A-Level German Individual Research Project (IRP): Topics, Presentation & Questions
Updated: Sep 20
The A-level German Individual Research Project (IRP) is your opportunity to investigate a topic that interests you and discuss your findings in German. A strong project combines a focused question, reliable research, clear analysis and the ability to respond thoughtfully to unfamiliar questions.
This guide explains how to choose a suitable topic, find and evaluate German-language sources, prepare your two-minute presentation and build confidence for the discussion. It also distinguishes the requirements of AQA and Pearson Edexcel A-level German, which should not be treated as interchangeable.
Want to feel more confident in A-level German? Olesen Tuition offers weekly A-level German classes, private tuition and intensive revision courses to develop your speaking, grammar, analysis and exam technique. We help students build the skills needed for independent research while respecting their exam board’s rules on support.
In this guide
AQA and Edexcel IRP requirements
For both boards, the whole speaking examination accounts for 30% of the A-level; the IRP is one part of that examination.
Requirement | AQA German (7662) | Pearson Edexcel German (9GN0) |
IRP timing | Presentation: up to two minutes; discussion: 9–10 minutes | Task 2: approximately 10–11 minutes in total, including a presentation of no more than two minutes |
Presentation focus | Research findings | Summary of at least two German-language written sources, their main ideas and your personal response |
Research paperwork | Candidate Record Form: headings in English; at least two sources, including one online; up to 80 words for additional sources/headings beyond the two required sources | RP3: 6–10 key findings in English and a source list |
Material available during the IRP | Completed Candidate Record Form only | RP3 without additional notes |
Sources: AQA assessment specification; Pearson Edexcel specification, speaking assessment and RP3. Use your centre’s current instructions and deadlines.
What support can teachers and tutors provide?
General research, planning and language guidance is permitted. AQA prohibits correcting IRP drafts or giving feedback on practice presentations beyond timing. Pearson prohibits presentation rehearsal with improvement feedback and advance rehearsal of assessment questions. Read the board rules above before arranging project-specific support.
Our teaching develops transferable skills through general speaking practice, research methods and analysis of material separate from your assessed project. You remain responsible for your research, wording and conclusions.
Choosing a topic and research question
Choosing the right topic is the critical first step of a successful IRP. The key is to pick a subject that is meaningful and engaging to you personally, and also meets the exam requirements. You’ll be spending months researching and talking about this topic, so it should be something you find genuinely interesting and are passionate about. Ask yourself: What aspect of the German-speaking world am I curious about? It could be a historical period, a famous figure, a cultural phenomenon, a social issue, a region, or an artistic work – there are countless possibilities.
When brainstorming topics, keep in mind a few guidelines from the exam boards:
It must relate to the German-speaking world
This sounds obvious, but it’s worth stating clearly. Your project should focus on Germany, Austria, Switzerland or another German-speaking community, in some cultural, historical, or social context. For example, investigating the fall of the Berlin Wall and die Wiedervereinigung (German reunification) in 1990 is a great historical topic with German context. On the other hand, a general project about climate change would be too broad and not specifically tied to Germany – but you could narrow it to Germany’s Energiewende policy (energy transition) to give it a German focus. Always frame your idea around its relevance to German-speaking society.
Avoid duplicating your Paper 2 work
Your project must not focus on the same literary text or film you use for Paper 2. A different work may be suitable even if it appears elsewhere on the board’s prescribed list: the issue is duplication of your own assessed work. A broader study of an author or director needs a distinct focus and your teacher’s approval. Students sharing a general topic must develop different questions and approaches. See AQA’s topic rules and the Pearson specification linked above.
Make it focused, but not too narrow
A good IRP topic has a clear focus that can be covered in the presentation and discussion for your board. If it’s too broad (“The entirety of World War II”), you’ll struggle to cover enough depth in the time and risk superficial coverage. If it’s too narrow (“One day in the life of a single Berlin tour guide”), you might find there isn’t enough to discuss or research. Try to find a happy medium: for example, “The impact of Turkish immigration on Berlin’s culture” – this is focused on a specific aspect (Turkish diaspora in Berlin) but still rich enough to discuss history, society, personal stories, etc. For your own planning, consider three or four useful subtopics. This is an organisational suggestion, not a universal requirement for the official form.
Ensure availability of sources
Before you commit, do a quick preliminary search to see if there are sufficient resources on your topic in German (and some in English for background). If you cannot find at least a few articles, documentaries, or books on it, you may need to broaden the scope. For instance, you might not find much on a very recent event or an obscure local issue, whereas something like “Angela Merkel’s refugee policy in 2015” will have lots of German-language commentary and analysis available.
A-level German IRP topic ideas
The following subject areas illustrate the range of possibilities. Use them to explore your interests; develop your own precise question and check it with your teacher.
