logo
Leaving Cert: Teacher gives reaction to biology exams

Leaving Cert: Teacher gives reaction to biology exams

A teacher has given his reaction to the Leaving Cert biology exams, which students sat on Tuesday afternoon.
Liam Hennelly, a biology teacher at Belvedere College in Dublin said the Higher Level paper gave students plenty of choice and allowed them to show off what they know.
Advertisement
"Some of the questions were challenging in places and required an in-depth knowledge of subject material, as you would expect with any Higher Level paper," he said.
"In Section A, the short questions, the topics of Food & Biomolecules, Plant Structure, Respiration, Cell Structure, Bioprocessing, Digestion and the Scientific Method came up.
"In Section B, the experiment questions, students faced questions on Ecology, Movement Through Membranes and Leaf Yeast.
"In Section C Q. 13 on metabolism, photosynthesis and enzymes was quite straight forward. Q.15 was a lovely question on Ecology but in part (b) (iv) 1. students needed to be very careful to draw the predator-prey relationship graph with the curves out of phase with each other.
Advertisement
"There were 4 questions on Human Biology on the paper that students could have attempted for 200 marks out of 400 or 50% of the exam. This would have been a relief for a lot of students. Overall, this was a very student-centered, fair and current paper that would have been well received."
Mr Hennelly said the Ordinary Level paper had a wide selection of questions ranging across a broad number of topics.
"Short questions included Food, Ecology, A True/False Question, Cell Structure, Tropisms, the Nervous System and Mitosis. Experiment questions included Food Tests, Enzymes and Factors that Affect Germination.
"The long questions gave students a lot of choice across Ecology, Genetics & Protein Synthesis, Photosynthesis & Respiration, Plant Structure, Human Reproduction and microbiology amongst other topics. Overall - the paper was very fair and accessible and students had a lot of choice."

Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

Leaving Cert: Teacher gives reaction to biology exams
Leaving Cert: Teacher gives reaction to biology exams

BreakingNews.ie

timea day ago

  • BreakingNews.ie

Leaving Cert: Teacher gives reaction to biology exams

A teacher has given his reaction to the Leaving Cert biology exams, which students sat on Tuesday afternoon. Liam Hennelly, a biology teacher at Belvedere College in Dublin said the Higher Level paper gave students plenty of choice and allowed them to show off what they know. Advertisement "Some of the questions were challenging in places and required an in-depth knowledge of subject material, as you would expect with any Higher Level paper," he said. "In Section A, the short questions, the topics of Food & Biomolecules, Plant Structure, Respiration, Cell Structure, Bioprocessing, Digestion and the Scientific Method came up. "In Section B, the experiment questions, students faced questions on Ecology, Movement Through Membranes and Leaf Yeast. "In Section C Q. 13 on metabolism, photosynthesis and enzymes was quite straight forward. Q.15 was a lovely question on Ecology but in part (b) (iv) 1. students needed to be very careful to draw the predator-prey relationship graph with the curves out of phase with each other. Advertisement "There were 4 questions on Human Biology on the paper that students could have attempted for 200 marks out of 400 or 50% of the exam. This would have been a relief for a lot of students. Overall, this was a very student-centered, fair and current paper that would have been well received." Mr Hennelly said the Ordinary Level paper had a wide selection of questions ranging across a broad number of topics. "Short questions included Food, Ecology, A True/False Question, Cell Structure, Tropisms, the Nervous System and Mitosis. Experiment questions included Food Tests, Enzymes and Factors that Affect Germination. "The long questions gave students a lot of choice across Ecology, Genetics & Protein Synthesis, Photosynthesis & Respiration, Plant Structure, Human Reproduction and microbiology amongst other topics. Overall - the paper was very fair and accessible and students had a lot of choice."

AI can ‘level up' opportunities for dyslexic children, says UK tech secretary
AI can ‘level up' opportunities for dyslexic children, says UK tech secretary

The Guardian

time2 days ago

  • The Guardian

AI can ‘level up' opportunities for dyslexic children, says UK tech secretary

Artificial intelligence should be deployed to 'level up' opportunities for dyslexic children, according to the UK science and technology secretary, Peter Kyle, who warned there is currently insufficient human capacity to help people with the learning difficulty. Kyle, who is dyslexic and uses AI to support his work, said the government should carefully look at 'how AI can transform education and help us assess and understand a young person's abilities into the future'. He spoke as the TV chef Jamie Oliver, who is also dyslexic, launched a campaign calling for improved teacher training on dyslexia and earlier screening of children to detect the condition sooner. About 6 million people in the UK are estimated to live with dyslexia, which primarily affects reading and writing skills. Kyle told the Guardian he has felt 'quite emotional' when seeing AI technology used to help young people learn with 'incredible empathy, encouragement and knowledge'. 'I have already seen how GPTs and other [AI] services have helped me,' said Kyle, who was last month mooted in press reports as a potential future education secretary. 'AI gets to know you. AI gets to know how you ask questions and how you think. It fits in around your own individual learning characteristics. AI is an incredible tutor, so there is no question that AI deployed wisely and safely, not just in education but in a young person's life, can have an incredible levelling-up opportunity.' He said the current problem was that 'we don't have enough human capacity to give dyslexics all of the skilled and specialist support that is unique to the individual characteristics of dyslexics'. He stopped short of arguing AI technology should be allowed to support dyslexic children in exams, where they perform significantly worse in key GCSEs. About 52% of children without any special education needs achieved a grade 5 or above in English and maths last year, compared with 22% among children with a specific learning difficulty, which includes dyslexia. 'We are currently reviewing the curriculum and we have to very carefully look at how AI can transform education and help us assess and understand a young person's abilities into the future,' he said. 'But right now I think we have a really robust exam system. It's very good at judging a young person's potential.' Kay Carter, the chief executive of the Dyslexia Association, said AI is already levelling the playing field for dyslexic students. If AI can manage tasks such as memorising facts and rapid recall of information, 'the focus [of education] may shift to problem-solving [and] critical thinking, talents which some of those with dyslexia naturally excel at,' she said. But she cautioned that AI is not to be a replacement for good teaching but 'allows dyslexic students better access to their own learning'. Kyle was speaking at London Tech Week, where he also addressed the row between the government and parts of the creative industries over the use of copyrighted content for training AI models. Elton John last month called Kyle 'a bit of a moron' after ministers pushed back against a campaign for the new data bill to provide greater protections for creatives. Sign up to First Edition Our morning email breaks down the key stories of the day, telling you what's happening and why it matters after newsletter promotion 'I am always available to meet with Elton John and anyone else,' Kyle said. 'I have met with Björn [Ulvaeus] from Abba and publishers, I have spoken to small creatives.' Kyle said the data bill, which is currently rallying back and forth between MPs and peers, was 'totally not suitable' to legislate on AI using copyrighted material. The Guardian reported last week that the government has decided to introduce a 'comprehensive' AI bill in the next parliamentary session to address concerns about issues including safety and copyright. 'I will set up working groups the very second the data bill is through parliament so I can begin the rapid process towards legislation,' he said.

AI plans will allow teachers to spend more time with pupils and less on marking
AI plans will allow teachers to spend more time with pupils and less on marking

The Independent

time2 days ago

  • The Independent

AI plans will allow teachers to spend more time with pupils and less on marking

The government has outlined plans for artificial intelligence (AI) in schools, suggesting that pupils could benefit from increased face-to-face time with their teachers. The Department for Education (DfE) has released guidance for schools and colleges in England, detailing how teachers can safely use generative AI. The suggestion is that AI could reduce administrative tasks, including generating letters, reports, and lesson planning, thereby freeing up teachers ' time to work with pupils. The guidance also emphasises the importance of teachers verifying the accuracy of AI-generated outputs and ensuring the protection of personal data. School leaders' unions have welcomed the resources but they said further investment is needed to unlock the potential benefits of AI in education. The support materials suggest that generative AI could be used to help teachers with formative assessments – such as generating quizzes and 'offering feedback on errors' – as well as generating 'exam-style questions'. Generative AI tools can also help staff with administrative tasks such as composing emails and letters, policy writing and planning trips, it added. One section of the guidance demonstrates how AI could be used to generate a letter to parents and carers about a head lice outbreak at the school. It said: 'Strategic implementation of AI can cut down administrative tasks for leaders, teachers and support staff, particularly in areas such as data analysis, lesson planning, report generation and correspondence. 'This could allow educators more time to work directly with students and pupils and help to reduce workload if implemented well.' But educators should only use AI tools 'approved' in their setting, it added. AI should also only be used by teachers for formative, low-stakes marking – such as classroom quizzes or homework, the DfE has said. Paul Whiteman, general secretary at school leaders' union NAHT, said: 'These resources are a welcome source of support for education staff. 'AI has huge potential benefits for schools and children's learning but it is important that these are harnessed in the right way and any pitfalls avoided. 'Government investment in future testing and research is vital as staff need reliable sources of evaluation – supported with evidence – on the benefits, limitations and risks of AI tools and their potential uses.' Pepe Di'Iasio, general secretary of the Association of School and College Leaders (ASCL), said: 'The great potential of AI is in easing staff workloads which are driven by system-wide pressures and are a major cause of recruitment and retention challenges. 'If we can get this right it will improve working conditions and help address teacher shortages. 'However, there are some big issues which need to be resolved and paramount is ensuring that all schools and colleges have the technology and training they need. 'Budgets are extremely tight because of the huge financial pressures on the education sector and realising the potential benefits of AI requires investment.' The DfE has said it is investing an extra £1 million in funding to accelerate the development of AI tools to help with marking and generating detailed, tailored feedback for individual students. Education Secretary Bridget Phillipson said: 'We're putting cutting-edge AI tools into the hands of our brilliant teachers to enhance how our children learn and develop – freeing teachers from paperwork so they can focus on what parents and pupils need most: inspiring teaching and personalised support.' She added: 'By harnessing AI's power to cut workloads, we're revolutionising classrooms and driving high standards everywhere – breaking down barriers to opportunity so every child can achieve and thrive.'

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into the world of global news and events? Download our app today from your preferred app store and start exploring.
app-storeplay-store