Cambridge IGCSE™: Religious Studies 0490/22 October/November 2021

Cambridge IGCSE™
RELIGIOUS STUDIES 0490/22

Paper 2 October/November 2021
MARK SCHEME
Maximum Mark: 80
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 26 printed pages.
© UCLES 2021 [Turn over

0490/22 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2021
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2021 Page 2 of 26

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Assessment objectives / Levels of Response

A Knowledge (35%)
Level Marks Marks Description
Very good/excellent attempt demonstrates detailed knowledge.

Shows a high level of skills in selection of appropriate information.
4 6–7 4–5
Very good organisation and presentation with skilled use of technical
terms.
Good attempt, wide knowledge, selects mostly relevant information,

3 4–5 3 shows knowledge of technical terms with good organisation and
presentation skills.
Valid/satisfactory attempt, fair knowledge. Competent selection of

2 2–3 2 some relevant information. Moderate organisation and presentation
with some use of technical terms.
Basic attempt, some knowledge and limited ability to select relevant

1 1 1
information.
0 0 0 Answer absent / completely irrelevant.
B Understanding and interpretation (35%)
Level Marks Description
4 6–7 Very good/excellent attempt demonstrates a thorough understanding of

religious beliefs, language, and concepts. The ability to analyse and clearly
show the relationship between belief and practice. Very good organisationaland
presentation skills.
3 4–5 Good attempt demonstrates good understanding of religious beliefs, language,

and concepts. The ability to show the relationship between belief and practice.
Good organisational and presentation skills.
2 2–3 Valid/satisfactory attempt, the ability to show some understanding of religious

language and concepts. Some ability to show the relationship between belief
and practice. Moderate organisation and presentation with some use of
technical terms.
1 1 Basic attempt, limited ability to show understanding of religious language,

concepts or practice. Little explanation offered.
0 0 Answer absent / completely irrelevant.

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C Evaluation (30%)
Level Marks Description
4 6 Very good/excellent attempt, demonstrates the ability to see the significanceof

specific issues and to express clearly a personal opinion supported by
appropriate evidence and argument and also consider the argument for other
views.
3 4–5 Good attempt, demonstrates the ability to see the significance of specificissues
and express a personal opinion supported by some evidence andargument
and to explain the argument for one or more other views.
2 2–3 Valid/satisfactory attempt demonstrates some ability to see the significanceof

an issue and express a personal opinion with limited argument. Or a simple
expression of points of view.
1 1 Basic attempt, limited ability to see the significance of an issue or merely

expresses a personal opinion.
0 0 Answer absent / completely irrelevant.

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Question Answer Marks
1(a) Give an account of what happened when Jesus was born in 7

Bethlehem.
Mark according to level descriptors for Assessment Objective A –

Knowledge.
Responses might include some of the following:
The account is likely to be a paraphrase of the stories in the gospels.

Selection of information and a coherent sequence of events will discriminate
between candidates.
Candidates may begin with the arrival of Mary and Joseph in Bethlehem,
followed by the events of the birth of Jesus in Bethlehem and the visit of the
shepherds and/or the wise men.
Candidates might retell the narrative from a combination of the gospel

accounts or from either Matthew or Luke's narrative alone. An account of
the birth with angels and shepherds (Luke) or with Herod and the visit of the
magi (Matthew) will be equally creditable.
Although the visit of the magi in Matthew probably happened later, it might
be credited as part of the birth story.
The accuracy of the details provided should be rewarded. Candidates are

not expected to identify the source of their account.
1(b) Explain Christian beliefs about the significance of one group that 7
visited the infant Jesus.
Mark according to level descriptors for Assessment Objective B:

Understanding and Interpretation.
Responses might explain some of the following:
Candidates might explain that in the gospels the visitors to the infant Jesus
were in some measure connected to the identity/future predictions for the
child. For Christians, the whole point of the birth stories is that they predict
that Jesus is the Messiah as prophesied in the Old Testament. Candidates
might take various aspects of the narrative, either from the account given in
(a) or with additional features and illustrate how one group of visitors are
believed to be used in the narrative to signify different aspects of the birth
and the person of Jesus.
Shepherds: instructed to visit by the angels, heavenly hordes singing of the

birth of God incarnate, fulfilment of Old Testament prophesy. Yet also
signifying humble beginnings/empathy with the poor and outcast (the first
visitors being the shepherds from the fields, usually outcasts in Jewish
society).
Magi: following the star, prophecies of the birth of a king, majesty, holiness
and death (the gifts of gold (kingship), frankincense (Godhood/priesthood)
and myrrh (death and suffering.)

