bbc bitesize 11-14 maths – video and image assets...

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BBC Bitesize 11-14 Maths – Video and Image Assets Brief

BBC Learning

July 2017

Updated 27/07/17

5 Deliverable list for your proposal (point 5) Page 16 Selection (point 2)

BBC Bitesize: Bitesize 11-14 Maths Video and Image assets Brief

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Contents

Summary ..................................................................................................................................... 2

About BBC Bitesize……………………………………………………………………………………………………………………………3

Who is the BBC Bitesize audience? ......................................................................................................... 3

Style, tone and the Bitesize 11-14 brand ............................................................................................ 3

11-14 Maths, English and Science Explainers ..................................................................................... 3

This Video and image commission........................................................................................................5

Style of video…………………………………………………………………………………………………………………………………8

Style of images…………………………………………………………………………………………………………………………… ..9

Look and feel - visual models……………………………………………………………………………………………………… 10

Education consultant …………………………………………………………………………………………………………………..11

Key pedagogical principles .............................................................................................................. 11

Storyboards and scripts .................................................................................................................... 12

Working together....................................................................................................................... 13

Who’s responsible for what? ............................................................................................................ 13

The BBC Learning team ..................................................................................................................... 13

Schedule/project management ........................................................................................................ 13

The process ....................................................................................................................................... 14

Proposal ............................................................................................................................................ 14

Resourcing ..................................................................................................................................... 14

Budget ........................................................................................................................................... 15

Proposal deliverable list ................................................................................................................ 15

Key dates ........................................................................................................................................... 16

Selection………………………………………………………………………………………………………………………. ………… 16

Appendix A – proposed explainer topics ……………………………………………………………………………………. 1

Appendix B – summary of insights ……………………………………………………………………………………………… 3

Appendix C – visual models ………………………………………………………………………………………….. ……………9

Appendix D - delivery specification ………………………………………………………………………………………….. 12


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Summary

Video and image assets to make 50 new Bitesize 11-14 Maths Explainer Guides

Budget: £120,000

To deliver by 8th February 2018

Including a total of 58 x ~1 minute videos, i.e. one per Guide, plus for the 8 ‘Think like’

Guides an additional video per Guide.

o Of these 58 videos (NB the following figures are provisional):

30 will be 1st-person point of view ‘How to’ step-by-step videos For example: How to draw a golden spiral http://www.bbc.co.uk/guides/zqp37p3 and How to work out a percentage of an amount http://www.bbc.co.uk/guides/zqnhdxs

6 will be case studies of people who apply a given mathematical concept in

real-life contexts, such as vocational settings

For example, for ‘Ratio’, a hairdresser mixing dyes in a set ratio:

http://www.bbc.co.uk/programmes/p0589vht )

6 will be visual explanations of more abstract concepts that may not lend

themselves to real-life vocational contexts, using tangible real objects , for

example, equivalent fractions shown by a rectangular iced cake cut into

equivalent fractions of smaller slices:

http://www.bbc.co.uk/programmes/p0589vjm 8 will be 4 pairs of 2 videos (i.e. for 4 Guides), the first framing a ‘problem-

solving’ challenge and the second showing alternate solutions to it

8 will be 4 pairs of 2 videos (i.e. for 4 Guides), the first showing how ‘real-

life’ famous mathematicians have thought and solved problems, and the

second showing their influence on contemporary mathematicians, including

people who use maths in non-academic vocations

1 ‘hero’ image and 4 ‘holding images’ per Guide

(For the 30 ‘How to’ Guides only) 10 slideshow images per Guide, usually based on shots

from the videos

1 background image and up to 8 draggable images for one drag and drop activity per Guide

(NB images only - activity will be built in house by BBC)

1 promo thumbnail image per Guide

1 printable pdf per Guide (1 or 2 pages) eg the step-by-step How to slides presented in

engaging ‘photo-story’ A4 format

PLEASE NOTE:

o This commission is for certain core video and image assets for each Guide. There are

some assets the BBC is planning to add to the Guides later which are NOT part of

this commission e.g. the content of the pop-ups in the clickable step of the ‘What is’

Guides, and the planned user-generated ‘Video journal’ sections.

http://www.bbc.co.uk/guides/zqp37p3

http://www.bbc.co.uk/guides/zqnhdxs

https://email.myconnect.bbc.co.uk/owa/redir.aspx?C=p6j97kgULwvT628a7ztWlzGAU38tEMr128ypgqeb3uH5ljbPNMjUCA..&URL=http%3a%2f%2fwww.bbc.co.uk%2fprogrammes%2fp0589vht

https://email.myconnect.bbc.co.uk/owa/redir.aspx?C=rWTklQM6-Aqmh1Ec9jX_GIwNkp93W2ZkHE0ru7DdQqX5ljbPNMjUCA..&URL=http%3a%2f%2fwww.bbc.co.uk%2fprogrammes%2fp0589vjm


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o For drag and drop interactives this commission only requires delivery of image

assets, eg. background image and draggable elements. The BBC would build the

interactive activities using an in-house system.

o Though the total number of image deliverables is up to 25 per Guide, please factor

in that most of these will be closely based on stills from the videos and storyboards.

About BBC Bitesize

Who is the BBC Bitesize audience?

Bitesize is the BBC’s study support service, helping 5-16-year-olds as well as post-16 students with

their coursework, homework and preparation for tests and exams , outside of the class-room

environment. Bitesize covers core subjects including maths, English and science at primary and

lower secondary levels up to Key Stage 3 and Scottish 4th level, and a wider range of subjects at

upper secondary, including, GCSE, Welsh TGAU, Scottish National 4 and 5 and Higher.

Bitesize is used by approximately three-quarters of secondary school students in the UK.

Style, tone and the Bitesize 11-14 brand

BBC Bitesize is a highly trusted brand that students know they can turn to for high-quality

educational content.

Bitesize values:

• High production values

• Tailored to the needs of our audience

• Clear, concise delivery of the key educational points - bite-sized chunks

• Inclusive: accessible to every level of academic ability

• Reflects and celebrates the diversity of our UK 11-14 year old audience and the

world they are growing up in

• Factually correct, high-quality and curriculum-relevant

• Simple, straightforward language

• Quirky, fun, irreverent approaches where appropriate

• Innovative and distinctive educational media formats

Bitesize 11-14 Maths, English and Science Explainers Previously Bitesize 11-14 has been focused mainly on 14 year-olds revising for their end of key stage

exams. However with the new national curriculum introduced in England in 2015, and the curricular

reforms happening in Wales, Scotland and Northern Ireland, we are now focusing on supporting

students from the start of secondary at 11 years old up to 14 years old, with a particular focus on


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extending the appeal of content to support those who lack confidence in maths or do not enjoy it.

The Bitesize 11-14 Explainers are aimed at students studying independently outside class.

We are also publishing on a new platform which supports more audio-visual media and interactive

activities and is more mobile and tablet-friendly. Initially content packages published in this format

will be known as ‘Explainer’ Guides, to be followed by other formats as they are developed.

On the Bitesize website, Bitesize 11-14 will exist as a set of Explainer Guides, including:

Up to 6 content steps, where each step contains a piece of content such as a video-clip or animation, an interactive activity (e.g. slideshow, scrubbable, drag and drop), or text with images.

A final ‘where next’ step with relevant onward links

The ‘What is...’, ‘How to...’ and ‘Think like a mathematician’ Guide formats

This commission is for video and still images for three types of maths Explainer Guide formats: 12 ‘What is...’, 30 ‘How to...’ and 8 ‘Think like a mathematician’ Guides.

* The ‘What is...’ Explainer Guide is designed to give a simple introduction to a concept, and chance


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for learners to check they have understood the concept via an interactive. The What is Guide is based around a single, strong, real-life visual image (for example a stack of 100 1p coins for ‘per cent’), linked with an iconic graphical visual model (eg a bar model of percentage). The role of video in these Explainers is usually a ‘case study’ video to show an example of how the concept can be applied in real life. Occasionally for certain more abstract concepts, there may be a stop motion video illustration of the concept instead, contextualising it in ‘real objects’. Please note the main function of the What is case study video is to show the concept applied in context, not to ‘explain’ the concept didactically.

* The ‘How to...’ Explainer Guide is designed to support hands-on learning by doing – something learners can do themselves at home. It demonstrates in an easy-to-follow step-by-step ‘first person’ point of view video, how to do a calculation method, proof or geometrical construction. This is supported by non-video interactive media such as a slideshow or scrubbable. Later in the Guide the learner can see peers of a similar age ‘having a go’ at what was demonstrated in a ‘Video journal’, and reflecting on their successes or failure to achieve the aimed-for result. Please note the Video journal content is NOT part of this commission.

* The ‘Think like a mathematician’ Explainer Guide is designed to stimulate higher-level thinking and problem solving skills, through presenting intriguing and engaging problems and then modelling young people’s alternate methods and their reflections on and critiques of the methods. There will also be several Guides within this format which show how ‘real-life’ mathematicians, whether historically famous or contemporary, have thought and solved problems, to give learners inspiring stories of mathematical problem-solving and problem-solvers. Please note this format is at an earlier stage than the ‘What is’ and ‘How to’ formats and we would be open to ideas and keen to experiment with different approaches. Please factor in more development time and iterations for these films in your proposed schedule.

This commission of video and images for the Maths Explainer Guides

The video content and still images we are commissioning are for 50 new Maths Explainer Guides (see Appendix A for provisional titles):

12 x ‘What is…’ Explainers:

o 1 hero image (size 1600 x 648px in jpg format) with striking visual image of

concept/topic. The image should reflect the content of guide and have impact on

the audience. It could be a still from the guide, capturing a key moment or a real-life

image that relates to the topic.

o 1 hero connection image (size 320 x 180px in jpg format) showing transferable

visual model on a transparent background.

o 1 holding image for video (size 1008 x 567px in jpg format) a zoomed in version of the hero image or a different, related aspect of the concept in the video.

o 1 ‘case study’ video (up to 1 minute approx.) showing authentic use or uses of the concept in real-life context(s) (6 of the videos - to be decided on at commissioning stage) There is no need for a professional presenter, instead the film should focus on


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someone talking about how they authentically use the concept in real-life, for example a nurse using algebra to find out a patient’s BMI or a sales person ensuring they use the correct place value in a sale. Please note, as well as filming these, we would also encourage sourcing suitable third-party content where appropriate (such material can only be included where you have obtained clearance from the copyright holder on all rights non-exclusive basis) for example, authentic footage of an architectural 3D flythrough of an iconic building to illustrate ‘What is a scale factor?’

OR

1 stop-motion animation to introduce concepts that may be more abstract (6 of

the videos - to be decided on at commissioning stage) where the concepts may seem

more abstract and remote to 11-14s and everyday applications of the topic are less

familiar to them (e.g. prime number, number line, factor) INSTEAD of a real-life

application case study we would expect 1 animated video (up to 1 minute approx.)

‘explaining’ the concept explicitly and visually, without voiceover. The animation

may include real-world images if appropriate. Where relevant the animations will

illustrate concept via the ‘bar modelling’ visualisations described in the Appendix.

The topics requiring these animated videos will be agreed at the final commissioning

stage.

o 1 ‘interactive graphic’ background (size 1008 x 567px in jpg format) showing the

concept as a key striking ‘real life’ object. The image will form the background to an

interactive with clickable labels. The labels will point to something specific in the

image and give more information. Labels appear top, bottom, left and right of the

image. Images must accommodate labels so that they are not intrusive or cover a

key element.

o 1 holding image (size 1008 x 567px in jpg format) similar to actual Interactive

Graphic above. This holding image is what the user clicks on to activate the

interactive.

o 1 background image for digital building block activity (size 1008 x 567px in jpg

format). Six of the What is guides will include this interactive tool representing

visual bar models. This activity requires a background image with strong but simple

visuals relating to the video.

o ‘Drag and drop’ activity images. Six of the What is guides will include a drag and

drop activity allowing the user to drag and drop items on-screen. This activity

requires 1 background image for desktop landscape (size TBC in jpg format), 1

background image for mobile portrait (size TBC in jpg format), and 10 png images to

drag and drop per desktop/mobile. Please note the activity will be built by the BBC,

this commission only includes the image assets.


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o 1 promo image (minimum size 315 x 315px in jpg format) that captures the essence of the topic for promotion in the ‘where next’ section at the foot of the guide.

o 1 printable pdf of 1 or 2 sides, explaining the key concepts in an infographic style.

30 x ‘How to…’ Explainers

o 1 hero image (size 1600 x 648px in jpg format) with striking visual image of concept/topic. The image should reflect the content of guide and have impact on the audience. It could be a still from the guide, capturing a key moment or a real-life image that relates to the topic.

o 1 hero connection image (size 320 x 180px in jpg format) showing transferable image on a transparent background.

o 1 Step-by-step video (approx. 1 minute.) These videos show how to do something hands -on e.g. solving an algebraic equation, multiplying fractions or a proof, from a 1st person POV. The aim is for the audience to be able to learn by doing and to be able to carry out the steps themselves, outside of the classroom, for example, at home, as easily as possible, so the setting and any tools should be as familiar and accessible as possible, ideally to hand or available at minimal cost or effort in most homes, for example pen and paper, or in some cases common foodstuffs or objects such as scissors. Please note there is no requirement for a to-camera presenter, we are expecting the vast majority of these to be rostrum shot using a small number of props e.g. pen and paper. The style we are aiming for is similar to the stripped back ‘how to’ recipe videos familiar from social media. We are expecting a number of these to be filmed in one day in a studio. This video may also include superimposed graphics and simple text to support the live action. We would welcome ideas for exact formats in pitches. For this Step-by-step video we would also consider some ‘semi-animated’ solutions where the topic is appropriate, eg where a realistic hand is animated over real-life backgrounds, so it appears very close to real life but the movement is actually animated.

o 1 holding image for video (size 1008 x 567px in jpg format A zoomed in version of

the hero image or a different, related aspect of the experiment. It should portray the practical nature of the video.

o 1 promo image for guide (minimum size 315 x 315px in jpg format) that captures

the essence of the topic for promotion in the ‘where next’ section at the foot of the guide.

o 1 Slideshow showing an easy to follow step by step guide to the experiment. The slideshow should portray each step clearly in the correct order. The slideshow will contain 10 images (size 976 x 549px in jpg format). 1 cover image showing all of the steps of the activity summarised into 4 or 6 thumbnails, plus 9 step images. Please note the actual activity may be shorter than 9 steps, in which case the remaining slides can be used to give extension activities or additional insights into the maths of the activity.


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o 1 downloadable pdf, showing the step by step stages as an easy to follow 1 or 2 side

‘comic/photo-story’ style sequence

4 x ‘Think like a mathematician…’ (profile) Explainers

o 1 hero image (size 1600 x 648px in jpg format) - showing the mathematician or a key visual element of theory

o 1 short video (approx. 30 seconds) introducing the mathematician and their work. o 1 holding image for video (size 1008 x 567px in jpg format) o 1 short video (approx. 1 minute) exploring their influences on the world of maths. o 1 holding image for video (size 1008 x 567px in jpg format) o 1 drag and drop activity eg showing the pros and cons discussed in the topic. The activity

requires 1 background image for desktop landscape (size TBC in jpg format), 1 background image for mobile portrait (size TBC in jpg format), and 10 png images to drag and drop per desktop/mobile.


o 1 printable pdf of 1 or 2 sides, explaining the key concepts in an infographic style.

4 x ‘Think like a mathematician…’ (problem-solving) Explainers

o 1 hero image (size 1600 x 648px in jpg format) o 2 short videos, 1 x approx. 30 seconds introducing the problem, 1 x 1 min exploring

alternate methods for solving the problem o 2 holding images for the above videos (size 1008 x 567px in jpg format) o 1 holding image for video (size 1008 x 567px in jpg format) o 1 drag and drop activity showing the pros and cons discussed in the topic. The activity

requires 1 background image for desktop landscape (size TBC in jpg format), 1 background image for mobile portrait (size TBC in jpg format), and 10 png images to drag and drop per desktop/mobile.


o 1 printable pdf of 2 sides, explaining the problem and alternate methods in an infographic style.

Style of video

The video content should appeal to students in the 11-14 age range using the content

independently outside class.

Generally speaking ‘What is...’ Explainers should all be pitched at a level understandable to

most 11 year olds, ‘How to...’ Explainers may assume a slightly higher level of knowledge,

and ‘Think like’ Explainers may occasionally stretch 14 year olds.

Special thought should be given to how the videos can be made as accessible as possible to

learners with visual, hearing or cognitive impairments.

Videos should be concise, lively and imaginative, and should present the topics in a way that

is engaging to an 11-14 year old audience.


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The Bitesize Guide may be viewed on mobile, tablet or desktop and should be clear on all

platforms, so thought should be given to how it looks on smaller screen devices.

All video content should use the learning outcomes provided by Bitesize as their basis for

their scripts or story boards.

The videos should encourage multiple viewings and sharing with friends.

Each video should stand alone in its own right as an engaging piece of content but also should feel part of a connected suite.

Video content typically remains live on Bitesize for at least 4-5 years, so topical references should be avoided to ensure that the content does not date too quickly.

We are not looking for responses featuring established star names for the voice overs or any

people on screen – where professional artists are required rather than young people, up and

coming talent and 11-16 year olds would be preferred.

Bitesize will require final sign-off on any voices and on-screen talent

Rights should be secured in perpetuity. Any exceptions to this must be agreed with BBC in

advance of inclusion.

Where used, music should be production/mood music rather than commercial. Mathematics

has a special and deep link with music, for example the fundamental ratios of harmony and

rhythm, and we would welcome innovative approaches to the use of sound and music to

reinforce mathematical concepts.

Given the videos are being produced for the Bitesize 11-14 audience we tend to steer clear

of talking animals and inanimate objects in animations (which can ‘age-down’ content).

We are aiming for very short form formats where possible. Clarity is very important.

The video content should represent the diversity of the Bitesize audience. For example,

approximately 25% of school children today identify themselves as not being White British.

We celebrate our audience’s diversity in all its forms, and wish to represent a diversity of

ethnicities, genders and disabilities in our content. It is critical that pitching companies

demonstrate how they would cast diverse contributors.

For Bitesize 11-14 maths wherever the activity requires numbers or diagrams to be written

we are using whiteboards and markers as the basic medium instead of pencil and paper, as

they have proved clearer and more colourful on screen, and easier to combine with other

props, though cases for exceptions to this may be made.

Style of images

The hero images in the Guides should communicate a single, strong and memorable visual

representation of the concept in a What is, the activity in a How to, and the problem or

person in the Think like a mathematician Guides.

The style for Bitesize 11-14 hero imagery is to use real-life objects rather than graphics or

animations for the hero images in What is and How to Guides, with minimal use of overlaid

graphics.

For the Think like format this is more flexible and mixtures of photographic and animated

imagery are fine.


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Thought should be given to an appropriate hero image before development of the rest of

the video and image content, as it will be crucial to connecting the video and interactive

elements of the Guide into a conceptual whole.

The hero image should be simple, striking and intriguing.

In the How to Guides the hero image should include hands physically ‘doing’ the activity, to

help identify it as a hands-on ‘How to’.

The holding images throughout the Guide should continue the theme of the hero image, to

give the Guide a coherent visual narrative.

Budget

This commission is for video content and images. The maximum budget for the commission is

£120,000.

Please note we will also consider pitches for sub-sets of this commission for a lesser amount.

Look and feel - visual models

Each video should provide an engaging and succinct piece of content to support understanding and

stimulate thinking, and be appropriate for 11-14 year olds. There may be options for using on-screen

text or graphics creatively or other effects to underline learning points, in particular the reuse of a

consistent core set of visual models of maths (e.g. array, comparison, double-bar model and bar

chart) described in the appendix. References for these can be provided and agreed as part of the

final commission.

The core set of visual ‘bar’ models will form a key element of the arithmetical (as opposed to more

traditionally geometrical) topics. Though we will not expect pitching companies to be expert in these

models we will expect the company to show how they will source consultant expertise to advise on

best practice in using these models to visualise mathematical concepts in video.

For a basic background on the models please see this BBC article

http://www.bbc.co.uk/skillswise/0/24925787 and this guide from the National Centre of Excellence

in Teaching Mathematics: https://www.ncetm.org.uk/resources/44565 . Please note the BBC has

developed interactive graphical versions of these bar models as well as an ‘array’ model and we

would aim to reflect the graphical style of these in the videos.

Rather than start with textual content and find suitable visuals, we are keen for this commission to

use the Concrete-Pictorial-Abstract (CPA) approach - finding meaningful images to start with, and

add text if and when required. For a basic introduction to CPA as used in many schools please see

the Maths No Problem website: http://www.mathsnoproblem.co.uk/concrete-pictorial-abstract .

http://www.bbc.co.uk/skillswise/0/24925787

https://www.ncetm.org.uk/resources/44565

http://www.mathsnoproblem.co.uk/concrete-pictorial-abstract


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Curriculum mapping

We have provided a provisional list of topics for the videos (see appendix) for the purposes of

preparing a pitch.

Please note the content may be used by students across the UK, so for curricular descriptions of

outcomes see national curricular documents for England, Northern Ireland, Scotland and Wales. We

will aim to select topics that are relevant to students in all four nations and all curricula.

Education consultant

The commissioned company will need to work with and contract an educational

specialist/consultant, who will be involved throughout the process to ensure all learning objectives

are covered and content is accurate and relevant. All content (i.e. video concept, any initial script (if

applicable), final script, rough cut stages, fine cut etc) will need to be reviewed by the consultant

before it is sent to us.

We would expect an indication of how you will source a suitable educational consultant as part of

the pitch. Because the commission will involve use of visual models based partly on the ‘Singapore

bar modelling’ approach now being widely adopted in UK schools, the educational consultant should

be familiar with this approach.

