Syllabus: Cambridge IGCSE® Agriculture 0600

Syllabus
Cambridge IGCSE®
Agriculture 0600
For examination in November 2020, 2021 and 2022.
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Version 1
Please check the syllabus page at www.cambridgeinternational.org/igcse
to see if this syllabus is available in your administrative zone.
Changes to the syllabus for 2020, 2021 and 2022
The latest syllabus is version 1, published September 2017.
There are no significant changes which affect teaching.
You are strongly advised to read the whole syllabus before planning your teaching programme.
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the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
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Contents
1. Introduction...................................................................................................................... 2
1.1 Why choose Cambridge International?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Agriculture?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How can I find out more?
2. Teacher support............................................................................................................... 5
2.1 Support materials
2.2 Endorsed resources
2.3 Training
3. Syllabus content at a glance............................................................................................. 6
4. Assessment at a glance................................................................................................... 8
5. Syllabus aims and assessment objectives..................................................................... 10

5.1 Syllabus aims
5.2 Assessment objectives
5.3 Relationship between assessment objectives and components
5.4 Grade descriptions
6. Syllabus content............................................................................................................. 14
7. Coursework................................................................................................................... 21
7.1 Introduction
7.2 Paper 2: Practical Coursework
8. Appendix........................................................................................................................ 32
8.1 Physical and chemical concepts and processes
8.2 Mathematical requirements
8.3 Terminology, units, symbols and presentation of data for agriculture
8.4 Glossary of command terms used in science papers
9. Other information........................................................................................................... 37
Introduction
1. Introduction
1.1 Why choose Cambridge International?

Cambridge Assessment International Education prepares school students for life, helping them develop an
informed curiosity and a lasting passion for learning. We are part of the University of Cambridge.
Our international qualifications are recognised by the world’s best universities and employers, giving
students a wide range of options in their education and career. As a not-for-profit organisation, we devote
our resources to delivering high-quality educational programmes that can unlock learners’ potential.
Our programmes and qualifications set the global standard for international education. They are created
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learning resources.
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
with an international education from Cambridge International.
Cambridge learners
Our mission is to provide educational benefit through provision of international programmes and
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develop Cambridge learners who are:
• confident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
Recognition
Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international
passport to progression and success. It provides a solid foundation for moving on to higher level studies.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications
and skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be
comparable to the standard of GCSE in the UK. This means students can be confident that their Cambridge
IGCSE qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cambridgeinternational.org/teachers
2 Cambridge IGCSE Agriculture 0600. Syllabus for examination in 2020, 2021 and 2022.
Introduction
Support for exams officers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cambridgeinternational.org/examsofficers
Our systems for managing the provision of international qualifications and education programmes
for learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
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1.2 Why choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide
opportunities for contextualised learning and the content has been created to suit a wide variety of schools,
avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare students to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS & A Levels,
the Cambridge AICE (Advanced International Certificate of Education) Diploma, Cambridge Pre-U, and other
education programmes, such as the US Advanced Placement program and the International Baccalaureate
Diploma programme. Learn more about Cambridge IGCSEs at www.cambridgeinternational.org/igcse
Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that learners have about 130 guided learning
hours per subject over the duration of the course, but this is for guidance only. The number of hours
required to gain the qualification may vary according to local curricular practice and the students’ prior
experience of the subject.
1.3 Why choose Cambridge IGCSE Agriculture?

Cambridge IGCSE Agriculture is accepted by universities and employers as proof of knowledge and
understanding. By considering agriculture as an applied science, candidates learn basic agricultural principles
and skills through extensive practical experience.
The syllabus develops candidates’ ability to apply a scientific approach to the study of topics such as:
• crop and livestock husbandry
• farm structure and machinery
• agricultural economics
As a result, students gain a positive attitude towards farming and rural development, and appreciate
the ways in which improved agricultural practice can be used to alleviate the problems of famine and
malnutrition.
Cambridge IGCSE Agriculture 0600. Syllabus for examination in 2020, 2021 and 2022. 3
Introduction
Prior learning
Candidates beginning this course are not expected to have studied Agriculture previously.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
1.4 Cambridge ICE (International Certificate of Education)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in a number of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
1.5 How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at info@cambridgeinternational.org
If you are not yet a Cambridge school

Learn about the benefits of becoming a Cambridge school at www.cambridgeinternational.org/startcambridge
Email us at info@cambridgeinternational.org to find out how your organisation can register to become a
Cambridge school.
Teacher support
2. Teacher support
2.1 Support materials

You can go to our public website at www.cambridgeinternational.org/igcse to download current and
future syllabuses together with specimen papers or past question papers, examiner reports and grade
threshold tables from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific syllabuses
is available from the School Support Hub. Go to www.cambridgeinternational.org/support (username and
password required). If you do not have access, speak to the Teacher Support coordinator at your school.
2.2 Endorsed resources

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materials. Resources endorsed by Cambridge International go through a detailed quality assurance process
to make sure they provide a high level of support for teachers and learners.
We have resource lists which can be filtered to show all resources, or just those which are endorsed by
Cambridge International. The resource lists include further suggestions for resources to support teaching.
See www.cambridgeinternational.org/i-want-to/resource-centre for further information.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cambridgeinternational.org/events for further information.
Syllabus content at a glance
3. Syllabus content at a glance
The content of this syllabus is designed to encourage a broad, applied and practical science-based study of
agriculture. It includes:
1. General agriculture
1.1 General principles of land use

1.2 Principles of agricultural economics
2. Soil
2.1 Soil formation

2.2 Soil types, composition, texture and temperature
2.3 Soil fertility
2.4 Soil erosion and soil conservation
2.5 Drainage and irrigation
2.6 Water cycle
3. Principles of plant growth
3.1 Movement of materials through plants

3.2 Reproduction in plants
3.3 Germination
4. Crop production
4.1 Land preparation

4.2 Cultivation of cash crops
5. Crop protection
5.1 Weed control

5.2 Pest control
5.3 Disease control
5.4 The use of farm chemicals
6. Livestock anatomy and physioloy
6.1 Digestion in ruminants and non-ruminants
7. Livestock production and health
7.1 Livestock housing

7.2 Livestock nutrition
7.3 Livestock health
7.4 Study of one ruminant and one non-ruminant animal
Syllabus content at a glance
8. Pasture management
8.1 Extensive pasture management

8.2 Intensive pasture management
9. Livestock and crop breeding
9.1 Monohybrid inheritance

9.2 Selective breeding in animals and plants
10. Farm structures and tools
10.1 Fencing
10.2 Farm buildings
10.3 Farm water supplies
10.4 Farm tools
10.5 Farm machinery
Assessment at a glance
4. Assessment at a glance
For the Cambridge IGCSE in agriculture, candidates take two compulsory components: Paper 1 and Paper 2.
Candidates are eligible for grades A* to G.
Paper 1: Theory 1 hour 45 minutes
This paper has two sections:

Section A: A number of compulsory, short, structured questions. Worth 70 marks.
Section B: C
andidates answer two out of five free-response questions. Each question is worth
15 marks.
Total marks: 100

