Course Structure
Assessment
ORDINARY LEVEL
The learning outcomes that are presented in normal type apply at Ordinary level. Students engage with a broad range of knowledge, mainly factual in nature, but with some elements of abstraction or theory. Students at Ordinary level will be expected to demonstrate and use a moderate range of practical and cognitive skills and tools, select from a range of procedures, and apply known solutions to problems in both familiar and unfamiliar contexts.
HIGHER LEVEL
All learning outcomes, including those in bold type, apply at Higher level. Students engage with a broad range of knowledge including theoretical concepts and abstract thinking with significant depth in some areas. Students at Higher level will be expected to demonstrate and use a broad range of specialised skills and tools to evaluate and use information, to plan and develop investigative strategies, and to determine solutions to varied, unfamiliar problems, and to identify and apply skills and knowledge in a wide variety of both familiar and unfamiliar contexts.
The learning outcomes that are presented in normal type apply at Ordinary level. Students engage with a broad range of knowledge, mainly factual in nature, but with some elements of abstraction or theory. Students at Ordinary level will be expected to demonstrate and use a moderate range of practical and cognitive skills and tools, select from a range of procedures, and apply known solutions to problems in both familiar and unfamiliar contexts.
HIGHER LEVEL
All learning outcomes, including those in bold type, apply at Higher level. Students engage with a broad range of knowledge including theoretical concepts and abstract thinking with significant depth in some areas. Students at Higher level will be expected to demonstrate and use a broad range of specialised skills and tools to evaluate and use information, to plan and develop investigative strategies, and to determine solutions to varied, unfamiliar problems, and to identify and apply skills and knowledge in a wide variety of both familiar and unfamiliar contexts.
Resources
https://www.studyclix.ie/resources/leaving-certificate/agricultural-science
Ag Science Notes
Ag Science Notes 2
Mr. White Ag Science Notes
The Famers Journal
Sustainability tackled in new Leaving Cert ag science syllabus... check out this article in the Farmers Journal
Ag Science Notes
Ag Science Notes 2
Mr. White Ag Science Notes
The Famers Journal
Sustainability tackled in new Leaving Cert ag science syllabus... check out this article in the Farmers Journal
Check out podcast farmland podcast below...
Latest from UCD School of Agriculture & Food Science
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How can students obtain a H1 grade in Ag Science?
4.3% of Agricultural Science students secured a H1/A1 (worth 100 CAO points) in the 2017 Leaving Certificate examination; an exceptional grade that requires time, effort and determination, the key factors to success that That’s Farming Journalist Catherina Cunnane knows all too well.
The LC Agricultural Science paper is made up of a project worth 25% while the remaining 75% of marks can be picked up in the written paper. The majority of the content covered in the written paper and required in the project over-lap, so with good attention to detail and a study smart approach you can breeze through the course.
Check out the official That’s Farming guide on how to rise to the top in LC Ag Science below!
Quite often, the set questions may have a part B or C that can force students to ponder, which can throw some of the high-end students off. My advice is to attempt all nine questions when revising, so that you can openly answer the required six questions on the day, leaving yourself with the choice and of course do a seventh question if you have time once you have checked your initial questions thoroughly.
Q2- Soil (48 marks)
Q4- Experiments. (48 marks)
Q7 – Genetics (48 marks)
Q9 – Scientific Explanations (48 marks)
My advice is to have at least three of these sections prepared to the highest degree, four if possible. Some students find that the experiments and scientific explanations questions can be hard to prepare for, but by covering topics in detail, you should have adequate information to attempt the questions in the exam.
My number one recommendation is to work towards earning top marks in the short questions – you cover reams of information over the course of the two-years, so you should go into the exam knowing that you've sixty marks in the bag.
It is important to seek feedback and recommendations from your Agricultural Science teacher. Ensure that you source as much original content as possible; do not plagiarise material from books, the internet, fellow students, ect. Showing that you gained hands-on practical experience is paramount, even if that does mean taking a ‘selfie’ while dosing weanlings or silage feeding. My project was jam-packed with information and detailed descriptions, with all the required sections, samples and collections of photos were featured throughout.
