Biology Subject Plan
2014 – 2015
Subject Aims
Quoted from the Leaving Certificate syllabus:
“Through the study of biology students employ the processes of science in their
investigations and explore the diversity of life and the inter-relationship between organisms
and their environment. Students develop an understanding and knowledge of the unit of life
– the cell – whose structures and processes are shared by all living organisms and, in so
doing, gain an insight into the uniqueness, function and role of organisms, including
themselves. In addition, they become aware of the use by humans of other living organisms
and their products to enhance human health and the human environment and make
informed evaluations about contemporary biological issues.”
The aims of the syllabus are:
 Contribute to students' general education through their involvement in the process
of scientific investigation and the acquisition of biological knowledge and
understanding.
 Encourage in students an attitude of scientific enquiry, of curiosity and self-discovery
through:
1. Individual study and personal initiative
2. Team work
3. Class-directed work
 Develop an understanding of biological facts and principles.
 Enhance an interest in and develop an appreciation of the nature and diversity of
organisms.
 Create an awareness of the application of biological knowledge to modern society in
personal, social, economic, environmental, industrial, agricultural, medical, waste
management and other technological contexts.
 Develop in students an ability to make informed evaluations about contemporary
biological issues.
Syllabus Structure
The syllabus is composed of three units:
Unit One:
Biology - The Study of Life
Unit Two:
The Cell
Unit Three: The Organism.
Duration
The syllabus is designed for approximately 180 hours of class contact time (the equivalent of
270 class periods of 40 minutes duration or five class periods per week, to include at least
one double period). A specific number of class periods for each sub-unit of the syllabus are
recommended. These should be treated as a guideline intended to indicate the approximate
amount of time needed. Teachers are encouraged to exercise discretion when allocating
time periods to the various elements of the syllabus.
Practical Activities (adapted from the biology syllabus)
In the course of their studies, students will undertake a range of practical work, laboratory
work and fieldwork. Students will carry out these activities over the duration of the course.
A record of this work will be retained. In all practical work safety is a major concern.
Teachers encourage their students to develop positive attitudes and approaches to safety in
the range of activities they encounter and inculcate in them an awareness of the values of
creating a safe working environment. Standard laboratory safety precautions will be
observed and care will be taken when carrying out activities. All legal and health regulations
will be adhered to in activities involving live and dead organisms/organs/tissues. Before
using organisms/organs/tissues, detailed information on the appropriate methods for the
use and disposal of these organisms/organs/tissues will be studied and strictly
implemented. Students will be aware of all aspects and procedures involved in the scientific
method prior to conducting an experiment.
Head of Biology for 2014-2015:
John Loughlin (JL)
Teachers of Biology 2014-2015:
Paul de h’Ora (PdH)
John Loughlin (JL)
Keith O’Reilly (KOR)
Option Structure:
Biology is a choice subject. All students would have taken science to Junior Cert. but not
necessarily at higher level.
Timetabling
Each class of biology is timetabled for 5 classes per week with this quota including one
double class per week for experiments to be conducted.
Student Access to Subject:
Biology is available by choice with advice taken from the career guidance counsellors and
science teachers.
Grouping of Pupils:
Each class group is mixed ability. Pupils are grouped by management in accordance with
their subject choices.
Teaching:
The higher level course is taught throughout the two year course. All students are
encouraged to do higher level. If exam results are unsatisfactory, the individual teacher may
advise the student to do ordinary level. It is strongly advised that the student follow the
teacher’s advice. However, the final choice is with the student.
Text books used: Teachers are free to decide on the text book they wish their students to
use. The two texts currently in use are listed below:
 Leaving Certificate Biology
Author: Michael O’Callaghan
Published by EdCo (€29.95)
 Bio
Author: John Loughlin
Published by Educate, includes free e-book and illustration CD (€17.99) – available to
buy at Swift Print, Upper Abbeygate St., Galway.
Workbook: It is left to each teacher’s discretion whether or not to use a workbook. The
workbooks currently available are:
 Modern Biology Workbook – Author: Joe Reville, published by Folens (€7.00)
 New Senior Biology Workbook – Author: Siobhan Scott, published by Folens (€7.00)
Examinations papers: It is left to each teacher’s discretion to decide on which company’s
exam papers to use. Exam papers currently available include:
 HL and OL Biology Exam papers, published by EdCo (€5.40)
 HL and OL Biology Exam papers (includes solutions to 2014-2009 HL papers),
published by Educate (€2.50 (direct); €3.95 (bookshops))
Lab notebook: It is left to each teacher’s discretion to decide on what type of lab note
book to use.
