• A fair paper that challenged students to apply their knowledge to new and novel tasks.
• The marking scheme of some questions might throw some students 鈥� some questions offered only 20 marks for big topics, while 80-mark questions returned after a long absence.

The Religious Education paper emphasized the application of knowledge. Students are not only required to study a broad range of topics, perspectives and faiths, but they must also be able to adapt those topics in manners that show a more profound grasp than mere recitation.

Unit 1 examined the area of the course titled 鈥淭he Search for Meaning and Value鈥�. Q1 (a) focused on Plato鈥檚 philosophy on the nature of reality. Many students find this a hard topic to fully grasp, so some may struggle to clearly articulate this in a concise manner. There were only 20 marks available for this outline meaning that students needed to be succinct in their account. The latter part of the question asked students to apply the theory to a modern audience, thus showing a vitalised approach to the ideas. Q1 (b) nicely balanced the Classical Philosophy with the development of the humanist tradition, again asking students to apply ideas to the world today. Q2 focused on the influence of divine revelation, and the indifference to the search for meaning. These questions were much more straightforward and, at 40 marks, gave students more freedom to allocate time to explore ideas.

Unit 2 asked students to answer two questions from Christianity, World Religions, and Moral Decision-Making. Most of the questions were fair and straightforward but those answering on 鈥淧rimal Religion鈥� will be frustrated at being constrained to only 20 marks for such a big topic. A strong student would have adhered to a 9-minute limit for this question and not let themselves get distracted with the potential quantity to write. This section also saw the surprising return of 鈥渇ounding story festivals鈥� which have not been examined for a number of years. The question was fair, but its phrasing might have caught a few off guard, so students needed to be precise in dealing with festivals in particular.

The final section, Unit 3, is a great part of the syllabus with some of the most fascinating topics on the course. Students could write on Religion and Gender, Issue of Justice and Peace, Worship, and The Bible as both literature and scripture. There was a great variety of questions within each section, so students could easily navigate by their strengths and interests. One thing of note was the return of 80-mark questions to the paper. In recent years the tasks have been two parts of 40 marks each. While the relevant content remains the same, the change in marking might trouble some students. However, the exam is all about adapting and thinking through the material so stronger students should have no problem with this.

Overall, the exam was thoughtful, thought-provoking, and fair. The subject encourages students to critically apply their knowledge of the material and this exam rewards those that embraced that ethos.

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• A new syllabus combining elements of the old and new course in a way that required students to know the full breadth of the course.
• Some questions were very similar to the sample paper, while others offered new and unexpected twists.

This was the first year of the new Applied Maths syllabus which not only changed the topics covered but the way students approached revision and the composition of questions. Students could no longer focus on only a handful of topics at the expense of the rest, assured that that would be sufficient. The modern paper mixes topics together in way that requires a strong grasp of all elements.

Question 1 offered a nice introduction to the paper. It bore a similarity to the sample paper and the instructions were generous in their clarity 鈥� being told to use integration by parts is a useful piece of guidance. Question 2 started with Dijkstra鈥檚 algorithm, which is a rather standard and expected element of the course. The underlying mechanics of the question was clear and familiar, but students would likely have preferred fewer points and smaller numbers for ease. As it stands, the questions were manageable but time-consuming, a trait that would be found elsewhere on the paper. Part (b) on collisions was reminiscent of questions from the old syllabus but trimmed to accommodate the modern timing of the exam.

Question 3 was a tough question and will likely be skipped by most students. It drew on a topic from the old syllabus (circular motion) but the particulars of the question were novel and complicated the matter, such that a generally unpopular topic became even more unpalatable. Question 4 looked like it might follow suit, with its mention of 鈥渂uoyancy鈥� evoking the topic of hydrostatics. However, this was a vocabulary issue rather than a mathematical one, so anyone breaking down the question鈥檚 information would be able to parse out the core concepts. While Question 3鈥檚 circular motion was off putting, the linear motion of Question 4(b) was particularly manageable but arithmetic heavy, again requiring students to mechanistically work through the task.

