bbc bitesize 11-14 science – explainers...

BBC Bitesize 11-14 Science – Explainers Brief

BBC Learning

July 2017

BBC Bitesize: Bitesize 11-14 Video Brief

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Document amended on 27th July 2017 in response to questions:

Page 8 – Format for ‘Think like a Scientist’, addition in parentheses to fourth sub-bullet point:

clarifying that the two discussion videos are excluded

Page 15 – Third creative treatment (iii): removal of requirement for second, discussion storyboard

for Think like part of proposal

Page 16 – Proposal delivery, additional fifth bullet point to include approach to sourcing educational

consultant and audience feedback

Page 17 – Selection criteria, addition to second bullet point to include approach to sourcing

educational consultant and audience feedback


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Contents

Summary of brief 2

About BBC Bitesize 3

Who is the BBC Bitesize audience? 3

Style, tone and the Bitesize 11-14 brand 3

Look and feel 9

Requirements 9

Education consultant 9

General points 9

Storyboards and scripts 10

Deliverables 11

Working together 12

Who’s responsible for what? 12

The BBC Learning team 12

Schedule/project management 12

The process 14

Your proposal 14

Resourcing 14

Budget 15

Proposal deliverable list 15

Key dates 15

Selection criteria 16

Appendix A - Explainer topics and formats

Appendix B - 11-14 Bitesize audience insights

Appendix C - Delivery specifications


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Please note: if you would be interested in being updated about this invitation

to pitch, please email [email protected] to express your interest,

so we can email you directly with any updates.

Summary of brief:

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

Budget: £130,000

To deliver by 2nd February 2018

Including a total of 50 x ~1 minute videos, one per Guide.

o Of these 50 videos [please note all figures to be confirmed at contracting stage]:

30 will be authentic case studies of people who apply Science in real-life

contexts, e.g. vocational (NB varieties of contexts, not just lab scientists)

5 will be explanations of more abstract concepts that don’t lend themselves

to real-life contexts, where the approach is more open

10 will be first-person point-of-view ‘How to’ video Guides to doing an

experiment, designed to facilitate and encourage learners to do the

experiment themselves at home

5 will be telling stories of higher-level scientific ‘thought problems’ or

historical or contemporary scientific thinkers and breakthroughs

1 ‘hero’ image, 4 holding images and 10 slideshow images per Guide, usually based on

shots from the video to give a coherent look and feel to the Guide.

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

mobile/desktop, with 1 drag and drop per Guide (NB image assets only required – the drag

and drop activity itself will be built in-house by BBC on our Content Production System)

1 promo thumbnail image per Guide

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

engaging ‘photo-story’ A4 format

mailto:[email protected]


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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. Bitesize covers core subjects

including maths, English and Science at primary, Scottish 1st and 2nd levels, and at KS3, Scottish 3rd

and 4th level, and a much 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 learning needs of our audience

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

• Inclusive: accessible to every level of academic ability

• Factually correct, high-quality and curriculum-relevant

• Simple, straightforward language

• Quirky, fun, irreverent approaches where appropriate

• Innovative and distinctive educational media formats

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).

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

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

We are also introducing 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


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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:

An initial intro step with an image and title

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

For examples of the layout a pilot ‘How to’ Explainer Guide, see:

- How to make CO2 http://www.bbc.co.uk/guides/zw7hdxs

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

The user journeys below are just for guidance. Video steps involving children’s responses marked with an X are NOT included in this commission, and will be added later:

http://www.bbc.co.uk/guides/zw7hdxs


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This commission of video and image content for 11-14 Science Explainers

This commission will focus on the videos and image assets required for each Science Explainer for the new Bitesize 11-14 product. The videos will feature a key strong visual image, ideally a real-life object or scene which illustrates the concept. This will be a key part of each guide and will be used as a theme for assets for the hero image, connection images, slideshows and interactives.

We are aiming for a strong coherence between videos and the rest of the images in the Guide.

Most Guides will also feature a graphical ‘visual model’ of the concept e.g. molecules, cells, which should help connect the real-life image with the abstract concept by provising a bridging iconic graphical image: https://eic.rsc.org/section/feature/representing-molecular-behaviour/2000109.article

We require static images taken from video content as part of the deliverables. Static images will be supplied in jpg or png format and sized as specified by the Bitesize team.

