There were 24 projects laid out in alphabetical order, 10 science experiments set up to perfection, nine key plant families to memorise, 11 crucial phylums to be familiar with and four students were called out, myself included.

The temperature was rising rapidly at midday last Monday in Coláiste Bhríde Carnew, Co Wicklow. Pluto making its way across the sun was the last thing on our minds as we all clambered into room 13 to triple-check our agricultural science projects. The day was slow to pass initially. We all knew the examiner was expected to arrive at half one, so the morning consisted of agitated wrist movements to check the time, classmates excitingly asking each other the commonly asked questions and ongoing students offering signs of best wishes from beyond the science room window glass.

“The examiner will be here at two”, our teacher Dr Suzanne Eivers informed us. There were shrieks of delight, the look of glee and the occasional appearance of terror on each of our faces. As slow as the morning was to pass, the two hours that followed midday came as quick as the change in the weather. “Well, I hope the questions asked aren’t as unpredictable as the weather,” one classmate murmured. His appropriate thought was met with giggles and chuckles.

Before we knew it, we were shuffling into another science room and were introduced to the woman we had envisioned for weeks. A Kilkenny woman, who was cool, calm and collected. Some classmates hoped for nine lives, while others were simply hoping to share the trait of a Kilkenny cat and land on their feet.

Animal classification

I was the third student to be assessed and it was clear from the outset that the examiner was there to comfort and make the student in question feel at ease. We began with animal classification. Photos of cattle, sheep and pig breeds were discussed and certain agricultural pests and vectors featured along the way. The plant identification section followed. With fresh samples of grasses and weeds, such as cow-parsley and cocksfoot, the conversation flowed nicely. In terms of laboratory investigations, I spoke about the soil cation exchange experiment, the growth of rhizobium bacteria from the nodules of a clover plant and the dissection of an animal’s heart and kidney. Overall, it was a great revision aid, as well as a memorable experience.

The oral concluded with a precise look into my beloved project. I studied my family farm and used spring barley, grassland and beef as my three enterprises. The oral was in my hands to direct and it was genuinely enjoyable to tell the examiner all about the work I had done and the enjoyment I experienced through studying agricultural science for my leaving cert. I speak for all four students from my school when I say that the time with the examiner flew by. Each of us felt content afterwards and were happy to see the pages of our projects stamped.

Junior cert reform

The recent controversy over the junior cert reform is hitting the headlines nowadays. In my view, if every subject took a leaf out of the agricultural science book, in terms of the way the project and the oral exam is done, things would be much more accessible and tangible for students. It may be referred to as an old subject and curriculum, but perhaps the key to the future lies within an old lock.

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Farm walk and talk proved worthwhile