According to the Syllabus of:

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O Level Islamiyat Page

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EXAMINER TIPS for O Level Islamiyat 2058

These tips are to help you when revising and highlight some of the common mistakes made by students in their
exam papers.

General advice
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Preparing to get a good grade begins as soon as you start your course. You can prepare by: |3
 Finding out what you need to know.
 keeping your notes organised so you always know where to find information you have studied
 Knowing how your exam papers are structured and practising past questions.

Your notes and preparing for the exam

Be really clear what topics you need to know then check that your notes are complete and make sense. If you need
further advice, speak to your teacher who will have a full copy of the Syllabus.

Try to produce an accurate set of notes when you do the work in the first place, but if you need to improve your
notes you could:

 ask a friend if you can copy up work which you have missed from them – but make sure you understand it,
 find more information on topics you have studied, using your textbook, the library or the Internet. For it to be
useful make sure that you fully understand it – if not ask your teacher,
 buy a good revision guide if you can find one in a bookshop.

Answering the questions in the examination

 Read the instructions on the cover of the exam paper carefully so you know what you need to do and how many
questions you need to answer.
 Make sure you use your time carefully. Each paper now is of equal length. You should practise the amount of time
it takes to answer each question, taking in account the number of marks available. In question 1 there are only
8marks available, so you shouldn’t need to spend as much time on this question as the other, which are worth 14
marks. However, this does meant that you will have to know the question 1 topic very well to allow you to write
an accurate and concise answer.
 Read the questions carefully. This is very important as many students know a topic but lose marks because they
have not read the question carefully and so have answered it incorrectly. When you answer questions on the paper
think very carefully about what is being asked. Try to learn how to respond to command words like Identify, Outline,
Describe, and Explain. It is important that you answer the question and do not fall into the trap of just writing down
everything you know.
 Answer the questions in order of how confident you are – leave the one you are not confident about until last.
 Do not repeat the same answer in different sections. Examiners do not set questions which require identical
answers, if you find you are repeating an answer check that you have read the question properly.
 Try to answer all the questions required for the paper, in other words, you should have answered four questions in
total – two compulsory questions and two optional questions. Do not try to answer all five questions as it will mean
you will take away valuable time that you could spend on the other answers. Examiners do not credit you with
more marks if you have answered all five questions and so it is only a waste of your time.

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 Examiners are not testing your spelling, however you should try to make sure that you are using the correct word
as the examiner cannot chose for you. So in a question about the Caliphs, if you say Abu Bakr instead of ‘Umar, the
examiner cannot assume that you meant to say ‘Umar.
 Also, apart from the key words which you will learn in the Arabic as part of the syllabus, e.g. zakat, musnad, qiyas,
keep all your language in English. Examiners do not always understand your mother tongue so will not know what
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you are trying to say if you use a term which is culturally significant for you.
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 Make sure you know the meaning of all the words you are using.
 Try not to generalise too much. Although some questions may be asking you to ‘outline’ or ‘trace’ something, you
should be as specific about the facts as possible. So in a question where you have to outline the main events in
Ramadan, saying “The Qur’an should be recited frequently” is not enough to assume you know about the tarawih
prayers which are done nightly.
 Try to understand the difference between part (a) questions which test your knowledge, and part (b) questions
which are there to test how well you understand the knowledge you have learnt.

Understanding the difference between the different parts of questions

Part (a)

Questions require you to write full but accurate details about the topic in the question. This does not mean that
you should try to write all the information you have learnt on your course but keep to the area which has been set
in the question. So, a question like “Describe the main events of the Prophet’s migration,” means that you should
give the key facts related to what happened when he left Makka, what happened on his journey, and briefly what
happened when he arrived in Madina. You should not give a detailed account of his life in Makka, the revelations
and the persecutions, and likewise you should not give a detailed account of his first few years in Madina. Stick to
the relevant facts.

Part (b)

Questions try to judge if you understand what you have learnt on your course. These are called evaluative
questions because they try to get you to explain something, give reasons for something, or give your opinion on
something. They are not worth as many marks as part (a) so the answers should generally be shorter but to the
point. However, shorter does not mean vague or general. The answers should still be relevant, cover a few
different points and not be repetitive.

If a question asks e.g. “Explain why this fast is important in Islam,” answers such as “Fasting is of great importance
to the Muslims” will not gain marks as there has been no attempt to suggest why it is important, e.g. because it
gives self-control and discipline.

Use the glossary in the Revision Checklist to help you decide which command words are asking you to write about
the facts and which ones are asking you to give reasons.

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Table 1 - About the papers

Paper Number How long and how Number of Number to be What is % of total marks
many marks? questions answered
Paper 1 1 hr 30 5 4 50 Page
mins |5
Paper 2 1 hr 30 5 4 50
mins

The following tables give a breakdown of the topics in each paper.

Table 2 - The questions in Paper 1

Question Status Topic of Question Total

number marks
1 Compulsory Passages of Qura’n 8
2 Compulsory The history and importance of Quran 10+4
3 Optional The life and importance of holy Prophet 10+4
4 Optional The first Islamic community 10+4
5 Optional This question will be set from either the 10+4
topic of the life and importance of the
Prophet Muhammad or the first Islamic
community

Table 3 - The questions in Paper 2

Question Status Topic of Question Total

number marks
1 Compulsory Major teachings of Ahadith 8
2 Compulsory The history and importance of Hadith 10+4= 14
3 Optional The period of rule of the Rightly Guided 10+4
Caliphs and their importance as leaders
4 Optional The Articles of Faith and the Pillars of 10+4
Islam.
5 Optional This question will be set from either the 10+4
topic of The period of rule of the Rightly
Guided Caliphs and their importance as
leaders or The Articles of Faith and the
Pillars of Islam

Questions 1 and 2 in both papers are compulsory, which means you must answer both these questions before
attempting any of the optional questions. Questions 3, 4 and 5 are optional questions, which means that you must
answer two out of these three questions to complete the paper.

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The tables above show that Question 1 is marked out of 8 marks and the rest of the questions out of 14. Ideally,
this suggests that more time should be spent on the longer questions as they generally require you to write longer
essays. However, this will not be the case for everyone and will depend on how much revision you have done for
each topic, and therefore how well you know each topic.

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What will you be tested on? |6

The question papers have been set to test the following skill areas, which the Examiners look for when marking
your examination Papers:

1. Knowledge (what you remember)

2. Understanding (how you use what you know and apply it to different situations) these skills are called
assessment objectives. They are explained in the table below. Your teacher will be able to give you more
information about how each of these is tested in the examination Papers.

Assessment What the objective What you need to be able to do

objective means
1. Knowledge Learning and Learn facts about different topics in the
remembering the syllabus and use relevant facts to answer
facts the questions in the examination.
2. Understanding Using these facts to Show how these facts are important to
understand their the teachings of Islam and to the lives of
relevance to Islam Muslims and show that you understand
and Muslims the meaning of this information.

In both papers, Question 1 carries an equal amount of marks for testing your knowledge and understanding; 4
marks for knowledge and 4 marks for understanding.

Questions 2-5 carry different marks for assessing knowledge and understanding; normally the knowledge part
(part (a)) will carry more marks than the understanding part (part (b)). For example, part (a) may be worth 10
marks and part (b) 4 marks.

Section 3: What you need to know the table describes the things you may be tested on in the examination. There
are eight sections in the table which relate to main content of the syllabus. Each section has several topic areas
which contain the details that you need to know.

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Command Words
Command words and phrases used in Islamiyat examination Papers Examiners use command
words to help you to understand what they are looking for in your answers. This table explains
what each of these words or phrases means and will help you to understand the kind of answer
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you should write. The list of command words is in alphabetical order. You should remember
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that the meaning of a term may vary slightly depending on how the question is worded.
Comment on: You have to write about the main points of a topic or theme.
Compare: You have to identify similarities and differences. Usually you need to talk about two
or more different situations then explain how they are similar and how they are different.
Describe: This means you should write the story giving factual details about a topic. Can
sometimes be used with other command words, e.g. “Briefly describe…” [give some/the main
factual details about the topic]
Discuss: You have to give your own opinions or arguments about the topic.
Evaluate: This means you have to say why you think something is significant/important.
Explain or Account for: You have to give reasons for your answer.
Identify: You have to write about and/or name the main details about a topic.
Outline: Give the main points in your answer.
Suggest: You should give your opinion based on the information given in the question, or in the
first part of your answer.
Trace: Write about the main events. Similar to Outline.
Why: You should state or give detailed reasons. This word is often used instead of explain.

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Levels of response
AO1: Knowledge – part (a) questions
Question 1 (a) has a maximum mark of 4 and Questions 2–5 have a maximum mark of 10.
L Mark Mark Level Descriptor
e Question Question Page
v 1 2-5 |8
e
l
4 4 8-10 Very Good/Excellent: A thorough, well-developed and substantial
response. Demonstrates extensive, relevant and highly accurate
knowledge of the subject in considerable detail and with evident
expertise. Likely to quote Qur’an verses and Hadiths to support and
illustrate points made. Comprehensive and thoughtful.
3 3 5-7 Good: Addresses the question confidently and coherently.
Demonstrates sound, detailed and generally relevant and accurate
knowledge of the subject matter in great detail. Covers the main points.
May quote Qur’an verses and Hadiths to support points made.
2 2 3-4 Satisfactory: A fair, mainly relevant but generally undeveloped
response. The candidate demonstrates some factual knowledge, which
is fairly accurate and slightly wider than at basic level. Some of the main
points are covered but lack substance.
1 1 1-2 Basic: An attempt to answer the question but lacks potential and/or is
unfinished. Very limited knowledge of the subject. Response includes
only a small amount of relevant material, or mainly irrelevant points.
Facts are reported in basic outline only, often inaccurately, though
some credible points are made.
0 0 0 Irrelevant: No apparent attempt to answer the question set, or a wholly
irrelevant response. Totally illegible.

AO2: Understanding – part (b) questions

L M Level Descriptor
e a
v r
e k
l
4 4 Very Good/Excellent: Demonstrates a wide and thorough understanding of what the
question asks. Recognises fully and can explain the significance of material used in
answer. Can reason, evaluate and discuss in a thoughtful, mature manner.
3 3 Good: Understands the significance of the question. Seeks to move clearly beyond a
purely descriptive approach, demonstrating touches of maturity and a willingness to
engage with and discuss the material.

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

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Examination Tips
1. Read instructions carefully
2. Manage your time: make sure you use your time carefully. Each paper is of now equal length. You
should practice the amount of time it takes to answer each question, taking in account the number Page
of marks available. | 10
3. Read the question very carefully: this is very important as many students know a topic but lose marks
because they have not read the question carefully and so have answered it incorrectly. When you
answer a question on the paper think very carefully about what is being asked.
4. Learn how to respond to the Question: it is important that you answer the question and do not fall
into the trap of just writing down everything you know. Identify, outline, describe, and explain.
5. Answer the question in order of how confident you are.
6. Avoid repetition: do not repeat the same answer in different sections. Examiners do not set
questions which require identical answers, if you are repeating an answer check that you have
read/understood the question properly.
7. Answer all the questions: you should have answered four questions in total, two compulsory and
two optional questions. Do not try to answer all five questions as that may waste your precious time
which you could spend on the other answer. Examiners do not credit you more marks. If you have
answered all five questions so it is only wastage of your time.
8. Use the correct words: Examiners are not testing your grammar or spellings however; you should try
to make sure that you are using the correct word as the examiner cannot choose for you. So, in a
question about the caliphs if you say Abu Bkar instead of Umar so examiner cannot assume that you
meant to say Umar.
9. You must know what you write.
10. Try to be specific.
11. Language does matter: keep all your language in English as examiner may always not be able to know
your mother/local tongue.
12. Knowledge and understanding, the two keys of assessment. Try to understand the difference
between part (a) questions which test your knowledge, and part (b) questions which are there to
test how well you understood the knowledge you have learnt.
13. Everyone is sufficiently prepared but to score an A, u need to UNDERSTAND the QUESTION, u need
to clearly know what the examiner wants.
14. People say that you need to write more in islamiyat than any other paper. That’s true but YOU MUST
NOT WRITE IRRELEVANT DETAILS, this puts off the examiner.
15. Read the question twice, and after every paragraph of writing your answer, read the question again!
16. . The examiner has magical eyes!!! He can FEEL the ratta! You need to understand each and
everything, if you add some personal opinions too where relevant (part B of questions), ull gain extra

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credit. Especially in Islamiyat, the examiner is pleased to see that the candidate has insight, vision
and is a modern Muslim who can present his ideas in a logical way.
17. For surahs part B, write what YOU understand, NOT what is written in the surah or else you won't
get marks.
18. Listen to your heart in Islamiyat exam; let your imagination and reasoning express yourself in your Page
words instead of being limited by what you have read. | 11

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Syllabus 9 Class
1st Term Syllabus
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1. Quran Passages | 12
 Passage 1-5
2. The history and importance of the Qur’an
 The revelation of the Qur’an to the Prophet between the years 610 and 632
 Preservation and compilation of the Quran
3. Life of Prophet Muhammad pbuh
 Makki Life from birth till migration to Madinah,
4. The First Islamic Community
 Wives of Prophet Muhammad (PBUH) and Scribes of Prophet Muhammad (PBUH)
5. Selected AHadith
 Hadith 1-5
6. The History and importance of Hadith
 Compilation of the Hadiths
 Authenticity of Hadith
 Types, categories and classification of Hadith,
7. The Rightly Guided Caliphs
 Abu Bakr (R.R)
8. Articles of Faith and Pillars of Islam
 Belief in Allah, Angels, Books
 Shahadah, Fasting,

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Ch.1. QURANIC PASSAGES

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] Page
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Mark Scheme Passages from the Holy Quran
1: sura, 2.225 (Ayat ul Kursi)
A: Theme:
Theme of this long verse is God himself. It’s a verse of sura al-baqara, a Madni sura. It begins with the expression
of the shahada (declaration of oneness of God) and then elaborates various aspects of unity of God that make him
matchless God is fee from all weaknesses and limitations, has perfect knowledge of all times, is not dependent on
anyone for his survival and enjoys autonomy in exercising His authority. His authority and his rule encompass the
entire universe. This makes God not only unique but also elevates him to the heights, we just can’t imagine and
that is mentioned in the Quran as: “then he established himself on the throne” (10:3, 13:2)
B: Importance of the Theme:
This passage tells Muslims to believe in Tawhid in terms of God’s uniqueness, majesty and glory. The theme is
important for Muslims as it crystallizes the belief of Tawhid and trains them to condemn shirk. There is repetitive
mention of God’s authority, unlimited knowledge and powers in order to strengthen the faith of its readers. For
example, it says “He is exalted in power, Wise. He created the heavens without any pillars”31:9-10, luqman) and
“but God is the one free of all wants “(35:15,Fatir). The objective is to remind Muslims that God alone is to be
worshipped and no authority can be compared with him. Many Muslims recite this verse regularly to reiterate
God’s power and high position as compared to any worldly authority.

1: Surah: 6. 101—103 (Al-An’aam)

A: Theme:
Theme of this passage is God in Himself. It elaborates some of the fundamental aspects of unity of God (Tawhid).
It describes God as the originator of universe and rejects any kind of misconception of God having any family. It
also refers to His unbounded knowledge, power and grasp on His created world. The passage further stresses on
the sublime nature of God and inability of human imagination to encompass God’s person, though He himself can
see to the unfathomable depths, as endorsed elsewhere in the Quran: “for God is He Who understands the finest
mysteries” (22:63).
B: Importance of the theme
This passage is important for Muslims to clearly understand the doctrine of Tawhid in terms of God’s nature and
powers. Muslims need to learn that though God is too sublime to be perceived, He is everywhere and all powerful.
The Quran reminds Muslims this repeatedly: “and He is with you where ever you are” (57:04, Al-hadid), and “for
We are nearer to him (man) than his jugular vein” (50:16, Qaf). The passage also categorically negates the false
belief of God having any wife or children and thus, it strikes at the roots of shirk (associating partners with God).
Muslims, in this way, develop a clearer concept of tawhid and feel themselves bound to adore God only. They
remember that shirk is the only unpardonable sin in the sight of God.

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3: sura 41.37 (Surah Fussilat)

A: Theme:
This verse is from sura fussilat\Ha-Mim, an early makkan sura, it describes the theme of God in Himself. It
mentions some of the signs and phenomena of nature that reflect God’s unity and majesty. It refers to the cycles
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of day and night as evidence of divinity. The quran supports it elsewhere as: “behold! In the creation of the
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heavens and earth; in the alternation of the night and the day….are signs for the people who are wise’’ (2:164).
The passage commands us to worship the Creator of the sun and moon and not the creations themselves because
the Creator is always superior to the creations
B: Importance of the theme:
Theme of this passage urges Muslims to observe various objects of nature that reflect God’s presence, majesty
and glory. Since humans cannot afford to see God physically, they are asked to identify the real creator through His
creations that bear witness to is existence. Such observation encourages Muslims to develop a strong belief in
Tawhid in all its aspects. The Quran, for this reason, frequently refers to the need of pondering and observing:
“verily, in the alternation of the night and the day, and in all that God has created in the heavens and the earth,
are signs for those who fear Him” (30:40, Al-Rum). So, Muslims should express their gratitude to God for enabling
them to see and think deeply. Muslims will thus avoid Shirk that the earlier communities fell victim to, and
worship one Supreme God.

