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How to Score Higher in Cambridge AS & A Level Information Technology (9626)

Evidence-based Information Technology 9626 exam guide built from official examiner reports and mark schemes. Specialised and comprehensive study tips — specific, cited insights so you can achieve top grades.

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Evidence-BasedBuilt from 1 official examiner reports & mark schemes (2025–2025)

What Are Assessment Objectives (AOs)?

Before we dive in, you need to understand how Cambridge actually marks your answers.

AO stands for Assessment Objective. Think of AOs as the different “skills” Cambridge tests you on in every single question. When an examiner marks your paper, they don't just give you a mark out of 12 based on how “good” your answer feels — they allocate specific marks to each AO separately.

For example, a 12-mark question might be split as: AO1 (2 marks) + AO2 (2 marks) + AO3 (2 marks) + AO4 (6 marks). If you write a perfect textbook answer but don't evaluate, you can only score 6 out of 12 — because the other 6 marks are specifically reserved for evaluation.

This is why understanding AOs matters: they tell you exactly what the examiner is looking for and how many marks each skill is worth. Here are the 3 AOs for this subject:

AO1

Knowledge and Understanding

Paper-dependent

Demonstrate knowledge and understanding of IT concepts, components and processes including hardware, software, networks, databases, spreadsheets, multimedia and emerging technologies.

AO2

Application

Paper-dependent

Apply knowledge and understanding to scenarios and contexts, selecting appropriate IT tools, techniques and solutions for the situation given in the question.

AO3

Analysis and Evaluation

Paper 3 weighted

Analyse problems, discuss benefits and drawbacks, evaluate the use of IT solutions, and present reasoned judgements based on the scenario provided.

The key takeaway: Most students lose marks not because they lack knowledge (AO1), but because they skip the higher-order skills — building chains of reasoning (AO2) and making supported judgements (AO3). Everything below shows you exactly how to hit each AO based on what examiners have written in their reports.

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Top Mistakes in AS & A Level Information Technology 9626

The most common reasons students lose marks in AS & A Level Information Technology 9626, cited directly from official examiner reports across multiple sessions.

Insufficient technical detail and use of slang or vague terminology

Flagged across Papers 11, 12, 13 and all three Paper 3 variants in 2025 · Affects: Paper 1, Paper 3

What examiners say

“Candidates are also reminded that this examination is intended to assess their knowledge of Information Technology to a high level of understanding. Therefore, it is a reasonable expectation that candidates will be able to use technical terms from across the syllabus accurately and employ suitably technical terms in their answers. In a small number of cases, candidates use slang terms as part of their answer.”
— 9626 Paper 11, June 2025

“At A Level, candidates are expected to write responses with significantly more detail than single word lists or very brief statements. Candidates who write answers that do not address the command word do not have access to the full range of marks.”
— 9626 Paper 31, June 2025

How to fix this

Use precise IT vocabulary from the syllabus — 'firewall checks IP addresses against a rule set and drops packets that do not match' beats 'firewall blocks bad stuff'. Avoid slang terms (24/7 is acceptable but only because it is in common use). For every technical concept, learn the textbook definition, the components involved, and one applied example. The mark tariff is your guide: 4 marks = 4 distinct technical points or 2 well-developed ones.

Ignoring the question scenario / context — answering generically

Flagged across multiple questions in Papers 11, 12, 31, 32, 33 · Affects: Paper 1, Paper 3

What examiners say

“Typically, candidates focused on the use of microprocessors in general and did not address the issue of the use of microprocessors to control devices in a smart home.”
— 9626 Paper 11, June 2025

“When faced with a context, candidates must ensure that the context features clearly in their answer. By stating, for example, that mainframes have minimum downtime, candidates are describing a feature. This is not an explanation of why mainframes are used by banks.”
— 9626 Paper 12, June 2025

“The full range of marks is only available to candidates for answers referring to the question scenario. For example, Question 11 was about the impact of 3D printing on the environment and not about the uses of 3D printing.”
— 9626 Paper 33, June 2025

How to fix this

Underline the scenario words in the question (e.g. 'in a bank', 'for a smart home', 'in healthcare', 'in education') before you write. Every paragraph of your answer should reference that scenario. Do not just describe a feature — link the feature to why it matters in this specific context. 'Mainframes have minimum downtime' is a feature; 'banks process millions of transactions per day so any downtime would block customer payments and lose revenue' applies the feature to the context.