German literature. Explore a German-language author or work that you are not using for Paper 2. Possibilities include Ulrich Alexander Boschwitz’s Der Reisende, Bertolt Brecht’s theatre or Goethe’s poetry. A literary project needs a clear interpretive focus, close engagement with the work and relevant research, rather than a retelling of the plot.
History and Politics. e.g. exploring a significant event or figure. German reunification (1990), the division of Berlin, Angela Merkel’s leadership, or the rise of the Green Party are rich topics. You could study a key date like 13 August 1961 (Berlin Wall construction) or a political movement in Austria or Switzerland.
Society and Social Issues. e.g. immigration in Germany, the integration of Turkish-German communities, East-West differences in modern Germany, the evolving role of women in German society, attitudes toward environmentalism (like Germany’s recycling culture or energy policies). Another possible area is Abtreibung (abortion) in Germany, examining legal and social debates. Check current sources carefully where policy or legislation may have changed.
Arts and Culture. e.g. focusing on an artist, musical movement, or film. A great example is studying Kraftwerk – the pioneering German electronic music band – looking at their history, musical style and cultural influence. Or you might investigate Neues Deutsches Kino (New German Cinema) in the 1970s, or the architectural legacy of the Bauhaus movement.
German Language and Linguistics. e.g. dialects in German-speaking countries, the influence of English on contemporary German (Denglish), or how German is taught and learned in schools (perhaps comparing Germany’s approach to foreign language education).
Turn an interest into a research question
Choose a topic that interests you, has a clear connection to the German-speaking world and offers enough material for analysis. Then ask what you actually want to find out. A question about causes, consequences, representation or competing interpretations usually produces a more purposeful project than a very broad title.
For example, the existing ideas about reunification, Kraftwerk and cultural identity become more manageable when you specify a period, place, body of evidence or criterion for judgment. A topic about reunification might focus on one continuing social or economic difference; a music project might examine a particular aspect of cultural influence.
Before committing, ask yourself:
What precisely am I investigating?
Which German-speaking country or community does it concern?
What evidence would help me reach a judgment?
Is there room for more than one defensible interpretation?
Can I explain its main ideas in German?
Discuss suitability with your teacher, then develop the question and approach independently. You do not need a university-level thesis; you need a question you can investigate carefully and discuss with understanding.
Research and German-language sources
With your topic chosen, begin gathering evidence. Read to answer your research question, rather than collecting everything that mentions your subject. The aim is to understand what your sources establish, where they disagree and what conclusions you can reasonably draw.
Use a variety of sources
Aim to consult multiple types of sources to get a well-rounded understanding. These can include books or e-books, newspaper articles, academic journals, reputable websites, documentaries or interviews, and even surveys or personal interviews if accessible. Different source types can help you compare evidence and develop richer material for discussion. Their relevance and reliability matter more than collecting an impressive-looking bibliography. For instance, if your topic is German reunification, you might read a history book chapter, analyse news articles from 1990, watch a German documentary with firsthand accounts, and review recent statistics on East-West economic differences. Each source will add a new perspective.
Prioritise German-language sources
Authentic German material should be central to your research. It supplies both evidence and the vocabulary used to discuss the topic. Begin with relevant reporting, official reports, museum or archive websites, original literary works, documentaries and interviews. Useful starting points include Tagesschau, Deutsche Welle, Deutschlandfunk and Die Zeit.
An interview on a credible YouTube channel can be useful, but assess who produced it and why. Record the author, title, date and link as you go. Follow the board-specific source requirements in the comparison above when choosing material for your presentation.
Also consult English sources for context
It’s perfectly okay to use some English-language sources, and in some cases it’s very helpful, especially for understanding context or complex background information. Just be sure to translate or put key information into your own German words when you use it in your project. English sources might include academic analyses or historical overviews that aren’t available in German. For example, if researching a topic like the Bauhaus art movement, an English scholarly article could provide a solid foundation, which you then supplement with German articles or museum websites for specific details and German terminology. English reading can provide background, but should supplement your engagement with German material. Avoid building an English project and merely translating it at the end.
Organise your research into manageable strands
Three or four working headings can help you see the shape of your argument, even though the official paperwork differs by board. For a project about change in Saxony, possible strands include economic structure, cultural investment, political developments and demographic change. Chemnitz’s year as European Capital of Culture in 2025 could fit within the cultural strand.
Treat these as areas to investigate, not a requirement to cover all of Saxony. A research question about cultural regeneration would need a narrower selection than a general regional profile. As you read, consider which findings genuinely help answer your question and which are only background.
