BBC Bitesize GCSE Geography - WJEC Animation Brief - BBC Learning August 2018
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BBC Bitesize
GCSE Geography - WJEC
Animation Brief
BBC Learning
August 2018BBC Bitesize: Geography GCSE - WJEC
ITT
August 2018
Contents
About BBC Bitesize .................................................................................................................................. 3
Who is the BBC Bitesize audience? ..................................................................................................... 3
Style, tone and the Bitesize brand ...................................................................................................... 3
Summary of deliverables .................................................................................................................... 4
Look and feel ....................................................................................................................................... 5
GCSE Geography - WJEC ......................................................................................................................... 6
Summary of assessment ..................................................................................................................... 6
Requirements.......................................................................................................................................... 7
Education consultant .......................................................................................................................... 8
Outline of work ................................................................................................................................... 8
General points..................................................................................................................................... 8
About this commission ....................................................................................................................... 9
Diversity .............................................................................................................................................. 9
User-testing......................................................................................................................................... 9
Deliverables......................................................................................................................................... 9
Out of scope ...................................................................................................................................... 10
The process ........................................................................................................................................... 11
Creative proposal .............................................................................................................................. 11
Storyboards/creative approach .................................................................................................... 11
Project team .................................................................................................................................. 11
Production schedule ..................................................................................................................... 11
Indicative budget .......................................................................................................................... 12
Proposal deliverable list ................................................................................................................ 12
Working with the BBC ........................................................................................................................... 13
Company and project team profile ................................................................................................... 13
Links to relevant portfolio examples ................................................................................................ 13
Budget ............................................................................................................................................... 13
Working together .................................................................................................................................. 14
Who’s responsible for what? ............................................................................................................ 14
The BBC Learning team ..................................................................................................................... 14
Schedule/project management ........................................................................................................ 15
The pitching process ............................................................................................................................. 16
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Key dates ........................................................................................................................................... 16
Selection............................................................................................................................................ 16
Next steps ......................................................................................................................................... 17
Appendix A ............................................................................................................................................ 18
Appendix B ............................................................................................................................................ 21
Appendix C ............................................................................................................................................ 23
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About BBC Bitesize
Who is the BBC Bitesize audience?
Bitesize is the BBC’s study support service for students, helping 3-16-year-olds with their schoolwork,
coursework, homework and preparation for tests and exams. Bitesize covers core subjects at
primary, Welsh Foundation Phase and Scottish 1st and 2nd levels, and a much wider range of subjects
at secondary, including KS3, GCSE, Welsh TGAU, Scottish National 4 and 5, WBQ and Welsh CBC.
BBC Bitesize is used by approximately three-quarters of secondary school students in the UK.
Although Bitesize now incorporates video and animation clips for use in class by teachers, this
commission is part of our student-facing content and will sit within our study guides.
Further audience insights can be found within the following document:
http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr16/uk/CMR_UK_2016.pdf
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 produced in a high quality and entertaining way.
Bitesize brand 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
accessible to every level of academic ability and learning style
factually correct, high-quality and curriculum-relevant content
simple, straightforward language
funny or quirky tone (where appropriate)
innovative educational media formats
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 scope and wide variety of Bitesize videos and
animations currently available:
GCSE English Literature: To Kill a Mockingbird Plot
http://www.bbc.co.uk/education/guides/zsrfg82/video
GCSE Maths: Solving algebraic problems
http://www.bbc.co.uk/programmes/p02m44z6
GCSE German: Speaking: Me
http://www.bbc.co.uk/education/guides/z96rk7h/video
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• GCSE Religious Studies: Jesus as God incarnate (example of bilingual English/Welsh offering)
English: https://www.bbc.com/education/guides/zxnpjty/video
Welsh: https://www.bbc.com/education/guides/z3kt2nb/video
• GCSE Maths Numeracy: Loci and constructions (example of bilingual English/Welsh offering)
English: http://www.bbc.co.uk/education/guides/zc3xp39/video
Welsh: https://www.bbc.com/education/guides/zsjr82p/video
WBQ: Global citizenship challenge: Creativity and innovation (example of bilingual
English/Welsh offering)
English: http://www.bbc.co.uk/education/guides/zxyxtyc/video
Welsh reversion: http://www.bbc.co.uk/education/guides/zpjr4j6/video
Summary of deliverables
BBC Bitesize is looking for animation proposals to complement content for the WJEC specification for
the Geography GCSE (from 2016) qualification. For this commission we are looking for c. 14’00’’
minutes of animation (7 animations x 2’00’’ minutes) delivered in English, together with an
additional 14’00’’ minutes of Welsh language versions of these animations, for a total budget of
£35,000. The seven Welsh animations will need to be identical to the corresponding seven English
animations, but reversioned into Welsh, with all voiceover, dialogue and on-screen text delivered in
Welsh.
Please note that 7 completed scripts already exist in English, together with 7 reversioned scripts in
Welsh, so there will be no need to propose any new scenarios or commission any new scripts for
this particular production.
The premise for these pre-existing scripts involves roving reporter Rhona, an investigative vlogger
from Wales, who self-shoots on her mobile phone. She is tenacious and relentless in her quest for
answers. Whether exploring the Yorkshire Dales or Cardigan Bay, her delivery is fast-paced, intense,
and melodramatic. GPS, geo tagged maps and augmented, graphical overlays are all tools of her
trade, flashing up on screen as she chases her scoop, delivering important geographical information
as dynamic diagrams and reflecting the social, live geography of our digital age.
We are eager to offer some variety in the design approach that will keep the content fresh, unique
and appealing and will capture the tastes of a broad spectrum of learners.
The animation content should appeal to KS4 students in the 14-16 age range working towards the
WJEC's Geography GCSE (from 2016) qualification. The style and tone of the animation content
should be fairly sophisticated and therefore pitched beyond the 14-16 age range. We would prefer
to see proposals that look too old rather than too young.
The animations shouldn’t alienate students working at a low ability or high ability level, so there
should be scope to engage students of any age, and ability, who are interested in learning. All
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animations need to cover some basics, but also include more advanced elements and ideas. Special
thought should be given to how the animations can be made as accessible as possible.
Animations should be concise, lively and imaginative, and should present the information in a way
that is interesting to everyone.
We are open to any creative approach, as long as it suits the scripts already written for this
commission and meets the relevant learning objectives needed for the WJEC's specification for
Geography GCSE (from 2016) and is suitable for the KS4 target audience.
Look and feel
Each animation should provide an engaging and succinct explanation of the content and be
appropriate for 14-16 year olds. There may be options for using on-screen text or graphics creatively
or other effects to underline learning points. We are looking for something different which is unique
to Bitesize.
Humour is welcome, along with quirks to help details “stick in their heads” – but at the same time
not overly silly or patronising.
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GCSE Geography - WJEC
The WJEC's Geography GCSE (from 2016) qualification provides opportunities for candidates to
adopt an enquiry approach to learning, studying information, issues and geographical concepts.
Learners are encouraged to think creatively, think scientifically and think independently.
The specification will:
develop learners’ knowledge and understanding of geographical information by adopting
and enquiry approach
provide opportunities for fieldwork, consolidating and extending learners’ understanding of
geographical concepts learned in the classroom with enquires out in the field
challenge learners to apply what they have learned through specific fieldwork in local
contexts to the wider context of UK geography
provide opportunities for learners to think 'like a geographer’
provide learners with the opportunity to study Welsh perspectives, which arise naturally
from the subject matter, enriching learners' understanding of the world around them
develop their understanding of a number of key overarching geographical concepts such as
cause and effect, cycles and flows, geographical futures, interconnectedness and sustainable
communities
develop learners’ competence in using a wide range of geographical investigative skills and
approaches; mathematical, cartographic, mapping and statistical skills
Following the specification will enable learners to:
understand geographical processes, illuminate the impact of change and of complex people-
environment interactions, and highlight the dynamic links and interrelationships between
places and environments at different scales
develop and extends their knowledge of locations, places, environments and processes, at a
range of different scales
have locational knowledge of Wales, the UK, the continents and oceans as well as locational
and contextual knowledge of at least one low income country (LIC) and one newly
industrialised country (NIC)
There are no previous learning requirements for this specification. The specification builds on
subject content, which is typically taught at Key Stage 3, and provides a suitable foundation for the
study of Geography at either AS or A level. In addition, the specification provides a coherent,
satisfying and worthwhile course of study for learners who do not progress to further study in this
subject.
