bbc bitesize ks3 science/ca3 gwyddoniaeth video...

BBC Bitesize KS3 Science/CA3 Gwyddoniaeth Video Brief

BBC Learning

November 2018

BBC Bitesize: KS3 Science/CA3 Gwyddoniaeth Video Brief

November 2018

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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

The audience 4

Budget 4

Look and feel 4

Education consultant 4

Concepts, storyboards and scripts 5

General principles for video 5

Deliverables 5

Working together 6

Who’s responsible for what? 6

The BBC Learning team 6

Schedule/project management 6

Working with the BBC 7

The process 8

Your proposal 8

Resourcing 8

Budget 8

Proposal deliverable list 8

Key dates 9

Selection 9

Appendix A – Video learning outcomes

Appendix B - Delivery specifications


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Summary of brief:

Video and image assets for KS3 Science in Welsh and English

o 17 short-form videos to be delivered in two languages

o there is scope for live action, 2D animation, or a combination of both

o videos must be linear therefore interactivity is out of scope for this commission

o we expect 30 minutes of video in English (the length of each clip with vary between

1’00” and 2’30”) and equivalent versions in Welsh

o we have grouped the 17 videos into two ‘categories’:

skills (9 videos)

curriculum (8 videos)

o 2 promo thumbnail images per video


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About BBC Bitesize

Who is the BBC Bitesize audience?

Bitesize is the BBC’s study support service, helping 3-16-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, TGAU,

Scottish National 4 and 5 and Higher.

Bitesize is used by approximately 80% 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).

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

outside class.

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 accessing the content independently outside school.


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The audience

These videos are specifically for students in Wales studying Science at Key Stage 3 in either English or

Welsh medium schools. There is a strong emphasis on skills around this subject for 11 to 14 year-

olds, highlighted here in the ‘Science in the National Curriculum for Wales’ document by Welsh

Government:

“Learners should be taught to apply their scientific skills, knowledge and understanding to design

strategies, solve problems and offer explanations, relating scientific ideas to the information about

them, including current issues. They should be given opportunities to study the work of scientists

and to recognise the role of experimental data, creative thinking and values in their work and in

developing scientific ideas.”

Budget

The maximum budget for the commission is £106,250.

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.

During a focus group with teachers, we identified suitable content formats per video which we are

happy to share with the successful company. However, you must plan your schedule and build your

budget around what you and the educational consultant feel are appropriate for the project.

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 must be passed through an Education Consultant (ie video

concepts, initial scripts, final scripts, animatics/rough cuts, fine cuts/final versions), and this must

occur before the BBC sees the content, as all deliverables must be teacher-accepted.

The education consultant must also be able to advise on the Welsh language versions from the

outset in order to ensure that terminology is current and coherent. Alternatively, two consultants

can also be used – one for the English versions and one for the Welsh versions but both consultants

must work collaboratively to avoid the English and Welsh animations going in different directions. It

is also good practice as they can crosscheck as they work alongside each other.

http://learning.gov.wales/docs/learningwales/publications/140624-science-in-the-national-curriculum-en-v2.pdf


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When we sign off all the scripts, we are aware that things might change during the animation

process. We are happy to be flexible about this, as long as all changes are passed through the

Education Consultant, and are changed in the transcripts etc, so the post-production paperwork is

up to date.

Concepts, storyboards and scripts

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

the 17 videos produced.

The BBC team requires full consultation during the scripting process, including the viewing of drafts

to ensure the scripts hit the learning outcomes, and full sign-off on completed scripts. The BBC team

will provide the learning points required on which to base the scripts. Before anything else, concepts

must be provided and signed off by the BBC prior to commencing scripting work.

General principles for video

All video content should use the learning outcomes provided by the BBC 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.

The BBC 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.

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

compressed and uncompressed. Uncompressed audio provided in multiple channels.

Any graphics in suitable source graphics file formats

XML transcripts for subtitles (template will be provided).

Post-production paperwork (template will be provided).

