Essential requirements for admission: No additional requirements
| Admission Criteria | |
| Applicants with higher education study
|
· A completed higher education qualification at AQF level 5 (diploma) or above, or equivalent, from an Australian University or another accredited higher education provider
OR · Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 6 (Associate Degree) or above, or equivalent, from an Australian University or another accredited higher education provider |
| Applicants with vocational education and training (VET) study
|
· A completed vocational education qualification at AQF level 4 (Certificate IV) or above, or equivalent, from a registered training organisation (RTO)
OR · Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 5 (Diploma) or above, or equivalent, at a registered training organisation (RTO) |
| Applicants with work and life experience
|
Demonstrated ability to undertake study at the required level:
· broadly relevant work experience (documented e.g. CV), demonstrating a reasonable prospect of success; OR · formal, informal or non-formal study, completed or partially completed, demonstrating a reasonable prospect of success; OR · written submission to demonstrate reasonable prospect of success; OR · discipline specific portfolio (art and/or design). |
| Applicants with recent secondary education (within the past two years) with ATAR or equivalent
(for applicants who will be selected wholly or partly on the basis of ATAR) |
Minimum ATAR required for consideration: 60 |
| English Language Proficiency
(applicable to international students, and in addition to academic or special entry requirements noted above) |
Equivalent IELTS 6.0 (Academic) with no skills band less than 5.5 |
Other admission options
(For applicants who will be selected on a basis other than ATAR)
Special Entry:
Applicants in any category whose study, work or life experiences have been impacted by disability, illness or family disruption will be given special consideration for admission. Each application will be considered on its merit, based on the evidence supplied by the applicant attesting to the circumstances of the applicant. Applicants for special entry may need to complete written or numerical tasks to assist with assessing eligibility for admission.
strong>How to apply
Advanced standing/academic credit/recognition of prior learning (RPL)
You may be entitled to credit for prior learning, whether formal or informal. Formal learning can include previous study in higher education, vocational education, or adult and community education. Informal learning can include on the job learning or various kinds of work and life experience. Credit can reduce the amount of study needed to complete a degree.
Applicants admitted based on prior higher education study may be eligible for Advanced Standing in the form of credit and/or recognition of prior learning (RPL) under the Torrens University Australia Credit Policy.
Credit will not be applied automatically. Applicants must apply for credit and/or RPL as early as possible prior to each study period, with applications not accepted after week 2.
For further information about credit and recognition of prior learning please see http://www.torrens.edu.au/apply-online/course-credits.
Where to get further information
Quality Indicators for Learning and Teaching (QILT)
BACHELOR OF BUSINESS + BACHELOR OF BRANDED FASHION DESIGN
Student Profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.
| Applicant background | Trimester one / Full year intake 2019 | |
| Number of students | Percentage of all students | |
| (A) Higher education study (includes a bridging or enabling course) |
0 | 0% |
| (B) Vocational education and training (VET) study | 0 | 0% |
| (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) |
0 | 0% |
| (D) Recent secondary education:
· Admitted solely on the basis of ATAR |
6 | 75% |
| · Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) |
0 | 0% |
| · Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) |
2 | 25% |
| International students | 0 | 0% |
| All students | 8 | 100.0% |
Notes: “<5” – the number of students is less than 5.
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
ATAR Profile
ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2019
|
(ATAR-based offers only, across all offer rounds)
|
ATAR (OP in QLD) (Excluding adjustment factors) *
[NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR] |
| Highest rank to receive an offer | 94.00 |
| Median rank to receive an offer | 72.00 |
| Lowest rank to receive an offer | 62.35 |
Notes: * “<5” – indicates less than 5 ATAR-based offers were made
BACHELOR OF BUSINESS + BACHELOR OF COMMUNICATION DESIGN
Student Profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.
| Applicant background | Trimester one / Full year intake 2019 | |
| Number of students | Percentage of all students | |
| (A) Higher education study (includes a bridging or enabling course) |
2 | 100% |
| (B) Vocational education and training (VET) study | 0 | 0% |
| (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) |
0 | 0% |
| (D) Recent secondary education:
· Admitted solely on the basis of ATAR |
0 | 0% |
| · Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) |
0 | 0% |
| · Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) |
0 | 0% |
| International students | 0 | 0% |
| All students | 2 | 100.0% |
Notes: “<5” – the number of students is less than 5.
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
ATAR Profile
ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2019
|
(ATAR-based offers only, across all offer rounds)
|
ATAR (OP in QLD) (Excluding adjustment factors) * [NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR] |
| Highest rank to receive an offer | <5 |
| Median rank to receive an offer | <5 |
| Lowest rank to receive an offer | <5 |
Notes: * “<5” – indicates less than 5 ATAR-based offers were made
BACHELOR OF BUSINESS + BACHELOR OF DIGITAL MEDIA (3D DESIGN AND ANIMATION)
Student Profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.
| Applicant background | Trimester one / Full year intake 2019 | |
| Number of students | Percentage of all students | |
| (A) Higher education study (includes a bridging or enabling course) |
1 | 100% |
| (B) Vocational education and training (VET) study | 0 | 0% |
| (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) |
0 | 0% |
| (D) Recent secondary education:
· Admitted solely on the basis of ATAR |
0 | 0% |
| · Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) |
0 | 0% |
| · Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) |
0 | 0% |
| International students | 0 | 0% |
| All students | 1 | 100% |
Notes: “<5” – the number of students is less than 5.
