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BBC Bitesize Post-16 Maths

Commissioning Brief

Maths Problem Solving Videos

July 2018

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Contents

1. BBC Bitesize: bringing learning to life

2. Introducing functional skills

3. Problem solving

4. Relevant approaches in maths teaching

5. The audiences

6. About our content

7. Accessibility

8. The brief

9. Deliverables and budget

10. Pitching: are you right for the job?

11. What are the deliverables for the pitch?

12. The BBC Learning team: how we work together

Appendices

1. BBC Education Strategy

2. Functional skills (and equivalents) Content Frameworks

3. Maths visualisation and problem solving

4. Functional skills learners

5. Bitesize Functional Skills ‘Maths Explained’ resources

6. Barriers to using visual models

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

8. Full technical specifications

9. Terms

Note: Any non-BBC resources linked to in this document do not imply an endorsement

of any product, commercial or otherwise.

Please do not include any copyrighted material in your submission for the brief.

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1. BBC Bitesize: bringing learning to life

BBC Bitesize provides study and revision support for children and young people, linked

to the curricula across the UK. Our GCSE revision website reaches 75% of all secondary

students in the UK.

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

Skills courses in English and maths and their equivalent qualifications in the nations.

You can visit our Functional Skills ‘beta’ website covering maths and English at Level 1

and 2 across a range of vocational contexts at: www.bbc.co.uk/functionalskills

In March 2018, the BBC launched its new Education Strategy (see Appendix 1) with a

strong focus on social mobility. Priorities include opening up the world of employment

to young people and recognising the low level of ‘work-readiness’ in students leaving

education. Functional Skills qualifications have a central role to play for these learners.

2. Introducing Functional Skills

This commission will support learners of Functional Skills maths in England at levels 1

and 2 and equivalent qualifications across the nations.

These are Essential Skills in Wales and Core Skills in Scotland. In this brief the term

‘functional skills’ (lower case) is used to reflect the fact that this is a pan-UK offer.

Core Skills and Essential Skills

The ‘Bitesize Functional Skills’ beta website and the specifications of equivalent

qualifications for Scotland and Wales all emphasise the importance of problem-solving

skills.

The qualifications listed below aim to equip learners with the skills that enable them to

‘operate confidently, effectively and independently’ in life and to help them to progress

into employment and further study.

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UK qualifications in brief:

In England, Functional Skills qualifications are offered in maths, English and ICT

at entry levels 1, 2 and 3 and at levels 1, 2 and 3.

In Wales, Essential Skills qualifications are offered in Application of Number Skills,

Communication Skills, Digital Literacy Skills and Employability Skills.

In Scotland, Core Skills qualifications are offered in Communications, Numeracy,

Problem Solving, Using IT and Working With Others.

Northern Ireland has announced that it will be withdrawing its Essential Skills

qualifications from 2019.

In Scotland, functional learning consists of five ‘Core’ skills. Numeracy is one of these,

but ‘Problem Solving’ is also considered as a separate skill in its own right.

In Wales (and previously in Northern Ireland), in addition to maths-focused ‘Application

of Number’, frameworks also cover ‘Essential Employability Skills’ and ‘Critical Thinking

and Problem Solving’. (See Appendix 2 for more information).

We’re challenging you to produce a series of videos that explore maths problem solving

and visualisation techniques for functional skills learners.

For more detailed mapping of qualifications across the UK, please refer to our article:

‘Introducing the Bitesize functional skills beta’.

3. Problem solving

Problem solving is now at the heart of all functional learning and this must be reflected

in the resources that we produce for learners.

Problem-solving skills also have applications which go far beyond the purely

mathematical. And there is also a renewed emphasis on students developing a positive

approach to tackling problems they are presented with.

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4. Relevant approaches in maths teaching

There are a number of strategies for teaching maths that adopt the approach of

visualising maths problems. Learners can develop understanding of maths through

visual models - these are ‘mental pictures’ that can explain a particular idea or concept.

It is important to note that there is extensive academic research into maths learning and

what we provide here is just a snapshot of the approaches we feel to be relevant.

