HomeBachelor of Software Engineering (Game Programming) Information Set
Bachelor of Software Engineering (Game Programming) Information Set
Billy Blue College of Design
Ready to become the games industry rock star?
When becoming a Game Programmer, you’ll learn best while doing. You’ll code, you’ll craft and, in the end, you’ll graduate with a portfolio like no other.
Thanks to the partnership with Sony Computer Entertainment Europe (SCEE), you will develop games for PlayStation® platform through the PlayStation® First Academic Development Program. You will learn C++ and other coding languages and work with Unity and Unreal – the two main engines for game development. By the time you are ready to graduate, you will have collaborated with fellow programmers and game artists to create a commercially viable game.
A game programmer is a specialist software engineer who develops solutions and computer programs to activate computer game interaction. In essence, programming is the math and logic that makes the game happen. This may include Artificial Intelligence programming, engine programming, tools programming, mathematics and physics programming, and network programming or graphics programming.
The Bachelor of Software Engineering (Game Programming) blends academic theory, research, and practice with advanced programming skills as applied in the game development industry. Throughout the course the integration of theory and hands-on practice through to industry-standard productions will complement the development of investigative skills, and analytical, creative and critical approaches to problem solving. In addition to practical skills, knowledge and design capability, the Bachelor of Software Engineering (Game Programming) also has a holistic approach to developing your individual attributes and abilities in ‘soft skills’ such as communication, commercial acumen, and understanding of business realities.
This course was designed collaboratively with subject matter experts from Media Design School (Auckland, New Zealand), one of the top 3 digital design schools in the world.
On successfully completing this qualification, students will have specific skills, knowledge and experiences to gain employment in the game development industry in a variety of roles, such as:
This means tuition fees will be invoiced each trimester and payment is required on or before the due date.
FEE-HELP is Australian Government’s loan scheme for higher education degree courses.
Further information within this Course Information Sheet
It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold. Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.
Payment Options – International students
This means tuition fees will be invoiced each trimester and payment is required on or before the due date.
Further information within this Course Information Sheet
Course study requirements
Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.
Practical assignments, research projects, presentations.
Torrens University Australia
The Bachelor of Software Engineering (Game Programming) is a jointly badged program with the Media Design School (MDS), accredited, delivered and conferred by Torrens University Australia but based on internationally recognised MDS curricula.
Torrens University Australia Ltd is registered as a self-accrediting Australian university by the Tertiary Education Quality and Standards Agency (TEQSA).
CRICOS Course Code
Torrens University is responsible for all aspects of the student experience, including the quality of course delivery, in compliance with the Higher Education Standards 2015
Essential requirements for admission: No additional requirements
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.
Trimester one / Full year intake 
Number of students
Percentage of all students
(A) Higher education study (includes a bridging or enabling course)
(B) Vocational education and training (VET) study
(C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories)
(D) Recent secondary education:
Admitted solely on the basis of ATAR (regardless of whether this includes the consideration of adjustment factors such as equity or subject bonus points)
Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
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)
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.
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
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)
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
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
Median rank to receive an offer
Lowest rank to receive an offer
Notes:* “<5” – indicates less than 5 ATAR-based offers were made
Other admission options
(For applicants who will be selected on a basis other than ATAR)
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.
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.
Students with completed subjects may be eligible for specified credit and/or elective exemptions
Students who have completed a qualification at AQF level 5 (diploma) or above may be eligible for block credit (where a block credit agreement exists)
Students with a mix of formal study and informal and/or non-formal learning may be eligible for recognition of prior learning in addition to any credit approved.
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.
The course structure comprises 8 common core subjects, 9 specialised subjects and 6 elective subjects over levels 100, 200 and 300, as follows:
3 core subjects
3 core subjects
2 core subjects
1 elective subject
The remaining 5 electives can be taken from levels 100, 200 or 300 from any Torrens University Australia or Think Colleges course upon Program Director approval.
Introduction to Software Engineering
Algorithms and Data Structures
Computer Architecture and Operating Systems
Introduction to Computer Graphics
Networking and Database Systems
Work Integrated Learning
Game Design Principles
2D Game Programming
Artificial Intelligence and Physics for Games
3D Graphics Programming
Rapid Game Prototype
Game Development PlayStation
Pre-production Capstone 1
Production Capstone 2
To be awarded the Bachelor of Software Engineering (Game Programming), students must complete 240 credit points over 23 subjects. Each subject has a value of 10 credit points, with one subject having a value of 20 credit points (PRO302 Production Capstone).
