Location Scout + Risk Assessment

This blog post contains the location scout and risk assessment for our filming locations of our documentary opening project.

This was made by Kim

(School)
Location Link:	https://share.google/IxOvrdJ7bj9meDGOz
Events in scene:	What will happen? Interviews Silly vlogs / videos from students
Pros of location:	Accessible  Familiar environment => easy to film + can engage audience (adds realism) Free  Controlled environment (can manage or adust the setting of props like table/chairs) Convenient (all casts and group members will be available to film with during school             days)
Cons of location:	We would need permission to film in different areas in the school, we would also need             to ask some teachers whether they are okay or want to be a part of the documentary Noise control, some locations like the canteen can be noisy during lunch time or break             time which can affect the quality of the sound Time limits, we might have to film outside school hours to get darker scene, we would             need to ask permission first on whether we could film during those hours.
Alternatives:	What other locations can you shoot at if there are issues here? Someones house
Risk Assessment
Potential hazards:	What dangers are there? Crowds of students Slips / trips while filming Harm of privacy
Evaluate risks:	What bad things could happen? It will be noisy => making the sound quality of the scenes bad / damage of filming             equipment          2. Cast / videographer can slip or trip over bags or object on the floor         3. Other students may be caught on camera without consent
Control measures:	How will you prevent these from happening? Avoid filming during break/lunch times  Keep the floor/area clear Only film with cast members who already gave permission
Responsibility:	Who will be in charge of the control measures? Group members Group members Group members
Time frame:	When will you have the control measure in place by? Before filming  Before and during filming  Before and during filming
Other notes:

(Cafe)
Location Link:	https://share.google/jB9Atf6R7WcENtwrs
Events in scene:	What will happen? Interviews
Pros of location:	More flexible filming hours, we can film during any time of the week, if there are any             mistakes we can easily go there and reshoot as the cafe is open everyday.
Cons of location:	There may be a lot of background noise which can affect the noise quality of the scene.  We might need permission from the staff or owner of the cafe The cafe may be crowded which can affect the accessibility to film and it may also             disturb customers We would have to buy drinks or food to film
Alternatives:	What other locations can you shoot at if there are issues here? Someones house
Risk Assessment
Potential hazards:	What dangers are there? Spillage of hot drinks Privacy issues
Evaluate risks:	What bad things could happen? It could burn casts or damage filming equipment  Customers may appear without consent
Control measures:	How will you prevent these from happening? Keep drinks away from equipments / filming  Film with permission / avoid getting customers/staff in frame
Responsibility:	Who will be in charge of the control measures? Group members Group members
Time frame:	When will you have the control measures in place by? Before filming  Before and during filming
Other notes:

Script

This is the script for our documentary opening project. The script was made by Kim and Eileen,

with the help of some ideas from alex and bams.

DOCUMENTARY SCRIPT TEMPLATE

PROJECT TITLE: Valedictorian 

GROUP MEMBERS: kim, eileen, bams, alex

DATE STARTED: 19th August 2025

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SCENE HEADING

(CLASSROOM – DAY)

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SHOT NUMBER: 1

DESCRIPTION:

[quick cuts of different people about to be interviewed sitting down / adjusting their chairs / fixing their mic.

Then the interview starts, the interviewer asks questions to the interviewees about the academic rivals and how

they behaved at school. Quick cuts from each responses are used to highlight main points said from the

interviewees answering the questions. Interviewer asks the first question.]

DIALOGUE:

INTERVIEW - FIRST QUESTION

INTERVIEWER (CHARLENE):	“How would you describe (name) (rich student)?”
RICH STUDENT’S FRIEND 1 (MISCHA):	“He was… perfect. Top of the class. Everyone knew him.”
COUNSELLOR (MS. NINA):	“Confident, charming. Everyone knew him.”
BYSTANDER 1 (HAZEL):	“He had everything. Money, brains, friends…’
RICH STUDENT’S FRIEND 2 (CAVIN):	“And he worked hard. It wasn’t just handed to him”

(Include any narration or voiceover. Use brackets for [sound effects] if needed.)

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SHOT NUMBER: 2

DESCRIPTION:
[Quick cuts from each responses are used to highlight main points said from the interviewees answering the

questions. Interviewer asks the second question.]

DIALOGUE:

INTERVIEW - SECOND QUESTION

INTERVIEWER (CHARLENE):	“And what about (name) (nerd)? What was he like?”
(NERD’S) FRIEND (REYNER):	“He kept to himself. Didn’t really hang out with anyone.”
COUNSELLOR (MS.NINA):	“He was… intense. Lived for the academics.”
BYSTANDER 2 (VANYA):	“People knew him… but not the same way. He was different.”
(NERD’S) FRIEND (REYNER):	(Hesitant) “I knew he didn’t like (rain). But not to the point where he would ... kill him.”

 (Include any narration or voiceover. Use brackets for [sound effects] if needed.)

