Cambridge International AS&A Level Media Studies 2024-26

Syllabus
Cambridge International
AS & A Level
Media Studies 9607
Use this syllabus for exams in 2024, 2025 and 2026.
Exams are available in the June and November series.
Version 2
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certification of Secondary Education.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for students to progress from one stage to the next, and are well supported by teaching and learning
resources.
We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.
We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with
leading universities has helped us make sure our syllabuses encourage students to master the key concepts in
the subject and develop the skills necessary for success in higher education.
Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes for
students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001
© Cambridge University Press & Assessment September 2021

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
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Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 8

Aims 8
Content overview 9
Assessment overview 10
Assessment objectives 12
3 Subject content ..........................................................................................................13

Skills and understanding common to all areas of study 13
AS Level subject content 16
A Level subject content 18
4 Details of the assessment ........................................................................................ 20

Component 1: Foundation Portfolio 20
Component 2: Media Texts and Contexts 22
Component 3: Advanced Portfolio 23
Component 4: Critical Perspectives 25
Command words 27
Administration of the coursework 28
5 What else you need to know .................................................................................... 35

Before you start 35
Making entries 36
Accessibility and equality 37
After the exam 38
How students, teachers and higher education can use the grades 39
Grade descriptions 39
Changes to this syllabus for 2024, 2025 and 2026 40
Important: Changes to this syllabus

For information about changes to this syllabus for 2024, 2025 and 2026, go to page 40.
The latest syllabus is version 1, published September 2021. There are no significant changes which affect
teaching.
Cambridge International AS & A Level Media Studies 9607 syllabus for 2024, 2025 and 2026.
1 Why choose this syllabus?
Key benefits
The best motivation for a student is a real passion for the
subject they’re learning. By offering students a variety of
Cambridge International AS & A Levels, you can give them the
greatest chance of finding the path of education they most
want to follow. With over 50 subjects to choose from, students
can select the ones they love and that they’re best at, which
helps motivate them throughout their studies. Cambridge
learner
Following a Cambridge International AS & A Level programme
helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.
Cambridge International AS & A Level Media Studies is recognised by universities and employers as
proof of knowledge and understanding of the media and its role in our daily lives. Learners develop a set
of transferable skills, including the skill of thinking critically about mediated information, understanding its
rhetorical qualities, and being aware of the significance of its conditions of production and reception. Learners
will also be able to practise this skill to communicate their own ideas in a variety of forms. These skills can be
applied across a wide range of subjects and equip learners well for progression to higher education or directly
into employment.
Our approach in Cambridge International AS & A Level Media Studies encourages learners to be:
confident, using theoretical approaches to decode media texts and contexts, and applying systematic
procedures to understand audience behaviour
responsible, challenging ideas about the nature of the media and their effects, considering the social, cultural
and ethical dimensions
reflective, developing an awareness of personal assumptions and being prepared to adopt alternative
positions in order to make sense of these
innovative, using creative strategies to communicate ideas, to tell stories and to demonstrate aesthetic
awareness
engaged, by adopting a critical stance in relation to the media and its products, while retaining an appreciation
of the complex pleasures for audiences and users.
School feedback: ‘Cambridge students develop a deep understanding of subjects and

independent thinking skills.’
Feedback from: Principal, Rockledge High School, USA
Back to contents page www.cambridgeinternational.org/alevel 4

Cambridge International AS & A Level Media Studies 9607 syllabus for 2024, 2025 and 2026. Why choose this syllabus?
Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make
links between different aspects. Key concepts may open up new ways of thinking about, understanding or
interpreting the important things to be learned.
Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.
The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.
The key concepts for Cambridge International AS & A Level Media Studies are:
• Language
How the media communicate meanings through their forms, codes, conventions and techniques
• Representation
How the media construct the social world including the portrayal of ideas, individuals and groups
• Industry
How and why media texts are produced, distributed and circulated
• Audience
How audiences are constructed and addressed by media texts and how audiences interpret and respond
to media texts.
The key concepts are expanded on in the subject content.

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of
our programmes and qualifications around the world. Every year thousands of students with Cambridge
International AS & A Levels gain places at leading universities worldwide. Our programmes and qualifications
are valued by top universities around the world including those in the UK, US (including Ivy League universities),
Europe, Australia, Canada and New Zealand.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found
it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their
Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A
Levels by leading universities worldwide.
Cambridge International AS Level Media Studies makes up the first half of the Cambridge International A Level
course in Media Studies and provides a foundation for the study of Media Studies at Cambridge International
A Level. Depending on local university entrance requirements, students may be able to use it to progress
directly to university courses in Media Studies or some other subjects. It is also suitable as part of a course of
general education.
Cambridge International A Level Media Studies provides a foundation for the study of Media Studies or related
courses in higher education. Equally it is suitable as part of a course of general education.
For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.
We recommend learners check the Cambridge recognition database and university websites to find the most
up-to-date entry requirements for courses they wish to study.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘The depth of knowledge displayed by the best A Level students makes
them prime targets for America’s Ivy League universities.’
Feedback from: Yale University, USA

Supporting teachers
We provide a wide range of resources, detailed guidance and innovative training and professional development
so that you can give your students the best possible preparation for Cambridge International AS & A Level. To
find out which resources are available for each syllabus go to www.cambridgeinternational.org/support
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge International AS & A Level
Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Next steps guides. • Endorsed resources. responses. Service.
• Schemes of work. • Online forums. • Past papers and • Principal examiner
• Specimen papers. • Support for mark schemes. reports for teachers.
• Syllabuses. coursework and • Specimen paper • Results Analysis.
speaking tests. answers.
• Teacher guides.
Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates
Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events
• Cambridge Professional Development Qualifications

Find out more at www.cambridgeinternational.org/profdev
Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

• develop critical understanding of international media through engagement with media products and
concepts
• develop critical understanding of international media through engagement with the creative application of
practical skills
• explore production processes, technologies and contexts
• develop independence in research skills and their application
• enjoy and appreciate the media and its role in their daily lives
• appreciate and engage with a variety of global and local media texts
• explore the impact of the media within a variety of cultures and how this influences social values.
Cambridge Assessment International Education is an education organisation and politically neutral.

The contents of this syllabus, examination papers and associated materials do not endorse any political
view. We endeavour to treat all aspects of the exam process neutrally.

