Centre for Itaukei Studies

The University of Fiji

2017 Centre for iTaukei Studies

Dr. Kuridrani 2/23/2017 Centre for iTaukei Studies Staffing

Associate Professor Dr. Litiana Kuridrani

PhD International Public Health, MBA, PG Dip HRM, PG Dip Social Policy, BA Mgt/ Sociology (double major), Post Basic Public Health, Cert.Community Health & PHC, FRNOB

Ms. Amelia Tuilevuka Lecturer PGDip Edu, MTeach UniFiji

Ms. Salome Rokuta

Lecturer

BA S.Pac., PGDip. EdL., MEdL UniFiji

Mr. Usaia Gaunavou Savai Lecturer BA, PGDip. Mgt. Pub. Admin S.Pac,

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Table of Contents

CIS Programs………………………………………………………...... 4

Program Structure……………………………………………………….. 4

CIS Sub – Strategic Plan 2017…………………………………………... 7

Marketing Plan 2017…………………………………………………….. 12

CIS Short – Term Doables…………………………………………...... 14

CIS Long – Term Doables……………………………………………….. 15

Academic Workload (Sem 1)……………………………………………. 17

Peer Review Schedule (Sem 1)………………………………………….. 17

CIS Sem 1 Projected Income …………………………………………… 18

Appendix: Student Academic Profile

Course Outlines

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CIS Programs:

1. Diploma in iTaukei Language and Culture 2. Diploma in Teaching i-Taukei Language, Literature and Culture (Secondary) 3. Bachelor of Arts ( Double Major in i-Taukei language, Literature and Culture / Management) 4. Bachelor of Arts ( Double Major in i-Taukei language & Management) CIS Program Structure

1. Diploma in iTaukei Language and Culture

Course Course Title Credit Code Point Compulsory Courses 1 LLC101 English for Academic Purposes 15 2 ITC101 Comput er Platforms 15 3 HIC111 Spoken Hindi for Beginners 15 4 UUU100 Social Research 15 ITK COURSES 5 ITK101 Listening and Speaking i-Taukei Language 15 6 ITK102 Reading and Writing i-Taukei Language I 15 7 ITK201 Language in Cultural Context 15 8 ITK202 i-Tauke i Ceremonies, Protocols and Oral Traditions 15 9 ITK203 Reading and Writing iTaukei Language 11 15 10 ITK204 Expressive and Performing Arts 15 11 ITK300 Research Project: Independent Project 15 12 ITK301 Creating Literature in i-Taukei language 15 13 ITK302 Vanua: Land and the People 15 14 ITK309 Creating Information Texts in Vosa VakaViti 15 Management Electives 15 MGT101 Fundamentals of Management 15 16 MGT105 Organizational Behavior 15 16 courses : Total Credit Points 240

2. Diploma in Teaching i-Taukei Language, Literature and Culture (Secondary) CODE COURSE TITLE Credit Point 1 ITK101 Listening & Speaking iTaukei Language 1 15

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2 ITK102 Reading & Writing iTaukei Language 1 15 3 ITC100 Information Technology for the Workplace 15 4 LLC101 English for Academic Purposes 15 5 UUU100 Social Research 15 6 ITK201 Language Cultural Context & (Human Development) 15 7 ITK202 Ceremonies, Protocols & Oral Traditions 15 8 ITK203 Reading & Writing iTaukei Language 11 15 9 ITK204 Expressive & Performing Arts 15 10 ITK205 Teaching & Learning iTaukei Practicum I 15 11 ITK302/ITK300 Vanua, Land & People / Research Project 15 12 ITK304 Teaching & Learning iTaukei Literature 15 13 ITK306 Translation Theory & Practice 15 14 ITK307 Teaching of Reading 15 15 ITK308 Methodologies of Teaching Writing 15 16 ITK310 Methodologies in Teaching iTaukei Practicum II 15 Credit Points 240

3. Bachelor of Arts ( Double Major in i-Taukei Language / LLC)

Course Course Title Credit Code Points 1 ITK101 Listening and Speaking i-Taukei Language 15 2 ITK102 Reading and Writing i-Taukei language 15 3 LLC101 English for Academic Purposes 15 4 ITC100 Information Technology for the workplace 15 5 HIC111 Spoken Hindi for Beginners 15 6 UUU100 Social Research 15 7 ITK201 Language in Cultural Context 15 8 ITK202 i-Taukei Ceremonies, Protocol and Oral Traditions 15 9 ITK203 Reading and Writing i-Taukei Language 11 15 10 ITK204 Expressive and Performing Arts in i-Taukei Culture 15 11 UUU200 Contemporary Fiji 15 12 ITK300 Research Project: Independent Project 15 13 ITK301 Creating Literature in i-Taukei Language 15 14 ITK302 Vanua: Land and the People 15 15 ITK306 Theory Translation and Practice 15 16 UUU300 Governance and Ethics 15 LLC Electives 17 LLC 111 Introduction to Linguistics 15 18 LLC 122 Writing Fiji in the South Pacific 15 19 LLC211 The Structure of Language 15

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20 LLC221 Short Fiction & Literary Appreciation 15 21 LLC213 English as a Second Language: Curriculum and Materials 15 W i i 22 LLC311 / Second Language Learning: Theory & Practise / 15 LLC321 Poetry and Creative Writing 23 LLC312 / Second Language Teaching Methodology/ 15 LLC322 An Introduction to Postcolonial Writing: Theory and Text 24 LLC323 Drama and literary appreciation 15 Credit Points 360

4. Bachelor of Arts ( Double Major in iTaukei language & Management)

Course Course Title Credit Points Code 1 ITK10 Listening and Speaking i-Taukei Language 15 2 ITK102 Reading and Writing i-Taukei language 15 3 LLC101 English for Academic Purposes 15 4 ITC100 Information Technology for the workplace 15 5 HIC111 Spoken Hindi for Beginners 15 6 UUU100 Social Research 15 7 ITK201 Language in Cultural Context 15 8 ITK202 iTaukei Ceremonies, Protocol and Oral Traditions 15 9 ITK203 Reading and Writing i-Taukei Language 11 15 10 ITK204 Expressive and Performing Arts in i-Taukei Culture 15 11 ITK 300 Research Project: Independent Project 15 12 ITK 301 Creating Literature in iTaukei Language 15 13 ITK 302 Vanua: Land and the People 15 14 ITK 303 Teaching and Learning iTaukei language 15 15 ITK 305 Promoting cultural teaching and learning 16 ITK 306 Theory Translation and Practice 15 17 ITK 309 Creating Information text in VosavakaViti 15 MGT Electives 18 MGT 101 Fundamentals of Management 19 MGT 105 Organizational Behavior 15 20 MGT 204 Management of Industrial Relations 15 21 MGT 206 Marketing Principles and Strategies 15 22 MGT 302 Human Resources Management 15 23 MGT 309 Strategic Management 15 24 LAW100 Sociology of Law 15 Credit Points 360

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Centre of iTaukei Studies (CIS) Sub - Strategic Plan 2017

Vision: The CIS of the University of Fiji strives for international recognition in all areas of ITaukei studies networking with Indigenous societies that share the same vulnerabilities in language, culture, traditional beliefs, indigenous health and practices

Mission: We are committed: o To provide learning opportunities through a student-friendly environment with creative thinking and innovative values to ITaukei studies. o To offer quality, research-based, relevant, disciplinary, interdisciplinary and trans- disciplinary learning and teaching to provide new knowledge and innovation in problem-solving. o To create and advance public engagement with the local community, industry, governmental agencies, and international bodies for collaborative and partnership- type research projects and research-based education. o To value academic freedom and foster UniFiji role as a critic and conscience of society.

o To promote respect to staff and promoting their welfare and development.

o To strive for the best possible international governance practices to enhance transparency and accountability in policy formulation and implementation on academia, finance, human resources, information technology services, local and international student experience, and facilities

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Strategic Goal Objective Strategy/Activities Key Target Priority Performance Indicator( KPI) Learning & Providing a To ensure that Improve classroom Student Student Teaching conducive students settings Evaluation learning and performance are forms working monitored Improve Learning % of pass rates environment accordingly materials and variations for our • Update in students and Moodle links scores/grading members of staff Student Profile Students

Tracking performance: record absenteeism of students/ poor Promote staff performance trainings To promote Members of staff staff development in No. of staff supportive trained and learning areas of specialties Expected Outcome: 1. Interdisciplinary teaching 2. Record of student follow up report 3. Motivating environment for student learning 4. Reduce attrition rate 5. Increase in student numbers 6. Staff motivation 7. Innovativeness and creativity 8. Low staff turnover %

Student Creating a Student Profiles Student Students Services conducive Counseling evaluation learning & environment ( student and staff) welfare that support learning Student Welcome & No of activities Orientation achieved

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Memorial activities such as: • Easter Service • Sukuna Day • Fiji Day

Sports Day

Fundraising Concert

Exhibition day CIS

Student Association Activities Expected Outcome: 1. Promote a student friendly environment 2. Concert and exhibition days will promote indigenous knowledge, creative arts and cultural expressions

Research Fostering a To encourage Individual staff No. of research research participation in research conducted Members of positive all areas of Staff and environment research Publications No. of Students publications in reputable journals

Exposure to No. of consultancy work consultancies performed

Teaching of Research No. of students Methods both at 100 research work and 300 level ITK ready for studies review

Indigenous People’s Conference Funding support for this conference

Expected Outcome: 1. Enhanced research skills for both students and instructors

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2. The Indigenous conference will be an opportunity to share research findings with other scholars in Fiji and Oceania 3. Opportunities for publishing 4. CIS Journal “ KAUWAI” 5. Benchmark with overseas universities in Australia/NZ 6. Marketing space for CIS and UniFiji as a whole Environmental Promoting CIS To increase our CIS participating in No. of activities & Social participation participation community and campaigns Communities/ Responsibilitie with with awareness programs in Nadi/ Saweni Villages s communities surrounding in nearby villages and Lautoka communities in areas environment and climate change issues such as clean up campaigns/ health talks and etc CIS participating in No. of community activities respondents to such as school our CIS concerts, village days Programs and radio programs such as Increase in new “Domonivanua” students enrolment Expected Outcome: 1. UniFiji commitment to social responsibility 2. Appreciation of CIS involvement 3. increase in community partnership programs Infrastructure Aligning to the To abide with Internal Review of Internal Review and Systems infrastructure the rules and CIS CIS Team and systems of policies of Short courses UniFiji UniFiji Submissions of new and New program through Programs PPDC/Senate developed CIS Programs

All other via the FHEC Approval Senate completed

Expected Outcome: 1. More knowledgeable with the infrastructure and systems of UniFiji 2. Internal Review completed 3. No. of new course approved

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4. Increase in number of students 5. Additional staff on board

Governance & Increasing To promote CIS Aggressive Increase in no. Students Financial participation in as the only Marketing of students Stability income Centre of Increase in no. generated iTauke i Studies of courses CIS Team activities in Fiji Expected Outcome: 1. Have 15 and more numbers in all ITK classes 2. CIS to be financially stable 3. Suva campus teaching to be fully operational 4. A Part Time coordinator in Suva campus 5. Distance and Flexible learning

Risk Recognizing To enhance the Addressing OHS guidelines CIS/ Management risk understanding Occupational Health at the work Management management of social & Safety (OHS) issues settings at the work responsibilities place settings to abide with Training on UniFiji Workman /Industrial No. of trainings guidelines relation rights conducted

Work with the wider school in staff training and development

Expected Outcome: 1. More Knowledgeable members of staff 2. Increase understanding of Industrial relations and OHS issues

Accountability Enhancing To improve the Documenting and Transparent CIS Team Framework knowledge of accountability acquitting all expenses statement of accountability processes accounts within the Report writing Clear reporting school systems Expected Outcome: 1. Transparency and good governance in all areas of documentation and reporting

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Marketing Plan 2017 Time Event Budget Details Person What will we (Sponsored responsible? achieve? or Uni Budget) 2017 Coral Coast/ Uni Budget Allowance CIS Team Increased May 22nd – Roko Tui Allowance & Kava awareness 26th Nadroga – $50ea Staff Increased in Navosa $80 Kava Team numbers Study (Community (2 CIS Community Break Outreach) =$180 lecturers & networking & Sigatoka interested engagement Methodist staff ) May 22nd – Assistant Roko Ba Uni Budget Allowance CIS Team Increased th 26 (Nadi) & Kava awareness (Community $50ea Staff Outreach) $80 Kava Team Increased in SVC/SSKMC (2 CIS numbers =$180 lecturers & interested Community staff ) networking & engagement

May 22nd – Roko Tui Ba Uni Budget Allowance CIS Team Increased 26th (Rogorogoivuda & Kava awareness Hs) $50ea Staff Increased in (Community $80 Kava Team numbers Outreach) (2 CIS Community Natabua/ Centra =$180 lecturers & networking & College (Lautoka) interested engagement Xavier (Ba) staff ) Tavua College (Ba) May 22nd – Roko Tui Tailevu Uni Budget Allowance CIS Team Increased 26th (Community & Kava awareness Outreach) $50ea Staff Team Increased in Vunimono High $80 Kava (2 CIS numbers School lecturers & Community LMS /Sila Central =$180 interested networking & (Nausori) staff ) engagement

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May 22nd – Roko Tui Serua- Uni Budget Allowance CIS Team Increased 26th Namosi & Kava awareness (Community $50ea Staff Team Increased in Outreach) $80 Kava (2 CIS numbers (Lomeri Secondary lecturers & Community School) =$180 interested networking & staff ) engagement

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CIS Short & Long Term Doables, 2017 CIS Short –Term Doables, 2017

Target:

1. Increase CIS market 2. Improve retention rate and capture current market 3. Aggressive marketing – that we exist, what we offer, our specialty areas, and we are ready to serve

Short Term Activities Staff Timeline Responsible Community awareness program in villages in the AT/SR May 22 nd – 26th Western division Expected Outcome: 1. Aggressive marketing to iTaukei communities 2. On site applications 3. Increased awareness and numbers Create meetings with government ministries, LK May 2017 Provincial councils and civil society organization Expected Outcome: 1. Linking and Networking 2. Institutional strengthening & capacity building Establish an inventory of new & continuing AA/SAS/UG On going students and graduates Expected Outcome: 1. Enhance our relationship with past students Launch an Alumni network for students and SR/AT June, 2017 teachers Expected Outcome: 1. A way of measuring our growth 2. Form of evaluation – impact, process, outcomes of CIS

Staff and students welcome event AT/SR Mar, 2017 Expected Outcome: 1. Rapport building and bonding 2. Promote retention Staff retreat LK Dec , 2017 Expected Outcome: 1. Relieve stress and burn outs 2. Opportunity to visualize the way forward 3. Create strong team bon

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CIS Long – Term Doables, 2017

Long Term Activities Staff Timeline Responsible CIS expansion into 4 departments: 1. Language & Literature UG Upon discussions 2. Expressive & Creative Arts, SR with VC 3. Traditional Ecological Knowledge & AT Conservation Management LK 4. Indigenous Research / Property Rights/ Natural Resource Management & Indigenous Health) Expected Outcome: 1. Will foster the growth of CIS 2. Will capture all areas of indigenous culture, values, beliefs and practices CIS Publications (“Na Kauwai” – We Care) VC/LK 2017

Expected Outcome: 1. Enhance writing and publication skills 2. Promote more research 3. Documentation of legends, history, stories, genealogy, space and time.

Establishment of CIS Advisory Board. VC/LK 2017

Expected Outcome: 1. Assist to provide think tanks to CIS Way- forward 2. Provide linking pin to other agencies 3. Elderly guide and advise as typical in the iTauke i culture Exchange program with indigenous centers, local & VC/LK On going international

Expected Outcome: 1. Promote interaction with other Indigenous people around the world 2. Link with Indigenous People’s Network 3. Funding prospects with International Agencies Students Overseas Attachment & exchange VC/LK Ongoing programs (Maori, Indigenous Hawaiians, Canadians, Caribbean) Expected Outcome: 1. Added value to CIS program

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2. Opportunity for learning from other cultures 3. Creating diversity Collaborative research with other native centers LK 2017 (Dr. Franco from Massey Uni; Dr. Alumita Durutalo from Uni. of Otago & Prof. Adrian from Memorial Uni; Canada). Expected Outcome: 1. Promote academic research and publications 2. Recognizing indigenous culture and practices Facilitating Community Workshop / Short Training LK 2017 on Food Preservation, Traditional Cooking Ongoing with Methods, Traditional Coping Mechanisms for university process Climate change & Disaster Risk Management Expected Outcome: 1. Promote revitalizations of these traditional knowledge 2. Income generating initiatives for UoF Post – Graduate programs : LK 1. PG iTaukei Literature Team 2. PG Traditional Ecological Knowledge & Resource MGT). Promoting interdisciplinary teaching with SOL, SOBE & UPSM Expected Outcome: 1. Career path for our students 2. Expansion of CIS Host Indigenous Peoples conference Dec 2017

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CIS Academic Workload (Semester 1)

Lecturer Saweni Campus Suva Campus Students Students Dr. Kuridrani ITK302 16 ITK302 6 ITK309 10 ITK309 10 ITK111 (co-teach)

ITK300 (Flexi) 30 ITK309 30 Ms. Rokuta ITK101 76 ITK101 34 ITK204 23 Ms. Tuilevuka ITKF11 15 ITKF11 4 ITK111 56 ITK111 5 MECT104 82 ITK307 (Flexi) 45 Mr. Gaunavou ITK201 20 ITK201 2 ITK301 5 ITK301 1 ITK304 (Flexi) 45 CIS Peer Review Semester 1, 2017

Week Reviewer Reviewed Day Time Class Room Week 5 Dr. Kuridrani Ms. Salome Thursday 1pm – ITK204 B202 2pm Dr. Kuridrani Ms. Amelia Tuesday 2pm – ITK111 B200/1 3pm Dr. Kuridrani Mr. Usaia Tuesday 3pm – ITK301 B202 4pm Week 10 Dr. Kuridrani Ms. Salome Tuesday 4pm - ITK101 F001 5pm Dr. Kuridrani Ms. Amelia Tuesday 10am – ITKF11 B202 11am Dr. Kuridrani Mr. Usaia Thursday 12pm – ITK201 B202 1pm

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CIS Semester 1 Projected Income

Saweni Campus Income Number of Course Students Fees ITKF11 15 $320 $ 4,800.00 ITK101 76 $320 $ 24,320.00 ITK111 56 $320 $ 17,920.00 ITK201 20 $380 $ 7,600.00 ITK204 23 $380 $ 8,740.00 ITK301 5 $550 $ 2,750.00 ITK302 16 $550 $ 8,800.00 ITK309 10 $550 $ 5,500.00 $ 80,430.00 Saweni Campus Total Fees Suva Campus Inflow

Number of Course Students Fees ITK101 34 $320 ITKF11 4 $320 ITK111 5 $320 ITK201 2 $380 ITK301 1 $550 ITK302 6 $550 ITK309 10 $550 Suva campus Total Fees $ 20,480.00 Expected Course Students Fees ITK300 30 $ 550.00 $ 16,500.00 ITK307 45 $ 550.00 $ 24,750.00 ITK307 45 $ 550.00 $ 24,750.00 Flexi course Total Inflow $ 66,000.00 $ 170,300.00 Total Fees for Semester 1, 2017

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Less Variable Expenses

Staff Week Perdium Total Ms. Amelia Week 2 (25/2) Week 6 (25/3) Week 12 (6/5) 3 $557 $ 1,671.00 Dr. Kuridrani Week 2 (25/2) Week 6 (25/3) Week 12 (6/5) 3 $557 $ 1,671.00 Ms. Salome Week 3 (3/3) Week 10 (22/4) Week 14 (20/5) 3 $557 $ 1,671.00 Flexi Travel: ITK300 10 days $557 $ 3770.00 ITK307 10 days $557 $ 3770.00 ITK304 10 days $557 $ 3770.00 $ 16,323.00 Total Travel Expenses Marketing Expenses Village Visit: Allowance + Kava offering $1000 5 visits * $180 = $900 + $100 (contingency) $ 17,323.00 Total Variable Expenses

Semester 1Total Fees Variable Expenses - $ 170,300.00 $ 17,323.00

Semester= 1 Projected Income $ 152,977.00

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Appendix Student Profile Form Course Outlines: ITKF11 ITKF12 ITK101 ITK102 ITK111 ITK201 ITK202 ITK203 ITK204 ITK205 ITK300 ITK301 ITK302 ITK303 ITK304 ITK305 ITK306 ITK307 ITK308 ITK309 ITK310 MECT104

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITKF11 iTaukei Foundation Studies 1 Semester 1- 2017

Department: Center of iTauke i Studies Credit Points (CP): 15 Level: Foundation Prerequisite: FSLC iTaukei Language or equivalent Delivery mode: Face to face Lectures: 3hrs/wk Tutorials: 1hr/wk Continuous Assessment: 60% Final Examination: 40%

Course Coordinator(s): Amelia Tuilevuka Tutor: Amelia Tuilevuka Student Learning Support Consultation: Mondays, Wednesdays, Fridays (11-12:oopm and 3:00 -4.00pm)

Associated Staff

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

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ITK FII is based on the Fiji Seventh Form Fijian Prescription. It is designed for students who may wish to undertake further studies in the language at degree level or in other tertiary institutions. It seeks to extend student’s communications skIlls in Fijian, as well as enhancing their knowledge, understanding and appreciation of Fijian culture. A theme approach is taken in the course so that students’ activities will be linked to a central theme for better integration of the four language skills

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to: CLO #1 Present project structure & content in context and approved standard CLO #2 Listen , & record speeches, debates, talks in cultural context CLO #3 Express and present freely in iTaukei and expel innovative expressions in social gatherings CLO #4 Present family tree chart clearly and creatively and show deep appreciation for family roots and migration CLO #5 Demonstrate respect for kinship relationships and village bi-laws rules and regulations CLO #6 Show appreciation in the safeguarding of iTauke i cultural identity and heritage CLO #7 Demonstrate appreciation for tertiary education and respect for the institutions CLO #8 Demonstrate advance knowledge of traditional reconciliation process of bulubulu and innovations CLO #9 Clearly demonstrate the significance of village meetings and preserving traditional ecological knowledge CLO #10 Innovate traditional knowledge to support development and recognize commitment to explore opportunities extended towards climate change advocacy C LO #11 Clearly demonstrate respect for healthy living through healthy diet and climate change advocacy CLO #12 Clearly create respect and awareness on traditional medicine to supplement the high cost of living and the minimum use of chemical drugs.

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4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Week Start Topic Assignment Course Date Learning Outcomes 1 13/02 WELCOME AND COURSE ORIENTATION Assignment 1: Cakacaka Lavaki Student Retention: Motivation for iTaukei CLO #1 students Vakarautaka edua na ivolatukutuku me vakamacalataki kina na CLO #2 Discuss the importance of Devine Guidance and veiulutaga ni veikidavaki oqo. Sovereignty. CLO #3 i. Cerevi Proverbs 4:13 “Your Education in your life. Guard CLO #7 it well” iii. Kau mata ni gone

John 15: 5 “I am the vine, and you are the branches. iii. Cara sala Those who remain in me, and I in them, will bear B. Mo vola na – much fruit; for you can do nothing without me. i. Ikau (introduction), Jeremaiah 29:11 “ I alone know the plans I have for you, plans to bring you prosperity and not disaster, ii. Ituvatuva (content) plans to bring about the future you hope for.[a” iii. Lewe ni tukutuku se ivakamacala ni Course overview and the expectations. Introduction veiqaravi vakavanua kei na veitarataravi on themes, welcome ni veiqaraqaravi e caka

Student introduces him/her iv. me dua na vosa vakaturaga ni sevusevu mv. “ Vakaturaga saka i….” Discuss Course Outline, assessment, policy and timelines.

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v. Na ivurevure ni itukutuku

2 20/02 WELCOME CEREMONIES Me dua na kena waqa e tuba me tali vakamaqosa ka rairai totoka Discuss traditional welcome ceremonies; order of (Presentable cover page) CLO #2 presentations, meaning and significance. Assign 1 Due date: 10/3/17 CLO #3 Discuss the techniques of Expository Writing CLO #4 Tutorial – Expository writing- Write an expository essay on the following topics: qalowaqa, qaloqalovi, CLO #5 sevusevu, yaqona vakaturaga.

Discuss Other welcome ceremonies involved during social interactions amongst families and the communities eg “Cerevi” of a new boat or car/ Welcoming a first born child (sucu ni gone) and to his/her mother’s village (Kau ni Mata ni Gone), Carasala ( Going back to one’s roots i.e. father’s family)

3 27/02 WELCOME CEREMONIES & SPEECHES

st Varieties of iTaukei welcome speech in church, 21 CLO #2 birthday celebrations or in workplace, village meetings etc CLO #3

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Traditional welcome speech in the isevusevu or in CLO #4 meetings CLO #5 Discuss varieties of welcome speech and traditional presentations

20 na wiliwili vakaViti

4 06/03

KINSHIP SYSTEM Assignment 2 Four generations of CLO 4 “Family Tree” – Na vunikau ni kawa: Kinship relationship- titles used for respect within a CLO 5 nuclear and extended families. i. Me tolu na ituvatuva ni itabatamata e muri mo vola CLO 6 Individual Presentations- the student’s kinship ties mai from the father’s and mother’s sides – paternal and ii. Mo vola mai na itukutuku ni maternal ties. Studies of the connections made veitosoyaki kei na yavu e between the “vanuas” tekivu mai kina nomu kawa ka yacova mai na gauna nikua. (migration history)

Iii. Vola tukutukutaka na veika ko 5 13/03 KINSHIP SYSTEM vulica mai kina.

The cultural manners of interactions amongst all Assign. 2 Due date: 17/4/17 CLO 4 relatives e.g. respect, sharing and caring, obligatory and reciprocal interactions to maintain and uphold CLO 5 kinship ties. CLO 6 Collaborative work – work or event to show an obligatory action done collectively to achieve a

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common goal.

-working together to plant yams/cassava/dalo/sugar cane or describing the occasion when she/he was taken for the first time to the mother’s village. ( Koro ni Vasu)

Discussion and presentation in groups

on kinship relationships and the vanua & inspirations

Na itutu vakavanua kei na kenai tavi: mataqali Turaga (Liuliu ni yavusa); mataqali matanivanua (Tunimata); Bati Leka/Bati Balavu(Masau); mataqali Bete (Bete); mataqali Mataisau (Daulevu); mataqali Gonedau (Tunidau)

6 20/03 KINSHIP SYSTEM CLO 4 Comprehension: Na Veiwekani Vakavanua. The extension of kinship to include the other extended CLO 5 families and clan (Vanua)- Veitauvutaki, Veitabani, Veimataki , Veibatiki. CLO 6

20 na Vosavosa vakaViti

7 27/03 CRIME, PUNISHMENT & VILLAGE BI-LAWS

Unacceptable behaviors in the village or vanua- Group meeting/ discussion on ‘Social CLO 5

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Significance of non-performance: Issues and resolutions” in villages CLO 6

 failure to carry out any delegated responsibilities - Grp. ppt presentation CLO 8 from the village (koro), tikina (district) or provincial councils Veiwaseitaka ena nomudou iwasewase

unacceptable behavior that damages any kinship and i. na veileqa e sotavi tu ena noda village relationships and reputation veikoro, yasana, vuvale, itikotiko ni veivakavaletaki, matanitu, kei na kena e Punishments &Solutions: Council meeting decision tarai vuravura kei na kenai wali & ii. vakamacalataka eso na iwalewale ni Traditional bulubulu (reconciliation) kena wali na leqa ena veivanua eso ka vakamacalataki toka ecake. The significance of being apologetic, remorseful and showing regret a) na kena qaravi na veivosoti: - vakalawa --- The importance of acceptance, forgiveness and - vakavanua giving a second chance (Matanigasau, Bulubulu) -vakalotu - vakavuvale (me rawa kina na tubu) 8 03/04 Mid Semester Break

9 10/04 WEEK 9 CRIME & PUNISHMENT

Traditional customs on elopement and cultural CLO 5 resolute for forgiveness. CLO 6 Current criminal activities involving kinship- incest, village rapes, stealing of crops, animals and goods CLO 8

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Solutions to these problems-strengthening the kinship ties CLO 9

- communal gatherings for social and family obligations

- Collaboration and working together to meet an individual family’s need and social obligations e.g. birth of a baby, wedding preparations, welcoming

and sending off someone etc

- Communal meetings of all families within the mataqali to discuss solutions to these issues and aim to bridge gaps between younger generation to get to know each other well , strengthen relationship and safeguard culture and tradition.

Na vula vaka-Viti

10 17/04 CRIME AND PUNISHMENT Assignment 3 – Crime and Comprehension- Na Gauna, Na Gauna- Ni ra Moce, Punishment CLO 5 Au Yadra! Ni Ra Yadra, Au Moce ! Present a power point presentation on CLO 6 Varieties of Fijian- Asking for forgiveness: The a minute of the meeting that had been presentations of Yaqona as a “Matanigasau” or the conducted which discusses some of the CLO 8

presentation of a tabua as a “Bulubulu”. recommendations on how to improve CLO 9 - Counseling a wrongdoer healthy living, economical standing and minimize crime in the villages under the theme:: “Alleviating Poverty and Minimizing Crime through Panel Discussion/Group participation Due Date:

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30/4 Collaboration into small business eco- tourism scheme and time management.

Conclude on “How to achieve this venture”.

Assignment 3: Due date: 28/4

11 24/04

DIET, HEALTH AND TRADITIONAL CLO 10 COOKING METHODS CLO 11 CLO 12  a balanced Fijian traditional diet- fish, cassava/uto/dalo/kumala,dalo leaves or bele

 Traditional cooking methods –Lovo,smoked fish,kokoda,etc

 Deserts using cassava, vudi, bananas and other local fruits

 Health consciousness in the cooking area/ bathroom facilities/ rubbish area

 Preservation of both raw and cooked food.

 Caution when buying foodstuff from the shops- expiry dates etc

 Benefits of maintaining the Food Culture- exercise, income,health reasons, maintaining identity

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etc

12 01/05 DIET HEALTH AND TRADITIONAL MEDICINE - Assignment 4 - Sickness and medical ill-health caused CLO 10 Diet Health Exercise through lifestyles - Discuss the following diabetes, cardiac CLO 11 Prepare a manual on problems, cancer, mental problems, CLO 12 Chapter 1 - The significance of proper malnut rition etc diet, and exercise. Food poisoning esp. fish during the Balolo season ( October- December) Chapter 2 - Discuss environmentally health tips on cooking, gathering of food and disposal methods,

Causes and preventative measures. Traditional Chapter 3 - Include at least 3 herbal medicine,less use of food items like fatty mutton medicine together with its method of chops, too much sugar or salt in the food , avoiding mixture and application to which eating some fish during the Balolo Season- “damu, sickness ogo, donu etc” Chapter 4 – Environment friendly acts Signs of a healthy person- happiness, peace of mind, participation in robust activities etc How does proper food disposal, traditional food cooking and gathering methods, and herbal medicine control the adverse effect of climate change

REFERENCE: Reference must be

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included.

