My absolute final piece of advice…
Just after the Citizenship Projects were submitted in May, the State Exams Commission (SEC) issued the “Chief Examiner’s Report” on the inaugural Politics and Society exam. It made for very interesting (and reasonably encouraging) reading. It was full of observations on how students dealt with the project and exam. The report itself ran to about 19 pages, but because I have such an exciting life, I decided to try and do a 2-page summary that includes key tips and take always.
Of course, it goes without saying that you should read the full report, but I doubt most students will, so here’s the next best thing… (If nothing else, you should see that I’m basing my opinion on specific quotations with the report!)
Tips from the Politics and Society Chief Examiner Report 2018
The biggest relief is that they really are looking for quality over quantity!!!
Also, bear in mind that this is just my take on the examiner’s report, based on what I’ve seen my own students do well and poorly at throughout the year.
My suggestion would be to scan through it on the morning of the exam, just to refresh you memory and get your essay-writing priorities in order…
Best of luck on Tuesday!!!!
Dr J (as Brendan O’Sullivan in Gorey CS insists on calling me!!!)
Just one final bit of advice for students about the somewhat tricky ‘DBQ’. One of the main problems experienced by the students last year was uncertainty about how long their answers should be for each section. This was made particularly problematic due to the fact that there was no indication beside each question as to how many marks each individual question was worth.
You ‘General Rule’ here should be to be guided by the number of lines available. I should also say that the latest advice is NOT to write in the spaces outside the lines, for fear that they won’t be read by the S.E.C.’s scanners (and write in either Blue or Black pen). If you need to add additional material (and if you’re time management allows you to do so), you can do so in the additional pages at the back of the booklet (*making sure that you properly label your answers).
If you want to download my best attempt to outline a useful approach to the final questions (DBQ section F), which is worth 40 marks (15 minutes of writing time), click the link to access a one-page PDF with a sample answer and some other general guidelines and suggestions.
***The big ‘Caveat‘ (warning) here, is that ‘This is how they did it last year – the Examiners might assign the marks differently this summer.’ That said, all we can do is deal with the evidence we have! If I was answering a DBQ question on this particular problem, I’d be quick to note that we have a ‘Sample Size’ of just one data point, which makes it next to impossible to make any sweeping statements.***
Best of luck on Tuesday!
One very short blog post that might help students as they face into the final week before the exam. As with every Leaving Cert exam, it’s important to maximize your grade. The quickest way to shed marks unnecessarily is to get your timing wrong.
So why not download this quick one-page guide to help with Exam Strategy and Timing, which even includes the exact time it will read on the clock that you should move on to the next question! (This isn’t the only way to do it, but it is one reliable way to do it!)
Remember, it’s not “How much should I write?” for that answer, it’s “How long should I spend on that question?”. The answer is ALWAYS determined by the number of marks allocated to the question. (There’s an outside possibility that they won’t include mark breakdowns in the Data-Based Question again this year). If they go with last year’s allocation, the final questions (2F) will be worth 40 marks.
And finally, more so than in any other exam, the Politics and Society examiners are looking for ‘Quality’ more than ‘Quantity’…
Best of luck next week.
Listen to the Episode HERE.
If you do nothing else, then make sure you download and complete the “Listen Along Guide” to help you get the key information and to work on your note-taking. If you only have 4 minutes you can watch a compelling video about the work of Amnesty International.
The very least you could do is to read Beth’s passionate article on journal.ie by clicking here. If a TY student can write like this, there’s no reason you can’t too!
Why not organize an ‘Amnesty Quiz’ in your school as a part of a fundraising project? Final all of the resources you’ll need here. Or play their ‘Kahoot’ quiz here.
Find out more about #fridaysforfutureireland on twitter, Instagram or on their website, or email them directly at Info@FridaysForFuture.ie or Saoi@FridaysForFuture.ie. Get involved with one of the strikes and follow Beth Doherty’s advice – this is something that impacts YOU!
