Saturday, April 5, 2008

Geography papers and marking schemes respectively

This document consists of 9 printed pages, 3 blank pages and 1 Insert.
SPA (KN) T26424/6
© UCLES 2007 [Turn over
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer any three questions.
Sketch maps and diagrams may be drawn whenever they serve to illustrate an answer.
The Insert contains Photograph A for Question 3.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
* 1 1 3 1 9 7 6 9 7 0 *
PAKISTAN STUDIES 2059/02
Paper 2 The Environment of Pakistan May/June 2007
1 hour 30 minutes
Additional Materials: Answer Booklet/Paper
2
© UCLES 2007 2059/02/M/J/07
The Environment of Pakistan
1 (a) Study the map of the Hunza Valley, Fig. 1.
location of map
Pakistan
N
N
Misgar
Hunza River
A
0 5
km
10
summer pasture
river
snowfield
Key
Fig. 1
(i) Name the range of mountains in which this valley is situated. [1]
(ii) Name the town A. [1]
(iii) Name the highway which follows this valley north to China. [1]
(iv) Name the Federally Administered Area in which this valley is situated. [1]
3
© UCLES 2007 2059/02/M/J/07 [Turn over
(b) (i) What is a snowfield? [1]
(ii) Explain why a large part of the area in Fig. 1 is covered with snowfields. [2]
(c) (i) State where the summer pastures are situated on Fig. 1. [1]
(ii) Describe the method of farming called ‘transhumance’, which is used in areas such as
the Hunza. [4]
(d) Study Fig. 2, which shows the climate of Misgar.
0
5
10
15
20
25
30
–5
–10
0
10
20
30
mean monthly
temperature
(°C)
rainfall/
snowfall
(mm)
J F M A M J J A S O N D
Key
temperature
rainfall/
snowfall
Fig. 2
(i) With reference to Fig. 2, explain why the Hunza River increases in volume in the summer
months. [2]
(ii) Explain how topography and climate affect the lives of the people in mountain areas. Use
your knowledge of mountain areas and information from Fig. 2 to help you. [6]
(e) The water of the Hunza and other rivers from the Northern Areas is used to irrigate farmland
in the Punjab. Explain how the flow of water is controlled. [5]
4
© UCLES 2007 2059/02/M/J/07
2 (a) Study the map of Pakistan, Fig. 3.
0 km 400
N
international
boundary
Key
C
B
Arabian Sea
A
Fig. 3
(i) Name the two main fruit crops grown in area A. [2]
(ii) Why are fruit crops grown in mountain valleys? [3]
(iii) Name one of the main fruit crops grown in area B. [1]
(iv) Why are fruit crops grown in this area? [2]
(v) Why are fruit crops grown mainly for local use? [1]
(b) (i) Describe the climate of area C, shown on Fig. 3. [3]
(ii) Explain how karez irrigation helps date palms to grow in the oases of area C. [3]
(iii) Name one other type of crop grown in oases. [1]
(iv) How is crop growth improved by the date palms nearby? [2]
(c) (i) Name two animals that are reared by nomads in area C. [2]
(ii) Explain the importance of livestock to the nomads. [2]
(iii) Describe the nomadic method of farming. [3]
5
© UCLES 2007 2059/02/M/J/07 [Turn over
3 (a) Study Photograph A (Insert), which shows part of the Changa Manga plantation.
(i) What evidence in Photograph A shows that this is a plantation? [2]
(ii) What is used to line the canals, and why is this necessary? [2]
(iii) Why is the plantation being irrigated? [2]
(iv) Why is the water level in the canal lower than the ground around it? [1]
(b) (i) State two domestic uses of wood. [2]
(ii) Explain how wood is used in industry and transport. [4]
(c) (i) What is sustainable forestry ? [3]
(ii) Why does Pakistan need to increase the area of irrigated plantations? [3]
(d) (i) Why is afforestation called ‘a long-term investment’? [2]
(ii) What are the advantages and disadvantages of developing a forest area for tourism? [4]
6
© UCLES 2007 2059/02/M/J/07
4 (a) Study Fig. 4, which shows the gas pipelines in Pakistan.
0 km 400
N
international
boundary
Key
C
A
Arabian Sea
gas pipeline
gas field
B
D
Fig. 4
(i) Name the gas field A. [1]
(ii) Name the cities B, C and D at the ends of the gas pipelines. [3]
(iii) State two ways in which gas can be supplied to areas away from pipelines. [2]
7
© UCLES 2007 2059/02/M/J/07 [Turn over
(b) Study Fig. 5, which shows the uses of natural gas in Pakistan.
other
power
fertilisers
homes
chemicals Fig. 5
(i) State the largest use of natural gas. [1]
(ii) Name a use in the ‘other’ sector. [1]
(iii) What is natural gas used for in homes and why is this fuel chosen? [3]
(iv) Why is natural gas called ‘non-renewable’? [1]
(c) (i) Name two raw materials, apart from natural gas, which are used to make fertiliser. [2]
(ii) Explain why most fertiliser factories are in the Punjab and northern areas of Sindh. [4]
(iii) Why is it important that Pakistan manufactures its own fertilisers? [3]
(d) What environmental damage can occur when a new fertiliser factory is built in a rural area?
[4]
8
© UCLES 2007 2059/02/M/J/07
5 (a) Study Fig. 6, which shows the imports and exports of Pakistan.
200 000
2000 2001 2002 2003
year
2004 2005
400 000
600 000
800 000
1 000 000
1 200 000
value of trade
(million rupees)
imports
exports
Fig. 6
(i) State the increase in the value of imports from 2000 to 2005. [1]
(ii) How has the value of exports changed compared with imports? [2]
(iii) How will this affect the balance of trade? [1]
9
© UCLES 2007 2059/02/M/J/07
(b) Study Fig. 7, which shows the goods exported from Pakistan in 1975 and 2000.
1975
2000
primary manufactured processed
Fig. 7
(i) How have the proportions of primary and manufactured goods changed from 1975 to
2000? [2]
(ii) How have these changes affected earnings from exports? [2]
(iii) Explain how cotton can be exported as a primary, a processed and a manufactured
product. [3]
(c) Name two dry ports and explain how they make import and export easier, and increase
trade. [6]
(d) (i) State two methods of telecommunication. [2]
(ii) Explain how telecommunication can be used to improve the supply of goods, and
increase trade in Pakistan and abroad. [6]
10
2059/02/M/J/07
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11
2059/02/M/J/07
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12
2059/02/M/J/07
BLANK PAGE
Copyright Acknowledgements:
Photograph A Estate of R. Strutt © UCLES
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
This document consists of 8 printed pages and 1 Insert.
SPA (KN) S98899/7
© UCLES 2006 [Turn over
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
PAKISTAN STUDIES 2059/02
Paper 2
October/November 2006
1 hour 30 minutes
Additional Materials: Answer Booklet/Paper
READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your name, Centre number and candidate number on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer any three questions.
The Insert contains Photograph A for Question 1 and Photograph B for Question 2.
Sketch maps and diagrams may be drawn whenever they serve to illustrate an answer.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
2
2059/02/O/N/06
The Environment of Pakistan
1 Study Photograph A (Insert) of a rural area in Hyderabad District.
(a) (i) What is this man doing? [1]
(ii) Why is the soil at X a different colour from the soil at Y? [1]
(iii) Name three inputs for farming other than soil that can be seen on the photograph. [3]
(iv) Describe three other processes that may be carried out before a crop is harvested. [3]
(b) (i) What is subsistence farming? [1]
(ii) Name two animals other than those on Photograph A that may be kept by a small-scale
subsistence farmer. [2]
(iii) For each of the two animals you have named in (b)(ii), explain how it is important to the
farmer and his family. [4]
(c) (i) Why does the output of a small-scale subsistence farm vary from year to year? [4]
(ii) If this farmer has a good crop and can sell some in the market, how may he use the
money he earns (capital) to improve his yield (production) in the next year? [4]
(iii) Give two ways in which a small-scale subsistence farmer can supplement his income.
[2]
© UCLES 2006
3
2059/02/O/N/06 [Turn over
2 (a) Study Fig. 1, a map of Pakistan.
Fig. 1
On your answer paper
(i) name the dam A,
(ii) name the river B,
(iii) state the number in degrees East of the line of longitude C,
(iv) name the city D,
(v) name the range of hills shaded at E. [5]
N
0 km 200
Arabian Sea
Key
international boundary
rivers
D
E
B
A
C
°East
© UCLES 2006
4
2059/02/O/N/06
(b) Study Photograph B (Insert), which shows an area in Hyderabad District damaged by
waterlogging and salinity.
(i) Describe the appearance of the area S in Photograph B. [3]
(ii) What are perennial canals, and how may they lead to problems such as those in area S?
[4]
(iii) How can these problems be reduced? [4]
(c) Read the extract Fig. 2.
Fig. 2
(i) Why do the writers refer to Pakistan as a ‘water-deficit country’? [2]
(ii) Using examples, explain why there are conflicts over water availability and use. [7]
Pakistan is a water-deficit country. The rainfall is neither sufficient nor
regular, and does not meet the growing need for water. Agriculture is a
major user, and good yields depend on the adequate availability of
water at the right time. The increasing pressures of population and
industrialisation have already placed great demands on water supplies
and there are an ever-increasing number of local and regional
conflicts over water availability and use.
© UCLES 2006
5
2059/02/O/N/06 [Turn over
3 (a) (i) Locate an oil refinery near the coast, and give one reason why it is there. [2]
(ii) Locate an oil refinery in the province of Punjab, and give one reason why it is there. [2]
(b) State two ways in which refined oil can be transported in Pakistan, and give an advantage
and disadvantage of each. [6]
(c) Study Fig. 3 which shows some examples of the four main uses of oil.
Fig. 3
(i) Name another by-product A. [1]
(ii) Name the fourth main use of oil B. [1]
(iii) With reference to Fig. 3 and using your own knowledge, explain how oil products are
important to either farming or manufacturing. [6]
(d) (i) Which gas field produces most natural gas in Pakistan? [1]
(ii) Name two industries in Pakistan that use natural gas as a raw material. [2]
(iii) Why is natural gas an important fuel in Pakistan? [4]
© UCLES 2006
Petrol
Diesel
By-products
Pesticides
Power
Electricity
Lubricants B
Plastics Heating
A
USES OF
OIL
6
2059/02/O/N/06
4 Study Fig. 4, a map of the road network in Pakistan in 2002.
Fig. 4
(a) (i) Name the cities X,Y and Z. [3]
(ii) For each of the roads leading to A and B, state the country to which it is going, and the
name of the pass through which it goes. [4]
© UCLES 2006
0
Scale 1 : 7 500 000
Key 50 100 150 200 km
P P
B
Y
X
Z
main roads
other roads
motorway
international
boundary
provincial
boundary
pass
A
N
7
2059/02/O/N/06 [Turn over
(b) (i) Describe the ways in which the road network of Punjab is different from the road network
of Sindh. [3]
(ii) Give reasons for your answer to (b)(i). [4]
(iii) Explain why there are few roads in the area north of the line P –P shown on Fig. 4. [4]
(c) What factors hinder the development of air transport in the area north of the line P –P? [4]
(d) Why was the first motorway in Pakistan built between Islamabad and Lahore? [3]
© UCLES 2006
8
2059/02/O/N/06
5 (a) Study Fig. 5, which shows types of employment in rural and urban areas.
Proportion of Workforce Employed by Sector
Fig. 5
(i) In which area is the proportion of those employed in the primary sector highest? [1]
(ii) What is the main type of employment in the primary sector in rural areas? [1]
(iii) Why is this type of employment probably underestimated? [1]
(b) Why is there unemployment and underemployment in rural and urban areas? [5]
(c) Why is the sector of tertiary employment likely to increase more in urban areas than in rural
areas? [6]
(d) (i) Name a city in Pakistan where sports goods are manufactured. [1]
(ii) How may the presence of the sports goods industry in this area
A increase employment opportunities,
B improve the local infrastructure? [5]
(e) How does industry in cities pollute the environment? [5]
Rural Areas Urban Areas
Primary
Secondary
Tertiary
Key
Sectors of Employment
© UCLES 2006
Copyright Acknowledgements:
Question 2 Fig. 2 © M.A. Kahlown and A. Majeed; Water-Resources Situation in Pakistan: Challenges and Future Strategies; International Institute for
Sustainable Development; 2004.
Question 4 Fig. 4 © The New Oxford Atlas for Pakistan; Oxford University Press, Pakistan.
Photograph A R. Strutt © UCLES
Photograph B R. Strutt © UCLES
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of
the University of Cambridge.
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Ordinary Level
MARK SCHEME for the May/June 2007 question paper
2059 PAKISTAN STUDIES
2059/02 Paper 2 (Environment of Pakistan), maximum raw mark 75
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2007 question papers for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
INTRODUCTION
The features of the mark scheme
Each question carries 25 marks. Candidates cannot earn more than the maximum marks in each
sub-section. Three questions should be answered, but examiners are required to mark all the
questions attempted by the candidate and credit the three highest scoring answers.
The mark scheme guides the examiner in where marks should be allocated, and lists a number of
responses which will earn marks along with the general principles to be applied when marking each
question. However it should be noted that candidates can earn marks if their answers are phrased
differently provided that they convey the same meaning as those in the mark scheme.
As a general rule, each line of the mark scheme can be given one mark. A diagonal line (/) means
that this is an alternative to that one mark. If development marks may be awarded, this will be
clearly stated in that sub-section. Some questions will have reserved marks within their structure.
A point within a sub-section which is an answer to the question set in a different sub-section should
not be given credit, as each sub-section asks different questions which require independent answers.
During co-ordination, the mark scheme may be modified to add points agreed after discussion or to
delete any points not allowed. Examiners will be supplied with full details of any such changes before
marking begins.
Marking mechanics
 The marks on this paper are all given with a tick. The total for each sub-section, and for the
whole of each question should be the same as the number of ticks.
 Sub-section totals are written in the right margin, question totals are encircled at the end of
each question.
 Question totals are transferred to the front page, with their question number, and the final total
written in the top right-corner and underlined.
 Underlining may only be used for answers that are incorrect.
 Crosses may be used for short, wrong answers.
 All script must be seen to have been marked, even if it is wrong. The only exception to this is
when a ‘max’ has been given.
 All blank pages must be marked as ‘seen’.
 Any comments written by the examiner on the answer paper should refer in some way to
compliance to the agreed mark scheme.
Page 3 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
1 Study the map of the Hunza Valley, Fig. 1.
(a) (i) Name the range of mountains in which this valley is situated.
Karakoram Range/Karakorams [1]
(ii) Name the town A.
Gilgit [1]
(iii) Name the highway which follows this valley north to China.
