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Assesment Framework

Assessing Pupil Progress: Primary Reading Assessment Guidelines Adapted For ‘Reading’ Films

Level 3	Level 5	Assessment Focuses
The film is watched most or all the way through with obvious interest and enjoyment.		AF1 – use a range of strategies, including accurate decoding of film language, to understand the film.
Simple, most obvious points identified though there may also be some misunderstanding, e.g. about information from different parts of the film. Some comments include quotations from or references to film, but not always relevant, e.g. often retelling sections of the story rather than using it to support comment.	Most relevant points clearly identified, including those selected from different places in the film. Comments generally supported by relevant reference, even when points made are not always accurate.	AF2 – understand, describe, select or retrieve information, events or ideas from texts and use reference to film.
Based on a single point of reference in the text, e.g. ‘the cat is cross because his face looks cross’. Responses to film show meaning established at a literal level e.g. ‘you could see she lived in a little house’ or based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of character in the film.	Comments develop explanation of inferred meanings drawing on evidence across the film, e.g.’at the beginning you think the propellerbird is bad because he annoys the little birds but in the end you feel sorry for him because he’s all alone’. Comments make inferences and deductions based on evidence from the film, e.g. in drawing conclusions about a character’s feelings on the basis of their movements and actions.	AF3 – deduce, infer or interpret information, events or ideas from films.
A few basic features of organisation identified, with little or no linked comment, e.g. ‘it tells about all the different things that happen on a sunny day’.	Comments on structural choices show some general awareness of filmmaker’s craft, e.g. ‘it doesn’t tell you why he keeps switching the lights on and off, so that it’s a surprise when you find out he lives in the traffic lights’. Features relating to organisation at text level, including form, are clearly identified, with some explanation, e.g. ‘the rides in Cyber are funny because each one is more crazy than the one before’.	AF4 – identify and comment on the structure and organisation of films, including technical and presentational features.
A few basic features of filmmaker’s use of film language identified, but with little or no comment, e.g. ‘we can see the witch’s button because it’s in a close-up’.	Various features of filmmaker’s use of film language identified, with some explanation, e.g. ‘you could tell it was a dream because the sound went all echoey’. Comments show some awareness of the effect of filmmaker’s creative choices, e.g. ‘it was the stamping sound that was used in the dream sequence that made it really frightening’.	AF5 – explain and comment on filmmaker’s use of film language.
Comments identify main purpose, e.g. ‘the filmmaker wants to make us laugh’. Express personal response but with little awareness of filmmaker’s viewpoint or effect on viewer, e.g. ‘she was just horrible like my nan is sometimes’.	Main purpose clearly identified, often through general overview, e.g. ‘it shows you how computer games take over your life’. Viewpoint in films clearly identified, with some explanation, e.g. ‘the view through the window is what the little girl can see because we never get any closer to the other children’. General awareness of effect on the reader, with some explanation, e.g.’it’s funny because we can see the baby is really clever but the big brother can’t’.	AF6 – identify and comment on filmmaker’s purposes and viewpoints and the overall effect of the film on the viewer.
Connections between films identified, e.g. similarities in plot, topic, or films by same filmmaker/studio, about same characters. Recognition of some features of the context of texts, e.g. historical setting, social or cultural background.	Comments identify similarities and differences between films, or versions, with some explanation, e.g. ‘the sun is a ‘character’ in both A Sunny Day and Joyets and the sunset is the important bit in both stories’. Some explanation of how the contexts in which films are made and seen contribute to meaning, e.g. differences between watching live TV, a DVD and feature films seen at the cinema.	AF7 – relate films to their social, cultural and historical traditions.