Junior Cycle History

Students have four State Sanctioned Assessments in their study of Junior Cycle History. Teachers additionally use class tests and other in-house assessments to help prepare students for their final written assessment.

Below students will find a collection of resources: PowerPoints, Cornell Notes, Study Guides and previous

CBA 1 - My Place in the Past

This CBA encourages students to explore the history of a local site, figure, event, or aspect that has had historical significance. The relevant learning outcomes here typically involve understanding the importance of historical evidence and developing a sense of historical empathy. For example:

• Understand and appreciate the importance of the past in shaping the present and future.
• Engage with a range of historical evidence and develop the skills of critical historical inquiry.

CBA 2 - A Life in Time

This CBA focuses on exploring an individual's life or a particular type of life over time. Learning outcomes that emphasize biography, change over time, and historical empathy are particularly relevant. For instance:

• Analyse the lives of people in the past, recognizing the factors that influenced their actions, beliefs, and decisions.
• Recognise how people, ideas, and events in the past can influence the future.

CBA2 is not compulsory to complete if CBA 1 was completed in Second Year for the 2024 Examination.

Assessment Task

The Assessment Task is linked to the second CBA, "A Life in Time". Students reflect on what they have learned during their study and preparation of the CBA. They also describe the skills they have developed. Relevant learning outcomes include:

• Communicate historical understanding using appropriate language of the discipline.
• Reflect on their own learning process and develop the skills of self-evaluation.

The Assessment Task will not be examined as part of the 2024 Examination.

Final Written Exam

The exam tests a wide range of historical knowledge and skills, requiring an understanding of historical concepts such as cause and effect, change and continuity, and the significance of events and individuals. Relevant learning outcomes for this would cover:

• Demonstrate an understanding of a wide range of historical topics.
• Engage critically with evidence to make informed judgments about the past.

Past Exam Papers and Marking Schemes

This section provides students with access to past exam papers and corresponding marking schemes, crucial for understanding exam format and expectations. These resources help students:

• Practice and Prepare: Engage with real exam questions, honing skills in answering structured historical queries under timed conditions.
• Understand Assessment Criteria: Gain insights into how responses are evaluated, which aids in aligning their answers with the marking criteria to maximize scores.
• Refine Exam Techniques: Develop strategies for effective question interpretation and structured response formulation, enhancing overall exam performance.

Leaving Cert History

Past Exam Papers and Marking Schemes

This section provides students with access to past exam papers and corresponding marking schemes, crucial for understanding exam format and expectations. These resources help students:

Final Written Exam Overview

The final written exam for the Leaving Certificate History syllabus is designed to assess students' understanding of historical knowledge, their ability to work with historical evidence, and their skills in critical thinking and analysis. The exam is differentiated between Ordinary and Higher levels.

Structure of the Exam

Ordinary Level:

Format: The exam consists of four questions, one on each of the four topics studied by the student. Three of these questions will be general questions, and one will be a documents-based question.

General Questions: These will be stimulus-driven, providing candidates with a stimulus such as a picture or map to facilitate recognition of the topic. The questions will test comprehension, identification, and require responses of variable lengths.

Documents-Based Question: This will follow a specific format with sections on comprehension, comparison, criticism, and contextualisation. Documents may include visual or written sources like transcripts of interviews, oral testimony, etc.

Higher Level:

Format: The exam consists of four questions, one on each of the four topics studied by the student. One of these questions will be documents-based.

General Questions: A specified number of questions will be asked on each of the topics with a requirement for more in-depth analysis and evaluation.

Documents-Based Question: Similar to the Ordinary level but with a greater emphasis on critical skills and contextualisation. The documents-based question will have sections on comprehension, comparison, criticism, and contextualisation with higher marks allocated to contextualisation.

Mark Allocation

Ordinary Level: The general questions and documents-based question are equally weighted.

Higher Level: The questions are equally valued with one being documents-based. Greater critical skills are expected, especially in the contextualisation section of the documents-based question.

Assessment Components

Report on the Research Study:

Mark Allocation: 20% of the total marks.

Components: Outline plan, evaluation of sources, extended essay.

Terminal Examination:

Mark Allocation: 80% of the total marks.

Ordinary Level: General questions will be stimulus-driven, and the documents-based question will have a higher weighting for comprehension.

Higher Level: Greater depth of analysis and evaluation required with higher marks for contextualisation in the documents-based question.

Exam Preparation

Students are expected to:

• Demonstrate a comprehensive understanding of the historical topics studied.
• Show proficiency in working with historical evidence, including the ability to evaluate and critically analyse sources.
• Apply historical concepts and demonstrate understanding of broader historical contexts.
• Develop well-structured and coherent responses reflecting thorough preparation and critical thinking skills.

The final written exam aims to test not only the students' knowledge but also their ability to engage with historical materials critically and analytically, preparing them for further studies and informed citizenship.