The final half of the paper was a fine balance of familiarity and challenge. Questions 6 and 9 were very similar to the sample papers, so students who had worked on them will likely be relieved. The former question asked about second order inhomogeneous difference equations, which might cause some moments of pause but, as with every challenge on this paper, when considered as part of an ensemble shouldn鈥檛 cause much trouble.

Pleasingly, Question 7 offered students the choice between Prim or Kruskal鈥檚 algorithm. The later stages of the question offered a curveball that might have spooked some, as it required a more common sense approach than strictly methodological approach. Students wondering where dot products would make their debut found them in Question 8 on projectiles (not the anticipated collisions). What was expected was the first order difference equation of Question 10. The latter part of this question saw a return to circular motion and, while the algebra may have spooked students, the mechanics of this question were similar to those in previous years, unlike its counterpart in Question 3.

Overall, this was a fair but challenging paper that fused material into a new way of examining Applied Maths. Students would have found some questions much more time-consuming than others and the consideration of which questions to answer was much more involved than previous years. There were lots of opportunities for students to earn marks, in particular for those aiming for the H3/4 will find lots on the table. The top scorers will be those who could draw on the full range of the course.

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• A fair paper with lots of scope for students to show strong independent thought.
• A paper that focused on critical thinking and analysis, rather than rote recitation.

Section A consisted of a selection of short questions that covered the whole range of the course. The syllabus is divided into four topics areas: Power and Decision-making, Active Citizenship (which was the topic of their projects), Rights and Responsibilities, and Globalization and Sustainable Development. Questions ranged in topic from the Seanad, the role of the Gardai, EU membership, to the freedom of the press, and hate speech laws. These questions were short, concise, and straightforward in assessing all the familiar covered material.

In contrast, Section B provided students with previously unseen documents on migration and displacement. The goal of the Data-based Questions is to demonstrate critical thinking skills. Students needed to adapt and assess 鈥� evaluating the documents and providing carefully considered critiques of their material and sources. The topic is very relevant to the modern world, but it is method not memory that is being assessed in this section. This section stretches some students, particularly those who prefer a more memorisation-based approach, but for those who grasped the essential method at heart of the task, this was a manageable section.

This non-rote approach is furthered in the final section, Discursive Essays. Some questions in this section give students a statement and the prompt to 鈥渄iscuss鈥� it, thus asking them to contextualise and assess its merits and perspectives. Other questions are even more overt in their call for analytic skills, demanding that students 鈥渃ritically evaluate鈥� or 鈥渃ritically assess鈥� a topic. Again, the issues were broad, with more representation of Globalization and Sustainable Development than previous years. All the topics would be ones with which students would be familiar 鈥� the social media question would be right up their street. There were also opportunities for thoughtful discussions of class and wealth, supranational bodies, international human rights frameworks, and the impact of peaceful protest. The goal in this section isn鈥檛 to simply have an opinion but to present a substantiated discussion, supported by studied sources. Students are encouraged to show strong independent thought and present positions that can be stood over and defended.

Those who really engaged with classroom discussion and revised previous papers will be happy with this paper.

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• A challenging paper but one that was very manageable for students who remained focused.
• The contemporary topic of Influencers meant that everyone would have something to say.

The exam opened with a journalist comprehension piece on Influencers: A new and charming job. The topic is one with which all the students would be familiar. The vocabulary was accessible and most of the questions required straightforward copy/paste answers with not much manipulation. The grammar question would have caused some students a slight concern as it as on the gerundive, which has never been asked on the paper. This wouldn鈥檛 be a game-changer, as the ensemble of questions was nice, but it was a peculiar challenge for the students.

Section B focuses on prescribed texts and students will have been glad to see a pivotal moment from Bianca come il latte, rossa come il sangue (White as milk, red as blood) appear. This would be very familiar and well-prepared, so students would likely feel more confident here. One writing prompt in Section B(3) asks about the significance of the colour choices in the book, something that would have been discussed and analyzed as they explored the text in class.

