Rba l3 btec sow 2015 16

Scheme of Work 2015- 2016CTC St Mary’s
Catholic
Sixth Form College
Level 3 BTEC National 90 Credit Diploma in Creative Media Production
1: Pre-Production Techniques for the Creative Media Industries; 2: Communication Skills for Creative Media Production; 16: Editing Techniques; 22: Single Camera Techniques
Tutor: Rich
Barton
Sept (3 weeks) – Boot Camp Induction Project
Planning shooting and group work – webisode as a class (multi-stranded narrative) – individual
responsibility rated and paired tasks based on performance for Short Film
1. What makes a good short film (criteria) Storytelling: Narratives & Characters
2. Shooting workshop (shot types, framing & composition)
3. Pitch idea to class
4. Shoot 3 part B-M-E (3’s)
5. Editing workshop
6. Crit & Evaluation worksheet + Directors commentary
Deadline 28th
September
Assignment: Webisode Production
Scenario: https://www.youtube.com/user/KateModernLG15
https://en.wikipedia.org/wiki/KateModern
YouTube is a powerful tool for producers of digital media to exhibit their portfolio of
work and create an audience.
In the last 10 years, this platform has seen a rise of prosumers working collaboratively
to create their own content. This includes new formats such as ‘webisodes’ where
aspiring filmmakers create their own low-budget stories, with input from the audience.
You will need to research into the format, looking at successful examples, niche
audience, and current trends to create your own webisode. Your ultimate aim is to
ensure your product has the potential to go viral with this audience.
You will then pitch your idea for your 3 minute webisode to your target audience –
having decided the most successful you will then work collaboratively in groups of 3 to
produce a pilot 3 episode run.
Having delivered your production to deadline, you will need to measure the success in
meeting the brief by measuring viewing statistics and feedback on social networks,
showing a written evaluation.
Criteria
(Unit 22 A, C +
Unit 19 C + Unit
2 3)
October – Nov Moving Image Unit 22 Single Cam Report A (3 weeks + Half Term)
7. Portfolio Horror/Thriller Narrative, Formats*, Benefits/weaknesses
8. Single Cam ‘London Short Film Competition’ Website Video Presentation (2 weeks)
9. Portfolio of practical shots (blocking, continuity & coverage tasks) 1 week
FSA1: 22.1, 2, (3 from the above Induction) Website
Assignment: Short Film Production
Scenario:
You have been asked to create a short film of not more than 5 minutes for entry into
the London Short Film Competition http://shortfilms.org.uk/. The genre of the film
should be a Thriller/Drama shot using only a single camera. It must have suitable
coverage using a variety of set ups, angles and shot types to create meaning and
interest. It needs to maintain continuity and demonstrate the use of alternative
narrative structures and perspectives to create mystery and suspense. The storytelling
is up to you, but the content must conform to conventions of filmmaking and the Thriller
genre. It must be a complete story (not part of a series) and it must be suitable for
particular age range or target audience chosen by you. You should consider a style for
your film in terms of camera, lighting, mise-en-scene and editing to create the
expected mood and atmosphere.
Unit 22 1
November – Dec Unit 16 Editing Techniques (6 weeks)
1. Timeline & ‘London Short Film Competition’ website video (Unit 19 A) 2 weeks
2. Editing Continuity & Alternative Portfolio and Long Take Task (Unit 19 B) 2 weeks
3. Editing previous L3 Short Film (Unit 19 C) 1 week
4. Ideas for Short Film
5. How & what to research & why class workshop (Unit 2 A, B)
• Research Primary: Audience/Vox Pops etc, Analysis of examples of short film in
genre*
• Secondary: Box Office, funding sources, kickstarter, exhibition & distribution,
budgets, flashmobbing, deadlines
Unit 16 1, 2, 3
Unit 2 1, 2, 3
Unit 1 1, 2, 3, 4

