QUALIFICATION CODE: W64009

QUALIFICATION NAME: Bachelor of Science in Applied Statistical Science

---

PROGRAMME OVERVIEW:

The programme offers statistical expertise in Applied Mathematics, Computer Science, Mathematics, and Statistics, focusing on practical applications for addressing technical challenges in the industry. It also offers advanced training in multiple areas of specialisation that require a solid grounding in Statistical Sciences. To have graduates with skills that will enable then to compete for good jobs in the job market.

---

MINIMUM ADMISSION REQUIREMENTS:

National Senior Certificate (NSC) with a bachelor's endorsement and a minimum achievement of Level 4 in the subjects listed below:
• English
• Mathematics
• Physical Science

Admission Point Score of 12 for these subjects.

---

TEACHING AND LEARNING STRATEGY

A teaching and learning approach that integrates technology and focuses on students, accommodating their diverse backgrounds. These will incorporate a variety of teaching and learning methods that cater to different skills, knowledge, and abilities.

Teaching is structured in modules that usually includes lectures and tutorials. Every lecture-centered module includes a series of tutorials and, when suitable, practical sessions to aid students in understanding essential concepts and their application. Projects, exams, and assessments are provided to assist students in enhancing their understanding. Typically, these assignments are assessed and returned to the students within a week, accompanied by individualised feedback.

Learning Components:

• Lectures (face-to-face, limited interaction, or technologically mediated): 40%
• Tutorials: individual groups of 30 or less: 20%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (study guides, books, journal articles): 20%
• Independent self-study of specially prepared materials (case studies, multi-media, etc.): 20%

---

ASSESSMENT STRATEGY

The comprehensive evaluation approach during the curriculum and materials creation phase of module development encompasses the criteria for module assessment, along with the formative and summative evaluations and the moderation that will take place in every module (WSU Assessment Policy, 2022).

Formative assessment:

Measures students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor the progress being made towards achieving learning outcomes and obtaining a year/semester mark or predicate, i.e., admission to the summative assessment (WSU Assessment Policy, 2022).

Summative assessment:

Takes place after the learning has been completed at the semester and provides information and feedback that sums up the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results (WSU Assessment Policy, 2022).

A student must attain a minimum semester mark of 40% in a course to be allowed to write examinations. Weighting shall be in the ratio of 60% formative assessment to 40% summative assessment. The overall aggregate pass mark shall be 50%. A student who obtains an overall mark of 40–48% and obtains a minimum mark of 40% in the final examination qualifies for a supplementary examination.

---

PROGRESSION RULES

A student must pass all core and elective modules to proceed to the next study level.

QUALIFICATION CODE: W64007

QUALIFICATION NAME: Bachelor of Science in Applied Mathematics

---

PROGRAMME OVERVIEW:

To provide basic mathematical knowledge tailored for application in the solution of technical problems in the marketplace, and for further training at a higher level in various specialisations of Mathematical Sciences.

---

MINIMUM ADMISSION REQUIREMENTS:

National Senior Certificate (NSC) with a bachelor's endorsement and a minimum achievement of Level 4 in the subjects listed below:

• Mathematics
• English
• Physical Science

Admission point score of 12 for these subjects.

---

TEACHING AND LEARNING STRATEGY

A student-centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge, and abilities.

Teaching is organized in modules that typically involves both lectures and tutorials. Each lecture-based module features a set of tutorials and, where appropriate, practicals to help students better comprehend the fundamental concepts and how to apply them. Assignments, tests and quizzes are given to help students deepen their comprehension. Usually within a week, these tasks are graded and delivered to the students along with personalized feedback.

Learning Components:

• Lectures (face-to-face, limited interaction or technologically mediated): 40%
• Tutorials: individual groups of 30 or less: 20%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (study guides, books, journal articles): 20%
• Independent self-study of specially prepared materials (case studies, multi-media, etc.): 20%

---

ASSESSMENT STRATEGY

Assessment can play a key role in exemplifying the new things a learning student must achieve - assessments indicate to students what they should learn. They specify and give concrete meaning to valued learning goals. Assessments can help both students and teachers improve the work the students are doing.