Section C requires students to write three compositions. The first piece reconnected with the journalistic piece鈥檚 theme of influencers. Students had to choose three from a list of five required topics to cover in their piece, but some will have found topics difficult to discuss in their first language, never mind their second under exam circumstances. However, a calm student who reads through all the options will have found enough there to manage the questions effectively. The topic of influencers is so familiar to the modern student that everyone will have something to say about it.

The guided composition was a typical holiday question that students would have seen and practiced countless times, as they worked their way through Senior Cycle. This was no surprise and should not have upset anyone. However, Option A of the Formal Letter section might have caused a moment of pause for some. Typically, students cover four types of Formal Letter: Thank You, Application, Request for Information, and Complaint. This year they were asked to write a 鈥渇eedback鈥� letter 鈥� a style that has not appeared previously. Students would need to combine elements of the Thank You and Complaint styles to answer this piece successfully, which while not inherently difficult, meant that they did not have the comfort of familiar schemes or approaches. Most students will have likely answered Option B, which was much more classic in its demands.

The challenges of the written paper were balanced by a very accessible aural exam. The topics were familiar and the diction well-paced and clear. It was important that students not rush their dialogue answers, as the questions demanded a lot of precise information, so students needed to take their time to ensure it was all covered.

Overall, this written paper was slightly more challenging than the most recent years as it incorporated less familiar elements of language and style into the exam. However, there was enough choice and accessible, traditional material that students would have been able to answer effectively.

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• A balanced paper that required students to take a wholistic approach to their study.
• Some choice meant that students could avoid certain more challenging or abstract topics and draw on their own experiences.

This year students had more limited choice than last year but entered the exam with two projects (worth 50% of their grade) completed.

Section A was short questions that required students to answer 10 of the 12. In general, most will have found eight questions quite comfortable and succinct. The expected topics of Newton鈥檚 laws, planes, and energy systems appeared. How students select the other two will be based on their interests and level of preparation. Many students focus only on their personal interest or performance while avoiding topics relating to more social or participatory elements. Those who were methodical in following the syllabus鈥� stated learning outcomes won鈥檛 be worried, but that requires a more wholistic mentality when approaching PE.

Section B was a case study on coaching and many students will be pleased to see questions on performance optimization. Many students who take PE are interested in perfecting their own abilities and so this section would fall into a common area of interest. The questions themselves were very manageable. The question on feedback was particularly nice, but assessed an area that few relish.

Section C鈥檚 Q14 had a thematic overlap with the case study, while Q15 asked about performance enhancing substances. This aspect of the ethic topics always draws a lot of discussion, so students will be glad to see it appear. Q16 had nice parts A and B, but part C on artistic and aesthetic elements might challenge some. Most students are familiar with purposive sports where victory is secured through the clear achievement of discrete goals, and so discussing this aspect is often outside of their everyday experiences. Finally, Q17 balanced familiar elements like recovery with more advanced skills like interpreting training plans. In general, this section provided an interesting fusion of topics and approaches such they were a well-balanced reflection of the range of course topics and student ability.

As a whole this was a balanced paper that required students to approach physical activity from various perspectives 鈥� some personal, some societal. A student who adopted a wholistic and methodical approach will do well, but even those who are narrower in their focus will find plenty of opportunities to earn marks.

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• A paper that focused on pure economics concepts underlying topical issues.
• This paper shows an approach to the syllabus that would really prepare students for the study of Economics at 3^rd Level.

In striving to be topical, previous papers had bordered on general knowledge exams 鈥� this made the paper difficult to adequately research or prepare for, as core concepts were obscured by headlines. This paper, while still using relevant modern concerns, focused on the core economic principles at the heart of the world in which we live.

In general, students tend to prefer micro-economics to macro-economics and so most will be delighted with Section A鈥檚 collection of short response questions. Of the ten questions, seven required micro-economic knowledge to a greater or lesser degree. All the questions contextualized themselves with real issues: event ticketing, the price of petrol, utility costs, landlords leaving the property market, and the ECB increasing interest rates four times. Functionally these were only garnishes to the questions and students could cut straight to answering on the core concepts 鈥� it was obvious what was being asked and how best to approach an answer. This rewarded those the grasped the principal factors in responses to homelessness or attempts to control inflation.