Lab notebooks currently in use include:
 Hardback A4 nature note books (available in book shops)
 Biology Experiment Book, 3rd edition, published by EdCo (€11.95)
Subject Planning for a Culturally Diverse Society, Students with Special Educational
Needs, and student’s with a doctor’s certificate:
 Any students with problems in relation to dissections are excused.
 Any students with a doctor’s certificate will be excused from certain experiments, e.g.
investigations involving exercise.
 English language can be a problem for some non-nationals and this makes the learning
of Biology a lot more difficult for them. In as far as possible extra English lessons are
given to these students by SEN teachers/assistants. SEN assistants occasionally will sit in
class with students providing help to the student where it is needed.
Effective Teaching Methodologies used:
 Whole class teaching
 Board work
 Brainstorming
 Group work
 Paired work
 Investigative practical work – individually and in groups
 Ecology Fieldwork
 Active involvement in National Science Week every November
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IT work/ PowerPoint / Biology CDs
OHP transparencies
Biology website – www.leavingcertbiology.net
Use of social media – Twitter (@leavcertbiology) and Facebook
(www.facebook.com/leavcertbiology)
Self-evaluation sheet (written by KOR) given to students at the beginning of the year –
see Appendix 4.
Teaching Resources:
 General laboratory supplies
 Microscopes
 Pre-prepared slides
 Anatomical Models (Skeleton, brain, heart, kidney, ear, skin)
 Charts/Posters
 Overhead Projectors
 Broad band in each room
 Data Projector in each room
 Data Projector in each laboratory
 Interactive white board in the Labs 2 and 3.
Literacy:
Provisions for literacy in the teaching of biology include:
 Use of keyword posters around the science department and the use of these posters
during class, where students get the opportunity to ask questions on any words they
are unfamiliar with.
 Graphic organisers are used – printed off the PDST website and used in class in the
form of PowerPoint presentations or as printed sheets for the student to fill in.
 Biology quizlets (www.quizlet.com) are used to help with vocabulary.
 Word parts which involves splitting complex scientific words up into constituent
parts and explaining each part – e.g. photosynthesis becomes photo – meaning
‘light’; synth – meaning ‘to make’; and isis – meaning ‘process’.
Numeracy:
Provisions for numeracy in the teaching of biology include:
 Teaching patterns that occur biology and throughout the living world, e.g. Fibonacci
sequence.
 Use of estimation strategies that are used in ecology, e.g. capture-recapture
technique and formula.
 Learning of the importance of trial and error in experimentation – this involves
repetition of experiments and the student realising the importance of mathematics
in analysing and collating results and making conclusions.
 Conducting calculations in the preparation of various solutions used throughout the
experimental aspect of biology, e.g. making up various concentrations of IAA.
 Paired/Group work.
 Use of mind maps in revision.
Lab seating plan:
A lab seating plan is filled out by each teacher for each class taught in the laboratory. There
are eight corner benches and a maximum of four students are assigned to each bench (see
Appendix 1 for plan).
Provision of Health and Safety Requirements
 School Science Safety Manual (published 1996; updated 2001): available at:
http://www.education.ie/en/Publications/Education-Reports/Safety-in-School-Science.pdf
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Safety in the School Laboratory – Disposal of Chemicals, Department of Education and
Science (Published 1996)
Guide to the Safety, Health and Welfare at Work Act, 1989 and The Safety, Health and
Welfare at work (General Application) Regulations, 1993, HSA, 2000
Guidelines on Preparing your Safety Statement and Carrying out Risk Assessments, HSA,
2001
Report of the Advisory Committee on Occupational Safety and Health at First and
Second Levels in the Education Sector to the Health and Safety Authority (the Advisory
Committee Report), HSA, 1995
The Safety, Health and Welfare at Work Act, 1989 (the 1989 Act)
The Safety, Health and Welfare at Work (General Application) Regulations, 1993 (the
General Application Regulations)
The Safety, Health and Welfare at Work (Biological Agents) Regulations, 1994 (S.I. No.