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1(c) ‘The teachings in the story of Christmas should be shared with 6

everyone.’
Discuss this statement. Give your own opinion and show that you
have thought about other points of view. You must refer to Christianity
in your answer.
Mark according to level descriptors for Assessment Objective C –

Evaluation.
Responses might consider some of the following:
Candidates might evaluate the universal message of Christmas (of love)

and Jesus as Saviour as a message that should be shared with all faiths.
The principle of universality and common brotherhood is one shared by all
religions. The message of Christmas is one of love and goodwill and can be
shared irrespective of individual, religious or cultural beliefs.
Some candidates might point out that beliefs about Mary (Mariam) and the
birth of Jesus (the Prophet Isa) are also present in Islam. Also, the Old
Testament history behind the predictions in the birth story is shared by the
Abrahamic religions Islam and Judaism.
However, there is also an argument that Christian beliefs about Jesus as

Son of God/Christ the Saviour are not shared by others. Just as Christians
do not share certain beliefs with others. Traditionalists in all religions prefer
to observe their celebrations separately.
Another view is that the commercialisation of religious festivals has made

them universal in other ways, in terms of holidays and the exchange of
presents etc. So, in December, in many parts of the world, Christmas is
acknowledged and celebrated, and it is not isolated to predominantly
Christian countries.
All relevant responses should be credited.

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2(a) Describe Christian beliefs about the origin and authority of the Ten 7
Commandments.

Knowledge.
Christians believe that the commandments were given by God to the

prophet Moses, on Mount Sinai, as recorded in the Book of Exodus (20:1–
17) in the Old Testament. The Ten Commandments (the Decalogue) are
direct commands/the Word of God, and so have the highest authority.
Some candidates may explain that the whole content of the Ten
Commandments was summarised by Jesus in the Two Greatest
commandments and that the commandments encapsulate Christian belief
about duty towards God and duty towards one another.
For traditional Christians they are the basic rules of God’s Law, and they
endeavour to always keep to them. At the same time, most Christians try to
keep in mind the principles and re-interpretations of these commandments
that Jesus explained in his teaching e.g., in the Sermon on the Mount, in
Matthew’s Gospel in the New Testament.
2(b) Explain how obeying two of the Ten Commandments might affect the 7
behaviour of a Christian.
Mark according to level descriptors for Assessment Objective B –

Candidates can choose any two commandments. For each commandment

there should be detailed development and examples of how obeying the
commandment might affect behaviour and attitudes in a Christian life.
For example, ‘not to take God’s name in vain’ means to literally not
blaspheme or swear using God’s name in any of its forms. This would mean
being careful about language and using religious language in a proper and
respectful context. Examples of attitudes towards proper use e.g., in worship
or when speaking of religion or the misuse of God’s name as in swearing or
in everyday text expressions of astonishment might be given.
‘Do not murder’, or ‘Do not steal’ might be the more obvious examples used
by candidates.

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2(c) ‘Believers need guidance to help them to understand how to obey the 6
Ten Commandments.’
in your answer.

Evaluation. Responses might consider some of the following:
In support of the statement, some candidates might consider that the Ten
Commandments are not standalone rules that can be understood without
further guidance. The Ten Commandments are over three thousand years
old and intended for a different people at a different time and perhaps
Christians should be given more guidance on how to follow these rules in
accordance with the challenges in life today. Commandments such as ‘do
not murder’ might need interpreting; does this refer to the killing of animals?
Some would argue that guidance is needed from a minister.
Another view might be that the commandments as expressed in some of the

more popular versions of the Bible or as taught to Christians today are
straightforward and do not need further interpretation. For some, God
guides them, and they need no further guidance.
There might also be a view the commandments on duty to God require more
guidance or interpretation than the ones that are regarded as
straightforward rules about a Christian’s responsibilities towards others.

