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Ialamiat Notes

The document is the mark scheme for the Cambridge O Level Islamiyat examination (2058/11) for May/June 2018, outlining the marking principles and guidelines for examiners. It details the assessment objectives, levels of response for marking, and specific marking instructions for various questions. The document serves as a resource for ensuring consistent and fair evaluation of candidate responses.

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0% found this document useful (0 votes)

16 views462 pages

Ialamiat Notes

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hasan.razajmm

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Cambridge Assessment International Education

Cambridge Ordinary Level

ISLAMIYAT 2058/11
Paper 1 May/June 2018
MARK SCHEME
Maximum Mark: 50

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 May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

IGCSE™ is a registered trademark.

This document consists of 15 printed pages.

© UCLES 2018 [Turn over

2058/11 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED
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.

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GENERIC MARKING PRINCIPLE 5:

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.

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Marking Instructions for IGCSE Islamiyat – 0493
In an examination of this kind, it is impossible to devise a mark scheme that will cover all acceptable answers. This mark scheme provides
guidance on what to look out for in the answers given by the candidates. This means that you must be prepared to use discretion in deciding what
constitutes an acceptable answer. In order to ensure that all examiners mark at a uniform level, you are expected regularly to discuss your marking
with your Team Leader, especially any examples or forms of answer that differ greatly from the agreed mark scheme. Team Leaders are expected
to discuss answers with the Principal Examiner.

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

To recall, select and present relevant facts from the main elements of the faith and history of Islam. Thus AO1 is primarily concerned
AO1 with knowledge.

To demonstrate understanding of the significance of the selected information in the teachings of Islam and in the lives of Muslims. Thus
AO2 AO2 is concerned with understanding and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other three Questions.

Question 1 carries a maximum of 8 marks, and the four other Questions carry 14 marks each.

In each Question, part (a) tests AO1 and earns a maximum of 4 marks in Question 1, and 10 marks in Questions 2–5, while part (b) tests AO2 and
earns up to 4 marks in Question 1 and 4 marks in Questions 2-5. Marks are awarded according to the four levels of response for each AO,
following the level descriptors detailed below.

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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the concept of Positive Awarding. Therefore, marks
should be awarded for appropriate responses to reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they can award the appropriate level of response
to the candidate. The detailed marking schemes are there as suggestions of what might be found in the answer. Examiners should not check
whether the content of the marking schemes is in the answers but rather be guided by the Levels of Response and the concept of Positive
Awarding. Checking on what is not in the answer almost always leads to lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not hesitate to award the maximum where it is
deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for the part of the question.

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AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and questions 2-5 have a maximum mark of 10.

Mark Mark
Level Question Questions Level Descriptor
1 2–5
Very Good/Excellent. A thorough, well-developed and substantial response. Demonstrates extensive, relevant
4 4 8–10 and highly accurate knowledge of the subject in considerable detail and with evident expertise. Likely to quote
Qur’an verses and Hadiths to support and illustrate points made. Comprehensive and thoughtful.
Good. Addresses the question confidently and coherently. Demonstrates sound, detailed and generally
3 3 5–7 relevant and accurate knowledge of the subject matter in great detail. Covers the main points. May quote
Qur’an verses and Hadiths to support points made.
Satisfactory. A fair, mainly relevant but generally undeveloped response. The candidate demonstrates some
2 2 3–4 factual knowledge, which is fairly accurate and slightly wider than at basic level. Some of the main points are
covered but lack substance.
Basic. An attempt to answer the question, but lacks potential and/or is unfinished. Very limited knowledge of
1 1 1–2 the subject. Response includes only a small amount of relevant material, or mainly irrelevant points. Facts are
reported in basic outline only, often inaccurately, though some credible points are made.
0 0 0 Irrelevant. No apparent attempt to answer the question set, or a wholly irrelevant response. Totally illegible.

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AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

Very Good/Excellent. Demonstrates a wide and thorough understanding of what the question asks. Recognises fully and
4 4
can explain the significance of material used in answer. Can reason, evaluate and discuss in a thoughtful, mature manner.
Good. Understands the significance of the question. Seeks to move clearly beyond a purely descriptive approach,
3 3
demonstrating touches of maturity and a willingness to engage with and discuss the material.
Satisfactory. Response is descriptive but makes some effort to offer evaluation. The candidate attempts, though with
2 2
limited success, to move beyond a purely factual approach, with some limited discussion of the material.
Basic. Limited understanding of the subject. The candidate’s response is descriptive and immature, with no attempt to
1 1
discuss or evaluate the material.
0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which are accurate and valid, and marks awarded
according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b) answers are also given together. Read both the
part (a) answers together and give a global mark for this part of the Question. Similarly read both the part (b) answers and award a global mark.

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Q1 Passages

(i) Sura 6.101–103

101. To Him is due the primal origin of the heavens and the earth: how can He have a son when He has no consort? He created
all things, and He has full knowledge of all things. 102. That is Allah, your Lord! there is no God but He, the Creator of all things:
then worship Him: and He has power to dispose of all affairs. 103. No vision can grasp Him, but His grasp is over all vision: He is
above all comprehension, yet is acquainted with all things.

(ii) Sura 41.37

37. Among His signs are the night and the day, and the sun and the moon. Adore not the sun and the moon, but adore Allah, who
created them, if it is Him you wish to serve.

(iii) Sura 114

1. Say: I seek refuge with the Lord of mankind, 2. The King of mankind, 3. The God of Mankind, 4. From the mischief of the
whisperer who withdraws, 5. Who whispers into the hearts of mankind, 6. Among jinns and among mankind.

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Question Answer Marks Guidance

1(a) Choose any two of the following passages from the Qur’an, and: 4 Read two (a) parts together and give a mark
out of 4 for the whole answer.
(a) briefly describe the main theme(s) in each passage
Themes may be the same for some suras,
Sura 6.101–103 but they will be expressed differently.
The main themes are God’s power; His knowledge of everything; that
people should turn to God and worship Him. A good way is a reference to the
Candidates will develop these themes in their own way, e.g. He is the background of the sura to distinguish one
only one to control the heavens and the earth. Everything originates with from the other.
Him. Although humans cannot understand Him, He understands everything
in creation. He is the one who has the power to help humans, and He hears Answers have to be qualified to get higher
and sees all that they do, therefore they should worship Him and pray to marks.
Him to reward their actions.

Sura 41.37
The main themes are: God as Creator; God’s signs; Tawhid/Lord of
mankind.
Candidates will develop these themes in their own way, e.g. saying God
creates and controls everything; the order of the sun and the moon are
God's signs for humankind. They are signs of His power; only He should be
worshipped; no-one is equal to Him. It is a negation of paganism; the sun
and moon are not to be worshipped.

Sura 114
The main themes are: God as refuge; God as Lord; God as Protector.
Candidates will develop these themes in their own way, e.g. saying that
only He can help in times of need, in this case from jinn and men. People
should seek help only from Him; He created everything so controls
everything, even mischief makers. It is a warning of those who whisper
evil/bad ideas to humans, and then disappear and leave them on their own;
God is a protector from these things; it is one of the suras of protection.

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Question Answer Marks Guidance

1(b) (b) briefly explain the importance of these themes in a Muslim’s 4 Read two (b) parts together and give a mark
life today. out of 4 for the whole answer.

Sura 6.101–103 Candidates must make it relevant to Muslim

These teachings emphasise the importance of tawhid for Muslims. The only lives to get the higher marks.
relationship He has is with His creation, He has no partners or offspring.
Mankind is asked to worship Him as it says in this passage that only He can
fulfil their needs, so Muslims should be careful to pray and fast, etc., to fulfil
their obligation to Him. He also sees and hears all that humankind does, so
Muslims should keep this in mind in all that they do and say. In a world
where there are lots of distractions, this sura could remind Muslims that they
should always remember their Creator as He is the ultimate authority over
their affairs.

Sura 41.37
The importance is that it creates a strong link with God so Muslims do not
look up to anything/anyone else, famous people, money, etc., and they
worship only Him. It stops them from committing shirk. It shows Muslims
how God guided His messengers, in this case Ibrahim.
God's signs invite Muslims to observe their environment. It creates awe and
wonder to help get closer to Him. It reminds humankind that He is the
creator of all things.

Sura 114
Through these verses Muslims get to know the kind of evils/mischief they
have to be wary of. This means they should be aware of what is happening
to them so they can recognise the signs of mischief. Praying and doing good
deeds strengthens reliance on God. Reciting this sura with the other ‘qul’s’
is a source of protection.
God is the King so it is Him who people should seek refuge with.

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Question Answer Marks Guidance

2(a) The Qur’an teaches Muslims about their relationship with God. Write 10 The passages are about God and His
about this relationship using the passages you have studied. relationship with His creation. Answers
need to bring out specific elements from
These passages are about God’s relationship with creation, but each talk the passages that are particular to that
about that relationship in a distinctive way. They all allow humankind to see passage and not just general statements.
the link between them and God. It is not just about God giving human
beings things for their sustenance, but humans need to give thanks in return Candidates need to show the two-way
and live their life remembering Him, which can be done in different ways. relationship, not just what God gives to
humans.
Sura 1
Talks about humankind being created to worship God and that can be done A summary of the relationship would help
in many ways, prayer, following the sunnah, making dua, etc. It emphasises gain higher marks.
that He is the creator and controller of all that is in the heavens and the
earth, and that He will judge over humankind. They in return should ask Him Highest level answers will provide good
for help to remain guided. Asking for help is important which is why this is essays which also compare themes with
used as a prayer. other passages.

Sura 96.1–5
This shows the link between humankind and God by emphasising the
creation of humans, and that He then gave knowledge to humans, the tool
for their learning. They in return should seek knowledge whenever they can
as well as teaching it.

Sura 99
This shows that the earth is created for humankind’s benefit and that they
will be judged at the end of time according to how they lived their lives on it.
That could be related to how well they followed God and His Messenger
(pbuh), how they fulfilled their obligations, or how they looked after the earth
which was created for their benefit. They have a responsibility for their
actions, so although God provides for humans, they have to do good to
show God that they are grateful.

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Question Answer Marks Guidance

2(a) Sura 2.21–22 10

This passage shows that God provides sustenance for His creation. He
gives so that they can have shelter, food and drink.
They should therefore look after their environment and protect the things
that God has provided for them.
God wants humans to acknowledge that He is the one who provides them
with this, and not anyone else, and so they should not seek to praise others
for what they have been given by God.

Sura 96.1–5
This shows the link between humankind and God by emphasising the
creation of humans, that He is their creator and no one else.
He then gave knowledge to humans, the tool for their learning.
They in return should seek knowledge whenever they can as well as
teaching it.

2(b) ‘God gave humankind guidance and teachings.’ Why does the Qur’an 4 Candidates should be specific with their
lay emphasis on the need to gain knowledge? answer, not just saying things like it is
mentioned in the Qur’an, or that it would
Having given guidance (through the Qur’an and sunnah, etc.), God wants benefit people.
knowledge to be used to learn about life and to live lives in a good way.
Without learning, humans would not know about their rights and Better answers can quote from the Qur’an
responsibilities or about their potential as human beings. and hadith to support their point(s).
In order to respond to what God wants or what is of benefit to themselves or
others, they have to learn how to respond.
God is full of mercy and love, He is guiding people so they benefit in this life
and in the next. The most beneficial knowledge would be that which helps a
person fulfil their rights towards God, fellow humans, and to develop
themselves.

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Question Answer Marks Guidance

3(a) How did Islam grow in the years between the Prophet’s first revelation 10 Answers should focus on the Prophet’s
and his first public preaching in Makka? deliverance of the message, and not the
events of the revelation itself, although
After the Prophet (pbuh) received his first revelation, he told his wife Khadija brief mention of it is fine.
and later her cousin Waraqa bin Nawfal about the event. Khadija was the
first to accept the message. After verses from sura Mudaththir were Level 3, 7, answers should have a lot of this
revealed to him, the revelation came frequently and regularly. The main information with some detail.
message at this point was to reject idols and believe in one God. For three
years the Prophet (pbuh) taught and practised in secret. The first converts Level 4 answers should have most of this
were those who were close to him in his household, such as Khadija, Zayd information with a lot of detail.
bin Harith and Ali ibn Abi Talib. After this Abu Bakr, the Prophet’s close
friend, converted and many prominent companions became Muslim through The persecution of the Prophet (pbuh) and
him. The Prophet (pbuh) would meet and teach these new converts in his followers is not the main part of this
secret from the revelations he was continuing to receive. The Muslims answer, though some brief mention in the
prayed twice a day and would retreat to the mountains to do so. After there right context is fine.
were more than 40 or so converts it could not be kept a secret any more.
Then sura 26:214 was revealed to preach the message openly. He called The story of the migration does not form
his own clan to dinner; Abu Lahab rejected the message while Abu Talib part of the answer.
promised protection. Then the Prophet (pbuh) called the people of Makka to
the mount of Safa and told them about the new faith and believing in one
God. His message was rejected. After this persecutions started on the early
converts but Makkans continued to convert to Islam.

3(b) How can the behaviour of the first converts to Islam provide an 4 These are just some examples of answers,
example for Muslims today? candidates can have others, but they
should elaborate on their answers for
Muslims now should be patient when someone abuses them. Muslims are higher marks.
facing hostility for their faith in many places, but they should try not to get
angry and hurt others in return.
Like many of the early Muslims, who carried on practising their faith,
Muslims should not despair and give up on their religious practices.
Being a good example to others would be a better way of promoting Islam.

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Question Answer Marks Guidance

4(a) Write an account of the main events in the life of Abu Bakr during the 10 For Level 3, 7, candidates should know a lot
life of the Prophet. of the information presented, with detail
about some of the events. For Level 8, they
Abu Bakr: he was the Prophet’s childhood friend, and the first male to should know most of the information with
accept Islam. He was quick to affirm the Prophet’s prophethood, and did not considerable detail.
hesitate to believe the Prophet (pbuh) when he told the people about his
night journey and ascension. He was given the name al-Siddiq. He would
buy slaves and set them free. He guided others to accept Islam. He set off
to Abyssinia but returned when his friend offered him protection. He was the
Prophet’s companion during the migration to Madina, and the Qur’an
mentions him as one of two in the cave, in reference to this journey (9.40).
He gave his daughter in marriage to the Prophet (pbuh). He participated in
all the major battles and gave his wealth in the battle of Tabuk. He was a
witness to the Treaty of Hudaibiyah. He led the prayers during the Prophet’s
final illness. When the Prophet (pbuh) passed away many companions
refused to believe it, and it was Abu Bakr who came to address them telling
them that Muhammad (pbuh) has passed away but God is alive and will
never die. He was elected as caliph soon after this, and is one of the ten
promised paradise.

4(b) How can Muslims use the example of Abu Bakr in showing loyalty to 4 These are not the only answers that can be
their friends and colleagues? credited but candidates must offer
evaluation. Evaluation is in the way the
Candidates can offer various examples, some of which could be: example is put into action.
Offering help and support to your friends when they need it, even if you do
not get something back in return, rather doing it just to make them happy.
Be honest with them, and do not try to hide things from them.
Help them when they need help with a project or work.
Being there to support them when they are in a time of difficulty.
Supporting them when others are hurting/making fun of them, and not
remaining silent.
If you see them going astray you can guide them back.

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Question Answer Marks Guidance

5(a) Describe in detail the roles of Halima and Abu Talib in the early years 10 Level 3, 7, answers should know most of
of the Prophet’s life. this information with some detail. Level 4
answers will know most of this information
Halima Sa’adia: she was the Prophet’s wet nurse. She had decided to take with considerable detail.
the baby Muhammad (pbuh) when no one else wanted to, as she did not
want to go back to her home in the desert without a baby. Her and her Some Shia candidates may say Abu Talib
family’s fortunes changed whilst the Prophet (pbuh) lived with them. She was Muslim.
asked to keep the Prophet (pbuh) for longer than the initial two year period
because she felt a close bond to him. She was shaken by the story of the
two angels who came to clean the Prophet’s heart, after which she returned
the Prophet (pbuh) to his mother. The Prophet (pbuh) was known to call
Halima ‘my mother’.

Abu Talib: he became the guardian of the Prophet (pbuh) after the death of
the Prophet’s grandfather and he loved the Prophet (pbuh) like his own son,
often preferring Muhammad (pbuh) over his own children. When in financial
difficulty, Abu Talib’s son Ali went to live with the Prophet (pbuh). Abu Talib
took the Prophet (pbuh) on trade journeys with him, and on one particular
journey the monk, Bahira, told Abu Talib that his nephew would be the final
prophet. Abu Talib quickly sold his goods and returned to Makka. When the
Prophet (pbuh) openly announced Islam, Abu Talib is generally thought not
to have become Muslim, but he did promise to protect the Prophet (pbuh).

5(b) From these relationships, what can be learnt about keeping family 4
ties?

Candidates can give their own lessons, but they could say that as in the
case of Halima, blood relations are not the only ones that have to be given
love and time, as the Prophet (pbuh) always respected and visited Halima.
Also, non-Muslim relations should not be severed, but given the same
respect as you would other relatives, as the Prophet (pbuh) showed in the
case of Abu Talib.

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Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/11
Paper 1 May/June 2019
MARK SCHEME
Maximum Mark: 50

Published

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 May/June 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

This document consists of 14 printed pages.

© UCLES 2019 [Turn over

2058/11 Cambridge O Level – Mark Scheme May/June 2019
PUBLISHED
Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

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GENERIC MARKING PRINCIPLE 5:

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.

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(1) Sura 2.255
Allah, there is no God but He, the living, the self-subsisting, eternal. No slumber can seize Him nor sleep. His are all things in the heavens and on
earth. Who is there can intercede in His presence except as He permits? He knows what is before or after or behind them. Nor shall they compass
any of His knowledge except as He wills. His Throne extends over the heavens and the earth, and He feels no fatigue in guarding them and
preserving them for He is the Most High, the Supreme.

(2) Sura 41.37

37. Among His signs are the night and the day, and the sun and the moon. Adore not the sun and the moon, but adore Allah, who created them, if it
is Him you wish to serve.

(3) Sura 6.75–79

75. So also did We show Abraham the power and the laws of the heavens and the earth, so that he might have certainty. 76. When the night
covered him over, he saw a star: He said: ‘This is my Lord.’ But when it set, he said: ‘I do not love things that set.’ 77. When he saw the moon rising
in splendour, he said: ‘This is my Lord.’ But when the moon set, he said: ‘Unless my Lord guides me, I will surely be among those who go astray.’
78. When he saw the sun rising in splendour, he said: ‘This is my Lord; this is the greatest.’ But when the sun set, he said: ‘O my people! I am
indeed free from your giving partners to Allah.’ 79. ‘For me, I have set my face firmly and truly towards Him who created the heavens and the earth,
and never shall I give partners to Allah.’

Question Answer Marks Guidance

Sura 2.255 Answers must be qualified to get higher

The main themes are: God in Himself and Tawhid, One God; that He is marks – candidates have to expand on the
unlike creation; that His knowledge is infinite; that the Throne represents themes.
His power. Candidates will develop these themes in their own way,
e.g.
• saying that He looks after all the Heavens and earth and no-one is
needed to look after Him
• He doesn’t sleep nor get tired in what He does
• humans only know what He allows them

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Question Answer Marks Guidance

1(a) • His throne is understood as His majesty, uniqueness, knowledge and

having total power. It emphasises how He is the only one who can
make decisions about His creation, yet He is transcendent –
completely independent from His creation.

Sura 41.37
The main themes are: God in Himself; God as Creator; God’s signs;
Tawhid/Lord of mankind
Candidates will develop these themes in their own way, e.g.,
• saying God creates and controls everything, in this verse specifically
the sun and the moon
• the order and cycle of the sun and the moon are God's signs for
humankind
• they are signs of His power so only He should be worshipped; no-
one is equal to Him
• It is a negation of paganism – the sun and moon are not to be
worshipped.

Sura 6.75–79
The main themes are: God’s messengers, His signs in creation;
guidance given to prophets and His relationship with them.
Candidates will develop these themes in their own way, e.g.,
• saying that God created the sun and the moon and other natural
phenomenon, and He invites humanity to ponder over them, as did
His prophets
• the passage also shows His relationship with His prophets, as
Ibrahim was searching for God, and that He uses these signs to
guide them
• God provides guidance to His prophets and through the prophets to
Muslims
• The main message given to all the prophets is Tawhid and all
prophets share this with their people.

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Question Answer Marks Guidance

1(b) (b) briefly explain the importance of these themes in a Muslim’s life 4 Read two (b) parts together and give a mark
today. out of 4 for the whole answer.

Use the AO2 Mark Grid. Candidates must make it relevant to Muslim
lives to get the higher marks.
Sura 2.255
The importance of these themes is that these verses allow Muslims to
learn and understand something about God in a way relevant to them.
The theme of God’s self-subsistence shows how certain attributes that
affect humans do not affect Him, e.g. sleep which shows Muslims how
superior He is.
He has the knowledge and power over all things hence Muslims do not
disobey Him or sin even when alone.
It was said by the Prophet (pbuh) to be one of the best passages of the
Qur’an, so Muslims might recite it daily for protection.

Sura 41.37
The importance of these verses is to strengthen belief by showing that
created things are not permanent.
The prophets have asked God for guidance and so Muslims should take
this guidance too.
They should realise they need to look to one God for their answers,
rather than looking to created things for guidance. The humans are
encouraged to ponder on and study His signs.

Sura 6.75–79
The importance is that it creates a strong link with God so Muslims do not
look up to anything/anyone else, famous people, money, etc., and they
worship only Him. It stops them from committing shirk.
It shows Muslims how God guided His messengers, in this case Ibrahim
and they also seek God’s guidance in their lives. Humans should use
their minds to ponder upon God.
God's signs invite Muslims to observe their environment. It creates awe
and wonder to help get closer to Him. It reminds humankind that He is
the creator of all things, and this realization helps them turn to Him in
times of need.

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Question Answer Marks Guidance

2(a) Write about the way in which the Qur’an was compiled after the 10 Some background information is relevant to
Prophet’s death. how the compilation came about, but it should
be brief.
Use the AO1 Mark Grid
A comprehensive answer will provide an account of the main events in Details of the actual process of compilation
the compilation, mentioning the key figures and the roles they played. including names of prominent personalities
and the process adopted by them, are
Candidates may include some of the following points. All other relevant important for higher level 3 and level 4
points must be credited. answers.

• During the time of the Prophet (pbuh) the Qur’an was written on Level 3, 7 answers should have most of this
pieces of animal skin and on parts of bone but was mainly information with some detail and chronology;
memorised by the companions. During Abu Bakr’s caliphate, many level 4 answers should have most of the
companions who had memorised the Qur’an died at the Battle of information and a lot of detail, accurate
Yamama chronology, perhaps giving relevant quotes.
• ‘Umar, worried that the words of the Qur’an would be lost due to
companions dying of old age/in battle, suggested to Abu Bakr that
the Qur’an should be compiled into one book
• Abu Bakr hesitated to say he could not do something the Prophet
(pbuh) had not done; he eventually agreed and called Zayd ibn
Thabit to collect all the verses that had been written
• Zayd was a hafiz himself, yet he only included a verse into the
master copy once he had verified its authenticity. ‘Umar was part of
the process of collecting parts of the mus’haf from companions
• The verses were written in the order that the Prophet (pbuh) had
given, but the suras were written on separate sheets; this copy was
verified by the committee and was kept with Abu Bakr during his
lifetime, after which it passed to ‘Umar, and then to ‘Umar’s daughter
Hafsa.

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Question Answer Marks Guidance

2(a) • During ‘Uthman’s time as caliph, Islam had spread to other areas.
Hudhaifa reported to ‘Uthman that people in different areas, in
particular in Armenia and Azerbaijan, were reciting the Qur’an in a
different dialect
• ‘Uthman summoned Zayd and with other companions they set about
compiling one book in the Qurayshi dialect, using the mus’haf of
Hafsa. ‘Uthman then checked and approved the final version. This
new copy was sent around the various provinces of the expanding
Muslim world. He ordered for any other copies to be collected and
burnt. For this he is known as ‘Jami al-Qur’an’.

2(b) How does the Qur’an in written form help Muslims around the 4
world?

The Qur’an in written form helps Muslims all over the world to have a
uniform text. Even those who do not speak Arabic can read it and get the
rewards.

They can refer to specific passages with ease.

The availability of the written form of the Qur’an digitally, gives easy
access to Muslims.

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Question Answer Marks Guidance

3(a) Describe the events of the Prophet’s night journey and ascension 10 Level 3, 7 answers should have most of this
(al-isra wal miraj). information with some detail and chronology;
level 4 answers should have most of the
Use the AO1 Mark Grid information and a lot of detail, accurate
A comprehensive answer will provide an account of the main events both chronology, perhaps giving relevant quotes.
journey to Jerusalem and the journey to the heavens, as well as
mentioning the names of those the Prophet (pbuh) met and what he saw.

Candidates may include some of the following points. All other relevant
points must be credited.

In the year before migration the Prophet (pbuh) was taken on a journey,
“from the sacred mosque to the farthest mosque” (17.1). The Prophet
(pbuh) was woken from his sleep and his heart was washed with
zamzam.
• He was then taken on Buraq from Makka to Jerusalem by the angel
Jibril. There the Prophet (pbuh) led all the previous prophets in
prayer. He was asked to choose between milk and wine, and he
chose the milk, to which Jibril said, “You have been guided on the
fitra”
• After that, Jibril took him to the heavens. He (pbuh) met Adam at the
door to heaven, and thereafter he ascended and met various other
prophets (some of whom should be mentioned)
• On the first heaven he met Adam, on the second Isa and Yahya, on
the third Yusuf, on the fourth Idris, on the fifth Harun, on the sixth
Musa, and on the seventh Ibrahim
• He was led to the Lote Tree, past which Jibril could not go, and then
met with his Lord. He was given prayers and the last 2 verses of
Sura Baqara
• On his way down he met Musa who suggested the Prophet (pbuh)
ask God to reduce the number of prayers given to his people. The
Prophet (pbuh) did this several times, then at five, stopped, saying
he was too embarrassed to ask for further reduction. He was shown
some of the inhabitants of Heaven and Hell.

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Question Answer Marks Guidance

3(a) Answers should also mention that this all took place in one night, and
when the Prophet told the people, the Quraysh laughed at him. Abu Bakr
believed in the event straight away.

3(b) Why do you think it was important for God to take the Prophet 4
(pbuh) on this journey?

The Prophet (pbuh) had been through a period of difficulty and this event
made him realise that God had not left him. It allowed him to see what
he, and all Muslims, should be striving for which gave him renewed
strength.

He realised his status amongst prophets (as seal of the prophets, he led
them in prayer), and realised the blessings God had given his community
(by giving the five prayers), which gave him renewed hope in his
message and he began to work towards better prospects for him and his
community. It was one of the main miracles other than the Qur’an.

Candidates can put forward other points, and relevant answers should be
credited.

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Question Answer Marks Guidance

4(a) Describe the main events in the life of the Prophet Muhammad 10 Level 3, 7 answers should have most of this
(pbuh) from his childhood until he received revelation. information with some detail and chronology;
level 4 answers should have most of the
Use the AO1 Mark Grid information and a lot of detail, accurate
A comprehensive answer will provide an account of some key events chronology, perhaps giving relevant quotes.
from the Prophet’s childhood until the age of 40, as well as the main
figures in his life and the role they played.

Candidates may include some of the following points. All other relevant
points must be credited.

The Prophet (pbuh) was born in the year of the elephant. His parents
were Amina and Abdullah. As with the custom of the time, he was sent to
the desert with a wet nurse.
• Halima Sa’adia narrates that they had good fortune with the arrival of
the Prophet (pbuh) in their household, and asked he stay with them
another two years. During this time the incident of the angels coming
to clean his heart happened. Halima returned him to his mother
• His mother died when he was six on the way back from Yathrib. His
grandfather looked after him and then after he passed away Abu
Talib looked after the Prophet (pbuh) when he was eight
• He went on trade journeys with Abu Talib and this is where Bahira
the monk saw him
• He picked up arrows in the sacrilegious wars and was present at the
subsequent Fudul confederacy
• He was employed by Khadija to go on a trade journey to Syria and
on account of his honesty she sent a marriage proposal to him. They
had six children together
• He helped resolve the issue of the fixing of the black stone. After this
the Prophet (pbuh) spent longer periods in the cave of Hira and at
age of 40 the angel Jibril came with the first revelation.

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Question Answer Marks Guidance

4(b) The Prophet (pbuh) faced challenges in his early years but 4 These are examples of answers, candidates
maintained his good character. How can Muslims learn from this may well use others and relevant answers
today? should be credited. Level 3/4 answers should
have more development in their reasoning.
Despite living in an age of immorality, the Prophet (pbuh) did not lose his
morals or his good character. Muslims can learn from this to maintain
their good character even in difficult times. For example, Muslims today
can be under pressure to be dishonest in business, but they should not
succumb to greed. Or, they may find people around them not committed
to their prayers and encouraging them to miss their prayers too, but they
can follow the example of the Prophet (pbuh) and look up to his
steadfastness in all challenging circumstances.

Candidates can give other lessons and all relevant responses must be
credited.

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Question Answer Marks Guidance

5(a) In Madina, the Helpers (Ansar) and Emigrants (Muhajirun) were 10 Candidates should give details of this
made brothers. Give an account of the main developments of this relationship using examples of what they
relationship. shared, and how their relationship developed.
The best answers will write about the
Use the AO1 Mark Grid character of the relationship in terms of
A comprehensive answer will provide an account of the way in which the cooperation and selflessness, etc.
Prophet (pbuh) paired the Ansar and Muhajirun, as well as the reactions
to the pairings and the relationships that developed. Candidates could also refer to any Qur’anic
ayats relating to these events (9:20; 9:100;
Candidates may include some of the following points. All other relevant 9:117; 59:8–9).
points must be credited.
Level 3, 7 answers should know most of this
When the Muslims of Makka first arrived in Madina they were without information with some detail. Level 4 answers
many belongings. The Muslims of Madina (mainly from the Aws and will know most of this information, providing
Khazraj tribes), who had invited the Prophet (pbuh) to their city, were more detail of names of the people involved,
happy to welcome the migrating Muslims. including quotations.
• To unite the two groups, the Prophet (pbuh) made them brothers,
pairing each of the Ansar with the Muhajirun. This was to help each
other materially and spiritually. The Ansar had already been eager to
help their migrating brothers and sisters with accommodation and
food
• The Prophet (pbuh) gathered the two groups and started calling out
the name of one Ansar and one Muhajir. The Prophet (pbuh) took ‘Ali
as his brother
• ‘Ali had complained that he had been left out of the pairings, to
which the Prophet said, you are my brother in this world as well as
the Hereafter
• Sa’d bin ar-Rabi and Abdur Rahman bin Awf were made brothers
and Sa’d was willing to share half his property and divorce one of his
wives for Abdur Rahman to marry. He refused, saying ‘direct me to
the nearest marketplace so that I may make my fortune with my own
hands.’

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Question Answer Marks Guidance

5(a) • The Ansar wanted to share their date palms with the Muhajirun but
the Muhajirun refused, so the Ansar offered them to work in their
orchards and in return they were given dates. In this way the
Madinans gave protection and material assistance to their Makkan
brothers and the Makkans came with their faith to share and spread
in Madina
• Some Ansar specified an amount for their Muhajir brother to inherit
and happened until the verse was revealed ‘Blood relatives are
nearer to one another regarding inheritance’ [8.75]
• The virtue of these two groups has been mentioned in the Qur’an,
e.g. ‘Those who believed and emigrated and carried out jihad in the
way of Allah with their wealth and lives are greater in rank in the
sight of Allah, and it is they who are the successful.’ [9.20]

5(b) How can Muslims apply this model of brotherhood to help their 4
communities?

Muslims can help by looking to see what they can offer others. Help can
be in any form, e.g., financial assistance to poor, youth services,
challenging social injustice etc.

Muslims may live in areas where people from another country have come
to settle, whether it be because they are fleeing from persecution or to
seek work. Muslims can help them by finding out about them, asking if
they need any help, providing food/clothing/information and /or by helping
them to integrate.

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Cambridge O Level

ISLAMIYAT 2058/11
Paper 1 May/June 2020
MARK SCHEME
Maximum Mark: 50

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

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

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 9 printed pages.

© UCLES 2020 [Turn over

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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:

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:

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.

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(1) Sura 2.30–37

30. Behold, your Lord said to the angels: ‘I will create a vicegerent on earth.’ They said: ‘Will You
place there one who will make mischief there and shed blood?- whilst we celebrate your praises and
glorify your holy (name)?’ He said: ‘I know what you do not know.’ 31. And He taught Adam the nature
of all things; then He placed them before the angels, and said: ‘Tell me the nature of these if you are
right.’ 32. They said: ‘Glory to You, of knowledge we have none, save what You have taught us: In
truth it is You who are perfect in knowledge and wisdom.’ 33. He said: ‘Adam! Tell them their natures.’
When he had told them, Allah said: ‘Did I not tell you that I know the secrets of heaven and earth, and
I know what you reveal and what you conceal?’ 34. And behold, We said to the angels: ‘Bow down to
Adam’. And they bowed down. Not so Iblis: he refused and was haughty: he was of those who reject
faith. 35. We said: ‘Adam! You and your wife dwell in the Garden; and eat of the bountiful things in it
as you wish. But do not approach this tree, or you will run into harm and transgression.’ 36. Then
Satan made them slip from there, and got them out of what they had been in. We said: ‘Go down, with
enmity between yourselves. On earth will be your dwelling-place and your means of livelihood, for a
time.’ 37. Then Adam learnt from his Lord words of inspiration, and his Lord turned towards him; for
He is often-returning, most merciful.

(2) Sura 93
1. By the glorious morning light, 2. And by the night when it is still, 3. Your Lord has not forsaken you,
nor is He displeased. 4. And truly the Hereafter will be better for you than the present. 5. And soon
your Lord will give you so that you will be pleased. 6. Did He not find you an orphan and give you
shelter? 7. And He found you wandering, and He gave you guidance. 8. And He found you in need,
and made you independent. 9. Therefore, do not treat the orphan with harshness, 10. Nor drive the
beggar away; 11. But tell about the bounty of your Lord!

(3) Sura 108

1. To you have We granted abundance. 2. So pray to your Lord and sacrifice. 3. For he who hates
you, he will be cut off.

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Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

1(a) briefly describe the main theme(s) in each passage 4

Sura 2.30–37
The main themes are: God as Creator; His relationship and care of His
prophets; God giving knowledge and status to whom He wishes.
Candidates will develop these themes in their own way, e.g.,
• saying God created Adam, as well as everything else (angels, etc.), and
granted him a high position, which suggests God values humans above
angels.
• God gives knowledge to who He wants and He gives the special status
of prophethood to whom he wishes.
• When Satan misled Adam, God did not leave him or allow any obstacle
to prevent him from making Adam His representative on earth, in other
words God looks after His prophets.

Sura 93
The main themes are, God as companion; He helps His prophets, in this
case the Prophet Muhammad (pbuh); teaches being grateful to God.
Candidates will develop these themes in their own way, e.g.,
• It is God who helps in need so when distressed, Muslims should turn to
Him.
• This sura is directed to the Prophet (pbuh) himself showing how God
helped him, in this case with shelter, guidance and independence; gives
message of being kind and helpful to others in need, like orphans and
beggars, and realising that a person’s benefits all come from thanking
God.
• A person may think that God has deserted them, or He does not seem
to be there, but He is always present and with them.

Sura 108
The main themes are: God’s mercy; God’s generosity; His relationship with
the Prophet Muhammad (pbuh).
Candidates will develop these themes in their own way, e.g.,
• saying in His mercy, God granted the Prophet (pbuh) success, and
because of this the Prophet (pbuh) and all Muslims should continue to
worship God even in times of difficulty.
• God remains near to His prophets. It was also revealed as a
consolation to the Prophet (pbuh) and foretold the destruction of his
opponents.

Themes may be the same for some suras, but they will be expressed
differently.

A reference to the background of the sura can help distinguish one sura
from another but should not be the main body of the answer.

Answers must be qualified to get higher marks – candidates must expand

on them.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Sura 2.30–37
The importance is that Adam was the first prophet of God, who was made
His representative on earth. This gives Muslims a sense of their connection
to God as Adam is called the father of humankind and everyone is
descended from him.
God showed Adam’s importance by making the angels bow to him, and
forgiving him when he disobeyed. This should make humankind understand
their status, they should seek forgiveness from God and worship Him. It also
shows God’s care and direct relationship with every individual.

Sura 93
These themes tell humans to not worry when others oppose or hurt you;
God gave blessings to the Prophet Muhammad (pbuh), despite people
saying that he had been forgotten by God. Muslims should look at their own
lives to see their blessings and not think they have been given nothing; they
should not constantly want more than what they have.
They should be grateful to God through prayers, giving charity and helping
those less fortunate than themselves and they should make people aware of
the ways in which God helps them.

Sura 108
The teachings give an insight into how the relationship between God and
the Prophet (pbuh) has lessons for Muslims. Muslims today are that future
generation of followers that was given to the Prophet (pbuh), and so this
sura gives hope to people in times of need. God always intervenes in times
of difficulty so Muslims should always remember to look to Him for help and
support, and not feel disheartened in times of difficulty, e.g. during illness or
oppression. Muslims should try to remain steadfast despite the difficulties or
mockeries that they face.

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Question Answer Marks

2(a) Write about the events of the first revelation received by the Prophet 10
Muhammad (pbuh) and how he was reassured afterwards.

Use the AO1 Mark Grid

Candidates should include some of the following points. All other relevant
points must be credited.

The Prophet (pbuh) had increased the time he spent in solitude in the cave
of Hira. When he was 40 the revelation came to him, during the month of
Ramadan:
The angel Jibril came to him and instructed him to read, iqra, and the
Prophet (pbuh) replied he could not.
The angel squeezed him hard (‘the angel pressed me until I could not bear it
any more’)
He repeated the command and squeezed the Prophet (pbuh) again, then
after a third time the angel squeezed him, released him then recited the first
few verses of Sura Alaq (96.1–5): “Read! in the name of your Lord, who
created, 2. Created man out of a clot of congealed blood: 3. Proclaim! And
your Lord is most bountiful, 4. He who taught by the pen, 5. Taught man
what he did not know.”
The Prophet (pbuh) came out of the cave and saw the angel on the horizon.
The Angel told him, “You are the Messenger of Allah and I am Jibril.”
He was confused and shaken and he ran home and asked his wife to cover
him.
She consoled him, saying God would not disgrace him, and went to see her
cousin, Waraqa bin Nawfal, who confirmed his prophethood.

2(b) What can Muslims today learn from the first revelation about the 4
importance of reading and understanding the Qur’an?

Candidates could say that the first word, Iqra, is a command to read or
learn.

The Qur’an is the final revelation from God, and in it contains the guidance
for humankind for all time. It is an opportunity for Muslims to know what it is
that God wants from them so they can act on what will be pleasing to God.
For this it would be important to learn the meaning of the Qur’an although
there is also reward in reading it without knowing the meaning. Reading it
with understanding could lead a person so have a deeper connection with
God.

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Question Answer Marks

3(a) The Prophet (pbuh) went to spread Islam in Ta’if. Write about the 10
background and details of this event.

Use the AO1 Mark Grid

Candidates may include some of the following points. All other relevant
points must be credited.

The Prophet (pbuh) had been preaching to the people of Makka for ten
years and they had faced many hardships. The number of Muslims was
relatively small and his greatest supporters Khadija and Abu Talib had
passed away. He looked out of Makka to preach his message.
He went to Ta’if with Zayd bin Haritha as he thought people there would be
favourable to his message but they were hostile towards him.
He stayed several days there delivering the message to the people, but he
was abused and jeered, eventually they were chased out by being pelted
with stones till blood flowed down the Prophet’s legs. Zayd was injured too.
They took refuge in an orchard a few miles away; seeing his condition,
‘Utbah and Shaybah sent their servant with a tray of grapes; their servant
saw true prophethood in him.
Jibril later appeared with another angel and asked the Prophet (pbuh) for
permission to bury the city; the Prophet (pbuh) refused and instead prayed
for believers to be born from their progeny.

Further development, such as the name of the tribe in Ta’if, the conversation
with the servant Addas, and Jibril and the Angel of the Mountain, details of
the incident in which some jinn came to the Prophet (pbuh) and accepted
Islam, as well as the Prophet (pbuh) gaining protection from Mut’im ibn Adi,
are all important developments that will take the answer to a higher level.

3(b) Giving examples, show how Muslims can practise forgiveness in their 4
lives.

Candidates should be able to draw examples from their own lives, or from
current affairs, to show how forgiveness can be practically applied.

Relevant answers should be credited with better answers being able to

show a sense of the importance of forgiveness in those situations.

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Question Answer Marks

4(a) The Battle of the Trench (Khandaq) was fought in 627. Give an account 10
of the main events that took place.

Use the AO1 Mark Grid

Candidates may include some of the following points. All other relevant
points must be credited.

Banu Nadir had broken their treaty agreements and planned to kill the Prophet
(pbuh). They planned an attack with the Makkans and other Arab tribes, and
gathered an army of 10 000. The Muslims gathered 3000 men, so were
outnumbered. Salman al-Farsi suggested the Muslims dig trenches to keep
the army out of Madina, wide enough and deep enough not to be crossed.
Many miracles were also witnessed by the Muslims, including feeding a large
number of people with one sheep.
The hypocrites in Madina withdrew their support, making excuses. Banu
Qurayza did not initially want to break their agreements with the Prophet
(pbuh), but later were convinced to help the Quraysh.
The Quraysh tried to cross the trench; a couple of riders managed to cross a
part that was narrower; ‘Ali fought them off.
The siege ran into weeks.
The Prophet (pbuh) used strategic skills to create mistrust between the
alliances, sending Nuaym bin Mas’ud to sow seeds of mistrust between the
allies.
The Makkans eventually gave up after a storm for three days which prevented
them from lighting fires, cooking food and keeping warm; Banu Qurayza were
punished for their treachery by their own laws.

4(b) What can Muslims learn from this event about taking advice from 4
others?

Even if you are in a position of authority or power, you should not think that
you cannot take advice from others. There will often be people who know
more than you, or have more experience or wisdom about a subject.
Therefore when you are in need, or have a dilemma, it is good to ask others
who know, as the Prophet (pbuh) would also consult and take advice from
his companions.
It is not necessary to always follow the advice, but people should be open to
receiving it.

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Question Answer Marks

5(a) Write an account of the life of the Prophet’s Companion Abu Bakr, 10
during the Prophet’s lifetime.

Use the AO1 Mark Grid

Candidates may include some of the following points. All other relevant
points must be credited.

Abu Bakr was the Prophet’s childhood friend, and the first to accept Islam.
He was a staunch supporter of the Prophet (pbuh), and was open about
practising Islam.
His original name was Abdul Ka’ba, and was later given the name Abu Bakr
due to his fondness of camels. He was a cloth merchant and quite wealthy.
Before Islam, he did not worship other gods nor did he drink wine as was
customary for those of his status. He was honest in trade and used his
wealth to help others.
When the revelation came, the Prophet (pbuh) went to see Abu Bakr who
became Muslim straight away. Later the Prophet (pbuh) would say
“Whenever I offered Islam to any one, he always showed some reluctance
and hesitation and tried to enter into an argument. Abu Bakr was the only
person who accepted Islam without any reluctance or hesitation, and without
any argument.”
After conversion, he would buy slaves and set them free. He guided
important Companions to accept Islam.
He defended the Prophet (pbuh) from persecutions and was persecuted
himself. At one point he set off for Abyssinia but returned when his friend
offered him protection.
He did not hesitate to believe the Prophet (pbuh) when he told the people
about his night journey and ascension, which was when Abu Bakr was given
the title ‘Siddiq’.
He was the Prophet’s companion during the migration to Madina, and the
Qur’an mentions him as one of two in the cave, in reference to this journey.
He gave his daughter in marriage to the Prophet (pbuh). He participated in
all the major battles and gave his wealth at the Battle of Tabuk.
Abu Bakr led 300 Muslims to the pilgrimage in Mecca and led prayers during
the Prophet’s illness.
When the Prophet passed away many companions refused to believe it, and
it was Abu Bakr who came to address them telling them that the Prophet
(pbuh) had passed away but God was alive and will never die. He was
elected as caliph soon after this.

5(b) Abu Bakr used his wealth to help others. How can Muslims follow his 4
example today?

Candidates can use various examples to show how they can help others
with their wealth. Some could be, paying for a water well for those who do
not have access to water, donating money to someone needing
medicine/hospital treatment, giving money to look after orphans.

Relevant answers should be credited and better answers will be able to say
why it would be beneficial to use their wealth for that reason.

© UCLES 2020 Page 9 of 9

Cambridge O Level

ISLAMIYAT 2058/11
Paper 1 May/June 2021
MARK SCHEME
Maximum Mark: 50

Published

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 May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 17 printed pages.

© UCLES 2021 [Turn over

2058/11 Cambridge O Level – Mark Scheme May/June 2021
PUBLISHED

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:

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:

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 2021 Page 2 of 17

2058/11 Cambridge O Level – Mark Scheme May/June 2021
PUBLISHED

GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

In an examination of this kind, it is impossible to devise a mark scheme that will cover all acceptable
answers. This mark scheme provides guidance on what to look out for in the answers given by the
candidates. This means that you must be prepared to use discretion in deciding what constitutes an
acceptable answer. In order to ensure that all examiners mark at a uniform level, you are expected
regularly to discuss your marking with your Team Leader, especially any examples or forms of answer
that differ greatly from the agreed mark scheme. Team Leaders are expected to discuss answers with
the Principal Examiner.

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history of
Islam. Thus, AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus, AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

In each question, part (a) tests AO1 and earns a maximum of 4 marks in Question 1, and 10 marks in
Questions 2–5, while part (b) tests AO2 and earns up to 4 marks in Question 1 and 4 marks in
Questions 2–5. Marks are awarded according to the four levels of response for each AO, following the
level descriptors detailed below.

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PUBLISHED

LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for
the part of the question.

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PUBLISHED

LEVELS OF RESPONSE

AO1 Knowledge – part (a) questions

Question 1(a) has a maximum mark of 4 and questions 2–5 have a maximum mark of 10.

Mark
Mark
Level Questions Description
Question 1
2–5

4 4 8–10 • A well-structured, clear and comprehensive response

• Demonstrates extensive and accurate knowledge relevant
to the question
• Points are detailed, well-developed and relevant
• Likely to quote Qur’an verses and Hadiths to support
points made or other relevant quotations

3 3 5–7 • A well-structured and clear response

• Demonstrates sound accurate knowledge which is relevant
to the question
• Points are elaborated upon and generally accurate
• May quote Qur’an verses and Hadiths to support

2 2 3–4 • An attempt to present a structured response to the

question
• Response lacks cohesion or is undeveloped
• Demonstrates some knowledge of the subject covering
some of the main points but without detail
• Points made are sometimes relevant and accurate but
limited

1 1 1–2 • Some attempt to answer the question

• Lacks cohesion and structure
• Demonstrates limited knowledge of the subject
• Responses made are limited with little connection to the
question

0 0 0 No creditable content

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PUBLISHED

AO2 Understanding – part (b) questions

Level Mark Level Descriptor

2 3–4 • Responses demonstrate a clear understanding of the question

• Able to use own opinions to engage with the question and present reasoning
that demonstrates their understanding

1 1–2 • Responses demonstrate some understanding of the question

• There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

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PUBLISHED

Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

(i) Sura 41.37

37. Among His signs are the night and the day, and the sun and the
moon. Adore not the sun and the moon, but adore Allah, who created
them, if it is Him you wish to serve.

(ii) Sura 42.4–5

4. To Him belongs all that is in the heavens and on earth: and He is most
high, most great. 5. The heavens are almost rent asunder from above
them, and the angels celebrate the praises of their Lord, and pray for
forgiveness for beings on earth: Behold! Verily Allah is He, the oft-
forgiving, the most merciful.

(iii) Sura 2.21–22

21. O people! Adore your Guardian-Lord, who created you and those
who came before you, so that you may have the chance to learn
righteousness; 22. Who has made the earth your couch, and the
heavens your canopy; and sent down rain from the heavens; and by it
brought forth fruits for your sustenance; then do not set up rivals to
Allah, when you know.

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Question Answer Marks

1(a) briefly describe the main theme(s) in each passage 4

Use the AO1 Marking Grid

Sura 41.37

The main themes are:

• God creates and controls everything, in this verse specifically the sun and
the moon.
• The order and cycle of the sun and the moon are God's signs for
humankind of His power.
• As the Creator only He should be worshipped (tawhid).
• It is a negation of paganism – the sun and moon are not to be
worshipped.

Sura 42.4–5

The main themes are:

• God is the owner of everything because He created everything.
• Due to His greatness above them, the heavens are almost torn apart.
• The angels praise God and pray for forgiveness of humans on earth as
part of their duties.
• Humans are reliant on God’s mercy as He is the most forgiving, the most
merciful.

Sura 2.21–22

The main themes are:

• God is the Creator of humankind so they should only worship Him.
• He also created what is for the benefit of humankind (guidance, fertile
earth, shade and water from sky), so they should be grateful to God.
• God has not only created but has also made arrangements for the
sustenance of His creations.
• Humankind should not commit the greatest sin of associating
partners/rivals with God, for He is the only Creator and Sustainer.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Use the AO2 Marking Grid

Sura 41.37

• The importance of these verses is that believers should acknowledge and

reflect on the fact that created things are not permanent.
• They should realise they need to look to one God for their answers, rather
than looking to created things for guidance.
• They should ponder on His signs, the perfection of His creations and
nature in order to strengthen their faith.

Sura 42.4–5

• The importance here is that God tells humankind of His power and control
over all things so they should remember that they do not have any power
in comparison hence be humble.
• God is Merciful, even when Muslims have committed wrong actions, so
Muslims have someone to turn to in times of need.
• As God is merciful to humankind, they in turn should be grateful and also
try to be forgiving of others, even if they have been hurt or injured.
• Humans should not despair of Him or give up on His mercy – even if they
have sinned, they should turn back to Him and He will forgive.
• The obedience of angels to God can encourage humans to be obedient
to God too.

Sura 2.21–22

• The natural world is a comfort for humankind, and so they should look
after it.
• God provides the world for humankind so humans should be responsible
for looking after their environment, which can be done in many ways.
• Humans should acknowledge who their sustenance has come from and
rely on God for everything as well as be grateful.
• Strong belief/reliance on God should make Humans confident and
courageous.

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Question Answer Marks

2(a) Give an account of the different ways in which the Prophet (pbuh) 10
received revelation.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited. Candidates should write about the different
ways in which the Prophet (pbuh) received revelation and not focus on the
first revelation only.

The Qur’an was revealed to the Prophet (pbuh) over a period of 23 years.
After the first revelation, in Cave Hira, revelation stopped for a period which
caused the Prophet (pbuh) to worry. Once they started again, they came
strongly and frequently.

There were different ways in which the verses were revealed to the Prophet
(pbuh). A few times the Prophet (pbuh) saw the Angel in his original form. For
example, on the night journey (Sura Najm), and at the time of the first
revelation.

Sometimes the Angel Jibril came in the form of a man, and he resembled the
Companion Dihya al Kalbi.

The revelations also came in the form of dreams, and he would wake up and
remember them.

The most difficult revelations were when they came as the ringing of a bell.

The revelations would weigh down on the Prophet (pbuh) so much so that his
camel could not withstand the weight. During one of the revelations it put
pressure on Zayd’s thigh when he was sitting next to the Prophet (pbuh).

They would cause him to sweat even in the winter and shiver in the summer.
Ayesha’s Hadith could be given as reference for this.

They were not within his control (Sura 75:16–19), he had no idea when they
were coming, and they were safeguarded by God.

The Prophet (pbuh) also had direct revelation, when he went on the night
journey and ascension.

The candidates might also mention how different verses/Suras were revealed
according to the need of time and circumstances.

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Question Answer Marks

2(b) The Qur’an was not revealed all at one time. Why do you think this was 4
important?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

It was important because the power and words of the Qur’an weighed heavily
on the Prophet (pbuh) so it was better for it to be revealed over time.

Also, the way the revelation came was physically demanding for the Prophet
(pbuh) and so again it was easier for him if the revelations were spaced out.

Another reason was that the new Muslims needed change slowly and so the
Qur’an being revealed gradually, allowed them to put actions into practise
before new ideas and rules were given.

Being revealed over time also meant that questions that arose from the
Quraysh or the Muslims were given an answer through new revelation.

Gradual revelation also catered for the changing needs and circumstances of
the emerging Muslim community.

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Question Answer Marks

3(a) Describe the main events of the Prophet’s migration (hijra) from Makka 10
to his welcome in Madina.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

In the year 622 there was a plot by the Quraysh to assassinate the Prophet
(pbuh). The Quraysh met at Dar al-Nadwa to plot his murder and decided to
send a member from each tribe to the Prophet’s house to kill him (Sura 8.30).
The Quraysh went to the Prophet’s house at night, but Jibril had already given
the Prophet (pbuh) God’s permission to migrate.

The Prophet (pbuh) told ‘Ali to sleep in his bed - he came out of his house and
threw dust at the assassins, (Sura 36.9).

Abu Bakr went with him and they took refuge in Cave Thawr. Abu Bakr went
in first to make sure it was clean and safe. In the Cave, his foot was stung by
an insect while the Prophet (pbuh) was sleeping, and he did not cry out for
fear of waking the Prophet (pbuh). They stayed in the cave for three nights;
Abu Bakr’s son and daughter visited them with food and news.

The Quraysh set a price of 100 camels for their capture. Some reached the
mouth of the cave, which had been covered by a spider’s web and nest. Abu
Bakr became worried that they may be seen and captured, but the Prophet
(pbuh) reassured him saying, ‘O Abu Bakr, what do you think of two (persons)
when Allah is their Third.’ This incident is also referenced in the Qur’an, (Sura
9.40).

After they left, Suraqa almost caught up with them but his horse kept
stumbling. They stopped in Quba and stayed there for some days; they
established a mosque and ‘Ali caught up with them there.

They arrived in Madina and the people welcomed the Prophet (pbuh). His
camel showed them the place to build his mosque.

Some candidates may also refer to the stay at the tents of Umm Ma’bad and
Buraida Aslami, which is relevant.

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Question Answer Marks

3(b) The Companions showed friendship and support for the Prophet (pbuh). 4
How can Muslims show friendship and support for each other?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates can show different ways in which Muslims can show support and
friendship for each other in their daily lives, on a national and international
level as one Ummah.

Better answers will give some clear examples, whether from present times or
those of the Prophet’s Companions, along with some explanation.

Some examples may include standing up for our friends when they are being
bullied, offering good advice to someone when in need, or stopping friends
from indulging in sinful or illegal activities.

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Question Answer Marks

4(a) Write about the events of the Battle of Khaybar and the Battle of Hunain. 10

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The Battle of Khaybar was fought against the Jews who had broken their
agreements with the Muslims. The tribes in Khaybar had tried to instigate
other tribes in the area to attack the Muslims. The Prophet (pbuh) eventually
decided to try to put a stop to these attacks and raised an army to march to
Khaybar.

The Muslim army of 1400 caught the city by surprise. There were eight forts in
total. The Muslims attacked the first fort of Naim and then took over the other
numerous strongholds, except al-Qamus which was considered impenetrable.
The Prophet (pbuh) said, ‘Tomorrow I shall give the banner of Islam to a man
who loves God and His Apostle...and he will conquer Khyber.’ The banner
was given to ‘Ali, and he went to fight the Jewish leader, Marhab, who was
killed.

The Jews requested they stay in the oasis on the basis that they were better
farmers and knew the land. The Prophet (pbuh) agreed and in return the Jews
would give half their produce to the Muslims. The battle strengthened the
Muslims’ and the Prophet’s leadership.

In the Battle of Hunain the sects of Hawazin and Thaqif did not want to
submit to Islam so they decided to fight against the Muslims. The Prophet
(pbuh) marched to meet them with 12 000 men.

The enemy were already waiting for the Muslim army, hiding and waiting to
hurl stones and arrows at them. When this happened, the enemy attack
became fierce, and the Muslims started to retreat. The Prophet (pbuh) called
out: ‘Come on, people! I am the Messenger of Allah. I am Muhammad, the
son of Abdullah.’ Eventually the Prophet’s troops returned, and they went on
to defeat the army.

Because the enemy’s leader Malik bin ‘Awf had told everyone to take their
families and belongings with them, the Muslims captured huge spoils of war.
This battle is mentioned in Sura Tawba, (25–26).

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Question Answer Marks

4(b) In your opinion, which of these two battles was the most significant for 4
Muslims?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates should choose the battle they consider to be more important and
give their reasons for their choice.

Candidates might say that the Battle of Khyber was the most significant
because it stopped some of the conspiracies against the Prophet (pbuh) and
the Muslims. Furthermore, the Muslims made financial gains and it led to
them becoming more confident.

Candidates who choose the Battle of Hunain as the most significant could say
that the Muslims learned many valuable lessons from this battle such as the
lesson to follow their leaders and not be overconfident. Also, strength can
come from strong faith and not from large numbers, as success comes from
God. It also taught Muslims to have determination in the face of adversity.

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Question Answer Marks

5(a) The first wife of the Prophet (pbuh) was Khadija. Write about the main 10
events of her life.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Khadija was the daughter of a wealthy businessman and inherited his wealth
when he passed away. She was married to Abu Hala and Atiq before she
married the Prophet (pbuh). She is believed to have a daughter and two sons
from her previous marriages. She became a successful businesswoman in
her own right and was well respected in Makka.

She would employ different people to go on trade expeditions for her, and she
employed the Prophet (pbuh) as a merchant on one of these expeditions. She
sent her servant, Maysara, with him. After hearing of his trading skills and
honesty as a merchant, she proposed marriage to him, which he accepted. At
the time she was 40 and he was 25.

They had six children together, their two sons dying in infancy, and then four
daughters. When the Prophet (pbuh) received revelation, he came to Khadija
trembling. She reassured him that God would not humiliate him. She took him
to see her cousin Waraqa bin Nawfal who told the Prophet (pbuh) that he is a
messenger of God.

She was the first to publicly accept Islam and she supported the Prophet
(pbuh) financially. She endured the hardships faced by the Muslims when
they were boycotted by the Quraysh and died shortly after that.

Jibril is said to have sent greetings of peace to her, through the Prophet, from
God and himself. After her death the Prophet (pbuh) said about her, ‘I have
not yet found a better wife than her. She had faith in me when everyone, even
members of my own family and tribe did not believe me, and accepted that I
was truly a Prophet and a Messenger of Allah. She converted to Islam, spent
all her wealth and worldly goods to help me spread this faith, and this too at a
time when the entire world seemed to have turned against me and persecuted
me. And it is through her that Allah blessed me with children.’

The Prophet(pbuh) is reported to remember her often after her death and it
used to cause jealousy, sometimes, amongst his other wives.

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Question Answer Marks

5(b) What does Khadija’s marriage to the Prophet (pbuh) teach Muslims 4
about family relationships?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Their marriage teaches Muslims that trust and loyalty are important parts of a
family relationship, which need to be nurtured to build good family relations.

When in times of difficulty, family members should offer each other physical,
moral and financial support.

Candidates could also say that age should not be a barrier in a relationship
and that advice and guidance can be sought and given from those respected
in the family, whether they are younger or older.

© UCLES 2021 Page 17 of 17

Cambridge O Level

ISLAMIYAT 2058/11
Paper 1 May/June 2022
MARK SCHEME
Maximum Mark: 50

Published

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 May/June 2022 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 17 printed pages.

© UCLES 2022 [Turn over

2058/11 Cambridge O Level – Mark Scheme May/June 2022
PUBLISHED

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:

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 2022 Page 2 of 17

2058/11 Cambridge O Level – Mark Scheme May/June 2022
PUBLISHED

GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history of
Islam. Thus, AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus, AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

© UCLES 2022 Page 3 of 17

2058/11 Cambridge O Level – Mark Scheme May/June 2022
PUBLISHED

LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for
the part of the question.