Section B required more extended responses but continued the same trend of placing the principals to the fore. Question 11 had an interesting application of the HDI (Human Development Index), comparing Ireland and Congo. Brilliantly, Part C(ii) asked about inequalities within Ireland, getting students to understand that while things can be comparatively very good, there is still much that can be improved, and to apply economic principles in potential solutions. It took students from recognising ideas, to applying.

Question 12 was a nice question with a clever twist. The question discussed perfect competition with reference to the dairy industry, but then asked how the dairy industry is no longer an example of perfect competition. It was an interesting approach to the framing device. Question 13 was just pure economics, focusing on the competitiveness of exports. Question 14 was on full employment and was a nice continuity with the previous syllabus, both in terms of topic and question style.

Questions 15 and 16 dealt with the government鈥檚 response to the cost of living crisis. Inflation has been a key topic for everyone this year, and Question 15鈥檚 material would have paired well with what students covered in their projects. The core mechanics examined in that question could have been examined any year, but the use of the electricity credit and consumer behaviour made it current. Question 16 finished with a discussion of economic growth and environmental sustainability.

Students who love Economics will love this paper 鈥� if you grasp the core principles they were clearly on display, framed by but not buried in prevailing headlines.

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• A fair and balanced paper which played to students鈥� strengths, especially students who had studied their set works in depth.
• Most students will have been happy to see Bohemian Rhapsody feature as Q1.
• The composition elective contained some challenges while also designed to play to students鈥� strengths.

The Music exam requires students to sit a core listening exam and complete additional electives from Performance, Composition, and Listening. The majority of students choose to do the Performance elective earlier in the year and so would have entered the exam hall with marks already banked.

Listening (Core)

Most students will have been happy to see Bohemian Rhapsody feature as the 25-mark question on the Listening Paper (Core), which has not been examined in depth since 2012. As per recent years, this first question was broken down into shorter sections and excerpts which makes for a more manageable listening exam experience.聽 Students who had studied the recording and instrumental techniques featured in the Queen were rewarded with questions on both.

Each of the set work listening questions asked students to identify some general features of the music heard and then some more specific questions relating to the respective works, be it Tchaikovsky鈥檚 programmatic writing in Question 2 or features of 20^th century music in the Gerald Barry in Question 3.

Due to allowances arising from the Covid period, students only had to study Movements 1 and 7 of the Bach, but both were examined on the final question, and this was nicely balanced question overall.聽 Many students find the dictation question challenging on the listening paper but students who had studied their Bach chorale in depth should have found this dictation more manageable than those in previous years. This is because the bar in question featured step movement and a straight crotchet rhythm.

The English-language instrumentally accompanied sean n贸s excerpt was a slightly unusual choice and may have caused some initial confusion, but the questions asked were very much in line with what students will be used to answering on the Irish music section. There was a good choice of essay titles in Section B of the Irish music question, again with more choice allowed due to the special allowances made this year.

The appearance of the well-known 鈥業t Must be Love鈥� by Madness will have brought a lighter note to proceedings but there were some challenges here and even students who knew the song well will have had to listen particularly hard.

Elective: Composition

The vast majority of students will have attempted Question 1 for the melody section and Question 5 for the harmony section, and both of these, while containing some challenges, were also designed to play to students鈥� strengths.

Question 1 was a minor melody in E minor which students sometimes find challenging and added to this challenge was the fact that it was in compound time.聽 However, there was no upbeat in the given opening, the rhythm was mainly in quavers, and the shape of the melody was mainly based on step movement and triadic movement, which students will have appreciated.聽 There was plenty of scope here to develop the given opening and create a beautiful and flowing melody.

Question 5 was in the more straightforward key of A major but the first challenge to overcome was the fact that the melody line was often syncopated, so students would need to think carefully about which notes to harmonise here, especially around bars 5 and 6.聽 However the rhythm in the bass line was on the beat, and the musical line was triadic in nature, so both of these will have calmed the nerves. As long as students followed their well-learnt rules on what makes a strong chord progression, they will hopefully have found this to be a reasonable and fair question.

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• A paper that examined a wide range of skills.
• Students needed to think critically and apply foundational principles.