Colm also mentioned how proud he was of his involvement in the “Repeal the Eighth” referendum campaign. Amnesty produced this amazing 20-minute video called The Story of Repeal about that campaign. It’s well worth your time!
Look at the suggested essay title at the end of the “Listen Along Guide”. Colm deals directly with this issue in the episode, but there’s more than one way to look at the issue. It’s something that a number of our key thinkers (including Shiva and Huntington) would contest quite strongly. Here’s my preliminary musings on the subject, as an example of how you might lay it out in a structured essay that aims to answer the SEC Sample paper Q6 Is Human rights a western concept that considers both sides of the argument (i.e. offering a ‘critical evaluation’). THIS IS DEFINITELY NOT THE ONLY WAY TO APPROACH THIS QUESTION, BUT COULD BE A USEFUL STARTING POINT FOR STUDENTS.
If you have any other suggested resources that you think could help students get to grips with the topics under discussion here, please get in touch!
Episode 6 Episode Notes – Find the Episode HERE
If you do nothing else, make sure you download and complete the ‘Ep 6 Listen Along Guide’ to make sure that you get the most from this episode. Pay particular attention to the final section that highlights the relevant essay areas in which a detailed discussion of Brexit might be relevant!
If you want to have a little bit of a laugh, look at “Foil, Arms, and Hog’s” funny Brexit ‘Divorce’ Video!
Brexit Map (New York Times – 24th June, 2016). Examine the map and try and account for some of the regional variation. In particular pay attention to the percentages for each areas of the UK (England, Scotland, Wales, and Northern Ireland). Are there long-term consequences for the structural integrity of the UK as a whole? Why might the DUP not support a Brexit deal?
For a good summary of the Brexit Process and the possible implications, check out Channel 4’s good short video here.
Dig deeper by looking into the follow podcasts suggested in this episode.
Link to the Irish Times “Inside Politics” Podcast with Simon Carswell.
Link to RTE’s “Brexit Republic” podcast with Tony Connelly.
Finally, for a useful ‘Long Read’, The Irish Times’ Fintan O’Toole is always worth a look. In particular, you might want to start with his take on “Are the English ready for self-government?”. You could also look out for his book ‘Heroic Failure’ (see a review here from The Guardian).
For a counter argument about why Fintan O’Toole is wrong about Brexit, see John Lloyd’s article here.
Sixth years are preparing for, or have just sat, their Politics and Society mocks. They’ve just been asked to deal with the whole course in two and a half hours for the very first time. Everyone’s stressed and can’t wait for the midterm to gather their wits and stare down the run into Easter. It’s just that time of year…
So, why not sit back and get a handle on at least one part of the course with the next installment of the Pol-Soc Podcast! In this episode I’m joined by Professor John O’Brennan, the Jean Monnet Professor of European Integration at Maynooth University. He helps us to get to grips with the broad challenges that Brexit poses to the EU, the UK, and Ireland. This is NOT a comprehensive analysis of every facet of Brexit, but is designed to give Leaving Cert Students, previously unfamiliar with European politics, a good grounding on some of the big issues of which they should be aware. It also hopes to frame discussions around Brexit in a way that makes it useful for them in their terminal exam in June by showing how aspects of the discussion relate to the key requirements of the course.
Why not try out the “Key Thinker Quizzes” that help you get to grips with some of the key terminology. It’s a great way to ‘bed in’ some of the more detailed and specific aspects of the course! If you’d like to support the website and podcast with a ‘teeny-tiny’ donation to help cover some of the costs, I’d be grateful for any support that you could give here. You’d be surprised how the costs add up. (Sad Face Emoji… that I have yet to figure out how to import into a blog post!)
In the meantime, if you find this useful, help me spread the work. You can follow along on my twitter feed @khpolsoc where I’ll be circulating relevant articles, videos, and highlighting the experiences of some of my own students, or use your own wits and social media to let your fellow Students & Teachers know about the resource. I’ll be updating the “Episode Notes” page in the next few day, adding lots of other additional resources for students who want to go that step further. These episodes were always meant to be a starting point for your own investigations, not just and end in themselves…
I hope you enjoy this episode, and find it useful. As always, all (constructive) feedback is most welcome!
Happy New Year to all my subscribers and any ‘randomers’ who have stumbled onto the website! Episode 5 – EU Institutions is now Live!!! In this episode, I’m joined by my colleague Ms Vicki Malcolm, a teacher of European Studies here in The King’s Hospital, to explore the main institutions of the EU – the Parliament, Commission, and Council. I chat with students about their experience of the ‘Euroscola’ competition which won them a trip to the EU Parliament in Strasbourg, and get a valuable insider’s perspective on the Parliament from Brian Hayes MEP. I spend a bit of time giving a very brief outline of the EU’s historical development and try to help students get their heads around the idea of the ‘Qualified Majority Voting’ system of the EU. All in all, it’s a jam packed episode. We’re already getting lots of positive feedback about the episode, particularly the ‘Listen Along’ worksheet. Make sure you give it a listen and spread the word far and wide!
You’ll also notice a few additions to the website. I’ve uploaded a number of new ‘Key Thinker Quizzes’ and have updated ‘useful podcasts’ to include some suggestions from other teachers. My favourite of those is Kathleen Lynch’s interview on the “Reboot Republic” Podcast. It’s really relevant to lots of our course material and it provides an excellent example to students as to how to use data to support their arguments. There’s also a new Thomas Hobbes revision ‘notes’ sheet to help students to see the contemporary relevance of Hobbes and to offer suggestions on how to write about him coherently.
The editing is already underway on the next episode on ‘Brexit’ and I hope to have that finished in the next few weeks (barring all of life’s usual disasters getting in the way!). Future episodes that are already in the pipeline include an interview with Colm O’Gorman of Amnesty International Ireland and our second ‘Key Thinker’ podcast, looking at the life and work of John Locke with I’m hoping to record in the coming weeks. There’s so much to do!
Finally, if you have found these podcasts useful as either a teacher or a student and you’d like to make a very small donation (I’m suggesting €3 – the price of a cup of coffee!) then I’d love if you could do so here. I really don’t mind working for free (if I think it will help students and teachers), but as things stand there’s a “not insignificant” cost associated with paying for domain hosting and for a SoundCloud account that can continue to make sure that I can upload sufficient material for the podcast to be of long-term value to students. I’d really appreciate any support you can give, but if you’d even have to think twice about a donation, then keep your money! As of right now there have been over 1,300 downloads of the five episodes I’ve completed (I’m as surprised as you are, trust me!). Help me keep it free for the students that really need it!
I hope ye enjoy the episode. I’d love to hear any (constructive) feedback you might have, and particularly to hear about any other useful resources that I could add to the ‘Episode Notes’.
Well, after an enforced break that came about due to the “Triple Whamy” of baby number 4 arriving, finishing up a PhD, and heading up PASTAI (the Politics and Society Teachers’ Association of Ireland), we’re back up and running!
I hope that you find this episode, which focuses of the Council of Europe and human rights useful, whether you’re a teacher or a student! There’s tons of extra resources in the show’s “Episode Notes” which can be reached by following that link.
You might also want to check out some of the other new features on the site including a list of other podcasts that are directly relevant to the course. They’ll be updated as I find more, but if you can think of any other podcasts that I missed, please let me know!
The final new feature is our new “Key Thinker” Quizzes. These are ‘self-correcting’ Google Forms quizzes that students can take to help with their own revision. They can be taken multiple times, and offer immediate feedback. Again, I’ve got a handful done so far, but I’ll be adding more in the near future.
That’s about it for the moment, but (as always) if you have any ‘constructive’ feedback, I’m all ears!
Dr Jerome Devitt!!! (that’s probably the only time I’ll use my new title, so indulge me this time!)
Well folks, we have selected 4 finalist logos for you to vote for. We would really appreciate if you took the time to vote HERE.
FYI, episode 4 is in the works and we will be looking at European Instituion
Here is a sneak peek of the logos that we have selected: