Download slam Past Papers - Northlakes High School

Islam Past HSC Questions
Personality – Aisha Bint
Ethics – Sexual Ethics
Practice – The Haj
Section II — Religious Tradition Depth Study
2015
Section II — Religious Tradition Depth Study
Question 4 — Islam (15 marks)
(a)
(i) Identify TWO contributions made by ONE significant person or school of thought, other than Muhammad
and the Four Rightly Guided Caliphs, to the development of Islam.
Question 4 (a) (i) Criteria
Marks
• Identifies TWO contributions made by ONE significant person or school of thought other than
2
Muhammad and the Four Rightly Guided Caliphs to the development of Islam
• Identifies ONE contribution made by ONE significant person or school of thought other than
1
Muhammad and the Four Rightly Guided Caliphs to the development of Islam
(ii) Summarise the impact on Islam of the significant person OR school of thought chosen in part (a) (i).
Question 4 (a) (ii) Criteria
Marks
• Expresses concisely the key feature(s) of the impact of the chosen significant person or
5
school of thought
• Provides some accurate information about the impact of the significant person or school of
3–4
thought
• Makes general statements about the significant person or school of thought
1–2
(b)
God knows the Unseen of the heavens and of the earth; and God sees the things you do.
Qur’an 49:15
How does the above teaching influence the lives of adherents in ONE of the following areas?
•Bioethics •Environmental ethics •Sexual ethics
Question 4 (b) Criteria
• Clearly and accurately articulates how the teaching influences the lives of adherents in the
chosen ethical area
• Provides detailed and relevant knowledge to support the response
• Uses relevant terminology accurately
• Identifies relevant points showing how the teaching influences the lives of adherents in the
chosen ethical area
• Provides sound knowledge to support the response
• Uses relevant terminology
• Makes general statements about the chosen ethical area
• May make a simple reference to the teaching • May use some relevant terminology
Marks
7–8
4–6
1–3
Notes from the Marking Centre
Candidates showed strength in these areas:
•recognising and naming TWO contributions of a significant person or school of thought in Islam
•expressing concisely the impact of a significant person or a school of thought
•making excellent reference to the teaching and providing clear and accurate information to support the
response
•displaying sound use of terminology and good knowledge of course content.
Candidates need to improve in these areas:
•making a clear reference to the impact of significant person or school of thought rather than describing the
contributions
•distinguishing between ethical teachings and issues
•incorporating relevant examples in the response
•writing concise responses.
Section III — Religious Tradition Depth Study
Question 4 — Islam (20 marks)
O you who believe! When the call is made for the prayer on the day of Friday, then hasten to the
remembrance of Allah and leave the business. That is better for you, if you only knew.
So he who is drawn away from the Fire and admitted to Paradise has attained his desire.
With specific reference to one or more of the above quotations, explain how ONE significant practice in
Islam assists adherents in their submission to Allah.
In your response, refer to ONE of the following:
•Friday prayer at the mosque •Funeral ceremony •Hajj.
Question 4 — Islam Criteria
Marks
• For Islam, provides detailed, relevant and accurate information about how the selected
practice assists adherents in their submission to Allah
• Demonstrates a comprehensive understanding of the significance of the selected practice in
the lives of adherents
17–20
• Integrates one or more quotations from the stimulus to link the relationship of adherents’
submission to Allah to the selected practice
• Uses relevant and accurate terminology in a cohesive and well-structured response
• For Islam, provides some detailed and accurate information about how the selected practice
assists adherents in their submission to Allah
• Demonstrates a competent understanding of the significance of the selected practice in the
lives of adherents
13–16
• Uses one or more quotations from the stimulus to show how the selected practice assists
adherents in their submission to Allah
• Uses relevant terminology in a well-structured response
• For Islam, provides some accurate information about how the selected practice assists
adherents in their submission to Allah
• Demonstrates some understanding of the significance of the selected practice in the lives of
9–12
adherents
• Refers to at least one of the quotations. The reference may be implied
• Uses relevant terminology in a largely descriptive response
• For Islam, provides some general statements about the selected practice • May have some
limited reference to the lives of the adherents and/or the stimulus • Attempts to use relevant
5–8
terminology in a largely descriptive response
• Makes general statements about Islam • May use relevant terminology
1–4
Notes from the Marking Centre
Candidates showed strength in these areas:
•presenting a clear understanding of the meaning of submission explaining the relationship between the
chosen practice and its efficacy in assisting the ongoing process of submission in the lives of adherents
•integrating the stimulus in the response to support an explanation of how specific aspects of the practice
assists adherents in attaining submission
•using concepts and terminology within the framework of a cohesive explanation.
Candidates need to improve in these areas:
•ensuring that the response meets the specific requirements of the question/stimulus and does not simply
describe a practice
•using the stimulus and/or question in context
•using terminology correctly.
2014
Section II — Religious Tradition Depth Study
Question 4 — Islam (15 marks)
(a) (i)
Describe ONE significant practice within Islam from the following:
 Friday prayer at the mosque , Funeral ceremony, Hajj.
Criteria
• Accurately provides the key characteristics and features of ONE significant practice within
Marks
3
Islam
• Provides some features of ONE significant practice within Islam
• Makes general statements about a practice within Islam
(ii)
Demonstrate the significance of the practice chosen in part (a)(i) for the Muslim community.
Criteria
• Accurately demonstrates a clear understanding of the significance for the Muslim
community of the practice outlined in (a)(i)
• Demonstrates some understanding of the significance for the Muslim community of the
practice outlined in (a)(i)
• Makes general statements about the significant Islamic practice and/or the community
2
1
Marks
4
2–3
1
(b) All human beings are called to submit to the will of Allah.
With reference to the statement, discuss the contribution to Islam of ONE significant person OR school of
thought, other than Muhammad and the Four Rightly Guided Caliphs.
Criteria
Marks
• Makes clear and accurate reference to the statement reflecting the contribution of the
chosen significant person or school of thought on the development and expression of Islam
• Applies thorough knowledge of the contribution of the significant person or school of
7–8
thought to the development and expression of Islam • Uses clear and relevant evidence to
support the response
• Makes some reference to the statement reflecting the contribution of the chosen significant
person or school of thought on the development and/or expression of Islam • Applies sound
4–6
knowledge of the contribution of the significant person or school of thought to the
development and expression of Islam • Makes an accurate and largely descriptive response
• Makes general statements about the chosen person or school of thought’s contribution to
1–3
the development and expression of Islam
Notes from the Marking Centre
Candidates showed strength in these areas:
• providing the key characteristics and features of ONE significant practice within Islam (part ai)
• describing the practice of Hajj (part ai)
• demonstrating an understanding of the significance for the Muslim community of the practice outlined in
part ai (part aii)
• using clear examples to support their response (part aii)
• making reference to the statement reflecting the contribution of the significant person or school of thought
to the development and expression of Islam (part b)
• integrating the statement throughout the response (part b)
• using correct terminology.
Candidates need to improve in these areas:
• answering the question more directly and succintly (part ai)
• describing the ritual rather than giving an overview of the practice (part ai)
• linking the significant practice to the community rather than to the individual (part aii)
• avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
• choosing a significant person or school of thought whose contribution has been significant enough to meet
the requirements of the question (part b).
Section III — Religious Tradition Depth Study
Question 4 — Islam (20 marks)
How do ethical teachings in Islam guide adherents to ‘do good deeds’ in their daily lives?
In your response, refer to ONE of the following:
•Bioethics •Environmental ethics •Sexual ethics.
Criteria
• For Islam, provides detailed, relevant and accurate characteristics and features of the
ethical teachings in the chosen area • Demonstrates a comprehensive understanding of the
implications of Islamic ethical teachings on the lives of adherents • Integration of the
stimulus to link the relationship of the adherents doing “good deeds” to the guidance
provided by the chosen ethical teachings • Uses relevant and accurate terminology in a
Marks
17–20
cohesive response
• For Islam, provides characteristics and features of the ethical teaching in the chosen area
• Demonstrates a competent understanding of Islamic ethical teachings in the lives of
adherents • Uses the stimulus to show how the adherents are guided by the ethical
teachings • Uses relevant terminology in a well-structured response
• For Islam, indicates some characteristics and features of the ethical teachings in the
chosen area • Demonstrates some understanding of the Islamic ethical teachings in the
lives of adherents • May use the stimulus • Attempts to use relevant terminology in a largely
descriptive structured response
• For Islam, provides some general statements about ethical teachings and/or the chosen
area • May use relevant terminology
• Makes general statements about Islam
13–16
9–12
5–8
1–4
Notes from the Marking Centre
Candidates showed strength in these areas:
• demonstrating knowledge of the ethical teachings of Islam and their foundations with specific references
from sacred texts and writings (Qur’an and Hadith)
• integrating the stimulus to explain how ethical teachings guide adherents to ‘do good deeds’ in their daily
lives
• illustrating these ‘good deeds’ through the use of varied, relevant, contemporary examples that were
derived from a variety of sources
• developing a cohesive argument that met the requirements of the question.
Candidates need to improve in these areas:
• avoiding generalised statements that outline features or characteristics of Islam without engaging with the
question
• using the stimulus in context throughout the response rather than just using the words ‘good deeds’
• using Islamic concepts and terminology correctly throughout the response.
2013
Section II — Religious Tradition Depth Study
Question 4 — Islam (15 marks)
(a)
(i) Outline the contribution to Islam of ONE significant person or school ofthought other than Muhammad
and the Four Rightly Guided Caliphs.
Criteria
Marks
• Accurately provides the main features about the contribution to Islam made by ONE
significant person or school of thought, other than Muhammad and the Four Rightly Guided 3
Caliphs
• Provides some of the main features about the contribution to Islam made by ONE
significant person or school of thought other than Muhammad and the Four Rightly Guided
2
Caliphs
• Names ONE significant person or school of thought other than Muhammad and the Four
1
Rightly Guided Caliphs OR recognises a contribution to Islam
(ii) How effective has the significant person or school of thought identifiedin part (a) (i) been in the
development and/or expression of Islam?
Criteria
Marks
• Accurately assesses the effectiveness of the chosen significant person or school of
5–6
thought on the development and/or expression of Islam
• Provides some accurate information about the effectiveness of the significant person or
3–4
school of thought on the development and/or the expression of Islam
• Makes general statements about the significant person or school of thought on the
1–2
development and/or expression of Islam
(b)
Explain ethical teaching in Islam in one of the following areas:
•Bioethics •Environmental ethics •Sexual ethics.
Criteria
Marks
• Demonstrates accurate and detailed knowledge and understanding of Islamic ethical
teachings in the chosen area
• Demonstrates some knowledge and understanding of Islamic ethical teachings in the
chosen area
• Makes general statements about Islamic ethical teachings and/or Islamic beliefs and/or the
chosen area
5–6
3–4
1–2
Notes from the Marking Centre
Candidates showed strength in these areas:
• demonstrating knowledge of the contribution of one significant person or school of thought in Islam – in
particular, A’isha bint Abu Bakr, Al Ghazali, Sayyid Qutb and Sufism
• describing the contribution of this person/school of thought to the development and/or expression of Islam
• demonstrating accurate and detailed knowledge and understanding of Islamic ethical teachings,
particularly environmental ethics
• providing reasons for ethical teachings
• using extracts from the sacred texts (Qur’an and Hadith) as well as from Muslim scholars and
organisations.
Candidates need to improve in these areas:
• making a judgement about the contribution of the significant person or school of thought to the
development of Islam
• demonstrating understanding of sexual ethics and bioethics
• using Islamic terminology correctly
Section III— Religious Tradition Depth Study
Question 4 — Islam
(20 marks)
Discuss the relationship between at least TWO of the aspects shown in the diagram on page 16and the
way they contribute to Islam as a living religious tradition.
Criteria
Marks
• Comprehensively articulates points for and/or against the relationship between at least two
aspects of Islam as shown in the diagram • Accurately addresses the contribution made by
at least these two aspects to Islam as a living religious tradition • Supports the argument
17–20
with detailed and relevant information • Uses relevant and accurate terminology in a
cohesive response
• Competently identifies points for and/or against the relationship between at least two
aspects of Islam as shown in the diagram • Provides points on the contribution made by at
13–16
least these two aspects to Islam as a living religious tradition • Supports the argument with
relevant information • Uses relevant terminology in a well-structured response
• Provides some points for and/or against the relationship between at least two aspects the
diagram to and/or their contribution to Islam as a living religious tradition • Supports the
9–12
argument with some valid information • Uses relevant terminology in a largely descriptive,
structured response
• Presents a general response with some information about one or more aspects of Islam •
5–8
May use some relevant terminology
• Makes general statements about Islam • Provides limited details
1–4
Notes from the Marking Centre
Candidates showed strength in these areas:
• demonstrating understanding of content relating to the three defined areas of the HSC syllabus
• relating content to a common point of connection as required by the stimulus (Venn diagram)
◦ Islam, for example the goal of submission or central beliefs such as Tawhid
• discussing the relationship between at least two and possibly three of the syllabus aspects and/or
[Religious Tradition] as a living religious tradition
• providing evidence from sacred texts and/or other examples and/or organisations
• providing evidence of the way the aspects contribute to the religious tradition.
Candidates need to improve in these areas:
• responding to the specific nature of the question as opposed to describing aspects of [Religious Tradition]
• linking [Religious Tradition] to the concept of living religious tradition through the use of contemporary
examples
• ensuring that the information presented on persons/ethics/practices is accurate
• ensuring that examples and comments are relevant to the [Religious Tradition] rather than simply
reflections on political issues.
2012
Section II — Religious Tradition Depth Study
Question 4 — Islam (15 marks)
(a)
(i) Briefly outline TWO Islamic ethical teachings in ONE of the following areas: • Bioethics • Environmental
ethics • Sexual ethics.
Criteria
Marks
• Clearly and accurately provides the main features of TWO Islamic ethical teachings as
3–4
they relate to the chosen area
• Provides some features of ONE or TWO Islamic ethical teachings as they relate to the
1–2
chosen area
Sample answer:
Sexual ethics. In Islam, sexuality is viewed as a gift from God. Hence, non-consensual sexual activity is
forbidden (‘haram’) and is considered to be seriously sinful. Punishments in Sharia’h law vary depending on
whether the perpetrator is married or unmarried and include physical punishments (eg stoning although this
would be unacceptable in Australian culture). Some Islamic communities encourage their men to marry at a
young age to avoid illicit sexual activity.
Sexual relations, including homosexuality, outside marriage are not permitted in Islam. This includes both
pre-marital and extra-marital sexual relationships. Faithfulness to one’s marriage partner is honoured. Strict
Islamic observance includes physical punishments for illicit relations (eg fornication can be punished by 100
lashes, Sura 24:2) and the type of punishment varies depending on the marital state of the perpetrator.
Such punishments however, would not be acceptable practice in Australia.
The teachings of the Prophet give guidance in this area of ethical teaching, ie sexual relations outside of
marriage.
Notes from the Marking Centre
(a) (i) In better responses, candidates demonstrated an understanding of the question and clearly outlined
two ethical teachings in Islam. These responses were supported by detailed examples and appropriate
terminology, and included references to sources of ethical teachings for example the Qur’an and Hadith.
In mid-range responses, candidates focused on the issues contained in the ethical areas rather than the
teachings themselves. Emphasis was placed on discussion of the ethical issue with minimal reference to
the ethical teachings.
In weaker responses, candidates made little reference to ethical teachings, and simply listed ethical issues
and/or sources in Islam.
(ii) How does ONE ethical teaching outlined in part (a) (i) influence the lives of adherents?
Criteria
• Provides accurate and detailed information linking ONE ethical teaching to the influence
it has on the lives of adherents
• Provides accurate information linking ONE ethical teaching to the influence it has on the
lives of adherents
• Provides a generalised response on one ethical teaching. May make a simple reference
to the lives of adherents
Marks
5
3–4
1–2
Sample answer:
Extra-marital sexual relationships
Islam provides clear moral teaching to guide adherents in their sexual behaviours. For Muslims, marriage
legitimises sexual relations between a man and a woman and provides a nurturing and supportive
environment for the raising of children. Hence, zina (adultery) is viewed by observant Muslims to be an
extremely serious crime because it not only undermines marriage but because it threatens the family as the
fabric of Islamic community. Both the primacy and the clarity of this teaching significantly affect the life
decisions and hence the behaviour of Islamic adherents.
For the Muslim, sexual relations and the capacity to procreate is a gift from Allah. It affects significantly the
life of an Islamic believer because, as a gift, it fulfils not only the emotional and physical needs but also the
spiritual needs of the adherent. Although not administered in almost all countries, including Australia, a
small number of Islamic societies apply some type of punishment for infringements of Islamic teaching on
sexual fidelity in marriage. In Islamic communities where punishments (stoning, banishment etc) do not
apply, the stigma attached to the infringement of Islamic teachings on sexual behaviour can also serve as a
formidable deterrent.
Finally, as Allah is respected as the creator of marriage as the basis of society and the Qur’an is respected
as the final and perfect revelation, the adherent – as a faithful believer – would be most strongly influenced
by Islamic guidance on sexual behaviour.
Notes from the Marking Centre
Notes from the Marking Centre
(a) (ii) In better responses, candidates clearly described the influence of the ethical teaching selected in
part (a)(i), and provided a number of examples which showed the influence of the selected ethical teaching
on the lives of adherents.
In mid-range responses, candidates did not make a clear link between the ethical teaching and its influence
on the lives of believers. In a number of responses, candidates simply focused on the influence of an
ethical issue on its adherents.
In weaker responses, candidates did not refer to an ethical teaching. In these responses, candidates listed
an ethical issue without any discussion of the influence on the lives of adherents.
(b) Analyse the significance for the individual of ONE significant practice drawn from the following: • Friday
prayer at the mosque • Funeral ceremony • Hajj.
Criteria
Marks
• Accurately identifies key features of ONE significant practice and clearly relates
5–6
implications of the practice for the individual
• Identifies some features of ONE significant practice and relates implications of the
3–4
practice for the individual
• Makes general statements about the significant practice
1–2
Sample answer:
The Hajj
The Hajj, one of the Five Pillars of Islam, is a highly significant practice for the Islamic adherent. The Hajj is
a pilgrimage based on the foundation of the tradition involving a spiritual, mental and physical journey to
Mecca.
It is a reminder of the equality of all people before Allah – the individual will submit to the will of Allah
through the letting go of family, friends and possessions during the pilgrimage. This enables the individual
during the pilgrimage to focus on the physical challenges of the Hajj. The personal struggle to follow the
way of Allah assists the adherent to visibly support the promotion and expansion of Islam. As a result, the
Hajj demonstrates the adherent’s acceptance of the Qur’an and respect for Muhammad.
At the Ka’ba, the revered house of Allah in Mecca, the adherent announces his/her presence to God, the
Lord of the Ka’ba “at your service, Lord God” as they circumambulate it. The pilgrimage’s strong
significance, therefore, for the individual, is the supreme prayer for the forgiveness of sins and a
preparation for the afterlife.
Notes from the Marking Centre
(b) In better responses, candidates clearly identified the significant features of a practice in Islam and
analysed its influence on the life of an individual. In these responses, candidates identified the main
features of the practice in detail, and clearly and accurately described their influence and meaning to the
individual.
In mid-range responses, candidates focused on the significance of the practice to the individual without
necessarily identifying key features of this practice. In some responses, candidates identified key features
of the practice without detailing their influence on the adherents. Many of the mid-range responses were
descriptive and not analytical.
In weaker responses, candidates lacked accuracy, details or analysis of the practice and/or its influence on
the lives of believers.
Section III— Religious Tradition Depth Study
Question 4 — Islam (20 marks)
Men, women and schools of thought have reformed and/or revitalised the Islamic tradition.
How well does this statement reflect the impact on Islam of ONE significant person or school of thought,
other than Muhammad and the Four Rightly Guided Caliphs?
Criteria
• Presents a sustained, reasoned judgement on the degree to which the statement reflects
the impact of one significant person or school of thought on Islam • Supports a cohesive
response with detailed, relevant and accurate information • Uses relevant terminology
accurately
• Presents a reasoned judgement on the degree to which the statement reflects the impact
of one significant person or school of thought on Islam • Supports the response with
relevant and accurate information • Uses relevant terminology accurately
• Makes general statements about the impact of one significant person or school of
thought on Islam • Response includes relevant information • Uses relevant terminology
• Makes statements about the significant person or school of thought in Islam • May use
some relevant terminology
• Writes in general terms about the significant person or school of thought in Islam
Marks
17–20
13–16
9–12
5–8
1–4
Notes from the Marking Centre
In better responses, candidates sustained a reasoned judgment, which provided pertinent and factual
evidence of how the significant person or school of thought revitalised and/or reformed Islam. For example,
in these responses, candidates explored how the person or school of thought re-articulated the principal
beliefs of Islam within a particular historical/cultural context. Depending on the person or school of thought
they also showed how revitalisation/reform has been continuous and how it is evident today. In these
responses, candidates generally drew on evidence from sacred texts and in some instances from religious
scholarship to enhance their argument, and engaged with the stimulus and question throughout the
response.
In mid-range responses, candidates inferred how and why the significant person or school of thought
contributed to the revitalisation or reform of Islam. There was a tendency to become biographical in nature,
often providing solid description of what the person did but without the necessary emphasis on the impact
of their actions or teachings on Islam. In some instances, candidates referred to the ethics and practice of
Islam as defined by the syllabus but did not connect them well to the question. Some attempt was made to
engage with the stimulus and question.
In weaker responses, candidates provided limited facts about a person or school of thought or some
general aspects of Islam. There was very little evidence of engaging with the stimulus and question to show
understanding of how the person or school of thought contributed to the revitalisation/reform of Islam.
2011
Section II — Religious Tradition Depth Study
Question 4 — Islam (15 marks)
(a) Summarise the contribution of ONE significant person or school of thought, 3 other than Muhammad
and the Four Rightly Guided Caliphs, to the development and expression of Islam.
Criteria
Marks
Expresses concisely key relevant feature(s) of the contribution of the chosen significant
3
person or school of thought to the development and expression of Islam
Provides some relevant feature(s) of the contribution of the chosen significant person or
2
school of thought to the development and expression of Islam
Writes in general terms about the chosen significant person or school of thought in Islam
1
Answers could include:
A’isha Bint Abu Bakr
Chose poverty and fidelity over wealth/marriage
Passionate about education, especially for women
Compassionate care of orphans and foster children
Recorded and preserved material that was basis of the Hadith
Distribution of riches to the poor – model for Zakat
Strong, intelligent, independent Muslim woman
(b) Summarise the impact of the significant person or school of thought chosen in 4 part (a).
Criteria
Expresses concisely the key feature(s) of the impact of the chosen significant person or
Marks
4
school of thought on the development and expression of Islam
Provides some accurate information about the impact of the significant person or school of
thought on the development and expression of Islam
Makes general statements about the impact of the significant person or school of thought
on the development and expression of Islam
2–3
1
Answers could include:
A’isha is a model of intellect and independence in women while remaining a faithful Muslim.
The Hadith has become a text that offers models of desirable attitudes and behaviour, and a guide for
decision-making in Islam.
A’isha’s life and contribution offers a model for women in Islam.
A’isha’s life and contribution offers resources to Muslim women that provide alternatives to negative
stereotypes of Muslim women.
(c) All aspects of life are worship for a Muslim. 8
How well does the statement reflect the impact of the significant person or school of thought chosen in (a)?
Criteria
Marks
Makes a clear and accurate judgement based on criteria on how the statement reflects the
7–8
impact of the chosen significant person or school of thought on the development and
expression of Islam
Uses clear and relevant evidence to support the judgement given
Attempts some judgement based on criteria on how the statement reflects the impact of
4–6
the chosen significant person or school of thought on the development and expression of
Islam
An accurate but largely descriptive response
Makes general statements about the chosen person or school of thought’s impact on the
1–3
development and expression of Islam
Notes from the Marking Centre
In better responses, candidates demonstrated an explicit understanding of Islam and the contribution and
impact of the significant person or school of thought chosen. These responses were supported by clear
examples, made strong links back to the quote using explicit reference to sacred texts. Clear links were
made between the significant person/school of thought and their impact on the development and
expression of Islam. Correct and relevant terminology was used.
Mid-range responses tended to be descriptive and focused on the contribution and impact of the significant
person without making clear and accurate links to the quote. The links to the quote were tenuous and
focused on the significant person with little support from examples.
Weaker responses were general in nature. These responses were mainly descriptive and made little or no
link to the quote.
Section III — Religious Tradition Depth Study
Question 4 — Islam (20 marks)
Some religions emphasise justice, while others emphasise compassion.
Discuss the statement in relation to Islam as a living religious tradition.
Criteria
Accurately identifies relevant issues and provides points for AND/OR against the
statement as reflecting Islam as a living religious tradition
Supports the interpretation with detailed, relevant and accurate information concerning
Islam as a living religious tradition
Uses relevant and accurate terminology in a cohesive response
Attempts to identify relevant issues and to provide points for AND/OR against the
statement as reflecting Islam as a living religious tradition
Supports the interpretation with accurate information concerning Islam as a living religious
tradition
Uses relevant terminology in a well-structured response
Marks
17–20
13–16
May identify some issues and/or provide points for AND/OR against the statement as
reflecting Islam as a living religious tradition
Supports the interpretation with relevant information concerning Islam as a living religious
tradition
Attempts to use relevant terminology in a largely descriptive, structured response
Presents a general response with some information about Islam as a living religious
tradition
May use relevant terminology
Makes general statements about Islam
Provides limited relevant details
9–12
5–8
1–4
Sample answer:
Islam’s thrust as a living religious tradition affirms the human ability to rationally know which acts are good
and which evil.
The descriptions/epithets applied to Allah, for instance, ‘the most compassionate, the most merciful’ provide
guidance to correct behaviour.
Both these qualities are supported by the principal prescriptions of the faith – Zakat and Shahada. The
prominence of obligation is underscored by the requirements of Sharia. Islam places equal emphasis on
both justice, expressed in Sharia law, and compassion, extolled as an essential virtue throughout both the
Qur’an and the Sunnah of Mohammed (recorded as the Hadith).
Practices, ethics and clarifications about Islam by significant persons and schools of thought have, at their
core, suggested pathways and refinement of understandings that highlight the necessity to practice
compassion and exercise justice.
Answers could include:
• Ethics:
Sexual ethics – as correct behaviour with justice applied to transgressions
Bioethics – compassion for the living unborn, dead, can be said to drive Islam’s acceptance of much of
modern medical innovations
Environmental ethics
• Practices:
Hajj Funeral Friday prayer
• Significant persons or school of thought:
refinement and clarifications of what constitutes correct behaviour – usury, the umma – for adherence.
Qur’an 5:51 envisages a community where ‘commanding is good’ are acts of compassion and ‘prohibiting
the reprehensible’ – as in enforcing and applying justice – becomes a reality.
Notes from the Marking Centre
In higher-range responses, candidates made informed judgments in relation to compassion and justice as
referred to in the stimulus. They also demonstrated how one or both of these elements were evident in
Islam as a living religious tradition. Candidates drew on a broad range of knowledge, including foundational
teachings and practices of Islam from the Preliminary course, to reinforce their premise and back up their
knowledge of the HSC course in their response. These responses were supported with reference to sacred
texts and, in some instances, sources such as pivotal figures and contemporary organisations across
Islam.
In mid-range responses, candidates generally discussed aspects of compassion and justice as referred to
in the stimulus. They attempted to explain how Islam is a living religious tradition. Candidates made
reference to various aspects of Islam primarily in reference to justice or compassion with less degree of
emphasis on the living religious tradition component of the question. These responses in some instances
referred to sacred texts to support their discussion.
In weaker responses, candidates were descriptive, providing primarily general information about Islam.
These candidates did not engage with the stimulus or the concept of Islam as a living religious tradition.
2010
Section II — Religious Tradition Depth Study
Question 4 — Islam (15 marks)
(a)
(i) Outline ONE significant practice within Islam from the following: • Friday prayer at the mosque • Funeral
ceremony • Hajj.
Criteria
Marks
• Accurately indicates the key characteristics and features of ONE significant Islamic
3
practice
• Provides some features of ONE Islamic practice • Makes general statements about
21
practices in Islam
Sample answer:
Hajj
The Fifth Pillar – required at least once during a lifetime
Pilgrimage is the supreme prayer for forgiveness of sins committed and the ultimate preparation for eternity
Pilgrimage rituals which must be performed, eg circumambulation of the Ka’ba
The rites of the Hajj symbolise the essential concepts of Islam and commemorate the trials of the Prophet
Ibrahim and his family.
Candidates generally provided a substantial understanding of a religious practice within Islam. They
substantiated this with sound knowledge of the beliefs of the tradition and the subsequent influence this
had on the lived expression of the tradition.
Notes from the Marking Centre
a. i.The majority of candidates satisfactorily outlined one significant practice chosen from Friday prayer at
the mosque, funeral ceremony or Hajj. Candidates either outlined what happens during the practice (for
example, stages in Hajj) or outlined the practice as a feature of Islam as a living religious tradition (for
example, how Friday prayer assists Muslims to live in submission to Allah). In the weaker responses,
candidates made simple statements about a practice in Islam or Islam in general.
(ii) Link the chosen significant practice from part (a) (i) to beliefs of Islam.
Criteria
• Accurately makes evident the links between the chosen practice and the relevant
beliefs of Islam
• Attempts to make evident the links between the chosen practice and the beliefs of Islam
• Makes general statements about the chosen practice and/or the beliefs of Islam
Marks
4
2–3
1
Beliefs
Muslims believe the Qur’an is the word of Allah and therefore undertaking the Hajj is God’s command
Muhammad performed many pilgrimages throughout his life. He is the final prophet and therefore a role
model whom people should attempt to emulate
Belief that Adam fell from grace by giving into temptations, after which he came to his senses and received
forgiveness from the merciful God. Muslims practise Waguf on the third day, reminiscent of the three
temptations. Waguf is standing before God seeking forgiveness
During Hagar and Ismail’s searching for water she drank from the Zamzam well which was created by God;
modern-day Muslims collect this sacred water and sanctify their burial shrouds
Plain of Arafat believed to be the place where people will be judged, and is central to the Hajj where
Muslims pray and reflect on their lives
The Hajj expresses numerous beliefs about prophetic heritage (risalah) of Islam prior to Muhammad
The central belief of Tawhid and also Akrah feature predominantly
For Shi’a the Hajj is central to their beliefs and expression of Islam, but forms part of a greater pilgrimage.
Notes from the Marking Centre
Most candidates were able to link this section of the question to part a (i). Candidates generally responded
either by relating the practice directly to some of the articles of faith, or by relating the practice to the
broader beliefs of Islam. In weaker responses, there were either generalised statements about Islam or
descriptions of other aspects of the practice.
(b) Analyse the influence of ethical teaching on the life of adherents in ONE of the following areas: •
Bioethics • Environmental ethics • Sexual ethics.
Criteria
• Draws out and relates the key implications of the chosen area of ethical teachings to
the life of adherents • Uses clear and relevant evidence or examples to support the
judgement made
• Demonstrates some understanding of the implications of the chosen area of ethical
teaching for the life of adherents • Accurate but largely descriptive response about the
influence of the chosen area of ethical teaching or the life of the adherents
• Makes general statements about ethical teachings in Islam
Marks
7–8
4–6
1–3
Notes from the Marking Centre
Candidates generally made substantial attempts to illustrate how Islamic teachings in a particular ethical
area influence the lives of adherents. In weaker responses, candidates made statements on the chosen
ethical teaching or described cultural rather than religious beliefs. They also blurred the lines between
bioethics and sexual ethics in reference to marriage
Section III — Religious Tradition Depth Study
Question 4 — Islam (20 marks)
In the name of God, Most Gracious, Most Merciful, to You alone do we turn for help. Guide us along the
straight path.
Qur’an 1:2–6
To what extent does this quotation express the distinctive Islamic answer to the enduring questions of
human existence?
Criteria
Marks
• Presents a sophisticated, thorough response considering how the quotation expresses
the ways in which Islam provides a distinctive response to the enduring questions of
17–20
human existence
• Supports the interpretation with detailed, relevant and accurate information concerning
significant people/schools of thought, AND/OR ethics AND/OR significant practice
• Uses relevant and accurate terminology in a cohesive response
• Attempts to present a reasoned response considering how the quotation expresses the
13–16
ways in which Islam provides a distinctive answer to the enduring questions of human
existence
• Supports the interpretation with accurate information concerning significant
people/schools of thought, AND/OR ethics AND/OR significant practice
• Uses relevant terminology in a well-structured response
• May attempt a limited response considering how the quotation expresses the ways in
9–12
which Islam provides a distinctive answer to the enduring questions of human existence
• Supports the interpretation with relevant information concerning significant
people/schools of thought, AND/OR ethics AND/OR significant practice • Attempts to use
relevant terminology in a largely descriptive structured response
• Presents a general response with some information about significant people/schools of
thought, AND/OR ethics AND/OR significant practices
5–8
• May use relevant terminology
• Makes general statements about Islam • Provides limited relevant detail
1–4
Notes from the Marking Centre
In higher range responses, candidates integrated their knowledge of the significant person and ideas
and/or ethics and/or significant practice. There was extensive use of Quranic references to support the
response. These candidates showed a thorough understanding of the enduring questions of human
existence.
In mid-range responses, candidates provided detailed information about the significant person and ideas
and/or ethics and/or significant practice. There were attempts made to refer back to the quote and/or the
question. Some responses were a good summary of the significant person and ideas and/or ethics and/or
significant practice without explicit reference to the quote or the question.
In lower range responses, candidates were often descriptive with general information about Islam. These
candidates did not engage with the material studied in the HSC course to support their response. They
often failed to engage with the quote of the question.
2009
Section II — Religious Tradition Depth Study
Question 4 — Islam (15 marks)
(a) Describe ONE significant practice within Islam drawn from the following:
Friday prayer at the mosque Funeral ceremony Hajj
• Accurately provides the key features of the chosen significant Islamic practice 3
• Provides some features of the chosen significant Islamic practice 2
• Makes a general statement about an Islamic practice 1
3
2
1
Notes from the Marking Centre
Candidates are again reminded that they should use the correct terminology in reference to this Religious
Tradition.
Most candidates were able to describe various features of the practice. Some candidates tended to focus
on outlining the significance of the practice rather than describing the practice. Lower range responses only
described one part of a practice, for example circling the Ka’ba for Hajj instead of the whole practice.
(b) Explain how the ethical teachings of Islam apply in ONE of the following areas:
Bioethics Environmental ethics Sexual ethics
• Demonstrates accurate and detailed knowledge and understanding of how Islamic
ethical teachings apply in the chosen area 6
• Demonstrates some knowledge and understanding of how Islamic ethical teachings
apply in the chosen area 4–5
• Makes general statements about Islamic ethical teachings and/or Islamic beliefs and/or
the chosen area 1–3
6
4-5
1-3
Notes from the Marking Centre
Higher range responses were detailed and included the primary sources (such as the Qu’ran and Hadith) to
substantiate the explanation. These responses made several specific references to Islamic ethical
teachings and demonstrated an understanding of Islamic jurisprudence. They also linked these ethical
teachings directly to specific laws or ethics and supplied quotes and references to support their answer.
Lower range responses referred to only one example and often included only generalised discussion of the
chosen area with little specific reference to sources of ethical teaching. Lower range responses included
limited information about ethical teaching with few links to their application to contemporary society.
(c) Assess the contribution of ONE school of thought or significant person, other than Muhammad or the
Four Rightly Guided Caliphs, to the development and expression of Islamic beliefs.
• Makes an informed and detailed judgement of the value of the contribution of the
6
chosen significant person or school of thought to the development and expression of
Islamic beliefs 6
• Makes a sound judgement of the value of the contribution of the chosen significant
4-5
person or school of thought to the development and/or expression of Islamic beliefs 4–5
• Makes general statements about an Islamic person or school of thought
• May make an unsupported basic judgement 1–3
1-3
Notes from the Marking Centre
Many candidates tended to focus more on the biographical details of the significant person or school of
thought rather than assessing the contribution of the person or school of thought. Higher range responses
supported their assessment with specific examples and relevant quotes by the significant person.
Responses which dealt with schools of thought, such as Sufism, assessed the overall contribution of the
school of thought but also referred briefly to a significant person from that school of thought in order to
strengthen their assessment of the contribution of the school. Lower range responses made generalised
statements without supporting these with evidence.
Candidates who chose Sufism, as well as assessing the overall contribution of the school of thought, also
referred briefly to one or more significant people from that school of thought in order to strengthen their
assessment of Sufism’s contribution to the development and expression of Islamic beliefs. Candidates who
chose people of questionable significance in terms of the Studies of Religion syllabus, for example the
American boxer Mohammed Ali, were less able to fully assess his contribution to the development and
expression of Islamic beliefs
Section III — Religious Tradition Depth Study
Question 4 — Islam (20 marks)
The ultimate guidance is the Qur’an given by God through Muhammad.The Qur’an enables humans to see
and understand the guidance God has inbuilt in creation.
With reference to the quotation, analyse the role played by the revelation through the Prophet in the life of
Muslims.
• Demonstrates comprehensive knowledge and understanding of Islam
17-20
• Makes explicit references to the Qur’an as the source of revelation in Islam
• Clearly illustrates how the Qur’an guides the lives of adherents
• A well-structured response integrating accurate and relevant terminology 17–20
• Demonstrates knowledge and understanding of Islam
• Makes reference to the Qur’an as a source of revelation in Islam
• Describes how the Qur’an guides the lives of adherents
• A well-structured response integrating relevant terminology 13–16
• Describes the connection between the Qur’an and the lives of adherents AND/OR
• Attempts to connect the Qur’an and the lives of adherents
• A descriptive response using some relevant terminology 9–12
• Provides general statements about the Qur’an in the lives of adherents
• Limited use of relevant terminology 5–8
• Makes general statements about Islam as a religious tradition or about Islam in the lives
of adherents 1–4
13-16
9-12
5-8
1-4
Notes from the Marking Centre
This question required candidates to analyse the role played by the revelation through the Prophet in the
life of Muslims, ie the role played by the Qur’an in the life of Muslims, as suggested by the quotation from
H. Coward. Candidates could respond to this question from the perspective of ethical and/or significant
practices in the life of adherents and/or significant people and ideas.
Better responses exhibited a comprehensive and holistic appreciation of Islam as a multi-faceted religious
tradition. These responses drew on a range of content to demonstrate their understanding of the
significance of the revelation of the Qur’an to the Prophet Muhammad for the expression of Islam.
Candidates effectively integrated key texts from the Qur’an to illustrate how the principal beliefs of the
tradition inform its expression in the lives of adherents. There was a rich diversity of examples used to
analyse these relationships. These responses incorporated appropriate Islamic religious terminology.
Mid-range responses demonstrated understanding of Islam as a religious tradition that developed as a
direct result of the revelation of the Qur’an to the Prophet Muhammad. These responses used some
examples from the Qur’an to attempt analysis of how the principal beliefs of the tradition guide adherents in
the practice of their faith. While more descriptive in nature, these responses also drew on a wide variety of
content to make some connection between revelation, beliefs and the lives of adherents. There was some
attempt to incorporate Islamic religious terminology.
Lower range responses were highly descriptive, making simple statements about the Prophet Muhammad’s
life or outlining one aspect of Islam, for example the Five Pillars. Responses were defined by
generalisations about the tradition that did not illustrate the significance of the revelation of the Qur’an for
the lives of adherents. There was limited application of correct Islamic religious terminology.
Candidates are again reminded that they should use the correct terminology in reference to this Religious
Tradition.
Islam Sample Response 1
This question required candidates to analyse the role played by the revelation through the Prophet in the
life of Muslims, ie the role played by the Qur’an in the life of Muslims, as suggested by the quotation from
H. Coward. Candidates could respond to this question from the perspective of ethical and/or significant
practices in the life of adherents and/or significant people and ideas.
Better responses exhibited a comprehensive and holistic appreciation of Islam as a multi-faceted religious
tradition. These responses drew on a range of content to demonstrate their understanding of the
significance of the revelation of the Qur’an to the Prophet Muhammad for the expression of Islam.
Candidates effectively integrated key texts from the Qur’an to illustrate how the principal beliefs of the
tradition inform its expression in the lives of adherents. There was a rich diversity of examples used to
analyse these relationships. These responses incorporated appropriate Islamic religious terminology.
Mid-range responses demonstrated understanding of Islam as a religious tradition that developed as a
direct result of the revelation of the Qur’an to the Prophet Muhammad. These responses used some
examples from the Qur’an to attempt analysis of how the principal beliefs of the tradition guide adherents in
the practice of their faith. While more descriptive in nature, these responses also drew on a wide variety of
content to make some connection between revelation, beliefs and the lives of adherents. There was some
attempt to incorporate Islamic religious terminology.
Lower range responses were highly descriptive, making simple statements about the Prophet Muhammad’s
life or outlining one aspect of Islam, for example the Five Pillars. Responses were defined by
generalisations about the tradition that did not illustrate the significance of the revelation of the Qur’an for
the lives of adherents. There was limited application of correct Islamic religious terminology.
Candidates are again reminded that they should use the correct terminology in reference to this Religious
Tradition.
Islam Sample Response 1
General comment
This response draws on the area of environmental ethics to explain the centrality of the Qur’an within the
lived expression of Islam. Additional support is provided in reference to Hajj as a physical and spiritual
expression of the beliefs of Islam.
The response illustrates how combining various areas of study can be used to successfully examine how
the Qur’an directs the lives of Muslims. While reference is made throughout to the Prophet, the significance
of his role was at times implied rather than explicitly stated.
The response uses correct terminology throughout, indicating that the student has a comprehensive
appreciation of Islam as a dynamic religious tradition. This is reinforced through the integration of relevant
references from sacred texts and practical illustrations of faith in practice
The Qur’an is the infallible word of Allah revealed to the Prophet
Introduction establishes the
Muhammad(the model for Muslim life). The Qur’an is considered to be the Qur’an as the foundation of
ultimate guidance as it is the direct word of God and inspired the actions
Islam.
of Muhammad, whose tradition (Hadith and Sunna) has also become
worthy of study and a valid source of guidance.
Introduces Hadith and Sunna
The role of the revelation of the Prophet Muhammad in the lives of
Muslims can best be analysed through the Qur’anic application in both
ethics(particularly environmental ethics) and directing adherents on how to
best practise their religion (which will be explained in reference to the
Hajj).
Links the revelation to the
Prophet to the lived
expression of Islam
The Islamic tradition has a robust ethical framework, which can be
attributed both to the Qur’an and also the Hadith and Sunna (the tradition
of Muhammad) which are obviously inspired by the Qur’an.
Throughout history, this strong ethical framework has allowed
environmental concerns to be addressed in quite a detailed way, making it
easier for the Muslim to reach figh (a final decision) when in an ethical
dilemma.
Identifies the Qur’an as the
ethical framework for
religiously appropriate
action
The Qur’an, for instance established that a great balance exists in
the earth and the natural world as seen by Surah 36:37
Uses appropriate Qur’anic text
to illustrate Muslim
understanding of
environmental ethics
The sun does not overtake the Earth,
nor does the night outpace the day,
Each in its own orbit swims.
Such passages of lyrical poetry call Muslims to respect the integrated,
functioning nature of the environment and to abstain from misusing it and
over-consuming. Furthermore, the revelation of the Qur’an also guides
Muslims by pointing out how insignificant they are in comparison to the
rest of creation:
Surely the creation of the Heavens and Earth is greater than the
creation of man (Surah 40:57)
Use of the Qur’an to explain
the significance of care for the
environment as Allah’s
creation
Hence, the Quran plays the role in pointing out the relative insignificance
of humans to underscore how absurd it is to place their concerns above
the quality of the environment. As previously stated, the Qur’an’s
revelation inspired Muhammad, which then inspired the Hadith (tradition of
Muhammad). In the Hadiths it reads:
The Earth was made to me like a mosque
AND
If a man plants a tree… and human and bird and beast feed from it, all is
love on his part.
The Prophet’s example
through Hadith explained as a
secondary source of
inspiration for
adherents
Thus, through Qur’anic inspiration the Hadiths illustrate Earth to be a holy
entity and promotes sustainable development as an act of love. Hence the
lives of Muslims are impacted as they are expected to nurture the Earth
and spread love through positive actions – inaction is simply not
acceptable.
Through the Qur’an also is Shariah law which governs many aspects of
Muslim life. In regard to the environment, for instance, animal welfare is
promoted. Shariah law even goes as far as to provide specific guidelines
for the slaughter of animals:
Introduces the concept of
Shariah and provides a
relevant example
And excel in slaughtering, sharpen your blade, so that you may relieve
your slaughtered animals” (Shaddad Ibn Aws Islamic scholar)
Moreover, the revelation of the Qur’an has inspired the principles of tawhid
(oneness with Allah) Khalifa (trusteeship) and Akrah (accountability),
hence through Qur’anic influence, Muslims are called to be trustees of the
Universe, whilst recognising the unity of creation with Allah, as they will
eventually be held accountable for their action and inaction on the day of
judgement, when they must answer to Allah.
Support from additional
source
As a result, it can be seen that the revelation of the Qur’an and its
influence provides a coherent ethics system in the lives of Muslims,
equipping them to make environmental decisions in a contemporary
context. For example, in regards to water conservation Al Hidayah Islamic
school in WA received the2008 Waterwise award for their steps to
conserve water. Also, many individuals now elect to have shorter showers
and water their gardens with recycled water, all in an attempt to be
effective Khalifa.
Connects revelation through
the Qur’an to lived practice
and accountability on the Day
of Judgement – key belief of
Islam
Globally, Islam has also been a strong driving force towards sustainable
development. Islam has supported Earth Hour, has representatives in the
World Conservation Union and released a statement at the 2002 United
Nations World Summit on Sustainable Development that showed their
commitment towards sustainable development
Relevant contemporary
examples to further illustrate
application of
belief to practice, reinforcing
the idea of Islam as a dynamic
tradition within a global
community
Knowledge of the context of
Hajj within the Five Pillars
There is also the influence that the Qur’an has on the practice of Islam.
The Qur’an states:
Exhort all people to make pilgrimage.
Through the pilgrimage of the Hajj (one of the five pillars of faith), the lives
of Muslims are altered in that they are given an opportunity to move away
from the mundane and ordinary to focus on life’s big questions and their
own life as a Muslim in submitting to Allah’s will.
Through the Hajj (done by the Prophet himself in 622 CE), Muslims are
able to practise their faith at the ultimate level to either strengthen this or
diminishing further to validate their beliefs.
Strong statement of the
Qur’an directing adherents to
address
‘life’s big questions’ within the
context of submission
During the Hajj Muslims are better able to live in the state of ‘Ihram’ where
they live a pure life, abstaining from quarrelling, sex and alcohol /drugs.
This allows them to divert their thoughts to the essentials and seriously
consider whether or not they are submitting to the will of Allah to their full
extent.
Further appropriate use of
terminology
Also through Qur’anic influences the Hajj allows adherents to re-enact key
beliefs. For examples, the circumambulation around the Ka’ba
commemorates the historical role of Abraham in Islam. Also the stoning of
the pillars in Mina show a rejection of the devil and all that is evil. Hence,
through the Hajj, adherents affirm their beliefs, bring their ancestral spirit
thriving in the present and develop a stronger cultural identity and purpose
in life.
Hajj allows adherents to
experience the beliefs of the
Qur’an and connect with the
history of the faith
Hence, as clearly illustrated, the revelations of the Qur’an, (Allah’s direct
word), has played a great role in the lives of Muslims. This is due to the
Qur’anic influence of Muhammad’s tradition, Shariah law, ethical principles
and rites of worship. All of these develop Muslims into better people,
global citizens and individuals that are better able to submit to Allah’s will.
Thus, it is apparent that the ultimate guidance for Muslims is the Qur’an
given by God to Muhammad and that the Quran enables humans to see
and understand the
guidance God has in built in creation
Conclusion summarises the
premise of the response and
reaffirms the centrality of the
Qur’an as revealed by the
Prophet
Islam Sample Response 2
General comment
This response provides an example of how an area of Islam (Hajj) was used to answer a generalised
question. It sustained the argument throughout with references to both the stimulus used in the question
and ‘the role played by revelation’ in Islam.
The inclusion of references from the Qur’an, specific aspects of the hajj and additional sources added
substance to the response
The Islamic sacred text the Qur’an is of fundamental significance to
guiding the actions and behaviours of Islamic adherents. As the written
revelation of the Prophet Muhammad. The Qur’an influences all aspects of
a Muslim life, in order to enable them to understand the importance of
Allah, his power and his creation. The significant practice of “Hajj
illustrates effectively how the “the ultimate guidance is the Qur’an,” as this
text details the process of Hajj greatly and emphasises its importance as a
pillar of Islam. The physical and spiritual preparation undertaken prior to
Hajj, experience of the pilgrimage itself and unique state a pilgrim returns
in illustrates how the revelation of the Qur’an influences the lives of
adherent significantly, or manifested in practices and rituals such as Hajj.
As Coward emphasises, the Qur’an forms the basis of all Islamic though,
ritual and behaviour. The Qur’an describes in detail the necessary
preparation needed to be performed before the pilgrimage to Mecca. This
enables Muslims to connect deeply with Allah, other adherents and the
environment o creation around them whilst on Hajj. The Qur’an states
“proclaim to all mankind Al Hajj” and continuously emphasises the
importance of Hajj in an adherent’s life. As “a duty owed to God, all who
are able must undertake the pilgrimage to Mecca”, and the preparation,
described prior to their departure. The Qur’an detail, the physical and
spiritual preparations such as adornment of the white garment or “Ihram”
cutting of the hair, forgiveness of loved one, and repayment of financial
debt. These acts enable the individual to remove their materialistic ‘nots’
or ego and evoke a deeper relationship with Allah and the world he has
created. Therefore, the preparations detailed in the Qur’an for ‘Hajj’
illustrate how Muhammad’s revelation plays a highly significant role in the
Immediately identifies the
Connection between the
Qur’an and lived expression of
faith.
Displays knowledge of Islam’s
understanding of God with
good link to specific quote.
References a central
component of Islam – the Hajj
Refers to quotation – is a
practical example of the
Qur’an in the life of adherents.
Direct reference from the
Qur’an.
Terminology. A higher order
explanation.
life of Muslims, as their words and thoughts enable adherents to further
develop their love of Allah and appreciate the world he has created for
them.
The unique experiences of the Hajj and important rituals the Qur’an
describe reveal the underlying importance of Muhammad’s revelation and
the ‘ultimate guidance’ the Qur’an presents to Islamic followers. The
notion of Tawaf’ or the circling of the sacred Hebbeh seven times is highly
important in on individuals experiences of Hajj. The Qur’an states that
Hebbeh is the place where upon Abraham once stood and whoever
enters it gains inner ‘peace’, or the circling notion represents the workings
of the universe and “enable humans to see and understand the guidance
God has inbuilt in creation”. A representative from Affinity Intercultural
Foundation exhibited the significant impact of the Qur’an and the Tawaf as
they said “when I finally saw it (the Kebbeh) standing tall in the main
courtyard. I felt fears flowing”. This illustrates, how the rituals described in
the Qur’an enable Muslims to deeply appreciate Allah’s love, their life and
the universe and reveals how the Qur’an can even evoke an emotional
response, in followers. Coward’s suggestion that the Qur’an is the ultimate
source of understanding and guidance is highly evident in the
experiences of Hajj and the Qur’an’s writings guiding pilgrims in the
Tawaf.
The experiences of “sa’y” and “Jamrat al Aqabah” also display the
significance influences of the Qur’an upon the knowledge and spiritual of
Muslims, particularly in their pilgrimage to Mecca. The Qur’an details the
struggle of Hagar In her search for water for her thirsty child and her
frantic flight between two hills. After studying the Qur’an, pilgrims on Hajj
re-enact this desperate attempt for water during “sa’y” and one able to
gain an understanding of the importance of God’s creation and love, as he
guides them on their exhausting physical and spiritual quest. During his
encounter with Muhammad, Allah stated “remember God of the sacred
place and remember him as the one who guided you”. The ritual of “Sa’y’
greatly enables individuals to appreciate Allah and confirm their
monothesism. Theritual ‘Jamrat al Aqabah” or stoning of the devil is also
significant in confirming adherent’s monotheism and greatly impacts upon
the lives of adherents. In personal solitude, pilgrims collect tiny pebbles
and throw these three times of pillars representing the temptation of
Satan. Just as Muhammad and Abraham rejected evil, pilgrims should “no
longer will you reduce me and confirm their commitments and love
towards Allah. In this way, Muslims fulfil the ultimate revelation of
Muhammad as they accept Allah as the only God and reaffirm the
‘Shahada’ ‘Allah is One’. The virtuous state pilgrims gain after completion
of the Hajj rituals detailed by Allah in the Qur’an further exhibits, the
significant influence Muhammad’s revelation has on the life of Muslims.
The Qur’an details the importance of the Five Pillars of Islam, in particular
the Hajj which is unique in its ability to incorporate all other pillars, in the
ultimate expression of an individuals Islamic beliefs. As Coward stated,
the Qur’an effectively enables, individuals to understand the love Allah
provides and his guidance through creation. The Qur’an states that
‘they will come from every distant place and deep valley to perform Hajj
and then emphasise the importance of harmony, social equality and the
break down of racial barriers that Hajj and the Qur’an teach adherents.
Alim Kwajo confirms this teaching as he stated that Hajj ‘increases the
belief in harmony and equality among ethnic groups and Islamic sects
‘and allows pilgrims to comprehend the importance of love, understanding
and compassion. Hajj therefore presents the deep ‘guidance God has
inbuilt in creation’ through the relationship individuals develop with other
pilgrims, and their families and ‘Ummo” or communities upon returing ‘pure
and free from sins’ (Hadith). The revelation through the great prophet
Link to question. Terminology
and indication of impact on
the life of the individual.
Reference to the quotation.
Strong specific example to
support the case being made
in the response
Excellent link of question to
principal belief.
Additional link of revelation
and practice.
Identifies central aspect of
Islam
Excellent use of reference
from the Qur’an and the lived
expression of Islam.
Good specific example.
Reference from Hadith
provides additional support to
the argument
plays a fundamental role in the life of adherents, as the words guide
Muslims in love and compassion, as illustrated through the virtuous state
“hajjoh’ or Hajjah’ pilgrims return in.
‘The ultimate guidance is the Qur’an’, as this sacred text provides
assistance to Muslims in all aspects of their lives. As illustrated through
the reference, to Hajj in the Qur’an, the revelation of the prophet
Muhammad plays a highly significant role in the lives of adherents, as it
enables individuals to understand the true meaning of life, love and
creation, as provided through submission to Allah.
Strong summation of practical
implications of the Qur’an in
lived expression.
Submission as the ultimate
goal of Islam