Weighting: 70%
Paper 2: Practical Coursework
A coursework assessment marked by the teacher and moderated by the Ministries in the candidate’s
home country or Cambridge International. Detailed instructions for teacher assessment are available
from the Ministries of Education or Cambridge International.
The coursework consists of at least four practical exercises carried out over the course and a practical
investigation, which could be up to three practical exercises.
When planning practical work, teachers should make sure they do not contravene any school,
education authority or government regulations.
Total marks: 90 (Practical skills 60, Investigative skills 30)

Weighting: 30% (Practical skills 20%, Investigative skills 10%)
Information for teachers

This booklet relates to examinations taken in the year printed on the cover. It is the normal practice of
Cambridge International to print and distribute a new version of this booklet each year. Centres should
receive copies well in advance of them being required for teaching purposes.
Teachers who are about to teach syllabuses in this booklet for the first time should obtain and study the
relevant past examination papers and subject reports.
Any queries relating to this booklet should be addressed to Cambridge International Customer Services.
Assessment at a glance
Nomenclature
The proposals in ‘Signs, Symbols and Systematics (The Association for Science Education Companion to
16–19 Science, 2000)’ and the recommendations on terms, units and symbols in ‘Biological Nomenclature
(2000)’ published by the Institute of Biology, in conjunction with the ASE, will generally be adopted.
Reference should be made to the joint statement on chemical nomenclature issued by the GCE boards.
In particular, the traditional names sulfate, sulfite, nitrate, nitrite, sulfurous and nitrous acids will be used in
question papers.
It is intended that, in order to avoid difficulties arising out of the use of l as the symbol for litre, use of dm3 in
place of l or litre will be made.
Units, significant figures

Candidates should be aware that misuse of units and/or significant figures, i.e. failure to quote units where
necessary, the inclusion of units in quantities defined as ratios or quoting answers to an inappropriate
number of significant figures, is liable to be penalised.
Availability
This syllabus is examined in the November examination series.
This syllabus is not available to private candidates.
Detailed timetables are available from www.cambridgeinternational.org/timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
This syllabus is not available in all administrative zones. To find out about the availability visit the syllabus
page at www.cambridgeinternational.org/igcse
Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge International
syllabus, except:
• syllabuses with the same title at the same level.
Please note that Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the
same level.
Syllabus aims and assessment objectives
5. Syllabus aims and assessment objectives
It is expected that the subject matter will be treated practically as far as is possible. Some of the practical
work will be in the form of demonstrations and visits to places of agricultural interest, but candidates will
also be expected to have carried out individual and group practical work in agriculture, at least on a small
scale, such as in a school garden.
5.1 Syllabus aims

The syllabus aims to:
1 promote an appreciation of agriculture as an applied science
2 stimulate an interest in, and create an awareness of, existing problems and opportunities in agricultural
and rural development
3 stimulate positive attitudes by showing that efficient farming can be both a profitable and a rewarding
occupation
4 demonstrate the value of agriculture to the family and community, so as to show how improved
agriculture can contribute to the worldwide campaign for freedom from hunger
5 encourage the teaching, in a practical manner, of basic principles and skills in agriculture and of efficient
farm business management
6 ensure that schools take an active part in rural development by integration of agricultural activities into
the school curriculum
7 encourage the development of a school farm, ensuring that students actively participate in the farming
events throughout the course, including at weekends and during school holidays
8 develop initiative, problem-solving abilities, scientific methods and self-education so as to encourage
resourcefulness and self-reliance
9 provide a basis, together with the basic sciences and mathematics, for more advanced studies in
agriculture
5.2 Assessment objectives

There are three assessment objectives that describe the knowledge, skills and abilities that candidates
are expected to demonstrate at the end of the course. They reflect those aspects of the aims that will be
assessed.
AO1 Knowledge with understanding

Candidates should be able to demonstrate agricultural knowledge and understanding in relation to the
correct use of:
1 facts, concepts, principles, patterns, models and theories
2 terms, symbols, quantities and units
3 the techniques, procedures and principles of safe agricultural practice
The subject content defines the factual knowledge that candidates may be required to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state, name,
describe, explain or outline. (See the glossary of terms at the back of this booklet.)
AO2 Handling information and solving problems

Candidates should be able – using oral, written, symbolic, graphical and numerical forms of presentation – to:
1 locate, select, organise and present information from a variety of sources
2 translate information from one form to another
3 use information to identify patterns, report trends and draw inferences
4 present reasoned explanations for phenomena, patterns and relationships
5 make predictions and propose hypotheses
6 solve problems, including some of a quantitative nature
These assessment objectives cannot be precisely specified in the subject content because questions
testing such skills may be based on information that is unfamiliar to the candidate. In answering such
questions, candidates are required to use principles and concepts that are within the syllabus and apply
them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives
will often begin with one of the following words: discuss, predict, suggest, calculate or determine. (See the
glossary of terms at the back of this booklet.)
AO3 Practical skills and investigations

Candidates should be able to:
1 use and organise techniques, apparatus and material
2 observe, measure and record
3 interpret and evaluate experimental observations and data
4 plan and carry out investigations (and, where appropriate, make predictions and propose hypotheses).
5.3 Relationship between assessment objectives and components

The approximate weightings allocated to each of the assessment objectives are summarised in the tables
below.
Assessment objective Approximate weighting
AO1: Knowledge with understanding 30%
AO2: Handling information and problem solving 40%
AO3: Experimental skills and investigations 30%
Teachers should take note that there is a greater weighting of 70 per cent for skills (including handling
information, problem solving, practical, experimental and investigative skills) than for knowledge and
understanding. Teachers’ schemes of work and the sequence of learning activities should reflect this
balance, so that the aims of the syllabus may be met, and the candidates fully prepared for the assessment.
Assessment objective Paper 1 (marks) Paper 2 (marks)
AO1: Knowledge with understanding 43 0
AO2: Handling information and problem solving 57 0
AO3: Experimental skills and investigations 0 90
5.4 Grade descriptions

Criteria for the standard of achievement likely to have been shown by candidates awarded Grades A, C, and
F are shown below. The standard of achievement required for the award of Grade C, include the criteria for
Grade F. Similarly, the standard of achievement required for the award of Grade A includes the criteria for
Grade C.
A Grade A candidate should be able to:

• relate facts to principles and theories and vice versa
• state why particular techniques are preferred for a procedure or operation
• select and collate information from a number of sources and present it in a clear, logical form
• solve problems in situations that may involve a wide range of variables
• process data from a number of sources to identify any patterns or trends
• generate a hypothesis to explain facts, or find facts to support a hypothesis.
A Grade C candidate should be able to:

• link facts to situations not specified in the syllabus
• describe the correct procedure(s) for a multi-stage operation
• select a range of information from a given source and present it in a clear, logical form
• identify patterns or trends in given information
• solve a problem involving more than one step, but with a limited range of variables
• generate a hypothesis to explain a given set of facts or data.
A Grade F candidate should be able to:

