1 Commissioning Brief GCSE Learning for Life and Work Overview Learning for Life and Work (LLW) aims to empower students with independent thinking and decision making skills when faced with personal, social, economic and employment issues. It is available to students in Northern Ireland studying the curriculum with the CCEA exam board with around 25% of all students in Northern Ireland sitting the exam in summer 2015. BBC Bitesize will create a compelling, learner-centred Programme of Study for this subject which is uniquely tailored for the core audience of 14-16 year old learners. Summary of deliverables We require the following content for 18 X Study Guides: Text: 18 X Revise chapters of 3-5 pages in length (200-300 words per page) Interactive quizzes: 18 X Test chapters Video: At least 18 x 2 minutes of original video or animation PLUS 20 minutes of BBC Archive enhanced with an animated overlay (more detail below). Infographics: Up to 6 infographics across the entire commission (2 per chapter).
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Commissioning Brief
GCSE Learning for Life and Work
Overview
Learning for Life and Work (LLW) aims to empower students with independent thinking and decision
making skills when faced with personal, social, economic and employment issues. It is available to
students in Northern Ireland studying the curriculum with the CCEA exam board with around 25% of
all students in Northern Ireland sitting the exam in summer 2015.
BBC Bitesize will create a compelling, learner-centred Programme of Study for this subject which is
uniquely tailored for the core audience of 14-16 year old learners.
Summary of deliverables We require the following content for 18 X Study Guides:
Text: 18 X Revise chapters of 3-5 pages in length (200-300 words per page)
Interactive quizzes: 18 X Test chapters
Video: At least 18 x 2 minutes of original video or animation PLUS 20 minutes of BBC
Archive enhanced with an animated overlay (more detail below).
Infographics: Up to 6 infographics across the entire commission (2 per chapter).
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(Indicative budget: £100,000)
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. Innovative educational media format.
Audience
The target audience for this commission is 14-16 year old students studying GCSE Media Studies.
From our initial audience research on this subject, we found that students:
○ Enjoy learning the Personal Development unit the most
○ Struggle with laws and regulations especially in relation to government, non-governmental
organisations and employment
○ Find studying Local and Global Citizenship very dry and uninteresting
○ Would welcome focused, structured content
*For more detail, see Appendix: Item B
The Subject
CCEA are the only exam board to offer LLW in the UK
There are THREE topics that will need to be covered:
○ Local and Global Citizenship
○ Personal Development
○ Employability
- For a more detailed breakdown, see the Appendix: Item A: Suggested Content Breakdown
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Content for Delivery
Bitesize Components
Text ○ Working with BBC approved writers you would produce text for Revise Chapters.
○ These chapters will hit key learning points and deliver learning outcomes in each of the Study
Guides.
○ This is a revision tool and therefore must be focused on what students need to know in
preparation for an exam.
○ All Study Guides MUST contain a Revise Chapter.
For this commission, we estimate that you will produce an average of 3-5 pages of text (approx.
300 words per page) per Revise Chapter.
Infographics ○ These will sit within the Revise Chapters.
○ Infographics are core to Bitesize and are used to explain and creatively lay out the structures,
theories or other complex topics students need to understand.
(All Graphics must adhere to the Bitesize Style Guide which is available to download from the
commissioning site)
For this commission, we estimate that you will produce around 36 iGFX , approximately 2 per
study guide.
Video/Animation
Original Video
○ Age-appropriate originated video or animation, delivering clear learning outcomes
○ Video can be presenter-led, narrated or graphically signposted
○ Please note, payments may need to be made to clear copyright on some material including music
For this commission we require a MINIMUM of one original video or animation per topic area.
Each video/animation is likely to be 2-3 minutes in duration and should contextualise or give an
overview of the topic.
Archive video
○ Use of archive, mostly BBC, is essential to ensure that content is grounded in real industry
examples
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○ Archive should come from a range of genres - we can advise what is available from the BBC
○ We require approximately 16 minutes of archive video (in 2 minute clips) to be enhanced with
an animated overlay providing snippets of additional information, across the 8 topic areas. The
BBC will source this archive and provide you with a list of suitable material - however you will
provide the animated overlay, which will drive the learning outcome of the content.
