LEAVING CERTIFICATE

APPLIED

Agriculture/Horticulture

The Leaving Certificate Applied was introduced to address the needs

of learners not being met by the Leaving Certificate Established and to

provide choice in the Senior Cycle.

It is primarily pre-vocational in nature and does not lead directly to

Universities through the CAO system.

WHO IS THE LEAVING CETIFICATE

APPLIED STUDENT ? What are their needs and aspirations ?

How can they be motivated ?

How can their interest be engaged ?

How can they developed as independent learners?

Aspirations of the Leaving

Certificate Applied student

• Want to develop their talents

• Want jobs and careers

• Want to be challenged

• Want to succeed

• Want to be valued

Key underlying principals

The programme is –

• Student centered

• Focuses on needs and abilities

• Delivered in an active way

• Experienced in an active way

• Cross-curricular

• Learning experiences can be integrated

• A National Certificate

Agriculture/Horticulture

Agriculture/Horticulture is one of the vocational specialisms offered.

It provides students with the opportunity to learn new skills and knowledge.

It offers the student the opportunity to investigate the careers on offer in a specialist

area.

It is practical in nature offering students an opportunity to engage in active learning

(which is generally the learning style preferred by most LCA students )

It creates challenges for teachers.

Programme structure

• The programme is divided into 4 sessions

• Two sessions each year

• One module of Ag/ Hort is completed in

each session

• There are six modules from which to

choose.

• Four key assignments are to be completed

in each of the 4 modules chosen.

Course overview

Agriculture/Horticulture (Vocational Specialism )

• The Agriculture/horticulture specialism consists of:

• 4 Modules

• 1 Task

• 1 Practical performance examination

• 1 Final written Examination

• 4 Modules must be completed from the following

• Basic Horticulture

• Garden Design

• Floristry , Fruit & Vegetables

• Forestry

• Grass

• Milk &Meat Production

• Over 2 years any 4 modules should be studied, one per session. Each of at least 30 hours duration.

• Due to the practical nature of the course, a minimum of 4 classes of 40 min each are necessary

Active teaching and learning

I hear, and I forget

I see, and I remember

I do, and I understand

Chinese Proverb

What will the students learn?

Skills Knowledge Confidence

How? • Practical – Hands-on activities

• Knowledge – Learning centres, books, class tests,

hand-outs, TV, video, visits, visitors,

Class Presentations, questions, revision,

• Literacy skills – Reading researched information, writing up worksheets, word banks,

Task work

• Numeracy skills - Calculations

• Inter-personal - Co-operation, Group Work

• Presentation – Care with and attention to write-ups, class presentations and

Task work

• Organisational – Keeping work in order and tidy.

Planning for Task work, interviews, visitors, trips, organising Task

folder

• Research - Finding sources, extracting information

• Confidence - working with adults, interviews, phone calls

Active Teaching and Learning

methodologies This involves “Hands-on” practical activities,

such as -

• Planting – seeds, trees, planters, shrub beds, bulbs,

cuttings.

• Care of plants - transplanting, potting-up, feeding,

watering.

• Assembling composts.

• Constructing composters.

• Procedures - lawn maintenance, tool maintenance.

• Take instrument readings – weather station.

• Carrying out safety procedures - using

rooting powders*, weed-killers.*

• Making collections – tree leaves, seeds and twigs

• Taking measurements and doing

calculations – height and girth of a tree

• Soil management activities – raking, aerating,

edging, scarifying, weed-killing, feeding.

• Soil tests.

• Sketching.

• Looking up books and magazines.

• Taking photographs, carrying out interviews.

• Writing reports, giving presentations, preparing displays.

• Class Presentations.

• Research.

• Paired work, group work.

• Drawing outline plans – garden design, housing for cattle, ideal farm layout.

• Scientific tests – growing conditions for bacteria.

• Making a sample of silage.

• Test the storage conditions for hay and silage.

Planning your course.

• Draw up a 2 year plan.

• When planning it is vital to allow for:

Work experience.

Mini Co.

Task.

Availability of resources.

Changing seasons V School year.

Other school activities. etc. (Check with your Coordinator)

Select the most appropriate modules, fitting the needs and interests of your

students, for the most appropriate time.

