Centre for iTaukei Studies - unifiji.ac.fj

2017

Dr. Kuridrani

2/23/2017

The University of Fiji

Centre for iTaukei Studies

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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,

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

Centre for iTaukei Studies Staffing

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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 Code

Course Title Credit Point

Compulsory Courses 1 LLC101 English for Academic Purposes 15 2 ITC101 Computer 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-Taukei 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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3. Bachelor of Arts ( Double Major in i-Taukei Language / LLC)

Course Code

Course Title Credit 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

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

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20 LLC221 Short Fiction & Literary Appreciation 15 21 LLC213 English as a Second Language: Curriculum and Materials

W i i 15

22 LLC311 / LLC321

Second Language Learning: Theory & Practise / Poetry and Creative Writing

15

23 LLC312 / LLC322

Second Language Teaching Methodology/ An Introduction to Postcolonial Writing: Theory and Text

15

24 LLC323 Drama and literary appreciation 15 Credit Points 360

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

Course Code

Course Title Credit Points

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 Priority

Goal Objective Strategy/Activities Key Performance Indicator( KPI)

Target

Learning & Teaching

Providing a conducive learning and working environment for our students and members of staff

To ensure that students performance are monitored accordingly To promote staff development in supportive learning

Improve classroom settings Improve Learning materials

• Update Moodle links

Student Profile Promote staff trainings

Student Evaluation forms % of pass rates and variations in scores/grading Tracking performance: record absenteeism of students/ poor performance No. of staff trained and areas of specialties

Student Students Members of staff

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 Services

Creating a conducive environment that support learning

Student Profiles Counseling ( student and staff) Student Welcome & Orientation

Student evaluation No of activities achieved

Students learning & welfare

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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

research positive environment

To encourage participation in all areas of research

Individual staff research Publications Exposure to consultancy work Teaching of Research Methods both at 100 and 300 level ITK studies Indigenous People’s Conference

No. of research conducted No. of publications in reputable journals No. of consultancies performed No. of students research work ready for review Funding support for this conference

Members of Staff and Students

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 & Social Responsibilities

Promoting CIS participation with communities

To increase our participation with surrounding communities in environment and climate change issues such as clean up campaigns/ health talks and etc

CIS participating in community awareness programs in nearby villages CIS participating in community activities such as school concerts, village days and radio programs such as “Domonivanua”

No. of activities and campaigns in Nadi/ Saweni and Lautoka areas No. of respondents to our CIS Programs Increase in new students enrolment

Communities/Villages

Expected Outcome: 1. UniFiji commitment to social responsibility 2. Appreciation of CIS involvement 3. increase in community partnership programs

Infrastructure and Systems

Aligning to the infrastructure and systems of UniFiji

To abide with the rules and policies of UniFiji

Internal Review of CIS Submissions of new program through PPDC/Senate All other via the Senate

Internal Review Short courses and New Programs developed FHEC Approval completed

CIS Team CIS Programs

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 & Financial Stability

Increasing participation in income generated activities

To promote CIS as the only Centre of iTaukei Studies in Fiji

Aggressive Marketing

Increase in no. of students Increase in no. of courses

Students CIS Team

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 Management

Recognizing risk management at the work place settings

To enhance the understanding of social responsibilities to abide with UniFiji guidelines

Addressing Occupational Health & Safety (OHS) issues Training on Workman /Industrial relation rights Work with the wider school in staff training and development

OHS guidelines at the work settings No. of trainings conducted

CIS/ Management

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

Accountability Framework

Enhancing knowledge of accountability

To improve the accountability processes within the school systems

Documenting and acquitting all expenses Report writing

Transparent statement of accounts Clear reporting

CIS Team

Expected Outcome: 1. Transparency and good governance in all areas of documentation and reporting

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Marketing Plan 2017

Time Event Budget (Sponsored

or Uni Budget)

Details Person responsible?

What will we achieve?

2017 May 22nd –

26th

Study Break

Coral Coast/ Roko Tui Nadroga –Navosa (Community Outreach) Sigatoka Methodist

Uni Budget Allowance $50ea Staff $80 Kava =$180

Allowance & Kava Team (2 CIS lecturers & interested staff )

CIS Team

Increased awareness Increased in numbers Community networking & engagement

May 22nd – 26th

Assistant Roko Ba (Nadi)

(Community Outreach) SVC/SSKMC

Uni Budget $50ea Staff $80 Kava =$180


CIS Team

Increased awareness

Increased in numbers

Community networking & engagement

May 22nd – 26

Roko Tui Ba th (Rogorogoivuda

Hs) (Community Outreach) Natabua/ Centra College (Lautoka) Xavier (Ba) Tavua College (Ba)



CIS Team


May 22nd – 26

Roko Tui Tailevu th (Community

Outreach) Vunimono High School LMS /Sila Central (Nausori)



CIS Team


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May 22nd – 26

Roko Tui Serua- Namosi th (Community Outreach) (Lomeri Secondary School)



CIS Team


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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 Responsible

Timeline

Community awareness program in villages in the Western division

AT/SR May 22nd – 26th

Expected Outcome: 1. Aggressive marketing to iTaukei communities 2. On site applications 3. Increased awareness and numbers

Create meetings with government ministries, Provincial councils and civil society organization

LK May 2017

Expected Outcome: 1. Linking and Networking 2. Institutional strengthening & capacity building

Establish an inventory of new & continuing students and graduates

AA/SAS/UG On going

Expected Outcome: 1. Enhance our relationship with past students

Launch an Alumni network for students and teachers

SR/AT June, 2017

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 Responsible

Timeline

CIS expansion into 4 departments: 1. Language & Literature 2. Expressive & Creative Arts, 3. Traditional Ecological Knowledge &

Conservation Management 4. Indigenous Research / Property Rights/

Natural Resource Management & Indigenous Health)

UG SR AT LK

Upon discussions with VC

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

iTaukei culture

Exchange program with indigenous centers, local & international

VC/LK On going

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 programs (Maori, Indigenous Hawaiians, Canadians, Caribbean)

VC/LK Ongoing

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 (Dr. Franco from Massey Uni; Dr. Alumita Durutalo from Uni. of Otago & Prof. Adrian from Memorial Uni; Canada).

2017 LK

Expected Outcome: 1. Promote academic research and publications 2. Recognizing indigenous culture and

practices

Facilitating Community Workshop / Short Training on Food Preservation, Traditional Cooking Methods, Traditional Coping Mechanisms for Climate change & Disaster Risk Management

LK 2017 Ongoing with university process

Expected Outcome: 1. Promote revitalizations of these traditional

knowledge 2. Income generating initiatives for UoF

Post – Graduate programs : 1. PG iTaukei Literature 2. PG Traditional Ecological Knowledge &

Resource MGT). Promoting interdisciplinary teaching with SOL, SOBE & UPSM

LK Team

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)

CIS Peer Review Semester 1, 2017

Week Reviewer Reviewed Day Time Class Room Week 5 Dr. Kuridrani Ms. Salome Thursday 1pm –

2pm ITK204 B202

Dr. Kuridrani Ms. Amelia Tuesday

2pm – 3pm

ITK111 B200/1

Dr. Kuridrani Mr. Usaia Tuesday 3pm – 4pm

ITK301 B202

Week 10 Dr. Kuridrani Ms. Salome Tuesday 4pm - 5pm

ITK101 F001

Dr. Kuridrani Ms. Amelia Tuesday 10am – 11am

ITKF11 B202

Dr. Kuridrani Mr. Usaia Thursday 12pm – 1pm

ITK201 B202

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

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CIS Semester 1 Projected Income

Course Expected 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

Total Fees for Semester 1, 2017 $ 170,300.00

Saweni Campus Income

Course Number of 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

Saweni Campus Total Fees $ 80,430.00

Suva Campus Inflow

Course Number of 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

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Semester 1Total Fees

$ 170,300.00

Variable Expenses

$ 17,323.00

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

Total Travel Expenses $ 16,323.00

Marketing Expenses Village Visit: Allowance + Kava offering

5 visits * $180 = $900 + $100 (contingency) $1000

Total Variable Expenses $ 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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1.0 COURSE AND ASSOCIATED STAFF DETAILS

ITKF11 iTaukei Foundation Studies 1

Semester 1- 2017

Department: Center of iTaukei 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%

Associated Staff

2.0 DESCRIPTION AND STRUCTURE OF THE COURSE

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

Student Learning Support

Consultation: Mondays, Wednesdays, Fridays (11-12:oopm and 3:00 -4.00pm)

The University of Fiji Course Outline

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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 iTaukei 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 Date

Topic Assignment Course Learning Outcomes

1 13/02

Student Retention: Motivation for iTaukei students

WELCOME AND COURSE ORIENTATION

Discuss the importance of Devine Guidance and Sovereignty.

Proverbs 4:13 “Your Education in your life. Guard it well”

John 15: 5 “

Jeremaiah 29:11 “

I am the vine, and you are the branches. Those who remain in me, and I in them, will bear much fruit; for you can do nothing without me.

I alone know the plans I have for you, plans to bring you prosperity and not disaster, plans to bring about the future you hope for.[a

Course overview and the expectations. Introduction on themes, welcome

”

Student introduces him/her

Discuss Course Outline, assessment, policy and timelines.

Vakarautaka edua na ivolatukutuku me vakamacalataki kina na veiulutaga ni veikidavaki oqo.

Assignment 1: Cakacaka Lavaki

i. Cerevi

iii. Kau mata ni gone

iii. Cara sala

B. Mo vola na –

i. Ikau (introduction),

ii. Ituvatuva (content)

iii. Lewe ni tukutuku se ivakamacala ni veiqaravi vakavanua kei na veitarataravi ni veiqaraqaravi e caka

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

CLO #1 CLO #2 CLO #3 CLO #7

https://www.biblegateway.com/passage/?search=Jeremiah+29%3A11#fen-GNT-22620a�

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v. Na ivurevure ni itukutuku

Me dua na kena waqa e tuba me tali vakamaqosa ka rairai totoka (Presentable cover page)

Assign 1 Due date: 10/3/17

2 20/02

Discuss traditional welcome ceremonies; order of presentations, meaning and significance.

WELCOME CEREMONIES

Discuss the techniques of Expository Writing

Tutorial – Expository writing- Write an expository essay on the following topics: qalowaqa, qaloqalovi, 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)

CLO #2 CLO #3 CLO #4 CLO #5

3 27/02

Varieties of iTaukei welcome speech in church, 21

WELCOME CEREMONIES & SPEECHES

st

birthday celebrations or in workplace, village meetings etc

CLO #2 CLO #3

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Traditional welcome speech in the isevusevu or in meetings

Discuss varieties of welcome speech and traditional presentations

20 na wiliwili vakaViti

CLO #4 CLO #5

4 06/03

Kinship relationship- titles used for respect within a nuclear and extended families.

KINSHIP SYSTEM

Individual Presentations- the student’s kinship ties from the father’s and mother’s sides – paternal and maternal ties. Studies of the connections made between the “vanuas”

Assignment 2 Four generations of “Family Tree” – Na vunikau ni kawa:

i. Me tolu na ituvatuva ni itabatamata e muri 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.

Assign. 2 Due date: 17/4/17

CLO 4 CLO 5 CLO 6

5 13/03

The cultural manners of interactions amongst all relatives e.g. respect, sharing and caring, obligatory and reciprocal interactions to maintain and uphold kinship ties.

KINSHIP SYSTEM

Collaborative work – work or event to show an obligatory action done collectively to achieve a

CLO 4 CLO 5 CLO 6

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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

Comprehension: Na Veiwekani Vakavanua. The extension of kinship to include the other extended families and clan (Vanua)- Veitauvutaki, Veitabani, Veimataki , Veibatiki.

KINSHIP SYSTEM

20 na Vosavosa vakaViti

CLO 4 CLO 5 CLO 6

7 27/03

Unacceptable behaviors in the village or vanua-

CRIME, PUNISHMENT & VILLAGE BI-LAWS

Group meeting/ discussion on ‘Social

CLO 5

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Significance of non-performance:

failure to carry out any delegated responsibilities from the village (koro), tikina (district) or provincial councils

unacceptable behavior that damages any kinship and village relationships and reputation

Punishments &Solutions: Council meeting decision &

Traditional bulubulu (reconciliation)

The significance of being apologetic, remorseful and showing regret

--- The importance of acceptance, forgiveness and giving a second chance (Matanigasau, Bulubulu)

Issues and resolutions” in villages

- Grp. ppt presentation

Veiwaseitaka ena nomudou iwasewase

i. na veileqa e sotavi tu ena noda veikoro, yasana, vuvale, itikotiko ni veivakavaletaki, matanitu, kei na kena e tarai vuravura kei na kenai wali

ii. vakamacalataka eso na iwalewale ni kena wali na leqa ena veivanua eso ka vakamacalataki toka ecake.

a) na kena qaravi na veivosoti: - vakalawa - vakavanua -vakalotu - vakavuvale (me rawa kina na tubu)

CLO 6 CLO 8

8 03/04 Mid Semester Break

9

10/04

Traditional customs on elopement and cultural resolute for forgiveness.

WEEK 9 CRIME & PUNISHMENT

Current criminal activities involving kinship- incest, village rapes, stealing of crops, animals and goods

CLO 5 CLO 6 CLO 8

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Solutions to these problems-strengthening the kinship ties

- 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

CLO 9

10 17/04

Comprehension- Na Gauna, Na Gauna- Ni ra Moce, Au Yadra! Ni Ra Yadra, Au Moce !

CRIME AND PUNISHMENT

Varieties of Fijian- Asking for forgiveness: The presentations of Yaqona as a “Matanigasau” or the presentation of a tabua as a “Bulubulu”.

