9607 w21 Ms 4 PDF

Cambridge International AS & A Level
MEDIA STUDIES 9607/04

Paper 4 Critical Perspectives October/November 2021
MARK SCHEME
Maximum Mark: 50
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2021 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This document consists of 13 printed pages.
© UCLES 2021 [Turn over

9607/04 Cambridge International AS & A Level – Mark Scheme October/November 2021
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
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Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

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English & Media subject specific general marking principles
(To be read in conjunction with the Generic Marking Principles
(and requiring further guidance on how to place marks within levels))
Components using level descriptors:

• We use level descriptors as a guide to broad understanding of the qualities normally expected of, or typical of, work in a level.
• Level descriptors are a means of general guidance, and should not be interpreted as hurdle statements.
• Where indicative content notes are supplied for a question, these are not a prescription of required content, and must not be treated as such.
Alternative correct points and unexpected answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we must at all times be prepared to meet
candidates on their chosen ground, provided it is relevant ground (e.g. clearly related to and derived from a relevant passage/text and
meeting the mark scheme requirements for the question).
Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows
relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion.
From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme
requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are correct.
c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended writing
is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used
wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This
applies equally to ‘mirror statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and
unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion).

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Assessment Objectives
The Assessment Objectives are applied to each question. The assessment objectives for the paper are:
• AO1 Demonstrate knowledge and understanding of media concepts, contexts and critical debates, using terminology appropriately. (60%)
• AO2 Analyse media products, and evaluate their own work, by applying knowledge and understanding of theoretical and creative approaches,
supported with relevant textual evidence. (40%)
The Level Descriptors guide examiners to an understanding of the qualities normally expected of, or typical of, work in a band. They are a means
of general guidance, and must not be interpreted as hurdle statements. For the purposes of standardisation of marking, they are to be used in
conjunction with the Standardisation scripts discussed during the coordination meeting and with Team Leaders, as well as the question-specific
notes.
The indicative content provided is for general guidance; it is not designed as prescriptions of required content and must not be treated as such.
Whilst there are legitimate expectations of the content of most answers, examiners may see responses that include ideas not covered in the
indicative content. For these cases, examiners should credit valid responses fairly and not penalise candidates for including valid points outside the
mark scheme.
Using a banded mark scheme
Place the answer in a level first. Look for the “best fit” of the answer into a level. An answer needs to show evidence of most but not necessarily
ALL of the qualities described in a level in order to be placed in that band. Then award a mark for the relative position of the answer within the level.

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Section A: Media debates
Question Answer Marks Guidance
1 EITHER 15 Candidates should be given credit for their

knowledge and understanding, illustrated
Media regulation through case study material, relevant to the
question. Assessment will take place across
‘Media regulation is failing everyone.’ To what extent do you agree five criteria:
with this statement? • Media concepts (AO1) [3 marks]
• Contexts and debates (AO1) [3 marks]
Indicative content • Use of terminology (AO1) [3 marks]
• Analysis of how meaning is created (AO2)
Candidates may draw upon a wide range of contemporary and historical [3 marks]
case studies which can be used to support and illustrate key points. • Use of examples (AO2) [3 marks]
Candidates should demonstrate knowledge and understanding of
contextual issues surrounding media regulation and be able to link them Candidates’ work should be judged on each of
to their chosen case studies. these criteria individually and marks awarded
according to the level attained. It should be
Candidates may address: noted that it is possible for a candidate to
• Regulation in particular media contexts; achieve a different level for each assessment
• Regulation of political messages; criterion.
• Regulation in relation to truth, facts and fakes;
• Arguments about the inadequacy of regulation from those who wish This guidance should be used in conjunction
to exert greater control over content and access; with the Level Descriptors. It is not prescriptive,
• Arguments about the repressive nature of regulation from those who nor is it exclusive; examiners must be careful to
wish to access and/or repurpose content; reward original but well- focused answers and
• Examples of illustrative cases; implicit as well development. This indicative
• Different modes of engagement by audiences/users/participants; content is intended to indicate aspects of
• Challenges presented by piracy and sharing; questions that may feature in candidates’
• The proliferation of information and the difficulties of containing it; answers.
• Shifting values and morality and the fragmentation of culture.

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2 AND/OR 15 Candidates should be given credit for their

Postmodern media through case study material, relevant to the
Analyse the key characteristics of postmodern media. five criteria:
• Media concepts (AO1) [3 marks]
Indicative content • Contexts and debates (AO1) [3 marks]
• Use of terminology (AO1) [3 marks]
Candidates may draw upon a wide range of contemporary and historical • Analysis of how meaning is created (AO2)
case studies which can be used to support and illustrate key points. [3 marks]
Candidates should demonstrate knowledge and understanding of • Use of examples (AO2) [3 marks]
postmodernism and be able to link them to their chosen case studies.
Candidates’ work should be judged on each of
Candidates may address: these criteria individually and marks awarded
• Theories of postmodernism; according to the level attained. It should be
• Specific examples of postmodern texts; noted that it is possible for a candidate to
• Notional differences between postmodern and ‘traditional’ texts; achieve a different level for each assessment
• Different approaches to identifying and understanding criterion.
postmodernism;
• Textual qualities; This guidance should be used in conjunction
• Questions over the notion of ‘key characteristics’; with the Level Descriptors. It is not prescriptive,
• Contextual factors; nor is it exclusive; examiners must be careful to
• Intertextuality; reward original but well- focused answers and
• Reliance on audience literacy; implicit as well development. This indicative
• Genres and modes. content is intended to indicate aspects of
questions that may feature in candidates’
answers.

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3 AND/OR 15 Candidates should be given credit for their

Power and the media through case study material, relevant to the
To what extent do the media represent people fully? five criteria:
• Media concepts (AO1) [3 marks]
Indicative content • Contexts and debates (AO1) [3 marks]
Candidates may draw upon a wide range of contemporary and historical • Analysis of how meaning is created (AO2)
case studies which can be used to support and illustrate key points. [3 marks]
Candidates should demonstrate knowledge and understanding of power • Use of examples (AO2) [3 marks]
and the media and be able to link them to their chosen case studies.
Candidates’ work should be judged on each of
Candidates may address: these criteria individually and marks awarded
• The inevitability of representation being selective/partial; according to the level attained. It should be
• Examples of particular representations; noted that it is possible for a candidate to
• Political affiliations of companies and proprietors; achieve a different level for each assessment
• The nature of public debate; criterion.
• The politics of representation;
• The nature of the market and what ‘sells’; This guidance should be used in conjunction
• Typical representations/stereotypes and repeated tropes; with the Level Descriptors. It is not prescriptive,
• Who gets to ‘speak’ and who is ‘spoken for’; nor is it exclusive; examiners must be careful to
• Address to specific audiences. reward original but well- focused answers and
implicit as well development. This indicative
content is intended to indicate aspects of
answers.

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Marking criteria for Section A Question 1, Question 2 and Question 3
AO1: Demonstrate knowledge and understanding of media concepts, contexts AO2: Analyse media products, and evaluate their
and critical debates, using terminology appropriately. own work, by applying knowledge and
understanding of theoretical and creative
approaches, to explain how meaning is created,
supported with relevant textual evidence.
9 marks 6 marks
Media Concepts Contexts & Use of Terminology Analysis of how meaning Use of Examples
Critical Debates is created, including use
of theory
3 marks 3 marks 3 marks 3 marks 3 marks
Sophisticated Insightful understanding of A wide range of media Sophisticated and Insightful and fully
understanding of and the wider contexts and terminology is used insightful analysis of texts appropriate selection of
insightful reference to critical debates raised in precisely and accurately, from multiple case studies examples from a wide
several relevant key the question and with sophistication, to is used to explore the range of texts
concepts make subtle points chosen area in depth
Relevant theories are

sophisticatedly used to
explore the question
Clear understanding of Clear understanding of the Media terminology is used Clear analysis of texts Clear and appropriate
and appropriate reference wider contexts and critical appropriately, to make from one or more case selection of examples from
to some key concepts debates raised in the clear points study is used to respond a range of texts
question appropriately
Occasional references to
relevant theories, not
always accurately used or
understood

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9 marks 6 marks
of theory
Basic understanding of Minimal understanding of Basic use of media Basic analysis, from case Basic and minimal
and minimal reference to the wider contexts or terminology, with frequent studies which may not be selection of examples,
any key concepts critical debates raised in errors which impede appropriate to the question may lack relevance in
the question communication parts
Minimal references to even
basic media theory.
1mark 1 mark 1 mark 1 mark 1 mark
No creditable content No creditable content No creditable content No creditable content No creditable content

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Section B: Media ecology
4 ‘We talk about print, film, TV and radio as separate media, but these 30 Assessment will take place across five criteria:
are all converging and will impossible to tell apart in the future.’ • Media concepts (AO1) [6 marks]
Evaluate the evidence which supports this view. • Contexts and debates (AO1) [6 marks]
Indicative content • Analysis of how meaning is created (AO2)
[6 marks]
Material listed below demonstrates how candidates might approach the • Use of examples (AO2) [6 marks]
question. It is a description of possible content only. It is not prescriptive,
nor is it exclusive; examiners must be careful to reward original but well- Candidates’ work should be judged on each of
focused answers. these criteria individually and marks awarded
according to the level attained. It should be
This question is synoptic so candidates should draw on their learning noted that it is possible for a candidate to
throughout the course, and may also make connections between this achieve a different level for each assessment
learning and other, related, areas. criterion.
The focus here is technological convergence, and the degree to which a This guidance should be used in conjunction
vision of fully converged media will be realised. Candidates should with the Level Descriptors. It is not prescriptive,
assess the current media landscape, with a focus on a few apposite nor is it exclusive; examiners must be careful to
examples, and use this to make an informed judgement about possible reward original but well- focused answers and
developments; as long as the evidence is appropriate, any conclusion is implicit as well development. This indicative
acceptable. content is intended to indicate aspects of
answers.

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Marking criteria for Section B Question 4
18 marks 12 marks
of theory
Sophisticated Insightful understanding of A wide range of media Sophisticated and Insightful and fully
understanding of and the wider contexts and terminology is used insightful analysis of texts appropriate selection of
insightful reference to critical debates raised in precisely and accurately, from multiple case studies examples from a wide
several relevant key the question and with sophistication, to is used to explore the range of texts
concepts make subtle points chosen area in depth
Relevant theories are

sophisticatedly used to
explore the question
5–6 marks 5–6 marks 5–6 marks 5–6 marks 5–6 marks
Clear understanding of Clear understanding of the Media terminology is used Clear analysis of texts Clear and appropriate
and appropriate reference wider contexts and critical appropriately, to make from one or more case selection of examples from
to some key concepts debates raised in the clear points study is used to respond a range of texts
question appropriately
Occasional references to
relevant theories, not
always accurately used or
understood

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18 marks 12 marks
of theory
Basic understanding of Minimal understanding of Basic use of media Basic analysis, from case Basic and minimal
and minimal reference to the wider contexts or terminology, with frequent studies which may not be selection of examples,
any key concepts critical debates raised in errors which impede appropriate to the question may lack relevance in
the question communication parts
Minimal references to even
basic media theory
No creditable content No creditable content No creditable content No creditable content No creditable content

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Cambridge International AS & A Level

MEDIA STUDIES 9607/04

This document consists of 13 printed pages.

© UCLES 2021 [Turn over

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

© UCLES 2021 Page 2 of 13

GENERIC MARKING PRINCIPLE 6:

© UCLES 2021 Page 3 of 13

Components using level descriptors:

Components using point-based marking:

From this it follows that we:

© UCLES 2021 Page 4 of 13

Using a banded mark scheme

© UCLES 2021 Page 5 of 13

Question Answer Marks Guidance

1 EITHER 15 Candidates should be given credit for their

© UCLES 2021 Page 6 of 13

2 AND/OR 15 Candidates should be given credit for their

© UCLES 2021 Page 7 of 13

3 AND/OR 15 Candidates should be given credit for their

© UCLES 2021 Page 8 of 13

Relevant theories are

© UCLES 2021 Page 9 of 13

1mark 1 mark 1 mark 1 mark 1 mark

© UCLES 2021 Page 10 of 13

Question Answer Marks Guidance

© UCLES 2021 Page 11 of 13

Relevant theories are

© UCLES 2021 Page 12 of 13

© UCLES 2021 Page 13 of 13

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