© UCLES 2022 Page 4 of 17

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LEVELS OF RESPONSE

AO1: Knowledge – part (a) questions

Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Level Mark Mark Description

Question Questions
1 2–5

4 4 8–10  A well-structured, clear and comprehensive response

 Demonstrates extensive and accurate knowledge relevant to
the question
 Points are detailed, well-developed and relevant
 Likely to quote Qur’an verses and Hadiths to support points
made or other relevant quotations

3 3 5–7  A well-structured and clear response

 Demonstrates sound accurate knowledge which is relevant to
the question
 Points are elaborated upon and generally accurate
 May quote Qur’an verses and Hadiths to support points made
or other relevant quotations

2 2 3–4  An attempt to present a structured response to the question

 Response lacks cohesion or is undeveloped
 Demonstrates some knowledge of the subject covering some
of the main points but without detail
 Points made are sometimes relevant and accurate but limited

1 1 1–2  Some attempt to answer the question

 Lacks cohesion and structure
 Demonstrates limited knowledge of the subject
 Responses made are limited with little connection to the
question

0 0 0 No creditable content

AO2: Understanding – part (b) questions

Level Mark Description

2 3–4  Responses demonstrate a clear understanding of the question

 Able to use own opinions to engage with the question and present
reasoning that demonstrates their understanding

1 1–2  Responses demonstrate some understanding of the question

 There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

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Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

(i) Sura 96.1–5.

Read! in the name of your Lord, who created, 2. Created man out of a
clot of congealed blood: 3. Proclaim! And your Lord is most bountiful, 4.
He who taught by the pen, 5. Taught man what he did not know.

(ii) Sura 99

1. When the earth is shaken to her utmost convulsion, 2. And the earth
throws up her burdens, 3. And man cries out: ‘What is the matter with
her?’, 4. On that day she will declare her tidings: 5. For that your Lord
will have given her inspiration. 6. On that day will men proceed in
companies sorted out, to be shown their deeds. 7. Then shall anyone
who has done an atom’s weight of good see it! 8. And anyone who has
done an atom’s weight of evil shall see it!

(iii) Sura 6.101–103

101. To Him is due the primal origin of the heavens and the earth: how
can He have a son when He has no consort? He created all things, and
He has full knowledge of all things. 102. That is Allah, your Lord! there is
no god but He, the Creator of all things: then worship Him: and He has
the power to dispose of all affairs. 103. No vision can grasp Him, but His
grasp is over all vision: He is above all comprehension, yet is
acquainted with all things.

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Question Answer Marks

1(a) briefly describe the main theme(s) in each passage 4

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Sura 96.1–5
The main theme is Allah’s relationship with the created world.

Candidates will develop these themes in their own way.

 God is the Creator which is shown in this sura through the way humans
were created from a clot.
 Focuses on Allah’s favours and mercy on humanity (His generosity).
Divine revelation is the beginning of Islam and Prophethood.
 He gives creation what they need, in this case, knowledge of God.
 There is an emphasis on acquiring knowledge and recognising the
knowledge that God gives to humankind.

Sura 99
The main theme is Allah’s relationship with the created world.

Candidates will develop these themes in their own way.

 God’s power which will shake the earth, destroying what He created.
 He has the power to give life/death.
 God will give the earth a voice to say what has been done on her, from
environmental abuse or neglect of resources to caring for animals.
 People will be accountable for their actions on earth.
 God will be the Judge of people’s accounts, which will take them to
Heaven/Hell.
 His justice will be seen.

Sura 6.101–103
The main theme is Allah in Himself.

Candidates will develop these themes in their own way.

 God’s power is shown as He is the only one to control the heavens and
the earth. Everything originates with Him.
 He has knowledge of everything, so although humans cannot understand
Him, He understands everything in creation.
 People should turn to/rely on God. He is the one who has the power to
help humans, and He hears and sees all that they do.
 Therefore, He is worthy of worship and prayer to reward their actions.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today 4

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Sura 96.1–5
 The importance of this sura is that it allows humans to understand how
God created them from nothing.
 Seeking knowledge is encouraged and so humankind should try their
best to learn throughout their lives, especially religious knowledge so they
can get to know their Lord. Each subject has a value to it and can help
humans get closer to God.
 It also helps Muslims understand how prophethood and Islam started,
and they should reflect upon what God has sent down for them to help
them live their lives. Therefore, they should be grateful to God.

Sura 99
 The Last Day creates a fear of accountability, reminding Muslims to stay
on the straight path.
 Good deeds will be rewarded encouraging Muslims to do good at all
times, like following the Pillars, being honest and helping others. It keeps
them away from disliked things like lying, cheating, gossiping and not
obeying God’s commandments.
 It helps Muslims understand the temporary nature of the world which can
prevent them from being distracted by worldly things, whether it’s fashion,
money, gaming or work.
 Muslims should feel comforted by God's justice, that no good deed will go
unnoticed or bad deed unpunished.

Sura 6.101–103
 These teachings emphasise the importance of the Oneness of God
(tawhid) for Muslims, so they continue to worship one God. The only
relationship He has is with His creation, He has no partners or offspring.
He is unique.
 Humankind is asked to worship Him as it says in this passage that only
He can fulfil their needs, so Muslims should be careful to pray and fast, to
fulfil their obligation to Him and turn to Him only.
 He also sees and hears all that humankind does, so Muslims should keep
this in mind in all that they do and say. In a world where there are lots of
distractions, this sura could remind Muslims that they should always
remember their creator as He is the ultimate authority over their affairs.

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Question Answer Marks

2(a) Write about the Qur’an and Sunna and how they are used with ijma’ in 10
Islamic Law.

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

A comprehensive answer will provide an account of each of the three sources,

what they are and their role in Islamic Law and how they interact with each
other.

The four sources of Islamic Law are the Qur’an, the Sunna, ijma’ and qiyas.
For this answer candidates have to focus on the first three only.

The Qur’an is an authority in Islamic law; it is the word of God. It is not

questioned or contradicted by the other sources. It contains the main
teachings and principles of Islam by which Muslims should live. The Qur’an is
protected by God therefore its words and rulings cannot be changed until the
end of time.

The Sunna is the Prophet’s example and is recorded in the Hadith; these
emphasise and expand on verses in the Qur’an, for example, alms-giving
(zakat). The Qur’an gives permission to follow the Prophet (pbuh). The Hadith
are used when the Qur’an is silent on a matter, for example, inheritance given
to a grandmother is not mentioned in the Qur’an, but comes from Hadith. The
Hadith are important because the Prophet (pbuh) was the final and perfect
messenger to follow; the Hadith of Mu’adh ibn Jabal reflects this. They are
interlinked and are the two main (primary) sources.

When neither of the primary sources offer answers, then ijma’ can be used.
This is used mainly for issues that did not arise at the time of the Prophet
(pbuh).

Ijma’ is the consensus of opinion of scholars. It has its basis in the Hadith: ‘My
community will never agree upon an error’. Some issues dealt with by ijma’, at
the time of the caliphs, have been the compiling of the Qur’an or the second
call to prayer (adhan at Jum’a) and more recently, the permissibility of IVF.
Scholars meet and discuss new situations and decide on the issue, taking
various factors into consideration, mainly that the decision does not go
against the Qur’an and Sunna.

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Question Answer Marks

2(b) How has the Qur’an, as a primary source of law, helped to unify Muslims 4
over time?

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Muslims around the world believe in the Qur’an as the most fundamental
source of guidance, revealed by God, hence unifying them as they all consult
the Qur’an for advice.

The Qur’an provides the basis of Islamic Law making. That means that
despite the growth of Islam and the number of Muslims from different
countries and cultures, they all believe in the Qur’an as the basis of faith and
law-making which unifies them in terms of the main teachings they live by and
laws they follow.

As the Qur’an has not changed over the years and was preserved at a very
early stage and God has taken the responsibility to guard it, it has prevented
many disagreements and divisions in Muslims on different issues.

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Question Answer Marks

3(a) Write an account of the Prophet Muhammad’s life from his birth until he 10
received revelation.

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates should give a detailed answer regarding the main events in the
Prophet’s life until the age of 40.

The Prophet (pbuh) was born in the year of the elephant. His parents were
Amina and Abdullah. As with the custom of the time, he was sent to the desert
with a wet nurse.

Halima Sa’adia narrates that they had good fortune with the arrival of the
Prophet (pbuh) in their household, and asked he stay with them another two
years. During this time the angel Jibril came to clean the Prophet’s heart while
he was playing with his friends. Halima then returned him to his mother.

His mother died on the way back from visiting family in Yathrib when he was
six. His grandfather Abdul Muttalib looked after him and after he died the
Prophet (pbuh), aged eight, came under the care of his uncle Abu Talib. Abu
Talib would take the Prophet (pbuh) on trade journeys with him, and this is
where Bahira the monk saw him and told Abu Talib that he was going to have
a great future ahead of him, and told him to take him back to Makka as he
was scared for his life if he continued to travel with the caravan.

The Prophet (pbuh) picked up arrows in the sacrilegious wars (Harb al Fijar)
and was present at the subsequent Fudul confederacy to protect fair
transactions. He was known for his honesty and integrity and was employed
by Khadija to go on a trade journey to Syria. After the Prophet (pbuh) returned
with profits, her servant, Maysara, spoke about his good character, Khadija
sent a marriage proposal to him which he accepted after consulting his uncle.
They had six children together.

At the age of 35 he helped resolve the issue of the fixing of the black stone,
this prevented the Makkan tribes from fighting with each other. He began to
spend longer periods in the cave of Hira and at age of 40 the angel Jibril
came with the first revelation.

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Question Answer Marks

3(b) The Prophet (pbuh) was an orphan and raised by many people. How did 4
this prepare him for prophethood?

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Going to the desert as a baby offered him good health and it helped him to
learn the eloquence of the Arabic language which was said to be a pure
dialect. This helped him communicate well with other tribes and others when
preaching about Islam.

He was able to observe and learn from different people which would have
been beneficial for allowing him to understand people. This would allow him to
understand the needs of different people in different circumstances/places.

He would have the opportunity to learn different skills from different people,
whether it was in the home or in the market.

Alternately, a candidate might argue that being an orphan had no impact on

the Prophet’s preparation for prophethood because God made the
preparations and would have helped him when it was needed.

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Question Answer Marks

4(a) Describe the Prophet’s pilgrimage in the final year of his life and his 10
Farewell Sermon.

Use the AO1 Levels of Response

Candidates may include some of the following points. All other relevant
points must be credited.

In 631, the Prophet (pbuh) performed his final pilgrimage. The people knew
that the Prophet (pbuh) was going for pilgrimage and so many people came to
join him on this journey. They numbered 30,000 in total. They performed
tawaf at the Ka’ba and then proceeded to ‘Arafah. At ‘Arafah the Prophet
(pbuh) addressed the people gathered there; this is considered his farewell
speech, in which he indicated he may not be there the following year.

In this sermon he asked the Muslims to take their guidance from the Qur’an
and Sunna. Revenge was prohibited and usury was forbidden; he gave
instructions for unlawful shedding of blood; the obligation towards looking
after wives was emphasised as well as the kind treatment of women; sticking
faithfully to the pillars of Islam was emphasised; the equality of humankind
was highlighted saying no Arab has superiority over a non-Arab and vice
versa; brotherhood was established.

He told them the Qur’an and Sunna were left for them and reminded them
they would have to answer for their deeds and that no new prophet (pbuh) or
faith will come after him. He asked the pilgrims ‘And if you were asked about
me what would you say?’ and they replied, ‘We bear witness that you have
conveyed the message and discharged your ministry’. He then raised his
forefinger to the sky whilst saying, ‘Oh Allah, bear witness’. Then the verses
5.3 were revealed (‘This day I have perfected your religion for you…’).

After that, he arrived at Muzdalifah and performed his fourth, Maghrib, and
fifth, Isha, prayer. At the break of dawn, he returned to Mina to carry out the
ritual of the Stoning of the Devil then ordered the sacrifice of the sacrificial
animals that he had brought with him. He then returned to Makka, performed
another tawaf and then spent the three days of Tashriq in Mina. It set a
precedent for the rites and rituals of Hajj that are to be performed by Muslims.

The Prophet (pbuh) completed his pilgrimage and returned to Madina.

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Question Answer Marks

4(b) In your opinion, what was the most important teaching from the Farewell 4
Sermon? Give reasons to support your answer.

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

The Five Pillars, because this is the basis of Islam and without emphasising it,
people may not have practised their religion as much.

The reminder of the Day of Judgment as this would encourage Muslims to act
in the best way to ensure they have good deeds when giving their account.

The equality of humankind, where no Arab has superiority over a non-Arab

and so this can help overcome issues of racism.

The treatment of wives and women in general could help deal with the
problems facing the inequality of women.

The sermon focused on a Muslim’s action, ethics and morality so answers

related to this can be credited if they have given an explanation of their
importance, whether it is related to the financial structure (dealing in interest),
adultery, responsibility of actions (particularly in crimes), and worshipping
God.

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Question Answer Marks

5(a) Write about the various tasks performed by some of the Prophet’s 10
Companions as his Scribes.

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

There were a number of Companions who acted as scribes of the Prophet

(pbuh) and they each had different tasks, such as writing the revelation,
recording public contracts and transactions, and letters sent from the Prophet
(pbuh) to other leaders.

The Qur’an was written in its entirety during the Prophet’s time even though it
was not compiled in one text. There were various companions who had
different roles as scribes. They wrote verses down on a number of materials,
for example, parchments, bone and dried leaves.

Zayd ibn Thabit was one of the most prominent scribes of the revelation,
writing the revelation while the Prophet (pbuh) was alive, subsequently having
most of the Qur’an in written form. He was asked by the Prophet (pbuh) to
learn Hebrew so he could respond on the Prophet’s behalf to the Jews who
wrote to him.

The Prophet (pbuh) used to instruct the scribes about the sequence in which
a revealed message was to be placed in a particular sura (chapter). In this
manner, the Prophet (pbuh) arranged the text of the Qur’an in a systematic
order till the end of the chain of revelations. Zayd ibn Thabit reported, ‘We
used to record the Qur’an from parchments in the presence of the Messenger
of God’. Some companions, who did not write down the revelations, had
memorised them instead and their versions were used to verify the written
copies after the Prophet’s death.

Some of the Companions were official scribes who wrote letters for the
Prophet (pbuh) and treaties.

Ubayy ibn Ka’ab, had memorised the Qur’an and is said to have had his own
written portions of the Qur’an, and wrote letters to heads of state for the
Prophet (pbuh).

ʿAli was also an important scribe and wrote treaties for the Prophet (pbuh),
such as the Treaty of Hudaiybiyya.

Abdullah ibn Mas’ud was known for his knowledge of the Qur’an and the
Prophet (pbuh) said about him, ‘Whoever wants to read the Qur’an as fresh
as when it was revealed, then let him read according to the recitation of Ibn
Umm Abd.’ He was someone who wrote portions of the Qur’an.

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Question Answer Marks

5(a) ʿAbdullah ibn ʿAmr ibn al-ʿAs was one of the first companions to write the
Prophet’s sayings. He sought the Messenger’s specific permission asking,
‘May I write down everything I hear from you in the states of contentment and
anger?’ He replied, ‘Yes, for I speak nothing but the truth.’ He had a
book/journal that he kept to record the Hadith from the Prophet (pbuh). Due to
this he is one of the main narrators of Hadith. Abu Hurayra said, none of the
Sahaba would narrate more Hadith from me except ʿAbdullah ibn ʿAmr ibn al-
ʿAs – he would write them down more than me.

Candidates might mention other scribes but should say what their roles were.

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Question Answer Marks

5(b) What are the benefits of the Qur’an being available to everyone on the 4
internet?

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates could say it is a useful source to have the Qur’an online as it

makes it more accessible to more people. There is a lot of information easily
available on the internet, so it is possible to do a few searches and find a lot of
sources available for you to read on different topics of the Qur’an. The Qur’an
and most Hadith books are all online now, so people can easily access the
information they need.

People who cannot read the Qur’an can access different recitations of it, or
people who have just learned to read Arabic can use it to follow along while
listening to a recitation. The Qur’an online can be in the language of the
person reading it.

Some candidates may say there are not many benefits by saying, that the
internet has its disadvantages as there may be Qur’ans online that are not
standardised and there is more room for error as they cannot all be checked.

They could say that the Qur’an is not available to everyone on the internet as
not everyone has access to the internet.

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Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/11
Paper 1 October/November 2018
MARK SCHEME
Maximum Mark: 50

Published

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 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 14 printed pages.

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Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

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GENERIC MARKING PRINCIPLE 5:

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.

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Marking Instructions for O Level Islamiyat – 2058

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 Recall, select and present relevant facts from the main elements of the faith and history of Islam.

AO2 Demonstrate understanding of their significance in the teachings of Islam and in the lives of Muslims.

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LEVELS OF RESPONSE

The statements which follow should be used to determine the appropriate level of response for each objective.

Examiners should use the full range of marks available within the Levels of Response and not hesitate to award the maximum where it is
deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for the part of the question.

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AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and questions 2–5 have a maximum mark of 10.

Level Mark Mark Level Descriptor

Question 1 Questions 2–5

4 4 8–10 Very Good/Excellent. A thorough, well-developed and substantial response. Demonstrates

extensive, relevant and highly accurate knowledge of the subject in considerable detail and with
evident expertise. Likely to quote Qur’an verses and Hadiths to support and illustrate points made.
Comprehensive and thoughtful.

3 3 5–7 Good. Addresses the question confidently and coherently. Demonstrates sound, detailed and
generally relevant and accurate knowledge of the subject matter in great detail. Covers the main
points. May quote Qur’an verses and Hadiths to support points made.

2 2 3–4 Satisfactory. A fair, mainly relevant but generally undeveloped response. The candidate
demonstrates some factual knowledge, which is fairly accurate and slightly wider than at basic
level. Some of the main points are covered but lack substance.

1 1 1–2 Basic. An attempt to answer the question, but lacks potential and/or is unfinished. Very limited
knowledge of the subject. Response includes only a small amount of relevant material, or mainly
irrelevant points. Facts are reported in basic outline only, often inaccurately, though some credible
points are made.

0 0 0 Irrelevant. No apparent attempt to answer the question set, or a wholly irrelevant response. Totally
illegible.

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AO2 (Understanding - part (b) questions)

Level Mark Level Descriptor

4 4 Very Good/Excellent. Demonstrates a wide and thorough understanding of what the question asks. Recognises fully and can
explain the significance of material used in answer. Can reason, evaluate and discuss in a thoughtful, mature manner.

3 3 Good. Understands the significance of the question. Seeks to move clearly beyond a purely descriptive approach,
demonstrating touches of maturity and a willingness to engage with and discuss the material.

2 2 Satisfactory. Response is descriptive but makes some effort to offer evaluation. The candidate attempts, though with limited
success, to move beyond a purely factual approach, with some limited discussion of the material.

1 1 Basic. Limited understanding of the subject. The candidate’s response is descriptive and immature, with no attempt to
discuss or evaluate the material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which are accurate and valid, and marks awarded
according to the level descriptors.

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(1) Sura 114
1. Say: I seek refuge with the Lord of mankind, 2. The King of mankind, 3. The God of Mankind, 4. From the mischief of the whisperer who
withdraws, 5. Who whispers into the hearts of mankind, 6. Among jinns and among mankind.

(2) Sura 5.110

Then will Allah say: ‘Jesus son of Mary! Recount my favour to you and to your mother. Behold! I strengthened you with the holy spirit, so that you
spoke to the people in childhood and in maturity. Behold! I taught you the Book and Wisdom, the Law and the Gospel. And behold! You make out
of clay, as it were, the figure of a bird, by my leave, and you breathe into it and it becomes a bird by my leave, and you heal those born blind, and
the lepers, by my leave. And behold! You bring forth the dead by my leave. And behold! I restrained the Children of Israel from you when you
showed them the clear signs, and the unbelievers among them said: ‘This is nothing but evident magic.’

(3) Sura 108

1. To you have We granted abundance. 2. So pray to your Lord and sacrifice. 3. For he who hates you, he will be cut off.

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Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

1(a) briefly describe the main theme(s) in each passage 4

Sura 114
The main themes are: God as refuge; God as Lord; God as Protector.
Candidates will develop these themes in their own way, e.g., saying that only He can help in times of need, in this case
from jinn and men. People should seek help only from Him; He created everything so controls everything, even mischief
makers. It’s a warning of those who whisper evil/bad ideas to humans, and then disappear and leave them on their own; God
is a protector from these things; it is one of the suras of protection.

Sura 5.110
The main themes are, God and His prophets; that humans need God; that God gives signs to humankind.
Candidates will develop these themes in their own way, e.g., saying that God gives guidance to His prophets to help
them, in this case Jesus got the holy spirit, the Book and the wisdom, the Law and the Gospel; humans can do great things
but only with God’s permission, ‘by my leave’; God gives humankind signs through prophets of His existence, which separates
those who believe and those who don’t.

Sura 108
The main themes are: God’s mercy; God’s generosity; His relationship with the Prophet Muhammad.
Candidates will develop these themes in their own way, e.g., saying in His mercy, God granted the Prophet success, and
because of this the Prophet and all Muslims should continue to worship God even in times of difficulty. God remains near to
His prophets. It was also revealed as a consolation to the Prophet and foretold the destruction of his opponents.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Sura 114
Through these verses Muslims get to know the kind of evils/mischief they have to be wary of. This means they should be
aware of what’s happening to them so they can recognise the signs of mischief. Praying and doing good deeds strengthens
reliance on God. Reciting this sura with the other ‘quls’ is a source of protection.
God is the King so it is Him who people should seek refuge with.

Sura 5.110
These teachings reaffirm for Muslims the prophethood of Jesus and the power of God. Humans are capable of great feats but
it is God who gives permission for these; moon landings, space travel etc.
Muslims should use these as signs of God’s grace and believe in His power to control everything and allow things to happen.
They should therefore remember Him often, by praying, supplicating or doing good deeds, etc. to ensure they are counted as
believers.

Sura 108
The teachings give an insight into how the relationship between God and the Prophet has lessons for Muslims. Muslims today
are that future generation of followers that was given to the Prophet, and so this sura gives hope to people in times of need.
Future hope is also given with the promise of the Kawthar in paradise. God always intervenes in times of difficulty, so Muslims
should always remember to look to Him for help and support, and not feel disheartened in times of difficulty, e.g. during illness
or oppression. Muslims should remain steadfast despite the difficulties or mockeries that they face.

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2058/11 Cambridge O Level – Mark Scheme October/November 2018
PUBLISHED
Question Answer Marks

2(a) Write an account of the different ways in which revelations came to the Prophet. Include examples in your answer. 10

The Qur’an was revealed to the Prophet over a period of 23 years. The first revelation came in the year 610, in Cave Hira. The
revelations were stopped for a period, after first revelation, which caused the Prophet to worry. Once they started again they came
strongly and frequently.

There were different ways in which the verses were revealed to the Prophet. Sometimes the Angel Jibril would come in the form
of a man, which the companions witnessed, and a few times the Prophet saw the Angel in his original form, e.g. on the night
journey (sura najm). He also received revelation in dreams. The most difficult was when they came as the ringing of a bell.

The revelations would weigh down on him, so much so that his camel could not withstand the weight. It is also reported by
Ayesha that she witnessed sweat dropping from his forehead on a very cold day. The candidates can also narrate stories, such
as the pressure that it put on Zayd’s thigh when he was sitting next to the Prophet during one of the revelations. The revelations
were not within his control (sura 75:16–19), he had no idea when they were coming, and they were safeguarded by God.

As elaboration, candidates can also narrate how some revelations were responses to specific events, e.g. the revelation during
the migration when Abu Bakr was worried (sura tawba:40) or Surah Duha and Kauthar to console the Prophet.

2(b) Muslims around the world memorise/recite the Qur’an in Arabic even though they might not understand the 4
meaning. What do you think are the benefits of this?

Some benefits could be that, it is said when you listen to the Qur’an you receive the mercy of God (7.204). The Qur’an will
become an intercessor for that person on the Day of Judgment. Each letter that is pronounced brings reward to that person.
A person who recites the Qur’an and is well versed in it, will be in the company of the angels who are scribes, and if they are
struggling with their recitation they will have double the reward.

Some may say there are few benefits when you read something you don’t understand, but answers must offer an explanation.

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2058/11 Cambridge O Level – Mark Scheme October/November 2018
PUBLISHED
Question Answer Marks

3(a) The Prophet had difference experiences in the Caves of Hira and Thawr. Give an account of his experiences in both 10
caves.

Cave Hira is where the Prophet received the first revelation, when he was 40. He had been spending longer periods of time there.
One night, an angel appeared in the form of a man and said ‘Iqra’ (read/recite). The Prophet replied, I cannot recite. This
happened three times, the third time the Angel Jibril squeezed the Prophet and recited the words of sura Alaq, verses 1–5. The
Prophet felt the words were imprinted on his heart. He ran out the cave and could see the Angel on the horizon. He ran home and
asked his wife to cover him and narrated what had happened.

Cave Thawr is where the Prophet hid with his companion Abu Bakr when they left Makka on the migration to Madina. They
stayed in the cave for three days. Abu Bakr entered to clear the cave for the Prophet; while the Prophet slept on his lap,
something stung Abu Bakr but he did not cry out. A spider wove its web at the entrance, and birds made a nest, so when the
Quraysh got to the cave they did not go in. Abu Bakr was scared and the Prophet reassured him that God was with them (9.40).
After three days they left the cave for Madina. Abu Bakr’s son would come to give them news of Makka and his daughter brought
them food for their journey.

3(b) How did the events in the cave of Thawr help strengthen the Prophet’s relationship with God? 4

The events gave the Prophet reassurance that God was looking after him, as the web that was spun on the cave saved his
life, so Islam was spread. It also confirmed the loyalty of Abu Bakr to the Prophet, as Abu Bakr was afraid but did not give
himself or the Prophet away to the Quraysh. This reassured the Prophet that God gave him the best companions for his
mission.

It also reassured the Prophet that God will always be with him in difficulty, and that he has a plan for his benefit, such as
covering the opening with a spider’s web.

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2058/11 Cambridge O Level – Mark Scheme October/November 2018
PUBLISHED
Question Answer Marks

4(a) The Prophet Muhammad brought the message of Islam to Makka. Describe the ways the main clans treated him after 10
hearing his message.

Candidates could start their answer with Prophet inviting his close relatives of Banu Hashim to Islam and their cold response
to his call. When Prophet beginning to preach openly after years of secret worship and announced his faith to the Quraysh on
mount Safa, they rejected his call to Islam, and subsequently went on to mock and torture the Prophet. He was called a mad
man, or possessed by jinn [15.6, 68.51]; Abu Lahab forced his two sons to divorce the Prophet’s daughters Ruqayya and
Umm Kulthum. They laughed and mocked him after his son’s death, calling him ‘abtar’, cut off. Gradually as Islam started
spreading, leaders of different tribes such as Banu Makhzum escalated the persecution against Prophet. Abu Jahl had the
fetus of a she-camel placed on the Prophet’s back while he was praying at the Ka’ba, which was removed by Fatima. Rubbish
and thorny bushes were thrown at him/in his path. His followers were also persecuted which hurt the Prophet too. The
Prophet and his followers were boycotted and were not allowed business dealings or social contact with the Makkans; they
stayed in Shib i Abi Talib for three years, where they had little food or water. The Quraysh also tried to bribe him and when all
failed, planned to assassinate him.

4(b) Why did the Quraysh fear the Prophet and his message even though he was not violent or aggressive towards them? 4

They feared him because they knew he was honest and trustworthy and so he already had a good standing with people,
therefore they were more likely to believe him. They also feared that he was just and treated people the same, and they did
not want to have the same status as slaves/women/children. They feared his message as it meant believing in one god and
not the many idols of the Ka’ba, which meant they may have lost their source of income.

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PUBLISHED
Question Answer Marks

5(a) Two of the Prophet’s wives were Aisha and Hafsa. Write an account of their lives during the lifetime of the Prophet. 10

Aisha: she was the daughter of the Prophet’s close companion, Abu Bakr; she was married to the Prophet in Madina at a
young age, and became his third wife; she was married to the Prophet for nine years; she was known for her intelligence and
sharp memory which is why she was able to narrate so many saying of the Prophet .She was involved in many important
events in the life of the Prophet, and verses were revealed to the Prophet about her in relation to event of the necklace
(Nur:11–19); the Prophet passed away whilst he was with her.

Hafsa: she was the daughter of ‘Umar ibn al-Khattab and was widowed at a young age; like Aisha, she memorised the Qur’an
by heart; she lived with the Prophet for eight years. She was quick tempered like her father and was not shy to dispute with
the Prophet. Revelation came after the honey incident, where she told the Prophet his mouth didn’t smell good after eating
honey. She died around 60 years old

5(b) Both wives were narrators of Hadith. What can Muslims learn from this about women and education? 4

Muslims can learn that being wives of the Prophet, and being pious and close to God themselves, they still valued being
educated, knowing the way the Prophet did things, trying to understand the teachings of Islam, and then teaching others the
rules about Islamic rites and obligations, etc. This should also mean that women now should value education too, and whilst
they can still be good wives and Muslims, learning and passing on that knowledge is a valuable thing to do, and should not be
neglected.

© UCLES 2018 Page 14 of 14

Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/11
Paper 1 October/November 2019
MARK SCHEME
Maximum Mark: 50

Published

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 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 10 printed pages.

© UCLES 2019 [Turn over

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

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:

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:

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 2019 Page 2 of 10

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

(1) Sura 2.21–22

21. O people! Adore your Guardian-Lord, who created you and those who came before you, so that
you may have the chance to learn righteousness; 22. Who has made the earth your couch, and the
heavens your canopy; and sent down rain from the heavens; and by it brought forth fruits for your
sustenance; then do not set up rivals to Allah, when you know.

(2) Sura 99
1. When the earth is shaken to her utmost convulsion, 2. And the earth throws up her burdens, 3. And
man cries out: ‘What is the matter with her?’, 4. On that day she will declare her tidings: 5. For that
your Lord will have given her inspiration. 6. On that day will men proceed in companies sorted out, to
be shown their deeds. 7. Then shall anyone who has done an atom’s weight of good see it! 8. And
anyone who has done an atom’s weight of evil shall see it.

(3) Sura 5.110

Then will Allah say: ‘Jesus son of Mary! Recount my favour to you and to your mother. Behold! I
strengthened you with the holy spirit, so that you spoke to the people in childhood and maturity.
Behold! I taught you the Book and Wisdom, the Law and the Gospel. And behold! You make out of
clay, as it were, the figure of a bird, by my leave, and you breathe into it and it becomes a bird by my
leave, and you heal those born blind, and the lepers, by my leave. And behold! You bring forth the
dead by my leave. And behold! I restrained the Children of Israel from you when you showed them
the clear signs, and the unbelievers among them said: “This is nothing but evident magic.”’

© UCLES 2019 Page 3 of 10

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

1(a) briefly describe the main theme(s) in each passage 4

Use the AO1 Mark Grid

Sura 2.21–22
The main theme is God’s relationship with the created world: God as
Creator and Sustainer; being grateful to God.
Candidates will develop these themes in their own way, e.g.,
• saying this passage emphasises that God is the Creator of everything
including what is for the benefit of humankind (guidance, fertile earth,
shade and water from sky), so they should be grateful to God, and
worship none other than Him.
• God is also Sustainer of all living things as He has made all necessary
provisions for them to survive.
• It also suggests that humankind should not commit the greatest sin of
associating partners/rivals with God, for He is the only Creator and
Sustainer.

Sura 99
The main theme is God’s relationship with the created world: God's
Power; the Last Day; responsibility for actions; justice for all.
Candidates will develop these themes in their own way, e.g.,
• saying the earth is shaken, destroying what He created – He has the
power to give life/death. Everything will be destroyed.
• God gives the earth a voice to say what has been done on her, from
environmental abuse to neglect of resources.
• People will be responsible for their actions on earth and given their
accounts; God will give people their accounts, which will take them to
Heaven/Hell.

Sura 5.110
The main theme is God’s messengers; guidance offered to humans
through prophets, help and assistance given to messengers.
Candidates will develop these themes in their own way, e.g.,
• saying that God gives help and guidance to His prophets, in this case
Jesus got the holy spirit, the Book and the wisdom, the Law and the
Gospel.
• Prophets are humans but can perform miracles only with God’s
permission, ‘by my leave’.
• God gives humankind signs through prophets of His existence, which
separates those who believe and those who don’t.
• Messengers remain steadfast in the face of all opposition.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Use the AO2 Mark Grid

Sura 2.21–22
This passage represents the themes of God and His creation, and His
oneness, through the natural world. Candidates could talk about the words
used to show how the natural world is a comfort for humankind, and so they
should look after it.
God provides the world for humankind so humans should be responsible for
looking after their environment, which can be done in many ways.
They could reflect upon the natural world and the benefits it holds for them.
Humans should acknowledge who their sustenance has come from as He is
the only creator of everything. Candidates could also talk about ways in
which Muslims can be grateful to God.

Sura 99
The last Day creates a fear of accountability, reminding Muslims to stay on
the straight path.
Good deeds will be rewarded, encouraging Muslims to do good always, e.g.
following the pillars, being honest and helping others. It keeps them away
from displeasurable things like lying, cheating, gossiping, not obeying God’s
commandments, etc.
It helps Muslims understand the temporary nature of the world which stops
them being distracted by worldly things, fashion or money, etc.
Muslims feel comforted by God's justice that no good deed will go
unnoticed, or bad deed unpunished.

Sura 5.110
These teachings reaffirm for Muslims the prophethood of Jesus and the
power of God.
Humans are capable of great feats, but it is God who gives permission,
strength and assistance for these; moon landings, space travel, etc., hence
we should not feel proud of our achievements.
Muslims should use these as signs of God’s grace and believe in His power
to control everything and allow things to happen. They should therefore
remember Him often, by praying, supplicating or doing good deeds, etc. to
ensure they are counted as believers.

© UCLES 2019 Page 5 of 10

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

Question Answer Marks

2(a) Write an account of how the four sources of Islamic Law are used 10
together.

Use the AO1 Mark Grid

A comprehensive answer will provide an account of each of the four
sources, what they are and their role in Islamic Law and how they interact
with each other.

Candidates may include some of the following points. All other relevant
points must be credited.

Candidates should write about the primary sources, Qur’an and Hadith, and
secondary sources, ijma’ and qiyas, and how they are used together.
• The Qur’an is an authority in Islamic law; it is the word of God. It is not
questioned or contradicted by the other sources. It contains the main
teachings and principles of Islam by which Muslims should live.
• The sunna is the Prophet’s example and is recorded in the Hadith;
these emphasise and expand on verses in the Qur’an, e.g. zakat. The
Qur’an gives permission to follow the Prophet (pbuh). The Hadith are
used when the Qur’an is silent on a matter, e.g. inheritance given to
grandmother is not mentioned in the Qur’an, but comes from Hadith.
The Hadith are important because the Prophet (pbuh) was the final and
perfect messenger to follow; the Hadith of Mu’adh ibn Jabal reflects
this. They are interlinked so are the two main (primary) sources.
• When neither of the primary sources offer answers, then ijma’ and qiyas
can be used. These are used mainly for issues that did not arise at the
time of the Prophet (pbuh).
• Ijma’ is the consensus of opinion of scholars. It has its basis in the
Hadith: ‘My community will never agree upon an error.’ Some issues
dealt with by ijma’ have been, at the time of the caliphs, the compiling of
the Qur’an or the second adhan at Jum’a and more recently, the
permissibility of IVF.
• Qiyas is analogy, when one Islamic ruling is compared with another to
derive a new ruling for a new issue. Examples of this could be the use
of cocaine being prohibited on the basis that intoxicants are prohibited.
Candidates could mention the elements of qiyas, asl, far’, ‘illa and
hukm. The secondary sources do not contradict the primary sources but
rather use the primary sources as a basis for their answers.

2(b) Why do you think some scholars do not favour the use of qiyas? 4

Qiyas is comparing a new issue with an old ruling to arrive at a new ruling.
Some scholars have said that this involves too much of a person’s own
opinion to be creditable.
They argue that relying on personal opinion in law-making would mean that
each individual could ultimately form their own subjective conclusions. This
would mean that they could make decisions for their own benefit and not for
the benefit of society/Islamic community.
Shi’a scholars reject the use of qiyas.
Candidates could say that the majority of scholars do allow the use of qiyas
but there is a preference for ijma’.

© UCLES 2019 Page 6 of 10

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

Question Answer Marks

3(a) The Prophet (pbuh) was generous and forgiving. Write about events 10
from his life that demonstrate these qualities in action.

Use the AO1 Mark Grid

A comprehensive answer will provide an account of both qualities, giving
details of specific events that show those qualities in action.

Candidates may include some of the following points. All other relevant
points must be credited.

Generosity is given freely without expecting anything in return. Some

examples of the Prophet’s generosity are:
• Muhammad (pbuh) would never refuse the beggar, would feed the poor
and hungry, going hungry himself.
• Muhammad (pbuh) would give away his possessions and money.
Muhammad (pbuh) never turned down anyone who asked him for
something, and once a person asked for the clothes he was wearing, he
took off his garment and handed it to the man.
• Once, 70,000 dirhams were brought to Muhammad (pbuh) and he laid
them on the floor and gave them out until they were all finished.
Muhammad (pbuh) was most generous in Ramadan.
• When Muhammad (pbuh) returned a debt he gave more than he owed.
Even when Muhammad (pbuh) asked for water from a woman to drink,
he gave the water skins back with more water in them as well as some
food.
• Muhammad (pbuh) was generous with his prayers, praying for those
who hurt him rather than asking for their destruction, e.g. at Ta’if and
Uhud.

Forgiveness is to not have anger, or to show kindness to someone who has

wronged you. Examples of the Prophet’s forgiveness are many, some of
which are:
• Muhammad’s willingness to forgive the people of Ta’if after they pelted
him with stones. Jibril came with permission from God to crush the
people of Ta’if, but the Prophet (pbuh) instead forgave them saying he
was sent as a mercy.
• Muhammad (pbuh) forgave the woman who used to throw rubbish on
him and went to visit her when she was unwell.
• After the Conquest of Makka the Prophet (pbuh) forgave most of his
enemies, even those such as Abu Sufyan who had fought against him
many times, and his wife Hinda, who had Hamza killed and chewed on
his liver.
• The Prophet (pbuh) never took revenge for himself, preferring to
forgive. He was willing to forgive Abdullah ibn Ubayy, until a verse was
revealed against him, and Ikrimah ibn Abu Jahl amongst others.

Candidates may give other examples and any relevant ones should be
credited.

© UCLES 2019 Page 7 of 10

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

Question Answer Marks

3(b) How easy is it for Muslims in the present day to follow the Prophet’s 4
generosity? Give reasons for your answer.

Candidates could say that it is easy, because the Prophet (pbuh) is a role
model for them and so it is easy to follow his example. They should give
examples of the way they are able to apply generosity in their lives.

They could say that it is not easy, because the Prophet (pbuh) was the best
of creation and times are different now, and so it is hard to be as generous
as he was. Again, they should give reasons why it is not easy to be
generous if they choose to answer this way.

Question Answer Marks

4(a) By referring to the Treaty of Madina, describe the relationship between 10

the Muslims and the non-Muslims when the Prophet (pbuh) first
arrived.

Use the AO1 Mark Grid

A comprehensive answer will provide an account of the people living in
Madina, the Prophet’s interactions with them and the Constitution they
agreed upon.

Candidates may include some of the following points. All other relevant
points must be credited.

As well as the Aws and Khazraj (most of whom became Muslim) there were
some Jewish tribes living in Madina, namely the Bani Qaynuqa, Nadir and
Qurayza. They had been waiting for the arrival of a prophet, but they had
expected him to come from the lineage of Ishaq. There were also some
Christians living there.

As there had been fighting between the tribes, and there was also the
chance that the Quraysh would try to attack the Muslims in Madina, the
Prophet tried to unite the residents of Madina. One way to do this was to
create a treaty for the citizens of Madina, including non-Muslims, about their
rights and responsibilities as part of the community. The non-Muslims had
the following rights: equal political and cultural rights, autonomy and
freedom of religion; they would fight with the Muslims against the enemy of
the community and have the same responsibilities in war as others.

The constitution meant that the rights of all citizens were safeguarded, and
initially the relations between the different groups remained sound. They
engaged in commercial dealings with each other and gave and received
help from each other.

© UCLES 2019 Page 8 of 10

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PUBLISHED 2019

Question Answer Marks

4(b) How can Muslims apply the Prophet Muhammad’s example of 4

compassion when building community relations?

Muslims can follow the Prophet’s example and have cordial relations with
minority groups in their communities. Non-Muslims or other ethnic minorities
can be offered religious and social freedom based on the principles of
‘Charter of Madina’. Rights can also be guaranteed through law. Another
important aspect can be discouraging any discrimination against minority
groups and providing them equal opportunities to take active part in
communal life.

Candidates can support their points with examples from their surroundings.

Question Answer Marks

5(a) Some Muslims travelled to Abyssinia. Describe what happened to the 10

groups that migrated.

Use the AO1 Mark Grid

A comprehensive answer will provide an account of the reason the Muslims
went to Abyssinia, their journey there and the events that unfolded when the
Quraysh came to get them back.

Candidates may include some of the following points. All other relevant
points must be credited.

The Muslims in Makka, mainly those without tribal protection and slaves,
were being persecuted by the Quraysh. An ayat was revealed about the
earth being spacious for believers (39.10). The Prophet (pbuh) allowed
some followers to go to Abyssinia to seek protection from its king, the
Negus, in the 5th year of prophethood (614/615).
• ‘Uthman and Ruqayya went in the first migration of 12 men and 4
women, whereupon the Quraysh chased them but the migrants
managed to board a boat before the Quraysh got to them.
• Some came back from Abyssinia when they falsely heard that the
Quraysh had accepted Islam.
• The persecutions increased and later the second delegation, of 83 men
and 19 women, was led by the Prophet’s cousin, Ja’far Ibn Abi Talib.
• ‘Amr ibn al-‘As and ‘Abdullah bin Abi Rabi’a followed them and asked
the king to return the Muslims.
• The Negus called the Muslims to give their account; Ja’far told him of
the way they lived before Islam, and also recited verses from Sura
Maryam.
• This moved the Negus to tears and he allowed the Muslims to stay in
Abyssinia in peace and freedom. The Quraysh envoys were given their
gifts back and sent away. The Muslims lived here in peace until they
moved to Madina.

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2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

Question Answer Marks

5(b) In your opinion, was this migration similar to Muslim migrations 4

today? Give reasons for your answer.

Muslims around the world are facing persecution, such as in Syria and
Myanmar, and are migrating to other countries like Jordan and Turkey, and
Bangladesh.

It could be said that the migrations are similar as sometimes Muslims are
welcomed in the country they are migrating to and they are given freedom to
live and work as well as protection from persecution.

However, some may say it is not like the migration to Abyssinia as the
current migrants usually live in refugee camps, where resources are limited.
Sometimes not everyone welcomes them, and the experience is very
distressing.

Also, many Muslims now are economic migrants who move for work and
financial reasons, so it is not similar.

Other opinions can be given but candidates should give reasons.

© UCLES 2019 Page 10 of 10

Cambridge O Level

ISLAMIYAT 2058/11
Paper 1 October/November 2020
MARK SCHEME
Maximum Mark: 50

Published

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 2020 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 12 printed pages.

© UCLES 2020 [Turn over

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2020

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:

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:

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 2020 Page 2 of 12

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2020

AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and questions 2–5 have a maximum mark of 10.

Mark Mark
Level Question Questions Level Descriptor
1 2–5

4 4 8–10 Very Good/Excellent. A thorough, well-developed and

substantial response. Demonstrates extensive, relevant and
highly accurate knowledge of the subject in considerable detail
and with evident expertise. Likely to quote Qur’an verses and
Hadiths to support and illustrate points made. Comprehensive
and thoughtful.

3 3 5–7 Good. Addresses the question confidently and coherently.

Demonstrates sound, detailed and generally relevant and
accurate knowledge of the subject matter in great detail. Covers
the main points. May quote Qur’an verses and Hadiths to
support points made.

2 2 3–4 Satisfactory. A fair, mainly relevant but generally undeveloped

response. The candidate demonstrates some factual knowledge,
which is fairly accurate and slightly wider than at basic level.
Some of the main points are covered but lack substance.

1 1 1–2 Basic. An attempt to answer the question, but lacks potential

and/or is unfinished. Very limited knowledge of the subject.
Response includes only a small amount of relevant material, or
mainly irrelevant points. Facts are reported in basic outline only,
often inaccurately, though some credible points are made.

0 0 0 Irrelevant. No apparent attempt to answer the question set, or a

wholly irrelevant response. Totally illegible.

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AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

4 4 Very Good/Excellent. Demonstrates a wide and thorough understanding of

what the question asks. Recognises fully and can explain the significance of
material used in answer. Can reason, evaluate and discuss in a thoughtful,
mature manner.

3 3 Good. Understands the significance of the question. Seeks to move clearly

beyond a purely descriptive approach, demonstrating touches of maturity and a
willingness to engage with and discuss the material.

2 2 Satisfactory. Response is descriptive but makes some effort to offer

evaluation. The candidate attempts, though with limited success, to move
beyond a purely factual approach, with some limited discussion of the material.

1 1 Basic. Limited understanding of the subject. The candidate’s response is

descriptive and immature, with no attempt to discuss or evaluate the material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the

subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the Question. Similarly read both the part (b) answers and award a global mark.

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(1) Sura 2.255

Allah, there is no God but He, the living, the self-subsisting, eternal. No slumber can seize Him nor
sleep. His are all things in the heavens and on earth. Who is there can intercede in His presence
except as He permits? He knows what is before or after or behind them. Nor shall they compass any
of His knowledge except as He wills. His Throne extends over the heavens and the earth, and He
feels no fatigue in guarding them and preserving them for He is the Most High, the Supreme.

(2) Sura 96.1–5

1. Read! in the name of your Lord, who created, 2. Created man out of a clot of congealed blood: 3.
Proclaim! And your Lord is most bountiful, 4. He who taught by the pen, 5. Taught man what he did
not know.

(3) Sura 114

1. Say: I seek refuge with the Lord of mankind, 2. The King of mankind, 3. The God of Mankind, 4.
From the mischief of the whisperer who withdraws, 5. Who whispers into the hearts of mankind, 6.
Among jinns and among mankind.

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Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and:

1(a) briefly describe the main theme(s) in each passage 4

Sura 2.255
The main themes are: Tawhid, One God; that He is unlike creation; that His
knowledge is infinite; that the Throne represents His power. Candidates
will develop these themes in their own way, e.g.:
• Saying that He looks after all the Heavens and earth and no-one is
needed to look after Him.
• He doesn’t sleep nor get tired in what He does.
• Humans only know what He allows them.
• His throne is understood as His majesty, uniqueness, knowledge, and
having total power. It emphasises how He is the only one who can
make decisions about His creation, yet is transcendent – completely
independent from His creation.

Sura 96.1–5
The main themes are: God as Creator; God as the Most Generous; the first
revelation/knowledge.
Candidates will develop these themes in their own way, e.g.:
• God as Creator is shown in this sura through the way humans were
created from a clot.
• He gives creation what they need, in this case, knowledge of God.
• This is the first revelation, it was the beginning of Islam and
prophethood, and the knowledge that God gives to humankind.

Sura 114
The main themes are: God as refuge; God as Lord; God as Protector.
Candidates will develop these themes in their own way, e.g.:
• Saying that only He can help in times of need, in this case from jinn and
men.
• Seek help only from Him. He created everything so controls everything,
even mischief makers.
• It’s a warning to those who whisper evil/bad ideas to humans, and then
disappear and leave them on their own; God is a protector from these
things; it is one of the suras of protection.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Sura 2.255
The importance of these themes is that these verses allow Muslims to learn
and understand something about God in a way relevant to them. God’s self-
subsistence shows how certain attributes that affect humans do not affect
Him, e.g. sleep, clearing the concept of God’s reality. It reinforces Tawhid,
which strengthens faith and understanding of God.
He has the knowledge and power over all things and this passage is used
as a prayer for protection.
It was said by the Prophet (pbuh) to be one of the best passages of the
Qur’an, so Muslims might recite it daily for protection. Candidates could say
how they use Ayat al-Kursi in their lives.

Sura 96.1–5
The importance of this sura is that it allows humans to understand how God
created them, and how He bestows knowledge upon them. Seeking
knowledge is encouraged and so humankind should try their best to learn
throughout their lives, especially religious knowledge so they can get to
know their Lord. Each subject, RE, science, etc. has a value to it and can
help humans get closer to God.
It also helps Muslims understand how prophethood and Islam started, and
they should reflect upon what God has sent down for them to help them live
their lives. So, they should be grateful to God.

Sura 114
Through these verses Muslims get to know the kind of evils/mischief they
have to be wary of, e.g. jinn, humans or internal whisperings such as
jealousy.
This means they should be aware of what’s happening to them so they can
recognise the signs of mischief and temptations. Praying and doing good
deeds strengthens reliance on God. Reciting this sura with the other ‘qul’s’
is a source of protection.
God is the King so it is He who people should seek refuge with.

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Question Answer Marks

2(a) Using passages from the syllabus write about what God says about 10
His relationship with two of His Messengers.

The passages in the syllabus relating to God and His Messengers are:
2.30–37, 6.75–79, 5.110, 93 and 108.
Candidates can use any number of passages to write about, but they should
write with some detail about the relationship and not merely give general
comments/themes about them.
God chose His Messengers mainly to make Himself known and to guide
human beings. All of them were tested and all of them were given blessings
and guidance to draw them closer to God. They were also asked to submit to
God completely.

Adam was the first human to be created by God and was given special
status by God. When God spoke to Adam, he taught Him and gave him
knowledge of things that the angels did not know. This shows the superiority
of humans over angels due to what they know.

God gave Adam instructions not to touch a specific tree, without explaining
why – so God tested Adam from the beginning. Part of this test was when
Satan came to tempt Adam and his wife into eating from the tree.

God sent Adam and his wife to live on earth. Adam realised his mistake and
through this event turned to God for forgiveness. And God, because He is
the most merciful, turned towards Adam, meaning He forgave Him. It is the
nature of humans to sin and God wants them to turn to Him for forgiveness.

Ibrahim/Abraham was given knowledge of God through the law and order
of the heavens and the earth. God inspired him through His signs, and
Ibrahim turned towards Him.

Through these events he turned himself to believe in God and did not
associate partners with Him. Ibrahim used his intellect and reasoning to
decide that none of them can be the Supreme Being.

Their relationship is shown through the creation of God, with Ibrahim waiting
to be guided by God, and in return God inspired Him through the blessings
of the sun and the moon to see His order, His Unity and His control over
creation. God does not change unlike the things He has created.

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Question Answer Marks

2(a) Jesus/Isa was given special guidance and miracles to realise God’s status
as Creator and his status as a prophet.

God gave Jesus these miracles, relevant to his time, as a sign of His power
over all things: the holy spirit which allowed him to speak to the people as a
child and when he was older, the Law and the Gospel to teach the people
how to live their lives in accordance to God’s laws, giving life to the dead
and healing the sick.

God helps his prophets and those close to Him, and these favours were
given to help Jesus call people to God.

God saved Jesus from execution, which showed God’s love and protection
for him.

The Prophet Muhammad (pbuh) faced hardships like the other prophets,
but God reminds him that he gave him blessings in this life and the next,
which relieved the Prophet and gave him reassurance that God was looking
after him.

God gave him shelter, guidance and independence, and also gave him
blessings in the form of Kawthar, a river in paradise. The Prophet (pbuh) is
told to believe in God and tell his people about Him so they can also turn to
Him when in need.

The Prophet (pbuh) is asked to pray, do good and look after the poor and
needy.

2(b) How might Muslims use the Qur’an to have a closer connection with 4
God?

Candidates could say that the Qur’an is the word of God, so it gives Muslims
a connection to God.

It contains guidance from God, so it lets them know what God wants and
expects from them.

There is a communication with God through the Qur’an, whether it is

through reciting it or using certain passages as supplications.

Reading it, memorising it, teaching it to others all have benefits and may
allow Muslims to increase their connection to God.

Other valid responses should be credited.

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Question Answer Marks

3(a) The Prophet (pbuh) conquered Makka in 630. Write an account of the 10
main events of the Conquest.

The Quraysh had broken the terms of the Treaty of Hudaybiyya, by attacking
Banu Khuza’ah who had allied with the Muslims. Realising the seriousness of
the situation the Quraysh sent Abu Sufyan to ensure the treaty was intact, but
he was unsuccessful. After making preparations for war, the Prophet (pbuh)
set out with 10 000 soldiers.

It was 8AH. The Prophet’s army stopped outside Makka and it was here that
Abu Sufyan became Muslim and his house was later made a place of safety.

Abu Sufyan returned to Makka and warned the Quraysh not to resist the
Muslim army; most put down their arms, but a few (Safwan, Ikrimah, Suhayl)
swore to block the Muslim army from entering Makka.

There were 4 groups, one led by Khalid bin Walid that faced resistance leading
to some deaths.

The Prophet (pbuh) knocked down the 360 idols in the Ka’ba. The keys to the
Ka’ba were given to ‘Uthman bin Talha, and at the time of prayer, Bilal
ascended the Ka’ba and gave the adhan.

Apart from nine people, the Quraysh were pardoned, including Wahshi and
Hind.

The Prophet (pbuh) said that anyone seeking refuge in Abu Sufyan’s house, in
the Ka’ba or who remained in their houses, will not be punished.

Some Qur’anic verses related to the incident are 17.81 and 34.49.

3(b) Why was it important for the Prophet (pbuh) to offer refuge to the 4
Makkans?

Candidates could say that it was important to avoid bloodshed. Everyone

was given a chance to become Muslim or ask for forgiveness for what they
had done in the past to the Prophet (pbuh) and the Muslims.
It was also important to show that there was no ill-feeling towards the
Makkans who had fought against the Prophet (pbuh) for many years,
showing the forgiveness and mercy of God.

Other responses can be presented but valid reasons must be given.

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Question Answer Marks

4(a) Choose three events from the Prophet’s life that demonstrate his 10
moral character, and write in detail about them.

Candidates can offer a variety of answers, but they should identify an event in
the life of the Prophet (pbuh) and give details as to the character of the
Prophet (pbuh) during that event.
Examples they could write about are:

Kindness: At the time of the persecutions in Makka there was an old woman
who threw rubbish on the Prophet (pbuh) every day as he walked to the
mosque. One day she was not there so he asked her neighbour about her
well-being and found out she was ill. He asked permission to visit the
woman. When he entered the house, the woman thought that he had come
there to take his revenge when she was unable to defend herself because of
sickness, but the Prophet (pbuh) assured her that he had come to her, not
to take any revenge, but to see her and to look after her needs, as it was the
command of God that if anyone is sick a Muslim should visit them and
should help them if help is needed.

Merciful: The Prophet (pbuh) went to preach Islam to the people of Ta’if, who
rejected him and chased him away, throwing stones at him causing him to
bleed. When the angel Jibril came and said God has given permission to
destroy the people of Ta’if upon the Prophet’s command, the Prophet (pbuh)
replied that he would rather have someone from their community believe in
and worship one God.

Trustworthy: The Makkans knew of the Prophet’s trustworthiness and called

him al-Amin. Even after prophethood they continued to entrust their belongings
with him knowing that he would keep them safe; on migration to Madina he
returned all their belongings through ‘Ali.

Truthful: He was known to the Quraysh as al-Sadiq. Even after prophethood

they rejected his message but still believed he would not tell a lie. When the
Prophet (pbuh) was asked to preach publicly on Mount Safa, the Quraysh
agreed that they had never heard him tell a lie. At the time when Abu Sufyan
met with the Byzantine King, he testified to the truthfulness of the Prophet
(pbuh) despite not being Muslim at the time and being considered an enemy of
the Muslims.

Humble: despite the Prophet’s status, he never lived an extravagant life; his
wife Aisha related that at home he would sweep the house, stitch his own
clothes, fix his own sandals, help employees in their work and eat his meals
with them. He did not think of himself as better than the poor, and would
accept invitations from slaves and the poor; he also showed his humility at
the Conquest of Makka.

4(b) Which if these events do you think is the most relevant as a lesson for 4
Muslims today?

Candidates can choose any of the events and say why they think it is
important for Muslims now. The answer should be relevant, and the reasons
should be given for their answers.

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Question Answer Marks

5(a) Describe the main difficulties faced by the early followers of Islam. 10

After the revelation to warn his nearest relatives (26.214), the Prophet
(pbuh) took to Mount Safa and invited the Quraysh to follow Islam publicly.
They rejected him and feeling threatened by the new message, because
they could not dissuade the Prophet (pbuh) from preaching it, they started to
persecute the Muslims.

Those who had no protection were easy targets and felt the worst of the
persecution.

Bilal was severely beaten by his master Umayah bin Khalaf and made to lie
on the burning sand with a rock on his chest, but he did not give up belief in
one God.

‘Ammar bin Yasir, and his parents, were made to lie on hot embers – both
his parents were martyred, his father died due to severe tortures, his mother
Sumayyah was bayoneted to death.

‘Uthman ibn Affan was wrapped in palm leaves and set fire to by his uncle.
Khabab bin al-Arat was made to lie on burning coal with a rock on his chest.
Harith bin Hala, a blacksmith, was tortured and killed.

Because of the persecutions, the Prophet (pbuh) allowed some people to

migrate to Abyssinia.

Later a social and economic boycott was imposed on the Banu Hashim and
they were to live in Shib-i-Abi Talib, where they faced great hardships for
many years.

5(b) How can these events give hope to Muslims today? 4

Candidates can give a variety of responses, but they must give reasons for
why they have given their answer.

They may say that the persecutions show that Muslims in the past went
through difficulties as well, so they may get some reassurance from this that
any difficulties now that they face for being Muslim or practising Islam is not
new.

They could also say that they can use the example of the early Muslims to
show patience and perseverance with difficulties in their own lives. Or that
there will always be people around to help and support them so they should
not lose hope.

God is always their protector so that should give Muslims hope in what they
do.

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Cambridge O Level

ISLAMIYAT 2058/11
Paper 1 October/November 2021
MARK SCHEME
Maximum Mark: 50

Published

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 2021 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 15 printed pages.

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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:

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:

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.

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GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

GENERAL POINTS
Before starting to mark scripts, please ensure that you are familiar with the following:
(a) The syllabus
(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):
AO1 To recall, select and present relevant facts from the main elements of the faith and history
of Islam. Thus AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

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It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the level achieved or the total allowable for
the part of the question.

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LEVELS OF RESPONSE

AO1: Knowledge – part (a) questions

Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Level Mark Mark Description

Question Questions
1(a) 2–5

4 4 8–10 • A well-structured, clear and comprehensive response

• Demonstrates extensive and accurate knowledge relevant to
the question
• Points are detailed, well-developed and relevant
• Likely to quote Qur’an verses and Hadiths to support points
made or other relevant quotations

3 3 5–7 • A well-structured and clear response

• Demonstrates sound accurate knowledge which is relevant to
the question
• Points are elaborated upon and generally accurate
• May quote Qur’an verses and Hadiths to support points made
or other relevant quotations

2 2 3–4 • An attempt to present a structured response to the question

• Response lacks cohesion or is undeveloped
• Demonstrates some knowledge of the subject covering some
of the main points but without detail
• Points made are sometimes relevant and accurate but limited

1 1 1–2 • Some attempt to answer the question

• Lacks cohesion and structure
• Demonstrates limited knowledge of the subject
• Responses made are limited with little connection to the
question

0 0 0 No creditable content

AO2: Understanding – part (b) questions

Level Mark Description

2 3–4 • Responses demonstrate a clear understanding of the question

• Able to use own opinions to engage with the question and present
reasoning that demonstrates their understanding

1 1–2 • Responses demonstrate some understanding of the question

• There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

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Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and briefly
describe the main theme(s) in each passage

(i) Sura 112

1. Say: He is Allah, the one and only;

2. Allah, the eternal, absolute;
3. He does not beget, nor is He begotten;
4. And there is none like Him.

(ii) Sura 1

1. In the name of Allah, most gracious, most merciful.

2. Praise be to Allah, the cherisher and sustainer of the worlds;
3. Most gracious, most merciful;
4. Master of the day of judgement.
5. You we worship, and your aid we seek.
6. Show us the straight way,
7. The way of those to whom You have given your grace, not those
who earn your anger, nor those who go astray.