A visual model might be as simple as a using the slices of a cake to represent fractions,

but they can equally be used to explain more complex ideas in maths too. Some key

approaches are outlined below.

Singapore-style maths and bar modelling

Singapore-style maths promotes modelling and encourages students to draw and

visualise maths concepts to solve problems in an intuitive and conceptual way.

Drawing on the concrete, pictorial and abstract (C-P-A) approach, bar modelling

provides pupils with a powerful and versatile method for solving problems that can be

applied across a wide range of concepts, topics and difficulty levels.

Bar modelling is a technique widely used in visual maths. It can be used to teach

students concepts such as ratios, volume and fractions by providing simple

pictorial representations of complex mathematical formulas.

Bar modelling is an essential maths mastery strategy, which enables pupils to draw and

visualise mathematical concepts to solve problems.

Maths mastery

The ‘maths mastery’ approach, central to Singapore Maths, has proven hugely popular

and successful with younger learners. Students are encouraged to move on from

learning by rote so that they are confidently able to master maths problems.

Key features of teaching maths for mastery are as follows:

The whole class works at the same pace, meaning no learner is left behind. Each

maths topic is studied in depth, with the teacher only moving on when they are

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satisfied that the entire class is secure in their understanding of the topic.

Because of the slower pace at which the topics are studied, learners are given the

time and space to think deeply about the maths, leading to a better

understanding. Teachers do not have to re-visit topics that have been covered in

depth in this way.

Learners are not differentiated in the classroom based on their ability. The more

advanced learners are given more complex, sophisticated problems within the

same topic, whereas less advanced learners are given extra support to

consolidate their understanding before the whole class moves on to the next

topic.

In the video below, Sal Khan of the educational website The Khan Academy explains why

mastery is so important to mathematical and other types of learning:

https://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores

He says that to have mastery, “You should have grit, you should have perseverance, you

should have agency over your learning.”

Realistic Maths Education (RME)

Developed in the Netherlands, Realistic Maths Education (RME) aims to equip students

with problem solving skills and has also been used successfully for a number of years in

other countries.

RME focuses on realistic situations to develop learners’ maths skills, featuring familiar

contexts, the use of models and adapting multiple strategies to solve maths problems.

See Appendix 3 for more information on the visual maths approaches described above.

A six step problem-solving framework

This is an approach which is included in some GCSE maths syllabuses. We are interested

in whether this approach may also work for our learners either in its current or a

modified state. You can see the framework here:

https://www.bbc.com/education/guides/zyy97p3/revision/1

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5. The audiences

Breakdown of the learners

The Functional Skills (and nations’ equivalents) audience is quite considerable in size. In

2017, approximately 12.5 million certificates were issued in England, 7,240 in Wales,

23,250 in Northern Ireland and in Scotland, 136,889 certificates were issued that

included Core Skills units.

It is extremely important to understand the diversity of the Functional Skills audience,

in terms of ethnic, social, demographic and educational needs perspectives. See

Appendix 4 for a more detailed description of the learner segments above.

In England, the total functional skills audience is broken down as follows:

Apprentices (56%)

It is estimated that over three-quarters of apprentices have not reached the required

level of maths and English at the start of their apprenticeship. They are therefore

required to attain this in order to successfully complete their apprenticeship (Level 2 for

Intermediate apprenticeships). Functional skills provide an alternative to GCSE resits.

16-19 study (26%)

These are students who have chosen to go to a FE College for vocational training rather

than continue from GCSEs to AS Levels.

Other adult learners (8%)

This group includes learners of English as a second language (ESOL), learners on

community learning programmes, doing online courses or attending FE classes.

Benefit claimants (7%)

Unemployed learners can either be referred by their Job Centre to mandatory training as

a condition for receipt of benefits, or can volunteer for training.

Offenders (2%)

FE colleges are the main providers of learning and skills training for persons on remand

or in custodial sentences across England. Around 90% of these learners are male.