4: Sura Al-Shura (42.4-5)

A: Theme:
The two verses are from sura al-Shura, revealed in Makka shortly after sura fussilat and its theme is God’s unity
expressed by His grandeur and authority. He enjoys unshared authority over entire universe. The Quran says: “his
are all things in the heaven and on the earth” (2:255). It also mentions the effect of God’s might on the heavens
that hardly sustain this immense burden. The passage also refers to the countless angels who are busy in the
prayers and glorification of the Lord and also invoke His mercy and pardon for humans who tend to disobey their
lord. The Quran declares this weakness of humans as: “It is man that wrongs his own soul” (10:44).
B: Importance of the theme
Theme of this message guides Muslims about two articles of faith: belief in Tawhid and angels. The passage tells
Muslims about God’s power, authority and glory in order to make them His obedient servants. By referring to the
angels praising God and seeking forgiveness for humans, it tells them about God’s mercy. Humans, because of free
will, can commit sins but God is ready to forgive them. Belief in God’s mercy and forgiveness prepares Muslims to
repent over their misdeeds. The Quran re-assures Muslims by saying: “Despair not of the mercy of God; for God
forgives all sins, for he is oft-forgiving, Most merciful’’ (39:53 al-zulmar). Surah 97(al-Qadr) also tells about: “the
angels and the spirit” descending in the night of Power to distribute God’s mercy.

5: Sura Al- Ikhlas (112)

A: Theme:
Theme of this early Makkan surah is God in himself in terms of His unique person. It outlines the most
fundamental and cardinal aspects of Tawhid (oneness of God). It out rightly declares God’s unity and emphatically
negates the false belief of God having ancestors and descendants. It further highlights God’s unity by saying that
God’s nature or person can never be compared to anyone throughout the universe. It also mentions God’s

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freedom from time and space by saying that he has always been and will always be there. This way, the passage
crystallizes the belief of Tawhid.
B: Importance of the Theme:
Theme of this passage purifies Muslim’s belief in Tawhid and that is why the passage is named al-Ikhlas (the purity
of faith). Muslims learn from this passage that God is unique in all aspects. This uniqueness and supremacy of God
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highlights human inability and limitation before his Lord. Thus, it eliminates all forms and degrees of shirk or
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associating partners with God. Muslims recite this sura in daily prayers in order to reiterate rejection of shirk. It is
so important that the holy prophet declared it equivalent to one third of the Quran. Its theme is so important that
the Quran repeatedly mentions this: “and your God is one God” (2:163, al-Baqarah) and “God! there is no God but
He” (2:255). Belief in Tawhid, in turn affects the conduct of Muslims as they develop a strong sense of God’s
presence and knowledge.

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Q2. The history and importance of the Quran

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

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

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Question 2
2013/B
(a) Using passages you have studied, write about the main teachings about God in the Qur’an. [10]
The passages in the syllabus relating to God in Himself are: 2.555; 6.101–103; 41.37; 42.4– 5; 112. These are
not the only passages the candidates can use.
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Candidates can use any number of passages to write about but they should write with some detail about the
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suras and not merely give general comments/themes about them. Candidates may say that God tells
humankind about his oneness, e.g. but they should elaborate on this by writing things like, He uses the word
Ahad to tell humans about His oneness but it is not just that He is one, he does not have any partners or any
children to share in His power/authority and so humans should not think of Him as like themselves. This is
further emphasised by the line, there is no one like Him, meaning that no one can compare to what he looks
like or what He is capable of doing. Another example could be that God tells humans about His knowledge,
which is seen in passages 2.255 and 6.101–103. They could quote what these passages say about God’s
Knowledge and elaborate on what this means. There may be some repetition from Q1a, but this answer should
be more focused and more detailed, and the passages should be linked in some way.

(b) How might these teachings affect a Muslim’s life today? [4]
Candidates should be careful not to give statements, but try to qualify their answers with some reasoning.
Candidates could say that many Muslims are busy in their lives and may find it difficult to connect with God,
but suras such as 41.37 are a reminder in their everyday lives of who is in control; or they could say that despite
being the All-Powerful creator, he is not detached from humans as He asks them to seek forgiveness from Him
and He is ready to forgive as seen in sura 42.4–5. There are many answers the candidates can offer but the
best ones will give more concrete answers with some development, rather than general statements.

REVELATION OF HOLY QURAN

(a) Outline the tasks performed by the Prophet’s scribes during his lifetime. [10]

The Qur’an was written in its entirety during the Prophet’s time even though it was not compiled in one text. There
were various scribes who had different roles as companions, who wrote the verses down on a number of materials.
They wrote on parchments, bone, dried leaves, amongst other things.
Some of them were official scribes who wrote letters for him (for example Ubayy ibn Ka’ab) whilst some became
/scribes because they kept their own personal copies of the revelations for example ‘Abdullah ibn ‘Amr ibn al-‘As.
He sought the Messenger’s specific permission asking, ‘May I write down everything I hear from you in the states
of contentment and anger?’ He replied, ‘Yes, for I speak nothing but the truth.’ A number of companions had their
own personal copies of the words of the revelations, which were later used to verify the one copy in the time of
Abu Bakr. Companions who kept a private record of the text of the Qur'an satisfied themselves as to the purity of
their record by reading it out to the Prophet.
Some of the tasks of the scribes were writing letters and treaties, for example Abdullah ibn Masud was his regular
scribe in charge of writing and responding to letters. He was one of the scribes who wrote down all the Revelation
as well as Zayd bin Thabit, who the Messenger commanded to learn how to write Hebrew so that he could respond
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on his behalf to those who wrote to him in that language. ‘Ali was also an important scribe and wrote treaties for
the Prophet.
The Prophet used to instruct the scribes about the sequence in which a revealed message was to be placed in a
particular Sura (chapter). In this manner, the Prophet arranged the text of the Qur’an in a systematic order till the
end of the chain of revelations. Zayd ibn Thabit reported, “We used to record the Qur’an from parchments in the
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presence of the Messenger of God. “Some companions, who did not write down the revelations, had memorized
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them instead and their versions were used to verify the written copies after the Prophet’s death.

(b) The scribes had the Prophet as a source of information. How useful is the internet as a source of information
about Islam? [04]
Candidates could say it is a useful source of information because e.g. there is a lot of information easily available
on the internet so it is possible to do a few searches and find a lot of sources available for you to read on a subject.
The Qur’an and most hadith books are all online now, so people can easily access the information they need.
People who may not have access to books about Islam can learn about it online, and would be useful for those
interested new to Islam.
They could say it is not useful because e.g., the internet has a lot of information about Islam that is questionable,
and it would be difficult to know which sites are presenting the material in the correct way / giving the correct
information about an issue. Better answers may say that the Prophet said, “go to those who know”, meaning that
people should learn from scholars who have studied in a traditional way, as they would provide an understanding
that a person would not necessarily get from the internet. Those interested in Islam may be put off by the sites
that present Islam inaccurately, and it can also lead to people hating Islam / Muslims because they have read
information that is not true.

Question 2
(a) Give an account of how the Qur’an was first revealed to the Prophet. [10]
Good answers will focus on the revelation in the cave of Hira. Candidates could start by writing about the Prophet’s
increasing solitude in the cave; when he was 40 the revelation came to him; the angel Jibril came to him and
instructed him to read, iqra, and the Prophet replied he could not; the angel squeezed him and said it again; after
a third time the angel recited the first three verses of sura alaq (96); the Prophet came out of the cave and saw
the angel on the horizon; he was confused and shaken; he ran home and told his wife who consoled him and took
him to see her cousin, who confirmed his Prophethood. Development of these points is required for higher levels.

(b) Was it significant that the Qur’an was revealed to someone who could not read or write?
Give reasons for your answer. [4]
Answers could say that being unable to read or write it would not have been possible for the Prophet to have
composed the Qur’an himself; the implication is that not being able to compose the Qur’an himself, it shows that
the Qur’an is from God; the Arabs had a strong oral tradition which allowed the Qur’an to be preserved through
memory alone; he showed his faith in his companions when he allowed them to write down the verses revealed
to him. Whichever reason the candidates choose to write about they should elaborate on it to emphasize the
importance or significance of it.

Question 2

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(a) The Angel Jibril brought the revelation of the Qur’an to the Prophet Muhammad at different times and
places. Give examples to show how this took place. [10]
Answers here should not give a narrative of the first revelation in the cave of Hira, though brief mention of it
is fine. Candidates could mention that the Qur’an was revealed to the Prophet over a period of 23 years, and
not as a complete book. After the first revelation, sura al-‘Alaq, revelation stopped for a period which caused
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the Prophet to worry. Once they started again they came strongly and frequently. More detailed answers will
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mention that there were different ways in which the verses were revealed to the Prophet. Sometimes the
Angel Jibril would come in the form of a man, which the companions witnessed, and a few times the Prophet
saw the Angel in his original form, e.g. on the night journey (sura najm). The most difficult was when they came
as the ringing of a bell, and this would weigh down on him, so much so that his camel could not withstand the
weight. They were not within his control (sura 75:16–19), he had no idea when they were coming and they
were safeguarded by God. Candidates could also give specific examples of verses that were revealed to the
Prophet in different circumstances, or narrate stories related to these revelations, such as the p ressure that it
put on Zayd’s thigh when he was sitting next to the Prophet during one of the revelations, or that the
revelations were responses to specific events, e.g. the revelation during the migration when Abu Bakr was
worried (sura tawba:40). Better candidates may mention that the Prophet also received revelation directly
from God during the night journey.

(b) What was the significance of the Prophet being given the revelation by word rather than in writing? [4]
Candidates should be careful not to give statements, but try to qualify their answers with some reasoning.
Candidates could say that the Arabs at the time had an oral tradition and it was in keeping with that. As people
committed things to memory it was a more reliable way of ensuring the Qur’an’s preservation. Had it been
delivered in a book, it would have been harder to check if any changes had been made. If the Prophet had been
given it in written form, he would not have been able to read or write it, and because of this the oral revelation
allowed the message to be memorised by him and committed to heart, again ensuring there were no errors. It
is significant because the Qur’an is primarily a book of worship, in a vocative tone, rather than a legal written
guide.

Question 2
(a) Write an account of the ways in which the Qur’an was revealed to the Prophet between the years 610 and
632. [10]
This part of the answer requires a descriptive account of the revelations, from the first one to the last ones.
Answers should indicate (and describe) that revelations came in both Makka and Madina. An account of the first
experience should be given; when the prophet was meditating in Cave Hira, the Angel Gabriel came to him and
commanded him to read. They could also add references to other revelations coming at other times without
warning, that they induced bodily changes in the prophet, that they provided answers to situations happening in
his life at that time. Examples and details should be given. Excellent answers will be able to provide a confident
narrative of the modes in which revelation came down and give a coherent account of the history of the prophet’s
experiences.

(b) What does the Prophet’s first experience of revelation tell us about the nature of prophethood in Islam? [4]
Candidates should try to give some insight into the revelations and their significance, rather than providing

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another descriptive account. Good answers could talk about the prophet’s surprise and confusion. They could also
explain how the unannounced experience shows that God chose prophets, often without warning, and caused
miraculous events at the time of calling. They could also draw parallels between the specific experiences of the
prophet Muhammad and other prophets, and make general observations on the basis of these.

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Question 2
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(a) Write about the Prophet’s different experiences of revelation, after the first revelation. [10]
Answers here should not give a narrative of the first revelation in the cave of Hira, though brief mention of it is
fine. Candidates should also focus on the Makkan period, i.e. the first 13 years of revelation. Candidates should
mention that the Qur’an was revealed to the Prophet over a period of 23 years, and not as a complete book. After
the first revelation, sura al-‘alaq, revelation stopped for a period which caused the Prophet to worry. Once they
started again they came strongly and frequently. Candidates could mention that there were different ways in
which the verses were revealed to the Prophet, sometimes the Angel Jibra’il brought the revelations and
sometimes they were revealed like the ringing of a bell. They were not within his control (sura 75:16-19) and he
had no idea when they were coming. Candidates could give specific examples of verses that were revealed to the
Prophet in Makka in different circumstances. They could also mention that the main task of the Prophet in Makka
was to call people to Islam and so the Makkan suras are primarily based on the Oneness of Allah and righteous
conduct. Better candidates will include specific examples and quotations to support their answers.

(b) Explain the significance of the Qur’an being revealed over a period of time. [4]
Good answers here will give a thoughtful insight as to the reasons for the Qur’an being revealed over 23 years,
rather than at the same time. Answers could include that they strengthened the heart of the Prophet by
addressing him continuously and whenever the need for guidance arose; that it eased the burden of revelation
upon him due to its intensity; that it allowed the new Muslims to gradually implement God’s orders; and it made it
easier for them to understand, apply and memorise the revelation. Candidates could offer other valid answers
which should be credited accordingly.

Question 2
2 (a) The first revelation came to the Prophet Muhammad in 610. Describe his experience of this event. [10]
Candidates should not paraphrase the translation here. Rather they should briefly describe the story of the
prophet and write some of the lessons from it. Candidates who only use the passages in the syllabus should be
able to get high marks. Candidates could start by writing about the Prophet’s (pbuh) increasing solitude in the cave
of Hira; when he was 40 the revelation came to him; the angel Jibril came to him and instructed him to read, iqra,
and the Prophet (pbuh) replied he could not; the angel squeezed him and said it again; after a third time the angel
recited the first few verses of sura alaq (96); the Prophet (pbuh) came out of the cave and saw the angel on the
horizon; he was confused and shaken; he ran home and told his wife who consoled him and went to see her cousin,
who confirmed his prophethood. Development of these points is required for higher levels.

(b) Why do you think the revelation was sent to a person who could not read or write? [4]
Candidates can give their own answers but some examples could be: It was important because being unable to
read or write shows that it would not have been possible for the Prophet (pbuh) to have composed the Qur’an
himself; the implication is that not being able to compose the Qur’an himself, shows that the Qur’an is from God.

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God did not want anyone else to be the Prophet’s (pbuh) teacher, as that would have meant someone was superior
to him in his knowledge of God. It was a miracle of God. It was not important that he was not able to read/write
because God will send the revelation to whomever He wills. Development of points made is required for higher
levels.

COMPILATION OF HOLY QURAN Page

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Question 2

The Qur’an has been preserved in writing for over 1400 years. Give an account of the way in which it was
compiled in the written format.
Candidates should give some details on the different stages of compilation, and how it was then brought together
into a book.
During the time of the Prophet (pbuh) the Qur’an was written on pieces of animal skin and on parts of bone but
mainly was memorised by the companions;
during Abu Bakr’s caliphate, many companions who had memorised the Qur’an died at the Battle of Yamama;
‘Umar, worried that the words of the Qur’an would be lost due to companions dying of old age/in battle,
suggested to Abu Bakr that the Qur’an should be compiled into one book; Abu Bakr hesitated saying he could not
do something the Prophet (pbuh) had not done; he eventually agreed and called Zayd ibn Thabit to collect all the
verses that had been written; Zayd was a hafiz himself, yet he only included a verse into the master copy once
he had verified its authenticity; ‘Umar was part of the process to get companions to come with any part of the
mushaf they had in their possession; the verses were written in the order that the Prophet (pbuh) had given, but
the suras were written on separate sheets; this copy was verified by the committee and was kept with Abu Bakr
during his lifetime, after which it passed to ‘Umar, and then to ‘Umar’s daughter Hafsa.
During ‘Uthman’s time as caliph, Islam had spread to other areas. Hudhaifa reported to ‘Uthman that people
were reciting the Qur’an in a different dialect in different parts. ‘Uthman called Zayd back and they formed a
committee, ordering the companions to compile one book in the Qurayshi dialect, using the mushaf of Hafsa.
Zayd ibn Thabit was recalled to check it. ‘Uthman then checked and approved the final version. This new copy
was sent around the various provinces of the expanding Muslim world. He ordered for any other copies to be
collected and burnt. For this he is known as ‘Jami al-Qur’an’.

(b) Do you think, for Muslims nowadays, having the Qur’an in a written format outweighs the benefits of having
the oral tradition? Give reasons for your answer.
Candidates can offer a variety of answers to this question, but marks should be given for the quality of the
reasoning given for their answer.
Candidates could say that yes it does outweigh the oral tradition because e.g. it gives Muslims around the world
access to the Qur’an that they would not otherwise have if they are not in a position to memorise it. Or that old
Qur’anssuch as the one that was found in Birmingham, allow Muslims to authenticate that the written copies of
the early Muslims are the same as the ones now. It gives a greater sense of connection to the faith when you can
see things from that time. As Islam has spread, the written Qur’an can be read by those whose first language is
not Arabic.
Candidates could say that no it does not because the oral tradition was how the Qur’an was revealed and passed
on in the beginning and this is a more authentic way of ensuring accuracy.

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Or Candidates could say that both are equally beneficial for Muslims now because e.g. they both have a role to
play now that Islam has spread and covers many different regions and languages. The written tradition gives
access to people where they are no longer able to memorise or prefer to read, and the oral tradition gives access
to people in places where education is scarce and learning orally from a hafiz also gives them a direct connection
back to the Prophet (pbuh).
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Question 2

(a) Give an account of how the Qur’an was compiled in the years following the Prophet’s death. [10]
For this answer candidates should write a clear and comprehensive account of the compilation of the Qur’an, after
the Prophet died and not during his life, including the figures involved. Candidates could start from the
events/consequences of the battle of Yamama and the need to compile the revelation, as well as mentioning the
role played by Abu Bakr, ‘Umar, Zayd Ibn Thabit and ‘Uthman in the compilation. Candidates could further
elaborate on this by mentioning the roles of Hafsa, and the other Companions who worked with Zayd. They could
also mention how there were different, competing versions of the Qur’an in different parts of the Islamic Empire.

(b) Explain why the first community of Muslims thought it was necessary to compile the Qur’an. [4]
For this part, candidates should mention why Abu Bakr and ‘Umar, and later ‘Uthman, feared the Qur’an would be
lost and the implications of not compiling it or ensuring its authenticity. They should be able to discuss the
implications of the initial compilation to the modern world, and how it has remained the same since.

Question 2

(a) Describe the ways in which Abu Bakr, ‘Umar and ‘Uthman were involved in the compilation of the Qur’an.
[10]
The main focus of the answer should be on the roles of the three companions. During the time of the Prophet, the
Qur’an was written on pieces of animal skin and on parts of bone but mainly was memorised by the companions;
during Abu Bakr’s caliphate, many companions who had memorised the Qur’an died at the Battle of Yamama;
‘Umar, worried that the words of the Qur’an would be lost due to companions dying of old age/in battle, suggested
to Abu Bakr that the Qur’an should be compiled into one book; Abu Bakr hesitated saying he could not do
something the Prophet had not done; he eventually agreed and called Zayd bin Thabit to collect all the verses that
had been written; Zayd was a hafiz himself, yet he only included a verse into the master copy once he had verified
its authenticity; a committee was set up, and ‘Umar was part of this committee; the verses were written in the
order that the Prophet had given, but the suras were written on separate sheets; this copy was verified by the
committee and was kept with Abu Bakr during his lifetime, after which it passed to ‘Umar, and then to ‘Umar’s
daughter, Hafsa. During ‘Umar’s caliphate, he took steps to ensure the Qur’an was taught and memorised to
ensure it was not corrupted. During ‘Uthman’s time as caliph, Islam had spread to other areas. Hudhaifa reported
to ‘Uthman that people were reciting the Qur’an in a different dialect in different areas. ‘Uthman ordered the
companions to compile one book in the Qurayshi dialect, using the mushaf of Hafsa. ‘Uthman checked and
approved the final version. This new copy was sent around the various provinces of the expanding Muslim world.
He ordered any other copies to be collected and burnt. For this he is known as ‘Jami al-Qur’an’.

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(b) ‘The Qur’an should not have been compiled in written form because it did not take place during the Prophet’s
lifetime.’ Agree or disagree with this statement, giving reasons for your answer. [4]
Candidates can agree or disagree, but they have to give valid reasons for why they have chosen that answer.
If they agree, they could say, e.g. that Muslims should not do something that the Prophet had not done as it sets
a precedent for the future where Muslims can do things that were not done at the time of the Prophet. If they
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disagree, they could say, e.g. that Muslims benefit from the written Qur’an as not everyone is able to memorise it
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easily, or that Abu Bakr was the rightly guided caliph and so his decision is not against the teachings of the Prophet.
It was written but was not against the recited entity. Whatever they say, they should be credited as long as they
are able to give reasons for their answer.

Question 2

(a) Give an account of how the Qur’an developed into book form. [10]
Candidates should give a detailed account of how the Qur’an was collected, mentioning that it was revealed, was
written on bone and leaves and subsequently collated. They should also be able to mention the names of the
people involved in the process. The order of the answer and accuracy will determine the levels. Candidates could
mention the revelation was received by the Prophet Muhammad from the Angel Jibrail aurally as he could not
read or write. They could also mention how the companions of the Prophet would write verses they heard from
the Prophet onto pieces of animal skin and parts of bone. Candidates should also mention what happened after
the Prophet’s death, that it was suggested by ‘Umar to Abu Bakr that the verses be collected after many of the
recitors of the Qur’an had died in the battle of Yamamah. At first Abu Bakr was hesitant to do something the
Prophet had not done, but then asked the companion Zaid ibn Thabit to collect the various parts. The collected
parts stayed in the possession of Abu Bakr. When he died, ‘Umar had them and after his death, they remained
with Umar’s daughter, Hafsah. It was this collection that was used by the Caliph ‘Uthman to compile them into
one book which was sent around the various parts of the expanding Muslim world. Candidates should relate this
story with details of what happened during ‘Uthman’s time for him to order the distribution of the Qur’an.

(b) What is the significance to Muslims today of having the Qur’an in the form of a book? [4]
Candidates could mention that having the Qur’an in book form ensures a standard copy. Having a standardised
copy also lessens the likelihood of it being reproduced with mistakes. They could also mention that if the Qur’an
had not been collected into book form, parts may have been lost. It also suggests unity between Muslims, e.g.
they use the same book, they read it in its original language even if that language is not their own. The practical
benefits include that copies can be carried by individuals, and referred to with ease. To achieve higher levels
candidates must refer to the relevance of the Qur’an to people’s lives today, how it is used in their daily lives.
Candidates can be credited for mentioning other points not mentioned above as long as they are relevant and
insightful.

Question 2
(a) Write about the methods used to compile the Qur’an into a book after the death of the Prophet. [10]
Candidates should give some details on the different stages of compilation, and how it was then brought together
into a book.

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As the Qur’an was revealed, the companions would write verses they heard from the Prophet onto pieces of
animal skin and parts of bone, but mainly the Qur’an was committed to memory.
After the battle of Yamamah, it was suggested by ‘Umar to Abu Bakr that all the verses be collected. At first Abu
Bakr was hesitant to do something the Prophet had not done, but then asked the companion Zaid ibn Thabit to
collect the various parts. Zaid was meticulous in his approach to collecting and compiling the verses. Details of
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this should be given. The final version consisted of loose sheets called the suhuf. The collected parts stayed in
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the possession of Abu Bakr. When he died, ‘Umar kept them, and after his death they remained with ‘Umar’s
daughter, Hafsa. It was this collection that was used by the Caliph ‘Uthman to compile them into one book which
was sent around the various parts of the expanding Muslim world. Candidates should relate this story with details
of what happened during ‘Uthman’s time for him to order the distribution of the Qur’an.

(b) Why is understanding the teachings of the Qur’an important to Muslims? [4]
The Qur’an has always been the foundation for telling Muslims how they live their lives, and it was put into
practice by the Prophet. Although the Prophet is not here as an example the Qur’an can still be used by Muslims
to live their lives. It gives them a framework for how to live their lives instead of having to look to others.
By reading the Qur’an and trying to learn the meaning Muslims can understand what God wants from them.
Learning Arabic will help Muslims to understand the Qur’an in it’s own language. By taking one lesson from the
Qur’an and applying in their life to try to take on board the real meaning. Understanding the teachings helps their
faith become real to them. It allows them to follow God’s guidance for them, which in turn helps them to become
closer to God. It is used as a source of Law so people need to understand its teachings to be able to make laws
from it. Candidates can use their own examples but must give reasons for them.

Question 2
(a) Write about the preservation of the Qur’an in the form of the mushaf held by Hafsa. [10]
Candidates should give mention of the way in which the Qur’an was collected, and how the Qur’an ended up as
a manuscript in the possession of Hafsa.
During the time of the Prophet the Qur’an was written on pieces of animal skin and on parts of bone but mainly
was memorised by the companions; during Abu Bakr’s caliphate, many companions who had memorised the
Qur’an died at the Battle of Yamama; ‘Umar suggested to Abu Bakr that the Qur’an should therefore be compiled
into one book; Abu Bakr hesitated saying he could not do something the Prophet had not done; he eventually
agreed and called Zayd bin Thabit to collect all the verses that had been written; Zayd was a hafiz himself, yet he
only included a verse into the master copy once he had verified its authenticity; he did this by testing it against
his own memory, then the memory of ‘Umar, then by two witnesses declaring the verse was written in the
presence of the Prophet, then by checking it against the few collections the companions had as personal copies;
the verses were written in the order that the Prophet had given, but the suras were written on separate sheets
and not kept in order; this copy was kept with Abu Bakr during his lifetime, after which it passed to ‘Umar, and
then to ‘Umar’s daughter Hafsa.

(b) ‘Memorising the Qur’an is no longer important because the Qur’an is preserved as a book.’ Discuss whether
you agree or disagree with this statement, giving reasons for your answer. [4]
Candidates can offer an opinion that they agree or disagree with the statement, but have to provide reasons for
their answer.

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They could say for example, that it is no longer important to memorise it because having a book means that you
can have reference to it any time, and there are now so many books printed or available online that it is unlikely
that there will be any mistakes in the printed copies.
Or they could say for example, that it is still necessary to memorise the Qur’an as this was the traditional way of
ensuring that there are no inaccuracies in the Qur’an, whereas it is possible that some printed copies could
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contain errors.
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Question 5
(a) Write briefly about the tasks carried out by the Scribes of the revelation at the time of the Prophet. [10]
Candidates are required to write about the way in which the scribes wrote down the Qur’an whilst the Prophet
was still alive and so details about the gathering of the Qur’an and collecting it into a book, at the time of the
Caliphs, are not relevant here. The Qur’an was written in its entirety during the Prophet’s time even though it was
not compiled in one text. There were various scribes who had different roles as companions, who wrote the verses
down on a number of materials. They wrote on parchments, bone, dried leaves, amongst other things.
Some of them were official scribes who wrote letters for him (for example Ubayy ibn Ka’ab) whilst some became
scribes because they kept their own personal copies of the revelations (for example ‘Abdullah ibn ‘Amr ibn al-‘As.
He sought the Messenger’s specific permission asking, ‘May I write down everything I hear from you in the states
of contentment and anger?’ He replied, ‘Yes, for I speak nothing but the truth.’). A number of companions had
their own personal copies of the words of the revelations, which were later used to verify the one copy in the time
of Abu Bakr. Companions who kept a private record of the text of the Qur'an satisfied themselves as to the purity
of their record by reading it out to the Prophet.

(b) Explain the importance of the principles employed by the compilers of the Qur’an at the time of
the Caliphs. [4]
The Prophet used to instruct the scribes about the sequence in which a revealed message was to be placed in a
particular Sura (chapter). In this manner, the Prophet arranged the text of the Qur’an in a systematic order till the
end of the chain of revelations. Zayd ibn Thabit reported, “We used to record the Qur’an from parchments in the
presence of the Messenger of God.” Zayd bin Thabit, one of the chief scribes relates: "I used to write down the
revelation for the Holy Prophet, may the peace and blessings of Allah be upon him. When the revelation came to
him he felt intense heat and drops of perspiration used to roll down his body like pearls. When this state was over
I used to fetch a shoulder bone or a piece of something else. He used to go on dictating and I used to write it down.
When I finished writing the sheer weight of transcription gave me the feeling that my leg would break and I would
not be able to walk anymore. When I finished writing, he would say, 'Read!' and I would read it back to him. If
there was an omission or error he used to correct it and then let it be brought before the people." Some
companions, who did not write down the revelations, had memorized them instead and their versions were used
to verify the written copies after the Prophet’s death.

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LIFE OF PROPHET MUHAMMAD (PBUH)

IN MAKKAH Page
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(570-623 C.E)
(a) Give an account of the Prophet’s life up to the time the revelations began. [10]
Candidates should write a detailed narrative elaborating on any of the points mentioned below.
He was born in the year of the elephant; his parents were Amina and Abdullah; as with the custom of the time,
he was sent to the desert with a wet nurse; Halima Sa’adia narrates that they had good fortune with the arrival
of the Prophet in their household, and ask he stay with them another two years; during this time the incident of
the angels coming to clean his heart happened; Halima returned him to his mother; his mother died when he was
six on the way back from Yathrib; his grandfather looked after him and then Abu Talib when he was eight; he
went on trade journeys with Abu Talib and this is where Bahira the monk saw him; he picked up arrows in the
sacrilegious wars, and was present at the subsequent Fudul confederacy; he was employed by Khadija to go on a
trade journey to Syria and on account of his honesty she sent a marriage proposal to him; they had six children
together; he helped resolve the issue of the fixing of the black stone; he spent longer periods in the cave of Hira
and at age of 40 the angel Jibril came with the first revelation.

(b) Despite living through the days of ignorance, the Prophet remained true to his mission. What lessons can
Muslims learn from this today? [4]
Candidates could choose one or two events from the life of the Prophet and explain how he was not swayed by
falsehood and would only exemplify good character, even when under pressure from others. By losing his parents
at young age he was growing up to be independent. Despite living in age of immorality, he was known as ‘al-
amin’, the trustworthy. Candidates could explain how when Muslims today can be under pressure to be dishonest
in business or become less committed to their prayers, they can remain the example of the Prophet and look up
to his steadfastness in very challenging circumstances and use this as a model to follow.
These are just some examples, candidates could offer their own but must give a reason to explain what they have
written.

Question 3
3 (a) Describe the main events in the Prophet’s life before he was granted prophethood. [10]
Candidates should write a detailed narrative elaborating on the points mentioned below.
He was born in the year of the elephant; his parents were Amina and Abdullah; as with the custom of the time, he
was sent to the desert with a wet nurse; Halima Sa’adia narrates that they had good fortune with the arrival of the
Prophet in their household, and asked that he stay with them another two years; during this time, the incident of
the angels coming to clean his heart happened; Halima returned him to his mother; his mother died when he was
six on her way back from Yathrib; his grandfather looked after him and then Abu Talib when he was eight; he went
on trade journeys with Abu Talib and this is where Bahira the monk saw him; he picked up arrows in the sacrilegious
wars, and was present at the subsequent Fudul confederacy; he was employed by Khadija to go on a trade journey
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to Syria and on account of his honesty she sent a marriage proposal to him; he helped resolve the issue of the
fixing of the black stone; he spent longer periods in the cave of Hira and, at the age of 40, the angel Jibril came
with the first revelation.

(b) ‘The Prophet’s family was important in preparing him for prophethood.’ Agree or disagree, giving reasons
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for your answer. [4]
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Candidates can agree or disagree, and relevant answers that try to justify their choice should be credited.
They could agree and say, e.g. that his uncle was important for taking him on trade journeys with him, which
helped him to learn the trade that would provide for his family later on, and also because of what Bahira told Abu
Talib, he had a protector when the Muslims went through difficult times in Makka. Khadija helped to give him
financial independence which allowed him more time for meditation.
They could disagree and say, e.g. that they were not important because the Prophet was protected and guided by
God, shown by the incident of the two angels coming to wash his heart, or that his parents and grandparents died
when he was young so they were not of help for him in his prophethood.

Question 3
(a) Write about the changes in the relationship between the Prophet and the Quraysh in the years between
his marriage to Khadija and the death of Abu Talib. [10]
Candidates should talk about the Prophet’s status in the community prior to him becoming a prophet. He was
known as ‘Al-Amin’ or the trustworthy. Candidates should mention, using examples, that prior to his
prophethood, the Quraysh used to consult him in important matters, trust him with their goods, and look to
him for advice. For example they could mention that when the Prophet was younger he was chosen by the
Quraysh to settle the dispute of who should replace the sacred black stone to its position at the Ka’ba. Answers
should also mention that after revelation, the Prophet Muhammad was rejected when he invited the Quraysh
to Islam. They still trusted him but did not want to believe in his message. He was taunted, mocked and openly
humiliated by different members of the Quraysh. The best answers will include details of events b efore the
period of revelation and after revelation. Candidates should not mention only one or two events, such as the
boycott, but give a wider narrative of events before and after prophethood. Details about the events
themselves should be credited.

(b) Why is it significant that the Quraysh were still willing to keep their belongings with the Prophet after he
started to preach Islam? [4]
Candidates can offer a variety of answers, but they should try to explain their answers with reasoning.
They could say that despite the message he was preaching, they still knew that his character would not have
changed because they had never found any discrepancies in his character. Despite not liking what the Prophet
was saying they still valued their belongings and wanted to keep them where they knew they would get them
back. The reasons the Quraysh changed were political and social, not because the Prophet had changed, or
because they felt he was lying/spreading falsehood.
Question 3
(a) Write about the life of the Prophet up until the first revelation. [10]
Candidates can provide details of any events related to the Prophet Muhammad’s life up until he received the first
revelation. However, good answers will write a narrative naming key figures, important events and sequence them

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in the order in which they happened. Candidates could talk about the Prophet’s parents, his guardianship under
his uncle Abu Talib, and his relationship with the Quraysh. They could mention special events that occurred in his
childhood, e.g. the angels washing his heart. They should also mention his trade journeys, and related to this, his
subsequent marriage to Khadija, as well as the meeting with Bahira. Better answers may also give elaborations
about his character and mention his increasing seclusions just before revelation – with any relevant supporting
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quotations.
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(b) Why was his relationship with his wife Khadija important for him? [4]
Good answers to this part will mention Khadija’s support of the Prophet, financially and spiritually, and being the
first Muslim. They could also mention that her support allowed him to spend time in seclusion and that his
seclusion prepared him for receiving revelation. They could also mention that her maturity allowed her to console
and believe in the Prophet when he received revelation [reference to Sura 93:8]. Candidates should look to give
thoughtful and insightful explanations as to why this was important to the Prophet and the subsequent
development of Islam.

Question 3
(a) Give an account of the way in which the Prophet started to preach Islam in the first few years after he
began to receive the revelation. [10]
Answers should focus on the Prophet’s deliverance of the message, and not the events of the revelation itself,
although brief mention of it is fine. After the Prophet received his first revelation in the cave of Hira, he only
told his wife Khadija and her cousin Waraqa bin Nawfal, about the event. Khadija was the first to accept the
message. Waraqa confirmed the prophethood, and for some days there was a break in revelation. After verses
from sura Mudaththir were revealed to him, the revelation came frequently and regularly. The main message
at this point was to reject idols and believe in one God. For three years the Prophet taught and practised in
secret. The first converts were those who were close to him in his household, such as Khadija, Zayd bin Harith
and ‘Ali ibn Abu Talib. After this Abu Bakr the Prophet’s close friend, converted. Abu Bakr invited many people
to Islam, and many prominent companions became Muslim through him. The Prophet would meet and teach
these new converts in secret from the revelations he was continuing to receive. The Muslims prayed twice a
day and would retreat to the mountains to do so. After there were more than 40 or so converts it could not be
kept a secret any more. Then sura 26:214 was revealed to preach the message openly. He called his own clan
to dinner; Abu Lahab rejected the message while Abu Talib promised protection. Then the Prophet called the
people of Makka to the mount of Safa and told them about the new faith and believing in one God. His message
was rejected. After this persecutions started on the early converts but Makkans continued to convert to Islam.
Candidates should give details in their answer and need to avoid giving a narrative about the persecutions.
(b) Was it significant that the Prophet began preaching the message in secret? [4]
Candidates could say that it was significant because the message was new and so the Prophet and h is closest
followers needed time to get used to it. Also, they did not know how the Quraysh would react so it was better
to wait until they had some strength in numbers before openly preaching. It was also better to wait until they
were guided by God to preach Islam openly. Candidates could also say that it was not significant, for example,
because they were only preaching in secret because they were unsure about the message, or had very little to
tell people in terms of what had been revealed. Candidates can offer their own answers but need to give
reasons.

