Cambridge IGCSE™

ISLAMIYAT 0493/12
Paper 1 May/June 2020
MARK SCHEME
Maximum Mark: 50

Published

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

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

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

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

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

This document consists of 10 printed pages.

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Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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

GENERIC MARKING PRINCIPLE 2:

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

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

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

GENERIC MARKING PRINCIPLE 4:

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

GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

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(1) Sura 6.101–103

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

(2) Sura 41.37

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

(3) Sura 112

1. Say: He is Allah, the one and only; 2. Allah, the eternal, absolute; 3. He does not beget, nor is He
begotten; 4. And there is none like Him.

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Question Answer Marks

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

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

Sura 6.101–103
The main themes are God’s power; His knowledge of everything; that
people should turn to God and worship Him.
Candidates will develop these themes in their own way, e.g.,
• He is the only one to control the heavens and the earth. Everything
originates with Him.
• Although humans cannot understand Him, He understands everything
in creation.
• He is the One who has the power to help humans, and He hears and
sees all that they do, therefore they should worship Him and pray to
Him to reward their actions.

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

Sura 112
The main themes are: God as one: tawhid; God being eternal; God being
unique.
Candidates will develop these themes in their own way, e.g.,
• by saying this is the main sura specifically revealed to describe tawhid.
It describes how God is the only one deity and that He does not have a
beginning nor end.
• God is unlike anyone or anything in creation.
• He has no partners or family, does not have anyone to share His
authority nor any children.

Themes may be the same for some suras, but they will be expressed
differently highlighting the specific or unique aspect discussed in a particular
passage.

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

Answers have to be qualified to get higher marks – candidates have to

expand on the themes.

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Question Answer Marks
1(b) briefly explain the importance of these themes in a Muslim’s life today. 4
Sura 6.101–103
These teachings emphasise the importance of tawhid for Muslims and his
uniqueness.
Humankind is asked to worship Him as it says in this passage that only He
can fulfil their needs, so Muslims should be careful to pray and fast, etc to
fulfil their obligation to Him, and turn to Him only.
He also sees and hears all that humankind does, so Muslims should keep
this in mind in all that they do and say. In a world where there are lots of
distractions, this sura could remind Muslims that they should always
remember their Creator as He is the ultimate authority over their affairs.
Sura 41.37
The importance of these verses is to strengthen belief by showing that
created things are not permanent.
The prophets have asked God for guidance and so Muslims should take this
guidance too.
They should realise they need to look to one God for their answers, rather
than looking to created things for guidance, and also ponder on His signs.
Sura 112
The importance of stressing the Oneness of God is so that people do not
take other people or created things as their Lord, so they should not replace
God with things like famous people/saints, or place anyone or anything
alongside Him.
It ensures they know that God does not have family, so they will avoid
making the mistake of believing in God having children or a partner, or
anyone to share in His authority. It gives them clarity and allows them to
develop a relationship with God.
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Question Answer Marks

2(a) Using three passages you have studied from the syllabus, write about
God’s relationship with His created world.

There are five passages from which they can choose: 1, 2.21–22, 96.1–5,
99, and 114.

Candidates should write about the relationship between God and His
creation showing how the relationship is brought out specifically in that
passage and what particular aspect of relationship is discussed.

The passages allow humankind to see the link between them and God. It is
not just about God giving human beings things for their sustenance, but
humans need to give thanks in return and live their life remembering Him
and doing what He has asked, which can be done in different ways.

Sura 1, talks about humankind being created to worship God and that can
be done in many ways: praying, following the sunnah, making dua etc.
• It emphasises that He is the creator and controller of all that is in the
heavens and the earth, and that He will judge over humankind. They
should keep this in mind when they do anything.
• In return they should ask Him for help to remain guided. Asking for help
is important which is why this is used as a prayer.
• It also shows that perfect guidance is provided by God, humans should
seek it and follow it.

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

Sura 96.1–5, this shows the link between humankind and God by
emphasising the creation of humans, that He is their creator and no one
else.
• He then gave knowledge to humans, the tool for their learning.
They in return should seek knowledge whenever they can as well as
teaching it.
• While highlighting the teacher-student relationship, candidates can talk
about how God has made provisions for fulfilling the intellectual needs
of humans in addition to their physical and emotional needs.