The video content we would like to commission is for 50 new Science Explainer Guides (see Appendix A for details of titles):

35 ‘What is…’ Explainers, each including:-

1 hero image

1 connection image

1 video

1 video holding image

1 interactive graphic background image

1 interactive graphic holding image

1 promo image:

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 the guide and be memorable

and meaningful to the audience. It could be based on a still from the video,

capturing a key moment or a real-life image that relates to the topic. The hero could

include a transferable model such as a pictorial representation of a molecular

structure or chemical reaction. The transferable model on its own is not acceptable

– the visual model should help bridge from real life wherever possible.

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

transferable model on a transparent background.

o 1 ‘case study’ video (1 minute approx.), showing authentic use or uses of the

concept in real-life context(s), with the aim of connecting it with learners’ everyday

life experience, interests and emotions. Please note there will be non-video content

https://eic.rsc.org/section/feature/representing-molecular-behaviour/2000109.article

https://eic.rsc.org/section/feature/representing-molecular-behaviour/2000109.article


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in the clickable elements of the Explainers ‘explaining’ the topics (NB these elements

are outside the scope of this commission), so the role of video is more illustrative of

authentic context, than explanatory. The contributors should be authentic, i.e. NOT

scripted actors, and should use language natural to them.

For a few topics (5 approximately, to be agreed at final commissioning stage) where

the topic is more abstract by nature (eg ‘the periodic table’) and everyday

applications less common, INSTEAD of a real-life application case study we require 1

video (up to 1 minute approx.) ‘explaining’ the concept explicitly. For example for

more abstract concepts, e.g. “What is the periodic table?” may be more suited to an

explicit video/animated explanation. The topics requiring these videos will be agreed

at the final commissioning stage.

1 ‘interactive graphic’ background (size 1008 x 567px in jpg format) that reflects

the audience experiencing the topic in some way using their senses. 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. For example, the labels

might be ‘Touch’, ‘Smell’, ‘Hear’ in order to illustrate the topic in the real world. The

image would be of (a) an observer (b) a visual of the concept, which may be literal

e.g. from real life video or if more abstract concept may be of model (e.g. periodic

table). 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. Please

note this is just a background image the contents of the pop-up elements are not

part of this commission.

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

background above. This should be a combination of the strong visual image, the

transferable model, and an observer’s face.

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.

10 ‘How to…’ Explainers, each including:-

1 hero image

1 video

1 video holding image

10 slideshow images

1 promo image

1 pdf


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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 the ‘step by step’ video both in content and colours. It can be based on a still from the video but must be sufficient quality to use at the size and aspect ratio specified so is preferably specially shot and composed to take account of the titling that will appear in front of it. The image should include some or all of the equipment used in the experiment and hands interacting with the equipment.

o 1 clear step-by-step video (approx. 1 minute) showing how to do an experiment. Please note there is no requirement for a high-profile presenter, the video should be from first-person point of view wherever feasible, and may or may not require voiceover. The aim is to enable the learner to follow the steps to do the experiment as easily as possible, whilst giving them some insights into what is happening from a scientific point of view. This is likely to involve the use of the key ‘transferable visual models’ such as graphical molecules, waves etc which can make the connection visually with other Guides. We would welcome ideas for exact formats in pitches.

o 1 video holding image (size 1008 x 567px in jpg format) that reflects the video content. 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 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 science of the activity.



5 ‘Think like a scientist:…’ Explainers, each including:- 1 hero image 1 video 1 video holding image 1 Drag and drop including 1 desktop image plus 8 drag & drop assets and 1 portrait image plus 8 drag and drop assets 1 promo image

1 printable pdf

1 hero image (size 1600 x 648px in jpg format) with striking visual image of concept/topic. The image should reflect the content of the video both in content and colours. It can be a still from the video or composed using assets from the video but must be sufficient quality to


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be used at the size specified. Please note the hero image appears cropped to a central square on mobile.

1 short video which models higher-level thinking. These explainers will be one of the following three types:

o (a) debating a controversial question Science can inform (e.g. “Should fizzy drinks be banned for under 18s?”)

o (b) analysing the thinking of a significant historical scientist (e.g. “Was Dalton’s atomic theory wrong?”)

o (c) an intriguing scientific question or natural phenomenon that Scientific thinking can illuminate (e.g. “Why can you see lightning before you hear it?”)

o The format of each ‘Think like a scientist:…’ Explainer video is flexible according to the topic, but is likely to include a short video (approx. 30 seconds framing the question, plus 2 short videos (not part of this commission) exploring the topic and/or people’s differing opinions about it. For example for (a) above it may consist of:

1 short video (approx. 30 seconds) framing the question or issue or topic

1 ‘Drag and drop’ activity showing the pros and cons discussed in the topic. The activity requires 1 background image for desktop landscape (size 976 x 596px in jpg format), 1 background image for mobile portrait (size 1024 x 1024px overall but varies on devices – safe area is 547 x 976px in jpg format), and 8 png images to drag and drop per desktop/mobile. ‘Drag and drop’ drag and drop assets should be sized to suit desktop and mobile activities as transparent png.



The 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 some ‘Think

like..’ format may stretch 13-14 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.


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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 accessing the content independently outside school.

Budget

The maximum budget for the commission is £130,000.

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

Look and feel

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 science and maths (e.g. waves, atoms, or speed/time

graphical bar models). References for these can be provided and agreed as part of the final

commission.

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

find meaningful images to start with, and add text if and when required.

Requirements

To allow you to work up your solution in relation to this commission, we have provided detail (see

appendix) on the draft video topics.

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

You will need to work with and contract an educational specialist/consultant for each subject area,

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.

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

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


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General 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 by 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.

- Bitesize ‘hook’ image: Include a memorable visual example/image

- Familiar, emotionally meaningful: Include the everyday as a reference (e.g. Science 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, senses)

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

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

the learner to make connections (e.g. visuals without v/o encouraging internal narrative and

vice versa). In particular through consistent use of core scientific models: waves, cells,

atoms. [The 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 Science skills for a purpose (e.g. Science for

nutrition, speaking to persuade someone, percentage discount shopping), i.e. not JUST for

academic exams, to prep for vocational route and make the learning feel real and purposeful

for all

General principles for video

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

people on screen - 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


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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.

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 several iterations 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 as specced above plus suitable source files with separate layers for any graphics and

text

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: storylines/initial concepts, look and feel, scripts, essential cast

members, voice-casting, music, sounds effects, graphics, 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

Shane Eldershaw – Assistant Producer, Bitesize

Richard Chadwick – 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 2nd February 2017

We expect an initial batch of 20 finalised explainer guide assets to be delivered on 8th

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.


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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:

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

delivery the highest priority.


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The process

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

15 pages long. Please submit proposals to Shane Eldershaw, Assistant Producer, Bitesize at

[email protected]

Please include the following 3 creative treatments in your proposal:

i) What are cells? (using the What is? Guide format – hero image, hero connection image, interactive graphic image, storyboard for 1 minute video)

ii) How to make a model cell (story board for 1 minute video)

iii) Think like a scientist: renewable energy - are renewables truly renewable? (hero image, story board for 1 minute video framing the question, drag and drop images)

For the What is we would expect to see a treatment including:

- A strong hero image that relates to the guide content

- A story board for the video, showing someone using the concept in a real-life vocational

context

- The strong real-life visual image relating to this context that you feel illustrates the concept

- An brief outline of the image for the interactive graphic

For the How to we would expect to see a treatment including:

- A story board for a first-person point of view video

For the Think like we would expect to see a treatment including:

- A story board for the video

- A brief outline and visual that would be delivered for a simple drag and drop activity, e.g.

sorting the evidence for or against

If there are any general questions about the project, rather than those specific to your own

approach, we will distribute responses to all companies pitching.

Science experience is not a prerequisite (although clearly would be useful) – what we’re looking for are creative and engaging solutions to bridging knowledge gaps.

Learning experience is not a prerequisite, but a thorough understanding of the needs of the

Bitesize audience and a clear approach to addressing those needs are expected.

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

including short-form content.

mailto:[email protected]


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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 of talent and

contributors.

Budget

The maximum budget for this content is £130,000. Please provide a budget breakdown to show how

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

payment might be:

5% on signature

20% on script sign off

20% on first day of principle photography / prod

25% on sign off of rough cuts

15% on sign off of fine cuts

15% on full delivery

Proposal deliverable list

Company overview

Project overview/storyline

Creative solutions to the two 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

How you would ensure diversity in the content

Technical / production / project management approach

Budget

Schedule

Key dates

Brief published 12 July 2017

Deadline for questions 21 July 2017

Response to questions 27 July 2017

Deadline for proposal submission 7 August 2017 (by 8.00am)


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Face-to-face pitch 17 August 2017 (Salford)

Notification of Contract Award 7 September 2017 (followed

shortly by kick-off meeting)

Completed assets for 20 explainer guides 8 December 2017

Final delivery 2 February 2018

Selection

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

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

ability to meet editorial requirements, including a plan for sourcing an educational

consultant and for gathering feedback from the Bitesize 11-14 audience during production

pricing / value for money

ability to ensure diversity

project management / production plan

core staff experience

prior experience of company

presentation of response

Any queries on this commission should be emailed to Shane Eldershaw

([email protected])


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Appendix A - Explainer topics and formats

What is…

Biology (x 23) – all topics draft subject to change

What are cells?