• Fill out a Module plan for the session.

• Allow for evaluation of your lessons and review course progress

• Assemble all resources in advance.

• Make contact with potential visitors and places to visit.

• Check school policy for funding transport and visitors.

Book specialist rooms, where appropriate.

• Periodically review progress and adjust your plan accordingly.

RESOURCES.

• Library. (School and local)

• Access to computers with internet and printers.

• Digital camera/video recorder.

• School phone or mobile phone.

• Access to photocopier

• Writing paper cards and envelopes.

• Large sheets of paper and card.

• Clipboards.

• Old magazines.

• Scissors, glue, pritt stick, thumb tacks, markers.

• Phone books and golden pages.

• Gardening books and magazines.

• Government publications. (Teagasc.)

• Irish farmers hand book.

• List of potential visitors and places to visit.

• Horticultural equipment-

• Poly-tunnel, storage shed, seeds, seed trays, seed and potting compost, 4”, 8” pots, and large planters, watering trays, plastic bags, 8” sticks, labels, secateurs, mother stock plants, sand, rooting powder* (use talc as a substitute) cheshunt compound, stakes and ties, trowels, hand forks, spades, shovels, young vegetable plants,

• cleaning equipment. etc.

ABSOUTELY ESSENTIAL

Enthusiasm, energy, courage, patience,

tolerance, seriousness, respect,

empathy and a sense of humour.

MODULE PLANNING

• In groups make a detailed plan of a module

Consider:

• The depth of treatment of the learning outcomes

What active methods can I use ?

• What resources are available, in school and

locally

• Who could be invited to speak to the class

• Are there any suitable places that can be

visited?

Task

• The Vocational Education task in

Agriculture/Horticulture is carried out and

examined in session 2 or in session 3 this

needs to be negotiated with the other

Vocational Education teacher.

Task

• The choice of task should reflect the student’s interests and aptitudes and should involve discussion and negotiation.

• The teacher should not impose their choice on the students as students engage more positively in activities of their own choice. Marks will be lost where it is clearly evident that the teacher has chosen the task.

There are 3 types of task-------

Product/Production/Live performance.

An investigation.

Provision of a service/Staging an event/Enterprise activity.

• Each has a different marking scheme and care must be taken to adhere to the correct marking criteria.

Task

Vital:

Activity chosen by student but guided by the teacher.

10 hours of work for each student not counting the write up!

Match the marking scheme to the activity.

“A Product” must have a product at the end for the examiner to mark.

Skills evident in the task must relate to Agriculture/Horticulture eg making a window box or a Christmas log with out reference to Ag/Hort is Construction.

Some Task ideas

Grass

• Plant a lawn.

• Print a booklet on lawns

• R.E.P.S. scheme.

• Lawn maintenance leaflet.

• Careers in grassland management.

• Machinery.

• Silage production.

• Hay production.

• Pollution issues.

Floristry, fruit and vegetables

• The industry.

• Growing.

• Diseases.

• Pest control.

• Harvesting.

• Grading.

• Transport.

• The Irish market.

• Nutritional value.

• Artistic value.

• Exotic flowers, fruit or vegetables.

Garden design

• Design a garden based on particular theme.

• The history of garden design.

• A new garden, practical issues.

• Good garden design.

• Hard landscape.

• Garden features.

• Garden designers.

• Historic gardens.

• The Garden Design industry in Ireland.

Basic Horticulture.

• Plants, a resource.

• Plants and the environment.

• How plants grow.

• Weeds.

• Chemicals.

• The seed.

• Propagation.

• Sowing seeds and raising a crop.

• Extending the growing season.

• Careers in Horticulture.

Meat and milk.

• The milk animal.

• The meat animal.

• Milk products.

• Local economy.

• Constituents of milk.

• Marketing.

• Food technology.

• Diseases.

• Export market

Forestry.

• Coillte.

• Local forests.

• Forestry management.

• Irish trees.

• Exotic trees.

• Tree biology

• Tree ecology.

• Forestry and leisure.

• Planting seeds and growing young trees.

• Environmental issues.

• Global forestry issues.

