The document provides guidance for students creating video projects. It emphasizes focusing research, learning from previous student work, setting early deadlines, and keeping the project simple. It lists key stages of research, planning, evidence collection, feedback, logistics, production, and reflection. Students are advised to thoroughly research from real examples, document all research, and consider conventions, audiences and institutions. Proper preparation of equipment, locations, permissions, backups and visual records are also recommended. The document stresses getting feedback at all stages and creating storyboards and screen grabs to plan the technical editing and production process. It concludes with tips for proper camera usage, rehearsing shots, and ongoing as well as final self-reflection on the technical and creative aspects

2.  Focus your research
 Look at previous students’ work
 Set yourself an early deadline
 Keep it simple
 Don’t try to be funny

3.  • research
 • planning
 • evidence
 • ideas
 • feedback
 • logistics
 • equipment
 • production
 • reflection

4.  Really look at real examples
 Keep evidence of all your research
 Research every angle
 Conventions, audiences, institutions
 KEEP RESEARCHING

5.  Storyboards, animatics,
 Recce photos
 Screen grabs of your manipulation of
material digital editing, Photoshop, etc

6.  Visit locations/check permissions
 Be prepared for mishaps and absences
 Have everyone’s mobile phone number
 Check props, costumes, times
 Shoot more than you need, for cutaways
 Record all your planning visuals
 Show the process of your ‘journey’

7.  At all stages from peers, teachers and others
 Keep records of the feedback
 Take notice of it and respond to it

8.  The camera is charged
 The hard drive is empty for your footage
 You know how to use the camera and
the tripod
 Date and time display are off

9.  Rehearse shots and action before
recording
 Keep the camera steady
 Avoid using the zoom
 Don’t use ‘found’ footage
 Backwards footage and speed
changes must be motivated by
content
 Cut… and cut again!

10.  Should be ongoing as well as at the end
 Stand back from what you have made
 Get teacher advice on the format of
‘evaluation’
 Should not be full of excuses
 Should use technical language accurately
 Should place your video in relation to
industry
 Should relate your video to ‘real’ examples