○ You may wish to create additional video if you believe it is the best way to deliver a particular
learning outcome
*For more detail, see Appendix Item C: Video spec for delivery
Test Chapters ○ Multiple choice quizzes which test students on what they’ve learned in Revise & Video chapters.
○ All Study Guides must contain a Test Chapter.
○ Audio clips and stills can be used within the test chapters.
For this commission a Test Chapter will be required for each Study Guide.
BBC Bitesize App ○ On the Bitesize App, LLW will exist as a series of flashcards, including text summaries, glossary
terms, audio and video content, infographics and quizzes. This App flashcard content is a condensed
version of the website content.
Sample Outlines
How Study Guide components might work together within a Topic area:
BITESIZE > GCSE LLW > LOCAL AND GLOBAL CITIZENSHIP > THE ROLE OF NGO’S
LEARNING OUTCOME
What is the role of non-governmental organisations in dealing with local, national and global issues?
REVISE CHAPTER
Text To introduce Non-Governmental Organisations (NGO’s), text will give students the key points on the purpose, structure and social issues that NGO’s are involved in. Examples of NGO’s will signpost students to the relevant causes which they champion. It will also address the limitations it faces too through factors such as funding and staffing. Infographic Using data journalism, a map will illustrate poverty on a worldwide scale so students can learn by visual representation the scale and disparity of poverty.
VIDEO CHAPTER
Animation A short animation will explain what an NGO is, what its role is and how it addresses different issues of social justice and equality such as poverty.
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TEST CHAPTER
A multiple choice quiz that uses information from the previous pages to pose questions
BITESIZE > GCSE LLW > PERSONAL DEVELOPMENT > MAKING INFORMED FINANCIAL DECISIONS
LEARNING OUTCOME
What are the advantages and disadvantages of your choices as a consumer?
REVISE CHAPTER
Text Key points on the importance of a budget will be followed by reveal questions so students can learn about rent, utilities, priority bills and discretionary expenditure. This will help students understand their attitudes towards money and spending habits and will be a way of introducing concepts of money management. Infographic Infographics will highlight the advantages and disadvantages of the key issues of developing student’s competence as discerning consumers. They will look at issues such as; want versus need, quality versus price, cash versus credit, buying versus renting and new versus second hand.
VIDEO CHAPTER
Archive Using clips from the Business section of BBC News, in particular the ‘Your Money’ strand, archive footage with animated overlay will illustrate key points, giving real life examples relating to the curriculum to reinforce students learning.
TEST CHAPTER
A multiple choice quiz that uses information from the previous pages to pose questions around money management will test students’ knowledge of consumer choice.
What we’re looking for…
Creative Proposal Companies are invited to submit a creative proposal detailing their approach to the ‘Personal Safety
and Wellbeing’ Study Guide within the Learning for Life and Work Programme of Study.
Your proposal should include:
Content/Editorial Plan This proposal will include a content and editorial plan which sets out clearly how you will use each
Bitesize component to deliver the key learning outcomes as listed in the content grid in Appendix:
Item A, and how your approach incorporates the Bitesize brand values.
Please use the sample guides listed above to inform the structure of your content plan.
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. 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.
Indicative budget
Within your indicative budget, you will need to make allowance for the following:
Writers
Two BBC sourced writers are needed, one to write an initial draft and a second to review and rewrite
where necessary.
Advisers
A BBC sourced education consultant is essential to advise and offer guidance on the content during
each stage of the production.
User Testing
There should be two user testing sessions during the course of the production. This should be done
with two teachers from different schools who are teaching GCSE LLW. You will be responsible for the
first of these sessions once the written content (including Revise Chapter text and any video scripts)
has been created. The BBC will conduct the second session once content has been delivered and
uploaded.
Working with the BBC
There will be 4 face-to-face meetings during production (this does not include the project initiation
meeting). In addition, we require a weekly content report/update (via phone or teleconference).
The 4 face-to-face meetings will be with the production team in Belfast – 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
Belfast. We will discuss the editorial scope of the project, confirm the timeline for delivery and hear
some early ideas for content.
Meeting #2 – This meeting will take place at the mid-point of the pre-production process and will
focus on proposed video content (scripts, storyboards, talent, style and tone), iGFX samples (looking
at approach and style) and use of text to deliver learning outcomes.
