The two-minute IRP presentation is short enough to appear straightforward. In practice, deciding what to include can be difficult. After several months of research, students often have far more material than they can present, and attempting to squeeze everything into two minutes usually results in a rushed list of facts.

A strong presentation gives the examiner a clear view of the project and its most important findings. It should show that the student understands the subject, has drawn conclusions from the research and is ready to discuss those conclusions in greater depth.

The precise requirements depend on the exam board, particularly when it comes to the treatment of sources. This guide explains the differences between AQA and Pearson Edexcel and offers a practical structure for each.

What is the purpose of the IRP presentation?

The presentation introduces the research that will form the basis of the longer discussion.

For AQA, students present their findings for up to two minutes. The presentation is assessed separately for AO4, with marks awarded according to the knowledge and understanding demonstrated. AQA makes clear that the quality of the findings matters more than their quantity.

The presentation is followed by a discussion lasting nine to ten minutes. This longer section allows the examiner to explore the project, question the student’s conclusions and test how confidently they can use evidence.

For Pearson Edexcel, the presentation is also limited to two minutes, but it has a more specific focus. Students are expected to summarise the main ideas from at least two written sources and give a relevant personal response. The wider presentation and discussion lasts ten to eleven minutes.

Students should therefore prepare according to their own specification rather than relying on a generic IRP script.

If you are still deciding what to research, begin with my guide to A-Level Spanish IRP topics and research questions. A focused question makes the presentation much easier to organise.

Why trying to include everything usually goes wrong

Two minutes gives enough time to develop only a small number of ideas. Depending on a student’s natural speaking pace, this may amount to roughly 230–270 words, although the timing is more important than the word count.

A common mistake is to reduce the whole project to a chronological summary:

Primero investigué… Después descubrí… También leí… Finalmente encontré…

This explains the research process but says very little about what the student learned. The examiner needs to hear the findings that emerged from the research.

Another problem is the presentation that becomes a collection of dates, names and statistics. Precise evidence can be valuable, but each detail needs a purpose. A statistic should support a conclusion, illustrate a change or reveal a contrast. Otherwise, it simply occupies valuable time. The aim is to select the material that best represents the project.

A practical structure for an AQA IRP presentation

An AQA presentation can be organised into four short sections.

1. Introduce the research question

Begin by stating the subject and the question you investigated. One or two sentences will usually be enough.

Para mi proyecto de investigación, decidí estudiar el impacto del turismo masivo en Barcelona. En concreto, investigué hasta qué punto el turismo ha afectado a la vida de los residentes de la ciudad.

This opening gives the examiner the context immediately. There is no need for a long explanation of why the subject is interesting or a detailed account of how it was chosen.

2. Give the necessary context

Provide enough background for the findings to make sense. This might involve a date, a social development, a political decision or a brief explanation of the issue.

Durante las últimas décadas, Barcelona se ha convertido en uno de los destinos turísticos más visitados de Europa. Aunque este crecimiento ha aportado importantes beneficios económicos, también ha aumentado la presión sobre la vivienda y algunos barrios del centro.

The context should remain brief. Its purpose is to prepare the listener for the findings rather than become a history of the entire topic.

3. Develop two or three key findings

This should occupy most of the presentation. Choose findings that help answer the research question and can be explained clearly within the time available.

Uno de mis principales hallazgos fue que el crecimiento de los alojamientos turísticos ha contribuido al aumento de los alquileres en varias zonas de la ciudad. También descubrí que muchos residentes consideran que algunos barrios han perdido parte de su identidad, ya que los comercios tradicionales han sido sustituidos por negocios dirigidos principalmente a los visitantes.

The student is doing more than reporting information here. The evidence is connected to its social consequences.

A second finding could introduce another perspective:

Sin embargo, el turismo sigue siendo fundamental para la economía local y genera numerosos puestos de trabajo. Esto significa que el problema no consiste simplemente en reducir el número de turistas, sino en encontrar una forma más sostenible de gestionar el sector.

The contrast makes the presentation more thoughtful and creates several possible directions for the discussion.

4. State the overall conclusion

Finish by giving a clear answer to the research question.

Llegué a la conclusión de que el turismo ha beneficiado económicamente a Barcelona, pero su crecimiento sin suficiente control ha tenido consecuencias negativas para muchos residentes. En mi opinión, las medidas más eficaces serían limitar los alojamientos turísticos en las zonas más afectadas y fomentar el turismo en otras partes de la ciudad.

A conclusion should emerge from the research already presented. Introducing an entirely new argument in the final sentence can leave the presentation feeling unfinished.

How Pearson Edexcel students should adapt the structure

Pearson Edexcel students need to give greater prominence to their written sources. Their presentation should summarise the main points from at least two of them and include a personal response.

A useful structure is:

1. identify the first written source;
2. summarise its main argument or evidence;
3. identify the second written source;
4. summarise its contribution;
5. compare what the sources reveal;
6. give a personal conclusion or response.