Subtitles in English and Welsh will be required - as per the BBC guidelines -

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

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/guidelines/futuremedia/accessibility/subtitling.shtml

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, 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

Nia M Davies – Executive Producer, Learning

Anwen Jones – Senior Producer, Learning

BBC Producer – to be confirmed

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 July 2019

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.

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.

Working with the BBC There will be a minimum of two face-to-face meetings during production (this does not include the project initiation meeting). In addition, we require a weekly content report/update (via phone or teleconference). Two of these face-to-face meetings will be with the production team in Cardiff – so your travel expenses should be considered within your budgeting.

Project Initiation Meeting – This first meeting will be a chance to meet the production team in Cardiff. We will discuss the editorial scope of the project, confirm the timeline for delivery and hear content plans and ideas.

Meeting #1 – This meeting will take place at the mid-point of the pre-production process and will focus on the following:

o proposed video content (scripts, storyboards, talent, style and tone) o production schedule/milestones o formal input from the Education Consultant and user testing

Meeting #2 – This meeting will be scheduled for the mid-point of the production process and will assess content produced to date and next steps including:

o production schedule/milestones o formal feedback from the Education Consultant and user testing


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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 Anwen Jones, Senior Producer, Learning at

[email protected] and Nia M Davies, Executive Producer, Learning at [email protected]

Please include the following 2 creative treatments in your proposal:

i) Skills video – Finding evidence ii) Curriculum video – What are specialised cells?

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 teens, ideally including

short-form 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.

Budget

The maximum budget for this content is £106,250. 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:

25% on signature

20% on script sign off

20% on animatic sign off

20% on sign off of ten videos

10% on sign off of seven videos

5% on full delivery

Proposal deliverable list

Summary creative solutions for the animation listed

Project overview/storyline

Company overview

Resourcing

Budget

mailto:[email protected]



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Technical / production / project management approach

Schedule

Key dates

Brief published 8 November 2018

Deadline for proposal submission 21 November 2018 (10am)

Face-to-face pitch 28 November 2018

Notification of Contract Award 29 November 2018

Final delivery 31 July 2019

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 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 regarding this commission should be emailed to Anwen Jones ([email protected])

and Nia M Davies ([email protected]).




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Appendix A - Video learning outcomes

SKILLS

Title (Duration)

Learning outcomes Amcanion dysgu

Finding evidence (1’30”)

After watching the video, the pupils should know: • To research information, ensuring it is relevant • To reference each source used • To consider if there is a bias in the source • To assess the reliability of the information source

Ar ôl gwylio'r fideo dylai'r disgyblion wybod:

Fod angen ymchwilio am wybodaeth gan sicrhau ei fod yn berthnasol

Fod angen nodi beth yw traddiad pob ffynhonell a ddefnyddir

Y dylid ystyried os oes tuedd yn y ffynhonell

Fod angen asesu dibynadwyedd ffynhonell wybodaeth

Methods and strategies (2’30”)

After watching the video, the pupils should know that an experiment plan should contain the following: • An Equipment List at the beginning • Method in the form of numbered bullet points (like a recipe) • Measurements and units e.g. add 25ml of water rather than add water • The range for the independent variable • The imperative form of the verb • A discussion of more than one method of completing the experiment considering the advantage/disadvantages of each method

Ar ôl gwylio'r fideo dylai'r disgyblion wybod fod cynllun arbrawf angen cynnwys y canlynol:

Rhestr Offer ar y dechrau

Dull ar ffurf pwyntiau bwled wedi eu rhifo (megis rysait coginio)

Defnyddio mesuriadau ac unedau e.e. adiwch 25ml o ddŵr yn hytrach na adiwch ddŵr

Rhoi amrediad ar gyfer y newidyn annibynnol

Defnyddio ffurf orchmynnol y ferf

Trafodaeth o fwy nac un dull o gyflawni arbrawf gan ystyried manteision / anfanteision y ddau

Predicting (1’00”)

After watching the video, the pupils should know: • To state what the result of the experiment will be • To use a scientific model (e.g. discussing atoms) in order to justify the prediction


Fod angen dweud beth fydd canlyniad arbrawf

Fod angen defnyddio model gwyddonol (e.e. trafod atomau) er mwyn cyfiawnhau


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y rhagfynegiad

Fair testing (2’30”)