Keep your research organised
As you gather information, keep good notes. It often helps to create a document or notebook divided by your 3–4 headings. Under each heading, compile the relevant facts, stats, examples, and even short quotes (in German) that you might use. Note which source each piece of information comes from. This will make it much easier later when writing your presentation and citing sources if needed. Some students also create vocabulary lists for each subtopic (German terms and their English meanings) – an excellent idea to boost your topic-specific vocabulary.
Evaluate and select reliable sources
Use your critical thinking. Not everything on the internet is reliable or suitable for an academic project. Wikipedia can help you locate terminology and references, but trace important claims to reliable original or specialist sources. Evaluate authorship, evidence, date and perspective. A personal blog may be evidence of a viewpoint without being reliable evidence for a general factual claim. Aim for a mix of scholarly and media sources: for instance, a university research paper (for depth), a piece from Tagesschau.de or Deutschlandfunk (for up-to-date info or statistics), and perhaps a cultural website or interview for anecdotal evidence. If your topic is very recent (e.g. something in the last year or two), you might rely more on news and magazine articles; if it’s historical, you might lean on history books or documentaries.
Look for opposing viewpoints if applicable
For issues or debates (migration, renewable energy, etc.), try to understand multiple perspectives. German sources might have different viewpoints (e.g. an article from Die Welt vs. one from taz on the same issue). Being aware of these will prepare you for exam questions like “Gibt es kontroverse Meinungen zu diesem Thema?” (Are there controversial opinions on this topic?). You don’t necessarily have to include all viewpoints in your 2-minute speech, but you should know they exist in case you’re asked.
Keep track of statistics and examples
Record useful figures alongside their source, date, geographical coverage and definition. For election results, distinguish vote share from turnout; for migration data, distinguish the categories being counted. Never copy a placeholder number or an illustrative percentage into your presentation as if it were verified evidence.
Specific events, carefully chosen quotations and concrete case studies can support your analysis too. Explain what an example demonstrates and where its limits lie. For literature or music, close analysis of an appropriate passage may be more useful than a statistic. Practise saying relevant dates and numbers aloud in German.
Complete the correct research form
Use the paperwork for your board, as summarised above, rather than a generic online template. Keep a fuller bibliography and research log for yourself, even where the exam form requires a more limited selection. Check that every source listed is one you have actually used and can discuss.
Your form should communicate the scope of your research accurately. It cannot guarantee a predictable sequence of questions. Ask your school about its internal deadline well in advance so that administrative preparation does not interrupt your final revision.
Invest time in research. It not only prepares you for the presentation, but it’s the foundation that will give you confidence and material during the Q&A. The more informed you are, the more you’ll truly have something to say (beyond memorised lines) – which is exactly what the examiners want to see.
A practical research log
Record | What to write |
Source | Author or organisation, title, date and URL or publication details |
Main claim | The argument in your own words |
Evidence | Relevant examples, data or passages, with page numbers or timestamps |
Evaluation | Expertise, perspective, limitations and agreement or disagreement with other sources |
Relevance | How the material helps answer your research question |
German vocabulary | Useful terms, genders, plurals and expressions in context |
After each reading session, close the source and explain its main point aloud in German. Then check your explanation against the original. This reveals whether you have understood the argument or only recognised its vocabulary.
Preparing the two-minute presentation
Your presentation should communicate the most important outcomes of your research within the time available. There is no universal word count: speaking speed, pronunciation and pauses vary. Time yourself at a natural pace and edit the content to fit comfortably. Do not treat 280–300 words as an official target. The presentation opens the discussion; it cannot contain every detail you have found. Select material that makes your focus and understanding clear. Use the board comparison above to check the required emphasis, especially Pearson’s source-based presentation.
Here are some guidelines for structuring and writing a high-scoring IRP presentation:
Follow a clear structure
Begin with the focus of your project, move through the selected findings or source arguments, and finish with a concise judgment. A brief explanation of your interest can help orient the listener, but avoid spending a large portion of the presentation on personal motivation.
For a findings-led overview, organise the material around a small number of connected points. For a source-led presentation, identify the sources clearly, explain their arguments and show your response. Avoid treating a source’s title as a substitute for explaining what its author actually argues.
Link ideas with expressions such as “Zunächst …”, “Darüber hinaus …” and “Abschließend lässt sich sagen, dass …”. Your conclusion should follow from the evidence you have presented, rather than introducing a new topic.
Include carefully selected evidence
Give your main points enough substance to show what you have learned. For a project about reunification, you might use a verified economic indicator, a documented policy change or a clearly attributed account of lived experience. Explain why that material matters to your question.
A short reference such as “Laut der Untersuchung von …” can make the basis of a claim clear. Identify the source accurately, and avoid vague references to “a study” that you cannot name. Select examples for their explanatory value; too many figures or names can make a short presentation difficult to follow.
Keep the presentation focused
Each point should contribute to your research question. Set aside background information that adds little to the argument, and reserve supporting detail for the discussion. Mentioning an interesting finding is useful when you can explain and defend it; do not include an impressive phrase merely to direct the examiner towards a memorised answer. Prepare to explore connections and implications beyond your opening remarks.
What to avoid
Avoid irrelevant background or definitions that aren’t needed. The examiner and listeners are generally educated on basic concepts; for example, if you’re presenting on Angela Merkel’s refugee policy, you don’t need to start by explaining what the EU is. Jump into the specifics of your topic quickly. Also, avoid overly generalised statements or clichés – saying "Deutschland ist ein Land mit reicher Geschichte und Kultur…" is too broad and doesn’t actually say anything about your specific project. Every sentence should add value. Another thing to avoid is sounding like you memorised a pre-written essay full of complex phrases that you wouldn’t normally use. Familiarity with your presentation can help delivery, but you should understand every sentence and use your own words. Examiners can tell if a student is regurgitating sentences from an academic article that they perhaps don’t fully grasp. It’s better to use clear, concise German that you can deliver confidently, rather than convoluted prose. And finally, do not go over the time limit – if you exceed 2 minutes, the examiner will cut you off (often exactly at 2:00 or a few seconds over). This could mean you don’t get to say your conclusion or important final point. Use your own timed delivery to judge the appropriate length, leaving a small margin for natural pauses.
Deliver it as a clear spoken explanation
Speak with interest and vary your intonation, but keep the focus on the research. Imagine explaining the central issue to an interested listener who has not read your sources. Clear German, a logical sequence and a supported conclusion are more useful than theatrical delivery or unnecessary jargon. You should understand every term you use and be able to express the same idea more simply if asked.
Use signposting and transitions
Guide the listener through your talk. Use phrases like “Zunächst möchte ich über X sprechen…”, “Dann komme ich zu Y,” and “Abschließend lässt sich feststellen…” These transitions not only improve the structure, but they also give you tiny pauses to catch your breath and help the examiner follow along. Well-placed linking words and varied sentence structures can make your ideas easier to follow (for example, use a passive construction or a subjunctive phrase if you can do so naturally).
Revise and refine the language
Once you have a draft of your presentation, refine the German. Check for any grammar mistakes or awkward phrasing. Aim to incorporate some advanced structures or idiomatic expressions to demonstrate your language skills, but only if you’re comfortable using them correctly. Quality matters more than quantity; a well-phrased sentence with a correctly used subjunctive (e.g. “Man könnte argumentieren, dass…”) can impress. Make sure verb conjugations, adjective endings, and word order (especially with subordinating conjunctions) are all correct – accurate language matters across your speaking performance; the separate presentation and discussion grids vary by board. Review your own wording independently. Use what you have learned in general language lessons to check recurring errors, and follow the support restrictions set out earlier in this guide.
Practise delivery as well as content
Writing the speech is one thing – delivering it is another. Practise reading it aloud many times until you are comfortable and can almost do it from memory (check the permitted materials in the board comparison above; do not assume that a separate cue card is allowed). Work on your pronunciation, intonation, and speed. Two minutes is short – you don’t want to speak so fast that it’s hard to follow, but you also can’t afford long pauses. Practising will help you find the right pace. Ensure you can pronounce all the German names or terms in your presentation confidently (mispronouncing key words might confuse the examiner or detract from the impression). If you struggle with any sentence while practising – maybe it’s a tongue-twister or you consistently stumble – consider rephrasing it in simpler words. On exam day, you want to sound smooth and self-assured.
Presentation checklist
Include:
A concise introduction stating your focus; mention personal interest only if it adds value
The selected findings or source arguments required for your board, in a logical order
Specific examples, facts, or statistics from your research to support each point
A short concluding sentence or insight tying it all together
Signpost language to organise your talk (erstens, zweitens, abschließend, etc.)
Passion and interest in your voice – show you find the topic worthwhile!
Avoid:
Irrelevant background info or overly broad statements that don’t directly relate to your topic. (Get to the point quickly.)
Cramming in every detail you found – prioritise quality over quantity.
Overuse of memorised “set phrases” or complex quotes that you wouldn’t normally say. (It should sound like you, not like a Wikipedia article.)
Unsubstantiated opinions or sweeping claims without evidence. (If you make a claim, have a fact or example to back it up, or phrase it clearly as your opinion.)
Exceeding two minutes. (Practice to ensure you finish on time, comfortably.)
If you craft your presentation following these guidelines, you’ll set yourself up for a strong performance. You will have clearly communicated the essence of your project and hopefully intrigued the examiner about some of your points, which means they’ll have plenty of material to ask you in the next phase.
