Learning, Teaching and Assessment Strategy

Assessment Mode
Assessment for this module consists of a 1,000 word coursework as well as a 2 hour written examination that will take place at the end of the module.

Assessment Weighting
Coursework: 40 out of 100
Written examination: 60 out of 100

Learning materials

Core readings
Ezzati, A. (2002) The Spread of Islam, London: ICAS Press.

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. (A1)
• Critically discuss the various debates on the legitimacy of certain manifestations of Islamic spirituality, especially as understood in the Shi’ite trend of Islam. (A7)
• Critically evaluate doctrinal implications of mystical works. (A3)

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, D3)

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

Formative Assessment:
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 Assessment:
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:
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:
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). 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 3, 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:

• Compare and contrast the different theories about the Islamic economic system. (A1-A3)
• Critically evaluate main features that would help an economy to tend towards an Islamic economy. (A3, A5)

Skills
 This module will call for the successful student to:

• Summarize the strengths and weaknesses of competing theories of Islamic economy. (B2, B3, C3, D1, D3)
• Critically assess different economic models of Islamic states on the basis of Islamic economy. (B3, B4, C3, D5)

Learning, Teaching and Assessment Strategy

The module will be taught through lectures, discussion, and seminars. Students’ work will be developed through consultation with the lecturer and independent research.  Students will present and discuss work in progress.

Assessment Mode

Formative Assessment:
Formative assessment involves an in-depth search and review of publications related to the specific paper will be required. 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 Assessment:
Assessment for this module consists of a 1,500 words word coursework (Outcomes 1, 3) as well as a 2 hour written examination that will take place at the end of the module (Outcomes 1, 2, 3 ,4).

Assessment Weighting
Coursework: 50%
Written examination: 50%

Learning Materials

Core readings

• Choudhury, M. A. (2011) Islamic Economics and Finance: An Epistemological Inquiry. Emerald Group Publishing Ltd

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)
• Summarize and critique major social and political trends in the Muslim world. (A3)
• Evaluate a range of critical scholarship associated with the main controversies and issues in modern Muslim thought. (A5)

Skills
This module will call for the successful student to:

• Engage with empathy, integrity and critical reflection with the ideas and arguments about social and political issues in the Muslim world. (B2, B4, B5, C1, C4, D4, D6)

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 Mode

Formative Assessment:
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 Assessment:
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 Outcomes

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

• Justify use of advanced rules of Modern Standard Arabic.(A6)
• Read and revise various texts and short stories fluently in Arabic and understand text. (A6)

Skills
This module will call for the successful student to:

• Read from and discuss some of the more complex structures of Modern Standard Arabic, and be able to translate sentences from Arabic into English, and vice-versa and to write short essays on familiar topics (C1, C6, D1, D4)
• Build upon Arabic Grammar to formal written and spoken Arabic (D2, C4)
• Speak about himself/herself and his/her environment and sustain conversation on numbers of familiar taught topics and have learnt some aspect of Arabic and Islamic culture (B6, C6, D3)

Learning, Teaching and Assessment Strategy

The module will be taught through lectures, class exercise and conversation, discussion, listing to DVD records of native speakers on different occasions listed in the textbook and group tutorials conducted in the spoken hours of the module.  Students will present and discuss work in progress.  Students are expected to develop their skill independently and in group environment. Students should attend class well prepared and complete assignments on time. All assignments must be handed in at the beginning of class on due date. Developing language skills in an on-going process requires regular study, practice at home and in class; hence regular attendance is essential.

Assessment Modes

Formative Assessment:
Students are set bi-weekly formative assignments on Arabic, and receive feedback as they are handed in throughout the year. Although portfolios are done during class, students are required to see the module leader regularly in tutorials to receive formative feedback on their performance and support with their portfolio work. Additionally, revision sessions are arranged that will cover topics in preparation for exams, continuously strengthening and developing students’ competence in the Arabic language.  Moreover, tutorial time enables the module leader to supported continuously while providing the opportunity for constant engagement with the language, and constructive feedback related to the development of language skills.

Summative Assessment:
Summative, graded assessment is by portfolio, which will comprise of three exercises to be completed in class, of around 350 words each, on syllabus topics assigned by the lecturer (Outcomes 4, 5). Additionally, a 2 hour written examination will take place at the end of the yearlong module (Outcomes 1, 2, 3).

Assessment Weighting
Portfolio: 30%
Written examination: 70%

Learning Materials

Core readings

• Brustad, K., Al-Batal, and Al-Tonsi (2006), Al Kitaab Fii Tačallum al-čArabiyya: A Textbook for Beginning Arabic Part One Georgetown University Press; 2nd Bk & DVD edition.

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 Islamic studies (A4, B6)
• Plan and develop research, while critically analysing relevant views, issues and resources (A3, B1, B4, B5, C4)

Skills 
This module will call for the successful student to:

• Oringinate 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, C7, D1)

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 appropriate expertise in the chosen subject area of the students’ project who will provide the necessary guidance and supervision.

Assessment Mode

Formative Assessment
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 Assessment
Assessment for this module is based entirely on the research report. Students are required to write a 1,000 words 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 should be able to:

• Critically analyse the causes of the decline of Muslim societies in the 19th century. (A8)
• Critically discuss and review the approaches of Muslim thinkers to the social forces of decline. (A2)
• Critically assess past events to conclude how historical forces have shaped contemporary
• Muslim societies and nations. (A5, A7)

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

• Systematically identify, collect and organize historical material to propose, deduct and support arguments. (B6, C1, C5, D5)
• Critically appraise contemporary world social and political events involving the Muslim world interaction with the rest of the world, linking themes and religious trends to their historical context. (B4, C2, C3, D3)

Learning, Teaching and Assessment Strategy

The module will be taught through lectures, discussion, seminars, group tutorials and a coursework. Student work will be developed through class work and search of primary and secondary sources.  Students will present and discuss work in progress in group and they are expected to develop their skill independently each in the given task. When students come from a range of denominational backgrounds the topics would be taught in a round table context to discuss area of special interest.

Assessment Mode

Formative Assessment:
Formative assessment is an important part of the learning process and has been shown to help improve both grades and learning style.  As students you receive formative feedback in a variety of ways, orally, in writing, to the whole class or individually. 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 Assessment:
Assessment for this module consists of a 1,500 words word coursework (Outcomes 2, 4), as well as a 2 hour written examination that will take place at the end of the semester (Outcomes 1, 2, 3, 5).

Assessment Weighting
Coursework: 50%
Written examination: 50%

Learning Materials

Core readings

• Fisher, S. N. (1996) The Middle East: A History, vol. 1 NY: McGraw-Hill