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 Online behaviour and online bullying
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Discussing technology, social media and online wellbeing in French
Assessment in every unit draws only on the Appendix B vocabulary list, which includes réseaux sociaux (social media), poster (to post online), tchatter (to chat online), télécharger (to download), pirater (to hack a computer), logiciel (software) and dépendance (addiction). Learners may be asked to read, hear, speak or write about online life within the leisure and wellbeing theme. WJEC's own Appendix C maps Digital Competence Citizenship to Unit 2.
DCF: Health and well-being, Online behaviour and online bullying
Getting pupils ready
- Year 7
- Pupils say in French which apps they use, how long they spend online each day, and whether they think that is too much.
- Year 8
- Pupils hold a class debate in French on the pros and cons of social media using opinion phrases, then write a short paragraph giving their view.
- Year 9
- Pupils write a French reply to a forum post from a teenager who cannot put their phone down, giving advice and using words such as réseaux sociaux, télécharger and dépendance.
Show the specification wording and the DCF statements
Where it is in the specification: Appendix B, core vocabulary, page 89
“poster (to) post (online) | posting (online)”
Progression step 3
I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.
I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.
Progression step 4
I can reflect on the role of digital media in my life and habits.
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
Progression step 5
I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.
I can continuously evaluate online behaviour, taking into consideration the consequences of actions; take action to minimise risk to safety and security; consider global and cultural perspectives and adapt behaviour accordingly.
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Communicating and collaborating online with speakers of the language
Among the learning experiences the qualification should generate are direct or indirect contact with speakers of the language and making use of digital technology. These are not directly assessed, but safe online exchanges and shared projects give real audiences for French.
DCF: Collaboration, Online behaviour and online bullying, Storing and sharing
Getting pupils ready
- Year 7
- Pupils each add one slide introducing themselves in French to a shared class PowerPoint in Teams, with editing permissions set by the teacher.
- Year 8
- Pupils exchange teacher-moderated e-mails with a partner school in France, following class rules for safe online contact.
- Year 9
- Pupils work in groups on a shared PowerPoint or Sway about Welsh culture for a partner school in France, then improve it using the partner pupils' comments.
Show the specification wording and the DCF statements
Where it is in the specification: Section 2, Opportunities for integration of learning experiences, page 20
“make use of digital technology”
Progression step 3
I can work with others to create an online collaborative project for a specific purpose, sharing and appropriately setting permissions for other group members, e.g. editing, commenting, viewing.
I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.
Progression step 4
I can independently select and use a range of online collaboration tools to create a project with others in one or more languages, e.g. making use of online technology to share and present ideas to others.
I can act appropriately online, keeping myself safe and behaving in a responsible manner.
Progression step 5
I can reflect on choices of collaboration solutions, use them appropriately and comment on how this could be improved to meet aims of tasks.
I can use online services to share appropriate content with a global audience, e.g. uploading content to public websites to share with specific audiences.
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.