s’Fanakalo [we make

Additionally, the Martienssen Library houses one of the preeminent architectural archives in Africa, with a collection dating back to 1922, including many earlier volumes. The School has collected architectural drawings since its inception, and has built a digital catalogue of the archive available at: http://wiredspace.wits.ac.za/ handle/10539/10306

The library contains a wealth of information that students are highly encouraged to exploit. We encourage and support rigorous academic research from primary sources. Utilising these resources effectively is perhaps one of the most important ways to enhance your educational experience at Wits. Guests are not allowed inside.

The s’Fanakalo makerspace is located on Level A in the John Moffat Extension and will remain accessible from the exterior during the JME renovations. It consists of a digital lab containing a variety of 3D printers, laser cutters, printing presses and a CNC (computernumerical-controlled) milling machine, as well as a traditional woodworking and metalworking equipment. The s’Fanakalo makerspace also explores interdisciplinary research, such as the relationship between architecture, visual arts, filmmaking and open source technology.

Making is integral to the teaching and learning at the School and serves as an extension to the design, construction, structures and representation studios. The aim of the makerspace is to facilitate

s’Fanakalo Staff In times not subject to COVID restrictions, the s’Fanakalo makerspace is enabled by three academic staff and one full-time support staff member. Workshop staff have experience in model making, fabrication and fine arts, and will support and assist students in finding solutions to their representation and fabrication concerns.

The staff supervise and train students on the use of particular machinery. Due to capacity issues, some machinery may have restricted use, and students are advised to consult with the s’Fanakalo staff ahead of time to make arrangements. Material Bank & Sample Library The digital fabrication lab contains a model material bank which has a wide range of offcuts of cardboards, coloured paper, Perspex, balsa, polystyrene, MDF, Masonite, Corex and styrene. These materials are donated by students when they have unwanted materials, unneeded surplus or offcuts and are used and distributed to undergraduate students, free of charge on the basis of need. The digital fabrication lab houses a material sample library with a wide variety of laser cutting materials, from cardboards to specialist plastics and timbers.

Equipment The s’Fanakalo maker space has a range of equipment and machinery available, which students may use under supervision and with appropriate training. See the following page for the equipment list.

fabrication and production as a critical thinking tool, a way of developing embodied understandings of design processes from conception to realisation, construction technologies, materials, and processes of making.

Student digital fabrication project by D. Powell

Digital Fabrication Laboratory • 1x CNC milling machine; • 1x sla 3d printer; • 3x 3d filament printer; • 1x 3d powder printer; • 3x laser cutters; • 1x vinyl cutter; • 2x etching presses; • 1x light box; • 1x rotatory cutter; • 1x guillotine; • 1 x large cutting table, steel rulers, • T-squares and cutting knives.

Timber and Metal Workshop • 2 wood turning lathes; • 3 x large band saws; • 1 x small band saws; • 2x table saws; • 3x pedestal drills; • Various power tools; • Various hand tools; • 1x thicknesser; • 1x jointer; • 1x compressor and spray equipment; • 1x arc welder; • 1 x oxy acetylene torch; • 3x bench grinders; • 2 x belt sanders;

A student using the s’Fanakalo machinery

Access Due to health and safety concerns, access to any of the equipment is only granted after students have completed training in the relevant machinery and can demonstrate that they can use it safely and correctly.

Furthermore, due to COVID restrictions and protocols, access to the machinery and equipment will be by appointment only. Staff will have dedicated time slots which students may book in advance

John Moffat & Temporary Studio Floor Plans in 2022

(A level below)

Main CAD Lab

Level D

JME Levels D & E / JM Ground

Level C

Level B

West Bubble East Bubble

JME Levels B &C / JM Lower Ground A8

A1 A3

A2

Postgrad studio

BSR

SARChi A4

Key Classroom spaces Studio Spaces Computer Labs Library Academic & Research Staff Offices Adminstrative Offices

JM Second Floor

Level F

JME Levels F / JM First Floor TRP Studios

OSR

GIS Lab

Small CAD Lab NSR

FFSR

Martinessen Library

Theory & Practice

The fields of architecture and planning are constantly evolving. Theory and Practice is a series of programmes aimed at bringing practitioners in architecture and planning, and scholars, together in order to teach and learn about current practices. The School prides itself on curricula that equip students to perform in the economy, with relevant and transactable skills. Essential to this commitment is a dialogue with the professions, requiring discussion on changing trends and collaborative partnerships between academia and practice so that the university becomes a primary facilitator in promoting innovation. The School’s Theory and Practice programmes include exhibitions, seminars and colloquia, short courses and studios, and student competitions. SoAP has a dedicated curatorial team to work on regular exhibitions of student work and practitioners in the fields of architecture and planning.

Fassler Gallery

A small gallery space in the foyer next to the School’s reception was established in 2002, and named after the architect John Fassler, who was Head of School for 20 years from 1948-1968. The gallery’s design includes transparent walls and rotating panels; coupled with it’s prime position in the building, it is specifically designed to encourage casual interaction with students on a daily basis.

Exhibits rotate throughout the year, and formal events are often scheduled to correspond with a new exhibit opening. Students are encouraged to attend these events and browse the exhibits as part of their education.

For larger exhibitions, the John Moffat Foyer becomes an extension of the gallery.

Exhibition in the JM foyer; photo by H. Tarmahomed

Exhibitions

Making is an important part of what we do as designers and researchers in the architectural and planning disciplines. We encourage students to feel comfortable with the communication of their ideas. The lessons learnt from presenting and representing a cohesive body of work are important for an architect and planner’s skill set. Regular School pinups and exhibitions enable students to curate, present, see and compare one other’s work, as well as showcasing the work to a wider public. We also host exhibitions from practitioners around the world in the John Moffat Foyer and Fassler Gallery, and more recently through digital platforms. This exposes the students to the cutting edge architectural, planning and urban design work presented by leaders in these fields. From 2020 onwards, in response to the COVID-19 pandemic, the usual ways of presenting on paper have been greatly diversified and use of various digital methods and multimedia has expanded. The School’s online platforms support multiple ways of presenting. Over and above the presentation of digital architectural and planning posters, students are able to experiment with alternative media as part of their presentations. These platforms have a presence which is accessible locally and globally, so student exhibitions from the School could be viewed globally.

Digital exhibit of 2nd year BAS student work

To see the latest online exhibitions, go to: https://www.wits.ac.za/archplan/theoryand-practice/exhibitions-theory-andpractice-series/

Year-End Exhibit

At the end of each academic year, the tradition has been to have an exhibition of the work of the graduating students. In recent years this has been expanded to an All School Exhibition, showcasing the work of architecture and planning programmes across the undergraduate and postgraduate degrees. This event allows students to connect with professionals who come to see the work done at Wits.

With a commitment to an ethos of sustainable practice, the exhibition stands are handmade from recycled materials by students and staff. The pandemic has called for adaptions in the spaces of teaching and learning. In 2020, the end of year exhibition was moved to a virtual platform. An archive of exhibitions held at SoAP can be viewed on our website at the link: https://www.wits.ac.za/archplan/ theory-and-practice/exhibitions-theoryand-practice-series/

Social Media & Youtube

For exhibition and other school news please follow our public channels below:

Website Home: https://www.wits.ac.za/archplan/

Events and Public Lecture Programme: https://www.wits.ac.za/archplan/events/

Follow our Facebook page: Wits University - School of Architecture and Planning

Instagram: @witssoap

Twitter: https://twitter.com/witssoap

Wits SoAP’s official YouTube channel: https://www.youtube.com/channel/ UCEcGU9KkVKUa8ErYP45cruw

2019 All-School Exhibition

Research Units

The School is has a strong reputation for research, and is the host of two specialised research units: • The Centre for Urbanism and Built

Environment Studies (CUBES) • The South African Research Chair in Spatial Analysis and City Planning

SARChi)

CUBES The Centre for Urbanism and Built Environment Studies (CUBES) is a platform for urban research, learning and civic engagement located in the School of Architecture and Planning. CUBES leads research that considers how urban citizens and marginalised people are affected by the material realities of cities, built environments at different scales, access to urban goods and spaces, and contestations over urban physical and political orders. CUBES values critical reflection on existing practices of development, planning and architecture, which are often at risk of excluding the poor in their quest to maintain order and formalize contemporary cities. CUBES’s three integrated activity areas are: • Grounded research • Education and mentoring • Civic engagement and activism

These activities include institutional and community partnerships, and research programmes that engage students of different degree programmes. Communityoriented City Studios are core activities which link research, engagement/activism and education. CUBES also organises conferences, exhibitions and the weekly Faces of the City Seminar series, run jointly with the NRF Chair in Spatial Analysis and City Planning, the Gauteng City Region

Student project: N. Dlamini, N. Magubane, T. Malivhadza

Observatory (GCRO) and the Wits City Institute. For more information, see: https://www.wits.ac.za/cubes/

SARChi The South African Research Chair (SARChi) in Spatial Analysis and City Planning is a National Research Foundation funded research chair located in the School of Architecture & Planning. The Chair was established in 2010, and seeks to engage with the challenges of rapid urbanisation in the Global South, and especially the development of large and complex cityregions that pose considerable dilemmas for planning and urban management.

The Chair seeks to undertake research that supports, develops and promotes forms of development planning that will contribute to making cities in poor and middle-income countries more livable, sustainable, efficient

Public lecture; photo by P. Santos

and equitable. In doing so, it undertakes both scholarly and policy research and seeks to build bridges between these two sectors.

The Research Chair also has a host of other activities that include: • contributions to local and international scholarship; • the mentorship and supervision of emerging scholars; • the development of research partnerships with agencies in the public and private sectors; and • the establishment of forums for communication, dialoguing and exchange, that include Urban Labs,

Colloquiums and discussions

For more information, see: https://www.wits.ac.za/sacp/

Administrative Staff

The administrative staff of the School often operates behind the scenes from a student’s perspective. Initial inquiries of any topic related to the BAS and BSc URP degree programmes may be directed to the undergraduate administrator, located at the reception desk. Below are the administrative staff members who may regularly deal directly with students and organise events.

Undergraduate Administrator Veronica Fisher Senior Secretary veronica.fisher@wits.ac.za

Postgraduate Administrator Siphokazi Makhaye Administrative Officer siphokazi.makhaye@wits.ac.za

Clerical Assistant Batseba Qwabe batseba.qwabe@wits.ac.za

Director of Administration Motsei Choabi motsei.choabi@wits.ac.za

Programme Coordinator [position vacant]

SARChi Programme Administrator Thammy Jezile thammy.jezile@wits.ac.za

IT Administrator Steven Blumberg steven.blumberg@wits.ac.za

Academic Coordinators

Coordinators and degree convenors are academic staff members responsible for the implementation of academic activities in their respective portfolios. Students may not regularly interact with them, but they are a point of contact if major issues arise.

Head of School and Professor Nnamdi Elleh BSAS, M.Arch, PhD namdi.elleh@wits.ac.za

Architecture Programme Director Garret Gantner BSAS, M.Arch, PrArch (SA, USA), LEED AP Senior Lecturer garret.gantner@wits.ac.za

Urban Planning Programme Director Mfaniseni Sihlongonyane BA PGCE, MSc(DP), PhD Associate Professor mfaniseni.sihlongonyane@wits.ac.za

PG Programme Director Alison Todes BSc, MCRP, PhD (TRP) Professor alison.todes@wits.ac.za

BAS Degree Convenor Sechaba Maape BAS, M.Arch, PhD Senior Lecturer sechaba.maape@wits.ac.za

BSc Urban & Regional Planning Convenor Muhammed Suleman BSc(URP) Lecturer muhammed.suleman@wits.ac.za

Other Academic Staff

Permanent academic staff, listed below, coordinate all courses taught in the School. They may also be supported by sessional staff (not listed), who are often practicing professionals taking on a minor teaching load. Academic staff have numerous roles beyond teaching, and because of this they may not always available for student consultations. Students are advised to make appointments to meet with a staff.

Dirk Bahmann B.Arch, PrArch (SA) Lecturer dirk.bahmann@wits.ac.za

Brian Boshoff BSocSc, MTRP, PhD, HDipPDA Senior Lecturer brian.boshoff@wits.ac.za

1st year BAS pin-up

Sarah Charlton BArch, MArch, PhD Associate Professor sarah.charlton@wits.ac.za

Alexia Cocolas B.Arch, MArch Lecturer alexia.cocolas@wits.ac.za

Christos Daskalakos B.Arch, MEP (UD) Lecturer christos.daskalakos@wits.ac.za

Kirsten Dörmann Dipl.-Ing, M.Arch, PrArch (SA) Lecturer kirsten.doermann@wits.ac.za

Nabeel Essa BAS, B.Arch, MALU Lecturer nabeel.essa@wits.ac.za

Sandra Felix BAS, B.Arch, PrArch (SA) Lecturer sandra.felix@wits.ac.za

Liale Francis BAS, M.Arch, PrArch (SA) Associate Lecturer liale.francis@wits.ac.za

Sally Gaule BA (Fine Arts), MA (Fine Arts) Senior Lecturer sally.gaule@wits.ac.za

Kevin Goncalves BAS, BMAUD Lecturer kevin.goncalves@wits.ac.za

Ludwig Hansen B.Arch, M.Arch, PrArch (SA) Senior Lecturer ludwig.hansen@wits.ac.za

Philip Harrison BSocSc, MTRP, PhD, MSAPI, TRP(SA) Professor philip.harrison@wits.ac.za

Brendan Hart BAS, B.Arch, MPhil, PrArch (SA) Lecturer brendan.hart@wits.ac.za

Marie Huchzermeyer BL, MUD, PhD Professor marie.huchzermeyer@wits.ac.za Daniel Irurah B.Arch, M.Arch, MUD, PhD, PrArch (SA) Associate Professor daniel.irurah@wits.ac.za

Ariane Janse van Rensburg M.Arch, PhD, PrArch (SA) Associate Professor ariane.jansevanrensburg@wits.ac.za

Sundeep Jivan BAS, B.Arch, PrArch (SA) Lecturer sundeep.jivan@wits.ac.za

Amina Kaskar BAS, M.Arch Lecturer amina.kaskar@wits.ac.za

Deborah Kirkman B.Arch, BAS (Hons), M.Arch Lecturer deborah.kirkman@wits.ac.za

Neil Klug MSc (TRPL), MUD, NatDipTRPL, TRP(SA) Senior Lecturer neil.klug@wits.ac.za

Hannah Le Roux Associate Professor B.Arch, M.Arch, PhD, PrArch (SA) hannah.leroux@wits.ac.za

