1. Short film/Sequence
Extended Step Outline
Photostory Board

2. • Candidates are required to create a film sequence or a complete short film
that demonstrates how the micro features of film construct meaning.This
comprises three elements:
(i) Aims and context
A clarification of the aims and context of the sequence or short film
(ii) Film Sequence or Short Film (40)
The film sequence may either be an extract from longer film or a complete short film,
with the emphasis on visual communication rather than on dialogue.
(iii) Reflective analysis approximately 750 words or equivalent (10 marks)
The reflective analysis should select key micro features of the sequence and
demonstrate how they make meaning(s) and aim to provoke response(s) in
audiences.
The Creative Project

3. • An extended step outline of 1000 words (representing 5-8 scenes)
• A photographed (digital or photo-chemical) storyboard of between 10
and 25 different shots (some of which may be repeated) plus up to 5 found
shots (shots which would be difficult to photograph or where locations need
to be established).The 5 found shots must be acknowledged.
• A film sequence or short film of approximately 2 - 3 minutes and
containing between 10 and 25 different shots (some of which may be
repeated).
Group work is permitted for the filmmaking option (maximum 4). Groups of
candidates should take primary responsibility for – without precluding
collaboration - one or more micro features of the sequence (such as
camerawork, editing or sound). Each candidate must identify their role and
the micro aspect they are responsible for on the appropriate coversheet.
Three Options

4. Traditionally used to outline the narrative of a film
In the extended step outline it is expected that there is much more detail describing
audio-visual features of each of the 5 – 8 scenes required. So, for example, aspects
of mise-en-scene and cinematography will be carefully imagined, as will aspects of
performance and staging.
The first part of the template for each ‘step’ in the step outline contains
contextualising (largely macro) information and this receives no marks.
The second part describes the scene and makes explicit micro features (mise-en
scène, cinematography, editing, sound, performance) in creating meaning and
produce response.
The Extended Step Outline

5. - Photography (with mise en scene, framing, composition etc evident)
- A ‘slugline’ describing INT/EXT, location, and time (DAY/NIGHT will usually suffice)
- Shot description (what is happening in the shot, including shot size and angle)
- Shot duration
- Camera movement within the shot (indicated in words underneath the image or by
arrows within the frame)
- Figure movement within the shot (indicated as above)
- Editing instruction (which may be linked to duration)
- Three soundtracks: speech*; diegetic noise/music; non-diegetic noise/music
* Actual dialogue is not required. In an imagined sequence in which dialogue is
highly significant – a very brief commentary may be usefully added.
The Photostory Board –Visual Plan

6. Short Films
Student Examples
Film sequence - Focusing on the use of micro elements removes the
drive to produce a narratively complete sequence, and so it is entirely
possible to produce a sequence that is narratively disconnected, but is a
detailed and crafted exploration of microelements and their use in making
meaning.
Film Sequence or Short Film.

7. Film Sequence or Short Film
• Understanding of micro features demonstrated in sequence (to communicate to
the audience, provoke emotional response etc)
• Creative use of appropriate micro features
• Visualisation, demonstrating high degree of understanding of appropriate
conventions.
Quality of written communication (where relevant)
• Structured and accurate use of appropriate language to communicate clearly.
Reflective Analysis
• Analysis of how the sequence uses micro features to make meaning(s) for
audiences.
Quality of (written) communication
• Excellently structured and accurate use of appropriate language to communicate
clearly.
What is the Examiner looking for?