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3(a) Describe the different types of charitable acts that Christians might 7
carry out through their local church.

Knowledge.
Many Christians give practical, financial help such as donating money to

charities. (They see this as part of their stewardship of money/wealth).
Tithing is the pledging of one tenth of income for charitable Christian work to
help others. This practice is carried out/collected in some Christian
communities and is seen as a Christian duty.
The church might organise collections or events for Christian charities such
as Christian Aid and for secular organisations such as Oxfam, the
Samaritans or Amnesty International, etc.
Local churches may act individually or collectively to raise funds or offer

help to people suffering within the community or throughout the world. Many
Christians see collective as well as personal action necessary and work
alongside members of other faiths to relieve suffering and poverty for people
of all races and faiths.
Other ways might involve the organising of different church groups to give
time, talents, prayer, sympathy to those in need or who are suffering.
Organising camps/holidays or hospital and prison visiting are examples of
this, candidates might give other examples.
Some candidates might describe the work of churches they attend.

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3(b) Explain why Christians believe that missionary work is important. 7

Traditionally, missionaries have played a large part in the spread of

Christianity and providing education throughout the world. Missionary work
is important because its aim is to implement the teachings of Jesus in
practical ways: some candidates might give examples of this.
Most Christian denominations have religious orders or groups of people who

are devoted to spreading Christian teaching. Their aim is to take care of
both the spiritual and physical welfare of people in communities throughout
the world. They do works of charity among the poor and homeless, caring
for the sick, bringing aid at times of need or disaster, building churches and
schools, and are very much involved with the world.
Often missionary work is not just about the spread of Christianity or

converting people to the faith but about providing unbiased aid in times of
war and endeavouring to work for peace.

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3(c) ‘A person does not have to be a member of a church to be a good 6

Christian.’
in your answer.

Evaluation.
Views in favour of the statement might consider whether a person might

hold Christian beliefs but not be a member of a church community or attend
services of worship.
Private prayer is a significant part of Christianity, and some people will

worship at home, especially those who cannot attend church services
because of ill health or disability.
Some Christians might not have access to a church or fear attending

because of persecution.
However, other views might be that practising belief means attending a

church and playing a full part in services of worship and partake in church
activities, to bear witness to the Christian faith.
Many benefit from the support of other Christians in the community. Some
candidates might make an argument with reference to the need to attend a
church service only occasionally such as on special occasions/celebrations
such as festivals e.g., at Easter, without considering oneself a member of
the community or obliged to participate in activities.

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4(a) Describe how Muhammad (pbuh) received help during the hijrah. 7

Knowledge.
The hijrah is the name of the migration from Makkah to Yathrib (Madinah).
Muhammad (pbuh) did not leave Makkah until he received the command
from Allah. The Quraish were plotting to kill the Prophet and Allah warned
him. Muhammad and Abu Bakr left together. Abu Bakr helped the Prophet
(pbuh) by making the preparations for them to leave in secret.
Ali helped by acting as decoy and sleeping in Muhammad’s bed to fool the
assassins who were waiting outside the house. Ali also promised to return
the belongings that the people of Makkah had left with Muhammad (pbuh)
for safekeeping.
There is also a story in the Qur’an of Allah protecting the Prophet and Abu
Bakr from their enemies as the two were hiding in the cave of Thawr. When
the Quraish, (who were searching for Muhammad (pbuh)) came to the
mouth of the cave it was covered with a spider’s web and the nest of a bird,
so it looked as if the entrance had not been disturbed in a long while. The
Quraish assumed nobody could be inside the cave.
After this, the Prophet (pbuh) was able to continue his journey to Madinah

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4(b) Explain why Muhammad (pbuh) was persecuted so severely in 7

Makkah.

The Quraish, the ruling tribe in Makkah, were angered by Muhammad’s

preaching about one God. They lived their life as polytheists and made
money from this belief. Their status as rulers and custodians was being
threatened as was their business interests so they harassed, jeered, and
insulted him at every opportunity.
The reason they acted this way was because they did not want to give up
idol worship, or their way of life. When Muhammad (pbuh) delivered his
message of ‘One God’ they called him a liar. They believed Muhammad
(pbuh) insulted the religion of their forefathers. The rulers of Makkah gained
prestige as custodians of the Ka’ba and its idols.
He was also persecuted as he suggested a different way of life for people

that did not conform to the way of life of many at the time. This included how
certain members of society should be treated.
He was also persecuted because people believed that Muhammad (pbuh),

an orphan and a poor person, would not have been chosen by God as a
prophet. They believed that a prophet should not be an ordinary human but
have superhuman powers or should be an angel. They considered
themselves superior to the slaves and poor people who became Muslims,
but they were afraid when more respected members of society became
Muslims too.

