Islamiat Markscheme 2009-2019 P1 (All Variants)

Page 4 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – May/June 2009 2058 01
Candidates must attempt Question 1, Question 2 and two other Questions.
1 Choose any two of the following passages from the Qur’an, and
(a) briefly describe the main theme(s) in each passage; [4]
(b) briefly explain how each passage presents its theme(s) in a distinctive way. [4]
(i) 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.
(ii) 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.
(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.
In order to give a mark for AO1 you will have to read both part (a) answers, and similarly in order
to give a mark for AO2 you will have to read both part (b) answers.
You should give only two marks, one for both part (a) answers, and one for both part (b) answers.
When marking this question, you may have to read the answers a number of times.
(a) What are the main teachings?
(i) Sura 1
Answers for this sura could talk about God’s graciousness and mercy, that he is master of
the worlds (known and unknown) as well as master of the Day of Judgement. They could
also mention why only He should be asked for help (e.g. he gives guidance which stops
them from going astray). Candidates could also expand on this relationship between God
and His creatures, and the guidance he gives which they must follow (Qur’an and Sunnah).
(ii) Sura 96.1-5

This passage is about God as Creator and Teacher. Answers to this sura could include
God’s control of all things He’s created, including mankind, and that He is the one who
teaches mankind. They could also elaborate on the passage’s emphasis on knowledge
by describing how God teaches humans through revealed knowledge (through books)
and the importance of the first word in the passage, Iqra!
(iii) Sura 2.21-22

This passage talks about tawhid (oneness) and emphasises that God is the Creator of
everything. Candidates could talk about what Allah has created for the benefit of
mankind (guidance, fertile earth, shade and water from sky). It also suggests that
mankind should not commit the greatest sin of associating partners/rivals with God, for
He is the only Creator and Sustainer. Candidates could also link to other relevant suras,
e.g. Sura 112 relating to tawhid, or others showing God’s bounties to men.
© UCLES 2009
(b) What do these teachings mean?
(i) Sura 1
These teachings show the relationship between God and humans, and so candidates
should talk about this relationship in light of the sura. Candidates could talk about how
Muslims should obey God’s will. Although this can be difficult, God is there to help when
He is asked. His guidance is there for humans to follow, which is mainly shown in the
Qur’an and Sunnah.
(ii) Sura 96.1-5

These teachings also help Muslims to see the relationship between God and man.
Candidates could talk about God’s power, which is seen in the way He is able to create
humans. After creation, He shows care for his creatures by sending revealed scriptures
so they are not left on their own. Excellent answers will be able to comment on how
knowledge is a link between man and God, and why they should do all they can to learn
throughout their lives.
(iii) Sura 2.21-22

These teachings show the relationship between God and His creation. Candidates
could reflect upon the natural world and the benefits it holds for them. They can also
see this from the guidance that came before them from prophets. Therefore, humans
should acknowledge who their sustenance has come from as He is the only creator of
everything.
2 (a) How are the Qur’an and Hadiths used together in Islamic legal thinking? [10]
This question is about the basis of legal thinking, in particular the primary sources. Answers
could talk about how the two are used together, with the Qur’an being the most important as
it’s God’s word.
Candidates should also be able to mention that the Hadiths expand on the Qur’an, that they
never disagree, but rather complement each other. Where the Qur’an gives a brief teaching
the Hadiths are referred to for fuller details; similarly where the Qur’an is silent on a point the
Hadiths are referred to. Used together they identify the main principles of morality and
action. This is why they are the authority for the foundation of legal matters.
Excellent answers will give a detailed account of the link between the two sources, as well as
any differences, how they are used and their importance to the Islamic legal system.
(b) Why do some legal scholars reject the use of analogy (qiyas)? [4]
Excellent answers here will be able to give a sound analysis of the use of analogy (qiyas)
with possible, but clear, examples to illustrate the point. Examples should be about analogy
and not confused with any of the other sources of law.
Candidates could mention that it is a source used when others do not offer guidance, and
compares an existing accepted situation with a new one. There is more individual thought
that goes into the decisions than with primary sources.
Better answers will mention why it’s rejected by some scholars, due to the varying and
conflicting answers that can be given.
© UCLES 2009
3 (a) Describe the events of two of the battles fought by the Prophet while he was leader of
the community at Madina. [10]
Candidates may choose any two battles, but will probably write on Badr, Uhud or Khandaq
(the Trench). Some may choose Hunayn or Khaybar.
Whichever two battles candidates choose, they should be able to name them and describe
them in detail giving dates and important points. Better answers will also narrate the events
as they unfolded rather than giving confused details; excellent answers will give an in-depth
narrative.
(b) How does his conduct in one of these battles provide a model for Muslims today when
they face difficulties? [4]
Answers could give an account of the part played by the Prophet in the particular battle they
choose to talk about.
Good answers could identify the qualities shown by the Prophet by his actions in the battle,
his reaction to danger or his enemies and draw some conclusion from it, e.g. “Muslims today
should act like this when they face an enemy”.
Excellent answers could be able to identify and discuss how these qualities can be
transferred to situations today, and give an example of how Muslims may follow his way of
acting. There may also be a relevant quote from Qur’an or Hadith.
4 (a) Write an account of the first migration (hijra) of the Muslims to Abyssinia. [10]
Good answers should be able to narrate the story of the migration to Abyssinia with
considerable detail, being able to name the main Muslims involved.
Answers could give an account of the persecution faced by Muslims in Makkah and why
these persecutions had increased on the Prophet’s followers; that the Prophet ordered some
followers to go to Abyssinia to seek protection from it’s just king; they were led by the
Prophet’s cousin, Ja’far Ibn Abu Talib; the Quraysh followed them and asked the king to
return them; what happened when Sura Maryam was recited to the king.
Excellent answers will give in-depth details of the story as it happened, as well as saying why
these particular Muslims took part.
(b) Why did the people of Makka pursue these Muslims? [4]
Good answers here will be able to give reasons for the migration rather than repeat the story
again.
They could say why the Makkans wanted to destroy the new faith, as it threatened their own
religious and economic stability, and therefore didn’t want the Muslims to escape and for
Islam to flourish.
Excellent answers will show a clear understanding of the threat the Makkans felt and the
fears they had due to the increasing number of Muslims.
© UCLES 2009
5 (a) Write accounts of the lives of the Prophet’s two grandsons al-Hasan and al-Husayn. [10]
Answers for this part could give an account of the lives of the grandsons of the Prophet from
their childhood to their deaths.
For both of them, their closeness to the Prophet could be described as well as important
points such as their support for their father throughout his Caliphate.
Al-Hasan was involved with his father in the battle of Siffin and the battle with Aisha. He
became Caliph but gave it up after a year due to heavy opposition from Mu’awiya. He was
poisoned and died in the year 670.
Al-Husayn rejected the Umayyads and refused to accept Yazid as caliph after Mu’awiya. Al-
Husayn’s supporters in Kufa were killed/punished. In 680AD, returning from Hajj, he camped
at Karbala and Umayyad troops surrounded the camp. There was a battle between his 72
supporters and a 4000 strong army. They put up resistance but eventually al-Husayn was
surrounded and killed. His head was taken to the Caliph.
(b) Explain why they each died in the way they did. [4]
Full answers here will be able to discuss the reasons why al-Hasan and al-Husayn opposed
the Umayyads.
Al-Hasan died because of the constant threat from the Umayyads to secure power, and they
always viewed al-Hasan as an obstacle due to his support and his being the grandson of the
Prophet. His poisoning reflects the treachery of the Umayyads.
Al-Husayn died because he resisted the Umayyads as he saw them as corrupt. He never
gave up on his principles even for his own safety, and so he was seen as an upholder of right
against wrong.
© UCLES 2009
GCE O LEVEL – October/November 2009 2058 01
1 Choose any two of the following passages from the Qur’an, and:
In order to give a mark for AO1 you will have to read both part (a) answers, and similarly in
order to give a mark for AO2 you will have to read both part (b) answers.
You should give only two marks, one for both part (a) answers, and one for both part (b)
answers.
(i) 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.
(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 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.'
(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.
© UCLES 2009
(i) Sura 2.30-37

Good answers for this passage will be able to talk about God as Creator and his
relationship to his prophets. Answers may talk about God creating Adam, as well as
everything else (angels, etc.), and the high position he granted him. They could also
mention that God gives knowledge to who he wants and he gives the special status of
prophethood to who he wishes. Also, even when Satan misled Adam, God did not leave
him or allow any obstacle to prevent him from making Adam his representative on earth.
(ii) Sura 5.110

Good answers of this passage will be able to talk about God and his power, and his
relationship with Jesus. Answers may talk about the miracles God gave to Jesus as a
sign of His power, and to protect his prophet. God showed his support for Jesus in many
ways as a demonstration that Jesus was his prophet.
(iii) Sura 108

Good answers for this passage will talk about God’s mercy/generosity and his
relationship with the prophet Muhammad. Answers may talk about how God has granted
the prophet success, and because of this his servants (the prophets) should continue to
show loyalty to God even in times of difficulty. God remains near to his prophets. They
can also talk about how God has promised to protect them, just as He protected the
prophet from his enemies.
(i) Sura 2.30-37

Answers could talk about how Adam was the first prophet of God, who was made his
representative on earth. They could also mention how God showed Adam’s importance;
by making the angels bow to him, and forgiving him when he disobeyed. Adam was
chosen by God as his prophet and representative, and God maintained the relationship
despite obstacles which shows an understanding of how God’s will always triumphs.
(ii) Sura 5.110

Answers could give an insight into the relationship between God and his prophet, and
the ways in which Jesus’ prophethood was shown. The creation of a bird from clay and
raising the dead were clear signs that God had chosen Jesus. God supported him by
giving him distinctive miracles and protected him from his opponents.
(iii) Sura 108

Answers could give an insight into the relationship between God and the prophet. Good
answers will suggest how God gave a promise to the prophet in times of difficulty. He
gave the Prophet numerous followers but his enemies left no name on future
generations. For his steadfastness he has been given future generations as well as
blessings in the afterlife. God always intervenes in times of difficulty to ensure the
welfare of His prophets.
© UCLES 2009
2 (a) Write an account of the ways in which the Qur’an was revealed to the Prophet between
the years 610 and 632. [10]
This part of the answer requires a descriptive account of the revelations, from the first one to
the last ones. Answers should indicate (and describe) that revelations came in both Makka
and Madina.
An account of the first experience should be given; when the prophet was meditating in Cave
Hira, the Angel Gabriel came to him and commanded him to read. They could also add
references to other revelations coming at other times without warning, that they induced
bodily changes in the prophet, that they provided answers to situations happening in his life
at that time. Examples and details should be given.
Excellent answers will be able to provide a confident narrative of the modes in which
revelation came down and give a coherent account of the history of the prophet’s
experiences.
(b) What does the Prophet’s first experience of revelation tell us about the nature of
prophethood in Islam? [4]
Candidates should try to give some insight into the revelations and their significance, rather
than providing another descriptive account.
Good answers could talk about the prophet’s surprise and confusion. They could also explain
how the unannounced experience shows that God chose prophets, often without warning,
and caused miraculous events at the time of calling. They could also draw parallels between
the specific experiences of the prophet Muhammad and other prophets, and make general
observations on the basis of these.
3 (a) Describe two events from the life of the Prophet that illustrate the way he treated non-
Muslims. [10]
Candidates can choose any two events and give a full and concise description of them. The
point of the events should be underlined, as well as giving some reasons for the prophet’s
conduct.
Some events which candidates could talk about (though not the only ones) are:
• his treatment of non-Muslims during the early persecution of Muslims in Makka; how he
was taunted and had things thrown at him, and how he reacted
• the story of the prophet going to Al-Ta’if; how they reacted to his message and how the
prophet reacted to them
• the conquest of Makka; his treatment of his non-Muslim enemies
• his relationship with non-Muslims when they migrated to Madina; how he made treaties
with the Jewish tribes and his interaction with them.
There may be other relevant events that the candidates choose, which should be credited if
they give a detailed description of them.
(b) How can these examples help Muslims today in their relationships with non-Muslims? [4]
Candidates should show some reflection on the two situations they have described in part (a)
and relate them to their own personal relationships with non-Muslims, or the relationship of
Muslims in general with non-Muslims.
They could talk about the moral significance of the prophet’s actions and this should be used
to highlight Muslim conduct today. A clear parallel should be drawn between the Prophet’s
example and situations today, and specific examples given.
© UCLES 2009
4 (a) Write briefly about the conversion to Islam of Abu Bakr, ‘Umar, ‘Uthman and ‘Ali. [10]
Good answers for this part will give full, yet concise, accounts of the four conversion stories.
Candidates should talk about the conversion stories and not their later lives.
Some points that could be mentioned for each companion are:

Abu Bakr: close friend of the prophet from childhood and amongst the first to convert (first
free adult male); he became Muslim without hesitation; was open about calling others to the
new faith and persuaded many to accept Islam; he purchased slaves and set them free; he
was the first person to openly invite people to the new faith and was beaten severely.
‘Umar: he was initially angry at the prophet and the new message he was preaching and set
out to kill him; on his way he was told his own sister and brother-in-law had converted and so
went there; overheard recitation of part of sura Ta Ha; when he read the words himself he
went to accept Islam; he had a reputation of being the fiercest man in Makka and so his
conversion provided Muslims some protection; he fought Qur’aysh until Muslims could pray
at the Ka’ba.
‘Uthman: he converted at the hands of Abu Bakr; was the third male convert; his family
deserted him after his conversion; he was married to the Prophet’s daughter Ruqayyah soon
after; amongst the first group to migrate to Abyssinia.
‘Ali: he was a cousin of the prophet who had been taken into the prophet’s household to
alleviate the financial burden on his family; one of the first Muslims (only ten when he
accepted Islam); when the prophet openly invited others to come to Islam, only ‘Ali stepped
forward to help him; for this ‘Ali was made the prophet’s brother and vice-regent; caused
ridicule amongst Qur’aysh who laughed at the thought of elders obeying ‘Ali; ‘Ali stood firm
during persecutions.
(b) In what ways did the conversion of ‘Umar help the young Muslim community? [4]
Good answers here should show an understanding of the significance of ‘Umar’s conversion.
Answers could talk about how his conversion boosted Muslim morale. He was an open
persecutor and oppressor of Muslims, but upon conversion was the most open about public
praying. Muslims couldn’t pray at the Ka’ba until he became Muslim. He helped the Muslims
gain confidence in practising Islam openly; no-one dared interfere with ‘Umar when he was
praying. He was known for his temper and his physical strength. All this gave a physical
protection to the vulnerable Muslims.
5 (a) Trace the events that led up to the Prophet’s migration (hijra). [10]
For this answer an account should be given about the events before the prophet migrated to
Madina, not the actual journey or events of migration itself.
Answers could briefly discuss the persecution of the Muslims by the Makkans and their
migration to Abyssinia which later encouraged them to make the migration to Yathrib. The
boycott of the Banu Hashim clan by the Qur’aysh followed by the deaths of Abu Talib and
Hazrat Khadije are points that candidates can discuss when answering this question.
Answers could also talk about the prophet’s reaction to the loss of protection and his
attempts to spread Islam elsewhere. The prophet met six men in Makka, who had come from
Yathrib for the annual pilgrimage. They became Muslim and returned to Makka the following
year with more people who took an oath at ‘Aqaba in 621. The following year more people
came to take the oath with the prophet. They invited the prophet to come to Yathrib as their
leader.
The best answers will be able to give details of the number of pledges, the number of
Yathribites/Madinans involved, some brief details of what was in the pledges, and an
indication of the result of the pledges.
© UCLES 2009
answers.
(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? 102. He created all things, and He has full knowledge of all things. 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 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.
(1) Sura 6.101–103

Good answers to this passage will talk about God’s power and knowledge over all things. He
is the only one to control the heavens and the earth and so emphasises the theme of tawhid.
Candidates could talk about the importance of God being the only creator, not sharing
authority with anyone else. They could also mention God’s knowledge and power. He has
knowledge about all His creation, and He has power over all His creation. He is not
perceivable and mankind should worship Him.
(2) Sura 41.37

This passage is about God as creator and his power to create and control everything. Good
answers will talk about God creating and controlling things in nature, things that benefit
mankind. The passage is also about the existence of God and signs in creation. So it is Him
alone that should be obeyed.
(3) Sura 112

Good answers to this passage will talk about God’s unique characteristics which are central
to the Islamic faith. Candidates can talk about tawhid, and elaborate on its importance.
They could also talk about God being eternal and absolute and unique, and elaborate on
what the meaning of these words are. There is no-one like Him and He is completely alone
in these attributes.
The above answers are not the only answers that could be presented. Candidates
should be allowed to develop/show other relevant themes of the passage. They could
also give comparisons with themes of other passages. The highest level should be
kept for well written answers offering a variety of themes.
© UCLES 2010
(1) Sura 6: 101–103

These teachings emphasise the importance of tawhid for Muslims, and the first verse
summarises this by asking mankind to reflect upon His relationships and how it’s not possible
for Him to have family. The only relationship He has is with His creation, and candidates
could also talk about how man is asked to worship Him as it says in this passage that only
He can fulfil their needs. Candidates could talk about His unique attributes mentioned in this
sura, which are unlike human attributes. Mankind should reflect upon this so they know not
to worship anyone other than Him.
(2) Sura 41.37

The themes are presented in this passage by presenting God’s creation of things in nature,
in particular the sun and moon and day and night. Candidates could talk about the
importance of these things for mankind and why they are mentioned to show God’s power.
Good answers will talk about why humans should worship Him and not His creation, and
about how the things He creates have an order and harmony.
(3) Sura 112

The themes in this passage are presented in a concise way, a key feature of this sura.
Candidates should talk about the words used in this passage to show God’s characteristics/
uniqueness, e.g. saying that he does not have children nor was he born shows that he has
no children or family. There are other passages in the Qur’an that mention these same
themes, which could be referenced, but this one is considered to be the most significant [due
to the importance the Prophet gave to it (being one third of Qur’an)].
Higher level answers in part (b) will be able to say how certain words/phrases/ideas
are used in the passages to convey the themes mentioned in part (a). Candidates
could say how the imagery is like or unlike other passages, but should show how they
are related, not just reference them.
© UCLES 2010
Part (a) tests AO1, and part (b) tests AO2.
2 (a) Give an account of how the Qur’an was compiled in the years following the Prophet’s
death. [10]
For this answer candidates should write a clear and comprehensive account of the
compilation of the Qur’an, after the Prophet died and not during his life, including the figures
involved.
Candidates could start from the events/consequences of the battle of Yamama and the need
to compile the revelation, as well as mentioning the role played by Abu Bakr, ‘Umar, Zayd Ibn
Thabit and ‘Uthman in the compilation. Candidates could further elaborate on this by
mentioning the roles of Hafsa, and the other Companions who worked with Zayd.
They could also mention how there were different, competing versions of the Qur’an in
different parts of the Islamic Empire.
(b) Explain why the first community of Muslims thought it was necessary to compile the
Qur’an. [4]
For this part, candidates should mention why Abu Bakr and ‘Umar, and later ‘Uthman, feared
the Qur’an would be lost and the implications of not compiling it or ensuring its authenticity.
They should be able to discuss the implications of the initial compilation to the modern world,
and how it has remained the same since.
3 (a) Write about the life of the Prophet up until the first revelation. [10]
Candidates can provide details of any events related to the Prophet Muhammad’s life up until
he received the first revelation. However, good answers will write a narrative naming key
figures, important events and sequence them in the order in which they happened.
Candidates could talk about the Prophet’s parents, his guardianship under his uncle Abu
Talib, and his relationship with the Quraysh. They could mention special events that
occurred in his childhood, e.g. the angels washing his heart. They should also mention his
trade journeys, and related to this, his subsequent marriage to Khadija, as well as the
meeting with Bahira. Better answers may also give elaborations about his character and
mention his increasing seclusions just before revelation – with any relevant supporting
quotations.
(b) Why was his relationship with his wife Khadija important for him? [4]
Good answers to this part will mention Khadija’s support of the Prophet, financially and
spiritually, and being the first Muslim. They could also mention that her support allowed him
to spend time in seclusion and that his seclusion prepared him for receiving revelation. They
could also mention that her maturity allowed her to console and believe in the Prophet when
he received revelation [reference to Sura 93:8]. Candidates should look to give thoughtful
and insightful explanations as to why this was important to the Prophet and the subsequent
development of Islam.
© UCLES 2010
4 (a) Describe the events relating to the Prophet’s experiences in caves. [10]
Candidates should be able to give an in-depth narrative of the Prophet’s experiences in the
two caves, namely Cave Hira and Cave Thawr/Saur.
They should be able to name the caves and give details of what happened in each cave.
They should also be able to name the key figures involved, e.g. Jibra’il and Abu Bakr.
Related to Cave Hira, candidates could mention why the Prophet was in the cave, the
appearance of the angel, the quotation of Sura 96:1–5, as well as a description of what
happened to the Prophet when he left the cave.
Related to Cave Thawr/Saur, candidates could mention why the Prophet found himself in the
cave, who he was with, details about Abu Bakr’s role as well as a reference to the Qur’anic
verse relating to this incident.
(b) Explain the significance of one of these experiences for the development of Islam. [4]
Candidates should try to show some understanding of the importance of one of these
incidences, and try to relate its significance to Muslims today.
Cave Hira
This event started God’s final guidance for mankind as it was when the Prophet was given
the first revelation of the Qur’an, which is the most important book for Muslims to get
guidance. The event was also significant for the Prophet as he was given his prophethood.
It highlighted the transition from polytheism to monotheism. Candidates should try to reflect
upon these reasons and their significance to themselves or the wider community of Muslims.
Cave Thawr
This event was significant because there was a threat to the Prophet in Makka and God gave
permission to leave. Candidates should mention that at this time, the Prophet had to have
trust in God as well as his followers to escape the threat. If he hadn’t trusted them and if he
had been captured Islam would not have developed. It was the beginning of a new phase for
the Muslims because they left everything behind. Candidates should try to reflect upon these
reasons and their significance to themselves or the wider community of Muslims.
© UCLES 2010
5 (a) Describe the teachings of Islam about the position of women as wives, mothers and
daughters. [10]
Candidates should give relevant details about what Islam teaches about women being wives,
mothers and daughters. This should be a descriptive account of their position and their role/
duties. Candidates should also give reference to the life of the Prophet to elaborate on these
roles and duties, and may quote Qur’an and Hadith to support their points.
As wives, candidates could mention their position with their husbands as well as their duties
around the home. These details could be elaborated upon using illustrations from the
Prophet’s life, about the role his wives played and how he behaved with them. They could
also quote relevant verses from the Qur’an/Hadith about wives.
As mothers, candidates could mention their duties to their children, the high position they are
given for this, which could be illustrated through a story about the Prophet and his mother.
They could also quote relevant verses from the Qur’an/Hadith about mothers.
As daughters, candidates could mention the relationship they have with their parents, as well
as their brothers. They could mention that daughters are considered a mercy (rahma) for
parents. Their position could be illustrated using examples of the Prophet’s relationship with
his daughters. They could also quote relevant verses from the Qur’an/Hadith about
daughters.
(b) What do these teachings tell us about the relationship between men and women? [4]
Candidates should try to show some understanding of how men and women should respect
each other, mentioning the reasons for their behaviour if they are not related. They could
also explain how they are equal before God but with different roles, and elaborate on this by
giving examples of the relationship between men and women in the present-day, as well as
discussing the significance of this relationship. Candidates should give reasons not just a
description.
© UCLES 2010
answers.
(1) Sura 5.110

and maturity. Behold! I taught you the Book and Wisdom, the Law and the Gospel. And
among them said: ‘This is nothing but evident magic.’’
(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 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!
© UCLES 2010
(1) Sura 5.110

This passage talks about God’s relationship with his messengers, in this case the prophet
Jesus. Candidates could talk about God’s power and authority over all things, that it is He
who allows all things to happen. He gives his prophets miracles and powers as a reflection
of His power, but also to help them. Just as He helps them in their guidance for people, He
also protects them from harm.
(2) Sura 6.75-79

This passage is about God showing His signs to mankind to strengthen their belief and so
they know about His Oneness, as well as helping his prophets when they are in need.
Candidates could mention that the signs of the sun and the moon and the star were shown to
Abraham to clear his confusion about his ancestor’s belief in idols. These verses tell
Muslims to worship god alone.
(3) Sura 93
This sura was revealed as a consolation to the Prophet Muhammad that God has not left
Him, as the disbelievers claimed. Rather God shows in this sura how he helped the Prophet,
as He helps all his prophets. Candidates could mention that these verses give reassurance
that God is always there to help in need. The Prophet has been told to help those in need
and be grateful to God, and mankind should follow this example.
(1) Sura 5.110

These teachings show the relationship between God and His prophet Jesus. In this passage
God communicates with his prophet. They show mankind the different kind of miracles God
is able to perform, which show His power and majesty, but also how He helps His creation in
different ways.
(2) Sura 6.75-79

These teachings tell man to have belief in God alone and not ascribe partners to Him. It
shows how God communicated with his prophet through His creation, and that mankind
should therefore also look for God’s signs in creation to strengthen belief. Better answers
may give references to other passages.
(3) Sura 93
These teachings tell Muslims about blessings that God gave to the Prophet Muhammad.
Candidates could talk about how the Prophet should not forget this and should tell people
about the blessings that have been bestowed upon him. Just as the Prophet did, man
should also look to his life to see his blessings and should be grateful for them and tell
people about them, because God always helps people in difficulty.
© UCLES 2010
2 (a) Describe how the two main sources of Islamic legal thinking are related. [10]
Candidates should give a detailed account of the Qur’an and Hadith being the two main
sources of law and how they are used in the Shari’a. They could talk about the authority of
the Qur’an, never being questioned or contradicted, and their relationship together - that the
Hadith expand upon the Qur’an and are used when the Qur’an is silent/gives brief details
about a matter.
They could also mention the importance of the Qur’an in that it is the word of God, and that
the Hadith are important because the Prophet was the final and perfect messenger to follow.
They could also make reference to the Prophet being the living Qur’an, and mention any
other related verses or Hadith to support their points.
(b) Give an example to show how the Qur’an could be used in the exercise of qiyas
(analogy) to face a new situation. [4]
For this part candidates should be able to give a brief account of what qiyas is, but the
example is the important part of the answer. Candidates should give an example that can
clearly be shown to be using qiyas, so there should be a fundamental teaching (from the
Qur’an), a new matter in question, and a linking cause that connects them.
3 (a) Describe the main difficulties encountered by the Prophet himself during his time in
Makka after his call to prophethood. [10]
Candidates should write a detailed account of the difficulties faced by the prophet, and
should write about the events as they happened.
Candidates could give a brief description of the Prophet beginning to preach openly after
years of secret worship, including an account of when he stood on the hill and made his
speech declaring his faith, and the reaction of the Quraysh. They could go on to give a
description of the subsequent mocking and torture he faced, mentioning the key figures
involved in the persecutions, and mention of the tolerance and patience of the Prophet. They
could also include relevant references from the Qur’an.
(b) How does his conduct in one of these difficulties provide an example for Muslims
today? [4]
Candidates should take one of the incidents mentioned in part (a) and comment on how it
can be used as an example to Muslims.
They should give a brief mention of one incident, e.g. throwing intestines on Prophet,
preaching at Ta’if, etc., and elaborate by saying how the Prophet reacted and the
characteristics displayed e.g. patience, tolerance, forgiveness. They should then go on to
give an example of how this could be related to a present day situation. Better answers will
be able to give a detailed explanation of how the prophet’s morals give guidance for the
contemporary situation.
© UCLES 2010
4 (a) Write about the major contributions made to Islam by Abu Bakr during the Prophet’s
lifetime. [10]
For this answer, candidates should give a detailed account of the main events in Abu Bakr’s
life with the Prophet. They should be able to give a basic description of Abu Bakr being the
Prophet’s childhood friend, and the first to accept Islam. This could be elaborated upon by
describing how he was a staunch supporter of the Prophet, guiding others to accept Islam
and giving his wealth in the battle of Tabuk. Other important points that could be described
are his loyalty to the Prophet, particularly after the night journey, as well as him being the
Prophet’s companion during the hijra.
(b) Why was Abu Bakr given the title ‘Saviour of Islam’? [4]
Candidates in this part should try to show an understanding of the importance and
significance of Abu Bakr to the Prophet and therefore to Islam. They could mention how his
loyalty to the Prophet contributed to keeping the community united, he held the community
together when the Prophet died, and this led to him becoming the first caliph.
5 (a) Outline the main events of the Prophet’s journey from Makka to Madina. [10]
Candidates should be able to write a detailed narrative tracing the main events as they
occurred on his journey to Madina.
Candidates could give brief background information relating to the threat in Makka and his
departure, and mention by name the key figures involved in the threat and his departure.
They should mention that he left with his companion Abu Bakr, and give a detailed account
of their journey and their stay in Cave Thawr. They could also mention their stay at Quba as
well as giving some details of their arrival in Madina. Better answers will be able to mention
all the key figures involved, the events as they unfolded and be able to quote relevant
Qur’anic verses.
(b) What was the significance of this journey for the Muslims? [4]
For this part, candidates should look to show some reflection and understanding behind the
reasons for leaving Makka, and not repeat the narrative provided in (a). They could give a
basic mention of the threat to the Prophet and the believers and why there was little success
with preaching. They could mention that the Madinans were inviting him and give reflections
on how his migration saved Islam for future generations – any insight shown as to why the
migration was important for that generation of Muslims, as well as future generations, should
be credited.
© UCLES 2010
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.
answers. When marking this question, you may have to read the answers a number of
times.
(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 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.
© University of Cambridge International Examinations 2011

(1) Sura 2.21-22

This passage talks about tawhid and emphasises that God is the Creator of everything.
Candidates could talk about what Allah has created for the benefit of mankind (guidance,
fertile earth, shade and water from sky). It also suggests that mankind should not commit the
greatest sin of associating partners/rivals with God, for He is the only Creator and Sustainer.
(2) Sura 99
This passage is about God’s power over all things and the Last Day. Answers to this sura
could include God’s control of all things He’s created. They could also elaborate by saying
that human beings will be at a state of loss and confusion. Mankind will be sorted out into
groups and all their actions, however big or small, will be shown to them. The earth is treated
like a person who will speak out.
(3) Sura 114

Good answers to this passage will talk about God’s power and His ability to protect humans
from the various evils of the world, from jinn and men. God is all-powerful so He can help
humans resist temptations which come from different sources. Because nothing is greater
than God, he can protect from the whisperings which prompt humans to do and think bad.
(b) How are these teachings represented in this passage?
(1) Sura 2.21-22

These teachings show the relationship between God and His creation. The passage reflects
upon the natural world and the benefits it holds for them. Metaphors are used to show the
comfort God has given mankind, therefore, humans should acknowledge who their
sustenance has come from as He is the only creator of everything. Candidates could also link
to other relevant suras, e.g. sura 112 relating to tawhid, or others showing God’s bounties to
men.
(2) Sura 99
These teachings tell man that everyone will be judged on the Last Day. Good answers will be
able to talk about how the world will come to an end. They should also be able to talk about
how mankind will be shown all their deeds so should be careful about how they live their
lives. Better answers will be able to reflect on these teachings and/or show how other
passages can be related to this one.
(3) Sura 114

These teachings tell Muslims about God’s power which means He can protect against
everything. "Lord", "King" and "God" of mankind are used to highlight this. Candidates could
talk about the various evils mentioned here that can inflict humans in their everyday lives, but
that God is a refuge against them because of His infinite power. They could also expand on
this point by mentioning that humans with this belief in God as a refuge need have no fear of
evils. Other passages could be referenced showing similarities.

2 (a) From the Qur’anic passages you have studied, outline the relationship between God
and two of His messengers who were sent before the Prophet Muhammad. [10]
Candidates can choose any two messengers before the Prophet Muhammad that they have
studied through the prescribed passages in the syllabus [though not exclusively]. They should
mention who the prophets are and talk about God’s relationship with that prophet, how it is
mentioned in the Qur’an, teachings that God gave them, and any miracles they were given.
Better candidates could give references to other suras in the Qur’an where they are
mentioned. Candidates should give a description of the prophet’s experience, where usually
they go through adversity and God helps them. It could be mentioned that God defends them
against their enemies.
(b) Explain why God sends his revelations through messengers. [4]
Candidates should be able to talk about the revelations given to all messengers not just the
Prophet Muhammad. They should talk about mankind’s need for guidance and inspiration,
and why messengers/humans were the best way to send that guidance, e.g. it was sent to
different nations in different languages so it would be universal and the messengers
convinced through strength of character and moral example.
3 (a) Give an account of the events of the Prophet’s night journey and ascension [‘Isra wa-
mi’raj]. [10]
Candidates should talk about the events of the night journey as they happened, and be able
to provide an in-depth narrative of the journey. They could talk about the Prophet being
woken from his sleep and taken on al-Buraq from Makka to Jerusalem by the angel Jibril.
They could mention all the things that he saw on his way, the prophets that he met, the
questions that he asked Jibril, and the fact that he led the prophets in prayer. They should
also go on to mention that he was taken through the heavens and was finally in the presence
of his Lord. Answers should also mention that this all took place in one night, and what the
people of Makka said when he told them about his journey.
(b) Explain the importance of this event to the Prophet himself. [4]
Good answers here will be able to mention the conditions for the Prophet in Makka at this
time, that he had lost his closest supporters and was being mocked for being left by God.
They should talk about the importance of physical and spiritual support needed by the
Prophet. The events reassured him of his closeness with God and his status among other
messengers, and gave him spiritual support. His physical support came from his companions
who believed that if the Prophet said it happened, then it did.

4 (a) Write an account of the following figures during the lifetime of the Prophet: Hamza,
‘Abu Bakr and ‘Ali. [10]
Candidates should be able to give narratives of the biographies of these figures during the life
of the Prophet. They should mention their relationship to the Prophet and describe the way in
which this relationship developed with the development of Islam. They should also mention
key events from each person’s life. Good answers will be able to provide a narrative of the
lives of these figures and mention important facts from their lives, mentioning incidents that
occurred from their relationship, when they happened and what happened.
(b) Explain why one of these figures was important in the development of the Islamic
community. [4]
Good answers here will choose one of these figures and say why his relationship was
important to the Prophet and the early development of Islam. Candidates should be able to
talk about how their chosen figure gave the Prophet encouragement and defended him, and
why this was important to the Prophet, and therefore the Islamic community, at the time it
happened.
5 (a) Describe the difficulties faced by the followers of the Prophet in Makka. [10]
Candidates should give a detailed narrative of the persecutions faced by the early converts in
the days after the Prophet started preaching Islam. Good answers will be able to name key
figures involved in the persecution, and the names of the Muslims who were being
persecuted, stating that it included slaves and those without tribal protection. They could talk
about the type of difficulties they faced and give an account of the persecutions. Good
answers will be able to present their narratives in a clear and comprehensive manner without
confusing details.
(b) What can these stories teach Muslims in their everyday lives today? [4]
Answers should reflect on the accounts the candidates have given in part (a) and be able to
put their answers in a modern context. They may be able to say e.g. that Muslims should
remain steadfast under all circumstances, or that they should not retaliate, but the better
answers will be able to give clear examples from the lives of the candidates or the world they
live in. Better answers will refer to (a) but not repeat the description, rather will explain the
accounts/stories in a modern context or related to their everyday lives.

In order to give a mark for AO 1 you will have to read both part (a) answers, and similarly
in order to give a mark for AO 2 you will have to read both part (b) answers.
answers.
(1) Sura 41.37

(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 2.21-22


(1) Sura 41.37

(2) Sura 96.1-5

God’s control of all things He has created, including mankind, and that He is the one who
teaches mankind. It describes mankind’s origins and God’s favours upon him.
(3) Sura 2.21-22

Candidates could also link to other relevant suras, e.g. sura 112 relating to tawhid, or others
showing God’s bounties to men.

(b) How are the teachings represented in the passage?
(1) Sura 41.37

(2) Sura 96.1-5

These themes are represented through the various words in this sura, but mainly Iqra.
Candidates could talk about this word and the way it is used to show God’s relationship with
man. They could also talk about creation and the way God describes in this passage how
He creates mankind and also how He teaches him (by the pen, by sending revealed
scriptures).
Excellent answers will also be able to comment on how knowledge is a link between man
and God.
(3) 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 mankind, and so they should look after it.
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.
are used in the passages to convey the themes mentioned in part (a).

2 (a) Give an account of how the Qur’an developed into book form. [10]
Candidates should give a detailed account of how the Qur’an was collected, mentioning that
it was revealed, was written on bone and leaves and subsequently collated. They should also
be able to mention the names of the people involved in the process. The order of the answer
and accuracy will determine the levels.
Candidates could mention the revelation was received by the Prophet Muhammad from the
Angel Jibril aurally as he could not read or write. They could also mention how the
companions of the Prophet would write verses they heard from the Prophet onto pieces of
animal skin and parts of bone. Candidates should also mention what happened after the
Prophet’s death, that it was suggested by ‘Umar to Abu Bakr that the verses be collected
after many of the recitors of the Qur’an had died in the battle of Yamamah. At first Abu Bakr
was hesitant to do something the Prophet had not done, but then asked the companion Zaid
ibn Thabit to collect the various parts.
The collected parts stayed in the possession of Abu Bakr. When he died, ‘Umar had them
and after his death, they remained with Umar’s daughter, Hafsah. It was this collection that
was used by the Caliph ‘Uthman to compile them into one book which was sent around the
various parts of the expanding Muslim world. Candidates should relate this story with details
of what happened during ‘Uthman’s time for him to order the distribution of the Qur’an.
(b) What is the significance to Muslims today of having the Qur’an in the form of a book?[4]
Candidates could mention that having the Qur’an in book form ensures a standard copy.
Having a standardised copy also lessens the likelihood of it being reproduced with mistakes.
They could also mention that if the Qur’an had not been collected into book form, parts may
have been lost. It also suggests unity between Muslims, e.g. they use the same book, they
read it in its original language even if that language is not their own. The practical benefits
include that copies can be carried by individuals, and referred to with ease. To achieve
higher levels candidates must refer to the relevance of the Qur’an to people’s lives today,
how it is used in their daily lives.
Candidates can be credited for mentioning other points not mentioned above as long as they
are relevant and insightful.
3 (a) Write about the Prophet Muhammad’s interaction with the Quraysh while he lived in
Makka, before and after revelation. [10]
Good answers will be able to provide a detailed and concise narrative of events that occurred
between the Prophet and the Quraysh.
Candidates should talk about the Prophet’s status in the community prior to Islam. They
could talk about the fact that the Prophet was known as ‘Al-Amin’ or the trustworthy. They
could mention, using examples, that prior to his Prophethood, the Quraysh used to consult
him in important matters, trust him with their goods, and look to him for advice. For example
they could mention that when the Prophet was younger he was chosen by the Quraysh to
settle the dispute of who should replace the sacred black stone to its position at the Ka’ba.
Answers should also mention that after Prophethood, the Prophet Muhammad was rejected
when he invited the Quraysh to Islam. He was taunted, mocked and openly humiliated by

different members of the Quraysh. The best answers will include details of events before the
period of revelation and after revelation.
(b) Why did the Quraysh feel they needed to reject the Prophet’s message? [4]
Good answers here will be able to mention that the Quraysh had their own belief system and
that they worshipped many idols opposed to the Prophet Muhammad’s message of
monotheism. By changing their ways, they faced losing their status and position as leaders
and keepers of the Ka’ba. They also faced losing income, felt threatened by the Prophet’s
influence upon the youth of Makka, and his growing support. This should not just be a
description of the reasons, candidates should include evaluation.
4 (a) Describe the Prophet’s conduct as leader in two of the battles he fought in. [10]
Candidates can mention his conduct in any two battles, but should remain focused on the
Prophet’s conduct rather than giving a narrative of the whole battle. Basic answers will
describe the actual events in which the Prophet took part. Better answers will describe his
conduct as leader rather than focussing on the actual events of the battles.
Some points that candidates should mention include: that the Prophet constantly turned to
God for help, that he would take opinions from others, he was patient and did not fight out of
anger, that he treated captives/prisoners of war well, and that he took part in all the battles
himself.
Candidates could also mention other points as long as they are relevant to the battles and to
his position as leader. Good answers will be able to relate examples and events and give
the names of the battles they happened in.
(b) What can Muslim leaders today learn from the Prophet’s conduct in their relations with
other states? [4]
Good answers here will be able to take at least one of the examples of the Prophet’s conduct
and show some evaluation of how that conduct is relevant to modern lives and in particular
the way in which Muslim leaders deal with others. Candidates should show how the
Prophet’s way of dealing with things is still relevant today.
5 (a) Write about the life of Aisha during the Prophet’s lifetime. [10]
Candidates should give a detailed narrative about the life of Aisha and her relationship with
the Prophet.
Answers will be able to mention key events from her life, such as her early marriage to the
Prophet, her youth and good memory which allowed her to remember and teach many of the
sayings and events from the life of the Prophet, as well as teaching the way of Islam
whenever a new revelation was given. Candidates could also mention that she took part in
the major battles, and the events that surrounded the necklace controversy after which a
revelation was revealed about her. Candidates should also know that the Prophet was with
her when he passed away.
Good answers will be able to present their narratives in a clear and comprehensive manner
giving details of the exact events.

(b) How can she be seen as a role model for Muslims now? [4]
Answers here should reflect upon the life of Aisha and relate how it can be relevant to
Muslims now. For example, they could mention how her role as a teacher of sunna should
inspire Muslims to learn and teach their religion. She memorized the Qur’an which Muslims
should also aspire to do. She is especially a role model for women as she was more learned
than many of the men of her time. She was patient in times of difficulty and generous with
wealth when she had it. Good answers should be able to say that she took part in public life.
Some candidates may come from a different perspective, e.g. that she cannot be a role
model. Candidates should be credited for whichever view they take as long as they can
justify their answers.

In order to give a mark for AO 1 you will have to read both part (a) answers, and similarly
in order to give a mark for AO 2 you will have to read both part (b) answers.
answers.
(1) Sura 41.37

(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 2.21-22


(1) Sura 41.37

(2) Sura 96.1-5

God’s control of all things He has created, including mankind, and that He is the one who
teaches mankind. It describes mankind’s origins and God’s favours upon him.
(3) Sura 2.21-22

Candidates could also link to other relevant suras, e.g. sura 112 relating to tawhid, or others
showing God’s bounties to men.

(b) How are the teachings represented in the passage?
(1) Sura 41.37

(2) Sura 96.1-5

Candidates could talk about this word and the way it is used to show God’s relationship with
man. They could also talk about creation and the way God describes in this passage how
He creates mankind and also how He teaches him (by the pen, by sending revealed
scriptures).
Excellent answers will also be able to comment on how knowledge is a link between man
and God.
(3) Sura 2.21-22

natural world. Candidates could talk about the words used to show how the natural world is
a comfort for mankind, and so they should look after it.
are used in the passages to convey the themes mentioned in part (a).

2 (a) Give an account of how the Qur’an developed into book form. [10]
Candidates should give a detailed account of how the Qur’an was collected, mentioning that
it was revealed, was written on bone and leaves and subsequently collated. They should also
be able to mention the names of the people involved in the process. The order of the answer
and accuracy will determine the levels.
Candidates could mention the revelation was received by the Prophet Muhammad from the
Angel Jibril aurally as he could not read or write. They could also mention how the
companions of the Prophet would write verses they heard from the Prophet onto pieces of
animal skin and parts of bone. Candidates should also mention what happened after the
Prophet’s death, that it was suggested by ‘Umar to Abu Bakr that the verses be collected
after many of the recitors of the Qur’an had died in the battle of Yamamah. At first Abu Bakr
was hesitant to do something the Prophet had not done, but then asked the companion Zaid
ibn Thabit to collect the various parts.
The collected parts stayed in the possession of Abu Bakr. When he died, ‘Umar had them
and after his death, they remained with Umar’s daughter, Hafsah. It was this collection that
(b) What is the significance to Muslims today of having the Qur’an in the form of a book?[4]
Candidates could mention that having the Qur’an in book form ensures a standard copy.
Having a standardised copy also lessens the likelihood of it being reproduced with mistakes.
They could also mention that if the Qur’an had not been collected into book form, parts may
have been lost. It also suggests unity between Muslims, e.g. they use the same book, they
read it in its original language even if that language is not their own. The practical benefits
include that copies can be carried by individuals, and referred to with ease. To achieve
higher levels candidates must refer to the relevance of the Qur’an to people’s lives today,
how it is used in their daily lives.
Candidates can be credited for mentioning other points not mentioned above as long as they
are relevant and insightful.
3 (a) Write about the Prophet Muhammad’s interaction with the Quraysh while he lived in
Makka, before and after revelation. [10]
between the Prophet and the Quraysh.
Candidates should talk about the Prophet’s status in the community prior to Islam. They
could talk about the fact that the Prophet was known as ‘Al-Amin’ or the trustworthy. They
could mention, using examples, that prior to his Prophethood, the Quraysh used to consult
him in important matters, trust him with their goods, and look to him for advice. For example
they could mention that when the Prophet was younger he was chosen by the Quraysh to
settle the dispute of who should replace the sacred black stone to its position at the Ka’ba.
Answers should also mention that after Prophethood, the Prophet Muhammad was rejected
when he invited the Quraysh to Islam. He was taunted, mocked and openly humiliated by

different members of the Quraysh. The best answers will include details of events before the
period of revelation and after revelation.
(b) Why did the Quraysh feel they needed to reject the Prophet’s message? [4]
Good answers here will be able to mention that the Quraysh had their own belief system and
that they worshipped many idols opposed to the Prophet Muhammad’s message of
monotheism. By changing their ways, they faced losing their status and position as leaders
and keepers of the Ka’ba. They also faced losing income, felt threatened by the Prophet’s
influence upon the youth of Makka, and his growing support. This should not just be a
description of the reasons, candidates should include evaluation.
4 (a) Describe the Prophet’s conduct as leader in two of the battles he fought in. [10]
Candidates can mention his conduct in any two battles, but should remain focused on the
Prophet’s conduct rather than giving a narrative of the whole battle. Basic answers will
describe the actual events in which the Prophet took part. Better answers will describe his
conduct as leader rather than focussing on the actual events of the battles.
Some points that candidates should mention include: that the Prophet constantly turned to
God for help, that he would take opinions from others, he was patient and did not fight out of
anger, that he treated captives/prisoners of war well, and that he took part in all the battles
himself.
Candidates could also mention other points as long as they are relevant to the battles and to
his position as leader. Good answers will be able to relate examples and events and give
the names of the battles they happened in.
(b) What can Muslim leaders today learn from the Prophet’s conduct in their relations with
other states? [4]
Good answers here will be able to take at least one of the examples of the Prophet’s conduct
and show some evaluation of how that conduct is relevant to modern lives and in particular
the way in which Muslim leaders deal with others. Candidates should show how the
Prophet’s way of dealing with things is still relevant today.
5 (a) Write about the life of Aisha during the Prophet’s lifetime. [10]
Candidates should give a detailed narrative about the life of Aisha and her relationship with
the Prophet.
whenever a new revelation was given. Candidates could also mention that she took part in
the major battles, and the events that surrounded the necklace controversy after which a
revelation was revealed about her. Candidates should also know that the Prophet was with
her when he passed away.
giving details of the exact events.

(b) How can she be seen as a role model for Muslims now? [4]
Answers here should reflect upon the life of Aisha and relate how it can be relevant to
Muslims now. For example, they could mention how her role as a teacher of sunna should
inspire Muslims to learn and teach their religion. She memorized the Qur’an which Muslims
should also aspire to do. She is especially a role model for women as she was more learned
than many of the men of her time. She was patient in times of difficulty and generous with
wealth when she had it. Good answers should be able to say that she took part in public life.
Some candidates may come from a different perspective, e.g. that she cannot be a role
model. Candidates should be credited for whichever view they take as long as they can
justify their answers.

(b) briefly explain the importance of these themes in a Muslim’s life today. [4]
answers.
(1) 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.
(2) 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.
(3) Sura 108

(1) Sura 42.4–5

This passage is about God’s power over all things as everything in creation belongs to
Him. Answers to this sura could include God’s control of all things He’s created. They
could also elaborate and mention God’s forgiveness and mercy (despite Him being
unapproachable). There’s the contrast of God and things in creation.
(2) Sura 1
Answers for this sura could talk about God’s graciousness and mercy, that He is master
of the worlds (known and unknown) as well as master of the Day of Judgement. They
could also mention why only He should be asked for help (e.g., He gives guidance which
stops them from going astray).
(3) Sura 108

relationship with the Prophet Muhammad. Answers may talk about how God has granted
the Prophet success, and because of this the Prophet and all Muslims should continue
to show loyalty to God even in times of difficulty. It was revealed as a consolation to the
Prophet and foretold the destruction of his opponents.

(b) The importance of these passages in a Muslims’ life today.
(1) Sura 42.4–5

Candidates could mention that God tells mankind of his power and control over all things
and that they should remember that they do not have any power in comparison. Good
candidates could mention that despite His authority, God is telling man about the
significance of the angels praying for beings on the earth and how this is a reflection of
His mercy. Muslims in turn should be grateful and also try to be forgiving of others.
(2) Sura 1
These teachings show the relationship between God and humans, and so candidates
should talk about this relationship. Candidates could talk about how Muslims should
obey God’s will. He is there to help when He is asked. Muslims use this passage for
help/guidance and as a prayer. His guidance is mainly shown through the Qur’an and
sunna. It makes Muslims realise they are accountable to God and so pray to be guided
and kept on the straight path.
(3) Sura 108

Answers could mention that God reassured the Prophet for his steadfastness and
promised him blessings in afterlife. This sura gives hope to people in times of need. God
intervenes when one is in difficulty, so Muslims should look to Him for help and support
and be grateful for what He has given them, remembering that real rewards are in the
afterlife. Justice should be left to God.
These are not the only points candidates can mention, and personalising the
passages to their own/Muslims’ lives will take them higher up the levels.
2 (a) From passages you have studied from the Qur’an, write about God’s relationship with
humankind. [10]
(b) Explain the significance of the Qur’an being revealed to humankind. [4]
(a) The suras which are in this section of the syllabus are Sura 1, Sura 2.21–22, Sura
96.1–5, Sura 99, Sura 114.
Candidates could choose at least two passages from the syllabus or other passages to write
about. It is necessary to reference passages to gain the higher levels.
Candidates should give reference to the suras and how they talk about God’s creation. They
could mention how the suras that they have studied allow humankind to see the link between
them and God. This link can be talked about in different ways, e.g. what God has given
humankind and what God expects from humans in return. They should be able to give
specific examples, e.g. God giving knowledge to humans; God judging humankind for his
actions. Higher level answers could mention how these passages help humans to remember
their Lord and be grateful for what they have been given.

(b) Good answers here will give a thoughtful insight as to the relevancy of the Qur’an to
humankind.
Relevant answers should be credited, but some things candidates could mention are, that it
was sent for the guidance of all humankind as God wants them to remain close to Him; it
helps them to understand their Lord, and allow them to connect to Him; it gives them
teachings which they can follow in their everyday lives.
Answers might consider the significance both historically, at the time of the Prophet, and for
the wider community since then.
3 (a) Give an account of the battles of Khandaq (Trench) and Khaybar. [10]
(b) What lessons can Muslims learn from either of these battles? [4]
(a) Good answers will be able to give relevant details of both battles with dates and names of
keys figures involved, being careful to avoid general answers that could be attributed to any
battle fought in the Prophet’s lifetime.
Khandaq: took place in 627; Banu Nadir had broken their treaty agreements and planned to
kill the Prophet; they planned an attack with the Makkans and gathered an army of 10 000;
Salman al-Farsi suggested the Muslims dig a trench to keep the army out; hypocrites in
Madina joined the Makkans; the army could not get in and after a storm which prevented
them from fighting, the siege ran into weeks and they eventually gave up; there were only
minor squirmishes; Banu Qurayza were punished for their treachery.
Khaybar: fought in 629 against the Jews who had broken their agreements with the
Muslims; a small Muslim army caught the oasis by surprise; captured 2 forts then went for
main fort of Qamus, which was heavily guarded; the Prophet sent ‘Ali, who is said to have
moved a door by himself which would have taken 40–50 men to move; he was given the title
of ‘Lion of Allah’; Jewish leader was killed; Jews requested they stay in the oasis and in
return give half their produce to the Muslims.
Excellent answers will expand on these points and give an in-depth narrative.
(b) There could be various answers given for this part and any relevant and detailed answers
should be credited accordingly.
Some suggestions of what candidates could write are, that in times of difficulty to keep hope
like when the Muslims were hungry and weak during the battle of Khandaq and Khaybar
(allowance was made to eat non-halal food if there was no other option); Muslims should
remain strong and patient and work hard for their victory; despite victory, Muslims should
remain fair and trustworthy (keeping their promise to the Jews to allow them to remain in
Khaybar); they should have faith in God at all times; it is important to be open to suggestions
from others (e.g. the Prophet taking advice from Salman al-Farsi).

4 (a) Describe the main events relating to the first migration (hijrah) of Muslims to Abyssinia. [10]
(b) What was the importance of making this migration at that time? [4]
(a) Good answers should be able to narrate the story of the migration to Abyssinia with
Answers could give an account of the persecution faced by Muslims in Makkah and why
these persecutions had increased on the Prophet’s followers; that the Prophet ordered some
followers to go to Abyssinia to seek protection from it’s just king; amongst the first group was
‘Uthman and Ruqayyah; the second group was led by the Prophet’s cousin, Ja’far Ibn Abu
Talib; the Quraysh followed them and asked the king to return them; what happened when
Sura Maryam was recited to the king.
Excellent answers will give in-depth details of the story as it happened, name the Muslims
who migrated, as well as saying why these particular Muslims took part.
(b) Candidates could mention that the Muslims being persecuted meant they could not establish
their religion in Makka, and moving to Abyssinia allowed them religious freedom. Those not
willing to renounce Islam were in danger of torture or death. The migration therefore
safeguarded the new converts to Islam and the future Muslim community. Importantly, it was
the Prophet who encouraged them to go.
5 (a) Outline the main events in the lives of the Prophet’s grandsons al-Hasan and al-Husayn. [10]
(b) Explain how al-Husyan’s death remains important to Muslims today? [4]
(a) Answers for this part could give an account of the lives of the grandsons of the Prophet from
their childhood to their deaths.
For both of them, their closeness to the Prophet could be described as well as important
points such as their support for their father throughout his Caliphate. The Prophet loved them
a lot and showed his affection towards them. They took water to and stood guard outside
‘Uthman’s house when he was besieged.
Hasan was involved with his father in the battle of the Camel and the battle of Siffin. He
became Caliph but gave it up after a year due to heavy opposition from Mu’awiya. He was
poisoned and died in the year 670.
Husayn rejected the Umayyads and refused to accept Yazid as caliph after Mu’awiya. Some
of Husayn’s supporters in Kufa were killed. In 680, returning from Hajj before it was
completed (he left because he was worried about bloodshed at the Ka’aba), he camped at
Karbala and Umayyad troops surrounded the camp. There was a battle between his 72
supporters and a 4000 strong army. They put up resistance but eventually Husayn was
surrounded and killed.

(b) Answers here should reflect upon the character of Husayn when he was faced with difficulty
and opposition.
Candidates could mention how he was a strong defender of justice, and truth against
falsehood, amongst other things. They could relate these traits to their own lives and show
how they can put them into practice, e.g. Muslims are encouraged to speak out against
injustice and be upholders of the truth whatever the circumstances. Good answers might also
consider the importance of Husayn’s death, specifically for the Shi’a, who commemorate the
events of Karbala.

Page 4 Mark Scheme Syllabus Paper
answers.
(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 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.’’
(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!
© Cambridge International Examinations 2012

(1) Sura 6.75-79

Muslims to worship god alone.
(2) Sura 5.110

This passage talks about God’s relationship with his messengers, in this case the prophet
Jesus. Candidates could talk about God’s power and authority over all things, that it is He
who allows all things to happen. He gives his prophets miracles and powers as a reflection
of His power, but also to help them. Just as He helps them in their guidance for people, He
also protects them from harm.
(3) Sura 93
This sura was revealed as a consolation to the Prophet Muhammad that God has not left
Him, as the disbelievers claimed. Rather God shows in this sura how he helped the Prophet,
as He helps all his prophets. Candidates could mention that these verses give reassurance
that God is always there to help in need. For this humankind should be grateful.

(b) The importance of these passages in a Muslims’ life today.
(1) Sura 6.75-79

These teachings tell humans to have belief in God alone and not ascribe partners to Him. It
shows how God communicated with his prophet through His creation, and that humankind
may give examples of this from the lives of Muslims as to how they can use this passage to
strengthen belief, as well as giving references to other passages.
(2) Sura 5.110

These teachings show the relationship between God and His prophet Jesus. They show
humankind the different kind of miracles God is able to perform, which show His power and
majesty, but also how He helps His creation in different ways. In this way they remind
Muslims of God’s power, shown through His prophets, and how He can be there to help
them. It reminds Muslims how God has the power to change things.
(3) Sura 93
These teachings tell Muslims about blessings that God gave to the Prophet Muhammad.
Candidates could talk about how the Prophet did not forget this and told people about the
blessings that had been bestowed upon him. Just as the Prophet was grateful for what he
was given, humans should also look to their lives to see the blessings given to them and
should be grateful for them, because God always helps people in difficulty. Better answers
will be able to illustrate this belief using clear examples from Muslims’ lives.

2 (a) Write about the Prophet’s different experiences of revelation, after the first revelation.
[10]
Answers here should not give a narrative of the first revelation in the cave of Hira, though brief
mention of it is fine. Candidates should also focus on the Makkan period, i.e. the first 13 years
of revelation.
Candidates should mention that the Qur’an was revealed to the Prophet over a period of 23
years, and not as a complete book. After the first revelation, sura al-‘alaq, revelation stopped for
a period which caused the Prophet to worry. Once they started again they came strongly and
frequently.
Candidates could mention that there were different ways in which the verses were revealed to
the Prophet, sometimes the Angel Jibra’il brought the revelations and sometimes they were
revealed like the ringing of a bell. They were not within his control (sura 75:16-19) and he had
no idea when they were coming.
Candidates could give specific examples of verses that were revealed to the Prophet in Makka
in different circumstances. They could also mention that the main task of the Prophet in Makka
was to call people to Islam and so the Makkan suras are primarily based on the Oneness of
Allah and righteous conduct.
Better candidates will include specific examples and quotations to support their answers.
(b) Explain the significance of the Qur’an being revealed over a period of time. [4]
Good answers here will give a thoughtful insight as to the reasons for the Qur’an being revealed
over 23 years, rather than at the same time.
Answers could include that they strengthened the heart of the Prophet by addressing him
continuously and whenever the need for guidance arose; that it eased the burden of
revelation upon him due to it’s intensity; that it allowed the new Muslims to gradually
implement God’s orders; and it made it easier for them to understand, apply and memorise
the revelation.
Candidates could offer other valid answers which should be credited accordingly.

3 (a) Describe three qualities of the Prophet Muhammad that make him a model for
humankind. [10]
Candidates can write about any three qualities of the Prophet that show how he can be a role
model for others.
Examples they can choose are: his forgiveness, for example when he forgave his enemies after
the conquest of Makka and his mercy, for example when he went to preach at al-Ta’if, he
showed mercy to the inhabitants when the Angel Jibra’il offered to crush them between the
mountains [there has to be a clear distinction between forgiveness and mercy for them to be two
separate qualities, otherwise they should only be counted as one]; his fairness, for example
when he judged in a favour of a Jew over a Muslim during a disagreement between the two; his
patience, for example when the Quraysh mocked him when there was a break in revelation.
Candidates can offer other qualities, but they should give examples to show what the Prophet
said/did and how it made him stand out from other people.
Good answers will provide detailed examples with relevant quotations.
(b) How can Muslims put one of these qualities into practice? [4]
Good answers for this part will take one of the qualities described in part (a) and show how it
can be put into practice in the lives of Muslims, or how it can be demonstrated in wider
society.
Better answers will give more detailed examples and cite specific situations, rather than
saying something general like, Muslims should be forgiving to others who have wronged
them.

4 (a) Write about the Prophet’s relationship with the following figures: Aminah, Halimah
Sa’adiah and Abu Talib. [10]
Candidates here should give brief descriptions of the role these three personalities played in
the Prophet’s life. Better answers will mention the relationship between these figures and the
Prophet and narrate key events in their lives.
With reference to Aminah, candidates could briefly mention the events surrounding the
Prophet’s birth, that he did not spend much time with his mother (being sent for nursing),
when he was reunited with his mother they travelled to Yathrib to meet his family, that she
died on the way back from Yathrib, and that after prophethood he wept at her grave.
Halimah Sa’adiah: candidates could write about how she came to be the Prophet’s wet-
nurse, how her and her family’s fortunes changed whilst the Prophet was with them, that she
asked to keep the Prophet for longer than the initial two year period; that she was shaken by
the story of the two angels who came to clean the Prophet’s heart, after which she returned
the Prophet to his mother. The Prophet was known to call Halimah ‘my mother’.
Abu Talib: candidates could write about how he came to be guardian of the Prophet, that he
loved the Prophet like his own son. They could also mention their trade journeys together
and how Abu Talib reacted to his prophethood. He also provided the Prophet with protection
in Makka due to his position, but suffered with him during the boycott.
(b) What can these relationships teach Muslims today about family ties? [4]
Candidates should reflect upon the relationship the Prophet had with these figures and write
about how they teach Muslims about their relationship with their family.
Good answers could mention that despite not having spent a lot of time with his mother he
still had an emotional attachment to her in particular when he visited her grave. So Muslims
should not forget their parents after they are gone and pray for them. They could also
mention that although Halimah was not his biological mother, he gave her the same respect
as his own mother due to the time he spent with her and her family (he stretched out his
mantle for her when she visited him after prophethood). This shows the respect that should
be given to those who look after you in childhood. Candidates could also talk about the bond
between the Prophet and Abu Talib, and how he loved and respected Abu Talib when he
wasn’t Muslim. This is an important example for people who have family members who are
not Muslim.

5 (a) Write about the main points in the lives of Bilal and Abu Sufyan. [10]
Candidates should write a clear and concise narrative about the events of the two
companion’s lives, in the order that they happened.
Bilal: candidates could mention that he was originally from Ethiopia and that he was a slave.
After conversion he suffered harsh persecution at the hands of his master, and candidates
could give details of this story. They could also mention that he was one of the slaves freed
by Abu Bakr. He migrated to Madina and fought in all the battles. Good answers will be able
to give details of his appointment as the first muezzin. They could also mention that he killed
his former master, that he gave the adhaan after the Conquest of Makka, and after the death
of the Prophet he was so grief stricken he refused to call the adhaan again and left Madina.
Candidates may go on to mention his life after Madina, that he went to Damascus and died
there.
Abu Sufyan: he was a prominent and powerful figure among the Quraysh, and a staunch
opponent of the Prophet and the Muslims. It was his caravan returning from Syria that was
the basis for the battle of Badr, and candidates should give details of his involvement in this
event. 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. After Uhud Abu
Sufyan vowed to fight again and the next time they met was at the battle of the trench.
Candidates could also talk about the breaking of the treaty of Hudaibiyah, Abu Sufyan’s
attemtps to restore the treaty, his subsequent conversion when the Prophet marched
towards Makka, and the honour the Prophet gave him despite him being a fierce opponent
for many years. At Ta’if Abu Sufyan lost an eye, and Yarmouk he lost the other; he died
aged 90 in Madina.
(b) What can be learnt from Bilal’s role in the Islamic community? [4]
Candidates should give thoughtful answers about how events from Bilal’s life can provide
Muslims with valuable lessons.
They could write about how his ethnic background was not a hindrance in his status as a
companion of the Prophet, and so racial equality should be practised amongst Muslims of all
communities. His background of being a slave did not prevent the deep friendship between
him and the Prophet, and so all men should be treated equally despite their class. They
could also mention that due to the beauty of his voice the Prophet favoured him as muezzin,
and that it is the purity of ones heart that God looks at.

answers.
(1) 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!
(2) 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.
(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.

(1) Sura 99
This passage is about God’s power over all things and the Last Day. Answers to this sura
could include God’s control of all things He’s created. They could also elaborate by saying
that human beings will be at a state of loss and confusion. Humankind will be sorted out in to
groups and all their actions, however big or small, will be shown to them. The earth is
treated like a person who will speak out.
(2) Sura 2:255

This passage talks about tawhid and some of the attributes specific to God alone.
Candidates could talk about how God is different to humans. The theme of the throne is
central to this passage. Candidates could say what that is; His majesty, uniqueness, being
totally unlike other beings. It emphasises how He is the only one who can make decisions
about His creation, as He has knowledge over all things.
(3) Sura 112

Good answers to this passage will talk about God’s unique characteristics which are central
to Islam. Candidates can talk about tawhid, and elaborate on its importance. They could
also talk about God being eternal and absolute and elaborate on what the meaning of these
words are. God is unique in that no-one else can match His attributes, and there is no-one
like Him, which is related to the fact that He has no children or family.

(b) The importance of these themes in a Muslims’ life today.
(1) Sura 99
These teachings tell humans that everyone will be judged on the Last Day. Good answers
will be able to talk about the state of the earth and how that relates to humankind’s actions
today. They should also be able to talk about how humankind will be shown all their deeds
so should be careful about how they live their lives. Better answers will be able to reflect on
these teachings using examples.
(2) Sura 2.255

Candidates could talk about how these passages present the themes of God’s self-
subsistence by comparing Him to humans using basic attributes that affect humans, e.g.
sleep. Candidates could talk about how these verses allow Muslims to learn and understand
something about God in a way relevant to them. It is a passage that is also used as a prayer
for protection and was said by the Prophet to be one of the best passages of the Qur’an.
(3) Sura 112

This sura is important as it is used to show the central theme of Islam, tawhid, in a concise
way. Candidates should talk about how the words used in this passage tell Muslims about
God’s uniqueness. There are other passages in the Qur’an that mention these same themes
but this one is considered to be the most significant due to the importance the Prophet gave
to it (being one third of the Qur’an). Therefore Muslims recite it abundantly.

2 (a) Write about the way in which the two primary sources of Islamic legal thinking are
used. [10]
This question is about the primary sources of Islamic law, namely the Qur’an and sunnah.
Answers could talk about how the two are used together, with the Qur’an being the most
important as it is God’s word. It is unchanged and unquestionable.
Candidates should also be able to mention that the Hadiths expand on the Qur’an, that they
never disagree, but rather complement each other. Where the Qur’an gives a brief teaching
the Hadiths are referred to for fuller details; similarly where the Qur’an is silent on a point the
Hadiths are referred to. Used together they identify the main principles of morality and
action. This is why they are the authority for the foundation of legal matters.
Good answers will give a detailed account of the link between the two sources, as well as
any differences, how they are used and their importance to the Islamic legal system.
Better candidates will include specific examples and quotations.
(b) How is the use of ijma’ (consensus) important to Muslims today? [4]
Good answers here will be able to mention briefly what ijma’ is – consensus of opinion of
scholars, and go on to talk about how this is important for Muslims today.
Candidates could mention that there are circumstances in which the Qur’an and sunnah do
not give definitive answers and so new rulings are required, however, ordinary Muslims now
are not well versed enough in the Qur’an and sunnah, and so rulings made by reliable
scholars allow them to continue following the principles of Islam. They could also mention
that Islamic rulings depend on the unity of Muslims so there has to be agreement with the
scholars.
Best answers may include relevant examples to show how ijma’ could have an impact in
Muslims’ lives.

3 (a) Give an account of the events surrounding the Pledges of ‘Aqaba and the main details
in them. [10]
between the Prophet and the people of Yathrib.
Answers could talk about the Prophet’s attempts to spread Islam outside Makka without
success. Soon after the events of al-Ta’if he met six men in Makka, who had come from
Yathrib for the annual pilgrimage. They became Muslim and returned to Makka the following
year with more people (12) who took an oath at ‘Aqaba in 621 which is known as the First
Pledge of ‘Aqaba. Musab bin Umair sent with them to teach them about Islam. The following
year more people came to take the oath with the Prophet (70). They invited the Prophet to
come to Yathrib as their leader. The Prophet told Muslims to start migrating.
Initially the six men said they would go back and tell people about the Prophet. The first pledge
had details relating to worshipping one God, not stealing, committing adultery, killing their
children, not slandering or disobeying the Prophet. The second pledge was to listen to and obey
the Prophet, to spend in plenty as well as scarcity, to enjoin good and forbid evil, fear no one but
Allah and defend the Prophet if he needs it.
The best answers will be able to give details of the number of pledges, the number of
Yathribites/Madinans involved and the names of some key figures, the main details of what
was in the pledges, and an indication of the result of the pledges.
(b) How were these pledges important for the future community of Muslims? [4]
Good answers could give some insight as to what important lessons they provide for
Muslims.
Candidates could mention that the pledges set the foundation for a Muslim community to live
in harmony and with religious freedom. They brought a change to the conditions of the
Muslims and allowed Islam to be established. Ideas in the pledges still hold true for today,
like the pledge to not kill their children.

4 (a) Write about the lives of any two of the following wives of the Prophet: Sawda bint
Zama’a, Aisha bint Abu Bakr, Hafsa bint ‘Umar and Umm Salama. [10]
Candidates should only choose two of the Prophet’s wives and write a detailed narrative
about their lives. Candidates should be able to mention some details about their
background, when they got married to the Prophet, their circumstances when they got
married and their life as one of the ‘Mothers of the Believers’.
Sawda: she was one of the first women to migrate to Abyssinia; her husband had died and
she lived with her elderly father; she was middle-aged and had children from her previous
marriage; she was the Prophet’s second wife and people were surprised he wanted to marry
someone who was widowed and older; they married one month after Khadija passed away
and help was needed to look after the Prophet’s children; her house was the first to be built
in Madina; she welcomed other wives into the household; she was close to Aisha and in the
end gave up her time with the Prophet to Aisha; she was known for her generosity; she died
ten years after the Prophet had passed away.
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 and became his favourite wife; she was known for her intelligence and
sharp memory and became one of the greatest narrators of hadith; 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 the event of the necklace (Nur:11-19); the Prophet passed away whilst he
was with her. Events in her life after the Prophet’s death could be included, e.g battle of the
camel, or that she was consulted by leading companions due to her knowledge.
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; after
his death when the Qur’an was compiled, a copy was kept with her for safekeeping, known
as the mushaf. ‘Uthman took the mushaf from her for standardising the Qur’an. She was also
a narrator of hadith. She was quick tempered like her father, and revelation came after the
honey incident where she told the Prophet his mouth didn’t smell good after eating honey.
Died around 60 years old.
Umm Salama: She was a widow when she married the Prophet, her husband having died
after becoming injured at Uhud. She and her husband were among the first to emigrate to
Abysinnia. After her husband passed away, Abu Bakr proposed to her, then ‘Umar. She
accepted the Prophet’s proposal and they were married in 4AH. She memorised the Qur’an
by heart and took part in many expeditions. Most intellectual of the wives, said nobody was
better than her husband so she didn’t want to marry again and then the proposal came from
the Prophet; at Hudaiybiyah the Prophet told the companions to offer sacrifice, they didn’t do
it, then Umm Salama told the Prophet to do the sacrifice himself then the companions will
follow him. She outlived all the other wives of the Prophet. Died at 84.

(b) What can the life of any one of these wives teach Muslims about marriage? [4]
Candidates can choose any one of these marriages and talk about the lessons that they can
give Muslims about marriage and married life, and in particular could give examples of how
these lessons could be put into practice.
Answers could mention that piety is a more important factor than age or whether someone
has been married before; that women can play a vital role in society and should not be
deprived of education; that compassion and fairness should be practiced.
Candidates can talk about other lessons as long as they show their relevance. Better
answers will be able to give examples of how these lessons can be practiced by Muslims.
5 (a) Describe the persecution faced by the first Muslims in Makka. [10]
Candidates should give a detailed narrative of the persecutions faced by the first Muslims in
the days after the Prophet started preaching Islam.
Good answers will be able to name key figures involved in the persecution, and the names of
the Muslims who were being persecuted, stating that it included slaves and those without
tribal protection. They could talk about the type of difficulties they faced and give an account
of the persecutions.
without confusing details.
Some of the information that could be mentioned: Abu Jahl put foetus of camel on the
Prophet’s back; Abu Lahab flung stones on the Prophet and made his sons divorce the
Prophet’s daughters; ‘Uthman was wrapped in leaves by his uncle and set on fire; Bilal
severely beaten by his master Umaiyah, and deprived of food and drink etc; Ammar bin
Yasser, beaten severely and made to lie on hot embers; his father died due to severe
tortures, his mother Sumayyah was bayoneted to death; Harith bin Hala, blacksmith, tortured
and killed; there was the boycott to Shib i Abi Talib and the migration to Abyssinia.
(b) What can Muslims in modern times learn from these stories? [4]
Answers should reflect on the accounts the candidates have given in part (a) and be able to
put their answers in a modern context. They may be able to say e.g. that Muslims should
remain firm in their faith under all circumstances, but the better answers will be able to give
clear examples from the lives of Muslims or the world they live in as to how and in what
circumstances they should remain steadfast.
Better answers will refer to (a) but not repeat the description, rather will explain the
accounts/stories in a modern context or related to everyday lives.

answers.
(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 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 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.
(a) What are the main themes?
(1) Sura 6.101–103

Good answers to this passage will talk about God’s power and knowledge over all
things. He is the only one to control the heavens and the earth and so emphasises the
theme of tawhid; His being alone and unique. Candidates could talk about the
importance of God being the only creator, not sharing authority with anyone else. He has
knowledge about all His creation, and He has power over all His creation. He is not
perceivable and humankind should worship Him.
(2) Sura 41.37

This passage shows the signs of God and His created order; it is about God’s
relationship with creation. He has power to create and control everything. Good answers
will talk about God creating and controlling things in nature, things that benefit mankind.
It is Him alone that should be obeyed.

(3) Sura 99
This passage is about God’s power over all things and the Last Day. Answers to this
sura could include God’s control of all things He’s created. They could also elaborate by
saying that human beings will be at a state of loss and confusion. Humankind will be
sorted out into groups and all their actions, however big or small, will be shown to them.
The earth is treated like a person who will speak out.
also give comparisons with themes of other passages. The highest level should be kept
for well written answers offering a variety of themes.
(b) The importance of these themes.
(1) Sura 6.101-103

Candidates could mention that God’s oneness tells Muslims not to ascribe partners to
Him, or worship anything else; better candidates could give examples relevant to
Muslims’ lives about not worshipping others, whether it’s idols, shrines or people.
His power over all affairs, tells Muslims that He is the only one who gives provisions and
protection. God is All-Seeing so they should remember that in all their actions, e.g. being
honest in all their work or in the way they treat other people.
(2) Sura 41.37

Candidates could mention that although the sun and moon are signs of wonder and awe,
they are there to remind Muslims to worship their Creator, not creation. They could also
say that the verse reminds Muslims to worship Him if they are sincere in their goal to
serve Him. Muslims should remember Him when they see these signs in creation, by
praying, supplicating or doing good actions, etc., which are a link between humans and
God.
(3) Sura 99
These teachings tell humans that everyone will be judged on the Last Day. Candidates
could also talk about how humankind will be shown all their deeds so should be careful
about how they live their lives, e.g. it reminds them about their accountability. They could
also talk about the Earth’s relationship with humans and how humankind needs to look
after the Earth. Better answers will be able to reflect on these teachings using examples.
passages to their own or Muslims’ lives, or giving thoughtful answers with
examples, could take them higher up the levels.

2 (a) Describe what the following suras tell Muslims about the circumstances in which they
were revealed: 112 (Al-Ikhlas) and 108 (Al-Kauthar). [10]
(b) To what extent is the Qur’an the basis of legal thinking in Islam? [4]
(a) Candidates should have studied both these suras as part of the syllabus, and should be able to
give more than just the themes in them, which is required for Q1.
Sura 112: This sura was revealed when the Quraysh asked the Prophet about his God’s
ancestry. The content of the sura clearly established God’s Oneness, and that He had no
beginning or end, unlike the idols that were worshipped by the pagans at the time. It also
negated the idea of the trinity which the Christians believed in, as well as negating that God had
any physical or human characteristics. As the Prophet was preaching his message, many
people would ask about his God, and this sura would be recited as an answer, giving a short
and comprehensive insight into Islam’s belief in God.
Sura108: This was revealed when the Prophet was going through a period of difficulty with the
Quraysh. Both his sons had died and the Quraysh used this as an opportunity to mock and
tease the Prophet. They said that he was “cut off from his root” (abtar), meaning that he had no
male decedents to carry his name, and they thought that his message would die when the
Prophet passed away. God revealed these verses to console and give hope to the Prophet that
it would not be him, but his enemies that would be cut off, and that he would be given abundant
blessings in this life and the next.
(b) Candidates could mention that being divinely revealed, the Qur’an is the primary source of legal
thinking. They could mention that other sources are also used. Some candidates may say that
the main rulings of Islamic Law are all based upon the Qur’an, even if the details come from
other sources, therefore it is essential for legal scholars to understand it. Even in modern times,
new rulings are always checked with the Qur’an to ensure there is no conflict, before being
accepted.
Candidates need to address the “to what extent” part of the question as this is an evaluative
question not a descriptive one.

3 (a) Write about the events of the first year following the Prophet’s arrival in Madina. [10]
(b) What lessons can Muslims learn from the brotherhood that was created in Madina? [4]
(a) Good answers will be able to provide a detailed and concise narrative of events that occurred
once the Prophet arrived in Madina, and not the events of his journey.
Candidates could write about how on arrival from Quba, the Prophet was greeted joyfully by the
people of Yathrib, with children singing as he arrived. As the Prophet passed through the city
many people requested that he stay with them, but he told them his she-camel would make the
decision. They could also mention where the camel stopped and that the Prophet purchased the
land where the mosque would be built, as well as mentioning that he stayed with Ayyub al-
Ansari while the mosque and his house were being built. He himself took part in the
construction. Other points could be that a treaty was made with the Jews and that the Ansar
and Muhajirun were made brothers. The adhan was introduced. The city was re-named Madina
tun-Nabi.
Excellent answers will expand on these points and give an in-depth narrative.
(b) Candidates could write about the concept of sharing their wealth and family and giving up
material possessions, welcoming other people, in particular other Muslims, into their lives,
creating unity, and/or about equality. Good answers will be able to give a thoughtful answer
as to the merits the brotherhood created, and how they can be relevant to the lives of
Muslims.

4 (a) Describe the events of the Conquest of Makka. [10]
(b) Why are the actions of the Prophet after the conquest important for Muslims to learn
from? [4]
(a) Good answers should be able to narrate the story of the events of the Conquest of Makka,
leading up to it and immediately after, and give detailed information as well as name the key
figures involved. Details and accuracy will take candidates up the levels.
The Quraysh had broken the terms of the Treaty of Hudaybiyah, 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 left Madina without doing so. After making
preparations for war, the Prophet set out with 10,000 soliders. Abu Sufyan became Muslim and
his house was made a safe place. The Prophet entered Makka, with there being only minor
squirmishes, and destroyed the idols. Apart from nine people, the Quraysh were pardoned,
including Wahshi and Hind.
(b) Candidates could write about the Prophet’s destruction of the idols, or the forgiveness he
showed to his enemies. Candidates should expand on the significance of any of these
events, and how Muslims can learn from them or apply them in their own lives. They could,
e.g., write about the importance of forgiving people who have wronged/hurt you, even if their
actions were awful, just as the Prophet forgave Wahshi and Hind, as it is better to forgive
than hold animosity in your heart.

5 (a) Write about the lives of ‘Umar and ‘Uthman during the lifetime of the Prophet. [10]
(b) Why was ‘Umar’s conversion important for the early Muslims? [4]
(a) Answers for this part should give accounts of the lives of both these companions, while the
Prophet was still alive and before they became caliphs.
‘Umar ibn al-Khattab: accepted Islam at the age of 26. Before his conversion, he had gone to
kill the Prophet; when told to get his own house in order first, he found his sister reciting the
Qur’an; after his conversion Muslims could pray openly. 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 Hudaybiyah, 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 had died.
‘Uthman ibn Affan: accepted Islam through Abu Bakr. He married the Prophet’s daughter
Ruqayyah. He was wealthy in Makka, but still tortured by his relatives after conversion, and was
amongst those who migrated to Abyssinia. Ruqayyah fell ill before the Battle of Badr and so he
was excused from participating; she died while the Prophet was at battle. ‘Uthman later married
the Prophet’s other daughter, 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 Hudaybiyah.
(b) Answers here should reflect upon the character of ‘Umar, and give reasons as to why his
actions were important.
Candidates could write about his staunch character and that people feared him, which meant
that his conversion was a boost for the morale of the Muslims. His openness meant that he
was not willing to pray in hiding, and so Muslims could now pray openly. His temper and
physical strength gave protection to the vulnerable Muslims as no-one dared challenge him.

answers.
(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
and preserving them for He is the Most High, the Supreme.
(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 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.
(1) Sura 2:255

This passage talks about tawhid and some of the attributes specific to God alone. Candidates
could talk about how God is different to humans. The theme of the throne is central to this
passage. Candidates could say what that is; His majesty, uniqueness, knowledge and being
totally unlike other beings. It emphasises how He is the only one who can make decisions about
His creation, as He has knowledge over all things.
(2) Sura 42.4-5

This passage is about God’s power over all things as everything in creation belongs to Him.
Answers to this sura could include God’s control of all things He’s created. They could also
elaborate and mention God’s forgiveness and mercy (despite Him being unapproachable).
There’s the contrast between God and things in creation.
(3) Sura 112

Good answers to this passage will talk about God’s unique characteristics which are central to
Islam. Candidates can talk about tawhid, and elaborate on its importance. They could also talk
about God being eternal and absolute and elaborate on what the meaning of these words are.
God is unique in that no-one else can match His attributes, and there is no-one like Him, which is
related to the fact that He has no children or family.

The above answers are not the only answers that could be presented.
Candidates should be allowed to develop/show other relevant themes of the
passage. They could also give comparisons with themes of other passages. The
highest level should be kept for well written answers offering a variety of
themes.
(1) Sura 2.255

Candidates could talk about how this passage presents the themes of God’s self-subsistence by
comparing Him to humans using basic attributes that affect humans, e.g. sleep. Candidates could
talk about how these verses allow Muslims to learn and understand something about God in a
way relevant to them. It is a passage that is also used as a prayer for protection and was said by
the Prophet to be one of the best passages of the Qur’an, so Muslims might recite it daily for
protection.
(2) Sura 42.4-5

Candidates could mention that God tells humankind of his power and control over all things and
that they should remember that they do not have any power in comparison. God is Merciful, and
Muslims should remember this and turn to Him. As God is Merciful to humankind, they in turn
should be grateful and also try to be forgiving of others.
(3) Sura 112

This sura is important as it is used to show the central theme of Islam, tawhid, in a concise way.
Candidates could talk about its significance due to the importance the Prophet gave to it (being
one third of Qur’an), therefore Muslims recite it abundantly. It reaffirms Muslims’ faith of believing
in one God as it gives a clear, brief, description of God.
These are not the only points candidates can mention, and personalising the passages to
their own or Muslims’ lives, or giving thoughtful answers with examples, could take them
higher up the levels.
2 (a) Write about the relationship between God and two of the prophets you have studied in
the Qur’an (not including the Prophet Muhammad). [10]
(b) Why do prophets go through difficulties in their lives? [4]
(a) Candidates can choose any two messengers before the Prophet Muhammad that they have
studied through the prescribed passages in the syllabus [though not exclusively].
They should mention who the prophets are and might give reference to the suras they have
studied. They could talk about God’s relationship with that prophet, which is mentioned in the
Qur’an, teachings that God gave them, and any miracles they were given. Better candidates
could be able to give references to other suras in the Qur’an where they are mentioned.
Candidates should give a description of the prophet’s experience, where usually they go
through adversity and God helps them. It should be mentioned that God defends them against
their enemies.
[Verses in the syllabus - 2.30-37; 6.75-79; 5.110; 93; 108]

(b) Candidates could mention that God tests his prophets in different ways, that they go through
hardships to deal with the difficulties of their mission, especially as many will face opposition
from their communities. They also go through difficulties to strengthen their faith which will in
turn help them to carry on their mission. Overcoming adversity and strengthening your faith
helps you get closer to God, which is a lesson for all Muslims.
3 (a) Abu Talib died in 619. Describe the events following this that led to the Prophet’s
migration (hijra) to Madina. [10]
(b) Why was this migration important for the Muslim community? [4]
(a) For this answer an account should be given about the events before the Prophet migrated to
Madina, not the actual journey or events of migration itself.
Good answers will be able to tell the story fully and concisely, with a clear starting point (e.g.
the death of Abu Talib and the loss of protection for the Prophet, or they could start from the
failure at Ta’if), and end point. Answers could talk about the Prophet’s reaction to the loss of
protection and his attempts to spread Islam elsewhere. The Prophet met six men in Makka,
who had come from Yathrib for the annual pilgrimage. They became Muslim and returned to
Makka the following year with more people who took an oath at ‘Aqaba in 621. The following
year more people came to take the oath with the Prophet. They invited the Prophet to come
to Yathrib as their leader. In Makka there was a plot to assassinate him, and eventually there
was a sura revealed telling him to migrate.
The best answers will be able to expand and give depth to these events.
(b) Good answers will be able to mention that the difficulties in Makka meant that Muslims could
not freely practice their new faith, and that this new religion had stopped expanding. They
could talk about how the migration would provide them with an opportunity to expand, and
provide religious freedom. It also made the Prophet the leader of a community allowing Islam
to be established.
Candidates can give any number of reasons, but they should develop the answer to show
the importance of what they are saying, e.g. not by writing: ‘the migration gave the Muslims
freedom’, but expand on it by saying they were free from the persecutions or that they could
properly learn and implement the laws. The Prophet’s life was threatened and so migrating
allowed him to escape further persecution and possible death, and establish Islam.
4 (a) Write about the Prophet Muhammad’s interaction with non-Muslims in Madina. [10]
(b) What can Muslims learn from this interaction? [4]
(a) Candidates should only write about the Prophet’s interaction with non-Muslims once he had
migrated to Madina, and not write about events before this time.
Candidates could write about how the Prophet made a Constitution 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 Prophet was always fair in his dealings with the non-Muslims, e.g. when a Muslim and
non-Muslim were having a dispute, the Prophet sided with the non-Muslim as it was the just
thing to do.
Candidates could also talk about the various Jewish tribes, and how their relationships
developed with the Prophet over time, as well as his relationship with the hypocrites in
Madina.
(b) Candidates should show some reflection on the situations they have described in part (a)
and relate them to their own personal relationships with non-Muslims, or the relationship of
Muslims in general with non-Muslims.
They could talk about the moral significance of the Prophet’s actions and this should be used
to highlight Muslim conduct. A clear parallel should be drawn between the Prophet’s example
and related situations, and specific examples given.
5 (a) Give an account of the persecutions faced by the early converts to Islam in Makka. [10]
(b) How are these accounts relevant to Muslims now? [4]
(a) Candidates should give a detailed narrative of the persecutions faced by the first Muslims in
the years after the Prophet started preaching Islam.
Good answers will be able to name key figures involved in the persecution, and the names of
the Muslims who were being persecuted, stating that it included slaves and those without
tribal protection. They could talk about the type of difficulties they faced, e.g. the physical
torture, and give an account of the persecutions. They could also mention the migration to
Abyssinia and the social and economic boycott.
without confusing details.
Answers about the Prophet’s persecution will not be credited.
(b) Answers should reflect on the accounts the candidates have given in part (a) and be able to
put their answers in a modern context. They may be able to say e.g. that these stories tell
Muslims to remain patient in times of difficulty, but the better answers will be able to show
depth and understanding, e.g. Muslims facing hardships now should look at these examples
to compare the difficulties they faced/these examples allow Muslims to reflect on how they
behave in times of difficulty or oppression. These stories can be a source of encouragement
and comfort if Muslims can see that the first generation of Muslims went through these
hardships. Better answers will be able to give definite examples from the lives of Muslims or
the world they live in.
Better answers will refer to (a) but not repeat the description.

answers.
(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

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.
(1) Sura 114

Good answers to this passage will talk about God’s power and His ability to protect
humans from the various evils of the world, from jinn and men. God is all-powerful so He
can help humans resist temptations which come from different sources. Because
nothing is greater than God, he can protect from the whisperings which prompt humans
to do and think bad.
(2) Sura 5.110

This passage talks about God’s relationship with his messengers, in this case the
prophet Jesus. Candidates could talk about God’s power and authority over all things,
that it is He who allows all things to happen. He gives his prophets miracles and powers
as a reflection of His power, but also to help them. Just as He helps them in their
guidance for people, He also protects them from harm.
(3) Sura 108

relationship with the Prophet Muhammad. Answers may talk about how God has

granted the Prophet success, and because of this the Prophet and all Muslims should
continue to show loyalty to 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.
(b) The importance of these themes for Muslims.
(1) Sura 114

everything. His infinite power makes Him a refuge against the evils mentioned and this
sura is specifically recited for protection. This is important for Muslims now who worry
about things they think will harm them in their families or jobs, etc.
(2) Sura 5.110

Candidates could mention that these teachings reaffirm for Muslims the prophethood of
Jesus and the power of God to do as He wills. It helps Muslims understand that God will
always help them when in need, so they should remember Him often, by praying,
supplicating or doing good deeds, etc. They should remember that God is able to do
anything so Muslims should have faith when asking for His help, and ask for anything
that they need.
(3) Sura 108

Answers could 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. 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.

2 (a) Write about the experiences of two prophets you have studied in the Qur’an (not
including the Prophet Muhammad). [10]
(b) What lessons can Muslims learn from these stories? [4]
(a) The suras which are in this section of the syllabus are Sura 2.30-37, Sura 6.75-79, Sura
5.110, Sura 93, Sura 108. Candidates do not have to use these suras, there are other
passages that talk about the lives of the prophets.
Candidates should choose at least two prescribed passages from the syllabus, or other
passages, to write about. They can reference other passages to support their answer, but it is
not necessary to be able to gain high levels.
Candidates could write about the prophets Adam, Jesus or Abraham, from the syllabus, or other
prophets they may have studied from the Qur’an. They should give a detailed narrative about
what difficulties they faced, their relationship with God, and how they were helped by Him.
Better answers will give specific and accurate details as well as some quotations.
(b) Good answers here will give a thoughtful insight as to how these experiences can provide
examples for Muslims.
Saying that Muslims, e.g., depend on God and should be patient, is not enough, candidates
should expand on these ideas and say why or how they could be patient, giving concrete
examples. Any relevant answers should be credited as long as they provide evaluation.

3 (a) Write about the Prophet’s night journey and ascension [al-‘isra wa-mi’raj]. [10]
(b) How did this journey help the Prophet in his mission? [4]
(a) Candidates should talk about the events of the night journey as they happened.
They could talk about the Prophet being woken from his sleep and taken on al-Buraq from
Makka to Jerusalem by the angel Jibril. They could mention all the things that he saw on his
way, the prophets that he met, the questions that he asked Jibril, and the fact that he led the
prophets in prayer. They should also go on to mention that he was taken through the heavens
and was finally in the presence of his Lord. He was given the five daily prayers.
Answers should also mention that this all took place in one night, and what the people of Makka
said when he told them about his journey.
(b) Candidates should give thoughtful answers as to how this event could have been beneficial
for the Prophet.
They could mention that it gave him comfort after a period of difficulty in Makka, and he
realised God had not left him.
It gave him the encouragement he needed to carry on preaching in the face of continued
opposition.
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). It confirmed
his prophethood as he met with God, going further than anyone else had been.
Candidates do not have to mention all of the above, but should have some depth to any
answers they give.
4 (a) Give an account of the migration of the early Muslims to Abyssinia. [10]
(b) What was the significance of this migration for the early Muslim community? [4]
Answers could give an account of the persecution faced by Muslims in Makka and why these
persecutions had increased on the Prophet’s followers; that the Prophet ordered some followers
to go to Abyssinia to seek protection from its just king; ‘Uthman and Ruqayya went in the first
migration, and later the second delegation was led by the Prophet’s cousin, Ja’far Ibn Abi Talib;
the Quraysh followed them and asked the king to return them; and what happened when Ja’far
spoke and then recited verses of Sura Maryam to the king.
Excellent answers will give in-depth details of the story as it happened, name the Muslims who
migrated, as well as saying why these particular Muslims took part.

(b) Candidates could mention that the Muslims being persecuted meant they could not establish
their religion in Makka, and moving to Abyssinia allowed them religious freedom. Those not
willing to renounce Islam were in danger of torture or death. The migration therefore
safeguarded the new converts to Islam and the future Muslim community. Importantly, it was
the Prophet who encouraged them to go. They migrated to Madina once the Prophet had
completed his hijra.
5 (a) Write about the brotherhood that developed between the new community of Muslims
in Madina. [10]
(b) How is this brotherhood a good example for Muslim communities now? [4]
(a) Candidates should be able write about the brotherhood created by the Prophet in Madina
between the Ansar and Muhajirun.
Good answers will be able to write about the first Muslim community in Madina, saying who
the Ansar and Muhajirun were, giving brief details about the emigrants and their difficulties in
Makka. They could mention how the emigrants arrived in Madina without many belongings.
The people of Madina (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. Candidates could mention
some of the companions who were made brothers of each other, e.g. Abdul Rahman ibn Awf
was made the brother of Sa’ad ibn Al-Rabee (of the Ansar); the Prophet took Ali as his
brother. In this way the Madinans gave protection and material assistance to their Makkan
brothers. The Makkans gave spiritual support to the Madinans, by virtue of the fact they had
spent time with the Prophet. The Makkans did not want to be a burden on their hosts as they
were used to being traders and so wanted to carry on their work in Madina (e.g. Abu Bakr).
Candidates could give details of this relationship using examples of what they shared, and
how their relationship developed.
Candidates could also make reference to any Qur’anic ayat relating to these events (9:20;
9:100).
(b) Answers here should reflect upon the relationship between these two groups and write about
how it can be relevant to Muslim communities.
Candidates could write about being selfless, sharing material belongings with others
(whether to friends/family or charity), or they could mention giving loyalty and protection to
others. Good answers will not only give reference to these qualities but will say how they
can help improve the Muslim community.

You should give only two marks, one for both part (a) answers, and one for both part
(b) answers.
(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 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.
(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) Sura 2.30–37

Good answers for this passage will be able to talk about God as Creator and his relationship
to his prophets. Answers may talk about God creating Adam, as well as everything else
(angels, etc.), and the high position he granted him. They could also mention that God gives
knowledge to who he wants and he gives the special status of prophethood to whom he
wishes. Also, even 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.
(2) Sura 6.75–79

Muslims to worship God alone.
(3) Sura 108

Good answers for this passage will talk about God’s mercy/generosity and his relationship
with the Prophet Muhammad. Answers may talk about how God has granted the Prophet
success, and because of this the Prophet and all Muslims should continue to show loyalty to
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.

(1) Sura 2.30–37

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. They could also
mention how 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.
(2) Sura 6.75–79

These teachings tell humans to have belief in God alone and not ascribe partners to Him. It
shows how God communicated with his prophet through His creation, and that humankind
may give examples of this from the lives of Muslims as to how they can use this passage to
strengthen belief. They say that nothing is eternal, unlike God, and so reminds Muslims to
worship Him alone.
(3) Sura 108

Answers could 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 – Shi’a 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.
passages to their own or Muslims’ lives, or giving thoughtful answers with examples,
could take them higher up the levels.

2 (a) Using passages you have studied, write about the main teachings about God in
the Qur’an. [10]
The passages in the syllabus relating to God in Himself are: 2.555; 6.101–103; 41.37; 42.4–
5; 112. These are not the only passages the candidates can use.
Candidates can use any number of passages to write about but they should write with some
detail about the suras and not merely give general comments/themes about them.
Candidates may say that God tells humankind about his oneness, e.g. but they should
elaborate on this by writing things like, He uses the word Ahad to tell humans about His
oneness but it is not just that He is one, he does not have any partners or any children to share
in His power/authority and so humans should not think of Him as like themselves. This is further
emphasised by the line, there is no one like Him, meaning that no one can compare to what he
looks like or what He is capable of doing.
Another example could be that God tells humans about His knowledge, which is seen in
passages 2.255 and 6.101–103. They could quote what these passages say about God’s
Knowledge and elaborate on what this means.
There may be some repetition from Q1a, but this answer should be more focused and more
detailed, and the passages should be linked in some way.
(b) How might these teachings affect a Muslim’s life today? [4]
Candidates should be careful not to give statements, but try to qualify their answers with
some reasoning.
Candidates could say that many Muslims are busy in their lives and may find it difficult to
connect with God, but suras such as 41.37 are a reminder in their everyday lives of who is in
control; or they could say that despite being the All-Powerful creator, he is not detached from
humans as He asks them to seek forgiveness from Him and He is ready to forgive as seen in
sura 42.4–5. There are many answers the candidates can offer but the best ones will give more
concrete answers with some development, rather than general statements.

3 (a) Write an account of the battle of Badr. [10]
It was fought in 2AH (624CE); the Prophet 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 continued; some left leaving
1000 soldiers; the Prophet 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; the
Prophet prayed continuously for the success of the believers; God sent down angels to help;
the Prophet 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.
Candidates should elaborate on the points above to get to the higher levels, and better
candidates should be able to give the names of significant figures involved [Abu Bakr, ‘Ali,
Abd ar-Rahman bin Awf, Bilal, Hamza, Abu Jahl, etc.]
(b) Can the Prophet’s conduct during this battle contain lessons for military leaders
today? Give reasons for your answer. [4]
Candidates can agree or disagree with this statement but they have to give valid reasons as
to why they have chosen their answer.
If agreeing that there can be lessons for military leaders today they could say e.g. that the
Prophet participated in the battles himself and leaders now may learn more or change the
way that they fight wars if they had a more active role on the battlefield.
If saying that there aren’t lessons for military leaders, candidates could perhaps say that
modern warfare is very different to that of the past and so the rules and conduct cannot be
the same.
Different answers may be given but candidates must give reasons whether they agree or
disagree.

4 (a) Describe the events of the final year of the Prophet’s life. [10]
In 10AH, the Prophet performed his final pilgrimage; at ‘Arafah he addressed the people
gathered there; this is considered his farewell speech, in which he indicated he may not be
there the following year; he also gave instructions relating to unlawful shedding of blood;
usury was forbidden; the obligation towards looking after wives was emphasised as well as
the kind treatment of women; equality of humankind was emphasised; brotherhood was
established; he told them the Qur’an and sunna were left for them, and mentioned the five
pillars; then the verses 5.3 were revealed (today your religion has been perfected); the
Prophet completed his pilgrimage and returned to Madina; he increased his seclusion; Jibril
reviewed the Qur’an twice with him; his illness began 13 days before his death; he moved
into A’isha’s apartment for the last week; he continued leading the prayers and would give
the congregation advice; he called for Fatima, Hassan and Hussain and his wives; Abu Bakr
led prayers in the last days; the Prophet passed away on 12th Rabi al-Awwal, 11AH. Shi’a
candidates may say that on the way back from Makka the Prophet chose ‘Ali as his
successor.
Candidates could go on to mention the grief of the Companions and the speech that Abu
Bakr gave them to remind them about worshipping God, but it is not necessary for a full
answer.
Not everything mentioned above is required, but answers must show development of the
main events written about to be able to go up to the higher levels.
(b) Explain how any two teachings given in the Prophet’s Farewell Sermon can help
Muslim communities today. [4]
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 relation to 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, treating slaves/servants well, and worshipping God.
Candidates can choose any two of these to write about but should elaborate on how these
points in the sermon can address and solve current issues.

5 (a) Give an account of the lives of the Prophet’s four daughters. [10]
Candidates should give some information about all four daughters of the Prophet.
Zainab: was the eldest; born in 5th year of marriage when he was 30; married to Abu al-Aas
bin Rabi; died in 8AH; 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; Zainab sent her
mothers necklace for his ransom; she returned to her father in Madina while her husband
was freed and returned to Makka; upon returning money to the people of Makka he became
Muslim and asked the Prophet to allow him to go back to Zainab; she died a year later.
Ruqayya: three years younger than Zainab; married Utbah, Abu Lahab’s son; wasn’t yet
living with him when surah Lahab was revealed; he was told to divorce her; she then was
married to ‘Uthman; they migrated to Abyssinia twice; they migrated to Madina before the
Prophet; she had a son who died at the age of 6 (after her own death); she was ill at the
battle of Badr and ‘Uthman was told to stay with her.
Umm Kulthum: third daughter and was married to Utaibah, Abu Lahab’s son; like Ruqayya
she was divorced by her husband before she went to live with him; she was married to
‘Uthman after Ruqayya’s death; she suffered the boycott to Shib-i-Abi Talib; she stayed
behind in Makka when her father migrated; she had no children.
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.
Candidates may write more about one or two daughters than the others, but there should be
a general balance between all four for top level answers.
(b) Can Muslims learn from the Prophet’s bond with Fatima? Give reasons for your
answer. [4]
Answers can vary from a Shi’a or Sunni point of view and valid answers that show some
reflection and understanding should be credited.
Some answers could be: that the Prophet respected Fatima by standing when she entered a
room, and so Muslims should learn that they should not disrespect their daughters but rather
honour them; that the Prophet never mourned that he had daughters and no sons, so
Muslims should not think that sons are better than daughters; he shared a special bond with
Fatima, so she was happy to have tidings she would be the first to follow him after his death.

answers.
(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? 102. He created all things, and He has full knowledge of all things. 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 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 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.
(3) 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.

(1) Sura 6.101–103

Good answers to this passage will talk about God’s power and knowledge over all things. He is
the only one to control the heavens and the earth and so emphasises the theme of tawhid.
Candidates could talk about the importance of God being the only creator, not sharing authority
with anyone else. They could also mention God’s knowledge and power. He has knowledge
about all His creation, and He has power over all His creation. He is not perceivable and
mankind should worship Him.
(2) Sura 2.30–37

Good answers for this passage will be able to talk about God as Creator and his relationship to
his prophets. Answers may talk about God creating Adam, as well as everything else (angels,
etc.), and the high position he granted him. They could also mention that God gives knowledge
to who he wants and he gives the special status of prophethood to whom he wishes. Also, even
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.
(3) Sura 41.37

answers will talk about God creating and controlling things in nature, things that benefit mankind.
The passage is also about the existence of God and signs in creation. So it is Him alone that
should be obeyed.
The above answers are not the only answers that could be presented. Candidates should
be allowed to develop/show other relevant themes of the passage. They could also give
comparisons with themes of other passages. The highest level should be kept for well
written answers offering a variety of themes.
(1) Sura 6.101–103

These teachings emphasise the importance of tawhid for Muslims. The only relationship God has
is with His creation, and candidates could write about how man is asked to worship Him as it says
in this passage that only He can fulfil their needs. He also sees and hears all that humankind
does, so Muslims should keep this in mind. 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.
(2) Sura 2.30–37

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. They could also mention
how 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.

(3) Sura 41.37

The themes are important in this passage by presenting God’s creation of things in nature, in
particular the sun and moon and day and night. Good answers will talk about why humans should
worship Him and not His creation, and about how the things He creates have an order and
harmony, and so Muslims can find signs of His existence in the world around them which should
help them to keep their faith.
2 (a) Give an account of how the Qur’an was first revealed to the Prophet. [10]
(b) Was it significant that the Qur’an was revealed to someone who could not read or
write?
Give reasons for your answer. [4]
(a) Good answers will focus on the revelation in the cave of Hira. Candidates could start by
writing about the Prophet’s increasing solitude in the cave; when he was 40 the revelation
came to him; the angel Jibril came to him and instructed him to read, iqra, and the Prophet
replied he could not; the angel squeezed him and said it again; after a third time the angel
recited the first three verses of sura alaq (96); the Prophet came out of the cave and saw the
angel on the horizon; he was confused and shaken; he ran home and told his wife who
consoled him and took him to see her cousin, who confirmed his Prophethood.
Development of these points is required for higher levels.
(b) Answers could say that being unable to read or write it would not have been possible for the
Prophet to have composed the Qur’an himself; the implication is that not being able to compose
the Qur’an himself, it shows that the Qur’an is from God; the Arabs had a strong oral tradition
which allowed the Qur’an to be preserved through memory alone; he showed his faith in his
companions when he allowed them to write down the verses revealed to him. Whichever
reason the candidates choose to write about they should elaborate on it to emphasise the
importance or significance of it.

3 (a) The Prophet Muhammad is said to have been patient and trustworthy. Write about
events in his life that illustrate these qualities. [10]
(b) Choose one of these qualities and explain why it was important for the Prophet to
possess it. [4]
(a) Candidates should write about events that show these traits in the Prophet, and they should
give a detailed narration of the event rather than list a few occurrences.
His patience: This was shown through the persecutions, when he was abused and ridiculed,
but he did not give up preaching; he did not react when rubbish was thrown on him; when he
was offered bribes by the Quraysh he refused and persevered, even through the boycott; he
waited until God guided him to migrate; he was patient when revelations stopped for periods
of time; he showed patience when the Quraysh ridiculed him after the death of his son.
Trustworthiness: He had always been trusted by the Quraysh even before prophethood,
being called al-amin; the Quraysh kept their belongings with him even after prophethood;
when he migrated to Madina he returned the belongings to their owners (through ‘Ali); he
kept his promises, e.g. as part of the Treaty of Hudaibiya, the Prophet sent back Muslims to
Makka who had not sought consent to leave.
These are some answers that could be offered but candidates may have others that they can
develop.
(b) Candidates should choose one of the above qualities and give reasons as to why it was
necessary for the Prophet to have that quality.
For example, the Prophet needed to be patient because he was going to endure years of
hardships and becoming angry or giving up would not have been suited to a Prophet and
would not have allowed Islam to endure.
Or, being trustworthy at all times allowed people to have faith in him and his message when
he started to preach as they knew that his quality of being trustworthy was unshakeable.
Candidates could give any relevant example of why the Prophet should have had that quality
but the development of the answer is what will give the candidate higher marks.

4 (a) Describe the roles played by Abu Talib and Hamza in the life of the Prophet. [10]
(b) Did the role of Abu Talib help strengthen the early Muslim community? Give reasons
for your answer. [4]
(a) Both men were uncles of the Prophet, one who accepted Islam and the other did not. Abu
Talib: he was the brother of the Prophet’s father, and the leader of the Banu Hashim clan,
making a respected leader amongst the Quraysh; the Prophet came into his care after the
death of the Prophet’s mother and then grandfather; the Prophet worked for him and went on
trade journeys with him; the Prophet chose ‘Ali to adopt and look after when Abu Talib faced
financial difficulty; after prophethood, the Quraysh would try to get Abu Talib to stop his
nephew from his mission, but he remained in support of him; his support of the Prophet
provided him with protection from the Quraysh hostilities; Abu Talib died after the boycott,
and the Prophet was greatly saddened by his death.
Hamza: he was an uncle and foster-brother of the Prophet; he was a warrior and sportsman
and had little interest the issues of Makkah; he hit Abu Jahl when he heard Abu Jahl had
assaulted the Prophet; after that he became Muslim; it gave the Muslims a lot of strength and
they were able to pray in public; in the battle of Badr he killed leading men of he 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”.
(b) Candidates can give a yes or a no answer but they have to give reasons. Other reasons can
be given but they have to be relevant to the question.
They could say yes it did, for example, because he allowed the boycotted Muslims to stay at
Shib-i-Abi Talib, which gave them a place to stay in a time of difficulty; that he supported the
Prophet at all times, which in turn supported the followers of the Prophet and this would have
helped them carry on in their mission; that when the Quraysh offered the Prophet bribes and
the Prophet refused, Abu Talib said he would not ask him again, which again helped
strengthen the support given to the Prophet and his community.
They could say no it did not, for example, because he did not become Muslim – if he had
more people may have converted; him remaining non-Muslim gave the Quraysh continued
reason to oppress the Muslims.

5 (a) Write briefly about the tasks carried out by the Scribes of the revelation at the time of
the Prophet. [10]
(b) Explain the importance of the principles employed by the compilers of the Qur’an at
the time of the Caliphs. [4]
(a) Candidates are required to write about the way in which the scribes wrote down the Qur’an
whilst the Prophet was still alive and so details about the gathering of the Qur’an and
collecting it into a book, at the time of the Caliphs, are not relevant here.
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 scribes who had different roles as companions,
who wrote the verses down on a number of materials. They wrote on parchments, bone,
dried leaves, amongst other things.
Some of them were official scribes who wrote letters for him (for example Ubayy ibn Ka’ab)
whilst some became scribes because they kept their own personal copies of the revelations
(for example ‘Abdullah ibn ‘Amr ibn al-‘As. 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.’). A number of companions had their own
personal copies of the words of the revelations, which were later used to verify the one copy
in the time of Abu Bakr. Companions who kept a private record of the text of the Qur'an
satisfied themselves as to the purity of their record by reading it out to the Prophet.
The Prophet 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 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.”
Zayd bin Thabit, one of the chief scribes relates: "I used to write down the revelation for the
Holy Prophet, may the peace and blessings of Allah be upon him. When the revelation came
to him he felt intense heat and drops of perspiration used to roll down his body like pearls.
When this state was over I used to fetch a shoulder bone or a piece of something else. He
used to go on dictating and I used to write it down. When I finished writing the sheer weight
of transcription gave me the feeling that my leg would break and I would not be able to walk
anymore. When I finished writing, he would say, 'Read!' and I would read it back to him. If
there was an omission or error he used to correct it and then let it be brought before the
people."
Some companions, who did not write down the revelations, had memorized them instead and
their versions were used to verify the written copies after the Prophet’s death.

(b) After the Prophet’s death there was deemed a need to compile to Qur’an into a book form.
Various principles were employed, all of them to ensure authenticity to the original message.
The Qur’an was compiled in the dialect of Quraysh because it was the Prophet’s dialect –
other dialects could have been fabricated or distorted.
Zayd bin Thabit gathered written materials from various companions, and checked all these
versions with those who had committed the Qur’an to memory – this was to ensure that none
of the written copies had anything added or omitted and so that the Qur’an remained
authentic to the way the Prophet had received it.
The order of the suras was not complied in the order that the Prophet had received
revelation, but generally in order of descending length – this was due to the belief that the
order of the suras was divinely ordained and the main scribes would have known this.
Candidates can offer other reasons or principles, but they should explain the significance of
their answers.

answers.
(1) 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.
(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 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!
(1) Sura 112

This passage talks about tawhid and God’s unique characteristics central to Islam.
Candidates could elaborate on the importance of tawhid (no partners so no-one else to
worship). What is the meaning of eternal and absolute? He is unique, no-one else can match
His attributes. There is no-one like Him, which is related to the fact that He has no children or
family.

(2) Sura 6.75-79

This passage is about God’s power over all things and His relationship with his prophets.
These are signs of God in creation. These verses tell Muslims to worship God alone. They
strengthen belief in His Oneness.
(3) Sura 93
This is a consolation to the Prophet. God shows how He helps His prophets. He is there for
those in need. It tells humankind to be grateful to God for what they have been given.
(1) Sura 112

This passage gives a clear, yet brief, description of God. Muslims learn from this to only rely
on God as He has no family that share his power and control. Recited to re-affirm faith, it is
one of the four ‘qul’s’ recited for protection, and reciting it gives the benefit of reciting a third
of the Qur’an. Better candidates will be able to say that these verses help Muslims
understand who they are worshipping.
(2) Sura 6.75-79

These verses 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.
(3) Sura 93
God gave blessings to the Prophet Muhammad, despite people saying that he had been
forgotten by God. Muslims should then also look at their lives to see their blessings and not
think they have been given nothing. They should be grateful to God through prayers and
worship and they should make people aware of the ways in which God helps them.

2 (a) The Sunna is often used with the Qur’an as a primary source of Islamic law. Describe
the ways in which they are used together. [10]
(b) “The Qur’an is not as relevant to Muslims now as it was 1400 years ago.” Give two
reasons to agree or disagree with this statement. [4]
(a) Candidates should write in detail about the primary sources and how they are used together.
Examples should be given.
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; the Sunna is the Prophet’s example and is recorded in the
Hadith; they don’t contradict each other; these emphasise and expand on verses in the
Qur’an; e.g. zakat; they are used when the Qur’an is silent on a matter; e.g. inheritance given
to grandmother, or eating animals with canine teeth; Hadith are important because the
Prophet was the final and perfect messenger to follow; Hadith of Mu’adh ibn Jabal; they are
interlinked so are the two main (primary) sources.
(b) Candidates can agree or disagree with this statement but the main body of their answer should
give reasons for their stance.
Candidates may say, e.g., that the Qur’an is the book of God and is preserved for all time, but
this is not evaluative enough, they have to provide a more detailed explanation. If they disagree
with the statement they can say, e.g., that not having the Prophet around makes them need the
Qur’an more, or that the stories in it allow Muslims now to connect to God and the Prophet.
The best answers will be those giving the most detail and explanation whether they agree or
disagree with the statement.

3 (a) Give an account of the hijra of the Prophet from Makka to Madina. [10]
(b) What is the significance of the Prophet establishing mosques as a first task after the
hijra? [4]
(a) 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.
Year is 622; in Makka there was a plot to assassinate the Prophet; Quraysh met at Dar al-
Nadwa; a man from each tribe was sent to kill the Prophet; Jibril came giving the Prophet
God’s permission to migrate; Muslims had started to migrate; Abu Bakr, ‘Ali and the Prophet
were left; the Quraysh came to the Prophet’s house to kill him at night, v8.30; the Prophet
told ‘Ali to sleep in his bed; the Prophet came out of his house and threw dust at the
assassins, v36.9; 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 reached the mouth of the cave; the Prophet reassured
Abu Bakr; Suraqa almost caught up with them but his horse kept stumbling; they stopped in
Quba; stayed there for four days; they established a mosque; ‘Ali caught up with them here;
they arrived in Madina and the people welcomed the Prophet; he stayed with Ayyub al-
Ansari; his camel showed them the place to build his mosque.
The best answers will be able to expand and give depth to these events, and whilst not all of
the above needs to be mentioned, highest level answers will describe and elaborate on most
of these details.
(b) Mosques are the centre of a community; they allow people to meet and to worship God; the
Prophet established a mosque in Quba to emphasise this; it was also because they were
now free to worship together and in the open, unlike in Makka; establishing a mosque in
Madina provided a focal point for the Muslims.

4 (a) Write about the main events of the battles of Khaybar and Mu’ta. [10]
(b) Choose one of these battles and explain why it was important for the Muslims of
Madina to fight in it? [4]
(a) Khaybar: fought in 628 (7AH) against the Jews who had broken their agreements with the
Muslims; Muslim army caught the city by surprise; ‘Ali was given the banner to carry; Muslims
attacked the first fort of Naim; this was taken and the Muslims carried on until they reached the
most powerful fort, An-Nizar; ‘Ali is said to have moved a door by himself which would have
taken many men to move; Jewish leader was killed; Jews requested they stay in the oasis and
in return give half their produce to the Muslims; battle strengthened the Muslims and the
Prophet’s leadership.
Mu’ta: this was the fiercest battle during the Prophet’s lifetime; fought in 629 (8AH); The
Prophet had sent Al-Harith bin ‘Umair al-Azdi carrying a letter to the ruler of Basra; he was
intercepted and killed by the governor of al-Balqa’; the Prophet 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; Zaid led the battle
until he was fatally stabbed; Ja’far succeeded him and both his hands were cut off; then
Abdullah took the banner and he too was killed; Khalid bin Walid stepped up to take
leadership and showed his skills as a strategist; the Muslims gradually retreated and the
Byzantines, thinking they were entrapped, stopped their pursuit allowing the Muslims to incur
minimal casualties; the Muslims did not avenge al-Harith’s murder but they proved they were
a force to be reckoned with.
Not all of the above needs to be mentioned, but most of points should be made as well as
development of the points to give depth to the answer.
(b) Candidates should only choose one battle to write about and should attempt to give reasons
why the Muslims needed to engage in that battle.
Khaybar: As peaceful settlements were not accepted, the Prophet had to carry out a military
campaign to prevent further disruptions upon the Muslims from these parts, as they did not
want to be continually fighting in minor skirmishes. It was therefore a matter of survival for
the Muslim community. Had they not fought, it could have led to insecurity as they would not
have known when the next attack would come from there. It was also important as God had
promised them abundant spoils from this campaign (sura 48.20).
Mu’ta: At that time, killing envoys and messengers was considered a terrible crime, and
amounted to a declaration of war. The Prophet therefore had to respond otherwise the
Muslims would have looked weak had they ignored such a clear threat. Ignoring the killing of
envoys would have led to their reputation being challenged, and the battle also showed that
they were a serious presence that was emerging out of Arabia.
Candidates should draw principles from the details they have written such as fighting
for security of Islam, believing God’s promises, showing strength, defending honour,
etc.

5 (a) Write about the life of the Prophet Muhammad’s first wife Khadija. [10]
(b) Taking two aspects of their relationship, explain how the marriage of the Prophet and
Khadija sets a good example for Muslim marriages today? [4]
(a) Candidates should write a detailed narrative elaborating on the points mentioned below.
Khadija was a successful businesswoman in her own right; she was twice widowed and had
children from her previous marriages; she employed the Prophet (before prophethood) as a
merchant for her; she sent her servant, Maysara, with him; after hearing of trading skills and
honesty as a merchant, she proposed marriage to him; he accepted; she was 40 and he was
25; they had six children together, her two sons dying in infancy; when the Prophet received
revelation he came to Khadija trembling; she reassured him that God would not humiliate
him; she took him to see her cousin who told the Prophet about the angel and that he is a
messenger of God; she was the first to publicly accept Islam; she supported the Prophet
financially; she died after the boycott to Shib-i-Abi Talib; the Prophet’s love for her caused
jealousy among his other wives (A’isha); Jibr’il is said to have sent greetings of peace to her,
through the Prophet, from God and himself; Khadija was Muhammad’s first wife and he
chose not to marry any other woman during her lifetime.
Candidates may write about Khadija’s life before meeting the Prophet, e.g. her previous
husbands, and relevant points should all be credited.
(b) Candidates can take what they want from Khadija’s relationship with the Prophet, but they
should be able to say why that aspect of their relationship sets an example for others. They
could for example say that they had a love and respect for each other that people could learn
from today; she had her own business which the Prophet never stopped her from, and she
supported the Prophet through all his difficulties.
She reassured her husband when he told her about the revelation and never stopped
believing he was telling the truth because she knew his character. In times of difficulty people
should be patient with each other and try to reassure and support their partners.
Candidates should choose two aspects and develop those points; whilst developing answers
candidates need to show application of it today.

Cambridge O Level – October/November 2014 2058 11
answers.
(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 1
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.
(3) Sura 114

(1) Sura 2.21–22

Tawhid: emphasises that God is the Creator of everything. Partners/rivals should not be
set up with God, for He is the only Creator and Sustainer.
Benefits for mankind: these include guidance, fertile earth, shade and water from sky,
which are given to mankind to live off and to remain humble and close to God.
(2) Sura 1
Lord of creation: It is God who presides over judgement and controls the worlds.
Guidance: God gives guidance to those who ask. This is used as a prayer.
Mercy: He is the one to ask for forgiveness, and it is He who grants forgiveness to His
humble servants.
Tawhid: God as one, Master of all creation. Only He is deserving of worship

(3) Sura 114

God as refuge: Only He can help in times of need, in this case from jinn and men. Seek
help only from Him.
God as Lord: 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.
Protector: God is a protector from these things; it is one of the suras of protection.
The above answers are not the only answers that could be presented. Candidates should be
allowed to develop/show other relevant themes of the passage. The highest level should be
(1) Sura 2.21–22

The importance of these teachings show the relationship between God and His creation.
The passage reflects upon the natural world and the benefits it holds for Muslims. They
can also see this from the guidance that came before them from prophets. Humans
should acknowledge who their sustenance has come from as He is the only creator of
everything.
(2) 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), 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.
(3) 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 ‘qul’s’ is a source of protection.
God is the King so it is Him who people should seek refuge with.

2 (a) Write about how the Qur’an is used with the other three sources in Islamic law. [10]
(b) How important is the use of ijma’ or qiyas in Islamic law in present day situations?
Give reasons for your answers. [4]
(a) Candidates should write about the primary sources, Qur’an and hadith, and secondary
sources, ijma’ and qiyas, and how they are used together.
contradicted by the other sources; 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; they are used when
the Qur’an is silent on a matter; e.g. inheritance given to grandmother, or eating animals with
canine teeth; Hadith are important because the Prophet was the final and perfect messenger
to follow; hadith of Mu’adh ibn Jabal; 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; ijma’ is the consensus
of opinion of scholars; some issues they have to deal with have been, at the time of the
caliphs, the compiling of the Qur’an 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.
(b) Candidates should be careful not to give statements, but try to qualify their answers with some
reasoning. The primary sources contain everything that is the basis for Islamic law, but as time
passes new issues arise which are specific to this time, which need an answer. Those who are
learned in Islamic law can make new rulings, based on Qur’an and sunna, but using ‘ijma or
qiyas.
Candidates should choose one of these sources and not only say why it is important but give an
example using a new issue that has arisen, such as smoking, using the internet, drugs, etc. It is
important otherwise Muslims would not know how to react to these new issues.

3 (a) Describe the events of the Prophet’s visit to Ta’if. [10]
(b) How can Muslims apply in practice the lessons learnt from the Prophet’s behaviour in
this situation? [4]
(a) The Prophet had been preaching to the people of Makka for ten years and they had faced
many hardships; the number of Muslims was relatively small; his greatest supporters Khadija
and Abu Talib had passed away; he looked out of Makka to preach his message and went to
Ta’if with Zaid bin Haritha; he thought people would be favourable to his message but they
were hostile towards him; he stayed ten days there delivering the message to the people, but
he was abused and jeered; they were chased out by being pelted with stones til blood flowed
down the Prophet’s legs; Zaid was injured too; they took refuge in an orchard a few miles
away; seeing his condition, Rabi’a’s two sons sent their servant with a tray of grapes; Jibril
later appeared with another angel and asked the Prophet for permission to bury the city; the
Prophet refused and instead prayed for believers to be born from their progeny.
The best answers will be able to expand and give depth to these events, and whilst not all of
the above needs to be mentioned, highest level answers will describe and elaborate on most
of these details.
(b) Candidates can present any lesson that’s relevant to the events of Ta’if, but thoughtful
answers will present the lesson within the context of a situation.
Examples could be, that the Prophet did not give up his faith in times of difficulty, despite few
conversions and losing his wife and uncle, but rather he persevered. Muslims should learn to
persevere in times of difficulty, when they have lost family members or they are living in
difficult circumstances in their community; the Prophet did not curse or wish the worst for
those people who had treated him so badly, but rather prayed for them. So Muslims now
should not get angry and wish bad things towards those who insult Islam or the Prophet, but
should try to do or say good things for them.

4 (a) Give an account of the Prophet’s life up to the time the revelations began. [10]
(b) Despite living through the days of ignorance, the Prophet remained true to his
mission. What lessons can Muslims learn from this today? [4]
(a) Candidates should write a detailed narrative elaborating on any of the points mentioned
below.
He 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 in their household, and ask 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 Abu Talib 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; he spent longer periods in the cave of Hira
and at age of 40 the angel Jibril came with the first revelation.
(b) Candidates could choose one or two events from the life of the Prophet and explain how he
was not swayed by falsehood and would only exemplify good character, even when under
pressure from others. By losing his parents at young age he was growing up to be
independent. Despite living in age of immorality, he was known as ‘al-amin’, the trustworthy.
Candidates could explain how when Muslims today can be under pressure to be dishonest in
business or become less committed to their prayers, they can remain the example of the
Prophet and look up to his steadfastness in very challenging circumstances and use this as a
model to follow.
These are just some examples, candidates could offer their own but must give a reason to
explain what they have written.

5 (a) Write about the role played by Abu Bakr during the period between the first revelation
and the death of the Prophet. [10]
(b) What lessons can Muslims learn from Abu Bakr’s conduct in this period, and how are
these lessons relevant now? [4]
(a) For this answer, candidates should give a detailed account of the main events in Abu Bakr’s
life with the Prophet. Abu Bakr was the Prophet’s childhood friend, and the first to accept
Islam. He was a staunch supporter of the Prophet, and was open about practising Islam. 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 did not hesitate to believe
the Prophet when he told the people about his night journey and ascension. 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.
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. When the Prophet passed 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 Allah is alive and will never die. He was elected as caliph soon
after this.
(b) Candidates could write about stories of friendship and loyalty, or about belief and strong
faith, or other points mentioned about his life, but as well as mentioning them they should
give concrete examples of how these could be applied in people’s lives, so e.g. showing how
Muslims can be loyal to their friends, or how Muslims could give their wealth to benefit the
Muslim community in times of need.

(a) briefly describe the main theme(s) in each passage [4]
answers.
(1) 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.
(2) Sura 1
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.
(3) 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.

(1) Sura 41.37

God as Creator: God creates and controls everything.
God's signs: order of the sun and the moon are God's signs for humankind. They are signs of
His power.
Tawhid/Lord of mankind: Only He should be worshipped; no-one is equal to Him. A negation
of paganism; the sun and moon are not to be worshipped.
(2) Sura 1
Lord of creation: It is God who presides over judgement and controls the worlds.
Guidance: God gives guidance to those who ask. This is used as a prayer.
Mercy: He is the one to ask for forgiveness, and it is He who grants forgiveness to His
humble servants.
Tawhid: God as one, Master of all creation. Only He is deserving of worship.
(3) Sura 99
God's Power: The earth is shaken, destroying what He created; He has the power to give
life/death.
Last Day: Everything will be destroyed. God gives the earth a voice to say what has been
done on her.
Responsibility: people will be responsible for their actions on earth and given their accounts.
Justice: God will give people their accounts, which will take them to Heaven/Hell.
The above answers are not the only answers that could be presented. Candidates should be
allowed to develop/show other relevant themes of the passage. The highest level should be

(1) 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. Stops them
from committing shirk.
God's signs invite Muslims to observe their environment. Creates awe and wonder to help
get closer to Him.
Reminds humankind that He is the creator of all things.
(2) 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.
Muslims use this to ask for guidance (given in the Qur'an and sunna), 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.
(3) 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, e.g. praying,
being honest and helping others. It keeps them away from displeasurable things like lying,
cheating, gossiping, not fasting 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.

2 (a) Write about the methods used to compile the Qur’an into a book after the death of the
Prophet. [10]
Candidates should give some details on the different stages of compilation, and how it was then
brought together into a book.
As the Qur’an was revealed, the companions would write verses they heard from the Prophet
onto pieces of animal skin and parts of bone, but mainly the Qur’an was committed to memory.
After the battle of Yamamah, it was suggested by ‘Umar to Abu Bakr that all the verses be
collected. At first Abu Bakr was hesitant to do something the Prophet had not done, but then
asked the companion Zaid ibn Thabit to collect the various parts. Zaid was meticulous in his
approach to collecting and compiling the verses. Details of this should be given. The final
version consisted of loose sheets called the suhuf.
The collected parts stayed in the possession of Abu Bakr. When he died, ‘Umar kept them,
and after his death they remained with ‘Umar’s daughter, Hafsa. It was this collection that
(b) Why is understanding the teachings of the Qur’an important to Muslims? [4]
The Qur’an has always been the foundation for telling Muslims how they live their lives, and it
was put into practice by the Prophet. Although the Prophet is not here as an example the Qur’an
can still be used by Muslims to live their lives. It gives them a framework for how to live their
lives instead of having to look to others.
By reading the Qur’an and trying to learn the meaning Muslims can understand what God wants
from them. Learning Arabic will help Muslims to understand the Qur’an in it’s own language. By
taking one lesson from the Qur’an and applying in their life to try to take on board the real
meaning.
Understanding the teachings helps their faith become real to them. It allows them to follow
God’s guidance for them, which in turn helps them to become closer to God.
It is used as a source of Law so people need to understand its teachings to be able to make
laws from it.
Candidates can use their own examples but must give reasons for them.

3 (a) Write about the Prophet’s activities in spreading Islam outside Makka, before the
migration to Madina. [10]
The two main events related to this are the visit to Ta’if and the Pledges of Aqaba.
Candidates should write about both events to reach higher levels.
As the number of converts to Islam was not increasing, and due to the persecution by the
Quraysh, the Prophet turned his attention to communities outside Makka. He first went to
Ta’if, where he called the people to Islam for ten days. The people of the city chased the
Prophet and Zaid bin Harith out, pelting them with stones. Blood flowed down his legs and
Zaid was injured too. They took refuge in an orchard. God sent the Angel Jibril, with the
angel of the mountain, to crush the town and its inhabitants with the mountains surrounding
it, with the Prophet’s permission. The Prophet instead prayed for them that they become
Muslim.
The Prophet then focused on preaching to pilgrims coming to Makka for the pilgrimage. In
the eleventh year of prophethood, six men from Yathrib listened to the Prophet’s message.
They accepted Islam and went back to Yathrib and preached the message of Islam. The
following year, twelve men came to offer their allegiance to the Prophet. They pledged to
worship one God, not steal or commit adultery, nor kill their children. The Prophet sent
Musab bin ‘Umair to teach the people of Yathrib.
In the following year, over 70 pilgrims came to Makka from Yathrib and swore allegiance to
the Prophet. In this pledge they agreed to listen and obey the Prophet, to spend when they
had lots and when they had less, to enjoin good and forbid evil, to fear no one, and to defend
the Prophet.
After this the Prophet gave the Muslims permission to start migrating to Madina.
(b) Choose one quality shown by the Prophet in these activities and explain how Muslims
today can learn from it. [4]
Candidates could, e.g. write about the forgiveness shown by the Prophet. He had an
opportunity to have revenge on those who had harmed him but instead he chose to pray for
them. Muslims can learn that prayer can be more powerful than retaliation. That it is not
necessary to fight violence with violence. In difficult circumstances, such as oppression, or
when people are harming you, forgiveness can be a powerful tool. Muslims should learn to
be more forgiving in all circumstances, e.g. if someone has stolen from them, or has called
them names.
Candidates can choose to write about other qualities, but they need to justify their answer
with an example.

4 (a) Outline the Prophet’s experiences in the caves of Hira and Thawr. [10]
Candidates have to write about both caves, and the answers should generally be of equal
volume.
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 surah 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 were followed by men hired by the Quraysh to kill the Prophet. 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.
Candidates should expand on these details to gain the highest level.
(b) In what respects were the Prophet’s experiences in the cave of Thawr important for his
prophethood? [4]
The events in the cave of Thawr were important to the Prophet because it gave him
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.
These are not the only valid answers, and candidates should be credited where they give
reasons for their answer.

5 (a) Give an account of the lives of Abu Sufyan and Khalid bin Walid during the time of the
Prophet. [10]
Abu Sufyan: he was a prominent and powerful figure among the Quraysh, and a staunch
opponent of the Prophet and the Muslims. It was his caravan returning from Syria that was
the basis for the Battle of Badr, and candidates should give details of his involvement in this
event. 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. After Uhud Abu
Sufyan vowed to fight again and the next time they met was at the Battle of the Trench.
Candidates could also talk about the breaking of the treaty of Hudaybiya, Abu Sufyan’s
attempts to restore the treaty, his subsequent conversion when the Prophet marched
towards Makka, and the honour the Prophet gave him despite him being a fierce opponent
for many years. At Ta’if Abu Sufyan lost an eye, and Yarmouk he lost the other; he died aged
90 in Madina.
Khalid bin 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. Candidates should give details of his role.
He converted to Islam after the Treaty of Hudaybiya. 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, and is said to have collected three hairs
from the Prophet there, which gave him victory in his battles. He died in 642 in Syria.
(b) In your opinion, can Muslims today learn anything from Abu Sufyan’s involvement
with the Prophet? [4]
Muslims can learn that no matter how fierce a person is against Islam, they can change and
become friends to Islam. Therefore, Muslims should not treat non-Muslims in a bad way, as
they can be part of their community in the future. The example of the Prophet is to treat
people well no matter how they treat you.
Muslims can also learn that a new Muslims’ sins are wiped clean so their past should not be
held against them. So Muslims now should not look down on new Muslims no matter what
their background.
These are just some examples, candidates can offer other answers but should give
details of what the lessons mean.

Cambridge O Level – May/June 2015 2058 11
Candidates must answer Question 1, Question 2 and two other questions.
(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 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.
(2) Sura 5.110

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.
(1) 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; 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.

(2) 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 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.
(3) 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.
These are examples candidates can write about, they should be credited for
other, relevant answers. Candidates should show how the theme(s) they
choose is distinctive in that passage. The best answers will have a few themes
with development.
(1) 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.
(2) 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.
(3) 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 – Shi’i 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.
Candidates can mention other points with examples or personalising passages to

their own/Muslims’ lives, could take them higher up the levels.

2 (a) The Angel Jibril brought the revelation of the Qur’an to the Prophet Muhammad at
different times and places. Give examples to show how this took place. [10]
(b) What was the significance of the Prophet being given the revelation by word rather
than in writing? [4]
(a) Answers here should not give a narrative of the first revelation in the cave of Hira, though brief
mention of it is fine.
Candidates could mention that the Qur’an was revealed to the Prophet over a period of 23
years, and not as a complete book. After the first revelation, sura al-‘Alaq, revelation stopped for
a period which caused the Prophet to worry. Once they started again they came strongly and
frequently.
More detailed answers will mention that 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). The most difficult was when they came as the ringing of a bell,
and this would weigh down on him, so much so that his camel could not withstand the weight.
They were not within his control (sura 75:16–19), he had no idea when they were coming and
they were safeguarded by God.
Candidates could also give specific examples of verses that were revealed to the Prophet in
different circumstances, or 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 during one of the revelations, or
that the revelations were responses to specific events, e.g. the revelation during the migration
when Abu Bakr was worried (sura tawba:40).
Better candidates may mention that the Prophet also received revelation directly from God
during the night journey.
(b) Candidates should be careful not to give statements, but try to qualify their answers with some
reasoning.
Candidates could say that the Arabs at the time had an oral tradition and it was in keeping with
that. As people committed things to memory it was a more reliable way of ensuring the Qur’an’s
preservation. Had it been delivered in a book, it would have been harder to check if any
changes had been made.
If the Prophet had been given it in written form, he would not have been able to read or write it,
and because of this the oral revelation allowed the message to be memorised by him and
committed to heart, again ensuring there were no errors.
It is significant because the Qur’an is primarily a book of worship, in a vocative tone, rather than
a legal written guide.

3 (a) Write about the changes in the relationship between the Prophet and the Quraysh in
the years between his marriage to Khadija and the death of Abu Talib. [10]
(b) Why is it significant that the Quraysh were still willing to keep their belongings with
the Prophet after he started to preach Islam? [4]
(a) Candidates should talk about the Prophet’s status in the community prior to him becoming a
prophet. He was known as ‘Al-Amin’ or the trustworthy. Candidates should mention, using
examples, that prior to his prophethood, the Quraysh used to consult him in important matters,
trust him with their goods, and look to him for advice. For example they could mention that when
the Prophet was younger he was chosen by the Quraysh to settle the dispute of who should
replace the sacred black stone to its position at the Ka’ba.
Answers should also mention that after revelation, the Prophet Muhammad was rejected when
he invited the Quraysh to Islam. They still trusted him but did not want to believe in his
message. He was taunted, mocked and openly humiliated by different members of the Quraysh.
The best answers will include details of events before the period of revelation and after
revelation.
Candidates should not mention only one or two events, such as the boycott, but give a wider
narrative of events before and after prophethood. Details about the events themselves should
be credited.
(b) Candidates can offer a variety of answers, but they should try to explain their answers with
reasoning.
They could say that despite the message he was preaching, they still knew that his character
would not have changed because they had never found any discrepancies in his character.
Despite not liking what the Prophet was saying they still valued their belongings and wanted
to keep them where they knew they would get them back.
The reasons the Quraysh changed were political and social, not because the Prophet had
changed, or because they felt he was lying/spreading falsehood.

4 (a) The Prophet paired Muslims from Makka and from Madina after the migration
(hijra). Give examples to show the character of the relationship between various
Emigrants and Helpers. [10]
(b) Today Muslims often seek refuge in neighbouring countries. Show how the example of
the Emigrants and Helpers can still provide a model today. [4]
(a) Candidates should be able to say who the al-Ansar (Helpers) were and who the al-Muhajirun
(Emigrants) were.
Good answers will be able to write about the first Muslim community in Madina, giving brief
details about the emigrants and their difficulties in Makka. They could mention how the
emigrants arrived in Madina 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 Makkans came with their faith to share and spread in Madina. Candidates
should give details of this relationship using examples of what they shared, and how their
relationship developed.
Candidates could also make reference to any Qur’anic ayats relating to these events (9:20;
9:100; 9:117; 59:8–9).
The best answers will write about the character of the relationship in terms of cooperation
and selflessness, etc.
(b) Candidates can provide any examples that are relevant but should develop the answers they
give and not just provide statements.
They could say that Muslims should look to people coming to their country and
neighbourhood from other places, especially if they have had to leave their belongings
behind, e.g. from Afghanistan or Syria, and should help provide them with food and shelter if
they can.
Muslims should always look to what they have and what they can offer other people who are
in need, like warm clothes in the winter. Giving up extra items has more reward than keeping
them and will create better relations in the community.

5 (a) Write about the role of ‘Umar in the lifetime of the Prophet. [10]
(b) What lessons can Muslims learn from ‘Umar’s conversion? [4]
(a) Candidates should expand on the points below and write a clear and concise narrative.
‘Umar ibn al-Khattab: he accepted Islam at the age of 26/27. Before his conversion, he had
gone to kill the Prophet; when told 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, but 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. 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, in his
grief, he said he would kill anyone who said that the Prophet had died.
Details about ‘Umar’s life after the Prophet’s death will not be credited.
(b) Candidates could say that ‘Umar had a very staunch character and was open about his
idolatry and opposition to Islam. Yet his conversion meant that the Qur’an was able to affect
someone who on the outside looked like an enemy of Islam, therefore Muslims should still try
to convey the good in Islam to non-Muslims even if they seem against it.
His conversion meant Muslims had someone to stand up and defend them, and he was not
afraid of letting people know about his new faith, so Muslims should also try to be open about
their faith and not hide it.
Candidates can offer other answers but should try to give an explanation or details to get
higher marks.

Candidates must answer Question 1, Question 2 and two other questions.
(1) 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.
(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 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.
(1) 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.
(2) Sura 42.4–5

The main themes are that God is the greatest, the most high; 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 and associating partners with Him; 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.
(3) 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 relating to tawhid, although there are others. This one was specifically revealed to
describe tawhid; it describes how God is the only One god and that He does not have a
beginning nor end; God is unlike anyone or anything in creation. He has no partners or
family; it forms one of the suras of protection.
These are examples candidates can write about, they should be credited for other,
relevant answers. Candidates should show how the theme(s) they choose is
distinctive in that passage. The best answers will have a few themes with
development.

(1) 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. Stops them
from committing shirk.
God's signs invite Muslims to observe their environment. Creates awe and wonder to help
get closer to Him.
Reminds humankind that He is the creator of all things.
(2) 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, so Muslims have someone to turn to in times of need, when they are worried
about exams, having an operation, etc.
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.
(3) 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 should not replace God with things like famous
people/saints or the sun or moon.
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.
Gives them clarity and allows them to develop a relationship with God.


2 (a) Using Qur’an passages from the syllabus, describe what the Qur’an teaches about
God’s responsibility to His creatures and their duties towards Him. [10]
(b) ‘The Qur’an teaches that humans should be responsible towards the environment.’
Give reasons to agree or disagree with this statement. [4]
(a) The suras which are in this section of the syllabus are Sura 1, Sura 2.21–22, Sura 96.1–5,
Sura 99, Sura 114.
Candidates should choose themes from at least two prescribed passages from the syllabus to
write about. They can reference other passages to support their answer, but it is not necessary
for them to be able to gain high levels.
Candidates should give reference to the suras and how they talk about God’s creation. They
could mention how the suras that they have studied allow humankind to see the link between
them and God. This link can be talked about in different ways, e.g. what God has given
humankind and what God expects from humans in return. They should be able to give
specific examples, e.g. God giving knowledge to humans; God judging humankind for their
actions.
They could also say that the passages teach Muslims about the provision God has given
them, as well as the fact that they have a responsibility to God and fellow creation and they
will be accountable for their actions. These passages should help Muslims to remember their
Lord and be grateful for what they have been given.
Candidates should elaborate on these points using examples.
(b) Candidates can choose to agree or disagree but they have to give a reason for their choice.
If they agree they could, for example, say that God has given humankind everything it needs for
its survival and comfort, and they should not abuse this privilege by being ungrateful or wasteful.
If they disagree they could say, e.g., that everything has been provided by God and it is there to
use for humans’ benefit therefore there is no sin in using it how they please, or that everything is
known by God therefore humans do not need to worry about how they act, as God can restore
whatever is depleted.

3 (a) Give an account of the way in which the Prophet started to preach Islam in the first
few years after he began to receive the revelation. [10]
(b) Was it significant that the Prophet began preaching the message in secret? [4]
(a) Answers should focus on the Prophet’s deliverance of the message, and not the
events of the revelation itself, although brief mention of it is fine.
After the Prophet received his first revelation in the cave of Hira, he only told his wife Khadija
and her cousin Waraqa bin Nawfal, about the event. Khadija was the first to accept the
message. Waraqa confirmed the prophethood, and for some days there was a break in
revelation. 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 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 Abu Talib.
After this Abu Bakr the Prophet’s close friend, converted. Abu Bakr invited many people to
Islam, and many prominent companions became Muslim through him.
The Prophet 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 any more. Then
sura 26:214 was revealed to preach the message openly. He called his own clan to dinner;
Abu Lahab rejected the message while Abu Talib promised protection. Then the Prophet
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.
Candidates should give details in their answer and need to avoid giving a narrative about the
persecutions.
(b) Candidates could say that it was significant because the message was new and so the
Prophet and his closest followers needed time to get used to it. Also, they did not know how
the Quraysh would react so it was better to wait until they had some strength in numbers
before openly preaching. It was also better to wait until they were guided by God to preach
Islam openly.
Candidates could also say that it was not significant, for example, because they were only
preaching in secret because they were unsure about the message, or had very little to tell
people in terms of what had been revealed.
Candidates can offer their own answers but need to give reasons.

4 (a) Write about the main events of two of the following battles: Khaybar, Mu’ta, Hunain,
Tabuk. [10]
(b) Choose one of the four battles mentioned and explain what Muslim leaders now can
learn from it. [4]
(a) Khaybar: fought in 628 (7AH) against the Jews who had broken their agreements with the
Muslims; Muslim army caught the city by surprise; ‘Ali was given the banner to carry; Muslims
attacked the first fort of Naim; this was taken and the Muslims carried on until they reached the
most powerful fort, An-Nizar/Qamus; ‘Ali is said to have moved a door by himself which would
have taken many men to move; Jewish leader was killed; Jews requested they stay in the oasis
and in return give half their produce to the Muslims; battle strengthened the Muslims and the
Mu’ta: this was the fiercest battle during the Prophet’s lifetime; fought in 629 (8AH); The
Prophet had sent Al-Harith bin ‘Umair al-Azdi carrying a letter to the ruler of Basra; he was
intercepted and killed by the governor of al-Balqa’; the Prophet 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 Abu 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; Khalid bin Walid
stepped up to take leadership and showed his skills as a strategist; the Muslims gradually
retreated and the Byzantines, thinking they were entrapped, stopped their pursuit allowing
the Muslims to incur minimal casualties.
Hunain: The sects of Hawazin and Thaqif did not want to submit to Islam so they decided to
fight against the Muslims; the Prophet 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 called his troops back and they went on to defeat the army; because
their 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.
Tabuk: took place in 9AH; 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 made a decision to go to war and meet the Byzantines on their border; they
marched to Tabuk with 30,000 men; the Muslims had donated generously for this expedition;
they faced many hardships on the way; once at Tabuk they stayed some days, but the
Byzantine army did not arrive; the Prophet took control of some of the tribes on the border;
on return to Madina the Muslim’s reputation as a powerful force reached far and wide, and
many delegations came to visit him after this event.
Not all of the above needs to be mentioned, but most of points should be made as well as
development of the points to give depth to the answer.
(b) Candidates can choose any battle to write about, even if they have not written about it in part
(a). They can offer a number of lessons for Muslim leaders, but they should try to give detail/
explain their answers in an evaluative manner.

5 (a) Write about the Prophet’s wife Aisha during the lifetime of the Prophet. [10]
(b) ‘Aisha is a role model for Muslim women around the world.’ Say whether you agree or
disagree with this statement, giving reasons for your answer. [4]
(a) Candidates should give a detailed narrative about the life of Aisha and her relationship with
the Prophet.
whenever a new revelation was given. Due to her closeness to the Prophet, and her great
memory, she became one of the greatest narrators of hadith. She was the daughter of the
Prophet’s close companion, Abu Bakr, and became the Prophet’s third wife. Candidates
should also mention that she took part in major battles, mainly Uhud, and should talk about
the events that surrounded the necklace controversy after which a revelation was revealed
about her (Nur:11–19). Candidates should also know that the Prophet was with her when he
passed away.
giving details of the exact events, and should refrain from giving details about her life after
the Prophet’s death.
(b) Candidates should say whether they agree with the statement or disagree with it, and then
give reasons for their answer.
They could say, e.g., that she is a role model because she was one of the main teachers of
hadith, having narrated over 2000 hadith, and that men and women came to learn from her
but it didn’t take away from her religious obligations.
Or they could say that she is not a role model because e.g., men and women now need
modern role models that are more relevant to their lives so it is easier to understand them.
The Shi’i point of view could also be mentioned, and valid answers with explanation should
be credited.
Relevant answers with reasons should be credited.

answers.
(1) Sura 96.–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.
(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 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.
(3) Sura 114

(1) Sura 96.1–5

God’s control of all things He has created, including humankind, and that He is the one
who teaches humankind. It describes mankind’s origins and God’s favours upon him.
(2) Sura 99
This passage is about God’s power over all things and the Last Day. Answers to this
sura could include God’s control of all things He’s created. They could also elaborate by
saying that human beings will be at a state of loss and confusion. Humankind will be
sorted out into groups and all their actions, however big or small, will be shown to them.
The earth is treated like a person who will speak out.
(3) Sura 114

Answers to this passage could talk about God’s power and His ability to protect humans
from the various evils of the world, from jinn and men. God is all-powerful so He can help
humans resist temptations which come from different sources. Because nothing is
greater than God, he can protect from the whisperings which prompt humans to do and
think bad.

(1) Sura 96.1–5

Candidates could talk about this word and the way it is used to show God’s relationship
with humans. They could also talk about creation and the way God describes in this
passage how He creates humankind and also how He teaches it (by the pen, by sending
revealed scriptures).
Excellent answers will also be able to comment on how knowledge is a link between
man and God.
(2) Sura 99
These teachings tell humans that everyone will be judged on the Last Day. Candidates
could also talk about how humankind will be shown all their deeds so should be careful
about how they live their lives, e.g. it reminds them about their accountability. They
could also talk about the Earth’s relationship with humans and how humankind needs to
look after the Earth. Better answers will be able to reflect on these teachings using
examples.
(3) Sura 114

everything. His infinite power makes Him a refuge against the evils mentioned and this
sura is specifically recited for protection. This is important for Muslims now who worry
about things they think will harm them in their families or jobs, etc.
These are not the only points candidates can mention, and personalising the passages
to their own or Muslims’ lives, or giving thoughtful answers with examples, could take
them higher up the levels.

2 (a) Using Qur’an passages you have studied from the syllabus, describe how God guided
His messengers to increase their belief in Him. Refer to at least two messengers in
your answer. [10]
(b) God sends humankind messengers from amongst their own communities. Explain
why this is significant. [4]
(a) The relevant passages from the Qur’an are 2.30–37, 6.75–79, 5.110, 93 and 108.
These passages mention the prophets Adam, Ibrahim, Isa and Muhammad.
Candidates could say that Adam was guided by God through the knowledge he was given,
which even the angels were not given. He was taught the names of all the things in creation,
and because of his status near God, the angels were asked to bow to him. Iblis refused, and
was banished. He vowed to lead Adam and his future generations astray. He did this by making
Adam approach the tree he had been forbidden from. Adam realised his mistake and through
this event turned to God for forgiveness.
Ibrahim was guided to the truth through the law and order of the heavens and the earth. He was
searching for his Lord, and looked to the stars and the moon and the sun, which other people
worshipped. God inspired him to realise that the things in creation that do not last cannot be the
things to be worshipped as God does not change. Through these events he turned himself to
believe in God and did not associate partners with Him.
Jesus/Isa was given special miracles which helped him understand the power of God. He
was given the holy spirit which allowed him to speak to the people as a child and when he
was older. He was also taught the Law and the Gospel to teach to the people. He was also
able to give life to the dead and heal the sick, by the will of God. This all showed Isa the
favours he was given by God which allowed him to believe in Him and follow Him.
The Prophet Muhammad 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. So he
is told to believe in God and tell his people about Him so they can too turn to Him when in
need.
Candidates should expand on the above points and should write about at least two of the
prophets mentioned, giving quotes and examples.
(b) Candidates could say that prophets sent from amongst a community will be able to understand
the needs and condition of the people which will make it easier for him to teach the message to
them in a way that suits them.
Also, if he is from the community the people are more likely to be able to relate to him as they
can see that he is the same as them and he is also able to practise and benefit from the
teachings he is giving.
If angels were sent as opposed to humans, then people may not have been able to see that
they can practise the message in their everyday lives, or they may have started to worship the
angels instead.

3 (a) Describe the events of the Battle of Uhud. [10]
(b) ‘Success for Muslims depends on their obedience to the Prophet.’ Discuss this
statement in relation to Muslims today. [4]
(a) Candidates should give a clear and detailed narrative of the events of the battle, including
names of the key figures involved.
The battle took place in 3AH (625) in revenge for the Makkan defeat at Badr; the Makkan army
numbered 3000 led by Abu Sufyan, whilst the Muslims were around 1000; shortly before the
battle started Abdullah ibn Ubayy deserted the army with 300 of his people; the Muslims
decided to meet the Makkan army at Uhud; the Prophet posted 50 archers on a hill to protect
them from being attacked from behind; in the battle Hamza was killed by Wahshi, who earned
his freedom through this act; 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 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 Quraysh army on seeing this turned back and renewed the
battle; many Muslims fled; the Prophet was surrounded by nine Madinans, and only Talha bin
Ubaidullah and Sa’d bin Abi Waqqas survived; the Prophet was badly injured; remaining
Muslims were disheartened on hearing the Prophet had been killed; the Prophet and Muslims
retreated to the Uhud mountain; 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 22/37 of the Makkans.
(b) Candidates could say that the defeat at Uhud occurred due to the fact that the archers did
not obey the Prophet’s command. They can mention this but should not focus on this point
alone, rather should go on to discuss how Muslims should obey the Prophet now.
Candidates could say that the rules and guidance of Islam is based on the Qur’an and also
the sunna and so to truly practise Islam the way of the Prophet has to be followed. In battle,
Muslims should stick to the rules that the Prophet gave, like not harming the environment or
women and children, and this can give Muslims success as they are following the commands
of God, which they will be rewarded for.
In their everyday lives Muslims can obey the Prophet’s commands as to how to live their
lives, in terms of prayer, being good to people, etc., and this will make them successful in
their lives as the guidance given is all for their betterment.
Candidates could also say that following the Prophet does not make one successful
nowadays because e.g. success comes from individual’s work or their own thoughts and
actions.
Whatever the candidates decide they should give reasons for their answer.

4 (a) The Prophet entered Makka and took control of it in 8AH. Describe the main details of
this event. [10]
(b) The Prophet’s characteristic of mercy was clearly demonstrated in this event. Is it
realistic to expect Muslims today to follow his example? [4]
(a) Good answers should be able to narrate the story of the events of the Conquest of Makka,
figures involved. Details and accuracy will take candidates up the levels.
The Quraysh had broken the terms of the Treaty of Hudaybiyya, by attacking Banu Khuza’ah
preparations for war, the Prophet set out with 10 000 soliders. It was 8AH. The Prophet’s army
stopped outside Makka and it was here that Abu Sufyan became Muslim and his house was
made a safe place. The Prophet entered Makka, with only Khalid bin Walid's group facing
resistance, killing 12 Makkans and sustaining two martyrs. The Prophet 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. Some Qur’anic verses related to the incident are
17.81 and 34.49.
(b) Candidates could say yes or no, but have to give reasons for their answer.
They could agree and say it is realistic, because they should follow Islam no matter what
time or place they are living in and the Prophet’s example is for all time. Better answers will
write about how they can do this in their own lives/in a current context.
They could say it is not possible for Muslims to follow his example, e.g. because he was the
perfect model and other humans are not. Better answers could say how it is difficult to apply
this kind of mercy into their everyday lives.

5 (a) Give an account of the lives of ‘Ali ibn Talib and Zayd bin Harith, during the life of the
Prophet. [10]
(b) To what extent do ‘Ali and Zayd’s relationships with the Prophet provide models for
family relations today? [4]
(a) Answers for this part should give accounts of the lives of both these companions, while the
Prophet was still alive and before they became caliphs.
‘Ali ibn Talib: the Prophet’s cousin, he went to live with the Prophet at a young age to alleviate
the hardship on his father; was one of the first to accept the message of Islam at the age of ten;
when the Prophet started open preaching, he called his clansmen to Islam and it was only ‘Ali
who stepped forward to accept it; the Quraysh laughed at ‘Ali being made an emir that they
should obey; he stood by the Prophet during the persecutions and the boycott in Makka; he was
entrusted with the Quraysh’s belongings to be returned to them when the Prophet migrated to
Madina, and he met the Prophet and Abu Bakr at Quba; in Madina ‘Ali was made the brother of
the Prophet; 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, writing down the Qur’an as well as the Treaty of
Hudaibiyah; ‘Ali rode next to the Prophet on the final pilgrimage; ‘Ali and Abbas washed the
body of the Prophet when he died.
Zayd bin Harith: He was eight years old when he was captured as a slave; he was bought by
Khadija’s nephew and given to Khadija; she then gave him to the Prophet who freed him; his
family never stopped looking for him; they heard he was in Makka and arrived with a ransom to
free him; the Prophet gave him a choice to go with his father and uncle or to remain with him;
Zayd chose to remain with the Prophet, after which the Prophet declared Zayd his son and heir;
he was called Zayd bin Muhammad until the revelation 33.5 was revealed after which he was
called Zayd bin Harith; he was the third person said to have accepted Islam; he accompanied
the Prophet when he tried to preach to the people of Ta’if and was injured as well; he was
amongst those who went back to Makka to accompany the remaining Muslims to Madina; he
married several times, once to the Prophet’s cousin Zainab, a marriage that ended in divorce
(verse 33.37); he was close to the Prophet and fought in many battles, including Badr, Uhud,
Trench and Khaybar; he commanded seven military expeditions; at the Battle of Mu’ta he was
the standard bearer, and was killed on the battlefield.
(b) These stories can tell Muslims that it is not just immediate relations that are important, and
that Muslims should look after other family members as well.
‘Ali was not his son but the Prophet looked after him like he was, and so if there is a need in
your family, then it is encouraged to help family members by treating their children the same
as you would your own, rather than giving your own children better things than other
relatives.
Adoption is also important in Islam and candidates could write that adopted children are to be
given the same treatment in the family as other children. Although God later changed the
inheritance of adopted children, their treatment within the family should be like your own
children.

(1) Sura 6.101–103

Good answers to this passage will talk about God’s power and knowledge over all things.
He is the only one to control the heavens and the earth and so emphasises the theme of
tawhid. Candidates could talk about the importance of God being the only creator, not
sharing authority with anyone else. They could also mention God’s knowledge and power.
He has knowledge about all His creation, and He has power over all His creation. He is not
perceivable and mankind should worship Him.
(2) Sura 2.21–22

Candidates could talk about what God has created for the benefit of mankind (guidance,
fertile earth, shade and water from sky), so they should be grateful to God, and use the
environment with respect. It also suggests that mankind should not commit the greatest sin
of associating partners/rivals with God, for He is the only Creator and Sustainer.
(3) Sura 93
This is a consolation to the Prophet. God shows how He helps His prophets. He is there for
those in need. It tells humankind to be grateful to God for what they have been given.
should be allowed to develop/show other relevant themes of the passage. They
could also give comparisons with themes of other passages. The highest level
should be kept for well written answers offering a variety of themes.
(1) Sura 6.101–103

These teachings emphasise the importance of tawhid for Muslims. The only relationship He
has is with His creation, and candidates could write about how man is asked to worship Him
as it says in this passage that only He can fulfil their needs. He also sees and hears all that
humankind does, so Muslims should keep this in mind. 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.
(2) Sura 2.21–22

natural world. Candidates could talk about the words used to show how the natural world is a
comfort for mankind, and so they should look after it.
(3) Sura 93
God gave blessings to the Prophet Muhammad, despite people saying that he had been
forgotten by God. Muslims should then also look at their lives to see their blessings and not
think they have been given nothing. They should be grateful to God through prayers and
worship and they should make people aware of the ways in which God helps them.
Higher level answers in part (b) will be able to say how certain
words/phrases/ideas are used in the passages to convey the themes mentioned in
part (a).

Candidates must attempt Question 1, Question 2 and two other questions.
(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 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.
(iii) 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.
(i) 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 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, 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.

(ii) 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.
(iii) Sura 1
The main themes are that God is the Lord of creation; He gives guidance to humans; He
is the Merciful; He is One.
Candidates will develop these themes in their own way, e.g., it is God who presides over
judgement and controls the worlds. God gives guidance to those who ask. This sura is
used as a prayer. He is the one to ask for forgiveness, and it is He who can grant
forgiveness for anything. He is Master of all creation so only He is deserving of worship.
These are examples candidates can write about; they should be credited for other,
relevant answers. Candidates should show how the theme(s) they choose is distinctive
in that passage. The best answers will have a few themes with development.
(b) The importance of these themes
(i) 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.
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 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.
(ii) These teachings emphasise the importance of tawhid for Muslims. The only 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.

(iii) 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.
Candidates can mention other points with examples or personalising passages about
their own/Muslims’ lives. This could take them higher up the levels.

2 (a) Describe the ways in which Abu Bakr, ‘Umar and ‘Uthman were involved in the
compilation of the Qur’an. [10]
(b) ‘The Qur’an should not have been compiled in written form because it did not take
place during the Prophet’s lifetime.’ Agree or disagree with this statement, giving
reasons for your answer. [4]
(a) The main focus of the answer should be on the roles of the three companions.
During the time of the Prophet, 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/in battle,
suggested to Abu Bakr that the Qur’an should be compiled into one book; Abu Bakr hesitated
saying he could not do something the Prophet had not done; he eventually agreed and called
Zayd bin 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; a
committee was set up, and ‘Umar was part of this committee; the verses were written in the
order that the Prophet 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 areas. ‘Uthman
ordered the companions to compile one book in the Qurayshi dialect, using the mushaf of
Hafsa. ‘Uthman checked and approved the final version. This new copy was sent around the
various provinces of the expanding Muslim world. He ordered any other copies to be
collected and burnt. For this he is known as ‘Jami al-Qur’an’.
(b) Candidates can agree or disagree but they have to give valid reasons for why they have
chosen that answer.
If they agree, they could say, e.g. that Muslims should not do something that the Prophet had
not done as it sets a precedent for the future where Muslims can do things that were not
done at the time of the Prophet.
If they disagree, they could say, e.g. that Muslims benefit from the written Qur’an as not
everyone is able to memorise it easily, or that Abu Bakr was the rightly guided caliph and so
his decision is not against the teachings of the Prophet. It was written, but was not against
the recited entity.
Whatever they say, they should be credited as long as they are able to give reasons for their
answer.

3 (a) The Prophet was described as humble and just. Giving examples from his life, write
about events that describe these qualities. [10]
(b) How can Muslims today apply the Prophet’s example of humility when dealing with
either friends or strangers? [4]
(a) Candidates should give examples of the Prophet’s characteristics and give details of events
where these characteristics were shown.
Humble: The Prophet would not think of himself as above the other 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.
Just: He did not treat those he knew or was related to differently to those who were
strangers. Once, a noble woman of the Quraysh committed theft. Her relatives tried to
intercede on her behalf. The Prophet called the people saying: “What destroyed your
predecessors was just that when a person of rank among them committed a theft (or any
crime), they left him alone, but when a weak one of their number committed a theft (or any
crime), they inflicted the prescribed punishment on him. I swear by Allah that if Fatimah,
daughter of Muhammad, should steal, I would have her hand cut off.” Many Jews of Madina
brought their affairs and problems to him, knowing that he would always be fair. In
administering justice, he made no distinction between believers and nonbelievers, friends
and foes, high and low. When a Jewish man came to demand back the money the Prophet
owed him, he grabbed the Prophet by the collar. ‘Umar got angry at the Jew, but the Prophet
smiled. He asked for the debt to be repaid and extra given due to the harsh treatment by
‘Umar.
Candidates can give other examples but should give details of them.
(b) Candidates could say, e.g. that Muslims can be humble by eating with their servants, or the
same food as their servants, or not treating them any differently to their own family; they can
take part in tasks to help the community such as looking after and cleaning the mosque; they
can help their family by doing chores and not thinking they are too busy for it; if they are in
positions of authority at work, they should not try to treat their workers badly to show who is
boss, but should treat them fairly and equally.
These are just some examples; candidates can give others but should elaborate on the
points made.

4 (a) The Prophet died in 632. Write about the events of the final year of his life. [10]
(b) The Farewell Sermon given by the Prophet contains teachings for Muslims of all times.
Explain how two of these teachings can be applied today. [4]
(a) The Prophet received many delegations in the final year of his life. In 631/10AH, the Prophet
performed his final pilgrimage; at ‘Arafah he addressed the people gathered there; this is
considered his farewell speech, in which he indicated he may not be there the following year;
he also gave instructions for unlawful shedding of blood; usury was forbidden; 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; equality of humankind was emphasised
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; then the verses 5.3 were revealed (today your religion
has been perfected); the Prophet completed his pilgrimage and returned to Madina; he
increased his seclusion; Jibril reviewed the Qur’an twice with him; his illness began 13 days
before his death; he moved into A’isha’s apartment for the last week; he continued leading
the prayers and would give the congregation advice; he called for Fatima, Hassan and
Hussain and his wives; Abu Bakr led prayers in the last days; the Prophet passed away on
12th Rabi al-Awwal, 11AH. Shi’a candidates may say that on the way back from Makka the
Prophet chose ‘Ali as his successor.
Candidates could go on to mention the grief of the Companions and the speech that Abu
Bakr gave them to remind them about worshipping God, but it is not necessary for a full
answer.
(b) 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,
treating slaves/servants well, and worshipping God.
Candidates can choose any two of these to write about but should elaborate on how these
points in the sermon can be applied in life today.

5 (a) The Prophet allowed some of the early Muslims to move to Abyssinia. Write about the
events of this migration. [10]
(b) Can this migration be compared to the migration of some Muslims today? Give
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 allowed some followers to go to Abyssinia to seek protection
from its king, 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.
Excellent answers will give in-depth details of the story, name the Muslims who migrated,
and elaborate on any points mentioned.
(b) Muslims around the world are facing persecution, such as in Syria, and are migrating to other
countries like Jordan and Turkey, where they are being allowed to live in freedom. However,
it is not like the migration to Abyssinia as the current migrants usually live in refugee camps,
where resources are limited.
The migration to Abyssinia can also be compared to Muslims migrating to non-Muslim

countries, where they are given freedom to live and work, but sometimes not everyone
welcomes them.
It may be said it is not comparable to migration of Muslims now, e.g. economic migration.
Many Muslims now move for work and financial reasons, so it is not similar.
These are just examples of what could be said; candidates can give any number of answers
but must expand on their points with reasons.

Candidates must attempt Question 1, Question 2 and two other questions.
(i) 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.
(ii) 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!
(iii) 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.’
(i) 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; 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.

(ii) Sura 93
The main themes are God as companion; He helps His prophets, in this case the
Prophet Muhammad; it 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.
(iii) 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 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.
These are examples candidates can write about; they should be credited for other,
relevant answers. Candidates should show how the theme(s) they choose is distinctive
in that passage. The best answers will have a few themes with development.
(b) The importance of these themes
(i) 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.
(ii) Sura 93
These themes tell humans to not worry when others tease them; 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.

(iii) 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.
Candidates can mention other points with examples or personalising passages about
their own/Muslims’ lives. This could take them higher up the levels.
2 (a) The Qur’an is the main source of Islamic Law. Write an account of how it is used with
each of the other three sources. [10]
(b) Do you think that both ijma’ and qiyas are equally important for solving present day
issues? Give reasons for your answer. [4]
(a) Candidates should write about the primary sources, Qur’an and hadith, and secondary
sources, ijma’ and qiyas, and how they are used with the Qur’an.
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. inheritance given to grandmother; hadith are important because the Prophet was the
final and perfect messenger to follow; hadith of Mu’adh ibn Jabal gives a guide of what to
follow; they are interlinked, so are the two main (primary) sources, the hadith never
contradicting the Qur’an.
Today ijma’ and qiyas are used mainly for issues that did not arise at the time of the Prophet;
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 such as IVF 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. 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 (original case on which a ruling has
been given), far’ (new case on which ruling is required), ‘illa (the cause, which is common in
both) and hukm (the ruling). 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.

(b) Candidates could say that yes, they are both equally important because, e.g. they are
sources that have been used by previous generations and give answers for different
problems, or that one may not resolve all new issues so the other source is needed too.
Candidates could also say no, one is more important than the other, and have to give
reason(s) as to why they say that.
3 (a) Describe the main events in the Prophet’s life before he was granted prophethood. [10]
(b) ‘The Prophet’s family was important in preparing him for prophethood.’ Agree or
disagree, giving reasons for your answer. [4]
(a) Candidates should write a detailed narrative elaborating on the points mentioned below.
He 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 in their household, and asked that 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
her way back from Yathrib; his grandfather looked after him and then Abu Talib 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; he helped resolve the issue of the fixing
of the black stone; he spent longer periods in the cave of Hira and, at the age of 40, the
angel Jibril came with the first revelation.
(b) Candidates can agree or disagree, and relevant answers that try to justify their choice should
be credited.
They could agree and say, e.g. that his uncle was important for taking him on trade journeys
with him, which helped him to learn the trade that would provide for his family later on, and
also because of what Bahira told Abu Talib, he had a protector when the Muslims went
through difficult times in Makka. Khadija helped to give him financial independence which
allowed him more time for meditation.
They could disagree and say, e.g. that they were not important because the Prophet was
protected and guided by God, shown by the incident of the two angels coming to wash his
heart, or that his parents and grandparents died when he was young so they were not of help
for him in his prophethood.

4 (a) Write about the events surrounding the Treaty of Hudaybiyya and the main terms in it.
[10]
(b) From this event, what can Muslims learn about the importance of keeping their word?
[4]
(a) The Prophet had a dream where he entered Makka and did tawaf around the Ka’ba. In 628,
he and a group of 1,400 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 tried to negotiate entry to the
Ka’ba with the Quraysh, through intermediaries. The Quraysh were unwilling to let the
Prophet enter. Bait al-Ridwan influenced the Quraysh into negotiating a treaty. They sent
Suhayl ibn ‘Amr to negotiate a peace treaty, whereby the Muslims would go back to Makka
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. ‘Ali was chosen to write the treaty. When the Prophet asked him to
write ‘In the name of Allah, the merciful, the compassionate’ or that the Prophet was the
‘Messenger of Allah’, Suhayl objected and instead the Prophet erased it and had ‘Ali write, ‘In
your name, O God’ and ‘Muhammad, son of ‘Abd Allah’, to which the Muslims protested. The
Khuza’a tribe made a pact with the Muslims and the Banu Bakr made a pact with the
Quraysh.
At that point, Abu Jandal came to the Prophet asking to be freed, but the Prophet kept to the
terms of the treaty and told him to be patient. Once they completed the document, the
Prophet asked the Muslims to sacrifice their animals and shave their heads.
The Prophet said that Muslims had been victorious and was supported in this by new
revelation: ‘Verily we have granted thee a manifest victory’. (48:1)
Candidates may mention the treaty was dissolved two years later after the Banu Khuza’a
were attacked by the Quraysh, but it is not necessary for this answer, which is about the
forming of the treaty itself.
(b) The Prophet kept his word to the Quraysh for the duration of the treaty. Even before the
treaty was finished being written, he sent Abu Jandal back to the Quraysh, on account of an
agreement having been made verbally. This shows the importance of promising to do
something, then fulfilling that action, even if it has not been put into writing. As all actions and
agreements are recorded by angels, God knows what has been promised and by fulfilling
promises, no matter how hard it is, then God will reward you accordingly. So, e.g. politicians
should not go back on the things they promise when they want to be elected, or people
should not take back something that they have promised to give a friend.
Candidates can give other examples, but should expand on their answer with reasons.

Cambridge O Level Islamiyat 2058/11
Oct/Nov 2016
Mark Scheme
You must answer Question 1, Question 2, and two other Questions.
(1) Sura 1
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 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) Sura 1
The main themes are: the Lord of creation; God gives guidance; He is Merciful; tawhid, God
is One.
Candidates will develop these themes in their own way, e.g., saying it is God who
presides over judgement and controls the worlds; that God gives guidance to those who ask,
which is a major theme in this sura; this sura is used as a prayer; He is the one to ask for
forgiveness, and it is He who grants forgiveness to His humble servants; His Oneness
means only He is deserving of worship.
(2) 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; importance of the first revelation is that it was the
beginning of Islam and prophethood, and there’s an emphasis on seeking knowledge to learn
about faith and God.
© UCLES 2016
(3) 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 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.
development.
(1) 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.
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.
(2) Sura 96.1–5

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.
(3) 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 ‘qul’s’ is a source of protection.

© UCLES 2016
2 (a) From Qur’an passages you have studied, write about what lessons can be learnt from
God’s conversations with Adam and Jesus. [10]
(b) As God’s “representative (khalifa) on Earth” say how men and women can serve God,
giving examples. [4]
Candidates should not paraphrase the translation here. Rather they should briefly describe
the story of the prophet and write some of the lessons from it. Candidates who only use the
passages in the syllabus should be able to get high marks.
Part (a) tests AO 1, and part (b) tests AO 2.
(a) Adam (2.30–37): Adam was the first human to be created by God. God had told the angels He
would place a representative on earth, and the angels asked why, if he will only make mischief
unlike the angels who only glorify God. When God spoke to Adam, he taught Him and gave him
knowledge of things that the angels did not know. God gives knowledge to whom He wills. It
shows the superiority of humans over angels due to what they know, and so it stresses the
importance of gaining knowledge.
God also told Adam that he and his wife should live in the Garden but they were not to touch a
specific tree. Satan, who was jealous of Adam and had refused to bow to him, came to tempt
Adam and his wife into eating from the tree. He is from the mischief makers who whisper evil
into the minds/hearts of humans.
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. This passage tells Muslims about the favours God gives his
prophets. He gives them knowledge for guidance, and He forgives when people turn to Him in
repentance.
Jesus (5.110): Jesus/Isa was given special miracles which helped him understand the power
of God. God asked Jesus to recount the blessings that God had given him and his mother
(Maryam), showing that God gives his prophets favours to help them in their lives. God then
gives a list of the things He has given Jesus, and the benefits of those favours: He was given
the holy spirit which allowed him to speak to the people as a child and when he was older.
He was also taught the Law and the Gospel to teach the people how to live their lives in
accordance to God’s laws. He was also able to give life to the dead and heal the sick, by the
will of God. He also protected Jesus from the unbelievers who accused Jesus of magic and
did not believe His powers were a sign of God’s majesty. This all showed Jesus the favours
he was given by God which allowed him to believe in Him and follow Him.
(b) Muslims can serve God on earth by understanding and fulfilling their obligation to Him, primarily
through praying and fulfilling the five pillars, and by not disobeying His commands.
They should be grateful to Him for what He has given them, food, shelter, clothing, and thank
Him. This can be done by praying, reciting Qur’an, being generous to others, helping those in
need, e.g. by feeding the poor, giving gifts and charity.
© UCLES 2016
They should also look after the provisions God has given them, whether it be the food and the
environment it grows in, the knowledge He gives for guidance or the people who are in a
person’s life for their help and wellbeing, e.g. by not wasting food or eating too much, by
learning something and teaching others, by respecting teachers and colleagues. These are just
some examples, candidates can use their own.
3 (a) Write about the way in which the Prophet interacted with non-Muslims after his move
to Madina. [10]
Candidates could write about how the Prophet (pbuh) made a constitution for the citizens of
Madina (Charter of Madina), including non-Muslims, about their rights and responsibilities as
part of the community. 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 Prophet (pbuh) engaged in commercial dealings with them and gave and received help
from them. He sometimes borrowed money from Jews and also arranged for loans from
them for some of his companions: one day a Jew caught hold of the cloth the Prophet(pbuh)
was wearing and demanded that he repay the loan he had taken from him. ‘Umar, got angry
with the Jew and scolded him. The Prophet (pbuh) then ordered that the loan be repaid to
the Jew, and because ‘Umar had scolded him the Prophet (pbuh) insisted that he be given
more money than what he had actually been owed.
Not everyone was happy with the Prophet’s (pbuh) leadership of Madina and individuals from
among the non-Muslim clans plotted to take the Prophet’s (pbuh) life. Two of the tribes – the
Banu Nadir and the Banu Qaynuqa - were eventually exiled for breaking the treaty and for
the consequent danger they posed to the new Muslim community. The Banu Qurayza also
broke their treaty by siding with the Quraysh at the Battle of the Trench. They were dealt with
in accordance to their own laws, which meant that many of them were put to death.
Candidates could also mention that the Prophet (pbuh) sent letters to various non-Muslim
rulers inviting them to Islam. The Christians of Najran visited the Prophet (pbuh) in Madina to
talk to him and ask questions. They then signed a peace treaty. The Prophet (pbuh) allowed
them to pray their prayers in the mosque.
Candidates could also talk about his treatment of non-Muslims at the Conquest of Makka but
this should not take up the bulk of the answer.
(b) How can Muslims now apply the lessons learnt from the Prophet’s interaction with
non-Muslims? [4]
Non-Muslims were respected by the Prophet (pbuh) and invited to Islam. If they did not accept it
they were left to live their lives freely under their own faith.
Muslims now can learn from this by inviting non-Muslims to Islam by teaching them about the
essentials of faith. If they do not want to accept Islam then they should not be harassed or hurt,
but rather respected and looked after. Muslims who kill people from other faiths because they
do not believe in Islam, are going against the example of the Prophet (pbuh).
Muslims should also enter into agreements with non-Muslims to ensure both sides live amicably
and do not have their freedoms taken away by the other side. This allows both parties to know
where they stand and do not have to live in fear.
Candidates can offer their own examples, and valid answers should be credited.
© UCLES 2016
4 (a) The Battle of Badr took place in the second year after the hijra. Describe the main
events of this battle. [10]
It 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; 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); the Makkans saw the Muslims as few in number while the
Quraysh looked few in number to the Muslims; 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.
Candidates should elaborate on the points above to get to the higher levels.
(b) Can those involved in present day conflicts learn any lessons from the way the
Prophet treated prisoners after battles? [4]
In modern day conflicts the lessons from the Prophet’s (pbuh) example are to treat prisoners
of the enemy’s side is to look after them and not humiliate them. If they have a positive use,
such as educating others, then they should be used for benefit. However no harm should
come of them. Candidates should relate this to any modern conflict and the stories that are
reported of prisoners and how they are treated.
© UCLES 2016
5 (a) Give an account of the difficulties experienced by the early Muslim community in
Makka. [10]
For the first few years the Prophet (pbuh) preached the message in secret. Initially only a
handful of Muslims accepted Islam, the main ones being Khadija, Zaid, ‘Ali and Abu Bakr,
who in turn brought many people to Islam including, ‘Uthman, Zubair ibn Awwam, and Talha.
Other early converts were Bilal, Abu ‘Ubaida, Abu Salamah.
Prayer was established morning and evening. They would pray and practise their faith in
secret, often praying in the mountains.
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; ‘Ammar bin Yasir, and his
parents, were made to lie on the burning sand – both his parents were martyred; ‘Uthman in
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.
Due to the severity of the persecutions, the Prophet (pbuh) told the believers to meet secretly
at Dar al-Arqam, where they would learn about their new faith. Also because of the
persecutions, the Prophet (pbuh) allowed some people to migrate to Abyssinia. Later a social
and economic boycott was imposed on the Muslims and they were to live in Shib-i-Abi Talib,
where they faced great hardships for many years.
Good answers will be able to present their narratives in a clear and comprehensive and give
depth to the above points; candidates should not write about the Prophet’s (pbuh)
persecution.
(b) Drawing from this account, what advice could be given to Muslims now living in fear
of persecution? [4]
Candidates can give a number of answers, but should qualify their answers with reasoning.
Simply stating that e.g. Muslims should be steadfast and patient is not enough for the higher
levels.
They could say, e.g. that living in a situation where their family may not want them to practise
their faith, to pray, fast or wear hijab, they can try to conceal their faith and practise it where
they can and in secret.
Or they could say that if they are being persecuted by the wider community for their beliefs,
they could migrate to a safer place where they would be accepted and allowed to live in
freedom. It is not going to be an easy journey, but the early Muslims did not go back on their
decision.
These are some examples, other relevant answers should be credited.
© UCLES 2016
Cambridge O Level Islamiyat 2058/12
Oct/Nov 2016
Mark Scheme
You must answer Question 1, Question 2, and two other Questions.
(1) 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.
(2) Sura 114

(3) 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!
(1) Sura 112

The main themes are: God as one: tawhid; God being eternal; God being unique; the
attributes of God.
Candidates will develop these themes in their own way, e.g., by saying this is the main
sura relating to tawhid, although there are others. This one was specifically revealed to
describe tawhid; it describes how God is the only One god and that He does not have a
beginning nor end; God is unlike anyone or anything in creation. He has no partners or
family; it reinforces the first pillar/shahada.
(2) Sura 114

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 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.
© UCLES 2016
(3) Sura 99
The main themes are: 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.
development.
(1) 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 should not replace God with things like famous
people/saints or the sun or moon. It is the antithesis to shirk.
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. It represents one
third of the Qur’an so reciting it gives greater rewards.
(2) 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 ‘qul’s’ is a source of protection.
(3) 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, e.g. praying,
being honest and helping others. It keeps them away from displeasurable things like lying,
cheating, gossiping, not fasting 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.

© UCLES 2016
2 (a) The first revelation came to the Prophet Muhammad in 610. Describe his experience
of this event. [10]
(b) Why do you think the revelation was sent to a person who could not read or write? [4]
Candidates should not paraphrase the translation here. Rather they should briefly describe
the story of the prophet and write some of the lessons from it. Candidates who only use the
passages in the syllabus should be able to get high marks.
(a) Candidates could start by writing about the Prophet’s (pbuh) increasing solitude in the cave
of Hira; when he was 40 the revelation came to him; the angel Jibril came to him and
instructed him to read, iqra, and the Prophet (pbuh) replied he could not; the angel squeezed
him and said it again; after a third time the angel recited the first few verses of sura alaq (96);
the Prophet (pbuh) came out of the cave and saw the angel on the horizon; he was confused
and shaken; he ran home and told his wife who consoled him and went to see her cousin,
who confirmed his prophethood.
Development of these points is required for higher levels.
(b) Candidates can give their own answers but some examples could be:
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 (pbuh) teacher, as that would have meant
someone was superior to him in his knowledge of God. It was a miracle of God.
It was not important that he was not able to read/write because God will send the revelation to
whomever He wills.
Development of points made is required for higher levels.
© UCLES 2016
3 (a) The Prophet Muhammad was taken on a night journey and ascent to the heavens
(al-‘isra wa-l-mi’raj). Write an account of this journey. [10]
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 asked to choose between milk and wine and he chose
the milk, to which Jibril said, “You have been guided on the fitra.” He was then taken on al-
Buraq from Makka to Jerusalem by the angel Jibril. There the Prophet (pbuh) led all the
previous prophets (pbuh) in prayer. After that, Jibril took him to the heavens. He met Adam at
the door to heaven, and thereafter he ascended and met various other prophets. 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 a number of times, then at five, stopped, saying he was too embarrassed to ask
for further reduction. He saw 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.
(b) What was the significance of this journey to the Prophet? [4]
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 give their own suggestions, and relevant answers should be credited.
© UCLES 2016
4 (a) With reference to the conduct of the Muslims, describe the events of the
Conquest of Makka. [10]
Good answers should be able to narrate the story of the events of the Conquest of Makka,
figures involved.
The Quraysh had broken the terms of the Treaty of Hudaybiyya, by attacking Banu Khuza’ah
preparations for war, the Prophet (pbuh) set out with 10 000 soliders. It was 8AH. The Prophet’s
(pbuh) army stopped outside Makka and it was here that Abu Sufyan became Muslim and his
house was 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. “You have been my very unreasonable
countrymen. You refuted my prophethood and turned me out of my house. And when I took
refuge in a far-off place, you rose to fight against me. However, inspite of all these crimes of
yours, I forgive all of you and make you free and declare that you may go after the pursuits of
your life." Some Qur’anic verses related to the incident are 17.81 and 34.49
(b) Can Muslims today learn from the Prophet’s treatment of his former enemies? Give
Candidates could say, e.g.,

Yes they can learn from his treatment of his former enemies because the Prophet (pbuh)
forgave those who had shown a lot of enmity towards him, such as Abu Sufyan. In following
this example, Muslims can forgive those in their life who call them names, abuse them, or try
to stop them from doing good, especially if they are sorry for what they have done. A grudge
should not be held against them. In Makka the Prophet (pbuh) forgave everyone except a
handful of people, including those who had killed his family members such as Wahshi and
Hind. Muslims should realise that forgiveness is always a better option than revenge.
No they can’t learn from his treatment of his former enemies because they live in different
times and people/enemies are different now; the way in which people are harmed is different
now, e.g. using social media, so the way they have to be dealt with has to be different.
These are just examples of answers that could be given, candidates should be credited for
relevant answers that have a good explanation
.
© UCLES 2016
5 (a) Give an account of the lives of ‘Uthman and ‘Ali during the lifetime of the Prophet. [10]
‘Uthman ibn Affan: accepted Islam through Abu Bakr. He married the Prophet’s (pbuh)
daughter Ruqayyah. He was wealthy in Makka, but still tortured by his relatives after conversion,
and was amongst those who migrated to Abyssinia. 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 (pbuh) other daughter, Umm Kulthum, and was given the
name “possessor of the two lights”. He went to Makka as the Prophet’s (pbuh) 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 (pbuh) 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 take accept it; the Quraysh
laughed at ‘Ali being made an emir 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
belonging 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 (pbuh) 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.
(b) ‘‘Uthman was known to be generous with his wealth.’ How can Muslims now apply
the trait of generosity? [4]
Candidates can give a number of answers but they should try to give examples of how
Muslims can use their wealth for good.
They could for example say that Muslims who have money should ensure they spend their
wealth for good/betterment of their community: they can give to mosques to expand them, or
hospitals or provide healthcare for those who can’t afford it. They could provide the basic
necessities for people, like ‘Uthman provided the water well for free.
Even if they do not have much money, Muslims can be generous with what they have by
giving a meal to someone else, or giving some of their clothes to those in more need.
Generosity does not have to be about money, but can be giving advice, time or support.
© UCLES 2016
2058/11 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED
Question Answer Marks
1(a) Choose any two of the following passages from the Qur’an, and 4
(a) briefly describe the main theme(s) in each passage;

(1) 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; that
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.
(2) Sura 96.1–5
The main themes are: God as Creator; God as the Most Generous; the first revelation; importance of 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; importance of the first
revelation is that it was the beginning of Islam and prophethood, and there’s an emphasis on seeking knowledge to learn
(3) Sura 114
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 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.
© UCLES 2017 Page 6 of 12

PUBLISHED
1(b) briefly explain the importance of these themes in a Muslim’s life today. 4
(1) 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.
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 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, it gives a sense of being under the protection of God.
(2) Sura 96.1–5
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.
(3) 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 ‘qul’s’ is a source of protection.

PUBLISHED
2(a) Choose two from the following passages and write in detail about the various ways in which God describes in them 10
how He is unique: 6.101–103, 42.4-5, 112, 41.37.
Candidates must choose two of the passages mentioned in the question and should be able to say in some way what God’s
uniqueness is, showing how His uniqueness represents itself in that particular sura, avoiding general answers that could be
relevant to any sura.
Sura 6.101–103 talks about His uniqueness through His Oneness and His full knowledge of everything He has created; whilst
humans cannot see Him or comprehend His being, He sees everything that happens and is aware of everything that is done,
whether it is said or thought (omniscient).
Sura 42.4–5 talks about God’s uniqueness through the immense power He has over the heavens and the earth. The revelation
He sends is so great that its power almost tears the heavens apart. He is also unique in His forgiveness as He is ready to forgive.
Sura 112 describes God’s uniqueness in the most concise way; He is perfect in His attributes and action, therefore he is One and
Only. He does not give birth nor die nor leave any inheritance, so He does not have a beginning or end. He cannot have anyone
equal to Him so He does not have any partners or any offspring, as He cannot share His uniqueness or authority with anyone.
Sura 41.37 describes God’s uniqueness through His ability power and control over everything He has created. He is unlike the
things that He has created, so is unlike the sun and the moon because He does not change, rise or set. The things that He has
created are there to show humans how to recognise and worship Him.
Better candidates will be able to expand on the suras and be able to cross reference them; e.g. they may say that God’s
uniqueness is shown in sura 2.255 through His knowledge – it is similar to sura 6.101–103, which also mentions His complete
knowledge of everything, the first giving detail about their past, present and future and that their knowledge is limited to what God
gives them.

PUBLISHED
2(b) In your opinion, why should Muslims try to understand God’s attributes? Give reason(s) for your answer. 4
Candidates can give a range of answers but must give a reason for their answer. The more detail there is in the reasoning the
higher the marks will be.
They could say e.g. because Muslims are becoming detached from God and by learning about God’s attributes allows them to
have an understanding of Him which increases their understanding of the world around them, or their faith, etc.
Or they could say e.g. that because God is beyond humankind’s knowledge/perception, understanding Him through what He says
about Himself in the Qur’an allows humans to know why God is important to them in their lives.
Whatever they say they should be credited as long as they are able to give reasons for their answer.

PUBLISHED
3(a) The Battle of Uhud was fought in the year 625. Describe the main events of this battle. 10
Good candidates should be able to provide a clear and detailed narrative of the events of the battle, including names of the key
figures involved.
The battle took place in 3AH (625) in revenge for the Makkan defeat at Badr; the Prophet consulted his companions whether to
fight outside or inside the city; the Makkan army numbered 3 000 led by Abu Sufyan, whilst the Muslims were around 1 000;
shortly before the battle started Abdullah ibn Ubayy deserted the army with 300 of his people; the Muslims decided to meet the
Makkan army at Uhud; the Prophet posted 50 archers on a hill to protect them from being attacked from behind; in the battle
Hamza was killed by Wahshi, who earned his freedom through this act; 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 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 Quraysh army on seeing this turned back and
renewed the battle; many Muslims fled; the Prophet was surrounded by nine Madinans, and only Talha bin Ubaidullah and Sa’d
bin Abi Waqqas survived; the Prophet was badly injured; remaining Muslims were disheartened on hearing a rumour that the
Prophet had been killed; the Prophet and Muslims retreated to the Uhud mountain; 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 22/37 of the Makkans.
Excellent candidates will provide the above information with considerable detail and accuracy, giving particulars about the role
played by the key figures in the battle, as well as offering some quotations.
3(b) Why is it important for Muslims to show obedience to God in difficult situations? 4
They could say that in difficult times, such as times of war, they should not give up hope of victory or of ease in their situation,
and that they should continue to pray and worship God and carry on doing good deeds, because God is there for those who
ask for help. Or, in times of difficulty such as illness, God is testing how a person reacts, whether they lose hope and despair,
or whether they continue being steadfast in their faith. God says call on Me and I’ll answer you.
These are just some examples; candidates can give others but should give reasoning for their choices.

PUBLISHED
4(a) Write about events from the Prophet’s (pbuh) life that show his qualities of generosity, honesty and simplicity in 10
action.
Generosity is giving freely without expecting anything in return: Examples of the Prophet’s generosity are, Abdullah ibn
Ubayy, one of the hypocrites, was an enemy of Islam, yet on his death the Prophet prayed for him and gave his own shirt to
enshroud Abdullah’s body. 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. 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.
Honesty is being truthful in all circumstances even when it is not to your benefit: examples of the Prophet’s honesty are, that
even before prophethood he was known for being honest and trustworthy. Khadija married him due to his honesty in trade.
The Quryash would keep their belongings with him, even after they rejected his message. When Abu Sufyan met the
Byzantine Emperor, he spoke highly of the Prophet saying he never lies or betrays other. Also, after the Treaty of
Hudaibiyyah, Abu Jandal was sent back to Makka.
Simplicity is living with few things and not being extravagant even when you have the chance: the Prophet would do things
with his own hands, rather than asking others to do it for him, such as milking his goats, patching his clothes, mending his
shoes. He worked on the construction of the mosque and digging the trench at battle. He did not like the companions to stand
up for him when he entered. He would eat as others ate, and sit on the floor as others sat. He would take his meals with
slaves and people from any class of society. He would eat very little. He would sleep on a simple mattress on the floor without
home comforts or decorations.
4(b) Can Muslims adopt a life of simplicity like the Prophet (pbuh) in current times? Give reasons for your answer. 4
Candidates could say yes, e.g. because people now have too many things and can live without a lot of them. They could
simplify their lives and get rid of a lot of the things they have in their homes, as well as eating less food. They could also
spend less and give away more to charity.
They could say no, e.g. because times have changed and it is difficult to live without certain things, like electronics, cars, etc.
and they have become so much part of society that people feel they have a very low quality of life without them. Or, because
things are available they should be used.