146 of 1994) (Amended by S.I. No. 248 of 1998)
The Safety, Health and Welfare at Work (Chemical Agents) Regulations, 2001
Aspects of Safety in Science Laboratories in Second Level Schools (Circular M24/04)
Safety signs around labs
First Aid boxes in each lab and checked weekly (by JL) – see form attached in Appendix 2.
Fire exit doors clearly marked and fire drills carried out yearly.
Fire extinguishers in science laboratories
Eye wash bottles in each lab.
Goggles available/used in experiments
Special bin for “Sharps” (broken glass etc.)
School Health and Safety Statement in Staffroom
Laboratory safety rules and specific precautions for particular experiments regularly
discussed with students. New Lab Safety Booklet (see Appendix 3 - written by KOR) given
to students. Students study this and have an exam that they must achieve 90% in before
being allowed to participate in practicals.
Accident report sheets kept in school office and filled in and filed in the event of any
accident, no matter how minor.
Curriculum Content – Long-Term Planning
The prescribed year plans are detailed below.
5th year:
Topics to be covered for common test at the end of 5th year:
 The scientific method
 The characteristics of life
 Food/Nutrition
 Ecology (including higher level extensions)
 Study of an ecosystem
 Cell structure
 Cell diversity
 Enzymes (including higher level extension)
 Diffusion and osmosis
 Energy carriers
 Respiration
 Blood
 The heart and blood vessels
 The lymphatic system
 Human nutrition
 Homeostasis
 Human breathing (self-study topic – as agreed at Biology subject meeting 26/8/14)
 Excretion
With extra chapters from Unit 3 to be covered at each teacher’s discretion.
6th year:
Topics to be covered from Sept-Nov common mock exam before Christmas:
(Note: Mock exam in November will include core topics from 5th year)
 Cell division
 Classification and heredity
 DNA and RNA
 Genetics
 Variation and evolution
 Genetic engineering
Remaining topics to be covered: (Note: some of the unit 3 topics may have already been
covered in 5th year and are included here for informational purposes only)
 Photosynthesis
 Classification of organisms
 Monera
 Fungi
 Protista
 Viruses
 Structure of flowering plants
 Transport in flowering plants
 Plant responses
 Sexual reproduction in flowering plants
 Vegetative propagation
 The nervous system and senses
 The endocrine system
 The skeleton and muscles
 The human defence system

Human reproduction
Homework Procedures
 Written homework is given each night, where possible, along with work to revise/learn.
 Homework is written into students’ homework journals.
 Homework is monitored, corrected and feedback, where applicable, is given to the
student and/or parents in a number of different ways depending on individual
circumstances, e.g. in cases of no homework, lateness, poor exam results, behavioural
issues, etc.
 Feedback may be given verbally to the student, at parent-teacher meetings, in the
student’s journal, copy or lab copy, in letters home, texts home or phone calls home.
Class Assessment Procedures:
Class tests are given at each teacher’s discretion with each teacher giving a class test at least
once per calendar month
Formal tests and reports:
5th Year: Christmas exam given in December with reports sent out in January. Common
exam is to be given at the end of the academic year in May 2015. End of year report sent
out in early June.
Leaving cert: Formal testing is given at Christmas and in Leaving Cert mock examinations in
February each year. Reports are sent home at Christmas and after the mock examinations.
Parent Teacher meeting:
There is one meeting per year for each year group where parents are informed of progress.
Last DES Subject Department Inspection: April 2009
Leaving Cert Biology Results:
2014
School
2013
Dept
School
2012
Dept
School
2011
Dept
School
2010
Dept
School
Dept
Total no. of students
78
32985
86
31473
81
30544
79
30311
50
29251
Total no. of Hon students
55
24473
81
23410
75
22739
70
22632
50
20971
Total no. of Ord students
23
8512
5
8063
6
7805
9
7680
0
8280
% Hon Level students
70.51
74.19
940.2
74.38
92.59
74.45
88.61
74.67
100
71.69
% Ord Level students
29.49
25.81
5.81
25.62
7.41
25.55
11.39
25.34
0
28.31
% Receiving Hon
72.73
69.13
67.9
69.67
66.67
71.1
74.29
70.34
72
7.06
% Passing Hon
92.73
93.1
86.42
91.79
94.67
91.6
95.71
91.68
90
90.8
% Failing Hon
7.27
6.9
13.58
8.21
5.33
8.4
4.29
8.32
10
9.2
% Passing Ord
91.3
90.87
80
86.61
66.67
86.51
88.89
86.8
0
85.89
% Failing Ord
8.7
9.13
20
13.39
33.33
13.49
11.11
13.19
0
14.11
7.69
7.47
13.95
9.54
7.41
9.7
5.06
9.55
10
10.59
Avg points at Hon Level
66
64
62
64
67
65
71
65
64
65
Avg points at Ord Level
20
21
18
21
11
20
22
21
0
23
Avg points at both levels
53
53
60
53
63
54
65
54
64
53
% Fails at both levels
Honours
Actual
Projected
Variation
A1
3
3
0
A2
5
5
0
B1
4
4
0
B2
4
5
-1
B3
10
6
4
C1
5
5
0
C2
5
6
-1
C3
4
6
-2
D1
4
5
-1
D2
4
5
-1
D3
3
4
-1
E
4
1
3
F
0
3
-3
Ordinary
Actual
Projected
Variation
A1
0
0
0
A2
0
0
0
B1
1
1
0
B2
1
1
0
B3
1
2
-1
C1
3
2
1
C2
4
3
1
C3
4
3
1
D1
3
2
1
D2
3
2
1
D3
1
2
-1
E
1
0
1
F
1
1
0
Leaving cert results are discussed in detail at the subject meeting at the end of August each
year.
Appendix 1: Lab seating plan
Appendix 2: First Aid Kit Checking form
Date
Notes/Description
29/8/14
5/9/14
12/9/14
19/9/14
26/9/14
3/10/14
10/10/14
17/10/14
24/10/14
7/11/14
14/11/14
21/11/14
28/11/14
5/12/14
12/12/14
19/12/14
9/1/15
16/1/15
23/1/15
30/1/15
6/2/15
13/2/15
27/2/15
6/3/15
13/3/15
20/3/15
27/3/15
17/4/15
24/4/15
1/5/15
8/5/15
15/5/15
22/5/15
29/5/15
Appendix 3: Lab Safety Booklet
The following document contains the safe laboratory practices and guidelines which will
promote a safe and enjoyable time during your study of science in St. Joseph’s College.
It is designed to encourage safe and responsible behaviour, ensuring the safety for you,
your class mates and teachers.
Contents
Page
Section 1:
Dressing for the Occasion
1
Section 2:
Care for Others
2
Section 3:
Looking out for Number 1
4
Section 4:
Caring for equipment
5
Section 5:
Chemical Care
6
Safety-First: The Ten Commandments
7
Warning Labels
8
Section 1
Dressing for the Occasion
One should always wear the right protective clothing in the laboratory. The following rules
should apply
A. When working with chemicals a white cotton laboratory coat should be worn and
kept clean by regular washing
1. White is used so that any chemical spillage onto the person can be seen
immediately
2. Cotton is used because of its absorbency If a substance such as nylon is used,
any splashes of liquid chemicals will run down the material onto the legs and
feet
3. The coat also protects your own cloths and keeps them clean
B. The coat should be fully buttoned with any loose items, such as neckties, necklaces or
scarves firmly controlled so that they cannot swing loose to dip into chemicals or into
the Bunsen flame or the moving parts of machinery
C. If one has long hair it should be tied up firmly and held in place
D. When dealing with materials that are likely to splash or explode one should always
wear safety goggles. Glasses will help protect the eyes from flying solids or liquids.
These are composed of clear glass (or plastic) and provide a first line of defence to the
eye. They may be worn over ordinary glasses.
E. Rings should not be worn when dealing with chemicals. A spillage onto the hand
could result in the area under the ring being seriously affected in spite of washing
F. If one has sensitive skin one is advised to wear rubber gloves or use a barrier cream
on the hands when working with chemicals
G. When handling corrosive chemicals one should wear rubber gloves, domestic of
surgical. The gloves should fit the hands comfortably, too tight or too loose interferes
with finger movement
H. When handling hot of broken glass one should wear heavy duty gloves to avoid cuts
and burns
I. If there a danger of inhaling powder or noxious gases, e.g. when grinding chemicals
in a mortar with a pestle or where a volatile or strong smelling liquids are to be
poured do so in a will lit, ventilated fume hood
Section 2
Care for Others
A. Do not enter the laboratories expect with the expressed permission of the teacher
B. All passage ways in the laboratory should be kept clear so that one can move freely
within the laboratory
C. All working surfaces should be kept free of unnecessary materials such as books,
coats and bags. Such items are open to damage by spilled chemicals
D. All outdoor wear, coats, gear bags and sporting equipment should be let aside during
practical sessions. This reduces the amount of unnecessary materials in the laboratory
E. Keep your attention to the job at hand at all times. Avoid conversations, no matter
how interesting with others during practical work
F. Control all movements. Sudden movements may cause spillages or accidents
G. Keep to your designated area. Avoid crowding into other areas to see what is
happening
H. Be considerate of others. Do not interfere with their apparatus or remove items of
equipment that you may need without their permission. In the event of shortages of
equipment ask the teacher for additional materials
I. Use radioactive sources with extreme caution and only under direct supervision of
your teacher
J. Know where the first aid kit is kept
K. Know where the gas cut-off is and how to operate it
L. Know where the electricity cut-off control is and how to operate it
M. Know what fire extinguishing equipment are available and where they are
1. There should be a small aerosol type extinguisher available as well as the wall
mounted extinguisher
2. There should be at least 1 fire blanket available
N. Inform the teacher immediately of all spillages. Water spillages, whether on the bench
or floor, are to be wiped up immediately. Delay may cause an accident. Chemical
spills should be dealt with by only the teacher using the appropriate neutralising agent
and plenty of water
O. Keep the sinks free of waste materials at all times. Use gloves to unblock the sink as
there may be glass of corrosive materials present
P. Put waste material in the appropriate container. Glass should be put into the separate
glass bin, paper should be recycled while other waste placed in the general waster bin.
Solutions and liquids are to be poured down the sinks with copious amounts of water
Section 3
Looking out for Number 1
A. Always be aware of what others are doing-never assume that others are performing
experiments in a careful manner. Do not let yourself be crowded, always ensure that
you have room to move away from the experiment in the event of it going wrong. Be
aware of spillages near you or gas from neighbouring areas.
B. Be aware of the task at hand. If in doubt ask your teacher for directions or advise
C. Never eat food in the laboratory
D. Chemicals must never be removed from the laboratory except with the expressed
permission of the teacher
E. Never place bottles of chemicals in high places, i.e. above eye level. This avoids
accidental spillage of chemicals
F. Always use a pipette filler when pipetting liquids. Never pipette by mouth
G. When Bunsen burners are not in immediate use they should be turned off at the gas
tap. Never leave a naked unattended flame
H. Always ensure your hands a perfectly dry when handling electrical apparatus
I. Always use the lowest voltage necessary during practical’s involving electricity and
ensure the electrodes don not come in contact with the body
J. All experiments involving the emission of gas should be performed in the fume hood.
With regards to gaseous emissions there are 3 types, a: easily detected any time
(Ammonia); b: detected initially but smell fads away on exposure (hydrogen
sulphide); c: odourless gasses (carbon monoxide/carbon dioxide)
K. When handling Petri dishes containing cultures ensure that they are properly sealed.
Petri dishes should also be disposed of with care using a suitable disinfectant
Section 4
Caring for equipment
A. All equipment should be for damage before use
B. Before using glassware check for breaks and cracks. Place all broken glass in the
glass only bin
C. Use only clean glassware
D. After use rinse and dry all glassware used and return to their allocated lab shelf or the
dishwasher if excessively dirty. Glassware that is still hot after use is to be lifted and
left aside using insulated gloves
E. When using Quickfit glass pieces check that the joints are free to move and clean.
Vaseline the joints to ensure friction free movement. Quickfit glassware should fit
snugly and should never be forced. Properly fitted glass joints also prevent gas loss
during experiments
F. Glassware should be properly secured using clamps where necessary and avoid excess
pressure on the glass
G. Insertion of glass tubing into corks and rubber bungs should be done with extreme
caution. A suitable sized cork borer and Vaseline should be also used. Beware of the
glass slipping or breaking while down this
Section 5
Chemical Care
A. Always return chemicals to the correct place
B. When carrying chemicals ensure they are properly supported and never lift by the lid
alone
C. Before using a chemical check the label to ensure that it is the correct chemical and
note the warning notices printed on it. Also check for deterioration or contamination.