Karakoram Highway/KKH [1]
(iv) Name the Federally Administered Area in which this valley is situated.
Northern Area(s) [1]
(b) (i) What is a snowfield?
An area where snow/ice does not melt
Where snow lies all year [1]
(ii) Explain why a large part of the area in Fig. 1 is covered with snowfields.
Mountainous/high altitudes/Over 3000m
Cold climate/low temps/below FP
Moderate/high snowfall/precipitation
More accumulation than melting [2]
(c) (i) State where the summer pastures are situated on Fig.1.
next to snowfields [1]
(ii) Describe the method of farming called ‘transhumance’, which is used in areas
such as the Hunza.
Goats/sheep/cattle/yak/dzu/livestock
Seasonal movement
Move to higher slopes in summer/to summer pastures
Move to find food/pastures/grass/for grazing
Animals fattened
Milk/meat/wool/skins, etc.
Stay in valleys in winter/permanent homes in valley
Animals kept in sheds in winter
Storage of hay/fodder crops
May take animals from other families [4]
Page 4 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
(d) Study Fig. 2, which shows the climate of Misgar.
(i) With reference to Fig. 2, explain why the Hunza River increases in volume in the
summer months.
temperature rises above FP/warm/higher temperatures in summer/named months
high rainfall in spring/early summer increases flow into river
snow/ice melts and flows into river [2]
(ii) Explain how topography and climate affects the lives of the people in mountain
areas. Use your knowledge of mountain areas and information from Fig. 2 to help
you.
Look for an effect linked to an aspect of topography or climate.
The same effect may be linked to several aspects of topography or climate, or the
reverse.
For example:
Farming is difficult because of the cold climate
People live indoors because of the cold climate
Farming is difficult because of thin, stony soils
Lack of development because of inaccessibility
Roads blocked because of landslides, avalanches etc.
Craft industries because people live indoors in winter
People wear thick clothes because of the cold climate.
Transhumance is done because of the mountainous topography (max 2 transhumance)
Tourism is a source of income because of the beautiful mountain scenery
This list is not exhaustive, but serves to illustrate possible answers. [6]
(e) The water of the Hunza and other rivers from the Northern Areas is used to irrigate
farmland in the Punjab. Explain how the flow of water is controlled.
Dams/barrages built to control/hold back flow in spring
Further facts about how these control water
Water allowed out at a controlled rate later in year
Indus Water Treaty (name + detail about treaty max 2)
Embankments/Levees
Gates/sluices to control water into canals/fields
Named dam (max 1)
Named barrage (max 2) [5]
[Total: 25]
Page 5 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
2 Study the map of Pakistan, Fig.3.
(a) (i) Name the two main fruit crops grown in area A.
apples, apricots, almonds [2]
(ii) Why are fruit crops grown in mountain valleys?
warmth
shelter
sunshine
rain/less snow
soil
flat land [3]
(iii) Name one of the main fruit crops grown in area B.
Bananas/mangoes/citrus fruit [1]
(iv) Why are fruit crops grown in this area?
Monsoon/summer rainfall
Mild winter temperatures/above 15 C
Irrigation (from the River Indus) [2]
(v) Why are fruit crops grown mainly for local use?
Perishable
Heavy to transport
Small amounts/not of export quality [1]
(b) (i) Describe the climate of area C, shown on Fig. 3.
Arid/desert/drought/low rainfall
Rainfall below 125 mms
Cool/Mild winters/5-15 C above FP
Warm/Hot summers/25-40 C
Little/some rainfall from westerly depressions
High isolation/lack of cloud
Hot and dry/dusty winds
Cold nights [3]
(ii) Explain how karez irrigation helps date palms to grow in the oases of area C.
Provides water for growth (max 1)
Underground canal/subterranean
From mountains/foothills
From aquifer/groundwater/soaks into ground
More rain on mountains/higher slopes
Reduces evaporation [3]
(iii) Name one other type of crop grown in oases.
Vegetables- allow any name/tobacco
Named cereals – millet (bajra), sorghum (jowar), barley/maize, pulses [1]
(iv) How is crop growth improved by the date palms nearby?
Shade from/sun/extreme heat/reduce evapotranspiration
Shelter from winds/windbreak [2]
Page 6 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
(c) (i) Name two animals that are reared by nomads in area C.
goats
sheep
cattle
camels [2]
(ii) Explain the importance of their livestock to the nomads.
Food – milk, meat, butter etc.
Clothing – wool, hides etc.
Income/for selling/bartering – Young animals/named product
Transport
Tents/shelter
Wealth [2]
(iii) Describe the nomadic method of farming.
Moving/settle for a few weeks
In search of water
In search of pasture/food
Subsistence farming [3]
[Total: 25]
Page 7 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
3 (a) Study Photograph A (Insert), which shows part of the Changa Manga plantation.
(i) What evidence in Photograph A shows that this is a plantation?
Trees in lines/rows/equally spaced/grid
Same age/height
Same species [2]
(ii) What is used to line the canals, and why is this necessary?
Clay/cement/bricks
To prevent seepage/leakage/water getting out [2]
(iii) Why is the plantation being irrigated?
Low rainfall/there is not enough rainfall
For a constant/regular supply/rainfall is unreliable
Trees need a moderate to good water supply
High rate of evapotranspiration/evaporation/transpiration [2]
(iv) Why is the water level in the canal lower than the ground around it?
To avoid waterlogging to keep the water table low
Trees do not want their roots in water [1]
(b) (i) State two domestic uses of wood.
Firewood heating/cooking/house building/furniture/fencing (2 at 1 each) [2]
(ii) Explain how wood is used in industry and transport.
construction of building, bridges, etc.
means of transport – railway sleepers (not fuel), bridges, lorry chassis/carts
chemical such as – resin, varnish, mazri (for mats), pharmaceuticals, medicine, etc.
farm/agricultural use such as fences, gates, implements
paper production from pulp
sports goods such as bats, rackets, etc.
crafts such as ornaments, beads, etc.
furniture such as chairs, tables, etc.
(For a mark the use must be given. The candidate needs more than just a named product)
[4]
Page 8 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
(c) (i) What is sustainable forestry?
ensuring supplies are there for the future selective cutting
replanting trees that have been cut down/re-afforestation
maintaining/looking after forests
planting species that do not need irrigation [3]
(ii) Why does Pakistan need to increase the area of irrigated plantations?
Too many trees have been cut down/too much deforestation
To provide more wood for industry, increase in population etc.
To relieve waterlogging/waterlogging and salinity
To prevent erosion of banks/slopes
To replace areas where forests cannot be replaced (e.g. due to soil erosion or urbanisation)
For tourism
To reduce imports [3]
(d) (i) Why is afforestation called a ‘long-term investment’?
trees take many years to grow
many years before financial return/start production/results are seen
high cost of planting
costs during growth [2]
(ii) What are the advantages and disadvantages of developing a forest area for
tourism?
Advantage (res. 1)
Employment opportunities
Source of income
Provision of named infrastructure/electricity, roads, water, sanitation (max 2)
Provision of other modern facilities, e.g. shops
Reduces the effects of deforestation/destruction of habitats/soil erosion (max 1)
Etc.
Disadvantage (res. 1)
High cost of development/money could be spent on other things
Effects on habitats/damage to trees
Litter/garbage
Resettlement of local people
Tourists may not come, problems of security, etc.
Loss of culture
Etc.
(res. 1 for each of adv. and disadv.) [4]
[Total: 25]
Page 9 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
4 (a) Study Fig. 4, which shows the gas pipelines in Pakistan.
(i) Name the gasfield A.
Sui [1]
(ii) Name the cities B, C and D at the ends of the pipelines.
B Peshawar, C Islamabad, D Sialkot/Jammu [3]
(iii) State two ways in which gas can be supplied to areas away from pipelines.
Changed to a liquid/LPG/CNG
Cylinders
(Pressurised) tankers [2]
(b) Study Fig. 5, which shows the uses of natural gas in Pakistan.
(i) State the largest use of natural gas.
power [1]
(ii) Name a use in the ‘other’ sector.
commercial/office
cement
transport/cars/lorries/motor vehicles
named industry (not on pie chart) [1]
(iii) What is natural gas used for in homes and why is this fuel chosen?
Use (res. 1)
Heating
Cooking
Why (res. 1)
Available in cities/towns
Cheaper than oil or coal
Easier than collecting firewood
Less bulky/easier to transport than coal/wood
Cleaner than coal/wood/oil
(Reserve 1 for each of use and why) [3]
(iv) Why is natural gas called ‘non-renewable’?
it will run out/is not being replaced/etc. [1]
Page 10 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
(c) (i) Name two raw materials, apart from natural gas, which are used to make fertiliser.
Nitrogen
Sulphur
Gypsum
Potassium/Potash
Phosphate
Ammonia
Fish/animal remains/bones [2]
(ii) Explain why most fertiliser factories are in the Punjab and northern areas of
Sindh.
Main farming area }
Deep soil/fertile soil } max 2 for natural farming inputs
Good irrigation }
Less flooding now to replace nutrients
Large population to feed
Good roads for transport/low transport costs
Named raw material near, e.g. Rock salt and Gypsum at Khewra/Salt Range
Gas at Sui
Other minerals (see Atlas of Pakistan page 23) [4]
(iii) Why is it important that Pakistan manufactures its own fertilisers?
Expensive (to buy)
Reduce imports/cannot afford to import fertilisers
Improves balance of payments/fertilisers burden the economy/greater crop production
improves the economy
Heavy to carry very far
Produce more food for large population reduces malnutrition
Produce more crops for export
Increases employment/reduces poverty [3]
(d) What environmental damage can occur when a new fertiliser factory is built in a rural
area?
Loss of farmland/land lost for factory and roads
Damage to roads
Water pollution/pollution of river/canal/irrigation water/water supply
Noise pollution
New quarries/pits
Dumping of waste (only credit if not given as a form of pollution)
Land clearance/loss of habitat/soil erosion
Traffic congestion
(example of damage linked to a location max.1 ) [4]
Page 11 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
5 Study Fig.6, which shows the imports and exports of Pakistan.
(a) (i) State the increase in value of imports from 2000 to 2005.
560,000 – 580,000 (million rupees)
540,000 – 1,100,000 / 530,000 – 1,110,000 (million rupees) [1]
(ii) How has the value of exports changed compared to imports?
Both have increased
Imports have increased more than exports/increased faster after2003
Similar trends 2000 – 2003
Comparative figures (max 1) [2]
(iii) How will this affect the balance of trade?
It has increased (negatively)
It has got worse
There is a bigger deficit [1]
(b) Study Fig. 7, which shows the types of goods exported from Pakistan in 1975 and 2000.
(i) How have the proportions of primary and manufactured goods changed from 1975
to 2000?
Primary goods are a lower proportion of exports/exports have decreased
Manufactured goods are higher proportion of exports/exports have increased [2]
(ii) How have these changes affected earnings from exports?
Manufactured goods sell for higher prices
Earnings will increase
Manufactured goods are value-added [2]
(iii) Explain how cotton can be exported as a primary, a processed and a
manufactured product.
Primary raw cotton
Processed yarn, thread, cloth
Manufactured ready-made garments, cloth [3]
Page 12 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2007 2059 2
© UCLES 2007
(c) Name two dry ports and explain how they make import and export easier, and increase
trade.
Two names (res. 2)
Lahore, Multan, Faisalabad, Rawalpindi, Hyderabad, Larkana, Quetta, Peshawar, Sambrai
(Sialkot)
Reasons
Better customs checking/clearance/easier collection of taxes/revenue
Better transport links/easier transport to Karachi/cheaper transport to Karacit
Container facilities
Better management
Storage in sheds and open areas
Refrigeration available
Quicker processing/less time lost/avoid delays at Karachi
Less congestion at Karachi/eases pressure at Karachi
(candidates may refer to Port Qasim and/or Keamari instead of Karachi) 2 + 4 [6]
(d) (i) State two methods of telecommunication.
telephone
e-mail/internet
fax
computer conferencing
video conferencing
TV
radio [2]
(ii) Explain how telecommunication can be used to improve the supply of goods, and
increase trade in Pakistan and abroad.
Look for how these methods are better in the 21st century (H), and what they are used
for (F)
How (H) (res. 1)
Faster
Can contact other countries/long distance communication
Easier communication
Internet conferencing
Better advertising
Etc.
For (F) (res. 1)
Ordering/purchasing/buying/selling
Internet banking/transfer of funds
Finding out what it required/discussion
Call centres
Surfing the web/searching for goods or suppliers
Assembly of components/co-ordination of inputs
Etc.
(res. 1 each for ‘how’ and ‘for’)
(no reserves for supply or trade) [6]
[Total: 25]
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Ordinary Level
MARK SCHEME for the October/November 2006 question paper
2059 PAKISTAN STUDIES
2059/02 Paper 2, maximum raw mark 75
This mark scheme is published as an aid to teachers and students, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
The grade thresholds for various grades are published in the report on the examination for most
IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses.
• CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the October/November 2006 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2059 02
© UCLES 2006
Question 1
Study Photograph A (Insert) of a rural area in Hyderabad District.
(a) (i) What is this man doing?
Ploughing / cultivating / tilling [1]
(ii) Why is the soil at X a different colour from the soil at Y?
it has been ploughed / turned over
it has not dried out [1]
(iii) Name three inputs for farming other than soil that can be seen on the photograph.
bullocks/ cattle/cows/oxen (not buffalo)
plough
(manual) labour [3]
(iv) Describe three other processes that may be carried out before the crop is harvested.
A short sentence about
Sowing seeds
Fertilising to provide extra nutrients
Weeding to give plants space to grow
Irrigation / watering to provide water
Spraying pesticide to kill insects / virus / weeds etc. [3]
(b) (i) What is subsistence farming?
Producing food for ones self / family (that it not for sale) [1]
(ii) Name two other animals other than those on photograph A that may be kept by a
small-scale subsistence farmer.
Goats
Sheep
Buffalo
Chickens / poultry
Mules
Donkeys [2]
(iii) For each of the two animals you have named in (b)(ii), explain how it is important to
the farmer and his family.
This depends on the animal chosen, accept any appropriate product, e.g. Skin for leather,
eggs for eating, milk for drinking
Milk
Milk products
Eggs
Meat
Nutrition
Skin / hide
Haulage / carrying
Allow sale of excess product / barter
(res. 1 for each animal, repetition max. 1) [4]
Page 3 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2059 02
© UCLES 2006
(c) (i) Why does the output of a small-scale subsistence farm vary from year to year?
Variable rainfall / monsoon / water supply (flooding max. 1)
Pests and diseases
Uses own seed / not HYVa
(any line can be developed to 2) [4]
(ii) If a farmer has a good crop and can sell some in the market, how may he use the
money (capital) he earns to improve his yield (production) for the next year?