Formative assessment methods will include homework, assignments, quizzes, and class tests each year. The goal of formative assessments is to measure students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor the progress being made towards achieving learning outcomes and obtaining a semester mark (DP) or predicate, i.e., admission to the summative assessment.

Summative assessment takes place at the end of the year and provides information and feedback that sums up the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results.

At the end of the semester, students who have a DP (more than 40%) will qualify to write a three (3) hour examination for 100 marks on each individual module. DP will contribute 60% and the examination mark will contribute 40% towards the final module mark.

---

PROGRESSION RULES

To student must pass all core and electives modules to proceed to the next study level.

QUALIFICATION CODE: W64015

QUALIFICATION NAME: Bachelor of Science in Computer Science

---

PROGRAMME OVERVIEW:

The programme is aimed at providing solid grounding in computer science concepts and knowledge towards further training to become computer scientists. It is designed to be relevant to the socio-economic needs of the region and the continent in general and to produce graduates who are required locally, nationally, and internationally in the scientific, business and computing industries.

---

MINIMUM ADMISSION REQUIREMENTS:

National Senior Certificate (NSC) with a Bachelor’s endorsement and a minimum achievement of Level 4 in the subjects listed below:
• Mathematics
• English
• Physical Science

Admission point score of 12 for these subjects.

---

TEACHING AND LEARNING STRATEGY

A student centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge, and abilities.

Student centred learning comprises face-to-face classes and online classes, if necessary. Teaching is organized in modules that typically involves both lectures and tutorials. Each lecture-based module features a set of tutorials and where appropriate, practicals to help students better comprehend the fundamental concepts and how to apply them. Assignments, tests, and quizzes are given to help students deepen their comprehension. Usually within a week, these tasks are graded and delivered to the students along with personalized feedback.

Learning Components:

• Lectures (face-to-face, limited interaction or technologically mediated): 40%
• Tutorials: individual groups of 30 or less: 20%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (study guides, books, journal articles): 20%
• Independent self-study of specially prepared materials (case studies, multi-media, etc.): 20%

---

ASSESSMENT STRATEGY

The overall assessment strategy in the curriculum and materials development stage of module development includes the module assessment criteria, as well as the formative and summative assessment, and moderation to be done in each module (WSU Assessment Policy, 2022).

Formative assessment measures students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor the progress being made towards achieving learning outcomes and obtaining a year/semester mark or predicate, i.e., admission to the summative assessment (WSU Assessment Policy, 2022).

Summative assessment takes place after the learning has been completed, i.e., at the end of a quarter, semester, or year, and provides information and feedback that sums up the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results (WSU Assessment Policy, 2022).

The programme incorporates a range of assessments and evaluation techniques, including exams, quizzes, presentations, seminars, assignments, and practical projects.

A student must attain a minimum semester mark of 40% in a course to be allowed to write examinations. Weighting shall be in the ratio of 60% formative (continuous) assessment to 40% summative assessment (written or oral examination). The overall aggregate pass mark shall be 50%. A student who obtains an overall mark of 40–48% and obtains a minimum mark of 40% for both continuous assessment and final examination qualifies for a supplementary examination.

---

PROGRESSION RULES

Student must pass all core and elective modules to proceed to the next study level.

QUALIFICATION CODE: W64019

QUALIFICATION NAME: Bachelor of Science in Mathematics

---

PROGRAMME OVERVIEW:

A Bachelor of Science (BSc) in Mathematics is a three-year undergraduate degree program that provides students with a strong foundation in mathematical concepts and methods. The purpose of this degree is to prepare students for a wide range of careers in fields such as finance, engineering, computer science, and science, or for graduate studies in mathematics and related fields. Additionally, it also helps to develop critical thinking, problem-solving, and analytical skills which are valuable in any field.

---

MINIMUM ADMISSION REQUIREMENTS:

National Senior Certificate (NSC) with a bachelor's endorsement and a minimum achievement of Level 4 in the subjects listed below:
• Mathematics
• English
• Physical Science

Admission point score of 12 for these subjects.

---

TEACHING AND LEARNING STRATEGY

A student-centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge, and abilities.

Teaching is organized in modules that typically involves both lectures and tutorials. Each lecture-based module features a set of tutorials and, where appropriate, practicals to help students better comprehend the fundamental concepts and how to apply them. Assignments, tests, and quizzes are given to help students deepen their comprehension. Usually within a week, these tasks are graded and delivered to the students along with personalized feedback.

Learning Components:

• Lectures (face-to-face, limited interaction or technologically mediated): 40%
• Tutorials: individual groups of 30 or less: 20%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (study guides, books, journal articles): 20%
• Independent self-study of specially prepared materials (case studies, multi-media, etc.): 20%

TOTAL: 100%

---

ASSESSMENT STRATEGY

Assessments can play a key role in exemplifying the new things a learner must achieve - assessments indicate to learners what they should learn. They specify and give concrete meaning to valued learning goals. Assessments can help both students and teachers improve the work the students are doing.

Assessment strategies will include, inter-alia, assignments, homework, quizzes, and tests.

Formative assessment methods will include homework, assignments, quizzes and class tests each year. The goal of formative assessments is to measure students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor progress towards achieving learning outcomes and obtaining a semester mark (DP) or predicate, i.e. admission to the summative assessment.

Summative assessment takes place at the end of the year and provides information and feedback that sums up the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results.

At the end of the semester, students who have a DP (more than 40%) will qualify to write a three (3) hour examination for 100 marks on each individual module. DP will contribute 60% and the examination mark will contribute 40% towards the final module mark.

---

PROGRESSION RULES

Student must pass all core and elective modules to proceed to the next study level.

QUALIFICATION CODE: W64008

QUALIFICATION NAME: Bachelor of Science in Applied Mathematics (ECP)

---

PROGRAMME OVERVIEW:

To lead to the same qualifications as the mainstream BSc Mathematics programme. The main objectives are:

• Provide students with an adequate level of foundational competence which is based on specific, and discipline related
• Improve the retention and throughput of disadvantaged students entering the mainstream programmes
• Provide a learning environment where the gap in terms of disadvantaged learner needs and the learner support required are bridged

The first 2 years of the BSc Applied Mathematics (Extended Programme) are equivalent to the first year of the BSc Applied Mathematics programme.

After successfully completing the first two years of the BSc Applied Mathematics (Extended Programme), students will have obtained credits equivalent to the first year of the BSc Applied Mathematics (three-year) programme and may register for Level II modules offered in the three-year programme.

The minimum time for a student in the Extended Programme to complete the BSc degree is four years.

---

MINIMUM ADMISSION REQUIREMENTS:

National Senior Certificate (NSC) with a bachelor’s endorsement and an achievement rating of Level 4 for any one or Level 3 for the remaining of the two subjects listed below:
• English Level 3 or 4
• Mathematics Level 3 or 4
• Physical Science Level 3 or 4

Admission Point score of 10 for these subjects.

---

TEACHING AND LEARNING STRATEGY

A student-centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge, and abilities.

Teaching is organized in modules that typically involves both lectures and tutorials. Each lecture-based module features a set of tutorials and, where appropriate, practicals to help students better comprehend the fundamental concepts and how to apply them. Assignments, tests, and quizzes are given to help students deepen their comprehension. Usually within a week, these tasks are graded and delivered to the students along with personalized feedback.