Workplace learners (1%)

This sector accounts for employees (mostly in the 25+ age group) who are able to

request training in the workplace to refresh their English, maths and ICT skills.

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What do we know about what the 16-26 functional skills audience like?

Semiotics research

In 2016, Bitesize Post-16 commissioned semiotics research into the tastes of the 16-26

year old Functional Skills audience. Its brief was to ‘define the Functional Skills video

content which can “best effect change in the learners’ life stories”- which will engage,

entertain and educate them where other learning resources have fallen short.’

16-26 year old functional skills learners were asked to list their favourite media choices,

‘the material which they would typically consume for leisure and (informal) learning

purposes. The research identified 10 core cultural ‘codes’ in the media that ‘drew their

attention on a daily basis’.

Many of the codes were considered relevant for our learners and their potential

application was suggested. For instance, the ‘Adapt & React’ code is interpreted as a

need to be flexible and not tie the learning to too narrow or specific a job role.

The emphasis is on adaptability and the ability to apply knowledge, something that

clearly resonates with establishing general principles in terms of both problem-solving

strategies and maths visualisation techniques that can be endlessly applied by learners

in various contexts.

The ‘Peer to Peer Authority’ code suggests this audience is keen to learn, but in a non-

didactic way.

Not all of the codes of engagement and entertainment identified were considered

appropriate in educational contexts. Most significantly, ‘Sensory Overload’ is one such

code. The ‘saturation of visually noisy imagery’, which tends to be a key component of

contemporary youth content, can be challenging to functional skills learners.

Too much ‘cognitive load’ in educational contexts can leave learners feeling

overwhelmed. This means that, we need to be restrained in our use of onscreen graphics

and there must always be a strong justification for their use.

The key takeaways from this research are that this age group is extremely conversant

with social media and short-form content.

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Our content will engage best with this age group when delivered by relatable peers in

recognisable situations, rather than by figures of authority in traditional educational

settings and learn best when concepts are situated in familiar, real-life contexts.

Any attempts to engage these learners through our video content therefore will need to

reflect these findings in terms of look and feel.

Bitesize Functional Skills beta site evaluation

In March 2018, the BBC commissioned an evaluation of the Functional Skills beta site

with a group of functional skills learners from around the UK.

Key insights included:

The tone of voice, duration and learning style went down well

Content was relevant to students’ everyday lives and offered a practical element

to their studies, often missed by text books

Learners want learning outcomes to be clearly demonstrated

Vibrant, high quality images which clearly illustrate the learning and context were

preferred by students

Learners prefer plain English – keeping language simple ensures that students

are not alienated or excluded.

6. About our content

Our content format is a series of responsive web-based articles which guide learners

through sets of video clips paired with interactive activities.

This is an explicitly educational narrative experience which leads students through

content that delivers learning outcomes.

Most of our content is set in workplaces where students are often located (or might

aspire to work) while studying for functional skills maths, eg as apprentices or trainees.

Our ‘Vocational Scenario’ content explores a scenario that takes place in a real

workplace and demonstrates the use of maths skills. There are currently eight vocational

contexts covered on our website – https://www.bbc.co.uk/functionalskills

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Although maths problem-solving skills and visualisation techniques are routinely

demonstrated in these films, for this commission we require a suite of films that make

these techniques explicit. They must offer the learner a means to approach this and any

other maths content.

There are two types of video in the commission: the video content that forms the

main deliverable and populates our articles and the Inspire video serves as a

taster for the entire suite of films.

Article video content

The ideal Article video content should be approximately three minutes in duration, split

into three clips of approximately one minute each.

Inspire video

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.

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

learning outcomes covered in the videos.

7. Accessibility

It is important that the content that we create is accessible to all audiences, including

those who may have an impairment or disability. This means that extra care is needed to

ensure that concepts communicated in films and through interactive activities are

accessible to all learners.

For this commission, we are asking you to consider how students can solve problems

using visual maths tools. The creative approach to this brief should include information

on how your content would be made accessible for learners who are visually impaired,

have limited manual dexterity or another impairment which could adversely affect their

full use of problem-solving tools.