Tsepang Leuta MSc, PhD Lecturer tsepang.leuta@wits.ac.za

Nqobile Malaza BSc, Msc (DP) Lecturer nqobile.malaza@wits.ac.za

Nkosilenhle Mavuso BSc (URP), BSc (Hons), M.UD Lecturer nkosilenhle.mavuso@wits.ac.za

Solam Mkhabela BAS, MCPUD Lecturer solam.mkhabela@wits.ac.za

Katlego Mothapo BAS, BAS Hons, M.Arch Lecturer katlego.mothapo@wits.ac.za

Mawabo Msingaphantsi BScHons(URP), BSc(URP) Lecturer mawabo.msingaphantsi@wits.ac.za

Melinda Silverman B.Arch, M.UD Lecturer melinda.silverman@wits.ac.za

Avhatakali Sithagu BTech, MTech (TRP), NatDipTRPL Lecturer taki.sithagu@wits.ac.za Brigitta Stone-Johnson Associate Lecturer BAS, M.Arch brigitta.stone@wits.ac.za

Anita Szentesi B.Arch, PrArch (SA) Lecturer anita.szentesi@wits.ac.za

Patricia Theron BSc, BSc (Hons), M.Arch Associate Lecturer patricia.theron@wits.ac.za

Gustavo Triana-Martinez B.Arch, M.Arch, M.AA, PrArch (SA, Col.) Lecturer gustavo.triana@wits.ac.za

Amanda Williamson BA, BA Hons, MA, MTRP, MSAPI Senior Lecturer amanda.williamson@wits.ac.za

Diaan van der Westhuizen B.Arch, M.Arch, MSc, PhD, PrArch (SA) Associate Professor diaan.vanderwesthuizen@wits.ac.za

Head of School N. Elleh and former Dean I. Jandrell at a year-end exhibit

Student project: S. O’Maker

BACHELOR OF ARCHITECTURAL STUDIES

Pathways in Architecture

The Bachelor of Architectural Studies (BAS) programme is a gateway to a potentially diverse field of professional career paths, both within the architectural discipline or peripheral to it. From the onset, students are immersed in comprehensive lectures and design laboratories that are grounded in critical thinking and investigation of building component assembly processes: deign, culture, construction, structures, technology, sustainable environment concepts, history, and theory. The students are taught collaboratively by staff and practitioners who bring the latest trends in building design, construction, and technology to the studio in a pedagogical process that combines theory and practice.

The word Architect is a legal term. Only those who have gained professional registration within a specific category may legitimately call themselves Architects. This process is governed by the South African Council for the Architectural Profession (SACAP), which is an independent body operating with a mandate from the Ministry of Public Works of the South African government. Other countries have similar bodies, but may have slightly different criteria.

SACAP SACAP offers registration as candidates (those who have completed the academic criteria but not the experience criteria and/or exams) and as professionals in categories of Architectural Technologist, Senior Architectural Technologist, and Architect. The category of Professional Architect (PrArch) is the most rigorous and generally holds the highest professional esteem, but the other categories also have specific and important roles to play in the profession. Those wishing to eventually become a registered Professional Architect will need to satisfactorily complete the BAS degree, and then set their sites on moving towards the two postgraduate degrees in architecture, the Bachelor of Architectural Studies with Honours [BAS (Hons)] and the Master of Architecture [M.Arch] degrees.

The BAS Honours Degree To become eligible for the BAS (Hons) degree, students from the BAS will need to work in the profession for at least one year, in addition to meeting all the academic criteria for admission. Strong performance in the BAS degree at Wits plus a year of work experience may automatically qualify students for the BAS (Hons) degree at Wits based on the BAS (Hons) admission criteria.

Masters Degrees Wits offers two types of Master of Architecture degrees. The M.Arch (Professional) is a nationally and internationally professionally accredited degree which gains eligibility as a Candidate Architect with SACAP and, upon completion of experience requirements and professional exams, as a Professional Architect.

Another M.Arch degree, the Master of Architecture by Research, is offered for those seeking to pursue research and receive a higher qualification, but not specifically interested in professional registration with SACAP. The M.Arch (Research) degree offers a high degree of flexibility for students to propose their own topic of study. Wits also offers Masters degrees outside the direct realm of architecture, which can be pursued following the BAS (Hons) qualification. These include the Master of Urban Design (M.UD) and the Master of Urban Studies

BAS

Bachelor of Architectural Studies The BAS is a 3-year, full-time course of study covering a broad base of creative, practical and professional thinking. Graduates qualify with the South African Council for the Architectural Profession (SACAP) as a Candidate Architectural Technologist. BAS graduates need to gain at least one year of professional experience within the discipline in order to qualify for admission to the BAS (Hons) degree.

work experience may allow eligibility for

BAS (Hons)

Bachelor of Architectural Studies w/ Honours 1-year, leading to qualification as a Candidate Sr. Architectural Technologist & eligibility for a suite of Masters-level degrees.

options beyond the Pr.Arch path

BAS (Hons) in high standing opens eligibility for

M.Arch (Prof)

Master of Architecture (Professional) 1-year, professionally accredited degree leading to qualification as a Candidate Architect with SACAP.

nonprofessional options

M.UD

Master of Urban Design 2-year part-time programme leading to eligibility for registration with UDISA.

M.Arch (Research)

Master of Architecture (by Research) 1-year, non-professional research degree on a proposed topic of study.

M.US

Master of Urban Studies 1-year or 2-year part-time degree with interdisciplinary specialties. BAS allows eligibility as

non-registration option SACAP C.Arch.T. Candidate Architectural Technologist

Minimum 1 year professional experience Completion of a year of work experience in the discipline leads to eligibility to apply for the BAS (Hons) degree or registration as a Pr.Arch.T

registration option without further study

SACAP Pr.Arch.T Professional Architectural Techologist

M.Arch allows eligibility as

dual candidacy

UDISA C.UD Candidate Urban Designer SACAP C.Arch Candidate Architect

Minimum 2 years integrated work experience An M.Arch degree, combined with completion of the required professional experience allows eligibility for the Professional Architect exams.

dual registration SACAP Pr.Arch Professional Architect

UDISA Pr.UD Professional Urban Designer

(M.US) degrees. The M.UD degree, in combination with an M.Arch (Prof), leads to candidacy as an Urban Designer with the Urban Design Institute of South Africa (UDISA). UDISA is not a professional body with a mandate from the Ministry of Public Works like SACAP is; it is only a voluntary professional association. However, some professionals find that Professional Urban Designer qualification leads to some additional career opportunities.

The M.US degree is a single nonprofessional qualification requiring one of five different areas of specialisation: • Sustainable & Energy Efficient Cities • Urban Politics & Governance • Urban Studies • Housing & Human Settlements • Urban Research

Levels of Professional Registration With the BAS degree, one becomes eligible to register as a Candidate Architectural Technologist (C.Arch.T) with SACAP and, following one year of documented work experience and the successful completion of a professional exam, registration as a Professional Architectural Technologist (Pr. Arch.T) Registering in this category allows one to take on certain responsibilities within the profession. Registration in this category is not required to gain eligibility for the BAS (Hons) degree.

Upon graduation with an M.Arch (Prof), one is eligible to register with SACAP as a Candidate Architect (C.Arch). SACAP requires Candidate Architects to gain, document, and submit reports about relevant professional experience they are gaining under the supervision of a Professional Architect (Pr.Arch). Once these requirements are completed, one becomes eligible to sit for the professional registration exams which, if completed successfully, unlock the Pr.Arch category of registration.

The typical journey to becoming a Professional Architect will last a minimum of 7 or 8 years, though it could take longer than that depending on one’s circumstances.

Complete information on the professional registration categories can be found on SACAP’s website: https://www.sacapsa.com

International Accreditation

To ensure quality and consistency of professional competence, professional bodies around the world require professional degree programmes to be accredited by their national body (SACAP in South Africa) and in some cases, by international bodies.

The entire sequence of architecture degrees [BAS, BAS (Hons), M.Arch (Prof)] are validated by SACAP nationally, and by the Commonwealth Association of Architects (CAA) internationally.

SACAP and the CAA are part of an international agreement called the Canberra Accord that recognises university qualifications as equal across all jurisdictions of the signatory bodies. These includes 34 countries, mostly in Africa, the Pacific and the Caribbean, but also including Australia and the UK, as well as national professional accreditation bodies of Canada, China, South Korea, Hong Kong, Mexico, and the USA.

Details of the Canberra Accord can be found on their website: http://www.canberraaccord.org

Outcomes

The BAS degree is required by both Wits and the accrediting professional body to maintain certain outcomes in order for students to qualify for award of the degree. In this manner, the BAS qualification aims to produce graduates who: • Demonstrate an ability to identify and address complex architectural problems critically, and to solve them through creative and responsible design and appropriate technology; • Are familiar with current technological knowledge in architecture and are able to integrate design and technological decision-making and develop sustainable approaches to architectural contexts; • Have a thorough grounding in the history and theory of architecture, and have developed critical, analytical methods to appreciate and interpret these fields. They are competent to research and discuss architectural questions in academic and professional contexts; • Are competent to communicate ideas and information (verbally, in writing and graphically) to people from a wide range of backgrounds. They are able to

represent creative ideas and produce technical drawings, both manually and using computer technology and are familiar with a range of software packages; • Demonstrate an awareness of the principles of business management and how a small architectural practice operates; • Will have had experience in group work with peers for field research, academic and design work, group presentation and peer criticism. They will also have been exposed to working directly with communities in a consultative role; • Will have developed effective working practices including time management skills; • Are familiar with the principles of structural dynamics and are able to carry out basic structural calculations on simple structures; • Have an understanding of architecture as part of wider social and natural systems, and are sensitive to different social, cultural and natural contexts.

Understanding cultural diversity and individual creation within a specific cultural setting is reflected in almost all components of the programme.

Student project: P. Moodley

Curriculum

First Year Course Code & Title Credits Duration Coordinator in 2022

APPM1000A Applied Mathematics

7 Sem 1 E. Mubai ARPL1000A Architectural Design and Theory I 60 Full year S. Maape ARPL1001A Theory & Practice of Construction I 30 Full year B. Stone-Johnson ARPL1028A Design Representation I 10 Sem 1 S. Gaule ARPL1029A Digital Applications in Architecture I 10 Sem 2 A. Szentesi ARPL1030A Building Ecology 7 Sem 2 G. Gantner ARPL1031A Histories & Theories of Architecture I 8 Sem 1 S. Maape ARPL1032A History of Settlement and Architecture 12 Sem 2 N. Elleh

Total first year credits 144

Second Year Course Code & Title Credits Duration Coordinator in 2022 ARPL2000A Architectural Design and Theory II 60 Full year A. Janse van Rensburg ARPL2002A Theory & Practice of Construction II 30 Full year L. Francis ARPL2012A Histories & Theories of Architecture II 20 Full year B. Hart ARPL2019A Design Representation II 10 Sem 1 S. Gaule ARPL2020A Digital Applications in Architecture II 10 Sem 2 S. Gaule ARPL2021A Introduction to Structures 7 Sem 1 A. Janse van Rensburg CIVN2018A Civil Engineering Theory I 7 Sem 2 R. Bradley Total second year credits 144

Third Year Course Code & Title

Credits Duration Coordinator in 2022 ARPL3002A Small Office Practice 7 Sem 1 C. Daskalakos ARPL3005A Architectural Design and Theory III 70 Full Year S. Felix ARPL3021A Histories & Theories of Architecture III 20 Full year H. Le Roux ARPL3031A Theory & Practice of Construction III 33 Full year D. Kirkman CIVN3029A Civil Engineering Theory II 7 Sem 1 I. Aivinhenyo CIVN3030A Civil Engineering Theory III 7 Sem 1 M.Gohnert Total third year credits 144

Course Descriptions

The full three-year course of the BAS programme is listed at left. The degree is offered only as a full-time programme; part-time studies are not available, although in exceptional circumstances it may be possible to spread some years of study over more than one year, with appropriate planning and approval by the degree convenor.

Descriptions of the required courses of the BAS curriculum are listed below. If a co-registration requirement is listed, it means that the courses are academically integrated and may not be taken for the first time without enrolling in all of the linked courses. In other words, barring exceptional circumstances which must be agreed in advance by the degree convenor, the a student will not be allowed to register for some of the co-registration courses listed without registering for all of them, unless the student has already passed any of the relevant courses.

In this section, courses are listed in alphabetical and numerical order by course code, regardless of their sequence within the curriculum. For an accurate breakdown of the course sequencing, see the Curriculum and Progression Rules sections. Note that in addition to the course description, detailed outcomes for each course are described in each course outline.

APPM1000A Applied Mathematics 7 credits, semester 1 Prerequisite: none Co-registration: none Vector algebra, systems of coplanar forces, transversely loaded beams, frameworks, centres of gravity. ARPL1000A Architectural Design & Theory I 60 credits, year-long Prerequisite: none Co-registration: ARPL1001A This course is an introduction to design theory and lays the foundation of architectural thinking by presenting conceptual design principles, architectural elements, contextual influences, basic space-making and collaborative engagement. Emphasis is placed on the development of design processes and methods of production to explore architectural possibilities.

ARPL1001A Theory & Practice of Construction I 30 credits, year-long Prerequisite: none Co-registration: ARPL1000A This course provides an introduction to basic building technology, materials and National Building Regulations, roles and responsibilities of architects, technical drawing, the building processes in domestic contexts, elementary services of water supply, sewerage reticulation and electrical supply, an introduction to topography, basic survey techniques and soil conditions and services related to specific soil conditions.

ARPL1028A Design Representation I 10 credits, semester 1 Prerequisite: none This course introduces forms of design and architectural representation and production. Through measured, free-hand, and creative forms of visual representation, the course introduces the fundamentals of descriptive geometry, three-dimensional representation drawings, principles of perspective drawing, and various methods of producing illustrative and rendered means of visual representation.

ARPL1029A Digital Applications in Architecture I 10 credits, semester 2 Prerequisite: none This course introduces digital architectural production and uses contemporary industry-relevant software in the architectural discipline as tools for both architectural design and representation.

ARPL1030A Building Ecology 7 credits, semester 2 Prerequisite: none This course introduces theoretical underpinnings of, and design approaches to, the harmonious and interdependent relationship of the natural and built environment. It explores the interconnectedness of design and socioecological systems, and critically examines the influences and effects of various scales of planning, design and building on approaches to sustainability. ARPL1031A Histories & Theories of Architecture I 8 credits, semester 1 Prerequisite: none Co-registration: ARPL1032A This course explores the foundations of spatial culture as found in human habitation before “settlement,” and the nature of early settlements, landscapes and ritual spaces.