- Counseling a wrongdoer

Panel Discussion/Group participation Due Date:

Assignment 3 – Crime and Punishment

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

CLO 5 CLO 6 CLO 8 CLO 9

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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

a balanced Fijian traditional diet- fish, cassava/uto/dalo/kumala,dalo leaves or bele

DIET, HEALTH AND TRADITIONAL COOKING METHODS

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

CLO 10 CLO 11 CLO 12

Page 10 of 24

etc

12 01/05

- Sickness and medical ill-health caused through lifestyles

DIET HEALTH AND TRADITIONAL MEDICINE

- Discuss the following diabetes, cardiac problems, cancer, mental problems, malnutrition etc

Food poisoning esp. fish during the Balolo season ( October- December)

Causes and preventative measures

Signs of a healthy person- happiness, peace of mind, participation in robust activities etc

. Traditional medicine,less use of food items like fatty mutton chops, too much sugar or salt in the food , avoiding eating some fish during the Balolo Season- “damu, ogo, donu etc”

Assignment 4

Prepare a manual on

Diet Health Exercise

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 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: Reference must be

- CLO 10 CLO 11 CLO 12

Page 11 of 24

included.

13 08/05

Daily Healthy lifestyles and behaviour – healthy habits through hobbies like gardening, planting, diving for kai or fish or seaslugs, swimming, walking or hiking

SUBSISTENCE FARMING, LIFESTYLE & CLIMATE CHANGE

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

Assignment 4

Due: 19/5/17


Page 12 of 24

Cigarette smoking ;alcohol drinking/ Drugs etc

14 15/05

Current acceptance of western Foods and lifestyles are some factors affecting health, poverty, laxity, laziness and other diverse habitual actions which culminate into long term effects of climate change

WEEK 14 ENVIRONMENTAL ISSUES AND 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

Page 13 of 24

16 29/05 17 & 18

05/6 –

12/6

5. 0 ASSESSMENT TASKS

Assessment task Length Weight Mark Due date

Assignmentt 1 (Cakacaka Lavaki I):

i. Cerevi ii. Kau mata ni gone

Vakarautaka edua na ivolatukutuku me vakamacalataki kina na veiulutaga ni veikidavaki oqo.

iii. Cara sala

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

4 wks 15% 15% 10/3/17 (wk 4)

Page 14 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 generations of “Family Tree” – Na vunikau 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.

4wks 15% 15% 7/4/17 (wk 8)

Assignment 3 (C/Lavaki 3)

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)

3wks 15% 15% 28/4/17 (wk 11)

Page 15 of 24

vakalailaitaki ni basulawa ena kena vakaduri na bisinisi lalai ena veiotela

Present a Power point Presentation

Conclude on “How to achieve this venture”.

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.

Assessment 4: Assignment 4 (C/Lavaki 4)

Prepare a manual on

Diet Health Exercise

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

4 wks 15% 15% 19/5 (wk 14)

Page 16 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 Learning Outcome

Assignment

1

Assignment 2

Power point presentation

Assignment 4

F/ Exam

CLO #1

CLO #2

CLO #3

CLO #4

CLO #5

CLO #6

CLO #7

CLO #8

CLO #9

CLO #10

Page 17 of 24

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 Week

Total Hours per Semester Credit Points

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

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.

Page 18 of 24

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

http://elearning.unifiji.ac.fj/moodle/�

Page 19 of 24

Ppt Presentations Assignment 3

Week 11 15

Assignment 4

Week 14 15

Weekly Tutorials/participation

Continuous 14

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.

Page 20 of 24

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.

The use of alphabets as means of a grading system has been in existence over many decades.

10.0 GRADING SYSTEM

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 work and goes significantly beyond the basics.

85+

A Excellent, exceeds average understanding as evidenced in course work and goes well beyond the basics.

80 - 84

B+ Far above average, meets or exceeds average understanding as evidenced in course work and fully understands the basics and goes somewhat beyond that level.

75 - 79

B Far above average, fully meets average understanding as evidenced in course work and fully understands the basics and can deal with concepts somewhat beyond that level.

65 - 74

C+ Just above average, fully meets expectations for basic understanding as evidenced in coursework and fully understands the basics and can deal with concepts at that level.

60 - 64

C Average, meets minimum expectations and satisfies course requirements.

50 - 59

D Fails to meet minimum expectations in understanding and course 40 -49

Page 21 of 24

work as evidenced by performance and submission of graded elements.

E Well below the minimum standards. This is when one gets a mark of less than 40%. It represents lack of effort/interest. It is a cause for deep concern

0 - 39

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 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.

REFERENCING GUIDELINES

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

Page 22 of 24

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),

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

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;

Page 23 of 24

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

http://www.unifiji.ac.fj/wp-content/uploads/resources/2014_Calendar.pdf�

Page 24 of 24

Information and Communications Technology (ICT) Policy

Page 1 of 10

1.0 COURSE AND ASSOCIATED STAFF DETAILS ITKF12 Foundation iTaukei

Language II Semester 2, 2016

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): Amelia Tuilevuka

Tutor(s) Amelia Tuilevuka

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

2.00pm 4.00pm


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.



mailto:[email protected]�

Page 2 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


Wk Start Date

Topic Tbk Rdgs

Assignment CLO

1 18/7 Famous iTaukei People – e.g. Ratu Sir Vanayaliyali Sukuna, Dr. Rusiate Nayacakalou, Ratu Sir Kamisese Mara, S.M. Koya, A.D

A. B. C. D

Assignment 1 Presentation – Due week 4-6

- CLO #1, 2, 3 & 11

Page 3 of 10

Patel, etc.

Research (in pairs) any of the famous statesman and great chiefs or other iconic leaders who have contributed significantly to the development of the nation Identify his/her political strengths and weaknesses from a student’s point of view. Group discussion (Tutorial 1) Each pair of students is to pick an iconic leader and present a power point presentation on research conducted.

2 25/7 Iconic / Prominent Fijian Leaders How did they contribute as past leaders, to the Fiji government or nation

A. B. C. D

- CLO #1, 2, 3 & 11

3 01/8 Iconic / Prominent Fijian Leaders Their family background, education, achievements.

A. B. C. D

- CLO #1, 2, 3 & 11

4 08/8 Economic Performance / Eco-Tourism .

A, D, E, F, G

Assignment 2 Land Tenure, Land Use and Property Rights. Due: wk 9

CLO #1, 2, 3, 4, 5, 11.

5 15/8 Economic Efficiency and Property Rights

A, D, E, F, G

Group discussion on Economic Efficiency: Eco-Tourism (ppt Presentation) (Tutorial 2)

CLO #2, 3, 4, 5 & 11

6 22/8 Property Rights and Land Tenure

A, D, E, F, G

Group discussion on ‘Property rights (ppt Presentation) (Tutorial 3)

CLO #2, 3, 4, 5 &11

7 29/8 Land Tenure Institutions

A, D, E, F, G

Group ppt presentation (Tutorial 4)

CLO # 5, 6, 7 & 8

8 06/04 MID – SEMESTER BREAK 9 12/9 Land Tenure and Land Use A, D,

E, F, G

CLO #1, 5, 6, 7 & 8

10 19/9 Culture & Eco-Tourism / Sports Entertainment and Business Research on different eco-tourism agencies. What is involved in their different enterprise/ how their business operate.

A. B. C. D

Assignment 3 - Project Present a proposal on a project on Eco- Tourism / Sports Entertainment Business Due wk 12

CLO #1, 5, 6, 7 & 8

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

Page 4 of 10

Family, Religion & Culture

C. D.E

Assignment 4 Topic: iTaukei Education Attainment Data analysis Due wk 14

9, & 10, 11

12 26/9 Education System and Taukei students - Discussion on issues and how to address the issues. From the students perspectives Questionnaires to be filled and analyzed.

A. B. C. D.E

Discuss updated research data on Fiji education – iTaukei students attainment in FSLC Critical evaluation of data (Tutorial 5)

13 03/10 Discuss different views,

A. B. C. D.E

Collect data, tabulate and present analysis (Tutorial 6)

CLO #8, 9, & 10

14 11/10 Parental – child relationship to adolescent The influence of Westernization in education

A. B. C. D.E

Discuss and write up (300words) (Tutorial 7)

CLO #8, 9, & 10

15 24/10 Reviews of Examination & instructions

16 31/11 Study break 17 & 18

07/11 Examination



Assignment 1 Assignment 2 Assignment 3 Ppt Presentation

CLO #1

CLO #2

CLO #3

CLO #4

CLO #5

CLO #6

Page 5 of 10

6.0 WORKLOAD



Total Hours per Semester Credit Points

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.

CLO #7

CLO #8

CLO #9

CLO #10

CLO #11

Page 6 of 10

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


9.0 ASSESSMENT

Means of Assessment


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 7 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


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59

D Fails to meet minimum expectations in understanding and course work as evidenced by performance and submission of graded elements.

40 -49


0 - 39

Page 8 of 10

11.0









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


Page 9 of 10






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





Page 10 of 10












1

Course Outline

Course Code: ITK101

Course Title: Listening and Speaking iTaukei Language

School

Department


Semester 1, Year 2017


Page 2 of 10

1.0 Course And Associated Staff Details

School: Centre of iTaukei 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 hours and locations

Contact Details

Course Convenor

Salome Rokuta [email protected] 1.00-2.00pm

Wednesdays

6640600 Ext 150

9723061(mobile)

Lecturer Salome Rokuta [email protected] 1.00-2.00pm

Wednesdays

6640600 Ext 150

9723061(mobile)


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.

Page 3 of 10

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.


Week Start Date Topic Textbook Readings

Assessment Course Learning Outcomes

1

The place of iTaukei language in iTaukei identity, cultural values and social interactions.

Phonetics, phonology and morphology

CLO#1

2

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

CLO#2

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3

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

CLO#2

4

Grammar: basic concepts in word formation in iTaukei morpheme and affixes, , word class and syntactic features- word order, meaning and sentence structure

CLO#3

5

Verb forms and adverbs

Affixes and change in functions of words

Na ivolavosa VakaViti

CLO#3

CLO#4

6

Noun forms; adjectives

Prefixes and suffixes

CLO#3

CLO#4

7

Pragmatics: language use: number, tense, gender, punctuations

CLO#5

8

9

Lexicals on common cultural topics:food preparations&colours, climatic conditions

CLO#6

10

Language studies in primary schools

MOE Curriculum

CLO#8

11

Language studies in secondary schools

MOE curriculum

CLO#8

12

Idiomatic languages related to behaviour, nature, animals and the sea

CLO#9

13

Comparative studies of the dialects in the Western division

CLO#10

14

Review of the course& Evaluation

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Course Learning Outcome (CLO)

LO Statement Program Learning Outcome (PLO)

Related Tasks & Assessment

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 Semester

Credit Points

Lecture 14 1 14 0.93

Tutorial 14 1 14 0.93

Presentation/group discussions

14 1 14 0.93

Consultation 14 2 28 1.87

Private Study (Includes time spent for assessments i.e. revisions for exams, research and unsupervised practical’s)

155 9.41

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Total 225 15


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


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 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


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

work and goes significantly beyond the basics. 85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

11.0


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Cheating





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terminated, i.e. expulsion from the University.










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Page 1 of 9


1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK102 Reading and Writing iTaukei Language 1 Semester II School: Centre of iTaukei 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.


Day Start Date

Topic Textbook Readings


1 Language of casual conversation

C

Assignment 1 CLO#1 CLO#2

2 Language of formal conversation

D E

CLO#1 CLO#2

3 Language of advertising Brochures Courts, Duty-free shops & supermarkets

Assignment 1 CLO#2 CLO#8

4 Language of instructions Manuals CLO#3

5 Language of politics News articles

CLO#7

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6 Newspaper reporting Samples of articles

Assignment 3 CLO#9

7 Sports commentaries- live, written and televised

Newspaper reports

CLO#7

8 Mid Semester break

9 Legal language ; legal documents

Brochures on Land & legal issues

CLO#4,5,&9

10 Language of religion The Bible Assignment 1 CLO#7

11 Language/terms associated with the weather & climate

The Fiji Times & weather news

Assignment 4 CLO#11

12 Terminologies associated with culture: ceremonies, colloquial compliments and criticisms.

Printed notes

Assignment 2 CLO#10

13 Idiomatic expressions; composition of songs and ‘mekes’

Documents, hymn books

Assignment 2 CLO# 10 &13

14 Conduct of meetings- formal and informal

Compiled notes

CLO12

15 Review and evaluation

16 Study Week

17 Examinations

18 Examinations



Assignment 1

Assignment 2 Assignment 3

Final Exam

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



Credit Points

Learning,appilcations/ practice

15

10

150

Tutorials/Presentations 10 1 10

Library, Field research 8 2 16

Evaluation, assessments

Assignments

5

5

2

3

10

15

Examination preparation& marking

3 3 9

Grading of students assessments/BOS moderation

3

5

15

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

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.

Late Submission of Assessments

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.

These are to be typed or word-processed with a Cover Page containing the required necessary detailed information.

Submission of Assignments

Means of Assessment


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

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.

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

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 (

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.

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

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

a) Eda veiwekani voleka sara na iTaukei kei na draki ni noda vanua. ( 20 na maka)

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

work and goes well beyond the basics. 80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

11.0








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Cheating







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

Page 9 of 9

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.

















1

1.0 COURSE AND ASSOCIATED STAFF DETAILS ITKIII Spoken iTaukei for

Beginners

Semester I 2017

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): Amelia Tuilevuka/Usaia Gaunavou


Associated Staff


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 iTaukei.



