Leaving Cert Chemistry Exam: Fair and Direct Assessment for Students

In a notable shift towards clarity, the recent Leaving Certificate chemistry examination has been characterized by educators as a straightforward assessment that allowed students to effectively demonstrate their knowledge. According to Tara Lyons, a chemistry teacher at the Institute of Education, the paper emphasized a genuine understanding of the periodic table, stating, "This paper represented that perspective in a manner that demanded the students really think about the material on which they are being asked" (McGuire, 2025).

The examination, held on June 17, 2025, was designed to reflect core concepts familiar to students who had diligently prepared using past papers. John O’Sullivan, head of chemistry at TheTuitionCentre.ie, noted, "Its language and style mirrored previous years, making it manageable for students," highlighting that the paper offered ample choice and few surprises (McGuire, 2025).

In Section A, which focused on mandatory experiments, students encountered topics such as the iron tablet and rates of reaction, with the latter also appearing on last year's paper. This continuity serves to reinforce the importance of practicing past papers, particularly for calculations and graph analysis, as stated by O'Sullivan (McGuire, 2025).

Mary Mullaghy, the ASTI subject representative for chemistry, expressed satisfaction with the inclusion of familiar topics, including clove oil and reaction rates. She remarked, "It was also encouraging to see contemporary relevance reflected in question 6(b), which referenced hydrogen gas as a potential future fuel source," emphasizing the paper's effort to connect chemistry with real-world applications (McGuire, 2025).

Lyons pointed out that the questions were succinct and direct, providing no room for ambiguity. "In other years, long blurbs would have students trying to decipher what they were really being asked to do. In this case, questions got straight to the point," she explained, indicating that students needed a solid grasp of concepts rather than rote memorization (McGuire, 2025).

The exam placed significant emphasis on atomic theory, accounting for over 100 marks, or 25% of the total, while organic chemistry was featured prominently in multiple questions, collectively accounting for 180 marks. This alignment with prior years' assessments allowed students to engage with familiar material while also challenging them to think critically (McGuire, 2025).

Overall, the ordinary level paper was described as well-balanced and thoughtfully constructed. Mullaghy remarked, "It offered broad coverage of the syllabus and appeared appropriately pitched for its target cohort, providing students with a fair opportunity to demonstrate their understanding" (McGuire, 2025).

As the education system evolves, the approach taken in the 2025 Leaving Certificate chemistry examination may serve as a model for future assessments, prioritizing clarity and relevance in scientific education. The feedback from educators indicates a positive reception, suggesting that this year's paper may have set a new standard for examinations in Ireland.