Trinity College has a vibrant community of 16,939 students representing every county in Ireland, 122 nationalities, and a wide range of social backgrounds and age‐groups. The college is ranked in the QS top 100 world universities and amongst the top 50 European universities. Offering a unique educational experience across a range of disciplines, TCD’s curriculum is aimed not just at acquiring knowledge but at developing critical thinking at every stage of the undergraduate programme.
Minimum entry requirements
TCD Entry Requirements 2016
To be considered for admission to the University you must:
Present six subjects, three of which must be at grade 5 or above on higher Leaving Certificate papers or at least grade 5 in the University Matriculation examination
The six subjects above must include:
A pass in English
A pass in mathematics (or foundation-level mathematics (see note 2)) and a pass in a language other than English
a pass in Latin and a pass in a subject other than a language
A pass means grade O6/H7 or above on ordinary or higher papers in the Leaving Certificate and grade 7 or above in the University Matriculation examination
Mathematics at foundation-level is acceptable for minimum entry requirements only, for all courses except nursing or midwifery courses. Irish at foundation-level is not acceptable for minimum entry requirements, course requirements or for scoring purposes.
Students may combine grades achieved in different sittings of their Leaving Certificate/Matriculation examinations for the purpose of satisfying minimum entry and/or course requirements, but not for the purposes of scoring. This is not permitted for Medicine (see Course specific requirements).
Combinations of Leaving Certificate subjects not permitted:
- Physics/Chemistry may not be presented with physics or chemistry
- Biology and agricultural science may not be presented as two of the six subjects required for minimum entry purposes, and they may not be presented together to satisfy course specific requirements. However, both may be used for scoring purposes.
- Art and music may not be offered as two of the three higher Leaving Certificate grades for minimum entry requirements but both may be used for scoring purposes.
TCD Restricted Courses
- TR051: Medicine
- TR002: Single Honour Music
- TR00: Two Subject Moderatorship which contain Music or Drama combinations
- TR009: Music Education
- TR025: Drama & Theatre Studies
- TR093, TR094: Nursing
- TR802, TR803: Dental (hygiene/technology)
How DARE offers are made
Information on the method of selecting eligible DARE students for the reduced points places is available at: http://www.tcd.ie/study/eu/undergraduate/apply/disability/
Information on the number of reduced points places per course available in TCD is available at: http://www.tcd.ie/study/assets/pdf/Number%20of%20DARE%20places%20available%202016.pdf
For information on HEAR at TCD: http://www.tcd.ie/study/eu/undergraduate/apply/access/
Contact details of the DARE advisor
Ask for: Declan Reilly, Disability Officer
T: 01 896 1968
Our student stories
“I got into trinity in 2010 to study general science, up until that point there had been doubt that I would achieve the 460 points that I needed to get into my course. As it turns out they were right and I only got 390 points despite my strongest possible effort. Fortunately I met with the disability service in trinity and was accepted to the DARE scheme, although its changed a bit since my time, and was still able to get into science. I did find the academics hard but pushed through to a research masters so am very grateful for the DARE scheme.”
My experience through the DARE Scheme
My experience with DARE may be seen to be slightly different compared to other students’ encounter with the scheme. Unlike many other DARE students, I had initially completed my Leaving Cert exam without any supplemental aids or requirements. I had managed to attend university where I completed one year in a Psychology course before withdrawing from the programme. It was during the year of my withdrawal that I was made aware of the DARE scheme.
From a very young age in school, my parents noticed that I was making regular errors in my schoolwork, for example, adding numbers when I was meant to be subtracting them, omitting words when constructing sentences, and generally reading and understanding at a much slower pace compared to my peers. This behaviour carried on into my secondary school education, which along with the heavy workload, made my time in second level extremely challenging. Medicine and dentistry, the courses that I had been striving to obtain during my senior cycle years, were well out of my reach. But for the tremendous effort that I had put in throughout these years, I was never sure why I wasn’t offered these courses. During my time in Psychology, I decided to be assessed for any specific learning difficulty. When the diagnosis of a specific learning disability was confirmed, I felt that everything started to make sense. There was finally some reason behind all the “whys” and “how comes” that I had been asking myself for years regarding my performance at school. Sometime later, I was informed of the DARE scheme.
The DARE Scheme not only helped me consolidate my limitations in a realistic way, but it also allowed for my academic needs to be met, and gave me hope for my future education. Having applied through the CAO for a final time, and through DARE for a first time, I was lucky enough to be offered a place in the Dental Science programme. My needs are currently being met with extra-time during exams and library privileges which I would be lost without. I feel that although I am satisfied in my course, I do acknowledge that I have to work much harder than my peers as a result of my diagnosis. However with the help of the DARE scheme and the Access centre at Trinity, I feel that I can finally reach my true potential in a course that is both challenging and rewarding, answering my own past questions with “with some help I can” and “with some support I will”.
“I would not be in trinity if I hadn’t engaged with DARE. My journey through education left me with undiagnosed learning difficulties in sixth year, I had intense anxiety about exams and the leaving certificate was looming over my head. When I applied to DARE and received confirmation that my application was successful there was a wave of relief, this calmness allowed me to perform better as I was less concerned with failing because of my learning difficulties. I was now equal to my peers and stood the same chance of getting into my chosen courses. This was before any of the supports that DARE lead me to, the simple act of applying and knowing I would be looked after was enough to help me get through exams. Beyond that initial relief, DARE ensured I would be on an equal playing field in the points race, it allowed me to experience the benefit of my hard work in the same way my peers were experiencing it.”