2024 2025 Syllabus

Syllabus
Cambridge IGCSE™
Agriculture 0600
Use this syllabus for exams in 2024 and 2025.
Exams are available in the November series.
Version 1
Please check the syllabus page at www.cambridgeinternational.org/0600
to see if this syllabus is available in your administrative zone.
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certification of Secondary Education.
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Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10
3 Subject content ..........................................................................................................12
4 Details of the assessment ........................................................................................ 20

Paper 1 Theory 20
Component 2 Practical Coursework 20
Practical Exercises 22
Practical Investigation 26
5 Appendix..................................................................................................................... 33
Physical and chemical concepts and processes 33
Mathematical requirements 33
Terminology, units, symbols and presentation of data for agriculture 33
Glossary of command terms used in science papers 36
6 What else you need to know .................................................................................... 38

Before you start 38
Making entries 39
Accessibility and equality 39
After the exam 40
How students and teachers can use the grades 41
Changes to this syllabus for 2024 and 2025 42
Important: Changes to this syllabus

For information about changes to this syllabus for 2024 and 2025, go to page 42.
The latest syllabus is version 1, published September 2021. There are no significant changes which affect
teaching.
Cambridge IGCSE Agriculture 0600 syllabus for 2024 and 2025.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
By studying Cambridge IGCSE 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.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
Back to contents page www.cambridgeinternational.org/igcse 4

Cambridge IGCSE Agriculture 0600 syllabus for 2024 and 2025. Why choose this syllabus?
International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Agriculture gives learners a solid foundation for further study. Candidates who achieve grades A* to C
are well prepared to follow a wide range of courses including Cambridge International AS & A Levels.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International
AS & A Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.
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 the reformed 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
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School in Egypt BSE

Cambridge IGCSE Agriculture 0600 syllabus for 2024 and 2025. Why choose this syllabus?
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
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.
The syllabus aims to:

• promote an appreciation of agriculture as an applied science
• stimulate an interest in, and create an awareness of, existing problems and opportunities in agricultural and
rural development
• stimulate positive attitudes by showing that efficient farming can be both a profitable and a rewarding
occupation
• 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
• encourage the teaching, in a practical manner, of basic principles and skills in agriculture and of efficient
farm business management
• ensure that schools take an active part in rural development by integration of agricultural activities into the
school curriculum
• 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
• develop initiative, problem-solving abilities, scientific methods and self-education so as to encourage
resourcefulness and self-reliance
• provide a basis, together with the basic sciences and mathematics, for more advanced studies in
agriculture.
Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

Cambridge IGCSE Agriculture 0600 syllabus for 2024 and 2025. Syllabus overview
Content overview
The syllabus is divided into 10 topics designed to encourage a broad, applied and practical science-based
study of agriculture.
It includes:
1 General agriculture
2 Soil
3 Principles of plant growth
4 Crop production
5 Crop protection
6 Livestock anatomy and physiology
7 Livestock production and health
8 Pasture management
9 Livestock and crop breeding
10 Farm structure and tools

Assessment overview
All candidates take two components. Candidates will be eligible for grades A* to G.
All candidates take: and:
Paper 1 1 hour 45 minutes Component 2

Theory 70% Practical Coursework 30%
100 marks 90 marks
Short, structured and extended response Candidates undertake at least four practical
questions. exercises carried our during the course and a
This paper tests the subject content in section 3. practical investigation.
These questions will assess AO1 and AO2. Internally assessed and externally moderated
Externally assessed
Information on availability is in the Before you start section.
Check the timetable at www.cambridgeinternational.org/timetables for the test date window for
Component 2.
Check the samples database at www.cambridgeinternational.org/samples for submission information,
forms and deadlines for Component 2.

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge and understanding

Candidates should be able to demonstrate agricultural knowledge and understanding of:
• facts, concepts, principles, patterns, models and theories
• terms, symbols, quantities and units
• the techniques, procedures and principles of safe agricultural practice.
Subject content defines the factual material that candidates may be required to recall and explain. Questions
testing this objective will often begin with one of the following words: define, state, name, describe, explain or
outline (see the Glossary of terms).
AO2 Handling information and solving problems

Candidates should be able – using oral, written, symbolic, graphical and numerical forms of presentation – to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• use information to identify patterns, report trends and draw inferences
• present reasoned explanations for phenomena, patterns and relationships
• make predictions and propose hypotheses
• 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).
AO3 Practical skills and investigations

Candidates should be able to:
• use and organise techniques, apparatus and material
• observe, measure and record
• interpret and evaluate experimental observations and data
• plan and carry out investigations (and, where appropriate, make predictions and propose hypotheses).

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %
AO1 Knowledge with understanding 30
AO2 Handling information and solving problems 40
AO3 Practical skills and investigations 30
Total 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Component 2
AO1 Knowledge with understanding 45 0
AO2 Handling information and solving problems 55 0
AO3 Practical skills and investigations 0 100
Total 100 100

3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to
support your learners’ study. These should be appropriate for the learners’ age, cultural background and
learning context as well as complying with your school policies and local legal requirements.
Teachers should take note that there is a higher weighting for skills (including handling information,
problem solving, practical, experimental and investigative skills) in the assessment than for knowledge and
understanding. Teachers’ schemes of work and the sequence of learning activities should reflect this balance.
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.
1 General agriculture
1.1 General principles of land use

(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.
1.2 Principles of agricultural economics

(a) 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
(b) explain the principles of supply and demand, diminishing returns, opportunities and choices facing the
farmer, decision-making based on understanding of economic factors.

Cambridge IGCSE Agriculture 0600 syllabus for 2024 and 2025. Subject content
2 Soil
2.1 Soil formation

(a) explain soil formation from parent material by physical, chemical and biological agents of weathering.
2.2 Soil types, composition, texture and temperature

(a) describe soil profile in terms of topsoil, subsoil and underlying materials
(b) describe soil texture in terms of different sizes of soil particles, sand, silt and clay
(c) 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
(d) describe different soil types (sandy soils, loam soils and clay soils) and their properties, including water-
holding capacity and drainage
(e) 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)
(f) 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 seedbeds and shading of transplanted seedlings.
2.3 Soil fertility

(a) 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
(b) carry out practical soil sampling and tests for soil pH
(c) describe the nitrogen cycle and its importance to soil fertility
(d) explain the importance of legumes and the use of organic fertilisers (manure and compost) in maintaining
good soil structure and fertility
(e) 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
(f) explain how fertilising practices and liming can affect soil pH.
2.4 Soil erosion and soil conservation

(a) describe types of soil erosion, their causes, agents, prevention and control.

2.5 Drainage and irrigation

(a) 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
(b) understand the effects of poor drainage on soil organisms and root respiration
(c) 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).
2.6 Water cycle

(a) describe and understand the significance of the water cycle and ground-water resources.
3 Principles of plant growth

3.1 Movement of materials through plants

(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.
3.2 Reproduction in plants

(a) define the term sexual reproduction
(b) describe the structure and functions of the flowers of a maize plant and of a bean plant
(c) define the term pollination
(d) describe the process of fertilisation in a named plant
(e) describe how seeds and fruits are dispersed and explain the importance of dispersal in relation to weed
control
(f) describe asexual reproduction from stem tubers (e.g. Irish potato and yam) and from stem cuttings
(e.g. sweet potato, cassava and sugar cane).

3.3 Germination

(a) describe seed structure and the germination of maize and bean (or other legume) and understand the
conditions required for germination.
4 Crop production
4.1 Land preparation

(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).
4.2 Cultivation of cash crops

(a) name the main types of crop found locally (legumes, roots and tubers, edible fruits and cereals) and
their products
(b) 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).
5 Crop protection
5.1 Weed control

(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.

5.2 Pest control

(a) 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))
(b) 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
(c) describe biological and biotechnical methods of controlling pests
(d) describe methods of cultural pest control including rotation and catch cropping.
5.3 Disease control

(a) 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
• viral diseases.
5.4 The use of farm chemicals

(a) 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
(b) explain the importance of safe storage of farm chemicals to include chemicals that are toxic,
(e.g. herbicides, insecticides and flammable, e.g. fuels).
6 Livestock anatomy and physiology

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.
(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).

