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In this exemplified unit we have identified the main assessment focuses (AFs) for reading and writing. However, it is important to remember that teachers should interpret and adapt the teaching sequence to meet the needs of particular classes, and this may affect the choice of AFs against which you wish to gather a range of evidence.
In order for a judgement to be made against writing AFs 1 and 2 it is important that children are given space and time to develop their own ideas and define their own purposes for writing. Opportunities to plan for this will arise throughout the literacy curriculum as well as through the application of skills across the curriculum.
The suggested outcome for this unit is the creation of a promotional film trailer that demonstrates how words, music and images can be combined to convince and persuade the viewer. The teaching of this unit should support the collection of evidence against reading AF6 (identify and comment on writers' purposes and viewpoints and the overall effect of the text on the reader), writing AF7 (select appropriate and effective vocabulary) and writing AF2 (produce texts which are appropriate to task, reader and purpose).
Evidence against a variety of AFs will be collected at many points during the teaching sequence. Independence and opportunities to make decisions are integral to children's development in reading and writing. Therefore, as well as using assessment opportunities within the structure of the unit (as exemplified below) it will also be important to collect evidence of achievement against the AFs from occasions where children can demonstrate independence and choice.
Suggestions for the collection of assessment information against a range of AFs are found below.
The following are examples selected from the teaching content for this unit of work that will support planning for effective assessment as an integrated part of the teaching and learning process. Evidence gathered during this ongoing work will contribute to the periodic assessment of children's progress.
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Learning outcomes |
Example of teaching content and assessment opportunities |
Evidence |
Approach to assessment |
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Children can express personal opinions to compare and contrast a range of texts using evidence from the text to support their opinion. |
Shared and group discussions focus on the provoked reactions of the reader to a range of persuasive texts, including posters for films and adverts. Children explore how the text makes the reader feel and which aspects in particular evoke those responses. They work in groups and pairs to annotate persuasive texts, noting their feelings and giving feedback to others. Following exploration of the impact of film trailers, children work in groups to choose key moments from a film that will evoke the desired response in the viewer. These clips are then ranked for effectiveness and the children are asked to justify and explain their choices. For example: How will this clip make the viewer feel? Why will the viewer want to watch the film after seeing this clip? Which of the clips will have the biggest impact on the viewer? Why? |
Children's oral responses and interactions with the texts Children's informal notes (on sticky notes, annotated adverts or posters) Children's oral interactions and group discussions |
Teacher observation Teacher questioning and discussion |
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Children can write a persuasive voice-over text using informal language and a range of simple connectives. |
A set of simple success criteria for a voice-over of a film trailer are created with the class. During a shared writing session the teacher ensures that children understand these success criteria. The teacher's draft voice-over script is edited by the children, who work in pairs on mini-whiteboards. Word choices and sentence structures are questioned and improved. For example: In my opening sentence I want to build up a sense of something that is mysterious and unknown. I have hinted that something is arriving...but I am not sure about the use of the word...Work with your partner to help me improve this. |
Children's shared composition choices (on mini-whiteboards) Discussions and responses to teacher questioning |
Teacher observation Feedback (oral) |
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