LCVP LEAVING CERTIFICATE EXAM
SECTION A – AUDIO-VISUAL
Compulsory and worth 30 marks
Answer all 8 questions on:
What you see?
What you hear?
Application of LCVP
Knowledge, learning and skills
25 minutes
AUDIO-VISUAL TIPS
Read the eight questions carefully before the DVD
commences.
 Use the BUG* technique
 Ensure to take notes on the rough work sheet on the
inside cover of the answer booklet.
 Questions 7 & 8 are worth 12 marks.
They require detail.
 Ensure to elaborate and always give examples if
appropriate.
*BUG Technique = Box
Underline
Glance Back
SECTION B – CASE STUDY
Compulsory and worth 30 marks
 Answer all 3 questions
 Questions may be sub-divided into parts
Study your pre-prepared answers in your copy
and look at last weeks handout
CASE STUDY ANALYSIS TIPS


Use the case study to revise the entire course by
posing relevant questions.
The case study mind map can be a vehicle to
revise all the specific learning outcomes.
WRITE EVERYTHING YOU KNOW ABOUT:
Safety, Health and
Welfare at work Act
The Employment
Equality Act
The protection of
Young Persons Act
Planning
Evaluating
Skills
CASE STUDY – TIPS FOR EXAM
Read the questions carefully.
 Stop and think.
 Use the BUG technique.
 Ensure detail and always elaborate.

25 minutes
SECTION C
23 minutes
per question
Answer 4 out of 6 questions that cover the entire syllabus.
 Questions may be sub-divided into parts.
 Choose questions that may deliver the most marks for you.
 Ensure you can answer all parts of the question.
 Take account of mark allocations for questions and parts of
questions and plan the use of time accordingly.
 Always state your answer, explain your answer with at least two
different points and give an example supporting your answer.
 Do not leave blank spaces or give one word answers.
 Use BUG technique.
SECTION C
Use your “Comprehensive Notes for the LCVP
exam” PowerPoint – this has the notes for all 8
units.
 Refer to your “General Questions Topic by
Topic” Word Document – this goes through
each single topic from 1996-2013 and it
outlines the types of questions that come up in
each area.

BUG TECHNIQUE
BOX, UNDERLINE & GLANCE BACK



Explain three objectives that the class might have for
organising the visit.
This is a prompt to students that they needed to explain three
objectives for organising a visit rather than misinterpreting the
question and focusing solely on visiting the organisation.
Keep
Glancing Back at the question to ensure
that you’re answering it correctly
COMPARE & CONTRAST QUESTIONS
Differences
Differences
Similarities

Compare - what is common to both and what is different to both
Contrast - distinguish what is unique to each
INTEGRAL THEMES IN LCVP
Planning
 Evaluation
 Skills
 My Own Place
 Legislation
 Activities

PLANNING
Ensure to cover all areas of Planning:
 Define planning,
 Why Plan?
 The advantages and challenges of a plan.
 Can you draft a Business plan?
 What are the main headings?
 Can you draft an Enterprise/ Action Plan?
EVALUATING







Why evaluate?
The advantages and challenges of evaluating.
How to evaluate?
Advantages and disadvantages of methods.
When evaluating use the DAR approach.
Describe: Reflect on the experience, What happened? What
did you do? Did you meet your objectives?
Assess: Think back on the experience, what went well?,
what did not work? Was it useful? What subjects were
useful? What about teamwork?
Recommend: What would you recommend for future
activities? Are there any follow on activities.
SKILLS
Be able to articulate the following:
 Communication Skills
 Team Work Skills
 Organisation Skills
 Research Skills
 Administrative Skills
 Presentation Skills
 Information Technology Skills
 Skills of Analysis
MY OWN PLACE

Be aware of employment, social services, job
creation agencies, transport , financial
institutions, industrial relations, economic
activities, tourism, Business Enterprises,
voluntary/ community enterprises and issues in
your local area.
LEGISLATION
1.
2.
3.
Safety, Health and Welfare at work Act
The Employment Equality Act
The protection of Young Persons Act
1. SAFETY, HEALTH AND WELFARE AT WORK
ACT 2005