Separately the BBC will employ our own consultant to assist us in reviewing deliveries, but we would

expect all content to have been reviewed by a named consultant prior to delivery.

Some key pedagogical principles

- Encouraging thinking: though Bitesize 11-14 content will sometimes literally ‘explain’ topics

via verbal narrative, our aim is to encourage learners’ own new mental narratives, for

instance when showing striking images, leaving space without voiceover or text to enable

users to ‘think’ about them, or by leaving questions unanswered or apparent contradictions

unresolved initially, to establish cognitive tension and stimulate thinking.

- Familiar, emotionally meaningful: Include the everyday as a reference e.g. maths you can

see at home, language of familiar situations, to trigger deep and enduring ‘life-embedded’

associations, in particular use the body as a common reference (hands drawing, physical

enactment, sensory experience).

- Connect: Make connections, e.g. consistent representations, including across subjects (e.g.

etymology, numbers), and with previous/more advanced concepts, create opportunities for

learner to make connections (e.g. visuals without voiceover encouraging internal narrative).

In particular through consistent use of core mathematical models: comparison bars, array,

double-number bar, bar chart, as well as core scientific models: waves, cells, atoms. [The


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BBC will provide details of these, so that they appear consistent across subjects and other

current and future commissions.]

- Useful: Include people actually using the maths/English/science skills for a purpose (e.g.

percentage discount shopping , science for nutrition, speaking to persuade someone,), i.e.

not JUST for academic exams, both in preparation for vocational routes and to make the

learning feel ‘real’ and purposeful for all.

Storyboards and scripts For this project, which emphasises clear visual imagery over text or verbal narrative, and includes the production of a slideshow in the How to videos, we see storyboards as crucial to linking the video to the slideshow images and the wider Guide. Your pitch should include time and resources in your proposed production schedule for producing detailed storyboards and scripts (where appropriate) for each of the videos above. Bitesize requires full consultation during the scripting/storyboarding process, including the viewing

of drafts to ensure scripts hit the learning points, and full sign-off on completed storyboards and

scripts before any shooting.

Deliverables

Final videos in electronic format HD (a technical specification will be provided), both

compressed and uncompressed. Uncompressed audio provided in multiple channels.

Images in the formats specced including any source files with any graphical or text elements

in separate layers

Any graphics in suitable source graphics file formats

XML transcripts for subtitles (template will be provided).

Post-production paperwork (template will be provided).

All content should be cleared for all rights in perpetuity. Any exceptions to this must be agreed with

BBC in advance of inclusion. This commission will be based on a framework 2 contract. This link

provides further information:

http://www.bbc.co.uk/commissioning/online/articles/how-we-work#framework

http://www.bbc.co.uk/commissioning/online/articles/how-we-work#framework


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Working together

Who’s responsible for what? You will be responsible for:

project management and production of deliverables to agreed deadline and budget

chairing regular production meetings and communicating project plans and status

quality assurance of content (in cooperation with the specified educational consultant)

We will be responsible for:

sharing project documentation from the wider suite of Bitesize content if available

collaboration throughout the production and delivery

sign-off on the following: storyboards/initial concepts, look and feel, scripts, essential cast

members including young people, voice-casting, music, sounds effects, graphics, animation,

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 audience

The BBC Learning team Rebekka Campbell – Editor, Bitesize 5-14

Michael Rumbelow – Producer, Bitesize

Tanya Smith – Assistant Producer, Bitesize

Gillian Donovan, Researcher, Bitesize

Sandra Budin – Production Manager

Schedule/project management Key milestones such as casting, storyboard sign-off points etc should be identified on the

schedule.

Final delivery for the project is 8th February 2017

We expect an initial batch of 20 finalised explainer guide assets to be delivered in

December so that we can start publishing them in January while production of the remaining

Guides continues

Bitesize production follows an iterative development process so the schedule should allow

for at least 2 iterations on drafts of storyboards etc, and allow for a small first batch to test

the processes and formats.

Bitesize uses a project management system called ‘Jira’ to manage production. We would

arrange access to Jira for the company awarded the commission and would expect them to

use the system to manage deliveries and communication around Jira tickets.

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 which states

the following:


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If you fail or are due to fail to deliver a Deliverable (or any part thereof) due at any stage specified in Schedule 2

for any reason not directly and solely attributable to the BBC, the BBC shall (without prejudice to any other

rights or remedies available to the BBC under this Agreement or at law) be entitled to terminate this

Agreement

Should this situation arise and the BBC is forced to terminate, the BBC would only be liable to you for

anything delivered prior to termination. For this reason we would ask that you give timeframes and

deliver the highest priority.

The process

Your proposal Proposals should be provided as either MS Word documents or PDFs. They should be a maximum of

15 pages long, and submitted to Tanya Smith, Assistant Producer, Bitesize at

[email protected].

Please include the following 3 creative treatments in your proposal:

i) Treatment for a 1 minute vocational case study video and hero image for a ‘What is’ Guide: “What is algebra?” - including a strong ‘real life object’ image to represent the concept in the hero image of the Guide, and a treatment for a ‘case study’ video of someone who applies algebra in a vocational context

ii) Treatment for a 1-minute video and slideshow image assets for a ‘How to’ Guide: “How to add and subtract fractions”- including a treatment for a first-person point of view step-by-step how to video and storyboard for the step-by-step image slideshow. This video should include representations of the visual bar model.

iii) Treatment for video of a mathematical problem for a ‘Think like’ Guide and 3 alternate solutions. The problem should be one that: a. can be presented in short-form video visually, i.e. does not rely purely on text b. stimulates higher level thinking and problem-solving skills c. is engaging to the 11-14 audience d. is solvable in more than one way, so the alternate methods can be compared

Your editorial experience

Specific maths experience is not a prerequisite (although clearly would be useful) – what we’re looking for are creative and engaging solutions to bridging knowledge gaps. We would expect you to be able to source a suitable educational consultant to advise on the maths.

