GCSE French
GCSE French makes few direct digital demands. The oracy NEA is audio recorded by the teacher, and the exams use texts in digital formats such as podcasts, e-mails and web pages, but dictionaries and reference materials are banned in every unit. The biggest thing KS3 can build is confident, regular recording and self-review of spoken French.
- Awarding body
- WJEC
- Level
- Level 1 and Level 2
- First taught
- September 2025
- Amount of digital work
- Low
- Specification
- Open the specification
How this qualification is assessed
- Unit 1: Oracy: Non-examination assessment, speaking test 7 to 10 minutes plus 10 minutes preparation, 30%
- Unit 2: Reading and Writing: Non-examination assessment 1 hour, 15%
- Unit 3: Listening: Examination 45 minutes, 20%
- Unit 4: Reading and Writing: Examination 1 hour 30 minutes, 35%
Skills that use Evaluating and improving digital content
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Preparing, recording and improving spoken French
The Unit 1 oracy NEA (read aloud and role play, a presentation on the learner's own interest, and a conversation) is audio recorded by the teacher and marked externally from the recording. Learners prepare the presentation in advance, so regular practice at planning, recording and self-reviewing spoken French builds confidence in front of a recorder.
DCF: Creating digital content, Evaluating and improving digital content, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils record a 30-second self-introduction in French on an iPad, listen back, and re-record after fixing two pronunciation points a partner has flagged.
- Year 8
- Pupils record a café role play in pairs in Audacity, trim the start and end, and upload it to a Teams assignment for peer comments.
- Year 9
- Pupils plan a one-minute presentation on a personal interest in OneNote, record it, then use the teacher's audio feedback to make a second, improved recording.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 1 Oracy, Section 3.2 Overview for arrangements for NEA, page 22
“The assessment will be carried out by teachers at the centre, audio recorded and marked by external examiners.”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
I can independently create and plan work before beginning a digital task.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
I can select and effectively use a variety of planning techniques.
Progression step 5
I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.
I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.
I can plan my digital work effectively and with increasing complexity.
Good to know
- Dictionaries are banned in every unit: "Learners are not permitted to use a dictionary in any part of the assessment." (Summary of assessment, page 5).
- Unit 1 oracy NEA allows only the learner's own notes: "or any other reference materials excluding the learner’s own notes." (Section 3.2, Unit 1, page 21).
- Unit 2 reading and writing NEA allows no reference materials, digital or otherwise. The spec does not say whether the response is handwritten or typed: "Learners are not permitted to use dictionaries in any part of the assessment, or any other reference materials." (Section 3.2, Unit 2, page 22).
- The oracy recording is made by the teacher, so learners do not handle recording technology in the assessment: "audio recorded and marked by external examiners" (Section 3.2, Unit 1, page 22).
- Use of digital technology is a learning experience only and is optional in delivery: "experiences will not be directly assessed" (Section 2, Opportunities for integration of learning experiences, page 20).
- The spec does not mention AI or translation tools, but the general malpractice rule applies: "Candidates must not take part in any unfair practice in the preparation of work for GCSE French." (Section 4 Malpractice, page 23).
Links with other qualifications
WJEC's Appendix C (page 96) ticks Digital Competence Citizenship for Unit 2, Interacting and Collaborating for Units 1, 3 and 4, Producing for Units 2 and 4, and nothing for Data and Computational Thinking. The same digital demands appear in GCSE French, German and Spanish, so one KS3 languages plan can serve all three.
Source: WJEC GCSE French specification, Teaching from 2025, For award from 2027, Version 3, June 2026.