Bachelor of Digital Media Film and Video Design
Student Domestic International
Study mode Online On campus Blended
Campus locations Sydney Online
Duration3 years full time, 6 years part time, 2 years accelerated
Start date

13 Sep 2021

01 Nov 2021

Billy Blue College of Design Logo | Torrens University

Billy Blue College of Design at Torrens University Australia Ltd, ABN 99 154 937, RTO 41343, CRICOS 03389E.

Code BFV20 | CRICOS 103347E

What is a Bachelor of Film and Video?

A Bachelor of Film and Video provides the essential knowledge and experience to work in visual storytelling and post-production, creating content for film, TV, games, advertising and information. Video is the most consumed media across all industries – from cinemas to boardrooms to our phones – and these skills enable career paths in more than just creative businesses.

Please note that some specialised subjects may be delivered online only. Talk to our Course and Career Advisors to confirm which subjects will be online and which will be on campus.

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Available as a dual degree
Combine a highly regarded Business degree and a cutting-edge degree in Film and Video Design. 

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DIA-recognised course
This course is recognised by the Design Institute of Australia, giving you confidence that your education is of the highest industry standard.

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Post-production specialisation
Specialise in post-production so that you’re able to produce stunning and professional content. 

Subjects and units

Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.

International students must not enrol in more than one-third (33%) of online subjects over their course and must study at least one face-to-face subject each study period. Most face-to-face courses are also available online. Please note that due to COVID-19 pandemic, authorities have provided exceptions to the usual face-to-face learning requirements.

  • Year 1
  • Year 2
  • Year 3
  • Electives
3 Core subjects and 4 specialised subjects
  • Design Context | DCX101
    This introductory subject places design process and practice within the context of a chronological survey of major historical eras of influence. Students are encouraged to engage with the historical socio-political movements influencing design trends of each era through research and reflection. Academic skills (research, referencing, essay writing, and sentence structure) and design software skills are taught in weekly lessons. Students use the academic and software skills to document historical research and generate creative responses to the themes of historical eras.
  • Camera and Capture | ICC100
    This subject aims to introduce students to the foundations of photo imaging and to develop comprehensive technical skills of operating a digital camera and build experience in taking pictures under a range of conditions. A percentage of time is devoted to students receiving feedback on their recently taken images and learning to give constructive criticism to their peers, enabling them to start seeing and thinking like a photographer. Students are also introduced to primary principles of moving image/video creation.
  • Motion Design | DIG104A
    This subject introduces the foundational theory and practice of motion graphic design and live action camera production. Students will explore basic skills in concept development, asset creation, 2D animation and compositing suitable for motion graphic production. Additionally, the process of developing a live action video piece is introduced, from pre-production through to post-production, including fundamental sound design principles. Students will gain basic skills in camera-based production including basics of lighting, sound recording and editing.
  • Design Studio 1 | DSO102
    The subject introduces the student to various aspects of the elements of design, e.g. materiality, form and shape, colour, positive and negative space etc. utilised in creative problem solving. Initially students are introduced to a design development process, from the tangible to the digital; through paper model making with its inherent skills development and risk taking, then on to further digital development using newly introduced software. Concurrent, weekly, individual homework tasks focus on understanding and appreciation of materials, their many varied uses, properties and the manufacturing processes related to them. Students will make incremental progress towards choosing a material in which their individual design can be realised. The submission will include a material and colour folio. The final submission will be a model executed in an appropriate material with its function/usage contextualised with all relevant information gleaned throughout the trimester.
  • Psychology of Moving Image | PMI100
    This subject explores a variety of theoretical and philosophical approaches to how the moving image changes the perception and psychology of the consumer. This subject is audience oriented and focuses on the reception and interpretations of communication, which then influence which visual and aural strategies are employed. Students explore fundamental psychological concepts about dynamic and moving imagery translation of meaning. Students employ these new understandings to tell stories and produce works that trigger specific emotional reactions and feelings with audiences
  • Beyond the Creative Industries | BCI100
    This subject introduces a wide array of emerging trends and interdisciplinary career opportunities that sit outside traditional creative industries. This subject explores the intersection of technology and design across a range of industries looking beyond the field of entertainment. Students broaden their understanding of potential career opportunities by challenging existing stereotypes where specialist technical skills are utilised. Students are encouraged to investigate case studies, identify emergent trends and examine strategies to develop, navigate and cultivate collaborations with professionals from other specialisations.
  • Design Studio 2 | DSO103
    Design Studio 2 offers an introduction to the building blocks of creating and developing brands and is designed to give students a broad understanding of the stages and methodologies adopted in the brand development process. The subject draws on the theory and practice that sits behind brand creation. It covers the broad spectrum of brand development, values, trends and branding techniques, as well as fundamentals such as brand positioning and brand architecture. The subject also explores the relationship between branding and audiences, cross-cultural influences and shifts in consumer behaviour. Students must first understand and apply the fundamentals of branding and then go on to use that knowledge as the basis for developing and progressing a brand. This theoretical and practical subject.
Choose 1 elective subject from the electives tab.
3 Core subjects and 4 specialised subjects
  • Design Studio 3 | DSO201
    The subject introduces business practices such as costing, time management, value engineering and general models of monetising and valuing output typical of a variety of design industries. Case study analyses’ of a typical design industry business practices, domestic and international, acquaint students with the differences and similarities that exist. Students learn about contractual agreements, and where appropriate become familiar with international shipping and distribution terms as well as an introduction to design copyright laws. Initial overview of time allocation practices and the creation and understanding costing terms such as: Bill Of Material (BOM) /Scope of Work / Deliverables used in typical projects is followed by application. Students plan a project from start to finish through to the development of an appropriate project management plan for their particular industry such as time management charts with typical dependencies highlighted and costed.
  • Live Action Production (Pre-requisite DIG104A) | DMD200A
    This subject explores the theory and practice of live action camera-based moving image production. The subject introduces an expanded set of production planning concepts and techniques for video production. Creative and technical aspects of working with cameras, lighting and sound are explored in greater detail. The investigation of film, TV and media theory and history is continued with an emphasis on enrichment of the idea generation and concept development process. Students will also explore the use of video editing and post-production techniques to communicate mood, narrative and information.
  • Motion Graphic Design | MGD200
    This subject develops idea generation and concept development practices applied to motion graphic sequences. As a means of enriching the design process, the history of motion graphic traditions such as broadcast and film title design are also investigated. Students develop motion graphic animations using a variety of techniques that may include kinetic typography, 2D and 2.5D animation, video compositing, visual effects, and rotoscoping. By exploring new techniques students expand their video, animation and mixed media production abilities.
  • Problem Based Learning Studio | PBL202
    Problem-based learning (PBL) is a pedagogical approach that enables students to learn while engaging actively with meaningful problems. Students are given the opportunities to problem-solve in a collaborative setting, create mental models for learning, and form self-directed learning habits through practice and reflection. The underpinning philosophy of PBL is that learning can be considered a “constructive, self-directed, collaborative and contextual” activity. The principle of construct positions students as active knowledge seekers and co-creators who organise new relevant experiences into personal mental representations with the help of prior knowledge. This is further reinforced by social theories of learning that advance the merits of social interaction in cognitive development. The aim of this subject is to trigger student learning with a problem which needs resolution. Students make connections to the challenge by activating their individual and collective prior knowledge and finding resources to make sense of the phenomenon; they also engage in peer learning through small-group discussions and consolidate their learning through reflective writing. Beyond enabling students to make sense of the concepts and subject matter, this learning experience will also help students develop an understanding of themselves and their contexts, and the ways and situations in which they learn effectively.
  • Narrative Production | NPR200
    This subject develops and extends students skills in live action camera based video production with a focus on storytelling. Concept development and pre-production techniques such as scriptwriting and storyboarding are emphasized as crucial components of moving image story development. As part of this skill development, this subject requires students to develop effective filmic storytelling techniques and translate story from audio fictions into screenplay. Students are required to produce narrative driven videos to effectively communicate memorable and impactful stories on screen.
  • Post Production Fundamentals | PPF200
    This subject explores the fundamental techniques of post-production for video such as editing, colour grading and sound design. A range of technical aspects managed by a post-production designer such as file formats, frame rates, sound file compression, exporting methodologies, colour grading, vector scope analysis, and sound mastering are explored. This subject also requires students to employ creative decisions to change and influence narrative, messaging and emotional resonance of video footage using post-production methodologies. These skillsets are central to be able to creatively influence video design both during and after production.
  • Discover, Define, Develop, Deliver | DDD203
    The myth of innovation is that brilliant ideas leap fully resolved from the minds of geniuses. The reality is that most innovation comes from a process of rigorous examination through which great ideas are identified and developed before being realised as new offerings and capabilities.

