Faculty of

Information and Communication Technology

Department of Computer Science

STUDY GUIDE
NQF NQF MODULE NAME MODULE YEAR SEMESTER
LEVEL CREDITS CODE

6 15 Internet Programming INT316D 2026 1

QUALIFICATION SAQA ID:

Diploma in Computer Science H/H16/E089CAN

Diploma in Multimedia Computing H/H16/E090CAN

Diploma in Information Technology

Diploma in informatics

Compiled by Vuyisile Memani

Revised on: January 2026
©COPYRIGHT: Tshwane University of Technology
Private Bag X680
PRETORIA
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All rights reserved. Apart from any reasonable quotations for the purposes of research criticism or review as
permitted under the Copyright Act, no part of this book may be reproduced or transmitted in any form or by
any means, electronic or mechanical, including photocopy and recording, without permission in writing from
the publisher.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 2

Contents
SECTION A – INTRODUCTION............................................................................................................................ 5
1. Welcome ...........................................................................................................................................................5
2. Introduction ......................................................................................................................................................5
3. Name of the module .........................................................................................................................................5
4. Module Credits/Weight ....................................................................................................................................5
5. Custodian department of this module .............................................................................................................5
6. Purpose of the module .....................................................................................................................................6
7. Code of conduct................................................................................................................................................7
SECTION B – ORGANISATIONAL COMPONENT................................................................................................... 8
8. Contact information of custodian department of this module ........................................................................8
9. Contact information of lecturers ......................................................................................................................8
9.1. Module coordinator/s.............................................................................................................................8
9.2. Site coordinators .....................................................................................................................................8
9.3. Facilitators...............................................................................................................................................9
10. Library Contact Details ................................................................................................................................9
11. Student Support Contact Details...............................................................................................................10
12. Time table..................................................................................................................................................10
13. Consultation ..............................................................................................................................................10
14. Schedule ....................................................................................................................................................10
SECTION C – PRESCRIBED AND RECOMMENDED RESOURCES........................................................................... 12
15. Prescribed Textbook..................................................................................................................................12
16. Additional Module Resource Information ................................................................................................12
17. Recommended Additional Resources .......................................................................................................12
18. Recommended Electronic resources.........................................................................................................13
19. Supplied Resources ...................................................................................................................................13
20. E-Learning platform...................................................................................................................................13
SECTION D – MODULE DESCRIPTION............................................................................................................... 14
21. Alignment of this module with the relevant exit level outcomes / graduate attributes ..........................14
22. Articulation with other modules in the programme .................................................................................16
22.1. Diploma in Multimedia Computing ......................................................................................................16
22.2. Diploma in Computer Science...............................................................................................................17
22.3. Diploma in Informatics..........................................................................................................................18
22.4. Diploma in Information Technology .....................................................................................................19
23. Module Outline .........................................................................................................................................20

© Tshwane University of Technology | Department of Computer Science | Internet Programming 3

 24. Learning outcomes, assessment criteria, teaching activities, and Assessment method ..........................21
SECTION E – ASSESSMENT .............................................................................................................................. 36
25. Assessment Schedule ................................................................................................................................36
26. Promotional requirements ........................................................................................................................37
27. Absence from assessment opportunities or late submission of assessments ..........................................37
28. Class Tests .................................................................................................................................................38
29. Assignments/Quizzes ................................................................................................................................38
30. Semester Tests ..........................................................................................................................................38
31. Project .......................................................................................................................................................38
32. Homework .................................................................................................................................................38
33. Predicate ...................................................................................................................................................38
34. Exam ..........................................................................................................................................................38
35. Assessment Administration.......................................................................................................................38
36. Mode of delivery .......................................................................................................................................39
37. Quality assurance ......................................................................................................................................39
38. Industry related learning ...........................................................................................................................39
39. Plagiarism ..................................................................................................................................................39
40. Glossary .....................................................................................................................................................41
ADDITIONAL DOCUMENTATION ..................................................................................................................... 42
Appendix A..............................................................................................................................................................42
Appendix B ..............................................................................................................................................................43

© Tshwane University of Technology | Department of Computer Science | Internet Programming 4

SECTION A – INTRODUCTION

1. Welcome

Welcome to Internet Programming. This module is a follow up to the Advanced Object-Oriented Programming
module. In this module we introduce the student to advanced concepts of Web/Internet Programming using the
Java programming language, the JEE (Java Enterprise Edition) framework to be specific. Some of the concepts to
be learned are data JSPs, Servlets, EJBs, JPA and security of web applications. We are looking forward to working
with you. Enjoy the module.

2. Introduction

The purpose of this study guide is to provide the learner with information needed that is crucial in completing this
module. This study guide serves as a contract between the learner and the lecturer regarding what is to be done,
and on which date it should be completed. All rules and regulations stipulated in this study guide should be
aligned with the standard rules and regulations of Tshwane University of Technology. Any deviation from these
standard rules and regulations will be regarded as invalid and must be reported to the HOD of the module’s
custodian department.

3. Name of the module

Internet Programming

4. Module Credits/Weight

15

5. Custodian department of this module

The custodian department of this module is the department of Computer Science.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 5

6. Purpose of the module

This Internet Programming module is a 15 credit with core learning modules on NQF level 6 which prepares the
student to apply programming and software engineering principles to provide solutions to a range of problems
emanating in IT industry. The focus of this module is to lay the foundation for the design and implementation of
internet applications using JEE components for a web container. The student will be able to apply his/her
knowledge of advanced programming concepts such as MVC design pattern, Servlets, Java Server Pages, EJBs,
JPA, and JPQL to the problems arising in the software industry.