○ Checks on text style and tone
○ Production schedule/milestones
○ Formal Input from the Education Consultant and user testing
Meeting #3 – This meeting will be scheduled for the mid-point of the production process and will
assess content produced to date and next steps including:
○ Production schedule/milestones
○ Formal feedback from the Education Consultant and user testing
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Meeting #4 – This final meeting will scheduled around the end of the production process to focus on
how the content fits together within the Bitesize framework. We’ll look at learner journeys and
progression through the content to determine if it is delivering on these key learning outcomes:
○ Production schedule/milestones
○ Formal feedback from the Education Consultant and user testing
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?
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.
Links to relevant portfolio examples
Please send links to content you’ve produced which you think are relevant to this commission.
Budget
£100,000
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:
40% on signature of contract
30% divided upon completion of defined production milestones
30% upon final delivery
Working together
Who is responsible for what?
You will be responsible for:
• Project management and production of deliverables to agreed deadline and budget
• Chairing regular production meetings and communicating project plans and status
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We will be responsible for:
• Sharing project documentation
• Collaboration throughout the production and delivery
Sourcing any relevant BBC archive
• Sign-off at milestones on all content, and on final delivery – within an agreed timeframe
• Post-production paperwork to be completed in format supplied by BBC (WebasC)
We will be jointly responsible for:
• Ensuring the learning outcomes are met
• Ensuring that content is best-fit for the Bitesize audience
• Quality assurance of content
The BBC Learning team • Emma Dunseith - Executive Producer
• Emma McIlveen - Producer
• Daniela Cavaliere – Content Assistant
Schedule/project management
• All Bitesize productions follow an iterative development process and we will feed back as
soon as possible on all editorial decisions
• Final delivery and sign off for the project is 3rd March 2017
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.
(An allowance of £250 toward travel costs to Belfast will be made available if based outside Northern
Ireland)
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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
Deadline for creative proposal submission 11th August 2016
Deadline for notification of shortlisted proposals 16th August 2016
Pitch meetings (Belfast) 31st August 2016
Commission decision deadline 1st September 2016
Contract signed 9th September 2016
Project initiation meeting 26nd September 2016
Full delivery of commission 3rd March 2017
Proposal Deliverable List
Company Overview, Portfolio and Project Team
Project Overview
Content/Editorial plan for ‘Personal Safety and Wellbeing’ Study Guide
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
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All proposals should be submitted via email to [email protected] by Thursday, 11th
August 2016
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
Content grid outlining the 3 main topics and 18 Study Guides
Topic
Study Guide
Notes/Potential Pages
Local and Global Citizenship
1. Diversity and Inclusion:
Challenges and Opportunities
Influences on cultural identity and how cultural identity can create both cohesion and conflict in communities and society;
The challenges and opportunities of living in a diverse society;
Causes and consequences of conflict at local, national and global levels;
Prejudice and types of discrimination;
Racism, sectarianism and homophobia;
Impact of immigration on communities and society;
Conflict management, dealing with conflict in a peaceful way;
Strategies for promoting inclusion in society, for example:
school;
the community; and
the workplace;
2. Rights and
Responsibilities: Local and Global Issues
The nature and development of international human rights including the Universal Declaration of Human Rights (UDHR), and the United Nations Convention on the Rights of the Child (UNCRC);
How young people can exercise their human rights;
Human rights abuses – child labour, child soldiers, sexual exploitation;
How young people can demonstrate social responsibility; and
The argument for balancing human rights with social responsibility;
3. The Role of
Government and Society in Safeguarding
Causes and consequences of inequality and social injustice;
The importance of equality and social
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Human Rights
justice in society;
The role of government in promoting equality and social justice through laws and the justice system;
75 NI Act (discrimination);
Equality Legislation; and
The role of government in safeguarding and promoting human rights.
4. Democratic
Institutions: Promoting Inclusion, Justice and Democracy
The characteristics of a democratic society;
The role of laws, policing and the justice system in Northern Ireland;
Key features of the Northern Ireland Act (Belfast/Good Friday Agreement);
Key democratic institutions established as a result of the Agreement;
the role of the Northern Ireland Assembly;
the role of MLAs;
the role of the Equality Commission;
the role of the NIHRC; and
the role of the Police Ombudsman’s Office;
5. Democracy and Active
Participation
Social responsibility and participation in society;
Ways in which individuals and in particular young people can take an active part in the democratic process (school-community-wider world) and influence change;
Benefits of participation to the young person, school, community, society and wider work;
6. The Role of Non-
Governmental Organisations: Promoting Human Rights, Equality and Social Justice
The role of non-governmental organisations in dealing with local, national and global issues such as:
poverty;
famine;
health;
welfare;
animal rights;
environment;
natural disasters;
conflict;
human rights abuses; and
homelessness;
Factors which limit the impact on the
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work of NGOs e.g.
