ENGLISH LANGUAGE

SCHOOL BASED ASSESSMENT

Candidate Name:

Centre #:

Candidate #:

Name of School: Mona High School

Name of Teacher: Miss. T. Thompson

Year of Exam: 2025

Theme: Inequality

Topic: The Impact of Patriarchy on Women’s Lives

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 Table of Contents

Plan of Investigation…………………………………………………………... Page 3

Reflection 1……………………………………………………………………. Page 4

Reflection 2……………………………………………………………………. Page 5

Reflection 3……………………………………………………………………. Page 6

Indicators of Group Activity……………………………………………………Page 7-9

Group Written Report…………………………………………………………...Page 10-11

Plan of Oral Presentation………………………………………………………. Page 12-13

References……………………………………………………………………… Page 14

Appendix

Song for Oral Presentation ................................................................. Page 15-16

Artefact 1............................................................................................ Page 17

Artefact 2 ........................................................................................... Page 18

Artefact 3............................................................................................ Page 19

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 PLAN OF INVESTIGATION

For our English A SBA, my group chose the theme “Inequality,” and I decided to focus on

“The Impact of Patriarchy on Women’s Lives.” I got this idea after hearing about abortion

laws in the U.S. and how they affect women. It made me wonder if similar things happen in

Jamaica, so I wanted to look into it. Moreover, I started to think this research would help me

as an English student by enhancing my research, critical thinking, and writing skills. To

achieve these benefits and tailor my findings, I plan to use articles, videos, and legal

documents to compare how laws in both countries may limit women’s rights.

Colour Key:

Blue- Tells the theme and topic selected.

Orange- Tells the reason the topic was chosen.

Green- Tells benefits to gain as an English student.

Red- Tells the artefacts.

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 ARTEFACT 1

Article "Breaking the Cycle: The Gender Wage Gap in

INSERT SCREEN SHOT OR PASTE ARTICLE HERE.

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 ARTEFACT 2

YouTube Video: "The Silent Struggle: Women and Healthcare

INSERT SCREEN SHOT OR VIDEO FRONT HERE.

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 ARTEFACT 3

Legal document: “Jamaica’s Abortion Laws”

INSERT SCREEN SHOT OF DOCUMENT HERE.

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 Reflection 1

Before starting this research, I thought patriarchy only affected women’s

rights to abortion. Then I read an article entitled "Breaking the Cycle: The

Gender Wage Gap in Modern Workplaces." It explained how women earn

less than men even when they do the same jobs. This made me realise

that patriarchy affects women economically too, limiting their ability to

gain financial independence and support themselves.

I also watched a video called "The Silent Struggle: Women and Healthcare

Access," which talked about how cultural beliefs and laws in different

countries restrict women’s access to healthcare. I had never thought

about how deeply these restrictions could impact women’s lives. It

changed my perspective by showing that patriarchy controls not just what

women can do with their bodies, but also how they access help.

Lastly, I read a legal document that highlighted Jamaica’s abortion laws. I

assumed Jamaica was more progressive, but the strict restrictions

surprised me. It made me realise that patriarchy is reinforced through

laws, not just cultural norms, and this limits women’s rights in many

hidden ways.

Colour Key:

Red- Thoughts I had before starting the project.

Brown- The new thoughts the project gave me.

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Green- The artefact being discussed.

Yellow- A brief description of what the artefact talks about.

Reflection 2

While working with the artefacts, I noticed the language techniques they

used to deliver their messages. The article "Breaking the Cycle: The

Gender Wage Gap in Modern Workplaces" used formal, denotative

language and economic jargon like “income disparity” and “systemic

inequality.” At first, this made the article harder to understand, but it gave

the information credibility and helped me trust the statistics.

The video "The Silent Struggle: Women and Healthcare Access" used

emotional language and vivid descriptions to explain the challenges

women face. For example, phrases like “a silent battle” and “robbed of

choice” made me feel more connected to the issue. This technique helped

deliver the message powerfully by making it personal and relatable.

The legal document used formal and connotative language, with terms

like “termination of pregnancy” instead of “abortion.” The formality made

it seem serious, but the technical tone felt distant, which made it harder

to engage with.

Colour Key:

Blue- Name of artefact being focused on.

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Orange- Language techniques used.

Green- Example of technique.

Red- Effect of technique on the reader and how the message is delivered.

Reflection 3

Doing the English SBA on the theme of “Inequality” has helped me grow in many ways.

Before starting, I didn’t fully understand how patriarchy affects women in areas like

healthcare and economic opportunities. Now, I realise that it’s not just about abortion rights

but also about laws, cultural beliefs, and systemic barriers that limit women’s lives. This has

made me more aware of issues I used to overlook and has changed how I think about

equality.

I’ve also become more competent in analysing information. Reading articles and legal

documents taught me how to break down complex ideas, and watching videos helped me

understand how language can influence emotions and perspectives. This process has made

me more critical of the media I consume and the opinions I form.

Overall, the SBA has changed my attitude. I’m now more empathetic, curious, and motivated

to stand up against inequality wherever I see it.

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 INDICATORS OF GROUP ACTIVITY

Stimuli 1: Poem

Maya Angelou – “Still I Rise”

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Stimuli 2: Song – Black Eyed Peas “Where Is the Love”

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Stimuli 3: Article
United Nations- “Inequality- Bridging the Divide”

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 Group Written Report

Our group followed a structured process to select the final three artefacts

for our English SBA. Each member initially chose three artefacts that

appealed to them and reflected the theme of "Inequality." We then shared

our selections in a group meeting to ensure their relevance to the theme.

