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Statement made by the International Boxing Association regarding Athletes Disqualifications in World Boxing Championships 2023

July 31st, 2024 / IBA

As stated, the International Boxing Association (IBA) feels it appropriate at this prevalent time, to address recent media statements regarding those athletes Lin Yu-ting and Imane Khelif, particularly regarding their participation in the Paris Olympic Games 2024.

We wish to make the following points in these regards :

On 24 March 2023, IBA disqualified athletes Lin Yu-ting and Imane Khelif from the IBA Women’s World Boxing Championships New Delhi 2023. This disqualification was a result of their failure to meet the eligibility criteria for participating in the women’s competition, as set and laid out in the IBA Regulations. This decision, made after a meticulous review, was extremely important and necessary to uphold the level of fairness and utmost integrity of the competition.

Point to note, the athletes did not undergo a testosterone examination but were subject to a separate and recognized test, whereby the specifics remain confidential. This test conclusively indicated that both athletes did not meet the required necessary eligibility criteria and were found to have competitive advantages over other female competitors.

The decision made by IBA on 24 March 2023, was subsequently ratified by the IBA Board of Directors on 25 March 2023. The official record of this decision can be accessed on the IBA website here IBA Board of Directors Meeting Minutes .

The disqualification was based on two tests conducted on both athletes as follows:

• Test performed during the IBA Women’s World Boxing Championships in Istanbul 2022.
• Test performed during the IBA Women’s World Boxing Championships in New Delhi 2023.

For clarification

• Lin Yu-ting did not appeal the IBA’s decision to the Court of Arbitration for Sport (CAS), thus rendering the decision legally binding.
• Imane Khelif initially appealed the decision to CAS but withdrew the appeal during the process, also making the IBA decision legally binding.

Our Committees have rigorously reviewed and endorsed the decision made during the World Championships. While IBA remains committed to ensuring competitive fairness in all of our events, we express concern over the inconsistent application of eligibility criteria by other sporting organizations, including those overseeing the Olympic Games. The IOC’s differing regulations on these matters, in which IBA is not involved, raise serious questions about both competitive fairness and athletes’ safety.

For clarification on why the IOC permits athletes with competitive advantages to compete in their events, we urge interested parties to seek answers directly from the IOC.

Yours sincerely,

International Boxing Association

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INTERNATIONAL BOXING ASSOCIATION. HOME OF BOXING

Blog The Education Hub

https://educationhub.blog.gov.uk/2024/08/06/when-is-results-day-2024-gcses-a-levels-t-levels-and-vtqs/

When is results day 2024? GCSEs, A levels, T Levels and VTQs

In August, pupils in England will find out their results for GCSEs, A levels, T Levels and VTQ (vocational technical qualifications) exams.  

Ahead of results day, schools, colleges and assessment centres should contact pupils directly to tell them how and when to collect them. They’ll also be able to answer any questions you have ahead of the day.  

Here’s what you need to know about exam results this year.

When is GCSE and Level 1/2 VTQ results day 2024?  

GCSE  results day is on Thursday 22 August.  

Results for Level 1, Level 1/2 and Level 2  VTQs  will also be available on or before this date.  

Normally, pupils will be able to go to their school or college and collect their results in person where they can get advice from their teachers.  

Alternatively, schools will send results to pupils in the post or by email.  

When is A level, T Level and Level 3 VTQs results days 2024?  

AS level, A level and  T Level  results day is on Thursday 15 August.  

Results for VTQs at Level 3 taken alongside or instead of A levels, such as BTECs, will be released to pupils on or before Thursday 15 August.  

Results can be emailed or sent in the post, but it’s a good idea to go into school or college to receive your results so you can get support from teachers and career advisers to discuss your options, especially if your results might affect your plans for September.  

If you’re applying to university via UCAS, you can track your  application online .  

How have exams been graded since the pandemic?  

Between 2019 and 2022, we saw a significant increase in the number of entries receiving top grades, due to disruption caused by the pandemic.  

Last year saw a return to pre-pandemic grading arrangements, and overall national results were similar to those of 2019. Ofqual have confirmed that they are continuing with normal grading this year.  

This is key to making sure exam qualifications are trusted – it means that universities and employers understand the performance of candidates, have confidence in their qualifications, and can use them to help them progress into the right opportunities.   

What should I do if I’m disappointed with my results?  

Your school or college and your teachers will support you if don’t get the results you hoped for or if your plans change based on the results you get.  

Remember, there are many different exciting options to take after school and college.  

If don’t get the GCSE results you were expecting, you can find out more about your options here .  

And if you’re worried about not getting the results you need for your university course, you can find out more about your options here .  

If you need help or advice around your exam results or next steps, you can call  the National Careers Service  helpline to chat to a careers adviser on 0800 100 900.  

If you’re feeling stressed or anxious about exams and you’re aged 18 or younger, you can also call Childline for free on 0800 1111 or  chat online  to get support.  