public support;
funding;
staffing, volunteers, resources; and
corruption
Topic
Study Guide
Notes/Potential Pages
Personal Development
1. Personal Health and
Wellbeing
The contribution of diet, exercise and attitudes to health and wellbeing;
Causes, consequences and risks to health and wellbeing associated with ‘poor’ diet, lack of exercise and attitudes to health and unhealthy lifestyle choices such as:
alcohol;
smoking; and
drugs (misuse of legal prescription drugs and illegal substances);
Causes, consequences and risks of lifestyle factors such as hygiene, stress, work life balance on peoples’ physical and mental health;
Causes and consequences of depression and ways of dealing with it;
Sources of support and ways that young people can get help to overcome addictions or to deal with mental health issues;
Making informed decisions about immunisation;
2. Emotions and
Reactions to Life Experiences
Reflect on, and respond to, their developing concept of self, including managing emotions and reactions to on-going life experiences;
How changes in young people’s lives can affect their personal development for example:
Starting a new school;
Going to college or university;
Starting a new job;
Emigrating to another country;
Living with a partner or getting married;
Becoming a parent;
Having a serious illness or having a
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family member diagnosed with a serious illness;
Bereavement; and
Unemployment;
Recognise and manage a range of emotions including:
Anxiety;
Stress;
Loneliness;
Frustration; and
Sadness;
Develop ways to successfully manage change in their lives for example:
Talk to their friends and family about their feelings;
Seek professional support if appropriate for example, from a counsellor; and
Consider practical ways to deal with change;
3. Personal Safety and
Wellbeing
Causes and consequences of risk taking behaviour:
Examples of causes include:
Curiosity;
Boredom;
Part of growing up;
To impress peers;
Attention seeking;
Influenced by drugs;
Adrenalin rush; and
Financial gain;
Examples of consequences:
Injury or harm to themselves or others;
Can negatively affect their relationships with others;
Viewed by others as being foolish;
May regret their actions; and
May face criminal charges;
Recognise, assess and manage risk in a range of real-life contexts for example:
Engaging in antisocial behaviour;
Taking drugs/substance abuse;
Sexual behaviour;
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Deliberate self-harm;
Severe or excessive dieting;
Compulsive over-eating;
Dangerous driving (joy riding, driving under the influence of alcohol or drugs); and
Misuse of social media;
Assess the risks associated with certain types of behaviour and actions;
Different forms of abuse (physical, emotional, sexual and neglect);
Dealing with bullying (including cyberbullying and homophobic bullying);
Sexual exploitation;
Avoiding risks and personal safety:
Think about the consequences of your actions to you and others;
Review your friend groups;
Seek support from parents/teachers and trusted friends; and
Know the actions to take to ensure your personal safety in different circumstances, including e-safety;
4. Relationships and
Sexuality
Relationships and sexuality and the responsibilities of relationships;
Recognising healthy and unhealthy relationships;
The positive factors that contribute to the development and maintenance of healthy relationships in families, amongst a peer group and in sexual relationships:
Commitment;
Trust;
Mutual respect; and
Willingness to accept responsibility for actions;
The emotional, social and moral implications of underage parenting;
The influence of cultural backgrounds and practices on relationships for example female genital mutilation (FGM), child brides, arranged and forced marriages;
The effects negative relationships may have on individuals; and
Types of support available for people in unhealthy relationships;
5. Responsible Parenting
Develop an understanding of the roles and
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responsibilities of parenting;
Challenges faced by young parents, for example: emotional issues; financial issues; and career prospects;
Challenges faced by different types of parental responsibility (carer, single, teenage, older and step parents);
The social, emotional and economic impact of becoming a parent;
Impact of parenting on a child’s physical, social, emotional, cognitive and spiritual development;
6. Making informed
financial decisions
The advantages and disadvantages of consumer choices and managing a budget, for example, debt and issues of:
Quality versus price;
Cash versus credit (including credit and debit cards); and
Buy versus rent;
Making personal financial decisions based on research, advice and information about for example:
Internet banking;
Managing a current account;
Savings schemes; and
ISAs;
Assessing the credibility of financial information and advice;
Protecting against fraud, debit cards, to include contactless payments (apple etc.);
Advantages and disadvantages of comparison website for insurance/ electricity/ gas/oil etc; and
Sources of financial advice and consumer protection to include the Consumer Credit Act and the Sale of Goods Act.