Summary of assessment
Unit 1: Changing physical and human landscapes
a. Two core themes and one option
Unit 2: Environmental and development issues
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b. Two core themes and one option
Unit 3: Fieldwork Enquiry – tested under exam style questions that will be set by the WJEC in the
November of the year prior to the award. Students can use their portfolio of fieldwork evidence
gathered throughout their GCSE towards this. To prepare for this report, learners are expected to
undertake two fieldwork enquiries outside the classroom and school grounds, each in a contrasting
environment. This report will be marked by the WJEC
Learners must consider a Welsh perspective if the opportunity arises naturally from the subject
matter and if its inclusion would enrich learners’ understanding of the world around them as citizens
of Wales as well as the UK, Europe and the world. Where the study of a Welsh perspective is
essential it is indicated in the depth of study, for example, in Key Ideas 1.1 and 2.1.
The GCSE Geography – WJEC resource currently exists on the BBC Bitesize website as one series of
English-language study guides, and one series of Welsh-language study guides, including:
webpages with text summaries, archive videos, infographics and images (revision chapters)
10-question multiple choice quizzes (test chapters)
In order to provide students with further explanations of the skills required within the GCSE
Geography content, we would like to add the following:
7 short-form animations x approximately 2’00’’ minutes each in English
7 short-form animations x approximately 2’00’’ minutes each in Welsh-language
reversions
Requirements
7 short-form animations (c 2’00’’ minutes in length each), approximately 14’00’’ minutes in total for
English language content, with c. 14’00’’ identical versions being produced in Welsh covering various
aspects of the WJEC's GCSE Geography course. Animations will be delivered in both English and
Welsh.
Each animation will focus on important aspects covered in the WJEC's GCSE Geography qualification
which students often struggle with understanding and teachers find hard to explain.
Please note that all scripts for this production have already been commissioned. We have provided
further information on the titles and learning outcomes of the proposed animations (see Appendix
A).
The characters from the scripts should reflect the diversity of the UK, including BAME and disability.
We can provide more information on the approach to diversity if needed.
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Education consultant
You will need to contract and work with an educational specialist/consultant to ensure that all the
visual content is accurate and relevant. All content must be passed through an education consultant
(from storyboard to fine cut), 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 in order to
ensure that terminology is current and coherent, and that any potential puns or play or words can
be successfully reversioned to the Welsh language visuals. 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.
We are aware that things might change during the animation process if things don’t flow as they
should in practice. 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.
Outline of work
7 short-form animations in English of approximately 2’00’’ minutes in length each (see
‘Requirements’) to be published on bbc.co.uk
7 short-form Welsh language versions of the animations of approximately 2’00’’ minutes in
length each (see ‘Requirements’) to be published on bbc.co.uk
Animations will be delivered in both English and Welsh.
Animations should be linear - interactivity is out of scope for this commission.
Animations should include voiceover, music, sound effects where appropriate.
In the main, the aim of the animations is to deliver a variety of Geography content in a way
that is easily comprehensible for our audience, covering the key points of the curriculum.
Animation content should be engaging and informative. The content should present the key
points using a practical approach. We are open to all fresh, creative ideas.
Please note that although Bitesize now incorporates video and animation clips for use in
class by teachers, this commission is part of our student-facing content and will sit within
our study guides as revision tools.
General points
The scripts for this production have already been commissioned, and must be used for all
the final delivery animations.
The animations should encourage multiple viewings and sharing with friends.
Each animation should stand alone in its own right as an engaging piece of content but also
should feel part of a connected suite to complement the associated revision guides.
Animation content typically remains live on Bitesize for at least four to five years, so topical
references within the visuals should be avoided to ensure that the content does not date too
quickly.
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Bitesize will require final sign-off on voices and on-screen talent.
Where used, music should be production/mood music rather than commercial.
Submitted proposals should not be longer than 15 pages in length.
About this commission
The overall tone should be informal 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.
The animation content should represent the diversity of the Bitesize audience. For example,
approximately 25% of school children today identify themselves as not being White British –
we celebrate diversity in all its forms.
Subtitles in English / Welsh will be required - as per the BBC guidelines –
http://www.bbc.co.uk/guidelines/futuremedia/accessibility/subtitling.shtml
All animations will be delivered in both English and Welsh. The overall budget for the commission
should include any consultant fees.
Diversity
BBC Learning is committed to representing the diversity of our audience.
User-testing
Companies must user-test visuals to ensure suitability for the audience, and user-testing sessions
must be built into the schedule. There should be at least two user-testing sessions during the course
of the production. These should include working with at least two different schools in Wales who are
teaching the WJEC's GCSE Geography (from 2016) specification. The BBC will also aim to user-test
content.
Deliverables
Final animations in electronic format (a technical specification will be provided), both
compressed and uncompressed. Uncompressed audio provided in multiple channels.
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
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*For more detail, see Appendix Item B: Video spec for delivery
Out of scope
Interactivity within the animations is out of scope.
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The process
Creative proposal
Companies are invited to submit a creative proposal. Your proposal should include:
Storyboards/creative approach
For this proposal we expect a creative treatment inclusive of example “look and feel”. We would like
all companies to propose a treatment for the following animation:
Animation Learning outcome
title
Floodbusters To identify a range of soft engineering management strategies used on rivers
throughout Wales and the UK.
Pupils need to understand that there are alternative strategies, and examine
conflicting views over river and floodplain management in the UK.
Land use zoning – River Severn at Shrewsbury.
Afforestation and/or peat bog restoration in Mid Wales - close to Lake Vyrnwy
and Plynlimon.
Use floodplains as temporary water stores so that flooding occurs
away from built-up areas.
Urban development control – restrict building on floodplains.
The video should include land use zoning afforestation and/or peat bog
restoration (soft engineering strategies).
See Appendix C for the completed script.
Tell us what your overall creative approach will be for this animation and you must include reference
to any expert consultants you intend to use.
Project team
Please define your project team within your response – including an indication of core staff
members and freelance support. Please include details on the skills and experience of the key
members of your project team. We would like to see evidence of your capacity to deliver this
content.
Please outline any talent, including actors, director and subject matter experts/consultants. Please
allow time in your schedule for BBC reviews.
Production schedule
Please provide a top-level schedule of major milestones/project management approach.
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Note: A project management system will be required (i.e. Azendoo, Basecamp, or other tool) to
manage the production of the content and to allow the BBC to track the project’s progress and
record feedback. Please ensure that the project management system chosen is accessible post
project so that we can run a debrief and reference any particular parts of the project easily if need
be.
Indicative budget
Within your indicative budget, you will need to make allowances for all production and content costs.
Proposal deliverable list
Designs/look & feel for the animation listed
Project overview
Company overview
Resourcing
Budget
Technical/ production/project management approach
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Working with the BBC
There will be a minimum of two face-to-face meetings during production, including the
project initiation meeting and the final project meeting. In addition, we require a weekly content
report/update (via phone or teleconference). At least one of the 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 scope of the project, confirm the timeline for delivery and hear
content plans and ideas.
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 proposed video content (storyboards, talent, style and tone)
o production schedule/milestones
o feedback from the user testing sessions
*This meeting could be via video conference call or face to face.
Final Project Meeting #3 – This final meeting will be scheduled around the end of the production
process to focus on:
o the remaining work production schedule/milestones
o project completion
o final paperwork
Company and project team profile
We want to hear from companies who are passionate about learning and enthusiastic about creating
content for one of the BBC’s premier online brands.
Audience awareness will also be key; do you know this audience and their needs? Have you
produced content for them before? Can you produce content that will resonate with them?
Links to relevant portfolio examples
Please send links to content you have produced which you think are relevant to this commission.
Budget
The maximum budget for this content is £35,000. Please provide a budget breakdown to show how
you intend to cost the project.
Payment schedule to be agreed upon award of contract. Typical payment might be:
10% on signature of contract
10% on sign off of design work / look & feel
10% on delivery of all storyboards
10% on delivery of all animatics
10% on final V/O recordings
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10% on delivery of all version 1 animations
10% on delivery of all final English animations
10% on delivery of all final Welsh animations
20% on full delivery of all assets and paperwork
Working together
Who’s responsible for what?
Supplier
You will be responsible for:
project management and production of deliverables to agreed deadline and budget
producing an editorial specification of the project
chairing regular production meetings and communicating project plans and status
quality assurance of content (in cooperation with the educational consultant)
post-production paperwork to be completed in format supplied by BBC (WebasC,
compliance forms in both English and Welsh, metadata in both English and Welsh)
BBC
We will be responsible for:
providing all scripts for each topic area
sharing project documentation from the wider suite of BBC Bitesize content as well as other
content relating to each topic, i.e. revision notes and tests
collaboration throughout the production and delivery
sign-off on the following: look and feel, 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, Bitesize
Angharad Rhys – Senior producer, Bitesize
Lowri Williams – Producer, Bitesize
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Schedule/project management
Although key points will be identified on the Editorial Specification, all Bitesize production
follows an iterative development process and we will feed back as soon as possible on all
editorial decisions.
Final delivery for the project will be discussed at the project initiation meeting.
This project is highly dependent on specific delivery dates that will be defined in the contract. As
such, we would like you to give particular attention to clause 9 in our standard terms which states
the following:
If you fail or are due to fail to deliver a Deliverable (or any part thereof) due at any stage specified in
Schedule 2 for any reason not directly and solely attributable to the BBC, the BBC shall (without
prejudice to any other rights or remedies available to the BBC under this Agreement or at law) be
entitled to terminate this Agreement.
Should this situation arise and the BBC is forced to terminate, the BBC would only be liable to you for
anything delivered prior to termination. For this reason we would ask that you give timeframes and
delivery the highest priority.
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The pitching process
Shortlisted companies will be invited to a face-to-face pitch at BBC North, Salford on the
morning of 13 September 2018.
Experience in GCSE level Geography 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.
Key dates
Deadline for submissions, pitch deliverables and selection requirements are outlined below:
Commissioning brief published 09 August 2018
Deadline for proposal submissions 9am, 6 September 2018
Face-to-face pitch to BBC 13 September 2018 (in
Salford)
Notification of contract award 17 September 2018
Project initiation meeting 19 September 2017
Final delivery of commission (English) TBD at the initiation
meeting
Final delivery of commission (Welsh) TBD at the initiation
meeting
These dates are indicative and they may be amended during the process to allow for sufficient time
to undertake each phase of the exercise.
Selection
The BBC will use the following standard criteria to evaluate the pitches submitted:
quality of the proposed design work / look & feel proposed – originality / suitability for Bitesize
audience
ability to meet editorial requirements
pricing / value for money
project management / production plan (schedule and budget)
core staff experience
prior experience of company
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presentation of response
Any queries on this commission should be emailed to Lowri Williams, lowri.williams@bbc.co.uk,
Angharad Rhys, angharad.rhys@bbc.co.uk or Nia Davies, nia.davies2@bbc.co.uk
Next steps
Please submit proposals by 9am, 6 September 2018 to:
Lowri Williams, Producer, Bitesize - lowri.williams@bbc.co.uk
Angharad Rhys, Senior Producer, Bitesize - angharad.rhys@bbc.co.uk
Nia M Davies, Executive Producer - nia.davies2@bbc.co.uk
Please use Submitted Proposal: GCSE GEOGRAPHY - WJEC as the subject line.