To be awarded the Bachelor of Software Engineering (Game Programming), students must complete 240 credit points over 23 subjects. Each subject has a value of 10 credit points, with one subject having a value of 20 credit points (PRO302 Production Capstone 2).
Recommended Study Pattern
Level 100 core
Subject title, descriptor
MAT101 Maths 1
This subject introduces students to foundational mathematical concepts necessary for specialisation subjects in their degree. Main topics covered are – Linear Algebra, Discrete Maths and Geometry. The delivery consists of theoretical elements, a demonstration, and then the lecturers allow students to put these skills into practice. The students collaborate and share mathematical problem-solving approaches during frequent in-class discussions and are expected to provide these solutions for class reviews.
ISE102 Introduction to Software Engineering
Students are introduced to an object oriented programming language and when they have mastered basic programming skills they move on to constructing simple projects. They begin by solving easy problem-based tasks with OOP and progress on to learn how to construct, test, and debug simple programs. Lecturers provide modern theoretical perspectives and demonstrate approaches to the tasks with examples.
ADS103 Algorithms and Data Structures
Students learn the fundamental data structures and algorithms that are needed to solve common software engineering problems. Lecturers show examples of data structures and algorithms, and use analogies to explain. Students improve their learning throughout this subject by working on a large number of projects. They solve common problems by designing, developing, implementing, testing, and enhancing a collection of data structures and algorithms.
Level 100 Specialisation
GDP102 Game Design Principles
Game Design Principles introduces students to game design foundations, techniques and paradigms through a series of lecture-led and student-led activities. Students will explore game design principles through the analysis of existing game artefacts, applying those findings to the development of their own games. Students are introduced to a variety of analysis, development and presentation techniques encouraging discussion, creation and dissemination of their design choices through prototyping and documentation.
MAT102 Maths 2
Students learn how to construct mathematical solutions to common gaming problems. They design, develop, test, and enhance a game that requires a significant degree of mathematics. Analytic geometry, matrices, transformations, quaternions, fractals, curves and splines as taught to cover the entire spectrum for 3D games. Software engineering models and notations are used to represent mathematical problems and students learn to write these for all mathematical code. Mathematics used in 3D games are introduced (vectors and matrices) and the more challenging mathematical problems are solved as a team. Lecturers encourage in-class discussions to assist students in their understanding of the concepts.
GPR103 2D Game Programming
In this subject advanced programming concepts are introduced including a rudimentary introduction to user-interface design and software engineering management methods. Students follow a predetermined plan and track their progress throughout this subject. The experience that they gain here will assist in the development of future projects. Teaching approaches incorporate theoretical lectures and practical project-based learning. Lecturers provide game frameworks for students to read and understand which they follow to solve progressively more complex problems. Ultimately students will develop simple 2D games with effective user-interface design strategies.
Level 200 core
CAO201 Computer Architecture and Operating Systems
This subject teaches students fundamental concepts of computer architecture and operating systems. Students learn the evolution of computer architecture and related operating systems. It includes computer architectures and their implications to system software design (booting, multitasking, context switching, process synchronization, system kernel, system calls, user mode process and system startup programs).
ICG202 Introduction to Computer Graphics
Students are introduced to the fundamental topics of core computer graphics, 3D graphics programming and the rendering pipeline. Topics included are the transformation pipeline, device states, primitive rendering, basic camera systems, lighting, texturing, alpha techniques as well as software engineering design principles and testing strategies. By the end of the subject, students create a game utilizing 3D graphics concepts as introduced in the class.
NDS203 Networking and Database Systems
This subject introduces students to core concepts of Networking and Database Systems. Students learn fundamentals of DBMS and network topology including network architecture. They are introduced to various database models at the same time being exposed to networking layers and protocols. By the end of the subject they will create an artefact (in the form of a simulated program) that utilises networking and database skills learnt.
Level 200 Specialisation
AIP201 Artificial Intelligence and Physics for Games
In this subject, students learn to build artificial intelligence & physics systems for games. They evaluate and discuss various software engineering strategies in the context of artificial intelligence and physics, chiefly by identifying the strengths and weaknesses of each strategy. This teaches students how to identify the right tool for the right job. Lecturers provide case studies and theoretical foundations of various contemporary technical solutions. They also facilitate in-class discussions, debates and critiques. A variety of technologies and software development strategies for game development are taught, and students apply their software process skills, knowledge and modelling techniques to create an artefact in the form of a game that has heavy AI and Physics elements.