Better seed – HYV, GM, disease/pest resistant
Fertiliser – to provide nutrients
Pesticides – to kill insects, viruses etc.
New animals – younger, better breeding
New tools/implements – better/faster work
Repairs – to machinery, irrigation system, storage etc.
Etc.
(any line can be developed to 2) [4]
(iii) Give two ways in which a small-scale subsistence farmer can supplement his income.
Carpenter
Blacksmith
Shoe-maker/cobbler
Driver
Etc. [2]
Question 2
Study Fig. 1, a map of Pakistan.
(a) (i) name the dam A,
Mangla
(ii) name the river B,
Jhelum
(iii) state the number in degrees East of the line of longitude C,
68
(iv) name the city D,
Sukkur
(v) name the range of hills shaded at E.
Sulaiman [5]
(b) Study Photograph B (Insert) showing an area in Hyderabad District damaged by
waterlogging and salinity.
(i) Describe the appearance of the area S in Photograph B.
bare / no vegetation
cracks / cracked mud
pools of water
saline water
(mineral) salts
white / mustard colour
edged with black / grey [3]
Page 4 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2059 02
© UCLES 2006
(ii) What are perennial canals, and how may they lead to problems such as those in area
S?
definition (res. 1)
canals that can supply water all year round
from reservoirs / barrages
via link canals
problems (res. 1)
too much irrigation water leading to
evaporation in hot, dry climate
rise of water table
rise of salts to surface [4]
(iii) How can these problems be reduced?
Lined canals to prevent infiltration
Culverts to drain excess water from canals
Surface drains to flush out salt from soil
Tubewells to lower water table
Eucalyptus trees plants to reduce water underground
SCARP - government programme + details (max 4)
WAPDA - to carry out projects + details (max 4)
(N.B. a good account of WAPDA or SCARP scheme could get 4 marks) [4]
Read the extract Fig. 2
Pakistan is a water-deficit country. The rainfall is neither sufficient nor regular, and does not meet the
growing needs of water. Agriculture is a major user, and good yields depend on the adequate
availability of water at the right time. The increasing pressures of population and industrialisation have
already placed great demands on water supplies and there are an ever increasing number of local and
regional conflicts over water availability and use.
(c) (i) Why do the writers refer to Pakistan as a 'water-deficit country'?
insufficient rainfall
growing needs
(quote of second sentence 2 marks) [2]
(ii) Using examples, explain why there are conflicts over water availability and use.
Examples of conflicting users (max 2):
Farming v industry v domestic v food processing v HEP v other
India v Pakistan 1947 – 1960
NWFP and Punjab v Sindh
Development of Kalabagh dam
(1 mark for a pair of conflicting users)
Explanation:
Irrigation for more agriculture
Industrialisation – water for washing, cooling, processing
Hygiene - need to keep clean
Population growth – need for more
Electricity for modem technology
– because there is not enough (max 1)
(1 named user + their need = I mark)
(up to 3 uses can be credited) [7]
Page 5 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2059 02
© UCLES 2006
Question 3
(a) (i) Locate an oil refinery near the coast, and give one reason why it is there.
Refinery:
Karachi / Keamari / Bin Qasim
Reason:
Imported oil
Demand from named area
Oilfields in Southern Sindh (1+1) [2]
(ii) Locate an oil refinery in the province of Punjab, and give one reason why it is there.
Either:
Mahmood Kot / PARCO
Pipeline from Karachi / port
Demand from named area / Multan
or:
Attock / Morga
Local oilfield in Potwar plateau
Demand from named area / Islamabad / Rawalpindi [2]
b) State two ways in which refined oil can be transported in Pakistan, and give an advantage
and disadvantage of each.
Pipeline
Bulk transfer / large quantities
Cheap (after cost of building)
But – only to a few big centres
Costly to build and maintain
Problem of leakage
Only a single product (e.g. Diesel)
Railway
Can go to more places than pipeline
More products can be carried
But – smaller quantities
Expensive
Chance of accidents (NOT explosion)
Tanker / Lorry
Can go anywhere by road
More products can be carried
But – expensive
Heavy / can only carry small amounts
Chance of accidents
Theft 1 + 1 + 1 for each of 2 ways [6]
Page 6 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2059 02
© UCLES 2006
Study Fig. 3 which shows some examples of the four main uses of oil.
(c) (i) Name another by-product A.
wax / synthetic rubber / detergent / pharmaceutical products / furnace oil / etc. [1]
(ii) Name the fourth main use of oil B.
fuel [1]
(iii) With reference to Fig. 3 and using your own knowledge, explain how oil products are
important to either farming or manufacturing.
farming
fuel for machines
fuel for transport
electricity generation – for power
fertiliser – for growth }
pesticides – for healthy growth } raw material
tarmac for better roads / metalled roads
lubricants for machines
etc.
manufacturing
fuel for machines
fuel for transport vehicles
electricity generation – for power / heat / light
fuel for heating
raw material for named product
tarmac for better roads / metalled roads
etc. (the candidate may choose to link this answer to Fig. 3)
(credit ONLY farming OR manufacturing, general answer max. 2) [6]
(d) (i) Which gas field produces most natural gas in Pakistan?
Sui [1]
(ii) Name two industries in Pakistan that use natural gas as a raw material.
fertiliser
cement
chemical
(not power) [2]
(iii) Why is natural gas an important fuel in Pakistan?
Can reach remote areas in cylinders
Easier to transport than coal
Alternative to oil in vehicles
Used in power stations
Cleaner than oil or coal
Reduces dependence on imported fuels
Shortage of coal and / or oil in Pakistan
Cheaper compared to another named fuel [4]
Page 7 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2059 02
© UCLES 2006
Question 4
Study Fig. 4, a map of the road network in Pakistan in 2002.
(a) (i) Name the cities X, Y and Z.
X Quetta
Y Multan
Z Hyderabad [3]
(ii) For each of the roads leading to A and B, state the country to which they are going,
and the name of the pass through which it goes.
A to China, through the Khunjerab Pass
B to Afghanistan, through the Khyber Pass 2 + 2 [4]
(b) (i) Describe the ways in which the road network of Punjab is different from the road
network of Sindh.
Punjab more dense – Sindh less dense
Sindh 'other roads' more dense in S – Punjab all over (none in SE)
More areas in Sindh with few / no roads
More foci – fewer centres / foci
Sindh 2 main roads follow R. Indus then W to Karachi – Punjab spread out
Motorway in Punjab, not Sindh
(credit use of comparative word e.g.. more, less, fewer) [3]
(ii) Give reasons for your answer to (b)(i).
ideas linked to the following:
one river in Sindh – 5 in Punjab – roads follow these routes
more desert in Sindh – less habitable
large areas of low population density in Sindh –- less need
fewer major cities in Sindh – less need
ideas linked to industrial development (max 2) [4]
(iii) Explain why there are few roads in the area north of the line P-P shown on Fig. 4.
Mountains
Steep slopes
Landslides
Snow
Avalanches
Floods
Ice / snow/ stones damage road surface
Lack of demand [4]
(c) What factors hinder the development of air transport in the area north of the line P-P?
Bad weather / snow / ice / fog / heavy rain / floods
Lack of flat land for runways / airports
Lack of good roads to airports
Lack of passengers / freight
Problem of blocked radio signals
(any line can be dev. to 2) [4]
(d) Why was the first motorway in Pakistan built between Islamabad and Lahore?
2 large centres of population
passed by other populated areas
to promote growth of industrial estates
large volume of traffic / ease congestion / save other roads
better for lorries / large vehicles
link from Lahore to Karakoram Highway
(answers must relate to motorway, not just roads) [3]
Page 8 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2059 02
© UCLES 2006
Question 5
Study Fig. 5, which shows types of employment in rural and urban areas.
(a) (i) In which area is the proportion of those employed in the primary sector highest?
Rural [1]
(ii) What is the main type of employment in the primary sector in rural areas?
Farming/agriculture [1]
(iii) Why is this type of employment probably under estimated?
Family labour / disguised unemployment [1]
(b) Why is there unemployment and underemployment in rural and urban areas?
(res. 1 each for rural and urban areas)
Mechanisation of farming
Lack of skills for work
Lack of jobs
Seasonal employment e.g. sugar cane factories
Lack of jobs for women
Poor health, nutrition, medical care for sick and injured
Computerisation in offices
(any line max 2) [5]
(c) Why is the sector of tertiary employment likely to increase more in urban areas than in
rurual areas?
Ideas such as:
Rural – urban migration
Increase in literacy / more jobs for the educated
Growth of services / more demand in cities
Economic prosperity / people have more money to spend
More transport / shops / offices (named jobs to max 1 without any explanation)
Growth of informal sector / pavement services
Etc.
(any line max. 2) [6]
(d) (i) Name a city in Pakistan where sports goods are manufactured.
Sialkot or Lahore [1]
(ii) How may the presence of the sports industry in this area
A increase employment opportunities?
Labour intensive
Work contracted out to small scale and cottage industries
Growth of administrative jobs
Growth of transport jobs
Growth of tertiary industries with increased prosperity
Dry port (related to employment)
EPZ
B improve the local infrastructure?
Power / electricity supply
Roads / railway
Airport
Better water supply
Telecommunications (up to 2 examples explained)
Dry port (related to infrastructure
Example to illustrate A or B (max 1)- not reserved
(reserve 1 mark for each of A and B, float of 3) [5]
Page 9 Mark Scheme Syllabus Paper
GCE O LEVEL - OCT/NOV 2006 2059 02
© UCLES 2006
(e) How does industry in cities pollute the environment?
Ideas such as:
Effluent in river – effect on fishing, drinking water, irrigation
Effluent in sea water – effect on fishing e.g. Indus delta, mangroves
Smoke / gases in the air – health problems, acid rain (global warming etc. max 1)
Traffic 1 congestion in urban areas
Waste from factories and people
Traffic / congestion in urban areas
Loss of scenery by construction
Etc.
Be prepared to take what comes, examples of polluted areas / industries max 2
(Named disease max 2 if different cause) [5]

Islamiat secimen papers and marking schemes respectively

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
ISLAMIYAT 2058/01
Paper 1
For Examination from 2009
SPECIMEN PAPER
1¼ hours
Additional Materials:
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer question 1, question 2 and two other questions.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This document consists of 3 printed pages and 1 blank page.
 UCLES 2007
[Turn over
2
 UCLES 2007 2058/01/SP09
Candidates must answer 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]
 وَاتِ وَ َ َ  ا ِ  َ ُ  ْمٌ  َ  ٌ وَ َ َ ِ ُُ  ْ ُ  َ  مُ َ  َْ ا  ! ْ َ  ا  هُ َ  إِ  َ  إَِ  َ  ّ ُ & ا (i)
 وَ َ (ْ )ُ * َْ& َ  وَ َ (ْ )ِ +, ْ ِ + أَ . ْ َ / َ  َ (ُ & َْ0+ َ ِ  ذِْ 2ِ/ ِ  إِ ُ, ْ َ 3 ِ 4ُ * َْ5+ ي َ ِ  ذَا ا . رْضِ َ 9 ا َ ِ
 رْضَ وَ َ 9 وَاتِ وَا َ َ  ا ُ ِ : آُ ْ 4َ  ء وَ ِ = َ َ / ِ  إِ ِ ِ &ْ3 ْ ِ .> ءٍ ْ 5َ / نَ ِ Aُ !ِ +ُ
(Bِ 0 ْ َ  ا  &ِ0 ْ َ  ا  وَهُ َ َ )ُ B ْ ُ *C ِ  ودُُ Eُ +َ
(i) 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. (Sura 2. 255)
.َ ِ َ0 ْ َ  ا > رَب  ّ ِ & , ُْ ! ْ َ  ، ا (ِ Cِ : ا . َ ِ Cْ : ا  ّ ِ & ا (ِ ْ /ِ (ii)
.ِ +>, ْمِ ا + َ Hِ ِ ، َ (ِ Cِ : ا . ِ  ْC: ا
(َ ِKَُ  اطَ ا :َ >M ا  َ, ، اه ِ .ُ 0ِ Kَْ  كَ َ + وإِ ,ُ I ُْ0 َ كَ + إِ
.َ >P ا  وَ َ (ْ )ِ &َ3 بِ َ Pُ Qَ  ا :ِ R َ (ْ )ِ &َ3 َ Nَ 0َ  أَ .َ +ِ  اطَ ا :َ Oِ
(ii) 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. (Sura 1)
سِ،  ا ِ  سِ، إَِ  ا Hِ &ِ سِ، َ  ا > ب:َ / ذُ ِ 3 أَ ُ Tْ Uُ (iii)
سِ Vَ  اسِ اْ َ ْ َ  اْ >:= َ . ِ
سِ  ورِ ا ,ُO ُ سُ ِ  ْ ِ َ + ي ُ ِ  ا
سِ  وَ ا ِ W ْ ِ  ا .َ ِ
(iii) 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. (Sura 114)
3
 UCLES 2007 2058/01/SP09
2 (a) Trace the main stages in the compilation of the Qur'an in the time of the
caliphs Abu Bakr and `Uthman. [10]
(b) Discuss the most important features of the teachings in the Qur'an about
the Messengers of God. [4]
3 (a) Give an account of the Prophet's first experience of receiving revelation. [10]
(b) Explain the meaning of the title ‘Seal of the Prophets’. [4]
4 (a) Give examples from what the Prophet did and said that show his attitude
towards two of the following: partners in marriage, friends, and enemies. [10]
(b) From one of your choices, explain how Muslims today can follow the
Prophet’s example. [4]
5 (a) Describe the main events that involved the Prophet with Abu Talib and
Abu Sufyan. [10]
(b) Explain why the death of Abu Talib threatened the Prophet’s security in
Makka. [4]
4
 UCLES 2007 2058/01/SP09
BLANK PAGE
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
ISLAMIYAT 2058/02
Paper 2
For Examination from 2009
SPECIMEN PAPER
1¼ hours
Additional Materials:
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer question 1, question 2 and two other questions.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This document consists of 3 printed pages and 1 blank page.
 UCLES 2007
[Turn over
2
 UCLES 2007 2058/02/SP09
Candidates must answer Question 1, Question 2 and two other Questions.
1 Choose any two of the following Hadiths, and:
(a) describe their teachings about what Muslims believe [4]
(b) explain how Muslims can put these teachings into action. [4]
َ ِ ِْ ُ
اْ ِ ِ  ، وَ َِ ِ
ُ َ
، وَ ِ !ِ"َ#ِ
وَ ِ 
لَ: ’ِ  ؟ َ ْ َ
: ِ  َْ .‘ ُ ُ َ ِ 
ا ُ

ا’ (i)
ْ.‘ $%ِ "ِ&' وَ َ
(i) ‘Religion is sincerity.’ We said: ‘To whom?’ The Prophet said:
‘To Allah, his Book, his Messenger, the leaders of the Muslims and
to their common people.’
