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BBC Bitesize – GCSE Spanish – Video Brief BBC Learning March 2018

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Page 1: BBC Bitesize – GCSE Spanish – Video Brief · BBC Bitesize: GCSE Spanish Video Brief March 2018 5 Requirements Outline of work 15 short-form videos of 24 minutes in total (7 x

BBC Bitesize – GCSE Spanish – Video Brief BBC Learning

March 2018

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BBC Bitesize: GCSE Spanish Video Brief

March 2018

1

Contents About BBC Bitesize ....................................................................................................................... 2

Who is the BBC Bitesize audience? ..................................................................................................... 2

Style, tone and the Bitesize brand ...................................................................................................... 2

The commission .................................................................................................................................. 2

Look and feel ....................................................................................................................................... 3

GCSE Spanish ............................................................................................................................... 4

Requirements .............................................................................................................................. 5

Outline of work ................................................................................................................................... 5

General points ..................................................................................................................................... 5

Storyboards and scripts ...................................................................................................................... 6

Suggested titles ................................................................................................................................... 6

Education consultant .......................................................................................................................... 6

Deliverables......................................................................................................................................... 7

Sustainable productions ..................................................................................................................... 7

Working together......................................................................................................................... 8

Who’s responsible for what? .............................................................................................................. 8

The BBC Learning team ....................................................................................................................... 8

Schedule/project management .......................................................................................................... 8

The process................................................................................................................................ 10

Proposal ............................................................................................................................................ 10

Proposal deliverable list ................................................................................................................ 10

Selection ............................................................................................................................................ 11

Pitch .................................................................................................................................................. 11

Key dates ........................................................................................................................................... 11

APPENDIX ..................................................................................................................................... I

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About BBC Bitesize

Who is the BBC Bitesize audience? Bitesize is the BBC’s study support service for students, helping 5-16+ year olds with their

coursework, homework and preparation for tests and exams. Bitesize covers core subjects at

primary, Scottish 1st and 2nd levels, and a much wider range of subjects at secondary, including KS3,

GCSE, Welsh TGAU, Scottish National 4 and 5 and Higher. It also covers Functional Skills Maths and

English in England and equivalent Core Skills qualifications in Scotland, Wales and Northern Ireland.

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

an average of 2.5 million unique UK users per week – with weekly traffic peaking at 3.5 million.

Style, tone and the Bitesize brand BBC Bitesize is a highly trusted brand that students know they can turn to for reliable and

trustworthy information that is produced in a high quality and entertaining way.

Bitesize values:

• Quality learning resources with high production values, tailored to the needs of our

audience

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

• Inclusive

• Factually correct, high-quality and curriculum-relevant

• Simple, straightforward language

• Funny, quirky or irreverent tone where appropriate

• Accessible to every level of academic ability

The video links below - whilst not necessarily being representative of the style we’re looking for from

this specific commission - give an indication of the variety of GCSE Bitesize videos currently available:

GCSE French: Sport

http://www.bbc.co.uk/programmes/p02nm39n

GCSE French: Grammar – Nouns

https://www.bbc.co.uk/education/guides/zgcgr82/revision

Exam and revision techniques: Planning your revision

http://www.bbc.co.uk/programmes/p03ntp1w

GCSE English Literature: Great Expectations plot

http://www.bbc.co.uk/programmes/p02nmq46

GCSE Maths: Solving algebraic problems

http://www.bbc.co.uk/programmes/p02m44z6

Given the videos are being produced for the GCSE Bitesize audience we tend to steer clear of talking

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

The commission This commission is for a mixture of live action and animation content.

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As guidance we feel live action video for our topic-based films and animation for our grammar-

based films (see below) would work well. However we are open to alternative ideas should you feel

a different approach would be stronger. There may be options for using on-screen text or graphics

creatively or other effects to underline learning points.

The BBC reserves the right to award this contract in the way that provides the best service and value

for money. The budget for this project is £60,000.

For a commission of £60,000 we expect 24 minutes of video (7 x 2min/ 8 x 1-1.5min).

Delivery of all content is required by the 23rd November 2018.

The video content needs to appeal to KS4 students but should not alienate or patronise a wider

audience. Videos should be concise, lively, imaginative and accurate.

Subject specialism is not a prerequisite (although clearly it would be useful) – what we’re looking for

are creative and engaging solutions.

Likewise, learning experience is not a prerequisite. However, a thorough understanding of the needs

of the Bitesize audience and a clear approach to addressing those needs is expected. Companies

should have experience delivering engaging content for young audiences, ideally including short

form content.