6.2 Sexual reproduction in mammals

(a) describe the reproductive systems (male and female) of a named mammalian farm animal
(b) describe the processes of fertilisation and birth in a named mammalian farm animal
(c) define the terms weaning and lactation and understand the importance of colostrum.
7 Livestock production and health

Study of one ruminant and one non-ruminant animal with particular reference to:
7.1 Livestock housing

(a) describe suitable housing and living conditions for livestock
(b) describe the care and rearing of young stock.
7.2 Livestock nutrition

(a) 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)
(b) outline the meaning of the terms maintenance ration and production ration
(c) explain the importance of an adequate, clean water supply
(d) demonstrate stockmanship, including care in the handling of animals, record keeping, including a diary
of events and production records.
7.3 Livestock health

(a) recognise the signs of health and of ill-health in livestock
(b) explain the ways in which infectious and contagious diseases are spread
(c) explain the problems caused by parasites
(d) explain what is meant by the terms notifiable/scheduled diseases
(e) explain the importance of livestock hygiene and the isolation of sick animals.

8 Pasture management
8.1 Extensive and intensive pasture management

(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

9.1 Monohybrid inheritance

(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.
9.2 Selective breeding in animals and plants

(a) describe how breeding can improve yield, disease resistance, hardiness and appearance in livestock
and in crops
(b) understand the role of artificial selection in the production of improved varieties of animals and plants of
economic importance
(c) understand the benefits of artificial insemination
(d) understand the differences between selective crop breeding and genetically modified (GM) crops.

10 Farm structures and tools

10.1 Fencing

(a) describe the treatment of fencing posts, methods of fence construction, types of fence suitable for
different purposes, the use of hedges and windbreaks.
10.2 Farm buildings

(a) outline the properties and uses of wood, concrete blocks, metal, stone, brick, earth and thatch in the
construction of farm buildings.
10.3 Farm water supplies

(a) list suitable sources of water for human consumption, for livestock and for irrigation
(b) outline methods of water treatment by settling and filtration
(c) outline suitable methods of construction of storage dams to resist water pressure, which increases with
depth
(d) 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.
10.4 Farm tools

(a) describe the use and maintenance of saw, hammer, screwdriver, file, spanner, sprayers and hand tools
for cultivation.
10.5 Farm machinery

(a) explain the advantages and disadvantages of farm mechanisation
(b) describe the use and maintenance of mould-board plough, cultivator, harrow, planter and ridger (either
ox- or donkey- or tractor-drawn).

4 Details of the assessment
All candidates take two components.
Paper 1 Theory
Written paper, 1 hour 45 minutes, 100 marks
Section A: 70 marks
Candidates answer all questions in Section A.
Short answer questions and structured questions testing AO1 and AO2.
Section B: 30 marks
Candidates answer two questions from a choice of five in Section B. Each question is worth 15 marks.
Free response structured questions testing AO1 and AO2.
Externally assessed
Component 2 Practical Coursework

90 marks
The coursework consists of at least four discrete practical exercises and one practical investigative project
which takes the form of a report.
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.
Practical exercises 60 marks

Candidates are assessed on four practicals. They are to be spread evenly over the course where possible.
Practical investigation 30 marks

Candidates choose an investigation topic, produce a hypothesis, plan and carry out an investigation, collect
data, analyse the results and make a conclusion. A written report of no more than 1000 words should evaluate
the project including the limitations of the investigation.
This component tests assessment objective AO3.
Internally assessed and externally moderated

Cambridge IGCSE Agriculture 0600 syllabus for 2024 and 2025. Details of the assessment
Planning Practical Exercises and Practical Investigation tasks

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.
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. See the Coursework Handbook for more information on health and safety. The Coursework
Handbook can be found on the School Support Hub at www.cambridgeinternational.org/support
Centres are free to carry out more than four practical exercises, submitting only those they consider to be
the best four. You may wish to combine up to three of the practical exercises with the practical investigation.
Alternatively you may prefer the simplicity of keeping the two parts of the assessment separate.
Practical exercises
You should assess at least four discrete practical exercises over the course but may choose to do more
practical exercises and choose the best four for submission.
They are to be spread evenly over the course where possible.
It is important that the practical exercises are taught as part of the delivery of the relevant syllabus area before
candidates are assessed on the practical aspects of the topic. Vegetable production, animal husbandry, soil
and crop husbandry all offer opportunities for learners to develop assessable skills.
Practical investigation
The main aim of the investigation is that it should be done by the individual candidate, in connection with some
particular study problem.
The practical work done during this investigation can be organised in such a way as to constitute practical
exercises which can be submitted for the assessment of the practical exercises. 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.
Teachers should consider the facilities in the centre and other local facilities, local growing/breeding seasons
and how these relate to teaching time and the requirement to spread the practical exercises across the course
when planning the practical exercises and investigation. See the Coursework Handbook for more information
on planning practical exercises and practical investigation. The Coursework Handbook can be found on our
support site at www.cambridgeinternational.org/support