6. Presentation of Research Primary: Audience/Vox Pops etc, Analysis of examples*
Secondary: Box Office, funding sources, exhibitions, distribution, legal & regulation 1 week
7. Production Viability report & Presentation
8. Pitch assessment: ideas for film (audience, genre, location, non-linear narrative etc) (Unit 2
A+B) Videod 1 week
9. Pre-production Practical workshops on recce/risk assessment, storyboarding, shooting
schedule, script formats (Unit 1 A P crit)
10. Individually Plan a single cam production 1 minute film (Unit 1 B, Unit 22 B) 1 week
CHRISTMAS BREAK – write up website Production Viability report
Analysis:
You need to begin by understanding the genre of single camera drama and its various
types.
Ideas and Research:
Having looked at single camera dramas, you now need to begin to think about your
short film and therefore your own single camera drama. You also need to research the
content of the piece, the target audience and how viable the production will be.
The Pitch:
Building on task 2, you need to create a report into your film and how successful it will
be as a media product.
Before any product gets the green light, the all important pitch to programme
commissioners needs to be made and you are expected to use the information in your
report and present a pitch with flair and professionalism
Understanding requirements:
You need to understand how the industry works and what procedures need to be
followed in order to produce a short film (or any Media product).
Preliminary Skills Assessment:
Having looked at single camera dramas, you now need to begin to think about your
short film and therefore your own single camera film. You will start with an individual 1
minute film.
The Plan:
Assuming your project was given the green light, you now begin to fully plan your film
down to the last detail.
Production:
Having fully planned down to the last detail, your production stage should go smoothly
and you should produce enough raw footage to put together a professional looking
short film.
Post-Production:
After looking at the edit process and how it has developed, you need to prepare your
footage for edit and then put together your final piece with sound and music to make a
professional looking short film.
Jan – Feb Unit 1 & 22 & 2 Individual 1 Minute Film (6 weeks + Half Term)
11. Final Submission of Production Viability Report on Funding, Genre, Budget, Audience,
Exhibition etc) via Website Promo page for Film
FSA 2: Unit 16 A,B + Unit 2: A,B
12. Lighting Skills workshop
13. Individually Shoot single cam production 1 minute film (Unit 22 B, Unit 1 B + C) 1 week
14. Individual Edit 1 min film, sound and add titles via YouTube (Unit 22 B, Unit 2 B+C, Unit 19
B) 1 week
15. Crit & improvements – peer evaluate (imaginative, narrative, lighting, coverage, angles &
shots) (Unit 22 C, Unit 2 C)
16. Allocate groups of 3 to develop idea workshop 1 week
17. Final Group Pitch (Videod) (Unit 2 C) 1 week
18. Complete full group preproduction for short horror or thriller (M-D) paperwork (Unit 1 B,
Unit 22 B) 2 weeks
HALF TERM
Unit 22 2, 3
Unit 2 1, 2, 3
Unit 1 1, 2, 3, 4
March – April Unit 22 + 19 5 Minute Film (6 weeks)
FSA 3: Unit 2: B, C, Unit 22: C, Unit 19: B
1. Shoot Group 5 minute Film (3’s) (Unit 22 B, Unit 1 B+C) 1 week
2. Pick up shots
3. Individual Edit (Youtube) (Unit 19 B+C, Unit 22 B)
4. Evaluate (Easter) (Unit 22 C, Unit 2 A+D) 1 week
Unit 19 3, 3
Unit 22 2, 3
Unit 1 2, 3

W/C
Topic Learning
Outcomes
Teaching and learning (Including Differentiation) Assessment/Home
work/Prep-work
KEY SKILLS –literacy + GRACEs
Induction
Unit 1:
1 Understand
requirements
for a specific
media
production
1. Set up YouTube channel
2. Create an Ident for your channel in Final Cut (and production company – motion plus ins)
3. Students research what goes into planning a shoot – Crew Roles & kit practical
workshop: production line (in studio explain what your job is) – video example (used later
for short film- guerrilla guide to filmmaking) – create a profile for your preferred job
(comes into pre-prod later like Mission Impossible)
Assessment
Youtube
Blog
Ident
Video Role
Prep Work:
Read the Brief &
initial Ideas
Homework:
Look at KateModern,
LoL & Gaming
gender one
Mixed ability grouping – peer support. More able to
show greater understanding, less able may have
more limited knowledge – can build on both.
Equality and Diversity – Importance of respect for
all students in the group will be discussed. Students
will look at equal opportunities in the work place.
PLTS: Independent enquirers: planning and
carrying out research into pre-production techniques.
Functional Skills: ICT: Select and use a variety of
sources of information independently for a complex
task English: reviewing websites to find examples
of pre production techniques. Student note taking.
Numeracy – film budgets.
7.9 Webisode
mini-brief
Unit 1:
1 Understand
requirements
for a specific
media
production
Unit 22:
1 Understand
the features of
single camera
production
Introduction to Mini Brief.
1 Enigma Codes & Binary Opposition – Drama, look at examples of webisodes
(cliffhangers etc)
2 Portfolio 1: Basic Camera skills, angles – variety of coverage (follow and object task) –
lights in shot/sound etc – recreate – Blocking (annotate on blog) angles and CUs
3 Establish the criteria for a successful short story
• Students assigned to groups to research & brainstorm webisode ideas.
• Worksheet 1: Narrative structures, Todorov, Students work in their small groups to
identify episodic, linear, nonlinear, restricted and omniscient
• Editing workshop – retelling narrative
• Worksheet 2: Series, serials & 1-off
• Students select favourite idea and work on narrative.
• Students encouraged to think creatively and to give their film a narrative twist or non-
linear structure. Students to present ideas to the teacher for constructive feedback.
Assessment:
Camera Skills
Portfolio
Worksheet 1 & 2
List of successful
criteria
Brainstorm
Prep
Minipitch
Equality and Diversity –Students will look at equal
opportunities in the work place. PLTS:
Independent enquirers: planning and carrying out
research into pre-production techniques.
Functional Skills: ICT: Select and use a variety of
sources of information independently for a complex
task English: reviewing websites to find examples
of pre production techniques. Student note taking.
Numeracy – film budgets.
14.9 Ideas, Pre-
production
&
Production
Unit 1
3 Be able to
apply pre-
production
planning for a
specific media
production
Unit 22:
2 Be able to
plan a single
camera
production
3 Be able to
apply single
camera
techniques in
1. Students present film ideas to class for feedback.
In small groups students devise their story idea into three acts – most likely following
Todorov’s theory – equilibrium, disequilibrium, resolution.
Students individually to write a script each for their section of narrative.
2. Pre-production workshop: Storyboarding, recce & risk assessment, sign off
3. Plan & Shoot the production
Assessment
Script
Mini-pitch
Pre-production
Footage
Equality and Diversity –Students will look at
equality and diversity when regulating TV and films
including films/programmes banned for offending
vulnerable viewers. Creative thinkers generating
ideas and exploring possibilities when researching
case studies Self-managers organising time and
resources and prioritising actions when
seeking out challenges or new responsibilities and
showing flexibility when priorities change
deal with competing pressures, including personal
and work-related demands, responding positively to
change, seeking advice and support when needed.
Independent enquirers planning and carrying out

