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Specialist exam preparation

A clear plan.
A stronger performance.

Language knowledge, exam technique and the confidence to use both. Preparation for children, teenagers and adults is matched to the qualification, level, awarding body and exam year.

Experience that connects the whole picture.

Exam preparation is a central part of my language teaching. My experience includes French iGCSE, A-level and IB at St Edward’s School in Oxford, school language preparation in Switzerland, and IELTS and TOEFL preparation in Dublin.

I combine that classroom experience with translation training, advanced language-teaching qualifications, years of teacher professional development and coaching for student success.

A programme built around the learner

We begin with your target qualification and a diagnostic sample. I identify gaps in language, task understanding and strategy, then plan focused practice. Regular review shows what is improving and what still needs attention.

Bring your syllabus code, exam year, current feedback and any school requirements to our first conversation. We will agree which route and level I can support.

From a target grade to a practical plan.

  1. DiagnoseCompare a sample with the relevant criteria.
  2. PrioritiseChoose a small number of high-value targets.
  3. Practise & reviewComplete tasks, get feedback and improve the response.
  4. Rehearse & transferUse timed conditions and unfamiliar questions.

Choose a 30-minute speaking focus, a 45-minute session, 60 minutes for practice and analysis, or a planned intensive block. Compare lesson formats →

Preparation by qualification

Know the demands. Practise with purpose.

Language B at SL / HL; ab initio discussed separately

IB languages

  • Match the course: establish the language, SL or HL, assessment year and school requirements before choosing materials.
  • Develop the assessed skills: practise reading and listening comprehension, audience-aware written text types and sustained oral interaction across the prescribed themes.
  • Prepare the individual oral: organise a response to the appropriate stimulus and extend answers in discussion. Language B HL includes two literary works; its oral uses a literary extract, unlike the SL visual stimulus.
  • Use the right criteria: turn feedback on language, message and interaction into specific practice targets. Support for assessed work follows the IB’s independence requirements.

Exam-year check: updated Language B and ab initio courses have first assessment in 2029. We use the guide for your cohort, not a mixture of versions.

IB · Language B ↗ · IB · Language B updates for first assessment in 2029 ↗

Discuss IB languages preparation →
French · German · Italian Language and Culture

AP languages

  • Interpret authentic sources: build close reading and listening, separating the main argument from supporting details and cultural assumptions.
  • Write from evidence: construct an argumentative essay that uses the supplied print and audio sources accurately and supports a clear position.
  • Prepare for the revised speaking tasks: develop source-based cultural research, a project presentation and spontaneous responses to project questions. The student’s own thinking and language remain central.
  • Rehearse the delivery: practise within the current time limits and become familiar with recording responses in Bluebook.

From May 2027: revised exams are fully digital, with Project Presentation and Project Q&A speaking tasks. Preparation follows the current project instructions and Personalized Project Reference requirements; older speaking formats are not treated as the current exam.

College Board · AP language revisions for 2026–27 ↗ · AP French · Exam and assessment ↗ · AP German · Exam and assessment ↗ · AP Italian · Exam and assessment ↗

Discuss AP languages preparation →
AQA · Pearson Edexcel · Cambridge International, as applicable

A-level / AS / International A-level

  • Confirm the specification: AS, A-level and International A-level are different routes; required works, components and task types depend on the awarding body.
  • Analyse, rather than retell: develop an argument about a prescribed literary work or film, selecting precise evidence and linking it to the question.
  • Strengthen language control: work on listening and reading strategies, accurate translation where assessed, and grammar that supports nuanced expression.
  • Prepare for discussion: practise theme-based answers and follow-up questions; where required, plan and discuss an independent research project. For example, AQA French includes set works and an individual research project.

Feedback distinguishes linguistic accuracy, relevant knowledge and quality of analysis. We use the mark scheme and prescribed works for the learner’s actual board.

AQA · A-level French specification and assessment ↗

Discuss A-level / AS / International A-level preparation →
AQA · Pearson Edexcel · Cambridge International

GCSE / iGCSE

  • Start with the exact course: establish the language, syllabus code, exam year and any tier or route. GCSE and International GCSE specifications are not interchangeable.
  • Build all four skills: retrieve high-frequency vocabulary, understand questions, locate detail and express a message with suitable range and control.
  • Practise the specified speaking tasks: rehearse role plays, topic conversations, picture or other stimulus tasks only where the board requires them. Follow-up questions prevent dependence on a memorised script.
  • Improve written responses: answer every part of the task, develop opinions with reasons, select useful time frames and check verbs, agreements and word order. Translation is included where assessed.

Cambridge’s French 0520 page separates syllabus years, including 2025–27 and the revised course from 2028. An old practice paper is used only when its demands still match the target exam.

Cambridge International · IGCSE French and syllabus years ↗

Discuss GCSE / iGCSE preparation →
A2 Key · B1 Preliminary · B2 First · C1 Advanced · C2 Proficiency

Cambridge English Qualifications

  • Choose the appropriate level and route: use a diagnostic task and the learner’s purpose; consider For Schools versions where suitable.
  • Prepare for each component: practise the specific reading, listening and writing tasks; at B2 First, C1 Advanced and C2 Proficiency, give dedicated attention to Use of English.
  • Develop interaction: practise extending an individual turn, comparing ideas and responding to another candidate. For B2 First and C1 Advanced, paired speaking needs listening and collaboration as well as personal fluency.
  • Refine writing: work on content, communicative achievement, organisation and language, with text types matched to the chosen qualification.

Use official sample papers, speaking examples and assessment scales. Preparation also reflects the digital or paper-based route booked with the exam centre.

Cambridge English · B2 First exam format ↗ · Cambridge English · C1 Advanced exam format ↗

Discuss Cambridge English Qualifications preparation →
German · qualification and CEFR level agreed individually

Goethe-Zertifikat

  • Match the level: work from the official model test for the chosen A1–C2 qualification, rather than assuming a single format across all levels.
  • Target the skills: analyse reading, listening, writing and speaking demands, then prioritise the learner’s least secure areas.
  • Communicate a complete message: practise fulfilling writing prompts, using appropriate register, presenting a view and responding to a partner where required.
  • Prepare for the chosen module structure: for example, Goethe B1 has four modules that can be taken separately or together; its speaking includes paired interaction.

Lessons may draw on life in Switzerland, Germany and Austria. Exam practice follows the relevant Goethe standard-language materials; it is not an assessment of Swiss German dialect.

Goethe-Institut · Official practice materials A1–C2 ↗ · Goethe-Institut · B1 structure and modules ↗

Discuss Goethe-Zertifikat preparation →
French · DELF A1–B2 · DALF C1–C2

DELF / DALF

  • Choose the right version: consider age, goals and level, including DELF junior / scolaire where appropriate. The qualification determines the tasks and criteria.
  • DELF: develop comprehension and production in listening, reading, writing and speaking. Move from everyday exchanges towards organised opinion and argument as the level rises.
  • DALF C1: practise accurate synthesis of source documents, distinguish the sources’ ideas from your own position, and develop sustained written and spoken argument.
  • DALF C2: prepare for demanding integrated comprehension-and-production tasks, precise reformulation, organised discussion and a flexible command of register.

We review task fulfilment, coherence, linguistic range and control against the official criteria for the exact level, using candidate materials and sample tasks.

France Éducation international · DELF/DALF resources ↗ · France Éducation international · DALF C1 candidate handbook ↗ · France Éducation international · DALF C2 candidate handbook ↗

Discuss DELF / DALF preparation →
Italian · Società Dante Alighieri

PLIDA

  • Select the route: adult PLIDA offers A2, B1, B2, C1 and C2; PLIDA Juniores offers A1–B2 with topics designed for younger candidates.
  • Prepare all four skills: use the official listening, reading, writing and speaking samples for the chosen level.
  • Practise purposeful Italian: understand what a task is asking, complete the message and adapt language to the situation, audience and text type.
  • Rehearse and review: combine timed tasks with careful feedback on clarity, cohesion, grammar, vocabulary and spoken interaction, then revisit the weakest areas.

The plan is matched to the current PLIDA materials and candidate requirements. General Italian conversation supports preparation, while exam tasks receive their own focused practice.

Società Dante Alighieri · PLIDA levels and routes ↗ · PLIDA · Official sample tests ↗

Discuss PLIDA preparation →

Exam information checked against official sources in September 2026. Specifications can change: the learner’s current guide and exam-centre instructions take precedence. This is independent preparation, not an awarding body or an exam registration service.

From my classroom

Make quality visible, one target at a time.

A checklist used as a conversation

Fluency under exam conditions: practise expressing a message and responding to an unfamiliar follow-up, alongside the specific assessment criteria. We rehearse strategies for clarifying, paraphrasing and continuing when a word is missing. See how we track fluency development →

My classroom checklist has long brought together verbs, vocabulary, structures and oral communication. This updated example keeps that breadth while focusing attention: choose one or two targets before a task, listen for evidence afterwards and repeat with a clear purpose.

Complex language earns its place by helping the message. We do not insert every tense or structure into every answer. A learner should also have time to think, clarify and self-correct.

Download my original classroom checklist (PDF) ↓

Historical French iGCSE classroom example, 2016–17. Its communication / language / impression scores and structure list are not presented as a current board’s rubric. We use the current qualification’s criteria in exam preparation.

Choose your focus for the next attempt

A small example in French

« J’aime les sciences parce que… Hier, nous avons… La semaine prochaine, j’aimerais… »

Extend a message about school with a reason, a past event and a future intention when these fit the task and level. Then change the details and answer an unexpected question. For work, use a project update, an explanation of a difficulty and a proposed next step.

Confidence has a method, too.

Prepare your attention

Read the task, identify the audience and plan the response before you begin. Use a familiar routine to make the next action clear.

Practise recovery

Rehearse asking for clarification, paraphrasing and continuing after a mistake. A single difficult moment does not need to stop the whole performance.

Reflect without self-criticism

Separate the quality of a response from your value as a person. Identify what worked and one specific change for next time.

Explore the psychological skills we practise →

IELTS, TOEFL and other routes.

IELTS, TOEFL and suitable telc goals can also be discussed. We confirm the exact test, version, target result and institution’s requirements before setting the plan. If your qualification is not listed, send me its full name and the areas where you would like support.

Your complimentary 15-minute conversation

Let’s understand your exam goal.

Tell me the language, qualification, board, exam year and the tasks you most want to improve.

Arrange your free conversation →