A2 Units — WJEC A-Level French

A2 Units in French (WJEC A-Level) build on the foundational skills developed during the AS year, deepening your linguistic competence and cultural awareness. The course is divided into three main components: Unit 3 (Speaking), Unit 4 (Listening, Reading, Translation), and Unit 5 (Critical and Analytical Response in Writing). These units require you to engage with complex texts, articulate nuanced arguments, and demonstrate a sophisticated command of French grammar and vocabulary. The topics covered include contemporary social issues, political and artistic culture, and a detailed study of a film or literary work, such as 'Au revoir les enfants' or 'No et moi'.

Mastering A2 Units is crucial for achieving a high grade in your A-Level French qualification. This stage moves beyond simple comprehension to critical analysis and evaluation. You will be expected to express and justify opinions, analyse cultural and historical contexts, and translate accurately between French and English. The skills you develop here are not only essential for exams but also for university-level study and careers involving languages, international relations, or business.

The A2 course is designed to be challenging yet rewarding. It encourages independent study and a genuine interest in Francophone culture. By the end of the course, you should be able to discuss complex topics fluently, write coherent essays, and understand authentic French media. This unit is the culmination of your language learning journey at A-Level, preparing you for further study or professional use of French.

• →Advanced grammar: Use of subjunctive mood (present and imperfect), conditional perfect, passive voice, and complex relative pronouns (dont, lequel, etc.).
• →Critical analysis: Ability to analyse themes, characters, and techniques in a set film or literary text, supporting arguments with textual evidence.
• →Translation skills: Accurate translation from French to English and English to French, focusing on idiomatic expressions and register.
• →Debate and discussion: Forming and defending opinions on social issues (e.g., immigration, environment, technology) with balanced arguments.
• →Cultural knowledge: In-depth understanding of a French-speaking region or historical period, such as the Occupation in France or contemporary political movements.

• AO1: Understand and respond in speech to spoken language and in writing to spoken language.
• AO2: Understand and respond in speech and writing to written language.
• AO3: Manipulate language accurately in spoken and written forms using a range of lexis and structure.
• AO4: Show knowledge and understanding of, and respond critically and analytically to, different aspects of the culture and society of French-speaking communities.
• Unit 3: Spontaneous interaction, ability to initiate communication, and depth of research in the Independent Research Project.
• Unit 4: Comprehension of complex spoken and written material, inference, and accurate translation.
• Unit 5: Critical and analytical response to a literary work, demonstrating understanding of form, technique, and cultural context.

• 💡Ensure the Independent Research Project pro-forma is sent to the visiting examiner at least three weeks before the assessment period.
• 💡Use the preparation time for Unit 1 (AS) and the research process for Unit 3 (A2) to develop communication strategies like circumlocution and self-correction.
• 💡Focus on spontaneous interaction in speaking assessments; examiners will use open-ended questions to avoid pre-learnt responses.
• 💡For the literary essay (Unit 5), ensure the response is critical and analytical rather than purely descriptive.
• 💡Be flexible with assessment dates during the visiting examiner's window.
• 💡For the essay (Unit 5), always plan your argument before writing. Use the P.E.E.L. method (Point, Evidence, Explanation, Link) to structure paragraphs and ensure you answer the question throughout.
• 💡In the speaking exam (Unit 3), use a range of tenses and structures naturally. Avoid memorising long speeches; instead, prepare key phrases and arguments that you can adapt to different questions.
• 💡For translation (Unit 4), pay attention to false friends (e.g., 'sensible' means 'sensitive' in French) and use a dictionary wisely – check the context to choose the right word.

• Reading out whole sentences or complete texts during the speaking assessment instead of using notes as memory aids.
• Basing the Independent Research Project on the same literary text or film used for other written assessments.
• Exceeding the time limits for speaking tasks, which results in the excess evidence not being marked.
• Failing to reference sources correctly on the Independent Research Project pro-forma.
• Using pre-learnt material in the Independent Research Project discussion instead of responding spontaneously to open-ended questions.
• Misconception: The subjunctive is only used after 'il faut que'. Correction: The subjunctive is required after many expressions of emotion, doubt, necessity, and certain conjunctions (e.g., bien que, pour que, avant que).
• Misconception: Translation should be word-for-word. Correction: Translation must convey meaning naturally in the target language, adjusting word order and idioms as needed.
• Misconception: In the speaking exam, you just need to talk a lot. Correction: Quality over quantity – you must answer the question directly, develop your ideas, and interact with the examiner's follow-ups.