Accounting (0452) · May/June 2013 · Examiner report

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers

ACCOUNTING
Paper 0452/11
Paper 11

Key Messages
Question 1 consisted of ten multiple choice items, covering topics across the whole syllabus.
In Question 2, candidates were given five short-answer questions on a range of topics.
The main topics of Question 3 were a sales ledger account, business documents, and cash and trade
discount.
Question 4 required candidates to have an understanding of a sales ledger control account.
understanding of provision for doubtful debts was also required.

An

To earn the available marks in Question 5, candidates had to have a thorough knowledge of the ledger
entries to record the depreciation and disposal of non-current assets. The reasons for deprecation were also
required.
The main theme of Question 6 was single entry/incomplete records. Candidates were required to prepare a
statement of affairs and to calculate bad debts and discount received. The preparation of an income
statement was then required. Candidates were also required to name four interested parties. A calculation
of the rate of inventory turnover and an associated theory question were also included.
Teachers and candidates will be aware that the examination papers use only “new” terminology. Candidates
have not been penalised if they have used “old” terminology. It is important for teachers and candidates to
be award that candidates will be expected to use “new” terminology in future examinations.
General Comments
All the questions on this examination paper were compulsory and covered various topics on the syllabus. It
was anticipated that candidates would be able to attempt all the questions.
Candidates are reminded that a question can be set on any section of the syllabus, and a thorough
knowledge of all sections of the syllabus is necessary to achieve a good grade in the examination.
It is important to work through questions on past examination papers and appropriate exercises in textbooks.
A number of candidates lost marks as they provided an incorrect figure without supporting calculations. If
calculations are provided some of the available marks may be awarded even if the final figure is incorrect.
Candidates are advised to read through each question very carefully before attempting an answer. Marks
will be lost if instructions are not followed. For example, marks were lost when candidates failed to follow an
instruction to provide a calculation correct to two decimal places.
It is important to read through a question carefully before attempting an answer. Marks cannot be awarded if
a candidate provides a factually correct statement which is not the answer to the question being asked.
Candidates are advised to think carefully about the answers they provide: this would often result in more
marks being earned. It should be obvious that the valuation of inventory would not be a minus figure.
Similarly is should be obvious that bad debts would not be more than the total sales for the year.
The spaces provided on the question paper for candidates’ answers should be adequate. Sometimes it may
be necessary for a candidate to cross out part or all of the answer and provide another answer elsewhere on

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
the question paper. It is important that candidates indicate to Examiners that this has been done. For
example a note “please refer to page ” or “continued on page ” would ensure that this additional work is
not overlooked when the paper is being marked.
Candidates are reminded that the use of inappropriate abbreviations may result in the loss of marks.
Abbreviations such as “bbd” for “balance brought down”, “P” for “provision for doubtful debts”, and “P” for
“profit for the year” are not acceptable.
The following comments should be read in conjunction with the question paper and the published mark
scheme.
Comments on Specific Questions
Question 1
This question consisted of ten multiple choice items, covering various questions on the syllabus. As usual
there was a wide range of marks, with some candidates earning all the available marks.
In (a) it was expected that the majority of candidates would recognise that a credit note would be issued to
reduce the amount charges on an invoice. Candidates should have recognised an error of principle and an
error of omission in (b). A significant number of candidates failed to appreciate that a debit balance on an
expense account represents a prepayment. In (f) it was anticipated that candidates would recognise that
goodwill is an intangible asset. It was expected that candidates would understand why a supplier is
interested in the accounting statements of a customer in (i). Part (j) involved a straightforward calculation of
a trader’s capital and it was anticipated that the majority of candidates would select the key.
Candidates are reminded that it is wise to attempt all the multiple choice items rather than leaving some
blank.
Question 2
This consisted of several short-answer questions based on various sections of the syllabus.
(a)

Candidates were required to complete a table to classify five items between capital and revenue
expenditure and capital and revenues. There were many wholly correct responses.

(b)

Details of the cost, selling and distribution cost and selling price or three products were provided.
Candidates were required to calculate the total value of each type of inventory. Whilst many
candidates appear to understand that inventory is valued at the lower of cost and net realisable
value, there were very few wholly correct responses. A common error was to ignore the selling and
distribution costs. A reasonable number of candidates correctly stated that the value of Product A
would be 600 units x $15 (the cost price). Problems occurred on the calculation of the value of the
Products B and C. Common incorrect answers were $1200 for Product C and $850 for Product C.
A significant number of candidates offered minus figures for the inventory values.

(c)

Stating three types of inventory held by a manufacturer should have been a relatively
straightforward question. Many candidates did earn all the available marks. Weaker candidates
incorrectly suggested opening and closing inventory. A few candidates incorrectly suggested types
of raw materials a manufacturer may use such as wood, screws etc.

(d)

Information was provided about the rent paid by a manufacturer and the amount outstanding at the
year-end. The manufacturer apportioned the rent between the factory and the office. Candidates
were required to state the amount of rent that would appear in the manufacturing account, the
income statement and the balance sheet.
A significant number of candidates did not take the accrual into account and simply apportioned the
amount paid. Some candidates lost the available marks by putting several figures in each section
making it impossible to distinguish the final answer. Many candidates correctly stated the amount
which would appear in the balance sheet.