Proposals should be provided as either MS Word documents or PDFs. They should be a maximum of
15 pages long.
This is an open brief published on the BBC Learning Commissioning website.
Please note that this document is for information purposes only and does not form part of a
contractual agreement with the BBC.
This is a stand-alone new media commission and the BBC will require all rights in the content,
worldwide and on all platforms. The commission will be contracted using the BBC’s New Media
Rights Framework 2 agreement. Further information on the BBC New Media Frameworks can
befound here: http://www.bbc.co.uk/commissioning/technology-online/how-we-
work/newmediarights-framework.shtml
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Appendix A
Content breakdown
Video title Video content Theme in Learning outcomes
specification
1 Floodbusters River Engineering Theme 1 To identify a range of soft engineering
- a soft approach. management strategies used on rivers
(Sustainable throughout Wales and the UK.
River
Management) Pupils need to understand that there are
alternative strategies, and examine
conflicting views over river and floodplain
management in the UK.
Land use zoning – River Severn at
Shrewsbury.
Afforestation and/or peat bog restoration in
Mid Wales - close to Lake Vyrnwy and
Plynlimon.
Use floodplains as temporary water stores so
that flooding occurs
away from built-up areas.
Urban development control – restrict
building on floodplains.
The video should include land use zoning
afforestation and/or peat bog restoration
(soft engineering strategies).
2 Urban-rural Why live in a Theme 2 The video should explore the concept of
links rural area? sphere of influence and the process of
counter-urbanisation and the impacts it has
on rural communities in Wales. It should
focus on the reasons for this process as well
as the positive and negative impacts.
Llangollen and Broughton are within easy
commuting distance (road and rail links) of
Chester and other cities in the north west of
England. These cities also provide shops and
entertainment for people.
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Rural areas provide an improved lifestyle for
many people (especially retired) – peaceful
and scenic. Mobile technology and the
internet has resulted in more people working
from home.
Isolated villages, however, are facing many
issues which include loss of services,
depopulation and rural deprivation.
3 TBD What new Theme 2 An overview of the many modern transport
transport options management techniques used around the UK
are being to include car pooling schemes, park and
developed to ride, congestion charges and improvements
ease congestion? in public transport.
The video could simply focus on Cardiff but
would need to reference other places within
it.
What are the contemporary challenges facing
towns and cities (transport issues that arise
from commuting)?
This key idea should be within the context of
creating urban sustainable communities
(minimum impact on the environment) in
towns and cities and include issues in a
brownfield site and a greenfield site.
4 On safer Managing Theme 3 The film should explore hazard management
ground earthquakes. strategies in two contrasting countries – one
HIC (high income country, e.g. Japan/USA and
one LIC (low income country e.g.
Nepal/Haiti). The difference between coping
strategies HIC and LIC.
Reference should be made to hazard
mapping, building techniques, monitoring
and emergency planning and how these
strategies reduce the risks.
5 On the edge What makes a Theme 4 The video should explore the way in which
coastline geology (the local nature of rocks - hard vs
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vulnerable to soft and bedding planes), climate (extreme
erosion and weather events) and human activity
flooding? management strategies and the unintended
consequences of intervention, (for example
groynes interrupt the patterns of longshore
drift) affect the rates of erosion on coastlines
around the UK.
Why are rates of change significantly
different between specific coastlines?
Pembrokeshire – coastline of hard (resistant)
rocks.
Eastern England (notably Holderness and
parts of Norfolk) - coastline of soft and
unconsolidated rocks.