For example:

Una de las fuentes que consulté fue un artículo publicado por… El artículo explica que… y destaca especialmente…

Mi segunda fuente fue… Según este estudio…

Las dos fuentes coinciden en que…, aunque presentan perspectivas diferentes sobre…

Después de analizar ambas, considero que…

The title of the project is already available to the examiner, so there is little value in spending a large part of the presentation introducing it. Pearson’s own exemplar material praises a student who moves directly to the two sources instead of using time on an unnecessary introduction.

Students should not merely name the sources. They need to demonstrate that they understood them and can explain how they contributed to the investigation.

How many findings should you include?

For AQA, two or three developed findings are normally more effective than five or six superficial ones. The exact number will depend on the project. A complex historical question might require three connected findings, while a focused cultural investigation may work better with two findings explored in slightly greater depth.

Each finding should pass a simple test:

• Does it help answer my research question?
• Can I explain its significance?
• Can I support it with evidence?
• Could it lead naturally to further discussion?

If a fact is interesting but has little connection with the question, it probably does not belong in the presentation.

Edexcel students need to organise their material around the required written sources, but the same principle applies. The summaries should focus on the information that shaped the student’s understanding of the topic.

Write for speaking rather than reading

A presentation written as an essay often sounds dense when spoken aloud. Sentences become too long, subordinate clauses pile up and the student reaches the end without sounding entirely in control of the material.

Spoken Spanish needs space. Use complete sentences, but keep the structure manageable. Natural signposting can help the listener follow the argument:

• Mi investigación se centró en…
• Uno de los principales hallazgos fue que…
• Otro aspecto importante fue…
• Las fuentes que consulté muestran que…
• Esto tuvo como consecuencia…
• A partir de estos datos, llegué a la conclusión de que…

These expressions provide structure without turning the presentation into a memorised collection of elaborate phrases.

Advanced grammar remains useful when it expresses the idea clearly. A conditional sentence can explain an alternative outcome, while the subjunctive may help evaluate a policy or recommendation. There is no advantage in inserting a complicated structure if it makes the sentence harder to deliver accurately.

Should you memorise the presentation?

Students need to know the presentation extremely well, but mechanical memorisation creates several risks.

If one word is forgotten, the rest of the sentence may disappear with it. A student concentrating on reproducing a fixed script can also sound detached from the meaning. Most importantly, the discussion begins immediately afterwards, and the examiner may ask about any of the claims just presented.

A better method is to learn the route through the presentation:

• research question;
• essential context;
• first finding and evidence;
• second finding and evidence;
• conclusion.

Practise expressing those points in slightly different language. The final version will become stable through repetition, while the student retains enough flexibility to recover from a forgotten word or unexpected pause.

Under AQA rules, students can only have access to their completed Candidate Record Form during this part of the assessment. They cannot take a separate script or set of notes into the exam. Familiarity with the ideas is therefore much more dependable than remembering every sentence in isolation.

Prepare the presentation and discussion together

The two-minute presentation should not be treated as a separate task completed before preparing for the discussion. Every major claim may lead to a question.

After each section, write down what the examiner might reasonably ask:

• Why did this change happen?
• Which factor was most important?
• How reliable was the evidence?
• Did your sources disagree?
• Who benefited from this development?
• What were its main consequences?
• Has the situation improved?
• What is your own view?
• What further research would be useful?

Then prepare evidence and vocabulary that will allow you to answer those questions naturally. This process often reveals where the presentation is too vague. If you cannot explain or defend a finding in the discussion, it may need further research.

How to practise the timing

Begin by recording the complete presentation without trying to speak quickly. If it lasts considerably longer than two minutes, remove material rather than accelerating.

The first material to cut is usually:

• a long personal introduction;
• background information that the examiner does not need;
• repeated explanations;
• lists of similar examples;
• facts that do not contribute to the conclusion.

Once the content fits comfortably, practise it on different days and in slightly different conditions. A presentation that lasts exactly two minutes at home may run over when the student pauses or hesitates in the exam. Finishing a few seconds before the limit provides a sensible margin.

Listen to the recordings for clarity as well as timing. Check whether the findings are easy to identify, whether the evidence supports them and whether the conclusion answers the original question.

Students preparing for the other part of the AQA speaking assessment can also use my guide to A-Level Spanish stimulus cards to practise developing evidence-based answers under time pressure.

Final checklist

Before considering the presentation ready, check that:

• it follows the requirements of your exam board;
• the research question is immediately clear;
• the background information is brief and relevant;
• the presentation contains a small number of developed findings;
• evidence is used to explain those findings;
• the conclusion answers the research question;
• Edexcel presentations identify and summarise at least two written sources;
• the language sounds natural when spoken;
• the presentation remains within two minutes;
• you can discuss every claim without relying on a memorised script.

A carefully structured presentation gives the examiner a clear starting point, but it also helps the student. When the main findings are organised properly, it becomes easier to anticipate questions, recall evidence and move into the discussion with confidence.

Students who would like individual help with their research, presentation or follow-up discussion can find more information about my online A-Level Spanish tuition. Lessons are adapted to the student’s exam board and can focus on the specific aspects of the IRP that are limiting their performance.