The Safety, Health and Welfare at Work Act 2005 sets out
rights and duties for both employers and employees.
Employees have the right to be safe at work and employers
must provide a safe place of work and safe systems and
equipment in the place of work.
Did you know that in 2012 forty seven people were killed in
Irish workplaces? Health and Safety at Work is everyone’s
responsibility.
The Health and Safety Authority is the state body which has
overall responsibility for the administration and enforcement of
health and safety at work. The authority monitors compliance
with health and safety legislation in the workplace and can
offer information and advice to employers, employees and the
self-employed in all aspects of workplace health and safety.
The Health and Safety Authority is not just a regulatory
enforcement agency but also encourages efforts to improve
occupational safety and health.
1. SAFETY, HEALTH AND WELFARE AT WORK
ACT 2005
Responsibilities of Employees
 Co-operate with an employer or other people to
ensure that health and safety law is implemented
 Don’t engage in improper conduct that will
endanger themselves or anyone else
 Attend health and safety training and correctly use
any equipment at work
 Use protective clothing and equipment provided
 Report any dangerous practices or situations that
they are aware of to an appropriate person
 Don’t interfere with or misuse any safety
equipment at the workplace
1. SAFETY, HEALTH AND WELFARE AT WORK
ACT 2005







Responsibilities of Employers
Provide and maintain a workplace that is safe and do
likewise for all machinery, equipment, etc.
Manage work activities to ensure the safety, health and
welfare of employees
Ensure that risks are assessed and a safety statement is
prepared and updated
Provide and maintain decent welfare facilities for employees
Prepare and update procedures to deal with an emergency
situation
Provide training and information to workers in a format and
language that is appropriate
Report serious accidents to the Health and Safety Authority7
2. EMPLOYMENT EQUALITY ACT 1998

The Employment Equality Act 1998 provides for
the promotion of equality between employed
persons and it outlaws discrimination in relation to
employment on nine grounds:
Gender
 Marital status
 Family status
 Sexual orientation
 Religious belief
 Age
 Disability
 Race
 Membership of the traveller community

2. EMPLOYMENT EQUALITY ACT 1998




The Act describes discrimination as treating one person in a less favourable
way than another person in all aspects of employment such as pay, training,
promotion, etc.
The Act also provides for equal pay for equal work. The Equality Authority
was established under the Employment Equality Act and the Authority has
the statutory remit to work towards the elimination of discrimination and the
promotion of equal opportunities in employment.
Sexual Harassment and Harassment across the nine grounds is
discrimination and it is outlawed in the workplace, and outside the
workplace in the course of one’s employment. Harassment may be caused
by any of the following:
 The employer
 Another employer
 A client
 A customer
 A business contact of the employer
It is a defence for the employer to prove that he/she took such steps as are
reasonably practicable to prevent harassment and to prevent different
treatment and to reverse the effects of such different treatment if it has
occurred.
3. PROTECTION OF YOUNG PERSONS
(EMPLOYMENT) ACT 1996

The Protection of Young Persons (Employment) Act 1996 is designed to
protect young workers under the age of 18 and takes account of
international rules on protecting young workers drawn up by the
International Labour Organisation and the European Union. It is designed to
protect the health of young workers and to ensure that work during school
years does not put a young person’s education at risk. The law sets out:




Minimum age limits for employment
Rest intervals
Maximum working hours
The act regards a “young person” as a person who has reached 16 years
but has not reached 18 years. The act refers to a person who has not
reached the age of 16 as a “child”. Employers may not employ those aged
under 16 in a regular full-time job and the act prohibits the employment of
under 18s on late night work. Employers are required to keep specific
records for their workers who are under the age of 18. Before employing a
young person or child, an employer must see a copy of the birth certificate
or other evidence of age and before employing under 16s, an employer
must get the written permission of a parent or guardian.
3. PROTECTION OF YOUNG PERSONS
(EMPLOYMENT) ACT 1996



For 16 and 17 year olds the maximum working day is 8
hours and the maximum working week is 40 hours.
Persons aged 15 may be employed as part of an
approved training programme and an employer may
employ a 14 or 15 year old who is a full-time second
level student as part of a work experience or
educational programme. These placements are for a
maximum of 8 hours a day or 40 hours a week.
The act also deals with exceptions that arise where
children are employed in cultural, artistic, sports or
advertising activities.
ACTIVITIES











Visit to a Training Scheme/Business Enterprise /Voluntary
Organisation
My Own Place Investigation
Simulated Job Interviews
Career Investigations
Work Placements
Presentations/Interviews
Local business investigations
Visitors to the classroom
Voluntary/ Community organisation investigations
Use of ICT
An Enterprise Activity.
OUTCOME VERBS

Ensure you understand the difference between
terms like:
State, Explain, Outline, Describe, Analyse,
Discuss, Evaluate, Illustrate.
 PEP approach:
Pre-experience, experience and Post experience