• recall facts contained in the syllabus
• indicate the correct procedure for a single operation
• select and present a single piece of information from a given source
• solve a problem involving one step, or more than one step if structured help is given
• identify a pattern or trend where only minor manipulation of data is needed
• recognise which of two given hypotheses explains a set of facts or data.
It is expected that candidates will demonstrate a background knowledge of, and/or an increased depth
of knowledge, in the physical, chemical and mathematical concepts and processes listed in sections 8.1
and 8.2.
Syllabus content
6. Syllabus content
1 General agriculture
Content
1.1 General principles of land use
1.2 Principles of agricultural economics
Learning outcomes
(a) describe different forms of land use, including different agricultural systems and farming practices
(rotations, mixed farming and monoculture), forestry and aquaculture
(b) describe and explain the ways in which the uses of land in different areas may be limited by
topographical, climatic and other environmental factors
(c) understand that population growth leads to a need for efficient use of land and farm planning
(d) describe organic production, hydroponics and genetically modified (GM) crops and be able to discuss
arguments for and against the use of GM crops and organic production
(e) explain the principles of supply and demand, diminishing returns, opportunities and choices facing the
farmer, decision-making based on understanding of economic factors.
2 Soil
Content
2.1 Soil formation
2.2 Soil types, composition, texture and temperature
2.3 Soil fertility
2.4 Soil erosion and soil conservation
2.5 Drainage and irrigation
2.6 Water cycle
Learning outcomes
(a) explain soil formation from parent material by physical, chemical and biological agents of weathering
(b) describe soil profile in terms of topsoil, subsoil and underlying materials
(c) describe soil texture in terms of different sizes of soil particles, sand, silt and clay
(d) understand soil structure, including the importance of forming and maintaining a good crumb structure,
the effects of humus and maintenance of organic matter in the soil, oxidation of organic matter and the
loss of soil structure causing capping and soil pans
(e) describe different soil types (sandy soils, loam soils and clay soils) and their properties, including
water-holding capacity and drainage
(f) outline soil constituents in terms of mineral matter, organic matter, air, water (free or gravitational water,
capillary and hygroscopic water) and living organisms (bacteria, nematodes, fungi and earthworms)
(g) understand the influence of soil temperature on the rate of plant growth, the danger of excessive heat
to young seedlings and the danger of frost to some crops, and the methods of reducing the effect of
extreme temperatures by mulching of seed-beds and shading of transplanted seedlings
Syllabus content
(h) explain the importance of the following major nutrients to soil fertility and describe the signs and effects
of their deficiency in plants: major nutrients – compounds of nitrogen, phosphorus, potassium, calcium,
magnesium and sulfur
(i) carry out practical soil sampling and tests for soil pH
(j) describe the nitrogen cycle and its importance to soil fertility
(k) explain the importance of legumes and the use of organic fertilisers (manure and compost) in
maintaining good soil structure and fertility
(l) describe the use of inorganic fertilisers (limited to one example each of a fertiliser containing
predominantly phosphorus and predominantly potassium and one example of a compound fertiliser) in
maintaining soil fertility
(m) explain how fertilising practices and liming can affect soil pH
(n) describe types of soil erosion, their causes, agents, prevention and control
(o) describe drainage as movement of gravitational water down through the soil and understand the
drainage of waterlogged land by means of ditches and the loss of plant nutrients due to leaching
(p) understand the effects of poor drainage on soil organisms and root respiration
(q) explain the need for irrigation and describe methods of irrigation with the effects on crop yield and
quality (details of irrigation programmes for individual crops and of equipment specification are not
required)
(r) describe and understand the significance of the water cycle and ground water resources.
3 Principles of plant growth

Content
3.1 Movement of materials through plants
3.2 Reproduction in plants
3.3 Germination
Learning outcomes
(a) describe the distribution and function of root tissues and the structure and function of root hairs
(b) explain the absorption of plant requirements from the soil, including the principles of diffusion, osmosis,
the passage of water and dissolved mineral salts through vascular tissues
(c) explain how the structure of a leaf is related to function (cellular detail is not required)
(d) outline gas exchange by diffusion through the stomata
(e) describe photosynthesis in terms of carbon dioxide, water, light and chlorophyll leading to the synthesis
of carbohydrates and the production of oxygen
(f) describe the distribution and function of tissues in a stem (dicotyledon only)
(g) define the term translocation as the movement of synthesised food to storage organs and explain the
principles of modification of different parts of plants to form food storage organs and the types of food
materials stored
(h) explain transpiration in terms of the transpiration stream, loss of water by evaporation and diffusion of
water vapour through stomata
(i) describe the effects of temperature, humidity, wind and light intensity on the rate of transpiration
(j) define the term sexual reproduction
(k) describe the structure and functions of the flowers of a maize plant and of a bean plant
(l) define the term pollination
Syllabus content
(m) describe the process of fertilisation in a named plant

(n) describe how seeds and fruits are dispersed and explain the importance of dispersal in relation to weed
control
(o) describe asexual reproduction from stem tubers (e.g. Irish potato and yam) and from stem cuttings (e.g.
sweet potato, cassava and sugar cane)
(p) describe seed structure and the germination of maize and bean (or other legume) and understand the
conditions required for germination.
4 Crop production
Content
4.1 Land preparation
4.2 Cultivation of cash crops
Learning outcomes
(a) describe land preparation by stumping and clearing and soil preparation by primary and secondary
cultivations by hand or machine (e.g. ploughing or digging, harrowing or raking)
(b) name the main types of crop found locally (legumes, roots and tubers, edible fruits and cereals) and their
products
(c) describe in detail the cultivation of one crop of local importance in relation to:
• soil and climatic requirements
• soil preparation
• sowing or planting time and method
• choice of suitable cultivars
• seed rate and spacing
• rates of application of fertiliser and manure
• prevention and control of common pests, weeds and diseases
• recognition of crop maturity
• harvesting, yield and storage
• record keeping (including a diary of events and production).
Syllabus content
5 Crop protection
Content
5.1 Weed control
5.2 Pest control
5.3 Disease control
5.4 The use of farm chemicals
Learning outcomes
(a) identify one named local weed species of a crop and describe its harmful effects and the mode of
spread
(b) explain methods of weed control including cultural, mechanical and chemical methods
(c) describe the life cycle, effect and method of spread of one pest from each of the following:
• biting and chewing pests (e.g. grasshoppers, locusts, termites, leaf miners and beetles)
• piercing and sucking pests (e.g. aphids, Bagrada bugs, mealy bugs and scale insects)
• boring pests (e.g. weevils, stalk borer and American bollworm (Helicoverpa armigera))
(d) name and describe the mode of action of chemical controls for pests including contact pesticides and
systemic pesticides and understand the appropriate use of these pesticides in controlling pests in the
groups listed above
(e) describe biological and biotechnical methods of controlling pests
(f) describe methods of cultural pest control including rotation and catch cropping
(g) describe the mode of infection, harmful effects, prevention and control of one named plant disease
from each of the following groups:
• bacterial diseases, fungal diseases and viral diseases
(h) explain the importance and methods of safe handling of farm chemicals, including the use of specifically
designed protective clothing, correct dilution and mixing, precautions before, during and after application
and avoidance of pollution when cleaning spraying equipment
(i) explain the importance of safe storage of farm chemicals to include chemicals that are toxic, (e.g.
herbicides, insecticides and flammable e.g. fuels).
Syllabus content
6 Livestock anatomy and physiology