(e)

Candidates were required to name the section of a manufacturer’s income statement in which the
cost of production would appear. Many candidates correctly stated that this item appears in the

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
trading account section. The most common incorrect responses were “cost of sales” and “profit
and loss”.
Question 3
This question was based on basic book-keeping knowledge. It required candidates to prepare a sales ledger
account and answer theory questions on business documents, cash and trade discount.
(a)

A significant number of candidates correctly identified the sales journal and the sales returns
journal. However, a number of candidates incorrectly referred to ledger accounts rather than books
of prime entry. The more able candidates were aware that a statement of account is not recorded
in the books.

(b)

Using data provided, candidates were required to write up the ledger account of a credit customer.
Most candidates prepared a “T” account, but a three column running balance account was equally
acceptable. There were many good answers.
A number of candidates could have gained more marks if they had used correct descriptions.
“purchases” and “purchases returns” were often used instead of “sales” and “sales returns”,
“cheque” was often used instead of “bank” or “cash” and sometimes even the names of the parties
were used within the account. A small number of candidates use “bbd” for “balance” which is not
acceptable.
Some candidates did not appreciate that trade discount does not appear in the ledger and that only
the net amount of sales and sales returns is entered in the customer’s account.

(c)

Candidates were asked to explain why the trader offered trade discount and cash discount to his
credit customer. The vast majority of candidates produced correct answers and were awarded all
the available marks. A few candidates incorrectly stated that cash discount was allowed because
payment was made in cash.

Question 4
Firstly, candidates were required to complete a table showing where items would appear in a sales ledger
control account. The rest of the question was based on the topic of provision for doubtful debts, including
the calculation of the percentage rate of the provision a journal entry and some related theory questions.
(a)

Candidates were provided with a list of items which may appear in a sales ledger control account
and had to indicate whether each item would be debited or credited to the account. There was a
wide range of marks, but most candidates earned over half of the marks available.

(b)

The balance of the sales ledger control account the balance of the provision for doubtful debts
account were provided and candidates were required to calculate the percentage rate of the
provision. Most candidates successfully calculated the rate to be 2%.
One reason for the increase in the amount of the provision for doubtful debts was required. Many
correctly suggested an increase in the amount of credit sales or an increase in the amount of trade
receivables. Other acceptable answers were an increase in the rate of the provision and
anticipation of higher bad debts in the following year.
A journal entry was required to record the change in the provision for doubtful debts. The income
statement should have been debited and the provision for doubtful debts account should have
been credited with the amount of $636. Some candidates used the new provision of $1560 rather
than the amount by which the provision increased. A narrative should explain why the entry was
required. Some candidates stated that one account was debited and the other credited which was
not acceptable. Many candidates would benefit from extra practice on journal entries.

(c)

Candidates had to name and explain one accounting principle applied when a provision for doubtful
debts in maintained. Most candidates were able to identity prudence as an accounting principle
applied and offer an acceptable explanation. The accounting principle of matching was an equally
acceptable response. Those who suggested this were often not able to provide an acceptable
explanation and earned only one mark.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
Question 5
The topic of this question was deprecation and disposal of non-current assets. Candidates had to write up a
non-current asset account, a provision for depreciation account and a disposal account and to answer a
related theory question.
(a)

Candidates had to state three reasons – in addition to wear and tear – why non-current assets
depreciate. Many candidates provided three acceptable reasons and earned full marks. A number
of candidates simply repeated the reason given in the question. Some simply put “technology” but
did not link this to the business’s non-current assets.

(b)

Using the information provided, candidates were required to prepare a machinery account and a
provision for depreciation of machinery account for two years. Most candidates prepared “T”
accounts, but three column running balance accounts were equally acceptable.
Whilst there were some wholly correct responses, a large number of candidates found this question
difficult. Some candidates would benefit from further study on this topic.
The asset account should have been debited with the original purchase price of the three machines
and then credited with the cost of the machine disposed of. The account should than have been
balanced. The provision account should have been credited each year with a transfer to the
income statement representing the depreciation for the year. The deprecation on the machine sold
should have been debited and transferred to the disposal account. The account should have been
balanced each year. Common errors included:
Entering the cost of only one machine not three in the asset account
Including depreciation in the asset account
Calculating the annual deprecation incorrectly
Not entering the deprecation on the machine sold on the debit of the provision account
Entering an incorrect figure for the deprecation on the machine sold
Omitting dates or using incorrect dates
Using inappropriate descriptions such as “bbd” for “balance” and “cheque” for “bank”

(c)

Candidates were required to prepare a disposal account to record the disposal of one of the
machines. Either a “T” account or a three column running balance account was acceptable. Most
candidates managed to earn some of the available marks for the account. Once again, there were
some incorrect descriptions. Most candidates appreciated that this account was closed by a
transferring the profit or loss on disposal to the income statement.

Question 6
Firstly, candidates were required to prepare a statement of affairs. Using information provided, candidates
were then required to calculate the bad debts written off and the discount received. An income statement
then had to be prepared. The rate of inventory turnover had to be calculated and a related theory question
answered. Short theory questions on deprecation and interested parties were also included.
(a)

Candidates were provided with a list of the assets and liabilities of a trader who had not maintained
proper accounting records. A statement of affairs had to be prepared. Most candidates realised
that the difference between the assets and liabilities represented the trader’s capital. A common
error was not showing that part of the loan was a current liability and the remainder was a noncurrent liability. Despite this, the majority of candidates earned more than half of the available
marks. A small number attempted to prepare a trial balance rather than the statement of affairs
required.