You will need to think holistically about how these needs can be approached, this is both

a content and interactive design issue. You will find some web accessibility pointers here:

https://www.bbc.co.uk/guidelines/futuremedia/accessibility/mobile/summary

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8. The brief

We want you to produce a suite of 5 films that will equip learners with the skills they

need to approach solving maths problems, appropriate to students of Level 1 and 2

Functional Skills (and their equivalents in the nations).

The films will sit within our Article format and introduce and explore the following areas:

Problem-solving strategies that show learners how to break down a real world

problem that requires aspects of maths to solve it.

Key visualisation techniques used to model maths problems

Techniques for translating worded maths problems into visual and symbolic

representations

Methods for estimating, checking and interpreting results.

In addition to this, we would like you to produce an ‘Inspire’ film. This is a stand-alone

piece of 45 – 60 seconds in length that celebrates the difference that strong problem-

solving skills can have on learners.

Please note: there is not a requirement to set the films in any specific vocational context.

However, we are looking for treatments that are set in real-life situations. Visit our

‘Maths Explained’ resources for further clarification (Appendix 5).

9. Deliverables and budget

This commission is for 5 x 3 minute Article videos, plus 1 x 45 seconds to 1-minute

Inspire video. These must be suitable for students at maths Level 1 & 2 Functional Skills

maths and equivalent qualifications in the nations.

You must work with an appropriate educational consultant to devise your proposal.

Other deliverables:

Assets: 10 photographic stills per film.

Post-production paperwork.

BUDGET: £30K

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10. Pitching: are you right for the job?

Please be prepared to demonstrate:

An awareness of the audience and an understanding of how to engage this

audience with short-form video content (see Appendix 6 and Appendix 7 for

more information)

Familiarity with functional skills maths

A breakdown of the films you intend to produce in line with the stated budget

A creative approach to your treatment of the learning outcomes for the sample

topic

An understanding of how content appears on a range of platforms

Your ability to manage this project to the highest professional standard,

evidencing your use of an educational consultant and use of the project-

management approach you intend to use.

11. What are the deliverables for the pitch?

We’d like you to work up a creative treatment for the following Explainer video topic:

“An introduction to bar modelling”

Please outline how your video would break this down into three clips, with a clearly

defined learning outcome in each. You will need to provide:

A detailed description of the pedagogical basis of your approach, this might

include any of the approaches listed in Section 4.

A creative treatment of the 2.5 to 3 minute Article video, “An introduction to bar

modelling”, split into three clips.

Evidence of your capacity to deliver the set of films

An indication of how you will ensure the educational basis of the films is sound.

A schedule of work proposed – full delivery due 31st January 2019 – and an

account of project-management systems you would employ to ensure successful

delivery of the project.

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

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

send files as MS Word documents or PDFs.

Please email your proposal to tracy.navin@bbc.co.uk – 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: 5pm on 31st August 2018.

Key dates:

Brief published 15th August 2018

Deadline for proposal submission 31st August 2018

Pitching w/c 24th September 2018

Notification of contract award 1st October 2018

Final delivery 31st January 2019

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12. The BBC Learning team: how we work together

You will be responsible for:

Project management and production of deliverables to agreed deadlines and

budget;

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

to write activity content and to chair meetings where this content will be

discussed and agreed;

Attending script meetings (in person or by Skype) with the BBC team and the

educational consultant;

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 (WebasC).

The BBC will be responsible for:

Collaboration throughout the production and delivery;

Sign-off on storylines, look and feel, scripts, casting, 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 functional skills audience.

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Appendices

Appendix 1 - BBC Education Strategy

The BBC’s new Education Strategy – launched March 2018.

http://www.bbc.co.uk/mediacentre/latestnews/2018/education-strategy

Appendix 2 – Functional Skills Frameworks

England

Functional Skills - Maths:

https://www.gov.uk/government/publications/functional-skills-subject-content-

mathematics

Scotland

Core Skills Framework – Numeracy and Problem Solving :

https://www.sqa.org.uk/sqa/83655.html

Wales

Essential Skills Framework – Application of Number:

http://www.qualificationswales.org/english/qualifications/essential-skills-wales/

Northern Ireland

Northern Ireland will be withdrawing their Essential Skills qualifications from 2019.