What are the differences between animal and plant cells?

What are specialised cells? What is diffusion? What are the organs of the human body? What are the organs of a plant? What is a healthy diet? What is protein? What are lipids, oils and fats? What are carbohydrates? What are vitamins? What is dietary fibre? What is energy? What is food energy? What is malnutrition? What is the structure of a leaf? What is photosynthesis? What is DNA? What is variation? What is natural selection? What is obesity? What is digestion? What is poo? What is bacteria? PHYSICS: (x 12) What are days, seasons and years? What are tides? What are planets and the solar system? What is the moon? What is the sun? What are stars? What are forces? What is gravity? What is magnetism? What is pressure? What is pressure in liquids? What is upthrust?


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HOW TO… Biology (x 4) How to make a model cell. How to observe cells under the microscope. How to model digestion using tights. How to measure your lung capacity. Physics (x 6) How to show the difference between force and pressure. How to show that the upthrust equals the weight of water displaced. How to explain forces. How to find the invisible force (magnetism) How to make a scale model of the sun and the earth. How to show air pressure exists in liquids.

Think like a scientist

(x 5) Is there a limit to how small can a magnet go? What came before the Big Bang? Will evolution end? Dorothy Hodgkin, penicillin and insulin Was Dalton’s particle model correct?


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APPENDIX B – 11-14 Bitesize audience insights

Summary of insights from research, focus groups and school visits

Science at 11-14 is a very large body of knowledge for students to learn, in England this has only increased with the new curriculum. There is often not enough time for students to study and really understand concepts with any depth, so their understanding can be shallow, ‘bitty’ and lack confidence

The three traditional academic subjects of Physics, Chemistry and Biology are often combined into Science at 11-14 in schools in England, apart from the top sets aiming to do triple Science at GCSE. In Scotland, there is even more cross-subject linking within Science, around 5 ‘big ideas’.

At the same time the three subjects are very different in nature. Biology consists of a large amount of essentially factual knowledge of living organisms, whereas Physics is much more mathematical, requiring deeper understanding of a few key fundamental conceptual models. The balance in Chemistry lies somewhere between the other two.

Biology is much more popular than Physics, with Chemistry in between. In a UK survey of 12-14 year olds, 43% said Biology was their favourite of the 3 Science subjects, vs 38% for Chemistry and 19% for Physics.

In all nations’ curricula there is an emphasis on higher-level ‘scientific thinking’ skills across all Science subjects, for example careful observation and recording, spotting potential bias in data, hypothesising, designing accurately repeatable experiments.

The new Bitesize Explainer Guides format will require significantly smaller packages of content than current longer text-heavy Study Guides up to 10 pages of scrolling content, which implies significantly more Explainer Guides to cover the same amount of content

Science requires extensive use of maths, and mathematical skills make up a dedicated part of the Science curriculum at 11-14, and in England over 20% of the marks at GCSE. However according to maths consultants there is a mismatch between skills expected in Science and levels of maths in the same year group, for example equations are introduced in Science before algebra is fully introduced in maths, similarly concepts such as Standard form and logarithmic scales such as pH are used early on in Science when maths teachers would not consider students to be confident in them.

There is an increasing and unmet demand for STEM (Science, Technology, Engineering and maths)-qualified employees in the UK. However there is a lack of information for 11-14s about the value of Science to their careers. Careers advice tends to kick in at 14-16 when it may be too late. The UK government is supporting several programmes such as Your Life and Futuremorph aimed at promoting STEM, which may offer fruitful opportunities for cross promotion with Bitesize

There is a strong gender skew in the UK STEM workforce, with less than 15% women. While girls’ numbers and performance exceeds or compares with boys in all Sciences at GCSE and in A-level Chemistry and Biology, only 21% of Physics A-level students are girls. Physics, Engineering, ICT and the skilled trades are Science-related areas where females are least represented. Women outnumber men significantly in medical professions.


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Students often struggle to see the relevance of Science, especially Physics, to their lives, and it can suffer from seeming a dry subject, restricted to laboratories not linked to the ‘real world’. Students would welcome resources that show the practical usefulness of Science, in everyday life and careers.

There are many opportunities for cross-curricular links to and from Science, for example with maths, English, history, languages (eg Latin/Greek terminology), art and design, RE, PE.