(b)

Using the total credit sales, the opening and closing trade receivables, and the cash received from
credit customers, candidates were required to calculate the bad debts written off. An arithmetic
calculation or a total trade receivables account was equally acceptable. Many candidates
managed to earn two of the available marks, but the calculations gave the impression that many
candidates did not understand which figures should be included and how those figures should be
treated. The calculation of “missing” figures is a topic on which many candidates would benefit
from extra practice.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
(c)

Using the total purchases, the opening and closing trade payables, and the cash paid to credit
suppliers, candidates were required to calculate the discount received. An arithmetic calculation or
a total trade payables account was equally acceptable. Many candidates did not understand which
figures should be included and how those figures should be treated. Again, many candidates
managed to earn two of the available marks. However, as with Part (b), many earned these marks
because they happened to show two correct figures in a mass of irrelevant information.

(d)

Candidates were required to prepare an income statement. Most candidates were able to earn
some of the available marks. Common errors included:
Including cash received from credit customers instead of credit sales
Including cash paid to credit suppliers instead of credit purchases
Omitting the opening inventory
Omitting the discount received
Omitting the bad debts
Adjusting the insurance only for the closing prepayment and ignoring the opening prepayment
Including the loan repayment as an expense
Including drawings as an expense

(e)

An explanation why the trader was providing deprecation on his non-current assets was required.
Many candidates did manage to explain that the aim of deprecation was to spread the cost of the
non-current asset over its useful life.

(f)

The vast majority of candidates were able to suggest four interested parties who might want to see
the trader’s accounts. Incorrect responses included shareholders, directors and partners.

(g)

Using the cost of sales from the income statement and the opening and closing inventory,
candidates were required to calculate the rate of inventory turnover. Many candidates applied the
correct formula and earned all or most of the available marks. A small number of candidates used
the closing inventory rather than the average inventory in the calculation. A few did not provide a
figure correct to two decimal places.

(h)

Candidates were required to compare the trader’s rate of inventory turnover with that of another
business and to state which business had the better rate. The vast majority of candidates gave a
correct response based on their answer to Part (g).
A reason for the difference in the rate of inventory turnover of the two businesses was required.
Very few candidates recognised that for inventory to turnover faster the business has to sell at a
faster rate. Incorrect responses included buying cheaper products, giving discounts, having a
lower amount of inventory or selling different types of goods (despite the question saying that they
were similar businesses).