6 Coast watch What is the most Theme 4: To identify a range of soft engineering
sustainable way Coastal management strategies used around the
to manage our Management coastline of Wales.
coasts?
Pupils need to understand what makes a
coastal defence sustainable.
The video should look at how successful
these strategies are in reducing coastal
erosion and flood at the coast. The video
should analyse retreating the line (Managed
alignment) as a strategy.
7 The cycle of Small scale Theme 5: The video should look at one small scale
life ecosystems in Area of spec ecosystem in which pupils develop the
Wales (Sand 5.3.2 and understanding of food chains, energy
Dunes, Urban 5.4.3 transfer, nutrient cycles and human impacts.
Green Spaces). It would be great also to show the ways in
which small scale ecosystems are being
managed.
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Appendix B
Video spec for delivery
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
MUSIC
Commercial music should only be used in the animations if there is an editorial reason to do so and
this needs to be agreed with the BBC 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.
DOCUMENTATION
The following Post Production Documentation must be completed on the following templates and
returned as complete within seven days of the delivery date:
Metadata for each video written by a teacher/educational consultant in both English and
Welsh
2 x post production transcripts for each piece of video (English and Welsh) – one timecoded
and one without timecode
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Appendix C
Learning outcomes and script
‘FLOODBUSTERS’
Learning outcomes
To identify a range of soft engineering management strategies used on rivers throughout
Wales and the UK.
Pupils need to understand that there are alternative strategies, and examine conflicting
views over river and floodplain management in the UK.
Land use zoning – River Severn at Shrewsbury.
Afforestation and/or peat bog restoration in Mid Wales - close to Lake Vyrnwy and
Plynlimon.
Use floodplains as temporary water stores so that flooding occurs
away from built-up areas.
Urban development control – restrict building on floodplains.
The video should include land use zoning afforestation and/or peat bog restoration (soft
engineering strategies).
EXT. RIVER SEVERN DAY
TEXT ON SCREEN: RIVER SEVERN.
RHONA vlogs from a small boat as it putters down the River Severn.
The CAPTAIN (who looks a lot like the Dog Walker from video 01) steers.
Rhona looks a bit sea sick.
RHONA
This is Roving Rhona, live from the River Severn.
Today: floods. How can we manage them?
You might think it’s all about building dams and barriers,
But there are alternative ‘soft’ management strategies
that can be effective, cheaper and have less impact on the environment.
The CAPTAIN snorts.
RHONA
Sorry?
CAPTAIN
Nothing, dear.
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Rhona starts to look a little green.
RHONA
Can we pull over now? Please?
EXT SHREWSBURY CAR PARK.
TEXT ON SCREEN: ‘SOFT ENGINEERING STRATEGIES’
Rhona, happier to be back on dry land, vlogs from a car park.
RHONA
So, you might be thinking ‘what’s a car park got
to do with flooding?’
THUNDER. It starts to rain. RHONA pulls up hood.
CUT TO: Digital map of the UK. Geo tags and labels show Rhona’s location
“SHREWSBURY CAR PARK, NEAR RIVER SEVERN.”
RHONA
Well, this car park happens to be right next to the
River Severn and is an example of the soft management
strategy known as flood zoning.
RHONA (V.O)
This area, which is vulnerable to flooding, has been
designated as ‘low value’ and allowed to flood…
THUNDER. It starts to rain. RHONA pulls up hood.
CUT TO: Digital map of the Shrewsbury. Low and High Value land use areas are
highlighted, and the River Severn is shown flooding.
…while homes, hospitals and businesses are ‘high value’,
and either built away from the flood zone, or protected by
barriers. Flood zoning also has economic and environmental
benefits, as it’s cheaper than building permanent barriers
that some people feel are unsightly.
CUT TO: A close shot of Rhona.
RHONA
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Low value zones like this one can be used for storing
water during a flood…
WIDER TO REVEAL that Rhona is now standing up to her waist in water.
RHONA
…which can happen very quickly!
But some people believe that building
on floodplains should be restricted, or
even banned.
