Learners should provide evidence of competence in the following areas:

After the first year
Demonstrate understanding of the basic principles in chemistry, physics, mathematics and biology; use laboratory equipment.

After the second year
Describe: the anatomy, physiology and biochemistry of the human body; explain and/or apply: principles of compounding; technology of dosage form formulation; origin of drugs and different classes of natural drugs; the role of pharmacists in health care; principles of patient management and primary health care.

After the third year
Explain and/or apply structure-activity relationships amongst various drug classes; quality assurance procedures in drug synthesis and dosage form analysis; absorption, distribution, metabolism and excretion of drugs; principles of drug action; social and behavioural aspects of pharmaceutical care; family planning and contraception; resource management in pharmacy practice.

After the fourth year
Explain and/or apply: drug design and methods for determining drug structures; biotechnology; stability and synthesis of antibiotics; pharmacokinetics of drugs; biopharmaceutics; pathogenesis, symptomology and treatment of a range of diseases; drug toxicity and adverse drug events; novel dosage forms; patient counselling; practice of profession in compliance with appropriate legislation; research methodology.

Evidence will be given by means of:
Informal continuing evaluation, e.g. tutorials, assignments, etc.
Formal continuing evaluation, e.g. written tests, skills and oral examinations
Formal end evaluation, e.g. theory and practical examinations at the end of each phase/module; oral examinations; presentations and portfolios.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

Assessment in the programme is based on an integrated and continuing evaluation approach, with due consideration of the following principles:
Problem-based evaluation, i.e., the acquiring of knowledge, skills and abilities, rather than the memorisation of information – knowledge, problem solving skills and decision-making abilities cannot be developed if the concomitant problem-focused activities are not practised;
Evaluation based on learning contexts that offer opportunities for team work and individual learning;
Formulate evaluation – the processes, developmental nature and outcome are regarded as important;
Theory and practice are integrated.

Evaluation entrails three elements:
Formal end of course assessment (summative)
Continuing formal assessment (formative and summative)
Continuing informal assessment (formative)

The following quality assurance procedures form part of the overall evaluation and accreditation system:
Internal examiners and moderators
External examiners and moderators
Accreditation requirements and guidelines of the South African Pharmacy Council
Accreditation requirements and guidelines of the higher education quality assurance bodies (SAQA requirements)
Requirements and guidelines of the University of the Western Cape.