Sura 99, this shows that God is not only the creator of everything, but He
can also destroy His creation with ease. This passage talks about God’s
power as the Destroyer, the vulnerability of humans and their surroundings
as well as God’s power of judgement.
• That could be related to fact that those who followed God and His
Messenger (pbuh), fulfilled their obligations and will be rewarded, while
those who disobeyed will be condemned to Hell by God.
• Humans have a responsibility for their actions, so although God
provides for humans, they must do good to show God that they are
grateful and not be forgetful of their accountability.

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Question Answer Marks

2(a) Sura 114, this passage warns humans that there are those looking to lead
them astray by trying to influence their actions.
• God wants humans to know that only He is the Lord, King and God over
all humankind and so everyone should turn to Him for help in difficult
times, and that protection comes from Him.

Candidates do not have to quote the verse they are writing about, a
reference to it is enough.

2(b) How might teachings from these passages encourage people to take
care of their environment?

Some of the passages describe how God has made various things for the
benefit of humans – the earth, the rain/water, food and drink, and that the
earth will have a voice to say what humans have done whilst living on it.
This will be their good deeds and bad deeds, but also how they have looked
after all these provisions.
Humans are therefore not just encouraged to pray and fast and worship
God, but also to do good actions, including those relating to looking after the
soil from which their crops grow, the water which helps them grow, etc.

Candidates can give other points but should make reference to what is
mentioned in some of the suras that suggests humans should care for the
environment.

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Question Answer Marks

3(a) Give an account of the main events of the Prophet’s preaching up until
the public declaration on Mount Safa.

After the Prophet (pbuh) received his first revelation, he told his wife
Khadija, and later her cousin Waraqa bin Nawfal, about the event. Khadija
was the first to accept the message. After verses from sura Mudaththir were
revealed to him, the revelation came frequently and regularly.
The main message at this point was to reject idols and believe in one God.
For three years the Prophet (pbuh) taught and practised in secret.
The first converts were those who were close to him in his household, such
as Khadija, Zayd bin Harith and ‘Ali ibn Abi Talib. After this Abu Bakr, the
Prophet’s close friend, converted and many prominent companions became
Muslim through him.
The Prophet (pbuh) would meet and teach these new converts in secret,
from the revelations he was continuing to receive. The Muslims prayed twice
a day and would retreat to the mountains to do so.
After there were more than 40 or so converts it could not be kept a secret
anymore. He called his own clan to dinner; Abu Lahab rejected the message
while Abu Talib promised protection.
Then sura 26:214 was revealed to preach the message openly so the
Prophet (pbuh) called the people of Makka to the mount of Safa and told
them about the new faith and believing in one God. His message was
rejected. After this, persecutions started on the early converts but Makkans
continued to convert to Islam.

Answers should focus on the Prophet’s deliverance of the message, and not
the events of the revelation itself or the persecution of the Prophet (pbuh)
and his followers, though some brief mention in the right context is fine.

3(b) What do the Prophet’s struggles in these early years teach Muslims
about dealing with their own difficulties?

The Prophet (pbuh) was not able to preach his message openly, and even
when he did, he was rejected and treated badly.
Some lessons could be that Muslims should realise that they should stick to
what they believe in even if they are finding it hard to do so - especially if
they believe what they are doing is good and is what God asks of them. For
example, colleagues may not want a Muslim to pray openly or wear hijab,
but they should try their best to stick to it and keep their belief strong.
They could also learn that there are times when they do not have to tell
people what they are doing, especially if they fear they will come to harm,
and so it is acceptable for them to do their good actions in secret. An
example could be when moving to new a country a person can keep their
faith hidden to avoid persecution.

Other relevant answers should be credited.

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Question Answer Marks

4(a) Describe the main events of the Battle of Mu’ta and the Battle of
Hunain.

