The document summarizes changes to the Irish examination for the Leaving Certificate at higher level, ordinary level, and foundation level beginning in 2012.
At higher and ordinary levels, the oral test will increase from 150 to 240 marks (from 25% to 40% of the total) and include reception, poetry recitation, picture description, and conversation sections. The aural comprehension test will be reduced from 100 to 60 marks at higher level and from 120 to 60 marks at ordinary level, and integrated into the written paper.
The foundation level exam changes include adjustments to the oral test, aural comprehension test, and composition and reading comprehension sections, which are described individually in part II. Sample exam papers reflecting the revisions will
This document summarizes pervious concrete, which is a type of concrete with high porosity that allows water to pass through, reducing runoff. It consists of cement, coarse aggregate, and optionally sand, with enough cement to coat the aggregates while maintaining interconnected voids. This helps solve stormwater issues. Pervious concrete has properties like 15-20% void structure, density of 1600-2000 kg/m3, compressive strength of 3.5-28 MPa, and acts as a pavement material with environmental benefits like runoff reduction and groundwater recharging. Some applications include pavements, pool decks, sidewalks, and tennis courts.
This document contains personal and professional details of Mr. Han Min Soe. He is a 31-year-old Myanmar national of Buddhist faith, who obtained a B.A. in English and a diploma in Information Technology in Myanmar. He has over 10 professional certificates in networking and IT support. He has over 6 years of experience in roles like IT support engineer, network operator and administrator for companies in Myanmar and Singapore. He has strong skills in networking, system administration, troubleshooting, and customer service.
The document provides information about changes to the Leaving Certificate Irish exam for 2012. It notes that the aural test will now be integrated into the written exam paper. For higher and ordinary level, candidates can sit the aural in the same center since they use the same CD, but foundation level candidates must sit in a separate center due to a different CD. It also states that candidates should remain in the center for the entire aural session. Additionally, it mentions that candidates who attend the oral exam but are absent for parts of the written exam will still receive a grade for Irish based on their oral and any parts of the written they complete.
The document announces changes to the Leaving Certificate Irish exam starting in 2012, including sample exam papers and CDs. Key changes are:
- The oral test is now integrated into Paper 1 and no longer standalone.
- The aural test will now be at the start of Paper 1.
- The duration of the aural and written tests has been reduced.
- More marks are now allocated to the oral component and fewer to the aural and written components compared to before at all levels.
This document summarizes pervious concrete, which is a type of concrete with high porosity that allows water to pass through, reducing runoff. It consists of cement, coarse aggregate, and optionally sand, with enough cement to coat the aggregates while maintaining interconnected voids. This helps solve stormwater issues. Pervious concrete has properties like 15-20% void structure, density of 1600-2000 kg/m3, compressive strength of 3.5-28 MPa, and acts as a pavement material with environmental benefits like runoff reduction and groundwater recharging. Some applications include pavements, pool decks, sidewalks, and tennis courts.
This document contains personal and professional details of Mr. Han Min Soe. He is a 31-year-old Myanmar national of Buddhist faith, who obtained a B.A. in English and a diploma in Information Technology in Myanmar. He has over 10 professional certificates in networking and IT support. He has over 6 years of experience in roles like IT support engineer, network operator and administrator for companies in Myanmar and Singapore. He has strong skills in networking, system administration, troubleshooting, and customer service.
The document provides information about changes to the Leaving Certificate Irish exam for 2012. It notes that the aural test will now be integrated into the written exam paper. For higher and ordinary level, candidates can sit the aural in the same center since they use the same CD, but foundation level candidates must sit in a separate center due to a different CD. It also states that candidates should remain in the center for the entire aural session. Additionally, it mentions that candidates who attend the oral exam but are absent for parts of the written exam will still receive a grade for Irish based on their oral and any parts of the written they complete.
The document announces changes to the Leaving Certificate Irish exam starting in 2012, including sample exam papers and CDs. Key changes are:
- The oral test is now integrated into Paper 1 and no longer standalone.
- The aural test will now be at the start of Paper 1.
- The duration of the aural and written tests has been reduced.
- More marks are now allocated to the oral component and fewer to the aural and written components compared to before at all levels.
The document outlines the syllabus for CBSE Class 10 English Language and Literature exam for the 2020-2021 academic year. It is divided into three sections - Reading Skills, Writing Skills with Grammar, and Literature Textbook and Supplementary Reading Text - with a total weightage of 80 marks. The exam will assess reading comprehension through multiple choice questions on passages. Writing skills will be assessed through letter writing, paragraph writing and grammar questions. Literature questions will cover two prescribed textbooks and include short answer questions and long answer questions to assess comprehension, creativity and character analysis.