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4(c) ‘The behaviour of Muhammad (pbuh) during the difficult times in 6

Makkah is a perfect lesson for Muslims today.’
have thought about other points of view. You must refer to Islam in
your answer.

Evaluation.
Muhammad (pbuh) bore all the persecutions without retaliating. He

depended on God and his faith was unshakeable. He gave his message
calmly and peacefully. He was respected for his good character even before
he spoke of Islam.
Responses might suggest that Muslims need to remember not to retaliate

when provoked. They should keep a strong faith despite what those around
them say or do. The best way to invite people to Islam is peacefully and to
turn away if they don’t wish to listen. They also need to have compassion for
the suffering of others. Muslims need to remember to be good role models
and to do good towards others, regardless of their religious beliefs.
Some candidates might put forward arguments that although Muslims might
try to emulate Muhammad (pbuh) it is not always possible to follow a
‘perfect’ example and support the argument with reasons.

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5(a) Describe the Muslim belief in Risalah (Prophets) and Angels. 7

Knowledge.
Risalah (prophets):
Muslims believe there were over 124 000 prophets of which 24 are
mentioned in the Qur’an. All the prophets preached the same message; they
called people to worship the one true God. They were divinely appointed by
God, and some were bestowed with miracles. Some were given holy books.
They were pious men and both intellectually and morally superior to the rest
of their community. They were role models for their nation.
(Some prophets might be named: Adam, Nuh, Ibrahim, Musa, Isa?)
Angels:
The word angel means messenger, and this is the chief function of these
beings. Muslims believe they are made of light. They have no free will and
are completely obedient to God. They spend their time constantly praising
God and are a constant presence around human beings. An angel may take
human shape (to deliver God’s message) as Gabriel (Jibril) did.
Muslims believe that every person has two special angels as guardians who
keep a record of their good and bad deeds.
(The names of some angels might be given e.g., Jibril, Azra’il, Israfil, Mika’il,
Munkir and Nakir?)
To gain full marks candidates are not expected to give equal weightings to
angels and prophets – some may write equally about both, or others may
focus on one more than the other.

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5(b) Explain the importance to Muslims of the belief in Tawhid (unity of 7

God).

Tawhid is the basis of the Muslim belief in God. The first pillar of Islam
states that ‘there is no God but Allah’. Tawhid means ‘oneness’, ‘unity’, ‘the
absolute’. It is important because it means that there can be nothing to rival
God as a source of power or love: nothing is comparable: there is nothing
remotely like God. Ignorance or denial of God’s absolute supremacy breaks
Tawhid.
Belief in Tawhid means believing that God already knows everything and is
supremely merciful and compassionate, complaining to God or begging
favours or trying to change His will breaks Tawhid. If tragedy strikes it is for
a reason, even if it cannot be understood.
When a person tries to compare God to any created thing or suggests that
any other element in the universe shares his power or has his abilities it is
the sin of shirk, which cannot be forgiven.
Belief in Tawhid results in faith and surrender to the will of Allah and
following his commands. Muslims also know that they are responsible and
accountable to God for their actions.
5(c) ‘Children should be taught to follow their religion at an early age.’ 6

your answer.

Evaluation.
Responses might consider the value of beginning religious education at an

early age. Reference might be made to the whispering of the Adhan into the
ear of a baby. It is common in most Islamic communities that children begin
some religious education at the age of four, within the family setting.
Responses might also refer to education within a madrassa. A child is
taught to recite the first words of the Qur’an. Some of the benefit and
advantages of getting to know the beliefs and rituals (and e.g., reading and
learning Arabic, getting to know what is halal and haram) before taking
responsibility for one’s own religion at 12 might be discussed.
Arguments disagreeing with the statement might consider an early religious

education to be taking away choice from young people and the freedom to
choose a religion to follow. Some might suggest an aspect of belief taught
from an early age that a young adult might start to question.