Practical Exercises
The practical exercises should be spread evenly over the course where possible.
The practical exercises should ideally be drawn from as many sections of the syllabus as possible.
Examples of tasks suitable for the practical exercises

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.
It is essential that the candidates have sufficient opportunity to acquire and practise the skills before the
assessment so that they can confidently show what they can do.
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.
• digging to produce a rough tilth
• ploughing
• preparation of a seedbed
• seed sowing (drills left open for checking depth and spacings)
• fertilising (calculation of quantities, placement, top dressing)
• transplanting and shading
• mulching
• weeding
• pruning
• crop protection (spraying, pest and disease control)
• harvesting and storage of crops
Examples of suitable 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.
Candidates must 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 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])
• 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 newborn 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)
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 ticksheets,
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 of the practical exercises submitted for moderation 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. See the Coursework Handbook for more information on evidence for practical exercises.
The Coursework Handbook can be found on our support site at www.cambridgeinternational.org/support
Authentic records must include the date when the practical activity took place 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

Method of assessment for Practical Exercises

The total mark available for the four practical exercises is 60 marks. For each practical exercise task the total is
15 marks, with 3 marks being available for each of the five assessment criteria.
Teachers must ensure that all work produced by candidates and records of assessment are retained and are
available for inspection, if required, by the external Coursework Moderator.
Marking criteria for Practical Exercises

Each practical exercise should be assessed according to the Marking Criteria for the assessment of Practical
Exercises.
Each practical exercise should be marked using the following criteria:
Criteria Description Marks

available
1 Responsibility the ability to assume responsibility for the task in hand, and to work from 3
given instructions without detailed supervision and help
2 Initiative the ability to cope with problems arising in connection with the task, to 3
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 3
to handle tools skilfully and to good effect
4 Perseverance the ability to see a task through to a successful conclusion with 3

determination and sustained effort
5 Quality the ability to attend to detail, so that the work is well finished and is well 3
presented
Marking Criteria for the assessment of Practical Exercises

Teachers should make a best-fit match between the candidate’s performance in each of the criteria for the
practical exercises and the level descriptors.
Responsibility Marks
• Follows written or verbal instructions without the need for help 3

• Carries out appropriate safety procedures
• Assumes responsibility easily and leads in group work
• Follows written or verbal instructions with a little help 2

• Is aware of the need for safety procedures but has difficulty recognising them without
guidance
• Shows responsibility for the work
• Follows written or verbal instructions with considerable help 1

• Shows little regard for safety procedures, even when told
• Shows some responsibility for the work
• No creditable response 0

Initiative Marks
• Offers solutions or explanations to unexpected problems 3

• Recognises, and is able to anticipate, problems
• Solves problems without help
• Comments on imperfections of experimental methods or results
• Offers solutions or explanations to unexpected problems after seeking advice 2

• Solves problems with help
• Recognises faults in experimental methods, given some pointers
• Is uncertain how to proceed and requires considerable help 1

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

• Handles tools/apparatus skilfully and confidently
• Carries out practical procedures with dexterity
• Handles tools/apparatus effectively 2

• Carries out practical procedures adequately
• Handles tools/apparatus clumsily 1

• Carries out practical procedures with difficulty
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 2
encouragement
• Carries out repetitive procedures willingly
• Does not complete the required practical tasks and attendant written work 1
• Is somewhat disinterested/impatient when carrying out work and is disinclined to repeat
procedures

Quality Marks
• Performs practical work thoroughly, pays attention to detail and produces a very good final 3
result
• Produces accurate, clear and neatly presented written work
• Performs practical work thoroughly for the most part and produces a satisfactory to good 2
result
• Produces mostly accurate and clearly presented written work
• Performs practical work in a rushed and superficial way and shows little concern for the 1
finished product
• Produces inaccurate and poorly presented written work
Practical Investigation
The practical investigation is a major piece of work and should be investigatory in nature.
The report produced should be presented carefully and include a hypothesis, plan for how to carry out an
investigation of this hypothesis, a record and analysis of data collected and conclusions made. The report
should also consider limitations of the investigation.
The main aim of the investigation is that it should be done by the individual candidate, in connection with some
particular study problem.
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 five 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.