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Question 4
(a) Describe the events relating to the Prophet’s experiences in caves. [10]
Candidates should be able to give an in-depth narrative of the Prophet’s experiences in the two caves, namely
Cave Hira and Cave Thawr/Saur. They should be able to name the caves and give details of what happened in each
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cave. They should also be able to name the key figures involved, e.g. Jibra’il and Abu Bakr. Related to Cave Hira,
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candidates could mention why the Prophet was in the cave, the appearance of the angel, the quotation of Sura
96:1–5, as well as a description of what happened to the Prophet when he left the cave. Related to Cave
Thawr/Saur, candidates could mention why the Prophet found himself in the cave, who he was with, details about
Abu Bakr’s role as well as a reference to the Qur’anic verse relating to this incident.

(b) Explain the significance of one of these experiences for the development of Islam. [4]
Candidates should try to show some understanding of the importance of one of these incidences, and try to relate
its significance to Muslims today. Cave Hira This event started God’s final guidance for mankind as it was when the
Prophet was given the first revelation of the Qur’an, which is the most important book for Muslims to get
guidance. The event was also significant for the Prophet as he was given his prophethood. It highlighted the
transition from polytheism to monotheism. Candidates should try to reflect upon these reasons and their
significance to themselves or the wider community of Muslims. Cave Thawr This event was significant because
there was a threat to the Prophet in Makka and God gave permission to leave. Candidates should mention that at
this time, the Prophet had to have trust in God as well as his followers to escape the threat. If he hadn’t trusted
them and if he had been captured Islam would not have developed. It was the beginning of a new phase for the
Muslims because they left everything behind. Candidates should try to reflect upon these reasons and their
significance to themselves or the wider community of Muslims.
Question 4
(a) Outline the Prophet’s experiences in the caves of Hira and Thawr. [10]
Candidates have to write about both caves, and the answers should generally be of equal volume.
Cave Hira is where the Prophet received the first revelation, when he was 40. He had been spending longer
periods of time there. One night, an angel appeared in the form of a man and said “Iqra” (read/recite). The
Prophet replied, I cannot recite. This happened three times, the third time the Angel Jibril squeezed the Prophet
and recited the words of surah Alaq, verses 1-5. The Prophet felt the words were imprinted on his heart. He ran
out the cave and could see the Angel on the horizon. He ran home and asked his wife to cover him and narrated
what had happened.
Cave Thawr is where the Prophet hid with his companion Abu Bakr when they left Makka on the migration to
Madina. They were followed by men hired by the Quraysh to kill the Prophet. They stayed in the cave for three
days. Abu Bakr entered to clear the cave for the Prophet; while the Prophet slept on his lap, something stung Abu
Bakr but he did not cry out. A spider wove its web at the entrance, and birds made a nest, so when the Quraysh
got to the cave they did not go in. Abu Bakr was scared and the Prophet reassured him that God was with them
(9.40). After three days they left the cave for Madina. Abu Bakr’s son would come to give them news of Makka
and his daughter brought them food for their journey.
Candidates should expand on these details to gain the highest level.

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(b) In what respects were the Prophet’s experiences in the cave of Thawr important for his prophethood? [4]
The events in the cave of Thawr were important to the Prophet because it gave him reassurance that God was
looking after him, as the web that was spun on the cave saved his life, so Islam was spread. It also confirmed the
loyalty of Abu Bakr to the Prophet, as Abu Bakr was afraid but did not give himself or the Prophet away to the
Quraysh. These are not the only valid answers, and candidates should be credited where they give reasons for
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their answer.
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Question 3
Write about the Prophet Muhammad’s interaction with the Quraysh while he lived in Makka, before and
after revelation. [10]
Good answers will be able to provide a detailed and concise narrative of events that occurred between the
Prophet and the Quraysh. Candidates should talk about the Prophet’s status in the community prior to Islam. They
could talk about the fact that the Prophet was known as ‘Al-Amin’ or the trustworthy. They could mention, using
examples that prior to his Prophethood, the Quraysh used to consult him in important matters, trust him with
their goods, and look to him for advice. For example they could mention that when the Prophet was younger he
was chosen by the Quraysh to settle the dispute of who should replace the sacred black stone to its position at the
Ka’ba. Answers should also mention that after Prophethood, the Prophet Muhammad was rejected when he
invited the Quraysh to Islam. He was taunted, mocked and openly humiliated by different members of the
Quraysh. The best answers will include details of events before the period of revelation and after revelation.

(b) Why did the Quraysh feel they needed to reject the Prophet’s message? [4]
Good answers here will be able to mention that the Quraysh had their own belief system and that they
worshipped many idols opposed to the Prophet Muhammad’s message of monotheism. By changing their ways,
they faced losing their status and position as leaders and keepers of the Ka’ba. They also faced losing income, felt
threatened by the Prophet’s influence upon the youth of Makka, and his growing support. This should not just be a
description of the reasons, candidates should include evaluation.

Question 4
(a) Write an account of the first migration (hijra) of the Muslims to Abyssinia. [10]
Good answers should be able to narrate the story of the migration to Abyssinia with considerable detail, being
able to name the main Muslims involved. Answers could give an account of the persecution faced by Muslims in
Makkah and why these persecutions had increased on the Prophet’s followers; that the Prophet ordered some
followers to go to Abyssinia to seek protection from it’s just king; they were led by the Prophet’s cousin, Ja’far Ibn
Abu Talib; the Quraysh followed them and asked the king to return them; what happened when Sura Maryam was
recited to the king. Excellent answers will give in-depth details of the story as it happened, as well as saying why
these particular Muslims took part.

(b) Why did the people of Makka pursue these Muslims? [4]
Good answers here will be able to give reasons for the migration rather than repeat the story again. They could
say why the Makkans wanted to destroy the new faith, as it threatened their own religious and economic stability,
and therefore didn’t want the Muslims to escape and for Islam to flourish. Excellent answers will show a clear
understanding of the threat the Makkans felt and the fears they had due to the increasing number of Muslims.

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Question 4
(a) Describe the main events relating to the first migration (hijrah) of Muslims to Abyssinia. [10]
Good answers should be able to narrate the story of the migration to Abyssinia with considerable detail, being
able to name the main Muslims involved. Answers could give an account of the persecution faced by Muslims in
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Makkah and why these persecutions had increased on the Prophet’s followers; that the Prophet ordered some
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followers to go to Abyssinia to seek protection from it’s just king; amongst the first group was ‘Uthman and
Ruqayyah; the second group was led by the Prophet’s cousin, Ja’far Ibn Abu Talib; the Quraysh followed them and
asked the king to return them; what happened when Sura Maryam was recited to the king. Excellent answers will
give in-depth details of the story as it happened, name the Muslims who migrated, as well as saying why these
particular Muslims took part.
(b) What was the importance of making this migration at that time? [4]
Candidates could mention that the Muslims being persecuted meant they could not establish their religion in
Makka, and moving to Abyssinia allowed them religious freedom. Those not willing to renounce Islam were in
danger of torture or death. The migration therefore safeguarded the new converts to Islam and the future Muslim
community. Importantly, it was the Prophet who encouraged them to go.

Question 4
(a) Give an account of the migration of the early Muslims to Abyssinia. [10]
Good answers should be able to narrate the story of the migration to Abyssinia with considerable detail, being
able to name the main Muslims involved. Answers could give an account of the persecution faced by Muslims in
Makka and why these persecutions had increased on the Prophet’s followers; that the Prophet ordered some
followers to go to Abyssinia to seek protection from its just king; ‘Uthman and Ruqayya went in the first migration,
and later the second delegation was led by the Prophet’s cousin, Ja’far Ibn Abi Talib; the Quraysh followed them
and asked the king to return them; and what happened when Ja’far spoke and then recited verses of Sura Maryam
to the king.
Excellent answers will give in-depth details of the story as it happened, name the Muslims who migrated, as well
as saying why these particular Muslims took part.

(b) What was the significance of this migration for the early Muslim community? [4]
Candidates could mention that the Muslims being persecuted meant they could not establish their religion in
Makkah and moving to Abyssinia allowed them religious freedom. Those not willing to renounce Islam were in
danger of torture or death. The migration therefore safeguarded the new converts to Islam and the future Muslim
community. Importantly, it was the Prophet who encouraged them to go. They migrated to Madina once the
Prophet had completed his hijra.

(a) The Prophet allowed some of the early Muslims to move to Abyssinia. Write about the events of this
migration. [10]
Good answers should be able to narrate the story of the migration to Abyssinia with considerable detail, being
able to name the main Muslims involved. The Muslims in Makka, mainly those without tribal protection and
slaves, were being persecuted by the Quraysh; an ayat was revealed about the earth being spacious for
believers (39.10); the Prophet allowed some followers to go to Abyssinia to seek protection from its king,

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Negus, in the 5th year of prophethood (614/615); ‘Uthman and Ruqayya went in the first migration of 12 men
and 4 women, whereupon the Quraysh chased them but the migrants managed to board a boat before the
Quraysh got to them; some came back from Abyssinia when they falsely heard that the Quraysh had accepted
Islam; the persecutions increased and later the second delegation, of 83 men and 19 women, was led by the
Prophet’s cousin, Ja’far Ibn Abi Talib; ‘Amr ibn al-‘As and ‘Abdullah bin Abi Rabi’a followed them and asked the
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king to return the Muslims; the Negus called the Muslims to give their account; Ja’far told him of the way they
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lived before Islam, and also recited verses from Sura Maryam; this moved the Negus to tears and he allowed
the Muslims to stay in Abyssinia in peace and freedom; the Quraysh envoys were given their gifts back and
sent away. The Muslims lived here in peace until they moved to Madina. Excellent answers will give in-depth
details of the story, name the Muslims who migrated, and elaborate on any points mentioned.

(b) Can this migration be compared to the migration of some Muslims today? Give reasons for your
answer. [4]
Muslims around the world are facing persecution, such as in Syria, and are migrating to other countries like
Jordan and Turkey, where they are being allowed to live in freedom. However, it is not like the migration to
Abyssinia as the current migrants usually live in refugee camps, where resources are limited. The migration to
Abyssinia can also be compared to Muslims migrating to non-Muslim countries, where they are given freedom
to live and work, but sometimes not everyone welcomes them. It may be said it is not comparable to migration
of Muslims now, e.g. economic migration. Many Muslims now move for work and financial reasons, so it is not
similar. These are just examples of what could be said; candidates can give any number of answers but must
expand on their points with reasons.

Question 4
(a) Outline the difficulties the Prophet faced between receiving his first revelation and the boycott of Banu
Hashim. [10]
Candidates should write a detailed account of the difficulties faced by the Prophet mainly, whilst brief mention
could be made of the difficulties faced by his companions. Candidates could give a brief description of the Prophet
beginning to preach openly after years of secret worship, after he announced his faith to the Quraysh on mount
Safa. They rejected his call to Islam, and subsequently went on to mock and torture the Prophet. He was called a
mad man, or possessed by jinn [15.6, 68.51]; Abu Lahab forced his two sons to divorce the Prophet’s daughters
Ruqayya and Umm Kulthum; they laughed and mocked him after his son’s death, calling him “abtar”; Abu Jahl
had the foetus of a she-camel placed on the Prophet’s back while he was praying at the Ka’ba, which was removed
by Fatima; his followers were also persecuted which hurt the Prophet too; the Prophet and his followers were
boycotted and were not allowed business dealings or social contact with the Makkans; they stayed in Shib i Abi
Talib for three years, where they had little food or water.

(b) Why did the people fear the message that the Prophet had brought? [4]
The Quryash were leaders of Makka and so were not ready to give up their power or prestige, they could not
imagine being equal with slaves. Although they thought well of the Prophet they would have wanted a prophet
to come from their own tribe rather than Banu Hashim, as they were always competing with other tribes for
prestige. The Ka’ba was a place of pilgrimage which brought them an income and they were not willing to risk
losing that income. They were comfortable with the way they lived their life, satisfying their needs and not

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thinking about others less fortunate than themselves. By society changing to Islam they would have to give up
their previous practices of drinking, or treating women and slaves badly, and that did not suit them. They had no
interest in obeying a religion that outlawed what they enjoyed and gave them no special status over their fellow
men. It was against the religion of their forefathers, which they did not want to change. Better answers will be
able to offer evaluation and expand on the points that they make.
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Question 3
(a) Describe the main difficulties encountered by the Prophet himself during his time in Makka after his call to
prophethood. [10]
Candidates should write a detailed account of the difficulties faced by the prophet, and should write about the
events as they happened. Candidates could give a brief description of the Prophet beginning to preach openly
after years of secret worship, including an account of when he stood on the hill and made his speech declaring his
faith, and the reaction of the Quraysh. They could go on to give a description of the subsequent mocking and
torture he faced, mentioning the key figures involved in the persecutions, and mention of the tolerance and
patience of the Prophet. They could also include relevant references from the Qur’an.

(b) How does his conduct in one of these difficulties provide an example for Muslims today? [4]
Candidates should take one of the incidents mentioned in part (a) and comment on how it can be used as an
example to Muslims. They should give a brief mention of one incident, e.g. throwing intestines on Prophet,
preaching at Ta’if, etc., and elaborate by saying how the Prophet reacted and the characteristics displayed e.g.
patience, tolerance, forgiveness. They should then go on to give an example of how this could be related to a
present day situation. Better answers will be able to give a detailed explanation of how the prophet’s morals give
guidance for the contemporary situation.

Question 5
(a) Give an account of the persecutions faced by the early converts to Islam in Makka. [10]
(a) Candidates should give a detailed narrative of the persecutions faced by the first Muslims in the years after the
Prophet started preaching Islam. Good answers will be able to name key figures involved in the persecution, and
the names of the Muslims who were being persecuted, stating that it included slaves and those without tribal
protection. They could talk about the type of difficulties they faced, e.g. the physical torture, and give an account
of the persecutions. They could also mention the migration to Abyssinia and the social and economic boycott.
Good answers will be able to present their narratives in a clear and comprehensive manner without confusing
details. Answers about the Prophet’s persecution will not be credited.

(b) How are these accounts relevant to Muslims now? [4]

(b) Answers should reflect on the accounts the candidates have given in part (a) and be able to put their answers
in a modern context. They may be able to say e.g. that these stories tell Muslims to remain patient in times of
difficulty, but the better answers will be able to show depth and understanding, e.g. Muslims facing hardships now
should look at these examples to compare the difficulties they faced/these examples allow Muslims to reflect on
how they behave in times of difficulty or oppression. These stories can be a source of encouragement and comfort
if Muslims can see that the first generation of Muslims went through these hardships. Better answers will be able
to give definite examples from the lives of Muslims or the world they live in. Better answers will refer to (a)but

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not repeat the description.

Question 5
(a) Give an account of the difficulties experienced by the early Muslim community in Makka. [10]
For the first few years the Prophet (pbuh) preached the message in secret. Initially only a handful of Muslims
accepted Islam, the main ones being Khadija, Zaid, ‘Ali and Abu Bakr, who in turn brought many people to Islam
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including, ‘Uthman, Zubair ibn Awwam, and Talha. Other early converts were Bilal, Abu ‘Ubaida, Abu Salamah.
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Prayer was established morning and evening. They would pray and practise their faith in secret, often praying in
the mountains. After the revelation to warn his nearest relatives (26.214), the Prophet (pbuh) took to Mount
Safa and invited the Quraysh to follow Islam publicly. They rejected him and feeling threatened by the new
message, because they could not dissuade the Prophet (pbuh) from preaching it, they started to persecute the
Muslims.
Those who had no protection were easy targets and felt the worst of the persecution. Bilal was severely beaten
by his master Umayah bin Khalaf; ‘Ammar bin Yasir, and his parents, were made to lie on the burning sand – both
his parents were martyred; ‘Uthman in Affan was wrapped in palm leaves and set fire to by his uncle; Khabab bin
al-Arat was made to lie on burning coal with a rock on his chest. Due to the severity of the persecutions, the
Prophet (pbuh) told the believers to meet secretly at Dar al-Arqam, where they would learn about their new faith.
Also because of the persecutions, the Prophet (pbuh) allowed some people to migrate to Abyssinia. Later a social
and economic boycott was imposed on the Muslims and they were to live in Shib-i-Abi Talib, where they faced
great hardships for many years. Good answers will be able to present their narratives in a clear and comprehensive
and give depth to the above points; candidates should not write about the Prophet’s (pbuh) persecution.

(b) Drawing from this account, what advice could be given to Muslims now living in fear of persecution? [4]
Candidates can give a number of answers but should qualify their answers with reasoning. Simply stating that e.g.
Muslims should be steadfast, and patient is not enough for the higher levels.
They could say, e.g. that living in a situation where their family may not want them to practice their faith, to pray,
fast or wear hijab, they can try to conceal their faith and practise it where they can and in secret. Or they could
say that if they are being persecuted by the wider community for their beliefs, they could migrate to a safer place
where they would be accepted and allowed to live in freedom. It is not going to be an easy journey, but the early
Muslims did not go back on their decision.

Question 3
(a) Give an account of the events of the Prophet’s night journey and ascension [‘Isra wami’raj]. [10]
Candidates should talk about the events of the night journey as they happened, and be able to provide an in-depth
narrative of the journey. They could talk about the Prophet being woken from his sleep and taken on al-Buraq
from Makka to Jerusalem by the angel Jibril. They could mention all the things that he saw on his way, the
prophets that he met, the questions that he asked Jibril, and the fact that he led the prophets in prayer. They
should also go on to mention that he was taken through the heavens and was finally in the presence of his Lord.
Answers should also mention that this all took place in one night, and what the people of Makka said when he told
them about his journey.

(b) Explain the importance of this event to the Prophet himself. [4]
Good answers here will be able to mention the conditions for the Prophet in Makka at this time that he had lost

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his closest supporters and was being mocked for being left by God. They should talk about the importance of
physical and spiritual support needed by the Prophet. The events reassured him of his closeness with God and his
status among other messengers, and gave him spiritual support. His physical support came from his companions
who believed that if the Prophet said it happened, and then it did.

