bbc bitesize post-16 maths commissioning brief maths...
TRANSCRIPT
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BBC Bitesize Post-16 Maths
Commissioning Brief
Maths Problem Solving Videos
July 2018
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Contents
1. BBC Bitesize: bringing learning to life
2. Introducing functional skills
3. Problem solving
4. Relevant approaches in maths teaching
5. The audiences
6. About our content
7. Accessibility
8. The brief
9. Deliverables and budget
10. Pitching: are you right for the job?
11. What are the deliverables for the pitch?
12. The BBC Learning team: how we work together
Appendices
1. BBC Education Strategy
2. Functional skills (and equivalents) Content Frameworks
3. Maths visualisation and problem solving
4. Functional skills learners
5. Bitesize Functional Skills ‘Maths Explained’ resources
6. Barriers to using visual models
7. What we know works (and doesn’t work so well)
8. Full technical specifications
9. Terms
Note: Any non-BBC resources linked to in this document do not imply an endorsement
of any product, commercial or otherwise.
Please do not include any copyrighted material in your submission for the brief.
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1. BBC Bitesize: bringing learning to life
BBC Bitesize provides study and revision support for children and young people, linked
to the curricula across the UK. Our GCSE revision website reaches 75% of all secondary
students in the UK.
We are now building on this success by producing content for students of Functional
Skills courses in English and maths and their equivalent qualifications in the nations.
You can visit our Functional Skills ‘beta’ website covering maths and English at Level 1
and 2 across a range of vocational contexts at: www.bbc.co.uk/functionalskills
In March 2018, the BBC launched its new Education Strategy (see Appendix 1) with a
strong focus on social mobility. Priorities include opening up the world of employment
to young people and recognising the low level of ‘work-readiness’ in students leaving
education. Functional Skills qualifications have a central role to play for these learners.
2. Introducing Functional Skills
This commission will support learners of Functional Skills maths in England at levels 1
and 2 and equivalent qualifications across the nations.
These are Essential Skills in Wales and Core Skills in Scotland. In this brief the term
‘functional skills’ (lower case) is used to reflect the fact that this is a pan-UK offer.
Core Skills and Essential Skills
The ‘Bitesize Functional Skills’ beta website and the specifications of equivalent
qualifications for Scotland and Wales all emphasise the importance of problem-solving
skills.
The qualifications listed below aim to equip learners with the skills that enable them to
‘operate confidently, effectively and independently’ in life and to help them to progress
into employment and further study.
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UK qualifications in brief:
In England, Functional Skills qualifications are offered in maths, English and ICT
at entry levels 1, 2 and 3 and at levels 1, 2 and 3.
In Wales, Essential Skills qualifications are offered in Application of Number Skills,
Communication Skills, Digital Literacy Skills and Employability Skills.
In Scotland, Core Skills qualifications are offered in Communications, Numeracy,
Problem Solving, Using IT and Working With Others.
Northern Ireland has announced that it will be withdrawing its Essential Skills
qualifications from 2019.
In Scotland, functional learning consists of five ‘Core’ skills. Numeracy is one of these,
but ‘Problem Solving’ is also considered as a separate skill in its own right.
In Wales (and previously in Northern Ireland), in addition to maths-focused ‘Application
of Number’, frameworks also cover ‘Essential Employability Skills’ and ‘Critical Thinking
and Problem Solving’. (See Appendix 2 for more information).
We’re challenging you to produce a series of videos that explore maths problem solving
and visualisation techniques for functional skills learners.
For more detailed mapping of qualifications across the UK, please refer to our article:
‘Introducing the Bitesize functional skills beta’.
3. Problem solving
Problem solving is now at the heart of all functional learning and this must be reflected
in the resources that we produce for learners.
Problem-solving skills also have applications which go far beyond the purely
mathematical. And there is also a renewed emphasis on students developing a positive
approach to tackling problems they are presented with.
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4. Relevant approaches in maths teaching
There are a number of strategies for teaching maths that adopt the approach of
visualising maths problems. Learners can develop understanding of maths through
visual models - these are ‘mental pictures’ that can explain a particular idea or concept.
It is important to note that there is extensive academic research into maths learning and
what we provide here is just a snapshot of the approaches we feel to be relevant.
A visual model might be as simple as a using the slices of a cake to represent fractions,
but they can equally be used to explain more complex ideas in maths too. Some key
approaches are outlined below.
Singapore-style maths and bar modelling
Singapore-style maths promotes modelling and encourages students to draw and
visualise maths concepts to solve problems in an intuitive and conceptual way.
Drawing on the concrete, pictorial and abstract (C-P-A) approach, bar modelling
provides pupils with a powerful and versatile method for solving problems that can be
applied across a wide range of concepts, topics and difficulty levels.
Bar modelling is a technique widely used in visual maths. It can be used to teach
students concepts such as ratios, volume and fractions by providing simple
pictorial representations of complex mathematical formulas.
Bar modelling is an essential maths mastery strategy, which enables pupils to draw and
visualise mathematical concepts to solve problems.
Maths mastery
The ‘maths mastery’ approach, central to Singapore Maths, has proven hugely popular
and successful with younger learners. Students are encouraged to move on from
learning by rote so that they are confidently able to master maths problems.
Key features of teaching maths for mastery are as follows:
The whole class works at the same pace, meaning no learner is left behind. Each
maths topic is studied in depth, with the teacher only moving on when they are
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satisfied that the entire class is secure in their understanding of the topic.
Because of the slower pace at which the topics are studied, learners are given the
time and space to think deeply about the maths, leading to a better
understanding. Teachers do not have to re-visit topics that have been covered in
depth in this way.
Learners are not differentiated in the classroom based on their ability. The more
advanced learners are given more complex, sophisticated problems within the
same topic, whereas less advanced learners are given extra support to
consolidate their understanding before the whole class moves on to the next
topic.
In the video below, Sal Khan of the educational website The Khan Academy explains why
mastery is so important to mathematical and other types of learning:
https://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores
He says that to have mastery, “You should have grit, you should have perseverance, you
should have agency over your learning.”
Realistic Maths Education (RME)
Developed in the Netherlands, Realistic Maths Education (RME) aims to equip students
with problem solving skills and has also been used successfully for a number of years in
other countries.
RME focuses on realistic situations to develop learners’ maths skills, featuring familiar
contexts, the use of models and adapting multiple strategies to solve maths problems.
See Appendix 3 for more information on the visual maths approaches described above.
A six step problem-solving framework
This is an approach which is included in some GCSE maths syllabuses. We are interested
in whether this approach may also work for our learners either in its current or a
modified state. You can see the framework here:
https://www.bbc.com/education/guides/zyy97p3/revision/1
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5. The audiences
Breakdown of the learners
The Functional Skills (and nations’ equivalents) audience is quite considerable in size. In
2017, approximately 12.5 million certificates were issued in England, 7,240 in Wales,
23,250 in Northern Ireland and in Scotland, 136,889 certificates were issued that
included Core Skills units.
It is extremely important to understand the diversity of the Functional Skills audience,
in terms of ethnic, social, demographic and educational needs perspectives. See
Appendix 4 for a more detailed description of the learner segments above.
In England, the total functional skills audience is broken down as follows:
Apprentices (56%)
It is estimated that over three-quarters of apprentices have not reached the required
level of maths and English at the start of their apprenticeship. They are therefore
required to attain this in order to successfully complete their apprenticeship (Level 2 for
Intermediate apprenticeships). Functional skills provide an alternative to GCSE resits.
16-19 study (26%)
These are students who have chosen to go to a FE College for vocational training rather
than continue from GCSEs to AS Levels.
Other adult learners (8%)
This group includes learners of English as a second language (ESOL), learners on
community learning programmes, doing online courses or attending FE classes.
