Unit 27: Factual Programming

Pre-Production Booklet for your documentary

Name: Darcey Mathers

Order of contents

Cast and Crew

Production Schedule

Contact Records

Location Reece

Script

Storyboard

Budget

Risk Assessment

Confirmation

Story Board:

Cast & Crew (Call Sheet):

VIIBE PRODUCTIONS @ The
Henley College

Production:
Making sense of dyslexia
a dyslexia documentary

Locations:

Cast and Crew:

Darcey Mathers
Susan Mathers
David Mathers
Hannah Mathers
Norman Gibson
Saffy Truman

Interviewer
Cameraman
Editor
Voice over
narrator
social extra
social extra
social extra
social extra
Interviewee

Role: Phone Number:

Production Requirements:
To educate on what dyslexia is, rather than
the stereotypes and labels given. To help
people understand how it effects people and
both the positive and negatives of the
disability and how people progress with it.

Other Information:
-

Brief:
Vibe productions would like
you to plan and produce a
nine minute factual
programme. You must stick to
this length (no shorter or
longer), as it will be
broadcast in a 10-minute
time slot on TV.

Script:
10% of the UK population share one thing in common. They share a specific learning
difficulty called dyslexia. Privately, I am part of the one in 10 people diagnosed with
dyslexia within the UK. And am therefore a part of the small amount of the population
who struggle with it everyday.
In 2009 in came to the attention of an out of school tutor that my IQ did not match the
level in which I could spell, read and write. So in June that year I was sent for specialist
testing at a dyslexia action learning centre.
So, what actually is dyslexia?
The term Dyslexia is known as a specific learning difficulty which can affect the education
and learning of a dyslexic student as they often have difficulties with reading, writing and
spelling.
(Saffy talks about reading)
Although all symptoms vary between person to person, a significantly lower reading age to
the persons chronological age is a common trait. This is because many dyslexic people
interpret and see the words in different ways. The words and letters can move and distort
and parts of a page can become lighter or darker to create creating shadows which make
the words hard to read. This can discourage children from reading at a young age and can
also effect their education.
Research has shown that the strength and type of symptoms depends upon the person, as
Dyslexia is different for every person and no two people show the same signs. Research
has been conducted into the science of dyslexia and has shown that dyslexia is most
common in families. Although the strength of which varies from person to person and the
condition has been known to skip generations, dyslexia is inherited.
Other research has been has been conducted into the how a dyslexic brain is different to a
non-impaired brain. This research has shown that a non impaired brain uses 3 main areas
when reading. the Brocas area Inferior frontal gyrus, parieto-temporal and the
occipito-temporal. The parieto-temporal is the part of the brain that manages word
analysis and the Occitito temporal manages word form. Both these temporals are
stronger in a non-dyslexic brain. Whereas the brooks area inferior frontal gyrus that
manages articulation and word analysis is stronger in a dyslexic brain.
This means that Individuals with dyslexia process things differently to those without it and
can effect memory.
Dyslexics short-term memories can often be compared to as a shelf. People can be given
instructions but too many of these instructions and things can be lost or forgotten. This
makes education and learning, specifically revision incredibly hard for those with dyslexia
and they must use learning technique that interpret visual and auditory memory into
learning such as videos, pictures and colours.
Dyslexia does not necessarily effect someone socially, it can play a part in misconceptions
due to how a person performs on paper or in their speech.
(Saffy talks about speech)

Because there are common misconceptions and prejudices concerning dyslexia. Many
people still believe that dyslexia and other specific learning difficulties are somehow
connect to IQ or intelligence. If unidentified dyslexia can impair self esteem at around age
and into adulthood and may lead to bulling as well as labels such as lazy or stupid.
For example in 2007 Julian Elliott, a leading educational psychologist at Durham University
called Dyslexia 'a middle-class way to hide stupidity.
(saffy talks about misconceptions)
However there are advantages of this specific learning difficulty. So what actually are the
advantages of dyslexia?
One of the advantages is that a dyslexic person finds unique strategies and coping
mechanisms. This may result in a creative way of dealing with topics studied. Where as
dyslexics weaknesses lie in reading, handwriting, spelling, memory, organisation, prose
writing, study skills and time management. They progress with spacial or 3D thinking,
creative ability, auditory, visual, and video memory, imagination and out-of-the-box
thinking.
Dyslexia can be a disadvantage in parts but can be used as an advantage to succeed in
stronger areas of arts, sciences and many other areas. Some well known people are not
known by many as dyslexic such as Picasso, Eistein, Agatha Christie, Winston Churchill,
Steve Jobs, Walt Disney, Steven Spielberg, and many other talented people. These people
are an inspiration
For most dyslexia can seriously effect peoples lives, and is seen by many as something to
overcome. And although their are aspects of dyslexia that can be overcome with hard
work, some may find it impossible. I am lucky to have been able to overcome areas that i
struggled with when i was younger, with hours and years of tutoring and support from my
schools, teachers, friends and family, although there are still many aspects i need to work
on. I have learnt something that many people find hard about this specific learning
difficulty. and that is that dyslexia should be embraced and accepted for what most should
see it as, a gift.