13 08/05 Assignment 4

SUBSISTENCE FARMING, LIFESTYLE & Due: 19/5/17 CLO 10 CLIMATE CHANGE CLO 11 Daily Healthy lifestyles and behaviour – healthy habits through hobbies like gardening, planting, CLO 12 diving for kai or fish or seaslugs, swimming, walking or hiking

How to avoid being obese ( Obesity), diabetic, anaemic etc

Traditional cooking methods: using fish, coconuts, rourou or bele or ota, kumala or uto and to include a Fijian desert like vakalolo- sivaro maca or lote

Current acceptance of western foods and lifestyles, are some factors affecting health, poverty, laxity, laziness and other diverse habitual actions.

e.g. Watching TV and having snacks and juice

Going for takeaways- burgers and fries/ fish and chips/ coke and snacks

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Cigarette smoking ;alcohol drinking/ Drugs etc

14 15/05 WEEK 14 ENVIRONMENTAL ISSUES AND CLIMATE CHANGE CLO 10 Current acceptance of western Foods and

lifestyles are some factors affecting health, poverty, CLO 11 laxity, laziness and other diverse habitual actions CLO 12 which culminate into long term effects of climate change

Group discussions and presentations on the above topics

Student group activities on the topic:

Climate change and its adverse effects on the environment due to

- a) Consumers and food items bought from shops - b) mismanagement of resources - c) food production methods

15 22/05

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16 29/05 17 & 05/6 – 18 12/6

5. 0 ASSESSMENT TASKS

Assessment task Length Weight Mark Due date

Assignmentt 1 (Cakacaka Lavaki I): 4 wks 15% 15% 10/3/17 Vakarautaka edua na ivolatukutuku me (wk 4) vakamacalataki kina na veiulutaga ni veikidavaki oqo.

i. Cerevi ii. Kau mata ni gone iii. Cara sala

B. Mo vola na – i. Ikau (introduction); ii. Ituvatuva (t/content); iii. Lewe ni tukutuku se

Page 13 of 24 ivakamacala ni veiqaravi vakavanua kei na veitarataravi ni veiqaraqaravi e caka (content) ;

iv. me dua na vosa vakaturaga ni sevusevu mv. “ Vakaturaga saka i….” ;

iv. Na ivurevure ni itukutuku

Assignment 2: (C/Lavaki 2) Four 4wks 15% 15% 7/4/17 generations of “Family Tree” – Na vunikau (wk 8) ni kawa: i. Me va na ituvatuva ni tabatamata ena nomu vunikau ni kawa (family tree) mo vola mai: ii. Mo vola mai na itukutuku ni veitosoyaki kei na yavu e tekivu mai kina nomu kawa ka yacova mai na gauna nikua. (Migration History)

Iii. Vola tukutukutaka na veika ko vulica mai kina.

Assignment 3 (C/Lavaki 3) 3wks 15% 15% 28/4/17 (wk 11) Vakarautaka edua na vosa en appt. me baleta na macala ni bose sa qaravi oti ka veivosakitaki kina na gaunisala me muri kei na cakacaka me qaravi ena veivakatorocaketaki vaqo – a) tiko bulabula b) rawa-ka vakailavo c)

Page 14 of 24 vakalailaitaki ni basulawa ena kena vakaduri na bisinisi lalai ena veiotela

Present a Power point Presentation on a minute of the meeting that had been conducted which discusses some of the recommendations on how to improve healthy living, economical standing and minimize crime in the villages under the theme:: “Alleviating Poverty and Minimizing Crime through Collaboration into small business eco-tourism scheme and time management.

Conclude on “How to achieve this venture”.

Assessment 4: Assignment 4 (C/Lavaki 4) 4 wks 15% 15% 19/5 (wk 14) Diet Health Exercise

Prepare a manual on

Chapter 1 - The significance of proper diet, and exercise.

Chapter 2 - Discuss environmentally health tips on cooking, gathering of food and disposal methods,

Chapter 3 - Include at least 3 herbal medicine together with its method of mixture and

Page 15 of 24 application to which sickness

Chapter 4 – Environment friendly acts

How does proper food disposal, traditional food cooking and gathering methods, and herbal medicine control the adverse effect of climate change. Reference must be included.

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Assignment Assignment Power point Assignment F/ Exam Learning 1 2 presentation 4 Outcome CLO #1 CLO #2 CLO #3 CLO #4 CLO #5 CLO #6 CLO #7 CLO #8 CLO #9 CLO #10

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CLO #11 CLO #12

Note: The colours represent the CLO for the respective AM

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions:

Learning Activity Weeks Hours per Total Hours per Semester Credit Points Week Lecture 14 1 14 0.93 Tutorial 14 2 28 1.87 Presentation & Discussion 14 1 14 0.93 Self Tutorial, Preparation, Research & Assignments 169 11.27 Total 225 15

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C. Nabobo-baba U (2006), Knowing & Learning - an indigenous Fijian approach: a study on the people of Vugalei on VitiLevu in the Kubuna confederacy, IPS Publication, USP, Suva. D. Ravuvu, A (1992), Culture and Traditions: Implications for modern nations building In ------(1987) The Fijian Ethos, Institute of Pacific Studies, USP, Suva. ------(1983) VakaiTaukei, the Fijian Way of Life. Suva, Institute of Pacific Studies, University of the South Pacific (USP). 1. E. Tuwere, I (1997), In the Church-State Relation in Fiji. In B.V. Lal and T.R. Vakatora (eds), Fiji in Transition, pp.44-52. Suva: School of Social and Economic Development, University of the South Pacific. Wainimate (2000), Traditional Medicine in Fiji, Traditional Healers Association report, Suva, unpublished. ------(1997). Nai Vola ni WaiVakaViti, Institute of Pacific Studies, USP, Suva. Wainimate (2000), Traditional Medicine in Fiji, Traditional Healers Association report, Suva, unpublished. F. Walsh, C. (2006). Fiji: An Encyclopaedic Atlas. Centre of Development Study, USP: Suva

8.0 ONLINE SUPPORT

Resources in the form of lecture notes, tutorials, course outline, background material, various user guides, practice tests, sample code, data files and weekly quizzes will be made available through the Moodle website (http://elearning.unifiji.ac.fj/moodle/).

9.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Item Due Date Weight (%) Assignment 1 Week 4 15

Assignment 2 Week 8 15

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Ppt Presentations Week 11 15 Assignment 3

Assignment 4 Week 14 15

Weekly Continuous 14 Tutorials/participation

Total course work 60% Examination 40%

Total 100%

Assessment: Assessments will test the material covered up to that point. Details about the test will be given out in lectures prior to the test.

Tutorials: Each tutorial involves exercises that you should discuss, elaborate and present on. Tutorial exercises will be worked through during the tutorial, under the guidance of the tutor. You will be given marks for your participation in tutorial classes. Participation in this context means active interaction in tutorial classes with regular attendance. You may also be given assigned tasks in groups or individually during tutorial sessions

Assignment: Assignments will be posted on moodle prior to the due date. You are required to carry out ample research and write the assignments following the guidelines discussed in lectures.

Presentation: Students will be required to give a group power point presentation. Students have to choose their own group topic and discuss this with their tutor before presenting in class. The presentation guideline discussed in the lecture will have to be followed. Each presentation will be followed by a discussion session where other students have to participate and analyze the presentation.

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Students must hand in their coursework by the due date. If they have not completed it, they should hand in what they have done till the due date.

Late Submission: After the due date ½ mark will be deducted /day until the 5th day. No other submissions will be received thereafter; unless upon validated evidence then extension would be reconsidered for revision.

10.0 GRADING SYSTEM

The use of alphabets as means of a grading system has been in existence over many decades. In order to make the grading system consistent at the University of Fiji the following structure will be implemented from this semester.

Grade Meaning Marks A+ Superior far exceeds average understanding as evidenced in course 85+ work and goes significantly beyond the basics. A Excellent, exceeds average understanding as evidenced in course 80 - 84 work and goes well beyond the basics. B+ Far above average, meets or exceeds average understanding as 75 - 79 evidenced in course work and fully understands the basics and goes somewhat beyond that level. B Far above average, fully meets average understanding as evidenced 65 - 74 in course work and fully understands the basics and can deal with concepts somewhat beyond that level. C+ Just above average, fully meets expectations for basic 60 - 64 understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level. C Average, meets minimum expectations and satisfies course 50 - 59 requirements. D Fails to meet minimum expectations in understanding and course 40 -49

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work as evidenced by performance and submission of graded elements. E Well below the minimum standards. This is when one gets a mark 0 - 39 of less than 40%. It represents lack of effort/interest. It is a cause for deep concern

11.0 WITHDRAWAL FROM COURSE

Students who wish to withdraw from courses for which they do not wish to be assessed must inform the Registrar on the prescribed from, by the second Friday of the Semester in which case the fees for those courses shall be refunded in full. Each week of delay after this will incur a penalty of 25% of the fee. No fee would be refunded after the fifth Friday of the semester. The final date of withdrawal is the first Friday after the mid-semester break. Students who withdraw after the deadline stated above shall be charged full fees. Students who withdraw from courses during the semester shall be recorded as having withdrawn from that course and their names shall be removed from the course lists. Students who do not formally withdraw from a course but cease attending classes or doing exams shall be recorded as having failed the course. Getting a failed grade will also affect the GPA (refer to University Calendar)

12.0 REFERENCING GUIDELINES Use Harvard Referencing Style for this Course. Please ensure that all assessment Items submitted are properly referenced. All assessment items should have references. Failure to provide references would result in disciplinary action under the University’s Plagiarism and Dishonest Practice Regulations.

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

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and/or copies of the plagiarized sources. c) The student will be notified by the Head of School and issued with an official letter stating the allegations and giving him/her the opportunity to present his/her case. d) If the Dean is satisfied that the student has engaged unknowingly in such behaviours, he/she may implement a penalty according to the provisions of (c) above.

Cheating

Every effort must be made to ensure that an acceptable test, examination and assessment environment is provided for such tasks. A student who is found in breach of the rules and regulations of the assessment task assigned shall be answerable initially to the coordinator of the course. The supervisor of the activity shall remove the student from the assessment task at the point of discovery and make a written complaint to the coordinator of the course.

Mandatory use of Turnitin – plagiarism detection software

1. Students are required to submit all written work through Turnitin via MOODLE online to check their work for originality and to ensure that appropriate referencing and citation is used. Turnitin currently accepts the following file types for upload: • Microsoft Word™ (DOC and DOCX),

All Turnitin reports will be reviewed. A score of 10% or more on Turnitin will trigger a discussion between the course coordinator and student with consequences if plagiarism is proven. In some cases work with a score of 10% or less can still contain significantly plagiarized content e.g. 5% from one source, to which penalties will apply if proven. For more information please visit http://www.UniFiji.ac.fj/index.php?id=2838

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b) The requirement by the Head of School that the student complete further work, or repeat work, for the course; c) Deprivation of credit for a course, or for a component of assessment of the course, to which the academic misconduct relates, by the respective Deans; and d) Cancellation of any previously-credited pass in a course associated with the offence, by the respective Deans. iii. Significant and repeat offences will be referred to the University’s Student Discipline Committee, which can: a) Impose a fine not exceeding $500FJD b) Prohibit the student from using any of the University’s library and computing network facilities for a period not exceeding twenty-eight days; c) Recommend to the Vice-Chancellor that a student’s enrolment be suspended for any period and on terms considered necessary by the committee; and d) Recommend to the Vice-Chancellor that the student’s enrolment be terminated, i.e. expulsion from the University.

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp-content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

. Admission, Enrolment, Withdrawal and Auditing Regulations . Credit Point System at UniFiji . Admission Regulations . Programme Regulations . Assessment Regulations . Cross Credit Regulations . Unsatisfactory Progress Regulations . Conduct of Examination Regulations . Relief of Hardship Regulations . Plagiarism and Dishonest Practice . Library Information and Regulations

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. Information and Communications Technology (ICT) Policy

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITKF12 Foundation iTaukei Semester 2, 2016 Language II

Center: Center for iTaukei Studies Credit Points (CP): 15 Level: 100 Prerequisite: FSLC iTaukei Language or equivalent Delivery mode: Face to face Lectures: 3hrs/wk Tutorials: 1hr/wk Practical: Continuous Assessment: 50% Final Examination: 50%

______

Associated Staff Course Coordinator(s): Tutor(s) Amelia Tuilevuka Amelia Tuilevuka

Student Learning Support Email: [email protected] Phone: 6640600 Ext: 121 Consultation: Monday, Wednesday, Friday 2.00pm 4.00pm

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

ITKFII is based on Year 13 Fijian Prescription. It is designed for students who may wish to undertake further studies in the language at degree level or in other tertiary institutions. It seeks to extend student’s communication skills in Fijian, as well as enhancing their knowledge, understanding and appreciation of Fijian culture. A theme approach is taken in the course so that students’ activities will be linked to a central theme for better integration of the four language skills: listening, speaking, reading and writing.

3.0 COURSE LEARNING OUTCOMES (CLO)

Page 1 of 10

On successful completion of this unit students should be able to: CLO #1 Demonstrate ability to present assignment and project structure clearly with quality content that targets the theme. CLO #2 Demonstrate respect for Fijian leaders and their contribution towards the nation’s economic development CLO #3 Demonstrate advance knowledge of cultural and traditional innovations in eco- tourism. CLO #4 Demonstrate understanding and respect for the diverse culture and economic efficiency and visions about Fiji . CLO #5 Demonstrate the ability to express oral and written language articulately and innovatively CLO #6 Clearly demonstrate the significance of understanding land tenure and property rights CLO #7 Clearly display innovative traditional knowledge and practices to support development, employment and business enterprise CLO #8 Demonstrate clear recognition of commitment to explore opportunities for economic performance extended within a common interest and strength in iTaukei culture. CLO #9 Clearly demonstrate the importance of a secure family platform and respect for culture in this modernization CLO #10 Clearly demonstrate ability to create respect and awareness on sustainability of language, culture and tradition CLO #11 Demonstrate clearly the significance of Religion in culture and society CLO #12 Adopt and understand the Harvard referencing system correctly in all course activities and tasks

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Wk Start Topic Tbk Assignment CLO Date Rdgs

1 18/7 Famous iTaukei People – e.g. A. B. Assignment 1 - CLO Ratu Sir Vanayaliyali Sukuna, Dr. C. D Presentation – Due week #1, 2, 3 Rusiate Nayacakalou, Ratu Sir 4-6 & 11 Kamisese Mara, S.M. Koya, A.D

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Patel, etc. Research (in pairs) any of the famous statesman and great chiefs or other iconic leaders who have 2 25/7 Iconic / Prominent Fijian Leaders A. B. contributed significantly to - CLO How did they contribute as past C. D the development of the #1, 2, 3 leaders, to the Fiji government or nation & 11 nation Identify his/her political 3 01/8 Iconic / Prominent Fijian Leaders A. B. strengths and weaknesses - CLO Their family background, education, C. D from a student’s point of #1, 2, 3 achievements. view. Group discussion & 11 (Tutorial 1)

Each pair of students is to pick an iconic leader and present a power point presentation on research conducted. 4 08/8 Economic Performance / Eco- A, D, Assignment 2 CLO #1, Tourism E, F, Land Tenure, Land Use 2, 3, 4, 5, G and Property Rights. 11. . Due: wk 9 5 15/8 Economic Efficiency and Property A, D, Group discussion on CLO #2, Rights E, F, Economic Efficiency: Eco- 3, 4, 5 & G Tourism (ppt Presentation) 11 (Tutorial 2) 6 22/8 Property Rights and Land Tenure A, D, Group discussion on CLO #2, E, F, ‘Property rights 3, 4, 5 G (ppt Presentation) &11 (Tutorial 3) 7 29/8 A, D, Group ppt presentation CLO # Land Tenure Institutions E, F, (Tutorial 4) 5, 6, 7 & G 8

8 06/04 MID – SEMESTER BREAK 9 12/9 Land Tenure and Land Use A, D, CLO #1, E, F, 5, 6, 7 & G 8

10 19/9 Culture & Eco-Tourism / Sports A. B. Assignment 3 - Project CLO #1, Entertainment and Business C. D Present a proposal on a 5, 6, 7 & project on 8 Research on different eco-tourism Eco- Tourism / Sports agencies. Entertainment Business What is involved in their different enterprise/ how their business operate. Due wk 12

11 17/10 A. B. CLO #8,

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Family, Religion & Culture C. Assignment 4 9, & 10, D.E Topic: iTaukei Education 11 Attainment Data analysis

Due wk 14 12 26/9 A. B. Education System and Taukei C. Discuss updated research students D.E data on Fiji education – iTaukei students - Discussion on issues and how to attainment in FSLC address the issues. From the students perspectives Critical evaluation of Questionnaires to be filled and data analyzed. (Tutorial 5) 13 03/10 Discuss different views, A. B. Collect data, tabulate CLO #8, C. and present analysis 9, & 10 D.E (Tutorial 6)

14 11/10 Parental – child relationship to A. B. Discuss and write up CLO #8, adolescent C. (300words) 9, & 10 The influence of Westernization in D.E (Tutorial 7) education

15 24/10 Reviews of Examination & instructions 16 31/11 Study break 17 07/11 Examination & 18

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Assignment 1 Assignment 2 Assignment 3 Ppt Presentation Learning Outcome CLO #1 CLO #2 CLO #3 CLO #4 CLO #5 CLO #6

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CLO #7 CLO #8 CLO #9 CLO #10 CLO #11

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions:

Learning Activity Weeks Hours per Total Hours per Semester Credit Points Week Lectures 15 2 30 1.87 Tutorials 14 2 28 2.00 Library research/ Self preparation 14 4 56 4.67 Assignment Write up 4 2 42 2.80 Study Week 1 5 5 0.46 Assignment Marking 2 10 20 1.33 Exam Evaluation & moderation 2 8 16 Seminar Presentation on research 14 2 28 1.87 Total 225 15

7.0 REQUIRED AND RECOMMENDED READING A. Erwins, R. 1998.Changing Their Minds: Traditional & Politics in Contemporary Fiji and Tonga. Christchurch University of Canterbury Ravuvu, A.D. 1983. Vakaitaukei: The Fijian Way of Life. Suva, Institute of Pacific Studies: University of the South Pacific B. Tuwere, I. S. 2002. Vanua: Toward a Fijian Theology of Pace, Suva: University of the South Pacific C. Scarr, D. 1983. The Three Legged Stool. Selected Writings of Ratu Sir Lala Sukuna D. Nayacakalou, R (1985), Fijian Leadership, London: Oxford University Press. ------(1978), Tradition and Change in the Fijian village, South Pacific Social Science Association, Institute of Pacific Studies, USP, Suva.

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E. Raituku A. 2010. Na Nodra Yaco main a Vuda ka ra soko mai ena Kaunitoni, Centre for iTaukei Studies, University of Fiji. F. Nayacakalou, R. Dr. 2010. Na Veiliutaki e Viti. Center for iTaukei Studies, University of the South Pacific. G. Waterhouse, J. 1997. The King and People of Fiji. Pasifika

8.0 ONLINE SUPPORT Resources in the form of lecture notes, tutorials, course outline, background material, various user guides, practice tests, sample code, data files and weekly quizzes will be made available through the Moodle website (http://elearning.unifiji.ac.fj/moodle/).

9.0 ASSESSMENT Means of Assessment Students would be assessed as follows:

Assessment Item Due Date Weight (%) Assignment 1 – Power point presentation Week 6 10

Project 2 Week 9 10

Ppt Presentations Week 11 10

Project 3 Week 14 10

Weekly Tutorials/participation Continuous 10

Total course work 50% Examination 50% Total 100%

Assessment: Assessments will test the material covered up to that point. Details about the test will be given out in lectures prior to the test. Tutorials: Each tutorial involves exercises that you should discuss, elaborate and present on. Tutorial exercises will be worked through during the tutorial, under the guidance of the tutor. You will be given marks for your participation in tutorial classes. Participation in this context means active interaction in tutorial classes with regular attendance. You may also be given assigned tasks in groups or individually during tutorial sessions

Page 6 of 10

Assignment: Assignments will be posted on moodle prior to the due date. You are required to carry out ample research and write the assignments following the guidelines discussed in lectures. Presentation: Students will be required to give a group power point presentation. Students have to choose their own group topic and discuss this with their tutor before presenting in class. The presentation guideline discussed in the lecture will have to be followed. Each presentation will be followed by a discussion session where other students have to participate and analyze the presentation.

Students must hand in their coursework by the due date. If they have not completed it, they should hand in what they have done till the due date.

Late Submission: After the due date no other submissions will be received thereafter; unless upon validated evidence then extension would be reconsidered for revision.

10.0 GRADING SYSTEM

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11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

a) When a marker finds a student of plagiarism or collusion, the piece of academic work MUST be brought to the attention of the course coordinator concerned. b) The course coordinator will endeavour to locate the sources from which this student has plagiarized. If satisfied that the student has plagiarized, the Course Coordinator will collate the evidence of the breach for record purposes and submit the evidence at the earliest opportunity to the respective Deans. It will include a copy of the academic work and a list of sources, page numbers and/or copies of the plagiarized sources. c) The student will be notified by the Head of School and issued with an official letter stating the allegations and giving him/her the opportunity to present his/her case. d) If the Dean is satisfied that the student has engaged unknowingly in such behaviours, he/she may implement a penalty according to the provisions of (c) above.

Cheating

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Mandatory use of Turnitin – plagiarism detection software

Penalties for Academic Misconduct i. Any case of academic misconduct will be reported in writing to the course coordinator, Head of School, and Dean of Faculty. ii. The penalties imposed for proven cases of misconduct vary. Based on the seriousness of the case, the penalties include, but are not limited to: a) A written reprimand of the student from the Head of School; b) The requirement by the Head of School that the student complete further work, or repeat work, for the course; c) Deprivation of credit for a course, or for a component of assessment of the course, to which the academic misconduct relates, by the respective Deans; and d) Cancellation of any previously-credited pass in a course associated with the offence, by the respective Deans. iii. Significant and repeat offences will be referred to the University’s Student Discipline Committee, which can: a) Impose a fine not exceeding $500FJD b) Prohibit the student from using any of the University’s library and computing network facilities for a period not exceeding twenty-eight days; c) Recommend to the Vice-Chancellor that a student’s enrolment be suspended for any period and on terms considered necessary by the committee; and d) Recommend to the Vice-Chancellor that the student’s enrolment be terminated, i.e. expulsion from the University.

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

. Admission, Enrolment, Withdrawal and Auditing Regulations

Page 9 of 10

. Credit Point System at UniFiji . Admission Regulations . Programme Regulations . Assessment Regulations . Cross Credit Regulations . Unsatisfactory Progress Regulations . Conduct of Examination Regulations . Relief of Hardship Regulations . Plagiarism and Dishonest Practice . Library Information and Regulations . Information and Communications Technology (ICT) Policy

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The University of Fiji Course Outline Course Outline

Course Code: ITK101

Course Title: Listening and Speaking iTaukei Language

School

Department Centre for iTaukei Studies

Semester 1, Year 2017

1 1.0 Course And Associated Staff Details School: Centre of iTauke i Studies Department: Under graduate Credit Points (CP): 15 Level: Undergraduate Prerequisite: Year 13 pass or Foundation iTaukei Studies Delivery mode: Face-to-face (Lectures, tutorials) Lectures: 3 hours / week Tutorials: 1hour / week Assessment: 100 %( 50% course work, 50% examination)

Associated Staff:

Position Name Email Consultation Contact Details hours and locations

Course Salome Rokut a [email protected] 1.00-2.00pm 6640600 Ext 150 Convenor Wednesdays 9723061(mobile)

Lecturer Salome Rokut a [email protected] 1.00-2.00pm 6640600 Ext 150 Wednesdays 9723061(mobile)

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE A comparative study of English and iTaukei phonetics . phonology and morphology. The emphasis will be on linguistic features and non-linguistic features to develop an understanding of the form and structure of the iTaukei language for application in its oral and written forms The course is intended to capture the interest of the student learners in developing a sincere concern and enthusiasm to treasure their language as their identity and to sustain its values in all areas of life.The content is aligned to the mission and vision of the Ministry of Education to uphold and sustain the iTaukei language. Students are expected to be actively involved in the entire learning process for ownership of their roles in the iTaukei communities and giving them identity and stability of the social structure of living together and sharing the social responsibiltites.

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3.0 COURSE LEARNING OUTCOMES (CLO) At the successful completion of this course you (the student) should be able to: CLO#1 appreciate the importance of knowing that the itaukei language plays a significant role in the lives of iTaukei people CLO#2 Identify and compare the features of iTaukei and English phonetics and phonology CLO#3 Learn the similarities and differences between iTaukei and English semantics and syntax CLO#4 Develop the language form and structure to compose and state words,affixes, synonymns, antonymns, phrases and sentences CLO#5 Compare the similarities and differences in word order, number, tense, possessive and gender systems in both languages CLO#6 Adapt lexicology and lexical studies of vernacular in their daily lives CLO#7 Gather information on non-linguistic features and their importance CLO#8 Construct sentences to suit context of discussions CLO#9 Maximise their knowledge and skills in the use of the iTaukei language in relation to idiomatic languages CLO#10 Relate the similarities & differences of the various existing dialects to their own dialect. 4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Week Start Date Topic Textbook Assessment Course Readings Learning Outcomes The place of iTaukei language in iTaukei identity, cultural 1 CLO#1 values and social interactions. Phonetics, phonology and morphology

Vowels and dipthongs.Place and manner of articulation of 2 CLO#2 the consonants: stops, nasals & fricatives

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Affricates, approximants, obstruents and voicing.The 3 features of stress,, pitch, rhythm and intonation CLO#2 patterns; pauses and hesitations

4 Grammar: basic concepts in word formation in iTaukei

morpheme and affixes, , word class and syntactic features- CLO#3 word order, meaning and sentence structure

5 Verb forms and adverbs Na ivolavosa CLO#3 VakaViti Affixes and change in CLO#4 functions of words

6 Noun forms; adjectives CLO#3 Prefixes and suffixes CLO#4

7 Pragmatics: language use: number, tense, gender, CLO#5 punctuations

9 Lexicals on common cultural topics:food CLO#6 preparations&colours, climatic conditions 10 Language studies in primary MOE schools Curriculum CLO#8

11 Language studies in MOE secondary schools curriculum CLO#8

12 Idiomatic languages related to behaviour, nature, animals CLO#9 and the sea

13 Comparative studies of the dialects in the Western CLO#10 division

14 Review of the course& Evaluation

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5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course LO Statement Program Related Tasks Learning Learning & Assessment Outcome Outcome (PLO) (CLO)

CLO 1

CLO 2

CLO 3

CLO 4

6.0 WORKLOAD All students are expected to: • Participate through interaction with the other students • Attend lectures and tutorials to learn any new language concepts that are required by the Ministry of Education in the current curriculum • Be actively involved in the activities constructed to aid their understanding • Make necessary contacts through emails to enquire and to receive immediate feedback on their enquiries Students should expect to spend about X hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lecture 14 1 14 0.93 Tutorial 14 1 14 0.93 Presentation/group 14 1 14 0.93 discussions Consultation 14 2 28 1.87 Private Study (Includes time spent for assessments i.e. 155 9.41 revisions for exams, research and unsupervised practical’s)

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Total 225 15

7.0 REQUIRED AND RECOMMENDED READING Lynch,J,1998,Pacific Languages, University of Hawai Press, Honolulu. Miller,G.B. 1990,Fijian Grammar , Government Press, Suva, Fiji. Na ivolavosa vakaviti Kei Na Kena Ivolavolai Seruvakula,S,2000, Bula Vakavanua , Institute of Pacific Studies, University of the South Pacific. 8.0 ONLINE SUPPORT Resources in the form of lecture notes, tutorials, course outline, background material, various user guides, practice tests, sample code, data files and weekly quizzes will be made available through the Moodle website (http://elearning.unifiji.ac.fj/moodle/).

9.0 ASSESSMENT Assignment One: Activities on phonology and phonetics- an investigative exercises to relate the importance of sustaining the iTaukei cultural values and identity through the use and love for the iTaukei language. Work received after the due dates will be penalised. A deduction of 1 mark is made for every day after the due date

Assessment task Length Weight Mark Due date

Assessment 1: 300words 15% 15 March 31st, 2017

Assessment 2: 350words 20% 20 April 28th,2017

Assessment 3: 300 words 15% 15 May 26th, 2017

Further information UoF grading system: Check the UoF Calendar UoF assessment policy: See the UoF Calendar for details

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Assessment criteria and standards All assessments are to be done solely by the students. Honesty and integrity are virtues required in the success of the learning processes. All assigned work is to be word processed with a cover page stating the required information.

Submission of assessment tasks Plagiarism will not be accepted and both students involved in the process will be penalised. Any assigned work received after the due date will be penalised. For all late submissions,1 mark will be deducted daily from the total achieved.

Feedback on assessment Marked work will be given in class and absentees will collect from the office. Moodle/email will also be used to relay the marks and comments. 10.0 GRADING SYSTEM The use of alphabets as means of a grading system has been in existence over many decades. In order to make the grading system consistent at the University of Fiji the following structure will be implemented from this semester.

11.0 WITHDRAWAL FROM COURSE

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13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion a) When a marker finds a student of plagiarism or collusion, the piece of academic work MUST be brought to the attention of the course coordinator concerned. b) The course coordinator will endeavour to locate the sources from which this student has plagiarized. If satisfied that the student has plagiarized, the Course Coordinator will collate the evidence of the breach for record purposes and submit the evidence at the earliest opportunity to the respective Deans. It will include a copy of the academic work and a list of sources, page numbers and/or copies of the plagiarized sources. c) The student will be notified by the Head of School and issued with an official letter stating the allegations and giving him/her the opportunity to present his/her case. d) If the Dean is satisfied that the student has engaged unknowingly in such behaviours, he/she may implement a penalty according to the provisions of (c) above.

Cheating Every effort must be made to ensure that an acceptable test, examination and assessment environment is provided for such tasks. A student who is found in breach of the rules and regulations of the assessment task assigned shall be answerable initially to the coordinator of the course. The supervisor of the activity shall remove the student from the assessment task at the point of discovery and make a written complaint to the coordinator of the course. Mandatory use of Turnitin – plagiarism detection software 1. Students are required to submit all written work through Turnitin via MOODLE online to check their work for originality and to ensure that appropriate referencing and citation is used. Turnitin currently accepts the following file types for upload: • Microsoft Word™ (DOC and DOCX),

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Students are actively encouraged to use Turnitin to check drafts of their written work to improve their writing and guard against unintentional plagiarism. Submitting other students ‘work is strictly not allowed. All Turnitin reports will be reviewed. A score of 10% or more on Turnitin will trigger a discussion between the course coordinator and student with consequences if plagiarism is proven. In some cases work with a score of 10% or less can still contain significantly plagiarized content e.g. 5% from one source, to which penalties will apply if proven. For more information please visit http://www.UniFiji.ac.fj/index.php?id=2838

14.0 IMPORTANT POLICIES AND REGULATIONS Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations): . Admission, Enrolment, Withdrawal and Auditing Regulations . Credit Point System at UniFiji . Admission Regulations . Programme Regulations . Assessment Regulations

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. Cross Credit Regulations . Unsatisfactory Progress Regulations . Conduct of Examination Regulations . Relief of Hardship Regulations . Plagiarism and Dishonest Practice . Library Information and Regulations . Information and Communications Technology (ICT) Policy

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The University of Fiji Course Outline

Centre for iTaukei Studies

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK102 Reading and Writing iTaukei Language 1 Semester II

School: Centre of iTauke i Studies Department: Under graduate Credit Points (CP): 15 Level: Undergraduate Prerequisite: ITK101 Delivery mode: Face-to-face Lectures: 3 contact hours Tutorials: 1 contact hour Continuous Assessment: 50 %; Final Examination : 50%

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

A study of the iTaukei Registers- conversation, language of religion, legal language, language of instruction, newspaper reporting, weather & climatic features & their relationship to annual planting and the land and oral and written sport commentary. The emphasis will be underlining the outstanding features: purpose, structure and audience. The course is aimed at broadening an advanced understanding of the effects of the language of the registers on the lives of students and people in the communities.

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to:

CLO#1: Identify the outstanding features between formal , informal and casual conversational iTaukei language CLO#2: Analyse and evaluate formal and informal language of advertising presented in the iTaukei language; dealing with business, official and social situations CLO#3: Identify and use appropriate and outstanding features of the various languages of instructions included in the iTaukei culture and traditions, the spoken instructions and the presentations of the cultural ceremonies CLO#4: Evaluate the legal aspects that affect the families, land issues, land development mineral extraction, mining, tourism activities and village by-laws.