.  ْ ِ ( َ
ِ )*ِ
ُ & َ ِ +ِ  َ *ِ
ُ ,"- َ $ آُ ْ ُ - أَ َ ُ & ْ ِ 1
ُ 2َ (ii)
(ii) None of you believes until he desires for his brother what he
desires for himself.
3ِ ! ِ ُ &ِ 1ْ
نَ ُ  آَ ْ & ، وَ َ 5ْ ُ ْ َ
اً أَوْ ِ ْ+ َ 7ْ 8َُْ9 َ ِ +ِ ; مِ ا َ
وَاْ 3ِ ! ِ ُ &ِ 1ْ
نَ ُ  آَ ْ &َ (iii)
. ُ ( َْ@ مْ َ  ْ ِ # ُْ9 َ ِ +ِ ; مِ ا  َْ
وَا 3ِ ! ِ ُ &ِ 1ْ
نَ ُ  آَ ْ & ، وَ َ = رَُ ? مْ َ ِ #ْ ُْ9 َ ِ +ِ ; مِ ا ْ َ
وَاْ
(iii) Let him who believes in Allah and the Last Day either speak good
or keep silent, and let him who believes in Allah and the Last Day
be generous to his neighbour, and let him who believes in Allah and
the Last Day be generous to his guest.
5 ْ ُ D إِذَا َ 5َ
لَ: أَرَأَِ 8َ9 ) َ $َ  وَ َ  ْ ِ َ' َ 3 ا ُ ,D ( َ 3 لَ ا ِ  لَ رَ ُ Aَ َ Bً ? رَ ُ  أَن (iv)

ذَِ ,َ' أَزِدْ َ $ْ
امَ، وََ َ  ْ َ
ا 5 ْ ُ &- لَ، وَ َ َ ْ َ
ا 5 ْ ُ  َْ- نَ، وَأَ Jَ & رَ َ 5 ْ ُ D تِ، وَ ُ !َ" ُْ# ْ َ
ا
ْ. $Pَ Q لَ: َ  ؟ َ َ  Mَ
اْ 7ُ + ، أَدْ ُ ًNْOَ
(iv) A man asked the Messenger of Allah (may Allah bless him and give
him peace): Do you think that if I perform the obligatory prayers,
fast in Ramadan, treat as lawful that which is lawful and treat as
forbidden that which is forbidden, and do nothing further, I shall
enter paradise? He said: Yes.
2 (a) Outline the main teachings of the Hadiths you have studied about the
responsibilities of individual Muslims. [10]
(b) Explain the importance of the isnad and the matn in deciding that a Hadith
is authentic. [4]
3 (a) Write an account of the major challenges that faced Abu Bakr during his
caliphate. [10]
(b) Explain why he was known as the Honest One (al-Siddiq), and the Saviour
of Islam. [4]
3
 UCLES 2007 2058/02/SP09
4 (a) Give an account of the Muslim belief in angels and God’s predestination
and decree. [10]
(b) Explain the importance to the community of Muslims of congregational
prayers on Fridays and pilgrimage. [4]
5 (a) Give brief descriptions of the ways in which fasting and almsgiving are
carried out. [10]
(b) Show how observance of these two pillars keeps the community together. [4]
4
 UCLES 2007 2058/02/SP09
BLANK PAGE
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
ISLAMIYAT 2058/01
Paper 1
For Examination from 2009
SPECIMEN MARK SCHEME
MAXIMUM MARK: 50
This document consists of 17 printed pages and 1 blank page.
 UCLES 2007 [Turn over
2
Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):
AO1: To recall, select and present relevant facts from the main elements of the faith and
history of Islam. Thus AO1 is primarily concerned with knowledge.
AO2: To demonstrate understanding of their significance in the teachings of Islam and in the
lives of Muslims. Thus AO2 is concerned with understanding and evaluation of the material.
The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of
the other three Questions.
Question 1 carries a maximum of 8 marks, and the four other Questions carry 14 marks each.
In each Question, part (a) tests AO1 and earns a maximum of 4 marks in Question 1, and 10
marks in Questions 2-5, while part (b) tests AO2 and earns up to 4 marks in Question 1 and 4
marks in Questions 2-5. Marks are awarded according to the four levels of response for each
AO, following the level descriptors detailed below.
LEVELS OF RESPONSE
AO 1 (Knowledge – part (a) questions)
Level Mark Level Descriptor
4
Q 1: 4
Q 2-5: 8-10
Excellent. A thorough, well-developed and substantial
response. Demonstrates extensive, relevant and highly
accurate knowledge of the subject in considerable detail and
with evident expertise. Likely to quote Qur’an verses and
Hadiths to support and illustrate points made.
Comprehensive and thoughtful.
3
Q 1: 3
Q 2-5: 5-7
Good. Addresses the question confidently and coherently.
Demonstrates sound, detailed and generally relevant and
accurate knowledge of the subject matter in great detail.
Covers the main points. May quote Qur’an verses and
Hadiths to support points made.
2
Q 1: 2
Q 2-5: 3-4
Satisfactory. A fair, mainly relevant but generally
undeveloped response. The candidate demonstrates some
factual knowledge, which is fairly accurate and slightly wider
than at basic level. Some of the main points are covered but
lack substance.
1
Q 1: 1
Q 2-5: 1-2
Basic. An attempt to answer the question, but lacks potential
and/or is unfinished. Very limited knowledge of the subject.
Response includes only a small amount of relevant material,
or mainly irrelevant points. Facts are reported in basic
outline only, often inaccurately, though some credible points
are made.
0 0 Irrelevant. No apparent attempt to answer the question set,
or a wholly irrelevant response. Totally illegible.
3
AO 2 (Understanding - part (b) questions)
Level Mark Level Descriptor
4
4
Excellent. Demonstrates a wide and thorough understanding
of what the question asks. Recognises fully and can explain
the significance of material used in answer. Can reason,
evaluate and discuss in a thoughtful, mature manner.
3
3
Good. Understands the significance of the question. Seeks
to move clearly beyond a purely descriptive approach,
demonstrating touches of maturity and a willingness to engage
with and discuss the material.
2
2
Satisfactory. Response is descriptive but makes some effort
to offer evaluation. The candidate attempts, though with
limited success, to move beyond a purely factual approach,
with some limited discussion of the material.
1
1
Basic. Limited understanding of the subject. The candidate’s
response is descriptive and immature, with no attempt to
discuss or evaluate the material.
0 0 Irrelevant. No response submitted, or clearly lacks any
understanding of the subject matter.
MARKING GUIDELINES
The following suggested responses serve as a guide only. Credit should be given for
answers which are accurate and valid, and marks awarded according to the level descriptors.
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]
 وَاتِ وَ َ &َ ' ا  ِ  َ ُ  ْمٌ
 َ  ٌ وَ َ َ ِ ُُ  ْ ُ  َ  مُ َ
 َْ ا  ْ َ ا
هُ َ  إِ  َ إَِ  َ  ّ ُ $ ا (i)
 وَ َ (ْ )ُ * َْ$ َ  وَ َ (ْ )ِ +, ْ ِ + أَ . ْ َ / َ  َ (ُ $ َْ0+ َ ِ  ذِْ 2ِ/ ِ  إِ ُ, ْ َ 3 ِ 4ُ * َْ5+ ي َ ِ  ذَا ا . رْضِ َ 9 ا َ ِ
 رْضَ وَ َ 9 وَاتِ وَا َ &َ ' ا ُ ِ : آُ ْ 4َ  ء وَ ِ = َ &َ / ِ  إِ ِ &ِ $ْ3 ِ .ْ > ءٍ ْ 5َ / نَ ِ
Aُ ِ +ُ
(Dِ 0 ْ َ ا $ِ0 ْ َ ا
وَهُ َ &َ )ُ D ْ ُ *E ِ  ودُُ Cُ +َ
(i) 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.
(Sura 2. 255)
(a) L1 for a basic description of him as e.g. Creator or Lord
L2 for a reference to tawhid, and what this means
L3 for an elaboration of this, referring to his oneness and the distinction between
him and created beings
L4 for references to the omnipotence and omniscience of God
4
(b) L1 for references to God as unsleeping
L2 for references to his being seated on the throne
L3 for the symbolism of the throne, mentions of similarities with the shahada
(kalima)
L4 for comparisons and contrasts with and quotations from other Qur’an
passages on tawhid
.َ &ِ َ0َ اْ > رَب  ّ ِ $ , ُْ & ْ َ ، ا (ِ Eِ : ا . َ ِ &Eْ : ا  ّ ِ $ ا (ِ 'ْ /ِ (ii)
.ِ +>, ْمِ ا
+ َ Hِ ِ  ، َ (ِ Eِ : ا . ِ & ْE: ا
(َ ِKَ'&ُ اطَ ا :َ >M ا  َ, ، اه ِ .ُ 0ِ Kَ'ْ  كَ َ + وإِ ,ُ I ُْ0 َ كَ + إِ
.َ > P ا  وَ َ (ْ )ِ $َ3 بِ َ
Pُ Q&َ ا :ِ R َ (ْ )ِ $َ3 َ Nَ &0َ  أَ .َ +ِ  اطَ ا :َ Oِ
(ii) 1. In the name of Allah, most gracious, most merciful. 2. Praise be to God,
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. (Sura 1)
(a) L1 for a reference to God as Master of all
L2 for references to him as alone worthy of praise
L3 for references to him as Guide to the moral life
L4 for references to warnings about those who abandon the way of God
(b) L1 for references to God as Master of the Day of Judgement
L2 for references to Him as the One who can be depended upon
L3 for references to Him as Guide on the Straight way
L4 for comparisons and contrasts with other Qur’an passages on God as refuge,
and on the consequences of not following his way
سِ،  ا ِ سِ، إَِ  ا Hِ $ِ سِ، َ  ا > ب:َ / ذُ ِ
3 أَ ُ Tْ Uُ (iii)
سِ Vَ اسِ اْ
َ ْ
َ اْ >:= َ .ِ
سِ  ورِ ا ,ُO ُ  سُ ِ
ْ ِ 
َ + ي ُ ِ  ا
سِ  وَ ا ِ W ْ ِ ا .َ  ِ
(iii) 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. (Sura 114)
(a) L1 for a reference to God as Refuge, or to the wickedness of those who tempt
others
L2 for references to both of these
L3 for references to God as safe refuge because he is King of all
L4 for references to the difficulties of life because believers are lured away from
faith
5
(b) L1 for a reference to the power of God
L2 for references to his power over wicked forces
L3 for discussion of the purpose of the repetition of God’s titles
L4 for comparison with other passages, esp. Sura 113
2 (a) Trace the main stages in the compilation of the Qur'an in the time of the caliphs Abu
Bakr and `Uthman. [10]
L1 for mention of the main outline, including the part played by Abu Bakr, ‘Umar,
‘Uthman and Zayd Ibn Thabit
L2 for further detail, including the parts played by Musaylima, Hafsa, and the
Companions who worked with Zayd
L3 for adding the reasons why Abu Bakr and ‘Uthman ordered collections
L4 for a full account of all the above details, together with references to the methods
used by Zayd and his colleagues
(b) Discuss the most important features of the Qur'an teachings about the Messengers
of God. [4]
L1 for names of some Messengers, or their qualities
L2 for both of these, and extra details, e.g. the names of scriptures they brought
L3 for references to their roles as warners and instructors from God to their
communities
L4 for mentions of the agreement between their scriptures on the central
teaching of tawhid
3 (a) Give an account of the Prophet's first experience of receiving revelation. [10]
L1 for a bare account of the basic outline
L2 for a fuller account, including names of e.g. Jibril, Khadija and Waraqa
L3 for a full and accurate account including the Prophet’s threefold crushing and the
dialogue between him and the presence
L4 for a full account that includes quotations from the Qur’an (esp. Sura 96.1-5 in
full) and allusions to the Hadith which contains the account
(b) Explain the meaning of the title ‘Seal of the Prophets’. [4]
L1 for saying the Muhammad was the last of the prophets
L2 for adding that he was the end and climax of the line of prophets
L3 for adding that his prophethood was universal whereas earlier prophets were
sent to single communities
L4 for explaining the metaphor of a seal that closes and confirms something that is
sent
4 (a) Give examples from what the Prophet did and said that show his attitude towards
two of the following: partners in marriage, friends, and enemies. [10]
L1 for the mere mention of two relevant Hadiths or stories involving the Prophet
L2 for fuller accounts of his involvement, or for some explanation of the Hadiths
L3 and above for stories and Hadiths with full explanation of how they illustrate his
attitude
6
(b) From one of your choices, explain how Muslims today can follow the Prophet’s
example. [4]
L1 for an attempt at linking the prophetic precedent with a present-day situation
L2 for an indication of how the precedent is relevant to the present-day situation
L3 for a full account of the relationship between the precedent and situation
L4 for a thorough explanation of how the moral in the prophetic precedent gives
guidance for the contemporary situation
5 (a) Describe the main events that involved the Prophet with Abu Talib and Abu Sufyan.
[10]
L1 for some awareness of who either of these figures were
L2 for basic references to the involvement of both figures in the Prophet’s life
L3 and above for accounts of key events involving the Prophet and each figure
(b) Explain why the death of Abu Talib threatened the Prophet’s security in Makka. [4]
L1 for some awareness of the Abu Talib’s role in bringing up the Prophet
L2 for references to Abu Talib as the Prophet’s protector
L3 and above for explanations of the clan system, and Abu Talib as head of the
Banu Hashim having power to give the Prophet protection
7
SPECIMEN ANSWERS
Below is a selection of specimen answers at each of the levels of attainment for several, not
all, of the questions from Paper 1. Each answer is accompanied by explanatory comments in
order to help teachers and examiners see how the final level of attainment and mark has
been awarded. These specimen answers and comments should be read in conjunction with
the level descriptors and mark scheme set out above.
It is important to bear in mind that ultimately these specimen answers are illustrative. They
are designed to provide teachers and examiners with a general idea of how the paper is
marked. However, during the coordination meeting of all the examiners that follows the
examination, additional and much more extensive guidance will be given to examiners on how
to interpret the Mark Scheme. At the meeting, various scripts will also be marked and
discussed so that all examiners have a common and consistent understanding of the
standards to which they are required to mark.
