0600 · November 2024
Agriculture
Candidates gave some strong responses to the last section of the question paper. Stronger candidates f requently provided detailed, Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers…
Source: Cambridge International
Cohort performance
Session statistics from official examination reports
No data available in official reports
Key examiner messages
Top priorities from the principal examiner before you revise
Candidates should ensure they read each question part with care and note the command word used.
When using diagrams as part of a response, candidates should ensure that these are suf f iciently clear.
Candidates may use a pencil f or diagrams to aid clarity.
Question difficulty map
How candidates performed on each question in this series
Report
Examiner report
Assessment objectives
Skill and AO weighting from official examiner commentary
No data available in official reports
Method marks watchlist
Where working, steps, or method marks were commonly lost
No data available in official reports
Recurring mistakes across years
Themes examiners flag in multiple recent sessions for this subject
No data available in official reports
Question choice intelligence
Mean scores and popularity for optional questions (HKDSE electives)
No data available in official reports
Level exemplars
What candidate scripts at each grade level looked like
No data available in official reports
Grade & admission context
How marks relate to grade thresholds and entry standards
No data available in official reports
Deep insights
What top candidates did
Techniques and approaches examiners rewarded in this series
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…
Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers © 2024 AGRICULTURE Paper 0600/11 Theory Key messages Candidates should ensure they read each question part with care and note the command word used. When using diagrams as part of a response, candidates should ensure that these are suf f iciently clear. Candidates may use a pencil f or diagrams to aid clarity. General comments Candidates gave some strong responses to the last section of the question paper. Stronger candidates f requently provided detailed, carefully organised and well-reasoned responses. Some weaker candidates had difficulty in applying their knowledge to scenarios or situations. Weaker candidates also sometimes resorted to making statements without further development when a greater level of response was requested. Comments on specific questions Section A Question 1 (a) Many candidates applied their knowledge well to this question. (b) (i) Stronger candidates showed a good awareness of potential advantages of genetically modif ied (GM) crops. Some weaker candidates ref erred to what seemed to be disadvantages instead . (ii) Most candidates appeared to have good knowledge of the ways that growing GM crops could reduce f arm profits. Stronger candidates were able to apply this knowledge well to make valid explanations. Some weaker responses were lef t too vague f or credit. Question 2 (a) This question was generally answered well. Most candidates labelled topsoil on the diagram. Weaker candidates sometimes conf used the layers. (b) Many candidates suggested and explained two valid reasons why a shallow-rooted plant may not grow well in sandy soil. Some weaker candidates did not develop their response suf f iciently f or explanation to be credited. (c) Some good knowledge was shown here with many candidates seeming to demonstrate an excellent understanding of practical agriculture and suitable methods to increase the yield of a shallow-rooted crop in this situation. Question 3 (a) (i) Stronger candidates usually demonstrated a good understanding of practical agriculture here. Many others applied their knowledg e to at least one aspect of the question. (ii) This question was generally answered well by stronger candidates. Some weaker candidates identified appropriate environmental conditions but did not suggest how these could be controlled.
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…
Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers © 2024 (b) This question was answered well by most candidates. Some weaker candidates did not focus their response on the question asked . (c) (i) Many candidates calculated this accurately. Some weaker candidates did not interpret the table correctly. Some candidates did not use the working space available, which may have made the question more challenging to answer. Generally, candidates who caref ully showed their working tended to perf orm well. (ii) This was f requently well answered with a number of candidates showing application of knowledge of appropriate f actors. Question 4 (a) (i) This was very well answered with many candidates scoring f ull credit. Some weaker candidates made their responses too unclear f or credit to be awarded . (ii) This was f requently well answered with many candidates scoring f ull credit . (b) This question was generally well answered. Many candidates demonstrated an understanding of the other ways in which legumes can help to maintain soils. Some candidates could only repeat the role of legumes in the nitrogen cycle. Question 5 (a) There were many very good responses. Some weaker candidates showed conf usion between sexual and asexual f eatures. (b) (i) Many candidates stated what is meant by pollination in detail. Some weaker candidates did not ref er to any f lower parts. (ii) There were many excellent explanations of the f eatures o f an insect-pollinated f lower. Some candidates f ocused on f eatures of a wind-pollinated f lower. (c) This question was generally answered well by most candidates. Question 6 (a) Many candidates stated two differences between a ruminant digestive system and a non-ruminant digestive system. Some weaker candidates gave responses which conf used the two systems. (b) Most candidates answered this question well. Some weaker candidates did not f ocus on appropriate main f unctions. Question 7 (a) Stronger candidates usually described the meaning of both a maintenance and production ration clearly. (b) (i) Generally, weaker candidates were not able to soundly apply knowledge of ways to reduce the spread of inf ectious disease. (ii) There were many excellent explanations of how parasites could affect a f arming business . These of ten showed excellent application of knowledge. Question 8 (a) Generally, weaker candidates did not seem to have knowledge of the meaning of carrying capacity. (b) There were many excellent suggestions made here in stronger responses, which may have been drawing on practical experience. The question required an application of knowledge and generally stronger candidates identified the importance of all three tasks while weaker candidates could only achieve partial credit.
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…
Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers © 2024 (c) (i) Stronger candidates usually correctly identified the trend. Weaker candidates sometimes did not ref er to the axis labels suf f iciently clearly. (ii) Most candidates gave a good, well-applied response to this question. Weaker candidates sometimes resorted to repetition f or a second point. (iii) This question was answered very well by many candidates who suggested a range of appropriate variables which if controlled would support a f air investigation. Question 9 (a) Many candidates correctly identif ied these genotypes. (b) This genetics question was answered well by many candidates who usually identified the off spring genotypes and the ratio arising from the cross correctly. Most candidates gave a good, well-applied response to the question. Weaker candidates sometimes made some inaccurate deductions when working out the resulting of f spring ratio. (c) (i) Stronger candidates answered this question well. Some weaker candidates incorrectly linked growing cereal plants with shorter stems to some inappropriate or vague reasons. (ii) The question was well answered by most candidates who frequently suggested an appropriate way to produce a cereal variety with shorter stems. Section B Question 10 (a) Many candidates made appropriate points, seemingly applying knowledge from a range of practical f arming situations to describe the preparation of soil. Some weaker candidates f ocused more on activities not related to soil preparation. (b) Many candidates were able to identif y a mechanised tool and a hand tool f or soil preparation. Some candidates then described appropriate maintenance tasks. Weaker candidates generally did not f ocus their responses on maintenance. Stronger candidates could usually relate maintenance tasks to stony ground and wet soils. (c) Many candidates were able to suggest a range of appropriate considerations in relation to a f armer replacing their ox with a tractor. Question 11 (a) This question was well answered. Many candidates were able to name a boring pest and describe its ef f ects on a crop. (b) The responses to this question were usually well-detailed, with stronger candidates often effectively describing a range of organic methods to control pests. Some weaker candidates tended to list technique names only. (c) Most candidates suggested at least some ways in which the incorrect application of farm chemicals could damage the environment. There was generally a lack of explanation in the responses of some weaker candidates. Some responses of weaker candidates were left too vague f or marks to be awarded. Question 12 (a) This question was generally answered very well with good application of knowledge shown by many candidates. (b) Stronger candidates could usually describe well how selective breeding can improve the quality of f arm livestock.
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…
Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers © 2024 (c) Many candidates were able to explain several disadvantages of artif icial insemination. Stronger candidates usually gave a breadth of responses. Weaker candidates sometimes gave inappropriate disadvantages. Question 13 (a) Many candidates gave strong responses which outlined the process of photosynthesis clearly. (b) Stronger candidates usually described the processes used to move materials through a plant well, with caref ul application of terminology being a f eature of the most successf ul answers. Weaker candidates may need to be advised to use terminology carefully. Some weaker candidates referred to other movements of materials instead. (c) Most candidates suggested a range of possible problems caused by the overuse of f ertilisers. The strongest responses referred to issues in relation to a range of areas, such as plants and soil. Question 14 (a) Stronger candidates often described two ways in which large volumes of water can be stored on a f arm well. Weaker candidates sometimes only listed items. (b) The strongest candidates were able to discuss water requirements for a range of different activities on a mixed farm and effectively related these needs to a relevant water source and of ten quality. (c) Most candidates described two relevant animal-health problems. Many candidates could include at least one relevant way in which a contaminated water supply could be treated to avoid these animal-health problems. The strongest candidates were able to make clear links and strong explanations.