Cambridge International AS & A Level Media Studies 9607 syllabus for 2024, 2025 and 2026. Syllabus overview
Content overview
Skills and understanding common to all areas of study
• Media forms and media platforms.
• Case studies.
• The ability to apply practical skills creatively, the ability to analyse their own and published media products
critically, research and evaluation skills and information management and project management skills.
• Knowledge and understanding relating to the key concepts of Language, Representation, Industry and
Audience.
AS Level subject content

Candidates must study:
• Media texts
• Technical elements
• Media contexts
Candidates must study at least one media area specified below:

• Film
• Music
• Print
• Radio and podcasts
• Video games
A Level subject content

In addition to the above, candidates must study at least two of the following topics:
• Media regulation
• Postmodern media
• Power and the media
Candidates must also study:

• Media ecology
Support for Cambridge International AS & A Level Media Studies

Our School Support Hub www.cambridgeinternational.org/support provides Cambridge schools with
a secure site for downloading specimen and past question papers, mark schemes, grade thresholds and
other curriculum resources specific to this syllabus. The School Support Hub community offers teachers
the opportunity to connect with each other and to ask questions related to the syllabus.
School feedback: ‘Cambridge International AS & A Levels prepare students well for university
because they’ve learnt to go into a subject in considerable depth. There’s that ability to really
understand the depth and richness and the detail of a subject. It’s a wonderful preparation for
what they are going to face at university.’
Feedback from: US Higher Education Advisory Council

Assessment overview
Component 1 Component 3
Foundation Portfolio Advanced Portfolio

50 marks 50 marks
Candidates produce a media product that Candidates produce a campaign of media
includes digital evidence of the process of their products, digital evidence of the process of their
work and a creative critical reflection. Candidates work and reflect upon their finished products, in
work either individually or as part of a group to the form of an evaluative essay of around 1000
complete this coursework. words. Candidates work either individually or as
Internally assessed and externally moderated part of a group to complete this coursework.
50% of the AS Level Internally assessed and externally moderated
25% of the A Level 25% of the A Level
Component 2 Component 4
Media texts and contexts 2 hours Critical Perspectives 2 hours

50 marks 60 marks
Section A: Media texts (25 marks) Section A: Media debates (30 marks)
Candidates answer one question based on an Candidates answer two from a choice of three
unseen moving image extract. questions.
Section B: Media contexts (25 marks) Section B: Media ecology (30 marks)
Candidates answer one question from a choice Candidates answer one question.
of two questions. Externally assessed
Externally assessed 25% of the A Level
50% of the AS Level
25% of the A Level
Information on availability is in the Before you start section.

There are three routes for Cambridge International AS & A Level Media Studies:
Route Paper 1 Paper 2 Paper 3 Paper 4
1 AS Level only yes yes no no

(Candidates take all AS
components in the same exam
series)
2 A Level (staged over two years) yes yes no no

Year 1 AS Level*
Year 2 Complete the A Level no no yes yes
3 A Level yes yes yes yes

(Candidates take all components in
the same exam series)
* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge
Handbook. See Making entries for more information on carry forward of results [and marks].
Candidates following an AS Level route are eligible for grades a–e. Candidates following an A Level route are
eligible for grades A*–E.
Marks achieved in Component 1, Foundation Portfolio, can be carried forward on their own to future series,
subject to the requirements set out in the Cambridge Handbook. This can be done by making entries for either
of the following options:
AS Level only awarding: the AS Level entry option, where Component 2 is taken and the marks of Component
1 have been carried forward.
or
A Level awarding: the A Level entry option, where components 2, 3 and 4 are taken and the marks of
Component 1 have been carried forward.
Note: the marks from the specific entry options listed above cannot be used as a staged route to complete a
full A Level.

Assessment objectives
The assessment objectives (AOs) are:
AO1
Demonstrate knowledge and understanding of media concepts, contexts and critical debates, using
terminology appropriately.
AO2
Analyse media products, and evaluate their own work, by applying knowledge and understanding of theoretical
and creative approaches, supported with relevant textual evidence.
AO3
Research, plan and construct critically informed media products, including the creative critical reflection, using
appropriate technical and creative skills.
Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of each qualification
Assessment objective Weighting in AS Level % Weighting in A Level %
AO1 30 30
AO2 30 30
AO3 40 40
Total 100 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Component 1 Component 2 Component 3 Component 4

AO1 0 60 0 60
AO2 20 40 20 40
AO3 80 0 80 0
Total 100 100 100 100

3 Subject content
Skills and understanding common to all areas of study

Media forms and media platforms
Candidates are expected to support the development of their skills, and their knowledge and understanding of
the key concepts and topics, by studying a range of media forms and media platforms across the AS & A Level
Media Studies course.
Throughout this syllabus, media form refers to the specific medium used to communicate meaning.
Examples of this include:

• time-based audio-visual media (e.g. film, TV, radio)
• print (e.g. newspapers, magazines, advertising)
• video games (e.g. mobile games, console).
There is overlap between these media forms and it is expected that candidates will analyse texts in a variety of
forms over the duration of the course.
Media platform refers to the mode of distribution: digital, online or physical. This might include social media,
broadcast media and print based media.
Case studies
Throughout the course candidates are expected to study a wide range of linked texts, referred to as case
studies. These will be used to support their responses in the examinations, and might influence their production
work as well. Case studies should feature a majority of contemporary texts, although any text may be used to
give historical context. The term contemporary is used to mean a text which was first published no more than
approximately five years before the examination year.
Skills
Throughout the course candidates are expected to demonstrate the following:
• understand and explain how media products construct and communicate meanings, through close analysis
of the interaction of media language and audience responses
• use key theories of media studies and specialist subject-specific terminology appropriately
• critically debate key questions relating to the social, cultural, political and economic role of the media
through discursive writing
• synthesise their learning to make informed judgements about developments in the media.
In the portfolio component(s) candidates are expected to demonstrate the following:

• apply knowledge and understanding of media language, representation, media industries and audiences to
a media production
• use appropriate media language to express and communicate meaning to an intended audience
• use technical skills effectively to express and communicate meaning to an intended audience
• reflect critically on their creative decision making and final outcomes.