Location Recce:
Type of room/area: inside
rooms
Location Address:
123 Banbury Rd
Oxford
Sat Nav details (Post code):
OX2 6JX
Nearest Train Station:
54 Rewley Rd
Oxford
OX1 2RQ
Nearest Bus stop:
adj Lathbury Road east
Oxford
OX2 7AJ

Lighting Information:
Permanent lighting is already installed
within the house.

Solutions:
Inside are pugs for installing extra lighting
as well from easy accessible roads.

Sound Information:

Solutions:

The house is far back from the road, so

minimal noise will reach the house.

Filming will be inside the house so that

sound will not be an issue.

Power Information:

Solutions:

Power from inside the houses.

Power can be transferred if needed.

Hazards

Solutions:

Type of room/area: street

Location Address:
A4130
Henley-on-Thames
RG9 2AR
United Kingdom
Sat Nav details (Post
code): RG9 2AR
Nearest Train Station:
Henley-on-Thames
RG9 1BE
Nearest Bus stop:
Bell Street (Stop D)

Lighting Information:
The filming will be done in daylight in the
town centre.

Solutions:
no extra lighting should be needed as the
filming will be down in daylight hours.

Sound Information:

Solutions:

The road is constantly filled with cars

driving by and people.

this part of the documentary will have a

voice over and music so the sound can be
muted

Power Information:

Solutions:

Power from inside the building but not

along the street.

Power can be transferred if needed from

inside shops if permission and funds are
gained, or a power generator can be
parked.

Hazards

Solutions:

cars provide hazards in scene.

as the filming is of the general population,

no actors will be needed. therefore
equipment will be small, so as not to
disturb the people providing no hazards.

Records:
Dyslexia Action:
Email:

Call:

Special Educational Needs (SEN) teacher:

Call:

Budget:
Production costs
Object

Use

link

cost

Notes

Microphone
(Rycote Boom
Kit)

To record voice
over and interview
as well as any other
scenes with sound.

http://
www.thekitroom.co.uk/
content/40426/
equipment/sound/
microphones/
rycote_boom_kit

30.00 Comes with a

Rode boom
pole and a
Sennheiser
MKH-416
microphone

Camera
(camcorder)

to film scenes in the

documentary such
as interview and
time lapse

http://
www.thekitroom.co.uk/
content/15490/
equipment/cameras/
camcorders/sony_ex3

80.00 with
microphone
attached to
camcorder

camera
(DSLR)

to take high quality

photos for stop
motion parts of the
documentary

http://
www.thekitroom.co.uk/
content/15469/
equipment/cameras/
dslrs__cscs/
canon_5d_mkiii

Editing
software

to edit the media

content

https://
creative.adobe.com/
plans?
store_code=gb&promoid
=KSPHJ

Total
30.00

110.00

100.00 DSLR camera

with extendable
sense

210.00

45.73 - cost per month

(all creative
cloud software)

255.73

Shooting Schedule for production:

Week Monday

Tuesday

Wednesday Thursday

Friday

B-roll
footage

time lapse
footage

Dyslexic
Student
Interview

B-roll
stop
footage
motion
(population) footage

EDITING

EDITING

EDITING

EDITING

Saturday

Sunday

Extra
filming
time

Extra
filming
time

EDITING

Confirmation:
ACTIVITY

HAZARD

Within the time

lapse scene with
the objects on
the shelf.

when the objects

dropped off of the
other side they could
have been damaged
or hurt the person
who watched them

RISK
H/M/L

PRECAUTIONS

keep head arms length

away from objects. Use
objects that arent easily
broken or heavy. have a
soft device for the
objects to fall on, and
caught with protected
hands.

Please leave this section blank:

Risk Assessment checked by: Name ..
Date .

IN
PLACE

yes

REVIEW
DATE

REVIEWER

21/05/16

Darcey

Signed .