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Appendix 3 – Maths visualisation and problem solving

Maths mastery

You can find out more about the ‘maths mastery’ approach on the following websites:

https://www.mathematicsmastery.org/our-approach/

https://www.ncetm.org.uk/resources/47230

Five Big Ideas in Teaching for Mastery:

https://www.ncetm.org.uk/resources/50042

Further information on maths problem-solving tools and visualisation techniques, plus

some worked through examples, can be found here:

http://www.mathsnoproblem.co.uk/parent-videos

http://thirdspacelearning.com/blog/2017/how-to-ace-the-four-operations-and-word-

problems-with-the-bar-model-method

Concrete – Pictorial – Abstract

Introduction to CPA: https://mathsnoproblem.com/en/the-maths/teaching-

methods/concrete-pictorial-abstract/

Singapore Maths and bar modelling

For further information, videos and sample resources, visit:

https://www.twinkl.co.uk/teaching-wiki/bar-model

https://mathsnoproblem.com/en/the-maths/teaching-methods/bar-modelling/

Realistic Maths Education (RME)

For further information, videos and sample resources, visit:

http://mei.org.uk/rme

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Appendix 4 - Functional Skills learners

The most recent detailed data we have available is listed below and relates solely to

England. We have nevertheless included it in order to give a fuller breakdown of each

learner segment as it relates to age range, ethnicity and disability.

Apprentices

23% are under 19

29% are 19-24

48% are 25+

8% have a learning difficulty or disability

10% are BME

52% female, 48% male

Educational Background

Apprentices who take Functional Skills Maths and English exams tend to have had poor

academic experiences with English and Maths. They have either failed, not taken, or

done poorly in GCSE Maths and English. They lack confidence and motivation if these

subjects are presented in the same way.

To qualify for an Advanced Apprenticeship, a learner must have five GCSEs at A*-C (if

they do not, they can apply for an Intermediate Apprenticeship). Intermediate

Apprenticeships do not have academic entry requirements.

16-19 Study Programmes

98% are 16-18

2% are pre-16

16% have a learning difficulty or disability

22% are BME

49% female, 51% male

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Educational Background

16-19 Study programmes must include study towards a Maths and English qualification

for students who do not already have GCSE passes in these subjects. Functional Skills is

one of the accepted qualifications to study for.

While such students can choose to retake their GCSEs, some opt for Functional Skills

exams due to a lack of confidence and motivation in retaking GCSEs after recently doing

poorly in them.

Unemployed learners

26% are 19-24

72% are 25-59

2% are 60+

23% have a learning difficulty or disability

24% are BME

55% are male, 45% are female

Educational Background

These learners tend to have limited academic qualifications and problems with literacy

and numeracy which may make it difficult to access direct-to-learner materials. Entry

level is the most common level of learning for this segment.

Offenders

32% are 18-24

61% are 25-29

7% are 50+

27% have a learning difficulty or disability

35% are BME

92% are male, 8% female

Educational Background

The educational levels of offenders are more diverse than those of unemployed learners.

Level 1 is the most common Maths and English learning aim. Functional Skills learning in

prisons is seen more as a preparation for an Apprenticeship after leaving prison than

acquiring basic numeracy and literacy and is seen as an important part of rehabilitation.

Workplace learning

16% are 18-24

28% are 25-34

26% are 35-44

31% are 45+

5% have a learning difficulty or disability

22% are BME

64% are male, 36% are female

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Educational Background

The older age profile of workplace learners and the high incidence of repeat Level 2

learning, suggests that there might be significant numbers of learners above the age of

25 in this group who are proactively topping up long-neglected literacy and numeracy

skills.

Other adult learners

31% 19-24

59% 25-49

11% 50+

13% have learning difficulty/disability

26% BME

41% are male, 59% are female

Educational Background

Community Learning Programmes: Functional Skills exams are listed by local councils as

an optional part of Family English, Maths and Language courses as a way for parents to

acquire the necessary skills to help their children in English and Maths.

ESOL learners: Around 75 providers reported increasingly using Functional Skills with

ESOL (English as a second language) learners – partly due to funding (as Functional

Skills is free to learners, unlike ESOL). Not all ESOL learners would be able to access

Functional Skills – particularly those with lower literacy skills, less experience of

education or those needing more time to consolidate their learning.

Appendix 5 - Bitesize Functional Skills ‘Maths Explained’ resources

Visit: https://www.bbc.co.uk/education/functionalskills/curations/z93rv9q to see article

videos set in real-life (but not necessarily vocational) contexts.

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Appendix 6 - Barriers to using visual models

Even using basic visual models like bar modelling can present problems for functional

skills students.

We have identified four common responses to tackling visual maths problem-solving

techniques among these learners. We have suggested some ideas for tackling each of

the objections listed below.

1. “I don’t understand this”

How can we help learners to understand the ‘language of maths’ and start to

decode written questions? Where learners begin to understand the significance

of words like ‘all’, ‘some’, ‘none’, ‘shared’, ‘half’, ‘equal’ etc.

2. “I don’t know what to do”

How can we empower learners so that feel confident in choosing from a suite of

tools?

How do we keep it simple so we are not introducing too much at once?

3. “I can’t draw”

Many students find their confidence at such a rock bottom that even picking up a pen or

pencil seems an ordeal.

How can students gently be encouraged to draw increasingly complex shapes?

How does adding a line change a drawing?

4. “This isn’t relevant to me”

Looking at some of our existing content, can these settings and scenarios be

employed to create problems that resonate with learners?

What other settings and scenarios might lend themselves well to this group of

learners?

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Appendix 7 - What we know works (and what doesn’t work so well)

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

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

Content structure

In articles, the narrative spreads itself across three video clips, each demonstrably

meeting the delivery of specific learning outcomes, so you’ll need to consider how the

clips work together as a whole.

Jeopardy

Videos should establish a sense of ‘jeopardy’, in so far as learners should appreciate that

the adoption of the strategies highlighted in the films is essential to their success in

solving maths problems.

Characters / Contributors

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

gender and disability. Our audiences like to see themselves reflected in the content, with

engaging and relatable contributors.

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 recognise and 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. Guidance in detail here:

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

prominence

Child Protection

Although this brief is for a suite of films for a post-16 audience, given that the Bitesize

brand covers learners from primary age upwards, you should proceed in making these

films with this in mind. This means you should avoid including content that would be

inappropriate for a child to see.

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Appendix 8 - Full technical specification

BITESIZE CONTENT DELIVERY

Files need to be delivered to the following spec:

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

and one uncompressed).

Compressed:

Container format: .mp4 or .mov (preferably mp4)

Maximum file size: 50GB

Video

Codec: H.264 / QuickTime

If your system gives you the option to choose between baseline, main and

high profile for H264 export, high is preferred

Frame size: 1920 x 1080

Frames per second: 25 (progressive scan)

Bit rate/ quality: maximum 12mbp

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.

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Uncompressed:

Deliver an uncompressed version on separate channels.

o This should be the project and source files you have used - with video,

voice, music, SFX and graphics on separate channels.

o Graphics must be rendered on separate channel for translation.

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

o If delivering animation use the uncompressed Animation Codec.

o H264 source footage from DSLRs is acceptable.

o Please refer to this link for

output: https://www.digitalproductionpartnership.co.uk/what-we-

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

Video images

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

To deliver two 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.

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Subtitles

To deliver an XML for subtitles for each video (English SDH)

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

Languages)

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

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

guidelines/ from section 23

o A basic style guide and example can be supplied on request

Documentation

The following post-production documentation must be completed on the following

templates and returned as complete:

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

as clearly indicated what information belongs to which video

Post production transcript – timecoded

Online compliance form.

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

Appendix 9 - 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.

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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