DOCUMENTARY: Production Prep [Treatment]

‘The Birds, the Bees and the Rainbows’ is part of a series of short documentaries looking at ‘Teen Spirit’, commissioned for BBC Three’s online channel. The show is a detailed examination of the representation of gender and sexual identity within modern sex-ed. Modern schools aren’t teaching what they legally should, minimising LGBTQ+ representation to give heteronormative lessons that can have a damaging affect on many young queer people. With a specific focus on the demographic of young, LGBTQ+ people, ‘Birds, Bees & Rainbows’ combines interviews with a variety of people from all backgrounds and beliefs to reflect BBC Three’s usual 16-34 demographic.

Interviews are being conducted with individuals of varying ages, sexualities, genders, backgrounds and beliefs in order to give an unbiased view, get a fuller understanding of our topic and most importantly show that this isn’t an isolated experience. Our first interview is with Skye, (19, non-binary, acesexual) who claims: “The curriculum surrounding sex education did not provide me, or other LGBT folk, with any knowledge or resources. This resulted in me identifying (unhappily) as male for THREE YEARS after i discovered transgender people.” This excellently kicks off the discussion that sex-ed is failing to represent an audience that may need it desperately, often negatively affecting mental health and supporting the agenda of ignorant schoolyard bullies. We contrast this with Molly (13, cishet) a younger student who has recently gone through sex-ed. This interview backs up the points made by Skye but from a different perspective, giving a different view on the topic but maintaining that this is a real and very serious subject. We also meet Molly’s parents, Debbie and Darrell (49 & 49) who tell us whether they would feel confident and comfortable answering their daughter’s questions about sex, sexuality and gender or whether they think it’s very much an educator’s job. The question of where young people turn for information is answered by Chloe (19, acesexual) who educated herself through information from the media and internet, a discussion completely contrasted by following Medway Gender and Sexual Diversity Centre sex-educators into schools to see where effective and honest information is available for young people.

The documentary will focus heavily on interviews which can become a little boring and disengaging for viewers. To combat this in an effective and informative way, we’re heading to Brighton to visit a school that is highly reputable for its approach to sex education. Their own sex ed guidelines build on the government curriculum, adding in multiple own guidelines such as: “personal responsibility in all forms of behaviour, including respect and consideration for others regardless of gender, race, religion, disability and sexual orientation;  Opportunities to understand and accept difference and diversity.”

Written by Zak Wilkins

DOCUMENTARY: BBC Three Documentary: Breaking into Prison - Drug Smuggling on the Inside

Recorded conversation, on-screen subtitles of conversation with inmate via contraband phone
Shots of prison to est. w/ sync explaining problem
PtC outside prison explains purpose of film
PtC from inside car sets up following interview
Actuality - weighing drugs as interviewed
Interviewed whilst rolling joint - dark car
V/o gives statistics and adds to interviewees point
Graphic gives visual explanation to audience
Interview taes place in underpass
Intro shot of character is face obscuring - explains to audience subject is self-censoring
uses cctv footage to give visual example
Ex Officer interviewed at home, still dark lighting
cu of hands and homely objects instead of actuality

DOCUMENTARY: BBC Three Documentary (Seventeen | Growing Up In Seaside Britain)

Montage of faces and w/ names and intros
Actuality of walking and hanging out together as v/o introduces characters, thoughts on home and hopes for future
'Dancing gives me freedom' dancing in open field
Audio clips overcut each other
Intercuts characters without naming names
Small town, you see faces but don't know names
Snippets of people's lives - it could be anybody.
Variety of people with variety of interests discussing a variety of personal topics

DOCUMENTARY: BBC Three Documentary - Teenage Knife Wars

Starts with int. shots showing knives
V/o explains what looking at
News footage showing knife crime problems
Interviews w/ gang members, school children
Lots of images of knives
Big flower wreath
Explains who he is - football career, born in Nottingham - shots of Nottingham
Gives personal experience
Ties in est shots of nottingham
"It's turned in to murders" explains why now
Interview with mom, giving concern of filmmaking - reflexive
Focus pull from memorial bench to graves - turns page
Interview of mother at son's grave
Actuality of her putting flowers at grave
Jermaine shown comforting interviewee during emotional scene - empathises w/ interviewee - v human
On screen text gives official statistic and sets up next subject
CCTV Footage of crime w/ hip-hop music
Interview with journalist - gives official view - dark street corner
Discusses effect on city
Ties in famous news story
Shot of security patting down outside pub - effectively but subtly shows control measures
Page turned with on-screen statistic
Secrecy is openly explained to heighten sense of danger
Jermaine gives final thought, not gang member
Interview with doctor gives medical professional view and explains severity of attack
Photos of stab wounds
CT Scans gives precise information
Questions the ages of victims and perpetrators
Atmospheric music and sync explaining secrecy surrounding gangs and danger builds tension
Gives self-aware, reflexive interview - he's growing and learning - summarises new information
Follows discussion of gang members feeling like they can't escape with exploration of school educators
Speaks to school educator because of personal experiences - gives impression that everybody has an experience
Explains variety of work happening
Goes to scene of stabbing that happened whilst on way to interview
Message of death cuts in on something else - it happens suddenly and reinforces story's message
Goes back to past interviewee and tries to change their viewpoint
Gives reflective, final interview immediately after - feels fresh and honest
Gives get-out statement from Police