After reviewing the individual artefacts, we narrowed down the options

through discussion, focusing on their interpretations, value, and impact.

This ensured we selected artefacts that best represented inequality in its

many forms.

One of the final artefacts we chose was the poem “Still I Rise” by Maya

Angelou. This piece stood out because of its powerful use of figurative

language and emotional tone, which highlighted the resilience of

marginalised individuals in the face of societal inequality. The group

agreed that the poem’s universal message about overcoming oppression

made it an excellent representation of the theme.

We also selected the song “Where Is the Love?” by The Black Eyed Peas.

This song uses rhetorical questions, emotional language, and repetition to

draw attention to social injustices, such as racism, inequality, and

violence. During our discussions, we noted how its relatable lyrics and

popular appeal could make listeners more aware of these issues, helping

us explore the emotional and cultural impact of inequality.

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Finally, we chose an article entitled “Inequality: Bridging the Divide.” This

print artefact provided a factual perspective, using statistics and case

studies to illustrate how inequality affects access to quality education. The

article helped us explore the structural and systemic aspects of inequality,

offering a different perspective compared to the emotional focus of the

poem and song.

Through debates, shared observations, and examining social commentary,

we selected these artefacts for their ability to collectively address various

aspects of inequality, creating a balanced and insightful exploration of the

theme.

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 Plan for Oral Presentation

Theme and Presentation Format

• The theme of my SBA is “Inequality.”

• I will present this theme through the delivery of an original song

that I wrote, which addresses various aspects of inequality,

including the gender wage gap and restrictions on women’s rights to

healthcare. The song conveys the emotional and social impact of

these issues.

Sources Used

1. Article: “Breaking the Cycle: The Gender Wage Gap in Modern

Workplaces”

◦ Focus: The persistent pay gap between men and women in

the workplace.

◦ Language: The article uses formal, denotative language with

economic terms like “income disparity” and “systemic

inequality” to explain how gender affects earnings.

2. Video: “The Silent Struggle: Women and Healthcare Access”

◦ Focus: How cultural beliefs and laws restrict women’s access

to healthcare, particularly in the context of abortion.

◦ Language: The video uses emotional language and vivid

descriptions, such as “a silent battle” and “robbed of choice,”

to make the issue more personal and relatable.

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 3. Legal Document: A section of Jamaican law on abortion

◦ Focus: Legal restrictions on abortion and reproductive rights in

Jamaica.

◦ Language: The legal document uses formal, technical

language, with terms like “termination of pregnancy” and

“reproductive rights,” which reflect the legal framework

governing women’s bodies.

Use of Language in Sources

• “Breaking the Cycle: The Gender Wage Gap in Modern Workplaces”

uses factual, technical language to explain the systemic nature of

gender inequality in wages.

• “The Silent Struggle: Women and Healthcare Access” relies on

emotional and descriptive language to highlight the personal impact

of healthcare restrictions on women.

• The Legal Document uses formal, legal language to explain the

specific regulations surrounding abortion in Jamaica, highlighting the

constraints on women’s rights.

Presentation Outline

1. Introduce the theme of “Inequality” and explain how it will be

presented through the delivery of my song.

2. Briefly describe the three sources I used: the article, video, and

legal document.

3. Discuss the language used in each source and its impact on

delivering the message of inequality.

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 4. Conclude with the performance of my original song, which will

capture the emotional and societal consequences of inequality.

Oral Presentation:
Song: "Breaking Free"

(Verse 1)
They say the world’s fair, but it don’t feel right,
Every step I take, I’m always in the fight,
They tell me “Sit down, let them take the lead,”
But I’m tired of waiting for someone to succeed.

The wage is low, they say that’s just the way,

(Chorus)
We’re breaking free, can’t hold us down,
Rising up, we’ll take the crown,
No more silence, no more shame,
We’ll fight for change and start the flame.

(Verse 2)
Healthcare’s a struggle, a battle every day,
They say we don’t matter, but we’ve got things to say,
Our bodies are ours, we won’t be denied,
It’s our right to choose, we won’t be pushed aside.

They think they can stop us, keep us in line,

(Chorus)
We’re breaking free, can’t hold us down,
Rising up, we’ll take the crown,
No more silence, no more shame,
We’ll fight for change and start the flame.

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(Bridge)
It’s time to rise, time to make a stand,
We’re stronger together, we’ll take back this land,
The world’s been blind, but now they’ll see,
When we rise up, we’ll break free.

(Chorus)
We’re breaking free, can’t hold us down,
Rising up, we’ll take the crown,
No more silence, no more shame,
We’ll fight for change and start the flame.

(Outro)
We’ll fight for change, we’ll make it right,
Together we’ll rise, we’ll take the fight.

References

Angelou, M. (1978). Still I Rise. In And Still I Rise: A Book of Poems.

Random House.

Black Eyed Peas. (2003). Where Is the Love? On Elephunk [CD]. Interscope

Records.

Breaking the Cycle: The Gender Wage Gap in Modern Workplaces. (2023).

The Global Review of Social Inequality, 15(3), 42-55. Retrieved from

[Link]

The Silent Struggle: Women and Healthcare Access. (2023). Women’s

Health Journal, 8(2), 22-30. Retrieved from

[Link]

The Abortion Act of Jamaica. (2015). Government of Jamaica, Jamaica

Laws. Retrieved from [Link]/abortionact

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United Nations. (2022). Bridging the Divide: Inequality in Education

Systems Worldwide. United Nations Educational, Scientific and Cultural

Organization (UNESCO). Retrieved from [Link]/bridging-the-

divide-inequality

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