Discussion questions and speaking preparation
After the presentation, the examiner explores your research through conversation. Check your board’s timing in the table above. Prepare to explain evidence, defend judgments, acknowledge limitations and respond to a question you have not anticipated. The discussion should develop your research rather than repeat the opening presentation.
Your topic and submitted material provide a starting point, but neither guarantees a fixed question list. The following generic question types are tools for independent preparation, not predictions of the questions you will receive.
Here’s how to get ready for the IRP discussion and ace the Q&A with confidence:
Put yourself in the examiner’s shoes: A simple but effective exercise is to imagine you are the examiner listening to your 2-minute presentation – what questions would naturally come to mind? Examiners are trained to ask questions that elaborate on points you mentioned, clarify things, or challenge you to analyse further. Common question types include:
Detail or explanation questions. “Können Sie mehr darüber erzählen, warum/ wie …?” – They might pick up on a statement you made and ask you to explain further. For example, if you said a statistic or mentioned an event, they could ask “Warum ist das so wichtig?” (Why is that so important?) or “Wie kam es dazu?” (How did that come about?). Make sure you can explain the causes and significance of the facts in your presentation.
Opinion and evaluation questions. “Was denken Sie über …?” or “Wie beurteilen Sie …?” – They will often seek your personal analysis or opinion on the issue. For instance, “Was ist Ihre Meinung dazu, wie erfolgreich die Wiedervereinigung gewesen ist?” Don’t be afraid to give your view – just support it with reasoning (ideally referencing your research). They might also ask if you agree with something or what you would suggest in a situation, to gauge your ability to think critically in German.
Comparative or generalisation questions. “Ist das überall so, oder gibt es Unterschiede?” – Examiners might probe to see if you can compare different aspects or avoid over-generalising. For example, “Sie haben über die Ost-West Kluft gesprochen – gilt das für ganz Deutschland oder nur bestimmte Regionen?” Be prepared to clarify scope and mention exceptions.
“What if” or hypothetical questions. sometimes to push you a bit: “Was wären die Folgen, wenn …?” (What would be the consequences if…?) – e.g. “Was wäre passiert, wenn es nicht zur deutschen Wiedervereinigung gekommen wäre?” These test your ability to speculate using the conditional tense (a chance to shine with the subjunctive II in German).
Follow-up on sources. Occasionally, especially if you mention a source or quote, the examiner might ask, “Woher wissen Sie das?” (How do you know that?) or “Wo haben Sie das gefunden?” – a gentle check that you researched properly. It helps to be able to reference, in German, something like "Ich habe einen Artikel in der Frankfurter Allgemeinen Zeitung gelesen, in dem stand, dass…".There is no fixed question count. The number and depth of follow-up questions depend on the conversation.
Prepare flexible answers (not scripts)
Based on the above, you should write out or outline answers to likely questions as part of your prep. A great technique is to literally jot down 8–10 potential questions (in German) that the examiner could ask, touching each of your subtopics. For each question, prepare a bullet-point answer or a short paragraph in German with the information you’d include in your response. This is effectively extra research notes formed as answers. Make sure these answers draw on your research – include an example or stat if relevant, or mention something you didn’t have time to say in your presentation. However, and this is crucial, do NOT memorise these answers word-for-word as rigid scripts. The goal is to have ideas and vocabulary at the ready, but you want to deliver your answers spontaneously in the exam. Examiners reward spontaneity and natural interaction; if you recite a rehearsed mini-essay in response to each question, it will sound unnatural and may cost you marks for communication and spontaneity. Instead, practise answering the questions in different ways each time you rehearse. Know the key points you’d mention, but be comfortable phrasing them in various ways. This will make you far more adaptable if the examiner’s question isn’t exactly how you predicted.
Practise active listening and turn-taking
During the actual exam discussion, listen carefully to the examiner’s question so you answer what is asked. If you’re unsure whether you understood, you can politely ask for clarification or for them to repeat (e.g. “Könnten Sie die Frage noch einmal anders formulieren?”). It’s better to clarify than to go off on a tangent. When answering, try to speak in full, coherent sentences – not just one-word answers – to show your speaking ability. At the same time, avoid monologuing for too long in one go. Think of it as a conversation: it’s fine to speak for a little while in response (maybe a few sentences, even a short paragraph), but then let the examiner interject or ask a follow-up. They might have a list of questions to get through, and if you go on and on, they might cut in. Practice a rhythm of giving a substantial answer, then pausing to see if the examiner has more questions.
