Learning Outcomes

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

• Examine the continuation and preservation of the Qur’an as it was revealed to the Prophet of Islam. (A3)
• Define two key concepts, tafsīr (exegesis) and ta’wīl (esoteric interpretation) and their relationship to the literal meaning of the Qur’an. (A4)
• Analyse key concepts discussed in mainstream sciences of the Qur’an and exegetical approaches. (B4)
• Compare and evaluate opinions held by scholars on Qur’anic sciences and exegetical approaches. (B4)

Skills
This module will call for the successful student to:

• Demonstrate an ability to identify and explain exegetical methods and approaches,  and examine opinions held by scholars on Qur’anic sciences. (C5, D1, D5)

Learning, Teaching and Assessment Strategy

A variety of teaching and learning methods are used, including lectures, assignments, class discussions and individual study. 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 undertake independent study consisting of set and free reading.

Assessment Modes
Questions arising from lectures form the basis formative assessment, through small group discussions leading the development of exegetical skills. 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. Moreover, tutorial time enables Tutors to give constructive feedback to student on the preparation and development of their case studies. Tutorials will not be assessed but will form part of the formative learning process, and would help develop students’ learning and enhance their final submissions.
Summative, graded assessment is by coursework and case study. The coursework will require the student to write an essay of 1,500 words examining topics agreed on Qur’anic Sciences as part of the module. (Outcomes 1,2, 5) The case study will be of 1,500 words in which students will be required to examine scholarly exegetical approaches in relation to syllabus topics discussed in class (Outcomes 3, 4, 5).

Assessment Weighting
Coursework:50%
Case Study: 50%

Learning Materials

Core Reading

• Adel, G.H. and Elmi, M.J. eds. (2012). Qur’anic Commentaries; An Entry from Encyclopaedia of the World of Islam. London: EWI Press.
• Jaffer, A. and M. (2009). Quranic Sciences. London: ICAS Press
• Ma’rifat, M.H. (2014). Introduction to the Sciences of the Qur’an. Translated from Arabic by S. Rossier and M. Limba. Tehran. SAMT.

Learning Outcomes

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

• Examine the requirements for researching and presenting a project. (A2)
• Identify the main sources in various aspects of Islamic studies. (A2)

Skills
This module will call for the successful student to:

• Employ suitable research methods to investigate a subject matter. (C5, D1, D5, D6)
• Identify and provide an appropriate structure and style for writing an essay. (C2, C5, D1, D3, D6)
• Select an appropriate citation and referencing style for academic writing. (C5, D1, D5, D6)
• Demonstrate awareness of reflective learning by expressing considered thoughts and ideas in the form of a self-reflective journal. (B4, D1)

Learning, Teaching and Assessment Strategy

Alongside lectures and seminars, students are expected to develop their learning through research and preparation leading to a research based essay. Seminars are used to debate and explore specific issues while the use of questioning and debate in class ensures that students are constantly engaged and take an active role in the learning process. All students are assigned a mentor from amongst the third year Project students who will give them advice and support relating to their coursework. 

Assessment Modes
Formative assessment will be Module leader led seminars and workshops, students will discuss and presented topics. 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. 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 for this module is by means of coursework and self-reflective journal. Students are required to write a coursework of 2,500 words on a subject of their own choice in the field of Islamic studies in which they are expected to demonstrate their learning of research methods and written presentation skills (Outcomes 1, 2, 3, 4, 5). Students will be further required to produce three self-reflective journals of 500 words each. The journal is expected to reflect personal development and discussions in the class. Every journal must be submitted every four weeks. The journal is a necessary component of the module and   part of the overall assessment. (Outcome 6).

Assessment Weighting
Coursework: 70%
Journal:  30%

Learning Materials

Core Reading

• Booth, W.C., Colomb, G.G., Williams, J.M. (2003). 2nd ed. The Craft of Research. Chicago and London: The University of Chicago Press.
• Nicholas Walliman, N. (2017) Research Methods: The Basics: 2nd edition
• Routledge. Cottrell, S. (2017) Critical Thinking Skills: Effective Analysis, Argument and Reflection, Macmillan International Higher Education,
• Cottrell, S. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument, Palgrave Macmillan

Learning Outcomes

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

• Identify letters that are pronounced from the same point of articulation or have the same quality (A2)
• Order and give examples of letters and words that illustrates a sound understanding of the rules of Tajwīd and Qirā’ah (A3, B2)

Skills
This module will call for successful students to:

• Apply rules to pronounce Arabic letters from their correct point of articulation (C3, D2, D4)
• Demonstrate ability to correctly and fluently recitate of the Qur’an (C1, C3, D2)

Learning, Teaching and Assessment Strategy

Lectures provide instruction on the theoretical aspects of the module. The rules and principles of recitation are then applied in practice by means of individual and group recitations in class. Correct implementation of the rules of Tajwīd are demonstrated by the teacher, and recordings of a variety of famous reciters of the Qur’an are played in class for students to listen to and imitate. Learners are expected to practice their recitation skills and improve their fluency as part of their homework.

Assessment Modes
Students are set weekly formative assignments on Arabic, and receive feedback as they are handed in throughout the year. Practice oral presentations will be used to address student understanding of issues of importance, providing constructive formative feedback to students.  Further development in student-led discussion groups allows for module leader observation and feedback.  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, graded assessment is by oral and written examination. The oral examination will last for approximately 15 minutes and will require students to demonstrate correct recitation of selected verses and short chapters of the Qur’an (Outcomes 3, 4). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2).

Assessment Weighting
Oral examination: 50%
Written examination: 50%

Learning Materials

Core Reading
Makki, S. M (2015), Recitation of the Holy Quran, London: Dar al Quran Al Kareem

Learning Outcomes

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

• Summarise and explain the main features of reading and writing classical and academic Arabic (A1, A2)
• Analyse and correctly apply written Arabic material (A1, B1)

Skills
This module will call for the successful student to:

• Correctly read classical and academic Arabic (B2, C1, D1)
• Clearly compose and express thought into written Arabic (C1, D1, D4)
• Effectively select and use a range of classical and academic Arabic vocabulary (C1, D1, D4)

Learning, Teaching and Assessment Strategy

Teaching is largely delivered within a task-orientated context. Guided by the teacher, students undertake a wide variety of reading and writing exercises, both individually and in small groups. Feedback and corrections from the teacher and students enables learners to develop, practise and integrate their knowledge and skills.
Furthermore, tutorial sessions are used to review learning and to provide students with support necessary for successful progression.

Assessment Modes
Students are set 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, graded assessment is by portfolio and written examination. The portfolio will comprise of three completed class exercises of around 350 words each (Outcomes 3, 4, 5). The written examination will take place at the end of the module (Outcomes 1, 2).

Assessment Weighting
Portfolio: 30%
Written examination: 70%

Learning Materials

Core Reading
Abdur Rahim, V. (2000). Arabic Course for English-Speaking Students. Leicester: UK Islamic Academy. Al-Fawzan, A. B. I. and Hussayn, M. B. Tahir. (2007). Al-Arabiya Bayn Yadayk. Riyad: Arabic for All.

Learning Outcomes

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

• Discuss a variety of topics in Arabic with an appreciation of cultural and religious contexts (A2, A3)
• Analyse and paraphrase Arabic spoken by others (A2, A3)

Skills
This module will call for the successful student to:

• Appropiately apply rules to express themselves in a grammatically correct way (B1, B3, C1, C3, D1, D4, D5)
• Plan structure and converse in Arabic on diverse topics (C1, D1, D4, D5)

Learning, Teaching and Assessment Strategy

Learning and teaching on this module involves the use of a variety of written and multimedia materials. The latter provides students with an opportunity to listen to and learn from native speakers of the language  and professional reciters of the Qur’an. Class time is also devoted to role play scenarios, discussions and conversations between the teacher and the students, and between the students themselves. Learners are expected to practice their Arabic speaking skills in their mubāḥathah (study circle) sessions to improve fluency and expand vocabulary range.

Assessment Modes
Students are set 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, practice oral presentations will be used to address student understanding of issues of importance, providing constructive formative feedback to students.  Further development in student-led discussion groups allows for module leader observation and feedback. 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, graded assessment is by portfolio and oral examination. The portfolio will comprise of three listening and speaking tasks on various syllabus topics (Outcomes 1, 2). The oral examination will last for approximately 15 minutes and will require students to correctly express thoughts on various syllabus topics (Outcomes 3, 4).

Assessment Weighting
Portfolio: 30%
Oral examination: 70%

Learning Materials

Core Reading
Al-Fawzan, A. B. I. and Hussayn, M. B. Tahir. (2007). Al-Arabiya Bayn Yadayk. Riyad: Arabic for All.

Learning Outcomes

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

• Outline examples of words and sentences, displaying a deep appreciation of Arabic grammatical rules (A1, A3)
• Effectively select and apply grammatical rules to exhibit a strong grasp of the nuances of grammatical structures (B1, B2, B3)
• Analyse the grammatical structure of words and sentences (B2, B3)

Skills
This module will call for successful students to:

• Correctly read and translate classical and academic Arabic into English (B2, C1, C4, D1, D2, D3)
• Outline Arabic grammar resources to examine the grammatical analysis of verses of the Qur’an (C2, D5, D6)

Learning, Teaching and Assessment Strategy

Learning and teaching on this module centres on completing exercises, solving grammatical problems and answering questions posed by the teacher and by students. Grammatical rules covered in Morphology and Syntax are fully reviewed, and extra support is provided by the teacher wherever necessary. The portfolio of student’s work requires learners to apply their learning to carefully selected verses of the Qur’an and traditions. Students are expected to discuss material covered in the course in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Students are set 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, graded assessment is by portfolio and written examination. The portfolio will comprise of three completed exercises of around 350 words each on topics covered in class (Outcomes 4, 5). The written examination will take place at the end of the module (Outcomes 1, 2, 3).

Assessment Weighting
Portfolio: 30%
Written examination: 70%

Learning Materials

Core Reading
Darwish, M. (1994). ‘Irab al-Qur’an wa Bayanuh. Damascus: Dar al-Irshad. Safi, M. (1997). Al-Jadwal fi ‘Irab al-Qur’an. Damascus: Dar al-Rashid.

Learning Outcomes

Knowledge

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

• Outline the basic grammatical rules of Arabic (A1, A3)
• Distinguish the grammatical functions of different expressions and sentence structures (A2)

Skills

This module will call for successful students to:

• Focus and use various grammatical structures (B1, C1, C2)
• Read classical Arabic texts with correct desinential syntax (al-‘Irāb) (B1, B2, D1, D2, D5)
• Select and use online Arabic grammar resources to examine the role of syntax in understanding the meaning of verses of the Qur’an (C2, C4, D6)

Learning, Teaching and Assessment Strategy

Lectures provide the basic structure of this module. The use of questioning, individual exercises and small group work ensures that students are constantly engaged and take an active role in the learning process. The portfolio of student’s work requires learners to apply their learning to carefully selected verses of the Qur’an and traditions. Students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes

Students are set 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, graded assessment is by portfolio and written examination. The portfolio will comprise of three completed exercises of around 350 words each on topics covered in class (Outcomes 3, 4, 5). The written examination will take place at the end of the module (Outcomes 1, 2).

Assessment Weighting

Portfolio: 30%
Written examination: 70%

Learning Materials

Core Reading
Al-Shartuni, R. (2007). Mabadi al-Arabiyyah. Qum: Dar al-Ilm.

Learning Outcomes

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

• Explain the basic structures of Arabic verbs and nouns (A1, A3, D5)
• Point out ways in which forms affect the meanings of the three letter root words (A1)

Skills
This module will call for the successful student to:

• Conjugate Arabic verbs to convey appropriate meanings (B1, B2, C1, D2)
• Effectively select and use Arabic to English dictionaries, lexicons and online Arabic grammar resources (C2, C4, D6)

Learning, Teaching and Assessment Strategy

Lectures provide the basic structure of this module. 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. The portfolio of students’ work requires learners to apply their learning to carefully selected words from the Qur’an and traditions. Students are expected to discuss material presented in class in their mubāḥathah (study circle) sessions to enhance understanding and retention.

Assessment Modes
Students are set 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, graded assessment is by portfolio and written examination. The portfolio will comprise of three completed exercises of around 350 words each on topics covered in class (Outcomes 3,4). The written examination will take place at the end of the module (Outcomes 1, 2).

Assessment Weighting
Portfolio: 30 %
Written examination: 70 %

Learning materials

Core Reading
Al-Shartuni, R. (2007). Mabadi al-Arabiyyah. Qum: Dar al-Ilm.