Birth weights, slaughter weights, Live-weight gain, kill-out results, feeding space, air-space...learn them all; pop them on a flash card! The marking schemes are very strict when it comes to these figures, with very narrow ranges. These figures are typical Q1 material or can be part of a long question.
You can learn from the mistakes of other students and while it is important to know what you should do, it is equally as important to know what NOT to do! You will find all of those recommendations in that publication.
In 2017, a question referencing the Beef Data and Genomics Programme appeared on the paper, which incorporated related terms on the course – important characteristics when selecting heifers for a suckler enterprise, performance testing, progeny test. Also, Grassland and the Carbon Cycle appeared last year; two other widely broadcasted topics in 2017.
This isn't the first time they have featured a hot topic on the paper. For example, the removal of quotas and the change of location for the National Ploughing Championships were used to create questions for students.
Check out That's Farming from now right up until June 2018, for our special Agri-career focus feature. Catherina Cunnane will be looking at possible third-level courses and associated career paths.
The LC Agricultural Science paper is made up of a project worth 25% while the remaining 75% of marks can be picked up in the written paper. The majority of the content covered in the written paper and required in the project over-lap, so with good attention to detail and a study smart approach you can breeze through the course.
Check out the official That’s Farming guide on how to rise to the top in LC Ag Science below!
- Practise exam questions.
Quite often, the set questions may have a part B or C that can force students to ponder, which can throw some of the high-end students off. My advice is to attempt all nine questions when revising, so that you can openly answer the required six questions on the day, leaving yourself with the choice and of course do a seventh question if you have time once you have checked your initial questions thoroughly.
- Focus on the set questions that appear on the paper annually.
Q2- Soil (48 marks)
Q4- Experiments. (48 marks)
Q7 – Genetics (48 marks)
Q9 – Scientific Explanations (48 marks)
My advice is to have at least three of these sections prepared to the highest degree, four if possible. Some students find that the experiments and scientific explanations questions can be hard to prepare for, but by covering topics in detail, you should have adequate information to attempt the questions in the exam.
My number one recommendation is to work towards earning top marks in the short questions – you cover reams of information over the course of the two-years, so you should go into the exam knowing that you've sixty marks in the bag.
- Spend time on your project.
It is important to seek feedback and recommendations from your Agricultural Science teacher. Ensure that you source as much original content as possible; do not plagiarise material from books, the internet, fellow students, ect. Showing that you gained hands-on practical experience is paramount, even if that does mean taking a ‘selfie’ while dosing weanlings or silage feeding. My project was jam-packed with information and detailed descriptions, with all the required sections, samples and collections of photos were featured throughout.
- Follow the official Marking Schemes.
Birth weights, slaughter weights, Live-weight gain, kill-out results, feeding space, air-space...learn them all; pop them on a flash card! The marking schemes are very strict when it comes to these figures, with very narrow ranges. These figures are typical Q1 material or can be part of a long question.
- Create a Word Bank.
- Read the Chief Examiner’s Report.
You can learn from the mistakes of other students and while it is important to know what you should do, it is equally as important to know what NOT to do! You will find all of those recommendations in that publication.
- Keep up-to-date with Agricultural and Rural Affairs.
In 2017, a question referencing the Beef Data and Genomics Programme appeared on the paper, which incorporated related terms on the course – important characteristics when selecting heifers for a suckler enterprise, performance testing, progeny test. Also, Grassland and the Carbon Cycle appeared last year; two other widely broadcasted topics in 2017.
This isn't the first time they have featured a hot topic on the paper. For example, the removal of quotas and the change of location for the National Ploughing Championships were used to create questions for students.
Check out That's Farming from now right up until June 2018, for our special Agri-career focus feature. Catherina Cunnane will be looking at possible third-level courses and associated career paths.