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers

ACCOUNTING
Paper 0452/12
Paper 12

Key Messages
Teachers and candidates will be aware that the examination papers use only “new” terminology. Candidates
have not been penalised if they have used “old” terminology. It is important for teachers and candidates to
be aware that candidates will be expected to use new terminology in future examinations.
Accounting is a subject that requires accuracy and precision. Marks are available for giving correct
numerical answers but where questions require analysis or decision taking, it is important for candidates to
be able to give written descriptions or advice. It is also important to answer the question and not to give
additional answers which are not required.
The application of accounting principles to the keeping of books of account (such as ledger accounts) is an
important part of the subject at this level and marks were available for accurate and careful answers to the
question on this topic.
A sound knowledge of definitions or explanations of accounting theory will enable candidates to express this
knowledge and to apply it in the structured questions.
General Comments
All the questions on this structured examination paper were compulsory and covered various topics on the
syllabus. It was expected that candidates would be able to attempt all the questions.
It is important to remember that a question can be set on any section of the syllabus and a thorough
knowledge of all sections of the syllabus is necessary in order to achieve a pass grade.
Candidates are advised to work through questions on past examination papers and appropriate exercises in
textbooks.
A number of candidates lost marks because they provided an incorrect answer without supporting
calculations. If calculations are provided some of the available marks may be awarded even if the final figure
is incorrect.
Candidates should read through each question vary carefully before attempting an answer. Marks will be
lost if instructions are not followed. For example, marks were lost when candidates failed to follow an
instruction to provide a calculation correct to two decimal places.
It is important to read through a question carefully before attempting an answer. Marks cannot be awarded if
a candidate provides a factually correct statement which is not the answer to the question being asked.
The spaces provided on the question paper for candidates’ answers should be adequate. Sometimes it may
be necessary for a candidate to cross out part or all of the answer and provide another answer elsewhere on
the question paper. It is important that candidates indicate to examiners that this has been done. For
example a note “please refer to page ” or “continued on page ” would ensure that this additional work
is not overlooked when the paper is being marked.
Candidates are reminded that the use of inappropriate abbreviations may result in the loss of marks.
Abbreviations such as “bbd” for “balance brought down”, “P” for “Profit for the year” and “I” for “interest on
capital” are not acceptable.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
The following comments should be read in conjunction with the question paper and the published mark
scheme.
Comments on specific questions
Question 1
This question comprised ten multiple choice questions, and performance varied. Items (e) and (f) were well
answered; items (d) and (g) appeared the most challenging.
Question 2
This question consisted of a number of short answer questions from across the syllabus and candidates
performed particularly well on parts (a), (c) and (d); reasonably well on parts (b) and (e), but found part (f)
difficult.
Part (a) required candidates to state the accounting equation. Many candidates found this question easy.
The use of the term ‘equity’ instead of ‘capital’ was not acceptable.
In Part (b) candidates were required to explain the difference between book-keeping and accounting. There
were many acceptable answers, but some were too vague to be awarded any marks. Some candidates
were able to give an explanation of book-keeping as the recording of financial transactions, but struggled to
give an adequate description of accounting.
Part (c) required candidates to complete a trial balance, showing the capital account balance. Many
candidates scored well in this section, though there were some confused answers, resulting in a debit capital
figure.
Part (d) asked candidates to explain two errors which would not affect the balancing of a trial balance. Wellprepared candidates were able to name two errors and give good explanations; other candidates either
named and explained only one error, or named two errors but gave no explanations. Errors of ‘omission’ and
‘compensating’ were the most frequently named. Errors of ‘commission’ and ‘principle’ were the most poorly
explained, with attempts at examples being given rather than explanations.
In Part (e) candidates were asked to prepare a capital account. Although there were many acceptable
answers, some candidates did find this question difficult, the main errors being reversing the entries, failing
to transfer the capital from the trial balance, omitting the drawings and incorrect account descriptions.
Part (f) requested candidates to state two ways in which accounting information could be used. This
question was very poorly answered with many candidates disappointingly stating ‘the preparation of the profit
and loss account and balance sheet’ as uses. The most common correct answer was for comparison
purposes - with previous years and other businesses.
Question 3
This question also consisted of a number of short answer questions. Candidates produced good responses
to parts (a), (b) and (d), reasonable answers to parts (c)(i) and (c)(iii), but had difficulty with part (c)(ii).
Part (a) required candidates to name the accounting principles described in a table. There were many
excellent responses to this question.
Part (b) required candidates to refer to an invoice and state why a sole trader allowed a customer a trade
discount. There were many excellent responses to this question, mainly referring to ‘bulk buying’.
Many candidates correctly calculated the cash discount in Part (c)(i), although a common error was to
multiply 75 by 5%.
Part (c)(ii) required candidates to show how the cash discount calculated in (c)(i) would be recorded in the
books of account. Candidates displayed a poor understanding and seemed to misunderstand that two
ledger accounts had to be named and it was common to see ‘ticks’ in the boxes. Frequently the two account
names were transposed and the discount was not identified as ‘allowed’.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
Part (c)(iii) required candidates to state why the sole trader allowed the customer the cash discount. Many
candidates correctly responded, referring to ‘prompt payment’.
Excellent responses were given to Part (d), where candidates were required to place a tick in a table to
indicate whether each business listed was a trading or a service business.
Question 4
For this question, from given information, candidates were required to prepare a manufacturing account,
calculate the cost of sales as it would appear in an income statement and calculate the sales revenue for the
year.
Responses to the manufacturing account in Part (a) were generally very good, with many fully correct
answers. Candidates did not always pay full attention to the layout requirements, forgetting to put sub
headings in such as ‘cost of materials consumed’ and ‘prime cost’ and ‘cost of production’, for which marks
were awarded. Some candidates treated the manufacturing account similarly to an income statement,
deducting factory overheads from the prime cost. Other common errors were to include ‘Other sales and
administration costs’ and ‘Work-in-progress’ in factory overheads.
Part (b), the calculation of the cost of sales, was reasonably well answered with many candidates correctly
using the cost of production and finished goods figures. The most common error was candidates repeating
the calculation for cost of materials consumed.
In Part (c), the sales revenue calculation, the main error was candidates calculating the mark-up correctly,
but not adding it to the cost to arrive at the correct sales revenue figure.
Question 5
This question required the preparation of ledger accounts and tested the fundamental principles of double
entry. Reasonable responses were given to parts (b) and (c), but candidates found parts (a) and (d)
difficult.
In Part (a) most candidates found this question hard and responses were confused and varied.
Part (b) required the preparation of three ledger accounts which included opening and closing accrual and
prepayment entries. As with all questions requiring calculation and writing up of accounts, candidates need
to pay close attention to detail; for example, entries in ledger accounts must be on the correct (debit or credit)
side, and must show the correct date and details. Although many candidates gave correct entries, some
reversed the debits and credits thereby losing marks; recorded the opening and closing accruals and
prepayments on the incorrect sides; gave incorrect account names and omitted the transfers to the income
statement. Although it is important to show correct dates, it is possible to earn most of the available marks
even if dates shown are incorrect or dates are omitted. The detail ‘c/d’ and ‘b/d’ instead of ‘balance c/d’ and
‘balance b/d’ is not acceptable.
Many candidates gave acceptable answers to Part (c), correctly identifying the balance sheet heading and
item for ‘commission payable’ and ‘stationery’.
Part (d), where candidates were asked to prepare journal entries to correct a cash book error, was in general
very poorly attempted. The detail ‘cash book’ was frequently used instead of ‘cash’; an unnecessary
‘suspense account’ was common; entries were reversed and the figures were an incorrect mixture of 250,
150 and 100.
Question 6
In this question candidates were required to carry out calculations for and interpret the current and quick ratio
of a limited company from given information. An appropriation Account was also required, together with an
explanation of accounting terminology for limited company accounts. Candidates on the whole found the
question challenging.
Part (a)(i) required the calculation of the current ratio. Most candidates performed the calculations correctly,
the main error being failure to state the answer to two decimal places.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
Parts (a)(ii) asked for a reason for the change in the current ratio. Candidates had difficulty explaining a
reason and many answers were vague, with candidates merely stating that ‘current assets had decreased’ or
‘current liabilities had increased’. The most common correct answer was to identify the bank overdraft.
Part (b)(i) required the calculation of the quick ratio and many candidates performed the calculations
correctly, the main error being failure to state the answer to two decimal places.
Part (b)(ii) asked for one possible effect of the change in the quick ratio. Few acceptable answers were
given, many candidates giving the ‘reasons’ for the change in the quick ratio rather than the ‘effect’ of the
change. The most common correct answer was to identify the inability to pay debts when due.
Part (c) was poorly-answered, with many candidates stating incorrectly that ‘the owner had taken drawings’.
The purchase of non-current assets and inventory were the most common correct responses.
Part (d) required candidates to prepare an appropriation account. Generally the layout of the accounts was
poor. Most candidates were unable to calculate the ordinary shares dividend correctly and figures of 3000
and 4000 were frequently used. A common error was to add the retained profit c/f for the year into the
account, instead of treating it as the final, given figure.
Part (e) asked candidates to explain why a general reserve is created. In general, explanations were very
poor, many confusing setting aside profit as ‘money to be used in an emergency/to cover losses’.
Part (f) required candidates to explain the difference between authorised and issued share capital and many
candidates offered good responses, clearing explaining the differences between the two types of capital.
Some candidates were able to explain authorised capital as being the maximum number of shares allowed to
be issued, but struggled to explain the meaning of issued share capital.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers

ACCOUNTING
Paper 0452/13
Paper 13

Key Messages
Question 1 consisted of ten multiple choice items, covering topics across the whole syllabus.
In Question 2, candidates were given five short-answer questions on a range of topics.
The main topics of Question 3 were a sales ledger account, business documents, and cash and trade
discount.
Question 4 required candidates to have an understanding of a sales ledger control account.
understanding of provision for doubtful debts was also required.

An

To earn the available marks in Question 5, candidates had to have a thorough knowledge of the ledger
entries to record the depreciation and disposal of non-current assets. The reasons for deprecation were also
required.
The main theme of Question 6 was single entry/incomplete records. Candidates were required to prepare a
statement of affairs and to calculate bad debts and discount received. The preparation of an income
statement was then required. Candidates were also required to name four interested parties. A calculation
of the rate of inventory turnover and an associated theory question were also included.
Teachers and candidates will be aware that the examination papers use only “new” terminology. Candidates
have not been penalised if they have used “old” terminology. It is important for teachers and candidates to
be award that candidates will be expected to use “new” terminology in future examinations.

General Comments
All the questions on this examination paper were compulsory and covered various topics on the syllabus. It
was anticipated that candidates would be able to attempt all the questions.
Candidates are reminded that a question can be set on any section of the syllabus, and a thorough
knowledge of all sections of the syllabus is necessary to achieve a good grade in the examination.
It is important to work through questions on past examination papers and appropriate exercises in textbooks.
A number of candidates lost marks as they provided an incorrect figure without supporting calculations. If
calculations are provided some of the available marks may be awarded even if the final figure is incorrect.
Candidates are advised to read through each question very carefully before attempting an answer. Marks
will be lost if instructions are not followed. For example, marks were lost when candidates failed to follow an
instruction to provide a calculation correct to two decimal places.
It is important to read through a question carefully before attempting an answer. Marks cannot be awarded if
a candidate provides a factually correct statement which is not the answer to the question being asked.
Candidates are advised to think carefully about the answers they provide: this would often result in more
marks being earned. It should be obvious that the valuation of inventory would not be a minus figure.
Similarly is should be obvious that bad debts would not be more than the total sales for the year.
The spaces provided on the question paper for candidates’ answers should be adequate. Sometimes it may
be necessary for a candidate to cross out part or all of the answer and provide another answer elsewhere on

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
the question paper. It is important that candidates indicate to Examiners that this has been done. For
example a note “please refer to page ” or “continued on page ” would ensure that this additional work is
not overlooked when the paper is being marked.
Candidates are reminded that the use of inappropriate abbreviations may result in the loss of marks.
Abbreviations such as “bbd” for “balance brought down”, “P” for “provision for doubtful debts”, and “P” for
“profit for the year” are not acceptable.
The following comments should be read in conjunction with the question paper and the published mark
scheme.

Comments on Specific Questions
Question 1
This question consisted of ten multiple choice items, covering various questions on the syllabus. As usual
there was a wide range of marks, with some candidates earning all the available marks.
In (a) it was expected that the majority of candidates would recognise that a credit note would be issued to
reduce the amount charges on an invoice. Candidates should have recognised an error of principle and an
error of omission in (b). A significant number of candidates failed to appreciate that a debit balance on an
expense account represents a prepayment. In (f) it was anticipated that candidates would recognise that
goodwill is an intangible asset. It was expected that candidates would understand why a supplier is
interested in the accounting statements of a customer in (i). Part (j) involved a straightforward calculation of
a trader’s capital and it was anticipated that the majority of candidates would select the key.
Candidates are reminded that it is wise to attempt all the multiple choice items rather than leaving some
blank.
Question 2
This consisted of several short-answer questions based on various sections of the syllabus.
(a)

Candidates were required to complete a table to classify five items between capital and revenue
expenditure and capital and revenues. There were many wholly correct responses.