This was a fair and accessible paper. The Covid adjustment of answering one fewer question for Section C would have alleviated some of the stress of the exam hall and given students the chance to really apply their problem-solving capacity. The trends of recent years continued as we see a growing emphasis on the principles of conic sections and the interpenetration of solids, the latter making its first appearance as a long question since 2012.

Part A, while containing little choice, would have been a welcome beginning to the paper. The section tested a wide range of skills. The importance of Orthographic Projection: Planes and Traces was apparent here and, as a foundational skill taught early in the course, would have been well within the abilities of prepared students.

Part B鈥檚 B1 showed that interpenetration of solids is coming back into fashion. Over the last few years, it has been appearing more frequently in the short questions and so the next step was to graduate to a long question. B2 on the intersection of planes with the dihedral angle was very fair and manageable. The application of true shapes and true angles is the bread and butter of this section, and most will have covered this essential skill early in their Senior Cycle study. Students who felt they had good reason to predict axonometric projection will be relieved to see it in B3. All of these questions required students to be thoughtful and adaptive but there was nothing that would shock and upset a prepared student.

Part C, on Applied Graphics, is where students come into their own. This year they only had to do one question rather than two and so students could choose what best suits their preferred approach. C1 on Geologic Geometry was true to form 鈥� anyone who prepared this topic would have found a question that met their expectations neatly. C2 and C3 emphasised transferable skills and problem solving. C3 did have a curveball by asking about focal spheres in part four. Focal spheres are a key concept that everyone will have covered, but it is rare to see them singled out for examination like this. The question itself wasn鈥檛 hard, just atypical and so might deter those making quick judgment calls on question selection. C4 requires a lot of declarative knowledge and keeping track of variants, attracting students that like real world applications of moving parts and mechanisms. C5 is always time-consuming but will favour those who enjoy rigorous procedure and the perfectly pared pencil. The question鈥檚 demands are exact, stressing adherence to standards and conventions, but don鈥檛 require the students to grapple with any novel concepts.

Overall, this was a paper that students will be happy with. The variety of topics and skills tested allowed students to select answers that play to their particular skillset.

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• A fair and manageable paper but students will be pushed to complete all four questions in time.
• Anticipated topics appeared, so students familiar with previous trends will be relieved.

Accounting exams are always challenging for students as they must work right up to the borderline. Covid adjustments had allowed previous students to only answer three questions, but this was the first year to return to the four/five-question paper. This increase in pressure was well-balanced by the examiner asking accessible and transparent questions.

In Sction 1, students had a choice of Q1 on Final Accounts or the option of completing two 60-mark questions. As guaranteed again this year, students had two options for Q1 and these related to the Sole Trader and the Limited Company. Many students will have anticipated these two options and will have been happy with that. Both options for Q1 were nice and doable questions, a relief to the majority who expect to answer on Final Accounts. Neither were overly long, which means students should have been able to complete the question in the required time. The adjustments in both questions had all been seen before in previous questions but some of them were shorter than before in a welcome concession to timing. The inclusion of VAT with the goods in transit, the writing off of the patents commencing in 2020, as well as the suspense error involving an entry in the incorrect side of an account were the only parts that might have caused some students to trip up if they did not read the question carefully. As is always the case in Accounting, students that keep their heads and work through things methodically will be the most successful.

The three questions in Section 2 consisted of Interpretation of Accounts (which had been guaranteed), Published Accounts and Service Firm Accounts. Students aware of the pattern of topics from past papers may have been expecting most of these topics and so would have been very pleased. The questions themselves were very nice and did not contain anything that students would not have seen and practiced in previous year鈥檚 questions. The ratios in Q5 were very straightforward and Q5(b) concerned the debenture holders which was widely anticipated. Q6, Published Accounts was anticipated and was a very reasonable question. Q7 on service firm accounts was a very manageable question and contained nothing that students would not have come across before in previous service firm questions. The theory questions in all three were fairly straightforward. There was no twist or attempt to divert students by making them decode an awkward topical question. While there are always subtle details to be carefully read for, these were based on things that experienced students would notice and as such the paper offered an honest reflection of the years of preparation.

