Learning Outcomes

Knowledge
 On completion of this module, the successful student will be able to:

• Critically analyse the foundational elements of the Islamic mystical tradition. (B2, B3, C1, D6)
• Critically discuss the various debates on the legitimacy of certain manifestations of Islamic spirituality, especially as understood in the Shi’ite trend of Islam. (A1, A2, A3, A6, C4)
• Critically evaluate doctrinal implications of mystical works. (A7, B1, C1, C6, C7D2)

Skills 
This module will call for the successful student to:

• Effectively appraise and critically review theories within the Islamic mystical tradition. (B2, B5, C1, C2, D1, D3, D4)

Learning, Teaching and Assessment Strategy

Alongside lectures and seminars, students will also be expected to undertake individual study in preparation for and as follow-up to lectures. The lectures are interactive and thought provoking and require intellectual effort from students.

Assessment Mode
Participation in debates on a question around topics covered within class provides students the basis formative assessment, whereby students will be expected to present the case for or against a particular position and the quality of their argument be judged by peers. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative, graded assessment for this module consists of a coursework and a written examination. The coursework will require the student to write an essay of 1,500  words to be done based on class discussions (Outcomes 4, 5). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2, 3).

Assessment Weighting
Coursework: 50%
Written Examination: 50%

Learning Materials

Core readings

• Burckhardt, T. (2008). An Introduction to Sufi Doctrine. Bloomington: World Wisdom Inc.
• Safavi, G.S. ed. (2009). Sufism (‘Irfan). London: London Academy of Iranian Studies Press.

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Compare and contrast and critique approaches to education and learning. (A1, A5)
• Critically examine how the Qur’an and Sunnah help to construct Islam’s educative approach while evaluating modern theories of learning developed by Muslim and non-Muslim educationalists.. (A2, A5, B2)

Skills
This module will call for the successful student to:

• Select and apply appropriate assessment techniques, and plan and develop appropriate use library and other resources in order to enrich teaching and enhance learning. (B2, B6, C4, C5, D2, D5)
• Develop reflective learning by expressing considered approaches to foster personal growth as a teacher and individual, and in relation to others. (C3, D1)

Learning, Teaching and Assessment Strategy

Lectures and students’ reading communicate much of the subject matter. Seminars, presentations, class discussions and the assignments encourage analysis and critical reflection.

Assessment Mode
Formative assessment involves an in-depth search and review of publications related to the specific paper will be required. Students are required to see the module leader regularly in tutorials to receive formative feedback on their performance and support with their portfolio work. Tutorial sessions provide students an opportunity to gain guidance and help required to enhance their academic performance and tackle any possible difficulties that may affect their portfolio work. Each portfolio assignment is entitled to formative feedback from the lecturer before the 9th learning week. Additionally, students will also receive formative feedback on their presentations after completing them, which will help them improve future performance. They may also hand in their PowerPoint slides to the lecturer for guidance and feedback from student-led discussion.
Summative assessment is by presentation and portfolio. The portfolio is based on a portfolio of two assignments of about 500 words each (Outcomes 1,2, 3). The 20 minute presentation will require students to convey their research on an agreed area of the course in an effective manner, and should consist of roughly 10 PowerPoint slides (Outcome 4).

Assessment Weighting 
Portfolio: 60%
Presentation: 40%

Learning materials

Core readings

• Hefner, R.W. and Zaman, M.Q. (2007). Schooling Islam: The Culture and Politics of Modern Muslim Education. Princeton: Princeton University Press.
• Mutahhari, M. (2011). Training and Education in Islam. London: ICAS Press.
• Thaine, C (2010) Teacher Training Essentials, Cambridge University Press

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Critically analyse exegesis of verses of the Qur’an in terms of the principles employed by different exegetes (B1, B2, B3, C1, C6, D6).
• Differentiate between and structure principles that are shared between Qur’anic exegesis and other fields of study and those that are largely exclusive to Qur’anic exegesis. (A1, B2, B3, B4, C1)

Skills
This module will call for the successful student to:

• Develop correct application of relevant principles of exegesis to verses of the Qur’an. (B1, B3, C6, D2)

Learning, Teaching and Assessment Strategy

Alongside lectures and seminars, students are expected to develop their learning through independent study of set and free reading. The use of questioning and small group exercises based largely on applying principles to verses of Qur’an ensures that students are constantly engaged in class and take an active role in the learning process.

Assessment Mode
Questions arising from lectures form the basis formative assessment, through small group discussions leading the development of exegetical skills. Tutorial time enables the module leader to give constructive feedback to student on the preparation and development of their case studies. Tutorials would help develop students’ learning and enhance their final submissions. Formative feedback is also gained through mubāḥathah, a wellestablished and integral part of the Hawza tradition of learning. Informal and interactive, the mubāḥathah is an invaluable opportunity for students to consolidate their learning. Unresolved matters or new ideas resulting from mubāḥathah sessions are researched and brought to the attention of the module leader, serving to further student learning through formative learning process.
Summative, graded assessment is by case study, in which students will be required to investigate the application of exegetical principles by a particular exegete to verses of the Qur’an. Students must present their findings concisely and clearly in the form of a report of about 3,000  words (Outcomes 1, 2, 3).

Assessment Weighting
Case study: 100%

Learning Materials

Core readings

• Abd al-Rahman al-Akk, S.K. (1986). Usul al-Tafsir wa Qawa’iduh. Beirut: Dar al-Nafa’is. Suyuti, J.A.A. (1987). Al-Itqan fi ‘Ulum al-Qur’an. Beirut: Dar al-Kutub al-‘Ilmiyyah.

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Critically write about the meaning of different jurisprudential maxims. (A1, A5)
• Critically evaluate evidence for the validity of jurisprudential maxims. (B1, B4, C1, C6, D2, D6)
• Review and design examples of the application of jurisprudential maxims in every-day situations. (A4, B2, B5)

Skills
This module will call for the successful student to:

• Demonstrate effective development of argument and communication of ideas in the field of Islamic jurisprudence. (B2, B5, C2, D1, D3)

Learning, Teaching and Assessment Strategy

Lectures largely comprise of a careful reading and explanation of the core texts coupled with discussions on key concepts. The use of questioning and small group work in class ensures that students are constantly engaged and take an active role in the learning process. Students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Formative assessment will be by means of discussions, and continuous questioning on the practical and theoretical aspects of the course syllabus. Revision sessions are also arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.  Each portfolio assignment is entitled to formative feedback from the module leader before the 10th learning week. Students are required to see the module leader regularly to receive feedback and support with their portfolio work. Additionally, tutorial time and also mubāḥathah enables the module leader to give guidance to students on topics of concern and provide constructive feedback related to portfolio work.
Summative, graded assessment is by portfolio and written examination at the end of the end of the semester. The portfolio will consist of two assignments of about 500 words each (Outcomes 3, 4). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2).

Assessment Weighting
Written examination: 50%
Portfolio: 50%

Learning Materials

Core readings

• Al-Irawani, B. (1997). Durus Tamhidiyyah fi al-Qawa‘id al-Fiqhiyyah. Qum: Anwar al-Huda.
• Milani, F.H. (2011). Thirty Principles of Islamic Jurisprudence. London: Islam in English Press.

Learning Outcomes

Knowledge
On completion of this module, the successful student will be able to:

• Critically write about criteria used for ascertaining the authenticity of traditions. (A1, A2)
• Choose and differentiate an authentic tradition from a dubious one (B1, B3, C1, C6, D2, D6)
• Formulate and define key terms and concepts in Biographical and Narrative Studies. (A1, A5)

Skills
This module will call for the successful student to:

• Propose and use appropriate methodology to critically evaluate traditions reported from the Prophet, the Companions and the Shia Imams. (B1, B3, B6, C1, C5, D5, D6)

Learning, Teaching and Assessment Strategy

Delivery of this module is in the traditional Hawza style, whereby the teacher carefully reads and explains the core text, and discusses areas of particular complexity in more detail. Students are encouraged to examine the text critically and to engage in the discussions. Furthermore, students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Strategy
Formative assessment will be by means of discussions, and continuous questioning on the practical and theoretical aspects of the course syllabus. Revision sessions are also arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.  Each portfolio assignment is entitled to formative feedback from the module leader before the 10th learning week. Students are required to see the module leader regularly to receive feedback and support with their portfolio work. Additionally, tutorial time and also mubāḥathah enables the module leader to give guidance to students on topics of concern and provide constructive feedback related to portfolio work.
Summative, graded assessment is by portfolio and written examination. The Portfolio will comprise of two assignments about 500 words each (Outcome  4). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2, 3).

Assessment Weighting
Written examination: 50%
Portfolio: 50%

Learning Materials

Core readings

• Al-Subhani, J. (2010). Durus Mujazah fi ‘Ilma al-Rijal wa al-Dirayah. Qum: Al-Mustafa International Translation and Publication Centre.

Learning Outcomes

Knowledge 
On completion of this module the successful student will be able to:

• Select and apply appropriate research methods to a subject of their own choice relating to Hawza studies (A4, B6)
• Plan and develop research, while critically analysing relevant views, issues and resources (A6, A7, A3, B1, B4)

Skills 
This module will call for the successful student to:

• Originate research material by using library resources in order to identify source material, compile bibliographies, conduct research and enhance presentations (B6, C1, C5, C6, D1, D5, D6)
• Apply I.T skills for data capture, to identify source material and support research and presentations (C5, D5)
• Develop reflective learning by expressing considered thoughts and ideas (B2, B4, C4, C7, D1, D2)

Learning, Teaching and Assessment Strategy

Tutorial sessions will be used by the tutor to advise and assist individual students on developing their research outline and proposal, on reviewing the literature, collecting data, and eventually writing the research report. Individual student grades for the module will be determined solely by the final research report. Students will be assigned a supervisor with the appropriate expertise in the chosen subject area of the students’ Project who will provide them with the necessary guidance and supervision.

Assessment Modes
Formative assessment will be Module leader led seminars and workshops, students will discuss and presented topics. Module Leader will give guidance on appropriate literature and methodologies, the structure and organization of the material and agree a proposed timetable of work. Each student will be assigned and supported by a supervisor, with whom they will have regular tutorials. The supervisor will work with students following approval of the subject and title of the research proposal, ensuring formative feedback is received on the on a continuous basis. Students will also be asked to complete and submit a weekly reflective learning exercise based on the teaching and learning, student will be provided feedback regarding it and discuss the student’s progress and areas for future exploration. This is based on their formative learning process and students will be encouraged to complete these tasks to improve learning and satisfaction with the module.
Summative, graded assessment based entirely on the research report. Students are required to write a 1,000 word research proposal by the end of the first semester (Outcome 1), and an 8,000 word research report to be handed in at the end of the second semester. Research will be conducted under the supervision of the module leader (Outcomes 2, 3, 4, 5). Students need to keep a self-reflective journal where they keep track of their progression as a researcher. (Outcome 3, 4, 5).

Assessment Weighting
Proposal: 20%
Project: 80%
Journal: Pass/Fail

Learning Materials

Core readings

• Bell, J. (2014). Doing Your Research Project: A guide for first-time researchers. McGraw-Hill Education (UK).
• Flesch, R. (1996). The Classic Guide to Better Writing : Step-by-Step Techniques and Exercises to Write Simply, Clearly and Correctly. US: Collins. 
• Lipson, C., (2005). How to Write a BA thesis. A Practical Guide from Your First Ideas to Your. University of Chicago Press.

Learning Outcomes

Knowledge 
On completion of this module, the successful student will be able to:

• Demonstrate an analytical understanding of the key themes and debates in Muslim political thought. (A1, A2, A3, A4, A6, B2)
• Summarize and critique major social and political trends in the Muslim world. (B2, B4, C1, C2, D6)
• Evaluate a range of scholarship associated with the main controversies and issues in modern Muslim thought. (B4, B6, C1, C5, D6)

Skills 
This module will call for the successful student to:

• Engage with empathy, integrity and critical reflection with the ideas and arguments on social and political issues in the Muslim world. (B2, B4, B5, C4, D2, D3, D4)

Learning, Teaching and Assessment Strategy

Lectures will provide the basic structure of the module and will include time for informal discussions. Seminars will be used to debate and explore specific issues. Students will also be expected to undertake individual study consisting of free and set reading.

Assessment Modes
Formative assessment includes a class presentation of a critical review of a theme covered within the course syllabus. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process.
Summative, graded assessment is by coursework, which will require students to demonstrate their learning of key skills and concepts by researching a particular theme mentioned in the Qur’an and presenting their findings effectively in the form of an essay of 3,000  words (Outcomes 1, 2, 3, 4).

Assessment Weighting
Coursework: 100%

Learning Materials

Core readings

• Black, A. (2010). The History of Islamic Political Thought From the Prophet to the Present. Edinburgh: Edinburgh University Press.

Learning, Teaching and Assessment Strategy

Assessment Mode

Graded assessment is by presentation and written examination. The presentation will be for 15 minutes, requiring students to compare and evaluate different opinions of jurists on a particular area of Principles of Jurisprudence and to present their research in a concise and effective manner that demonstrates a critical understanding of the issues. The 2 hour written examination will take place at the end of the semester.

Assessment Weighting
Presentation: 40 %
Written examination: 60 %
Each assessment component must be passed in order to pass the module.

Learning materials

Core readings
Al-Sadr, M.B. (2007). Durus fi ‘Ilm al-Usul (al-Halaqat al-Thaniyah). Qum: Markaz al-Abhath wa al-Dirasat al-Takhassusiyyah li al-Shahid al-Sadr.