Mark Scheme (Results)

Summer 2013

International GCSE Swahili (4SW0)

Paper 01
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Summer 2013
Publications Code UG037018
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General Marking Guidance

• All candidates must receive the same treatment.

Examiners must mark the first candidate in exactly the
same way as they mark the last.
• Mark schemes should be applied positively. Candidates
must be rewarded for what they have shown they can do
rather than penalised for omissions.
• Examiners should mark according to the mark scheme not
according to their perception of where the grade
boundaries may lie.
• There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
• All the marks on the mark scheme are designed to be
awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark scheme.
Examiners should also be prepared to award zero marks if
the candidate’s response is not worthy of credit according
to the mark scheme.
• Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded and
exemplification may be limited.
• When examiners are in doubt regarding the application of
the mark scheme to a candidate’s response, the team
leader must be consulted.
• Crossed out work should be marked UNLESS the candidate
has replaced it with an alternative response.
Assessment criteria

Assesment criteria reflects the standards expected for IGCSEs. It will therefore not
be necessary for candidates to perform ‘perfectly’ in order to attract the highest
marks available in each assessment criteria grid. References to ‘standard’ should be
interpreted in this context.

Major errors

These may include, for example, the consistent mismatching of subject and verb
forms, use of inappropriate tenses and/or incorrect vocabulary.

Minor errors

These may include, for example, the occasional omission of accents, incorrect
gender, article, slight spelling errors.

Awarding marks

Marks are awarded positively using the following assessment criteria grids. The
mark awarded reflects the extent to which the task as a whole has been
successfully communicated and completed. To determine if a candidate should fain
the upper or lower number of marks in the box, it is important to refer to the boxes
and above and below. If the candidate’s peformance borders more on the
performance of the box below than the box above, then the lower mark is allocated.
On certain occasions, a candidate’s performance may require a ‘best fit’ mark.
Question Answer Mark
Number
1 Sentences testing grammatical knowledge

This part of the paper is marked out of fifteen.

3 marks per sentence

2 X 5 = 10 marks

Deduct ½ mark for each minor error. (15)

Question Answer Mark

Number
1(a) Chakula kiletwacho/kinacholetwa/ambacho (2)
huletwa huwa hakifai.
Question Answer Mark
Number
1(b) Je nini matokeo ya mashindano ya kuogelea (2)
? (yalikuwaje?)
Question Answer Mark
Number
1(c) Viranja walipigiana simu. (2)

Question Answer Mark

Number
1(d) Mimea yetu ya waridi imekua / imemea / (2)
imestawi vizuri sana mwaka huu.
Question Answer Mark
Number
1(e) Ikiwa/kama sitakiwi kuimba, sitaimba. (2)
 Question 2 – Translation into Swahili

Marks are awarded for transmission and quality of language, using the
following assessment criteria grids.