(iii) Sura 108

1. To you have We granted abundance.

2. So pray to your Lord and sacrifice.
3. For he who hates you, he will be cut off.

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Question Answer Marks

1(a) Use the AO1 Marking Grid 4

Sura 112

The main themes are:

• this is the main sura revealed to describe tawhid.
• Ahad — The Only One, the Unique — the One who was, is, and will
ever remain alone. He is indivisible and the essence of unity.
• Samad is an important description of God as it encompasses many
meanings – power, independence, absolute, etc.
• He has no partners or family, does not have anyone to share His
authority nor any children.
• Nothing or no one can ever be equal to Him in essence in all His
beautiful attributes, God is unlike anyone or anything in creation.

Sura 1

The main themes are:

• His qualities of mercy and forgiveness are highlighted here.
• it is God who presides over judgment and controls the worlds.
• God gives guidance to those who ask for the straight path.
• He is the one to ask for help, and it is He who can grant it for anything.
• He is Master of all creation so only He is deserving of worship.
• The first few verses establish God as Lord of the Worlds, then mercy is
established then guidance is sought.

Sura 108

The main themes are:

• It was revealed as a consolation to the Prophet (pbuh) and foretold the
destruction of his opponents.
• God has given the Prophet (pbuh) Kawthar, which has various
meanings.
• Most common is a river in paradise, but also has the meaning of
progeny, guidance in abundance, success and his followers.
• God commands His followers to pray to Him.
• To show his gratitude the Prophet (pbuh) in particular, and Muslims in
general, are expected to worship God and display the spirit of sacrifice,
determination and good character.

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Question Answer Marks

1(b) Briefly explain the importance of these themes in a Muslim’s life today. 4

Use the AO2 Marking Grid

It ensures they know that God does not have family, so they will avoid
making the mistake of believing in God having children or a partner, or
anyone to share in His authority. It gives them clarity and allows them to
develop a relationship with God.

This sura is considered one third of the Qur’an because the theme of tawhid
is summarised in it and it is said to be one of the suras of protection.

Sura 1
This is recited in every prayer. 'No prayer is accepted without Fatiha'.
It is a conversation with God and He is the Creator, and God is replying to
each verse. Through it humans communicate with God. Muslims use this to
ask for guidance (given in the Qur'an and sunna), for mercy and help, even
outside the prayer.

Submitting to God brings humbleness into lives, and because Muslims are
accountable to God they pray to be guided on the straight path.

God always intervenes in times of difficulty so Muslims should always

remember to look to Him for help and support, and not feel disheartened in
times of difficulty, e.g. during illness or oppression. Muslims should remain
steadfast despite the difficulties or mockeries that they face.

Even prophets were tested and faced hardships but remained steadfast so
Muslims should not despair of God’s mercy when facing hardships.

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Question Answer Marks

2(a) Using passages from the syllabus, write about the duties of 10
humankind towards God and the created world.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

There are five passages from which they can choose: 1, 2.21–22, 96.1–5,
99, and 114. Candidates can interpret the passages in their own ways to
describe duties of mankind however, some of the following points may be
present.

Sura 1, talks about humankind being created to worship God and that can
be done in many ways: praying, following the sunnah, making dua, etc.
• It emphasises that He is the creator and controller of all that is in the
heavens and the earth, and that He will judge over humankind. They
should keep this in mind when they do anything.
• In return they should ask Him for help to remain guided..

Sura 2.21–22, this passage shows that God provides sustenance for His
creation. He gives so that they can have shelter, food and drink.
• They should therefore show thankfulness and look after their
environment and protect the things that God has provided for them.
• God wants humans to acknowledge that He is the one who provides
them with this, and not anyone else, and so they should not seek to
praise others for what they have been given by God.

Sura 99, this shows that the earth is created for humankind’s benefit and
that they will be judged at the end of time according to how they lived their
lives on it hence humans have to be mindful of God’s enormous powers
over the universe and be humble.

• Accountability to God is also highlighted in this passage.

• Humans are expected to keep a watch over their actions and do as
many good deeds as possible.

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Question Answer Marks

2(a) Sura 114, this passage warns humans that there are those looking to lead
them astray by trying to influence their actions.

• God wants humans to know that only He is the Lord, King and God over
all humankind and so everyone should turn to Him for help in difficult
times, and that protection comes from Him. It also shows humans’
responsibility to acknowledge and rely on God’s assistance not only for
physical sustenance but also in emotional and spiritual matters.

The candidates will be expected to elaborate on the point made. Better

candidates will talk about responsibilities towards God as well as
environment.

2(b) What do Muslims have to consider when looking after their 4

environment?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited
.
God has given humans a responsibility on earth, so they should reflect on
this and what impact their actions might have. They should consider their
responsibility to other creatures, human beings and animals, e.g. keeping
pathways clear for neighbours or treating animals well by feeding them or
providing shelter.

They should think about how they can look after the land and natural
environment that God has given them for their sustenance and benefit. This
can take many forms:

At a basic level they can pick up their own litter and keep their own area in
good condition. They could grow their own food which has many benefits to
the environment.

They should also consider ethical farming, whether they are farmers or
consumers, where animals and crops are treated in a way that has the least
impact on the environment.

Reducing consumption, reusing items for longer, and recycling are also
aspects that have to be taken into account to help the environment. Finding
a way to reduce waste is an important consideration for the future of the
planet.

Candidates can give other responses but they should say why their answer
is important to consider.

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Question Answer Marks

3(a) Describe the main events of the Pledges of Aqaba and the details in 10
the Pledges.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The Prophet (pbuh) had tried to spread Islam outside Makka without
success. Soon after the events of Ta’if he met six men in Makka, who had
come from Yathrib for the annual pilgrimage. They became Muslim and
promised to go back and tell people in Yathrib about the Prophet (pbuh) and
Islam. Five of the men returned to Makka the following year with seven more
people (12 in total) who took an oath at Aqaba in 621 which is known as the
First Pledge of Aqaba.

The first pledge had details relating to worshipping one God, not stealing nor
committing adultery/fornication, to not kill their children, to not slander or
disobey the Prophet (pbuh).

Musab bin Umair was sent with them to teach them about Islam.
The following year more people came to take the oath with the Prophet
(pbuh), around 73 men and 2 women. They invited the Prophet (pbuh) to
come to Yathrib as their leader.

The second pledge was to listen and obey the Prophet (pbuh), to spend in
plenty as well as scarcity, to enjoin good and forbid evil, fear no one but
God, and defend the Prophet (pbuh) if he needs it. They promised to protect
him and he promised to never leave them.

Abbas warned the Yathribites about the consequences of inviting the

Prophet (pbuh) to Yathrib and what would happen if they were to betray him.
The new Muslims wanted to take the Prophet (pbuh) back with them, but he
sent them back to Yathrib and then the Prophet (pbuh) told Muslims in
Makka to start migrating which brought an end to the everyday persecutions
the Muslims were facing.

3(b) What might Muslims do to set an example and welcome others who 4
move to their areas?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Muslims should know that moving to new places can be difficult and
depending on the reason for their move can be distressing.
Newcomers can be welcomed by inviting them to have a meal, provide
logistical support on how to find things in the area, or even offer emotional
support.

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Question Answer Marks

4(a) Write about the main events of the Battle of Badr. 10

Use the AO1 Mark Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Abu Sufyan slipped past the ambush and sent word to the Quraysh to go
back but Abu Jahl insisted they continue; some left leaving 1000 soldiers.
The Prophet (pbuh) consulted his companions and they went to meet the
Quraysh army at Badr. It rained heavily that night. The Muslims camped
near a water well.

When the battle started and ‘Ali, Hamza and ‘Ubaidah went out to fight and
won their duels (‘Ubaidah became the first martyr after losing his leg).
The Makkans grew overconfident due to the size of their army. The Muslims
saw the Quraysh as few in number which increased their faith (8.44).
The Prophet (pbuh) prayed continuously for the success of the believers.
God sent down angels to help (3:123–125). The Prophet (pbuh) threw some
dust which caused a sandstorm (sura 8:17).

Eventually the Makkans were defeated. Abu Jahl was killed along with other
prominent Quraysh leaders.Fourteen Muslims were killed and 70 from the
Quraysh while 70 were taken prisoner; the prisoners were treated well, and
some paid a ransom for their freedom by either paying money or teaching
ten people how to read and write. Bilal is said to have killed his former
master.

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Question Answer Marks

4(b) What can the events of the Battle of Badr teach Muslims? 4

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

These events can tell Muslims that no matter what their circumstances they
find themselves in, they should have complete faith in God and that He will
help them in their situation.

Even if things seem impossible or difficult, He is the One who can help
them.

It also helps Muslims understand that they should keep hope in difficult
situations, that at times when things seem lost the outcome can change for
the better.

They should have confidence in their leader and keep united, as well as
being able to consult with and accept the opinion of others.

Muslims should stay positive in difficult situations and have belief in

overcoming difficulties whether it be exams or illness, etc.

There should be good treatment of prisoners of war.

There is also the lesson that education is important as it was used as a

ransom to allow prisoners to gain their freedom.

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Question Answer Marks

5(a) Write about the lives of two of the following Companions: Salman al- 10
Farsi, Ja’far ibn Abi Talib, Abd al-Rahman ibn Awf.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Salman al-Farsi: he was from Isfahan in Persia; he grew up a Magian then

became a Zoroastrian priest in charge of a fire temple. He left his family to
join a Christian group and travelled around the Middle East visiting and
learning from various priests. One of them told him about the Prophet
Muhammad (pbuh) being the final messenger.

Salman found a group of Arab leaders to take him to Madina, but half way
there they made him a slave and sold him to a Jew, who eventually took him
to Yathrib. He lived as a slave there and then heard the news of the
Prophet’s arrival in Madina.

He found the signs of the priest to be true when he was looking for the seal
of the Prophet (pbuh) and submitted to Islam. The Prophet (pbuh) and
companions helped him buy his freedom from slavery and the Prophet
(pbuh) himself planted the date palms.

At the Battle of Khandaq he had the idea of digging the trench. He was
unique in that he was well versed in Christianity, Zoroastrianism and Islam.
He was the first person to translate the Qur’an into a foreign language,
translating parts of it into Persian. He is said to have died during the reign of
the Caliph ‘Uthman, fighting as an army commander.

Ja’far ibn Abi Talib: he was the son of Abu Talib and so the cousin of the
Prophet (pbuh), and was raised in the household of his uncle Abbas. He
was an early convert to Islam, and went in the second delegation that
migrated to Abyssinia, with his wife Asma bint Umays. There he was chosen
as a spokesperson for the Muslims and spoke to the Negus when the
Quraysh accused the Muslims of abandoning their people and asked the
Negus to return them to Makka.

The Negus asked the Muslims about the religion they had entered into.
Ja’far replied saying that before Islam they were ignorant and immoral and
Islam called them to One God, to speak the truth and to refrain from
bloodshed. Ja’far then recited a portion of sura Maryam.
He lived with his family in Abyssinia for 10 years and then migrated to
Madina. He was generous and considerate of the welfare of others and
became known as ‘the father of the poor’. The following year he was sent to
fight at the Battle of Mut’a and died there.

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Question Answer Marks

5(a) Abd al-Rahman ibn Awf: He was one of the first eight persons to accept
Islam and was one of the ten promised Paradise. His name in pre-Islamic
days was Abu Amr. But when he accepted Islam the Prophet (pbuh) called
him Abd al-Rahman - the servant of the Beneficent God.

Abd al-Rahman faced persecutions with the early Muslims by the Quraysh
and remained firm in his faith. When some Muslims left Makka for Abyssinia
because of the continuous and unbearable persecution, Abd al-Rahman
also went.

Soon after arriving in Madinah, the Prophet made brothers of the Muhajirin
and the Ansar. Abdur-Rahman made the brother of Saad ibn ar-Rabi'ah.
Saad was willing to share his wealth and family with Abd al-Rahman, but he
wanted to work himself so asked to be shown the marketplace. He was a
great merchant and this led to him becoming a wealthy man.

He fought at the battles of Badr and Uhud, and at the Battle of Tabuk he
donated generously for the expedition and then spent money equipping
those people who were too poor to equip themselves. At Tabuk he also had
the honour of being the only person to have led the Prophet (pbuh) in
prayer.

His generosity was well known, and in one incident he gave away all the
wealth of his caravan to the people of Madina. After the death of the Prophet
(pbuh), he took it upon himself to look after the needs of the Prophet’s
wives, fixing them stipends from his own money. When asked the secret of
his wealth he said that he never lifted a stone unless he expected to find
gold or silver under it.

He was one of the six persons chosen by ‘Umar to form the council of shura
to choose the Khalifa after his death. He died around 653 at the age of 75.

5(b) Even when they had wealth, some Companions lived simple lives. How 4
can Muslims show simplicity in their everyday lives?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

They can buy fewer clothes or wear the same clothes for longer before
getting new ones.

They can give away more of their wealth to others and live more simply at
home to allow for this.

They can eat less, waste less food and share their food more often with
neighbours and friends.

These are just some examples, other examples should be credited where
relevant.

© UCLES 2021 Page 15 of 15

Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/21
Paper 2 May/June 2018
MARK SCHEME
Maximum Mark: 50

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 May/June 2018 series for most
Cambridge IGCSE®, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

® IGCSE is a registered trademark.

This document consists of 9 printed pages.

© UCLES 2018 [Turn over

2058/21 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED
Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

© UCLES 2018 Page 2 of 9

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GENERIC MARKING PRINCIPLE 5:

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.

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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) The Messenger of Allah (may Allah bless him and give him peace) sent Abu Musa and Mu’adh ibn Jabal to Yaman,
and he sent each of them to govern a part. Then he said: ‘Be gentle and do not be hard, and cause rejoicing and do
not alienate.’
(ii) ‘I and the man who brings up an orphan will be in paradise like this.’ And he pointed with his two fingers, the index
finger and the middle finger.
(iii) God will not show mercy to him who does not show mercy to others.
(iv) It was said: O Messenger of Allah, who is the most excellent of men? The Messenger of Allah (may Allah bless him
and give him peace) said: ‘The believer who strives hard in the way of Allah with his person and his property.’

1(a) describe their teachings about what Muslims believe 4

1(a)(i) This Hadith of the Prophet (pbuh) signifies the responsibilities of Muslim rulers. Those in authority should devote their
energies to the welfare and prosperity of the people they are governing over. It is with kindness and justice that all matters
must be dealt with and the hearts of the people won. In this Hadith the Prophet (pbuh) is specifically giving instruction to two
of his emissaries to cooperate with the populace and asking them to guide the people towards the path of righteousness.

1(a)(ii) The Prophet (pbuh) promises a great reward in this Hadith to those who care for orphans in their own community and in the
world at large. Being an orphan himself he understood the plight of orphans and not only showed great care to them himself
but instructed the umma to show kindness towards them. The Qur’an too speaks of the good treatment of orphans; in Sura
93:9 it is said, ‘Treat not the orphan with harshness’.

1(a)(iii) Rights of fellow beings have been stressed upon by both God and His Messenger (pbuh). This Hadith clearly instructs all
Muslims to show compassion to those around them in order to gain God’s mercy and compassion. Two of God’s attributes are
Rahman and Rahim and His mercy is evident in all the blessings we see in this world. The clear teaching in this Hadith is that
God wants humankind to be compassionate in their dealings with each other and that He will deprive those of His mercy who
are devoid of it in this world.

1(a)(iv) In this Hadith it has been made clear that a person who is ready to sacrifice his person and property and even his life for the
sake of Islam is the best of believers and has an exalted position. The teaching of this Hadith instructs Muslims to establish a
society based on justice and righteousness. The words ‘striving hard’ in this Hadith have a broad meaning and this can be
brought out in the answer with how this can be done, e.g. migrating for the sake of one’s faith, giving dawah, etc.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

1(b)(i) Muslim rulers should exercise their authority with justice and kindness and always work for the betterment of the society at
large. They should treat all the people to whichever faith they may belong with fairness and practise religious tolerance. Even
when implementing the Islamic way of life they should be moderate. An example that could be given here is that a man
complained to the Prophet (pbuh) that Mu’adh recited very long Suras in prayer which caused this man hardship as he
worked as a manual labourer and was tired by the time of the evening prayer. The Prophet (pbuh) instructed Mu’adh to recite
smaller Suras saying, ‘O Mu’adh! You are putting the people to trial’. (Bukhari)

1(b)(ii) Care for orphans can be shown in a variety of ways. A Muslim can provide them with food, shelter and financial assistance. If
the orphan’s father was in debt, the debt can be exonerated or dowries for Muslim girls of marriageable ages could be
provided. Even good advice can be given to them if a person cannot give support financially. Examples will help develop the
answer.

1(b)(iii) Muslims can practise the teaching of this Hadith in their daily lives by doing small acts of kindness every day. Helping a blind
man cross the road, feeding a hungry person, giving directions to a traveller, forgiving the mistake of a fellow being are all
examples of how mercy can be practised. The Prophet (pbuh) showed the people of Ta’if great mercy by forgiving them
despite their harsh treatment of him.

1(b)(iv) Sacrificing one’s time and money by spreading Islam, developing schools, helping charitable organisations, sheltering
refugees are some of the ways in which the teaching of this Hadith can be put into practice. Offering tahajud prayers,
sponsoring the hajj of a poor Muslim are also ways in which this Hadith could be practised on a personal level.

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Question Answer Marks

2(a) Outline the relationship between the Hadith and the Qur’an as sources of Islamic law. Give examples to support your 10
answer.

The use of Hadith is indispensable in the practice of Islam. The Qur’an itself in its various verses stresses the need to follow
the guidance of the Prophet (pbuh). ‘So take what the messenger gives you, and refrain from what he prohibits you’ (Al Hashr,
59:7).

The Hadith and Sunna of the Prophet (pbuh) not only provide a framework to Muslims on which to build institutions of faith,
but also serve as a valid source to legislate in matters where the Qur’an is silent, or where a verse needs explaining or when it
comes to restricting the meaning of a verse. As an example we can take Sura 5:38 from the Qur’an which says, ‘As for the
thief both male and female cut off their hands«’ How much of the hand needs to be cut off? Which hand, the left or the right
is to be cut off? The Prophet (pbuh) explained the verse on theft saying the right hand up to the wrist is to be cut off. Likewise
laws of inheritance are also determined by the Prophet’s Hadith which says, ‘A Muslim may not inherit from a non-Muslim and
a non-Muslim may not inherit from a Muslim’. Payment of zakat is also calculated from the guidance given in the Hadith of the
Prophet (pbuh). These and other examples can be given in support of the answer. Candidates could also say in their answer
that Hadiths never contradict the Qur’an and that, after the Qur’an, they are the primary source of law.

2(b) Why have Muslims, right from the earliest years of Islam, attached so much importance to the Prophet’s Hadiths? 4

The Prophet (pbuh) not only conveyed the message of God to humanity but was the best interpreter of the guidance given by
God to humanity. Candidates could say that people from very early on realised that the path to salvation was in following his
guidance. We are looking for the candidates’ personal views on the importance of Hadiths and all relevant answers should be
marked according to the level of understanding and evaluation offered.

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Question Answer Marks

3(a) Write a detailed account of Abu Bakr’s achievements as Caliph. 10

In this answer, candidates need to reflect upon the services rendered by Abu Bakr during his caliphate which, though brief,
was packed with significant achievements. It could be said that he laid the foundations of a truly democratic state, by running
the affairs of the caliphate in consultation with the Majlis e Shura. He administered in accordance with the practice of the
Prophet (pbuh) and set the precedent of maintaining strict standards of accounting for public finances. Apart from his
administration, he united the umma at a critical time after the death of the Prophet (pbuh). He dealt firmly with the apostate
tribes who left Islam or refused to pay zakat, and fought the false prophets. The compilation of the Qur’an in a single volume
can be counted as one of his greatest services to Islam as Caliph. Development of these points will determine the final mark a
candidate receives.

3(b) What was the significance of his actions in dealing firmly with the apostate tribes? 4

It could be said that by taking action against the apostate tribes and defeating them he maintained unity and made clear that
deviations from the faith like non-payment of zakat, challenging the finality of the Prophet Muhammad (pbuh), etc., would not
be tolerated. The apostasy wars confirmed that the Muslim state was one under the leadership of one Caliph. Candidates
could back up their answers by saying what could have happened if Abu Bakr had not taken firm action. All valid responses
need to be credited on their own merit.

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Question Answer Marks

4(a) List the Six Articles of Faith and give an account of what any two of them teach. 10

A straightforward question to which a descriptive response is needed. Candidates need to list the Six Articles of Faith namely:
Belief in God; angels; revealed books; prophets; life after death and Day of Judgment; and divine decree. From the Six
Articles of Faith they need to choose any two and write an account of what belief in them contains. The following is a brief
account of all the Six Articles of Faith is given as guidance, indicating what could be expected in answers.

• Belief in God means that a Muslim believes in His existence, that He is the Lord, the Creator and the Sustainer and
none share His authority. Only He is entitled to worship and that He has the most beautiful names and attributes, that
He is unique and no evil or deficiency can be attributed to Him.
• The second belief in angels is about belief in their existence, as creations of God who have no right to be
worshipped, belief in the names by which they are identified in the Qur’an and Sunna, and belief in the tasks
assigned to them in the Qur’an.
• Belief in revealed books is that God sent them to various prophets and that they contained the words of God.
Muslims also believe that, other than the Qur’an, all previous books are not in their original form.
• Belief in prophets is that a prophet was sent to every nation, they were the best of humanity, their role was to convey
God’s message. Respect and obedience to them is due and that Muhammad (pbuh) is the seal of prophets.
• The fifth Article believes that this world will come to an end with the command of God after which humanity will be
raised again. Humankind will be accountable before God and will be rewarded or punished depending on their
deeds.
• Belief in divine decree entails that God has foreknowledge which is all inclusive, everything is recorded and happens
by God’s will. God’s complete knowledge over every matter does not reduce human responsibility.

Both Articles selected by the candidate need to be covered in detail for a good mark.

4(b) What, in your opinion, is the importance of prophets being sent to humanity? 4

A range of reasons could be given. It could be said that prophets were sent to guide humanity to the worship of their Creator,
they were sent as warners, to clarify to humans the purpose of creation, to show the righteous path, providing practical
examples, conveying the teachings of God. A few points could be given or one or two well developed ones. All answers need
to be credited according to the evaluation offered.

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Question Answer Marks

5(a) Write about the moral, social and economic benefits of a Muslim fasting. 10

Fasting is an obligation upon Muslims that needs to be fulfilled and, in turn, has several benefits. It builds taqwa in a Muslim. It
does so by teaching sincerity to a Muslim and helps a person live by the rules of his/her faith; fasting teaches individuals to
control and discipline their primal desires and morally strengthens them; it teaches self-control, enabling individuals to resist
temptations, thus strengthening the moral core of a Muslim.

Fasting creates a sense of awareness to the plight of others and takes away selfishness, and thereby improves social
relations, building an atmosphere of virtue, peace and brotherhood. Many people give zakat in the month of Ramadan and a
lot of sadaqa is given in this month as well, which improves the economic fibre of the community. Candidates could give other
benefits than those given. All valid responses to be credited.

5(b) What, in your opinion, is the greatest reward of fasting? Support your answer by giving reasons for your choice. 4

Any one reward which is the most significant in the opinion of the candidate needs to be chosen and written about with
understanding and evaluation. An example should be given to support their answer, e.g. by fasting the general health of an
individual improves as the digestive system is given a rest. Also fasting helps a person to lose weight, get rid of toxins from
the body, etc.

© UCLES 2018 Page 9 of 9

Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/21
Paper 2 May/June 2019
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 9 printed pages.

© UCLES 2019 [Turn over

2058/21 Cambridge O Level – Mark Scheme May/June 2019
PUBLISHED
Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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).
© UCLES 2019 Page 2 of 9
2058/21 Cambridge O Level – Mark Scheme May/June 2019
PUBLISHED
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 2019 Page 3 of 9

2058/21 Cambridge O Level – Mark Scheme May/June 2019
PUBLISHED

Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) Every person’s every joint must perform a charity every day the sun comes up; to act justly between two people is a
charity; to help a man with his mount, lifting him onto it or hoisting up his belongings onto it is a charity; a good word is a
charity; every step you take to prayers is a charity; and removing a harmful thing from the road is a charity.
(ii) God does not look at your forms and possessions, but he looks at your hearts and your deeds.
(iii) Modesty produces nothing but good.
(iv) One who manages the affairs of the widow and the poor man is like the one who exerts himself in the way of Allah, or the
one who stands for prayer in the night and fasts in the day.

1(a) describe their teaching about what Muslims believe. 4

1(a)(i) In this Hadith the Prophet (pbuh) has given Muslims some examples of acts of charity which Muslims should try to practise in
their everyday lives. This Hadith is teaching Muslims that it is not just the giving of money or material things that come under
the umbrella of charity, but small acts of kindness come under this category as well and carry great reward. The important
teaching of this Hadith is that every act done with the intention of pleasing God is considered a charity.

1(a)(ii) In this Hadith the teaching given is that the connection between God and His servant is through righteousness (taqwa), so
whoever has more taqwa is closer to God. Hence a true believer is never proud of his wealth, beauty or children etc. All good
actions must be done out of sincerity and the motive behind these acts should be to seek the pleasure of God as on the Day
of Judgment the intentions will be tested along with outward actions and rewarded.

1(a)(iii) Modesty helps to create a morally pious and respectful society as by being modest, a believer does not seek to promote
his/her position or rights but works towards the creation of a peaceful society. The Prophet (pbuh) makes it a condition of faith
that one considers others in the same way as one considers oneself. Candidates can quote other Hadiths to develop their
answer further.

1(a)(iv) Attending to the needs of the vulnerable in society is the focus of this Hadith. Great emphasis is laid on the welfare of the
community in Islam and this Hadith encourages the believers to fulfill the needs of all those individuals who would struggle
without help. Widows and orphans are specifically mentioned, but the broader meaning of the Hadith can be seen to include
all the vulnerable people in society, helping whom is comparable to be engaged in worshipping God.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

1(b)(i) Some examples of how the teachings of the Hadith can be put into action are given in the Hadith itself. Some other examples
of its application in life could be as follows:

• Greeting others with a smile;

• Giving good advice to someone, perhaps even uniting two siblings or friends after an argument;
• Feeding a hungry person;
• Adopting a child or visiting an orphanage etc.

1(b)(ii) A Muslim’s action must be based on sincerity. Therefore, when giving charity the amount is not important but the intention
behind it is i.e. when charity is given it should be to help the needy and not to gain a good reputation as a generous person.
Candidates can with the help of examples say how Muslims must strive to do the best they can with the intention of pleasing
God.

1(b)(iii) Modesty can be practised today by taking the moderate/middle path. A Muslim’s dress, mannerisms, attitude towards life
must not be extravagant or ostentatious, but instead be simple and humble. By acknowledging God as the Master and the
giver of all blessings, a Muslim can practice modesty as it is a trait of a humble person. Other examples of modesty can be
given by candidates and should be credited where valid.

1(b)(iv) The teachings of the Hadith can be put into practice by providing resources to the poor, by helping to establish social housing
for the homeless, providing healthcare to those who do not have access to it, supporting widows and orphans so that no one
is left behind and all get a fair chance in society. Examples from the life of the Prophet (pbuh) and his Companions could be
given to develop the answer of how to practice this Hadith.

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Question Answer Marks

2(a) Give a detailed account of the checks made on the text and narrators of Hadiths. 10

Compilers of Hadiths made a number of checks to confirm the reliability of the narrator and the authenticity of the Hadith they
related. Some of the checks they made are listed below and could well be given by candidates in their answer. If other valid
checks are given which are not listed in the MS they should be credited as well.

• The narrator must be a person Muslim of faith.

• The chain of narrators must be complete and continuous.
• The narrator must be known for his truthfulness and honesty.
• He should be at an age where he understands the significance of what he hears and realises that the slightest change
may change the meaning of the Hadith.
• He should report exactly as he heard the Hadith.
• The text should not be contrary to what the Qur’an has to say.
• It should not be against common sense or other verified Hadiths.
• It should not praise an individual, tribe or place etc.

Development of the points given above and other valid points which are made will add substance to the answer.

2(b) In your opinion what are the main advantages of carrying out checks to confirm the reliability of the Hadiths? 4

Here candidates need to give an evaluative response in which they need to express their views as to what the advantages of
making checks to confirm the authenticity of Hadiths are. They could say that:

• Sahih Hadiths provide an accurate model for Muslims to follow.

• Prevent weak and false Hadiths to be accepted.
• Keep the faith and the practise of Islam pure.
• Create unity in the ummah.
• Help in the classification of Hadiths and making Islamic law.

All valid responses to be credited.

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Question Answer Marks

3(a) Outline the reasons for the unrest against ‘Uthman and write an account of the rebellion in Madina that led to his 10
martyrdom.

The years 651 to 656 were the years of trouble for the third caliph of Islam. In their answer, candidates have to give the
reasons for the unrest against ‘Uthman. The main charges against him that could be given are:

• Appointment of relatives and clan members in important posts of government;

• Leniency shown to them in both their personal and professional conduct;
• Burning of the copies of the Qur’an; and
• Spending from the public treasury on his relatives.

Candidates need to develop these charges. Some may well give reasons to say whether they were justified or not in their
discussion, which should be seen as development of the response. They also need to write an account of the rebellion in
Madina against him that led to his martyrdom.

For the second part of the answer it could be said that three columns of men left their garrison cities apparently for pilgrimage.
Upon reaching Madina they set up camp, they were armed. The rebels sent their deputations to the three most respected
members of the inner council of Companions still alive. Their reaction followed by what ensued should be included in the
answer. The response should also include the rebels’ return after having their demand met by ‘Uthman and their return to
Madina after intercepting a letter supposedly from the caliph to the governor of Egypt to put the rebels to death upon their
return etc. The siege of the caliph’s house and the events that led to his martyrdom should all be given in the answer as well.

3(b) ‘Umar and ‘Uthman stood by what they believed to be just and were martyred for the position they took. Can lessons 4
be learnt from their martyrdom?

Give reasons for your answer.

For this evaluative response the candidate’s own views are being asked for and should be credited on its own merit.

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Question Answer Marks

4(a) Write about the following: 10

• The benefits of private prayer (du’a) in a Muslim’s life.

• The times when God is thought most likely to accept du’a.

Candidates could say that du’a is the act of remembering God and calling upon Him. Through du’a Muslims call upon God for
forgiveness, guidance and strength. Du’a can be made to seek help from God in a believer’s personal matters or to protect,
guide or bless a relative etc.

The opportune moments of the acceptance of du’a are given as:

• While travelling;
• While sick or visiting the sick;
• Late night (last third of the night);
• Whilst in sujood;
• Between the adhan and the iqama;
• While experiencing injustice and oppression;
• When a parent is making du’a;
• On the Day of Arafat;
• During Ramadan/or during nafl fasts.

4(b) How does du’a bring a believer closer to God? 4

Personal views will be given by each candidate. It could be said that du’a is direct communication between the believer and
his Creator. When a believer opens his heart to God and asks for His mercy and bounty there are no barriers between them.

All valid responses to be credited.

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Question Answer Marks

5(a) Describe how Muslims observe the fast of Ramadan and how this month should be spent. 10

Some of the guidelines of how Muslims should observe the fast of Ramadan and how they should spend this holy month are
as follows:

• Intention (niyah) to observe the fast must be made after suhur has been taken before the break of dawn and the fast must
end at sunset promptly. Candidates can quote the supplication made for the intention of the fast and can say that it is
Sunna to break the fast with dates or water; supplication recited at the time of opening the fast can also be given;
• Whilst fasting Muslims are conscious of keeping their minds and body clean, staying away from gossiping, back biting
and fighting etc.;
• Spending more time in the recitation of the Qur’an and remembrance of God, prayer and supplication;
• Being charitable and generous, zakat is given by many Muslims in the month of Ramadan;
• Maintaining cordial relations with all, reconciling differences etc.;
• Reflecting on their spiritual and moral conduct.

5(b) What is the purpose of fasting during the month of Ramadan? 4

Candidates need to write their own reasons for why they think God has made fasting obligatory on Muslims in Ramadan and
all valid responses should be credited. The responses need to be evaluative. Candidates could say that fasting in Ramadan
teaches Muslim’s sincerity and discipline, creates unity and brotherhood and brings a Muslim closer to God.

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Cambridge O Level

ISLAMIYAT 2058/21
Paper 2 May/June 2021
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 17 printed pages.

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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:

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:

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.

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GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history of
Islam. Thus AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for
the part of the question.

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LEVELS OF RESPONSE

AO1: Knowledge – part (a) questions

Question 1 (a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Level Mark Mark Description

Question 1 Questions
2–5

4 4 8–10 • A well-structured, clear and comprehensive response

3 3 5–7 • A well-structured and clear response

• Demonstrates sound accurate knowledge which is relevant
to the question
• Points are elaborated upon and generally accurate
• May quote Qur’an verses and Hadiths to support points
made or other relevant quotations

2 2 3–4 • An attempt to present a structured response to the

1 1 1–2 • Some attempt to answer the question

• Lacks cohesion and structure
• Demonstrates limited knowledge of the subject
• Responses made are limited with little connection to the
question

0 0 0 No creditable content

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AO2: Understanding – part (b) questions

Level Mark Description

2 3–4 • Responses demonstrate a clear understanding of the question

• Able to use own opinions to engage with the question and present reasoning
that demonstrates their understanding

1 1–2 • Responses demonstrate some understanding of the question

• There are descriptive and factual references to the question with limited
• discussion of the material

0 0 No creditable content

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) A man asked the Messenger of Allah (may Allah bless him and give him
peace): Do you think that if I perform the obligatory prayers, fast in
Ramadan, treat as lawful that which is lawful and treat as forbidden that
which is forbidden, and do nothing further, I shall enter paradise? He said:
Yes.

(ii) Every person’s every joint must perform charity every day the sun comes up:
to act justly between two people is a charity; to help a man with his mount,
lifting him onto it or hoisting his belongings onto it is a charity; a good word
is a charity; every step you take to prayers is a charity; and removing a
harmful thing from the road is a charity.

(iii) The Messenger of Allah (may Allah bless him and give him peace) said:
‘Whom do you count to be a martyr among you?’ They said: O Messenger of
Allah, whoever is killed in the way of Allah is martyr. He said: ‘In that case
the martyrs of my community will be very few! He who is killed in the way of
Allah is a martyr, he who dies a natural death in the way of Allah is a martyr,
he who dies in the plague in the way of Allah is a martyr, he who dies of
cholera in the way of Allah is a martyr.

(iv) Modesty produces nothing but good.

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Question Answer Marks

1(a) describe their teaching about what Muslims believe; 4

Use the AO1 Marking Grid

(i) The teaching given in this Hadith is that the minimum requirement for
entering paradise is the fulfilment of the Pillars of Islam and by staying away
from what God has made forbidden to humankind.

Zakat and Hajj are two Pillars that are not mentioned in the Hadith as they are
compulsory only for those who have the means to fulfil them. The important
message of the Hadith is that Islam is a simple religion to follow and believers
should not over burden themselves and should engage in optional ibadah as
much as they comfortably can.

(ii) The all-important teaching given in this Hadith is for Muslims to show
compassion and care in society and to perform acts of charity.

In this Hadith the Prophet (pbuh) has given a few examples of acts of charity
(sadaqa) that Muslims can perform every day. The term charity is not just
restricted to giving money to the needy but has a broader meaning which
encompasses small acts of kindness that would make the community stronger
and increase awareness of God and His bounties.

An important teaching of this Hadith is that worship of God is not restricted to

fulfilling the Pillars of, say, salat or fasting but everyday acts of kindness also
come under worship when they are performed with the intention of pleasing
God.

(iii) This Hadith broadens the scope of martyrdom and gives the believers the
important teaching that God considers all those Muslims who live righteous
lives trying to seek His pleasure and die whilst so doing are given the status of
a martyr.

Candidates can develop their answer by discussing the various ways in which
martyrdom can be achieved. The core teaching that needs to be brought out
in the answer is that God loves His creation and rewards all those who are
obedient to Him.

(iv) Modesty is of both body and mind and helps create a morally pious and
respectful society. By being modest, a believer will not promote their interest
or position but will consider themselves as a part of a community and seek to
create a peaceful and upright society.

Modesty is what makes a person ashamed when they do something wrong.

The Prophet (pbuh) made modesty a condition of faith and has said that one
must consider others in the same way as one considers oneself. If properly
understood and practiced modesty can only produce good as the Hadith says.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

Use the AO2 Marking Grid

(i) The teachings given in the Hadith can be acted upon by being obedient to
God and fulfilling the Pillars of Islam with sincerity and abstaining from all the
acts and things that God has prohibited Muslims from.

Candidates could develop their answer with examples by saying that Muslims
must be punctual and offer salat at the prescribed time of each salat, that they
must fast in Ramadan and if they have the means must give zakat and
perform Hajj.

Abstaining from alcohol or foods which are prohibited in Islam can also be
given as examples of putting into practice the teachings of the Hadith. Not
taking interest on loans and following the principles of Islamic finance and not
giving or taking bribes are other ways in which the teachings of the Hadith can
be implemented.

(ii) This Hadith can be acted upon by fulfilling one’s role in society responsibly.
Some examples of how the teachings of the Hadith can be implemented upon
are given in the Hadith itself. Candidates need to give other examples than
the ones given in the Hadith to show how Muslims can put into practice the
teaching given by the Prophet (pbuh) in this Hadith.

For example, resolving a dispute between friends; giving honest advice when
one’s opinion is asked for or helping to save the environment.

(iii) The teachings given in this Hadith can be put into practice in many ways.
By worshipping God a person may strive in God’s way with his person, by
giving charity and zakat a Muslim can financially strive in God’s way.

Other examples can be given to develop the answer. Candidates could write
that helping in fund-raising to build mosques or hospitals and to contribute
towards other welfare projects are ways that Muslims can live their lives in a
way pleasing to God which will earn them the high status of a martyr.

(iv) In the absence of modesty Islam cannot be practiced correctly. A Muslim’s

speech, dress, manner and attitude towards life should be humble and simple.
Modesty is a shield against immorality, lowering one’s gaze in the presence of
the opposite sex is one way of putting into practice the teaching of this Hadith.
Remaining humble and acknowledging God as the Master and Creator and
giver of everything one possesses is another way of implementing the
teaching of the Hadith. The focus of a believer’s every action must be to earn
God’s pleasure and remember Him at all times.

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Question Answer Marks

2(a) Write a detailed account of the two components of Hadiths: 10

• chain of transmission (isnad) and

• text (matn)

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Each Hadith is made up of two major components: isnad and matn. Both
these parts are of importance and studied by Hadith compilers when
establishing the genuineness of a Hadith.

The first part of a Hadith consists of the chain of names through which it has
been received, which is called sanad. The chain can have a few names or a
long list. In some cases Hadiths were narrated from one generation to
another. In which case the compiler had to examine the line of transmission
very carefully. Specific rules were developed to check the authenticity of the
Hadiths that were transmitted.

Candidates need to write about what these rules were in some detail.
Rules to check isnad:
• The line of narrator had to be checked to see that it went back to the
Prophet (pbuh).
• The narrator had to be known for his piety, sound memory, integrity etc.
• The fewer the narrators in a chain the stronger the Hadith was, as there
was less chance of misinterpretation.
• The sciences of Ilm ul Hadith was developed to scrutinise the narrators
and their teachers in detail.

An account of what stipulations were set by early compilers to rate a Hadith

as valid or trustworthy on the basis of its matn should be given in the second
part of the answer. Here rules of checking matn need to be given by the
candidate.
Rules to check matn:
• The matn had to be consistent with the Qur’an.
• It had to be in agreement with accepted facts.
• It should not contradict accepted Hadiths.
• It should not be against common sense or logic.
• It should not praise a particular tribe or place.
• A hadith that went against the Prophet or his family was also rejected.

It is the matn of a Hadith which distinguishes Hadith Qudsi from Hadith

Nabawi and could be written about which should be read as development of
the answer.

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Question Answer Marks

2(b) Both of these components are equally important for establishing the 4
authenticity of Hadiths. Do you agree? Give reasons to support your
answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

An evaluative response is being looked for, the candidates could vary in their
responses by either saying that both parts were equally important, or they
could say either one was more important than the other. However they
choose to answer this question, they must back their choice with reasons.

If they say matn is more important they could support this by saying that in a
weak Hadith the chain of transmission may have gaps but the message is an
important one which is conveyed by the text. Such Hadiths are useful in
matters of moral guidance.

In legal matters Hadiths will need to have a strong isnad and matn on account
of the seriousness of the decision.

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Question Answer Marks

3(a) Write an account of the false prophet Musailimah and the battle fought 10
against him in 632.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates could start with a detailed account of the false prophet Musailimah
followed by an account of the Battle of Yamama fought in 632.

Of all the false prophets that arose after the demise of the Prophet (pbuh),
Musailimah was the most powerful and dangerous. He belonged to the Banu
Hanifa tribe and was extremely wealthy and influential.

Soon after visiting the Prophet (pbuh) in his lifetime Musailimah declared
himself a prophet and claimed to receive divine revelations. He founded a
new creed in which he reduced the number of daily prayers, relieved his
followers from fasting and zakat and made drinking and adultery permissible.
He asked the Prophet (pbuh) to divide the Muslim empire into two parts. The
Prophet (pbuh) called him Musailimah the Liar.

Battle of Yamama (632)

Musailimah challenged the caliphate of Abu Bakr who sent two forces against
him – one under the command of Ikramah and the other under Shurahbil.

The instructions to both commanders were to join forces before launching an

attack on Musailimah who had a force of 40 000 Bedouins.

Ikramah was the first to reach the Yamama valley, ignoring the caliph’s orders
he launched an attack without waiting for Shurahbil and was beaten back. On
reaching Yamama, Shurahbil attacked Musailimah on his own and was
beaten back.

Musailimah was emboldened by his victory and Abu Bakr then sent Khalid ibn
Waleed to lead an attack against Musailimah. Khalid marched with a force of
13 000 and met Musailimah on the plain of Aqraba. After a fierce fight
Muslims had to retreat. Khalid regrouped the army under tribal commanders
and created a reserve force of a thousand cavalry under his command.

The next day the two armies met and as the front ranks grappled with each
other in single combat Khalid led the reserves to the mound where
Musailimah camped. Musailimah’s bodyguards were taken by surprise and
could not hold Khalid off, they withdrew with Musailimah into a fortified
garden.

Musailimah’s army lost their nerve at this turn of events and escaped to the
garden where they were defeated by the Muslims. Washi-al Harb killed
Musailimah and the Banu Hanifa accepted peace terms.

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Question Answer Marks

3(b) What was the importance of this battle to future generations of 4

Muslims?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

It could be said that the Battle of Yamama marked the end of the false
prophets and Abu Bakr could now establish the Islamic empire on a firm
footing.

It could also be said that Musailimah was changing the key principles of Islam
and with this battle the core teachings of Islam were saved from being altered
and corrupted.

Post-Yamama the Muslims were united as one and could go on to deal with
other forces that were against Islam.

The battle also led to the compilation of the Qur’an.

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Question Answer Marks

4(a) Fasting in Ramadan benefits Muslims in many ways. Write about the 10
major benefits of fasting in Ramadan.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The benefits of fasting in the month of Ramadan are countless. Candidates in

response to this answer should not write an account of how fasting is
observed but instead write an account of the benefits of fasting.

It could be said that fasting teaches a Muslim taqwa which is the sum total of
all Islamic values and virtues. Taqwa is the consciousness of God, it is to do
one’s best to live by His commands and to avoid His prohibitions. Fasting
builds the quality of taqwa in a believer, who is spiritually uplifted by its
observance.

Fasting enhances one’s spirituality and teaches sincerity to God. As fasting is

an invisible act that is only between a believer and God it helps a person to
live by the rules and regulations of one’s faith.

It enables a person to learn self-control. During fasting even things that are
permissible in Islam like eating, drinking and marital relations are forbidden for
the duration of the fast. And this self-control strengthens the moral character
of a person. The training Muslims get during fasting to say no to permissible
things helps them to say no to the forbidden things in daily life.

The fast has a positive effect on one’s health, it gives the digestive system a
rest and gets rid of excess fats and toxins.

The prosperous in society become aware of the plight of the poor and needy
and can empathise with them. More charity is given in Ramadan and zakat is
also often given in this month and it brings economic prosperity in the
community.

Unity, peace and harmony are also benefits of fasting. The rewards for a
fasting Muslim’s good deeds are multiplied and the Prophet (pbuh) has said
that ‘there is a special entrance to Paradise called al-Rayyan, none will enter
through the gate save those who fast.’

When Muslims fast together it creates unity and goodwill, they not only come
closer as a community but get closer to God as well.

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Question Answer Marks

4(b) Explain why the Night of Power (Layla-tul-Qadr) is so important for 4

Muslims.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates could say that the Night of Power is considered to be a night of

immense blessings for it was on this night that the last of God’s books, the
Qur’an, was revealed to the Prophet (pbuh). The Qur’an itself mentions the
immense blessings of this night.

This is a night of reading, understanding and reflecting upon the teachings

given in the Qur’an. The reward of worship on this night is more than the
reward for worshipping for a thousand months. Hence Muslims have special
arrangements for extra prayers on this night.

The Prophet (pbuh) has said that those who spend Layla-tul-Qadr in prayer
out of faith and in the hope of reward, will have his previous sins forgiven.

It is believed, as stated in the Qur’an in Sura al Qadr, that the angels and the
Spirit descend to earth by God’s permission and that peace prevails until the
rise of dawn. It is for these reasons that Muslims consider the Night of Power
to be the most important night of Ramadan and indeed of the year.

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Question Answer Marks

5(a) Give an account of the Pillar of Almsgiving (zakat). 10

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

A detailed account of the Pillar of Almsgiving (zakat) is needed in this answer.

Answers could say that it is a compulsory charity and the term zakat means
purification and by giving zakat a Muslim purifies a person’s wealth and frees
their heart from the love of wealth. Great reward is promised to those who
fulfil this Pillar.

Zakat helps to set up social and economic stability in a society as the funds
enable the needy and deserving recipients towards economic independence.

Zakat is due if one’s assets equal or exceed the nisab for one whole year. The
nisab was set by the Prophet (pbuh) the Qur’an does not specify which types
of wealth are taxable nor does it specify the percentage. The rates are
determined from the sunnah of the Prophet which state that the amount of
zakat on capital assets such as money is 2.5 % and varies up to 25%
depending on the type of goods.

Examples of recipients of zakat are Muslim converts, the poor, zakat

collectors, prisoners of war, people in debt, travellers and to people and
organisations that are engaged in services to Islam.

Examples of who cannot receive zakat are non-Muslims, a giver’s husband,

wife, children, grandparents and grandchildren. It cannot be paid to the
descendants of the Prophet (pbuh), to those who meet the threshold of nisab
or the deceased. Zakat cannot be used to pay servant’s wages or as burial
expenses.

There are many benefits for the giver of zakat. One of the most important
benefits is the fulfilment of the obligation of giving zakat and earning God’s
pleasure. Zakat also purifies wealth and may be a means of gaining God’s
protection from problems. Giving zakat washes away one’s sins and it
teaches Muslims about the laws of God as one has to know the rules of zakat
before one is able to pay it. Also, there are broader advantages to society of
zakat being given as it distributes wealth and fixes the monetary imbalance in
society and creates a more caring society.

A detailed and well-developed answer should include who is liable to pay

zakat, who the recipients of zakat are, who it cannot be paid to and what the
benefits of giving zakat are.

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Question Answer Marks

5(b) In your opinion, what is the most important benefit of giving zakat? Give 4
reasons to support your answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates can choose any reason, which in their opinion, is the most
important benefit of giving zakat. They could say it is the fulfilment of a Pillar
of Islam and since God has made it compulsory for those who have the
means to fulfil it, it is essential that it be given as a Muslim will be questioned
about it on the Day of Judgment. Non-payment of zakat can result in
punishment in the grave.

Another reason could be that it creates brotherhood in society, helps the

needy and in turn results is economic prosperity and peace within
communities.

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Cambridge O Level

ISLAMIYAT 2058/21
Paper 2 May/June 2022
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 16 printed pages.

© UCLES 2022 [Turn over

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PUBLISHED

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:

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:

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:

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.

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GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

In an examination of this kind, it is impossible to devise a mark scheme that will cover all acceptable
answers. This mark scheme provides guidance on what to look out for in the answers given by the
candidates. This means that you must be prepared to use discretion in deciding what constitutes an
acceptable answer. To ensure that all examiners mark at a uniform level, you are expected regularly
to discuss your marking with your Team Leader, especially any examples or forms of answer that
differ greatly from the agreed mark scheme. Team Leaders are expected to discuss answers with the
Principal Examiner.

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history
of Islam. Thus, AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus, AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

In each question, part (a) tests AO1 and earns a maximum of 4 marks in Question 1, and 10 marks in
Questions 2-5, while part (b) tests AO2 and earns up to 4 marks in Question 1 and 4 marks in
Questions 2-5. Marks are awarded according to the four levels of response for each AO, following the
level descriptors detailed below.

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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners can answer the questions on the paper and so they can award
the appropriate level of response to the candidate. The detailed marking schemes are there as
suggestions of what might be found in the answer. Examiners should not check whether the content
of the marking schemes is in the answers but rather be guided by the Levels of Response and the
concept of Positive Awarding. Checking on what is not in the answer almost always leads to lower
marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for
the part of the question.

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LEVELS OF RESPONSE

AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and Questions 2-5 have a maximum mark of 10.

Mark Mark
Level Description
Question 1 Questions 2–5

4 4 8–10  A well-structured, clear, and comprehensive

response
 Demonstrates extensive and accurate knowledge
relevant to the question
 Points are detailed, well-developed, and relevant
 Likely to quote Qur’an verses and Hadiths to
support points made or other relevant quotations

3 3 5–7  A well-structured and clear response

 Demonstrates sound accurate knowledge which is
relevant to the question
 Points are elaborated upon and generally
accurate
 May quote Qur’an verses and Hadiths to support

2 2 3–4  An attempt to present a structured response to the

question
 Response lacks cohesion or is undeveloped
 Demonstrates some knowledge of the subject
covering some of the main points but without
detail
 Points made are sometimes relevant and accurate
but limited

1 1 1–2  Some attempt to answer the question

 Lacks cohesion and structure
 Demonstrates limited knowledge of the subject
 Responses made are limited with little connection
to the question

0 0 0 No creditable content

AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

2 3–4  Responses demonstrate a clear understanding of the question

 Able to use own opinions to engage with the question and present
reasoning that demonstrates their understanding

1 1–2  Responses demonstrate some understanding of the question

 There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

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Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

Question Answer Marks

1 Choose any two of the following Hadiths, and

(i) Hadith 3

Let him who believes in Allah and the Last Day either speak good or
keep silent and let him who believes in Allah and the Last Day be
generous to his neighbour and let him who believes in Allah and the
Last Day be generous to his guest.

(ii) Hadith 9

No one eats better food than that which he eats out of the work of
his hand.

(iii) Hadith 16

The believers are like a single man; if his eye is affected, he is

affected, and if his head is affected, he is all affected.

(iv) Hadith 10

One who manages the affairs of the widow and the poor man is like
the one who exerts himself in the way of Allah, or the one who
stands for prayer in the night or fasts in the day.

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Question Answer Marks

1(a) describe their teachings about what Muslims believe 4

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

(i) The Hadith mentions three kinds of action and before mentioning each
action the Prophet (pbuh) repeats the statement ‘Whosoever believes in
Allah and the Last Day,’ thereby linking each of these actions to one’s
faith.

It could be said that by one’s speech one can do much good or harm, and
in this Hadith the instruction is to use speech in a positive way. In another
Hadith the Prophet (pbuh) has linked faith directly with speech by saying,
‘A Muslim is he from whose tongue and hand other people are safe,’
(Bukhari).

Candidates need to clearly bring out the teaching and could refer to the
other two statements made by the Prophet (pbuh) in the Hadith to
develop their answer.

(ii) Muslims believe that God has determined each individual’s earnings
(rizq) before their birth. The struggle is about how a Muslim achieves that
rizq. Great emphasis is placed on earning lawfully and on dignity of
labour. Through the teaching of this Hadith the Prophet (pbuh) is
encouraging Muslims to work hard and honestly to earn their livelihood.

The Hadith discourages reliance on others and unlawful earnings. An

underlying message of the Hadith is that it is not how much you earn but
how you earn it which is important.

(iii) This Hadith focuses on the concept of brotherhood in Islam. Muslims are
joined together in brotherhood by their common faith. The example of the
human body is given in the Hadith to show that just as the head is the
command centre and vital to humans, brotherhood is essential to Muslims
and holds them together.

Islam promotes unity amongst Muslims and wants to see them defend the
blood, honour and property of their fellow Muslims and feel the pain of
one another and help each other in difficult times.

(iv) Islam lays great stress on the welfare of the community as a whole. It
encourages the believers to fulfil the needs of the vulnerable in society
who would struggle without help.

Widows and the poor are specifically mentioned in the Hadith, but the
broader teaching is to help all people who may be vulnerable. An
important teaching given in the Hadith is that worship is not restricted to
just physical acts of worship but cover every good deed for which each
Muslim will be rewarded.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action 4

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

(i) By using one’s speech responsibly, for example, not backbiting, not using
abusive language, Muslims can put into practice the teachings of this
Hadith.

Candidates can develop answers by saying that honouring one’s guests

and fulfilling the needs of their neighbours are further examples of the
practice of the teaching given in the Hadith.

(ii) Muslims today can follow the example of the Prophet (pbuh) and that of
other prophets who all worked for their livelihood, many as shepherds,
which highlights the dignity of labour.

Unlawful means of earning should be shunned, and Muslims today

should work honestly and live within their means.

(iii) The teachings given in this Hadith can be practised by Muslims being
aware of the sufferings of fellow Muslims and humanity at large. When
today Muslims of one country are in distress or are being oppressed their
pain should be felt by the entire Muslim community (umma) who should
do whatever is in their power to alleviate the sufferings of their brothers in
faith.

(iv) Providing resources for the poor and free healthcare, supporting widows
and orphans so that no one is left behind and ensuring all are given a fair
chance in society, are some ways in which the teaching of this Hadith can
be practiced.

Candidates can further develop their answers. One way in which they can
do so is by giving examples from Islamic history or present times.

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Question Answer Marks

2(a) Write an account of the following three categories of Hadiths: 10

 Sound Hadith (Sahih)

 Good Hadith (Hasan)
 Weak Hadith (Da’if).

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates could say that Hadiths are generally classified according to the
quality of the text, truthfulness and reliability of narrators, and continuity in the
chain of transmitters (isnad).

Sound/Sahih Hadith is a term used to describe any Hadith whose accuracy is

beyond question. The narrators of these Hadiths are renowned for their
honesty, truthfulness and strong memories and there is no break in the chain
of narrators.

The answer can be developed by saying that a sound Hadith is one whose
line of transmission goes back to the Prophet (pbuh). To check its
authenticity, compilers developed specific rules governing the acceptance of
the narrators transmitting Hadiths and established rules to check the chain of
transmitters and what they said (isnad and matn) of Hadiths. The books of
Imam Bukhari and Muslim are examples of Sahih Hadiths.

Good/Hasan Hadith are Hadiths whose text is absolutely true, but whose
narrators (isnads) do not pass the test of complete reliability and accuracy of
memory based on the strict criteria established by a specialist
(Muhadditheen). The Hadith in this group, though considered reliable and
good, are a degree less in quality than the Sahih Hadiths and hence are
considered inferior to them in Hadith literature.

Weak/Da’if Hadith are those whose truthfulness in both text and transmission
is not beyond question. Though their authenticity is not proven they are not
rejected altogether.

A Hadith could be weak for many reasons, for example, one of its narrators
may not be well known for his piety or reliability, but the compiler has no
evidence that would question the narrators’ character. The narrator could
have a less than perfect memory, but his truthfulness was never questioned.
Weakness in a Hadith could be due to interruption in the isnad.

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Question Answer Marks

2(b) In your opinion, why was it considered important to classify Hadiths into 4
Sahih, Hasan and Da’if? Give reasons to support your answer.

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

One reason could be that Hadiths are used in making Islamic law and for this
purpose it would be critical to know whether a Hadith was Sahih or Da’if as in
legal matters only the most authentic Hadiths can be used to prevent incorrect
law making.

Weak Hadiths also have a place in Hadith literature, and it is important to

classify them. They explain and provide information on questions relating to
morals and religious devotion and thus keep the faith pure and its practice
correct.

Candidates may give an example of a weak Hadith to develop their answer

further.

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Question Answer Marks

3(a) Write about the Battle of the Bridge and the Battle of Buwayb, fought 10
during the caliphate of ʿUmar.

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Battle of the Bridge:

Fought in 634 between the Muslims and the Persians.

The Muslim army was led by Abu ʿUbaydah Tahaqifi and according to Muslim
accounts the Persians were led by Rustam. Some sources say that the
Persian commander in this battle was Bahman.

An old bridge across an irrigation canal lay between both armies. ʿUbaydah
decided to cross the bridge to meet the Persians.

The Persian elephants terrified the Muslim horses, and the Persian archers
devastated the Muslim ranks.

Muslims dismounted and engaged in fighting with swords.

Many were trampled upon by the elephants including ʿUbaydah.

At this point a soldier cut off the ropes of the bridge to stop Muslim soldiers
from fleeing the battle. Many drowned as they tried to get to safety.

The Battle of the Bridge was the worst defeat suffered by Muslims in the early
wars of conquests.

Battle of Buwayb:

In 635, determined to avenge the defeat of the Battle of the Bridge, a

combined force of Muslim and Christian soldiers was put together under
Muthanna.

Muthanna was seriously wounded in the former battle but effectively inspired
his men from his sick bed.

The Persian army of 12,000 men met the Muslim force at Buwayb under the
command of Mehran. Both armies were again on either side of the river but
this time the Persians crossed, and a fierce battle ensued.

Though the Persians were in greater numbers the Muslims fought desperately
and once Mehran was killed the Persians were demoralised and tried to
retreat.

The Muslims blocked access to the bridge and eliminated the opposition
forces.

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Question Answer Marks

3(b) Why was victory in the Battle of Buwayb significant for Muslims? 4

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates could say that the Persians were one of the two superpowers of
the time. Defeating a large, well-equipped army led by one of their strong
commanders was no mean achievement for the Muslims. Their victory gave a
boost to their morale and with this Muslims lost their fear and awe of the
Persians. It also meant that southern Iraq was now in the control of the
Muslims.

Success at Buwayb gave Muslims the confidence to boldly confront the

Persians in the Battle of Qadissiya fought in the following year, 636. This led
to another Muslim victory following which there was peace in the region for
the next few months.

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Question Answer Marks

4(a) Give an account of the main reasons for the revolt against ʿUthman’s 10
rule and the events of the rebellion in Madina?

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

The main criticisms against ʿUthman can be summarised as, the appointment
of relatives and clan members to important government posts, the leniency
shown towards them in both personal and professional conduct, his spending
from the public treasury on his relatives and burning copies of the Qur’an.

ʿUthman did not address the criticisms levelled against him, this led to the
rebellion in Madina in 656 when three columns of men, supposedly on their
way to Makka for the pilgrimage left their garrison cities.

They set up separate camps when they reached Madina and sent deputations
to the three most respected members of the old inner council of Companions.
At first the Companions rebuked the rebels for coming to the holy city bearing
arms but as the deadlock intensified ʿAli agreed to act as an intermediary.

ʿUthman reluctantly agreed to appoint Abdullah ibn Abu Bakr as the new
governor. However, three days into the march back to Fustat, the rebel
column was overtaken by an African slave who, when caught, was found to
have a letter with the caliph’s seal instructing the governor of Egypt to arrest
the ringleaders and put them to their deaths upon their return.

Now furious by this turn of events, the three columns headed back for Madina,
where ʿUthman denied all knowledge of the letter. He promised to hear the
grievances of the rebels and address them but said he could not step down
from his position as caliph as they demanded, and refused to call the army in
to fight fellow Muslims.

This rebellion in Madina eventually led to his martyrdom and the end of his
caliphate. Details of his martyrdom, if given, can be read as development of
the answer.

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Question Answer Marks

4(b) In your opinion, what was the most serious consequence of ʿUthman’s 4
assassination? Give reasons to support your answer.

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates could give a range of answers. It could be said that ʿUthman’s

assassination and the subsequent election of ʿAli caused divisions amongst
the Muslims as his election, supported by the rebels, was not accepted by
some.

This led to a cry for ʿUthman’s murder to be avenged and the first battles
amongst Muslims were fought as his assassination caused disunity amongst
the Muslims. Candidates can give one point and develop their answer or give
more than one point and briefly evaluate them.

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Question Answer Marks

5(a) Friday (Jum’a) prayer is of special importance to Muslims. Describe: 10

 how worshippers prepare for this prayer

 what its main features are.

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Friday prayers are of special importance to Muslims and believers are urged
to perform this prayer in the mosque behind a prayer leader (imam).

Before attending this prayer, worshippers usually prepare themselves as is

recommended. They do this by bathing, cutting their nails, wearing fresh and
clean clothes and by applying oil (ittar) before coming to the mosque. There
are two calls to prayer (adhans) for Friday prayers. The first one is to alert the
believers that it is time for Jum’a prayers which starts after the second adhan.

The main features of the Friday (Jum’a) prayer are:

 It falls at the same time as noon (Zuhr) prayer which it replaces.
 It is performed in a mosque, if available.
 It must be performed in congregation led by an imam and cannot be offered
individually.

When the time for prayer comes the adhan is called, the imam, facing the
worshippers, delivers a sermon which is compulsory to hear and is an
essential part of the prayer.

Two sermons are delivered, one distinguished from the other by a brief pause.
At the end of the sermon, prayers (du’a) are said for individuals and the
umma.

Finally, after the sermon two fard raka’at are said behind the imam. Only the
fard raka’at are prayed in congregation.

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Question Answer Marks

5(b) What are the benefits of praying in a congregation? Give reasons to 4

support your answer.

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

One of the main benefits is that the reward for praying in a congregation is 27
times greater than praying individually and the experience of praying together
with the umma is an uplifting one.

Praying in a congregation increases brotherhood between people.

The problems of the community can be discussed.

Every step taken towards a mosque is seen and rewarded as charity done.
Charity can also be collected at the mosque to distribute amongst the needy
or used for mosque funds.

Candidates could give other benefits of praying in congregation and some of

these may be based on their own experiences.

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Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/21
Paper 2 October/November 2018
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 12 printed pages.

© UCLES 2018 [Turn over

2058/21 Cambridge O Level – Mark Scheme October/November 2018
PUBLISHED
Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

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GENERIC MARKING PRINCIPLE 5:

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.

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AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and questions 2–5 have a maximum mark of 10.

Mark Mark
Level Level Descriptor
Question 1 Questions 2–5

4 4 8–10 Very Good/Excellent. A thorough, well-developed and substantial response. Demonstrates

0 0 0 Irrelevant. No apparent attempt to answer the question set, or a wholly irrelevant response.
Totally illegible.

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AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

4 4 Very Good/Excellent. Demonstrates a wide and thorough understanding of what the question asks. Recognises
fully and can explain the significance of material used in answer. Can reason, evaluate and discuss in a thoughtful,
mature manner.

2 2 Satisfactory. Response is descriptive but makes some effort to offer evaluation. The candidate attempts, though
with limited success, to move beyond a purely factual approach, with some limited discussion of the material.

1 1 Basic. Limited understanding of the subject. The candidate’s response is descriptive and immature, with no attempt
to discuss or evaluate the material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which are accurate and valid, and marks awarded
according to the level descriptors.

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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) ‘Religion is sincerity.’ We said: ‘To whom?’ The Prophet said: ‘To Allah, His Book, His Messenger, the leaders of the
Muslims and to their common people’.

(ii) A man asked the Messenger of Allah (may Allah bless him and give him peace): Do you think that if I perform the
obligatory prayers, fast in Ramadan, treat as lawful that which is lawful and treat as forbidden that which is forbidden, and
do nothing further, I shall enter Paradise? He said, yes.

(iii) Modesty produces nothing but good.

(iv) Whosoever of you sees an evil action, let him change it with his hand, and if he is not able to do so then with his tongue,
and if he is not able to do so, then with his heart, and that is the weakest of faith.

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Question Answer Marks

1(a) describe their teachings about what Muslims believe 4

(i) The key word of this Hadith is nasihah which means sincerity/advice, and the Prophet in this Hadith is saying that a
Muslim should show sincerity to God, His Book, His prophet, the leaders of Muslims and to the common man. How this
sincerity is shown is where understanding of the teaching of this Hadith comes in, e.g. the candidates could write that
sincerity to God means believing in His unity, or acknowledging that all power lies with Him alone etc. and likewise other
elements mentioned in the Hadith to which sincerity should be shown could be elaborated upon.

(ii) The text of the above Hadith reinforces the teachings given in the above Hadith that the minimum requirements for
entering Paradise is fulfilling the Pillars of Islam and abiding by that which God has made permissible and refraining from
that which is prohibited. Quotes from other Hadiths can be given to discuss the teaching of this Hadith more fully.

(iii) Modesty and faith are both companions; when one of them is absent the other follows (Mishkat). The Prophet has made
modesty a condition of faith. It is modesty that prevents a person from being selfish, from wrongdoing. It is also modesty
that makes a person feel ashamed when he does something wrong. The teaching of this Hadith is that modesty is an
invaluable trait of a Muslim.

(iv) The teaching of this Hadith clearly states that removing or wanting to remove evil wherever one may find it is a
fundamental characteristic of a true believer. The Hadith refers to the obligation on Muslims, at the various levels of
authority, to tackle evil in order to remove it. Taking action against it is regarded as a noble deed but if it causes
tribulation then one should use one’s speech and at the very least think it wrong and reject it.

Candidates can discuss the various means a believer can use to establish a just society.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

(i) The teachings of the said Hadith can be put into practice by Muslims today in a variety of ways, they can show sincerity to
God by implementing the Sharia in their lives, sincerity to the Qur’an can be shown by respecting its content and carrying
out its commands. Some candidates can say that sincerity to the Prophet was shown by his Companions when they
stood by him. All valid evaluative responses need to be credited.

(ii) The teachings of this Hadith can be fulfilled by being obedient to God and fulfilling His commandments. Muslims also
need to abstain in their lives from what has been forbidden in Islam. Examples from the Prophet’s time or present day
could be given to demonstrate how the teachings can be implemented.

(iii) Practising modesty is essential if a believer desires to practice Islam in its true spirit. Modesty is what stops a believer
from being arrogant and thoughtless towards others and makes him/her God conscious, and it is this trait in their
character which helps to keep a Muslim on the righteous path. The teaching of this Hadith can be implemented by
concern for others which would eliminate a lot of issues concerning society. Examples can be given to develop answers.

(iv) Muslims everywhere can put into practice the teachings of this Hadith by giving examples of how to report/tackle evil
which they see happening, e.g. they could write about correcting social evil like electricity theft in developing countries.
Speaking the truth at all times is another way in which this Hadith could be put into practice. Examples from the
candidate’s own lives/ experiences can be given to demonstrate the application of this Hadith.

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Question Answer Marks

2(a) What measures were taken in early Islamic times to check the reliability of Hadiths? 10

Compilers made a number of checks on the reliability of the narrators and the authenticity of the Hadiths they related. They
looked at the isnad and matn of the Hadiths. Candidates could define isnad and matn and go on to write about what the
checks included. Some of these checks were:
• The narrator needed to be a man of firm faith;
• Must be truthful and honest;
• Should be at an age where he understood the significance of what he heard and realised that a slight change in
words could change the meaning of the Hadith;
• He should report the Hadith exactly as he heard it;
• Have a good memory;
• The Hadith should not be contrary to the Qur’an;
• Should not be against common sense or contrary to other accepted Hadiths;
• Should not praise a particular individual or tribe etc.

Candidates can list other checks that they may have studied about as well in their answer.

2(b) Why was it important for the Muslim community to have authentic Hadiths? 4

As always an evaluative response is needed for this Part (b) answer. Candidates need to give reasons for why they think it
was important to conduct checks and some may even go on to write about what problems the Muslim community may have
faced if these checks were not made.

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Question Answer Marks

3(a) How did the arbitration following the Battle of Siffin lead to the emergence of the Kharijites? 10

The details of the arbitration drafted two days after the Battle of Siffin were a disaster for ‘Ali as he had led his army into battle
as the Commander of the Faithful and now the troops were headed back as a faction in a civil war, as the draft at the end
read that both parties agreed to bind themselves by God’s word.

It could be said by the candidates that the disenchanted elements from ‘Ali’s army from both the Basra and Kufa regiments
refused to set up camp with the rest of their regiment and they came to be known as the Kharijites. They were opposed to the
idea of arbitration and argued for ‘No judgment but God’s’, by which they meant that as the caliph ‘Ali should not have agreed
to the arbitration and compromised his authority. They were treated with compassion by ‘Ali who reminded them that it was
not him who had sought a ceasefire. The famous oath of Ghadir Khumm composed by the Prophet in the last year of his life
was repeated. After which most of the Kharijites returned to their home. It was after the result of the peace conference held in
658 that the Kharijites got even more upset and set up their own community in Nahrawan.

Later that year ‘Ali’s attempt to get the Kharijites on board to fight Mu’awiya was only partially successful as only 2000
moderates joined him. ‘Ali decided to deal with the remaining before confronting Mu’awiya but when ‘Ali’s army saw within the
martyrs their fathers and brothers they lost the will to fight. Eventually ‘Ali was forced to share power with Mu’awiya and the
remaining small band of Kharijites raised the standard of rebellion in Persia.

3(b) ‘The Kharijites were the main reason for ‘Ali not winning the Battle of Siffin.’ Do you agree or disagree? Give reasons 4
to support your answer.

In response to this question candidates need to say if in their opinion the main reason for ‘Ali’ not winning the Battle of Siffin
was on account of the Kharijites. The viewpoint of the candidate whether it agrees or disagrees with the statement given
should be validated with reasons. Candidates could disagree by saying that the Kharijites only came into being after the Battle
of Siffin, so could not be seen as the reason for ‘Ali’s defeat. Others could agree with the statement and say that the group
who had propagated the cessation of fighting at Siffin later joined forces and came to be known as the Kharijites and dealing
with them further weakened ‘Ali’s authority and resources. All valid responses to be credited.

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Question Answer Marks

4(a) According to Muslim belief what part do angels play in the everyday lives of human beings? 10

Candidates could begin their answer by saying that belief in angels is an Article of Faith and that Muslims believe in them as
both God and the Prophet have provided Muslims with information about them.

Angels play a significant role in the everyday lives of human beings e.g. according to Muslim belief they breathe life into the
foetus a few months after conception with the permission of God; an angel then writes the answer to four questions in this
human being’s book of deeds: Will it be male or female? Will this person be happy or sad? How long will his/her life be and
will the person perform good or bad deeds.

Angels are also responsible for guarding people throughout their lives; Candidates could quote the Qur’an here, Sura 13
verse 11. Each person has been assigned two recording angels; apart from the four angels constantly guarding and
recording, other angels visit human beings to witness the prayer and listen to recited verses of the Qur’an. It could also be
said that angels helped the Prophet and his small band of followers in the Battle of Badr and helped them gain victory.

Angel Azrael has the task of taking life with the permission of Allah. Candidates could write about other angels e.g. Mikail who
provide daily sustenance to humankind by bringing forth rain.

4(b) What in your opinion is the primary link between angels and prophets in Islam? 4

Candidates could say that the primary link between angels and prophets is that angels are a means of communication
between God and the prophets. God sent angels to prophet Ibrahim to inform him of the birth of his son, angels were sent
throughout history to other prophets like Lot etc. Gabriel was the angel who visited Mary and brought the revelation to Prophet
Muhammad. All valid responses to be credited.

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Question Answer Marks

5(a) In what circumstances are Muslims obliged to engage in: 10

• armed fighting (jihad bi-l-sayf) and;
• what rules and limitations apply to this jihad?

Sometimes armed jihad or jihad by the sword (Jihad bi-l- sayf) becomes necessary. Jihad by the sword is use of arms to
engage in combat, it is not misuse of arms to create violence. Permission for armed jihad is given in the following
circumstances in Islam; for self defence of the Muslim community, fighting against evil and injustice and when treaties are
broken. Candidates could develop these points before giving the rules and limitations of engaging in combat under the name
of jihad which are as follows:
• Civilians namely women and children and the old as well those not participating in the war should not be harmed in
any way;
• fruit bearing trees should not be cut down;
• animals whose meat can be eaten should not be killed;
• places of worship should not be demolished;
• asylum should be granted to surrendering troops;
• prisoners of war should be treated well;
• corpses of the fallen should not be mutilated;
• treaties should be respected; ambassadors should not be killed or mistreated no unjustifiable aggression on weaker
nations should be made.

A detailed response is needed here.

5(b) What do you understand by the term jihad? 4

Understanding of the term jihad is often misunderstood and taken to mean armed warfare whereas the term jihad simply
means ‘struggle’ or ‘strife’. It could be said that jihad has many meanings and can refer to a believer’s internal or external
efforts to be a good Muslim or to spread the word of God; in military terms it could mean protecting the faith against others
and can take on many forms from military to diplomatic to economic and political. The candidate’s response needs to show
understanding and be evaluative.

© UCLES 2018 Page 12 of 12

Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/21
Paper 2 October/November 2019
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 7 printed pages.

© UCLES 2019 [Turn over

2058/21 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

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:

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:

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.

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Question Answer Marks

You must answer Question 1, Question 2, and two other Questions.

1 Choose any two of the following Hadiths, and:

(i) The world is a believer’s prison and the unbeliever’s paradise.

(ii) It was said: O Messenger of Allah, who is the most excellent of men?
The Messenger of Allah (may Allah bless him and give him peace) said:
‘The believer who strives hard in the way of Allah with his person and
property.’

(iii) May God show mercy to a man who is kindly when he sells, when he
buys, and when he demands his money back.

(iv) The Messenger of Allah (may Allah bless him and give him peace) sent
Abu Musa and Mu’adh ibn Jabal to Yaman, and he sent each of them to
govern a part. Then he said: ‘Be gentle and do not be hard, and cause
rejoicing and do not alienate.’

1(a) describe their teaching about what Muslims believe; 4

(i) The teaching of this Hadith for Muslims is to treat this world as a
temporary place and not to get too attached to it or its charms as a
person’s final dwelling is in the Hereafter and to attain paradise in the
next world should be the objective of every believer. A believer has to
live his/her life according to the laws of God and his/her life in this world
has been compared to a prison where rules have to be followed. A
disbeliever lives his/her life in self-gratification whereas the believer
abides by God’s laws to please Him and gain rewards.

(ii) This Hadith gives the teaching of striving in the way of God to all
Muslims with whatever means they can employ with the purpose of
establishing a just and righteous society. Striving hard could be seen to
have more than one meaning and candidates can refer to them to
expand on their answer.

(iii) The clear teaching in this Hadith is that God wants His believers to act
kindly and to show mercy in all aspects of life including all business and
financial dealings. Candidates could expand on the explanation by
referring to the instruction given in the Qur’an on how trade should be
conducted (Al Isra, 17:35).

(iv) The Hadith specifically signifies the responsibilities of Muslim rulers and
how they should work for the welfare and prosperity of their people.
Leaders in the Prophet’s time also performed the duties of religious
leaders and so the teaching in the Hadith has a broader meaning
instructing that religious instruction should be given with gentleness in
order to make people more inclined towards the faith.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

(i) By living according to laws set by God, Muslims can put the teaching of
this Hadith into practice. Candidates could elaborate their answer by
saying how they should stay away from the forbidden foods and drinks,
practise modesty in their lives and not engage in transactions that are
not permissible in Islam. All valid responses should be credited.

(ii) A Muslim’s every action should be to please God and he should

constantly endeavour to struggle in God’s way. This can be done in
several ways, namely by preaching Islam, living righteously, caring for
the community, striving to remove evil from society or even by migrating
for the sake of God if the need arises as the Prophet (pbuh) and his
Companions did. Each answer needs to be read for its own merit and
marked accordingly.

(iii) Showing mercy and acting with kindness is at the core of Islamic
teaching and can be practiced by all Muslims. Talking to others kindly,
asking about the health of a sick friend, neighbour, visiting orphanages
are some ways in which a person can be kindly. Even in
business/trading kindness can be shown, forgiveness is an aspect of
kindness which should be practiced by forgiving the mistakes of others.

(iv) All those in a position of authority should know that ultimate authority
lies with God. Muslim governments should be fair in their actions and
should base their authority on Islamic principles. Examples will help
substantiate the answer.

Question Answer Marks

2(a) From the set Hadiths you have studied outline the Prophet’s teachings 10
on the individual conduct of Muslims.

Many of the Prophet’s Hadiths outline the teachings on the individual

conduct of Muslims. Candidates need to refer specifically to the set Hadiths
given in the syllabus and say what the teachings given in them are for
individual Muslims.

Some of the Hadiths that candidates can refer to are Hadiths 1,4,6, 7,8,9,13
etc. which refer to the obligations of a Muslim concerning the observance of
the Pillars of Islam, of how to deal with evil when confronted with it, of
striving in the way of God, the dignity of labour and the importance of work
etc.

Good answers will quote and describe the Hadiths and say how the
Prophet’s teachings give Muslims a code of conduct to live by which helps
them to live righteously and earn great rewards in this world and the akhira.
It could also be said that when individual Muslims live according to the
teachings of the Prophet’s Hadiths their good conduct has a positive effect
on society as a whole.

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Question Answer Marks

2(b) How do Muslims benefit in their community life by following the 4

guidance given in the Prophet’s Hadiths?

Candidates can say that by following the teachings given in the Hadiths
society at large benefits. When the Prophet’s Hadiths are followed by
Muslims evil and wrong doing is eradicated as everyone tries to live their
lives as taught by the Prophet (pbuh) in accordance with God’s teachings
and earn the pleasure of the almighty as well.

Brotherhood is established and the weak in society are cared for etc. All
valid responses that offer evaluation in their content should be credited
according to the level of the quality of their response.

Question Answer Marks

3(a) Write an account of the achievements of Abu Bakr as the first caliph of 10
Islam.

Candidates in response to this answer can say that he laid the foundations
of a truly democratic state and say how he did that, for instance, by
consulting the shura etc. It could also be added that he divided the caliphate
into provinces under a governor and list the task of the governor to develop
the answer. It could be said that he also established military cantonments
and maintained a reserve force.

How he united the ummah at the critical time of his appointment, fought and
defeated the false prophets, crushed the rebellions and upheld the Pillar of
zakat could all be written about as his achievements. The preservation and
compilation of the Qur’an will also be seen as one of his most important
achievements as caliph.

Candidates could also write about how he maintained the integrity of Islam
and, with his campaigns in Persia and Byzantine, extended the boundaries
of Islam.

3(b) Which was his greatest contribution as caliph? Give reasons for your 4
answer.

Candidates can take any one of his achievements written about in Part (a)
or not and say why in their opinion they feel it was his greatest contribution
as caliph. Their choice has to be backed by valid reasons.

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Question Answer Marks

4(a) Describe any three of the following elements of pilgrimage (hajj): 10

• ihram (garments worn for pilgrimage)
• sa’i (running between the hills of Safa and Marwa)
• rami (stoning the Jamarrat)
• Qurbani (sacrifice).

Candidates need to select any three out of the four elements given above
and write a descriptive account of them.

Ihram: To be in ihram is to be in a state of ritual purity. Removing unwanted

hair, bathing, wudu is done before donning the ihram which is two pieces of
seamless garments for men whose ankles should remain uncovered as well
as their heads. For women it is their ordinary clothes not displaying their
adornments. They need to be completely covered with just their hands,
faces and feet showing.

Sa’i: Starts from Safa and ends at Marwa. Safa to Marwa is one round and
Marwa to Safa the second. During each round men should run the distance
between the two green pillars. Dhikr of God should be continued during the
seven rounds.

Rami: Is the stoning of the Jamarat carried out on three consecutive days
starting from 10 till the 12 of Dhu al-Hijja. On the first day 7 pebbles are
thrown at the Jamart ul Aqaba by calling Bismillah Allahu Akbar every time a
pebble is thrown. On the 11th all 3 jamarat are stoned starting from the
smallest, after stoning du’a is made facing the qibla. On the 12th again all
three Jamarat are stoned starting with Jamarat ul Sughra then Wusta after
which du’a is made following which Jamarat ul Aqaba is stoned after which
the pilgrim leaves without making any further du’a.

Qurbani: Following the stoning on the 10th of Dhu al-Hijja an animal is

sacrificed reminding Muslims of Ibrahim’s willingness to sacrifice his son for
the sake of God and to show the pilgrims readiness to sacrifice in God’s way
and to offer thanksgiving etc.

Above are brief notes that need to be developed in answers.

4(b) Why do you think pilgrims strive so hard to touch the Black Stone 4
(Hajr al Aswad)?

Hajr al Aswad is the only part remaining from the original structure that was
built by prophet Ibrahim. When a Muslim touches the Hajr al Aswad he is
identifying with the prophet Ibrahim, the spiritual father of monotheism and
following the Sunna of the Prophet Muhammad (pbuh). It could also be said
that by touching the stone one feels part of the community of believers that
descended throughout history. All valid responses to be credited.

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Question Answer Marks

5(a) Give a detailed account of the following events: 10

• the opposition faced by ‘Ali when he became caliph and
• the Battle of Camel

Candidates need to write about the fierce opposition faced by ‘Ali on

becoming caliph by Hazrat Aisha who was joined by Talha and Zubayr. How
he was accused of manipulating the political strife that led to the martyrdom
of ‘Uthman. The fact that he was a reluctant arbitrator and other details
related to his contribution in resolving the crisis between ‘Uthman and the
rebels were ignored.

Following the above a detailed account of the Battle of Camel should be

written about e.g. the number of men on either side, how a tentative peace
treaty was brokered but broken by the mischief makers etc.

The mark is not divided between the two parts and the answer should be
read as a whole.

5(b) In your opinion what was the greatest threat faced by ‘Ali during his 4
caliphate?

A whole range of answers could be given. Some could say that the disunity
and opposition faced by ‘Ali on becoming caliph sowed the seeds of turmoil
and was the greatest threat to him as it led to the first civil war in Islam.

Others can say that Mu’awiyah’s continued opposition to ‘Ali led to the Battle
of Siffin and that the inconclusive outcome of this battle was the most
significant event that weakened ‘Ali’s caliphate.

Blame could also be put at the doorstep of the Kharijites. Whatever the
response it has to be backed with reasons as in all evaluative responses.

© UCLES 2019 Page 7 of 7

Cambridge O Level

ISLAMIYAT 2058/21
Paper 2 October/November 2020
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 11 printed pages.

© UCLES 2020 [Turn over

2058/21 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2020

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:

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:

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 2020 Page 2 of 11

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PUBLISHED 2020

AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Level Mark Mark Level Descriptor

Question Questions
1 2–5

4 4 8–10 Very Good/Excellent. A thorough, well-developed and

substantial response. Demonstrates extensive, relevant
and highly accurate knowledge of the subject in
considerable detail and with evident expertise. Likely to
quote Qur’an verses and Hadiths to support and illustrate
points made. Comprehensive and thoughtful.

3 3 5–7 Good. Addresses the question confidently and

coherently. Demonstrates sound, detailed and generally
relevant and accurate knowledge of the subject matter in
great detail. Covers the main points. May quote Qur’an
verses and Hadiths to support points made.

2 2 3–4 Satisfactory. A fair, mainly relevant but generally

undeveloped response. The candidate demonstrates
some factual knowledge, which is fairly accurate and
slightly wider than at basic level. Some of the main points
are covered but lack substance.

1 1 1–2 Basic. An attempt to answer the question, but lacks

potential and/or is unfinished. Very limited knowledge of
the subject. Response includes only a small amount of
relevant material, or mainly irrelevant points. Facts are
reported in basic outline only, often inaccurately, though
some credible points are made.

0 0 0 Irrelevant. No apparent attempt to answer the question

set, or a wholly irrelevant response. Totally illegible.

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AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

4 4 Very Good/Excellent. Demonstrates a wide and thorough understanding

of what the question asks. Recognises fully and can explain the
significance of material used in answer. Can reason, evaluate and discuss
in a thoughtful, mature manner.

3 3 Good. Understands the significance of the question. Seeks to move

clearly beyond a purely descriptive approach, demonstrating touches of
maturity and a willingness to engage with and discuss the material.

2 2 Satisfactory. Response is descriptive but makes some effort to offer

evaluation. The candidate attempts, though with limited success, to move
beyond a purely factual approach, with some limited discussion of the
material.

1 1 Basic. Limited understanding of the subject. The candidate’s response is

descriptive and immature, with no attempt to discuss or evaluate the
material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of

the subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark

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Question Answer Marks

You must answer Question 1, Question 2 and two other questions.

1 Choose any two of the following Hadiths, and;

Hadith # (i)
Every person’s every joint must perform a charity every day the sun comes
up: to act justly between two people is a charity; to help a man with his
mount, lifting him onto it or hoisting his belongings onto it is a charity; a good
word is a charity; every step you take to prayers is a charity; and removing a
harmful thing from the road is a charity.

Hadith # (ii)
No one eats better food than that which he eats out of the work of his hand.

Hadith # (iii)
The believers are like a single man; if his eye is affected he is affected, and
if his head is affected he is all affected.

Hadith # (iv)
None of you believes until he wants for his brother what he wants for
himself.

1(a) Describe their teachings about what Muslims believe; 4

1(a)(i) In this Hadith, a few examples of charity are given by the Prophet (pbuh)
which show Muslims what charity can be other than giving money and
includes all acts and creates a higher awareness of God and His bounties.

The teaching of this Hadith includes care of others and acts of charity and
kindness within the scope of worship and does not restrict worship to say
observing salat or sawm.

1(a)(ii) Through this Hadith the Prophet (pbuh) is giving Muslims the teaching that
they should earn their living lawfully and through their own hard work. The
broader teaching of the Hadith discourages reliance on others and beggary
and condemns all other unlawful means of earnings like gambling, usury
and bribery, etc.

Dignity of labour is stressed upon in Islam and it is a Muslim belief that a

person’s rizq is fixed by God. Quotes from the Prophet (pbuh) on this topic
can be given by candidates to develop the answer.

1(a)(iii) Concept of brotherhood is the focus of the teaching of this Hadith. Islam
believes in and promotes universal brotherhood of all Muslims. The Prophet
(pbuh) preaches unity and care for each other through this Hadith by saying
that just as the head is important to the human body, brotherhood is vital to
Muslims.

1(a)(iv) The teaching of this Hadith also encourages Muslims to be a source of good
for one another. The bond of brotherhood between Muslims has been
established by God Himself and the Prophet (pbuh) encouraged people to
show care and concern for others especially the less fortunate ones. By so
doing, not only does the community prosper but it keeps envy at bay
promoting goodwill and brotherhood.

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Question Answer Marks

1(b) Explain how Muslims can put these teachings into action. 4

1(b)(i) Some examples of how the teachings of the Hadith can be put into action
are given in the Hadith itself. Candidates should not be using the text of the
Hadith in the response they give for this part of the answer but use other
examples to show the implementation of the teaching. Examples of what
could be given are as follows:
• greeting others with a smile
• giving good advice to someone
• feeding a hungry person
• helping fund the building of homeless shelters or schools for educating
poor children, etc.

1(b)(ii) Every Muslim should earn their living through halal means and should live
within their means. No job should be looked down upon. Here the examples
from the lives of past prophets and the Prophet Muhammad (pbuh) could be
cited to develop the answer. Many of them, including the Prophet
Muhammad (pbuh), worked as shepherds, which highlights the dignity of
labour.

Candidates could give examples of putting into action the teachings of the
Hadith from present times as well.

1(b)(iii) The best example of brotherhood was seen at the time of the Prophet
(pbuh) between the Ansar and the Muhajirun. Candidates could give an
account of the brotherhood practiced by them by way of an answer and say
how it can be translated in the modern times by giving refuge to those
escaping the tyranny or war in their countries, etc. The teaching that needs
to be implemented is that Muslims should be aware of and willing to ease
the sufferings of fellow Muslims around the world.

1(b)(iv) God’s bounty is so vast that He can fulfil the desires of each and every
human being and still have limitless bounty left to distribute from. Bearing
this in mind Muslims should wish the very best for their fellow Muslims in all
aspects of life; materially; health wise; in the increase of taqwa; blessings of
children, etc. The implementation of this Hadith also keeps envy at bay.

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Question Answer Marks

2(a) Describe the method used to make a judgment by analogy (qiyas) 10

using the Qur’an and Hadith. Give examples to support your answer.

Analogical reasoning or qiyas is the fourth source of Islamic law-making, the

use of which has been justified by both the Qur’an and the Prophet (pbuh).

In response to this question candidates need to write about the three

elements necessary to make a sound analogy, using the Qur’an and Hadith,
which are:

• Asl (root): the fundamental teaching

• Far’ (branch): the new matter in question
• ‘illa (the link): that connects them.

By relating these together, it is possible to arrive at a new judgment, the

hukm. An example that could be given by candidates is: The Qur’an forbids
all sorts of trading after the call to prayer on Friday till the completion of the
Friday prayers (asl). By analogy, all kinds of transactions (far’), e.g. sales,
holding meetings, getting married, etc. are forbidden (hukm) as they distract
Muslims from Friday prayers (‘illa).
It is important that the asl must always be from the Qur’an or the Sunna of
the Prophet (pbuh) or by ijm’a. An example from the Hadith that could be
given is:
The Prophet (pbuh) said: ‘Every intoxicant is khamr (wine) and every
intoxicant is forbidden.’ (Abu Daud)

Asl: The Qur’an and Hadith prohibiting khamr

Far’: The use of intoxicants other than khamr also prohibited in Islam
‘Illa: They, like khamr, contain the properties of being intoxicants
Hukm: Therefore, the use of every substance that causes intoxication is
banned in Islam.

Examples based on teachings from the Qur’an, Sunna or ijm’a could be

given to support the answer. If candidates give more than one example it
could be read as detail and development in the answer. Some answers may
include the conversation between the Prophet (pbuh) and Mu’adh ibn Jabal
in which the Prophet (pbuh) encouraged him to make qiyas and this can be
read as development of the answer.

2(b) Why do you think the Prophet (pbuh) encouraged the exercise of 4
personal reasoning amongst his Companions?

Candidates need to give an evaluative response here saying why the

Prophet (pbuh) encouraged the use of personal reasoning amongst his
Companions. It could be said that he was aware that issues or problems
could confront his community where they may not be a clear-cut answer in
the primary sources but he believed if the principles laid out in them were
followed a correct decision could be reached. Some candidates may give
the example of his conversation with Mu’adh ibn Jabal in this part of the
answer and it can be given as development of the answer.

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Question Answer Marks

3(a) Give an account of the administration of the caliphate under ‘Uthman. 10

‘Uthman’s caliphate started in 644 and ended in 656. His mercy, generosity
and efficient administration of the Islamic empire won him the respect of his
people. He proved skilful in handling the vast caliphate. He started his reign
with a popular gesture by adding 100 dirhams to the annual stipends and at
the same time began to increase the central government’s control over the
affairs of the garrison cities.

He launched a diligent inspection of accounts, started to overhaul the Diwan

salary rolls and asked for the accounts and provisional surpluses to be
forwarded to the treasury in Madina.

He continued with ‘Umar’s policy of gradually splitting up the immense

authority exercised by the provincial governors, who also doubled as army
commanders. He did this by creating the new post of financial administrators
who exclusively looked after tax revenue. He established a permanent
secretariat for the above task and appointed a salaried ‘Inspector of
Markets’, which remained a key position in future Islamic states.

Many other Public works were carried out, e.g. embankments were
constructed to protect the houses in Madina from being swept away by
periodic floods; extension and provision for providing clean water to the
population was undertaken; he purchased land and constructed purpose-
built markets whose rents were used to feed the poor; land was bought from
funds of central treasury for state animals to pasture; construction of state
stables and guesthouses for the use of travellers, messengers and poor
pilgrims were set up; he extended the Prophet’s mosque and built a port at
Jeddah.

During his administration, the Qur’an was also copied from the Mushaf e
Hafsah and sent to the four corners of the caliphate.

He also relaxed the austere measures of living imposed by ‘Umar and

allowed the Arabs to acquire lands in the conquered territories.

3(b) In your opinion what was ‘Uthman’s greatest achievement as 4

caliph?

Here candidates could choose any one achievement of ‘Uthman as

caliph and say why, in their opinion, it was the greatest. The
achievement could be military, administrative or the compilation of the
Qur’an. Reasons need to be given in support of the answer.

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Question Answer Marks

4(a) Write a descriptive account of the Battle of Siffin and the arbitration 10
that followed it.

The Battle of Siffin was fought in 657 between ‘Ali and Mu’awiya, the
Governor of Syria. Both sides met at Siffin and offered to negotiate. When
no compromise could be reached ‘Ali challenged Mu’awiya to settle their
difference through single combat. Mu’awiya side stepped this dangerous
invitation and single combats took place among their forces which proved
indecisive. The actual Battle of Siffin began on 8th of Safar.

‘Ali led his army from the centre, surrounded by the men from Madina, the
armies of Kufa and Basra formed the two side wings.

Fighting raged for three days and nights and a morning with a huge loss of
life on both sides. By the fourth day it looked like ‘Ali would win the battle.

At this critical time, a body of Syrian cavalry rode out between the battle
lines with the Qur’an tied to the heads of their lances. Crying out ‘Let the
word of Allah decide between us and you….’

‘Ali and his commanders feared this was a trick by Mu’awiya to delay
imminent defeat and urged his men to continue the fight, but they refused
and it was decided to settle the dispute through arbitration.

Arbitration took place. Abu Musa was selected to be the arbitrator from
‘Ali’s side and Amr ibn Al-Aas was chosen to arbitrate from Mu’awiya’s side.
He had commanded one of the division from Mu’awiya’s side and had the
secret assurance of being restored as Governor of Egypt for his support of
Mu’awiya.

Details of the arbitration were drawn two days after the battle had stopped. It
read that both parties would abide themselves by God’s word.

The disenchanted elements from the Kufa and Basra regiment bitterly
opposed the arbitration and broke away from the main army and came to be
called the Kharijis.

‘Ali treated them with compassion, reminded them that he had pleaded with
them to continue the fight but it was their wish to support the Syrians that
had led to the arbitration.

In January 658, the arbitrators met at Damut ul Jandal to announce as per

their agreement that both ‘Ali and Mu’awiya should step down. Amr asked
Abu Musa to make the announcement first which he did but when it came to
his turn he back tracked and announced Mu’awiya as the caliph.

The conference broke up and the Kharijis very upset with this outcome set
up their own community in Nahrawan.

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Question Answer Marks

4(b) What in your opinion was the most serious outcome of the arbitration? 4
Give reasons to support your answer.

The choice made by candidates needs to be supported with reasons. It

could be said the disunity amongst the Muslims or the Kharijis forming their
own community at Nahrawan led to yet another battle and the eventual
martyrdom of ‘Ali.

Question Answer Marks

5(a) Write about the rituals that take place on the first three days of the 10
annual pilgrimage (hajj).

On the first day 8th Dhul Hijja the pilgrims put on ihram, and reciting the
talbiya, make their way to Mina, where they pray their shortened Zuhr, Asr,
Maghrib and Isha prayers. The prayers though shortened are not combined.
The pilgrims spend all the available time in worship and supplication.

On the second day, i.e. the 9th Dhul Hijja, after Fajr prayers the pilgrims
proceed to Arafat. Here they pray Zuhr and Asr shortened and combined
during the time of Zuhr, with one azaan and two iqaamas, and staying within
the boundaries of Arafat listen to the sermon given. It is considered to be the
greatest acts of worship and the Prophet (pbuh) said, ‘hajj is halting at
Arafat’. Pilgrims pray for the forgiveness of their sins and remain here till
sunset and then proceed to Muzdalifa, once again reciting the talbiya.

At Muzdalifa, the pilgrims say the combined Maghrib and Isha prayers,
shortening Isha to two rakaats and spend the night there from where they
collect 49 pebbles for stoning the three Jamaraat. However, it is permissible
for women and weak individuals to proceed to Mina at any time after
midnight.

On the third day, 10th Dhul Hijja (Yawm- an- Nahr) after Fajr prayers,
pilgrims wait until the brightness of the morning is widespread and following
the Sunna of the Prophet (pbuh) make dua facing the qibla. Upon arrival at
Mina they throw seven pebbles at the Jamarrat-ul-‘Aqaba, calling ‘Bismillah
Allahu Akbar’ every time they throw a pebble.

Yawm-an-Nahr means the Day of Sacrifice. To slaughter a sacrificial animal

is obligatory on pilgrims performing Hajj-al-Qiran and Hajj-al-Tamattu. After
this, pilgrims shave or trim their hair, they can now change into their normal
clothes. They may not have intimate relations with their spouses. Pilgrims
proceed to Makka to perform Tawaf-al-Ziyara after which they perform Sa’i
and return to normal life. If possible, they pray Zuhr in Makka and return to
spend the remaining nights in Mina.

We are not looking for the rites performed on the 11th and 12th of the Dhul
Hijja and if written about should not be credited or seen as development of
the answer.

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Question Answer Marks

5(b) In your opinion should hajj be performed as many times as possible in 4

a Muslim’s life? Give reasons for your answer.

Responses will vary in content and will need to be marked on the quality of
evaluation offered. Some may say that the Prophet (pbuh) performed hajj
once in his lifetime so following his Sunna Muslims should also perform hajj
once in their lifetime.

Others could say that hajj should not be performed more than once in a
lifetime so that those who have not performed it get a chance to fulfil this
Pillar.

A third argument could be that if a Muslim has performed hajj once he could
sponsor the hajj of one who cannot afford the journey so they can
experience it and fulfil this Pillar.

It could also be said that some Muslims may want to perform hajj more than
once to be able to repent for their sins and to seek God’s forgiveness. They
may want to perform a hajj e badal for a deceased loved one who had not
performed hajj in their lifetime.

All valid responses to be credited on their own merit.

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Cambridge O Level

ISLAMIYAT 2058/21
Paper 1 October/November 2021
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 15 printed pages.

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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:

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:

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.

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GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history
of Islam. Thus AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the level achieved or the total allowable for
the part of the question.

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AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Mark Mark
Level Question Questions Description
1 2–5

4 4 8–10 • A well-structured, clear and comprehensive response

• Demonstrates extensive and accurate knowledge relevant to
the question
• Points are detailed, well-developed and relevant
• Likely to quote Qur’an verses and Hadiths to support points
made or other relevant quotations

3 3 5–7 • A well-structured and clear response

2 2 3–4 • An attempt to present a structured response to the question

1 1 1–2 • Some attempt to answer the question

• Lacks cohesion and structure
• Demonstrates limited knowledge of the subject
• Responses made are limited with little connection to the
question

0 0 0 No creditable content

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AO2: Understanding – part (b) questions

Level Mark Description

2 3–4 • Responses demonstrate a clear understanding of the question

• Able to use own opinions to engage with the question and present reasoning
that demonstrates their understanding

1 1–2 • Responses demonstrate some understanding of the question

• There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) ‘I and the man who brings up an orphan will be like this in Paradise.’
And he pointed with his two fingers, the index finger and the middle
finger.

(ii) God will not show mercy to him who does not show mercy to others.

(iii) One who manages the affairs of the widow and the poor man is like
the one who exerts himself in the way of Allah, or the one who
stands for prayer in the night and fasts in the day.

(iv) The world is a believer’s prison and the unbeliever’s paradise.

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Question Answer Marks

1(a) describe their teaching about what Muslims believe; 4

Use the AO1 Marking Grid

(i) The teaching given in this Hadith to all Muslims is to care for the orphans,
to show compassion for them and to protect them. Great reward has been
promised for showing care to the orphans.

Orphans are the responsibility of the entire Muslim community and that
their care is the moral duty of all Muslims is the main teaching of this
Hadith.

(ii) Two of God’s most quoted attributes are Rahman and Raheem. The
Qur’an also repeatedly tells Muslims about God’s mercy and forgiveness.
The teaching of this Hadith bearing the above in mind is to develop the
traits of mercy and kindness in their personalities and to show compassion
to all living things.

The rights of fellow beings are stressed upon by God Himself and to get
His mercy believers must in turn be merciful to those around them.

(iii) This Hadith explains the importance of the rights of people. The focus of
this Hadith is to highlight that Islam promotes social justice and lays great
stress on the welfare of the community at large.

The Hadith is teaching Muslims to fulfil the needs of the vulnerable in

society to the best of their abilities. Widows and the poor are specifically
mentioned as they are deemed most vulnerable.

Care for others has been compared to ibadah in this Hadith, rewards for
which are comparable.

(iv) In this Hadith, Prophet (pbuh) gives the teaching to all believers that in this
world they must live their lives according to sharia. The world has been
compared to a prison as a Muslim is not free in this world to do as he/she
chooses but needs to abide by the restrictions set by God and follow His
dos and don’ts.

However, a disbeliever does not need to abide by the laws of God, so is

free to do as he/she pleases, and this world may thus seem like a place of
enjoyment and pleasure for them. On the other hand, a believer may
struggle in this world, but his reward is in the hereafter just as a prisoner
may not be free to do as he/she pleases in a prison but upon release can
enjoy his/her freedom.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

Use the AO2 Marking Grid

(i) The teachings of the Hadith can be put into action in several ways. Firstly,
a Muslim can provide food, clothing and shelter to the orphan child. If the
orphan’s father died with a debt, it could be paid off by another Muslim.
Marriages of orphan children can be arranged with their consent to
suitable suitors and their wedding expenses can be paid for. Emotional
support is another way that can help orphans.

(ii) The Prophet (pbuh) showed mercy to his enemies as well. He prayed for
the people of Taif when they stoned him and forgave the Makkans at the
time of the conquest of Makka.

Likewise, Muslims today can forgive those who wrong them. Personal
examples of showing mercy to human beings and animals could be given
here to expand on the answer.

(iii) The way to act upon the teaching of this Hadith is to be conscious of the
plight of others. God wants His creation to not just be engaged in fulfilling
the Pillars but also wants believers to act with concern for others.

Abu Bakr as caliph milked the goats of an old blind widow who lived at
some distance from Madina to help her with her chores. Examples from
the Prophets time, the Companions or present day can be given to
support the answer.

(iv) Living life with an awareness of what is permissible in Islam and what is
forbidden is one way to act upon the teaching of this Hadith. The Prophet
(pbuh) was offered great wealth and marriage to the most beautiful
woman of the time as a bribe to dissuade him from preaching Islam, but
he remained steadfast in his mission. Examples of lifestyle choices such
as food and clothing and entertainment will help give substance to the
answer.

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Question Answer Marks

2(a) Referring to the set Hadiths write about the benefits to the community of 10
following the Prophet’s guidance.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

In response to this question, candidates need to refer to the set Hadiths that
have been set for special study. They can use Hadiths related to individual
conduct and life in the community as there is a link between personal conduct
and how that in turn impacts the community. In the answer, this link is
important to be shown if Hadiths used are related to individual conduct.

For example, if Hadith 9 is used, it teaches about earning from the labour of
one’s hard work, but in turn will help create an honest community and that link
should be brought out in answers.

Hadith 14 is teaching Muslims to be merciful and kind and honest in all trade
dealings which helps the economy of the community and gains the Muslim the
blessings and mercy of God. Hadith 15, 10, 11, 5, and 6 deal directly with
Community life and can be used in the answer.

2(b) Why is the example of the Prophet (pbuh) important for Muslims today? 4

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates could say in response to this question that the Prophet (pbuh)
was the Messenger of God, the interpreter of the Qur’an and his life was
based on the teachings of the Qur’an. Thus, for Muslims who aspired to gain
God’s pleasure, he was the perfect role model to follow.

To create a fair and just society, Muslims must more than ever follow his
example of tolerance, moderation, forgiveness in their daily lives.

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Question Answer Marks

3(a) ‘Uthman was the third caliph of Islam. Write an account of his election 10
and the administration of his caliphate.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

‘Uthman was elected from a panel of six respected members of the

community of Madina that ‘Umar had set up on his deathbed.

The names of these six men were: ‘Ali, Talha, Zubayr, ‘Uthman, Sa’ad ibn Abi
Waqas and Abdul Rahman ibn Awf.

From this select council, Abdul Rahman ibn Awf withdrew his name to act as
Chairman; Talha who was not in Madina at the time could not take part in the
electoral meetings and the choice narrowed down between ‘Uthman and ‘Ali.

Abdul Rahman put a question to both candidates and having heard their
responses chose ‘Uthman as caliph.

‘Ali was amongst the first to offer his allegiance to ‘Uthman who after taking
bait of the Muslims in the Prophet’s mosque made a short speech promising
to faithfully follow the Qur’an, Sunnah and the practices of the deceased
Caliphs.

‘Uthman proved himself to be a skilful administrator. His administration can be

divided in two parts, the first 6 years were seen as very successful and the
last six years had some issues.

He began his caliphate by adding 100 Dirhams to the annual stipends and by
increasing the control of the central government over garrison cities.

He launched a diligent inspection of accounts and overhauled the Diwan

salary rolls.

He also gradually split the immense responsibility of the provincial governors

who doubled as army commanders and created a new post of financial
administrators.

‘Uthman established a Permanent Secretariat and appointed an Inspector of

Markets.

Embankments were constructed to prevent Madina from being flooded and a

systematic extension and provision of clean water; constructed purpose-built
markets whose rents were used to feed the poor.

As part of ‘Uthman’s administrative reforms additional land was bought so that

state owned horses and camels could be conveniently pastured, construction
of state stables, guest houses were made and a port at Jeddah was built

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Question Answer Marks

3(a) ‘Uthman also relaxed the austere measures put in place by ‘Umar and
allowed Arabs to acquire lands in conquered territories.

Candidates may refer to the issues of the last 6 years of his administration
which were a direct result of ‘Uthman appointing his relatives/tribesmen in
important government posts and not overseeing their actions closely. ‘Uthman
not addressing the complaints against his governors and administration could
be written about when discussing his administration.

3(b) ‘Uthman’s greatest achievement as caliph was the compilation of the 4

Qur’an’. Do you agree or disagree? Give reasons for your answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates need to either agree or disagree with the above statement which
needs to be supported by sound reasoning.

If they agree with the statement, they could say that had ‘Uthman not
compiled the Qur’an differences may have arisen in the Muslim community on
its accuracy and led to rifts.

If they disagree they could say that his establishment of a Permanent

Secretariat with an Inspector of Markets was his most important achievement
as this role continued in the Islamic world till very recently.

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Question Answer Marks

4(a) Write an account of Muslim belief in divinely revealed books and their 10
content and purpose.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates could in their answers say that Muslims believe that God has
revealed books to different prophets as a source of guidance to humanity. In
order of revelation the books are:
• The Scrolls (Suhuf) of Ibrahim;
• The Torah (Taurah) revealed to Musa;
• The Psalms (Zaboor) revealed to Dawood;
• The Gospel (Ingeel) revealed to Isa; and
• The Qur’an revealed to Prophet Muhammad (pbuh).

The main purpose for sending the revealed books was for people to learn
about the religion sent to them and to know of their obligations towards God
and fellow human beings. Belief in divine books before the revelation of the
Qur’an is an essential aspect of Muslim faith.

The most important message of all the revealed books was belief in the one
God and that worship is due to none other than Him. The books prior to the
Qur’an were sent to a community and its teachings were relevant to the time
and to the area in which they were revealed. The Qur’an is for all humanity
sent for all times and is the only revealed book whose language is spoken by
millions even today.

The earlier books were lost or altered but Qur’an is in the form it was revealed
and God has taken it upon Himself to protect its text until the end of the world.

4(b) In your opinion why is the Qur’an the most important source of Islamic 4
law? Give reasons to support your answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

An evaluative answer is needed here. Candidates could say that it is the

primary source on which all other sources namely the Hadith, ijma and qiyas
are based.

The laws devised by God in the Qur’an are meant to be followed to live life
according to God’s commands.

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Question Answer Marks

5(a) Describe how and when the two Eids are celebrated and give an account 10
of the Eid prayer.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The two main festivals of Islam are Eid ul Fitr and Eid ul Adha. The first is
celebrated to mark the end of Ramadan and the latter to mark the completion
of the annual pilgrimage and to remember Ibrahim’s willingness to sacrifice
his son in obedience to God’s will.

Muslims bathe and dress up in their best/new clothes at the start of the day.
Before the celebrations Muslims begin the day by offering Eid prayers. Eid
prayers are compulsory on all those on whom Friday congregational prayers
are compulsory. They do not replace Fajr prayers and can only be prayed in
congregation.

There is no qada for this prayer and the time for it is from sunrise until noon.
There is no azaan or iqamat for Eid prayers.

Eid prayers are said in the mosque or in an open field (Musallah). A Khutba is
read in Eid prayers. There are two rakaats to be read during which it is
recommended to pronounce six extra takbirs in Hanafi jurisprudence. Three
takbirs are pronounced after the opening takbir and before the Qur’anic recital
in the first rakaat, while during the second rakaat the believer pronounces the
other three takbirs after the Quranic recital. Worshippers raise their hands
during each pronouncement of the extra takbir.

It is highly recommended to proclaim the takbir on Eid from the time a believer
sets off from home for the Eid prayers until reaching the destination where
prayer is to be said.

Sadaqa tul Fitr is given before Eid prayers to the needy. On Eid ul Adha an
animal is sacrificed in remembrance of Ibrahim’s willingness to sacrifice his
son for the sake of God.

Candidates can also write about the festivities that take place on the day
within families and friends and the wider community e.g. families celebrate by
having Eid meals together, by giving Eidi and presents to the younger
members of the families, visit friends and relatives, etc.

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Question Answer Marks

5(b) What is the importance of celebrating religious festivals? Give reasons 4

to support your answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Various viewpoints could be given in response to this question. It could be

said that Islam is not just a set of rituals and these festivals help to bring joy
and happiness in the community and a sense of enjoyment after fasting for
the set number of days and to mark the completion of the pilgrimage.

It could be said that they help unite the community and allows families to get
together. Charity, Sadaqa and the meat of the sacrificed animals is distributed
in the community which helps the needy and promotes good will.

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Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/12
Paper 1 May/June 2018
MARK SCHEME
Maximum Mark: 50

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.

IGCSE™ is a registered trademark.

This document consists of 15 printed pages.

© UCLES 2018 [Turn over

2058/12 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED
Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

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GENERIC MARKING PRINCIPLE 5:

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.

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Marking Instructions for IGCSE Islamiyat - 0493

In an examination of this kind, it is impossible to devise a mark scheme that will cover all acceptable answers. This mark scheme provides
guidance on what to look out for in the answers given by the candidates. This means that you must be prepared to use discretion in deciding what
constitutes an acceptable answer. In order to ensure that all examiners mark at a uniform level, you are expected regularly to discuss your marking
with your Team Leader, especially any examples or forms of answer that differ greatly from the agreed mark scheme. Team Leaders are expected
to discuss answers with the Principal Examiner.

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are expected to adhere to what has been agreed.

GENERAL POINTS
Before starting to mark scripts, please ensure that you are familiar with the following:
(a) The syllabus
(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history of Islam. Thus AO1 is primarily concerned with
knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the teachings of Islam and in the lives of Muslims. Thus
AO2 is concerned with understanding and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other three Questions.
Question 1 carries a maximum of 8 marks, and the four other Questions carry 14 marks each.In each Question, part (a) tests AO1 and earns a
maximum of 4 marks in Question 1, and 10 marks in Questions 2-5, while part (b) tests AO2 and earns up to 4 marks in Question 1 and 4 marks in
Questions 25. Marks are awarded according to the four levels of response for each AO, following the level descriptors detailed below.

LEVELS OF RESPONSE

The statements which follow should be used to determine the appropriate level of response for each objective. They should be applied as
appropriate to the question and as the assessment of the work of an average 16 year old.
The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the concept of Positive Awarding. Therefore, marks
should be awarded for appropriate responses to reasonable interpretations of the question.

In the Mark Scheme there are no instances where answers are specifically excluded or required. What is included is information for Examiners,
provided as guidance for what one might reasonably expect to find on a script. All appropriate answers therefore have the potential to be credited.
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It is perfectly possible for a candidate to achieve the highest level of response using a different argument or different information from that which
appears in the Mark Scheme.
It must be assumed that Examiners are capable of answering the questions on the paper and so they can award the appropriate level of response
to the candidate. The detailed marking schemes are there as suggestions of what might be found in the answer. Examiners should not check
whether the content of the marking schemes is in the answers but rather be guided by the Levels of Response and the concept of Positive
Awarding. Checking on what is not in the answer almost always leads to lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not hesitate to award the maximum where it is
deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for the part of the question.

Marking Guidelines
The following suggested responses serve as a guide only. Credit should be given for answers which are accurate and valid, and marks awarded
according to the level descriptors.
For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b) answers are also given together. Read both the
part (a) answers together and give a global mark for this part of the Question. Similarly read both the part (b) answers and award a global mark.

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AO1 (Knowledge – part (a) questions)
Question 1(a) has a maximum mark of 4 and questions 2–5 have a maximum mark of 10.

Mark
Mark
Level Questions Level Descriptor
Question 1
2–5

Very Good / Excellent. A thorough, well-developed and substantial response. Demonstrates extensive,
4 4 8–10 relevant and highly accurate knowledge of the subject in considerable detail and with evident expertise. Likely
to quote Qur’an verses and Hadiths to support and illustrate points made. Comprehensive and thoughtful.

Good. Addresses the question confidently and coherently. Demonstrates sound, detailed and generally
3 3 5–7 relevant and accurate knowledge of the subject matter in great detail. Covers the main points. May quote
Qur’an verses and Hadiths to support points made.

Satisfactory. A fair, mainly relevant but generally undeveloped response. The candidate demonstrates some
2 2 3–4 factual knowledge, which is fairly accurate and slightly wider than at basic level. Some of the main points are
covered but lack substance.

Basic. An attempt to answer the question, but lacks potential and / or is unfinished. Very limited knowledge of
1 1 1–2 the subject. Response includes only a small amount of relevant material, or mainly irrelevant points. Facts are
reported in basic outline only, often inaccurately, though some credible points are made.

0 0 0 Irrelevant. No apparent attempt to answer the question set, or a wholly irrelevant response. Totally illegible.

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AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

Very Good / Excellent. Demonstrates a wide and thorough understanding of what the question asks. Recognises fully
4 4 and can explain the significance of material used in answer. Can reason, evaluate and discuss in a thoughtful, mature
manner.

Good. Understands the significance of the question. Seeks to move clearly beyond a purely descriptive approach,
3 3
demonstrating touches of maturity and a willingness to engage with and discuss the material.

Satisfactory. Response is descriptive but makes some effort to offer evaluation. The candidate attempts, though with
2 2
limited success, to move beyond a purely factual approach, with some limited discussion of the material.

Basic. Limited understanding of the subject. The candidate’s response is descriptive and immature, with no attempt to
1 1
discuss or evaluate the material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the subject matter.

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(i) Sura 2.255

Allah. There is no god but He, the living, the self-subsisting, eternal. No slumber can seize Him nor sleep. His are all things in the heavens and
on earth. Who is there can intercede in His presence except as He permits? He knows what is before or after or behind them. Nor shall they
compass any of His knowledge except as He wills. His Throne extends over the heavens and the earth, and He feels no fatigue in guarding
and preserving them for He is the Most High, the Supreme.

(ii) Sura 42.4–5

4. To Him belongs all that is in the heavens and on earth: and He is most high, most great. 5. The heavens are almost rent asunder from above
them, and the angels celebrate the praises of their Lord, and pray for forgiveness for beings on earth: Behold! Verily Allah is He, the oft-
forgiving, the most merciful.

(iii) Sura 112

1. Say: He is Allah, the one and only; 2. Allah, the eternal, absolute; 3. He does not beget, nor is He begotten; 4. And there is none like Him.

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Question Answer Marks Guidance

1(a) Choose any two of the following passages from the Qur’an, and: 4 Read two (a) parts together and give a mark
out of 4 for the whole answer.
(a) briefly describe the main theme(s) in each passage
Themes may be the same for some suras,
Sura 2.255 but they will be expressed differently.
The main themes are Tawhid, One God; that He is unlike creation; that His
knowledge is infinite; that the Throne represents His power. A good way is a reference to the
Candidates will develop these themes in their own way, e.g., saying that background of the sura to distinguish one
He looks after all the Heavens and earth and no-one is needed to look after from the other.
Him; He does not sleep nor get tired in what He does; humans only know
what He allows them; that His throne is understood as His majesty, Answers have to be qualified to get higher
uniqueness, knowledge and having total power. It emphasises how He is marks.
the only one who can make decisions about His creation, yet is
transcendent – completely independent from His creation.

Sura 42.4–5
The main themes are that His Majesty and greatness is being confirmed;
God is the Creator; forgiveness and guidance are given from God to
humanity.
Candidates will develop these themes in their own way, e.g., saying the
heavens are almost torn apart due to His greatness above them or by
committing shirk; He is the owner of everything because He created it; the
angels pray for the guidance of humans on earth, as it is God who is the
forgiving, the merciful.

Sura 112
The main themes are: God as one: Tawhid; God being eternal; God being
unique.
Candidates will develop these themes in their own way, e.g., by saying
this is the main sura specifically revealed to describe Tawhid; it describes
how God is the only one deity and that He does not have a beginning nor
end; God is unlike anyone or anything in creation. He has no partners or
family, does not have anyone to share His authority nor any children; it
forms one of the suras of protection.

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Question Answer Marks Guidance

1(b) (b) briefly explain the importance of these themes in a Muslim’s 4 Read two (b) parts together and give a mark
life today. out of 4 for the whole answer.

Sura 2.255 Candidates must make it relevant to Muslim

The importance of these themes is that these verses allow Muslims to learn lives to get the higher marks.
and understand something about God in a way relevant to them. The theme
of God’s self-subsistence shows how certain attributes that affect humans
do not affect Him, e.g. sleep.
He has the knowledge and power over all things and this passage is used
as a prayer for protection. It was said by the Prophet (pbuh) to be one of the
best passages of the Qur’an, so Muslims might recite it daily for protection.
Candidates could say how they use ayat al-kursi in their lives and that it
gives a sense of being under the protection of God.

Sura 42.4–5
The importance here is that God tells humankind of His power and control
over all things, so they should remember that they do not have any power in
comparison.
God is merciful, even when Muslims have committed wrong actions, so
Muslims have someone to turn to in times of need.
As God is merciful to humankind, they in turn should be grateful and also try
to be forgiving of others, even if they have been hurt or injured.

Sura 112
The importance of stressing the Oneness of God is so that people do not
take other people or created things as their Lord, so they should not replace
God with things like famous people/saints, or place anyone or anything
alongside Him.
It ensures they know that God does not have family, so they will avoid
making the mistake of believing in God having children or a partner, or
anyone to share in His authority. It gives them clarity and allows them to
develop a relationship with God.

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Question Answer Marks Guidance

2(a) Write an account of the events of the first revelation and the Prophet’s 10 Candidates should know this information
reaction afterwards. with considerable detail of the conversation
between the Prophet (pbuh) and Jibril for
The Prophet (pbuh) had increased the time he spent in solitude in the cave Level 3, 7.
of Hira. When he was 40 the revelation came to him, during the month of
Ramadan. The angel Jibril came to him and instructed him to read, iqra, and Development of the answer is where there
the Prophet (pbuh) replied he could not, saying the angel squeezed him so is more background information, more
hard until he could not bear it anymore. The angel squeezed him and said it context to the information presented, and
again and after a third time the angel recited the first few verses of Sura more details with quotes such as Jibril
Alaq (96). saying “You are the Messenger of Allah and
The Prophet (pbuh) stumbled out of the cave and saw the angel on the I am Jibril.”
horizon, and the angel spoke to him. He was confused and shaken and he
ran home and asked his wife to cover him. She consoled him, saying God The reaction of the Prophet (pbuh) to these
would not disgrace him, and went to see her cousin Waraqa, who confirmed events is important in this question.
his prophethood.
Elaboration of the events and points mentioned is required.

2(b) The Qur’an was revealed in parts over a number of years. Why was 4 Candidates should be able to make their
this important? point and give reasoning for it.

God says in the Qur’an that had He sent the Qur’an upon a mountain it
would have come apart (59.21). So had it been revealed as a whole to
Muhammad (pbuh) it would have been too heavy for him to carry the
burden.
God was taking care of the Prophet (pbuh) and his followers by revealing it
in parts, as it was sent to strengthen hearts (25.32), which could be done
due to the partial revelations.
God also sent it in this way to allow the Prophet (pbuh) and the early
Muslims to ponder over its meanings and have time to implement the
teachings in their lives.
It was also sent in parts in response to the needs of different situations and
times.

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Question Answer Marks Guidance

3(a) Write about the main events of the battles of Khaybar and Tabuk. 10 Candidates should try to balance their
answer by writing about both battles
Khaybar: it was fought in 628 (7AH) against the Jews who had broken their equally.
agreements with the Muslims; the Muslim army of 1400 caught the city by
surprise; ‘Ali was given the banner to carry; the Muslims attacked the first fort Level 3, 7, answers will know most of the
of Naim; there were numerous strongholds and the Muslims took over all of information with some detail. Candidates
them; ‘Ali is said to have moved a heavy door by himself; the Jewish leader providing a lot of detail and quotations will
was killed; the Jews requested they stay in the oasis and in return give half go into Level 4.
their produce to the Muslims; the battle strengthened the Muslims and the
Prophet’s leadership.

Tabuk: took place in 9 AH; the Byzantines were wary of the growing Muslim
power and wanted to defeat them before they became too big or powerful to
conquer; the Nabateans brought news to Madina of a big and powerful army
that Heraclius was preparing; the Prophet (pbuh) made a decision to go to war
and meet the Byzantines on their border; ‘Uthman gave a lot of his wealth for
the campaign and Ali was left behind to look after his family; they marched to
Tabuk with 30 000 men; they faced many hardships on the way and had little
water; once at Tabuk they stayed some days, but the Byzantine army did not
arrive; the Prophet (pbuh) made treaties with some of the tribes on the border;
on return to Madina the Muslims’ reputation as a powerful force reached far
and wide, and many delegations came to visit him after this event.

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Question Answer Marks Guidance

3(b) The Battle of Tabuk became a mission of peace instead of war. What 4
can Muslims learn from this?

The Prophet (pbuh) had set off to fight the Byzantines. They did not show,
and so there was no war. The Prophet (pbuh) made treaties with people
along the border. Some lessons Muslims can learn could be:

• Muslims should favour peace over fighting

• Muslims should fight in defence just as the Prophet (pbuh) did,
preferring to make peace with those in neighbouring regions
• Showing unity could help remove the need to fight.

Candidates may also answer this question on a personal level.

Other valid responses should be credited.

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Question Answer Marks Guidance

4(a) The Prophet’s relationship with the Quraysh changed after he began to 10 Answers should write about the Prophet’s
receive revelations. Describe the differences in the way the Quraysh status in the community prior to Islam and
treated him after this event. after.

Before prophethood, Muhammad (pbuh) was well thought of and liked. He was A comparative approach will likely score
known as ‘Al-Amin’ or the trustworthy. The Quraysh used to consult him in higher.
important matters, trust him with their goods, and look to him for advice. After
the revelations, the Quraysh would still keep their belongings with him, but Level 3, 7, answers should know most of this
they would abuse him and tell people not to listen to what he was saying. information with some detail. Level 4
When the Prophet (pbuh) was younger he was chosen by the Quraysh to answers will know all this information, and
settle the dispute of who should replace the sacred Black Stone to its position have more detail, including quotations.
at the Ka’ba. After prophethood, the Prophet Muhammad (pbuh) was rejected
when he invited the Quraysh to Islam, especially by his uncle Abu Lahab. He
was taunted, mocked and openly humiliated by different members of the
Quraysh. Members of his family threw entrails of animals on him, and others
threw rubbish in his way.

4(b) The Prophet did not change his character despite the way the Quraysh 4 These are just some suggestions.
changed towards him. What can Muslims learn from this? Candidates can use others but try to
explain their answers and say why the
Some lessons could be that Muslims should know how to develop good answers they give are good lessons in life.
character traits and not change them, whatever the situation.
That when people are trying to make difficulties in your life, you should try
your best to keep good relations with them rather than reacting in a negative
way with them in return.
That God looks at what you do and will help you when you remain patient.

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Question Answer Marks Guidance

5(a) ‘Uthman and Ja’far were among the companions who migrated to 10 Candidates should give a narrative of the
Abyssinia. Write an account of this migration and the events in it. migration and the Muslims’ stay in
Abyssinia, mentioning both ‘Uthman’s and
The Muslims in Makka, mainly those without tribal protection and slaves, were Ja’far’s roles.
being persecuted by the Quraysh; an ayat was revealed about the earth being
spacious for believers (39.10); the Prophet (pbuh) allowed some followers to Candidates should know most of this
go to Abyssinia to seek protection from its king, the Negus, in the 5th year of information with some detail for Level 3, 7,
prophethood (614/615); ‘Uthman and Ruqayya went in the first delegation of and all the information with considerable
12 men and 4 women, whereupon the Quraysh chased them but the migrants detail for Level 4.
managed to board a boat before the Quraysh got to them; some came back
from Abyssinia when they falsely heard that the Quraysh had accepted Islam;
the persecutions increased and later the second delegation, of 83 men and 19
women, was led by the Prophet’s cousin, Ja’far Ibn Abi Talib; ‘Amr ibn al-‘As
and ‘Abdullah bin Abi Rabi’a followed them and asked the king to return the
Muslims; the Negus called the Muslims to give their account; Ja’far told him of
the way they lived before Islam, and also recited verses from Sura Maryam;
this moved the Negus to tears and he allowed the Muslims to stay in Abyssinia
in peace and freedom; the Quraysh envoys were given their gifts back and
sent away. The Muslims lived here in peace until they moved to Madina.

5(b) How does this migration compare to recent migrations of Muslims to 4 Whichever perspective candidates choose
other countries? to write about, they need to explain their
reasons to be able to get the higher marks.
Candidates can present their own answers, but should give details about
their reasoning. They could say that it can be easily compared to the
migration of Muslims from Palestine/Myanmar/Syria, where people are
being tortured and oppressed and are trying to find hope in new places.
Or they could say that the migrations now are similar but not quite the same
because Muslims are fleeing other Muslims, or they are going to countries
that do not always welcome them and try to send them back.
Or they could say that the migrations are not the same because often
Muslims migrate now for economic reasons, and so they are not facing the
same hardships as those early Muslims.

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Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/12
Paper 1 May/June 2019
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 16 printed pages.

© UCLES 2019 [Turn over

2058/12 Cambridge O Level – Mark Scheme May/June 2019
PUBLISHED
Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

© UCLES 2019 Page 2 of 16

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GENERIC MARKING PRINCIPLE 5:

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.

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(1) Sura 1
1. In the name of Allah, most gracious, most merciful. 2. Praise be to Allah, the cherisher and sustainer of the worlds; 3. Most gracious, most
merciful; 4. Master of the day of judgment. 5. You we worship, and your aid we seek. 6. Show us the straight way, 7. The way of those to whom
You have given your grace, not those who earn your anger, nor those who go astray.

(2) Sura 2.21–22

21. O people! Adore your Guardian-Lord, who created you and those who came before you, so that you may have the chance to learn
righteousness; 22. Who has made the earth your couch, and the heavens your canopy; and sent down rain from the heavens; and by it brought
forth fruits for your sustenance; then do not set up rivals to Allah, when you know.

(3) Sura 108

1. To you have We granted abundance. 2. So pray to your Lord and sacrifice. 3. For he who hates you, he will be cut off.

Question Answer Marks Guidance

1(a) Choose any two of the following passages from the Qur’an, and 4 Read two (a) parts together and give a
mark out of 4 for the whole answer.
(a) briefly describe the main theme(s) in each passage
Credit may be given for reference to the
Sura 1 background of Suras
The main themes are: God’s relationship with the created world and that God
is the Lord of creation; He gives guidance to humans; He is the Merciful; He is Paraphrasing is evidence of a lower level
One. answer.
Candidates will develop these themes in their own way, e.g.,

• God presides over judgment and controls the worlds.

• God gives guidance to those who ask.
• God is merciful towards His creation.
• He should be turned to for guidance and help.
• God is Master of all creation so only He is deserving of worship.

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Question Answer Marks Guidance

1(a) Sura 2.21–22

The main themes are: God’s relationship with the created world and tawhid;
God as Creator and Sustainer; being grateful to God.

Candidates will develop these themes in their own way, e.g.,

• This passage emphasises that God is the Creator of everything including
what is for the benefit of humankind (guidance, fertile earth, shade and
water from sky)
• God also provides sustenance to His creation.
• As the creator, He is the most deserving of worship.
• Humankind should not commit the greatest sin of associating
partners/rivals with God.

Sura 108
The main themes are: God’s messengers and His relationship with the
Prophet Muhammad (pbuh)in particular.

Candidates will develop these themes in their own way, e.g.,

• God’s support and consolation to Prophet Muhammad(pbuh)
• Even in times of difficulties, Prophet (pbuh) and Muslims are required to
worship and show obedience to God.
• God remains near to His prophets. It was also revealed to give hope to the
Prophet (pbuh).
• It foretold the destruction of his opponents as well as success of his
mission.

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Question Answer Marks Guidance

1(b) (b) briefly explain the importance of these themes in a Muslim’s life 4 Read two (b) parts together and give a
today. mark out of 4 for the whole answer

Sura 1 Candidates must make it relevant to

This is recited in every prayer. 'No prayer is accepted without Fatiha'. Muslim lives to get the higher marks
Through it humans communicate with God. Muslims use this to ask for
guidance (given in the Qur'an and sunna), for mercy and help, even outside the
prayer.
Submitting to God brings humbleness into lives, and because Muslims are
accountable to God they pray to be guided on the straight path.
Through the teachings of this sura, Muslims today gain confidence in God’s
mercy and seek His guidance.

Sura 2.21–22
Candidates could talk about the words used to show how the natural world is a
comfort for humankind, and so they should look after it.
God provides the world for humankind so humans should be responsible for
looking after their environment, which can be done in many ways.
They could reflect upon the natural world and the benefits it holds for them.
Humans should acknowledge who their sustenance has come from as He is
the only creator of everything. Candidates could also talk about ways in which
Muslims can be grateful to God.

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1(b) Sura 108

The teachings give an insight into how the relationship between God and the
Prophet (pbuh) has lessons for Muslims. Muslims today are that future
generation of followers that was given to the Prophet (pbuh), and so this sura
gives hope to people in times of need.

Future hope is also given with the promise of the Kawthar in Paradise –
candidates may refer to this future hope as being Fatima.

God always intervenes in times of difficulty so Muslims should always

Even prophets were tested and faced hardships but remained steadfast so
Muslims should not despair of God’s mercy when facing hardships.

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Question Answer Marks Guidance

2(a) Using the Qur’an passages set for special study in the syllabus, outline 10 Candidates should be careful not to
the relationship between God and two of His Messengers: repeat the translation of the sura or
• Adam, provide an explanation of the sura. There
• Abraham, should be an explicit point made about
• Jesus. the relationship between God and the
prophets they have chosen to write
Use the AO1 Mark Grid about.
A comprehensive answer will provide an account of two prophets, focusing on
their relationship with God, not on an explanation of the verses referenced. If candidates only write about one
prophet, maximum marks are level 3/5.
Candidates may include some of the following points. All other relevant points
must be credited.

Adam (2.30–37):
• God is the creator and prophet Adam was His first creation. God bestowed
special status on Adam by making him first human and the first prophet.
• God’s relationship with Adam was that of a teacher and student. He
granted him knowledge that shows the superiority of humans over angels
due to what they know.
• God required obedience from Adam and tested him by forbidding him from
touching a specific tree, without explaining why – so God tested Adam
from the beginning. Part of this test was when Satan came to tempt Adam
and his wife into eating from the tree.
• Adam’s disobedience led to his expulsion from Paradise.
• God sent Adam and his wife to live on earth. Adam realised his mistake
and through this event turned to God in repentance for forgiveness. And
God, because He is the most merciful, turned towards Adam, meaning He
forgave Him. It is the nature of humans to sin and for God to forgive.

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2(a) Abraham (6.75–79):

• God gave Ibrahim knowledge of Himself through the law and order of the
heavens and the earth. God guided him through His signs, and Abraham
turned towards Him, turning away from thinking created things were his
Lord.
• Abraham used his intellect and reasoning to work out that there was one
unseen God and rejected the idols.
• Their relationship comes through the created order with God showing
Abraham, through this order, His Unity and His control over creation.
• Once Ibrahim found who his creator was, he stayed firm.

Jesus (5.110):
• Jesus/Isa was given special guidance and miracles to realise God’s status
as Creator and his status as a prophet.
• God gave Jesus miracles as a sign of His power and to support him: The
Holy Spirit allowed him to speak to the people as an infant and give life to
the dead and heal the sick.
• God gave knowledge of the Law and the Gospel to Jesus to teach the
people how to live their lives in accordance to God’s laws.
• Gods helps his prophets and He saved Jesus from execution, which
showed God’s love and protection for him.

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2(b) God’s Messengers experienced trials. How can their responses help 4 These are just some examples,
Muslims face difficulties in their own lives? candidates can offer others and all valid
responses should be credited.
God sends trials to everyone, including prophets who are closest to Him. So
Muslims should realise that going through hardships does not mean that they Any prophet can be mentioned.
are far from God, but that being tested means they have an opportunity to
become closer to Him.

Trials are also sent to teach people, so Muslims should try to reflect upon what
God is trying to teach them.

Candidates can give examples such as being steadfast in difficulty, not turning
away from God, showing patience and having hope of something good coming
from their hardship.

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3(a) Give an account of the Prophet’s migration (hijra) from Makka to Madina. 10 Level 3, 7 answers should have a good
chronological narration, with most of the
Use the AO1 Mark Grid points in the MS made with some detail.
Level 4 answers should have most of the
Candidates may include some of the following points. All other relevant points points with a lot of detail and a
must be credited. quotation.

The year is 622. In Makka there was a plot to assassinate the Prophet (pbuh). Too much detail of background (pledges
The Quraysh met at Dar al-Nadwa and then went to the Prophet’s house to kill of Aqba, persecutions) will not be
him at night, (referenced in sura 8.30). Jibril had already given the Prophet credited.
(pbuh) God’s permission to migrate.
• The Prophet (pbuh) told ‘Ali to sleep in his bed- he came out of his house Content for Level 4 answers may vary,
and threw dust at the assassins, reciting from sura Yasin (36.9) depth and detail of the chosen content
• Abu Bakr went with him. They took refuge in Cave Thawr and Abu Bakr will determine the mark given.
went in to make sure it was clean and safe. Abu Bakr’s foot was stung by
an insect while the Prophet (pbuh) was sleeping, and he did not cry out for Quotations are embedded in text
fear of waking the Prophet (pbuh). sometimes; examiners should credit
• They stayed in the cave for three nights; Abu Bakr’s son and daughter them.
visited them with food and news.
• The Quraysh set a price of 100 camels for their capture. Some reached
the mouth of the cave, which had been covered by a spider’s web and
bird’s nest. The Prophet (pbuh) reassured Abu Bakr (sura 9.40).
• After they left, Suraqa almost caught up with them but his horse kept
stumbling.
• Prophet (pbuh) also stopped at the tents of umm e Mu’abd.
• Eighty people from Banu Aslam also accepted Islam.
• They stopped in Quba and stayed there for some days; they established a
mosque and ‘Ali caught up with them here. They arrived in Madina and the
people welcomed the Prophet (pbuh).

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3(b) Why was it significant that one of the Prophet’s first task was to 4 Additional guidance:
construct mosques at Quba and Madina?
Focus of the question is on the reasons
Despite travelling from Makka to Madina, the Prophet (pbuh) took the time to for construction of these mosques not
establish a mosque at Quba, and then in Madina. This was to show the the functions of mosques in general.
Muslims that communal worship of God was to be the focal point of primary
importance, and they should learn about their faith.

Praying together as a community was important and beneficial, so much so

that building a mosque was done before building houses.

At Quba and Madina,they were free to establish prayers so it was done as a

symbol of freedom – they were now free to worship together and in the open,
unlike in Makka.

Candidates can offer other answers and all relevant answers must be credited.

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4(a) Write about the events of the final year of the Prophet’s life. 10 Level 3, 7 answers should have most of
Use the AO1 Mark Grid this information with some detail. Level 4
answers should have most of this
Candidates may include some of the following points. All other relevant points information with a lot of detail. They
must be credited. should have a quotation as well as good
narration.
The Prophet received many delegations in the final year of his life. In
631/10AH, the Prophet performed his final pilgrimage. The people knew that Candidates may give extra information
the Prophet (pbuh) was going for pilgrimage and so many people came to join about the sermon, more details about the
him on this journey. They numbered 30 000 in total. The performed tawaf at the pilgrimage, or that he visited Khadija’s
Ka’ba and then proceeded to Arafah. At ‘Arafah the Prophet (pbuh) addressed grave before leaving Makka, and can be
the people gathered there; this is considered his farewell speech, in which he credited as long as some of the main
indicated he may not be there the following year. points in the MS have also been made.
• In his sermon he asked the Muslims to take their guidance from the Qur’an
and sunnah. Revenge was prohibited and usury was forbidden; he gave They may also mention that the Prophet
instructions for unlawful shedding of blood; the obligation towards looking (pbuh) visited Baqi’, they may give
after wives was emphasised as well as the kind treatment of women; details about the final illness, which
sticking faithfully to the pillars of Islam was emphasised; the equality of would be considered development of the
humankind was emphasised saying no Arab has superiority over a non- answer.
Arab and vice versa; brotherhood was established.
• He told them the Qur’an and sunna were left for them and reminded them
they would have to answer for their deeds. Then the verses 5.3 were Candidates responses that only focus on
revealed (today your religion has been perfected). final sermon, can only go up to lower
• The Prophet completed his pilgrimage and returned to Madina. He level 3.
increased his seclusion. Jibril reviewed the Qur’an twice with him.
• Prophet (pbuh) ordered an expedition to Syria under Usama.
• His illness began 13 days before his death. He moved into A’isha’s
apartment for the last week and continued leading the prayers giving the
congregation advice.
• When he was no longer able to attend the mosque, he asked Abu Bakr to
lead the prayers in his absence, which made the companions very sad.
• He called for Fatima, Hassan and Hussain and his wives. The Prophet
passed away on 12th Rabi al-Awwal, 11AH.

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4(b) Which of the Prophet’s teachings from his final sermon do you think is 4 Where reasons as to why any particular
the most important for Muslims today? Give reasons for your answer. point chosen by candidates are
mentioned, level 3 and 4 can be given.
The last sermon is considered a summary of the main elements of faith, as it
includes the five pillars, equality of humankind, ethics and morality. It can be
used in many modern-day issues such as racism, inequality of women, the
financial structure (dealing in interest), adultery, responsibility of actions
(particularly in crimes), treating other Muslims as brothers, and worshipping
God.

Candidates can choose any point but should give reasons for why they think it
is important.

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5(a) Write a detailed account of the lives of Hamza ibn Abd al-Muttalib and 10 If only one personality is discussed,
Khalid ibn Walid during the lifetime of the Prophet. maximum level 3/5 will be given.

Use the AO1 Mark Grid All events must be during the lifetime of
Prophet (pbuh), anything mentioned
Candidates may include some of the following points. All other relevant points about Khalid ibn Waleed after this is
must be credited. irrelevant.

Hamza ibn Abdul-Muttalib: he was an uncle and foster-brother of the Prophet

(pbuh), and only two years older than him. He was a warrior and sportsman
and had little interest the issues of Makkah. He hit Abu Jahl on the head when
he heard Abu Jahl had assaulted the Prophet and asked him to hit him back if
he was brave enough. Hamza then declared that he had become Muslim. It
gave the Muslims a lot of strength and they were able to pray in public. He was
also sent as a leader of an expedition to seashore and was the first Muslim to
be given a flag. In the battle of Badr he killed leading men of the Quraysh
including Hind’s father Utbah; she vowed revenge and hired Washi to kill
Hamza which he did at the battle of Uhud. He was given the title “chief of
Martyrs”, and the Prophet led his funeral prayer.

Khalid ibn Walid: He was from a family who opposed the Prophet in Makka,
and although he did not take part in the Battle of Badr, he played a vital role in
the Battle of Uhud against the Muslims, turning the Muslim victory to defeat. He
was sent with an expedition by Makkans to intercept Muslim delegation at the
time of Hudabiyah Treaty He converted to Islam after the Treaty of
Hudaybiyah. In 629, Khalid set out for Madina. On the way he met 'Amr ibn al-
'As and ‘Uthman ibn Talha, who were also going to Madina to convert to Islam.
After conversion he took part in the Battle of Mu’ta. It was the first battle
between the Romans and the Muslims. He reported that the fighting was so
intense, that he used nine swords, which broke in the battle. Khalid took over
after Zayd ibn Haritha, then Ja’far ibn Abi Talib, then Abdullah ibn Rawaha
were killed. It was because of him that the Muslims returned safely.

He subsequently took part in the Conquest of Makka, Battle of Hunain and the
Battle of Tabuk. Candidates can give details of these events.
He was at the farewell pilgrimage of the Prophet. He died in 642 in Syria.

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5(b) Hamza ibn Abd al-Muttalib showed loyalty to the Prophet. How can 4 Loyalty not restricted to any one
Muslims show loyalty in their everyday lives? category, can discuss Prophet (pbuh),
community or God.
Candidates should give examples of loyalty and elaborate on how that loyalty
can be shown. They could say, for example:
They can show loyalty to their faith by not giving up in times of difficulty or
ease.
They can show loyalty to their friends by always being there for them when
they need it or standing up for them.
They can show loyalty to their families by helping them even when they do not
always want to.

These are just some examples; candidates can use others and should be
credited for all relevant responses.

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Cambridge O Level

ISLAMIYAT 2058/12
Paper 1 May/June 2020
MARK SCHEME
Maximum Mark: 50

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

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

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 10 printed pages.

© UCLES 2020 [Turn over

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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:

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:

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.

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(1) Sura 6.101–103

101. To Him is due the primal origin of the heavens and the earth: how can He have a son when He
has no consort? He created all things, and He has full knowledge of all things. 102. That is Allah, your
Lord! There is no God but He, the Creator of all things: then worship Him: and He has the power to
dispose of all affairs. 103. No vision can grasp Him, but His grasp is over all vision: He is above all
comprehension, yet is acquainted with all things.

(2) Sura 41.37

37. Among His signs are the night and the day, and the sun and the moon. Adore not the sun and the
moon, but adore Allah, who created them, if it is Him you wish to serve.

(3) Sura 112

1. Say: He is Allah, the one and only; 2. Allah, the eternal, absolute; 3. He does not beget, nor is He
begotten; 4. And there is none like Him.

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Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

1(a) briefly describe the main theme(s) in each passage 4

Sura 6.101–103
The main themes are God’s power; His knowledge of everything; that
people should turn to God and worship Him.
Candidates will develop these themes in their own way, e.g.,
• He is the only one to control the heavens and the earth. Everything
originates with Him.
• Although humans cannot understand Him, He understands everything
in creation.
• He is the One who has the power to help humans, and He hears and
sees all that they do, therefore they should worship Him and pray to
Him to reward their actions.

Sura 41.37
The main themes are: God as Creator; God’s signs; Tawhid/Lord of
mankind
Candidates will develop these themes in their own way, e.g.,
• saying God creates and controls everything, in this verse specifically:
the sun and the moon.
• The order and cycle of the sun and the moon are God's signs for
humankind.
• They are signs of His power so only He should be worshipped; no-one
is equal to Him.
• It is a negation of paganism - the sun and moon are not to be
worshipped.

Sura 112
The main themes are: God as one: tawhid; God being eternal; God being
unique.
Candidates will develop these themes in their own way, e.g.,
• by saying this is the main sura specifically revealed to describe tawhid.
It describes how God is the only one deity and that He does not have a
beginning nor end.
• God is unlike anyone or anything in creation.
• He has no partners or family, does not have anyone to share His
authority nor any children.

Themes may be the same for some suras, but they will be expressed
differently highlighting the specific or unique aspect discussed in a particular
passage.

A reference to the background of the sura can help distinguish one sura
from another but should not be the main body of the answer.

Answers have to be qualified to get higher marks – candidates have to

expand on the themes.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Sura 6.101–103
These teachings emphasise the importance of tawhid for Muslims and his
uniqueness.
Humankind is asked to worship Him as it says in this passage that only He
can fulfil their needs, so Muslims should be careful to pray and fast, etc to
fulfil their obligation to Him, and turn to Him only.
He also sees and hears all that humankind does, so Muslims should keep
this in mind in all that they do and say. In a world where there are lots of
distractions, this sura could remind Muslims that they should always
remember their Creator as He is the ultimate authority over their affairs.

Sura 41.37
The importance of these verses is to strengthen belief by showing that
created things are not permanent.
The prophets have asked God for guidance and so Muslims should take this
guidance too.
They should realise they need to look to one God for their answers, rather
than looking to created things for guidance, and also ponder on His signs.

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Question Answer Marks

2(a) Using three passages you have studied from the syllabus, write about
God’s relationship with His created world.

There are five passages from which they can choose: 1, 2.21–22, 96.1–5,
99, and 114.

Candidates should write about the relationship between God and His
creation showing how the relationship is brought out specifically in that
passage and what particular aspect of relationship is discussed.

The passages allow humankind to see the link between them and God. It is
not just about God giving human beings things for their sustenance, but
humans need to give thanks in return and live their life remembering Him
and doing what He has asked, which can be done in different ways.

Sura 1, talks about humankind being created to worship God and that can
be done in many ways: praying, following the sunnah, making dua etc.
• It emphasises that He is the creator and controller of all that is in the
heavens and the earth, and that He will judge over humankind. They
should keep this in mind when they do anything.
• In return they should ask Him for help to remain guided. Asking for help
is important which is why this is used as a prayer.
• It also shows that perfect guidance is provided by God, humans should
seek it and follow it.

Sura 2.21–22, this passage shows that God provides sustenance for His
creation. He gives so that they can have shelter, food and drink.
• They should therefore look after their environment and protect the
things that God has provided for them.
• God wants humans to acknowledge that He is the one who provides
them with this, and not anyone else, and so they should not seek to
praise others for what they have been given by God.
• Humans should also show humbleness to God as the real provider.

Sura 96.1–5, this shows the link between humankind and God by
emphasising the creation of humans, that He is their creator and no one
else.
• He then gave knowledge to humans, the tool for their learning.
They in return should seek knowledge whenever they can as well as
teaching it.
• While highlighting the teacher-student relationship, candidates can talk
about how God has made provisions for fulfilling the intellectual needs
of humans in addition to their physical and emotional needs.

Sura 99, this shows that God is not only the creator of everything, but He
can also destroy His creation with ease. This passage talks about God’s
power as the Destroyer, the vulnerability of humans and their surroundings
as well as God’s power of judgement.
• That could be related to fact that those who followed God and His
Messenger (pbuh), fulfilled their obligations and will be rewarded, while
those who disobeyed will be condemned to Hell by God.
• Humans have a responsibility for their actions, so although God
provides for humans, they must do good to show God that they are
grateful and not be forgetful of their accountability.

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Question Answer Marks

2(a) Sura 114, this passage warns humans that there are those looking to lead
them astray by trying to influence their actions.
• God wants humans to know that only He is the Lord, King and God over
all humankind and so everyone should turn to Him for help in difficult
times, and that protection comes from Him.

Candidates do not have to quote the verse they are writing about, a
reference to it is enough.

2(b) How might teachings from these passages encourage people to take
care of their environment?

Some of the passages describe how God has made various things for the
benefit of humans – the earth, the rain/water, food and drink, and that the
earth will have a voice to say what humans have done whilst living on it.
This will be their good deeds and bad deeds, but also how they have looked
after all these provisions.
Humans are therefore not just encouraged to pray and fast and worship
God, but also to do good actions, including those relating to looking after the
soil from which their crops grow, the water which helps them grow, etc.

Candidates can give other points but should make reference to what is
mentioned in some of the suras that suggests humans should care for the
environment.

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Question Answer Marks

3(a) Give an account of the main events of the Prophet’s preaching up until
the public declaration on Mount Safa.

After the Prophet (pbuh) received his first revelation, he told his wife
Khadija, and later her cousin Waraqa bin Nawfal, about the event. Khadija
was the first to accept the message. After verses from sura Mudaththir were
revealed to him, the revelation came frequently and regularly.
The main message at this point was to reject idols and believe in one God.
For three years the Prophet (pbuh) taught and practised in secret.
The first converts were those who were close to him in his household, such
as Khadija, Zayd bin Harith and ‘Ali ibn Abi Talib. After this Abu Bakr, the
Prophet’s close friend, converted and many prominent companions became
Muslim through him.
The Prophet (pbuh) would meet and teach these new converts in secret,
from the revelations he was continuing to receive. The Muslims prayed twice
a day and would retreat to the mountains to do so.
After there were more than 40 or so converts it could not be kept a secret
anymore. He called his own clan to dinner; Abu Lahab rejected the message
while Abu Talib promised protection.
Then sura 26:214 was revealed to preach the message openly so the
Prophet (pbuh) called the people of Makka to the mount of Safa and told
them about the new faith and believing in one God. His message was
rejected. After this, persecutions started on the early converts but Makkans
continued to convert to Islam.

Answers should focus on the Prophet’s deliverance of the message, and not
the events of the revelation itself or the persecution of the Prophet (pbuh)
and his followers, though some brief mention in the right context is fine.

3(b) What do the Prophet’s struggles in these early years teach Muslims
about dealing with their own difficulties?

The Prophet (pbuh) was not able to preach his message openly, and even
when he did, he was rejected and treated badly.
Some lessons could be that Muslims should realise that they should stick to
what they believe in even if they are finding it hard to do so - especially if
they believe what they are doing is good and is what God asks of them. For
example, colleagues may not want a Muslim to pray openly or wear hijab,
but they should try their best to stick to it and keep their belief strong.
They could also learn that there are times when they do not have to tell
people what they are doing, especially if they fear they will come to harm,
and so it is acceptable for them to do their good actions in secret. An
example could be when moving to new a country a person can keep their
faith hidden to avoid persecution.

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Question Answer Marks

4(a) Describe the main events of the Battle of Mu’ta and the Battle of
Hunain.

Mu’ta: This was the fiercest battle during the Prophet’s lifetime, fought in
629 (8AH). The Prophet (pbuh) had sent Al-Harith bin ‘Umair al-Azdi
carrying a letter to the ruler of Basra, inviting him to Islam. He was
intercepted and killed by the governor of al-Balqa’.
The Prophet (pbuh) had to act over this killing, and so mobilised an army of
3000 men; people near the scene of Al-Harith’s murder would be invited to
Islam and if they accepted no battle would ensue.
Zaid bin Haritha was to lead the army, Ja’far bin Abi Talib would replace
him, and ‘Abdullah bin Rawaha would replace Ja’far if he fell.
Heraclius sent 100 000 troops with another 100 000 from tribes allied to the
Byzantines.
The two armies fought relentlessly. Zaid was martyred and so Ja’far took his
place. He had his right arm cut off, then his left, and eventually he too was
martyred. ‘Abdullah then took his place and fought until he was martyred.
Khalid bin Walid stepped up to take leadership and showed his skills as a
strategist; the Muslims from the back were asked to come to the front to give
the impression of reinforcements, then they gradually retreated to save
lives. The Byzantines, thinking they had to fight a renewed army did not
come forward again, which allowed the battle to end.

Hunain: The sects of Hawazin and Thaqif did not want to submit to Islam so
they decided to fight against the Muslims. The Prophet (pbuh) marched to
meet them with 12 000 men.
The enemy were already waiting for the Muslim army, hiding and waiting to
hurl stones and arrows at them. When this happened, the enemy attack
became fierce and the Muslims started to retreat.
The Prophet (pbuh) called out: ‘Come on, people! I am the Messenger of
Allah. I am Muhammad, the son of Abdullah.’
Eventually the Prophet’s troops returned and they went on to defeat the
army.
Because the enemy’s leader Malik bin ‘Awf had told everyone to take their
families and belongings with them, the Muslims captured huge spoils of war.
This battle is mentioned in Sura Tawba, v25–26.

4(b) From these battles, what can be learnt about good leadership skills?

Candidates could say that good leaders should be determined and not want
to give up, especially when they are fighting for a cause they believe in.
They should not give all the responsibility to others but should take as much
responsibility as they can themselves.
They could also say that good leaders should have strategic skills that
would allow them to change tactics in order to win a battle and that it can be
important to save lives rather than carry on fighting.
It is also important to stay calm in the face of adversity.

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Question Answer Marks

5(a) Give an account of the life of the Prophet’s wife Aisha during the
lifetime of the Prophet (pbuh).

She was the daughter of the Prophet’s close companion, Abu Bakr; she was
married to the Prophet (pbuh) in Madina at a young age and became his
third wife. She was married to the Prophet (pbuh) for nine years.
She was known for her intelligence and sharp memory. Whilst she was
living with the Prophet (pbuh) she learnt a lot from him about revelations and
the law, and later went on to teach Islam and became a narrator of hadith.
She initially stayed with Sawda after migration, while her living quarters
were built next to the mosque.
She was involved in many important events in the life of the Prophet, and
Qur’an verses were revealed to the Prophet (pbuh) about her in relation to
the event of the necklace (Nur:11–19).
They relate to the incident where she was accompanying the Prophet (pbuh)
on an expedition to Banu Mustaliq. The caravan had stopped on the return
journey and she had dropped her necklace whilst she had gone to relieve
herself, and so went to look for it. The caravan left without her and so she
fell asleep while hoping for a search party to come and get her.
Safwan As-Salami found her and took her on his camel back to Madina. The
hypocrites used this as a way to slander Aisha which caused her great
distress. The verses were revealed to prove her innocence.
She, at times, felt jealousy to the Prophet’s other wives. She did not like that
the Prophet (pbuh) showed so much love towards his first wife Khadija. She
also did not like it when the Prophet (pbuh) stayed longer with his wife
Zaynab on account of her having honey that he (pbuh) liked.
She was considered to be the Prophet’s favourite wife. He used to call her
Humayra. The Prophet (pbuh) chose her house to rest in during his final
illness and he passed away whilst he was with her.

5(b) From the example of Aisha, what lessons can be learnt about
education in Islam?

Some lessons could be that it shows that education is important for men and
for women, and that men can learn from women and vice versa, as long as
they keep proper etiquette as Aisha would have. It also tells us that
knowledge should be taken from authentic and reliable sources – Aisha took
her knowledge from the Prophet (pbuh) and people took their knowledge
from Aisha because of her accuracy and reliability.

© UCLES 2020 Page 10 of 10

Cambridge O Level

ISLAMIYAT 2058/12
Paper 1 May/June 2021
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 16 printed pages.

© UCLES 2021 [Turn over

2058/12 Cambridge O Level – Mark Scheme May/June 2021
PUBLISHED

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:

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:

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 2021 Page 2 of 16

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PUBLISHED

GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history of
Islam. Thus, AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus, AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for
the part of the question.

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LEVELS OF RESPONSE

AO1: Knowledge – part (a) questions

Question 1 (a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Mark
Mark
Level Questions Description
Question 1
2–5

4 4 8–10 • A well-structured, clear and comprehensive response

3 3 5–7 • A well-structured and clear response

• Demonstrates sound accurate knowledge which is relevant
to the question
• Points are elaborated upon and generally accurate
• May quote Qur’an verses and Hadiths to support points
made or other relevant quotations

2 2 3–4 • An attempt to present a structured response to the

1 1 1–2 • Some attempt to answer the question

• Lacks cohesion and structure
• Demonstrates limited knowledge of the subject
• Responses made are limited with little connection to the
question

0 0 0 No creditable content

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AO2: Understanding – part (b) questions

Level Mark Description

2 3–4 • Responses demonstrate a clear understanding of the question

• Able to use own opinions to engage with the question and present reasoning
that demonstrates their understanding

1 1–2 • Responses demonstrate some understanding of the question

• There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

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Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

(i) Sura 99

1. When the earth is shaken to her utmost convulsion, 2. And the earth throws up
her burdens, 3. And man cries out: ‘What is the matter with her?’, 4. On that day
will she declare her tidings: 5. For that your Lord will have given her inspiration.
6. On that day will men proceed in companies sorted out, to be shown their
deeds. 7. Then shall anyone who has done an atom’s weight of good see it! 8.
And anyone who has done an atom’s weight of evil shall see it.

(ii) Sura 5.110

Then will Allah say: ‘Jesus son of Mary! Recount my favour to you and to your
mother. Behold! I strengthened you with the holy spirit, so that you spoke to the
people in childhood and maturity. Behold! A taught you the Book and Wisdom,
the Law and the Gospel. And behold! You make out of clay, as it were, the figure
of a bird, by my leave, and you breathe into it and it becomes a bird by my leave,
and you heal those born blind, and the lepers, by my leave. And behold! You
bring forth the dead by my leave. And behold! I restrained the Children of Israel
from you when you showed them the clear signs, and the unbelievers among
them said: ‘This is nothing but evident magic.’’

(iii) Sura 2.30–37

30. Behold, your Lord said to the angels: ‘I will create a vicegerent on earth.’
They said: ‘Will You place there one who will make mischief there and shed
blood?- whilst we celebrate your praises and glorify your holy (name)?’ He said:
‘I know what you do not know.’ 31. And He taught Adam the nature of all things;
then He placed them before the angels, and said: ‘Tell me the nature of these if
you are right.’ 32. They said: ‘Glory to You, of knowledge we have none, save
what You have taught us: In truth it is You who are perfect in knowledge and
wisdom.’ 33. He said: ‘Adam! Tell them their natures.’ When he had told them,
Allah said: ‘Did I not tell you that I know the secrets of heaven and earth, and I
know what you reveal and what you conceal?’ 34. And behold, We said to the
angels: ‘Bow down to Adam’. And they bowed down. Not so Iblis: he refused and
was haughty: he was of those who reject faith. 35. We said: ‘Adam! You and your
wife dwell in the Garden; and eat of the bountiful things in it as you wish. But do
not approach this tree, or you will run into harm and transgression.’ 36. Then
Satan made them slip from there, and got them out of what they had been in. We
said: ‘Go down, with enmity between yourselves. On earth will be your dwelling-
place and your means of livelihood, for a time.’ 37. Then Adam learnt from his
Lord words of inspiration, and his Lord turned towards him; for He is often-
returning, most merciful.

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Question Answer Marks

1(a) briefly describe the main theme(s) in each passage 4

Use the AO1 Marking Grid

Sura 99

The main themes are:

• God’s relationship with the created world.
• The signs of the Last Day.
• The earth will be shaken, destroying what He created - He has the power
to give life and death. Everything will be destroyed.
• The earth will give testimony to what occurs, from environmental abuse to
neglect of resources.
• People will be responsible for their actions on earth and given their
accounts.
• Humans will be accountable to God.
• God will be judge and justice will be done.
• He will decide rewards and punishments.

Sura 5.110

The main themes are:

• God’s assistance and guidance to His prophets, in this case Jesus was
helped by the holy spirit, the Book and the wisdom, the Law and the
Gospel.
• God supports Prophets in their mission by giving them miracles.
• Jesus did great things but only with God’s permission, “by my leave”,
hence real power lies with God.
• Prophets face opposition and persecution. In this case Jesus was
rejected with claims of magic.

Sura 2.30–37

The main themes are:

• God’s prophets.
• God created Adam, as well as everything else (e.g. angels), and made
him a vicegerent (khalifa), which suggests God values humans above
angels.
• God gives knowledge to who He wants, and He gives the special status
of prophethood to whom He wishes.
• When Satan misled Adam, God did not leave him or allow any obstacle to
prevent him from making Adam His representative on earth, in other
words God looks after His Prophets.
• Adam was forgiven when he repented, God’s forgiveness and mercy
extends to all.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Use the AO2 Marking Grid

Sura 99

• The verses reaffirm Muslim belief in the Day of Judgment.

• It creates a sense of accountability, reminding Muslims to stay on the
correct path.
• Good deeds will be rewarded, encouraging Muslims to do good at all
times, e.g. following the Pillars, being honest and helping others.
• It keeps them away from unpleasant things, e.g. lying, cheating,
gossiping and not obeying God’s commandments.
• It helps Muslims understand the temporary nature of the world which
stops them being distracted by worldly things, e.g. fashion or money.
• Muslims feel comforted by God's justice that no good deed will go
unnoticed, or bad deed unpunished.

Sura 5.110

• These teachings reaffirm for Muslims the prophethood of Jesus and the
power of God.
• The teachings show humans are capable of great feats, but it is God who
gives permission, strength and assistance for these. For example, the
moon landings and space travel.
• Muslims should use these as signs of God’s grace and believe in His
power to control everything and allow things to happen.
• They should therefore remember Him often, by praying, supplicating or
doing good deeds to ensure they are counted as believers.

Sura 2.30–37

• This gives Muslims a sense of their connection to God as Adam is called

the father of humankind and everyone is descended from him.
• God made the angels bow to Adam. This showed his elevated status
amongst God’s creatures and that of humanity in general.
• God granted forgiveness to Adam. This should make humankind believe
in God’s mercy and forgiveness and they should repent.
• Shows God’s care and direct relationship with every individual.
• Makes one realise the importance of knowledge and learning.
• Teaches people to stay away from arrogance and pride.

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Question Answer Marks

2(a) Write about the ways in which Abu Bakr, ‘Umar and ‘Uthman were 10
involved in the compilation and preservation of the Qur’an.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

During the time of the Prophet (pbuh) the Qur’an was written on pieces of
animal skin and on parts of bone but mainly was memorised by the
companions. During Abu Bakr’s caliphate, many companions who had
memorised the Qur’an died at the Battle of Yamama.

‘Umar, worried that the words of the Qur’an would be lost due to companions
dying of old age or in battle, he suggested to Abu Bakr that the Qur’an should
be compiled into one book. Abu Bakr hesitated saying that he could not do
something the Prophet (pbuh) had not done; he eventually agreed and called
Zayd ibn Thabit to collect all the verses that had been written. Zayd was a
hafiz himself, yet he only included a verse into the master copy once he had
verified its authenticity. ‘Umar was part of the process of collecting parts of the
mushaf from companions.

The verses were written in the order that the Prophet (pbuh) had given, but
the suras were written on separate sheets. This copy was verified by the
committee and was kept with Abu Bakr during his lifetime, after which it
passed to ‘Umar, and then to ‘Umar’s daughter Hafsa.

During ‘Umar’s caliphate, he took steps to ensure the Qur’an was taught and
memorised to ensure it was not corrupted.

During ‘Uthman’s time as caliph, Islam had spread to other areas. Hudhaifa
reported to ‘Uthman that people were reciting the Qur’an in a different dialect
in different parts. ‘Uthman summoned Zayd and with other companions they
set about copying the original suhuf of Hafsa. ‘Uthman then checked and
approved the final version. More copies of this were made. This new copy
was sent around the various provinces of the expanding Muslim world. He
ordered for any other copies to be collected and burnt. For this he is known as
‘Jami al-Qur’an’.

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Question Answer Marks

2(b) What is the significance for Muslims to have the Qur’an written in the 4
form of a book?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The Qur’an in written form helps Muslims all over the world to have a uniform
text. Even those who do not speak Arabic can read it and get the rewards.
Muslims can read and understand the teachings.

A Muslim does not need to be a hafiz to study and read the Qur’an, as the
Qur’anic text has become available to everyone.

They can refer to specific passages with ease and being in a book they can
carry it with them wherever they go. It becomes more accessible as a book.

The availability of the written form allows the Qur’an to be accessed online,
which gives Muslims another way to easily read the Qur’an as well as being able
to search for verses.

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Question Answer Marks

3(a) Write about the events of the Battle of Uhud fought in 625. 10

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The Battle of Uhud took place in 3AH (625) in revenge for the Makkan defeat at
Badr. The Prophet (pbuh) consulted his companions whether to fight outside or
inside the city; the Muslims decided to meet the Makkan army at Uhud.

Arriving at Uhud, the Makkan army numbered 3000 led by Abu Sufyan, whilst
the Muslims numbered around 1000. Shortly before the battle started Abdullah
ibn Ubayy deserted the Muslim army with 300 of his people.

The Prophet posted 50 archers on a hill to protect them from being attacked
from behind. The Muslim archers fired arrows into the Makkan cavalry, led by
Khalid bin Walid, causing havoc. Khalid bin Walid tried to break the Muslims
from behind three times, but the archers held him off.

The Muslims were successful in driving back the Makkans, and some started to
collect the spoils of war. On seeing this, some of the archers left their post on
the hill to join those collecting the spoils.

Khalid bin Walid noticed this and used the opportunity to attack the Muslims
from the rear. The rest of the Quraysh army on seeing this turned back and
renewed the battle. Many Muslims fled. The Prophet (pbuh) was surrounded by
a small band of Muslims, and only Talha bin Ubaidullah and Sa’d bin Abi
Waqqas survived, whilst the Prophet (pbuh) was badly injured.

The remaining Muslims were disheartened on hearing a rumour that the Prophet
(pbuh) had been killed; the Prophet (pbuh) and Muslims retreated to the Uhud
mountain.

In the battle Hamza was killed by Wahshi, who earned his freedom through this
act. The Makkans mutilated the dead bodies of the Muslims, including Hind who
chewed on the liver of Hamza. The Muslims buried their martyrs and returned to
Madina. Around 70 Muslims were killed and 22 to 37 of the Makkans.

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Question Answer Marks

3(b) What lessons might be learned from the outcome of the Battle of Uhud? 4

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates may give different lessons that might be learned. The lessons
may include that Muslims should listen to and obey the orders of the Prophet
(pbuh) to gain success.

Candidates could say that decisions do not have to be made by leaders on

their own, and consultation with others can be beneficial.

Loyalty is important for Muslims and communities and they should stick
together in difficult times.

Responses can further elaborate these ideas and where possible support
them with examples.

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Question Answer Marks

4(a) Giving examples from the Prophet’s life, write about how he showed 10
both the qualities of patience and forgiveness.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The quality of patience is the quality of waiting calmly without complaining.

From the beginning the Prophet (pbuh) was patient in that he waited for
guidance from God before teaching others or preaching openly. He did not try
to rush the message to hurry people into accepting Islam.

His patience was shown when the people used to throw rubbish on him, call
him names or commit other atrocities. He never retaliated, nor did he get
angry at them.

His enemies would often come when he was praying and try to disturb his
prayer by whistling and clapping, but the Prophet (pbuh) would not say
anything or confront them. When the intestines of a camel were put on his
back while prostrating, he did not react or get angry but stayed in that position
until his daughter came and took it off his back.

He also showed patience while preaching Islam in Makka. Despite his best
efforts, only a handful of people accepted Islam, most of whom were poor or
slaves but that did not deter him from believing in his mission and continuing
to strive patiently.

His patience was also shown when he, along with his whole clan, were put
under boycott by the Makkans and at the end of it he lost those closest to him
in a short period of time, namely Khadija and Abu Talib. Instead of despairing,
he sought the reward of God by praying to Him. He waited for God to allow
him to migrate, despite the risk to his life.

The Prophet (pbuh) showed immense patience throughout his life in Madina
where he had to suffer the conspiracies and treacheries of Jewish tribes as
well as the hypocrisies of the leaders in Madina. This included the actions of
Abdullah bin Ubayy who often used to misbehave with the Prophet (pbuh) and
betrayed him on several occasions but he never retaliated.

The quality of forgiveness is to not want to punish someone when they have
wronged you, to not seek revenge.

Aisha said that the Prophet (pbuh) never took revenge on anyone for himself.
At the time of his visit to Ta’if, the Angel Jibril came to say that he can crush
the people between the two mountains, but the Prophet (pbuh) refused, and
prayed for their guidance instead.

When returning to Makka, the Prophet (pbuh) forgave many people who had
been prominent in persecuting him and his companions, e.g. Abu Sufyan. He
also gave a general pardon to the Makkans, despite their actions against him.

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Question Answer Marks

4(a) He also forgave Wahshi who killed his uncle Hamza as well as Hind who
chewed on Hamza’s liver.

Abdullah ibn Ubayy was one of the hypocrites who opposed the Prophet
(pbuh) whilst outwardly saying he supported him. Despite this the Prophet
(pbuh) seemed to show no animosity for Abdullah when he died, attending his
funeral and praying at his grave.

Candidates can offer other examples of forgiveness, especially for

development of the answer, such as the Prophet’s forgiveness of Ikrimah ibn
Abi Jahl, Sufwan ibn Umayyah and Habbar ibn al-Aswad.

4(b) Why should Muslims show patience in their everyday lives? 4

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Muslims should show patience for a variety of reasons, candidates should

offer reasons with examples.

Candidates might say it is one of God’s names (as-Sabbur), and He says that
He loves those who are patient (Sura 2.153, Sura 39.10) hence it is one of the
main teachings of the Qur’an.

It shows tolerance if a person does not react negatively to others. It can help
change people’s attitude for the better.

It can lead to a more peaceful society if people continue to strive to do good

and stop themselves from doing bad, even when the result/benefit does not
come immediately.

The Prophet (pbuh) showed patience throughout his life, as a Muslim one is
bound to follow the Seerah of the Prophet (pbuh).

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Question Answer Marks

5(a) Write about the life of the Prophet’s daughter, Fatima. 10

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Fatima was the Prophet Muhammad’s youngest daughter, born a few years
before prophethood. She was upset over the treatment her father faced by the
Quraysh in Makka; when he was persecuted and the Quraysh threw animal
entrails on him, she lifted it off and cleaned him.

She was married to ‘Ali and had two sons and two daughters (Hassan,
Hussain, Zaynab and Umm Kulthum). She suffered hardships after her
marriage and did all the work at home herself, for example, grinding flour and
carrying water from the well. When she asked the Prophet (pbuh) for a share
in the spoils of war after one of the battles, thinking she may be able to get a
maid to help at home, he said, I shall give you something better and told her
to say Subhanallah, Alhamdulillah, Allahu Akbar before going to sleep.

One of her nicknames was Az-Zahra, the resplendent one. Aisha said that
she was the one who resembled the Prophet (pbuh) the most.

The Prophet (pbuh) is reported to have said, "Fatima is a part of me and

whoever offends her offends me." The Prophet (pbuh) showed his affection
for her and would visit her before he left on a journey and upon returning.
When the Prophet (pbuh) was ill, she was upset that he was dying but happy
when he told her she would be joining him soon.

She was the only daughter to outlive the Prophet (pbuh) and passed away
five months after her father at the age of 29.

5(b) What can be learned from her life about the relationship between 4
parents and children?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The bond between the Prophet (pbuh) and Fatima shows that mutual love
and respect needs to be nurtured between parents and children.

Parents should love all their children, male and female, and treat them well.

The way the Prophet (pbuh) showed love and respect for his daughter and
the way Fatima always stood by her father hold great lessons for Muslims.

© UCLES 2021 Page 16 of 16

Cambridge O Level

ISLAMIYAT 2058/12
Paper 1 May/June 2022
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 20 printed pages.

© UCLES 2022 [Turn over

2058/12 Cambridge O Level – Mark Scheme May/June 2022
PUBLISHED

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:

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:

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:

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 2022 Page 2 of 20

2058/12 Cambridge O Level – Mark Scheme May/June 2022
PUBLISHED

GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history of
Islam. Thus, AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus, AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for
the part of the question.

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LEVELS OF RESPONSE
AO1: Knowledge – part (a) questions
Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Level Mark Mark Description

Question Questions
1 2–5

4 4 8–10  A well-structured, clear and comprehensive response

3 3 5–7  A well-structured and clear response

2 2 3–4  An attempt to present a structured response to the question

1 1 1–2  Some attempt to answer the question

 Lacks cohesion and structure
 Demonstrates limited knowledge of the subject
 Responses made are limited with little connection to the
question

0 0 0 No creditable content

AO2: Understanding – part (b) questions

Level Mark Description

2 3–4  Responses demonstrate a clear understanding of the question

 Able to use own opinions to engage with the question and present
reasoning that demonstrates their understanding

1 1–2  Responses demonstrate some understanding of the question

 There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

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Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

(i) Sura 2.21–22

(ii) Sura 114

1. Say: I seek refuge with the Lord of mankind, 2. The King of mankind,
3. The God of mankind, 4. From the mischief of the whisperer who
withdraws, 5. Who whispers into the hearts of mankind, 6. Among jinns
and among mankind.

(iii) Sura 108

1. To you have We granted abundance. 2. So pray to your Lord and

sacrifice. 3. For he who hates you, he will be cut off.

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Question Answer Marks

1(a) briefly describe the main theme(s) in each passage 4

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.
Sura 2.21–22
The main theme is Allah’s relationship with the created world.

Candidates will develop these themes in their own way.

 Creator: God is the creator of humankind so they should only worship
Him.
 Worship: God, as a creator, is only worthy of worship.
 Piety: God’s worship creates piety.
 Creation: He also created what is for the benefit of humankind (guidance,
fertile earth, shade, and water from sky).
 Sustenance: God also provides sustenance to His creatures. He has
made permanent arrangements and set up systems for that.
 Gratitude: People should be grateful to God for what He has created and
provided.
 Shirk: Humankind should not commit the greatest sin of associating
partners/rivals with God.
 Tawhid: He is the only creator and sustainer.
Sura 114
The main theme is Allah’s relationship with the created world.

Candidates will develop these themes in their own way.

 Sovereignty: Establishes Himself as master (Rabb), king (Malik) and true
God (Ilah).
 Divine Protection: God instructs to seek divine protection against all evils
and harms. He is a protector from invisible beings (jinn) and humankind.
 God’s Help: Only He can help in times of need, in this case from (jinn)
and humans. Seek help only from Him.
 Control: He created everything so controls everything, even mischief
makers.
 Warning: It’s a warning about those who whisper evil/bad ideas to
humans, and then disappear and leave them on their own.
Sura 108
The main theme is Allah’s Messengers.

Candidates will develop these themes in their own way.

 Consolation: It was revealed as a consolation to the Prophet (pbuh) and
foretold the destruction of his opponents.
 Prophet’s help: God always helps, protects, consoles and rewards His
prophets.
 God’s gift: God has given the Prophet (pbuh) kawthar, which has various
meanings.
 Kawthar: kawthar’s most common meaning is a river in paradise, but also
has the meaning of progeny, guidance in abundance, success and his
followers.

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Question Answer Marks

1(a)  Worship: God commands His followers to pray to Him.

 Gratitude: To show his gratitude the Prophet (pbuh) in particular, and
Muslims in general, are expected to worship God and display the spirit of
sacrifice, determination and good character.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today 4

Use the AO2 Levels of Response.

Candidates may include some of the following information. All other

relevant information must be credited.

Sura 2.21–22
 The themes of these verses invite people to contemplate about God and
nature.
 Humans must worship their creator.
 The natural world is a comfort for humankind, and so they should look
after it.
 God provides the world for humankind so humans should be responsible
for looking after their environment and not be wasteful.
 Gratefulness to God should also be displayed.
 Humans should acknowledge who their sustenance has come from and
rely on God for everything.
 They should also abstain from setting rivals with God.

Sura 114
 God is the king so it is Him who people should seek refuge with.
 Through these verses Muslims get to know the kind of evils/mischief they
have to be wary of, for example, invisible beings (jinn), humans or internal
whisperings such as jealousy.
 They should be aware of what’s happening to them so they can recognise
the signs of mischief and temptations.
 It strengthens reliance on God.
 It creates trust in God’s control, authority, and protection as well as awe
for God’s immense powers.
 Reciting this sura, along with the others (quls) is a source of protection.

Sura 108
 The teachings give an insight into the relationship between God and the
Prophet (pbuh) has lessons for Muslims.
 Muslims today are that future generation of followers that was given to
the Prophet (pbuh), and so this sura gives hope to people in times of
need.
 Future hope is also given with the promise of the Kawthar in paradise.
 God always intervenes in times of difficulty so Muslims should always
remember to look to Him for help and support.
 People should not feel disheartened and remain steadfast in times of
difficulty, for example, during illness or oppression.
 Muslims should display a spirit of sacrifice and prayer, particularly when
hard times befall.
 Even prophets were tested and faced hardships but remained steadfast
so Muslims should not despair of God’s mercy when facing hardships.

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Question Answer Marks

2(a) Give an account of the Prophet’s experience of receiving the first 10

revelation of the Qur’an.

Use the AO1 Levels of Response.

Candidates may include some of the following information. All other

relevant information must be credited.

The Prophet (pbuh) had increased the time he spent in solitude in the cave of
Hira. He used to meditate for a month, as was the Arab tradition, only
returning home for provisions. When he was 40 the revelation came to him,
during the month of Ramadan:

The angel Jibril came to him and instructed him to read (iqra) and the Prophet
(pbuh) replied he could not.

The angel squeezed him hard (‘the angel pressed me until I could not bear it
anymore’).

He repeated the command and squeezed the Prophet (pbuh) again, then after
a third time the angel released him and the Prophet (pbuh) recited the first few
verses of Sura Alaq (96.1–5), saying it was as though they were imprinted on
his heart.

The first verses of Sura Alaq are:

‘1. Read! in the name of your Lord, who created, 2. Created man out of a clot
of congealed blood: 3. Proclaim! And your Lord is most bountiful, 4. He who
taught by the pen, 5. Taught man what he did not know.’

The Prophet (pbuh) came out of the cave and saw the angel on the horizon.
The angel told him, ‘You are the Messenger of Allah and I am Jibril.’

He was confused and shaken and he ran home and asked his wife to cover
him.

She consoled him, saying God would not disgrace him, and went to see her
cousin, Waraqa ibn Nawfal, who confirmed his prophethood. Waraqa also
predicted the Prophet (pbuh) would face opposition from the Makkans.

Answers can be elaborated on with detailed description and quotations.

Some candidates may also mention customs of spending time in isolation
(tahannuth) or give more details of the background.

All variations of some events, as recorded in reliable historical accounts are

acceptable.

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Question Answer Marks

2(b) What was the significance of the Qur’an being revealed over 23 years? 4

Use the AO2 Levels of Response.

Candidates may include some of the following information. All other

relevant information must be credited.

Giving the Prophet (pbuh) the Qur’an in small portions was an easier way for
him to absorb and teach the message to others. It also made it easier for the
new followers to implement their new faith.

Some of the passages were revealed in response to specific events, so they

came when they were needed, over the Prophet’s lifetime.

Not giving a complete book meant that it was less likely for people to claim the
Prophet (pbuh) had written it himself or had taken it from elsewhere.

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Question Answer Marks

3(a) Give an account of the tribes living in Madina and the details of the 10
Constitution of Madina that brought them all together.

Use the AO1 Levels of Response.

Candidates may include some of the following information. All other

relevant information must be credited.

A comprehensive answer will provide an account of the people living in

Madina, the Prophet’s interactions with them and the Treaty they agreed
upon.

The Aws and the Khazraj were two of the most prominent tribes of Madina.
Most of the people belonging to these tribes had become Muslim and were
together called ‘Ansars’ after the migration. These tribes had been fighting for
120 years. The Battle of Bu’ath was fought between them near the city of
Madina before the arrival of the Prophet (pbuh). The Prophet’s migration
resolved the rivalry between them.

There were also some Jewish tribes living in Madina, most prominent of which
were Banu Qaynuqa, Banu Nadir and Banu Qurayza. They had been waiting
for the arrival of a prophet, but they had expected him to come from the
lineage of Ishaq. There were also some Christians living there. After the
arrival of the Muslims in Madina, another group was formed called ‘hypocrites’
in the Qur’an, although this was not a tribe.

All three Jewish tribes were rich and powerful, and also considered
themselves more knowledgeable than the Arabs. Whereas the Arabs were all
farmers, the Jews were the controllers of industry, business, and commerce,
in Arabia, particularly in goldsmithing. Consequently, they had a high profile in
the economic life of Madina.

As there had been fighting between the tribes, and there was also the chance
that the Quraysh would try to attack the Muslims in Madina, the Prophet
(pbuh) tried to unite the residents of Madina. He hoped to maintain friendly
relations with them. One way to do this was to create a treaty for the citizens
of Madina, including non-Muslims, about their rights and responsibilities as
part of the community.

The constitution had two parts, the first part governed the relations between
the believers, Migrants and Helpers, while the second part included Jews.

The treaty included that believers and Jews were to form one Umma (nation).
Each would have complete freedom to practice their religion. The Jewish
tribes and the Muslims were to offer peace and expel any enemy facing the
city. If anyone were to attack, Jews and Muslims would help each other to
fight off the attack.

Anyone causing oppression or breaking the Treaty would have to face the
consequences. The Prophet (pbuh) would judge between them if
disagreements occurred among them.

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Question Answer Marks

3(a) Madina would be a sanctuary for all the people of the document. No
protection or refuge will be granted to Quraysh or their allies. The constitution
also had provisions for a system of financial aid. The Quraysh were to be
boycotted commercially.

The constitution stayed in place for 10 years and initially the relations between
the different groups remained sound. They engaged in commercial dealings
with each other and gave and received help from each other.

Details about the migration itself, the Pledges of Aqaba, the Brotherhood of
Madina and the Prophet’s activities in the early days, apart from those
mentioned above, are not relevant, so are not credited.

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Question Answer Marks

3(b) In your opinion, what important lesson(s) can be learned from the 4
Constitution of Madina by Muslims today? Give reasons to support your
answer.

Use the AO2 Levels of Response.

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates will select lessons; this should show their understanding.

It is important for Muslims to understand that when living with people of other
faiths they should try to live amicably and protect the rights of each other.
Whether they are a minority where they live, or the majority, they should
understand the needs of others living with them and ensure they have equal
rights and respect each other’s.

Candidates can also share examples of the lessons learned from the
Constitution of Madina being applied in today’s world such as entering into
agreements with other communities and nations to establish common goals.
For example, sharing resources through economic co-operation agreements
or establishing peace.

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Question Answer Marks

4(a) Describe the main events of the Battle of Khaybar and the Battle of 10
Tabuk.

Use the AO1 Levels of Response.

Candidates may include some of the following points. All other relevant
points must be credited.

The Battle of Khaybar (628) was fought against the Jews who had broken their
agreements with the Muslims. The tribes in Khaybar had tried to instigate other
tribes in the area to attack the Muslims. After the treaty of Hudaybiyya, the
Prophet (pbuh) eventually decided to try to put a stop to these attacks and
raised an army to march to Khaybar.

The Muslim army of 1400 caught the city by surprise. Jews locked themselves in
the fortress.

There were eight forts in total. The Muslims attacked the first fort of Naim and
then took over the other numerous strongholds, one after the other, except al-
Qamus which was considered impenetrable.

The Prophet (pbuh) said, ‘Tomorrow I shall give the banner of Islam to a man
who loves God and His Apostle... and he will conquer Khaybar.’

The banner was given to ʿAli, and he went to fight the Jewish leader, Marhab,
who was killed.

The Jews requested they stay in the oasis on the premise that they were better
farmers and knew the land. The Prophet (pbuh) agreed and in return the Jews
would give half their produce to the Muslims. The battle strengthened the
Muslims and the Prophet’s leadership as well as bringing economic prosperity.

The Battle of Tabuk (630) took place due to the Byzantines becoming wary of
the growing Muslim power and them wanting to defeat the Muslims before they
became too big or powerful to conquer. Heraclius therefore ordered a large army
to be prepared.

The Nabateans brought news to Madina of the army that Heraclius was
preparing. It was the time for harvesting crops and the weather was very hot
while the crops were ready to be harvested but the Prophet (pbuh) made a
decision to go to war and meet the Byzantines on their border.

Everyone donated generously for the battle: ʿUthman gave a lot of his wealth for
the campaign, which was praised by the Prophet (pbuh), Abu Bakr and ʿUmar
gave all and half of their wealth respectively. ʿAli was left behind to look after his
family.

The Muslims marched to Tabuk with 30 000 men, with the hypocrites staying
behind using the excuse of hot weather: ‘Say, O Prophet (pbuh), “The Fire of
Hell is far hotter!”’

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Question Answer Marks

4(a) The army faced many hardships in the intense heat and had little water. Once at
Tabuk they stayed around 20 days, but the Byzantine army did not arrive. The
Prophet (pbuh) made treaties with some of the tribes on the border. On the
return to Madina the Muslims’ reputation as a powerful force reached far and
wide, and many delegations came to visit him after this event.

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Question Answer Marks

4(b) Despite their difficulties in the Battle of Khaybar the Muslims never gave 4
up. What might Muslims learn from this in their everyday lives?

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

In the Battle of Khaybar Muslims remained steadfast despite the difficulties

they encountered. Today Muslims should continue to work for the
advancement of Islam and never give up hope no matter what hardships they
face.

If you believe in what you are doing, then you should continue to work hard to
succeed. If you work hard for the truth or for a good cause, then God will be
on your side.

Candidates can give examples from their everyday lives to show how they
can implement the lessons learned.

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Question Answer Marks

5(a) Write about the lives of the Companions Bilal ibn Rabah and Abu Sufyan 10
ibn Harb.

Use the AO1 Levels of Response.

Candidates may include some of the following information. All other

relevant information must be credited.

Bilal ibn Rabah was born in Makka into slavery. His mother was Hamama
(Jumana), who was once a princess of Abyssinia but was subsequently
captured and enslaved, and Rabah (Riyah), his father was an Arab slave from
the Banu Humah Clan in Makka.

His master was Umayya ibn Khalf. After conversion he suffered harsh
persecution at the hands of his master, being laid on the hot sand for days
and tortured in various ways. Despite this he did not give up his faith. He was
one of the slaves freed by Abu Bakr and eventually he migrated to Madina.

Abdullah ibn Zayd had a dream that he narrated to the Prophet (pbuh), and
the Prophet (pbuh) asked him to narrate it to Bilal and asked Bilal to give the
call to prayer because he had a beautiful voice. Bilal was appointed as the
first muezzin (the person who calls Muslims to prayer).

He was also placed in charge of the treasury (bayt al-mal) providing

sustenance to widows, orphans, wayfarers, and aided the Prophet (pbuh) in
securing his daily sustenance and clothes.

He fought in all the battles, and at the Battle of Badr he killed his former
master. He gave the call to prayer (adhan) after the Conquest of Makka. After
the death of the Prophet (pbuh) he was so grief stricken he refused to call the
adhan again and left Madina. He went to Damascus and died there.

Abu Sufyan was a prominent and powerful figure among the Quraysh, and a
staunch opponent of the Prophet (pbuh) and the Muslims. He belonged to
Banu Ummaya (Banu Abd Shams). His daughter Ramla (Umm Habiba) was
married to the Prophet (pbuh).

It was his caravan, returning from Syria that was the basis for the Battle of
Badr, where despite reaching Makka safely the Quraysh still decided to fight.

After the loss at Badr, revenge was sought, and Abu Sufyan led the Quraysh
army to Uhud. His wife Hind also went seeking revenge for the death of her
father at Badr. At the end of the battle, he went to the top of the mountain and
shouted loudly, saying, ‘today is in exchange for the day of Badr’.

After Uhud, Abu Sufyan vowed to fight again and the next time they met was
at the Battle of the Trench. He led the coalition forces.

After the Quraysh broke the Treaty of Hudaybiyya, Abu Sufyan went to
Madina to attempt to restore the treaty, but without success. His daughter
refused to let him sit on the prophet’s mat.

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Question Answer Marks

5(a) He subsequently converted to Islam when the Prophet (pbuh) marched

towards Makka, and the Prophet (pbuh) honoured him despite his fierce
opposition for many years by declaring his house place of safety.

In future battles, Abu Sufyan fought bravely as a Muslim and at Ta’if he lost
an eye, and it is said at Yarmouk he lost the other. He was made governor of
Najran.

He also testified to Prophet’s truthfulness and honesty in the Court of

Heraclius during one of his trade missions.

He died aged 90 in Madina.

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Question Answer Marks

5(b) What lessons can be learned about equality from either Bilal’s or Abu 4
Sufyan’s conversion to Islam?

Use the AO2 Levels of Response.

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates could say, that whether a person is from a rich and prominent
background, or a poor background, they are both welcomed into the fold of
Islam as equals.

It does not matter what race a person is. Once they have become Muslim
their status is determined by their faith, and their loyalty to God and the
Prophet (pbuh).

Even if someone has been fighting against Islam or Muslims, as Abu Sufyan
was, upon conversion and repentance, past sins can be erased hence people
should not discriminate against anyone for their past lives, particularly when
they make an effort to mend their ways.

Similarly, people should not consider themselves superior due to their virtuous
acts and judge others, or be cruel to them, because it is just as possible for
them to come to the right path, as anyone else.

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Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/12
Paper 1 October/November 2018
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 14 printed pages.

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Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

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GENERIC MARKING PRINCIPLE 5:

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.

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Marking Instructions for O Level Islamiyat – 2058

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 Recall, select and present relevant facts from the main elements of the faith and history of Islam.

AO2 Demonstrate understanding of their significance in the teachings of Islam and in the lives of Muslims.

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LEVELS OF RESPONSE

The statements which follow should be used to determine the appropriate level of response for each objective.

Examiners should use the full range of marks available within the Levels of Response and not hesitate to award the maximum where it is
deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for the part of the question.

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AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and questions 2–5 have a maximum mark of 10.

Mark Mark Questions

Level Level Descriptor
Question 1 2–5

4 4 8–10 Very Good/Excellent. A thorough, well-developed and substantial response. Demonstrates

0 0 0 Irrelevant. No apparent attempt to answer the question set, or a wholly irrelevant response. Totally
illegible.

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AO2 (Understanding - part (b) questions)

Level Mark Level Descriptor

3 3 Good. Understands the significance of the question. Seeks to move clearly beyond a purely descriptive approach, demonstrating
touches of maturity and a willingness to engage with and discuss the material.

1 1 Basic. Limited understanding of the subject. The candidate’s response is descriptive and immature, with no attempt to discuss or
evaluate the material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which are accurate and valid, and marks awarded
according to the level descriptors.

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(1) Sura 6:75–79
75. So also did We show Abraham the power and the laws of the heavens and the earth, so that he might have certainty. 76. When the night
covered him over, he saw a star: He said: ‘This is my Lord.’ But when it set, he said: ‘I do not love things that set.’ 77. When he saw the moon rising
in splendour, he said: ‘This is my Lord.’ But when the moon set, he said: ‘Unless my Lord guides me, I will surely be among those who go astray.’
78. When he saw the sun rising in splendour, he said: ‘This is my Lord; this is the greatest.’ But when the sun set, he said: ‘O my people! I am
indeed free from your giving partners to Allah.’ 79. ‘For me, I have set my face firmly and truly towards Him who created the heavens and the earth,
and never shall I give partners to Allah.’

(2) Sura 108

1. To you have We granted abundance. 2. So pray to your Lord and sacrifice. 3. For he who hates you, he will be cut off.

(3) Sura 93
1. By the glorious morning light, 2. And by the night when it is still, 3. Your Lord has not forsaken you, nor is He displeased. 4. And truly the
Hereafter will be better for you than the present. 5. And soon your Lord will give you so that you will be pleased. 6. Did He not find you an orphan
and give you shelter? 7. And He found you wandering, and He gave you guidance. 8. And He found you in need, and made you independent. 9.
Therefore, do not treat the orphan with harshness, 10. Nor drive the beggar away; 11. But tell about the bounty of your Lord!

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Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

1(a) briefly describe the main theme(s) in each passage 4

Sura 6.75–79
The main themes are: God’s power, His signs in creation, and His Oneness.
Candidates will develop these themes in their own way, e.g., saying His power is shown through His ability to control the
sun and the moon, and that the sign of His power is that He does not fade or die away, whilst things in creation do. The
passage also shows His relationship with His prophets, as Ibrahim was searching for God, and that He uses these signs to
guide them. Therefore these verses tell Muslims to worship God alone. They strengthen belief in His Oneness.

Sura 93
The main themes are, God as companion; He helps His prophets, in this case the Prophet Muhammad; teaches being
grateful to God.
Candidates will develop these themes in their own way, e.g., it is God who helps in need so when distressed, Muslims
should turn to Him; this sura is directed to the Prophet himself showing how God helped him, in this case with shelter,
guidance and independence; gives message of being kind and helpful to others in need, like orphans and beggars, and
realising that a person’s benefits all come from thanking God. A person may think that God has deserted them, or He does
not seem to be there, but He is always present and with them.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Sura 6.75–79
The importance of these verses is to strengthen belief by showing that created things are not permanent. The prophets have
asked God for guidance and so Muslims should take this guidance too. They should realise they need to look to one God for
their answers, rather than looking to created things for guidance.

Sura 108
The teachings give an insight into how the relationship between God and the Prophet has lessons for Muslims. Muslims today
are that future generation of followers that was given to the Prophet, and so this sura gives hope to people in times of need.
Future hope is also given with the promise of the Kawthar river in paradise. God always intervenes in times of difficulty so
Muslims should always remember to look to Him for help and support, and not feel disheartened in times of difficulty, e.g.
during illness or oppression. Muslims should remain steadfast despite the difficulties or mockeries that they face.

Sura 93
These themes tell humans to not worry when others oppose or hurt you; God gave blessings to the Prophet Muhammad,
despite people saying that he had been forgotten by God. Muslims should look at their own lives to see their blessings and
not think they have been given nothing; they should not constantly want more than what they have.
They should be grateful to God through prayers, giving charity and helping those less fortunate than themselves and they
should make people aware of the ways in which God helps them.

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Question Answer Marks

2(a) Write an account of how the four sources of Islamic Law are used together. 10

The Qur’an is an authority in Islamic law: it is the word of God. It is not questioned or contradicted by the other sources; it is
the basis of legal rulings in Islamic Law. The Sunna is the Prophet’s example and is recorded in the hadith; these emphasise
and expand on verses in the Qur’an,e.g. salat and zakat. They are also used when the Qur’an is silent on a matter, e.g. the
inheritance given to a grandmother. The Hadith also explains, qualifies and provides exceptions to the absolute injunctions of
Quran. Examples of Hadiths explaining circumstances under which hands of a thief can be cut or foods that are halal and
haram apart from those mentioned in Quran, can be cited. They are interlinked so are the two main (primary) sources, the
hadith never contradicting the Qur’an.

Ijma’ and qiyas became more important after the Prophet’s demise and are used mainly for issues that did not arise during his
lifetime. Ijma’ is the consensus of opinion of scholars: ‘my community will never agree upon an error’. Some issues they have
had to deal with have been, at the time of the caliphs, the compiling of the Qur’an and more recently, the permissibility of IVF;
those knowledgeable about Islamic Law decide on new matters based on what they know already from the Qur’an and
Hadith, and then agree on a ruling. The rulings are based on existing Qur’anic rulings, so there is no contradiction or
disagreement with the Qur’an. A good example would be the ijma on the prohibition of marriage to one’s grandmother based
on Quranic verse. Qiyas is analogy, when one Islamic ruling is compared with another to derive a new ruling for a new issue.
Examples of this could be the use of cocaine being prohibited on the basis that intoxicants are prohibited. The original case
will have a ruling based on the Qur’an, and therefore the ruling on the new case will have its basis in Qur’anic sources.

2(b) How useful are ‘ijma and qiyas when dealing with modern issues? 4

It could be said that the secondary sources are useful in that they provide answers for issues arising such as smoking, drug
use, medical treatments which otherwise may get left to individual interpretations, or not given answers at all.

Or it could be said that they are not useful as there are many differences of opinions amongst scholars that there may not be
agreements to what the ruling is on some issues, and this may in turn cause confusion amongst the community.

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Question Answer Marks

3(a) Giving at least four examples from his life, write about the ways in which the Prophet Muhammad showed generosity 10
and humility.

Generosity is giving freely without expecting anything in return: examples of the Prophet’s generosity are: He would never
refuse the beggar, would feed the poor and hungry, going hungry himself. He would give away his possessions and money.
He never turned down anyone who asked him for something, and once a person asked for the clothes he was wearing, the
Prophet took off his garment and handed it to the man. Once, 70 000 dirhams were brought to him and he laid them on the
floor and gave them out until they were all finished. He was most generous in Ramadan. When he returned a debt he gave
more than what he owed. Even when he asked for water from a woman to drink, he gave the water skins back with more
water in them as well as some food. He was generous with his prayers, praying for those who hurt him rather than asking for
their destruction, e.g. at Ta’if and Uhud.

Humility is having a low/modest view of yourself: the Prophet would not think of himself as above the Companions, like a king,
and would take part in all the tasks the rest of the community would, like digging the Trench in battle despite his hunger, or
taking part in the building of the mosque in Madina. He would take part in household chores, like cleaning and mending his
garments, milking the goats, etc., and would not expect others to do it for him. He would sit on the floor and eat, saying, ‘I am
only a servant, I eat like a servant or a slave eats, and I sit as any servant sits.’ When the Prophet entered Makka after the
conquest, he did not enter with a big display of victory, rather he was riding at the back of the army remembering and thanking
God. He was so hunched over that his beard was touching the back of his animal.

3(b) Giving examples, write how Muslims can be generous with their neighbours. 4

Examples could be that they can look out for the needs of people who live around them, whether it be helping them with their
shopping, giving them food from what they have cooked for themselves, giving gifts, especially on days of celebration, or
spending time with them, e.g. if they live alone.

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Question Answer Marks

4(a) The Prophet Muhammad migrated to Madina from Makka. Write about the Ansar and the Muhajirun and the way they 10
helped each other.

When the Muslims of Makka first arrived in Madina they were without many belongings. The Muslims of Madina (mainly from
the Aws and Khazraj tribes), who had invited the Prophet to their city, were happy to welcome the migrating Muslims. To unite
the two groups, the Prophet made them brothers, pairing each of the Ansar with the Muhajirun. The Prophet took Ali as his
brother. Sa’d bin ar-Rabi and Abdur Rahman bin Awf were made brothers and Sa’d was willing to share half his property and
divorce his wife for Abdur Rahman to marry. He refused, preferring to work himself. The Ansar wanted to share their date
palms with the Muhajirun but the Muhajirun refused, so the Ansar offered them to work in their orchards and in return they
were given dates. In this way the Madinans gave protection and material assistance to their Makkan brothers and the
Madinans came with their faith to share and spread in Madina.

4(b) Using this example, what can Muslims do for those people who have left their homes and come to live amongst them 4
in their communities?

There are many ways one can share their good fortune with others. If they have a business, they can offer jobs to those who
need them. If they have spare rooms in their houses, they can offer them as accommodation to people who have not yet
found a place to stay. They can share some of the food that they cook, or buy some groceries for them, so they do not have to
spend from their own money.

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Question Answer Marks

5(a) Write a detailed account of the lives of the Prophet’s daughters, Zaynab and Fatima. 10

Fatima: youngest daughter and born a few years before prophethood; she was the only daughter to outlive the Prophet; she
was upset over the treatment he faced by the Quraysh in Makka; the Prophet showed his affection for her and would visit her
before he left on a journey and upon returning; when the Prophet was ill, she was upset that he was dying but happy when he
told her she would be joining him soon; she was married to ‘Ali and had two sons and two daughters; she suffered hardships
after her marriage due to poverty.

Zaynab: was the eldest daughter; born in 5th year of marriage when the Prophet was 30; she was married to Abu al-Aas bin
Rabi; she died in 8AH; she had two children, Ali and Umaymah; she became Muslim but her husband did not initially; she
stayed behind with him when the other Muslims migrated to Madina; he fought in Battle of Badr against the Muslims and was
captured; Zaynab sent her mother’s necklace for his ransom; she returned to her father in Madina while her husband was
freed and returned to Makka; she did not remarry hoping Abu al-Aas would become Muslim, which he did. He asked the
Prophet to allow him to go back to Zaynab; she died a year later.

5(b) What can Muslims learn from the Prophet about the relationship between fathers and daughters? 4

Lessons could be that it is important for fathers to be compassionate with their daughters, that they should love and respect
them, and for daughters to show respect for their fathers. Examples of how this could be done should be given.

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Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/12
Paper 1 October/November 2019
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 11 printed pages.

© UCLES 2019 [Turn over

2058/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

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:

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:

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.

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(1) Sura 6.101–103

101. To Him is due the primal origin of the heavens and the earth: how can He have a son when He
has no consort? He created all things, and He has full knowledge of all things. 102. That is Allah, your
Lord! there is no God but He, the Creator of all things: then worship Him: and He has power to
dispose of all affairs. 103. No vision can grasp Him, but His grasp is over all vision: He is above all
comprehension, yet is acquainted with all things.

(2) Sura 42.4–5

4. To Him belongs all that is in the heavens and on earth: and He is most high, most great. 5. The
heavens are almost rent asunder from above them, and the angels celebrate the praises of their Lord,
and pray for forgiveness for beings on earth: Behold! Verily Allah is He, the oft-forgiving, the most
merciful.

(3) Sura 2.30–37

30. Behold, your Lord said to the angels: ‘I will create a vicegerent on earth.’ They said: ‘Will You
place there one who will make mischief there and shed blood?- whilst we celebrate your praises and
glorify your holy (name)?’ He said: ‘I know what you do not know.’ 31. And He taught Adam the
names of all things; then He placed them before the angels and said: ‘Tell me the names of these if
you are right.’ 32. They said: ‘Glory to You, of knowledge we have none, save what You have taught
us: In truth it is You who are perfect in knowledge and wisdom.’ 33. He said: ‘Adam! Tell them their
names.’ When he had told them, Allah said: ‘Did I not tell you that I know the secrets of heaven and
earth, and I know what you reveal and what you conceal?’ 34. And behold, We said to the angels:
‘Bow down to Adam’. And they bowed down. Not so Iblis: he refused and was haughty: he was of
those who reject faith. 35. We said: ‘Adam! You and your wife dwell in the Garden; and eat of the
bountiful things in it as You wish. But do not approach this tree, or you will run into harm and
transgression.’ 36. Then Satan made them slip from there, and got them out of what they had been in.
We said: ‘Go down, with enmity between yourselves. On earth will be your dwelling-place and your
means of livelihood, for a time.’ 37. Then Adam learnt from his Lord words of inspiration, and his Lord
turned towards him; for He is often-returning, most merciful.

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Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

1(a) briefly describe the main theme(s) in each passage 4

Sura 6.101–103
The main theme is God in Himself; His power to originate; His knowledge
of everything; His omniscience and omnipotence.

Candidates will develop these themes in their own way, e.g.,

• He is the only one who can create without a precedent.
• He is an originator but He Himself does not have a beginning or an end
and is not bound by any relations.
• Although humans cannot understand Him, He understands everything
in creation.
• He is the one who has the power to help humans, and He hears and
sees all that they do, nothing is hidden from Him.

Sura 42.4–5
The main theme is God in Himself; His ownership of the world; His
greatness and His mercy and forgiveness.

Candidates will develop these themes in their own way, e.g.,

• The heavens are almost torn apart due to His greatness above them.
He is the owner of everything because He created it, so humans should
be careful of His power/anger over the danger of committing shirk.
• Everything in nature praises God including His angels.
• The angels pray for the guidance of humans on earth, as it is God who
is the forgiving, the merciful.

Sura 2.30–37
The main themes is God’s messengers; His relationship and care of His
prophets; God giving knowledge and status to whom He wishes.

Candidates will develop these themes in their own way, e.g.,

• saying God created Adam, as well as everything else (angels, etc.), and
granted him a high position, which suggests God values humans above
angels.
• God gives knowledge to who He wants, and He gives the special status
of prophethood to whom He wishes.
• When Satan misled Adam, God did not leave him or allow any obstacle
to prevent Him from making Adam His representative on earth, in other
words God looks after His prophets.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Sura 6.101–103
These teachings emphasise the importance of tawhid for Muslims which is
the most important belief.
Humankind is asked to worship Him as it says in this passage that only He
can fulfil their needs, so Muslims should be careful to pray and fast, etc. to
fulfil their obligation to Him, and turn to Him only.
He also sees and hears all that humankind does, so Muslims should keep
this in mind in all that they do and say. In a world where there are lots of
distractions, these verses could remind Muslims that they should always
remember their Creator as He is the ultimate authority over their affairs.

Sura 42.4–5
The importance here is that God tells humankind of his power and control
over all things so they should remember that they do not have any power in
comparison.
God is Merciful, even when Muslims have committed wrong actions, so
Muslims have someone to turn to in times of need.
As God is merciful to humankind, they in turn should be grateful and also try
to be forgiving of others, even if they have been hurt or injured.
Humans should not despair of Him or give up on His mercy – even if they
have sinned, they should turn back to Him and He will forgive.

Sura 2.30–37
The importance is that Adam was the first prophet of God, who was made
His representative on earth. This gives Muslims a sense of their connection
to God as Adam is called the father of humankind and everyone is
descended from him.
God showed Adam’s importance by making the angels bow to him and
forgiving him when he disobeyed. This should make humankind understand
their status, they should seek forgiveness from God and worship Him. It also
shows God’s care and direct relationship with every individual encouraging
them to rely on God and implore his assistance.

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Question Answer Marks

2(a) Write about the Prophet Muhammad’s first experience of revelation. 10

Use the AO1 Mark Grid

A comprehensive answer will provide an account of the key events in the
cave when Jibril came to Muhammad (pbuh), what was said, and how he
reacted.

Candidates may include some of the following points. All other relevant
points must be credited.

The Prophet (pbuh) had increased the time he spent in solitude in the cave
of Hira, taking little food and water with him. At the age of 40, Muhammad
(pbuh) went to the cave during the month of Ramadan, and during one of
the nights the first revelation came to him.
• The angel Jibril appeared and instructed Muhammad (pbuh) to read,
iqra, and the Prophet (pbuh) replied he could not. The angel squeezed
Muhammad (pbuh) and said it again and again the Prophet (pbuh)
replied he could not.
• After a third time the angel released the Prophet (pbuh) and recited the
first few verses of Sura Alaq (96): ‘Read! in the name of thy Lord, Who
created. Created man, out of a (mere) clot of congealed blood: Read!
And thy Lord is Most Bountiful, He Who taught (the use of) the pen,
Taught man that which he knew not.’
• The Prophet (pbuh) came out of the cave and heard a voice saying,
‘Muhammad (pbuh), you are the Messenger of God and I am Jibril.’ He
looked up and saw the angel on the horizon, and wherever he looked
he could see the angel.
• Muhammad (pbuh) was confused and shaken, and he ran home and
asked his wife to cover him. She consoled Muhammad (pbuh), saying
God would not disgrace him, and went to see her cousin Waraqa bin
Nawfal, who confirmed Muhammad’s prophethood.

2(b) The Prophet (pbuh) could not read or write. In what way has this 4
always been significant for Muslims?

It was important because being unable to read or write shows that it would
not have been possible for the Prophet (pbuh) to have composed the Qur’an
himself; the implication is that not being able to compose the Qur’an himself,
shows that the Qur’an is from God.

God did not want anyone else to be the Prophet’s teacher, as that would
have meant someone was superior to him in his knowledge of God. It was a
miracle of God.

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Question Answer Marks

3(a) Write about the events related to the signing of the Treaty of 10
Hudaybiyya and the main terms in it.

Use the AO1 Mark Grid

A comprehensive answer will provide an account of some key events that
led to the treaty, the main terms of the treaty as well as the main figures
involved.
Candidates may include some of the following points. All other relevant
points must be credited.

The Prophet (pbuh) had a dream where he entered Makka and did tawaf
around the Ka’ba. In 628, Muhammad (pbuh) and a group of 1400 Muslims
marched peacefully towards Makka, in an attempt to perform umrah.
• The Muslims had left Madina in a state of ihram, so were prohibited
from fighting. The group camped outside of Makka, and the Prophet
(pbuh) tried to negotiate entry to the Ka’ba with the Quraysh, through
intermediaries. The Quraysh were unwilling to let the Prophet (pbuh)
enter. ‘Uthman was sent to negotiate but was not allowed to return.
• Bait al-Ridwan influenced the Quraysh into negotiating a treaty. They
sent Suhayl ibn ‘Amr to make this peace treaty with the Muslims,
whereby the Muslims would go back to Madina and not return for the
pilgrimage until the next year.
• The treaty was for ten years; each party was to be secure from the
other; if a person from the Quraysh was to migrate to Madina he would
be sent back to Makka; however if a person from the Prophet’s side
went to the Quraysh they did not have to hand him back; the Muslims
were to go back to Madina without performing umrah and return the
next year for three days.
• ‘Umar asked why the Muslims were demeaning their religion and was
reassured by Abu Bakr and the Prophet (pbuh). ‘Ali was chosen to write
the treaty. When the Prophet (pbuh) asked him to write ‘In the name of
Allah, the merciful, the compassionate’ or that the Prophet (pbuh) was
the ‘Messenger of Allah,’ Suhayl objected and instead the Prophet
(pbuh) erased it and had ‘Ali write, ‘In your name, O God’ and
‘Muhammad (pbuh), son of ‘Abd Allah’, to which the Muslims protested.
• After the treaty was made, Abu Jandal came to the Prophet (pbuh)
asking to be freed, but the Prophet (pbuh) kept to the terms of the treaty
and told him to be patient.
• The Khuza’a tribe made a pact with the Muslims and the Banu Bakr
made a pact with the Quraysh.
• Once they completed the document, the Prophet (pbuh) asked the
Muslims to sacrifice their animals and shave their heads.
• When shaving their heads and sacrificing their animals, the companions
did not initially do as the Prophet (pbuh) said, to which his wife advised
him to lead by example, after which he did it and the companions
followed
• The Prophet (pbuh) said that Muslims had been victorious and was
supported in this by new revelation: ‘Verily we have granted thee a
manifest victory’ (48:1).

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Question Answer Marks

3(b) What in your opinion were the benefits, if any, to the Muslims of 4
signing this treaty?

Some points candidates could give are:

• it brought peace, and Muslims were free to spread Islam, after which it
did spread a lot.
• Muslims were recognised as a political entity, a force to be reckoned
with.
• It allowed the Companions to see the wisdom of the Prophet’s
decisions.
• It emphasised that God is the best of planners.

Candidates can offer other opinions, and all relevant answers should be
credited.

Question Answer Marks

4(a) Describe the events of the first battle in Islam, the Battle of Badr. 10

Use the AO1 Mark Grid

A comprehensive answer will provide an account of some background
information, the main events in the battle and the outcome.

Candidates may include some of the following points. All other relevant
points must be credited.

The battle was fought in 2AH (624). The Prophet (pbuh) and a group of
around 300 men set off to intercept a caravan led by Abu Sufyan. They had
2 horses and 70 camels. Abu Sufyan sent word to the Quraysh and an army
of 1300 men was gathered.
Abu Sufyan slipped past the ambush and sent word to the Quraysh to go
back but Abu Jahl insisted they continue; some left leaving 1000 soldiers.
The Prophet (pbuh) consulted his companions and they went to meet the
Quraysh army at Badr. It rained heavily that night.
• The Muslims camped near a water well.
• The next day the battle started and ‘Ali, Hamza and ‘Ubaidah went out
to fight and won their duels (‘Ubaidah became the first martyr after
losing his leg).
• The Makkans saw the Muslims as few in number while the Quraysh
looked few in number to the Muslims.
• The Prophet (pbuh) prayed continuously for the success of the
believers. God sent down angels to help (3:123–125). The Prophet
(pbuh) threw some dust which caused a sandstorm (sura 8:17).
• Eventually the Makkans ran off. Abu Jahl was killed.
• Fourteen Muslims were killed and 70 from the Quraysh while 70 were
taken prisoner; the prisoners were treated well, and some paid a
ransom for their freedom, by either paying money or teaching ten
people how to read and write. Bilal is said to have killed his former
master.

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Question Answer Marks

4(b) How important was the outcome of this battle for the Prophet (pbuh) 4
and his followers? Give reasons for your answer.

Candidates could say:

It was very important because it was the first battle that the Muslims had to
fight after the migration, and so to lose the battle may have led to a loss in
confidence and belief, as well as religious freedom.
Their victory ensured they remained strong in their faith and renewed their
hope in their migration. It also gave them strength in belief that God was
with them.
There was an economic benefit to the battle, as the war booty allowed a lot
of the Muhajirun to become financially independent.

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Question Answer Marks

5(a) Write about the lives of ‘Uthman ibn Affan and ‘Ali ibn Abi Talib during 10
the lifetime of the Prophet (pbuh).

Use the AO1 Mark Grid

A comprehensive answer will provide an account of some key events from
both companions’ lives, with a balance between the information provided for
each companion.

Candidates may include some of the following points. All other relevant
points must be credited.

‘Uthman ibn Affan:

• he accepted Islam through Abu Bakr. He was wealthy in Makka, but still
tortured by his relatives after conversion, and was amongst those who
migrated to Abyssinia.
• He married the Prophet’s daughter Ruqayyah. Ruqayyah fell ill before
the Battle of Badr and so he was excused from participating; she died
while the Prophet (pbuh) was at battle.
• ‘Uthman later married the Prophet’s other daughter, Umm Kulthum, and
was given the name ‘possessor of the two lights’.
• He went to Makka as the Prophet’s emissary to allow the Muslims to
perform the pilgrimage, and was detained by the Makkans; this led to
the signing of the Treaty of Hudaybiyya.
• He took part in the battle of Uhud and at Tabuk ‘Uthman supplied the
army with nine hundred and forty camels, and sixty horses. He also
brought ten thousand dinars to equip the army.
• He bought a well and donated it to be used by the rich, poor and
travellers.
• He was considered to be the most shy/modest among the Muslims.

‘Ali ibn Abi Talib:

• the Prophet’s cousin, he went to live with the Prophet (pbuh) at a young
age to alleviate the hardship on his father.
• He was one of the first to accept the message of Islam at the age of ten.
• When the Prophet (pbuh) started open preaching, he called his
clansmen to Islam and it was only Ali who stepped forward to support
him. The Quraysh laughed at ‘Ali being made an amir that they should
obey.
• He stood by the Prophet (pbuh) during the persecutions and the boycott
in Makka.
• He was entrusted with the Quraysh’s belongings to be returned to them
when the Prophet (pbuh) migrated to Madina, and he met the Prophet
(pbuh) and Abu Bakr at Quba.
• In Madina ‘Ali was made the brother of the Prophet (pbuh). He married
the Prophet’s daughter Fatima and they had four children.
• ‘Ali was a prominent fighter in all the battles (except Tabuk),
commanding the Muslim army at Khaybar.
• He was one of the scribes of the Prophet (pbuh), writing down the
Qur’an as well as the Treaty of Hudaybiyya.
• ‘Ali rode next to the Prophet (pbuh) on the final pilgrimage. ‘Ali and
Abbas washed the body of the Prophet (pbuh) when he died.

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Question Answer Marks

5(b) From ‘Ali’s early life, what lessons can young people learn about their 4
role in the community?

Lessons could be that they should not shy away from the truth and that their
age does not mean they cannot make right and mature decisions.
They should follow the guidance of trustworthy people but know that they
also can have the strength to play an important role in the community even
at a young age. They should look to keep themselves in good company to
be able to make the right decisions.

If a young person is able to lead the community because he is

knowledgeable, whether it be in prayer or guiding others, then he should not
be prevented from doing so due to his age. Young people can also be role
models for others.

Candidates can offer other lessons and valid answers should be credited.

© UCLES 2019 Page 11 of 11

Cambridge O Level

ISLAMIYAT 2058/12
Paper 1 October/November 2020
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 13 printed pages.

© UCLES 2020 [Turn over

2058/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2020

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:

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:

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.

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AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and questions 2–5 have a maximum mark of 10.

Mark Mark
Level Question Questions Level Descriptor
1 2–5

4 4 8–10 Very Good/Excellent. A thorough, well-developed and

3 3 5–7 Good. Addresses the question confidently and coherently.

Demonstrates sound, detailed and generally relevant and
accurate knowledge of the subject matter in great detail. Covers
the main points. May quote Qur’an verses and Hadiths to
support points made.

2 2 3–4 Satisfactory. A fair, mainly relevant but generally undeveloped

response. The candidate demonstrates some factual knowledge,
which is fairly accurate and slightly wider than at basic level.
Some of the main points are covered but lack substance.

1 1 1–2 Basic. An attempt to answer the question, but lacks potential

0 0 0 Irrelevant. No apparent attempt to answer the question set, or a

wholly irrelevant response. Totally illegible.

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AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

4 4 Very Good/Excellent. Demonstrates a wide and thorough understanding of

what the question asks. Recognises fully and can explain the significance of
material used in answer. Can reason, evaluate and discuss in a thoughtful,
mature manner.

3 3 Good. Understands the significance of the question. Seeks to move clearly

beyond a purely descriptive approach, demonstrating touches of maturity and a
willingness to engage with and discuss the material.

2 2 Satisfactory. Response is descriptive but makes some effort to offer

evaluation. The candidate attempts, though with limited success, to move
beyond a purely factual approach, with some limited discussion of the material.

1 1 Basic. Limited understanding of the subject. The candidate’s response is

descriptive and immature, with no attempt to discuss or evaluate the material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the

subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the Question. Similarly read both the part (b) answers and award a global mark.

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(1) Sura 1
1. In the name of Allah, most gracious, most merciful. 2. Praise be to Allah, the cherisher and sustainer of the
worlds; 3. Most gracious, most merciful; 4. Master of the day of judgement. 5. You we worship, and your aid we
seek. 6. Show us the straight way, 7. The way of those to whom You have given your grace, not those who earn
your anger, nor those who go astray.

(2) Sura 6.75–79

75. So also did We show Abraham the power and the laws of the heavens and the earth, so that he might have
certainty. 76. When the night covered him over, he saw a star: He said: ‘This is my Lord.’ But when it set, he
said: ‘I do not love things that set.’ 77. When he saw the moon rising in splendour, he said: ‘This is my Lord.’ But
when the moon set, he said: ‘Unless my Lord guides me, I will surely be among those who go astray.’ 78. When
he saw the sun rising in splendour, he said: ‘This is my Lord; this is the greatest.’ But when the sun set, he said:
‘O my people! I am indeed free from your giving partners to Allah.’ 79. ‘For me, I have set my face firmly and
truly towards Him who created the heavens and the earth, and never shall I give partners to Allah.’

(3) Sura 108

1. To you have We granted abundance. 2. So pray to your Lord and sacrifice. 3. For he who hates you, he will
be cut off.

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Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

1(a) briefly describe the main theme(s) in each passage 4

Sura 1

This passage is from the theme of God’s relationship with the creation.

Candidates will develop these themes in their own way, e.g.:

• Saying it is God who presides over judgment and controls the worlds.
• God is worthy of praise as he is the one who is the Sustainer,
Cherisher and Master of mankind.
• God gives guidance to those who ask.
• God will preside over the day of judgement but as He is Merciful and
Compassionate, humans have the hope that they can seek His
forgiveness.
• He is the one to ask for help, and it is He who can grant it for anything.
• He is Master of all creation so only He is deserving of worship.

Sura 6.75–79

This passage is from the themes of God’s messengers.

Candidates will develop these themes in their own way, e.g.:

• Saying His power is shown through His ability to control the sun and
the moon, and that the sign of His power is that He does not fade or die
away, whilst things in creation do.
• The passage also shows His relationship with His prophets, as Ibrahim
was searching for God, and that He uses these signs to guide them.
• Therefore, these verses tell Muslims to worship God alone.
• God’s prophets always believed in and professed Tawheed.

Sura 108

This passage is from the themes of God’s messengers

Candidates will develop these themes in their own way, e.g.:

• Saying in His mercy, God granted the Prophet (pbuh) success.
• Because of this the Prophet (pbuh) and all Muslims should continue to
worship God even in times of difficulty.
• God remains near to His prophets. It was also revealed as a
consolation to the Prophet (pbuh) and foretold the destruction of his
opponents.

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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life 4

today.

Sura 1
This is recited in every prayer. ‘No prayer is accepted without Fatiha’, and it
is a conversation with God and He is the Creator, and God is replying to
each verse. Through it humans communicate with God. Muslims use this to
ask for guidance (given in the Qur’an and Sunna), for mercy and help, even
outside the prayer.

Submitting to God brings humbleness into lives, and because Muslims are
accountable to God. They pray to be guided on the straight path. Fear of
God’s accountability also forces Muslims to live their lives in accordance
with God’s commands.

Sura 6.75–79
The importance is that it creates a strong link with God and strengthens
belief in His Oneness, so Muslims should not look up to anything/anyone
else, famous people, money, etc., to help them in their lives and solve their
problems.

It shows Muslims how God guided His messengers, in this case Ibrahim.

Humans should use their minds to ponder upon God.

God’s signs invite Muslims to observe their environment. It creates awe and
wonder to help get closer to Him. It reminds humankind that He is the
creator of all things, and this realisation helps them turn to Him only in times
of need.

Future hope is also given with the promise of the Kawthar in paradise –
candidates may refer to this future hope as being Fatima. God always
intervenes in times of difficulty so Muslims should always remember to look
to Him for help and support, and not feel disheartened in times of difficulty,
e.g. during illness or oppression. Muslims should remain steadfast despite
the difficulties or mockeries that they face.

Even prophets were tested and faced hardships but remained steadfast so
Muslims should not despair of God’s mercy when facing hardships.

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Question Answer Marks

2(a) Describe the different ways that the Prophet (pbuh) received 10
revelation from God.

There were different ways in which the verses were revealed to the Prophet
(pbuh). Sometimes the Angel Jibril would come in the form of a man, which
the Companions witnessed when Jibril came to confirm the tenets of belief
(hadith Jibril, Daya Kalbi).

A few times the Prophet (pbuh) saw the Angel in his original form, e.g. on the
night journey (sura najm), and at the time of the first revelation.

They also came in the form of dreams, and he would wake up and remember
them.

The most difficult was when they came as the ringing of a bell.

The revelations would weigh down on him, so much so that his camel could
not withstand the weight. The candidates might narrate stories related to
these revelations, such as the pressure that it put on Zayd’s thigh when he
was sitting next to the Prophet (pbuh) during one of the revelations.

They would cause him to sweat even in the winter and shiver in the summer.
Aisha’s Hadith can be given as reference.

They were not within his control (sura 75:16–19), he had no idea when they
were coming, and they were safeguarded by God.

The Prophet (pbuh) also had direct revelation, when he went on the night
journey and ascension.

The candidates might also mention how different verses/suras were revealed
according to the need of time and circumstances, which will be creditable.

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Question Answer Marks

2(b) Why do you think that the revelation was sent to someone who could 4
not read or write?

Candidates can give a range of answers; they should present their opinion
and give reasons for it.

They could say, for example, that it was to show that the Prophet (pbuh)
had not written the revelations himself, and neither did he copy them from
elsewhere as he had not read other books.

In those days, the oral tradition and poetry was important and so the
revelation was sent in a similar method for people to be able to relate to it
and respect it.

Others might say that it is not even relevant whether the Prophet(pbuh)
could read or write, prophethood is a special favour, granted by God, to His
chosen people and one’s ability to read and write does not have any impact
on God’s choice. Some may go further and say that God chooses people
with high moral principles and impeccable character hence the fact whether
one can read or write is insignificant.

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Question Answer Marks

3(a) The Prophet (pbuh) was mistreated by the Makkans after preaching 10
the message of Islam. Write an account of the difficulties he faced.

Candidates should write a detailed account of the difficulties faced by the

Prophet (pbuh) himself.

Candidates could give a brief description of the Prophet (pbuh) beginning to

preach openly after years of secret worship, inviting his kinsmen to Islam
but getting a cold reply from them.

He announced his faith to the Quraysh on Mount Safa, they rejected his call
to Islam, abu Lahab, in particular, spoke harshly and subsequently went on
to mock and torture the Prophet (pbuh).

He was called a mad man, or possessed by jinn [15.6, 68.51]

Abu Lahab forced his two sons to divorce the Prophet’s daughters Ruqayya
and Umm Kulthum.

They laughed and mocked him after his son’s death, calling him ‘abtar’ and
when there was a break in revelations.

Abu Jahal was the most prominent Makkan who committed many atrocities
against the Prophet (pbuh) on several occasions including physically
attacking and inciting others to do the same. He also had the foetus of a
she-camel placed on the Prophet’s back while he was praying at the Ka’ba,
this was removed by Fatima

The Prophet (pbuh) and his clan was boycotted and were not allowed
business dealings or social contact with the Makkans; they stayed in Shib i
Abi Talib for three years, where they had little food or water.

There was a plot to murder the Prophet (pbuh) which eventually led to his
migration.

Some candidates might also refer to the pressure put on Abu Talib to
withdraw support of the Prophet(pbuh) and the bribery offer made by the
Quraysh.

3(b) How can the Prophet’s response to opposition help Muslims when 4
they are mistreated?

Candidates could say that they can take from the Prophet’s response that
they should be patient and kind, and not retaliate to other people’s
behaviour. That in their everyday lives they may be mocked or bullied for
different reasons, but they should try to remain patient.

Showing perseverance and steadfastness with a strong belief in God’s

help, in the face of any hardship, is another way Muslims can respond.

Better answers will give specific examples of lessons Muslims can take in
certain circumstances.

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Question Answer Marks

4(a) Describe the events of the migration (hijra) from Makka to Madina. 10

For this answer an account should be given about the events of the actual
journey; only brief mention should be made about events before the
Prophet left Makka and his arrival in Madina.

In 622 in Makka there was a plot to assassinate the Prophet (pbuh). Jibril
came giving the Prophet (pbuh) God’s permission to migrate after other
Muslims had already left. Abu Bakr, ‘Ali and the Prophet (pbuh) were left.

The Quraysh came to the Prophet’s house to kill him at night, (8.30). The
Prophet (pbuh) had told ‘Ali to sleep in his bed. The Prophet (pbuh) came
out of his house and threw dust at the assassins, (36.9).

Abu Bakr went with him. They took refuge in Cave Thawr. Abu Bakr went in
to make sure it was clean and safe.

Abu Bakr’s foot was stung by an insect. They stayed in the cave three
nights. Abu Bakr’s son and daughter visited them.

The Quraysh set a price of 100 camels for their capture. Some men
reached the mouth of the cave. The Prophet (pbuh) reassured Abu Bakr
that he should not worry as Allah was the third in the cave.

A spider wove its web at the entrance of the cave, in this way God ensured
they were not discovered.

Suraqa almost caught up with them but his horse kept stumbling.

They stopped in Quba and stayed there for four days, establishing a
mosque. ‘Ali caught up with them here.

They arrived in Madina and the people welcomed the Prophet (pbuh). He
stayed with Abu Ayyub al-Ansari.

Some responses may also mention events that happened at Quarters of

Bani Saleem or tents of Umm-e- Mu’bd or the Prophet (pbuh) leading a
congregation at the valley of Ranuna.

4(b) In what way is this journey significant for the Muslim community 4
now?

The migration has allowed Islam to spread and flourish, allowing it to reach
Muslims in all parts of the world until the present day.

It also laid the foundation of a Muslim state which has resulted in many
Muslim nations around the world.

Some candidates will talk about how there are lessons in the migrations for
Muslim communities facing political, social and religious problems. Such
communities can also find alternative ways to come out of these problems,
similarly, the communities that host immigrants can also learn valuable
lessons about how to accommodate and help migrants.

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Question Answer Marks

5(a) Write about the brotherhood in Madina that developed between the 10
Helpers (Ansar) and the Emigrants (Muhajirun).

Candidates may include some of the following points. All other relevant
points must be credited.

The residents of Makka, who had to leave all their belongings behind and
migrate to Madina, due to the persecutions of Makkans, are called
Emigrants while their hosts, residents of Madina known as Yathrib at that
time, are called Ansars or Helpers (mainly from the Aws and Khazraj
tribes).

Ansars had started to accept Islam as a result of Pledges of Aqaba and had
invited the Prophet (pbuh) to their city. They welcomed Emigrants open-
heartedly.

To unite the two groups, the Prophet (pbuh) made them brothers, pairing
each of the Ansar with the Muhajirun. This was to help each other
materially and spiritually. The Ansar had already been eager to help their
migrating brothers and sisters with accommodation and food.

The Prophet (pbuh) gathered the two groups and started calling out the
name of one Ansar and one Muhajir. The Prophet (pbuh) took ‘Ali as his
brother. Better answers will name some prominent pairs.

Sa’d bin ar-Rabi and Abdur Rahman bin Awf were made brothers and Sa’d
was willing to share half his property and divorce one of his wives for Abdur
Rahman to marry. He refused, saying ‘direct me to the nearest market
place so that I may make my fortune with my own hands.’

The Ansar wanted to share their date palms with the Muhajirun but the
Muhajirun refused, so the Ansar offered them to work in their orchards and
in return they were given dates. In this way the Madinans gave protection
and material assistance to their Makkan brothers and the Makkans came
with their faith to share and spread in Madina.

The virtue of these two groups has also been mentioned in the Qur’an:
‘Those who believed and emigrated and carried out jihad in the way of Allah
with their wealth and lives are greater in rank in the sight of Allah, and it is
they who are the successful.’ [9.20]

Some candidates may also refer to the fact that Emigrants and Helpers also
inherited from each other till the practice was prohibited by the Quran 8:75.

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Question Answer Marks

5(b) How can Muslims today show their brotherhood and sisterhood 4
towards each other?

Muslims can show their brother/sisterhood in various ways – by visiting

each other and looking to see how they can help each other. This may be
food, their time, or company if they are on their own. They can offer to
share their belongings with others, especially if they do not have much of
their own.

Candidates can offer other answers but they should elaborate on their
answers and give specific examples to show how brotherhood can be
practised today.

Candidates can talk about brotherhood at local, national and international

level.

Cambridge O Level

ISLAMIYAT 2058/12
Paper 1 October/November 2021
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 17 printed pages.

2058/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

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:

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:

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.

2058/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history
of Islam. Thus AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

2058/12 Cambridge O Level – Mark Scheme October/November
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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the level achieved or the total allowable for
the part of the question.

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AO1: Knowledge – part (a) questions

Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Level Mark Mark Description

Question Questions
1(a) 2–5

4 4 8–10 • A well-structured, clear and comprehensive response

3 3 5–7 • A well-structured and clear response

• Demonstrates sound accurate knowledge which is relevant
to the question
• Points are elaborated upon and generally accurate
• May quote Qur’an verses and Hadiths to support points
made or other relevant quotations

2 2 3–4 • An attempt to present a structured response to the question

• Response lacks cohesion or is undeveloped
• Demonstrates some knowledge of the subject covering
some of the main points but without detail
• Points made are sometimes relevant and accurate but
limited

1 1 1–2 • Some attempt to answer the question

• Lacks cohesion and structure
• Demonstrates limited knowledge of the subject
• Responses made are limited with little connection to the
question

0 0 0 No creditable content

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AO2: Understanding – part (b) questions

Level Mark Description

Question
1(a)

4 4 • Responses demonstrate a clear understanding of the question

• Able to use own opinions to engage with the question and present
reasoning that demonstrates their understanding

3 3 • Responses demonstrate some understanding of the question

• There are descriptive and factual references to the question with limited
discussion of the material

2 2 No creditable content

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

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PUBLISHED 2021

Question Answer Marks

1 Choose any two of the following passages from the Qur’an, and

(i) Sura 2.255

Allah. There is no God but He, the living, the self-subsisting, eternal. No
slumber can seize Him nor sleep. His are all things in the heavens and
on earth. Who is there can intercede in His presence except as He
permits? He knows what is before or after or behind them. Nor shall they
compass any of His knowledge except as He wills. His Throne extends
over the heavens and the earth, and He feels no fatigue in guarding
them and preserving them for He is the Most High, the Supreme.

(ii) Sura 99
1. When the earth is shaken to her utmost convulsion, 2. And the earth
throws up her burdens, 3. And man cries out: ‘What is the matter with
her?’, 4. On that day will she declare her tidings: 5. For that your Lord
will have given her inspiration. 6. On that day will men proceed in
companies sorted out, to be shown their deeds. 7. Then shall anyone
who has done an atom’s weight of good see it! 8. And anyone who has
done an atom’s weight of evil shall see it.

(iii) Sura 93
1. By the glorious morning light, 2. And by the night when it is still, 3.
Your Lord has not forsaken you, nor is He displeased. 4. And truly the
Hereafter will be better for you than the present. 5. And soon your Lord
will give you so that you will be pleased. 6. Did He not find you an
orphan and give you shelter? 7. And He found you wandering, and He
gave you guidance. 8. And He found you in need, and made you
independent. 9. Therefore, do not treat the orphan with harshness, 10.
Nor drive the beggar away; 11. But tell about the bounty of your Lord!

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Question Answer Marks

1(a) briefly describe the main theme(s) in each passage 4

Use the AO1 Marking Grid

(i) Sura 2.255

The main theme is God in Himself:
• Oneness of God/Tawhid, God is the Creator/Lord of everything in the
heavens and earth.
• He is The Ever Living and The Sustainer, The Self-Subsisting hence
all creations are dependent on Him, but He is independent.
• He does not have human qualities so does not sleep or get tired in
what He does.
• Everything in the universe is His kingdom and under His power and
authority.
• His knowledge is limitless, and humans only know what He allows
them.
• His throne is understood as His majesty, uniqueness, knowledge and
having total power. It emphasises how He is the only one who can
make decisions about His creation yet is transcendent – completely
independent from His creation.
• He is the Highest authority.

(ii) Sura 99
The main theme God’s relationship with the created world:
• The signs of the Last Day,
• The earth will be shaken and the inescapable quaking will baffle
humans.
• Everything will be destroyed as God has the power to destroy His
own creation (Al-Mumit “The Destroyer).
• The earth will give testimony on what occurred, from environmental
abuse to neglect of resources.
• People will be responsible for their actions on earth and given their
accounts.
• God will be the Judge.
• Decision about the eternal life will be made by God, only He has the
power to do so.
• Every little act of goodness or sin will be taken account of by God
while complete justice will be done.

(iii) Sura 93
The main theme is God’s Messengers:
• God helps those who are in distress, prophets, and Muslims.
• This sura is directed to the Prophet (pbuh) himself showing how God
helped him, in this case with shelter, guidance and independence.
• He is always present and with them through the hardships they
endure, and He supports them.
• God reminds the Prophet (pbuh) of the worthlessness of worldly life
and the eternal bounties awaiting him in Akhirah. All prophets
preferred afterlife over their earthly abode.
• Special instruction for good treatment of the needy and the poor are
also given.
• Prophet (pbuh) is also asked to show gratitude and gratefulness.

2058/12 Cambridge O Level – Mark Scheme October/November
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Question Answer Marks

1(b) briefly explain the importance of these themes in a Muslim’s life today. 4

Use the AO2 Marking Grid

(i) Sura 2.255

The importance of these themes is that these verses allow Muslims to
learn and understand something about God in a way relevant to them.
The theme of God’s self-subsistence shows how certain attributes that
affect humans do not affect Him, for example, sleep, so they can rely
entirely on Him.

He has the knowledge and power over all things, and this could make
Muslims more cautious of their practices.

It can be considered as one of the best passages of the Qur’an, and

Muslims often recite it daily for protection.

Candidates could say how they use Ayat al-Kursi in their own lives.

(ii) Sura 99
The verses reaffirm Muslim belief in the Day of Judgment.

It creates a sense of accountability, reminding Muslims to stay on the

straight path.

Good deeds will be rewarded which encourages Muslims to always do

good, for example, following the Pillars or being honest and helping
others. It keeps them away from displeasing things like lying, cheating,
gossiping and not obeying God’s commandments.

It helps Muslims understand the temporary nature of the world which

stops them being distracted by worldly things, such as fashion or money.

Muslims feel comforted by God's justice that no good deed will go

unnoticed, or bad deed will go unpunished.

(iii) Sura 93
These themes tell humans not to worry when others oppose or hurt you.

A person may think that God has deserted them, or He does not seem to
be there when they go through hard times in their lives, but these themes
assure them that He is always present and with them.

God gave blessings to the Prophet (pbuh), despite people saying that he
had been forgotten by God. Muslims should look at their own lives to see
their blessings and not think they have been given nothing; they should
not constantly want more than what they have.

These themes also encourage people to be kind and compassionate to

the vulnerable members of the society, particularly orphans and destitute.

These themes also create appreciation and gratitude in Muslims.

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Question Answer Marks

2(a) Write about the way in which the Qur’an and Sunna are used in Islamic 10
Law.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The Qur’an is the foremost authority in Islamic Law as it is the word of God. It
contains the main teachings and guidance for humankind about Islam, in
matters of faith and worship, rulings relating to what is right and wrong, family
life, etc. It is considered as the final message sent by God, so it is therefore
complete in its teaching and guidance.

It is also protected by God and so is unchangeable in its teachings and

rulings: ‘We have, without doubt, sent down the Message; and We will
assuredly guard it (from corruption).’ [Sura 15.9]. Therefore, it cannot be
questioned or contradicted by the other sources.

The Sunna is the Prophet’s example and is recorded in the Hadith. The
Prophet (pbuh) was said by Ai’sha to be a ‘walking Qur’an’ and said, “Verily,
the character of the Prophet of Allah was the Qur’an.”

Qur’an and Hadith are interlinked so are the two main (primary) sources.
Used together they identify the main principles of morality and action.
Therefore, they are the authority for the foundation of legal matters.

The Qur’an also states the importance of following the example of the Prophet
(pbuh) [Sura 3.31–32]. Say, ‘If you love God, follow me, and God will love you
and forgive you your sins; God is most forgiving, most merciful. Quran also
states’ Say, ‘Obey God and the Messenger,’ but if they turn away, [know that]
God does not love those who ignore [His commands].

The Qur’an and Hadith do not contradict each other, but rather complement
one another, as the Hadith emphasise and expand on verses in the Qur’an.
For example, zakat and salat are mentioned in the Qur’an but the way in
which they should be performed is detailed by the Hadith.

The Qur’an clearly prohibits interest, however, the Prophet (pbuh) explained
what constitutes interest after observing the tactics of traders in the markets.

Hadith are also used when the Qur’an is silent on a matter, for example,
inheritance given to grandmothers is not specifically mentioned in the Qur’an,
but it is explained by Hadith.

The Qur’an mentions things that are not to be eaten, but the Hadith provides
elaboration, for example, saying that anything with fangs and talons can’t be
eaten. The meat of donkeys being haram is also derived from the Hadith.

Hadith provide exceptions to the absolute rulings of the Qur’an, for example,
the Qur’an asks to cut the hands of thieves, whereas the Hadith provide all
rules regarding exceptions, such as the amount stolen, which hand should be
cut and where it should be cut.

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Question Answer Marks

2(a) Similarly, the matters not established by the Qur’an such as punishment of
certain offences like drinking, etc., were settled through the Hadith of the
Prophet (pbuh).

Description or details or examples of ijma or qiyas are not relevant.

2(b) Give one example where using ijma or qiyas has been significant for 4
Muslims today.

Use the AO2 Marking Grid

Candidates may include one of the following examples. All other relevant
information must be credited.

Candidates can provide other examples but should elaborate on the significance
of the example used. Some of the issues they may write about are:

Nail polish – using analogy from the Hadith where Ai’sha had flour on her nails
which prevented her from making ablution (wudu’), scholars have said that nail
polish is a similar barrier and whilst it is on nails, ablution won’t be valid. This is
significant because purification is required for prayer, so those who want to wear
nail polish need to take this into consideration. It is significant because wearing
nail polish is fashionable and many people want to wear it, but anyone wearing it
would have to remove it before wudu’. Due to the desire to wear it without
compromising religious practices, ‘breathable’ nail polishes have become
available on the market.

Intoxicants – using analogy from the Qur’an which says intoxicants, particularly
from grapes, are impermissible, scholars have deemed other intoxicants which
have a similar effect to be impermissible too. Alternative examples include other
types of alcohol, even if not made from grapes, and drugs that make a person
lose control of their senses. This is significant because there are now many
different types of alcohol and drugs that have been created, and so it gives
Muslims a clearer idea of what they need to avoid.

IVF – using ijma, scholars deemed IVF as permissible, despite it being a very
invasive procedure, although restrictions were also made regarding the donors
who should only be the married couple seeking to have children. This is
significant for Muslims now, as there are many couples who are not able to
conceive naturally, and it offers them a chance to have a family without feeling
that they are going against their religious beliefs.

Candidates could also give examples of two adhans, during Friday prayers or
marriage prohibition to grandmother and granddaughter.

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Question Answer Marks

3(a) Outline the main events from the Prophet’s night journey and ascension 10
(al-isra wal-mi’raj).

Use the AO1 Mark Grid

Candidates may include some of the following information. All other relevant
information must be credited.

In the year before migration, the Prophet (pbuh) was taken on a journey, ‘from
the sacred mosque to the farthest mosque’ [Sura 17.1].
• The Prophet (pbuh) was asleep in the house of Umm e Hani/Hateem
(Hijr).
• He was woken from his sleep and his heart was washed with
Zamzam by the Angel Jibril.
• He was then taken on Buraq from Makka to Jerusalem (description of
Buraq).
• He was presented with vessels, one containing wine and the other
milk. The Prophet (pbuh) chose milk, to which Jibril said, ‘You have
been guided on the fitra (faith).’
• There the Prophet (pbuh) led all the previous prophets in prayer.
• After that, Jibril took him to the seven heavens. He (pbuh) met Adam
at the door to heaven, and He (pbuh) met various Prophets, on the
second Isa and Yahya, on the third Yusuf, on the fourth Idris, on the
fifth Harun, on the sixth Musa, and on the seventh, Ibrahim, who was
next to the Lote tree.
• He was led to the Lote Tree, past which Jibril could not go, and then
met with his Lord.
• He was given prayers and the last 2 verses of Sura Baqara.
• On his way down he met Musa who suggested the Prophet (pbuh)
ask God to reduce the number of prayers given to his people. The
Prophet (pbuh) did this numerous times, then at five, stopped, saying
that he was too embarrassed to ask for further reduction. He was
shown some of the inhabitants of Heaven and Hell.

Answers should also mention that this all took place in one night, and when
the Prophet (pbuh) told the people, the Quraysh laughed at him. Abu Bakr
believed in the event straight away, becoming As-Siddiq.

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Question Answer Marks

3(b) In what way did this event give hope to the Prophet (pbuh)? 4

Use the AO2 Marking Grid

Candidates may include some of the following points. All other relevant
information must be credited.

The Prophet (pbuh) was feeling sad after his wife and uncle had passed
away. This event reassured him of His status with God, and that God had sent
him for a specific purpose. It also reassured him that God had not left him
alone, and so he should continue in his work in spreading the faith.

He realised his status amongst prophets, as seal of the prophets, he led them
in prayer, and realised the blessings God had given his community (by giving
the five prayers), which gave him renewed hope in his message, and he
began to work towards better prospects for him and his community. Loyalty
shown by Companions such as Abu Bakr also strengthened his heart.

2058/12 Cambridge O Level – Mark Scheme October/November
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Question Answer Marks

4(a) Write about the events of the migration to Abyssinia by some of the 10
early Muslims.

Use the AO1 Marking Grid

Candidates may include some of the following points. All other relevant points
must be credited.

• The Muslims in Makka, mainly those without tribal protection and

slaves, were being persecuted by the Quraysh.
• An ayat was revealed about the earth being spacious for believers
[Sura 39.10].
• The Prophet (pbuh) allowed some followers to go to Abyssinia to
seek protection from its king, the Negus, in the 5th year of
prophethood (614/615).
• ‘Uthman and Ruqayya went in the first migration of 12 men and 4
women, whereupon the Quraysh chased them, but the migrants
managed to board a boat before the Quraysh got to them.
• Some came back from Abyssinia when they falsely heard that the
Quraysh had accepted Islam (Sura Najm incident).
• The persecutions increased and later the second delegation of 83
men and 19 women, led by the Prophet’s cousin, Ja’far Ibn Abi Talib,
migrated.
• ‘Amr ibn al-‘As and ‘Abdullah bin Abi Rabi’a followed them and asked
the king to return the Muslims.
• The Negus called the Muslims to give their account; Ja’far told him of
the way they lived before Islam.
• They returned the next day and the Makkans accused the Muslims of
having strange beliefs about Jesus. Ja’far then recited verses from
Sura Maryam. The Negus drew a line in the sand saying that the
difference between Islam and Christianity was as thin as that line.
• Negus was moved to tears and he allowed the Muslims to stay in
Abyssinia in peace and freedom.
• The Quraysh envoys were given their gifts back and sent away.
• The Muslims lived here in peace until they moved to Madina.

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Question Answer Marks

4(b) What might be learned from the way the Muslims were treated in 4
Abyssinia?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

The response should focus on treatment and lessons learned from it, not the
migration itself.

The Muslims of Makka were given a fair hearing by the Negus, so now people
should also be ready to listen and judge fairly in a dispute.

The Muslims were allowed to stay in Abyssinia and were allowed to practise
their faith freely, so people now can take the example to allow others to come
and live among them and have religious tolerance for other beliefs.

The emigrants acted in a way that led to them being welcomed and given the
right to stay, so a lesson could be to be always respectful and honest.

Other examples can be given but candidates should elaborate on them for
higher marks.

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Question Answer Marks

5(a) Write about the lives of ‘Umar and ‘Uthman during the lifetime of the 10
Prophet (pbuh).

Use the AO1 Mark Grid

Candidates may include some of the following points. All other relevant points
must be credited.

‘Umar ibn al-Khattab:

• ‘Umar was born in Mecca in the clan of Banu Adi. He was literate and a
gifted orator.
• He accepted Islam at the age of 26/27.
• Before his conversion, he was on his way to attempt to kill the Prophet
(pbuh).
• When he was told that his own sister and brother-in-law had converted;
he went to her house. He found them reciting verses from Sura Taha.
‘Umar was angry with them then asked to see the writing which they
were reading. His sister said only those who have been purified can read
it, and so ‘Umar made wudu’ before being given the Qur’an.
• After his conversion, ‘Umar refused to keep Islam a secret, after which
Muslims could pray openly.
• Prophet (pbuh) had made supplication for his conversion.
• He didn’t emigrate in secret.
• He fought in all the battles, giving half his wealth for the campaign of
Tabuk, and is one of the ten promised paradise.
• He was one of the witnesses for the Treaty of Hudaybiyya, although he
was initially not satisfied with the terms. On the Prophet’s death, he said
he would kill anyone who said that the Prophet (pbuh) had died.

‘Uthman ibn Affan:

• He accepted Islam through Abu Bakr. He was a wealthy merchant in
Makka, belonging to Banu Ummaya but was still tortured by his
relatives after conversion. He was literate and became one the scribes
of the Prophet (pbuh). He was amongst those who migrated to
Abyssinia.
• He married the Prophet’s daughter Ruqayyah. Ruqayyah fell ill before
the Battle of Badr, so he was excused from participating. She died
while the Prophet (pbuh) was at battle.
• ‘Uthman later married the Prophet’s other daughter, Umm Kulthum,
and was given the name ‘possessor of the two lights’ (Dhu al-Nurayn).
• He went to Makka as the Prophet’s emissary to allow the Muslims to
perform the pilgrimage and was detained by the Makkans; this led to
the Bait e Ridhwan.
• He took part in the battle of Uhud and at Tabuk ‘Uthman supplied the
army with nine hundred and forty camels, and sixty horses. He also
brought ten thousand dinars to equip the army.
• He bought a well and donated it to be used by the rich, poor and
travelers. He was given the title of Ghani.
• At the farewell pilgrimage, he escorted the wives of the Prophet
(pbuh).
• He was considered to be the most shy and modest among the
Muslims.

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Question Answer Marks

5(b) What lessons can be learned from ‘Uthman’s life before he became 4
Caliph?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited. A descriptive note on the qualities of ‘Uthman is
not required here. A few lessons can be given, or elaboration can be written
about on how to imitate them in one’s own life.

It can teach people about patience and steadfastness as ‘Uthman kept his
faith, despite the persecutions he faced.

‘Uthman did not despair after his wives passed away, so patience and not
losing hope are important in times of tragedy.

Migration is something that can be done for reasons of faith and security.
Migrating twice shows the spirit of sacrifice.

The generosity of ‘Uthman in providing for fellow believers and Islam is

something that can be emulated by being generous to others, not just with
wealth but by giving time and support to others.

Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/22
Paper 2 May/June 2018
MARK SCHEME
Maximum Mark: 50

Published

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.

IGCSE™ is a registered trademark.

This document consists of 9 printed pages.

2058/22 Cambridge O Level – Mark Scheme May/June 2018
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Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

2058/22 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED
GENERIC MARKING PRINCIPLE 5:

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.

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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) May God show mercy to a man who is kindly when he sells, when he buys, and when he demands his money
back.
(ii) Every person’s every joint must perform a charity every day the sun comes up: to act justly between two people is
a charity; to help a man with his mount, lifting him onto it or hoisting up his belongings onto it is a charity; a good
word is a charity; every step you take to prayers is a charity; and removing a harmful thing from the road is a
charity.
(iii) He who has in his heart as much faith as a grain of mustard seed will not enter hell, and he who has in his heart
as much pride as a grain of mustard seed will not enter paradise.
(iv) No one eats better food than that which he eats out of the work of his hand.

1(a) describe their teaching about what Muslims believe 4

1(a)(i) There is a clear teaching in this Hadith that God wants His creation to treat each other with mercy and show each other
kindness in all aspects of life. Those who show kindness and mercy to others can be certain of God’s mercy for
themselves. Muslims are specifically advised in this Hadith to be kind when doing business and in all financial dealings.
Other Hadiths and examples from the Prophet (pbuh) can be cited to support this Hadith.

1(a)(ii) In this Hadith some examples of performing charity are given by the Prophet (pbuh). What the teaching of this Hadith
highlights is that charity should be practised on a daily basis and has a broad meaning encompassing not just financial
assistance to those in need but everyday acts of kindness.

1(a)(iii) The teaching of this Hadith confirms what is indicated by the text of the Qur’an that all those who affirm the oneness of God
will enter Paradise, initially or later on, unlike the obedient believer who is free of any major sin and will enter Paradise
without being exposed to hell fire. Pride on the contrary is linked with arrogance, a trait which led Iblis to be expelled from
Paradise and one that Muslims should shun. In this Hadith, the clear teaching is that everything a person has is God given,
and that a Muslim should be grateful to God for the blessings given and avoid pride lest he/she be led astray.

1(a)(iv) Dignity of labour and earning lawfully are stressed in Islam. The teaching of this Hadith strongly discourages reliance on
others and encourages Muslims to earn lawfully and to live within their means. The Prophet (pbuh) himself in his early days
worked as a shepherd.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

1(b)(i) Practical examples can be given in this part of the answer from the time of the Prophet (pbuh) and his Companions to
show how the teaching of this Hadith was and should be implemented by Muslims. For example, candidates could give the
example of Hazrat ‘Uthman who used to give more measures and weights when selling commodities and when he bought
something would often pay more than the asking price, saying that God had given him more than he needed.

1(b)(ii) Social responsibility is the essence of this Hadith and Muslims can practise it by greeting others with a smile, giving correct
advice when asked, feeding the hungry. Candidates can give personal examples of how to practise the teaching of this
Hadith and all valid responses should be duly credited.

1(b)(iii) Remaining firm in his/her faith and avoiding pride are ways in which the teachings of this Hadith can be practised. The
Prophet (pbuh) remained humble even after the conquest of Makka. Candidates could say how Iblis, on account of his
pride, disobeyed his Creator and was subsequently expelled from Paradise. Hence Muslims should always make sure that
there is no place for pride in their hearts. Quotes from the Qur’an and other Hadiths could be given here.

1(b)(iv) The teachings of this Hadith can be implemented by Muslims today by earning an honest living and staying away from all
sorts of corruption. Living within one’s means and being grateful to God for His provision is the way to act upon the Hadith.
The example of the Prophet (pbuh) assisting in the construction of the mosque in Madina, his participation in digging the
trench during the Battle of Trench are examples of dignity of labour that Islam and the Prophet (pbuh) promoted and could
be cited in the answer.

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Question Answer Marks

2(a) Why did it become important to compile the prophetic Hadiths after the time of the Rightly Guided Caliphs? 10

Candidates in their response could begin by saying why it was important to compile the Hadiths of the Prophet (pbuh) and
why this need became all the more urgent after the end of the caliphates of the Rightly Guided Caliphs in 661. The
answers could say that the Islamic governments that followed the Khulafa e Rashidun were more political and divisive.
Other compelling reasons could be given such as:

• The four Rightly Guided Caliphs were close Companions of the Prophet (pbuh). They followed his Sunna closely and
after the end of their caliphate it became important to compile the Prophetic Hadiths so that future generations could
use the Prophet’s example to clarify and resolve questions and disputes.
• Some people fabricated Hadiths. Overzealous teachers, perhaps with the best of intentions, made up Hadiths to
advance the teachings of Islam. Yet some heretics attributed Hadiths to the Prophet (pbuh) that were false.
• The increasing number of people accepting Islam needed guidance on the Islamic way of life and wanted to follow the
pattern of conduct set by the Prophet (pbuh).
• The close Companions of the Prophet (pbuh) were also passing away due to age or wars, and a need was felt to
preserve the Hadiths of the Prophet (pbuh) even more with their demise.
• Islamic jurisprudence was developing rapidly and needed a compiled collection of authentic Hadiths as source
material.
• In order to eliminate genuine errors in Hadiths on account of verbal narrations, faulty memories, forgetfulness, etc.,
Hadiths needed to be compiled.

For all these reasons, it was felt that it was crucial to preserve and compile the Hadiths of the Prophet (pbuh) for all
generations to follow. Candidates can refer to other reasons apart from the ones given above and, if valid, marks should be
credited. Some well-developed answers could go on to say that the command to follow the Prophet (pbuh) is given in the
Qur’an and it was with the help of the Hadith movement that the Prophet’s Hadiths were preserved and spread for all time.

2(b) In your opinion, can Islam be practised without the Hadiths? 4

Candidates could say either: that Islam could or could not be practised without Hadiths. Whichever their viewpoint, they
need to support their choice with reasons. Answers could say that the most fundamental belief in Islam is tawhid which one
can know from the Qur’an. Others could say that, to practise the Pillars of Islam, guidance is needed from the Hadiths.
They could say that the instruction for prayer is given in the Qur’an but its performance is taught by the Prophet (pbuh) and
without his Hadiths, Muslims would not be able to offer their five daily prayers as they are supposed to do. It is the strength
of the evaluation which is to be taken into account and marked accordingly.

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Question Answer Marks

3(a) Write a detailed account of two battles under the caliphate of ‘Umar. 10

Many battles were fought during the caliphate of ‘Umar. Candidates need to choose two battles and write about them in
detail.

Dates, names of the commanders, events of the battle, their outcomes, etc., are facts which, when written about and
discussed, will earn the candidates marks. As in all descriptive responses, the comprehensiveness of the answer will earn
the higher level. Notes on the battles fought during ‘Umar’s caliphate will be provided for examiners’ reference.

3(b) Give reasons for why you have selected the two battles in Part (a) as being the most important. 4

In the response given to this question, candidates have to evaluate and say why they think the battles discussed in Part (a)
by them were in their opinion the most important. They can do this by discussing the outcome of the two selected battles
and how they impacted the Islamic empire, and focus on their importance.

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Question Answer Marks

4(a) Write in detail about Muslim belief in Life after Death and the Day of Judgement. 10

Candidates in this answer need to write in detail as the question is asking them about Muslim belief in Life after Death and
the Day of Judgement. Responses could include information such as: Belief in life after death is a fundamental belief of
Muslims. It could be added that a mini judgement takes place in the grave. This belief shows a direct relation between a
person’s conduct on earth and the life beyond. Muslims believe the present world to be a trial and that rewards and
punishments are dependent on how one lived one’s life.

Candidates also need to write about the Day of Judgement and here they could say that at the appointed hour, which is
only known to God, this world will come to an end. Following its end will be the day of resurrection and in this universal
gathering all will have to give an account of their deeds; no injustice will be meted out, Paradise and hell will be the final
resting places. It is the detail and development of some or many of the points given above that will earn candidates the
mark desired. The points given are guidance and candidates could mention other elements like the Siraat, etc. Where
necessary, marks should be given even if the points are not mentioned above, but are relevant.

4(b) How does belief in life after death affect the life of a Muslim? 4

Here candidates need to give an evaluative response saying how in their opinion belief in life after death affects the life of a
Muslim. It is a subjective response and will vary from one to another. However, one may expect responses such as: it
makes Muslims realise that they have to live in accordance with the guidance given by God; it makes them realise that they
will be held to account for their actions in this world: this belief makes them God conscious, etc. A range of responses can
be given, but whatever is written needs to be substantiated.

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Question Answer Marks

5(a) ‘There is no God but Allah, and Muhammad is his messenger.’ Write about the significance of the shahada to a 10
Muslim.

The shahada is the first Pillar of Islam and the declaration of this pledge that a person makes with God enters him/her into
the fold of Islam. The shahada starts with the belief in the Oneness of God, which is the root of Islam and affirms God’s
supremacy and makes a Muslim focussed on following the path set by Him which can only be done by following the perfect
example of the Prophet (pbuh). The shahada affirms the belief in God and the message brought by His messenger. The
significance of the shahada, it could be said, is that it is a reminder to Muslims that God is One and our day should be
spent worshipping Him. It reminds Muslims that none is worthy of worship but God and that He gave humans a life to obey
Him. Muslims do this by following the guidance of the Qur’an and the Prophet (pbuh).

It could be added that by saying the shahada Muslims become a part of the umma. By repeating it in our daily prayers,
Muslims become confident and fear no one but God. When Muslims say that Muhammad (pbuh) is the messenger of God,
they acknowledge his right to be respected and obeyed, and also followed as a model, knowing that he was the best of
creation.

5(b) Why is the second Pillar of Islam prayer (salat) so important in a Muslim’s life? 4

Evaluative responses are being looked for. For example, it could be said that the five daily prayers signify a believer’s
submission to God.

It could be said that they serve as physical evidence of the believer’s adherence to Islam.

Prayer is considered to be the foremost duty of a Muslim and such is its importance that it is considered to be the
distinguishing feature between a Muslim and a non-Muslim. Its chief purpose is to remind Muslims of God throughout the
day and to keep believers mindful of God.

Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/22
Paper 2 May/June 2019
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 11 printed pages.

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Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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).
© UCLES 2019 Page 2 of 11
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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.

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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) Whosoever of you sees an evil action, let him change it with his hand, and if he is not able to do so then with his tongue,
and if he is not able to do so then with his heart, and that is the weakest of faith.
(ii) None of you believes until he wants for his brother what he wants for himself.
(iii) He who studies the Qur’an is like the owner of tethered camels. If he attends to them he will keep hold of them, but if he
lets them loose they will go away.
(iv) No one eats better food than that which he eats out of the work of his hand.

1(a) Describe their teachings about what Muslims believe. 4

1(a)(i) In Islam a Muslim is required to look after the religious and moral wellbeing of his fellow Muslims and help in creating a pious
community. In the given Hadith the Prophet (pbuh) has made it clear that removing or wanting to remove evil from society is
an important characteristic of a Muslim.

Different ways are mentioned regarding how evil can be effectively removed from society depending on the means available
to the individual taking the action. Candidates can mention these in their answers and say that however if changing / stopping
the evil leads to conflict it should be corrected by one’s speech and as a last resort it should be condemned.

1(a)(ii) Brotherhood and showing concern for others is the important teaching of this Hadith. The Hadith is teaching all Muslims to be
a source of benefit to others, especially the less fortunate ones. The bond of brotherhood between men is established by God
(Al-Hujurat, 49:10) and is linked to faith in this Hadith of the Prophet (pbuh).

1(a)(iii) Reading and understanding the Qur’an is all important for a Muslim and this is the core teaching of the Hadith. The link to
tethered camels in the Hadith shows the importance of establishing a strong relationship with the Qur’an. Just as the camels
are all important for the survival of the bedouins, the Qur’an is all important for a Muslim as it stops him / her from going
astray.

Through this Hadith the Prophet (pbuh) is giving Muslims the important teaching of earning lawfully and through the labours of
one’s own hard work.

1(a)(iv) Dignity of labour is another aspect of the teaching of this Hadith which strongly discourages reliance on others and beggary.
Earnings by honest hard work are blessed by God. In another Hadith it is said that: ‘One who earns his livelihood by the sweat
of his brow is a friend of God’s.’

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Question Answer Marks

1(b) Explain how Muslims can put these teachings into action. 4

1(b)(i) The scale of influence of each individual Muslim may vary in preventing / stopping evil from taking place but everyone is
required to play their part in society to bring about a positive change. Practical examples like reporting electricity theft in one’s
neighbourhood or tackling corruption in an institution or one’s workplace are examples that could be given. All answers
bringing out the practical implementation of this Hadith should be credited.

1(b)(ii) The teachings of the Hadith can be put into action by Muslims responding to the needs of others and by desiring what is
beneficial for themselves and others.

Candidates can develop the answer by adding that the focus of responding to others’ needs is not narrow and restricted to
material benefits / help only. Examples from a global perspective and / or personal level can be given and should be credited.

1(b)(iii) The teaching of the Hadith can be practiced by all believing men and women by establishing a close relationship with the
Qur’an. This can be done by reading a small portion of it every day, by listening to its recitation, understanding the meanings
of the words being read or heard and by putting into practice its teachings in one’s daily life.

1(b)(iv) Muslims can act upon this Hadith by respecting all forms of work and by engaging in means that enable them to earn an
honest day’s living. Examples of the prophets of the past can be given who worked as shepherds including the Prophet
Muhammad (pbuh) who even after assuming leadership of Madina did not shy away from manual work.

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Question Answer Marks

2(a) Write an account of the compilation of Hadiths during the period of the Successors of the Successors (tabi’ al- 10
tabi’in).

This period is considered as the Golden Age of Hadith compilation and many hundreds of thousands of Hadiths were
compiled by the Successors of the Successors. During this period, Hadith scholars established rules of Matn and Sanad to sift
through the Hadiths to categorise them and include them in their collections.

A large number of jurists combined the two categories of musnad and musannaf in the form of sunan / sahih books. A sunan
was organised topic-wise and thus could be easily used as legal reference, and it focussed on Ahadith-e-Nabavi with full
isnads.

Foremost amongst the jurists at this time were Bukhari and Muslim. They broke away from the tradition of using weak Hadiths
in law and their collections were devoted only to Hadiths whose isnads met with the requirements of authenticity.

The collections of Bukhari and Muslim became the most famous books of Hadith collection called the Sahihayn (literally
meaning the two Sahihs). Bukhari devoted sixteen years of his life to sifting the Hadiths he included in his Sahih from a pool
of 600 000 narrations. The finished work was a massive expression of Bukhari’s vision of Islamic law and belief. Backed with
Hadiths, the author felt the most rigorous standards of authenticity were met.

Muslim’s Sahih contains fewer chapters and lacks Bukhari’s legal commentary. Muslim kept all narrations of a certain Hadith
in the same section but without the commentary reports from Companions and later figures. Their work had a great influence
on their students and contemporaries.

Candidates can go on to give the names and collections of the other muhaddithun of this time to develop their answer. Four
books in particular attained great renown and together with the Sahihay have come to be known as the Sahih Sitta. The
names of these four books with some detail about them and a brief account of the Shi’a collections that are comparable to the
Sahih Sitta could be given by candidates to develop their answer.

Clarity of the points in the answer and their development will help the candidates get to the higher levels.

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Question Answer Marks

2(b) Why do you think the chain of narrators (isnad) of a Hadith is given so much importance in establishing its 4
genuineness?

An evaluative response is needed in order to answer this question effectively. Candidates could say that isnads helped to
document that a Hadith had truly come from the Prophet (pbuh). Since they helped establish religious practice and Islamic law
as well as day to day conduct of an individual, it was important that only the genuine ones were documented for use etc.

All valid responses need to be credited on their own merit.

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Question Answer Marks

3(a) Mu‘awiya was opposed to ‘Ali’s caliphate. Give reasons for his opposition and write an account of the Battle of Siffin 10
which resulted from this opposition.

To answer this question, candidates have to firstly write about why Mu’awiya opposed ‘Ali and then go on to write an account
of the battle that ensued between them. For the first part they could say that:

• Mu’awiya had achieved political success on his own merit and was a popular governor of Syria and hence reluctant to
step down from this position.
• Ali’s election by the support of rebels was contended by Mu’awiya.
• Another reason for his opposition was that as an Ummayad he felt that ‘Uthman’s murder was not being avenged by ‘Ali
and hence he opposed him.
• The battle of camel between Aisha and Ali was another reason for Muawiya‘s opposition
• Hazrat Ali rejected all overtures for an understanding with Mu’awiya and was in fact planning to invade Syria in the spring
of 657 in order to appoint a governor of his choice in the province. This was the primary reason why Mu’awiya opposed
‘Ali, i.e. to secure his position as governor of Syria.

Candidates need to write about the events of the battle in detail saying how challengers from both sides fought each other in
single combat, the pause in fighting on account of the month of Muharram and then give a full account of the battle that
started on 8th Safar. Detail and development of the account of the battle will earn the candidates the higher level.

3(b) In your opinion what was the most serious consequence of the outcome of this battle? Give reasons for your 4
answer.

Candidates need to give their opinion on what according to them was the most serious outcome of this battle. This could
include:

• The emergence of the Kharijites;

• The breakup of Muslim unity;
• The weakening of ‘Ali’s authority.

All valid responses backed with sound reasons to be credited.

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Question Answer Marks

4(a) Islamic teachings revolve around six main Articles of Faith. Write about the following two: 10

• Belief in God, and

• Belief in angels.

At the heart of Islam lies belief in God. Candidates could say that belief in God in Islam includes;

● belief in God’s existence;

● that He is the Supreme Lord;
● that He alone is entitled to be worshipped, and;
● belief in His names and attributes.

Elaboration of the above is required in the first part of the answer. Candidates could for example say that God’s existence
does not require proof as by simply looking at the universe humankind has evidence of God. God’s existence can be known
by answers to prayers, miracles of prophets etc. Belief in God as the Supreme Lord means to acknowledge Him as the
supreme law giver, the absolute judge and hence submitting to Him.

God’s right to be worshipped without setting up partners with Him cannot be over emphasised. The central message of all
prophets was to urge humanity to surrender to God’s will and worship only Him.

The names of God indicate His majesty and His attributes as unique. Attributing any of God’s qualities to another is shirk.

For the second part of the answer candidates need to write about Muslim belief in angels. They could say that angels are a
part of the unseen world, that they are created from light with the sole purpose of obeying God. They do not need rest or food.
They appeared before prophets Ibrahim and Muhammad (pbuh), they have certain duties, which could be elaborated. They
play a part in the everyday lives of Muslims and answers could go on to say how they do this.

Since this is a two part answer, candidates are not expected to cover all the points given, but the response should be an
overall comprehensive answer.

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Question Answer Marks

4(b) Why is the belief in angels important for Muslims? 4

Here candidates need to give their reasons for why belief in angels is important for Muslims. They could well say that belief in
angels is a part of a Muslim’s faith and without it their faith would not be complete. Answers could also include that angels are
the recorders of our deeds and belief in this task of theirs keeps Muslims righteous etc.

All valid responses made and developed should be credited.

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Question Answer Marks

5(a) Prophets played a central part in conveying God’s message to humanity. Write an account of Muslim belief in 10
prophets.

Answers to this question could include that Muslim belief in prophets is that they were sent to guide humanity from the
worship of created beings to the worship of their Creator; to clarify to humanity the purpose of creation; showing humanity the
path that would lead them to paradise; warning humanity about the Day of Judgment; uncovering the unseen world e.g.
knowledge of God, existence of angels etc.; providing humanity with practical examples of living righteously; conveying to
humanity the teachings of God.

It could also be said that Muslims believe that prophethood is a gift from God and He bestows this honour on whomsoever He
chooses. Some of the important features that all prophets possessed could be written about e.g. they were all men, sinless,
spoke the language of their people, were bestowed with miracles, were highly intelligent and morally upright. Some of them
were given revealed books etc.

Candidates could also say that the total number of prophets was 124 000 and name some of them. The line of prophets
started from Hazrat Adam and ended with Prophet Muhammad (pbuh). These and other beliefs that are valid may be written
about by the candidates and expanded upon.

5(b) Why do you think God gave miracles to his chosen prophets? 4

It could be said that the purpose of bestowing miracles upon prophets was to show humanity that they were divinely
appointed and that every miracle was a reflection of God’s power. Candidates could further develop their answer by saying
that miracles granted to the prophets were usually in the fields their nations excelled in and this point could be expanded
upon. All valid responses to be credited.

Cambridge O Level

ISLAMIYAT 2058/22
Paper 2 May/June 2020
MARK SCHEME
Maximum Mark: 50

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

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

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 10 printed pages.

2058/22 Cambridge O Level – Mark Scheme May/June 2020
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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:

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:

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.

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Question Answer Marks

You must answer Question 1, Question 2, and two other Questions.

1 Choose any two of the following Hadiths, and:

Hadith # 14
May God show mercy to a man who is kindly when he sells, when he buys,
and when he demands his money back.

Hadith # 3
Let him who believes in Allah and the Last Day either speak good or keep
silent, and let him who believes in Allah and the Last Day be generous to his
neighbour, and let him who believes in Allah and the Last Day be generous
to his guest.

Hadith # 17
Modesty produces nothing but good.

Hadith # 10
One who manages the affairs of the widow and the poor man is like the one
who exerts himself in the way of Allah, or the one who stands for prayer in
the night or fasts in the day.

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1(a) describe their teaching about what Muslims believe, and; 4

1(a)(i) The teachings of this Hadith show Muslims that God wants Muslims to act
kindly towards each other in all aspects of life including all financial matters.
The guidance given in the Hadith is that fairness, honesty and kindness
should be the guiding principles of every transaction.
The Prophet (pbuh) encouraged sympathetic behaviour towards the
borrower and encouraged believers to carry out all dealings with fairness
and justice.

1(a)(ii) Three kinds of action are referred to in this Hadith:

• Controlling one’s speech
• Being generous to one’s neighbour
• Being generous to one’s guests

The Prophet (pbuh) repeated the statement, ‘Let him who believes in
Allah and the Last Day’ before each action to emphasise that a person’s
every action results from his/her belief and encouraged believers to maintain
harmony in the community and be a source of benefit to others. This is the
main teaching of this Hadith.

Candidates can develop their response further by saying how each action
given in the Hadith stems from one’s faith.

1(a)(iii) This Hadith’s teaching stresses the virtues of modesty, as it creates a

morally pious and respectful society. In Islam, modesty is of both body and
mind. By being modest a believer will not just seek to promote his/her own
self-interest, will not engage in anti-social activities and will be ashamed if
he/she does something wrong.

The core teaching of this Hadith is that modesty is an invaluable trait of

Muslims that keeps them rooted in the path of God.

Other Hadiths supporting the teachings given in this Hadith can be given by
candidates to develop the answer.

1(a)(iv) The Hadith clearly explains the rights of the people with regards to one
another. Islam promotes social justice and gives a lot of stress on the
welfare of the whole community. In this Hadith the Prophet (pbuh) is giving
the clear teaching that looking after the vulnerable in society is a moral duty
of all those who have the capacity to do so. Widows and orphans are
specifically mentioned as they are most in need of support in many
countries and communities of the past and present.

The broader teaching covers all those in need, be it financially or

emotionally etc. Looking after them has been compared to worship by the
Prophet (pbuh) as Islam is not just a set of rituals but a faith that encourages
its followers to fulfil the rights of fellow beings.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

1(b)(i) The Hadith can be put into practice by:

• Conducting all trade and business transactions honestly and fairly.
• Not selling substandard goods and not keeping unfair profit margins.
• Repaying debts as quickly as possible and showing respite to a debtor
if they need extra time for repaying a debt.

The above are some examples, however all valid examples are to be
credited which show the implementation of the teaching of this Hadith.
Examples can be given to substantiate the answer from the time of the
Prophet (pbuh) or the Companions or even present times.

1(b)(ii) Muslims should follow the teachings of this Hadith by making sure that they
use their speech responsibly i.e. do not back bite or slander people etc.
They could develop their response by giving the Prophets example of how
he never spoke harshly to his enemies etc.

Muslims should be ready at all times to fulfil the needs of their neighbours,
which will in turn create strong communal bonds.

Examples of how guests were honoured by the Prophet (pbuh) and his
Companions, or examples from present times could be written about to
show the implementation of the teachings given in the Hadith.

1(b)(iii) Modesty can be practiced by taking a moderate/middle path.

• A Muslim’s speech, dress, attitude towards life must not be
ostentatious.
• They must remain humble.
• A Muslim must stay away from everything that would be displeasing to
God.

Modesty is also a shield against immorality and candidates could say that it
can be practised by lowering one’s gaze in the presence of the opposite
gender and by not being overly familiar with them.

1(b)(iv) The teaching can be implemented by:

• Being generous and helpful to God’s creation.
• By providing resources for the poor and needy e.g. providing social
housing for the homeless, free healthcare to those who need it,
providing education to those who cannot access it.
• Giving advice and emotional support to widows and orphans is also
another way to put the teachings of the Hadith into action.

Examples could be given to develop the answer further.

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Question Answer Marks

2(a) Outline the relationship between the Qur’an and Hadith when 10
formulating Islamic law.

The rulings given in the Qur’an serve as a source of Islamic law, which
cover all aspects of life. Some of them are however not in depth and for that
reason the Hadith of the Prophet (pbuh) have to be referred to. For
example, details for rules of inheritance, marriage, fasting, prayers etc. can
all be found in the Hadiths.

The use of the Sunna and Hadith are indispensable in the practice of Islam
and the Qur’an itself. Many verses stress upon the need to follow the
Prophet’s practice.
• ‘So take what the Messenger gives you, and refrain from what he
prohibits you.’ (al-Hashr, 59:7)
The Prophet (pbuh) was sent to convey the message of God to
humanity and to act upon it himself and explain it to the people. He
therefore must be followed as the one who explains the Book, as the
law giver, judge and ruler.
The Hadith of the Prophet (pbuh) serve as a valid source of law to
legislate in matters where the Qur’an is silent, or where a verse needs
explaining or when it comes to restricting the meaning of a verse.
• In verse 38 of Sura Maidah, it says: ‘As for the thief, male or female, cut
off his hand or her hand; an exemplary punishment from Allah for their
crime. Allah is Mighty, Wise.’ The Prophet (pbuh) explained the verse
by saying, ‘the hand should be cut off for (the theft of) a quarter of a
dinar or more’(Bukhari). However, because the cutting off a hand is a
serious matter, it should not be executed for any case of theft. A
combination of conditions must be met before a thief’s hand is cut off.

Other examples of the Prophet’s Hadiths could be given as supplementing

the Qur’anic verses.

The Hadith help Muslims to fulfil the requirements of their faith in legal,
social, economic and political matters as well as in matters of religion. For
without them the Muslims would be unable to fulfil their primary obligations
of fasting, praying, giving zakat, performing hajj. Here it could be added that
the instruction to offer salat is in the Qur’an but Muslims fulfil this Pillar by
following the practice of the Prophet (pbuh) who said ‘Pray as you see me
praying’ and that ‘No salat is complete without al-Fatiha.’

It must be noted that the above is guidance to what can be expected in

answers. All valid examples must be credited.

2(b) What is the importance of consensus (ijma) in the Muslim world 4

today? Give reasons for your answer.

An evaluative response is needed here. Responses should say why ijma is

important in the Muslim world today not give an account of it. Answers could
say that it creates unity in the Muslim world, Muslims can be certain that
what they are given permission for, or the ruling made, is in line with the
Qur’an and Sunna. Examples can be given to develop the answer and make
a strong evaluative response.

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Question Answer Marks

3(a) Write a detailed account about the Battle of Yarmuk fought in the 10
caliphate of ‘Umar.

A detailed account of the Battle of Yarmuk needs to be given.

It was fought in 636 between the Byzantines and the Muslims.

The trigger for this battle was the Fall of Damascus, which alerted Heraclius
to the Muslim threat from the east and the Byzantines organised a massive
army at the Golan Heights.

The Muslims under the command of Khalid ibn Waleed, Abu Ubaydah ibn al
Jarra, Yazid ibn Abu Sufyan and Amr ibn al A’as also assembled in the
Golan region. Khalid gave the Byzantines the option to accept Islam or pay
jizya and when the two options were turned down the war began.

The numbers of the forces vary in records, some say Muslims were between
20 000 to 24 000 and the Byzantines were in even greater numbers. Both
sides were inspired by religious zeal.

The main Battle of Yarmuk was preceded by a series of conflicts for about a
month, and finally culminated in a major battle towards the end of August.

The Muslims lured the Byzantines into the rough terrain by pretending to
retreat and ambushed them. The Byzantine cavalry got separated from the
infantry enabling the Muslims to inflict severe damage on them.

A dust storm also unsettled the Byzantines, the main army driven west was
trapped in rugged valleys. When Khalid stormed the Byzantine camp at
Yaqusa all hope was lost, and the Byzantines were further demoralised by
rumours that Christian Arabs had defected to the Muslim side. The defeat at
Yarmuk was catastrophic for the Byzantines, whilst the victory enabled the
Muslims to subdue other cities of Syria.

3(b) What was the significance of the conquest of Jerusalem in ‘Umar’s 4

caliphate? Give reasons for your answer.

Evaluative answer needed here focusing on the significance of the conquest

of Jerusalem in 637. It could be said that:
• Jerusalem was one city whose conquest was more symbolic than of
military importance. Jerusalem was the city to which the Prophet (pbuh)
travelled from Makka during Mairaj.
• Jerusalem is where the Prophet (pbuh) led the prophets of the past in
prayer before ascending to the heavens.
• Whilst acknowledging the rights of Christians and Jews in Jerusalem,
‘Umar was keen to send the message that the city also belonged to the
Muslims.
• It marked the decline of the Byzantine dominance at the time.

This question does not ask for accounts of how he travelled to Jerusalem or
the details of the surrender of Jerusalem.

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Question Answer Marks

4(a) Write about Muslim belief in: 10

• divine books; and
• prophets.

A straightforward descriptive account of belief in divine books and prophets

is being looked for in answers. Responses for each belief could contain the
following:

Divine Books
Were sent to different prophets to guide humanity. They were meant to
teach people their obligations to God and their fellow human beings.
Belief in divine books revealed to earlier prophets before the revelation of
the Qur’an is an essential aspect of Muslim faith. The books in order of
revelation are:

(i) The Scrolls (Suhuf) of Ibrahim;

(ii) The Torah (Taurat) revealed to Musa;
(iii) The Psalms (Zaboor) revealed to Dawood;
(iv) The Gospel (Injeel) revealed to Isa; and
(v) The Qur’an revealed to Prophet Muhammad (pbuh).

The central message of all revealed books was the worship of the One true
God. Divine books other than the Qur’an were for a specific time and
community whereas the Qur’an is for all times and for all humanity.
Earlier scriptures have been lost or tampered with and none exist in their
original form or in the language they were revealed in except for the Qur’an.
God has taken it upon Himself to protect the Qur’an from alteration and
corruption.

Prophets
Belief in prophets is an Article of Muslim faith. Prophethood is a gift from
God and all prophets possessed some common features. These are:

• Prophets were both morally and intellectually superior to their nations.

• God bestowed some of His prophets with miracles.
• Every prophet confirmed that he was preaching the words of God and
confirmed what was revealed before him and what may be revealed
after him, thus confirming that the message of all prophets in essence
was the same.

The line of prophets started with Adam and ended with the Prophet
Muhammad (pbuh). All prophets are to be respected without making any
distinction amongst them.

They were all human. They ate, drank, slept and lived normal lives and
spoke the language of their communities. They were sent to guide humanity
towards the worship of their Creator and to lead righteous lives. They also
acted as role models for humanity.

The mark is not divided equally between the two parts and the answer has
to be read as a whole and an overall mark needs to be given.

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Question Answer Marks

4(b) Why is belief in all prophets important in Islam? Give reasons for your 4
answer.

Each answer has to be read and marked on its own merits. Answers could
say that:
• Belief in all of them is important because they were all sent by God; or it
could be said that it is written in the Qur’an that we should make no
distinction between them, al Baqarah,2:285.
• The Qur’an tells us stories of the various prophets of God sent over the
ages which teaches Muslims respect for other revealed religions and
promotes religious tolerance.
• Every prophet carried the legacy of the prophet before him and the
Prophet Muhammad (pbuh) carried this legacy in totality.
• Though belief in all prophets is essential in Islam the Prophet
Muhammad (pbuh) has the distinction of being the last prophet of God
and was the one on whom the religion was perfected.

All valid responses to be credited.

Question Answer Marks

5(a) How do Muslims prepare themselves for Friday (Jum’a) prayers and 10
what are the special features of this prayer?

A twofold response is needed here. The first part should give an account of
how Muslims prepare for Friday (Jum’a) prayers and the second part should
be about the special features of Jum’a prayers.

Candidates could say that great reward has been promised for attending
Jum’a prayers and worshippers should prepare themselves especially for
this prayer by bathing, trimming their nails, wearing fresh and clean clothes,
using ittar before arriving at the mosque.

The special features of the Jum’a prayers it could be said are:

• It is prayed at the same time as the zuhr prayer which it replaces. Two
fard rak’aat are prayed for Ju’ma instead of the four prayed for zuhr.
• It is prayed in congregation in a mosque behind an imam.
• It cannot be prayed individually.
• The imam delivers a sermon in two parts which is essential to listen to.
• One sermon is distinguished from the other by a brief sitting by the
imam.
• After the sermon the prayer is led by the imam, only the fard rak’aat are
prayed in congregation.

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Question Answer Marks

5(b) In your opinion, what are the benefits of praying in a mosque? Give 4
reasons for your answer.

A range of responses can be given. It could be said that it increases unity

and brotherhood, you get to know your fellow Muslims as you meet them
five times a day.

Issues facing individuals or the community or even the ummah at large can
be discussed. One gets extra reward for praying at the mosque.

These are some reasons; candidates could give other benefits and all valid
reasons given should be credited.

Cambridge O Level

ISLASMIYAT 2058/22
Paper 2 May/June 2021
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 16 printed pages.

2058/22 Cambridge O Level – Mark Scheme May/June 2021
PUBLISHED

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:

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:

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.

2058/22 Cambridge O Level – Mark Scheme May/June 2021
PUBLISHED

GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history
of Islam. Thus AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

2058/22 Cambridge O Level – Mark Scheme May/June 2021
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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for
the part of the question.

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LEVELS OF RESPONSE

AO1: Knowledge – part (a) questions

Question 1 (a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Mark
Mark
Level Questions Description
Question 1
2–5

4 4 8–10 • A well-structured, clear and comprehensive response

3 3 5–7 • A well-structured and clear response

• Demonstrates sound accurate knowledge which is relevant
to the question
• Points are elaborated upon and generally accurate
• May quote Qur’an verses and Hadiths to support points
made or other relevant quotations

2 2 3–4 • An attempt to present a structured response to the

1 1 1–2 • Some attempt to answer the question

• Lacks cohesion and structure
• Demonstrates limited knowledge of the subject
• Responses made are limited with little connection to the
question

0 0 0 No creditable content

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AO2: Understanding – part (b) questions

Level Mark Description

2 3–4 • Responses demonstrate a clear understanding of the question

• Able to use own opinions to engage with the question and present
reasoning that demonstrates their understanding

1 1–2 • Responses demonstrate some understanding of the question

• There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

2058/22 Cambridge O Level – Mark Scheme May/June 2021
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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(ii) May Allah show mercy to a man who is kindly when he sells, when
he buys, and when he demands his money back.

(iii) Religion is sincerity. ‘We said: To whom?’ The Prophet said: ‘To
Allah, His Book, His Messenger, the leaders of the Muslims and to
their common people.’

(iv) Whosoever sees an evil action, let him change it with his hand,
and if he is not able to do so then with his tongue, and if he is not
able to do so, then with his heart, and that is the weakest of faith.

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1(a) describe their teaching about what Muslims believe; 4

Use the AO1 Marking Grid

(i) The teaching given in this Hadith is specifically focused on the

responsibilities of Muslim rulers. It tells them to work for the welfare and
prosperity of their people and that they should show kindness and justice
towards the people they govern.

This Hadith also carries the broader instruction given specifically to the two
emissaries of the Prophet (pbuh) to impart religious instruction with
gentleness so that people are more inclined towards Islam. The Prophet
(pbuh) said, ‘The best rulers are those whom you love, and they love you.’

(ii) This Hadith clearly shows that God wants His creation to show humanity
and kindness in all aspects of life including financial and business dealings.
Honesty, fairness and kindness should be the guiding principles of every
business transaction, this is the important teaching given in this Hadith.

The mercy shown to fellow beings is rewarded by God Himself. In another

Hadith the Prophet (pbuh) says, ‘You should be kind to those on earth and
He who is in the Heavens will be kind to you’.

(iii) The key word in this Hadith is nasihah which means sincerity/advice.
The Prophet (pbuh) is telling Muslims to show sincerity to God, His
Messenger, His Book, the leaders of the community and to the common
man.

The teaching in this Hadith emphasises that all actions that are done must
be backed by sincere faith for them to be meaningful. For example, sincerity
to God can be shown by keeping faith in Him at the most difficult of times
and not by simply saying I believe in God.

Muslims being sincere to the Prophet (pbuh) means acknowledging him as

the last Prophet and making an effort to learn about his life and struggles
and having respect for him.

Sincerity to the Qur’an means believing that it is the sacred book of God.

The righteous leaders should be obeyed and compassion must be shown to

humanity at large. These acts will lead to the true practice of Islam and
make our faith sincere.

Other aspects of the Hadith could be explained to bring out the teaching of
the Hadith in full.

(iv) Islam does not encourage complacency but instead promotes action.
The teaching given in this Hadith is that a Muslim must always remove, or at
the very least try to remove, evil from society.

The Hadith refers to the obligation of Muslims to tackle evil in order to

remove it. Acting against removal of evil is recommended but if it causes
tribulations then one should use one’s speech against it and if that is not
possible condemn the evil in one’s heart.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

Use the AO2 Marking Grid

(i) Rulers and people in authority should bear in mind that ultimate authority
lies with God and that positions of authority should be considered as a trust
from God.

Muslim governments and rulers should be fair in their actions, promote

peace and justice in the land and base their authority on Islamic principles
and tolerance of other faiths.

A man once complained to the Prophet (pbuh) that Mu’adh ibn Jabal recited
long Suras in prayer, which caused him hardship as he did manual work all
day and by night was tired. The Prophet (pbuh) instructed Mu’adh to recite
shorter Suras when leading prayers.

(ii) This Hadith can be acted upon by conducting all trade and business
dealings fairly and honestly. By showing leniency if a debtor needs extra
time to repay a debt. By not selling substandard or defective products.

It is said ‘Uthman gave more in weight and measures when selling

commodities and paid more than the asking price when purchasing goods
saying that God had given him more then he needed. Examples from
present day can be given to support the answer.

(iii) Muslims can show sincerity towards God by believing in His Oneness
and by living according to His Sharia. Sincerity to the Prophet (pbuh) can be
shown by following his Sunna, by living modestly as he did. To the Qur’an
by reading it and understanding its content and acting upon its teachings.

Likewise, they can go on to add how Muslims can act sincerely towards the
leaders of the community and the common man. Practical examples will
help develop the answer.

(iv) Examples from the candidate’s life or present times can be given to
show how the teaching of this Hadith can be implemented. Reporting
corruption e.g. electricity theft or bribes being paid to attain jobs or cheating
in an exam are a few examples that can be given.

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Question Answer Marks

2(a) Write about the importance of knowing the Prophet’s Hadiths and 10
following his Sunna for Muslims.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

It could be said that the Prophet’s Hadiths are an important source of

explaining the Qur’an and expanding on the brief teachings given in it. For
example, the Qur’an stresses the need to offer prayers but it is the
Hadith/Sunna of the Prophet (pbuh) that tells Muslims how to perform salat
and what to read in it. How to pay zakat, perform hajj are all found in the
Hadith and the Sunna of the Prophet (pbuh).

Hadiths are also a primary source of Sharia law after the Qur’an. The
Prophet’s Hadiths provide principles regarding many aspects of law i.e.
trading, marriage, inheritance etc. Some examples of the Prophet’s
instruction in making Sharia law are: ‘No zakat is payable on a property until
a year passes on it’ and ‘A Muslim may not inherit from a non-Muslim, nor a
non-Muslim from a Muslim’.

The Prophet’s Hadiths have been a source of guidance to Muslims

throughout the ages and even today are most useful in putting one’s faith in
practice and in the use of ijma and qiyas.

The importance of following the Prophet’s Sunna lies in the fact that God
Himself asks Muslims to do so. The Qur’an itself says, ‘Obey Allah and obey
the Prophet’ [64:12].

By following the Sunna of the Prophet (pbuh) Muslims hope to walk the path
of righteousness. The Prophet (pbuh) also instructed Muslims to follow his
Sunna in his last sermon. Muslims try to follow his Sunna out of love for him.

2(b) Why are belief and action both important for Muslims? Give reasons to 4
support your answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates can say that belief and action are both important for Muslims
because the Qur’an itself instructs Muslims to act on their beliefs in several
passages.

It could also be said that belief is only sincere when put into action. To
elaborate this view, they could say that belief in God is meaningful only
when a Muslim believes in His Oneness, is obedient to His commands and
worships Him.

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Question Answer Marks

3(a) Give an account of the election of Abu Bakr and the expedition he sent 10
to Syria soon after becoming caliph.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates need to begin this answer by writing about the election of Abu
Bakr as caliph after the passing of the Prophet (pbuh). It could be said that
as the final rites of the Prophet (pbuh) were in progress it was brought to the
attention of ‘Umar that the Ansars were holding a meeting in the Saqifa e
Banu Saida to elect a successor to the Prophet (pbuh).

‘Umar, Abu Bakr and Abu ‘Ubaydah ibn al Jarra hurried to the meeting
where the Ansars had almost elected Sa’ad ibn ‘Ubaydah from the Khazraj
tribe as the leader.

Abu Bakr made a persuasive speech as to why the Quraysh should lead the
Muslims. On hearing this argument an Ansar, Khubbab ibn Mundhar,
suggested that there be two rulers one from the Quraysh and one from the
Ansars.

It was at this point that Abu ‘Ubaydah said to the Ansars that: ‘you were the
first to uphold Islam, do not be the first to sow seeds of dissension in it’. The
Ansars quickly withdrew their claim.

Abu Bakr put forward the name of Abu ‘Ubaydah as caliph but ‘Umar
stepped forward and nominated Abu Bakr as caliph. He went on to pledge
his loyalty to him followed by Zaid ibn Thabit and the rest followed.

(He was the natural choice, after Ali he was the first to accept Islam; was
with the Prophet (pbuh) at the time of migration; led the prayers during
Prophet’s illness; was chief of a hajj caravan, his qualifications and eligibility
were undisputed by all.)

The speech made by Abu Bakr upon assuming caliphate can also be
referred to and seen as development of the answer.
Continuing with the policy of the Prophet (pbuh) Abu Bakr dispatched the
Muslim force to Syria under the command of Usama ibn Zaid ibn Haritha the
son of the Muslim commander Zaid ibn Haritha who was martyred in the
Battle of Muta.

Abu Bakr was advised to delay the despatch of the army or at least to send
it under the command of an experienced leader but Abu Bakr rejected these
suggestions saying, ‘Who was he to revoke a decision that the Prophet
(pbuh) had taken in his lifetime’. The army led by Usama left 3 weeks after
the Prophet’s demise and was successful.

2058/22 Cambridge O Level – Mark Scheme May/June 2021
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Question Answer Marks

3(b) Explain the most significant action Abu Bakr took as caliph. 4

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates need to choose any one action of Abu Bakr as caliph and say
why in their opinion it was the most significant. It could be said that
defeating the false prophets was the most important as they were corrupting
the faith and leading the Muslims astray.

Candidates could also write about how Abu Bakr fought the tribes who
refused to pay zakat and upheld the Pillar of Islam. His expansion of the
Islamic state could be yet another choice.

The compilation of the Qur’an or even the Syrian expedition they wrote
about in Part (a) could be seen as his most significant action.

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Question Answer Marks

4(a) Write in detail about the Battle of Siffin and the events that led up to it. 10

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

‘Ali faced opposition upon assuming caliphate. He was accused of delaying

taking revenge of ‘Uthman’s murder which led to the Battle of the Camel, the
first civil war of Islam fought between Aisha and ‘Ali in which the latter was
victorious.

‘Ali’s dismissal of all the governors appointed by ‘Uthman infuriated

Mu’awiyah the Governor of Syria who was also the cousin of ‘Uthman. He
refused to step down saying he had been appointed during the caliphate of
‘Umar. The struggle for power and Mu’awiyah wanting the assassins of
‘Uthman to be brought to justice led to the Battle of Siffin.

The Battle of Siffin was fought in 657.The caliph led the army out of Kufa
and met Mu’awiyah’s forces at Siffin. Negotiations failed and ‘Ali asked
Mu’awiyah to resolve their differences by single combat, but this dangerous
offer was turned down by Mu’awiyah.

Individual combats were fought which proved indecisive. The actual battle
started on 8th Safar. ‘Ali led his army from the centre surrounded by the
men from Madina, with the army of Kufa forming one wing and that of Basra
the other wing.

For three days and nights and a morning the fighting ensued with severe
loss of life on both sides. By the fourth day it seemed that ‘Ali’s army would
be victorious when Mu’awiyah’s troops rode out between the battle lines
with open copies of the Qur’an tied to the heads of their lances saying: ‘Let
the word of Allah decide between us and you. Who will defend the border
towns of Syria if we are slain and who will protect the people of Iraq after
you are gone? Let the book of Allah judge between you and us.’

‘Ali and his commanders feared that this was a trick by Mu’awiyah to delay
his defeat and urged their men to fight but they refused. It was agreed to
settle the dispute by arbitration.

Account of the arbitration is not needed in the answer as the question

focuses on the Battle of Siffin and the events that led up to it.

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Question Answer Marks

4(b) In your opinion, what was the main consequence of this battle? 4

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates need to give their view as to what in their opinion was the main
consequence of this battle’s outcome and its effect. They could say that it
diminished ‘Ali’s authority; that it gave rise to the kharijites who caused
further divisions in the umma and led to the assassination of ‘Ali.

2058/22 Cambridge O Level – Mark Scheme May/June 2021
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Question Answer Marks

5(a) Write about the different types of purification before the performance 10
of salat:
• wudu
• tayammum; and
• ghusl.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Before beginning the prayer, a believer must be in a state of ritual purity,

cleansed of major and minor impurities. Wudu, tayammum, and ghusl are
the three ways of ritual purification.

Four rites are mentioned in the Qur’an specifically for the performance of
wudu. They are to wash the face from the top of the head to the chin and as
far as the ears; to wash hands and arms up to the elbows; to wipe the head
with wet hands and to wash the feet up to the ankles.

The Sunna method of performing wudu is:

• One must begin the wudu with God’s name;
• The intention to perform the wudu must be made;
• A clean area should be used to perform wudu preferably facing the
qibla and clean water should be used;
• Hands should be washed up to the wrists. Miswak or brush could be
used to clean one’s teeth;
• The mouth should be rinsed (gargled) three times;
• The face is then washed from the forehead down to the throat, and from
ear to ear;
• Both forearms are washed thrice, from wrists to elbows beginning with
the right arm;
• After this, wet palms are passed over the head (once), this is called
masah of the head;
• Similarly masah of the neck is performed followed by cleaning the ears
back and front;
• Finally, the right foot and then the left foot are washed up to the ankles,
thrice each.

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Question Answer Marks

5(a) Wudu should be in a continuous process with each part being washed in the
prescribed way. To wash thrice is the Sunnah of the Prophet (pbuh) who
after wudu proclaimed the Shahadah.

Permission for tayammum is given by God in the case of non-availability of

water or on grounds of illness. The approved method of performing
tayammum is to say Bismillah and then to make the intention to perform
tayammum.

After this both hands are struck on some clean earth, sand or stone, next
the excessive sand should be blown off then both hands are rubbed on the
face in such a way that no part of the face that should be washed by wudu is
left out. Then both hands should be struck again on the clean earth or sand
and after blowing off the excess they should be passed over first the right
and then the left arm up to the elbows. This completes the tayammum. A dry
stone free of dust a brick or an earthen pot can be used for the purpose of
tayammum as well

In the case of major impurity a full bath, ghusl, is required which entails
making the intention, washing both hands including wrists, washing off any
impurity from the body. This is followed by wudu in the prescribed order and
finally pouring water thrice on the entire body from head to feet first from the
right side and then the left.

There are some acts which nullify wudu, tayyamum and ghusl and it is
imperative to purify oneself again afterwards. Some of these acts are:
vomiting, laughter during prayer, leakage of any impurity from the body,
blood or pus from the wound, feeling drowsy or sleepy during the prayer,
intoxication, mental imbalance.

5(b) In your opinion, what is the most important benefit of salat in the lives 4
of Muslims? Give reasons to support your answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates could say that the most important benefit of salat is that by
having specific times of prayer believers remember God five times a day at
least and remain aware of the importance of faith in daily life; Muslims start
their day by purifying themselves and standing before their Lord. Another
important benefit of salat is that it is a constant reminder to Muslims about
the presence of God. It strengthens their dependence and faith in God and
puts daily life in perspective of the hereafter and the final judgment.

Cambridge O Level

ISLAMIYAT 2058/22
Paper 2 May/June 2022
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 16 printed pages.

2058/22 Cambridge O Level – Mark Scheme May/June 2022
PUBLISHED

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:

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:

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:

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.

2058/22 Cambridge O Level – Mark Scheme May/June 2022
PUBLISHED

GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history of
Islam. Thus, AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus, AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

2058/22 Cambridge O Level – Mark Scheme May/June 2022
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LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the Level achieved or the total allowable for
the part of the question.

2058/22 Cambridge O Level – Mark Scheme May/June 2022
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LEVELS OF RESPONSE

AO1: Knowledge – part (a) questions

Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Mark Mark
Level Description
Question 1 Questions 2–5

4 4 8–10  A well-structured, clear and comprehensive

response
 Demonstrates extensive and accurate knowledge
relevant to the question
 Points are detailed, well-developed and relevant
 Likely to quote Qur’an verses and Hadiths to
support points made or other relevant quotations

3 3 5–7  A well-structured and clear response

 Demonstrates sound accurate knowledge which is
relevant to the question
 Points are elaborated upon and generally accurate
 May quote Qur’an verses and Hadiths to support
points made or other relevant quotations

2 2 3–4  An attempt to present a structured response to the

question
 Response lacks cohesion or is undeveloped
 Demonstrates some knowledge of the subject
covering some of the main points but without detail
 Points made are sometimes relevant and accurate
but limited

1 1 1–2  Some attempt to answer the question

 Lacks cohesion and structure
 Demonstrates limited knowledge of the subject
 Responses made are limited with little connection to
the question

0 0 0 No creditable content

AO2: Understanding – part (b) questions

Level Mark Description

2 3–4  Responses demonstrate a clear understanding of the question

 Able to use own opinions to engage with the question and present
reasoning that demonstrates their understanding

1 1–2  Responses demonstrate some understanding of the question

 There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

2058/22 Cambridge O Level – Mark Scheme May/June 2022
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Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

Question Answer Marks

1 Choose any two of the following Hadiths, and;

(i) Hadith 4

A man asked the Messenger of Allah (may Allah bless him and give
him peace): Do you think that if I perform the obligatory prayers, fast
in Ramadan, treat as lawful that which is lawful and treat as
forbidden that which is forbidden, and do nothing further, I shall
enter paradise? He said: Yes.

(ii) Hadith 19

The world is the believer’s prison and the unbeliever’s paradise.

(iii) Hadith 14

May God show mercy to a man who is kindly when he sells, when he
buys, and when he demands his money back.

(iv) Hadith 13

He who studies the Qur’an is like the owner of tethered camels. If he

attends to them, he will keep hold of them, but if he lets them loose
they will go away.

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Question Answer Marks

1(a) describe their teachings about what Muslims believe 4

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

(i) The teaching given in this Hadith is that the minimum requirement for
attaining paradise is the fulfilment of the Five Pillars, and even from these
five the last two, alms-giving (zakat) and Hajj are obligatory on only those
who have the means to fulfil them.

Abiding by what God has made permissible and refraining from the
forbidden is the only other condition that needs to be fulfilled to enter
Paradise.

Islam is a simple religion to follow, and the given teaching is telling

Muslims not to over burden themselves or others with optional ibadah
and self sacrifice, but to do what they comfortably can in order to gain
extra rewards from God.

(ii) The teaching given in this Hadith is for believers to treat the world as a
temporary place and to always remember that a person’s final dwelling is
in the hereafter and that attaining Paradise should be the goal of every
Muslim.

A believer therefore has to live life in this world despite its charms
following God’s commands and abiding by His restrictions. Those who do
not believe in God or the hereafter, the Hadith adds, live their life in self-
gratification.

(iii) At the heart of Islamic teaching is mercy and kindness which can be
practiced by all Muslims. God has enjoined Muslims to show kindness
and mercy in all aspects of life including trade.

The instruction in this Hadith clearly tells believers that honesty, fairness,
and kindness should be the guiding principles of every business
transaction.

The Prophet (pbuh) would instruct his Companions to be lenient and

gentle towards the borrower.

(iv) The Qur’an is a book of guidance and a source of all Islamic teaching and
should never be neglected.

Reading and understanding of the Qur’an has been emphasised in this

Hadith. The example of tethered camels has been given to show the
strong relationship a Muslim should have with the Qur’an if this
relationship is weakened then a Muslim could go astray.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action 4

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

(i) Muslims can put these teachings into action by being obedient to God
and by putting into practice the Pillars.

Fulfilling them with sincerity and on time, for example, offering prayer
(salat) at the prescribed time, fasting in the month of Ramadan and
abstaining from what God has forbidden are some ways of practicing this
Hadith.

Students can give personal examples to support their answer.

(ii) Following the laws of God and the practice of the Prophet (pbuh) should
be the way of life for Muslims. By staying away from the forbidden foods
and drinks. For example, eating lawful (halal) foods although the
environment you are in may be tempting you with other foods. By
practicing modesty, for example, lowering one’s gaze in the presence of
the opposite gender. By earning lawfully. There are many ways Muslims
can put into practice the teachings of this Hadith.

Examples can be given to develop the answer.

(iii) By conducting all trade and financial dealings honestly and fairly and by
giving respite to a debtor when asking for one’s money back are a few
ways of putting into practice the teaching given in the Hadith.

Not selling substandard goods and keeping high margins are other ways
in which this Hadith could be put into action.

Examples from the past or present day could be given.

(iv) By establishing a strong relationship with the Qur’an all Muslims can
practice this Hadith. Reading a small portion of the Qur’an daily,
understanding and implementing the teachings given in it, teaching others
to read and understand the Qur’an are all ways to practice the Hadith.

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Question Answer Marks

2(a) Consensus (ijma’) is the third source of Islamic law. Write an account of 10
ijma’ and give two examples of how it was practiced in the time of the
Companions.

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

After the Qur’an and Hadith of the Prophet (pbuh) come the secondary
sources of law. Ijma’ is the third source and can be referred to only if there is
no clear teaching on the matter being looked into in the primary sources. The
Prophet (pbuh) made ijma’ permissible when he said, ‘my community will
never agree upon an error’.

There are broadly two kinds of ijma’, the first is the general agreement of all
Muslims in matters of belief and the second one is related to legal matters.
This can be defined as an agreement among a group of Muslims about an
issue on which the Qur’an and Sunna have not given a final word.

There are different opinions on who make up this group of Muslims whose
ijma’ should be followed. Here candidates can give a list of different opinions
on whose ijma’ should be accepted. They should also write an account of the
list of rules that were established for the sake of consistency in decisions
made through ijma’, for example, the jurists authorised to do ijma’, must have
a thorough knowledge of the Qur’an and Sunna, they have to be pious and
God fearing.

The second part of the question is asking the candidate to give two examples
of ijma’ practiced in the time of the Companions. The
election of Abu Bakr as caliph could be one and the decision to compile the
Qur’an in the time could be the other. Candidates could give other examples
such as in ʿUthman’s time ijma’ was taken on whether two adhans should be
given to call believers to the Friday prayers.

All valid examples should be accepted.

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Question Answer Marks

2(b) ‘By using analogy (qiyas) the laws of Islam can be applied at any time 4
and in any case.’ Do you agree? Give reasons to support your answer.

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Those who agree with the statement could say that new rulings can be formed
for new issues that arise based on their similarity with the laws of the Qur’an
and Sunna.

For changing aspects of human life, the Qur’an and Sunna provide basic
principles which may be applied by analogy whenever the need arises for
example, the issue of drugs could be cited, cocaine was not present in the
Prophet’s time so is its use allowed? The Prophet (pbuh) had said, ‘Every
intoxicant is khamr, and every khamr is haram,’ so every intoxicant is unlawful
is a conclusion that could be derived using analogy.

An opposing argument might state that some schools of thought may disagree
with the given statement as qiyas depends very much on the ability of a legal
expert to find comparisons between two principles, and because it is practiced
by individuals it causes unease to some Muslims as it does not have the
same broad support, as the other three sources.

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Question Answer Marks

3(a) Write an account of the leadership qualities shown by the Rightly 10

Guided Caliphs during their rule. Give examples to support your answer.

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Leadership in Islam is considered a trust and a responsibility. All four caliphs

led their people with strong faith, wisdom, courage, justice, compassion and
patience. They were always available to the people.

The four Rightly Guided Caliphs are the best examples of leadership. They
guided the people to the right path and were available to the people at all
times.

Abu Bakr laid the foundations of a truly democratic society, to develop their
answer, candidates could say how that was done. For example, he
established the council (majlis e shura) where affairs of the state were
discussed, the caliphate was divided into provinces for better governance and
a state treasury was set up.

ʿUmar continued to consult the majlis e shura, each province was placed
under a governor called a wali, who was chosen after consultation and all
appointments were based on merit and ability.

They executed justice to all. ʿUmar once sacked a qadi who stood up for him
when he entered the court to answer a case brought against him.
Commitment and sacrifice are other traits they displayed. ʿUthman refused to
call in the army when rebels took over Madina to prevent blood shed.

They were good administrators and looked for solutions to problems through
ijma’ and qiyas. ʿAli was martyred whilst leading the prayers; they never
surrounded themselves with bodyguards and led simple lives.

Candidates can develop their answers by bringing in examples to support the

leadership qualities they write about.

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Question Answer Marks

3(b) Choose an example of leadership shown by the Rightly Guided Caliphs 4

and say how it can be applied by leaders today.

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates can take any issue/situation that is faced by leaders today and
compare it with a similar issue/situation faced by the Rightly Guided Caliphs in
their time. The example candidates use must show the handling of the
issue/situation and the lessons that can be learnt by leaders today from how
the caliphs dealt with similar situations that arose during their period of rule.

Dealing with finances of the state, providing justice to all equally irrespective
of faith or status and the appointment of officials are possible areas of
comparison. The caliph’s personal security, or rather lack of it, as compared
to what present day rulers have for themselves could be yet another example
that could be discussed.

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Question Answer Marks

4(a) Write an account of the martyrdom of ʿUthman and the election of ʿAli as 10
caliph.

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates do not need to write about the causes of the rebellion in Madina,
in any great detail in answer to this question, though some may refer to it and
the account should be read as development of the answer.

Candidates need to state that as the rebellion in Madina intensified and the
rebels surrounded the house of the caliph ʿAli, Talha and Zubayr sent their
sons to guard ʿUthman’s door from any direct assault. When the rebels got
the news that an elite force dispatched from Syria was 120 km from Madina
they decided to act.

They first attacked the caliph’s house which was bravely defended by Hasan,
ʿAli’s son, and Muhammad, Talha’s son. Marwan and his troops offered some
resistance but were outnumbered and Marwan was seriously wounded. In the
fight that followed, the rebels led by Muhammad ibn Abu Bakr reached
ʿUthman just as the call for Friday prayer was being given. He was alone in
his room with his wife Naila, reading the Qur’an. As the rebel’s sword pierced
his forehead, drops of his blood fell on Verse 137 of Sura al Baqarah.

ʿUthman’s wife threw herself over his body to protect it from indignity and did
not move even after two of her fingers were sliced off.

After ʿUthman’s death ʿAli was recognised as caliph by the Muslims of Madina
and the rebels. He was the only figure trusted by the different groups of
Muslims. The public ceremony took place in the Prophet’s mosque, in 656,
where the faithful pledged their loyalty to ʿAli. Both Talha and Zubayr also
swore the oath of allegiance to ʿAli.

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Question Answer Marks

4(b) Why do you think ʿAli encountered so much opposition after becoming 4
caliph?

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates need to give their views in answer to this question.

Candidates could give one view and discuss it or give more than one view. It
could be said that ʿAli had to face strong opposition soon after becoming
caliph because of the new officials that he appointed which aggrieved those
removed as well as their supporters.

ʿAli was under pressure from many of the Companions. Talha, Zubayr and
ʿAisha believed that the killers of ʿUthman should be promptly brought to
justice. ʿAli’s decision to postpone this matter created discontent against him.

Mu’awiya the governor of Syria refused to step down from his post till the
assassins of ʿUthman, his cousin, had been brought to justice and this led to
serious consequences for ʿAli.

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Question Answer Marks

5(a) Give an account of the significance of the following: 10

 Day of ‘Arafah
 Eid-ul Adha

Use the AO1 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Day of ‘Arafah is on the ninth day of Dhul Hijja and is the climax of Hajj and
hence significant in Islam and to Muslims. ‘Arafah is a vast empty plain, and it
was here on the Mount of Mercy (Jabl-al-Rahmah) where the Prophet (pbuh)
gave the Last Sermon and received the last revelation before his passing.

Wuqoof-al-‘Arafah is one of the greatest worships. It is the day of forgiveness

of sins, the Prophet (pbuh) said: ‘Hajj is halting at ‘Arafah’. On this day the
gathering of people here from all corners of the world shows that social origin,
race, ethnic orientation, wealth and profession have no bearing on the basic
spiritual and human qualities. Pilgrims gather at ‘Arafah where they offer
shortened and combined Zuhr and Asr prayers with one adhan and two
iqamats and stay within the boundaries of ‘Arafah till sunset.

This scene is also a reminder of the Day of Judgment where all humanity will
assemble to account for their deeds before God, and where the final judgment
will take place.

Eid-ul-Adha is celebrated all over the Muslim world on the 10th of Dhul Hijja to
mark the completion of Hajj and to remember the sacrifice prophet Ibrahim
was willing to make at the command of God. His son, Ismail, was also ready
to submit to the will of God.

Muslims all over the world offer an animal sacrifice in God’s name to show
their obedience to Him. It is not the blood or flesh of the sacrificed animal that
reaches God, but the piety (taqwa) of the believer that reaches him.

To mark the significance of Eid-ul-Adha special Salat ul Eid is offered and

Muslims celebrate this day with joy and festivities.

Candidates could further develop their answer by writing about how Eid-ul-
Adha is important in bringing families and communities together.

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Question Answer Marks

5(b) The Prophet (pbuh) performed pilgrimage (Hajj) only once in his lifetime. 4
What do you think this tells Muslims today?

Use the AO2 Levels of Response

Candidates may include some of the following information. All other

relevant information must be credited.

Candidates could give a range of answers to this question. It could be said by

candidates that Hajj is an obligation to God that a Muslim must fulfil if he has
the means and health to do so and as God does not overburden his creation,
he has made Hajj obligatory once in a Muslim’s lifetime.

The Prophet (pbuh) performed Hajj just once in his lifetime so that Muslims
trying to follow his Sunna don’t struggle with the performance of this Pillar as it
is expensive to perform Hajj and requires the pilgrim to be in good health to
perform all the rituals involved.

Spiritual maturity can be another factor. The Prophet (pbuh) performed Hajj in
the last year of his life.

Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/22
Paper 2 October/November 2018
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 12 printed pages.

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Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

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GENERIC MARKING PRINCIPLE 5:

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.

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AO1 (Knowledge – part (a) questions)

Question 1(a) has a maximum mark of 4 and questions 2–5 have a maximum mark of 10.

Mark Mark
Level Level Descriptor
Question 1 Questions 2–5

4 4 8–10 Very Good/Excellent. A thorough, well-developed and substantial response. Demonstrates

extensive, relevant and highly accurate knowledge of the subject in considerable detail and
with evident expertise. Likely to quote Qur’an verses and Hadiths to support and illustrate
points made. Comprehensive and thoughtful.

3 3 5–7 Good. Addresses the question confidently and coherently. Demonstrates sound, detailed and
generally relevant and accurate knowledge of the subject matter in great detail. Covers the
main points. May quote Qur’an verses and Hadiths to support points made.

2 2 3–4 Satisfactory. A fair, mainly relevant but generally undeveloped response. The candidate
demonstrates some factual knowledge, which is fairly accurate and slightly wider than at
basic level. Some of the main points are covered but lack substance.

1 1 1–2 Basic. An attempt to answer the question, but lacks potential and/or is unfinished. Very
limited knowledge of the subject. Response includes only a small amount of relevant material,
or mainly irrelevant points. Facts are reported in basic outline only, often inaccurately, though
some credible points are made.

0 0 0 Irrelevant. No apparent attempt to answer the question set, or a wholly irrelevant response.
Totally illegible.

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AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

4 4 Very Good/Excellent. Demonstrates a wide and thorough understanding of what the question asks. Recognises
fully and can explain the significance of material used in answer. Can reason, evaluate and discuss in a thoughtful,
mature manner.

2 2 Satisfactory. Response is descriptive but makes some effort to offer evaluation. The candidate attempts, though
with limited success, to move beyond a purely factual approach, with some limited discussion of the material.

1 1 Basic. Limited understanding of the subject. The candidate’s response is descriptive and immature, with no attempt
to discuss or evaluate the material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which are accurate and valid, and marks awarded
according to the level descriptors.

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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) Let him who believes in Allah and the Last Day either speak good or keep silent, and let him who believes in Allah and
the Last Day be generous to his neighbour, and let him who believes in Allah and the Last Day be generous to his guest.

(ii) God does not look at your forms and your possessions, but he looks at your hearts and your deeds.

(iii) The Messenger of Allah (may Allah bless him and give him peace) said: ‘Whom do you count to be a martyr among you?’
They said: O Messenger of Allah, whoever is killed in the way of Allah is a martyr. He said: ‘In that case the martyrs of my
community will be very few! He who is killed in the way of Allah is a martyr, he who dies a natural death in the way of
Allah is a martyr, he who dies in the plague in the way of Allah is a martyr, he who dies of cholera in the way of Allah is a
martyr.’

(iv) The believers are like a single man; if his eye is affected he is affected, and if his head is affected he is all affected.

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Question Answer Marks

1(a) describe their teachings about what Muslims believe 4

(i) The teaching of this Hadith focuses on the actions of a Muslim. Actions of controlling one’s speech, being kindly to
neighbours and showing hospitality to guests. The emphasis is on the words ‘let him who believes in Allah and the
Last day’ before every action signifying that noble and good actions are an outcome of one’s belief.

(ii) The Prophet in this Hadith is giving the teaching that God is not concerned with a believer’s looks or accomplishments
rather the connection between God and the believer is through taqwa. Whoever, has more taqwa is the more honourable
in the eyes of God. The line ‘but He looks at your hearts’ means that intentions are what God judges and for which
recompense will be given on Judgment Day.

(iii) This Hadith broadens the concept of martyrdom and lays stress on the importance of living righteous lives so that
whenever death comes to a believer he/she will attain the status of a martyr. Candidates can go on to discuss the
examples given in the Hadith which highlight the care that God has for His creation and that He rewards them for living
righteous lives.

(iv) This Hadith teaches Muslims about brotherhood, and community relations. The importance of brotherhood should be
brought out in the answer as it is highlighted in the Hadith with the comparison to the human body. Candidates could
develop the teaching given in this Hadith by giving quotes from the Qur’an e.g. Al Imran,3:03, which support the concept
of brotherhood.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

(i) Examples of how Muslims can put into practice the teachings of the Hadith should be given in this part of the answer.
That Muslims should hold others in high regard irrespective of their faith; be of benefit to others etc. and saying how this
can be done should be written about. Prophetic Hadiths or Qur’anic verses could be cited as well e.g. responsibility of a
Muslim regarding what he says is stated in the Qur’an Sura Al Qaf, ‘Not a word does he utter but there is a watcher by
him who records it’.

(ii) A Muslim’s action must be to seek God’s pleasure in whatever he/she undertakes to do. Hazrat Bilal was appointed as
the first muezzin of Islam because of his strong faith and love of Islam despite the fact that he was a man from humble
origins. Examples from present day can be given as well to support the answer.

(iii) In this part of the answer candidates need to focus on how a Muslim should lead his/her life in order to earn God’s
pleasure. Striving and doing one’s best to achieve a worthy objective in the way of God should be an essential focus in a
Muslim’s life.

(iv) This Hadith can be put into action by Muslims by them being aware of the sufferings of others around them. Examples
from the Prophet’s time of brotherhood or present day should be cited in order to give development to the answer.
Candidates could say that the best example of brotherhood was one shown by the Ansars to the immigrants from Makka.

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Question Answer Marks

2(a) Hadiths are broadly classified as sound (sahih), good (hasan) and weak (da’if). Write a detailed account of these 10
three categories of Hadiths.

Candidates in this answer need to write about how Hadiths are classified into the three broad categories of sahih, hasan and
da’if according to the reliability of the isnad and matn. They could define the terms given and go on to say what features
categorise them under the different headings.

Candidates should give the grounds for classifying Hadiths as sahih, hasan, da’if. For example for the sahih Hadith it could be
said that their accuracy is beyond question, each narrator in the chain was a pious Muslim and that the chain was a
continuous one and also that the narrator had a good memory making the matn reliable etc.

For hasan Hadith it could be said that they are Hadiths whose text is absolutely true but the isnad may not pass the strict test
established by the Hadith compilers e.g. a name in the chain may be missing but there is no reason to believe that the Hadith
is not a good one.

Whereas the da’if Hadith is a term used for Hadiths whose truthfulness in both isnad and matn is not fully established, i.e. its
authenticity is not fully established and they are deemed weak. A Hadith could be weak for many reasons and these reasons
could be elaborated upon in the answer by the candidates.

2(b) What in your opinion is the importance of classifying Hadiths? 4

The Qur’an gives instructions to Muslims about how to live and practice their faith, it does not give details showing how to
implement the teachings given. This implementation of Qur’anic instructions is found in the Hadiths of the Prophet . If the
Hadiths were not classified there would be a danger of Muslims not knowing the correct way of putting into practice their faith.
It could be said that in legal matters it is vital to only use only the most accurate Hadiths but when e.g. one is looking for moral
teachings, a Hadith whose isnad is not strong by having a gap or say the narrator having a weak memory, a weak Hadith
could be used and therefore the classification of Hadiths is important.

Muslims by following the guidance given in the classified Hadiths can follow the perfect example of the Prophet
Muhammad.The above is a guidance to what can be expected in a response. All valid responses to be credited on their own
merit.

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Question Answer Marks

3(a) Choose any two caliphs from the three given below and say how and why they were martyred: 10

• ‘Umar;
• ‘Uthman; and
• ‘Ali.

In this answer candidates need to select two of the three caliphs listed in the question and write about why and how they
were martyred.

Candidates could say that ‘Umar was murdered by a Persian slave Abu Lulu who had a personal grudge against the caliph. It
is believed that Hazrat ‘Umar had rejected his appeal to be relieved from paying a tax and Abu Lulu in revenge attacked the
caliph as he was leading the morning prayers. Hazrat ‘Umar could not survive his injuries and 3 days after his attack he
passed away in Madina. As per his wishes he was buried in the Masjid e Nabawi next to the Prophet and Abu Bakr with
Hazrat Ayesha’s permission.

Various charges were laid against ‘Uthman during the second half of his caliphate. He was accused of appointing his relatives
in high positions in the caliphate, spending money from the bait ul maal on them, burning copies of the Qur’an etc. The unrest
against ‘Uthman finally resulted in the rebels surrounding his house. When after a long siege the rebels received the news
that an elite force dispatched from Syria was 120 km away from Madina they decided to act.

They attacked ‘Uthman’s house that was bravely defended by Hasan and Muhammad (Ali and Talha’s sons) who were
wounded. ‘Uthman had instructed his household not to resist the rebels as he was their only target and they meekly laid down
their arms. Marwan and his troops did put up a resistance and managed to push back a band of rebels. However, Marwan
was seriously wounded and the rebels led by Muhammad ibn Abu Bakr reached the caliph as the Friday prayer was being
called out. ‘Uthman was alone in his room with his wife Naila reading the Qur’an when the rebel’s sword blade pierced him. As
his body lay on the ground one of the assassins pierced his shirt nine times and his wife Naila threw herself on him to protect
his body from any further indignity.

The year 660 had been the year of the two oaths and by the end of the year an informal truce was agreed upon between ‘Ali
and Mu’awiya. The incident of the two oaths of loyalty imposed upon the Muslims not only angered many of the old believers
but aroused the fury of the three Kharijites, who at the conclusion of hajj that year decided to act. On the 40th anniversary of
the Prophet’s migration to Madina in 661 they would strike and free Islam from persecution by removing ‘Ali, Mu’awiya and
Amr. Three attacks were planned to take place in the second week of Ramadan during Friday prayers in the great mosques at
Fustat, Damascus and Kufa. The latter two however, got saved but ‘Ali suffered a mortal blow of which he died two days later
at the age of 63. His burial place was never disclosed.

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Question Answer Marks

3(b) In your opinion what lesson(s) can be learnt from the martyrdom of ‘Umar? 4

It could be said that ‘Umar was a man of strong faith and principles and always remained firm in what he believed to be right
and did not waver from what he thought to be the correct and just course of action. Candidates could go on to say that he was
killed by Abu Lulu who was disgruntled by his decision to not relieve him from the payment of a tax. The lessons that Muslims
learn from this tragic event could be given that leaders sometimes have to take unpopular decisions which could cause them
difficulty but they must never opt to take the easy option rather they should do what is right; they must not shy away from their
responsibilities for the sake of personal safety etc. All valid responses to be marked on their own merit.

Question Answer Marks

4(a) Write an account of the campaign led by Abu Bakr against the tribes refusing to pay zakat. 10

Some tribes went back on their pledged allegiance to the Prophet and refused to pay zakat. In answering this question
candidates could say why these tribes reneged on their pledge and how the caliph dealt with the tribes on the issue of non-
payment of zakat. It could be said that he called the Shura to discuss this matter who advised him to not take action against
the rebelling tribes at the time. His response to the Shura and the delegates who had come to ask for exemption could be
written about in some detail in order to develop the answer. Also, an account of the attack launched by the tribes and Abu
Bakr’s counter attack repulsing the tribes could be given in the answer. The eventual defeat of these tribes at Abraq by Abu
Bakr could also be written about. Candidates could say that once the main army returned from Syria, Abu Bakr led the force
personally and defeated the tribes which resulted in them sending delegates to Madina not only offering their allegiance to the
caliph but also expressing their willingness to pay zakat.

4(b) How important in your view was this campaign against the tribes refusing to pay zakat? 4

Answers could say that it was crucial as zakat is one of the Pillars of Islam and its exemption would have altered the faith.
Also, it could be said that if Abu Bakr had not taken action other tribes could have made different demands e.g. exemption
from fasting, asking to make alcohol lawful. Islam would not have remained in its original form.
All valid responses to be credited.

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Question Answer Marks

5(a) Write a detailed account of the following: 10

● ihram;
● tawaf ; and
● sa’i

Before reaching miqat pilgrims must be in ihram which is to be in a state of ritual purity. It is for men dressing in two pieces of
white seamless garments and for women it is their ordinary daily clothes which cover them completely, besides their faces
and hands that constitutes their ihram. Before donning the ihram pilgrims need to bathe, remove unwanted hair, trim their
nails, and perform wudu. Men’s heads should be uncovered and their footwear should not cover the ankle bone. Development
of ihram would constitute candidates writing about some or many of its restrictions.

Tawaf means going around the Ka’ba anti clockwise seven times. It starts from the Hajr al Aswad, a pilgrim walks keeping the
Ka’ba to his/her left. During tawaf one should be engaged in the dhikr of God, to recite the third kalima is recommended.
Candidates could also say that from the Yamani Gate the pilgrim should recite Rabbana atina fid duniya . Each time the
pilgrim passes the Hajr al Aswad he/she should raise the right hand towards it and say Allah u Akbar. As development it could
be said that male pilgrims walk at a faster pace for the first three circuits and place the top piece, rida, of their ihram under the
right arm and the ends of it over the left shoulder from the start till the end of tawaf. Some candidates may also go on to give
names of the various types of tawaf.

Sa’i starts from Safa and ends at Marwa. Safa to Marwa is one round and Marwa to Safa the second. During each round men
run the distance between the two green pillars following the practise of the Prophet. Dhikr of God should be continued during
the seven rounds. Before the start of Sa’i intention to perform it is made. Some candidates could write about why Sa’i is
performed and write about its history mentioning Hajar and Ismail.

5(b) What is the significance of the Black Stone (Hajr al Aswad) to Muslims? 4

Candidates could say that some believe it’s a meteor that fell from the sky, whilst others believe that an angel brought the
stone to Hazrat Ibrahim when he was building the Ka’ba. Throughout history because of natural disasters the Ka’ba has been
destroyed and rebuilt many times but the Hajr al Aswad has always remained as a reminder of the origin of the Ka’ba.
Candidates could say that it is significant also because it is the only part remaining from the original structure that was built by
Ibrahim. It could also be said that one is identifying with Ibrahim, when one touches it or raises one’s hand towards it, who is
the spiritual father of monotheism and that by touching it and kissing it a Muslim is following the Sunna of the Prophet.

Cambridge Assessment International Education
Cambridge Ordinary Level

ISLAMIYAT 2058/22
Paper 2 October/November 2019
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 9 printed pages.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

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:

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:

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.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2019

Question Answer Marks

You must answer Question 1, Question 2, and two other Questions.

1 Choose any two of the following Hadiths, and:

(i) Let him who believes in Allah and the Last Day either speak good or
keep silent, and let him who believes in Allah and the Last Day be
generous to his neighbour, and let him who believes in Allah and the
Last Day be generous to his guest.

(ii) ‘I and the man who brings up an orphan will be in paradise like this.’
And he pointed with his two fingers, the index finger and the middle
finger.

(iii) The Messenger of Allah (May Allah bless him and give him peace) said:
‘Whom do you count to be a martyr among you?’ They said: O
Messenger of Allah, whoever is killed in the way of Allah is a martyr. He
said: ‘In that case the martyrs of my community will be very few! He
who is killed in the way of Allah is a martyr, he who dies a natural death
in the way of Allah is a martyr, he who dies of the plague in the way of
Allah is a martyr, he who dies of cholera in the way of Allah is a martyr.’

(iv) The believers are like a single man; if his eye is affected he is affected,
and if his head is affected he is all affected.

2058/22 Cambridge O Level – Mark Scheme October/November
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Question Answer Marks

1(a) describe their teaching about what Muslims believe; 4

(i) Three kinds of action are specifically referred to in this Hadith of the
Prophet (pbuh) who by repeating the statement, ‘Whosoever believes in
Allah and the Last Day’ before the action emphasised the importance of
each of the action given in the Hadith, giving the teaching to Muslims
that every action one does stems from one’s belief. Speech should be
used in a positive way and good treatment of others is a recommended
trait of a true believer and that is brought out in this Hadith.

(ii) The important teaching in this Hadith is caring for orphans. Orphans are
the responsibility of the entire Muslim community and their care is the
moral duty of all Muslims. For this action Muslims have been promised
a great reward by God and closeness to the Prophet (pbuh) in paradise.

(iii) This Hadith broadens the concept of martyrdom and goes on to give
Muslims an important teaching that God considers all those Muslims
who live their lives righteously with the intention of gaining His pleasure
and die in the process are considered martyrs irrespective of how and
where they die. Candidates can develop their response by discussing
the different ways given in the Hadith of how the status of a martyr is
achieved. The core teaching is that God loves His creation and is willing
to reward those who are obedient to Him.

(iv) This Hadith of the Prophet (pbuh) is teaching Muslims about community
relations and how they should feel and behave towards other fellow
Muslims. Just as the head is the command centre and important to
humans so is brotherhood to Muslims. The Qur’an also gives this all
important teaching of unity to Muslims in many Suras e.g. Al Anfal, 8:46
and Al Hujurat, 49:10. Therefore Muslims should consider sacred
another Muslim’s blood, property and honour and should defend it.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action. 4

(i) Following the teaching given in the Hadith a Muslim must use his
speech responsibly. Candidates can explain how this can be done to
develop their response. It could also be said that looking out for and
fulfilling the needs of one’s neighbours is another way of acting upon
the teaching of this Hadith as is honouring one’s guests. With examples
the answer needs to be developed.

(ii) By providing food, shelter and financial assistance to orphans is how

the Hadith can be applied to everyday life. Candidates could put
forward different practical examples of how assistance can be given to
orphans by way of development of their answer.

(iii) There are many ways in which the teaching of this Hadith could be
acted upon in daily life. By worshipping God, a person may strive in
God’s way with his person, by spending his wealth and resources
he/she may strive in God’s way. Examples could further develop the
points made e.g. building mosques, carrying out welfare projects etc.

(iv) Being aware of the sufferings of others around them and by trying to
alleviate their suffering is how Muslims can practice this Hadith.
Candidates can give examples from the Prophet’s time of how the
Ansars helped their fellow believers who had come to Madina leaving
everything they had back in Makka or can give present day examples of
how it is imperative that Muslims be aware of the suffering of their fellow
Muslims in countries like Syria and Myanmar or Kashmir and try to aid
them.

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Question Answer Marks

2(a) Write a detailed account of the Musannaf and Musnad collections of 10

Hadith.

In answering this question candidates have to give a descriptive account of

both the Musannaf and Musnad collections of Hadith. The period in which
they were produced could be written about.

Speaking of the Musannaf collection they could say that it was the first
organised work of Hadith collection and was made topic-wise. That the
Musannafs were mainly legal documents that developed during the first two
centuries of Islam. The Muwatta by Imam Malik is an early example of a
Musannaf collection.

Well-developed answers could discuss how the Musannaf collection served

an important function in law and Hadith literature. Later scholars referred to
Musannaf collections to know legal opinions of the Companions and
Successors and Hadith critics used them as evidence when establishing the
authenticity of a Hadith.

The late second/early third century AH saw a shift towards Musnad

collections which were arranged according to isnads. In these collections it
could be said Hadiths were compiled under the name of the narrator.
Candidates may well say that collections were organised by their compilers
along isnad lines. Examples of Musnad collections e.g. Musnad of Imam
Hanbal and others could be given. The shortcomings of the Musnad
collection could be given as well. A comprehensive answer is being looked
for.

2(b) In your opinion, from the two Hadith collections above, which is the 4
more useful to Muslims? Give reasons for your answer.

Candidates could give the benefits of both and then say which in their
opinion they thought was more beneficial and why. They could also simply
select one of the two collections and say why in their opinion it was the more
useful one. Whatever the approach or choice it has to be backed by
reasons.

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Question Answer Marks

3(a) Write a detailed account of the election of Abu Bakr as the first caliph 10
and the action he took against any two of the false prophets.

This is a two part answer, in the first part candidates need to give a detailed
account of the election of Abu Bakr which should include the key points like
how ‘Umar took Abu Bakr to the Saqifa of Bani Saida where the Ansars had
gathered to elect a caliph; Abu Bakr’s persuasive argument to the gathering
of why a Quraysh should lead the Muslims; the Ansars suggestion for
having two leaders; Abu Jarra’s intervention and how the nomination of Abu
Bakr came about. Candidates could also mention the speech made by him
upon his election and that will be seen as development of the answer.

Candidates need to select any two from the four false prophets who posed a
threat in the time of the caliphate of Abu Bakr and write an account of them
and say how they were dealt with by Abu Bakr and what the outcome was.
The mark is not divided between the two parts but will be read as a whole.

3(b) What was the most serious danger faced by the Islamic state during 4
Abu Bakr’s caliphate? Give reasons for your answer.

When Abu Bakr became the first caliph of Islam he had to face serious
challenges like the emergence of false prophets, refusal of some tribes to
pay zakat, rejection of the political authority in Madina by some tribes/states
etc., the death of several hundred huffaz in battles which gave rise to the
fear that the Qur’an may therefore be in danger of getting lost, forgotten or
corrupted if not compiled.

Candidates need to select any one threat, which in their opinion posed the
greatest threat to the Islamic state and say why they have made that choice
and what the consequences of not dealing with the threat could have been.

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Question Answer Marks

4(a) Write about the following: 10

• the conditions that should be met before Muslims start prayer

(salat), and
• the importance of prayer (salat) in the life of Muslims.

Before starting prayers a Muslim has to fulfill certain conditions e.g.

intention; time; purity; sattar, and qibla. Candidates need to elaborate on
these conditions and then go on to write an account of the importance of
prayers in the life of Muslims.

Here they could say that having specific times each day to be close to God
helps Muslims to remain aware of the importance of faith in their lives.
Muslims start the day with purifying themselves and standing before their
Lord; the recitations and movements of prayers express the humility and
submission of a believer and keep him humble, prayers are a constant
reminder throughout the day to be mindful of God and puts daily life within
perspective of the life to come in the hereafter. These and other similar
points can be made by the candidate to answer this part of the question.

4(b) Why is private prayer (du’a) given so much importance by Muslims? 4

Give reasons for your answer.

Muslims are encouraged to call upon God for forgiveness, guidance and
strength throughout the day. Du’a can be made to ask for help for oneself or
for friends and family or even the ummah. Candidates can give other
reasons to say why du’a is given importance by Muslims. All answers must
be backed with reasons.

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Question Answer Marks

5(a) Write an account of alms-giving (zakat) and say who is liable to pay it 10
and who it can be paid to.

Candidates can give an explanation of the term zakat, saying it means

purification and is a means by which a Muslim purifies his wealth and his
heart from the love of money and greed. They can go on to say that it is an
obligation which was imposed on previous nations as well and how God has
promised great reward to those who fulfil this obligation. Well-developed
answers may well elaborate on this part of the answer saying that the
money paid in zakat is not something that God needs or receives, He is free
of all dependency and its purpose is to create a well-balanced society and
free people from the love of wealth.

Zakat is due if one’s assets equal or exceed the nisab level for one whole
year. Who is liable to pay zakat can be answered by writing about the nisab
by means of which zakat is calculated. Finally, candidates can list the
people to whom zakat can be paid.

5(b) What is the importance of zakat in Muslim society? 4

Candidates need to give their reasons for what, to them, is the importance
of zakat in Muslim society. They could say that it makes them feel that their
wealth is a gift from God which they need to share with the less fortunate in
society. They could say it creates a just and balanced society which is
beneficial for both the giver and the receiver. A range of responses can be
given and need to be credited on their own merit.

Cambridge O Level

ISLAMIYAT 2058/22
Paper 2 October/November 2020
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 14 printed pages.

2058/22 Cambridge O Level – Mark Scheme October/November 2020
PUBLISHED
Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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:

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.

2058/22 Cambridge O Level – Mark Scheme October/November 2020
PUBLISHED
GENERIC MARKING PRINCIPLE 5:

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.

2058/22 Cambridge O Level – Mark Scheme October/November 2020
PUBLISHED
AO1 (Knowledge – part (a) questions)
Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Level Mark Mark Level Descriptor

Question 1 Questions 2–5

4 4 8–10 Very Good/Excellent. A thorough, well-developed and substantial response. Demonstrates

0 0 0 Irrelevant. No apparent attempt to answer the question set, or a wholly irrelevant response.
Totally illegible.

2058/22 Cambridge O Level – Mark Scheme October/November 2020
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AO2 (Understanding – part (b) questions)

Level Mark Level Descriptor

4 4 Very Good/Excellent. Demonstrates a wide and thorough understanding of what the question asks. Recognises fully
and can explain the significance of material used in answer. Can reason, evaluate and discuss in a thoughtful, mature
manner.

2 2 Satisfactory. Response is descriptive but makes some effort to offer evaluation. The candidate attempts, though with
limited success, to move beyond a purely factual approach, with some limited discussion of the material.

1 1 Basic. Limited understanding of the subject. The candidate’s response is descriptive and immature, with no attempt to
discuss or evaluate the material.

0 0 Irrelevant. No response submitted, or clearly lacks any understanding of the subject matter.

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which are accurate and valid, and marks awarded
according to the level descriptors.

2058/22 Cambridge O Level – Mark Scheme October/November 2020
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Question Answer Marks

You must answer Question 1, Question 2, and two other Questions.

1 Choose any two of the following Hadiths, and;

Hadith # 18
He who has in his heart as much faith as a grain of mustard seed will not enter hell, and he who has in his heart as
much pride as a grain of mustard seed will not enter paradise.

Hadith # 13
He who studies the Qur’an is like the owner of tethered camels. If he attends to them he will keep hold of them, but if he
lets them loose they will go away.

Hadith # 10
One who manages the affairs of the widow and the poor man is like the one who exerts himself in the way of Allah, or
the one who stands for prayer in the night or fasts in the day.

Hadith # 19
The world is the believer’s prison and the unbeliever’s paradise.

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Question Answer Marks

1(a) describe their teachings about what Muslims believe; 4

1(a)(i) The main teaching of this Hadith is that all those who affirm the Oneness of God will enter paradise. The obedient
believer, who is free from sin will be amongst the first group to enter paradise and those with sins will enter paradise
after gaining God’s forgiveness.

Pride on the other hand, the Hadith teaches Muslims, is a great sin. It is linked with shaytan who disobeyed God on
account of his arrogance and was expelled from heaven. The teaching given in this Hadith is to remain humble and
grateful for all that one has as everything we possess is simply a blessing from God.

1(a)(ii) The importance of reading the Qur’an and understanding its message is given in this Hadith of the Prophet (pbuh).
The Qur’an is the primary source of Islamic teaching and hence should never be neglected and a strong relationship
should be established between the Qur’an and the believer as it will see a believer through good times and every
hardship and be a source of comfort.

The link with tethered camels has been made in this Hadith to show the importance of the Qur’an in a believer’s life and
this could be elaborated upon.

1(a)(iii) Rights of people are stressed upon in this Hadith and the primary teaching given is that believers should fulfil the needs
of the vulnerable in society. The example of widows and poor has been given specifically but the teaching can be seen
to refer to all those who may struggle without help.

Helping others has been compared to worship in this Hadith emphasising that huquq al ‘ibad (rights of the people) are
just as important as fulfilling huquq al-Allah (the rights of God).

1(a)(iv) The Hadith of the Prophet (pbuh) instructs Muslims to live their lives according to God’s laws and refrain from what He
has forbidden. The world has been compared to a prison and just as a prisoner has to abide by the rules of the prison
the believer has to follow God’s rules to attain true freedom in the afterlife by earning paradise.

The teaching says that God may grant everything to a disbeliever that he/she may desire in this world whereas a
believer may not get all that he aspires for and may have to face hardship but their reward is in the hereafter. And even
the lowest level of paradise is enough to fulfil anyone’s heart’s desires.

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Question Answer Marks

1(b) explain how Muslims can put these teachings into action 4

1(b)(i) Muslims can put the teachings of this Hadith into practice by never allowing pride to take root in their heart, by
remaining humble and grateful to God.

The example of Prophet Muhammad (pbuh) could be given who despite being the beloved Prophet of God remained
humble. Even upon becoming the leader of Madina and after the conquest of Makka he led a life of simplicity

1(b)(ii) By reading the Qur’an daily, even a few ayats a day, by trying to understand the meaning of the Qur’an and
implementing its teachings in one’s life Muslims can put the teachings given in the Hadith into action.

Teaching the Qur’an to others is another way of acting upon the teachings given here.

1(b)(iii) The way to act upon the teachings given in this Hadith is to always be conscious of the need of others and to try and
help them in whatever way possible. God wants His believers to worship Him but He also wants them to create a caring
society. This can be done by providing resources to the poor, helping at NGOs, etc.

Examples from the life of the Prophet (pbuh) and his Companions can also be given to show the practice of this Hadiths
teaching.

1(b)(iv) Muslims can implement the teachings given here by being mindful of the attractions of this world. The Quraysh tried to
dissuade the Prophet (pbuh) from preaching Islam by offering him great wealth and beautiful women to marry but he
refused the temptations of this world.

Muslims need to follow the prescribed path of God and live in this world as the Prophet (pbuh) said: ‘Live in this world as
if you were a stranger or a wayfarer’ (Bukhari).

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Question Answer Marks

2(a) Write an account of: 10

• the reasons given by scholars for compiling Hadith collections, and;
• the checks made to confirm their authenticity.

Candidates need to begin the answer by giving an account of the reasons for compiling Hadith collections. They can be
summarised as follows:

After the passing away of the Prophet (pbuh) the Muslim community passed through a series of unrest and wars.
Hadiths were forged to manipulate the authority of the Sunna, so in order to distinguish original Hadith from the fake
Hadith compilations were made.

To resolve all matters, secular and spiritual in the light of the teachings of the Prophet (pbuh) it was essential to have
authentic Hadiths. The new generations of Muslims needed guidance on the true Islamic way of life based on the life of
the Prophet (pbuh).

The Companions of the Prophet (pbuh) were passing away and the Hadiths they remembered had to be preserved.
Overzealous teachers and heretics made up Hadiths to advance religious teachings in the name of Islam and to
undermine Islam respectively. Authentic Hadiths were essential to keep the teachings of Islam uncorrupted.

Also, the Qur’an instructs Muslims to follow the practice of the Prophet (pbuh) and for that reason Hadiths needed to be
compiled so Muslims of all times can use the knowledge they provided.

For the next part of the answer candidates can write about the checks made to confirm the authenticity of Hadiths by
writing an account of the isnad and matn. It could be said that checks were made to see that the isnad line was
complete and that narrators were subject to severe tests and were graded according to various degrees of reliability
depending on their character, reputation, knowledge, etc.

Matn of Hadiths was also scrutinised to see that it was in line with the teachings of the Qur’an, that it did not contradict
an established Hadith or the Qur’an, etc.

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Question Answer Marks

2(b) What is the purpose of having false Hadiths in Hadith collections? 4

Candidates need to give their personal view as to why it was essential to include false (mawdu) Hadiths in Hadith
collections.

It could be said that they were included to ensure that the possibility of them being categorised in the other categories,
e.g. sahih, hasan, etc. did not occur.

Another reason could be to let Muslims know that these were false Hadiths so if they came across them they could
disregard them.

All valid responses to be credited on their own merit.

3(a) Write an account of how Abu Bakr led the Islamic empire when he became the first caliph. 10

Abu Bakr was the first caliph of Islam after the death of the Prophet (pbuh) and can be seen as a role model for all
Muslim leaders and governments today.

He continued with the same principles as were maintained by the Prophet (pbuh) to secure peace and solidarity of the
Islamic state, e.g. he fought the false prophets and sent the Muslim army to Syria as per the Prophet’s plan.

He provided the foundations of a truly democratic welfare state by consulting the Shura before taking decisions, e.g. he
consulted them about the compilation of the Qur’an.

Fought the Ridda wars, and went on to expand the Islamic empire and implemented Islamic law (Sharia) whilst allowing
religious freedom to all non-Muslims.

Justice, patience, sacrifice, and humility were the hallmarks of his leadership and can be expanded upon in the answer.

Above is guidance which can be included and expanded upon in the answer to show how he led the Islamic empire and
set an example for Muslim rulers for all times to follow.

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Question Answer Marks

3(b) Why was defeating the false prophets so important to the stability of the Islamic state during Abu Bakr’s 4
caliphate?

It could be said that the false prophets were challenging the finality of the Prophet Muhammad (pbuh) and corrupting the
faith. Hence it was essential to defeat them so that Muslims and future generations of them could practice Islam
correctly.

The above answer is guidance. All valid answers to be credited.

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Question Answer Marks

4(a) Write a detailed account of belief in: 10

• God as the Supreme Lord and Master of all creation;
• God alone is entitled to worship; and
• God is known by His most beautiful names and attributes.

God as Supreme Lord and Master of all Creation:

Belief in God’s Lordship and Supremacy means that both heavens and earth and all that is in between them and
beyond belongs to God.

He alone is the Master who created everything that exists from nothingness and everything is dependent on him for
their existence and continuation. He alone has the power to bring them all to an end and to bring them to life again.

Belief in His supremacy means to acknowledge Him alone as the supreme lawgiver, absolute judge and legislator and
to submit to His laws and regulations.

God alone is entitled to worship:

In Islam, God’s right to be worshipped cannot be questioned.

God has the exclusive right to be worshipped both inwardly and outwardly, by one’s heart, body and soul.

No one can be worshipped other than Him or alongside Him.

God is known by His most beautiful names and attributes

The names of God reflect His majesty, power and perfection. His attributes are unique and all-encompassing.

Amongst his 99 names are: Al-Qawee, Al-Ahad, Al-Aleem, Ar-Rahman etc.

Muslims start their day and tasks with the name of God and before every task remind themselves of His mercy.

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Question Answer Marks

4(a) Forgiveness is an important dimension of human relationship with God. God in His mercy forgives all those who turn to
Him in repentance. He is the Forgiver, Al-Ghafur and Oft-forgiving, Al-Ghaffar.

As He alone is perfect no one else should be named or qualified with the names or qualifications of God.

Attributing God’s qualities to another deity or human is shirk.

4(b) Why is the declaration of faith (Shahadah) at the core of Islam? 4

It could be said that in Islam only God is worthy of worship and the essence of Islam is bearing witness to the phrase,
La Ilaha ill-Allah, there is no god but Allah.

This testimony to belief is the axis around which Islam revolves and all the other Pillars follow on from it.

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Question Answer Marks

5(a) Describe how the fast in the month of Ramadan should be observed by Muslims? 10

A descriptive account of how the Ramadan fast should be observed should be given here. Fasting starts with the
sighting of the moon of Ramadan. Intention is made for observing the fast and then as per the Sunna of the Prophet
(pbuh) sahur/sehri before dawn is taken and the fast ends with the adhaan of maghrib.

During the fast a Muslim:

• should not eat or drink

• should avoid anything forbidden or makruh
• must not engage in violence or anger
• must abstain from marital relations
• must spend as much time as possible in reading the Qur’an; prayer; supplication and remembrance of God
• must give zakat and other charity as much as possible
• should spend time in reflection in how to improve one’s moral and spiritual conduct
• can open the fast by sharing one’s iftar with others
• can offer additional prayers.

All the above points can be expanded upon to develop the answer.

5(b) In your opinion what is the most important benefit of fasting in Ramadan. Give reasons for your choice. 4

Candidates need to choose any one benefit of fasting in Ramadan and say why they have chosen that benefit. Sound
reasoning and maturity of response will help gain the higher level.

Cambridge O Level

ISLAMIYAT 2058/22
Paper 2 October/November 2021
MARK SCHEME
Maximum Mark: 50

Published

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.

This document consists of 14 printed pages.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

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:

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:

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.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

GUIDE TO MARKING O LEVEL ISLAMIYAT – 2058

The mark scheme is discussed at the co-ordination meeting. When marking, all examiners are
expected to adhere to what has been agreed.

GENERAL POINTS

Before starting to mark scripts, please ensure that you are familiar with the following:

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):

AO1 To recall, select and present relevant facts from the main elements of the faith and history
of Islam. Thus AO1 is primarily concerned with knowledge.

AO2 To demonstrate understanding of the significance of the selected information in the

teachings of Islam and in the lives of Muslims. Thus AO2 is concerned with understanding
and evaluation of the material.

The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of the other
three questions.

Question 1 carries a maximum of 8 marks, and the four other questions carry 14 marks each.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

LEVELS OF RESPONSE

The guiding principle for Examiners in applying the Mark Scheme to answers is to remember the
concept of Positive Awarding. Therefore, marks should be awarded for appropriate responses to
reasonable interpretations of the question.

It must be assumed that Examiners are capable of answering the questions on the paper and so they
can award the appropriate level of response to the candidate. The detailed marking schemes are
there as suggestions of what might be found in the answer. Examiners should not check whether the
content of the marking schemes is in the answers but rather be guided by the Levels of Response
and the concept of Positive Awarding. Checking on what is not in the answer almost always leads to
lower marks than are indicated by the Levels of Response.

Examiners should use the full range of marks available within the Levels of Response and not
hesitate to award the maximum where it is deserved.

Examiners must not exceed the total marks allowable for the level achieved or the total allowable for
the part of the question.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

AO1: Knowledge – part (a) questions

Question 1(a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.

Mark
Mark
Level Questions Description
Question 1
2–5

4 4 8–10 • A well-structured, clear and comprehensive response

3 3 5–7 • A well-structured and clear response

• Demonstrates sound accurate knowledge which is relevant
to the question
• Points are elaborated upon and generally accurate
• May quote Qur’an verses and Hadiths to support points
made or other relevant quotations

2 2 3–4 • An attempt to present a structured response to the

1 1 1–2 • Some attempt to answer the question

• Lacks cohesion and structure
• Demonstrates limited knowledge of the subject
• Responses made are limited with little connection to the
question

0 0 0 No creditable content

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

AO2: Understanding – part (b) questions

Level Mark Description

2 3–4 • Responses demonstrate a clear understanding of the question

• Able to use own opinions to engage with the question and present
reasoning that demonstrates their understanding

1 1–2 • Responses demonstrate some understanding of the question

• There are descriptive and factual references to the question with limited
discussion of the material

0 0 No creditable content

Marking Guidelines

The following suggested responses serve as a guide only. Credit should be given for answers which
are accurate and valid, and marks awarded according to the level descriptors.

For Question 1 all part (a) answers are given together in the mark scheme and likewise all part (b)
answers are also given together. Read both the part (a) answers together and give a global mark for
this part of the question. Similarly read both the part (b) answers and award a global mark.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) It was said: O Messenger of Allah, who is the most excellent of men?
The Messenger of Allah (may Allah bless him and give him peace)
said: ‘The believer who strives hard in the way of Allah with his
person and his property.’

(ii) He who studies the Qur’an is like the owner of tethered camels. If he
attends to them he will keep hold of them, but if he lets them loose
they will go away.

(iii) God does not look at your forms and your possessions, but he looks
at your hearts and your deeds.

(iv) The believers are like a single man; if his eye is affected he is
affected, and if his head is affected he is all affected.

1(a) describe their teaching about what Muslims believe; 4

Use the AO1 Marking Grid

(i) The teaching of this Hadith gives a distinguished place to a believer who
struggles in the way of God. A believer can sacrifice for God in many
ways, with his person, wealth and property. The purpose, however,
should be to establish a just society that lives according to the rules of
God.

Candidates could expand on the ways in which a Muslim can strive in

God’s way with his person and say how God compensates for what has
been spent in His way.

(ii) The teaching given in this Hadith focuses on the importance of reading
the Qur’an and understanding its meaning. The Qur’an is a source of
complete guidance and a believer is required to establish a strong link
with it by reading, understanding and living according to its teachings.

Candidates could refer to the analogy of tethered camels given in the

Hadith and explain it.

(iii) The only connection between God and His creation is through taqwa
(God consciousness). Whosoever has more taqwa is closer and
honourable in the eyes of God is the key message of this Hadith.
Everything a person has, their appearance, wealth, family, honour is God
given so He does not take them into account. What He does take into
account is sincerity of intention and He rewards deeds based on what is
in the heart.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

Question Answer Marks

1(a) (iv) This Hadiths teaching focuses on the concept of brotherhood in Islam. It
teaches Muslims about how to live together in a community and how to
behave with one another with care and concern.

It stresses upon unity and fraternity amongst Muslims by stating that just
as the brain is the command centre and vital to humans, brotherhood is
essential to Muslims as Muslims are joined together in a fraternity by their
common faith.

1(b) Explain how Muslims can put these teachings into action. 4

Use the AO2 Marking Grid

(i) A person may strive in God’s way in many different ways in his/her daily
life.

• A person may strive in God’s way by spending time in worship or by

doing social work in the community;
• By using one’s wealth and resources a believer can spread education
and remove ignorance about Islam, build mosques;
• Raise awareness of the peaceful teachings of Islam.

(ii) The teachings given in this Hadith can be put into action by reading the
Qur’an daily, by understanding the meaning of what is being read and
implementing the Qur’an’s teaching in one’s life. It could also be acted
upon by teaching the Qur’an to others. One’s faith would be weakened if
he/she neglected.

(iii) This Hadith can be implemented when a believer’s every action is based
on seeking God’s pleasure. When charity is given the objective behind it
should be to help another fellow being and to please God by the act as
He wants His creation to care for and look after each other. Sincerity of
actions is the right way to implement the teachings given in the Hadith.
Examples will help develop the answer.

(iv) The teaching given in the Hadith can be acted upon by being aware of
the sufferings of fellow Muslims and by trying to alleviate that suffering.
The best example of brotherhood is the one established by the Prophet
(pbuh) between the Muhajireen and the Ansars. The Ansars were
extremely generous and ready to share their possessions and families
with their Muslim brothers.

Muslims today can help other Muslims suffering in war torn countries by
feeling their pain and helping them in whatever way possible.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

Question Answer Marks

2(a) Write about the checks made on the transmitters of Hadiths and on the 10
text of Hadiths to ensure their authenticity.

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Many checks were made to determine the authenticity of Hadiths. Hadith

researchers developed Ilm ul Hadith to check their authenticity. Within Ilm ul
Hadith were many branches like the Asma ul Rijal which studied the lives in
great detail of the narrators.

Checks were made on both the transmitters of Hadiths and the text of the
Hadiths.

Some of the checks made on the transmitters were:

The narrator had to be a person of firm faith; must be honest and truthful;
should have met the person who was before him/her in time, and heard
him/her relating the Hadith, and could have also met the person to whom
he/she was narrating the Hadith to.

The line of transmission (isnad) needed to end with the Prophet (pbuh); the
narrator should be at an age where he/she understood the significance of
what he/she heard and was aware that a slight change in wording could alter
the meaning of the Hadith; have a good memory.

Some of the checks on the text (matn) were:

It should be in the pure Arabic as spoken by the Prophet (pbuh); should not
say anything contrary to the Qur’an; should not praise a particular person or
tribe; should not be against common sense or logic; should not give great
rewards for small deeds and vice versa. Compilers also travelled long
distances to verify a Hadith.

2(b) Why was so much importance given to collecting and preserving 4

authentic Hadiths?

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

It could be said that it was important to collect authentic Hadiths and preserve
them so that future generations of Muslims would be able to access the
Prophet’s Sunna and live their lives following his example.

A lot of practice of the Pillars is found in the Hadiths of the Prophet (pbuh). In
order to keep the practice of the Prophet (pbuh) pure and free from corruption,
it was important to collect and preserve authentic Hadiths.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

Question Answer Marks

3(a) Write a detailed account of the Battle of the Camel. 10

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

This battle was fought in 656.Talha and Zubayr who were among the first to
pledge loyalty to ‘Ali turned against him and raised a cry for vengeance for the
blood of ‘Uthman.

They were joined in this opposition by A’isha. Together they raised an army of
900 men and marched towards Basra. ‘Ali left Madina with a force of 600 men
and headed for the camping ground halfway between the two garrison cities
from where he sent his son Hasan to Kufa to gather support. Despite Abu
Musa’s instruction to his men to remain neutral they joined Hasan and he was
able to lead 7000 men to his father’s support.

Negotiations took place between the two sides and were successful but in the
night mischief makers from both sides urged the soldiers to fight and war
began.

Talha and Zubayr were both martyred. Talha was killed from behind by
Marwan bin Hakam with an arrow and Zubayr was killed after he left the
battlefield.

The battle raged around the camel of A’isha who was directing the fight. 40
men lost their lives guarding the camel of A’isha and finally ‘Ali gave the order
for the camel to be brought down.

As the camel fell Muhammad ibn Abu Bakr who was fighting on ‘Ali’s side
rushed to help his sister and was asked by ‘Ali to escort A’isha back to
Madina. The Battle of Camel was won by ‘Ali.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

Question Answer Marks

3(b) What was the most serious consequence of this battle to the Muslims at 4
the time it was fought? Give reasons to support your answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates need to say what the most serious consequence of this battle was
and back their choice with reasons.

It could be said that this was the first civil war fought amongst Muslims and
broke the unity of the umma. Another view could be that the strong opposition
‘Ali faced from Talha, Zubayr and A’isha emboldened Mu’awiyah to oppose
the caliph.

The capital of the Islamic caliphate was moved from Madina to Kufa could be
given as another consequence of this battle.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

Question Answer Marks

4(a) Write about the role of ‘Umar and ‘Uthman in preserving the Qur’an. 10

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

A detailed account of the role played by ‘Umar and ‘Uthman in the

preservation of the Qur’an needs to be given in response to the question.

After the Battle of Yamama was fought in the caliphate of Abu Bakr, in which
many huffaz were martyred, ‘Umar was concerned that if the Qur’an was not
compiled and preserved in writing, it would risk being lost or forgotten, as
many huffaz were dying in battles or in time would die of old age.

He persuaded Abu Bakr to compile and preserve the Qur’an and a committee
headed by Zayd ibn Thabit was set up for this task. Umar himself a hafiz
helped in authenticating the verses collected by Zayd’s team.

In the caliphate of ‘Uthman, it could be said that with the expansion of the
Muslim empire there appeared a difference in the pronunciation in the
recitation of the Qur’an. In 645, on returning from battles in Azerbaijan,
Huzayfa bin al Yaman alerted ‘Uthman about how he had heard soldiers from
different parts of Syria and Iraq meeting together and differing in their reading
of the Qur’an and how each thought his reading to be correct.

‘Uthman after consulting with the other senior Companions appointed an

editorial committee to make a copy of the Qur’an from the one which was in
the custody of Hafsah.

The committee was headed by Zayd ibn Thabit and he was assisted by
Abdullah ibn Zubayr, Sa’ad ibn al-Aas, ‘Abdul Rahman ibn al Harith, and
others.

Zayd requested Hafsah for her copy, which was carefully copied. Over the
course of four months, four other copies of the Qur’an were made from the
copy made from Hafsah’s mushaf, one for each point of the compass. All
unofficial copies of the Qur’an were burnt to avoid disunity.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

Question Answer Marks

4(b) In your opinion, were the two stages of the preservation of the Qur’an 4
equally important? Give reasons to support your answer.

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Candidates who agree with the statement that the compilation of the Qur’an
both in the time of Abu Bakr and ‘Uthman was equally important could say
that had it not been preserved in Abu Bakr’s time there was a danger of it
being lost or forgotten as were the earlier books.

Qur’an’s preservation in ‘Uthman’s time was equally important as it resulted in

the unity of the umma in reciting the Qur’an in one way and all generations of
Muslims agreeing on its wording.

If the candidates disagree with the statement, they will need to support their
view with sound reasons.

2058/22 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2021

Question Answer Marks

5(a) Write a detailed account about the second Pillar of Islam: prayer (salat). 10

Use the AO1 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

Prayer (salat) is the foremost duty of a Muslim and serves as the physical
evidence of acceptance to Islam and obedience to God. Candidates in
answering this question can say that it was the first act of worship made
obligatory by God. Its importance is such that it is considered to be a
distinguishing feature between a believer and a disbeliever.

Candidates can go on to name the 5 daily prayers and say what the time of
their performance is. Other conditions of prayer besides timing which include
intention, purity, satar and qibla could be written about in developed answers.

If candidates write about how the azaan calls the believers to prayer, it should
be read as development of the answer. Importance of prayers will add
substance to the response. Candidates could say that having specific times
each day to be close to God helps Muslims to remain aware of the importance
of faith in daily life. The various postures Muslims assume during prayer
capture the spirit of submission and prayer reminds Muslims of the Day of
Judgment, when they will be before God to give an account of their deeds.

Answers could also write about prayers being read in congregation and their
importance. Candidates may also give a description of how salat is
performed.

The scope of what can be written in the response is broad and it is the detail
and development of the points made that will earn the candidate’s marks.

5(b) What is the importance of praying in the mosque for Muslims? 4

Use the AO2 Marking Grid

Candidates may include some of the following information. All other relevant
information must be credited.

A whole range of responses can be given. It could be said that the reward for
praying in the mosque is greater than praying alone. It could be added that
every step taken towards the mosque is seen as an act of charity.

By praying together the feelings of brotherhood are strengthened between

Muslims. They get to know their fellow Muslims and in times of need are
aware of and able to help each other. The Friday sermons increase Islamic
knowledge of the believer.

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