    This subject introduces Problem Based Learning (PBL), mapped out as the 'Double Diamond’, the collaborative process by which the designer’s sensibilities and methods are employed to integrate the needs of people, the possibility of technology and the requirement for business success. In short, Double Diamond approach converts need into demand. It’s a human-centred approach to problem-solving that focuses thinking about meanings instead of features, searching for radical changes instead of improvements and proposing visions instead of satisfying existing needs.

    Today, designers across many disciplines share some similar approaches to the creative process. Every design specialist has a different approach and way of working, but there are some commonalities in their creative process. Divided into four distinct phases – Discover, Define, Develop and Deliver – the Double Diamond is a simple visual map which illustrates the PBL approach.

    In this subject, students examine a range of possible ideas – divergent thinking; before refining and narrowing down to the best idea – convergent thinking. To discover which ideas are best, the creative process is iterative. Ideas are developed, tested and refined many times, with weak ideas dropped in the process. This cycle is an essential part of a good design strategy.

    Students are introduced to practical design methods – like user journeys, empathy mapping, character profiles – and how they can be used to move a project through the four phases of the Double Diamond.

    Discover – The first quarter of the Double Diamond model covers the start of the project. Students look at the world from a fresh perspective; notice new things and gather insights.

    Define – The second quarter represents the definition stage, in which students analyse and synthesise all of the possibilities identified in the Discover phase. Which matters most? Which should we act upon first? What is feasible? The goal here is to develop a clear creative brief that frames the fundamental design challenge.

    Develop – The third quarter marks a period of development where solutions or concepts are created, prototyped, tested and iterated. This process of trial and error helps students to improve and refine their ideas.

    Delivery – The final quarter of the Double Diamond model is the delivery stage, where the resulting project (a product, service or environment, for example) is finalised, produced and launched.
    Thinking like a designer can transform the way you develop products, services, processes – and even strategy.
     
Choose 1 elective subject from the electives tab.
2 Core subjects and 4 specialised subjects
  • Social Enterprise | DSGN6031
    The theoretical base of this subject focuses on developing the students’ understanding of the fundamental contemporary theories of social entrepreneurship and a variety of applicable business models. The course will explore cross discipline material encompassing design, business and technology and how to acquire and combine knowledge and skills in all 3 areas to amplify the potential for success in 21st century society. At the core of this subject will be a focus on customer experience design, both theory and skill, and why user centric principles are increasingly used in business today. Students will explore the application of entrepreneurship business strategies and apply this knowledge in a philanthropic context and come up with solution to a real world problem they can execute to the pitch ready stage for investment. The project will entail some type of ‘design for good’ aspect in either a profit or non-for-profit business model. Students will be expected to think critically as they evaluate complex ideas and learn the patterns, frameworks and mechanics or storytelling, behavior design, game design and platform design.
  • Advanced Video Production | AVP300
    This subject investigates advanced video production strategies in the form of mixed media experimental video. Students are required to produce and develop a unique aesthetic and visual style of video through a combination of different moving image mediums such as 2D, 2.5D and 3D. This subject also introduces an array of advanced experimental techniques including visual effects strategies, non-linear narrative, medium and platform specific content, temporal and ephemeral media. Students are required to produce work that breaks conventional video production strategies and embraces new development within and around conventional distribution, consumption and production methodologies.
  • Persuasive Media Production | PMP300
    This subject explores new media platforms and influence that video production has had with the rise of social media platforms and their associated micro-trends. This subject requires students to identify, research, develop and distribute branded outcomes within those micro-trends on a dedicated social media platform. Students are exposed to the psychological hooks that engage audiences and video production trends that have developed alongside the new platforms. Students are required to explore the nuances of audience and platform distribution strategies and analyse case studies surrounding successful and contextual outcomes. The subject dispels the idea that traditional distribution outlets for video production are the dominant forms of consumption.
  • Major Project | CDM301A
    This subject examines the effect design has on instigating social innovation and change. Students are introduced to the reality and constraints of working with a real-world client on a major live project. Students will utilise holistic, people-focused methodologies to investigate the social, ethical and human impact of design, whilst ensuring emphasis is placed on the positive effect and critical influence of design on society. By identifying an emotional and authentic core to the project they will be required to demonstrate a critical understanding of the design process so as to move beyond purely commercial and brand centered practices.
  • Work Integrated Learning | WIL302

    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.

     
  • Portfolio | CDM303A
    This subject focuses on developing a broader understanding of design portfolios and presentations within the context of current industry directions. Students will participate in self-directed research and evaluate contemporary styles and methods of presentation. Students examine target markets, identifying the specific needs and preferences of the design industry by analyzing self-promotional, print and digital portfolio materials. This subject provides a framework for students to create a dialogue between themselves and the design industry.
    Working independently, students will explore their own design philosophy and use this to compose an effective self-promotional presentation targeting potential employers or clients. Additionally, students will create a design portfolio appropriate to their chosen field, demonstrating an understanding of effective self-branding, page-sequence and personal narrative.
Choose 2 elective subject from the electives tab.
Electives available to students may be chosen from the elective bank below. Choose 4 electives
  • Data Visualisation | CIN100A

    This subject introduces students to the theory and practice of Information Design. Students will visualise both quantitative and qualitative data from a variety of sources via linear and non-linear typography, signs, icons, pictograms and mapping techniques. They will explore theories and practical approaches that examine instructional systems, methods to convey instructions and complex information systems.

    Working individually students are required to research a number of given topics. They will analyse and process this information within the context of the LATCH organisational system, demonstrating their knowledge via the design of a series of visual graphics that dramatise both the research they have conducted and the skills they have gained.

  • Message, Meaning, Media | CDC200A
    This subject expands the understanding of symbols, signs and semantic conventions within communication systems and media. Students are introduced to the history and application of semiotics and encouraged to review, relate and re-evaluate design and communication strategies within the context of de-constructing conventional thinking and design practices. There is particular reference to the cultural shift from words to pictures and the role of meaning in an evolving creative and technological environment. Students present individual and group solutions for the development of a system of symbols and information graphics.
  • Typographic Systems | CTY201A
    This subject encourages students to analyse and evaluate the effectiveness of contemporary corporate identity and branding systems. Students will develop a deeper understanding of the elements that make a successful brand, challenging the misconception of identity marks as the sole component of a modern brand. Typography and its applications are central features within this subject, providing a level of consistency within a myriad of often, unrelated components. Through lectures, tutorials and practical workshops, students will explore alternative brand touch points and create unique visual expressions within a diverse framework. These strategies and developments will manifest themselves in a variety of environmental and communication pieces, including stationery, advertising communications, signage, way-finding and vehicle livery. Students will work individually to investigate methods and techniques that can be used to establish a coherent visual language across a variety of mediums. Central to their experience will be the notion of what a brand is and how the designer can add value to business through visual and non-visual components. Students will embrace the function of typography as a vehicle to communicate in literal and abstract terms, developing their understanding of tone of voice, hierarchy structures, and material selection and specification.
  • Culture of Change | CDC300A
    This subject examines how new ideas and end-user experiences are translated into marketable products or services and how design driven innovation creates new meaning to deliver competitive advantage. It also looks at the seductive power of design thinking to match necessity to utility, constraint to possibility, and need to demand. Working in small collaborative teams students are required to embrace the multifaceted challenges we encounter every day in society, and describe and define an innovative and sustainable solution to a user experience problem.
  • Packaging and Branding | CPK301A
    This subject provides an in-depth understanding of packaging design. Students design and produce a holistic branding and packaging solution for an existing product that delivers a complete visual identity, in-store shelf presence, and user-friendly experience. Students address key sustainability issues whilst identifying contemporary trends and current industry directions, focusing on commercially viable materials, printing, and merchandising.
  • Business by Design | CDC301A
    This subject focuses on defining the value of design in modern business. It embeds a systematic process for leveraging relationships between design and business processes and encourages students to think through design to exceed user’s needs. Students must understand and influence how people give meaning to things, by transforming ideas from conception to innovative business strategies. Students can generate unique user- centered offerings, build emotional brand engagements and gain insight into all aspects of establishing a unique and viable business. Students are required to conduct research, analyse and define an entrepreneurial and commercially viable opportunity.
  • Digital Design Foundations | DGDDD100

    This subject introduces a core set of industry-standard specialist design software tools. The emphasis of this subject is on building a comprehensive familiarity with these tools and features so that their application becomes second nature and can be treated as part of the overall creative tool kit.