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CLO#5: Compile the meanings of vocabularies and terms- bond, surety, bail, legal aid commission ,oaths, vows, promises and other terminologies. CLO#6: Collect knowledge on climatic features in relation to the solar and lunar activites, traditional knowledge and wisdom. Relationship with land and sea utilization and human behavior. CLO#7: Accumulate specific language of sports ,sports commentaries , religion and political language CLO#8: Familiarise themselves with the aims, specific features and hidden agendas in the variety of advertisements for various types of retail and commercial business activites. CLO#9: Compile information on the basic knowledge used in contracts and agreements as in Housing Authority home and property loans and Court’s or Home Centre’s hire and purchase agreement . CLO#10: Identify and apply languages of surprise, disappointments, anger and complimentary comments( Colloquial language) and idiomatic expressions. CLO#11: Gather detailed information of the weather and climate in relation to iTaukei knowledge and wisdom. CLO#12: Practise the conduct of a meeting. CLO#13: Gather and compose the foundations and the composition of songs, mekes and hymns.

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Day Start Topic Textbook Assessment Course Date Readings Learning Outcomes 1 Language of casual Assignment 1 CLO#1 conversation C CLO#2

2 Language of formal D CLO#1 conversation E CLO#2

3 Language of advertising Brochures Assignment 1 CLO#2 Courts, CLO#8 Duty-free shops & supermark ets 4 Language of instructions Manuals CLO#3

5 Language of politics News CLO#7 articles

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6 Newspaper reporting Samples Assignment 3 CLO#9 of articles 7 Sports commentaries- live, Newspape CLO#7 written and televised r reports

8 Mid Semester break

9 Legal language ; legal Brochures CLO#4,5,& documents on Land 9 & legal issues 10 Language of religion The Bible Assignment 1 CLO#7

11 Language/terms associated The Fiji Assignment 4 CLO#11 with the weather & climate Times & weather news 12 Terminologies associated Printed Assignment 2 CLO#10 with culture: ceremonies, notes colloquial compliments and criticisms.

13 Idiomatic expressions; Assignment 2 CLO# 10 composition of songs and Document &13 ‘mekes’ s, hymn books 14 Conduct of meetings- Compiled CLO12 formal and informal notes

15 Review and evaluation

16 Study Week

17 Examinations

18 Examinations

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Assignment Assignment 2 Assignment Final Exam Learning 1 3 Outcome CLO #1   

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CLO #2  CLO #3   CLO #4 •  CLO #5  CLO #6   CLO #7  CLO#8   CLO#9  CLO#10 CLO#11   CLO12  CLO#13 

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Learning,appilcations/ practice 15 10 150 Tutorials/Presentations 10 1 10 Library, Field research 8 2 16 Evaluation, assessments 5 2 10 Assignments 5 3 15 Examination 3 3 9 preparation& marking Grading of students assessments/BOS 3 5 15 moderation

Total 225 15

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7.0 REQUIRED AND RECOMMENDED READING A. Ewins,R, 1998. Changing Their Minds: Tradition & politics in Contemporary Fiji and Tonga. Christchurch, University of Canterbury. B. Halapua, W, Tradition, Lotu & Militarism, Chapter 4: The Vanua,Suva, University of the South Pacific C. Maloni,Vika,2004,Na Noda Bula Na iTaukei, Tabaka:Centrebay Publishers Limited, Suva. D. Ravuvu,A.D,1983. Vakaitaukei: The Fijian Way of Life, Suva, Institute of Pacific Studies, University of the South Pacific E. Servakula,S,1989, Na Bula Vakavanua, University of the South Pacific, Suva. F. Tuwere,I,S,2002.Vanua:Towards a Fijian Theology of Place, Suva, University of the South Pacific.

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Late Submission of Assessments Assessments are COMPULSORY and must be handed in at the due time and on the due date. Failure to hand in your assignments on time will result in ½ mark being deducted for each day late. If after 5 lecture days the assessment has not been handed in, you will receive a zero mark.

The above rule may be set aside if there is a valid reason for your late submission and an extension may be granted by the course co-ordinator. You will need to provide evidence if you wish to apply /request for an extension as in handing in a Medical Certificate. Submission of Assignments These are to be typed or word-processed with a Cover Page containing the required necessary detailed information.

Means of Assessment

Students would be assessed as follows:

Assessment Item Due Date Weight (%) Assignment 1 Week 4 10 Assignment 2 Week 9 20 Assignment 3 Week 13 20 Total 50

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Cakacaka Lavaki Dua (Soli mai ena i kava ni macawa) ( 10 na maka)

Dou sa veivosaki oti na lewe ni Mataqali ka dou sa na saga me dua naa nomudou ituvatuva me na vakayagataki kina na nomudou qele.Dou sa digitaki e lewe tolu mo dou na qarava na cakacaka oqo.

Vola mai na veitalanoa ka vakayacori ena RUA na valenivolavola duidui se vanua duidui dou a gole kina. Dou vakaitavi kece.

Vakamuria na lawa ni volavolai ni veitalanoa.

Cakacaka Lavaki Rua ( Soli mai ena ikaciwa ni macawa.) (20 na maka)

a) O sureti mo laki vosa ena ilutaga “ Na veika e itatao ki na noda sasaga vakavuli na iTaukei “ vei ira na fomu 3 ki na vitu se Yabaki 9 – 13 ena du ana koronivuli ena nomu vanua. Vola edua na vosa ka o cauraka kina e lima na vakasama momona. b) Vakataroga na ivakarau ni TAMA ni turaga ena tolu na vanua duidui. Vakamacalataka na vosa e tau kei na imoimoi e salavata. Me matata na veika e vakayacori. Vola tale ga mai na nodra TAMA na marama ena vanua e tolu oqori. Cakacaka Lavaki 3 ( 20 na maka) a) Eda veiwekani voleka sara na iTaukei kei na draki ni noda vanua. Eda kila na veikauvuata, na ika kei na kakana eda vakayagataka ena kena VULA. Raica na VULA VAKAVITI e 12 ka vakavola kece mai na veika eda sautu kina ena veivula oqori. b) E veiwekani kei na noda bula na Matanisiga kei na Vula ka dau cila ena bogi E tara vakacava na teitei, na qoli kei na ivkarau ni bula?

10.0 GRADING SYSTEM

Grade Meaning Marks A+ Superior far exceeds average understanding as evidenced in course 85+

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work and goes significantly beyond the basics. A Excellent, exceeds average understanding as evidenced in course 80 - 84 work and goes well beyond the basics. B+ Far above average, meets or exceeds average understanding as 75 - 79 evidenced in course work and fully understands the basics and goes somewhat beyond that level. B Far above average, fully meets average understanding as evidenced 65 - 74 in course work and fully understands the basics and can deal with concepts somewhat beyond that level. C+ Just above average, fully meets expectations for basic 60 - 64 understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level. C Average, meets minimum expectations and satisfies course 50 - 59 requirements. D Fails to meet minimum expectations in understanding and course 40 -49 work as evidenced by performance and submission of graded elements. E Well below the minimum standards. This is when one gets a mark 0 - 39 of less than 40%. It represents lack of effort/interest. It is a cause for deep concern

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

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Cheating

Mandatory use of Turnitin – plagiarism detection software

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repeat work, for the course; c) Deprivation of credit for a course, or for a component of assessment of the course, to which the academic misconduct relates, by the respective Deans; and d) Cancellation of any previously-credited pass in a course associated with the offence, by the respective Deans. iii. Significant and repeat offences will be referred to the University’s Student Discipline Committee, which can: a) Impose a fine not exceeding $500FJD b) Prohibit the student from using any of the University’s library and computing network facilities for a period not exceeding twenty-eight days; c) Recommend to the Vice-Chancellor that a student’s enrolment be suspended for any period and on terms considered necessary by the committee; and d) Recommend to the Vice-Chancellor that the student’s enrolment be terminated, i.e. expulsion from the University.

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITKIII Spoken iTaukei for Semester I 2017 Beginners

Center: Center of iTaukei Studies Credit Points (CP): 15 Level: Foundation Prerequisite: All students who are non-iTaukei language speaker and who is eligible to take 100 level courses

Delivery mode: Face to face Lectures & Tutorials: 1hrs/wk Continuous Assessment: 60% Exam 40% ______

Course Coordinator(s): Tutor(s) Amelia Tuilevuka/Usaia Gaunavou Amelia Tuilevuka

Associated Staff

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

Spoken Fijian for Beginners is a University –wide course for all students who are non- iTaukei language speakers. It is for those with little or no knowledge of the language and who wish to speak the iTaukei language. The course aims to develop the communicative and basic competencies in iTaukei. It also aims to develop cross-cultural understanding and an understanding of how to use language as an effective resource for actively participating in the Fijian society. On the successful completion of the course, students enrolled will be proficient in speaking the iTaukei language, and gained better understanding of culture and tradition. They will be equipped with an added communication tool for better delivery of service in their occupations. They will also have sufficient introductory knowledge to be able to read and write in iTauke i.

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to:

CLO # 1 Seek and provide personal information. (e.g.- name, age, occupation, place of residence, family details, interests.) CLO # 2 Seek and provide basic every day information. (e.g. time, day/date, buying and selling, seeking and giving directions CLO # 3 Give and accept/refuse invitations CLO # 4 Conduct simple interview CLO # 5 Show knowledge on how to describe and discuss the weather CLO # 6 Demonstrate an understanding of a vocabulary of approximately 1,500 words and use approximately 1,000 words CLO # 7 use correct phonetic system of the language, including phonemes, stress and intonation. CLO # 8 Read short sentences with understanding and be able to write short sentences in the Roman script. CLO # 9 Know key grammatical systems, especially word order, verb (tense), pronouns ….etc CLO # 10 Show better understanding and knowledge of the provinces and basic facts about the Fijian cultures. CLO # 11 Demonstrate better understanding and knowledge of the key values of Fijian culture CLO # 12 Students should have a better understanding and knowledge of the different religion denominations and sects of the iTaukei. CLO # 13 Students should have a better understanding and knowledge of - The food culture of intake

1 13/2 INTRODUCTION A. B. ITKIII – 1, 2, 3 & C. D Tutorial 1: 11 Introduce Fijian Alphabets, standard Fijian and standard Fijian alphabets Learn the iTaukei Consonants and vowels /Compare with English

Alphabets/Production of sounds & Create a the matrix for pronunciation of vowels, consonants & learning. words/ Discuss & Pronounce consonants that differ from English/ Talk about stress & intonation and their

importance in transferring meaning

2 20/2 Greetings A. B. ITKIII Tutorial 1, 2, 3 & C. D 2: 11 a) Learning to greet/farewell someone Practice introduction

formally and responding to greetings and the use of yacamu and farewells appropriately/Introduce or yacaqu Fijian greeting terms used in Standard Fijian. Recite the butterfly poem and answer the Bula – used as general greeting day & following questions night

Sa bula – ‘ sa’ tense marker for now

Ni sa Bula – ‘ni’ marker for plurality or respect

Yadra/Sa yadra/Ni sa yadra

Moce /Sa moce /Ni sa moce

Talk about the particles:sa & se

b) Introductory expressions:

May I introduce you to____

Shake hands with______

This is____

If no one to do the introduction:

Let’s shake hands (you and I)

My name is______/ I am______

I’m from______

c) Learning to greet in the different dialects of the different provinces in Fiji

3 27/2 GREETING AND CIVILITIES A. B. ITKIII Tutorial - CLO C. D 3: #1, 2, 3 a) Introducing self and seeking for Practice asking and & 11

other person’s information. Explain to responding to questions students that requesting names and in pairs using Ocei ?/ introducing oneself is not a Fijian ivei? / evei? custom. This is usually done in a yacaqu/yacamu/yacana sevusevu, the traditional introduction and on the weather and welcoming ceremony) Write your questions I’m ……….(name)/O au o …… and response and submit You are………(name)O iko o…..

Introducing self and using possessive pronoun marker ‘qu’ name - yaca

My name is….(name) / Na yacaqu o ….

b)Telling the second person his/.her name using possessive pronoun marker ‘mu’

Your name is…(name)Na yacamu o …….

I’m Jone / My name is Jone

You are Jone / Your name is Jone

He is Jone / His name is Jone

Asking about the weather

4 06/3 SOCIAL LANGUAGE A. B. CLO#2, C. D Assessment 1 -Week 3, 4, & 5 a) Introducing oneself and 4: engaging in conversation with other students / Knowing how to start a conversation with Written Assessment on someone new to them week 1-3 work covered A : Hi! Friend

B : Good day Significance of some A : Have you just arrived ? words and practice in iTaukei such as tavale, B : Yes, I’m new here tilou

A : Don’t worry, my name Tutorial 4: Dialogue / is……What’s Yours Oral Presentation

B : I’m ……….from Lautoka Innovate the dialogue or create one from the b) Indicating where one lives themes discussed from i) O tiko mai vei? ( Where do you live / wk 1-3 in groups of five ii) Au tiko mai Simla (I live at Simla) Note: this is a casual way of asking a friend where he lives. You do not ask anyone whom you do not know too well.

c) Formal way of asking a person whom you do not know where he/she lives

5 13/3 GREETING AND CIVILITIES A. B. ITKIII Tutorial CLO#2, C. D 5: 3, 4, & 5 Greetings when Passing In groups of four or Always greet someone you pass. A five, prepare questions ‘smile’ and a ‘nod’ and a ‘io’ will do, and response based on but a fuller greeting like ‘bula or yadra’ the theme: social is acceptable. Always remember the language in iTaukei appropriate pronoun number. It is This is followed by the customary , after the greeting to enquire “Ratu Raboto” chant. each other’s movements

Where are you going?

Or if you know that they are on their . way home: “Where have you been?

Giving vague replies to the above will do:

I’m just going in this direction

I’m going to see something over here/there

Nowhere in particular, just back from over there

Nowhere special, just going for a walk.

If you wish to be more specific:

I’m going… Au se lako mada….

home i vale/ neitou

to the village i na koro

to the hotel i na otela

to the shop i na sitoa

to the bank i na baqe adding where you are going

to the post office i na positovesi

6 20/3 GREETING AND CIVILITIES ITKIII Tutorial CLO#2, 6: 3, 4, & 5 Leaving a)What to say when you want to leave Quiz: The quiz will be but intend to return –I’m going for a bit gender based. Boys but I’ll be back, or (I’ll be back). groups will ask the girls’ while they reply b) What to say when wrapping up a and vice versa. conversation

‘well thanks’ or ‘that’s it’

c) Next, state that you wish to leave: and adding where you are going

d) A very polite way of saying ‘I wish to leave’ is : tatau means ‘to take leave’

e) the reply is a word of thanks such as:

f) If leaving someone’s home, they will probably invite you to stay for the next meal before you leave:

Please stay for breakfast/lunch/dinner

Please stay for a cup of tea

The breakfast/lunch/dinner isn’t ready yet. If you wish to decline politely, you use a word of thanks again: like ‘vinaka’

7 27/3 CIVILITIES A. B. ITKIII Tutorial CLO # C. D 7: 5, 6, 7 & a) Usual word for thanks, 8

appreciation and congratulations: Role play – Practice the vinaka or, vinaka vakalevu or, vinaka use of civil words such sara vakalevu. In response to an as vinaka vakalevu, and invitation, vinaka usually means ‘no the art of inviting thanks’. If you wish to accept, do so visitors or friends to a with a smile and then say vinaka. meal. b)inviting someone while eating. Learn in groups “Kana It is customary to invite people passing mada! Kana mada!” by to eat wth you (mai kana): Come and - eat.

In increasing order of politeness, use (mai), (mai) kana mada, ni (mai) kana mada. Mai means ‘come and’ and is more appropriate when calling to someone some distance away.

c) Do not pick out one piece of sweets, biscuit or cigarette or one banana from a bunch but give the packet and say ‘there you are’ (qori)

d) During meals, the host may say: Eat heartily kana vakavinaka

Eat a lot Kana vakalevu

e) What to say when you have had enough:

Thanks a lot for the food, please may I retire? Vinaka vakalevu na kakana, au sa kere vakacegu

Have you had enough? O (ni) sa mamau

I’ve had enough, thank you. Au sa mamau, vinaka vakalevu

8 03/4 QUESTIONS Assessment 2 – Week 1)Yes/no questions are marked by a 7

rising intonation Example: Written assessment on a) Question: Jeke, eat? invitations, and Response: No, thanks or Yes, please civilities using the following: who, what b) Question: Nomu peni? Response: where, when and why. sega

2)Other question terms are: Tutorial 8 What? - cava In groups, create meaningful scenarios Who? - cei you are familiar with. Practice the words, Where? - vei phrases and sentence How? - vakacava patterns you have learnt in lesson 8. How much?/ how many? E vica? When - naica

What do you want?

Who said so?

Where’s Michael?

How did you too meet?

How many children do you have now?

When did you(group) arrive ?

What time will it close ?

For ‘why’ as a single word question, use baleta

For ‘why’ in a sentence, use (a) cava…….kina, the equivalent of ‘what for’

Why ? Baleta?

9 10/4 GRAMMAR A. B. ITKIII Tutorial CLO # C. D 9: 5, 6, 7 & 8

1. Negatives Divide into two groups The negatives is formed by ‘sega ni’. then ask and answer It occurs after the subject pronoun and alternatively on “time” tense particles, but before the other particles. e.g. Sa vica na kaloko? Sa oti na dua I don’t know

They don’t want to lie down

I’m not going to school now (I’ve left school)

Didn’t you go swimming ?

I’m not happy

2. Modals Can

The English ‘can’ is translated by rawa ni after the subject pronoun

Can you walk ?

Ask questions regarding what one can do

Can you play ? O rawa ni qito ?

3. Should/Ought To

For ‘should’ and ‘ought to’, use dodonu me:

It ought to be open. E dodonu me dola

4. May/Might

For may and might; use the post verbal particle, beka

It may be open -E dola beka?

5. Must/Have to

For ‘must’, there is no single translation. When it means ‘obliged to’, use the

conjunction me/mo:

Mo tiko kina i na rua

You must be there at two Mo tiko kina i na rua

When it means ‘probably’, use rairai before the verb

I must have made a mistake Au rairai cala

For ‘must not’, use kua ni or the verb tabu:

I musn’t be late - Meu kua ni bera

You mustn’t touch it Mo kua ni tara

You mustn’t touch it E tabu mo tara

Want to

For ‘want to’, use the preverbal particle via

Do you want to dance ? O via danisi ?

10 17/04 FOOD AND EATING/BASIC A. B. ITKIII Tutorial CLO # TABLE MANNERS C. D 10: 5, 6, 7 & Practice “Kana mada” 8

a)Inviting someone eat or drink and in pairs and substitute. responding appropriately. Inviting someone to enter after knocking at the Sing ‘Kana mada in door groups Substitute gunu ti (drink tea) and use the same dialogue.

b) Relating the verbs eat and food and articulating the words

Au kana ika tiko (I’m eating fish?)

O iko o kana ika tiko (You are eating fish

a)responding appropriately when

questioned if hungry and politely asking for food

11 24/4 SMALL TALK A. B. C. a) Meeting people: D.E Assessment 3 – Week What is your name? O cei na 10 yacamu(ni)? Drama on any theme My name is__O yau (or Na yacaqu) o covered from week 4- ___ 10. Create your own setting. Pleased to meet you Ia,(ni) bula

a)Nationalities: Fijians are oten very Practice and present in curious about a person’s nationality and groups of five. Be enjoy hearing about other countries. constructive and Where are you from O iko/kemuni mai innovative. vei? Or O ni lako sara mai vei? Present your script to I am from____ O yau the lecturer mai____

Australia - Ositerelia

Canada - Kenada

England - Igiladi

Age: age is not a taboo subject in Fiji so don’t be surprised or offended if people ask your age

How old are you? - O (ni) yabaki vica?

I am….years old - Au yabaki …

18 tinikawalu

25 ruasagavulu ka lima

Occupations What do you do (for a living)?

I am a/an….

Au... accountant - daunifika

Au ….artist - daudroini

Au …bartender - bameti

Au …builder - matai

Au …busdrive –draiva ni basi

Au …businessman - daunibisinisi

Au …carpenter - daumatai

Au …dockworker- cakacaka ena wavu

Au … doctor - vuniwai

Au … student - gonevuli gonevuli

Religion: Almost all Fijians are Christians but of various denominations

What is your religion?

O(ni )lotu cava?

I am… Au…..

Assemblies of God, etc lotu qiriqiri/asembli

Buddhist lotu Buda

Catholic lotu Katolika

Christian lotu Vakarisito

Church of England lotu Jaji

Hindu lotu Idu

Muslim lotu Musolomani

Not religious sega ni lotu

Seventh day Adven. lotu Kavitu

Methodist - lotu Wesele

Family Are you married?

O(ni) vakawati?

No. I’m not. Se bera

I am single Au sega ni vakawati

Do you have a girlfriend/boyfriend?

E dua na nomu(ni) itau

12 1/5 SOCIAL LANGUAGE A. B. CLO #8, C. 9, & 10 conversing with a respectable person or D.E ITKIII Tutorial someone with status e.g.

A student and his teacher/ lecturer 12:

Explain words to show respect ; e.g. ‘saka, ni, nomuni’ Innovate or Create and present a dialogue in Student: Good morning sir/madam groups of five on the Teacher: Good morning……. themes learnt from lesson 11 and 12. The Have you done your assignment? dialogue must include Student: Yes sir/madam questions and answers. Present your script Teacher: Good, bring it here and let me see it.

Substitute : talatala, vuniwai,minisita

Greeting a person with status; eg lecturer, teacher, lawyer, doctor, chief, etc and how to converse with such a person e.g Student :Hullo teacher/sir

Teacher : hullo………

Student ; Where are you going sir ?

Teacher : I’m going to Suva

Student : Come and rest for a while

Teacher ; No thanks, I must be on my way, Where are you spending your holiday ?

Student : With my uncle

Teacher : Okay, bye

Student : Bye sir/madam

13 8/5 Who? Equational sentences; A. B. ITKIII Tutorial CLO #8, Attribution. C. 9, & 10 D.E 13: Relationships. Equational sentences in Fijian are translated into English by including a Create a drama on any form of ‘to be’. They consist of two theme covered in week noun phrases, side by side, that refer to 13-14 in groups of five the same person or thing. on family relationships. You must include (O cei oya) ‘who is that?’ members of the family and relationships in (a cava) (na nona cakacaka) ‘what = his your conversations. work After your presentation, (e kai Viti) (o koya) ‘Fijian = he give your script and id to your lecturer.

14 15/5 SMALL TALK: A. B. Written Assessment 4 CLO #8, C. ITKIII Tutorial 9, & 10, Asking different categories of people D.E 14: Parts of the body 11 where they come from

New terms to learn: .

gonetagane – young adult male

Goneyalewa – young adult female

turaga – adult male

marama – adult female

qase – elder

1. O gone ni vei? (Where are you from?)

Ask questions to different categories of people

2.E gone ni vei oya? (Where is that boy/girl from?) 3.Responding to the above question E gone ni Ra (she is from Ra)

E tiko mai vei na gone oya? (Where does that boy/girl live? Teach from the substitution table

Responding to the above question

DIALOGUE

Jone : O cei na turaga oya ? ( Who is that man/gentleman over there)

Rusi : Oya o Tomu (He is Tomu)

Jone : E turaga ni vei o koya ? (Where does he come from ?)

Rusi : E turaga ni Vanua Levu ( He is from Vanua Levu)

Jone : A cava na nona cakacaka ? (What is his job/occupation?)

Rusi : E qasenivuli (He is a teacher)

Jone : E qasenivuli tiko e vei ?

(Where is he teaching ?)

15 22/5 Preparing exam paper

16 29/5 Study break

17 & 5/6 Examination Week 18

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Ongoing Tutorial Tutorial Cultural Ppt Learning Assessment/Participa Assessment 1 Assessment 2 Presentation Outcome tion

CLO #1 CLO #2 CLO #3 CLO #4 CLO #5 CLO #6 CLO #7 CLO #8 CLO #9 CLO #10 CLO #11

Note: The colours represent the CLO for the respective AM

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Total Hours per Credit Week Semester Points Lecture 14 1 14 0.93 Tutorial 14 2 28 1.87 Presentation & Discussion 14 1 14 0.93 Self Tutorial, Preparation, Research & 169 11.27 Assignments Total 225 15

7.0 REQUIRED AND RECOMMENDED READING

A. Bula Vakavanua by Rt Seru Vakula (1995)

B. The Fijian Way of Life by Asesela Ravuvu (1995)

C. The Charter of the Land by Peter France (1969)

D. The Fijian Way of Life by G.K.Roth (1973)

E. Secrets of Fijian Medicine by Dr. M.A Weiner, Ph. D

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Item Due Date Weight (%) Assessment 1 Week 4 10

Assessment 2 Week 7 10

Assessment 3 Week 10 10

Assessment 4 Week 14 10 Oral Presentation Drama 10 Dialogue 10

Total course work 60 Exam 40 Total 100%

Assessment: Assessments will test the material covered up to that point. Details about the assessment/test will be given out in lectures prior to the test.

means active interaction in tutorial classes with regular attendance. You may also be given assigned tasks in groups or individually during tutorial sessions Assignment: Assignments will be posted on moodle prior to the due date. You are required to carry out ample research and write the assignments following the guidelines discussed in lectures.

Students must hand in their coursework by the due date. If they have not completed it, they should hand in what they have done till the due date.

Late Submission: After the due date 1/2 mark will be deducted /day until the 5th day. No other submissions will be received thereafter; unless upon validated evidence then extension would be reconsidered for revision.

10.0 GRADING SYSTEM

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

of the course. The supervisor of the activity shall remove the student from the assessment task at the point of discovery and make a written complaint to the coordinator of the course.

Mandatory use of Turnitin – plagiarism detection software

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp-

22 content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK201 Language in Cultural Semester 1, 2017 Context

School: Centre for iTaukei Studies Department: Centre for iTaukei Studies Credit Points (CP): 15 Level: Undergraduate Prerequisite: ITK101/102 Practicing & retired teachers, civil servants & private sector personnel Delivery mode: Face-to face (Lectures, Tutorials) Lectures: 2 hours/week Tutorials: 2 hours/week Continuous Assessment: 50 Final Examination: 50

Associated Staff Course Coordinator(s): Usaia Gaunavou Room: B120 Email: [email protected] Phone: 6640600 Ext: 150 Consultation: Displayed at the office door

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2.0 DESCRIPTION AND STRUCTURE OF THE COURSE A study of the iTaukei Way of Life based on the iTaukei Distributive Economic System, Western Accumulative System, iTauke i Marriage System, iTauke i Burial System, iTauke i Legal system, iTauke i Chiefly System, iTaukei Taboos, Land Tenure System; Child Rearing Patterns, Belief System, Welfare & Defense System. Language is a verbalized culture and as such, good speakers and writers of iTaukei language need to study and practice appropriate iTaukei language under different cultural contexts. The course is for students who wish to take iTaukei language & culture as a major in a Bachelors Degree, those who wish to become teachers of iTaukei language & culture, radio and television programmers & announcers, newspaper reporters and workers in the iTaukei community.

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to: CLO#1 Demonstrate proficiency in the use of iTaukei language in different traditional contexts. CLO#2 Demonstrate a good knowledge of different traditional iTaukei cultural systems. CLO#3 Recognize how purposes for language influence the language choices made by effective composers and comprehenders of the iTaukei language. CLO#4 Discuss critically and confidentially some challenges/issues faced by the iTaukei community related to their traditional cultural practices, values and belief system. CLO#5 Develop an appreciation of their own language and culture CLO#6 Feel positive about their own knowledge about the study of iTaukei language as used in the context of culture

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Wee Start Topic Textbook Assessment Course k Date Readings Learning Outcome s 1 iTaukei Economic System The Fijian Group CLO#1,2, . Pooling & distribution of way of life presentation 3,45,6 resources, barter system Asesela in pairs on Ravuvu subheadings (mata veisa), cooperative

system(solesolevaki), BulaVakava reciprocity(solevu), nua, Semi veisolisoli), B. veisamei&fakawela, Seruvakula

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modifications&changes.Co mpare and contrastswith Western and Indian systems.

2 iTaukei Marriage system. The Fijian Group CLO#1,2, Wooing, engagement, way of life presentation 3,45,6 marriage ceremony & Asesela in pairs on Ravuvu subheadings partly arranged –

veivosakli, duguci, BulaVakava vakamau & tevutevu . The nua, Semi social economic gains or B. losses. Compare and Seruvakula contrastswith English and Indian systems.

3 iTaukei Burial system. The Fijian Students CLO#1,2, Death notice/period of way of life discuss social 3,45,6 mourning/burial & sharing Asesela and economic Ravuvu gains or of food(magiti)and losses. mats(iyau). Discuss social BulaVakava &economic gains or losses. nua, Semi Seminar 1: Compare and contrastswith B. The students English and Indian systems. Seruvakula present their 10 minute speech. 4 iTaukei Legal system. The Fijian CLO#1,2, Respect for chiefs and way of life 3,45,6 elders, brothers and sisters, Asesela Ravuvu parents and all members of

the clan, protect life and BulaVakava possession. Range of nua, Semi punishments given from B. verbal lashing (veikaraci), Seruvakula banishment (veivakatalai), to excution (totogi kuna). Compare with the western system.

5 iTaukei Chiefly System- The Fijian Seminar 2: CLO#1,2, turaga, sauturaga, bete, way of life The students 3,45,6 matanivanua, gonedau, bati, Asesela prepare a ten

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mataisau-chief, chiefly Ravuvu minute speech clan, priests, heralds, on any of the fisherman or food provider, BulaVakava systems nua, Semi covered. warrior, the B. builders.Compare with the Seruvakula modern leadership system of our nation.

6 iTaukei Fishing Grounds The Fijian Minor CLO#1,2, and Rites. How it is owned. way of life Assignment 3,45,6 The Qoliqoli Bill- what Asesela Write a ten Ravuvu does this Bill intend to page essay on

legislate. The effects on the BulaVakava this topic- owners (members of the nua, Semi “Fijian clan), effects on tourism B. cultural industry. Seruvakula practices are barriers to economic development”

7 iTaukei Taboo system- The Fijian Seminar 3: CLO#1,2, focus on social and way of life The students 3,45,6 economic reasons-fishing Asesela prepare a ten Ravuvu minute speech taboo - to allow more on any of the marine life to grow, BulaVakava systems social taboo - to stop social nua, Semi erosion B. kinship taboos - to stop Seruvakula incest.

8 Mid Semester Break

9 iTaukei Landowning The Fijian Seminar 4: CLO#1,2, System-pros & cons of the way of life The students 3,45,6 system, shifting, Asesela present their Ravuvu 10 minute cultivation, polycrops, speech. monocrops system, BulaVakava economic viability. Teitei nua, Semi veicurumaki me tarova na B.

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kana ni manumanu somidi. Seruvakula

10 iTaukei Traditional Warfare The Fijian CLO#1,2, and Defence System. Tara way of life 3,45,6 ni koro e delana, kelikeli ni Asesela The students Ravuvu titobu wavokita na koro, prepare a ten

bitu momoto kei na vatu minute speech BulaVakava on any of the gagata e loma ni keli, kei na nua, Semi systems levu tale. B. Seruvakula covered Compare with our defense systems nowadays, shifting of village to new sites, focus on social & economic factors.

11 iTaukei Child Rearing The Fijian CLO#1,2, Patterns-living in close way of life 3,45,6 proximity, constant bodily Asesela The students Ravuvu contact, a great deal of present their

affection from birth up to 10minute BulaVakava speech, the the first year or so, early nua, Semi lecturer rejection when a new child B. assesses. comes, cause of passive Seruvakula attitude. Compare with modern child rearing pattern.

12 iTaukei Belief System- The Fijian Seminar 5: CLO#1,2, coming of Christianity in way of life The students 3,45,6 1853, Islam, Hindustani Asesela present their Ravuvu and other beliefs later on. 10 minute

Nodra dau vakacuru na bete BulaVakava speech. ni bera ni dua na ivalu. nua, Semi People seeking supernatural B. powers to gain materially Seruvakula and success in wars and physical conflicts. The external truth- hard work and righteousness are the key to success in all fields.