W/C
Topic Learning
Outcomes
work/Prep-work
a production
research into pre production techniques including
case studies for regulation. English Speaking and
listening – make a range of contributions to
discussions and make effective presentations in a
wide range of contexts Reading – compare, select,
read and understand texts and use them to gather
information, ideas, arguments and opinions
Numeracy – Film age certificates and box office
figures.
21.9 Assessme
nt Week
Induction
Project
Unit 22:
3 Be able to
apply single
camera
techniques in
a production
Unit 19:
3 Be able to
edit moving
image material
Practical Edit workshop:
1. assemble the webisode
2. Edit workshop: assemble the 3 part series
3. Crit & Evaluation
• Students apply the mark scheme to peers and establish standards
• Upload the webisode to YouTube and use social networks to make the meme
go viral
• Class discussion and feedback
• Set brief
Homework
Annotate your
webisode with
results of feedback
Prep Work
Research previous
students articles on
Single Camera
Techniques for Quiz
Team workers applying pre-production planning to a
group-based media production
taking a role within a group production
Self-managers taking responsibility for implementing
a pre-production plan
taking responsibility for tasks which are crucial to the
success of a group project
Creative thinkers finding creative solutions to
identifying and sourcing requirements
Reflective learners evaluating the success of the
pre-production process for a project
Effective participators taking part in a production
which responds to or benefits the community.
28.9 Introductio
n to SCT
Unit 22:
1 Understand
the features of
single camera
production
From studying class examples of single camera techniques in Short Films and TV Drama. Film and
source your own examples of narrative structures and single camera set-ups and techniques.
Allocated class examples TV Drama Daredevil, Breaking Bad. Edit these clips into a Video
Commentary
1. Introduction to the idea of single camera. Through powerpoint, variety of clips and
related tasks. (Worksheet)
2. Group discussion and analysing clips – whole group activity – single or multi camera quiz
& why
Quiz on Techniques
A class edited video guide explaining the benefits/limitations of Single Camera Techniques, and
the purpose/meaning created by their use
Single camera techniques:
180 deg rule
Rule of 3rds
Match on Action
Master shot
Close up
Establishing Shot
2-Shot
Long Shot
High and Low Angles
Assessment
Worksheet
SCT Portfolio
Homework
Edit your Single
Camera Techniques
Video & annotate
purpose
Prep
Know about
Narrative techniques
and find a story to be
told using multiple
narrative techniques
Equality and Diversity –Students to explore ideas
around ethnicity in gender within short films.
Self-managers organising time and resources and
prioritising actions when producing projects
and work-related demands responding positively to
research into existing single camera productions
carrying out research to develop ideas for their single
camera productions ICT – researching single camera
formats and their audiences Bring together
information to suit content and purpose analysing
research findings on single camera productions and
their audiences

