ARC :: Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 33 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	Students in this range:
11–15	compose an effective and sophisticated text applying a good insight into the language conventions and structures of a film review make effective choices about language and content appropriate to purpose, audience and context in order to present a strong personal response and effective analysis of a film demonstrate a good understanding of film techniques and how they engage the viewer and shape meaning.
6–10	compose a sound text demonstrating insight into the language conventions and structures of a film review make sound choices about language and content in order to provide an explanation of personal response to, and analysis of, a film demonstrate a sound awareness of film techniques and how they engage the viewer and shape meaning.
1–5	compose a text that demonstrates an emerging understanding of the conventions of a film review make some relevant choices about language and content in order to explain a personal response to the chosen film demonstrate a developing awareness of film techniques and how they engage the viewer and shape meaning.

Feedback

Students will be given written feedback from the teacher. Comments will inform them about such things as their individual response to the film and analysis of film techniques, and their use of the conventions of a review.

Future directions

Students who have demonstrated the outcomes through this unit at a high level would be encouraged to engage in composing reviews of more complex films, books and/or plays, particularly where there has been a transformation of book into film. Students who have demonstrated outcomes at lower levels would have given evidence of particular needs to be addressed through other units of work. These might include skills of close viewing, consideration of techniques relevant to a particular medium, or the needs of an audience. In each case these outcomes could easily be addressed in the course of other units of work.