(b)

Details of the cost, selling and distribution cost and selling price or three products were provided.
Candidates were required to calculate the total value of each type of inventory. Whilst many
candidates appear to understand that inventory is valued at the lower of cost and net realisable
value, there were very few wholly correct responses. A common error was to ignore the selling and
distribution costs. A reasonable number of candidates correctly stated that the value of Product A
would be 600 units x $15 (the cost price). Problems occurred on the calculation of the value of the
Products B and C. Common incorrect answers were $1200 for Product C and $850 for Product C.
A significant number of candidates offered minus figures for the inventory values.

(c)

Stating three types of inventory held by a manufacturer should have been a relatively
straightforward question. Many candidates did earn all the available marks. Weaker candidates
incorrectly suggested opening and closing inventory. A few candidates incorrectly suggested types
of raw materials a manufacturer may use such as wood, screws etc.

(d)

Information was provided about the rent paid by a manufacturer and the amount outstanding at the
year-end. The manufacturer apportioned the rent between the factory and the office. Candidates
were required to state the amount of rent that would appear in the manufacturing account, the
income statement and the balance sheet.
A significant number of candidates did not take the accrual into account and simply apportioned the
amount paid. Some candidates lost the available marks by putting several figures in each section
making it impossible to distinguish the final answer. Many candidates correctly stated the amount
which would appear in the balance sheet.

(e)

Candidates were required to name the section of a manufacturer’s income statement in which the
cost of production would appear. Many candidates correctly stated that this item appears in the

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
trading account section. The most common incorrect responses were “cost of sales” and “profit
and loss”.
Question 3
This question was based on basic book-keeping knowledge. It required candidates to prepare a sales ledger
account and answer theory questions on business documents, cash and trade discount.
(a)

A significant number of candidates correctly identified the sales journal and the sales returns
journal. However, a number of candidates incorrectly referred to ledger accounts rather than books
of prime entry. The more able candidates were aware that a statement of account is not recorded
in the books.

(b)

Using data provided, candidates were required to write up the ledger account of a credit customer.
Most candidates prepared a “T” account, but a three column running balance account was equally
acceptable. There were many good answers.
A number of candidates could have gained more marks if they had used correct descriptions.
“purchases” and “purchases returns” were often used instead of “sales” and “sales returns”,
“cheque” was often used instead of “bank” or “cash” and sometimes even the names of the parties
were used within the account. A small number of candidates use “bbd” for “balance” which is not
acceptable.
Some candidates did not appreciate that trade discount does not appear in the ledger and that only
the net amount of sales and sales returns is entered in the customer’s account.

(c)

Candidates were asked to explain why the trader offered trade discount and cash discount to his
credit customer. The vast majority of candidates produced correct answers and were awarded all
the available marks. A few candidates incorrectly stated that cash discount was allowed because
payment was made in cash.

Question 4
Firstly, candidates were required to complete a table showing where items would appear in a sales ledger
control account. The rest of the question was based on the topic of provision for doubtful debts, including
the calculation of the percentage rate of the provision a journal entry and some related theory questions.
(a)

Candidates were provided with a list of items which may appear in a sales ledger control account
and had to indicate whether each item would be debited or credited to the account. There was a
wide range of marks, but most candidates earned over half of the marks available.

(b)

The balance of the sales ledger control account the balance of the provision for doubtful debts
account were provided and candidates were required to calculate the percentage rate of the
provision. Most candidates successfully calculated the rate to be 2%.
One reason for the increase in the amount of the provision for doubtful debts was required. Many
correctly suggested an increase in the amount of credit sales or an increase in the amount of trade
receivables. Other acceptable answers were an increase in the rate of the provision and
anticipation of higher bad debts in the following year.
A journal entry was required to record the change in the provision for doubtful debts. The income
statement should have been debited and the provision for doubtful debts account should have
been credited with the amount of $636. Some candidates used the new provision of $1560 rather
than the amount by which the provision increased. A narrative should explain why the entry was
required. Some candidates stated that one account was debited and the other credited which was
not acceptable. Many candidates would benefit from extra practice on journal entries.

(c)

Candidates had to name and explain one accounting principle applied when a provision for doubtful
debts in maintained. Most candidates were able to identity prudence as an accounting principle
applied and offer an acceptable explanation. The accounting principle of matching was an equally
acceptable response. Those who suggested this were often not able to provide an acceptable
explanation and earned only one mark.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
Question 5
The topic of this question was deprecation and disposal of non-current assets. Candidates had to write up a
non-current asset account, a provision for depreciation account and a disposal account and to answer a
related theory question.
(a)

Candidates had to state three reasons – in addition to wear and tear – why non-current assets
depreciate. Many candidates provided three acceptable reasons and earned full marks. A number
of candidates simply repeated the reason given in the question. Some simply put “technology” but
did not link this to the business’s non-current assets.

(b)

Using the information provided, candidates were required to prepare a machinery account and a
provision for depreciation of machinery account for two years. Most candidates prepared “T”
accounts, but three column running balance accounts were equally acceptable.
Whilst there were some wholly correct responses, a large number of candidates found this question
difficult. Some candidates would benefit from further study on this topic.
The asset account should have been debited with the original purchase price of the three machines
and then credited with the cost of the machine disposed of. The account should than have been
balanced. The provision account should have been credited each year with a transfer to the
income statement representing the depreciation for the year. The deprecation on the machine sold
should have been debited and transferred to the disposal account. The account should have been
balanced each year. Common errors included:
Entering the cost of only one machine not three in the asset account
Including depreciation in the asset account
Calculating the annual deprecation incorrectly
Not entering the deprecation on the machine sold on the debit of the provision account
Entering an incorrect figure for the deprecation on the machine sold
Omitting dates or using incorrect dates
Using inappropriate descriptions such as “bbd” for “balance” and “cheque” for “bank”

(c)

Candidates were required to prepare a disposal account to record the disposal of one of the
machines. Either a “T” account or a three column running balance account was acceptable. Most
candidates managed to earn some of the available marks for the account. Once again, there were
some incorrect descriptions. Most candidates appreciated that this account was closed by a
transferring the profit or loss on disposal to the income statement.