W/C
Topic Learning
Outcomes
work/Prep-work
5.10 Narrative
Structures
Unit 22:
1 Understand
the features of
single camera
production
Classic Hollywood narrative session, Introduction of narrative theories including Todorov and
Propp. In pairs students to research examples of their own films which can be applied to Todorov
or Propp. Students to discuss findings with class looking at professional examples
1. An exploration of Narrative Structures
A class edited video guide explaining the benefits/limitations of Single Camera
Techniques, and the purpose/meaning created by their use (Tell the same story from
prep using…)
• Linear (or sequential), Non-linear (or non-sequential),
• Flashback or Flash-forward
• Realist or anti-realist;
• Open or closed endings
• Restricted or Omniscient
Assessment
Worksheet on
Narrative Structures
Portfolio of practical
examples
Homework
Annotate examples
to explain purpose
and effect of the
technicuqe – why
you would use it with
examples
Prep
Look at exemplar
blogs explanation of
SSS-D on Yammer
& comment
Identify your own
examples of serial,
series and single
drama
their Audiences
12.10 Formats &
convention
s of Single
Camera
Unit 22:
1 Understand
the features of
single camera
production
2. Through looking at a range of different Single Camera Productions, and using the key
terms to guide you, analyse at least 3 different examples of formats (Series, Serial,
Single Drama) and compare and contrast them – given resources
A. Annotated Thriller/Drama Genre Moodboard (Thinglink)
B. A worksheet on blog outlining:
• Narrative structures
• Formats (Series, Serial, Single Drama)
• Thriller/Drama Genre conventions
https://youtu.be/c_PkmZTRVMw
https://youtu.be/HinUychY3sE
C. Present this on your websites
Assessment
Mood Board
Narrative Structures
Portfolio
Worksheet
Homework
Complete the draft
report on 3 different
examples of series,
serials and single
drama
Prep work
Watch 3 Short films
and complete
worksheet on how
they use technical
areas to create
mood and have an
impact on the
audience
their audiences Numeracy – Number of
edits/camera shots.
19.10 Assessm
ent Week
Single
Camera
Techniqu
es 1
Unit 22:
1 Understand
the features of
single camera
production
Looking at 3 Short Films, discuss the technical aspects in terms of how they use cameras,
lighting, sound and editing.
Analyse the whole film and discuss how they have been constructed in order to appeal to and
entertain the audience, using subject terminology.
Assessment
SCT Website Report
& Portfolio
Prep
Watch editing history

W/C
Topic Learning
Outcomes
work/Prep-work
1. A 9-frame analysis web-report that explains the use of the following in the 3 Short Films
• Narrative
• Genre
• Camera,
• Editing,
• Lighting,
• Sound,
• Mise-en-scene
Assessment Week for Web report Portfolio
Peer feedback comparing grades to exemplars
1 1 to 1 Progress Tutorials of grades & feedback from Unit 22
2 Introduce Editing brief looking at contemporary examples
video
Homework
Make improvements
to Report based on
verbal feedback
their Audiences Numeracy – Number of
edits/camera shots.
26.10 HALF TERM
2.11 Introductio
n to
History of
Editing
FSA 1:
Unit 22
A+B +
Mini Brief
Unit 16:
1 Understand
the
development
and principles
of editing
An introduction to the development of editing from the very earliest films by the Lumiere brothers
and Meliez, the early experimentalists such as Griffiths and Eisenstein.
Starter 1: Principles: Rhythm, Time & Space – ellipsis activity ‘making a cup of tea’ mini edit task
(Emmanuel’s footage)
Practical Workshop 1: Long Take Children of Men: Follow the pound – create a story in 5 minutes
and shoot – all members of the class. Watch and evaluate – why do we need editing (principles)
Screening of Editing Documentary – students take notes on worksheet of key principles, films,
techniques, purpose, technology
Starter 2: Create your own Kuleshov Technique
Starter 3: Match on Action edit task
Class Timeline on the Development of editing with commentary and video/image examples
(Timeglider) how editing has developed over time
Assessment
Worksheet &
Timeline contribution
Homework
Annotate Timeline
on your website
showing your
understanding of the
techniques and
developments over
100 years
Prep
Examine the 3
examples and
describe the editing
techniques used
Quiz & their purpose
(Yammer comments)
Okay Go vs 99
Problems vs Gimme
Love
camera productions
9.11 A history
of editing
(New
American
Cinema &
French
New
Wave)
Unit 16:
1 Understand
the
development
and principles
of editing
A study of the development of editing from Goddard & Eisentein to the mid-twentieth century
Scorcese & Kubrik, and Goddard
• New Wave cinema (Jump Cuts & non-continuity)
• 2001 Graphic Match
Assessment
Live contribution to
Prezi
Annotations on
practical edit
activities
Homework:

W/C
Topic Learning
Outcomes
work/Prep-work
• Clockwork Orange Kuleshov
• Goodfellas use of montage (time)
Worksheet analysis of the purpose & principles.
Practical remakes of these techniques
Write up worksheet
into a report on
principles and
purposes of editing
Prep:
Prepare for Quiz on
editing techniques
Practical lesson to
remake
camera productions
16.11 A history
of editing
(contempo
rary/post-
modernis
m)
A study of the development of editing to current practitioners in Music Videos, Documentary and
TV Drama.
1. Practical Workshop 2: Synching footage & beat editing a Music Video (rhythm) Starter:
Hard Day’s Night
Contemporary Editing - In groups of 3 (assigned) you will create a Prezi comparing
contemporary examples from Fiction (TV Drama), Non-fiction (News Charlie Brooker
Newswipe) and Advertising (Music Videos), sharing your individual information to present to the
class
• Worksheet 1: the principles of editing http://www.slideshare.net/phele1512/principles-
and-purposes-of-editing-presentation
• Worksheet 2: the purposes of editing
http://www.slideshare.net/katierothery/history-of-editing
https://youtu.be/Xr-N3fSo62w
https://youtu.be/6uahjH2cspk
Plenary: how has editing (principles, purpose & techniques) developed over time? (M –
extent) - list
Assessment
Worksheets
Class Timeline
update
Annotation
Homework
Write up your
worksheet into a
report format with
visual examples on
the blog
Prep:
Look on YouTube at
the various editing
techniques and
reason for using the
– quiz on
terminology next
lesson
camera productions
23.11 Editing
Technique
s practical
portfolio
Unit 16:
1 Understand
the
development
and principles
of editing
Quiz – editing techniques & terminology (name the etc)
Students will investigate YouTube examples of editing techniques and practically shoot and edit
examples of each as a video Portfolio of class collaborative techniques and upload to BFI website’:
a) You will source mix of archive and practical captured examples of editing conventions
and techniques seamless; continuity; motivated; montage; jump-cutting; parallel editing;
180o rule; splicing; transitions, eg cut, dissolve, fade, wipe; cutaways; point of view shot;
shot-reverse-shot; providing and withholding information; editing rhythm; crosscutting;
cutting to soundtrack; match on action
Assessment
Annotated video
portfolio of editing
techniques grouped
by style (ie
continuity,
alternative)
Homework
Annotations on your
clips

W/C
Topic Learning
Outcomes
work/Prep-work
b) Editing Techniques practical video
c) Annotation explaining the purpose and uses of each
https://youtu.be/FinhQb3jiAs
https://youtu.be/7LXQg6t4q2A
Prep work
Revise worksheets,
clips and last 4
weeks for controlled
assessment –
compare your
content to that of
exemplar reports
provided
camera productions
30.11 How
editing has
developed
over time
–
Assessme
nt Week
Unit 16:
1 Understand
the
development
and principles
of editing
Controlled Assessment: As a group you will compile the resources you need for your footage and
build your edit - similar to that above for the BFI website (as an individual transcript with images
and Titles in Final Cut) how editing has developed over time
Individually - using worksheets, learners will produce a script for an audio commentary on the
video about editing (using a mixture of stock footage, images and) You will discuss in your
commentary:
• the principles of editing http://www.slideshare.net/phele1512/principles-and-purposes-of-
editing-presentation
• the purposes of editing
• how editing has developed over time
http://www.slideshare.net/katierothery/history-of-editing
https://youtu.be/Xr-N3fSo62w
https://youtu.be/6uahjH2cspk
Homework
Peer Assess grades
for Controlled
Assessment and
what they have done
well and self-assess
comments
Assessment
Video Commentary
Prep:
Revise short cuts on
Final Cut
Independent enquirers presenting information orally
and in writing using reasoned arguments and
evidence, and providing supporting evidence
planning and carrying out research which involves
gathering information from written sources
Reflective learners presenting ideas, inviting
feedback and dealing positively with praise, setbacks
and Criticism Self-managers organising time and
resources to create effective reports or pitches
responding positively to change, seeking advice and
support when needed.
7.12 Practical
Assessm
ent - Short
Film Edit
(procedure
&
techniques
)
Deadline
for Unit
19 Editing
Report &
Portfolio
Unit 16:
2 Be able to
prepare
moving image
material for
editing
3 Be able to
edit moving
image material
Students complete edit of previous year’s best short film, demonstrating continuity and adjusting
footage to construct a non-linear narrative
1. Edit a given Short Film from previous L3 Btec footage (Import, Organise footage, Editing
Logs, Rough Cut, Sound)
2. Build Portoflio + Crit
Evaluation of decisions with screen captures
Students will record the organisation and preparation of the footage
Assessment
2 x 5 minute Short
Film edits
Annotation
Prep Work:
Homework:
Submit Unit 19
Web Report
and Criticism Self-managers organising time and
support when needed. Team workers providing
constructive support and feedback to others during
focus groups and presentations. ICT - Select, interact
with and use ICT systems independently for a
complex task to meet a variety of needs using ICT to
plan and prepare oral and written presentations in a
variety of formats, using the internet to conduct
research and find content for presentations and
written work Manage information storage to enable
efficient retrieval storing research information,
screen-shots and web pages