    Students will work through a range of small exercises to cement their learning and to build their working knowledge by experimenting with the different tools and techniques. Students will then combine these tools and techniques to explore print and screen-based projects and in doing so, become aware of how to create flexible visual outcomes not wedded to single-use mediums

  • Visual Language of Design | DGDVL100

    In this subject students will study the history and evolution of art and design acknowledging the major influences and commentators of the industry.

    The introduction of essential fundamental design principles and elements build to a comprehensive understanding, enabling students to start seeing and thinking like a designer.

    Students will be challenged to develop visual solutions to design problems and acquire the knowledge, skills and perspective necessary to identify and articulate techniques and concepts exhibited in design work.

    This is followed by an in-depth look at the design process from receiving the brief up to the client presentation and reflection on success of project.

  • Typography | DGDTY100

    This subject explores the history and origins of typographic communication, from Cuneiform through to contemporary digital type. It introduces the fundamental principles and terminology relating to typography, including letterform structure, classifications of faces and styles, typesetting.

    Students will work with specialist software to create and manipulate type, and will start to formulate their own set of strategies for effective use of typography as an element of graphic design.

  • Publishing and Media | DGDPM100
    This subject develops students’ understanding of typographic convention in both traditional and contemporary applications. Students will use their understanding of basic typographic formatting, page composition and layout to explore advanced typographic setting, workflow and content editing across print and digital platforms.
  • Symbols and Branding | DGDSB100
    This subject introduces semiotics and identity design. Students explore the history of symbols and ways of categorising them. They are then introduced to logos, exploring elements and categories of logo design including word-marks, symbols and monograms. Students work through the process of developing an identity, with attention to simplification, process and documentation. Throughout, students will be required to focus on audience interpretation and seeing how the customer sees.
  • Finished Art (pre-requisite DGDDD100 Digital Design Foundations) | DGDFA100

    This subject develops effective print and digital finished art techniques, including pre-production, output and file management. Students will develop an awareness of paper stocks and finishes, digital delivery formats and an understanding of the specific requirements for working with different materials and processes.

    They will be required to conceptually develop and design a professional piece, taking into account how it will be produced, select the best production process and utilise specific materials and techniques. This subject also looks at establishing best-practice protocols and conventions when creating artwork files with multiple end-users.

  • Form and Insight | DGDFI200

    Form and Insight is a theoretical and practice-based subject that encourages consideration to audience, purpose and context. It introduces students to traditional and non-traditional, digital, 2D and 3D design with a strong emphasis on sustainability and social responsibility.

    Students will use persona and narrative creation to inform practical outcomes that fuse commercial reality with design thinking tools to deliver an empathic, holistic solution from point of sale through to consumer use, and finally, disposal.

  • 2D Asset Creation | ACR101
    2D Visual Asset Generation utilises traditional art foundation theories and contextualises these practices for the digital domain. Students will create artefacts in digital formats for a variety of uses including concept art, pixel art, in-game assets, colour keys, user interface flow diagrams and more. Practical applications of art specifically for games will also be covered such as the basics of 2D digital animation. Students will receive critique from lecturers and learn to evaluate their own artwork with a critical eye.
  • 3D Asset Creation | ACR103
    3D Asset Creation expands on the knowledge gained in the 2D Asset Creation (ACR101) and allows the students to utilise industry standard 3D modelling tools and techniques to communicate complex ideas and emotions. Students will critique artefacts which utilise the concepts or form, function, and silhouette learned through the underpinning knowledge gained in the previous components.
  • Game Design Principles | GDP102
    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.
  • Game Production Foundation | GPF104
    Game Production Foundation combines art assets and basic scripting, enabling students to recognise how user experience is affected through art, design, and code. Utilising game development techniques and tools, students will create their own games, which requires a multifaceted approach including the following: project management, art and design theory, user interaction, menu systems, audio integration, scripting, game design and release. These trans-disciplinary artefacts scaffold the student’s knowledge for when they will interact with other disciplines in a professional development environment.
  • Game Studies | GST201

    Game Studies introduces students to the study of video games as texts situated within wider cultural and theoretical settings. Students will explore histories of video games as creative technologies and as cultural artefacts. These ideas will be framed through critical analysis of specific case studies, informed by a wider reading of contemporary games scholarship.

    Through a series of lecture and seminar-based talks, discussions, and play sessions, students are encouraged to critically analyse the wider context of the game industry in relation to the economic, social, & cultural determinants surrounding the production & consumption of games & game technology.

    This look into society develops scholarly skills by encouraging students to research and debate contemporary issues surrounding the production, dissemination, and consumption of interactive media.

  • Animation | ANI203
    This subject provides students with foundational and core skills in rigging and animating characters and 3D elements in industry pipelines. The principles in animation, kinematics, rigging mechanics, animation direction and performance are explored, to inform the processes involved. Students will investigate industry techniques and practices and apply these in common scenarios in the field of game development and interaction.
  • Advanced 3D Asset Creation | AAC202

    This subject builds and expands upon the 3D asset creation techniques explored and practiced in ACR103.

    Students will explore more advanced methodologies used in professional practice and integrate them into their existing workflows. This includes the areas of modelling, sculpting, texturing, shading and other 3D processes. With these principles and techniques, students will be able to achieve even greater artistic results with better efficiency.

  • Game Development PlayStation | GDP204
    Students specialise in developing games for the Sony PlayStation® platform utilising available game engines for input, graphics, sound and physics. Topics covered include the theory of PlayStation® architecture including SDK installation and network neighbourhood. Students will also learn how to port a project to the platform.
  • Animation Principles | ANP100
    This subject explores the fundamental principles and a variety of techniques to produce animations within 3D software. This subject introduces the fundamental concepts and ideas relating to keyframe based animations such as speed, ease and velocity. Students are also introduced to alternative methods of animation including expressions and custom scripting, procedural and dynamics based animations. These skills are designed to expand student awareness of applying animation to a wide range of potential outcomes such as game design, broadcast motion design, social media, branded identity or advertising.
  • Hard Surface and Environment Modelling | HSE200

    This subject focuses on continuing to develop a variety of different of modelling and 3D design skills suitable for the creation of photorealistic and animated visualisations. This subject introduces a variety of professional hard surface modelling techniques common in a variety of complex 3D forms, along with a range fundamental modelling approaches such as geometry efficiency, polygon management manipulation. This subject also explores a variety of approaches to designing and modelling both natural and manmade environments. Students will learn scale-accurate 3D design principles and techniques specific to the creation of photorealistic 3D models and materials. These assets and skills are applicable for a variety of applications such as film compositing set design, game level and world design and architectural visualisation.

    In addition to learning about photorealistic approaches, students will also have the opportunity to design, develop and explore bespoke stylistic visual approaches complimentary to photorealism.

