This document outlines a production plan and work schedule for a short film project. It includes a Gantt chart showing the timeline of pre-production, production, and post-production tasks from September 2018 to March 2019. It also includes sections on the launch date, permission letters, parental consent forms, equipment and software needs, casting requirements, budget, and considerations around legal, ethical, and content issues. The goal is to produce a PG-rated short film by the specified deadline while adhering to relevant regulations and permissions.

1. UNIT 16: LO5: PRODUCTION
PLAN

2. WORK PLAN
Task Unit Activities Begin Date End Date week 1 week 2 week 3 week 4 week 5 week 6 week 7 week 8 week 9 week 10 week 11 week 12
week 13
etcetc
week 14 week 15 week 16(CH?)week17 week 18 week 19 week 20 week 21 week 22 week 23 week 24 week 25 week 26 week 27 week 28
Pre-production Unit 16 case study of short film 05/09/18 14/09/18
treatment idea1 17/09/18 28/09/18
treatment idea2 17/09/18 28/09/18
pitch 01/10/18 12/09/18
production plan 08/10/18 19/10/18
Unit 11 script case studies 29/10/18 02/11/18
characterprofiles 05/11/18 09/11/18
draft scripts 12/11/18 16/11/18
discussions with client 19/11/18 23/11/18
final script 26/11/18 30/11/18
SWOTof script 03/12/18 07/12/18
evaluation of script 10/12/18 21/12/18
Unit 17 complete storyboards 07/01/19 11/01/19
production schedule 14/01/19 18/01/19
props, costumes, actors 21/01/19 25/01/19
risk assessment 28/01/19 01/02/19
recce 28/01/19 01/02/19
Production legal and ethical report 04/02/19 08/02/19
evidence of production process 11/02/19 22/02/19
Post-Production evidence of editing process 11/02/19 22/02/19
export of final film 25/02/19 01/03/19
upload to youtube/short the week 25/02/19 01/03/19
evaluation 04/03/19 22/03/19
overview
unit 16 weeks 1-7
unit 11 weeks 9-15
unit 17 weeks 17-25
Key:
Half Term
Task Completed
Yet to be done
completing outstanding work.
Launch Date

3. LAUNCH DATE| 01/04/2019
- Why have I chosen this date?
It is in the same week that I have decided to upload the film to ‘short of the week’ and YouTube.
The film is based around school, and consists of themes such as relationships, bullying and influence. The
story does not show any time period in terms of Christmas, summer or other holidays, so it can be released
at any time during the year. I thought that march would be appropriate because there are only a few more
school months before breaking up for summer.
The film wouldn’t be appropriate to launch in summer because the audience might find it difficult to relate
to the themes if they are not experiencing that current situation. As well as it being based around school life,
and the summer is a holiday breaks up academic years.
I didn’t think the film would be suitable to release around September, as September is the month that, as a
student, is most related to school, college or university, so the themes in my film could be influential and a
difficult example of what the new academic year might entail. Especially for younger viewers.
- Any seasonal or local events?
It isn’t during or around any seasonal or local events because the film doesn’t mention or imply any of those
elements. The film is non-specific and can be viewed at any point during the year.
However, the film has that generic story line, so it has the versatility to be developed around a seasons or
holiday’s, such as Christmas or Easter.

4. PERMISSION LETTERS
Here is a permission letter that will be
given to the potential cast and crew of
my film.
It is notifying them that I will be
uploading the film onto YouTube, to be
viewed by my teachers and examiners.
Also stating when the film is due to
start shooting, when I may require them
to be available and the launch date.
The box at the bottom is for the cast
and crew to sign if they grant their
permission to be in my film.

5. PARENTAL CONSENT FORM
This is a parental consent form which is asking
for the permission from the parents of the cast
and crew, to be involved in my film.
It explains when and where the film will be
uploaded, the themes that the film entails, cast
requirements and information about allergies
from make-up.
The letter is for the parents of the cast for
anyone who is under the age of 18.
The box at the bottom is to be filled in with the
parents name, students name, with signatures,
a date and any applicable information about
allergies.

6. EQUIPMENT LIST: EQUIPMENT
Type What will you use (add
detail)
Why have you chosen this How will you use it
Equipmen
t
Sony Camera, DLR,
borrowed from school.
This is an available camera
that is the standard camera
that we are able to borrow
from school.
I will use by filming all my
necessary scenes. Possibly having
someone else help with the
camerawork.
Equipmen
t
SD card, borrowed from
school
So that I can store by
recorded film footage, when I
start filming.
I will put it in the camera, so that
it stores my footage.
Equipmen
t
SD card reader, borrow
from school
So that I can easily transfer
my footage from the camera
onto my computer.
By put the SD card into the reader
and then putting the reader into
the computer input that will then
be transferred onto my desktop.

7. EQUIPMENT LIST: EQUIPMENT
Type What will you use (add
detail)
Why have you chosen this How will you use it
Equipm
ent
Lighting, used at
home, if there is no
natural light.
This is an optional piece of equipment
that I may not need, however if I do
require it, it’s because of scenes
where natural light is not available.
I will use this lighting by setting it up in a
house environment, rather than school,
as I have more room, time and resources
to do so. Also the school have bright
lights in most rooms, so it may not be
necessary to use there. I will have the
lighting standing up alone so that there is
no change in enhancement in the scene.
It may act as natural light, therefore not
changing direction.
Equipm
ent
Props (makeup,
clothes, phones, hair
products)
I have chosen this because these are
key elements that make the scene. I
start with Anna using hair products on
Abbie. The cast will wear their own
clothes, do their own make-up. Some
cast members won’t wear any make-
up. Abbie will wear a selection of
mine and hers wardrobe.
I will use hair products by having them as
Anna’s hair-dressing equipment who will
‘use’ them on Abbie’s hair. The makeup
is for Abbie’s makeover, we want to see
Anna actually use it on Abbie’s face. The
clothes are being used by being ‘tried-
on’ by Abbie, when giving her a
makeover.

8. EQUIPMENT LIST: SOFTWARE
Type What will you use
(add detail)
Why have you chosen this How will you use it
Software Adobe Premier
Pro
This is for collating all my
footage together, putting the
scenes in the correct order and
deleting and unwanted footage.
I will open it up on my school
computer desktop, upload all my
videos and voice recordings, and
using the software to edit my
scenes.
Software Adobe
Photoshop
If I use any still images, I can
possibly change them using
Photoshop, and then upload
them to Premier Pro.
I will open it up on my school
computer desktop and insert any
images that I want to Photoshop
for my film.

9. EQUIPMENT LIST: ASSETS
Type What will you use (add
detail)
Why have you chosen this How will you use it
Assets Musical Score To have music playing in the
background. I will use music when
it is appropriate in some of the
scenes, therefor needing to add a
musical score when editing the
film.
I will either buy a track from iTunes,
make my own music or use royalty free
music from the internet.
Assets Additional photo,
possibly from characters
camera roll.
In one of the scenes there could
be a moment where a character is
flicking back through photos on
their phone and it could become
part of the screen. This would be,
if the camera couldn’t pick up the
quality by filming the phone.
I will upload it onto Photoshop possibly,
if I felt the quality wasn’t particularly
good, or even if I wanted the photo to
look different and it wasn’t doable when
the photo was originally taken.
Assets Title Logo (word) For designing my title and credits.
I can use different fonts, sizes and
colours.
I will upload this into Premier Pro and
put it at the beginning and end of my
film.

10. CAST AND CREW REQUIRED
This list is official and all cast members are highly available and have time to
film scenes during school hours. When it comes to filming, I may come
across the problem of actors not being available on the day. This may mean
that I can't film a particular scene and will have to reschedule, this is why I
have decided to have a small cast. Having less people will make it easier to
get in contact with everyone to arrange appropriate filming days. Most of my
scenes are based at school a part from two. This may be an issue if certain
cast members are not in school or have other commitments else where, but I
will notify the cast members as to when and where the filming will take
place, before the filming day.

11. CAST AND CREW REQUIRED
Type Who are they? What is their role? What will they have to do?
Cast Charlotte
Hobbs
Abbie Marren She is the main role which means she will be in
every scene and will be most involved in the film.
Cast Grace Bliss Anna Bennett Anna, is the friend of Abbie. She will probably be
in 3 or 4 scenes.
Cast Libbie Dunn Alissa Chambers Alissa, is the new friend of Abbie, we are
introduced to her in the second scene and she is
in most scenes.
Cast Elfie Cheetham Safiya Hall Safiya is similar to Alissa. She is always around
Alissa but she’ll have less lines.
Crew Elfie Cheetham Screenwriter/director/editor
/camera-woman.
I will direct the scenes, arrange shoots and do
some of the filming, I will do all of the filming if I
am not in the cast.

12. BUDGET
The budget is going to be low.
There are no expenditures for props, costume, makeup or sound.
Costume is going to consist of actors wearing there own clothes. There is no particular style
or fashion as we are filming in present day.
I am supplied with a camera, microphone, a computer with the appropriate software such as
premier pro and photoshop.
Possibly items that I may want to invest in, are lights and music (iTunes). I may not be able
to use copyrighted music. If this is the case I can use royal-free music from the appropriate
websites.
If lighting is required, I can order lights. The option listed is from eBay at £4.00, others may
cost more.
The sound will be recorded though a supplied microphone, as well as editing it on premier
pro.

13. BUDGET
Type Item Availability Cost
Prop Makeup, using on Charlotte Have No cost
Clothes, for Charlotte to try on Have No cost
Hair products, when Grace is giving Charlotte a new
hairstyle.
Have No cost
Costume Cast/My own wardrobe, for general costumes, the cast
members will wear there own clothes.
Have No cost
Make-up Make-up, the make up is film standard which the cast will do
themselves. Some cast members will not wear any.
Have No cost
Music Download Bang Bang from iTunes
Download soundtracks from Bensound.
To be
purchased.
(Bensound is
free)
iTunes song = £0.99
Sound Microphone Supplied with No cost
Lighting Additional lighting To be purchased A fluorescent studio
light from eBay, is
£4.00.
Camera Sony DLR Camera Supplied with No cost

14. LEGAL CONSIDERATIONS: FILMED FOOTAGE
What? Who owns
it?
Legal impact Any impact on use?
Filmed
footage
I will film my
footage, it will be
my own.
If I don’t copyright my
work, then others can
use it as their own. If I
do, they would need to
ask for my permission.
If someone was to use my work, I might ask them to credit me in their
project/piece.
- Have you asked permission from all your actors to be in the film?
I have written a permission letter notifying my potential actors the
requirements for the film.
- If under 18 do you have parental consent?
I have a separate letter for parental consent.
I have written a letter, which will be filled in before we start filming, asking for
parental consent. This letter notifies the parents/ carers of the actors the film
requirements, where the film is going to be uploaded and allergy information.
- Do your actors/parents know where the film will be shown?
In the parental consent form and the permission letter I have mentioned that it
will be upload to media sites such a YouTube for public view.

15. LEGAL CONSIDERATIONS: TITLE LOGO
What? Who owns it? Legal impact Any impact on use?
Title
Logo
I am yet to produce a title logo,
but I will own it because I will
make it myself. The logo won’t
consist of any copyright
material, therefor not needing
any permission to use.
- Where did you get it from?
It will be creative on a logo-
making programme, either
Photoshop or by website.
- Does it have any trademarks?
It won’t have any trademarks.
If I hadn’t made them
myself, I would have to
check if it was copyright,
or otherwise ask for
permission to use that
logo or title.
The company I borrow from may
require me to credit them in my
work, disclaiming that I have used
their logo.

16. LEGAL CONSIDERATIONS: MUSICAL SCORE
What? Who owns it? Legal impact Any impact on use?
Musical
Score
Bensound: Some scenes will
have background music,
this will be uploaded from
Bensound.
MXM Production and Max
Martin: Bang Bang, Jessie J,
Ariana Grande, Nicki Minaj.
Is it copyright free or
did you have to ask
permission to use it?
Bensound: All the
music from Bensound
is royalty-free that is
available for anyone
use.
MXM Production and
Max Martin: I will have
to write a letter seeking
permission to the label
that the song is signed
to, so that I am able to
use the song in my
film.
Bensound: Bensound is available for
anyone to use their music, however they
may ask for me to credit them in my
work.
MXM Production and Max Martin: They
may reply and deny me permission to use
that piece of music, therefor having to
find something else.

17. ETHICAL CONSIDERATIONS
What? What is the impact on your film? Legal impact
The certificate
that would rate
my short film
My film is PG.
It cannot include content such as, drug activity,
discrimination, nudity, sex or high levels of violence,
threat or poor language
The film will cover the topics of school life, appearances
and relationships.
Who is in charge of age certificates in the UK? Why
must we adhere to them?
The British Board of Film Classification has control on
the age rating on films in the UK.
It’s important that we adhere to the BBFC because they
are able to protect viewers by restricting content to a
certain age. This is so younger viewers are not exposed
to unsuitable themes and topics.
Content
considerations
As a PG, my film cannot endure a substantial amount of
inappropriate language. However, this does not effect my
script as the themes do not acquire swearing.
If my film did contain themes unsuitable for a PG
rating, then I would have to change it to have a suitable
age rating.
The trailer that is
going to be
shown online
There is no impact because the whole of the film suggest
that it is PG. This means that my trailer can contain any
scene or script.
If it had a high age rating, there may be scenes that the
film production company would want to highlight just to
infer audience of the content that they will be watching.
Conversely, they might not want display scenes that would
be inapt for certain viewers, as they may be watching the
trailer to ensure the subject is suitable for them.
A trailer needs to be appropriate for most people to
watch, as it may be that the film is being promoted and
shows content that people are unaware of it may have
influence or effect on younger viewers.

18. CONTINGENCY PLANS
Issues whilst shooting and editing:
1. Cast members are not available on filming days, if I have to
film scene with three characters, all three would need to be
available in school. Not having someone present will
prolong the filming process and mean rescheduling for
another appropriate time.
2. We may find that the space and area that we need to film in,
is already occupied. Therefore, not being able to shoot that
scene.
3. Camera is when we are filming. This is an issue because if
there isn’t another camera available to use, we would have
to reschedule, whereby cast members may or may not be
around.
4. Sound complications may not be recognised till I come to
edit my footage. This would be an issue as I would have to
re-film all my footage, arranging dates to shoot and being
behind in my production plan.
5. Whilst shooting I may find that I require additional lighting.
This will effect the filming process because it may take days
to arrive, therefore being behind on the filming.
Contingency plans:
1. We have as small cast that will hopefully eliminate any
missing cast members. I will try and make a schedule
that consists of shooting days. Alternatively, asking them
what days there are available after school.
2. Most of the filming is at school, so will most likely be
other available classrooms, and corridors to use. If there
was a specific area in school that needed booking in
advance, it will be booked once I know the cast members
availability.
3. I will check that the camera is fully working, and has
enough storage, before I start filming.
4. To check the sound I would have to either check a test of
sound footage and watch it back on the camera. Or
upload the test footage onto a computer.
5. To avoid this problem, I will have to order lighting that I
know is suitable before I start filming. This will be an
expenditure. If the lighting is unavailable, I will have to
ensure that I film in daylight. As I start filming at the
beginning of the year the evenings will get lighter, giving
us more time to film scenes in daylight.

19. ANY CHANGES TO PRE-PRODUCTION
MATERIALS FROM OUR FEEDBACK
- The feedback for my second idea was that it wasn’t an original idea, it was similar to other
films that cover the themes of school, friends and appearances.
- In response to this feedback, it may be that before I start shooting, I will think of a few more
ideas , and whilst scriptwriting, change elements of the generic storyline.
- My client also stated that by pursuing my second idea I am focusing towards a much smaller
audience demographic of students aged 12-18.
- By having a smaller demographic, it means that I will have to make sure that be film is clearly
directed towards that niche audience. Whereas, idea one is aimed at anyone who has ever
experienced themes such as disappointment, feeling trapped in a job, wanting something
more in life or knowing that they have the skills and ability to set a different career or goal.