Transmission Mark
No language worthy of credit. 0
Only the very basic points are transmitted successfully with some very
straightforward sections totally misunderstood. The style is often
1-3
incomprehensible. Communication is frequently impaired.
Only the more straightforward and concrete points are transmitted
successfully. Very little or no awareness of nuance and/or idiom. Several
4-6
sections totally misunderstood. The style is incoherent with communication
impaired at times.
The main points, usually narrative and concrete, are conveyed successfully
for the most part, although problems are encountered with more complex
language. Inference, nuance and idiom transmitted successfully on
7-9
occasions. Some passages misunderstood and attempts at rephrasing only
partially successful. The style is not always coherent.
A generally very competent rendering of the original text with grasp of most
detail, nuance and idiom. Some passages, usually more complex,
10-12
misinterpreted. Some successful attempts at rephrasing. The style is
generally pleasing.
Excellent transmission skills with clear grasp of detail. Excellent transfer of
13-15
inference, nuance and idiom. Pleasant to read.
Quality of language Mark
No language worthy of credit. 0
A very high incidence of basic error in all aspects of grammar, syntax and
morphology. Basic lexis and structures appropriate to the task are unknown.
No awareness of tense concept/time sequence. Large sections totally 1-2
misunderstood. Communication impaired. Very little worthy of credit.
Some inaccuracies in basic grammar, although narrative sections, usually
short and straightforward, are in general correct. Lexis and structures
appropriate to the task restricted with some often quite basic items
unknown. At times some fairly basic problems with tense concept/time 3-4
sequence. Use of given adjectives and/or adverbial phrases occasionally
evident, though these are likely to be only partially successful. Often quite
difficult to follow.
Largely accurate when using simple, short phrases: incidence of error
increases in more complex language. Lexis and structures appropriate to the
task tend to be adequate, with several items unknown. Some use of given
5-6
adjectives and/or adverbial phrases with some degree of success. About half
of what is written should be free of major errors. Not always easy to read.
A high level of accuracy overall, however with occasional basic errors,
usually in more complex language. Uses a wide range of lexis and structures
appropriate to the task with occasional lapses. Grasp of tense concept/time 7-8
sequence generally secure, although occasional lapses are evident. Pleasant
to read for the most part.
A very high level of accuracy with only minor errors. Confident use of a wide
range of lexis and structures appropriate to the task. Excellent grasp of
9-10
tense concept/time sequence. Very pleasant to read overall, although not
necessarily faultless.
Question Answer Mark
Number
2 Ni jambo la ajabu/ la kushangaza kwamba safari
yangu ya kupiga kambi iliyokuwa bora zaidi sikuwa na
wazazi wangu. Hapo mbeleni/ awali/ zamani wao
walienda pamoja nasi kila wakati. Lakini wakati huu
ilionekana ni vigumu kupata ruhusa kutoka kazini
tulipomaliza/ baada ya kumaliza mitihani yetu ya
mwisho. Wazazi wa rafiki zetu pia hawakuweza
kutupeleka, kwa vile walikuwa wameshaenda zao
ng’ambo/ nje/ nje ya nchi kwenye kongomano /
mkutano mkubwa. Kwa hivyo, ilikuwa ni juu yetu, sisi
ndugu (matini) watatu, kujimudu/ kujishughulikia /
kujiangalia. Tulichukua chakula cha kutosha, na pesa
na nguo za kubadilisha za kumaliza/ kutosheleza wiki
nzima / wiki moja. Tulielekea kusini katika kambi
iliyoko kando ya mto yenye sifa katika shughuli za
matembezi / kutembea kwenye mandhari nzuri. Na
kwa vile ilikuwa ni wakati wa mvua pia tulibeba
mifuko / mikoba yetu ya kulalia isiyoingia maji na
viatu vizito.
Kabla tu ya sisi kuondoka kuenda zetu safarini,
tuliamua kwamba kila mmoja wetu ni lazima
angechukua/ achukue madaraka sawa katika uongozi.
Sikuwa na hakika mambo haya yangetokeaje /
yangekuwaje/ yangekuwa vipi, hasa kwa vile tulikuwa
hatuna mafunzo yo yote kuhusu ustadi kama huo. (25)
Ujuzi tuliokuwa nao ni mdogo tu wa huduma ya
kwanza. Nilijitolea kuwekewa kazi ya kuwasha na
kuzima mioto ya kambi. Kaka yetu mkubwa alichagua
kupika na kuweka mahali pasafi. Lakini dadetu / dada
yetu (aliye) mdogo zaidi/ kabisa (kwetu), ambaye ni
mwana mipango mambo shupavu alipendelea kufanya
michezo, nyimbo na shughuli nyingine. Wazazi wetu
walijivunia sisi sana/ walitupa sifa sana
tulipowasimulia safari yetu ya kuenda kule na kurudi.
 Question 3– Translation into English

Marks are awarded for transmission and quality of language, using the
following assessment criteria grids.

Transmission Mark
No language worthy of credit. 0
Only the very basic points are transmitted successfully with some very
straightforward sections totally misunderstood. The style is often
1-3
incomprehensible. Communication is frequently impaired.
Only the more straightforward and concrete points are transmitted
successfully. Very little or no awareness of nuance and/or idiom. Several
4-6
sections totally misunderstood. The style is incoherent with communication
impaired at times.
The main points, usually narrative and concrete, are conveyed successfully
for the most part, although problems are encountered with more complex
language. Inference, nuance and idiom transmitted successfully on
7-9
occasions. Some passages misunderstood and attempts at rephrasing only
partially successful. The style is not always coherent.
A generally very competent rendering of the original text with grasp of most
detail, nuance and idiom. Some passages, usually more complex,
10-12
misinterpreted. Some successful attempts at rephrasing. The style is
generally pleasing.
Excellent transmission skills with clear grasp of detail. Excellent transfer of
13-15
inference, nuance and idiom. Pleasant to read.

Quality of language Mark

No language worthy of credit. 0
A very high incidence of basic error in all aspects of grammar, syntax and
morphology. Basic lexis and structures appropriate to the task are unknown.
No awareness of tense concept/time sequence. Large sections totally 1-2
misunderstood. Communication impaired. Very little worthy of credit.
Some inaccuracies in basic grammar, although narrative sections, usually
short and straightforward, are in general correct. Lexis and structures
appropriate to the task restricted with some often quite basic items
unknown. At times some fairly basic problems with tense concept/time 3-4
sequence. Use of given adjectives and/or adverbial phrases occasionally
evident, though these are likely to be only partially successful. Often quite
difficult to follow.
Largely accurate when using simple, short phrases: incidence of error
increases in more complex language. Lexis and structures appropriate to the
task tend to be adequate, with several items unknown. Some use of given
5-6
adjectives and/or adverbial phrases with some degree of success. About half
of what is written should be free of major errors. Not always easy to read.
A high level of accuracy overall, however with occasional basic errors,
usually in more complex language. Uses a wide range of lexis and structures
appropriate to the task with occasional lapses. Grasp of tense concept/time 7-8
sequence generally secure, although occasional lapses are evident. Pleasant
to read for the most part.
A very high level of accuracy with only minor errors. Confident use of a wide
range of lexis and structures appropriate to the task. Excellent grasp of
9-10
tense concept/time sequence. Very pleasant to read overall, although not
necessarily faultless.

Question Answer Mark

Number
3 The court is a place where cases are taken to
the judge so as to give a fair judgement. But
they must listen to both sides through the
solicitors and the witnesses of the accused and
the accusers. The court of our city has several
rooms that have a capacity of about seventy in
each of them. Before entering the main door,
the guards / soldiers / police scan all people.
Their luggage is placed in open plastic boxes
and passed through a tunnel / hole in which a
camera is placed. This is to ensure that no
dangerous items will enter the court. In
addition, so as to enable the judge to do their
work properly, attendees are obliged to obey /
adhere to certain rules. In the courtroom there
are posters / notices / sign boards that warn
people not to do the following things: Firstly, it
is imperative to / they must switch off mobile
phones, also it is not permitted to talk, take
photos, drink or chew things in court. The
judges and solicitors wear wigs with fake white
curly hair that resembles grey hair and black
gowns. The judge’s gown has two red belts /
straps at the front of the neck. And at the waist
they tie a black belt / strap with a width of (25)
about twenty five centimeters. As soon as the
judge enters, it is obligatory that the clerk at
court asks all people to stand upright. And then
the judge acknowledges them by bowing the
head.
Question 4 – Writing (35 marks)

Marks are awarded for communication and content and quality of

language, using the following assessment grid.

Communication and content Mark

No language worthy of credit. 0
Task generally misunderstood with little relevant information conveyed.
Much ambiguity, confusion and omission. Level of response minimal with
only a few relevant phrases. Communication largely impaired. Time
1-4
sequences rarely correct. Largely incomprehensible with the exception of
isolated items. Very difficult to read.
Main points of the task understood but some points totally misunderstood.
Some major omissions with a degree of irrelevance and/or repetition. Level
of response fairly limited with little opinion and justification appropriate to
the task. Functions predominantly in simple, concrete sentences for the 5-8
most part. Some evidence of correct time sequences but mostly
inconsistent and insecure. Just about comprehensible overall with,
however, a marked degree of ambiguity. Not easy to read.
Majority of task completed, however, with some significant omissions.
There may be some irrelevance. Goes beyond a minimal response with
some expansion of ideas and straightforward opinion relevant to the task.
Time sequences show a degree of ambiguity at times. Comprehensible
9-12
overall with some attempt to link the piece into a coherent whole.
Ambiguous in places especially in more ambitious language. Tends to be
somewhat predictable.
Responds to nearly all of the task although there may be some omissions.
Some relevant expansion at times. Provides evidence of description,
narration and opinion as appropriate to the task. Time sequences generally
sound with occasional lapses. A generally well structured piece of writing. A 13-16
sound attempt overall to link the piece into a coherent whole with,
however, some lapses. May be a little pedestrian and predictable or
somewhat over-ambitious at times.
Responds fully and appropriately to the stimulus with excellent and
relevant expansion. Gives detailed descriptions, expresses and justifies
17-20
opinions as appropriate to the task. The time sequence is clear and
unambiguous. A coherent piece of writing which is pleasant to read.
Quality of language Mark
No language worthy of credit. 0
A high level of inaccuracy with very frequent and basic errors in grammar,
syntax and morphology. There may be the occasional correct phrase. No
awareness of tense concept/time reference. Vocabulary very basic with
1-3
little of no evidence of correct use of basic structures. Communication is
severely impaired overall. Extremely difficult to read.
Accuracy is inconsistent with frequent basic errors in grammar, syntax and
morphology. Simple, short sentences are sometimes correct, but very little
beyond. Range of vocabulary and structure very limited. Use of tense
4-6
concept/time reference limited and often inappropriate. Limited success in
attempts at enhancement of fact with adjectives and/or adverbial phrases.
Not easy to read.
Fairly accurate in simple language, however tends to be inconsistent in
application of grammar, syntax and morphology when attempting more
complex language. Range of vocabulary, idiom and structure standard and
somewhat predictable. Some inconsistency in use of tense concept/time
reference. Some attempts at subordination and sentence linking which are
7-9
only partially successful. Attempts enhancement of fact with adjectives
and/or adverbial phrases with moderate success. About half of what is
written should be free of major errors. Despite inaccuracies, the basic
message is conveyed.
Generally accurate and secure in grammar, syntax and morphology with
some lapses. Accuracy less secure when more complex language is
attempted. Uses a good range of vocabulary, idiom and structure, which
are for the most part appropriate to the task. Attempts at more ambitious
structures not always successful. Generally a secure grasp of tense 10-12
concept/time reference. Manipulates language to suit the task at hand,
however with some errors. A wide range of vocabulary, idiom and structure
may compensate for a lower level of accuracy. Generally easy to read
despite the errors.
Predominantly accurate: free of all but minor errors in grammar, syntax
and morphology. Uses a wide range of vocabulary, idiom and structure
appropriate to the task with very little or no repetition. Excellent use of
tense concept/time reference. Excellent examples of subordination and 13-15
appropriate use of more complex structures. Clear ability to manipulate
language with a high degree of accuracy to suit the purpose. Very pleasant
to read, though not necessarily faultless.
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