Audience research into perceptions of Science

These are extracts from research carried out by Sheffield Hallam university into UK 12-14 year olds

perceptions of Science, based on large scale survey and focus groups:

http://shura.shu.ac.uk/956/1/fulltext.pdf

Table 1 Students' responses (by %) showing their preferred science, favourite part of science

lessons and personal knowledge of a practising scientist or engineer

Favourite part of lesson:

0

10

20

30

40

50

60

Biology Chemistry Physics

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http://shura.shu.ac.uk/956/1/fulltext.pdf


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Quotes:

“Its too hard [Physics] there are too many laws and stuff. It doesn’t really matter anyway I will

never need that type of stuff when I start work. You only need to know it if you want to do physics

as a job” (student).

“Biology is easier to understand because you can relate to it more…because its all around you.

Your own body, animals and things…its more meaningful because it seems closer to you

everyday” (student).

“Its better to do practical lessons they're more fun and help you to find out better about things for

yourself. I don't like copying notes or watching the teacher do experiments” (student)

“I think we should do more about Black Holes…things like that. Its interesting and better than

maths. I might like maths in physics if we did about space travel and maths to do with that

because its sexier and more interesting.” (student).

“When you see things about science on telly, on the news its boring and complex. They don’t

make it exciting it just seems like no one really cares because they don’t believe it effects

them…even the newsreaders. But with sport..everyone has an interest in who’s winning and

playing…the presenters look interested in which team has won.” (student)…

“All students suggest that a more informed knowledge of the wide range of science and

engineering professions, practice and environments, together with more interesting and

positive representation through the media of contemporary scientific issues would help

them to relate to the identities science and engineering fields better, which in turn would help

them accept their relevance to, and location within, society. Also, the majority were surprised to

learn that they did, in fact, know a practising scientist or engineer when informed of some

professions such as surveying, architecture, mechanical engineering and chemical engineering

and also that their doctor and dentist are practising scientists.

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Practical Teacher talk Writing


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All students express their enthusiasm for gaining a greater awareness of the day-to-day

operations and duties of science and engineering professionals as well as career routes.

Students are keen to understand what professionals do from the moment they enter their

workplace to leaving at the end of the day in order to enhance their understanding of the variety

of activities involved across the range of science and engineering professions:

“It would be good to visit a university or somewhere to see what they do. It’s a day out and

exciting to see” (student).

“Engineers make a product and mend things...that must make them feel good. I don't know much

about how they decide what to do and how they do it though” (student).

“When we’re doing things like gases if an expert is in school to help us they could show us why

we use gases and how they use them in their jobs…that would make it [concept] really

interesting.” (student).

“Once every two months would be good or maybe a few times a year. They [advisors] could

choose a different profession each time. But they would have to do it in detail, not like now where

they just tell you bits like what subjects are needed” (student)….

The careers service appears to offer little or no support for KS3 students, instead concentrating

efforts on KS4 students when other influences have already made an impact on students’ choice

of subject options and probably their further study and career decisions.”

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.


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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

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.


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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).

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.

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

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


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APPENDIX C - Delivery specifications

BITESIZE CONTENT DELIVERY

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

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

in advance of inclusion.

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.

This should be the project and source files you have used - with video, voice, music, SFX and

graphics on separate channels.

Graphics must be rendered on separate channel for translation.

You can use the DPP AS-11 HD export setting.

If delivering animation use the uncompressed Animation Codec.

H264 source footage from DSLRs is acceptable.

Please refer to this link for output https://www.digitalproductionpartnership.co.uk/what-

we-do/technical-standards/programme-delivery-standards/


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Video images

*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)

Using a form of XML called TTML EBU-TT-D (Time Text Markup Languages)

Section 26 - http://bbc.github.io/subtitle-guidelines/

For file format please refer to this link http://bbc.github.io/subtitle-guidelines/ from section

23

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


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Images

Specific image assets are required for the guides, activities and holding images.

Hero image (size 1600 x 648px in jpg format)

Hero connection image (size 320 x 180px in jpg format)

‘Interactive graphic’ background image (size 1008 x 567px in jpg format)

Holding image for interactive graphic (size 1008 x 567px in jpg format)

Promo image (minimum size 315 x 315px in jpg format)

‘Slideshow’ images (size 976 x 549px in jpg format)

Holding image for video (size 1008 x 567px in jpg format)

‘Drag and drop’ background images

o desktop landscape (size 976 x 596px in jpg format)

o mobile portrait (size 1024 x 1024px overall but varies on devices – safe area is 547 x

976px in jpg format)

‘Drag and drop’ holding image (size 1008 x 567px in jpg format)

‘Drag and drop’ assets should be sized to suit desktop and mobile activities as transparent

png

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