Learning Components:

• Lectures (face-to-face, limited interaction or technologically mediated): 40%
• Tutorials: individual groups of 30 or less: 20%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (study guides, books, journal articles): 20%
• Independent self-study of specially prepared materials (case studies, multi-media, etc.): 20%

---

ASSESSMENT STRATEGY

Formative assessment methods will include homework, assignments, quizzes and class tests each year. The goal of formative assessments is to measure students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor the progress being made towards achieving learning outcomes and obtaining a semester mark (DP) or predicate, i.e. admission to the summative assessment.

Summative assessment takes place at the end of the year and provides information and feedback that sums up the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results.

At the end of the semester, students who have a DP (more than 40%) will qualify to write a three (3) hour examination for 100 marks on each individual module. DP will contribute 60% and the examination mark will contribute 40% towards the final module mark.

---

PROGRESSION RULES

An extended programme student is allowed one extra year to complete the curriculum for the first two years of the programme beyond which he/she will be excluded from the programme. This is under university general rules and regulations policy G7.

---

Four-year BSc (extended) programme

 

QUALIFICATION CODE: W64016

QUALIFICATION NAME: Bachelor of Science in Computer Science (ECP)

---

PROGRAMME OVERVIEW:

To lead to the same qualifications as the mainstream BSc in Computer Science programme. The main objectives are:

• Provide students from disadvantaged backgrounds with an adequate level of foundational competence which is based on specific and discipline-related computing knowledge
• Improve the retention and throughput of disadvantaged students entering the mainstream programmes
• Provide a learning environment where the gap in terms of disadvantaged learner needs and the learner support required are bridged

The first 2 years of the ECP are equivalent to the first year of the BSc in Computer Science programme. In the last two years of the ECP, students follow the BSc in Computer Science from Level II.

---

MINIMUM ADMISSION REQUIREMENTS:

National Senior Certificate (NSC) with a bachelor’s endorsement and an achievement rating of Level 4 for any one or Level 3 for the remaining of the two subjects listed below:
• English Level 3 or 4
• Mathematics Level 3 or 4
• Physical Science Level 3 or 4

Admission point score of 10 for these subjects.

---

TEACHING AND LEARNING STRATEGY

A student centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge, and abilities.

Student centred learning comprises face-to-face classes and online classes, if necessary. Teaching is organized in modules that typically involves both lectures and tutorials. Each lecture-based module features a set of tutorials and, where appropriate, practicals to help students better comprehend the fundamental concepts and how to apply them. Assignments, tests, and quizzes are given to help students deepen their comprehension. Usually within a week, these tasks are graded and delivered to the students along with personalized feedback.

Learning Components:

• Lectures (face-to-face, limited interaction or technologically mediated): 40%
• Tutorials: individual groups of 30 or less: 20%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (study guides, books, journal articles): 20%
• Independent self-study of specially prepared materials (case studies, multi-media, etc.): 20%

---

ASSESSMENT STRATEGY

The overall assessment strategy in the curriculum and materials development stage of module development includes the module assessment criteria, as well as the formative and summative assessment, and moderation to be done in each module (WSU Assessment Policy, 2022).

Formative assessment measures students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor progress towards achieving learning outcomes and obtaining a year/semester mark or predicate, i.e., admission to the summative assessment (WSU Assessment Policy, 2022).

Summative assessment takes place after learning has been completed and provides feedback that summarises the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results (WSU Assessment Policy, 2022).

The programme incorporates a range of assessments and evaluation techniques, including exams, quizzes, presentations, seminars, assignments, and practical projects.

A student must attain a minimum semester mark of 40% in a course to be allowed to write examinations. Weighting shall be in the ratio of 60% formative (continuous) assessment to 40% summative assessment (written or oral examination). The overall aggregate pass mark shall be 50%. A student who obtains an overall mark of 40–48% and obtains a minimum mark of 40% for both continuous assessment and final examination qualifies for a supplementary examination.

---

PROGRESSION RULES

A student is allowed one extra year to complete the curriculum for the first two years of the programme beyond which he/she will be excluded from the programme (G7).

To progress, the student must pass all core and elective modules.

---

RPL AND CREDIT TRANSFER

Applicants who do not meet the minimum admission requirements, i.e., without a matriculation endorsement but have “relevant” experience in the field may be considered for Recognition of Prior Learning (RPL). Evidence of prior learning will be assessed through the formal RPL processes as outlined in the WSU General Prospectus.

Students are allowed to transfer credits from other South African universities. However, credit transfer will only be considered for modules which are roughly equivalent to modules in this programme. Furthermore, credits from other institutions can only count for a maximum of 180 credits (50% of the total credits of this programme), and no credits will be recognised from other institutions for exit level modules.

---

ARTICULATION RULES

• Vertical Articulation: Bachelor of Science Honours in Computer Science or equivalent qualification at NQF Level 8

---

EXCLUSION RULES

• The maximum permissible period of study is six years. A student who fails to obtain the minimum number of credits required to proceed to the next level will be excluded on academic grounds. A student who progresses at a slower rate than that set out in the table below will be refused further re-admission on the grounds of poor academic performance.

• An extended programme student is allowed one extra year to complete the curriculum for the first two years of the programme beyond which he/she will be excluded from the programme (G7).

---

Four-year BSc (extended) programme

QUALIFICATION CODE: W64020

QUALIFICATION NAME: Bachelor of Science in Mathematics (ECP)

---

PROGRAMME OVERVIEW:

To lead to the same qualifications as the mainstream BSc in Mathematics programme. The main objectives are:

• Provide students from disadvantaged backgrounds with an adequate level of foundational competence which is based on specific and discipline-related
• Improve the retention and throughput of disadvantaged students entering the mainstream programmes
• Provide a learning environment where the gap in terms of disadvantaged learner needs and the learner support required are bridged

The first 2 years of the BSc Mathematics (Extended Programme) are equivalent to the first year of the BSc Mathematics programme.

After successfully completing the first two years of the BSc Mathematics (Extended Programme), students will have obtained credits equivalent to the first year of the BSc Mathematics (three-year) programme and may register for Level II modules offered in the three-year programme.

The minimum time for a student in the Extended programme to complete the BSc degree is four years.

---

MINIMUM ADMISSION REQUIREMENTS:

National Senior Certificate (NSC) with a bachelor’s endorsement and an achievement rating of Level 4 for any one or Level 3 for the remaining of the two subjects listed below:
• English Level 3 or 4
• Mathematics Level 3 or 4
• Physical Science Level 3 or 4

Admission point score (APS) of 10 for these subjects.

---

TEACHING AND LEARNING STRATEGY

A student centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge and abilities.

Teaching is organized in modules that typically involves both lectures and tutorials. Each lecture-based module features a set of tutorials and, where appropriate, practicals to help students better comprehend the fundamental concepts and how to apply them. Assignments, tests and quizzes are given to help students deepen their comprehension. Usually within a week, these tasks are graded and delivered to the students along with personalized feedback.

Learning Components:

• Lectures (face-to-face, limited interaction or technologically mediated): 40%
• Tutorials: individual groups of 30 or less: 20%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (study guides, books, journal articles): 20%
• Independent self-study of specially prepared materials (case studies, multi-media, etc.): 20%

---

ASSESSMENT STRATEGY

Assessment Plan

Formative assessment methods will include homework, assignments, quizzes and class tests each year. The goal of formative assessments is to measure students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor the progress being made towards achieving learning outcomes and obtaining a semester mark (DP) or predicate, i.e. admission to the summative assessment.

Summative assessment takes place at the end of the year and provides information and feedback that sums up the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results.

At the end of the semester, students who have a DP (more than 40%) will qualify to write a three (3) hour examination for 100 marks on each individual module.

DP will contribute 60% and the examination mark will contribute 40% towards the final module mark.

---

PROGRESSION RULES

An extended programme student is allowed one extra year to complete the curriculum for the first two years of the programme beyond which he/she will be excluded from the programme (G7).

