9609 · June 2024
Business
• Most candidates demonstrated knowledge and understanding of most of the syllabus covered in this paper. However, there were some knowledge gaps in the syllabus relating to Question 1(a) – outsourcing, Question 3(a) – industrial marketing, and Question 5(a) – measuring the size of a business.
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 be encouraged to spend time to ensure that a correct understanding of each question is made. There are still instances of candidates misunderstanding questions and consequently presenting non-relevant responses.
Candidates are reminded that the marks available for part (b) of the essay questions are 2 marks for knowledge, 2 marks for application, 2 marks for analysis, and 6 marks for ev Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers
It is important for candidates to read all questions carefully to clearly understand what a question requires in terms of knowledge, application, analysis and evaluation. There are still too many instances where candidates have misunderstood or mis-interpreted a question leading to non-relevant responses.
While this examination paper proved to be accessible to most candidates, there was evidence of a lack of understanding of some key business concepts such as product differentiation in Question 4 and contribution costing in Question 5(a).
Candidates are reminded that definitions for Questions 1(a), 2(a) and 3(a) may come from any part of the syllabus and to prepare accordingly.
Candidates are reminded that the ‘explain’ command for Questions 1(b), 2(b) and 3(b) requires enough detail and development to gain full marks. A brief statement is not likely to do this, nor is extensive writing required. Two or three developed sentences should be sufficient.
Candidates should practise analysis i.e. three stage reasoning, using words like – ‘because’, ‘therefore’, ‘as a result’, ‘this leads to’. Some responses cannot be awarded analysis marks as statements or brief descriptive explanations are offered without fully developing an answer. Many candidates gained limited analysis marks because this development was not evident.
The mark scheme clearly shows how the marks are awarded based on the assessment objectives.
Question difficulty map
How candidates performed on each question in this series
9609/11
Business Concepts 1
9609/12
Business Concepts 1
9609/13
Business Concepts 1
9609/21
Business Concepts 2
9609/22
Business Concepts 2
9609/23
Business Concepts 2
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 Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers © 2024 BUSINESS Paper 9609/11 Business Concepts 1 Key messages • Candidates should be encouraged to spend time to ensure that a correct understanding of each question is made. There are still instances of candidates misunderstanding questions and consequently presenting non-relevant responses. • Candidates are reminded that the marks available for part (b) of the essay questions are 2 marks for knowledge, 2 marks for application, 2 marks for analysis, and 6 marks for evaluation. Many answers are heavy on knowledge and analysis but rather light on application and evaluation. Answers could be improved with explicit reference to and examples of the business context given in a question. Concluding and evaluative sections also need to be strengthened with supported judgements and conclusions rather than just summarising the analysis. The allocation of material between analysis and evaluation should be carefully considered- developed analysis is worth up to 2 marks while developed evaluation is worth up to 6 marks General comments • Most candidates demonstrated knowledge and understanding of most of the syllabus covered in this paper. However, there were some knowledge gaps in the syllabus relating to Question 1(a) – outsourcing, Question 3(a) – industrial marketing, and Question 5(a) – measuring the size of a business. Comments on specific questions Section A Question 1 (a) A significant number of candidates were unable to give a clear and accurate definition of outsourcing. Many defined the term as securing resources, or supplies, or employees from external bodies instead of recognising the term as a ‘business using another business to carry out some of its operational activities’. (b) Responses to this question were generally much more confident and accurate. Explanations of the purpose of JIC (Just in Case) inventory management included business action to hold extra inventory to respond to supply problems or unexpected spikes in demand, to ensure uninterrupted production, and to meet the demands of customers. Weak answers often confused JIC inventory management with Just in Time (JIT) inventory management systems. Question 2 (a) Most candidates were able to accurately define the business concept salary in terms of ‘a fixed annual amount of income paid to an employee often on a monthly basis’, Weaker answers gave a more limited response relating to ‘money paid to employees’. Such partial responses failed to clearly differentiate a salary payment from other payments to employees. (b) This question required candidates to explain the likely impact on a business of training its employees and was confidently answered by most candidates, Popular responses included impacts such as employees acquiring new skills, becoming more motivated and productive, and