ARPL1032A History of Settlement and Architecture 12 credits, semester 2 Prerequisite: none Co-registration: ARPL1031A This course explores settlements and architectural productions in Africa and in other parts of the world. A selection of settlements, architectural design, art objects, and spatial ensembles from different periods of time in Africa, Asia, Europe, and Latin America are used to show that urban and regional planning and architectural programmes are continuously evolving along with human experiences in temporal and in physical spaces.

Student project

Student image: G. Machowski

ARPL2000A Architectural Design & Theory II 60 credits, year-long Prerequisite: ARPL1000A, ARPL1001A Co-registration: ARPL2002A This course explores the development of sustainable architectural approaches in myriad contexts through an integrated presentation of theory, practical analyses and creative design processes. Topics include theory of place-making and the role of ecological, cultural and socioeconomic considerations form core tenets of design and analysis projects developed in response to natural systems, urban influences, topography, and the integration of building and landscape across smallscale, mixed-use and multi-unit housing buildings.

ARPL2002A Theory & Practice of Construction II 30 credits, year-long Prerequisite: ARPL1000A, ARPL1001A Co-registration: ARPL2000A This course introduces framed structures (timber, steel and concrete), cladding systems, services related to framed structures and relevant National Building Regulations. It has three components: building climate focuses on thermal concepts and principles; passive and active energy system; use of solar charts and shading diagrams and an introduction to a range of building materials and structural systems; services focuses on plumbing, fire and electrical reticulation; and relevant national building regulations: focussing on the development and the preparation of technical documentation.

ARPL2012A Histories and Theories of Architecture II 20 credits, year-long Prerequisite: ARPL1031A, ARPL1032A This course explores architecture and its codification until the roots of modernism. The architecture of dynastic, religious and imperial centres of power in relation to technological developments, new materials, religious and aesthetic ideals are examined and the course has four distinct periods in the history and theory of architecture

ARPL2019A Design Representation II 10 credits, semester 1 Prerequisite: ARPL1028A Intermediate forms of design and architectural representation and production. Through targeted design/representation projects, the course focuses on design and creative production through a selection of representational media.

ARPL2020A Digital Applications in Architecture II 10 credits, semester 2 Prerequisite: ARPL1028A, ARPL1029A Co-registration: none This course focuses on intermediate digital architectural production and elaborates on the use of contemporary industry-relevant software to create intermediate forms of architectural production, preparing for advanced methods of architectural design and representation.

ARPL2021A Introduction to Structures 7 credits, semester 1 Prerequisite: none This course introduces structural systems in the architectural and building construction fields, presents a survey of structural types and their relationship to the design of buildings. It includes a conceptual introduction to structural principles is presented and their influences on architectural design is analysed.

ARPL3002A Small Office Practice 7 credits, semester 1 Prerequisite: none This course focuses on the concept of professionalism, architect/client relationships, consultant teams, smallscale contracting, contract without bills of quantities, elementary estimating, computer packages, certificates and final accounts, forms of architectural practice, financial planning, taxation, staffing, standard documents, managing projects and marketing professional services.

ARPL3005A Architectural Design & Theory III 70 credits, year-long Prerequisite: ARPL2000A, ARPL2002A Co-registration: ARPL3031A This course explores the conceptual and technical development of varied and complex architectural projects by using a pluralistic approach to architecture and a range of design approaches and methodologies. The ability to holistically complete an architectural project is emphasised through the integration of building systems with cohesive conceptual, technical, aesthetic and sustainability objectives.

ARPL3021A Histories and Theories of Architecture III 20 credits, year-long Prerequisite: ARPL2012A This course explores architectural histories and theories since modernism. It surveys both built and imagined architecture and how social emancipation, globalisation and media have characterised its production. The course extends knowledge of recent architecture and builds critical skills.

ARPL3031A Theory & Practice of Construction III 33 credits, year-long Prerequisite: ARPL2000A, ARPL2002A Co-registration: ARPL3005A This course focuses on the design development and detail design of largescale and complex building types, detailed consideration of services and building infrastructure, sustainable construction and design as a way to improve the environmental and maintenance performance of buildings through designing with the natural environment, climate, comfort, energy, water, resources, efficient structures, materials, daylighting and landscaping. It emphasises the application and adherence to the relevant national building regulations and introduces industrialised building systems, specifications, approaches to environmental control and performance modelling & the preparation of detailed technical documentation.

CIVN2018A Civil Engineering Theory I 7 credits, semester 2 Prerequisite: APPM1000A or APPM1027A This course applies the principles of static equilibrium and structural analysis to determine forces and deflections in simple structural systems. Topics include: Loading and structural load paths, the diagramming of shear, moment, and axial forces, and the analysis of trusses.

CIVN3029A Civil Engineering Theory II 7 credits, semester 1 Prerequisite: CIVN2018A This course focuses on common building materials and their application in structural systems. It investigates material properties and behaviour, limit states design, and construction methods. CIVN3030A Civil Engineering Theory III 7 credits, semester 2 Prerequisite: CIVN2018A This course explores more complex, but common structural systems in buildings. It considers material properties, types of structural foundations and connections, and the structural design of beams, columns and slabs. It further provides an understanding of geotechnical information and its relevance for structural design is presented.

Student project: S. van Heerden

Bachelor of Architectural Studies [BAS] Semester 1 (Provisional) BAS Timetable

Semester 1, 2022 Timetable

Subject to change; may not include venues. Students must verify before using.

DAY

YOS 8:00-8:45 9:00-9:45 10:15-11:00 11:15-12:00 12:30-13:15 13:15-14:00 14:15-15:00 15:15-16:00

MONDAY 1 APPM1000A

Applied Maths (Lecture) Online

2

3 ARPL1000A

Design I (Lecture) Online

ARPL2000A

Design II (Lecture) Online

ARPL3005

Design III (Lecture) Online

ARPL1000A

Design I (Studio) Online / North Prefab Studio

ARPL2000A

Design II (Studio) JM A4 + JM LG Glass Offices

ARPL3005

Design III Yale Telescope G Flr

TUESDAY 1 ARPL1031A

History I (Lecture) Online

2 ARPL2019A

Design Rep II (Lecture) TBD per elective

3 ARPL2019A

Design Rep II (Elective) Venues per elective

ARPL1031A

History I (Critical Thinking)

ARPL1031A

Tut 1

ARPL3002A

Small Office Practice Online

16:15-17:00

ARPL1031A

Tut 2

WEDNESDAY 1 APPM1000A ARPL1001A

Applied Maths (Tutorial) Construction I (Lecture) In-person; venue TBD Online

2 ARPL2002A

Construction II (Lecture) Online

3 ARPL3031

Construction III (Lecture) Online

ARPL1001A

Construction I (Studio) Online / North Prefab Studio

ARPL2002A

Construction II (Studio) JM A4 + JM LG Glass Offices

ARPL3031

Construction III (Studio) Yale Telescope G Flr

THURSDAY 1 ARPL1000A

Design I (Lecture) Online/ TBD

2 ARPL2000A

Design II (Studio) Online/ TBD

3 ARPL3005A

Design III (Studio) Yale Telescope G Flr

FRIDAY 1 ARPL1028A

Design Rep I: DG (Lecture) Online

2 ARPL2012A

History II (Lecture) Online

3 ARPL3021A

History III (Lecture) Online

ARPL1000A

Design I (Studio) North Prefab Studio

ARPL2000A

Design II (Tut) JM A8

ARPL3005A

Design III (Lecture) Online/ TBD

ARPL1000A

Design I (Studio) North Prefab Studio

ARPL2000A

Design II (Studio) JM A4 + JM LG Glass Offices

ARPL3005

Design III Yale Telescope G Flr

ARPL1028A

Design Rep I: DG (Tut) North Prefab Studio

ARPL1028A

Design Rep I: Graphics (Lecture) Online

ARPL2012A

History II (Tut) Online/ JM A8

ARPL2021A

Structures (Lecture) Online ARPL2021A Structures (Tutorial) Online/ TBD

ARPL3021A

History III (Tut) Online/ Yale Telescope G

CIVN3005/3029A

Civil Engineering Theory II (Lecture) Online

CIVN3005/ 3029A

Civils II (Tut) Online

ARPL1028A

Design Rep I: Graphics (Tut) North Prefab Studio

Bachelor of Architectural Studies [BAS] Semester 2 (Provisional) BAS Timetable

Semester 2, 2022 Timetable

Subject to change; may not include venues. Students must verify before using.

DAY

YOS 8:00-8:45 9:00-9:45 10:15-11:00 11:15-12:00 12:30-13:15 13:15-14:00 14:15-15:00 15:15-16:00 16:15-17:00

MONDAY 1 ARPL1030A

Building Ecology (Lecture) Online

2

3 ARPL1000A

Design I (Lecture) Online

ARPL2000A

Design II (Lecture) Online

ARPL3005

Design III (Lecture) Online

ARPL1000A

Design I (Studio) Online / North Prefab Studio

ARPL2000A

Design II (Studio) JM A4 + JM LG Glass Offices

ARPL3005

Design III Yale Telescope G Flr

TUESDAY 1 ARPL1032A

History I (Lecture) Online

2 ARPL2020A

Digital Applications II: Adobe (Lecture) Online

3 ARPL2020A

Digital Apps II (Lab) Temp CAD Lab

ARPL1030A

Bldg Ecology (Tut) Venue TBD

ARPL2020A

Digital Apps II: Revit (Tut) Online / Temp CAD Lab

ARPL1029A

Digital Apps I: Revit (Tut) Online / Temp CAD Lab

WEDNESDAY 1

2 CIVN2018A

Civil Engineering Theory I (Lecture) Online

3 CIVN3005/3030A

Civil Engineering Theory III / II (Lecture) Venue TBD

ARPL1001A

Construction I (Lecture) Online

ARPL2002A

Construction II (Lecture) Online

ARPL3031

Construction III (Lecture) Online

THURSDAY 1 ARPL1000A

Design I (Lecture) Online/ TBD

2 ARPL2000A

Design II (Studio) Online/ TBD

3 ARPL3005A

Design III (Studio) Yale Telescope G Flr

ARPL1000A

Design I (Studio) North Prefab Studio

ARPL2000A

Design II (Tut) JM A8

ARPL3005A

Design III (Lecture) Online/ TBD

FRIDAY 1 ARPL1029A

Digital Apps I: Graphics (Lecture) Online

ARPL1029A

Digital Applications I: Graphics (Lab) Temp CAD Lab

2 ARPL2012A

History III (Lecture) Online

ARPL2012A

History III (Tut) Online/ JM A8

3 ARPL3021A

History III (Lecture) Online

ARPL3021A

History III (Tut) Online/ Yale Telescope G Flr

ARPL1001A

Construction I (Studio) Online / North Prefab Studio

ARPL2002A

Construction II (Studio) JM A4 + JM LG Glass Offices

ARPL3031

Construction III (Studio) Yale Telescope G Flr

ARPL1000A

Design I (Studio) North Prefab Studio

ARPL2000A

Design II (Studio) JM A4 + JM LG Glass Offices

ARPL3005

Design III Yale Telescope G Flr

CIVN2018A

Civils I (Tut) Online

CIVN3005/ 3030A

Civils II (Tut) Venue TBD

InCommon Exhibition curated by FuturePart and Boogertman + Partners. Image by H. Tarmahomed

BSc IN URBAN & REGIONAL PLANNING

Pathways in Planning

Urban planning is the technical and political process of organising and regulating the development and design of urban space and land use, with the objective of maximising public welfare.

The increasing importance of urban centres as drivers of development and a means of poverty alleviation has resulted in increased interest in urban planning and its potential to maximise the benefits of cities. Urban planners work in a variety of professional roles in both the public and private sectors: in housing, infrastructure development, project management, land use management, local economic development, spatial (regional) planning, and transport planning.

The BSc URP is also an excellent springboard for other public sector-related careers (especially in local government) as it provides exposure to the policy making process and the regulatory framework governing many state organs. However, the multi-disciplinary nature of the programme necessitates a large amount of reading on a diverse range of fields, such as: geography, sociology, economics, civil engineering, politics and law. Thus pursuing a career in planning requires a high level of curiosity and motivation.

Candidates must have a strong grasp of language, as planning work involves a great deal of reading, writing and presentations. The URP programme also involves mapping as a core component of the curriculum. However, this is not creative drawing but merely a translation of verbal language into graphic language and candidates do not need prior training in technical drawing or any artistic field. SACPLAN In South Africa urban planning can be practiced at several different levels, depending on experience, educational background and registration with the South African Council for Planners (SACPLAN). SACPLAN is the governing body for the planning profession, and gaining familiarity with it’s structure and criteria is important for all students of urban and regional planning.

The BSc URP with Honours Degree To obtain registration as a Professional Planner, the highest registration category with SACPLAN, one must first complete the BSC URP (Hons) degree. Students who obtain a minimum average mark of 60% in their third year of study in the BSc URP are eligible to for this degree.

Postgraduate Degrees Though not required for professional registration, obtaining a higher degree will often be useful in the career of an urban planner. Students who have obtained the BSc URP with Honours are eligible to apply for a number of Masters degrees offered by Wits. One fairly common path is to continue one’s education by obtaining a specialty within the urban planning field. At Wits, this can be done through any of the Masters degrees.

The Master of Urban Design (M.UD) degree, in combination with an the BSc URP (Hons), leads to candidacy as an Urban Designer with the Urban Design Institute of South Africa (UDISA). UDISA is not a professional body with a mandate from the Ministry of Public Works like SACPLAN is; it is only a voluntary professional association. However, some professionals find that Professional Urban Designer qualification leads to some additional career opportunities.

BSc URP

Bachelor of Science in Urban & Regional Planning The BSc URP is a rigorous, 3-year, full-time course of study covering a broad base of professional, theoretical and practical thinking. BSc URP degree students are eligible for registration with SACPLAN as a Student Planner, and as a Candidate Assistant Planner or Candidate Planner upon graduation.

non-registration option

BSc URP (Hons)

BSc w/ Honours in Urban & Regional Planning 1-year, leading to qualification as a Professional Planner and for admission to several Masters degree programmes.

BSc URP (Hons) opens eligibility as Candidate Professional Planner....

...and eligibility for higher degrees:

M.UD

Master of Urban Design 2-year part-time programme leading to eligibility for registration with UDISA.

MSc DP

Masters of Science in Development Planning 1-year, y coursework and a research report.

M.US

Master of Urban Studies 1-year or 2-year part-time degree with various interdisciplinary specialties.

