describes a piece of work that reflects all of the Features of Quality for the Classroom-Based Assessment very well. You will have shown a clear understanding of how to complete each area of activity of the investigation and that you were thorough in your investigation. Feedback from the teacher might point to the necessity to address some aspect of the work in need of further attention or polishing but on the whole, the work is of a high standard.

In line with expectations

Describes a piece of work that reflects most of the Features of Quality for the Classroom-Based Assessment well. It shows a good understanding of the task at hand and is free from significant errors. Feedback might point to areas needing further attention or correction but the work is generally competent and accurate.

Yet to meet expectations

Describes a piece of work that falls someway short of the demands of the Classroom-Based Assessment and its associated Features of Quality. Perhaps the student has made a good attempt but the task has not been grasped clearly or is marred by significant lapses. Feedback will draw attention to fundamental errors that need to be addressed.

CBA 1: common questions

Classroom-Based Assessments (CBAs) are best described as the occasions when the teacher assesses the students using the specific tasks set out in the curriculum specification for each subject. They are completed within the teaching time allocated for each subject (NCCA Guidelines). There are two CBAs in Junior Cycle English and they are assessed at common level. CBA 1 is called the 'oral communication task'. Here is some useful information to consider before you begin:

What is this CBA about?

'Oral communication' is just a fancy way of saying 'using the spoken word'. You use oral communication skills every day like when you say "good morning" to the bus driver, when you're chatting with your friends and when you ask a question in class. Oral communication skills are also one of the most important skills that employers look for when hiring people so it’s well worth giving this a good go. This task is all about showing off your ability to talk. So, if you’re constantly being asked to “stop talking” in class, this my friend, is the task for you.

When do I do this CBA?

Your teacher will give you the guidelines on when your class will complete this CBA. It is usually over a three-week period during class time in the second or third term of second year. During this period you will be researching, editing and presenting your oral communication task.

How do I do this CBA?

You may complete it as an individual piece of work, in pairs or in small groups. The format can be any of the following:

Performance

This could include a piece of drama, a recitation of a poem, a comedy sketch, a parody, a news broadcast or any type of performance with or without a script.
Presentation

Speaking with or without notes about a topic of your choice.
Interview

You could respond to questions from your teacher or classmates about a topic of your choosing.
Response to a stimulus material

Bring a picture, a written piece of text or an object to class and tell everyone about it.

Approaching your CBA 1

Follow these six steps when approaching your CBA 1:

Step 1

Choose your topic

Rule number one: there are no rules. You are free to present on anything you like. It is best to choose something that you’re passionate about as this will make your research more interesting for you and your enthusiasm will make your presentation more enjoyable for your audience. For example, you could tell the class about:

your family and/or friends;
a favourite sports star or celebrity you have;
a book, film, TV show or hobby that you like;
a sports club or community group you’re a member of;
how you feel about a subject or text from school that you love (or hate);
the importance of music, sport or fashion in your life.

Remember: these are just a few ideas. You can present whatever you like.

Step 2

Decide how you want to deliver your oral presentation

Once you have had a little think about that, the next thing to do is to decide how you’d like to deliver this in class. You can do this as an individual or, if you like, with a classmate or two. Again, once you’re up there, there is no wrong way to do this. You could consider:

using a slideshow presentation;
making a speech (this could be a debate, a sales pitch, a halftime team talk or even an award acceptance speech);
commentating on a sporting or cultural event;
performing a comedy sketch;
reciting something from your favourite book, poem, film or play.

Remember: it is super important that everyone in your group has the chance to talk/perform as you’ll be graded individually.

Step 3

Research your topic

Okay, so you’ve decided what you’re going to talk about and how you’d like to deliver your presentation. The next step is to find out anything and everything you can on your chosen topic. This is called doing 'research'.

There are loads of places to look depending on what you want to research. You could of course check out the internet, chat with someone in the know and check out your local/school library. You’ll usually have a week or two to carry out your research. Be sure to ask your teacher for help.

When you’re doing your research, you might find it useful to have some key questions in mind. Be sure to take loads of notes as you can then use these to put the text of your talk together. This might sound boring but it’s actually really important. The more time and care you put into this, the better your presentation will be. Your teacher will be looking out for how well you’ve prepared for your CBA so avoid the temptation to 'wing it'.

Step 4

Practice at home or school

This might sound daft right? But seriously, it is a brilliant idea to actually practice your presentation out loud. This could be to someone at home, the person you sit beside in school or even just practicing in front of the mirror.

While you may be shy at first, after a few goes, you’ll be fine. It’s great to get some feedback from someone you trust and it will make standing up in front of the class when it’s for real that little bit easier.

Top tip: try recording yourself doing your presentation on your phone and watch yourself back.

Step 5

Present/perform your CBA

The big day is here! Deep breaths…in…and out…in…and…out. You’ve got this!

Your teacher will probably give you a heads-up about when your turn will be so make sure you have whatever you need with you (any props, slideshows, notes and your ‘A’ game). Your teacher will also likely be filming your presentation/performance so that they can review it with the other English teachers later. Don’t worry, take it from me, this isn’t nearly as scary as it sounds; it’s just to ensure everyone is given an equal chance to do well. Here are just a couple of things to keep in mind when presenting to the class:

Eye contact: try to make eye contact with as many different people in the room as possible. If you’re reading from a page or looking at a screen, this is especially important. Looking at your audience is the best way to grab and keep their attention.

Slow down: it’s perfectly okay to be nervous. That’s normal. When we’re nervous, we tend to talk quicker. Try not to rush through your presentation.

Volume: try to speak as clearly as possible at a volume that everyone can hear.

Strong closing: when you’re finished, it would be nice to say something like “thanks for listening”, just to let everyone know you’re done. Sometimes, your teacher or classmates might ask you some questions which is nothing to worry about. It’s just a chance for you to talk about your presentation a little more.

Step 6

Reflect

When you’re all done, you will probably get some feedback from your teacher. This will tell you what you did well and maybe offer some suggestions for improvements in the future. You’ll also be asked to fill out a 'self-reflection' form. This will ask you to think about things like:

how you carried out your research;
what you learned about yourself or your chosen topic;
what you found easy or difficult about the CBA;
what you would do differently if given another opportunity;
whether you enjoyed the CBA or not.

Have a good think about all this and write down as many details as you can. This will help you and your teacher work out how you found the whole experience.

By Jamie Dockery

Jamie has multiple degrees and qualifications under his belt, including a bachelor's degree in Liberal Arts with English and History, and master's degrees in Modern English Literature, and also Leadership & Management in Education. Jamie has corrected at both Junior and Leaving Certificate levels since 2010. When not shaping young minds, he surfs and plays golf (badly and without grace!)