Content
6.1 Digestion in ruminants and non-ruminants
Note
The differences between ruminant and non-ruminant digestion should be discussed generally but can be
illustrated using relevant examples from local agriculture. Examples of ruminants include sheep, cows and
goats. Examples of non-ruminants include pigs and poultry.
6.2 Sexual reproduction in mammals
Learning outcomes
(a) describe the structure and function of the digestive system of a ruminant and a non-ruminant
(b) describe the processes of digestion and absorption in the alimentary canals of a ruminant and a
non‑ruminant (reference to specific enzymes is not required)
(c) describe the reproductive systems (male and female) of a named mammalian farm animal
(d) describe the processes of fertilisation and birth in a named mammalian farm animal
(e) define the terms weaning and lactation and understand the importance of colostrum.
7 Livestock production and health

Content
7.1 Livestock housing
7.2 Livestock nutrition
7.3 Livestock health
7.4 Study of one ruminant and one non-ruminant animal with particular reference to (a) to (k) below
Learning outcomes
(a) describe suitable housing and living conditions for livestock
(b) describe the care and rearing of young stock
(c) describe the nutritional requirements (including food materials, their nutritional content and signs of
deficiency) and feeding practices (including the importance of a balanced ration suited to the age and the
stage of development of the livestock)
(d) outline the meaning of the terms maintenance ration and production ration
(e) explain the importance of an adequate, clean water supply
(f) demonstrate stockmanship, including care in the handling of animals, record keeping, including a diary of
events and production records
(g) recognise the signs of health and of ill-health in livestock
(h) explain the ways in which infectious and contagious diseases are spread
(i) explain the problems caused by parasites
(j) explain what is meant by the terms notifiable/scheduled diseases
(k) explain the importance of livestock hygiene and the isolation of sick animals.
Syllabus content
8 Pasture management
Content
8.1 Extensive pasture management
8.2 Intensive pasture management
Learning outcomes
(a) describe the vegetation of grazing lands, including grasses and legumes for grazing and bush for
browsing
(b) describe how improved pastures can be established
(c) explain what is meant by the terms rotational grazing, paddock and zero grazing, unenclosed and
enclosed grazing systems and intensive and extensive grazing
(d) describe extensive management methods, including the importance of stocking rates, carrying capacity
and the dangers of overstocking, bush control and the use and misuse of fire
(e) explain how pasture utilisation can be improved by fencing and rotational grazing.
9 Livestock and crop breeding

Content
9.1 Monohybrid inheritance
9.2 Selective breeding in animals and plants
Learning outcomes
(a) define the terms chromosome, gene, allele, homozygous, heterozygous, dominant and recessive
(b) calculate and predict the results of simple genetic crosses involving 1:1 and 3:1 ratios
(c) explain the meaning of the terms genotype and phenotype and assess their importance in animal and
plant breeding
(d) describe how breeding can improve yield, disease resistance, hardiness and appearance in livestock and
in crops
(e) understand the role of artificial selection in the production of improved varieties of animals and plants of
economic importance
(f) understand the benefits of artificial insemination
(g) understand the differences between selective crop breeding and genetically modified (GM) crops.
Syllabus content
10 Farm structures and tools

Content
10.1 Fencing
10.2 Farm buildings
10.3 Farm water supplies
10.4 Farm tools
10.5 Farm machinery
Learning outcomes
(a) describe the treatment of fencing posts, methods of fence construction, types of fence suitable for
different purposes, the use of hedges and windbreaks
(b) outline the properties and uses of wood, concrete blocks, metal, stone, brick, earth and thatch in the
construction of farm buildings
(c) list suitable sources of water for human consumption, for livestock and for irrigation
(d) outline methods of water treatment by settling and filtration
(e) outline suitable methods of construction of storage dams to resist water pressure, which increases with
depth
(f) describe the use of storage tanks, the distribution of water through pipe systems and simple plumbing,
sufficient for maintaining a plastic pipe system, including pipe-joining and fitting of tap washers
(g) describe the use and maintenance of saw, hammer, screwdriver, file, spanner, sprayers and hand tools
for cultivation
(h) explain the advantages and disadvantages of farm mechanisation
(i) describe the use and maintenance of mould-board plough, cultivator, harrow, planter and ridger (either
ox- or donkey- or tractor-drawn).
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7. Coursework
7.1 Introduction
Paper 2 is a teacher-assessed continuous assessment of the candidate’s practical work.
The agriculture teacher, who is responsible for allocating marks, is required to submit the complete
schedule of all marks for the purposes of moderation.
The number of marks available for the assessment of practical work during the course is 90 marks.
There are four practical exercises which test practical skills. Together these are worth 60 marks.
There is one practical investigation which tests investigatory skills. This is worth 30 marks.
Practical work assesses skills and abilities essential to the study of agriculture that are not suitably
measured by theory examinations. All candidates must complete practical exercises and an investigation.
It is the responsibility of the teacher to ensure that the work planned is safe and legally permitted by local
legislation. It is recommended that a simple risk assessment be carried out by the teacher for each of the
practical tasks and investigations to ensure that the health and safety of the candidates is not put at risk by
the planned activities.
Recording candidates’ marks

Candidates’ marks for the Paper 2 Practical Coursework must be recorded on the Individual Candidate
Record Card produced by Cambridge International. These forms, and the instructions for completing them,
may be downloaded from www.cambridgeinternational.org/samples. The database will ask you for the
syllabus code (i.e. 0600) and your centre number, after which it will take you to the correct forms. Follow
the instructions when completing each form.
Internal moderation of coursework (where there is more than one teacher assessing)
Internal moderation is not required when there is only one group of candidates assessed by a single teacher.
In this case it is the teacher’s marks that are submitted. When several teachers in a centre are involved in
internal assessments, arrangements must be made within the centre for all candidates to be assessed to a
common standard. It is essential that, within each centre, the marks for each skill assigned within different
teaching groups (e.g. different classes) are moderated internally for the whole centre entry. The centre
assessments will then be subject to external moderation.
The internally moderated marks for all candidates must be recorded on the Coursework Assessment
Summary Form. This form, and the instructions for completing it, may be downloaded from
www.cambridgeinternational.org/samples. The database will ask you for the syllabus code (i.e. 0600)
and your centre number, after which it will take you to the correct form. Follow the instructions when
completing the form.
External moderation of coursework (required for all centres)

Individual Candidate Record Cards and Coursework Assessment Summary Forms, with internally moderated
marks for all candidates, or teacher’s marks where there is only one teacher assessing the coursework,
must be received by Cambridge International. The procedures for submitting internally assessed marks are
in the Cambridge Handbook available on our website.
Coursework
For information, dates and methods of submission of the coursework marks and sample please see the
samples database at www.cambridgeinternational.org/samples. A further sample may also be required,
so all records and supporting work should be retained until after publication of results.
Further information about external moderation may be found in the Cambridge Handbook.
Re-submission of coursework and carrying forward internally assessed marks

Information about re-submission of coursework samples and about carrying forward internally assessed
marks can be found in the Cambridge Handbook.
7.2 Paper 2: Practical Coursework

The practical work carried out by candidates should be assessed by the agriculture teacher. This entails
keeping a record for all the candidates, showing the operations carried out and the marks awarded.
Practical exercises
Much essential ‘field work’ in agriculture has no written component but, clearly, credit should be given
for practical ability. At least four discrete practical exercises involving Assessment Objective AO3 (see
section 3.2) should be assessed over the course. Each practical exercise should be assessed according to
the criteria stated in section 7.2.3.
Ideally these exercises should be set on the different sections of the syllabus. A maximum of three of these
exercises may be set as part of the longer practical investigation exercise. See section 7.2.5. Teachers may
wish to combine up to three of the practical exercises with the practical investigation in this way. Other
teachers may prefer the simplicity of keeping the two parts of the assessment separate.
The four or more individual practical exercises involving Assessment Objective AO3 should be spread out
through the course in a way that suits the teacher and the course structure. The dates on the evidence
should make clear when the work has been done so that confirmation is provided that the work has been
done at different points in the course. Spreading out the assessments could be done, for example, by
ensuring that at least one discrete practical exercise is assessed in each of four terms of study. At least one
discrete practical exercise involving Assessment Objective AO3 should be assessed in each of four terms of
study.
Practical investigation
This should address the parts of Assessment Objective AO3 where candidates produce a hypothesis, plan
and carry out an investigation. The data collected is recorded, analysed and conclusions made. A written
report is required and the limitations of the investigation noted. This is assessed according to the criteria
stated in section 7.2.10. The practical work done during this investigation can be organised in such a way
as to constitute practical exercises which can be assessed as such. Up to a maximum of three discrete
practical exercises may be assessed during the carrying out of the investigation at the discretion of the
teacher.
7.2.1 Examples of tasks suitable for the practical exercises

Imaginative teachers and candidates will find that almost any agricultural task or activity can be used as a
basis for the assessment of practical skills through the practical exercises. Such tasks may be carried out in
almost any agricultural context, from school or college farms, through allotments and backyard chicken or
bee-keeping to extensive forestry or cattle ranching.
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It is essential that the candidates have sufficient opportunity to acquire and practice the skills to be
assessed before the assessment so that they can confidently show what they can do. This is particularly
true where animals are involved so that candidates have been properly trained in dealing with the animals,
both for their own safety and also to ensure the humane treatment of the animals concerned. The purpose
of this assessment is to give a positive reward for the skills that have been acquired by candidates, so it
is very important to ensure that this purpose is met by making sure that candidates have been properly
prepared for the intended assessment.
Tasks associated with crop production

Any plant or non-plant crop is suitable. The tasks may involve manual tasks (e.g. digging with a spade or
adze) or mechanised or animal-powered tasks (e.g. ploughing) or a combination of these.
The following are examples of tasks that will prove suitable, but clearly this is not exhaustive.
• digging with a spade or adze to produce a rough tilth
• ploughing with a hand-drawn, animal-drawn or tractor-drawn plough
• preparation of a seed-bed using hoes, rakes or mechanical cultivators or tractor-drawn cultivators and
harrows
• seed sowing (by hand, drills left open for checking depth and spacings; using a hand or tractor-drawn
drill, settings of drill left for checking)
• fertilising (calculation of quantities, placement, top dressing)
• transplanting and shading
• mulching
• weeding by hand, using a hoe or flame gun
• pruning
• crop protection (spraying, pest and disease control)
• harvesting and storage of crops
Tasks associated with livestock / poultry production

The animals involved may be conventional livestock, poultry or any other agricultural animal production
(e.g. bees, farmed fish or silkworm larvae). The tasks may be manual (e.g. removing soiled bedding and
replacement with clean material) or mechanised (e.g. herding using a quad-bike, milking using a mechanical
milking parlour) or a combination of these.
The following are examples of tasks that will prove suitable. Again, this is not a list of all the possibilities (and
the bracketed sections beginning ‘including …’ are not comprehensive lists of all the activities that might
make up the task, and the task selected might not include all of the listed activities).
• herding (including keeping the herd together; avoiding predators; ensuring access to food and clean
water)
• tending animals in any enclosure (e.g. field, chicken run or house) (including ensuring access to food and
water; dealing with waste; providing clean bedding; measures to minimise the risk of disease)
• enclosure and house maintenance (including fence construction or maintenance; hedge planting or
maintenance; construction, routine maintenance, repair, cleaning or disinfection of housing, pens and
nest boxes)
• dealing with disease (including measures to avoid disease, identification of diseased animals,
isolation, appropriate treatment where possible [e.g. application of oil to poultry infected with scaly
leg mite], disinfection of housing; deciding when to ask for advice [e.g. from an experienced farmer or
veterinarian])
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• husbandry (including selection of animals suitable for breeding, care for breeding animals, preparations
for nesting, birth or hatching, supervision of birthing or hatching, care of new-born or newly hatched
animals, deciding when to ask for advice)
• obtaining the product (including milking; collection, grading, cleaning and preparation of eggs for
consumption or sale; humane preparations for taking stock to market)
7.2.2 Evidence of performance of practical exercises

The practical exercises will involve candidates in tasks and activities in which they demonstrate skills which
will be assessed and will generate evidence of the demonstration of the skill for moderation.
Assessment of the practical exercises by the teacher needs to take place at the time of the performance of
the skill by the candidate in order to ensure that the assessment is authentic. The teacher may well use tick-
sheets, notes or other teacher-dated records to document the assessment, for later transfer onto the mark
sheets. However these tick-sheets and teacher-dated records do not provide evidence of the candidate’s
performance that is suitable for moderation since such evidence should show the candidate performing the
task or activity.
The evidence for moderation of the practical exercises can take many forms. In each case what is being
sought is authentic evidence that shows that the candidate has carried out the various chosen practical
tasks or activities. The evidence should show that the candidate has skills in such practical agricultural work,
and also when the work was carried out.
The preferred forms of evidence are those generated by the candidate and those showing the candidate
carrying out the work.
Authentic records generated during candidate activities must include the date when the practical activity
was carried out and may include:
• Photographs of the candidate doing the task or activity. The images must clearly show the individual
candidate carrying out the skill being assessed. These images may be presented in any convenient form
(e.g. JPEG, GIF or BMP) or in a document or presentation with written or audio annotations referring to
the skills, by the candidate, as well as their thoughts about their own performance of those skills (critical
reflections).
• Short videos of the candidate carrying out the task or activity (not longer than 1 minute per activity). No
editing or titles are required but candidates should add annotations and critical reflections as an audio or
written commentary. Any common format is suitable (e.g. AVI or MPEG).
• Original diaries or notes recording the candidates carrying out of the tasks and activities. These must
not be edited or written up neatly. They should be the authentic records kept by the candidate of the
skills, and critical reflections, at the time of doing the task or activity. These should be scanned or clearly
photographed.
For information, dates and methods of submission of the coursework marks and sample, please refer to the
samples database at www.cambridgeinternational.org/samples
Coursework
7.2.3 Criteria for the assessment of practical exercises