Deadline for submissions is 5pm on Wednesday 4th April 2018.

Look and feel Each video should provide an engaging and succinct explanation of the content and be appropriate

for 14-16 year olds.

Humour may work for these films but we must ensure it is aimed at KS4-aged students, and that it

does not detract from the learning objectives.

Students need to apply Spanish in the real world, so it is useful to be mindful of this when devising

scenarios and locations for the films.

For examples of MFL films, see our French films, eg:

https://www.bbc.co.uk/education/guides/zxtx6sg/revision

https://www.bbc.co.uk/education/guides/zq7wjxs/video

https://www.bbc.co.uk/education/guides/zpp6tfr/video

https://www.bbc.co.uk/education/guides/z9w8d2p/video

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GCSE Spanish The Department for Education has made changes to the GCSE Spanish subject curriculum in England (for first teaching in September 2016). Therefore, BBC Bitesize is enriching the GCSE Spanish Bitesize content. On the Bitesize website, GCSE Spanish will exist as a series of Study Guides, including:

webpages with text summaries and images (Revision chapters)

10-question multiple choice quizzes (Test chapters)

On the Bitesize – Revision App, GCSE Spanish will exist as a series of flashcards, including text summaries, glossary terms, audio and video content, infographics and quizzes. This App flashcard content is a condensed version of the website content.

To both the website and the App, we would like to add:

15 short-form videos to provide students with further explanations of GCSE Spanish content

This commission is for video content only. The maximum budget for the commission is £60,000.

The video content should appeal to GCSE Spanish students in the 14-16 age range working towards

and revising for their GCSE exam. Videos need to cover some basics but also include more advanced

elements and ideas for higher-ability students. Special thought should be given to how the videos

can be made as accessible as possible to students of differing academic abilities.

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

interesting to everyone.

Specifically, teacher consultation has highlighted a number of areas where GCSE Spanish students

studying the course from September 2016 are likely to struggle. Particular areas of difficulty for

students are:

Thinking of and translating ideas spontaneously in response to the role play and photo card elements of the speaking exam.

Grammar, in particular verbs and tenses.

Mastering the present tense as it is a starting point for spontaneity.

Other areas of difficulty appear to be listening, understanding and translating into and out of the target language.

Learning and retaining the volume of vocabulary required.

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Requirements

Outline of work 15 short-form videos of 24 minutes in total (7 x 2min/ 8 x 1-1.5min). Within this total, there

may be some flexibility to make some videos shorter and others longer as the learning

requires. The videos should be split into two groups. The first group of 2 minute videos focus

on language and vocabulary. The second group (1-1.5 min) should focus on grammar.

Each video should stand alone in its own right as an engaging piece of content but also should feel part of a connected suite. There should be no connecting story arc.

Videos will be published on bbc.com, the Bitesize App and other channels as appropriate.

Videos should include voiceover, music and sound effects where appropriate.

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

scripts. Bitesize is open to discussion about the number and breadth of learning outcomes.

A 20-30 second teaser of each of 7 films, to be agreed with BBC Bitesize.

General points The videos should encourage multiple viewings and sharing with friends.

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.

Video content should be engaging and informative. The video content should present the

key points using a practical approach. We are open to all fresh, creative ideas.

We are not necessarily looking for responses featuring established star names for the voice

overs or people on screen – in fact up and coming talent would be preferred.

Films should be linear - interactivity is out of scope for this commission.

Bitesize will require final sign-off on voices and on-screen talent, as well as initial concepts,

scripts, sfx, rough cuts/animatics and final versions.

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

The overall tone should be informal, chatty and appealing to the audience.

It is vital that the content feels part of the students’ world – the subject area can seem daunting so using easily-accessible examples should pique their interest.

Content should feel confident and assured, but not teacher-like. It should feel friendly and informal, but not like it is ‘trying too hard’.

The delivery should be quite pacey and natural, but not so quick that it loses learners. Clarity

is very important.

It is essential that, where applicable, the characters featured represent the diversity of the

Bitesize audience in terms of gender, gender identity, sexuality, race, ethnicity, disability,

socio-economic status and regionality. For example, approximately 25% of school children

today identify themselves as not being White British. Obviously, as our scenario-based films

will be focused around Spanish-speaking environments, we expect fitting and relevant

diversity incorporated into the films. In addition, and as appropriate, the Spanish-speaking

world should provide topic context to some of the films, although European Spanish is the

required language for GCSE Spanish.

BBC Bitesize celebrates diversity in all its forms: BBC Bitesize has produced a ‘Diversity and

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Inclusion Commissioning Guidelines’ document to support the attainment of the BBC and

BBC Bitesize’s diversity targets.

Please note that although Bitesize currently incorporates video clips for use in class by

teachers, this commission is part of our student-facing content and will sit within our Study

Guides.

Storyboards and scripts The company awarded the contract will produce initial concepts, storyboards and scripts for each of

the videos above.

Bitesize requires full consultation during the scripting process, including the reviewing of drafts to

ensure the scripts hit the learning points, and full sign-off on completed scripts.

Suggested titles The list below shows potential video titles (please note these are subject to change in consultation

with BBC):

8 x 2 minute language topic videos

1. Shopping

2. Sport

3. Food

4. Festivals

5. Holidays and tourism

6. Travel

7. Career choices

8 x 1-1.5 minute grammar animation videos

1. Nouns and articles

2. Adjectives

3. Present and present continuous tense

4. Preterite tense

5. Imperfect tense

6. Perfect tense

7. Future and immediate future tense

8. Negatives

Education consultant You will need to contract and work with an educational specialist/consultant who will be involved

throughout the process to ensure all learning objectives are covered and content is accurate and

relevant to our audience. All content (ie video concepts, initial scripts, final scripts, animatics/rough

cuts, fine cuts/final versions, etc.) will need to be reviewed by the consultant before they are sent to

us.

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Deliverables Final videos in electronic format – 15 x HD (a technical specification will be provided), both

compressed and uncompressed. Uncompressed audio provided in multiple editable audio

layers.

A 20-30 second teaser of each film of 7 films, to be agreed with BBC Bitesize.

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

Sustainable productions BBC Learning is working to ensure that all its projects are environmentally sustainable. As part of this,

we ask that any independent supplier we work with has an environmental sustainability policy,

carbon literacy aware staff (free training can be found here - http://wearealbert.org/help/get-

trained) and that all productions, where appropriate, complete an Albert carbon footprint

calculation.

A good way to demonstrate your environmental credentials is to undertake Albert certification.

Please see here for more details http://www.bbc.co.uk/responsibility/environment/albert-plus or

contact [email protected] for more information.

More details can be found at http://wearealbert.org/ and

http://www.bbc.co.uk/responsibility/environment/industry-collaboration.

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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 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, storyboards,

essential cast members, voice-casting, music, sounds effects, rough-cuts/animatics 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 Oonagh Jaquest – Editor, Bitesize

Nicola Anderson– Producer, Bitesize

Sorcha Clifford – Assistant Producer, Bitesize

Erin MacTague – Production Manager

Schedule/project management Although key points such as casting, concepts, script, animatic/rough draft and final delivery

sign-off, etc will be identified in the Editorial Specification, all Bitesize production follows an

iterative development process. We will require accommodation for feedback cycles

(including, but not limited to: initial outlines; scripts – versions 1 and 2; storyboard/animatic

– versions 1 and 2; key talent; music/sound sign off; finished film – rough and fine) in the

schedule. We will feed back ASAP on all editorial decisions, in line with the schedule.

Final delivery for the project is 23rd November 2018.

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.

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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

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 Rhia MacKenzie (Production Management Assistant,

Bitesize) at [email protected]. Proposals that are larger than 7 MB may not be accepted

by our email system. Please let us know, prior to the deadline, if your proposal is 7+ MB and we will

agree another delivery method.

The delivery date for the submission of proposals is 5pm Wednesday 4th April 2018. Please note

that submissions received after this deadline WILL NOT be considered.

Please use the following two videos to base your proposal on (highlighted in yellow in the appendix):

1. Food 2. Adjectives

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.

To allow you to work up your summary creative solutions in relation to this commission, we have

provided further information (see appendix) on the videos. For each video, we have provided a

potential title and a list of learning outcomes - what the students should know after they’ve watched

the videos.

Proposal deliverable list

Company overview

What relevant experience does your company have to deliver this project? We’re interested

in hearing about relevant previous projects, your experience in creating content for young

audiences and your understanding of the challenges of this commission.

Creative approach

Demonstrate what creative approach you would take for this commission in order to cover

learning points described. Please include:

o design ideas or concepts

o an episode summary

Summary creative solutions to the two videos listed above

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, etc.

Logistics

How do you intend to deliver the project? Please outline your technical approach, project

management approach and approach to risk management.