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]
In part (a) candidates are expected to identify the main themes of the Qur’an that appear in
the passages they select. Answers should focus on these themes rather than the contents
themselves of the passages. Thus, simple summaries of the passages will not attract high
marks. Note: In marking part (a) it is important for examiners to read together the answers to
the two passages the candidate has chosen, even if they do not appear consecutively in the
answer booklet. This will make it easier to gain an impression of the candidate’s performance
in this part as a whole, and to decide upon the overall level of response.
 وَاتِ وَ َ &َ ' ا  ِ  َ ُ  مٌ
ْ  َ  ٌ وَ َ َ ِ ُُُ ْ َ  مُ َ
َ اْ َ اْ
هُ َ  إِ  َ إَِ  َ  ّ ُ $ ا (i)
 وَ َ (ْ )ُ * َْ$ َ  وَ َ (ْ )ِ +, ْ ِ + أَ . ْ َ / َ  َ (ُ $ َْ0+ َ ِ  ذِْ 2ِ/ ِ  إِ ُ, ْ َ 3 ِ 4ُ * َْ5+ ي َ ِ  ذَا ا . رْضِ َ 9 ا َ ِ
 رْضَ وَ َ 9 وَاتِ وَا َ &َ ' ا ُ ِ : آُ ْ 4َ  ء وَ ِ = َ &َ / ِ  إِ ِ &ِ $ْ3 ِ .ْ > ءٍ ْ 5َ / نَ ِ
Aُ ِ +ُ
(Dِ 0 ْ َ ا $ِ0 ْ َ ا
وَهُ َ &َ )ُ D ْ ُ *E ِ  ودُُ Cُ +َ
(i) 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.
(Sura 2. 255)
Answer 1
This passage tells us about Allah. Muslims believe he is Creator of the whole world, and
everything was made by him.
Level: 1
This is a very brief and uninformative description of a richly detailed passage. The candidate
says nothing about the way in which it portrays the distinctiveness and transcendence of God.
Answer 2
The main theme that is given here is tawhid. Muslims believe that Allah is one, and it is a
great sin to say there is another God, or that Allah has a son. And he is not the son of any
other being. His power is greater than any other power.
8
Level: 2
This answer identifies the theme of divine unity in a way that shows the candidate
understands it. The candidate also gives some indication of knowing about the
distinctiveness of God and of his incomparability. There is also a trace of a reference to Sura
112, though this is too faint to credit.
Answer 3
This aya, which is called the verse of the throne, is about the oneness of Allah, or tawhid.
The holy Qur’an tells us that Allah is one, and that he does not have any partners, or any
relation such as a wife or a son. In this passage we are told that Allah is different from other
beings because he does not need sleep, and he knows things that creatures do not know.
His throne means that he controls the whole world.
Level: 3
There is some relevant detail here which shows clearly the candidate has detected the main
theme of the verse and can express this by showing God’s uniqueness, in that he has no
relationship with another being, and also his distinctiveness, in that he is totally unlike other
beings in significant ways.
Answer 4
The main theme of this passage, which we know as the verse of the Throne, is the oneness
of Allah, or tawhid. This means that God is a being who is unlike other beings because he
knows everything and can do everything, and he does not have any relations such as children
or parents. Allah makes this clear in Sura al-Ikhlas. The mention of his throne is a way of
showing how great his power is, and also his knowledge of everything that happens.
Level: 4
This answer shows the candidate has successfully identified the theme in the passage and
can express it concisely yet fully, showing knowledge of the concepts of omnipotence and
omniscience (if not of the terms themselves). He is also able to link the passage with
comparable passages elsewhere in the Qur’an, and demonstrates some ability to explain how
the symbolism in the passage expresses the central theme.
.َ &ِ َ0 ْ َ ا > رَب  ّ ِ $ , ُْ & ْ َ ، ا (ِ Eِ : ا . َ ِ &Eْ : ا  ّ ِ $ ا (ِ 'ْ /ِ(ii)
.ِ +>, ْمِ ا
+ َ Hِ ِ  ، َ (ِ Eِ : ا . ِ & ْE: ا
(َ ِKَ'&ُ اطَ ا :َ >M ا  َ, ، اه ِ .ُ 0ِ Kَ'ْ  كَ َ + وإِ ,ُ I ُْ0 َ كَ + إِ
.َ > P ا  وَ َ (ْ )ِ $َ3 بِ َ
Pُ Q&َ ا :ِ R َ (ْ )ِ $َ3 َ Nَ &0َ  أَ .َ +ِ  اطَ ا :َ Oِ
(ii) 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. (Sura 1)
9
Answer 1
This passage is about Allah the gracious and merciful. The Qur’an tells us that he is the
Master of this whole world.
Level: 1
The answer gives a basic mention of the main theme of the passage, but tends to reproduce
the wording in the passage without independently showing knowledge of the meaning of the
phrases that are used.
Answer 2
This tells us about Allah, who is alone, and is Lord of the whole world. Only him should we
praise because he is the one who will judge us. We must follow the path he has given us
when he sent the holy Prophet and the Qur’an.
Level 2
This answer easily fulfils the criteria for L2 by identifying God as the main theme of the
passage, and saying a few things about his uniqueness and majesty. In its reference to the
Qur’an and example of the Prophet as an explanation of how ‘the path’ is followed, it verges
on L3. But it does not quite make it because it does not say explicitly how they are related.
Answer 3
This passage, the first Sura of the Holy Qur’an, tells us about Allah, who is Lord of everything
in this world and the world to come. He gives us guidance, and if we follow this we will have
Allah’s blessing and gracefulness. Allah loves what he has made and is kind and
compassionate to it.
Level: 3
This gives a full and confident account of the main theme of the passage, offering detail
without anything irrelevant. It shows clear understanding of what the passage teaches about
God’s relationship with the created order.
Answer 4
This is the first Sura of the Holy Qur’an. It tells us about the most important theme of the
Qur’an, which is tawhid, the belief that Allah is one. It tells us that Allah is our Lord and the
Lord of everything else that exists, even the things we cannot see or know about. It also tells
us that he will help us if we ask. He will lead us on the path of his obedience, which he tells
us about in the holy Qur’an and in the Sunna of the holy Prophet. But he does not force us,
and if we follow our own way we may go astray. Only he can help us because he has made
us.
Level: 4
It is clear that this candidate understands the passage so well that she has been able to
identify its main theme without hesitation. She gives a full account of the teachings in it about
the relationship between God and creation, and is able to explain easily how God offers a way
of living. She also gives hints of detecting references to human responsibility for straying
from God. This is a mature answer that shows a mature and thoughtful mind.
When answering part (b) candidates are expected to show how each passage they select
presents the themes they have already identified in part (a) in a particularly distinctive way.
As with part (a), in marking part (b) it is important for examiners to read the answers to both
passages the candidate has chosen together, even if they do not appear consecutively in the
answer booklet. This will make it easier to gain an impression of the candidate’s performance
in this part as a whole, and to decide upon the overall level of response.
10
 وَاتِ وَ َ &َ ' ا  ِ  َ ُ  مٌ
ْ  َ  ٌ وَ َ َ ِ ُُُ ْ َ  مُ َ
َ اْ َ اْ
هُ َ  إِ  َ إَِ  َ  ّ ُ $ ا (i)
 وَ َ (ْ )ُ * َْ$ َ  وَ َ (ْ )ِ +, ْ ِ + أَ . ْ َ / َ  َ (ُ $ َْ0+ َ ِ  ذِْ 2ِ/ ِ  إِ ُ, ْ َ 3 ِ 4ُ * َْ5+ ي َ ِ  ذَا ا . رْضِ َ 9 ا َ ِ
 رْضَ وَ َ 9 وَاتِ وَا َ &َ ' ا ُ  ْ ِ : آُ 4َ  ء وَ ِ = َ &َ / ِ  إِ ِ & ْ ِ $3 ِ .ْ > ْءٍ 5َ / نَ ِ
Aُ ِ +ُ
(Dِ 0 ْ َ ا $ِ0 ْ َ ا
وَهُ َ &َ )ُ D ْ ُ *E ِ  ودُُ Cُ +َ
(i) 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.
(Sura 2. 255)
Answer 1
Allah does not sleep, and he knows everything that happens in this world. He guards the
world and his throne is over the world.
Level: 1
There is a basic statement here about the way in which the passage depicts the uniqueness
of God. But the language is largely from the passage itself, and does not show much
independent discernment.
Answer 2
This passage tells us that Allah never sleeps, and has a throne which means he is in control
over all the whole world, this world and the world to come. This is why it is called Ayat alkursi,
which is the verse of the throne.
Level: 2
There are indications in this answer that the candidate knows the reference to the throne
signifies the oneness and power of God. But the answer does not give enough detail to
permit further judgement on this.
Answer 3
This passage tells how Allah does not need to sleep, unlike human beings. And it also
mentions his throne, which tells of his greatness. He is powerful over the whole world, and he
rules it from his throne. The passage at the beginning mentions the belief in Allah of Muslims
that there is no other god but Allah. This is the first Pillar of Islam.
Level: 3
This answer leaves little doubt that the candidate sees the throne as central to the way in
which this verse depicts the oneness and power of God. It also adds the detail of his not
needing sleep, another point that indicates his uniqueness in this passage particularly. The
comparison with the shahada shows the candidate is aware of similarities with other
passages, and presumably differences from them.
11
Answer 4
This passage is one of the most important for telling us about tawhid. We humans all need
sleep, but here the difference between God and us is made clear by his not needing to sleep.
Also, he knows everything about us, all that is around us. Many verses in the Qur’an mention
Allah’s knowledge, but this verse tells how this knowledge is all around us. The most
important thing about Allah here is his throne. This tells us he is a great king, ruling over the
whole world. The Qur’an tells about the throne of Allah in some other places as well. There
are many things in this passage that say about the difference between Allah and humans.
Level: 4
There is some padding in this answer, but it nevertheless makes key points about the
significant features of the passage. It also shows awareness that the central feature of the
throne is not unique to this passage, indicating wider study by the candidate. Altogether,
there is maturity in the candidate’s approach to this answer.
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.ِ +>, ْمِ ا
+ َ Hِ ِ  ، َ (ِ Eِ : ا . ِ & ْE: ا
(َ ِKَ'&ُ اطَ ا :َ >M ا  َ, ، اه ِ .ُ 0ِ Kَ'ْ  كَ َ + وإِ ,ُ I ُْ0 َ كَ + إِ
.َ > P ا  وَ َ (ْ )ِ $َ3 بِ َ
Pُ Q&َ ا :ِ R َ (ْ )ِ $َ3 َ Nَ &0َ  أَ .َ +ِ  اطَ ا :َ Oِ
(ii) 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. (Sura 1)
Answer 1
This sura is the first sura of the holy Qur’an. It tells us we must follow the way of Allah. He is
Lord of the worlds, and we must pray to him.
Level: 1
There is no indication here that the candidate has seen anything distinctive in the passage
about the being of God or about his relationship with the world. Much of what she writes uses
the wording of the translation, and she barely succeeds in reaching L1, doing so only by
giving some hint that the sirat al-mustaqim is significant.
Answer 2
This sura tells us about Allah, who is Lord of the worlds, and Master of the Day of Judgement.
He can help us in our life if we pray to him. He has given us guidance in the holy Prophet and
the Qur’an.
Level: 2
Although this is a list largely in the language of the translation, the candidate has shown he
can identify the distinctive points in the passage. He has not gone further than this, however,
since he has not given any sign of recognizing the significance of these distinctive points.
12
Answer 3
This sura tells us that Allah is Lord of all the worlds. It shows us that his power and
knowledge are not only for us but for everything he has created, this world and the next world,
the world of jinn and of men. It says that Allah has given men a path. We must follow this
path if we want to please Allah. If we do not we will be punished.
Level 3
This answer has picked out two key elements of the passage that show the power of God and
his relationship with the creation. The candidate has gone some way in showing he knows
their importance, though his language is rather close to the language of the translation. He
has just managed to attain L3 by making the identifications he has.
Answer 4
The sirat al-mustaqim is the path which Allah asks us to follow. This tells us he wants us to
obey him and love him by doing his will. It shows us he has created us and shows us mercy
and compassion. We can follow the path of Allah by following the example of the holy
Prophet. Another important thing that Allah tells us in this sura is that we can turn to him for
help. Allah also tells us that we can seek refuge in him in Sura 114. He is the Lord of the
worlds. This means he is above everything he has created, even things humans do not know
about.
Level 4
There is a full explanation here of the straight path, and some suggestion that the candidate
knows what it means in terms of a Muslim’s daily life. Her comments on how a Muslim
actually follows the path in practice indicate thorough understanding of this important element
of the sura. The comparison with Sura 114 is also illuminating (even though this appears as
passage (iii) in this question), and gives a strong suggestion that she knows what is
significant about the portrayal of God here. She has identified the main distinctive elements
of the passage, though she could have gone a little further in explaining why they are
distinctive.
2 (a) Trace the main stages in the compilation of the Qur'an in the time of the caliphs
Abu Bakr and ‘Uthman. [10]
Answer 1
The holy Qur’an was finished by the Prophet before his demise. Hazrat ‘Uthman faced many
difficulties. In one battle many huffaz were killed so Hazrat ‘Umar said to make a copy of the
Qur’an. Hazrat Abu Bakr did not agree at first but then agreed. He asked Zaid ibn Sabit to do
this work. The Qur’an was kept by Hazrat Hafsa.
In the time of Hazrat ‘Uthman many people read different things in the holy Qur’an, so
he ordered a full copy to be made. Zaid was asked to do this, and he worked very hard, and
some others helped him. He collected everything from all Muslims, and he made a complete
copy. Hazrat ‘Uthman burnt other copies of the Qur’an, and this copy we have until today.
Level: 1
This account reproduces most of the main details, and is a good example of a bare summary.
But there is little additional material to give these details meaning or to show that the
candidate knows the reason for the main stages in compilation.
Answer 2
In the time of the holy Prophet the Qur’an was written by different men who heard him recite
it. In the time of Hazrat Abu Bakr it was kept in men’s hearts. Many men who memorized the
Qur’an were killed at the battle of Yamama, so Hazrat ‘Umar suggested to Hazrat Abu Bakr to
make a collection. Hazrat Abu Bakr was not sure, but then agreed. He asked Zayd Ibn Sabit
to do this work. Zayd collected the Qur’an from pieces written and compared it with what
people knew. This Qur’an was kept by Hazrat Hafsa, the widow of the holy Prophet.
In the time of Hazrat ‘Uthman many different people with their languages read the
Qur’an in different ways. Hazrat ‘Uthamn was afraid the Qur’an would be lost, so he asked
Zayd ibn Sabit to make a full collection. Zayd and some senior Muslims did this difficult job,
13
and collected everything they could, and they tested each part to make sure it was from the
Qur’an. Hazrat ‘Uthman ordered the other copies to be burnt so that only the correct copy
would be read. Muslims read this copy of Hazrat ‘Uthman until today.