  • Procedural Geometry and Workflow | PGW200
    This subject covers the theory and methodology of 3D procedural geometry and animation workflows which enable students to develop 3D models, assets and content in a programmatic way as opposed to a linear asset development path or individual asset sculpting and modelling workflows. The subject explores how retaining the ability to edit 3D assets and animation up to the final step is beneficial for both artist and client within a procedural workflow. This subject introduces how procedural scripting and programmatic node based 3D development of models and animations enables for powerful results for particles, simulations, and dynamics. This alternative procedural workflow expanded upon in this subject is designed to expand student’s capabilities for 3D outcomes to match industry leading approaches.
  • Real Time Animation Production | RTA300
    This subject covers the principles, methods and structures required for real-time 3D animation production in real-time engines. Students explore asset development using professional pipeline workflows between their 3D program to model, texture, rig, and animate, before developing and editing their scenes within the gaming engine. A focus is placed on optimisations of their 3D assets in order to ensure the best performance inside of the real-time engine. Pipeline planning and scripting will be introduced as a way to optimise workflow. The subject also covers animation production and production design concepts and techniques to equip students with strategies to produce a collaborative team-based production.
  • Interaction Design | DIG103A
    This subject explores the groundwork theory and practice of user experience (UX), user interface (UI) and interaction design for digital media. The subject covers the core research phases of UX before enabling students to create UI and web-based solutions to identified problems. Students will focus on interpreting and structuring information architecture and focus on the visual aspects of UI design – how visual design affects end-user experience.
  • JavaScript Fundamentals | JSF100
    This subject introduces students to the fundamentals of JavaScript and the application of this knowledge in jQuery. The subject explores principles of JavaScript to broaden understanding of programming languages. Students then apply these fundamentals to navigate and manipulate the document object model (DOM) of a webpage. Students subsequently design and develop their own interactive components and interfaces, expanding beyond the capabilities that web design languages such as HTML and CSS afford on their own. This subject culminates in exploring design and code interactive web animations using jQuery, and additional JavaScript libraries, increasing ability and skillsets for modern web design and development.
  • Content Management Systems | CMS200
    This subject introduces dynamic web development and database driven web design both with and without frameworks. The traditional backend web language PHP is initially introduced to develop custom web templates that pull data via MySQL. From these fundamentals, students develop custom coded templates using modern content management systems (CMS) such as WordPress. Students will be required to code flexible design solutions to visualise and manage complex and variable content. How to develop custom web solutions for clients and the tools to meet specific design and project requirements are also explored. In addition, hosting platforms, performance measurement and metrics systems for online content are examined.
  • Python Fundamentals | PYF200
    This subject explores the programming concepts behind the Python language, giving students an entry into a range of diverse fields that use Python for digital outcomes to extend their career opportunities and capabilities. The subject introduces fundamental programming concepts such as object oriented programming, algorithms and data visualisation methodologies. Students will be required to complete fundamental learning tasks that explore data, the visualisation of data and data science concepts with an emphasis on design opportunities utilising the coding concepts of Python.
  • Web App Development | WAD200
    This subject covers web app development – an approach to developing websites involving a blend of websites and applications. Modern model-view-controller (MVC) frameworks are explored to develop complex web based interfaces that are reactive and real-time. Other concepts within the web app frameworks include page logic, programmatic animation and dynamic content delivery. Students will examine and employ modern JavaScript backend server technologies such as Node that have changed the landscape and approach to designing for the modern web. Modern frameworks such as React, Angular or Vue that inform approaches to developing and designing for the modern web are considered. Application programming interface (API) driven data retrieval, decoding and display using JavaScript object notation (JSON) data to inform and expand students’ knowledge base for dynamic web design are also investigated.
  • UX Fundamentals | UXF200
    This subject introduces students to the fundamentals of user experience design by introducing research methods to identify and explore user needs in contemporary digital applications. Students will first define the user experience problem and hypothesise on solutions to address this, before analysing and addressing audience and content requirements. Students will work through concept development, prototyping, validation and testing phases to create and refine user-centred design solutions for interactive media.
  • Component Library Development | CLD300
    This subject introduces web design methodologies that occur in large professional teams which design component based libraries for scalable projects. Students will design, develop and code their own library of reusable web design components that can be applied and used for future client projects. The subject requires students to develop client oriented solutions in a way that is flexible and compartmentalised. Students are required to produce a branded library of web components within a modern framework that commercial clients, studios and large teams could integrate. Students will need to employ all web coding and design skillsets learnt up to this point to develop their own feature library which will become a fundamental centrepiece of their portfolio development.
  • Advanced UX Applications | AUX300
    This subject introduces students to advanced UX applications and methodologies that reflect professional UX employment opportunities. Through a series of design sprints this subject explores the scoping, planning, designing and delivery of a complex feature of a UX design project following user-centred and agile design processes. A range of UX methodologies such as accessibility, information architecture, functionality, user psychology and behaviour, and project management are examined. Students extend their knowledge of research, design, prototyping, and validation methodologies through the development of a single innovative complex feature of a mobile app or web service.
  • Lighting and Look Development | LLD300
    This subject focuses on different lighting and look development approaches of 3D assets and animations. Different approaches required when using rendering engines such as Arnold or using real-time game engines such as Unreal are also explored. An emphasis is placed on a variety of physical based render (PBR) material, textural, lighting, colour and shadow technical approaches that can change the look and feel of existing 3D assets. Students engage with the post-production workflows to produce different stylistic visual outcomes. A variety of lighting techniques and light methodologies are employed to enhance the visual outcomes of 3D assets. Students will render with both compositing and real-time outcomes to display their texture artistry and their creative lighting development.
  • Digital Portfolio and Showreel | DPS100
    This subject provides students the ability to develop a digital portfolio focusing on the key areas required to develop employability outcomes within the digital design field. This subject identifies the requirements and approaches to freelance work, in conjunction with investigating trends and emerging technologies to inform entrepreneurial attitudes and solo operator work opportunities. This subject will culminate in students devising their own personal story, identifying their niche style, and packaging their work into a portfolio and/or showreel that they can continue building upon in years to come. This portfolio will be the central piece that is used to engage with work opportunities either to digital studios or as their own freelance designer.
  • Camera and Capture | ICC100
    This subject aims to introduce students to the foundations of photo imaging and to develop comprehensive technical skills of operating a digital camera and build experience in taking pictures under a range of conditions. A percentage of time is devoted to students receiving feedback on their recently taken images and learning to give constructive criticism to their peers, enabling them to start seeing and thinking like a photographer. Students are also introduced to primary principles of moving image/video creation.
  • Digital Imaging | IDI100
    The purpose of this subject is to establish principles and practices for working with and enhancing digital images. This includes understanding the technical properties of images, using various software tools for managing their cataloguing, editing, processing and storage whilst employing efficient workflows. Within the subject, students will research and experiment with manipulation and enhancement strategies in the pursuit of a personal creative style that can be applied to images captured.
  • Light and Lighting | ILL100
    In this subject students are introduced to the properties of light and its evaluation, measurement and control in photo capture. Students learn basic techniques of lighting, including how to identify and manipulate the colour, quantity, and quality and direction of light. Insights into the emotive nature of lighting will be gained, giving students the skills to creatively modify and apply light in a range of studio and location settings for both Photography and video.
  • Visual Language of Photography | IVL100

    This subject serves as an introduction to communicating with imagery.

    Students explore theories of visual communication as tools to develop their own visual language. They will gain skills in observation, idea generation, and effective visual communication in the context of photography and moving image.

    Students will also study the history and evolution of photography including the origins of moving image acknowledging the major influences and commentators of the industry.

