Bachelor of Applied Social Science Counselling
Student Domestic International
Study mode Online On campus
Campus locations Sydney Online
DurationFull-time: 3 years Part-time: Options available
Start date

13 Sep 2021

14 Feb 2022

This course is provided by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Code BASSCON18 | CRICOS N/A

What is a Bachelor of Counselling?

The Bachelor of Applied Social Science (Counselling) will equip you with the practical skills and knowledge required to work with different groups as a counsellor in a variety of areas, including community settings, counselling organisations and the health services sector. Upon completion, you can apply for membership for Psychotherapy and Counselling Federation of Australia (PACFA) or Australian Counselling Association (ACA), the national bodies for counselling and psychotherapy .

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Designed to fit in with you
With some of your learning materials online, you can tailor a schedule to fit your personal needs. 

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Learn from specialists in their field 
Our academics understand where the industry is heading and will guide you on your learning journey.

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A dedicated Success Coach
An ally to encourage, inspire and guide, your Success Coach will help you achieve your goals and create the right trajectory for your career.

Subjects and units

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

  • Year 1
  • Year 2
  • Year 3
  • Electives
8 Core subjects
  • Interpersonal Communication | COU101A
    This is a core unit in all the Applied Social Science courses. This subject explores aspects of counselling as a form of interpersonal communication and considers the role of self and culture, as well as important relational skills such as perception, listening and reflection. Students learn about different modes of interpersonal communication including verbal, nonverbal, written and oral, as well as the barriers to effective communication and approaches for overcoming them. The subject also examines how different types of relationships (family, work, personal, and social groups) can be enhanced through effective communication. An informed awareness of power and rank is discussed.
  • Theories of Counselling | COU102A
    In this subject students are introduced to influential counselling theories, including Psychoanalytic and Psychodynamic theories, Person-centred Therapy, Existential Therapy, Gestalt Therapy, Cognitive Behavioural Therapy, Family Therapy, Feminist Therapy, Solution-Focused Therapy and Narrative Therapy. The subject utilises a range of experiential learning strategies including skills modelling and case studies, and introduces students to the counselling interventions used for each of these models. Such understanding is further developed in COU104A Applied Counselling 1, where students have the opportunity to observe and practise some of the therapeutic interventions used within these modalities.
  • Human Development Across the Lifespan (F2F & Online) | COU103A
    This subject introduces students to the field of developmental psychology and explores what drives or motivates human behaviour throughout their life from birth to death.
  • Applied Counselling 1 | COU104A
    This is a core unit in all the Applied Social Science courses.

    In this subject, students are introduced to the core skills for counselling and change work, with specific reference to working with adults. The subject provides students with an opportunity to develop their counselling skills in an interactive and supportive learning environment with feedback from others, and to begin considering their preferred counselling style. The interrelationships between counselling theories and models and skills are explored. This subject also focuses on the research into counselling outcomes and effective change processes.

  • Understanding Societies: An Introduction to Social Analysis | SOC102A
    This is a core unit in all the Applied Social Science courses. In this subject, students are introduced to the interdisciplinary practice of social analysis and its role in understanding the various human elements and social institutions that constitute our communities and societies. It covers a variety of important social theories through which to understand human practices, identities and social structures. In particular, students learn how cultural, historical, economic and political factors shape the human experience.

    Students develop social analysis skills to critically examine how human and social elements shape our views about equality, justice and fairness. The subject encourages students to assess the relevance of these elements to our social and professional relations.

  • Developing Social Policy | SOC103A
    This is a core unit in all the Applied Social Science courses.

    In this subject students examine the nature and practice of social policy development through a study of key public policy areas such as education, health, welfare, the family, crime and law and order policy, drug and alcohol policy and employment policy. The focus of policy discussions is primarily within the context of Australian social, economic and political systems.

    Students examine the theoretical underpinnings of policy development, the role of politics and lobby groups in influencing social policy, the policy process, and how policy decisions are monitored and evaluated. The role of associations, such as NCOSS and ACOSS, and churches in monitoring the impact of government policy and advocating for vulnerable groups within society are also examined, with a view to students considering ‘how else’ policies can be informed and used effectively to bring about change and improvement to social conditions.