Level: 2
This answer is fuller than the one above, offering reasons why the two caliphs ordered the
collections and giving more details. It is certainly above L1, though it is still something of a
bare summary.
Answer 3
During the lifetime of the holy Prophet, the scribes took down the revelations when they came
to him. They wrote on what they could find, including palm leaves and stones. After the
Prophet’s death the Qur’an remained like this, because men had memorized it in their hearts.
The first Caliph, Hazrat Abu Bakr, faced many problems. One of these was the false
prophets. He fought against them, and in a battle against Musaylima in Yamama many huffaz
were killed. Hazrat ‘Umar was troubled, and said to Hazrat Abu Bakr that the Qur’an might be
lost so a copy should be written down. Hazrat Abu Bakr did not agree because he followed
what the Prophet did. But then Hazrat ‘Umar persuaded him, and he asked Zayd Ibn Thabit
to make a copy. Zayd worked very hard. He met with senior Muslims and took from them
their copies of what they had. Finally he made a full collection. After Hazrat Abu Bakr’s death
this copy was given to Hafsa, the holy Prophet’s widow. She kept it with her.
In the time of Hazrat ‘Uthman the empire stretched very far, and people from many
races and languages were in it. Hazrat ‘Uthman was told that people who were not Arabs
were reading the holy Qur’an in different ways, so he ordered a full collection to be made. He
asked Zayd Ibn Thabit to do this, and he asked senior Muslims to help him. They collected all
the authentic parts of the Qur’an and made sure they were correct. Zayd said this was a very
difficult task, but he succeeded. He gave the copy to ‘Uthman and it is what Muslims have
today. Hazrat ‘Uthman burnt all the other copies and sent this copy to the parts of the empire.
Level: 3
This is clearly much fuller than the L1 or L2 versions, giving important details of each stage,
and generally showing understanding of why the collections had to be made. In particular, it
ascribes motives to the two caliphs, and it gives some idea of the approach taken by Zayd Ibn
Thabit.
Answer 4
The holy Prophet could not read or write. When revelations came to him by Hazrat Jibril the
scribes wrote them down. They used bones of animals, leaves, pieces of pottery and any
other things they could find. The Qur’an was complete by the holy Prophet’s death, but it was
not written down in one copy. The first caliph Hazrat Abu Bakr experienced many difficulties.
One of the main difficulties was the false prophets. The worst of these was Musaylima.
Hazrat Abu Bakr fought against him in the Garden of Blood at Yamama. In this battle many
Muslims who memorized the Qur’an were killed, so Hazrat ‘Umar suggested to Hazrat Abu
Bakr to make a written collection of the Qur’an. He was worried that if more huffaz were killed
the Qur’an may be lost. Hazrat Abu Bakr did not want to do this, because the Prophet had
not done it. But Hazrat ‘Umar persuaded him, and so he asked Zayd Ibn Thabit, the
Prophet’s secretary, to do the work. Zayd worked very hard. He consulted all the senior
Muslims and at last found all the parts of the Qur’an. The collection was made. It was given
to Hazrat Hafsa, who had been married to the holy Prophet, and she kept it safe. It was
known as mushaf Hafsa.
In the time of ‘Uthman, the third caliph, the Muslim empire expanded very widely.
Many people with different languages not Arabic became Muslim. Hazrat ‘Uthman learnt that
some of these people were reading the Qur’an differently from the Arabs. They were reciting
the words in a different way. Hazrat ‘Uthman thought the true Qur’an may be lost, so he
ordered a true collection to be made. Zayd Ibn Thabit did this work with other senior Muslims.
They collected all the true copies, and they ensured these contained only the words of the
Prophet. They checked that they were written in the dialect of Quraish, because that was the
holy Prophet’s speech. After much work the collection was finished. Hazrat ‘Uthman send
copies of this official Qur’an to parts of the empire and he ordered all other copies to be burnt.
14
Level: 4
This is clearly a full and comprehensive account. It still lacks some comments attributed to
Zayd about the difficulty of the task assigned to him. But it nevertheless tells the story fully. It
gives the links between the different stages (although it omits to say that the mushaf Hafsa
were used by Zayd), and shows in a connected narrative how the ‘Uthmanic version came
into being.
3 (b) Explain the meaning of the title ‘Seal of the Prophets’. [4]
Answer 1
Almighty Allah sent Hazrat Mohammad to be the last prophet on this earth. He delivered to us
the holy Qur’an which he completed. The Qur’an contains everything to guide Muslims in their
life on this earth. The holy Prophet also gave his example for us to follow so that we can live
good lives for Allah.
Level: 1
This answer is largely irrelevant. It makes one statement about the significance of the Prophet
Muhammad at the beginning, but all that follows does not answer the question.
Answer 2
Our Prophet Muhammad came into the world at a very important time when the world needed a
prophet. He was the last Prophet whom Allah had sent, and he completed the line of Allah’s
prophets that had begun with Hazrat Adam. He was the last in this line and there was no
prophet after him because he completed the line.
Level: 2
There is a clear indication here that Muhammad was the last prophet, and some awareness that
there was no need for any prophet after him. The answer is, however, very repetitive.
Answer 3
Hazrat Muhammad was sent by Allah to the whole world. He was the last of the prophets sent
by Allah, and he completed the line of messengers that had started with Hazrat Adam. Hazrat
Adam and the other prophets such as Hazrat Abraham and Hazrat Musa were sent to their own
communities to teach them. But our prophet Hazrat Muhammad was sent to all the world.
Level: 3
This candidate clearly realizes the difference between Muhammad and other prophets, and
brings out his universal relevance against their local relevance quite clearly. He also gives
suggestive hints about knowing the names of individuals in the line of prophets.
Answer 4
Hazrat Muhammad is called the Seal of the Prophets in the holy Qur’an because he came at the
end of the line of prophets sent from Allah and he completed this line. A seal is used on a letter
to close it firmly. This is why our Prophet is called the seal of the prophets. Hazrat Muhammad
came after Hazrat Adam, Hazrat Ibrahim, Hazrat Musa, Hazrat Isa and the other prophets. They
were sent by Allah to their communities, but our Prophet Muhammad was sent to everyone in the
earth. This is why he is called the Seal of the Prophets, because he ended the line of prophets
and was for the whole earth.
Level: 4
This answer not only refers to the Prophet in relation to earlier prophets, some of whom it names,
and explains clearly the difference between him and predecessors, but it also gives some
explanation of the metaphorical nature of the title itself. It is a confident response to a question
that requires careful thinking.
15
4 (a) Give examples from what the Prophet did and said that show his attitude towards
two of the following: partners in marriage, friends, and enemies. [10]
Answer 1
Hazrat Muhammad was the best man of all mankind. He treated other people in the best way
and left the best example for us to follow. The men around him were all good friends of our
Prophet, and he treated them with honour and in a good way. The best man after the Prophet
was Hazrat Abu Bakr, and after the Prophet’s sad demise Abu Bakr was chosen to be the leader
of the community. He followed the example of the Prophet and the teachings of the holy Qur’an
in all the things he did. After him the other caliphs were also good men who followed the
example of the Prophet in all they did.
Our Prophet Muhammad faced many difficulties when he brought the holy Qur’an from
Allah. His enemies did many things to stop him. One day his uncle came and told him please to
stop his activity and that the Quraish promised he would have the most beautiful girl if he
stopped. But the holy Prophet said, ‘If they put the sun in my right hand and the moon in my left
hand I cannot stop what Allah commands me to do.’ This shows his attitude to his enemies.
Level: 1
This answer is largely irrelevant. Its discussion of the Prophet’s attitude towards friends focuses
on them rather than on him. And its discussion about his attitude to his enemies latches onto a
well-known story the point of which it does not explore. The candidate has maybe not read the
question properly, or paused to think about its implications. He has failed to give precise
examples.
Answer 2
Prophet Muhammad had many faithful companions. He treated all of them with care and he
loved them very much. When he performed hijra to Madina he made his companions go before
him. And when they did not have anything in Madina he asked the Ansar and the Muhajirun to
join together as brothers. He took Hazrat ‘Ali as his own brother.
Hazrat Muhammad was very kind to his enemies. When the people of Taif sent him away
and asked the ruffians to throw stones on him, an angel came to him and asked him if he wanted
the mountain to fall on them. But Hazrat Muhammad said that he had been sent as a mercy for
the worlds. When he entered Makka with his army he forgave all his enemies.
Level: 2
There are some clear examples here, though they are presented sketchily and without much
comment. The candidate has evidently grasped the intention of the question and has made a
concentrated attempt to provide relevant instances.
Answer 3
The holy Prophet had many wives, but he was very caring to each one of them. When he
married a wife he would put her in an apartment of her own near the other wives. And he would
divide his time equally between his wives, spending the same time in each of their apartments.
This shows his fairness and it also shows that he treated his wives equally.
Hazrat Muhammad had many friends. His companions were all very good men, and he
was very good to them. When his Companions faced bitter persecution in Makka he advised
them to go to Abyssinia because the ruler there was a Christian and would accept them as
friends. When he ruled in Madina he would always consult his friends about his decisions. This
shows he respected them highly and also valued their advice very greatly.
Level: 3
This answer contains two clearly worked discussions of aspects of the Prophet’s character and
activities. The examples themselves are presented directly and intelligently, and there is some
comment on their meaning and significance. The answer combines precise examples with more
general remarks.
16
Answer 4
The holy Prophet said that the best of men is the one who is best to his wife. In his farewell
sermon he advised his companions that they had rights over their wives and their wives had
rights over them. In his life he put this into effect by the way he treated his own wives. When he
was married to Hazrat Khadija he always consulted her on everything, and he took her advice for
his decisions. And when he married other wives after her sad death he always spent time with
them equally. This shows how fair he was to all his wives.
The holy Prophet was always fair and just towards his enemies. When he took prisoners
after the battle of Badr he agreed to free them if they would teach the Muslims. He did not kill
them. And when he captured Makka he declared that everyone who took refuge in Abu Sufyan’s
house or in their own house would not be harmed. This shows how fair he was even to men who
had persecuted him and tried to kill him. But the Prophet was just as well, because when some
Quraish refused to ask him to forgive them and refused to acknowledge him as prophet he
ordered them to be executed. The justness of the Prophet has never been equalled.
Level: 4
This answer contains a good succession of Hadiths and stories from the Prophet’s life, all
illustrating his attitudes. There is nothing irrelevant here, and the response is clearly the outcome
of wide knowledge and some thinking about the best instances to present for this question.
Comment is brief, and one could have hoped for more. But what is included is to the point and
related to the examples given.
5 (b) Explain why the death of Abu Talib threatened the Prophet’s security in Makka.
[4]
Answer 1
Abu Talib cared for the holy Prophet after his grandfather ‘Abd al-Muttalib died. He took him
to his house and treated him like his own son. When the Quraish tried to stop the Prophet
from preaching, he took the Prophet’s side. He even suffered with the Prophet during the
boycott. When he died the Prophet was very sad.
Level: 1
This response shows who Abu Talib was and says something about the way he remained
loyal to the Prophet. But it does not answer the question.
Answer 2
When the Prophet’s mother died he was cared for by his grandfather ‘Abd al-Muttalib. But he
died, and then his uncle Abu Talib took care of him. He brought him up like his own son, and
when Hazrat Khadija wanted to marry the Prophet he gave his permission. He was always on
the side of the Prophet, and protected him against the Quraish. When Quraish asked Abu
Talib to persuade the Prophet to be silent the Prophet refused, but Abu Talib still stood by the
Prophet. His death was a great blow to the Prophet. It came in the same year as the death
of Hazrat Khadija. After this the Prophet had no advisers or protectors.
Level: 2
This response shows that the candidate clearly knows the facts about Abu Talib and that he
acted as protector of the Prophet as well as guardian. But there is still no discussion of the
significance of his death for the Prophet’s personal security.
Answer 3
Abu Talib was the brother of the Prophet’s father. He took care of the Prophet on the death of
his grandfather ‘Abd al-Muttalib. He protected the Prophet when he started to proclaim the
revelations which almighty Allah revealed to him. When Quraish asked him to silence the
Prophet he refused. He was head of the Prophet’s clan and so he could protect him. The
Prophet could preach in safety. When he died his protection was no longer there and so the
Prophet was at the mercy of Quraish.
17
Level: 3
Here the candidate has clearly grasped the function of the clan system in Makka and has
seen the importance of this to the Prophet’s safety. He hints that he understands how Abu
Talib’s position gave him power to protect the Prophet, but he does not go into this in any
detail.
Answer 4
The holy Prophet was brought up by Abu Talib from his boyhood. Hazrat Muhammad’s
mother died when he was 6 and he went to his grandfather ‘Abd al-Muttalib. But then he died
and Abu Talib took the Prophet to be his own son. He remained loyal to the Prophet
throughout his life, and he loved him like his own child. When the Prophet began to receive
revelations he did not become a Muslim, but he gave the Prophet freedom to teach Tawhid.
The Quraish wanted the Prophet to stop, and they asked Abu Talib to make him stop, but he
refused. Abu Talib was very powerful. He was the head of the clan of Hashim, the Prophet’s
clan, and he could ask the members of the clan to support anyone in it. This is why he could
give the Prophet protection from all the difficulties put in his way by Quraish. This means that
when he died in the ninth year of prophethood his protection was no longer there for the holy
Prophet, and the Prophet was at risk of persecution from Quraish.
Level: 4
This response outlines the significance of the Makkan clan system clearly and fully. It gives a
thoroughly worked out explanation of how the Prophet was protected under the system and
why he would be exposed on his uncle’s death. The candidate shows that he both has full
factual knowledge of the relationship between the Prophet and Abu Talib, and full
understanding of how this relationship functioned to enable the Prophet to work without
severe molestation.
18
BLANK PAGE
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
ISLAMIYAT 2058/02
Paper 2
For Examination from 2009
SPECIMEN MARK SCHEME
MAXIMUM MARK: 50
This document consists of 14 printed pages.
 UCLES 2007 [Turn over
2
Candidates are tested on their ability to satisfy two general Assessment Objectives (AOs):
AO1: To recall, select and present relevant facts from the main elements of the faith and
history of Islam. Thus AO1 is primarily concerned with knowledge.
AO2: To demonstrate understanding of their significance in the teachings of Islam and in the
lives of Muslims. Thus AO2 is concerned with understanding and evaluation of the material.
The paper is marked out of 50. Candidates answer Question 1, Question 2, and any two of
the other three Questions.
Question 1 carries a maximum of 8 marks, and the four other Questions carry 14 marks each.