Question 6
Firstly, candidates were required to prepare a statement of affairs. Using information provided, candidates
were then required to calculate the bad debts written off and the discount received. An income statement
then had to be prepared. The rate of inventory turnover had to be calculated and a related theory question
answered. Short theory questions on deprecation and interested parties were also included.
(a)

Candidates were provided with a list of the assets and liabilities of a trader who had not maintained
proper accounting records. A statement of affairs had to be prepared. Most candidates realised
that the difference between the assets and liabilities represented the trader’s capital. A common
error was not showing that part of the loan was a current liability and the remainder was a noncurrent liability. Despite this, the majority of candidates earned more than half of the available
marks. A small number attempted to prepare a trial balance rather than the statement of affairs
required.

(b)

Using the total credit sales, the opening and closing trade receivables, and the cash received from
credit customers, candidates were required to calculate the bad debts written off. An arithmetic
calculation or a total trade receivables account was equally acceptable. Many candidates
managed to earn two of the available marks, but the calculations gave the impression that many
candidates did not understand which figures should be included and how those figures should be
treated. The calculation of “missing” figures is a topic on which many candidates would benefit
from extra practice.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
(c)

Using the total purchases, the opening and closing trade payables, and the cash paid to credit
suppliers, candidates were required to calculate the discount received. An arithmetic calculation or
a total trade payables account was equally acceptable. Many candidates did not understand which
figures should be included and how those figures should be treated. Again, many candidates
managed to earn two of the available marks. However, as with Part (b), many earned these marks
because they happened to show two correct figures in a mass of irrelevant information.

(d)

Candidates were required to prepare an income statement. Most candidates were able to earn
some of the available marks. Common errors included:
Including cash received from credit customers instead of credit sales
Including cash paid to credit suppliers instead of credit purchases
Omitting the opening inventory
Omitting the discount received
Omitting the bad debts
Adjusting the insurance only for the closing prepayment and ignoring the opening prepayment
Including the loan repayment as an expense
Including drawings as an expense

(e)

An explanation why the trader was providing deprecation on his non-current assets was required.
Many candidates did manage to explain that the aim of deprecation was to spread the cost of the
non-current asset over its useful life.

(f)

The vast majority of candidates were able to suggest four interested parties who might want to see
the trader’s accounts. Incorrect responses included shareholders, directors and partners.

(g)

Using the cost of sales from the income statement and the opening and closing inventory,
candidates were required to calculate the rate of inventory turnover. Many candidates applied the
correct formula and earned all or most of the available marks. A small number of candidates used
the closing inventory rather than the average inventory in the calculation. A few did not provide a
figure correct to two decimal places.

(h)

Candidates were required to compare the trader’s rate of inventory turnover with that of another
business and to state which business had the better rate. The vast majority of candidates gave a
correct response based on their answer to Part (g).
A reason for the difference in the rate of inventory turnover of the two businesses was required.
Very few candidates recognised that for inventory to turnover faster the business has to sell at a
faster rate. Incorrect responses included buying cheaper products, giving discounts, having a
lower amount of inventory or selling different types of goods (despite the question saying that they
were similar businesses).

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers

ACCOUNTING
Paper 0452/21
Paper 21

Key Messages
Teachers and candidates will be aware that the examination papers use only “new” terminology. Candidates
have not been penalised if they have used “old” terminology. It is important for teachers and candidates to
be aware that candidates will be expected to use new terminology in future examinations.
Question 1 required candidates to be able to prepare a petty cash book and to be able to answer associated
theory questions. Some small theory questions on bank reconciliation were also included.
To earn full marks in Question 2 candidates had to prepare an income statement of a manufacturing
business, prepare journal entries for year-end transfers, and write up an expense account. Knowledge of
accounting principles and correction of profit was also required.
Question 3 required candidates to prepare a trial balance and state the entries necessary to correct some
errors. Knowledge of accounting principles and the division of the ledger was also required.
To earn the available marks in Question 4 candidates had to have a thorough understanding of limited
company accounts. Having calculated the retained profit for the year, candidates had to prepare a statement
of financial position. Related theory questions were also included. Candidates were also required to
calculate and understand liquidity ratios.
Question 5 required candidates to prepare a statement of corrected profit and then prepare the
appropriation account of a partnership. Theory questions related to partnerships were also included. An
understanding of the gross and net profit margins was also required.