DOCUMENTARY: Script Review w/ HCurston (4/3)

Start with background - there have been improvements and positive steps - Contextualise!!

Don't say anything you haven't / can't prove - support everything with evidence
Pose questions and show answers

Start simply

Think visuals!! - match sound to picture

Get interviewees to introduce themselves - gives you options

Each character represents a point in your documentary

Get an ending thought from everybody you interview!!

Email Brighton schools!! - sixth form discussions? (Brighton Green Party?)

DOCUMENTARY: Idea Review w/ZSale [31/04]

Last time: -what is being taught currently -at what age is sexuality first taught? -what questions -piggyback a school? -other countries

• Where are subjects finding information? Where should they go?
• Can we film some characters in their school?
• What are they teaching? What are they not? Why?
• Ask about bullying?
• Do school libraries have related books? 
• Teaching unions - NUT - LGBT branch
• If school is accused - ask got a responsive comment

DOCUMENTARY: Production Research [Policy Statement Research]

 Current national curriculum claims not to promote any particular sexual orientation. Contrasting Argument: " The only couples that we talk about are cis straight ones. ... [it's] crushing because it feels like there's no space for you in the world." Independent Article: "Stonewall Chief Executive Ruth Hunt, said: ... “Currently over half of secondary school students say they never have any discussion of LGBT relationships in their lessons, and over half of lesbian, gay, bi and trans young people are bullied in our schools because of their sexual orientation or gender identity."

Looked at DoE proposed policy statement (2017) and found: 

"This ensures that we are building an evidence-based approach to reform that works for schools and makes sure that all children benefit from a more consistent approach." 

...

"factual knowledge, at secondary school, around sex, sexual health and sexuality, set firmly within the context of relationships."

What does this actually change? 

Some have criticised.

See: Independent News Website ("Compulsory sex education: Human rights campaigners criticise government over faith school 'get-out clause'". 2017)

• Education leaders and human rights campaigners have criticised ... for "ignoring" LGBT issues and creating a "get-out clause" for faith schools.
• Human rights advocate Peter Tatchell also questioned that Ms Greening’s announcement gave no mention of LGBT issues – a subject MPs and charity groups say must be included in compulsory teaching.
• “They will be allowed to either ignore LGBT issues or to teach that same-sex relationships are immoral, unnatural, abnormal and sinful. In either case, it will have a damaging effect on LGBT pupils.” 
• Mr Tatchell added: ”Disappointingly, Justine Greening is not insisting on assertiveness training to give pupils the skills and confidence to resist and report unwanted sexual advances.
• schools will have "flexibility" ... "so they can develop an integrated approach that is sensitive to the needs of the local community; and, in the case of faith schools, in accordance with their faith."
• the policy paper states parents’ rights to withdraw their children from sex education will be upheld, the same paper discloses that a “blanket right” to opt-out is “no longer consistent with English case law".

• The matter has sparked rumours that parents’ rights will be reviewed. 
• The Government also states it is in the process of seeking input from external groups as to how the curriculum will be drafted.
• Speaking to PinkNews, LGBT charity Stonewall said it will be “working with the Government to ensure [LGBT issues] are reflected in updated guidance for schools."
• Stonewall Chief Executive Ruth Hunt, said: ... “Currently over half of secondary school students say they never have any discussion of LGBT relationships in their lessons, and over half of lesbian, gay, bi and trans young people are bullied in our schools because of their sexual orientation or gender identity."

Pink News: "Parliament gives green light to mandatory sex and relationship education" (2017)

• David Geary of Pride in London said: “Healthy sex and relationship education cannot be wholly effective until it helps every pupil in the classroom. In continuing to separate, single out and ignore the needs of LGBT+ pupils, the government is helping to cement stigma, self-doubt, confusion and bullying."

Interesting points to pursue:
-Old policy said it wouldn't present a bias but facts show it did. With no mention of LGBT+ topics in the new policy, how can we be sure we don't see similar hetero-normative teaching?
-Should parents have the right to withdraw their children from education they don't agree with?
-Are the teachers being appropriately trained?