Cambridge IGCSE™

ISLAMIYAT 0493/21
Paper 1 October/November 2021
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

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

Cambridge International is publishing the mark schemes for the October/November 2021 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 15 printed pages.

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Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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

GENERIC MARKING PRINCIPLE 2:

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

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

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

GENERIC MARKING PRINCIPLE 4:

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

GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

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GUIDE TO MARKING IGCSE ISLAMIYAT – 0493

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

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

GENERAL POINTS

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

(a) The syllabus

(b) The prescribed passages (where appropriate)

PRINCIPLES UNDERLYING THE MARK SCHEME

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

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

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

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

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

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

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

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LEVELS OF RESPONSE

The statements which follow should be used to determine the appropriate level of response for each
objective. They should be applied as appropriate to the question and as the assessment of the work
of an average 16 year old.

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

In the Mark Scheme there are no instances where answers are specifically excluded or required.
What is included is information for Examiners, provided as guidance for what one might reasonably
expect to find on a script. All appropriate answers therefore have the potential to be credited. It is
perfectly possible for a candidate to achieve the highest level of response using a different argument
or different information from that which appears in the Mark Scheme.

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

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

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

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AO1 (Knowledge – part (a) questions)

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

Mark Mark
Level Question Questions Description
1 2–5

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

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

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

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

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

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

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

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

0 0 0 No creditable content

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AO2: Understanding – part (b) questions

Level Mark Description

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

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

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

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

0 0 No creditable content

Marking Guidelines

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

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

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Question Answer Marks

1 Choose any two of the following Hadiths, and:

(i) ‘I and the man who brings up an orphan will be like this in Paradise.’
And he pointed with his two fingers, the index finger and the middle
finger.

(ii) God will not show mercy to him who does not show mercy to others.

(iii) One who manages the affairs of the widow and the poor man is like
the one who exerts himself in the way of Allah, or the one who
stands for prayer in the night and fasts in the day.

(iv) The world is a believer’s prison and the unbeliever’s paradise.

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Question Answer Marks

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

Use the AO1 Marking Grid

(i) The teaching given in this Hadith to all Muslims is to care for the orphans,
to show compassion for them and to protect them. Great reward has been
promised for showing care to the orphans.

Orphans are the responsibility of the entire Muslim community and that
their care is the moral duty of all Muslims is the main teaching of this
Hadith.

(ii) Two of God’s most quoted attributes are Rahman and Raheem. The
Qur’an also repeatedly tells Muslims about God’s mercy and forgiveness.
The teaching of this Hadith bearing the above in mind is to develop the
traits of mercy and kindness in their personalities and to show compassion
to all living things.

The rights of fellow beings are stressed upon by God Himself and to get
His mercy believers must in turn be merciful to those around them.

(iii) This Hadith explains the importance of the rights of people. The focus of
this Hadith is to highlight that Islam promotes social justice and lays great
stress on the welfare of the community at large.

The Hadith is teaching Muslims to fulfil the needs of the vulnerable in

society to the best of their abilities. Widows and the poor are specifically
mentioned as they are deemed most vulnerable.

Care for others has been compared to ibadah in this Hadith, rewards for
which are comparable.

(iv) In this Hadith, Prophet (pbuh) gives the teaching to all believers that in this
world they must live their lives according to sharia. The world has been
compared to a prison as a Muslim is not free in this world to do as he/she
chooses but needs to abide by the restrictions set by God and follow His
dos and don’ts.

However, a disbeliever does not need to abide by the laws of God, so is

free to do as he/she pleases, and this world may thus seem like a place of
enjoyment and pleasure for them. On the other hand, a believer may
struggle in this world, but his reward is in the hereafter just as a prisoner
may not be free to do as he/she pleases in a prison but upon release can
enjoy his/her freedom.

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Question Answer Marks

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

Use the AO2 Marking Grid

(i) The teachings of the Hadith can be put into action in several ways. Firstly,
a Muslim can provide food, clothing and shelter to the orphan child. If the
orphan’s father died with a debt, it could be paid off by another Muslim.
Marriages of orphan children can be arranged with their consent to
suitable suitors and their wedding expenses can be paid for. Emotional
support is another way that can help orphans.

(ii) The Prophet (pbuh) showed mercy to his enemies as well. He prayed for
the people of Taif when they stoned him and forgave the Makkans at the
time of the conquest of Makka.

Likewise, Muslims today can forgive those who wrong them. Personal
examples of showing mercy to human beings and animals could be given
here to expand on the answer.

(iii) The way to act upon the teaching of this Hadith is to be conscious of the
plight of others. God wants His creation to not just be engaged in fulfilling
the Pillars but also wants believers to act with concern for others.

Abu Bakr as caliph milked the goats of an old blind widow who lived at
some distance from Madina to help her with her chores. Examples from
the Prophets time, the Companions or present day can be given to
support the answer.

(iv) Living life with an awareness of what is permissible in Islam and what is
forbidden is one way to act upon the teaching of this Hadith. The Prophet
(pbuh) was offered great wealth and marriage to the most beautiful
woman of the time as a bribe to dissuade him from preaching Islam, but
he remained steadfast in his mission. Examples of lifestyle choices such
as food and clothing and entertainment will help give substance to the
answer.

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Question Answer Marks

2(a) Referring to the set Hadiths write about the benefits to the community of 10
following the Prophet’s guidance.

Use the AO1 Marking Grid

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

In response to this question, candidates need to refer to the set Hadiths that
have been set for special study. They can use Hadiths related to individual
conduct and life in the community as there is a link between personal conduct
and how that in turn impacts the community. In the answer, this link is
important to be shown if Hadiths used are related to individual conduct.

For example, if Hadith 9 is used, it teaches about earning from the labour of
one’s hard work, but in turn will help create an honest community and that link
should be brought out in answers.

Hadith 14 is teaching Muslims to be merciful and kind and honest in all trade
dealings which helps the economy of the community and gains the Muslim the
blessings and mercy of God. Hadith 15, 10, 11, 5, and 6 deal directly with
Community life and can be used in the answer.

2(b) Why is the example of the Prophet (pbuh) important for Muslims today? 4

Use the AO2 Marking Grid

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

Candidates could say in response to this question that the Prophet (pbuh)
was the Messenger of God, the interpreter of the Qur’an and his life was
based on the teachings of the Qur’an. Thus, for Muslims who aspired to gain
God’s pleasure, he was the perfect role model to follow.

To create a fair and just society, Muslims must more than ever follow his
example of tolerance, moderation, forgiveness in their daily lives.

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Question Answer Marks

3(a) ‘Uthman was the third caliph of Islam. Write an account of his election 10
and the administration of his caliphate.

Use the AO1 Marking Grid

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

‘Uthman was elected from a panel of six respected members of the

community of Madina that ‘Umar had set up on his deathbed.

The names of these six men were: ‘Ali, Talha, Zubayr, ‘Uthman, Sa’ad ibn Abi
Waqas and Abdul Rahman ibn Awf.

From this select council, Abdul Rahman ibn Awf withdrew his name to act as
Chairman; Talha who was not in Madina at the time could not take part in the
electoral meetings and the choice narrowed down between ‘Uthman and ‘Ali.

Abdul Rahman put a question to both candidates and having heard their
responses chose ‘Uthman as caliph.

‘Ali was amongst the first to offer his allegiance to ‘Uthman who after taking
bait of the Muslims in the Prophet’s mosque made a short speech promising
to faithfully follow the Qur’an, Sunnah and the practices of the deceased
Caliphs.

‘Uthman proved himself to be a skilful administrator. His administration can be

divided in two parts, the first 6 years were seen as very successful and the
last six years had some issues.

He began his caliphate by adding 100 Dirhams to the annual stipends and by
increasing the control of the central government over garrison cities.

He launched a diligent inspection of accounts and overhauled the Diwan

salary rolls.

He also gradually split the immense responsibility of the provincial governors

who doubled as army commanders and created a new post of financial
administrators.

‘Uthman established a Permanent Secretariat and appointed an Inspector of

Markets.

Embankments were constructed to prevent Madina from being flooded and a

systematic extension and provision of clean water; constructed purpose-built
markets whose rents were used to feed the poor.

As part of ‘Uthman’s administrative reforms additional land was bought so that

state owned horses and camels could be conveniently pastured, construction
of state stables, guest houses were made and a port at Jeddah was built

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Question Answer Marks

3(a) ‘Uthman also relaxed the austere measures put in place by ‘Umar and
allowed Arabs to acquire lands in conquered territories.

Candidates may refer to the issues of the last 6 years of his administration
which were a direct result of ‘Uthman appointing his relatives/tribesmen in
important government posts and not overseeing their actions closely. ‘Uthman
not addressing the complaints against his governors and administration could
be written about when discussing his administration.

3(b) ‘Uthman’s greatest achievement as caliph was the compilation of the 4

Qur’an’. Do you agree or disagree? Give reasons for your answer.

Use the AO2 Marking Grid

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

Candidates need to either agree or disagree with the above statement which
needs to be supported by sound reasoning.

If they agree with the statement, they could say that had ‘Uthman not
compiled the Qur’an differences may have arisen in the Muslim community on
its accuracy and led to rifts.

If they disagree they could say that his establishment of a Permanent

Secretariat with an Inspector of Markets was his most important achievement
as this role continued in the Islamic world till very recently.

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Question Answer Marks

4(a) Write an account of Muslim belief in divinely revealed books and their 10
content and purpose.

Use the AO1 Marking Grid

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

Candidates could in their answers say that Muslims believe that God has
revealed books to different prophets as a source of guidance to humanity. In
order of revelation the books are:
• The Scrolls (Suhuf) of Ibrahim;
• The Torah (Taurah) revealed to Musa;
• The Psalms (Zaboor) revealed to Dawood;
• The Gospel (Ingeel) revealed to Isa; and
• The Qur’an revealed to Prophet Muhammad (pbuh).

The main purpose for sending the revealed books was for people to learn
about the religion sent to them and to know of their obligations towards God
and fellow human beings. Belief in divine books before the revelation of the
Qur’an is an essential aspect of Muslim faith.

The most important message of all the revealed books was belief in the one
God and that worship is due to none other than Him. The books prior to the
Qur’an were sent to a community and its teachings were relevant to the time
and to the area in which they were revealed. The Qur’an is for all humanity
sent for all times and is the only revealed book whose language is spoken by
millions even today.

The earlier books were lost or altered but Qur’an is in the form it was revealed
and God has taken it upon Himself to protect its text until the end of the world.

4(b) In your opinion why is the Qur’an the most important source of Islamic 4
law? Give reasons to support your answer.

Use the AO2 Marking Grid

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

An evaluative answer is needed here. Candidates could say that it is the

primary source on which all other sources namely the Hadith, ijma and qiyas
are based.

The laws devised by God in the Qur’an are meant to be followed to live life
according to God’s commands.

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Question Answer Marks

5(a) Describe how and when the two Eids are celebrated and give an account 10
of the Eid prayer.

Use the AO1 Marking Grid

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

The two main festivals of Islam are Eid ul Fitr and Eid ul Adha. The first is
celebrated to mark the end of Ramadan and the latter to mark the completion
of the annual pilgrimage and to remember Ibrahim’s willingness to sacrifice
his son in obedience to God’s will.

Muslims bathe and dress up in their best/new clothes at the start of the day.
Before the celebrations Muslims begin the day by offering Eid prayers. Eid
prayers are compulsory on all those on whom Friday congregational prayers
are compulsory. They do not replace Fajr prayers and can only be prayed in
congregation.

There is no qada for this prayer and the time for it is from sunrise until noon.
There is no azaan or iqamat for Eid prayers.

Eid prayers are said in the mosque or in an open field (Musallah). A Khutba is
read in Eid prayers. There are two rakaats to be read during which it is
recommended to pronounce six extra takbirs in Hanafi jurisprudence. Three
takbirs are pronounced after the opening takbir and before the Qur’anic recital
in the first rakaat, while during the second rakaat the believer pronounces the
other three takbirs after the Quranic recital. Worshippers raise their hands
during each pronouncement of the extra takbir.

It is highly recommended to proclaim the takbir on Eid from the time a believer
sets off from home for the Eid prayers until reaching the destination where
prayer is to be said.

Sadaqa tul Fitr is given before Eid prayers to the needy. On Eid ul Adha an
animal is sacrificed in remembrance of Ibrahim’s willingness to sacrifice his
son for the sake of God.

Candidates can also write about the festivities that take place on the day
within families and friends and the wider community e.g. families celebrate by
having Eid meals together, by giving Eidi and presents to the younger
members of the families, visit friends and relatives, etc.

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Question Answer Marks

5(b) What is the importance of celebrating religious festivals? Give reasons 4

to support your answer.

Use the AO2 Marking Grid

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

Various viewpoints could be given in response to this question. It could be

said that Islam is not just a set of rituals and these festivals help to bring joy
and happiness in the community and a sense of enjoyment after fasting for
the set number of days and to mark the completion of the pilgrimage.

It could be said that they help unite the community and allows families to get
together. Charity, Sadaqa and the meat of the sacrificed animals is distributed
in the community which helps the needy and promotes good will.

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