  • Domestic Portraiture | IDP100
    In this subject students explore the different types of portrait photography, looking at various approaches and techniques. They will further explore advanced artificial lighting and manipulation of natural light. Students also get to plan and carry out a portraiture shoot and study the business side of professional photography including: promotion; marketing; invoicing; and client relations.
  • Post-production | IPP100
    In this subject students further explore advanced digital image techniques and a suite of editing software related to the photo imaging industry. They will also gain knowledge into colour theory and colour management workflows, and manage colour consistency from capture through to output in a digital production environment.
  • Folio | IFO100
    In this subject students begin to develop their folio for graduation. Utilising a suitable media (e.g. print, web or video), students explore innovative ideas and options to best plan, develop and present their works to other professionals and clients. Students will have a chance to identify and explore their own personal style and engage in self-evaluation before seeking and applying feedback from industry professionals.
  • Media and Documentary | IMD100
    This subject develops the students’ storytelling techniques in the context of editorial and social documentary photography. Students develop skills in the visual narrative as well as pitching techniques - understanding the editorial 'audience' as a pre-cursor to producing a documentary narrative for a proposed publication. Students gain an understanding of the needs and expectations of editorial clients as well as effective working strategies for media photographers. In this subject students explore the different types of portrait photography, looking at various approaches and techniques used in portrait photography. They will further explore advanced artificial lighting and manipulation of natural light. Students also get to plan and carry out a portraiture shoot and study the business side of professional photography including: promotion; marketing; invoicing; and client relations.
  • Commercial Photography | ICO200
    In this subject students are introduced to the main genres of commercial photography. Students consider how to interpret, plan and execute a commercial brief in the context of a client's needs and expectations. Building on DPPILL100 (Light and Lighting) students further develop their lighting skills for a range of commercial applications.
  • Ideas and Innovation in Design | BID102A
    This subject examines the way design ideas are generated. Students will explore concepts of assimilation, synthesis and transformation and will develop an understanding of reflective design practice.
    A foundation language of experimentation, risk-taking and problem solving is introduced, combined with theories of ideas generation and their transformation into a design outcome.
    In addition, students will investigate a variety of methods and techniques to understand design innovation through individual and group exploration and analysis.
  • Spatial Environment Design | SED101
    This subject investigates the evolution of built environment design. It explores major art and architectural movements throughout history and the development of contemporary design by investigating significant turning points and historic milestones. This subject will focus on developing the students’ understanding of the complexities of designing an area within a spatial environment whilst identifying and activating an urban site, with consideration of the longevity and adaptability of the final design solution. Students will integrate their research and knowledge of environments, identifying design related and environmental imperatives in the realisation of design briefs
  • 3D Modelling for Spatial Projects | MSP102
    The purpose of this subject is to introduce the fundamental theories, practices, and methods for developing three-dimensional design. The subject covers 3D concepts and techniques, as well as practice in contemporary industry software. The subject investigates the integration of modelling, texture and light in three-dimensional space. Concept development is practiced in a range of spatial activities, investigating the relationship of spatial projects to a target audience. Development in professional work disciplines for design practice is key to the delivery of this subject.
  • Design Systems and Planning | BID201A
    The theoretical base of this subject will focus on developing the students’ ability to work with 2D and 3D spatial organisation. It introduces students to the processes of interpreting functionality and planning within a 3D space. The subject is designed and delivered from an Interior designer’s perspective and draws on the students’ experience of such spaces and their understanding of visual communication in spatial environments.
  • Emerging Design Technologies (Commercial) | IDC206A
    Emerging Design Technologies: Commercial examines the technology focused theories affecting the experiential nature of design for commercial and public environments in both the physical and digital arena. It examines how technology is influencing the experience of retail, exhibition, workplace, hospitality and any activity associated with the commercial experience. It also examines a global context of changing perceptions of ‘commerce’ and how the commercial environment is being redefined by environmental and technological trends. This subject also explores the emerging factors influencing the experience of virtual worlds, film and animation.
  • Theories of Space and Place 2 | IDR206A
    Theories of Space and Place 2 explores theories and issues relevant to the design of residential environments in the 21 Century. The subject focuses on the study of human behaviour and psychology and how this contributes to the research, conceptualisation and delivery of a residential design solution. It explores the notion of ‘home’ and how this translates to a ‘physical’ or ‘digital’ environment as well as the relationship of ‘home’ to a broader socio/political and cultural context. Theories of Space and Place 2 also explores pertinent issues related to the contemporary residential experience such as the environment, gender, age and disability.
  • Environment Design 2 (Residential) | IDR202A

    The theoretical base of this subject will focus on developing the students’ understanding of the complexities of designing interiors for both single and double storey residential environments whilst appreciating the growing demand for the application of sustainable design practices- not only in materials and technologies but also in the longevity and adaptability of the final design solution.

    Students will integrate their research and knowledge of residential environments, and environmental imperatives into the creative realisation of project briefs.

  • Emerging Design Technologies (Residential) | IDR301A
    Emerging Design Technologies: Residential examines the technology focused theories affecting the experiential nature of design for residential environments in both the physical and digital arena. It examines how technology is influencing the experience of living, sleeping, cleansing and any activity associated with the perception of ‘home’. It examines a global context of changing perceptions of ‘residing’ and how the residential environment is being redefined by environmental and technological trends. This subject also explores the emerging factors influencing the residential experience of virtual worlds, film and animation.
  • Construction and CAD | DCC100
    This subject introduces the student to industry standard CAD software and its application. The student will learn how to set up and draw a CAD documentation package, add annotations to drawings, and plot/print drawings. In this subject, knowledge of basic building and structural components is developed. The student learns how to interpret technical drawings and other documentation for interior projects. The student is introduced to legislative regulations, codes and standards and their application.
  • CAD and Visualisation | DCV100
    This subject develops the skills of the student in industry standard CAD software and its application, as well as digital 3D rendering tool/s. The student will learn how to set up an industry standard drawing set, produce digital 3D renders, and explore 3D digital presentation tools.
  • Bespoke Decoration | DBD100
    This subject is an introduction to the design process with an emphasis on bespoke decoration. The student learns about design principles and elements and their place in the creative design process and the role of reflection in design development throughout the design process. A focus on colour and the application in interior spaces is explored and applied. The student produces design concepts for an interior space through a series of exercises using creative thinking methods. The student explores and challenges a range of different ideas. Presentation techniques are explored. During this subject the student acquires a basic understanding of the opportunities for custom design and customising available products.
  • Fashion Illustration | FA101A
    In this subject, students will simultaneously study the human body and its ergonomics whilst developing the skill of visual representation and communication through the art of drawing. It acknowledges drawing as a fundamental skill of the designer, and its importance in communicating design ideas. Students will cultivate an understanding of human movement, balance, proportion and shape by developing their observational and drawing skills. Students will also develop their ability to visually render various surfaces, fabrics and structures as they learn to understand the manner in which different materials and fabrics drape, shape, change and interact with and on the human body. This subject underpins the development of fundamental principles of apparel design such as proportion, materiality and coordination, as well as the capacity of the student to visually communicate their designs.
  • Introduction to Shape and Form (Co-requisite FA108A) | FA107A
    This subject introduces the importance of clothing structure, shape, form, line and volume. A variety of cutting, sewing and finishing techniques and terminology are introduced through the examination of constructed garments and the execution of a variety of sewing samples. Through the analysis of a manually deconstructed garment, students are able to familiarise themselves with the various components that make up a garment and the interrelationships between those components. Using this knowledge, students execute and assemble a self-designed garment that addresses an understanding of the structural purpose and interrelationships of individual pattern pieces. Students will be required to make decisions about the most appropriate construction techniques to use based on the relevant market position. Students have the option of participating in a Sewing Skills program – a series of additional sewing workshops that run concurrently with their formal study. These weekly two hour workshops provide students with an opportunity to further develop their garment construction skills, should they so choose.
  • Fashion vs Clothing | FA106A
    This subject provides the opportunity for discourse on the “meaning” of fashion, branded fashion and clothing. The students will study various texts and historical periods to develop their sensitivities and understanding of the “fashion phenomenon” and clothing behaviour. Examination of several case studies of fashion occurrences will inform the student of the issues, attitudes and foundations that may lead up to the formation of a fashion, the role of the designer in that process and its effect on general dress behaviour as a result. Students research a variety of historical periods and develop a digital design folio depicting clothing of the studied periods in addition to an essay on a chosen historical period. To compliment this study, students will gain digital design foundation skills and techniques used to present their work.
  • Digital Print Design and Print Theory | FA202A
    This subject provides students will the opportunity to develop both their textile knowledge and skills in manually and digitally generating original prints and colours for apparel. Emphasis will be placed on the relationship between textile type, print design and garment. To this end, students will also be expected to apply knowledge of fabric composition and properties, and performance. In this subject, students will develop their knowledge of colour theory and its relationship to fabric and fabric designs. Students will be expected to integrate colour in the development of a range of print designs (placement and repeat) for fabric. Students will use both analogue and digital processes to create their designs and develop a portfolio that shows understanding of the theory and application of colour and print design. Students will have the opportunity to develop and print one fabric strike off from their own design. The brief will require students to undertake a small research project to forecast colours and patterns. Importantly this work will be carried out with ongoing reflection on issues of copyright and its application to branded fashion.
  • International Fashion Systems (Pre-requisite FA106A) | FA201A
    The theoretical foundation of this subject develops the student’s understanding of the international fashion systems and the different market classifications that exist therein. Students will develop this understanding through an analysis of the criteria that underpin market segmentation of fashion at the retail, consumer and design level. Students will examine perceptions of meanings and messages in clothing. Additional cultural readings of branded fashion will further develop their understanding of the different consumer groups and subcultures in society and how understanding consumer behaviour relates to market differentiation and design outcomes. After researching the Canon of 20th century fashion design, students digitally produced a folio exploring the recognisable design elements of fashion garments. On the basis of their findings students design adaptations suitable for a set target market in reply to a given brief. In addition to the folio students write an essay on the application of market classifications in fashion design exploring and rationalising their acquired theory.
  • Maths 1 | MAT101
    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.
  • Introduction to Software Engineering | ISE102
    This subject provides an introduction to the information and skills needed to begin working in software engineering. This subject will cover the concepts of object-oriented programming with a particular focus on learning to use the C++ programming language. An understanding of C++ will form the basis of the necessary skills needed for developing professional and complex software packages such as video games.
  • Algorithms and Data Structures (Pre-requisite ISE102) | ADS103
    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.
  • Maths 2 | MAT102
    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.
  • 2D Game Programming | GPR103
    In this subject, introductory programming concepts and software engineering management methods are introduced within the context of game development. Through practical project-based learning and a foundational introduction to development through industry standard video game engine tools and associated programming languages, students will explore how to break complex development problems down into smaller tasks that can be planned, managed and implemented. This process will enable them to respond to game design briefs with appropriate programming and development solutions.
  • Computer Architecture and Operating Systems (Pre-requisite MAT101 & ISE102) | CAO107
    This subject examines the design, organisation, and operation of modern computer systems from both a hardware and software perspective. The first half of this subject explores the five classic components of a computer system; input, output, memory, datapath, and control, with the last two making up the processor. We explore the history of computer systems, highlighting the recent change in trend from increasing clock speeds to increasing processor/core counts. We describe how the performance of a computer system can be evaluated, how it has been the driving factor behind progress and why this recent change in trend was necessary. Each of the five classic components are examined in both an abstract sense and by looking at specific real-world examples. We put particular emphasis on the structure, design and operation of modern CPUs, how CPUs differ in design and operation from GPUs, and how memory hierarchies are used to improve performance. The second half of this subject examines how operating systems bring all of these computer system components together in a cohesive way, to allow user programs to interact with these components without needing to know about the low-level details. Students will learn about the structure of a modern operating system, with particular emphasis on processes & threads, memory management, file systems and I/O.
  • Introduction to Computer Graphics | ICG202
    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.
  • Artificial Intelligence and Physics for Games | AIP201