After watching the video, the pupils should know: • That the variable which is changed on purpose is the independent variable • That the variable which is measured is the dependent variable • That everything else that could affect the experiment are called other variables • That other variables need to be kept constant to ensure a fair test and they must state how this is achieved (e.g. keeping the drop height constant by measuring it with a metre rule etc) • That some variables (e.g. the weather) are hard to control


Mai’r newidyn sy’n cael ei newid ar bwrpas yw’r newidyn annibynnol

Mai’r newidyn sy’n cael ei fesur yw’r newidyn dibynnol

Fod popeth arall a all effeithio’r arbrawf yn cael eu galw’n newidynnau eraill

Fod rhaid cadw newidynnau eraill yn gyson er mwyn cael prawf teg ac fod rhaid dweud sut y cyflawnir hyn (e.e. Cadw’r uchder gollwng yn gyson trwy ei fesur gyda ffon metr etc)

Fod rhai newidynnau (e.e. tywydd) sy’n anodd i’w rheoli

Observing and measuring (1’30”)

After watching the video, the pupils should know: • To note measurements to the sensitivity of the measuring instrument e.g. 1.0 cm if measuring to the nearest mm) • To note units with each measurement • To read scales at eye-level to avoid misreading • Which instruments to use for which unit e.g. measuring cylinder to measure volume etc.


Nodi mesuriadau i sensitifrwydd yr offeryn mesur e.e. 1.0 cm (os yn mesur i’r mm agosaf)

Nodi uned gyda pob mesuriad

Darllen graddfeydd ar lefel y llygad i osgoi cam-dddarllen

Pa offer i ddefnyddio ar gyfer pa fesuriad e.e. silindr mesur i fesur cyfaint etc.

Communicating findings – Table (1’30”)

After watching the video, the pupils should know: • The independent variable is placed in the left column, the dependent variable in the right • To give headings to each column, which include units • To have a column for each reading (1st turn, 2nd turn etc) • To have a column for the mean reading


Newidyn annibynnol yn y golofn ar y chwith, newidyn dibynnol ar y dde

Penawd i pob colofn, Unedau yn y penawdau

Colofnau ar gyfer ailddarlleniadau (Tro 1, Tro 2 etc)

Colofn ar gyfer cymedr

Communicating After watching the video, the Ar ôl gwylio'r fideo dylai'r disgyblion


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findings – Graph (1’30”)

pupils should know: • That the independent variable is on the x-axis, the dependent on the y-axis • To use a good scale (regular intervals, more than 1/2 the paper, not a multiple of 3) • To put labels and units on the axes • To put crosses rather than dots when plotting the graph • To use a best-fit line (not dot to dot)

wybod: Newidyn annibynnol ar

echelin ‘x’, dibynnol ar echelin ‘y’

Graddfa da (camau cyson, mwy na ½ y papur, dim llusorif o 3)

Label + unedau ar yr echelinnau

Croesau yn lle smotiau wrth blotio’r graff

Llinellau ffit-orau (dim smotyn i smotyn)

Reviewing findings (2’00”)

After watching the video, the pupils should know: • To describe the relationship between the variables • To use the sentence "As the _____ increases the _______ ... ________ " • To use data from the table or the graph to reinforce the relationship • To reference the shape of the relationship e.g. curve, straight line


Disgrifio’r berthynas rhwng newidynnau

Defnyddio’r frawddeg Wrth i’r ________ gynyddu, mae’r _______ yn…

Defnyddio data o’r tabl neu’r graff i atgyfnerthu’r perthynas

Sôn am siâp perthynas e.e. cromlin, llinell syth

Evaluating (2’00”)

After watching the video, the pupils should know: • That an experiment where the readings (1st turn, 2nd turn) are similar to each other is called repeatable • That an experiment that gives a similar result when the entire activity is repeated is called reproducible • That repeatability is a sign that the experiment is reliable (therefore good) • That using more accurate measuring tools is a good way of increasing the degree of precision of an experiment


Fod arbrawf lle mae ail-ddarlleniadau (tro 1, tro 2…) yn debyg i’w gilydd yn cael ei alw’n ailadroddadwy.