• Saw mills.

• Wood products.

• Forestry safety.

• Future of forests.

The Examination.

• Past papers will illustrate the format and

style of questions and can be practiced by

the students prior to the final exam.

• Relevant sample questions could be

answered at the end of each module. See

www.examinations.ie examination archive

materials, leaving certificate applied, choose

year and choose course.

Credits.

1.Each Module of Agriculture/Horticulture, taken as a Vocational

Specialism, is worth 1credit.

4 modules x 1 Credit = Total - 4 Credits.

2.Task to be completed for the end of Session 2, Year 1. Or near the end of Session 3, Year 2. max 10 Credits.

3.Practical Performance exam. at the end of Session 4, year 2.

4.Final Written Exam at end of Session 4, year 2.

Final Written Exam 60%

And Practical Performance Exam 40% max 12 Credits.

max 26 Credits

This is equal to 13 % of their Leaving Cert Applied certificate

The Examination.

Practical Performance Test. 40%

• End of May.

• Based on any skill or procedure.

• Examples can be found in the Learning Outcomes within the Module Units

• Test duration is 15-20 minutes.

• Practical Performance by candidate, 10-15, min.

• Short discussion between Examiner and candidate, 5-10 min.

• Skill must not have been previously assessed as a student task.

• Candidate will be assessed on;

• Their understanding of the nature, function, aim and relevance of the test

• Their application of the skill

• Their proficiency in the skill

• Their understanding of safety & other precautions to be taken

• Their clarity, fluency & coherence in oral communication

• Critical analysis of performance and self-evaluation

Examination cont.

Practical Performance Test cont.

In preparing for this exam it is very important to

• Select simple skills which the students have actually carried out.

• Set up the examination room well in advance, this may involve booking specialists rooms.

• Gather double quantities, or more, of all consumables so that all students can practice their skill in the set-up room before the examination.

• Ensure that all equipment is assembled and in working order.

• While doing the practice-run the student should be able to answer questions on the areas being examined (Nature, function, aim and relevance of the test. Application of skill. Proficiency in the skill. Safety issues. Clarity, fluency and coherence in their oral communication.)

The Written Examination

• June. 60%

• The duration of the terminal examination is 1.5 hours.

• Candidates write all answers into the answer book.

• There are 2 sections in the examination.

• Section one.

• Section two.

Section one. 120 Marks.

• This section contains question 1.

• There are 18 short questions in question 1.

• Questions are identified (A) to ( R )

• Candidates must attempt any 12 of these questions.

• All questions carry equal marks (10 marks)

• There are 2 short questions from each of the 6 modules (total = 12 questions). These are based on the core material.

• 6 further general short questions on areas of work experience, health& safety etc.

Written Examination cont.

Section Two. 120 Marks.

• 6 questions in this section.

• Each module has 1 Question.

• Candidates must attempt any 4 questions.

• Each question is worth 30 marks.

• Each question is divided into 4 parts, of increasing difficulty.

• (a)-----2Marks.

• (b)-----6 Marks.

• (c )----10 marks.

• (d)-----12 Marks.

Past papers will illustrate the format and style of questions and should be practiced by the students prior to the final exam.

Relevant sample questions should be answered at the end of each module.

Students should sit a Mock Exam.

A copies of the written examination and the marking schemes are available on www.examinations.ie

Basic Skills (some suggestions)

• Reading.

To one self or to others. Task work often offers opportunities for students to synopsize information gathered. This is usually difficult for the student but with help from the teacher it can be very worthwhile.

• Writing.

Written class work and home work. Teacher and Student correction of written work. Use SESIR, see active methods.

Display of written work.

• Speaking.

Clear communication to a group or one to one.

• Following or giving instructions.

Repeat back clearly and accurately instructions given, successful completion of instructions indicates clear understanding of the instructions.

• Calculations.

Simple Maths, quantities, pricing, value for money. Link with the Maths teacher so that exercises can be reinforced or expanded upon.

• Try of focus on these areas when preparing your classes and working with the students.

Final Reflection

• Have I got what I need ?

• Have I any last questions that I need to have answered ?

• What do I need to do tomorrow ?

• next week?

• this session ?