Budget

The maximum budget for this commission is £60,000. Please provide a detailed budget

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breakdown to show how you intend to cost the project. Payment schedule to be agreed

upon award of contract. Typical payment might be:

o 15% on signature

o 15% on script sign off

o 15% on first day of principle photography / prod

o 25% on sign off of rough cuts

o 15% on sign off of fine cuts

o 15% on acceptance of full delivery

Schedule

Please include an indication of key milestones and sign-off points for the BBC, as well as any

audience testing.

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

creative approach – originality / suitability for Bitesize audience

ability to meet editorial requirements, including appropriate consideration of diversity and

inclusion

pricing / value for money

project management / production plan (schedule and budget)

prior experience of company and core staff experience

presentation of response

Any queries on this commission should be emailed to Oonagh Jaquest ([email protected]).

Pitch Shortlisted companies will be invited to a face-to-face pitch at MediaCityUK, Salford the week of 30th

April 2018.

Key dates

Brief published 7th March 2018

Deadline for questions 16th March 2018

Response to questions 21st March 2018

Deadline for proposal submission 5pm 4th April 2018

Invitation to pitch notification 19th April 2018

Face-to-face pitch w/c 30th April 2018

Notification of Contract Award 8th May 2018

Final delivery 23rd November 2018

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APPENDIX

Topic-based videos

Video title Possible scenario Learning objectives Key structures to include

Shopping (or “De compras”) 2 mins

A shopping trip in town, with visits to different types of shop and opinions of advantages of each one (eg second hand, chain store, market, online etc). Could include a buying clothes scenario (maybe for baile de fin de curso or wedding?).

To understand preferences about shopping.

To understand language used when shopping for clothes and gifts.

Suelo + infinitive Prefiero + infinitive + reasons Comparatives: más … que, menos … que Present continuous: eg estoy buscando Me hace(n) falta + noun Transactional language structures (shopping), according to story

Sport (or “¿Eres fanático del deporte?”) 2 mins

Two or three players of a team being interviewed. Could include dialogue over footage of them playing their sport, scoring, training etc.

To understand information about which sports people participate in and watch

To distinguish between different tenses when listening

Present tense - eg Juego / Hago / Voy / Soy / Entreno (with some “we” forms) Preterite tense - eg Jugué / Hice / Fui / Gané / Marqué (with some “we” forms) Imperfect tense - eg Cuando era más joven … jugaba / hacía / iba / era Conditional tense - me gustaría + infinitive only

Food (or “¿Has probado…?” + name of one of the regional dishes featured) 2 mins

Interview with a chef or patrons of a restaurant, describing regional dishes etc, but also with footage of the restaurant and some transactional language.

To understand information about typical Spanish dishes

To understand how to order in a restaurant

Structures for describing dishes - Es un plato …, es típico de …, su ingrediente principal es …, fue inventado …

Passive avoidance using the reflexive: eg Se hace con, se sirve, se come Structures for expressing opinions, including the absolute superlative (eg buenísimo) Transactional language structures (restaurant), according to story

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Festivals (or “La fiesta de …” + name of festival) 2 mins

At a Spanish festival featuring “Los Castellers” (human towers). Interviews with members of the group about why traditions like this are important. Interviews with “festival goers” about what else happens at the festival and what they have already done / are going to do.

To understand information about what happens at a popular Spanish festival

To understand a range of opinions about festivals and why they are important

Present tense - “we” and “they” form verbs for describing what happens at the festival Preterite tense - “I” and “we” form verbs for saying what they did earlier in the day /

yesterday etc Near future tense - “I” and “we” form verbs for saying what they are going to do later in

the day / tomorrow etc Expressions followed by the infinitive: eg “Te permiten”, “Te ayudan a”, “Te dan la

oportunidad de”, “Te hacen” for talking about why traditional festivals are important

Note: maximise use of high-frequency language which can be applied to different festivals eg eating, drinking, dancing, singing, wearing things, watching processions/performances, etc.

Holidays and tourism (or “Visitando …” + name of town/city featured) 2 mins

Family considering three accommodation options (eg campsite, guest house, parador), then choosing, booking + checking in. Include quirky venue such as the Parador de Jaén

To understand information about places to stay whilst on holiday

To understand how to book accommodation

Structures for describing facilities: eg Es, está, tiene, hay, ofrece Structures for talking about the positives and negatives of different accommodation

options: Lo bueno es que, Lo malo es que, Una ventaja es que, Una desventaja es que Transactional language structures (booking accommodation / checking in), according to

story

Travel (or “De viaje”) 2 mins

Possibly comical, with gap year student recounting transport mishaps whilst backpacking - told in flashback with some “live” dialogue. Eg bike gets a puncture, gets wrong train, goes wrong way, buses on strike, traffic jam, accident etc