W/C
Topic Learning
Outcomes
work/Prep-work
14.12 Research,
Report &
Ideas
Unit 2:
1 Be able to
extract
information
from written
sources
Unit 1:
1 Understand
requirements
for a specific
media
production
1 to 1 Tutorial Feedback IV improvements Unit 19 Homework
1 minute film brief – understanding requirements
Students investigate and develop ideas for 1 minute film, looking at examples online.
(flashmobbing starter case study)
1. Primary research into your audience and their expectations of the genre or style of film
that you are producing. Question & Video’d – social networks for short films
Who watches Short Films?
Investigate who the audience is for this competition
Vox pops or interviews with your target audience that have been analysed to show your
understanding of them
2. Develop an idea for a 1 minute short film plot and characters – you need to show the
process of ideas generation that you have gone through with a personal diary or log.
Mind Map, Present mini-pitch
3. Research worksheet: the elements that would be needed for a production – this is both
background research to inform your Thriller story and research into the elements that
you will need to produce it such as:
• Key Urban Drama/Thriller examples you are basing this on – intertextual references
• Real-world influences – current social affairs that will influence your narrative
• Criteria for successful short film (Induction)
• Budget, (how much does low budget film production cost?)
• Location, (recce video/collage)
• Costume, props, lighting (collage & lighting examples)
Assessment
Mini-pitch
Mind map
Research Portfolio
Homework
Write this up your
first section of the
report with the
proposal for your 1
minute production
idea
Prep
Revise Narrative
Ideas (non-linear)
and Thriller
conventions
Prepare response to
film brief – research
Vox pops or
interviews with your
target audience
Speaking and listening – make a range of
contributions to discussions and make effective
presentations in a wide range of contexts making
valid contributions to class production
documentation. Mixed ability grouping – peer
support. More able to show greater understanding,
less able may have more limited knowledge – can
build on both.
and criticism Self-managers organising time and
support when needed.
Team workers providing constructive support and
feedback to others during focus groups and
presentations.
CHRISTMAS BREAK
4.1 Research,
Report &
Ideas
Unit 2:
1 Be able to
extract
information
from written
sources
Unit 1:
1 Understand
requirements
for a specific
media
production
1 minute film brief – understanding requirements
Students investigate and develop ideas for 1 minute film, looking at examples online.
(flashmobbing starter case study)
4. Primary research into your audience and their expectations of the genre or style of film
that you are producing. Question & Video’d – social networks for short films
Who watches Short Films?
Investigate who the audience is for this competition (ie not young people)
Vox pops or interviews with your target audience that have been analysed to show your
understanding of them
5. Develop an idea for a 1 minute short film plot and characters – you need to show the
process of ideas generation that you have gone through with a personal diary or log.
Mind Map, Present mini-pitch
6. Research worksheet: the elements that would be needed for a production – this is both
background research to inform your Thriller story and research into the elements that
you will need to produce it such as:
• Key Urban Drama/Thriller examples you are basing this on – intertextual references
• Real-world influences – current social affairs that will influence your narrative
• Criteria for successful short film (Induction)
Assessment
Mini-pitch
Mind map
Research Portfolio
Homework
Write this up your
first section of the
report with the
proposal for your 1
minute production
idea
Prep
Allocated video
tutorials: Making of
behind the scenes of
short film production
Equality and Diversity – Students encouraged to
explore themes of ethnicity and gender researched
when analyzing short films. Creative thinkers
generating ideas and exploring possibilities when
devising single camera productions, and using
conventions and techniques to create meaning
connecting their own and others’ ideas and
experiences in inventive ways by studying existing
productions to inform their own work adapting ideas
as circumstances change whilst working on single
camera productions adapting their ideas as
circumstances change Self-managers organising
time and resources and prioritising actions when
producing projects seeking out challenges or new
responsibilities and showing flexibility when priorities
change deal with competing pressures, including
personal and work-related demands responding
positively to change, seeking advice and support

