1. This document provides guidance for students on completing Activity 3 of their controlled assessment, which involves creating a proposal for a short film. 2. The proposal requires students to provide a content overview scene-by-scene, identify contributors, locations, equipment, and assets needed, address any legal and ethical issues, and provide production schedules and budgets. 3. The document offers advice on meeting the criteria for distinction, including providing cinematic detail in the content overview, clearly justifying the use of cinematic techniques, and demonstrating logistical planning with contingencies to complete the film on time and on budget.

1. BIG PICTURE
Activity 3 – The Proposal
KEYWORDS
CLAE – Legal and Ethical –
Scheduling and Planning
LEARNING OBJECTIVES
This is a holistic unit and the different LOs are
covered together in all of the activities.
1. Understand the overview of the unit and the
assessment process
2. Understanding audience and research
SUCCESS CRITERIA
Answers to a mock question on
the 'armchair football' video
Take your seat. Bag under your desk.
Have your equipment and planner out.
Topic – Unit 8 – Responding to a Commission
• What steps might you have to take to get from receiving a brief to shooting a
scene on location?

2. TELL ME
STUFF!
TAKE ME
THROUGH
IT…
LET ME
HAVE A
GO…
DO I GET
IT?
1 2 3 4 5 6
SETTING THE
SCENE
JOINING UP
LEARNING
LINKS TO LAST
TIME
PASSING ON
KNOWLEDGE
GUIDED PRACTICE
& MODELLING
INDEPENDENT
PRACTICE –
APPLYING THE
SKILLS TO NEW
SITUATIONS
ASSESSMENT &
FEEDBACK
PULL IT TOGETHER
JOINING UP
LEARNING
LINKS TO NEXT
TIME

3. Activity 3 - The Proposal
• This is the first of the longer and
more valuable tasks – it is worth
20 out of the 72 marks available
• It is a multi-part task, like the
Rationale
• Like all of this work, you can't
prepare properly for this until
we've got the actual brief for the
real controlled assessment...
• … but you can learn what's
required, and how many
different things you have to do.
1. Content overview
• What is going to be in your short film,
scene by scene, with cinematic
information
2. Contributors – Locations – Assets – Equipment
• Who and what do you need
3. Legal and Ethical Issues
• What do you have to pay attention to?
How will you do so?
4. Technical considerations
• What other specialist equipment or
personnel do you need?
5. Scheduling/Planning/Budgeting
• What are you going to do, and when are
you going to do it.
did this last time

4. 1. All of the practical planning tasks (as opposed to the
'creative planning' of the detailed summary) come out
of the practical planning that you have to do in Unit
10...
2. And think about the work on understanding pre-
production processes from Unit 4 – all of that is relevant
here too
3. Location planning – recce – risk assessments –
permissions
4. Legal and ethical – copyright – representations –
permissions – contributor release
5. Technical considerations - 'specialist' means 'beyond
straightforward media production' - so not 'cameras
and tripods' but maybe 'tracks, drones, smoke
machines, special effects artists, choreographers...
6. Scheduling, planning & budgets – you will take in with
you, in your notes, a week by week plan and a budget,
in note form (so writing and abbreviations rather than a
table to copy)
• Contributors – Locations – Assets – Equipment
• Who, what, where? With what?
• Legal and Ethical
• Focus on what's actually relevant for your
plans. Don’t worry about every marginal issue,
but be clear and detailed about the big things
• Technical Considerations
• Specialist issues – equipment, personnel –
again, be specific and detailed about the issues
in your plans
• Scheduling, planning and budgets
• What are you going to do, when, where, with
who and what, and what will it cost?
• Distinction grades love contingency planning
• Logistical planning- making it clear that your
idea can be produced on time and on budget –
is a key Distinction criteria.

5. Activity 3 – The Proposal
1. Can you write a concise but detailed shot by shot/scene by scene summary of your
plans?
2. Are your summaries full of cinematic detail?
3. Can you justify the use of the cinematic detail?
4. Have you got clear plans for contributors / locations / equipment / assets?
(including recces and risk assessments)
5. Have you identified and written about relevant legal and ethical issues
6. Have you got a production schedule that meets the terms of the brief, involves the
client and has everything ready in plenty of time, which includes contingency
planning and a budget?

6. Activity 4 – The Treatment - Storyboarding
• Watch the extract and tell me...
• What happens?
• How many camera shots are
there?
• How many close ups?
• How many shot/reverse edits?

7. BIG PICTURE MY LEARNING
How did this
lesson fit into
your other
lessons?
What is my top
take- away from
the lesson?
Have you contributed to the lesson? Will you be able to improve
next lesson? Do you know what you need to go away and do?
o Are you keeping up?
o We will revisit some of this
before moving on to the
Treatment
o Because I've done notes on a
30 second video my planning
notes work as shot-by-shot. If
you have to plan a five minute
video you will need a scene by
scene summary of the whole
thing and a shot by shot of the
bit you will storyboard.
o You need to be referring back
to the brief, to the audience, to
what the client wants, to why
your plans will make everyone
happy...