    AIP201 introduces students to the fields of Physics & Artificial Intelligence (AI) within the context of software development for digital games. Students will learn to build simple physics & artificial intelligence systems for games. These systems will extend the students’ knowledge in software engineering process skills, modelling techniques and validation by applying these concepts to games physics & AI development.

    AIP201 will explore modern techniques and theory for making efficient interactive agents and intelligent systems by exploring the concepts of game theory, path-finding, state driven design and autonomous decision making. Students will also understand the application of Newtonian mechanics in game engines through the use of physics programming, middleware and mathematics.

  • Project Based Learning Studio: Technology | PBT205
    This subject provides students with an opportunity to work collaboratively on a series of projects, enhancing skills such as project management, time management, prioritisation, resilience and a gamut of interpersonal skills within a team of people across multiple specialisations. Additionally, students will be challenged to find creative solutions to product development and small-scale rapid prototypes. Students will engage in peer learning through agile development and processes. This learning experience will enhance self-development and enable continuous learning.
  • 3D Graphics Programming | GPR202
    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.
  • Networking and Database Systems | NDS203
    This subject introduces students to core concepts of Networking and Database Systems. Students learn fundamentals of Database Management Systems and network topology including network architecture. They are introduced to relational database models and learn fundamentals of structured query language (SQL). Students will apply these concepts through completing multiple software engineering projects.
  • Rapid Game Prototype | RGP204
    The goal of this subject is to provide the students with an opportunity to collaborate on a series of projects, and 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. In teams, students will be asked to create and present various game prototypes over the duration of the subject.
  • Creative Enterprises | CEN207
    This subject introduces students to the fundamentals of entrepreneurship and the concept of entrepreneurial mindset in the technology sector. It stimulates new ways of thinking about enterprising behaviour in a multi-disciplinary manner. Students will learn to identify opportunities, creatively solve problems, network, communicate persuasively and work effectively in a team. In addition, this subject will empower students to propose new ventures that focus on social change for good.
  • Data Mining and Visualisation | DMV302
    The aim of this subject is to teach students data mining techniques for both structured and unstructured data. Students will be able to analyse moderate-to-large sized datasets, data preparation, handling missing data, modelling, prediction and classification. Students will also be able to communicate complex information in results of data analytics through effective visualisation techniques.
  • Microservices Architecture (Pre-requisite ISE102) | MSA106
    In this subject students learn the fundamentals and core concepts of Service Oriented Architecture and characteristics of microservices. They compare microservice architecture with monolithic style, emphasising why the former is better for continuous delivery. They also deal with operational complexities that are created while managing, monitoring, logging and updating microservices, and learn about the tools used to successfully manage, deploy and monitor applications based on microservice.
  • Introduction to Data Science | IDS201
    The aim of this subject is to provide students with fundamental knowledge of data, questions, and tools that a data scientist deals with. Students will not only be introduced to the ideas behind turning data into information but will also be introduced to the data scientist's toolbox. Topics include: data scientist skills and responsibilities in a business including planning, performing and presenting projects; data science code of ethics; data manipulation tools and techniques.
  • Human Centred Design | HCD402
    This subject helps students explore several important fields of general inquiry pertaining to significant intellectual issues related to human beings so they can view everyday problems and formulate solutions in new ways. Broadly, the subject covers the theory of knowledge, human cognition, ethical and moral values, analysis of human history, critical analysis, appreciation of literature and arts and social interaction among human beings through a technological context. Human Centred Design is to give students an appreciation of the factors that influence human behaviour and interactions so that they can apply specialised skills to help solve problems that affect diverse societies.
  • Concepts in Artificial Intelligence | CAI104
    The goal of this subject is to familiarise the student with the basic concepts of artificial intelligence and the problems AI is used to solve. The course content is organised around the three main areas of AI: Search, Logic and Learning. Topics covered include basic search, heuristic search, adversarial search, constraint satisfaction, logical agents, logic and inference, knowledge representation, probabilistic reasoning, knowledge in learning, learning probabilistic models, reinforcement learning and ethics of AI.
  • Probabilities and Statistics | PST107
    This subject provides an elementary introduction to probability and statistics with applications. In probability, students will learn about probability and distribution theory by defining probability and then studying its key properties. The subject will also introduce concepts of random variables, outcomes of random experiments and data analysis techniques using the statistical computing package R or SPSS. In statistics, students will study data and uncertainty. Students will learn how to use statistics in the design of effective experiments and in determining the type of data collected. Underlying these techniques is the assumption that these data are samples of a random variable that follows a probability distribution describing their behaviour.
  • Applications of Artificial Intelligence | AAI202
    This subject builds on the skills and knowledge students acquired from Concepts of Artificial Intelligence (AI). The subject begins by exploring different classifications of AI (e.g. Expert Systems, Planning and Robotics, Natural Language Processing (NLP) and Speech Recognition, Machine Learning, and Computer Vision) and their current applications. Students will be presented with case studies focusing on the overview of the development of NLP, Speech Recognition and Computer Vision (most commonly used applications of AI and Machine Learning). This subject also covers the AI for Good movement and how AI is being used to address economic and socially relevant problems.
  • Classification and Regression | CLR204

    This subject introduces students to the statistical models for regression and classification necessary for more specialised subjects in this degree. The main topics covered are Classification Algorithms and Regression Algorithms; the practical use of both methods, how to evaluate the proposed models and how to choose between the different available methods.

    Theoretical lectures about the main concepts to be studied are followed by demonstrations of the different applications. Then the students are asked to apply the learned concepts on different classification and regression problems.

