CourseOutline HCLT107 1 Jan Jun2023 PC V.3 17022023

BOSTON CITY CAMPUS
COURSE OUTLINE
Computer Liteacy: Computational Thinking &

Programming
(HCLT107-1)
Assessment Strategy: AS1
January - June 2023
About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.
Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za
1 Course Outline-HCLT107-1-Jan-Jun2023-PC-V.3-17022023
CONTENTS
1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 7
3. TEACHING, LEARNING AND ASSESSMENT 10

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 15

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre
5. COMMUNICATION AND SUPPORT 17

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 21

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 23

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments
8. GRADE REQUIREMENTS 25
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 27
10. PLAGIARISM 28
10.1 Copyleaks
11. CONCLUSION 29
ANNEXURES:
A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 30
B. PROPOSED STUDY PROGRAMME 31
C. ACADEMIC CALENDAR FOR 2023 35
D. PLAGIARISM INFORMATION SHEET 44
E. FORMATIVE ASSESSMENT 1 49
F. FORMATIVE ASSESSMENT 2 53
G. FORMATIVE ASSESSMENT 3 57
H. SUMMATIVE ASSESSMENT 1 61
1. COURSE INTRODUCTION
1.1 Overview
Welcome to the Computer Literacy: Computational Thinking & Programming (HCLT107-1)

module. This Course Outline is intended to assist students by providing a detailed support
document to help you with navigating this specific module.
Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.
The purpose of Computer Literacy: Computational Thinking & Programming is to provide

students with knowledge on foundational aspects of computers and systems development using
the Java programming language whilst exposing the learner to integrated development
environments. The module focuses on windows application development foundations and
fundamental programming concepts such as strings, arrays, and file handling are taught. Upon
completion of this module, the student should be proficient in basic Java windows applications.
1.2 The Module
This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.
• Module name: Comp Literacy: Computational Thinking & Programming (HCLT107-1)

• Learning type: Core
• Course level: 6
• Module credits: 10
• Notional hours: 100
1.3 Notional Hours
The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 10 credit module, the notional
hours will be 100.
Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student
to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009)1.
Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the Academic Calendar (Annexure C).
1.4 Introduction to SAQA, QCs and the NQF
Who is the South African Qualifications Authority (SAQA)?
In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.
In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.
What are Quality Councils (QCs)?
Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
• Trades and Occupations.
The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.
1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].
What is the National Qualifications Framework?
The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.
NQF Objectives
The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.
What Does the NQF Look Like?
The NQF is organised as a series of levels of learning achievement, arranged in ascending

order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME
The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.
The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.
This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.
NQF LEVEL DESCRIPTORS:
Description NQF 5 NQF 6 NQF 7 NQF 8

SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas in Integrated knowledge of the central areas Demonstrate knowledge of and
understanding of the core areas of one or more fields. An of one or more fields. The ability to apply engagement in an area at the forefront of
one or more fields… an informed understanding and the ability to and evaluate the key terms, concepts, a field. An understanding of the theories,
understanding of the key terms, apply the key terms, concepts, facts, facts, principles, rules and theories of that research methodologies, methods and
concepts, facts, general principles, principles, rules and theories to field. techniques relevant to the field, discipline
rules and theories of that field. unfamiliar but relevant contexts. or practice. Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to interrogate
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the ability to multiple sources of knowledge in an area
develops and evolves within the schools of thought and forms of evaluate types of knowledge and of specialisation and to evaluate
area of study or operation explanation within a specific study explanations typical within the area of knowledge and processes of knowledge
area, and an awareness of study. production.
knowledge production processes.
METHOD AND PROCEDURE Demonstrate the ability to select Demonstrate an ability to evaluate, Understanding of range of methods of Understanding of the complexities and
and apply standard methods, select and apply appropriate enquiry in a field, and their suitability to uncertainties of selecting, applying or
procedures and techniques to a methods, procedures and specific investigations, and the ability to transferring appropriate standard
particular field, and to plan and techniques in investigation or select and apply a range of methods to procedures, processes or techniques to
manage such implementation. application of processes within a resolve problems or introduce change unfamiliar problems in a specialised field.
defined context. within a practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and solve Ability to identify, analyse, evaluate, Ability to use a range of specialised skills
solve defined, routine and new problems in unfamiliar contexts, critically reflect on and address complex to identify, analyse and address complex
problems within a familiar context. gathering evidence and applying problems, applying evidence-based or abstract problems drawing
Ability to apply solutions based on solutions based on evidence. solutions and theory-driven arguments. systematically on the body of knowledge
relevant evidence, demonstrating and methods appropriate to a field.
an understanding of the
consequences.
ETHICS AND PROFESSIONAL PRACTICE Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act ethically Ability to identify and address ethical
in accordance with, prescribed the ethical implications of decisions and professionally and the ability to justify issues based on critical reflection on the
organisational and professional and actions within an organizational those decisions drawing on appropriate suitability of different ethical value
ethical codes of conduct. or professional context. ethical values. systems to specific contexts.
ACCESSING, PROCESSING, MANAGING Ability to gather information from Ability to evaluate different sources Ability to develop appropriate processes of Ability to critically review information
INFORMATION a range of sources and to select of information and to select information gathering for a given context gathering, synthesis of data, evaluation
information appropriate for the information appropriate for the of use, and the ability to independently and management processes in specialised
task. task and to apply well-developed validate the sources of information and contexts in order to develop creative
processes of analysis, synthesis and evaluate and manage information. responses to problems and issues.
evaluation of that information.
PRODUCING AND COMMUNICATING Ability to communicate Ability to present and communicate Ability to develop and communicate his or Ability to present and communicate
INFORMATION information reliably, accurately complex information reliably and her ideas and opinions in well- formed academic, professional or occupational
and coherently, using conventions coherently using appropriate arguments, using appropriate academic, ideas and texts effectively to a range of
appropriate to the context… an academic and professional or professional and occupational discourse. audiences, offering creative insights,
understanding of and respect for occupational conventions. rigorous interpretations and solutions to
the conventions around problems and issues appropriate to the
intellectual property, copyright context.
and plagiarism
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in unfamiliar Ability to operate effectively within a system,
familiar and new contexts, appropriately in familiar and new and variable contexts, recognising that or manage a system based on an
demonstrating an understanding contexts, demonstrating an problem solving is context and system understanding of the roles and
of different systems, their parts understanding of the relationship bound relationships between elements within
and the relationships between between systems and how one the system.
these parts. impacts on another.
MANAGEMENT OF LEARNING Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and address his Ability to apply, in a self-critical manner,
performance and the performance against given criteria, and or her learning needs in a self-directed learning strategies which effectively
of others; and to take appropriate accurately identify and address his manner and to facilitate a collaborative address his or her professional and
actions where necessary and to or her task- specific learning needs learning process. ongoing learning needs and the
take responsibility for his learning in a given context. And to provide professional and ongoing learning needs
within a structured learning support for others where of others.
process. appropriate.
ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for his or Ability to take full responsibility for his or
her actions, to work effectively or group and take responsibility for her work, decision making and use of her work, decision-making and use of
with and respect others and to his or her decisions and the actions resources… and limited accountability for resources, and full accountability for the
take supervisory responsibility in a of others in well-defined contexts. the decisions of others in varied or ill- decisions and actions of others where
well- defined context. defined contexts. appropriate.
3. TEACHING, LEARNING AND ASSESSMENT
3.1 Learning Philosophy
As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.
Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:
• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.
3.2 Learning Methodology
Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.
Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:
• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.
Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) equipment
• Describing and unpacking of specific knowledge components
• Discussing examples within industry and/or the workplace
• Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, study plans and
sample assessments and memoranda
• Evaluation and feedback.
Learning consists of:

• Student access to information, communication and technology (ICT)
equipment/programme
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.
3.3 Assessment Strategies and Types of Assessments
The following are examples of assessment strategies used:
• Assessment Strategy C (ASC): Formative assessments (FA1 and FA2), also known as
quizzes, will count fifty percent (50%) – twenty five percent (25%) each - towards the
overall mark. A summative assessment in the form of a final exam (SA1), will count fifty
percent (50%) towards the overall mark.
• Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1) are all in the form
of practical assessments, each will count twenty five percent (25%) towards the overall
mark.
• Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an

assignment or test, will count fifty percent (50%) towards the overall mark. The
summative assessment in the form of a final exam or capstone project (SA1), will count
fifty percent (50%).
• Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an

assignment or test, will count forty percent (40%) towards the overall mark. Summative
assessments in the form of a final exam or capstone project (SA1), will count fifty percent
(50%), and a research or reflective essay (SA2) will count ten percent (10%) towards the
overall mark.
2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
• Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards
the overall mark. Summative assessments in the form of a final exam or capstone project
(SA1), will count fifty percent (50%), and a research or reflective essay (SA2) will count ten
percent (10%) towards the overall mark.
• Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards
the overall mark. Summative assessments in the form of a final exam or capstone project
(SA1), will count sixty percent (60%), and a research or reflective essay (SA2) will count
ten percent (10%) towards the overall mark.
• Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the
form of assignments, research essays or tests will count forty percent (40%) – twenty
percent (20%) each – towards the overall mark. Summative Assessments (SA1 & SA2),
which may take the form of capstone projects, tasks, presentations, written or oral exams,
or a research proposal which will count sixty percent (60%) – thirty percent (30%) each –
towards the overall mark.
• Assessment Strategy Research Report (ASRR): Formative Assessment (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research
Report and will count twenty five percent (25%) – five percent (5%) each – towards the
overall mark. Formative Assessment 6 (FA6) includes the candidate’s original Research
Proposal carried forward from the module Research Methods, the Literature Review, the
Research Instrument, and the application for Ethical Clearance thereon, which will count
twenty five percent (25%) – towards the overall mark. Summative Assessment 1 (SA1) –
in the form of the final submitted Research Report (SA1) – will count forty percent (40%)
towards the overall mark. Summative Assessment 2 (SA2), in which the candidate
presents the findings and recommendations from the written Research Report, will count
ten percent (10%) towards the overall mark.
• Assessment Strategy W (ASW): Formative assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a practicum, will count forty percent
(40%), and a research or reflective essay (SA2) will count twenty percent (20%) towards
the overall mark.
There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990)3.
Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are
Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.
Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:
3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
• To encourage students to review
• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.
Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.
3.3.1 Self-Assessment and Recommended Reading
Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.
Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.
3.3.2 Report Writing
With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.
3.3.3 True-False Test
Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.
3.3.4 Open-Book Test/Assignment
Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the Faculty.
Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.
3.3.5 Multiple-Choice Question Examination
Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.
3.3.6 Student-Centred Interaction
By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.
3.3.7 Sample Assignment and Examination Papers and Memoranda
Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.
3.4 Feedback to Students
Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.
Where the formative assessment format makes this possible, graded scrips and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal formative assessments.
This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES
4.1 Distance Learners and Support Centres
Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.
As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relative close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.
In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.
In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:
• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.
4.2 Hours of Operation
Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.
4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
4.3 Head Office Resource Centre
Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.
Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
nolubabalon@boston.co.za
5. COMMUNICATION AND SUPPORT
5.1 Student Support
Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.
PLEASE NOTE:
There will be no student support:
• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
5.2 General and Administrative Support (Administrative – NOT Course Related)
When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected
Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.
When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.
Registrar: Administration Contact details

Ruan Venter 087-255-4290
ruanv@boston.co.za
Assessment Manager Contact details
Samantha Mitchell 087-255-4291
samantham@boston.co.za
Student Accounts Consultant Contact details
Your selected Support Centre Available on website
5.3 Academic Support (Course Related – Not Administrative)
An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).
Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”
At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.
Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.
Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.
Registrar: Academic Contact details

Nadine Botha 087-255-4277
nadinek@boston.co.za
Academic & Quality Manager (AQM)
Paul Jideani 087-255-4285
paulj@boston.co.za
Educator Contact details
Odwa Dyantyi 0872554284
odwad@boston.co.za
Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.
Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.
1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.
2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.
3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.
4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.
Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.
5.4 Student Wellness
Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.
A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.
Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
hendrik@boston.co.za
Registrar: Academic Contact details
Nadine Botha 087-255-4277
nadinek@boston.co.za
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
robynw@boston.co.za
5.5 Summary of Contact Procedure:
Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.
When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work
Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.
PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY
6.1 General
This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.
6.2 Comments on the Study Guide and/or Prescribed Textbook
• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.
6.3 Prescribed Course Material
• Boston City Campus Study Guide, Computer Literacy: Computational Thinking &
Programming (JAVA), 2021, Version 18
6.4 Recommended Reading
• Eck, D., 2021. Introduction to Programming Using Java. [e-Book] 8th Ed. Retrieved
from https://math.hws.edu/javanotes/ [Accessed 7 February 2023]
• Hartman, J., 2021. Java Tutorial for Beginners: Learn Core Java Programming. [e-
App]. Retrieved from https://www.guru99.com/java-tutorial.html [Accessed 7
February 2023]
• Lemay, L., Perkins, C., 1996. Teach yourself Java in 21 days. [e-Book]. Sams.net:
Indiana. Retrieved from
https://www.cs.cmu.edu/afs/cs.cmu.edu/user/gchen/www/download/java/LearnJa
va.pdf [Accessed 7 February 2023]
• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.
6.5 Additional Teaching and Learning Activities
• During the course of the semester, the Educators will provide students with additional
teaching and learning activities. These activities are aimed at enriching students’
learning experience and ensuring that students are exposed to a variety of resources.
• These learning activities are neither compulsory nor weighted, but it will be to the
students’ benefit to participate in these activities. These activities can also be helpful
to send to your Educator when you have a question related to a topic covered within
a relevant Additional Teaching and Learning Activity, as it will assist the Educator in
evaluating your current understanding of the topic.
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS
7.1 Module Structure
Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).
In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.
This module makes use of the: AS1 Assessment Strategy
o Three (3) Formative Assessment (FA) opportunities:

o All three are formal assessments for semester marks and contribute towards
the final module mark
o The Formative Assessments are in the form of an assignment.
o One (1) Summative Assessment (SA):

o This is a formal assessment for semester marks and contributes towards the
final module mark
o The Summative Assessment is in the form of an assignment.
7.2 Formative Assessments
The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).
Formative assessments, excluding tests which follow the protocols of examination sittings6 (see
also section 7.3 below), must be submitted for marking by uploading to the LMS (refer to
Annexure C) which can be accessed at the Support Centre or from home.
To complete your formative assessment, please take note of the following:
Formative Assessment (FA1 / FA2 / FA3)

• Read the instructions for the assessment carefully before commencing with the
assessment.
5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
6
See inter alia HE Invigilated Assessment Event Rules
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.
7.3 Summative Assessments
Summative Assessment 1 (SA1):

Students are required to sit for a final integrative summative assessment. For Summative
Assessment 1 in the format of an assignment:
• Read the instructions for the assessment carefully before commencing with the
assessment.
• Plan your assignment according to the submission dates and the due date set for your
assessment in Annexure C: Academic Calendar.
8. GRADE REQUIREMENTS
The Formative and Summative assessments are weighted according to the following
guidelines:
• Formative assessment is weighted seventy-five percent (75%) of the final module

mark
• Summative assessment is weighted twenty-five percent (25%) of the final module

mark
8.1 General
The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.
Assessment/Type Weight
Due Date: Formative 25%
Refer: Academic Calendar Assessment 1
Due Date: Summative 25%
8.2 Summative Assessment Entry Requirements
There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).
The three FAs, in the form of an assignment, will count seventy-five percent (75%) towards
the overall mark. The SA, in the form of an assignment, will count twenty-five percent (25%)
towards the overall mark.
8.3 Requirements for Promotion and Distinction
In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.
8.4 Supplementary Assessments
There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS
• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.
10. PLAGIARISM
Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.
It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.
10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour where students
attempt to cheat or “fool” the anti-plagiarism software by making use of hidden characters
or software. Copyleaks also identifies AI-generated text.
10.1.2 How does Copyleaks work?

Copyleaks is an artificial intelligence platform that is able to compare text from online and
other sources and detect plagiarism and/or academic dishonesty. After submitting your
assignment, you will receive a comprehensive report with results, an aggregate similarity
percentage, and the ability to compare results against your original text. A Copyleaks Cheat
Detection Report (see below) will also indicate possible suspected cheating whereby
Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by making
use of hidden characters or AI-generated text.
Suspected Cheating
A Cheat Detection Report will appear in the similarly report when a scan has detected an
abnormality in a submitted document. These abnormalities are usually present due to a
student’s efforts to cheat or “fool” the plagiarism scan. Certain software when utilised may
also result in a Cheat Detection Report being issued. In order to avoid this, please ensure that
you follow the abovementioned requirement whereby assignments must be directly
converted from MS Word to PDF before being submitted. Please refer to your relevant
Induction Letter wherein details are provided how to access inter alia the Microsoft Office
Suite, which includes access to MS Word.
Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity rating in excess of 30%.
11. CONCLUSION
The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead, and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.
We wish you every success in your studies!
ANNEXURE A:
EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS
Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.
ANNEXURE B:
PROPOSED STUDY PROGRAMME
Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.
Annexure B: Proposed Study Programme
Computer Literacy: Computational Thinking & Programming (HCLT107-1)

LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Unit 1 Relevant Complete Self- Take note
• Summarize the History of Computers Chapter(s) Assessment of
• Analyse Computer Systems within the Activities and important
1 following concepts : Operating Systems, Learning N/A dates in
Programming Languages, Systems Software Activities your
and Piracy Academic
180 mins 60 mins 120 mins 240 mins Calendar
• Understand the role of System
Development Methodology and the Unit 2 Relevant Complete Self-
Development Life Cycles play in the Chapter(s) Assessment
development of a new program Activities and
2 • Discuss the Different styles of Programming Learning N/A
• Recognise the challenges that new Activities
Programmers face.
• Understand the types of Computer Bugs, 180 mins 60 mins 120 mins 240 mins
and their effect on Programs developed.
Unit 3 Relevant Complete Self-
• Know and use the Integrated Development Chapter(s) Assessment
Environment, with a particular view on : Activities and
3 o Installing, and exploring the Learning N/A
Integrated Development Activities
Environment (IDE).
180 mins 60 mins 120 mins 240 mins
4 Complete Self-
Assessment
Unit 4 Relevant Activities and
• Create your first Programming Project
Chapter(s) Learning N/A
inside the IDE
Activities
32 ProposedStudyProgramme-HCLT107-1-Jan-Jun2023-PC-V.1-09022023

COURSEWARE BOOK(S)
Estimated
View/study preparation Submit
5&6 Sample time: 6 hours FA1 online
DUE: FORMATIVE ASSESSMENT 1 Review Review N/A
Formative Due: on
Assessments Refer to ColCampus
Academic
Calendar
• Understand the function of the Chapter(s) Assessment
programming Naming Conventions and Activities and
7 Reserved Words Learning N/A
• Recognise the different Windows Controls Activities
and determine their usage
Chapter(s) Assessment
• Manipulate Basic Input, Output and
Activities and
Processing of Computer Programs,
8 Learning N/A
determining the variable usage and passing
Activities
of Values
Chapter(s) Assessment
• Manipulate String Data Types and other Activities and
9 - 10 Controls in the Java Programming Language Learning N/A
Activities