This module forms part of the qualification Diploma in Computer Science and will individually contribute to
achieving the exit level outcome of:

• ELO 2: Develop web applications.

• ELO 6: Apply software engineering principles to the application development life cycle

This module is placed in the third year as it is core module and will help in the creation of all general IT
professionals from programmers to developers, analysts to testers. Once a student completes this module,
he/she will have a solid understanding of mobile computing in a working environment.

The NQF of this module is 6 and, on this level, it is expected that learner should demonstrate the ability to
understand and apply the basic concepts, facts and terms, select and apply standard methods, procedures and/or
techniques, as well as design an information system, and compliance to working environment.

The graduate attributes of the institution expect students to be well rounded individuals which will demonstrate
knowledge, skills and applied competencies. By employing the proper outcomes, assessment methods and level
descriptors this module will contribute to the knowledge and skills such as identifying and explaining key concepts
of principles of programming and applying these skills to either the working environment or their own lives.

The students will be employable because of an array of skills and knowledge they will acquire. Industry expects
students to:

• Communicate effectively,
• Be critical thinkers,
• Be team players and yet independent thinkers.

Through this module students will acquire skills and applied competencies by doing investigation and applying
solutions to provided issues through group work and presentation of solutions.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 6

The intent of the module is to ensure that the students is well-rounded, and this can only be ensured if the
individuals can interact effectively with their changing environment and act responsive and responsible within a
variety of social and cultural settings. Aligned to the graduate attributes and ELO’s students will be guided
through activities like problem-solving and reflexive practices. In addition, students will acquire the following:

• Knowledge: understand key terms, concepts, facts, principles, rules and theories.
• Skills: select and apply standard methods, procedures and/or techniques.
• Plan: manage and implement processes within a supported environment.

7. Code of conduct

• Students may not be late for class. (Do not enter the class if you are late)
• Students should attend all classes. (The 85% class attendance rule applies)
• Cell phones should be switched off during class times.
• No eating or drinking in the classes.
• Students should strictly follow the schedule, unless otherwise stated. (page 4 of this study guide)
• Students should also look on the notice board outside the lecturer’s office for updates on marks and
communication.
• Each student should have a textbook.
• Students should prepare for each class by researching the module.
• Students can see lecturer during consultation times, otherwise make an appointment with the lecturer
for another time.
• Students should submit their sick note or death certificate within the specified time.
• Since 2011 a student is not allowed to register more than three times for a module.
• All issues pertaining to the module must be reported to your lecturer. If the issue cannot be resolved
adequately it must be escalated to the module coordinator. If the issue is still not resolved, it must be
escalated to the section head. If the issue is still not resolved, it can be escalated to the HOD of the
module’s custodian department (see section A). Students may only report issues to the Dean of the
faculty if the issue cannot be resolved by the HOD. Under no circumstances will issues be addressed if the
proper reporting chain was not followed (see the figure below)

© Tshwane University of Technology | Department of Computer Science | Internet Programming 7

SECTION B – ORGANISATIONAL COMPONENT

8. Contact information of custodian department of this module

The custodian department of this module is the department of Computer Science.

Name & Surname Campus Office Location Contact number and Role in Programme
E-mail
Me Bandile Soshanguve South 20 – G03 012 382-5679 Departmental
Msingana MinganaBK@[Link] administrator
Me Angelina E-Malahleni 14-G37 013 653-3165 Administrator
Shonaphi Bhembe BhembeAS@[Link]
Me Maesela Lebelo Polokwane 1-G247 015 287-0757 Administrator
LebeloM@[Link]

9. Contact information of lecturers

This module has one primary module coordinator that is responsible for coordinating the activities of the module.
If this module is offered at one of the other learning sites and the primary module coordinator does not reside on
the learning site, the activities of this module is managed by the primary module coordinator via a site
coordinator. There is one facilitator assigned to facilitate the teaching of each group.

9.1. Module coordinator/s

Module Coordinator Vuyisile Memani

Office Location 14 – 114
Office Telephone Number 012 382 9749
Email address MemaniV@[Link]

9.2. Site coordinators

Polokwane Site Coordinator Michael Tshitake

Office Location 1 – G117
Office Telephone Number 012 382 0904
Email address TshitakeFM@[Link]
 Emalahleni Site Coordinator Jabulani Makhubela
Office Location 7 – G62
Office Telephone Number 013 690 2492
Email address MakhubelaJK@[Link]

9.3. Facilitators

Lecturer of Group 1 Vuyisile Memani

Office Location 12 – 138
Office Telephone Number 012 382 9749
Email address MemaniV@[Link]

Lecturer of Group 2 Thanyani Netshisumbewa

Office Location 20 – G08
Office Telephone Number 012 382 9843
Email address NetshisumbewaT@[Link]

Lecturer of Group 3 Jabulani Makhubela

Office Location 7 – G62
Office Telephone Number 013 690 2492
Email address MakhubelaJK@[Link]

Lecturer of Group 4 Michael Tshitake

Office Location 1 – G117
Office Telephone Number 012 382 0904
Email address TshitakeFM@[Link]

10. Library Contact Details

Soshanguve Faculty Librarian Ms Rachel Raisibe Ntsoane

Office Location Ground floor in library
Office Telephone Number 012 799 9509
Email address NtsoaneRR@[Link]

© Tshwane University of Technology | Department of Com

11. Student Support Contact Details

Student Support Services Dr Shafeeka Dockrat

Office Location Pta: Building 5, Room 5-705
Office Telephone Number +27 12 382 4260
Email address DockratS@[Link]

12. Time table

The time table for class attendance is obtainable from the leaner management system (LMS).