  • Machine Learning Principles | MLP301
    This subject aims to introduce students to the applications of machine learning, such as robotics, data mining, computer vision, bioinformatics and natural language processing, but will also discuss risks and limitations of machine learning. The subject also covers machine learning concepts and techniques such as supervised and unsupervised machine learning techniques; learning theory, reinforcement learning and model performance improvement. This subject requires students to have programming skills and knowledge in probability, statistics, regression, and classification.
  • Natural Language Processing and Speech Recognition | NLP303
    This subject extends students’ skills and knowledge learned in Machine Learning Principles and Applications of Artificial Intelligence. It discusses application of statistical and other machine learning algorithms to intelligently analyse written and spoken language. It begins with discussion of foundation concepts in natural language processing (NLP) and speech recognition such as language modelling, formal grammars, statistical parsing, machine translation, and dialog processing. Students will then be presented with modern NLP and speech recognition quantitative techniques. Students will be working around different examples applying techniques and NLP toolkits.
  • Deep Learning | DLE305
    This subject builds on the skills and knowledge students acquired from Machine Learning Principles and focuses on deep learning. It introduces students to foundational topics on neural networks, its applications to sequence modelling, computer vision, generative models and reinforcement learning. Focus will be given on learning how to model and train neural networks to implement a variety of computer vision applications. Students will be presented with practical examples of how to develop applications using deep learning. Knowledge in programming and understanding of machine learning concepts is required in this subject.
  • Introduction to Cloud Computing | ICC104
    In this subject students learn the fundamental elements of Cloud Computing. They identify the building blocks of Cloud Computing including essential characteristics, different service models and how these models differ from each other. In addition, students also develop an understanding of resource pooling and virtualisation in Cloud. They learn about various deployment models in cloud computing and how these deployment models differ from traditional IT deployment models.
  • Introduction to DevOps | IDO107
    In this subject students learn the definition, history, value, building blocks, and scope of DevOps. They also learn the process of unification and collaboration between development and operations. Students are introduced to key concepts, benefits, tools, and practices of implementing Continuous Integration, Continuous Testing, and Continuous Deployment. They also analyse the process of automation in DevOps.
  • Customer Experience Management | BIZ104
    The 21st Century economy is dynamic and driven by customers ever changing wants and needs. To remain competitive businesses need to understand what their customers want and how to deliver a quality customer experience that goes beyond the product or service offering. This subject explores how a customers’ perceptions – both conscious and subconscious – effect their relationship with a brand’s value proposition. Students will explore how a customer’s interactions with a brand during the customer life cycle will determine levels of customer satisfaction. Students will analyze Customer Journey Mapping techniques, Employees engagement in the customer experience strategy and metrics of satisfaction, loyalty and advocacy.
  • Marketing Fundamentals | MKT101A
    Students will gain a solid foundation in the marketing discipline introducing relevant and contemporary concepts, theories and models. The unit magnifies the importance of understanding consumer behaviour, segmentation, targeting and positioning, the extended marketing mix and ethics in marketing. Industry relevance provides students with the opportunity of applying key concepts in practical settings. These marketing foundations are expanded on in other subjects available as electives.
  • Principles of Accounting | COMR2008
    This subject introduces accounting systems and processes, leading to an understanding of how financial transactions are recorded and the form and function of financial statements. It includes the preparation, analysis and interpretation of different forms of financial statements. The role of an organisation’s internal accounting functions are introduced along with the different ways organisations cash resources are managed.
  • Principles of Economics | ECON2002
    This is an introductory subject in economics that covers basic microeconomic principles and macroeconomic principles and their application to firms and the macroeconomy. Topics covered include the economic question, how markets and government actions solve the economic question, how firms maximise profits in different market structures, macroeconomic foundations, contemporary models of the economy, money and banking and the operation of fiscal and monetary policies.
  • Principles of Finance | FINA2006
    This course covers the major finance and treasury functions, and provides an understanding of a business’s financial position, covering the theory of capital markets, investment and distribution decisions. Financial risk management, and financial planning and control.
  • Quantitative Analysis | STAT2000
    This subject covers the role of statistical analysis in decision-making. Topics include descriptive statistics, frequency and probability distributions, hypothesis testing, and linear regression and correlation.

Industry partners and work placements

The big difference at Billy Blue College of Design at Torrens University Australia is that you’ll start working in the design industry from day one – gaining valuable experience, learning from industry professionals and making industry connections.
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Gain professional experience
Work on an industry brief in conjunction with an industry client or immerse yourself in an industry internship as part of your course.
Dan Braga - Bachelor of Film and Video student testimonial
Dan Braga
Bachelor of 3D Design & Animation
“After studying with Billy Blue, I was offered the opportunity to collaborate with the Vivid Opera House Lights 2017 team.”

Learning outcomes

  • Learn to craft video storytelling concepts from scratch
  • Plan and design for the best production outcomes in advance
  • Work through real-world briefs and industry-standard creative processes
  • Acquire flexible skills in motion graphic design, editing and post-production
  • Explore the rich fields of sound design and visual effects

Why study with us?

With dynamic, cutting-edge courses, Billy Blue College of Design at Torrens University Australia fosters the next generation of innovative, independent thinkers. Our passionate experts equip you with the tools to thrive and prepare you for the creative industry. Thanks to our partnerships, you will collaborate with some of the most influential brands in the world, building a portfolio that will help you secure your dream career.

Connected to industry

Industry professionals and entrepreneurs founded Billy Blue, and today it remains an active creative hub where friendly lecturers teach and mentor students. Our strong relationships with the design industry means you will work on live projects with real industry clients.

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Future-proof your career
Whichever course you take at Billy Blue College of Design at Torrens University Australia, you’ll be prepared for rapid change by having next-generation technology at your disposal.

Student showcase

Students and graduates are strongly recognised and constantly sought out by the design and creative tech industries. Work-ready, incredibly talented and always prepared to push the boundaries, they are creative problem-solvers.

Tristan Klein - Bachelor of UX and Web Design student testimonial
Tristan Klein
Bachelor of Film and Video
I started feeling like a professional at the beginning of my second-last trimester. I could see the relevance of what we were being taught and I could relate the lessons to my real-life work.

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Choose your student type for entry requirements, fees and scholarships


  • Domestic
  • International

Admissions criteria and pathways: Domestic students

Before you begin your course application, check that you meet the requirements listed below.
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Year 12 (Australian secondary school certificate) or equivalent.
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OR successful completion of a Vocational qualification (AQF Level 4), or above OR Successful completion of a Higher Education qualification.
OR work life experience demonstrating the ability to undertake study at the required level. 

Guaranteed pathway and Recognition of Prior Learning

If you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.

Fees: Domestic students

Domestic fees
Check the Domestic Course Fee Schedule for the cost of your course.
FEE-HELP
Eligible Australian students may choose to defer some, or all, of their tuition fees through FEE-HELP, a loan scheme repaid through the tax system based on income.
  • Domestic fees

    Check the Domestic Course Fee Schedule for the cost of your course.

    View our fees

  • FEE-HELP
    Eligible Australian students may choose to defer some, or all, of their tuition fees through FEE-HELP, a loan scheme repaid through the tax system based on income.

    View our fees

Scholarships: Domestic students

We're serious about supporting your studies from start to success, which is why we offer the opportunity to earn a reduction in your course fees, so you can focus on getting into a career you'll love. The scholarships below span all our courses in Design and Creative Technology and are your chance to work into your chosen field as well as become one of our networked ambassadors.

How to apply: Domestic students

Get started
Read through the admissions criteria and ensure you meet the entry requirements.
Apply
It’s easy! Apply online below or contact us and we can help on 1300 575 803.
Offer
We’ll contact you shortly after to confirm your details and help you through the rest of the process.

Admissions criteria and pathways: International students

Before you begin your course application, check you meet all the requirements listed below

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Australian Year 12 or equivalent; and
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Academic IELTS 6.0 (no band less than 5.5) or equivalent.

OR alternative entry requirement may be available. Contact the International Admissions team for more information.

Guaranteed pathway and Recognition of Prior Learning

If you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning. Learn more about study pathways.

Fees: International students

International fees
Check the International Course Fee Schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.
Fee payment
Course fees can be paid in 3 instalments, each instalment to be paid before the beginning of the academic stage census date.
  • International fees

    Check the International Course Fee Schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.

    View our fees

  • Fee payment

    Course fees can be paid in 3 instalments, each instalment to be paid before the beginning of the academic stage census date.

    View our fees

Scholarships: International students

We want you to have the best possible chance to succeed, which is why we offer a range of financial scholarships to support our international students during their study journey.