This trend continued into Section 3 on management/cost accounting, in which students are required to attempt one question on either Costing or Budgeting. Q8 was on Marginal Costing as widely anticipated and was a nice question, well doable in the time allowed. This question should not have posed any problems for students who had practiced this question many times. The style was similar to the marginal/absorption questions asked in recent years and included the calculation of overheads using the High/Low method. Q9 was on Cash Budgeting and was very similar in style to previously asked questions. Students would have seen this question as a much anticipated because it has not received a full question since 2015 and so was due an appearance in the rotation. The inclusion of scrap value in the calculation of depreciation has been asked before in these questions, so should not have proved problematic for students.

Overall, students will likely leave the hall tired yet content with a very manageable and fair paper. Those who had practiced their accounting and past examination questions well over the last two years, and didn鈥檛 panic under the time constraints, will be happy with this paper.

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• A fair paper that would have been welcomed by those familiar with the past papers.
• Lots of choice meant that students of all abilities would have been able to accrue marks.

This paper posed very few surprises, none of which would be unwelcome. Students would have liked that questions tended to focus on single topics, rather than fusing different elements together, as per the most recent exams. Yet, those who had honed their skills on those papers will find this streamlined focus on each topic rewarding and satisfying.

Section A offered an encouraging start to the paper, allowing students some feel-good-factor at the beginning of the exam. The students had to answer three of the five experiments, meaning that there was lots of choice. Thus, if a student was unsure about the questions on light, they could still fully complete the section. These five experiments tested a nice mixture of essential skills: graphing, calculations, and diagrams. There was nothing unpleasant or awkward to phase those who had familiarised themselves with the standard model of the Physics paper.

Section B鈥檚, Question 6 is the most popular every year as it offers short, concise questions that cover the expanse of the course. The Covid adjustments meant that there was even more choice than previous years, which allowed students to make the most of their knowledge. Question 7 on Newtonian Physics was a fair combination of previous questions but will have challenged those who struggled with the applied mathematical approach. Question 8 was a very clever question as it tested the genuine understanding of the material, allowing those with an aptitude for graphing to make the most of it. Question 9 blended nuclear physics, heat, and mechanics into a question that, while accessible, contained a calculation that challenged the conceptual grasp of some students.

Question 10 may have discouraged those students hurriedly scanning questions for key words, as the preamble text on Van Der Graff (who is not on the course) will make the question appear more daunting than it is. This was just a distraction technique and has appeared in previous questions. A student who read further would have seen the actual tested material was not on Van Der Graff and bore a resemblance to material they would have revised.

Question 11 was very manageable but will likely have been skipped by most students. Electromagnetism is generally perceived as challenging so many students and teachers avoid it. Those who did study that unit found a question with no twists or surprises. Questions 12 and 13 included contemporary aspects of Physics. The former included cutting-edge particle physics, the kind that is central to CERN, while latter is on the topical concern of energy storage; the use of Turlough Hill in Wicklow provided a nationally relevant framework for a question on the physics at the heart of a global issue.

This was a fundamentally fair paper 鈥� there were no nasty surprises or novel inventions that could unsettle students. Those who had a solid grasp of previous exams will have found this exam an evenhanded opportunity to reflect their hard work.

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• A paper that covered all aspects of the Chemistry course, with lots of choice for students to pick their best topics.
• Students will likely have left the exam feeling confident that the expected and prepared elements appeared.

The paper opens with three questions on the mandatory experiments. This section is usually mandatory, however due to COVID adjustments, students had the option to avoid it. Those who attempted them found a mostly straightforward blend of practical details, observations and stoichiometry. This would have been as expected by students, and those who practiced the 2017 paper might have even recognised Q1鈥檚 stoichiometric calculation. Elsewhere in this section, they veered away from rote learning to test the students鈥� ability to understand the underlying processes. Question 3 modified an element of the experiment and asked them to conclude a new result. While this particular question was novel, the approach is well-established within previous exams, so should not cause any shock or upset.