Benefit claimants (7%)
Unemployed learners can either be referred by their Job Centre to mandatory training as
a condition for receipt of benefits, or can volunteer for training.
Offenders (2%)
FE colleges are the main providers of learning and skills training for persons on remand
or in custodial sentences across England. Around 90% of these learners are male.
Workplace learners (1%)
This sector accounts for employees (mostly in the 25+ age group) who are able to
request training in the workplace to refresh their English, maths and ICT skills.
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What do we know about what the 16-26 functional skills audience like?
Semiotics research
In 2016, Bitesize Post-16 commissioned semiotics research into the tastes of the 16-26
year old Functional Skills audience. Its brief was to ‘define the Functional Skills video
content which can “best effect change in the learners’ life stories”- which will engage,
entertain and educate them where other learning resources have fallen short.’
16-26 year old functional skills learners were asked to list their favourite media choices,
‘the material which they would typically consume for leisure and (informal) learning
purposes. The research identified 10 core cultural ‘codes’ in the media that ‘drew their
attention on a daily basis’.
Many of the codes were considered relevant for our learners and their potential
application was suggested. For instance, the ‘Adapt & React’ code is interpreted as a
need to be flexible and not tie the learning to too narrow or specific a job role.
The emphasis is on adaptability and the ability to apply knowledge, something that
clearly resonates with establishing general principles in terms of both problem-solving
strategies and maths visualisation techniques that can be endlessly applied by learners
in various contexts.
The ‘Peer to Peer Authority’ code suggests this audience is keen to learn, but in a non-
didactic way.
Not all of the codes of engagement and entertainment identified were considered
appropriate in educational contexts. Most significantly, ‘Sensory Overload’ is one such
code. The ‘saturation of visually noisy imagery’, which tends to be a key component of
contemporary youth content, can be challenging to functional skills learners.
Too much ‘cognitive load’ in educational contexts can leave learners feeling
overwhelmed. This means that, we need to be restrained in our use of onscreen graphics
and there must always be a strong justification for their use.
The key takeaways from this research are that this age group is extremely conversant
with social media and short-form content.
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Our content will engage best with this age group when delivered by relatable peers in
recognisable situations, rather than by figures of authority in traditional educational
settings and learn best when concepts are situated in familiar, real-life contexts.
Any attempts to engage these learners through our video content therefore will need to
reflect these findings in terms of look and feel.
Bitesize Functional Skills beta site evaluation
In March 2018, the BBC commissioned an evaluation of the Functional Skills beta site
with a group of functional skills learners from around the UK.
Key insights included:
The tone of voice, duration and learning style went down well
Content was relevant to students’ everyday lives and offered a practical element
to their studies, often missed by text books
Learners want learning outcomes to be clearly demonstrated
Vibrant, high quality images which clearly illustrate the learning and context were
preferred by students
Learners prefer plain English – keeping language simple ensures that students
are not alienated or excluded.
6. About our content
Our content format is a series of responsive web-based articles which guide learners
through sets of video clips paired with interactive activities.
This is an explicitly educational narrative experience which leads students through
content that delivers learning outcomes.
Most of our content is set in workplaces where students are often located (or might
aspire to work) while studying for functional skills maths, eg as apprentices or trainees.
Our ‘Vocational Scenario’ content explores a scenario that takes place in a real
workplace and demonstrates the use of maths skills. There are currently eight vocational
contexts covered on our website – https://www.bbc.co.uk/functionalskills
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Although maths problem-solving skills and visualisation techniques are routinely
demonstrated in these films, for this commission we require a suite of films that make
these techniques explicit. They must offer the learner a means to approach this and any
other maths content.
There are two types of video in the commission: the video content that forms the
main deliverable and populates our articles and the Inspire video serves as a
taster for the entire suite of films.
Article video content
The ideal Article video content should be approximately three minutes in duration, split
into three clips of approximately one minute each.
Inspire video
An Inspire video is a 45-second to one-minute film with the purpose of inspiring
learners to embark on a learning journey in the chosen context.
Typically, this is created in the edit from highlight footage demonstrating key
learning outcomes covered in the videos.
7. Accessibility
It is important that the content that we create is accessible to all audiences, including
those who may have an impairment or disability. This means that extra care is needed to
ensure that concepts communicated in films and through interactive activities are
accessible to all learners.
For this commission, we are asking you to consider how students can solve problems
using visual maths tools. The creative approach to this brief should include information
on how your content would be made accessible for learners who are visually impaired,
have limited manual dexterity or another impairment which could adversely affect their
full use of problem-solving tools.
You will need to think holistically about how these needs can be approached, this is both
a content and interactive design issue. You will find some web accessibility pointers here:
https://www.bbc.co.uk/guidelines/futuremedia/accessibility/mobile/summary
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8. The brief
We want you to produce a suite of 5 films that will equip learners with the skills they
need to approach solving maths problems, appropriate to students of Level 1 and 2
Functional Skills (and their equivalents in the nations).
The films will sit within our Article format and introduce and explore the following areas:
Problem-solving strategies that show learners how to break down a real world
problem that requires aspects of maths to solve it.
Key visualisation techniques used to model maths problems
Techniques for translating worded maths problems into visual and symbolic
representations
Methods for estimating, checking and interpreting results.
In addition to this, we would like you to produce an ‘Inspire’ film. This is a stand-alone
piece of 45 – 60 seconds in length that celebrates the difference that strong problem-
solving skills can have on learners.
Please note: there is not a requirement to set the films in any specific vocational context.
However, we are looking for treatments that are set in real-life situations. Visit our
‘Maths Explained’ resources for further clarification (Appendix 5).
9. Deliverables and budget
This commission is for 5 x 3 minute Article videos, plus 1 x 45 seconds to 1-minute
Inspire video. These must be suitable for students at maths Level 1 & 2 Functional Skills
maths and equivalent qualifications in the nations.
You must work with an appropriate educational consultant to devise your proposal.
Other deliverables:
Assets: 10 photographic stills per film.
Post-production paperwork.
BUDGET: £30K
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10. Pitching: are you right for the job?
Please be prepared to demonstrate:
An awareness of the audience and an understanding of how to engage this
audience with short-form video content (see Appendix 6 and Appendix 7 for
more information)
Familiarity with functional skills maths
A breakdown of the films you intend to produce in line with the stated budget
A creative approach to your treatment of the learning outcomes for the sample
topic
An understanding of how content appears on a range of platforms
Your ability to manage this project to the highest professional standard,
evidencing your use of an educational consultant and use of the project-
management approach you intend to use.
11. What are the deliverables for the pitch?
We’d like you to work up a creative treatment for the following Explainer video topic:
“An introduction to bar modelling”
Please outline how your video would break this down into three clips, with a clearly
defined learning outcome in each. You will need to provide:
A detailed description of the pedagogical basis of your approach, this might
include any of the approaches listed in Section 4.
A creative treatment of the 2.5 to 3 minute Article video, “An introduction to bar
modelling”, split into three clips.
Evidence of your capacity to deliver the set of films
An indication of how you will ensure the educational basis of the films is sound.
A schedule of work proposed – full delivery due 31st January 2019 – and an
account of project-management systems you would employ to ensure successful
delivery of the project.
Breakdown of how budget will be allocated for components of this project.
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Your proposal should not exceed 10 pages including your full budget breakdown. Please
send files as MS Word documents or PDFs.
Please email your proposal to [email protected] – if you are sending large files
please use a file-sharing service and advise us of the links we’ll need to access your
assets.
Deadline for proposals: 5pm on 31st August 2018.
Key dates:
Brief published 15th August 2018
Deadline for proposal submission 31st August 2018
Pitching w/c 24th September 2018
Notification of contract award 1st October 2018
Final delivery 31st January 2019
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12. The BBC Learning team: how we work together
You will be responsible for:
Project management and production of deliverables to agreed deadlines and
budget;
Engaging a suitable education consultant to ensure learning outcomes are met,
to write activity content and to chair meetings where this content will be
discussed and agreed;
Attending script meetings (in person or by Skype) with the BBC team and the
educational consultant;
Chairing regular production meetings and communicating project plans and
status – including a weekly status report;
Quality assurance of content;
Post-production paperwork to be completed in format supplied by BBC (WebasC).
The BBC will be responsible for:
Collaboration throughout the production and delivery;
Sign-off on storylines, look and feel, scripts, casting, rough-cuts and final delivery
– within an agreed timeframe.
We will be jointly responsible for:
Ensuring the learning outcomes are met;
Ensuring that content is best-fit for the Bitesize functional skills audience.
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Appendices
Appendix 1 - BBC Education Strategy
The BBC’s new Education Strategy – launched March 2018.
http://www.bbc.co.uk/mediacentre/latestnews/2018/education-strategy
Appendix 2 – Functional Skills Frameworks
England
Functional Skills - Maths:
https://www.gov.uk/government/publications/functional-skills-subject-content-
mathematics
Scotland
Core Skills Framework – Numeracy and Problem Solving :
https://www.sqa.org.uk/sqa/83655.html
Wales
Essential Skills Framework – Application of Number:
http://www.qualificationswales.org/english/qualifications/essential-skills-wales/
Northern Ireland
Northern Ireland will be withdrawing their Essential Skills qualifications from 2019.
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Appendix 3 – Maths visualisation and problem solving
Maths mastery
You can find out more about the ‘maths mastery’ approach on the following websites:
https://www.mathematicsmastery.org/our-approach/
https://www.ncetm.org.uk/resources/47230
Five Big Ideas in Teaching for Mastery:
https://www.ncetm.org.uk/resources/50042
Further information on maths problem-solving tools and visualisation techniques, plus
some worked through examples, can be found here:
http://www.mathsnoproblem.co.uk/parent-videos
http://thirdspacelearning.com/blog/2017/how-to-ace-the-four-operations-and-word-
problems-with-the-bar-model-method
Concrete – Pictorial – Abstract
Introduction to CPA: https://mathsnoproblem.com/en/the-maths/teaching-
methods/concrete-pictorial-abstract/
Singapore Maths and bar modelling
For further information, videos and sample resources, visit:
https://www.twinkl.co.uk/teaching-wiki/bar-model
https://mathsnoproblem.com/en/the-maths/teaching-methods/bar-modelling/
Realistic Maths Education (RME)
For further information, videos and sample resources, visit:
http://mei.org.uk/rme
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Appendix 4 - Functional Skills learners
The most recent detailed data we have available is listed below and relates solely to
England. We have nevertheless included it in order to give a fuller breakdown of each
learner segment as it relates to age range, ethnicity and disability.
Apprentices
23% are under 19
29% are 19-24
48% are 25+
8% have a learning difficulty or disability
10% are BME
52% female, 48% male
Educational Background
Apprentices who take Functional Skills Maths and English exams tend to have had poor
academic experiences with English and Maths. They have either failed, not taken, or
done poorly in GCSE Maths and English. They lack confidence and motivation if these
subjects are presented in the same way.
To qualify for an Advanced Apprenticeship, a learner must have five GCSEs at A*-C (if
they do not, they can apply for an Intermediate Apprenticeship). Intermediate
Apprenticeships do not have academic entry requirements.
16-19 Study Programmes
98% are 16-18
2% are pre-16
16% have a learning difficulty or disability
22% are BME
49% female, 51% male
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Educational Background
16-19 Study programmes must include study towards a Maths and English qualification
for students who do not already have GCSE passes in these subjects. Functional Skills is
one of the accepted qualifications to study for.
While such students can choose to retake their GCSEs, some opt for Functional Skills
exams due to a lack of confidence and motivation in retaking GCSEs after recently doing
poorly in them.
Unemployed learners
26% are 19-24
72% are 25-59
2% are 60+
23% have a learning difficulty or disability
24% are BME
55% are male, 45% are female
Educational Background
These learners tend to have limited academic qualifications and problems with literacy
and numeracy which may make it difficult to access direct-to-learner materials. Entry
level is the most common level of learning for this segment.
Offenders
32% are 18-24
61% are 25-29
7% are 50+
27% have a learning difficulty or disability
35% are BME
92% are male, 8% female
Educational Background
The educational levels of offenders are more diverse than those of unemployed learners.
Level 1 is the most common Maths and English learning aim. Functional Skills learning in
prisons is seen more as a preparation for an Apprenticeship after leaving prison than
acquiring basic numeracy and literacy and is seen as an important part of rehabilitation.
Workplace learning
16% are 18-24
28% are 25-34
26% are 35-44
31% are 45+
5% have a learning difficulty or disability
22% are BME
64% are male, 36% are female
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Educational Background
The older age profile of workplace learners and the high incidence of repeat Level 2
learning, suggests that there might be significant numbers of learners above the age of
25 in this group who are proactively topping up long-neglected literacy and numeracy
skills.
Other adult learners
31% 19-24
59% 25-49
11% 50+
13% have learning difficulty/disability
26% BME
41% are male, 59% are female
Educational Background
Community Learning Programmes: Functional Skills exams are listed by local councils as
an optional part of Family English, Maths and Language courses as a way for parents to
acquire the necessary skills to help their children in English and Maths.
ESOL learners: Around 75 providers reported increasingly using Functional Skills with
ESOL (English as a second language) learners – partly due to funding (as Functional
Skills is free to learners, unlike ESOL). Not all ESOL learners would be able to access
Functional Skills – particularly those with lower literacy skills, less experience of
education or those needing more time to consolidate their learning.
Appendix 5 - Bitesize Functional Skills ‘Maths Explained’ resources
Visit: https://www.bbc.co.uk/education/functionalskills/curations/z93rv9q to see article
videos set in real-life (but not necessarily vocational) contexts.
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Appendix 6 - Barriers to using visual models
Even using basic visual models like bar modelling can present problems for functional
skills students.
We have identified four common responses to tackling visual maths problem-solving
techniques among these learners. We have suggested some ideas for tackling each of
the objections listed below.
1. “I don’t understand this”
How can we help learners to understand the ‘language of maths’ and start to
decode written questions? Where learners begin to understand the significance
of words like ‘all’, ‘some’, ‘none’, ‘shared’, ‘half’, ‘equal’ etc.
2. “I don’t know what to do”
How can we empower learners so that feel confident in choosing from a suite of
tools?
How do we keep it simple so we are not introducing too much at once?
3. “I can’t draw”
Many students find their confidence at such a rock bottom that even picking up a pen or
pencil seems an ordeal.
How can students gently be encouraged to draw increasingly complex shapes?
How does adding a line change a drawing?
4. “This isn’t relevant to me”
Looking at some of our existing content, can these settings and scenarios be
employed to create problems that resonate with learners?
What other settings and scenarios might lend themselves well to this group of
learners?
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Appendix 7 - What we know works (and what doesn’t work so well)
We have already commissioned several rounds of films for functional skills learners and
so have developed a good idea of what works best for our audience.
Content structure
In articles, the narrative spreads itself across three video clips, each demonstrably
meeting the delivery of specific learning outcomes, so you’ll need to consider how the
clips work together as a whole.
Jeopardy
Videos should establish a sense of ‘jeopardy’, in so far as learners should appreciate that
the adoption of the strategies highlighted in the films is essential to their success in
solving maths problems.
Characters / Contributors
Consider things like age and background as well as ethnicity, geographical location,
gender and disability. Our audiences like to see themselves reflected in the content, with
engaging and relatable contributors.
Locations
Our core audience for our films will be between 16 and 26 years old. Settings should be
youthful, visually interesting and easy for young people to recognise and relate to.
Branding
Take care with branding in your videos. The BBC, as publicly funded broadcaster, has to
ensure that no brand is given undue prominence. Guidance in detail here:
http://www.bbc.co.uk/editorialguidelines/guidelines/editorial-integrity/product-
prominence
Child Protection
Although this brief is for a suite of films for a post-16 audience, given that the Bitesize
brand covers learners from primary age upwards, you should proceed in making these
films with this in mind. This means you should avoid including content that would be
inappropriate for a child to see.
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Appendix 8 - Full technical specification
BITESIZE CONTENT DELIVERY
Files need to be delivered to the following spec:
Deliver on a hard drive (Mac and PC format) two formats of each video (one compressed
and one uncompressed).
Compressed:
Container format: .mp4 or .mov (preferably mp4)
Maximum file size: 50GB
Video
Codec: H.264 / QuickTime
If your system gives you the option to choose between baseline, main and
high profile for H264 export, high is preferred
Frame size: 1920 x 1080
Frames per second: 25 (progressive scan)
Bit rate/ quality: maximum 12mbp
Audio
Codec: AAC
Channels: Stereo
Bit rate: 320 kbps
Sample rate: 48 KHz
Sample depth: 16 bit
For online there is no set level – as long as it’s consistent and you can hear
the voice over the music mix and it’s not too low/ distorting then its fine.
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Uncompressed:
Deliver an uncompressed version on separate channels.
o This should be the project and source files you have used - with video,
voice, music, SFX and graphics on separate channels.
o Graphics must be rendered on separate channel for translation.
o You can use the DPP AS-11 HD export setting.
o If delivering animation use the uncompressed Animation Codec.
o H264 source footage from DSLRs is acceptable.
o Please refer to this link for
output: https://www.digitalproductionpartnership.co.uk/what-we-
do/technical-standards/programme-delivery-standards/
Video images
*Please ensure that all stills have been cleared for use online in perpetuity.*
To deliver two high quality screenshots per video (HD Quality – 1920x1080 or
higher – 16:9 ratio) as JPEGS.
Applicable Guidelines:
The Deliverables and Services must comply with the following Applicable Guidelines
in addition to the standards and guidelines referred to in the Standard Terms:
BBC’s security and best practice requirements:
(http://www.bbc.co.uk/developer/theplatform.html)
Accessibility guidelines: (http://www.bbc.co.uk/guidelines/futuremedia/accessibility/).
Music
No commercial music should be used in the videos unless there is an editorial
reason to do so and this needs to be agreed with BBC Learning prior to inclusion.
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Subtitles
To deliver an XML for subtitles for each video (English SDH)
o Using a form of XML called TTML EBU-TT-D (Time Text Markup
Languages)
Section 26 - http://bbc.github.io/subtitle-guidelines/
o For file format please refer to this link http://bbc.github.io/subtitle-
guidelines/ from section 23
o A basic style guide and example can be supplied on request
Documentation
The following post-production documentation must be completed on the following
templates and returned as complete:
Post production paperwork (WebasC) - all videos can go on one WebasC as long
as clearly indicated what information belongs to which video
Post production transcript – timecoded
Online compliance form.
If you are a MAC user, there is an Excel compliance form that can be downloaded from
the commissioning website.
http://www.bbc.co.uk/commissioning/tv/production/delivery/paperwork.shtml
Appendix 9 - Terms
This project is highly dependent on specific delivery dates that will be defined in the
contract.
As such we would like you to give particular attention to clause 9 in our standard terms.
Please note that this document is for information purposes only and does not form part
of a contractual agreement with the BBC.
All content should be cleared for all rights in perpetuity.
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Any exceptions to this must be agreed with BBC in advance of inclusion. This
commission will be based on a New Media All rights Framework 2 contract. This link
provides further information:
http://www.bbc.co.uk/commissioning/online/articles/how-we-work#framework