Swahili gcse

INTERNATIONAL GCSE Swahili (9-1) SPECIFICATION Pearson Edexcel International GCSE in Swahili (4SW1)

First teaching September 2017 First examination June 2019 First certifi cation August 2019 Issue 2

Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com

Acknowledgements This specification has been produced by Pearson on the basis of consultation with teachers, examiners, consultants and other interested parties. Pearson would like to thank all those who contributed their time and expertise to the specification’s development. References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of going to publication. ISBN 978 1 446 95151 4 All the material in this publication is copyright © Pearson Education Limited 2017

Summary of International GCSE Swahili specification Issue 2 changes

Summary of changes made between previous issue and this current issue

Page number

Two aims and objectives have been added

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Vocabulary list has been updated Throughout appendix 7

If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

Contents

About this specification 2 Why choose Edexcel qualifications? 4 Why choose the Pearson Edexcel International GCSE in Swahili? 5 Supporting you in planning and implementing this qualification 6 Qualification at a glance 7 Themes and topics 9

Swahili content 11 Paper 1: Reading, Writing and Translation 12 Paper 2: Listening 15 Spoken language endorsement (optional) 16

Assessment information 23 Administration and general information 26

Entries 26 Access arrangements, reasonable adjustments, special consideration and malpractice 26 Awarding and reporting 28 Student recruitment and progression 28

Appendices 29 Appendix 1: Codes 31 Appendix 2: Pearson World Class Qualification design principles 32 Appendix 3: Transferable skills 34 Appendix 4: Glossary 36 Appendix 5: Spoken language endorsement assessment record sheet 37 Appendix 6: Grammar list 39 Appendix 7: Vocabulary list 41

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About this specification

The Pearson Edexcel International GCSE in Swahili is part of a suite of International GCSE qualifications offered by Pearson. This qualification is not accredited or regulated by any UK regulatory body.

Key features This specification includes the following key features.

Structure This qualification is a linear qualification, and is assessed through two external assessments which must be taken at the end of the course of study. There is also an optional spoken language endorsement, which will not contribute to the overall grade of the qualification.

Content The content is relevant and engaging. It covers five themes:  Home and abroad  Education and employment  Personal life and relationships  The world around us  Social activities, fitness and Health.

Assessment Two external assessments, set and marked by Pearson. The optional spoken language assessment will be marked by the centre and monitored by Pearson.

Approach The qualification focuses on reading, writing and translation skills. It is a suitable foundation for language speakers of Swahili who wish to progress to further study of other comparable subjects at schools and colleges.

Specification updates This specification is Issue 1 and is valid for first teaching from September 2017, with first assessment in June 2019 and first certification in August 2019. If there are any significant changes to the specification, we will inform centres in writing. Changes will also be posted on our website. For more information please visit qualifications.pearson.com.

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Using this specification This specification gives teachers guidance and encourages effective delivery of the qualification. The following information will help you get the most out of the content and guidance. Content: the specification lists the compulsory skills and themes/topics that will be assessed. The course has been designed to allow flexibility for centres. Assessments: the assessment uses a range of materials. Teachers should deliver the qualification using a good range of examples to support the assessment of the content. Depth and breadth of content: teachers should be familiar with the full range of content and all the assessment objectives given in the subject content section. Grammar and vocabulary lists are provided in Appendix 6 and 7, to facilitate the delivery of the qualification and assessment.

Qualification aims and objectives The aims and objectives of this qualification are to enable students to develop:  their ability to read, understand and respond to material from a variety of sources  their ability to communicate accurately in writing, matching style to audience and purpose  their understanding of the structure and variety of language  their ability to listen to different speakers and respond in writing to spoken language  their ability to translate from English into the target language  an understanding of themselves and the world around them  an appreciation of the richness, beauty and diversity of the Swahili language.

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Why choose Edexcel qualifications? Pearson – the world’s largest education company Edexcel academic qualifications are from Pearson, the UK’s largest awarding organisation. With over 3.4 million students studying our academic and vocational qualifications worldwide, we offer internationally recognised qualifications to schools, colleges and employers globally. Pearson is recognised as the world’s largest education company, allowing us to drive innovation and provide comprehensive support for Edexcel students in acquiring the knowledge and skills they need for progression in study, work and life.

A heritage you can trust The background to Pearson becoming the UK’s largest awarding organisation began in 1836, when a royal charter gave the University of London its first powers to conduct exams and confer degrees on its students. With over 150 years of international education experience, Edexcel qualifications have a firm academic foundation, built on the traditions and rigour associated with Britain’s educational system. To find out more about our Edexcel heritage please visit our website: qualifications.pearson.com/en/about-us/about-pearson/our-history

Results you can trust Pearson’s leading online marking technology has been shown to produce exceptionally reliable results, demonstrating that at every stage, Edexcel qualifications maintain the highest standards.

Developed to Pearson’s world-class qualifications standards Pearson’s world-class standards mean that all Edexcel qualifications are developed to be rigorous, demanding, inclusive and empowering. We work collaboratively with a panel of educational thought-leaders and assessment experts to ensure that Edexcel qualifications are globally relevant, represent world-class best practice and maintain a consistent standard. For more information on the world-class qualification process and principles please go to Appendix 2 or visit our website: uk.pearson.com/world-class-qualifications.

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Why choose the Pearson Edexcel International GCSE in Swahili? We have listened to feedback from all parts of the international school subject community, including a large number of teachers. We have made changes that will engage international learners and give them skills that will support progression to further study of Swahili and a wide range of other subjects. Themes and topics – the themes and topics used in this qualification are engaging and suitable for all students. They are based on contexts that students are likely to encounter and are diverse in their content. Source material – we have ensured that the reading materials in the reading paper consist of source materials, which are culturally relevant, engaging and suitable for international students, and will encourage students to develop skills of analysis and synoptic thinking. Clear and straightforward question papers – our question papers are clear and accessible for students of all ability ranges. The papers tests a distinct set of skills: reading, writing, translations and listening skills, plus an optional spoken language endorsement. Our mark schemes are straightforward, so that the assessment requirements are clear. Broad and deep development of learners’ skills – we designed the International GCSE to extend learners’ knowledge by broadening and deepening skills, for example learners will:  read and respond to material from a variety of sources  respond to materials culturally relevant to where Swahili is spoken  construct and convey meaning in written language, matching style to audience and

purpose. Development of spoken language skills – students are able to develop their understanding of the spoken language through an optional spoken language endorsement. Progression – International GCSE qualifications enable successful progression from lower secondary and onto Level 3 and beyond. Through our world-class qualification development process, we have consulted with a range of stakeholders to validate the appropriateness of this qualification, including content, skills and assessment structure. More information about the qualifications can be found on our website (qualifications.pearson.com) on the Edexcel International GCSE pages.

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Supporting you in planning and implementing this qualification Planning  Our Getting Started Guide gives you an overview of the Pearson Edexcel International

GCSE in Swahili to help you understand the changes to content and assessment, and what these changes mean for you and your students.

 We will provide you with an editable course planner and scheme of work.  Our mapping documents highlight key differences between the new and legacy

qualifications.

Teaching and learning  Our skills maps will highlight opportunities for students to develop skills that are

assessed, as well as skills that are not directly assessed.  A range of teaching and learning resources which promote any time, any place learning to

improve student motivation and encourage new ways of learning.

Preparing for exams We will also provide a range of resources to help you prepare your students for the assessments, including:  specimen papers to support formative assessments and mock exams  examiner commentaries following each examination series.

ResultsPlus ResultsPlus provides the most detailed analysis available of your students’ exam performance. It can help you identify the topics and skills where further learning would benefit your students.

Training events In addition to online training, for teachers to deepen their understanding of our qualifications, we host a series of training events each year.

Get help and support Our subject advisor service will ensure that you receive help and guidance from us. You can sign up to receive the Edexcel languages e-updates for qualification updates and product and service news. You can email our subject advisor at: teachinglanguages@pearson.com.

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Qualification at a glance

Qualification overview The Pearson Edexcel International GCSE in Swahili consists of two externally-examined papers. There is also an optional spoken language endorsement, which will not contribute to the overall grade of the qualification. The papers must be taken at the end of the course of study. The use of dictionaries is not permitted.

Content and assessment overview

Paper 1: Reading, Writing and Translation *Paper code: 4SW1/01

Externally assessed Written examination: 2 hours and 15 minutes Availability: June 80 marks

66⅔ of the qualification

Content overview This paper assesses reading, writing and translation skills across the following five themes:  Home and abroad  Education and employment  Personal life and relationships  The world around us  Social activities, fitness and health

Assessment overview This paper consists of three sections. Section A: Reading Multiple-choice questions (MCQ), short-response questions and open-response questions set on any of the five themes. Section B: Writing Two extended writing tasks, set on any of the five themes. Section C: Translation Translation of short sentences in English into Swahili, linked to any of the five themes.

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Paper 2: Listening *Paper code: 4SW1/02

Externally assessed Written examination: 30 minutes plus 5 minutes reading time Availability: June 40 marks

33⅓ of the qualification

Content overview This paper assesses listening skills across the following five themes:  Home and abroad  Education and employment  Personal life and relationships  The world around us  Social activities, fitness and health

Assessment overview

Listening Multiple choice questions (MCQs) and short-response questions set on any of the five themes.

Spoken language endorsement (optional)

*Paper code: 4SW1/E

Internally assessed and externally monitored by Pearson. Non-examined assessment: 10 minutes All students work should be marked in time for Pearson to monitor the marking. This will need to be completed in the year of certification.

Endorsed separately (optional)

Content overview The spoken language endorsement assesses the use of spoken standard Swahili effectively in a presentation.

Summary The spoken language presentation may take a variety of forms, including: a) a speech or talk by the student, followed by questions from the audience. b) a formal debate or dialogue, followed by questions from the audience. In all cases, the presentation should be prepared by the student and last no longer than 10 minutes. The topic of the presentation should be discussed and decided in advance with the teacher. Please see page 16 for more details about the spoken language endorsement. There are no marks for the spoken language endorsement. Students are awarded a grade (Pass, Merit, Distinction or Not Classified).

*See Appendix 1: Codes for a description of this code.

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Themes and topics This qualification covers the following themes. Each theme is broken down into topics. The examination papers will be based on these themes and topics.

Theme 1: Home and abroad  Life in the town and rural life  Holidays, tourist information and directions  Services (e.g. bank, post office)  Customs  Everyday life, traditions and communities

Theme 2: Education and employment  School life and routine  School rules and pressures  School trips, events and exchanges  Work, careers and volunteering  Future plans

Theme 3: Personal life and relationships  House and home  Daily routines and helping at home  Role models  Relationships with family and friends  Childhood

Theme 4: The world around us  Environmental issues  Weather and climate  Travel and transport  The media  Information and communication technology

Theme 5: Social activities, fitness and health  Special occasions  Hobbies, interests, sports and exercise  Shopping and money matters  Accidents, injuries, common ailments and health issues  Food and drink

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All themes and topics must be studied in the context of countries and communities where Swahili is spoken. The majority of contexts in the papers will be based on the culture of the countries where the assessed language is spoken. It is, therefore, important that students are exposed to materials relating to Swahili throughout the course.

Grammar and vocabulary list Appendix 6 and Appendix 7 list the grammar and vocabulary that students will need to know for this qualification.

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Swahili content

Paper 1: Reading, Writing and Translation 12 Paper 2: Listening 15 Spoken language endorsement (optional) 16

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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 summarise 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.

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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).

1.2 Assessment information  This paper assesses reading, writing and translation skills.

 There are three sections in the paper. Students must answer:  Section A Questions 1–4  Section B Question 5 and either

Question 6(a) or 6(b) or 6(c)  Section C Question 7.

 Questions are set on any of the five themes.  The paper may include multiple-choice, short-response, open-

response and extended writing questions.  Dictionaries are not permitted.  The assessment is 2 hours and 15 minutes.  The paper is worth 80 marks.  The first assessment is in June 2019.

1. Reading (Section A)

 This section is worth 38 marks.  Students will answer questions on four different texts/extracts.  There will be multiple-choice, short-response, open-response

questions.  Questions will test the following assessment objective:

AO1  Understand and respond, in writing, to written language.

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2. Writing (Section B)

 This section is worth 32 marks.  In this section, students are required to convey their

understanding of Swahili through two extended writing tasks:  Task 1 - students are required to write a short essay, based

on four short prompts in the present and future  Task 2 - students are required to write a longer essay.

Students choose one task from a choice of three.  Questions will test the following assessment objective:

AO2  Communicate in writing, using a register appropriate to the

situation, showing knowledge of a range of vocabulary in common usage and of the grammar and structures prescribed in the specification, and using them accurately.

3. Translation (Section C)

 This section is worth 10 marks.  Students are required to translate short sentences in English into

Swahili.  Questions will test the following assessment objective:

AO3  Understand written sentences in English and translate them

into Swahili.

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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  recognise attitudes, emotions and opinions.

1.2 Assessment information 1. Listening This paper assesses listening skills.

 Students must answer all questions.  Questions are set on any of the five themes.  The paper will include multiple-choice and short-response

questions.  The assessment is 30 minutes (plus 5 minutes’

reading time)  The paper is worth 40 marks.  The first assessment is in June 2019.  Questions will test the following assessment objective:

AO4  Understand and respond, in writing, to spoken language.

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Spoken language endorsement (optional)

Internally set and assessed

1.1 Overview The spoken languages endorsement is an optional endorsement

available alongside the Pearson Edexcel International GCSE in Swahili qualification. If a student completes this endorsement, the endorsement will appear on their certificate as a separate reported grade (pass, merit, distinction or not classified) alongside the overall grade issued for the Pearson Edexcel International GCSE in Swahili qualification (based on papers 1 and 2).

1.2 Content description 1. Spoken

language endorsement (optional and endorsed separately)

Students are required to demonstrate their use of spoken Swahili through a presentation based on a topic of their choice. The chosen topic does not have to be selected from the Themes and Topics section on page 9. Students must be able to:  convey information in speech on a range of topics, using context-

specific vocabulary  express their opinions about a topic, developing their ideas

through speech  respond spontaneously to both predictable and unpredictable

questions on a range of topics  speak fluently and coherently, using a range of grammatical

structures without undue hesitation or obvious searching for vocabulary.

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1.3 Assessment information 1. Spoken language

endorsement (optional and endorsed separately)

 There will be a presentation by the student, which will be marked by the centre and monitored by Pearson.

 The presentation should last no longer than 10 minutes.  All students work should be marked in time for Pearson to

monitor the marking. This will need to be completed in the year of certification.

 Tasks will test the following assessment objective: AO5  Demonstrate presentation skills in a formal setting  Listen and respond appropriately to spoken language,

including to questions and feedback to presentations  use spoken Swahili effectively in speeches and

presentations.

1.4 Presentation setting, taking and marking 1. Setting

 The student must complete a presentation based on a topic chosen by them. The chosen topic can be selected from the Themes and Topics section on page 9 or on a topic of their own choice.

 Students should share the topic title with their teacher before they start preparing for the presentation.

 The topic must provide sufficient scope for the student to accesss all the assessment criteria.

 Teachers must confirm that the student’s provisional topic title has the potential to meet the assessment criteria and offer general guidance on any necessary amendments.

 Teachers must not provide students with a choice of topic titles from which students then choose.

2. Taking The spoken language presentation may take a variety of forms, including:  a speech or talk by a student, followed by questions from the

audience/teacher  a formal debate or dialogue, such as an interview, where the

student should answer questions from the teacher Students should prepare their presentation in advance. The student must give their presentation to an audience, which must always include the teacher.

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The size and composition of the audience should be determined by the teacher, in discussion with the student. However, where the audience is the teacher only, the presentation and dialogue should be designed in such a way that it could have a potentially wider audience than just one person (for example it replicates a television interview).

3. Marking The student’s presentation will be marked by the centre and monitored by Pearson. Students should be assessed either live or from recordings. They should be awarded a grade (Pass, Merit or Distinction) using the assessment criteria on the following page. Please note, there are no marks for the spoken language endorsement. In order to achieve a particular grade (Pass, Merit or Distinction), a student must meet all of the criteria for that grade. Where a students’ work does not fufil the pass criteria, they will be awarded ‘not classified’ on their certificate.