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BBC Bitesize Post-16 English Commissioning Brief

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Contents

1. BBC Bitesize: bringing learning to life

2. What are Explainers?

3. Working with educational specialists and the BBC

4. This commission: deliverables and budget.

5. Your challenge: style, tone, look and feel

6. Pitching: are you right for the job?

7. What are the deliverables for the pitch?

8. The BBC Learning team: how we work together

9. The BBC Learning team: key contacts

10. Key dates

11. Contact

Appendices

1. Audience profile summary

2. English assessment framework

3. Child protection

4. Full technical specification

5. Terms

6. What we know works (and doesn’t work so well)


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1. BBC Bitesize: bringing learning to life

Bitesize currently supports learners of 6-16 year-olds with coursework, homework and

preparation for tests and exams. Our GCSE revision website reaches 75% of all secondary

students in the UK.

We are building on this success by producing content for students of Functional Skills

courses in English and maths.

These commissions will meet the learning outcomes of Functional Skills English in England,

Core Skills in Scotland and Essential Skills in Wales and Northern Ireland. For the purposes

of this document we will use the term ‘functional skills’ (lower case) to reflect the fact that this

is a pan-UK offer.

We are focussing on vocational contexts in order to deliver interactive resources for learners

over the age of sixteen. We need you to devise a creative treatment for short-form videos

which bring English to life as part of our Explainer format. The films must engage a diverse

set of learners, with a focus on the 16 to 26 age-group.

The content you produce will make learning meaningful and exciting for learners who may

have had a negative experience of school and ‘switched off’ from learning.

Students using the films to learn need to believe that they can realistically aspire to be in the

shoes of characters appearing in the films.

2. What are Explainers?

In short, an Explainer is a web page which guides the learner through sets of video clips and

related interactive activities. This is a narrative experience which leads students on a journey

through content which is explicitly educational.

Your job will be to produce the video component of these Explainers. The videos should be

between 2.5 to 3 minutes which can be divided between either two or three clips.

The Explainer needs to be suitable for self-directed learning, without a tutor or teacher to

attach learning to the films. Learning outcomes need to be baked into your production.


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Learning situated in the real world

Vocational Scenario Explainers explore a scenario that takes place in a real workplace,

which demonstrates the use of English language skills. We have already covered Catering,

Construction, Hair & Beauty and Sport & Leisure amongst others.

Each scenario, which is captured in a single Explainer, will demonstrate or model several

learning outcomes from across the English Functional Skills framework and its equivalents

in the nations.

For example: a single workplace scenario, eg ‘Contributing to a team meeting’ will cover a

range of skills from across the framework, such as:

‘Present information in a logical sequence’ (writing an agenda)

‘Read and understand texts in detail’ (reading notes)

‘Make different kinds of contribution to discussions’ (speaking, listening and

communication).

An Inspire video is a 45-second to one-minute film with the purpose of inspiring learners to

embark on a learning journey in the chosen context, eg ‘English in Hair and Beauty’.

Typically, this is created in the edit from highlight footage demonstrating key learning

outcomes covered in the videos.

Research we have commissioned suggests that learners in our target audience group

respond best when they can relate to settings and identify with key characters that appear in

the Explainer narrative. Quite simply, they need to believe it could be them taking part.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/371150/11-10-07-functional-skills-criteria-for-english.pdf


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3. Working with educational specialists and the BBC

This commission is for the video elements of the Explainer only. The interactive activities will

be designed in collaboration with our educational and vocational consultants and built in-

house by the BBC web production team.

It is essential that learning outcomes are robustly demonstrated in the films and reflected in

the accompanying activities. This can only be achieved by you working closely with us, our

educational and vocational consultants and your own educational consultant to ensure that

video and activity elements complement each other.

The consultant engaged by you will need to demonstrate professional expertise in functional

skills English.

The proposed use of consultants is detailed below:

Phase Consultant Action Responsibility

Skill mapping Vocational Expert

&

Subject Matter Expert

Outline Scenarios

with reference to

learning outcomes

Signs off on learning

outcomes in

scenarios outlined

by Vocational Expert

BBC

Scripting Subject Matter Expert Signs off on

shooting scripts

Indie

Scripting Subject Matter Expert Signs off scripts in

line with agreed

activities.

BBC


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4. This commission: deliverables and budget

This commission is for Five Vocational Scenario Explainer videos plus one Inspire video

for each of three vocational contexts. The budget is £90k.

The Explainer videos should cover learning outcomes from Levels 1 and 2 of the functional

skills English framework.