COMMON MISINTERPRETATIONS






Is the question on a Visit in or a Visit out?
Are you asked to evaluate the organising of an event or
evaluate the organisation?
Are you evaluating the Career or the Activity itself, i.e. the
Career Investigation?
Why evaluate an activity v’s evaluating an activity.
Work experience v’s work shadowing.
Ensuring you know the differences between Strengths,
Weaknesses, Opportunities and Threats. Ensure you can draft
a SWOT analysis for an Entrepreneur, Business or Voluntary
organisation that you studied.
COMMON MISINTERPRETATIONS








What makes an Activity successful v’s discussing the Activity.
The role of the entrepreneur v’s the role of the manager.
How to improve on a skill v’s rather than describing the skill.
Entrepreneur skills, qualities and characteristics.
Personal risks v Business risks when establishing a Business.
Business Plan and Enterprise/Action Plan.
Obligations of an Employer and Employee.
What makes a business successful v’s measuring the success of
a Business?
FINAL TIPS






Be aware of all 93 Specific learning outcomes
Revise your Portfolio as this is an excellent revision tool and
refer to the learning, skills and knowledge gained
Read all questions carefully and answer all the required parts
Always State, Explain, at least two different points and give an
example
Ensure that all work is neat and legible
Ensure to develop points made and give meaningful
evaluations if required.
FINAL TIPS




Take a critical look at each answer before leaving it to
ensure that all relevant details are included
Ensure to use the learning gained through the completion
of the Portfolio
Take account of mark allocations for questions and parts of
questions and plan the use of time accordingly
Use the published marking scheme as a resource and a
guide when preparing for the Written Examination. These
are available at the State Examinations Commission’s
website www.examinations.ie
SPECIFIC LEARNING OUTCOMES
LINK MODULE I
Preparation for the World of Work
 UNIT 1-Introduction to working life
 UNIT 2-Job seeking skills
 UNIT 3-Career Investigation
 UNIT 4- Work Placement
LINK MODULE II
Enterprise Education
 UNIT 1-Enterprise skills
 UNIT 2-Local Business Enterprises
 UNIT 3-Local Voluntary Organisations /Community Enterprises
 UNIT 4-An Enterprise Activity
LINK MODULE I
PREPARATION FOR THE WORLD OF WORK


















UNIT 1-Introduction to working life
1.1 identify the main sources of employment in the local area
1.2 identify the main social services and job creation agencies in the local area
1.3 identify the main agencies that provide transport in the local area
1.4 identify the main financial institutions servicing the needs of the local area
1.5 identify the main agencies involved in industrial relations in the local area
1.6 identify the principal economic activities in the local area
1.7 evaluate the potential for tourism in the local area
1.8 identify and understand the main differences between school and work
1.9 describe the intrinsic value of various forms of work including self employment and
voluntary work
1.10 understand current regulations/legislation relating to the employment of young workers
1.11 understand current Health and Safety regulations in workplaces
1.12 role-play a situation that could give rise to a dispute in the workplace
1.13 understand issues related to diversity in the workplace
1.14 list the different forms of assistance for unemployed people
1.15 arrange a visit to a training scheme in the locality and/or invite an appropriate speaker
from such an organisation to visit the group in the school
1.16 link the activities in this unit to learning in relevant Leaving Certificate subjects
LINK MODULE I
PREPARATION FOR THE WORLD OF WORK
UNIT 2-Job seeking skills
 2.1 recognise the different ways in which job
vacancies are advertised
 2.2 apply for a job by letter, telephone and e-mail
 2.3 complete an application form
 2.4 compile and create a curriculum vitae in word
processed format
 2.5 explain how to prepare for a job interview
 2.6 engage in a simulated job interview
LINK MODULE I
PREPARATION FOR THE WORLD OF WORK









UNIT 3-Career Investigation
3.1 identify personal aptitudes and interests
3.2 investigate a range of careers appropriate to personal aptitude and interests
3.3 identify and analyse the aptitude and skills required to pursue a specific
career
3.4 describe relevant qualifications and training required for entry to the
selected career
3.5 identify available opportunities to pursue a selected career locally,
nationally, and where possible, at international level
3.6plan and set up an opportunity to interview and/or work shadow a person in
a selected career
3.7 integrate information from a variety of sources to prepare a final report on a
career investigation
3.8 reflect on and evaluate the experience of undertaking a career investigation
3.9 link the activities in this unit to learning in relevant Leaving Certificate
subjects
LINK MODULE I
PREPARATION FOR THE WORLD OF WORK