Ofqual has also created this practical guide for students on coping with exam pressure which offers advice and support on coping with exam anxiety and stress.

You may also be interested in:

• GCSE results day: What to do if you didn’t get the grades you were expecting
• A Level and T Level results day: What to do if you don’t get the grades you need for your university course
• Exam results: 5 tips for parents and carers on supporting your child with results day

Tags: A level results , A Level results day , A levels , GCSE results , GCSE results day , gcses , results day , T Level results day , VTQs , when is results day

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Tropical Storm Debby impacts Lee County. Fort Myers Beach, Sanibel, Bonita Beach flood

As Tropical Storm Debby spun north through the warm Gulf of Mexico Water Sunday, Southwest Florida felt some effects of the passing storm.

A Tornado Watch for Lee County was in effect until 8 p.m. Monday, and local islands were hit by flooding, the results of a predicted 2 to 4 feet of storm surge, high tide and heavy rain.

At the 8 p.m. National Hurricane Center advisory, Lee remained under a Tropical Storm Warning and a Storm Surge Watch, but by Monday morning it was not. But on Monday morning, coastal Lee still faced a high rip current risk and remained under a high surf and coastal flooding advisories.

Areas of Lee and Collier County experienced driving rain squalls from Debby's outer bands Sunday, and the surf was heavy and rough along the coast. Fort Myers Beach roads and some homes and businesses flooded, the result of storm surge and high tide hitting at the same time. Captiva and Bonita Beach roads also flooded.

Cape Coral yards and roads flooded too, and Fort Myers and North Fort Myers residents reported the Caloosahatchee River lapping over seawalls.

Tropical storm force winds extended 140 miles outward from the center of Tropical Storm Debby, and Southwest Florida was on the "dirty side" of the storm. In this case, that's the east side, where most of the weather was occurring.

▶ Live Lee County radar: Track the storm and its bands

9 p.m.: Cape Coral's Trafalgar Parkway is flooded

The Cape Coral police department is reporting that Trafalgar is flooded from Chiquita Boulevard to Santa Barbara Boulevard. The Chiquita/Trafalgar intersection is blocked in all directions and the traffic lights are out and will be until 8 a.m. Monday, their post on Facebook said.

5:30 p.m.: Fort Myers Beach begins cleanup of Debby's mess

After flooding on the island due to surge and high tide, town of Fort Myers Beach staff are evaluating damage and beginning to clean up.

"The Town of Fort Myers Beach encourages our residents to continue to shelter in place and stay off the roads. It is possible there is still debris in the water from Hurricane Ian, that could resurface, making it dangerous to swim or drive through water that has made its way on land," the town's public information officer said in a news release.

3 p.m.: Sanibel, Captiva, Cayo Costa hit by Debby's storm surge, rough surf

Some roads on Sanibel and Captiva were underwater.

On social media, Sanibel’s Fire and Rescue District noted that areas on the island were flooding.

“Please avoid these areas and seek different routes if possible … These areas may begin to worsen as we approach high tide. Please be safe and stay indoors until this storm passes. Please do not drive down West Gulf Drive between Tarpon Bay Road and Rabbit Road. It is heavily flooded in areas and will be a danger for vehicles to pass. Please remain inside and avoid driving anywhere on Sanibel Island until much of the water recedes. Do not drive through any standing water. If you need assistance or are experiencing an emergency please call 911 immediately.”

After a reconnaissance drive, City Councilwoman Holly Smith said “Some of the island’s roads, such as Bailey Road, “are like rivers.”

On nearby unbridged Cayo Costa island, waves were crashing against docks and dunes. 

Island homeowner Margi Nanney watched the storm from the mainland via remote camera.

She says the strong storm surge is pushing against trees and a beach dune that had been recovering well from Hurricane Ian.

“Heavy wave action (is) not good for docks,” she said. Her videos from the island’s south end on Pejuan hook show water overtopping the slatted enclosure around a well casing.

-- Amy Bennett Williams

2:30 p.m.: Town of Fort Myers Beach Emergency Management shares update

Fort Myers Beach Emergency Management is closely monitoring Tropical Storm Debby as it passes, according to its press release Sunday .

Town Manager Andy Hyatt is in contact with the Town Council, Florida Power and Light and Lee County Manager Dave Harner.

Officials urged residents to shelter in place and stay off the roads until they are deemed passable. The Town will keep residents updated through local weather channels and the Town's Facebook page and website.

2:22 p.m.: Lee County Flooded Roads

LCSO shared the following roads that have been impacted by flooding. Not all of these roads are closed. However, standing water is present in these areas, and officials ask that motorists use alternate routes.

Impacted roads:

• Bonita Beach / 41-clear
• Bonita Beach / Vanderbilt - clear
• Bonita Beach / Imperial Shores - clear
• Hickory at BA 1 clear
• Hickory at BA 2 - standing water on both lanes +/- 1"
• Hickory at BA 3 - standing water on both lanes +/- 4"
• Hickory at BA 4 - standing water on both lanes +/- 4"
• Hickory at BA 5 - standing water on both lanes +/- 4"
• Hickory at BA 6 - standing water on both lanes +/- 4"
• Hickory at BA 7 - standing water on both lanes +/- 4"
• Hickory / Cape Hickory standing water +/- 8"
• 26444 Hickory standing water on both lanes +/- 2"
• Hickory at BA 8 standing water on both lanes +/- 4"
• Hickory at BA 9 standing water on both lanes +/- 4"
• Hickory at BA 10 standing water on both lanes +/-6"
• Time Square on Fort Myers Beach/San Carlos Blvd East of Buttonwood

2 p.m.: Cape Coral yards, streets flood as Debbie continue to blow by

Cape Coral Fire Department reported localized street flooding "as expected in the city" and residents were showing photos of yard flooding.

The fire department warned residents against driving through flooded roadways, which can damage cars or worse - lead to drowning.

2 p.m.: Northbound Edison Bridge in Fort Myers closed due to Debby flooding

The northbound span of the Edison Bridge is closed due to flooding at First and Park. Southbound lanes remain open, the Fort Myers Police Department shared on social media .

Alternate Routes:

• Use I-75 and exit at Bayshore Road to access North Fort Myers.
• Westbound traffic from Palm Beach Boulevard will be redirected to Avalon.
• Northbound traffic will be diverted onto Second Street.

1:45 p.m.: Nervous Nellie's, other Fort Myers Beach properties suffer severe flooding

Danny Timothy, the general manager of Nervous Nellie's, provided an update on the severe flooding affecting Fort Myers Beach. The hostess area in the front of the restaurant area is flooding, he said. 

“The front sidewalk and our hostess area are flooded, and it’s about 18 inches deep in the middle of the street,” he said. 

"We've got about 18 inches in the middle of the street," he said. "Our sidewalk all the way across, is flooded, and we've actually got water in our hostess area."

Nervous Nellie’s is closed today due to the conditions, but Timothy said he's hoping to reopen Monday around noon.

“We’re planning on coming in early, doing a cleanup and being open tomorrow,” he said.

Timothy noted that this level of flooding is reminiscent of what he experienced during Hurricane Idalia last year.  

“We had that super high tide – it was like one of those super moon tides – at the same time as the hurricane coming through, so we did see flooding in the street,” he explained.

He also mentioned that nearby businesses are in the same situation, with most closed or flooded in.

“There's actually a car that's blocking the street right now," he said. "There's a car that tried to drive through the water and they stalled then abandoned their vehicle."

Despite the difficulties, Timothy said that the restaurant’s solid concrete block building has withstood past storms. 

“Just prepare the best you can and just wait for it to pass,” he said. 

For future storms, the restaurant follows a hurricane plan, including elevating the elevator car and moving furniture to prevent damage.

1:15 p.m.: Lee County updates on Tropical Storm Debby

Lee County Emergency Management is actively monitoring Tropical Storm Debby. Key updates include:

• Coastal flooding: Localized flooding was reported in Fort Myers Beach, Sanibel Island, Blind Pass, St. James City on Pine Island and south Cape Coral.
• Response efforts: Public safety, transportation and natural resources crews are assessing and managing the situation. Debris removal will begin once the waters recede, which is expected to happen around 2 p.m.
• Transit service: LeeTran, Lee County's Transit, has temporarily suspended its service to Fort Myers Beach.
• Travel advisory: Fort Myers Beach Fire District advises avoiding travel in the town during high tide.

12:15 p.m.: Fort Myers Beach flooding from Tropical Storm Debby

Social media posts show rainfall and surge inundating downtown Fort Myers Beach streets and lapping up to storefronts.

The town of Fort Myers Beach issued a statement urging residents to limit travel and to stay out of standing water.

It also reminded those in flood prone areas that the town's stormwater system will not alleviate water breaching the seawalls from the back bay and that it stormwater system improvement project is still a work in progress.

12 p.m.: Traffic Advisory regarding flooded streets in Bonita Springs and Fort Myers Beach

Lee County deputies are managing traffic control on Hickory Boulevard in Bonita Springs and Times Square in Fort Myers Beach due to flooding. These areas are impassable, LCSO shared on social media .

Where is Tropical Storm Debby in relation to Fort Myers, Lee County?

The National Hurricane Center's 8 a.m. Sunday advisory showed the storm in the southeastern Gulf, just southwest of the Lee and Collier County coastlines, with tropical storm force winds reaching Southwest Florida coast.

• Location at 8 a.m. Sunday: About 155 mile southwest of Tampa, which is about directly east of Southwest Florida
• Maximum sustained winds:  60 mph
• Movement : north-northwest at 13 mph

What is the Sunday weather forecast for Fort Myers, Cape Coral, Lee County as Debby passes?

The National Weather Service showed this forecast:

For inland Lee County, including Fort Myers and Lehigh Acres:

• A Tropical Storm Watch remained in effect, with the latest local forecast showing below tropical storm force winds at 15 to 25 mph, with gusts at 30.
• A Tornado Watch is in effect until 8 p.m. Monday.
• A Flood Watch is in effect until 8 p.m. Monday, with 2 to 4 inches of rain expected.
• The National Weather Service's rainfall forecast map shows only a slight risk (15%) of rainfall exceeding flash flood guidance.

For coastal Lee County :

A Tropical Storm Warning and Storm Surge Watch are in effect for the coast, including Fort Myer Beach and Bonita Beach.

A Tropical Storm Warning means that tropical storm conditions are expected somewhere within the warning area. A Storm Surge Watch means there is a possibility of life-threatening inundation from rising water moving inland from the coastline.

Contributing: Andrew West, Amy Bennett Williams

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Who Are the Far-Right Groups Behind the U.K. Riots?

After a deadly stabbing at a children’s event in northwestern England, an array of online influencers, anti-Muslim extremists and fascist groups have stoked unrest, experts say.

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By Esther Bintliff and Eve Sampson

Esther Bintliff reported from London, and Eve Sampson from New York.

Violent unrest has erupted in several towns and cities in Britain in recent days, and further disorder broke out on Saturday as far-right agitators gathered in demonstrations around the country.

The violence has been driven by online disinformation and extremist right-wing groups intent on creating disorder after a deadly knife attack on a children’s event in northwestern England, experts said.

A range of far-right factions and individuals, including neo-Nazis, violent soccer fans and anti-Muslim campaigners, have promoted and taken part in the unrest, which has also been stoked by online influencers .

Prime Minister Keir Starmer has vowed to deploy additional police officers to crack down on the disorder. “This is not a protest that has got out of hand,” he said on Thursday. “It is a group of individuals who are absolutely bent on violence.”

Here is what we know about the unrest and some of those involved.

Where have riots taken place?

The first riot took place on Tuesday evening in Southport, a town in northwestern England, after a deadly stabbing attack the previous day at a children’s dance and yoga class. Three girls died of their injuries, and eight other children and two adults were wounded.

The suspect, Axel Rudakubana , was born in Britain, but in the hours after the attack, disinformation about his identity — including the false claim that he was an undocumented migrant — spread rapidly online . Far-right activists used messaging apps including Telegram and X to urge people to take to the streets.

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A-level  MEDIA STUDIES

Media studies coursework - aka non examined unit (nea).

Below are a series of boards taken from Pinterest which highlight approaches to making media.  There are also some traditional guidelines for how to approach filming. 

I cannot stress this enough.  You will have anything between 7 - 17 weeks to complete your coursework.  It is possible to get full marks if you are fully prepared and well organised.  Below are some pointers and tips to help you achieve the best in your coursework, suggestions for research and development and links to websites that can support your work.

Guides for the new specs will be appearing here before September 2017 to support students and teachers.

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.

School Support Hub

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.

Schemes of work

Example responses, past papers, specimen paper answers.

Register your interest in becoming a Cambridge School

Stay up to date

Sign up for updates about changes to the syllabuses you teach

• Past papers, examiner reports and specimen papers
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Essential Media Theory

Essential media theory, essential theory, a new section of the emt website that's designed to help you revise and master media theory and core concepts:, - 500+ key concept flashcards, - 500+ revision questions, - track your revision using the my revision gyms .

"...a truly insightful book which addresses important changes in today’s media landscape"

Sonia Livingstone: LSE

Stuck on how to develop your character bios? 

Take a look at this easy step-by-step guide

Try out the Essential Media Theory database - contains exemplar applications of of theory to set texts. 

sample database

BAUDRILLARD

A range of student friendly worksheets designed to help learners apply core  concepts to set texts from all exam boards. 

media language

New exemplars for Humans and Woman's Realm are now available, cover audience fandoms and media language.   Use the EMT exemplar database to prepare for this Summer's exams.

• Eduqas Home chevron_right
• Qualifications

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 .

• 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.

• Digital Resources
• Online Exam Review

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Unlock your learners’ potential with an impressive range of FREE digital resources, teaching tools and materials.

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WJEC/EDUQAS ENDORSED TITLES

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Access a collection of interactive units that bring together a number of elements including general data, exam questions, their marking schemes and examiner comments, which will lead you through a review of exam questions.

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A-level Media Studies

A-level Media studies is an exciting discipline to pursue, especially because of the increasing number of media platforms where you can apply your knowledge; in this AQA qualification, you will explore the power of media studies to understand how communication, information, and entertainment shape our interconnected global society. The evolving nature of media provides opportunities to engage with emerging technologies, influencing the way we consume and share information. This qualification combines practical, research and theoretical techniques with the use of effective communication skills to evaluate various types of media sources like social media, television and radio

Whether aspiring to be a content creator, media strategist, or cultural analyst, a foundation in media studies opens doors to exciting and influential career possibilities in the ever-evolving global media landscape.

Why study Media Studies

Studying A-level Media Studies can offer a range of benefits that extend well beyond the classroom. Firstly, it equips students with a critical eye to dissect the media that saturates their daily lives. In an era where media messages are omnipresent and often influential, having the ability to dissect and comprehend the underlying motives and techniques used by various media platforms is priceless.

• Understanding Media Influence
• Developing Critical Thinking Skills
• Develop creativity and technical skills in areas like photography, film, journalism, or digital media production
• Cultural Awareness and development of diverse perspectives.

In essence, studying A-level Media Studies offers students a multifaceted educational experience that not only enriches their understanding of the media landscape but also cultivates critical thinking, creativity, and practical skills essential for success in today’s interconnected world.

What you will learn

Unit 1: media language.

In this section, students will develop their knowledge and understanding of:

• how the different modes and languages associated with different media forms communicate multiple meanings
• how the combination of elements of media language influences meaning
• how developing technologies affect media language
• the codes and conventions of media forms and products, including the processes through which media language develops as genre
• the dynamic and historically relative nature of genre
• the processes through which meanings are established through intertextuality
• how audiences respond to and interpret the above aspects of media language
• how genre conventions are socially and historically relative, and dynamic and can be used in a hybrid way
• the significance of challenging and/or subverting genre conventions
• the significance of the varieties of ways in which intertextuality can be used in the media
• the way media language incorporates viewpoints and ideologies

Unit 2: Media Representation

• the way events, issues, individuals (including self-representation) and social groups (including social identity) are represented through processes of selection and combination
• the way the media through re-presentation construct versions of reality
• 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 stereotypes can be used positively and negatively
• how and why particular social groups, in a national and global context, may be under- represented or misrepresented
• how media representations convey values, attitudes and beliefs about the world and how these may be systematically reinforced across a wide range of media representations
• how audiences respond to and interpret media representations Crib Sheets
• the way in which representations make claims about realism
• the impact of industry contexts on the choices media producers make about how to represent events, issues, individuals and social groups
• the effect of historical context on representations
• how representations may invoke discourses and ideologies and position audiences
• how audience responses to and interpretations of media representations reflect social, cultural and historical circumstances

Unit 3: Media Industries

• processes of production, distribution and circulation by organisations, groups and individuals in a global context
• the specialised and institutionalised nature of media production, distribution and circulation
• the relationship of recent technological change and media production, distribution and circulation
• 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, including through marketing, varieties of audiences nationally and globally
• the regulatory framework of contemporary media in the UK
• the impact of ‘new’ digital technologies on media regulation, including the role of individual producers
• how processes of production, distribution and circulation shape media products
• the impact of digitally convergent media platforms on media production, distribution and circulation, including individual producers
• the role of regulation in global production, distribution and circulation
• the effect of individual producers on media industries.
• media audiences.

Unit 4: Media Audiences

• 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 potentially 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 circulated
• the interrelationship between media technologies and patterns of consumption and response
• how audiences interpret the media, including how they may interpret the same media in different ways
• how audiences interact with the media and can be actively involved in media production
• how specialised audiences can be reached, both on a 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 cultural capital
• the role and significance of specialised audiences, including niche and fan, to the media
• the way in which different audience interpretations reflect social, cultural and historical circumstances.

Awarding Body

AQA qualifications are internationally recognised and taught in 30 countries around the world, highly valued by employers and universities and enable young people to progress to the next stage of their lives. AQA qualifications suit a range of abilities and include GCSE courses , IGCSE courses and A-level courses .

Endorsed by

This course carries UCAS points . This means that it can be used to gain direct access to university courses and other higher education qualifications, through the UCAS system.

Course Outcome

Upon successfully completing this home learning course, you will receive the qualification: A-level Media Studies, issued by AQA. Your certificate is identical to that issued to students at any other school, college or university.

This syllabus ( 7572 ) has been chosen by Oxbridge because it is best suited to distance learning.

How is this course assessed or examined?

You’ll be required to complete two standard A-level Media Studies written exams:

• Section A will focus on Media Language and Media Representations (advertising, marketing and music videos)
• Section B will focus on Media Industries and Media Audiences (radio, newspapers and film)
• Questions will focus on the in-depth media forms of television, magazines and online, social and participatory media/video games
• This is the new name for coursework and is not done under exam conditions. You’ll be expected to produce a cross-media production made for an intended audience. With a choice of brief.

These exams contain a mixture of short and long answer questions and extended response questions

Entry requirements

A GCSE or equivalent in English language is recommended, but not required for this course. This Media A-level syllabus is a difficulty level three: the equivalent difficulty of an A-level or BTEC, which is usually suitable for most learners of all ages.

Progression

Learners will be able to progress on to University through a course of their choosing. Options are available to go into various Media subjects from Film, Production, Gaming, and Journalism.

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A Level Media Studies

Welcome to the a level media studies google site., this site is designed for you to access the available resources for all the set products and theories as well as useful materials for the exams and coursework.,  please use this site in conjunction with your teacher's own google classroom page. .

course booklet 

Theoretical Framework

Resources for Media Language, Representation, Audience & Industries

Coursework Resources

Music Video: Formation

Set product for Component 1

Section A: Media Language & Representation

Music Video: 17 Going under

 Section A: Media Language & Representation

Advertising: Tide

Section B: Audience

Film Advertising: Kiss of the Vampire

Advertising: Super.Humans

Film industry: black panther

Set product for Component 1 (Sept 2019 +)

Section B: Industries

Film industry: I, daniel blake

video games: assassin's creed Franchise

Section B: Industries & Audience

radio: Late Night Woman's Hour

newspapers: the daily mirror

 Section B: Industries & Audience

newspapers: the times

television: humans

Set product for Component 2

Media Language, Representation, Industries & Audience

television: the returned

magazines: woman's realm

magazines: huck

online: zoella

online: attitude

Handouts and Google Slides relating to your the set theories

exam & revision

Revision Guide and Exam practice

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A-level Media Studies

• Specification
• Teaching resources
• Assessment resources
• Introduction

Specification at a glance

• Close study products (CSPs)
• Contexts of the media
• Extended response and synopticity
• Media language
• Media representation
• Media industries
• Media audiences
• Non-exam assessment (NEA)
• Scheme of assessment
• Non-exam assessment administration
• General administration

This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

Assessments

Candidate B: Media Studies

Topic outline, candidate b,  as & a level media studies, preliminary task   |   research & planning   |   coursework development   |   creative critical reflection.

• Select activity The candidate’s marks are at the top of level 5 fo... The candidate’s marks are at the top of level 5 for all three AOs, therefore we can say that the portfolio fulfills, and perhaps exceeds, the objectives for maximum marks at this level. [ AO2 ] The candidate’s application of knowledge and understanding to show how meanings are created in media products is apparent at an excellent level, as demonstrated in the blog, in the finished product and in the creative critical reflection; [ AO3 ] The ability to plan a media product is excellent, with detailed evidence visible within the film opening task. There is detailed evidence of decisions and revisions as part of the process, indicating a clear sense of the journey of the production. The finished product shows clear evidence of being the outcome of this process and is clearly readable as a film opening. Its meaning is clear to the viewer. The appropriate use of elements relating to film production is excellent. Digital creative tools are used to excellent effect in the creative critical reflection; [ AO4 ] The ability to undertake and apply appropriate research is excellent, as evidenced in detail on the blog with relevant examples of film or production elements. The finished product also demonstrates the effectiveness of this research. Research informs the creative critical reflection to a high degree. (9607 2015 syllabus pp 24-26) Overall the portfolio presented in the blog below is an excellent example of what is expected at this level. There are a significant number of blog posts which are, on the whole, relevant to the brief. However, some of the “preliminary” materials are not directly relevant to the final outcome (see notes) and could be omitted from the blog without affecting the marks. Posts are clearly labelled and dated and follow a clear path from the start of the project to the final product and evaluation. Research has been completed to an excellent standard across a range of tasks that are relevant to the final product. The Preliminary task, where appropriate, has also been taken into consideration when assessing AO4. Planning is excellent, including a wide range of tasks that are clearly seen as contributing to the final production. This is an excellent portfolio demonstrating a range of thoughtful, detailed, and relevant planning activities e.g. recce reports, casting information, scripting and storyboarding. There is however still room for improvement with the inclusion of a screenplay and risk assessments. The production is excellent and is clearly readable as a film within its genre. The creative critical evaluation is excellent but could be improved by a greater creative use of a range of digital applications to better demonstrate the candidate’s knowledge and understanding.

Preliminary task Research & Planning Coursework development Creative Critical Reflection

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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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Unlock your learners’ potential with an impressive range of FREE digital resources, teaching tools and materials.

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WJEC/CBAC ENDORSED TITLES

WJEC/CBAC NON-ENDORSED TITLES

Access a collection of interactive units that bring together a number of elements including general data, exam questions, their marking schemes and examiner comments, which will lead you through a review of exam questions.

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• Indicative Content

Introduction

For the non-exam assessment, often known simply as coursework, you will be asked to devise and develop a cross-media product for an intended audience. Although the briefs change each year, they remain linked to the Close Study Products so you can expect to use the following forms:

• Print media: newspapers, magazines, advertising and marketing materials.
• Moving image: television programmes, music videos, film trailers.
• Online, social and participatory media: websites, blogs, social media advertisements and posts.
• Radio broadcasts.
• Video games.

The exam boards provide an outline of the context and aims of each brief, specifying the length, amount or duration of the texts. They will also give you a clear definition of the target audience. If you would like to know about the minimum requirements for each media form, read through the sections below that are relevant to your coursework.

Following the codes and conventions of newspaper design, your front cover should contain a masthead with the date and price. Research the difference between a tabloid, broadsheet and a blacktop newspaper because they will be branded differently to suit their target audience. There will also be incentives, such as competitions and coupons, positioned close to the title.

The audience will expect to see a main story, which is often called the splash. The image, of course, should grab the reader’s attention. However, the requirement often stipulates that this dominant image should not be used inside the newspaper.

Make sure you include a headline and byline for the main the story. Many newspapers often format the first paragraph differently to the rest of the copy. Known as the standfirst, the font is usually in bold and with a larger size.

Don’t forget to create an off-lead that will also appeal to the readership.

House Style

Importantly, you need to establish a clear house style with an appropriate register and mode of address . In other words, make sure your language suits the relevant demographic. For example, a tabloid might opt for a controversial and provocative headline compared to the more formal approach taken by a broadsheet.

For more information on the structure of a newspaper, read our guide to the  codes and conventions of front pages . The glossary might help to clarify some of terminology used on this page.

Related Pages

The design of the inside pages should reinforce the brand established on the front page. Put simply, you need to be consistent with your use of columns, headings, subheadings, colours and font choice. If size of the font on the front page is 10px, tracking is 0 and the lead is 10px, make sure your copy inside the paper is the same.

The brief might insist on at least 500 words of original copy and six other images. Of course, the mise-en-scène of the images must be appropriate to the style of the newspaper and engage the target audience. Be careful with the representation of people, social groups and places.

Finally, text and images should be combined into a suitable layout because you want to encode appropriate values and construct a clear point of view.

You will need to submit three or four pages. A cover page, content page and a two-page spread are probably the best options because you will be able to demonstrate your knowledge and understanding of the full range of magazine layouts. The right combination of text and images will achieve the top marks.

Front Cover

The first page should reflect the codes and conventions of the genre of magazine specified by the brief – a horror film fanzine will have a very different look and feel to a text targeted towards DIY enthusiasts. The values and ideology of the institution should be apparent in the choice of stories and representation.

Be sure to design a good title and masthead and position it appropriately on the page. You should also include the cover price and dateline. The exam boards often request at least three cover lines on the cover of the magazine so try to invent other relevant stories that might interest your audience.

Obviously, the main image is incredibly important because it will be the first thing that captures the audience’s attention. However, the brief might also stipulate two further smaller images or illustrations are required to demonstrate your understanding of the genre.

Arrange the headings and subheadings around the dominant image and make sure they are legible by choosing an appropriate font colour. Black text will only really work against a white background, so experiment with a range of colours. The font size needs to large enough to ensure readability.

Check out our guide to magazine covers for more information regarding their layout and form.

Internal Pages

The other pages should follow a suitable house style so use the same font size and weight for the main copy. If your columns are a certain width and are left aligned with a ragged right edge, make sure this format is repeated throughout the articles. The tone and style of the writing, or the mode of address, should also be consistent. Choose your words carefully – you will need at least 400.

Lots of candidates use an interview format, but make sure the responses communicate a clear point of view. A well-written article, such as a review or news report, with an appropriate ideological message is probably a better idea.

Detail is important. Include the folio and, perhaps, the magazine’s logo at the top or bottom corners of each page.

Finally, your seven or eight images should be original and fit the style of the magazine. Again, the mise-en-scène for a model train magazine with be very different to the glamorous shots needed for a bridal magazine.

Our  guide to a two-page spread  will introduce to the terminology used to define the different elements of a magazine.

Print Advertising

The shape and size of print advertisements will depend on their placement. You might be tasked with creating inserts for magazines, billboard posters, brochures, flyers and even fill the advertising space on the back of a bus. Therefore, the context will influence the layout and design of each text.

You will need to create at least three adverts which raise awareness of a brand, service or product. Although branding and identity are both important, each text should have a distinct marketing strategy or unique selling point. The exam board may ask for each advert to target a different demographic so think carefully about tweaking the representation and mode of address to suit the audience and context.

If you are going to encode a clear message and get the audience to engage with whatever you are promoting, you must exercise deliberate control over the connotations of the words and images you use on the print advertisements. Spend time getting the best shot of your celebrity who is fronting your campaign. Think carefully about the location and background. Create a mock-up of the product if necessary. The mise-en-scène and style of the images will help establish the brand and position the audience’s reaction to your promotional materials.

The lexical codes also need careful attention. Make sure your headlines and taglines are memorable. Use appropriate choices of font, type sizes and colour codes to create meaning.

Click the following link and learn more about the conventions of  print advertising .

Websites and Blogs

You will probably need to publish three pages. A homepage is essential because it will help define your values and point of view.

If the brief asks you to demonstrate your knowledge and understanding of the key media concepts by creating a website or online blog, you will need to follow some well-established conventions. There are a few obvious features a user will expect to find when they visit a webpage. For example, you should include a navigation menu at the top of the page, or in a sidebar, with links to the other important pages. The website logo and title are often integrated into this header.

At the top of desktop browsers, the title and site icon should appear in the tab to let users identify your site more easily, especially if they are switching between a number of sites. Users also expect a footer to conclude each page.

To establish a convincing house style, each page should share various design elements. Make sure the headers, fonts, colours and layouts are consistent otherwise you message will get lost in a confusing user interface. Here, at media-studies.com , we use the typeface Arial for most writing, sized 16px and with the very specific hex code of #2b2b2b. This style is repeated on each to page to deliver a consistent experience no matter which section you visit.

User generated content (UGC) is another important part of the user experience. Incorporate interactive elements and some multimedia content, such as embedded audio and video files, to engage the audience. SoundCloud and YouTube offer effective streaming solutions. Social media links are another typical feature and allows the user to share your stories.

Comment forms and comment sections are a great way to connect with your users because it gives them an opportunity to voice their opinion on the subject matter. In this way, it will help position them to feel they belong to a community who share an interest in whatever you are selling.

In terms of information, you need to write at least 400 words and include around eight original images or illustrations. Remember, the representation of people and places must be appropriate and relevant to the content of your site. The mise-en-scène must be related to your subject matter and target audience.

Moving Image Advertisements

Developing an overall concept for a campaign is really challenging so spend some time researching the specified industry context and evaluate how existing products target their audience. This detailed knowledge and understanding of the media landscape will help inform and shape your own products.

The length of footage will depend on which platform the advertisements are being broadcast. For example, television slots are usually 30 seconds and TiKTok videos can now be a minute long.

The exam boards might also stipulate at least two filming locations are used and each text should have a specific USP or audience segment. Original footage only.

Before you point your camera at your fake celebrity and press record, think carefully about how the audience will consume the texts because the way we hold our phones to watch a TikTok video is very different to the widescreen of a television programme or a typical YouTube upload. This relationship between the width to the height of the image is known as the aspect ratio.

Clear communication of the brand or message is vital so make sure your audio-visual choices are deliberate and appropriate. Persuasive strategies, such as celebrity endorsement. For more information about appealing to the audience and why people consume the media, read our guides to the  Uses and Gratifications Theory  and  Maslow’s Hierarchy of Needs . The lines of appeal listed by Gillian Dyer is also incredibly useful because they draw attention to the fantasies advertisers use to promote their products.

In order to construct a point of view that conveys the right attitude and belief for your campaign, think about the story. The use of narrative codes, such as  Propp’s character types  and  Todorov’s theory of storytelling , will improve your understanding of how texts are structured.

The best products will contain a wide range of shots and effective mise-en-scène, including props and costumes. In other words, do not limit your filming to your school. Use a logo within the advert in a way that promotes brand recognition.

Dialogue will be your biggest challenge. If you have a friend or family member talking to the camera, they need to stand close to the microphone so their voices are not lost in the wind. Dubbing dialogue to match the words with the actor is incredibly difficult. Fortunately, the microphones on most modern phones are excellent so you will have no trouble recording voice overs for your advertisements.

Finally, be aware that most free online editors will place a watermark the footage and charge you a small fee for removing their logo. Your school might have access to Adobe Premiere and After Effects, but do not be daunted by the software. Get stuck in.

For the top marks, you will need to demonstrate your awareness and skill of continuity editing. Check out this  guide to continuity editing  for six essential tips about working with your footage.

It is impossible to expect students to create a feature length film or an entire television programme. However, trailers and opening sequences are an excellent way for you to demonstrate your awareness of genre and form.

The minimum requirements will include at least two filming locations and the full range of camera shots, angles and movement to support the narrative.

You will also need to consider the mise-en-scene of each shot, including props, costume and lighting.

Although all the footage must be original, you can use existing music for the soundtrack.

The  narrative codes  need to be appropriate for the genre and form, so research the conventions of trailers and opening sequences. Watch lots of examples to increase your understanding of how these texts engage the audience.

Choose and combine signifiers that create the right representation for your story. The use of titles and graphics should reinforce your message and the action codes need to be appropriate for the target audience.

Finally, your texts should position the audience in relation to the characters and situation. Put simply, your villain should look like a villain.

Radio and Podcasts

The style of your text will depend on the brief. Factual broadcasts and news reports will have a different tone to a “behind the scenes” feature of a red carpet event. The target audience will also influence the rhythm of the piece.

You will probably need three minutes of content and at least three different voices to meet the minimum requirements. Use appropriate language and mode of address throughout.

Listen to a range of podcasts and tune into various radio stations. What conventions do these broadcasts follow? How do titles and non-diegetic sound help create meaning? What narrative codes are used to engage the target audience?

A narrator, interviewer or presenter can help establish the structure of the broadcast. They can also help anchor the listener’s interpretation of the situation or product. The use of different voices helps create interest, but pay attention to representation.

• Statement of Intent

You must also complete a Statement of Intent which outlines the connections between your knowledge of the key concepts and your own media texts. If you would like some suggests how to approach the Statement of Intent , please visit our guide. It is also important you are aware of the mark scheme so you should also read our outline of the coursework assessment objectives .

Further Reading

Rule of Thirds

Negative Space and Media Form

Continuity Editing

Images and Resolution Settings

Research and Preparation

Thanks for reading!

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