13. Consultation

Consultation time slots will be displayed on the LMS. Consultations are done online. Students must please contact
the lecturer one day in advance via email and arrange a consultation session. Please remember to mention your
name & surname, student number, module code and topic to be discussed during the consultation session.

14. Schedule

The schedule indicates all-important dates for activities such as, class activities, assignment due dates, class tests,
excursions, practicals, project due dates, computer-based tests submission dates etc. Please ensure that you
follow the schedule of your assigned group.

Weekday Date Activity / Specified Outcome to be addressed

Group 1
Tuesday 3 Feb 2026 LO1

Wednesday 4 Feb 2026 LO2

Friday 6 Feb 2026 LO2 continued

Tuesday 10 Feb 2026 LO3

Wednesday 11 Feb 2026 LO3

Friday 13 Feb 2026 LO3
CT1:(LO1-LO3)
Tuesday 17 Feb 2026 LO4

Wednesday 18 Feb 2026 LO4 continued.

Friday 20 Feb 2026 LO4 continued.

Tuesday 24 Feb 2026 LO5

Wednesday 25 Feb 2026 LO5 continued.

© Tshwane University of Technology | Department of Com

Friday 27 Feb 2026 LO5 continued.
CT2:(LO4-LO5)
Tuesday 3 Mar 2026 LO6

Wednesday 4 Mar 2026 LO6 continued.

Friday 6 Mar 2026 LO6 continued

Tuesday 10 Mar 2026 LO7

Wednesday 11 Mar 2026 LO7 continued.

Friday 13 Mar 2026 LO7 continued.

CT3:(LO6-LO7)
Tuesday 17 Mar 2026 LO7 continued.
18 – 28 Mar 2026 Semester Test Week 1: Mainly based on LO1 – LO7
30 Mar – 4 Apr 2026 RECESS.
Tuesday 7 Apr 2026 LO8

Wednesday 8 Apr 2026 LO8 continued.

Friday 10 Apr 2026 LO8 continued.

Tuesday 14 Apr 2026 LO9

Wednesday 15 Apr 2026 LO9 continued.

Friday 17 Apr 2026 LO9 continued.

CT4:(LO8-LO9)
20 Apr – 2 May 2026 Semester Test Week 2: Mainly based on LO8 – LO9.
Tuesday 5 May 2026 LO10

Wednesday 6 May 2026 LO10 continued.

Friday 8 May 2026 LO10 continued.
Tuesday 12 May 2026 LO10 continued.
Wednesday 13 May 2026 LO10 continued.
Friday 15 May 2026 LO10 continued.
Monday 18 May 2026 Predicate Day
25 May–12 June 2026 EXAMS.
15–30 June 2026 SUPLEMENTARY EXAMS.
1 – 11 July 2026 RECESS.

© Tshwane University of Technology | Department of Com

SECTION C – PRESCRIBED AND RECOMMENDED RESOURCES

15. Prescribed Textbook

Head First Servlets & JSP – 2nd Edition

By Bryan Bashan, Kathy Sierra & Bert Bates.

Published by O’Reily

ISBN-13: 978-0-596-51668-0

This book is essential for the successful completion of this course. You are strongly advised to acquire the
resource.

16. Additional Module Resource Information

• Student could be given handouts from other relevant books.

17. Recommended Additional Resources

Murach’s Java Servlets and JSP

By Joey Murach

Published by Mike Murach & Associates, Inc.

ISBN: 1890774448

© Tshwane University of Technology | Department of Com

18. Recommended Electronic resources

Learning Title of electronic resource URL

outcome, or
assessment
criteria that this
resource relates
to

19. Supplied Resources

There are no resources supplied for this module.

20. E-Learning platform

This module will make use of [Link] for as its formal e-learning platform. Last minute, important
notifications, like changes in lecture venue, time, deadlines for assignments, etc. will be placed on this platform.
Electronic resources will also be distributed via this platform.

© Tshwane University of Technology | Department of Com

SECTION D – MODULE DESCRIPTION

21. Alignment of this module with the relevant exit level outcomes / graduate attributes

The students should be able to do the following after the completion of the module:

• Scope of knowledge, in respect of which a learner is able to demonstrate: detailed knowledge of the main
areas of one or more fields, disciplines or practices, including an understanding of and an ability to apply
the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice to unfamiliar
but relevant contexts; and knowledge of an area or areas of specialisation and how that knowledge relates to
other fields, disciplines or practices
• Knowledge literacy, in respect of which a learner is able to demonstrate a understanding of different forms
of knowledge, schools of thought and forms of explanation within an area of study, operation or practice,
and an awareness of knowledge production processes
• Method and procedure, in respect of which a learner is able to demonstrate an ability to evaluate, select and
apply appropriate methods, procedures or techniques in processes of investigation or application within a
defined context
• Problem solving, in respect of which a learner is able to demonstrate an ability to identify, analyse and solve
problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and
procedures appropriate to the field, discipline or practice
• Ethics and professional practice, in respect of which a learner is able to demonstrate an understanding of the
ethical implications of decisions and actions, within an organisational or professional context, based on an
awareness of the complexity of ethical dilemmas f. Accessing, processing and managing information, in
respect of which a learner is able to demonstrate an ability to evaluate different sources of information, to
select information appropriate to the task, and to apply well-developed processes of analysis, synthesis and
evaluation to that information
• Producing and communicating information, in respect of which a learner is able to demonstrate an ability to
present and communicate complex information reliably and coherently using appropriate academic and
professional or occupational conventions, formats and technologies for a given context
• Context and systems, in respect of which a learner is able to demonstrate an ability to make decisions and
act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between
systems, and of how actions, ideas or developments in one system impact on other systems
 Management of learning, in respect of which a learner is able to demonstrate an ability to evaluate
performance against given criteria, and accurately identify and address his or her task-specific learning needs
in a given context, and to provide support to the learning needs of others where appropriate
• Accountability, in respect of which a learner is able to demonstrate an ability to work effectively in a team or
group, and to take responsibility for his or her decisions and actions and the decisions and actions of others
within well-defined contexts, including the responsibility for the use of resources where appropriate.

© Tshwane University of Technology | Department of Com

22. Articulation with other modules in the programme

The diagrams below show the articulation form one module to the next. If the module is connected with a line to a module above it, it indicates that the module
above is a prerequisite for this module.

22.1. Diploma in Multimedia Computing

22.2. Diploma in Computer Science

© Tshwane University of Technology | Department of Computer Science | Internet Programming 17

22.3. Diploma in Informatics

© Tshwane University of Technology | Department of Computer Science | Internet Programming 18

22.4. Diploma in Information Technology

© Tshwane University of Technology | Department of Computer Science | Internet Programming 19

23. Module Outline

This module will comprise of the following learning goals:

• An Overview of Servlet and JSP Technology.

• Web Application architecture.
• Model View Control architecture.
• Being a Servlet.
• Being Web Application.
• Being a JSP.
• Conversional State.
• Expression Language.
• Web app deployment.
• Web App security.
• Filters.
• EJBs.
• JPA.
• JPQL.

The learning outcomes, and assessment criteria for how you can measure if you have reached a full understanding of these learning goals are defined in the next
section.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 20

24. Learning outcomes, assessment criteria, teaching activities, and Assessment method

Each learning goal has a set of learning outcomes that will be assessed using assessment criteria. The tables below show the learning outcomes, assessment
criteria, teaching activities, and assessment methods.

UNIT 1: Introduction to JEE framework

Learning Outcome 1.1: Design and deploy web applications that conform to the Web architecture of the Java Enterprise Edition (JEE) framework.

Learning Outcome 1.2: Define JEE in a web development environment.

Learning Outcome 1.3: Explain the historical background of JEE in the web development environment.

Learning Outcome 1.4: Compare JEE to other enterprise frameworks, such as Spring and Spring Boot.

Learning Outcome 1.5: Differentiate between Web Servers and Application Servers in the web development environment.

Learning Outcome 1.6: Download, install, and test software packages compliant with the JEE standard.

Learning Outcome 1.7: Identify a real-world problem that can be solved using integrated internet programming knowledge through a collaborative
project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written assignments, tests,

The definition of the JEE standard is stated as demonstrate the application of the concepts using quizzes,
applicable in a web development environment. problem based or case studies.
Summative: End of semester examination
The evolution of the JEE standard is thoroughly Peer controlled: Reinforce the concepts in practical
explained in a web development environment. and tutorial sessions.

A comparison of enterprise frameworks is made

in a web development environment.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 21

 Student controlled: Demonstrate the understanding
A clear distinction is made between web servers by tests, project.
and application servers in a web development
environment.

JEE-compliant software is downloaded, installed,

and tested in a web development environment.

A real-world problem is identified for

implementation in a collaborative and integrated
project form.

UNIT 2: MVC software design pattern

Learning Outcome 2.1: Define MVC in a web development environment.

Learning Outcome 2.2: Discuss the components of MVC in a web development environment.

Learning Outcome 2.3: Design, develop, and deploy web applications that are compliant with MVC.

Learning Outcome 2.4: Analyse, design, and justify a solution for the collaborative, integrated, real-world software project.

Learning Outcome 2.5: Identify a software design pattern appropriate for the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written assignments, tests,

The definition of MVC is stated as applicable in a demonstrate the application of the concepts using quizzes,
web development environment. problem based or case studies.
Summative: End of semester examination

© Tshwane University of Technology | Department of Computer Science | Internet Programming 22

Components of MVC are identified and described Peer controlled: Reinforce the concepts in practical
in a web development environment. and tutorial sessions.

Web applications are created according to MVC Student controlled: Demonstrate the understanding
standards. by tests, project.

Software artefacts are generated for the

integrated real-world problem.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 23

 UNIT 3: Dynamic content creation through JSP

Learning Outcome 3.1: Define JSP in a web development environment.

Learning Outcome 3.2: Discuss the lifecycle of JSP in a web development environment.

Learning Outcome 3.3: Discuss JSP syntax, directives, and implicit objects applicable in a web environment.

Learning Outcome 3.4: Design, develop, and deploy web applications that utilize JSP.

Learning Outcome 3.5: Incorporate JSP technology in the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written assignments, tests,

The definition of JSP is stated according to web demonstrate the application of the concepts using quizzes,
development standards. problem based or case studies.
Summative: End of semester examination
Lifecycle stages of JSP are identified and Peer controlled: Reinforce the concepts in practical
described according to web development and tutorial sessions.
standards.
Student controlled: Demonstrate the understanding
Correct JSP syntax, directives, and implicit objects by tests, project.
are explained according to web development
standards.

Web applications are created using JSP standards

to solve internet problems.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 24

 UNIT 4: Introduction to Servlets

Learning Outcome 4.1: Define Servlets in a web development environment.

Learning Outcome 4.2: Discuss the lifecycle of Servlets in a web development environment.

Learning Outcome 4.3: Design, develop, and deploy web applications that utilize Servlets.

Learning Outcome 4.4: Incorporate Servlets technology in the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written tests, quizzes and
The definition of Servlets is stated according to demonstrate the application of the concepts using development of e-commerce web
web development standards. problem based or case studies. application

Lifecycle stages of Servlets are identified and Peer controlled: Reinforce the concepts in practical Summative: End of semester examination
described according to web development and tutorial sessions.
standards.
Student controlled: Demonstrate the understanding
Web applications are created using Servlets by tests, project.
standards.

Servlets technology is incorporated in the

integrated project.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 25

 UNIT 5: Stateful web applications

Learning Outcome 5.1: Distinguish between statefulness and statelessness in a web development environment.

Learning Outcome 5.2: Discuss statefulness techniques applied in a web development environment.

Learning Outcome 5.3: Design, develop, and deploy stateful web applications in a web development environment.

Learning Outcome 5.4: Incorporate Statefulness in the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written tests, quizzes and
A distinction between Statefulness and demonstrate the application of the concepts using development of e-commerce web
Statelessness is made in a web development problem based or case studies. application
environment.
Peer controlled: Reinforce the concepts in practical Summative: End of semester examination
Stateful techniques are identified in a web and tutorial sessions.
development environment.
Student controlled: Demonstrate the understanding
Stateful web applications are created in a web by tests, assignments, project.
development environment.

Stateful technology is included in the integrated

real-world project.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 26

 UNIT 6: Robust web applications

Learning Outcome 6.1: Define exceptions in a web development environment.

Learning Outcome 6.2: Discuss the forms of exceptions in a web development environment.

Learning Outcome 6.3: Discuss the inheritance hierarchy of exceptions and extend it to web development.

Learning Outcome 6.4: Justify exception handling in a web development environment.

Learning Outcome 6.5: Design, develop, and deploy web applications that utilize exception handling in a web development environment.

Learning Outcome 6.6: Incorporate exception handling in the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written tests, quizzes and
The definition of Exceptions is stated according to demonstrate the application of the concepts using development of e-commerce web
web development standards. problem based or case studies. application

Different forms of exceptions are identified and Peer controlled: Reinforce the concepts in practical Summative: End of semester examination
explained to web development standards. and tutorial sessions.

The inheritance hierarchy of exceptions is Student controlled: Demonstrate the understanding

explained according to web development by tests, project.
standards.

Fault-tolerant Web applications are created using

exception handling mechanisms.

Exception handling is included in the integrated

project.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 27

 UNIT 7: Business logic design through EJBs

Learning Outcome 7.1: Explain the EJB standard in a web development environment.

Learning Outcome 7.2: Discuss the different types of EJBs used in a web environment.

Learning Outcome 7.3: Design, develop, and deploy web applications that utilize EJBs.

Learning Outcome 7.4: Incorporate EJB technology in the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written tests, quizzes and
The EJB concept is clearly explained in a web demonstrate the application of the concepts using development of e-commerce web
development environment. problem based or case studies. application

Different types of EJBs are identified and Peer controlled: Reinforce the concepts in practical Summative: End of semester examination
explained in a web development environment. and tutorial sessions.

Web applications that use EJBS are created in a Student controlled: Demonstrate the understanding
web development environment. by tests, project.

EJB technology is included in the integrated real-

world project.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 28

 UNIT 8: Database connectivity through JPA

Learning Outcome 8.1: Define JPA in a web development environment.

Learning Outcome 8.2: Explain the relation between JPA and ORM in a web development environment.

Learning Outcome 8.3: Discuss annotations utilized in JPA.

Learning Outcome 8.4: Design, develop, and deploy database-driven web applications that implement JPA.

Learning Outcome 8.5: Incorporate JPA technology in the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written tests, quizzes and
The definition of JPA is stated according to web demonstrate the application of the concepts using development of e-commerce web
development standards. problem based or case studies. application

The relationship between JPA and ORM is Peer controlled: Reinforce the concepts in practical Summative: End of semester examination
explained in a web development environment. and tutorial sessions.

Implementation of JPA annotations is discussed Student controlled: Demonstrate the understanding

in a web development environment. by tests, project.

Web applications that use JPA are created in a

web development environment.

JPA technology is included in the integrated real-

world project.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 29

 UNIT 9: Database querying through JPQL

Learning Outcome 9.1: Define JPQL in a web development environment.

Learning Outcome 9.2: Discuss applicable JPQL syntax for different clauses.

Learning Outcome 9.3: Discuss different JPQL querying methods applied in a web development environment.

Learning Outcome 9.4: Design, develop, and deploy database-driven web applications that utilize JPQL.

Learning Outcome 9.5: Incorporate JPQL technology in the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written tests, quizzes and
The definition of JPQL is stated according to web demonstrate the application of the concepts using development of e-commerce web
development standards. problem based or case studies. application

Correct JPQL syntax for different clauses is Peer controlled: Reinforce the concepts in practical Summative: End of semester examination
utilized in a web development environment. and tutorial sessions.

Different JPQL querying methods are used in a Student controlled: Demonstrate the understanding
web development environment. by tests, project.

Database-driven web applications that use JPQL

are created in a web development environment.

