Differentiation

The Leaving Certificate physics specification is differentiated in three ways: through the the learning outcomes of the specification, in the process of teaching and learning, and through assessment.

Learning outcomes

Ordinary level

Higher level

Only the learning outcomes that are presented in normal type Learners engage with a broad range of knowledge, mainly concrete in nature, but with some elements of abstraction or theory. They will be expected to demonstrate and use a moderate range of practical and cognitive skills and tools, select from a range of procedures, and apply known solutions to a variety of problems in both familiar and unfamiliar contexts.

All learning outcomes including those in bold type   Learners engage with a broad range of knowledge including theoretical concepts and abstract thinking with significant depth in some areas. They will be expected to demonstrate and use a broad range of specialised skills and tools to evaluate, and use information, to plan and develop investigative strategies, and to determine solutions to varied, unfamiliar problems. They will be expected to identify and apply skills and knowledge in a wide variety of both familiar and unfamiliar contexts.

Differentiation in teaching and learning

Learners vary in the amount and type of support they need to be successful. Levels of demand in any learning activity will differ as learners bring different ideas and levels of understanding to it. The use of strategies for differentiated learning such as adjusting the level of skills required, varying the amount and the nature of teacher intervention, and varying the pace and sequence of learning will allow learners to interact at their own level.

Differentiation in assessment

Assessment of Leaving Certificate Physics will be based on the learning outcomes in the specification. In the written assessment Leaving Certificate physics will be assessed at two levels, Higher and Ordinary. At Higher level all of the learning outcomes will be assessed including those presented in bold type. At Ordinary level only those learning outcomes that are presented in normal type will be assessed. Examination questions will require candidates to demonstrate knowledge, understanding, application, analysis and evaluation appropriate to each level. Differentiation at the point of assessment will also be achieved through the language register of the questions asked, the stimulus material used, and the extent of the structured support provided for examination candidates at different levels.

In the practical examination, the practical tasks and the questions asked will be common for Higher level and for Ordinary level. A differentiated marking scheme may apply.