Film Portfolio Feedback

The Reel

  • Put your best work last.
    • Show development & improvement.
  • You must use black slates to introduce the task(s) in that role and how long each clip runs. For example:

  • You should use black slates between tasks.
  • There should be no copyrighted music in your reel.

The Portfolio Pages

You must define your creative intention for each task!

“Students who fail to clearly state their filmmaker intentions for a film production role will be limited to a mark of 1 in criterion A for that role.”

  • Use a different colour font and make it bold.

The pages should show development & should link:

  • Inquiry – What have you learnt? Leads to …
  • Action – How did you practically apply that learning? Leads to..
  • Reflection – What did you achieve and how would you improve in future?

“…use the language of the inquiry cycle to show how exploration leads to discovery through action and to appropriate evaluation of the impact of research…”

Inquiry Pages
  • You should define the production role on the inquiry page.
  • Quote the sources and then explain what you have learnt.
  • The inquiry page for the horror film, should include some research on German Expressionism or Horror.
Action Pages

The action pages are where you get practical & technical. You should include comments on:

  • Narrative / Character development techniques in the screenplay.
  • Camera Settings
  • Lighting & Camera Setups
  • Timelines, transitions  and effects in the edit.
  • Rehearsals, blocking and actors’ notes.
Reflection Pages

The first thing in your reflection page / section must be a sentence on, how far have you met your creative intention. Think…

  • What went well?
  • Even better if?
  • Link back to inquiry & reflect forward (Next time I would…)

There should be some textual analysis of your own work in the reflection pages.

  • How did your role / decisions contribute to meaning?

Presentation & Layout

  1. The images should take up no more than 20% of the page leaving 80% for your writing.
  2. The images should be relevant and significant – not just YouTube thumbnails
  3. The images must be labelled & referenced on the bibliography page
  4. The link between the images and your words must be obvious.
    • Draw a line!
  5. Proof read for spelling, punctuation and sense.
  6. A helpful structure to your pages could be:
    • Pre Production (Development & Planning)
    • Production (The Shoot)
    • Post Production (The Edit)

The Bibliography

Everything should be referenced:

  • Video essays
  • Articles
  • Books (probably from the video essays)
  • Films

You should use Harvard Referencing

Textual Analysis Essay

Key Information

Here is the guidance from IB about the Textual Analysis Essay:

IB Film Specification Pages on Textual Analysis

Here is the assessment criteria explained:

Assessment Criteria

Unit Schedule & Deadlines
  • Week 1 & 2: Revise and recap textual analysis using a whole class film
    • 28 Days Later (2002) Boyle

Friday 21st Sept: Screen 3 Selected Films at Fermain Valley Hotel Cinema

  • Week 3: Research into context and reception of chosen film.

Friday 28th Sept: Submit textual analysis essay proposal

  • Week 4: Close Analysis of selected scene. Plan & draft essay
  • Week 5: Self Assess draft 1 and redraft.

Friday 12th Oct: Submit for teacher assessment

  • Week 6: Redraft essay

Deadline for final submission: Monday 22nd October at 17:00 

Sequence Analysis

Textual analysis essay structure & content.

IB Film Studies Year 2

Welcome back to year 2 of IB Film.

Over the second year we have to work towards submitting assessed work, which will build on what you have learnt in year 1.

All the work you submit will contribute to your final grade!

    • Your Film Portfolio (25%) (Done)
    • A textual analysis essay (20%). Sept – Oct
    • A comparative video essay (20%) Nov – Dec
    • A collaborative film project (35%) Jan – Apr

Here is a document which details what you need to submit for each assessed component:

Reflection on The Shoot

Take a moment to reflect on the shoot and evaluate the footage.

What did you learn about:

  • The pace of the shoot.
  • Setting up the camera & lighting.
  • The good quality footage you have filmed.
  • The unusable footage.
  • The shots you should have filmed, but didn’t.
  • Working with actors and, as an actor, being directed.

Remember this is where you really learn about the different production roles and most importantly learn from your mistakes!


Write a short commentary and evaluation (200-300 words (max) or bullet points) of your role in the shoot on Friday 4th.

Include evidence of stills from your footage and photos taken on shoot to illustrate.

Even if you weren’t there you should still evaluate the footage filmed by your partner.

Batman Essay

Task – A textual analysis essay.

Essay title

Complete a textual analysis of the denouement of The Dark Knight and answer the following question.

‘Analyse and evaluate the representation of Batman in the final scene of the The Dark Knight (2008) Nolan.’ You should use specific examples of mise-en-scene and cinematography to discuss how Nolan highlights and underlines the messages and values of the film.

Advice and Guidance
  • The essay will be assessed in how it shows your ability to demonstrate…
    1. …an understanding of the cultural context.
    2. … an understanding of how the extract makes use of film elements to create meaning.
    3. …an understanding of the ways in which the cultural context of the film and the identified film elements relate to each other, as well as to the chosen film text as a whole
  • The essay should be 1,000 words long (+/- 10%). 
  • You should use screen shots of key moments from the sequence that are the subject of your close textual analysis.
  • You should refer explicitly to the Crash Course YouTube video on, ‘The War on Terror’.
  • Quote from the article we discussed in class, Dark Knight, Dark Ideas by Chris Turner. 
    • This article and the Crash Course YouTube Video should be credited and referenced at the end of the essay.

Pan’s Essay – Self Assessment


In today’s lesson we are going to do a simple piece of self assessment on your Pan’s Labyrinth essay.

You should record the results of your assessment and set your self targets. Please use this document that uses CTRL ‘F’ to help you see your use of terminology and analytical verbs.

You will be given your own copy of this document via Google Classroom.

Summarise your findings and set one target on T & A each


Once you’ve done this assessment, please read through your essay and highlight specific examples from the Pale Man sequence. Do you explore all 6 areas of mise-en-scene?

It’s OK if they’re not evenly treated, but you should have covered them all at some point.


Secondly how clearly are those examples identified and then described?

Please comment on your use of examples and clarity of description.

Summarise your finding and set a targets on E


Your teacher will be reading through your essay for how well you develop links between micro and macro features.

They will summarise their findings and leave a target on S


Link in or embed your essay in your journal ‘Exploring Film’ and reflect on the essay, list the targets for your next textual analysis essay.

Improving your Textual Analysis

Assessment Criteria

In a full textual analysis essay there are three areas of assessment:

  1. Your research into and application of the cultural contexts
  2. Your understanding of the film elements (micro features)
  3. Your ability to make links to the film as a whole & the cultural contexts

Here is a link to the mark scheme for a textual analysis essay.

So how does this work in practical terms?

Whenever you are writing a film essay you should adopt the TEAS approach. This stands for:

  • Term & Example
  • Analysis
  • Significance

Here is a slide show on TEAS in IB Film:

Here is a site which will give you lots of adjectives. You should use it to get range, breadth  and sophistication into your analysis. Of course a thesaurus will also help and so will reading.