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SHOT NUMBER: 3

DESCRIPTION:
[Quick cuts from each responses are used to highlight main points said from the interviewees answering the questions.

Interviewer asks the third question.]

DIALOGUE:

INTERVIEW - THIRD QUESTION

INTERVIEWER (CHARLENE):	“Did anyone notice any tension between them?”
(RICH KID) FRIEND (CAVIN):	“There was… competition. Always”
COUNSELLOR (MS.NINA):	“(Nerd) felt invisible next to (rich kid). That kind of rivalry can… escalate.”
BYSTANDER 2 (VANYA):	“Some people said he was obsessed. Like… it wasn’t just grades anymore.”

 (Include any narration or voiceover. Use brackets for [sound effects] if needed.)

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SHOT NUMBER: 4

DESCRIPTION:
[Quick cuts from each responses are used to highlight main points said from the interviewees answering the questions.

Interviewer asks the fourth question.]

DIALOGUE:

INTERVIEW - FOURTH QUESTION

INTERVIEWER (CHARLENE):	“What did they both want?”
(RICH KID) FRIEND (MISCHA):	“(rich kid) wanted valedictorian.”
BYSTANDER 1 (HAZEL):	“(nerd) wanted it too. Desperately.”
COUNSELLOR (MS.NINA):	“One of them had everything to lose. The other had nothing.”

 (Include any narration or voiceover. Use brackets for [sound effects] if needed.)

Storyboard

 This blog post contains the storyboard for our documentary opening project, as a group we all contributed in giving our ideas, and Bams drew the storyboard and this blog post.

This is a video that our teacher gave us to help with our storyboard, this video shows us all the details that we need to input so that, the whole team can understand what scene we are trying to get off from the storyboard and what camera angles, how long it needs to be, the edit, as well how the actor or things needs to be within that particular scene. 

It helped because :

- We easily learnt the basics from this video

- It shows that rough sketches can also be explained in detail with arrows and explanation of the scenes

( technical elements ). This was great because I was worried we didn't have enough time. After seeing this, I asked my teacher if we could also do a simpler version. He said as long as the first is in detail, the rest can be simple.

- The storyboard that we did is more detailed even when the sketch is all did quickly.

This is the storyboard that me and my team created for our crime documentary with all the details explained from the video, although this storyboard type takes too much time so, we won't have any time to do other stuff for our project thus, we did this other storyboard that is more less detail although, we did this storyboard very quickly.

This is the rest of the storyboard to explain further on what the next scenes should be this is more of a rough sketch unlike the storyboard we did previously which is more explained with the technical elements and description on what the scene is. In conclusion, this was the final products for our storyboard to get the main idea on what the crime documentary is going to look like.

Statement of Intent

 this blog post contains the statement of intent for my documentary project. this was made by me (kim). 

Statement of Intent

Sub-genre (crime)
Murder	Reason: we chose this sub-genre because school based violence like murder can be very rare and can have a significant impact to students, teachers, staff and the whole school environment.
Topic
student kills student / academic rivals
Primary Target Audience
Demographics: Teens to young adults Aged 17-30	Reason: we chose this age range because they can be mature enough to watch and understand crime related topics and handle sensitive or gory scenes like violence or substances like blood.
Psychographic Students in high school / university  Top students / smart students	Reason: we chose students because they can relate to the school setting and environment, they can understand how it is in the school environment and can be engaged by the sudden shift or change of the murder.  We also chose smart students as our psychographic target audience as they can relate to the academic pressures and competition with one other in a school setting. This can hook them as the academic rivalry goes beyond what is normal or is expected.
Message (Dominant Reading)
How academic pressure can escalate into dangerous and tragic consequences	This message shows how constant academic competition can create tension that builds into something no one could expect. It explains that rivalry, jealousy and pressure can push people beyond their limits, leading to tragic outcomes.
Characters
Interviewees => 4 students (2 victim’s         friends, 1 nerd’s friend, 1 teacher/counselor,         2 bystanders) Victim (rich student) Suspect (nerd) Interviewer Victims friend group (4 friends)
Representations (groups, places, events)
Groups:  Rich / privileged students Nerds / hardworking students  Places:  School  Events:  Murder Academic rivalry	Reason:  => they are represented as powerful and having advantages due to wealth which shows inequality in the academic environment. => they are represented as intelligent but socially excluded. This highlights how pressure, jealousy can build frustration.  => the school is represented as a competitive and high pressure environment where different social classes stand out which symbolizes how rivalry grows in academic spaces.  => this shows that there is more than just competition in the school environment which is caused from academic rivalry and jealousy.  => this is represented as a shocking climax of the tensions which shows the impact of rivalry and social inequality.
What will be the hook? (The mystery that keeps audiences watching)
“How did a simple academic rivalry end in a murder?” this keeps the audience curious to know more about how the murder happened and who is the perpetrator