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…
Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers © 2024 When carrying out a skill/task in a practical exercise, it is important that high marks are only awarded f or work where candidates use tools and equipment fully correctly and they demonstrate that they are using an awareness of good health and safety practices. A few videos and photographs showed multiple candidates using tools and carrying out tasks. When submitting evidence in this f ormat, the materials should be individual. Some centres awarded marks very generously. Centres should use the marking criteria carefully and ensure they differentiate performance, only awarding full marks for excellent performances. Effective description and annotation was carried out this year by some centres. Practical Investigation The range and diversity of topics investigated was generally very good and the quality of presentation of ten enabled candidates to demonstrate their creativity. Work of a higher standard was of ten detailed and f ully discussed and explained. Stronger candidates incorporated research into their plans, cross-ref erencing this with their f indings and then made full use of the data collected to produce well-reasoned deductions based on the relevant science and agricultural practice. Ref erencing of research should identif y the book and author or f ull web address and date accessed. The selection of relevant questions (hypothesis) for the investigation The majority of candidates produced a hypothesis and some also included an alternative hypothesis. Candidates should relate their hypothesis to their own research and evidence it in a way which demonstrates their understanding of the investigation. Where candidates develop the same hypothesis, this should be annotated to show whether it is original or devised as a group, and marks awarded accordingly. Centres should annotate candidates’ work to indicate the amount of support given to candidates in developing their hypothesis to demonstrate its originality. Only fully independent selection and the f ormation of an appropriately challenging hypothesis should be awarded f ull credit. The planning of the investigation and the principles on which it is based Methods were generally well researched, with a good proportion of candidates incorporating a good range of background information. Where candidates accessed additional sources, most of these were included in a bibliography or next to the inf ormation. Equipment and methods stated were usually clear and indicated an understanding of the processes needed to prepare ground for planting along with test f actors that af f ect the growth of a crop or animal. The time required to carry out methods was omitted in several cases and this needs to be considered when planning some investigations. The strongest candidates ref erred to their background research and their hypothesis and used this to develop a suitable plan for carrying out their investigation. Where amendments to the plan were required, these candidates explained and justif ied the modif ications to the plan in appropriate detail. The handling of evidence Many candidates collected a good range of data to support their findings. Many candidates of ten included measurements of growth of a crop or animal over a period of several weeks. This enables a trend to be seen in data. In some cases, the data collected was quite limited and only just suf f icient to produce a basic analysis of results. If candidates are to produce meaningful data, they need to have taken a c omprehensive range of results throughout the investigation. Simply producing a bar chart of final crop yield is unlikely to be suf ficient. Stronger candidates usually investigated different factors on a crop or livestock. These candidates could link their processed data from a number of sources to identify patterns or trends. This of ten included additional data, such as volume of water used to water the plants each day/week to consider control variables that may af f ect the validity of their investigations. Presentation of the data was generally good. However, this was sometimes presented in a simplistic way with little or no explanation. In many cases, clear headings on tables and axis descriptions or units on graphs were not used well. Stronger candidates usually incorporated more than one method of analysing their data, showing how it affected the outcome of their investigation. These candidates provided tables and charts which were usually clearly labelled using appropriate units with a clear, sufficiently detailed heading. Usef ul
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…
Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers © 2024 graphs were annotated to ensure the reader could understand what was being shown. Stronger candidates of ten identif ied any anomalies clearly and ref erenced them f or f urther discussion. Results of investigations need to be recorded in detail and with appropriate precision. Candidates needed to indicate any specific procedures which were used to collect accurate data, taking care to use appropriate and reliable sample sizes. Stronger candidates discussed local modifications to procedures which might be needed to cope with their local environmental situations, such as water shortages or erosion of soil, and clearly identif ied the precautions required to ensure results were as accurate as possible. The ability to make deductions from the evidence or data acquired In some cases, this was carried out well, f ocusing on the trends in data acquired and also the scientif ic reasons f or why the trends may have been evident. Stronger candidates also recommended f urther investigative procedures to check and extend the investigation to ensure repeatability. Generally, this was an area which would have benefited from more focus, as some candidates only f ocused on the initial trend and were unable to produce valid deductions from their own evidence. Candidates need to be encouraged to do more than simply state the results they have obtained. The strongest candidates f ully explained the reason(s) f or their results and their conclusions related to the data and outcomes of their investigation. Weaker candidates sometimes needed to draw conclusions and explain and d iscuss their results and outcomes in more detail, taking care to use background research and to link this to their own f indings. The ability to recognise limitations of the investigation Most candidates addressed this area in some way and attempted to demonstrate a clear understanding of this skill by explaining the limitations of their investigations. Many candidates stated limitations only but the strongest candidates took care to fully explain how future amendments or alterations to their procedure could possibly overcome the problems which they had encountered, incorporating scientif ic agricultural understanding as to how their investigation was af f ected. However, some candidates made g eneral statements which were not explained suf f iciently to meet the marking criteria. Description of investigation, presentation, layout, and originality In the strongest submissions, candidates used appropriate sub-headings and made full use of diagrams and charts. The investigations were fully explained, annotated, ref erenced and linked to the discussions and outcomes obtained in the production of deductions and conclusi ons. Annotated photographs greatly improved many reports making it easier to see and understand the work undertaken and these showed the outcomes which candidates had achieved. This year a lot of candidates’ work was supported with annotated photographs which were clearly identif ied using headings and were ref erred to, discussed and explained in detail. Where group photographs are used candidates should identify themselves and say how the photo is relevant to their investigation.
Command word playbook
How to match each command word to the expected response style
No data available in official reports
Time traps
Sections where candidates spent disproportionate time relative to marks
No data available in official reports
Syllabus traceability
Topics linked to questions and mark weighting in this session
No data available in official reports
MCQ trap analytics
Commonly chosen wrong options from examiner commentary
No data available in official reports
Topic heatmap across years
Mark concentration by topic and exam year for this subject
Mark intensity
Pest control
Livestock nutrition
Extensive and intensive pasture management
Sexual reproduction in mammals
Movement of materials through plants
Reproduction in plants
Difficulty trend
How session difficulty has shifted across recent years
Paper comparison
Marks and duration breakdown across papers in this session
No data available in official reports
Marks you can still earn
Where valid approaches outside the mark scheme may still gain credit
No data available in official reports
Practise what examiners flagged
Target weak topics from this report inside the Revui app
Self-diagnostic checklist
Key actions before you sit this paper — copy and tick off as you revise
- 1Message
Candidates should ensure they read each question part with care and note the command word used.
- 2Message
When using diagrams as part of a response, candidates should ensure that these are suf f iciently clear.
- 3Message
Candidates may use a pencil f or diagrams to aid clarity.
- 4Strength
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…: Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 P
- 5Strength
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…: Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 P
- 6Strength
Cambridge International General Certif icate of Secondary Education 0600 Agriculture Novem…: Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 P
Teacher briefing pack
One-page session summary for tutors and classroom review
November 2024 2024
Agriculture
Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers © 2024 AGRICULTURE Paper 0600/11 Theory Key messages Candidates should ensure they read each question part with care and note the command wor
Candidates should ensure they read each question part with care and note the command word used.
When using diagrams as part of a response, candidates should ensure that these are suf f iciently clear.
Candidates may use a pencil f or diagrams to aid clarity.
Examiner insights
General comments
- •Candidates gave some strong responses to the last section of the question paper.
- •Stronger candidates f requently provided detailed, Cambridge International General Certif icate of Secondary Education 0600 Agriculture November 2024 Principal Examiner Report f or Teachers…