Topic
Study Guide
Notes/Potential Pages
Employability
1. The Impact of
Globalisation on Employment
The impact of global economic changes on Northern Ireland;
Changing employment patterns;
Migration;
The growth and impact of new
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technologies;
Skills shortages in STEM based careers;
Emerging careers as a result of globalisation; and
Impact of regional development and urban renewal on employment patterns;
2. Preparing for
Employment: Recruitment and Selection
The skills, qualities, attitudes, dispositions, and achievements required for potential and future career aspirations:
Communication (Literacy), Using Maths (Numeracy) and Using ICT (digital literacy) Problem Solving, Self-Management, and Working with Others;
Examples of qualities;
Examples of attitudes and dispositions; and
Examples of achievements;
The importance of lifelong learning in achieving your personal and professional potential;
How an employer assesses a candidate’s suitability for a job:
Application form;
Curriculum vitae;
Covering letter;
Telephone conversation;
Interview;
Aptitude testing;
Presentations; and
Social media presence;
Interview preparation:
The importance of researching the job and the employer;
Candidates’ appearance and behaviour (including body language) during an interview;
An ability to draw on personal experience for evidence of suitability for the post, for example the STAR system; and
Evaluating interview performance.
3. Rights and
Responsibilities of Employers and Employees
A contract of employment between an employer and employee to include the areas in which an employer owes a duty of care to an employee, including:
Salary with consideration to income and deductions;
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Leave entitlement;
Health and safety; (training, first aid, fire safety, risk assessment, safe lifting, access requirements, waste disposal, Visual Display Unit, Display Screen Equipment, and Personal Protective Equipment);
Career development; and
Promoting equality and reducing discrimination in the workplace and the importance of equality legislation (Section 75 and Equality Act);
employee responsibilities, for example:
Attendance and punctuality;
Appropriate behaviour; and
Demonstration of the skills, qualities, attitudes and dispositions, and achievements required for their job role;
The idea of fair employment from a moral perspective consideration of the following:
Treating people fairly and with respect;
Minimum wage;
Living wage;
Zero hours contracts; and
A healthy work-life balance;
Developing positive working relationships:
Respectful interactions;
Managing conflict; and
Working with others;
Causes and consequences of stress and managing workload;
Ways of dealing with work issues and stress;
The role of trade unions in protecting employees’ rights;
The consequences to employers and employees of failing to meet their responsibilities:
Consequences for the employee – verbal warning, written warnings, dismissal, retraining, non-promotion, loss of commission / bonus; and
Consequences for employer – poor employee relationships, poor work standard, low productivity, loss of business, trade union action and bankruptcy;
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Benefits to the employee of meeting responsibilities and targets e.g. commission, bonus payments and non-financial incentives.
4. Social Responsibility of
Businesses
Ways in which businesses can demonstrate social responsibility:
Addressing environmental issues:
Carbon footprint;
Reduce, reuse, recycle; and
Strategies to reduce their environmental impact;
Supporting the local community:
Paying taxes;
Voucher schemes;
Sponsorship of local teams and projects;
Scholarship programmes;
Work experience placements; and
Encourage the use of and distribution of local products;
Reasons why businesses are becoming more socially responsible;
5. Personal Career
Management
Understand that career planning is a lifelong learning process:
Review/evaluate progress and achievements;
Goal setting;
Target setting (SMART Targets); and
Taking action
Developing decision making strategies in order to make and implement informed, realistic and appropriate career choices;
The impact of external influences on their attitudes and
Values to education, training and employment;
Career pathways and the qualifications, further study and training required for their career choice;
Relevant personal skills and qualities required for a chosen career; and evaluating and improving upon own learning and performance;
The importance of an entrepreneur carrying
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6. Exploring Self-Employment
out research before starting up a business;
The advantages and disadvantages of being self-employed, for example opportunities and risks;