Section B remained true to form. The questions weren鈥檛 long-winded or wordy, choosing instead to be clear, pointed, and requiring concise answers. Question 4 covered a broad range of topics from all over the course but was the usual mix of atomic chemistry, definitions, stoichiometry, and organic chemistry. This combination was slightly more atomic heavy than previous years, but this should not pose any distinct challenge to the prepared student. Question 5 had questions on Atomic History and Electronegativity. The questions on the latter were clear and direct, not requiring reference to the given graph at all 鈥� a trend that can be seen elsewhere on the paper. Students will likely have been delighted with the appearance of Hess鈥� law in Question 6, on fuels and heats of reaction. Question 7 gave a topical spin on Acids and Bases with a reference to the Environmental Protection Agency鈥檚 report on nitrate and phosphate levels in Irish water sources.

The last four questions were also typical for Chemistry papers with the exception that students were not required to draw their own graphs. The Covid adjustments made the internal choices of questions 10 and 11, even more navigable than before. Students could thus avoid trickier or more puzzling questions. In particular, Question 11鈥檚 mentioning of the effect of decreasing activation energy, will puzzle many as activation energy cannot be decreased. With that being said, this was only a momentary pause in what was a broadly approachable paper.

A student who has revised past papers, is familiar with the specifics of a Chemistry exam and will find nothing new or surprising here. Those who put in the hard work can feel confident that this paper offered them a fair chance to succeed.

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• A fair and manageable paper that was relevant to the lives of students.
• No curveballs meant that prepared students would have found the paper very accessible.

The reading comprehension section started with an extract by Gabriel Garc铆a M谩rquez, but most students skip this prescribed literature and opt for the journalistic piece. This year鈥檚 paper had a piece on heatwaves in Spain. This brought in discussions of global warming 鈥� a topical issue that students and teachers would have prepared in advance and so much of the relevant vocabulary will be well-established. There were a few moments that were less typical, for example the phrase 鈥渁 tope鈥� meaning 鈥渙n full blast鈥� would not appear on any standard vocabulary sheet, but on the whole this piece was very manageable for students of all abilities. The following shorter texts would also have been encouraging for students. The two pieces on a charitable thief and fashion range for pets were unlikely to have been predicted, but the clear and intuitive vocabulary offset the peculiarity of the topics.

Section B鈥檚 longer reading comprehension was daunting in its length, but the vocabulary would not be taxing to a prepared student. Again, its theme was very relevant to the modern student: young adults living at home. This brought in discussions of rental costs and youth unemployment, both topics that students would have been aware of and likely discussed in class. While accessible and topical, there was a moment that might throw off a weaker student. The synonym question demands students identify a partner to 鈥渂astante鈥� which many students would understand to typically mean 鈥渜uite鈥�, as in 鈥渜uite tall鈥�. However, the text uses the less common meaning of 鈥渟ufficient/enough鈥�. The section finished with some very accessible and open writing prompts that had something for everybody. The idea that young people nowadays have a 鈥渧ida muy f谩cil鈥�, 鈥渧ery easy life鈥�, is something on which everyone will have an opinion. Students could adapt a wide range of topics from their study, so that anything from bullying, to exams, to drugs/alcohol could find a place on paper.

For Section C, most students enter the exam expecting to do the Dialogue, but this year saw a lovely Formal Letter. The question鈥檚 demands were clear, concise and all in the present tense. This allowed every student to navigate the task with ease, but stronger students would need to be imaginative in order to distinguish themselves. The rest of the paper was typical and should not surprise or shock students familiar with previous papers. The tense knowledge of the Dialogue and styles of writing was all in line with what students will have practiced.

The aural was also very accessible. The majority of the questions were clear but one or two contained phrases that would distinguish those we more familiarity with the language. Phrases like 鈥渆star harto de鈥� meaning 鈥渇ed up鈥� or other terms like 鈥渁bove average鈥� and 鈥渢wo centuries鈥� instead of numerals would have challenged weaker students. However, I suspect students will be very content with this section.

In the end, students will likely feel happy with this paper. While it did have its challenges and a few idiomatic terms, it was fundamentally accessible 鈥� both in its topics and vocabulary.

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