GCSE German
GCSE German 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 German.
- 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 Health and well-being
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Understanding recorded and online audio in German, such as podcasts, adverts and messages
The Unit 3 listening examination uses recorded extracts in digital formats, including podcasts, adverts and messages. Learners must identify messages and draw conclusions, which is easier for pupils who regularly find and listen to authentic online audio and notice how format, purpose and audience shape the language.
DCF: Communication, Health and well-being, Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils listen to a short German radio or online advert and note the product, the price and the tricks used to grab attention.
- Year 8
- Pupils bookmark a teacher-approved German podcast or video channel for young people and log three key points from an episode each fortnight.
- Year 9
- Pupils compare a podcast extract with a recorded phone message on the same topic, note how format and audience change the language, then answer GCSE-style questions in English or Welsh.
Show the specification wording and the DCF statements
Where it is in the specification: Unit 3 Listening, Areas of content, page 17
“listen to extracts including the following formats: adverts, messages, podcasts, announcements, conversations and interviews”
Progression step 3
I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.
I can identify marketing elements designed to draw my attention.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can identify stereotypes and their impact in a range of media.
Progression step 5
I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.
I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.
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Discussing technology, social media and online wellbeing in German
Assessment in every unit draws only on the Appendix B vocabulary list, which includes soziale Medien nutzen (to use social media), im Internet surfen (to surf the internet), herunterladen (to download), hochladen (to upload), Like (like, social media), Bildschirm (screen), WLAN (internet connection) and Sucht (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 German 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 German on the pros and cons of social media using opinion phrases, then write a short paragraph giving their view.
- Year 9
- Pupils write a German reply to a forum post from a teenager who cannot put their phone down, giving advice and using words such as soziale Medien, herunterladen and Sucht.
Show the specification wording and the DCF statements
Where it is in the specification: Appendix B, everyday language, page 45
“soziale Medien nutzen to use social media”
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.
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 German." (Section 4 Malpractice, page 23).
Links with other qualifications
WJEC's Appendix C (page 93) ticks Digital Competence Citizenship and Producing for Unit 2, Producing for Unit 4, Interacting and Collaborating for all four units, and nothing for Data and Computational Thinking. Unlike French and Spanish, German also ticks Interacting and Collaborating for Unit 2. Translation into Cymraeg or English overlaps with Welsh and English departments.
Source: WJEC GCSE German specification, Teaching from 2025, For award from 2027, Version 2, February 2025.