W/C
Topic Learning
Outcomes
work/Prep-work
• Budget, (how much does low budget film production cost?)
• Location, (recce video/collage)
• Costume, props, lighting (collage & lighting examples)
7. Refine ideas into using the techniques learned in lessons about narrative – i.e Todorov’s
theory, Barthes Enigma and Action Codes and Propp’s stock characters, twist ending
when needed. Reflective learners setting goals with
success criteria for their production work inviting
feedback on their own work and dealing positively
with praise, setbacks and criticism evaluating their
experiences and learning to inform future progress
Team workers if working in a group to produce a
single camera drama, taking responsibility for their
own role managing discussions to reach agreements
and achieve results. ICT Select, interact with and use
ICT systems independently for a complex task to
meet a variety of needs using digital video editing
software. Manage information storage to enable
Literacy Speaking and listening – make a range of
contributions to discussions and make effective
presentations in a wide range of contexts discussing
single camera production formats and audiences in
groups, presenting plans for a single camera
production
11.1 FSA 2:
Unit 16
Extracting
informatio
n and
writing a
production
report
Unit 2:
1 Be able to
extract
information
from written
sources
2 Be able to
create a report
in a media
production
context
Unit 1:
1 Understand
requirements
for a specific
media
production
Students collaboratively research into understanding the requirements for a short film production,
then present in a series of ‘specialist’ stations carousels. This is presented on your Film Website as
series of posts towards the Production Viability report
Students shown Charlie Brooker clip on production, students to complete worksheet with detailed
notes
1. Kit required (video explaining what the kit will be needed for)
& crew required and their roles (practical youtube video on roles)
2. Research into logistics of shooting in and around London – shoot licences and legal
requirements for filming in public (weapons etc)
3. Research into sources of funding for a film giving examples of films that have been
funded by these sources and how it has helped them to be successful – Complete class
worksheet (Kickstarter starter activity)
4. Research what regulatory bodies your film would have to go through for general release
(such as BBFC or the ASA if you are advertising it) and find out the rules that you would
need to comply with. Complete class worksheet
5. Research Short Film festivals, why they exist, distribution & sectors, Online and how it
relates to working as a filmmaker (examples of background)
6. Find out about the copyright issues relating to any archive material or music that you
may use and state how you would go about getting permission to use this (try MCPS).
Create a written Production Report to be presented to a producer detailing all of the information
that you have discovered through your research. Most importantly, this report must SELL the idea
of your film – so it must include why the film should be made and how it will appeal as a product to
a target market
Assessment
A YouTube video or
you explaining the
role of essential
crew members on
your shoot
A document or
presentation about
funding for films with
examples
A document or
presentation about
regulatory bodies
and the rules that
you would need to
comply with.
A document or
presentation about
the copyright issues
and what you would
need to do.
A document about
Short Film festivals
Homework
Create a
presentation to
accompany your

W/C
Topic Learning
Outcomes
work/Prep-work
pitch
Prep:
Prepare your pitch
looking at examples
of good and not so
good
efficient retrieval, uploading and logging video clips
when editing Literacy Speaking and listening – make
a range of contributions to discussions and make
effective presentations in a wide range of contexts
discussing single camera production formats and
audiences in groups, presenting plans for a single
camera production
18.1 Pitch, Pre-
production
Unit 2:
3 Be able to
pitch a media
production
proposal using
appropriate
technology
Unit 1:
2 Be able to
prepare pre-
production
documentation
for a specific
media
production
Create a presentation to go with your report which is to be used as a prompt rather than
containing all of the information. This is then pitched to a producer using all of the skills
associated with presenting that you have learned through your lessons
• Pitch
1. Pre-production Portfolio workshop: Format of scripts, storyboards (angles, close ups etc),
recee & risk assessments
2. Complete individual pre-production (P)
• Treatment
• Storyboard
• Shooting Schedule
• Recce
• Script
• Casting
• Diary/Log
o Influences (Research into your story)
3. Lighting Skills workshop (M)
Assessment
Pitch, presentation &
report
Homework:
Report review –
each member of the
group needs to take
a copy of the report
and PowerPoint and
adjust them based
upon the feedback
from peers and staff
following their
presentation – this
process must be
documented in your
log or diary and will
be your own final
version to hand in.
Prep:
Organise your shoot
resources
camera production
25.1 Pre- 1 to 1 Tutorial feedback on Pitch & Report & Pre-production (storyboards, scripts and Assessment Mixed ability grouping – peer support. More able to

W/C
Topic Learning
Outcomes
work/Prep-work
production contingency plans)
4. Make changes (evidence) to second draft of report
5. Complete individual pre-production (P)
• Treatment
• Storyboard
• Recce
• Script
• Casting
• Diary/Log
Influences (Research into your story)
Pre-production
portfolio
Homework:
Complete production
report final draft
Prep
Bring resources for 1
minute film shoot
(observational)
ASSESSED
camera production
1.2 Deadline
Production
Report
Shoot
Unit 1:
2 Be able to
prepare pre-
production
documentation
for a specific
media
production
Final Submission of Production Viability Report on Funding, Genre, Budget, Audience, Exhibition
etc) via Website Promo page for Film
Shooting week 1: by schedule
Production Logs
Teacher observation – carrying out the pre0production Shoot 1 minute film sequence (P
& M)
Photograph your set-ups for your blog & annotate on decisions (continuity role)
Assessment
Witness statement of
individual production
set up (SCT set ups
180 deg rules,
lighting etc)
Homework:
Shoot pick up shots
and B roll (location)