  • Introduction to Community Services | WEL101A
    This is a core unit for the Counselling and Community Services majors. This subject introduces students to the structure, purpose and nature of the Australian health care system and community services. It explores the many contexts, settings and roles within this area of work, including the policies, theories and practices applicable to this field. Students learn about the important role and function of occupations in community services, and the practices involved such as advocacy, lobbying, networking, and support and service coordination. Students develop an understanding of the variety of community sector organizations that operate in Australia, sources of funding provided by local, state and federal governments, and the challenges, barriers and opportunities for accessing and providing the relevant but scarce resources to those in need. Attention will also be given to community development and programs through examples such as public housing, Indigenous community development, community consultation and public fora.
  • Health and Well-Being | WEL102A
    This is a core unit for the Counselling and Community Services majors.

    This subject provides the context for understanding health and well-being in Australia. It begins by exploring the critical perspectives associated with defining health and well-being, and what impacts these definitions have on various sections of the community, especially those considered most marginal. Health policies, perceptions and promotional activities are analysed as to their impact on health equity and access to services and resources for various sections of the population. The health of individuals, community and society is also discussed in terms of the workplace, the environment and the proximity to service centres such as cities and towns. Students learn about current debates and the impact of service-users, consumer advocates and worker responses. International policies and research will inform many of the discussions.

8 Core subjects
Choose 1 elective subject from the electives tab
  • Mediation and Conflict Management | SOC201A
    This is a core unit in all the Applied Social Science courses.

    As our number of relationships expands, so too does the potential for conflict. This subject looks at the nature of interpersonal conflict, and explores strategies for resolution such as mediation, conferencing and restorative justice. It begins by considering the nature of conflict, theories about its causes, and how conflict manifests in relationships, groups, communities and internationally. It then introduces students to key conflict management strategies and gives steps as to how we might reduce unhealthy forms of conflict and arrive at positive, healthy relationships based on empathy and understanding. The subject also considers anger management strategies in addressing entrenched, high conflict situations.

  • Ethics and Professional Practice | WEL202A
    This is a core unit for the Counselling and Community Services majors.

    This subject introduces students to ethics from a variety of perspectives, including deontology and consequentialism, principlist and virtue ethics, narrative and communitarian ethics, and the ethics of self-care. Students learn how ethical and legal frameworks are applied to community services, and in the clinical, public health, and research contexts. They learn to reflect on what are legal or ethical dilemmas in health and community care provision, and practice the use of the conceptual and legal tools available to health and community services workers, as well as to the public, for making decisions in relation to health, community care and counselling.

    Topics include ethics theories, codes of ethics for professionalization, and ethics for research, public health, disability and vulnerable groups, internal reporting and whistleblowing, and the ethics of self-care. All practitioners must know how their work is regulated by legal frameworks; students thus learn about tort and negligence law, professional responsibility, duties, and misconduct, mandatory reporting, the protection of vulnerable groups, and privacy and confidentiality at work.

  • Relationship Counselling | COU201A
    In this unit of study, students will gain an appreciation of the role of language and culture in the formation of identity through the study of social constructionism; the formative carer-infant relationship is studied in attachment theory; students are also introduced to the theories of influential figures in the field of relationship counselling including Schnarch, Gottman, Satir, Minuchin, Whitaker, Bowen, Haley, de Shazer, Bateson, The Milan Group, and White. Students will be familiarised with typical clinical issues, and theoretical learning will be complemented by students reflecting on their own experience as a person in a culture and in relationship.
  • Introduction to Social Research Methods | SOC202A
    This subject gives students an overview of the methods used in social science research. It examines the models and techniques of social research across quantitative and qualitative methods, including surveys and sampling, questionnaires, focus groups, structured, semi-structured and unstructured interviews. It asks, what is the research basis of knowledge and how do we know what we know? It prepares students for understanding the nature of the research process, through direct application of basic interview technique, transcription and first level analysis. Students learn to reflect on their findings and the process involved for conducting social research through their experience of interviewing using techniques such as unstructured, semi-structured and structured interviews, and through a scholarly analysis of literature on research methods.
  • Applied Counselling 2 | COU203A
    This is a core unit for the Counselling and Community Services majors.

