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Lautoka Teachers' College Handbook 2006 Prepared at Lautoka Teachers' College, December 2005 Handbook Committee B. Cava K. Chand S. Duber R Prasad A Prasad CONTENTS CONTENTS ................................................................................................... 1 PRINCIPAL'S MESSAGE TO STUDENTS.......................................................... 3 LAUTOKA TEACHERS COLLEGE – ROLE AND MISSION ................................ 5 CALENDAR FOR 2006 ................................................................................... 6 STAFF OF THE COLLEGE ............................................................................... 9 LAUTOKA TEACHERS' COLLEGE HISTORY..................................................13 INFORMATION FOR PROSPECTIVE STUDENTS ..............................................15 GENERAL INFORMATION FOR STUDENTS ....................................................17 SEXUAL HARASSMENT ...............................................................................27 ENRICHMENT PROGRAM .............................................................................30 PROGRAMS AND COURSES ..........................................................................31 PROGRAM STRUCTURE – DIPLOMA OF PRIMARY EDUCATION ....................32 PROGRAM STRUCTURE – ADVANCED CERTIFICATE IN EARLY CHILDHOOD EDUCATION ................................................................................................33 ACADEMIC ASSESSMENT RULES AND PROCEDURES ...................................34 PROFESSIONAL PRACTICE ...........................................................................43 COURSE OUTLINES .....................................................................................45 RESEARCH BASED LEARNING .....................................................................57 CONSTITUTION OF LTC STUDENTS' ASSOCIATION .....................................60 Lautoka Teachers' College Handbook 2006 1 2 Lautoka Teachers' College Handbook 2006 PRINCIPAL'S MESSAGE TO STUDENTS I extend a warm welcome to those of you commencing your studies at the College. You have taken your first step in what I know will be a worthwhile and rewarding career. I also welcome back all second-year students, and look to you particularly to help our new students to adjust to tertiary study. Since it was opened in 1977, the Lautoka Teachers' College has earned an enviable reputation for the quality of its graduates. Part of the reason for this comes from the programs we offer which have been progressively upgraded since their introduction. The introduction this year of the Advanced Certificate in Early Childhood Education and the Diploma of Primary Education marks a very large step in our development. These new programs have been prepared over the last two years by the staff of the college, assisted by education specialists from across Fiji, as well as consultants supported by the AusAID funded LTC Upgrade Project. Over three thousand primary teachers have now graduated from LTC's programs. They have established LTC's reputation in the community. Many continue to make a positive contribution to primary education in schools and occupy key leadership positions in the education system. You inherit their legacy of service and dedication. I urge you to uphold their very fine tradition and maintain the reputation which the 'Lautoka touch' enjoys. Getting the most out of your time at College will require self-discipline, dedication and hard work. The academic program is demanding. It sets out to equip you with the wide range of skills you need to do your job of preparing the children of this country to face their future with confidence, equipped with the skills they need to make their way in the world. As a teacher, you are expected to make a major contribution to the communities in which you serve. The College recognises this and the Enrichment Program, introduced this year, sets out to prepare you, quite deliberately, for this wider role. Make the most of the opportunities and challenges that the College provides you. You will be amply rewarded. This year is an exciting one for the College. In addition to new programs you will have access to the range of modern facilities which will become available during the year, including a new library, a computer centre and a large lecture theatre. Lautoka Teachers' College Handbook 2006 3 This handbook has been prepared for you. It provides you with important information about the College, and particularly about your program of study and its courses. It also contains general information about the staff of the college, and academic and other policies and procedures you need to know and apply. It contains information that students need to know if they are to get the most from their time at LTC. In welcoming you once again, I offer you my best wishes for a fruitful and rewarding academic year. Ambika Prasad Principal 4 Lautoka Teachers' College Handbook 2006 LAUTOKA TEACHERS COLLEGE – ROLE AND MISSION VISION Excellence in Teacher Education MISSION STATEMENT The mission of Lautoka Teachers College is: To equip graduates of its programs to begin their job as effective beginning teachers, and to recognise and demonstrate that student learning is at the hear of everything they do. STRATEGIES 1. Implement the policies of Ministry of Education on teacher education. 2. Formulate Planning and Organisation of Supervisory programs for the effective implementation and evaluation of all aspects of College activities. 3. Ensure the effective and efficient preparation and training of primary school teachers through teaching, tutoring, counselling and formation. 4. Make recommendations to the Ministry of Education, through its Board of Governors on student selection policies and on effective recruitment and selection procedures both of students and staff of the college. 5. Attend to and evaluate the needs for continuous professional and academic development of all staff members. 6. Ensure the effective and efficient use of both human and material resources in the college. 7. Provide links with various organisations for exchange of ideas and keep abreast with the societal views, expectations and aspirations. Lautoka Teachers' College Handbook 2006 5 CALENDAR FOR 2006 JANUARY 18 Shortlisting for Diploma interviews completed 20 CEO to approve interview list 23 College re-opens/Staff meeting 24 Academic Board meeting/Hostel meeting 25 Interview DPE shortlisted applicants 30 2nd Yr boarders return to college/Leader Group meeting 31 2nd Yr DPE lectures begin FEBRUARY 7 ACECE/1st Yr DPE enrolment and orientation 13 Lectures begin for ACECE/1st Yr DPE 15 Staff meeting 16 Leader Group meeting 27 Supplementary exams MARCH 15 Course materials for Semesters 2 and 4 ready for printing 16 Leader Group meeting 17 Supplementary exams 20 2nd Yr DPE Professional Practice begins/Staff meeting 21 Academic Board meeting APRIL 10 Prophet Mohammed's Birthday 13 Leader Group meeting 14 Good Friday 17 Easter Monday 20 Staff meeting 28 2nd Yr DPE Professional Practice ends/1st Term for schools ends MAY 5 National Youth Day 10 Exam papers due 11 Leader Group meeting 15 2nd Term for schools begins ACECE Professional Practice begins 22 Staff meeting/Course evaluations for Semester 1 due 6 Lautoka Teachers' College Handbook 2006 24 Examinations – ACECE/DPE 25 Academic Board meeting 26 ACECE Professional Practice ends 29 Ratu Sir Lala Sukuna Day JUNE 1 Leader Group meeting 2 End of semester for studies 5 Marking week 8 Academic Board meeting 12 Commencement of break for staff/Queen's Birthday JULY 3 College re-opens for Semester 2/Staff meeting 4 Lectures begin for all students 5 Academic Board meeting 20 Leader Group meeting AUGUST 10 Staff meeting 18 2nd Terms for schools e3nds 19 Staff meeting 24 Leader Group meeting SEPTEMBER 8 Staff meeting 11 Mid-semester break staff and students 18 1st and 2nd Yr DPE Professional Practice begins 21 Course materials – Semester 1 2007 – revised and submitted for printing/ Leader Group meeting OCTOBER 2 ACECE Professional Practice begins/Staff meeting 4 Posting Preference Forms sent to CEO – 2nd Yr DPE + ACECE 5 Exam papers – 2nd Yr DPE 6 1st Yr Professional Practice ends 9 Fiji Day 19 Leader Group meeting 20 1st Yr + ACECE exam papers due 21 Diwali 28 2nd Yr DPE + ACECE Professional Practice ends Lautoka Teachers' College Handbook 2006 7 NOVEMBER 2 Semester 2 DPE + ACECE course evaluations completed 3 Academic Board meeting 6 2nd Yr examinations 8 Graduation certificates to CEO for signature 9 Staff meeting 10 2nd Yr break/Academic Board meeting 13 1st Yr + ACECE examinations 14 Board of Survey 16 Leader Group meeting 17 1st Yr vacation begins 20 Community work week 23 Academic Board meeting 24 Graduation Dinner 28 Graduation/students check out DECEMBER 1 College closes 8 Lautoka Teachers' College Handbook 2006 STAFF OF THE COLLEGE PRINCIPAL AMBIKA PRASAD BSc G Cert Ed S.Pac, PG Cert Mgm't Flinders PG Cert. Tertiary Teaching S Pac VICE PRINCIPAL RAMESHWAR PRASAD , MA S.Pac BA Hons (Geog) Gold Medalist Panjab, ., BA Mangt. S.Pac, BEd S.Pac,, PG Cert in Teaching S Pac, PG Dip.Tertiary Teaching S Pac, PG Dip.Ed S Pac ,Dip.Legal S.Pac, Dip Leadership Florida Cert.Admin.St. S Pac, TCert LTC,, SCHOOL OF EDUCATION HEAD OF SCHOOL VILISI WAISALE DipEd, BEd S.Pac, PG DipEd Deakin, PG Cert. Tertiary Teaching S Pac LECTURERS UFEMIA CAMAITOGA DipECE. Wellington TC, NZ FKUDip (Early Childhood Education) (Acting) BIU CAVA TCert, NTC, BEd. S.Pac, (Early Childhood Education) (Acting) ANOOP KUMAR TCert NTC, DipEd Admin, BEd S.Pac, Cert Comp Mgt & Mtce, TechEduc Ltka (Audio Visual Aids) LAVINIA TIKO TCert LTC, BEd, G.DipEd Leadership Waikato (Curriculum and Assessment), MA (Education – Early Years) London UK (Acting) SITERI VAKACEREIVALU TCert NTC, PG DipSpEd MSpEd Deakin (Special Education), PG Cert. Tertiary Teaching S Pac TANELA RARATABU BEd (Primary), DipEdEvaluation S.Pac, TCert NTC SCHOOL OF LANGUAGE AND LITERACY HEAD OF SCHOOL SAMUELA TUINABUA TCert NTC, BA S.Pac, Dip TESL Victoria LECTURERS MOSESE NATUILAGILAGI BA, DipEd, Cert in Pacific Language Study, S.Pac (English) (Acting) KAMLESH K.CHAND TCert, LTC, BEd, DipEd Eval, BA (Education & Pacifc Vernacular) S.Pac, Dip Hindi Delhi (Hindi) PG Cert. Tertiary Teaching S Pac SALA DERENALAGI TCert NTC, BA, PG Dip Mgmt & Pub Admin, PG Cert. Tertiary Teaching S Pac Lautoka Teachers' College Handbook 2006 9 SHYAM DEVI DUBER TCert LTC, BA (English), PG Cert. Tertiary Teaching, Cert Basc Computing Skills S Pac SALASEINI MALO TCert NTC, Dip TESL Victoria NZ, BA S Pac, MA App Ling Macquarie USAIA GAUNAVOU TCert NTC, BA (Fijian), PG Cert. Tertiary Teaching S Pac GULSHER ALI DipTertTeach FIT, Cert Computing, BA Karachi (Urdu), Adv Cert IT S.Pac. (Acting) MADHU NAIDU Cert.Tamil Madras (Temporary) ALITI WILLIAME (Rotuman) (Temporary) SCHOOL OF MATHEMATICS HEAD OF SCHOOL IOWANE P TIKO BEd Waikato, PG DipEd S.Pac PG Dip.Tertiary Teaching S Pac, TCert LTC, Med (Maths Education) Deakin (Acting) SENIOR LECTURER VIRENDRA KUMAR BSc S.Pac, STTC FCAE, PG Cert. Tertiary Teaching, PG Dip (Mathematics) S Pac (Acting) LECTURER WAHAB ALI M.Ed. S.Pac, MEd (Mathematics) Deakin, BEd, PG DipEd, PG Dip.Tertiary Teaching, DipEd Admin, S Pac TCert LTC, (Acting) SCHOOL OF SCIENCE HEAD OF SCHOOL TEMA MAIWAIKATAKATA , BSc DipEd S.Pac. LECTURER WILI SULUMA, TCert, CCTC, BEd, PG DipEd, PG Dip.Tertiary Teaching S Pac (Acting) EMELE BIUKOTO DipEd, BEd, PGDipEd S.Pac. (Acting) SCHOOL OF SOCIAL SCIENCE LECTURERS EMONI LEBAIVALU TCert, LTC, Bed, PG Cert. Tertiary Teaching S.Pac, Cert In Teachers Upgrading [BEMTUP] Griffith (Acting) SCHOOL OF PEMAC HEAD OF SCHOOL PERRY GABRIEL, MA Visual Arts Griffith (Art) TCert CCTC PG Cert. Tertiary Teaching S.Pac LECTURERS SAVITRI DEVI CHAND BPhEd Otago, TCert LTC (Acting) 10 Lautoka Teachers' College Handbook 2006 NARESH CHAND TCert NTC (Music) (Acting) NAR DEO DUTT TCert, TCert Sec NTC, DipPEMAC FCAE (Art and Craft) (Acting) SERU LAGANI TCert NTC(Acting) KINIVILIAME VUIRA T Cert LTC, Dip PEMAC FCAE (Music) (Acting) VOLUNTEERS JAPAN YUKO MATSUMTO – Special Education – TCert (Sec), TCert (Spl.Ed), BA (Music Perform) Osaka; BA (Japanese) Koyoto AKIRA ISHII – IT – BE (Electircal) Tokyo; Cert SCS AT&T KOREA HEE SUN CHOI - Library ADMINISTRATIVE STAFF EXECUTIVE PENIANA MOKOSIRO H1, H2, S, U, E OFFICER WELFARE REV. LASARUSA WAISALE, DipEd, S.Pac, Dip OFF/WARDEN Theology, DipAccSt. CLERICAL TARAIVINI NAUGA. H1,H2 OFFICER STENO-TYPIST SAVAIRA UTOVOU STENO/TYPIST SAIRUL NISHA Dip Com Sec Studies LTCC, Adv.Cert IT S.Pac; Cert Account FNTC TECHNICAL KAMAL S. MANI BA Mangt S.Pac, DipMgt, Cert in ASSISTANT Admin S.Pac, Cert PCMgt & Mtce TechEduc Ltka ASSIST LIBRARIAN RANIKA DEVI KUMAR DipLibInfoStud S.Pac LIBRARY VINTOSHNI LATA CertLibInfoStud S.Pac; Cert Basic ASSISTANT Comp Skills NZPTC DOMESTIC M.RADRODRO ASSISTANT CHIEF COOK WAISEA COOK SILIVENO TURUA COOK SURYA NARAYAN COOK KRISHNA DEWAN CLEANER- KANTI KRISHNA SERVANT Lautoka Teachers' College Handbook 2006 11 CLEANER- LAVENIA DRAUNIVASA SERVANT CLEANER- SILINA TURUVA SERVANT CLEANER- AMRA WATI SERVANT CLEANER- PARMA JOESPH SERVANT CLEANER- CATHLEEN VITORI SERVANT CLEANER- JOKAPECI SORO SERVANT CLEANER- MIRIAMA LUALALA SERVANT CLEANER- ELENOA CAKAUSESE SERVANT HANDYMAN LEVI ROKOVUNA MESSENGER- ARVIND SINGH DRIVER CLEANER- JITEN PRASAD SERVANT CLEANER- ROBERT MANI SERVANT CLEANER- DINESH CHAND SERVANT WATCHMAN ILIAISA CAVA WATCHMAN KAMINIELI KAMAKOREWA 12 Lautoka Teachers' College Handbook 2006 LAUTOKA TEACHERS' COLLEGE HISTORY Lautoka Teachers' College is located at Natabua. The College campus is about half a kilometre from the Nadi-Lautoka highway on Natabua Road and is roughly 4 kilometres away from Lautoka City. The College land area is shared with the Natabua Primary School and the Natabua Police Post. The preparation of teachers at the Natabua site commenced in 1929 when the Natabua Teachers' Training Institute was established. Several of the original buildings survive. Teachers were trained here until 1940 when training was suspended because of the Second World War. Training was then shifted temporarily to the Methodist Training Institution near Suva. This relocation became a permanent one when the government decided to establish Nasinu Teachers' College. The decision to resume teacher training at Natabua was made in 1974 following the release of a government paper that highlighted the shortage of primary teachers. The teacher unions also contributed to the decision by pointing out that the Job Evaluation Report of 1973 indicated that the shortage of qualified teachers, when linked to the lack of training opportunities, was a key issue to be addressed before the quality of basic education in Fiji could be improved. Licensed teachers at that time comprised 20% of the teaching force. Lautoka Teachers' College opened its doors in 1977. It was to be built in three phases. Phase I involved providing sufficient classrooms and other facilities to enable the college to offer a one-year course for non-residential students. Phase II involved expansion of the teaching facilities and construction of hostels, dining hall, kitchen and sick bay. For some reason, Phase III was not undertaken. This would have provided a hostel for women trainees and a multipurpose hall. The 1977 enrolment consisted of 120 non-residential students in the one-year teaching program. The staffing consisted of the principal, Mr Gurmit Singh, a senior lecturer, and eight lecturers. The first lot of 132 residential students enrolled in 1978. From experience over the first two years it was found that the one-year course was not long enough to cover the course content and to prepare trainees adequately for their teaching tasks. For this reason, the college began its two-year pre-service program in 1979 with 72 students. Sixty licensed teachers in the one-year program were also enrolled that year. This gave the college a total enrolment of 132 students. Lautoka Teachers' College Handbook 2006 13 In 1980 the college began a two-year training program for licensed teachers. There was no new intake in 1981, however, as schools were now well staffed with trained teachers and school rolls had stabilized. When additional teachers were required they could be obtained from Nasinu Teachers' College and Corpus Christi College. At the end of 1982, the Ministry of Education decided that Nasinu Teachers' College was no longer needed and it was closed. All preservice primary teacher training was then shifted to Lautoka Teachers' College. After the events of 1987, the intake of students at Lautoka doubled because of the shortage of teachers. In 1988, the Ministry of Education put into operation a system whereby recruitment of teachers was carried out among school leavers. Those who were selected were placed directly into schools to teach. During their first year, they attended short vacation courses at the Nasinu Residential College. In their second year, they joined the college for a year on a full-time basis. This system was operational till the end of 1992. There have been several significant developments since that time. Four new dormitories, with a capacity of 112 female students, were completed in August 1993. One-year in-service programs for teachers in Early Childhood and Special schools were introduced in 1999. Upper primary preservice curriculum courses were reviewed and upgraded through BEMTUP in 1997, in the first review since a major course review in 1984. In 1998, bridging courses in Science and Social Science were introduced to strengthen the academic background of trainees in those areas. The College now has thirty four teaching staff and over three hundred students. The College is on the threshold of major change. The change comes from two directions. Firstly, the appearance of the campus has been transformed through the construction of a new library, large lecture theatre and teaching block, and additional dormitories. This construction has been funded by the European Union. Secondly, new programs -- a Diploma of Primary Education and an Advanced Certificate in Early Childhood Education – will be introduced this year to replace existing programs for primary and early childhood teachers. These programs and the resources needed to support them come through the Australian government funded LTC Upgrade Project. Both activities are major milestones in the history of the Natabua site and will ensure that the training of teachers will continue through to 2029 and beyond. 14 Lautoka Teachers' College Handbook 2006 INFORMATION FOR PROSPECTIVE STUDENTS ACADEMIC PROGRAMS Presently the College offers the following teacher training programs: (a) a two year pre-service Diploma of Primary Education, completion of which authorises successful graduates to teach in primary schools in Fiji; this program, introduced in 2005, replaces the Teaching Certificate. (b) a one year in-service certificate Advanced Certificate in Early Childhood Education for licensed kindergarten and pre-school teachers; this program, introduced in 2005, replaces the Certificate in Early Childhood Education. ENTRY REQUIREMENTS Diploma of Primary Education a pass in the Fiji Form Seven Examination with at least 50% in each of English and Mathematics, or an alternative that is equivalent and competence in at least one of Fijian, Hindi, Urdu, Tamil or Rotuman up to Form 2 level (Form 4 from 2006). Advanced Certificate in Early Childhood Education a pass in the Fiji Form 7 Examination, or the New Zealand University Entrance Examination, or the USP Pacific Pre School Certificate at B+ average or better Applicants should have completed 3 years of pre-school teaching. APPLICATION Candidates who are still in school should apply through their school principals. School leavers can obtain relevant application forms from the nearest education office and send their application forms together with a copy of their birth certificates and result of the highest exam passed to reach the office of the Permanent Secretary for Education by 31 September. GOVERNMENT COST SHARING SCHEME All students who are sponsored by the government are required to pay back one third of the cost of their training to the government. Forms are available to students on registration day to either apply for a loan or offer to pay in full or by instalments his/her share of the cost of training. Repayment of loans would be arranged to commence after completion of the course or termination of studies. A sponsored student will be bonded for a period equal to the number of years of training after his/her certification. Lautoka Teachers' College Handbook 2006 15 PRIVATE STUDENTS A limited number of places may be available for private students in a year. Those selected will be required to pay their own expenses at the college and find their own accommodation. Applicants for private places follow the same procedure as all other applicants. They must meet the same entry requirements ACCOMMODATION Accommodation is available on campus. ENRICHMENT PROGRAM All students are required to participate in the College Enrichment Program. This consists of a broad range of activities aimed at preparing teachers for the breadth of roles they are expected to play in their schools and communities. SOCIAL AND CULTURAL PROGRAMS The College places a lot of emphasis on organised activities that enhance learning through inter-personal relationships. Sporting activities are very important since they constitute a discovery of talents hidden or lying dormant within each individual. Students are encouraged to organise interest groups that promote the welfare of members. Hence, the formation of ex-student's association of a particular school, or religious groups. Students are encouraged to search for the meaning of life through involvement in cultural and religious activities. 16 Lautoka Teachers' College Handbook 2006 GENERAL INFORMATION FOR STUDENTS THE ACADEMIC YEAR The academic year at LTC consists of two semesters separated by a break of 4 weeks in June. Each semester is 20 weeks long. Up to two weeks in each semester will be set aside for revision and examination. For continuing students, the first semester of the year starts at the end of January. For commencing students, the start date is three weeks later. The end of the second semester for all students is usually at the end of the first week in December. STRUCTURE OF ACADEMIC PROGRAMS The Advanced Certificate in Early Childhood Education and the Diploma of Primary Education are structured around a weekly workload for students of 42 hours, on average. This workload includes scheduled lectures, tutorials, workshops, and teaching practice placement, as well as lecturer-directed and self directed study, including assignment preparation. In the first year of the Diploma and in the Advanced Certificate, students will undertake 6 courses in each semester, an average weekly workload of 7 hours per course over 15 weeks. In the second year of the Diploma, because of the increased time spent in schools, students will undertake 5 courses in each semester over 12 weeks. Each course will have an average weekly workload of 9 hours. PROFESSIONAL PRACTICE In addition to their scheduled classes, early childhood students have professional practice in both semesters of their program, 2 weeks in the first semester and 4 weeks in the second. Primary Diploma students have a three week placement in Semester 2 and a six-week placement in each of Semesters 3 and 4. Details of professional practice placement requirements are contained in the relevant Professional Practice Handbooks. THE COLLEGE DAY Classes are held between 8.00 am and 5.00 pm from Monday to Friday. Each class period is one hour. Lectures and tutorials are, on average, 50 minutes long. The cultural program of the College is conducted on Tuesday evenings from 7.30 pm. Other evenings are reserved for students' private study and Lautoka Teachers' College Handbook 2006 17 preparation. The College reserves the right to schedule lectures or other activities at non-scheduled times as it is thought necessary. Students are required to attend all lectures and other activities scheduled for their sections, unless they have valid reasons for absence. 'COLLEGE DAY' 'College Day' is held once a year as advised in the Calendar. The program is compulsory for all staff and student members of the College. There will be no lectures or school experience on this day. Students on school experience must be in attendance at the College Day Program. MEETINGS College meetings called by the Principal during college time must be attended by all students. Any other meetings must receive the prior approval of the Principal. Where a person from outside the College is to be invited to a meeting, permission must first be obtained from the Principal. STUDENTS' ASSOCIATION Lautoka Teachers College Students' Association aims to foster student activities in the social, cultural and sporting spheres of College life. It also, in consultation with College staff, participates in any other functions which are organised to promote the fulfilment of the general aims and objectives of the College. Membership of the Association is compulsory for all students and the subscription is $25.00 a year. THE COLLEGE LIBRARY The College Library has a selection of books available especially on subjects relevant to the academic programs delivered by the College. All books in the library are available for loan except reference books and those placed on the reserve shelf; those must not be removed from the library unless the librarian authorises a student on school practice to borrow a particular volume. Books may be borrowed in the first instance for a fortnight. The loan may be renewed if the books are not in demand. A fine will be imposed if a book is not returned on the due date. If a book is lost, the student will be required to pay for the loss as determined by the librarian. A reminder's list of overdue books will be placed on the notice board. 18 Lautoka Teachers' College Handbook 2006 LIBRARY HOURS Monday/Wednesday 8.30 am - 4.30 pm 7.00 pm - 9.30 pm Tuesday/Thursday 8.30 am - 4.30 pm Friday 8.30 am - 4.00 pm COMPUTER CENTRE Students will have access to the Computer Centre from the beginning of 2005. The Centre consists of a Teaching Laboratory, a general access Laboratory and a small, specialist laboratory for staff. Other facilities will be provided progressively. Students are expected to comply with Centre rules, which are as follows: Students may only be in the Laboratory if a staff member is present Only students and staff who have been registered with the Computer Laboratory are able to use the Laboratory. No outsiders are permitted in the Laboratory except where they have permission from the Computer Laboratory Manager. Food, drink or smoking is not allowed in the learning spaces. Game playing is not permitted on the computers at any time. Users must leave their workspace clean at the end of their session All users must log into their own account at the beginning of a session and log out at the end. It is prohibited to share passwords or use another user's account Users must periodically delete any unnecessary file in their folder and at the end of their period at the college delete any files. Users must not attempt to exceed their storage allocation. Only the Manager or the Technical officer may change any system or application preferences. Inappropriate emails must not be sent to anyone. Any CDs or other resources/equipment used (for example, speakers, Reference CDs, manuals etc) must be signed for by the user in a record kept by the Technical officer and returned and signed back within the allocated time. COMPUTER CENTRE HOURS Monday/Wednesday 8.30 am - 4.30 pm 7.00 pm - 9.30 pm Tuesday/Thursday 8.30 am - 4.30 pm Friday 8.30 am - 4.00 pm Lautoka Teachers' College Handbook 2006 19 AUDIO VISUAL CENTRE The Audio Visual Centre is a service unit to advise and help produce materials and systems used in many of the teaching and non-teaching activities of the college. It also has responsibility for storage and maintenance of equipment required for teaching purposes by students and staff. Services available to students, usually on a cost recovery basis, include book binding, tracing, laminating, printing, recording, producing audio-visual materials such as OHP transparencies, CDs and videos. Equipment may b e available for loan under particular conditions. NAMING OF TEACHING GROUPS Teaching groups are called sections. These are numerically known and numbered by three digits. The first digit indicates the year of the course and the other digits, the section to which a student belongs; for example, 101 refers to first year students in section 1. STUDENT DRESS Although there is no set College uniform, students are requested to dress neatly and in a manner appropriate to the various activities conducted during their college program. Details of sports uniforms will be given at the commencement of the program. ATTENDANCE Students are required to attend all timetabled activities. All absences are noted and taken into consideration when the student's performance is being evaluated. Poor attendance may affect a student's chance of certification. LEAVE Residential students may leave for the weekend on Friday after lectures and must report for the first lecture on Monday morning. SPECIAL LEAVE Special leave applies when a student wishes to be absent from the College (or from School Experience) during normal teaching sessions or when a student would otherwise be expected to be present. A student wishing to apply for special leave must make a written application to the Principal. ABSENCES If a student is delayed or cannot return to the College at the time or date expected, the Principal must be notified at once. If the absence is prolonged, 20 Lautoka Teachers' College Handbook 2006 then a note should be sent to the Principal. A medical certificate will be required in the case of an absence due to illness. A student must report to the Lecturer On Duty immediately upon returning to the College. If a student falls sick when away from College, he or she must report to the Matron immediately after returning. CHANGE OF ADDRESS OR NAME Students are advised to keep the College informed promptly and accurately of any change of home address. The College must also be informed promptly when a student's name is changed by marriage or for any other reason. PLAGIARISM Plagiarism occurs when other people's writings and ideas are borrowed and presented as if they were one's own. Examples of plagiarism include quoting directly or indirectly from a text or reference book without acknowledging the source of the quote, or copying or using another student's work. Cheating refers to any practice that gives a student an advantage to which he or she is not entitled, such as using printed or written material in an examination without approval from the supervisor, or copying answers from another person's work. Cheating and plagiarism attract severe penalties. These are outlined in the Academic Assessment Rules contained in this Handbook. MARRIAGE DURING TRAINING Women students who decide to get married while on training are required to see the Principal before their marriage so that the necessary information may be registered with the College administration. They are also obliged to produce their marriage certificate for sighting. COMMUNICATION There are four main notice board areas in the College. Urgent notices are posted outside the Bursar's Office and regular notices are posted on the notice boards outside A.G.2, A.2.1 and the Dining Hall. Students must keep themselves informed of matters announced on the notice boards and must comply with any instructions placed there. When writing to any member of the staff on official matters students must clearly indicate their sections and use the names as entered on the section lists. Lautoka Teachers' College Handbook 2006 21 TELEPHONE CALLS Students personal calls may only be received or made after official College hours if the matter is urgent. Call-boxes are installed outside the main office. CORRESPONDENCE All correspondence from students requiring attention by the College administration must be addressed to the Principal. Correspondence between a student and the Ministry of Education should be sent through the Principal. Letters sent to the Ministry without the Principal's endorsement will be returned to the College and the subject matter will not be given any consideration until the proper forwarding procedure has been adopted. THE USE OF THE COLLEGE PREMISES AFTER LECTURE HOURS The College encourages students to hold club meetings and sporting activities using College facilities. Any person or group wishing to use any part of the premises must first obtain permission from the Principal. The exact date, time and the purpose for which a room is to be used must be stated in the application. The person responsible for the meeting will be required to see that the room is left in order, lights and fans switched off and doors and windows locked after use. The key obtained from Lecturer on Duty must be returned before 8.00 am the following morning. ACCOMMODATION Residential accommodation is available in modern hostels which contain cubicles with twin beds, Facilities are available for students to study in their own rooms. Each student is issued with a mattress, pillow, sheets, blankets and towels. All issued linen will be washed and pressed by the College laundry free of charge. Students are strongly advised to keep their rooms locked when they are not there, even if they are in another part of the building. Any loss of property should be reported to the Lecturer on Duty. Cases of theft will generally be reported to the police. Students must report to their Senior Tutor before vacating their rooms. Each students is responsible for ensuring that College property is checked and handed over, the room locked and the keys returned, before leaving the College. 22 Lautoka Teachers' College Handbook 2006 TUTORS AND MSCS ON DUTY One member of the Residential staff acts as Lecturer on Duty (LOD) for each week and is always available to deal with enquiries and emergencies, weekends included. All problems and complaints must go through LODs. They will work closely with the MSC (Member of the Students' Council) who is on duty. Among their other duties LODs will conduct checks in the hostels in the morning, in the evening after lights out and at other times whenever the need arises. A duty roster will be drawn up at the beginning of each semester and should be strictly adhered to. Duty for both staff and students begins at 6.30 am on Mondays. SENIOR MEN'S AND WOMEN'S TUTORS Senior tutors have overall responsibilities for the supervision of hostels, dining room etc., and students should see them when faced with problems. ALCOHOL Consumption of any alcoholic drink is forbidden in dormitories and on the campus. Any student found drinking on the campus or who appears to be under the influence of alcohol on the campus will be reported to the Lecturer On Duty and Principal immediately. Such a student could face expulsion from the campus without further warning. If a student under the influence of liquor resorts to disorderly behaviour, the police may be called and appropriate police action instigated. DRUGS AND OTHER BANNED SUBSTANCES Consumption or possession of narcotic drugs and other banned substances is a criminal offence. Any student consuming these on the campus or found in possession will be referred automatically to the police for appropriate police action. DAMAGE AND LOSSES Each student will be responsible for any damage or loss of College property and will be required to pay for the cost of such losses or damage. ELECTRICAL LIGHTS, FITTINGS, EQUIPMENT, ETC As a safety measure students are advised not to interfere with any electrical switches and fittings. Defective fittings should be reported to the Lecturer On Duty. In the interest of economy, all lights must be switched off when not in use. Lautoka Teachers' College Handbook 2006 23 NOISE Noise at all times must be kept at a REASONABLE LEVEL. Radios, tape recorders etc., may be played quietly but students must remember that other in adjoining cubicles may be studying. Complaints about noise should be made to a MSC or the LOD. Complete silence in the hostels is expected after 9.30 pm on week days. VISITORS Visitors are allowed on the campus on Saturdays and Sundays between 2.00 pm and 5.00 pm. They are not permitted in the hostels. Students will be responsible for the good conduct of their guests. TRAFFIC Parking space at the College is limited and students are requested to ask relatives and friends who provide transport home for the weekend to drive carefully through College property. Students also are urged to use the College drive way carefully and sensibly. Action cannot be taken against a driver over an accident where a student is at fault. RECREATIONAL ACTIVITIES Rugby, soccer, netball, softball, volleyball and cricket are played at the College. College teams also take part in the various district sporting fixtures. Sports meetings are also arranged with other institutions. CULTURAL AND SOCIAL ACTIVITIES During College time every student is required to join one of the clubs of his or her interest and choice. Membership of clubs operating outside College time is voluntary. Staff members assist students but the college encourages students to run their own affairs. Where no club exists to cater for the interest of some students then suggestions are welcomed. Group cultural activities led by the Indo-Fijian and Fijian lecturers take place each Tuesday evening and, once a month, the groups are combined for a cross-cultural session. During this time of cross culture, discussions are held concerning those values important to each culture, demonstrations are given and reports made by members on selected topics which are of interest to both groups e.g. marriage customs. It is a College requirement that all students attend cultural activities scheduled for Tuesday evenings. The Student Association also organizes dances, musical nights and religious meetings. 24 Lautoka Teachers' College Handbook 2006 INDO-FIJIAN CULTURAL PROGRAM Objectives To enable students to be more aware of their cultural heritage to enable them to survive the tides of change. To enable students to protect their cultural heritages making them conscious to their identity. To enable students to respect and be aware of the cultural differences that exist within their immediate environment and the community at large. The program is to be carried out in such manner that students go through formal and informal sessions of discussions, and performing arts. These to be led by lead lectures from specialists in topics to be covered. Major Topics 1 Expectations of the society and its members and would be members ; values; attitudes; roles; manners etc. 2 Functions of language in the community. 3 Significance of Fine Arts. 4 Religious Teachings / Practices. 5 Impromptu talks on Cultural Topics. FIJIAN CULTURAL PROGRAM Objectives To enable indigenous Fijians to be more aware of their cultural heritage to enable them to survive the tides of changes and To enable indigenous Fijians to protect their cultural heritages making them conscious to their identity and To enable indigenous Fijians to respect and be aware of the cultural differences that exist within their immediate environment and the community at large. The program is to be carried out in such a manner that students go through formal and informal sessions of discussions and performing arts. These to be led by lead lectures from specialists in topics to be covered. Major Topics 1 Expectations of the society on its members and would be members. Values, Attitudes, Roles, Manners, etc. Lautoka Teachers' College Handbook 2006 25 2 Traditional and Hierarchal system in the Fiji system. In all basic traditional societies, vanes and easiness and the three confederacies (Tovata, Burebasaga and Kubuna) and the Yasayasa Vaka-Ra conglomerate. 3 Fijian Mekes and Arts. 4 Significance, differences and similarities amongst the confederacies in Fiji. RELIGIOUS ACTIVITIES It is an expectation of the College that all Christian students will attend regular scheduled worship as required on Saturday or Sunday. 26 Lautoka Teachers' College Handbook 2006 SEXUAL HARASSMENT Lautoka Teachers' College is committed to ensuring that its working and learning environment is free from sexual harassment, that sexual harassment will not be tolerated under any circumstances and that action will be taken against any staff member or student who breaches this policy. What is sexual harassment? Sexual harassment is any unwanted, unwelcome or uninvited behaviour of a sexual nature which makes a person feel humiliated, intimidated or offended. Sexual harassment can take many different forms and may include physical contact, verbal comments, jokes, propositions, the display of offensive material or other behaviour which creates a sexually hostile working or learning environment. Sexual harassment can occur between men and women; women and other women; and men and other men. Some examples of sexual harassment that could occur in an educational institution include: uninvited touching; uninvited kisses or embraces; smutty jokes or comments in the workplace or the classroom; making promises or threats in return for sexual favours; displays of sexually graphic material including posters, pin-ups, cartoons, graffiti or messages left on notice boards, computers, desks or lockers, or in teaching materials such as overheads, course booklets etc; repeated invitations to go out, especially after prior refusal; 'flashing' or sexual gestures; sex based insults, taunts, teasing or name-calling; staring or leering at a person or at parts of their body; unwelcome physical contact such as massaging a person without invitation or deliberately brushing up against them; touching or fiddling with a person's clothing; requests for sex; sexually explicit conversation; persistent questions or insinuations about a person's private life; offensive phone calls, text messages , emails or letters; computer screen savers; stalking; sexual insults or taunting. Lautoka Teachers' College Handbook 2006 27 What is sexual harassment is not Sexual harassment is NOT behaviour which is based on mutual attraction, friendship or respect. If the interaction is consensual, welcome and reciprocated it is not sexual harassment. Behaviour can become sexual harassment is the interaction changes from being based on mutual attraction, friendship or respect to non-consensual, unwelcomed and unreciprocated interactions. The circumstances A person can be sexually harassed by a supervisor or manager, a co-worker, a lecturer, a student or a contractor. Sexual harassment is unlawful at any time on the college campus and in any work-related or educationally-related context, including conferences, college functions or activities, professional practice programs, business or field trips etc. Sexual harassment between students is also unlawful if it occurs during any college program or in college residences. Legal implications Sexual harassment in employment and education is against the law and will not be tolerated under any circumstances. Forms of sexual harassment that constitute a criminal offence include: physically molesting a person; indecent exposure; sexual assault; stalking; and obscene communications (telephone calls, faxes, letters, emails, text messages etc.) All college leaders have a duty to prevent sexual harassment in the workplace and learning environment and are held responsible if it occurs, unless all reasonable steps have been taken to prevent and/or eliminate it. Responsibilities of academic and administrative supervisors monitor the teaching, learning, working and college residential environment to ensure that acceptable standards of conduct are observed at all times; model appropriate behaviours themselves; promote the college sexual harassment policy within the learning and working environment; 28 Lautoka Teachers' College Handbook 2006 treat all complaints seriously and confidentially and report them immediately to the college Principal; ensure that no victimisation occurs against the person who makes the complaint; and All staff and students have a responsibility to: comply with the college's sexual harassment policy; offer support to anyone who is being harassed and advise them on where to seek assistance and support; maintain confidentially or information provided during an investigation of a complaint. Students and staff need to be aware that spreading gossip or rumours may expose them to a defamation action. What can you do? Any person (staff member or student) who feels that they are being sexually harassed or observes incidents of sexual harassment has the right (and responsibility) to complain and take action. Behaviour which is unwelcome and unwanted sexual conduct is not permitted anywhere or at any time in the college or in its associated programs. If you experience the problem you should: Ask the person to stop. While this may be difficult, it can be an effective way of stopping the unwelcome behaviour. Contact your academic or administrative supervisor; your student counsellor; the Taltala; or the college Principal, if the harassment continues, or you don't feel comfortable talking with the person about their behaviour. These people can assist you in dealing with the problem in a completely confidential manner. Report the matter to the Police. When a complaint is made All complaints of sexual harassment will be treated seriously, investigated promptly, impartially and confidentially and in accordance with the principles of natural justice. If sexual harassment is found to have occurred, the college will take action to stop the behaviour and depending on the seriousness of the case, will take appropriate disciplinary action against the offender(s) under the relevant Ministry/Public Service provisions related to student of staff misconduct. If the matter is reported to the Police it will be dealt with by the Police. Lautoka Teachers' College Handbook 2006 29 ENRICHMENT PROGRAM The Enrichment Program is unique to Lautoka Teachers College. It complements the academic programs of the College and has been designed to enhance students' skills in teaching, learning, living and contributing within the diverse communities they will teach in and serve. All students are required to participate actively in the program. Completion of its requirements is a condition for graduation. The activities which make up the enrichment program are in five categories: (i) Sports: Playing, Coaching, or Refereeing activities (ii) Leisure, or Hobby activities; (iii) Cultural, or religious Community activities; (iv) Leadership and Survival Skills activities; and (v) Student Initiated activities. Activities are also classified as compulsory, or student-selected, or student- initiated. Compulsory activities include First Aid, Rural Teachers Homestay, and Leadership. Activities, showing semester and times of offering, relative points values and the names of the activity coordinators, will be listed each semester. From this list students will undertake and complete sufficient activities to meet their graduation requirements. Alternatively students may seek to have other activities, not on the list, approved by the enrichment committee. Activities attract credit points at the rate of 10 credit points for 1 hour per week spread over a semester, or its equivalent value in total hours. Activities will be rated as worth 10, 20 or 40 credit points. Students wishing to satisfy graduation requirements will normally complete 40 credit points for each semester of their enrolment in a program. DPE students must obtain a minimum of 160 points over the two year program to qualify for graduation. Each student will have a logbook to record completed activities, and from this logbook the points attained will be entered onto the student's academic transcripts. Students may be exempted from certain activities in the enrichment program due to health or other factors. They will need to write to the Enrichment Program Committee, with supporting evidence, to establish why they should be exempted. Students who fail to complete requirements will have their results withheld and hence will be unable to graduate. 30 Lautoka Teachers' College Handbook 2006 PROGRAMS AND COURSES ACADEMIC PROGRAMS Presently the College offers the following teacher training programs: (a) a two-year preservice diploma program in primary teaching (b) a one year in-service certificate program in Early Childhood Education for licensed pre-school teachers LTC GLOSSARY Program A program is an approved or accredited pattern of study leading to an academic award. Course At LTC a course refers to one semester length unit of study or component within an academic strand or overall program. Courses may be compulsory or elective, or, in the case of vernacular languages, elective within a compulsory strand. Course prescription The course prescription is the detailed description of a course given to students at the commencement of the semester which summarizes major content and skills to be covered in the course, resources to be used, and assessment and other requirements. Teaching/learning approaches and activities such as the combination of lectures, tutorials, group work, directed research, practical work, and field studies may also be specified. Lautoka Teachers' College Handbook 2006 31 PROGRAM STRUCTURE – DIPLOMA OF PRIMARY EDUCATION Semester 1 duration Semester 2 duration DPE100 Child growth and 105 hrs DPE120 Teaching and Learning in 105 hrs development the Primary School DPE101 Communication and Study 105 hrs DPE 122 Language Study 2 105 hrs Skills DPE102 Language Study 1 105 hrs DPE123 Mathematics Education 1 105 hrs DPE103 Foundation Studies in the 105 hrs DPE124 Science Education 1 105 hrs Arts DPE104 Studies in Physical 105 hrs DPE125 Social Education 1 105 hrs Education and Health DPE105 Introductory Computer 52 hrs DPE126 Enterprise Education 105 hrs Literacy DPE106 Foundation Science 52 hrs DPE107 Foundation Social Science 52 hrs DPE129 Professional Practice 1 3 weeks Semester 3 duration Semester 4 duration DPE200 Program planning in the 105 hrs DPE220 The Inclusive Classroom 105 hrs multigrade classroom DPE201 Language and Literacy 1: 105 hrs DPE221 Language and Literacy 2: 105 hrs English English DPE203 Mathematics Education 2 105 hrs DPE223 The Arts and the 105 hrs Curriculum DPE204 Science Education 2 105 hrs DPE224 Curriculum Studies in 105 hrs Physical Education and Health DPE205 Social Education 2 105 hrs Elective 1 105 hrs DPE 219 Professional Practice 2 6 weeks DPE229 Professional Practice 3 6 weeks 32 Lautoka Teachers' College Handbook 2006 PROGRAM STRUCTURE – ADVANCED CERTIFICATE IN EARLY CHILDHOOD EDUCATION Semester 1 duration Semester 2 duration ECE100 Child Development 105 hrs ECE120 Art for Young Children 105 hrs ECE101 Communication and Study 105 hrs ECE121 Working with Families and 105 hrs Skills the Community ECE102 Early Childhood Learning 105 hrs ECE122 Programming and Planning 105 hrs Environments in Early Childhood ECE103 Early Language and Literacy 105 hrs ECE123 Management, Leadership 105 hrs and Advocacy in Early Childhood ECE104 Music, Movement and Drama 105 hrs ECE124 Foundations of Maths and 105 hrs for Young Children Science ECE105 Language Study 1 105 hrs ECE125 Health and Nutrition 105 hrs ECE109 Professional Placement 1 2 weeks ECE129 Professional Placement 2 4 weeks Lautoka Teachers' College Handbook 2006 33 ACADEMIC ASSESSMENT RULES AND PROCEDURES GENERAL PROVISIONS To be eligible for the award of the Diploma of Primary Education, or the Advanced Certificate in Early Childhood Education, a student must exhibit satisfactory performance in: all academic and practical work specified for the program of study; the Enrichment Program; attendance at all course and program lectures and other specified activities, as well as other official College commitments; professional practice (school experience); behaviour and attitude. Failure to satisfy any one of these at any time during the program may lead to suspension, exclusion, or review of the scholarship for scholarship holders. ENRICHMENT PROGRAM Students entering College DPE program from 2005 onward must meet the specified requirement of the College Enrichment Program – a minimum of 160 credit points over the 2 year period; . ACADEMIC AND PRACTICAL WORK 1 Academic progress in each course of study will be monitored through assessment of course work including an end-of-semester examination, with the exception of Professional Practice courses which will be assessed within the period of the practicum. The assessment of course work will be a continuous and cumulative process, and will include a combination of: written assignments; periodic class tests/exercises/practical tasks; personal study exercises; seminars or tutorial papers; participation in lectures, tutorials, and other specified activities 2 Marks allocated to the end-of-semester examination will not be less than 20% nor more than 40% of marks for the course; marks allocated to the assessment of course work shall not be less than 60% nor more than 80% of marks allocated. All assessment plan must be approved by the Academic Board by the end of Week 2 of each Semester. 34 Lautoka Teachers' College Handbook 2006 3 In order to be given a pass grade in a course a student must achieve at least half of the marks allocated to both the course work component and the end-of-semester examination. 4 Each Head of School will appoint an appropriate second examiner for all courses offered by that school. The role of the second examiner is to examine any piece of work submitted by a student which has been failed by a first examiner. In the event of unresolved disagreement between the two examiners, the Head of School or Principal shall appoint a third examiner whose decision shall be final. It shall be the responsibility of the first examiner to provide for each semester course a signed return showing the results for each student enrolled in the course. Where the work of any student has been assessed by a second examiner, that second examiner will also sign the return sheet. 5 A student who, due to illness or injury, or any circumstances beyond her/his control, is absent from any examination forming part of the final assessment may: be offered a deferred written or oral examination where the absence is due to illness, injury, or compassionate grounds; OR be awarded an Aegrotat Pass for up to one-half (50%) of courses where performance in course work has been satisfactory. A student who, due to illness or injury, or any circumstances beyond her/his control, is unable to submit a piece of assignment work by the due date may: apply to the Head of School for an appropriate revised submission date 6 The performance of every student will be reviewed by the Academic Board after each semester. A student who has failed 50% of the courses taken in that semester, will automatically have her/his studentship reviewed. 7 A Student who fails any part of the program more than once will have his/her studentship terminated. 8 Where a student is required to repeat a course or part of a program, then that will normally be done after completion of all other program components Lautoka Teachers' College Handbook 2006 35 COURSE WORK ASSESSMENT 1. Within the first two weeks of the commencement of a course of study, students must be informed in writing of assessment procedures and requirements for that course. Information must include details of the number, nature and scope of assignments, exercises, and examinations and other assessable work, as well as expected submission dates. Once made known to students in writing, a lecturer may only make changes to the work-plan/lecture schedule, assessment procedures, or course requirements with majority student consent. Where a lecturer fails to gain this consent, students are entitled to appeal over assessment grades. Each Head of School is required to prepare an examination blueprint, which includes a detailed marking scheme and sample answers, for each course within his/her School at the time that examination papers are submitted to the Vice Principal for approval. 2. While scope exists for variation in assessment requirements, students will be required to complete at least three and not more than five written (and/or practical) assignments, as well as an end-of-semester written examination in each course. 3. Work to be assessed must be submitted on, or before, the specified submission date, unless prior requests for an extension are made in writing to course lecturers. Work submitted late will be penalised. 4. The failure of a student to tender all assigned work in a course prior to the start of the examination period will lead to automatic failure in that course, irrespective of the total marks gained; failure to submit all assigned work on time may lead to failure in the course. 5. All major assessable work will be assessed and returned to students within a maximum of fifteen working days from the date of submission. 6. A student may request, in writing, a reassessment of any assessed work within five working days of its return to the student. 7. Course work grades must be made known to students five working days prior to the commencement of the semester examinations. 8. Students will be granted approval to sit the examination only after having met all course work assessment requirements, having shown a satisfactory record of attendance during the course, and having 36 Lautoka Teachers' College Handbook 2006 obtained a minimum of 50% of marks allocated for the course work component. 9. Plagiarism is forbidden and when detected that assignment is allotted no marks. 10. Students must be informed of their final grading in a semester course at the commencement of the next semester. 11. The semester's work in each subject area, except for Professional Practice, for each student will be assigned a grade on the scale A to F, as indicated below: Letter grade Numerical Description equivalent A+ (85-100) distinction A (80-84) very good B+ (75-79) good B (65-74) a pass with credit C+ (60-64) average C (50-59) pass D* (less than 50) below pass standard F** Fail; repeat of course required S Satisfactory For Professional Practice US Unsatisfactory For Professional Practice For Professional Practice Notes: D* Students receiving a D grade may be eligible for a supplementary examination F** Students receiving an F grade must re-enrol in the course at the end of their four semesters of initial training, in the case of Primary students, and the two semesters of initial training in the case of ECE students. US Students receiving an US rating will be required to repeat the Professional Practice course before being permitted to undertake the next Professional Practice program. Examination Rules 1 All candidates must produce their identification cards during the examination to allow supervisors to verify their identities 2 Examination rooms are out of bound for the Examination period unless an examination is in progress. Candidates should arrive outside the Lautoka Teachers' College Handbook 2006 37 examination room at least 10 minutes before the examination is due to start. They are not permitted to enter the examination room before being advised to do so by the supervisor. 3 Candidates are not permitted to communicate with any other candidate, or to move from their allocated seats during the period of the examination. Any communication will be regarded as cheating. 4 No bags, books, written material or blank paper of any kind, or any other item, may be brought into the examination room, except those authorised by the examiner. Pencil cases are not allowed in the examination room. 5 Any candidate found in possession of any printed or written material/matter in the examination room not authorised by the examiners, irrespective of whether she/he had used it or not, shall be regarded as having cheated. 6 Candidates are responsible for providing their own materials such as pen, pencils, coloured pencils, rulers, mathematical instruments, and silent battery operated non-programmable calculators. No sharing or borrowing from other candidates will be allowed under any circumstance. 7 When candidates wish to communicate with a supervisor, they must raise their hands until attended. 8 No candidate will be permitted to enter the examination room after the first 30 minutes of the examination has elapsed. 9 Candidates may leave the examination room after the first 60 minutes (first hour) of the examination. They are not permitted to re-enter the examination room. 10 Candidates must not smoke in the examination room. 11 Candidates must not start writing answers until told to do so by the supervisor. 12 Candidates must not look at or copy other candidates' answers. To do so will be considered to be cheating. 13 Candidates must stop writing when the supervisor announces the end of the examination period. 14 Candidates must return the examination paper to the supervisor at the end of the examination period. 38 Lautoka Teachers' College Handbook 2006 15 Any breaches of rules will be report to the Principal by the supervisor, using the incident report form for disciplinary action. 16 Marked examination scripts will not be returned to examination candidates. Supplementary Examination 1 A student may be eligible for a Supplementary Examination when he/she obtained a passing grade for the course work component of a course, but did not pass the end-of-semester examination. 2 Supplementary Examinations for all courses will be held in February and July every year. 3 A student must obtain a minimum of 50% of marks in the Supplementary Examination paper in order to pass the examination. 4 A pass in the Supplementary Examination will result in an overall course grade of C. 5 A student who fails a Supplementary Examination paper, will repeat the whole of the course that has been failed. Deferred Examination 1 A student may be eligible for a Deferred Examination in a course if he/she missed the end-of-semester examination in that course through illness, injury, or other circumstance beyond his/her control. 2 A Deferred Examination may take an oral or written form with the prior approval of the Academic Board. 3 Deferred Examinations for all courses will normally be held at the same time as Supplementary Examinations, that is, in February and July every year. 4 A student must obtain a minimum of 50% of marks in the Deferred Examination paper in order to pass the course, the marks from course work and the examination being totalled to obtain the overall grade. Cheating and Plagiarism 1 Cheating and plagiarism attract severe penalties. Plagiarism occurs when other people's writings and ideas are borrowed and presented as if they were one's own. Examples of plagiarism include quoting directly or indirectly from a text or reference book without acknowledging the source of the quote, or copying or using another student's work. Lautoka Teachers' College Handbook 2006 39 Cheating refers to any practice that gives a student an advantage to which he or she is not entitled, such as using printed or written material in an examination without approval from the supervisor, or copying answers from another person's work. 2 Work submitted for assessment containing plagiarised material will be allocated no marks. 3 Students found cheating on any assessment item will: receive no marks for that assessable item; be required to apply formally to the Academic Board to undertake that course again, at his/her own cost, the next time the course is offered after she/he has met all other program requirements Special Consideration Any student who wishes to apply for special consideration on the grounds of illness or other circumstances must apply to the Principal on or before the date of the examination or final date for the submission of work. Where the application is a result of illness or injury, a medical certificate, certified by a medical officer, must be attached. A student who misses an examination and who wishes to be considered for a Deferred Examination or a Course Semester Pass must do so within twenty-four hours of the missed examination. Appeals Any student who believes that exceptional grounds exist for a suspension or waiver of these rules and procedures, may appeal in writing to the Academic Board. The appeal will be considered within 7 days, and the decision communicated to the student in writing. The decision of the Academic Board will be final. Appeals based on an ignorance of these Academic Assessment Rules and Procedures will not be considered. (Revised and Approved, Academic Board, 26 November 2004) PROFESSIONAL PRACTICE (SCHOOL EXPERIENCE) Students in the Diploma of Primary Education will undertake a minimum of 75 days Professional Practice during the program. This will comprise 15 days of professional practice in Year One, and 60 days in Year Two. Students in the Advanced Certificate in Early Childhood Education will undertake a minimum of 30 days Professional Practice. This will comprise a 10 day teaching practice in Semester One and 20 days in Semester Two. 40 Lautoka Teachers' College Handbook 2006 During each period of Professional Practice, the student's progress will be assessed and this assessment will be communicated to the student at the end of the practice session. A student who, due to illness or injury, or any circumstances beyond his/her control, is not able to complete a professional practice session may be offered a supplementary teaching practice. 1 Assessment of Professional Practice will focus on the development of the student's teaching competence exhibited through school-based activities, with particular attention to lesson preparation, presentation, and general professional attributes. Specific requirements are detailed in the Professional Practice Handbooks. 2 Assessment of a student's performance on Professional Practice will be carried out by the student's Associate Teacher and college supervisor, who will grade students as SATISFACTORY or UNSATISFACTORY, where SATISFACTORY indicates that a student has effectively demonstrated all prescribed performance competencies. 3 Any student with an unsatisfactory performance during the Professional Practice will be referred to the Coordinator, Teaching Practice, for assistance in overcoming specified weaknesses. Individual tutors, subject departments or lecturers will assist in the remedial program when requested to by the student or coordinator. 4 Any student with an unsatisfactory performance in a Professional Practice course after being given additional support and assistance and extend practice opportunities will be deemed to have failed to meet the requirements of the program and will be recommended for termination of studentship. ATTENDANCE Attendance at course and program lectures and other specified activities, as well as other official College commitments, is compulsory. In order to be considered for a pass a student must attend at least 90% of all programmed activities for each course. Course lecturers will maintain current attendance records for each course and will submit a return of student attendance to the Academic Board together with course results. Lautoka Teachers' College Handbook 2006 41 BEHAVIOUR AND ATTITUDE The behaviour of a student will be continuously reviewed during the course in relation to attitude to other people, college rules and regulations, and personal and professional conduct. Where a student's behaviour is unsatisfactory in any way, or tends to bring discredit to the college, appropriate disciplinary action will be taken which could lead to suspension, exclusion, or, for scholarship holders, to the scholarship being terminated. 42 Lautoka Teachers' College Handbook 2006 PROFESSIONAL PRACTICE Professional Practice is the integrating component of teacher preparation programs at Lautoka Teachers' College. That is, it has been designed to integrate practice teaching in a variety of educational settings with the theory, research, and application studies taught in the college. Professional Practice has the following characteristics: it is developmental – student teachers progressively learn and practise the attributes, attitudes and competencies required for effective classroom practice; it is articulated – student teachers' academic, professional and social development are linked through the practicum; it depends on shared responsibility of college lecturers, student teachers, classroom teachers and Head Teachers in practice teaching schools and school experience schools, and it produces beginning teachers who are reflective and reflexive in their professional practice. Practicum courses developed are concerned with developing and competencies in each of the following: observation skills; teaching skills; and critical reflection skills. The practicum strand in the primary diploma program is organised around three practice teaching courses: Professional Practice 1: Teaching single lessons and managing a class group Professional Practice 2: Teaching multi-class groups through a number of linked lessons Professional Practice 3: Teaching to the learning needs of individuals and groups across whole days within school and community contexts The practicum strand in the early childhood advanced certificate program is organised around two practice teaching courses: Professional Practice 1: Teaching single indoor/outdoor activities and managing a group of learners Professional Practice 2: Teaching session, indoor/outdoor programs for whole group, small group and individuals from session to session and day to day Special Provisions Lautoka Teachers' College Handbook 2006 43 Pre-service and early childhood teachers are expected to provide all stationery items (folders, notebooks, pens, adhesives, etc) and the materials required to make teaching aids for micro-teaching and practice teaching activities. Pre-service and early childhood teachers will be provided with a limited supply of vanguard sheets, newsprint and pentel pens at the beginning of each teaching practice/professional practice program. Students placed in a rural/remote school for Teaching Practice 2 will be provided with a food ration for the four week period. Students are expected to manage this ration and to supplement it with fresh vegetables purchased from local markets. Additional rations will not be supplied. Provision of toiletries and other personal needs are student responsibilities, as are the payment of carrier fares if students wish to travel to/from their school during the practicum period. Whenever visiting schools or taking part in school-based activities, student behaviour should conform to the Student Council Code of Conduct for the Practicum. STUDENT COUNCIL CODE OF CONDUCT – PRACTICUM Lautoka Teachers' College pre-service teachers agree to observe the following personal and professional standards while undertaking professional practice programs dress in accordance with host school and host community expectations; behave in ways that bring credit to themselves and to LTC at all times; be respectful of self, children, peers, colleagues and community members at all times; be well prepared, in advance, for all learning and teaching responsibilities; accept the supervision and guidance of visiting LTC lecturers and the host school Head Teacher and Associate Teachers; behave in accordance with the lawful directions of the host school Head Teacher while on duty in the host school and while living in the host school compound; report real infringements of personal rights, as soon as possible, to the appropriate authority. 44 Lautoka Teachers' College Handbook 2006 COURSE OUTLINES DPE100 CHILD GROWTH AND DEVELOPMENT The acquisition of knowledge and understanding of child growth and development during early and middle years of schooling is vital to the process of teaching and learning. Students will examine major theories and approaches to child growth and development as well as cultural factors that contribute to sound understandings in this area. DPE101 COMMUNICATION AND STUDY SKILLS This course is cross-disciplinary and addresses the literacy demands students will encounter in their studies at Lautoka Teachers College. It prepares students to be effective and critical users of language across their studies in the various discipline and curriculum-based courses. Therefore it concentrates on developing students own literacy skills across spoken, written and visual (multi-mediated) modes of language within the context of their courses. Approaches to reading and writing for the purposes of acquiring, transforming and demonstrating knowledge will be emphasised. DPE103 FOUNDATION STUDIES IN THE ARTS This is the first of two sequential courses in arts education. It encourages students to appreciate the importance of an understanding of the development of primary school aged children, aesthetically, physiologically, emotionally, culturally and conceptually in planning arts education programs. This anticipates and underpins the process of the second course, in the planning, preparation and presentation of arts education in schools, through study of arts pedagogy and the curriculum. Within this broader framework students will be encouraged to engage with the arts in a variety of ways, and in a range of environmental, social, cultural and historical contexts. DPE104 STUDIES IN PHYSICAL EDUCATION AND HEALTH 1 The course has two main components, physical education and health education. The purpose and characteristics of the area are explored as well as the knowledge, skills and characteristics essential for educators. Movement studies/physical education will focus on participation in physical activities, the skills necessary for these activities, concepts of physical fitness from the perspectives of health and activity, and students will plan and implement a personal fitness strategy. The focus in health Lautoka Teachers' College Handbook 2006 45 education is on the determinants of health at the individual, community and national levels, and in particular on the health concerns of young people in Fiji. Students will have the opportunity to study personally relevant health issues and to generate a personal health plan. DPE105 INTRODUCTORY COMPUTER LITERACY This course aims to develop in students an awareness, understanding and basic skills in the use of computers. The skills they acquire will assist them in their studies of all subjects in the LTC curriculum and help them to cope with the technological changes brought about by increasing use of computers nationally and internationally. Specifically, the Computer Literacy unit aims to: promote an understanding of the role of information technology in society; provide computing skills and knowledge to assist students' learning, and develop confidence in the use of computers for problem solving. DPE106 FOUNDATION SCIENCE Foundation Science is designed to provide primary teachers with the necessary knowledge and process skills which will enhance their teaching of Science at the primary level. With better understanding of concepts covered in this course, it is envisaged that students will be more confident to teach Science at any level in the primary school. DPE107 FOUNDATION SOCIAL EDUCATION Foundation Social Education introduces the students to some of the key issues related to an understanding of the Social Sciences and the learning teaching processes appropriate to its study. It is a foundation course for students deficient in higher secondary school Social Science and is intended to ensure a smooth transition from secondary schooling to an understanding of the primary Social Science curriculum. The course will focus on disciplines like Social Science, Sociology, Geography, History, Anthropology, Economics, Law, Politics and their integrative nature on social, economical, political and environmental issues experienced by people in the Pacific region. 46 Lautoka Teachers' College Handbook 2006 DPE129 PROFESSIONAL PRACTICE 1 This three week teaching practice program will be located in single classes in urban and semi-urban settings during the second semester of 2005. The practice teaching program will focus on developing the skills of managing single class groups and of planning, teaching and evaluating learning outcomes of single lessons. Specific details of single lesson and classroom management teaching competencies, associated performance indicators and practice tasks are contained in the Professional Practice 1 Handbook which will be provided to pre-service teachers and to their Associate Teachers during the practicum briefing program. DPE120 TEACHING AND LEARNING IN PRIMARY SCHOOLS This course explores the concepts of teaching and learning in primary schools and enables trainees to reflect upon their role as teachers, to understand the theoretical underpinnings of teaching in order to contextualise and apply reflective teaching practice in simulated and real teaching situations. The focus of this course is on the role of teachers, student's background, and the relationship between students and teachers. Trainees will also be introduced to six major teaching strategies. They will observe practice, practice and reflect on a variety of teacher's methods associated with these strategies. Instructional and management skills will also be explored in this course and students will have challenging opportunities to apply the techniques and strategies that are covered. DPE123 MATHEMATICS EDUCATION 1 This course aims to provide students with an understanding of the content of the mathematics prescriptions for Classes 1 to 8 in Fiji schools. The course is designed to provide primary teachers with a range of appropriate teaching strategies to deliver the mathematics curriculum in a meaningful and challenging manner to pupils. The content of the course will be presented based upon the following principles of learning and teaching: All content presentation will be clearly related to the current Classes 1 to 8 of the Fiji mathematics prescriptions. The mathematics content will be shown to be relevant to daily living, not seen merely as textbook exercises. Lautoka Teachers' College Handbook 2006 47 The role of language in developing a clear understanding of mathematics, and the need for simple, accurate communication of ideas will be emphasized. Student participation in workshops, activities, teaching and all discussions is expected. Co-operative learning, the sharing of ideas and the need to actively listen to other points of view will be fostered at all times. Students are responsible for their own learning i.e. they must construct meaning from the experiences placed before them and the activities in which they become involved. Feeling competent with the mathematics content will engender a positive attitude towards mathematics and the teaching of mathematics. Ideally, teachers of mathematics must be enthusiastic and supportive in exploring new concepts with their students DPE124 SCIENCE EDUCATION 1 Science Education 1 is designed to provide primary teachers with the appropriate science knowledge and teaching strategies to teach science in Years 1 to 6 in an interesting and challenging way. Pre-service primary teachers will engage in activity-based learning and problem solving activities along with other forms of pedagogy throughout the course. This is intended to improve their content knowledge and model good teaching practice in science. Conceptual understanding is further consolidated through set readings. DPE125 SOCIAL EDUCATION 1 Social Education 1 is concerned with the nature and role of Social Science education within the lower primary school curriculum. This subject provides a focus on: understanding the way people interact with each other and with environments investigating approaches and strategies specific to this learning area promoting critical thinking A range of interrelated concepts, values, skills, knowledge and processes underpin the subject. Learning in this area encourages students to appreciate and apply different perspectives to their experiences and to 48 Lautoka Teachers' College Handbook 2006 consider what it means to be active participants in a rapidly changing world. This area seeks to develop the ability of students to take part in life as active, reflective and informed citizens. DPE126 ENTERPRISE EDUCATION Enterprise Education is a course encompassing the three areas: home economics, woodwork and agriculture science. The course will be taught using an integrated approach and each trainee is expected to be confident in teaching the three areas above using the design process as a strategy to teach the course. The course will be activity based and student centred learning will be emphasized throughout the course. DPE200 PROGRAM PLANNING IN THE MULTIGRADE CLASSROOM This course provides students with understandings of the principles and issues that shape curriculum. It will incorporate aspects such as theories and models of curriculum development, design and implementation. In addition, students will be developing skills in the preparation and process of developing sound curriculum plans and interpreting curriculum prescriptions in a classroom setting. The course provides opportunities for students to develop and apply the necessary strategies and skills for teaching in a multi-grade classroom. This course also addresses issues and challenges of teaching in a multi-grade setting. DPE201 LANGUAGE AND LITERACY 1: ENGLISH During this course students are introduced to a socio-cultural and developmental view of language learning and will examine the literacy practices essential for young children to develop as effective composers and comprehenders of texts. Students will study the processes of comprehending and composing as they develop teaching strategies to support these processes. DPE203 MATHEMATICS EDUCATION 2 This course aims to provide students with an understanding of the content of the mathematics prescriptions for Classes 1 to 8 in Fiji schools. The course is designed to provide primary teachers with a range of appropriate teaching strategies to deliver the mathematics curriculum in a meaningful and challenging manner to pupils. The content of the course will be presented based upon the following principles of learning and teaching: Lautoka Teachers' College Handbook 2006 49 1. All content presentation will be clearly related to the current Classes 1 to 8 of the Fiji mathematics prescriptions. 2. The mathematics content will be shown to be relevant to daily living, not seen merely as textbook exercises. 3. The role of language in developing a clear understanding of mathematics, and the need for simple, accurate communication of ideas will be emphasized. 4. Student participation in workshops, activities, teaching and all discussions is expected. 5. Co-operative learning, the sharing of ideas and the need to actively listen to other points of view will be fostered at all times. 6. Students are responsible for their own learning i.e. they must construct meaning from the experiences placed before them and the activities in which they become involved. 7. Feeling competent with the mathematics content will engender a positive attitude towards mathematics and the teaching of mathematics. 8. Ideally, teachers of mathematics must be enthusiastic and supportive in exploring new concepts with their students Students will be timetabled for 5 contact hours per week with an expectation that they will carry out directed and independent work relevant to the course, for a minimum of 4 hours per week. DPE204 SCIENCE EDUCATION 2 Science Education 2 is designed to provide primary teachers with the appropriate science knowledge and teaching strategies to teach science in Years 7 and 8 in an interesting and challenging way. Pre-service primary teachers will engage in activity-based learning and problem solving activities along with other forms of pedagogy throughout the course. This is intended to improve their content knowledge and model good teaching practice in science. Conceptual understanding is further consolidated through set readings. DPE205 SOCIAL EDUCATION 2 This is the second of two courses in the Diploma of Primary Education program concerned with curriculum issues in the Social Sciences. It is framed around the understanding that learners construct their knowledge 50 Lautoka Teachers' College Handbook 2006 from previous personal experiences and learning. New knowledge and understandings are then developed and interpreted through this personal 'lense'. Understanding of a problem or issue develops over time. Similarly, relationships and connections with other topics, issues and problems increasingly develop over time. DPE220 THE INCLUSIVE CLASSROOM This course takes into account the findings of recent relevant educational research, which promotes the concept of inclusion. This course provides students with the necessary knowledge and skills to assist them become professionally equipped to cope with all children, including those with a wide range of abilities, from mild impairments to the exceptional/ gifted child when they encounter them in the classroom. The course covers aspects of the principles of inclusivity, and an awareness of the strategies and approaches for inclusive practice . This course also provides students with a background in diagnosis and planning for students with special needs. Remediation and intervention approaches and strategies will also be covered. DPE221 LANGUAGE AND LITERACY 2: ENGLISH In this course students study the teaching and learning of English by examining the meaning systems as represented in the code breaking, meaning-making, text user and text analyst practices associated with being literate. They study dominant and emerging genres and language features of texts and teaching approaches that scaffold the learning of English in a bilingual society. DPE223 THE ARTS AND THE CURRICULUM This, the second of two sequential courses in Arts Education, engages students with the planning of programs appropriate to the needs of all students. It incorporates understandings and skills accrued across the previous course directed towards recognising the arts-related developmental needs of each and every student in primary classrooms, no matter what their background, as individuals. DPE224 CURRICULUM STUDIES IN PHYSICAL EDUCATION AND HEALTH Curriculum Studies in Physical Education and Health builds on the first Semester Course, Studies in Physical Education and Health and complements courses in Education studies. The course provides students Lautoka Teachers' College Handbook 2006 51 with the opportunity to apply their understanding of the concepts, processes and skills underpinning Physical Education and Health to planning curriculum programs and units of work, and to developing effective child centred and inclusive teaching and learning strategies. DPE102F LANGUAGE STUDIES 1: FIJIAN Language Studies 1 is a foundation course of study preparing students to be speakers and teachers of Fijian language. Language- related literacy practices will be studied. In this course the relationship among culture, context and language will be explored in the Fijian context. It will develop students' own literacy levels as Fijian speakers by introducing them to attitudes, knowledge, skills and processes that will promote effective language development and communication in spoken, written and visual modes, across different language contexts. DPE122F LANGUAGE STUDIES 2: FIJIAN Language Studies 2 builds on the understandings of teaching and learning of Fijian in Language Studies 1. In this course the relationship among culture, context and language will be explored more fully by examining the genres and textual features of spoken, written and visual texts that are found in the Fijian culture. A cross-cultural perspective will be embedded in this course. Class Contact: Three hours each week, comprising a lecture and tutorials. DPE102H LANGUAGE STUDIES 1: HINDI Language Studies 1 is a foundation course of study preparing students to be speakers and teachers of Hindi. Language-related literacy practices will be studied. In this course the relationship among culture, context and language will be explored in the Hindi context and in relationship to other Pacific cultures. A cross-cultural perspective will be embedded in this course. Students' own literacy levels as Hindi speakers will be developed by introducing them to attitudes, knowledge, skills and processes that will promote effective language development and communication in spoken, written and visual modes, across different language contexts DPE122H LANGUAGE STUDIES 2: HINDI Language Studies 2 builds on the understandings of teaching and learning of Hindi in Language Studies 1. In this course the relationship among culture, context and language will be explored more fully by examining the 52 Lautoka Teachers' College Handbook 2006 genres and textual features of spoken, written and visual texts that are represented in the Hindi culture. A cross-cultural perspective will be embedded in this course. Class Contact: Three hours each week, comprising a lecture and tutorials. DPE102R LANGUAGE STUDIES 1: ROTUMAN Language Studies 1 is a foundation course of study preparing students to be speakers and teachers of Rotuman. Language-related literacy practices will be studied. In this course the relationship culture, context and language will be explored in the Rotuman context. It will developing students' own literacy levels as Rotuman speakers by introducing them to attitudes, knowledge, skills and processes that will promote effective language development and communication in spoken, written and visual modes, across different language contexts. DPE122R LANGUAGE STUDIES 2: ROTUMAN Language Studies 2 builds on the understandings of teaching and learning of Rotuman in Language Studies 1. In this course the relationship among culture, context and language will be explored more fully by examining the genres and textual features of spoken, written and visual texts that are . A cross-cultural perspective will be embedded in this course and a deeper understanding of communication in spoken and written language will be emphasised. DPE102T LANGUAGE STUDIES 1: TAMIL Language Studies 1 is a foundation course of study preparing students to be speakers and teachers of Tamil. Language-related literacy practices will be studied. In this course the relationship between culture, context and language will be explored in the Tamil context. It will develop students' own literacy levels as Tamil speakers by introducing them to attitudes, knowledge, skills and processes that promote effective language development and communication in spoken, written and visual modes, across different language contexts. DPE122T LANGUAGE STUDIES 2: TAMIL Language Studies 2 builds on the understandings of teaching and learning of Tamil in Language Studies 1. In this course the relationship among culture, context and language will be explored more fully by examining the genres and textual features of spoken, written and visual texts that are . A cross-cultural perspective will be embedded in this course. Lautoka Teachers' College Handbook 2006 53 Class Contact: Three hours each week, comprising a lecture and tutorials. DPE102U LANGUAGE STUDIES 1: URDU Language Studies 1 is a foundation course of study preparing students to be speakers and teachers of Urdu language. Language-related literacy practices will be studied. In this course the relationship between culture, context and language will be explored in the Urdu context. It will be developing students' own literacy levels as Urdu speakers by introducing them to attitudes, knowledge, skills and processes that will promote effective language development and communication in spoken, written and visual modes, across different language contexts. DPE122U LANGUAGE STUDIES 2: URDU Language Studies 2 builds on the understandings of teaching and learning of Urdu in Language Studies 1. In this course the relationship among culture, context and language will be explored more fully by examining the genres and textual features of spoken, written and visual texts that are . A cross-cultural perspective will be embedded in this course. Class Contact: Three hours each week, comprising a lecture and tutorials. ECE100 CHILD DEVELOPMENT This course focuses on child development, with particular emphasis on the period from conception to 8 years of age. It includes a study of development in all domains – physical, social, emotional, cognitive and spiritual, and requires students to examine a range of related theoretical perspectives. Students are encouraged to reflect on these theoretical perspectives in relation to children in Fiji and the Pacific region, and to consider cultural differences in development. Within the course, students will develop understanding and skills in observing and monitoring the development and learning of young children. From their learning and observations, students will also develop their capacity to identify atypical behaviour and development, and knowledge of where to seek advice and support. ECE102 EARLY CHILDHOOD LEARNING ENVIRONMENTS The course focuses on the environments in which young children learn, beginning with the home and community, and extending to a range of early childhood programs and services. It examines the value of play, and other ways young children in Fiji learn (e.g. observation, listening, involvement 54 Lautoka Teachers' College Handbook 2006 in the spiritual and cultural activities of their families and communities). Within the course, students will design and organise play spaces, and will learn how to select and make appropriate resources for young children of various ages. The course is integrated into the campus playgroup, which will be operated by students on a weekly basis. ECE103 EARLY LANGUAGE AND LITERACY The course focuses on the acquisition of first and other languages, and the development of language and literacy in the early years. Using a socio- cultural perspective on literacy learning, it encourages students to provide experiences and resources that build on home language and literacy in all aspects of their programs. ECE104 MUSIC, MOVEMENT AND DRAMA FOR YOUNG CHILDREN The course focuses on developing students' understanding and appreciation of the place of music, movement and drama in young children's development and learning, and their capacity to provide related experiences to young children. It includes a personal development strand for developing students' own knowledge, skills and confidence. ECE120 ART FOR YOUNG CHILDREN The course develops students' understanding and appreciation of young children's Art, and the important role it plays in their development and learning. The need to share this valuing with families is stressed. While emphasis is placed on providing young children with basic art materials and experiences, students will also be encouraged to extend children, where appropriate, through encouraging them to explore a range of contemporary, traditional and cross-cultural art materials and processes adapted for exploration at their level. For this reason, the course includes a strand for personal development of these processes; the personal development strand includes a focus on visual literacy. ECE121 WORKING WITH FAMILIES AND THE COMMUNITY The course develops students' interpersonal skills and ability to network with community organisations and families. It extends students understanding of early childhood services, to incorporate an Early Childhood Care and Development (ECCD) perspective, and requires students to reflect on what this means in practice. Lautoka Teachers' College Handbook 2006 55 ECE122 PROGRAMMING AND PLANNING IN EARLY CHILDHOOD The course extends students' knowledge of the scope of early childhood programs, and exposes them to contemporary trends in curriculum approaches and teaching/learning practices. An excursion to a range of early childhood services and programs is included. ECE123 MANAGEMENT, LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD The course focuses on the early childhood professional as a leader, manager and advocate, and develops important understandings and skills that will enhance students' confidence and capacity to perform these complex roles, both locally and nationally. ECE124 FOUNDATIONS OF MATHEMATICS AND SCIENCE The course focuses on young children's development of mathematical and science concepts, processes and attitudes, and does this through both integrated and separate modules. It provides a framework of learning in, about and for the environment, and encourages teaching strategies that are play-based and experiential. ECE125 HEALTH AND NUTRITION The course examines the status of infant and child health in Fiji, and related risk factors. It considers all aspects of health, including nutrition, hygiene, safety, child protection and mental health, and the interaction of these elements in the well-being of children. Students' understanding and competence in responding to health issues will be enhanced through involvement in community health services during the course. 56 Lautoka Teachers' College Handbook 2006 RESEARCH BASED LEARNING The need for students to develop effective Information Literacy skills has become of increasing importance with the explosion of information in the Internet age. SELECT AND USE INFORMATION Students locate, select and use information from a variety of sources. Students develop the skills to locate and critically select appropriate information from a range of sources for a specific purpose. Students develop the ability to analyse information and evaluate its reliability, validity and point of view. Students organise the information and choose the best method of using and sharing it, taking into account audience and purpose. Students understand the necessity of behaving ethically in their selection and use of information. Research based learning is based on the Information Process or the Inquiry model of learning. Assignments can be designed to be student centered and open ended tasks. THE INFORMATION PROCESS Defining information needs Locating information Selecting information Organizing information Creating, presenting and sharing information These are the steps to be followed when carrying out research using the Library HOW TO CARRY OUT A RESEARCH ASSIGNMENT Planning the Research Defining Information Needs Brainstorming What do you already know? Lautoka Teachers' College Handbook 2006 57 What you must find out? Develop Focus questions Students frame and clarify questions List key search terms Conducting the Research Locating Information Students locate and collect information from a range of sources Use a search strategy to locate information. Searching Tools *Research Centre -ALICE (Online Public Access Catalogue) Always start your searching using the Resource Centre CATALOGUE. These resources are readily available. Start by looking in General Reference. Encyclopedia, Dictionary etc Locate a suitable text. *Use Indexes & contents pages of the texts *Use the Chapter headings and sub heading found in the text *Networked CD ROM Resources These should provide reference material. Encyclopedia - Microsoft Encarta, World Book Selecting a resource and the information required. Use a variety of resources Skim & scan resource to locate required information Record main idea using keyword Notemaking strategies Use appropriate Notemaking Frameworks Processing and Interpreting the Information Once an information source is found, read it and process the information so as to select appropriate information and discard irrelevant information 58 Lautoka Teachers' College Handbook 2006 Organising Information organise the information and represent it in ways suited both to the type of information and to their purposes Use a notemaking framework suitable to task Evaluate information for accuracy, fact & opinion [Be critical of information from the Web] Make judgments, inferences, deductions, generalizations or hypothesis. Evaluating Information, Applying Finding and Presenting analyse and interpret information, judge its quality and decide what conclusions or inferences might reasonably be drawn from it use and share the information with others Creating, Presenting & Sharing Use the various tools available to present information eg Construct models, use displays, tables, diagrams and charts Use * Word/ Excel -Word Process/spreadsheet * Publisher Desk top Publishing * Scanners / Digital Camera * Power Point electronic presentation Decide on Presentation Format *Written *Oral Forms of Writing Reports Narrative Descriptions & Recounts Comparisons Procedure Description Report Explanation Exposition Use of Multi Media - Video, Audio, PowerPoint etc. Refer to – DPE101/ECE101 Communication & Study Skills – Modules 2, 3 & 4 Lautoka Teachers' College Handbook 2006 59 CONSTITUTION OF LTC STUDENTS' ASSOCIATION AIMS To help maintain the well being of its members in all academic and cultural activities to achieve the overall objectives of the College. MEMBERSHIP (i) All students entering the College to undergo any course of a duration of one academic year or more shall be ipso facto members of the Student's Association. (ii) All such members shall compulsorily contribute towards the Association's fund and amount as suggested under the finance of this Constitution. THE COUNCIL (i) The Association shall have a Students' Council, hereinafter called the Council. (ii) This Council shall consist of: a. 17 representatives from the second year students: b. 17 representatives from the first year students. Of these 17 representatives, there shall be 8 residential, 8 non residential and 1 Island representative. Of the 8 residential there shall be 4 Fijian and 4 Indian representatives. As far as possible female students shall have equal representation on the Council. OFFICE BEARERS The office bearers who shall form the Executive of the Council shall be : (i) The President (ii) 2 Vice-presidents (iii) The Secretary (iv) The Assistant Secretary (v) The Treasurer (vi) The Assistant Treasurer ELECTION General (i) Election shall be by secret ballot. (ii) All elections shall be conducted completely by a returning Officer who shall be a member of the staff appointed by the Principal. The returning Officer shall be assisted by 2 student advisors. 60 Lautoka Teachers' College Handbook 2006 (iii) The returning Officer shall invite nominations through a notice which shall be posted on the students' notice board at least ten clear days before the day of the election. (iv) The name of the candidates nominated shall be posted on the students' notice board together with the place at time appointed for the election, at least 5 clear days before the day of election. (v) Nomination shall show the name of the candidates and two of his/her sponsors; the nominator and the seconder duly signed by each of the three. (vi) The nominations shall be screened by the staff. (vii) Candidates with the highest number of votes shall be duly declared the winners of the election. (viii) In the case of a tie there shall be a fresh election for the candidates to decide the winner. (ix) Only bonafide members of the Students' Association present at the time and place of voting shall have the right to vote. First Year Council Members (i) The election shall be held during the month of April. (ii) Members so elected shall hold office until the end of the year of their election. (iii) First year members of the Council shall be eligible for re- elections towards the end of the year. (iv) Members elected from first year Council shall nominate one of the Vice-presidents, Assistant Secretary and Assistant Treasurer (v) All bonafide members of first year students shall vote for these posts. Second Year Council Members (i) The election shall take place no later than mid-October. (ii) Only the first year bonafide students shall be eligible for nominations and shall have the right to vote. (iii) Members elected shall not hold office until the beginning of the next academic year. ELECTION OF OFFICE BEARERS (i) Within one week of the election of the council members, under the supervision of the Returning Officer, the Office Bearers shall be elected by the bonfire first year students. (ii) The post contested shall be the President. A Vice President, Secretary and Treasurer. Lautoka Teachers' College Handbook 2006 61 (iii) A Vice-President, Assistant secretary, Assistant Treasurer shall be first year students. (iv) The nominations for these posts shall be from the Councillors elect. (v) Only financial members shall vote for first and second year office bearers respectively. (vi) Only financial members shall hold office. RESPONSIBILITIES OF OFFICE BEARERS THE PRESIDENT (i) shall be the official head of the Student's Association, the Students Council and the Executive Committee. (ii) shall chair all Council meetings, Executive meetings and any other general or special meetings. (iii) shall work in close consultation and co-operation with the Principal for the welfare of the College. (iv) shall hold office until graduation. THE VICE PRESIDENTS (i) The Vice-Presidents shall work in close association with the President and deputies for him/her when and where necessary. (ii) The duties given to Vice Presidents shall be delegated at the first meeting of the Council. THE SECRETARY (i) shall keep written records of all proceedings of the Council and for all general meetings. (ii) shall prepare an agenda of all Council and Annual General Meetings. THE ASSISTANT SECRETARY (i) shall work in close association with the Secretary and deputies for him/her when and where necessary. (ii) shall note all minutes of the proceedings of the Council. THE TREASURER (i) shall be responsible to the Council for all matters dealing with the finance of the Association. (ii) shall make accounts available for inspection at any time and for the Annual General Meeting. THE ASSISTANT TREASURER (i) shall work in close association with the Treasurer and deputies for him/her when and where necessary. 62 Lautoka Teachers' College Handbook 2006 RESPONSIBILITIES OF THE COUNCIL (i) The Council shall assist the College for the academic, social and cultural welfare of its members. (ii) The Council shall appoint student representatives on the various College committees. (iii) The Council shall handover all the assets and liabilities of the Students' Association to the Principal after the Annual General Meeting. (iv) The Council shall take charge soon after the election of the office bearers and ensure the proper use and maintenance of all students Association assets. SUB-COMMITTEES (i) The Council shall have the prerogative of creating sub-committees and determining their membership and functions as it thinks fit. (ii) The sub-committees shall present a written progress report to the Council at its Council Meetings. THE STAFF ADVISERS (i) The Council shall recommend three College Tutors as its Advisers. (ii) The appointment of the Advisers shall be made by the Principal. (iii) One of the Advisers shall be responsible for the welfare of the Regional students. (iv) The appointment shall be for one academic year. MEETING OF THE COUNCIL Annual General Meeting (i) The Annual General Meeting shall be held in the last week of October (ii) The Agenda shall be prepared and posted on the Students Notice Board at least seven clear days before the day of the meeting (iii) The following reports shall be presented at this meeting: a. The Annual Report b. Audited Financial Statement (iv) Matters to be discussed at this meeting shall include: a. Any matter raised by the members of the Students Association b. Matters pertaining to the amendment of the Constitution (v) The Quorum shall be at least 50 per cent for the members of the Students' Association. Lautoka Teachers' College Handbook 2006 63 General Meeting (i) It shall be convened by the Secretary of the Council as and when necessary. (ii) The agenda shall be prepared and posted on the Students' Notice Board seven clear days before the day of the meeting. (iii) Any student wishing to raise any matter for discussion during the meeting shall give notice to the Secretary in writing two days before the agenda is prepared so that it could be included in the agenda. (iv) The quorum shall be at least 50 percent of the members of the Association. Extra-Ordinary Meeting (i) Such a meeting shall be convened by the Secretary on the instruction of the Council if it so desires or at the written request of at least two thirds of the members of the Students' Association. (ii) The deliberations shall be restricted to the purpose for which the meeting is called. Council Meeting (i) It shall be convened by the Secretary of the Council at least once a month and shall be presided by the President. (ii) The quorum shall be at least 80 percent of the total members of the Council. (iii) Any member who misses three consecutive meetings shall cease to be a member of the council. (iv) A by-election shall be held to fill in the post. Other Meetings (i) Any other student meeting to be convened by a Council member shall have the prior approval of the President of the Council. Cultural, Religious and Sporting Bodies (i) These bodies shall submit to the Council - a. Their planned activities for the year no later than April, b. Annual reports by the first week of October. FINANCES (i) The Students' Association members shall be levied a subscription at a rate agreed by the AGM. (ii) All the members of the Students' Association shall pay the subscription as decided by the AGM on the day of enrolment. 64 Lautoka Teachers' College Handbook 2006 (iii) All monies raised through subscriptions, donations and by any other means by the Students' Association shall be deposited in the Association Trust Fund. (iv) The Trustee of the Association Trust Fund shall be the Principal, Treasurer and President. (v) The Association trust Fund shall be operated by the Treasurer, the President and the Principal subject to official financial regulations. (vi) The funds shall be used only with the approval of the Council and the Principal. (vii) The funds should be utilised for the benefit of the members of the Association and for the welfare of the college as a whole. (viii) The council shall prepare a schedule of expenditure for the year at the beginning of each year and shall adhere to it as far as is possible. (ix) The Executive Officer shall keep proper records of all income and expenditure and shall help the Treasurer keep the Council informed of its financial position at each Council meeting. (x) The financial year shall end two weeks before the AGM. (xi) The Council shall provide financial assistance to recognised sporting clubs, culture and religious bodies of the College. (xii) The Council shall keep in reserve at least ten percent of the total subscriptions collected in any one year. (xiii) The Council, with the approval of the Students' Association shall be empowered to use its reserve funds for any approved capital expenditure. VACANCIES IN THE COUNCIL (i) Any vacancy in the Council resulting from death, resignation, termination of studentship or dismissal from the Council shall be filled through a by-election. AMENDMENTS TO THE CONSTITUTION (i) This Constitution shall be amended only at an AGM or at an extraordinary meeting called for that purpose. (ii) Any amendment shall require a vote of at least two-thirds of the full membership of the Students' Association. (iii) Proposals for amendments shall be submitted in writing to the Council fourteen (14) days before the day of the meeting. The proposed amendments shall be included on the agenda of that meeting. Lautoka Teachers' College Handbook 2006 65 (iv) All amendments shall be forwarded to the staff for its consideration before they are submitted to the Board of Governors for its ratification. 66 Lautoka Teachers' College Handbook 2006 Notes Lautoka Teachers' College Handbook 2006 67 Notes 68 Lautoka Teachers' College Handbook 2006
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