2

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

3

1

13/2 INTRODUCTION

Introduce Fijian Alphabets, standard Fijian and standard Fijian alphabets /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

A. B. C. D

ITKIII – Tutorial 1:

Learn the iTaukei Consonants and vowels

Create a the matrix for learning.

1, 2, 3 & 11

4

2 20/2 Greetings

a) Learning to greet/farewell someone formally and responding to greetings and 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

A. B. C. D

ITKIII Tutorial 2: Practice introduction and the use of yacamu or yacaqu Recite the butterfly poem and answer the following questions

1, 2, 3 & 11

5

3 27/2 GREETING AND CIVILITIES

a) Introducing self and seeking for other person’s information. Explain to students that requesting names and introducing oneself is not a Fijian 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

Asking about the weather

A. B. C. D

ITKIII Tutorial 3: Practice asking and responding to questions in pairs using Ocei ?/ ivei? / evei? yacaqu/yacamu/yacana and on the weather Write your questions and response and submit

- CLO #1, 2, 3 & 11

6

4 06/3 SOCIAL LANGUAGE

a) Introducing oneself and engaging in conversation with other students / Knowing how to start a conversation with someone new to them

A : Hi! Friend

B : Good day

A : Have you just arrived ?

B : Yes, I’m new here

A : Don’t worry, my name is……What’s Yours

B : I’m ……….from Lautoka

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

A. B. C. D

Assessment 1 -Week 4:

Written Assessment on week 1-3 work covered Significance of some words and practice in iTaukei such as tavale, tilou

Tutorial 4: Dialogue / Oral Presentation

Innovate the dialogue or create one from the themes discussed from wk 1-3 in groups of five

CLO#2, 3, 4, & 5

7


Greetings when Passing

Always greet someone you pass. A ‘smile’ and a ‘nod’ and a ‘io’ will do, but a fuller greeting like ‘bula or yadra’ is acceptable. Always remember the appropriate pronoun number. It is customary , after the greeting to enquire 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

A. B. C. D

ITKIII Tutorial 5:

In groups of four or five, prepare questions and response based on

the theme: social language in iTaukei

This is followed by the “Ratu Raboto” chant.

.

CLO#2, 3, 4, & 5

8


Leaving

a)What to say when you want to leave but intend to return –I’m going for a bit but I’ll be back, or (I’ll be back).

b) What to say when wrapping up a 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’

ITKIII Tutorial 6: Quiz: The quiz will be

gender based. Boys groups will ask the

girls’ while they reply and vice versa.

CLO#2, 3, 4, & 5

9

7 27/3 CIVILITIES

a) Usual word for thanks, appreciation and congratulations: vinaka or, vinaka vakalevu or, vinaka sara vakalevu. In response to an invitation, vinaka usually means ‘no thanks’. If you wish to accept, do so with a smile and then say vinaka.

b)inviting someone while eating.

It is customary to invite people passing 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?

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

O (ni) sa mamau

A. B. C. D

ITKIII Tutorial 7: Role play – Practice the use of civil words such as vinaka vakalevu, and the art of inviting visitors or friends to a meal. Learn in groups “Kana mada! Kana mada!” -

CLO # 5, 6, 7 & 8

8 03/4 QUESTIONS

1)Yes/no questions are marked by a

Assessment 2 – Week 7

10

rising intonation Example:

a) Question: Jeke, eat?

Response: No, thanks or Yes, please

b) Question: Nomu peni? Response: sega

2)Other question terms are:

What? - cava

Who? - cei

Where? - vei

How? - vakacava

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

For ‘why’ in a sentence, use

baleta

(a) cava…….kina, the equivalent of

Why ? Baleta?

‘what for’

Written assessment on invitations, and civilities using the following: who, what where, when and why. Tutorial 8 In groups, create meaningful scenarios you are familiar with. Practice the words, phrases and sentence patterns you have learnt in lesson 8.

9 10/4 GRAMMAR A. B. C. D

ITKIII Tutorial 9:

CLO # 5, 6, 7 & 8

11

1. Negatives

The negatives is formed by

It occurs after the subject pronoun and tense particles, but before the other particles.

‘sega ni’.

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’

Can you walk ?

is translated by rawa ni after the subject pronoun

Can you play ? O rawa ni qito ?

Ask questions regarding what one can do

3. Should/Ought To

For ‘should’ and ‘ought to’

It ought to be open. E dodonu me dola

, use dodonu me:

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

Divide into two groups then ask and answer alternatively on “time”

e.g. Sa vica na kaloko? Sa oti na dua

12

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’

I must have made a mistake Au rairai cala

, use rairai before the verb

For ‘must not’

I musn’t be late - Meu kua ni bera

, use kua ni or the verb tabu:

You mustn’t touch it Mo kua ni tara

You mustn’t touch it E tabu mo tara

Want to

For ‘want to’

Do you want to dance ? O via danisi ?

, use the preverbal particle via

10 17/04 FOOD AND EATING/BASIC TABLE MANNERS

a)Inviting someone eat or drink and responding appropriately. Inviting someone to enter after knocking at the door 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

A. B. C. D

ITKIII Tutorial 10: Practice “Kana mada” in pairs and substitute. Sing ‘Kana mada in groups

CLO # 5, 6, 7 & 8

13

questioned if hungry and politely asking for food

11 24/4 SMALL TALK

a) Meeting people:

What is your name? O cei na yacamu(ni)?

My name is__O yau (or Na yacaqu) o ___

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

A. B. C. D.E

Assessment 3 – Week 10 Drama on any theme covered from week 4-10. Create your own setting. Practice and present in groups of five. Be constructive and innovative. Present your script to the lecturer

14

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?

15

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


conversing with a respectable person or someone with status e.g. A student and his teacher/ lecturer

Explain words to show respect ; e.g. ‘saka, ni, nomuni’

Student: Good morning sir/madam

Teacher: Good morning…….

Have you done your assignment?

Student: Yes sir/madam

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

A. B. C. D.E

ITKIII Tutorial

12:

Innovate or Create and present a dialogue in groups of five on the themes learnt from lesson 11 and 12. The dialogue must include questions and answers. Present your script

CLO #8, 9, & 10

16

Teacher : Okay, bye

Student : Bye sir/madam

13 8/5 Who? Equational sentences; Attribution.

Equational sentences in Fijian are translated into English by including a form of ‘to be’. They consist of two noun phrases, side by side, that refer to the same person or thing.

(O cei oya) ‘who is that?’

(a cava) (na nona cakacaka) ‘what = his work

(e kai Viti) (o koya) ‘Fijian = he

A. B. C. D.E

ITKIII Tutorial

13: Relationships.

Create a drama on any theme covered in week 13-14 in groups of five on family relationships.

You must include members of the family and relationships in your conversations. After your presentation, give your script and id to your lecturer.

CLO #8, 9, & 10

14 15/5 SMALL TALK:

Asking different categories of people 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)

A. B. C. D.E

Written Assessment 4 ITKIII Tutorial 14:

Parts of the body

.

CLO #8, 9, & 10, 11

17



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

Responding to the above question

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

DIALOGUE

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 & 18

5/6 Examination Week

18


Ongoing Assessment/Participation

Tutorial Assessment 1


Cultural Ppt Presentation

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



Total Hours per Semester

Credit Points

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


19

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


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 Dialogue

10 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. 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


20

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 analyse 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 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


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59

D Fails to meet minimum expectations in understanding and course 40 -49

21



0 - 39

11.0












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

22

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.

















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-


23

content/uploads/resources/2014_Calendar.pdf


or visit the Unifiji library to view these regulations):












Page 1 of 11

1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK201 Language in Cultural

Context Semester 1, 2017

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, iTaukei Marriage System, iTaukei Burial System, iTaukei Legal system, iTaukei 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


Week

Start Date



1 iTaukei Economic System . Pooling & distribution of resources, barter system (mata veisa), cooperative system(solesolevaki), reciprocity(solevu), veisolisoli), veisamei&fakawela,

The Fijian way of life Asesela Ravuvu BulaVakavanua, Semi B. Seruvakula

Group presentation in pairs on subheadings

CLO#1,2,3,45,6

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modifications&changes.Compare and contrastswith Western and Indian systems.

2 iTaukei Marriage system. Wooing, engagement, marriage ceremony & partly arranged – veivosakli, duguci, vakamau & tevutevu . The social economic gains or losses. Compare and contrastswith English and Indian systems.



CLO#1,2,3,45,6

3 iTaukei Burial system. Death notice/period of mourning/burial & sharing of food(magiti)and mats(iyau). Discuss social &economic gains or losses. Compare and contrastswith English and Indian systems.


Students discuss social and economic gains or losses. Seminar 1:

CLO#1,2,3,45,6

The students present their 10 minute speech.

4 iTaukei Legal system. Respect for chiefs and elders, brothers and sisters, parents and all members of the clan, protect life and possession. Range of punishments given from verbal lashing (veikaraci), banishment (veivakatalai), to excution (totogi kuna). Compare with the western system.


CLO#1,2,3,45,6

5 iTaukei Chiefly System- turaga, sauturaga, bete, matanivanua, gonedau, bati,

The Fijian way of life Asesela

Seminar 2: CLO#1,2,3,45,6

The students prepare a ten

Page 4 of 11

mataisau-chief, chiefly clan, priests, heralds, fisherman or food provider, warrior, the builders.Compare with the modern leadership system of our nation.

Ravuvu BulaVakavanua, Semi B. Seruvakula

minute speech on any of the systems covered.

6 iTaukei Fishing Grounds and Rites. How it is owned. The Qoliqoli Bill- what does this Bill intend to legislate. The effects on the owners (members of the clan), effects on tourism industry.


Minor Assignment

Write a ten page essay on this topic- “Fijian cultural practices are barriers to economic development”

CLO#1,2,3,45,6

7 iTaukei Taboo system- focus on social and economic reasons-fishing taboo - to allow more marine life to grow, social taboo - to stop social erosion kinship taboos - to stop incest.


Seminar 3: CLO#1,2,3,45,6

The students prepare a ten minute speech on any of the systems

8 Mid Semester Break

9 iTaukei Landowning System-pros & cons of the system, shifting, cultivation, polycrops, monocrops system, economic viability. Teitei veicurumaki me tarova na

The Fijian way of life Asesela Ravuvu BulaVakavanua, Semi B.

Seminar 4: CLO#1,2,3,45,6 The students

present their 10 minute speech.

Page 5 of 11

kana ni manumanu somidi. Seruvakula

10 iTaukei Traditional Warfare and Defence System. Tara ni koro e delana, kelikeli ni titobu wavokita na koro, bitu momoto kei na vatu gagata e loma ni keli, kei na levu tale.

Compare with our defense systems nowadays, shifting of village to new sites, focus on social & economic factors.


The students prepare a ten minute speech on any of the systems covered

CLO#1,2,3,45,6

11 iTaukei Child Rearing Patterns-living in close proximity, constant bodily contact, a great deal of affection from birth up to the first year or so, early rejection when a new child comes, cause of passive attitude. Compare with modern child rearing pattern.


The students present their 10minute speech, the lecturer assesses.

CLO#1,2,3,45,6

12 iTaukei Belief System-coming of Christianity in 1853, Islam, Hindustani and other beliefs later on. Nodra dau vakacuru na bete ni bera ni dua na ivalu. People seeking supernatural powers to gain materially and success in wars and physical conflicts. The external truth- hard work and righteousness are the key to success in all fields.


Seminar 5 CLO#1,2,3,45,6

: The students present their 10 minute speech.

Page 6 of 11

13 Socialization at village and settlement level, socialization in town and cities- grog parties, beer parties, night clubs, hotels, concerts, TVs.

Sports-rugby, soccer, netball, atheletics.

The lecturer explains the effects of socialization on he life of the people, the student talk about their leisure activities. Na cava eda dau cakava ena gauna galala.



Write a ten- page essay on this topic:

Assignment 2

“Chiefs looks after their tribe, no politics

CLO#1,2,3,45,6

14 iTaukei Administration, province, tikina and village councils, functions of the Roko Tui- D.O, & D.C. Nodra itavi na Roko, D.O, D.C, ena veivakatorocaketaki.


The students present their 10 minute speech, the lecturer assesses

CLO#1,2,3,4,5,6

15 General Revision Week-

The Lecturer revises units according to the students wishes

16 Study Break

17 & 18

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


Page 7 of 11


Seminar 1

Seminar 2

Seminar 3

Assignment 1

Seminar 4

Seminar 5

Assignment 2

Final Exam

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



Credit Points

Lectures 14 2 28 1.87

Tutorials 15 2 30 2.00

Pre & Post assessment work

14 5 70 4.67

Study week 1 24 24 1.60

Examination 3 03 0.20

Oral & written seminar presentation

14 3 42 2.80

Practical – language in cultural ceremonies/activitie

14 2 28 1.86

Totals 225 15


The New South Pacific, R.G. Crocombe ,Reed Education, Wellington, 1978

The Fijian Way of Life, Asesela Ravuvu, IPS

Page 8 of 11

Bula Vakavanua, Semi B. Seruvakula

8.0 ONLINE SUPPORT


9.0 ASSESSMENT

Means of Assessment


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


Grade Meaning Marks


85+


80 - 84

B+ Far above average, meets or exceeds average understanding as evidenced in course work and fully understands the basics and goes

75 - 79


Page 9 of 11

somewhat beyond that level. B Far above average, fully meets average understanding as evidenced

in course work and fully understands the basics and can deal with concepts somewhat beyond that level.

65 - 74


60 - 64


50 - 59


40 -49


0 - 39

11.0









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

Page 10 of 11

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.