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13 Socialization at village and The Fijian Group CLO#1,2, settlement level, way of life presentation 3,45,6 socialization in town and Asesela in pairs on Ravuvu subheadings cities- grog parties, beer

parties, night clubs, hotels, BulaVakava Assignment 2 concerts, TVs. nua, Semi B. Write a ten- Seruvakula page essay on Sports-rugby, soccer, this topic: netball, atheletics. “Chiefs looks after their The lecturer explains the tribe, no effects of socialization on politics he life of the people, the student talk about their leisure activities. Na cava eda dau cakava ena gauna galala.

14 iTaukei Administration, The Fijian The students CLO#1,2, province, tikina and village way of life present their 3,4,5,6 councils, functions of the Asesela 10 minute Ravuvu speech, the Roko Tui- D.O, & D.C. lecturer Nodra itavi na Roko, D.O, BulaVakava assesses D.C, ena nua, Semi veivakatorocaketaki. B. Seruvakula

15 General Revision Week-

The Lecturer revises units according to the students wishes

16 Study Break

17 & Final Examination – Exact time and date of final examination will be 18 advised later

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

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Course Semin Semi Semi Assignmen Semi Semi Assignment Final Learnin ar 1 nar 2 nar 3 t 1 nar 4 nar 5 2 Exam g Outcome CLO #1 1 1 1 1 1 1 1 1 CLO #2 2 2 2 2 2 2 2 CLO #3 3 3 3 3 3 3 3 3 CLO #4 4 4 4 4 4 4 4 4 CLO #5 5 5 5 5 5 5 5 5 CLO #6 6 6 6 6 6 6 6 6

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lectures 14 2 28 1.87 Tutorials 15 2 30 2.00 Pre & Post 14 5 70 4.67 assessment work Study week 1 24 24 1.60 Examination 3 03 0.20 Oral & written 14 3 42 2.80 seminar presentation Practical – language 14 2 28 1.86 in cultural ceremonies/activitie

Totals 225 15

7.0 REQUIRED AND RECOMMENDED READING The New South Pacific, R.G. Crocombe ,Reed Education, Wellington, 1978

The Fijian Way of Life, Asesela Ravuvu, IPS

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Bula Vakavanua, Semi B. Seruvakula

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Item Due Date Weight (%) Seminar presentation 1 End of week 3 5 Seminar presentation 2 End of week 5 5 Seminar presentation 3 End of week 7 5 Minor Assignment End of week 6 10 Seminar presentation 4 End of week 9 5 Seminar presentation 5 End of week 12 5 Major Assignment End of week 14 15 Total 100%

10.0 GRADING SYSTEM

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somewhat beyond that level. B Far above average, fully meets average understanding as evidenced 65 - 74 in course work and fully understands the basics and can deal with concepts somewhat beyond that level. C+ Just above average, fully meets expectations for basic 60 - 64 understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level. C Average, meets minimum expectations and satisfies course 50 - 59 requirements. D Fails to meet minimum expectations in understanding and course 40 -49 work as evidenced by performance and submission of graded elements. E Well below the minimum standards. This is when one gets a mark 0 - 39 of less than 40%. It represents lack of effort/interest. It is a cause for deep concern

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

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collate the evidence of the breach for record purposes and submit the evidence at the earliest opportunity to the respective Deans. It will include a copy of the academic work and a list of sources, page numbers and/or copies of the plagiarized sources. c) The student will be notified by the Head of School and issued with an official letter stating the allegations and giving him/her the opportunity to present his/her case. d) If the Dean is satisfied that the student has engaged unknowingly in such behaviours, he/she may implement a penalty according to the provisions of (c) above.

Cheating

Mandatory use of Turnitin – plagiarism detection software

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offence, by the respective Deans. iii. Significant and repeat offences will be referred to the University’s Student Discipline Committee, which can: a) Impose a fine not exceeding $500FJD b) Prohibit the student from using any of the University’s library and computing network facilities for a period not exceeding twenty-eight days; c) Recommend to the Vice-Chancellor that a student’s enrolment be suspended for any period and on terms considered necessary by the committee; and d) Recommend to the Vice-Chancellor that the student’s enrolment be terminated, i.e. expulsion from the University.

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK202 Ceremonies, Protocols & Oral Traditions Semester II

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

A study of the four categories of ceremonies: welcoming, farewelling, celebrating and bereavement. The emphasis will be on protocols observed during these ceremonies. Oral traditions include the language of songs, genres in the verbal arts and oral stylistics . The elaboration of oral stylistics includes verbal means of solving personal, individual and communal problems through the appropriate traditional protocols and ceremonies. Spoken instructions on all cultural teachings in homes, villages and the communities will be studied intensively.

3.COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to:

CLO#1: Identify the outstanding features of all the categories of ceremonies. Analyse and evaluate the behavioral aspects of the presentations of ceremonies CLO#2: Analyze the three parts of the oral presentations of ceremonies focusing on the terminologies, vocabularies, tone and manner of presentations CLO#3: Observe and note the various protocols and ceremonies that are prevalent in the different vanuas CLO#4: Compare and contrast the types of presentations in the different ‘vanuas’. CLO#5: Compile own research notes based on the main aspects of iTaukei ceremonies and protocols. CLO#6: Record any traditional knowledge and skills that have been passed on verbally: this includes methods of cooking, healing talents/ powers and survival techniques. CLO#7: Examine and document coping mechanisms for difficult situations concerning finance, stress, abuse and societal problems

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CLO#8: Examine the past and present manners of observing protocols in different ceremonies on the occasions of birth, marriages and deaths. CLO#9: Demonstrate an understanding of oral traditional approaches in relation to conflicts within the family, village and the ‘vanuas’ CLO#10: Capture and develop an understanding of oral traditions on child rearing practices, forms of entertainment and language preservations. CLO#11: Examine the significance of iTaukei cultural values.

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Day Start Topic Textbook Assessment Course Date Readings Learning Outcomes 1 Course details and expectations; meaning of CLO#1 the course title

2 Welcome ceremonies- A,C chiefs and important guest Compiled CLO#2 or visitors notes; Na CLO#3 Bula Vakavanu a 3 Other protocols and oral Personal traditions research CLO#3 CLO#8 & 11 4 Ceremonies for a newborn Field Assignment 1 CLO#3,4,8 research due- 15% 5 Celebrations- ceremonies A CLO#3,4,8 and oral traditions C CLO#5

6 Farewell ceremonies Research CLO#3,4,5 materials & 8 7 Ceremonies during deaths CLO#3,4,5 C & 8 D Personal collections 8 Mid Semester break

9 Coping mechanisms- the IVolavosa weather and climate Vakaviti Assignment 2 CLO#6 & 7 due- 15%

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change

10 Coping mechanisms A during difficult times C CLO#6 & 7

11 Survival techniques using Personal Assignment 3 traditional knowledge, research Due- 10% CLO#6 & 7 skills & wisdom

12 Coping mechanisms for A CLO#7,8& societal problems C 9 D 13 Abuse of children and News CLO#7,8& women- causes & items- Na 9 changing lifestyles iLalakai/ CLO#11 The Fiji Times 14 Maintaining cultural A CLO#10 & values B 11 C 15 Revision & evaluation

16 Study week

17 Final examination

18 Final examination

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Assignment Assignment 2 Assignment Final Exam Learning 1 3 Outcome

CLO #1    CLO #2    CLO #3     CLO #4    CLO #5   CLO #6   CLO #7  

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CLO#8   CLO#9   CLO#10   CLO#11  

Total 225 15

7.0 REQUIRED AND RECOMMENDED READING A. Maloni,Vika,2004,Na Noda Bula Na iTaukei, Tabaka:Centrebay Publishers Limited, Suva. B. Ravuvu,A.D,1983. Vakaitaukei: The Fijian Way of Life, Suva, Institute of Pacific Studies, University of the South Pacific C. Servakula,S,1989, Na Bula Vakavanua, University of the South Pacific, Suva. D. Tuwere,I,S,2002.Vanua:Towards a Fijian Theology of Place, Suva, University of the South Pacific.

8.0 ONLINE SUPPORT

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9.0 ASSESSMENT

Assignments CAKACAKA LAVAKI 1 15 na maka ( ikava ni macawa) A/ Veitalanoa kei na dua na turaga ena nomu vanua ka kila vinaka na kena vakacabori kei na kena tarai na iSevusevu. Vola mai na veika taucoko ka vakayacori kina: na imoimoi, na cobo kei na vosa e vakayagataki ena kena vakacabori kei na kena tarai. Vola na yacana , nona itutu vakavanua, nona yabaki ni bula ( ke rawa) kei na nona koro, tikina, yasana B/ Vakadikeva na ivakarau ni TAMA ena LIMA na vanua duidui. Mo vola mai na nodra TAMA na turaga kei na nodra na Marama ena lima na vanua oqori. Me volai mai na veika e baleti koya ka soli tukutuku vei iko. CAKACAKA LAVAKI 2 20 na maka ( ikatini ni macawa) A/ Digitaka edua na soqo ni kena marautaki edua na ka vou se dua na soqo se solevu ni marau. Ena rawa ni soqo ni Vakamau, Sucu ni gone se sota vakaveiwekani. Vakamacalataka na veika e vakayacori kina, na cava e vuna kei na kena itinitini ni soqo. B/ Digitaka edua na soqo ni veitalaci se veitalatala mevaka na SOMATE . Vakamacalataka na veika taucoko e vakayacori kina me yacova na kena itinitini. CAKACAKA LAVAKI 3 15 na maka ( ikatinikatolu ni macawa) Na drakidrakita ni bula eda curuma e sa vakavurea eso na dredre. Vakadikeva na kena vakayagataki na veika oqo me tarova se walia na veidredre oqori: • Na noda vakatulewa kei na noda sasaga yadudua • Na veiwekani; na vakayagataki ni vanua • Na bulataki kei na maroroi ni veika era kunei vei ira na noda qase , mevaka na vuku kei na yalomatua, na taledi ni vakayagataki ni yau bula kei na so tale. Vakatarogi ira na wekamu ena veika oqo me ikuri ni nomu nanuma. IMPORTANT: The minimum mark for the Course Work is 25 and the minimum mark for the examination is 20. Late Submission of Assessments

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Assessments are COMPULSORY and must be handed in at the due time and on the due date. Failure to hand in your assignments on time will result in ½ mark being deducted for each day late. If after 5 lecture days the assessment has not been handed in, you will receive a zero mark.

10.0 GRADING SYSTEM

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11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

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Mandatory use of Turnitin – plagiarism detection software

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp-

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content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 203SPEAKING, READING & WRITING ITAUKEI LANGUAGE 2 SEM II, 2017

School/Centre: Centre for iTaukei Studies Department: Credits 15 Level: Undergraduate Delivery mode Face-to-face (Lectures, tutorials) Lectures: 2 hours / week Tutorial: 2 hours / week Continuous Assessment 50% Examination 50% Contact Room: B120 Email : [email protected] Phone: 6640600 ext 150 Consultation: Displayed on the office door Prerequisite: Practicing and retired teachers, civil servants, private sector personnel and any student eligible to take 200 level courses. ______

Associated Staff

Course Coordinators(s): Tutor(s) Usaia Gaunavou Usaia Gaunavou Room: B120 Mentor(s) Email : [email protected] Waseroma Donu Phone: 6640600 ext 150 ID : 20130179 Contact : 9620519

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

This course introduces students to literature and the composing and comprehending of literature.The course is designed to encourage students to write Fijian short stories, life stories, novel, drama and poem. Students will be encouraged to tell their life histories, write them on paper and then read them to the class. Similar steps will be followed when the students write on the life of a friend, life of a close relative, narratives and recounts of a sad event during high school days, a happy event in the past, watching a rugby game, soccer or netball game, an enjoyable reading material from a short story and a short drama

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3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to: CLO#1Demonstrate skills as storytellers to each other and to children. CLO#2Demonstrate skills as autobiographical writers (over a period of 2 weeks) CLO#3Demonstrate skills as biographical writers (over a period of 3 weeks) CLO#4Demonstrate skills as. drama writers (over a period of 3 weeks) CLO#5Demonstrate skills as poets (over a period of 3 weeks) CLO#6Develop their own creating writing skills through writing their own short story (over a period of 3 weeks) CLO#7Demonstrate skills as public speakers on aspects of language and culture CLO#8Develop an appreciation of their own language and culture

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Week Topic Important Notes 1 Course orientation Assignment 1 b) What is Literature/ Oral literature/What is Fijian literature/ Forms of Fijian Oral storytelling literature (Plan, write & present an oral story in the iTaukei language ) 2 Storytelling- Essentials of storytelling- story selection and preparation for (Storytelling assignment due at the end of presentation/ week 2)

3 Autobiography - writing of life story Plan & write a 10 page autobiography over a period of 2 weeks (Tukutuku ni bula) 4 Autobiography - writing of life story (Life story assignment due at the end of week 4) 5 Short story writing and presentation of short story Short story assignment Elements of the Short Story, continued Write a short story between 500 & 1000 words. Can begin Analysis of a short story.(Read the short story in by writing a narrative story. class) Tutorial: Responding to the story & journaling the story 6 Short story writing and presentation of short story In the short story workshop, Analysis of another story focusing on themes & students bring their rough character drafts to class where class will conduct team edit to finish the Students get into groups of 4 and share their responses final draft by the last lesson of with one another. Teacher facilitates the discussions the unit. when necessary. After 5 minutes, the class refocuses and participates in a large class discussion regarding the story. Teacher provides guiding questions to Read their final drafts before Page 2 of 9

facilitate discussion and critical thought. doing the final write-up.

Short story writing and presentation of short story 7 Oral & written presentations of final draft 8 Mid Semester Break 9 Introduction of poetry / What is poetry/ why people Plan & write a10 verse by 5 write poetry poem over a period of 2 weeks Tutorial: Individual reading of own poems

Class contributes in creating a poem. Discuss the main Reading assignment on poetry . features/aspects of the poem – meaning, rhyme, figures of speech Lecturer & students read a few more examples to the class & discusses the main features 10 Poetry continued Oral presentations Writing of first draft Assignment write-up of final Reading of students draft draft Students write their final draft (Written poems due at the end of week 9) Reading of final draft and explanation of the poem in class. 11 Public speaking 12 Public speaking (Public speaking assignment due at the end of week 12)

13 Drama Plan & write a 10 page drama Introduction why drama/definition/difference between over a period of 3 weeks (Na theatre and drama. vakatasuasua) The lecturer & students read a drama in Itaukei language. Discusses the main features/aspects of drama Lecturer & students read a few more examples to the class & discusses the main features

Reading assignment on drama. 14 Drama Students write & then read & discuss their drama stories Reading in groups Working on first draft Practicing the dialogue

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15 Drama Oral presentations Students read their draft to the class Write-up of final draft Preparation for drama presentation Students present in groups to the rest of the class (Drama presentation due at the end of week15)

16 Study Break 17 & Final Examination – Exact time and date of final 18 examination will be advised later

Note: Tutorials and Lectures are compulsory

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Assignment Assignment 2 Assignment Final Exam Learning 1 3 Outcome CLO #1    CLO #2    CLO #3     CLO #4    CLO #5   CLO #6   CLO #7   CLO#8   CLO#9   CLO#10   CLO#11  

6.0 WORKLOAD

Students should expect to spend about 14 hours per week on this course, in the following proportions:

Learning Activity Weeks Hours per Week Total Hours Per Credit Points

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Semester Lectures 14 2 28 Tutorials 15 2 30 Assignments and 14 5 70 projects Study week 1 24 24 Examination 3 03 Oral & Written 14 2 28 language presentation. Assignment 11 2 22 marking Coursework 4 5 20 assessment & Fina examination record preparation

Total 225 15

7.0 REQUIRED AND RECOMMENDED READING Crowcombe, R.G. The New South Pacific, University of Michigan, 1973.

Ravuvu, A. The Fijian Way of Life, Suva, Institute of Pacific Studies, 1983.

8.0 ONLINE SUPPORT

Resources in the form of lecture notes, tutorials, course outline, background reading material, various user guides, practice tests, sample code, data files and weekly quizzes will be made available through the Moodle website (http://elearning.unifiji.ac.fj/moodle/).

9.0 ASSESSMENT

Students shall be assessed as follows:

Due Date Weight (%) Continuous Assessment Oral story presentation Week 4 05 Autobiographical Week 10 Page 5 of 9

writing Short story Week 5 10 Poem presentation Week 9 10 Public speaking Week 12 10 50 To be announced on University 50 50 Final Examination Notice Boards (3 hrs) Total 100

10.0 GRADING SYSTEM

11.0 WITHDRAWAL FROM COURSE Page 6 of 9

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software Page 7 of 9

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the University policies and regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf):

- Regulations Page 8 of 9

. Admission, Enrolment, Withdrawal and Auditing Regulations . Admission Regulations . Programme Regulations . Assessment Regulations - Support Services . Library Information and Regulations . Information and Communications Technology (ICT) Policy . Counseling Service - Policies and Procedures (available at The University Helpdesk) . Procedures for Addressing Student Grievances . Report for Senate Meeting . Student Conduct and Discipline . UPSM- Code of Conduct and Ethical Practices for Medical Students . Procedures on Off Campus Admissions and Enrolments

Page 9 of 9

The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 204 Expressive and Performing Arts S1, 2017

School: Centre of iTauke i Studies Department: Under graduate Credit Points (CP): 15 Level: Undergraduate Prerequisite: ITK101 and ITK102 Delivery mode: Face-to-face (Lectures, tutorials) Lectures: 3 hours / week Tutorials: 1hour / week Assessment: 100 %( 50% course work, 50% examination)

Associated Staff Course Coordinator(s): Salome Rokut a Room: B120 Email: [email protected] Phone: 6640600 Ext: 150 Consultation: Tuesday to Thursday: 11:00-12:00noon and by appointment

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

This course aims to emphasise iTaukei Culture as an integrated pattern of behavior culminating in a significant lifestyle that is a combination of thoughts, communications, beliefs, values, knowledge, customs and creativity to enable the survival of its people in all aspects of life. It values and encourages the sustainability of significant traditional arts, crafts, songs and dances, ceremonial presentations and invites innovative and creative knowledge, skills and values in contemporary forms. This research-based course explores the spirit, life and challenges of the people through their artworks and hand-made creations. It is envisaged to develop the human resources in our communities for sustainability and survival. The main focus is on learning to learn through expressive and performing arts.

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3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to: CLO#1 Reinforce cultural identity and mutual appreciation of the existing artworks and hand- made creations CLO#2 Uphold, maintain and sustain knowledge, skills and values that promote creative and innovative traditional and modern art practices CLO#3 Participate in a variety of innovative art forms of interest created from local materials for diverse marketing purposes and resources CLO# 4 Conduct research-based learning and hands on learning to challenge the students’ creativity and develop opportunities to create survival activities CLO#5 Create and produce art and craft works to meet the social and economic needs of individuals and the families CLO#6 Experience new activities that restores self confidence and eagerness to utilize the available resources to enhance a malleable and prosperous living CLO#7 Showcase individual talents, skills and knowledge gained for future productivity

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Week Topic Textbook Assessments Course readings Learning Outcomes 1 Course orientation. Understanding the UoF objectives and structure of the course, Policies the assessment methods and course work details

2 Music- the art of composing/singing CLO1 CLO6 3. Creating lullabies for child rearing Ravuvu A, CLO1 practices. Composition of lyrics and Vakaitauk CLO6 actions. ei CLO7

4 The art of cooking- cultural & Seeto’s Assignment CLO1 traditional & contemporary. recipes – 1 due CLO4 local daily CLO7 5 Crafts associated with the presentations Peer CLO2 of food ( baskets, fans, ilalakai, teaching CLO3 bilonisu)Creative handcrafts as in table CLO4 cloth and food covers

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6 Traditional dances for males and Guest CLO1 females lecturer CLO4 CLO6 CLO7 7 Designing of meke costumes and Assignment CLO2 accompaniments 2 due CLO3 CLO4 CLO7 8 Mid Semester Break

9 The art of entertaining ; lali beating, Peer CLO2 strumming ukulele and guitar, solo, teaching CLO4 group and choir singing CLO7

10 Photography Guest CLO2 lecturer CLO4 CLO7 11 The essence of artworks; designing as in Fijian CLO2 traditional printing “ Kesakesa” using Masi CLO3 traditional and contemporary designs GN432 CLO4 S67 2004 CLO5

12 Floral and fauna arrangements- using Assignment CLO3 ferns, seeds, fruits and leaves 3 due CLO5 CLO7 Skills in creating “ iukuuku, salusalu and fans”

13 Crafts using shells , stones and CLO3 driftwoods CLO5 CLO7 14 Traditional ceremonies- presentations CLO1 and preparations CLO7

15 Presentations of ceremonies required in Presentation CLO1 social activities s CLO6 CLO7 Display of creative arts and crafts

16 Study Break

17&18 Final examinations

14 Display of artifacts and innovative Presentation designs s

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15 Revision

16 Study Break

17 Examination

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Assignment 1 Assignment Assignment Presentation Learning 2 3 Outcome CLO #1   CLO #2  CLO #3   CLO #4   CLO #5  CLO #6   CLO7   

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lecture 15 3 45 3 Tutorial 15 1 15 1 Seminar 14 0.9 12 weeks Assignment preparation, 12 hours per week, 376 25.1 Research based projects, preparation & presentation,

Total 450 30 7.0 REQUIRED AND RECOMMENDED READING

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Biturogoiwasa S., 2001, My Village, My World: Everyday Life in Nadoria, Fiji. Suva, Institute of Pacific Studies, University of the South Pacific.

Ravuvu, A (1992), Culture and Traditions: Implications for modern nations building In

------(1987) The Fijian Ethos, Institute of Pacific Studies, USP, Suva.

------(1983) VakaiTaukei, the Fijian Way of Life. Suva, Institute of Pacific Studies, University of the South Pacific (USP).

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Due Date Weight (%)

Assignment 1 Week 4 10 Assignment 2 Week 7 10 Assignment 3 Week 12 15 Presentations Week 15 15 Total 50

The practical programme must be completed to the satisfaction of the coordinator for the course.

Assignment 1 ( 10%) Due in Week 4

Compose a poem to be created into a lullaby. Necessary actions and accompaniments will berequired.

Assignment 2: ( 10%) Due in week 7

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Prepare, and present a dish made from local available ingredients for either breakfast or a school lunch. A recipe is to be provided.

Assignment 3 (15%) Due in week 12

Design and print one of the following items:

• A table cloth and food cover • A curtain and a pillow slip • A sulu/shirt/skirt/ jiaba A detailed record of the process involved is to be presented.

Assignment 4 ( 15%) Due in Week 15.

Use local available resources to create handwork like a Fijian comb, lali, iroi, a basket or a salusalu.

Students must hand in their coursework by the due date. If they have not completed it, they should hand in what they have done so far. Individual extensions will not be given except for a medical certificate or counsellor's letter specifically referring to that item of assessment.

10.0 GRADING SYSTEM

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C Average, meets minimum expectations and satisfies course 50 - 59 requirements. D Fails to meet minimum expectations in understanding and course 40 -49 work as evidenced by performance and submission of graded elements. E Well below the minimum standards. This is when one gets a mark 0 - 39 of less than 40%. It represents lack of effort/interest. It is a cause for deep concern

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Page 7 of 9

Cheating

Mandatory use of Turnitin – plagiarism detection software

Page 8 of 9

any period and on terms considered necessary by the committee; and d) Recommend to the Vice-Chancellor that the student’s enrolment be terminated, i.e. expulsion from the University.

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 205 Teaching and Learning iTaukei Practicum I Semester 1, 2017

Center: Center for iTaukei Studies Credit Points (CP): 15 Level: Undergraduate Prerequisite: Completed and passed four courses in Semester 1 Year 1 Delivery mode: Face to Face Lectures: 3 hours Tutorials: 1 hour Continuous Assessment: 40% Practicum: 60%

Associated Staff

Course Coordinator(s): Consultation Time:

Ms Amelia Tuilevuka Tuesday – Thursday 12-1pm Room: B218 (Time suitable for Teachers with prior appointment) Email: [email protected] Phone: 6640600 Ext. 117

1.0 COURSE OVERVIEW

Students are expected to observe, record and gain valuable insights into the practical application of a well balanced teaching and learning process with a repertoire of approaches, strategies and assessment skills as they will later engage themselves in teaching with the Ministry of Education in the department of iTaukei Studies. Students that undertake the Teaching Practicum in approved Schools will be under the supervision of Mentor Teachers from the identified schools. Teaching Practice will include observation, co-teaching and solo teaching. Students will provide written lesson plans with learning outcomes and as required by mentor teachers together with a 1500 – 2000 word critical reflection on their teaching observations and practice to be assessed by conservatorium facilitating staff in a log book.

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this practicum unit students will be able to:

CLO#1 Develop the ability to critically examine and record interactions between the students and teacher that lead to positive outcome in learning

CLO#2 Observe and record a repertoire of teaching and learning strategies and design lesson plans

CLO#3 Identify various theories and approaches to teaching and learning

CLO#4 Observe and record various curriculum design, implementation, and evaluation.

CLO#5 Develop the ability to design lessons that tackle learning problems after reflections and evaluation

CLO#6 Demonstrate knowledge and basic skill in pedagogical processes and practice

CLO# 7 Observe, develop and record assessment theory and design.

CLO#8 Observe and record students learning and progress and reflect on strategies for improvement in classroom and out of classroom disciplines

CLO#9 Express knowledge, and reflect on the experiential curriculum theories and approaches existing in the learning environment

CLO #10 Express knowledge about hidden curriculum and practice

2 | 13 Page

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

WK LEARNING TOPIC/SUB TOPICS ASSESSMENT READINGS/RESOURCES TEACHING / LEARNING OUTCOMES STRATEGIES 1 Orientation Brainstorming and CLO 1 A brief introduction to the Presentation of a log book – cover, Selected critical readings discussion on the CLO 2 course, University Regulations, neatness, innovativeness, creativity, will be made available to significance of adhering to CLO 8 Policies, Code of Ethics, 4 Pillars organization (10%) students during the the: Code of Ethics, of Education and OHS Table of Content and Conclusion to be lectures/on Moodle University policies and Regulations included. OHS regulations and the four pillars of education Expectations for each assignment.

2 CLO 1 Selected critical readings Group discussion and CLO 2 Learning Theories and will be made available to presentation on Learning CLO 3 Approaches to Learning students during the Theories and Approaches CLO 9 lectures/on Moodle to Learning. Discuss the Principle-Based Learning significance of NCF (National Curriculum Framework.

3 CLO 1 Curriculum Design, Planning for Teaching & Assessment Selected critical readings Group work. Discuss and CLO 2 Implementation and Evaluation i) 3-weeks Lesson Plan will be made available to present on curriculum CLO 3 ii) Prescription Analysis Evaluation students during the design, and evaluation & CLO 4 5 Approaches to curriculum (10%) lectures/on Moodle curriculum change CLO 9 change: lesson design, interdisciplinary units, students projects, assessments, apprenticeships

3 | 13 Page

4 CLO 1 National Curriculum Framework Record of Teaching, Assessment & Selected critical Examine in groups NCF CLO 2 (NCF) Reflection (Checklist A1- A8: 20%) readings will be Observations, discussions CLO 4 made available to and recording CLO 9 Hidden Curriculum students during the CLO 10 lectures/on Moodle CLO 1 Supporting Teachers in the Present a plan of Classroom Selected critical readings Discussions, assessment 5 CLO 2 Workplace Management through Lessons and will be made available to and evaluation of CLO 5 Self-evaluation Disciplines. Record how a disruptive students during the classroom management CLO 6 behavior is handled (10%) skills and program Programming and planning lectures/on Moodle CLO 7 planning skills Classroom Management and Record pre and post reflection, discipline evaluation and assessment of reading 6 CLO 1 - CLO Reflective work and Blooms and maths in a class Selected critical readings Study Blooms Taxonomy 10 Taxonomy Explain how your thinking developed will be made available to and discuss relatioships (10%) students during the to lessons, tests and Assessment Theory and Design lectures/on Moodle evaluation (1500 – 2000 words)

OBSERVATIONS AND PRACTICUM

WK LEARNING TOPIC/SUB TOPICS ACTIVITIES TASKS TEACHING / LEARNING OUTCOMES STRATEGIES

7 APPENDIX 1 Prepare a Log book. Note cover Record checklist on A1 Recording and CLO 1 presentation, table of content, evaluation skills CLO 2 creativity, innovations & conclusions. CLO 8 Include Appendix 1- Appendix 8 8 CLO 1 APPENDIX 2 Record Teaching theories and Lecturer visitation Recording and CLO 2 Program Planning evaluation skills CLO 3 Provide syllabus, term planner and

4 | 13 Page

prescription

9 CLO 1 APPENDIX 3 Prepare lesson plans/wk for 4 weeks ; Choose a topic and Recording and CLO 2 2wk (F3)/; 2wks (F4) collect artifacts on 3 evaluation skills CLO 3 different subjects. Devise CLO 4 a checklist for effective evaluation and process and progress. Record Pre-assessment and post assessment results 10 CLO 1, CLO 2 APPENDIX 4 Record teaching notes on lesson plan Record checklist on A4 Recording and CLO 4, CLO 5 prepared in A3. Reflect and evaluate evaluation skills

11 CLO 1, CLO 2, APPENDIX 5 Classroom Management, Disciplines Recording and CLO 5, CLO 6 and Evaluation Lecturer Visitation evaluation skills CLO 7 In and out of Classroom Plan and Discipline for safety purposes

12 CLO 1 Assessment theory and design. Record checklist on A6 Recording and CLO 10 APPENDIX 6 evaluation skills Record pre and post assessment &

analyze report (F3 & F4)

Describe how weaknesses are diagnosed

13 CLO 1,CLO 2 APPENDIX 7 Playground questionnaire Record checklist on A7 Recording and CLO 4.CLO 6 evaluation skills

14 CLO 2, CLO 4 APPENDIX 8 Conclusion Record checklist on A8 Recording and CLO 5, CLO 6 1500-2000 words. Report your evaluation skills general observation based on you observations

5 | 13 Page

5.0 LEARNING STRATEGIES In addition to lectures on the key concepts found in the literature, there will be opportunities for individual presentations, group discussions, private reflection and practical activities. Face- to-face teaching and electronic modes of delivery may also be used. These methods will allow students to participate in intense dialogue, using a variety of investigative methodologies, sorting through various sources and types of evidence to identify patterns, structure or significance in teaching and learning. These methods are also intended to engage students as active participants in the learning process and encourage them to become independent learners. There will be respect for students’ views and responses, an understanding of an individual’s knowledge, capabilities and backgrounds and a concern for the welfare and progress of individual students.

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions:

Learning Activity Weeks Hours per Week Total Hours per Credit Points Semester Observation & practicum 14 1 14 0.93

Consultations Discussions 14 2 28 1.87

Presentation & Discussion 2 1 14 0.93

Self Tutorial, Preparation, 14 4 169 11.27 Reading, Research & Assignments 225 15 Total

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7.0 REQUIRED READING

. 1. Clay, M.M., (1987) Reading-The Patterning of Complex Behaviour: The Concept of Reading Readiness. Pp11-13 2. Durkheim, E. 1959, Education and Sociology (pp. 61-76, 83 – 85, 87 – 90) The Macmillan Company 3. Encyclopedia Britannica Inc. (2003).Britannica Concise Encyclopedia. Learning Disability.pp1062 4. Flesch, R. (1981). Why Johnny still can’t read. Harper and Row Publishes, New York. 5. Gay, G. 2010. Culturally Responsive Teaching: A Personal Case of Culturally Responsive Teaching Praxis.pp 215 nd 6. Geneva, G 2010, Culturally Responsive Teaching: Theory, Research and Practice, 2 ed. Teachers College Press, New York 7. Rogers, W A 1992, Supporting Teachers in the Workplace, The Jacaranda Press, Sydney

9.0 MEANS ASSESSMENT

Assessment Item Due Date Weight (%) Assessment 1: Ongoing 15 Weekly Record of logbook- Discussion and observation in the classroom to be recorded daily

Assessment 2: End of Week 8 15 Lesson Plan, Term planner, and prescription written evaluation on analysis and evaluation based on students lesson

Assessment 3: End of Week 11 15 Record various teaching approaches, assessment strategies used by the teacher mentor Record Year and Subject. Include artifacts Assessment 4: End of Week 14 Presentation of logbook 15 Group Power Point presentation on overall observation

Total 60

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The course and assessments must be completed to the satisfaction of the coordinator for the course.

