Cambridge O Level

SETSWANA 3158/01
Paper 1 Language October/November 2023
MARK SCHEME
Maximum Mark: 100

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 9 printed pages.

© UCLES 2023 [Turn over

3158/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2023

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© UCLES 2023 Page 2 of 9

3158/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2023

Section A Composition (Question 1, 2, 3, 4) + Section B Writing for a Specific Purpose

(Question 5)

BAND MARKS DESCRIPTORS

• Apart from very occasional slips, the language is accurate. Sentence

structure is varied and demonstrates the candidate’s skill to use
different lengths and types of sentences for particular effects.
Vocabulary is wide and precise.
1 25–23 • Punctuation is accurate and helpful to the reader. Spelling is accurate
across the full range of vocabulary used. Paragraphs have unity, are
linked, and show evidence of planning. The topic is addressed with
consistent relevance; the interest of the reader is aroused and
sustained.

• The language is accurate; occasional errors are either slips or arise

from attempts to use ambitious structures or vocabulary that may be
imperfectly understood. Vocabulary is wide enough to convey intended
shades of meaning with some precision. Sentences show some
variation of length and type, including the confident use of complex
2 22–20 sentences.
• Punctuation is accurate and generally helpful. Spelling is nearly always
accurate. Paragraphs show some evidence of planning, have unity and
are usually appropriately linked. The response is relevant, and the
interest of the reader is aroused and sustained through most of the
composition.

• Vocabulary and structures are mainly correct when they are simple;
mistakes may occur when more sophistication is attempted. Sentences
may show some variety of structure and length, although there may be
a tendency to repeat sentence types and ‘shapes’, producing a
monotonous effect. Spelling of simple vocabulary is accurate; errors
may occur when more ambitious vocabulary is used.
3 19–17
• Punctuation is generally accurate, although errors may occur when
more difficult tasks are attempted e.g. the punctuation of direct speech.
Sentence separation is correct. The composition is written in
paragraphs which may show some unity, although links may be absent
or inappropriate. The composition is relevant and will arouse some
interest in the reader.

• The meaning is generally clear. There will be patches of accurate

language, particularly when simple vocabulary and structures are used.
There may be some variety of sentence length and structure, but the
reader may not be convinced that this variety is for a particular purpose.
Vocabulary is usually adequate to convey intended meaning, although it
may be insufficiently developed to achieve precision. Idiom may be
uncertain at times.
4 16–14
• Punctuation will be used but may not enhance/clarify meaning. Some
sentence separation errors may occur occasionally. Simple words will
be spelt accurately, but more complex vocabulary may show some
spelling weakness. Paragraphs will be used but may lack unity or
coherence. A genuine attempt has been made to address the topic, but
there may be digressions or failures of logic. Compositions may lack
liveliness and interest value.

© UCLES 2023 Page 3 of 9

3158/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2023

BAND MARKS DESCRIPTORS

• Meaning is never in doubt, but the errors are sufficiently frequent and
serious to hamper precision, and may slow down speed of reading.
Some simple structures will be accurate, but the script is unlikely to
sustain accuracy for long. Vocabulary may be limited, either too simple
to convey precise meaning or more ambitious but imperfectly
understood. Some idiomatic errors are likely.
5 11–13 • Simple punctuation will usually be accurate, but there may be frequent
sentence separation errors. Simple words will usually be spelt correctly,
but there may be inconsistency, and frequent mistakes in the spelling of
more difficult words. Paragraphs may lack unity or be used
haphazardly. The subject matter will show some relevance. The
incidence of linguistic error is likely to distract the reader from merits of
content.

• There will be many serious errors of various kinds throughout the script,
but they will be of the ‘single-word’ type i.e. they could be corrected
without re-writing the sentence.
• Communication is established, although the weight of error may cause
‘blurring’ from time to time. Sentences will probably be simple and
repetitive in structure. Vocabulary will convey meaning but is likely to be
6 8–10
simple and imprecise. Errors in idiomatic usage will be a significant
feature.
• Spelling may be inconsistent. Paragraphing may be haphazard or non-
existent. There may be evidence of interesting and relevant subject
matter, but the weight of linguistic error will tend to obscure or neutralise
its effect.

• Sense will usually be decipherable but some of the error will be multiple
i.e. requiring the reader to re-read and re-organise before meaning
becomes clear. There are unlikely to be more than a few accurate
7 5–7
sentences, however simple, in the whole composition.
• The content is likely to be comprehensible, but may be partly hidden by
the density of the linguistic error.

• Scripts are entirely, or almost entirely impossible to recognise as pieces

of Setswana writing. Whole sections will make no sense at all. Where
occasional patches of relative clarity are evident some marks will be
8 0–4
given.
• The mark of 0 is reserved for scripts that make no sense at all from
beginning to end.

Section A [Total: 25]

Section B [Total: 25]

© UCLES 2023 Page 4 of 9

3158/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2023

Section C Reading Comprehension (Question 6)

Candidates should answer in full sentences and in their own words as much as possible (see banded
mark scheme for Language below).

Content (20 marks)

This mark scheme is not exhaustive; it is in note-form and only serves as a guide for markers.
Candidates must attempt to answer the questions in full sentences and avoid copying word-for-word
from the text.

(a) Matile [1]

(b) Ditlhong / A tshaba go tshegiwa / Ke nkotwana / Ga a na madi [1]

(c) Malomaagwe / Rremogolo ke setlogolo sa gagwe [1]

(d) Bontsintsi jwa dikgomo / motlhape [1]

(e) Mosadi a ithwele [1] a le gaufi le belega [1] [2]

(f) Diruiwa tse di ileng nageng ka mahube, di simolola go repa,

letsatsi [1]
le tlhabile, di fula ka iketlo, di bona bojang sentle. [1]

(g) Lebogang le Tselane [1]

Mogatsa Rremogolo le morwedi [1]

(h) Madi a segompieno / tšhelete [1]

(i) Kgomo. [1]

E tlamela Motswana ka ditlhokwa tsotlhe tsa botshelo [1]

(j) Ke go abela mongwe seruiwa, e ka nna kgomo, podi, nku jalo-jalo. [1]

(k) (i) go tsamaya ka bonako / bofefo go kuka dinao [2]

(ii) go kgotšwa thata / go tenega [2]

(iii) Matlho a gagwe a tlala dikeledi / A le gaufi le go

lela [2]

The language mark is awarded on the basis of the response to the comprehension questions as a
whole (see table below).

© UCLES 2023 Page 5 of 9

3158/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2023

5 Excellent Clear, carefully chosen language in the candidate’s own words with complex
syntax where appropriate. Varied, precise vocabulary. Hardly any or no technical
errors.

4 Good Clear, appropriate language, mostly in the candidate’s own words. Appropriate
vocabulary. Few technical errors.

3 Adequate Language generally appropriate, but unsophisticated and generally simple syntax.
Adequate vocabulary. Some technical errors. Occasional reliance on lifting from
the passage.

2 Weak Unsophisticated language, not always appropriate. Very simple syntax with some
clumsiness. Thin vocabulary. A number of technical errors. Often reliant on lifting.

1 Poor Thin, inappropriate use of language. Confused and obscure. Many errors. In a
large number of cases there will be considerable lifting.

0 The mark of 0 is reserved for answers for which there is no language to be

credited.

Diteng 20 + Puo 5 = [25]

© UCLES 2023 Page 6 of 9

3158/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2023

Section D Translation (Question 7 and 8)

English Setswana

1 Lesedi loved the stars. Lesedi o ne a rata dinaledi. [1]

2 While other children couldn’t wait for it to Fa bana bangwe ba fela pelo gore moso o [1]
be morning, goroga neng,

3 she couldn’t wait for night-time. ene o ne a fela pelo gore bosigo bo [1]
goroga neng.

4 She wasn’t scared of the dark at all. O ne a sa boife lefifi ka gope. [1]

5 She loved to go outside before bedtime O ne a rata go ya kwa ntle pele go [1]
robalwa

6 just to look up at the night sky. gore a lebe lefaufau bosigo. [1]

7 Now, imagine all the stars she saw. Jaanong, akanya fela ka dinaledi tsotlhe [1]
tse o di boneng.

8 Hundreds and hundreds of bright, Makgolokgolo a dinaledi tse dintle tse di [1]
twinkling stars phatsimang

9 and the big, round, yellow moon. gammogo le ngwedi o mogolo, o o [1]
kgolokwe, o o serolwana.

10 ‘It’s almost bedtime, Lesedi!’ called the ‘E setse e le nako ya go robala, Lesedi!’ [1]
little girl’s mother. mmaagwe mosetsanyana a mmitsa.

11 ‘Coming, Mama!’ Lesedi called back. ‘Ke e tla, Mama/mme!’ ga araba Lesedi. [1]

12 But Lesedi wasn’t ready to go inside. Fela Lesedi o ne a ise a ipaakanyetse go [1]
boela mo ntlong.

13 She wanted to count the stars. O ne a batla go bala dinaledi. [1]

14 ‘One, two, three, four …’ Lesedi had ‘Nngwe, pedi, tharo, nne…’ Lesedi o ne a [1]
counted up to one hundred and thirty-three badile go fitlha ka lekgolo le masome a
mararo le metso e meraro

15 when she heard her mother call again. fa a utlwa mmaagwe a mmitsa gape. [1]

16 As she turned to go indoors, she noticed a Fa a retologa go tsena mo ntlong, a bona [1]
huge, bright light in the sky. lesedi le legolo le le phatsimang mo
lefaufaung.

17 It was coming closer and closer. Le ne le atamela ka bonako. [1]

18 It was a giant spaceship! E ne e le sesutlhalefaufau se segologolo! [1]

19 Lesedi did not take her eyes off it Lesedi a seke a tlosa matlho mo go sona [1]

© UCLES 2023 Page 7 of 9

3158/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2023

English Setswana

20 and watched as it landed right there in her mme a se tlhoma matlho go fitlhela se [1]
front garden. tsurama mo tshingwaneng e e fa pele ga
ntlo.

21 Lesedi walked over to the spaceship and Lesedi a ya kwa sesutlhalefaufaung gore a [1]
touched it. se ame

22 It was smooth and shiny and felt warm. Se ne se le borethe, se phatsima e bile se [1]
le bothito.

23 A big door on the side suddenly opened Lebati le legolo mo letlhakoreng la bulega [1]
ka bonako

24 and a ramp lowered to the ground. mme serepudi sa ikala fa fatshe. [1]

25 Slowly, she started walking up the ramp… Ka bonya, a palama serepudi... [1]

[25]
8

Setswana English

1 Tlhokego ya metsi e tlisa tlhobaelo mo Water scarcity poses a threat to global [1]
pabalesegong ya lefatshe. security.

2 Mathata a mmatota ka metsi ga se bontsi The main problem with water isn’t volume. [1]
jwa ona.

3 Ke tsela e a abiwang ka yona. It is about distribution. [1]

4 Ka gale metsi ga a fitlhelwe mo batho ba a Water isn’t always [available] where [1]
tlhokang teng. people need it.

5 Ditšhaba tsotlhe di tlhoka metsi go sengwe All societies need water for everything [1]
le sengwe se ba se dirang, they do:

6 jaaka: boitekanelo, phepafatso kgotsa [such as] for their health, cleanliness or [1]
tlosoleswe, sanitation,

7 go akaretsa dikumo tsa temothuo, matla a as well as [for] agricultural production, [1]
motlakase le intaseteri. energy and industry.

8 Bokgoni jwa kabo ya metsi go kgotsofatsa The ability to handle the distribution of [1]
ditlhokego, water to meet these demands

9 bo laolwa ke lehumo la naga. is related to / depends on how rich a [1]

country is.

10 Le fa dinaga tse di itsholetseng ka While affluent countries are generally able [1]
kakaretso di kgona go tsamaisa metswedi to manage water resources to meet the
ya metsi sentle, demand,

© UCLES 2023 Page 8 of 9

3158/01 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2023

Setswana English

11 dinaga tse di dikobodimagetleng di a poorer countries struggle. [1]

palelwa.

12 Ga di na dithulaganyetso tse di They often lack the infrastructure [1]

tlhokegang,

13 go naya baagi metsi a a phepa, a a to deliver clean, safe water. [1]

bolokesegileng.

14 Ekonomi ya dinaga tse e ikaegile thata ka Their economies tend to rely too much on [1]
di-intaseteri tsa meepo, industries, like mining,

15 tse di sa laolesegeng sentle e bile di that are not well managed and pollute the [1]
leswefatsa metsi. water.

16 Dinaga tse di humanegileng di setse di Poor nations are already suffering from [1]
bogisega ka ntlha ya bothata jwa metsi. serious water problems.

17 Tharo nneng ya batho ba ba bilione ga ba Three quarters of a billion people lack [1]
na metsi a a phepa access to clean water.

18 Metsi a a nang le megare a bolaya batho Water-related diseases take the lives of [1]
ba ka nna 840 000 ka ngwaga, about 840 000 people a year,

19 go ya ka dipalopalo tsa water.org. according to statistics from water.org. [1]

20 Mathata a kabelo ya metsi mo lefatsheng The world’s water supply crisis is serious, [1]
ke a a tlhonamisang,

21 le fa fela a sa tlhobaetse but not hopeless. [1]

22 Baagi mo lefatsheng ba ka aga ditheo ba The global community can develop [1]
dira le thekenoloji, institutions and technologies,

23 go tsamaisa kabo ya metsi botoka. to manage water supply better. [1]

24 Bontsi jwa dipholisi tse di tlhokegang di Many of the necessary policies already [1]
setse di dirilwe. exist.

25 Se se tlhokegang thata ke gore di What’s needed most badly is [1]

tsenngwe tirisong. implementation.

[25]

© UCLES 2023 Page 9 of 9