To progress, the student must pass all core and elective modules.

 

---

RPL AND CREDIT TRANSFER

Applicants who do not meet the minimum admission requirements, i.e. without a matriculation endorsement but have “relevant” experience in the field may be considered for Recognition of Prior Learning (RPL). Evidence of prior learning will be assessed through the formal RPL processes as outlined in the WSU General Prospectus.

Students are allowed to transfer credits from other South African universities. However, credit transfer will only be considered for modules which are roughly equivalent to modules in this programme. Furthermore, credits from other institutions can only count for a maximum of 180 credits (50% of the total credits of this programme), and no credits will be recognised from other institutions for exit level modules.

---

ARTICULATION RULES

• Vertical Articulation: Bachelor of Science Honours in Mathematics or equivalent qualification at NQF Level 8

---

EXCLUSION RULES

• The maximum permissible period of study is six years. A student who fails to obtain the minimum number of credits required to proceed to the next level will be excluded on academic grounds. A student who progresses at a slower rate than that set out below will be refused further re-admission on the grounds of poor academic performance.

• An extended programme student is allowed one extra year to complete the curriculum for the first two years of the programme beyond which he/she will be excluded from the programme (G7).

---

Four-year BSc (extended) programme

QUALIFICATION CODE: W64027

QUALIFICATION NAME: Bachelor of Science Honours in Computer Science

---

PROGRAMME OVERVIEW:

The Computer Science programme provides students with the advanced skills needed for careers involving the design, configuration, and implementation of computer systems and software.

It enables students to:
• Create complex software applications and perform detailed systems analysis
• Perform basic research with minimal assistance

---

MINIMUM ADMISSION REQUIREMENTS:

Bachelor of Science degree in Computer Science or an equivalent qualification (NQF Level 7) in a cognate discipline, with a minimum average pass mark of 60% of the third-year Computer Science modules.

---

TEACHING AND LEARNING STRATEGY

A student centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge, and abilities.

Student centred learning comprises face-to-face classes and online classes, if necessary. Teaching is organized in modules that typically involves both lectures and tutorials. Each lecture-based module features a set of tutorials and, where appropriate, practicals to help students better comprehend the fundamental concepts and how to apply them. Assignments, tests, and quizzes are given to help students deepen their comprehension. Usually within a week, these tasks are graded and delivered to the students along with personalized feedback.

Learning Components:

• Lectures (face-to-face, limited interaction or technologically mediated): 30%
• Tutorials: individual groups of 30 or less: 10%
• Seminars/Presentations: 10%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (study guides, books, journal articles): 20%
• Independent self-study of specially prepared materials (case studies, multi-media, etc.): 20%
• Meetings with supervisors: 20%

---

ASSESSMENT STRATEGY

The overall assessment strategy in the curriculum and materials development stage of module development includes the module assessment criteria, as well as the formative and summative assessment, and moderation to be done in each module (WSU Assessment Policy, 2022).

Formative assessment measures students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor progress towards achieving learning outcomes and obtaining a year/semester mark or predicate, i.e., admission to the summative assessment (WSU Assessment Policy, 2022).

Summative assessment takes place after learning has been completed and provides feedback that summarises the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results (WSU Assessment Policy, 2022).

The programme incorporates a range of assessments and evaluation techniques, including exams, quizzes, presentations, seminars, assignments, and practical projects.

A student must attain a minimum semester mark of 40% in a course to be allowed to write examinations. Weighting shall be in the ratio of 60% formative (continuous) assessment to 40% summative assessment (written or oral examination). The overall aggregate pass mark shall be 50%.

A student who obtains an overall mark of 40–48% and obtains a minimum mark of 40% for both continuous assessment and final examination qualifies for a supplementary examination.

---

PROGRESSION RULES

• Student must complete all compulsory modules to graduate.

The compulsory modules include:
• Research Methodology
• Research Project
• Advanced Algorithms and Data Structures

---

RPL AND CREDIT TRANSFER

Applicants who do not meet the minimum admission requirements, i.e., without a matriculation endorsement but have “relevant” experience in the field may be considered for Recognition of Prior Learning (RPL). Evidence of prior learning will be assessed through the formal RPL processes as outlined in the WSU General Prospectus.

Students are allowed to transfer credits from other South African universities. However, credit transfer will only be considered for modules which are roughly equivalent to modules in this programme. Furthermore, credits from other institutions can only count for a maximum of 180 credits (50% of the total credits of this programme), and no credits will be recognised from other institutions for exit level modules.

---

ARTICULATION RULES

• Vertical Articulation: MSc Computer Science/Information Technology (NQF Level 9)
• Horizontal Articulation: may be possible with some NQF Level 8 qualifications offered by WSU

---

EXCLUSION RULES

• The maximum permissible period of study is two years. A student who fails to obtain the minimum number of credits required to complete their studies will be excluded on academic grounds. A student who progresses at a slower rate than that set out below will be refused further re-admission on the grounds of poor academic performance.

• This is under university general rules and regulations policy G7.

---

Minimum Credit Requirements

QUALIFICATION CODE: W64029

QUALIFICATION NAME: Bachelor of Science Honours in Mathematics

---

PROGRAMME OVERVIEW:

The primary purpose of Bachelor of Science Honours in Mathematics is to develop intellectual, practical and analytical skills of the learner.

The qualification will enable the learner to read, analyse, formulate, interpret, understand, communicate, and apply Mathematics independently. This qualification is a specialisation in the field of Mathematics which aims to prepare the students for research-based postgraduate study.

The qualification serves to consolidate and deepen the student’s expertise in mathematics and to develop their research capacity in the methodology and techniques of mathematics. This qualification demands theoretical engagement and intellectual independence.

---

MINIMUM ADMISSION REQUIREMENTS:

Bachelor of Science in Mathematics/Applied Mathematics (NQF Level 7).

An applicant must have an average mark of at least 60% in pure mathematics modules at third-year level. Candidates who fall below this minimum may be admitted at the discretion of the department.

---

TEACHING AND LEARNING STRATEGY

A student-centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge, and abilities.

Teaching is organized in modules that typically involves lectures, tutorials, and seminar presentations. Each lecture-based module features a set of tutorials to help students better comprehend the fundamental concepts and how to apply them. Assignments and tests are given to help students deepen their comprehension. Usually within a week, these tasks are graded and delivered to the students along with personalized feedback.

Learning Components:

• Lectures (face-to-face, limited interaction or technologically mediated): 30%
• Tutorials: 15%
• Seminar presentations: 15%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts (study guides, books, tutorial sheets, etc.): 20%
• Independent research (textbooks, journal articles, electronic resources, multi-media, etc.): 20%

---

ASSESSMENT STRATEGY

Formative assessment methods will include group discussions, presentations, assignments, and class tests each year. The goal of formative assessments is to measure students’ progress during the learning process to provide ongoing and incremental feedback. It includes a range of formal and informal assessments typically to monitor progress towards achieving learning outcomes and obtaining a year mark or predicate, i.e., admission to the summative assessment.

Summative assessment takes place at the end of the year and provides information and feedback that sums up the teaching and learning process. The intention behind summative assessment is to validate performance and award marks and results.

At the end of the year, students who have a year mark (more than 40%) will qualify to write a three (3) hour examination for 100 marks on each individual module.

Year mark will contribute 60% and the examination mark will contribute 40% towards the final module mark.

The research paper will be examined externally and a pass in this together with the other modules will allow the student to graduate.

---

PROGRESSION RULES

• This qualification consists of compulsory and elective modules at National Qualifications Framework Level 8 totalling 126 credits.

• Compulsory Module (Level 8):
– Research Project (30 credits)

• Elective Modules (Level 8):
– 96 credits (4 modules selected by the department)

• Student has a minimum of 1 year and a maximum of 2 years to complete the qualification.

• To qualify for an Honours degree, a minimum of 120 credits is required. All papers and the research project are moderated by external examiners.

---

RPL AND CREDIT TRANSFER

Recognition of Prior Learning (RPL) is done in accordance with the institution's RPL Policy.

In cases of learners not complying with the formal entry requirements, RPL will be determined in accordance with the policy and guideline of the university concerning the recognition of other forms of formal, informal, and non-formal learning and experience.

Recognition of Prior Learning will be applied only where prior learning corresponds to the required National Qualifications Framework (NQF) level, and in terms of applied competencies relevant to the content and outcomes of the Bachelor of Science Honours in Mathematics qualification.

Evidence of prior learning will be assessed through the formal RPL processes.

---

ARTICULATION RULES

• Horizontal Articulation: Bachelor of Science Honours in Applied Mathematics (NQF Level 8)
• Vertical Articulation: Master of Science in Mathematics (NQF Level 9)

---

EXCLUSION RULES

• See University General Prospectus Rule G7
• Students will be excluded on academic grounds if they fail to complete the programme within 2 years
• Obtain a minimum of 63 credits per year to remain on track

---

ADDITIONAL INFORMATION

• Consult the department before registering modules from the electives. Not all modules will be available; therefore, students must consult the department before registration.

QUALIFICATION CODE: W64035

QUALIFICATION NAME: Master of Science in Mathematics

---

PROGRAMME OVERVIEW:

The Master of Science in Mathematics enables learners to develop a keen interest in the mathematical sciences by offering them a chance to study, with a certain level of independence, a chosen topic in mathematics.

The primary purpose of this qualification is to develop the intellectual, practical, and analytical skills of the learner to enable them to independently read, analyse, formulate, interpret, understand, communicate and apply mathematics.

The qualification prepares learners to evaluate existing mathematics regarding quality and applicability to other fields.

---

MINIMUM ADMISSION REQUIREMENTS:

Bachelor of Science Honours degree or an NQF Level 8 qualification in a cognate discipline with achievement not less than 60% for the qualification.

---

TEACHING AND LEARNING STRATEGY

Student-centred technology-infused teaching & learning strategy that accommodates diversity of students. These will include a range of teaching and learning styles that accommodate various skills, knowledge, and abilities.

Students conduct independent research, discuss their progress with the supervisor, and present their work at regular intervals in departmental seminars.

Learning Components:
• Lectures (face-to-face, limited interaction or technologically mediated): 0%
• Tutorials: individual groups of 30 or less: 0%
• Practical workplace experience (experiential learning/work-based learning etc.): 0%
• Independent self-study of standard texts and references (textbooks, journal articles, electronic databases): 70%
• Meetings with supervisor: 30%

---

ASSESSMENT STRATEGY

Assessment of this qualification is completely dedicated to the undertaking of research.

Students undertake a research project on a topic of their area of interest and are expected to submit a dissertation that makes up the majority of the overall assessment.

Formative assessments include seminars, use of textbooks, journal papers, electronic databases and other self-study and e-learning materials.

Summative assessment is through one formally submitted dissertation which is examined by one internal examiner and two external examiners.

---

PROGRESSION RULES

• Student must ensure they have a full proposal within 6 months of registration
• Students should complete their studies within a minimum of two years

---

RPL AND CREDIT TRANSFER

Access to the qualification can also be provided in terms of the institution's Recognition of Prior Learning (RPL) policy and its admission criteria stipulated by Senate.

---

ARTICULATION RULES

• Vertical Articulation:
– Doctor of Philosophy in Mathematics (NQF Level 10)
– Doctor of Philosophy in Applied Mathematics (NQF Level 10)

---

EXCLUSION RULES

• See University General Prospectus Rule G19 and Postgraduate Manual for details: https://wsu.ac.za/en/study-with-us/2024-prospectuses?layout=table