Experience of delivering to BBC Learning is not a prerequisite, but an understanding of the

educational needs of Bitesize’s UK 11-14 year-old audience is.

Companies should have experience of delivering engaging content for young people, ideally

including short-form video content.

Resourcing

Please define your project team within your response– including an indication of core staff members

and freelance support. Please outline any talent, including – writer, director, subject matter

experts/consultants etc. Please allow time in your schedule for BBC reviews.

mailto:[email protected]


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Budget The maximum budget for this content is £120,000. Please provide a budget breakdown to show how

you intend to cost the project. Payment schedule to be agreed upon award of contract.

Though exact milestones will be agreed at the contracting stage, and will include a first batch of

finalised deliverables in December as described above, typical payment on a project of this size

might be:

5% on signature

20% on script sign off

20% on first day of principle photography / production

25% on sign off of rough cuts

15% on sign off of fine cuts

15% on full delivery

Deliverable list for your proposal

Company overview

Project overview/plan

Creative solutions to the three types of Explainer videos listed

Resourcing

Proposed approach to (a) engaging a suitable educational consultant, and (b) gathering

feedback from the Bitesize 11-14 audience during production, to ensure the content is

suitable for our audience

Technical / production / project management approach

How you would ensure diversity

Budget

Schedule

If you have any questions about the proposal or the project, please contact Tanya Smith on the

email above.

For any general questions about the project, rather than those specific to

your own approach, we will distribute a summary of the questions and our

responses to all companies pitching who have expressed an interest

directly.


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Key dates

Brief published 12th July 2017

Deadline for questions 24th July 2017

Response to questions 31st July 2017

Deadline for proposal submission 15th August 2017 (by 8.00am)

Face-to-face pitch 6th September 2017

Notification of Contract Award 8th September 2017

Kick-off meeting 18th September 2017

First delivery (20 guides) 13th December

Final delivery (30 guides) 8th February 2017

Selection

The BBC will use the following standard criteria to evaluate the proposals submitted:

quality of the idea proposed – originality / suitability for Bitesize audience

ability to meet editorial and educational requirements, including a plan for sourcing an educational consultant and for gathering feedback from the Bitesize 11-14 audience during production

ability to ensure diversity

pricing / value for money

project management / production plan

core staff experience

prior experience of company

presentation of response

Any queries on this commission should be emailed to Tanya Smith

(Tanya [email protected]). Please email Tanya to express an interest so we can

inform you directly of any updates.

mailto:[email protected]


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Appendix A – proposed explainer topics and formats (subject to change)

How to…

1 visualise an arithmetic sequence

2 write algebraic notation

3 Work out the gradient of a straight line

4 hear a geometric sequence

5 solve algebraic equations

6 simplify algebraic expressions.

7 plot coordinates

8 multiply over a bracket in algebra

9 model real-life situations with formulas and graphs

10 model real-life situations with algebra

11 find the next term in a sequence

12 draw a line graph of an equation y = mx + c

13 draw a graph of an algebraic function (visualise?)

14 collect like terms in algebra.

15 solve simultaneous equations by algebra

16 solve simultaneous equations with graphs

17 visualise subtraction on a bar model

18 visualise multiplication with an array

19 use the Singapore bar method to model and solve problems

20 use BODMAS to do sums in the right order

21 multiply with pen and paper using the array method

22 multiply quickly in your head. (2 digit numbers)

23 multiply fractions.

24 find the factors of a number

25 estimate before you calculate.

26 divide with pen and paper using the array method

27 divide fractions.

28 convert between fractions and decimals

29 add and subtract fractions.


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30 visualise division with an array

What is…?

31 algebra?

32 an equation?

33 Singapore bar modelling?

34 place value?

35 estimating?

36 addition?

37 a prime?

38 a number line?

39 a factor?

40 square and cube numbers?

41 a common factor?

42 a parabola?

Think like a mathematician…..

43 Profile: Reidun Twarock (the geometry of viruses)

44

Profile: Sophie Germain (Chladni figures and Fermat’s last

theorem)

45 Profile: Pythagoras and the cosmic music of the spheres

46 Profile: Al Kwarizmi the inventor of algebra

47-

50 4 x problem solving explainer Guides (titles TBC)


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APPENDIX B – 11-14 Bitesize audience insights

Summary of insights from research, focus groups and school visits

In the new KS3 maths curriculum there is an emphasis on higher-level problem solving and reasoning skills. Though there is some new GCSE Bitesize content on this, there is currently nothing at KS3. The focus group recommended prioritising new content on reasoning skills. In the Scottish curriculum reasoning skills are even more emphasised throughout.

Many 11-14s continue to struggle with basics such as place value, which can prevent them from progressing onto understanding higher concepts.

Modelling thinking visually, following a Concrete-Pictorial-Abstract approach is a sound principle for introducing abstract concepts. Poor teaching often starts with the pure abstract (one teacher mentioned as an example starting with a mnemonic such as ‘SOHCAHTOA’ for trigonometry without introducing the underlying concepts first.)

At 11-14 algebra is introduced and is a considerable conceptual challenge to many learners. For some learners it is the ‘last straw’ of abstraction that breaks their confidence in maths. The focus groups recommended prioritising algebra, and making use of visual aids such as ‘algebra tiles’ (similar to the current array interactive) to build confidence.

Ratio and proportion are fundamental concepts for much of maths, including algebra. The focus groups recommended prioritising proportional thinking and ratio.

There is a growing interest in using ‘CPA’ visual models such as the Singapore bar, as a general tool for modelling, thinking and talking about problems.

There is an emphasis in the new curriculum on oracy, speaking about maths and being able to discuss problems and articulate thinking verbally.

Rote teaching to the test that sometimes happens in upper primary for revision for SATs can be counter-productive in terms of deeper conceptual understanding. Year 7s often arrive in secondary not having had much space to ‘learn’ (as oppose to revise) for a year or more.

At KS4 teachers say there is sometimes a similar pressure to get students to ‘scrape a C’ in maths by rote teaching answers to questions. However exam regulators are becoming increasingly alert to this and are encouraging problems to be set in GCSEs that require deeper reasoning skills and understanding and draw on multiple topics.

Real-life applications of maths, and real people using it, can be very motivating and helpful both to ‘make sense’ of abstract concepts, as well as show a greater adult purpose for learning maths. Similarly familiar cultural touchstones can make good starting points. Another value of using ‘real life’ scenarios is that they tend to be ‘messy’ mathematically,

i.e. not neat figures, which again reinforces thinking skills such as sensible rounding.

Successful maths teaching involves gradually devolving responsibility for modelling and creative problem-solving to learners. E.g. first showing a pre-made model of a maths


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solution, then gradually getting students to adjust a single variable, eventually getting them to create the model from scratch, then getting them to choose which model to use as well.

There are significant cross curricular opportunities to apply maths, especially in Science, however currently the levels are often mismatched, for example students are expected to know equations and standard form earlier in Science than they have usually done them in maths, which can exacerbate low confidence in both subjects.

Making connections within and outwith maths is crucial to learning and lacking in many current resources

Step by step solutions and proofs are an important tradition in maths and good practice, with a view to students being able to create their own step by step solutions and logical proofs eventually

Actually ‘doing’ maths, lots of practice in different scenarios, is key.

Summary of audience research into perceptions of maths Below are extracts from the Ofsted report ‘Key Stage 3: The Wasted Years?’ published in September 2015: Summary

In 2013/4 Ofsted reported that primary schools had continued to improve but the

performance of secondary schools had stalled. Often the transition from primary to secondary school was poorly handled and gains made by pupils at primary school were not embedded and developed at Key Stage 3.

1 in 5 of the routine inspections analysed (from total of 1600) highlighted slow progress made in English and maths and the lack of challenge for the most able pupils.

Teaching failed to challenge and engage pupils due to the lack of priority given to Key Stage 3 by many secondary school leaders.

Half of the pupils surveyed (from total of 10,942 questionnaires) said homework never, or

only some of the time helped them to make progress. Inspectors found that homework did

not consolidate or extend pupils’ learning.

Key findings

During KS3 developing pupils’ literacy skills is a high priority in many schools. This same

level of priority is not evident for numeracy.

- Two fifths of curriculum time was allocated to core subjects (English, Maths). But

improvements in literacy nearly three times more than numeracy.

- 1 in 5 said that the development of pupils’ numeracy skills was much weaker than the

development of literacy skills.

There is often a lack of challenge for the most able in Key Stage 3.

- Maths was the area of most concern, as reflected in the comments from the Year 7 pupils

below:

‘I find the maths that I do doesn’t challenge me at all. It is too easy.’

‘In maths I did Level 6 so some of the work is much easier than primary was...’


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‘I sometimes find the maths easy and can do it really quickly, then I don’t have anything to

do.’

‘Maths – I don’t think they know what we did in primary, so we just do it again.’

‘I find maths 10x easier than I did in primary.’

‘Lower secondary school students’ attitudes to mathematics: Evidence from a large-scale survey in England’ conducted by academics from King’s College London and University of Durham, published in November 2009.

Survey of 11-14 years olds’ understandings of algebra and multiplicative reasoning in

England using three tests of mathematical understanding and an attitudes questionnaire.

Tests were administered to a sample of approximately 3000 students across Key Stage 3

(KS3) from 10 schools and approximately 90 classes.

Attitude, attainment and participation

In England, too few students choose to continue studying mathematics once it ceases to be compulsory. Students stop studying mathematics because: They experience it as difficult, abstract, boring and irrelevant (Osborne et al. 1997). Students’ attainment and attitudes are strongly inter-related. Even relatively successful students perceive that they have failed at the subject. They lack confidence in their ability to cope with it at more advanced levels, especially in

comparison to the perceived ‘clever core’ of fellow-students. When pressed about the reasons for their feelings of failure, students suggest that they do not

understand parts of what they have been taught and point to the predominance of routine and formal work on algebra and multiplicative reasoning (Nardi and Steward 2003).

These perceptions of failure appear to be strongly linked to ideologies of ‘ability stereotyping’ (Ruthven 1987) and ability grouping (Boaler, Wiliam and Brown 2000).

Girls’ attitudes to mathematics tend to be more negative than boys.


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What do we know about the 11-14 audience?

Childwise monitor report (2016)

2097 children between the ages of 5 and 16 were interviewed.

Summary

The Childwise monitor report has found a landmark change in behaviour in that children are now

spending more time online (3hours) than watching TV (2.1 hours). Here’s a summary of headlines

covering the key areas of the report, in relation to the 11-14 audience.

Internet

For the first year, children are spending more time online than they are watching TV.

At 11, children have more freedom online and are using the internet for more than three hours a day, this steadily rises to almost 5 hours at 15-16.

Main reason for going online is watching video clips – 3 in 4 boys age 11-14 watch video online.

Listening to music online also rises at this age – 4 in 5 teenage girls.

Youtube

Youtube is most popular website overall with children, peaking in popularity amongst a third (33%) of 11-12s.

50% of 11-12 year olds watch vlogs (57% of girls).

‘How to’ videos – a third of 11-16s watch them.

Zoella (fashion and beauty), Joe Sugg (pranks and challenges) and KSi (video game

commentaries) are most popular vloggers.

Comedy Youtubers are chosen as favourite vloggers by 24% of 11-14s.

Social Networking

7 in 10 teenagers use Instagram.

Facebook’s popularity rises significantly with 11 year olds and over.

Snapchat use increases with age – 4 in 5 teenage girls use it.

3 in 10 over 11s use video sharing network vine.

Gaming


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11- 12 year old boys are the heaviest game players spending three hours a day playing their consoles.

Minecraft popularity drops to 10% for 11 year olds.

31% of boys age 11-12 play Grand Theft Auto.

Fifa is very popular with boys – 37% of 13-14 year old boys play it.

Popular games with girls are Crossy Road and The Sims.

TV

Children watch TV on average 2.1 hours a day.

TV viewing falls off from a peak at age 5-8. But, picks up again among teenage girls.

Watching TV via a mobile phone increases up to age 11, peaking at 34% of 11-14 year olds.

From age 11 upwards, their choices are predominantly adult / youth programming, sitcoms, reality, drama, soaps and cult / sci-fi.

Cartoons (Adventure Time, Spongebob, Southpark etc) are the most popular type of TV programme for 11-12 year old boys.

Sport (MOTD, Sky Sports) is the most popular type of programme amongst 13-14 year old boys.

Reality (Kardashians, Dance moms) is most popular type of programme for 11-12 year old girls.

Drama (Pretty Little Liars, Once Upon a Time) is most popular type of programme for 13-14 year old girls.

Music

Eminem is top music artists amongst older boys.

Ed Sheeran is top music artist amongst older girls.

21% of boys this age picked a hip hop or grime artist as their favourite.

Girls’ interest in pop music is waning with 31% choosing a pop artist as their favourite, 14% chose rock music, 12% chose R&B.

Reading

Very few teens buy or read magazines –main reasons for not doing so are that they dislike

the content and tone, preferring to use other technology and not being willing to pay for

them.

Fewer children (7-16s) visit the cinema at least monthly than in 2011.

3 in 5 children read paper books, almost half do so on an electronic device.

17% of 11-12 year olds buy books.

Cinema

Paper Towns is the most popular film for girls age 11-16.

Fast and Furious 7 is most popular with boys age 11-16.

The Maze Runner appeals to both genders (3% boys and 2% girls).

http://www.imdb.com/title/tt3622592/

http://www.imdb.com/title/tt1790864/


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From age 10 the popularity of children’s films drop, when their popularity is replaced by Sci-

Fi / Fantasy, Action, Comedy and others.

Comedy is a consistent genre across genders and ages.

Money

The legal age that a child can have a part-time job is 13.

11-12 year olds get £8.50 a week on average, which almost doubles to £14.10 at age 13-14.

11-16s buy clothes the most (53%) particularly girls (69%), followed by sweets and

chocolate, crisps and snacks, soft drinks and going out.

Other than soft drinks, crisps, sweets, computer games are bought the most by boys (44%).

Activities

95% of boys and 96 % of girls age 11-14 play sport.

7 in 10 11-14s do an out of school activity.

35% of 11-16 boys attend a sports club or play for a sports team.

17% of 11-16 girls have dance lessons.

Health and happiness

The vast majority of children say that they are happy most of the time, but at the start of secondary school, unhappiness begins to develop


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APPENDIX C – Visual Models

Please note the block-based models below are based on interactive models developed by

BBC Bitesize, which are based on similar principles as several ‘physical’ and visual

models used in classrooms and known by different names, including Dienes blocks,

multilink, Unifix, Numicon, double number lines, Cuisenaire rods, ‘Singapore bar models’

etc. The names and categories used here are not definitive and may overlap, and the

ability of a given model to express given concepts is flexible in the hands and perception

of the user.


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Examples of visual models used to visualise various maths concepts:


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APPENDIX D - Delivery specifications

BBC LEARNING CONTENT DELIVERY

You will deliver all video content in accordance with the following:

Video content style guide

Short titles or opening idents (max 5 seconds) are acceptable.

There should be no credits either at the beginning or at the end of the videos.

Each video should fade in from black and then fade down to black at the end of the clip. A 3 second fade is the advisable length.

There should be no branding during the video in terms of logos on screen.

As videos are often used as stand-alone pieces idents should ideally be added to the videos so that the user has all the relevant information in the video (people, places, dates, instructions etc.) Where this isn’t possible the information should be given in the metadata. However, there shouldn’t be an overload of on screen information that will the distract the user from the content of the clip (extra information can form part of the description alongside the videos if needs be)


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The 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 For app use content should be encoded for MPEG Dash (for Android) and HLS (for iOS).

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.

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

https://www.digitalproductionpartnership.co.uk/what-we-do/technical-standards/programme-delivery-standards/

https://www.digitalproductionpartnership.co.uk/what-we-do/technical-standards/programme-delivery-standards/


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*Please ensure that all stills have been cleared for use online in perpetuity.*

To deliver two x 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.

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.

http://www.bbc.co.uk/developer/theplatform.html

http://www.bbc.co.uk/guidelines/futuremedia/accessibility/

http://bbc.github.io/subtitle-guidelines/

http://bbc.github.io/subtitle-guidelines/

bbc bitesize 11-14 maths – video and image assets...

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