Billy Blue College of Design
Talk to a Course Adviser
1300 851 245

Bachelor Of Software Engineering (Game Programming)

Billy Blue College of Design

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.


  • Gameplay Programmer
  • Game Programmer
  • Generalist C++ Programmer
  • Software Engineer



Study Options – Domestic Australian students

Full-time Blended*

Part-time Blended*

Full-time Online

Part-time Online

*Blended - face to face on campus plus facilitated online

Study Options - International students

Full-time Blended*

*Blended - face to face on campus plus facilitated online (no more than 30% online)

Start Dates

February, June, September

Course Length

Full-time: 3 years

Accelerated: 2 years

Part-time: 6 years

Admission Criteria

YYear 12 with minimum ATAR required for consideration: 60

Special Entry Requirements

Demonstrated ability to undertake study at this 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)

View full course admission information

Entry Requirements for Overseas Students

  • IELTS (Academic) score of 6.0 minimum or equivalent, with no skills band less than 5.5.

  • Completion of Mathematics subject as part of Year 12 studies (SACE Mathematical Methods or Mathematical Studies or equivalent)

Payment Options - Domestic Australian students

Upfront payment

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.

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.


Upfront payment

This means tuition fees will be invoiced each trimester and payment is required on or before the due date.

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 and reports.


Sydney Campus

Brisbane Campus

Melbourne Campus


Torrens University Australia

Provider obligations

Torrens University Australia is registered as a self-accrediting Australian university by the Tertiary Education Quality and Standards Agency (TEQSA).

Accrediting body

Torrens University Australia Ltd

Course Fees

For details, please click here

CRICOS Course Code


Key Dates

2019 course dates for all Billy Blue classes held at our Sydney, Melbourne and Brisbane campuses.

Start Dates Census Dates Last Day Breaks
Mon 04 Nov 2019 25 Nov 9 Feb 23 Dec – 05 Jan 2020
Mon 17 Feb 2020 6 Mar 10 May 11 May – 1 Jun
Mon 1 Jun 2020 19 Jun 23 Aug 24 Aug – 14 Sep
Mon 14 Sep 2020 2 Oct 6 Dec 7 Dec – 15 Feb 2021

Course Structure

The course structure comprises 6 common core subjects, 10 specialised subjects and 7 elective subjects over levels 100, 200 and 300, as follows:

Level 100 3 core subjects 3 specialisation subject
Level 200 3 core subjects 4 specialisation subject
Level 300 2 core subjects 2 specialisation subject + 1 elective

Course rules

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 on subject having a value of 20 credit points (PRO302 Production Capstone 2).

COURSE SUBJECTS - Bachelor of Software Engineering (Game Programming)

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

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 problembased 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

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.

Game Design Principles introduces students to game design foundations, techniques and paradigms through a series of lectureled 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

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.

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.

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).

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

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.

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.

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.

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

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.

cial 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.

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

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.

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.



Ready to apply for a course in GAME PROGRAMMING?

Download Course GuideAsk a questionApply now

Frequently asked questions - Bachelor of Software Engineering (Game Programming)

Yes, all Torrens University Australia qualifications are government-accredited and nationally recognised. In addition, Torrens University Australia maintains close industry links.

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.

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.

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.

Students are encouraged to bring a laptop to class with the following hardware:

  • Intel Core i5 processor 2.2GHz or higher
  • 16GB RAM recommended; 8GB minimum
  • 25GB SSD or higher
  • Gigabit Ethernet network & IEEE 802.11a/b/g/n compatible WiFi
  • Operating System: Windows 10 (64-bit)
  • Graphics card: Nvidia GTX 1060 or better
  • Tablet: Wacom Intuos Draw or better

Internet access is required for software activation and validation of subscription, as well as to online services.