1. Childcare / Early Years:

5 videos, each of 2.5 to 3 minutes length, designed and delivered as a set of 2 or 3

distinct clips. Each video must explore an authentic, lively workplace, eg a pre-school

or nursery school. (2 x Level 1, 3 x Level 2)

1 Inspire video, comprising extracts of the above videos.

2. Business Administration:


distinct clips. Each video must explore an authentic, youthful and lively workplace. As

Business Administration is in itself quite a ‘dry’ subject matter, we suggest you situate

the learning in a dynamic setting such as digital media or the fashion or music

industries. (2 x Level 1, 3 x Level 2)


Engineering - Processing and Manufacturing:


distinct clips. Each video must explore an authentic, energetic workplace. (2 x Level

1, 3 x Level 2)


Other deliverables:

Assets: up to 10 photographic stills per Explainer video (15 videos in total)

Post-production paperwork.


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5. Your challenge: style, tone, look and feel

Bitesize Post-16 content focuses on a group of learners who are studying functional skills

English, typically at an FE college or as an apprentice or trainee. Although they may be any

age, we are focusing on the 16-26 age group.

Because many of these learners are wary of education and traditional methods, engaging

with students on their own terms is a vital part of reaching this audience.

Students don’t want to feel talked down to, so it is important that their counterparts in films

learn from their peers rather not just authority figures like a boss or trainer. Learners are

most responsive when concepts are situated in familiar, real-life contexts. Contributors and

locations need to be authentic and relatable.

Please see more detail in Appendix 6: What we know works (and what doesn’t work).

6. Pitching: are you right for the job?

Please be prepared to demonstrate:

An awareness of the audience and an understanding of how to engage them with

short-form video content.

How you will ensure that video you produce works effectively on a range of devices,

ranging from smartphone to desktop.

An awareness of functional skills English and evidence of working with a suitably

qualified consultant.

A creative approach to your treatment of the learning outcomes for the scenario.

Your ability to manage this project to the highest professional standard, and use of

the project-management approach you will use for the smooth-running of the project

including working with an educational consultant.

Your awareness of the BBC’s policies on child protection and how these relate to

filming in childcare settings. There are more details in Appendix 3 below.


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7. What are the deliverables for the pitch?

Vocational Scenario Explainer - In a childcare context, please suggest content for and a

creative approach to one 2.5 to 3 minute video which covers elements of the following

learning outcomes from the functional skills framework at Level 1:

Present information clearly and concisely (writing).

‘Read and understand texts in detail’ (reading)

‘Present information/points of view clearly and in appropriate language’ (speaking,

listening and communication).

Please outline how your video would break down into 2 or 3 clips, with a clearly defined

learning outcome in each. You might think about points such as the use of bullet-points and

headings, the language we use with friends compared to the language we’d use in more

formal situations and examples of words we use in one context but not another.

Important: activities will be designed to check comprehension of the learning in the clip.

Although you will not be required to devise the activity content, it is essential that the video

clips will support this and that you demonstrate an awareness of what is required in that

respect.

We strongly recommend that you work with an appropriate educational consultant to

devise your proposal.

For the purposes of this pitch, please refer to the English Functional Skills framework in

Appendix 2. BBC Learning will define agreed learning outcomes at the point of commission.


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You will need to provide:

1 x creative treatment of the two or three parts of a Vocational Scenario Explainer

video.

Evidence of your capacity to deliver the set of films.

Evidence of how you will ensure the content is diverse, including in casting and

geographical location

An indication of how you will work with an educational consultant.

An indication of how you will ensure compliance with the BBC’s Child Protection

policy

A schedule of work proposed – full delivery due 22nd September 2017 – and an

account of project-management methodologies you would employ to ensure

successful delivery of the project.

Breakdown of how budget will be allocated for components of this project.

Your proposal should not exceed 10 pages including your full budget breakdown. Please

send files as MS Word documents or PDFs.

Please email your pitch to [email protected] and [email protected] – if you are

sending large files please use a file-sharing service and advise us of the links we’ll need to

access your assets.

Deadline for proposals: Midnight on Wednesday 24th May 2017

Interviews will be held in w/c 29th May 2017

mailto:[email protected]



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8. The BBC Learning team: how we work together

You will be responsible for:

Project management and production of deliverables to agreed deadline and budget;

Engaging a suitable education consultant to ensure learning outcomes are met;

Attending script/ activity meetings with the BBC team and the educational consultants

– experts engaged by both you and the BBC.

Chairing regular production meetings and communicating project plans and status –

including a weekly status report;

Quality assurance of content;

Post-production paperwork to be completed in format supplied by BBC.

The BBC will be responsible for:

Defining learning outcomes based on the functional skills framework.

Collaboration throughout the production and delivery;

Engaging a consultant to write activity content and chairing meetings where this

content will be discussed and agreed;*

Signing-off on storylines, look and feel, scripts, casting, rough-cuts and final delivery

– within an agreed timeframe.

*To ensure coherence between Explainer videos and the interactive activities which follow them, we

will hold meetings at the first-draft script stage between your team, the BBC team and the educational

consultant. You will need to attend these either in person or by Skype (or similar). The meetings will

be scheduled at our kick-off and any script feedback rounds will need to be scheduled accordingly.

We will be jointly responsible for:

Ensuring the learning outcomes are met;

Ensuring that content is best-fit for the Bitesize post-16 audience.

9. The BBC Learning team: key contacts

Zoe Breen – Producer, Bitesize

Emma Till – Assistant Producer, Bitesize

Sandra Budin – Production Manager


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10. Key dates

Wednesday 10th May 2017 BRIEF GOES LIVE

Wednesday 24th May 2017, midnight DEADLINE FOR RESPONSES

23rd - 25th May 2017 SHORTLISTING

Tuesday 30th – Friday 2nd June 2017 PITCH MEETINGS

w/c 5th June 2017 COMMISSIONING

Friday 22nd September 2017 DELIVERY

11. Contact

Please contact Zoe Breen ([email protected]) or Emma Till

([email protected] )with any queries with regards to the pitch or commission.




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Appendices

1. Audience profile summary

Functional Skills are the fourth most popular qualification in the UK. For the academic year

2015 – 2016, over 1 million certificates were issued to students. English and maths each

make up around 40% of this and ICT make up the remainder.

Who are the audiences?

1. Apprentices (~50% of all FS learners)

This group is estimated to be the biggest group of Functional Skills learners, making up 50%

of all English and maths learners. Nearly half (48%) of these learners are over the age of 25.

In 2015-16 there were 509,400 apprenticeship starts.

The government plans to create 3 million apprenticeships for all ages by 2020.

Functional skills English at Level 1 (or equivalent) is now a minimum requirement to

complete an apprenticeship.

2. 16 – 19 Study Programmes (~29% of all FS learners)

In England, young people are no longer permitted to leave school at 16 and students who do

not have an A*-C at GCSE in English and / or maths are mandated to study these subjects

until they are 19.

This uses data from the DofE and is based on the assumption that students take FS at the

same average number of qualifications as apprentices.

3. ‘Other Adult Learners’ (~9% of all FS learners)

It has not been possible to identify the make-up of this group due to data availability.

4. Unemployed Learners (~8% of all FS learners)

This uses data from DWP and is based on the assumption that students take FS at the same

average number of qualifications as apprentices. 23% of this group are referred by their job

centre to mandatory training as a condition for receipt of benefits.


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1. Audience profile summary (continued)

5. Offenders (~2%)

This uses data from FE Data Library, calculating the number of aims using participation

figures for English and maths. This is also based on the assumption that students take FS at

the same average number of qualifications as apprentices.

6. Workplace Learners (~2%)

This group has the oldest age profile, with 85% being over 25 and 31% being over 45.

This uses data from Skills Funding Agency, along with assumptions about how English and

maths qualifications are broken down between Functional Skills and other aims.

2. English Functional Skills assessment framework

You can find the assessment framework for Functional Skills English at Levels 1 and 2 here

in the link below. For the purposes of this pitch, please refer to this:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/371150/11-10-

07-functional-skills-criteria-for-english.pdf

3. Working with children / child protection policy

All companies working with children and young people on BBC programmes must comply

with the BBC Child protection policy and have specific processes in place to implement

them.

Download the BBC Child protection policy (PDF).

See also the Code of Conduct and ten golden rules when interacting directly with children

and young people in any capacity on behalf of the BBC.

http://www.bbc.co.uk/commissioning/tv/production/articles/working-with-children#child-

protection-policy



http://downloads.bbc.co.uk/aboutthebbc/insidethebbc/howwework/policiesandguidelines/childprotection/pdf/bbc_child_protection_policy.pdf

http://www.bbc.co.uk/commissioning/tv/production/articles/working-with-children#child-protection-policy

http://www.bbc.co.uk/commissioning/tv/production/articles/working-with-children#child-protection-policy


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4. Full technical specification

BITESIZE CONTENT DELIVERY

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

Rights should be secured in perpetuity for all media. Any exceptions to this must be agreed

with the BBC in advance of inclusion.

The files need to be delivered to the following spec:

Deliver on a hard drive (Mac and PC format) two formats of each video (one compressed

and one uncompressed).

Compressed:

Container format: .mp4 or .mov

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: Constant/100%

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

iOS).


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4. Full technical specification (continued)

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 it’s fine.

Uncompressed:

Deliver an uncompressed version on separate channels.

This can be the source files used within the editing system, with Video, Voice, Music,

SFX and Graphics on separate channels.

Graphics must be rendered on separate channel for translation.

Video Codec is AVC Intra Class 100. Premiere and FCP 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/

Video images

*Please ensure that all stills have rights cleared for all media in perpetuity.*

To deliver two x high quality screenshots per video (HD Quality – 1920x1080 or

higher – 16:9 ratio) as JPEGS

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

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


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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 );

and

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. There are other useful guides in this file but a basic style guide and

example will be supplied later.

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

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


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Documentation

The following Post Production Documentation must be completed on the following templates

and returned as complete within seven days of the delivery date:

Post production paperwork (WebasC) - all videos can go on one WebasC as long as

it is clearly indicated what information belongs to which video.

Metadata for each video written by a teacher/ educational consultant. X2 post

production transcript – one timecoded and one without timecode.

Online compliance form.

If you are a MAC user, there is an Excel compliance form that can be downloaded from the

commissioning website.

http://www.bbc.co.uk/commissioning/tv/production/delivery/paperwork.shtml

5. Terms

This project is highly dependent on specific delivery dates that will be defined in the contract.

As such we would like you to give particular attention to clause 9 in our standard terms.

Please note that this document is for information purposes only and does not form part of a

contractual agreement with the BBC.

All content should be cleared for all rights in perpetuity.

Any exceptions to this must be agreed with BBC in advance of inclusion. This commission

will be based on a New Media All rights Framework 2 contract. This link provides further

information:

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



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


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6. What we know works (and doesn’t work so well)

We have already commissioned several rounds of films for functional skills learners and so

have a good idea of what works best for our audience.

Explainer structure

The narrative will spread itself across two or three video clips, each demonstrably meeting

the delivery of specified learning outcomes, so you’ll need to consider how the three clips

work together.

Storytelling

Each Explainer has an over-arching narrative set in a workplace and contains clear learning

outcomes tied to the functional skills English Framework.

The films need to be compelling to learners by featuring:

Characters that students can identify with

Real-life workplaces

A clearly demonstrated learning outcome for each clip

Authenticity

Tasks undertaken must have a sense of ‘jeopardy’ – learners need to understand that the

completion of a particular task is key to an individual’s success in their role.

It is also important that the kind of tasks undertaken are a realistic reflection of what happens

in real-word workplaces and follow industry standard practice and relevant health and safety

protocols.

Tone

Documentary alone will not capture learning effectively

‘Scripted reality’ can help focus the script and learning

Explicit reference to what the character is doing using v/o or other scripting

techniques.

Make it energetic and upbeat where appropriate.

Characters / Contributors

Consider things like age and background as well as ethnicity, geographical location, gender

and disability. Our audience like to see themselves reflected in content.

Contributors need to be engaging and win learners’ empathy. Aim for a range of approaches

in terms of format and status-dynamic across the suite of content.


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6. What we know works (and doesn’t work so well, continued)

You’ll also need to think about the ‘status dynamics’ within the workplace setting. It is great

to show peers teaching each other rather than relying too heavily on examples where a boss

or trainer is imparting knowledge or expertise.

Locations

Our core audience for our films will be between 16 and 26 years old. Settings should be

youthful, visually interesting and easy for young people to relate to.

Branding

Take care with branding in your videos. The BBC, as publicly funded broadcaster, has to

ensure that no brand is given undue prominence. While it is unrealistic to remove all

branding, we cannot promote and company or business.

As Bitesize is accessed by children we need to follow Editorial Advice specific to producing

content which refers to this audience, this includes advice about branding.

Guidance in detail here: http://www.bbc.co.uk/editorialguidelines/guidelines/editorial-

integrity/product-prominence

http://www.bbc.co.uk/editorialguidelines/guidelines/editorial-integrity/product-prominence

http://www.bbc.co.uk/editorialguidelines/guidelines/editorial-integrity/product-prominence

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