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Swahili Spec Igcse

The document outlines the assessment criteria for two papers: Reading, Writing and Translation, and Listening, focusing on the development of students' skills in reading comprehension, writing in Swahili, and translating English to Swahili. It emphasizes the importance of understanding various text types, writing for different audiences, and accurately conveying meaning through translation. Additionally, it details the listening tasks that require students to identify main points, deduce meanings, and recognize emotions and opinions in spoken Swahili.

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ben munjaru
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27 views2 pages

Swahili Spec Igcse

The document outlines the assessment criteria for two papers: Reading, Writing and Translation, and Listening, focusing on the development of students' skills in reading comprehension, writing in Swahili, and translating English to Swahili. It emphasizes the importance of understanding various text types, writing for different audiences, and accurately conveying meaning through translation. Additionally, it details the listening tasks that require students to identify main points, deduce meanings, and recognize emotions and opinions in spoken Swahili.

Uploaded by

ben munjaru
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Paper 1: Reading, Writing and Translation

Externally assessed

1.1 Content description

1. Reading

Students will develop the skills of reading comprehension across a range of different types of texts.

Students must be able to:

 Read and respond to material from a variety of sources


 Demonstrate their ability to summarize a short text by writing the main points clearly
 Interpret and infer implicit meaning, including writers’ thoughts, feelings and ideas. Students are
required to convey their understanding of written Swahili through a series of reading tasks.

Texts used in the tasks are:

 Adapted or abridged from authentic sources to be appropriate for the level


 Presented using a range of styles, registers and contexts
 Appropriate to the age and level of understanding of the students
 Set in the culture of the country where Swahili is spoken, allowing students to develop
appropriate cultural awareness and understanding.
 Designed using language which ranges from high frequency to more complex
 Variable in length
 Varied in content to include emails, letters, reviews, articles as well as literary texts, such as
selections from novels, autobiographies and travel writing. This list is not exhaustive

2. Writing

Students are required to convey their understanding of written Swahili through two writing tasks.

Students must be able to:

 Write for a variety of audiences, such as friends and acquaintances, teachers, family members,
groups and professional bodies
 Write using a wide range of grammatical forms and structures
 Write using a wide range of relevant and appropriate vocabulary
 Use accurate spelling
 Structure their work effectively.

3. Translation

Students are required to convey their understanding of written English and translate it into Swahili to
demonstrate an ability to transfer meaning accurately into Swahili. Students must be able to apply the
conventions of grammar in order to produce meaningful and accurate content.
4. Vocabulary

To prepare students adequately for this assessment, teachers should present and exploit a range of
vocabulary relevant to each theme listed in Appendix 7. This paper draws on vocabulary and structures
across all five themes (page 9).

Paper 2: Listening
Externally assessed

1.1 Content description

1. Listening Students are required to convey their understanding of spoken Swahili through a series of
listening tasks. Students must be able to:

 Identify and note main points


 Deduce the meaning of words from context
 Extract specific details
 Identify points of view
 Show some understanding of unfamiliar language
 Recognize attitudes, emotions and opinions.

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