Guide

How to succeed in your Junior Cycle History CBAs

By Laura O'Brien - 5 minute read

In this guide, history teacher Laura O’Brien shares her tips for succeeding in your Junior Cycle History CBAs.

Introduction

The Classroom-Based Assessments (CBAs) in Junior Cycle History ask you to find out about someone or something in history that you are not taught in class. They are called 'the past in my place' (completed in 2nd year) and 'a life in time' (completed in 3rd year).

Assessment information

CBAs 1 and 2 will involve conducting your own research on an event, person or place as well as creating a report based on your findings. Like a detective, you are required to find clues and evidence on your own and report on what you found out. This research must be original, meaning it cannot simply be copied from Wikipedia. Students completing these CBAs will be asked to take the following into account:

The creativity they have demonstrated.
The content they have included.
Their spelling and grammar.
The credit they have given for their sources.
The allocation of work in their group (if applicable).
The reflection they have provided.

Remember

You must do one CBA based on Ireland and one on the 'wider world'. Generally, CBA 1 will lend itself more naturally to being based on Ireland. Either way, you cannot do both CBAs on Ireland or the 'wider world'.

Descriptors

Each of your CBAs will be awarded one of the following descriptors:

Exceptional

This describes a piece of work that discusses all the Features of Quality for the CBA to a very high standard. Your CBA does not need to be perfect but the strengths of the work far outweigh its weaknesses (which are minor). You suggest improvements clearly.

Above expectations

This describes a piece of work that discusses the Features of Quality for the CBA very well. You show a clear understanding of how to complete each area of the investigation and your work contains a lot of detail. Feedback from your teacher includes comments on small sections of your report that need further attention or polishing but on the whole, your work is of a high standard.

In line with expectations

This describes a piece of work that reflects most of the Features of Quality for the CBA well. You show a good understanding of the task and your report is free from significant error. Feedback from your teacher includes comments on sections of your report that need further attention or correction but your work is generally competent and accurate.

Yet to meet expectations

This describes a piece of work that falls short of the demands of the CBA and its Features of Quality. You have made a good attempt but you have not grasped the task clearly or have left out large sections of the report. Feedback from your teacher includes comments on the fundamental errors that need to be addressed.

CBA 1

The past in my place

This CBA involves researching something in 'your place'. This could be your town, county, country of origin, where you’ve spent lots of summers, etc. You could also focus on your personal family history.

CBA 1 focuses upon something from your world that is personal to your life or locality. This may include a castle, the site of a battle, a monument, etc. The possibilities are endless!

Researching your topic

Once you have chosen your topic, you will begin your research. You could start by asking family members or neighbours if they have any information that they could share with you (this would be a fantastic oral source). You could visit your library and see what relevant books or documents they have available or visit the historical site and take some photos or videos. The internet is also an option of course but it is recommended that you don’t over-rely on Google.

In order to focus your research, it is recommended that you create a list of questions about your topic that you hope to answer. Your CBA should present narrow and specific information (see example below).

Example:

There may be a castle or the remains of one in your county. You might ask yourself:

Why was this built? When?
What materials were used to build it?
What did it look like when it was originally built?
What was it used for?
Did it change ownership at any point in its history?
What impact does it have on the area that it is in now?

Your reflection

CBA 1 features a reflective element at the end of the project. This means it is important to keep a good account of your research process and sources.

As you will be asked about how you have improved as a historian throughout the project, it is advised that you keep a journal documenting which aspects you enjoyed or found difficult. If working in a group or pair, make sure to take note of aspects that you have completed.

Final report

While you will often hear the terms 'report' or 'display', your final product may take the form of a:

PowerPoint presentation
Large poster
Timeline
Newspaper report
Video
Model
Family tree
Booklet

Whatever you choose, it needs to be well labelled, clear and have plenty of detail both on your topic and on your research as well as a piece of reflection.

CBA 2

A life in time

CBA 2 follows the exact same format and layout as CBA 1, except for the following differences:

If CBA 1 is based on an Irish topic, CBA 2 must be from outside Ireland.
It needs to be based on a person of historical significance.

Once you have selected the person of historical significance that interests you, you will research him/her using the same methods as in CBA 1 and then create a final report based on your findings.

Best of luck in your CBAs! You will be great.

By Laura O'Brien

Laura has over 15 years' experience as a teacher and is currently teaching History and English in St. Caimin's Community School, Co. Clare. She is also co-author of 'Junior Cycle Success' for English. In her spare time, she loves to golf and is an amateur drama enthusiast.