Mu’ta: This was the fiercest battle during the Prophet’s lifetime, fought in
629 (8AH). The Prophet (pbuh) had sent Al-Harith bin ‘Umair al-Azdi
carrying a letter to the ruler of Basra, inviting him to Islam. He was
intercepted and killed by the governor of al-Balqa’.
The Prophet (pbuh) had to act over this killing, and so mobilised an army of
3000 men; people near the scene of Al-Harith’s murder would be invited to
Islam and if they accepted no battle would ensue.
Zaid bin Haritha was to lead the army, Ja’far bin Abi Talib would replace
him, and ‘Abdullah bin Rawaha would replace Ja’far if he fell.
Heraclius sent 100 000 troops with another 100 000 from tribes allied to the
Byzantines.
The two armies fought relentlessly. Zaid was martyred and so Ja’far took his
place. He had his right arm cut off, then his left, and eventually he too was
martyred. ‘Abdullah then took his place and fought until he was martyred.
Khalid bin Walid stepped up to take leadership and showed his skills as a
strategist; the Muslims from the back were asked to come to the front to give
the impression of reinforcements, then they gradually retreated to save
lives. The Byzantines, thinking they had to fight a renewed army did not
come forward again, which allowed the battle to end.

Hunain: The sects of Hawazin and Thaqif did not want to submit to Islam so
they decided to fight against the Muslims. The Prophet (pbuh) marched to
meet them with 12 000 men.
The enemy were already waiting for the Muslim army, hiding and waiting to
hurl stones and arrows at them. When this happened, the enemy attack
became fierce and the Muslims started to retreat.
The Prophet (pbuh) called out: ‘Come on, people! I am the Messenger of
Allah. I am Muhammad, the son of Abdullah.’
Eventually the Prophet’s troops returned and they went on to defeat the
army.
Because the enemy’s leader Malik bin ‘Awf had told everyone to take their
families and belongings with them, the Muslims captured huge spoils of war.
This battle is mentioned in Sura Tawba, v25–26.

4(b) From these battles, what can be learnt about good leadership skills?

Candidates could say that good leaders should be determined and not want
to give up, especially when they are fighting for a cause they believe in.
They should not give all the responsibility to others but should take as much
responsibility as they can themselves.
They could also say that good leaders should have strategic skills that
would allow them to change tactics in order to win a battle and that it can be
important to save lives rather than carry on fighting.
It is also important to stay calm in the face of adversity.

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Question Answer Marks

5(a) Give an account of the life of the Prophet’s wife Aisha during the
lifetime of the Prophet (pbuh).

She was the daughter of the Prophet’s close companion, Abu Bakr; she was
married to the Prophet (pbuh) in Madina at a young age and became his
third wife. She was married to the Prophet (pbuh) for nine years.
She was known for her intelligence and sharp memory. Whilst she was
living with the Prophet (pbuh) she learnt a lot from him about revelations and
the law, and later went on to teach Islam and became a narrator of hadith.
She initially stayed with Sawda after migration, while her living quarters
were built next to the mosque.
She was involved in many important events in the life of the Prophet, and
Qur’an verses were revealed to the Prophet (pbuh) about her in relation to
the event of the necklace (Nur:11–19).
They relate to the incident where she was accompanying the Prophet (pbuh)
on an expedition to Banu Mustaliq. The caravan had stopped on the return
journey and she had dropped her necklace whilst she had gone to relieve
herself, and so went to look for it. The caravan left without her and so she
fell asleep while hoping for a search party to come and get her.
Safwan As-Salami found her and took her on his camel back to Madina. The
hypocrites used this as a way to slander Aisha which caused her great
distress. The verses were revealed to prove her innocence.
She, at times, felt jealousy to the Prophet’s other wives. She did not like that
the Prophet (pbuh) showed so much love towards his first wife Khadija. She
also did not like it when the Prophet (pbuh) stayed longer with his wife
Zaynab on account of her having honey that he (pbuh) liked.
She was considered to be the Prophet’s favourite wife. He used to call her
Humayra. The Prophet (pbuh) chose her house to rest in during his final
illness and he passed away whilst he was with her.

5(b) From the example of Aisha, what lessons can be learnt about
education in Islam?

Some lessons could be that it shows that education is important for men and
for women, and that men can learn from women and vice versa, as long as
they keep proper etiquette as Aisha would have. It also tells us that
knowledge should be taken from authentic and reliable sources – Aisha took
her knowledge from the Prophet (pbuh) and people took their knowledge
from Aisha because of her accuracy and reliability.

Other relevant answers should be credited.

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