O Level Islamiyat: Paper 1 Practice Questions (Cambridge 2058)

These are original questions written for Marlbridge, in the style and at the standard of the examination. They are not reproduced past-paper questions — examination boards hold copyright in their own papers. Use these alongside the official past papers available free from your board.

Related: O Level Islamiyat Paper 1 revision notes

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This set follows the real Paper 1 structure: answer Question 1, Question 2, and two of Questions 3–5, exactly as in the exam.

Question 1 — compulsory (1.1 Major themes of the Qur’an) [8]

Choose two of the following themes and, for each, explain how it is reflected in the Qur’an’s teaching:

• Tawhid, the oneness of God
• The Day of Judgement and accountability
• Guidance for social justice and the treatment of the poor

Question 2 — compulsory (1.2 History and importance of the Qur’an) [14]

(a) Describe how the Qur’an was compiled after the death of the Prophet (pbuh) and later standardised. [10] (b) Explain why the standardisation under Uthman was important for the later history of Islam. [4]

Answer any TWO of Questions 3–5

Question 3 (1.3 Life and importance of the Prophet) [14]

(a) Describe the main events of the Hijra from Makkah to Madinah. [10] (b) Explain why the Hijra is regarded as a turning point for the Muslim community. [4]

Question 4 (1.4 The first Islamic community) [14]

(a) Describe the relationship established between the Muhajirun and the Ansar in Madinah. [10] (b) Explain why this relationship mattered for the survival of the early Muslim community. [4]

Question 5 (1.3 / 1.4 combined) [14]

(a) Describe the main provisions of the Farewell Sermon. [10] (b) Explain the importance of the Farewell Sermon for Muslims today. [4]

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Answers

Question 1. Any two themes, 4 marks each. Tawhid — the Qur’an repeatedly affirms that God is one, without partner or equal, most directly in surahs such as Al-Ikhlas; this underlies every other teaching, since worship, law and morality all flow from the acknowledgement of one God [2] [2]. The Day of Judgement — the Qur’an describes every person as accountable for their deeds, rewarded or punished in the hereafter, which the Qur’an presents as a motivation for righteous conduct in this life [2] [2]. Social justice — the Qur’an commands care for orphans, the poor and travellers, and forbids exploitation such as usury, framing generosity as an act of faith rather than optional charity [2] [2].

Question 2. (a) After the Prophet’s death, many who had memorised the Qur’an were killed at the Battle of Yamama during the Ridda wars, prompting concern that parts of the text could be lost [2]. Abu Bakr, on Umar’s advice, commissioned Zayd ibn Thabit to collect the written and memorised Qur’an into a single copy [2], which was kept by Abu Bakr and later Hafsah [1]. As Islam spread, Muslims in different regions began reciting in different dialects, and disputes arose during campaigns in Armenia and Azerbaijan [2]. Uthman had Hafsah’s copy reproduced by a committee under Zayd, using the dialect of the Quraysh where there was disagreement [2]; standard copies were sent to the main centres of the Muslim world and other versions were destroyed [1]. (b) It preserved a single, uniform text, preventing the division and doctrinal dispute that competing versions would have caused [2]; the text used today is the one established then, which Muslims regard as evidence of the Qur’an’s careful preservation [2].

Question 3. (a) Persecution in Makkah intensified, particularly after the deaths of Khadijah and Abu Talib [1]. Delegations from Yathrib pledged support at the two pledges of Aqabah [1]. The Quraysh plotted to kill the Prophet; Ali slept in his bed while the Prophet left with Abu Bakr [2]. They sheltered in the cave of Thawr for three days to evade pursuers [2] before completing the journey to Yathrib, which became Madinah [2]; Muslims migrated in small groups to avoid detection [2]. (b) It marks the start of the Islamic calendar, showing its significance to later generations [1]. It transformed the Muslims from a persecuted minority into a community with its own territory and authority [1]; it enabled the Constitution of Madinah and the first mosque, and established the principle that migration to preserve one’s faith is legitimate [2].

Question 4. (a) On arrival, the Prophet paired each Muhajir (migrant from Makkah) with an Ansari (helper of Madinah) [2], who shared home, property and livelihood with the newcomer [2]. This went beyond hospitality — some Ansar offered to divide their wealth and even their households with their paired Muhajir [2]; the bond was treated as a form of brotherhood, later formalised within the wider Constitution of Madinah [2]. (b) The Muhajirun had arrived with little or no property, so the pairing prevented destitution and social breakdown at a fragile moment [2]; it also demonstrated a working model of solidarity across tribal lines that helped unify the new community [2].

Question 5. (a) The Farewell Sermon, delivered on the Prophet’s final pilgrimage, set out equality regardless of race — “no Arab has superiority over a non-Arab” [2]; the sanctity of life and property [2]; the rights of women, including fair treatment [2]; the abolition of usury and of pre-Islamic blood feuds [2]; and instructed Muslims to hold fast to the Qur’an [2]. (b) It is regarded as a summary of Islamic ethics, still cited today on equality and human rights [2]; it confirmed principles that shaped later Islamic law and social practice, and remains a reference point for Muslims discussing justice and conduct [2].

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Where marks are usually lost

• Writing a narrative-only answer to a part (b) question, which asks specifically for significance, not more description.
• Treating Question 1 as if only one passage may be discussed — the syllabus rewards two, each with its own supporting detail.
• Confusing the compilation (Abu Bakr) with the standardisation (Uthman) of the Qur’an.
• Giving a generic answer to Question 5-style combined questions without anchoring points to specific events or named individuals.
• Spending too long on Question 1’s 8 marks and running short of time for the 14-mark questions that follow.