    This subject builds on the knowledge and skills developed in Applied Counselling 1. It helps students develop a greater understanding of the various therapeutic approaches that draw on psychodynamic theories, person-centred therapy, cognitive behavioural therapy, family therapy, feminist therapy, solution-focused therapy and narrative therapy. The subject also examines the influence of the counsellor on the counselling process, and counselling practice with children, adolescents and families, drawing on the developmental knowledge acquired in the subject Human Development Across the Lifespan. Students develop a greater understanding of the skills needed for various modalities and reflect on their own development as a therapist.

  • Mental Health and the Community | COU202A
    This is a core unit for the Counselling and Community Services majors.

    This subject is designed for students to gain basic understanding of mental health. It includes definitions of mental health, mental health theories, risk factors and disorders. The impact of mental illness in the community, and particularly on individual people’s lives is explored along with approaches to health care, and the role of advocacy by community care workers and services.

    Myths and stigma surrounding mental health are critically examined, with special focus on how social and cultural perceptions shape both the experience of mental illness and service provision. The subject includes definitions and classification systems in mental health.

  • Fieldwork 1 | FLD201A
    This is a core unit for the Counselling and Community Services majors.

    Students undertake placements comprising 200 hours in the community sector with the aim of building skills with a variety of client groups and presentations. The organizations can include community counselling agencies, government counselling or welfare centres, child/youth service or aged care facilities, neighbourhood centres, correctional facilities, or hospital pastoral care settings. They gain further practical experience in working with individuals and groups and are supported with supervision in a variety of formats such as weekly debriefing and case conferences.

    This provides the opportunity for students to learn from contact with other community services workers, critical incidents, ethical dilemmas, tensions, questions and insights. This subject uses an experiential learning process that is based on theory, and group participation with peers and supervisors. Students are required to attend two 3-hour workshops in weeks 1 and 5 to prepare them for their fieldwork. Students also receive a total of 5 hours supervision by the placement supervisor.

  • Applied Counselling 3 | COU204A
    The focus of this subject is on advanced empathy and the facilitation of change, using skills modelling and practice sessions. Feedback is provided by facilitators and peers in a supportive environment. Some preparation is also provided for working with clients in need of crisis intervention, such as suicidal ideation, anxiety and depression, and goal setting. The concepts of transference and counter-transference, and of how they influence the counselling process, are essential components of this subject.  Students also learn how to apply professional boundaries and self-care.
6 Core subjects
Choose 2 elective subjects from the electives tab
  • Working with Addicted Populations | COU301A
    This is a core unit for the Counselling and Community Services majors.

    This subject provides an overview of the principles of substance‐related addictions and the processes and mechanisms that underlie addiction. Students are introduced to the developmental course of addiction, risk and protective influences, and the effects of addiction on health and well-being. The subject covers different forms of addictive behaviours that present in the community, including substance dependency (alcohol, tobacco, prescription and illicit drugs), problem gambling, and compulsive sexual and eating behaviour. A critical examination of the concept of addiction will consider why the use of some substances or behaviours is socially problematic and culturally contingent. The subject adopts a multi-disciplinary approach to examine the biological, psychological and social factors that are associated with addictive behaviours. Students learn to critically appraise and reflect on the shift from the disease model to approaches that draw on behavioural and social scientific theories.