GPR202 3D Graphics Programming
Complex graphical programming topics are explored, and tool construction is introduced. The analysis requirements for tools are discussed to increase the likelihood of designing a useful tool. Students expand on already existing libraries and create plug-ins for pre-existing technologies. Additionally, students will design, construct, test, and evaluate a 3D scene - drawing on a collection of human-computer interaction, visual design, and game design elements to enhance it. Visual and non-visual elements that enable the creation of the 3D scene are evaluated.
GDP204 Game Development PlayStation®
This subject provides specialised familiarity on Sony’s PlayStation platform, namely PS4 and PS Vita. Students learn about the architecture and pipelines of these two systems. They learn the proprietary PhyreEngine and learn optimised game development techniques for the PlayStation platform. Students will conclude this subject by creating an optimized artefact for the PlayStation platform.
RGP204 Rapid Game Prototype
The goal of this subject is to provide the students with an opportunity to collaborate on a series of projects, enhance collaborative skills working within a team of people across multiple disciplines. Additionally, the assignments in this subject will challenge the student in finding creative solutions to project management and small scale rapid game creation. Students will be asked to create various 3D game prototypes over the duration of the subject and present their work. They will work within a group that will involve Bachelor of Software Engineering students. This will introduce team dynamics where multiple disciplines are involved.
Level 300 core
WIL302 Work Integrated Learning
This subject is designed to provide students with professional experience in an area related to their field of study or the career they are working towards. The aim of providing industry-specific opportunities is to enable students to develop skills that will enhance their prospects of gaining meaningful employment and building their career for the future.
Much of the benefit of work integrated learning comes from observation, practicing under supervision and reflection. Work Integrated Learning is an excellent way to broaden the students learning environment while they are studying. It allows them to see first-hand how what they are learning in their degree translates into practice, as well as how ‘real world’ practice relates to what they are learning at University.
This subject will develop work ready skills and boost students’ employability while they are studying. There are two work integrated learning options available to students:
Option 1: Internship
Students are offered the opportunity to work within a professional design environment for an extended period of time. It encourages students to build long-term relationships with the design industry and exposes them to the rigour of applied design practice while building their confidence in adapting to new environments. It also provides a context in which to enhance their communication skills and work collaboratively in a professional arena. Students will undertake a series of research tasks, conducting interviews and gathering data in order to understand the key concepts in managing a professional design practice with emphasis placed on the operation of the professional design environment.
Option 2: Industry Live Brief
This subject requires students to respond to criteria set within the context of an Industry Live Project. An understanding of research methodologies appropriate to professional practice and the documentation of personal creative investigation will be explored. Students will also further investigate and examine entrepreneurial and commercial opportunities through collaborative work practice. The subject is delivered from a cross discipline perspective and draws on both discipline specific and common design practices.
Students are required to work both independently or as part of a collaborative team in order to conduct research, analyse and define project parameters and deliver innovative solutions that expand the notion of an industry live brief.
SEN301 Social Enterprise
Social Enterprise is an exciting theoretically-based subject that is driven by the desire to create positive change through entrepreneurial activities. These activities harness design thinking and problem-solving processes in the realisation of pragmatic, viable project proposals from initiation to client presentation.
By providing students with a framework to understand business model generation and the skills to source, evaluate, and measure opportunities through systematic research and competitor analysis, Social Enterprise empowers students to conceptualise, develop and propose new ventures and products that focus primarily upon social change for good. In addition, this subject will help students understand and address the practical challenges of working within this environment; to analyse different entrepreneurial business strategies, to explore diverse funding strategies, as well as incorporate theoretical discussions on major trends and issues in the social economy. Social Enterprise enables students to appreciate the power of creativity in problem-solving and the importance of the designer’s role in making a difference and precipitating change.
Level 300 Specialisation
PPR301 Pre-Production Capstone 1
Pre-Production focuses on the skills and abilities required to formulate a group and manage the pre-production of a game development project. Areas of attention will be creative thinking and project scope. The team goal is to reach and agree upon an understanding of the strength and weakness of their chosen team. The said team will decide on the game they choose to develop. The team needs to be able to communicate the project, idea and scope through presentation, documents and a playable prototype. The pre-production submissions are designed to gear the students towards the start of future productions.
PRO302 Production Capstone 2
Production provides the framework to allow iteration on the team’s design from Pre-Production (PPR301). The team will need to work efficiently and adhere to a schedule to be successful in this subject. The quality of the implementation, and the development processes undertaken will affect the final grade. Students will utilise the best practices learnt during the course.
