BBC Bitesize

GCSE Geography - WJEC

Animation Brief

BBC Learning

August 2018

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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 title

Learning outcome

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

specification

Learning outcomes

1 Floodbusters River Engineering

- a soft approach.

(Sustainable

River

Management)

Theme 1

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).

2 Urban-rural

links

Why live in a

rural area?

Theme 2

The video should explore the concept of

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

transport options

are being

developed to

ease congestion?

Theme 2

An overview of the many modern transport

management techniques used around the UK

to include car pooling schemes, park and

ride, congestion charges and improvements

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

ground

Managing

earthquakes.

Theme 3

The film should explore hazard management

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

coastline

Theme 4

The video should explore the way in which

geology (the local nature of rocks - hard vs

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vulnerable to

erosion and

flooding?

soft and bedding planes), climate (extreme

weather events) and human activity

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

sustainable way

to manage our

coasts?

Theme 4:

Coastal

Management

To identify a range of soft engineering

management strategies used around the

coastline of Wales.

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

life

Small scale

ecosystems in

Wales (Sand

Dunes, Urban

Green Spaces).

Theme 5:

Area of spec

5.3.2 and

5.4.3

The video should look at one small scale

ecosystem in which pupils develop the

understanding of food chains, energy

transfer, nutrient cycles and human impacts.

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