a2 media studies coursework

Programmes & Qualifications

Cambridge international as & a level media studies (9607).

• Syllabus overview

Cambridge International AS and A Level Media Studies offers learners the chance to develop an understanding and appreciation of the place of media in our everyday lives. The syllabus enables learners to take a hands-on approach to the subject. 

Through the coursework components - the Foundation Portfolio for AS Level and the Advanced Portfolio for A Level - they create their own media products from planning through to execution. Learners also consider and analyse examples from existing media, examining production processes and technologies and the effects they achieve.

The syllabus year refers to the year in which the examination will be taken.

• -->2021 - 2023 Syllabus update (PDF, 166KB)
• -->2024-2026 Syllabus update (PDF, 139KB)

Syllabus support

• -->Support for Media Studies (PDF, 613KB)

Syllabus updates

We have updated this media studies syllabus as part of a wider review of Cambridge International AS & A Level and made some changes in line with the feedback we received from teachers, subject expert panels and universities. The updated syllabus is for examination in 2022, 2022 and 2023.

How has the syllabus changed?

• We have added a subject content section to make it clearer what needs to be taught. This details skills and understanding relevant to the whole course, as well as showing what should be studied at AS Level and at A Level.
• Representation.
• We have added a list of command words and their meanings to help learners know what’s expected of them in the exam.

How has the assessment changed?

• The assessment objectives (AOs) have been revised and updated and the weightings changed.

Component: 1 Foundation Portfolio:

• The number of marks available in Component 1 has changed to 50 marks.
• Collaborative work has been removed: creative critical reflection must be produced and presented individually.

Component 2: Media texts and contexts:

• The number of marks available in Component 2 has changed to 50 marks.
• In Section A of Component 2 the TV Drama is no longer limited to being American.

Component 3: Advanced Portfolio:

• The number of marks available in Component 3 has changed to 50 marks.
• The Creative critical reflection section has been replaced with an essay of around 1000 words (including guiding questions) focusing on evaluation of the Component 3 process and outcome.

Component 4: Critical Perspectives:

• The number of marks available in Component 4 has changed to 60 marks.
• Section A is no longer an evaluation of the candidate’s own work in the Foundation Portfolio and the Advanced Portfolio. Candidates must now answer two questions from a choice of three focusing on media regulation, postmodern media and power and the media.
• Section B is synoptic and now includes one compulsory question.

When do these changes take place?

The updated syllabus is for examination in June and November 2021, 2022 and 2023. Please see the 2021-2023 syllabus above for full details.

Coming soon

We are developing a wide range of support to help you plan and teach the 2021-2023 syllabus.

Look out for suggested resources and a coursework handbook that will be available from April 2019 onwards through School Support Hub .

Endorsed resources – coming soon

Enable learners to develop a critical understanding of international media as they approach the Cambridge International AS & A Level Media Studies syllabus (9607). Students engage with key topics, from production processes to media regulation, while developing critical thinking and analytical skills. Unpack the pedagogy and get a comprehensive understanding of the assessment through the robust support in the digital teacher’s resource, with a particular focus on guidance for skills development, project-based learning, and differentiation.

Read more on the Cambridge University Press website

Important notices

From 2020, we are changing our policy on the resubmission of moderated coursework. You will no longer be able to resubmit moderated coursework for a future series. Find out how this will impact Cambridge International AS and A Level Media Studies (9607)

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

Check the Submit for Assessment page and the samples database for information and guidance on submitting moderated and examined work using Submit for Assessment.

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Teachers at registered Cambridge schools can unlock over 30 000 teaching and learning resources to help plan and deliver Cambridge programmes and qualifications, including Schemes of work, Example candidate responses, Past papers, Specimen paper answers, as well as digital and multimedia resources.

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• Past papers, examiner reports and specimen papers
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• Qualifications

AS/A Level Media Studies

For help with e-submission process click here.

Please see our e-Submissions centre guidance , Media Studies NEA e-Submission Guide , email:  [email protected] , or phone  029 2240 4310 .

• Key Documents
• Past Papers / Mark Schemes

Our AS/A level Media Studies specification provides learners the opportunity to develop a thorough and in depth understanding of a range of key issues, using key concepts and a variety of critical perspectives to support critical exploration and reflection, analysis and debate.

The study of a wide range of rich and stimulating media products is central to the specification, offering opportunities for detailed analysis of how the media communicate meanings in a variety of forms.

OER is a free interactive teaching and learning tool which includes exam answers and examiner comments.

We offer an extensive range of free digital educational resources.

This subject uses e-submission for candidate work for moderated or assessed units and components.

Grade boundaries are the minimum number of marks needed to achieve each grade.

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AS/A Level Media Studies

For help with e-submission process click here.

Amended question numbering in exam paper and separate answer booklet provided – see Sample Assessment Materials for AS and A level , and Answer Booklet in the Sample Assessment Materials tab below.

Please see our  e-Submissions centre guidance , Media Studies NEA e-Submission Guide , email:  [email protected] , or phone  029 2240 4310 .

Apply now and join our team of examiners.

*Subject dependent, based on marking a full allocation and completion of training (which we pay you to attend).

• Key Documents
• Past Papers / Mark Schemes

The Eduqas AS & A level in media studies offers learners the opportunity to develop a thorough and in depth understanding of key issues, using a comprehensive theoretical framework and a variety of advanced theoretical approaches and theories to support critical exploration and reflection, analysis and debate. The study of a wide range of rich and stimulating media products is central to the specification, offering opportunities for detailed analysis of how the media communicate meanings in a variety of forms. Learners will work from the product outwards to debate key critical questions related to the social, cultural, political and economic role of the media. Through studying media products holistically in relation to all areas of the theoretical framework, learners will engage with the dynamic relationships between media products, media industries and audiences. Learners will also consider established media forms alongside more contemporary forms, developing an awareness of emerging and evolving media.

Although the primary emphasis in this specification is on the contemporary media, learners will explore how the products relate to their wider historical contexts. Learners will also extend their experience of the media through the study of products with which they may be less familiar, including those produced by or for a minority group, non-mainstream and non-English language products. This specification aims to develop knowledge and understanding of the transnational nature of the media, considering the effect of different national contexts on representations in media products, the global reach of media industries, and the targeting of audiences on a national and global scale.

Choice and flexibility are a vital part of the specification, enabling teachers to select the most appropriate, relevant and engaging products for their learners to study in Component 2.

This specification also recognises the fundamental relationship between theoretical understanding and practical work, providing learners with exciting opportunities to develop media production skills in different forms, apply their knowledge and understanding of the theoretical framework to media forms and products, and become creators of meaning themselves. Learners will be offered a choice of briefs and forms within which to work, enabling them to explore and pursue their own media interests.

The Eduqas AS & A level in Media Studies offers a broad, engaging and stimulating course of study which enables learners to:

• Demonstrate skills of enquiry, critical thinking, decision-making and analysis
• Demonstrate a critical approach to media issues
• Demonstrate appreciation and critical understanding of the media and their role both historically and currently in society, culture, politics and the economy
• Develop an understanding of the dynamic and changing relationships between media forms, products, industries and audiences
• Demonstrate knowledge and understanding of the global nature of the media
• Apply theoretical knowledge and specialist subject specific terminology to analyse and compare media products and the contexts in which they are produced and consumed
• Make informed arguments, reach substantiated judgements and draw conclusions about media issues
• Engage in critical debate about academic theories used in media studies
• Appreciate how theoretical understanding supports practice and practice supports theoretical understanding
• Demonstrate sophisticated practical skills by providing opportunities for creative media production.

Any requirements set for entry to a course following this specification are at the discretion of centres. It is reasonable to assume that many learners will have achieved qualifications equivalent to Level 2 at KS4. Skills in literacy and analysis will provide a good basis for progression to this Level 3 qualification. Some learners will have already gained knowledge, understanding, and skills through their study of GCSE media studies .

Why choose Eduqas?

• A choice of options for production
• A choice of options for the set products/texts
• Topics and products/texts chosen to appeal to students
• Creative work which is central to the course
• Unlimited access to free resources
• Face-to-face professional learning courses
• Uniform design across GCSE, AS and A level to allow for coherent progression
• Flexibility for teachers to choose relevant and appropriate texts/products
• Direct access to Subject specialists
• Support from our  Regional Representatives

Important information, past papers, marking schemes, entry/amendment uploads & make post-results enquiries.

Grade boundaries are the minimum number of marks needed to achieve each grade.

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A-level  MEDIA STUDIES

ADVANCED MEDIA

For the full linear course, you will be producing ADVANCED pieces of coursework and writing Media essays that exhibit an understanding of knowledge, theory and the media framework (representation and media language).  You will also have opportunities to develop your creativity and identity as a media producer.  If you would like to know more about the specification content then just follow this link and select your school's/college's exam board

Typically the coursework component requires a greater variety of technical skills to be learned and applied, you can find best examples in the G324 section of this page.

For the exam component, there is typically more emphasis on evaluation and the ability to debate using modern ideas and arguments (theory) so please use the theory page to add weight to your argument and opinion.  Case studies also need to be developed fully so look out for them also.

ADVERTISING & DESIGN

Online promotions, brand management.

(OCR) A-Level Media Studies

Introduction.

If you want to become more confident in discussing ideas and important issues, learn more about how producers communicate ideas to the audience, and show off your practical skills by devising and creating your own media production, then you really need to pick A Level Media Studies. OCR’s specification gives you lots of opportunities to apply critical and theoretical frameworks to media texts so you can develop your understanding of their impact on the world.

This overview of the specification includes information about what to expect int the exam and some thoughts about the coursework (NEA).

Summary of Assessment

There are two examination papers, both worth 35% of the overall grade, and a cross-media product which makes up the final 30%.

Media Messages

Media Messages is the first paper. There are 70 marks available, the exam lasts for 2 hours and it is divided into two sections.

Section A: News and Online Media

This section focuses on contemporary news in the UK. You need to explore how and why newspapers continue to evolve as media products and analyse the relationship between both online and offline news. You are expected to study:

• two front covers and one complete edition of The Daily Mail
• two front covers and one complete edition of The Guardian
• at least two articles from both The Mail Online and The Guardian websites.

Section B: Media Language and Representation

Once again, OCR sets which media texts for study, but they will be in the following forms: magazines, advertising, and marketing and music videos.

• Old Spice advertisement
• Lucozade advertisement
• Shelter advertisement
• The Big Issue

You need to choose one text from List A

• Corinne Bailey Rae – Stop Where You Are
• Massive Attack – Unfinished Sympathy
• Emeli Sandé – Heaven

You also need to pick a music video from List B

• Fatboy Slim – Ya Mama
• Radiohead – Burn the Witch
• David Guetta – Titanium

Evolving Media

The second paper is called Evolving Media. It is marked out of 70 and the exam lasts for 2 hours. Again, there are two sections.

Section A: Media Industries and Audiences

• The Jungle Book (1967) and The Jungle Book (2016)
• One complete episode of the BBC Radio One Breakfast Show

Section B: Long Form Television Drama

You must study two complete episodes of the television dramas listed below. Pick one US English Language programme form List A and one European non-English language show from List B:

• House of Cards
• Stranger Things
• The Killing
• Deutschland 83

Making Media (NEA)

One of the reasons why students are attracted to the subject is the opportunity to create a cross-media product. Your responses are marked out of 60 and the results makes up 30% of the total A level.

You are expected to complete a Statement of Intent which outlines how your products demonstrate your knowledge and understanding of the key concepts in media studies. If you would like know more about this part of the Making Media component, you should look at our statement of intent examples . Your response should be around 500 words.

The NEA briefs are set by OCR and they change each year. However, you will have to satisfy certain requirements for each media form if you want to achieve the top marks. For example, if you are expected to deliver a television extract, it needs to last three minutes. Anything less than that amount could cost you marks.

For more information about the length and scope of each product, you should read our guide to the indicative content . We have suggested amounts for websites, magazines, newspapers, film trailers, advertisements and other media forms.

OCR A2 Level

Media Studies

Past papers and mark schemes.

The following pdf files from OCR’s website will open in new tabs.

Further Reading

(AQA) A-Level Media Studies

WJEC – A Level

WJEC – GCSE

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WJEC A2 Media Studies Coursework Handbook

Subject: Media studies

Age range: 16+

Resource type: Other

Last updated

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A highly useful starting point for students. Would have been better as a word document to allow some additional sections to be added.

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Media Studies - A2

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About this course.

The Media Studies A2 programme follows on from AS Media Studies and should be taken in conjunction with two or three other subjects and the Welsh Baccalaureate. 

Based at our City Centre campus in Cardiff, learners may be able to take this qualification as a part-time student.

What you will study

A2 Media Studies covers two modules:  

Module 3: Media Investigation and Production This internally assessed (coursework) unit develops the knowledge and skills acquired at AS. In particular, it is designed to demonstrate the importance of research in informing media production and to develop the skills acquired in MS2 at AS.

Module 4: Media Text, Industry and Audience This unit will develop your understanding of the connections between different elements of the specification and develop your knowledge and understanding of the relationship between media texts, their audiences and the industries which promote and distribute them.

Entry requirements

Successful completion of AS programme including satisfactory attendance and tutor recommendation.

Teaching and assessment

One written exam and coursework

Important points

• The College welcomes contact with parents/guardians of students who are under 18.
• Additional support is available for students with learning difficulties and disabilities.
• Cardiff and Vale College is committed to inclusion and values diversity. We are determined to promote equality of opportunity and to treat everyone fairly and with respect.
• Cardiff and Vale College reserves the right to make changes to this course without prior notice.
• Course fees are subject to change. Your fee will be confirmed prior to enrolment.
• All courses are accurate at the time of upload or print.
• Courses can only run if there are sufficient numbers.
• Please note, if you choose three or more course choices, then you may be referred for a careers appointment first. This does not apply to A Level or GCSE choices.

Time of day

Course code, qualification.

"I love studying my course at Cardiff and the Vale College. It is so much fun ! The amount of independence and freedom you get is brilliant and you're treated like an adult, I honestly love it.  At the college I've enjoyed the close relationships I have with my teachers.  I genuinely feel like I can go to my teachers with any issue that I’m having and they will really help me work through them." 

Career prospects & further study

On completion of the A Level programme, the majority of our students progress onto universities across the country and beyond. Based on this course, there are many options but below are just a few examples of degree programmes you could go on to study at University:

• Business and Management
• Graphic Design
• Media Studies
• Photography

Need to know

Scholars Programme

Additional Learning Needs

Opportunities

Find out more, apply online.

City Centre Campus,

Dumballs Road,

City Centre Campus, Dumballs Road, Cardiff, CF10 5FE

+44 (0)2920 250 250

info @cavc.ac.uk

Creative Critical Reflection A2

CCR - question 4

CCR - question 3

CCR - question 2

CCR - question 1

A2 Media Studies

A resource for A2 Media students at King Edward VI College

• Specification
• Exam Questions

Written Coursework

• Print Coursework
• Media Theory

6 comments:

This comment has been removed by a blog administrator.

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This comment has been removed by the author.

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A2 Media Studies

Music video coursework, evaluation 4).

What have you learned from your audience feedback?

For this evaluation question I have created two separate PowToon videos, with a voiceover commentary, explaining what I have learned from the audience feedback I have received from my friends regarding both my main product  and my ancillary texts .

Evaluation 3)

How did you use media technologies in the construction and research, planning and evaluation stages?

I have created a presentation using the free online slideshow tool ‘Slides’. In this presentation I have discussed how technology was an important factor in producing my media texts and how specific elements made the pieces more effective. To view this presentation click on the link here .

Evaluation 2)

How effective is the combination of your main product and ancillary texts?

For this evaluation question I created a short video using PowToon to explain how effective the combination of my main product and ancillary texts are. This can be accessed by clicking on the link here .

Evaluation 1)

In what ways does your media product use, develop or challenge forms and conventions of real media products?

For this evaluation question I have chosen to present my answer with the use of ICT presentation tool, Prezi. To access this Prezi please click on the link provided.

Final Editing Session

One evening after school we put the finishing touches to our video by inserting the footage we had filmed the weekend previously. Although we expected this to be a rather quick and easy job we found that it was more awkward than expected.

Before going in to edit, we decided we would remove sections from the bonfire scene and the first cycling section as these were both quite long and we felt that the footage we had included in the bonfire scene was not as high quality as the rest of the video because we were either re-using shots or choosing shots we didn’t like as much but were obliged to include just to fill up time.

However, due to the nature of the song, we failed to remove any part of the bonfire scene because we didn’t want to remove a short section which matched the style of the song rather well. Instead, we removed some parts of the first cycling scenes and a small part of the bit leading up to the bonfire. This gave us just enough space to include a very short scene with Emma and Alex. If we had the opportunity, this scene would have been made longer, as we preferred elements of this to the bonfire scene which we could not remove.

After inserting this final scene, we had completely finished our music video.

Final Filming Session

As we had to film an extra scene to improve the quality of our first draft of the music video this shoot between Alex and Emma became our final one. We filmed one Sunday morning at my house to get a few shots of Alex and Emma together, looking quite happy to be dating each other.

We split up this shoot into a few different sections; we firstly began with Alex letting Emma into his house, then Emma and Alex sitting together in the living room, Alex getting drinks for the two of them, Emma trying on Alex’s red shirt, and the two of them looking cozy on the sofa whilst having a relaxed conversation about the television.

The hallway section involved Nancy and Eliza (there wasn’t enough space for the three of us) taking differing shots of Emma coming through the doorway before the two characters enter the living room on their right hand side.

We then filmed the rest of the footage placed in three different positions in the living room; this meant we could each get a different angle of all of the action so that we could choose different shots/angles when we came to edit the footage later on.

This concluded our final filming session.

Amending Our Video

After discussing with Eliza and Nancy about how we should alter our video, we decided that what was needed was an extra scene between Emma and Alex which showed they were actually dating. This, we realised, was necessary because previously there was no connection between the two characters that implied they were in a relationship.

In order to make sure our audience could clearly see the connection between Emma and Alex, we filmed an extra scene at my house (Alex’s house in the video) where the two were shown comfortably enjoying a ‘first date’ together; for our audience, this would show a better connection between the couple which would then allow them to understand why Alex becomes infuriated at seeing Emma cheating on him with his friend later on in the video.

Music Video Feedback

After receiving some feedback from a few selective audience members, we came to realise that the storyline for our video was not as clear as we had thought it was.

Although we had attempted to show that the female character (Emma) had been cheating on the protagonist (Alex) the connections were very vague and quite loose, meaning that the climactic scene of the slow motion bottle smashing had lost its true meaning. At this stage, it was hoped that the audience could see that Alex’s character had become upset and annoyed at the fact his girlfriend had been cheating on him but A) there was no real connection with Alex and Emma that implied they were dating and B)  there was no real evidence that Emma had been cheating on Alex – although she was pictured ignoring Alex’s character during the bonfire scene, there was no real implication that she had instead taken interest in Luke’s character, who she was meant to be cheating on Alex with.

This combination of these issues meant that the storyline was not as effective as we had previously planned, and so therefore didn’t really make much sense.

To resolve this we would seriously have to alter our video, but as we were limited to a certain amount of time for the piece of coursework, we couldn’t actually change it too much.

Poster Alterations

Just like with my digipak, I received some feedback which suggested that I make a couple of changes to improve the quality of the poster and perhaps make it more closely styled to my digipak.

Although some minimal suggestions were put forward for my poster, I wanted to change the outlook completely so that it was more like the newer version of my digipak. Rather than edit the already existing material, I found it easier to start again with a new project on Quark in an A4 size.

I began by creating a coloured text box for the background of the poster, one which was the same shade of blue as the background on the cover of my digipak. I then inserted the goat-man image (as a .TIF file) and changed the colour so that it was a dark blue. After replicating this image twice more, I was left with the same design as the cover of my digipak. Even though the arrangement and colours were identical I made sure to increase the size of the goat figures so that they completely covered the A4 rather than being a smaller, more central image. This meant that the goat figures were far bolder than previously and would capture the attention of a viewer more easily as the image size was much larger.

I then inserted text. This would have to be very bold too so that it could be read over the image of the goats and not become less important – the title of the band and album are of vital importance for the piece as this is what clearly advertises the band. To do so, I used the same fonts as on the digipak and made them larger before centralising them in the middle of the page.

Once this was done, I could insert the information at the bottom of the page which told audiences when the album would be released. I wanted to keep this short and sweet so as not to draw attention away from the other elements on the page, but to also keep it more simplistic and less cluttered. This meant that the only text at the bottom of the page read “The Debut Album Out Now”. I also made sure to make “The Debut Album” bold as it drew attention to the fact the band was new but also acted as a stylistic feature which I had seen in other posters and wanted to use myself.

This is an image of the final poster:

Digipak Amendments

After receiving some audience feedback, I decided to act upon a couple of issues within the digipak. This just required a couple of alterations to therefore improve the quality of the coursework piece.

One of the amendments involved removing the background from the black and white drawings. To do this, I firstly had to make sure that the images were black and white on Photoshop. I clicked on the ‘Image’ option along the top of the screen before selecting ‘Mode’ on the drop down menu, the image was initially ‘RGB’ but for the file to work correctly it would have to instead be ‘Grayscale’. I then saved the Photoshop files of the drawings in a .TIF format.

Now that I had completed this stage, I could open up the .TIF files on Quark and alter the background colour on the ‘Layers’ panel on the right hand side. When selecting the ‘Background Image’ colour as ‘none’ as well making sure the ‘Background’ colour was ‘none’ too, the image was cleared of the white background. However, I was unsure of the black of the drawing against the teal blue. I wanted to change the colour of the image itself and I could do this by selecting another of the four options from the ‘Layers’ panel which allowed you to change the image colour.

Although I had chosen to format the goat figure in a dark teal colour, I decided to introduce more shades of the same colour by repeating the image and layering it. This meant I now had three images of the goat figure in three different shades of blue.

Another one of the alterations suggested was to make the two inside panels more cohesive. I had initially just repeated the image of the octopus figure across the two panels, but the black used in the background of the ‘inverted’ octopus seemed too much of a contrast to the rest of the colour scheme. I had also placed this darker image of the octopus on the right hand panel, meaning that the CD would be placed over the top of it so you wouldn’t even be able to see the octopus figure on the right anyway.

I altered the inside panels considerably more than the cover, and I started by making sure that the octopus figure was saved in the same way as the goat one – so that I could remove the background and alter the colour of the octopus figure itself. Although I initially planned to do a similar design to the cover with the octopus figure on the left hand panel, I realised that it would be of better use as the CD itself. So for the moment I put the octopus figure to the side so that I could instead concentrate on the background of the two inside panels.

I considered using a similar style as I had done on the poster, which involved a repeated pattern of the octopus figures. To incorporate this into my digipak I would firstly have to re-format it. Once I had saved the image as a .TIF file, I could begin work on the inside panels. I made sure that the background of this image of the smaller octopuses was transparent so that I could have a pale grey/blue coloured box in the background and then I changed the colour of the octopuses to white so that they stood out against the background.

Once I had copied and pasted this repeating pattern so that it covered the two panels I realised that it was still quite bare. To improve upon this I layered two extra copies of this image in different colours, making sure to cover the whole of the two inside panels. Now that I was happy the background was completely covered I moved onto the CD.

I firstly made a circle shape which was equal in height and width and coloured it a darker shade of blue than the background of the panels. I then moved the initial octopus onto this circle and placed it in the centre. I then copied this figure and made two more replicas, I coloured one white and the other a striking shade of pink.  I wanted to add an accent colour to the piece so that it wasn’t just a series of different shades of blue, to keep continuity though I also coloured some of the pieces of text on the back cover in the same shade of pink, it was important not to overdo it though as it needed to remain as simply an accent colour rather than a secondary colour.

Then, to make sure that the digipak looked like an official piece of music, I added a text box to the right of the barcode and inserted text in the same shade of pink as previously used with information about the label and the copyright of the company.

This is an image of the finished piece:

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