leaving cert history case study 2022

Terence O’Neill was a failure as a political leader for Leaving Cert History

• Post author: Martina
• Post published: April 3, 2024
• Post category: #625Lab History / History
• Post comments: 0 Comments

Would you agree that Terence O’Neill was a failure as a political leader? Argue your case. This is a student submission corrected by an examiner, 51/100 with detailed feedback. It would be…

History Predictions 2024 (Later Modern) for Leaving Cert Higher Level

• Post published: January 18, 2024
• Post category: History / Predictions

Updated January 2024 The Later Modern History course for the Leaving Cert is very broad, with a maximum of 12 possible topics to cover, each with multiple sub topics. Often,…

Racial equality during 1945-1989 for Leaving Cert History #625Lab

• Post published: June 22, 2023

During the period 1945 - 1989, to what extent did the movement for racial equality achieve meaningful change in the US? (Higher Level 2019) Cumulative Marks: 78/60 -  Due to the wealth of information and number…

How effective a leader was Joseph Stalin during World War II for Leaving Cert History #625Lab

• Post published: September 20, 2022

How effective a leader was Josef Stalin during World War II  Essay credit: Conor Gleeson. Graded 82/100 You may also like: To what extent did Lenin and/or Stalin bring about…

What were the main developments in church-state relations under Hitler and Mussolini?

• Post published: October 25, 2021

This essay is corrected as 95/100 with detailed feedback at the bottom of this essay. Essay credit: Aisling Walsh. You may also like Complete guide to Leaving Cert History The…

Complete Guide: H1 Leaving Cert History Guide 2023

• Post published: August 1, 2021
• Post category: History

This is relating to Leaving Cert 2023 and left here for reference purposes only. The examinable course is available here History 2024 2025 Start with these free resources: History mock…

Partition of Ireland 1912 to 1920 for Leaving Cert History #625Lab

• Post published: April 22, 2020

#625Lab – History, marked 78/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€). The factors that contributed to the partition of Ireland between the period…

Connolly and Larkin in the Irish Labour Movement for Leaving Cert History #625Lab

• Post published: April 18, 2020

#625Lab – History, marked 88/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€). What was the contribution of James Connolly and/or Jim Larkin to the…

Irish government and the consolidation of democracy 1922-32 for Leaving Cert History #625Lab

• Post published: April 6, 2020

How did the Irish government contribute to the consolidation of democracy 1922-1932? #625Lab – History, marked 72/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€).…

The controversies surrounding the treaty negotiations 1921 for Leaving Cert History #625Lab

• Post published: March 20, 2020

The Controversies surrounding the treaty negotiations 1921. #625Lab – History, marked 80/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€). Essay credit: Ciara McCarthy…

Causes of World War I for Leaving Cert History #625Lab

• Post published: June 2, 2019

What were the causes of World War I? #625Lab – History, marked 88/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€). By mid-1914 for…

Ireland 1912-1923: the use of physical force for Leaving Cert History #625Lab

• Post published: March 31, 2019

The threat and use of physical force had massive effects on Ireland from 1912-1923. The foundation of two armed groups, the Ulster Volunteers and the Irish volunteers, both with vastly opposing aims, gave rise to an era of conflict in Ireland.

Government of Ireland Act 1920 for Leaving Cert History #625Lab

• Post published: February 2, 2019

What caused the Government of Ireland Act 1920 to come into legislation? #625Lab – History, marked 70/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€).…

Cosgrave and De Valera for Leaving Cert History #625Lab

• Post published: January 27, 2019

During the period 1922-39, who achieved more in Anglo-Irish relations, Cosgrave or De Valera? Argue your case, referring to both. #625Lab – History, marked 87/100, detailed feedback at the very…

Germany 1920-39: social and economic problems for Leaving Cert History #625Lab

• Post published: January 20, 2019

What were the social and economic problems facing Germany 1920-39 and how were they dealt with? #625Lab – History, marked 80/100, detailed feedback at the very bottom. You may also…

US race relations, 1945-1968 for Leaving Cert History #625Lab

• Post published: January 8, 2019

What were the main developments in race relations in the US, 1945-1968? #625Lab – History, marked 87/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€).…

Lenin, Stalin and economics and social change for Leaving Cert History #625Lab

• Post published: January 1, 2019

To what extent did Lenin and/or Stalin bring about social and economic change? #625Lab – History, marked 70/100, detailed feedback at the very bottom. You may also like: Leaving Cert History…

Martin Luther King and the Montgomery bus boycott for Leaving Cert History #625Lab

• Post published: December 21, 2018

What was the contribution of Martin Luther King to the Montgomery bus boycott and to other aspects of US life? #625Lab – History, marked 85/100, detailed feedback at the very…

US Foreign Policy for Leaving Cert History #625Lab

• Post published: December 19, 2018

During the period 1945-1989, what was the importance of US foreign policy of one or more of the following: Berlin, Korea, Cuba? #625Lab – History, marked 70/100, detailed feedback at…

Cumann na nGaedheal Government 1923-1932 for Leaving Cert History #625Lab

• Post published: December 16, 2018

The Achievements of the Cumann na nGaedheal Government 1923-1932 #625Lab – History, marked 89/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€). Credit: Eimear O’Sullivan The Cumann…

Anglo-Irish Treaty for Leaving Cert History #625Lab

• Post published: December 3, 2018

Assess the provisions of the Anglo-Irish Treaty (1921) and consider the principal arguments for and against it. #625Lab – History. You may also like: Leaving Cert History Guide (€). Credit: Eimear O'Sullivan The truce…