PhD

Doctor of Philosophy in Town & Regional Planning 2-3 years, by research. BSc URP enrolment allows registration as

SACPLAN SP Student Planner

SACPLAN CAP / CP Candidate Assistant Planner or Candidate Planner

Minimum 1 year practical training in specific work areas opens eligibility for AP status. Minimum 2 years practical training in specific work areas opens eligibility for P status.

SACPLAN AP Assistant Planner SACPLAN P Planner

SACPLAN CPP Candidate Professional Planner

UDISA C.UD Candidate Urban Designer

UDISA Pr.UD Professional Urban Designer Minimum 2 years practical training in specific work areas opens eligibility for PP status.

M.US fields of study SACPLAN PP Professional Planner

Sustainable & Energy Efficient Cities Housing & Human Settlements

Urban Politics & Governance

Urban Management

Urban Research

The Master of Urban Studies (M.US) degree is a single non-professional qualification requiring one of five different areas of specialisation: • Sustainable & Energy Efficient Cities • Urban Politics & Governance • Urban Studies • Housing & Human Settlements • Urban Research

Regardless of the subject matter of the lower degrees, students may also pursue a path towards a Doctor of Philosophy (PhD), something that more and more professionals are moving towards, particularly those with an interest in teaching. A PhD allows for in-depth research on a self-chosen topic pertinent to the field of study.

Levels of Professional Registration SACPLAN offers an entry-level registration category - Student Planner - which can be activated while one is enrolled in the BSC URP degree, prior to graduation. Upon graduation from the undergraduate programme, one becomes eligible for registration as a Candidate Assistant Planner or Candidate Planner. These candidacies lead to registration as an Assistant Planner or Planner, respectively, once specific work experience is satisfied and a registration exam is passed. Because the Planner category is of a higher level than Assistant Planner, most people who graduate from the BSc URP degree will opt for candidacy in the Planner category, although the work experience requirements to convert from candidacy to full registration are more stringent in this category.

Most people enter the BSc URP degee with the aim of obtaining SACPLAN’s highest registration, Professional Planner. Doing so requires coming back for the BSc URP with Honours degree, followed by at least two years of specific work experience, and successful examination with the registration board. It is important for students to be aware of these requirements, since it will help them to choose their career paths appropriately.

Complete information on the professional registration categories can be found on SACPLAN’s website: https://www.sacplan.org.za

The Master of Science in Development Planning (MSc DP) is a one-year course of study based on coursework and research which may help prepare students who wish to move into development planning.

Students at Freedom Park

Curriculum

First Year Course Code & Title Credits Duration Coordinator in 2022 APPM1023A Mathematical Techniques for Planners 18 Sem 1 J. Shipron ARPL1015A Intro Environmental Interpretation 24 Sem 1 N. Mavuso ARPL1026A Identity and Society I 18 Sem 1 D. Dickinson GEOG1003A Geography for Planners 24 Sem 1 J. Knight ARPL1032A History of Settlement 12 Sem 2 T. Leuta ARPL1016A Intro to Settlement Form and Design 24 Sem 2 N. Klug Total first year credits 120

Second Year Course Code & Title Credits Duration Coordinator in 2022 ARPL1025A 2 & 3 Dimensional CAD & GIS 12 Sem 1 TBC ARPL2013A Intro to Land Management 18 Sem 1 N. Klug ARPL2018A Intro to Environmental Planning 12 Sem 1 T. Leuta CIVN1005A Intro to Civil Engineering Infrastructure 12 Sem 1 A. Ilemobade ECON1002A Economic Concepts IA 18 Sem 1 N. Ameen APPM2019A Quantitative Methods for Planners 12 Sem 2 W. Carlson ARPL2006A Housing Services, Infrastructure & Transport 12 Sem 2 A. Williamson ARPL2015A Contemporary Design & Env. Issues 18 Sem 2 N. Mavuso ARPL2017A Histories, Theories & Futures of Planning 12 Sem 2 TBC ECON1003A Economic Concepts IB 18 Sem 2 N. Ameen Total second year credits 144

Third Year Course Code & Title

Credits Duration Coordinator in 2022 ARPL3027A Regional Planning & Local Econ. Dev. 12 Sem 1 A. Todes ARPL3028A Development Policy & Processes in SA 12 Sem 1 A. Williamson ARPL3030A Applications in Graphic & Spatial Communication in Planning 12 Sem 1 N. Mavuso BUQS3028A Property Development for Planners 18 Sem 1 T. Ramantswana, T. Sebehela ARPL3032A Politics of Planning & Housing 30 Full year N. Malaza ARPL3010A Comparative Planning Systems 12 Sem 2 M. Sihlongonyane ARPL3033A Local Planning & Urban Design 18 Sem 2 M. Msingaphantsi ARPL3034A Integrated Development Planning 24 Sem 2 A. Williamson Total third year credits 138

Course Descriptions

The full three-year course of the BSC URP programme is listed on the previous page. The degree is offered only as a full-time programme; part-time studies are not available, although in exceptional circumstances it may be possible to spread some years of study over more than one year, with appropriate planning and approval by the degree convenor.

Descriptions of the required courses of the BSc URP curriculum are listed below. If a co-registration requirement is listed, it means that the courses are academically integrated and may not be taken for the first time without enrolling in all of the linked courses. In other words, barring exceptional circumstances which must be agreed in advance by the degree convenor, the a student will not be allowed to register for some of the co-registration courses listed without registering for all of them, unless the student has already passed any of the relevant courses.

In this section, courses are listed in alphabetical and numerical order by course code, regardless of their sequence within the curriculum. For an accurate breakdown of the course sequencing, see the Curriculum and Progression Rules sections. Note that in addition to the course description, detailed outcomes for each course are described in each course outline.

APPM1023A Mathematical Techniques for Planners 18 credits Prerequisite: none This course begins by contextualizing the study of mathematical techniques in terms of the requirements of planning. The unit then provides review of area and volume; rate, ratio and proportion, percentage, density, straight line graphs, indices and Logarithms, logarithmic graphs. The unit provides an introduction to graphic literacy, least squares and polynomial interpretation. It also provides an introduction to concepts from surveying as well as introduction to financial mathematics.

APPM2019A Quantitative Methods for Planners 12 credits Prerequisite: none This course has arisen out of the need to describe aspects of the real world in such a way that its behaviour can be explained and predicted. Mathematical modelling is the key to production of mathematical equations which describe phenomena and systems. Foundation skills required to analyse data sets and build predictive models from given data sets are developed in this course. Emphasis is placed on understanding proportions and significance of components of data, and on developing the necessary computer skills in the analysis and presentation of data. Students are expected to develop skills in communication of the concepts and methods of statistical analysis and model building. This course covers the following topics: basic statistical analysis including graphical representations of data and statistical summaries of data, probability distributions, random variables, confidence intervals, hypothesis testing, significance testing, linear regression and linear correlation.

ARPL1015A Introduction to Environmental Interpretation 24 credits Prerequisite: none This course directs the attention of students to their living environments, and to the physical, cultural, social, political & economic factors that are shaping the

nature of these environments. The course introduces the student to different living environments shaped within cultural contexts. It introduces students to graphic & other visual skills that are used in interpreting settlements & presenting plans.

ARPL1016A Introduction to Settlement Form and Design 24 credits Prerequisite: none This course introduces different types of settlements in urban and rural areas, the shape (or morphology) of these settlements, the idea of urban environmental design, the various elements that comprise a settlement, the different urban components and basic design elements with a focus on the development of graphic communication and the application of digital technologies.

ARPL1025A Two and Three Dimensional Computer Aided Design and GIS 12 credits Prerequisite: none This course introduces Computer Aided Design (CAD) and Geographic Information System (GIS).Students are required to use these tools, techniques and technologies for practical application in their courses and projects.

ARPL1026A Identity and Society I 18 credits Prerequisite: none This course is an introduction to the theoretical and conceptual foundations of Sociology. It locates the discipline’s key concerns with the relationship between individuals and the social context, and examines sociological debates around modernity, social change and identity. This will be achieved by an in-depth exploration of the ideas of central classical theorists. The course also aims to develop students’ content knowledge, and reading and writing skills.

ARPL1032A History of Settlement, Architecture & Planning 12 credits Prerequisite: none This course explores settlements and architectural productions in Africa and in other parts of the world. A selection of settlements, architectural design, art objects, and spatial ensembles from different periods of time in Africa, Asia, Europe, and Latin America are used to show that urban and regional planning and architectural programmes are continuously evolving along with human experiences in temporal and in physical spaces.

ARPL2006A Planning for Housing, Services, Infrastructure and Transport 12 credits Prerequisite: APPM1023A This course introduces topics in relation to both rural and urban areas: national and provincial policies in relation to the above; service delivery options; financing and institutional arrangements (e.g. publicprivate partnerships and municipal service delivery agreements); the contribution of services and infrastructure to local economic development; inter-sectoral co-ordination; concepts such as corridors, nodes, densification; and basic principles of project management and urban land economics.

ARPL2013A Introduction to Land Management 18 credits Prerequisite: none The course introduces land management incorporating different forms of land legal

issues (cadastre, general plan, deeds registry, boundaries, rights etc.); land uses (categories, relationships between uses, thresholds etc.); land use management (zonings, schemes etc.); different approaches to land use regulation; and, technologies used in the management of land - including Geographical Information Systems (GIS), satellite-linked survey systems, aerial photos and remote sensing; relationships between land use, densities, services and transport. It introduces the challenges and critiques of formal property ownership, rights of users of land vs owners, land uses and transactions outside of and unrecognized by the formal system. The dynamics underlying informal land processes, their implications and management challenges are considered. The course explores the consequences and implications of alternative practices in recent urban land management studies.

ARPL2015A Contemporary Design and Environmental Issues in South Africa 18 credits Prerequisite: ARPL1014A, ARPL1015A & ARPL1014A This course focuses on concepts of liveability and environmental quality; the public realm and privatisation of space; inner-city redevelopment; heritage and conservation; and urban form, including concepts and approaches such as the new urbanism and the compact city. These are addressed in relation to South Africa and Johannesburg in particular.

ARPL2017A Histories, Theories and Futures of Planning 12 credits Prerequisite: none The course introduces the idea and practice of planning as it evolved from the nineteenth century to the present day in South Africa and internationally. The course covers different histories of planning, illustrating both its successes and failures and the extent to which it has been shaped different contexts and factors. The intellectual basis of planning and the developments regarding theory from modernism, pragmatism, post- modernism and the impacts of collaborative and insurgent planning are reviewed. International histories and theories are interrogated from a South African perspective, examining changes in planning and the city from apartheid to post-apartheid contexts. Remove as this is an outcome of the course.

ARPL2018A Introduction to Environmental Planning 12 credits Prerequisite: none The course provides a critical perspective on the notions of “the environment,” “sustainability,” ”sustainable development” and the “sustainable city“ and focuses on the relationship between the environment and urban development. It introduces students to the fundamentals of ecology, the notions of sustainability, and sustainable development, and, inter alia, the overall concepts of and tools associated with Environmental Assessment (EA), Integrated Environmental Management (IEM) and Strategic Environmental Assessment (SEA). Remove as this is an outcome of the course.

ARPL3010A Comparative Planning Systems 12 credits Prerequisite: none This course focuses on the different systems and forms of planning across the world. It illustrates the contextuality of planning, and different possibilities for future planning practice in South Africa. It relates

comparative planning systems to different forms of government, and traditions of planning. The course makes extensive use of Internet searches.

ARPL3034A Integrated Development Planning 24 credits Prerequisite: none This course has two components: The theoretical component focuses on the different approaches to integrated planning and international precedents, planning in relation to ‘developmental local government’, the historical development and legal basis of the South African Integrated Development Plan (IDP) and a critical review of integrated development planning practice in South Africa The practical component consists of a project that introduces students to the IDP process, the integration of planning and institutional processes and the linkages between key sectors such as transportation and land use and economy and the environment. The project involves the preparation of a planning framework for a selected municipal area, critical engagement with the regional context, key issues and relevant development approaches situates the project within a broader conceptual framework drawn from international and local literature.

Student project: N> Dlamini & N. Magubane

ARPL3027A Regional Planning and Local Economic Development 12 credits Prerequisite: none This course introduces students to planning at supra-local scales (ie. regional, national transnational) and to the theories and practices of regional and local economic development as they have evolved internationally and in the South African context. It locates changing ideas about regional and local economic development within theories and approaches to development. The course provides a historical overview of the histories and traditions of regional planning and local economic development internationally and with reference to South Africa, but largely focusses attention on contemporary approaches.

ARPL3028A Development Policy and Processes in South Africa 12 credits Prerequisite: ARPL2006A This course introduces students to the rationale for public policy, the policy-making process, frameworks of policy analysis, decision-making models, and current trends in the policy-making environment internationally and in South Africa. Through close examination of current policy frameworks, the course provides an introduction to key policy issues that affect planning and development in Southern Africa, such as urbanisation & informal settlement, land tenure and governance in rural areas, land reform and land restitution, developmental local governance, the developmental effects of HIV/Aids and gender and development. ARPL 3030A Graphic and Spatial Communication 12 credits Prerequisite: ARPL1025A & ARPL2015A This course requires students to apply the use of mapping, graphic and presentation tools/techniques acquired in previous years. It introduces and develops the skills of plan and framework interpretation at various scales ranging from the precinct and ward levels to national scales. Content assists students with honing graphic communication, using maps to analyse and communicate complex issues and dynamics, translating social, economic and political data onto readable maps, graphs and graphic inputs, articulating and illustrating spatial change and transformation.

ARPL3032A The Politics of Planning and Housing 30 credits Prerequisite: ARPL2006A This courses addresses two key themes and the relationship between them. The first theme focuses on city governance and the politics of this, addressing theories of urban regimes, urban governance, participation, social movements and political mobilisation. The second theme explores housing theories, concepts and debates, and low income housing policy and practice, particularly in SA. The course connects urban politics with housing in exploring issues of power in urban development (in governance, urban land and the property market, for example), and the implications of this for planners. The course includes a project focused on building research skills.

ARPL3033A Local Planning and Urban Design 18 credits Prerequisite: ARPL2015A, ARPL1025A, & ARPL2013A This course develops students’ theoretical and practical skills in local physical planning and urban design. It introduces students to the economic, social, political and institutional factors that influence urban design. Topics include urban design process, urban revitalisation, gender and design, public safety, participatory design, principles of layout, pedestrians and vehicles and open space networks and landscapes, land use management as well as site development specifications. It focuses on developing concepts of urban design appropriate to African cities, including those relating to the upgrade of in-situ informal settlement, low income housing, regeneration of decaying inner-

Masterplan model

cities, design for informal activity, design and management of edge cities and design response to cultural diversity. The course includes a project which involves the use of appropriate digital technologies.