General Comments
All the questions on this structured examination paper were compulsory and covered various topics on the
syllabus. It was expected that candidates would be able to attempt all the questions.
It is important to remember that a question can be set on any section of the syllabus and a thorough
knowledge of all sections of the syllabus is necessary in order to achieve a pass grade.
Candidates are advised to work through questions on past examination papers and appropriate exercises in
textbooks.
A number of candidates lost marks because they provided an incorrect answer without supporting
calculations. If calculations are provided some of the available marks may be awarded even if the final figure
is incorrect.
Candidates should read through each question vary carefully before attempting an answer. Marks will be
lost if instructions are not followed. For example, marks were lost when candidates failed to follow an
instruction to provide a calculation correct to two decimal places.
It is important to read through a question carefully before attempting an answer. Marks cannot be awarded if
a candidate provides a factually correct statement which is not the answer to the question being asked.
Candidates are advised to think carefully about the answers they provide: this would often result in more
marks being earned. Where a column is headed with a dollar sign candidates should realise that an amount
of money is required rather than just a tick. It should be obvious that the gross profit would not be greater

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
than the sales. Similarly, candidates should appreciate that it is not possible to pay out more cash than is
actually available.
The spaces provided on the question paper for candidates’ answers should be adequate. Sometimes it may
be necessary for a candidate to cross out part or all of the answer and provide another answer elsewhere on
the question paper. It is important that candidates indicate to examiners that this has been done. For
example a note “please refer to page ” or “continued on page ” would ensure that this additional work
is not overlooked when the paper is being marked.
Candidates are reminded that the use of inappropriate abbreviations may result in the loss of marks.
Abbreviations such as “bbd” for “balance brought down”, “P” for “Profit for the year” and “I” for “interest on
capital” are not acceptable.
The following comments should be read in conjunction with the question paper and the published mark
scheme.
Comments on Specific Questions
Question 1
Candidates were required to prepare a petty cash book and answer related theory questions.
understanding of bank reconciliation was also required.

An

(a)

Two reasons for maintaining a petty cash book were required. Some candidates earned both the
available marks: other candidates did not appear to appreciate the relationship between the cash
book and the petty cash book.

(b)

One advantage of the imprest system of petty cash was required. Again, the more able candidates
provided good answers. Other candidates described the imprest system instead of suggesting an
advantage of this system.

(c)

Using information provided, candidates were required to write up a petty cash book. It was
expected that this would be a question on which candidates could earn relatively high marks.
There were some excellent answers with many candidates gaining good marks. Some candidate
made basic errors resulting in the loss of marks. Common errors included:
regarding the repayment of the loan as a payment rather than a receipt
using incorrect descriptions e.g. “restore” in lieu of “cash” or “bank”
not totalling the total columns and/or the analysis columns
not balancing the book at the month-end
showing a credit balance brought down at the start of the next month
not making an entry for the restoration of the imprest or recording an incorrect amount.

(d)

An explanation was required on how the double entry would be completed for the items shown in
the postages column of the petty cash book. It was expected that candidates would explain that
the total of the column is debited to the postages account at the end of the month. Many
candidates gave partially correct answers, often omitting to emphasise that it was the total of the
column which was transferred at the month-end.

(e)

Candidates were required to state two items which may appear in the cash book but not on the
bank statement. Cheques not yet presented and cheques not yet credited were popular correct
responses. A large number of candidates put “bank lodgements”, which was not regarded as
acceptable. There could be several amounts paid into the bank each month it is necessary to
explain which of these would not appear on the bank statement.

(f)

Two items which may appear on the bank statement but not in the cash book were required. Most
candidates provided acceptable answers and earned the two available marks. Popular correct
answers were bank charges and dishonoured cheques. A few candidates suggested “loan
interest”. This was not regarded as adequate as this does not necessarily have any direct link to
the bank.

© 2013

Cambridge International General Certificate of Secondary Education
0452 Accounting June 2013 www.dynamicpapers.com
Principal Examiner Report for Teachers
Question 2
Candidates were required to prepare an income statement for a manufacturing business and to answer a
related theory question. Journal entries to record year-end transfers and an expense account were also
required. Candidates also had to demonstrate an understanding of accounting principles and the effect an
error would have on the profit for the year.
(a)

Many candidates used the data provided and prepared a wholly correct income statement. Other
candidates did not appreciate that the inventories of raw materials and work in progress should not
appear in an income statement. A few candidates omitted the cost of production, including only
revenue, purchases and closing inventory, resulting in the gross profit being greater than the
revenue.

(b)

Candidates were required to state two reasons why a manufacturer may purchase finished goods.
The majority of candidates provided acceptable answers and earned the available marks.

(c)

Journal entries to show two year-end transfers were required. A significant number of candidates
reversed the entries. Some candidates attempted to record the payment of money for carriage
outwards rather than the year-end transfer to income statement. A number of candidates did not
include narratives.

(d)

Using information provided, a motor insurance account had to be prepared. Candidates were
informed that part of the insurance paid related to the owner’s private motor. Many candidates did
not appreciate that this should have been transferred from the expense account to the drawings
account. Of the amount remaining in the expense account, $270 (9 months) should have been
transferred to the income statement and $90 (3 months) which was prepaid should have been
carried down as a debit balance to start the next financial year.

(e)

An explanation was required of how the accruals (matching) principle was applied in the
preparation of the motor insurance account. Many candidates did correctly explain that the
accruals (matching) principle requires that revenue for the period is matched against the costs of
the same period. This should have been linked to the motor insurance account where only the
expense for the year was transferred to the income statement.

(f)

Candidates were required to indicate by how much the profit for the year would be overstated or
understated by the omission of the motor insurance from the income statement. This should have
been linked to the answer in Part (d), but some candidates provided figures w