Fod arbrawf sy’n rhoi casgliad tebyg pan mae’r holl weithgaredd yn cael ei ailadrodd yn cael ei alw’n atgynhyrchadwy.

Fod ailadroddadwyedd yn arwydd fod arbrawf yn ddibynadwy (ac felly’n dda)

Fod defnyddio offer mesur mwy manwl yn ffordd dda o wella tra-chywiredd arbrawf

CURRICULUM


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Title (Duration)

Learning outcomes

Amcanion dysgu

What are specialised cells? (1’30”)

After watching the video, the pupils should know that the structure of some cells are modified depending on the task they perform e.g.

• sperm cells have tails to enable them to swim to the egg • root hair cells have a large area in order to absorb water/nutrition • red blood cells don't have a kernel in order to increase the internal volume to carry O2

Ar ôl gwylio'r fideo dylai'r disgyblion wybod fod strwythur rhai celloedd wedi addasu yn ddibynnol ar y dasg maent yn ei gyflawni e.e.:

Celloedd sberm gyda chynffon i’w galluogi i nofio at yr ŵy

Cell gwreiddflew gyda arwynebedd mawr er mwyn gallu amsugno llawer o ddŵr / maeth

Cell coch gwaed heb gnewyllyn er mwyn cynyddu’r cyfaint tu fewn i gludo O2

What is obesity? (2’00”)

After watching the video, the pupils should know: • That a diet that contains too many calories will cause obesity • That obesity leads to health problems such as Type 2 diabetes • This is when the body does not produce enough insulin (which helps store sugar in the body) • High sugar levels in the blood lead to serious long-term problems including visual impairment


Fod diet sy’n cynnwys gormod o galoriau yn achosi gordewdra

Fod gordewdra yn arwain at broblemau iechyd megis clefyd y siwgr (Math 2)

Hyn yw pan nad yw’r corff yn cynhyrchu digon o insiwlin (sy’n helpu i storio siwgr yn y corff)

Mae lefelau siwgr rhy uchel yn y gwaed yn arwain at broblemau hir-dymor difrifol gan gynnwys effeithio’r golwg

What is the greenhouse effect? (2’30”)

After watching the video, the pupils should know: • That CO2 emissions lead to climate change • CO2 surrounds the earth and reflects heat (infra-red waves), released by the earth into space, back down to earth • This raises the temperature of the earth leading to climate change, melting ice in the polar regions, rising sea levels etc. • The main source of CO2 is industrial


Fod allyriannau CO2 yn arwain at newid hinsawdd

CO2 yn amgylchynu’r ddaear gan adlewyrchu gwres (tonnau isgoch) sy’n cael ei ryddhau gan y ddaear i’r gofod yn ôl i lawr i’r ddaear

Hyn yn codi tymheredd y ddaear gan arwain at newid hinsawdd, ymdoddi rhew yn


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emissions (burning any type of fuel) • Trees/plants absorb CO2, so deforestation makes the problem worse

y pegynnau, codi lefelau môr etc.

Prif ffynhonell CO2 yw allyrrianau diwydianol (llosgi unrhyw fath o dannwydd)

Coed / planhigion yn amsugno CO2 felly dad-fforesteiddio yn gwaethygu’r broblem

How do solid, liquid and gas change state? (1’30”)

After watching the video, the pupils should know: • How particles are arranged differently in Solids/Liquids/Gases • That an increase in temperature leads to an increase in the energy of the particles and therefore they vibrate more in a solid / move more in a liquid • This leads to the stretching and breaking of bonds (between particles) which eventually leads to solids turning into liquid and liquid into gas


Sut mae gronynnau wedi trefnu’n wahannol mewn Solid/Hylif/Nwy

Fod cynnydd mewn tymheredd yn arwain at gynnydd yn egni y gronynnau ac felly yn dirgrynnu mwy mewn solid / symud yn gynt mewn hylif

Hyn yn arwain at ymestyn a torri bondiau (rhwng gronynnau) yn y pen draw sy’n troi solid i hylif a hylif i nwy

