Course Structure

Overview

This programme is categorized into Technical-Focus, Creative-Focus, Personal Development-Focus and Mixed-Focus.

The technical modules focus on equipping the students with programming skills from essential syntax to advanced data structures and independent research in the field of Games Technologies. These modules have been designed to ensure that graduates possess the technical skills described in the subject standards for computing.

The creative modules focus on giving the students a basic understanding of the creative sector in games tech such as 3D modelling, animation, rigging, and shaders. This will enable graduates to collaborate more effectively with colleagues in different roles on large team projects, which is a requirement in subject standards for computing.

The Personal Development modules focus on assisting students to prepare for their future career and are aligned with the professional practice and interpersonal working standards in the subject standard for computing.

Finally, the mixed modules merge the above three focuses to provide students an integrated platform to execute and reflect on all knowledge and skills learnt from all other modules, which will allow students to demonstrate the practical skills across the computing lifecycle requirement from the subject standards.

The course is structured to facilitate portfolio development for students as they move through the course. Students will be encouraged to develop the fundamental components of a concept throughout their modules in first year, before completing this vision through creation of a vertical slice of their concept in the Games Technologies module in year 2. This will give them an opportunity to practice the skills required for their individual project in year 3, while also giving an additional element for their portfolio. Additionally, students will be involved in large group projects in both Year 2 and Year 3, which will allow them to demonstrate their capabilities for teamwork and adding more significant work to their portfolio to showcase to potential employers.

Stage 1 modules

Programming
This module introduces the fundamentals of object-oriented programming. Real-world problems and exemplar code solutions are examined to encourage effective data modelling, code reuse and good algorithm design. Fundamental OO programming concepts including abstraction, encapsulation, inheritance and polymorphism are practically reviewed through case studies, with an emphasis on testing and the use of code repositories for better management of code version control.

Mathematics and Physics for Game Technologies
This module aims to deliver the core mathematical and physical concepts to students that they will require to create projects using games technologies. The theoretical background behind the concepts will be delivered in addition to practical exercises that take the form of traditional maths, coding exercises and game engine focused implementations. For the game engine focused implementations, students will be invited to develop physics-based elements that will prove useful in their GT project in Year 2. This module will also cover key mathematical concepts for problem solving and analysis including: Cartesian Coordinates/Transforms, Vectors, Matrices & Quaternions, Statistics & Probability, Rigidbody Dynamics, Collision Detection and Newtonian Mechanics.

3D Game Design
This module mainly focuses on the aesthetic perspective of Game development. It emphasizes the understanding of game development workflow by going through the 3 major elements: coding, 3D modelling, and basic game design. Understanding the notion of digital 3D environments with related software is the major objective of this module. Each section will introduce one key software for technical learning, such as Processing for coding, Blender for 3D modelling, and Unity for game development. Another crucial objective of this module is to understand the general game development workflow throughout practical project assignments. Several small and large individual projects as well as in-class practice will be given alongside their learning journey to not only give the students chances to practice but also to get familiar with the developing framework in digital content creation and game development. The project presentations after the assignments will be held to provide opportunities for students to not only show their project ideas and execution but also share structural feedback with their peers. Although it seems more like a technical-oriented module, stimulating students’ creativity (with their limited skills) is another critical objective of this module. Furthermore, helping students understand the critical notion of catching up with the up-to-date emerging technologies related to interactive media development with a self-motivated mindset is critical in this module. The 3D models and environments developed in this module will be beneficial to the creation of the vertical slice in the Games Technologies module in Year 2.

Game Technology Fundamentals
This module will deliver the fundamental concepts required for students to create prototypes using games technologies. The module will cover elements of programming and games technologies including version control. Students will be assessed on the successful development of a selection of prototypes; code quality will not be assessed on this module as this module is focused on ideation and the process of creation.

Game Production & Professional Skills
This module will introduce students to key non-technical skills involved in Games Technologies projects. Students will be briefed on production, software development methodologies and working practices. This module will facilitate the development of larger projects as students progress through the course. Workshops on communication, task estimation, feedback (giving and receiving) and critical thinking for decision making will be part of the syllabus for this module. Students will also be aided in their preparation in applying for, and performing in placement roles during their third year on the course by researching team roles and acting as mock interview panels.

Design Thinking
The Design Thinking module is structured around three key components: Design Thinking, Speculative Design, and Design Management.
• Design Thinking introduces students to fundamental principles and methodologies, emphasizing Human-Centered Design as a framework for problem-solving and innovation.
• Speculative Design serves as a creative and critical exploration, encouraging students to use design as a tool for questioning and addressing issues from unique perspectives.
• Design Management runs throughout the module, focusing on effective project planning, goal-setting, and adaptability—key factors in navigating the dynamic design process.
This module works in collaboration with the Games Technologies, Studio I & II and individual projects, providing a testbed for students to develop forward-thinking approaches, adaptability, and resilience when facing unexpected challenges.

From a strategy point of view, a successful product reckons strongly on planning. The "design" here is leaning toward strategy development and project management. How to envision a long-term goal but execute it with several short-term achievements is what this module aims to teach. To understand a clear goal but having the flexibility to adapt alongside the development is also fundamental. Learning from applying existing design frameworks to developing customized ones of tasks is one of the goals of this module. This module provides a testbed for students to prepare themselves to be considerate and forward-thinking and how to confront when unexpected situations happen. Therefore, issues like how to manage a project based on time limitations and deadlines will not only be in theory but strictly practiced with their Studio I & 2 projects. The assessment of this module will be based on both presentations and reports. Presentation sections will be executed for the academic supervisors and peers to evaluate their strategy to give further structural criticism. Reports are also critical to training the students how to put their thoughts into words/documents and further use them as a reflection by checking if the progress is stay on track toward the goal.

Stage 2 modules

Programming C++
In this module, students will learn to plan, develop and test object-oriented computer programs for a range of routine programming problems. Indicative topics include:
• Data structures: Stacks, Lists, Queues, Trees, Hash tables, Graphs, Sets and Maps
• Algorithms: Searching, Sorting, Recursion (with trees, graphs, hash tables etc.)
• Asymptotic analysis of algorithms
• Programming languages representation and implementation.

Games Technologies
This module is designed to bring together various elements from earlier modules in the course to develop a substantial piece of work. Students will be given guidance on how to iterate on their prototypes developed in GT fundamentals and develop a vertical slice, or demo of their concept. This will require the consolidation of skills from art, design, production as well as programming to ensure that all elements of the deliverable are to a high standard.

Exploratory Games Technologies
This module continues to develop the structures set down in previous coding modules. In this module, students will investigate intermediate/advanced topics that will aid their journey towards their career specialisation of choice. Students will be given ownership of the topic they wish to pursue and will not be restricted to a particular games engine or programming language. It is the responsibility of the student to perform their own independent research and application of these techniques to their individual projects. At the end of the development cycle there will be a presentation session where students will describe their work, along with any barriers they encountered and the methods they used to overcome them. This module is designed to allow students to familiarise themselves with the skills required for independent research ahead of their individual project in year 3, and to begin the process of deciding which area of the industry they would like to specialise in.

Game Art
Building on foundational skills in basic 3D creation, Game Art introduces students to essential techniques in animation, rigging, and shaders, providing both entry-level theoretical knowledge and practical experience. These techniques play a crucial role in game design—beyond simply creating 3D assets, games rely on animation and rigging to bring objects to life, while shaders define their artistic style and final visual presentation. This module explores how these elements work together to shape game aesthetics. Students will also gain insight into current visual trends in game design and learn how to recreate or develop their own unique artistic styles.
Blender will be the essential software for introducing the animation and rigging while shader techniques will be delivered with the game engine, such as Unity or Unreal Engine. Even though this module is designed to be at a technical entry-level, stimulating students' creativity is another objective by using their basic skills. The goal is not to equip the students to become game artists but rather to deliver essential knowledge/skillsets to be better communicators while working with game artists in a friendly environment as a cooperative teamwork. As in 3D Game Design in Year 1, the assets created in this module will be beneficial to the vertical slice created for the Games Technologies module.

Studio Project II – Junior
Studio Project I & II are designed as a group project reflecting the interdisciplinary workplaces common to games technologies. Students will be placed in teams with a mix of seniors (3rd year) and juniors (2nd year) to play different roles in a collaborative team to execute the project from conceptual development to workable prototypes. In this module, the juniors (2nd year) will take on the essential team member roles following the guidance of seniors to finish the tasks assigned based on individual talent.
This module is designed as an experimental laboratory for students to work with academics on research projects or industry professionals in practical cases. This module should be seen as an integration for the students to apply their learned knowledge and skillset from the previous modules to develop group-based research projects/prototypes of their choices. Topics will be generated by seniors' ideas or choosing from a pool of subjects collected from other faculty's research ideas, such as Film, Biology, Civil Engineering, etc. as primary prototype projects.

Through this module, the students eventually will know how to better structure, communicate, and collaborate in a team project which is an invaluable experience that they can carry on for their future careers. Research-wise, this module looks for potential applications with games technologies including topics in games, new media, design, culture, heritage, science, engineering, and social science.