BUQS3028A Property Development for Planners 18 credits Prerequisite: none This course includes urban and regional planning, urban economics and the property development industry. Topics include: an appreciation of the property development industry in relation to planning and urban development; its size and role in the economy; the structure of the property development industry, its participants and their roles and responsibilities; financing of property developments; relationships between property investment, capital markets and property practices; urban

economics and the user market; property development processes; market analysis and feasibility.

ECON1002A Economic Concepts IA 18 credits Prerequisite: none Microeconomics: The economic problem; demand and supply; market equilibrium; elasticity of demand and supply; markets in action; utility and demand; production and costs; market structures and factor markets.

ECON1003A Economic Concepts IB 18 credits Prerequisite: none The courses develop and extend knowledge of concepts covered in Economic Concepts IA. It also develops the theoretical basis for entry into Economic Studies II. Course content includes: consumer theory and price theory; market structure; international economics; Keynesian aggregate demand and aggregate supply theory; fiscal and monetary policy; theories of migration; human capital; labour market discrimination; growth and development; and trade integration.

CIVN 1005A Intro to Civil Engineering Infrastructure 12 credits Prerequisite: none This course provides students with an overview of civil engineering infrastructure and how it relates to the socio-economic conditions in South Africa and includes the following topics: - an overview of civil engineering, development and infrastructure; - the relationship between infrastructure provision and country income level and investment; - the description and application of civil engineering infrastructure (e.g. water resources, water quality and supply, transportation and storm water) and associated issues (e.g. land use and problem soils); and an overview of existing South African guideline books for infrastructure provision.

GEOG 1003A Geography for Planners 24 credits Prerequisite: none The course will cover geomorphology; the geology and archaeology of Greater Johannesburg; rural development; Southern African climate. Related practical techniques will also be covered; in addition to map reading and basic research techniques. Practicals will apply to the material covered in the theoretical aspects of the course; and in specific cases these will be linked to studio work being undertaken in the BSc Urban and Regional first year programme.

Student project: P. Nyembe & T. Nyambuya

Semester 1 (Provisional) BSc URP Timetable BSc URP Timetable

Semester 1, 2022

Subject to change; may not include venues. Students must verify before using.

DAY

YOS 8:00-8:45 9:00-9:45 10:15-11:00 11:15-12:00 12:30-13:15 13:15-14:00 14:15-15:00 15:15-16:00 16:15-17:00

1

MONDAY 2 ECON1002A

Economic Concepts IA

3 GEOG1003A

Geography

ARPL2018A

Intro to Environmental Planning

ARPL1026A

Identity and Society I

ARPL3010A

Comparative Planning Systems

ARPL1015A

Intro to Environmental Interpretation

ARPL1025A

Computer Aided Design and GIS

ARPL3010A

Comparative Planning Systems

TUESDAY 1 ARPL1015A

Critical Thinking

2

3 ARPL3027A

Regional Planning and Local Economic Development

ARPL1015A

Intro to Environmental Interpretation

ECON1002A

Economic Concepts IA

ARPL3032A

Politics of Planning and Housing

GEOG1003A

Tutorial

ARPL2018A

Intro to Environmenta l Planning

ARPL3028A

Property Development

ARPL1026A

Tutorial

ARPL2013A

Intro to Land Management

ARPL3030A

Applications in Graphic and Spatial Communication

WEDNESDAY 1 APPM1023A

Mathematical Techniques

2 CIVN1005A

Intro to Civil Engineering Infrastructure

3 BUQS3028A

Property Development

ARPL1015A

Intro to Environmental Interpretation

ARPL3027A

Regional Planning and Local Economic Development

ARPL1015A

ECON1002A

Economic Concepts IA

GEOG1003A

Geography

ARPL2018A

Critical Thinking

ARPL3028A

Development Policy and Processes

THURSDAY 1 ARPL1026A

Identity and Society I

2 ARPL2013A

Intro to Land Management

3 APPM1023A

Mathematical Techniques

CIVN1005A

Intro to Civil Engineering Infrastructure

BUQS3028A

Property Development

GEOG1003A

Tutorial

ARPL1015A

Intro to Environmental Interpretation

ECON1002A

Economic Concepts IA

ARPL3032A

Politics of Planning and Housing

1 GEOG1003A

Geography

FRIDAY 2 ARPL1025A

Two & Three Dimensional Computer Aided Design & GIS

3 ARPL1026A

Identity and Society I

ARPL2013A

Intro to Land Management

APPM1023A

Mathematical Techniques

ARPL1015

Introduction to Environmental Interpretation

BSc URP Timetable Semester 2 (Provisional) BSc URP Timetable

Semester 2, 2022

Subject to change; may not include venues. Students must verify before using.

DAY

YOS 8:00-8:45 9:00-9:45 10:15-11:00 11:15-12:00 12:30-13:15 13:15-14:00 14:15-15:00 15:15-16:00 16:15-17:00

1

MONDAY 2 ECON1003A

Economic Concepts IB

3 GEOG1003A

Geography

ARPL2015A

Contemporary Design and Environmental Issues in South Africa

APPM2019A

Quantitative Methods

ARPL1016A

Intro to Settlement Form and Design

ARPL2017A

Histories, Theories and Futures of Planning

TUESDAY 1 ARPL1014A

Critical Thinking A1

ARPL1010A

2 ARPL2006A

Housing Services, Infrastructure and Transport

3 ARPL1014A

Settlements Through History

GEOG1003A

Geography

ECON1003A

Economic Concepts IB

ARPL3033A Local Planning and Urban Design ARPL3033A

ARPL2017A

Histories, Theories and Futures A2

ARPL3033A

Local Planning and Urban Design

WEDNESDAY 1 APPM1023A

Mathematical Techniques

2

3

THURSDAY 1

2 APPM2019A

Quantitative Methods

3 ARPL1016A

Intro to Settlement Form and Design

ARPL2006A

Housing Services, Infrastructure and Transport

ARPL3033A

Local Planning and Urban Design

APPM1023A

Mathematical Techniques

ECON1003A

Economic Concepts IB

GEOG1003A

Geography

ARPL1010A GEOG1003A

Geography

ARPL2015A

Contemporary Design and Environmental Issues in South Africa

ARPL3034A

Integrated Development Planning

ARPL1016A

Intro to Settlement Form and Design

ECON1003A

Economic Concepts IB

ARPL3032A

Politics of Planning and Housing

FRIDAY 1 GEOG1003A

Geography

2 ARPL2015A

Contemporary Design and Environmental Issues in South Africa

3 ARPL3034A

Integrated Development Planning

ARPL3034A

Integrated Development Planning

APPM1023A

Mathematical Techniques

ARPL1016

Introduction to Settlement Form and Design

Student work in studio

THE LEARNING ENVIRONMENT

Teaching Approach

The undergraduate degrees are integrated suites of courses that emphasises creative thinking, proactive research and experimentation, and applied learning. Many of the courses are tightly linked, with projects, assignments, or knowledge moving from one course to another as different sets of issues introduced and a repertoire of diverse skills is built.

Many students find the transition from secondary school to university challenging. The School would like to emphasise that creative and critical thinking is paramount at Wits, and that ‘tickbox’ mentalities - in which one is merely completing a series of tasks for the sake of completing an assignment - will not get you very far. Often times, doing something simply to “get the mark” will be detrimental to a student’s performance, as it displays a desire to obtain a specific outcome rather than a desire to explore the issue at hand and gain relevant knowledge.

Learning at Wits can be intellectually challenging. Students are challenged to develop their own approaches and working methods, and apply the knowledge from one course to projects in another. You will likely be exposed to ideas you have not previously encountered, and will interact with people whose experience of the world is different from your own. Much of the learning comes from peer interaction through critical analysis; the education is more about generating open questions than definitive answers. Students are expected to take advantage of the expertise, tools and facilities provided by Wits in order to catalyse the best possible education.

Student project: N. Mahomed

Design Culture

Studio-based learning is at the core of the architectural & urban planning education.

The Essence of Studio Courses Studio courses and methods carry an underlying optimism, where faculty members construct opportunities to learn from and to build the capacity to participate in a design discourse. Studios provide the opportunity to imagine and create with the conviction that design matters, has consequence, and is relevant in the varied contexts in which students will find themselves working. Studio work is a partnership between students and lecturers based on research, analysis, provocation and iteration; the work is dedicated to developing design abilities while critically engaging matters of cultural, environmental, and artistic significance. The values learned

SACAP validation panel interviewing students

in studio become the guiding principles for professional conduct; it is where the tools gained in analytical and theoretical support courses coalesce with creative engagement of critically-posed problems.

Studios are design laboratories and the site of investigation into techniques, forms, and assumptions that are continually evolving; thus studios reward initiative, creativity, productivity, and risk-taking. They are focused on issues that do not have single fixed solutions; frequently multiple solutions are employed in order to develop in students a critical perspective, allowing them to become increasingly independent designers and thinkers. They provide a variety of learning modes, from informal conversations to formal presentations, individual desk crits to group reviews, short exercises to comprehensive design projects.

Studios are also about production. Studios provide a place to combine, compare, and experiment with different techniques, tools and methodologies of learning and working ranging from the engagement of research to physical model making, drawing and drafting, photography and material studies. Certain projects may emphasize particular approaches; however, experimentation in and development of multiple methods is always expected. A productive studio culture is dependent upon the open sharing of approaches, processes and results. It relies on a willingness to give, receive and respond to constructive criticism. Dialogue among students within and across studios and support courses is crucial to the success of this mode of learning and working. It is also essential that this dialogue takes place in a climate of mutual respect and support and with recognition for a diversity of views, backgrounds, values and perspectives. The ability to bring topics of theory, history, and technology as contributors to studio projects, as well as to constructively engage in critical peer-topeer conversations about the work, is the foundation of professional studios and an overarching design approach.

Student project: S. O’Maker

Desk Crits, Pin-ups and Reviews Critiques are expected to be directed to the design work, products or process and should be respectful, meaningful and constructive. Reviews and critiques are moments when students, peers and instructors pause together and step back from the process of production to gain perspective, evaluate the state of the work objectively, and to decipher together the next steps toward exploration or resolution of the problem at hand. Studio pin-ups and reviews are public events from which much learning may be derived; they

should be viewed as a collaborative, not adversarial, stage of the design process. Mid-term and final reviews are milestones but not the sole ground for gauging the student’s effort, growth and success.

Supporting a Studio Culture In attempting to foster a studio culture – something which has proved extraordinarily difficult under lockdown – it is hoped that students find collaboration and discussion with their peers outside of class time, which is equally as important in developing a design mindset, as is directed feedback from their instructors. Student-tostudent learning is greatly valued, and the productive momentum and moral support gained by working with a group of peers is promoted. The School tries to preserve a culture in which student work will be there for all to see at all stages of the process, and that instructors will be able to peruse through any design studies undertaken by the student, as a way of offering constructive feedback and advice throughout the design process.

In addition, new ways of teaching and learning are being inspired by calls for a decolonised pedagogy, and to cater to varying learning styles. In the first year BAS studio, for instance, students are encouraged to articulate a world, develop community ideals, and express them as design principles. Thus, narrative becomes a key teaching tool which allows students to engage design beyond it being a commodity or utility. Students design artefacts, rituals, and buildings that are defined by the ideals they have articulated. The result is that students, particularly those from communities that still exist within these paradigms, can engage creative processes through narrative means, through research, through making, and even through performance. In sum, a plethora of learning styles are engaged.

Exhibit of student work

Rules & Syllabuses

The Faculty rules relating to the degree are outlined in the Faculty of Engineering and the Built Environment Rules and Syllabuses book is the primary reference for rules, requirements and procedures relating to the BAS degree. It is therefore essential that students familiarise themselves with it. It is available online at: https://www.wits.ac.za/students/academicmatters/rules-and-syllabuses/

This handbook makes references to the Rules and Syllabuses where certain points are emphasised. However, this handbook is not a comprehensive list of all rules, regulations, processes and procedures. Students should refer to the Rules and Syllabuses book for all official policies related to the degree. Specifically, the Rules and Syllabuses outlines the following related to the BAS degree: • Admission rules in section 2.2.1.1; • Curriculum information in section 2.2.2.2; • Exceptions to supplementary exam rules in section 2.2.2.7; • Progression rules in section 2.2.3.1; • Exclusion rules in section 2.2.4.1; • Prerequisites and corequisites in section 2.3; • Expected degree outcomes in section 4.1.1; • Syllabuses in section 5.

Rules which apply to the Faculty as a whole also apply to the BAS programme. These are not listed in depth in this handbook, but can be found in the Rules and Syllabuses book, and students should be aware of them. Ignorance of Faculty or University policies is not considered a valid excuse for not following them. The onus is on the student to abide by all rules and regulations at Wits.

Registration

Registration procedures are outlined in section 5 of the Rules and Syllabuses book, and are also posted online at: https://www.wits.ac.za/registration/

Important times and dates are listed under the Engineering and the Built Environment tab on the same website.

Students who are admitted or readmitted on conditions may be subject to additional requirements to maintain their registration. In these cases, students will be informed by both the Faculty and the School, and must agree to the conditions before registration will be allowed.

Fees & Finances

Fee payments have deadlines which may affect registration, so students are advised to be up to date on all issues surrounding their fees and finances.

Current fees, deadlines, and financial aid opportunities can always be found on the Wits website at: https://www.wits.ac.za/study-at-wits/ student-fees/

Code of Conduct

Students are expected to maintain a high level of professional integrity in both their behaviour and work while at Wits. The University has a code of conduct to which students are expected to adhere, and may impose disciplinary processes on students who do not comply with it. It is important for students to at least be familiar with the general principles of this document, though it is hoped that you will never need to specifically refer to it.

The full code of conduct can be found here: https://www.wits.ac.za/media/witsuniversity/students/gender-equity-andtolerance/documents/Student%20 Code%20of%20Conduct%20(17%20 April%202015).pdf

Original Work/Plagiarism

It is expected that students produce original work, without reverting to unauthorised copying or outside assistance. This is an extremely important subject which students sometimes struggle to grasp; it is therefore important (and required) to inform yourself about plagiarism, how to avoid it, and how to properly reference sources. By registering at Wits, students agree that they are aware of the issues, understand the policy, and commit themselves to abiding by ethical behaviour. Plagiarism can apply to both written and visual work, including design work, and is considered a serious academic offense. The university has a strict policy regarding plagiarism that all students are expected to be ware of; students are required to hold themselves accountable for avoiding plagiarism. Any submission suspected to be plagiarised will be dealt with according to the severity of the case per those regulations. Using precedents and invoking peer learning is encouraged, but in these circumstances, sources must be cited, and it must be made clear which work is of he student’s own authorship and which work, imagery, or aspect of a presentation comes from someone else.