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
ATAR Profile
ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2019.
|
(ATAR-based offers only, across all offer rounds)
|
ATAR (OP in QLD) (Excluding adjustment factors) *
[NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR] |
| Highest rank to receive an offer | <5 |
| Median rank to receive an offer | <5 |
| Lowest rank to receive an offer | <5 |
Notes: * “<5” – indicates less than 5 ATAR-based offers were made
BACHELOR OF BUSINESS + BACHELOR OF DIGITAL MEDIA (FILM AND VIDEO DESIGN)
Student Profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.
| Applicant background | Trimester one / Full year intake 2019 | |
| Number of students | Percentage of all students | |
| (A) Higher education study (includes a bridging or enabling course) |
0 | 0% |
| (B) Vocational education and training (VET) study | 0 | 0% |
| (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) |
0 | 0% |
| (D) Recent secondary education:
· Admitted solely on the basis of ATAR |
0 | 0% |
| · Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) |
0 | 0% |
| · Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) |
0 | 0% |
| International students | 0 | 0% |
| All students | 0 | 0% |
Notes: “<5” – the number of students is less than 5.
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
ATAR Profile
ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2019
|
(ATAR-based offers only, across all offer rounds)
|
ATAR (OP in QLD) (Excluding adjustment factors) *
[NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR] |
| Highest rank to receive an offer | N/A |
| Median rank to receive an offer | N/A |
| Lowest rank to receive an offer | N/A |
Notes: * “<5” – indicates less than 5 ATAR-based offers were made
BACHELOR OF BUSINESS + BACHELOR OF DIGITAL MEDIA (INTERACTION DESIGN)
Student Profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.
| Applicant background | Trimester one / Full year intake 2019 | |
| Number of students | Percentage of all students | |
| (A) Higher education study (includes a bridging or enabling course) |
0 | 0% |
| (B) Vocational education and training (VET) study | 0 | 0% |
| (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) |
0 | 0% |
| (D) Recent secondary education:
· Admitted solely on the basis of ATAR |
0 | 0% |
| · Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) |
0 | 0% |
| · Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) |
0 | 0% |
| International students | 0 | 0% |
| All students | 0 | 0% |
Notes: “<5” – the number of students is less than 5.
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
ATAR Profile
ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2019
|
(ATAR-based offers only, across all offer rounds)
|
ATAR (OP in QLD) (Excluding adjustment factors) *
[NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR] |
| Highest rank to receive an offer | N/A |
| Median rank to receive an offer | N/A |
| Lowest rank to receive an offer | N/A |
Notes: * “<5” – indicates less than 5 ATAR-based offers were made
BACHELOR OF BUSINESS + BACHELOR OF INTERIOR DESIGN (COMMERCIAL)
Student Profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.
| Applicant background | Trimester one / Full year intake 2019 | |
| Number of students | Percentage of all students | |
| (A) Higher education study (includes a bridging or enabling course) |
1 | 50% |
| (B) Vocational education and training (VET) study | 0 | 0 |
| (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) |
0 | 0 |
| (D) Recent secondary education:
· Admitted solely on the basis of ATAR |
1 | 50% |
| · Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) |
0 | 0% |
| · Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) |
0 | 0% |
| International students | 0 | 0% |
| All students | 2 | 100.0% |
Notes: “<5” – the number of students is less than 5.
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
ATAR Profile
ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2019
| (ATAR-based offers only, across all offer rounds) | ATAR (OP in QLD) (Excluding adjustment factors) * [NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR] |
| Highest rank to receive an offer | <5 |
| Median rank to receive an offer | <5 |
| Lowest rank to receive an offer | <5 |
Notes: * “<5” – indicates less than 5 ATAR-based offers were made
BACHELOR OF BUSINESS + BACHELOR OF INTERIOR DESIGN (RESIDENTIAL)
Student Profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.
| Applicant background | Trimester one / Full year intake 2019 | |
| Number of students | Percentage of all students | |
| (A) Higher education study (includes a bridging or enabling course) |
0 | 0% |
| (B) Vocational education and training (VET) study | 0 | 0% |
| (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) |
0 | 0% |
| (D) Recent secondary education:
· Admitted solely on the basis of ATAR |
1 | 100% |
| · Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) |
0 | 0% |
| · Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) |
0 | 0% |
| International students | 0 | 0% |
| All students | 1 | 100% |
Notes: “<5” – the number of students is less than 5.
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
ATAR Profile
ATAR profile for those offered places wholly or partly on the basis of ATAR in T1 2019
| (ATAR-based offers only, across all offer rounds) | ATAR (OP in QLD) (Excluding adjustment factors) *
[NB: Raw ATAR profile for all students offered a place wholly or partly on the basis of ATAR] |
| Highest rank to receive an offer | <5 |
| Median rank to receive an offer | <5 |
| Lowest rank to receive an offer | <5 |
Notes: * “<5” – indicates less than 5 ATAR-based offers were made
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