This subject gives the students the ability to refine, bug fix, and promote their projects, both internally and externally.
BBCD delivers this course at the following campus locations:
Sydney: Level 1, 46-52 Mountain Street, Ultimo NSW Australia 2007
Brisbane: 90 Bowen Terrace, Fortitude Valley, QLD, 4006
Campus Facilities and Services
All campuses are designed to provide students with professional spaces in which to learn and work. They have been planned with student study needs in mind with well-equipped accessible learning spaces as well as student breakout areas for group work and spending time with friends.
Facilities and Services include:
The Customer Service Hub – our friendly and experienced staff can give help and advice about courses, your enrolment and campus life, including all services and activities on campus.
Counsellors are available for students to consult with on a range of personal issues
Student wireless access throughout the Campus
Student break-out and relaxed study spaces for group work
Student lounge areas – most with microwaves, kitchenette facilities and vending machines
The Learning Hub, home to the Learning Support Team, encompasses Learning Skills Advisors, Learning Technology Advisors, and Library & Learning Skills Officers. It provides an integrated, holistic support program for students throughout the study lifecycle within a library/collaborative study environment.
The service includes:
Support and workshops with highly qualified staff in the areas of Academic skills, Library skills, and Technology skills, both on campus and online.
Physical and digital resources relevant to studies, such as books, journals, multimedia, databases
Self-check kiosks for library loans and print and copy facilities
Our Success Coaches are industry and education experts who leverage your strengths to align your learning with your broader life purpose. With a focus on career goals, and trained in Gallup Strength methodologies, your Success Coach will take a strengths-based approach to helping you set your learning and career goals.
Partnering with you for the duration of your studies, the Success Coach is here to make sense of all of the learning experiences, including readiness for and securing of work integrated learning, placements, internships and opportunities in internal enterprises. All of our coaches are industry professionals, which will give you that inside edge you’ll need to be successful in your chosen career.
Irrelevant of how you like to learn, our coaches are there for you. Coaching can take place online, or on campus. Our main priorities are to make sure that you are always well connected and motivated, that you are successfully completing your desired subjects, and that you gain valuable knowledge and experience through participation and engagement, whilst always aligning to your natural talents.
Build Skills and a Professional Portfolio
Nationally recognised and highly respected, learning with Torrens University Australia provides you with comprehensive skills, know-how and confidence for a successful and dynamic career in the Software Engineering space.
Careers in Information Technology and Design have evolved significantly in the past decade to include new and emerging fields and specialisations that reflect the digital world we now live in. The emergence of Game Development as a growing industry requires the expertise of two well established skills sets namely, game programming and game art. This degree is specific to the development of game programmers, and specific to the computer games sector which includes online, mobile and console platforms for electronic games.
Students studying this degree will develop the skills and capabilities to create an immersive game experience from concept to live prototype. The high-end qualification, developed in conjunction with the games industry, the Bachelor of Software Engineering (Game Programming) will equip graduates with the knowledge and expertise in the following core areas of game development:
Assembly Level Programming
C and C++
Mathematics and Physics
Torrens University Australia courses are industry revered and have been anchored in innovative, work integrated, commercially relevant applied learning since inception, with an outstanding employment record for our graduates who are enjoying career successes both nationally and internationally. You’ll practice as an informed, cutting-edge designer with in-demand skills – and a professional-caliber portfolio to land serious work in the ever exciting, always evolving creative industries.
Torrens University Australia
Today Torrens University Australia is renowned for its pioneering spirit and high employability rate across a variety of design disciplines, including branded fashion, communication design, digital media design and interior design. Courses are developed by some of the industry’s best designers and lecturers who work in leading agencies.
Media Design School Partnership
From the outset, Media Design School set out to ensure that technology companies could be armed with skilled graduates who were capable of informing and transforming the industry. As pioneers in the creative technology education sector, Media Design School was the first tertiary institution in the Southern Hemisphere to offer a dedicated programme of study for 3D animation using industry-standard computer graphics software. Media Design School was also the first school in New Zealand to provide a specialised gaming course for aspirational game developers.
In 2011, Media Design School became a part of Laureate International Universities, the world’s largest private university group. This enabled Media Design School to access faculty and resources across design universities such as New School of Architecture and Design in San Diego, California; the Santa Fe University of Art and Design; NABA Milano; and Domus Academy, also located in Milan.