Cheating












Page 11 of 11






















Page 1 of 9

1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK202 Ceremonies, Protocols & Oral Traditions Semester II School: Centre of iTaukei 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%


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


Page 2 of 9

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.


Day Start Date



1

Course details and expectations; meaning of the course title

CLO#1

2 Welcome ceremonies- chiefs and important guest or visitors

A,C Compiled notes; Na Bula Vakavanua

CLO#2 CLO#3

3 Other protocols and oral traditions

Personal research

CLO#3 CLO#8 & 11

4 Ceremonies for a newborn Field research

Assignment 1 due- 15%

CLO#3,4,8

5 Celebrations- ceremonies and oral traditions

A C

CLO#3,4,8 CLO#5

6 Farewell ceremonies Research materials

CLO#3,4,5 & 8

7 Ceremonies during deaths C D Personal collections

CLO#3,4,5 & 8

8 Mid Semester break

9 Coping mechanisms- the weather and climate

IVolavosa Vakaviti

Assignment 2 due- 15%

CLO#6 & 7

Page 3 of 9

change

10 Coping mechanisms during difficult times

A C

CLO#6 & 7

11 Survival techniques using traditional knowledge, skills & wisdom

Personal research

Assignment 3 Due- 10%

CLO#6 & 7

12 Coping mechanisms for societal problems

A C D

CLO#7,8&9

13 Abuse of children and women- causes & changing lifestyles

News items- Na iLalakai/ The Fiji Times

CLO#7,8&9 CLO#11

14 Maintaining cultural values

A B C

CLO#10 & 11

15 Revision & evaluation

16 Study week

17 Final examination

18 Final examination



Assignment 1


Final Exam

CLO #1

CLO #2

CLO #3

CLO #4

CLO #5

CLO #6

CLO #7

Page 4 of 9

CLO#8

CLO#9

CLO#10

CLO#11

6.0 WORKLOAD



Credit Points

Learning,appilcations/

practice

15

10

150



Evaluation, assessments Assignments

5 5

2 3

10 15

Examination preparation& marking

3 3 9

Grading of students assessments/BOS moderation

3

5

15

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

Page 5 of 9


9.0 ASSESSMENT

Assignments

CAKACAKA LAVAKI 1

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

15 na maka ( ikava ni macawa)

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

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.

20 na maka ( ikatini ni macawa)

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)

Vakadikeva na kena vakayagataki na veika oqo me tarova se walia na veidredre oqori:

Na drakidrakita ni bula eda curuma e sa vakavurea eso na dredre.

• 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.

The minimum mark for the Course Work is 25 and the minimum mark for the examination is 20.

IMPORTANT:



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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. 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.




10.0 GRADING SYSTEM


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

Page 7 of 9

11.0












Cheating


Page 8 of 9

















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-


Page 9 of 9

content/uploads/resources/2014_Calendar.pdf


or visit the Unifiji library to view these regulations):










Page 1 of 9


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): Usaia Gaunavou

Tutor(s) Usaia Gaunavou

Room: B120 Email : [email protected] Phone: 6640600 ext 150

Mentor(s) Waseroma Donu ID : 20130179 Contact : 9620519


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




Page 2 of 9


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 Assignment 1 Course orientation

b) What is Literature/ Oral literature/What is Fijian literature/ Forms of Fijian

literature Oral storytelling (Plan, write & present an oral story in the iTaukei language )

2 Storytelling- Essentials of storytelling- story selection and preparation for

presentation/

(Storytelling assignment due at the end of

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

Analysis of a short story.(Read the short story in class)

Elements of the Short Story, continued

Tutorial: Responding to the story & journaling the story

Short story assignment Write a short story between 500 & 1000 words. Can begin by writing a narrative story.


Students get into groups of 4 and share their responses with one another. Teacher facilitates the discussions when necessary. After 5 minutes, the class refocuses and participates in a large class discussion regarding the story. Teacher provides guiding questions to

Analysis of another story focusing on themes & character

In the short story workshop, students bring their rough drafts to class where class will conduct team edit to finish the final draft by the last lesson of the unit.

Read their final drafts before

Page 3 of 9

facilitate discussion and critical thought.

doing the final write-up.


final draft

Oral & written presentations of


9

Tutorial: Individual reading of own poems

Introduction of poetry / What is poetry/ why people write 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

Plan & write a10 verse by 5 poem over a period of 2 weeks Reading assignment on poetry.

10 Poetry continued

Reading of students draft Writing of first draft

Students write their final draft Reading of final draft and explanation of the poem in class.

Oral presentations Assignment write-up of final draft

(Written poems due at the end of week 9)

11 Public speaking

12 Public speaking (Public speaking assignment due at the end of

week 12)

13 Drama Introduction why drama/definition/difference between theatre and drama. 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

Plan & write a 10 page drama over a period of 3 weeks (Na vakatasuasua) Reading assignment on drama.

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

Page 4 of 9

15 Drama Students read their draft to the class

Preparation for drama presentation Students present in groups to the rest of the class

Oral presentations Write-up of final draft

(Drama presentation due at the end of

week15)

16 Study Break

17 & 18


Note: Tutorials and Lectures are compulsory



Assignment 1


Final Exam

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


Learning Activity Weeks Hours per Week Total Hours Per Credit Points

Page 5 of 9

Semester

Lectures 14 2 28

Tutorials 15 2 30

Assignments and projects

14 5 70

Study week 1 24 24

Examination 3 03

Oral & Written language presentation.

14 2 28

Assignment marking

11 2 22

Coursework assessment & Fina examination record preparation

4 5 20

Total 225 15


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 6 of 9

writing Short story Week 5 10 Poem presentation Week 9 10 Public speaking Week 12 10 50

Final Examination (3 hrs)

To be announced on University Notice Boards

50 50

Total 100


10.0 GRADING SYSTEM


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

11.0 WITHDRAWAL FROM COURSE

Page 7 of 9











Cheating



Page 8 of 9
















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 9 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 1 of 9

1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK 204 Expressive and Performing Arts S1, 2017 School: Centre of iTaukei 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 Rokuta Room: B120 Email: [email protected] Phone: 6640600 Ext: 150 Consultation: Tuesday to Thursday: 11:00-12:00noon and by appointment


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.



Page 2 of 9

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 readings

Assessments Course Learning Outcomes

1 Course orientation. Understanding the objectives and structure of the course, the assessment methods and course work details

UoF Policies

2 Music- the art of composing/singing CLO1 CLO6

3. Creating lullabies for child rearing practices. Composition of lyrics and actions.

Ravuvu A, Vakaitauk

ei

CLO1 CLO6 CLO7

4 The art of cooking- cultural & traditional & contemporary.

Seeto’s recipes –

local daily

Assignment 1 due

CLO1 CLO4 CLO7

5 Crafts associated with the presentations of food ( baskets, fans, ilalakai,

bilonisu)Creative handcrafts as in table cloth and food covers

Peer teaching

CLO2 CLO3 CLO4

Page 3 of 9

6 Traditional dances for males and females

Guest lecturer

CLO1 CLO4 CLO6 CLO7

7 Designing of meke costumes and accompaniments

Assignment 2 due

CLO2 CLO3 CLO4 CLO7


9 The art of entertaining ; lali beating, strumming ukulele and guitar, solo, group and choir singing

Peer teaching

CLO2 CLO4 CLO7

10 Photography Guest lecturer

CLO2 CLO4 CLO7

11 The essence of artworks; designing as in traditional printing “ Kesakesa” using traditional and contemporary designs

Fijian Masi

GN432 S67 2004

CLO2 CLO3 CLO4 CLO5

12 Floral and fauna arrangements- using ferns, seeds, fruits and leaves

Skills in creating “ iukuuku, salusalu and fans”

Assignment 3 due

CLO3 CLO5 CLO7

13 Crafts using shells , stones and driftwoods

CLO3 CLO5 CLO7

14 Traditional ceremonies- presentations and preparations

CLO1 CLO7

15 Presentations of ceremonies required in social activities

Display of creative arts and crafts

Presentations

CLO1 CLO6 CLO7

16 Study Break

17&18 Final examinations

14 Display of artifacts and innovative designs

Presentations

Page 4 of 9

15 Revision

16 Study Break

17 Examination




Assignment

3

Presentation

CLO #1

CLO #2

CLO #3

CLO #4

CLO #5

CLO #6

CLO7

6.0 WORKLOAD



Credit Points

Lecture 15 3 45 3

Tutorial 15 1 15 1

Seminar 14 0.9

12 weeks Assignment preparation, 12 hours per week, Research based projects, preparation & presentation,

376 25.1

Total 450 30


Page 5 of 9

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


---------------- (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


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%)

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

Due in Week 4

Assignment 2: ( 10%) Due in week 7


Page 6 of 9

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%)

Design and print one of the following items:

Due in week 12

• 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%)

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

Due in Week 15.

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


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64

Page 7 of 9


50 - 59


40 -49


0 - 39

11.0












Page 8 of 9

Cheating















Page 9 of 9


i.e. expulsion from the University. 14.0 IMPORTANT POLICIES AND REGULATIONS

















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): Ms Amelia Tuilevuka Room: B218 Email: [email protected] Phone: 6640600 Ext. 117

Consultation Time: Tuesday – Thursday 12-1pm (Time suitable for Teachers with prior appointment)



2 | 13 P a g e

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.


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

3 | 13 P a g e


WK LEARNING OUTCOMES

TOPIC/SUB TOPICS ASSESSMENT READINGS/RESOURCES TEACHING / LEARNING STRATEGIES

1 CLO 1 CLO 2 CLO 8

Orientation A brief introduction to the course, University Regulations, Policies, Code of Ethics, 4 Pillars of Education and OHS Regulations Expectations for each assignment.

Presentation of a log book – cover, neatness, innovativeness, creativity, organization (10%) Table of Content and Conclusion to be included.

Selected critical readings will be made available to students during the lectures/on Moodle

Brainstorming and discussion on the significance of adhering to the: Code of Ethics, University policies and OHS regulations and the four pillars of education

2

CLO 1 CLO 2 CLO 3 CLO 9

Learning Theories and Approaches to Learning Principle-Based Learning


Group discussion and presentation on Learning Theories and Approaches to Learning. Discuss the significance of NCF (National Curriculum Framework.

3

CLO 1 CLO 2 CLO 3 CLO 4 CLO 9

Curriculum Design, Implementation and Evaluation

5 Approaches to curriculum change: lesson design, interdisciplinary units, students projects, assessments, apprenticeships

Planning for Teaching & Assessment i) 3-weeks Lesson Plan ii) Prescription Analysis Evaluation (10%)


Group work. Discuss and present on curriculum design, and evaluation & curriculum change

4 | 13 P a g e

4


National Curriculum Framework (NCF)

Hidden Curriculum

Record of Teaching, Assessment & Reflection (Checklist A1- A8: 20%)


Examine in groups NCF Observations, discussions

and recording

5


Supporting Teachers in the Workplace Self-evaluation Programming and planning Classroom Management and discipline

Present a plan of Classroom Management through Lessons and Disciplines. Record how a disruptive behavior is handled (10%) Record pre and post reflection, evaluation and assessment of reading and maths in a class Explain how your thinking developed (10%) (1500 – 2000 words)


Discussions, assessment and evaluation of classroom management skills and program planning skills

6 CLO 1 - CLO 10

Reflective work and Blooms Taxonomy

Assessment Theory and Design


Study Blooms Taxonomy and discuss relatioships to lessons, tests and evaluation

OBSERVATIONS AND PRACTICUM

WK LEARNING OUTCOMES

TOPIC/SUB TOPICS ACTIVITIES TASKS TEACHING / LEARNING STRATEGIES

7 CLO 1 CLO 2 CLO 8

APPENDIX 1 Prepare a Log book. Note cover presentation, table of content, creativity, innovations & conclusions. Include Appendix 1- Appendix 8

Record checklist on A1 Recording and evaluation skills

8 CLO 1 CLO 2 CLO 3

APPENDIX 2 Record Teaching theories and Program Planning Provide syllabus, term planner and

Lecturer visitation Recording and evaluation skills

5 | 13 P a g e

prescription

9 CLO 1 CLO 2 CLO 3 CLO 4

APPENDIX 3 Prepare lesson plans/wk for 4 weeks ; 2wk (F3)/; 2wks (F4)

Choose a topic and collect artifacts on 3 different subjects. Devise a checklist for effective evaluation and process and progress. Record Pre-assessment and post assessment results

Recording and evaluation skills

10 CLO 1, CLO 2 CLO 4, CLO 5

APPENDIX 4 Record teaching notes on lesson plan prepared in A3. Reflect and evaluate


11 CLO 1, CLO 2, CLO 5, CLO 6 CLO 7

APPENDIX 5 Classroom Management, Disciplines and Evaluation In and out of Classroom Plan and Discipline for safety purposes

Lecturer Visitation

Recording and evaluation skills

12 CLO 1 CLO 10

APPENDIX 6

Assessment theory and design.

Record pre and post assessment & analyze report (F3 & F4)

Describe how weaknesses are diagnosed


13 CLO 1,CLO 2 CLO 4.CLO 6

APPENDIX 7 Playground questionnaire


14 CLO 2, CLO 4 CLO 5, CLO 6

APPENDIX 8 Conclusion 1500-2000 words. Report your general observation based on you observations


Page 6 of 10

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


Learning Activity

Weeks Hours per Week Total Hours per Semester

Credit Points

Observation & practicum

14 1 14 0.93

Consultations Discussions

14 2 28 1.87

Presentation & Discussion

2 1 14 0.93

Self Tutorial, Preparation, Reading, Research & Assignments

14 4 169 11.27

Total

225 15

Page 7 of 10

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 6. Geneva, G 2010, Culturally Responsive Teaching: Theory, Research and Practice, 2nd ed.

