PCICS is based on a holistic curriculum, dedicating ample attention to both religious and the social sciences to develop a critical-creative thinking mindset, alongside equipping our Asatizah with relevant 21st century competencies and professional proficiencies. The curriculum is designed to equip students with a deep familiarity with the current and future contexts of the Singapore society, and Islam and Muslim communities in the Southeast Asian/Nusantara region. Committed to nurturing a passion for lifelong learning and sustainable self-development, this programme promises a student-centric experience.
The PCICS curriculum consists of 4 components:
|5 Core Modules
|4 Skills Workshop
The PCICS academic modules are designed to help Asatizah apply critical thinking to the role of religion, religious traditions and texts, and contemporary social developments both in Singapore and globally. Asatizah will engage with a broader range of literature on religion especially from the perspective of the humanities and social sciences. The modules are designed as an innovative blended learning experience which would allow student-centred and independent learning.
Social Sciences provide ways to understand human interactions in their respective social worlds. This module is an introduction to how social scientists study societies. Students will have an introduction, overview approaches and methodologies in the social sciences as well as the different social scientific methodologies to produce and analyse data. Through themes including family institutions, stratification and class structure, gender and social change, students will be exposed to some thinkers and theorists in the social sciences and learn about their corresponding ideas, approaches and research methods.
This module provides an overview of Singapore’s social, historical, economic and geopolitical contexts and how they shape the principles of governance of meritocracy, secularism and multiracialism. It will focus on how Islam has evolved with respect to religious thinking and practice, administration of Muslim affairs and inter-religious relations in Singapore. This will cover the role of key institutions such as mosques, madrasahs and key policy developments in managing the socio-religious life of the Muslim community in Singapore.
This module provides students with the means to understand and address contemporary views and realities both theoretically and practically. Students will learn to appreciate the different religious experiences that will enhance the understanding of Muslim preachers especially in a multi-cultural and multi-religious societies. This module will also equip students with methodological skills necessary to address contemporary issues such as citizenship, human rights, gender, governance and the economy.
This module provides students with the methodology and means to understand, both theoretically and practically, the appropriate and effective messaging and teaching (Da’wah) of Islam in contemporary societies. It examines and analyzes emerging issues and thoughts, extremist ideologies, and ways to address these issues. Students will be familiarised with various methodologies and means of engagements, as well as the tools and skills of contextualisation. This module will address contemporary views and realities, as well as the different religious experiences that will enhance the engagement & discourse especially in multi-cultural and multi- religious societies.
This module provides students with relevant knowledge and tools to critically and creatively examine the Islamic sources, and the rich and diverse Islamic traditions, particularly in plural societies. Through this, students will develop an appreciation for contextualisation in multi-religious and multi-cultural settings. Students will examine the varying texts and interpretations, as well as approaches to dealing with different jurisprudential school of thoughts. Key questions in this module include: how do we interpret religious texts in context? What are the challenges? What are some methodological tools in understanding religious texts? How can one be critical and creative in treating religious texts, yet remain true to the traditions? What are some of the critical apparatus? What is maqasid shari‘ah? How do we apply these concepts and critical tools in the context of plural societies?
Students are required to read and pass two elective modules, one from Group A and one from Group B.
For more details on this module, please refer to https://www.suss.edu.sg/courses/detail/ssc251
This module uses the socio-historical approach to examine the religious life of the Malays in Southeast Asia. It begins by discussing the dynamics of Islamisation in the region since the 14th century and considers different varieties of religious thought and their influence on Malay culture and institutions. The impact of colonialism in the 19th century and its approach to the administration of Islam will then be examined. This will be followed by an analysis of the work of relevant thinkers on issues of religion and reform, aimed at alleviating problems in the community. A critical analysis of the socio-historical meaning of the resurgence of Islam in the post-Independence era and its response to the demands of modernity and social, political and economic change will also be undertaken. Students will be introduced to major strands of religious experience in the region today and the extent to which they are able to strengthen and facilitate the community’s development and its adaptation to the modern world.
This module aims to provide knowledge and techniques for building relationship and intervening therapeutically in direct social work practice. Students are facilitated to learn and build on their self-reflections and awareness in relation to working with their clients in the different contexts.
For more details on this module, please refer to https://www.suss.edu.sg/courses/detail/swk106
For more details on this module, please refer to https://www.suss.edu.sg/courses/detail/swk104
For more details on this module, please refer to https://www.suss.edu.sg/courses/detail/SWK105
For more details on this module, please refer to https://www.suss.edu.sg/courses/detail/swk107
Being able to understand relevant concepts in psychology will help us to enhance our interpersonal skills, solve problems more effectively, and make informed decisions about dealing with real-life situations that affect us on a day-to-day basis. This fully online course will appeal to those who have always wondered what psychology is about and how it relates to everyday life. Using scenario-based learning, this course is designed to reveal direct links between theory and real-life situations so that students can learn about psychology through five different scenarios in everyday life covering some key concepts in psychology.
This series of ten workshops in academic writing aims to equip students with the fundamental principles and skills to write well-organised, clear and coherent academic essays. The first four weeks will focus on the foundation of academic English with the aim of teaching students the skills and strategies to write coherent paragraphs, refresh students' knowledge of English grammar with a focus on more commonly made errors in students' writing and develop students' academic vocabulary.
Introduction to basic teaching and learning theories through selected learning frameworks. It will expose participants to various pedagogical approaches and assessment practices employed in classroom settings. It will also give them the opportunity to practise designing lesson plans taking into considerations the learning objectives, delivery strategies, learning activities and assessment methods.
In line with providing students industry-relevant future-ready skills, students will attend two Workforce Skills Qualification (WSQ) courses. A variety of courses covering various topics will be available for students to choose from including digital literacy, communication, critical and applied thinking, and teamwork and collaboration. Upon completing each course, students will receive a Statement of Attainment (SOA) from SkillsFuture Singapore (SSG). Relevant SOAs are stackable to achieve full WSQ Qualification. For more information on WSQ, please refer here.
As part of the PCICS curriculum, students are required to complete a practicum during their course of study. The practicum seeks to provide students with the opportunity to acquire and develop on-the-job work-ready skills for future roles in the workforce. Through the practicum, the students will be able to apply the competencies acquired during PCICS into the workplace context.
The Temporary Work Placement aims to offer students with practical vocational experience through a 2 to 12 months work placement. In addition to providing students with opportunity to acquire and develop work-ready skills, the TWP also seeks to provide opportunity for students to earn an income while enrolled in PCICS. The TWP offers students with a minimum 2 months of work experience. Students will be matched to selected work placement opportunities in the religious or adjacent sectors.
Students who desire to seek exposure to the workplace environment should opt for the TWP module.
The TWP are offered with varying duration during the following terms:
Students will be assessed on the module in their final term.
Are you currently undergoing an external internship? Are you employed during your PCICS candidature? The Professional Employment module allows students to utilise their current employment as fulfilling the practicum requirement, subject to approval. Students are required to submit a application, stating their current job industry and work portfolio for Muis Academy’s consideration.
The work-based project also allows flexibility for students to self-source for relevant organisations to embark on a short-term 2-month project. A list of suggested organisation hosts may also be provided.
Students who are unable to commit for a full-time work placement and prefer freelance work or are passionate in a specific project topic should opt to complete this module.
Students are to complete this module in their final term.
The WEP aims to offer students with practical vocational experience through a 10 to 12 months work placement. In addition to providing students with opportunity to acquire and develop work-ready skills, the WEP also seeks to provide opportunity for students to earn an income while enrolled in PCICS.
Students who desire employment throughout their PCICS candidature should opt for this module. The WEP module commences as early as your enrolment into PCICS, subject to organisation host's internal processes.
The internship offers students with a minimum 2 months of work experience. Students will be matched to selected internship positions in the religious or adjacent sectors.
Students who desire to seek exposure to the workplace environment should opt for the internship module. Students are to complete this module in their final term.
Are you currently undergoing an internship? Are you employed during your PCICS candidature? The work-based project module allows students to utilise their current employment as fulfilling the work-based project requirement, subject to approval. Students are required to submit a application, stating their current job industry and work portfolio for Muis Academy’s consideration.
Alternatively, the work-based project also allows flexibility for students to self-source for relevant organisations to embark on a short-term 2-month project. A list of suggested organisation hosts may also be provided.
Students who prefer freelance work, are passionate in a project topic, or are employed during their PCICS candidature should opt to complete this module.
Students are to complete this module in their final term.