UNIT 4- Work Placement
4.1 specify personal goals in relation to a work placement
4.2 plan and organise a work placement
4.3 attend punctually for a specific placement
4.4 dress appropriately for a specific placement
4.5 follow a set of procedures in accordance with specific instructions
4.6 communicate effectively with other workers in a particular placement
4.7 follow a specific set of instructions relating to Health & Safety
4.8 review personal experiences in relation to a work placement
4.9 analyse reports by adults of personal performance in a workplace
4.10 reflect on and evaluate a specific work placement in the light of career
aspirations
4.11 describe how what has been learned can be applied to work at home,
in school and in the
community
4.12 present a diary/written/verbal report on a specific work placement
4.13 link the activities in this unit to learning in relevant Leaving Certificate
subjects
LINK MODULE II
ENTERPRISE EDUCATION












UNIT 1-Enterprise skills
1.1 describe the qualities and skills of enterprising people
1.2 recognise examples of personal, community and entrepreneurial
enterprise
1.3 identify personal strengths and weaknesses
1.4 suggest a course of action appropriate to improving personal enterprise
skills
1.5 work co-operatively with others as part of a team
1.6 appreciate the value of teamwork in generating ideas, assessing risks,
solving problems
and completing tasks
1.7 undertake leadership of a group in an appropriate activity
1.8 plan and organise a meeting
1.9 make a presentation to peers and to adults
1.10 link the activities in this unit to learning in relevant Leaving Certificate
subjects
1.11 evaluate the successes achieved and problems encountered in this
unit
LINK MODULE II
ENTERPRISE EDUCATION





















UNIT 2-Local Business Enterprises
2.1 identify a range of enterprises in the local community
2.2 understand how an enterprise starts up and what support/training is available
2.3 describe the steps required to plan and carry out an investigation of a local enterprise
2.4 use learning from relevant Leaving Certificate subjects to formulate questions about
aspects of a local enterprise
2.5 organise a visit to a local enterprise and invite appropriate speakers to visit the group in
school
2.6 carry out a SWOT analysis of a business
2.7 report accurately on a visit by an entrepreneur to the classroom and on a class visit to a
local enterprise
2.8 compare and contrast information gathered on a group visit to a local enterprise
2.9 describe a local enterprise with particular reference to products, services, markets and
workforce
2.10 understand and describe the different roles of adults working in a business environment
2.11 describe the impact of the Single European Market on a specific enterprise
2.12 describe and evaluate the use of information and communication technologies in a
business enterprise
2.13 understand the importance of education and training in the development of a business
enterprise
2.14 link the activities in this unit to learning in relevant Leaving Certificate subjects
2.15 evaluate the successes achieved and problems encountered in this unit
LINK MODULE 11
ENTERPRISE EDUCATION












UNIT 3-Local Voluntary Organisations /Community Enterprises
3.1 identify the voluntary bodies that carry out community work in the
locality
3.2 describe the work carried out by a range of voluntary groups in the
locality
3.3 understand and describe the different roles of adults working in
voluntary community
organisations
3.4 organise a visit to a local community enterprise and/or invite an
appropriate speaker to
visit the group in school
3.5 use learning from relevant Leaving Certificate subjects to formulate
questions about
aspects of a community enterprise
3.6 integrate information from a variety of sources to prepare a report, plan
or presentation
on an aspect of community development
3.7 link the activities in this unit to learning in relevant Leaving Certificate
subjects
3.8 evaluate the successes achieved and problems encountered in this unit
LINK MODULE 11
ENTERPRISE EDUCATION
















UNIT 4-An Enterprise Activity
4.1 work co-operatively with others to generate a range of ideas
4.2 prepare a plan for the selected enterprise activity
4.3 identify available resources to support an enterprise activity
4.4 integrate information from a variety of sources including relevant Leaving
Certificate
subjects
4.5 assess personal and group skills and identify possible training needs
4.6 identify and recruit consultants willing to advise on a selected enterprise activity
4.7 understand the practical importance of market research and marketing mix
4.8 be aware of the concepts of publicity and promotion
4.9 actively participate in group work in a variety of roles-owner, worker, team leader
4.10 take responsibility to ensure that targets are reached
4.11 participate in a review of group performance
4.12 review personal performance in an enterprise activity
4.13 prepare and present a written or verbal report on an enterprise report
4.14 link the activities in this unit to learning in relevant Leaving Certificate subjects
4.15 evaluate the successes achieved and problems encountered in this unit
FINALLY

The very very very best of luck!

The main thing is not to panic.

But remember “Fail to prepare…prepare to fail”

Over 81% of students use LCVP as one of their
6 subjects for points – next Wednesday is a
Leaving Certificate exam – prepare yourself for
that!!!!