What is condensing? (1’30”)

After watching the video, the pupils should know: • That a reduction in temperature causes the particles to be less energetic (moving slower) • A reduction in energy is enough to enable the small forces to pull the particles back together • Particles are therefore closer (but without a definite position): the gas has turned into liquid


Fod lleihad mewn tymheredd yn achosi i’r gornynnau fod yn llai egnîol (symud yn arafach)

Lleihâd mewn egni yn ddigon i alluogi i’r grymoedd bach dynnu’r gronynnau’n ôl at eu gilydd

Gronynnau bellach yn agos (ond heb safle pendant): y nwy wedi troi i hylif

How does current mechanics work? (2’00”)

After watching the video, the pupils should know: • That current is the flow of electrons around a circuit • Electrons carry energy through a circuit from the battery to the component (e.g. bulb / buzzer) • Current is measured with an


Mai cerrynt yw llif o electronnau o amgylch cylched

Electronnau yn cario egni trwy’r gylched o’r batri i’r gydran (e.e. bwlb / swnyn)


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ammeter, voltage with a voltmeter • Current does not change after going through a component • Only the voltage changes (because the component uses the energy)

Mesur cerrynt gyda amedr, foltedd gyda foltmedr

Nid yw cerrynt yn newid ar ôl mynd trwy gydran

Dim ond y foltedd sy’n newid (gan fod y gydran yn defnyddio’r egni)

What are the different types of energy? (1’30”)

After watching the video, the pupils should know there are 9 different types of energy:

Light, Heat, Sound, Electrical, Kinetic (energy in action)

Chemical, Potential, Elastic, Gravitational, Nuclear (stored energy)

Ar ôl gwylio'r fideo dylai'r disgyblion wybod fod 9 math o egni gwahanol:

Golau, Gwres, Sain, Trydan, Cinetig (Egni ar waith)

Cemegol, Potensial, Elastig, Potensial Disgyrchiol, Niwclear (Egni stôr)

What is the principle of conservation of energy? (1’30”)

After watching the video, the pupils should know: • the Principle of Conservation of Energy: Energy cannot be created or destroyed, but is transformed from one form to another • that devices transform energy e.g. bulb transforms Electricity (input) into Light (useful output) and Heat (waste)


Egwyddor Cadwraeth Egni: Ni all egni gael ei greu na’i ddinistrio, mae ond yn trawsnewid o un ffurf i ffurf arall

Fod dyfeisiau yn trawsnewid egniau e.e. Bwlb yn trawsnewid Trydan (Mewnbwn) i Golau (Allbwn Defnyddiol) a Gwres (Gwastraff)


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APPENDIX B - 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.

To deliver three formats of each video (one web version and two high bitrate versions)

Web version

Container format: .mp4

o Video

Codec: H.264

Frame size: HD: 1920 x 1080

Frame Rate: 25 (progressive scan)

Bit rate/ Quality: 12mbps

o Audio

Codec: AAC

Channels: Stereo

Bit rate: 320 kbps

Sample rate: 48 KHz

Sample depth: 16 bit

Audio levels should be consistent with BBC Bitesize output. Music should not be set to a level that might distract from the spoken word.

Hi-bitrate version for archiving:

Two versions, delivered on a hard drive. One containing any onscreen text and one where text has been removed, but any text containers remain.

Container format: .mov

o Video:

Codec: DNX HD or ProRes 422

Frame size: HD 1920 x 1080

Frames Rate: 25 (progressive scan)

Bit rate: Same as Source or 145Mbps ProRes

o Audio:

Codec: Uncompressed (PCM)

Channels: Four stereo channels separated into:

o Dialogue with atmosphere or natural sound

o Voiceover

o Sound effects


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o Stereo music

Sample rate: 48 KHz

Sample depth: 16 bit

Artwork Layered artwork in AI or PSD format, animation project files with fonts and licenses used for onscreen text. Please ensure that the layers are named intuitively.

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 (Welsh 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/

bbc bitesize ks3 science/ca3 gwyddoniaeth video...

Documents