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers © 2024 being less likely to leave a business with consequent positive impact on business performance. Weak answers often failed to establish and explain the link between the enhanced ability of employees and the improved performance of the business. Question 3 (a) A definition of industrial marketing proved to be very demanding for many candidates. Few were able to provide a definition in terms of marketing/promoting/selling services to another business – B2B (rather than to a customer). The distinctive focus of industrial marketing was not understood by many candidates resulting in the loss of the 2 marks for this question. (b) Candidates interpreted this question in one of two ways-either in terms of the implications for a business of growth in a market or in terms of the growth of a business in a market. Both interpretations were acceptable. Strong answers identified and explained implications such as opportunities to secure more sales and revenue, to adjust production and marketing to meet increased demand, and to respond to possible additional competition. Question 4 Most candidates recognised and analysed a range of relevant impacts on a workforce of effective communication of business objectives. Common responses included reference to increased employee motivation and confidence, more team working, and more specific target setting leading to a greater likelihood of achieving corporate aims and objectives. Strong answers developed an effective flow of knowledge, application, and analysis in the presentation of relevant conceptual information. Weaker answers presented only limited application/explanation and analysis of a relevant impact. Section B Question 5 (a) Although this was a popular question the performance of many candidates was quite poor. Few answers managed to understand the demands of the question- an analysis of the limitations of using the number of employees to measure the size of a business. The limited number of strong responses referred to specific limitations such as examples of a large business using machines and technology, or outsourcing production employees, or hiring multi-skilled employees, and concluded that among a range of ways to measure the size of a business using the number of employees as a measure was unreliable, misleading, and inappropriate. (b) Candidates were asked to evaluate whether small retail businesses have an important role in the economy. Many candidates gained marks for effective knowledge and analysis referencing the contribution of small businesses to job creation, entrepreneurial activity, taxation for governments and the stimulation of economic growth. However, such responses were not strong in explaining and evaluating the specific context of small retail businesses. Strong answers were able to give examples of small local retail shops and made effective comparisons to the activity of large retailers such as Walmart. The absence of explicit and relevant contextual examples severely limited the award of marks for many candidates for the AO2 and AO4 assessment skills. Question 6 (a) Candidates were asked to analyse factors which may influence a business choice of sources of finance. The responses were in general confident and relevant. Common factors identified, explained and analysed included the amount and type of finance required, the likely availability and cost of the finance, the trading and financial standing of the business, and the relationship of the business with financial institutions. Strong responses demonstrated an ability to present developed analysis to support relevant knowledge and application as in the following example – a start-up business with no established trading record may have to rely on owners savings or crowdfunding for sources of finance. (b) Candidates were asked to evaluate whether setting budgets is important to the success of a farming business. This question was generally well answered in terms of knowledge and analysis skills. The role and benefits of setting budgets for any business were explained and analysed with specific reference to the provision of a budgetary framework for planning and direction and a disciplinary framework for expenditure allocation and control. Only a minority of strong answers
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers © 2024 BUSINESS Paper 9609/12 Business Concepts 1 Key messages • It is important for candidates to read all questions carefully to clearly understand what a question requires in terms of knowledge, application, analysis and evaluation. There are still too many instances where candidates have misunderstood or mis-interpreted a question leading to non-relevant responses. • Once again, a reminder that responses to part (b) of the essay questions contains 12 marks 2 for knowledge and understanding, 2 for application, 2 for analysis, and 6 for evaluation. Many answers are heavy on knowledge, and analysis but rather light on application and evaluation. Many answers could have been improved with more explicit examples of the context given in the questions and substantially improved with more substantial concluding evaluative sections. These evaluative sections need to contain more developed supportive judgements and conclusions The allocation of material between analysis and evaluation needs careful consideration Note that developed analysis is worth up to 2 marks. Developed evaluation is worth up to 6 marks. General comment • While this examination paper proved to be accessible to most candidates, there was evidence of a lack of understanding of some key business concepts such as product differentiation in Question 4 and contribution costing in Question 5(a). Comments on specific questions Section A Question 1 (a) This was well answered with most candidates recognising that the term takeover refers to one business buying another business. Weak answers simply repeated the term takeover in answers rather than buy or purchase. It is not appropriate to define a word or phrase by using the word or phrase being defined. Partial answers recognised that the term concerned a change in the management or control of a business. (b) Many candidates correctly interpreted external growth as growth through acquisition or merger and scored all 3 marks. The disadvantages identified and explained included clashes of business cultures, conflicts between different management styles and concerns related to decision making restrictions. Some candidates misinterpreted the question and incorrectly discussed advantages rather than disadvantages. Question 2 (a) Many candidates knew the meaning of job description and were able to secure two marks by referring to a document or list that included tasks or responsibilities. However, some responses confused the term with a person specification and referred to skills and qualities of a person rather than to the requirements of a job. Candidates need to read carefully the wording of the concept they are asked to define. (b) This question on the benefits of internal recruitment was well answered by many candidates. Popular benefits explained included the time and money saved and the increased motivation to existing employees.
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers © 2024 Question 3 (a) This question to define job production was well answered by strong candidates with many giving succinct responses which referred to the one-off production of customised products. Weak answers, and there were many, confused job production with job creation. There were a lot of references to employment creation evidencing a significant gap in business concept understanding, (b) This question about the benefits of capital intensive operations was well answered by most candidates and a good number were able to score full marks with sound explanations of the benefits of production through machines and associated capital equipment. Weaker answers often strayed from a focus on capital intensive operations and discussed instead issues relating to the amount of capital brought into a business. Question 4 This question produced many good answers. Most answers correctly understood the meaning and importance of product differentiation. Building on the business concept that emphasises the value of developing a USP in the eyes of the consumer, answers referenced the importance of using product differentiation to strengthen a brand, support the setting of premium prices, and increasing market share. A significant minority of responses however confused the concept with the provision of a differentiated range of products in different market segments. Section B Question 5 This was not a popular question with a very small number of responses. (a) Most of the candidates who selected this question did not understand the concept of contribution costing and simply incorrectly guessed at its meaning. As a result, few were able to identify and analyse limitations to a business using contribution costing. Weak answers thought contribution costing was about the amount of capital that business partners or shareholders contribute to a business. The few candidates that understood the concept cited limitations such as overlooking the impact of fixed costs, the negative impact on price setting, providing a misleading picture of profitability, the difficulty of allocating and separating costs over a product range, and the resulting unrealistic financial statements. Even those who had some understanding of contribution costing often struggled to clearly analyse more than one limitation. (b) This question which asked about the importance of working capital as a source of finance for a furniture manufacturer produced some better answers. Most candidates were able to correctly define working capital and explain how it could be used. Strong answers recognised the likely need to supplement working capital with other sources of finance particularly to support longer term financing of non-current assets. Application was however generally weak in the answers to this question. Few answers were able to refer to the specifics of furniture manufacturing in terms of either resources- wood, cloth, carpenters, or products- tables and chairs. Evaluation was also not strong. A common answer was simply that working capital is important but there are other sources. Better answers observed that a start-up business would find it hard to access long term borrowing. Question 6 This was overwhelmingly the most popular essay question. (a) Most candidates clearly understood the meaning of low labour turnover and were able to identify and analyse the potential benefits to a business of low labour turnover, Popular benefits included cost savings, increased employee motivation, uninterrupted production, and enhanced reputation. Weaker answers gave little development of the chosen benefits (b) This question asked about the importance of the human resource management activity of work-life- balance to employee welfare in a local bus service. The question gave lots of opportunity to score knowledge, application, and analysis marks. Strong answers related to drivers, conductors and passengers and focused on the likely long driving journeys, the repetitive nature of work, with consequent physical and mental health risks, and the possibility of accidents. The quality of evaluation was not however strong. Many answers merited only 2 marks for basic statements
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers © 2024 (b) This question was generally well answered with most candidates understanding how cash flow could be improved. Responses to this question covered a range of methods, either focusing on how to increase inflows or decrease outflows. Candidates are reminded that definitions of cash flow are not required as the question requires methods to be identified e.g. bank overdraft, and then explained. For development it is not sufficient to state ‘this would improve cash flow’ as this is a repetition of the question and was a common error. For example, if the method identified is a bank overdraft, then the explanation should state that ‘this would increase cash inflow’. Weaker responses confused cash flow with profit. Question 2 (a) Overall candidates responded well to this question by demonstrating a clear understanding of ‘added value.’ Stronger responses were often quite precise with definitions, including both the cost of purchasing the raw materials and the price the product is sold for. Weaker responses stated it was the ‘cost’ the product was sold for instead of the ‘price.’ (b) Most candidates were able to explain two entrepreneurial qualities. Innovation and risk taking proved to be the most popular qualities when answering the question. Stronger responses included a developed explanation of these qualities to gain at least 2 marks, with many gaining full marks. Weaker responses repeated the question for application i.e. risk taking may lead to business success. This did not state how the risk taking had led to success i.e. they may have used their own money to market the business. Question 3 (a) This question was generally well answered. Stronger responses included both aspects of primary research in their responses i.e. first-hand data, for the specific needs of the business. Weaker responses offered examples of primary research e.g. interviews. (b) Candidates performed reasonably well on this question. Most correct answers focused on sampling bias or that the sample might be unrepresentative. Candidates who gave these limitations were often able to gain at least one further mark for application. Candidates are reminded to only give one limitation and develop that point as some candidates gave two limitations which could not be rewarded. Question 4 This question was reasonably well answered with candidates generally gaining 3 marks or more. Candidates understood what operating over maximum capacity meant and would often start their answer with a definition. It is worth pointing out to candidates marks are not awarded for definitions in this question. Knowledge and understanding marks are awarded for stating one possible impact e.g. stressed workers, machine malfunction, impact on quality, economies of scale, etc. Application was weaker than analysis with most candidates only gaining 1 mark out of 2. This was due to candidates failing to fully explain why the impact occurred i.e. what makes workers stressed or why do the machines breakdown. Analysis tended to be stronger, though candidates are reminded that there are only 2 marks for analysis and 2 marks for application. Strong responses to this question explained stress to employees and how this could lead to burnout due to being over-worked, leading to absenteeism or staff leaving and the subsequent knock-on effect on the business such as recruitment costs, or not having enough staff to meet orders. Weaker responses did not sufficiently develop each impact in enough detail and would often repeat the term ‘maximum capacity’ as an attempt at analysis. It is worth noting that candidates only need to give ONE impact to the business and focus on developing this point, as no additional marks are awarded for giving a second impact.
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers © 2024 SECTION B Question 5 (a) This was the least popular question on Section B and candidates who did attempt it provided responses that were often very limited with very few gaining more than 4 marks. Whilst many candidates were able to define McGregor’s Theory X this gained no marks as knowledge is only rewarded for stating the benefit to the workforce. A common error by candidates was either confusing Theory X with Theory Y or stating the benefits to the business/managers and not the workforce. Generally knowledge of how McGregor’s Theory X management might benefit workers was weak. Stronger responses focused on the benefits of not having responsibility, financial rewards, or being closely monitored. These responses were able to attempt application and analysis, but it was often limited. Weaker responses were only able to offer one benefit. (b) For this question most candidates demonstrated knowledge of cooperation between management and the workforce. Whilst candidates demonstrated a good understanding of manufacturing, they were often unable to convert this into relevant contextual application. Very few responses referred to the context e.g. car models, engines, saloon, family car, BMW, Nissan, etc. Just stating ‘car manufacturer’ is repetition of the question and does not gain application marks. Analysis was stronger where reference to improved productivity, more ideas, targets achieved, low labour turnover was identified. Overall, most candidates attempted evaluation at the very end of their essay. A common error in stronger responses was to offer an evaluation without context therefore being unable to access the Level 3-mark band. Candidates are reminded that 6 marks are available for evaluation and would require more than a single two-or three-line sentence at the end of the essay to gain developed evaluation marks. Question 6 (a) Question 6 was the most popular choice for candidates and was generally well answered with many candidates gaining 5 or more marks. Most candidates clearly understood the benefits of sustainability of operations and were able to provide some appropriate application and analysis. The most common benefits discussed were improved reputation, USP, reduced waste and public support. Analysis was generally limited rather than developed and candidates would benefit from extending their answers when discussing consequences/causes/impacts. Stronger responses were able to develop an advantage such as improved reputation as consumers would often be environmentally conscious, this can lead to increased sales. Weaker responses misinterpreted the question and discussed ethics. It is advised that candidates perhaps state in their answers ‘Benefit one is’ then ‘Benefit two is’ which will help candidates remain focused on the specific needs of the question, as quite often responses included an unnecessary introductory paragraph. (b) Overall, candidates found this question challenging due to limited knowledge of Supply Chain Management. Most marks were in the 3 – 5 range. Those candidates that did understand what Supply Chain Management was found it very difficult to apply their responses to the context of an internet retailer e.g.’ books, clothes, routers, internet services. Few candidates were successful with application. Stronger responses were able to discuss the importance of delivery for customers and the impact this can have on the business such as creating a good reputation and customer loyalty. Weaker responses focused on Supply Chain Management within a manufacturing environment and gained only knowledge and analysis marks. Evaluation was generally weak with very few candidates able to get to grips with the importance of Supply Chain Management within a retailing environment. Context was rarely evident in the final evaluation.
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
Business strategy
Human resource management strategy
Operations strategy
The nature of operations
Marketing analysis
Enterprise
Forecasting and managing cash flows
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 be encouraged to spend time to ensure that a correct understanding of each question is made. There are still instances of candidates misunderstanding questions and consequently presenting non-relevant responses.
- 2Message
Candidates are reminded that the marks available for part (b) of the essay questions are 2 marks for knowledge, 2 marks for application, 2 marks for analysis, and 6 marks for ev Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers
- 3Message
It is important for candidates to read all questions carefully to clearly understand what a question requires in terms of knowledge, application, analysis and evaluation. There are still too many instances where candidates have misunderstood or mis-interpreted a question leading to non-relevant responses.
- 4Message
While this examination paper proved to be accessible to most candidates, there was evidence of a lack of understanding of some key business concepts such as product differentiation in Question 4 and contribution costing in Question 5(a).
- 5Message
Candidates are reminded that definitions for Questions 1(a), 2(a) and 3(a) may come from any part of the syllabus and to prepare accordingly.
- 6Message
Candidates are reminded that the ‘explain’ command for Questions 1(b), 2(b) and 3(b) requires enough detail and development to gain full marks. A brief statement is not likely to do this, nor is extensive writing required. Two or three developed sentences should be sufficient.
- 7Message
Candidates should practise analysis i.e. three stage reasoning, using words like – ‘because’, ‘therefore’, ‘as a result’, ‘this leads to’. Some responses cannot be awarded analysis marks as statements or brief descriptive explanations are offered without fully developing an answer. Many candidates gained limited analysis marks because this development was not evident.
- 8Message
The mark scheme clearly shows how the marks are awarded based on the assessment objectives.
- 9Strength
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…: Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Exa
- 10Strength
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…: Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Exa
- 11Strength
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Pri…: Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Exa
Teacher briefing pack
One-page session summary for tutors and classroom review
June 2024 2024
Business
Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers © 2024 BUSINESS Paper 9609/11 Business Concepts 1 Key messages • Candidates should be encouraged to spend time to ensure that a correct understanding of e
Candidates should be encouraged to spend time to ensure that a correct understanding of each question is made. There are still instances of candidates misunderstanding questions and consequently presenting non-relevant responses.
Candidates are reminded that the marks available for part (b) of the essay questions are 2 marks for knowledge, 2 marks for application, 2 marks for analysis, and 6 marks for ev Cambridge International Advanced Subsidiary and Advanced Level 9609 Business June 2024 Principal Examiner Report for Teachers
It is important for candidates to read all questions carefully to clearly understand what a question requires in terms of knowledge, application, analysis and evaluation. There are still too many instances where candidates have misunderstood or mis-interpreted a question leading to non-relevant responses.
Examiner insights
General comments
- •• Most candidates demonstrated knowledge and understanding of most of the syllabus covered in this paper.
- •However, there were some knowledge gaps in the syllabus relating to Question 1(a) – outsourcing, Question 3(a) – industrial marketing, and Question 5(a) – measuring the size of a business.