The Captain sails past in a dinghy.
CAPTAIN
Too right they do! What happens to buildings
already in the ‘low value’ zone? And what if you
had to build in those zones? What then, eh?
Rhona lets out a resigned sigh, and gives the Captain a hard stare as he slowly drifts out of
shot. She taps the screen.
TEXT ON SCREEN: ‘HARD ENGINEERING STRATEGIES’.
CUT TO: Close up of Rhona, standing opposite a row of houses next to the river.
RHONA (V.O)
So, what do hard engineering strategies look like?
In AUGMENTED REALITY. We see demountable flood barriers quickly build up and go
down.
RHONA (V.O)
As the name suggests, ‘hard’ engineering means
building structures - whether it’s demountable barriers
that can be built up - or taken down - very quickly, or
permanent concrete walls. Some think these are the
best solution, while others believe that they simply funnel
the floodwater along to the next community living further
downstream - moving the problem, rather than solving it.
As Rhona pans her camera around it catches the Captain resting in his dinghy. Startled, he
frantically paddles off.
(To the Captain)
Any chance of a lift?
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CAPTAIN
Sorry, dear. Dinghy’s just for one!
TEXT ON SCREEN: ‘SOFT ENGINEERING STRATEGIES’
TEXT ON SCREEN: ‘FOREST IN MID WALES, NEAR LAKE VYRNWY’.
Rhona vlogs as she walks through a forest.
RHONA
A ‘soft’ engineering strategy, and one which
can have a positive impact on the environment,
is afforestation.
Rhona switches to AUGMENTED REALITY. Trees suddenly pop up out of nowhere.
It starts to rain, and we see the new trees’ roots absorbing the rainwater.
RHONA (V.O)
By replanting trees, vegetation intercepts rainfall
and removes excess water before it can reach a river.
BACK TO Rhona, walking as she vlogs. As she speaks she starts to realise that she’s
sinking a little.
RHONA
Another eco-friendly solution is to restore peat bogs
- er, like this one - by blocking drains with bales made
from heather. These bales then slow down the overland
flow of water into rivers.
Rhona continues to sink as she talks.
RHONA
Peat bogs also act as water stores, produce
oxygen, and can even bring back wildlife.
The Captain marches alongside Rhona wearing waders that make a loud SQUELCH as he
walks.
CAPTAIN
Afforestation and restored peat bogs are fine,
but anything you put in the ground will affect
existing plants and wildlife. Bet you never thought
of that!
RHONA
Well, actually, I was just about to say…
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Rhona has now sunk so low, the CAPTAIN has to stoop down slightly to Rhona’s level to get
his face within the frame. Once he’s said his piece he squelches off noisily.
CAPTAIN (O.S)
Sorry, dear. Can’t hear you over the squelching!
EXT. FLOODED RIVER SEVERN DAY. RHONA is vlogging on her phone from a boat
steered by The Captain, whistling to himself. They stop by a flood defense.
TEXT ON SCREEN: ‘POINTS OF VIEW’
RHONA
So, while no-one wants the environmental and economic
damage that flooding causes, there is a lot of debate
about which is the best approach.
RHONA
(To the Captain)
What do you think can be done to prevent future floods?
CAPTAIN
Me? Ooh, I don’t know. I’m a bit camera shy…
RHONA
Really? Okay, well it…
Rhona turns back to camera - but The Captain quickly snatches her phone and
starts ‘vlogging’ like a pro,
CAPTAIN
It all depends on who you’re talking to.
Environmentalists might prefer the soft engineering
approach, but ask a farmer or a local business and
it could be a very different story. So, whether it’s a
hard or soft solution to flooding, there are always
pros and cons. This is your captain speaking, signing
off and sailing on.
(TO RHONA)
How was that?
Rhona looks annoyed that her ‘sign off’ has been stolen.
CAPTAIN
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I could do another take, if you like…?
The Captain shrugs and touches the screen. Cut to black.
END
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