This document outlines the syllabus for English Communicative for Class 9 for Term 2 from October to March. It divides the syllabus into four sections: Reading, Writing, Grammar, and Literature. For Reading, there will be two comprehension passages totalling 800-900 words. Writing assessments include short compositions, notices, reports, biographical sketches and longer letters and articles. Grammar will be tested through multiple choice and short answer questions. Literature includes extracts from poems, stories and plays to be answered briefly, as well as longer questions on themes and characters from the prescribed texts Gulliver's Travels or Three Men in a Boat. The assessments will include formative and summative tests with an emphasis on comprehension, expression, accuracy
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
English language-and-literature-class-e28093-ix-s-a-ii-2013Gautham Rajesh
Here are 3 sample multiple choice questions based on the passage:
1. The main idea of the passage is about:
a) The weather during monsoon
b) Activities people enjoy during monsoon
c) Problems faced during monsoon
d) Importance of monsoon for agriculture
2. According to the passage, which of the following is NOT true about monsoon?
a) It brings cheer to many
b) The sun is hidden behind grey clouds
c) Rains cause inconvenience
d) Fields become green after monsoon
3. The word 'glamorous' in the passage is closest in meaning to:
a) Beautiful
b) Exciting
c) Tro
β2 πινακες δεξιοτητων και αξιολογησεων εξετασεων αγγλικης γλωσσαςPETROS MANZIERIS
The document provides information about English language proficiency examinations from four examination bodies at level B2, including the ESB, Michigan, MSU, and Cambridge exams. It summarizes the exam structure and scoring for each exam, noting the overall exam time and minimum passing score for each. The summaries include details on the different exam sections of use of English, reading, writing, listening, and speaking.
Here are the answers to questions 21-26 from Part 3 of the Listening test:
21. A
22. B
23. B
24. C
25. A
26. B
Listening test audio
14
p. 119 p. 98
Izone.edu.vn
Test 1
Questions 24–26
Choose the correct letter, A, B or C.
24 What did Diana find most interesting about her work experience?
A Observing lambing
B Helping with vaccinations
C Assisting with shearing
25 What advice does Tim give to future work experience students?
A Make sure you wear suitable clothing and footwear
B Don't
IELTS stands for the International English Language Testing System, which is a standardized test used to assess the English proficiency of non-native speakers who wish to live, work or study in English-speaking environments. The IELTS test consists of four parts that are taken over one day: Listening, Reading, Writing and Speaking. The Listening, Reading and Writing sections are completed on the same day, while Speaking can be taken up to a week before or after. Scores are reported on a 9-band scale and assess a wide range of English skills. The IELTS is required for things like obtaining student visas, work visas or permanent residency in English-speaking countries.
This document provides information about the IELTS exam format and scoring. It describes the four components of the IELTS exam - Listening, Reading, Writing and Speaking. For each component, it outlines the question types, timing, scoring criteria, and level of difficulty. It also explains the 9-band scoring scale used to assess examinees' overall English proficiency and skill in each component.
The document provides guidelines for the English subject exam for the Moroccan Baccalaureate. It outlines the syllabus coverage, exam structure, sections and weighting for different academic streams. The exam consists of three sections - comprehension, language and writing. The comprehension section tests reading skills through various question techniques and covers different text types. The language section tests vocabulary, grammar and language functions. The guidelines provide details on the implementation of the exam to ensure it effectively evaluates students' language abilities.
Higher modern studies extended responses inductionmrmarr
This document provides information about the Higher Modern Studies course in Scotland. It outlines the course content, which is divided into three subject areas: political issues in Scotland and the UK, social issues in the UK, and international issues focusing on poverty. It describes the skills developed in the course, such as writing extended responses and conclusions. Students must pass internal assessments, an added value assignment, and an external exam to complete the course successfully. The document provides examples of PEEL and PEEREEL paragraphs for analyzing issues, and explains how to structure extended response answers for the exam.
Class 10 Cbse English Commuicative Sample Paper Term 2 2014Sunaina Rawat
The document outlines the syllabus for the English Communicative Summative Assessment II exam for Class X. It details the sections that will be included, such as reading, writing, grammar, and literature, and provides information about the format and assessment of each section. Reading comprehension will be tested through two passages totaling 800-900 words. The writing section will include short and extended writing tasks assessing different formats and skills. Grammar will be assessed through multiple choice and other question types testing usage in context. Literature questions will include extracts from texts with short answer and long answer questions about themes, characters, and values. The exam is worth 90 marks and assessments various skills related to the English language.
The document summarizes the agenda for a principal's briefing session for parents on the Primary School Leaving Examination (PSLE). It includes introductions of form teachers, an outline of topics like the 2010 PSLE results, assessment modes for 2011, PSLE criteria and secondary school posting. It also provides details on the PSLE subjects, examination format, important dates and the school's academic support programmes for students.
The document summarizes the principal's briefing session for parents on the upcoming PSLE exams and secondary school placement process. It provides an overview of the PSLE subjects and assessment format, how PSLE scores are calculated into T-scores for secondary school placement, the different secondary school tracks, important PSLE exam dates, and details on the Direct School Admission exercise for secondary one admission in 2012.
2011 Meet the Parents Session - 2NA (Year End)damaisec
The document summarizes the key points from a meet-the-parents session for Secondary 2 students. It discusses the latest directions from the Ministry of Education, including greater emphasis on student-centric learning and developing students holistically. It also provides updates on the syllabus for subjects like English, mother tongue languages, and food & nutrition. There is information on the use of ICT in teaching and learning, as well as academic and co-curricular programs for Secondary 3 students in 2012.
The document summarizes research from three studies about English entrance exams in Japan. The studies analyzed questions from 91 university entrance exams and found that:
1) Around 40% of questions could be answered through a grammar-translation approach, while the proportion of questions requiring higher-level English skills like summarizing and inferencing was increasing.
2) Questions requiring higher skills were more likely to provide instructions in English and require answers in English. They also demanded understanding of longer texts.
3) Most "other" question types referred to immediate linguistic contexts or situational contexts from conversations or passages.
This study examined the relationship between the amount of words students read through extensive reading (ER) and their scores on the TOEIC Bridge test. 57 Japanese university students were divided into groups based on their annual word count and test scores. Statistical analysis found:
1) Students who read more words (>150,000/year) scored higher on initial Bridge tests than those reading <60,000 words.
2) After a year of ER, differences in scores between groups disappeared, suggesting ER improved all students' proficiency.
3) Amount of words read explained 11% of variance in 2020 Bridge scores, more than previous years, indicating words read positively influenced scores.
This document provides guidelines for preparing and distributing marks for the English language mid-term exam for intermediate and secondary school stages. It outlines the suggested distribution of marks across different exam sections like composition, reading comprehension, grammar, vocabulary, and oral evaluation. For each section, it describes the objective, format, possible topics, and sample question items. The guidelines aim to help teachers design valid, reliable, and standardized English exams that assess students appropriately.
This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talents and efforts of the young writers who participated.
This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talent and effort shown by the young writers.
The document outlines the syllabus for CBSE Class 10 English Language and Literature exam for the 2020-2021 academic year. It is divided into three sections - Reading Skills, Writing Skills with Grammar, and Literature Textbook and Supplementary Reading Text - with a total weightage of 80 marks. The exam will assess reading comprehension through multiple choice questions on passages. Writing skills will be assessed through letter writing, paragraph writing and grammar questions. Literature questions will cover two prescribed textbooks and include short answer questions and long answer questions to assess comprehension, creativity and character analysis.
This document outlines the syllabus for English Communicative for Class 9 for Term 2 from October to March. It divides the syllabus into four sections: Reading, Writing, Grammar, and Literature. For Reading, there will be two comprehension passages totalling 800-900 words. Writing assessments include short compositions, notices, reports, biographical sketches and longer letters and articles. Grammar will be tested through multiple choice and short answer questions. Literature includes extracts from poems, stories and plays to be answered briefly, as well as longer questions on themes and characters from the prescribed texts Gulliver's Travels or Three Men in a Boat. The assessments will include formative and summative tests with an emphasis on comprehension, expression, accuracy
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
English language-and-literature-class-e28093-ix-s-a-ii-2013Gautham Rajesh
Here are 3 sample multiple choice questions based on the passage:
1. The main idea of the passage is about:
a) The weather during monsoon
b) Activities people enjoy during monsoon
c) Problems faced during monsoon
d) Importance of monsoon for agriculture
2. According to the passage, which of the following is NOT true about monsoon?
a) It brings cheer to many
b) The sun is hidden behind grey clouds
c) Rains cause inconvenience
d) Fields become green after monsoon
3. The word 'glamorous' in the passage is closest in meaning to:
a) Beautiful
b) Exciting
c) Tro
β2 πινακες δεξιοτητων και αξιολογησεων εξετασεων αγγλικης γλωσσαςPETROS MANZIERIS
The document provides information about English language proficiency examinations from four examination bodies at level B2, including the ESB, Michigan, MSU, and Cambridge exams. It summarizes the exam structure and scoring for each exam, noting the overall exam time and minimum passing score for each. The summaries include details on the different exam sections of use of English, reading, writing, listening, and speaking.
Here are the answers to questions 21-26 from Part 3 of the Listening test:
21. A
22. B
23. B
24. C
25. A
26. B
Listening test audio
14
p. 119 p. 98
Izone.edu.vn
Test 1
Questions 24–26
Choose the correct letter, A, B or C.
24 What did Diana find most interesting about her work experience?
A Observing lambing
B Helping with vaccinations
C Assisting with shearing
25 What advice does Tim give to future work experience students?
A Make sure you wear suitable clothing and footwear
B Don't
IELTS stands for the International English Language Testing System, which is a standardized test used to assess the English proficiency of non-native speakers who wish to live, work or study in English-speaking environments. The IELTS test consists of four parts that are taken over one day: Listening, Reading, Writing and Speaking. The Listening, Reading and Writing sections are completed on the same day, while Speaking can be taken up to a week before or after. Scores are reported on a 9-band scale and assess a wide range of English skills. The IELTS is required for things like obtaining student visas, work visas or permanent residency in English-speaking countries.
This document provides information about the IELTS exam format and scoring. It describes the four components of the IELTS exam - Listening, Reading, Writing and Speaking. For each component, it outlines the question types, timing, scoring criteria, and level of difficulty. It also explains the 9-band scoring scale used to assess examinees' overall English proficiency and skill in each component.
The document provides guidelines for the English subject exam for the Moroccan Baccalaureate. It outlines the syllabus coverage, exam structure, sections and weighting for different academic streams. The exam consists of three sections - comprehension, language and writing. The comprehension section tests reading skills through various question techniques and covers different text types. The language section tests vocabulary, grammar and language functions. The guidelines provide details on the implementation of the exam to ensure it effectively evaluates students' language abilities.
Higher modern studies extended responses inductionmrmarr
This document provides information about the Higher Modern Studies course in Scotland. It outlines the course content, which is divided into three subject areas: political issues in Scotland and the UK, social issues in the UK, and international issues focusing on poverty. It describes the skills developed in the course, such as writing extended responses and conclusions. Students must pass internal assessments, an added value assignment, and an external exam to complete the course successfully. The document provides examples of PEEL and PEEREEL paragraphs for analyzing issues, and explains how to structure extended response answers for the exam.
Class 10 Cbse English Commuicative Sample Paper Term 2 2014Sunaina Rawat
The document outlines the syllabus for the English Communicative Summative Assessment II exam for Class X. It details the sections that will be included, such as reading, writing, grammar, and literature, and provides information about the format and assessment of each section. Reading comprehension will be tested through two passages totaling 800-900 words. The writing section will include short and extended writing tasks assessing different formats and skills. Grammar will be assessed through multiple choice and other question types testing usage in context. Literature questions will include extracts from texts with short answer and long answer questions about themes, characters, and values. The exam is worth 90 marks and assessments various skills related to the English language.
The document summarizes the agenda for a principal's briefing session for parents on the Primary School Leaving Examination (PSLE). It includes introductions of form teachers, an outline of topics like the 2010 PSLE results, assessment modes for 2011, PSLE criteria and secondary school posting. It also provides details on the PSLE subjects, examination format, important dates and the school's academic support programmes for students.
The document summarizes the principal's briefing session for parents on the upcoming PSLE exams and secondary school placement process. It provides an overview of the PSLE subjects and assessment format, how PSLE scores are calculated into T-scores for secondary school placement, the different secondary school tracks, important PSLE exam dates, and details on the Direct School Admission exercise for secondary one admission in 2012.
2011 Meet the Parents Session - 2NA (Year End)damaisec
The document summarizes the key points from a meet-the-parents session for Secondary 2 students. It discusses the latest directions from the Ministry of Education, including greater emphasis on student-centric learning and developing students holistically. It also provides updates on the syllabus for subjects like English, mother tongue languages, and food & nutrition. There is information on the use of ICT in teaching and learning, as well as academic and co-curricular programs for Secondary 3 students in 2012.
The document summarizes research from three studies about English entrance exams in Japan. The studies analyzed questions from 91 university entrance exams and found that:
1) Around 40% of questions could be answered through a grammar-translation approach, while the proportion of questions requiring higher-level English skills like summarizing and inferencing was increasing.
2) Questions requiring higher skills were more likely to provide instructions in English and require answers in English. They also demanded understanding of longer texts.
3) Most "other" question types referred to immediate linguistic contexts or situational contexts from conversations or passages.
This study examined the relationship between the amount of words students read through extensive reading (ER) and their scores on the TOEIC Bridge test. 57 Japanese university students were divided into groups based on their annual word count and test scores. Statistical analysis found:
1) Students who read more words (>150,000/year) scored higher on initial Bridge tests than those reading <60,000 words.
2) After a year of ER, differences in scores between groups disappeared, suggesting ER improved all students' proficiency.
3) Amount of words read explained 11% of variance in 2020 Bridge scores, more than previous years, indicating words read positively influenced scores.
This document provides guidelines for preparing and distributing marks for the English language mid-term exam for intermediate and secondary school stages. It outlines the suggested distribution of marks across different exam sections like composition, reading comprehension, grammar, vocabulary, and oral evaluation. For each section, it describes the objective, format, possible topics, and sample question items. The guidelines aim to help teachers design valid, reliable, and standardized English exams that assess students appropriately.
This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talents and efforts of the young writers who participated.
This document appears to be a collection of poems submitted for a national poetry competition. It includes 21 poems written by students on various topics. The document provides brief biographies of the students who wrote the poems and acknowledges the work of the teachers and organizers in making the competition a success. It celebrates the talent and effort shown by the young writers.
Evaluating websites using hoax sites activity 2Martin Brown
Students are divided into groups and each group is assigned a hoax website to evaluate for trustworthiness using a website evaluation worksheet. The hoax websites assigned include sites about explorers, dihydrogen monoxide, tree octopuses, aluminum foil hats, jackalopes, dehydrated water, and a dog island. The goal is to teach students how to evaluate websites for accuracy and reliability.
The campus map shows 6 labeled locations - A, B, C, D, E, F, and G. It includes the gym, chapel, residences, and dining room. The map provides a layout of the buildings and facilities at St Patrick's College.
This document provides instructions for evaluating a website by having students visit a specified website and answering 10 questions about the URL, domain extension, author, contact details, purpose, creation/update dates, internal links, information sources, contradicting information from other sources, advertising, and reasons to trust/not trust the information on the site.
This document provides guidelines for setting up a school library or reading corner, including recommendations for location, shelving, furniture, equipment, signage, managing the library collection, and cataloguing systems. The ideal location is at the heart of the school, is highly visible and accessible, and is well-lit with power and internet. Shelving options include wall-mounted and freestanding units of various types. Furniture should be durable and allow for both formal and informal seating. Collections should be tailored to student interests and abilities. Small libraries can use simple tracking systems while larger ones may implement software-based cataloguing of fiction and non-fiction sections.
Jcsp library project Reading promotion - 10 great opening linesMartin Brown
This document contains 10 opening lines from famous young adult books. The lines provide snippets of intrigue from stories about unexpected visitors in the night, dogs that learn to talk, a boy who disappeared on his birthday, life as a hobbit, violence and death, the afterlife, and soldiers kicking down a door in the night.
Jcsp library project Reading promotion - 10 great halloween reads - posterMartin Brown
The document lists 10 book titles for a Halloween Reads project celebrating its 10th anniversary. The books include titles such as Zom-B, The Restless Dead, The Evil Eye, The Walking Dead, Breathe, Changeling, Trick or Treat, The Night Bus, The Undead, and Thing (the play). The list provides book titles, authors, and publishers for a junior certificate school literacy demonstration library project.
The document discusses the JCSP Library Project, which aims to establish libraries in schools serving students at risk of early school leaving. It established demonstration libraries in 30 schools across Ireland staffed by librarians. The libraries aim to improve literacy, develop a reading culture, and enhance student learning experiences. The document provides guidance on setting up an effective school library, including locating it centrally, curating an appropriate collection, promoting reading, and developing furniture and spaces to support independent and collaborative work.
The document is a notification from the State Examinations Commission to post-primary school authorities regarding the Irish oral examination for the 2014 Leaving Certificate. It states that enclosed is the set of 20 picture sequences that will be used for the Irish oral exam at Higher and Ordinary level. It specifies that these pictures will not be used for the Foundation level oral exam.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. Coimisiún na Scrúduithe Stáit
State Examinations Commission
Corr na Madadh, Baile Átha Luain, Co. na hIarmhí
Cornamaddy, Athlone, Co. Westmeath
Teileafón: +353-90-644 2741. Facs:+353-90-647 3080. Gréasán: www.examinations.ie. R-phost: orals@examinations.ie
S.90/10
The Irish Examination in the Leaving Certificate for 2012 onwards
(Higher Level, Ordinary Level and Foundation Level)
Foreward
The attention of schools authorities and of teachers of Irish is directed to what follows below. This is
a further clarification of the directive contained in ‘The Assessment System’ which is given in
Circular 0020/2010 and in the revised syllabuses for Irish (Leaving Certificate: Higher Level and
Ordinary Level 2010) and in Circular 0056/2010 and in the updated syllabus for Irish (Leaving
Certificate: Foundation Level 2010) published by the Department of Education and Skills. The
Circulars as well as copies of the syllabuses are available on the Department’s website at
www.education.ie.
Changes in the proportion of marks for certain aspects of the Leaving Certificate examination in Irish
(Higher Level, Ordinary Level and Foundation Level) will take effect from the year 2012 onwards.
These changes arise from the directive first set out in Circular 0042/2007 as published by the
Department of Education and Science and they are fully in line with that directive. As a consequence
of the evaluation of certain aspects of the examination, there will be a revised layout of certain parts
of the examination paper.
A summary is given in Part I (i) below of the most important changes in the allocation of marks in
the Higher Level and Ordinary Level Oral Test, in the Aural Comprehension Test and in the written
papers and (ii) of the changes in the system of assessment which they entail.
As regards the changes in the Oral Test, the Aural Comprehension Test and the written paper
(Composition and Reading Comprehension) at the Foundation Level, these are discussed one by one
in Part II.
Sample papers based on the revised syllabuses will be issued in September 2011.
Patricia Anderson
Higher Executive Officer
December 2010
2. Part I – Higher Level and Ordinary Level
1.1 The Irish Leaving Certificate Syllabus (revised)
As regards the updated syllabuses, they are the same as those which are in effect at the
Higher Level and the Ordinary Level and which have been in existence for some years now.
The syllabuses have been revised and brought up to date especially with reference to
terminology and range of topics. Both the teaching and the learning of Irish as well as the
system of assessment at Higher Level and Ordinary Level will depend on the aims and goals
of the syllabuses just as heretofore.
1.2 The Oral Test in Irish – from 2012 onwards
(Leaving Certificate: Higher Level & Ordinary Level)
There will be a common Oral Test for the Higher Level and the Ordinary Level just as
heretofore. The allocation of marks for the Oral Test will be increased from 150 marks (25%
of the overall total of marks) to 240 marks (40% of the overall total of marks). A description
of the various parts of the Oral Test, as well as the new marking scheme, is given at 1.3
below.
1.3 The duration of the Oral Test will be 15 minutes. It will consist of four parts: Reception,
Poetry Reading, Description of a series of pictures, Conversation.
(a) The marks will be apportioned as follows:
Reception: 5 marks; Poetry Reading: 35 marks;
Description of a series of pictures: 80 marks; Conversation: 120 marks.
Table 1
The Oral Test Duration (minutes) Marks
1 Reception 1 5
2 Poetry reading 2 35
3 Description of picture series 4 80
4 Conversation 6 to 8 120
15 240
(b) Personal details to be sought during the reception: five items of information – name,
age, home address, date of birth, examination number.
(c) Candidates will be asked to recite or read aloud one of the designated five poems
from the common literature course (Ordinary Level and Higher Level). This will be a
test of the candidate’s ability to understand the poem, and of accuracy of
pronunciation and rhythm of speech. The examiner will choose the poem and the
verses to be read. The candidate may use his/her own copy of the poem. No time will
be allowed the candidate for the preparation of the subject matter during the
examination. Until the contrary is announced the poems in question are: Géibheann
(the complete poem); Colscaradh (the complete poem); Mo Ghrá-sa (Idir Lúibíní)
(any three verses); An tEarrach Thiar (any two verses); An Spailpín Fánach (any two
verses). Teachers are reminded that all verses in the above-mentioned poems are to be
studied and that all verses will be taken into account in the Oral Test and in the
written examination.
1
3. (d) There will be twenty A4 pages of pictures with a series of six pictures on each page.
An A4 page will be chosen at random in the examination. As well as a description of
the series of pictures on the chosen A4 page, it hoped that the candidate and the
examiner will ask one another a small number of questions about the subject matter of
the various pictures on the page. Please note that it is hoped that the candidate will be
able to ask as well as to answer questions. Therefore interaction is expected in this
part of the examination.
The different series of pictures will be made available to the schools for the first time
in the first term of the fifth year, before the end of 2010. A sample of the A4 picture
series may be found at the end of this document. The 2012 examination will be based
on this series of pictures. Twenty new pages, with a series of pictures on each will be
issued in September 2011 for the examinations in 2013. Twenty different pages will
be issued each year afterwards. The subject matter of the pictures will be in line with
the topics mentioned in the syllabuses.
(e) As obtains at present, the last part of the examination will be general
conversation. It will begin with the immediate environment but the subject matter of
the conversation will be extended depending on the the candidate’s ability. 75 marks
will be allotted to the Irish repertoire (the competence of the candidate to demonstrate
the range and extent of his/her vocabulary), 45 marks will be allotted to Ability in
Irish (fluency and accuracy in Irish). Therefore interaction is expected in this part of
the examination.
1.4 The Marking of the Oral Test
(a) Reception: 5 marks for 5 items of information.
(b) Poetry Recitation: 35 marks
Top Third: The candidate’s effort in the range very good to excellent in terms of
rhythm and pronunciation and comprehensibility - an appropriate mark between 24
and 35.
Middle Third: The candidate’s effort in the range fair to good in terms of rhythm and
pronunciation and comprehensibility - an appropriate mark between 14 and 23.
Bottom Third: The candidate’s effort in the range very weak to weak in terms of
rhythm and pronunciation and comprehensibility – an appropriate mark between 0
and 13.
Table 2
Grade Class Mark
A Excellent 29-35
B Very Good 24-28
C Good 19-23
D Fair 14-18
E Weak 9-13
F Very Weak 0-8
2
4. (c) Description of a series of pictures: 80 marks
Top Third: The candidate’s effort in the range very good to excellent in terms of
giving a description of the series of pictures and displaying a mastery in asking and in
answering questions and expressing opinions - an appropriate mark between 56 and
80.
Middle Third: The candidate’s effort in the range fair to good in terms of
giving a description of the series of pictures and displaying a mastery in asking and in
answering questions and expressing opinions - an appropriate mark between 32 and
55.
Bottom Third: The candidate’s effort in the range very weak to weak with a
short, weak undeveloped description, a breakdown in communication, limited
ability - an appropriate mark between 0 and 31.
Table 3
Grade Class Mark
A Excellent 68-80
B Very Good 56-67
C Good 44-55
D Fair 32-43
E Weak 20-31
F Very Weak 0-19
(d) General Conversation
75 marks for Irish Repertoire; 45 marks for Language Ability. Marking as at
present: 6 classes in the two categories: A – excellent; B – very good; C – good;
D – fair; E – weak; F – very weak.
Table 4
Grade Class Irish Repertoire Ability
A Excellent 64-75 39-45
B Very Good 53-63 32-38
C Good 42-52 25-31
D Fair 30-41 18-24
E Weak 19-29 12-17
F Very Weak 0-18 0-11
2.1 The Aural Comprehension Test – Higher Level and Ordinary Level
As a result of the reduction in the proportion of marks allotted to the Aural
Comprehension Test and of the consequent reduction in time, and for the efficient conduct
of the examinations, the Aural Comprehension Test will be integrated into the written
examination Paper I (Higher Level and Ordinary Level) from 2012 onwards. Paper I will
begin with the Aural Comprehension Test and the rest of Paper I will continue without any
interruption. This represents a change from the Aural Comprehension Test being an
independent unit of the examination, as obtained heretofore.
In the case of Higher Level the proportion of marks which may be gained on the Aural
Comprehension Test will be reduced from 100 marks (16.66% of the overall total of marks)
to 60 marks (10% of the overall total of marks). The duration of this test will be twenty
minutes.
3
5. In the case of Ordinary Level the proportion of marks which may be gained on the Aural
Comprehension Test will be reduced from 120 marks (20% of the overall total of marks) to
60 marks (10% of the overall total of marks). The duration of this test will be twenty minutes
also.
In the Aural Comprehension Test, each item will be played twice. It will consist of two
announcements, two conversations and two items of news, and the three major dialects will
be catered for. Both the subject matter and the questions will follow the same lines as the test
which has existed for some years. The same sound recording will be played for both the
Higher Level and the Ordinary Level. The questions asked will pose different challenges at
Higher Level and at Ordinary Level.
3.1 The Written Papers – Leaving Certificate: Higher Level
(a) Paper I: 2 hours 20 minutes
Aural Comprehension Test (20 minutes)
Written Composition (2 hours)
The same subject choices will be available as were available in recent years. The
same marking scheme will apply. A description of the marking scheme is available on
the website of the State Examinations Commission www.examinations.ie, under the
heading ‘Cartlann d’Ábhar Scrúduithe/Examinations Archive Material’. The schemes
for the years from 2001 to date are available.
Table 5
The Leaving Certificate: Higher Level – Paper I
Time Marks
1 Aural Comprehension Test 0-20 60
2 Written composition 2-00 100
2-20 160
(b) Paper 2: 3 hours 5 minutes
Reading Comprehension
(50 marks and 50 marks). It will consist of two extracts of Reading
Comprehension, with a question or questions based on each paragraph. The extracts
for reading comprehension will follow the same lines as in recent years in terms of
their length and difficulty of language. This question will consist of tests of reading
comprehension but one might expect a subquestion on accuracy of language based on
the text, as for example, ‘Aimsigh sampla den Tuiseal Ginideach Uatha in alt a trí’.
One question at least will look for deep understanding of the extract, as, for example:
‘Déan cur síos i d’fhocail féin ar an saghas duine é an príomhcharachtar atá luaite
sa sliocht, dar leat. Ní gá níos mó ná cúig abairt a scríobh sa chuntas seo’; nó
‘Ón léamh atá déanta agat ar an sliocht thuas (a) déan cur síos ar chineál an phíosa
scríbhneoireachta atá ann, agus (b) abair céard iad na comharthaí sóirt a bhíonn ag
an gcineál sin saothair – bíodh tagairt agat don sliocht mar thaca le do fhreagra
agat.’
4
6. Prose
Common Designated Prose (30 marks) or Prose: Optional Subject Matter (30 marks).
A question or questions to be answered on one extract. No choice will be offered in
the questions.
Poetry
Common Designated Poetry (30 marks) or Poetry: Optional Subject Matter (30
marks). A question or questions to be answered on one poem. No choice will be
offered in the questions.
Additional Literature
(40 marks). The candidate will have a choice of two sections, the Additional Prose or
the Additional Poems.
Should the candidate choose Additional Prose, there will be one question to answer on
one of the five prose extracts. One question on each of the five prose extracts will
appear on the examination paper.
Should the candidate choose the Additional Poems, one question will have to be
answered on one poem of the five extra poems. The text of that poem will be given on
the examination paper. Only one question will appear on the examination paper.
In the case of the question on the Additional Literature, only one designated work will
be taken into account. No optional subject matter may be used. A subquestion may be
asked in this question on the life and work of the authors. It will be expected that
candidates will demonstrate an understanding of the works in the context of the
history of literature in Irish.
Table 6
The Leaving Certificate: Higher Level – Paper 2
Time Marks
1 Reading Comprehension 1 (50 marks) and
Reading Comprehension 2 (50 marks)
at the candidate’s
choice
100
2 Literature:
Prose 1 (30 marks)
Poetry 1 (30 marks)
Additional Literature:
Additional Prose or Additional Poems (40 marks)
at the candidate’s
choice
100
3 – 05 200
5
7. 3.2 The Written Papers – The Leaving Certificate: Ordinary Level
(a) Paper I: 1 hour 50 minutes
Aural Comprehension Test (20 minutes)
Written Composition ( 1 hour 30 minutes)
The same subject choices will be available as were available in recent years. The
same marking scheme will apply. A description of the marking scheme is available on
the website of the State Examinations Commission www.examinations.ie, under the
heading ‘Cartlann d’Ábhar Scrúduithe/Examinations Archive Material’. The schemes
for the years from 2001 to date are available.
Table 7
The Leaving Certificate: Ordinary Level – Paper I
Time Marks
1 Aural Comprehension Test 0-20 60
2 Written composition 1-30 100
1-50 160
(b) Paper 2: 2 hours 20 minutes
Two Reading Comprehension extracts will appear, which will be in line for the most
part with what appeared on previous examination papers. Each of them will carry 50
marks. There will be two questions on the Prose (Common Designated Prose or Prose:
Optional Subject Matter) at 25 marks each – 50 marks overall – and the two questions
on the Poetry (Common Designated Poetry or Poetry: Optional Subject Matter) at 25
marks each – 50 marks overall. No choice will be offered in the prose or the poetry
questions.
Table 8
The Leaving Certificate: Ordinary Level – Paper 2
Time Marks
1 Reading Comprehension 1 (50 marks)
Reading Comprehension 2 (50 marks)
at the candidate’s choice 100
2 Literature:
Prose 1 (25 marks)
Prose 2 (25 marks)
Poetry 1 (25 marks)
Poetry 2 (25 marks)
at the candidate’s choice 100
2 – 20 200
6
8. Part II – The Leaving Certificate: Foundation Level
4.1 The Leaving Certificate Irish Syllabus (revised)
(Foundation Level)
As regards the revised syllabus, it is the same syllabus as has been in effect at Foundation
Level in recent years. The syllabus has been revised and brought up to date, especially in
matters of terminology and range of topics. The teaching and learning of Irish as well as the
system of assessment will be governed by the aims and goals of the syllabus as heretofore.
4.2 The Irish Oral Test – from 2012 onwards
The proportiom of marks for the Oral Test will be increased from 150 marks (25% of the
overall total of marks) to 240 marks (40% of the overall total of marks). The duration of the
Oral Test will be between 8 and 10 minutes, as at present. The same procedure and
assessment criteria will be followed. It should be noted however that there will be minor
changes in the blocks on which the conversation will be based.
The conversation will be based on these four blocks:
Block 1: The family and the home.
Block 2: School and school matters.
Block 3: Pastimes.
Block 4: Holidays; time and weather; work.
The blocks will be marked out of 50 marks (50 marks x 4 = 200) on ability to
communicate, and competence in Irish will be marked out of 40 marks. The effort of the
candidate will be assessed from the level excellence to the level very weak as shown below.
Teachers and students are reminded that the examination follows a particular procedure; it is
not a simple version of the Higher Level/Ordinary Level examination. The role of the
candidate will be secondary.
Table 9
Grade Class Irish Repertoire Ability
A Excellent 43-50 34-40
B Very Good 35-42 28-33
C Good 28-34 22-27
D Fair 20-27 16-21
E Weak 13-19 10-15
F Very Weak 0-10 0-9
4.3 The Aural Comprehension Test – from 2012 onwards
As a result of the reduction in the proportion of marks allotted to the Aural
Comprehension Test and the consequent reduction in time, and for the efficient conduct of
the examinations, the Aural Comprehension Test will be integrated into the Written
Examination (Foundation Level) from 2012 onwards. The paper will begin with the Aural
Comprehension Test and the rest of the paper will continue without any interruption. This
represents a change from the Aural Comprehension Test being an independent unit of the
examination, as heretofore.
The proportion of marks which may be gained on the Aural Comprehension Test will be
reduced from 180 marks (30% of the overall total of marks) to 120 marks (20% of the overall
total of marks) in the case of Foundation Level. The duration of the listening comprehension
examination will be thirty minutes from now on. The examination will follow much the same
lines as regards the subject matter and difficulty of the questions. The extent of the
subject matter and the number of questions will be reduced in proportion to the reduction in
the time. Each item will be played twice.
7
9. 4.4 The Written Paper: 2 hours 20 minutes
It will begin with Aural Comprehension, the duration of which will be 30 minutes. The
written paper will consist of two parts, written comprehension and composition. The duration
of this part of the examination will be an hour and a half. The Reading Comprehension
questions and the Composition question will be in the main as they are at present.
Reading Comprehension: 3 questions
(40 + 50 + 60) = 150/600 marks = 25%
1: Matching: connecting words with 10 pictures (4 marks x 10): 40 marks
2: Two of the following: A Letter/Brochure/News Story (25+25) 50 marks
3: Two of the following: Paragraph/Extract/Poem (30 + 30) 60 marks
Composition: 2 questions
(40 + 50) = 90/600 marks = 15%
1: An announcement or written reply to an Invitation or a Letter or CV: 40 marks
2: A continuous account based on pictures or a store of directive words
(c. 90 words) 50 marks
Table 10
Leaving Certificate: Foundation Level – Paper
Time Marks
1 Listening Comprehension Test 0-30 120
2 Reading Comprehension
Written Composition
1-50 150
90
2-20 360
8