Eamon de Valera as a political leader for Leaving Cert History #625Lab

• Post published: November 28, 2018

What were the strengths and weaknesses of Eamon de Valera as a political leader? #625Lab – History. You may also like: Leaving Cert History Guide (€). Credit: Ellis Byrne. Eamon de Valera was…

Fianna Fail compared to Cumann na nGaedheal for Leaving Cert History #625Lab

• Post published: November 22, 2018

How radical was the economic and social policy adopted by Fianna Fail after 1932 compared to Cumann na nGaedheal? #625Lab – History. You may also like: Leaving Cert History Guide (€). Credit: Ellis…

Winston Churchill as a leader during World War II for Leaving Cert History #625Lab

• Post published: November 15, 2018

How effective a leader was Winston Churchill or Josef Stalin during World War II? #625Lab – History. You may also like: Leaving Cert History Guide (€). Credit: Ellis Byrne. Feedback: This is a…

Stalin’s propaganda and terror for Leaving Cert History #625Lab

• Post published: November 1, 2018

How did Stalin use propaganda and terror to remain in power? #625Lab – History. You may also like: Leaving Cert History Guide (€). Essay 1 Credit: Brian Ronayne. Feedback: This is a…

Isaac Butt’s strengths and weaknesses for Leaving Cert History #625Lab

• Post published: May 15, 2018

Comment on Isaac Butt’s strengths and weaknesses as leader of the Home Rule Party. #625Lab - History. You may also like: Leaving Cert History Guide (€) Feedback: The factual content…

Leaving Cert History: Documents and Essays 2018 and 2019

• Post published: April 29, 2018

For the more up to date version for Leaving Cert 2020 and 2021, have a look at this History Documents and Essay guide This our concise History edition. Our full…

What were the main developments in race relations in the US, 1945-1968? #625Lab

• Post published: March 27, 2018

#625Lab History Although slavery was abolished in America in 1863, discrimination against black Americans remained prominent throughout society more than a century later. Widespread racism was evident, particularly in many…

What were the main developments in church-state relations under Hitler and Mussolini? #625Lab

• Post published: March 14, 2018

#625Lab – History, marked 87/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€).  With both Fascist parties rising to power in Italy and Germany, they…

What contribution did Joseph Goebbels and/or Leni Riefenstahl make to Nazi propaganda? #625Lab

• Post published: January 7, 2018

#625Lab – History, marked 87/100, detailed feedback at the very bottom. You may also like: Leaving Cert History Guide (€). There is very good use of factual information, which brings up the…

Leaving Cert History: Feminism in Ireland

• Post published: October 8, 2017

The role of women in Ireland, 1870-1914. Perspective: Economy and SocietyYou may also like:Leaving Cert History Complete Guide (€)The Status of WomenUntil the 1860s, women had to give up their…

Leaving Cert History Sample Essay: Religion and Culture in Northern Ireland

• Post published: August 29, 2016

What was the contribution of the Apprentice Boys of Derry to the celebration of religious and cultural identity among that city’s unionist minority? (2006)The Apprentice Boys of Derry, founded in…

The US and The World: Politics and Administration

• Post published: August 12, 2016

Timeline: The US and the world, 1945-1989Perspective: Politics and AdministrationImportant contextual information: US Government structureDon't miss out on the latest A1 notes and tips from top Leaving Cert performers!The Federal…

US and The World Sample Answer: Lyndon Johnson as a Political Leader

“What were the strengths and weaknesses of Lyndon Johnson as a political leader?” 2014 Higher Level Paper, Section 3, Topic 6, Q2.  THE US AND THE WORLD, 1945-1989 Don't forget…

Video: Nuremberg Rallies

• Post published: December 3, 2015

Please click continue reading to view video Don't miss out on the latest A1 notes and tips from top Leaving Cert performers!Leaving Cert English Sample Essay and NotesFollow @625pointssix25points

Video: Stalin’s show trials

Please click continue reading to view videoDon't miss out on the latest A1 notes and tips from top Leaving Cert performers!Leaving Cert English Sample Essay and NotesFollow @625pointssix25points

What were the significant developments in the US economy 1945-1989?

• Post published: September 1, 2015

After facing years of economic lethargy during the time of economic depression in the 1930s and the following Second World War the US emerged as the most powerful economy in…

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Leaving Cert history case studies

Leaving Certificate Curriculum: Document Case Studies & relevent HI articles

EARLY MODERN IRELAND

Topic 1: Reform and Reformation in Tudor Ireland, 1494-1558:

The Plantation of Laois/Offaly:

James Lyttleton, ‘ Seventeenth-century West Offaly : Accommodating the new realities (Vol. 12.1, Spring 2004)

Michael Quinn, ‘ Francis Cosby (1510-80), Stradbally, Queen’s County and the Tudor Conquest of Ireland ’ (Vol. 14.5, Sept-Oct 2006)

Women and marriage under Gaelic law

Art Cosgrove, ‘ Marriage in medieval Ireland ’ (Vol. 2.3, Autumn 1994)

The Bardic Schools:

Marc Caball, ‘Bardic poetry & the analysis of Gaelic mentalities’ (Vol. 2.2, Summer 1994) Can’t find this

Bernadette Cunningham, ‘ Irish language sources for Early Modern Ireland ’ (Vol. 4.1, Spring 1996).