Teachers College Press, New York7. Rogers, W A 1992, Supporting Teachers in the Workplace, The Jacaranda Press, Sydney

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 MEANS ASSESSMENT

Assessment Item Due Date Weight (%) Assessment 1:

Weekly Record of logbook- Discussion and observation in the classroom to be recorded daily

Ongoing 15

Assessment 2: Lesson Plan, Term planner, and prescription written

evaluation on analysis and evaluation based on students lesson

End of Week 8 15

Assessment 3: Record various teaching approaches, assessment

strategies used by the teacher mentor Record Year and Subject. Include artifacts

End of Week 11 15

Assessment 4: Presentation of logbook

Group Power Point presentation on overall observation

End of Week 14 15

Total 60


Page 8 of 10

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

In order to pass this course, students must:

day of the respective assessment’s due-date.

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


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

Page 9 of 10

11.0




12.0

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.








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

Page 10 of 10

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



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







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.

http://www.unifiji.ac.fj/�

Page 1 of 9


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


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.


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 2 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 readings

Assessment

Lecturer

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

Solesolevaki

Dr. Ravuvu Dr. Kuridrani

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 Simione Dr.Durutalo Alumita

Dr. Kuridrani


9 Veivakatorocaketaki

Dr.Nayacakalou

Page 3 of 9

10 Gender Inequality

• Teri ura me sa tei damu

• Kalawaci ga na kau, warai na Tamata

• Dui seva ga na bua ka ya tea

Dr.Kuridrani

11 Draki Veisau/Draki Vuavuai

• Indigenous Knowledge of the weather

• Traditional coping mechanisms

CLO#9

12 Meke kei na Serekali

Food preservation/conservation methods

Dr. Ravuvu CLO#9

13

Indigenous knowledge

• Qolikubu

• Masima ( Salt making)

• Indigenous Health & Healing

Dr. Kuridrani

CLO# 3

14 Volaitukutuky Dr. Kuridrani CLO# 3

15 Volai Tukutuku Final assessment

due

16 Study Break

17&18 Examination

Note: Tutorials and Lectures are compulsory

Page 4 of 9

5.0 WORKLOAD

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


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

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

. Suva: Institute of Pacific Studies, University of the South Pacific.

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.

Page 5 of 9

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:


Due Date Weight (%) Continuous Assessment Research Proposal End of week 5 30 Presentation of major project proposal

End of week 10 30 60

Report on major project End of week 14 40 40

No Examination

Total 100%

Assignment 1: (30 %)

Description of Assessment

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

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

Seminar Presentation (30%)

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

Provide a technical research report

Major Assignment (40%)


Page 6 of 9


10.0 GRADING SYSTEM





80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

11.0


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)

Page 7 of 9









Cheating



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),


Page 8 of 9


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









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


Admission Regulations Programme Regulations




Page 9 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

Page 1 of 12


ITK301 CREATING LITERATURE IN VOSA VAKAVITI

Semester 1, 2017

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



Page 2 of 12

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

Week

Start Date


Assessment

Course Learning Outcomes

1 Course Orientation

Understanding Literature - What is literature/Value of literature/Forms of Fijian/ English literature – make comparisons/What is fiction/what is non-fiction

Bring literary materials of different forms in English & iTaukei/ Identify & classify texts in two groups – fiction & non-fiction.

CLO#6 CLO#7

2 Composing and Comprehending Non-Fiction - Understanding genre texts and the

Refer to handouts – Genres:

Students write their life story –

CLO#1

Page 3 of 12

notion of author, audience, purpose and occasion./Identifying characteristics of different text genres/Analyzing properties of a wide range of text types that include literary, factual and community texts(descriptive, explanatory, procedural, persuasive, factual recount, literary recount, factual and literary description, ) as determined by its overall purpose in sharing information.

Types and characteristic of Texts [Adapted with permission from Bemtup Education: ENGLISH]

1st draft CLO#6 CLO#7

3 Composing and Comprehending Non-Fiction - Understanding genre texts and the notion of author, audience, purpose and occasion./Identifying characteristics of different text genres.

Writing information texts

Genres: Types and characteristic of Texts [Adapted with permission from Bemtup Education: ENGLISH]

Students write their life story

CLO#1 CLO#6 CLO#7

4 Composing and Comprehending Non Fiction - Analyzing properties of a wide range of text types that include literary, factual and community texts(descriptive, explanatory, procedural, persuasive, factual recount, literary recount, factual and literary description, ) as determined by its overall purpose in sharing information.

Writing information texts

For factual recount, refer to handout on a testimony : ‘My Escape To a New Life’

Students write the final draft of their life story Students write their explanation texts

CLO#1 CLO#2 CLO#6 CLO#7

Page 4 of 12

5 Composing and Comprehending Non Fiction -.

Compose explanation texts

Refer to handouts: Purposes & Text Forms: Written language

Students write their explanation texts

CLO#2 CLO#6 CLO#7

6 Composing and Comprehending Non Fiction - Compose procedural texts


Students write their procedural te xts

CLO#6 CLO#7 CLO#3

7 Writing poems What is poetry/Elements of good poetry/The music of poetry/The words of poetry/The content of poetry/Reading poetry


Write the first draft of poems & include the elements of good poetry.

CLO#5 CLO#6 CLO#7


9 Writing poems (cont)

Write the first draft of poems

Write the first draft of poems & include the elements of good poetry.

CLO#5 CLO#6 CLO#7

10 Writing fiction – the short story

Planning, & writing of first draft

Complete the task - their first draft

CLO#4 CLO#6 CLO#7

11 Writing fiction – the short story (cont)

Assess the first draft with the

CLO#4

Page 5 of 12

Reading of first draft & whole class editing

students CLO#6 CLO#7

12 Writing fiction

Writing of second draft

Complete the task - their second draft

CLO#4 CLO#6 CLO#7

13 Writing fiction Complete the task - their final draft

CLO#6 CLO#7

14 Producing literacy materials

• Language levels

• Pictures & picture selection – some guidelines

Assess the level of language used

CLO#6 CLO#7

15 Producing literacy materials

• Putting the book together – size, introduction, content page, titles, where the pictures go,

• Making a dummy copy – title page, typing the book, cover page

• Copying and printing – photocopying, commercial printing

Assess the students’ final portfolio

CLO# 1/2/3/4/;5/6/7 CLO#6 CLO#7

16 Study Break

17 & 18


Page 6 of 12



Plan &write personal recount genres in iTaukei language

Plan & write Explanation genres in the iTaukei language

Plan & write Instructional/procedural texts in iTaukei

Plan & write 5 -6 page short stories in iTaukei language

Plan & write 6 poems in iTaukei

Final Portfolio

Total

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



Credit Points

Lectures 14 2 28 1.87



14 5 70 4.67

Study week 1 27 27 1.80

Oral & written seminar presentation

14 3 42 2.80

Page 7 of 12

Independent writing 14 2 28 1.87

Totals 225 15


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

Winston, Inc. Florida.

Edition, Holt, Rinehart and

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

Page 8 of 12

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

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


Page 9 of 12



Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

11.0




12.0 REFERENCING GUIDELINES

Page 10 of 12

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.







Cheating






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

Page 11 of 12

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























Page 12 of 12




UVTGD -CE-02 Course Outline Exemplar Page 1 of 9 Revision Date: 18 December 2014

1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK 302 Vanua, Land and the People Summer School, 2016 School: Centre of iTaukei 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


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.




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 iTaukei 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


Assessment Lecturer

1 Introduction - Course details

Fiji and Fijians:

Fijian “Vanua”

The meaning of “Vanua”: land and the Fijian /iTaukei people

Dr. Ravuvu

Dr. Kuridrani


2 Fijian/ iTaukei History:

The arrivals of the people-ITaukei, the Minority groups, the Missionaries & Traders

Halapua Dr.Tuwere

Tuilevuka

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

Dr.Nayacakalou Dr. Kuridrani

Dr. Kuridrani

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

Raituku Dr. Kuridrani

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

Dr. Nayacakalou Dr. Kuridrani Marika Degei

6 Safeguarding for Intangible Cultural Heritage The People- beliefs and use of the land, rivers, natural and marine resources

Dr. Tuwere Dr.Tupeni Baba

Dr. Kuridrani Marika Degei

7 Indigenous knowledge of the weather and traditional coping mechanisms

Dr. Nabobo- baba Assignment 1

Dr. Kuridrani



9 Traditional Knowledge for Adapting to Climate Change

Dr. Nabobo- baba Dr.Kuridrani

10 Traditional Wisdom for Medicine & Healing

Dr.Kuridrani Dr.Kuridrani

11 Traditional Ecological Knowledge: Preservation and Conservation Methods

Dr.Unaisi Nabobo-baba

Dr.Kuridrani

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 Ethics

Dr.TuPeni Baba

Final 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


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.


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 iTaukei Studies, University of Fiji (Prescribed text for this course)

7.0 ONLINE SUPPORT


8.0 ASSESSMENT

Means of Assessment



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


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



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


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

10.0













Cheating


































ITK303 Teaching and Learning iTaukei language

Flexi-mode


1.0 COURSE AND ASSOCIATED STAFF DETAILS School: Centre for iTaukei Studies Department: Centre for iTaukei 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.


On successful completion of this unit, students should be able to: 2.Learning Outcomes

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.


Week Topic References

Assessments Course Learning Outcomes

1 The four skills :speaking , listening,reading and writing for meaningful communication and thinking: compose, comprehend, communicate

CLO#1 CLO#2

2 Purpose of language & gestures/body language; non-verbal aspects

The structural view of the language.

A

CLO#2 CLO#4

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

Lesson Planning

A B

CLO#2 CLO#3 CLO#4

4 Oral skills: Public Speaking, Oratory, Debates, Meetings

nswering questions, statement conversions

The Interactive view- conversational exchanges ; creation & maintenance of social relations.Language of information & instructions and dialogues through drama

C D

Assignment 1

CLO#2 CLO#4 CLO#6

5 Grammar – basic concepts in word formation in Itaukei, morpheme and affixes, morphological processes and word class. Itaukei syntactic features – word order, sentence structures..

B

Teaching presentations

CLO#4 CLO#6 CLO#8

6 Reading & comprehension; sources of articles.Questioning techniques

Assessments: diagnostic testing,continuous, summative. Ref: Na Cakau Series

Cakau series Past examination papers

Teaching presentations

CLO#3 CLO#7

7 Lexis and lexical features.Lesson planning on vocabulary exercises

based on the reading material& literature

B C

Assignment 2

CLO#7 CLO#8

8 Research studies- Verbal instructions for hands-on activities-recipes for traditional dishes, fishing methods, traditional art & craft/ sports. Writing & documentations

C D

CLO#3 CLO#4 CLO#8

9 Activities based on exercises for assessments covering all aspects of the language

CLO#7 CLO#8

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

Final examination

CLO#8 CLO#9



Assignment 1

Assignment 2

Lesson planning

&teaching

Examinations

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




Assignments

5

10

2

3

10

30

Examination 1 3 3


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


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.

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

Lesson Planning and Teaching

Prepare two examination questions for Year 9 based on:

Assignment 2 ( 15 marks)

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


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49

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












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.
































1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK 304 Teaching and Learning of iTaukei Literature Flexi/Summer Mode School: Centre of iTaukei 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


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




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;


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


Week

Topic Textbook readings Assessmen

ts

Course

Learning

Outcomes

1

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.

Course orientation & Introduction

b) What is Literature/

What is oral/written literature

What is Fijian literature

Forms of Fijian literature

Forms of English literature

Viewing and discussing video clips of teachers in action across this continuum

Terry Eagleton’s Introduction to Literary Theory

CLO # 1

CLO # 10


2 What do we want students to learn? We will consider the end point of teaching literature---what we want students to take away from our classes. Beyond inculcating a vague “love of literature,” what specific skills, stances, and habits of mind do we want students to develop? How do these learning goals begin to specify not only what we teach but how we teach?

Assigned Reading: 1. Miriam Marty Clark, “Beyond Critical Thinking” Pedagogy 9.2 (2009): 325- 330 2. Gerald Graff, “Outing Criticism” from Clueless in Academe 3. Michael W. Smith, “Playing by the Rules” from Authorizing Readers 4. John Guillory, “On the Presumption of Knowing How to Read” ADE Bulletin 145 (2008) 8-11 (handout) 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

CLO # 9

CLO # 10

3 What do we know about how people learn to read literature? We will consider what it means to read literary texts, and what role literature teachers play in teaching reading. What characterizes the specific ways of reading literary text? What do we know about how people develop these capacities and skills?

Assigned Reading: 1. Grossman, (2001) 2. research articles Douglas Hartmann, intertextuality; Earthman, revisinginterpretations 3. Reading Reconsidered, chapters 4 & 5 4. Rabinowitz & Smith, chapter 3

CLO # 2


4 How to lead a discussion Discussions represent a ubiquitous pedagogy for the teaching of literature. The image of a college seminar, in which engaged students delve deeply into ideas, gently guided by a skilled teacher, represents an ideal of discussion-based teaching. Yet all too often, discussions are not the grand explorations of literature we envision, to paraphrase, but rather turn into gentle, or not so gentle, inquisitions. In this class, we explore the components of teaching with discussion and what both teachers and students must do to prepare for productive discussion.

Assigned Reading: 1. C. Roland Christensen, “The Discussion Teacher in Action” from Education for Judgment, ed. Christensen 2. Showalter, “Methods of Teaching Literature” 3. Parker Palmer, “The Hidden Wholeness” from The Courage to Teach 4. Website of Yvonne Divans Hutchinson Recommended for Higher Ed: 1. “Facilitating Discussion: Posing Problems, Listening, Questioning” in McKeachie’s Teaching Tips Required for Secondary: 1. Applebee, A., Langer, J. A. & 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.