Examples of acceptable investigations

Investigations can be based on a variety of topics.
Teachers should provide advice for learners in selecting suitable questions and hypotheses. See
the Coursework Handbook for more guidance on helping candidates select suitable topics for
practical investigations. The Coursework Handbook can be found on our School Support Hub at
www.cambridgeinternational.org/support
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 mass 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 seedbed.
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.

Evidence of the practical investigation

The assessable evidence of the investigation is the 1000 word 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.
See the Coursework Handbook for more guidance on the format and presentation of the report for the practical
investigation. The Coursework Handbook can be found on our School Support Hub at
www.cambridgeinternational.org/support
Method of assessment for the Practical Investigation

The practical investigation is marked out of a total of 30 marks with 5 marks allocated for each of the six
assessment criteria.
Teachers must ensure that all work produced by candidates and records of assessment are retained and are
available for inspection, if required, by the external Coursework Moderator.

Marking criteria for Practical Investigation

Each practical investigation should be assessed according to the Marking Criteria for the assessment of
Practical Investigation.
Each practical investigation should be marked using the following criteria:
Criteria Description 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
Marking Criteria for the assessment of Practical Investigation

Teachers should make a best-fit match between the candidate’s performance in each of the criteria for the
practical investigation and the level descriptors.
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
• 4
• Investigation adequately planned, with some guidance, relevant principles understood 3
• 2
• Investigation plan sketchy, plan produced with considerable guidance or no evidence that 1
principles are understood
• Investigation plan provided for the candidate 0

3 The handling of evidence Marks
• Results presented neatly and clearly in a table, appropriate method of analysis chosen, 5
graphs and/or histograms accurate and correctly presented (i.e. correct scale, axis,
labelling, etc.)
• 4
• Results presented neatly and clearly in a table, inappropriate method of analysis chosen, 3
graphs and/or histograms inaccurate and incorrectly presented
• 2
• Results not presented in a table, inappropriate method of analysis chosen, graphs and/or 1
histograms inaccurate and poorly presented
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
• 4
• Several limitations identified, assessment superficial, no improvements suggested 3
• 2
• One or two limitations identified but no assessments or improvements given 1

6 Description of investigation, presentation, layout and originality (candidate’s own Marks

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
• 4
• 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
• 2
• Outline only of the aims and nature of the investigation; poorly presented; layout not as 1
required by the syllabus; candidate’s own work
Submission of coursework
Each candidate will have a mark out of 90 marks for their Practical Coursework. This is made up of a mark out
of 60 for the four practical exercises and a mark out of 30 for the practical investigation.
Recording and submitting candidates’ marks and work

Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates
and methods of submission of candidates’ marks and work.
Using the samples database

The samples database explains everything you need to know about administering coursework, speaking tests
and examined coursework.
Use the database to find out:

• when and how to submit your marks for moderated coursework and non-coursework tests
• when and how to submit your candidates’ work
• which forms to complete and return with your candidates’ work.
The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e. 0600 for this syllabus).
The database will then take you to the information you need, including dates and methods of submission of
candidates’ marks and work, as well as any forms you may need to complete.

Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements
to moderate or standardise your teachers’ marking so that all candidates are assessed to a common
standard. (If only one teacher is marking internal assessments, no internal moderation is necessary.)
You can find further information on the process of internal moderation on the samples database at
www.cambridgeinternational.org/samples
You should record the internally moderated marks for all candidates and submit these marks to Cambridge
International according to the instructions set out in the samples database and the Cambridge Handbook for
the relevant year of assessment.
External moderation
Cambridge International will externally moderate all internally assessed components.
• You must submit the marks of all candidates to Cambridge International.

• You must also submit the marked work (filmed evidence and documentation) of a sample of candidates to
Cambridge International.
The sample you submit to Cambridge International should ideally include examples of the marking of each
teacher. The samples database at www.cambridgeinternational.org/samples explains how the sample will
be selected.
The samples database at www.cambridgeinternational.org/samples also provides details of how to submit

the marks and work.
External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.

5 Appendix
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.
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.
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.
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.