How to Apply: International students

Get Started
Read through the admissions criteria and ensure you meet the entry requirements.
Apply
It’s easy! You can apply online below or contact our International team on 1300 575 803.
Offer
We’ll contact you shortly after to confirm your details and help you through the rest of the process.

Key intake dates

31 May 2021 | 13 September 2021 | 14 February 2022

Frequently asked questions

  • What are Torrens University Australia’s courses’ ATAR requirements?
    Torrens University Australia no longer considers ATAR (Australian Tertiary Admission Rank) as our primary entry requirement. We have removed ATAR as the key admissions criteria for applicants aiming to study at Torrens University Australia. We strongly believed an alternative to the ATAR system should be found, which more broadly assesses students, especially when soft skills are emerging as important employability attributes. So, students with a recent secondary school education are now considered for admission if they have a Year 12 (Australian secondary school) certificate.
  • Can I get course credit for previous experience?

    Yes, course credit is available upon application and academic approval.

    If you have already completed a qualification or have relevant work experience, you may be able to receive credits towards your degree. This credit can take the form of credit transfer, block credit or Recognition of Prior Learning (RPL).

    Our Program Directors will carefully review the learning gained from your previous qualification and/or experience to ensure we provide you with credit towards our degrees whenever appropriate. Review our course credits page or chat to one of Course and Careers Advisors.

  • What are course credits?

    Course credits are credits that can be applied to your course based on your prior experience or qualifications. To find out more, visit course credits

    .

  • What does admissions criteria mean?

    Admissions criteria is a set of criteria that must be met to be eligible to apply for a chosen course.

    To gain entry to an accredited undergraduate course at Torrens University Australia, applicants must both satisfy general admissions criteria and meet any additional course requirements where specified.

    All admissions criteria and course-specific requirements apply consistently across campus locations and study modes. To find out more, visit admissions criteria.

  • What if I don’t meet the entry criteria for a degree?

    Torrens University Australia has recognised pathways to help you gain entry into our bachelor degrees based on different criteria.

    To find out more, visit Study pathways or contact one of our knowledgeable Course and Careers Advisors.

  • I don’t have a portfolio and I want to study a degree. What can I do?

    If you have met the entry requirement for the course, you do not need to submit a design portfolio.

    If you can’t meet the entry requirement and don’t have a portfolio, you will need to show evidence of prior industry/work experience OR have completed or partially completed study from an accredited institution to gain entry into the course.

    If you would like to talk through the entry requirements, please contact one of our Course and Careers Advisors.

  • I have a portfolio but haven’t completed a Higher School Certificate or equivalent. How can I gain entry into a degree?

    We offer several pathway options for students who have not completed a Higher School Certificate or equivalent.

    For some courses, entry can be achieved by undertaking a diploma course first (pathway criteria applies), and on successful completion of the diploma you can credit this study towards completion of a degree. Mature-aged students (21 and over) are also welcome to apply directly based on work experience and/or an existing portfolio. To find out more about Recognition of Prior Learning (RPL) or applying directly, please contact a Course and Careers Advisor.

  • What makes a good portfolio?

    A good portfolio should include 6-10 pieces of original creative work and provide evidence of both your creativity and skill.

    To find out more, visit portfolio and interviews for guidance on what to include in your application portfolio or speak to a Course and Careers Advisor.

  • How do Torrens University Australia fees charge?

    Torrens University Australia is a full-fee paying institution. To find out more, visit Tuition Fees.

    Domestic students may be eligible for FEE-HELP. For more information on FEE-HELP, please visit: https://www.studyassist.gov.au/.

    Please note we do not currently offer any full fee waivers for international students. We do not offer stipends or living allowances.

  • How much are Torrens University Australia courses?

    For a full list of tuition fees, visit Tuition Fees.

    Remember, if you're an Australian citizen or permanent resident, your fees can be covered by FEE-HELP. You can find out more information on FEE-HELP on the StudyAssist website at https://www.studyassist.gov.au/fee-help or contact us and we can guide you through the process.

  • Am I eligible for FEE-HELP?

    To get a FEE-HELP loan, you must:

    • be an Australian citizen and study at least part of your course in Australia, or
    • be a New Zealand Special Category visa (SCV) holder or permanent humanitarian visa holder and meet the residency requirements.
    • be enrolled in a fee-paying place at a provider that offers FEE-HELP loans
    • be enrolled in an eligible course at your provider by the census date (your provider can tell you if your course is eligible)
    • submit the Request for FEE-HELP form to your provider by the census date
    • not have already borrowed up to your HELP loan limit.

    Permanent residents can only get FEE-HELP for approved bridging studies.

    If you are studying at a non-university, you will also need to meet the ‘pass rate’ requirements.

    You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or speak to a Course and Careers Advisor and we can guide you through the process.

  • Can I apply for FEE-HELP?

    To be eligible for FEE-HELP you need to be an Australian citizen , and have a tax file number. You must also be studying at an approved higher education provider, such as Torrens University Australia.

    You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or contact us and we can guide you through the process.

  • How do I apply for FEE-HELP?

    If you receive an offer from Torrens University Australia, and you meet the eligibility requirements, you may be eligible for FEE-HELP. You will need to complete a Commonwealth Assistance Form if you want to defer payment of some, or all, of your tuition fees. You will need to quote your tax file number or provide a Certificate of Application for a Tax File Number. The form must be completed before the due date.

    You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or speak to our Course and Careers Advisors and we can guide you through the process.

  • Is there a FEE-HELP limit?

    For 2020, the HELP loan limit is $106,319 for most students. The Australian Government publishes the HELP Loan limit on their website.

    FEE-HELP is a loan scheme that assists eligible fee-paying students to pay their tuition costs. Eligible students can borrow up to the FEE-HELP limit to pay their tuition fees. Note: Any loan fees that were applied to study prior to January 1, 2019 will not count towards your FEE-HELP limit.

    Students repay the loan to the Australian Government through the tax system once a student reaches the minimum income threshold level for repayment, which for 2019-20 is $45,881.

    You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or Contact Us and we can guide you through the process.

  • What courses are available for FEE-HELP?
    To find out more, visit How to Apply.
  • What is FEE-HELP?

    FEE-HELP is a loan scheme that assists eligible full-fee-paying students pay their tuition costs.

    You must be studying at an approved FEE-HELP provider in order to access a FEE-HELP loan, such as Torrens University Australia.

    A FEE-HELP loan does not cover costs like accommodation, laptops or textbooks, and must be repaid once you start earning above a certain income threshold.

    To find out more, visit the Study Assist website: https://www.studyassist.gov.au/help-loans/fee-help.

  • How do I apply?

    Applying is easy and can be done online by filling out the apply form. If you have any difficulty, please contact a Course and Careers Advisor, who can talk you through the process.

    ALL SA/SACE and Victorian high school students must apply through SATAC and/or VTAC. Search for Torrens University Australia, Billy Blue College of Design or Blue Mountains International Hotel Management School. International applicants may also need to demonstrate compliance with relevant legislative requirements, for example, requirements for student visas (this does not apply for online study outside of Australia).

  • How will I know if my application has been processed?
    Our Course and Careers Advisors will help you through every step of the application process and provide you with updates. If your application is successful, you will receive an offer letter via email.
  • I am having trouble with my application. Who can help?
    Our friendly Course and Careers Advisors are available to answer all your questions and guide you through the application process. Fill out the contact us form and one of them will reach out to you.
  • How can I contact Torrens University Australia?
    The best way to get in contact with Torrens University Australia is to fill out the Contact us form or call 1300 575 803.
  • How do I apply for a scholarship?

    To find out how to apply for scholarships in Australia, visit Scholarships.

    All faculties of Torrens University Australia offer scholarships for both undergraduate and postgraduate courses. Depending on the scholarship type, we don’t just look at your academic record, we want to know what makes you unique in terms of things such as activities, leadership skills and hobbies. When you speak to one of our Course and Career Advisors, let them know you wish to be considered for a scholarship in your application form. They will show you how to apply for a scholarship.

  • What type of scholarships do you offer?

    We offer scholarships in different areas. These include Alumni, Industry, Indigenous, International, Business, Hospitality, Hotel Management, Nursing, Health, and Design, and Creative Technology.

    To find out more, visit Scholarships or let one of our Course and Career Advisors know you wish to be considered for a scholarship in your application.

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