Each practical exercise should be marked using the following criteria:
1. Responsibility the ability to assume responsibility for the task in hand, and to work from given
instructions without detailed supervision and help
2. Initiative the ability to cope with problems arising in connection with the task, to see
what needs to be done and to take effective action
3. Technique the ability to tackle a practical task in a methodical, systematic way, and to
handle tools skilfully and to good effect
4. Perseverance the ability to see a task through to a successful conclusion with determination
and sustained effort
5. Quality the ability to attend to detail, so that the work is well finished and is well
presented
7.2.4 Guide for marking against the practical exercises criteria

1. Responsibility Marks
• Follows written or verbal instructions without the need for help

• Carries out appropriate safety procedures 3
• Assumes responsibility easily and leads in group work
• Follows written or verbal instructions with a little help

• Is aware of the need for safety procedures but has difficulty recognising them without
2
guidance
• Shows responsibility for the work
• Follows written or verbal instructions with considerable help

• Shows little regard for safety procedures, even when told 0–1
• Shows some responsibility for the work
2. Initiative Marks
• Offers solutions or explanations to unexpected problems

• Recognises, and is able to anticipate, problems
3
• Solves problems without help
• Comments on imperfections of experimental methods or results
• Offers solutions or explanations to unexpected problems after seeking advice

• Solves problems with help 2
• Recognises faults in experimental methods, given some pointers
• Is uncertain how to proceed and requires considerable help

• Recognises only the most obvious errors in experimental methods after considerable 0–1
guidance
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3. Technique Marks
• Approaches tasks methodically and systematically

• Handles tools/apparatus skilfully and confidently 3
• Carries out practical procedures with dexterity
• Handles tools/apparatus effectively

2
• Carries out practical procedures adequately
• Handles tools/apparatus clumsily

0–1
• Carries out practical procedures with difficulty
4. Perseverance Marks
• Completes all the required practical tasks and associated written work
3
• Has a positive attitude and is well motivated
• Completes the required practical tasks and attendant written work with a little
encouragement 2
• Carries out repetitive procedures willingly
• Does not complete the required practical tasks and attendant written work
• Is somewhat disinterested/impatient when carrying out work and is disinclined to 0–1
repeat procedures
5. Quality Marks
• Performs practical work thoroughly, pays attention to detail and produces a very good
final result 3
• Produces accurate, clear and neatly presented written work
• Performs practical work thoroughly for the most part and produces a satisfactory to
good result 2
• Produces mostly accurate and clearly presented written work
• Performs practical work in a rushed and superficial way and shows little concern for
the finished product 0–1
• Produces inaccurate and poorly presented written work
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7.2.5 Practical investigation

This should address the parts of Assessment Objective AO3 where candidates produce a hypothesis, plan
and carry out an investigation. The data collected is recorded, analysed and conclusions made. A written
report is required and the limitations of the investigation noted. This is assessed according to the criteria
stated in section 7.2.10. The practical work done during this investigation can be organised in such a way as
to constitute practical exercises which can be assessed as such.
The candidates will carry out an investigation and write a report, not exceeding 1000 words. The teacher
evaluates and marks the report and awards an overall mark out of 30.
7.2.6 The type of work required to test investigative skills

The main aim of the investigation is that it should be done by the individual candidate, in connection with
some particular study problem. It should not be confused with the writing up of classwork exercises.
Agriculture offers a wide scope for such projects, and it should not be difficult to find suitable topics, bearing
in mind the following principles:
(a) The work must be investigatory. Candidates must find the information for themselves by direct
observation and measurement.
(b) Though the programme of study must be carried out by the candidate, it is the teacher’s responsibility
to guide the candidate, or even to select problems that suit the candidate’s investigatory abilities. The
teacher may also suggest methods of investigation that are likely to be effective. Candidates are not
research workers but, when given appropriate guidance, they can learn how to carry out investigations
for themselves.
(c) The nature of the problem to be investigated should be stated and discussed by the candidate in the
introduction.
(d) Time allocated to investigation work should be approximately 5 periods of 40 minutes, including
homework. This should be enough to achieve a good standard. Candidates should be discouraged from
spending so much time on their projects that their normal classwork suffers.
(e) Candidates will not necessarily solve all the problems they tackle, but they should make a worthwhile
attempt to do so. When problems fail to yield positive results, candidates should be encouraged to
discuss their actual findings and comment on the implications. Good investigation work by candidates
often leads them to understand the difficulties and subtleties of the problem, and this can be very
educational. For some candidates, negative results can be depressing, and teachers must use their
judgement when guiding them, so that they do not become discouraged.
Coursework
7.2.7 Examples of acceptable investigations

Investigations can be based on a variety of topics. The following examples are intended as a guide, but
teachers may wish to help their candidates to devise investigations of their own along similar lines.
Field experiments
• comparison of sowing depths, to discover effects; minimum, optimum and maximum depths
• thinning of root crops; no thinning, thinning to various spacings, effects upon total yield and size of roots
produced
• plant population in relation to yield; spacing of plant stations and rows, comparison to find optimum
spacings
• spraying versus not spraying; effects on infestation with disease or pest organisms, effects on yield,
cost-effectiveness
• top-dressing versus not top-dressing; various treatments and effects, comparison of costs and yields
• fertiliser trials; organic versus inorganic, effects of differing application rates upon yields, diminishing
returns
• rationing of livestock feed versus ad-lib feeding; effects on production, cost-effectiveness
• effects of different levels of nutrition on young stock (e.g. broiler chickens); measurement of live weight
gain under different rationing regimes, effects on health, cost-effectiveness
In the case of field trials, it is often useful to have a group of candidates involved, in order to make possible
replication of treatments on plots in different parts of the garden or field. This improves the statistical
accuracy of the trial. However, each candidate’s contribution must be assessed and individual reports
must be written.
When different treatments are tried, the effect upon yield of produce is often a factor to be measured.
The cost-effectiveness of alternative treatments should also be worked out, to see which one is the most
profitable.
Attention should be paid to the presentation of results in a clear and concise form, i.e. tabulation or graphical
representation. Reasons should always be given for treatments carried out, methods tried, or conclusions
reached.
An example of how the practical exercises may be integrated within the practical investigation
A candidate has decided to carry out an investigation into the effect of nitrate fertiliser on the yield of
cabbages. Having proposed a hypothesis with the scientific reasons behind it and planned a suitable
investigation, the practical work is carried out. The first practical assessment could involve the preparation
of the soil seed-bed. The second assessment could involve the planting and spacing of cabbages and the
application of nitrate fertiliser. The third assessment could involve harvesting and measuring the cabbage
yield. The recording of the data, subsequent analysis and limitations are then written up as part of the
practical investigation.
7.2.8 The degree of guidance by the teacher

This calls for skill on the part of the teacher. Ideally, the candidate should be free to choose a topic for the
investigation and to decide on the methods to be used. In practice, the candidate will need help, because of
inexperience. The teacher should never leave the candidate in doubt for long about what to do next, so that
the candidate does not lose interest in or enthusiasm for the investigation.
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7.2.9 The layout of the investigation report

Title: The report should have a clear title. This should appear on the first page, together with the name of
the candidate and the name of the school.
Contents: A list of contents should be included, showing clearly the main sections of the report and the
numbers of pages where they appear. Lists of tables, graphs and photographs can also be included, if
appropriate.
Introduction: This should state the objective(s) of the investigation, the questions to be asked or a
hypothesis, and describe briefly the plans for carrying it out. Sources of material, such as reference books
or people interviewed, should be acknowledged. Details of the time (with dates) and the place where the
investigation was carried out should be given.
Methodology: A description of the investigation. Relevant details of the methods used to plan, sample,
measure, collect and analyse data.
Presentation of data findings: Data collected should be presented in this section as tables, charts, graphs
or histograms. They must always be labelled with a brief description of the data.
Findings and conclusions: The conclusions of the investigation should be summarised in a few
paragraphs. The findings should be compared to the original plan set out in the introduction. Limitations of
the data should be noted and suggestions made for improvements. Help received from other people should
be acknowledged.
7.2.10 Criteria for the assessment of the practical investigation

The practical investigation should be marked using the following criteria:
Criteria Marks
available
1. The selection of relevant questions (hypothesis) for the investigation 5
2. The planning of the investigation and the principles on which it is based 5
3. The handling of evidence 5
4. The ability to make deductions from the evidence or the data acquired 5
5. The ability to recognise limitations of the investigation 5
6. Description of practical, presentation, layout and originality (candidate’s own work) 5
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7.2.11 Guide for marking against the investigation report criteria

1. The selection of relevant questions (hypothesis) for the investigation Marks
Relevant questions (hypothesis) selected without guidance, appropriate and clearly stated 5
Relevant questions (hypothesis) selected without guidance, appropriate but poorly 4

expressed
Relevant questions (hypothesis) selected with guidance, appropriate and clearly stated 3
Relevant questions (hypothesis) selected with guidance, appropriate but poorly expressed 2
Relevant questions (hypothesis) selected with considerable guidance 1
Relevant questions (hypothesis) provided for the candidate 0
2. The planning of the investigation and the principles on which it is based Marks
Investigation well planned, without guidance, showing evidence that the relevant principles
5
are understood
Investigation adequately planned, with some guidance, relevant principles understood 3
Investigation plan sketchy, plan produced with considerable guidance or no evidence that
1
principles are understood
Investigation plan provided for the student 0
3. The handling of evidence Marks
Results presented neatly and clearly in a table, appropriate method of analysis chosen,
graphs and/or histograms accurate and correctly presented (i.e. correct scale, axis, labelling 5
etc.)
Results presented neatly and clearly in a table, inappropriate method of analysis chosen,
3
graphs and/or histograms inaccurate and incorrectly presented
Results not presented in a table, inappropriate method of analysis chosen, graphs and/or
1
histograms inaccurate and poorly presented
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4. The ability to make deductions from the evidence or the data acquired Marks
Comprehensive deductions based on the evidence, conclusions given with reasons 5
Several deductions based on the evidence, conclusions given with reasons 4
Few deductions based on the evidence, one conclusion given 3
Few deductions based on the evidence, no conclusions given 2
One deduction, no elaboration 1
Tasks carried out with considerable help, inaccurate observations and records 0
5. The ability to recognise limitations of the investigation Marks
All major limitations identified, assessed and improvements suggested 5
Several limitations identified, assessment superficial, no improvements suggested 3
One or two limitations identified but no assessments or improvements given 1
6. D
escription of investigation, presentation, layout and originality (candidate’s Marks
own work)
Clear, full description of the aims and nature of the topic; work neat and well presented;
5
layout as required by the syllabus; candidate’s own work
Description of the aims and nature of the investigation given; lacking in either neat
3
presentation or layout not as required by the syllabus; candidate’s own work
Outline only of the aims and nature of the investigation; poorly presented; layout not as
1
required by the syllabus; candidate’s own work
The scheme of assessment is intended to encourage positive achievement by all candidates.
Appendix
8. Appendix
8.1 Physical and chemical concepts and processes

For the purpose of assessment, candidates will be expected to demonstrate:
1. an understanding of temperature, pressure, evaporation and relative humidity
2. an understanding of the terms element, mixture, compound, atom, molecule and ion
3. an understanding of the terms acid, base and pH value
4. an understanding of energy transfer/conversion.
8.2 Mathematical requirements

Calculators may be used in all parts of the assessment.

1. add, subtract, multiply and divide
2. understand averages, decimals, fractions, percentages and ratios
3. understand the relationship between surface area and volume
4. use direct and inverse proportion
5. draw charts and graphs, including histograms, from given data
6. interpret charts and graphs
7. select suitable scales and axes for graphs.
8.3 Terminology, units, symbols and presentation of data for

agriculture
This section follows the practice laid down in the following documents:
• Association for Science Education booklet
Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000)
• Institute of Biology
Biological Nomenclature, Standard terms and expressions used in the teaching of Biology (2000)
Candidates should be made aware of the information given in this section during teaching and practical
work, as it will be used in examination papers.
Appendix
8.3.1 Units
The International System of units will be used (SI units). Units will be indicated in the singular not in the
plural, e.g. 28 kg.
(a) SI units commonly used in agriculture

N.B. Care should be taken in the use of mass and weight. In many agricultural contexts, the term mass is
correct, e.g. dry mass, biomass.
Quantity Name of unit Symbol for unit
length kilometre km
metre m
centimetre cm
millimetre mm
micrometre μm
mass tonne (1000 kg) t

kilogram kg
gram g
milligram mg
microgram μg
time year y
day d
hour h
minute min
second s
amount of substance mole mol
(b) Derived SI units
energy kilojoule kJ
joule J
(calorie is obsolete)
Appendix
(c) Recommended units for area, volume and density
area hectare = 10 4 m2 ha
square metre m2
square decimetre dm2
square centimetre cm2
square millimetre mm2
volume cubic kilometre km3

cubic metre m3
cubic decimetre (preferred to litre) dm3
litre dm3 (not l )
cubic centimetre cm3
cubic millimetre mm3
density kilogram per cubic metre or kg m –3

gram per cubic centimetre or g cm –3
(d) Use of solidus

The solidus (/) will not be used for a quotient, e.g. m/s for metres per second.
8.3.2 Presentation of data

The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g. time/s
for time in seconds.
(a) Tables
• Each column of a table will be headed with the physical quantity and the appropriate SI unit, e.g.
time / min.
• There are three acceptable methods of stating units, e.g. metres per sec or m per s or m s –1.
• The column headings of the table can then be directly transferred to the axes of a constructed graph.
(b) Graphs
• The independent variable will be plotted on the x-axis (horizontal axis) and the dependent variable
plotted on the y-axis (vertical axis).
• Each axis will be labelled with the physical quantity and the appropriate SI unit, e.g. time/min.
• The graph is the whole diagrammatic presentation. It may have one or several curves plotted on it.
• Curves and lines joining points on the graph should be referred to as ‘curves’.
• Points on the curve should be clearly marked as crosses (x) or encircled dots (). If a further curve is
included, vertical crosses (+) may be used to mark the points.
(c) Pie charts
These should be drawn with the sectors in rank order, largest first, beginning at ‘noon’ and proceeding
clockwise.
Appendix
(d) Bar charts

These are drawn when one of the variables is not numerical, e.g. number of eggs of different colours.
They should be made up of narrow blocks of equal width that do not touch.
(e) Column graphs
These are drawn when plotting frequency graphs from discrete data, e.g. frequency of occurrence of
nests with different numbers of eggs. They should be made up of narrow blocks of equal width that do
not touch.
(f) Histograms
These are drawn when plotting frequency graphs with continuous data, e.g. frequency of occurrence
of stems of different lengths or chicks of different masses. The blocks should be drawn in order of
increasing or decreasing magnitude and they should be touching.
8.4 Glossary of command terms used in science papers

During the moderation of a question paper, care is taken to ensure that the paper and its individual questions
are, in relation to the syllabus, fair as regards balance, overall difficulty and suitability.
Attention is also paid to the wording of questions to ensure that it is as concise and as unambiguous as
possible. In many instances, Examiners are able to make appropriate allowance for an interpretation that
differs, but acceptably so, from the one intended.
It is hoped that the glossary will prove helpful to candidates as a guide (i.e. it is neither exhaustive nor
definitive). The glossary has been deliberately kept brief not only with respect to the number of terms
included but also to the descriptions of their meanings. Candidates should appreciate that the meaning of a
term must depend, in part, on its context.
1.
Define (the term(s)...) is intended literally, only a formal statement or equivalent paraphrase being
required.
2.
What is meant by (the term(s)...) normally implies that a definition should be given, together with some
relevant comment on the significance or context of the term(s) concerned, especially where two or
more terms are included in the question. The amount of supplementary comment intended should be
interpreted in the light of the indicated mark value.
3.
State implies a concise answer with little or no supporting argument (e.g. a numerical answer that can
readily be obtained ‘by inspection’).
4.
List requires a number of points, generally each of one word, with no elaboration. Where a given number
of points is specified, this should not be exceeded.
5 (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another
way of asking candidates to give reasons for something. The candidate needs to leave the examiner
in no doubt why something happens.
(b)
Give a reason/Give reasons is another way of asking candidates to explain why something happens.
6 (a) D
escribe, the data or information given in a graph, table or diagram, requires the candidate to state
the key points that can be seen in the stimulus material. Where possible, reference should be made
to numbers drawn from the stimulus material.
(b)
Describe, a process, requires the candidate to give a step-by-step written statement of what
happens during the process.
Describe and explain may be coupled, as may state and explain.
7.
Discuss requires the candidate to give a critical account of the points involved in the topic.
Appendix
8.
Outline implies brevity (i.e. restricting the answer to giving essentials).
9.
Predict implies that the candidate is not expected to produce the required answer by recall but by
making a logical connection between other pieces of information. Such information may be wholly given
in the question or may depend on answers extracted in an earlier part of the question.
Predict also implies a concise answer, with no supporting statement required.
10. Deduce is used in a similar way to predict except that some supporting statement is required
(e.g. reference to a law/principle, or the necessary reasoning is to be included in the answer).
11.
Suggest is used in two main contexts (i.e. either to imply that there is no unique answer (e.g. in
chemistry, two or more substances may satisfy the given conditions describing an ‘unknown’) or to
imply that candidates are expected to apply their general knowledge to a ‘novel’ situation, one that may
be formally ‘not in the syllabus’).
12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13. Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.
14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument (e.g. length, using a rule, or mass, using a balance).
15. Determine often implies that the quantity concerned cannot be measured directly but is obtained by
calculation, substituting measured or known values of other quantities into a standard formula (e.g. the
Young modulus, relative molecular mass).
16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned,
making such simplifying assumptions as may be necessary about points of principle and about the
values of quantities not otherwise included in the question.
17.
Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some quantitative
aspects may be looked for (e.g. passing through the origin, having an intercept, asymptote or
discontinuity at a particular value).
In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless, care should be
taken over proportions and the clear exposition of important details.
In all questions, the number of marks allocated are shown on the examination paper and should be used
as a guide by candidates to how much detail to give. In describing a process, the mark allocation should
guide the candidate about how many steps to include. In explaining why something happens, it guides the
candidate to how many reasons to give, or how much detail to give for each reason.
Other information
9. Other information
Equality and inclusion

We have taken great care in the preparation of this syllabus and assessment materials to avoid bias of
any kind. To comply with the UK Equality Act (2010), we have designed this qualification with the aim of
avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cambridgeinternational.org/examsofficers
Language
This syllabus and the associated assessment materials are available in English only.
Grading and reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, A* being the highest and G the lowest. ‘Ungraded’ indicates that the candidate’s performance fell
short of the standard required for grade G. ‘Ungraded’ will be reported on the statement of results but not
on the certificate. The letters Q (result pending), X (no result) and Y (to be issued) may also appear on the
statement of results but not on the certificate.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
‘administrative zones’. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.
‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge Assessment International Education

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cambridgeinternational.org www.cambridgeinternational.org
® IGCSE is a registered trademark.
Copyright © UCLES September 2017

Syllabus: Cambridge IGCSE® Agriculture 0600

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Syllabus

3. Syllabus content at a glance............................................................................................. 6

5. Syllabus aims and assessment objectives..................................................................... 10

1.1 Why choose Cambridge International?

Learn more at www.cambridgeinternational.org/recognition

Support for teachers

Support for exams officers

1.2 Why choose Cambridge IGCSE?

Guided learning hours

1.3 Why choose Cambridge IGCSE Agriculture?

1.4 Cambridge ICE (International Certificate of Education)

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

1.5 How can I find out more?

If you are not yet a Cambridge school

2.1 Support materials

2.2 Endorsed resources

3. Syllabus content at a glance

1.1 General principles of land use

2.1 Soil formation

3. Principles of plant growth

3.1 Movement of materials through plants

4.1 Land preparation

5.1 Weed control

6. Livestock anatomy and physioloy

6.1 Digestion in ruminants and non-ruminants

7. Livestock production and health

7.1 Livestock housing

8.1 Extensive pasture management

9. Livestock and crop breeding

9.1 Monohybrid inheritance

10. Farm structures and tools

Paper 1: Theory 1 hour 45 minutes

This paper has two sections:

Total marks: 100

Paper 2: Practical Coursework

Total marks: 90 (Practical skills 60, Investigative skills 30)

Information for teachers

Units, significant figures

This syllabus is not available to private candidates.

Detailed timetables are available from www.cambridgeinternational.org/timetables

Combining this with other syllabuses

5. Syllabus aims and assessment objectives

5.1 Syllabus aims

5.2 Assessment objectives

AO1 Knowledge with understanding

AO2 Handling information and solving problems

AO3 Practical skills and investigations

5.3 Relationship between assessment objectives and components

Assessment objective Approximate weighting

AO1: Knowledge with understanding 30%

AO2: Handling information and problem solving 40%

AO3: Experimental skills and investigations 30%

Assessment objective Paper 1 (marks) Paper 2 (marks)

AO1: Knowledge with understanding 43 0

AO2: Handling information and problem solving 57 0

AO3: Experimental skills and investigations 0 90

5.4 Grade descriptions

A Grade A candidate should be able to:

A Grade C candidate should be able to:

(m) describe the process of fertilisation in a named plant

6. Description of practical, presentation, layout and originality (candidate’s own work) 5

8.3 Terminology, units, symbols and presentation of data for