Exhibit at John Moffat; photo by G. Riley

The Wits plagiarism policy can be found here: https://libguides.wits.ac.za/plagiarism_ citation_and_referencing/plagiarism_policy

Assessment Policy

What is included here is are the principles behind which the policy is formed; this is not the full text of the policy.

The specific Assessment Policy rules can be found in the Assessment Policy document on the SoAP Student Affairs Ulwazi site, under Academic Resources/ Policies & Handbooks: https://ulwazi.wits.ac.za/courses/20267/ pages/policies-and-handbooks

About the Policy The School’s Assessment Policy outlines the rules, requirements and processes for the assessment of coursework, excluding post-graduate research dissertations, thesis and research reports. It should be read within the context of course outlines, which provide additional content, additional requirements for specific assessments, and complement (but must not contradict) this policy.

The aim of this policy is to create a fair and transparent system for developing assessment methods and dealing with irregularities should they arise. This policy applies within the School of Architecture and Planning only, and does not necessarily govern courses offered outside the School, nor does it cover additional policies and/ or procedures which may be required by any of the Faculties within the University. It should be specifically noted that rules governing examinations are determined by the Faculty, and it is not within the mandate of the School to advise on them or implement them other than as directed by Faculty. Absence of Faculty rules from this document must not be taken as their irrelevance. Responsibilities of Students It is a fundamental responsibility of students to be knowledgeable of this policy, particularly the rules outlines in Part B. Continuous formative assessment is one of the most important learning opportunities. Students must fully participate in all oral assessment discussions and ‘crits,’ both of their own work and the work of their peers.

After any type of assessment, students should engage with the feedback and try to apply the guidance given immediately (even if it will not be reassessed) in order for this learning to be embedded in subsequent work. This applies to written comments that assessors added on assignments, as well as in oral studio crits. When crits or reviews are offered in group settings, students should understand that feedback about principles and general commentary may apply to their own work, even if the feedback was given directly to another student; peer-to-peer learning is considered part of the pedagogy and should be taken seriously. Adequate participation in this regard is expected and required for satisfactory performance in a course. If a student is absent or misses assessments, the burden of proof to establish justifiable reasons for the absence and be eligible for a deferred submission is on the student.

Students should note that Wits rules require them to keep a copy of all work that is submitted for assessment. Thus, there is thus no excuse for lost work in an integrated assessment review. For original creative work, this should take the form of photographs or digital copies (scans). Increasingly, students may be required to submit these digital copies of work onto Sakai to be linked to assessment feedback and provide a clear record of a student’s performance.

Responsibilities of lecturers Lecturers are required to follow the procedures outlined in this policy when forming, marking, and reporting on assessments within courses under their purview.

Every lecturer takes responsibility to use ongoing formative assessment feedback as constructively as possible as an interactive method of teaching. Since the purpose of assessment is in the first place formative, assessment comments should be constructive and critical about the work, not the person. They should give a balanced reflection of good and bad aspects, with reasons, and indicate possible strategies for improvement and avenues to explore for further learning. In addition to following this policy, lecturers must develop course outlines giving information specific to the course(s) they teach, which shall not be in conflict with the rules and principles given here.

The specific assessment information that needs to be given in individual course outlines includes, but is not necessarily limited to: • a marking breakdown showing how the final mark will be composed of different types of assessments; • how the different components of the final mark will be internally/externally moderated and/or examined; • required components to pass course, where applicable; • requirements for satisfactory performance in the course; • final assignment submission dates for the course; and • the required learning outcomes to pass the course. Principles of Integrated Assessments An integrated assessment is applicable in subjects such as design and designrelated courses, where the course mark is only based on the sum of assignment marks, but it is important to assess whether a student produced adequate work by simply following the instructions of tutors, or has a comprehensive understanding of the context and reasons for decisions, (i.e. whether the student will be able to produce adequate solutions on his/her own). In these assessments, examiners need to see the entire course’s assignments and, in some instances, assignments done in the student’s other subjects which should be informing the process, to assess a student’s ability to integrate different learnings into his/her decision making. Although the student’s full body of assignment work is pinned up for discussion, this is not a moderation of assignment marks, but a separate integrated assessment, with a separate final assessment mark.

One of the main purposes of this assessment is to review outcomes which were not met in certain assignments and assess whether that outcome reached the required standard by the end of the course. Since the required standard of assignment outcomes often builds up to the required concluding outcome, passing initial assignments but failing later ones may indicate an inability to grasp the outcomes of the course as a whole, even if the weighted marks total to a passing score (above 50%). In this scenario, a student may have only achieved some, but not all, of the outcomes required, and thus will likely be unable to meet the standard required at the next level.

In professional work, all competencies have to be met in order to be able to

practice responsibly. Potentially failing any particular outcome in any assignment is regarded as a possible failure to meet the required standard to pass a course, even if the sum of the components adds up to a pass. In order to practice, it is insufficient for a student to show good theoretical knowledge without being able to apply this to real situations.

This applies to different outcomes within one assignment as much as to different course components. It is therefore clear that different outcomes are being examined in the integrated assessment to those in the individual assignments, and passing or failing individual assignments does not imply passing or failing the integrated assessment. Thus, in some courses integrated assessments are compulsory examinations, and are a component which must be passed, irrespective of the total course mark. Such integrated assessments will typically be externally examined and count 30% of the course mark.

An assessment report sheet should be recorded for each student.

Typically the criteria under examination would be aspects such as: • an understanding and consideration of the context of problems; • an understanding and consideration of the theory informing the design process; • the ability to exercise sound judgement in complex problem-solving situations; • the integration of learning from different subjects; • an appropriate standard of mastery of the required outcomes for the course; • the ability to organize and communicate ideas professionally. Principles of Moderation & Examination As professional disciplines, the degrees offered by the School require an assessment not only of students’ knowledge, but of their ability to apply it responsibly in real or simulated scenarios. External examination is thus especially important in these subjects, and whereas the university generally only requires external moderation, in the professionallyoriented degrees external examination is often also applicable. External moderation and external examination are fundamentally different, though they will usually be undertaken by the same appointee(s).

In the moderation process, the university’s standard of assessment is externally evaluated by looking at 50% of the course’s assessment exercises, be they tests, exams, seminars or assignments. The work evaluated only needs to cover 20% of the students’ work but this must at least include all students whose final mark sits around the major thresholds (pass/fail and distinction borderlines). Recommendations are made on whether the general marking standard should be adjusted up or down by a small margin, to a maximum of 5%. In the past the word “external examiner” has been applied to the person doing this moderation: he/she is in fact an external moderator. Although policy allows for internal moderation, the School prefers to use external moderators, as it ensures professional as well as academic integrity External examiners are persons who examine every student, either by marking a particular assignment such as an essay, or in a ‘viva voce’ (oral) examination or integrated assessment. The external mark has the same weight as the internal examiners’ mark. Up to 30% of the value of the course’s mark can be externally examined. In the case of a research report, dissertation or thesis, 100% of the mark is externally and internally examined. External

moderation and/or examination ensure that internal assessors are fair, are applying the correct standards and that personal prejudices are overruled.

The external moderation and examination processes are part of a larger system to ensure that assessment results are justified, of the correct standard and transparently administered according to the University rules, which is what gives Wits’ qualifications their validity. For this reason no remarking is done: assessments carried out in this way are not subject reinterpretation or negotiation, and are not in any way dependent on whether a lecturer ‘likes someone’s work’ or not. They are measurements against professional and intellectual standards, not matters of personal taste.

To ensure quality and validity, marking done within the School are subject to the following checks: • all internal and external assessors are subject experts answerable to Senate and approved by the Head of School; • assessments that could affect a student’s progress are subject to external moderation; • marks are internally reviewed by a

School examination meeting, with all relevant academic staff involved, at which marks landing on 49% will be adjusted to either 48% or 50% subject to the Faculty standing orders on condonation, after consultation of assessment records and attendance records; • marks are finally reviewed by the

Faculty Examination Committee per student across all subjects, and this Committee publishes the final promotion results. Principles of Marking Internal assessments undertaken during the year, or semester long course, make up the course mark.

A final assessment mark is given for the final major assessment, often an examination covering the whole course’s work, preferably making up at least 30% of the value of the final mark and preferably externally examined. It may not make up more than 50% of the course’s work, unless the course is shorter than a year and culminates in a single assignment (not examination) outcome. The sum of the course assessments and the final assessment make up the final course mark which determines whether the student passes or fails the course.

Where a course is divided into distinct components, there may be a requirement that any particular component/s must be passed to pass the course. This must be clearly specified.

A resulting mark which has not yet been externally moderated is a provisional mark. After moderation it is an unconfirmed mark. When this has been approved by the Faculty Assessment Committee meeting, it becomes a final mark that may be published by the Faculty and not the School.

Deferred Exams

In extraordinary circumstances only, subject to rigorous criteria, students may be allowed to defer a final exam. The criteria are published by the Faculty and are updated from time to time. Students should familiarise themselves with the criteria, as not all requests for deferred exams are granted. A deferred exam is not an extension of time due to poor preparation by the student; it is an emergency plan B in case of serious, documentable problems on exam day.

Requests for deferred exams must be lodged as soon as possible after the exam, and in all cases within three days of the exam in order to be considered. Requests are made to the Faculty, not to the School, and there are specific protocol which need to be followed. Submitting a request does not guarantee acceptance, and if a deferred exam is granted, the student forfeits the possibility of a supplementary exam.

Ignorance of the application process for deferred exams is not an excuse for missing an exam or missing an application deadline. The onus is 100% on the student to adhere to the appropriate procedure. Neither individual lecturers withing the School, nor the Head of School’s office, will negotiate requests for deferred exams under any circumstances; the School abides by the Faculty’s decisions on deferred exam applications.

For further information on the criteria and procedure of applying for deferred exams, go to: https://www.wits.ac.za/exams/deferredexaminations/

Marks and Results

Students are issued marks reports at the end of each academic year unless a hold is placed on receipt of marks. Holds are usually placed due to outstanding fees.

Common Course Results Abbreviations The marks reports can contain abbreviations which may not be easily understood by students, the most common of which are given below.

PASS Passed FAIL Fail FABS Fail: absent from exam FNQL Fail: did not qualify for exam FCOM Fail on a component FSUB Fail on a subminimum requirement WDEF Wait: deferred exam granted WSP1 Wait: supp exam granted WSP2 Wait: sealed supp granted

Course Result Abbreviations Explained PASS / Passed means you passed the course.

FAIL / Fail means you failed the course by achieving a mark of less than 50%.

FABS / Fail: absent from exam means you failed the course by being absent from the exam. The final mark is recorded as zero, and having a FAB on your record triggers a number of other problematic issues regarding the outcome and permission to re-register. Students are often unaware of how badly a FAB affects their registration; this should not be taken lightly and should be avoided at all costs.

FNQL / Fail: did not qualify for exam means you were excluded from the exam. Similar to FAB, this result gets recorded as a zero and triggers other problematic issues.

FCOM / Fail on a component means you failed at least one required component of a course. In the BAS programme, this is usually only relevant in the architectural representation courses (ARPL1028, ARPL1029, ARPL2019 and ARPL2020). In this case, your course mark may be above 50%, but you do not gain credit for the course until the failed component is passed. You would be required to register for the course again the following year, but will be required to take only the component that was failed. If you achieve a passing mark, the marks from the other components the previous year will be applied alongside your new component mark, and this will get recorded as the final mark of the course.

FSUB / Fail on a subminimum requirement means you failed an assessment within the course that was required to be passed in order to gain credit for the course. In this case, your final course mark may be above 50%, but if you fail the required assessment, the final mark is irrelevant; you still fail the course. This outcome requires one to repeat the course.

WDEF / Wait: deferred exam granted means your results cannot yet be determined because you are yet to write a deferred exam.

WSP1 / Wait: supp exam granted means you failed the course but are being granted the opportunity to write a supplementary exam. Ultimately, the outcome of the supplementary exam will determine the final results.

WSP2 / Wait: sealed supp granted means you failed the course and may or may not be eligible for a supplementary exam, depending on the outcome of one or more deferred exams. Since supplementary exams and deferred exams are both written at the same time at the end of the year, you are granted the opportunity to write a supp, but it will only be marked if the outcome of the deferred exams allows eligibility for the supp.

Outcome Abbreviations In addition to the course results, the marks report will give an overall outcome for the year. These also have abbreviations, the most common of which are listed below: Q Qualified PCD Permitted to proceed PSC Proceed on special curriculum RET Must return to year of study MBA MRNM but exclusion waived MBP May proceed on conditions MBR May return on conditions MRNM Minimum requirements not met

Outcomes Explained The abbreviations above do not always create a clear picture of what the outcome means. They are explained in greater detail below.

Q / Qualified means a student has met all the requirements of the entire degree programme. It is issued when a student is ready to graduate.

PCD / Permitted to proceed means a student has completed all the requirements of the current year of study and can take the full curriuclum of the next year of study.

PSC / Proceed on special curriculum means the student has passed the core requirements to clear the current year of study, but cannot take a full credit load in the next year of study, either because there is a failed course to repeat in the lower year, or because some higher year courses have already been pulled down and successfully completed.

RET / Must return to year of study means the student has not met the requirements to clear the current year of study, either because too many credits from that year are outstanding, or the design or construction courses from that year still need to be successfully completed.

MBA / Minimum requirements not met; exclusion waived means the outcome of the year is MRNM, which results in exclusion from the degree programme, but the School is aware of unusual and difficult circumstances which led the student’s underperformance, and the Faculty board of examiners has therefore decided to waive the appeal/readmission requirement which would otherwise have been required.

MBP / May proceed on conditions means the student may advance to the next year of study, but conditions will be placed on their continuance. These conditions must be met or a student will be deregistered.

MBR / May return on conditions means the student has been excluded from the degree programme, but has had the requirement to appeal to be readmitted automatically waived, and must return to the same year of study to complete outstanding courses. Conditions will be placed on the registration, and if these conditions are not met, the student will be deregistered.

MRNM / Minimum requirements not met means the student has not met the minimjm requirements to remain in the degree programme. A student with this outcome will be excluded from the degree programme and could need to apply to be readmitted. Readmission is subject to approval of the application by a Faculty committee.