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Question 3
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(a) Write about the Prophet’s night journey and ascension [al- ‘isra wa-mi’raj]. [10]
Candidates should talk about the events of the night journey as they happened. They could talk about the Prophet
being woken from his sleep and taken on al-Buraq from Makka to Jerusalem by the angel Jibril. They could mention
all the things that he saw on his way, the prophets that he met, the questions that he asked Jibril, and the fact that
he led the prophets in prayer. They should also go on to mention that he was taken through the heavens and was
finally in the presence of his Lord. He was given the five daily prayers. Answers should also mention that this all
took place in one night, and what the people of Makka said when he told them about his journey.

(b) How did this journey help the Prophet in his mission? [4]
Candidates should give thoughtful answers as to how this event could have been beneficial for the Prophet. They
could mention that it gave him comfort after a period of difficulty in Makka, and he realised God had not left him.
It gave him the encouragement he needed to carry on preaching in the face of continued opposition. It allowed
him to see what he, and all Muslims, should be striving for which gave him renewed strength. He realised his
status amongst prophets (as seal of the prophets, he led them in prayer), and realised the blessings God had given
his community (by giving the five prayers). It confirmed his prophethood as he met with God, going further than
anyone else had been. Candidates do not have to mention all of the above, but should have some depth to any
answers they give.
Question 3
(a) The Prophet Muhammad was taken on a night journey and ascent to the heavens (al-‘isra wa-l-mi’raj). Write
an account of this journey. [10]
In the year before migration the Prophet (pbuh) was taken on a journey, “from the sacred mosque to the farthest
mosque” (17.1). The Prophet (pbuh) was woken from his sleep and his heart was washed with zamzam. He was
asked to choose between milk and wine and he chose the milk, to which Jibril said, “You have been guided on the
fitra.” He was then taken on al- Buraq from Makka to Jerusalem by the angel Jibril. There the Prophet (pbuh) led
all the previous prophets (pbuh) in prayer. After that, Jibril took him to the heavens. He met Adam at the door to
heaven, and thereafter he ascended and met various other prophets. He was led to the Lote Tree, past which Jibril
could not go, and then met with his Lord. He was given prayers and the last 2 verses of Sura Baqara. On his way
down he met Musa who suggested the Prophet (pbuh) ask God to reduce the number of prayers given to his
people. The Prophet (pbuh) did this a number of times, then at five, stopped, saying he was too embarrassed to
ask for further reduction. He saw some of the inhabitants of Heaven and Hell.
Answers should also mention that this all took place in one night, and when the Prophet (pbuh) told the people,
the Quraysh laughed at him. Abu Bakr believed in the event straight away.

(b) What was the significance of this journey to the Prophet? [4]
The Prophet (pbuh) had been through a period of difficulty and this event made him realise that God had not left
him. It allowed him to see what he, and all Muslims, should be striving for which gave him renewed strength. He

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

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Question 3
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(a) Abu Talib died in 619. Describe the events following this that led to the Prophet’s migration (hijra
) to Madina. [10]
For this answer an account should be given about the events before the Prophet migrated to Madina, not the
actual journey or events of migration itself. Good answers will be able to tell the story fully and concisely, with a
clear starting point (e.g. the death of Abu Talib and the loss of protection for the Prophet, or they could start from
the failure at Ta’if), and end point. Answers could talk about the Prophet’s reaction to the loss of protection and
his attempts to spread Islam elsewhere. The Prophet met six men in Makka, who had come from Yathrib for the
annual pilgrimage. They became Muslim and returned to Makka the following year with more people who took an
oath at ‘Aqaba in 621. The following year more people came to take the oath withthe Prophet. They invited the
Prophet to come to Yathrib as their leader. In Makka there was a plot to assassinate him, and eventually there was
a sura revealed telling him to migrate. The best answers will be able to expand and give depth to these events.

(b) Why was this migration important for the Muslim community?[4]
Good answers will be able to mention that the difficulties in Makka meant that Muslims could not freely
practice their new faith, and that this new religion had stopped expanding. They could talk about how the
migration would provide them with an opportunity to expand, and provide religious freedom. It also made the
Prophet the leader of a community allowing Islam to be established. Candidates can give any number of reasons,
but they should develop the answer to show the importance of what they are saying, e.g. not by writing: ‘the
migration gave the Muslims freedom’, but expand on it by saying they were free from the persecutions or that
they could properly learn and implement the laws. The Prophet’s life was threatened and so migrating allowed
him to escape further persecution and possible death, and establish Islam.
Question 3
The Prophet went to Ta’if to teach the people there about one God. Write about his experience of this event.
The Prophet (pbuh) had been preaching to the people of Makka for ten years and they had faced many hardships;
the number of Muslims was relatively small; his greatest supporters Khadija and Abu Talib had passed away; he
looked towards Makka to preach his message and went to Ta’if with Zayd bin Haritha; he thought people would
be favourable to his message but they were hostile towards him; he stayed several days there delivering the
message to the people, but he was abused and jeered; they were chased out by being pelted with stones till blood
flowed down the Prophet’s legs; Zayd was injured too; they took refuge in an orchard a few miles away; seeing his
condition, ‘Utbah and Shaybah sent their servant with a tray of grapes; their servant saw true prophethood in him;
Jibril later appeared with another angel and asked the Prophet (pbuh) for permission to bury the city; the Prophet
(pbuh) refused and instead prayed for believers to be born from their progeny.

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(b) The Prophet showed great forgiveness despite the cruelty of the people of Ta’if. Do you think Muslims now
can follow this example?
Candidates could say e.g. yes, people can follow his example because they may face rejection for many reasons,
whether they are preaching about Islam to others who mock and ridicule them, or it may be that someone is being
bullied at school, or people are being tormented by those occupying their lands; by remembering the Prophet’s
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forgiveness and being steadfast in faith, would help forgive those who are hurting/rejecting you.
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Or they could say no, it is not possible, e.g. because this kind of mercy is only for those of a high status or closeness
to God, and for most people they are not able to control their anger or they want to seek revenge if someone has
done something small to them, and so they would not be able to forgive anything as big as this.

Question 3
(a) Describe the events of the Prophet’s visit to Ta’if. [10]
The Prophet had been preaching to the people of Makka for ten years and they had faced many hardships; the
number of Muslims was relatively small; his greatest supporters Khadija and Abu Talib had passed away; he looked
out of Makka to preach his message and went to Ta’if with Zaid bin Haritha; he thought people would be favourable
to his message but they were hostile towards him; he stayed ten days there delivering the message to the people,
but he was abused and jeered; they were chased out by being pelted with stones til blood flowed down the
Prophet’s legs; Zaid was injured too; they took refuge in an orchard a few miles away; seeing his condition, Rabi’a’s
two sons sent their servant with a tray of grapes; Jibril later appeared with another angel and asked the Prophet
for permission to bury the city; the Prophet refused and instead prayed for believers to be born from their progeny.
The best answers will be able to expand and give depth to these events, and whilst not all of the above needs to
be mentioned, highest level answers will describe and elaborate on most of these details.

(b) How can Muslims apply in practice the lessons learnt from the Prophet’s behaviour in this situation? [4]
Candidates can present any lesson that’s relevant to the events of Ta’if, but thoughtful answers will present the
lesson within the context of a situation. Examples could be, that the Prophet did not give up his faith in times of
difficulty, despite few conversions and losing his wife and uncle, but rather he persevered. Muslims should learn
to persevere in times of difficulty, when they have lost family members or they are living in difficult circumstances
in their community; the Prophet did not curse or wish the worst for those people who had treated him so badly,
but rather prayed for them. So Muslims now should not get angry and wish bad things towards those who insult
Islam or the Prophet, but should try to do or say good things for them.

Question 3
(a) Write about the Prophet’s activities in spreading Islam outside Makka, before the migration to Madina. [10]
The two main events related to this are the visit to Ta’if and the Pledges of Aqaba. Candidates should write about
both events to reach higher levels.
As the number of converts to Islam was not increasing, and due to the persecution by the Quraysh, the Prophet
turned his attention to communities outside Makka. He first went to Ta’if, where he called the people to Islam
for ten days. The people of the city chased the Prophet and Zaid bin Harith out, pelting them with stones. Blood
flowed down his legs and Zaid was injured too. They took refuge in an orchard. God sent the Angel Jibril, with the
angel of the mountain, to crush the town and its inhabitants with the mountains surrounding it, with the
Prophet’s permission. The Prophet instead prayed for them that they become Muslim.

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The Prophet then focused on preaching to pilgrims coming to Makka for the pilgrimage. In the eleventh year of
prophethood, six men from Yathrib listened to the Prophet’s message. They accepted Islam and went back to
Yathrib and preached the message of Islam. The following year, twelve men came to offer their allegiance to the
Prophet. They pledged to worship one God, not steal or commit adultery, nor kill their children. The Prophet sent
Musab bin ‘Umair to teach the people of Yathrib. In the following year, over 70 pilgrims came to Makka from
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Yathrib and swore allegiance to the Prophet. In this pledge they agreed to listen and obey the Prophet, to spend
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when they had lots and when they had less, to enjoin good and forbid evil, to fear no one, and to defend the
Prophet. After this the Prophet gave the Muslims permission to start migrating to Madina.

(b) Choose one quality shown by the Prophet in these activities and explain how Muslims today can
learn from it. [4]
Candidates could, e.g. write about the forgiveness shown by the Prophet. He had an opportunity to have revenge
on those who had harmed him but instead he chose to pray for them. Muslims can learn that prayer can be more
powerful than retaliation. That it is not necessary to fight violence with violence. In difficult circumstances, such
as oppression, or when people are harming you, forgiveness can be a powerful tool. Muslims should learn to be
more forgiving in all circumstances, e.g. if someone has stolen from them, or has called them names.
Candidates can choose to write about other qualities, but they need to justify their answer with an example.
Question 4
(a) The Muslims in Makka faced a lot of hostility after the Prophet began preaching openly. Describe the
persecutions against the followers of the Prophet at this time. [10]
The Quraysh rejected the Prophet’s message after open preaching, and being threatened by the new message,
started to persecute the Muslims. Those who had no protection were easy targets and felt the worst of the
persecution. Bilal was severely beaten by his master Umayah bin Khalaf; ‘Ammar bin Yasir, and his parents, were
made to lie on the burning sand – both his parents were martyred; ‘Uthman in Affan was wrapped in palm leaves
and set fire to by his uncle; Khabab bin al-Arat was made to lie on burning coal with a rock on his chest. It was
not just the poor who were persecuted. Due to the severity of the persecutions, the Prophet told the believers
to meet secretly at Dar al-Arqam, where they would learn about their new faith. Also because of the persecutions,
the Prophet allowed some people to migrate to Abyssinia. Later a social and economic boycott was imposed on
the Muslims and they were to live in Shib-i-Abi Talib, where they faced great hardships for many years.

(b) In today’s world how practical are the reactions of the Prophet’s followers to these persecutions?
Candidates can offer a variety of answers, but must give reasons for their answer.
They could say that the reactions are practical because e.g. people, in the face of persecution, can migrate and
so change their situation, or they can have patience and ultimately God will grant them ease, whether in this life
or the next. They could say that the reactions are not practical, e.g., because people now have too much invested
in a country / community to be able to leave it. Also, many people are too poor to leave their homes and set up
new homes elsewhere. They may feel they would not be welcomed in any other country, or that the journey is
too difficult to make.

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Pledges of Al-Aqaba
Question 3
(a) The Pledges of Aqaba were made in the Prophet’s last years in Makka. Outline the reasons for these pledges
and write about the details in them. Page
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Good answers will be able to provide a detailed and concise narrative of events that occurred between the
Prophet and the people of Yathrib.
Answers could talk about the Prophet’s attempts to spread Islam outside Makka without success. Soon after the
events of Ta’if he met six men in Makka, who had come from Yathrib for the annual pilgrimage. They became
Muslim and returned to Makka the following year with more people (12) who took an oath at Aqaba in 621 which
is known as the First Pledge of Aqaba. Musab bin Umair was sent with them to teach them about Islam. The
following year more people came to take the oath with the prophet (70). They invited the prophet to come to
Yathrib as their leader. The Prophet told Muslims to start migrating.
Initially the six men said they would go back and tell people about the prophet. The first pledge had details
relating to worshipping one God, not stealing, not committing adultery, not killing their children, not slandering
or disobeying the prophet. The second pledge was to listen and obey the prophet, to spend in plenty as well as
scarcity, to enjoin good and forbid evil, fear no one but Allah, and defend the Prophet if he needs it.
Good answers be able to give details of the number of pledges, the number of Yathribites / Madinans involved
and the names of some key figures, the main details of what was in the pledges, and an indication of the result
of the pledges.

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

MIGRATION
Question4
Give a detailed account of the Prophet’s journey from Makka to Madina in 622.
For this answer an account should be given about the events of the actual journey; only brief mention should
be made about events before the Prophet left Makka and his arrival in Madina.
The year is 622; in Makka there was a plot to assassinate the Prophet; Quraysh met at Dar al-Nadwa; a man
from each tribe was sent to kill the Prophet; Jibril came giving the Prophet God’s permission to migrate;
Muslims had already started to migrate; Abu Bakr, ‘Ali and the Prophet were left; the Quraysh came to the
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Prophet’s house to kill him at night, (8.30); the Prophet told ‘Ali to sleep in his bed; the Prophet came out of
his house and threw dust at the assassins, (36.9); Abu Bakr went with him; they took refuge in Cave Thawr;
Abu Bakr went in to make sure it was clean and safe; Abu Bakr’s foot was stung by an insect; they stayed in the
cave three nights; Abu Bakr’s son and daughter visited them; the Quraysh set a price of 100 camels for their
capture; some reached the mouth of the cave; the Prophet reassured Abu Bakr; Suraqa almost caught up with
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them, but his horse kept stumbling; they stopped in Quba and stayed there for four days; they established a
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mosque; ‘Ali caught up with them here; they arrived in Madina and the people welcomed the Prophet; he
stayed with Ayyub al-Ansari; his camel showed them the place to build his mosque.
(b) How is the migration of the Prophet like the migration of some Muslims now? Give reasons for your
answer.
The best answers will be those that can draw out the similarities or differences between the Prophet’s
migration and the event(s) they choose to write about.
They could say, e.g. that the migration is similar to the migration of some Muslims now, because Muslims now
in some parts of the world are facing persecution and threat of death and are having to find other places to
live; that many Muslims who have migrated were welcomed to the new country.
Or they could say e.g. that the migration is not similar to Muslims now because Muslims now usually don’t
have people going after them to kill them; that Muslims now face dangers that the Prophet did not face, such
as travelling further distances without food and water; that Muslims are not always welcome in the places they
are migrating to.

Question 5
(a) Trace the events that led up to the Prophet’s migration (hijra). [10]
For this answer an account should be given about the events before the prophet migrated to Madina, not the
actual journey or events of migration itself. Answers could briefly discuss the persecution of the Muslims by the
Makkans and their migration to Abyssinia which later encouraged them to make the migration to Yathrib. The
boycott of the Banu Hashim clan by the Qur’aysh followed by the deaths of Abu Talib and Hazrat Khadijah are
points that candidates can discuss when answering this question. Answers could also talk about the prophet’s
reaction to the loss of protection and his attempts to spread Islam elsewhere. The prophet met six men in Makka,
who had come from Yathrib for the annual pilgrimage. They became Muslim and returned to Makka the following
year with more people who took an oath at ‘Aqaba in 621. The following year more people came to take the oath
with the prophet. They invited the prophet to come to Yathrib as their leader. The best answers will be able to
give details of the number of pledges, the number of Yathribites/Madinans involved, some brief details of what
was in the pledges, and an indication of the result of the pledges.

(b) Explain the importance of the Pledges of ‘Aqaba to the Prophet in the period leading up to the migration. [4
]
Good answers should be able to talk about the prophet’s vulnerability at this time, and his attempt to gain support
from other places (e.g. in Al-Ta’if). They could also mention the tribal system of the time and the difficulties the
prophet faced without protection within this system. Also, the pledges gave hope to the Muslims and the prophet
as they found support and protection from a different, but willing, source.

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(a) Outline the main events of the Prophet’s journey from Makka to Madina. [10]
Candidates should be able to write a detailed narrative tracing the main events as they occurred on his journey to
Madina. Candidates could give brief background information relating to the threat in Makka and his departure,
and mention by name the key figures involved in the threat and his departure. They should mention that he left
with his companion Abu Bakr, and give a detailed account of their journey and their stay in Cave Thawr. They
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could also mention their stay at Quba as well as giving some details of their arrival in Madina. Better answers will
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be able to mention all the key figures involved, the events as they unfolded and be able to quote relevant
Qur’anic verses.
(b) What was the significance of this journey for the Muslims? [4]
For this part, candidates should look to show some reflection and understanding behind the reasons for leaving
Makka, and not repeat the narrative provided in (a). They could give a basic mention of the threat to the Prophet
and the believers and why there was little success with preaching. They could mention that the Madinans were
inviting him and give reflections on how his migration saved Islam for future generations – any insight shown as to
why the migration was important for that generation of Muslims, as well as future generations, should be
credited.

Question 3
(a) Give an account of the hijra of the Prophet from Makka to Madina. [10]
For this answer an account should be given about the events of the actual journey; only brief mention should
be made about events before the Prophet left Makka and his arrival in Madina. Year is 622; in Makka there
was a plot to assassinate the Prophet; Quraysh met at Dar alNadwa; a man from each tribe was sent to kill the
Prophet; Jibril came giving the Prophet God’s permission to migrate; Muslims had started to migrate; Abu Bakr,
‘Ali and the Prophet were left; the Quraysh came to the Prophet’s house to kill him at night, v8.30; the Prophet
told ‘Ali to sleep in his bed; the Prophet came out of his house and threw dust at the assassins, v36.9; Abu Bakr
went with him; they took refuge in Cave Thawr; Abu Bakr went in to make sure it was clean and safe; Abu
Bakr’s foot was stung by an insect; they stayed in the cave three nights; Abu Bakr’s son and daughter visited
them; the Quraysh set a price of 100 camels for their capture; some reached the mouth of the cave; the Prophet
reassured Abu Bakr; Suraqa almost caught up with them but his horse kept stumbling; they stopped in Quba;
stayed there for four days; they established a mosque; ‘Ali caught up with them here; they arrived in Madina
and the people welcomed the Prophet; he stayed with Ayyub alAnsari; his camel showed them the place to
build his mosque. The best answers will be able to expand and give depth to these events, and whilst not all of
the above needs to be mentioned, highest level answers will describe and elaborate on most of these details.