Cambridge IGCSE Agriculture 0600 syllabus for 2024 and 2025. Appendix
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.
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

Note: 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)

(c) Recommended units for area, volume and density
area hectare = 104 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.
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
• E
ach 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
• T
he 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’.
• P
oints 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.
(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.
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.
Give a reason/Give reasons is another way of asking candidates to explain why something happens.
(b)
6 (a) Describe, 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.
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.

6 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We do not expect learners starting this course to have previously studied agriculture.
Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each
subject during the course but this is for guidance only. The number of hours a learner needs to achieve the
qualification may vary according to local practice and their previous experience of the subject.
Availability and 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 availability check the syllabus page at
www.cambridgeinternational.org/0600
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the November exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates cannot enter for this syllabus.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge O Level Agriculture (5038)
• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Cambridge IGCSE Agriculture 0600 syllabus for 2024 and 2025. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
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.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes and carry forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries
Marks achieved in Component 2 Practical Coursework, cannot be carried forward to future series. See the
regulations for carry forward set out in the Cambridge Handbook.
Candidates cannot resubmit, in whole or in part, coursework from a previous series. To confirm what entry
options are available to carry forward marks for this syllabus, refer to the Cambridge Guide to Making Entries
for the relevant series. Regulations for carrying forward internally assessed marks can be found in the
Cambridge Handbook for the relevant year at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.
Accessibility and equality
Syllabus and assessment design

Cambridge International works to avoid direct or indirect discrimination in our syllabuses and assessment
materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and with
other protected characteristics. In addition, the language and layout used are designed to make our materials
as accessible as possible. This gives all learners the opportunity, as fairly as possible, to demonstrate their
knowledge, skills and understanding and helps to minimise the requirement to make reasonable adjustments
during the assessment process.

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with The Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in The Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
After the exam
Grading and reporting

Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified
in the syllabus.
• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students
are more likely to be successful
– help students choose the most suitable course or career.

Changes to this syllabus for 2024 and 2025

The syllabus has been updated. This is version 1, published September 2021.
There are no significant changes which affect teaching.
You must read the whole syllabus before planning your teaching programme.

School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve
the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, contact us at
info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format,
contact us and supply your name, email address and requirements and we will respond within 15 working days.
Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : info@cambridgeinternational.org www.cambridgeinternational.org
© Cambridge University Press & Assessment September 2021

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Syllabus

© Cambridge University Press & Assessment September 2021

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

3 Subject content ..........................................................................................................12

4 Details of the assessment ........................................................................................ 20

6 What else you need to know .................................................................................... 38

Important: Changes to this syllabus

1 Why choose this syllabus?

Students can choose from 70 subjects in any combination – it is

By studying Cambridge IGCSE Agriculture as an applied

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

Back to contents page www.cambridgeinternational.org/igcse 4

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/igcse 5

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

• Cambridge Professional Development Qualifications

Supporting exams officers

Back to contents page www.cambridgeinternational.org/igcse 6

The syllabus aims to:

Cambridge Assessment International Education is an education organisation and politically

Back to contents page www.cambridgeinternational.org/igcse 7

Back to contents page www.cambridgeinternational.org/igcse 8

All candidates take: and:

Paper 1 1 hour 45 minutes Component 2

Information on availability is in the Before you start section.

Back to contents page www.cambridgeinternational.org/igcse 9

AO1 Knowledge and understanding

AO2 Handling information and solving problems

AO3 Practical skills and investigations

Back to contents page www.cambridgeinternational.org/igcse 10

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

AO1 Knowledge with understanding 30

AO2 Handling information and solving problems 40

AO3 Practical skills and investigations 30

Assessment objectives as a percentage of each component

AO1 Knowledge with understanding 45 0

AO2 Handling information and solving problems 55 0

AO3 Practical skills and investigations 0 100

Total 100 100

Back to contents page www.cambridgeinternational.org/igcse 11

Candidates should be able to:

1.2 Principles of agricultural economics

Candidates should be able to:

Back to contents page www.cambridgeinternational.org/igcse 12

Candidates should be able to:

2.2 Soil types, composition, texture and temperature

Candidates should be able to:

2.3 Soil fertility

Candidates should be able to:

2.4 Soil erosion and soil conservation

Candidates should be able to:

Back to contents page www.cambridgeinternational.org/igcse 13

2.5 Drainage and irrigation