Media Design School is New Zealand’s most awarded tertiary institution for digital and creative technology qualifications. But don’t just take the school’s word for it: a Colmar Brunton Employer Claims Survey, released in July 2014, showed that New Zealand employers rate Media Design School as the number-one tertiary institute for supplying graduates with the technical skills necessary to be a valuable employee; the skill most valued by employers in the creative sector who are considering hiring new graduates. Media Design School also outperformed most other tertiary institutes across New Zealand in providing graduates that are better prepared to make valuable contributions in the workplace and all of the other institutes on offering real-world project experience.
As creative technology changes and adapts, so too have Media Design School’s courses, which are now offered in Auckland and around the world. In September 2014, Media Design School opened the Media Design School of Digital Arts in San Diego and the AdSchool Creative Advertising programme in Milan, Italy. In January 2015, Media Design School collaborated with Torrens University Australia to bring the School’s unique philosophy and industry know-how to Australian students in Adelaide. From February 2017, Media Design School is set to deliver courses in Game Art / Game Programming across Australia and postgraduate program in Creative Advertising in Sydney.
Gain Real Industry Experience
Torrens University Australia enjoys a strong connection to the industry, with opportunities to develop as a professional, work in class on real world projects and grow your own network of industry contacts and clients before you graduate.
With internships and work integrated learning programs involving live briefs, students get the opportunity to work with some of Australia’s leading companies.
Learn in a Supportive Environment
At Torrens University Australia you get specialist design courses by designers for designers. Industry experts teach and mentor students, showing them the ropes with industry-relevant skills and super handy career advice.
Torrens University Australia lecturers don’t just teach; they act as mentors to help you achieve your goals. Committed to your success, your lecturers will work closely with you throughout your study.
Classes are kept small, with a maximum of 24 students, to ensure that you get individual attention when you need it.
In addition, you have access to industry-standard design computer labs and studio spaces, as well as a well-stocked resource centre to further enrich your learning experience.
Graduate with an Impressive Portfolio …
At Torrens University Australia, you develop knowledge and skills that are relevant to the industry. You also gain valuable exposure to the industry through the college’s internship program and work-integrated learning initiatives, where you have the opportunity to work on commercial projects with external clients.
You develop a network of contacts and potential clients as well as a professional-caliber portfolio – what every programmer needs to land serious work.
… and a Career Advantage
Employers recognise that Torrens University Australia graduates are highly creative and competent, and have what it takes to hit the ground running.
Employers regularly contact Torrens University Australia when looking to hire, so job opportunities may be communicated directly to you – often even before you graduate.
A positive student experience
Torrens University values the importance of a positive student experience, and therefore has robust processes to resolve student complaints. The Student Complaints Policy, and associated procedures, can be access from the website.
Paying for your qualification
We offer two payment options for this course:
If you want to complete your qualification debt-free you can choose to pay as you go. This means tuition fees will be invoiced each trimester and payment is required on or before the due date using EFTPOS, credit card or Flywire.
FEE-HELP is Australian Government’s loan scheme for higher education degree courses.
It can assist you in paying for all, or part of, your course fees. Repayments commence via the tax system once your income rises above a minimum threshold ($54,869 in 2016-17). Just like with any other debt, a FEE-HELP debt is a real debt that impacts your credit rating.
Further information about FEE-HELP, including eligibility, is available at:
Are Torrens University Australia qualifications recognised?
Yes, all Torrens University Australia qualifications are government-accredited and nationally recognised. In addition, Torrens University Australia maintains close industry links.
Can Torrens University Australia help me find work after I graduate?
The University provides you with the opportunity to seek work experience while you study, and also ensures that you graduate with a professional portfolio that can land you serious work.
Is Course Credit available?
Yes, course credit is available upon application and academic approval. This credit can take the form of credit transfer, block credit, or Recognition of Prior Learning (RPL). For further information, consult our friendly Course and Careers Advisor, or visit the website.
Where are Torrens University Australia campuses located?
Torrens University Australia has campuses located in Sydney, Brisbane, Melbourne and Adelaide. All campuses are centrally situated, close to public transport and cultural/commercial precincts enabling ease of access and connection to services.
What are the enrolment dates for the courses?
There are three major intakes per year for each Torrens University Australia course, plus special, mid-term intakes may also be available. You can enrol anytime during the year and start in the semester of your choice. However, do note that there is a maximum of 25 students per class so it’s important you enrol early to secure your place.
Contact your consultant now for information on available spots in the next intake.
What materials and equipment will I need to provide?
The hardware will need to follow industry standards and is currently recommended to be: