A-Level Spanish IRP Structure (Rubric Checklist)
A strong A-level Spanish individual research project (IRP) starts with a focused question about a Spanish-speaking society, then uses reliable evidence to build a clear answer. For AQA, the IRP presentation lasts up to two minutes and leads into discussion. Check your own exam board’s rules, and prepare to explain your ideas in Spanish without relying on a memorised script.
Students often begin with a broad interest, such as migration, music or education, then find it hard to turn that interest into a focused project. The key is to make your topic narrow enough to research and discuss, but rich enough to support different views and evidence.
I help students plan spoken research projects by starting with the question, not a stack of facts. A clear question gives your research a purpose, helps you sort useful evidence from background detail, and makes practice questions easier to predict. The checklist below is designed around AQA’s A-level Spanish speaking assessment, but the research approach can help with other boards. Always check your current specification and teacher’s instructions first.
What the Spanish IRP involves
An individual research project is a spoken discussion of a topic you have researched, linked to a Spanish-speaking country or community. You should show knowledge and understanding, explain evidence, and respond to questions. AQA sets the assessment format, but it does not require one universal IRP question or a fixed set of written headings.
AQA timing and assessment format
AQA A-level Spanish (7692) speaking assessment lasts 21–23 minutes, including five minutes of supervised preparation. It includes a stimulus-card discussion and an IRP section. The IRP section starts with a presentation of up to two minutes, followed by discussion with the examiner.
Treat the presentation as a short opening, not the whole project. The discussion is where you need to explain and develop your ideas in response to questions.
Check your own exam board
Assessment timings, task formats and submission rules can vary by board and year. Before you settle your project plan, check the current specification and any instructions from your teacher or exam centre. Do not assume AQA’s 21–23-minute assessment or two-minute presentation applies to your course.
| What to check | What to confirm |
|---|---|
| Exam board and specification | The correct course and current assessment rules |
| IRP format | Whether your board uses a presentation, discussion, or another format |
| Topic approval | How and when your teacher needs to approve your topic |
| Preparation rules | What notes or materials are allowed on assessment day |
Choose a focused topic and question
A strong topic has a clear link to a Spanish-speaking society and can be researched with evidence. Your question should invite explanation or judgment, rather than a simple list of facts. A focused question also helps you choose sources that matter and leave out details that do not help answer it.
Narrow the topic step by step
Start with an area of interest, then add a place, group, time period or issue. For example, “education in Spain” is too broad for a short spoken project. “How has one recent education policy affected students in a particular part of Spain?” gives you a clearer path, as long as you can find reliable evidence.
Use these checks before asking your teacher to approve the question:
- Does it relate clearly to a Spanish-speaking country or community?
- Can you answer it using evidence, not only personal views?
- Is it narrow enough to discuss within the time available?
- Can you find more than one perspective?
- Can you explain why the issue matters?
If the question can be answered with a single date or definition, make it more analytical. If it covers several countries, decades and issues, narrow it.
Research with reliable evidence
Research means gathering information that can support your answer, not collecting facts for their own sake. Use sources that are relevant, credible and clear about where their information comes from. Record publication details as you work, and keep facts separate from opinion so you can explain what each source does and does not show.
Build a useful source record
Look for information from sources such as official reports, established news outlets, research bodies and relevant organizations. One source type may not give you the full picture. Compare accounts, check dates, and look for evidence that supports different views.
A source log can be simple:
| Source detail | Notes to record |
|---|---|
| Name and publisher | Who made or published it? |
| Date | When was it published or updated? |
| Main evidence | What fact, finding or viewpoint is useful? |
| Connection to your question | How does it help answer the question? |
| Limits | What might it leave out or fail to prove? |
Do not use a statistic without knowing what it measures, when it was collected, and who it covers. If two sources disagree, do not hide the difference. Explain what may account for it, or say that the evidence is uncertain.
Organise the IRP around an answer
There is no single set of required IRP headings for every student. A clear structure is a planning tool: it helps you move from the question to evidence, analysis and a reasoned conclusion. Use the structure below to organise your research and speaking notes, then adapt it to your board’s rules and your teacher’s guidance.
Research question and scope
State the question and define its limits. Name the country or community, the issue and any time period you are focusing on. This stops the discussion from drifting into general background and helps you explain what your project does not cover.
Research approach and key evidence
Briefly identify the kinds of sources you used and select the strongest evidence. You do not need to recite every source. Choose facts and viewpoints that help answer the question, and be ready to say where your evidence comes from.
Analysis and contrasting perspectives
Explain what the evidence suggests. Compare perspectives where relevant, and consider why people or sources may reach different conclusions. Analysis is more than describing what happened: it shows how evidence relates to your question and what it can reasonably support.
Answer and implications
Give a direct answer to your question, based on the evidence you have discussed. Add a brief implication or unresolved issue if it helps. Avoid making a stronger claim than your sources allow, and do not present personal opinion as proven fact.
Prepare the two-minute presentation and discussion
The presentation should introduce your question and give the examiner a clear route into the discussion. For AQA, it can last up to two minutes. Plan the order of your points and practise the timing, but do not turn the whole discussion into a memorised speech.
A concise opening can include:
- Your research question and why you chose it
- The main issue or context needed to follow your answer
- One or two key findings
- Your current conclusion, with a point that can be explored further
Then prepare for discussion. Make short prompts for evidence, dates, viewpoints and key Spanish terms. Practise answering follow-up questions in different ways, such as explaining a cause, defending a conclusion, comparing views or discussing a limitation.
I advise students to practise with a partner who asks questions they have not written in advance. This reveals whether they understand their evidence or have only memorised lines. If you cannot explain a point in simpler Spanish, return to the source and make sure you understand it first.
Use a rubric-style checklist
A rubric checklist is a practical way to check whether your project is ready; it is not a substitute for your exam board’s official mark scheme. For AQA, prepare to show both knowledge and understanding of your topic and the ability to communicate in Spanish. Check the current assessment materials for the exact criteria.
| Check | Ready when… |
|---|---|
| Question | It is focused, researchable and approved as required |
| Knowledge | You can explain the issue and its context |
| Evidence | You can identify reliable sources and explain useful findings |
| Analysis | You can show how evidence supports, limits or complicates your answer |
| Balance | You can discuss contrasting views where the topic calls for them |
| Conclusion | You can answer the question without overstating the evidence |
| Spanish | You can explain, clarify and justify your points in Spanish |
| Response | You can answer follow-up questions rather than recite a fixed speech |
| Timing | Your presentation stays within the board’s limit |
| Notes | Your notes follow your centre’s rules and prompt, rather than replace, speaking |
Common planning problems to fix
A descriptive project may include many facts but never answer its question. A very broad question can lead to shallow research. A polished script can sound fluent but leave you unprepared when the examiner asks something unexpected.
Use this final check: Can you explain why each key piece of evidence matters? Can you give a different view fairly? Can you say what your sources cannot prove? If not, refine your research or notes before you rehearse again.
Worked planning examples
These examples show how a student might narrow a topic and organise a response. They are planning scenarios, not claims about the results of real research. Before using an example, verify that suitable evidence exists and that the topic meets your course rules.
Example: tourism and local communities
A student interested in tourism might begin with “tourism in Spain.” That is too broad to guide a short discussion. A narrower question could ask how tourism affects one named community or area. The student would then look for evidence on more than one effect and compare the views of relevant groups.
Example: language policy and identity
A student interested in languages could ask how a specific language policy relates to identity in a defined community. They would need sources that explain the policy and sources that show differing perspectives. Their conclusion should reflect what those sources support, rather than assuming that everyone in the community shares one view.
For either project, the next step is to test the question against the checklist: Is it focused, answerable with evidence and open to discussion?
A final preparation plan
A manageable plan reduces last-minute rewriting. First, confirm your exam board’s rules and get any required topic approval. Next, refine the question, research contrasting sources, and record the evidence you may use. Then arrange your answer into a short opening, key points and a conclusion.
Finally, practise timed delivery and unscripted questions. Review the official specification and your centre’s guidance before the assessment, especially for allowed notes and preparation rules. Your goal is not to predict every question. It is to understand your topic well enough to respond clearly in Spanish.
Frequently asked questions
These answers cover common questions about choosing, structuring and practising an A-level Spanish IRP. AQA details below apply to the AQA 7692 specification; other students should check their own board’s current rules. Ask your teacher if an instruction from your centre differs from general guidance.
How long is the AQA Spanish speaking assessment?
AQA’s speaking assessment lasts 21–23 minutes, including five minutes of supervised preparation. It includes a stimulus-card discussion and an IRP section.
How long is the AQA IRP presentation?
The presentation at the start of the AQA IRP section can last up to two minutes. Check the current specification and your centre’s instructions before the assessment.
Does every exam board use the same IRP format?
No. Timings, task formats and rules depend on the exam board. Check your current specification rather than applying AQA timings to another course.
Does the IRP need fixed headings?
AQA does not prescribe one universal set of IRP headings. Headings such as question, evidence, analysis and conclusion can help you plan, but follow your teacher’s and board’s requirements.
What makes a good IRP question?
A good question is focused, linked to a Spanish-speaking society, and answerable with evidence. It should invite explanation or judgment, not just a list of facts.
Should I memorise my IRP discussion?
Do not rely on a fully memorised discussion. Prepare key evidence and arguments, then practise responding to new questions so you can explain and develop your ideas.
How many sources should I use?
There is no single number that suits every question. Choose enough relevant, credible sources to understand the issue and consider different perspectives. Quality and useful comparison matter more than a large source count.
What should I do if sources disagree?
Check their dates, methods and viewpoints. Explain the difference if you can, and be clear about uncertainty. Do not choose the claim you prefer without considering the evidence.
How can I tell whether my project is too broad?
If it covers many places, time periods or issues, or you cannot explain the question in one clear sentence, narrow it. Define the community, issue or period you will focus on.
(This article was written by one of our staff writers, Christopher Langston. Visit our Meet the Team page.)