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6(a) Describe how the religious duties of zakah and sadaqah (voluntary 7
contributions) are carried out.

Knowledge.
Zakah is a pillar of Islam and so it is compulsory for a Muslim to pay the

charity tax. The rules governing the amount that must be paid are to ensure
that all contribute equally according to their means.
Payment of Zakah is calculated at 2.5% on all money and savings. It is

calculated on net assets when all essential bills have been paid. There is a
detailed table of percentage for all other goods and possessions.
Candidates are not required to give exact details of these.
According to Islamic Law, countries have the authority to collect and

distribute zakah, as in the days of the Prophet (pbuh) and the Caliphs. In
Muslim countries, government zakah collectors do this. In non-Muslim
countries, the payment of zakah is left to the conscience of the individual
and is usually arranged by the local mosque. Zakah is paid annually each
lunar year just before the celebration of Id-ul-Fitr.
Sadaqah is voluntary charity and the decision as to how much to contribute

lies with the individual. It is usually given in response to appeals and fund
raising by local and international charitable organisations or for education or
the building of a mosque.

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6(b) Explain the importance to Muslims of supporting the work of Muslim 7

aid organisations.

Muslims believe that no human being should go in need while others have
food and possessions they can share. The hungry should be fed and the
needs of any suffering person should be attended to.
Candidates might quote teachings from the Qur’an and Sunnah as reasons
why Muslims are expected to be concerned about the plight of others and
do everything they can to ensure that others do not suffer or go hungry. It is
the right of the poor to receive assistance.
Concern for others is not a matter of choice but a religious duty. Muslims
readily give Sadaqah for international aid and do not see it as a burden. God
is compassionate to all, and Muslims must be compassionate to others.
Muslims are part of the Ummah and expect to help or be helped by other
Muslims worldwide. Muhammad (pbuh) said ‘he is not a Muslim who eats
when his brother is hungry.’ The Qur’an also says that the quality of a
hypocrite is one who does not feed the poor.

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6(c) ‘All Muslims are equally important in the sight of God.’ 6

your answer.

Evaluation. Responses might consider some of the following:
Candidates are likely to argue that God created all humans to be equal and
develop some of the explanations given in (a) into reasons to support the
statement. They may also use evidence of the equality of the roles of men
and women in Islam.
However, there might also be an argument that God also judges humans
and not all Muslims are equal in terms of piety or good behaviour. Muslims
are responsible and accountable to God for their actions. Whilst Muslims
may be equally important in the sight of God, they might receive different,
yet fair judgments.
Responses might consider that angels, humans, and prophets may be

afforded different levels of status. Some might suggest that this affects their
importance.
A balanced view might be that all Muslims, whatever their circumstances,

are given an equal opportunity to obey God, follow his commands and live a
righteous life and those that do this will be rewarded.

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7(a) Describe the Mishnah (oral law) and its use as a source of authority. 7

Knowledge.
The Mishnah (oral law) is important to Jews because originally Jewish

teachings were passed on by word of mouth over many generations and
even when the written Torah came into existence, there was always the
need to seek explanations as to how the laws should be observed. For
example, when Jews are commanded to ‘bind words between their eyes’
what are they meant to do? What is meant by ‘work’ on the Sabbath Day?
(According to Jewish tradition when God gave Moses the Torah, he also
gave him instructions as to how the commandments should be kept.) These
halachot/instructions/explanations were first passed on by word of mouth,
for generations, and are known as the Oral Torah. In 200CE a Rabbi known
as Judah the Prince finally put these into writing. This work is known as the
Mishnah.
The Mishnah was the starting point for explanations about how the laws
should be interpreted: a process still ongoing today.
7(b) Explain the purpose of the Talmud (commentary). 7

The Talmud contains all the discussions of scholars and rabbis that have
taken place around each paragraph of the Mishnah, over the centuries.
When there are questions about Jewish law, the Talmud is studied (by the
rabbis and others) to help make decisions. Anything that was of interest to
the Rabbis is included in the Talmud, so it provides an encyclopaedia of
Rabbinic thinking.
The Talmud helps Jews to understand laws and customs and how they
have been practised over centuries and should be practised today. Studying
the Talmud is an important duty for Jewish men.
The essential purpose of Talmudic discussions and conclusions is that they

can help with important issues concerning the laws and customs that form
the substance of Jewish law.

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7(c) ‘Studying the Jewish scriptures is the best way for Jews to understand 6
God.’
have thought about other points of view. You must refer to Judaism in
your answer.

Evaluation.
In support of the statement candidates might argue that studying the

scriptures provides an insight into all the aspects of the nature of God and
his actions in the world as shown throughout the history of the Jews. The
scriptures contain the words and commands of God and guidance on what
God expects from a believer. In Judaism the special relationship between
God and the Jews is explained in the scriptures.
Other views might be that God can be experienced immediately by an

individual Jew through prayer and devotion. Although following the Jewish
laws and although scriptures are helpful, they are not the only means of
understanding God and the way he works in the world. Candidates might
give examples e.g., through experiencing healing or being delivered from
suffering.
Some candidates might consider that humans can never fully understand
the nature of God or are only expected to understand what God is prepared
to reveal.

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8(a) Describe the work of an international Jewish relief aid agency. 7

Knowledge.
An account of the work of Tzedaka, Jewish Care or other Jewish aid agency
in the relief of poverty and suffering. A description of the relief work carried
out internationally, nationally, or locally should be given. In describing the
type of work carried out, candidates might address the work of volunteers,
types of projects, and methods of raising aid and distributing it.
Answers might contain details of the type of hardship or circumstances

involved and the type of suffering, loss of life, health issues or environmental
concerns that are addressed and the type of aid that is considered most
beneficial, also whether the aid is only for Jews.
8(b) Explain the challenges Jews might face when trying to follow the food 7
laws.

An explanation of the practicalities involved in observing the food laws is

required. A description of the food laws is not required except where it is
relevant in explaining the challenges of obtaining certain types of kosher
food or keeping a kosher table in the home.
Responses might explain and give examples of the types of dilemmas

presented to individuals of all ages at work, at school and in social
situations. For example, in knowing whether certain foods might be eaten or
whether the laws might be broken by accident.
Reference might be made to the challenge in ensuring that only certain

foods should be either present in the home and/or eaten during certain
festivals.
Even in communities where there are kosher shops, butchers, and

restaurants there may be challenges in supplying the correct foods with the
correct hercher labels, or in obtaining the approval of the Beth Din.
Even though many hotels, restaurants and airlines do cater for Jewish
dietary requirements, it might not be the general rule in many countries
where Jews live.

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8(c) ‘Kind actions are the best way to help people in need.’ 6
your answer.

Evaluation.
Responses might discuss how kindness/kind actions benefit people in need

and whether the recipients benefit from it or are encouraged to be
complacent or take it for granted. Some candidates might refer to long term
and short term effects/help or, the manner and type of kind actions that
might be carried out.
There is a view that kind actions given with the wrong motive might hinder
people getting out of poverty or offend them.
Another view might be that kind actions alone are not sufficient and there
are other/better ways to help people such as teaching them, e.g., to be self-
sufficient, or to help them spiritually. Examples might be given to support
this argument.

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9(a) Describe the religious responsibilities of a woman in a traditional 7

Jewish family.

Knowledge.
Traditionally, women have always borne the responsibility for the home,
freeing their husband to study the Torah. Women have a mitzvah to have
children, teach them in the home and encourage a belief in the importance
of religion by keeping a pious Jewish home.
They are also largely responsible for ensuring the dietary laws are followed
in the home and the correct preparations for Shabbat and festivals are
made.
They have special responsibilities at festivals and on Shabbat. Examples

might be given like lighting the candles, welcoming Shabbat, and saying a
blessing. However, women are exempt from carrying out the same number
of commandments as men and are exempt from carrying out mitzvot at
certain times of day that would interfere with their family role, so they cannot
lead worship.
Women are freed from the obligation of praying because they are believed
to be naturally closer to God and spiritually superior. A woman’s role has
always been highly valued. Girls from the age of twelve begin to learn about
this responsibility.

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9(b) Explain why the home environment is important in caring for the family 7
in Judaism.
Mark according to the level descriptors for Assessment Objective B –

Judaism teaches that parents and children have special responsibilities

towards each other. In Judaism, the home and family life are important
because it is in the home where children learn many of the customs e.g.,
dietary rules and festivals. The festivals carried out in the home, and the
prayers and the symbols used in the home maintain the importance of the
religion in the home. Observing the values and principles of Jewish life and
seeing that they are carried on into the future is an important part of raising
and caring for children. Parents see this as their duty and responsibility
towards their children.
The children are taught by their parents, as instructed in the Torah, until at
the age of twelve or thirteen the children take on responsibility for their
religion. For their part, children obey the commandment to love and respect
their parents and are expected to take care of them. Care and respect for
the elderly is an important part of the home environment.
In a traditional home marriage between Jewish partners is considered

important to create the right environment and in orthodox Judaism the
children are only Jewish if the mother is Jewish.

PUBLISHED 2021
9(c) ‘Differences of religion should not cause conflict in a marriage.’ 6

your answer.

Evaluation
Arguments both for and against the statement should refer to Judaism.
Compromises or conflict in a marriage might arise over home life, dress,
diet, traditional roles, religious practices, education of children.
In support of the statement, some candidates might consider the

advantages to a married couple of compromising on strongly held religious
beliefs out of love and respect for one another. Candidates might offer
examples of co-operation in a marriage such as joint or alternate ways of
celebrating or worshipping. Or agreement on the upbringing of children.
However, candidates might also consider that strongly held religious views
can cause difficulties within a marriage if both partners do not share the
same convictions and do not wish to follow all religious practices to the
same extent. This may happen if a couple follow different religions or could
happen in a Jewish marriage if one partner is more traditional (orthodox)
than the other.

Cambridge IGCSE™: Religious Studies 0490/22 October/November 2021

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Cambridge IGCSE™

RELIGIOUS STUDIES 0490/22

This document consists of 26 printed pages.

© UCLES 2021 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2021 Page 2 of 26

Assessment objectives / Levels of Response

Level Marks Marks Description

Very good/excellent attempt demonstrates detailed knowledge.

Good attempt, wide knowledge, selects mostly relevant information,

Valid/satisfactory attempt, fair knowledge. Competent selection of

Basic attempt, some knowledge and limited ability to select relevant

0 0 0 Answer absent / completely irrelevant.

B Understanding and interpretation (35%)

Level Marks Description

4 6–7 Very good/excellent attempt demonstrates a thorough understanding of

3 4–5 Good attempt demonstrates good understanding of religious beliefs, language,

2 2–3 Valid/satisfactory attempt, the ability to show some understanding of religious

1 1 Basic attempt, limited ability to show understanding of religious language,

0 0 Answer absent / completely irrelevant.

© UCLES 2021 Page 3 of 26

Level Marks Description

4 6 Very good/excellent attempt, demonstrates the ability to see the significanceof

2 2–3 Valid/satisfactory attempt demonstrates some ability to see the significanceof

1 1 Basic attempt, limited ability to see the significance of an issue or merely

0 0 Answer absent / completely irrelevant.

© UCLES 2021 Page 4 of 26

Question Answer Marks

1(a) Give an account of what happened when Jesus was born in 7

Mark according to level descriptors for Assessment Objective A –

Responses might include some of the following:

The account is likely to be a paraphrase of the stories in the gospels.

Candidates might retell the narrative from a combination of the gospel

The accuracy of the details provided should be rewarded. Candidates are

Mark according to level descriptors for Assessment Objective B:

Responses might explain some of the following:

Shepherds: instructed to visit by the angels, heavenly hordes singing of the

© UCLES 2021 Page 5 of 26

Question Answer Marks

1(c) ‘The teachings in the story of Christmas should be shared with 6

Mark according to level descriptors for Assessment Objective C –

Responses might consider some of the following:

Candidates might evaluate the universal message of Christmas (of love)

However, there is also an argument that Christian beliefs about Jesus as

Another view is that the commercialisation of religious festivals has made

All relevant responses should be credited.

© UCLES 2021 Page 6 of 26

Question Answer Marks

Mark according to level descriptors for Assessment Objective A –

Responses might include some of the following:

Christians believe that the commandments were given by God to the