  • Qualitative Research Methods | SOC301A
    Public health officials use qualitative research methods to probe the social aspects of public health such as people’s experience of health and public health interventions or their interaction with health systems. Qualitative methods may be used for explorative research, to illuminate the findings of quantitative research or for program evaluation purposes. Students in this course will be introduced to the theoretical basis for qualitative research, methodology and methods. This includes case studies, ethnographic approaches, observation, interviews, focus groups and participative action research. Methods to ensure rigour in qualitative research, such as triangulation will be considered. Steps such as coding, theming, and analysis of qualitative research will be explored. Students in this course will have the opportunity to conduct a project using qualitative methods.
  • Community Development | WEL301A
    This subject introduces students to the theory, principles and skills of community development practice as a way of building capacity in community groups over the long term. The philosophical basis of community development as a method of social change and social action through building consensus, participation, advocacy and democracy are examined. Examples of innovative community development programs in public housing, Indigenous communities, disadvantaged areas and cultural communities are an important part of this subject, and guest lecturers from the field will provide practical examples of community development. In acknowledging the diversities and differences within communities, students consider the possibilities for collaboration, advocacy and strategic community planning in initiating action and change.
  • Field Work 2 for Counselling | FLD302A
    This placement is of 200 hours duration. Placements are in the community sector or in an organisation where students will gain further practical experience in working with individuals and groups. The practical placement experiences will be supported with supervision in a variety of formats. This provides students with the opportunity to practice a range of activities such as case management, client services, programme planning and development, individual and group assessment, advocacy and support work. Students are required to engage in community service work in these placements working alongside other professionals. Students are also required to attend two-3 hour workshops with a lecturer in weeks 1 and 5 to prepare students for the fieldwork. Note that 48 of the 200 placement hours must consist of face-to-face counselling contact. Clinical supervision will occur at a ratio of 1:4 hours and formal supervision will occur at a Last updated: 31-03-2015 rate of 1 hour per 40 hours of placement work.
  • Counselling for Grief and Loss | COU302A
    The effects of grief in terms of human suffering and the associated costs for providing support are critical issues that need to be addressed in community care and counsellor training. This subject teaches students the required skills for dealing with grief and loss associated with the experiences of ageing, trauma, bereavement and relationship breakdown. Many of these topics are relevant for a broad spectrum of the population but a substantial focus is on cumulative losses as people age. Students learn to work compassionately with people who suffer the psychological fall-outs and face existential questions following multiple losses such as declining physical and mental health, role function and social connectedness. Students learn to develop a holistic approach to grief counselling practice, whilst recognizing and respecting the uniqueness of each client's experience.
  • Evaluating Approaches to Counselling | COU303A
    This is a core unit for the Community Services major.

    This subject examines human rights and governments’ responsibility to uphold them. Topics include: theories of power and oppression, the concept of empowerment, the human rights movement, the establishment and significance of institutions such as the United Nations and the World Health Organization, and their role in developing and implementing international agreements on the fundamental principles of human rights such as the Universal Declaration of Human Rights. In addition, students examine the link between human rights and health and well-being, the protection of the rights of citizens, workers, and vulnerable groups.

Choose 2 elective subjects from below:
  • Alcohol and Other Drugs | COU304A
    This subject introduces students to theories and research in the area of substance abuse. It examines the continuum between drug use, abuse, dependence and addiction, and the physical dependence created by the use of prescription and recreational drugs. It also examines the role of family, community, residential and detox services. Students investigate and apply analytical skills for discussing the controversies and social stigma surrounding drug and alcohol use, and the contrasting ideologies underpinning harm minimization, risk and abstinence. Attention is given to programmes such as Alcoholics Anonymous, AI-Anon and Narcotics Anonymous that use the 12-step programme, step reduction programmes available on the web such as Smart Recovery, assessment methods such as the CAGE questionnaire. The subject also covers policy informing programmes, and the dominant models for drug and alcohol counselling, including motivational interviewing and cognitive behavioural therapy (CBT).
  • Narrative Therapy | COU306A
    In this elective, students will become familiar with key narrative concepts and there will be some comparison with ideas found in other modalities. The central practices and skills associated with narrative therapy will be illustrated and, by drawing on students’ own stories, they will have vivid, first hand experiences of narrative from both a practitioner’s and client’s point of view.
  • Existential Psychotherapy | COU307A
    The practice of existential counselling and psychotherapy is grounded in three thousand years of Western philosophy, involving itself with the everyday concerns of human existence and attempting to seek answers to what it means to be human. This subject will explore how existential philosophy is practised both as a specific psychotherapy modality as well as how the existential themes and questions can be integrated into any practice.
  • Focusing: Enhancing the Mind-Body Connection in Therapy | COU308A
    Usually we refer to our thoughts and feelings to guide us in life, yet there is a more profound knowing: our "felt-sense", the body's own wisdom. Focusing is a process that enables us to access this inner knowing. In this experiential workshop you can learn how to consistently tap into and trust your inner knowing. Your body never just holds your struggles, it also holds the way forward. Through Focusing you naturally arrive at your own healing and a lasting and deep change in your relationship with yourself. You can use the skill of Focusing to enhance your own life and to enhance the work that you do with clients. It is a method which can be integrated with and supports any modality of psychotherapy. The importance of body-sensing in healing was discovered by Dr Eugene Gendlin in collaboration with Carl Rogers at the University of Chicago in the 1960's.
  • Introduction to Gestalt Therapy | COU309A
    The elective provides an introduction to the foundation principles and core concepts of Gestlat Therapy theory, methodology and contemporary practice. The electives are also designed to provide the students with an introduction to a creative approach to working sensitively and systematically within the professional relationship. The focus in this unit is on assisting students to understand and apply the Gestalt Therapy Approach to their personal and professional experience and the group process. Particular attention is given to the core concepts of: (1) awareness; (2) the personal narrative; (3) the cycle of experience; (4) organismic self regulation; (5) contact, contact styles and boundary functions; (6) dialogues and the personal conversation; (7) the paradoxical theory of change; and (8) experimentation and a unit of work.
  • Spirituality and Psychotherapy | COU310A
    This program highlights our evolving understanding of that vital yet mysteriously elusive reality termed “human intimacy”. Special attention will be given to notions of romance, sexuality and spirituality. The course also seeks to highlight parallel dimensions and contrasts between personal and therapeutic relationships. The discussion seeks to foster an integrated path for understanding psychotherapeutic intimacy beyond the inadequacies of diagnosis, symptomology and pathology.
  • Case Management and Program Development | WEL302A
    This is a core unit for the Community Services major.

