BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy Page 1 of 15 Commissioning Brief Foundation Stage, Northern Ireland Mathematics and Numeracy Overview BBC Bitesize is commissioning content for students studying Foundation Stage Mathematics and Numeracy in schools in Northern Ireland. Foundation Stage students are aged 4 – 6 years old and are in Primary 1 and 2. Children acquire early mathematical concepts through activities that involve sorting, matching, comparing, classifying and making patterns and sequences in a variety of contexts. Foundation Stage Maths and Numeracy covers topics such as Numbers, Measures and Shape and Space. We are looking for a creative production company who can combine the demands of the curriculum with delivering engaging, dynamic and relevant content. Foundation students are starting out on their school learning journey and this content should capture their imagination whilst being age appropriate. Content will be used for independent learning, homework and to improve their understanding of the subject matter.
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BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
Page 1 of 15
Commissioning Brief
Foundation Stage, Northern Ireland
Mathematics and Numeracy
Overview
BBC Bitesize is commissioning content for students studying Foundation Stage Mathematics and
Numeracy in schools in Northern Ireland. Foundation Stage students are aged 4 – 6 years old and
are in Primary 1 and 2.
Children acquire early mathematical concepts through activities that involve sorting, matching,
comparing, classifying and making patterns and sequences in a variety of contexts. Foundation Stage
Maths and Numeracy covers topics such as Numbers, Measures and Shape and Space.
We are looking for a creative production company who can combine the demands of the curriculum
with delivering engaging, dynamic and relevant content. Foundation students are starting out on
their school learning journey and this content should capture their imagination whilst being age
appropriate. Content will be used for independent learning, homework and to improve their
understanding of the subject matter.
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
Page 2 of 15
Summary of deliverables We require the following content for Maths and Numeracy:
o Video: Approximately 20 minutes of original video or animation
(Indicative budget: £30,000)
Bitesize brand values and tone
Quality learning resources with high production values, tailored to the needs of the audience
Clear, concise delivery of the key educational points in bite-sized chunks Accessible to every level of academic ability and learning style Factually correct, high-quality and curriculum-relevant Simple, straightforward language Funny, quirky or irreverent tone where appropriate Innovative educational media format
Audience
Foundation stage students are aged 4 – 6 years old and in Primary 1 and 2.
Audience research* shows that:
Almost all have a family computer at home.
Three in four have their own computer - for three in five this is a tablet device.
They go online for around an hour and a half a day.
CBeebies remains the channel they watch the most.
Their favourite programmes are predominantly cartoons, and other children’s programming.
*Research from The Monitor Report 2019 from Childwise
Teachers have told us:
Existing BBC Bitesize maths content is too advanced.
Resources are required at a very basic level, something very simple to introduce this age
group to mathematical concepts.
Reinforcing mathematical language is vitally important in any new resources.
It is important to include gender and cultural diversity in film or animation.
Some pupils at foundation stage may have speech and language delays so it is essential that
any characters or narrators speak slowly and clearly.
Local accents are important at this early stage – the market is dominated by English and
American voices.
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
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The subject
Maths and Numeracy will be broken down into the following topics:
Topics Articles
NUMBERS
Counting numbers 1 – 10 (forward and back and from different starting
points).
Ordinal numbers (first, second, third, last etc.)
Money – Why we pay for things. What we spend money on. Ways to pay. Start
to become familiar with coins.
MEASURES
Length – long / short/ longest / shortest.
Width – thick / thin / thickest / thinnest.
Height – tall / short / tallest / shortest.
Weight – heavy / light / heaviest / lightest.
Capacity / Volume – empty / full / holds more / holds less.
Area – covers more / covers less.
Time - Daily routine and significant times on clock Order of events at school.
SHAPE AND SPACE
2D shapes – square, triangle, circle, rectangle.
3D shapes – sphere, cube, cone, cylinder.
Movement in space – In front, behind, across, between, beside, next to etc.
The commissioned video or animations will cover content from each of the topic areas. The total
20 minutes will be split between the three topic areas. Assets from these films or animations will
be used to create activities in each article.
Full CCEA statutory requirements for Foundation Stage Maths and Numeracy.
You can see how Maths and Numeracy fits in the Foundation Stage curriculum here.