(b) What is the significance of the Prophet establishing mosques as a first task after the hijra? [4]
Mosques are the centre of a community; they allow people to meet and to worship God; the Prophet
established a mosque in Quba to emphasise this; it was also because they were now free to worship together
and in the open, unlike in Makka; establishing a mosque in Madina provided a focal point for the Muslims.

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FIRST ISLAMIC COMMUNITY

WIVES OF PROPHET
(a) Write about the life of the Prophet Muhammad’s first wife Khadija. [10] Page
(a) Candidates should write a detailed narrative elaborating on the points mentioned below. | 42
Khadija was a successful businesswoman in her own right; she was twice widowed and had children from her
previous marriages; she employed the Prophet (before prophethood) as a merchant for her; she sent her servant,
Maysara, with him; after hearing of trading skills and honesty as a merchant, she proposed marriage to him; he
accepted; she was 40 and he was 25; they had six children together, her two sons dying in infancy; when the
Prophet received revelation he came to Khadija trembling; she reassured him that God would not humiliate him;
she took him to see her cousin who told the Prophet about the angel and that he is a messenger of God; she was
the first to publicly accept Islam; she supported the Prophet financially; she died after the boycott to Shib-i-Abi
Talib; the Prophet’s love for her caused jealousy among his other wives (A’isha); Jibr’il is said to have sent greetings
of peace to her, through the Prophet, from God and himself; Khadija was Muhammad’s first wife and he chose not
to marry any other woman during her lifetime. Candidates may write about Khadija’s life before meeting the
Prophet, e.g. her previous husbands, and relevant points should all be credited.

(b) Taking two aspects of their relationship, explain how the marriage of the Prophet and Khadija sets a good
example for Muslim marriages today? [4]
Candidates can take what they want from Khadija’s relationship with the Prophet, but they should be able to say
why that aspect of their relationship sets an example for others. They could for example say that they had a love
and respect for each other that people could learn from today; she had her own business which the Prophet never
stopped her from, and she supported the Prophet through all his difficulties. She reassured her husband when he
told her about the revelation and never stopped believing he was telling the truth because she knew his character.
In times of difficulty people should be patient with each other and try to reassure and support their partners.
Candidates should choose two aspects and develop those points; whilst developing answers candidates need to
show application of it today.

Question 5
(a) Write about the lives of two of the Prophet’s wives whom he married after the death of Khadija. [10]
Candidates should give a detailed narrative about two wives and should not be awarded marks for writing about
Khadija. They should expand on the points below and add to the detail.
Candidates can choose from:
Sawda bint Zam’a: Prophet’s second wife; she was widowed and older than the Prophet; known for her
generosity, died ten years after the Prophet.
Aisha bint Abu Bakr: married at young age; they were married for nine years; involved in many important events
and battles; verses from sura Nur, 11–19 revealed about her; she became one of the greatest narrators of Hadith;
took part in Battle of Camel after the Prophet’s death.
Hafsa bint ‘Umar: widowed at young age; memorised Qur’an; mushaf was kept with her; was a narrator of Hadith.
Zaynab bint Khuzayma: husband was martyred at Badr; known for her generosity; died after being married to
Prophet for 8 months.
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Umm Salama Hind bint Abi Umayya: husband died at Uhud; rejected proposal of Abu Bakr and ‘Umar then
accepted proposal by Prophet; memorised Qur’an; outlived all other wives.
Zaynab bint Jahsh: the Prophet’s cousin; married to Zayd bin Haritha but marriage ended in divorce; then married
the Prophet.
Juwayriya bint al-Harith: the daughter of the chief of Banu Mustaliq; taken captive after successful campaign
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against them; Prophet proposed to her, and due to this the booty was returned and captives freed; married for
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six years; died 39 years after his death.
Umm Habiba Ramla bint Abi Sufyan: one of the early Muslims; migrated to Abyssinia with husband who then
became Christian; could not live with him so stayed in Abyssinia; Prophet sent proposal and marriage was
conducted by Negus; went to Madina after six years; lived with Prophet for four years before he died.
Safiyya bint Huyayy: brought to the Prophet after the Muslim victory at Khaybar; daughter of the chief of Banu
Nadir; Prophet invited her to Islam then proposed to her; other wives did not always think favourably of her but
Prophet always defended her.
Maymuna bint al-Harith: related to the Prophet and had always wanted to marry him; sent proposal through her
brother-in-law; Prophet accepted and they married when the Muslims performed ‘Umra after the treaty of
Hudaybiyya; after their marriage verse 33.52 revealed.
Maria al-Qibtiyya: sent as a gift from the ruler of Egypt; was a slave-girl; accepted into the household of the
Prophet after the treaty of Hudaybiyya; gave birth to the Prophet’s son Ibrahim, who died when he was 8 months
old; a solar eclipse coincided with his death to which the Prophet clarified they are not related events.

(b) “The best of you is the one best to his wife.” Explain what the Prophet meant by this statement and how it
is relevant to Muslims now. [4]
Candidates can offer any suggestions they want but should give explanation and reasoning for their answers,
which should be thoughtful and evaluative.
They could say, e.g., that the Prophet encourages men to look after their wives and that those with good
character treat their wife better than they treat others. Muslims should not compete in jobs or wealth but rather
in how well they treat their wife and family. Those who treat their wife well are those who should have most
respect.
Candidates could go on to say that now many Muslims do not treat their wives well, they treat them like slaves,
or they beat them, but this is not what the example of the Prophet teaches Muslim men about their relationship
with their wives.

Question 5
(a) Write about the life of Aisha during the Prophet’s lifetime. [10]
Candidates should give a detailed narrative about the life of Aisha and her relationship with the Prophet.
Answers will be able to mention key events from her life, such as her early marriage to the Prophet, her youth and
good memory which allowed her to remember and teach many of the sayings and events from the life of the
Prophet, as well as teaching the way of Islam whenever a new revelation was given. Candidates could also
mention that she took part in the major battles, and the events that surrounded the necklace controversy after
which a revelation was revealed about her. Candidates should also know that the Prophet was with her when he
passed away. Good answers will be able to present their narratives in a clear and comprehensive manner giving
details of the exact events.

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

PAPER 2

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AHADITH (Parts a & b)

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HADITH: 01

‘Religion is sincerity’, we said: ‘To whom?’ the Holy Prophet said: ‘To Allah, His Book, His Messenger, th
e leaders of the Muslims and to the common people.’

Teachings
The alternative word for Islam is sincerity without which there is no value of good deeds. The Holy Prophet once
said: ‘’Actions are judged by intentions.” Sincerity to Allah means that our hearts should be clean from all
impurities with regard to belief in Allah i.e. we should believe in Him as the sole Creator and Master with all His
attributes and with an earnest desire to worship Him and obey all His commands. The Quran says: ‘’Say! I am
commanded to worship Allah, being sincere to Him in faith.’’ (39:11) After acknowledging Allah as our Master, it is
necessary to know His commands that are conveyed to us through His Book, the Holy Quran. ‘’ (this book) is
guidance for the believers.’’ (2:3) Sincerity for the Messenger signifies that his prophet hood must be affirmed
with perfect sincerity of heart. For leaders and rulers, the Hadith implies that they should be respected, obeyed
and given full support in all those affairs which they conduct according to the teachings of Islam. The Holy Prophet
said: ‘’whoso obeys my commander, obeys me and whoso disobeys the commander disobeys me.’’ (Muslim)
Sincerity towards fellow beings means to behave in an honest and straightforward manner with them and to have
their best interest at heart. The Prophet said: ‘’the best of the people is the one who is the source of benefit for
others.’’ (Sahih Bukhari)

How to put these teachings into action

Muslims should have sincerity in all that they do. They should avoid pretension and should follow the teachings of
Islam sincerely from within. Supreme importance goes to sincerity because it is led by intention and intention is
the basis of all deeds. The element of sincerity differentiates the disbelievers and hypocrites from true Muslims.
This cannot be judged from appearance because it is totally an internal matter. The Quran calls hypocrites the
worst of creation. The companions of the Holy Prophet showed sincerity to Allah and His Prophet which made
them successful not only in this world but also in the life hereafter.

HADITH: 02

None of you believes until he wants for his brother what he wants for himself

Teachings
According to the Islamic faith, all believers are bound by a common faith in Islam. They, therefore, constitute a
single family or brotherhood where all members have a sense of belonging with each other regardless of
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geographical, racial or linguistic barriers. The Holy Quran endorses this by saying: ‘’believers are a single
brotherhood.’’ (49:10) Equality strengthens the social unity of Islam. The sense of belonging to a single family unit
demands that a spirit of sacrifice for the other members be nurtured and kept alive. The Holy Prophet said: ‘’The
Muslims are like a body, if one part of the body feels pain, other parts do not remain unaffected and they also feel
the pain...’’ (Sahih Bukhari)
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How to put these teachings into action
Islam discourages the preference of individual benefits over social benefits. Islamic society is unified under the
banner of devotion to each other. A true believer is supposed to be ready to give preference to the needs and
feelings of his Muslim brothers over his own. He should try to follow the example of the Ansaar of Medina who
eagerly shared all their belongings with their Mahajir brothers. We have observed similar acts of nobility and
generosity very recently. Muslims extended monetary and physical aid to the people affected by the horrible
earthquake of October 2005 in Pakistan. This was an expression of their faith and brotherly feelings.

HADITH: 03
‘’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.’’

Teachings
Belief in Allah and the Day of Judgement is a vital part of faith of a Muslim. Whosoever believes in these two
important segments of Islam must refrain from idle talk, be kind to their neighbours and generous to their guests.
There is great importance of good conversation in Islam. The Quran commands its followers to be kind and polite
in speech: ‘’and speak kindly to mankind.’’ (2:83) Islam also attaches great importance to the right of neighbours.
Gabriel stressed so much upon the rights of neighbours to the Prophet that he felt that neighbours would get a
share in the inheritance of a Muslim. The Prophet said: ‘’ By Allah he is not a true believer, By Allah he is not a true
believer, By Allah he is not a true believer’’ he was asked ‘’ who?’’ and he replied ‘’ The one whose neighbours do
not feel secure from his mischief and evil’’ (Muslim). Muslims must honour their guest. They must provide them
with food and entertain them generously. The Prophet once said: ‘’He who believes in Allah and the Last Day
should accommodate his guest according to his right... A guest is to be entertained with food for three days and
whatever is offered beyond that is charity.’’ (Agreed upon)

How to put these teachings into action

We should talk politely and not tell lies. Silence is sufficient to save anyone from telling a lie when one cannot
speak the truth. A faithful believer ought to be a source of comfort to his neighbours and should project
generosity and hospitality towards all human beings. Neighbours and guests are important components of the
Muslim society. Neighbours must be cared for and must not be disturbed or harmed in any way. Regarding guests
we have been advised to welcome them in our house, speak to them with a smiling face and extend every kind of
hospitality to them. Generosity to all is essential. For example Hazrat Ibrahim used to take meals with his guest
often one day when he had nothing to present to his guest, he went out and borrowed a calf and offered its meat
to them. One of the companions of the Prophet used to get up early in the morning to collect the fruits of his

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neighbour’s tree which had fallen in his courtyard to hand them over back to them.

HADITH: 04
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A man asked the Messenger of Allah: ‘’Do you think that if I perform the obligatory prayers, fast in the month of
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Ramadan, treat as lawful that which is lawful and treat as unlawful that which is forbidden and do nothing further,
I shall enter Paradise?’’ He said: ‘’Yes.’’

Teachings
Amongst the five pillars upon which Islam stands, after Shahadah, the two mentioned above are those which are
obligatory for each and every Muslim (Hajj and Zakat are obligatory if applicable). This Hadith highlights the
principles upon which is based the eligibility for Paradise. We believe that without the establishment of Salah and
observance of the fast, it is impossible to avoid Hellfire. The Quran elaborates the objective of fasting in these
words: ‘’O you who believe! Fasting has been prescribed to you—so that you may learn self-restraint.’’ (2:183)
another thing that is mentioned is the adherence to the Halal and avoiding the Haram. If Islamic teachings are
followed, i.e. only the lawful is acted upon and the prohibited is shunned, the path to Paradise becomes clear and
sure. The Holy Prophet once said: ‘’the flesh grown by forbidden provision shall not enter Paradise.’’ (Musnad
Ahmed)

How to put these teachings into action

Saum and Salah are both aimed at promoting self-discipline and complete submission to Allah’s commands. A
Muslim is not merely ordered to pray individually but to ‘establish’ prayer, meaning too bond collectively with the
community through the daily prayers and also through celebrating Ramadan. Muslims must also abide by the
things which Allah and His Prophet made lawful and they must refrain from everything that Allah has made
unlawful. Everything is lawful unless declared unlawful by the command of the Quran. Performances of obligatory
acts are enough to take us to paradise. However we are encouraged to perform Sunnah according to our capacity
and whenever possible, as these acts will compensate for our shortcomings in performing the obligatory acts.

HADITH: 05
‘’ Every person’s every joint must perform an act of charity every day the sun comes up: to act justly between two
people is charity; to help a man with his mount, lifting him onto it or hoisting up his belongings onto it is charity; to
speak a pleasant word is charity; every step you take to Prayers is charity; and removing a harmful thing from the
road is charity.

Teachings
Sadqa stands for any act of kindness towards fellow humans for the sake of achieving Allah’s pleasure. This Hadith
emphasises that a Muslim must spend each day of his or her life doing acts of kindness. Charity or sadqa is not
restricted to fulfilling the material needs of other people. Every Muslim has certain duties towards his fellow
beings and the performance of these duties is meritorious in the sight of Allah. The Holy prophet said: ‘’ Charity
takes away the Lord’s anger and averts an evil death.’’ ( Tirmizi)

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How to put these teachings into action

Everyone should please Allah by paying gratitude to Him every day. We can do so by performing acts of kindness
towards other people. This Hadith urges the Muslims that they should act justly in disputes of other people. Being
of any service to people, no matter how small, is regarded as charity. The Holy Prophet once said: ‘’ even a smile is
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charity.’’ Allah likes to see us work for the welfare of both individuals and the society and if someone helps an
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individual in doing his job, it is considered as charity and carries great reward. For example, Hazrat Ali once kept a
fast and on the first day when he was about to break the fast, a needy person came to his door and he gave
whatever food he had to him. On the next day, a traveller came to beg for help and Ali acted in the same way. The
third day another person came and Hazrat Ali took every bit of food he had and gave it to him as charity

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COMPILATION of AHADITH
Question 2 Page
Why did it become important to compile the prophetic Hadiths after the time of the Rightly Guided Caliphs? | 49
Candidates in their response could begin by saying why it was important to compile the Hadiths of the Prophet
(pbuh) and why this need became all the more urgent after the end of the caliphates of the Rightly Guided Caliphs
in 661. The answers could say that the Islamic governments that followed the Khulafa e Rashidun were more
political and divisive. Other compelling reasons could be given such as:
The four Rightly Guided Caliphs were close Companions of the Prophet (pbuh). They followed his Sunna closely
and after the end of their caliphate it became important to compile the Prophetic Hadiths so that future
generations could use the Prophet’s example to clarify and resolve questions and disputes. Some people
fabricated Hadiths. Overzealous teachers, perhaps with the best of intentions, made up Hadiths to advance the
teachings of Islam. Yet some heretics attributed Hadiths to the Prophet (pbuh) that were false. The increasing
number of people accepting Islam needed guidance on the Islamic way of life and wanted to follow the pattern of
conduct set by the Prophet (pbuh). The close Companions of the Prophet (pbuh) were also passing away due to
age or wars, and a need was felt to preserve the Hadiths of the Prophet (pbuh) even more with their demise.
Islamic jurisprudence was developing rapidly and needed a compiled collection of authentic Hadiths as source
material. In order to eliminate genuine errors in Hadiths on account of verbal narrations, faulty memories,
forgetfulness, etc., Hadiths needed to be compiled.
For all these reasons, it was felt that it was crucial to preserve and compile the Hadiths of the Prophet (pbuh) for
all generations to follow. Candidates can refer to other reasons apart from the ones given above and, if valid,
marks should be credited. Some well-developed answers could go on to say that the command to follow the
Prophet (pbuh) is given in the Qur’an and it was with the help of the Hadith movement that the Prophet’s Hadiths
were preserved and spread for all time.

(b) In your opinion, can Islam be practised without the Hadiths?

Candidates could say either: that Islam could or could not be practised without Hadiths. Whichever their viewpoint,
they need to support their choice with reasons. Answers could say that the most fundamental belief in Islam is
tawhid which one can know from the Qur’an. Others could say that, to practise the Pillars of Islam, guidance is
needed from the Hadiths. They could say that the instruction for prayer is given in the Qur’an but its performance
is taught by the Prophet (pbuh) and without his Hadiths, Muslims would not be able to offer their five daily prayers
as they are supposed to do. It is the strength of the evaluation which is to be taken into account and marked
accordingly.

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Question 2

(a) How did the compilers of Hadiths (muhaddithun) judge between acceptable and unacceptable Ha
diths? [10]
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(a) Describe the methods employed by the compilers of the major books of Hadith to ensure the Hadiths they | 50
collected were authentic. [10]
OR
(a) Write about the structure of a Hadith and describe the main methods used by the compilers of Hadiths to
establish their genuineness. [10]

When answering this question candidate might begin by explaining that the Hadiths consists of two main parts,
the chain of narrators (sanad) and the text (matn). They could then go on to describe sanad and matn. Examples
for both sanad and matn could be given in good answers. For the second part of the question candidates could say
that the chain of transmitters had to be verified, that they had actually met each other; the chain also had to be
unbroken; it had to go back to a companion, the character of the narrator was also under scrutiny; the narrator
had to have a good memory and be of an be age where they had a good understanding of what they were
reporting. Other rules that they had to conform to were that the language of the Hadiths had to be in pure Arabic
and that the Hadiths should not conflict with the Qur’an or other established Hadiths; nor be contrary to common
sense; favour any group or tribe or be against historical facts. Candidates could refer to some or many of the points
given or even other relevant points that have not been included here. However, to get to higher levels the answer
needs to be detailed and comprehensive.