    This subject examines the practice and skills required for case management and program development in the community services sector, by drawing on examples from a range of client groups such as the elderly, people living with disabilities and chronic illness, homeless people, ex-offenders, refugees and migrants with settlement issues. The subject includes an overview of the theory and practice of program planning, development and evaluation using case studies that address the complex and varied needs of clients groups. In addition, attention is also given to the role of carers and the unpaid support given by relatives, friends and neighbours, which often constitute informal management and support to people in need.

    Other topics include formative and summative methods of evaluation, insider/outsider debates about evaluation programs, and working with stakeholders to identify the needs and the programs required to address them, and how to evaluate the programs. Various methods of evaluation are examined, including interviews with key informants, client satisfaction surveys and focus groups, and students also learn how evaluation data are analysed and presented.

  • WEL303A Human Rights and Social Advocacy
  • Death and Dying | WEL304A
    In this subject students learn about end of life matters including where death and dying take place. Central to this is understanding what is palliative care and what it involves, and the professional roles that operate in the field. Students learn about the practices of symptom control, pain assessment and management, as well as therapeutic communication skills for end of life. The subject explores cultural differences and diversity in attitudes toward death and dying, and culturally sensitive communication with patients and their significant others. Students also critically examine the availability of palliative care services in Australia as well as the medicalisation of death, dying and bereavement. Theories of grief and bereavement are examined, as well as the goals and principles underpinning palliative care philosophy and evidence based practices in the field. Finally an important aspect of this topic is the emotional impact of working in this area, the importance of practicing self-care and boundary management, team work participation and support.
  • Protection of Children | WEL305A
    While child welfare is about the care of children’s health and wellbeing, the term is now closely associated with child protection and statutory child protection agencies. The subject examines this concept and broadens the debate to include the mitigation of societal factors such as poverty, unemployment, family violence, culture and ethnicity, class and gender as part of the broader picture. The origins of the professional regulation of child welfare are examined, as well as the moral panic around child protection issues. Challenges and major issues for the care and protection of children are addressed, as well as the professional challenges in developing a ‘best practice’ approach. Other topics include the principle of child protection services, education and research into child protection, policy and the continued development of specific children and family services.

Industry partners and work placements

Work placements and Work-Integrated Learning programs provide a valuable resource for you to develop hands-on practical experience to ensure you graduate confident and job-ready. At Torrens University Australia, we are proud of our network of partners and always welcome new opportunities to build new industry relationships.
Work placement hours
400 hours
rebecca-adoni-bachelor-of-applied-social-science-counselling-tua
Rebecca Adoni
Bachelor of Applied Social Science (Counselling)
I found so much wisdom, support and guidance from my lecturers. Studying online can feel isolating but the lecturers never left me feeling alone.