Listing features instead of giving advantages, drawbacks or comparisons

Spreadsheet/database, off-the-shelf, OCR vs proofreading questions across Papers 11, 12, 13 · Affects: Paper 1, Paper 3

What examiners say

“Therefore, simply stating that a spreadsheet could, for example, create a graph from the data input was a statement of fact, rather than a comparison. Unfortunately, this answer typifies the answers that were given, and, only in a small number of cases did candidates provide comparative statements.”
— 9626 Paper 11, June 2025

“Candidates had to answer with advantages and disadvantages, rather than just features. So, for example, checking line by line was not sufficient, but the concept of finding errors more quickly, which is a consequence of checking line by line, was awarded.”
— 9626 Paper 11, June 2025

How to fix this

When the question says 'benefits', 'drawbacks', 'advantages' or 'compared to', a feature alone is not enough — you must turn it into a consequence. Use this template: 'Feature X means Y, which is an advantage/disadvantage because Z'. 'Spreadsheets can create graphs' is a feature. 'Spreadsheets can create graphs which lets the gym owner spot membership trends faster than scrolling rows in a database' is a benefit. Always do the 'so what' step.

Misreading 'discuss', 'analyse', 'evaluate' and 'justify' command words

Paper 3 — flagged in every variant (31, 32, 33) for 2025 · Affects: Paper 3

What examiners say

“The command word 'analyse' requires candidates to examine a topic in detail (p.66 of the current syllabus) so answers should have been more in-depth than statements or descriptions.”
— 9626 Paper 31, June 2025

“The command word 'evaluate' requires more from candidates than descriptions or explanations. There is a requirement to make judgements on the importance or value of e.g. stated facts, features or functions.”
— 9626 Paper 33, June 2025

“As noted for Question 4, the command word 'justify' requires candidates to make statements on the topic in the question and give reasons or provide a supporting argument for those statements. Most candidates could list the features of a VPN, but few used these to justify its use.”
— 9626 Paper 33, June 2025

How to fix this

Memorise the four command words with their syllabus definitions (p.66): 'Analyse' = examine in detail; 'Discuss' = present both sides with expansion; 'Evaluate' = make a reasoned judgement on value/importance; 'Justify' = give reasons supporting a position. For 'discuss' you must include both benefits AND drawbacks. For 'justify' you do NOT need drawbacks — only supporting reasons. For 'evaluate' you must end with a judgement. Match the structure to the verb.

Bulleted lists, tables and short statements on extended-response questions

Flagged on Paper 31, 32, 33 'discuss', 'evaluate', 'analyse' questions · Affects: Paper 3

What examiners say

“Answers with bulleted, short statements for free response questions, especially those requiring analyses, discussions and evaluations do not adequately answer the question. Furthermore, if these answers are shown in a sketched table, they do not properly answer the question as there is no discussion.”
— 9626 Paper 31, June 2025

“While Examiners do attempt to give credit for such answers, there is usually little or no 'discussion' or expansion of the statements, so the full mark range is not available to the candidate.”
— 9626 Paper 32, June 2025

How to fix this

On Paper 3 extended-response questions (4+ marks), write in full continuous prose — paragraphs of complete sentences, not bullet points or two-column tables. A 'discuss' answer should look like: 'One benefit is X, which means Y in this scenario. However, a drawback is Z because W. Overall, the most significant factor is...'. Sketched tables of one-line statements cap your marks at the bottom of the band.

Repeating items already given in the question stem

Paper 31 Q10, Paper 32 Q4, Paper 33 Q5 in 2025 · Affects: Paper 3

What examiners say

“Candidates should not repeat the question in their answers. For example, Question 10 (a) asks for 'other drawbacks', but a significant number of candidates included the drawbacks mentioned in the question in their answer, which did not gain them credit.”
— 9626 Paper 31, June 2025

“Centres are reminded to ensure that their candidates do not include examples that are already given in the question. Answers that described the colour select tool and its function did not gain credit.”
— 9626 Paper 32, June 2025

How to fix this

When you see the words 'other', 'further' or 'additional' in a question, circle them. The examples in the stem are FREE — they cost zero marks if you repeat them. Cross out the named items as you read so you do not accidentally write about them. Then plan three or four NEW points before you start writing.

