A2 Unit 3: Speaking (Independent Research Project) — WJEC A-Level French

The A2 Unit 3: Speaking (Independent Research Project) is a core component of the WJEC A-Level French qualification, designed to assess your ability to discuss a topic of personal interest in depth. You will choose a subject related to the French-speaking world—such as a cultural, historical, or social issue—and research it independently. This project culminates in a 5-6 minute presentation followed by a discussion with your examiner, testing your fluency, analytical skills, and capacity to defend your views in French.

This unit matters because it moves beyond textbook French into real-world application. You are expected to demonstrate not only linguistic accuracy but also critical thinking and cultural awareness. The independent research project mirrors university-style learning, preparing you for higher education or careers requiring research and presentation skills. It counts for a significant portion of your final A-Level grade, so mastering it can substantially boost your overall result.

The project fits into the wider A-Level French course by complementing the other units: while Units 1 and 2 focus on reading, listening, and writing, Unit 3 emphasises spontaneous speaking and the ability to synthesise information from multiple sources. It also connects to the cultural and social themes studied in the other units, such as immigration, politics, or the arts, allowing you to deepen your understanding of a specific area.

• →Independent research: selecting a topic, gathering sources (articles, videos, interviews), and synthesising information to form a coherent argument.
• →Presentation structure: a clear introduction, development of key points, and a conclusion that summarises your findings and expresses a personal viewpoint.
• →Discussion skills: responding spontaneously to examiner questions, justifying opinions, and engaging in debate using complex language (subjunctive, conditionals, idiomatic expressions).
• →Cultural and linguistic accuracy: using appropriate register, referencing French-speaking countries' contexts, and avoiding anglicisms.
• →Time management: delivering the presentation within the time limit (5-6 minutes) and leaving room for the discussion phase.

• Spontaneous use of language to initiate communication
• Ability to ask and answer questions
• Expressing thoughts, feelings, and presenting viewpoints
• Developing arguments, persuading, and evaluating
• Application of pronunciation, morphology, and syntax
• Use of a range of vocabulary and idiom
• Use of communication strategies (e.g., circumlocution, self-correction, repair strategies)
• Adherence to grammar requirements outlined in Appendix A

• 💡Use the 15-minute preparation time to make notes in French, English, or Welsh that act as memory aids, not full sentences
• 💡Be flexible with assessment dates as requested by the visiting examiner
• 💡Ensure the chosen standpoint for the argument task is clearly communicated to the examiner before starting
• 💡Familiarize yourself with the assessment grid descriptors to understand how to stretch and challenge your responses
• 💡Practice spontaneous interaction rather than relying on pre-learnt material
• 💡Tip 1: Use a range of complex structures naturally. For instance, incorporate the subjunctive after expressions like 'il est important que' or 'bien que'. This shows higher-level proficiency and can push you into the top band.
• 💡Tip 2: Prepare for the discussion by anticipating counterarguments. If your topic is 'L'immigration en France', be ready to discuss both positive and negative aspects. Examiners often play devil's advocate to test your ability to defend your stance.
• 💡Tip 3: Practise timing your presentation. Many students go over 6 minutes and are cut off, losing marks for incomplete conclusions. Record yourself and adjust until you fit within the limit with a natural pace.

• Reading out whole sentences or complete texts prepared during the 15-minute preparation time
• Exceeding the allocated timing for each stimulus card
• Failing to use the preparation time effectively to create memory aids rather than scripts
• Misconception: You can memorise a script and recite it. Correction: Examiners penalise rote learning. They expect natural delivery with eye contact and spontaneous interaction. Practise speaking from notes, not a full script.
• Misconception: The topic must be about France. Correction: It can be about any French-speaking region (e.g., Quebec, Senegal, Martinique). Choosing a less common topic can make your presentation stand out.
• Misconception: You need to cover everything about the topic. Correction: Focus on a specific angle or question. Depth is better than breadth. For example, instead of 'La pollution', narrow it to 'Les effets de la pollution sur la santé à Paris'.