Learning outcomes

  • Apply specific counselling modalities and interventions to meet the needs of clients
  • Explain mental health and the impact of mental ill health on individuals and families
  • Respond to human diversity and establish working relationships with clients
  • Apply effective counselling interventions with people presenting with alcohol, drug abuse and addiction
  • Apply constructive methods to facilitate change
  • Evaluate the effectiveness of counselling
  • Refer clients to other health professionals as appropriate
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Why study with us?

As the country’s newest and fastest-growing university, Torrens University Australia brings a fresh approach to higher education. We focus on giving you the skills and the knowledge to ensure long-term success in your career. Our academics are highly qualified and will support you in every step of your study.
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Love the way you learn
Our fresh approach to teaching allows students to explore their passion.
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Get more out of passionate academics
With the guidance of our industry-leading experts, you can find a placement in the field you love.
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A more collaborative experience
Our smaller class sizes provide a more immersive and effective learning environment. Collaborate with peers and spend more time with academics in your field.
Hear from our current Health lecturers and industry professionals on how we deliver our career focused approach to your education.

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Samantha Strahan
Health Faculty
What I’ve enjoyed most about this degree is the sense of being looked after while studying, I’ve felt so supported through the course and loved the ability to collaborate and join in.
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Domestic entry requirements, fees and scholarships


Admissions criteria and pathways: Domestic students

Before you begin your course application, check you meet the requirements listed below.
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Year 12 (Australian secondary school certificate) or equivalent.
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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.

Scholarships: Domestic students

If you are truly passionate about health, we want to hear from you. We have a variety of health scholarships on offer to assist you in becoming a key part of the health industry:

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.
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We’ll contact you shortly after to confirm your details and help you through the rest of the process.

Frequently asked questions

  • 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.

  • 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 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.
  • Am I a domestic or an international student?

    Domestic students are Australian and Permanent Residents. International students are those who hold citizenship or Permanent Resident status of all other countries.

    International students from countries whose first official language is one other than English need to provide evidence of English Language Proficiency.

  • 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.

  • Is there anything I can do to prepare for Torrens University Australia?

    There are lots of resources to help you prepare for university life. Attend one of our workshops or events and get some tips firsthand from our industry-focused lecturers and current students.

    The events programs range in topic and delivery mode, so there should always be one to suit your needs. At any time you can contact one of our Course and Careers Advisors to talk through your career goals. They can guide you on what to expect and how you can get prepared earlier. If you know exactly which course you want to enrol in, you could take advantage of the early entry program.

  • What is the Early Entry Program?

    The Torrens University Australia Early Entry Program has been created to allow you to apply and secure your place for your chosen course before you finish your Year 12 exams.

    To find out more, visit Early Entry Program or email enquiries@tua.edu.au or phone 1300 575 803.

  • 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.
  • What are pathways?

    All Torrens University Australia courses have specific entry requirements, but we also offer multiple pathways into courses when you don’t meet those entry requirements.

    There are different pathways for different courses. For example, we offer a range of diploma courses which pathway into bachelor degrees in Business, Design and Creative Technology, Health and Hospitality. We also have graduate certificate and graduate diploma courses which pathway into masters courses in Business, Global Project Management, Sports Management, Health, Education, Design and Hospitality. 

    For more information on different types of pathways available, visit study pathways.

  • How can I pay for my course?

    Payment information will be outlined in your offer letter but there are a couple of different options:

    1. Upfront payment via credit card, BPAY, cheque or overseas bank account transfer
    2. Full or partial payment via FEE-HELP Government Assistance (domestic students only)
  • What are the key dates for 2021?
    To find out more, visit Key Dates.
  • What are the semester and term dates?

    Torrens University Australia has three main intakes each year, usually during February, June and September. There are also a range of accelerated intake dates available, meaning if you just miss the start date, you don’t have to wait until the next intake.

    You can apply any time throughout the year for the next intake start date – or a future start date if you are planning ahead. Different semester dates apply for Blue Mountains International Hotel Management School as well as some of our other courses.

    To find out more, visit key dates.

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