In each Question, part (a) tests AO1 and earns a maximum of 4 marks in Question 1, and 10
marks in Questions 2-5, while part (b) tests AO2 and earns up to 4 marks in Question 1 and 4
marks in Questions 2-5. Marks are awarded according to the four levels of response for each
AO, following the level descriptors detailed below.
LEVELS OF RESPONSE
AO 1 (Knowledge – part (a) questions)
Level Mark Level Descriptor
4
Q 1: 4
Q 2-5: 8-10
Excellent. A thorough, well-developed and substantial
response. Demonstrates extensive, relevant and highly
accurate knowledge of the subject in considerable detail and
with evident expertise. Likely to quote Qur’an verses and
Hadiths to support and illustrate points made.
Comprehensive and thoughtful.
3
Q 1: 3
Q 2-5: 5-7
Good. Addresses the question confidently and coherently.
Demonstrates sound, detailed and generally relevant and
accurate knowledge of the subject matter in great detail. May
quote Qur’an verses and Hadiths to support points made.
2
Q 1: 2
Q 2-5: 3-4
Satisfactory. A fair, mainly relevant but generally
undeveloped response. The candidate demonstrates some
factual knowledge, which is fairly accurate and slightly wider
than at basic level. Some of the main points are covered but
lack substance.
1
Q 1: 1
Q 2-5: 1-2
Basic. An attempt to answer the question, but lacks potential
and/or is unfinished. Very limited knowledge of the subject.
Response includes only a small amount of relevant material,
or mainly irrelevant points. Facts are reported in basic
outline only, often inaccurately, though some credible points
are made.
0 0 Irrelevant. No apparent attempt to answer the question set,
or a wholly irrelevant response. Totally illegible.
3
AO 2 (Understanding - part (b) questions)
Level Mark Level Descriptor
4
4
Excellent. Demonstrates a wide and thorough understanding
of what the question asks. Recognises fully and can explain the
significance of material used in answer. Can reason, evaluate
and discuss in a thoughtful, mature manner.
3
3
Good. Understands the significance of the question. Seeks to
move clearly beyond a purely descriptive approach,
demonstrating touches of maturity and a willingness to engage
with and discuss the material.
2
2
Satisfactory. Response is descriptive but makes some effort
to offer evaluation. The candidate attempts, though with limited
success, to move beyond a purely factual approach, with some
limited discussion of the material.
1
1
Basic. Limited understanding of the subject. The candidate’s
response is descriptive and immature, with no attempt to
discuss or evaluate the material.
0 0 Irrelevant. No response submitted, or clearly lacks any
understanding of the subject matter.
MARKING GUIDELINES
The following suggested responses serve as a guide only. Credit should be given for
answers which are accurate and valid, and marks awarded according to the level descriptors.
1 Choose any two of the following Hadiths, and:
(a) describe their teachings about what Muslims believe; [4]
(b) explain how Muslims can put these teachings into action. [4]
َ ِ ِْ ُ
اْ ِ ِ  ، وَ َِ ِ
ُ َ
، وَ ِ !ِ"َ#ِ
وَ ِ 
لَ: ’ِ  ؟ َ ْ َ
: ِ  َْ .‘ ُ ُ َ ِ 
ا ُ

ا’ (i)
ْ.‘ $%ِ "ِ&' وَ َ
(i) ‘Religion is sincerity.’ We said: ‘To whom?’ The Prophet said: ‘To Allah,
his Book, his Messenger, the leaders of the Muslims and to their common
people.’
(a) L1 for a reference to the importance of being a good Muslim
L2 for mention of believing in the Articles of Faith
L3 for awareness of what sincerity in religion entails
L4 for an account of Islam comprising sincerity in both belief (i.e. Allah, his Book
and his Messenger) and action (leaders and community)
(b) L1 for a mention of following the example of the Prophet, the teachings of the
Qur’an, or the like
L2 for a mention of following all the teachings of Islam
L3 for one or more examples
L4 for a mention of the importance of living the Muslim life sincerely rather than
just for show
. ِ ,ْ َ
ِ -/ِ
ُ & َ ِ 0ِ  َ /ِ
ُ 1"( َ $ آُ ْ ُ ( أَ َ ُ & ْ ِ *
ُ +َ (ii)
(ii) None of you believes until he desires for his brother what he desires for
himself.
4
(a) L1 for mention of treating others as equals
L2 for mention of ensuring others are provided for properly
L3 for mention of Islam requiring Muslims to care for one another
L4 for mention of true belief including concern for others’ welfare
(b) L1 for mention of ensuring others have the same as oneself
L2 for mention of examples of providing for others
L3 for mention of how provision for others comes before self
L4 for examples, including other Hadiths, that show Muslims working for
communal welfare
نَ  آَ ْ & ، وَ َ 4ْ ُ ْ َ
اً أَوْ ِ ْ0 َ 6ْ 7َُْ8 َ ِ 0ِ 9 مِ ا َ
وَاْ <ِ ! ِ ُ &ِ *ْ
نَ ُ  آَ ْ &َ (iii)
ِ 0ِ 9 مِ ا َ
وَاْ <ِ ! ِ ُ &ِ *ْ
نَ ُ  آَ ْ & ، وَ َ = رَُ ? مْ َ ِ #ْ ُْ8 َ ِ 0ِ 9 مِ ا ْ َ
وَاْ <ِ ! ِ ُ &ِ *ْ
ُ
. ُ , َْ@ مْ َ  ْ ِ # ُْ8َ
(iii) Let him who believes in Allah and the Last Day either speak good or keep
silent, and let him who believes in Allah and the Last Day be generous to
his neighbour, and let him who believes in Allah and the Last Day be
generous to his guest.
(a) L1 for mention of speaking only good and generosity
L2 for mention of good words and actions
L3 for mention of words and actions helping at the Judgement
L4 for mention of faith and action being closely linked
(b) L1 for mention of treating other people well
L2 for mention of the importance of generosity in word and action
L3 for some analysis of the meaning and importance of generosity
L4 for further Hadiths as illustrations
إِذَا 4َ
لَ: أَرَأَِ 7َ8 ) َ $َ  وَ َ  ْ ِ َ' َ < ا ُ 1D ( َ < لَ ا ِ  لَ رَ ُ Aَ َ Bً ? رَ ُ  أَن (iv)
ْ $
امَ، وََ َ  ْ َ
ا 4 ْ ُ &( لَ، وَ َ َ ْ َ
ا 4 ْ ُ  َْ( نَ، وَأَ Hَ & رَ َ 4 ْ ُ D تِ، وَ ُ !َ" ُْ# ْ َ
ا 4 ْ ُ Dَ
ْ. $Pَ Q لَ: َ  ؟ َ َ  J ْ َ
ا 6ُ 0 ، أَدْ ُ ًL ْM َ Nَ
ذَِ 1َ' أَزِدْ َ
(iv) A man asked the Messenger of Allah (may Allah bless him and give him
peace): Do you think that if I perform the obligatory prayers, fast in
Ramadan, treat as lawful that which is lawful and treat as forbidden that
which is forbidden, and do nothing further, I shall enter paradise?
He said: Yes.
(a) L1 for mention of importance of following the Prophet’s teaching to gain
paradise
L2 for some attempt to analyse the list
L3 for analysis that begins to describe how these items sum up the
scope of Muslim action
L4 for a full demonstration of how these items sum up Muslim action
(b) L1 for reference to following the Pillars and other basic observances of
Islam
L2 for a basic reference to this list as a summary of Islamic observances
L3 and above for more developed analyses of how following these
observances is equivalent to following the teachings of Islam
5
2 (a) Outline the main teachings of the Hadiths you have studied about the
responsibilities of individual Muslims. [10]
(b) Explain the importance of the isnad and the matn in deciding that a Hadith is
authentic. [4]
(a) L1 for basic references to responsibilities to God and others, with some
quotations
L2 for an informed discussion of the range of individual responsibilities with
quotations
L3 for itemised responsibilities, e.g. towards God, family, friends, etc., with
illustrative quotations
L4 for itemised responsibilities with illustrations and comments on these to show
their relevance
(b) L1 for some awareness that these two parts of a Hadith provide evidence that
can help prove a Hadith is genuine
L2 for an informed account of how these two parts can show the genuineness of
a Hadith
L3 for a fuller account of how each of them can be tested, e.g. the
uninterruptedness of the isnad, the agreement between the matn and the Qur’an
L4 for a full explanation of how testing each can give assurance of a Hadith’s
genuineness
3 (a) Write an account of the major challenges that faced Abu Bakr during his caliphate. [10]
(b) Explain why he was known as the Honest One (al-Siddiq), and the Saviour of Islam. [4]
(a) L1 for basic references to the false prophets, the tribes withholding zakat and the
apostate tribes
L2 for a fuller account of these, including details
L3 and above for a full account, together with suggestions of why these were
challenges and why it was important for the Caliph to overcome them.
(b) L1 for a basic reason for one title
L2 for links between al-Siddiq and the Prophet’s night journey, and the Saviour of
Islam and holding the early community together
L3 for more developed explanations of the links between both titles and the
incidents behind them
L4 for how these titles reflect Abu Bakr’s character
4 (a) Give an account of the Muslim belief in angels and God’s predestination and decree. [10]
(b) Explain the importance to the community of Muslims of congregational prayers on
Fridays and pilgrimage. [4]
(a) L1 for a basic account of one Article of Belief
L2 for a basic account of both
L3 and above for increasingly detailed descriptions of both
(b) L1 for purely descriptive accounts
L2 for some attempt to address the issue of importance
L3 and above for increasingly detailed discussions of the social dimensions of these
activities.
6
5 (a) Give brief descriptions of the ways in which fasting and almsgiving are carried out. [10]
(b) Show how observance of these two pillars keeps the community together. [4]
(a) L1 for basic references to both
L2 for fuller accounts of both
L3 for detailed accounts of each observance
L4 for accounts that include the main elements and omit secondary details
(b) L1 for descriptive accounts that reproduce elements of part (a)
L2 for some attempt to address the issue of communal solidarity
L3 and above for increasingly detailed discussions of the function of both
observances in maintaining cohesion in the community
7
SPECIMEN ANSWERS
Below is a selection of specimen answers at each of the levels of attainment for several, not
all, of the questions from Paper 2. Each answer is accompanied by explanatory comments in
order to help teachers and examiners see how the final level of attainment and mark has
been awarded. These specimen answers and comments should be read in conjunction with
the level descriptors and mark scheme set out above.
It is important to bear in mind that ultimately these specimen answers are illustrative. They
are designed to provide teachers and examiners with a general idea of how the paper is
marked. However, during the coordination meeting of all the examiners that follows the
examination additional and much more extensive guidance will be given to examiners on how
to interpret the Mark Scheme. At the meeting, various scripts will also be marked and
discussed so that all examiners have a common and consistent understanding of the
standards to which they are required to mark.
1 Choose any two of the following Hadiths, and:
(a) describe their teachings about what Muslims believe [4]
(b) explain how Muslims can put these teachings into action. [4]
In part (a) candidates are expected to identify the main teachings that appear in the Hadiths
they select. Answers should focus on these teachings rather than the contents themselves of
the Hadiths. Thus, simple summaries or paraphrases will not attract high marks. Note: In
marking part (a) it is important for examiners to read together the answers to the two Hadiths
the candidate has chosen, even if they do not appear consecutively in the answer booklet.
This will make it easier to gain an impression of the candidate’s performance in this part as a
whole, and to decide upon the overall level of response.
َ ِ ِْ ُ
اْ ِ ِ  ، وَ َِ ِ
ُ َ
، وَ ِ !ِ"َ#ِ
وَ ِ 
لَ: ’ِ  ؟ َ ْ َ
: ِ  َْ .‘ ُ ُ َ ِ 
ا ُ

ا’ (i)
ْ.‘ $%ِ "ِ&' وَ َ
(i) ‘Religion is sincerity.’ We said: ‘To whom?’ The Prophet said: ‘To Allah, his Book, his
Messenger, the leaders of the Muslims and to their common people.’
Answer 1
We Muslims must follow the teachings of the holy Prophet in all our lives. We must believe in
Allah and his messenger, and we must learn the Qur’an.
Level: 1
This answer is no more than a basic statement of what it is to be a Muslim. It only refers to
the teachings of the Hadith coincidentally.
Answer 2
The holy Prophet has said that Muslims must believe in Allah, his angels, his books, his
prophets and the last day. The Prophet has said that we must sincerely believe in the Articles
of Faith.
Level: 2
This answer is not much better, but it does show that the candidate realises there is a
reference to the Articles here.
8
Answer 3
The holy Prophet has informed Muslims that they should believe in the Articles of Faith,
especially in Allah, in the Qur’an and in the holy Prophet. He has emphasised that we should
do this with sincerity, which means that we must do it seriously without departing from it. The
holy Prophet never abandoned his belief and he called other people to accept Islam as well.
We should follow his example.
Level: 3
This answer shows that the candidate is aware not only of the teaching in the Hadith about
Articles of Faith, but also about sincerity. She seems to have some grasp of the fact that
without sincerity something is lost in believing.
Answer 4
We can learn from this Hadith of the holy Prophet to follow the faith of Islam fully and with
dedication. This is what he means when he talks about sincerity. He tells us that we must be
sincere in the things we believe and in the things we do, and we must live our lives as
obedient Muslims before Allah and as good members of the community of Islam. We should
believe in the main principles of Islam and we should not upset the community but be loyal
members of it.
Level: 4
This answer pays attention to the whole Hadith, and explains what its parts say about Muslim
belief. It shows that the candidate is aware of individual conduct before God and before the
community, a very mature insight.
In part (b) candidates should explain how these beliefs can issue in action. Answers may
comprise abstract explanations, illustrative stories, or verses from the Qur’an or other
Hadiths. If there are stories, the relevance of these should be explained, and if there are
quotations, the link between them and the Hadith under discussion must be made clear.
Answer 1
We must recite the Qur’an and learn the Hadith of the holy Prophet. We should be polite to
other people.
Level: 1
The candidate has some grasp of practical expression of the teachings in the Hadith, but has
left them largely unexplained.
Answer 2
Muslims should try to follow all the teachings that almighty Allah has given to us. We can do
this by looking at the example of the holy Prophet and by following that.
Level: 2
This is very promising in that it shows understanding of the importance of the Prophet as the
practical example of Islamic beliefs.
Answer 3
Muslims have been given the sunna of the holy Prophet as the example of how to follow the
teachings of Allah that have been given in the Qur’an. So if I learn about how the Prophet
lived his life and acted in good and difficult times I can be a good Muslim. This is that when
the Prophet visited the woman who used to throw dust and refuse on him at the time when
she was ill. If I follow this, I should try to be kind to my enemies.