CLO # 3

CLO # 4

CLO # 9

CLO # 6

5 Teaching Fiction Each literary genre presents its own set of pedagogical challenges. Explore the challenges specific to teaching works of narrative fiction; what do we want students to learn from their engagements with novels and short stories, and how can our classroom approaches facilitate those goals?

Assigned reading: 1. The Yellow Wallpaper 2. Showalter, “Teaching Fiction” 3. Rabinowitz & Smith, pp. 88-118

CLO # 4

CLO # 6

CLO # 5

CLO # 9


6

Tutorial: Individual reading of own poems

Introduction of poetry What is poetry/ why people write 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

Plan & write a10 verse by 5 poem over a period of 2 weeks

Reading assignment on poetry.

CLO # 10

7 11/5: Teaching Poetry Poetry presents a different set of challenges to the teacher, both cognitive and affective. Because poetic text is more condensed and elliptical, readers must engage in much more“gap-filling” in order to puzzle through the text. In addition, many students arrive in high school and college with negative attitudes towards poetry. Explore different approaches to teaching poetry that address these challenges.

Assigned reading: 1. Dickinson, “The Chariot,” Yeats, “Among School Children,” Hughes, “Theme for English B” 2. Showalter, “Teaching Poetry” 3. DVD, Helen Vendler teaching “Among School Children” 4. Scholes, “Reading Poetry” from The Crafty Reader (edited) 11/

CLO # 4

CLO # 5

CLO # 6

CLO # 9

CLO # 10



9 Teaching (with) Drama Drama can be both a subject and a teaching method. Explores approaches to teaching drama—with a specific focus on chosen dramas, widely read in high school and colleges but whose work poses specific historical, linguistic, and ideological challenges as well as possibilities for using drama in the classroom as a pedagogical tool.

Assigned readings: 1. Othello 2. Showalter, “Teaching Drama” 3. Folger Library, Shakespeare Set Free pp.

Video:

CLO # 4

CLO # 5 CLO # 9 CLO # 10

10 Drama

Why drama/definition/difference between theatre and drama. 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

Assigned readings: 1. Othello 2. Showalter, “Teaching Drama” 3. Folger Library, Shakespeare Set Free pp. ?

Video:

CLO # 9

CLO # 10

11

Students write & then read & discuss their drama stories

Drama

Reading in groups

Working on first draft

Practicing the dialogue

CLO # 9

CLO # 10

12 Drama Students read their draft to the class

Preparation for drama presentation

Students present in groups to the rest of the class

Presentatio

n

CLO # 10


13 Teaching Theory Students (and sometimes teachers) find literary theory intimidating; yet, handled carefully, it offers a productive inroad to the big questions of literary study at both the post-secondary and the secondary level. Explore the challenges and rewards of introducing literary theory into the literature classroom.

Assigned reading: 1. Eagleton, T. “What is literature?” from Literary Theory: An Introduction, 1- 14 2. Susan B. Lanser, “The T-Word: Theory as Trial and Transformation of the Undergraduate Classroom” in Teaching Contemporary Theory to Undergraduates, eds. Sadoff and Cain (MLA, 1994) 3. Chapter 1 and 2 from Critical Encounters in High School English

CLO # 10

CLO # 6

14 Public speaking CLO # 8 CLO # 10

15 Public speaking (Public speaking assignment due at the end of week

12) CLO

# 8 CLO # 10

16 Study Break

17 Examination




Mid-Semester Test

Presentation

CLO #1

CLO #2

CLO #3

CLO #4

CLO #5


CLO #6

CLO #7

CLO #8

CLO#9

CLO#10

6.0 WORKLOAD



Credit Points

Lecture 15 3 45 3

Tutorial 15 1 15 1

Seminar 14 0.9

12 weeks Assignment preparation, 12 hours per week, Project preparation & presentation, Literature review, Library

376 25.1

Total 450 30


: 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.


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

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



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


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



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


85+


80 - 84


75 - 79


65 - 74


60 - 64

C Average, meets minimum expectations and satisfies course 50 - 59


requirements. D Fails to meet minimum expectations in understanding and course


40 -49


0 - 39

11.0











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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ITK305 Promoting Cultural Teaching and Learning

Summer Course

School: Centre for iTaukei Studies Department: Centre for iTaukei 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 Rokuta 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.



Page 2 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.


Day Topic Textbook Readings


1 The essence of sustaining cultural education; purposes of significant traditional ceremonies; the teacher in practice

FTimes 01/08 Loss of the iTaukei

CLO#1 CLO#6 CLO#9

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identity 2 Customs, ceremonies,

knowledge, skills and wisdom associated with welcome, births, marriages , deaths, social gatherings

Maloni,Vika,2004, Na Noda Bula na iTaukei

CLO#3 CLO#10

3 Survival skills & knowledge; roles & responsibilities; allegiance towards the vanua; contemporary issues and changes

Seruvakula, S, 1989, Na Bula Vakavanua.

CLO#4 CLO#5 CLO#12

4 Food security, conservation methods, coping mechanisms for survival during cyclone and hurricane periods; preventative and curative measures; ITK medicine


5 Significance of Socio-economic activities between kinship ties; interrelationships & interdependence of vanua; administration of iTaukei affairs

CLO#3 CLO#8 CLO#9

6 Cultural beliefs and values; skills and practices of entertainment, story telling and jokes.Significant behaviour & weather/ climate characteristics associated with Nature

Seruvakula, S,!989, Na Bula Vakavanua


7 Overcoming weak areas: Coping mechanisms for debts and survival

CLO#2 CLO#7 CLO#10

Page 4 of 10

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

8 Teaching methodologies& approaches;the essence of teaching and learning; the requirements of a teacher; examinations

CLO#6 CLO#1 CLO#11

9 Research knowledge, skills: aims, main questions, topics, resources, analysis of data, documentation

CLO#5 CLO#10 CLO#13

10 Diets and choices;dialects and languages- the iTaukei identity

CLO#7 CLO#10 CLO




Assignment

3

Final Exam

CLO #1

CLO #2

CLO #3

CLO #4

CLO #5

CLO #6

CLO #7

CLO#8

CLO#9

CLO#10

Page 5 of 10

CLO#11

CLO12

CLO#13

6.0 WORKLOAD



Credit Points

Learning,appilcations/

practice

14

10

140




Assignments

5

10

2

3

10

30

Examination 1 3.5 3.5

Total 210 15


• 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 6 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

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.



Means of Assessment


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


Page 7 of 10

Cakacaka Lavaki Dua

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:

( 15 na maka)

(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 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.

(15 na maka)

Cakacaka Lavaki 3

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?

( 10 na maka)

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


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74

Page 8 of 10


60 - 64


50 - 59


40 -49


0 - 39

11.0










c) The student will be notified by the Head of School and issued with an official letter

Page 9 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













Committee, which can: a) Impose a fine not exceeding $500FJD

Page 10 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.


















1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK 306 Translation Theory and Practice s2, 2016 School: Centre of iTaukei 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


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.




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.



WEEK CONTENT FOCUS EXPERIENCE/ REFERENCES

1 • Module 1: Language, Translation and the Translator

UNIT 1:

Introduction

What is translation

You and your language

Basic concepts ad terms

Definition of translation

Reasons for translation

Adequacy of language for translation

Conclusion

Source language (SL) Target Language (TL)

New terms:

Receptor Language (RL) Target Audience

Source Text Target Text

Translation Interpreter

Sequential interpretation simultaneous

interpretation

Write down your own simple definition of what translation is.

Activity: Find out how much material of any kind has been translated into your language, and how much material originally written or composed in your language has been translated in other languages.

Reading 1 ( Make own notes and summary as you read)

Do exercises 1


Unit 2: Form and Meaning in Language

Introduction

The process of communication

The structure of language

Activity 1: Find some words in English and in your own language which have just one or two more morphemes. Try to describe the lexical meaning or grammatical function of these and any other morphemes you come


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


Unit 3: Good Translation and Good Translators.

Introduction

Translation: skill or art?

Qualities of a good translator

The goals of translation

Variation in form in language

Literal translation

Idiomatic translation

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

Conclusion

Reading 3 (Make own notes and summary as you read)

Activity: Go back and find the previous definition of translation made in unit 1. Write a new definition for idiomatic translation which takes into account what we have learnt about why idiomatic translation is preferred.

Do exercise 3


Unit 4: Translation Checking.

Introduction

Nine different ways to check your translation:

• Completeness check

Reading 4 (Make own notes and summary as you read)

Activity 4.1: Pretend you are a translation consultant, and you have been provided with the source text and back translation from Aguaruna above. What are some of the


• Reading aloud check • Listening to another reader check • Comprehension check • Saying It in your own words check • Back translation check • Guessing the missing word check • Reviewer check • Trial version check

How much checking should I do?

When should I do the testing?

Conclusion

question you might want to ask to ensure that the meaning has been adequately conveyed?

Activity 4.2: Go through the paragraph (from man’s conquest of the Pacific by Peter Bellwood) and fill in the blank spaces provided.

New Translation

Back translation/ cloze test

Reviewer/external consultant

Do exercise 4

5 • Module 2: Lexical Semantics: Words and their meaning

Unit 5: Components of meaning and senses of words.

Introduction

Semantics

Semantic categories

Semantic components of meaning

Conclusion

For activity 5.2 six semantic sets of words

Members of the set Shared components of meaning

1. chair, table, bed, sideboard

______________________________

2. run, walk. Jump, skip

______________________________

Activity 5.1: Look at the two sentences below. Which Fijian word will be used to translate morning in the first sentence?

What about the second?

We went fishing yesterday morning as soon as we woke up.

We went fishing yesterday morning just before lunch.

Reading5 ( Make own notes and summary as you read)

Activity 5.2 Write down the shared components of meaning for the six semantic set of words listed in the first column on the left…


3. Fiji, Tonga, Samoa, Vanuatu

______________________________

4. Shark, clam, lobster, squid

______________________________

Semantics components of meaning

New Technical Terms

Referential meaning semantics categories

Semantics sets term

Generic term shared components

Distinguishing components point of contrast

Componential analysis

Do exercise 5


Unit 6: Relationship between words

Introduction

Lexical relationships

Different senses of words

Connotations of words

Conclusion

New Technical Terms:

Generic specific relationship Taboo words

lexical relationships

Part whole relationship Synonyms

Antonyms gradable antonyms

Activity 6.1: Try and translate the following sentence into your own language, and think of how it could be translated into Labu in view of what we have just discussed.

They carried the baby to see his uncle in the next village.

Reading 6 (make own notes and summary as you read)

Reading 6.2: Look again at the meaning and sub senses of the Samoan word malo. How many different words or separate expressions would be needed in your language to cover them.

Reading 7-8 (Make own notes


Incompatible antonyms Senses

Primary Sense Extended meaning

Homonyms Collocation

Collocates Connotative meaning

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 module which were given to illustrate the 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

and summary as you read)

Reading 9 (make own notes and summary)

Reading 10

Do exercise 6


Unit 7: Word Associations and Social Styles

Introduction

Association with other words

Association with social groups

Styles of language

Social relationships

Registers

Written versus spoken language

Study Reading 11

What is the main problem that is raised by the translator by the existence of different dialects of the target language?

Activity 7.1: look at the two examples given of black English vernacular and note down some of the regular ways in which they differ from standard English and


Conclusion


Reflected meaning Colocation clash

Social Meaning Social variety

Geographical dialect standard dialect

Style Social role

Honorific Registers

Technical registers Occupational registers

Jargon Low variety

High variety Diglossia

compare your list with your classmates and with lecturers list

Reading 12 (make own notes)

Do exercise 7

8 • MID- SEMESTER BREAK


Unit 8: New concepts and new words

Introduction

Finding equivalent words

Translating unfamiliar concepts

• Circumlocution: using a phrase • Analyzing the concept • Describing the concept • Modifying a generic term

Introducing new words for new concepts

• Finding a new term • Extending the area of reference of an existing

word • Creating a compound term • Using foreign words

Conclusion


Activity 8.1: which of the two Fijian words for slow do you think will be most appropriate in the following two sentences?

His canoe is slow; they won’t arrive today

Slow work results in fewer errors.

Activity 8.2: Find several examples from your language where one word has to be translated into English with more than one word and several examples where one


Activity 8.3

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 expressed as the reciprocal of the other. How would you translate the following two sentences into your language?

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

I learnt this from my grandfather.

She taught her younger sister how to weave


Do exercise 8

10 • Module 3: Re- Expressing the Meaning Unit 9: Putting Concepts Together

Propositions and semantic roles

• Propositions • Semantic roles • Semantic role versus grammatical function • Grammatical difference between languages

action propositions • Goal • Instrument • Location • State propositions • Intentional meaning of proposition

Activity 9.1: Look at the following sentences. Each of them is an action proposition and each has just one participant.

What is the semantic role of the participant in each sentence?

Doer or affected?

The horse galloped along

The city was destroyed

I was studying

The island can be seen clearly

A bird was singing

The glass broke


Activity 9.2: What kind of concept is always the


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 Unit 10: Allowing for Grammatical Differences.

Verbs (transitive & intransitive)

The passive construction

Existential sentences

equation sentences

New technical terms:

Transitive verbs intransitive verbs

Passive active

Translations’ existential sentences

Equation sentences

Activity 10.3: Write the two translated Fijian sentences below in their correct Fijian form.

Activity 10.1: Identiy the passive sentences in the following cartoons provided.

Students imagine they are translating them into a language that does not have a passive construction. Change each sentence into an active sentence, supplying a likely doer of the action.

Activity 10.2: Identify the passive verbs in the second and third sentences in the passage provided. What are the subjects of those verbs? How would the sentences be translated into a language without a passive construction?

E a labatu mai vua na watina,

E ratou a saumi mai vua na peresitedi.



Do exercise 10

12 • Module 3: Re- Expressing the Meaning Unit 11: Difference in World Classes

Grammatical word classes

Abstract nouns

Verb plus noun combination

Sentences with abstract nouns

Everyone appreciated her kindness

I felt sorrow when John Lennon died

The car travelled at a great speed

Samson was famous for his strength

He was successful because of his intelligence.

What us the main danger with making up a new abstract noun in a language, or using one that is only rarely used?

Activity 11.1: Look at the five abstract sentences given opposite. Rewrite them in a form where the orginial abstract noun now occurs as a verb.

Do exercise 11

13 • Module 3: Re- Expressing The Meaning Unit 12: Forms with many functions.

Words ending in -ing,

• -ing form as a continuous marker • -ing form as an adjective • -ing form as a noun • -ing form used to join clauses

Phrases with of.

• The genitive construction in state propositions • The genitive construction in action propositions

Sentences in the form of questions

Activity 12.1: Look at the six sentences below: Can you easily translate them into your language as they are?

Everyone likes a winning team

She took the crying baby out of the theatre.

Speeding cars can be dangerous

They bought some gardening tools.


I planted some cooking bananas

John is working at the training center.


Do exercise 12.

14 • Module 4: Translating Propositional Relationships

Unit 13: Translating Additional Relationship

• Introduction • Combined propositions • Addition relationship

Complex sentences conjunctions


Addition sequential

Simultaneous Conjoining

Alternative

Activity 13.1: The five concepts listed below could be combined into many different action propositions. Try and write down some that you can think of:

‘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 sentences below:

Simultaneous time alteration

Time sequence conjoining

Select one of these terms for each of the four sentences 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


finished his degree. 4. Either Joe will take a

long holiday, or he’ll finish his degree. Do Exercise 13


15 • Module 4: Translating Propositional Relationships

Unit 14: Translating Logical Relationship.

• Introduction • Seven different kinds of logical • Relationships between propositions • Conclusion

Activity 14.1: Here are seven terms to describe the meaning relationships of the two propositions in the seven sentences given above:

Means contrast

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




Test 1 Assignment 1 Test 2 Test 3 Assignment 2

CLO #1

CLO #2

CLO #3

CLO #4

CLO #5

CLO #6

CLO #7

CLO #8

CLO #9

CLO #10

6.0 WORKLOAD



Credit Points

Lecture 15 3 45 1

Tutorial 15 1 15 0.5

Seminar 14 1

12 weeks Assignment preparation, 12 hours per week, Project preparation & presentation, Literature review, Library

376 12.5

Total 450 15



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


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

8.0 ONLINE SUPPORT


9.0 ASSESSMENT

Means of Assessment



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


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



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


• 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


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39


11.0












Cheating


































Page 0 of 11

Course Outline

ITK 307

Teaching of Reading



The University of Fiji

Course Outline

1

1. Staff


Contact Details

Course Convenor

Amelia Tuilevuka

[email protected] Mob: 8335330

Lecturer Amelia Tuilevuka

Tel: 6640600

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 iTaukei 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.

http://www.unifiji.ac.fj/�

2

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.

3




CLO 1 Develop students’ sense of competency and self efficacy in the classroom.

Explore synonyms and antonyms. Word developments and thesaurus act.

CLO 2 Give opportunities to learn meta-cognitive strategies for self evaluation in literacy activities

Read and write key phrases. Answer comprehension questions & innovations

CLO 3 Provide opportunities for all students to be recognized

Evaluate accuracy rate and speed rate.

Provide suitable literacy activities for more improvement

CLO 4 Develop students’ appreciation of their unique set of talents in public speaking, presentation and practice

Innovations through drama, debate and oratory

CLO 5 Demonstrate innovative skills that allow students to assess their own progress towards their set goals

Provide different literacy activities for different levels of readers. Research, assess and evaluate.

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

Balance literacy approach

CLO 7 Show skills in implementing reading recovery program

Collect samples of writing and 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 and assessment skills

Collect formal & informal assessment records. Reflect and evaluate record

CLO 9 Apply innovative literacy skills iTaukei and Creative Innovations and

4

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



Credit Points

Lecture 14 1 14 0.93

Tutorial 14 2 28 1.87

Presentation 14 1 14 0.93


Private Study (Includes time spent for assessments i.e. revisions for exams, research and unsupervised practical’s)

141 9.4

Total 225 15

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 collection skills

Design questionnaires and collect data

5

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 Readings


1

13/02/17

Definition of Literacy Explore variety of Literacy Approaches

6 Explore synonyms and antonyms. Word developments and thesaurus act.

CLO 1 CLO 2

CLO 6

2

20//2/17

Critical Evaluation: Shared Reading Approach vs

Phonics Approach

9 Read and write key phrases. Answer comprehension questions based on a text.

CLO 1 CLO 2

3

27/2/17

Literacy Assessment: Cognitive Ability and Reading Behaviour

2, 5, 6, 7 Evaluate accuracy rate and speed rate

CLO 1 CLO 2

4

6/3/17

Literacy challenges: Practical innovations of text

6 Innovations through writing, drama, debate and oratory

CLO 1

CLO 2 CLO 4

CLO 5 CLO 9

5

13/3/17

Learning Disabilities and Reading Recovery Program

2, 4, 5, 10 Research, characteristics of Learning Disabilities.

Evaluate assessment. Design and construct diagnostic program for different ability level

CLO 3

CLO 5

CLO 7

CLO 8

6

20/3

7 27/03

Critical Examination of 8 Record similarities as CLO 6

6

Balance Literacy Approach, Whole Language Approach and SWELL

compared to Shared Approach and Phonics Approach : record your assertion

8 03/04

MID SEMESTER BREAK MID SEMESTER BREAK

9

10/4

Early Identification: Basic Skills Assessment

7 Reflection and evaluation of skills assessment

CLO 3

CLO 7

CLO 8

10

17/4

Pre –Assessment skills; Early intervention

7, 10 Record skills and how it supports cognitive development innovations

CLO 9

11

24/4

Background Context

Explore cognitive and social context

1, 2 Research two different socio-economic background with different two extremes of accuracy rate

CLO 1

CLO 3

CLO 10

12

1/5

Significance of understanding cognitive and social context

2, 9, 11,12 Define cognitive skills

Describe how social context of a student affect learning.

CLO 1

CLO 3

13

8/5

Classroom Management 2, 4, 6, 11 Record report of

excellent classroom management

CLO 1

CLO 5

14

15/5

Teacher characteristics 2, 4, 6, 12 Reflect and record list of characteristics that would describe ‘The Best Teacher’

CLO 3

CLO 7

CLO 8

15

22/5

Reflection in Teaching & Learning

2, 4, 6, 13 Discuss in groups and list strategies that your group feels would improve teaching and learning in this 21st

CLO 3

century era

CLO 7

CLO 8 16

29/5

Reflection in Teaching & Learning

2, 4, 6, 14

7

5. Assessment

5.1 Assessment tasks


Assessment 1: Investigative project. Collect artifacts in a portfolio on Literacy approaches and activities

4 wks 15% 15% 10/3/17 (wk 4)

Assessment 2: Ppt. presentation and project report on LD’s: Assessment and monitoring

4wks 15% 15% 7/4/17 (wk 8)

Assessment 3: Project report: Research on Early identification process and reading intervention

3wks 15% 15% 28/4/17 (wk 11)

Assessment 4: Survey on Background Context: Design questionnaire and fill.

4 wks 15% 15% 26/5 (wk 14)

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

8

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. 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 or request for an extension as in handing in a Medical Certificate. 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,

9

fairness, respect, responsibility and courage.

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.

Students need to provide a reference to the original document whenever you draw on someone else’s words, ideas or research.”

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.

7. Readings and resources

Further information about academic integrity and plagiarism can be located at:

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_no2_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

http://www.directions.usp.ac.fj/collect/direct/index/assoc/D1074139.dir/JDH_vol9_no2_2000_PCN-1_1.jpg�

http://www.directions.usp.ac.fj/collect/direct/index/assoc/D1074139.dir/JDH_vol9_no2_2000_PCN-1_1.jpg�

http://en.wikipedia.org/wiki/Early_childhood_intervention�

http://www.ehow.com/info_8633339_disadvantage-whole-language-approach.html�

http://jpkc.ecnu.edu.cn/fzxlx/kewal/EarlyInterventionandEarlyExperience.pdf�

http://www.idaamerica.org/aboutld/parents/special_ed/sld-eval.asp�

http://www.ehow.com/info_8599845_advantages-disadvantages-phonetic-approach.html#ixzz2Xr2TNEjG�

http://www.ehow.com/info_8599845_advantages-disadvantages-phonetic-approach.html#ixzz2Xr2TNEjG�

10

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

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/).

• 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

http://www.Idaamerica.org/aboutld/parets/special_ed/sld-eval.asp�



Page 1 of 12

1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK 308 The Teaching of Writing Summer School, 2017 School: Centre of iTaukei 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


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.




Page 2 of 12

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- WHAT IS WRITING?

Halliday, M. (1985) Spoken and written language. Deakin University Press, Geelong, Victoria.

What is writing What is the relationship

between spoken & written language? Why was writing

invented? How has writing evolved?

CLO# 1 CLO# 8 CLO#12

Page 3 of 12

2 APPROACHES TO WRITING

Cambourne, B. (1988) The whole story: natural learning and the acquisition of literacy in the classroom. Aukland, Ashton Scholastic.

How does writing work? How do writers write? What have been the approaches to teaching writing from the 1960 to the present day? What theories of writing have underpinned these instructional approaches

CLO# 1 CLO# 2 CLO# 9 CLO#3 CLO#4 CLO#12

3 APPROACHES TO WRITING –

Cambourne, B. (1988) The whole story: natural learning and the acquisition of literacy in the classroom. Aukland, Ashton Scholastic.

How does writing work? How do writers write? What have been the approaches to teaching writing from the 1960 to the present day? What theories of writing have underpinned these instructional approaches

CLO# 1 CLO# 2 CLO#3 CLO#4 CLO# 8 CLO#12

4 A SOCIAL MODEL OF WRITING

Dyson, A. H. (1993 ) Social worlds of children learning to write in an urban Primary School, Teachers College Press, New York.

What is the nature of writing? What do we mean by ‘writing contexts’, in relation to context of situation and culture?

CLO# 1 CLO#2 CLO# 8 CLO#12 CLO#10 CLO#14

Page 4 of 12

5 A SOCIAL MODEL OF WRITING .

Raison, G & Rivalland, J. (1994) Writing developmental Continuu, Education Department of western Australia.

What is the nature of diversity in children’s writing experiences in home, school and community settings?

CLO# 1 CLO#2 CLO#3 CLO#12 CLO#10 CLO#14

6 WRITERS AS TEXT ENCODERS

Gibbons, P. (1991) Learning to learn in a second language, Primary English Teaching Association, Sydney

What is a text encoder? What does a text encoder know and do?

CLO# 1 CLO#2 CLO#6 CLO# 8 CLO#9 CLO#10 CLO#12 CLO#14

7 WRITERS AS TEXT ENCODERS

Gibbons, P. (1991) Learning to learn in a second language, Primary English Teaching Association, Sydney

What are patterns in writer’s growth as text encoders? How might teachers support an d assess the development of text encoders?

CLO# 1 CLO#2 CLO#6 CLO# 8 CLO#9 CLO#12 CLO#11 CLO#14


9 Writers as Text Participants

Rapp Ruddell, M. (1993) Teaching Content Reading and Writing, Allyn & bacon, Boston.

What is a text participant? What does a text participant know and do? What influences text participants’ composition of meaning ?

CLO#9 CLO#14 CLO# 1 CLO#2 CLO#12 CLO#10

Page 5 of 12

10 Writers as Text Participants

Siderman, A. K., Gregory, K. M. & O’ Neill, L. T. (1999) scaffolding emergent literacy : A Child-centred Approach for preschool through grade 5, Allyn & Bacon, Boston.

What are patterns in writers’ growth as text participants ? How may teachers effectively promote writers’ growth as text participants while catering to diverse needs and experiences ? How may teachers assess writers growth as text participants in context sensitive ways ?

CLO# 1 CLO#2 CLO# 8 CLO#12 CLO#13 CLO#14

11 Writers as Text Users 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.

What are text user practices What does a text user know and do? How are text genres connected to text user practices? How do text genres serve their purposes across a range of texts?

CLO# 1 CLO#2 CLO#4 CLO#5 CLO# 8 CLO#12 CLO#14 CLO#13

Page 6 of 12

12 Writers as Text Users 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.

What are the developmental patterns of text users? How might teachers effectively support the development of text users? How might teachers effectively assess text users? How are writers from diverse cultural and linguistic backgrounds best supported as they gain control of text user practices

CLO#7 CLO# 1 CLO# 2 CLO# 13 CLO# 4 CLO# 5 CLO# 8 CLO#12 CLO#14

13 Writing as Text Analysts Bateson, M. C. (1994) Peripheral visions: learning along the way, Harper Collins, New York.

What are text analysts practices What does a text analysts know and do? How do text analysts construct meaning? What are the patterns of a text analysts growth and development?

CLO# 1 CLO# 2 CLO# 8 CLO#12 CLO#14 CLO#7

Page 7 of 12

14 Writing as Text Analysts Bateson, M. C. (1994) Peripheral visions: learning along the way, Harper Collins, New York.

How may teachers support the development of writers as text analysts ? How might writers from diverse cultural and linguistic backgrounds be nurtured as text analysts ? How might teachers assess children’s text analysts practices?

CLO#7 CLO# 1 CLO#2 CLO# 8 CLO#12 CLO#14 CLO#13

15 Revision- review & evaluation

16 Study Break

17&18

Examination

5.0 WORKLOAD



Credit Points

Lectures 14 2 28 1.87



14 5 70 4.67

Study week 1 27 27 1.80

Page 8 of 12

Micro-Teaching 14 3 42 2.80

Independent writing tasks

14 2 28 1.87

Totals 225 15


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. 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 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.

Page 9 of 12

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. Bateson, M. C. (1994) Peripheral visions: learning along the way, Harper Collins, New York.

7.0 ONLINE SUPPORT


8.0 ASSESSMENT

Means of Assessment



Assignment 1 TBC 15 Assignment 2 TBC 20 Assignment 3 TBC 15 Total 50


Assessments - To Be Confirmed (TBC)



9.0 GRADING SYSTEM



Page 10 of 12




80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

10.0






Page 11 of 12







Cheating








Head of School, and Dean of Faculty.

Page 12 of 12

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
























1.0 COURSE AND ASSOCIATED STAFF DETAILS ITK 309 Creating Information Text (Idioms) in VosavakaViti School: Centre of iTaukei 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


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.




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



Assessment Lecturer

1 Vosavosa VakaViti:

• Dui Seva ga na bua ka ya Tea • Lutu na Niu Lutu ki vuna • Sega ni Ura me sa Tei damu

Dr. Kuridrani

2 • Dui tu na Siga kei na kena ca • Qalova uaua na moka

Tuilevuka

3 • E sega ni dau biu vata na koli kei na kena salasala ika

Dr. Kuridrani

4 • Suasua na Yavamu • Yava qumu

Dr. Kuridrani

5 • Dromu na vula dromu vata kei na kena kalokalo

• Leuta mada na Malamala main a Matamu

Dr. Kuridrani

6 • Vinaka Vakaniu Assignment 1 Dr. Kuridrani


7 • Tu nai Nima ka luvu na waqa Dr. Kuridrani


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 • Vakararavi kina bilo cicila • Leka na i qila

Dr.Kuridrani

12 • Torocake na Ua , torocake na kolokolo

Dr. Kuridrani

13 • Vaka e vidi na ura, • Vaka e Siri na saku • Tibi na Liva

Dr. Kuridrani

14 • Toka e cake na lulu, toka era na Tamata

• Leka na i qila

Final Assessment 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


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


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



Assignment 1 Week 6 50 Assignment 2 Week 14 50 Total 100%


Assignment 1 – Present a write up about your indigenous iTovo ni Vosavakaviti in your own tribe and Matanitu. (2500 words)



Assignment 2 – Establish an inventory of Vosavakaviti and translate the English meanings.



9.0 GRADING SYSTEM


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

10.0 WITHDRAWAL FROM COURSE












Cheating


































Page 1 of 11

Course Code: ITK 310

Course Title: Practicum 11

Department Centre for iTaukei Studies


Page 2 of 11

1. Staff


Contact Details

Course Convenor & Lecturer

Salome Rokuta [email protected] 9.00-10.00 ;Thursdays

Saturdays 10.001m-11.00am

6640600 Ext 150

9723061(mobile)

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 iTaukei 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.


Page 3 of 11

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.


[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 Readings


1

08-12/5

Documents and records for teachers

CLO#1

2 15-19/05

Information on the school policies, the staff and the students

CLO#2

Page 4 of 11

3

22-26/05

The school culture, regulations and daily activities expected in each Term in a secondary school.

CLO#2

4

29/5-02/6

Lesson Planning and lesson observations

CLO#3 5

05-09/6

Meet the Principal, school corordinator and school mentor in the selected school

First advisory visit

CLO#3 CLO#4

6

12-16/6

Teaching and Observations Teaching observation

by the lecturer

CLO#3 CLO#4

7

19-23/6

Participate in school curricular and extra curricular activities

Advisory visit 2

CLO#5 CLO#7

8

26-30/6

Semester 1 final examinations

9 03-07/7

Semester 1 Final examinations

10

10-14/7

Teaching and collection of school data

CLO#6 CLO#8

11

17-21/7

Participation in school functions and responsibilities

Teaching observation

by the lecturer

CLO#8

12

24-28/7

Maintain all documents and records of teaching

CLO#10

13

31/7-4/8

Maintain all documents and records of teaching observations

CLO#10

14

07-11/08

End of practicum. Expression of Acknowledgement and appreciation

Page 5 of 11

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.




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

Page 6 of 11

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:


Credit Points

Lecture 14 1 14 0.93

Tutorial 14 1 14 0.93

Presentation/group discussions

14 1 14 0.93


Private Study (Includes time spent for assessments i.e. revisions for exams, research and unsupervised research)

169 11.28

Total 225 15

Page 7 of 11


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


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


Page 8 of 11

Constructing conversations/ speeches Assignment One ( 10 marks)

Composing poems, songs and mekes Assignment Two ( 10 marks)

Documentation of a traditional recipe or the preparation of a “lovo” Assignment Three ( 15 marks)


10.0 GRADING SYSTEM


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

11.0


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

Page 9 of 11

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










Cheating





Page 10 of 11




















Page 11 of 11









1

1.0 COURSE AND ASSOCIATED STAFF DETAILS MECT 104 Medical Ethics & Culture ,

Terminology Fijian Culture

Semester I 2017

Center: Center of iTaukei 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): Amelia Tuilevuka/Usaia Gaunavou



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.


2

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

3

CLO # 17 Students should have a better understanding and knowledge of The kinship

relationship and extended family system in iTaukei


Wk

Start Date

Topic T/bk Resource

Assessment & Tutorial

CLO

1 13/2 INTRODUCTION & CULTURE STUDY

Introduce Fijian Alphabets, standard Fijian and standard Fijian alphabets /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

A. B. C. D

ITKIII – Tutorial 1:

Recite the butterfly poem and answer the following questions

1, 2, 3 & 11

2 20/2 Greetings & more discussion on Sevusevu and protocols in the villages a) Learning to greet/farewell someone formally and responding to greetings and 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

A. B. C. D

ITKIII Tutorial 2: Practice – yacamu/yacaqu

1, 2, 3 & 11

4

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 – Proper dress-code in the villages

a) Introducing self and seeking for other person’s information. Explain to students that requesting names and introducing oneself is not a Fijian 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

A. B. C. D

ITKIII Tutorial 3: Practice asking and responding to questions: Ocei ?/ ivei? / evei? yacaqu/yacamu/yacana

- CLO #1, 2, 3 & 11

5

You are Jone / Your name is Jone

He is Jone / His name is Jone


a) Introducing oneself and engaging in conversation with other students / Knowing how to start a conversation with someone new to them

A : Hi! Friend

B : Good day

A : Have you just arrived ?

B : Yes, I’m new here

A : Don’t worry, my name is……What’s Yours

B : I’m ……….from Lautoka

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

A. B. C. D

ITKIII Tutorial 4: Translate the following words in iTaukei. Create a dialogue from the themes below in groups of five

ASSESSMENT 1 – Ppt Presentation Students to collect information on Traditional Cultural Ceremonies and present (Group work)

CLO#2, 3, 4, & 5


Greetings when Passing

Always greet someone you pass. A ‘smile’ and a ‘nod’ and a ‘io’ will do, but a fuller greeting like ‘bula or yadra’ is acceptable. Always remember the appropriate pronoun number. It is customary , after the greeting to enquire each other’s movements

Where are you going?

A. B. C. D

ITKIII Tutorial 5:

In groups of four or five, prepare 2

questions based on the themes below (next

slide) in iTaukei. Each group can prepare

questions based on these language aspects

– i) spelling, ii) meaning, or iii) phrases

The quiz will be

CLO#2, 3, 4, & 5

6

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

between genders. Boys groups will ask the

girls’ while they reply and vice versa.

Only one person will answer for the group.


Leaving

a)What to say when you want to leave but intend to return –I’m going for a bit but I’ll be back, or (I’ll be back).

b) What to say when wrapping up a 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

ITKIII Tutorial 6: Using the table in Lesson 6, create your own dialogue and setting. Prepare the dialogue in group and present One person is to introduce the groups identity and the setting of the dialogue

CLO#2, 3, 4, & 5

7

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’

The dialogue must begin with greetings

7 27/3 CIVILITIES

a) Usual word for thanks, appreciation and congratulations: vinaka or, vinaka vakalevu or, vinaka sara vakalevu. In response to an invitation, vinaka usually means ‘no thanks’. If you wish to accept, do so with a smile and then say vinaka.

b)inviting someone while eating.

It is customary to invite people passing 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

A. B. C. D

ITKIII Tutorial 7: Role play - Learn in pairs and present your dialogue later today. I will take record of your participation from the class list and tick your names. Assignment 2. Theme: At the Health Center Create a dialogue in groups and present. The conversation to include sickness, name, age, place of residence and advise.

CLO # 5, 6, 7 & 8

8

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?

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

O (ni) sa mamau

8 03/4 QUESTIONS

1)Yes/no questions are marked by a rising intonation Example:

a) Question: Jeke, eat?

Response: No, thanks or Yes, please

b) Question: Nomu peni? Response: sega

2)Other question terms are:

What? - cava

Who? - cei

Where? - vei

How? - vakacava

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?

ITKIII Tutorial 8: In groups, create meaningful scenarios you are familiar with. Practice the words, phrases and sentence patterns you have learnt in lesson 8. Ppt presentation on “Fijian Cultural Ceremonies” commence on

9

When did you(group) arrive ?

What time will it close ?

For ‘why’ as a single word question, use

For ‘why’ in a sentence, use

baleta

(a) cava…….kina, the equivalent of

Why ? Baleta?

‘what for’

9 10/4 GRAMMAR

1. Negatives

The negatives is formed by

It occurs after the subject pronoun and tense particles, but before the other particles.

‘sega ni’.

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’

Can you walk ?

is translated by rawa ni after the subject pronoun

Can you play ? O rawa ni qito ?

Ask questions regarding what one can do

3. Should/Ought To

For ‘should’ and ‘ought to’

A. B. C. D

, use dodonu

ITKIII Tutorial 9: Divide into two groups then ask and answer alternatively on time

e.g. Sa vica na kaloko? Sa oti na dua

CLO # 5, 6, 7 & 8

10

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’

Mo tiko kina i na rua

, use the conjunction me/mo:

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

When it means ‘probably’

I must have made a mistake Au rairai cala

, use rairai before the verb

For ‘must not’

I musn’t be late - Meu kua ni bera

, use kua ni or the verb tabu:

You mustn’t touch it Mo kua ni tara

You mustn’t touch it E tabu mo tara

Want to

For ‘want to’

Do you want to dance ? O via danisi ?

, use the preverbal particle via

10 17/4 FOOD AND EATING/BASIC TABLE A. B. C. ITKIII Tutorial CLO #

11

MANNERS

a)Inviting someone eat or drink and responding appropriately. Inviting someone to enter after knocking at the door 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

D

10: Practice “Kana mada” in pairs and substitute. Sing ‘Kana mada in groups

5, 6, 7 & 8

11 24/4 SMALL TALK

a) Meeting people:

What is your name? O cei na yacamu(ni)?

My name is__O yau (or Na yacaqu) o ___

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

A. B. C. D.E

Tutorial 11: Practice and present in groups of five the innovated advance greetings and song Present your script to the lecturer

12

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

13

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


conversing with a respectable person or someone with status e.g. A student and his teacher/ lecturer

Explain words to show respect ; e.g. ‘saka, ni,nomuni’

Student: Good morning sir/madam

Teacher: Good morning…….

Have you done your assignment?

Student: Yes sir/madam

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

A. B. C. D.E

ITKIII Tutorial

12:

Create and present a dialogue in groups of five on the themes learnt from lesson 12 The dialogue must include questions and answers based on names, village, province, college or university, courses, time and food Present your script

CLO #8, 9, & 10

14

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; Attribution.

Equational sentences in Fijian are translated into English by including a form of ‘to be’. They consist of two noun phrases, side by side, that refer to the same person or thing.

(O cei) (oya) ‘who = that’

(a cava) (na nona cakacaka) ‘what = his work

(e kai Viti) (o koya) ‘Fijian = he

A. B. C. D.E

ITKIII Tutorial

13: Relationships.

Create a dialogue in groups of five

You must include members of the family in the dialogue. You must also include relationships in your conversations. After your presentation, give your script and id to your lecturer.

CLO #8, 9, & 10

14 15/5 SMALL TALK:

Asking different categories of people where they come from

New terms to learn

gonetagane – young adult male

:

Goneyalewa – young adult female

A. B. C. D.E

ITKIII Tutorial 14: Study Parts of the body . Assessment 4 Label 10 out of the 20

CLO #8, 9, & 10, 11

15

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

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

DIALOGUE

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 ?)

parts of the body

16

15 22/5 Continuous Assessment

16 29/5 Study break

17 & 18

05/6 Examination weeks



Ongoing Assessment/Participation



Cultural Ppt Presentation

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


17


Total Hours per Semester

Credit Points

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


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


---------------- (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

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8.0 ONLINE SUPPORT


9.0 ASSESSMENT

Means of Assessment


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 Tutorials/participation

Continuous 2

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. 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


Grade Meaning Marks


85+


80 - 84


75 - 79


65 - 74


60 - 64


50 - 59


40 -49


0 - 39

11.0


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

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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










Cheating






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