This document outlines a film project about three characters - Rakha, Hafsah, and Zeba - who are going through difficult times in their lives and feel alone. In Act 1, each character's hardship is introduced: Rakha wants to commit suicide, Hafsah has an eating disorder due to family problems, and Zeba is being bullied for her ethnicity. In Act 2, the characters' struggles continue. In Act 3, the characters overcome their challenges by attending a therapy group called "The Affected," which is also the title of the film. The document provides details on credits, sound, locations, equipment, shooting schedule, and skills practice for the film.

1. EVIDENCE

2. TREATMENT
The Affected
Writer’s – Rakha, Hafsah and Ladan
Contact Details – year12@lordswoodtrust.co.uk
Key character:
Rakha Tewany – this character will be the one who wants to commit suicide.
Hafsah Zaman – this character has a eating disorder due to her past.
Zeba Zaman – this character is getting bullied.
 Ac t 1 - T h e p l o t f o r t h e f i lm i s 3 c h a r ac t er s a r e a l l g o i n g t h r oug h a s t r es s ful t ime i n t h e i r l i f e , a n d
a r e f e e l i n g r e a l l y d own. T h e y a r e a l l g o i n g t h r ough h a r d t ime s wh i c h n o o n e k n ows a b o ut , t h e y a r e
s c a r ed t o t e l l a n y o n e h ow t h e y a r e f e e l i n g .
 Ac t 2 -On e c h a r ac t er i s g o i n g t h r ough a h a r d t ime a s t h e y a r e b e i ng b u l l i ed, t h e y a r e g e t t i ng b u l l i ed
b e c aus e t h e y a r e d i f f e r ent f r om t h e o t h er , t h e c h a r ac t er i s d i f f er e nt f r om o t h e r s b e c aus e o f h e r
c o l o ur , s h e i s As i a n wh e r e as e v e r y on e e l s e i s wh i t e o r b l a c k. T h e c h a r ac t er d o e s n o t k n ow wh a t t o d o
b e c aus e h e r p a r ent s r e a l l y l i k e l i v i n g i n t h e a r e a h owe ver t h e y a r e n o t awa r e t h a t t h e i r d a u ght e r i s
g e t t i ng b u l l i ed. S o t h e p a r ent s a r e l i v i n g a h a p py l i f e wh e r e as t h e d a ug ht er i s l i v i n g a n u n h a ppy l i f e .
T h e o t h er c h a r ac t er i s g o i n g t h r o u gh a n e a t i ng d i s o r d er , t h i s i s b e c au s e o f b o d y c o n f i d e nc e , f ami l y
p r obl ems , s u ch a s p a r e nt s s p l i t t in g u p . T h e c h a r a c te r wa s f a i r l y c l o s e wi t h b o t h p a r ent s t h a t ' s wh y i t
i s s o h a r d f o r h e r t o g e t o v e r i t , wh i c h i s ma k i n g h e r d e pr es s ed b e c aus e s h e i s u n abl e t o s e e h e r
f a t h er a s s h e l i v e s wi t h h e r mo t h er a n d h e r mo t h e r d o e s n o t wa n t h e r b y h im a t t h e mome n t d u e t o
t h e b r e ak u p . T h e f i n a l c h a r a c t er i s g o i n g t h r oug h a h a r d t ime a s h e r g r a n dma h a s p a s s ed, a n d s h e
wa s i n c a r e mo s t o f h e r u n t i l h e r g r a ndma s t e pped i n a n d a s s o o n a s t h e y g o t c l o s e t o o n e a n o t h er
s h e p a s s ed awa y . T h e c h a r ac t er g o t t o o k i n t o c a r e b e c aus e o n e t h e p a r ent s p a s s ed awa y , t h e f a t h e r .
T h e n a f t e r t h i s l o s s t h e mo t h e r wa s u n s tabl e s o i t l e d t o t h e d a u ght er b e i ng l o n e l y wh i c h wa s u n f a i r ,
s o t h e mo t h er t o o k h e r i n t o c a r e . Howeve r o n c e t h e mo t h er g o t o v e r t h e h u sba nds d e a th s h e mo v e d
o n t o a n o t h er ma n , wh i c h l e d t o h e r h a v i n g a n o t he r c h i l d wh i c h wa s a b o y . T h e n t h e mo t h er r a n awa y
a n d l e f t t h e b o y wi t h t h e g r a n dma wh i c h t h e n t h e g r a ndma d e c ided t o r e un i t e t h e s i b l i ng s .
 Ac t 3 - Al l t h e c h a r ac t er s a r e g o i n g t h r oug h a r o ug h p a t ch i n t h e i r l i v e s , h owe v er i n t h e e n d t h e y
b e c ome b e t t er i n t h ems el v es f r om g e t t in g h e l p f r om p r o f es s i o na l s . T h e y g o t t h r oug h t h e s e n a s t y
p a t che s i n t h e i r l i f e b e c aus e t h e y we n t t o a t h e rapy g r o up wh i c h wa s c a l l ed ' Th e Af f e c t ed' wh i c h i s
a l s o t h e t i t l e o f t h e f i lm. T h e y a l l s h a r ed t h e i r s t o r i es wi t h o n e a n o t her , a n d o v e r come t h e i r f e a r s
a n d h u r t s .

3. CREDITS
 Colours – White or Grey.
 Style – Bold, large.
 Font –Urban fonts
 Personnel – Rakha, Hafsah, Harv, Zeba and Ladan.
 Organisation – The main character wi l l get top bi l ling, and the
rest wi l l fol low in order of impor tance in the movie.

4. SOUND
 Music – sad background music, non-diegetic
 Sound ef fects – Typing of the keyboard(volume going to be
louder when editing), opening of the bin, food fal l ing in it,
tapping on the shoulder, messages coming through on the
laptop,

5. LOCATIONS
 Scene 1 (bul lying) – in a house
 Scene 2 (suicide) – l ibrary
 Scene 3 (Eating disorder) – in a house

6. EQUIPMENT
 Costumes – teenagers so general clothing
 Logistics -
 Props – 2 laptops, plate, bin,
 Camera equipment – a video camera,
 Lighting -

7. SHOOTING SCHEDULE
 Fi lming – has to be done over 2 weeks. (17-28th Nov)
 Editing – done over the next 2 weeks. (1-12th Dec)

8. SKILLS PRACTICE
 We have had ski l l practice within fi lming, as we have
completed the prel iminary task which we had to focus on
dif ferent camera shots such as match on action, shot reverse
shot and 180 degree rule. These shots helped us with practice
on using a camera because the fi lming was based on cer tain
shots.
 We also had ski l l practice, as we had to take sti l l shots and
turn al l the pictures into a shor t cl ip, known as animatic. This
gave us ski l l practice as we had to edit it once it was an
animatic. We were told what we had to take pictures of, so it
was a set story.