Patrick Clark, ‘The O’Clery’s: hereditary historians and poets’ (Vol.18.3, May//June 2010) Can’t find this

Topic 2: Rebellion and conquest in Elizabethan Ireland, 1558-1603:

The Lordship of Tír Eoghain:

Hiram Morgan, ‘Gaelic Lordship and Tudor Conquest: Tír Eoghain, 1541-1603’ (Vol. 13.5, Sept/Oct 2005)  Can’t find this

Elizabethan Dublin:

Colm Lennon, ‘ Dublin’s Great Explosion of 1597 ’ (Vol. 3.3, Autumn 1995)

Topic 3: Kingdom v. colony: the struggle for mastery in Ireland, 1603-1660:

The Scots migration to Ulster:

Special issue on ‘ The Ulster plantation ’ (Vol. 17.6, Nov/Dec 2009)

Micheál MacCraith, ‘ Printing in the vernacular: the Louvain Project ’ (Vol. 15.4, July/Aug 2007)

Topic 4: Establishing a colonial ascendancy, 1660-1715:

Restoration Dublin:

John Gibney, ‘Restoration Dublin in the Ireland of its time, c.1660-1700’ (Vol. 14.3, May/June 2006)  Can’t find this

Angus Winchester, ‘ Dublin in the 1680s ’ (Vol. 15.1, Jan/Feb 2007)

Topic 5: Colony vs. kingdom: tensions in mid-18th century Ireland, 1715-1770:

The Ponsonbys:

Jame Kelly, ‘Henry Flood: the forgotten patriot’ (Vol. 7.1, Spring 1999)   Can’t find this

The Whiteboys:

James Patterson, ‘’Educated Whiteboyism’: the Cork tithe war, 1798-9’ (Vol. 12.4, Winter 2004)

Topic 6: The end of the Irish kingdom and the establishment of the Union, 1770-1815:

The Wexford Rebellion:

Daniel Gahan, ‘The military strategy of the Wexford United Irishmen in 1798’ (Vol. 1.4, Winter 1993)

Daniel Gahan, ‘The Scullabogue massacre 1798’ (Vol. 4.3, Autumn 1996)

The rise of Belfast:

Jonathan Bardon, ‘Belfast at its zenith’ (Vol. 1.4, Winter 1993)

Bill Rolston, ‘’A lying old scoundrel’: Waddell Cunningham & Belfast’s role in the slave trade’ (Vol. 11.1, Spring 2003)

Maynooth College:

Daire Keogh, ‘Maynooth: A Catholic seminary in a Protestant state’ (Vol. 3.3, Autumn 1995)

LATER MODERN IRELAND

Topic 1: Ireland and the Union, 1815-1870:

Private responses to famine, 1845-1849:

Christine Kinealy, ‘’The widow’s mite: private relief during the Great Famine’, (Vol. 16.2

Rob Goodbody, ‘Quakers & the Famine’ (Vol. 6.1, Spring 1998)

Peter Grey, ‘The triumph of dogma: ideology and famine relief (Vol. 3.2, Summer 1995)

The campaign for Catholic Emancipation, 1823-1829:

Thomas Bartlett, ‘The Catholic question in the eighteenth century’ (Vol. 1.1, Spring 1993)

Topic 2: Movements for political and social reform, 1870-1914:

The elections of 1886 and 1886: issues and outcomes:

Brian Walker, ‘The 1885 and 1886 general elections in Ireland’ (Vol. 13.6, Nov/Dec 2005)

Dublin 1913: strike and lockout:

Padraig Yeates, ‘The Dublin 1913 Lockout’ (Vol. 9.2, Summer 2001)

Christiaan Corlett, ‘The Church Street disaster, September 1913’ (Vol. 17.2, Mar/Apr 2009)

The GAA to 1891:

Noel Kissane, ‘Drink, Sunday School and the GAA: The use of documents in the teaching of history’ (Vol. 12.3, Autumn 2004)

Tom Hunt, ‘Classless cricket? Westmeath 1880-1905’ (Vol. 12.2, Summer 2004)

Richard McElligott, ‘’Degenearating from sterling Irishmen into contemptible West Britons’: The GAA and rugby in Kerry, 1885-1905’ (Vol. 19.4, July/Aug 2011)

Topic 3; The pursuit of sovereignty and the impact of partition, 1912-1949:

The Treaty negotiations, October-December 1921:

Michael Laffan, ‘The emergence of the ‘Two Irelands’, 1912-25’  (Vol. 12.4, Winter 2004)

Belfast during World War II:

Brian Barton, ‘The Belfast Blitz, April-May 1941’ (Vol. 5.3, Autumn 1997)

The Eucharistic Congress, 1932 :

Dermot Keogh, ‘The Catholic Church and the Irish Free State, 1922-32’ (Vol. 2.1, Spring 1994)

Rory O’Dwyer, ‘On show to the world: the Eucharistic Congress, 1932’ (Vol. 15.6, Nov/Dec 2007)

Topic 4: The Irish diaspora, 1840-1966:

Grosse Isle:

Michael Quigley, ‘Grosse Ile: Canada’s island famine memorial’ (Vol. 5.2, Summer 1997)

De Valera in America, June 1919-December 1920:

David B. Franklin, ‘Bigotry in ‘Bama: De Valera’s visit to Birmingham Alabama, April 1920’ (Vol 12.4, Winter 2004)

Michael Doorly, ‘The Friends of Irish Freedom: a case-study in Irish-American nationalism, 1916-21’ (Vol. 16.2, Mar/Apr 2008)

The Holy Host mission to Nigeria, 1945-1966:

Kevin O’Sullivan, ‘’The wind of change’: decolonisation in British West Africa’ (Vol. 14.4, Jul/Aug 2006)

Mary Dempsey, ‘The birth of a mission’ (Vol. 14.4, Jul/Aug 2006)

Topic 5: Politics and society in Northern Ireland, 1949-1993:

The Sunningdale agreement and the power-sharing executive, 1973-1974:

Gordon Gillespie, ‘Sunningdale and the 1974 Ulster Worker’s Council strike’ (Vol. 15.3, May/Jun 2007)

Topic 6: Government, economy and society in the Republic of Ireland, 1949-1989:

The impact of RTÉ 1962-1972:

Robert Savage, ‘’A stranger among us: Edward Roth and the development of Telefís Éireann’ (Vol. 18.2, Mar/Apr 2010)

EARLY MODERN EUROPE AND THE WIDER WORLD

Topic 2: Religion and power: politics in the later 16th century, 1567-1609:

The Spanish Armada:

Hiram Morgan, ‘Teaching the Armada: an introduction to the Anglo-Spanish War, 1585-1604’ (Vol. 14.5, Sept/Oct 2006)

Topic 3: The eclipse of Old Europe, 1609-1660:

Galileo and the Inquisition

Ernan McMullin, ‘ Galileo and Peter Lombard ’ (Vol. 15.4, Jul/Aug 2007)

Topic 5: Establishing empires, 1715-1775:

The West Indies slave plantations:

Micheál Ó Siochrú, ‘Shipped for the Barbadoes: Cromwell and Irish migration to the Caribbean’ (Vol. 16.4, Jul/Aug 2008) Can’t find

Nini Rodgers, ‘ The Irish and the Atlantic slave trade ’ (Vol. 15.3, May/Jun 2007)

LATER MODERN EUROPE AND THE WIDER WORLD

Topic 3: Dictatorship and democracy in Europe, 1920-1945:

Stalin’s show trials:

Geoffrey Roberts, ‘ Stalin’s victory? The Soviet Union and World II ’ (Vol. 16.1, Jan/Feb 2008)

The Nuremberg Rallies:

John Horne.’The origins and nature of Fascism and Nazisim in Europe (Vol. 13.1, Jan/Feb 2005)   Can’t find

Topic 4: Division and realignment in Europe, 1945-1992:

The Hungarian Uprising, 1956:

Terry Cox, ‘Hungary 1956’ (Vol. 14.3, May/Jun 2006) Can’t find

Topic 5: European retreat from empire and the aftermath, 1945-1990:

British withdrawal from India, 1945-1947:

Deirdre McMahon, ‘ The 1947 partition of India: Irish parallels ’ (Vol. 18.4, Jul/Aug 2010)

Topic 6: The United States and the World, 1945-1989:

The Montgomery bus boycott, 1956:

Quincy Lehr, ‘’ We are determined to struggle for justice and equality’: the Civil Rights era in African American history ’ (Vol. 15.1, Jan/Feb 2007)

Lyndon Johnson and Vietnam, 1963-1968:

Sandra Scanlon, ‘’ That bitch of a war’: Lyndon B. Johnson and Vietnam ’ (Vol.16.3, May/June 2008)

Personal Histories

On this day.

• 1952 Edmund O’Brien (71), County Limerick-born author and yachtsman who in 1923 circumnavigated the globe in his ketch Saoirse, died.
• 1870  Robert Noonan, house-painter, sign-writer and author, notably of  The ragged-trousered philanthropists  (1914), born Robert Croker, the illegitimate son of an RIC officer, at 37 Wexford Street, Dublin.
• 1949 Under the terms of the Republic of Ireland Act (December 1948), designed by John A. Costello’s coalition government to ‘take the gun out of Irish politics’, Ireland formally left the Commonwealth and became a republic.
• 1918 The Mansion House conference, called by the lord mayor of Dublin, Laurence O’Neill, on the day the Military Service Bill became law, was attended by all shades of nationalist opinion. An anti-conscription pledge, drafted by Éamon de Valera, was issued.
• 1870 Robert Tressell, nom de plume of Robert Croker, latterly Robert Noonan, author of The Ragged Trousered Philanthropists (first unabridged edition published in 1955), was born in Dublin, the illegitimate son of RIC inspector and later magistrate Sir Samuel Croker.
• 2019 The journalist Lyra McKee (29) was shot dead by a New IRA gunman who opened fire on PSNI officers monitoring disturbances in Derry’s Creggan area. President Michael D. Higgins and Taoiseach Leo Varadkar attended her funeral.

History - Higher

Late Modern History (1815-1993) is divided into 6 Irish topics and 6 European topics. 

Leaving Cert History is a challenging course and requires essay style answers. Good English skills, the ability to do research and an interest in History are all important if you do this subject. Up to 20% of your final result will be based on your research project done before the exam. 

History (Late Modern) Course Content

Irish History (1815-1993) 

• Ireland & the Union,
• Movements for political and social reform
• Sovereignty & the impact of partition
• The Irish diaspora
• Politics and society in Northern Ireland
• Republic - government, society, economy

History of Europe and the Wider World 1815-1993 

• Nationalism and State Formation
• Nation states and international tensions
• Dictatorship and democracy
• Division and realignment in Europe
• European retreat from Empire and the aftermath
• The US and the World.
• Written Exam (80%)
• Research Study Report (20%)

At both levels, the examination paper features a documents-based question (linked to the documents-based study) and three general questions. All four questions carry equal marks. The paper is 2 hours and 50 minutes long.

Research Study Report

Students must choose a research topic and write up their findings under three headings:Outline Plan (15 marks); Evaluation of the Sources (25 marks); Extended Essay with a review of the research process (60 marks). 

Future Careers with Leaving Certificate History

Leaving cert History is not an essential requirement for any courses in the CAO system. History can be used in a wide variety of careers including Archaeology, Writing, Research, Education and Tourism.

Download the Leaving Cert History Syllabus

Download the Leaving Cert History Chief Examiner's Report  (2017) 

Download the Leaving Cert History Guidelines for teachers

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REVISE WISE – LEAVING CERT – HISTORY (INCL 2022-2023 CASE STUDIES)

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A series of exam-focused revision books for Leaving Certificate students, written by subject experts

Revise Wise History includes the four most popular Leaving Certificate topics for Higher and Ordinary Level History: 

The Pursuit of Sovereignty and the Impact of Partition, 1912–1949  Politics and Society in Northern Ireland, 1949–1993 Dictatorship and Democracy, 1920–1945 The United States and the World, 1945–1989

A selection of other topics can be downloaded from www.revisewise.ie/lchistorytopics A bullet point format aids revision and provides comprehensive coverage of a broad course Point to Note, Remember boxes and Top Tips throughout aid revision Exam questions and sample questions are provided throughout Case Studies and Key Personalities are included for each topic A new attractive, full-colour design makes text easy to read and brings maps to life An exam section provides valuable information on exam structure, timing and techniques A Study Guide is provided to help students plan their revision Includes ‘The United States and the World, 1945-1989, prescribed for 2020 and 2021

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LESS STRESS MORE SUCCESS – JUNIOR CYCLE – MATHS – ORDINARY LEVEL – BOOK 1

LESS STRESS MORE SUCCESS – JUNIOR CYCLE – MATHS – HIGHER LEVEL – BOOK 2

LESS STRESS MORE SUCCESS – LEAVING CERT – CHEMISTRY

LESS STRESS MORE SUCCESS – JUNIOR CYCLE – MATHS – ORDINARY LEVEL – BOOK 2

LESS STRESS MORE SUCCESS – LEAVING CERT – HOME ECONOMICS

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Revise Wise LC History 2022 & 2023

Leaving Certificate History, Higher and Ordinary Level exam-focused Revision Book, written by subject experts.

• LC Revise Wise History includes the four most popular Leaving Certificate topics for Higher and Ordinary Level History:
• The Pursuit of Sovereignty and the Impact of Partition, 1912–1949
• Government, Economy and Society in the Republic of Ireland, 1949–1989
• Dictatorship and Democracy in Europe, 1930–1945
• European Retreat from Empire and the Aftermath, 1945–1990
• A selection of other topics can be downloaded from www.revisewise.ie/lchistorytopics
• A bullet point format aids revision and provides comprehensive coverage of a broad course
• Point to Note, Remember boxes and Top Tips throughout aid revision
• Exam questions and sample questions are provided throughout
• Case Studies and Key Personalities are included
• A new attractive, full-colour design makes text easy to read and brings maps to life
• An exam section provides valuable information on exam structure, timing and techniques
• A Study Guide is provided to help students plan their revision
• Includes Government, Economy and Society in the Republic of Ireland, 1949–1989, prescribed for 2018 and 2019

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**NEW** LEAVING CERT RSR & CASE STUDIES STUDENT SEMINARS

STUDENT SEMINARS

CASE STUDIES Upcoming series of

Four lc student webinars.

covering the RSR and three NI Case Studies. LC students  can register by following this link: 

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21 november, **the research study report** researching the rsr, vincent foley, patrician academy, mallow **answering questions on the case studies** 22 november the apprentice boys of derry, vincent foley, patrician academy, mallow.

28 November 

Coleraine University Controversy

Karen Torpey, Pobalscoil Sliabh Luachra, Rathmore

29 November 

The Sunningdale Agreement Marion Leen, St. Francis College, Rochestown

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Dictatorship & Democracy Case Studies 2024/2025 NEXT PREV

€ 14.95

This text covers the topic: Dictatorship and Democracy,1920-1945, the compulsory Document-based Question, to be examined in 2024 and 2025.

• An exam focused text, suitable for students of all abilities,
• using accessible language, layout and concepts
• The book has been designed to entirely focus on the prescribed Case Studies allowing students to achieve an in-depth understanding of each of the Case Studies
• For 2024 and 2025, the three Case Studies studied through documents are drawn from Dictatorship and Democracy, 1920-1945: Stalin’s Show trials, The Nuremberg Rallies, The Jarrow March
• A detailed treatment of each Case Study including background information the consequences are outlined to provide more in-depth understanding for each Case Study. There are exam-type document questions, including documents-based questions from past leaving Certificate History papers
• The exam-type document questions are differentiated for higher and ordinary level students
• The Case Studies chapters contain primary source documents with accompanying questions
• relevant key personalities and key concepts to the topic are included

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Leaving Cert Study Plan | How to Study for LC [2022]

• T.J Hegarty

In this article, I will help you build your own Leaving Cert Study Plan using proven and scientific strategies and my personal experience, step by step.

The Leaving Certificate (LC) is the final exam for senior students, and all the Irish universities use its result for admission. For many people, it brings back a lot of bad memories!

But how hard will the Leaving Cert be for you?

Well, that depends solely on your preparation. It’s a cliche, but preparation is always the key to success. I have seen many accomplished students start studying for the LC, bit by bit, very early on. I personally started doing a few hours of study on the Sundays in my 5th year – and it paid off in the end!

So how should you prepare for the Leaving Cert?

Every student has different abilities and skills, so there’s no one set method or perfect study guide for the Leaving Cert. Study plans for the Leaving Cert should always be tailored to each student.  

That’s why in this article, you’ll learn about the study skills that are essential to get the most from your efforts, such as:

Tips Before You Start Studying For The Leaving Cert

Many students often neglect the “before” of studying and dive straight into multiple study techniques. But properly setting the stage before beginning to study is just as important as the study plan itself.  Here are some tips:

1. Set Study Goals

Knowing what you are working towards is everything. Do not skip this task – make sure you know why you are going to study so hard in this Leaving Cert. 

I like to work backwards when making these goals. In my Leaving Cert, I identified the course I wanted to study at University. I calculated how many points I needed to achieve for the course and added on an extra 50 points to give myself a margin of safety. 

Now you can make individual subject study goals. Begin to ask yourself, what grades do I need to achieve in each individual subject to achieve my overall goal?

Creating Study Goals

An excellent way to make study goals would be to divide them into daily, weekly, and long-term goals. Here’s a general guideline for you: 

A. Daily Study Goals

If your classes are still ongoing, then it should hold a to-do list of your unsubmitted assignments, homework, projects, etc. Prepare your daily goals at night after you have finished studying for the day so that you’ll know what needs to be done the following day. 

That’s crucial – the last 5 minutes of every day should be spent planning for the next day’s study. That builds habits!

B. Weekly Study Goals

This can be used to give you an overall schedule for the week, a list of approaching tests, and tasks to be achieved over the next seven days. Generally, you might want to complete chapters within this time period.

c. Long Term Study Goals

A term calendar gives you a broad view of your semester and helps you to plan ahead. Use this to mark all assignments, tests, and activities with deadlines to avoid overlooking them by mistake. Generally, you might want to complete subjects by this time.

2. Create Study Goal Templates

When I study I always use study goal templates to organize myself. Here are a few you might follow:

A. Daily Study Template

If you want to understand something complex, try to explain it in your own words. Thus you will tailor the topic to your understanding and will likely retain it a lot faster.

How it works :

• Write the subject/concept you are studying at the top of a sheet of paper.
• Then, explain it in your own words as if you were teaching a child.
• Review what you wrote and identify any areas where you were wrong. Once you have identified them, go back to your notes or reading material and figure out the correct answer.
• Lastly, if there are any areas in your writing where you used technical terms or complex language, go back and rewrite these sections in simpler terms.

4. Mind Mapping

Some students find that recording all information visually in one place can help paint a fuller picture and aid their learning process.

The structure of a mind map is related to how our brains store and retrieve information. Mind mapping your notes instead of just writing them down can improve your reading comprehension . It also enables you to see the big picture by communicating the hierarchy and relationships between concepts and ideas.

• Grab a blank sheet of paper or use a tool online and write your study topic in the centre.
• Connect one of your main ideas, such as a chapter of your book or notes.
• Connect sub-branches of supporting ideas to your main branch. This is the association of ideas and the most critical part.
• Use different colors for each branch and draw pictures if it helps.

5. Study Right Before Sleeping

Studying before you sleep , whether it is reviewing flashcards or notes, any form of studying right before resting can help to improve your active recalling. 

When you are awake, you learn new things, and the brain organizes your memories when you are asleep. Your brain refines the information, making it easier to retrieve them and apply them correctly when you need them the most. 

So, instead of pulling an all-nighter, study a few hours before bed and then review the information in the morning.

6. Bonus Tips!!

• Always sit at the front. By sitting at the front, you’ll be able to see the board and hear the teacher more clearly, and your concentration will improve too!
• Seek outside help. Some subjects are simply too difficult to learn on your own – professional help can ake all the difference. For example, if you are studying for Leaving Cert Maths , you can join our LC maths grinds for free.
• Break your workload down into manageable chunks. Prioritize and schedule your time realistically!
• Reading out loud can help you to learn faster. When you read information aloud, you both see and hear it, which helps with memorization!
• Test yourself. Solve past Leaving Cert papers and create your questions about the key sections in notes or reading. 
• Take short breaks often while studying to avoid mental exhaustion. 

Ineffective Study Methods 

Many students use various learning techniques that are not suited for them. They cram the topics for a test but forget it a week later because their study techniques never led to long-term learning. These ineffective study techniques include:

1. Overlearning Or Multitasking

Your brain needs time to retain all the information. So do not force yourself to learn everything in one day.

Your brain can also only focus on limited actions at one time. So avoid doing too many things at once or studying from too many sources at once.

2. Making Only Detailed Notes

Instead of fitting every piece of information, make your notes brief by simplifying, summarising, and compressing the information.

Have short notes that include all the LC maths formulas or key plot points of English novels or chronological events in history, etc.

3. Focusing On One Subject Only

Do not study one subject per day – mix it up! Research suggests that it’s more effective to study multiple subjects each day is more effective than zeroing in persistently on one area.

So, spread out your study time for each Leaving Cert subject and study similar subject areas together. This is interleaving practice which is to study a set of related problems, but not all of the same kind. 

4. Using Laptops To Study

Research shows that taking notes by hand is more beneficial than taking notes on laptops. When you take notes by hand, you process and reframe that information better than just reading it.

Laptops also create more opportunities for online distractions. So for efficient note-taking, write your notes by hand.

5. Lack Of Study Breaks

It’s very natural to think that you’ll finish all your readings in one sitting or complete all homework without any breaks, but it’s not practical. Research cites that taking regular study breaks is crucial for productivity and improved focus. 

It will help you in the long run, so take a 5-10 minutes break for every 30 minutes of work. Take a quick walk or stretch or eat a healthy snack, etc. You can use timers or stopwatches but make sure to avoid using your phone or computer as they can distract you very quickly. 

6. Lack of Rewards

Rewards make us engaged in the study process. Getting good grades is a long-term reward, so it’s crucial to reward yourself after every study session. This reward-motivated learning will promote your memory formation and learning ability. 

Final Tips For The Leaving Cert

There are so many resources available now to help you study! Starting with the past Leaving Cert exam papers is always the best way forward, and practice those papers regularly and follow all the above-mentioned study techniques.

 You should also be mindful of these additional tips to study for the Leaving Cert: 

1. Be Updated About The New LC Adjustments

In response to the COVID-19 pandemic, the State Examination Commission (SEC) has made significant adjustments for the Leaving Cert 2022 .

Keep an eye on this page for more all Leaving Cert updates!

2. Get Familiarised With The New LC Grading System

The Department of Education and Skills introduced a new Leaving Certificate grading scale and revised the common points scale in 2017. 

Familiar yourself with the new grading system to make the best use of it. 

3. Tips For The Night before The Leaving Cert Exams

Many students can be nervous and anxious the day before the exams start. So here are some valuable tips: 

• Check the dates and start times to ensure that you don’t miss an exam or arrive late – put the calendar on your wall.
• Ensure you have packed all the necessary equipment to bring to the exam hall, such as multiple writing pens, pencils, scale, scientific calculator, extra face masks, water, analog watch, etc. 
• A good night’s sleep is vital to ensure your energy and focus levels. So finish your studying in the early evening and then sleep as early as possible. 
• Eat a full breakfast because you will need the fuel to help maintain your focus – porridge, blueberries and some dark chocolate are what I recommend!
• Arrive at your exam centre early to avoid being flustered at the start of your exam. 

4. Time Management During The Exam

Time management can be tricky in the Leaving Cert exams for many candidates and so here are some quick tips for you:

• Consider the weighting of marks given to each question and allocate the time accordingly to each question or section. Practice on past exam papers as much as you can at home in that time frame.
• If you get stuck on a question, simply move on. 
• Read the exam paper entirely first. Select the questions that you will answer and begin with your strongest area. Leave your least knowledgeable sections to last. 
• Pay attention to the questions with the highest marks, and do not waste too much time on lower mark questions.  
• Pay attention to the action words in the question. If you are asked to ‘List’, then do exactly that, do not waste time with a paragraph. If you are asked to ‘Explain’ or ‘Describe,’ likewise, spend the time doing that.

Don’t feel overwhelmed, and go and study at your own pace. Gradually implement the techniques into your study sessions and turn them into your habits! 

Always remember, although exams like the Leaving Cert are critical for you, they do not define your life, and these exams are for you to cultivate your strengths rather than a pursuit of excellence. 

So always follow your gut and be kind to yourself. Good Luck!

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‘Gradual’ return to normal Leaving Cert results to begin next year

This year’s leaving cert results to issue on august 23rd, earlier than last year.

Norma Foley says there will be a 'phased' return to normal Leaving Cert results from next year onwards. Illustration: Paul Scott

There will be a “phased” return to normal Leaving Cert results from next year following several years of grade inflation linked to the Covid-related disruption to education.

It means this year’s Leaving Cert students will continue to benefit from a “postmarking adjustment”, which will keep average results in line with the high levels of recent years.

However, results for the class of 2025 will be lower on aggregate as part of a gradual return to more normal patterns.

Leaving Cert results are currently, on average, 7 percentage points higher than pre-Covid averages.

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They are expected to fall to about 5.5 percentage points above pre-Covid averages from 2025.

Minister for Education Norma Foley has also confirmed that Leaving Cert results will issue on August 23rd this year, slightly earlier than in recent years.

From next year, the State Examinations Commission (SEC) will apply a postmarking adjustment which will bring the overall Leaving Certificate results in the aggregate to a point broadly midway between the 2020 and 2021 level.

The level of future year adjustments to exam results after 2025 and the timeline for phasing out a postmarking adjustment will be informed by next year’s experience.

Senior higher education officials have criticised Leaving Cert grade inflation on the basis that it distorts academic achievement and leads to the bunching of students on top marks, leading to random selection for entry to some courses.

In addition, some have said more students are struggling in demanding university courses on the back of gaining entry to courses with inflated grades, leading to a rise in dropout rates.

Pól Ó Dochartaigh, deputy president and registrar at University of Galway, said: “I welcome this. It is belated that it is being finally announced and it could have come a lot sooner.”

Others pointed out that it will fall to Ms Foley’s successor in the Department of Education to deal with any fallout from the decision, such as students being disadvantaged in the points race for college places compared to those on inflated grades from previous years.

One higher education source, who asked not to be named, said: “It seems bizarre that a decision is being made now for something that will happen after the election. It makes a noose for whoever succeeds the minister in office.”

In a statement, Ms Foley said: “As is widely recognised, we must return aggregate results towards pre-pandemic levels. However, given the disruption to teaching and learning for students, it was right to maintain overall results at their current level in the last two years through a postmarking adjustment.

“It is right to do so again in 2024, with the majority of students this year not having had the opportunity to sit Junior Cycle examinations given that most students sitting the Leaving Certificate examinations in 2024 would have completed Junior Cycle in 2021.”

She said the education system must, over time, return to normal arrangements for Leaving Certificate outcomes, and “by making a modest, gradual reduction in the level of postmarking adjustment applied, we will minimise the impact on students in so far as possible.”

Ms Foley confirmed that the process of returning Leaving Cert outcomes to pre-pandemic levels will begin for 2025 students and it will be a gradual process, in line with her commitment that there would be no “cliff-edge” in terms of a return to pre-pandemic outcomes.

“This means there will still be a postmarking adjustment exercise in 2025 that will seek to bring the overall set of results on the aggregate to a point no lower than broadly midway between the 2020 and 2021 levels,” she said.

“While lower than the 2024 outcomes, results on the aggregate in 2025 are expected to be above 2019 levels by at least 5.5 percentage points. on average.”

The SEC has also advised that it intends to issue the Leaving Cert 2024 results on Friday 23 August.

Minister Foley said the date will bring “welcome certainty” for this year’s students.

She also announced that existing assessment adjustments – such as greater choice of questions in exams – for Leaving Cert which apply for students in 2024 will continue to apply in 2025.

These existing assessment adjustments have been in place for the past two years and again this year will stay in place in 2025.

Ms Foley also confirmed that in respect of Junior Cycle, the assessment adjustments in place since 2022 in relation to Classroom-Based Assessment will remain for students sitting the Junior Cycle in 2025 and 2026.

Guidance for schools on this will issue “in due course”, informed by the findings of a study into the impact of Junior Cycle reforms.

How exam results were inflated during Covid

An increase in the overall set of end-of-school results has been noted in Ireland and internationally following pandemic-related interventions.

In Ireland, the implementation of teacher-estimated grades in 2020 and a combination of teacher-estimated and exam grade in 2021 saw grades jump, on aggregate, by a total of about 7 percentage points higher than before the pandemic.

The extent of increases were even greater in higher level subjects.

In order to ensure students who had been impacted by the Covid pandemic would not be disadvantaged in the CAO points race compared to students who received inflated results in previous years, the Government pledged that there would be no “cliff-edge” drop in terms of the overall set of Leaving Cert results.

Two types of intervention have been implemented in recent years to help achieve this.

The first was adjustments to the exam and assessment arrangements by incorporating additional choice for students and, in some cases, additional time.

The second was the application by the SEC of a postmarking adjustment to the marks arrived at though the normal marking process in both 2022 and 2023.

This postmarking adjustment inflated aggregate grades to ensure they remained the same on average since 2021.

Education authorities argue that this approach was justified given the ongoing disruption to learning which students had experienced as a result of the Covid pandemic.

However, it drew criticism from universities who argued that so many students were achieving top grades that it made it difficult to differentiate between top candidates for sought-after courses.

While the UK moved to return to more normal results in recent years, Ms Foley says it is only now timely to plan the return to normal Leaving Cert outcomes and phase out the postmarking adjustment.

However, it will fall to Ms Foley’s successor in the Department to deal with any fallout from the decision.

It is intended that in 2025, a postmarking adjustment will mean that results on the aggregate are expected to be above 2019 levels by at least 5.5 percentage points on average.

Once the 2025 exam process is complete, the experience will be reviewed in order to determine the approach for the following year.

In relation to exams and assessment adjustments, in 2024 and 2025 these will be the same as that applied to State exams in 2023, but updated as relevant.

Details of the adjusted assessment arrangements for every subject/module descriptor in the Leaving Cert and Junior Cycle programmes will be issued to schools “in due course”, and schools will be asked to ensure that all students are made aware of these changes.

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Carl O'Brien

Carl O'Brien is Education Editor of The Irish Times. He was previously chief reporter and social affairs correspondent

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Do you have a stressed out Leaving Cert student at home? Here’s how you can help them

C runch time is coming in the final preparations for Leaving Certificate. Some of you may have students who have been diligent and conscientious all along, in which case this time is probably about finessing the final run-in to the exams themselves.

However, there is also likely to be a cohort of households where there may be rising panic in the light of sons or daughters realising that the exams are indeed imminent and that they needed to study sooner.

Procrastination may be rife, with teenagers around the country feeling paralysed into inaction. Procrastination is very often anxiety based and when it comes to exam preparation there are typically three sources of anxiety that might block their study.

Some will worry about something that is unknown. This is called an anticipatory anxiety. When we have no experience of something, we can create ideas, expectations and anticipations of how it will be in our minds. Sometimes these might be positive, other times they may be negative. If they are negative, then we can come to dread the anticipated event. Even having done the mocks and many past papers, the reality of what it is like to go into the exam hall and open that exam paper is unknown.

A second group of students will be experiencing a fear of failure. It is not that most students expect to fail their exams outright, but many will be worried about comparative failure. For example, if your expectations, or those of others, are very high, then this can really pressure your son or daughter who will probably not want to disappoint you.

Equally, by the time of the Leaving Cert, many students have a clearer idea of what they want to do after school and so they are probably aiming to achieve a certain result for themselves to give them those college choices. This means that they might be putting undue pressure on themselves, particularly if those results required are high. Again, they may be afraid that they won’t achieve the points for the course they have picked.

The third typical source of anxiety is, as mentioned in the introduction, related to the volume of work to be covered. The curriculum can be vast and depending on how methodical students are (or have been) in their preparation they can reach that point of feeling over-whelmed and under-prepared. Panic, at not getting the course covered or revised, can set in.

Naturally, any of these fears can make it hard to get down to study, or hard to feel like the study they do is effective, and that can compound the fear, in an ever-increasing spiral of negative thinking and panic.

Unfortunately, as parents we can’t do the study, or turn up to the exam hall for them. Depending on how stressed or anxious they are, you may already have found that your attempts to be supportive and encouraging have been rebuffed. However, there are things that you can say and do that will help.

Acknowledging their stress is the best starting point. You need to show them that you understand that they are, perhaps, feeling overwhelmed, or exhausted, or worried, or frustrated. Support or encouragement that you might then offer is much more likely to be accepted if they feel you really do get what a stressful time this feels like to them.

This close to the exams, you can only put a positive spin on what they might achieve. You must reassure them that, however they do, you love them and they will always have options no matter how the exams go.

You can remind them that procrastination often becomes the negative cycle I mentioned, with the increased workload and shorter time often leading to a greater sense of impossibility about the task and less motivation to even start working. With that in mind, doing something will always be better than doing nothing.

Good quality sleeping, eating, exercise and leisure are proven ways to mind ourselves and others when it comes to combatting stress. Directing your student to prioritise these things, may help them to find that all important balance where focusing on their study and their preparation for the exams becomes easier as their mood and mindset become more positive.

Because your role in helping them be ready for the exams is limited, and they may be determined to ignore any advice or guidance you may give, you can still choose to offer practical support to ensure they have the best chance of keeping themselves well fuelled with good dinners, opportunities for exercise and time for rest and recreation.

Be reassured that even being the parent who offers a cup of tea and a shoulder to cry on can be enough of a resource to help them get through the next eight weeks.

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