W/C
Topic Learning
Outcomes
work/Prep-work
Prep
Annotate decisions
from location
photographs
camera production
8.2 Edit
workshop
1 min film
& Crit
Unit 22
2 Be able to
plan a single
camera
production
3 Be able to
apply single
camera
techniques in
a production
Unit 16:
2 Be able to
prepare
moving image
material for
editing
3 Be able to
edit moving
image material
Edit Week 2: by schedule
Students Shoot, Edit & evaluate their individual 1 minute film (to Pass/Merit) - Tutorials
Individually Editing 1 minute Film single cam production + pick up shots
Production Logs
Screening Crit & Feedback/improvements (imaginative, narrative, lighting, coverage, angles &
shots)
Voting & allocation (strongest 3 concepts & effort based)
Self Assessment against criteria for Unit 22 B/C and Unit 1 2/3
Assessment
Completed edit 1
minute film
Self Assessment
assignment
feedback worksheet
Production Log
Contribution to crit
Homework
Get into groups &
assign crew roles
Brainstorm ideas to
develop strongest
story
Prep:
Yammer notes on
advanced examples
• Genre
• Cinematog

W/C
Topic Learning
Outcomes
work/Prep-work
raphy
• Narrative
• Lighting
camera production
HALF TERM
22.2 5 minute
film
brainstorm
, proposal
& pitch &
roles
Unit 22
2 Be able to
plan a single
camera
production
Unit 2
Be able to
pitch a media
production
proposal using
appropriate
technology
Unit 1
2 Be able to
prepare pre-
production
documentation
for a specific
media
production
Allocate groups of 3 to develop idea workshop
1. Idea development/extention and improvement of 1 minute film idea – working on lighting,
uise of costume and location, narrative creativity in storytelling (to M Non-Linear, Multi-
stranded, Parallel – complete Narrative Worksheet)
2. Final Group Pitch (Videod) based on individual notes to improve allocated sections
w/presentation (M)
3. Deconstruct best examples of cinematography (angles, movement etc) and editing
(advanced techniques & continuity) Assessment:
Brainstorm
Production
Diary/Meeting
Minutes
figures.
29.2 Pre-
production
5 min film
Unit 22
2 Be able to
plan a single
camera
production
Group Pre-production workshop – include Test Footage etc
Students complete contribution towards full group preproduction for short thriller (to M-D)
paperwork (Unit 1 B, Unit 22 B)
Director, D.O.P, Producer
• Script
Assessment
Test Footage
Homework
Shoot film

W/C
Topic Learning
Outcomes
work/Prep-work
Unit 1
2 Be able to
prepare pre-
production
documentation
for a specific
media
production
• Storyboard
• Recce, location release & shooting licence
• Casting/resourcing actors (app) & auditions
• Costume & Props sourcing & budget
• Call Sheet
• Kit Booking (inc lights)
• Contingency Plans
• Test Footage
• Crew roles & Profile
Ensure production schedule & call sheets are updated & contingency planning is fully present
Advanced D.O.P lesson – using the track, through walls, whip pans, perspective, depth of field etc,
dominance of close ups and angles
Update production
report (images on
location – evidence
contribution)
Prep:
Organise resources
figures.
7.3 DEADLIN
E Pre-
production
FSA 3
Unit 1 +
Unit 22 +
Unit 19
Final
Mark 5
minute
film
Unit 1
3 Be able to
apply pre-
production
planning for a
specific media
production
Unit 22
3 Be able to
apply single
camera
techniques in
a production
Group Shoot & Edit 5 minute film (by schedule)
Rough Cut + Feedback
Pick up shots
Final Individual Cut
Export & Upload to YouTube/embed to blog
Assessment
Individual cut of 5
minute film
figures.
14.3 Crit &
Assessme
nt
Organise
Portfolio
for
Unit 2
2 Be able to
create a report
in a media
production
context
Crit & peer assessment
Production Log & Evaluation Report Unit 2
1 to 1 Tutorial Feedback, Signing off Assessment Sheets

W/C
Topic Learning
Outcomes
work/Prep-work
submissio
n
Unit 1
3 Be able to
apply pre-
production
planning for a
specific media
production
figures.
21.3 SPILL
OVER
Workshop Week

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