JPQL technology is included in the integrated

real-world project.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 30

 UNIT 10: Securing web applications

Learning Outcome 10.1: Discuss the importance of security in a web development environment.

Learning Outcome 10.2: Apply JCA and JCE APIs to protect data at rest and in transit in a web development environment.

Learning Outcome 10.3: Apply JAAS API to perform authentication and authorization in a web development environment.

Learning Outcome 10.4: Design, develop, and deploy secure web applications in a web development environment.

Learning Outcome 10.5: Incorporate security technology in the collaborative, integrated, real-world software project.

Assessment Criteria Teaching Strategy Assessment method

Lecturer controlled: Explain the concepts, Formative: written tests, quizzes and
A determination of the importance of security is demonstrate the application of the concepts using development of e-commerce web
made in web development. problem based or case studies. application

JCA and JCE APIs are applied to protect data at Peer controlled: Reinforce the concepts in practical Summative: End of semester examination
rest and in transit. and tutorial sessions.

JAAS API is used to authenticate and authorize Student controlled: Demonstrate the understanding
system access in web development. by tests, project.

Secured web applications are created in a web

development environment.

Web Security technology is included in the

integrated real-world project.

© Tshwane University of Technology | Department of Computer Science | Internet Programming 31

As presented in the tables above, each learning outcome will be assessed with an assessment method. Below is a table that describes what these assessment
methods entail.

Assessment
Method Example/description Possible uses/assessment tasks Where to use
Alternative True/False; Yes/No questions; multiple choice • Recall of information • Formative
response • Ability to discriminate • Summative
questions
Assertion/reason Consists of an assertion and supporting explanation. The learner has to decide • Ability to weigh up options • Formative
questions whether the assertion and explanation are true, and if true, whether the and to discriminate • Summative
explanation is a valid reason for the assertion. Sometimes the learner is asked • RPL
to select his/her answer from a list of possibilities, e.g. True; True + Valid; True
+ Invalid.
Aural/oral tests These are mainly used to generate evidence on learners’ ability to listen, • Interpretation of ideas • Formative
interpret, communicate ideas and sustain a conversation in the language of • Expression of ideas • Summative
assessment. • RPL
Completion Learners are presented with a question with a pre-determined answer • Recall of factual information • Formative
questions/short consisting of a few words, or may be given a statement where key words are • Test understanding and • Summative
answer omitted. They are then required to complete the statement by filling in the application of knowledge, e.g. • RPL
questions word(s). Such questions may also involve the use of numbers, diagrams and in mathematical concepts
graphs.
Examinations / These usually consist of a range of questions. Learners are required to respond • Recall of information • Formative
tests to questions within a specified time. • Cognitive skills such as • Summative
problem solving or analyses • RPL
Extended These are usually in a written form. There are few restrictions on the content • Open-ended debates or other • Formative
response and form of the response. Continuous prose is normally required, but there responses • Summative
questions may be limits on the length and/or time allocated. • Arguments • RPL
• Reports
Grid questions Grid questions and matching questions are variants of each other. The learner is • Recall of information • Formative
/matching presented with two lists – a set of statements and a set of responses. The • Application of knowledge • Summative
questions learner is required to indicate which response from the second list corresponds • RPL
or matches each statement in the first list. Grid questions are presented in grid
format. They differ from the other selected-response assessment instruments

© Tshwane University of Technology | Department of Computer Science | Internet Programming 32