Game Research & Testing
This module aims to deliver the content necessary to conceptualise, plan and deliver research projects. The module will introduce students to the following topics: Qualitative and Quantitative analysis, Research Ethics, and Critical Thinking. These introductions will enable students to employ principles in Project Management skills for project development with the core of human-centred design. These introductions will also enable students to perform independent research and reflection on these topics using a flipped learning paradigm. This module will also introduce students to games user research to enable them to obtain formalised feedback on their projects developed in the Games Technologies module, studio modules and the individual project.

Stage 3 modules

Studio Project II – Senior
Studio Project I & II are designed as a group project reflecting the interdisciplinary workplaces common to games technologies. Students will be placed in teams with a mix of seniors (3rd year) and juniors (2nd year) to play different roles in a collaborative team to execute the project from conceptual development to workable prototypes. In this module, the juniors (2nd year) will take on the essential team member roles following the guidance of seniors to finish the tasks assigned based on individual talent.

This module is designed as an experimental laboratory for students to work with academics on research projects or industry professionals in practical cases. This module should be seen as an integration for the students to apply their learned knowledge and skillset from the previous modules to develop group-based research projects/prototypes of their choices. Topics will be generated by seniors' ideas or choosing from a pool of subjects collected from other faculty's research ideas, such as Film, Biology, Civil Engineering, etc. as primary prototype projects.

Through this module, the students eventually will know how to better structure, communicate, and collaborate in a team project which is an invaluable experience that they can carry on for their future careers. Research-wise, this module looks for potential applications with games technologies including topics in games, new media, design, culture, heritage, science, engineering, and social science.

Industry Preparation (P)
This module will prepare students to apply for and obtain roles in industry. Part of this module will guide the students on how to prepare their CVs and work portfolios. They will also be invited to create an interview task suitable for a role in industry that they wish to target. Essential business plan/strategy, visual communication, and presentation skills will be delivered in this module along with mock interviews to provide practice scenarios for students. Students will also be given guidance around the financial/legal considerations involved in opening their own studio/operating as a freelance developer. Industry experts will be invited to give lectures and workshops sharing their valuable experience and tips.

Elective Modules
These are present to allow students to pursue topics that are relevant to the career specialisation they wish to pursue. These will be dependent upon pre-requisites and available resources, and may include:
• Advanced Accounting with placement - quantitative methods
• Applied mathematics and physics - modelling and simulation
• Audio Engineering - Embedded systems / Sound recording and production 1
• Business Economics - Data analysis and optimisation
• Computer Engineering - Deep Learning / Embedded systems / intro to AI and ML
• Computer science - Networks and Protocols / intro to embedded systems
• Data Science - data driven systems / statistical inference
• Drama and English - principals of business in arts, cultural and creative industries / special topic in Creative Writing
• Economics - Statistical Methods
• English and Film Studies - screen technologies / intro to film studies
• Film and Theatre making - Creative Enterprise in film and digital media
• Law major with politics - legal methods and skills
• Mathematics and computer science - analysis / numerical analysis
• Music and audio production - audio mixing 1 / fundamentals of sound
• Psychology - an intro to statistical analysis in R
• Software Engineering - systems security and cryptography / cloud computing / algorithms analysis and applications / software testing / network security

Individual Project - 40 CATS
Individual Project will be a year-long (2 semester) personal project focusing on the students individual research interests. This module consists of independent research on a topic that develops from the taught modular coursework throughout the Games Technologies programme. The project should reflect the background of work conducted across the programme. Each student will develop and produce a project based on a selected topic of their own interest in real-time games tech, in consultation with their supervisor. The Games Technologies research project requires 2 key elements: 1) a working practice/prototype-based output (a real-time 3D media production demonstrated project, such as innovative gameplay, technical demonstrations ( advanced physics/networking/sound design etc) , immersive VR/XR/MR spatial experiences, a Metaverse-related design project) associated with 2) an artefact that details the design process and the decisions made during this process.

Contact Teaching Hours

Large Group Teaching

6 (hours maximum)
Lectures

Small Group Teaching/Personal Tutorial

12 (hours maximum)
small group work in tutorials and labs

Learning and Teaching

At Queen’s, students work in an ambitious learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.

On the Games Technologies degree we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop skills, attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:

E-Learning

Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; IT and statistics modules; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with design in practicals and project- based work, etc.

Lectures

Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).

Personal Tutor

Undergraduates are allocated a Personal Tutor during Level 1 and 2 who meets with them on several occasions during the year to support their academic development.

Self-directed study

This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.

Seminars/tutorials

Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups.