(b) What was the significance of the Prophet not allowing the writing down of Hadiths in the early days of his
prophethood? [4]
Candidates could say that the Prophet prevented the companions from writing down the Hadiths during the early
days of prophethood as he wanted to establish Islam and make sure his sayings were not mixed up with the words
of the Qur’an which was still being revealed. Good candidates may well mention that when the Prophet was certain
that his companions would be able to distinguish between the Hadiths and the words of the Qur’an he encouraged
them to write down the Hadiths to pass them down to others.

Question 2
(a) Describe how the compilers of the Prophet’s Hadiths checked the biographies of the transmitters, and say
why they thought it was important to do so. [10]
From the earliest times Muslims recognized that the example of Prophet Muhammad could not only help them
understand the word of God better but help put the principles taught by Islam into practice as well. The compilers
were very strict about the biographies of the transmitters to ensure that the Hadiths they collected were genuine.
Candidates could give a list of the qualities that the great Islamic teacher al-Shafi’i said a transmitter of Hadiths
must have: a firm faith; must be known for truthfulness in all that he reports; he should repeat exactly what he
heard from his teacher and not use his own words; have a good memory; he should report what agrees with the
reports of others who are known to have a good memory. Bearing in mind how important the biography of a
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transmitter was in order to collect only the authentic Hadiths, the compilers painstakingly went about their work
so that future generations of Muslims were following what the Prophet had actually said and not some diluted
version of his teaching. Answers could also include that Hadiths are also a useful tool in explaining the Qur’an and
formulating laws and therefore it was imperative that only the sahih Hadiths were followed. A detailed response
will earn the candidates higher levels.
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(b) In your opinion what are the main advantages of having authentic Hadiths? [4]
Basic answers will say that authentic Hadiths enable Muslims to practice the Prophet’s sunna. Better answers may
state that as Muslims rely on Hadiths in the observance of many pillars of Islam it is important that they have
authentic Hadiths to follow otherwise they could conduct the practice of the pillars incorrectly. As Hadiths
elaborate the Qur’an the teaching of Islam would not be correct if weak or false Hadiths were to be used to
understand the Qur’an. These and other reasons could be given in response to this part of the answer but it must
be noted that marks are not to be given for description of what constitutes an authentic Hadith but for evaluating
their importance for Muslims.

Question 2
(a) Write a detailed account of the parts of a Hadith and say how these parts help in determining the different
categories of Hadiths, namely: sahih; hasan; da’if and mawdu’. [10]
Candidates could launch into the answer by stating that a hadith consists of two parts: the Sanad (isnad/chain of
narrators) and Matn (text). They can then go on to explain what they are. Isnad, it could be said, means support
as it is the authority for establishing the genuineness of a hadith. The transmitters of hadiths had to have met each
other with the line ending with the Prophet (pbuh). They had to have a flawless character and sharp memory, etc.,
whereas for validating the matn, the compilers had to make sure that the text was not against the Qur’an or other
authentic hadith and did not give high rewards for small deeds or vice versa, etc. The principles used for
establishing the genuineness of isnad and matn, which helped to categorically determine the category of a hadith,
e.g. sahih, hasan, da’if or mawdu’, have to be clearly given in the answer. Detail and development of points made
in the answer will help achieve the higher levels.
candidates to gain top marks in this part of the question.

Question 2
(a) What do Muslims generally understand by the terms:
• isnad and matn of Hadiths;
• musannaf and musnad Hadiths? [10]
This question has two parts: for the first part the candidates need to clearly state that Hadiths are divided into
two parts. The first part consists of a chain of names, this is called isnad which means ‘support’ as it is the
authority for establishing the genuineness of Hadiths. When the compilers of Hadiths examined the line of
transmitters they ensured that the transmitters of authentic Hadiths were widely known to have met the people
before and after them and that the last person in the chain was a companion of the Prophet. Well prepared
candidates could also point out that the authenticity of the Hadiths was determined by studying the isnads and
the individual Muslims within it and explain what that could include. The other part of the Hadith consists of the
words of the Prophet known as matn i.e. the text of the Hadith. This is the Prophet’s actual teaching which guides

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Muslims through all ages. Here again good answers could include the set of principles that were used to separate
genuine Hadiths from all those about which any doubt could be raised. Development of the answer to this first
part could include the example of a sanad being given, showing the names of the transmitters and how the chain
ends with the Prophet. Likewise for the matn they may give examples of a genuine Hadith e.g. ‘Pray as you see
me praying’.
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In answer to the second part of this question candidates can say that the kind of work in which Hadiths are
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assembled together according to their theme is called musannaf. Here again good answers could explain that the
word musannaf means ‘divided up’ quite simply because it divides the Hadiths according to their themes e.g.
zakat; salat; inheritance etc. On the other hand musnad means ‘supported’ and these Hadiths are listed under
the names of the various companions who come last in the transmission chains, and so guarantee the Hadith’s
authenticity. Examples of musannaf and musnad collections could be given by the more able candidates. To get
to the higher levels the candidates need to clearly state what each of the terms given in the question means and
how they are important in the study of Hadiths.

(b) Which in your opinion is more beneficial for Muslims to have; musannaf collections or musnad collections
of Hadiths? Give reasons for your answer. [4]
In answer to this part question the candidate can either choose between the two types of collection and say why
in his/her opinion one is better than the other or state that both are equally important and back that view with
valid reasons. All answers that are sound and offer good reasoning should be rewarded with higher levels.
Candidates are likely to prefer the musannaf collections as they are based on themes which help the study of a
particular topic and its practical application.

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The Rightly Guided Caliphs

HAZRAT ABU BAKR (R.A) Page
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Question 3
Write a detailed account about the election and administration of Abu Bakr.
In answer to this question it could be said that the Prophet (pbuh) did not nominate a successor. After his
death the ansars gathered in Saqifah-i-Bani Sa’ad to discuss the appointment of a caliph where they were
joined by Abu Bakr and ‘Umar and other eminent muhajireen, ‘Ali was not present at this meeting as he was
busy with the preparations of the final rites of the Prophet (pbuh). Whether the caliph was to be from the
ansar, or the Quraysh was discussed at the meeting. The ansars wanted a caliph from amongst them in view of
their sacrifices for Islam, but Abu Bakr argued that the Arabs would not agree on any Amir other than a person
from the Quraysh, at which point the ansars suggested the option of electing two Amirs, one from the Quraysh
and one from the ansars, to which ‘Umar objected saying it would cause confusion in the umma. ‘Uba yda bin
Jarra addressed the ansars at this point and said, ‘O Ansar! You were the first to uphold Islam do not be the
first to sow the seeds of dissension in it.’ The ansars immediately withdrew their claim. Abu Bakr suggested
the name of ‘Ubayda bin Jarrah and ‘Umar held the hand of Abu Bakr and pledged his allegiance. On seeing
this people from all sides rushed to pledge their loyalty to Abu Bakr and a general pledge was taken the next
day. Candidates could refer to the speech Abu Bakr made upon his election.
As for the administration of Abu Bakr, candidates could say that he laid the foundation of a truly democratic
state. Following the Qur’an and sunna Abu Bakr conducted the affairs of the state by discussing all matters
with the Majlis-e-Shura. He divided the state into provinces and appointed governors who were responsible
for both administrative and military affairs. Public money was strictly accounted for and all those in
government were selected on merit. It should be said that even though there was no police force, all crimes
and their perpetrators were dealt with in the light of the teachings from the Qur’an and sunna and if they were
silent ijma was practiced. By his efficient administration he preserved the integrity of Islam by suppressing
rebellions and making sure that the Pillar of zakat was enforced.
The mark is not to be divided 5+5 between the two parts but instead the answer has to be read as a whole
and a global mark should be given.

(b) In your opinion, what was the greatest service performed by Abu Bakr during his caliphate? Give reasons
for your choice.
Candidates are free to choose which, in their opinion, was Abu Bakr’s greatest service as caliph.They could say
that by fighting the false prophets he ensured that the Muslims were not led astray, or they could say that by
upholding the Pillar of zakat he ensured that the faith was not corrupted or that the compilation of the Qur’an
ensured its survival in its original form for future generations of Muslims. All viewpoints given must be backed
up with reasons.

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(a) Describe Abu Bakr's activities against the false prophets and apostate tribes. [10]
Answers could have basic references to the false prophets, the tribes withholding zakat and the apostate tribes.
Some could go on to give fuller accounts of these challenges, faced by Abu Bakr. In the answers it could be
described that at the time of Abu Bakr's caliphate there were a number of people in Arabia who claimed to be
prophets like Muhammad. The main ones were Musaylima among the Hanifa tribes in Yamama, Tulayha among
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the tribes of Asad and Ghatafan, al-Aswad in the Yemen and Sajjah among the Tamim tribe. Answers could give
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accounts of how Abu Bakr sent forces against all of them and write about the fighting against Musaylima in the
battle of Yamama, which was the most fierce, and one in which many memorizers of the Qur'an were killed. The
revolt against Islam by tribes that had pledged loyalty to the Prophet and the refusal of some tribes to send taxes
to Medina could also be described. Excellent answers will give a full account.

(b) Why is Abu Bakr called the Saviour of Islam? [4]

To gain top marks in this question candidates need to show a good understanding of the reason why he was called
the Saviour of Islam. A satisfactory answer would simply explain that he fought to prevent the break-up of Islam.
However, more complete answers will explain that the false prophets and apostates threatened the uniqueness
and unity of Islam and could not be allowed to continue their activities. Hence when he became caliph he not only
gave new heart to the Muslims after the Prophet passed away but helped the community of Muslims against its
many enemies. In his short term as caliph he defeated the tribes who withdrew from Islam and made them stay
Muslim and he fought and won against tribes who refused to pay zakat. He also defeated the false prophets and
thus kept the unity of Islam when there was much danger. Candidates could mention his contribution in the
compilation of the Qur’an as well.

(a) Write a detailed account of the four false prophets, and how the caliph Abu Bakr defeated them. [10]
The candidates need to write in detail about the four false prophets who threatened Islam and how caliph Abu
Bakr defeated them during his caliphate. There is no need for candidates to write about other aspects of Abu
Bakr’s caliphate as it would not be relevant to the question. The false prophets were:
(i) Al-Aswad al ‘Ansi: He was the leader of the ‘Ans tribe in Yemen. His dark complexion earned him the title al
Aswad i.e. the black man, he was also known as the veiled prophet as he covered his face to create an aura of
mystery about himself. In the later years of the Prophet’s life al-Aswad claimed to receive divine guidance and
used tricks to convince people of his miracles. With a large army he invaded Narjan and most of Yemen. He was
defeated and killed by a Persian Muslim Firuz al Dhalaymi. After the Prophet’s demise his followers regrouped and
revolted under Qais ibn ‘Abd Yaghus but were again defeated by Firuz.
(ii) Tulayha ibn Khuwaylid ibn Nawfal al-Asadi: He was a wealthy leader of the Bani
Asad and Ghatafan tribes in North Arabia. He was a renowned warrior who after initially opposing Islam embraced
the faith in 630 only to rebel and proclaim himself as a prophet. He was accepted as a prophet by many tribes and
he raised a strong force against the Muslims. Khalid ibn al-Walid was sent by Abu Bakr to quell his revolt and in
the Battle of Buzakha in September 632 Tulayha was defeated. He escaped to Syria and after the Muslim conquest
of that country converted to Islam again and participated in the battles of Jalula, Qadissiyah and Nihawand.
(iii) Sajah bint-al-Harith: She was an Arab Christian from the tribe of Taghlib. She had a following as a soothsayer
and after the Prophet’s death when many of her tribesman rejected Islam she declared herself as a prophet. With
a force of 4000 she marched towards Madina, but learning of Tulayhas defeat Sajah dropped her plans. She then
joined forces with another false prophet Musailimah. She went on to marry him and accept his prophethood.

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Khalid ibn Walid crushed Sajah’s forces and then moved to tackle Musailimah who was killed in the battle of
Yamama after which Sajah embraced Islam.
(iv) Musailimah al-Kadhdhab (The Liar): He belonged to the large and influential tribe of Banu Hanifa in the
Yamama region. He was wealthy and powerful and used his influence to misguide people and declared himself a
prophet during the Prophet’s lifetime. He parodied the verses of the Qur’an and invented some verses and even
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wrote to the Prophet saying he had been given a share in his prophethood. The Prophet called him an ‘arch- liar’.
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He abolished the injunctions of the Qur’an and made permissible what was forbidden and succeeded in gaining a
large following. After the Prophet’s death he challenged the caliphate of Abu Bakr which led to the Battle of
Yamama in 632 and decided his fate. He was in command of 40 000 men. Ikrimah and Shurabil were sent by Abu
Bakr to fight him but both were defeated. A force was then sent under Khalid ibn Walid which defeated him and
he was killed by Wahshi al Harb. Details of this battle, etc. will help candidates get higher levels.

(b) Why did Abu Bakr think it of great importance to defeat the false prophets? [4]
An evaluative response giving the dangers of what could have happened if the false prophets were not defeated
by Abu Bakr should be cited. Levels attained will depend on the evaluation given in the answers which could
include points like the teachings of Islam could have been corrupted; the purity of the religion would have been
lost and many who called themselves Muslims in reality would be following a man-made faith. The first pillar of
Islam would have been challenged as the second part of the shahada which deals with the risala and finality of the
Prophet Muhammad would be contradicted if one believed in the so called prophets after Muhammad.

Question

(a) Write a detailed account of the battle of Yamama, and of the compilation of the Qur’an during the caliphate
of Abu Bakr. [10]
In response to this question, a detailed account of when and what happened in the battle of Yamama, with names
of commanding generals and outcome, etc. need to be given along with how Abu Bakr was persuaded to compile
the Qur’an by ‘Umar and how he went about doing it.
Answers could state that the Battle of Yamama was fought against the false prophet Musaylimah, who belonged
to a central Arabian tribe of Banu Hanifa and had claimed prophethood during the Prophet’s (pbuh) lifetime and
had been accepted as one by his tribe. In December 632, he was in command of 40 000 Bedouin, some of whom
did not believe his claims but had joined forces with him to support their tribe. Abu Bakr first sent Shurhbeel bin
Hasanah and ‘Ikrimah to crush the rebellion and instructed them to wait for each other to launch a combined
attack on Musaylimah. They disobeyed him and hence were defeated. Abu Bakr then sent a larger force under the
command of Khalid bin Waleed to Yamama. The Muslims, numbering 13 000, fought a long drawn out battle with
many casualties as they met with a strong resistance. Eventually Musaylimah was killed by Wahashi. In this battle,
many hundreds of Muslims were martyred; amongst them were 360 huffaz. ‘Umar therefore advised Abu Bakr to
take the necessary steps needed to preserve the Qur’an lest it be lost, forgotten or corrupted. Abu Bakr, though
hesitant at first, finally saw the importance of carrying out this task and appointed Zayd ibn Thabit along with a
group to collect the texts of all the verses from the surviving huffaz and companions of the Prophet (pbuh). These
were then compared, authenticated and compiled into a single volume.

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The mark is not divided between the two parts; the answer needs to be read as a whole and a global mark for both
parts of the answer should be given.

(b) The Prophet called Abu Bakr ‘al-Siddiq’ (Testifier of the Truth). How did Abu Bakr live up to his title during
his caliphate? [4]
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During his caliphate, Abu Bakr fought to uphold the finality of the Prophet (pbuh) in the wars against the false
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prophets; he refused to give in to the demands of those who wanted to be exempted from paying zakat and fought
battles with them, and he preserved the word of God by having the Qur’an compiled. One or more of these events
could be given by candidates as examples of how Abu Bakr always stood by the truth and fought to maintain it, by
which he lived up to the title of ‘al-Siddiq’ (Testifier of the Truth) which the Prophet (pbuh) had given him when
he was the first to believe the Prophet’s (pbuh) account of mi’raj.
Question 5
2015/A
(a) Write about any two major events that took place during the caliphate of Abu Bakr. [10]
Many important events took place during the caliphate of Abu Bakr. Expedition to Syria, the wars with the false
prophets, the apostasy movement (the ridda wars) as well as the conquests of Persia and Byzantine, and of course
the compilation of the Qur’an. Candidates need to choose any two events and give an account of them. The mark
is not divided 5 + 5 between the two events but the answer as a whole is to be read and a global mark should be
given.

(b) In your opinion which of the two events you have written about in Part (a) was the more significant and
why? [4]
From the two events the candidate has chosen to write about in Part (a) he/she needs to choose one and say why
that one event is more significant than the other e.g. if it is the compilation of the Qur’an which has been selected
as the most significant event then the candidate has to back up his/her answer by saying that if the compilation
had not taken place what could have happened etc. All valid responses must be credited.

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PILLARS of ISLAM
Question 5
‘There is no God but Allah, and Muhammad is his messenger.’ Write about the significance of the shahada Page
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The shahada is the first Pillar of Islam and the declaration of this pledge that a person makes with God enters
him/her into the fold of Islam. The shahada starts with the belief in the Oneness of God, which is the root of
Islam and affirms God’s supremacy and makes a Muslim focussed on following the path set by Him which can
only be done by following the perfect example of the Prophet (pbuh). The shahada affirms the belief in God
and the message brought by His messenger. The significance of the shahada, it could be said, is that it is a
reminder to Muslims that God is One and our day should be spent worshipping Him. It reminds Muslims that
none is worthy of worship but God and that He gave humans a life to obey Him. Muslims do this by following
the guidance of the Qur’an and the Prophet (pbuh).