 in that each question may have more than one correct response and each
response may be used more than once.
Multiple choice Multiple choice questions consist of an incomplete statement or a question, • Recall of information • Formative
questions followed by plausible alternative responses from which the learner has to select • Check understanding; • Summative
the correct one. analyses • RPL
Outcomes involving higher order analytical skills are probably more validly
assessed by means of free-response assessment instruments such as extended
response questions, but multiple-choice questions can be useful if carefully
constructed.
Oral questions / The form and content of the response is limited by the way in which the • Allows for self-expression • Formative
restricted question is asked. These questions do not have pre-determined correct answers when questions are oral • Summative (small
response (as in short answer questions, etc.) and the assessor has to exercise his/her Supports observation of tasks groups only)
questions professional judgment when interpreting learner’s responses. where underpinning • RPL
knowledge and
• understanding are tested
Personal A personal interview is probably the oldest and best-known means of eliciting • A range of applications using • Formative
interviews information directly from learners. It combines two assessment methods, different forms of questions, • Summative (small
namely observation and questioning. An interview is a dialogue between the particularly groups only)
assessor and the learner, creating opportunities for learner questions. • Open-ended questions • RPL
• Guidance and support to the
learner
Questionnaires A questionnaire is a structured written interview consisting of a set of questions • Assessment of outcomes • Formative
relating to particular areas of performance. Unlike a personal interview, it is particularly concerned with • Summative
administered and judged under standard conditions. attitudes, feelings, interests • RPL
and experiences
Structured A structured question consists of a stem (which describes a situation), followed • Recall of information • Formative
questions by a series of related questions. The stem can be text, a diagram, a picture, a • Application of knowledge and • Summative
video, etc. understanding • RPL
• Analyses, Debates, Arguments
Assignments A problem-solving exercise with clear guidelines and a specified length. More • Problem-solving around a • Formative
structured and less open-ended than projects, but they do not necessarily particular topic • Summative
involve strict adherence to a prescribed procedure, and they are not concerned • RPL
exclusively with manual skills.
Case studies A description of an event concerning a real-life or simulated situation, usually in • Analyses of situations • Formative
the form of a paragraph or text, a video, a picture or a role-play exercise. This is • Drawing conclusions • Summative
© Tshwane University of Technology | Department of Computer Science | Internet Programming 33
 followed by a series of instructions to elicit responses from learners. Individuals • Reports on possible courses • RPL
or small groups may undertake case studies. of action
Logbooks A useful means of assessing learner’s progress and achievements. It should • In a workplace – monitor and • Formative
have clear instructions for use and give guidance on how essential information check activities; record • Summative
is to be recorded. processes; record of • RPL
achievements • (Learner has to be
in workplace)
Practical An activity that allows learners to demonstrate manual and/or behavioural • Demonstration of skill • Formative
exercises / skills. The assessment may be based on the end-result of the activity (the • Summative
demonstrations product), or the carrying-out of the activity (the process), or a combination of • RPL (Not always
both practical – logistics)
Portfolios A collection of different types of evidence relating to the work being assessed. • Recognition of prior learning • Summative
It can include a variety of work samples. Portfolios are suitable for long-term and experience • RPL
activities. • Assessment of long-term • (Not recommended
It is important that the evidence in the portfolio meet the requirements of activities related to each for formative)
sufficiency and currency. The learner and assessor usually plan the portfolio other
jointly as sources of evidence may vary. The learner is then responsible for the • Assessment where direct
collection of evidence and the compilation of the portfolio. observation may be difficult
Projects A project is any exercise or investigation in which the time constraints are more • Comprehensive range of skills • Summative
relaxed. Projects are: can be assessed • RPL
• Practical • Integration of activities within • (Not recommended
• Comprehensive and open-ended and across unit standards or for formative)
• Tackled without close supervision, but with assessor guidance and support different parts of a
Projects can involve individuals or a group of learners. The choice of the project qualification
is directed by the assessor, usually by providing the learner with a topic or brief
for the investigation
Role-plays Learners are presented with a situation, often a problem or an incident, to • Assessment of a wide range of • Formative
which they have to respond by assuming a particular role. The enactment may behavioural and interpersonal • Summative
be unrehearsed, or the learner may be briefed in the particular role to be skills • RPL
played. Such assessments are open-ended and are person centred.
Reflective A reflective journal gives learners the opportunity to critically reflect on their • It gives the assessor a unique • Formative
journal own learning, to express their thoughts and experiences and to present this in opportunity to follow the
an acceptable way. Even though it is a form of self-assessment, it can be thought-processes of a
submitted for assessment. learner and to monitor the

© Tshwane University of Technology | Department of Computer Science | Internet Programming 34

 way a learner thinks and
grows
• Critical evaluation of
progress by the learner
Self-assessment A checklist, questionnaire completed by a learner, notes jotted down, or other • Critical evaluation of • Formative
forms of structured self-assessment undertaken after an action, demonstration, progress by learner
oral examination, etc.
Peer assessment Assessment by the learner’s peers, usually in the form of a checklist. • Assessment of paired or • Mainly formative
group activities • Summative if team-
• Assessment of teamwork , group work part of
outcomes

© Tshwane University of Technology | Department of Computer Science | Internet Programming 35

SECTION E – ASSESSMENT

25. Assessment Schedule

The learner will write formal assessments as indicated in the table below. There will be a sick test for a learner
who has missed the formative assessment or summative test due to official reasons. Quizzes do not have a sick
test provision.

Weight
Sub- towards Learning outcomes and assessment
Date Time Assessment Task minimum predicate criteria to be assessed
13 Feb 2026 TBA Class Test 1 5% LO1 – LO3
27 Feb 2026 TBA Class Test 2 5% LO4 – LO5
13 Mar 2026 TBA Class Test 3 5% LO6 – LO7
17 Apr 2026 TBA Class Test 4 5% LO8 – LO9
20%
Assignment/Quiz 1 1% LO1
Assignment/Quiz 2 1% LO2
Assignment/Quiz 3 1% LO3
Assignment/Quiz 4 1% LO4
Assignment/Quiz 5 1% LO5
Assignment/Quiz 6 1% LO6
Assignment/Quiz 7 1% LO7
Assignment/Quiz 8 1% LO8
Assignment/Quiz 9 1% LO9
Assignment/Quiz 10 1% LO10
10%
8 May 2026 Project 15% All learning outcomes
15%
8 May 2026 Homework 5% All learning outcomes
5%
16–28 Mar 2026 TBA ST1 25% LO1 – LO7
 20 Apr–2 May TBA ST2 25% LO8 – LO9
2026
50%
25 May – 12 Jun EXAM 100% All the learning outcomes
2026

26. Promotional requirements

The student is first required to get a minimum predicate mark of 40%. The predicate mark is calculated as follows:

PredicateMark = CT*0.2 + QUIZ*0.1 + PROJ*0.15 + HW*0.05 + ST*0.5

Where:

CT - all the Class Tests

QUIZ – all the quizzes

PROJ – is the project

HW – is the homework

ST – all the semester tests

A predicate of 40% and above qualifies the student to sit for Exam. To pass the module, the student is expected to
get the subminimum of 40% in the Exam paper and a Final Mark of at least 50%. The Final Mark is calculated as
follows:

FinalMark = PredicateMark * 0.5 + ExamMark * 0.5

A Final Mark between 45% and 48%, both values inclusive, will result in a student qualifying for a Supplementary
Exam.

27. Absence from assessment opportunities or late submission of assessments

Learners who missed a semester and/or exam assessment due to a valid official reason(s) will be given an
opportunity to have a sick test for that assessment. An official note must be presented to the subject head within
2 days after the missed assessment has been written. Class tests, quizzes and project do not have a sick test
provision.

© Tshwane University of Technology | Department of Com

28. Class Tests

The student will write 4 class tests during the semester. The tests will contribute 20% towards the Predicate
Mark.
29. Assignments/Quizzes

The student will write 10 assignments/quizzes during the semester. The quizzes will contribute 10% towards the
Predicate Mark.

30. Semester Tests

The student will write 2 semester tests during the semester. The semester tests will contribute 50% towards the
Predicate Mark.

31. Project

The student will do a project during the semester. The project will contribute 15% towards the Predicate Mark.

32. Homework

The student will do a homework during the semester. The homework will contribute 5% towards the Predicate
Mark.

33. Predicate

The Predicate mark will constitute the Class Tests, Quizzes, Semester Tests, Project, and Homework. The
predicate mark will contribute 50% towards the final mark.

34. Exam

The student will write one Exam paper during the semester. The Exam mark will contribute 50% towards the final
mark.

35. Assessment Administration

Test administration:

1. Students will write the test.

2. The Lecturer/s will mark the test.
3. The Lecture will hand back the marked scripts to each student and discuss common problems
encountered. At the end of this session the marked scripts need to submitted back to the lecturer.
4. If there are any queries regarding the test, these queries must be submitted to the lecturer within 5 days
after the marked scripts were discussed. NO marks changes will be made after 5 days.

© Tshwane University of Technology | Department of Com

36. Mode of delivery

The mode of delivery for this module is multimodal. This module will be presented in 4 periods per week during
the day.

From 5PM each day, the computer laboratories will be made available for students to practice and do homework.
Student assistants are made available in these laboratories to assist students with homework related problems.
These assistants are not just there to open and close the labs, please make use of their assistance.

37. Quality assurance

The quality of the study guide is maintained by the Quality Assurance committee of Tshwane University of
Technology.

Students evaluate the study guide using the lecturer assessment questionnaire that is completed twice a
semester.

The quality of the question papers and memorandums is maintained by an external moderator and internal
moderator with qualifications higher than the year the module is being presented in.

The quality of the marking is overseen by the external moderator that ensures the marking of the scripts is fair. A
moderator report is completed for each major assessment.

38. Industry related learning

Where possible guest speakers will come and address the class on advanced programming issues.

39. Plagiarism

The following is an extract from TUT’s plagiarism policy. Reference: RIPPOL067.

All students have a moral obligation and responsibility to maintain the following academic integrity principles in
the production and presentation of academic outputs, regardless of the presentation format and/or work type:

Each student should only submit his/her own original academic work, except when formal group work was
required in the production of the academic output;

Each student should accurately indicate in all academic outputs when information is used that was produced by
another scholar by referencing it in accordance with a recognised referencing convention system;

No student should use, present or submit someone else’s electronic works, multimedia products or artistic works
as if it is his/her own;

© Tshwane University of Technology | Department of Com

Each student should accurately indicate the download/access date and the uniform resource locator (URL) of the
internet web page when information is used from a website, web page or other electronic source;

No student should allow another person/s to use or copy from his/her academic output and present it as their
own work;

Each student is required to attach a signed Declaration of Originality (see Annexures A and B) for each academic
output submission (e.g. assignment, project, manuscript, dissertation and thesis); and Each student has the
responsibility to request assistance from staff members should they require guidance and/or advice about
plagiarism in their academic outputs.

Students have a moral obligation to report plagiarism incidents in academic and/or research environments. All
whistle-blowers are protected in terms of the Policy on Prevention of Fraud, Corruption and Theft (Policy #:
VCPOL010).

Plagiarism is a form of misconduct. The relevant part (Chapter 15 – Student Discipline) of the Prospectus, Part 1
(Students’ rules and regulations) read as follows:

“Any student who contravenes the provisions of rule 15.1 of the disciplinary code is guilty of misconduct and will
be dealt with in terms of the disciplinary code for students …

15.1.16 Handing in any written assignment for assessment in which the essential parts of the assignment have
been copied from the work of another person, or any form of plagiarism.”

All students must be fully aware that plagiarism offences/penalties can seriously affect their academic status and
progress at TUT and other tertiary institutions. In the most serious cases, it can result in dismissal from the
University and/or formal cancellation/retraction of current/previously submitted academic outputs. In addition,
the University may indicate the nature and outcome of all plagiarism offences/penalties when it is required to
provide a reference or conduct statement for the particular student.

© Tshwane University of Technology | Department of Com

40. Glossary

A “Module coordinator”, is a lecturer responsible for coordinating the activities within the module. A module
coordinator is responsible for setting up the study guide and ensuring that all the participants stay on schedule.

A “Secondary module coordinator”, is a lecturer responsible for assisting the module coordinator with activities
that scaled due to large student number quantities within the module.

A “Site coordinator”, is a lecturer responsible for coordinating the activities (within the module) on a learning
site. The site coordinator is responsible for reporting all deviations from the activities scheduled to the module
coordinator.

A “Custodian department”, is the department responsible for managing the module and all the resources
required by the module.

© Tshwane University of Technology | Department of Com

ADDITIONAL DOCUMENTATION

Appendix A

(paste your additional notes here)

© Tshwane University of Technology | Department of Com

Appendix B

(paste your additional notes here)

© Tshwane University of Technology | Department of Com