PUBLISHED
5(a) Write about the lives of Fatima and any one other of the Prophet’s (pbuh) daughters. 10
Candidates should give some information about two daughters of the Prophet, and try to have a balance in both answers.
Zaynab: was the eldest; born in 5th year of marriage when he was 30; married to Abu al-Aas bin Rabi; died in 8AH; 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; upon
returning money to the people of Makka he became Muslim and asked the Prophet to allow him to go back to Zaynab; she
died a year later.
Ruqayya: three years younger than Zaynab; married Utbah, Abu Lahab’s son; wasn’t yet living with him when surah Lahab
was revealed; he was told to divorce her; she then was married to ‘Uthman; they migrated to Abyssinia twice; they migrated to
Madina before the Prophet; she had a son who died at the age of 6 (after her own death); she was ill at the battle of Badr and
‘Uthman was told to stay with her.
Umm Kulthum: third daughter and was married to Utaibah, Abu Lahab’s son; like Ruqayya she was divorced by her husband
before she went to live with him; she was married to ‘Uthman after Ruqayya’s death; she suffered the boycott to Shib-i-Abi
Talib; she stayed behind in Makka when her father migrated; she had no children.
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 and took to grounding flour to earn money; she was the only daughter to survive the Prophet.
5(b) Explain the importance of the statement, ‘Daughters are a mercy (rahma)’. 4
Candidates could say, e.g. that in a time where daughters were not valued, the Prophet had four, and was loving and kind to
them. This shows the kind of relationship parents should have with their daughters. They should protect them and be
supportive of them. Education and work should be made available to them, and all daughters should be provided for equally.
Daughters in turn bring softness and care to a family, and are a means of salvation for parents who look after them; “Whoever
brings up two girls till they reach the age of puberty, he and I will come on the Day of Resurrection like this,” (and he joined
his blessed fingers.)

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1(a) Choose any two of the following passages from the Qur’an, and 4
(1) 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 diety 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.
(2) Sura 2.21–22
The main themes are: God as one: tawhid; 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 use the environment with respect. 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.
(3) 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 – there is a stature of humans in relation to God; 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.
These are examples candidates can write about, they should be credited for other, relevant answers. Candidates
should show how the theme(s) they choose is distinctive in that passage. The best answers will have a few
themes with development.

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1(b) (b) briefly explain the importance of these themes in a Muslim’s life today. 4
) (1) 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. Gives them clarity and allows them to develop a relationship with God.
(2) 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 mankind, and so they should look after it.
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.
(3) 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

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2(a) From the Qur’an passages set for special study in the syllabus, describe the ways in which God gave knowledge of 10
Himself to His Messengers.
The relevant passages from the syllabus are 2.30–37, 6.75–79, 5.110, 93 and 108.
These passages mention the prophets Adam, Ibrahim, Isa and Muhammad.
Candidates could say that God gave Adam knowledge about Himself through the things he was taught the names of, and the
lessons he learnt in obedience to God. Adam was taught the names of all the things in creation, and because of his status near
God, the angels were asked to bow to him. Iblis refused, and was banished. He vowed to lead Adam and his future generations
astray. He did this by making Adam approach the tree he had been forbidden from. Adam realised his mistake and through this
event turned to God for forgiveness. Through these events Adam learnt about God’s creation, His Knowledge and His
forgiveness.
Ibrahim was given knowledge of God through the law and order of the heavens and the earth. He was searching for his Lord,
and looked to the stars and the moon and the sun, which people at his time worshipped. God inspired him to realise that the
things in creation that do not last cannot be the things to be worshipped as God does not change. Through these events he
turned himself to believe in God and did not associate partners with Him. God showed Ibrahim His Unity, and His control over
creation.
Isa was given special miracles which helped him understand the power of God. He was given the holy spirit which allowed
him to speak to the people as a child and when he was older. He was also taught the Law and the Gospel to teach to the
people. He was also able to give life to the dead and heal the sick, by the will of God. This all showed Isa the favours he was
given by God which allowed him to believe in Him and follow Him.
The Prophet Muhammad 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, which some say is a river in paradise, or
offspring. He learns about God through His generosity, mercy and guidance.
Candidates should expand on the above points and better candidates will write about at least two of the prophets mentioned.
Candidates should not merely describe stories, but relate it to knowledge of Himself.

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2(b) ‘Undergoing hardships brings a person closer to God.’ Agree or disagree with this statement, giving reasons for 4
your answer.
Candidates could agree and say, e.g. that all prophets were tested which allowed them to get closer to God, likewise humankind
now can get closer to their Lord through their hardships, as long as they reflect and understand that God is testing them. Also, by
remaining patient and steadfast, and not leaving their worship, they will gain rewards and understanding. Prophets were tested
and remained steadfast, so Muslims should also expect to be tested and they should also remain steadfast.
They could say they don’t agree, e.g. because not everyone goes through the same hardships, that people are different so they
may react differently to hardships so they may not necessarily know they are being tested, but remaining true to prayer, fasting
and the Five Pillars is more important and more likely to get a person closer to God.

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3(a) The Pledges of Aqaba were made in the Prophet’s last years in Makka. Outline the reasons for these pledges and 10
write about the details in them.
Good answers will be able to provide a detailed and concise narrative of events that occurred between the Prophet and the
people of Yathrib.
Answers could talk about the Prophet’s attempts 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 returned to
Makka the following year with more people (12) who took an oath at Aqaba in 621 which is known as the First Pledge of
Aqaba. 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 (70). They invited the prophet to come to Yathrib as their leader. The Prophet told Muslims to start
migrating.
Initially the six men said they would go back and tell people about the prophet. The first pledge had details relating to worshipping
one God, not stealing, not committing adultery, not killing their children, not slandering or disobeying the prophet. The second
pledge was to listen and obey the prophet, to spend in plenty as well as scarcity, to enjoin good and forbid evil, fear no one but
Allah, and defend the Prophet if he needs it.
Good answers be able to give details of the number of pledges, the number of Yathribites / Madinans involved and the names
of some key figures, the main details of what was in the pledges, and an indication of the result of the pledges.

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3(b) In your view, why should Muslims provide a safe haven for others? Give reasons for your answer. 4
Candidates could say e.g. that they should provide a safe haven for people who are fleeing persecution, such as those fleeing
the war in Afghanistan / Syria etc. and their governments should provide shelter and basic facilities for them. It is from the
teachings of Islam to care for others and to provide the basic needs of fellow human beings.
Muslims could also provide a safe haven for those who have lost their families, especially children who are now orphaned,
whether it be due to war or famine or natural disasters. Providing homes and shelter for them would allow them to start a new
life much like Muslims of Makka started a new life due to the invitation of the Madinans. Also, the Prophet said that the person
who looks after an orphan will be with him in paradise.
Candidates can offer other answers but should give relevant reasons.

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4(a) The Muslims in Makka faced a lot of hostility after the Prophet began preaching openly. Describe the persecutions 10
against the followers of the Prophet at this time.
The Quraysh rejected the Prophet’s message after open preaching, and being threatened by the new message, 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; ‘Ammar bin Yasir, and his parents, were made to lie on the
burning sand – both his parents were martyred; ‘Uthman in 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. It was not just the poor who were persecuted.
Due to the severity of the persecutions, the Prophet told the believers to meet secretly at Dar al-Arqam, where they would
learn about their new faith. Also because of the persecutions, the Prophet allowed some people to migrate to Abyssinia. Later
a social and economic boycott was imposed on the Muslims and they were to live in Shib-i-Abi Talib, where they faced great
hardships for many years.
4(b) In today’s world how practical are the reactions of the Prophet’s followers to these persecutions? 4
Candidates can offer a variety of answers, but must give reasons for their answer.
They could say that the reactions are practical because e.g. people, in the face of persecution, can migrate and so change
their situation, or they can have patience and ultimately God will grant them ease, whether in this life or the next. They could
say that the reactions are not practical, e.g., because people now have too much invested in a country / community to be able
to leave it. Also, many people are too poor to leave their homes and set up new homes elsewhere. They may feel they would
not be welcomed in any other country, or that the journey is too difficult to make.

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5(a) Outline the tasks performed by the Prophet’s scribes during his lifetime. 10
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 scribes who had different roles as companions, who wrote the verses down on a number of materials. They wrote on
parchments, bone, dried leaves, amongst other things.
Some of them were official scribes who wrote letters for him (for example Ubayy ibn Ka’ab) whilst some became scribes
because they kept their own personal copies of the revelations for example ‘Abdullah ibn ‘Amr ibn al-‘As. 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.’ A number of companions had their own personal copies of the
words of the revelations, which were later used to verify the one copy in the time of Abu Bakr. Companions who kept a private
record of the text of the Qur'an satisfied themselves as to the purity of their record by reading it out to the Prophet.
Some of the tasks of the scribes were writing letters and treaties, for example Abdullah ibn Masud was his regular scribe in
charge of writing and responding to letters. He was one of the scribes who wrote down all the Revelation as well as Zayd bin
Thabit, who the Messenger commanded to learn how to write Hebrew so that he could respond on his behalf to those who
wrote to him in that language. ‘Ali was also an important scribe and wrote treaties for the Prophet.
The Prophet 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 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 memorized them instead and their versions were used
to verify the written copies after the Prophet’s death.

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5(b) The scribes had the Prophet as a source of information. How useful is the internet as a source of information about 4
Islam?
Candidates could say it is a useful source of information because e.g. 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 a subject. The Qur’an and
most hadith books are all online now, so people can easily access the information they need. People who may not have
access to books about Islam can learn about it online, and would be useful for those interested / new to Islam.
They could say it is not useful because e.g., the internet has a lot of information about Islam that is questionable, and it would
be difficult to know which sites are presenting the material in the correct way / giving the correct information about an issue.
Better answers may say that the Prophet said, “go to those who know”, meaning that people should learn from scholars who
have studied in a traditional way, as they would provide an understanding that a person would not necessarily get from the
internet. Those interested in Islam may be put off by the sites that present Islam inaccurately, and it can also lead to people
hating Islam / Muslims because they have read information that is not true.

2058/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2017
1 Choose any two of the following passages from the Qur’an, and 4
(b) briefly explain the importance of these themes in a Muslim’s life today.
(1) 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.
(2) 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.
(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.’

PUBLISHED 2017
1(a) What are the main themes?
(1) 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; importance of the first
revelation is that it was the beginning of Islam and prophethood, and there’s an emphasis on seeking knowledge to learn
(2) 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; God gives knowledge to whom 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.
(3) 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 and that He uses these signs to guide them. Therefore these verses
tell Muslims to worship God alone. They strengthen belief in His Oneness.

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1(b) The importance of these themes.
(1) Sura 96.1–5

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.
(2) 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
(3) Sura 6.75–79

The importance of these verses are 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.

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2(a) Write about the function of the Qur’an and Sunna as the two primary sources of Islamic law. 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; the
sunna is the Prophet’s example and is recorded in the Hadith; they don’t contradict each other but rather they complement
one another; the Hadith emphasise and expand on verses in the Qur’an; e.g. zakat is mentioned in the Qur’an but the way in
which it should be given is detailed by the Hadiths; Hadith are used when the Qur’an is silent on a matter; e.g. inheritance
given to grandmother is not specifically mentioned in the Qur’an, but is explained by Hadith; Hadith are important because the
Prophet was the final and perfect messenger to follow; Hadith of Mu’adh ibn Jabal; they are interlinked so are the two main
(primary) sources. Used together they identify the main principles of morality and action. This is why they are the authority for
the foundation of legal matters.
Good answers will give a detailed account of the link between the two sources, as well as any differences, how they are used
and their importance to the Islamic legal system. Better candidates will include specific examples and quotations.
2(b) Why do you think the Qur’an and Sunna are not the only sources of Law and are supplemented by ‘ijma and qiyas? 4
Candidates can offer a variety of answers to this question, but marks should be given for the quality of the reasoning given for
their answer.
They could say, e.g. that all eventualities could not have been put in the Qur’an and Hadith. The Prophet’s life was an example of
the Qur’an, and the way that Islam should be lived, and so was limited to the norms and culture of that time. Now there are
advancements in ideas and technology that need clarification, so ‘ijma and qiyas are required for these new issues, but they have
to be based on original rulings, and therefore on the Qur’an and sunna.
Better answers will give examples of issues that are not covered solely by the Qur’an and Sunna and require the use of ‘ijma or
qiyas.

PUBLISHED 2017
3(a) The Prophet exercised a lot of self-restraint and patience when preaching Islam in Makka. Write about at least three 10
events from this period of time that show these virtues.
The Prophet faced a lot of hostility when he was in Makka, and especially after he started preaching openly. The Quraysh
changed their attitude from being one of respect to one of hostility and anger. Throughout this period the Prophet did not
retaliate or get angry himself.
From the beginning he 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. When the persecutions started he bore them patiently.
His patience was shown when the old woman used to throw rubbish on him and he visited her when sick. His enemies would
often come when he was praying and try to disturb his prayer by whistling and clapping, but the Prophet 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. His patience was also shown when 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.
Good candidates will be able to mention most of the above with some detail in their answer.
The best answers will relate their stories to the quality of patience rather than giving a narrative of the persecutions the Prophet
faced.
3(b) Giving examples, say how in your opinion Muslims can show self-restraint and patience in their everyday lives. 4
Candidates could offer examples from their daily routine, or common events in their lives, where patience and self-restraint is
required, and be able to show how it is being applied.
They could say that generally people are required to have patience because daily life is so busy and everyone wants
everything done quickly, but people have to be patient and do things in their own time as many things cannot be done
instantly; that they need to be patient when they want new clothes etc., because they or their parents may not be able to
provide them straight away. This also shows self-restraint; if there is a lot of traffic on the road they should be patient and not
get angry; they should have patience if tragedy befalls them, e.g. the death of a family member or a serious illness; self-
restraint is required when reading about Islam online/in media, how it is portrayed, e.g. the cartoons of the Prophet and the
Charlie Hebdo attacks.
Candidates can offer other examples, but the better answers will be able to develop their choices.

PUBLISHED 2017
4(a) Give a detailed account of the Prophet’s journey from Makka to Madina in 622. 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.
The year is 622; in Makka there was a plot to assassinate the Prophet; Quraysh met at Dar al-Nadwa; a man from each tribe
was sent to kill the Prophet; Jibril came giving the Prophet God’s permission to migrate; Muslims had already started to
migrate; Abu Bakr, ‘Ali and the Prophet were left; the Quraysh came to the Prophet’s house to kill him at night, (8.30); the
Prophet told ‘Ali to sleep in his bed; the Prophet 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 reached the mouth of the cave; the Prophet reassured Abu Bakr; Suraqa almost caught up
with them, but his horse kept stumbling; they stopped in Quba and stayed there for four days; they established a mosque; ‘Ali
caught up with them here; they arrived in Madina and the people welcomed the Prophet; he stayed with Ayyub al-Ansari; his
camel showed them the place to build his mosque.
4(b) How is the migration of the Prophet like the migration of some Muslims now? Give reasons for your answer. 4
The best answers will be those that can draw out the similarities or differences between the Prophet’s migration and the
event(s) they choose to write about.
They could say, e.g. that the migration is similar to the migration of some Muslims now, because Muslims now in some parts
of the world are facing persecution and threat of death and are having to find other places to live; that many Muslims who
have migrated were welcomed to the new country.
Or they could say e.g. that the migration is not similar to Muslims now because Muslims now usually don’t have people going
after them to kill them; that Muslims now face dangers that the Prophet did not face, such as travelling further distances
without food and water; that Muslims are not always welcome in the places they are migrating to.

PUBLISHED 2017
5(a) Write about lives of the Companions Bilal ibn Rabah, Ja’far ibn Abi Talib and Salman al-Farsi. 10
Bilal ibn Rabah: he was originally from Ethiopia and he was a slave. After conversion he suffered harsh persecution at the
hands of his master, being laid on the hot sand for days; despite this he did not give up his faith; he was one of the slaves
freed by Abu Bakr; he migrated to Madina and fought in all the battles. In Madina he was appointed as the first muezzin –
Abdullah ibn Zayd had a dream that he narrated to the Prophet, and the Prophet asked him to narrate it to Bilal and asked
him to give the call to prayer because he had a beautiful voice. At the Battle of Badr he killed his former master, and fought at
Uhud and Khandaq; he gave the adhan after the Conquest of Makka, and after the death of the Prophet he was so grief
stricken he refused to call the adhan again and left Madina; he went to Damascus and died there.
Ja’far ibn Abi Talib: he was the son of Abu Talib and so the cousin of the Prophet; he was an early convert to Islam, and
went in the second delegation that migrated to Abyssinia; there he was a spokesperson for the Muslims and spoke to the
Negus when the Quraysh accused the Muslims of abandoning their people; he replied saying before Islam they were
uncivilised and Islam called them to One God, speaking the truth and refraining from bloodshed; he also recited a portion of
sura Maryam; he was generous and became known as ‘the father of the poor’; he fought at the Battle of Mut’a and died there.
Salman al-Farsi: from Isfahan in Persia, he grew up a Magian, 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 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 about the
Prophet and submitted to Islam; the Prophet and companions helped him buy his freedom from slavery; the Prophet himself
planted the date plants; 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.
5(b) In your opinion, what is the significance of the Prophet encouraging the liberation of Bilal and Salman from slavery? 4
Candidates could offer a variety of reasons, but should try to explain their significance.
They could say, e.g. that whilst slavery was permitted, it was to show that there is a preference for people to be free, and if
you can aid in freeing someone you should. It was also to show that even though someone had been a slave, or was from
another land/country, that their status in faith was the same as everyone else, and that they should be treated equally. The
equality of humans and their place in the ummah is emphasised over their colour, ethnicity or background. These former
slaves were given prominence in the community to highlight this equality. Better candidates could also say that this is
significant for Muslims now who may not treat other Muslims the same because of their background, ethnicity or social status.

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1 Candidates must attempt Question 1, Question 2 and two other Questions. 4
Choose any two of the following passages from the Qur’an, and
(b) briefly explain the importance of these themes in a Muslim’s life today.
(1) 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.
(2) 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.
(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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1(a) What are the main themes?
(1) 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.
(2) Sura 1
The main themes are that God is the Lord of creation, He is One; Praise is due to Him alone; He gives guidance to humans;
He is the Merciful.
Candidates will develop these themes in their own way, e.g., it is God who presides over judgment and controls the worlds.
God gives guidance to those who seek it. This sura is used as a prayer. He is the one to ask for help, and it is He who can
grant help and guidance for anything. He is Master of all creation, so only He is deserving of worship.
(3) 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 (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.

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1(b) The importance of these themes.
(1) 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, which
strengthens their belief in tawhid. It reminds humankind that He is the creator of all things.
(2) Sura 1
This is recited in every prayer. 'No prayer is accepted without Fatiha'.
It is a conversation with God as 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.
(3) Sura 93
These themes tell Muslims to be steadfast and strong when others mock them; 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.

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2(a) The Qur’an has been preserved in writing for over 1400 years. Give an account of the way in which it was compiled 10
in the written format.
Candidates should give some details on the different stages of compilation, and how it was then brought together into a book.
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/in battle, suggested to
Abu Bakr that the Qur’an should be compiled into one book; Abu Bakr hesitated saying 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 to get companions to come with any part of the mushaf they had in their possession; 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 ‘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 called Zayd back and they formed a committee, ordering the companions
to compile one book in the Qurayshi dialect, using the mushaf of Hafsa. Zayd ibn Thabit was recalled to check it. ‘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’.

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2(b) Do you think, for Muslims nowadays, having the Qur’an in a written format outweighs the benefits of having the oral 4
tradition? Give reasons for your answer.
Candidates can offer a variety of answers to this question, but marks should be given for the quality of the reasoning given for
their answer.
Candidates could say that yes it does outweigh the oral tradition because e.g. it gives Muslims around the world access to the
Qur’an that they would not otherwise have if they are not in a position to memorise it. Or that old Qur’anssuch as the one that was
found in Birmingham, allow Muslims to authenticate that the written copies of the early Muslims are the same as the ones now. It
gives a greater sense of connection to the faith when you can see things from that time. As Islam has spread, the written Qur’an
can be read by those whose first language is not Arabic.
Candidates could say that no it does not because the oral tradition was how the Qur’an was revealed and passed on in the
beginning and this is a more authentic way of ensuring accuracy.
Or Candidates could say that both are equally beneficial for Muslims now because e.g. they both have a role to play now that
Islam has spread and covers many different regions and languages. The written tradition gives access to people where they are
no longer able to memorise or prefer to read, and the oral tradition gives access to people in places where education is scarce
and learning orally from a hafiz also gives them a direct connection back to the Prophet (pbuh).

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3(a) The Prophet went to Ta’if to teach the people there about one God. Write about his experience of this event. 10
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; his greatest supporters Khadija and Abu Talib had passed away; he looked towards
Makka to preach his message and went to Ta’if with Zayd bin Haritha; he thought people 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; 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.
3(b) The Prophet showed great forgiveness despite the cruelty of the people of Ta’if. Do you think Muslims now can 4
follow this example?
Candidates could say e.g. yes, people can follow his example because they may face rejection for many reasons, whether
they are preaching about Islam to others who mock and ridicule them, or it may be that someone is being bullied at school, or
people are being tormented by those occupying their lands; by remembering the Prophet’s forgiveness and being steadfast in
faith, would help forgive those who are hurting/rejecting you.
Or they could say no, it is not possible, e.g. because this kind of mercy is only for those of a high status or closeness to God,
and for most people they are not able to control their anger or they want to seek revenge if someone has done something
small to them, and so they would not be able to forgive anything as big as this.

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4(a) Write about the battle of the Trench (Khandaq) fought in 627. 10
Khandaq: 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; Salman al-Farsi suggested the
Muslims dig trenches to keep the army out, wide enough and deep enough not to be crossed; hypocrites in Madina joined the
Makkans; Banu Qurayza did not initially want to break their agreements with the Prophet, but later were convinced to help the
Quraysh; there was little food and water; Jabir invited the Prophet (pbuh) to eat after slaughtering a sheep, and the prophet fed
the whole army with this one animal; 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; they 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 the Prophet’s involvement in the digging of the trench? 4
Candidates can offer a variety of lessons but should give an explanation for their answer.
The Prophet (pbuh) was the leader of the army and yet he took part in digging the trench, despite his severe hunger. This
teaches Muslims that no matter what their position, whether heads of state or community leaders, they should take part in
hard work required for the benefit of the community or others. It also provides a lesson in patience and perseverance, and
that God will help if you don’t give up. It also teaches humility, that you do not think yourself above certain types of work.

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5(a) Khadija bint Khuwaylid was the Prophet’s first wife. Write an account of her life in the period she knew the Prophet. 10
Candidates should write a detailed narrative elaborating on the points mentioned below.
Khadija was a successful businesswoman in her own right; she was twice widowed and had children from her previous
marriages; she employed the Prophet (before prophethood) as a merchant for her; she sent her servant, Maysara, with him;
after hearing of his trading skills and honesty as a merchant, she sent a marriage proposal to him through Nafeesa; he
accepted after consulting his uncle; she was 40 and he was 25; they had six children together, her two sons dying in infancy;
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 who told the Prophet (pbuh) about the angel and that he is a messenger of God; she was
the first to publicly accept Islam; she supported the Prophet (pbuh) financially; she died after the boycott to Shib-i-Abi Talib;
the Prophet ‘s love for her caused jealousy among his other wives (A’isha); Jibr’il is said to have sent greetings of peace to
her, through the Prophet (pbuh), from God and himself; Khadija was Muhammad’s first wife and he chose not to marry any
other woman during her lifetime.
5(b) The Prophet’s employer was a woman who was successful in business. What lessons can be derived from this for 4
Muslims now?
Candidates can offer various lessons and should give reasons for their answer.
They could say, e.g. that Muslims can learn that women can and should be allowed to work and can hold positions of stature
in the workplace. That men working for them should not feel that they are inferior in any way, as how well a person does their
job is more important than who employs them. Or that men and women can work together and can, and should, maintain
integrity and respect between each other.

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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
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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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.

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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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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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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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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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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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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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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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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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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
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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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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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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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.

2058/11 Cambridge O Level – Mark Scheme October/November 2018
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1(a) briefly describe the main theme(s) in each passage 4
Sura 114
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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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.
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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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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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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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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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.

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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 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.
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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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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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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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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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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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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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.
• 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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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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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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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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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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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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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.
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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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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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).
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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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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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.

• 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.

• 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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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

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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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.

PUBLISHED 2019
Sura 2.21–22
The main theme is God’s relationship with the created world: God as
Creator and Sustainer; being grateful to God.
• 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.
• 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.
• 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.

PUBLISHED 2019
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.

PUBLISHED 2019
2(a) Write an account of how the four sources of Islamic Law are used 10
together.

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 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’.

PUBLISHED 2019
3(a) The Prophet (pbuh) was generous and forgiving. Write about events 10
from his life that demonstrate these qualities in action.

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

PUBLISHED 2019
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.
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.

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.
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.

PUBLISHED 2019
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.
5(a) Some Muslims travelled to Abyssinia. Describe what happened to the 10

groups that migrated.

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.
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.

PUBLISHED 2019
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.

PUBLISHED 2019
Sura 6.101–103
The main theme is God in Himself; His power to originate; His knowledge
of everything; His omniscience and omnipotence.

• 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.

• 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.

• 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.

PUBLISHED 2019
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.

PUBLISHED 2019
2(a) Write about the Prophet Muhammad’s first experience of revelation. 10

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.
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.

PUBLISHED 2019
3(a) Write about the events related to the signing of the Treaty of 10
Hudaybiyya and the main terms in it.

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.
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).

PUBLISHED 2019
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.
4(a) Describe the events of the first battle in Islam, the Battle of Badr. 10

A comprehensive answer will provide an account of some background
information, the main events in the battle and the outcome.
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.

PUBLISHED 2019
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.
Other relevant answers should be credited.

PUBLISHED 2019
5(a) Write about the lives of ‘Uthman ibn Affan and ‘Ali ibn Abi Talib during 10
the lifetime of the Prophet (pbuh).

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.
‘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.

PUBLISHED 2019
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.

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Page 4 Mark Scheme: Teachers’ version Syllabus Paper

GCE O LEVEL – May/June 2009 2058 01

Candidates must attempt Question 1, Question 2 and two other Questions.

(a) briefly describe the main theme(s) in each passage; [4]

(ii) Sura 96.1-5

(iii) Sura 2.21-22

(a) What are the main teachings?

(ii) Sura 96.1-5

(iii) Sura 2.21-22

(b) What do these teachings mean?

(ii) Sura 96.1-5

(iii) Sura 2.21-22

Candidates must attempt Question 1, Question 2 and two other Questions.

(a) briefly describe the main theme(s) in each passage; [4]

(i) Sura 2.30-37

(ii) Sura 5.110

(iii) Sura 108

(a) What are the main teachings?

(i) Sura 2.30-37

(ii) Sura 5.110

(iii) Sura 108

(b) What do these teachings mean?

(i) Sura 2.30-37

(ii) Sura 5.110

(iii) Sura 108

Some points that could be mentioned for each companion are:

Candidates must attempt Question 1, Question 2 and two other Questions.

(1) Sura 6.101–103

(2) Sura 41.37

(3) Sura 112

(a) What are the main teachings?

(1) Sura 6.101–103

(2) Sura 41.37

(3) Sura 112

(b) What do these teachings mean?

(1) Sura 6: 101–103

(2) Sura 41.37

(3) Sura 112

Part (a) tests AO1, and part (b) tests AO2.

Candidates must attempt Question 1, Question 2 and two other Questions.

(a) briefly describe the main theme(s) in each passage; [4]

(1) Sura 5.110

(2) Sura 6.75-79

(a) What are the main teachings?

(1) Sura 5.110

(2) Sura 6.75-79

(b) What do these teachings mean?

(1) Sura 5.110

(2) Sura 6.75-79

Candidates must attempt Question 1, Question 2 and two other Questions.

(a) briefly describe the main theme(s) in each passage; [4]

(1) Sura 2.21-22

(3) Sura 114

© University of Cambridge International Examinations 2011

(a) What are the main teachings?

(1) Sura 2.21-22

(3) Sura 114

(b) How are these teachings represented in this passage?

(1) Sura 2.21-22