KS3 CAIE Media: 2026 Exam Changes and Trends | KS3 CAIE 媒体：2026 年考试变化与趋势

📚 KS3 CAIE Media: 2026 Exam Changes and Trends | KS3 CAIE 媒体：2026 年考试变化与趋势

Cambridge Assessment International Education (CAIE) is set to introduce a range of updates to the Lower Secondary Media curriculum for first assessment in 2026. These changes reflect the rapidly evolving media landscape, with a stronger emphasis on digital creation, critical analysis of online content and global communication. Learners will be expected to demonstrate not only technical production skills but also responsible and ethical engagement with media. This article explains the key developments and what they mean for teachers and students.

剑桥国际教育评估委员会 (CAIE) 计划对初中媒体课程进行一系列更新，首次评估将于 2026 年实施。这些变化反映了快速变化的媒体格局，更加重视数字创作、对在线内容的批判性分析以及全球传播。学生不仅要展示技术制作技能，还要体现负责任的、合乎道德的媒体参与方式。本文阐述了关键发展动态及其对教师和学生的意义。

1. Updated Assessment Objectives | 更新的评估目标

From 2026, CAIE will restructure the assessment objectives for KS3 Media into four clear strands: Explore, Create, Analyse and Reflect. The Explore strand requires learners to research media texts and technologies; Create focuses on planning and producing media products; Analyse involves deconstructing media language, representation and industry practices; while Reflect emphasises evaluating one’s own work and identifying areas for growth. This framework moves away from a single project-based evaluation to a more holistic skill set.

从 2026 年起，CAIE 将把 KS3 媒体的评估目标重组为四个清晰的板块：探索、创作、分析与反思。探索板块要求学生研究媒体文本和技术；创作板块重点在于规划和制作媒体产品；分析板块涉及解构媒体语言、表征和行业实践；反思板块则强调评估自己的作品并找出成长空间。这一框架从单一的项目评估转向更全面的技能组合。

Assessment Objective	Weighting (2026)
Explore – Research and investigation	25%
Create – Production and technical skills	35%
Analyse – Critical understanding	25%
Reflect – Self-evaluation and improvement	15%

Teachers should note that the Create objective now carries the greatest weight, signalling a stronger focus on hands-on digital production. The Analyse and Explore strands together account for half of the total marks, ensuring that theoretical understanding remains central. The Reflect strand, though weighted the least, is assessed through a mandatory commentary in every coursework unit.

教师应注意，创作目标现在所占权重最大，这表明更强调动手实践的数字制作。分析与探索板块共占总分的一半，确保理论理解仍处于核心地位。反思板块尽管权重最低，但在每个课程作业单元中通过必写的评注进行评估。

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2. New Internal Assessment Structure | 新的内部评估结构

The 2026 specification replaces the previous single portfolio with a two-component internal assessment: Unit 1 – Media Production in Context (60%) and Unit 2 – Digital Media and Society (40%). Unit 1 is an extended practical project where learners produce a media artefact in response to a set brief, accompanied by a digital workbook documenting the creative process. Unit 2 is a series of shorter analytical tasks based on unseen media extracts and real-world case studies.

2026 年的课程大纲将原来的单一作品集替换为双单元内部评估：单元 1 – 情境中的媒体制作 (60%) 和单元 2 – 数字媒体与社会 (40%)。单元 1 是一个扩展型实践项目，学生根据给定的简报制作一件媒体作品，并附上一份记录创作过程的数字工作簿。单元 2 是一系列基于未见过的媒体片段和真实案例研究的简短分析任务。

Unit 1 will assess all four objectives, while Unit 2 focuses primarily on Explore and Analyse. The digital workbook must include planning documents, drafts, peer feedback and a reflective commentary. All work is submitted electronically through the Cambridge digital submission portal, which will be piloted in 2025. Centres will need to ensure reliable access to computers and editing software.

单元 1 将评估全部四个目标，而单元 2 主要侧重于探索与分析。数字工作簿必须包含规划文件、草稿、同伴反馈和反思性评注。所有作品均通过剑桥数字提交门户以电子方式提交，该门户将于 2025 年试点。各中心需确保学生能可靠地使用计算机和编辑软件。

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3. Emphasis on Digital Literacy and Online Ethics | 强调数字素养与网络伦理

A major trend in the 2026 syllabus is the explicit inclusion of digital literacy and media ethics as assessed content. Learners must demonstrate understanding of concepts such as copyright, Creative Commons, data privacy, misinformation and digital footprint. There is also a requirement to discuss the ethical responsibilities of content creators and platforms. This responds to global concerns about young people’s safety and well-being online.

2026 年课程大纲的一个重大趋势是明确将数字素养和媒体伦理纳入评估内容。学生必须展示对版权、知识共享、数据隐私、错误信息和数字足迹等概念的理解。还要求讨论内容创作者和平台的道德责任。这回应了全球对青少年网络安全和身心健康的关切。

Within the Analyse strand, students will be presented with scenarios such as a viral social media post and asked to evaluate its potential harms, credibility of sources and the role of platform algorithms. The reflective commentary in Unit 1 must include a section on how the learner sourced materials responsibly and respected intellectual property. Schools will find that the updated Cambridge support materials include detailed lesson plans on digital citizenship.

在分析板块，学生将面对诸如一条病毒式传播的社交媒体帖子等情境，并被要求评估其潜在危害、信息来源的可信度以及平台算法的作用。单元 1 的反思性评注必须包含一个部分，说明学生如何负责任地获取素材并尊重知识产权。学校将发现，更新后的剑桥支持材料包含了关于数字公民的详细课程计划。

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4. Social Media as a Core Text | 社交媒体作为核心文本

For the first time, social media platforms (such as TikTok, Instagram Reels, YouTube Shorts and X) are designated as core media forms for study. Students will analyse how these platforms construct meaning through features like hashtags, filters, duets, comments and the infinite scroll. The syllabus also addresses the commercial interests behind algorithm-driven content and the blurring of entertainment with information.

社交媒体平台（如 TikTok、Instagram Reels、YouTube Shorts 和 X）首次被指定为核心研究媒体形式。学生将分析这些平台如何通过话题标签、滤镜、合拍、评论和无限滚动等特征构建意义。课程大纲还涉及算法驱动内容背后的商业利益以及娱乐与信息界限的模糊。

Teachers are encouraged to bring recent examples into the classroom, such as a trending audio clip or a branded challenge campaign. The exam tasks may provide a screenshot of a social media feed and ask learners to discuss representation, audience appeal and the influence of user-generated content. This shift recognises that for KS3 learners, social media is their primary media consumption environment.

鼓励教师将最新实例带入课堂，如一段热门音频片段或一次品牌挑战活动。考试任务可能提供一张社交媒体信息流的截图，要求学生讨论表征、受众吸引力以及用户生成内容的影响。这一转变承认了对于 KS3 学生而言，社交媒体是他们主要的媒体消费环境。

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5. Integration of Global Perspectives and Media Industries | 全球视角与媒体产业的融合

The 2026 syllabus introduces a compulsory global dimension, requiring learners to compare media products from at least two different cultural contexts. For instance, students might compare a Western film trailer with an East Asian drama teaser, examining conventions, values and audience expectations. This aligns with Cambridge’s wider commitment to developing globally minded learners.

2026 年课程大纲引入了一个必修的全球维度，要求学生比较至少来自两种不同文化背景的媒体产品。例如，学生可以比较一部西方电影预告片与一部东亚电视剧片花，审视其惯例、价值观和受众期待。这与剑桥培养具有全球视野学生的总体承诺相一致。

At the same time, the industry strand now covers emerging business models such as subscription streaming, influencer marketing and microtargeted advertising. Learners will discuss how media industries adapt to changing technologies and audience habits. A key concept is the ‘attention economy’, which explains why platforms are designed to maximise user engagement.

与此同时，产业板块现在涵盖新兴商业模式，如订阅制流媒体、网红营销和微定向广告。学生将讨论媒体产业如何适应不断变化的技术和受众习惯。一个关键概念是‘注意力经济’，它解释了平台为何被设计为最大化用户参与度。

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6. Revised Marking Rubric and Grade Descriptors | 修订后的评分准则与等级描述

Cambridge has published new grade descriptors for the 2026 KS3 Media assessment. Each level now includes specific references to technical precision and creative risk-taking. For example, to achieve the highest level in Create, a learner must demonstrate ‘innovative use of editing techniques and a clear, purposeful creative vision’. The old descriptors that focused solely on task completion have been removed.

剑桥已发布了针对 2026 年 KS3 媒体评估的新等级描述。每个等级现在都明确提及技术精准度和创意冒险精神。例如，要在创作板块达到最高等级，学生必须展示出‘剪辑手法的创新运用以及清晰且有目的的创意视野’。过去仅关注任务完成情况的描述已被移除。

The marking rubric for Unit 2 has been simplified to four bands, each with detailed descriptors for analytical quality and use of media terminology. Centres will receive annotated exemplar work showing the difference between a middle-band response (basic identification of techniques) and a top-band response (sophisticated analysis of how meaning is constructed). This enhanced transparency aims to reduce grade inflation and improve feedback.

单元 2 的评分准则已简化为四个等级，每个等级都有关于分析质量和使用媒体术语的详细描述。各中心将收到带注释的范例作品，展示中间等级回答（基本识别技巧）与最高等级回答（对意义如何构建的精细分析）之间的差异。这种增强的透明度旨在降低等级膨胀并改善反馈。

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7. Increased Focus on Practical Production with Real-World Briefs | 更加注重结合真实简报的实践制作

Unit 1 now requires learners to respond to a real-world-style brief provided by Cambridge, which may be linked to a simulated client scenario such as ‘Create a 60-second charity awareness video for a youth audience’ or ‘Design a magazine cover and double-page spread promoting sustainable fashion’. This moves assessment away from generic task-setting and towards authentic creative problem-solving.

单元 1 现在要求学生响应剑桥提供的真实风格简报，该简报可能关联一个模拟客户场景，例如‘为青少年受众制作一个 60 秒的慈善意识宣传视频’或‘设计一个推广可持续时尚的杂志封面和跨页’。这使得评估从通用任务设置转向真实的创意问题解决。

Learners must submit evidence of responding to feedback and iterating their designs, mirroring professional practice in media industries. The digital workbook should include annotated screenshots showing the evolution of a piece of work from initial concept to final export. Cambridge encourages the use of free or low-cost software, ensuring that access to expensive equipment is not a barrier to achievement.

学生必须提交回应反馈并迭代设计的证据，这反映了媒体行业的专业实践。数字工作簿应包括带注释的屏幕截图，展示一件作品从最初概念到最终导出的演变过程。剑桥鼓励使用免费或低成本软件，确保无法获得昂贵设备不会成为取得好成绩的障碍。

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8. Digital Portfolio and E-Portfolio Submission | 数字作品集与电子提交

Starting in 2026, all KS3 Media coursework will be submitted as a digital e-portfolio via the Cambridge Submit for Lower Secondary platform. Each candidate’s portfolio must be structured as an interactive PDF or a simple website, containing hyperlinked evidence, embedded video and audio files, and a clear navigation menu. This aligns digital submission with the digital nature of the subject.

从 2026 年起，所有 KS3 媒体课程作业将通过剑桥初中提交平台作为数字电子作品集提交。每位考生的作品集必须构建为交互式 PDF 或简易网站，包含超链接证据、嵌入的视频和音频文件以及清晰的导航菜单。这使得数字提交与学科的数字特性相匹配。

Centres must ensure that all multimedia content is compressed to meet the 500 MB file size limit and that the e-portfolio is accessible on standard devices. Cambridge will provide a template and guidelines, but schools are free to customise the look. The reflective commentary must be embedded within the portfolio, not attached as a separate document. This integrated approach assesses digital presentation skills alongside media production skills.

各中心必须确保所有多媒体内容经过压缩以满足 500 MB 的文件大小限制，并且电子作品集可在标准设备上访问。剑桥将提供模板和指南，但学校可自由定制外观。反思性评注必须嵌入作品集中，而不是作为单独文件附加。这种整合方法在评估媒体制作技能的同时也评估了数字展示技能。

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9. Support Resources and Teacher Training | 支持资源与教师培训

To accompany the 2026 changes, Cambridge will release a comprehensive range of support materials, including a scheme of work, editable lesson plans, digital walkthroughs and a set of ‘Snapshots’ – short video explainers of key media concepts. A new online forum moderated by Cambridge subject advisors will allow teachers to share best practice and ask questions about the implementation of the updated syllabus.

为配合 2026 年的变化，剑桥将发布一系列全面的支持材料，包括教学计划、可编辑的课程教案、数字实操指南以及一系列‘快照’——对关键媒体概念进行简短视频讲解。一个由剑桥学科顾问主持的新在线论坛将使教师能够分享最佳实践，并就更新后课程大纲的实施提出问题。

Face-to-face and virtual training workshops will be available from mid-2025, with a focus on hands-on experience with the recommended editing tools and guidance for assessing the digital workbook. Teachers who complete the Cambridge Professional Development course on Media will receive a digital badge recognising their expertise in the new curriculum. This investment in teacher support is designed to ensure a smooth transition and consistent standards across centres worldwide.

从 2025 年年中开始，将提供面对面和虚拟培训工作坊，重点是亲身体验推荐的剪辑工具，以及评估数字工作簿的指导。完成剑桥媒体专业发展课程的教师将获得一枚数字徽章，以认可其在新课程方面的专长。这种对教师支持的投资旨在确保全球各中心的平稳过渡和一致标准。

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10. Future Trends: AI, AR and the Evolving Media Landscape | 未来趋势：人工智能、增强现实与不断变化的媒体格局

The 2026 syllabus acknowledges emerging technologies such as generative AI (e.g., tools like DALL-E and ChatGPT) and augmented reality filters. While learners are not required to use generative AI in their assessed work, they must be able to discuss its ethical implications, including deepfakes, bias in algorithms and the regulation of AI-generated content. This prepares students for a media world where human and machine creativity increasingly intersect.

2026 年课程大纲承认了新兴技术，如生成式人工智能（例如 DALL-E 和 ChatGPT 等工具）和增强现实滤镜。虽然学生不要求在其评估作品中使用生成式人工智能，但他们必须能够讨论其伦理影响，包括深度伪造、算法偏见以及对人工智能生成内容的监管。这使学生为一个人机创意日益交融的媒体世界做好准备。

Augmented reality (AR) is introduced as an extension of interactive media, and learners may analyse an AR onboarding experience or a virtual try-on feature as part of the digital consumption landscape. The syllabus also looks ahead to forthcoming changes in the media industry, such as the increase of interactive storytelling and personalised content feeds, encouraging learners to be forward-thinking and adaptive.

增强现实 (AR) 作为互动媒体的延伸被引入，学生可以分析一项 AR 入门体验或一项虚拟试穿功能，将其作为数字消费格局的一部分。课程大纲还展望了媒体行业即将发生的变化，例如互动叙事和个性化内容推送的增加，鼓励学生具有前瞻性和适应性。

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11. Assessment Timeline and Key Dates | 评估时间表与关键日期

For the June 2026 series, the submission deadline for the e-portfolio (Unit 1) is 15 April 2026, while the examination for Unit 2 is 10 May 2026. Results will be released on 14 August 2026. Schools will receive speaking reports and marks breakdowns via the Cambridge secure website. A results review service will also be available, enabling centres to request a re-moderation of coursework if necessary.

对于 2026 年 6 月系列考试，电子作品集（单元 1）的提交截止日期为 2026 年 4 月 15 日，而单元 2 的考试日期为 2026 年 5 月 10 日。成绩将于 2026 年 8 月 14 日公布。学校将通过剑桥安全网站收到成绩报告和分数明细。还将提供成绩审核服务，使各中心能在必要时请求对课程作业进行重新评分审核。

Cambridge recommends that centres begin transitioning to the new scheme of work from September 2025, using the Year 9 curriculum as a foundation for the internal assessment tasks. Early exposure to the digital workbook format and the new grading criteria will help students feel confident and prepared. Teachers should also factor in time for pilot testing the submission platform with sample files to avoid technical issues near the deadline.

剑桥建议各中心从 2025 年 9 月起开始向新的教学计划过渡，利用九年级课程作为内部评估任务的基础。尽早熟悉数字工作簿格式和新评分标准将有助于学生建立信心并做好准备。教师还应留出时间，使用样例文件对提交平台进行试点测试，以避免在截止日期前出现技术问题。

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12. Preparing Learners for Success in 2026 and Beyond | 帮助学习者为 2026 年及未来做好准备

The 2026 KS3 CAIE Media changes represent a significant step forward, aligning lower secondary study with the skills demanded by the digital age. To succeed, learners must balance creative production with analytical rigour, work collaboratively, and reflect meaningfully on their own learning. Teachers are encouraged to create a classroom environment where experimentation, feedback and making mistakes are part of the creative process.

2026 年 KS3 CAIE 媒体的变化代表着向前迈出的重要一步，使初中学习与数字时代所需的技能相匹配。为了取得成功，学生必须在创意制作与分析严谨性之间取得平衡，开展协作，并对自己的学习进行有意义的反思。鼓励教师营造一种课堂环境，让实验、反馈和犯错成为创作过程的一部分。

By staying informed about the syllabus updates, engaging with Cambridge training and fostering a spirit of curiosity about the media that surrounds us, both teachers and learners can look forward to a rewarding and relevant educational experience. The 2026 examination series will be the first to reflect these progressive changes, setting a new standard for how young people understand and participate in the media landscape.

通过及时了解课程大纲更新、参与剑桥培训并培养对我们周围媒体的好奇心，教师和学生都期待着一场有益且与时俱进的教育体验。2026 年考试系列将是首次体现这些进步性变化的系列，为年轻人理解和参与媒体格局树立了新标准。

Published by TutorHao | Media Revision Series | aleveler.com

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