Use strategies to handle the unexpected
No matter how well you prepare, there might be a question that surprises you. Don’t panic. A couple of strategies can help:
Stall for time with a phrase
If you need a moment to gather your thoughts, use a stalling expression in German. For example, “Das ist eine interessante Frage…”, “Darüber muss ich kurz nachdenken…”, or “Also, wie soll ich das erklären…?” These are natural phrases that buy you a few seconds and show you’re engaging with the question. Just avoid overusing them for every single question.
Acknowledge the limits of your knowledge
If you do not know an exact figure or have not investigated a particular point, say so. You can then explain what relevant evidence you do have, provided it genuinely addresses the question. For example: “Dazu habe ich keine gesicherten Zahlen. Meine Quellen zeigen jedoch, dass …”. Avoid inventing facts, presenting guesses as findings or changing the subject to deliver an unrelated prepared answer.
Stay calm and polite
If a question is challenging or you feel yourself getting flustered, take a breath. It’s perfectly fine to request clarification in German if you didn’t catch a word (e.g. “Entschuldigung, könnten Sie das Wort X erklären?”). Also, maintain a polite register (use Sie to address the examiner, say “bitte” and “danke” if appropriate). This creates a good impression as a confident communicator.
Emphasise analysis and opinion
Analysis means explaining and evaluating the significance of your evidence, rather than merely recounting facts or using sophisticated connecting phrases. So in your answers, especially to “why” or “what do you think” questions, make sure you express some analysis or insight. Use phrases that indicate cause/effect or weighing of ideas: “Der Grund dafür ist, dass …”, “Das führt dazu, dass …”, “Meiner Meinung nach ist das entscheidend, weil …”, “Ein Vorteil davon ist…, ein Nachteil wäre jedoch…”. Even though it’s a conversation, including such phrases will demonstrate a higher level of discourse. It’s great to have a couple of these connective phrases in your toolkit.
Practise independently and build general conversation skills
Record yourself answering questions you have generated from your research. Listen back: did you answer the question, explain your reasoning and give relevant evidence? Try again with different wording rather than learning the first version by heart.
In lessons, practise the underlying skills through separate material: summarising an unfamiliar article, explaining a viewpoint, comparing evidence and responding to follow-up questions. Keep work on the assessed project within the support rules described earlier. Short, regular speaking sessions are usually easier to sustain than leaving all oral preparation until the end.
Learn vocabulary and organise ideas without scripting every answer
Learn the vocabulary you need, while keeping your answers flexible. Ensure you have at your command the key German terms related to your topic, as well as some high-level vocabulary or phrases that might impress. For example, if your topic is the Bauhaus movement, you should comfortably know words like “Gestaltung” (design), “Architektur”, “Kunstbewegung”, etc., as well as important names and titles in German. Memorise any tricky dates, names or figures that you plan to cite. Also, memorise your opening lines of the presentation and perhaps your concluding line, since those are the ones you want to deliver perfectly. For the Q&A, memorise perhaps the structure of a few answers – like the logical flow of points – but not a verbatim script. This way, you’re prepared but still flexible.
Use your German flexibly
During the discussion, it’s not just about what you know – it’s also about how you communicate. So seize opportunities to demonstrate advanced speaking skills. Use varied sentence structures (use a relative clause or a passive where appropriate). If you can use subjunctive or conditional when hypothesizing (e.g. “Hätte die DDR die Wende nicht erlebt, dann …”), that’s fantastic. Use connectors to make your speech cohesive (“Allerdings”, “Trotzdem”, “Zum Beispiel”). Also, respond naturally to the examiner: it’s okay to show a bit of reaction like “Das stimmt” (that’s true) or “Interessant, darüber habe ich noch nicht nachgedacht” in response to a question, as long as you then attempt an answer. It will feel more like a real conversation. And of course, aim for good pronunciation and clarity. If you’ve practised, this should be fine – speak clearly, not too fast, and enunciate German sounds (like those Umlaute ä, ö, ü) as well as you can. Small slips are okay; just correct yourself briefly if you make an obvious mistake (self-correction shows presence of mind).
Be mindful of timing and interaction
Give a developed answer, then allow room for the examiner to respond. You do not need to force every prepared fact into the discussion. A follow-up question may be an opportunity to deepen an argument, clarify a distinction or consider an alternative interpretation. Let the examiner manage the formal timing and avoid assuming that every research heading will receive a separate question.
Finally, remember that the Q&A is where you can truly shine as a fluent speaker. It’s normal to be a bit nervous, but try to embrace it as a conversation about something you’re now an expert in. You want to show off what you learned. When well prepared, many students actually enjoy this part the most – it’s a chance to engage in an intelligent discussion in German, almost like you would in university. Examiners often appreciate when students lead the conversation a bit with interesting points (it makes their job more enjoyable too!). So be confident: you’ve researched your topic inside-out, you’ve thought about the questions, and you’re ready to have a chat about it.
Build speaking confidence throughout the year. Our weekly A-level German classes and private tuition develop the fluency, grammatical control and analytical habits that make independent research easier to discuss. Regular practice on wider course material helps you become a more flexible speaker; you then apply those skills to your own project.
Final preparation and common mistakes
Use these reminders to check both your research and your readiness to discuss it. A polished opening is useful, but it should be supported by understanding that extends well beyond two minutes.
Final tips for success
Keep your research question central. Use your working plan to organise what you know, but prepare to explain connections between the different strands. Being able to say why a piece of evidence matters is more valuable than relying on a predictable order of questions.
Build your argument on evidence. Support a judgment with a source, example or passage, and explain the connection. A useful answer pattern is: claim → evidence → interpretation → qualification. For example: “Diese Entwicklung spricht dafür, dass … Allerdings muss man berücksichtigen, dass …”. Insert findings you have actually verified; a striking statistic without a reliable source weakens the argument.
Demonstrate spontaneity and fluency. Engage with the examiner’s questions naturally. Use interactive phrases (like acknowledging a point or subtly correcting a misunderstanding). The speaking mark schemes typically reward spontaneity – the ability to speak unrehearsed and maintain a flow. So, even though you have prepared, aim to sound as if you’re formulating thoughts in real time (to a degree). A fluent conversation with good back-and-forth is the ideal outcome.
Practise the format independently. Use a timer and the materials permitted by your board. Check that you can deliver the opening clearly, then explain and evaluate your findings without reading a script. Listen to your recordings for rushed speech, unsupported claims and answers that do not address the question. Follow the support rules above when involving anyone else in your preparation.
Mind the details. Small things can make a difference. For example, make sure you know the correct pronunciation of key German names/words in your topic (if you mispronounce “Bauhaus” or “Chemnitz” consistently, it can be jarring). Also, double-check any numbers or facts you plan to mention – accuracy matters. If you say “in den 80er Jahren” but it was actually 1991, that could lead to confusion. Having a few dates or figures slightly off isn’t the end of the world, but try to be precise where you can.
Take care of yourself before the exam. Get a good night’s sleep, eat a little something for energy, and do some light warm-up speaking in the morning (even just talking to yourself or doing tongue twisters in German) to get your brain in gear. Anxiety can affect fluency, so employ some relaxation techniques if you feel very nervous (deep breathing, positive visualisation of success, etc.). Remember that the examiners are not there to trip you up; they want you to do well. Do not interpret an examiner’s neutral expression as a judgment of your performance. Concentrate on listening carefully and communicating what you know.
Highlight your passion and knowledge. Let your interest in the topic shine through. If you sound engaged and enthusiastic (even just through tone of voice or choice of words), it makes a great impression. You are essentially the “expert” on your chosen project in that exam room – after all, you’ve spent considerable time researching it. Embrace that role. You do not need to know more than the examiner. You need to show that you understand your own research and can discuss it thoughtfully.
Have a clear closure. If the examiner indicates the exam is ending, end on a polite and positive note. You might not have control over this, but if given the chance, a final statement like "Vielen Dank, dass ich mein Thema vorstellen durfte" or simply a smile and “Danke schön” at the end of the speaking test leaves a good final impression. It shows you handled the exam with poise and courtesy.
Common pitfalls to avoid
Procrastinating on the IRP. Because the IRP is an independent project, some students delay getting started. This is dangerous – a rushed IRP leads to superficial research and panicked memorisation. Avoid the trap of last-minute preparation. Start early, pick your topic in advance, and work on it steadily (e.g. dedicate an hour or two each week to IRP research throughout the term). Spreading out the work will make it more manageable and actually more enjoyable.
Choosing a topic you’re not truly interested in. Sometimes students pick something because it “sounds impressive” rather than something they love. This often backfires – you might find it tedious to research, or struggle to speak about it with enthusiasm. Don’t choose a topic just because you think it’s what examiners want to hear. They don’t have preconceptions of a “right” topic. It’s much better to pick, say, a niche music genre you genuinely enjoy than a high-brow historical topic you actually find boring. Interest shows in your voice and depth of research.
Being too generic or broad. A pitfall is not narrowing your focus enough. If your presentation is very generic, the examiner’s questions might go in unpredictable directions. For example, if you say "Ich habe über die deutsche Geschichte recherchiert…" without specifying, it will be difficult to establish a useful focus for discussion. Instead, make sure your project has a sharp focus (e.g. "die Wirtschaftswunder-Jahre in Westdeutschland 1950-60") so you can investigate a manageable body of evidence in depth. Vague projects tend to score lower because they lack depth.
Over-reliance on memorisation. We’ve emphasised this, but it’s worth repeating: do not script every answer and memorise it word-for-word. One, it’s obvious to the examiner when an answer is pre-learned (the intonation and pacing often give it away). Two, if you forget a line or the question is phrased differently, your memory can freeze, leading to awkward pauses. And three, you risk not actually listening to the question because you’re too busy recalling your script. Instead, memorise bullet points and terminology, and practise improvising around those points. This way, you’ll sound more spontaneous and fluent, which is exactly what the examiners want.
Insufficient German practice. Some students do a lot of reading and writing for the IRP, but not enough speaking in German about it. Then they freeze up in the oral exam despite knowing their stuff. To avoid this, speak regularly as part of your prep. Even if it’s talking to yourself, articulating thoughts in German helps transfer passive knowledge into active ability. It’s a pitfall to assume “I’ll be fine on the day because I wrote a great script” – you need to speak it out loud many times beforehand.
Seeking the wrong kind of help. General guidance can be valuable, especially when choosing a feasible area of research, learning how to evaluate sources or strengthening your German. Keep responsibility for the assessed work yourself. Do not ask someone to rewrite your presentation, supply your conclusions or prepare answers for you. The board rules earlier in this guide explain the distinction between useful teaching and prohibited project-specific intervention.
Information overload. Another common issue is trying to include too much information. Remember, quality over quantity. If you overstuff your presentation, you’ll speak too fast or run out of time. If you over-research without focusing, you might confuse yourself or stray off topic. Be selective with what you include in the exam itself – stick to key points that support your analysis. All that extra research you did is great for making you an expert (and to draw on in Q&A if needed), but you don’t have to say it all. Avoid the pitfall of turning your presentation into a data dump.
Weak pronunciation or intonation due to nerves. It’s natural to be nervous, but be mindful that if you whisper or rush, it can be hard for the examiner to catch what you’re saying, and they can only mark what they hear clearly. One pitfall is forgetting to articulate because you’re anxious. Combat this by practising with a focus on pronunciation and maybe doing some breathing exercises before the exam for calmness. Speak up, speak clearly, and if you make a mistake, just correct it and continue – don’t dwell on it.
Not managing the conversation flow. Some students either clam up (short answers that force the examiner to do all the work) or go on monologues (not letting the examiner get a word in). Either extreme can hurt your interaction score. Aim for a balanced conversation. If you realise you answered a question too briefly, and the examiner is looking at you expectantly, try to add more detail to avoid awkward silence. Conversely, if you find yourself talking for over a minute straight in the discussion, it might be time to pause and let them ask a follow-up. Being aware of the flow will make it feel more natural.
Good preparation combines a manageable question, careful research, independent judgment and regular speaking. Use the checklist below to identify what still needs attention, then give yourself enough time to address it.
Final IRP checklist
I can explain my research question and why it matters.
My project has a clear German-speaking context and an approved, distinct focus.
I understand the sources I have used and can compare their perspectives.
My key facts, dates and quotations are accurate and traceable.
My presentation fits the time limit and the requirements of my board.
I can discuss evidence, implications and limitations beyond my opening remarks.
I have completed the correct paperwork and checked permitted exam materials.
My wording, research and conclusions remain my own.
The IRP is also an opportunity to use German for something personally meaningful. Take satisfaction in the knowledge you have developed and the ability to explain it in another language.
Viel Erfolg bei deinem IRP!
A-level German classes, private tuition and revision courses
Preparing well for the IRP is easier when you have a strong foundation across A-level German. You need the vocabulary to explain complex ideas, the grammar to express them accurately, and the confidence to respond when a conversation takes an unexpected direction.
At Olesen Tuition, Jens Olesen and our experienced native German tutors support Year 12 and Year 13 students through three complementary options.
Weekly A-level German classes
Our small-group classes provide regular practice throughout the academic year. Students develop speaking, grammar, translation, essay writing and analysis alongside other motivated learners. Consistent exposure helps turn vocabulary and structures into language you can use confidently in discussion.
Private A-level German tuition
One-to-one lessons focus on the skills you most need to improve, whether that is grammatical accuracy, spontaneous speaking, reading demanding German sources or constructing a convincing argument. General guidance on research methods and project suitability helps you approach independent work with a clearer sense of direction. Support for assessed work follows your board’s rules.
Intensive A-level German revision courses
Our revision courses offer focused preparation at key points in the academic year. They help students consolidate language skills and exam technique, with course options covering wider A-level preparation and specialist literature and film study. Check the current programme to choose the course that matches your year group and priorities.
Start early and build steadily. Regular support gives you time to address gaps, strengthen your German and apply what you learn independently. Weekly classes, private tuition and revision courses can work together, with each serving a different purpose.
If you are unsure which option is right for you, contact Olesen Tuition with your exam board, year group and the areas you would like to improve.
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