Cambridge International AS & A Level Media Studies 9607 syllabus for 2024, 2025 and 2026. Subject content
Knowledge and understanding

The AS & A Level Media Studies course is developed around the four key concepts of Language,
Representation, Industry and Audience. Candidates should be prepared to demonstrate their knowledge and
understanding of these across all components.
Language
How the media communicate meanings through the use of forms, codes, conventions and techniques,
including:
• the codes and conventions of media forms and products, including the processes through which media
language develops as genre
• the significance of challenging and/or subverting conventions
• the ways in which media language incorporates viewpoints and ideologies
• how audiences respond to and interpret media language
• the impact of developing technologies on media language
• how combinations of media language generate meaning
• the dynamic and historically relative nature of genre.
Representation
How the media construct the social world, the portrayal of ideas, individuals and groups, including:
• the ways in which events, issues, individuals and social groups are represented through processes of
selection and combination
• the ways in which, through representation, versions of reality are mediated
• the processes which lead media producers to make choices about how to represent events, issues,
individuals and social groups
• the effect of social and cultural context on representations
• how and why particular social groups, in a national and global context, may be under-represented or
misrepresented
• how representations convey values, attitudes and beliefs about the world and how these may be
systematically reinforced across a wide range of media
• how audiences respond to and interpret representations in the media
• the effect of historical context on representations
• how representations may invoke discourses and ideologies, and position audiences
• how interpretations of representations reflect social, cultural and historical circumstances.

Industry
How and why media texts are produced, distributed and consumed, including:
• how processes of production, distribution and consumption shape media products
• processes of production, distribution and consumption by organisations, groups and individuals in a global
context
• the specialised and institutionalised nature of media production, distribution and consumption
• the relationship between technological change and media production, distribution and consumption
• the significance of patterns of ownership and control, including conglomerate ownership, vertical integration
and diversification
• the significance of economic factors, including commercial and not-for-profit public funding, to media
industries and their products
• how media organisations maintain varieties of audiences locally, nationally and globally, including marketing
• the regulatory framework of contemporary media and the impact of technological change on media
regulation
• the impact of convergent media platforms on media production, distribution and consumption.
Audience
How audiences are constructed and addressed by media texts and how audiences interpret and respond to
media texts, including:
• how audiences are grouped and categorised by media industries, including by age, gender and social
class, as well as by lifestyle and taste
• how media producers target, attract, reach, address and construct audiences
• how media industries target audiences through the content and appeal of media products and through the
ways in which they are marketed, distributed and consumed
• the interrelationship between media technologies and patterns of consumption and response
• how audiences interpret the media, including how they may interpret the same texts in different ways, using
a variety of theories or ideologies
• how audiences interact with the media and can be actively involved in media production
• how specialised audiences can be reached, on a local, national and global scale, through different media
technologies and platforms
• how media organisations reflect the different needs of mass and specialised audiences, including through
targeting
• how audiences use media in different ways, reflecting demographic factors as well as aspects of identity
and culture
• the role and significance of specialised audiences, including niche and fan, to the media.

AS Level subject content

AS & A Level candidates should study the following subject content.
Media texts
Candidates should be prepared to analyse how technical aspects of the language and conventions of the
moving image medium are used to create meaning for an audience.
Candidates should study a range of texts so that they can discuss, in response to the question, how the
following technical elements create specific representations of individuals/groups/events/places, and help to
articulate specific messages and values that have social significance.
Technical elements
Camera shots, angle, movement and composition:
• shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point-
of-view shot, over-the-shoulder shot, and variations of these
• angle: high angle, low angle, canted angle
• movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom
• composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.
Sound:
• diegetic and non-diegetic sound, synchronous/asynchronous sound, sound effects, sound motif, sound
bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective
• soundtrack: score, incidental music, themes and stings, ambient sound.
Mise-en-scène:
• production design: location, studio, set design, costume and make-up, properties
• lighting, colour design.
Editing:
This includes transition of image and sound – continuity and non-continuity systems.
• cutting: shot/reverse shot, eyeline match, graphic match, action match, jump cut, crosscutting, parallel
editing, cutaway, insert
• other transitions: dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion,
ellipsis and expansion of time, post-production, visual effects.

Media contexts
Candidates should be prepared to discuss the processes of production, distribution and marketing, how they
relate to contemporary media institutions, the nature of audience consumption and the relationships between
audiences and institutions.
In addition, candidates should be familiar with:

• the issues raised by media ownership and funding in contemporary media practice
• the importance of cross-media convergence and synergy in production, distribution and marketing
• the technologies that have been introduced in recent years at the levels of production, distribution,
marketing and at the point of consumption
• the significance of the spread of such technologies for institutions and audiences
• the importance of technological convergence for institutions and audiences
• the issues raised in the targeting of national and local audiences by international or global institutions
• the ways in which the candidates’ own experiences of media consumption illustrate wider patterns and
trends in audience behaviour.
Media areas
Candidates should study at least one media area specified below:
Film
A study of specific studios or production companies, including patterns of production, distribution, exhibition
and consumption by audiences. This should be accompanied by a study of contemporary film distribution
practices (digital cinemas, DVD, 3D, downloads and streaming, etc.) and their impact upon production,
marketing and consumption.
Music
A study of particular record labels and independent producers, within the contemporary music industry,
including patterns of production, distribution, marketing and consumption by audiences. This should be
accompanied by study of wider issues around digital distribution of music.
Print
A study of contemporary newspaper and/or magazine publishing, including the ways in which the print
platform is adapting to challenges in the production, distribution and consumption of print media as a result of
technological changes.
Radio and podcasts

A study of examples from the contemporary radio industry and/or podcasts, examining production, and
distribution, as well as audience consumption. This should be accompanied by a study of the impact of DAB
and internet broadcasting on radio production practices, marketing and audience consumption, and the
development of podcasting as a form.
Video games
A study of the production, distribution and marketing of a specific game within one or across various gaming
platforms, along with its reception by a variety of audiences. This should be accompanied by a study of the
impact of next generation capabilities on the production, distribution, marketing and consumption of games.

A Level subject content

Additionally, A Level candidates should study the following subject content.
Candidates must study at least two topics from:
Media regulation
Media regulation considers issues of morality and decency, accuracy of content and media ownership.
Candidates should study:

• the nature of contemporary and historical media regulation
• the arguments for and against specific forms of media regulation
• the effectiveness of regulatory practices, including the ability to impose or recommend sanctions
• the wider social issues relating to media regulation
• the roles of different regulatory bodies in relation to ownership, morality and accuracy
• the legal and ethical frameworks within which media producers and distributors must operate.
Postmodern media
Postmodernism can be characterised by modes such as pastiche, parody, intertextuality, self-referentiality
and a conscious engagement with other texts. We do not prioritise one theory or approach over another, and
candidates are encouraged to explore a range of approaches and perspectives, across a range of media
forms.

• the different versions of postmodernism (historical period, style, theoretical approach)
• the arguments for and against understanding some forms of media as postmodern
• the ways postmodern media texts can challenge traditional relationships between texts and audiences
• the relationship between postmodernism and popular culture
• the ways media audiences and industries operate differently in a postmodern world
• the relationship between postmodernism and narrative.
Power and the media

Power and the media considers issues surrounding access to the media, identity, representation, ideology and
democracy.

• the relationships between media texts, their producers, distributors and audiences
• the mediation of national, regional, individual and group identities
• the dynamic nature of power relationships within and between audiences and the media
• the power of rhetoric in the media
• the construction and reception of campaigning and marketing messages
• the way access to the media may be limited or controlled, including the democratic distribution of voices.

Candidates must also study:
Media ecology
Media ecology refers to the complex environments within which media texts, producers, distributors,
technologies and audiences exist. It is a way of conceiving the structure of these environments, their content,
and impact on people.
Possible areas of focus for candidates are:

• audience engagement with evolving media environments
• convergence of personal communication technology and mass communication technology
• impact on society of technological change including the collection and sharing of information and data
protection
• the nature of globalisation and the responses of audiences and institutions
• the changing nature of media ownership and distribution models including net neutrality
• the representation of public and private personae
• the relationships between software, hardware and audiences
• the impact of developing technologies on media language
• changing modes of reception and their impact on audiences.
The possible areas of focus are not exhaustive but provide examples of how candidates might adapt and apply
their knowledge and understanding gained throughout the course, including AS & A Level subject content.

4 Details of the assessment
Component 1: Foundation Portfolio

This is a coursework component, internally assessed and externally moderated, 50 marks.
Candidates produce a media product from a choice of two set briefs – a film opening or a magazine.
They present evidence of the process of their work (research, planning and production) on an online blog.
Candidates also reflect critically on their finished media product in a creative digital format of their choice,
answering a series of set prompt questions. All work involved in creating the portfolio, including process,
finished product, and creative critical reflection, is put online for moderation purposes.
The work may be undertaken individually or by a group (maximum group size is four candidates). Candidates
must present the evidence for assessment individually whether they have worked in a group or individually.
Centres must assess candidates on an individual basis. Each candidate’s blog should clearly indicate the
candidate’s own role in any group activity to allow the teacher to assess the contribution of each individual
within the group.
Any centre teaching this course must ensure they have suitable technical equipment and up-to-date resources,
software and staff training. The minimum resourcing requirements for the delivery of the foundation portfolio
are:
• digital technology suitable for the construction of media texts within the briefs set
• internet access suitable for research and presentation of student work.
This component assesses the following Assessment objectives (AOs):

AO2: Analyse media products, and evaluate their own work, by applying knowledge and understanding of
theoretical and creative approaches, supported with relevant textual evidence.
AO3: Research, plan and construct critically informed media products using appropriate technical and creative
skills, supported with relevant textual evidence.
Set briefs
Candidates must work to either the Film opening task (video) brief or the Magazine task (print) brief. Centres
may select one or other set brief to offer to candidates, or may wish to let candidates choose between these
two briefs themselves.
When centres choose which set brief(s) to offer to candidates, they should be guided by their strengths in terms
of resources and expertise. Centres should also bear in mind that the key areas to address in the creative
critical reflection will be: forms and conventions, production contexts, the role of technologies, audiences and
representations.

Cambridge International AS & A Level Media Studies 9607 syllabus for 2024, 2025 and 2026. Details of the assessment
The set brief options are as follows:

Option 1: Film opening task (video)
Main task: the titles and opening of a new fiction film (to last a maximum of two minutes). Titles should follow
the institutional conventions of commercial cinema. The task may be undertaken individually or as a group.
There should be a maximum of four members to a group.
All images and text used in the main task must be original, and produced by the candidate(s). Sound should be
predominantly original (dialogue and atmospheric sound), though music taken from an acknowledged source
may be used as part of the soundtrack.
This task should be preceded by relevant preliminary exercises to build up candidates’ skills with equipment
and their understanding of conventions.
Option 2: Magazine task (print)

Main task: the front page, contents and feature article (of at least two pages) of a new magazine. If done as a
group task, each member of the group should produce a unique edition of the magazine that follows the same
house style. There should be a maximum of four members to a group.
All images and text used in the main task must be original and produced by the candidate(s) with a minimum of
four images per candidate.
This task should be preceded by relevant preliminary exercises to build up candidates’ skills with equipment
and their understanding of conventions.
Process
Each candidate must complete an individual blog which is started at the beginning of the project. Each blog
should contain:
• the process of research, planning and production
• any refinement, changes or edits made, and reflections on key moments
• all individual contributions to any task undertaken as a group
• evidence of any preliminary exercises
• the final finished product, clearly labeled
• the creative critical reflection, clearly labelled.
Some production elements such as storyboards may be shared by all members of a group. Collaborators who
worked with the candidate on research, planning and/or production must be listed on the Individual Candidate
Record Card under ‘other group members’.
Centres should select dedicated blogging applications which allow posts to be read chronologically, with
appropriate capabilities to embed other applications.

Creative critical reflection

On completion of the product, candidates must creatively reflect upon their work. Candidates may use
any digital format, such as director commentaries, a presentation with voiceover, podcasts or screencasts.
Candidates may use a different digital format to explore each of the compulsory questions. The creative critical
reflection should be produced and presented individually.
Candidates must explore the following compulsory questions:

• How does your product use or challenge conventions and how does it represent social groups or issues?
• How does your product engage with audiences and how would it be distributed as a real media text?
• How did your production skills develop throughout this project?
• How did you integrate technologies – software, hardware and online – in this project?
Please refer to the Administration of the coursework section of the syllabus for further information regarding the
administration of Component 1. Portfolios are marked out of 50, using the criteria detailed in the Assessment
criteria for Component 1 section of the syllabus.
Component 2: Media Texts and Contexts

Written paper, 2 hours, 50 marks
This is an externally assessed written component which covers two areas:

• Section A: Media texts
• Section B: Media contexts
In Section A, candidates analyse a moving image extract in terms of technical codes and representation. In
Section B, candidates answer one from a choice of two questions exploring audiences and institutions.
The examination is two hours long (including 30 minutes for watching and making notes on the moving image
extract and 45 minutes writing time for each question) and candidates are required to answer two questions.
The unit is marked out of a total of 50 marks, with each question marked out of 25 marks.
Candidates should be familiar with the content described in the Skills and understanding common to all areas
of study section, and with the content described in the AS Level subject content section. They will need to
support their responses with detailed reference to a range of contemporary media texts, in the form of a series
of case studies.

AO1: Demonstrate knowledge and understanding of media concepts, contexts and critical debates, using

Section A: Media texts (25 marks)

The moving image extract will be provided by Cambridge International in DVD format, with full instructions for
the administration of the examination, viewing conditions and note-taking time.
The extract will be from a TV drama and will last for a maximum of five minutes. It will be played four times.
The screening time will last a total of 30 minutes, including note-taking. Centres need to consider the optimum
conditions for screening the extract, so that no candidates are disadvantaged.
Candidates must analyse the text to establish how meaning is created. Therefore, candidates must be aware of
how the technical aspects of media language, and the conventions of the moving image medium, are used to
create meaning, both explicitly and implicitly. Candidates must be able to analyse an unseen media text, using
technical terms, to explain how specific meaning, including representations of individuals/groups/events/places,
has been created. Candidates must be familiar with the technical elements in the subject content.
It is acknowledged that not every one of the technical areas will feature in equal measure in any given extract
and other areas may also be credited where appropriate; examiners are instructed to consider this when
marking the candidates’ answers. We do not expect each aspect to be covered in the same degree of detail,
but as appropriate to the genre and extract provided and to the discussion of the extract’s representation.
Section B: Media contexts (25 marks)

Candidates answer one question from a choice of two. Candidates must make reference to at least one case
study in their answer.
Component 3: Advanced Portfolio

This is a coursework component, internally assessed and externally moderated, 50 marks.
Candidates build on the skills developed in Component 1 to engage with contemporary media technologies.
They produce a media campaign through a combination of three media (video, print and official social media
page), selecting from a choice of set briefs. Candidates will record the process of the planning, research and
production of their work online in a blog format. Each candidate must also write a critical reflection, responding
to four compulsory questions. The final products and the critical reflection will also be presented on their blog.
The work may be undertaken individually or by a group (maximum group size is four candidates). Candidates
must present the evidence for assessment individually, whether they have worked in a group or individually.
Centres must assess candidates on an individual basis. Each candidate’s blog should clearly indicate the
candidate’s own role in any group activity to allow the teacher to assess the contribution of each individual
within the group.
Any centre teaching this course must ensure they have suitable technical equipment and up-to-date resources,
software and staff training. The minimum resourcing requirements for the delivery of the advanced portfolio
unit are:

This component assesses the following Assessment Objectives:

AO3: Research, plan and construct critically informed media products using appropriate technical and creative
skills.
Set briefs
The set briefs each contain a major task and two associated minor tasks; candidates should spend
approximately two thirds of their time on the major task, and one third on the minor tasks.
When centres choose briefs to offer to candidates, they should consider the available resources and expertise.
Centres should also consider that the key areas to address in the critical reflection will be: forms and
conventions, production contexts, the role of technologies, audiences and representations.
The set brief options are as follows:

Option 1: music promotion package
A promotion package for the release of an album, to include a music video (major task), together with an official
social media page for the band or artiste(s) and a digipak for the album’s release (minor tasks).
Option 2: film promotion package

A promotion package for a new film, to include two trailers (major task), together with an official social media
page for the film and a poster for the film (minor tasks).
Option 3: documentary package

An extract from an original documentary TV programme, lasting approximately five minutes (major task),
together with an official social media page for the documentary and a magazine article for the documentary
(minor tasks).
Option 4: short film package

A short film in its entirety, lasting approximately five minutes (major task), which may be live action or animated
or a combination of both, together with an official social media page for the short film and a postcard
advertisement for the film at a short film festival (minor tasks).
Tasks may be undertaken individually or as a group. There should be a maximum of four members to a
group. Images and video should be original material only. Sound should be predominantly original (dialogue
and atmospheric sound), though music taken from an acknowledged source may be used as part of the
soundtrack.

Process
Each candidate must have an individual blog which is started at the beginning of the project, which will
comprise the complete evidence for the moderator at the end of each project. Each blog should contain:
• the process of research, planning and production
• any refinement, changes or edits made, and reflections on key moments
• all individual contributions to any task undertaken as a group
• evidence of any preliminary exercises
• the final finished product, clearly labelled
• the critical reflection (see below), clearly labelled.
Some production elements such as storyboards may be shared by all members of a group. Collaborators who
worked with the candidate on research, planning and/or production must be listed on the Individual Candidate
Record Card under ‘other group members’. Centres should select dedicated blogging applications which allow
posts to be read chronologically, with appropriate capabilities to embed other applications.
Critical reflection
Candidates must write an evaluative essay of around 1000–1500 words. This critical reflection of their work
should be guided by the following compulsory questions:
• How do your products represent social groups or issues?
• How do the elements of your production work together to create a sense of ‘branding’?
• How do your products engage with the audience?
• How did your research inform your products and the way they use or challenge conventions?
This critical reflection must be completed individually, even if candidates had collaborated in the creation of their
products.
Please refer to the Administration of the coursework section of the syllabus for further information regarding the
administration of Component 3. Portfolios are marked out of 50, using the criteria detailed in the Assessment
criteria for Component 3 section of the syllabus.
Component 4: Critical Perspectives

Written paper, 2 hours, 60 marks
This is an externally assessed written component which covers two areas:

• Section A: Media debates
• Section B: Media ecology
The examination is two hours long. Candidates are required to answer three questions. The component is
marked out of a total of 60, with each question in Section A marked out of 15 marks and the question in
Section B marked out of 30 marks.
Candidates should be familiar with the content described in the Skills and understanding common to all areas
of study section, and with the content described in the AS Level subject content and A Level subject content
sections. They will need to support their responses with detailed reference to a range of contemporary media
texts, in the form of a series of case studies.


AO1: Demonstrate knowledge and understanding of media concepts, contexts and critical debates, using
Section A: Media debates (30 marks)

Candidates answer two questions from a choice of three. There will be one question for each topic:
• Media regulation
• Postmodern media
• Power and the media
Candidates should refer to one or more media forms in each answer.
Section B: Media ecology (30 marks)

Section B is synoptic, requiring candidates to synthesise their knowledge and understanding of the key
concepts of language, representation, industry and audience, studied throughout the course. Candidates are
expected to adapt and apply this knowledge and understanding to contemporary examples from at least two
media forms in order to explore evolving media environments. Candidates should answer the question referring
to at least two media forms.

Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will
relate to the subject context.
Command word What it means
Analyse examine in detail to show meaning, identify elements and the relationship between
them
Assess make an informed judgement
Consider review and respond to given information
Discuss write about issue(s) or topic(s) in depth in a structured way
Evaluate judge or calculate the quality, importance, amount, or value of something
Explain set out purposes or reasons / make the relationships between things evident /
provide why and/or how and support with relevant evidence
Phrases such as ‘How far do you agree … ?’ and ‘To what extent … ?’ may also be seen in the assessment for
this syllabus.

Administration of the coursework

Recording and submitting candidates’ marks and work
Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates
and methods of submission of candidates’ marks and work.
You should record candidates’ marks for Component 1 and Component 3 on the Individual Candidate Record
Card and the Coursework Assessment Summary Form which you should download each year from the
samples database at www.cambridgeinternational.org/samples. The database will ask you for the syllabus
code (i.e. 9607) and your centre number, after which it will take you to the correct forms. Follow the instructions
on the form itself to complete it. You must include a brief description in each Assessment Objective box on
the Individual Candidate Record card explaining where the candidate has met the Assessment Objectives,
justifying the mark awarded.
The marks on these forms must be identical to the marks you submit to Cambridge International.
Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements
to moderate or standardise your teachers’ marking so that all candidates are assessed to a common
standard. You can find further information on the process of internal moderation on the samples database at
www.cambridgeinternational.org/samples
You should record the internally moderated marks for all candidates on the Coursework Assessment Summary
Form, indicating which mark or marks have changed, and submit these marks to Cambridge International
according to the instructions set out in the Cambridge Handbook.
External moderation
Cambridge International will externally moderate all internally assessed components.
• You must submit the marks of all candidates to Cambridge International.

• You must also submit the marked work of candidates to Cambridge International.
Visit the samples database at www.cambridgeinternational.org/samples for details of how to submit the
marks and work.
All work by candidates should be presented online.
The blogs containing all candidate portfolios must be accessible online for the duration of the moderation
period. During this period no changes may be made to the portfolios. Centres should make each candidate’s
blog accessible via a hub or gateway which links to the work of each individual candidate, properly signalled
with the candidate numbers. Cambridge International must receive notification of the URL of the centre’s hub
when the internally assessed marks are submitted.
Centres should keep all records and supporting candidate work until after publication of results.
External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.

Authenticity
It is the centre’s responsibility to make sure all assessed work is the candidate’s original work. Candidates
should provide references to any source materials used, listing these at the end of the coursework.
A general discussion on the progress of coursework is a natural part of the teacher–candidate relationship, as
it is for other parts of the course. If plans and first drafts are completed under teacher supervision, you can be
sure of the authenticity of the final coursework.
You should not correct or edit draft coursework; candidates can draft and redraft work, but you should only
give brief summative comments on progress during this drafting phase.
Assistance with projects

It is expected that teachers will train candidates in the use of technology for their coursework and that schools
and colleges will provide the necessary equipment for candidates to produce their media texts. As acting is not
a skill that is assessed in media studies, but the quality of finished work is quite clearly affected by the quality
of acting, groups may use personnel external to the group to appear in their productions in photos, video or
audio. The ability of candidates to direct actors is part of the assessment.
Academic honesty/Avoidance of plagiarism

You should make candidates aware of the academic conventions governing quotation and reference to the
work of others, and teach candidates how to use them. Reference information should include full details of
source publications, including publication date, author and page number. If referencing a website, the website
address and the date the website was accessed should be included.
Guidance on using levels-based mark schemes

Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across
the whole range of marks, where appropriate.
The marker should look at the work and then make a judgement about which level statement is the ‘best fit’.
In practice, work does not always match one level statement precisely so a judgement may need to be made
between two or more level statements.
Once a ‘best-fit’ level statement has been identified, use the following guidance to decide on a specific mark:
• Where the candidate’s work convincingly meets the level statement, you should award the highest mark.
• Where the candidate’s work adequately meets the level statement, you should award the most
appropriate mark in the middle of the range.
• Where the candidate’s work just meets the level statement, you should award the lowest mark.

Assessment criteria for Component 1
AO3: Practical Application AO2: Evaluation
40 marks 10 marks
Back to contents page

Production skills Apply knowledge and Creative Critical Reflection Analyse and evaluate own
understanding of key skills work
concepts to a production
Use appropriate media Use technical skills effectively Research, plan and apply Use technical and creative Explain how meaning is
language to communicate to express and communicate knowledge and understanding skills to express and created, supported with
meaning to an intended ideas communicate ideas relevant textual evidence
audience
10 marks 10 marks 10 marks 10 marks 10 marks
Sophisticated use of media Production is sophisticated, highly Sophisticated research into Creative Critical Reflections show Sophisticated understanding of
language shows insightful appropriate, and accurately follows appropriate professional products sophisticated technical skills how meaning is created, offering
engagement with audience or knowingly subverts the codes Varied and detailed planning fully throughout, with a wide range insightful critical comments on the
Production targets intended and conventions of the genre meeting the requirements of the of creative approaches to create successes of their own product,
audience with sophistication, and Technical elements are brief reflections which sophisticatedly fully supported with a wide range
is entirely convincing as a film sophisticatedly handled and the engage the audience of examples
Sophisticated implementation
opening/magazine production is finished to a high of research shows insightful Sophisticated engagement with all
standard understanding of the key concepts four questions
A sophisticated understanding of
the key concepts
9–10 marks 9–10 marks 9–10 marks 9–10 marks 9–10 marks
Effective use of meda language Production is effective, and Thorough research into Creative Critical Reflections Thorough understanding of how
shows appropriate engagement effectively follows or subverts the appropriate professional products show effective technical skills meaning is created, offering
with audience codes and conventions of the Effective planning appropriate to throughout, with a range of appropriate critical comments
Production targets intended genre the requirements of the brief creative approaches to create on the successes of their own
audience effectively, and is Technical elements are effectively reflections which effectively engage products, effectively supported
Thorough implementation
effective in convincing as a film handled and the production is the audience with a range of examples
of research shows effective
opening/magazine mostly fiished to a high standard understanding of the key concepts Thorough engagement with all four
questions
An effective understanding of the
key concepts
Continued
www.cambridgeinternational.org/alevel
30
40 marks 10 marks

audience
Clear use of media language Production is appropriate, and Clear research into appropriate Creative Critical Reflections Clear understanding of how
shows some engagement with mostly follows or subverts the professional products show clear technical skills meaning is created, offering
audience codes and conventions of the Appropriate planning meets the throughout, with more than one appropriate critical comments
Production targets intended genre requirements of the brief creative approach used to create on the successes of their own
audience appropriately, and Technical elements are effectively reflections which mostly engage products, appropriately supported
Implementation of research shows
is mostly convincing as a film handled and the production is the audience with examples
clear understanding of the key
opening/magazine sometimes finished to a high concepts Clear engagement with all four
standard questions
A clear understanding of the key
concepts
Limited use of media language Production is limited, and generally Limited research into appropriate Creative Critical Reflections show Limited understanding of how
shows general engagement with follows or subverts the codes and professional products limited technical skills throughout, meaning is created, offering
audience conventions of the genre, with Generally appropriate planning often only one creative approach appropriate critical comments
Production simply targets intended limited success meeting some of the requirements is used to create reflections which on the successes of their own
audience, and is generally Technical elements are generally of the brief sometimes engage the audience products, generally supported with
appropriate as a film opening/ handled appropriately, and the limited examples
Implementation of research shows
magazine production is complete limited understanding of the key Limited engagement with the
concepts questions, with some uneven
coverage
A limited understanding of the key
concepts
Continued
31
40 marks 10 marks

audience
Basic use of media language Production is basic, and shows Basic research into appropriate Creative Critical Reflections show Minimal understanding of how
shows minimal engagement with minimal understanding of the professional products basic technical skills throughout, meaning is created, offering basic
audience codes and conventions of the Limited planning meets few of the with only one creative approach or obvious critical comments
Production shows only basic genre requirements of the brief used to create reflections with on the successes of their own
understanding of intended Technical elements are limited in limited appeal to the audience products, with a minimal selection
Implementation of resarch shows
audience, and may lack relevance their success, and the production of examples
minimal understanding of the key
as an appropriate film opening/ may not be complete concepts Basic engagement with the four
magazine questions, uneven coverage is
likely
A basic understanding of the key
concepts
No creditable content No creditable content No creditable content No creditable content No creditable content
32
Assessment criteria for Component 3
40 marks 10 marks

Production skills Apply knowledge and understanding Analyse and evaluate own work
of key concepts to a production
Use appropriate media language to Use technical skills effectively to Research, plan and apply knowledge Explain how meaning is created,
communicate meaning to an intended express and communicate ideas and understanding supported with relevant textual
audience evidence
15 marks 15 marks 10 marks 10 marks
Sophisticated use of media language shows Production is sophisticated, highly Sophisticated research into appropriate Sophisticated understanding of how
insightful engagement with audience appropriate, and accurately follows professional products meaning is created, offering insightful critical
Production targets intended audience with or knowingly subverts the codes and Varied and detailed planning fully meeting comments on the successes of their own
sophistication, and the major and minor conventions of the genre the requirements of the brief product, fully supported with a wide range
tasks are sophisticated and convincing Technical elements are sophisticatedly of examples
Sophisticated implementation of research
handled and the production is finished to a shows insightful understanding of the key Sophisticated engagement with all four
high standard across all tasks concepts questions
A sophisticated understanding of the key
concepts
13–15 marks 13–15 marks 9–10 marks 9–10 marks
Effective use of meda language shows Production is effective, and effectively Thorough research into appropriate Thorough understanding of how meaning
appropriate engagement with audience follows or subverts the codes and professional products is created, offering appropriate critical
Production targets intended audience conventions of the genre Effective planning appropriate to the comments on the successes of their own
effectively, and is effective in convincing Technical elements are effectively handled requirements of the brief products, effectively supported with a range
and the production is mostly fiished to a of examples
Thorough implementation of research
high standard across all tasks shows effective understanding of the key Thorough engagement with all four
concepts questions
An effective understanding of the key
concepts
Continued
33
40 marks 10 marks
Production skills Apply knowledge and understanding Analyse and evaluate own work
of key concepts to a production

Use appropriate media language to Use technical skills effectively to Research, plan and apply knowledge Explain how meaning is created,
communicate meaning to an intended express and communicate ideas and understanding supported with relevant textual
audience evidence
Clear use of media language shows some Production is appropriate, and mostly Clear research into appropriate professional Clear understanding of how meaning
engagement with audience follows or subverts the codes and products is created, offering appropriate critical
Production targets intended audience conventions of the genre Appropriate planning meets the comments on the successes of their own
appropriately, and is mostly convincing Technical elements are effectively handled requirements of the brief products, appropriately supported with
and the production is sometimes finished examples
Implementation of research shows clear
to a high standard. The finish may be understanding of the key concepts Clear engagement with all four questions
inconsistent across all tasks, and content A clear understanding of the key concepts
may be repetitive
Limited use of media language shows Production is limited, and generally follows Limited research into appropriate Limited understanding of how meaning
general engagement with audience or subverts the codes and conventions of professional products is created, offering appropriate critical
Production simply targets intended the genre, with limited success Generally appropriate planning meeting comments on the successes of their own
audience, and is generally appropriate Technical elements are generally handled some of the requirements of the brief products, generally supported with limited
appropriately, and the major and minor examples
Implementation of research shows limited
tasks are complete. The minor tasks may understanding of the key concepts Limited engagement with the questions,
rely heavily on repetition of content from the with some uneven coverage
major task, or each other A limited understanding of the key concepts
Basic use of media language shows minimal Production is basic, and shows minimal Basic research into appropriate professional Minimal understanding of how meaning is
engagement with audience understanding of the codes and products created, offering basic or obvious critical
Production shows only basic understanding conventions of the genre Limited planning meets few of the comments on the successes of their own
of intended audience, and may lack Technical elements are limited in their requirements of the brief products, with a minimal selection of
relevance to the major and minor tasks success, and the major and/or minor tasks examples
Implementation of research shows minimal
may not be complete understanding of the key concepts Basic engagement with the four questions,
uneven coverage is likely
A basic understanding of the key concepts
No creditable content No creditable content No creditable content No creditable content
34
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start

Previous study
We do not expect learners starting this course to have previously studied Media Studies.
We recommend that learners starting this course should have previously completed a course in English
equivalent to Cambridge IGCSE™ or Cambridge O Level First Language English.
Guided learning hours

We design Cambridge International AS & A Level syllabuses based on learners having about 180 guided
learning hours for each Cambridge International AS Level and about 360 guided learning hours for a
Cambridge International A Level. The number of hours a learner needs to achieve the qualification may vary
according to local practice and their previous experience of the subject.
Technology requirements
Any centre teaching this course must ensure they have suitable technical equipment and up-to-date
resources, software and staff training. The minimum resourcing requirements for the delivery of the coursework
components are:
Availability and timetables

You can enter candidates in the June and November exam series. You can view the timetable for your
administrative zone at www.cambridgeinternational.org/timetables
Private candidates cannot enter for this syllabus.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• syllabuses with the same title at the same level.
Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International
AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of
learners who pass exams in a range of different subjects.
Learn more about Cambridge AICE at www.cambridgeinternational.org/aice

Cambridge International AS & A Level Media Studies 9607 syllabus for 2024, 2025 and 2026. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes and carry forward

Candidates can retake Cambridge International AS Level and Cambridge International A Level as many
times as they want to. Cambridge International AS & A Levels are linear qualifications so candidates
cannot re-sit individual components. Information on retake entries is in the Cambridge Handbook at
www.cambridgeinternational.org/examsofficers
Where the components of the Cambridge International AS Level assessment have all been taken in one series,
candidates can carry forward the result of their Cambridge International AS Level assessment from one series
to complete the Cambridge International A Level in a following series, subject to the rules and time limits
described in the Cambridge Handbook.
To confirm if an option is available to carry forward marks for this syllabus, see the Cambridge Guide to Making
Entries for the relevant series. Regulations for carrying forward internally assessed marks, and information
about resubmitting coursework, can be found in the Cambridge Handbook at
www.cambridgeinternational.org/examsofficers
Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and with
other protected characteristics. In addition, the language and layout used are designed to make our materials
as accessible as possible. This gives all learners the opportunity, as fairly as possible, to demonstrate their
knowledge, skills and understanding and helps to minimise the requirement to make reasonable adjustments
during the assessment process.
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with The Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in The Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level. A* is the
highest and E is the lowest grade.
Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level. ‘a’ is the
highest and ‘e’ is the lowest grade.
‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade
(E or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances
your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all
the components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.
On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE A
Level).
School feedback: ‘Cambridge International A Levels are the ‘gold standard’ qualification. They
are based on rigorous, academic syllabuses that are accessible to students from a wide range
of abilities yet have the capacity to stretch our most able.’
Feedback from: Director of Studies, Auckland Grammar School, New Zealand

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified
in the syllabus, to the levels described in the grade descriptions.
• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students
are more likely to be successful
– help students choose the most suitable course or career.
Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified
in the syllabus.
• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students
are more likely to be successful
– help students choose the most suitable course or career
– help decide whether students part way through a Cambridge International A Level course are making
enough progress to continue
– guide teaching and learning in the next stages of the Cambridge International A Level course.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge International A Level Media Studies will be published after the first
assessment of the A Level in 2021. Find more information at www.cambridgeinternational.org/alevel

Changes to this syllabus for 2024, 2025 and 2026

The latest syllabus is version 2, published May 2022. The syllabus has been reviewed and revised for first
examination in 2024.
You must read the whole syllabus before planning your teaching programme.
Changes to version 2 of the syllabus, published May 2022

Changes to availability • The front cover of the syllabus has been updated to clarify the
availability of the syllabus.
Changes to version 1 of the syllabus, published September 2021

Changes to assessment • The word count for the Critical Reflection in Component 3 has been
(including changes to updated.
specimen papers)
Any textbooks endorsed to support the syllabus for examination from 2021 are still suitable for
use with this syllabus.

School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve
the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format,
contact us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : info@cambridgeinternational.org www.cambridgeinternational.org
© Cambridge University Press & Assessment September 2021

Cambridge International AS&A Level Media Studies 2024-26

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Syllabus

© Cambridge University Press & Assessment September 2021

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 8

3 Subject content ..........................................................................................................13

4 Details of the assessment ........................................................................................ 20

5 What else you need to know .................................................................................... 35

Important: Changes to this syllabus

1 Why choose this syllabus?

School feedback: ‘Cambridge students develop a deep understanding of subjects and

Back to contents page www.cambridgeinternational.org/alevel 4

The key concepts are expanded on in the subject content.

Back to contents page www.cambridgeinternational.org/alevel 5

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/alevel 6

Find out more at www.cambridgeinternational.org/support

Support for Cambridge International AS & A Level

Planning and Teaching and Learning and revision Results

• Cambridge Professional Development Qualifications

Supporting exams officers

Back to contents page www.cambridgeinternational.org/alevel 7

The aims are to enable students to:

Cambridge Assessment International Education is an education organisation and politically neutral.

Back to contents page www.cambridgeinternational.org/alevel 8

AS Level subject content

Candidates must study at least one media area specified below:

A Level subject content

Candidates must also study:

Support for Cambridge International AS & A Level Media Studies

Back to contents page www.cambridgeinternational.org/alevel 9

Foundation Portfolio Advanced Portfolio

Media texts and contexts 2 hours Critical Perspectives 2 hours

Information on availability is in the Before you start section.

Back to contents page www.cambridgeinternational.org/alevel 10

1 AS Level only yes yes no no

2 A Level (staged over two years) yes yes no no

Year 2 Complete the A Level no no yes yes

3 A Level yes yes yes yes

Back to contents page www.cambridgeinternational.org/alevel 11

Weighting for assessment objectives

Assessment objectives as a percentage of each qualification

Assessment objective Weighting in AS Level % Weighting in A Level %

Assessment objectives as a percentage of each component

Component 1 Component 2 Component 3 Component 4

Back to contents page www.cambridgeinternational.org/alevel 12

Skills and understanding common to all areas of study

Examples of this include:

In the portfolio component(s) candidates are expected to demonstrate the following:

Back to contents page www.cambridgeinternational.org/alevel 13

Knowledge and understanding

Back to contents page www.cambridgeinternational.org/alevel 14

Back to contents page www.cambridgeinternational.org/alevel 15

AS Level subject content

Back to contents page www.cambridgeinternational.org/alevel 16

In addition, candidates should be familiar with:

Radio and podcasts

Back to contents page www.cambridgeinternational.org/alevel 17

A Level subject content