Science at Leaving Certificate:

Each Leaving Certificate Science syllabus is designed to incorporate the following

components:
Science for the enquiring mind or pure science, to include the principles,
procedures and concepts of the subject as well as its cultural and historical aspects
(70%).
Science for action or the applications of science and its interface with technology
(22.5%).
Science that is concerned with issues political, social and economic of concern
to citizens (7.5%).
Objectives of Leaving Certificate Biology Syllabus:
Knowledge, Understanding and Skills
Students should have a knowledge and understanding of biological facts, terms,
principles, concepts, relationships and experimental techniques, including practical
laboratory skills. Such skills should include an ability to carry out practical work,
laboratory work and fieldwork activities safely and effectively and an ability to record
and interpret biological data.
Application and Interface with Technology
Students should be able to apply, where possible, their knowledge and understanding
of biology in environmental, industrial, agricultural, medical, waste management and
other technological contexts.
Science in the Political, Social and Economic Spheres
Students should be able to apply, where possible, their knowledge and understanding
of biology in personal, social and economic spheres and to make informed evaluations
about contemporary biological issues.
Biology Syllabus Topics:
The syllabus content is divided into three units:
Unit

One: Biology The Study of Life.

The Scientific Method
The Characteristics of Life
Nutrition
General Principles of Ecology
A Study of an Ecosystem

Unit

Two: The Cell.

Cell Structure
Cell Metabolism
Cell Continuity
Cell Diversity
Genetics

Unit

Three: The Organism.

Diversity of Organisms
Organisation and the Vascular Structures
Transport and Nutrition
Breathing System and Excretion

Responses to Stimuli
Reproduction and Growth

Assessment:
The Leaving Certificate Biology exam is worth 100% unlike Junior Certificate Science
where the exam is worth 65%. Therefore students must be prepared to take
responsibility for a much greater work load.
The subject is assessed at either Higher or Ordinary level with both examinations
lasting three hours and each has a total mark allocation of 400 marks.
It is established practice that, in Section A, there are two questions from each unit.
The questions in Section B relate to the mandatory practical activities across all units.
In Section C there is one question from Unit One, two questions from Unit Two and
three questions from Unit Three, to reflect the amount of examinable content in the
various units.
The current syllabus was first examined in 2004 and the papers have typically
included questions on food, ecology, genetics (cell division, DNA, crosses engineering
and evolution), metabolism (photosynthesis, respiration and enzymes) and plants
(structure, transport, responses and reproduction) each year while the repetition of
anatomy and kingdoms have been less frequent. Thus questions on anatomy are less
predictable which often proves a source of annoyance for students who favoured
these topics due to their coverage at Junior Cert level.
Cohort of Students
According the latest chief examiners report of the subject (2013) between 50-60% of
all Leaving Cert students study Biology with over 70% of those students studying the
subject at Higher Level. It is recommended that students would have studied Junior
Certificate Science at Higher Level as there is a substantial difference in the
examination paper format between the Leaving Cert Biology (Higher and Ordinary)
and Junior Cert Ordinary Level Science. The Science department strongly advises
students who are considering studying Science for their Leaving Certificate to discuss
this with their teacher or another Science teacher and to preview the textbook and
examination questions.
Recommendations from the Chief Examiner:
It is recommended that students
Use past examination papers for practice.
Follow instructions in questions carefully.
Practise drawing large, tidy, accurate diagrams and labelling their parts clearly.
Learn to explain compound terms in full.
Learn to define terms without relying on key words from the term.
Appreciate and learn the difference between the names of disorders and the
symptoms of the disorder.
Appreciate and learn the difference between anatomical adaptations and adaptive
techniques of organisms.

 Become familiar with and learn the terminology that is used in the biology syllabus
and teacher guidelines.
Practise the careful reading of questions in order to make sure that the questions
being answered are the ones that were actually asked.
Learn the different meanings of similar-sounding or similarly spelled terms and work
on accurate explanation of these terms.