Supervised projects

The course is structured to facilitate portfolio development for students as they move through the course. Students will be encouraged to develop the fundamental components of a concept throughout their modules in first year, before completing this vision through creation of a vertical slice of their concept in the Games Technologies module in year 2. This will give them an opportunity to practice the skills required for their individual project in year 3, while also giving an additional element for their portfolio. Additionally, students will be involved in large group projects in both Year 2 and Year 3, which will allow them to demonstrate their capabilities for teamwork and adding more significant work to their portfolio to showcase to potential employers.

Assessment

This programme uses a wide range of assessment tools to ensure that students develop the knowledge and skills they need to excel in their careers.

• Assessments are designed to evidence your engagement with the learning objectives of each module, which will be advertised in advance of module selection. Modules are assessed variously through project work, individual and/ or group presentations, as well as more traditional written essays, exams and assignments. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.

Feedback

As students progress through their degree at Queen's, they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:

• Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
• Face to face comment. This may include occasions when you make use of the lecturers’ advertised “Feedback and Guidance hours” to help you to address a specific query.
• Placement employer comments or references.
• Online or emailed comment.
• General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
• Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
• Feedback and outcomes from practical classes.
• Comment and guidance provided by staff from specialist support services such as Careers, Employability and Skills or the Learning Development Service.
• Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
• Peer review and feedback

Modules

Entrance requirements

A-level

ABB + GCSE Mathematics grade C/4

A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.

Irish Leaving Certificate

H3H3H3H3H3H3/H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics

Access Course

Successful completion of Access Course with an average of 70% + GCSE Mathematics grade C/4 or equivalent in Access Course.

International Baccalaureate Diploma

33 points overall, including 6,5,5 at Higher Level. If not offered at Higher Level then Standard Level grade 4 in Mathematics or GCSE Mathematics grade C/4.

BTEC Level 3 Extended/National Extended Diploma

QCF BTEC Extended Diploma (180 credits at Level 3), with overall grades D*DD + GCSE Mathematics grade C/4.

RQF BTEC National Extended Diploma (1080 Guided Learning Hours (GLH) at Level 3), with overall grades D*DD + GCSE Mathematics grade C/4.

Graduate

A minimum of a 2:2 Honours Degree + GCSE Mathematics grade C/4.

Note

All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.

How we choose our students

Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.

Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.

For last year's intake, applicants for this BA programme offering A-level/BTEC qualifications must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language). Performance in any AS or A-level examinations already completed would also have been taken into account and the Selector checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.

For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.

Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat candidates is set in terms of three A-levels and may be one grade higher than for first time applicants. Grades may be held from the previous year.

Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.

Applicants offering other qualifications, such as Higher National Certificates and Diplomas, will also be considered.

For applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits + GCSE Mathematics grade C/4. For those offering a Higher National Diploma, some flexibility may be allowed in terms of GCSE profile but, to be eligible for an offer, the grades obtained in the first year of the HND must allow the overall offer to be achievable. The current entrance requirements are successful completion of the HND with 2 Distinctions, 10 Merits and 4 Passes overall + GCSE Mathematics grade C/4. Any consideration would be for Stage 1 entry only.

The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.

A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.

Candidates are not normally asked to attend for interview.

If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.

If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.

International Students

Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.

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English Language Requirements

An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs

Career Prospects

Introduction

Graduates of the BSc in Games Technologies are highly skilled professionals equipped to lead in the evolving fields of game development and advanced media production. They possess a solid foundation in game engine technologies such as Unity, Unreal and Blender, complemented by expertise in virtual worldbuilding, interactive design, and creative problem-solving.

Degree Plus/Future Ready Award for extra-curricular skills

In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.

Tuition Fees

Northern Ireland (NI) 1	£4,855
Republic of Ireland (ROI) 2	£4,855
England, Scotland or Wales (GB) 1	£9,535
EU Other 3	£22,400
International	£22,400

¹EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.

² EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.

³ EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.

Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.

Additional course costs

All Students

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.

Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.

If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.

Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.

There are also additional charges for graduation ceremonies, examination resits and library fines.

Scholarships

Each year, we offer a range of scholarships and prizes for new students. Information on scholarships available.

How to Apply

Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/applying.

When to Apply

UCAS will start processing applications for entry in autumn 2026 from early September 2025.

The advisory closing date for the receipt of applications for entry in 2026 is Wednesday 14 January 2026 (18:00). This is the 'equal consideration' deadline for this course.

Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2026) subject to the availability of places. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.

Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2026. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.

Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.

The Institution code name for Queen's is QBELF and the institution code is Q75.

Further information on applying to study at Queen's is available at: www.qub.ac.uk/Study/Undergraduate/How-to-apply/

Apply via UCAS 

Terms and Conditions

The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study. Queen's University Belfast Terms and Conditions.

Additional Information for International (non-EU) Students

1. Applying through UCAS
   Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2026.
2. Applying direct
   The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
3. Applying through agents and partners
   The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.

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