Late Assignments Late submission of assignment will incur a penalty of 1 % per day. No assignment will be accepted after the 7th day of the respective assessment’s due-date.

In order to pass this course, students must:

Attend 75% of the class;

o Achieve an overall mark of at least 50% in the course; and o Achieve a minimum of 24/60 in the course work and 16/40 in the final exam. 10.0 GRADING SYSTEM

Grade Meaning Marks A+ Superior far exceeds average understanding as evidenced in 85+ course work and goes significantly beyond the basics. A Excellent, exceeds average understanding as evidenced in course 80 - 84 work and goes well beyond the basics. B+ Far above average, meets or exceeds average understanding as 75 - 79 evidenced in course work and fully understands the basics and goes somewhat beyond that level. B Far above average, fully meets average understanding as 65 - 74 evidenced in course work and fully understands the basics and can deal with concepts somewhat beyond that level. C+ Just above average, fully meets expectations for basic 60 - 64 understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level. C Average, meets minimum expectations and satisfies course 50 - 59 requirements. D Fails to meet minimum expectations in understanding and course 40 -49 work as evidenced by performance and submission of graded elements. E Well below the minimum standards. This is when one gets a mark 0 - 39 of less than 40%. It represents lack of effort/interest. It is a cause for deep concern

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11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

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task at the point of discovery and make a written complaint to the coordinator of the course.

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj or visit the UniFiji library to view these regulations):

o Admission, Enrolment, Withdrawal and Auditing Regulations o Credit Point System at UniFiji o Admission Regulations o Programme Regulations o Assessment Regulations o Cross Credit Regulations o Unsatisfactory Progress Regulations o Conduct of Examination Regulations o Relief of Hardship Regulations o Library Information and Regulations o Information and Communications Technology (ICT) Policy.

Page 10 of 10

The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 300 Research Project: Independent Project 2017

School/Centre: Centre for iTaukei Studies Credits 15 Level: Undergraduate Delivery mode Face-to-face (Lectures, tutorials) Lectures: 3 hours / week Tutorial: 1 hours / week Continuous Assessment 100% Contact Room: B211 Email : [email protected] Phone: 6640600 ext 117 Consultation: Please liase with Manprit CIS AA Prerequisite: Open to any student in the university eligible to take a 300 level course and students who have done research units in University wide programme

Associated Staff Course Coordinator(s): Litiana Kuridrani Room: B211

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

Students will be taught Indigenous research methods relating to iTaukei language, culture, education, leadership, health, healing and other aspects of iTaukei society. The course provides the opportunity for students to learn by doing social, cultural anthropological, inventory and genealogical research.

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to: CLO#1 critically discuss iTaukei research methodologies; research methods and research proposals CLO#2. Document, analyze and interpret data

Page 1 of 9

CLO#3 Analyze data systematically and draw appropriate inferences CLO#4 Communicate research findings with clarity. CLO#5 Discuss and critically produce an inventory of resource management and current issues related to language, leadership, education and aspects of iTaukei society & culture CLO#6 Illustrate the use of fish bone diagrams, problem and objective tree for analysis of issues CLO#7 Develop integrated local community development plans for local village settings CLO# 8 Enhance the different type of report writing skills

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER Week Topic Textbook Assessment Lecturer readings 1 Introduction Dr. Kuridrani 2 Fijian/ iTaukei : Solitukutuku Dr.Kuridrani Mrs.Tuilevuka

3 Fijian /iTaukei: Kelikelimatua Dr. Kuridrani Dr. Kuridrani 4 Fijian/ iTaukei : Sova ni Vuku Dr. Ravuvu Dr. Kuridrani Solesolevaki

5 Tara koro 1 Dr. Nayacakalou Dr. Kuridrani Marika Degei 6 Tara koro 2 Dr. Nabobo- baba No.1 due Dr. Kuridrani Marika Degei 7 Taro Koro 3 Dr.Durutalo Dr. Simione Kuridrani Dr.Durutalo Alumita 8 Mid Semester Break

9 Veivakatorocaketaki Dr.Nayacakalou

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10 Gender Inequality Dr.Kuridrani

• Teri ura me sa tei damu

• Kalawaci ga na kau, warai na Tamata

• Dui seva ga na bua ka ya tea

11 Draki Veisau/Draki Vuavuai CLO#9 • Indigenous Knowledge of the weather

• Traditional coping mechanisms

12 Meke kei na Serekali Dr. Ravuvu CLO#9 Food preservation/conservation methods

Indigenous knowledge Dr. Kuridrani 13 CLO# 3 • Qolikubu • Masima ( Salt making)

• Indigenous Health & Healing

14 Volaitukutuky Dr. Kuridrani CLO# 3

15 Volai Tukutuku Final assessment due 16 Study Break

17&18 Examination

Note: Tutorials and Lectures are compulsory

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5.0 WORKLOAD

Students should expect to spend about 14 hours per week on this course

7.0 REQUIRED AND RECOMMENDED READING Baba, Tupeni L., Emita L. Boladuadua, Tevita Ba, Wasevina V. Vatuloka And Unaisi Nabono - Baba. 2013. Na Vuku Ni Vanua - Wisdom of the Land: Aspects of Fijian Knowledge, Culture and History. Suva: Native Academy Publishers, Institute of Indigenous Studies and Fijian Teachers Association. 330 pages. ISBN: 978-9829113023

Becker AE. Body, Self, and Society: The View from Fiji. [Book]. Philadelphia: University of

Pennsylvania Press; 1995. pp. 1-206.

Biturogoiwasa, Solomoni with Anthony R. Walker, 2001. My village, my world: everyday life in Nadoria, Fiji. Suva: Institute of Pacific Studies, University of the South Pacific.

Bouma, G. and Ling, R. (2005) The Research Process, Oxford University Press.

Raitiqa, Lesila Taranatoba. 2000. Jesus: Healer of vanua sickness and mana of the vanua. M.Th. thesis, Paci c Theological College, Suva. Ratuva, S. (2014). Ethnicity, Affirmative Action and Coups in Fiji: Indigenous Development

Policies between the 2000 and 2006 Coups. Social Identities, 20(2/3), 139-154.

Ravuvu, Asesela D. 1983. Vaka i Taukei: The Fijian Way of Life. Suva: Institute of Paci c

Studies, University of the South Pacific.

Tamata,Apolonia 2000 The Story of the Fijian Story-teller. Directions: Journal of Educational

Studies Vol. 22 No. 2, pp 93-113.

Thaman, R. (1990) Bibliographies and Referencing Made Simple: Guidelines for Students, Center Bay Publishers

Walsh, C. (2004) The Essential Research Skills, Development Studies Program, USP.

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8.0 ONLINE SUPPORT

Resources in the form of lecture notes, tutorials, course outline, and background reading material, various user guides, practice tests, sample code, data files and weekly quizzes will be made available through the Moodle website (http://elearning.unifiji.ac.fj/moodle/

9.0 ASSESSMENT

There is no final examination for this course and therefore assessments will only be based on continuous assessments through the following:

Students shall be assessed as follows:

Due Date Weight (%) Continuous Assessment Research Proposal End of week 5 30 Presentation of major End of week 10 30 60 project proposal Report on major project End of week 14 40 40

No Examination Total 100%

Description of Assessment

Assignment 1: (30 %)

Students are required to write a proposal and conduct a major research project from the suggested list of research topics provided

Seminar Presentation (30%)

Conduct field work in your identified areas and present your analysis of findings in the seminar presentation

(Students are required to discuss their topics with the lecturer first before commencing the project)

Major Assignment (40%)

Provide a technical research report

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10.0 GRADING SYSTEM

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software

Students are required to submit all written work through Turnitin via MOODLE online to check their work for originality and to ensure that appropriate referencing and citation is used. Turnitin currently accepts the following file types for upload: • Microsoft Word™ (DOC and DOCX),

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Penalties for Academic Misconduct

i. Any case of academic misconduct will be reported in writing to the course coordinator, Head of School, and Dean of Faculty. ii. The penalties imposed for proven cases of misconduct vary. Based on the seriousness of the case, the penalties include, but are not limited to: a) A written reprimand of the student from the Head of School; b) The requirement by the Head of School that the student complete further work, or repeat work, for the course; c) Deprivation of credit for a course, or for a component of assessment of the course, to which the academic misconduct relates, by the respective Deans; and d) Cancellation of any previously-credited pass in a course associated with the offence, by the respective Deans. iii. Significant and repeat offences will be referred to the University’s Student Discipline Committee, which can: a) Impose a fine not exceeding $500FJD b) Prohibit the student from using any of the University’s library and computing network facilities for a period not exceeding twenty-eight days; c) Recommend to the Vice-Chancellor that a student’s enrolment be suspended for any period and on terms considered necessary by the committee; and d) Recommend to the Vice-Chancellor that the student’s enrolment be terminated, i.e. expulsion from the University.

14.0 IMPORTANT POLICIES AND REGULATIONS

- Regulations

. Admission, Enrolment, Withdrawal and Auditing Regulations . Admission Regulations . Programme Regulations . Assessment Regulations Page 8 of 9

- Support Services . Library Information and Regulations . Information and Communications Technology (ICT) Policy . Counseling Service - Policies and Procedures (available at The University Helpdesk) . Procedures for Addressing Student Grievances . Report for Senate Meeting . Student Conduct and Discipline . UPSM- Code of Conduct and Ethical Practices for Medical Students . Procedures on Off Campus Admissions and Enrolments

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK301 CREATING LITERATURE IN VOSA Semester 1, 2017 VAKAVITI

School: Centre for iTaukei Studies Department: Centre for iTaukei Studies

Credit Points (CP): 15 Level: Undergraduate Prerequisite: Open to any student in the university eligible to take a 300 level course. Students should have completed some language and literature courses at the 100 and 200 level especially ITK203 and should be able to understand written and spoken Fijian. Delivery mode: Face-to-face (Lectures, tutorials) Lectures: 2 hours / week Tutorials: 2 hours / week

Continuous Assessment: 100%

______Associated Staff Course Coordinator(s): Usaia Gaunavou Room: B120 Email: [email protected] Phone: 6640600 Ext: 150 Consultation: Displayed at the office door

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE The course continues the work introduced in ITK203 and further develops students’ creative writing skills. Focusing on developing projects and receiving feedback from the lecturer and classmates, this course helps students sharpen their writing skills and work towards completion of publishable work. Students concentrate on a particular area of creative writing they have found most interesting. Guided writing will be provided through the different stages of the writing process to give students experience in writing on a major piece of work. Students may specialize in any creative writing form and must

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produce literary and factual genres at the end of the course. There will be two hours of lecture and a two hour workshop. In the two hours workshop, students will read their work to the group in the first hour and the group, including the tutor will provide comments and criticisms. For the remaining one hour, students will write in class. It is very important for students to develop the habit of writing continuously without interruption.

3.0 COURSE LEARNING OUTCOMES (CLO)

On completion of the course, students should be able to:

CLO#1 plan & compose personal recount genres in iTaukei language CLO#2 plan & compose explanation genres in the iTaukei language CLO#3 plan & compose instructional/procedural texts in iTaukei CLO#4 plan & compose a 5-6 page short story in iTaukei language CLO#5 plan & compose poems in iTaukei language CLO#6 plan & compose a drama in iTaukei language CLO#7 demonstrate positive attitudes and values about their language in relation to their culture CLO#8 develop an appreciation of their own language and culture

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Wee Start Topic Textbook Assessmen Course k Date Readings t Learning Outcome s 1 Course Orientation Bring literary Understanding Literature - materials What is literature/Value of of different literature/Forms of Fijian/ English forms in literature – make English & iTaukei/ comparisons/What is fiction/what Identify & is non-fiction classify texts in two

groups – CLO#6 fiction & non-fiction. CLO#7 2 Composing and Refer to Students CLO#1 Comprehending Non-Fiction - handouts – write their Understanding genre texts and the Genres: life story –

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notion of author, audience, Types and 1st draft purpose and occasion./Identifying characteri characteristics of different text stic of

genres/Analyzing properties of a Texts [Adapted wide range of text types that with include literary, factual and permission community texts(descriptive, from explanatory, procedural, Bemtup persuasive, factual recount, Education: literary recount, factual and ENGLISH ] CLO#6 literary description, ) as

determined by its overall purpose CLO#7 in sharing information.

3 Composing and Genres: Students Comprehending Non-Fiction - Types and write their CLO#1 Understanding genre texts and the characteri life story stic of notion of author, audience, Texts purpose and occasion./Identifying [Adapted characteristics of different text with genres. permission from Writing information texts Bemtup Education: CLO#6 ENGLISH ] CLO#7 4 Composing and For factual Students Comprehending Non Fiction - recount, write the Analyzing properties of a wide refer to final draft CLO#1 handout on of their life range of text types that include a testimony story literary, factual and community : ‘My texts(descriptive, explanatory, Escape To procedural, persuasive, factual a New recount, literary recount, factual Life’ and literary description, ) as Students determined by its overall purpose write their explanatio CLO#2 in sharing information. n texts Writing information texts CLO#6

CLO#7

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5 Composing and Refer to Students Comprehending Non Fiction -. handouts: write their CLO#2 Purposes & explanatio Compose explanation texts Text n texts Forms: Written CLO#6 language CLO#7 6 Composing and Refer to Students CLO#6 Comprehending Non Fiction - handouts: write their Compose procedural texts Purposes & procedural CLO#7 Text te xts CLO#3 Forms: Written language 7 Writing poems Refer to Write the What is poetry/Elements of good handouts: first draft poetry/The music of poetry/The Purposes & of poems & CLO#5 Text include the words of poetry/The content of Forms: elements of CLO#6 poetry/Reading poetry Written good language poetry. CLO#7 8 Mid Semester Break

9 Writing poems (cont) Write the first draft CLO#5 Write the first draft of poems of poems & include the elements of CLO#6 good poetry. CLO#7 10 Writing fiction – the short story Complete the task - Planning, & writing of first draft their first draft CLO#4

CLO#6

CLO#7 11 Writing fiction – the short story Assess the (cont) first draft CLO#4 with the

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Reading of first draft & whole students class editing CLO#6

CLO#7 12 Writing fiction Complete the task - CLO#4 Writing of second draft their second CLO#6 draft CLO#7 13 Writing fiction Complete the task - their final CLO#6 draft CLO#7 14 Producing literacy materials Assess the level of • Language levels language used • Pictures & picture selection – some guidelines CLO#6

CLO#7 15 Producing literacy materials Assess the students’ CLO# • Putting the book together final 1/2/3/4/;5/ – size, introduction, portfolio 6/7 content page, titles, where the pictures go, • Making a dummy copy – title page, typing the book, cover page • Copying and printing – photocopying, commercial printing CLO#6

CLO#7 16 Study Break

17 Final Examination – Exact time and date of final examination will be & advised later 18

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5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Plan Plan & Plan & Plan & Plan & Final Total Learnin &write write write write 5 -6 write 6 Portfolio g personal Explanatio Instructi page poems in Outcom recount n genres onal/pro short iTaukei e genres in in the cedural stories in iTauke i iTauke i texts in iTauke i language language iTaukei language CLO #1 # 1 # 1 CLO #2 # 2 # 2 CLO #3 # 3 # 3 CLO #4 # 4 # 4 CLO #5 # 5 # 5 CLO #6 # 6 # 6 # 6 # 6 # 6 # 6 CLO #7 # 7 # 7 # 7 # 7 # 7 # 7

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions:

Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lectures 14 2 28 1.87 Tutorials 15 2 30 2.00 Pre & Post 14 5 70 4.67 assessment work Study week 1 27 27 1.80

Oral & written 14 3 42 2.80 seminar presentation

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Independent writing 14 2 28 1.87

Totals 225 15

7.0 REQUIRED AND RECOMMENDED READING

1. Abrams, M. H. (1985) A Glossary Of Literary Terms, 5th Edition, Holt, Rinehart and

Winston, Inc. Florida.

2. Stevens, B.K. and Stewart, L.L. A Guide to Literary Criticisms and Research

3. Dinneer, K. and O’Connor, M, (2008) Elements of the Short story

4. Pillay, Raymond, (1980) The Celebration, Mana Publication and South Pacific Commission, Suva.

5. Veramu J. (1989) Black Messiah, IPS and SPCAS, Suva

6. Radrodro, A.R. (1985) Dui Seva Ga na Bua Ka Tea,

7. Blakelock, P. (1990) Na Buli Vula

8. Komaidreke ,V. (1991) Na Veitawasei Vakaciriloloma

9. Dikidikilati V. C. (1989) Noqu Senirosi Yalivoli

10. Maloni, V.R. (1985) Na Noqu Serekali

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8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Means of Assessment

By their nature, most of the skills acquired in this course cannot be assessed by written examination. Assessment will therefore be based upon a series of substantial written projects. The final grade will be based upon the continuous assessment of individual assignments handed in and a final portfolio of work to be handed in at the end of the semester. Final assessment will be made by a staff panel. The portfolio should contain a minimum of the following:

1. A collection of 6 short stories, or 2. A collection of 15 poems, or 3. A mixture of the above, i.e. 4 short stories and 7 poems or 4. A collection of 10 factual or information texts with different text structures for different learning purposes or 5. A mixture of all the above, i.e. 4 short stories, 5 poems, 5 factual or information texts which comprised of: a. personal recount in an autobiography, 3 explanation genres and 1 instructional genre.

Continuous assessment of written projects

Students would be assessed as follows:

Assessment Item Due Date Weight (%) 5 x 5 information texts end of week 3 25 5 x5 poems end of week 6 25 4x10 short fiction end of week 10 40 Final folio of project end of week 14 10

Total 100

10.0 GRADING SYSTEM

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11.0 WITHDRAWAL FROM COURSE

12.0 REFERENCING GUIDELINES

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Use Harvard Referencing Style for this Course. Please ensure that all assessment Items submitted are properly referenced. All assessment items should have references. Failure to provide references would result in disciplinary action under the University’s Plagiarism and Dishonest Practice Regulations.

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software

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more information please visit http://www.UniFiji.ac.fj/index.php?id=2838

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

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. Plagiarism and Dishonest Practice . Library Information and Regulations . Information and Communications Technology (ICT) Policy

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 302 Vanua, Land and the People Summer School, 2016

School: Centre of iTauke i Studies Department: Under graduate Credit Points (CP): 15 Level: Undergraduate Prerequisite: ITK102, ITK202 Delivery mode: Blended Mode: Face-to-face & Moodle Lectures: 3 hours / week Tutorials: 1hour / week Assessment: Assessment 100% Associated Staff Course Convener 1: Associate Professor Dr. Litiana N. Tuilaselase Kuridrani - medical anthropologist/ sociologist Room: 211 Email: [email protected] Phone: 6640600 Ext: 117 or 121 Consultation: Thur 12 – 1pm B202

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

The course involves the study of the close connections between the land and the people with specific emphasis on the iTaukei people and Pacific notions of identity emphasise the “environment” in its totality, a concept for which the term ‘land’ is identified as ‘vanua’.

Vanua constitutes an imagined interconnection of the ancestors, minerals, land, water, mountains, rivers, sea, forests, people, beliefs, culture, socio-political and economic aspirations and stewardship of the ecosystem for the future generations. Studies are related to the arrivals of early settlers, administration of land, legality of land issues and the general structure of the administrative leadership systems. All existing associations between the land and the people researched, studied and documented in detail.

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3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able:

CLO#1: To discuss the different meaning of “Vanua”; their indigenous roots and rights for the iTauke i people

CLO#2: To analyze the relationship between the “Vanua “; the traditional iTaukei social structure in the Matanitu Vanua and Matanitu iTaukei

CLO# 3: To discuss the history of early settlers in Fiji pre and post colonial and the establishment of the Matanitu “Vanua” and Matanitu iTaukei

CLO#4: To demonstrate the detailed information concerning the land: land usage, boundaries, divisions and ownership and tenure of all types of leases and the establishment, roles and responsibilities of Intake Land Trust Board with), other organizations that manage ITaukei Affairs. CLO#5: To deliberate on Fijian/ iTaukei politics: linking to the kinship & relationship amongst the “Vanuas” in Fiji relating to social cohesion networks and cooperation CLO# 6: To contemplate the ITaukei customary practices for births, marriages, deaths and traditional “bulubulu”

CLO#7: To communicate the various indigenous knowledge and practices that relate to safeguarding of intangible cultural practices

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER Week Topic Textbook Assessment Lecturer readings 1 Introduction - Course details Dr. Dr. Ravuvu Kuridrani Fiji and Fijians: Fijian “Vanua” The meaning of “Vanua”: land and the Fijian /iTauke i people

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2 Fijian/ iTaukei History: Halapua Tuilevuka Dr.Tuwere The arrivals of the people-ITaukei, the Minority groups, the Missionaries & Traders

3 Fijian /iTaukei Leadership: Dr.Nayacakalou Dr. Pre and post colonial Fiji Dr. Kuridrani Kuridrani Matanitu Vanua and Matanitu iTaukei “Tutu vakaVanua”

4 Fijian/ iTaukei Politics: Raituku Dr. The kinship & relationship amongst the Kuridrani “Vanuas” in Fiji. “Verevakabau” Social cohesion, networks and Cooperation Disput e and cultural resolutions in traditional Fiji

5 The Native Land Commission: Dr. Nayacakalou Dr. The role and responsibilities of (NLC ) Kuridrani The Fijian Chiefly system Marika Dispute Resolution procedure as per the Degei Legislations ITaukei Land Trust Board The current laws in the power and functions of the Land Use Unit and Land Bank

6 Safeguarding for Intangible Cultural Dr. Tuwere Dr. Heritage Dr.Tupeni Baba Kuridrani Marika The People- beliefs and use of the land, Degei rivers, natural and marine resources

7 Indigenous knowledge of the weather Dr. Nabobo- baba Assignment Dr. and traditional coping mechanisms 1 Kuridrani

8 Mid Semester Break

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9 Traditional Knowledge for Adapting to Dr. Nabobo- baba Dr.Kuridrani Climate Change

10 Traditional Wisdom for Medicine & Dr.Kuridrani Dr.Kuridrani Healing

11 Traditional Ecological Knowledge: Dr.Unaisi Dr.Kuridrani Preservation and Conservation Methods Nabobo-baba

12 Creative and Expressive Arts Dr. Ravuvu Dr. Kuridrani

13 Traditional Myths & Beliefs Dr. Tamata Dr. Kuridrani Dr. Kuridrani

14 Fijian Education: Dr. Unaisi Nabobo-baba Dr.TuPeni Baba Dr.Samu Bogitini 15 Contemporary Vanua, Matanitu & Lotu Dr.TuPeni Baba Final Ethics assessment due 16 Study Break

17&18 Examination

5.0 WORKLOAD Students should expect to attend about 4 teaching hours and at least per week for this course. This is does not include reading and additional work

6.0 REQUIRED AND RECOMMENDED READING Bolabola, C 1986 Fiji: customary constraints and legal progress, Institute of Pacific Studies, University of the South Pacific (USP), Suva.

Derrick, R.A. 1946 History of Fiji, Vol 1, Printing and Stationery Department, Suva.

Ewins, R 1998 Changing Their Minds: Tradition & politics in Contemporary Fiji and Tonga. Christchurch, University of Canterbury.

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Halapua, W 1969 Tradition, Lotu Militarism, Chapter 4: The vanua, USP, Suva

Nabobo U: Knowing and learning: an indigenous Fijian approach Institute of Pacific Studies, University of the South Pacific, Suva, Fiji, 2006

Ravuvu, A.D 1983 Vakaitaukei: The Fijian Way of Life, Suva, Institute of Pacific Studies, University of the South Pacific

Tuwere, I, S 2002 Vanua: Towards a Fijian Theology of Place, Suva, and University of the South Pacific.

Scarr, D 1983 The Three Legged Stool. Selected writings of Ratu Sir Lala Sukuna

Raituku, A 2010. Na Nodra yaco mai na Vuda ka ra soko mai ena Kaunitoni, Centre of ITaukei Studies, University of Fiji

Nayacakalou, R Na Veiliutaki e Viti, 2010, Centre of iTauke i Studies, University of Fiji (Prescribed text for this course)

7.0 ONLINE SUPPORT

8.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Due Date Weight (%)

Assignment 1 Week 7 50 Assignment 2 Week 14 50 Total 100%

The practical programme must be completed to the satisfaction of the coordinator for the course.

Assignment 1 – Present a write up about your indigenous roots and your own Vanua- “Tukuni au mada” (2500 words)

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Assignment 2 - Pick a topic in the area of Fijian politics, education, medicine and leadership and provide literature discussions on it (3000 words)

9.0 GRADING SYSTEM

10.0 WITHDRAWAL FROM COURSE

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11.0 REFERENCING GUIDELINES Use Harvard Referencing Style for this Course. Please ensure that all assessment Items submitted are properly referenced. All assessment items should have references. Failure to provide references would result in disciplinary action under the University’s Plagiarism and Dishonest Practice Regulations.

12.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software

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13.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

. Admission, Enrolment, Withdrawal and Auditing Regulations UVTGD -CE-02 Course Outline Exemplar Page 8 of 9 Revision Date: 18 December 2014

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The University of Fiji Course Outline

ITK303 Teaching and Learning Flexi-mode iTaukei language

Centre for iTaukei Studies 1.0 COURSE AND ASSOCIATED STAFF DETAILS

School: Centre for iTaukei Studies Department: Centre for iTauke i Studies Credit Points (CP): 15 Level: Undergraduate Prerequisite: Practicing teachers,Year 13 pass /Foundation ITK or admission with Standing/Mature Entry Delivery mode: Face to face Lectures: 3 contact hours Tutorials: 1 contact hour Practical: As course content Continuous Assessment: 50% Final Examination: 50%

1.Course Description

ITK303 is a component of the Diploma in Teaching iTaukei Language and Culture programme. The course is for students who aim to teach iTaukei Language & Culture in schools and for practicing teachers who are teaching iTaukei subjects in schools today.

The general goal of this course is to prepare teachers of Itaukei language by focusing on being literate in the Itaukei language through being able to compose (think, speak, write and shape), comprehend (listen, read, understand, view and reflect) and communicate effectively within a wide range of contexts, in particular in the teaching and learning of the Itaukei language in the classroom.

The relationships between cultural and social contexts and language use is explored through a study of textual features of spoken, written and visual texts. Insights into the structural, functional and interactive views of the iTaukei language will be emphasized.in various language registers. 2.Learning Outcomes On successful completion of this unit, students should be able to:

CLO#1: Apply the four language skills in the teaching of Itaukei language at the secondary school;

CLO#2: demonstrate the structural, functional , socio-cultural and interactive views of the Itaukei language with confidence and expertise in classroom management, including curriculum and lesson planning and delivery;

CLO#3: communicate skillful classroom communication approaches and skills in Itaukei language

CLO#4: Show through recognition how purposes for language influence choices made by effective composers and comprehenders of Itaukei language;

CLO#5: facilitate the teaching learning process of language interrelationships and interdependence;

CLO#6: demonstrate effective oral and written communication skills through appropriate language use in various contexts and registers;

CLO#7: sensitively construct assessment for learning;

CLO#8: assist students to be successful users of the Itaukei language through being able to compose (think, speak, write and shape), comprehend (listen, read, understand, view and reflect) and communicate effectively within a wide range of contexts, both in the classroom and in their communities;

CLO#9: emphasize and uphold values that promote treasuring the Itaukei language.

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Week Topic Reference Assessments Course s Learning Outcomes 1 The four skills :speaking , CLO#1 listening,reading and writing for CLO#2 meaningful communication and thinking: compose, comprehend, communicate 2 Purpose of language & gestures/body CLO#2 language; non-verbal aspects CLO#4

The structural view of the language. A

3 Functional view of Itaukei languages: CLO#2 Social-cultural view; Choice of CLO#3 appropriate words, intonation & tone to CLO#4 A suit purposes- ceremonial B occasions;formal requests (Bulubulu/ Matanigasau)

Lesson Planning

4 Oral skills: Public Speaking, Oratory, CLO#2 Debates, Meetings CLO#4 CLO#6 nswering questions, statement Assignment conversions C 1 D The Interactive view- conversational exchanges ; creation & maintenance of social relations.Language of information & instructions and dialogues through drama

5 Grammar – basic concepts in word Teaching formation in Itaukei, morpheme and presentation CLO#4 affixes, morphological processes and B s CLO#6 CLO#8 word class. Itaukei syntactic features – word order, sentence structures..

6 Reading & comprehension; sources of Cakau articles.Questioning techniques series Teaching Past presentation CLO#3 Assessments: diagnostic examinati s CLO#7 testing,continuous, summative. Ref: Na on papers Cakau Series

7 Lexis and lexical features.Lesson Assignment CLO#7 planning on vocabulary exercises 2 B CLO#8 based on the reading material& literature C 8 Research studies- Verbal instructions for CLO#3 hands-on activities-recipes for traditional C CLO#4 dishes, fishing methods, traditional art & D CLO#8 craft/ sports. Writing & documentations

9 Activities based on exercises for assessments covering all aspects of the CLO#7 language CLO#8

10 Evaluation/Discussion of final CLO#8 examination paper;Discuss the following CLO#9 course and registration details- January course

Final examination

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX Course Assignment Assignment Lesson Examinations Learning 1 2 planning Outcome &teaching CLO #1   CLO #2    CLO #3    CLO #4     CLO #5    CLO #6   CLO #7   CLO#8  

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course. The total expected participation and involvement of each student is listed as: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Learning,appilcations/ practice 14 10 140 Tutorials/Presentations 10 1 10 Library, Field research 8 2 16 Evaluation, assessments 5 2 10 Assignments 10 3 30 Examination 1 3 3

7.0 REQUIRED AND RECOMMENDED READING A. Lynch,J,1998,Pacific Languages, University of Hawai Press, Honolulu.

B. Miller,G.B. 1990,Fijian Grammar , Government Press, Suva, Fiji.

C. Na ivolavosa vakaviti Kei Na Kena Ivolavolai

D. Seruvakula,S,2000, Bula Vakavanua , Institute of Pacific Studies, University of the South Pacific.

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Students shall be assessed as follows:

Course work Due Date Weighting Assignment 1 Day 4 15% Lesson Planning Day 5 & 6 10% Teaching Presentations Day 5 & 6 10% Assignment 2 Day 7 15% Final Examination 50%

100% Assignment 1 (15 marks) Find out from your elders how a Matanigasau or Bulubulu is presented and received.

Present a write-up on your research.

Lesson Planning and Teaching

Plan a lesson on Word Building and reported speech. Teach the lesson in class.

Assignment 2 ( 15 marks) Prepare two examination questions for Year 9 based on: 1. Cultural studies- verbal traditional presentations 2. Cultural Studies- based on cultural values Show how you will analyse the question in class for the best possible answers

10.0 GRADING SYSTEM

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software

The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 304 Teaching and Learning of iTaukei Literature Flexi/Summer Mode

School: Centre of iTauke i Studies Department: Credit Points (CP): 15 (1 CP= 15hours) Level: Undergraduate Prerequisite: Diploma of Teaching iTaukei Language, Literature & Culture Delivery mode: Face to face Lectures, Tutorials) Lectures: 3 hours / week Tutorials: 1hour / week Continuous Assessment: 50% Final exam 50%

Associated Staff Course Coordinator(s): Usaia Gaunavou Room: B120 Email: [email protected] Phone: 6640600 Ext: 150 Consultation: Tuesday to Thursday: 11:00-12:00 noon and by appointment

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

Designed especially for students who will be future iTaukei language and literature teachers at the secondary-level in Fiji, this course examines the teaching of literature across the secondary level. It adopts a practical and theoretical perspective, examining topics that include the kinds of readings and readers teachers of Vosa VakaViti raraba are trying to create and effective pedagogical practices for the teaching of literature. The course is designed around 3 central themes: the purposes for teaching literature; the content for teaching literature; and pedagogical approaches for teaching literature. These topics will be explored through a variety of texts and perspectives. While the three central themes form the basis of all teaching and learning, the course intends to achieve three general goals. First, students will develop proficiency in their vernacular. Second, they will explore widely the meaning and significance of literary studies and UVTGD -CE-02 Course Outline Exemplar Page 1 of 14 Revision Date: 18 December 2014

Fijian literature in general. Third, students will learn how to teach iTaukei literature in Vosa VakaViti raraba in the secondary classroom. A close and careful reading of texts will be encouraged to perceive themes, styles and forms in order to break down barriers between readers and texts. To this end, students will be trained on how to critically assess the quality of the ideas, the data and the arguments being presented and the method of presentation used by the author. As part of the concluding assignment for the course, students will be asked to prepare and present a conference paper on some aspect of the teaching of literature at any grade or year level

Time Offered as a 2 week block of 5 days each, with lecture hours being 6 hours per day, 60 contact hours for the two weeks.