3rd year BAS students on a site visit

Progression Rules

Progression through the programme is subject to rules outlined in the Faculty of Engineering and the Built Environment Rules and Syllabuses book, subsection 2.2.3.1 and section 14. In some cases, courses have prerequisites which must be passed in order to enroll in a higher year course; these are also presented in the Rules & Syllabuses.

In some cases, subject to the approval of the degree convenor, students may be allowed to ‘pull down’ minor courses from a higher year of study if they have satisfied any prerequisites and the School has not defined any co-registration courses that the student is ineligible for. The School is not required to allow a student to pull down higher-year courses; this is a privilege granted to students only with approval and

Wits Library Lawns

based on a reasonable expectation that the student will be able to perform well in the courses being pulled down.

Exclusion

Students who fail to perform at an expected level are subject to exclusion from the degree programme based on rules outlined in the Rules and Syllabuses book, subsection 2.2.4.1.

Exclusion can be a serious setback in one’s academic studies. To be readmitted following exclusion, one must appeal to the Faculty and provide evidence that whatever reasons cause the previous problems have been sufficiently resolved. Students are advised to consult with their lecturers as soon as possible if major problems with their studies arise, in order to avoid this.

Supplementary Exam Eligibility

is their a failure by absence (FABS) or exclusion (FNQL) in any course?

NO

how many courses were failed in the year?

less than 3 now, but total will depend on the outcome of a deferred exam 1

is the weighted average mark of all courses 50% or higher? 2

is the weighted average mark of all courses 50% or higher? YES

more than 2

does the failed course(s) offer a supp? YES

does the failed course offer a supp? YES

is the sum of the failed courses at least 80%? NO

YES do the failed courses offer a supp?

YES NO NO YES yes, both only 1 of the 2

Sealed supp Student can write a sealed supp which will be marked if eligibility criteria are met following the deferred outcome Supp exam(s) Student is eligible for the supplementary exams only in the course(s) which offers it/them. neither of the 2

No supp exams Student is not eligible for any supplementary exams.

Supplementary Exams

Within certain parameters, if a student fails one or two courses in a year, they may be eligible for supplementary exams, often called ‘supps’ for short. The purpose of these is to allow students who have a reasonable chance to pass the affected courses, but performed poorly on the main exam, to get a second chance o improve their exam performance and pass. Not all courses offer supplementary exams, and not all conditions allow one to remain eligible for supplementary exams.

Refer to the diagram at left to understand the eligibility criteria for supplementary exams.

If one meets the eligibility criteria and passes the supplementary exam with a mark high enough to bring the course mark to 50% or above, the maximum mark that will be recorded is 50%, regardless of how high the exam score was.

Material Costs

The School makes efforts to minimise printing costs for students as much as possible, but since drawings, models and visual communication is a core tenet of the built environment disciplines, and especially of architecture, some printing and material costs are unavoidable. Digital and online presentation abilities have helped reduced these costs, but in some cases the cost that would have gone to printing may not be transferred to data costs for the student, if a student is working from home.

Students should plan on budgeting approximately R1,500 in the first year of study, rising to approximately R2,500 in the third year of study, for additional printing and material costs not covered by University fees.

Despite the costs, the School would like to emphasise that expensive forms of printing, such as large format, glossy paper stock,

Model-making in studio

Additionally, students should budget for access to approximately 30GB of data per month from their primary home work environment. Whether this is shared, part of a larger wifi package, or an individual out-of-pocket cost will depend on the students’ living environments. The School encourages students to make use of the Wits campus wifi as much as possible, so that individual costs can be kept to a minimum. However, some uploading and downloading from home, sometimes of very large files, is probably unavoidable.

Laptops

Students are encouraged, but not required, to have their own laptops. The presence of the Citrix remote server allows even older, lower-powered laptops to be used to access the School’s on-campus computing power (as long as there is an internet connection), but many students will find it more convenient to use software loaded directly on their laptop than using it remotely via Citrix.

If looking to purchase a new laptop, the recommended specs are given in the infographic at right.

do not improve marks. Presentations pieced together from smaller sheets of paper which are less expensive to print will receive equal consideration in marking so long as they are adequately composed.

Although presentation models are expected to be of a high level of craft, exploratory models through the design process need not be constructed of expensive materials. Where possible, reused materials may be deployed for model-making.

Student project: M. Thokan

2022 2022 Laptop guide Laptop guide what to look for if purchasing a laptop for your studies what to look for if purchasing a laptop for your studies

FAQ

Do I need my own laptop? FAQ For remote learning, we recommend students who have the resources to purchase their own laptops once registered. Do I need my own laptop? For remote learning, we recommend students who have the This will allow greater flexibility & will reduce the number of laptops the Faculty needs to loan out for online learning. resources to purchase their own laptops once registered. This will allow greater flexibility & will reduce the number of laptops the Faculty needs to loan out for online learning. What if I cannot purchase a laptop? Don’t worry. First, check prices for the minimum specs given at right; the lighter the specs, the cheaper the laptop What if I cannot purchase a laptop? Don’t worry. First, check prices for the minimum specs given at right; the lighter the specs, the cheaper the laptop will usually be. If that is not an option, Wits has a laptop loan programme for remote learning. More information on this will be sent in due course as the laptop loan policy develops. will usually be. If that is not an option, Wits has a laptop loan programme for remote learning. More information on this will be sent in due course as the laptop loan policy develops. What good is a laptop if I don’t have software licenses? The School can provide some software licenses for software students typically use. Other software programmes can be What good is a laptop if I don’t have software licenses? The School can provide some software licenses for software students typically use. Other software programmes can be accessed using your laptop at home and connecting accessed using your laptop at home and connecting through our remote access system. This allows you to log in to a computer at Wits from anywhere, and use the software installed on it. It requires an internet connection. through our remote access system. This allows you to log in to a computer at Wits from anywhere, and use the software installed on it. It requires an internet connection. How will I know which laptop is right for me? Use the guide at right to determine the necessary specs. As an educational institution, the School does not make brand How will I know which laptop is right for me? Use the guide at right to determine the necessary specs. As an educational institution, the School does not make brand name recommendations, but can advise on the specs. For further questions, you may contact our IT administrator by emailing: steven.blumberg@wits.ac.za name recommendations, but can advise on the specs. For further questions, you may contact our IT administrator by emailing: steven.blumberg@wits.ac.za

Specs

Operating system: Windows 10 (64-bit) for all students. Specs Operating system: Windows 10 (64-bit) for all students. We do not advise buying an Apple Macbook or iMac, as the School has no support available for iOS. We do not advise buying an Apple Macbook or iMac, as the School has no support available for iOS. Processor: i5 = minimum for urban planning students. i7 = minimum for architecture students. RAM: 8GB = minimum for all students. 16GB = improved spec for architecture students. Hard drive: 500GB SSD = minimum spec for all students. We do not recommend HDD hard drives; SSD performs better. Increased storage capacity (up to 1TB) is optional, but unnecessary.

Processor: i5 = minimum for urban planning students. i7 = minimum for architecture students. RAM: 8GB = minimum for all students. 16GB = improved spec for architecture students. Hard drive: 500GB SSD = minimum spec for all students. We do not recommend HDD hard drives; SSD performs better. Increased storage capacity (up to 1TB) is optional, but unnecessary.

Screen size & resolution: 15.6 inch = minimum recommended screen size. 1280x1024 = minimum resolution for all students.

Screen size & resolution: 15.6 inch = minimum recommended screen size. 1280x1024 = minimum resolution for all students. Graphics card: Any standard graphics card for planning students. A 2GB NVIDIA graphics card is recommended for architecture students. Graphics card: Any standard graphics card for planning students. A 2GB NVIDIA graphics card is recommended for architecture students.

Prizes

The School offers a number of annual prizes to students, funded through donations by outside entities. In some years, not all prizes will be issued if there is no project which clearly fulfills the criteria. The list of prizes is indicated on the following page. Previous years’ prizewinning work can be viewed on the School’s website: https://www.wits.ac.za/archplan/theoryand-practice/exhibitions-theory-andpractice-series/

Undergraduate Design Prizes: Architecture Name of Prize Awarded for Aluminium Federation of South Africa Prize The Bachelor of Architectural Studies student who in any year of study, submits the best design related to the appropriate use of aluminium. Concrete Society Prize The student in any year of study in the Bachelor of Architectural Studies degree who submits the best design in the course Architectural Theory and Design utilizing the medium of concrete.

Gauteng Institute for Architecture 2nd Year Award Gauteng Institute for Architecture 3rd Year Award The 2nd year BAS student who most convincingly demonstrates a design proposal that is the result of participatory action research with a disadvantaged community. The Bachelor of Architectural Studies graduand who submits the most comprehensively resolved major project in the course ‘Architectural Theory and Design’

South African Institute of Steel Construction Book Prize (1st year) 1st year BAS student who submits the best design involving steel construction.

South African Institute of Steel Construction Book Prize (2nd year) 2nd year BAS student who submits the best design involving steel construction.

South African Institute of Steel Construction Book Prize (3rd year) 3rd year BAS student who submits the best design involving steel construction.

Undergraduate Academic Prizes: Architecture Name of Prize Awarded for Gauteng Institute for Architecture 1st Year Award The 1st year BAS student who shows the most improvement and potential through a demonstrable commitment to architecture.

Joint Building Contracts Committee BAS Prize The best student in the Small Office Practice course.

Undergraduate Prizes: Urban Planning Name of Prize Awarded for Azza A Arif Award The BSc Urban and Regional Planning student with the most improved mark in design.

South African Planning Institute Prize The student in the discipline of Urban and Regional Planning for exceptional achievement in any subject in any year of undergraduate study taught within planning.

Students in the amphitheatre

STUDENT LIFE & SUPPORT

Student Support

Architecture student life is recognised as particularly demanding and may sometimes feel overwhelming in its intensity. The academics and administrators are mindful of the work and life pressures on students and will advise where requested with regard to creating lighter workloads through reducing coursework loads or deregistration, referrals to campus health resources, and mentorship suggestions.

Students are encourage to use their elected class representatives to bring issues to the attention of the programme directors and Head of School where relevant. It is, however, important that students themselves actively navigate these pressures. Students should not take on too much, particularly in relation to part time work, family obligations, or daily travel.

Some of the more common support mechanisms offered to students are outlined here. For information on general Wits student issues and resources, consult the ‘Students’ section of the University website: https://www.wits.ac.za/students

Mandatory Vaccination Policy

All University members have from 1 Jan 2022 to 1 Mar 2022 to be vaccinated. If in the circumstances of staff and students who are unable to be vaccinated on medical grounds or choose not to on Constitutional grounds must apply for and be granted reasonable accommodation. Further information on the policy can be found on the University website: https://www.wits.ac.za/news/latest-news/ general-news/2021/2021-11/covid-19update-76-council-approves-wits-covid19-mandatory-vaccination-policy.html

Student Accommodation

Students who live beyond a 45km radius of campus are eligible to apply to rent places in University-owned residences, which cost approximately R3,000 - R6,000 per month. Accommodation details can be found on the Wits website here: https://www.wits.ac.za/accommodation

Places in residence are not guaranteed to all eligible applicants, and not all residence rooms are large enough to accommodate the working space that architecture students require. It is also important to be able to travel to and from accommodation well into the evening, as many students work late on campus. Incoming students are to contact the Wits Central Accommodation Office if the conditions of an offered residence room do not meet these requirements so that alternatives can be sought.

For off-campus options, students are encouraged to seek housing near the university. There is a sizable market of student housing available in Braamfontein just to the east of the Wits campus.

Orientation

Orientation week, which for incoming students extends into the first week of classes, is a necessary and important introduction to the School and to university life in general. Students who miss the orientation are expected to actively seek out the information presented and take personal responsibility for understanding the content.

Class Representatives

Each incoming class elects two class representatives who can attend programme

meetings and pass issues of common concern on to lecturers, course convenor and programme directors. The class representatives also sit on the National Architectural Student committee that is convened by the South African Council for the Architectural Profession (SACAP) at the annual Architecture South Africa (AZA) conference. Formal communication from the The class representatives will set up WhatsApp groups, and each course will have a website on Sakai.

Communication

Students will receive an official Wits student email address (ending in @students.wits. ac.za) to which formal communication from the School and the University will be sent to. Any information conveyed by email will be assumed to have been received and read within a reasonable time (typically within one working day), and thus it is important for students to check this email daily. Students are also to use their official Wits email addresses to contact lecturers, rather than messaging apps, and should not call them directly unless previously agreed.

Security

The entity charged with security on campus is Campus Control, which is headquartered in Robert Sobukwe block, room 1, but many staffed posts on the Wits campus. While the School makes all possible efforts to maintain complete security, including through swipe-card access to certain spaces and rotation Campus Control security guards inside the building, full security, especially from petty theft, cannot be guaranteed. Students are to keep valuables on their persons at all times, or in the lockers provided inside their studios. To report crime or request a 24 hour escort service, use Protection Services Division of Campus Control. They can be reached at: (011) 717 4444 or (011) 717 6666.

Digital Work

Most submissions of student work will be collected in digital formats during term and/ or after examinations in a manner specified by each course’s lecturer. It is essential that students create regular backups of their work and store them in more than one place; the loss of work due to laptop crashes or theft is not an excuse for nonsubmission (though theft may warrant a deferral, as outlined in the Assessment Policy).

Office Hours

Office hours are specific times academic staff have set aside to be available for students to drop in for consultation and/ or assistance related to their classes. All course coordinators and full time lecturers are to include regular office hours on their course outlines, and keep these posted on their doors. Students who are unavailable during the posted times may make an appointment with the relevant lecturer. In doing so, students are expected to follow normal professional protocols, meaning last-minute requests or requests which do not take into consideration the lecturer’s schedule may be denied.

ADU

Unique to the Faculty of Engineering & the Built Environment, the Academic Development Unit (ADU) offers various forms of academic support for our students

The ADU was established in an effort to boost student success rates and provide assistance for anyone in the Faculty of Engineering & the Built Environment who might be struggling academically. Some specific support may be given on a case by case bases as issues arise, but the ADU also has ongoing means of supporting students in courses that have proven to be particularly challenging. In the School, this includes several programmes and offerings: • additional tutoring in mathematics where needed; • building critical writing skills through writing workshops and tutorials; • providing assistance for students who may be vulnerable or susceptible to academic struggles; • assisting with time management.

Students are encouraged to seek assistance from the ADU if they feel overwhelmed or intimidated by their coursework, or fell otherwise academically challenged. The ADU is located at:

3rd Floor, East Wing Chamber of Mines Building Email: aid.adu@wits.ac.za Tel: (011) 717 7062 or (011) 717 7035

More information can be found on the ADU website: https://www.wits.ac.za/ebe/teaching-andlearning/

Campus Health

The Campus Health & Wellness Centre (CHWC) is a registered medical practice offering a wide variety of health services to Wits students and staff members. The services are convenient, accessible, caring and cost-effective. This is likely to be the first port of call for students experiencing illness. The CHWC can be found on the lower ground floor of the Matrix. Further details can be found on their website: https://www.wits.ac.za/campushealth

CCDU

The Counselling and Career Development Unit (CCDU) provides a welcoming and safe space to students, to enhance their well-being and contribute to their academic success. Based on an ethos of student- centeredness, the Unit is staffed by a small but dedicated team of professionals inclusive of psychologists, social workers, careers educators, life coaches and administrators who offer a variety of supportive and empowering services to the student community.

The following services are available through the Counselling & Careers Development Unit: • Career Services: career development through career counselling/education, psychometric career assessments and personal development workshops • Therapy Services: one-on-one counselling and/or group therapy, trauma debriefing and psychoeducation in the form of workshops and talks. • HIV/AIDS Education and Support

Services: holistic interventions and programmes for students affected and infected by HIV/AIDS. • Learn for Life: a structured programme that provides psychosocial learning and life skills development for students through the facilitation of group processes, presentations, workshops and trainings. • Graduate Recruitment: a programme that facilitates contact between students and prospective employers through the organisation of career

exhibitions, company presentations, and foyer interview

For more information, please visit: https://www.wits.ac.za/ccdu

Gender Equity Office

The Gender Equity Office (GEO) is a holistic, autonomous and integrated office that deals with all aspects of gender based harm and the advancement of gender equity. Gender-Based Harm (GBH) includes the following: • Sexism / unfair discrimination based on gender or sexual orientation; • Sexual harassment, sexual assault and rape; • Abuse of power and conflict of interest based on sexual/romantic relationships.

GEO offers its services free of charge to all staff members and students of the University, and provides the following services: • Collects and tracks all GBH-related complaints across the university and analyses trends to inform and improve intervention initiatives; • Provides a safe and confidential space with full-time counselling support to complainants and victims of GBH; • Confidentially advises complainants and victims of GBH of their options; • Oversees an independent disciplinary procedure for formal complaints against staff or students accused of

GBH; • Engages actively in advocacy around gender equality.

For more information, visit their website: https://www.wits.ac.za/students/geo/

Disability Rights Unit

The University is committed to working towards the goal of creating an accessible and welcoming environment for all students with disabilities. The University endeavours to make the learning environment a rich and rewarding one and continually strives to improve all aspects of accessibility – physically, technologically and socially. The Disability Rights Unit (DRU) serves students who have a documented physical, medical, learning and/or psychological conditions; or in cases where professionals have verified that the person needs individualised services to overcome severe disadvantages.

The DRU is able to assist students with the following disabilities: • Visual • Physical • Hearing • Learning • Psychological • Speech • Chronic illnesses & painful conditions • Seizure disorders • Students with temporary disabilities (e.g. broken limbs) may request services for the period during which they are disabled. More information can be found on the DRU website: https://www.wits.ac.za/disability-rights-unit

SRC

The Student Representative Council (SRC) is the elected student government body at Wits, and the primary student interface with the Vice Chancellor’s office and senior leadership of the University. Students are encouraged to bring any issues concerning students generally to their elected SRC representatives.

Covid-19 Support

The outbreak of the Covid-19 pandemic and resulting lockdowns due to the spread of the Coronavirus has occurred on a scale that none of us have experienced before. It has impacted us all in varying ways on a both national and international scales. The following are some mental health as well as well-being tips and strategies to continue looking after ourselves and each other during these difficult times: • Maintain a daily routine, try to get up at a consistent time and follow a daily plan. • While it is important to stay informed, remain mindful of being overwhelmed by the constantly changing alerts and media coverage regarding the spread of the virus. • Limit your time on media platforms to twice / three times a day ideally (morning, noon and evening). • Get information from respected sources. • Filter what you hear - Is it necessary, is it useful, is it helpful? • Follow a “calm yet cautious” approach - it is normal to feel uncertain, afraid, worried, anxious, lonely, frustrated and depressed. Even out of control and/or claustrophobic. • Please do your best to remain calm and be mindful not to contribute to the widespread panic that can hinder efforts to positively manage this period of crisis. • Acknowledge your feelings. If you are overwhelmed, please call: Wits

Student Crisis Line (toll-free for Wits students) on 0800 111 331; or access the CCDU website for information on specific areas of coping; or email info.ccdu@wits.ac.za and a therapist will reply to you. • Do something that you enjoy doing, or

which makes you feel good, every day. • Loneliness and feelings of depression may be very real for you. Apart from the suggestions above, try to reach out to loved ones and supportive people through technology, where possible. • As much as is possible, show compassion and kindness to one another - these times of fear, isolation and uncertainty are when it is most important that we strengthen our sense of community by connecting with and supporting each other (through technology). • Ensure you are following directives issued by the government, medical advice and observing good hygiene habits, staying physically active and eating nutritious foods as much as possible.

We must remember that we can manage this much better together in solidarity, even if virtually/digitally, and that COVID-19 does not discriminate - it can affect anyone regardless of age, gender, nationality or ethnicity.

Reputable sources of information: • Department of Health / CORONA

VIRUS(COVID-19) 24-HOUR HOTLINE

NUMBER: 0800 029 999 • World Health Organisation • NICD

Where to go for support? It is extremely important to seek help should you feel that you need it. We want to remind everyone that Wits University is here to offer support through various platforms: • Wits Crisis helpline – freely available 24/7: 0800 111 331 • CCDU - info.ccdu@wits.ac.za • Lifeline - 24hr Helpline 0861 322 322 • SADAG - 24hr Helpline 0800 456 789

Navigating Student Issues at Wits

Have a suggestion?

Wits Vuvuzela www.witsvuvuzela.com

for public expression? graffiti wall between Matrix & Umthombo

Voice of Wits 88.1 FM www.vowfm.co.za

for a course? Ask your mentor/ a senior student See if they can assist

Contact your lecturer See your course outline for contact info and office hours

for the degree programme? Academic Development Unit Chamber of Mines, UG flr 011 717 7024 aid.adu@wits.ac.za @

Wits Writing Centre

Wartenweiler Library 011 717 4125 wits.ac.za/students/wits-writing-centre

Faculty Office Chamber of Mines, G flr 011 717 7602 amelda.vanvuuren@wits.ac.za @

Degree Convenor BAS: Sechaba Maape BSc URP: Muhammed Suleman See Academic Coordinators page for contact info

for Wits as a whole? for the School?

Student Representative Council Use your class reps as your voice on the Wits SRC Head of School: Prof. Nnamdi Elleh To contact, make an appointment with Senior Secretary Veronica Fisher John Moffat, rm 21 011 717 7623 veronica.fisher@wits.ac.za @

Have a problem?

academic issues

don’t understand your marks?

generally lost?

struggling with language?

if you missed a submission, refer to the Assessment Policy...

problems with your registration?

unsure about the degree programme?

have a learning disability?

Wits Law Clinic Law Clinic (West Campus) 011 717 8562 www.wits.ac.za/lawclinic/

Disability Rights Unit (DRU)

Solomon Mahlangu House, 1151 011 717 9154 www.wits.ac.za/disability-rights-unit

EMERGENCY!

non-academic issues

not feeling well?

absent from class?

legal problems?

due to a disability?

IT problems?

problems with your ID card?

student visa issues?

difficulty finding a place to live?

trouble getting around? Wits Protection Services various posts, HQ in Central Block 011 717 4444 or 011 717 6666 (not specified - visit in person or call) @

feeling nervous, sad or overwhelmed? physically ill? safety or security concern?

between Wits facilities? Campus Health and Wellness Centre The Matrix, LG flr 011 717 9111 or 011 717 9113 www.wits.ac.za/campushealth

CCDU CCDU Building (West Campus) 011 717 9140 or 011 717 9132 info@ccdu@wits.ac.za @

CNS Solomon Mahlangu House, 1st flr 011 717 1717 ITstudenthelp@wits.ac.za @

ICAM

Solomon Mahlangu House, rm 045 011 717 1830 www.icam.wits.ac.za

International Students Office Solomon Mahlangu House, G flr 011 717 1054 studysa.international@wits.ac.za @

Central Accommodation Office

Solomon Mahlangu House, rm 045 011 717 9172 accommodation@residence.wits.ac.za @

Wits Intercampus Bus Service (no set location) 011 717 1794 transport.services@wits.ac.za @

Tips from Witsies

“Architecture is a demanding degree however it is very important to have friends/ peers who you can chat to and bounce ideas off. Even though the lectures give you a lot of information it is important to have friends that support you in tough times and help you grow, studio is where you will learn the most outside of the lecture room. Work smart to ensure that you have a balanced life of social and work activities. This goes hand in hand with time management skills. Setting deadlines and goals can ensure a productive work ethic instead of working aimlessly.” -BAS Hons student

“With some creativity, perseverance, withstanding the long hours and the ability to edit your work constantly without being too precious, you have the recipe to success! Don’t be too hard on yourself and learn to love making mistakes... it is solely what makes you grow, also don’t forget to save!” -BAS Hons student

“Studying Architecture is the simply the art of mastering time management. Once you have mastered that, your life is easier to balance. Start the assignment as soon as you get it! Planning, prioritizing and becoming involved in tasks is essential to excel in the course. Here are four items I always carry on me: 1) A diary / sketchbook 2) A tape measure/ laser measurer 3) A scale ruler 4) A pen Have fun and try your best!” -BAS Hons student

“There are a lot of group work projects throughout the year and making enemies will not be favorable for you as you never know who you might need help from in the long run so please be kind to one another, you will all experience the same struggles!” -Third year BAS student

“At the end of the day you are designing for people, so spend time interacting with people who are not in your degree and use this time and space to explore different ideas and cultures that you have not been exposed to previously. In order to do this, it is key to work consistently and manage your time effectively so that you don’t find yourself continuously rushing to make deadlines. Whether you get a 75 or 58 doesn’t really matter in the greater scheme of things, how you perform in this degree isn’t what defines you so go do other things too!” -Third year BAS student

“Don’t be afraid to ask questions and talk about your projects in class, you are all there to learn and often the best teachers you will have are those learning by your side. Do not fight your lecturers, create a dialogue. If you are getting frustrated take a breath and remember it isn’t personal, but subjective. No one will judge you for not knowing about a topic, and you can still converse about something you do not have background knowledge on as an instinctual process. The most important thing to do while studying is keep an eye out for topics that you genuinely enjoy and gravitate towards. Your personal interests are important and make you who you are, embrace them.” -BAS Hons student

“Take your time, breathe. The deadlines can be daunting but we all create at our own pace, don’t rush the process, put in the hours and your work will pay off. Remember to take time exploring the things you love; your best ideas will come from all sorts of places that may have nothing to do with architecture. Allow yourself to get

out from behind the computer every once in a while, it’ll do wonders for your creative energy. Most importantly, trust in yourself. It is very easy in this degree to get consumed by the pressure and believe that you aren’t capable of creating good work. You might end up putting emphasis on what your tutors say and trying to create what they want you to rather than what you’d like to. You are more capable than you think, trust in your own abilities and creative identity and stand by it, it’s your strongest asset.” -BAS Hons student

“You’re going to have to be able to adapt and process a lot of information very quickly. Work begins from day one and you will be thrown into the deep end with the required tools and your best friend - your imagination. It’s okay not to be perfect, you have every right to set high standards for yourself but being a perfectionist will blind you when you have deadlines. If you find yourself conjuring up realistic expectations for your work that are impossible to achieve within your time limit, then you need to stop, breath and re-evaluate the big picture and do what is necessary to achieve a good outcome for your project. You can always continue to improve on a project but there will be times when you need to let go of over thinking and accept that you have done your best. Persevere and never give up. Every architecture student wanted to quit after being overwhelmed with work but what you need to understand and remember is that if you did not have the ability to overcome any obstacle then it wouldn’t have been in your way. Lastly, don’t forget about your life outside of architecture, you owe it to yourself to enjoy every second, so find a balance between studying and doing the things you love but ensure you make awesome memories doing both” -BAS Hons student “Your work will be criticized while studying Architecture. Don’t let negative feedback hinder what you are creating. It’s not always easy but this feedback is part of the process. There is always going to be something you can improve on. You are here to learn and constructive criticism forms part of studying and practicing Architecture. Justify your work in a respectful manner. Hear and understand how a crit affects your work. Respond to a crit logically. Use what you learn from feedback (whether it be positive or negative) to make yourself a better Architect and designer. Never give up!” -BAS Hons student

“Use every opportunity that you have to do further your creativity. It may seem a waste of time, amidst all the deadlines and recovering from sleepless nights, but try to surround yourself with as much ‘architecture’ and ‘design’. Get a mentor, whether it be someone in second or third year, or even in post grad and above. Mentors can really give you good advice, and lead you in the right direction.” -Third year BAS student

“Architecture school will show you the delicate balance between art and engineering, it’s important to remember why you enjoy what you are doing so you don’t lose yourself in the rush. It is imperative to make an effort to sleep properly (all nighters are not a good idea), eat healthily, and maintain a regular exercise regime. You want your entire frontal cortex working when you’re planning buildings. The course is demanding but if you work consistently and thoughtfully, you will excel. Ask your lecturers the questions you think everyone else knows the answers to, chances are your classmates are wondering the same question. Finally, use the wits online library for essays.” -BAS Hons student

Student on campus. Imabe by T. Du Toit

General Contacts

Enquiries: Veronica Fisher Senior Secretary & UG Administrator (011) 717-7623@ veronica.fisher@wits.ac.za @

Physical Address: School of Architecture and Planning, John Moffat Building University of the Witwatersrand 1 Jan Smuts Avenue Braamfontein 2000 Johannesburg, South Africa

Registration enquiries: Faculty of Engineering & the Built Environment, Chamber of Mines Building West Campus, University of the Witwatersrand (011) 717-7003

Website: www.wits.ac.za/archplan

Undergraduate

Enquiries: Veronica Fisher Senior Secretary & UG Administrator (011) 717-7623 @ veronica.fisher@wits.ac.za

Postgraduate

Enquiries: Siphokazi Makhaye Postgraduate Administrative Officer (011) 717-7703 @ siphokazi.makhaye@wits.ac.za

PRIMARY CONTACTS

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