It could be added that by saying the shahada Muslims become a part of the umma. By repeating it in our daily
prayers, Muslims become confident and fear no one but God. When Muslims say that Muhammad (pbuh) is
the messenger of God, they acknowledge his right to be respected and obeyed, and also followed as a model,
knowing that he was the best of creation.

(b) Why is the second Pillar of Islam prayer (salat) so important in a Muslim’s life?
Evaluative responses are being looked for. For example, it could be said that the five daily prayers signify a
believer’s submission to God.
It could be said that they serve as physical evidence of the believer’s adherence to Islam.
Prayer is considered to be the foremost duty of a Muslim and such is its importance that it is considered to be
the distinguishing feature between a Muslim and a non-Muslim. Its chief purpose is to remind Muslims of God
throughout the day and to keep believers mindful of God

Question 4
(a) ‘There is no god but Allah, and Muhammad is the Messenger of Allah’. Describe the Muslim beliefs
summarised by the declaration of faith (shahada). [10]
Shahada is the first pillar of Islam and a person becomes a Muslim upon proclaiming it sincerely. This is the
testimony or profession of faith, involving knowledge, commitment and declaration. Here candidates might say
that the first part of the shahada deals with the unity of Allah. The first statement of tawhid, includes the
understanding that Allah is beyond comprehension. Muslims confess with their hearts that He is creator of all
things, including the universe, the heaven, the earth and everything in it. Everything is under Allah’s control and
He is the sustainer and protector as well as the giver and taker of life. Others might add that only He is worthy of
worship and Muslims pray to Him only and seek His help in times of difficulty. He is all powerful, omnipotent and
omniscient. The second part of the shahada confirms the risala of Prophet Muhammad that he is the rasul, the
messenger of Allah and after Allah all Muslims must follow the Prophet Muhammad. He is the last prophet in a
long line of prophetic messengers and his message about the unity of god is the same as that of the previous
prophets and is universal. And Allah will protect this message from all corruption and change.
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(b) Explain how the declaration of faith (shahada) is acted upon through the remaining four pillars of Islam. [4]
The pillars of Islam outline the basics of Muslim worship, ibada. The Qur’an states: ‘I (Allah) created...humankind
only that they might worship Me.’ (Al-Dhariyat51.56). The shahada is the first pillar of Islam and a declaration of
faith. For Muslims, it is necessary to act upon these words rather than just speak them. The other four pillars
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namely; salat, saum, zakat and hajj are the means by which the shahada is put into action through ibada.
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Candidates could briefly write about how the other four pillars show obedience to Allah and his teachings.

Question 3
(a) What are the daily observances of the Ramadan fast? [10]
In answer to this part of the question candidates could simply state facts like: Muslims have breakfast, sehri,
before dawn. They abstain from food, drink etc. during daylight hours and that they break their fast at sunset.
Answers could also include details like, Muslims state the formal intention to fast, they also abstain from smoking,
taking medicines and marital relations during the fast and that they break their fast normally with a date and then
offer their prayer. A good response however would focus on the need for Muslims to be particularly pious during
their fast and to visit the mosque regularly and attend tarawih prayers in the evening. Other examples of devoting
themselves to prayer could be that on the night of power they should attend the mosque and spend the night in
prayer. The able candidates could raise the point that during the fast Muslims should live their life as normal,
making no concessions for lack of food or drink.

(b) Explain why the Ramadan fast is important to Muslims? [4]

The Ramadan fast is a basic pillar of Islam. It increases self control and shows obedience to Allah. More thoughtful
answers will go on to say that it also helps Muslims to remember the poor in the community, it promotes equality
and makes the more fortunate ones in society realise the plight of the less fortunate ones thus fostering fellowship
amongst the believers. A point which could be made in answer to this part of the question could be that it is
regarded as a gift which the believer gives to Allah.

Question 4
4 (a) What are the benefits to individuals and the community of fasting in the month of Ramadan? [10]
Fasting in the month of Ramadan has several benefits both to individuals and the community at large. Candidates
need to state what these benefits are and what effect they have on both the individuals and the community. The
more detail and development in the answer the higher the mark. For example it could be said that when a Muslim
abstains from food, drink, foul talk etc. to earn the pleasure of God it builds his moral character and he learns
selfrestraint and self-control which is an individual benefit but also impacts upon the community, e.g. if a man was
to lose his temper and in a state of anger was going to abuse or hit someone on the street they will, having learnt
self-control whilst fasting be able to control their anger and not hit out leading to a more peaceful society. When
Muslims fast and experience hunger they realise the sufferings of the poor and feel sympathy for them which not
only makes them kinder people but earns them the pleasure of God and when they try to help the needy it
improves social relations between them which in turn will have a positive impact on the community. Fasting brings
a man closer to his creator and makes him grateful for his daily sustenance thus less arrogant and more humble

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which will lead him/her to help those less fortunate. There are economic benefits as well. People spend more
generously on the poor to seek Allah’s pleasure so they have money to spend which is good for the economy etc.
These are some examples, candidates could give others and if they are relevant than marks should be awarded
accordingly.

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Question 5
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Write about the moral, social and economic benefits of a Muslim fasting.
Fasting is an obligation upon Muslims that needs to be fulfilled and, in turn, has several benefits. It builds
taqwa in a Muslim. It does so by teaching sincerity to a Muslim and helps a person live by the rules of his/he r
faith; fasting teaches individuals to control and discipline their primal desires and morally strengthens them;
it teaches self-control, enabling individuals to resist temptations, thus strengthening the moral core of a
Muslim.

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

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

Question 5
(a) Write about the practice of fasting in Ramadan and the moral benefits that a Muslim gains from fasting in
this month. [10]
Candidates can launch into their answer by saying how Muslims have breakfast, sehri, before dawn, they abstain
from food, drink etc. during daylight hours and that they break their fast at sunset. Details like Muslims make the
formal intention to fast, that they refrain from smoking, marital relations, etc. could all be given. How they
endeavour to spend the day piously could be brought into the answer to develop it and candidates could raise the
point that during the fast Muslims should live their life as normal making no concessions for lack of food or drink.
For the second part of this question they need to write about the moral benefits that fasting in this month brings
to Muslims. They could say that they become aware of the plight of the less fortunate ones in society and strive to
help them, charity is given more in this month than any other as every Muslim wants to please their Lord as much
as possible and care and concern for all in society is heightened thus improving the moral fibre of individuals and
society at large. It could also be said that Muslims spend more time in ibada in this month and so feel closer to
God. Both parts of the answer may not be equally strong, the answer should be read as a whole and a global mark
should be given.

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Question 5
(a) What are the moral, spiritual and other benefits of fasting in Ramadan? [10]
In answer to this question candidate need to write in some detail about the moral, spiritual and other benefits,
which could include the social and, say, the physical benefits of fasting. For example candidates could say that
fasting builds up a person’s moral character by teaching him/her self-control and self-restraint. When a person
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fasts it develops empathy in him/her as they feel the hunger pangs of the poor. The physical benefits are that a
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person’s digestive system is given a rest and the whole system is cleansed. Fasting also brings a Muslim closer to
God, it makes them reflect on all the favours that God has bestowed upon them and as it is a month in which
Muslims not only fast but endeavour to keep away from everything which displeases God their spiritual side is
strengthened. During the month of Ramadan the rich people spend generously on the poor people to earn Allah’s
rewards. Yet another advantage is that people get together to open their fasts in the mosque or families and
friends are invited to open their fasts together and this promotes friendship and love between them. These and
other similar points could be given in the answers. It is the detail and development of the benefits in the answer
that will take the marks to the higher levels.

(b) Choose any one benefit of the Ramadan fast you have written about in Part (a) and say why you think it is
most useful. [4]
The candidate needs to choose any one benefit of the Ramadan fast they gave in Part (a) and say why in the
candidate’s opinion it is most useful. If more than one benefit is discussed than the examiner needs to choose the
stronger point and mark accordingly.

Question 5
2012
Outline the features of the Ramadan fast, and identify which Muslims are exempted from fasting during
this month. [10]
Candidates could simply say that the features of the Ramadan fast are: taking sehri before dawn and abstaining
from eating, drinking, smoking and marital relations during daylight hours. They could add that the fast is broken
at sunset. The better answers will give details such as making the intention to fast before sehri, breaking the fast
with a date and water and attending tarawih prayers. Sitting in itikaf in the last days of Ramadan could also be
mentioned and the need to carry on life as normal during the fast could be given. A list of Muslims who are
exempt from fasting would include pregnant women, children, insane people, the sick and the very old, travellers
and menstruating women etc. Please note that the marks are not to be divided equally between the two parts of
the answer. The answer has to be read as a whole and given marks on detail and development.

(b) What advantages does the fast of Ramadan bring to the Muslim community? [4]
Here once again we are looking for evaluation and marks should be given for all valid points made e.g. it unifies
the community, makes the rich realise the hardships of those less fortunate, zakat is normally given in this month,
the charity given in this month earns the better off the respect of the poor. The economy flourishes as money is
circulated etc. and the community prospers.

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ARTICLES of FAITH
ONENESS OF GOD/TAUHEED Page
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Question 5
(a) Muslims believe that God alone is Lord, that He alone should be worshipped and that His names and
attributes are unique to Him. Outline Muslim beliefs in the oneness of God. [10]
Muslims believe in one God, Allah. This belief in the oneness of God is known as tawhid. This belief is the core of
Islam and all creation has to recognise the Creator, which is God, and submit to his will. Tawhid has three aspects:
Oneness of the Lordship of God; Oneness in Worship of God; and Oneness in the names and qualities of God. In
this answer, candidates need to name these three aspects of Tawhid and explain them: Oneness of the Lordship
of God: There is only one Lord for the entire universe, that is God. He is the Creator, Sustainer, Lawgiver and Master
of the universe. He is neither the father nor the son of anyone. The main statement that every Muslim makes is ‘la
ilaha illa Allah’, ‘there is no God but Allah’. Candidates could give quotes from the Qur’an to expand on this aspect
of tawhid. Oneness in Worship of God: Since God is the Creator, he is the only one worthy of worship. It is man’s
primary duty and obligation to worship none other than him. Muslims must only pray, invoke, and ask him for
help. ‘You alone we worship and You alone we ask help from.’ (Ikhlas 112:2-3) Oneness in the Names and Qualities
of God: The belief includes: We must not name or qualify God except with what he and his Messenger have named
or qualified him with. None can be named or qualified with the names or qualifications of God. Muslims must
believe in all the qualities of God which he has stated in his Book or mentioned through his Messenger; Muslims
believe in the divine attributes of God; these attributes are only inherent in God and this belief is integral to Islam.
Muslims are unable to describe God; however, the existence of God can be realised through his manifestations
and through his attributes as told by his messengers. Again, candidates can quote from the Qur’an to develop the
point further.

(b) Why has God repeatedly warned Muslims against committing shirk? [4]
An evaluative and personal response is needed to answer this question. It could be said that God has warned
Muslims against committing shirk as it signifies ascribing partners to him or suggesting that another could share
his divine attributes. It has been termed as the most unforgivable of sins for which one will not be forgiven by God.

Question 4
(a) Outline the Muslim teachings about the belief in the oneness of God (tawhid). [10]
Candidates could begin their answer by stating that belief in the oneness of God is the fundamental teaching of
Islam. Without believing in the oneness of God one cannot be a Muslim. Some candidates may well discuss the
three aspects of tawhid, which are Oneness of the Lordship of God; Oneness in worship of God; and Oneness of
the names and qualities of God. Quotes from the Qur’an in reference to these three aspects of tawhid could also
be given
(b) Why is associating partners with God (shirk) regarded as a great sin? [4]
Shirkin Islam is regarded as a great sin because it signifies ascribing the divine attributes of God to others besides
Him. It is believing that the source of power, harm and blessings comes from others besides God and goes against
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the most fundamental teaching of Islam, tawhid. There must be evaluation in the answer, not just a statement.

Question 4
(a) Associating partners (shirk) is opposed to believing in the oneness of God (tawhid) and can be divided into
three main categories. Write about each category. [10]
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This question is asking the candidates to write about tawhid but from another perspective.
1. Shirk in the existence of God would constitute assigning partners to God or saying that there is more than one
Creator or that there are more gods than one. It could also be committed by declaring God to be the father or son of
someone. Well developed answers may well quote Sura 112:3 which says ‘He does not beget, nor is He begotten.’
This is the most unforgivable sin and should never be committed as God has said in several places in the Qur’an e.g.
‘Allah forgives not that partners should be set up with Him, but He forgives anything else to whom He pleases.’ (AlNisa
4:48)
2. Shirk in the worship of God can be committed by praying invoking or asking for help from any other than God and
by offering sacrifice or slaughtering in the name of any other than God. Muslims should therefore only ask God for
the fulfilment of their wishes or needs as that power lies only with him. Only He should be invoked.
3. Shirk in God’s attributes means to ascribe qualities which are unique to God to some other being. It means to
believe that some being other than God has the power to create, or make something perish or has the same
knowledge as God or the same divine power. Muslims should therefore be careful to not commit this grave sin.
All three kinds of shirk should never be committed ‘Whoever joins other gods with Allah, Allah will forbid him from
the garden and fire will be his abode. There will for the wrong-doers be no one to help.’ (Al-Maidah 5:72)

(b) Does belief in angels make a Muslim’s faith stronger? Give reasons for your answer. [4]
Candidates in response to this question could say that belief in angels does make a Muslim’s faith stronger. By
believing in them, even though they cannot be seen, a Muslim is confirming his/her firm belief in all that the Qur’an
says about them and what the Prophet (pbuh) has said about them. Some could say that the revealed faiths prior to
Islam also believe in angels and this belief confirms the Muslim belief that Islam is a continuation and culmination of
the previous faiths revealed by God hence making their faith even stronger. Yet some others could write that by
believing in angels e.g. Jibra’il being the angel who brought revelations to the Prophet (pbuh) Muslims are convinced
of the Qur’an being sent by God which in turn makes their faith stronger. All valid points of views should be credited.

ANGELS
Question 4
(a) What are Muslim beliefs about angels? [10]
Angels are the servants of God. Some answers could go a bit further and state that they are made of light and their
sole purpose is to worship, obey and serve God. Better answers will elaborate on the duties of angels, by perhaps
saying that an important aspect in the duties they perform is their service as messengers e.g. Jibril took messages
to prophets, including Muhammad and he also took God’s message to Mary. Answers could also include a
description of the roles of other angels e.g. they record good and bad deeds; inquire of the dead in the grave; will
sound the trumpet on the last day etc. An excellent answer may even mention some of these angels performing
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specific duties by name.

(b) Why is the belief in resurrection important to Muslims in their daily living? [4]
Muslims believe in life after death, which is known as the Hereafter, al-Akhira. If Muslims are obedient to Allah
they will be rewarded and if they go against his teachings they will be punished. This belief guides them to live
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their lives righteously. The more able candidates may well mention the questioning in the grave and the fact that
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on the Day of Resurrection they will be brought before Allah to be judged and according to their deeds receive
heaven or hell. This world then is seen by Muslims as a temporary place where their actions and behaviour will
determine what will become of them in their next life.

REVEALED BOOKS
Question 5
(a) Name the revealed books mentioned in the Qur’an, giving the names of the messengers they were revealed
to and the message they contained. [10]
The candidates in their answer could mention:
The Zabur (Psalms) revealed to Dawud (David);
The Tawrat revealed to Musa (Moses);
The Injil (Gospel) sent to Isa (Jesus) and
The Qur’an revealed to Prophet Muhammad (pbuh).
Some candidates may well say that the Qur’an also mentions the Suhuf (scroll) of Ibrahim.
All the divine books invited the people to worship one God, they contained belief in prophethood, the Day of
Judgment and accountability before God on the Last Day. Along with these teachings the revealed books contained
a code of conduct, a code of morality and justice, but the books besides the Qur’an were not comprehensive
enough to contain a complete code of life for all times. The Qur’an is the most comprehensive book sent by God.
It deals with every aspect of life: social, economic, moral, legal. God says, ‘This day I have perfected your religion
for you and completed my favours upon you and chosen for you Islam as your religion’. (Al Maidah 5:3). Some
candidates could add that none of the revealed books besides the Qur’an are in their original form today.
(b) All revealed books were sent by God. What in your opinion makes the Qur’an unique? [4]
In this part as in other Part (b)s we are looking to find out the candidate’s views, and all valid answers need to be
credited. The following is a guidance as to what may be written by the candidates. It could be said that Qur’an is
different from other revealed books as it is the only book revealed to all humanity for all times. God Himself has
promised to protect its message. It could be said that the language of the Qur’an is very much alive today and
spoken by millions unlike those of the other revealed books. These and other valid responses need to be awarded
marks on their own merit.
(a) Write a descriptive account of the Muslim belief in revealed books. [10]
Books contain the revelations given by Allah to his messengers and were revealed by Jibra’il, could be seen as a
basic answer. In addition it could be added by some candidates that books are the chief way in which humans
know Allah’s will for them and that they were meant for different communities. The good answers will draw
attention to the fact that the teachings in all of them are the same and that unlike other books only the Qur’an is
universal in scope. Strong answers could give additional information by saying that none except the Qur’an has

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survived in its original form and that Allah has himself taken the responsibility of safeguarding the Qur’an against
any corruption. Names of books given in the Qur’an like suhuf (Abraham and Moses), Tawrat (Moses), Zabur
(David), Injil (Issa), Qur’an (Muhammad) could be given in the answer.
(b) Discuss the importance of Jibra’il in comparison to other angels. [4]
Candidates could give a basic answer saying that angels have a particular job to do which is assigned to them by
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Allah. Jibra’il is the arch angel who had the all important duty of bringing the word of Allah to his chosen
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messengers. Good answers will point out that he was sent by Allah to announce the birth of Hazrat Issa to Hazrat
Maryam, to deliver the Qur’an to the Prophet Muhammad and also to conduct him on the mi’raj. Answers could
also discuss the duties of other angels and compare them with Jibra’il’s and draw conclusions.

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