COURSEWARE BOOK(S)
Estimated
View/study preparation Submit
11 - 12 Sample time: 6 hours FA1 online
DUE: FORMATIVE ASSESSMENT 2 Review Review N/A
Formative Due: on
Assessments Refer to ColCampus
Academic
Calendar

• Understand the breakpoints in the IDE Chapter(s) Assessment
Environment, and their use when creating Activities and
13 - 14 an application Learning N/A
• Develop programs that can perform Activities
mathematical calculations.
Annexure C – Academic Calendar
Academic Calendar Sem A 2023

SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 17 17:00 Applications Close
February 18 13:00 Registrations Close
1 February 20 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 February 26 23:59 26 February 2023 23:59. Feedback given in Week 2
2 March 5 23:59 5 March 2023 23:59. Feedback given in Week 3
FA 1 – Assignment Due
6 March 31 23:59 31 March 2023 23:59
HACP130-1, HADR1181, HADR230-1, HADV100-1,
HADV1181, HADV200-1, HADV300-1, HALL130-1,
HALP1181, HALT130-1, HANT130-1, HAPR300-1,
HAPS1181, HASD200-1, HAUD200-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBFB1181, HBLE300-1,
HBMN100-1, HBMN102-1, HBMN1181, HBMN130-1,
HBMN200-1, HBMN201-1, HBMN230-1, HBMN231-1,
HBMT1181, HBRD1181, HBRD300-1, HBRD330-1,
HBTB1181, HCBB1181, HCGA232-1, HCGE130-1,
HCGE231-1, HCGE232-1, HCHR1181, HCLT106-1,
HCLT107-1, HCLT108-1, HCML330-1, HCMLW230-1,
HCNM1181, HCONL330-1, HCOU1181, HCYLW230-1,
HDBP200-1, HECM1181, HECO130-1, HECO231-1,
HECO232-1, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HERL230-1, HERL330-1, HETA231-1,
HEVM100-1, HEVM1181, HEVM200-1, HEVM300-1,
HFAC130-1, HFAC131-1, HFAC132-1, HFAC201-1,
HFMN230-1, HFMN233-1, HFMN300-1, HFMN301-1,
HFMN302-1, HFMN330-1, HFMN331-1, HFOA100-1,
HGOP330-1, HGPLC230-1, HGPLD230-1, HHIVC1181,
HHM1181, HHMP1181, HHRD100-1, HHRD130-1,
HHRD200-1, HHRD230-1, HHRD300-1, HHRF1181,
HHRM100-1, HHRM130-1, HHRM200-1, HHRM230-1,
HHRM300-1, HHRM331-1, HHRM332-1, HHRM333-1,
35 AcademicCalendar2023-V6-09012023

HHS1181, HHTD1181, HHWPT1181, HIAI1181,
HIAP1181, HICMA1181, HIMC300-1, HIND1181,
HINT1181, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HIT1181,
HLAA130-1, HLGE330-1, HLLW330-1, HLTX330-1,
HLWC1181, HLWC130-1, HLWC200-1, HLWC230-1,
HLWE230-1, HLWH1181, HLWI230-1, HLWL200-1,
HLWL300-1, HLWM200-1, HLWP130-1, HLWS130-1,
HMAC200-1, HMAC202-1, HMAC230-1, HMAC300-1,
HMAC330-1, HMKR1181, HMKT100-1, HMKT1181,
HMKT130-1, HMKT200-1, HMKT230-1, HMKT300-1,
HMKT330-1, HMLW1181, HNTS221-1, HNTS222-1,
HNTS203-1, HNTS300-1, HODV1181, HPAA200-1,
HPAD1181, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPDL230-1,
HPFM440-1, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HSAD300-1, HSAP1181,
HSCI1181, HSDJ1181, HSEC1181, HSEC200-1,
HSEM1181, HSFT300-1, HSHE1181, HSMB1181,
HSMS1181, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1, HSOS1181,
HSPM300-1, HSPS1181, HSYD100-1, HSYD201-1,
HSYD202-1, HSYD300-1, HTAX201-1, HTAX202-1,
HTAX230-1, HTAX331-1, HTAX332-1, HTCP300-1,
HTDP1181, HTDS1181, HTDSA1181, HTOP1181,
HTSS100-1, HTTM1181, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWDPR300-1, HWFM300-1,
HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 31 23:59 31 March 2023 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HPXN301-1, HPXS301-1
9 April 20 17:00 FA 1 - Results Release
10 April 26 13:00 FA 1 - Results Appeal Close
11 May 3 17:00 FA 1 - Results Appeal Release
36


10 April 28 23:59 28 April 2023 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 May 12 23:59 12 May 2023 23:59
HACP130-1, HALL130-1, HALT130-1, HANT130-1,
HAUD230-1, HAUD331-1, HAUD332-1, HBMN130-1,
HBMN233-1, HBMN330-1, HCGA232-1, HCGE130-1,
HCGE231-1, HCGE232-1, HCLT104-1, HCLT107-1,
HCLT108-1, HECO130-1, HENT130-1, HETA231-1,
HFAC334-1, HFMN230-1, HFMN330-1, HFMN331-1,
HGOP330-1, HHRD130-1, HHRM130-1, HHRM332-1,
HHRM333-1, HISL130-1, HLAA130-1, HLGE330-1,
HLWC130-1, HLWP130-1, HMAC230-1, HMAC330-1,
HMKT130-1, HMKT330-1, HPBM440-1, HPBM441-1,
HPBM442-1, HPBM443-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HPSY131-1, HPSY132-1, HPSY331-1,
HPSY332-1, HRMS331-1, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSYD100-1, HSYD201-1, HTAX230-1, HTAX331-1,
HTAX332-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWDPR300-1
FA 2 – Online Quiz Due
Complete online via ColCampus no later than
12 May 12 23:59 12 May 2023 23:59
HADR230-1, HBMN230-1, HBMN231-1, HBMN232-1,
HBMN331-1, HBMN333-2, HBMN334-1, HBRD330-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HERL230-1, HERL330-1,
HFAC201-1, HFMN233-1, HGPLC230-1, HGPLD230-1,
HHRD230-1, HHRM230-1, HHRM331-1, HIPLW130-1,
HLLW330-1, HLTX330-1, HLWC230-1, HLWE230-1,
HLWI230-1, HLWS130-1, HMAC200-1, HMKT230-1,
HPDL230-1, HPLW230-1, HPSW230-1, HPSY231-1,
HPSY232-1, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1
37

HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 May 12 23:59 ColCampus no later than 12 May 2023 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 May 12 23:59 12 May 2023 23:59.
13 May 19 13:00 FA 2 - Results Release
14 May 22 17:00 FA 2 - Results Appeal Close
14 May 25 17:00 FA 2 - Results Appeal Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1
FA 3 – Assignment Due. Submit online via
15 May 29 23:59 ColCampus no later than 29 May 2023 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
Accompanying SA 2’s to be submitted online via
ColCampus no later than 23:59 on day that SA 1 is
15 to 17 May – June 29 - 12 written
15 May 29 09:00-12:00 HTAX332-1
09:00-11:00 HBMN201-1, HBMN200-1, HLWL300-1, HRMM330-1
12:00-14:00 HBMN230-1, HLWC200-1, HPDL230-1
15:00-17:00 HCMLW230-1, HHRM331-1, HLTX330-1
May 30 09:00-12:00 HFAC132-1, HFAC231-1, HFAC232-1, HFAC332-1
09:00-11:00 HADV300-1, HHRM200-1, HMAC300-1
12:00-14:00 HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
May 31 09:00-12:00 HAUD332-1, HFAC130-1
09:00-11:00 HBMN231-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1
15:00-17:00 HBMN300-1, HENT200-1, HFMN330-1
June 1 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1
15:00-17:00 HECO231-1, HECO232-1
June 2 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 June 5 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1, HMAC202-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1, HRMB330-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
June 6 09:00-12:00 HFAC131-1, HFAC334-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPAA200-1
12:00-14:00 HAPR300-1, HCONL330-1, HMAC200-1
15:00-17:00 HERL330-1, HPR200-1, HSEC200-1
June 7 No scheduled SA1s.
June 8 No scheduled SA1s.
38

16 June 9 09:00-12:00 HAUD230-1, HAUD331-1, HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1
12:00-14:00 HLLW330-1, HLWL200-1, HMKT200-1, HMKT230-1
15:00-17:00 HBMN334-1, HPSY232-1, HPSY332-1
17 June 12 09:00-12:00 HMAC230-1, HMAC330-1
09:00-11:00 HBMN232-1, HLWE230-1, HSOC231-1, HSOC232-1
12:00-14:00 HHRD230-1, HPSW230-1, HSOC331-1
15:00-17:00 HBMN301-1, HFMN300-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember to upload your SA2 via
ColCampus by the stipulated due date no later than
23:59.
16 June 5 09:00-12:00 HPBM440-1
16 June 8 09:00-12:00 HPMK440-1
17 June 12 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 May – June 29 - 12 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHRF1181, HHS1181, HHTD1181, HHWPT1181,
HIAI1181, HIAP1181, HICMA1181, HIND1181,
HINT1181, HIT1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HYFT1181
ASSESSMENT EVENTS with SA 2’s to submit.
These exams must be completed within the exam
period. Remember to upload your SA 2 on
15 to 17 May – June 29 - 12 23:59 ColCampus by the stipulated due date.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HANT130-1, HBMN100-1, HBMN102-1, HBMN130-1,
HCGE130-1, HDBP200-1, HECO130-1, HENT100-1,
HENT130-1, HEVM100-1, HFOA100-1, HHRD100-1,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HLAA130-1, HLWP130-1, HLWS130-1,
39

HMKT100-1, HMKT130-1, HNTS221-1, HNTS222-1,
HNTS203-1, HNTS300-1, HPSY131-1, HPSY132-1,
HPXN200-1, HPXN301-1, HPXS301-1, HSFT300-1,
HSOC131-1, HSOC132-1, HSPM300-1, HSYD202-1,
HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 May – June 29 - 12 23:59 later than 12 June 2023 23:59
HASD200-1, HBMN330-1, HCGE231-1, HENT300-1,
HHRM300-1, HHRM332-1, HHRM333-1, HLGE330-1,
HPBM444-1, HPCP440-1, HPFM440-1, HPLW440-1,
HPMK442-1, HPRM440-1, HPRM441-1, HPX100-1,
HPXN302-1, HPXS200-1, HPXS302-1, HRML330-1,
HRMS331-1, HSAD300-1, HSYD300-1, HWBAC230-1,
HWBHR330-1, HWBLW330-1, HWBMM330-1,
HWBSS330-1, HWCACP1171, HWCBMP1171,
HWCGMT1181, HWCHAP1181, HWCHCM1171,
HWCHMP1181, HWCHPR1181, HWCHRM1171,
HWCHRP1181, HWCLSP1171, HWCMDM1181,
HWCMP1171, HWCMSM1181, HWCMSP1181,
HWCMTM1181, HWCPLP1181, HWCTTMP1181,
HWDBM300-1, HWDEM300-1, HWDFA300-1,
HWDHR300-1, HWDMM300-1, HWDPR300-1
HCLT104-1, HCLT107-1, HCLT108-1, HPCPB100-1,
HPCPC100-1, HSYD100-1, HSYD201-1
SA 1 – Assignment Due. Submit online via
17 June 12 23:59 ColCampus no later than 12 June 2023 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
18 June 19 09:00-12:30 ASSESSMENT EVENTS.
19 June 27 13:00 SA 1 & 2 Results Release
19 June 30 17:00 SA 1 & 2 Results Appeal Close
20 July 4 13:00 SA 1 & 2 Results Appeal Release
Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA 2).
Accompanying Supplementary SA 2’s to be
submitted online via ColCampus no later than 23:59
21 July 10 - 14 on day that SA 1 is written
21 July 10 09:00-12:00 HAUD332-1, HETA231-1, HTAX230-1, HTAX331-1
09:00-11:00 HBMN230-1, HBMN300-1, HLWC130-1, HPSY332-1
HBMN200-1, HBMN334-1, HLWC200-1, HLWC230-1,
12:00-14:00
HTAX201-1, HTAX202-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HPAA200-1
July 11 09:00-12:00
HFAC333-1
HADV300-1, HBMN201-1, HENT200-1, HENT230-1,
09:00-11:00
HFMN330-1, HHRM230-1, HLWI230-1, HMAC300-1
40

HBMN231-1, HCYLW230-1, HFAC201-1, HFAC301-1,
July 11 12:00-14:00
21 HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HPSW200-1
HBMN233-1, HFAC130-1, HFAC131-1, HFAC302-1,
09:00-12:00
July 12 HFAC331-1, HFAC334-1, HFMN230-1
09:00-11:00 HBMN333-2, HGOP330-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HPSW230-1, HRMB330-1
HAUD200-1, HHRM200-1, HLWE230-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
July 13 09:00-12:00 HFMN331-1, HMAC230-1, HMAC330-1
HGPLC230-1, HGPLD230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HSOC332-1
HAPR300-1, HBLE300-1, HCML330-1, HHRD200-1,
12:00-14:00
HHRD300-1, HIMC300-1, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
July 14 09:00-12:00 HAUD230-1, HAUD331-1, HCGA232-1, HTAX332-1
HADR230-1, HBMN232-1, HHRD230-1, HLTX330-1,
09:00-11:00
HSEC200-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember to
upload your Supplementary SA 2 via ColCampus by
the stipulated due date no later than 23:59.
21 July 10 09:00-12:00 HPBM440-1
21 July 12 09:00-12:00 HPMK440-1
21 July 14 09:00-12:00 HPBM443-1
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
21 July 10 - 14 14 July 2023 23:59
HASD200-1, HBMN330-1, HCGE231-1, HENT300-1,
HHRM300-1, HHRM332-1, HHRM333-1, HLGE330-1,
HPBM444-1, HPCP440-1, HPFM440-1, HPLW440-1,
HPMK442-1, HPRM440-1, HPRM441-1, HPX100-1,
HPXN302-1, HPXS200-1, HPXS302-1, HRML330-1,
HRMS331-1, HSAD300-1, HSYD300-1, HWBAC230-1,
HWBHR330-1, HWBLW330-1, HWBMM330-1,
HWBSS330-1, HWCACP1171, HWCBMP1171,
HWCGMT1181, HWCHAP1181, HWCHCM1171,
HWCHMP1181, HWCHPR1181, HWCHRM1171,
HWCHRP1181, HWCLSP1171, HWCMDM1181,
41

HWCMP1171, HWCMSM1181, HWCMSP1181,
HWCMTM1181, HWCPLP1181, HWCTTMP1181,
HWDBM300-1, HWDEM300-1, HWDFA300-1,
HWDHR300-1, HWDMM300-1, HWDPR300-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
21 July 10 - 14 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHRF1181, HHS1181, HHTD1181, HHWPT1181,
HIAI1181, HIAP1181, HICMA1181, HIND1181,
HINT1181, HIT1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HYFT1181
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember
to upload your SA 2 on ColCampus by the stipulated
21 July 10 - 14 due date.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HANT130-1, HBMN100-1, HBMN102-1, HBMN130-1,
HCGE130-1, HDBP200-1, HECO130-1, HENT100-1,
HENT130-1, HEVM100-1, HFOA100-1, HHRD100-1,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HLAA130-1, HLWP130-1, HLWS130-1,
HMKT100-1, HMKT130-1, HNTS221-1, HNTS222-1,
HNTS203-1, HNTS300-1, HPSY131-1, HPSY132-1,
HPXN200-1, HPXN301-1, HPXS301-1, HSFT300-1,
HSOC131-1, HSOC132-1, HSPM300-1, HSYD202-1,
HTCP300-1, HTSS100-1, HWFM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HPCPB100-1,
HPCPC100-1, HSYD100-1, HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
21 July 10 - 14 23:59 online via ColCampus no later than 4 July 2023.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 July 19 09:00-12:30 EVENTS.
22 July 21 17:00 Supplementary SA 1 & 2 Results Release
42

23 July 24 13:00 Supplementary SA 1 & 2 Results Appeal Close
23 July 27 17:00 Supplementary SA 1 & 2 Results Appeal Release
43
Annexure D - Plagiarism Information Sheet
INFORMATION SHEET: PLAGIARISM
This document serves as a source of information regarding the nature of plagiarism, why it is
important to avoid, and how to ensure that you do not commit plagiarism.
Definition
Plagiarism is the reproduction of somebody else’s work or ideas, and presenting it as your own
without giving recognition to that person (Larney, 2012:5). Any piece of work that you present
under your own name must indeed be your own. If you used someone else’s ideas or words
without citing that person’s work, you have committed plagiarism.
Importance
If you have used someone else’s words or ideas in your work without giving them due credit, that
amounts to you presenting that person’s ideas as your own (AAUP, 2015:6). This affects the
academic integrity of your work, and can also be considered an infringement on the copyright of
the author whose work you used. It is therefore very important to avoid plagiarism when you
present academic work.
Examples
Plagiarism comes in many forms and is not limited to the direct quotation of another person’s
work without giving him credit. The most important cases of plagiarism are set out below:
Plagiarism of Ideas
Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a

hypothesis, a metaphor) in whole or in part, or with superficial modifications, without
giving credit to its originator (Roig, 2011:4)
Example: Original text: “Customer involvement is a fairly novel phenomenon in the

marketplace. By involving customers in the service delivery process, innovation and
productivity is improved.” (Axcell et al, 2015:217)
44 PlagiarismInfo-HCLT107-1-Jan-Jun2023-PC-V.1-09022023
Plagiarism of idea: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a relatively
new and foreign one in the marketplace.”
This is plagiarism because the idea of Axcell et al was taken directly without providing a
reference to their work. The plagiariser only changed “novel idea” to “a relatively new
and foreign idea” to his own version – but this does not represent his own thoughts. It is
the idea of Axcell et al written in a slightly different way.
This can be corrected by adding a reference to the source into work. For example: “If one
involves customers in the process of service delivery, this generally increases innovation
and productivity – even though this idea is still a relatively new and foreign one in the
marketplace (Axcell et al, 2015:217).
Plagiarism of Text
Definition: Copying a portion of text from another source without giving credit to its
author and without enclosing the borrowed text in quotation marks (Roig, 2011:6).
Example: Original text: “The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited
trade unionism, industrialization and oppression of black workers. From 1924-1956 the
Industrial Conciliation Act was promulgated which created dispute settlement
mechanisms through establishing industrial councils.” (Thompson, 2015: 94).
Plagiarism of text: The period from 1652 to 1870 was characterized by colonial settlement
and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited trade
unionism, industrialization and oppression of black workers.
This is plagiarism because you are quoting the work of Thompson directly without putting
it in between quotation marks, and without providing a reference to his work.
This can be corrected by adding a reference to the source into the text and placing the
sentence in between quotation marks. For example: “The period from 1652 to 1870 was
characterized by colonial settlement and slavery. 1870 – 1924 bought the discovery of
gold and diamonds, limited trade unionism, industrialization and oppression of black
workers” (Thompson, 2015: 94).
Plagiarism by Improper Paraphrasing
Definition: Taking portions of text from one or more sources, paraphrasing what was said,
and then adding some of your own ideas to that text to pass the entire thought off as your
own. (Roig, 2011:7).
Example: Original text: “The entrepreneur has to be sensitive to opportunities or

problems arising in the business or outside. This awareness is the stimulus for creative
ideas. It is also important that one should have clarity concerning the nature of the
problem in order to develop a creative solution. Therefore, it is of utmost importance to
define the problem clearly.” (De Beer et al., 2008, 168)
Plagiarism by improper paraphrasing: It is important for an entrepreneur to be sensitive

to opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas. Therefore it is important to
pursue the continuous generation of creative ideas.
This is plagiarism because you merely rephrasing the idea of De Beer et al. and then
adding your own sentence to that, without giving reference to the authors for the first
part of your text.
This can be corrected by adding a reference to the source after the first part of this
paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008: 168).
Therefore it is important to pursue the continuous generation of creative ideas.
Tips to avoid plagiarism:
1) Ensure that you understand the source that you are using and the ideas that it is trying to
convey. A good rule of thumb is that if you can repeat what you have read in your own
words, you most likely have a good understanding of that work. And if you can do that –
you can be sure that you are writing your own ideas.
2) Refer to a few sources (or at least more than one) before starting to write your own work.
This allows you to develop your own thoughts and opinions on the subject matter.
3) Be sure to cite every source that you use. When you are collecting sources, ensure that
you have all the relevant detail for the source that you need to cite it correctly – refer to
the referencing guide in this regard
4) Use quotation marks around text that you have taken directly from an original source.
5) Always include a list of references at the end of your work, with the relevant detail of all
the sources you referred to in your text.
6) Read and edit your work to make sure that you can confidently present it as your own
words and ideas.
Useful sources if you want more information on plagiarism
UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available at:
[http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf]
The referencing guide booklet is available in the Library module on COLcampus.
LIST OF REFERENCES:
AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins University Press.
Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing
Management 3. Cape Town: EDGE Learning Media.
De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008.
Entrepreneurial Skills. Cape Town: Juta and Co Ltd.
Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University Library

Services.
Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing Practices:
A Guide to Ethical Writing. ORI. Avaialble at: [http://ori.hhs.gov/avoiding-plagiarism-self-
plagiarism-and-other-questionable-writing-practices-guide-ethical-writing. Last accessed:
9/11/2015]
Annexure E: Formative Assessment 1
HIGHER EDUCATION PROGRAMMES
Academic Year 2023: January - June
Formative Assessment 1: Computer Literacy: Computational

Thinking & Programming (HCLT107-1)
NQF Level, Credits: 6, 10
Weighting: 25%
Assessment Type: Essay Questions
Educator: O. Dyantyi
Examiner: O. Dyantyi
Due Date: 31 March 2023
Total: 100 marks
Instructions:
• This paper consists of 5 questions.

• It is based on units 1 - 4 of your study guide.
• All questions are compulsory.
• Submit a single PDF file
49 HCLT107-1–Jan-Jun2023-FA1-OD-V2-31012023
Question 1 [14 marks]

1.1 Using the knowledge gained from the study guide, the recommended sources, and
any other relevant sources, describe a computer programming language. (5 marks)
1.2 Compared to 20 years ago, programming has become much easier in today’s
modern world. Provide examples of some modern programming languages.
(4 marks)
1.3 You overheard a conversation between two ladies at the mall, one explaining to
the other that they had just bought a laptop. The laptop owner's problem is that she
does not have software for typing and presentation work. The laptop only boots up
and loads Windows 10. By means of examples, explain the type of software she needs
and how this software is different from Windows 10. (5 marks)
Aligns to SAICA competencies:

W1 Computational thinking
Determine relevant characteristics and discard irrelevant
c) characteristics.
Question 2 [23]
Imagine that you attend an interview for a junior programmer’s post. In the interview
assessment, you are asked to answer the following questions:
2.1 In the context of computer programming, describe the following elements:
(15 marks)
- Data Types.
- Arrays.
- Loops.
- Conditional Operators.
- Procedures.
2.2 Explain the benefits of using a good programming style? (3 marks)
2.3 As a programmer, what would you suggest as the important considerations to help
you decide which programming language to use in a project? (5 marks)

c) characteristics.
3.1 Various programming styles develop certain ways of thinking by integrating them
into particular programming languages. Alternatively, programming style can be
referred to as a set of guidelines that define the rules of programming. Describe Object
Orientated programming (OOP) in the context of programming styles. (2 marks)
3.2 During your internship at an accounting firm, you take part in a meeting with your
development team, which includes systems analysts and programmers. Some of your
team members do not understand what “waterfall methodology” means.
How would you describe the waterfall methodology and its phases/steps to them?
(15 marks)
3.3 Some students who have just started learning to program approach and ask you
to assist them with guidance to download and install NetBeans for the first time.
Explain what you need to have installed on your PC before downloading and installing
NetBeans. (3 marks)

c) characteristics.
Question 4 (27 marks)
In your programming class, you notice that many students are using the NetBeans
IDE to write their programs.
4.1 Explain the benefits that the NetBeans IDE offers to the programmer? (4 marks)
4.2 Explain the key features of the spiral model and discuss the model’s steps.
(17 marks)
4.3 As a programming student in this course, how would you describe the meaning of
the terms designing a program and debugging a program? (6 marks)

c) characteristics.

The main drop-down menu on NetBeans offers many features needed to run your
project and work with your project.
5.1 Describe the functions of the following menus in NetBeans IDE. (14 marks)
- Refactor menu
- Run menu
- Debug menu
- Clean and Build the Project toolbar menu
- Debug Project toolbar menu
5.2 Explain how project location is dealt with when creating projects using NetBeans
IDE. (2 marks)

c) characteristics.
Annexure F: Formative Assessment 2

Weighting: 25%
Due Date: 6 May 2023
Total: 50 marks
Instructions:

• Submit ONE pdf with your full details (Cover Page) and the snapshots of your
working code/programs. Clearly show which question your code snapshot is
answering.

Use the NetBeans IDE to create an application that allows the user to enter income
and expense amounts and calculate and output profit/loss amounts. Use text boxes to
capture/input and labels to deliver output amounts. You are required to use the
following buttons:
Calculate button – calculates the profit/loss amount by subtracting expenses from

income.
Clear button - clears out all entries after calculations are completed.
Exit button – quits the program/application. (28 marks)
For example:

d) Write a basic algorithm to solve a problem using a programming
language

While you can assign values to variables as you declare them, programs typically
become more valuable when a user can supply different values for variables each time
a program executes. Create a program that allows the user to input name, age, and
salary and output the entered data as follows:
EMPLOYEE
Name: Jake
Age: 35
Salary: 15000
NB. The program must determine if the person is an employee or a manager.
The person is an employee if they earn less than 20 000. If they earn more than 20
000, the person is the manager.

language.
e) Evaluate the appropriateness of a presented algorithm to solve a
problem
Annexure G – Formative Assessment 3

Weighting: 25%
Assessment Type: Practical Questions
Due Date: 29 May 2023
Total: 50 marks
Instructions:

• Submit ONE pdf with your full details (Cover Page) and the snapshots of your
working code/programs. Clearly show which question your code snapshot is
answering.

Create a java console application that allows the user to enter their name, the number
of lotto numbers to store, and the actual lotto numbers. The application must print out
an appropriate greeting message and the list of lotto numbers entered by the user.
You are required to use an array to store the lotto numbers, the user must determine
the size of the array. (20 marks)
For example:

language

The area of a shape is the amount of space it occupies. When you are trying to
determine how much paint to buy to cover a wall or how much grass seed to plant on
a lawn, you must know the area of the shape or surface. Create an application that
allows the user to enter shape sides (in meters) and calculate the area of the shape.
You are given the following shapes and their area formulas:
Square – Area = a2
Rectangle – Area = Length x Width
Triangle – Area = (Base x Height)/2
The user enters the side length for the square, rectangle length, width, triangle base,
and height. The application’s buttons work as follows:
Calculate button – calculates the areas of all shapes.
Reset button – clears all entries.
Exit button – quits the application.
For example:
This assessment aligns to the following SAICA competencies:
a) Decomposition of a problem into smaller sub-problems

language
Annexure H: Summative Assessment 1
Summative Assessment 1: Computer Literacy: Computational

Weighting: 25%
Due Date: 12 June 2023
Total: 50 marks
Instructions:
• This paper consists of 1 question.

• It is based on all units of your study guide.
• Submit a cover page with your details and your screenshots of your application in
a single pdf file.
• You must zip your NetBeans Project folder and submit it. This will be tested
(compiled and run).
61 HCLT107-1–Jan-Jun2023-SA1-OD-V3-30012023

You are approached by your friend who has just won a tender to cut the grass around
selected areas in your community. Your friend needs a software application to
calculate employee's net salary. The hourly rate charged is R45.50, and the UIF
(Unemployment Insurance Fund) deducted from the employee’s gross earnings is 1%
of the amount the employee earned. The app must allow the user to enter ONLY the
employee's name, surname, and hours worked. The app must calculate and display
the amount earned, the UIF amount, and the net amount due to each employee.
(50 marks)
INPUTS:
Name, Surname, and Hours Worked.
OUTPUTS:
Amount Earned, 1% UIF, and Nett Pay, Message printed in the text area confirming
the employee's net salary.
The buttons on the app’s interface must work as follows:

Calculate button – This button calculates the amount earned, 1% UIF, and net pay.
Also prints out a message in the text area confirming the net salary of the employee
(stating name, surname, and net pay amount).
Reset button – To clear out all entries in all controls.
Exit button – This exits or quits the application.
The following screenshots give you an example of what the application must do.
This assessment aligns to the following SAICA competencies:

a) Decomposition of a problem into smaller sub-problems
Write a basic algorithm to solve a problem using a programming
d) language
Evaluate the appropriateness of a presented algorithm to solve a
e) problem
Application Function Marks

Program execution and Buttons: (30 marks)
output Calculate –
Variable declaration (final UIF and hourly rate)
Variable initializations
Amounts calculations (using formulas)
- Hours worked multiplied by hourly rate
- UIF% multiplied by the amount earned
- Amount earned subtract UIF amount.
Data type casting and amount displays
Statement to display a message in the text area.
Reset
Displaying empty text in the text boxes. (7 marks)
The hourly rate amount is displayed and cannot be

(2 marks)
reset.
Exit
(1 ½ mark).
Statement to exit the program
GUI (Graphic User Appropriate swing controls are declared and given
Interface) sensible variable names.
(9 ½ marks)
Labels, text boxes, and text area (½ a mark per
label or controls used)
TOTAL 50 marks

CourseOutline HCLT107 1 Jan Jun2023 PC V.3 17022023

Uploaded by

Copyright:

Available Formats

CourseOutline HCLT107 1 Jan Jun2023 PC V.3 17022023

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CourseOutline HCLT107 1 Jan Jun2023 PC V.3 17022023

Uploaded by

Copyright:

Available Formats

BOSTON CITY CAMPUS

Computer Liteacy: Computational Thinking &

Assessment Strategy: AS1

January - June 2023

About the Institution

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 7

3. TEACHING, LEARNING AND ASSESSMENT 10

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 15

5. COMMUNICATION AND SUPPORT 17

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 21

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 23

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 27

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 30

B. PROPOSED STUDY PROGRAMME 31

C. ACADEMIC CALENDAR FOR 2023 35

D. PLAGIARISM INFORMATION SHEET 44

Welcome to the Computer Literacy: Computational Thinking & Programming (HCLT107-1)

The purpose of Computer Literacy: Computational Thinking & Programming is to provide

1.2 The Module

• Module name: Comp Literacy: Computational Thinking & Programming (HCLT107-1)

1.3 Notional Hours

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of qualifications and professional bodies, SAQA must:

What are Quality Councils (QCs)?

The three QCs are:

The National Qualifications Framework (NQF) is a comprehensive system for the

What Does the NQF Look Like?

The NQF is organised as a series of levels of learning achievement, arranged in ascending

Description NQF 5 NQF 6 NQF 7 NQF 8

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

• Should be action-orientated and communicative

3.2 Learning Methodology

Teaching at Boston consists of:

Learning consists of:

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

• Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

• Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an

• Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an

There are a number of assessment types appropriate to the distance-learning environment,

3.3.1 Self-Assessment and Recommended Reading

3.3.2 Report Writing

3.3.3 True-False Test

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

3.3.5 Multiple-Choice Question Examination

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

3.4 Feedback to Students

4.1 Distance Learners and Support Centres

4.2 Hours of Operation

Head of Library Services Contact details

5.1 Student Support

• From Educators on a Friday.

5.2 General and Administrative Support (Administrative – NOT Course Related)