Development Stages in Learning for Foundation Stage using Mathematics Continuum
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
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Schedule/project management
All Bitesize productions follow an iterative development process and we will feed back
throughout the project
Final delivery and sign off for the project is 29th November 2019
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.
The pitching process
Shortlisted companies will be invited to Belfast to pitch their proposals.
Learning experience is not a prerequisite, but a thorough understanding of the needs of the Bitesize
audience and clear approach to addressing those needs is expected.
Deadline for submissions, pitch deliverables and selection requirements are outlined below:
Commissioning schedule
Commissioning brief published 19th July 2019
Deadline for creative proposal submission 5th August 2019
Deadline for notification of shortlisted proposals 7th August 2019
Pitch meetings (Belfast) 21st August 2019
Commission decision deadline 23rd August 2019
Project initiation meeting 28th August 2019
Full delivery of commission 29th November 2019
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
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Proposal deliverable list
Company overview, portfolio and project team
Project overview
Content/editorial plan with storyboard for Money
Production schedule and project management approach
Budget breakdown
Selection
The BBC will use the following standard criteria to evaluate the pitches submitted:
Quality of the idea proposed – suitability for Bitesize audience
Prior experience of company
Ability to meet editorial requirements
Core staff experience
Project management / production plan
Pricing / value for money
Presentation of response
Next Steps
All proposals should be submitted via email to [email protected] by Monday 5TH
August 2019. Please use Submitted Proposal: Foundation Stage Maths and Numeracy as the
subject line.
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 be found here: http://www.bbc.co.uk/commissioning/technology-online/how-we-work/new-mediarights-framework.shtml
Bitesize Diversity and Inclusion Commissioning Guidelines BBC Bitesize has produced guidelines for all suppliers, setting out how we will work together
to meet our ambitions for diversity and inclusion. Suppliers should consult these guidelines
when responding to Bitesize commissioning briefs.
BBC Bitesize Diversity and Inclusion Commissioning Guidelines
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
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APPENDIX
Three items
Item A: Suggested Content Breakdown
Topics Articles
NUMBERS
Counting numbers 1 – 10 (forward and back and from different starting
points).
Ordinal numbers (first, second, third, last etc.)
Money – Why we pay for things. What we spend money on. Ways to pay. Start
to become familiar with coins.
MEASURES
Length – long / short/ longest / shortest.
Width – thick / thin / thicker / thickest.
Height – tall / short / tallest / shortest.
Weight – heavy / light / heaviest / lightest.
Capacity / Volume – empty / full / holds more / holds less.
Area – covers more / covers less.
Time - Daily routine and significant times on clock Order of events at school.
SHAPE AND SPACE
2D shapes – square, triangle, circle, rectangle.
3D shapes – sphere, cube, cone, cylinder.
Movement in space – In front, behind, across, between, beside, next to etc.
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
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Item B: Learning outcomes for Maths and Numeracy as set out by the NI Curriculum
The minimum content for Mathematics and Numeracy is set out below.
Teachers should enable children to develop knowledge, understanding and skills in:
NUMBERS:
Understanding Number
Pupils should be enabled to:
• count a variety of objects; • develop an understanding of one-to-one correspondence and come to appreciate that the size of a set is given by the last number in the count; • investigate different ways of making sets for a given number within 5/10; • match numerals to sets; • order numerals and sets within 5/10; • develop an understanding of conservation of number within 5/10; • understand in counting activities that ‘none’ is represented by zero; • explore ordinal number; • explore the number that comes after, before, between a given number; • carry out simple mental calculations; • extend, when appropriate, understanding of number beyond 10. Counting and Number Recognition
Pupils should be enabled to:
• count in the context of number rhymes, jingles and stories; • count forwards in ones within 5/10 from different starting points; • count backwards in ones within 5/10 from different starting points; • recognise numerals up to 5/10; • state, without counting, quantities within 5; • make a sensible guess of quantities within 10; • explore numbers relevant to their everyday lives; • extend, when appropriate, counting in ones and recognition of numbers beyond 10; • extend activities to include counting in 2s, 5s and 10s. Understanding Money
Pupils should be enabled to:
• use money in various contexts; • talk about things that they want to spend money on; • understand the need to pay for goods; • become familiar with coins in everyday use; • talk about different ways we can pay for goods; • use their number skills in shopping activities.
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
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MEASURES
Pupils should be enabled to: • compare two objects of different length/weight/capacity/area; understand and use the language of comparison; • order three objects of different length, weight, capacity, area; talk about the ordering using appropriate language; • find an object of similar length, weight, capacity, area; talk about their findings in terms of ‘just about the same’ length, weight, capacity, area; • begin to explore the notion of conservation of length, weight, capacity in practical situations; engage in discussion about their observations; • choose and use, with guidance, non-standard units to measure length/capacity/weight; talk about their work; • sequence two or three familiar events; • talk about significant times on the clock; • compare two intervals of time; talk about their observations in terms of took longer/shorter time; • explore time patterns; • choose and use, with guidance, non-standard units to measure time; talk about their work.
SHAPE AND SPACE
Pupils should be enabled to:
• explore and talk about shapes in the environment; • build and make models with 3D shapes; create pictures and patterns with 2D shapes; • investigate and talk about the properties of shapes; • sort collections of shapes in several ways; describe the arrangements; • describe and name common 3-D and 2-D shapes; • explore body space through different types of movement; • explore movement through space during indoor and outdoor play activities; • understand and use a range of positional words; • explore movement using programmable devices; • follow/give directions from/to a partner for simple movements.
SORTING
Pupils should be enabled to:
• explore freely properties of a range of materials and one/two/three property collections; respond to questions about the arrangements; • sort collections of random materials; • sort for one criterion using one-property materials; talk about the arrangement; • sort for one criterion using two-property collections; re-sort for the second criterion; explain their work; • sort for one criterion using three/four-property collections; find the various possibilities; explain their work; • partition sets into subsets in preparation for exploring components of number.
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
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PATTERNS AND RELATIONSHIPS
Pupils should be enabled to:
• investigate and talk about pattern in the environment; • copy a simple pattern; • continue a simple pattern; • create patterns; • explore pattern in number; • discover the components of numbers within 5/10 by investigating different ways of partitioning sets into subsets practically; talk about the outcomes; • understand the concept of addition by combining sets of objects to find ‘how many’; • match objects in real contexts; • compare sets by matching objects/counting objects to understand the terms ‘more than’ less than’ ‘the same’; • investigate the relationship between addition and subtraction in practical situations. Progression
As pupils progress through the Foundation Stage they should be enabled to:
• use appropriate mathematical language and symbols; • sort and re-sort materials, recording the outcomes in a variety of ways; • talk about data represented in simple block graphs, tables and diagrams; • understand the conservation of number; • count forwards and backwards from different starting points; • recognise numbers to at least 20; • carry out mental calculations such as 1 more/less than up to 20, doubles up to 10 and mentally add and subtract within 10; • understand that ‘teen’ numbers are made up of 10 plus another number; • begin to measure using non-standard units; • talk about the properties of 3-D and 2-D shapes using appropriate mathematical language; • be involved in solving practical problems.
BBC Bitesize Commissioning Brief – Foundation Stage: Maths and Numeracy
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Item C: Video Spec for Delivery
VIDEO
Deliver on a hard drive (exFAT) two formats of each video (one compressed and one uncompressed).
Compressed:
Container format: .mp4 or .mov
Maximum file size, 50GB
Video Codec: H.264 / QuickTime
If your system gives you the option to choose between baseline, main and high profile for H264
export, high is preferred.
Frame size: 1920 x 1080
Frames per second: 25 (progressive scan)
Bit rate/ Quality: Constant/100%
Audio
Codec: AAC
Channels: Stereo
Bit rate: 320 kbps
Sample rate: 48 KHz
Sample depth: 16 bit
For online there is no set level – if it is consistent and you can hear the voice over the music mix and
it is not too low or distorted, it is fine.
Uncompressed:
Deliver an uncompressed version on separate channels.
This can be the source files used within the editing system, with Video, Voice, Music, SFX and
Graphics on separate channels.
Graphics must be rendered on separate channel for translation.
Video Codec is AVC Intra Class 100. Premiere and FCP you can use the DPP AS-11 HD export
setting.
If delivering animation, use the uncompressed Animation Codec.
H264 source footage from DSLRs is acceptable.
Please refer to this link for output https://www.digitalproductionpartnership.co.uk/what-we-