Bachelor of Counselling and Psychotherapy
Challenge yourself to change lives…
At Ikon, our approach to counselling and psychotherapy is integrative and multidisciplinary which means it is a therapeutic process that considers equally the biological, cultural, sociological, psychological, philosophical, spiritual and psychodynamic factors when working with people. While the course draws from all these diverse fields, it is in teaching the integration of these disciplines that makes the Ikon syllabus different. Our approach utilises scientifically validated processes alongside methods that focus on care for the soul.
This course is recognised in the Australian Qualification Framework.
CRICOS Code: 094685K
Australian Qualification Framework: Level 7
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Bachelor Of Counselling and Psychotherapy
Challenge yourself to change lives…
Counselling and Psychotherapy is professionally regarded as the most sophisticated approach to clinical practice with clients. It is a multidisciplinary approach, which means it is a psychotherapy that considers equally the biological, cultural, sociological, psychological, philosophical, spiritual, and psychodynamic factors when working with people. While the course therefore draws from all these diverse fields, it is in teaching the integration of these disciplines that makes the Ikon syllabus on par with the most advanced and up-to-date research and practice in psychotherapy available today.
This course is recognised in the Australian Qualification Framework.
CRICOS Code: 094685K
Australian Qualification Framework: Level 7
Download Course Brochure
Attend Open Day
Ready To Apply?
Key Information
Award
Bachelor of Counselling and Psychotherapy
Duration
3 Years Full Time (or Part Time Equivalent)
Intakes
February, May, September
Study Modes
On Campus, Distance Learning
Locations
Adelaide, Brisbane, Melbourne, Sydney
Course Fees
Domestic (FEE-HELP available)
International
Professional Recognition
Graduates will be eligible for Level 2 membership with the Australian Counselling Association (ACA).
Trimester 2 Applications Close
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Course Overview
The Bachelor of Counselling and Psychotherapy is designed to provide graduates with a broad and coherent body of knowledge relating to the field of counselling and psychotherapy, with an emphasis on embedding a conceptual framework and model of psychotherapeutic practice for the ‘whole person’.
The degree provides you with the theoretical knowledge and therapeutic skills you need to integrate counselling into your existing career or to establish a new career as a counsellor and psychotherapist. This unique course is holistic in that it is inclusive of methods that care for the soul, traditional healing methods and science practitioner methods. Through this you will learn to assist your clients in moving forward towards healing.
Through your experiential learning and personal development, you will learn the skills to engage with clients. You will learn a range of therapeutic models and techniques to engage in ethically and culturally sensitive practices informed by theory, including a specialised trauma informed ‘mind, body and spirit’ approach.
At Ikon, we emphasise self-development and understanding to be both an excellent practitioner and a wonderful human. We recognise that with just theoretical knowledge alone, you are likely to have a limited capacity to make a great counsellor.
This qualification is recognised in the Australian Qualifications Framework.
This qualification is FEE-HELP approved for eligible applicants.
Life-altering careers.
Course Outcomes
On successful completion of this course, students will be able to:
- Demonstrate broad and coherent knowledge of the principles, theoretical perspectives and concepts utilised in a holistic integrative approach to counselling and psychotherapy practice.
- Demonstrate critical understanding of ethical issues, cultural and social diversity, and professional responsibility in the context of safe, ethical and reflexive practice.
- Facilitate relational depth, depth of engagement and therapeutic presence within highly attuned therapeutic relationships.
- Establish respectful, ethical, collaborative and empathically attuned relationships with clients and multidisciplinary teams, and communicate clear and coherent case conceptualisations to achieve expected clinical outcomes.
- Engage in ethical and culturally sensitive therapeutic practices informed by commonfactors theory, transtheoretical change theory and trauma informed care to plan and deliver safe, collaborative and appropriate psychotherapeutic interventions with respect for client needs, goals and the diversity of individuals.
- Critically review and effectively utilise knowledge of integrative psychotherapy and case conceptualisation while working with presenting problems across the lifespan.
- Critically review, analyse, synthesise and integrate a variety of elements fromhumanistic, psychodynamic, cognitive, emotion focused, experiential and transpersonal approaches into a holistic integrative approach based on sound clinical judgement and the needs and goals of individual clients.
- Engage in humanistic inquiry and explore issues and ideas across the social sciences, psychology and the arts by thinking broadly and critically, and participating in communities of practice.
- Reflect on professional practice and demonstrate self-awareness, accountability and a commitment to continuous learning, personal growth and active citizenship.
Studying Counselling and Psychotherapy at Ikon…
Unique approaches to therapy
Our students are given the opportunity to study various styles of therapy which form part of an integrative approach. Students can choose electives in ecopsychology, voice and sound therapy, Jungian sandplay and symbol work, Eastern-Western psychotherapy, and dreams and symbols.
Awaken your curious mind
Our counselling and psychotherapy courses will challenge and open your mind. It is as much about a journey in self-discovery as it is about equipping you with the abilities to transform the lives of others. We believe in a holistic approach, daring the intellect, whilst nurturing the body and spirit.
To really look deep within, we like to get away
Our industry-leading courses take a progressive approach to learning, incorporating the latest in global education and cultural trends. The global shift towards total wellbeing and the power of connectedness, is why we offer retreat electives and include things like meditation and music within our program to open minds to new ways of thinking.
Career Opportunities
The Bachelor of Counselling and Psychotherapy prepares graduates for an exciting career as counsellors or psychotherapists with the skills to attend to the needs of clients in a variety of professional settings, ranging from mental health organisations and agencies through to private practice.
Professional Recognition
This course is accredited by the Australian Counselling Association (ACA). Graduates will be eligible for Level 2 membership with the possibility of increasing membership levels after acquiring the appropriate amount of professional development and experience. Please visit the ACA website for specific details.
Course Structure
Study Sequence
Students are required to successfully complete 23 subjects (144 credit points) to be eligible for the award of Bachelor of Counselling and Psychotherapy. The course structure includes two placement experiences.
Each academic year consists of three study periods called trimesters. Each trimester consists of eleven weeks of teaching plus one exam week.
A full-time study load is typically 8 subjects per year.
A part-time study load is typically 4 subjects per year.
Delivery & Workload
Course delivery is a combination of lectures, skills development workshops, group work, self-directed study and workplace learning.
You should allow for 3 hours per subject for lectures and tutorials. For each subject, you should then spend approximately 10 hours per week for self-directed study to complete prescribed readings, practice skills, research, study, and complete assessments.
Interested in studying this course online? Click here to learn more about our distance learning options.
Subjects
Year 1
Integrative Psychotherapy in Theory
This subject is the first in a developmental sequence of study underpinning knowledge and core skills in counselling and therapeutic practice. The theoretical underpinnings of the subject are sourced in the extensive literature on person-centred and experiential psychotherapy, Eastern and Indigenous practices and psychodynamic interpersonal therapy originating in the work of Carl Rogers, Eugene Gendlin and significant humanistic-existential and psychodynamic theorists and practitioners.
Credit Points: 6
Co-Requisites: Integrative Psychotherapy in Practice
Integrative Psychotherapy in Practice
This subject is the second in the developmental sequence of study underpinning knowledge and core skills of counselling and therapeutic practice. The central activity of this subject is the students’ experiential practice of therapeutic skills in one-to-one therapeutic interactions with peers where students will share and work with their own ‘lived experience’ in sessions. Students are given the opportunity to apply interventions and processes to build and strengthen the therapeutic relationship, unpack the client’s difficulties and help the client to access and explore inner experience. Students will engage in reflection on their practice of micro-skills.
Credit Points: 6
Co-Requisites: Integrative Psychotherapy in Theory
Models of Contemporary Practice
In this subject, students will develop an understanding of the main theoretical perspectives and models that inform therapeutic practice and facilitate therapeutic change, including psychodynamic; humanistic-existential; experiential – emotion-focused therapy; cognitive behavioural and third-wave CBT; transpersonal and soul centred, constructivist; and integrative schools. Students will examine the change mechanisms common across all therapeutic models and those particular to each model. The models studied are contextualised within an integrative conceptualisation framework, and students will have the opportunity to integrate theory into practice using case scenarios.
Credit Points: 6
Pre-Requisites: None
Ethics in Counselling and Psychotherapy Practice
This subject is designed to develop the student’s awareness and understanding of ethical and legal issues critical to counselling and psychotherapy practice. Students will learn about ethical principles and frameworks that can inform behaviour and decision-making, including relevant legislation, professional practice standards and codes of ethics within the Australian professional landscape. Students will examine scenarios to identify ethical and legal issues and propose solutions to dilemmas common in therapeutic practice, including those relating to mandatory reporting, dual relationships, professional boundaries and power dimensions. Students will also explore how their personal values may influence their behaviour, decision-making and developing professional identity.
Credit Points: 6
Pre-Requisites: None
Mental Health and Crisis Management
This subject explores the varied experiences of consumers utilising mental health services in Australia and identifies the current strengths and weaknesses of that system. Students will learn about how the conceptions of ‘normal and abnormal behaviour’ have developed culturally over time and explore the historical emergence of the Diagnostic and Statistical Manual of Mental Illness (DSM) system of diagnosis, its justification, and criticisms. Students will learn to identify important terms and major categories of the current classification systems in psychopathology. Students will learn skills of responding to clients presenting in mental health crisis and in suicidal states.
Credit Points: 6
Pre-Requisites: None
Embracing Culture, Diversity and Inclusion
As therapists, there are ethical underpinnings to individual world views which often create prejudices and biases which are socialised and are on the whole, unconscious. This subject will equip students with the knowledge, skills and awareness to engage in ethical and culturally sensitive therapeutic practices. Engaging in a pedagogy centred on culture and diversity, independence, autonomy and philosophy, students will examine the versatility of embedded identities and their influence on beliefs, values and biases, both positive and negative. Students will develop cross-cultural skills important to working with Aboriginal and Torres Strait Islander individuals, families and communities, and how to approach their therapeutic needs and healing.
Credit Points: 6
Pre-Requisites: None
Case Conceptualisation
In this subject, students will be introduced to the practice of case conceptualisation in clinical practice which will guide their treatment planning and interventions during their placement as part of the subject Supervised Practice A. Emphasis will be placed on short term treatment planning. Students will learn to present a clear theoretical explanation for and understanding of the client’s situation, background, difficulties, patterns, and pain from within a variety of theoretical lenses and through the integrative lens. Students will learn to form hypotheses about why the client presents to therapy in the way that they do and what ‘needs’ the client holds. The subject will focus on formulating treatment plans to facilitate change. The case conceptualisation process encourages the therapist to think about the client in an in-depth way.
Credit Points: 6
Pre-Requisites: All Year 1 subjects
Co-Requisites: Supervised Practice A
Supervised Practice A
This subject is the first of two professional experience subjects designed to draw together coursework in a supervised work-based setting. Students will have their first opportunity to apply theoretical and reflective learning to counselling and psychotherapy practice as they undertake 120 placement hours at a host organisation. This placement has a focus on building therapeutic relationships, ethical and culturally sensitive practices, and working as part of a team. Students will participate in weekly group supervision and engage in case discussions and reflective review with their clinical teacher and peers as they explore their developing counselling and psychotherapy practice.
Credit Points: 6
Hours: 120
Pre-Requisites: All Year 1 subjects
Co-Requisites: Case Conceptualisation
Year 2
Life Span Development
This subject will explore central issues, theories, and methods in the study of developmental psychology and life span development. An interdisciplinary approach is taken to go through the development of life from an evolutionary and cultural perspective. By focusing on evolution, embryology, attachment, and cultural history, students can gain a deeper awareness of how life develops with regard to concepts of nature and nurture. An overview is provided of abnormal development alongside the important developmental stages that human beings pass through – birth, infancy, adolescence, adulthood, seniority, dying, and death.
Credit Points: 6
Pre-Requisites: None
Trauma Informed Practice
This subject will introduce students to core concepts and principles of trauma informed practice. Single instance trauma, multiple exposure related trauma and infant attachment trauma will be examined and contrasted. The subject draws on the theoretical literature related to trauma and attachment. Students will learn to recognise causal factors, impact, emotion dysregulation and symptoms of trauma and how a variety of populations such as Indigenous peoples, children and young people, survivors of war and refugees, and survivors of violence, floods and bushfires experience and respond to trauma. Students will learn to recognise triggers to re-traumatisation, and work within the client’s window of tolerance.
Credit Points: 6
Pre-Requisites: None
Understanding Systems in Psychotherapy
This subject takes a systems lens to psychotherapy focusing on the person-environment approach. Students will be introduced to General Systems Theory as the foundation for understanding the different systems that impact an individual’s wellbeing. Learning commences with an exploration of a broad systems approach and moves through a range of systems such as eco-systems, family systems, couple systems and individual psycho-biological systems. Students will reflect on systems thinking and the impact of their own family system on their development and wellbeing.
Credit Points: 6
Pre-Requisites: Integrative Psychotherapy in Theory, Integrative Psychotherapy in Practice
Integrative Treatment Practice
This subject focuses on integrating the core skills developed in Integrative Psychotherapy Theory and Integrative Psychotherapy Skills into therapeutic practice. Students will develop the confidence to facilitate progressive stages within every single session and across time, focusing on the facilitation of early, mid, and late-phase treatment skills. Students will cover topics such as contracting and identifying treatment goals, identifying, and responding to the client narrative, themes, and patterns, changing perspectives, facilitating insight, modifying metacognitive beliefs, and understanding emotion clusters whilst working with emotional pain.
Credit Points: 6
Pre-Requisites: Case Conceptualisation
Group Work Process
This subject explores the theory, practice, and ethics of supportive and psychoeducational group work. Students will learn to work with and lead support groups and psychoeducation groups in the mental health, wellbeing, and human services sectors. Students will learn to facilitate groups, understand issues that arise in groups and resolve conflicts and powerplays. Students will develop expertise in recognising and working with group dynamics which is behaviour in groups such as power, conflict, vulnerability, and connection and support. Consideration will be given to group processes, roles taken up by group members, stages of group development over time and implicit and explicit communication in groups.
Credit Points: 6
Pre-Requisites: None
Elective 1
See the ‘Electives’ tab for current elective options available.
Treatment of Grief and Loss
This subject will enable students to develop both a sound understanding and familiarity with the techniques of case management concerning central issues around grief, loss and bereavement in the psychotherapeutic process. This will involve acquisition of skills, knowledge and an understanding of appropriate interventions for different grief and loss contexts and presentations. The subject will also focus on the cultural, sociological, and ethical aspects of working with these themes.
Credit Points: 6
Pre-Requisites: None
Narrative, Identity and Integrative Processes
This subject will introduce students to the core concepts and practices which focus on dealing with the notions of self, agency, autonomy, identity and narrative as they appear in psychotherapy. This subject draws from an interdisciplinary perspective in order to enable students to understand how these critical aspects of human experience may be considered and worked within a clinical setting. This subject is divided into two distinct phases. The first is theory-based and draws from the philosophy of mind, neuroscience, neuro-psycho-pathological studies and cognitive science. The second draws these into clinical relevance by engaging these ideas alongside the practices of narrative therapy and mentalization-based psychotherapy.
Credit Points: 6
Pre-Requisite: Trauma Informed Practice, Integrative Treatment Practice
Year 3
Psychodynamic Interpersonal Therapy
This subject offers an introduction to psychodynamic psychotherapy using the evidence-based approach of psychodynamic-interpersonal therapy. Students are introduced to the theoretical concepts, principles, and core competencies of the conversational model. Students will develop skills in assessment, case conceptualisation and planning for therapeutic interventions using psychodynamic-interpersonal therapy, and critically reflect on their use of psychodynamic interpersonal therapy in supervised practice sessions.
Credit Points: 6
Pre-Requisites: All Year 2 core subjects.
Indigenous Mental Health and Healing Practices
The subject examines the distress, pain, and post-traumatic difficulties of Aboriginal and Torres Strait Islander peoples, as the legacies of racism, colonization, loss of country and community, adaptation, trauma, and survival. Students will identify and develop skills in healing practices that can be used to engage and redress this trauma. Emphasis will be placed on the importance of identity, resiliency, family, country and community and the implementation of a holistic community healing model. Songlines, ceremonies, rites of passage, dreaming and storytelling will be explored as important elements of Indigenous healing practice.
Credit Points: 6
Pre-Requisites: None
Elective 2
See the ‘Electives’ tab for current elective options available.
Experiential Processes in Psychotherapy
This subject introduces students to therapeutic imagery techniques and to Gendlin’s Focusing – two experiential therapeutic processes which derive firstly from research into non-ordinary states of consciousness and secondly from outcome research into what works in therapy. Students will examine and experience firsthand the ways these two therapeutic processes tap into human resources such as inner knowing, inner experience, the felt-sense, insight, problem solving and self-realisation. Additionally, emphasis will be on facilitating a compassionate inner relationship with presently felt experience.
Credit Points: 6
Pre-Requisites:
The Body in the Treatment of Trauma
This subject builds on Trauma Informed Practice to extend student understanding of the theory and practice that underlies the emergent area of trauma focused and somatic informed psychotherapy. Students will learn the neurobiology of trauma and how trauma affects the brain creating bodily symptoms and reactions and effecting memory. There is a focus on multiphasic treatment approaches and the skills pertaining to each phase of trauma treatment and practice. Students will develop the capacity to build an integrative approach to trauma treatment using both ‘bottom-up’ approaches such as sensory motor processing and somatic experiencing as well as ‘top-down’ approaches such as mentalization. By employing a phenomenological approach, students will gain a sound understanding of the inner experience of trauma for specific populations.
Credit Points: 6
Pre-Requisites: Trauma Informed Practice, Psychodynamic Interpersonal Therapy (A Conversational Model)
Self and the Philosophy of Practice
This subject explores the issues of knowledge, research, and self in the context of psychotherapy practice. It examines the foundational questions of ontology and explores epistemic implications for research practice. The subject develops critical skills required for understanding research practices and methods and supports students to develop skills in conducting literature reviews and establishing sound research questions. The subject concludes with students exploring and asking questions about the self and the role of wisdom and lays the ground for the life-long pursuit of wisdom.
Credit Points: 6
Pre-Requisites:
Supervised Practice B
As the capstone experience, students will carry a small client case under supervision as part of a 240-hour placement experience. Students will work collaboratively to plan and facilitate positive change with consideration for client needs, goals and the diversity of the individual, group or community. Students will brief clients, assess presenting issues, complete case conceptualisations and draw on theoretical knowledge to plan appropriate interventions. In doing so, students will exercise their clinical judgement, and decision-making skills with a focus on therapeutic relationships, case conceptualisation, and working as part of a multidisciplinary team. Students will refine their practice through supervision and reflective practice, and use this learning to articulate their professional identity as a graduate practitioner.
Credit Points: 12
Hours: 240
Pre Requisites: All Year 1 subjects, and all Year 2 and Year 3 core subjects.
Electives
Dance, Movement and Embodied Arts
This subject explores the integration of movement into multimodal arts practice. Students will explore the philosophical and historical foundations to how the body has been perceived in society and its present-day implications, and learn the fundamental concepts of body-psychotherapy and movement-based therapies. Students will practice movement-based interventions, how to integrate them into psychotherapeutic and arts-therapeutic contexts, and examine the ethical considerations for movement-based interventions.
Credit Points: 6
Pre-Requisites: None
Sandplay and Symbol Work with Children and Adults
In exploring a range of expressive theories using miniatures, students will compare and contrast individual frameworks such as ‘The World Technique’ by Margaret Lowenfeld, the ‘Erica Method’ used in Sweden, the ‘Jungian Sandplay’ ‘safe and protected’ space of Dora Kalff and the ‘Dramatic Productions Test’ of Erik Erikson. A focus on symbolic thinking and meaning-making, mythology, archetypes and complexes and therapeutic progression is central to this subject. Students will examine case material of child sandplay and learn to facilitate adult sandplay by experientially engaging with the sand, water, miniatures and figurines. Undertaking their own personalised process of four sand trays provides an opportunity for students to attune to emotional experience and life narrative through the sand pictures.
Credit Points: 6
Pre-Requisites: None
Ecopsychotherapy
This subject introduces students to the emerging field of ecopsychotherapy – exploring both theory and practice. The subject is run as a five-day experiential intensive, with one half-day session in the weeks before the intensive, and one half-day session in the weeks following the intensive.
Credit Points: 6
Pre-Requisites: None
Helping Young People
This subject examines child and adolescent development, common concerns and issues young people may bring to therapy and best practice engagement strategies when working with young people in a therapeutic context. Students will learn how different engagement activities can be used to effectively build rapport and positive therapeutic relationships with young people, and engage their families, parents and caregivers in the therapeutic process. Subject content also includes how to work within relevant legislation including, confidentiality, informed consent and duty of care with children and young people under the age of 18.
Credit Points: 6
Pre-Requisites: None
Dreams and Symbols in Psychotherapy
This subject is concerned with developing an understanding of the symbol and dream-producing resources of the human psyche. In particular, the subject focuses on the capacity of the dreaming function to access and mobilise resource systems to engage with problem-solving, stress reduction, knowledge and understanding, change management and psychological development. The subject explores experiences gained in the dreaming, liminal, conscious imaging and metaphor states of consciousness. Skill development is directed towards using various methods to access this domain, including Jungian and archetypal processes, in both individual and group settings. These methods are developed as part of an integrative symbol and dreamwork skillset.
Credit Points: 6
Pre-Requisites: None
Eastern Practice and Western Psychology
This subject explores the themes of growing up and waking up. It is run in an intensive format following a structured program of personal reflection, practice and lectures. The subject explores themes of organisation of mind through understanding the research and practices that help facilitate individual organisation of mind. This subject will begin by addressing early developmental factors in the formation of mind and move to include transpersonal psychology and eastern philosophy and practices.
Credit Points: 6
Pre-Requisites: None
Recognition of Prior Learning (RPL)
Recognition of Prior Learning is an assessment process used to determine the extent to which a student has achieved the learning outcomes of a subject from earlier learning, experience or achievements. Where equivalence of prior learning can be established, the student may be exempt from attending that particular subject in order to complete their course.
You may apply for course credit towards the Bachelor of Counselling and Psychotherapy in recognition of prior learning which may result in course credit and exemption from that subject. If you would like to apply for Credit Transfer or Recognition of Prior Learning please contact us admissions@ikon.edu.au (domestic students), or international@eduholdings.com.au (international students).
Credit Transfer
Graduates of the nested Diploma of Counselling and Psychotherapy through Ikon Institute of Australia may gain entry into the second year of the Bachelor of Counselling and Psychotherapy. Eligible applicants will receive course credit via the grade of Advanced Standing.
Exit Pathways
Students who successfully complete the first year of the Bachelor of Counselling and Psychotherapy and decide they do not wish to continue their degree studies may exit with the nested award of Diploma of Counselling and Psychotherapy.
Students who successfully complete two years of the Bachelor of Counselling and Psychotherapy and decide they do not wish to continue their degree studies may exit with the nested award of Associate Degree of Counselling and Psychotherapy.
Admission Criteria
Ikon has a range of admission pathways available to students of all circumstances and academic backgrounds. You should choose the admission pathway most relevant to your academic background.
Domestic Students
Our admission pathway options include:
- Applicants with Recent Senior Secondary Education (within the past two years) must have completed an Australian Senior Secondary Certificate (Year 12) or equivalent. For guaranteed entry applicants must have achieved an ATAR of 65.
- Applicants with Vocational Education and Training (VET) study must have completed a vocational qualification at Diploma level or higher.
- Applicants with Work/Life experience who left senior secondary education more than two years prior to their application, and have not undertaken VET or HE study since, may gain entry based on professional or work experience and/or any non- formal courses undertaken in preparation for tertiary study or that are relevant to the subject area. Work/Life experience applicants must submit a written admission statement outlining their reasons for undertaking the intended course of study. For more information about writing your admissions statement click here.
All applicants must complete the Learner Questionnaire within the Application Form and demonstrate they have the inherent qualities and motivations to be successful in the course. Applicants may be required to participate in an informal interview with an Ikon representative.
To discuss the best pathway for your circumstances, please contact us at 1300 000 933 or admissions@ikon.edu.au
For more information see:
Application Process
Domestic Student Admission Policy
Inherent Requirements
Student Profile Table
International Students
International applicants must have an English Language Proficiency Score of IELTS 6.5 (Academic) with Speaking no less than 6.5; Listening, Writing and Reading no less than 6.0, or equivalent.
Our admission pathway options include:
- Applicants with Recent Senior Secondary Education (within the past two years) must have completed an Australian Senior Secondary Certificate (Year 12). For guaranteed entry applicants must have achieved an ATAR of 65 (or equivalent).
- Applicants with Vocational Education and Training (VET) study must have completed a vocational qualification at Diploma level or higher.
- Applicants with Work/Life experience who left senior secondary education more than two years prior to their application, and have not undertaken VET or HE study since, may gain entry based on professional or work experience and/or any non- formal courses undertaken in preparation for tertiary study or that are relevant to the subject area. Work/Life experience applicants must submit a written admission statement outlining their reasons for undertaking the intended course of study. For more information about writing your admissions statement click here.
All applicants must complete the Learner Questionnaire within the Application Form and demonstrate they have the inherent qualities and motivations to be successful in the course. Applicants may be required to participate in an informal interview with an Ikon representative.
To discuss the best pathway for your circumstances, please contact us at international@eduholdings.com.au
For more information see:
Application Process
International Student Admissions Policy
Inherent Requirements
Student Profile Table
Admission Criteria
Ikon has a range of admission pathways available to students of all circumstances and academic backgrounds. You should choose the admission pathway most relevant to your academic background. Our admissions pathways include:
- Australian Year 12 Secondary School Certificate with a minimum ATAR 65
- Completion of a VET qualification at Diploma level or higher
- Completion (or partial completion) of a higher education qualification
- Applicants may also gain entry in recognition of their work and life experience. Work/Life experience applicants must submit a written admission statement outlining their reasons for undertaking the intended course of study. For more information about writing your admissions statement click here.
International applicants, and any applicants who did not complete their previous study in English, must evidence a minimum IELTS Overall Score of 6.0 with no band less than 5.5.
All applicants must complete the Learner Questionnaire within the Application Form and demonstrate they have the inherent qualities and motivations to be successful in the course, and may be required to participate in an informal interview with an Ikon representative.
To discuss the best pathway for your circumstances, please contact us at:
admissions@ikon.edu.au (for domestic students) international@eduholdings.com.au (for international students).
For more information see:
Application Process
Domestic Student Admission Policy
International Student Admission Policy
Student Profile Table