Ultimate Guide to Achieving an A* in A-Level German

Achieving an A* in A-level German is an ambitious goal – but with the right strategy, resources, and mindset, it’s absolutely within reach. This comprehensive guide, written by an Oxford-educated A-level German tutor with over 25 years of experience, is designed for Year 12 and Year 13 students (and those retaking) who are aiming for top grades. We’ll break down the AQA and Edexcel exam structures in detail, map out a year-round revision plan, and dive deep into each skill area: listening, speaking (including the IRP), reading, translation, and essay writing. Along the way, we’ll highlight crucial German A-level grammar topics and high-frequency vocabulary and provide sample questions with model answers.

Whether you’re studying with AQA or Edexcel, working on your own or with an A-level German tutor, this guide will support and motivate you to study smarter. By the end, you’ll have a clear roadmap for how to get an A in A-level German* – and links to further resources (including downloadable checklists, blog posts, and courses) to help you execute your plan. Viel Erfolg! (Good luck!)

Top 5 tips on how to get an A* in A-level German

A-Level German Tuition and Courses

Understanding the A-Level German Exam (AQA vs Edexcel)

Before diving into revision techniques, it’s essential to understand what you’re up against in the exam. Both AQA and Edexcel A-level German assess similar skills and content (as defined by the A-level curriculum), but there are differences in paper structure and format. Let’s break down each exam board’s structure, including paper timings, content, and assessment objectives, so you know exactly what to expect on exam day.

AQA A-Level German: Exam Structure and Assessment

AQA’s A-level German (specification 7662) consists of three papers taken at the end of Year 13. Here’s an overview of each component:

• Paper 1: Listening, Reading & Writing – 2 hours 30 minutes, 100 marks (50% of A-level). This hefty paper tests multiple skills:

  • Listening: You’ll respond to spoken passages in German, drawn from various contexts and registers. Questions target the main points, details, and inferences. All listening questions are asked and answered in German (often with non-verbal or short answers).

  • Reading: You’ll read a range of authentic texts (adapted if necessary) and answer questions in German, targeting comprehension and detail.

  • Translation into English: A passage (~100 words) from German to English.

  • Translation into German: A passage (~100 words) from English to German.

  Assessment focus: Paper 1 primarily assesses your understanding of spoken and written German (AOs 1 and 2) and your ability to translate accurately (AO3). Grammar knowledge is tested implicitly through comprehension and translation tasks, and topics span all themes (social issues, culture, multiculturalism, politics in German-speaking society).

• Paper 2: Writing (Essays on Texts/Films) – 2 hours, 80 marks (20% of A-level). This is the essay paper:

  • You’ll write two essays in German – either one on a literary text and one on a film, or two essays on two literary texts (from the set works list). Each essay is about 300 words (recommended) and is worth 40 marks.

  • No texts, films, or dictionaries are allowed in the examination room.

  Assessment focus: This paper assesses your written expression, critical analysis and cultural insight. It targets AO3 (using language accurately in writing) and AO4 (critical and analytical response to cultural works). Essentially, it tests how well you can present a structured argument in German about literature or film, using evidence and good German to support your points.

• Paper 3: Speaking – 21–23 minutes (including 5 min preparation), 60 marks (30% of A-level). The speaking exam has two parts:

  1. Discussion of a Stimulus Card (5–6 min): You’ll get 5 minutes to prepare a provided card on one of the A-level themes (e.g. “Aspects of German-speaking society”, “Artistic culture”, etc.). Then you have a discussion in German about the sub-theme on the card, answering the examiner’s questions and giving opinions.

  2. Presentation & Discussion of IRP (11–12 min): You present your Individual Research Project (a 2-minute presentation) and then discuss it with the examiner for ~9–10 minutes. The IRP is a topic you choose and research in advance (something related to German culture or society that interests you) – you’ll explain your findings and respond to questions.

  Assessment focus: The speaking test covers all four AOs:

  • AO1: Speaking in response to spoken language (interaction with the examiner) – showing fluency and comprehension.

  • AO2: Responding in speech to written language (the stimulus card text).

  • AO3: Using accurate and varied language while speaking.

  • AO4: Demonstrating cultural knowledge and analysis (especially in the IRP discussion).

  In AQA, the speaking exam format means ~5 min discussion on the card + ~2 min presentation + ~9-10 min discussion on IRP. You’ll be graded on fluency, pronunciation, range of vocabulary/grammar, interaction, and depth of ideas.

Assessment Objectives (AOs) for AQA: Both AQA and Edexcel use the same AOs, set by Ofqual, with weighting distributed across the papers:

• AO1: Understand and respond to spoken language (in speech and writing).

• AO2: Understand and respond to written language (in speech and writing).

• AO3: Manipulate the language accurately (grammar, vocab, syntax) in speech and writing.

• AO4: Show knowledge and understanding of culture and society, and analyse in speech/writing.

For AQA, these translate roughly to: Paper 1 heavily tests AO1/AO2 (listening/reading comp) plus some AO3 (translation accuracy); Paper 2 tests AO3 and AO4 (essay language quality and cultural content); Paper 3 tests AO1, AO2, AO3, AO4 together (speaking skills and cultural knowledge). Knowing this can help you focus your revision: e.g. listening/reading practice boosts AO1/AO2, while grammar drills and essay practice boost AO3/AO4 respectively.

Summary of AQA Papers:

Paper	Description	Timing & Marks	Weight
Paper 1	Listening, Reading & Writing (incl. translations)	2h30 – 100 marks	50%
Paper 2	Writing (2 essays on literature/film)	2h – 80 marks total	20%
Paper 3	Speaking (Stimulus Card + IRP)	21-23 min – 60 marks	30%

AQA’s exam is all taken at the end of Year 13 (linear course). No dictionaries are allowed in any exam

Edexcel A-Level German: Exam Structure and Assessment

Pearson Edexcel’s A-level German (specification 9GN0) also has three components, but is structured a bit differently from AQA. Here’s the breakdown:

• Paper 1: Listening, Reading & Translation (into English) – 2 hours, ~80 marks (40% of A-level). This paper covers:

  • Listening: Comprehension questions based on recordings of German speakers (with a variety of accents and contexts). You will answer in writing (likely in English or non-verbally, depending on question type).

  • Reading: Comprehension questions on several German texts of different genres.

  • Translation into English: An unseen German passage (~100 words) to translate into English.

  Edexcel allows answers in English for comprehension questions in many cases, whereas AQA’s questions are in German. Always check instructions: Edexcel’s format often has some questions where you respond in German and some in English. The key is demonstrating understanding. No dictionary allowed.

• Paper 2: Written Response to Works & Translation (into German) – 2 hours 40 minutes, 120 marks (30% of A-level).

  • Translation into German: An unseen English passage to translate into German (around 100 words, ~20 marks).

  • Two Essays: You write in German about two works you’ve studied – either one literary text + one film, or two literary texts (from Edexcel’s prescribed list). Each essay is typically 40 marks (so 80 marks for essays + 40 for translation makes 120 total).

  You’ll be expected to write more for Edexcel (the exam time is longer than AQA’s, and the word count guidance is around 300-400 words per essay). Again, no books/films or dictionary in the exam. This paper assesses the quality of language (AO3) and critical analysis of works (AO4), similar to AQA’s Paper 2.

• Paper 3: Speaking – 21–23 minutes (plus prior prep time), ~72 marks (30% of A-level). The speaking test consists of two tasks:

  1. Discussion of a Theme (Stimulus Card): You’ll pick a card from Edexcel’s theme options (e.g. “Soziale Entwicklung in Deutschland” etc.) and have 5 minutes to prepare. Then you discuss the prompts on the card with the examiner for about 6-7 minutes. This tests speaking about an unseen topic prompt and general conversation on that sub-theme.

  2. Presentation & Discussion of Independent Research Project: Like AQA, Edexcel requires an independent research project (IRP). You give a brief presentation (2 minutes) summarising your research (including references to at least two sources you used). Then, a discussion follows (~9-10 minutes) in which the examiner will probe deeper into your research findings, asking questions.

  Note: Edexcel’s IRP can be on any topic related to the culture or society of German-speaking countries, not one of the set books/films (it must be distinct from Paper 2 works). So students often choose a historical event, a social issue, a famous German person’s impact, etc. for their project.

During Edexcel speaking, you are assessed on similar criteria as AQA: spontaneity and interaction (AO1), responding to written stimulus in speech (AO2), accuracy and range of language (AO3), and cultural knowledge/analysis in IRP (AO4).

Key Differences (AQA vs Edexcel):

• Translations: Both boards have German→English, but AQA also has English→German in Paper 1, whereas Edexcel places English→German in Paper 2. This means Edexcel’s writing paper is longer and includes a translation task.

• Essay Content: The choice of literary works/films differs by board, though there is some overlap (common texts like “Der Vorleser” or films like “Goodbye Lenin” often appear on both lists). Edexcel requires two essays as well (no “one film + one text” option – they expect two works too, same as AQA).

• Speaking Exam Format: Very similar in structure (card + IRP) for both. AQA’s exam is examiner-conducted and recorded, Edexcel’s is conducted by your teacher (as an examiner) but is still externally marked. Timing overall is ~15 min of speaking plus preparation in both cases (Edexcel’s total time includes the IRP presentation/discussion, making it up to 23 minutes, which aligns with AQA’s).

• Assessment Objectives: As mentioned, AOs are the same across boards. Edexcel’s weighting is effectively the same: Paper 1 emphasises AO1/AO2, Paper 2 emphasises AO3/AO4, Paper 3 covers all (with interaction and cultural knowledge being key).

Understanding these exam structures is the first step to effective revision – you can now tailor your study to what each paper demands. Next, we’ll outline a strategic revision plan spanning the whole A-level course.

Year-Round Revision Strategy for A-Level German

One of the secrets to securing an A* is consistent, structured revision throughout the year. Cramming in April or May is not enough for a subject as comprehensive as German, which requires language skills built over time (speaking, listening, vocabulary, grammar) as well as content knowledge (topics, literature, film). Below is a year-round revision strategy, broken down by timeline and including weekly routines. This plan assumes a two-year A-level program (Year 12 and Year 13), but can be adapted for one-year intensive courses or retakes.

Year 12 (AS Year) – Building the Foundation

Autumn Term (Sep-Dec): Transitioning from GCSE to A-level German is a big leap – the content is broader and the expected proficiency is higher. In the first term:

• Set up a Study Schedule Early: Carve out regular slots each week for German. For example, dedicate 30 minutes daily to vocabulary (e.g., using flashcards or apps), 1 hour a week to grammar practice, and 1 hour for reading/listening, etc. Consistency is key.

• Solidify Grammar Basics: Revisit core grammar from GCSE (verb tenses, cases, basic word order). Ensure you fully grasp these, as A-level will build on them. Use a grammar workbook or online exercises to identify any weak areas.

• Start Topic Folders: Organise notes for each theme (e.g. Family, Digital World, Art, Berlin history, etc., depending on spec). Summarise key facts and vocabulary for each sub-topic you cover in class. This will make revision later much easier.

• Develop a Reading Habit: Begin reading short German texts regularly. News articles from sites like Deutsche Welle (in slow German or simplified news) or youth magazines are good starts. At this stage, focus on comprehension and vocab gathering – note down new words you encounter frequently.

• Listening Practice: Incorporate a bit of German listening into your week. You could listen to a German song and read lyrics, or watch a short YouTube video (Easy German channel is great for learners). Try listening actively – note key points or new phrases. Don’t worry if you don’t catch everything; the goal is to start attuning your ear to German beyond the classroom dialogues.

• Speak from Day One: If possible, find a speaking partner (a classmate or a tutor). Practice discussing the topics you learn in class in German. Early on, these might be very simple conversations, but it helps you get comfortable speaking spontaneously. Consider joining an online A-level German conversation group or scheduling occasional sessions with a German tutor for speaking practice.

• Use Class Assessments as Feedback: You might have small tests or an end-of-term exam. Treat these as diagnostics – where did you lose marks? Was it grammar accuracy (maybe need to review case endings) or vocabulary/understanding? Adjust your Christmas break revision to address those areas.

Spring Term (Jan-Mar): Now that the basics are set:

• Expand Your Vocabulary Thematically: Create vocab lists for each theme. Aim for learning high-frequency words relevant to the topics. (Our High-Frequency A-Level German Vocabulary post compiles ~500 essential words by theme – a great resource to systematically boost your vocabulary!). Use tools like Quizlet or Anki daily for retention.

• Tackle More Complex Grammar: Year 12 is a good time to master topics like subordinate clauses (German word order), complex tenses (e.g. pluperfect, future), and subjunctive. These often trip students up. Devote part of your weekly routine to one grammar point at a time. For instance, one week focuses on relative clauses, another on Konjunktiv II (important for expressing opinions politely or hypothetically, and often tested in translation tests). Write your own example sentences and get them checked.

• Practice Writing in German: Start with paragraph-level writing. For example, write 150 words about “Vorteile und Nachteile von sozialen Medien” (advantages and disadvantages of social media – a common topic). Focus on using new vocab and one or two complex sentences. Have a teacher or tutor give feedback, especially on grammar mistakes.

• Regular Listening/Reading Workouts: By now, try doing at least one past paper style listening or reading exercise every two weeks. Use available AQA or Edexcel German AS practice papers. After attempting the questions, carefully go through the mark schemes to see what they expected. This will train you in exam technique (e.g. answering in full sentences in German if required, or picking the correct detail out for comprehension).

• Prepare for Year 12 Mock / AS Exam: Many schools have end-of-year exams on AS content. Treat this seriously – it’s a trial run for A-level. Make a revision timetable for the weeks leading up to it:

  • Revisit each theme’s notes and vocab.

  • Do a timed practice essay for the text/film you’ve studied (if you covered one in Year 12).

  • Simulate a listening paper (with audio from a past paper under timed conditions).

  • Practice speaking: your teacher might do a mock speaking test with a card from Year 12 topics. Practice speaking for 2 minutes on a random topic (pick one from a hat) to build fluency.

• Identify Weak Spots Early: After the Year 12 exams or mocks, note where you struggled:

  • Listening gap? Start using more German podcasts or teacher-provided audio in summer.

  • Essay writing weak? Plan to read model essays and practice outlines (see our essay-writing section for guidance).

  • Grammar errors? Dedicate summer time to re-learning those points (don’t carry them into Year 13!).

Summer Term (Apr-July) & Summer Holidays:

• If your school finishes AS content by spring, use later weeks to begin Year 13 topics or to deepen cultural knowledge (e.g. watching a German film together). If not, you might still be covering curriculum, but start consolidation as early as possible.

• IRP Topic Exploration: By the end of Year 12, start brainstorming your Individual Research Project topic (if you’re AQA, you’ll formally decide it in Year 13; Edexcel might want an idea, too). Over the summer, research lightly: find a couple of articles or a documentary on a topic of interest. Not only does this give you a head start, it’s also more enjoyable to explore when not in crunch time.

• Maintain Light Practice in Summer: Don’t drop German entirely for 6 weeks. You’ll lose momentum. Instead:

  • Take a self-study project: e.g. read a short German book (or dual-language book) over the summer, or watch a German TV series with subtitles (even better, something related to your course themes).

  • Continue using vocab apps a few minutes each day.

  • Review Year 12 grammar and make sure you have notes/examples for each major point.

  • Perhaps attend a summer A-level German revision course if available – a short intensive can reinforce Year 12 material and keep you fresh (Olesen Tuition offers summer revision classes specifically designed for Year 12s aiming for top grades).

By the end of Year 12, you should have a solid base: a good chunk of vocabulary in your active repertoire, comfort with the fundamental grammar, and familiarity with the exam format from your practice. Year 13 will then be about refining these skills, covering remaining topics, and exam strategy.

Year 13 (A2 Year) – Refining Skills and Exam Mastery

Autumn Term (Sep-Dec) of Year 13:

• Plan Your Year: Create a revision calendar from September to exam time. Include key milestones: internal mocks, coursework deadlines (if any), and allotted time for each skill. Having a long-term plan reduces last-minute panic.

• Complete the Syllabus: Ensure by December you have covered all required themes for your exam board, and studied your chosen literary text(s) and film(s) thoroughly. As you finish each topic:

  • Update your notes and ensure you have examples/facts for discussion or essays (especially for cultural topics or historical ones).

  • Start drafting potential essay plans for each literature/film. For example, list key themes, characters, or stylistic features you might be asked about. Jot down bullet-point ideas and maybe key quotes (for literature).

• Intensify Grammar & Translation Practice: At this stage, aim for mastery of complex grammar. Do targeted drills on tricky areas. For instance:

  • Translate sentences that force you to use passive voice, reflexive verbs, or subjunctive II, since those often appear in exam translation.

  • Take sentences from past English→German translations and practice translating them without looking, then check against mark schemes or model answers.

  • Use our “10 Crucial Grammar Topics for A-Level German” list as a checklist – by now you should be comfortable with all of them (tenses, word order, cases, subjunctive, passive, modal verbs, etc.). If not, prioritise the ones you feel unsure about.

• Regular Exam Practice: Make past papers your friend. By Year 13, you should be doing pieces of past exams every week:

  • One week, do a listening from a past paper; another week, do a reading text; another, write an essay under timed conditions.

  • Use official resources: AQA and Edexcel have past papers and mark schemes on their sites. Also examiners’ reports are gold mines for understanding common mistakes and what examiners want.

  • For listening, if you run out of past papers, use teacher-provided or other exam board materials (e.g., Eduqas or old spec papers) for extra practice.

• Develop Exam Strategies: As you practice, refine techniques:

  • Listening: practice effective note-taking (write down numbers, dates, key words you hear) and learn to move on if you miss something, to avoid panic.

  • Reading: work on skimming for gist vs scanning for details. In practice sessions, challenge yourself to identify the main idea of a paragraph in 10 seconds. Also practice any summary questions if your board has them.

  • Writing: create essay outlines quickly. A good drill: take an essay question and spend 5-10 minutes to outline intro, 3 main points, conclusion (no full writing). This trains you to organise thoughts fast.

  • Speaking: practice speaking for 5 minutes straight on a theme (simulate the card discussion) without reverting to English. Also practice the 2-minute IRP summary – record yourself and see if you can include all key points succinctly in 2 minutes.

• Mocks and Feedback: Many schools have mock exams around Dec or Jan. Treat them seriously:

  • Before mocks: do full timed practices (especially for writing and speaking) to build stamina. Plan some likely essay questions and perhaps rehearse orally how you’d answer them (this actually helps writing fluency).

  • After mocks: thoroughly review your performance. Identify error patterns – e.g. did you lose marks for formulating plurals wrong (cases issue) or missing a past tense in translation? Make a checklist of these issues and address each one. This personalized error list is crucial for targeted improvement.

  • If possible, go through your mock with your teacher to understand where you dropped marks and how to improve. For instance, if your essay lacked analysis (AO4 content) or had too many language mistakes (AO3 issues), you know whether to focus on content depth or language accuracy, or both.

• Independent Research Project (IRP) Preparation: By the end of autumn, finalise your IRP topic and start deep research. Read multiple sources (articles, maybe a book or interview on the topic, etc.). Begin writing bullet point notes in German – this helps you acquire topic-specific vocabulary and expressions you’ll need when speaking about it. You might also draft an outline of your presentation. Getting a head start means you can refine it over time rather than rushing in spring.

Spring Term (Jan-Apr) of Year 13:

• Now the final stretch is here. At this point, your focus is on examination skills refinement and comprehensive revision of content.

• Organise Final Revision Materials: Create condensed revision sheets or mind maps for each topic. For example, for the theme “Immigration and Integration”, have a one-page summary with key stats, a few examples (maybe a case study of Turkish immigration in Germany), and useful phrases/opinion vocab. Do this for all major sub-themes. This becomes your quick reference.

• Timed Full Papers: Start doing full papers in one go (at least one of each Paper 1 and Paper 2 by March, and several speaking mocks). Simulate the 2.5-hour paper to build your exam stamina and time management:

  • Practice not only answering but also leaving proper time to check over your translations and writings for mistakes.

  • If you find the time pressure tough, strategise: e.g. on Paper 1, maybe do the translations first while your mind is fresh (some students prefer tackling those 20 marks early), then do listening, then reading – find what order works best for you.

• Year-Round Content Revisit: Cycle through each theme periodically so you don’t forget earlier material. For example, one week focus on reviewing all “Artistic culture” topics, next week “Political life” topics, etc. Use flashcards for vocab still, as new words can slip if not revised.

• Enhance Speaking Practice: If your speaking exam is in April (often language orals are a bit before written exams), ramp up your practice:

  • Do at least one full mock speaking with your teacher or tutor: from 5-minute card prep to the full exam, under exam conditions. Get detailed feedback.

  • Prepare answers for common questions across themes. It’s impossible to predict exactly, but certain questions often come up (e.g. “Was sind die Vorteile/Nachteile von X in Deutschland?” or “Wie hat sich Y verändert in den letzten Jahren?”). Practice responding to these spontaneously. Also have a bank of personal examples or facts to cite; examiners like when students can include a statistic or reference (“Laut einer Studie von 2023...” etc. – shows depth).

  • Refine your IRP presentation. By now it should be polished and within 2 minutes. Practice it until you feel confident, and prepare for likely follow-up questions. Think: Why did you choose this topic? What was the most surprising thing you found? How does this topic affect German-speaking society today? Ensure you have thoughtful answers ready (in German).

• Fine-Tune Writing Skills: Continue writing one essay a week and get feedback. Try different essay questions to cover a range of potential topics for your texts/films. Pay attention to essay structure, and ensure you’re weaving in analysis (the why/how not just the what). By now, you should also memorise a few good phrases for essay-writing (like connectors: “einerseits... andererseits”, “Darüber hinaus”, “Zum Beispiel”, etc.) – these help your essay flow and impress examiners.

• Last Push for Grammar: In late spring, do a final sweep of grammar: take practice exercises or even create a quick quiz for yourself on various declensions, verb forms, word order, etc. Address any lingering doubts. At this stage, it might be more about application than rules – e.g. practice a translation paragraph and focus on accurately applying grammar (cases, tenses) under pressure.

Easter Holidays (Revision Time): The break before exams is crucial:

• Plan a daily revision schedule that covers all components. For example:

  • Morning: one hour grammar + translation practice.

  • Midday: one past listening + reading (with correction).

  • Afternoon: speaking practice (talk to yourself or a partner on a topic for 30 min), or if alone, record yourself doing a few stimulus cards and your IRP speech.

  • Evening: one essay plan or timed essay.

  • Mix it up to avoid burnout. Also, do at least two full exam papers (Paper1+Paper2) in this period.

• Use an Easter Revision Course if you feel you need extra structured support. An intensive course can provide mock exams, expert tips and a motivational boost. For instance, 3-week structured plans are available that focus on all skills and exam techniques. These can be valuable if you benefit from guided revision.

• Stay Healthy: It’s tempting to study 12 hours a day, but remember to take short breaks, get some exercise, and sleep properly. Language learning is cognitive, and your brain consolidates vocabulary and grammar better when rested.

Weekly Revision Routine (Example)

To give you a concrete idea, here’s an example of a weekly study routine during Year 13 revision season (assuming you’re also attending classes):

• Monday: (Vocabulary & Grammar) – Review 30 flashcards of German vocab (20 min). Write 5 complex sentences using new vocabulary and a target grammar point (e.g. passive voice) and check them for accuracy (40 min).

• Tuesday: (Listening practice) – Do a 30-minute listening exercise (could be a past paper section or a German news podcast segment). Write a short summary in German of what you understood (15 min), then check the transcript or answers (15 min).

• Wednesday: (Reading & Translation) – Read a medium-length article (e.g. from Deutsche Welle) on an A-level theme (20 min). Note 5 new words. Then translate one paragraph of it into English to practice comprehension (15 min). Separately, take 5 tricky English sentences and translate to German (15 min) – use ones that practice cases or word order quirks.

• Thursday: (Speaking) – Choose one stimulus card from a past paper or make your own by picking a random sub-topic. Spend 5 min planning, then speak for 5 min on it (record yourself). Also, practice your IRP talking points for 5-10 minutes. In total ~30 minutes speaking. Listen back to your recording to self-evaluate clarity and where you hesitated (15 min).

• Friday: (Essay writing) – Plan and write one essay in German (about 300 words) on either your literature or film. Time yourself for 45 minutes to simulate exam pacing. Spend another 15 min proofreading it, focusing on avoiding common errors (verb endings, adjectival endings, word order). If possible, have it marked by your teacher or use a checklist to self-mark.

• Saturday: (Mock Paper segment) – In the morning, do a half Paper1: e.g. do the listening and reading sections from an AQA/Edexcel past paper back-to-back (without translations) under timed conditions ~1h30. Mark it and analyse mistakes (30 min). Afternoon, relax or do a light review of vocab.

• Sunday: Rest or light review only. It’s important to have at least a half-day off to recharge!

You can adjust this plan around your schedule – the key is hitting all skills regularly. Short, focused daily practices often beat occasional cramming marathons. Keep track of your progress and adjust the plan as needed (spend more time on your weakest skill).

Tips for Retake Students

If you’re retaking A-level German after a previous attempt, you have a unique challenge and opportunity. You’re likely studying independently or with a tutor rather than in a full class. Here’s how to maximise your chances of boosting that grade:

• Diagnostic Review: Start by thoroughly reviewing your previous exam performance. Get hold of your examiners’ reports or ask your teacher for feedback on where you lost points. Was it poor grammar in essays? Insufficient content in speaking? Weak listening answers? Pinpoint those.

• Focused Study Plan: With limited time (often retakers do it in one year), you need a tight plan. Focus on quality over quantity:

  • If grammar was an issue, systematically re-learn and practice those structures (you might be surprised how much you can improve accuracy in a few months with the right approach).

  • If you struggled with the literary text or film last time, consider choosing a different one if the specification allows and if you have time to learn it. Sometimes, a fresh work that you find more engaging can re-energise your study.

  • Practice papers under real conditions frequently – you’ve seen the exam before, so use that experience to your advantage by perfecting exam techniques.

• Get Support: Consider investing in a few sessions with an A-level German tutor (online if needed) specifically to get feedback on speaking and writing. A tutor can provide targeted exercises and correct your German, which is invaluable for a retaker aiming for A*. At Olesen Tuition, for example, we help many retake students identify quick wins and critical improvements – sometimes tweaking your exam approach can add several grade-worthy marks.

• Stay Motivated: It’s easy to feel discouraged about retaking an exam. Set clear goals (e.g. “improve my essay by one grade band within a month” or “score 85%+ on a mock Paper 1 by March”) and celebrate progress. Remember, an A* is achievable – you have the benefit of hindsight and experience now. Many retakers actually improve dramatically because they approach the exam with wiser eyes and determination.

Mastering A-Level German Exam Skills

Now, let’s delve into each component of the A-level German exam and discuss strategies to excel in them. We’ll cover listening, reading, speaking, writing (essays) and translation, highlighting techniques and resources for each. Mastering these skills will not only boost your exam performance but also make you a more confident German user overall.

Listening Comprehension Strategies

The listening component can be one of the most daunting, as it tests your ability to understand German spoken at near-native speed on unfamiliar topics. Both AQA and Edexcel include listening tasks in Paper 1. Here’s how to sharpen your listening skills and ace the listening exam:

• Practice Active Listening Regularly: Make listening practice a habit, not just something you do right before exams. Utilise German podcasts, news broadcasts, or language learning sites. For example, Deutsche Welle’s German learning section and the Slow German podcast are excellent resources. Active listening means fully concentrating – try to catch the main idea on first listen, then specific details on a second listen, mimicking exam conditions.

• Simulate Exam Conditions: In the exam, AQA plays each passage once or twice (with student control on individual devices), while Edexcel typically plays each extract twice. Practice with past paper audio by playing it only twice, and answering in between. This builds your confidence in capturing info quickly.

• Note-Taking Technique: Develop a shorthand for note-taking while listening. Write down numbers, dates, names, or keywords you hear. Don’t attempt to write full sentences – just cues to jog your memory of what was said. On the first listen, aim for gist and key points; on the second, add detail to your notes.

• Predict and Prepare: Read the question stems (and any multiple-choice options or statements) before the audio starts (in the exam, you usually have some reading time). Predict what kind of info might fit. If a question asks “What does Anna plan to do next year?”, you know to listen for future plans (words like “nächstes Jahr”, “vorhat” etc.).

• Broaden Your Listening Range: The exam sources could be interviews, news reports, informal conversations, etc., with various accents from Germany, Austria, Switzerland. Expose yourself to different accents – e.g. listen to some Austrian news clips or Swiss interviews (SRF channel). It won’t faze you in the exam if you’ve heard variations before.

• Focus on High-Frequency Vocabulary: Often, comprehension is lost because a key word wasn’t known. Ensure you know common words in A-level topics (education, environment, politics, technology, etc.). For instance, words like Klimawandel (climate change), Einwanderung (immigration), Arbeitslosigkeit (unemployment) tend to appear in listening passages about those themes. Our high-frequency A-level German vocabulary list, organised by theme, can help fill gaps in thematic vocabulary.

• Don’t Translate Everything: While listening, avoid the trap of trying to mentally translate every sentence to English – you’ll fall behind. Instead, think in German as much as possible. It’s okay if some words pass by – focus on understanding the message. You can answer many questions by grasping the overall meaning even if a few words escape you.

• Answer in the Required Language: AQA’s listening questions require answers in German (often in short phrases or single words). Edexcel might allow English answers for some. Answer exactly as instructed: if it says “Beantworte auf Deutsch”, answer in German (often lifting a phrase from the audio in paraphrase). If answering in German, don’t overcomplicate – as long as the key info is correct and clear, you’ll get the mark.

• Common Traps: Beware of distractors – German speakers might say something, then correct or contradict it. E.g., “Er wollte ursprünglich Medizin studieren, aber hat sich dann entschieden, Ingenieurwesen zu wählen.” If the question is “What will he study?”, the correct answer is engineering, not medicine, despite hearing both. Always pay attention to contrast words like aber, jedoch, dennoch (but, however) – they often signal the real answer is coming after.

• Use the Pause Wisely: Usually, between extracts or before replay, you get a short pause. Use it to quickly jot down what you recall if needed or read the next questions. This maximises your focus.

• Practice with Transcripts: After doing a listening exercise, review the transcript (if available) to pick out sections you missed. Note the words/phrases that threw you off and learn them. Over time, you’ll find you’re missing fewer bits as your ear attunes to German sounds and your vocab grows.

With regular practice, you’ll notice improvement. What once sounded like a blur will start to make sense. The key is to practice often and mimic exam scenarios so that on the actual day, you feel at home with the format.

Reading Comprehension Strategies

Reading is a skill where you can really pick up marks with good technique and vocabulary knowledge. A-level reading texts can include newspaper articles, essays, advertisements, letters, and even literary excerpts, on a range of topics. Here’s how to handle the reading paper effectively:

• Expand Vocabulary (Active and Passive): Reading tests both your ability to get the gist and to understand specific details. Aim to know at least 95% of words in common text – studies show 95% is needed for good comprehension. Use the high-frequency A-level vocab lists, read German news (e.g. Die Zeit, Süddeutsche Zeitung for advanced texts, or Nachrichtenleicht for simplified news), and keep adding to your vocab. However, remember, you can sometimes guess unknown words from context – don’t panic if a text has a few words you’ve never seen, focus on the ones you do know.

• Skimming and Scanning: Develop these two distinct skills:

  • Skimming: This means quickly reading a text (or a paragraph) to understand the general idea. Practice by reading a paragraph in 20 seconds and summarising its main point. This helps in exams to quickly know which part of the text likely contains the answer to a certain question.

  • Scanning: This is looking for specific information (like a name, a date, a keyword). If a question asks “How many people...?” you scan the text for a number.Use skimming first to know roughly where the info is, then scanning to pinpoint the details.

• Understand Question Types: You may encounter multiple-choice, true/false/not mentioned, short answer in German or English, gap-fill, or even summary tasks. Each requires a slightly different approach:

  • For true/false (or “richtig/falsch”) type, remember if it’s not explicitly stated or is contradictory, it could be the equivalent of “not mentioned/false”. Use evidence in the text.

  • For short answers in German, often you can answer with a phrase from the text – but ensure you tweak it if needed to be grammatically correct as an answer. Keep it concise.

  • For a summary in English (some specs have this), you need to convey relevant points briefly – practice summarising paragraphs in one or two English sentences.

• Pay Attention to Connectives and Structure: German texts often have clear structure indicators. Words like jedoch, außerdem, hingegen, zum Beispiel, folglich (however, in addition, by contrast, for example, consequently) guide you through the logic. They can also hint at answers (e.g., a question asking for an example of something – look for zum Beispiel or beispielsweise in the text).

• Dealing with Unknown Words: It’s almost guaranteed you’ll face a word you don’t know. Instead of freezing:

  • See if it’s explained by a relative clause or apposition nearby (authors sometimes define a term).

  • Consider word formation: German is full of compound words. If you see “Kohlendioxidausstoß” and you don’t know it, break it: Kohlen (coal), dioxid (dioxide) – oh, likely “carbon dioxide emission” given the context of the environment.

  • Check the prefix/suffix: -ung often a noun from a verb, Ur- prefix can mean original (e.g. Urlaub is unrelated, though – means holiday, tricky!). If unbekannt is unknown, the un- negates bekannt (known).

  • Use context: the sentences around might give away the meaning. And if it’s not critical (doesn’t appear to answer any question), you might safely ignore it.

• Time Management: Don’t spend too long on any single question. If one is stumping you, mark it and move on – you might find clues in later parts of the text. Allocate time roughly proportional to marks: e.g. if reading is 50 marks in 2h30 Paper1 (AQA) or 30 marks in 2h Paper1 (Edexcel), gauge how many minutes per mark you have and stick roughly to that.

• Practice with Authentic Texts: Exam texts are often adapted from real German sources. The more real reading you’ve done (on topics like those in syllabus), the more comfortable you’ll be. Try reading one longer article each week, and don’t always choose topics you like – challenge yourself with, say, a political news piece if that’s your weak area.

• Answer All Questions: This sounds obvious, but under stress, some students leave blanks. Even if unsure, write something – there’s no penalty for a wrong attempt (unless it’s something like an “choose X statements” where wrong choices might negate). A partially correct answer might get you some marks, whereas a blank gets zero.

• Check Instructions on Language of Answer: Edexcel often has you answer in English for reading questions, AQA in German. If in English, you can phrase in your own words – be clear and precise. If in German, you might lift from text but ensure you’ve actually answered the question, not just copied a random sentence. Sometimes, tweaking a verb ending or pronoun is needed to make it an answer.

• Revise Reading Strategies: There are specific techniques, like finding synonyms, exam questions sometimes paraphrase the text. If the text says “Die Einwohner der Stadt sind empört” and a question asks “How do the town’s residents feel?”, if you know empört = outraged, you answer “They are outraged” (or in German, “Sie sind empört”). Recognising synonyms or rephrasing is key.

• Use Revision Resources: Many A-level German revision guides or websites have practice reading exercises with questions. Use them to supplement past papers. The more exposure you have, the less intimidating any unseen text will be.

By honing these reading techniques, you’ll be able to tackle even complex texts efficiently. Reading in German will start to become a more automatic process, which is exactly what you need in a timed exam setting.

Speaking Exam Preparation and Tips

The speaking exam is often the part students dread the most – it’s live, you’re on the spot, and an examiner is listening to your every word. But it can also be the most rewarding, as you get to truly use the language in a discussion. With solid preparation, you can walk into your A-level German speaking exam confident and ready to impress. Let’s break down how to master both parts: the stimulus card conversation and the IRP presentation/discussion, as well as general oral exam tips.

1. Know the Format and Requirements:

• As a recap: you have about 5 minutes of prep time with an unseen stimulus card (which has a short text, maybe a graph or statistic, and some questions related to a sub-theme). Then ~5-6 min discussion on that card.

• Then your Individual Research Project: ~2 min presentation by you, followed by 9-10 min of discussion where the examiner will ask in-depth questions.

• Timing can vary slightly (Edexcel vs AQA) but overall expect ~15 minutes speaking plus preparation.

Understand that the speaking is testing content (ideas, information, analysis) and language (fluency, pronunciation, grammar, vocab). Both matter.

2. Preparation for the Stimulus Card:

• Study All Themes: You need broad knowledge. The card could be on any sub-topic from the syllabus themes. Make sure you are comfortable talking about all major topics: e.g. Family, Digital World, Youth culture, Immigration, History of Germany (for Edexcel), Reunification, Art and film, Politics and EU, etc. For each, know at least a few facts or examples. For instance, if “Umwelt” (environment) is a theme, know something like “Deutschland hat die Energiewende gestartet, mit dem Ziel bis 2030 65% des Stroms aus erneuerbaren Energien zu gewinnen.” These little facts can be woven into answers to show knowledge.

• Practice with Sample Cards: Use past paper cards or create your own. During prep time:

  • Read the text carefully. Underline or note the key pieces of information. They often include a statistic or statement that you’ll be asked about.

  • Think of implications and opinions. For example, if the card says “Viele junge Leute kaufen günstige Kleidung und tragen sie nur kurz” (Many young people buy cheap clothing and wear it only briefly), anticipate a question on what that means (maybe about fast fashion or environment). Form an opinion: “Das führt zu einer Wegwerfgesellschaft und belastet die Umwelt.”

  • Prepare some answers to the printed questions on the card. They might ask, e.g., “Was könnte man tun, um dieses Problem zu lösen?” – have at least two ideas in your head.

  • Mentally note any relevant vocabulary you might use, including any subjunctive phrases for giving an opinion (“Meiner Meinung nach…”, “Es wäre besser, wenn…”).

• During the Discussion:

  • Listen carefully to the examiner’s questions – if you’re unsure, you can ask for clarification (“Könnten Sie die Frage bitte wiederholen?”). Better that than answering off-track.

  • Use the card’s information in your answers, but don’t just read it off. Comment on it. If the card gave a stat, you might say, “Die Karte zeigt, dass… Das überrascht mich, weil… In meinem eigenen Umfeld habe ich bemerkt, dass….” – this structure: state info, react to it, add your perspective.

  • Be ready for follow-ups. For example, if you give one reason, the examiner might ask for another, or counter your point to see if you can respond.

  • Demonstrate spontaneity and range: incorporate an advanced structure or expression if you can (conditionals, idioms). But only if you’re comfortable – don’t force idioms incorrectly.

  • If you hit a vocabulary wall (can’t remember a word), try to paraphrase. It’s better to say “die Dinge, die man wegwirft” if you forgot the word “Müll”, for instance, than to freeze. Communication is key.

  • Keep an eye on the time (some examiners will manage it, but if you’ve been speaking long on one question, allow them to interject or move on).

Example: Suppose your card is about Fast Fashion and Environment. The card info: “Durchschnittlich kaufen Deutsche 60 Kleidungsstücke im Jahr. Viele Jugendliche kaufen billige Mode und tragen sie kaum. Jugendliche sorgen sich aber um das Klima.” The examiner might ask: “Was ist die Verbindung zwischen dem Kleidungsverhalten der Jugendlichen und der Umwelt laut Karte?” – A good answer: “Die Karte deutet darauf hin, dass Jugendliche durch häufige Käufe von billiger Kleidung überdurchschnittlich viel konsumieren. Obwohl sie sich Sorgen um das Klima machen, tragen sie zur Umweltverschmutzung bei. Weil sie Kleidung nur kurz nutzen, entsteht mehr Abfall und der CO2-Ausstoß steigt durch die Produktion. Das zeigt einen Widerspruch zwischen ihrem Verhalten und ihren Umweltwerten.” This answer uses info (youth buy a lot, contributes to pollution), adds analysis (contradiction with their eco-concern), and uses some nice vocab (Umweltverschmutzung, CO2-Ausstoß, Werte).

3. Individual Research Project (IRP) Tips:

• Choose a Topic You Love: You’ll speak about it passionately if you genuinely find it interesting. It should be specific but rich enough. E.g., “The portrayal of East German life in the film Good Bye, Lenin! and its historical accuracy” or “The role of the Bundesliga in integrating immigrants in Germany”. Avoid overly broad topics like “German history” – narrow it down.

• Research Thoroughly: Use at least 3-4 sources (variety if possible: article, video, maybe a short book or interview). The examiners often ask what sources you used or what you learned from them. For Edexcel, you must refer to at least two written sources in your presentation.

• Structure Your 2-Minute Presentation: Common structure:

  1. Introduce the topic and why you chose it. (1-2 sentences)

  2. Briefly summarise 2-3 key findings or points from your research. This could be: what you learned, contrasting viewpoints, etc. “Erstens habe ich herausgefunden, dass… Außerdem…”.

  3. Give a personal insight or conclusion. Perhaps mention what you found most interesting or surprising, or an opinion you formed.Make sure to mention those sources: “Ich habe zum Beispiel einen Artikel in der FAZ vom März 2024 gelesen, der behauptet, dass...”.

• Anticipate Questions: Examiners will ask you to delve deeper. Common IRP questions:

  • “Was war die interessanteste Entdeckung während deiner Recherche?”

  • “Gab es etwas, das dich überrascht hat?”

  • “Wie denkst du darüber, nachdem du all diese Informationen gesammelt hast?”

  • “Mit welchen Herausforderungen ist X verbunden?” (if your topic has problems or controversies)

  • They might also challenge a point: “Du hast erwähnt, dass... Warum meinst du ist das so?” or “Gibt es auch andere Meinungen dazu?”

  • If your topic is comparative or cause-effect, be ready for “Warum ist das wichtig für Deutschland/Österreich/etc.?” or “Wie hat sich das entwickelt?”

• Practice Speaking, Not Reading: You are not allowed to just read a written script. You can have a brief outline on a cue card (check your board’s rules), but it’s meant to be natural. Rehearse with bullet points until you can comfortably talk around them without sounding memorised.

• Show Enthusiasm and Depth: The examiner will be impressed if you can discuss your IRP with insight. Use that AO4 knowledge – throw in a quick stat or quote from your research to show you really engaged with the material. E.g., “Interessant fand ich ein Zitat des Bürgermeisters von Leipzig, der sagte: ‘...’ – das zeigt, wie ...” – this level of detail can make you stand out.

• Mind the Language: While content is king in IRP, don’t neglect language. Use complex structures you’re comfortable with: passive (“Es wird oft behauptet, dass...”), subjunctive for reported speech (“Der Autor behauptet, man müsse...”), conditionals if relevant. These will tick the AO3 (accuracy/range) boxes. But accuracy is more important than just complexity – don’t try a structure you always mess up. Better a correct simple sentence than a garbled complex one.

4. General Oral Exam Skills:

• Pronunciation & Intonation: Make sure you pronounce key words correctly – especially technical terms in IRP. German pronunciation is fairly phonetic, but watch out for common issues: *“ich” (soft “ish” sound), “r” (in throat, but examiners don’t expect perfection), vowel lengths (e.g., “Stadt” vs “Staat” – short vs long a). Practice speaking along with native audio to mimic intonation. Clear pronunciation helps the examiner understand you easily, which creates a good impression.

• Fluency Over Perfection: It’s normal to make some mistakes when speaking. If you trip up, don’t panic. Either correct yourself briefly (“...die Meinung der Bevölkerung... der Bevölkerung... war positiv.” – correcting case) or if it’s minor, just continue. It’s more important to keep the conversation going than to speak with zero errors. Examiners are trained to overlook small slip-ups if communication is strong.

• Use Fillers (Natürlich, to a limit): In conversation, it’s natural to use little fillers while thinking, and German has lots: “Also,...”, “Ja, das ist eine gute Frage...”, “Ich muss kurz überlegen...”. Using a few can give you a second to gather thoughts and also show a native-like discourse. Just don’t overuse one filler out of nervousness.

• Interact and Ask (if appropriate): Generally, the examiner asks, you answer. But at A-level, they like an interactive feel. This might mean if the examiner asks “Was denken Sie, warum ist das so?” and you give reasons, you could end with “...finden Sie das auch?”. The examiners often won’t answer (they’ll redirect to you), but it shows you’re engaging like a real conversation. However, follow the examiner’s lead; don’t start interviewing them or going off-topic.

• Stay on Topic: Tangents can be risky. If you get a question and you have a great point slightly unrelated, be careful. Examiners have a list of points they need to see covered. It’s often best to directly answer first, then add if time permits. E.g., Q: “Welche Vorteile hat die Digitalisierung für ältere Menschen?” Answer that, then if you want you can connect to something else: “...Für ältere Menschen gibt es also viele Vorteile. Interessanterweise profitieren aber auch Jugendliche enorm von der Digitalisierung, zum Beispiel...” – this is generally okay because you answered, then expanded. Just watch the examiner’s body language or follow-up; if they move on, go with them.

• Mock Exams: Do as many mock orals as possible. It is the single best way to reduce anxiety. After 2-3 practice runs (with a teacher, tutor, or even recording yourself), you’ll feel much more comfortable. Pay attention to feedback about both your German and your content. Maybe you speak well but didn’t use many advanced phrases, so try to incorporate more next time. Or you had great ideas but spoke a bit too fast to be clear – work on pacing.

Finally, remember the speaking exam is your time to shine. It’s a chance to show you can use German dynamically. Yes, it’s challenging, but many students find that with practice, the speaking exam becomes almost enjoyable – a real conversation rather than an “interrogation”. Go in with confidence: you’ve prepared, you know your stuff, and you’re eager to talk about it. That positive mindset will come through in your performance.

A-Level German Essay Writing Skills (Paper 2)

Writing an excellent essay in A-level German (Paper 2 for both AQA and Edexcel) is a task that requires both language proficiency and critical analysis. You need to show the examiner that you not only have a good command of German (accuracy, range of vocabulary and structures) but also that you understand the literary text(s) or film(s) you’ve studied and can discuss them insightfully (theme, character, context, etc.). Here’s a step-by-step guide to acing your essays:

1. Understand the Essay Requirements:

• You will typically write two essays in German, around 300 words each (AQA suggests ~300, Edexcel allows a bit more). Each essay is on a different work (a book or a film).

• The questions usually focus on themes, characters, or other aspects like narrative technique or historical context of the work. For example: “Analysiere die Darstellung der Schuld in Schlinks Roman Der Vorleser.” or “Welche Rolle spielt die Erinnerung in dem Film Good Bye, Lenin!?”.

• You must address the question directly and provide a structured, well-argued response, with examples (like referencing specific scenes or quotes).

• No English is allowed; your essay must be entirely in German (aside from perhaps a title of a work). And no dictionary during the exam, so you must work with the language you know.

2. Planning Your Essay:

• Spend a few minutes planning before you write. This pays off with a more coherent essay. Jot bullet points: introduction idea, 2-4 main points, examples for each, and a conclusion idea.

• Make sure you’re answering the actual question. Highlight the key terms in the prompt (e.g., Darstellung der Schuld – depiction of guilt) so you stay focused.

• Think of an argument or thesis. Even though it’s not an English essay, having a thesis helps. E.g., “In Der Vorleser, Schlink zeigt Schuld als eine komplexe, generationenübergreifende Bürde, indem er Michaels persönliche Schuldgefühle mit der kollektiven Schuld Deutschlands nach dem Holocaust verknüpft.” This could be the core idea that you then unpack.

• Pick your examples (e.g., specific chapters, incidents, character decisions, or cinematic techniques in a film) that support each point. You don’t have the book/film in front of you, but you hopefully memorised a few key quotes or can describe scenes.

• Think of at least one sentence per paragraph where you will demonstrate a nice grammar point or advanced vocab – planning this ensures you showcase your language skills.

3. Essay Structure:A clear structure helps both you and the examiner. Typically:

• Introduction (Einleitung): Brief (2-3 sentences). State the topic and your thesis or interpretation. Introduce the work by title and author/director (and maybe context if relevant).

  • Example (intro for Der Vorleser question on guilt): “Der Begriff der Schuld steht im Zentrum von Bernhard Schlinks Roman Der Vorleser. In diesem Aufsatz werde ich untersuchen, wie das Thema der Schuld dargestellt wird und welche Bedeutung es für die Charakterentwicklung von Michael Berg hat.”.

    • This introduction clearly presents the topic (guilt in Der Vorleser), the scope (how it’s portrayed and its significance for the main character), effectively setting up the essay.

• Main Body (Hauptteil): 2 to 4 paragraphs, each focusing on a single argument or aspect.

  • Start each paragraph with a topic sentence in German that states the point. E.g., “Ein zentrales Element der Schuld im Roman ist Michaels persönliche Verantwortung und Reue.”.

  • Then give evidence: “Dies zeigt sich besonders, als er entdeckt, dass Hanna eine KZ-Aufseherin war. Er empfindet sowohl Schuld, weil er Hanna geliebt hat, als auch Verrat, als er ihr Geheimnis für sich behält.” (just an example of discussing a plot point).

  • Analyze or explain: “Durch diese innere Zerrissenheit spiegelt Michael die Schwierigkeiten einer gesamten Generation, mit der NS-Vergangenheit ihrer Eltern umzugehen.” – Here you link the specific to the general theme (how personal guilt reflects collective guilt of a generation).

  • Possibly include a short quote in German if you remember one exactly (e.g. Hanna or Michael’s words), but it’s not required. If you do, integrate it: Schlink schreibt: “...” and comment on it.

  • Use connective phrases to ensure flow: “Außerdem/Weiterhin” (furthermore), “Im Gegensatz dazu” (in contrast), “Deshalb” (therefore), etc. This improves coherence.

  • If discussing film, mention specific scenes or cinematic techniques: e.g., “In Good Bye, Lenin! unterstreicht der Regisseur Wolfgang Becker durch originale Nachrichtenausschnitte die Diskrepanz zwischen Alex’ Inszenierung der DDR und der Realität.” Then analyze why that’s important for the theme.

• Conclusion (Schluss): 2-3 sentences to wrap up. Don’t introduce new evidence here, but do synthesise your argument and perhaps give a final evaluation.

  • E.g., “Zusammenfassend zeigt Der Vorleser, dass die Auseinandersetzung mit Schuld für Michael sowohl persönliches Leid als auch eine Form der Aufarbeitung der Vergangenheit bedeutet. Schlink verdeutlicht somit, wie eng individuelle und kollektive Schuld verknüpft sein können.” This recaps main points and ties them to the thesis.

A structured approach like this ensures the examiner can follow your argument clearly, which can only help your marks in the content/analysis category.

4. Demonstrating Critical Analysis (AO4):

• Throughout your essay, make sure you’re not just narrating the plot. You must analyse and interpret:

  • Discuss why characters do something, what it represents, and what themes it ties into.

  • If the question is thematic (like guilt, love, freedom, etc.), discuss how it’s shown through different elements of the work.

  • If the question is character-based (“Evaluate character X’s role or development”), consider their relationships, how they change, what they symbolise, perhaps.

  • For films, don’t forget to mention cinematic elements if relevant (music, camera work, symbolism in imagery) – especially if the question hints at “how” something is presented.

  • Use phrases to show analysis: “Dies deutet darauf hin, dass...”, “Hierdurch kritisiert der Autor...”, “Damit will der Regisseur zeigen, dass...”. These phrases explicitly signal you’re interpreting meaning.

• Show understanding of context if applicable: e.g. mention historical background when discussing Good Bye, Lenin! or a play like Der Besuch der alten Dame. But keep it relevant to the question – a sentence or two for context is good if it supports a point, but don’t digress into a history essay.

5. Language Use (AO3):

• Use a range of vocabulary and idiomatic expressions relevant to the topic. For instance, for Der Vorleser: words like Vergangenheit, Aufarbeitung, Schuldgefühl, Verantwortung, Vergebung could be handy. For Good Bye, Lenin!: Wende, Ostalgie, Lüge, Wahrheit, Zusammenbruch der DDR etc.

• Include complex sentences where appropriate: at least a couple using subordinating conjunctions (weil, obwohl, wenn, als, da, damit, während), maybe an indirect speech (Konjunktiv I if you quote someone’s claim), or a passive construction if it fits.

• Be careful with word order – complex sentences often trip students (remember the verb to end in the subordinate clause).

• Accuracy: While we want complexity, don’t sacrifice accuracy. Ensure subject-verb agreements, correct case after prepositions, adjective endings if you use them, etc. It’s better to write a correct, simple sentence than a convoluted, incorrect one. Aim to show off what you know well.

• Use transitional phrases: “Einerseits... andererseits” (on one hand... on the other hand), “nicht nur..., sondern auch...” (not only... but also) to enrich your writing.

• If you can, sprinkle some essay-friendly phrases: “Man könnte argumentieren, dass...”, “Es lässt sich nicht leugnen, dass...”, “Aus all dem ergibt sich, dass...”. These make your writing sound more natural and sophisticated.

• Avoid English interference – don’t directly translate an English idiom. Use German idioms or just straightforward language. E.g., don’t say “macht keinen Sinn” for “doesn’t make sense” – say “ist sinnlos” or “ergibt keinen Sinn”. Small things like that help maintain a native tone.

6. Time Management in the Exam:

• Divide your time so you have plenty for each essay and a few minutes at the end to proofread.

• For a 2-hour exam with two essays, a reasonable split is ~5-10 min planning both, ~45 min writing each, leaving maybe 10-20 min total to re-read and edit.

• It’s often wise to do the essay you feel more confident in first, so you ensure that one is strong while you’re freshest.

7. Proofreading:

• Use any leftover time to check your work. Look specifically for:

  • Common mistakes: verb endings (especially in third person or with modals), word order (did you put the verb at the end in subordinate clauses?), noun genders if they affect an article or adjective (der/die/das).

  • Check that you answered the question throughout and didn’t go off on a tangent.

  • If you realise you used a very basic word repeatedly, see if you can synonym-swap for a more interesting one (like instead of saying “sehr wichtig” three times, change one to “wesentlich” or “zentral”).

  • Minor spelling mistakes – ensure you spell characters’ names correctly, etc.

8. Practice and Model Essays:

• Write practice essays ahead of time for various possible questions. If you can, get them marked by your teacher or tutor with feedback on both language and content.

• Read model essays (many revision guides or online resources like exam board reports have examples). See what a top-band essay looks like in terms of structure and language. We have a comprehensive guide on essay writing as well, which echoes many of these points.

• Even just planning essays for many different questions is useful – not all questions will come up, but aspects of them might, and you’ll feel prepared.

Let’s illustrate with a sample essay question and a model introduction (to show how to start strong):

Sample Question: “Analysieren Sie die Beziehung zwischen Michael und Hanna in Der Vorleser und wie sie Michaels Entwicklung beeinflusst.” (Analyze the relationship between Michael and Hanna in The Reader and how it influences Michael’s development.)

Model Introduction:

“Bernhard Schlinks Roman Der Vorleser erzählt die ungewöhnliche Liebes- und Schuldgeschichte zwischen dem jungen Michael Berg und der deutlich älteren Hanna Schmitz. Ihre Beziehung, die von Leidenschaft, Geheimnissen und moralischer Unsicherheit geprägt ist, beeinflusst Michaels Entwicklung tiefgreifend. Im Folgenden werde ich zeigen, wie diese Beziehung Michaels Verständnis von Schuld und Verantwortung formt und inwiefern sie ihn von einem unschuldigen Jugendlichen zu einem nachdenklichen Erwachsenen werden lässt.”

Why is this a good intro? It introduces the work and characters, it acknowledges the key aspects of their relationship (passion, secrets, moral uncertainty), and directly addresses the question by saying the essay will show how the relationship shapes Michael’s understanding of guilt and his growth. It sets up an argument (the transformation from innocent youth to reflective adult due to this relationship).

Throughout the essay, maintaining such clarity and directly tying points back to “how it influenced Michael’s development” would ensure the question is fully answered.

By mastering the art of planning, structuring, and expressing your thoughts in German, you’ll be well on your way to writing essays that score in the top bands. It’s a fantastic feeling to convey complex ideas in another language – and the examiner will reward you for it when done well.

Translation Practice Tips (German ⇄ English)

Translation is a distinctive element of A-level language exams that tests precision and command of both languages. In A-level German, you will likely face two translation tasks:

• German to English (typically in Paper 1 for both AQA and Edexcel).

• English to German (in AQA Paper 1 and Edexcel Paper 2).

Each direction has its own challenges. Let’s tackle strategies for each:

German → English Translation:

This often seems easier to students, but to get full marks you need to convey meaning accurately and idiomatically in English. Tips:

• Read the whole passage first (if short) to grasp general meaning and tone. Context can affect translation of words.

• Translate sense, not word-for-word: German sentence structure might be quite different; your job is to produce a fluent English equivalent. For example, “Es steht fest, dass…” literally “It stands firm that…”, but a better English translation is “It is certain that…”.

• Be mindful of false friends (e.g. “eventuell” is “possibly” not “eventually”; “also” in German means “so/thus”, not “also”).

• Tenses and moods: Generally, keep the same tense in English unless there’s a contextual reason not to. If you see Konjunktiv I in reported speech (e.g. sie sagte, er habe gelogen), in English we don’t have a special form, we’d say “she said that he had lied”. So, just make sure the reported information flows correctly.

• Idiomatic expressions: If the German says “Da haben wir den Salat!” (literally “There we have the salad!” meaning “Now we’re in a mess!”), you should translate to the equivalent English idiom or meaning: “Now we’re in trouble!” Translating idioms literally is a common pitfall – avoid it by learning common idioms.

• Check each unit of meaning: After translating, compare each piece of information with the original. Did you get the who/what/when correct? German’s flexible word order can confuse – ensure you didn’t attribute an action to the wrong subject or such.

• Maintain tone/register: If the German text is formal, use formal English (no slang, use formal words). If it’s a dialogue informally, you can use contractions and colloquial equivalents.

• Common tricky points:

  • “doch”: often adds emphasis like “after all” or “however” depending on context.

  • Two-part verbs and sentences: German may split a verb prefix (e.g. “Er stellte die Tasche ab” – abstellen meaning “put down”; ensure you catch that meaning).

  • Modal particles (ja, mal, denn, schon, doch in certain contexts) – often they don’t have a direct translation but convey tone. For translation, sometimes you can omit or use an English flavouring word. E.g. “Das ist ja unglaublich” – “That is really unbelievable” (here “ja” adds emphasis like “really”).

  • Long compound nouns: break them down. Umweltverschmutzungsproblem = Umwelt (environment) + Verschmutzung (pollution) + Problem, so “environmental pollution problem” or better “problem of environmental pollution”.

• Don’t overtranslate: If a German word has a straightforward English cognate, use it (if correct). You don’t need to change “Katastrophe” to “calamity” – “catastrophe” is fine. Simpler is often clearer and still correct.

English → German Translation:

This is usually considered the harder one (and often where many lose marks). It tests your grasp of German grammar and vocabulary. Tips to excel:

• Study Common Grammar Pitfalls: Exam boards like to include structures that test specific grammar points. Based on past papers, certain things recur:

  • Cases after prepositions: e.g. “with the students” should trigger you to dative plural: “mit den Studenten”.

  • Verb second word order and subordinate clauses: If English has “because” or “that”, make sure to send the verb to end in the German clause.

  • Tense consistency: Present, past, and future should be correctly rendered (watch out for English continuous tense – “are doing” is usually just present in German or “sind dabei zu tun” in special emphasis).

  • Konjunktiv II (subjunctive for hypotheticals/politeness): If English says “I would go if I had time,” ensure you use würde + infinitive or the proper Konjunktiv II in German: “Ich würde gehen, wenn ich Zeit hätte.” These conditional forms are often tested.

  • Relative clauses: English often uses “who/which/that” – German needs der/die/das (with correct case!) or welche etc. E.g. “the woman who lives next door” – “die Frau, die nebenan wohnt” (note verb last in that clause).

  • Passive voice: If English uses passive (“was built in 1989”), use wurde... gebaut in German.

• Plan the Translation: Read the whole English text. Identify tricky bits and mentally note how to handle them (a tense, a case, etc.). You can annotate quickly in the margin: e.g. put an F above something that’s future, KII for a conditional phrase, etc., as reminders.

• Translate in Chunks: Don’t do word-by-word; do phrase-by-phrase, clause-by-clause. Ensure each chunk follows German syntax.

• Word Order, Word Order, Word Order: This is the #1 place German teachers see mistakes. Remember:

  • Basic main clause: Subject-Verb-Object (Ich sehe den Mann).

  • Time-Manner-Place for adverbials (Ich gehe heute mit Freunden ins Kino).

  • Verb-second rule: the conjugated verb is the 2nd element in a main clause, so if you start with something else, the subject comes after the verb. E.g. “Today I am going...” – “Heute gehe ich...”.

  • Subordinate clause (introduced by weil, dass, wenn, obwohl, etc.): conjugated verb goes to the end. E.g. “..., because I am tired” – “..., weil ich müde bin.”.

  • After modal verbs or in perfect tense, the second verb is at end (Ich kann dir nicht helfen, es hat mir gefallen).

  • Watch for “zu” with infinitives when needed (after phrases like “It’s important to do X” – “Es ist wichtig, X zu tun”).

• Check Gender and Agreements: Every noun in your translation, ensure if it has an article or adjective, those are correct for the gender and case. If it’s “the big house” as an object – “das große Haus” (Accusative neuter), but if “with the big house” – “mit dem großen Haus” (Dative).

• Translating Names/Titles: Don’t translate proper names (obviously), but do translate country names (Germany = Deutschland) and maybe well-known place names if they have local versions (Munich = München). If English says “the German government”, translate fully to “die deutsche Regierung”, not mixing languages.

• Omitting/Adding Words: Some English words have no direct single-word German equivalent, and vice versa. For example, “there” as in “there are problems” – in German, you’d say “Es gibt Probleme” (using “es” as dummy subject). Conversely, German might add “ja” or “doch” for emphasis, which English wouldn’t. Stick to expressing the meaning naturally: “she translated it herself” becomes “sie hat es selbst übersetzt” (no need to literally say “herself” as a separate word beyond selbst).

• Common Vocabulary to Brush Up: High-frequency words that are easy to mess up under pressure:

  • because = weil (or denn if not sending verb to end in main clause usage).

  • people (meaning “persons”) = Leute or Menschen, depending on context (avoid Personen unless counting persons in a formal context).

  • time (occasion) = Mal, time (clock time) = Uhrzeit/Zeit, time (abstract, “I have no time”) = Zeit.

  • another = ein weiterer (masc), eine weitere (fem), etc., or noch ein depending on nuance.

  • to spend (time) = verbringen (don’t confuse with ausgeben, which means to spend money).

  • high (when describing numbers e.g. high unemployment) = hoch (unemployment is high = die Arbeitslosigkeit ist hoch), but a high number of = eine große Zahl.

  • also (as in “in addition”) = außerdem, not also (false friend).

  • different = verschieden (various) or anders (different from something).

  • many/most = viele/die meisten, not to mix up mehr (which is “more”).

• Practice Key Constructions: The Olesen blog on translation suggests focusing on grammar points frequently tested: dative and genitive case, relative clauses, Konjunktiv II, passive voice. Create sentences in English that use these and practice translating them to German, then check if you got them right. For example, “The boy, whose father is a doctor, would like to become a doctor too.” – tests relative clause with genitive (“dessen Vater…”), conditional (“würde gerne… werden”). Doing many such sentences builds muscle memory for the rules.

• Proofread Systematically: When you finish your translation, go through it methodically:

  1. Check each verb: correct tense? Correct conjugation? Correct position?

  2. Check each noun: correct gender used? Case correct (look at the verb/preposition it goes with)?

  3. Check adjectives: correct endings?

  4. Check overall: does it read like good German? Or is something off? Reading it “silently in your head” as if you were a native might catch an unnatural phrasing.

  5. Ensure nothing was accidentally left out or added without meaning. Your German should account for every detail in the English original.

Resources for Translation Practice:

• Past papers are the best: translate them and then compare with the official mark scheme translations. This will show you alternative correct answers too.

• You can also use online tools (carefully) to check – for example, Google Translate has improved but still can make errors; however, if you input your German and see weird English, you might spot an error in your German.

• Some websites or textbooks have translation exercises specifically targeting A-level structures. Make use of them.

Mastering A-level German translations not only prepares you for those exam questions but also reinforces grammar and vocabulary knowledge that helps in all areas of the exam. It’s very satisfying to render a complex sentence perfectly into German – it’s like solving a puzzle. Practice diligently, and you’ll steadily improve your accuracy and confidence.

Essential German Grammar Revision for A-Level

Grammar is the framework that holds your German language skills together. For A* at A-level, you need to have a strong command of grammar – both for understanding (in reading/listening) and producing language (in speaking/writing/translation). By Year 13, you should be comfortable with all major grammar points taught at GCSE and the more advanced structures introduced at A-level. Here we’ll outline the key grammar topics you must know inside out, and suggest practice strategies for each. We’ll also link to some useful grammar revision posts from our blog for deeper dives and exercises.

The 10 Crucial Grammar Topics for A-Level German: (adapted from our detailed post on this)

1. Verb Tenses (Zeiten) and Moods: Make sure you can form and use all the common tenses:

   • Present (ich gehe),

   • Past: Perfekt (ich bin gegangen) vs. Präteritum (ich ging) – know when each is used, even if spoken German favours Perfekt except in formal/written contexts or modal verbs.

   • Future (ich werde gehen),

   • Pluperfect (ich war gegangen),

   • Futur II (less common, but know it exists for “I will have done…” ich werde gemacht haben).

   • Konjunktiv II (subjunctive for hypotheticals: ich würde gehen / ich hätte Geld, wenn… etc.).

   • Konjunktiv I (indirect speech – often “er habe gesagt” etc., not heavily tested except maybe in reading).

   • Practice drill: Take a single verb and conjugate it in all these forms. Especially irregular verbs (fahren, sehen, geben, etc.) – be able to do ich du er in present, narrative past (Prät.), perfect (with correct helping verb), subjunctive etc.

   • Use them in context: write one sentence per tense about a theme (e.g. Environment: “Heute recyceln viele Menschen…”, “Vor 20 Jahren haben weniger Leute recycelt…”, “In Zukunft werden wir…”, “Hätten wir doch früher…”).

2. Sentence Structure & Word Order: German word order rules are strict but manageable:

   • Verb-second rule in main clauses (The cat sits on the mat -> Die Katze sitzt auf der Matte. If you start with place: Auf der Matte sitzt die Katze.).

   • Verb-final in subordinate clauses (after weil, dass, ob, obwohl, damit, etc.).

   • Position of nicht and other adverbs (nicht comes before adjectives/parts of infinitive, but after objects/time/place – it’s tricky: generally Subject – verb – [time] – [manner] – [place] – object – nicht – other stuff – verb 2).

   • Tekamolo (Time, Manner, Place) rule for ordering adverbial sentences.

   • Separable verbs: Remember to send prefix to end in main clause (Ich stehe um 7 Uhr auf).

   • Infinitive constructions: with zu (after verbs like vorhaben, anfangen, vergessen etc. – Ich habe vor, bessere Noten zu bekommen).

   • Drill: Take complex English sentences and practice writing them in German, focusing on word order. E.g., “Tomorrow, after school, I will quickly finish my homework in the library because I want to go out with friends later.” Then check if each element is in the right spot.

   • Our blog covers word order basics and complex clauses – see our guides on German sentence structure and Time-Manner-Place (Tekamolo).

3. Complex Sentence Structures:

   • Master subordinate clauses: relative clauses, causal clauses (weil/da), conditional (wenn falls), concessive (obwohl), purpose (damit), etc. Each will send verbs to end, and if you string multiple clauses, remember the order for multiple verbs (e.g. modal + perfect: ..., weil er nach Hause hat gehen müssen).

   • Relative Clauses: Know the relative pronoun declensions (der, dessen, dem, den, etc.). E.g. “The woman whom I met” = die Frau, der ich begegnet bin (because begegnen takes dative: der Frau in dative is der).

   • Infinitive clauses: Often introduced by um... zu (in order to) or ohne... zu (without doing sth). Example: “um bessere Noten zu bekommen, muss man viel lernen.”

   • Participial constructions: Not heavily required, but you may see them in reading or use them for conciseness (e.g. “In Berlin angekommen, gingen wir ins Hotel.” = After arriving in Berlin, we went to the hotel).

   • Practice: Try combining simple sentences into one complex sentence with connectors. Also work on indirect speech (e.g. turning quotes into reported speech with subjunctive if you want a challenge).

   • Check blog posts on infinitive clauses and other complex clauses for examples.

4. Cases and Declensions: The four German cases (nominative, accusative, dative, genitive) are fundamental.

   • Ensure you know which case goes with which common prepositions (accusative: durch, für, gegen, ohne, um; dative: mit, nach, bei, seit, von, zu; two-way prep rules: an, auf, in etc. – action vs location).

   • Verb case requirements: Many common verbs take dative objects (helfen, danken, folgen, gefallen, etc.). Know these because using the wrong case can obscure meaning (e.g. ich helfe meinem Bruder, not meinen Bruder).

   • Adjective endings: A bit of memorisation needed – know the tables or patterns for endings after der-words, ein-words, and unpreceded. E.g. der große Mann, einen großen Mann, mit großem Mann; ein großer Mann, einen großen Mann, mit einem großen Mann; große Männer, der großen Männer....

   • Noun plurals and their genitives: A-level might expect you to know that “die Probleme der Jugendlichen” (genitive plural adds -n to Jugendlichen) or “die Rolle des Lehrers” (-s on Lehrer). Get familiar with typical endings.

   • Drill ideas: Make yourself fill-in-the-blank exercises or use online ones for adjective endings and cases. Translate sentences with multiple parts to enforce case awareness.

   • On our blog, there’s a German cases refresher and a German adjective declension guide.

5. Subjunctive and Conditional:

   • Konjunktiv II for hypotheticals: includes würde + infinitive and also the simple forms wäre, hätte, könnte, sollte, müsste, wollte etc. You should be comfortable saying things like “Wenn ich mehr Zeit hätte, würde ich ein Ehrenamt machen.”

   • This is often used for polite requests too: “Könnten Sie mir sagen, wann...?”

   • Konjunktiv I (e.g. er habe, sie seien) – primarily for reported speech. You might not need to produce it, but if you see “sagte, sie sei krank” know it means “she is ill (according to her)”. But using it correctly could impress in writing if done subtly (though not necessary).

   • Practice by writing some unreal scenarios in German: “If I were chancellor, I would…”, “He speaks as if he knew everything (er spricht, als ob er alles wüsste)”.

   • Our blog touches on Konjunktiv, especially in the context of common usage (like making polite or uncertain statements).

6. Modal Verbs & Auxiliary Verbs:

   • Modal verbs (dürfen, können, mögen, müssen, sollen, wollen) – know their meanings and conjugations, including the fact that ich/er forms often lack endings (ich kann, er kann).

   • Use of modals in past (Präteritum is common: konnte, musste etc.) and the perfect (hat… machen können).

   • Double infinitive construction: when you have a modal in perfect, e.g., “He had to work” = “Er hat arbeiten müssen” (two infinitives at end). This often appears in translations or higher writing.

   • Auxiliary verbs (haben, sein, werden) – be very clear on when to use sein as perfect auxiliary (movement/change of state mostly), and werden for passive and future.

   • Practice: Create sentences using each modal in various tenses. Eg: Ich will ins Kino gehen. Ich wollte ins Kino gehen. Ich habe ins Kino gehen wollen. And similarly with others.

7. Passive Voice & Impersonal Constructions:

   • Passive (werden + past participle) – e.g. “Das Problem wird diskutiert” (the problem is being discussed). Know present, past (wurde diskutiert), and modal passives (es muss diskutiert werden).

   • Also know how to say “man” as an impersonal subject (one/people/they). German often uses man or passive where English might use “you/they”. Eg: “In Germany, they speak German” = “In Deutschland spricht man Deutsch.”

   • Passive with von + agent if needed, or durch for means.

   • Practice by converting active sentences to passive and vice versa. E.g. “The novel was written by Schlink” -> “Der Roman wurde von Schlink geschrieben.”

   • Use impersonal es constructions: “Es gibt…”, “Es ist zu sehen, dass…”, “Es fällt auf, dass…” – these can be handy in essays or speaking. Read our guide on the German passive voice for additional help.

8. Prepositions & Verb Prepositional Phrases:

   • As mentioned, memorise which prepositions take which case. Also those that change meaning with case (two-way preps: in der Schule (location dative) vs in die Schule (motion accusative)).

   • Pay special attention to verbs that always use a certain preposition in German that might differ from English. E.g., “waiting for” = warten auf (accusative), “to be afraid of” = Angst haben vor (dative), “to depend on” = abhängen von.

   • These verb+prep combos are numerous. Learning them in context is best. Flashcards can help (front: English phrase, back: German with correct prep + case).

   • Additionally, know the meaning of some common prepositional adverbs like dafür, daran, darauf etc., used to refer back to things (e.g. “Denkst du an die Zukunft?” – “Ja, ich denke oft daran.”).

   • Our blog covers prepositions and offers lists of which case they require.

9. Word Formation & Compound Words:

   • German lets you create long compounds; while you don’t need to make super long ones, understanding them is key. If you see a big word, identify roots. Practice forming some: e.g. Umwelt + Schutz + Gesetz = Umweltschutzgesetz (environmental protection law). It shows sophistication if you can use some compound nouns correctly relevant to topics (like Klimawandel, Arbeitslosenquote, Schulsystem).

   • Also recognise prefixes and suffixes:

     • ver- often indicates to make something a certain way or a mistake (verändern – change, verlaufen – go (in a direction), but also versprechen – literally mis-speak meaning “to promise” or “to slip up in speaking context”).

     • -heit, -keit, -ung turn adjectives/verbs into nouns.

     • un- is a negation prefix (unwichtig).

   • It’s not a focus to test, but it helps in vocab expansion and understanding reading.

10. Direct and Indirect Speech:

    • Direct speech: know punctuation/dialogue formatting in German if you ever incorporate a quote. E.g., „Ich kann nicht“, sagte er.

    • Indirect (reported speech): as noted with Konjunktiv I. Not heavily required to produce unless you’re writing a report or referring to what someone said in your essay. But in reading or listening, if someone uses habe or sei as “he is”, you should know it’s reported.

    • For writing, you can often get away with using dass clauses with indicative if you find Konjunktiv I confusing. Many Germans use it casually. But if you want to show off: “Der Autor behauptet, Hanna habe keine andere Wahl gehabt.”

Grammar Practice Drills & Resources:

• Do exercises from A-level grammar workbooks. For example, the AQA A-level German Grammar & Translation Workbook is full of targeted practice.

• Online resources like Schubert Verlag or Lingolia have advanced grammar exercises you can do for free.

• Our Olesen Tuition blog grammar posts have explanations and examples, such as the 10 grammar topics article and others on specific tricky points (like differences between dasselbe vs das Gleiche, use of articles, verb tenses guide, etc. – see our German grammar category).

• Grammar quizzes can also help identify weak spots. If you find yourself slipping on a particular thing (say, adjective endings), zero in on that for a day or two.

Final tip: Make grammar revision active. Merely reading rules is not enough; you need to apply them. So write your own sentences, speak them out loud, translate back and forth. Over time, the correct structures should start to feel right, which is the goal – that you can use correct grammar naturally when under exam pressure.

Building a High-Scoring Vocabulary

One of the quickest ways to elevate your German and impress examiners is by having a rich, topic-specific vocabulary at your disposal. A broad vocabulary helps in every paper – you’ll understand listening and reading texts more easily, you’ll express yourself more precisely in speaking and writing, and you won’t stumble as much in translation. Here’s how to build and utilise a high-scoring A-level German vocab:

• Master High-Frequency A-Level Vocabulary: We’ve compiled a list of 500+ high-frequency German words and phrases by theme – make sure you learn these! They cover common A-level themes such as Familie (family), die digitale Welt (digital world), Kunst und Architektur, Berlin/Deutschland history, Integration, Jugendkultur, etc., each with a sample sentence. For example, under Familie you’d have words like Scheidung (divorce), Patchworkfamilie (blended family), Geburtenrückgang (decline in birth rate). If you incorporate such thematic words in your speaking/writing, it shows examiners you’re comfortable with topic vocabulary.

• Use Themed Vocab in Context: Don’t just memorize isolated words – practice using them in sentences relevant to their theme. If you learn Gleichstellung der Geschlechter (gender equality), write a sentence or two about it: “Die Gleichstellung der Geschlechter ist ein wichtiges Thema in modernen Familien, sodass beide Elternteile die Hausarbeit teilen.” (notice how that also demonstrates understanding).

• Learn Synonyms and Antonyms: Avoid repeating the same generic words. Instead of always saying “wichtig”, know alternatives like wesentlich, bedeutend, maßgeblich. For “problem” use das Problem, die Herausforderung, die Schwierigkeit. For “to show” use zeigen, darstellen, verdeutlichen. Building a network of synonyms helps you express nuance and avoid redundancy.

• Expressions and Idioms: A well-placed idiomatic expression can lift your language. For instance, “das A und O” (the most important thing), “zwei Fliegen mit einer Klappe schlagen” (kill two birds with one stone), “etwas in die Wege leiten” (set something in motion). But be cautious: only use idioms you fully understand and that fit the context logically. Examiners value idiomatic usage as a sign of near-native fluency.

• Connectives and Discourse Markers: These are vital for essay writing and speaking to structure your ideas. Words like außerdem (furthermore), jedoch (however), beispielsweise (for example), deshalb (therefore), dennoch (nevertheless), zunächst (firstly), schließlich (finally). A varied use of these can really impress, as it makes your argumentation more coherent.

• Precision with Verbs: German has many verbs with slight differences in meaning. For instance, erreichen (achieve/reach), erzielen (obtain, as in a result), ermöglichen (enable). Using a precise verb can add sophistication. Instead of “macht möglich”, “ermöglicht” is a nice upgrade. Instead of “bekommt besser”, say “verbessert sich”.

• Avoid Anglicisms/Literal Translation of English Phrases: For example, saying “macht einen Unterschied” (literal “makes a difference”) – better German is “es macht einen Unterschied” is actually okay, but some phrases like “makes sense” is “ergibt Sinn”, not “macht Sinn” (though that’s creeping into common usage, strict examiners prefer ergibt). Know these to avoid losing marks for lexical awkwardness.

• Utilise Vocabulary from Your Texts/Films: Each literary work or film has its own set of vocabulary. Use it! If you studied “Die Verwandlung” by Kafka, throw in words like Verwandlung (transformation) in your essay. If Good Bye, Lenin! then Wende (turning point, shorthand for reunification period) or Ostalgie (nostalgia for East Germany) are great terms to use. This shows not only vocabulary knowledge but engagement with the material.

• Regular Revision and Expansion: Make vocab study a constant part of your routine:

  • Use flashcards (apps like Anki or Quizlet) for new words. Mix pictures for concrete nouns; for abstract terms, include an example sentence.

  • Maintain a vocab notebook divided by theme. Whenever you encounter a good word in class or in a reading, add it. Review these weekly.

  • Learn in chunks: collocations or phrases. Instead of just “Einfluss”, learn “Einfluss auf etwas haben” (to have influence on something). Instead of just “beeinflussen”, learn “die öffentliche Meinung beeinflussen”. This way you remember how to use the word naturally.

• High-level Vocabulary Use in Speaking: In your oral, aim to use a couple of advanced words or phrases on each theme if relevant. If talking about technology, mention “Datenmissbrauch” (misuse of data) or “Internet der Dinge” (Internet of Things) if appropriate. For environment, perhaps “erneuerbare Energien” (renewables) or “Kohlenstoffausstoß” (carbon emission). But again, ensure you use them correctly; don’t force jargon if you’re not confident with it.

• Learn the little words too: It’s not just fancy long nouns. Make sure you know plenty of everyday words, especially those that differ from English. e.g., “different” – anders, “to realize” – bemerken or merken (not realisieren in the sense of become aware; realisieren is more like to make real). These smaller pitfalls can trip you in translation or writing if you fall back on an English-like word that’s incorrect.

• Use our High-Frequency Vocab Blog Post: It’s a free resource enumerating essential words by theme with sample sentences. It also explains that understanding ~95% of the words in a text is needed for good comprehension. So, work towards that percentage by filling gaps using that list. For instance, under “Kultur” theme, words like Kulturerbe (cultural heritage) or Veranstaltung (event) might appear; knowing them ensures you don’t blank out when they come up.

• Practice retrieving vocab: It’s one thing to recognise a word, another to recall it when needed. Do speaking or writing prompts where you must actively use the new vocabulary. For example, take a theme like “Die digitale Welt” and speak for two minutes about it, consciously including words like Datenschutz (data protection), sozialen Medien, Cybermobbing (cyberbullying), etc.

• Don’t Neglect Basic Vocabulary: While advanced words are great, you must also correctly use basic words that glue your language together: common verbs (make sure you don’t say “ich bin 17 Jahre alt seit 3 Jahren” – mixing up seit usage, or misuse bringen vs nehmen). Accuracy with foundational vocab is crucial to avoid misunderstandings.

By expanding your vocabulary, you not only prepare yourself to understand whatever the exams throw at you, but you also empower yourself to express original, precise thoughts in German – which is exactly what examiners love to see for A*. Consistent daily vocab work will yield huge rewards by the end of your revision period.

Example Questions and Model Answers

To tie everything together, let’s look at some sample questions for both the writing and speaking parts of the exam, along with model answers or introductions. These examples will illustrate how to apply the strategies we’ve discussed – from structuring answers to using rich vocabulary and complex grammar.

Sample Essay Question with Model Introduction and Tips

Question (Literature): “In Good Bye, Lenin! spielt die Lüge eine zentrale Rolle. Analysieren Sie, wie und warum Alex seiner Mutter die Wahrheit verheimlicht, und welche Folgen dies hat.”

(“In Good Bye, Lenin!, deception/lying plays a central role. Analyze how and why Alex hides the truth from his mother, and what consequences this has.”)

Model Introduction:“Der Film Good Bye, Lenin! (Regie: Wolfgang Becker, 2003) thematisiert die dramatischen Veränderungen nach dem Mauerfall durch die ungewöhnliche Entscheidung der Hauptfigur Alex, seiner Mutter die Wahrheit über die Wiedervereinigung zu verheimlichen. Die Lüge, die er aufrechterhält – nämlich dass die DDR weiterhin existiert –, dient zunächst dazu, seine schwerkranke Mutter zu schützen. Allerdings zeigt der Film im Verlauf, dass Alex’ gut gemeinte Täuschung sowohl komische als auch tragische Folgen hat und ihn selbst vor moralische Fragen stellt.”

Why this is effective:

• It introduces the film with director and year (showing cultural knowledge).

• It directly addresses the question: mentions Alex’s decision to hide the truth (the Lüge), and frames it as central.

• It hints at why he lies (to protect his mother) and that the film shows various consequences (comic and tragic, moral questions).

• It sets up an analysis – the reader knows the essay will explore both motives and effects of the deception.

• Language: uses nice phrases like “gut gemeinte Täuschung” (well-intentioned deception), and complex sentence structures. The introduction is about 3-4 sentences, setting a clear stage.

How to continue (outline):

• Paragraph 1: Why he lies – expand on mother’s health, his fear of shock causing her death, so initial deception is out of love. Mention specific scenes like removing political signage, the first fake news broadcast he makes with Dennis (comical elements).

• Paragraph 2: How he lies – the elaborate “Ostalgie” world he creates, e.g., getting old Spreewald Gurken jars, staging fake news. Discuss how this shows his creativity and desperation.

• Paragraph 3: Consequences – positive (mother’s brief happiness, perhaps) but also negative: Alex’s personal stress, the ethical dilemma, mother’s eventual realization (she figures it out and plays along to spare him). The emotional climax on the rooftop with fireworks and the final moments.

• Conclusion: Tie back to theme – through this central lie, the film comments on the clash between personal love and political truth, and on how people cope with change (the mother gets a “reunification” tailored to her by Alex, symbolic of East Germans’ struggle with abrupt change).

Annotated Tips:

• In each paragraph, use specific references to the film: mention scenes (e.g., the mother seeing the statue of Lenin being flown away – in reality – which Alex quickly explains away), or dialogues (even paraphrase).

• Use film terminology where relevant, e.g., “die Kameraeinstellung verdeutlicht…”, “die Verwendung von Originalaufnahmen der Wende gibt dem Film Authentizität…”. For instance, Becker’s use of actual footage of the fall of the Berlin Wall contrasted with Alex’s fake news underscores the theme of reality vs illusion.

• Vocabulary: utilize theme words like Wende (turning point, shorthand for reunification period), Ostalgie, Wahrheit vs. Lüge, Illusion, Schutz, Konsequenzen, Konflikt, etc.

• Grammar: Perhaps use a conditional to express a hypothetical (Alex’s fear: “Alex glaubt, seine Mutter würde den Schock nicht überleben, wenn sie die Wahrheit erführe.” – a conditional clause showing his reasoning).

• Show analysis: don’t just recount scenes – after describing a consequence, comment on what it means. E.g., “Dieser Konflikt zwischen Ehrlichkeit und Liebe zu seiner Mutter bringt Alex in eine schwierige Lage und spiegelt das Dilemma vieler Ostdeutscher wider, die zwischen alter und neuer Welt standen.” That gives deeper insight.

This approach would yield a high-level answer: it covers how (the methods of deception), why (motivation), and effects, hitting all parts of the question, supported by examples, with good language.

Sample Speaking Questions and Model Answers (Speaking Exam)

Stimulus Card Example (Theme: Immigration) – (Imagine a card about immigration statistics in Germany with info like “X% of the population has a migrant background, debates on integration, etc.”)

• Examiner Question 1: “Was sind Ihrer Meinung nach die größten Herausforderungen bei der Integration von Einwanderern in Deutschland?”

  • Model Answer: “Meiner Meinung nach besteht eine der größten Herausforderungen darin, Sprache und Bildung für Einwanderer zugänglich zu machen. Ohne ausreichende Deutschkenntnisse ist es schwer, Arbeit zu finden oder am sozialen Leben teilzunehmen. Außerdem gibt es manchmal Vorurteile und Diskriminierung, die Integration erschweren – sowohl seitens der Aufnahmegesellschaft als auch innerhalb von Migrantengruppen. Ein weiteres Problem ist die Ghettoisierung in manchen Städten, wo Einwanderer unter sich bleiben und weniger Kontakt zur deutschen Bevölkerung haben. Um diese Herausforderungen zu bewältigen, muss der Staat in Sprachkurse, gemischte Wohnprojekte und Aufklärung investieren.”

  • Why this is good: It directly addresses the question with multiple points (language/education, prejudice, ghettoisation). It uses strong vocab: Vorurteile, Diskriminierung, Ghettoisierung, Aufnahmegesellschaft (host society), aufeinander bleiben (implying lack of mixing), Aufklärung (education/awareness). It shows nuance that integration challenges come from both sides. Structurally, it’s organised (first challenge, also another). Grammar: uses ohne… zu, and complex sentences. The student also presents solutions briefly (shows depth of thought).

• Examiner Question (follow-up): “Was könnte man tun, um die Vorurteile zu reduzieren?”

  • Model Answer: “Um Vorurteile abzubauen, halte ich den Dialog für sehr wichtig. Menschen sollten Gelegenheiten haben, einander persönlich kennenzulernen – zum Beispiel durch Nachbarschaftsprojekte oder in Schulen, wo Einheimische und Migranten gemeinsam an Projekten arbeiten. Aufklärungskampagnen in den Medien könnten ebenfalls helfen, positive Beispiele gelungener Integration zu zeigen. Letztendlich verschwinden Vorurteile meist, wenn man eigene Erfahrungen mit Menschen aus anderen Kulturen macht und merkt, dass viele Ängste unbegründet sind.”

  • Highlights: It responds with concrete ideas (dialogue, community projects, media campaigns). Good phrases: Gelegenheiten haben, einander kennenzulernen; Ängste unbegründet. Shows positive tone and that the candidate can discuss solutions, not just problems.

IRP Discussion Example: (Assume the student’s IRP was on “The role of social media in German youth political engagement”. The examiner might ask...)

• Question: “Warum haben Sie sich entschieden, über dieses Thema – soziale Medien und politisches Engagement deutscher Jugendlicher – zu recherchieren?”

  • Model Answer: “Ich habe dieses Thema gewählt, weil mich Politik und digitale Medien persönlich interessieren. In Deutschland gab es in den letzten Jahren Phänomene wie “Fridays for Future”, wo viele Jugendliche über soziale Medien mobilisiert wurden. Ich wollte verstehen, welche Rolle Plattformen wie Instagram oder YouTube dabei spielen, Jugendliche politisch zu aktivieren. Außerdem finde ich, dass dieses Thema sehr aktuell ist und Aufschluss darüber gibt, wie die nächste Generation das politische Leben mitgestaltet. Meine Recherche hat mir auch geholfen, Parallelen zu Entwicklungen in anderen Ländern zu sehen.”

  • Analysis: The student explains their motivation, linking it to current events (Fridays for Future) and personal interest. Good vocab: mobilisiert, aktivieren, Aufschluss geben (provide insight), die nächste Generation, mitgestalten, Parallelen. It’s a fluent response showing genuine engagement with the topic – exactly what examiners want to hear for IRP.

• Possible Follow-up: “Welche Quellen haben Sie für Ihre Recherche verwendet, und welche davon fanden Sie am zuverlässigsten?”

  • Model Answer: “Ich habe drei Hauptquellen genutzt: Erstens eine Studie vom Deutschen Jugendinstitut, die statistische Daten darüber lieferte, wie viele Jugendliche sich online politisch äußern. Zweitens mehrere Artikel aus der Süddeutschen Zeitung und von Tagesschau.de, die über Jugendproteste berichteten – diese waren nützlich, um konkrete Beispiele und Kommentare von Experten zu bekommen. Drittens habe ich mir Interviews auf YouTube mit jungen politischen Influencern angesehen, zum Beispiel von der Aktivistin Luisa Neubauer. Am zuverlässigsten war die Studie, da sie wissenschaftlich fundiert ist. Die Medienartikel waren ebenfalls seriös, aber natürlich manchmal vereinfachend. Die YouTube-Interviews waren spannend, weil sie authentische Stimmen zeigen, aber sind eher persönliche Eindrücke als allgemeingültige Fakten.”

  • Why it's strong: It lists sources specifically (shows depth), describes what each contributed, and evaluates reliability – showing critical thinking. It uses rich expressions: wissenschaftlich fundiert (scientifically based), seriös (reputable), vereinfachend (simplifying), authentische Stimmen, allgemeingültige Fakten. It’s structured clearly (first, second, third) and gives a judgment as asked.

These examples illustrate how to deliver substantive, well-structured answers with advanced language. Your own answers in the exam will, of course, depend on your chosen IRP and the specifics of any stimulus card, but the key takeaways are:

• Always address the question asked directly.

• Use specific examples or reasoning.

• Employ varied vocabulary and some advanced structures naturally.

• Keep your answers organised: list things if appropriate (firstly, secondly) or use clear connectors.

• Maintain a calm, confident tone – it’s fine to pause to think for a moment as long as you come back with a structured response.

With practice, you’ll be able to answer even unexpected questions smoothly by drawing on the wealth of knowledge and language you’ve built up.

Having walked through all these strategies, examples, and tips, you should now have a comprehensive understanding of what it takes to score an A* in A-level German. It’s a combination of knowing the exam requirements, consistent revision, skill-specific techniques, strong grammar and vocabulary, and exam strategy.

In the final section, we’ll wrap up with some next steps and resources to help you implement this advice – including how to get further support and a handy checklist you can use in your revision.

Next Steps: Putting Your Plan into Action

You’ve absorbed a lot of information – now it’s time to apply it. Here are some concrete next steps and resources to help you implement this guide and boost your A-level German to an A*:

• Create Your Own Revision Schedule: Using the year-round strategy above as a model, write out a timetable for the remaining weeks/months till your exam. Include all components: grammar drills, past papers, speaking practice, etc. Having a plan on paper makes it easier to stick to.

• Use Checklists: We’ve prepared a free downloadable A-level German Revision Checklist (PDF) that summarises key tasks and topics (like grammar points to review, must-know vocab themes, past paper log, etc.). Use it to track what you’ve covered and what’s left. 【(Imagine this is a link to download)】.

• Engage with German Daily: Little habits make a big difference. Change your phone language to German, follow a German news site or social media account, listen to a German song a day. Immersion outside of “study time” reinforces your learning effortlessly.

• Practice, Practice, Practice: There is no substitute for doing. Speak German as often as possible (even if just recording yourself), write mini essays or paragraphs and get feedback, and do every past paper you can get your hands on. Repetition will build confidence.

• Review Examiners’ Reports: These are documents exam boards publish after each exam session, highlighting common student mistakes and what differentiated top answers. They are a goldmine for understanding what not to do and what impresses examiners. Incorporate that insight into your practice.

• Stay Motivated and Healthy: It’s a marathon, not a sprint. Keep your motivation up by reminding yourself why you want that A* – maybe it’s for a university offer, or personal satisfaction. Celebrate small wins (a great practice essay, a vocab test aced). Also, keep a balance – sleep well, eat well, exercise a bit, and relax periodically. A fresh mind retains information far better.

How We Can Help Further

At Olesen Tuition, we specialise in helping students excel in A-level German. If you feel you need extra support or a guided boost, consider these options:

• 📚 1:1 Online A-Level German Lessons: Personalised lessons with an experienced, native German tutor can target your specific weaknesses – whether it’s grammar clarification, speaking practice, or essay feedback. Our tutors have a track record of 95% A/A* results with students. Book a trial online lesson today to experience how one-on-one coaching can accelerate your progress.

• 🎯 Intensive A-Level German Revision Courses: Especially as exams are near, a focused course can sharpen your skills. We offer A-level German revision courses during half-terms, Easter, and summer, both online and in London. In small groups, you’ll practice exam papers, drill key grammar, and get expert exam technique tips – a perfect complement to your independent study. Join our upcoming A-level German revision course (limited spaces) to boost your confidence and competence in exam components.

• 📝 Explore Our A-Level German Blog Section: We regularly post detailed articles on specific aspects of the A-level (many of which were linked in this guide). From “How to Write Excellent A-Level German Essays” to “How to Prepare for the Speaking Exam”, and grammar deep-dives, our blog is a treasure trove. Check out the A-Level German category on our site for relevant posts and revision guides. Notable ones to read:

  • Our A-level German Revision Guides on Films and Literary Works, such as

  • Der Besuch der alten Dame

  • Der Vorleser

  • Kafka's "Die Verwandlung"

  • Goodbye Lenin

  • Das Leben der Anderen

  • Sophie Scholl-die letzten Tage and many more!

  • How to Prepare for the A-level German Listening, Reading, Writing Papers

Bookmark these and make them part of your study resources.

• ✅ Downloadable Resources: We offer summary sheets, vocab lists, and grammar exercises as free downloads on our site for subscribers. For instance, our German A-Level Grammar Pack condenses rules with examples, and our A-Level Essay Phrases List can give you ready-to-use advanced phrases. Consider signing up for our newsletter to get these freebies and stay updated on new tips.

• 👥 Join our Student Community: Sometimes peer support is invaluable. We host an online forum/group for our A-level German students where you can ask questions, share resources, or even arrange speaking practice exchanges. It’s motivating to be part of a community all aiming for top grades.

Finally, remember that aiming for an A* is a journey. There will be moments when German grammar seems frustrating or when an essay draft doesn’t turn out perfect. Don’t be discouraged – every mistake is an opportunity to improve. Look back periodically to see how far you’ve come (maybe listen to a recording of your German from six months ago and compare – you’ll be amazed at the progress).

You have the roadmap – now it’s about consistent effort and smart studying. With the strategies outlined in this guide, coupled with determination and the support available to you, you’re well on your way to mastering A-level German.

🎉 Viel Erfolg! – Wishing you lots of success on your exams. And perhaps most importantly, enjoy the process of becoming proficient in German. The skills and cultural insights you gain will stay with you far beyond results day.

• 👉 Book a 1:1 A-level German Online Lesson to get personalised feedback and accelerate your learning curve.

• 👉 Enrol in our A-Level German Revision Course for an intensive prep boost with expert tutors.

• 👉 Download your free A-Level German Revision Checklist (PDF) to keep your study on track.

• 👉 Explore more tips on our Blog for in-depth articles on exams, grammar and vocabulary.

With the right approach and support, that A is within your reach. Let’s achieve it together!*