Practical Paper 2 — wrong file format, wrong file name, or transitions added when not requested

Paper 02 Questions 1, 14, 15, 16 in 2025 · Affects: Paper 2

What examiners say

“Candidates must save or export files with the specified file names and file types. File formats and file names not specified in the question paper will not be marked.”
— 9626 Paper 02, June 2025

“Candidates must follow the instructions on the question paper in relation to not using transitions unless instructed to do so.”
— 9626 Paper 02, June 2025

How to fix this

Read the file-naming instruction word-for-word and copy it character-for-character (case-sensitive). If the question says 'export as mp4', do not export as mov, avi, wmv, wlmp or pproj — those will not be marked at all. If the question does not explicitly tell you to add a transition, do not add one — even if the editor offers it. The same rule applies to fonts, colours and resolutions: match exactly what the rubric specifies.

Practical Paper 2 — using nested IFs when a single function is required, or wrong absolute referencing

Paper 02 Questions 4, 6, 8, 9 in 2025 · Affects: Paper 2

What examiners say

“The question said 'place a function' so a single function (not multiple functions) was required. Solutions using nested IF statements were therefore not credited with marks.”
— 9626 Paper 02, June 2025

“Some candidates used the MID function but did not set the reference to B9 as an absolute reference so that this could be replicated correctly. Due to these factors few candidates replicated this cell correctly.”
— 9626 Paper 02, June 2025

How to fix this

If the question says 'a function' (singular), use exactly one function — IFS counts as one function but nested IF(IF(IF(...))) does not. For replicable formulas, lock cell references that should not change with $ signs (e.g. =MID($B$9, ...)) before dragging across rows or columns. Test replication mentally: if you copied this formula one cell right, would it still point at the correct lookup range? If not, you need more dollar signs.

Apply what you've learned

Practice identifying these mistakes in real papers. Try a recent paper and mark yourself — you'll spot these patterns immediately.

Try 2026 March All 9626 Papers

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What AS & A Level Information Technology 9626 Examiners Reward

Patterns that consistently earn high marks in AS & A Level Information Technology 9626, based on examiner report commentary on top-scoring answers.

Applying every point to the named scenario in the question

On the mainframe-in-a-bank, microprocessors-in-a-smart-home and data-mining-in-banking questions, top candidates explicitly tied each feature to why it mattered for that specific user/industry, rather than describing the technology in isolation.

Source: 9626 Paper 12, June 2025

Following the command word ladder strictly — discuss = both sides, justify = supporting only, evaluate = judgement

High-scoring Paper 3 candidates structured 'discuss' answers with both benefits and drawbacks plus expansion, kept 'justify' answers focused on supporting reasons only, and ended 'evaluate' answers with a clear reasoned judgement on value or importance.

Source: 9626 Paper 33, June 2025

Writing in full prose paragraphs on extended-response questions

On the mobile networks, data mining and video-conferencing-in-education questions, candidates who wrote continuous prose with linked sentences scored across the full mark range, while those using bulleted lists or sketched tables stayed at the bottom of the band.

Source: 9626 Paper 32, June 2025

Using LOOKUP/XLOOKUP with correct absolute referencing for replicable spreadsheet formulas

On the Paper 2 lookup tasks, top candidates used =LOOKUP(B4, Teacher!B2:B29, Teacher!A2:A29) or XLOOKUP with $-locked ranges, producing single-formula solutions that replicated correctly across the grid without errors.

Source: 9626 Paper 02, June 2025

Building proper test plans with all required columns and data types

The strongest Paper 2 test-plan answers used a tabular structure with columns for test data, type (normal/abnormal/extreme), expected outcome and actual outcome, and included two examples per data type plus both data extremes.

Source: 9626 Paper 02, June 2025

Designing relational databases in 3NF with linking tables for many-to-many relationships

On Paper 4 Task 1, candidates who recognised that Buyers/Cars/Trader alone limited each buyer to a single car and added a linking 'Sales' table achieved 3rd Normal Form and unlocked the higher mark bands.

Source: 9626 Paper 04, June 2025

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AS & A Level Information Technology 9626 Answer Frameworks

Structured approaches for each AS & A Level Information Technology 9626 question type, derived from mark scheme requirements.

Theory description/explanation questions (Papers 1 & 3 — 2–6 marks)

4–7 minutes

Structure

Define the technical term precisely → Describe how it works (1 point per mark roughly) → Apply each point to the question scenario

•Underline the scenario words (e.g. 'in a bank', 'for a smart home') and reference them in every paragraph
•Use full IT vocabulary — no slang terms apart from common ones like '24/7'
•Do not use trade names — they will be ignored by the examiner and may break the grammar of your sentence
•Match the number of points to the mark tariff — 4 marks ≈ 4 distinct technical points

Discuss / analyse / evaluate questions (Paper 3 — 6–10 marks)

10–15 minutes

Structure

Plan 3–4 points before writing → Write in full prose paragraphs (no bullets, no tables) → For 'discuss': cover BOTH benefits and drawbacks → For 'evaluate': end with a reasoned judgement → Apply every point to the scenario

•Re-read the syllabus p.66 command-word definitions — examiners apply them strictly
•If the question gives you items in the stem, do not repeat them — give 'other' / 'further' points
•On 'discuss' answers, missing one side (only benefits or only drawbacks) caps your marks below the top band
•On 'justify' there is no need for drawbacks — only supporting reasons

Spreadsheet practical tasks (Paper 2 — 2–8 marks per cell/task)

5–15 minutes per question depending on tariff

Structure

Read the file-name and format instructions twice → Choose the right single function (LOOKUP, XLOOKUP, INDEX/MATCH, MID, WEEKDAY, TEXT) → Lock cell references with $ where they must not move on replication → Test by replicating across the range → Save in the EXACT format and name specified

•If the question says 'a function' (singular) — use one function only, NOT nested IF
•VLOOKUP only works left-to-right — for reverse lookups use LOOKUP or XLOOKUP
•Always use absolute references ($B$9) on values you reference repeatedly so MID/LEFT/RIGHT replicate correctly
•Wrong file format = zero marks. mp4 is not the same as mov/avi/wmv/wlmp/pproj

Test plan / validation questions (Papers 1, 2, 3)

8–12 minutes

Structure

State what is being tested (the specific cell or rule) → Build a tabular plan with columns: Test data | Type (normal/abnormal/extreme) | Expected outcome | Actual outcome → Include two items per data type AND both data extremes → Provide screenshot evidence for actual outcomes (Paper 2)

•Test data goes in the test-data column ONLY — do not write 'Enter 13/3/2025 to test', just '13/3/2025'
•Always include the two data extremes (lowest and highest valid values) — missing one costs marks
•Extreme data IS acceptable test data — some candidates wrongly believed it was not
•A test plan describes WHAT will be tested. The testing process itself is a separate concept — do not confuse them

Practice by topic

Use topical past papers to practice specific question types. Each topic collects questions from multiple years — perfect for drilling the frameworks above.

Topical Past Papers

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AS & A Level Information Technology 9626 Command Words Decoded

Each command word in AS & A Level Information Technology 9626 is a scoring instruction. Understanding what examiners expect is critical to earning full marks.

define1–2 marks

Give a precise meaning of the term using correct technical IT vocabulary.

Common mistake

Repeating the question or giving a vague description. Definitions must be specific (e.g. 'an actuator turns an electrical signal into physical motion', not 'a thing that does something').

describe2–6 marks

Give the key features or steps of a process, system or concept in sufficient detail for the mark tariff.

Common mistake

Stopping too early. The 2025 report repeatedly noted that single-word lists or very brief statements do not access the full mark range — match the depth of your answer to the marks available.

explain2–6 marks

Give reasons WHY something works or is used. Must include cause-effect: a statement followed by a reason.

Common mistake

Describing how something works without saying why — 'mainframes have minimum downtime' is a feature, not an explanation. Always follow with 'because... which means... so that...'.

evaluate4–8 marks

Examine in detail and make a reasoned judgement on the value, importance or effectiveness of the topic.

Common mistake

Listing facts without reaching a judgement. The 2025 Paper 33 report stated that 'few provided a valid judgement or evaluation' on the image-compression question — you must end with a clear conclusion supported by your earlier points.

analyse4–8 marks

Examine a topic in detail (syllabus p.66), breaking it into components and showing how they relate.

Common mistake

Treating 'analyse' as 'describe' and giving a flat list. Top answers go beyond statements into structured detail, e.g. on the waterfall method, into the stages and how they apply to developing the new app.

justify4–6 marks

Make statements on the topic and give reasons or supporting arguments. No drawbacks needed.

Common mistake

Listing features without using them as supporting reasons. On the VPN justify question, 'most candidates could list the features of a VPN, but few used these to justify its use'. Convert each feature into a 'this is why you should use it because...'.

identify1–2 marks

Name or pick out a specific item, group or feature. Brief, direct answer.

Common mistake

Adding unnecessary description. On the digital-divide question, marks were lost when candidates partially identified an affected group instead of fully naming it.

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Topics Students Struggle With Most In AS & A Level Information Technology 9626

These AS & A Level Information Technology 9626 topics consistently produce the lowest scores. Prioritise these in your revision.

Indexed sequential access — how the index speeds up record retrieval

The 2025 Paper 12 report stated bluntly: 'this question assessed candidates' understanding of the concept of indexed sequential access. Unfortunately, it showed that very few candidates indeed had any real understanding of this term.'

Affects: Paper 1

Compound keys vs composite keys in databases

The 2025 Paper 13 report noted that compound and composite keys 'are both keys which candidates should have met in their practical work. Unfortunately, very few candidates were able to give clear definitions of these keys.'

Affects: Paper 1, Paper 4

Defragmentation — actual benefits and drawbacks

The 2025 Paper 13 report flagged a 'general inability to translate this understanding into a description of benefits or drawbacks. One common misapprehension was that defragmentation increased the storage capacity available, whilst other candidates stated that it improved security or refreshed the hard drive.'

Affects: Paper 1

OSI/TCP-IP layers — protocols at the internet layer vs other layers

The 2025 Paper 31 report noted 'considerable confusion between the functions of the internet layer and other layers' and that 'a common mistake was to identify a protocol that works at a different layer'.

Affects: Paper 3

Blockchains, distributed ledgers and smart contracts

The 2025 Paper 31 report stated 'the use of blockchains in smart contracts was not well understood' and Paper 32 noted 'distributed ledgers were often confused with, and assumed to be the same as, cryptocurrency'. Few candidates could name 'timestamps' as the third item of data in a blockchain.

Affects: Paper 3

Mobile networks vs Wi-Fi/wireless LANs

The 2025 Paper 32 report flagged that 'a significant number of candidates confused the term mobile networks with Wi-Fi/wireless LANs. The term mobile network refers to a telecommunications network that uses radio waves from base stations/towers to provide voice and data connectivity'.

Affects: Paper 3

JavaScript comparison operators — === vs !== vs == vs !=

The 2025 Paper 32 report noted 'few candidates could accurately describe the difference and most muddled the two or gave examples that were incorrect' regarding === and !==.

Affects: Paper 3

3rd Normal Form and linking tables in relational database design

The 2025 Paper 04 report flagged that with only Buyers/Cars/Trader tables 'only one record for each Trader or Buyer would be valid' — many candidates did not recognise the need for a linking 'Sales' table to enable many-to-many relationships.

Affects: Paper 4

Target your weak areas

The topics above are where most marks are lost. Use past papers and mark schemes to practice these specific areas until they become second nature.

Past Papers & Mark Schemes Topical Papers

Frequently Asked Questions

What papers make up Cambridge A Level Information Technology 9626?

Four papers: Paper 1 Theory (AS, 70 marks, 1h 45m), Paper 2 Practical (AS, 110 marks, 2h 30m), Paper 3 Advanced Theory (A2, 70 marks, 2h 30m) and Paper 4 Advanced Practical (A2, 110 marks, 2h 30m). AS Level candidates sit Papers 1 and 2 only; full A Level candidates sit all four.

How long is each IT 9626 paper?

Paper 1 (Theory AS) is 1h 45m, 70 marks. Paper 2 (Practical AS) is 2h 30m, 110 marks. Paper 3 (Advanced Theory) is 2h 30m, 70 marks. Paper 4 (Advanced Practical) is 2h 30m, 110 marks. AS papers count toward AS Level; all four count for full A Level.

What software do I need for the practical papers?

Centres provide the software, but you should be confident with spreadsheet software (Paper 2 — formulas, lookups, validation, test plans, charts), video editing software (Paper 2 — trimming, transitions, captions, export formats), relational database software (Paper 4 — tables, queries, forms, subforms, reports) and animation/multimedia software (Paper 4 — tweens, layers, frame timing). Practise saving and exporting in the exact formats specified in past papers.

How many examiner reports were used to build this guide?

1 official Cambridge examiner report covering the June 2025 series — including Papers 11, 12, 13 (Theory variants), Paper 02 (Practical), Papers 31, 32, 33 (Advanced Theory variants) and Paper 04 (Advanced Practical). Every quote in this guide is taken directly from that document.

Put It All Into Practice

You now know exactly what examiners reward and penalise. The next step is deliberate practice with real papers. We have 29 exam sessions available for AS & A Level Information Technology 9626 — question papers, mark schemes, and examiner reports.

View All Past Papers Latest Session: 2026 March Topical Past Papers