Level: 3
This answer shows that the candidate not only understands the main teachings of the Hadith,
but can relate it to an apt example from the life of the Prophet and extract the moral from that.
A number of elements of the Hadith are left unexamined, but even so the answer shows
remarkable insight into its intention.
9
Answer 4
Muslims should have sincerity in all that they do. They should not act simply for other people
to see what they do, but they should follow the teachings of Islam because they believe in
them. Islam is a faith that covers all the life of Muslims, and Muslims must be serious in the
actions they do when they are alone, because these must follow the Qur’an and Prophet, and
when they are with other people, because the elders and seniors deserve respect. The
Prophet showed respect for the leaders of his time when he wrote to bring them to Islam.
Even though he did not accept their way he wrote kindly to ask them to become Muslims.
Level: 4
This answer just about reaches L4, because it shows sensitivity towards the individual and
communal dimensions of the Hadith, and tries to produce an example from the life of the
Prophet to illustrate it. There is some obscurity and repetition in it, but it gets to the basis of
what the Hadith intends.
2 (a) Outline the main teachings of the Hadiths you have studied about the
responsibilities of individual Muslims. [10]
Answer 1
Hazrat Mohammed said that Allah will not show mercy to him who does not show mercy to
others. This tells us that a Muslim must be kind to other Muslims or Allah will not be kind to us.
Hazrat Mohammed also said that no one eats better food than that which he eats out of the work
of his hand. This means that a man must work for himself so that he can eat what he produces
himself. He must rely on himself and not on others. There are many Hadiths that the holy
Prophet told us about individual Muslims. They say that we must do good in this life.
Level: 1
This answer hardly gets to grips with the question. The candidate evidently knows some relevant
Hadiths. But he appears to have quoted these without thinking too hard about them, and fails to
say much about how they illustrate individual responsibilities. He concludes with a general
statement that adds little to what he has written before. This bears the marks of a hurried
answer.
Answer 2
The Hadiths of the holy Prophet tell us that we should be sincere to Allah above everything. And
we should be sincere to Hazrat Muhammad, and to other people. Once he said, I and the man
who brings up an orphan will be in paradise like this. And he showed his two fingers together.
This tells us we must be kind to orphans. The Prophet also said, Paradise lies beneath the feet
of your mother. This tells us the importance of our mothers and that we must be kind to them
and obey them and take care of them.
Level: 2
Although this candidate has not written much more than the L1 answer (and his first discussion is
of a Hadith that appears on the question paper), what he has written shows some rudimentary
awareness of the different kinds of responsibilities and some effort to address them. He has not
got very far with his analysis, however, more or less drawing out the obvious points from the
Hadiths he chooses.
Answer 3
The holy Prophet gave us teachings about all the responsibilities we should follow in order to
please Allah in this life. He completed the task given to him by Allah in bringing the Qur’an from
Allah and giving us teachings that will help us know about our duties here on earth.
He told us that our first responsibility is towards Allah. We must believe in Allah, and that
he is one with no partners. We must pray to Allah regularly and perform the Pillars of Islam,
because one day a man asked the Messenger of Allah the following question, Do you think that
if I perform the obligatory prayers, fast in Ramadan, treat as lawful that which is lawful and
treat as forbidden that which is forbidden, and do nothing further, I shall enter paradise? The
holy Prophet answered, Yes.
10
The holy Prophet also told us that we should have responsibility towards other humans.
He said to his followers, None of you believes until he desires for his brother what he desires
for himself. And we must care for those who are not as fortunate as we are. For he said, I
and the man who brings up an orphan will be in paradise like this. And he pointed with his
two fingers, the index finger and the middle finger.
We must be kind to all humans because they are creatures of almighty Allah. The holy
Prophet said, God will not show mercy to him who does not show mercy to others.
These Hadith of the holy Prophet tell us clearly that we must be responsible for
everyone on this earth because they are God’s creatures.
Level: 3
There is a clear indication here that the candidate realises the range of responsibilities
detailed in the Hadiths that have been set for special study. He has represented each kind of
responsibility by a Hadith which he has introduced and quoted carefully. But there is no
further comment on the implications of the teachings contained in the Hadith, nor any strong
indication that these teachings contribute to a fuller picture.
Answer 4
The Prophet (SAW) gave us teachings about a number of responsibilities that we should
follow. In the first place, he tells us that we should be sincere to Allah, to his Book and to his
Messenger. This means that we must put Allah before everything else that we do, and also
we must recite the holy Qur’an regularly and study it, and we must follow the example of the
Prophet (SAW). If we do this we will fulfil the main requirements of Islam because if we follow
the Prophet (SAW) we will perform all the requirements of Islam. It is very important for us to
believe that Allah is one.
The Prophet (SAW) has also taught us that we should fulfil our responsibilities to our
fellow creatures. He has said, I and the man who brings up an orphan will be in paradise like
this. And he pointed with his two fingers, the index finger and the middle finger. This means
that we must take care of orphans. But it also teaches us that we should look after anyone
who is alone with no one to look after them. It includes all the people who cannot look after
themselves.
The Prophet (SAW) has also said that we must take care of our brothers, in his words,
None of you believes until he desires for his brother what he desires for himself. What he
means here is fellow Muslims. We must behave towards them as we behave towards
ourselves, because it is only by acting the best towards them that we show we are good
Muslims.
The Prophet (SAW) has also told us that we have responsibility in this world. He said,
The world is the believer’s prison and the unbeliever’s paradise. He meant that a true
believer remembers the world of hereafter and so will not indulge in this world too much.
Level: 4
This answer contains both a range of responsibilities, with Hadiths to support and illustrate them,
and also analysis of each Hadith that is quoted. The candidate has clearly thought about the
examples she has given, and has used them to show how specific teachings in Hadiths can be
extended to include whole classes. One could have hoped for more examples, but nevertheless
the quality of the argument here is impressive.
11
3 (b) Explain why Abu Bakr was known as the Honest One (al-Siddiq), and the Saviour
of Islam. [4]
Answer 1
Hazrat Abu Bakr was the closest companion of the holy Prophet. He always acted in an upright
way, and so the holy Prophet called him Al-Siddiq. He is called the Saviour of Islam because he
saved Islam after the demise of the holy Prophet when the Muslims were uncertain, and he led
them.
Level: 1
There is little detail here, showing either little knowledge or little interest to give any more than a
basic answer
Answer 2
Hazrat Abu Bakr was a good man even before the time of Islam. He never drank or gambled.
He believed the holy Prophet when he told about the isra, and so the Prophet called him al-
Siddiq.
When he became the first caliph he gave the Muslims strength in their hearts and he
made the tribes who refused to pay zakat pay it. He performed many services for Islam. So he
is called the Saviour of Islam.
Level: 2
There is some more detail here, and more precise reasons for the two titles. But the answer is
still rather brief and not well thought through.
Answer 3
When the holy Prophet declared that he had been taken to Jerusalem in one night, many people
said this did not happen. But when Hazrat Abu Bakr was told this he said that the believed the
Prophet. So the holy Prophet called him al-Siddiq. He was also a good man and lived a clean
life even before Islam.
After the sad demise of the holy Prophet the Muslims did not know what they should do.
Hazrat Abu Bakr gave them a lead at this time. He also fought against the tribes who refused to
pay zakat, and against the false prophets. So he saved Islam.
Level 3
This is much fuller. It gives some detail about the actions of Abu Bakr that earned him these
titles, and more importantly shows the link between these actions and the titles.
Answer 4
The holy Prophet travelled on Buraq from Makka to Jerusalem and from there to the presence of
Allah himself in heaven. He returned from there to Makka in one night. When he told people
they did not believe him. But when Abu Bakr heard this he believed that moment without
hesitation. So the holy Prophet called him al-Siddiq.
He was called the Saviour of Islam because when he was caliph he helped the community
of Muslims to survive against many enemies. In the first place, he gave new heart to the
Muslims after the Prophet passed away. He told them that the Prophet must die and that only
Allah never dies. Then in his short time as Caliph he defeated the tribes who withdrew from
Islam and made them stay Muslim, and he fought and won against the tribes who refused to pay
zakat. He also defeated the false prophets who claimed that they were real prophets. So he
kept the unity of Islam at a time when there was much danger.
Level: 4
This answer shows extensive understanding of the reason why Abu Bakr was given these titles.
Like the L3 answer it links the titles with precise action of the caliph, but it gives fuller details, for
example saying that Abu Bakr expressed instant belief in the Night Journey of the Prophet, and
explaining the importance of his suppressing insurrections at a sensitive time.
12
4 (a) Give an account of the Muslim belief in angels and God’s predestination and
decree. [10]
Answer 1
Muslims are asked to believe in angels. They are the servants of Allah and they perform his
commands. They are his messengers and they bring Allah’s commands to his creatures. They
are made of light.
Muslims believe that Allah is one. He can have power over all things. When we die he
will judge us and he will reward the people with good deeds by sending them to janna, but he will
punish the people with bad deeds by sending them to the fire.
Level: 1
This is a basic answer that covers some of the information about angels but does not go beyond
generalities. It has little to say about predestination. There is a hint that the candidate knows
about divine omnipotence, but appears to understand this in terms of the final judgement. Ideas
are not developed here.
Answer 2
Belief in angels is part of Muslim beliefs, and we must all believe in them. Angels are made of
light and they are the servants of God. They bring messages to this world, as Hazrat Jibril
brought the holy Qur’an to our Prophet. Other angels perform tasks at the command of Allah.
The predestination and decree of Allah means that Allah wills everything in this world, and
nothing happens unless he commands it.
Level: 2
There is a little more development in this answer, especially over angels. The candidate has
given some detail about the function of angels, and has also hinted that angels are part of the
Articles of Belief. The comment on predestination is correct, though it does not go very far.
Answer 3
All Muslims must believe in angels because we are told to. Angels are the servants of Allah, and
they are made of light. They do not eat or sleep, and they do not have their own wills, but they
just obey the commands of Allah and serve him. There are some important angels, such as
Hazrat Jibril who brought the revelation of the Qur’an to the holy Prophet and brought other
books to the earlier prophets. Also there are angels that ask questions in the grave when you
die.
Predestination means that everything is willed by Allah. Creatures cannot do a single
thing that is outside Allah’s will, because he has decreed all that will happen in this life. But
creatures perform the bad things by themselves. That is why they will be judged for doing this,
and they will be rewarded for doing good.
Level: 3
The part on angels here is more developed that in the L1 and L2 answers, with the nature of
angels and the duties of specific individuals given some detail. The part on predestination also
reaches a new level, with the paradox of God’s omniscient predestination and human
responsibility being referred to. The candidate clearly has a grasp of the implications of the
teaching.
Answer 4
Belief in angels is one of the Articles of Belief. So all Muslims must believe in them. Angels are
Allah’s servants, and they do not have their own wills, they exist only to serve Allah. They are
not like humans because they do not eat or sleep, and they are made of light. Muslims believe in
Hazrat Jibrael who was the angel who brought the Qur’an to Hazrat Muhammad (SAW), and
also brought the news of a son to Hazrat Maryam. There are many other angels as well. Hazrat
Israfil will blow the trumpet at the end of the world, and Munkir and Nakir will question the
Muslims in their graves. There are also angels on a man’s right shoulder and left shoulder to
record his good deeds and his bad deeds.
Muslims believe that Allah is powerful over all things that happen in the world, and nothing
happens unless he wills it. All the things you do are because of Allah’s will and power. But not
the bad things, because Muslims believe that Allah only wills the good things, but men carry out
13
the bad deeds themselves. So Allah will reward the good deeds at the last judgement, but he will
condemn the bad deeds and will punish the bad-doers by sending them to the fire. The holy
Prophet said, This world is a seed-bed for the world hereafter. He meant that the actions that we
perform ourselves will give us reward or punishment.
Level: 4
This is a well developed answer in both its parts. The belief in angels is described both in
general and specific terms, with a number of individual beings and their duties named. And
predestination is explained in detail, with the candidate showing keen awareness of the balance
between divine omnipotence and human responsibility. This is underlined by his quotation and
brief discussion of the Hadith.
5 (b) Show how observance of the two pillars of fasting and almsgiving keeps the
community together. [4]
Answer 1
Muslims fast during the month of Ramadan, when every Muslim fasts unless they are ill or old.
All the Muslims fast together and celebrate the breaking of the fast with Eid. All Muslims should
pay zakat from the wealth that they have. They should give the money to the poor to help them.
Level: 1
There is not much here apart from a basic description of the two pillars and some elementary
attempt to emphasise the communal aspect of fasting. The candidate has almost entirely
remained on the level of description.
Answer 2
Muslims fast because almighty Allah has asked them to do this. The whole Muslim world fasts at
the same time. People when they fast come to know the difficulties of poor people.
Muslims should give zakat from one fortieth of their wealth. The money is given to the
poor people in the community. So Muslims help one another and people are grateful and they
recognise the brotherhood between Muslims who are rich and poor.
Level: 2
There are hints in both parts of this answer that the candidate recognises the intention of the
question and is trying to give a relevant answer. Her ideas are along the right track, but they
have not developed very far.
Answer 3
Muslims fast during the holy month of Ramadan. During this month Muslims all over the world
fast together. When they have no food the Muslims realise the difficulty of people with no money
who cannot get food. They fast because almighty Allah has asked them to do this.
Muslims pay zakat because this is one of the five pillars of Islam. They give a part of their
wealth to help people who have no money. When they give their money they know that the poor
people are their brothers, and the community is made closer together when the poor are given
wealth.
Level: 3
There are clear hints here that the candidate has appreciated the intention of the question, and
has attempted to explain the communal dimensions of the observances. She has not go very
far, however. For example, she has not brought out the implication of all Muslims fasting at the
same time, or of richer people recognising their brotherhood with the poor.
Answer 4
Muslims are instructed by Allah to fast during the month of Ramadan. Every Muslim in a town or
village fasts during this month, and Muslims all over the world fast at the same time. This makes
each Muslim know he or she is part of a large community of Muslims, the umma. Also, when a
Muslim fasts and goes without food he comes to know the difficulty of people who have no food.
So this makes him sympathetic to these people and he becomes ready to help them. When
Muslims fast they encourage each other and give each other support.
14
Muslims must give part of their wealth to the poor. This helps the poor people and stops
them from starving. The rich people see that the poor are their brothers and that Allah wants
them to help their brothers. The holy Prophet said, None of you believes until he loves for his
brother what he loves for himself. This tells us that we are not true Muslims until we perform
our actions and not just say what we believe.
Level: 4
This answer contains some very mature points. The candidate has not wasted time giving
descriptions, which have already been asked for in part (a) of the question, but has got down to
explaining significances. And she shows clearly that she understands the intention behind the
two observances, and has explained them clearly and concisely. An excellent answer.