To understand a past tense account about travel

To understand how to ask for travel information and buy tickets

Sequencers for structuring story: primero, luego etc Preterite tense for narrating story, including irregular verb tuve/tuvimos Imperfect tense for describing / giving opinions in the past / saying how you felt A range of negative structures: eg no, nada, nadie, nunca, ningún, ni … ni…, tampoco (not

all of these) Transactional language structures for asking for travel information, booking tickets,

asking for directions, etc

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Career choices (or “El trabajo de mis sueños”) 2 mins

Candidate sees dream job advertised, writes letter of application and then goes for interview. Comical twist with candidate going to wrong interview - questions asked not related to the job.

To understand information about past experience and future plans

To understand language related to job applications

Perfect tense for talking about previous experience: “I” and “you” (polite singular) forms Incidental preterite + imperfect tense for giving details of a previous job / course Tener que + infinitive Structures for talking about future plans: eg Me gustaría, quiero, espero, voy a

Grammar videos

Potential video title

Learning objectives Key aspects to include

Nouns and articles (90 seconds)

To understand how to use definite and indefinite articles (singular and plural)

To understand how the spelling of a noun can sometimes be used to work out the gender

Concept of all nouns being either masculine or feminine (brief point). Indefinite articles un/una according to gender of the noun. Definite articles el/la/los/las according to gender / number of the noun. Spelling as a clue to gender: general rule of -o = masculine and -a = feminine. Common exceptions to this rule: eg problema, día, foto, mano. Other common letter strings which can give a clue to gender: eg -or, -ón, -és (masc); -dad, -tad, -ción (fem)

Adjectives (90 seconds)

To understand how to make adjectives agree with the noun they are describing

Concept of adjectives agreeing with the noun (brief point). Agreement of adjectives ending in -o. Agreement of adjectives ending in -e. Agreement of adjectives ending in a consonant. Brief acknowledgement of exceptions: ending in -ista, -or, -z, and adjectives of nationality. If time, some common adjectives which are shortened before a noun (eg bueno, malo, primero, grande).

Present and present continuous

(90 seconds)

To understand how to form the present tense and when to use it

To understand how to form the present continuous tense and when to use it

What the present tense is used for (very brief point) Formation of regular -ar / -er / -ir verbs in the present tense (exemplify with common verbs such as hablar,

comer, vivir) - deal with each in turn but then flag the similarity between the three patterns. Point out that the subject pronoun (eg I, you etc) is not usually needed / used. Some verbs are irregular and do not follow this pattern. Conjugation of irregular verb ‘ser’ by way of example. Present continuous tense - use and formation (regular -ando / -iendo gerund only).

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Preterite tense

To understand how to form the preterite tense and when to use it

What the preterite tense is used for: single, completed actions in the past (brief point). Formation of regular -ar and -er/-ir verbs (exemplify with common verbs). Flag common -ar verbs with a spelling change in the “I” form only: eg -saqué, jugué, empecé. Some verbs are irregular and do not follow this pattern. Exemplify point with ser/ir and hacer.

Imperfect tense

To understand how to form the imperfect tense and when to use it

What the imperfect tense is used for: descriptions in the past, repeated actions in the past and “used to”. Contrast with use of preterite tense. Formation of regular -ar and -er/-ir verbs (exemplify with common verbs). Flag the fact there are only three irregular verbs (ser/ir/ver) and give era, iba and veía to exemplify. Flag había as imperfect of haber.

Perfect tense To understand how to form the

perfect tense and when to use it

What the perfect tense is used for (parallel with English usage). Formation: all six parts of haber + how to form past participle (exemplify with common -ar and -er/-ir verbs). Give seven or eight of the most common irregular past participles. Flag and exemplify use of acabar de + infinitive to say what you have just done (in contrast to the perfect tense)

Future and immediate future (90 seconds)

To understand how to form the near future tense and when to use it

To understand how to use the future tense and when to use it

Flag the fact there are different ways of referring to the future. The near future for saying what you are going to do + formation (give all six parts of verb ir). Emphasise the importance of not missing out the a and or using the infinitive. The future tense for saying what you will do + formation. Give the most common irregular stems for the future tense. Flag habrá as future tense of haber.

Negatives To understand how to use different

negative expressions with verbs

Basic use of no before a verb (including any pronouns). Negative expressions which form a “sandwich” around the verb: no … nada, no … nunca, no … jamás, no …

nadie, no … ningún, no … ni … ni … Nunca before a verb (as alternative but with same meaning). Use of tampoco.