If there is discolouration or obvious contamination report to the teacher for
instructions
D. Always use small quantities of chemicals or the amount permitted by the teacher
E. When pouring chemicals always pour away from the label in order to avoid the label
becoming damaged. Also clean off the outside of the bottle
F. In opening take the bottle away from the lid. This avoids any outward surge of liquid
or vapour
G. If lid of any container is stuck ask the teacher to open it
H. Dark bottles of chemicals very often contain light sensitive chemicals which may
produce a gas which is released on opening. Open these using a cloth and in the fume
hood
I. When heating liquids in a test tube using a Bunsen burner face the mouth of the test
tube away from yourself and anyone else
J. When boiling chemicals use anti bumping chips to absorb excess heat and allows for a
controlled heating
K. When testing vapours or gases use only the recognised test. Avoid inhalation, waft
vapours gently towards you if needed to smell.
L. Keep naked flames away from flammable solvents and never apply a naked flame to a
flammable liquid. Use a controlled water bath
Safety First: The Ten Commandments
Know what is to be done for each practical session (Plan ahead)
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Be aware of the consequences of your actions (Think ahead)
Treat all chemicals as corrosive and handle with care (Safety first)
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Wear appropriate safety garments (safety before style)
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Keep all passage ways clear (ease of movement)
If in doubt seek help from your teacher (You’re here to learn and enjoy the
practical’s)
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Ensure all apparatus is clean and is in good working order before use (work made
easier)
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Clean all apparatus and return to their correct place after use (consideration for
others)
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Dispose of all wastes properly (keep lab clean and safe)
Report all accidents spills and breakages to your teacher immediately (things spill,
break and accidents do happen)
Warning Labels
Below are the common warning labels that are found on the chemical containers in the
laboratory. It is important that you are familiar with them and know their meaning
Appendix 4: Bio Self-Assessment
Biology Student Self Evaluation
Please fill out the following questionnaire as honestly as possible. It is
designed to aid and focus you in your study of Biology in order to
maximise your potential with respect to the subject. It is not a
confidential document
Name: _________________________
Teacher: _______________________
Year in which you’ll be sitting the leaving certificate: _____________
------------------------------------------------------------------------- Option line which Biology was taken? (Please circle)
Option 1
Option 2
Option 3
Option 4
 Your reason for choosing Biology in 5th Year? (Interest/Relevant to an
interested 3rd level course/No other option available)
 What are your expectations of the Leaving Certificate Biology?
 The area(s) of Biology, in the Junior Certificate Syllabus which you
found most interesting/easiest? Why?
 The area(s) of Biology, in the Junior Certificate Syllabus which you
found least interesting/difficult? Why?
 Overall aims and goals with respect to Leaving Certificate Biology
 Your projected 5th Year Christmas Result? __________________
 Your actual 5th Year Christmas Result? _____________________
 Did your projected result meet with your actual result? ________
 If not, what area(s) do you need to improve upon in order to reach your
projected result?
 What you must do in order to reach your projected result?
------------------------------------------------------------------------- Your projected 5th Year Summer Result? ___________
 Your actual 5th Year Summer Result? ______________
 Did your projected result meet with your actual result? ______
 If not, what area(s) do you need to improve upon in order to reach your
projected result?
 What you must do in order to reach your projected result?
------------------------------------------------------------------------- Has your original aims and objectives changed since 5th Year? _________
 If so, how so? Please explain.
 Is Biology still relevant with respect to third level ambitions? _________
 Please expand on the above answer
 Analysis of your overall performance in 5th year
 Your projected 6th Year Christmas Result? __________________
 Your actual 6th Year Christmas Result? _____________________
 Did your projected result meet with your actual result? ________
 If not, what area(s) do you need to improve upon in order to reach your
projected result?
 What you must do in order to reach your projected result?
------------------------------------------------------------------------- Your projected Pre Exam Result? ___________
 Your actual Pre Exam Summer Result? ______________
 Did your projected result meet with your actual result? ______
 If not, what area(s) do you need to improve upon in order to reach your
projected result?
 What you must do in order to maximise and obtain your best Leaving
Certificate result?
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