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to:

CLO # 1 justify and defend their views about aspects of teaching iTaukei literature at the secondary school level CLO # 2 understand contextual and intellectual factors which influence the composition and comprehension of texts; CLO # 3 approach the teaching of Itaukei literature with confidence and expertise in classroom and lesson management CLO# 4 design, implement and evaluate lessons and units that will teach students how to be effective composers and comprehenders of the genres of iTaukei literature CLO # 5 teach songs, poems, short stories, novels, debates, quizzes, role play and mime in their teaching . CLO # 6 link and integrate the teaching and learning of literature with the teaching and learning of language CLO # 7 develop assessment tasks, analyze and interpret assessment information to monitor literacy learning in the secondary years of schooling; CLO # 8 discuss critically and confidently some current professional issues related to literature education; CLO # 9 feel positive about their own knowledge about the study of literature-teaching and learning feel confident in their ability to apply this knowledge in ways that will cater for diversity in the language and literature classroom;

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CLO # 10 demonstrate positive attitudes and values about their literature in relation to their culture

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

We Topic Textbook readings Asses Cours ek smen e ts Learn ing Outco mes 1 Course orientation & Introduction Terry Eagleton’s Introduction to CLO b) What is Literature/ Literary Theory # 1 What is oral/written literature What is Fijian literature Forms of Fijian literature Forms of English literature CLO # 10 How the purposes for teaching and learning literature, as well as teaching strategies, differ and cohere across the continuum from high school through college or university level. Viewing and discussing video clips of teachers in action across this continuum

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2 What do we want students to Assigned Reading: CLO learn? 1. Miriam Marty Clark, “Beyond # 9 We will consider the end point of Critical Thinking” Pedagogy 9.2 teaching literature---what we (2009): 325- want students to take 330 away from our classes. Beyond 2. Gerald Graff, “Outing Criticism” inculcating a vague “love of from Clueless in Academe literature,” what specific 3. Michael W. Smith, “Playing by skills, stances, and habits of mind the Rules” from Authorizing do we want students to develop? Readers How do these learning goals 4. John Guillory, “On the begin to specify not only what we Presumption of Knowing How to teach but how we teach? Read” ADE Bulletin CLO 145 (2008) 8-11 (handout) # 10 Recommended for Higher Ed: 5. Ken Bain, “What do they expect of their students?” from What the Best College Teachers Do 6. Peter Filene, “Defining Aims and Outcomes” and “Cognitive Sequence” from The Joy of Teaching Recommended for Secondary: 7. Scholes, Textual Power, chapter 1 and 2 3 What do we know about how Assigned Reading: CLO people learn to read literature? 1. Grossman, (2001) # 2 We will consider what it means to 2. research articles Douglas read literary texts, and what role Hartmann, intertextuality; literature teachers Earthman, revisinginterpretations play in teaching reading. What 3. Reading Reconsidered, chapters characterizes the specific ways of 4 & 5 reading literary text? 4. Rabinowitz & Smith, chapter 3 What do we know about how people develop these capacities and skills?

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4 How to lead a discussion Assigned Reading: CLO Discussions represent a 1. C. Roland Christensen, “The # 3 ubiquitous pedagogy for the Discussion Teacher in Action” teaching of literature. The image from Education of a college seminar, in which for Judgment, ed. Christensen CLO engaged students delve deeply 2. Showalter, “Methods of # 4 into ideas, gently guided by a Teaching Literature” skilled teacher, represents an 3. Parker Palmer, “The Hidden ideal of discussion-based Wholeness” from The Courage to teaching. Yet all too often, Teach CLO discussions are not the grand 4. Website of Yvonne Divans # 9 explorations of literature we Hutchinson envision, to paraphrase, but rather Recommended for Higher Ed: turn into gentle, or not so gentle, 1. “Facilitating Discussion: Posing inquisitions. In this class, we Problems, Listening, Questioning” CLO explore the components of in # 6 teaching with discussion and what McKeachie’s Teaching Tips both teachers and students must Required for Secondary: do to 1. Applebee, A., Langer, J. A. & prepare for productive discussion. Nystrand, M. (2003). Discussion- based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40, (3), 685-730.

5 Teaching Fiction Assigned reading: CLO Each literary genre presents its 1. The Yellow Wallpaper # 4 own set of pedagogical 2. Showalter, “Teaching Fiction” challenges. Explore the 3. Rabinowitz & Smith, pp. 88-118 challenges specific to teaching CLO works of narrative fiction; what # 6 do we want students to learn from their engagements with novels and short stories, and how can our CLO classroom approaches facilitate # 5 those goals? CLO # 9

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6 Introduction of poetry Plan & write a10 verse by 5 poem CLO What is poetry/ why people write over a period of 2 weeks # 10 poetry

Tutorial: Individual reading of own poems Reading assignment on poetry.

Class contributes in creating a poem. Discuss the main features/aspects of the poem – meaning, rhyme, figures of speech

Lecturer & students read a few more examples to the class & discusses the main features

7 11/5: Teaching Poetry Assigned reading: CLO Poetry presents a different set of 1. Dickinson, “The Chariot,” Yeats, # 4 challenges to the teacher, both “Among School Children,” Hughes, cognitive and affective. “Theme for English B” CLO Because poetic text is more 2. Showalter, “Teaching Poetry” # 5 condensed and elliptical, readers 3. DVD, Helen Vendler teaching must engage in much more“gap- “Among School Children” CLO filling” in order to puzzle through 4. Scholes, “Reading Poetry” from # 6 the text. In addition, many The Crafty Reader (edited) students arrive in high 11/ CLO school and college with negative # 9 attitudes towards poetry. Explore different approaches to teaching poetry that address these CLO challenges. # 10

8 Mid Semester Break

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9 Teaching (with) Drama Assigned readings: Drama can be both a subject and 1. Othello CLO a teaching method. Explores 2. Showalter, “Teaching Drama” # 4 approaches to 3. Folger Library, Shakespeare Set teaching drama—with a specific Free pp. CLO focus on chosen dramas, widely Video: # 5 read in high school CLO and colleges but whose work # 9 poses specific historical, CLO linguistic, and ideological # 10 challenges as well as possibilities for using drama in the classroom as a pedagogical tool. 10 Drama Assigned readings: CLO 1. Othello # 9 Why drama/definition/difference 2. Showalter, “Teaching Drama” between theatre and drama. The 3. Folger Library, Shakespeare Set CLO lecturer & students read a drama Free pp. ? # 10 in Itaukei language. Discusses the Video: main features/aspects of drama. Lecturer & students read a few more examples to the class & discusses the main features

11 Drama CLO # 9 Students write & then read & discuss their drama stories CLO # 10 Reading in groups

Working on first draft

Practicing the dialogue 12 Drama Prese Students read their draft to the ntatio CLO class n # 10

Preparation for drama presentation

Students present in groups to the rest of the class

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13 Teaching Theory Assigned reading: Students (and sometimes 1. Eagleton, T. “What is literature?” CLO teachers) find literary theory from Literary Theory: An # 10 intimidating; yet, handled Introduction, 1- carefully, it offers a productive 14 inroad to the big questions of 2. Susan B. Lanser, “The T-Word: literary study at both the post- Theory as Trial and Transformation secondary and the secondary of the Undergraduate Classroom” CLO level. Explore the challenges and in Teaching Contemporary Theory # 6 rewards of to introducing literary theory into Undergraduates, eds. Sadoff and the literature classroom. Cain (MLA, 1994) 3. Chapter 1 and 2 from Critical Encounters in High School English

14 Public speaking CLO # 8 CLO # 10

15 Public speaking (Public speaking assignm ent due at the end of week CLO 12) # 8 CLO # 10

16 Study Break 17 Examination

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Assignment 1 Assignment Mid- Presentation Learning 2 Semester Outcome Test CLO #1 CLO #2 CLO #3 CLO #4 CLO #5

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CLO #6 CLO #7 CLO #8 CLO#9 CLO#10

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lecture 15 3 45 3 Tutorial 15 1 15 1 Seminar 14 0.9 12 weeks Assignment preparation, 12 hours per week, 376 25.1 Project preparation & presentation, Literature review, Library Total 450 30

7.0 REQUIRED AND RECOMMENDED READING : Rabinowitz, P. J. & Smith, M. W. (1998). Authorizing readers: Resistance and respect in the teaching of literature. New York, NY: Teachers College Press. Scholes, R. (2001). The crafty reader. New Haven, CT: Yale University Press. Showalter, E. (2003). Teaching literature. Wiley Blackwell. Wolf, D. P. (1998). Reading reconsidered: Literature and literacy in high school. New York, NY: The College Board. The Yellow Wallpaper Othello Recommended Texts: Appleman, D. (2009) Critical encounters in high school English: Teaching literary theory to adolescents, 2nd edition. New York, NY: Teachers College Press.

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Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. Folger Shakespeare Library. (2006). Shakespeare set free: Teaching Twelfth Night Othello. New York: Simon and Schuster. McKeachie, W., & Gibbs, G. (1998). Teaching tips: Strategies, research, and theory for college and university teachers. New York: D.C. Heath & Co. Scholes, R. (1985). Textual power. New Haven, CT: Yale University Press.

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Due Date Weight (%)

Assignment 1 Week 4 20 Mid Semester Test Week 9 30 Assignment 2 Week 11 30 Presentation Week 15 20 Total 100

The practical programme must be completed to the satisfaction of the coordinator for the course. Assignments 1 Position Paper: Due 10/15 Students will write their own position statement on the purposes for teaching literature. These papers should be no more than 5 pages in length and should provide a compelling argument about the purposes for teaching of literature in either high school or college. Final Paper: Due ______Students can choose from one of the following options. Students may also propose their own option for the final paper. Papers should be roughly 12-15 pages long. 1. A syllabus for teaching a particular aspect of literature and an accompanying rationale.The syllabus should specify the purpose of the class, works to be read, assignments and other assessments. Further details will be handed out in class. 2. A concise review of the literature on a particular topic related to the teaching of UVTGD -CE-02 Course Outline Exemplar Page 10 of 14 Revision Date: 18 December 2014

literature. 3. A conference paper on some aspect of teaching literature. Oral presentation at Class Conference: Mid semester test: ------

Assignment 2: ------

Presentation: ------

10.0 GRADING SYSTEM

Grade Meaning Marks A+ Superior far exceeds average understanding as evidenced in course 85+ work and goes significantly beyond the basics. A Excellent, exceeds average understanding as evidenced in course 80 - 84 work and goes well beyond the basics. B+ Far above average, meets or exceeds average understanding as 75 - 79 evidenced in course work and fully understands the basics and goes somewhat beyond that level. B Far above average, fully meets average understanding as evidenced 65 - 74 in course work and fully understands the basics and can deal with concepts somewhat beyond that level. C+ Just above average, fully meets expectations for basic 60 - 64 understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level. C Average, meets minimum expectations and satisfies course 50 - 59 UVTGD -CE-02 Course Outline Exemplar Page 11 of 14 Revision Date: 18 December 2014

requirements. D Fails to meet minimum expectations in understanding and course 40 -49 work as evidenced by performance and submission of graded elements. E Well below the minimum standards. This is when one gets a mark 0 - 39 of less than 40%. It represents lack of effort/interest. It is a cause for deep concern

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software

i.e. expulsion from the University.

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

UVTGD -CE-02 Course Outline Exemplar Page 14 of 14 Revision Date: 18 December 2014

The University of Fiji

Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK305 Promoting Cultural Summer Course Teaching and Learning

School: Centre for iTaukei Studies Department: Centre for iTauke i Studies Credit Points (CP): 15 Level: Undergraduate Prerequisite: Year 13 pass /Foundation ITK Delivery mode: Face to face: Flexi-mode/ Summer Lectures: 7 contact hours daily ( 10 days) during the January School break Tutorials: Daily Practical: As course content Continuous Assessment: 40% Final Examination: 60% Course Cordinator: Salome Rokut a Phone: 6640600 Ext 150 Email: [email protected]

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

A study of the increasing importance of cultural education is aimed at the emergence of knowledge, skills and values-based society. Emphasis is placed on curriculum, planning, evaluation, assessment and decision-making integrated with the teaching-learning process. Amongst these is the importance of sustaining cultural ideologies, knowledge, skills, values, wisdom and practices and protocols that meet the needs of Fiji now and the future. Learning requires understanding, not just social, environmental and economic issues, but of their ongoing interrelationship and interdependence. The process of sustainable decision making involves a critical examination of our priorities, habits, beliefs and values. The consequences positively enhances economic, social, health and emotional welfare of the students and teachers.

3.0 COURSE LEARNING OUTCOMES (CLO)

Page 1 of 10

On successful completion of this unit students should be able to:

CLO#1: Be equipped with knowledge , skills and wisdom of the customary practices commonly practiced. CLO#2: Sustain cultural activities that enhance individual and communal lives CLO#3: Analyse the relationship between the different roles and responsibilities of the the seven Mataqalis in the iTaukei communal set-up. CLO#4: Gather information through readings, the internet and researches of the ITaukei administrative systems. CLO#5: Compile own research notes based on the knowledge and skills gained from the course. CLO#6: Identify the roles and responsibilities of teachers towards their students and their profession. CLO#7: Document the detailed information concerning protocols and the varieties of traditional forms of entertainment & creative arts and crafts. CLO#8: Examine and document the contributions of traditional leaders, elders and village communities CLO#9: Study and compile the traditional and cultural beliefs and activities associated with the land and the sea socially and economically. CLO#10: Research and document findings of own independent project of births, marriages and death ceremonies. CLO#11: Be equipped with strategies for examinations and compile appropriate questions types for the stated lesson objectives. CLO#12: Plan, organize and create survival activities to maintain physical, emotional and mental health and well-being. CLO#13: Gather and obtain traditional knowledge, skills and wisdom & practical ideas for survival from those who reside in the rural villages. CLO#14: Create and produce information booklets on traditional medicinal practices as preventative measures and meet the social and economic needs.

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

Day Topic Textbook Assessment Course Readings Learning Outcomes 1 The essence of sustaining CLO#1 cultural education; FTimes CLO#6 purposes of significant 01/08 CLO#9 Loss of traditional ceremonies; the the teacher in practice iTauke i

Page 2 of 10

identity 2 Customs, ceremonies, CLO#3 knowledge, skills and Maloni,Vi CLO#10 wisdom associated with ka,2004, Na Noda welcome, births, marriages Bula na , deaths, social gatherings iTaukei 3 Survival skills & knowledge; roles & Seruvakul CLO#4 responsibilities; allegiance a, S, 1989, CLO#5 Na Bula CLO#12 towards the vanua; Vakavanu contemporary issues and a. changes

4 Food security, CLO#1 conservation methods, CLO#7 coping mechanisms for CLO#6 CLO#13 survival during cyclone and hurricane periods; preventative and curative measures; ITK medicine

5 Significance of Socio- economic activities between kinship ties; CLO#3 CLO#8 interrelationships & CLO#9 interdependence of vanua; administration of iTaukei affairs

6 Cultural beliefs and values; skills and practices Seruvakul of entertainment, story a, S,!989, CLO#3 Na Bula CLO#7 telling and Vakavanu CLO#9 jokes.Significant a CLO#12 behaviour & weather/ climate characteristics associated with Nature

7 Overcoming weak areas: CLO#2 Coping mechanisms for debts and survival CLO#7 CLO#10

Page 3 of 10

opportunities; procrastination, health issues, emotional and mental well-being & stress management

8 Teaching methodologies& approaches;the essence of CLO#6 teaching and learning; the CLO#1 CLO#11 requirements of a teacher; examinations

9 Research knowledge, CLO#5 skills: aims, main CLO#10 questions, topics, CLO#13 resources, analysis of data, documentation

10 Diets and choices;dialects and languages- the iTauke i CLO#7 identity CLO#10 CLO

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Assignment 1 Assignment Assignment Final Exam Learning 2 3 Outcome CLO #1   CLO #2 CLO #3    CLO #4 CLO #5  CLO #6    CLO #7  CLO#8  CLO#9  CLO#10

Page 4 of 10

CLO#11   CLO12   CLO#13  

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Learning,appilcations/ practice 14 10 140 Tutorials/Presentations 10 1 10 Library, Field research 8 2 16 Evaluation, assessments 5 2 10 Assignments 10 3 30 Examination 1 3.5 3.5

Total 210 15

7.0 REQUIRED AND RECOMMENDED READING • Ewins,R, 1998. Changing Their Minds: Tradition & politics in Contemporary Fiji and Tonga. Christchurch, University of Canterbury. • Halapua, W, Tradition, Lotu & Militarism, Chapter 4: The Vanua,Suva, University of the South Pacific

• Maloni,Vika,2004,Na Noda Bula Na iTaukei, Tabaka:Centrebay Publishers Limited, Suva. • Ravuvu,A.D,1983. Vakaitaukei: The Fijian Way of Life, Suva, Institute of Pacific Studies, University of the South Pacific • Servakula,S,1989, Na Bula Vakavanua, University of the South Pacific, Suva.

Page 5 of 10

• Tuwere,I,S,2002.Vanua:Towards a Fijian Theology of Place, Suva, University of the South Pacific. • Scarr,D,1983, The Three Legged Stool. Selected writings of Ratu Sir Lala Sukuna • Raituku,A, 2010. Na Nodra yaco mai na Vuda ka ra soko mai ena Kaunitoni, Centre of ITaukei Studies, University of Fiji • Nayacakalou, Dr R, Na Veiliutaki e Viti,2010, Centre of iTaukei Studies, University of Fiji (Prescribed text for this course)

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Item Due Date Weight (%) Assignment 1 Week 4 15 Assignment 2 Week 9 15 Assignment 3 Week 11 10 Total 40

Page 6 of 10

Cakacaka Lavaki Dua ( 15 na maka)

E isolisoli ni Kalou vei keda na noda vanua ka ivurevure ni noda bula.Vakaraitaka e ya tolu na sala me bucini mai koronivuli se ena nomu veivakatavulici me vakadewataki kina na veivakasama oqo:

(a) Na keda kakana: na kena bunotaki, isaqasaqa kei na kena vakayagataki ena soqo vakavanua. (b) Na ivakarau ni bula vakaiTaukei ena veisemati vakaveiwekani (c) Na noda iQoliqoli kei na vua ni qele Cakacaka Lavaki Rua (15 na maka) E noda itavi na qasenivuli na vukei na nodra itovo na gone mera taleitaki ka vinaka kina ena nodra ivakarau ni vosa, imoimoi kei na nodra itovo ni veimaliwai kei ira kece era bula vata.Vakatura e tauya tolu na ituvatuva mo na muria ena du ana iwasewase ni vuli ( 13 na macawa) ena nomu sasaga oqo. Cakacaka Lavaki 3 ( 10 na maka)

Na noda ivakarau ni bula ni duavata e duidui mevaka na ivakarau ni solesolevaki kei na veivakamarautaki ena noda vanua. Eda na maroroya vakacava na veika oqo me kakua ni yali kina?

Vakaraitaka edua na ituvatuva ka me vakayagataki ena du ana koronivuli se koro me maroroi ka vakabula tiko ga kina noda itovo oqo.

10.0 GRADING SYSTEM

Page 7 of 10

C+ Just above average, fully meets expectations for basic 60 - 64 understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level. C Average, meets minimum expectations and satisfies course 50 - 59 requirements. D Fails to meet minimum expectations in understanding and course 40 -49 work as evidenced by performance and submission of graded elements. E Well below the minimum standards. This is when one gets a mark 0 - 39 of less than 40%. It represents lack of effort/interest. It is a cause for deep concern

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Page 8 of 10

stating the allegations and giving him/her the opportunity to present his/her case. d) If the Dean is satisfied that the student has engaged unknowingly in such behaviours, he/she may implement a penalty according to the provisions of (c) above.

Cheating

Mandatory use of Turnitin – plagiarism detection software

Page 9 of 10

b) Prohibit the student from using any of the University’s library and computing network facilities for a period not exceeding twenty-eight days; c) Recommend to the Vice-Chancellor that a student’s enrolment be suspended for any period and on terms considered necessary by the committee; and d) Recommend to the Vice-Chancellor that the student’s enrolment be terminated, i.e. expulsion from the University.

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

Page 10 of 10

The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 306 Translation Theory and Practice s2, 2016

School: Centre of iTauke i Studies Department: Under graduate Credit Points (CP): 30 (1 CP= 15hours) Level: Undergraduate Prerequisite: ITK101 and LLC111 Delivery mode: Face-to-face (Lectures, tutorials) Lectures: 3 hours / week Tutorials: 1hour / week Continuous Assessment: 50% Examination 50%

Associated Staff Course Coordinator(s): Usaia Gaunavou Room: B120 Email: [email protected] Phone: 6640600 Ext: 150 Consultation: Displayed at office door

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

The course covers the theory, principles and practice of translation. Students learn the skills require to be able to successfully transfer meaning of a text written in a source language to a clear natural and faithful equivalent in a target language, with particular emphasis on the Fijian language. Also, students will be provided with information and skills which will help the recognize problems involved in transferring information between iTaukei and English language. This course will assist Fijian writers, students of literature and those involved in the production of texts in language to branch out into the challenging field of translation. The language of instruction is both in English and Fijian.

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3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to: CLO #1 To explain the basic theory of translation and how this applies specifically to the task of translating material from one language to another. CLO #2 To become familiar with some of the technical terms used in translation. CLO #3 To understand how language is a composite form and meaning and how this affects what a good translation will look alike. CLO #4 To be able to explain the difference between literal and idiomatic translation and to give examples of each from your own language background. CLO #5 To identify the basic steps in the process of translation and to begin to apply them in practice. CLO #6 To understand the importance of checking translation and some of the techniques for doing this. CLO #7 To understand what semantics is all about CLO #8 To learn about different kinds of meaning that a word may have CLO #9 To understand how the meanings of words relate to each other within the semantic framework of a language. CLO #10 To understand that there is often not a one to one relationship in words between different languages and that the translator has to keep this in mind constantly. CLO #11 To learn some of the ways in which appropriate vocabulary can be developed for new concepts that come into language. CLO #12 To understand how language combine concepts into larger units of meaning called propositions; CLO #13 To understand how different languages express propositions in different grammatical forms; CLO #14 To study abstract nouns and other grammatical construction types in English that can cause problems for translators into Pacific languages. CLO #15 To learn about different kinds of logical relationships that can occur between propositions in complex sentences. CLO #16 To recognize how such logical relationships are expressed in English and in the Fijian Language CLO #17 To learn how to make the transfer of such logical relationships between English and students own target language (Fijian) CLO #18 To understand the difference between implicit and explicit information and the implications it has for translation.

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

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WEEK CONTENT FOCUS EXPERIENCE/ REFERENCES

1 • Module 1: Language, Translation and the Write down your own simple Translator definition of what translation UNIT 1: What is translation is.

Introduction Activity: Find out how much material of any kind has been You and your language translated into your language, Basic concepts ad terms and how much material originally written or composed Definition of translation in your language has been translated in other languages. Reasons for translation

Adequacy of language for translation Reading 1 ( Make own notes Conclusion and summary as you read) New terms:

Source language (SL) Target Language (TL) Do exercises 1 Receptor Language (RL) Target Audience

Source Text Target Text

Translation Interpreter

Sequential interpretation simultaneous

interpretation

2 • Module 1: Language, Translation and the Activity 1: Find some words Translator in English and in your own Unit 2: Form and Meaning in Language language which have just one or two more morphemes. Try Introduction to describe the lexical The process of communication meaning or grammatical function of these and any The structure of language other morphemes you come

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Conclusion across in English or your language

Focus question: How would you distinguish grammatical difference and lexical difference

Reading 2: (Make own notes and summary as you read)

Do exercise 2

3 • Module 1: Language, Translation and the Reading 3 (Make own notes Translator and summary as you read) Unit 3: Good Translation and Good Translators. Activity: Go back and find the Introduction previous definition of translation made in unit 1. Translation: skill or art? Write a new definition for Qualities of a good translator idiomatic translation which takes into account what we The goals of translation have learnt about why idiomatic translation is Variation in form in language preferred. Literal translation Do exercise 3 Idiomatic translation

Basic principles and do’s and don’ts in translation

Conclusion

4 • Module 1: Language, Translation and the Reading 4 (Make own notes Translator and summary as you read) Unit 4: Translation Checking. Activity 4.1: Pretend you are a Introduction translation consultant, and you have been provided with the Nine different ways to check your translation: source text and back • Completeness check translation from Aguaruna above. What are some of the UVTGD -CE-02 Course Outline Exemplar Page 4 of 21 Revision Date: 18 December 2014

• Reading aloud check question you might want to • Listening to another reader check ask to ensure that the meaning • Comprehension check has been adequately • Saying It in your own words check conveyed? • Back translation check Activity 4.2: Go through the • Guessing the missing word check paragraph (from man’s • Reviewer check conquest of the Pacific by • Trial version check Peter Bellwood) and fill in the How much checking should I do? blank spaces provided.

When should I do the testing? New Translation

Conclusion Back translation/ cloze test

Reviewer/external consultant

Do exercise 4

5 • Module 2: Lexical Semantics: Words and Activity 5.1: Look at the two their meaning sentences below. Which Fijian Unit 5: Components of meaning and senses of word will be used to translate words. morning in the first sentence?

Introduction What about the second?

Semantics We went fishing yesterday morning as soon as we woke Semantic categories up.

Semantic components of meaning We went fishing yesterday Conclusion morning just before lunch.

For activity 5.2 six semantic sets of words Reading5 ( Make own notes and summary as you read) Members of the set Shared components of meaning Activity 5.2 Write down the shared components of 1. chair, table, bed, sideboard meaning for the six semantic set of words listed in the first ______column on the left… 2. run, walk. Jump, skip

______

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3. Fiji, Tonga, Samoa, Vanuatu

______

4. Shark, clam, lobster, squid Do exercise 5

______

New Technical Terms

Semantics components of meaning

Referential meaning semantics categories

Semantics sets term

Generic term shared components

Distinguishing components point of contrast

Componential analysis

6 • Module 2: Lexical Semantics: Words and Activity 6.1: Try and translate their meaning the following sentence into Unit 6: Relationship between words your own language, and think of how it could be translated Introduction into Labu in view of what we Lexical relationships have just discussed.

Different senses of words They carried the baby to see his uncle in the next village. Connotations of words Reading 6 (make own notes Conclusion and summary as you read)

New Technical Terms: lexical relationships Reading 6.2: Look again at the meaning and sub senses of the Generic specific relationship Taboo words Samoan word malo. How Part whole relationship Synonyms many different words or separate expressions would be Antonyms gradable needed in your language to antonyms cover them.

Reading 7-8 (Make own notes UVTGD -CE-02 Course Outline Exemplar Page 6 of 21 Revision Date: 18 December 2014

Incompatible antonyms Senses and summary as you read)

Primary Sense Extended meaning

Homonyms Collocation

Collocates Connotative meaning Reading 9 (make own notes and summary) Activity 6.3: First, think of the word in your

language for the primary meaning of run (as in move fast by leg) and also for the primary meaning of dress (as in put on clothes). Now turn back to the various sentences earlier in this Reading 10 module which were given to illustrate the Do exercise 6 secondary meanings in English of these two words, In your own minds, translate these sentences literally, not idiomatically, that is, for every sentence, use the same primary word for run or dress in each sentence.

Intended meaning

Interpreted meaning

7 • Module 2: Lexical Semantics: Words and Study Reading 11 their meaning What is the main problem that Unit 7: Word Associations and Social Styles is raised by the translator by Introduction the existence of different dialects of the target Association with other words language?

Association with social groups

Styles of language Activity 7.1: look at the two Social relationships examples given of black English vernacular and note Registers down some of the regular ways in which they differ Written versus spoken language from standard English and

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Conclusion compare your list with your classmates and with lecturers New Technical Terms: list

Reflected meaning Colocation clash Social Meaning Social variety Reading 12 (make own notes) Geographical dialect standard dialect

Style Social role Do exercise 7 Honorific Registers

Technical registers Occupational registers

Jargon Low variety

High variety Diglossia

8 • MID- SEMESTER BREAK

9 • Module 2: Lexical Semantics: Words and Reading 13 (make own notes) their meaning Activity 8.1: which of the two Unit 8: New concepts and new words Fijian words for slow do you Introduction think will be most appropriate in the following two Finding equivalent words sentences?

Translating unfamiliar concepts

• Circumlocution: using a phrase His canoe is slow; they won’t • Analyzing the concept arrive today • Describing the concept • Modifying a generic term Slow work results in fewer Introducing new words for new concepts errors.

• Finding a new term • Extending the area of reference of an existing Activity 8.2: Find several word examples from your language • Creating a compound term where one word has to be • Using foreign words translated into English with Conclusion more than one word and several examples where one

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word in English will require several words to be translated Activity 8.3 in your language.

In many Pacific Languages, we do not find two specific one-word items for the concepts of ‘learn’ and ‘teach’. Sometimes one of these is I learnt this from my expressed as the reciprocal of the other. How grandfather. would you translate the following two sentences into your language? She taught her younger sister how to weave

Reading 14 (make own notes)

Do exercise 8

10 • Module 3: Re- Expressing the Meaning Activity 9.1: Look at the Unit 9: Putting Concepts Together following sentences. Each of them is an action proposition Propositions and semantic roles and each has just one • Propositions participant. • Semantic roles What is the semantic role of • Semantic role versus grammatical function the participant in each • Grammatical difference between languages sentence? action propositions • Goal Doer or affected? • Instrument The horse galloped along • Location • State propositions The city was destroyed • Intentional meaning of proposition I was studying

The island can be seen clearly

A bird was singing

The glass broke

Reading 15 (make own notes)

Activity 9.2: What kind of concept is always the

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comment in state propositions which express identification, classification, location and possession?

What kind of concept is the comment in a proposition which express description?

Which verb is commonly used in English state propositions?

Do self-exercise 9

11 • Module 3: Re Expressing the Meaning Activity 10.1: Identiy the Unit 10: Allowing for Grammatical Differences. passive sentences in the following cartoons provided. Verbs (transitive & intransitive) Students imagine they are The passive construction translating them into a Existential sentences language that does not have a passive construction. Change equation sentences each sentence into an active sentence, supplying a likely

doer of the action. New technical terms: Activity 10.2: Identify the passive verbs in the second and third sentences in the Transitive verbs intransitive verbs passage provided. What are the subjects of those verbs? Passive active How would the sentences be Translations’ existential sentences translated into a language without a passive Equation sentences construction?

E a labatu mai vua na watina,

Activity 10.3: Write the two translated Fijian E ratou a saumi mai vua na sentences below in their correct Fijian form. peresitedi.

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Reading 16 (make own notes)

Do exercise 10

12 • Module 3: Re- Expressing the Meaning What us the main danger with Unit 11: Difference in World Classes making up a new abstract noun in a language, or using Grammatical word classes one that is only rarely used?

Abstract nouns Activity 11.1: Look at the five Verb plus noun combination abstract sentences given opposite. Rewrite them in a form where the orginial abstract noun now occurs as a Sentences with abstract nouns verb. Everyone appreciated her kindness

I felt sorrow when John Lennon died Do exercise 11 The car travelled at a great speed

Samson was famous for his strength

He was successful because of his intelligence.

13 • Module 3: Re- Expressing The Meaning Activity 12.1: Look at the six Unit 12: Forms with many functions. sentences below: Can you easily translate them into your Words ending in -ing, language as they are?

• -ing form as a continuous marker • -ing form as an adjective • -ing form as a noun Everyone likes a winning team • -ing form used to join clauses She took the crying baby out Phrases with of. of the theatre. • The genitive construction in state propositions Speeding cars can be • The genitive construction in action propositions dangerous Sentences in the form of questions They bought some gardening tools.

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I planted some cooking bananas

John is working at the training center.

Reading 17 (make own notes)

Do exercise 12.

14 • Module 4: Translating Propositional Activity 13.1: The five Relationships concepts listed below could be Unit 13: Translating Additional Relationship combined into many different action propositions. Try and • Introduction write down some that you can • Combined propositions think of: • Addition relationship ‘Joe’, ‘finish’, ‘his degree’, ‘take’, ‘and’, and ‘a holiday’.

Activity 13.2: here are four terms to describe the meaning relationships of the two

propositions in the four New Technical Terms: sentences below:

Complex sentences conjunctions Simultaneous time alteration

Addition sequential Time sequence conjoining

Simultaneous Conjoining Select one of these terms for each of the four sentences Alternative below:

1. After Joe finished his degree, he took a long holiday 2. Joe finished his degree while taking a long holiday 3. Joe has taken a long holiday and he has

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finished his degree. 4. Either Joe will take a long holiday, or he’ll finish his degree. Do Exercise 13

Reading 18 (make own notes)

15 • Module 4: Translating Propositional Activity 14.1: Here are seven Relationships terms to describe the meaning Unit 14: Translating Logical Relationship. relationships of the two propositions in the seven • Introduction sentences given above: • Seven different kinds of logical • Relationships between propositions Means contrast • Conclusion Purpose reason

Exhortation conclusion

Assumption

Select one of these terms for each of the seven sentences given above.

Do exercise 14

16 • STUDY WEEK PREPARATION FOR EXAMS

17 • EXAM WEEK SUPERVISING AND MARKING

18 • EXAM WEEK SUPERVISING AND MARKING

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5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Test 1 Assignment 1 Test 2 Test 3 Assignment Learning 2 Outcome CLO #1 CLO #2 CLO #3 CLO #4 CLO #5 CLO #6 CLO #7 CLO #8 CLO #9 CLO #10

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lecture 15 3 45 1 Tutorial 15 1 15 0.5 Seminar 14 1 12 weeks Assignment preparation, 12 hours per week, 376 12.5 Project preparation & presentation, Literature review, Library Total 450 15

7.0 REQUIRED AND RECOMMENDED READING

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Reading 1: ‘Between Two Worlds” by A.K. Pallesen

Reading 2: ‘The Functions and Context of Communication’’ by Jeff Siegel

Reading 3: ‘Translation: Its nature and Criteria”, by Ian F. Finlay From ‘Teach yourself Translation’, the English, University Press, London, 1971, pp. 1-15

Reading 4: “Why test the translation’’ by Mildred L.Larson Taken from Meaning- Based Translation: A guide in cross language equivalence, pp.485-488

Reading 5: “ON the classification of Marine Animals in Waya” by Andrew Pawley, pp. 92-105 Adapted from the article of the same name that appeared in Fauna, Flora, Food and Medicine: Science of the Pacific Island Peoples, Volume III, edited by John Morrison, Paul Geraghty and Linda Crowl, IPS, 1994, pp.87-107.

Reading 6: “Synonyms” by Katherine Barnwell From Introduction to Semantics & Translation

Reading 7: “Secondary Meanings (a)” by John Beekman and John Callow From Translating the Word of God

Reading 8: “Secondary Meaning (b)” by Katherine Barnwell From Introduction to Semantics & Translation

Reading 9: “Pairs of Words with Connotations”

Reading 10: “Miscommunications In Translation”

Reading 11: “Collocation Clashes defined” by John Beekman and John Callow From Translating the Word of God, pp 160-166

Reading 12: “Stylistic Labels In Dictionary Entries Extracted from the American Heritage Dictionary of the English Language

Reading 13: “Translation Theory So Far”. Taken from the course called ‘Translation Techniques’ Taught by Robert Earlu offered at PLU, USP

Reading 14: “Lexical Equivalents” by Mildred L. Larson

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Taken from meaning- based translation: a guide to cross language equivalence, pp. 163- 172

Reading 15: “Relations with a proposition (‘case or role’)” by Katherine Barnwell

Reading 16: “No concept, No word: Language Engineering and Translation Problems in Polynesia” by Karl H. Rensch

Reading 17: “Genitive Constructions” by Mildred L. Larson

Additional Readings Additional Readings will include selected articles on theory and practice in translation.

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Due Date Weight (%)

Test 1 Week 4 5 Assignment 1 Week 7 15 Test 2 Week 9 5 Test 3 Week 13 5 Assignment 2 Week 14 15 Attendance & Participation 5 Final Examination 50 Total 100

The practical programme must be completed to the satisfaction of the coordinator for the course.

Assignment 1: This assignment is based on Module 1 & 2 of the course.

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Identify a piece of writing that has been translated from English into Fijian and then critically assess it in terms of its accuracy, clarity and naturalness.

Write up your assessment in an essay of at least 6-7pages. Hand in a copy of both the original source text and the translation in your language with your essay.

Assignment 2: The assignment is based on modules 3& 4. There are two questions to answer in this assignment.

1.) Identify an area of knowledge or study, or an activity, sport or hobby (eg chemistry, space research, working as travel agent, mountaineering, women’s rights, table tennis, dress making, engine repair, etc.) for which the Fijian language doesn’t have any established vocabulary.

Select ten English terms from this field which express ten concepts or terms which are important in this field of knowledge.

Think about how you would give a dictionary definition which explains, describes or defines these terms in your language.

For each term: • Write out the longer dictionary definition in Fijian and give an English back translation of what this definition is saying. • Write the word or phrase you would suggest translating the term into Fijian as a translation equivalent. • Show your list of suggested translation terms to a friend and get some feedback from them. Include their responses in your write-up for this assignment.

2.) Choose one of the things that the translator should do and one of the things that the translator shouldn’t do that you thinks are particularly important in translation. For each item, write a couple of paragraphs explaining what it means, say what you think it is important and give examples from the Fijian language.

MARKING CRITERIA I will grade assignments according to the following criteria where applicable: • Evidence of reading • Evidence of good understanding of the topic • Good coverage of the topic • Relevance and correctness of information

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• Validity and support of opinion • Conciseness • Precision • Logical presentation of information • Use of illustration, examples and/ or reasons to support statements or arguments • Neatness, clarity of presentation (legibility)

10.0 GRADING SYSTEM

11.0 WITHDRAWAL FROM COURSE

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

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Mandatory use of Turnitin – plagiarism detection software

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations): UVTGD -CE-02 Course Outline Exemplar Page 20 of 21 Revision Date: 18 December 2014

UVTGD -CE-02 Course Outline Exemplar Page 21 of 21 Revision Date: 18 December 2014

Course Outline The University of Fiji

Course Outline

ITK 307

Teaching of Reading

Centre for iTaukei Studies

Semester 1, Year 2017

Page 0 of 11

1. Staff

Consultation Position Name Email hours and Contact Details locations

Course Amelia Mob: 8335330 [email protected] Convenor Tuilevuka

Amelia Tel: 6640600 Lecturer Tuilevuka ext 117

2. Course information Units of credit: 15 Pre-requisite(s): Pass in Form 7 with 50% English or matured work experience Teaching times and locations is provided on the following site: http://www.unifiji.ac.fj

2.1 Course summary This course is a component of Diploma in Teaching iTaukei Language and Culture program and is designed to suit students who wish to pursue a teaching profession in iTaukei. The course is tailor made to develop the students’ proficiency and skills in reading comprehension, writing of iTaukei literature and public speaking. It also inspire students to adopt innovative strategies in the production of literary writing and non-fiction genres that would enhance the communicative competency in iTaukei and Fijian literacy. This course will embrace cross-cultural understanding of literacy resources for effective participation in iTauke i and Fijian society. On the successful completion of the course, students will be proficient in teaching literacy processes and implementing different approaches to the different reading, speaking and writing abilities they encounter in the classrooms . Students will also have sufficient knowledge to be able to transmit these iTaukei knowledge into English translation.

2.2 Course aims

The general aim of the course is to prepare students as literacy teachers to be able to identify students’ ability level and those are at risk in reading and writing of literature. They will also be able to apply the literacy package with suitable approaches and programs for the different ability levels in the classrooms in iTaukei language. It also aims to develop students to be reflective and innovative in the implementation of these knowledge resources gained in a wider range of context in the teaching and learning process and prepare them on how to tackle reading problems in Fiji and for life –skill purposes.

2.3 Course learning outcomes (CLO)

At the successful completion of this course you (the student) should be able to:

CLO 1 Demonstrate the ability to develop students’ cognitive skills in reading comprehension in the classroom. CLO 2 Show knowledge that reading skills is complemented by writing CLO 3 Show knowledge and skills about identifying reading proficiencies and reading disability CLO 4 Develop skills in public speaking, presentation and practice CLO 5 Demonstrate innovative skills and strategies to tackle reading problems in the classroom CLO 6 Demonstrate ability to identify different literacy approaches and its significance CLO 7 Show skills in implementing reading recovery program CLO 8 Clearly demonstrate articulate skills in evaluation, assessment and reflective skills CLO 9 Clearly show distinct skills in ability to innovate iTaukei literacy CLO 10 Show basic research knowledge and data collection skills.

Course LO Statement Program Related Tasks & Assessment Learning Learning Outcome Outcome (CLO) (PLO)

CLO 1 Develop students’ sense of competency and self Explore synonyms and efficacy in the classroom. antonyms. Word developments and thesaurus act.

CLO 2 Give opportunities to learn meta-cognitive Read and write key phrases. strategies for self evaluation in literacy activities Answer comprehension questions & innovations

CLO 3 Provide opportunities for all students to be Evaluate accuracy rate and recognized speed rate. Provide suitable literacy activities for more improvement

CLO 4 Develop students’ appreciation of their unique set Innovations through drama, of talents in public speaking, debate and oratory presentation and practice

CLO 5 Demonstrate innovative skills that allow students Provide different literacy to assess their own progress towards their set activities for different levels of goals readers. Research, assess and evaluate.

CLO 6 Demonstrate skills in critical examination of Balance literacy approach different literacy approaches and its significance

CLO 7 Show skills in implementing reading recovery Collect samples of writing and program reading of at –risk students in primary of secondary schools and assess. Discuss suitable diagnostic Shared Reading/Swell Program

CLO 8 Clearly demonstrate reflective attitude, evaluation Collect formal & informal and assessment skills assessment records. Reflect and evaluate record

CLO 9 Apply innovative literacy skills iTaukei and Creative Innovations and

translations and raise learner motivation translations. Construct 3 different reading level activities. Discuss how these will target and diagnose reading difficulties identified.

CLO 10 Show basic research knowledge and data Design questionnaires and collection skills collect data

3. Strategies and approaches to learning

3.1 Learning and teaching activities.

Delivery mode will be face to face and distance flexi mode. Students will be expected to attend all lectures, tutorials and participate in tasks and research-integrated learning and projects online or face to face.

3.2 Expectations of students Students should expect to spend about 4 hours per week on this course, in the following proportions: Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lecture 14 1 14 0.93 Tutorial 14 2 28 1.87 Presentation 14 1 14 0.93 Consultation 14 2 28 1.87 Private Study (Includes time spent for assessments i.e. 141 9.4 revisions for exams, research and unsupervised practical’s)

Total 225 15

4. Course schedule and structure Update below a sample table of weekly class topics or themes, with activities and assessment tasks. [This course consists of 64 hours of class contact hours. You are expected to take additional 32 hours of non class contact hours to complete assessments, readings and exam preparation.]

COURSE CONTENT: SCHEDULE FOR SEMESTER

Wk Start Date Topic Textbook Assessment Course Readings Learning Outcomes 1 Definition of Literacy 6 Explore synonyms CLO 1 Explore variety of Literacy and antonyms. Word CLO 2 Approaches developments and CLO 6 thesaurus act. 13/02/17 2 Critical Evaluation: Shared 9 Read and write key Reading Approach vs phrases. Answer CLO 1 comprehension Phonics Approach CLO 2 questions based on a text. 20//2/17 3 Literacy Assessment: 2, 5, 6, 7 Evaluate accuracy rate CLO 1 Cognitive Ability and and speed rate CLO 2 Reading Behaviour 27/2/17 4 Literacy challenges: 6 Innovations through CLO 1 Practical innovations of text writing, drama, CLO 2 debate and oratory CLO 4 CLO 5

6/3/17 CLO 9 5 Learning Disabilities and 2, 4, 5, 10 Research, Reading Recovery Program characteristics of 13/3/17 CLO 3 Learning Disabilities. 6 CLO 5 Evaluate assessment. Design and construct CLO 7 diagnostic program CLO 8 for different ability level

20/3 7 Critical Examination of 8 Record similarities as CLO 6 27/03

Balance Literacy Approach, compared to Shared Whole Language Approach Approach and Phonics and SWELL Approach : record your assertion 8 MID SEMESTER BREAK MID SEMESTER BREAK 03/04 9 7 Reflection and CLO 3 Early Identification: Basic evaluation of skills CLO 7 Skills Assessment assessment CLO 8 10/4 10 Pre –Assessment skills; 7, 10 Record skills and how CLO 9 Early intervention it supports cognitive development innovations 17/4 11 Background Context 1, 2 Research two different CLO 1 Explore cognitive and social socio-economic CLO 3 context background with different two extremes CLO 10 of accuracy rate 24/4 12 2, 9, 11,12 Define cognitive CLO 1 Significance of skills CLO 3 understanding cognitive and Describe how social social context context of a student affect learning. 1/5 13 2, 4, 6, 11 Record report of CLO 1 Classroom Management excellent classroom CLO 5 management 8/5 14 Teacher characteristics 2, 4, 6, 12 Reflect and record list of characteristics that CLO 3 would describe ‘The Best Teacher’ CLO 7 CLO 8 15/5 15 Reflection in Teaching & 2, 4, 6, 13 Discuss in groups and CLO 3 Learning list strategies that your 22/5 CLO 7 group feels would 16 Reflection in Teaching & 2, 4, 6, 14 improve teaching and CLO 8 Learning learning in this 21st century era 29/5

5. Assessment

5.1 Assessment tasks

Assessment task Length Weight Mark Due date

Assessment 1: Investigative 4 wks 15% 15% 10/3/17 (wk 4) project. Collect artifacts in a portfolio on Literacy approaches and activities

Assessment 2: Ppt. 4wks 15% 15% 7/4/17 (wk 8) presentation and project report on LD’s: Assessment and monitoring

Assessment 3: Project report: 3wks 15% 15% 28/4/17 (wk 11) Research on Early identification process and reading intervention

Assessment 4: Survey on 4 wks 15% 15% 26/5 (wk 14) Background Context: Design questionnaire and fill.

Further information UoF grading system: Can be found on Unsatisfactory Progress Regulation on Unifiji web UoF assessment policy: Can be found on Assessment Regulations on Unifiji web

5.2 Assessment criteria and standards

Rubric will be provided on moodle

5.3 Submission of assessment tasks Assessments are COMPULSORY and must be handed in at the due time and on the due date. Failure to hand in your assignments on time will result in ½ mark being deducted for each day late. If after 5 lecture days the assessment has not been handed in, you will receive a zero mark.

Submission of Assignments

All assessments will be handed in by the due date. Penalties as described in the University’s assessment policy will be applied if any assignment not completed by the due date. There will be four assessments, each contributing 15% to the total course work of 60%. Course work and examination is detailed as follows:

• Coursework: 60% (minimum-30%) 4 assessment tasks: 60% • Examination: 40% (minimum: 20%)

5.4. Feedback on assessment

Feedback for each respective assessment will be recorded on moodle. Those that cannot excess on moodle can contact the lecturer on 6640600 ext 117

6. Academic integrity, referencing and plagiarism Referencing: Havard Referencing is accepted. is a way of acknowledging the sources of information that you use to research your assignments. You need to provide a reference whenever you draw on someone else's words, ideas or research. Not referencing other people's work can constitute plagiarism. Academic integrity is fundamental to success at university. Academic integrity can be defined as a commitment to six fundamental values in academic pursuits: honesty, trust,

fairness, respect, responsibility and courage. Students need to provide a reference to the original document whenever you draw on someone else’s words, ideas or research.” Plagiarism and dishonest practices in academic work are serious offences, which could lead to the suspension of a student from classes or eventual expulsion from the university. At UoF, this means that your work must be your own, and others’ ideas should be appropriately acknowledged. If you don’t follow these rules, plagiarism may be detected in your work. Further information about academic integrity and plagiarism can be located at:

7. Readings and resources

1. Burnett, G. & Lingam, G.I. (2013). The social construction of urban Fijian childhood- Literacy teaching. Waka readers and children’s lives: Asia Pacific Education Review.

2. Clay, M.M., (1987) Reading-The Patterning of Complex Behaviour: The Concept of Reading Readiness. Pp11-13

3. Encyclopedia Britannica Inc. (2003).Britannica Concise Encyclopedia. Learning Disability.pp1062

4. Flesch, R. (1981). Why Johnny still can’t read. NY. USA: Harper and Row

5. Heeraman, D. J. (1997). Exceptional Individuals and Special Education. Directions: Journal Education Studies: Institute of Education, University of the South Pacific:. Retrieved from http://www.directions.usp.ac.fj/collect/direct/index/assoc/D1074139.dir/JDH_vol9_no 2_2000_PCN-1_1.jpg on 30th July 2014 http://en.wikipedia.org/wiki/Early_childhood_intervention. on 25th August, 2013 http://www.ehow.com/info_8633339_disadvantage-whole-language-approach.html on 27th May, 2013

6. Giorcelli L.R. & Watson, A.J. Accepting the Literacy Challenge. Sydney. Australia: Scholastic

7. Ramey, C.T., & Ramey S.L. 1996, 1998. Early intervention and Early Experience, retrieved from http://jpkc.ecnu.edu.cn/fzxlx/kewal/EarlyInterventionandEarlyExperience.pdf on 17th June 2013 Retrieved from: http://www.Idaamerica.org/aboutld/parents/special_ed/sld-eval.asp

8. Reyhner, J. (1999-2003). The Reading Wars: Phonics versus Whole Language. Retrieved from http://www.ehow.com/info_8599845_advantages-disadvantages- phonetic-approach.html#ixzz2Xr2TNEjG on 19th May, 2013

9. Schultz, E. (2005-2011). SLD Evaluation: Linking Cognitive Assessment Data to Learning Strategies. Retrieved from Http:///www.Idaamerica.org/aboutld/parets/special_ed/sld-eval.asp on 22nd August, 2013.

10. Selikowitz, M. 1994. Oxford Publications: Dyslexia and Other Learning Difficulties.p3-11

11. Maloni,Vika,2004,Na Noda Bula Na iTaukei, Tabaka:Centrebay Publishers Limited, Suva.

12. Ravuvu,A.D,1983. Vakaitaukei: The Fijian Way of Life, Suva, Institute of Pacific Studies, University of the South Pacific

13. Servakula,S,1989, Na Bula Vakavanua, University of the South Pacific, Suva.

14. Tuwere,I,S,2002.Vanua:Towards a Fijian Theology of Place, Suva, University of the South Pacific.

8. Administrative matters Include information on: The University regulations which are contained in the University Calender (available online at http://www.unifiji.ac.fj/wp-content/uploads/resources/2014_Calendar.pdf) and view these regulations

• Admission, Enrolment, Withdrawal, and Auditing Regulations • Credit Point System at Unifiji • Admission Regulations • Program Regulations • Assessment Regulations • Cross Credit Regulations • Unsatisfactory Progress Regulations • Conduct of Exam Regulations • Relief of Hardship Regulations • Plagiarism and Dishonest Practice • Library Information and Regulations

• Information and Communication Technology (ICT) Policy

9. Additional Online Support Resources in the form of lecture notes, tutorials, course outline, background reading material, various user guides, practice tests, sample code, data files and weekly quizzes will be made available through the Moodle website (http://elearning.unifiji.ac.fj/moodle/).

The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 308 The Teaching of Writing Summer School, 2017

School: Centre of iTauke i Studies Department: Under graduate Credit Points (CP): 15 Level: Undergraduate Prerequisite: Completed Year 12 or Year 13 iTaukei courses and competent in use of iTaukei Language for students, or mature admission. Delivery mode: Blended Mode: Face-to-face & Moodle Lectures: 3 hours / week Tutorials: 1hour / week Assessment: Assignments 50%; Examination 50% Associated Staff Course Convener 1: Mr. Usaia Gaunavou Room: B102 Email: [email protected] Phone: 6640600 Ext: 150 Consultation: TBC

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

The course is a component of the Diploma in Teaching Fijian Language and Culture programme. The course is for students who aim to teach Fijian Language & Culture in schools and for practicing teachers who are teaching iTaukei in schools today. The course examines different types of writing and the process of writing various discourses. The course is a fundamental and a relevant one for any teacher. The underlying belief of the course is that iTaukei language teachers can be more effective if they have a good understanding of the writing process. The course develops the necessary skills required in writing prompts, planning and mapping of thoughts and ideas, recording of ideas in different formats, analyzing the written piece and assessing it to gauge its purpose and content.

3.0 COURSE LEARNING OUTCOMES (CLO)

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On successful completion of this unit students should be able to: CLO# 1: Justify and defend their views about aspects of teaching and learning of writing in Vosa VakaViti in secondary school. CLO# 2 Approach the teaching and learning of writing in Vosa VakaViti with confidence and expertise in classroom management, CLO# 3 design, implement and evaluate lessons and units that will teach students how to be effective writers of different genres of iTaukei literature CLO # 4 recognize factual and fictional genres and their textual features such as generic structure and grammatical structure; CLO # 5 make explicit how different genres work and how they are constructed.

CLO # 6 link and integrate the teaching and learning of writing with the teaching and learning of reading; CLO # 7 Develop assessment tasks, analyze and interpret assessment information to monitor literacy learning in the secondary years of schooling; CLO # 8 Discuss critically and confidently some current professional issues related to writing in the secondary classroom; CLO# 9: Acquire skills in planning, putting their thoughts, ideas and feelings on paper.

CLO# 10: Acquire basic writing skills in different types of writing. CLO #11: Write naturally and purposefully in a cohesive manner CLO # 12 Feel positive about their own knowledge about the study of writing and its teaching. CLO # 13 Feel confident in their ability to apply this knowledge in ways that will cater for diversity in the language and literature classroom; CLO # 14 Demonstrate positive attitudes and values about their literature in relation to their culture

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER Week Topic Textbook readings Assessments Course Learning Outcomes 1 INTRODUCTION- Halliday, M. (1985) Spoken What is writing CLO# 1 WHAT IS WRITING? and written language. Deakin What is the CLO# 8 University Press, Geelong, relationship CLO#12 Victoria. between spoken & written language? Why was writing invented? How has writing evolved?

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2 APPROACHES TO Cambourne, B. (1988) The How does writing CLO# 1 WRITING whole story: natural learning work? How do CLO# 2 and the acquisition of literacy writers write? CLO# 9 in the classroom. Aukland, What have been CLO#3 Ashton Scholastic. the approaches to CLO#4 teaching writing CLO#12 from the 1960 to the present day? What theories of writing have underpinned these instructional approaches 3 APPROACHES TO Cambourne, B. (1988) The How does writing CLO# 1 WRITING – whole story: natural learning work? How do CLO# 2 and the acquisition of literacy writers write? CLO#3 in the classroom. Aukland, What have been CLO#4 Ashton Scholastic. the approaches to CLO# 8 teaching writing CLO#12 from the 1960 to the present day? What theories of writing have underpinned these instructional approaches 4 A SOCIAL MODEL OF Dyson, A. H. (1993 ) Social What is the nature CLO# 1 WRITING worlds of children learning to of writing? What CLO#2 write in an urban Primary do we mean by CLO# 8 School, Teachers College ‘writing contexts’, CLO#12 Press, New York. in relation to CLO#10 context of situation CLO#14 and culture?

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5 A SOCIAL MODEL OF Raison, G & Rivalland, J. What is the nature CLO# 1 WRITING (1994) Writing developmental of diversity in CLO#2 . Continuu, Education children’s writing CLO#3 Department of western experiences in CLO#12 Australia. home, school and CLO#10 community CLO#14 settings? 6 WRITERS AS TEXT Gibbons, P. (1991) Learning What is a text CLO# 1 ENCODERS to learn in a second language, encoder? What CLO#2 Primary English Teaching does a text encoder CLO#6 Association, Sydney know and do? CLO# 8 CLO#9 CLO#10 CLO#12 CLO#14 7 WRITERS AS TEXT Gibbons, P. (1991) Learning What are patterns CLO# 1 ENCODERS to learn in a second language, in writer’s growth CLO#2 Primary English Teaching as text encoders? CLO#6 Association, Sydney How CLO# 8 might teachers CLO#9 support an CLO#12 d assess the CLO#11 development of CLO#14 text encoders? 8 Mid Semester Break

9 Writers as Text Rapp Ruddell, M. (1993) What is a text CLO#9 Participants Teaching Content Reading participant? What CLO#14 and Writing, Allyn & bacon, does a text CLO# 1 Boston. participant know CLO#2 and do? What CLO#12 influences text CLO#10 participants’ composition of meaning ?

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10 Writers as Text Siderman, A. K., Gregory, K. What are patterns Participants M. & O’ Neill, L. T. (1999) in writers’ growth CLO# 1 scaffolding emergent literacy as text participants CLO#2 : A Child-centred Approach ? How may CLO# 8 for preschool through grade 5, teachers CLO#12 Allyn & Bacon, Boston. effectively CLO#13 promote writers’ CLO#14 growth as text participants while catering to diverse needs and experiences ? How may teachers assess writers growth as text participants in context sensitive ways ? 11 Writers as Text Users Fullgrabe, J. (1997) Travel What are text user broadens the mind, Texts: the practices CLO# 1 Heart of the English What does a text CLO#2 Curriculum, Curriculum user know and do? CLO#4 Division, Department of How are text CLO#5 education and children’s genres connected CLO# 8 Services, South Australia. to text user CLO#12 practices? How do CLO#14 text genres serve CLO#13 their purposes across a range of texts?

Page 5 of 12

12 Writers as Text Users Fullgrabe, J. (1997) Travel What are the CLO#7 broadens the mind, Texts: the developmental CLO# 1 Heart of the English patterns of text CLO# 2 Curriculum, Curriculum users? How might CLO# 13 Division, Department of teachers CLO# 4 education and children’s effectively support CLO# 5 Services, South Australia. the development of CLO# 8 text users? How CLO#12 might teachers CLO#14 effectively assess text users? How are writers from diverse cultural and linguistic backgrounds best supported as they gain control of text user practices 13 Writing as Text Analysts Bateson, M. C. (1994) What are text Peripheral visions: learning analysts practices CLO# 1 along the way, Harper What does a text CLO# 2 Collins, New York. analysts know and CLO# 8 do? How do text CLO#12 analysts construct CLO#14 meaning? What CLO#7 are the patterns of a text analysts growth and development?

Page 6 of 12

14 Writing as Text Analysts Bateson, M. C. (1994) How may teachers CLO#7 Peripheral visions: learning support the CLO# 1 along the way, Harper development of CLO#2 Collins, New York. writers as text CLO# 8 analysts ? How CLO#12 might writers from CLO#14 diverse cultural CLO#13 and linguistic backgrounds be nurtured as text analysts ? How might teachers assess children’s text analysts practices? 15 Revision- review & evaluation

16 Study Break

17&1 Examination 8

5.0 WORKLOAD

Students should expect to spend about 14 hours per week on this course, in the following proportions:

Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lectures 14 2 28 1.87 Tutorials 15 2 30 2.00 Pre & Post 14 5 70 4.67 assessment work Study week 1 27 27 1.80

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Micro-Teaching 14 3 42 2.80 Independent writing 14 2 28 1.87 tasks

Totals 225 15

6.0 REQUIRED AND RECOMMENDED READING Halliday, M. (1985) Spoken and written language. Deakin University Press, Geelong, Victoria.

Cambourne, B. (1988) The whole story: natural learning and the acquisition of literacy in the classroom. Auckland, Ashton Scholastic.

Dyson, A. H. (1993 ) Social worlds of children learning to write in an urban Primary School, Teachers College Press, New York.

Raison, G & Rivalland, J. (1994) Writing developmental Continuum, Education Department of western Australia.

Gibbons, P. (1991) Learning to learn in a second language, Primary English Teaching Association, Sydney

Rapp Ruddell, M. (1993) Teaching Content Reading and Writing, Allyn & bacon, Boston.

Siderman, A. K., Gregory, K. M. & O’ Neill, L. T. (1999) scaffolding emergent literacy : A Child-centered Approach for preschool through grade 5, Allyn & Bacon, Boston.

Fullgrabe, J. (1997) Travel broadens the mind, Texts: the Heart of the English Curriculum, Curriculum Division, Department of education and children’s Services, South Australia.

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Fullgrabe, J. (1997) Travel broadens the mind, Texts: the Heart of the English Curriculum, Curriculum Division, Department of education and children’s Services, South Australia.

Bateson, M. C. (1994) Peripheral visions: learning along the way, Harper Collins, New York.

7.0 ONLINE SUPPORT

8.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Due Date Weight (%)

Assignment 1 TBC 15 Assignment 2 TBC 20 Assignment 3 TBC 15 Total 50

The practical programme must be completed to the satisfaction of the coordinator for the course.

Assessments - To Be Confirmed (TBC)

9.0 GRADING SYSTEM

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10.0 WITHDRAWAL FROM COURSE

Page 10 of 12

12.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software

Penalties for Academic Misconduct i. Any case of academic misconduct will be reported in writing to the course coordinator, Head of School, and Dean of Faculty.

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ii. The penalties imposed for proven cases of misconduct vary. Based on the seriousness of the case, the penalties include, but are not limited to: a) A written reprimand of the student from the Head of School; b) The requirement by the Head of School that the student complete further work, or repeat work, for the course; c) Deprivation of credit for a course, or for a component of assessment of the course, to which the academic misconduct relates, by the respective Deans; and d) Cancellation of any previously-credited pass in a course associated with the offence, by the respective Deans. iii. Significant and repeat offences will be referred to the University’s Student Discipline Committee, which can: a) Impose a fine not exceeding $500FJD b) Prohibit the student from using any of the University’s library and computing network facilities for a period not exceeding twenty-eight days; c) Recommend to the Vice-Chancellor that a student’s enrolment be suspended for any period and on terms considered necessary by the committee; and d) Recommend to the Vice-Chancellor that the student’s enrolment be terminated, i.e. expulsion from the University.

13.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

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The University of Fiji Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITK 309 Creating Information Text (Idioms) in VosavakaViti

School: Centre of iTauke i Studies Department: Under graduate Credit Points (CP): 15 Level: Undergraduate Prerequisite: ITK102, ITK202 Delivery mode: Blended Mode: Face-to-face , Flexible & Moodle Lectures: 3 hours / week Tutorials: 1hour / week Assessment: Assessment 100% Associated Staff Course Convener 1: Associate Professor Dr. Litiana N. Tuilaselase Kuridrani Room: 211 Email: [email protected] Phone: 6640600 Ext: 117 or 121 Consultation: B211

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

Learning a language is one of the first steps towards learning also something of the customs of those who speak it.

However, one of the difficulties faced is to acquire and to understand the idiomatic expressions itovo ni vosa as the iTaukei picturesquely say that for without knowing at least some of these his proficiency in the language will not be as good as it might be.

The course involves the study of idioms of I tovo ni vosa vakaViti that are drawn from everyday life and a literal translation on each so that the learner may understand the way to use it.

UVTGD -CE-02 Course Outline Exemplar Page 1 of 8 Revision Date: 18 December 2014

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able:

CLO#1: to discuss and contemplate the meanings of ITaukei idioms CLO#2: to translate these meanings into everyday interaction and living CLO# 3: to develop idioms from their own Vanua establish an inventory of idioms as compiled CLO#4: to appreciate their values by speaking the idioms in related communications and discussions CLO#5: to grasp the finer points of the iTaukei language

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER Week Topic Textbook Assessment Lecturer readings 1 Vosavosa VakaViti: Dr. Kuridrani • Dui Seva ga na bua ka ya Tea • Lutu na Niu Lutu ki vuna • Sega ni Ura me sa Tei damu

2 • Dui tu na Siga kei na kena ca Tuilevuka • Qalova uaua na moka

3 • E sega ni dau biu vata na koli kei Dr. na kena salasala ika Kuridrani

4 • Suasua na Yavamu Dr. • Yava qumu Kuridrani

5 • Dromu na vula dromu vata kei na Dr. Kuridrani kena kalokalo • Leuta mada na Malamala main a Matamu

6 • Vinaka Vakaniu Assignment 1 Dr. Kuridrani

UVTGD -CE-02 Course Outline Exemplar Page 2 of 8 Revision Date: 18 December 2014

7 • Tu nai Nima ka luvu na waqa Dr. Kuridrani 8 Mid Semester Break

9 • Lesu na koli kina nona lua Dr.Kuridrani

10 • Dua ga na Siga ni cola qele Dr.Kuridrani

11 • Vakararavi kin a vunikau vuca Dr.Kuridrani • Vakararavi kina bilo cicila • Leka na i qila

12 • Torocake na Ua , torocake na Dr. Kuridrani kolokolo

13 • Vaka e vidi na ura, Dr. Kuridrani • Vaka e Siri na saku • Tibi na Liva

14 • Toka e cake na lulu, toka era na Final Tamata Assessment • Leka na i qila due

15 • Dui mate ga ena nona ucunivatu

16 Study Break

17&18 Examination

5.0 WORKLOAD Students should expect to attend about 4 teaching hours and at least per week for this course. This is does not include reading and additional work

6.0 REQUIRED AND RECOMMENDED READING Ewins, R 1998 Changing Their Minds: Tradition & politics in Contemporary Fiji and Tonga. Christchurch, University of Canterbury.

UVTGD -CE-02 Course Outline Exemplar Page 3 of 8 Revision Date: 18 December 2014

Halapua, W 1969 Tradition, Lotu Militarism, Chapter 4: The vanua, USP, Suva

Nabobo U: Knowing and learning: an indigenous Fijian approach Institute of Pacific Studies, University of the South Pacific, Suva, Fiji, 2006

Nayacakalou, R Na Veiliutaki e Viti, 2010, Centre of iTaukei Studies, University of Fiji (Prescribed text for this course)

Ravuvu, A.D 1983 Vakaitaukei: The Fijian Way of Life, Suva, Institute of Pacific Studies, University of the South Pacific

South Pacific Commission Literature Bureau, 1992, Nai Vosavosa Vakaviti e So, Pacific Printery Limited, Suva,Fiji

Tuwere, I, S 2002 Vanua: Towards a Fijian Theology of Place, Suva, and University of the South Pacific.

Scarr, D 1983 The Three Legged Stool. Selected writings of Ratu Sir Lala Sukuna

7.0 ONLINE SUPPORT

8.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Due Date Weight (%)

Assignment 1 Week 6 50 Assignment 2 Week 14 50 Total 100%

The practical programme must be completed to the satisfaction of the coordinator for the course.

Assignment 1 – Present a write up about your indigenous iTovo ni Vosavakaviti in your own tribe and Matanitu. (2500 words)

UVTGD -CE-02 Course Outline Exemplar Page 4 of 8 Revision Date: 18 December 2014

Assignment 2 – Establish an inventory of Vosavakaviti and translate the English meanings.

9.0 GRADING SYSTEM

10.0 WITHDRAWAL FROM COURSE

UVTGD -CE-02 Course Outline Exemplar Page 5 of 8 Revision Date: 18 December 2014

12.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software UVTGD -CE-02 Course Outline Exemplar Page 6 of 8 Revision Date: 18 December 2014

13.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

. Admission, Enrolment, Withdrawal and Auditing Regulations UVTGD -CE-02 Course Outline Exemplar Page 7 of 8 Revision Date: 18 December 2014

UVTGD -CE-02 Course Outline Exemplar Page 8 of 8 Revision Date: 18 December 2014

Course Code: ITK 310 Course Title: Practicum 11

Department Centre for iTaukei Studies

Semester 1, Year 2017

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1. Staff

Position Name Email Consultation Contact Details hours and locations

Course Salome Rokut a [email protected] 9.00-10.00 6640600 Ext 150 Convenor ;Thursdays & Lecturer 9723061(mobile) Saturdays 10.001m- 11.00am

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE Units of credit: 15

Pre-requisite(s): Year 13 Pass/Foundation iTaukei Studies

Teaching times and locations: The timetable will show the details of the lecture and tutorial hours.

2.1 Course summary A four week development in preparing the students for observations and teaching in the schools they will enter to practice. The course is intended to equip them with the skills and knowledge that will give them the confidence and experience in their responsibilities as a teacher. After the first four weeks, the students will be assigned to secondary schools to practice the transmission of the subject matter they have accumulated.

2.2 Course aims The course is intended to prepare and develop the Diploma Students to convey and transmit the Subject matter concerning iTauke i Studies to the students in the classroom situation. Advice and guidance of classroom management, ethical issues, preparations of lessons, aligning them to the school rules and regulations and respect for the school culture will be dealt with in the four weeks before they move into the selected schools for their practicum. The content is aligned to the mission and vision of the Ministry of Education .Students are expected to be actively involved in the entire practicum process of eight weeks and engage in as many school activities as possible to equip them for their future role.

3.0 COURSE LEARNING OUTCOMES (CLO)

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At the successful completion of this course you (the student) should be able to:

CLO#1 Accumulate the list of documents and records expected of a teacher CLO#2 Gather information on the school policies, the staff and the students CLO# 3 Learn and adapt the school culture, regulations and daily activities expected in each Term in a secondary school. CLO#3 Observe the teaching and classroom management of selected teachers they will be associated with CLO#4 Construct their lesson plans in consultation with their associate teachers CLO#5 Develop their teaching skills, ethics and time management CLO#6 Liaise with and understudy the school administrators and other teachers CLO#7 Adapt the techniques they have and have observed to teach the students CLO#8 Maximise their knowledge and skills in the use of the iTaukei language in relation to their teaching and interactions with the staff and students CLO#9 Identify the specific problem areas in discipline and study how they are controlled CLO#10 Gather, document and file all observations and records of their activities in the school

3.1 Learning and teaching activities The lectures and tutorials will be on blended learning mode as there will be face to face and online with the students in Suva and Saweni. The students are required to be present and be heard in their learning to maximize their experience through oral practices on the assigned group on problem solving or project work. The course involves research-integrated learning and hands on activities.

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

[This course consists of 56 hours of class contact hours. You are expected to take additional hours of non class contact hours to complete assessments, readings and exam preparation.]

Week Start Date Topic Textbook Assessment Course Readings Learning Outcomes Documents and records for 1 teachers CLO#1 08-12/5 Information on the school 2 policies, the staff and the CLO#2 students 15-19/05

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The school culture, 3 regulations and daily activities expected in each CLO#2 Term in a secondary school. 22-26/05 4 Lesson Planning and lesson observations 29/5-02/6 CLO#3 5 Meet the Principal, school First advisory CLO#3 corordinator and school visit CLO#4 mentor in the selected school 05-09/6 6 Teaching and Observations Teaching CLO#3 observation CLO#4 by the 12-16/6 lecturer 7 Participate in school Advisory visit curricular and extra 2 CLO#5 curricular activities CLO#7 19-23/6 8 Semester 1 final examinations 26-30/6 9 Semester 1 Final 03-07/7 examinations 10 Teaching and collection of CLO#6 school data CLO#8 10-14/7 11 Participation in school Teaching functions and responsibilities observation CLO#8 by the 17-21/7 lecturer 12 Maintain all documents and records of teaching CLO#10 24-28/7 13 Maintain all documents and records of teaching CLO#10 observations 31/7-4/8 14 End of practicum. Expression of Acknowledgement and appreciation 07-11/08

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5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX Using the table below specify clearly how the course contributes to the program’s learning outcomes. Complete the table with your own course and program learning outcomes, tasks and assessments. Course LO Statement Program Related Tasks Learning Learning & Assessment Outcome Outcome (PLO) (CLO)

CLO 1 Accumulate the list of documents and

records expected of a teacher

CLO 2 Gather information on the school policies, the staff and the students

CLO 3 Learn and adapt the school culture, regulations and daily activities expected in each Term in a secondary school.

CLO 4 Construct their lesson plans in consultation with their associate teachers

CLO5 Develop their teaching skills, ethics and time management

CLO6 Liaise with and understudy the school administrators and other teachers

CLO7 Adapt the techniques they have and have observed to teach the students

CLO8 Maximize their knowledge and skills in the use of the iTaukei language in relation to their teaching and interactions with the staff and students

CLO9 Identify the specific problem areas in

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discipline and study how they are controlled

CLO10 Gather, document and file all observations and records of their activities in the school

6.0 WORKLOAD All students are expected to:

• Participate through interaction with the other students • Attend lectures and tutorials to learn any new language concepts that are required by the Ministry of Education in the current curriculum • Be actively involved in the activities constructed to aid their understanding • Make necessary contacts through emails to enquire and to receive immediate feedback on their enquiries Students should expect to spend about four hours per week on this course, in the following proportions:

Learning Activity Weeks Hours per Week Total Hours Per Credit Points Semester Lecture 14 1 14 0.93

Tutorial 14 1 14 0.93

Presentation/group 14 1 14 0.93 discussions

Consultation 14 1 14 0.93

Private Study (Includes time spent for assessments i.e. 169 11.28 revisions for exams, research and unsupervised research)

Total 225 15

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7.0 REQUIRED AND RECOMMENDED READING A. Lynch, J, 1998, Pacific Languages, University of Hawai Press, Honolulu.

B. Miller,G.B. 1990,Fijian Grammar , Government Press, Suva, Fiji.

C. Na ivolavosa vakaviti Kei Na Kena Ivolavolai

D. Parker,F; Riley,K, Linguistics for Non-Linguistics

E. Radford,A;Atkinson MBritain,D,Clahsen H,Linguistics-An Introduction

F. Seruvakula,S,2000, Bula Vakavanua , Institute of Pacific Studies, University of the South Pacific.

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Assessment tasks • Test :Activities on phonology and phonetics-; semantics and syntax Assessment task Length Weight Mark Due date

Advisory visit 1

School visit

Teaching observation 1

Advisory visit 2

School visit

Teaching observation 2

COURSE WORK Test ( 15 marks): consonants, vowels, dipthongs, word constructions

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Assignment One ( 10 marks) Constructing conversations/ speeches Assignment Two ( 10 marks) Composing poems, songs and mekes Assignment Three ( 15 marks) Documentation of a traditional recipe or the preparation of a “lovo”

10.0 GRADING SYSTEM

11.0 WITHDRAWAL FROM COURSE

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after the deadline stated above shall be charged full fees. Students who withdraw from courses during the semester shall be recorded as having withdrawn from that course and their names shall be removed from the course lists. Students who do not formally withdraw from a course but cease attending classes or doing exams shall be recorded as having failed the course. Getting a failed grade will also affect the GPA (refer to University Calendar)

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software

Page 9 of 11

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

. Admission, Enrolment, Withdrawal and Auditing Regulations . Credit Point System at UniFiji . Admission Regulations . Programme Regulations

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. Assessment Regulations . Cross Credit Regulations . Unsatisfactory Progress Regulations . Conduct of Examination Regulations . Relief of Hardship Regulations . Plagiarism and Dishonest Practice . Library Information and Regulations . Information and Communications Technology (ICT) Policy

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The University of Fiji

Course Outline

1.0 COURSE AND ASSOCIATED STAFF DETAILS

MECT 104 Medical Ethics & Culture , Semester I 2017 Terminology Fijian Culture

Center: Center of iTauke i Studies Credit Points (CP): 15 Level: Foundation Prerequisite: A pass in Fiji School Leaving Examination or equivalent

Delivery mode: Face to face Lectures & Tutorials: 1hrs/wk Continuous Assessment: 20%

Associated Staff Course Coordinator(s): Tutor(s) Amelia Tuilevuka/Usaia Gaunavou Amelia Tuilevuka

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

Spoken Fijian for Beginners is a University –wide course for all students who are non- iTaukei language speakers. It is for those with little or no knowledge of the language and who wish to speak the iTaukei language. The course aims to develop the communicative and basic competencies in iTaukei, develops cross-cultural understanding, develop an understanding of how to use language as an effective resource and for actively participating in the Fijian society. On the successful completion of the course, students enrolled will be proficient in speaking the iTaukei language, culture and tradition. They will be equipped with an added communication tool for better delivery of service in their occupations. They will also have sufficient introductory knowledge to be able to read and write in iTaukei.

3.0 COURSE LEARNING OUTCOMES (CLO)

On successful completion of this unit students should be able to:

CLO # 1 Seek and provide personal information. (e.g.- name, age, occupation, place of residence, family details, interests.) CLO # 3 Seek and provide basic every day information. (e.g. time, day/date, buying and selling, seeking and giving directions CLO # 4 Seek and express simple thoughts, desires, opinions and feelings (emotions) CLO # 5 Give and accept/refuse invitations CLO # 6 Conduct simple interview CLO # 7 Make comparisons CLO # 8 Describe/Discuss the weather CLO # 9 Narrate simple personal, national; and international events/activities CLO # 10 Demonstrate an understanding of a vocabulary of approximately 1,500 words and use approximately 1,000 words (Some linguists regard a vocabulary of 1,000words as representing a “threshold level”, providing sufficient vocabulary for basic conversational ability in a language.) CLO # 11 use correct phonetic system of the language, including phonemes, stress and intonation. CLO # 12 Read short sentences with understanding and be able to write short sentences in the Roman script. CLO # 13 Know key grammatical systems, especially word order, verb (tense), pronouns ….etc CLO # Students should have a better understanding and knowledge of The sub- divisions within Fijian cultures. CLO # 14 Students should have a better understanding and knowledge of The key values of Fijians CLO # 15 Students should have a better understanding and knowledge of the different religion denominations and sects of the iTaukei. CLO # 16 Students should have a better understanding and knowledge of - The food culture of iTaukei

CLO # 17 Students should have a better understanding and knowledge of The kinship relationship and extended family system in iTaukei

4.0 COURSE CONTENT: SCHEDULE FOR SEMESTER

W Star Topic T/bk Assessment & CLO k t Resourc Tutorial Date e 1 13/2 INTRODUCTION & CULTURE A. B. C. ITKIII – 1, 2, 3 STUDY D Tutorial 1: & 11

Introduce Fijian Alphabets, standard Recite the butterfly poem and answer the Fijian and standard Fijian alphabets following questions /Compare with English Alphabets/Production of sounds & pronunciation of vowels, consonants &

words/ Discuss & Pronounce consonants that differ from English/ Talk about stress & intonation and their importance in transferring meaning

Discuss welcome – Sevusevu and protocols in the villages

2 20/2 Greetings & more discussion on A. B. C. ITKIII Tutorial 1, 2, 3 Sevusevu and protocols in the villages a) D 2: & 11 Learning to greet/farewell someone Practice –

formally and responding to greetings and yacamu/yacaqu farewells appropriately/Introduce Fijian greeting terms used in Standard Fijian.

Bula – used as general greeting day & night

Sa bula – ‘ sa’ tense marker for now

Ni sa Bula – ‘ni’ marker for plurality or respect

Yadra/Sa yadra/Ni sa yadra

Moce /Sa moce /Ni sa moce

Talk about the particles:sa & se

b) Introductory expressions:

May I introduce you to____

Shake hands with______

This is____

If no one to do the introduction:

Let’s shake hands (you and I)

My name is______/ I am______

I’m from______

c) Learning to greet in the different dialects of the different provinces in Fiji

3 27/2 GREETING AND CIVILITIES – A. B. C. ITKIII Tutorial - CLO Proper dress-code in the villages D 3: #1, 2, 3 Practice asking and & 11

a) Introducing self and seeking for responding to other person’s information. Explain to questions: Ocei ?/ ivei? students that requesting names and / evei? introducing oneself is not a Fijian yacaqu/yacamu/yacana custom. This is usually done in a sevusevu, the traditional introduction and welcoming ceremony)

I’m ……….(name)/O au o ……

You are………(name)O iko o…..

Introducing self and using possessive pronoun marker ‘qu’ name - yaca

My name is….(name) / Na yacaqu o ….

b)Telling the second person his/.her name using possessive pronoun marker ‘mu’

Your name is…(name)Na yacamu o …….

I’m Jone / My name is Jone

You are Jone / Your name is Jone

He is Jone / His name is Jone

4 6/3 SOCIAL LANGUAGE A. B. C. ITKIII Tutorial CLO#2 D 4: , 3, 4, a) Introducing oneself and engaging & 5 in conversation with other Translate the following students / Knowing how to start a conversation with someone new words in iTaukei. to them Create a dialogue from A : Hi! Friend the themes below in groups of five B : Good day ASSESSMENT 1 – A : Have you just arrived ? Ppt Presentation B : Yes, I’m new here Students to collect A : Don’t worry, my name is……What’s information on Yours Traditional Cultural Ceremonies and B : I’m ……….from Lautoka present (Group work) b) Indicating where one lives i) O tiko mai vei? ( Where do you live / ii) Au tiko mai Simla (I live at Simla) Note: this is a casual way of asking a friend where he lives. You do not ask anyone whom you do not know too well.

c) Formal way of asking a person whom you do not know where he/she lives

5 13/3 GREETING AND CIVILITIES A. B. C. ITKIII Tutorial CLO#2 D 5: , 3, 4, Greetings when Passing In groups of four or & 5 Always greet someone you pass. A five, prepare 2 ‘smile’ and a ‘nod’ and a ‘io’ will do, but questions based on the a fuller greeting like ‘bula or yadra’ is themes below (next acceptable. Always remember the slide) in iTaukei. appropriate pronoun number. It is Each group can prepare customary , after the greeting to enquire questions based on each other’s movements these language aspects – i) spelling, ii) Where are you going? meaning, or iii) phrases The quiz will be

Or if you know that they are on their way between genders. Boys home: “Where have you been? groups will ask the girls’ while they reply Giving vague replies to the above will and vice versa. do: Only one person will I’m just going in this direction answer for the group.

I’m going to see something over here/there

Nowhere in particular, just back from over there

Nowhere special, just going for a walk.

If you wish to be more specific:

I’m going… Au se lako mada….

Home i vale/ neitou

To the village i na koro

To the hotel i na otela

To the shop I na sitoa

To the bank I na baqe adding where you are going

To the post office I na positovesi

6 20/3 GREETING AND CIVILITIES ITKIII Tutorial CLO#2 6: , 3, 4, Leaving & 5 a)What to say when you want to leave Using the table in but intend to return –I’m going for a bit Lesson 6, create your but I’ll be back, or (I’ll be back). own dialogue and setting. b) What to say when wrapping up a conversation Prepare the dialogue in group and present ‘well thanks’ or ‘that’s it’

c) Next, state that you wish to leave: One person is to and adding where you are going introduce the groups identity and the setting d) A very polite way of saying ‘I wish to of the dialogue

leave’ is : The dialogue must begin with greetings tatau means ‘to take leave’

e) the reply is a word of thanks such as:

f) If leaving someone’s home, they will probably invite you to stay for the next meal before you leave:

Please stay for breakfast/lunch/dinner

Please stay for a cup of tea

The breakfast/lunch/dinner isn’t ready yet. If you wish to decline politely, you use a word of thanks again: like ‘vinaka’

7 27/3 CIVILITIES A. B. C. ITKIII Tutorial CLO # D 7: 5, 6, 7 a) Usual word for thanks, appreciation & 8

and congratulations: vinaka or, vinaka Role play - Learn in vakalevu or, vinaka sara vakalevu. In pairs and present your response to an invitation, vinaka usually dialogue later today. means ‘no thanks’. If you wish to accept, I will take record of do so with a smile and then say vinaka. your participation from b)inviting someone while eating. the class list and tick your names. It is customary to invite people passing by to eat wth you (mai kana): Come and eat. Assignment 2. Theme: At the Health In increasing order of politeness, use Center (mai), (mai) kana mada, ni (mai) kana Create a dialogue in mada. Mai means ‘come and’ and is more groups and present. appropriate when calling to someone The conversation to some distance away. include sickness, name, c) Do not pick out one piece of sweets, age, place of residence biscuit or cigarette or one banana from and advise. a bunch but give the packet and say ‘there you are’ (qori)

d) During meals, the host may say: Eat

heartily kana vakavinaka

Eat a lot Kana vakalevu

d)What to say when you have had enough:

Thanks a lot for the food, please may I retire? Vinaka vakalevu na kakana, au sa kere vakacegu

Have you had enough? O (ni) sa mamau

I’ve had enough, thank you. Au sa mamau, vinaka vakalevu

8 03/4 QUESTIONS ITKIII Tutorial 8: 1)Yes/no questions are marked by a rising intonation Example: In groups, create a) Question: Jeke, eat? meaningful scenarios you are familiar with. Response: No, thanks or Yes, please Practice the words, phrases and sentence b) Question: Nomu peni? Response: sega patterns you have learnt 2)Other question terms are: in lesson 8.

What? - cava

Who? - cei

Where? - vei Ppt presentation on “Fijian Cultural How? - vakacava Ceremonies” How much?/ how many? E vica? commence on

When - naica

What do you want?

Who said so?

Where’s Michael?

How did you too meet?

How many children do you have now?

When did you(group) arrive ?

What time will it close ?

For ‘why’ as a single word question, use baleta

For ‘why’ in a sentence, use (a) cava…….kina, the equivalent of ‘what for’

Why ? Baleta?

9 10/4 GRAMMAR A. B. C. ITKIII Tutorial CLO # D 9: 5, 6, 7 1. Negatives & 8

The negatives is formed by ‘sega ni’. Divide into two groups then ask and answer It occurs after the subject pronoun and alternatively on time tense particles, but before the other particles. e.g. Sa vica na kaloko? Sa oti na dua I don’t know

They don’t want to lie down

I’m not going to school now (I’ve left school)

Didn’t you go swimming ?

I’m not happy

2. Modals Can

The English ‘can’ is translated by rawa ni after the subject pronoun

Can you walk ?

Ask questions regarding what one can do

Can you play ? O rawa ni qito ?

3. Should/Ought To

For ‘should’ and ‘ought to’, use dodonu

me:

It ought to be open. E dodonu me dola

4. May/Might

For may and might; use the post verbal particle, beka

It may be open -E dola beka?

5. Must/Have to

For ‘must’, there is no single translation. When it means ‘obliged to’, use the conjunction me/mo:

Mo tiko kina i na rua

You must be there at two Mo tiko kina i na rua

When it means ‘probably’, use rairai before the verb

I must have made a mistake Au rairai cala

For ‘must not’, use kua ni or the verb tabu:

I musn’t be late - Meu kua ni bera

You mustn’t touch it Mo kua ni tara

You mustn’t touch it E tabu mo tara

Want to

For ‘want to’, use the preverbal particle via

Do you want to dance ? O via danisi ?

10 17/4 FOOD AND EATING/BASIC TABLE A. B. C. ITKIII Tutorial CLO #

MANNERS D 10: 5, 6, 7 Practice “Kana mada” & 8 a)Inviting someone eat or drink and in pairs and substitute. responding appropriately. Inviting someone to enter after knocking at the Sing ‘Kana mada in door groups Substitute gunu ti (drink tea) and use the same dialogue.

b) Relating the verbs eat and food and articulating the words

Au kana ika tiko (I’m eating fish?)

O iko o kana ika tiko (You are eating fish

a)responding appropriately when questioned if hungry and politely asking for food

11 24/4 SMALL TALK A. B. C. Tutorial 11: D.E a) Meeting people: Practice and present in What is your name? O cei na groups of five the yacamu(ni)? innovated advance greetings and song My name is__O yau (or Na yacaqu) o ___ Present your script to the lecturer Pleased to meet you Ia,(ni) bula

a)Nationalities: Fijians are oten very curious about a person’s nationality and enjoy hearing about other countries. Where are you from O iko/kemuni mai vei? Or O ni lako sara mai vei?

I am from____ O yau mai____

Australia - Ositerelia

Canada - Kenada

England - Igiladi

Age: age is not a taboo subject in Fiji so don’t be surprised or offended if people ask your age

How old are you? - O (ni) yabaki vica?

I am….years old - Au yabaki …

18 tinikawalu

25 ruasagavulu ka lima

Occupations What do you do (for a living)?

I am a/an….

Au... accountant - daunifika

Au ….artist - daudroini

Au …bartender - bameti

Au …builder - matai

Au …busdrive –draiva ni basi

Au …businessman - daunibisinisi

Au …carpenter - daumatai

Au …dockworker- cakacaka ena wavu

Au … doctor - vuniwai

Au … student - gonevuli gonevuli

Religion: Almost all Fijians are Christians

What is your religion?

O(ni)lotu cava?

I am… Au…..

Assemblies of God, etc lotu qiriqiri/asembli

Buddhist lotu Buda

Catholic lotu Katolika

Christian lotu Vakarisito

Church of England lotu Jaji

Hindu lotu Idu

Muslim lotu Musolomani

Not religious sega ni lotu

Seventh day Adven. lotu Kavitu

Methodist - lotu Wesele

Family Are you married?

O(ni) vakawati?

No. I’m not. Se bera

I am single Au sega ni vakawati

Do you have a girlfriend/boyfriend?

E dua na nomu(ni) itau

12 01/5 SOCIAL LANGUAGE A. B. C. ITKIII Tutorial CLO D.E #8, 9, conversing with a respectable person or 12: & 10 someone with status e.g. A student and his teacher/ lecturer Create and present a Explain words to show respect ; e.g. dialogue in groups of ‘saka, ni,nomuni’ five on the themes Student: Good morning sir/madam learnt from lesson 12 The dialogue must Teacher: Good morning……. include questions and answers based on Have you done your assignment? names, village, Student: Yes sir/madam province, college or university, courses, Teacher: Good, bring it here and let me time and food see it. Present your script Substitute : talatala, vuniwai,minisita

Greeting a person with status; eg lecturer, teacher, lawyer, doctor, chief, etc and

how to converse with such a person e.g Student :Hullo teacher/sir

Teacher : hullo………

Student ; Where are you going sir ?

Teacher : I’m going to Suva

Student : Come and rest for a while

Teacher ; No thanks, I must be on my way, Where are you spending your holiday ?

Student : With my uncle

Teacher : Okay, bye

Student : Bye sir/madam

13 8/5 Who? Equational sentences; A. B. C. ITKIII Tutorial CLO Attribution. D.E #8, 9, 13: Relationships. & 10 Equational sentences in Fijian are translated into English by including a Create a dialogue in form of ‘to be’. They consist of two noun groups of five phrases, side by side, that refer to the You must include same person or thing. members of the family in the dialogue. (O cei) (oya) ‘who = that’ You must also include relationships in your (a cava) (na nona cakacaka) ‘what = his conversations. work After your presentation, (e kai Viti) (o koya) ‘Fijian = he give your script and id to your lecturer.

14 15/5 SMALL TALK: A. B. C. ITKIII Tutorial CLO D.E 14: Study Parts of the #8, 9, Asking different categories of people body & 10, where they come from 11 New terms to learn: .

gonetagane – young adult male Assessment 4

Goneyalewa – young adult female Label 10 out of the 20

14 turaga – adult male parts of the body marama – adult female qase – elder

1. O gone ni vei? (Where are you from?)

Ask questions to different categories of people

2.E gone ni vei oya? (Where is that boy/girl from?) 3.Responding to the above question E gone ni Ra (she is from Ra)

E tiko mai vei na gone oya? (Where does that boy/girl live? Teach from the substitution table

Responding to the above question

DIALOGUE

Jone : O cei na turaga oya ? ( Who is that man/gentleman over there)

Rusi : Oya o Tomu (He is Tomu)

Jone : E turaga ni vei o koya ? (Where does he come from ?)

Rusi : E turaga ni Vanua Levu ( He is from Vanua Levu)

Jone : A cava na nona cakacaka ? ( What is his job/occupation?)

Rusi : E qasenivuli (He is a teacher)

Jone : E qasenivuli tiko e vei ?

( Where is he teaching ?)

15 22/5 Continuous Assessment

16 29/5 Study break

17 05/6 Examination weeks & 18

5.0 COURSE LEARNING OUTCOME ASSESSMENT MATRIX

Course Ongoing Tutorial Tutorial Cultural Learning Assessment/P Assessment Assessment Ppt Outcome articipation 1 2 Presentatio n

CLO #1 CLO #2 CLO #3 CLO #4 CLO #5 CLO #6 CLO #7 CLO #8 CLO #9 CLO #10 CLO #11

Note: The colours represent the CLO for the respective AM

6.0 WORKLOAD Students should expect to spend about 14 hours per week on this course, in the following proportions:

Learning Activity Weeks Hours per Total Hours per Credit Week Semester Points Lecture 14 1 14 0.93 Tutorial 14 2 28 1.87 Presentation & Discussion 14 1 14 0.93 Self Tutorial, Preparation, Research 169 11.27 & Assignments Total 225 15

7.0 REQUIRED AND RECOMMENDED READING A. France, P (1969), The Charter of the Land: Custom and Colonization in Fiji. Melbourne: Oxford University Press. B. G..K., Roth. (1953). The Fijian Way of Life: Oxford University Press. C. Nabobo-baba U (2006), Knowing & Learning - an indigenous Fijian approach: a study on the people of Vugalei on VitiLevu in the Kubuna confederacy, IPS Publication, USP, Suva. D. Ravuvu, A (1992), Culture and Traditions: Implications for modern nations building In ------(1987) The Fijian Ethos, Institute of Pacific Studies, USP, Suva. ------(1983) VakaiTaukei, the Fijian Way of Life. Suva, Institute of Pacific Studies, University of the South Pacific (USP). 1. E. Tuwere, I (1997), In the Church-State Relation in Fiji. In B.V. Lal and T.R. Vakatora (eds), Fiji in Transition, pp.44-52. Suva: School of Social and Economic Development, University of the South Pacific. Wainimate (2000) , Traditional Medicine in Fiji, Traditional Healers Association report, Suva, unpublished. ------(1997). Nai Vola ni WaiVakaViti, Institute of Pacific Studies, USP, Suva. Wainimate (2000), Traditional Medicine in Fiji, Traditional Healers Association report, Suva, unpublished. F. Walsh, C. (2006). Fiji: An Encyclopaedic Atlas. Centre of Development Study, USP: Suva

8.0 ONLINE SUPPORT

9.0 ASSESSMENT

Means of Assessment

Students would be assessed as follows:

Assessment Item Due Date Weight (%) Assessment T1 Week 6 5

Oral Presentation Week 9 5

Ppt Presentations Week 8 - 14 5

Assessment T2 Week 14 3 Weekly Continuous 2 Tutorials/participation

Total course work 20% Total 20%

Assessment: Assessments will test the material covered up to that point. Details about the assessment/test will be given out in lectures prior to the test.

Students must hand in their coursework by the due date. If they have not completed it, they should hand in what they have done till the due date.

11.0 WITHDRAWAL FROM COURSE

that course and their names shall be removed from the course lists. Students who do not formally withdraw from a course but cease attending classes or doing exams shall be recorded as having failed the course. Getting a failed grade will also affect the GPA (refer to University Calendar)

13.0 PLAGIARISM AND DISHONEST PRACTICE

Plagiarism or Collusion

Cheating

Mandatory use of Turnitin – plagiarism detection software

14.0 IMPORTANT POLICIES AND REGULATIONS

Your attention is drawn to the following University regulations which are contained in the University Calendar (available online at http://www.unifiji.ac.fj/wp- content/uploads/resources/2014_Calendar.pdf or visit the Unifiji library to view these regulations):

. Relief of Hardship Regulations . Plagiarism and Dishonest Practice . Library Information and Regulations . Information and Communications Technology (ICT) Policy