BOTH higher and ordinary level Leaving Cert geography papers were topical, well laid out and offered students a wide choice of questions. Mr John Mulcahy, ASTI subject representative, described the higher level paper as a fine paper, offering students a choice from 17 questions in five structured sections.

The colour aerial photograph of Cashel, Co Tipperary, was clear and easy to read. This is the second year in which the Discovery Series of ordinance survey maps was used and Mr Mulcahy said that it was a much easier series to use.

His only quibble was that more photographs, maps and diagrams were not used. "The question consisted mostly of essay type questions," he said. "This would favour those who are good at English rather than the more practically minded student. . . I'd love to see much more work based on diagrams. We should be going out of our way to test skills rather than information which has been learned off."

Mr Mulcahy praised the topicality of some of the questions. For instance, in the physical geography section higher level students were asked about tourism pressure and sensitive environments such as the Karst regions of the Burren and the Aran islands. The causes and consequences of forced and voluntary migration were dealt with in social geography and Mr Mulcahy said that anyone who had been following the media recently would have plenty of information on immigrants and refugees.

"Higher level students would have had a very fair examination," he said. "Those who were well prepared should look forward to the results."

Ms Eilish McKenna, geography teacher in Bailieboro Community School, Co Cavan, agreed with this analysis. Students were very pleased leaving the exam hall, she said.

Both ordinary and higher level papers went very smoothly. "Students were very pleased because the papers followed very closely the pattern of recent years," she said. "There no shocks and no surprises. Students were delighted to see the photographs and field studies questions." Questions were clear and unambiguous and there was an excellent choice within each section.

Mr Mulcahy described the ordinary level paper as a fair test. The paper was well spread out, with no bunching of text. "I'm delighted that much more attention is being paid to the layout of the ordinary level paper, he added.

The population studies question which dealt with the 1996 census was delightful, according to Mr Mulcahy. The information was up to the minute and students were given plenty of scope for comment. For instance, part (ii) told students that the 1996 census revealed that 40 per cent of Ireland's population is under 25. It asked them to describe one positive and one negative aspect of a youthful population. Part (iii) of this question which dealt with the increase in the percentage of women in the labour force should also inspire some imaginative answers, he added.

There was a strong environmental emphasis in the ordinary level paper with acid rain, ozone damage, the greenhouse effect, and alternative sources of energy all making an appearance. Question 18 which included a section on racism would encourage students to read newspapers, said Mr Mulcahy. "It projects geography as something relevant and dynamic, rather than dead learning.