Biomedical Sciences with Industrial Placement MBio
AAA at A level, Biology and a second Science; graduates earn a median £30,000 three years on.
Typical A level offer
AAA
Biology and a second Science · 100% of entrants came with A levels · 95% stay on after year 1 · Warwick course page, Discover Uni
Year 13 · applying
What do you need to get in?
AAAtypical A level offer; aaa including biology and a second science (e.g. chemistry, physics, maths, applied science, environmental science, statistics, geology, geography, or psychology) or a*aa including biology. a level ad
Typical offer — the grades most applicants are asked for. Contextual offer: AAB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
- 1Biology and a second Science
- 2Biology
Who actually got in: 100% with A levels. 5% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 20 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| IB | 36 points36 including 5 in HL Biology and 5 in HL Chemistry, Physics, Maths, Geography, or Psychology Or 38 including 5 in HL Biology Applicants not taking Chemistry at Higher Level must meet essential Chemist | — |
| BTEC | —We welcome applications from students taking BTECs as long as essential subject requirements are met. We are happy to consider applicants who are studying BTECs alongside A Level Biology. We are also | — |
| Advanced Highers | AAAA in two Advanced Highers in Biology and one of the following: Chemistry, Mathematics, Mathematics of Mechanics, Physics, Statistics, Engineering Science, or Psychology - and AAB in three further Hig | Biology and AAA in three further Highers subjects |
| Access | 45 Credits at Level 3, including Distinction in 33 Level 3 credits and Merit in We will consider applicants returning to study who are presenting a QAA-recognised Access to Higher Education Diploma on a case-by-case basis. Typically, we require 45 Credits at Level 3, including Di | — |
Years 1–4
What do you study?
6compulsory modules in year 1, 3 optional
Compulsory modules this year: natural sciences 79% · language & communication 11% · transversal skills 6% · mathematics & statistics 3%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Warwick course page · optional modules vary by year
Year 1 · 6 core, 3 optional · 105 credits ≈ 1,050 hours
- Chemistry for Biological Sciences
What you learn (2)
- explain fundamental chemical concepts underlying biological science topics
- apply basic chemistry principles to problems in biological sciences
- Infection, Biology and Microbiology
What you learn (8)
- describe the structural features of viruses
- relate viral structural features to disease-causing ability
- identify structures of bacterial cells involved in pathogenicity
- explain how bacterial structures contribute to disease causation
- describe diseases caused by different bacterial species
- explain the body's response to infectious agents
- explain mechanisms underlying the transmission of disease
- apply epidemiological theory to describe pathogen behaviour in populations
- Physiology, Neurobiology, and Cell Signalling
What you learn (3)
- explain fundamental principles of neurobiology
- explain fundamental principles of physiology
- describe the function of the special sensory systems
- Cellular and Molecular Biology
What you learn (14)
- explain how DNA information directs cell structure and function via RNA and proteins
- describe the relationship between molecular structure and function in lipids and proteins
- identify the chemical formulae of key biological molecules
- describe the structure of DNA
- explain the molecular mechanism of DNA replication
- explain the flow of genetic information from DNA to protein
- describe the molecular processes of transcription and translation
- outline key techniques used in molecular and cellular biology
- identify key processes in eukaryotic cell biology such as division and death
- describe mechanisms of genetic exchange and mutation in bacteria
- explain the concepts of recombination and complementation in bacteria
- explain regulation of gene expression using the lactose operon example
- explain classical genetic principles in eukaryotes including linkage and inheritance
- describe basic processes of energy generation and metabolism
- Anatomy and Histology
What you learn (8)
- explain the evolutionary relationships between existing animal species
- identify model organisms commonly used in biomedical research
- evaluate the strengths and weaknesses of comparative anatomy approaches
- apply standard microscopy techniques to examine biological samples
- describe methods for preparing biological material for histological study
- explain staining and visualisation procedures used in histology
- identify morphological variations across different tissue types
- recognise pathological changes in tissue samples
- Practical Skills for Biologists 1
What you learn (9)
- research topics using primary and peer-reviewed literature
- synthesise literature findings into a structured scientific report
- prepare an oral presentation on a scientific topic
- adapt presentation delivery style to suit audience and topic
- analyse scientific information critically
- apply the scientific method to design hypothesis-driven experiments
- conduct simple experiments with appropriate accuracy and detail
- explain the role of statistical analysis in interpreting biological data
- present scientific data in a professional format
3 optional modules
- Health and Community
What you learn (10)
- describe methods used to control contamination of food and water supplies
- explain the emergence and re-emergence of infectious diseases
- describe the generic structures of antibiotics
- explain the modes of action of antibiotics
- evaluate the appropriate use and misuse of antibiotics
- explain how ageing affects society
- describe the biological mechanisms underlying ageing
- explain dietary interventions that can extend healthspan
- explain how organisms can be misused for bioterrorism
- evaluate the impact of bioterrorism on communities
- Computational Biology
What you learn (19)
- explain core concepts of computational biology
- describe methods for quantifying cellular structures and processes
- retrieve data from biological databases
- interpret data extracted from biological databases
- apply sequence searching techniques to biological data
- compare biological sequences to identify similarities and differences
- explain principles underlying phylogenetic analysis
- construct phylogenetic trees from biological data
- describe applications of artificial intelligence in biological data analysis
- predict protein structures using computational tools
- evaluate structural insights derived from protein modelling
- analyse high-throughput biological datasets
- apply statistical methods to biological datasets
- evaluate biological data using statistical techniques
- explain static and dynamic biological systems
- model biological networks computationally
- use computational tools to analyse biological data in practical settings
- integrate biological and computational methods in research tasks
- communicate computational biology findings orally and in writing
- Environmental Biology
What you learn (10)
- explain the ecological roles of ecosystems in sustaining life
- describe why environmental conservation matters for human wellbeing
- describe the stages and processes of the water cycle
- describe the stages and processes of the nitrogen cycle
- define biodiversity and explain its significance to ecosystems
- describe the fundamental mechanisms driving evolutionary change
- explain how climate change alters environmental conditions
- analyse how climate change disrupts ecosystems and food chains
- describe basic approaches to modelling environmental variables
- interpret outcomes generated by simple environmental models
Year 2 · 3 core, 10 optional · 60 credits ≈ 600 hours
- Molecular Cell Biology
What you learn (10)
- describe the organisation of chromosomal sequences in prokaryotes and eukaryotes
- explain mechanisms of transcriptional control of gene expression
- explain how chromatin remodelling contributes to gene regulation
- describe the molecular basis of epigenetic regulation
- explain mechanisms of post-transcriptional and post-translational control
- identify modern molecular techniques used to investigate biological questions
- describe mechanisms regulating cellular activity
- describe the structure and function of cytoskeletal components
- explain the process of programmed cell death
- evaluate how cellular processes influence development and disease
- Molecular Endocrinology
What you learn (7)
- describe the structure and function of the human endocrine system
- explain how endocrine function relates to normal physiology
- explain how endocrine dysfunction contributes to disease
- describe how physiological systems are regulated around a set-point
- discuss the regulatory processes that maintain homeostasis
- discuss methods used to diagnose endocrine disorders
- apply knowledge of hormonal homeostatic regulation to real-world cases
- Practical Skills for Biologists 2
What you learn (12)
- research a given topic using primary and peer-reviewed literature
- synthesise literature findings into a coherent scientific report
- deliver an oral presentation suited to topic and audience
- present scientific content in a professional manner
- analyse scientific information critically
- explain the stages of the scientific method
- conduct hypothesis-driven experiments with appropriate accuracy
- apply suitable statistical methods to interpret biological data
- apply computational tools to analyse biological data
- describe principles of good laboratory practice
- explain why professional data presentation matters in science
- apply effective teamwork strategies in collaborative tasks
10 optional modules
- Genetics and Genomics
What you learn (6)
- explain advanced pedigree analysis techniques used in genetics
- describe recombination mapping methods for quantitative traits
- describe genome-wide association mapping as a research method
- explain how molecular genetics applies to everyday situations
- relate sub-cellular biological processes to modern genetic principles
- explain how genetic factors determine an organism's phenotype
- Blood and Circulation
What you learn (7)
- describe the structure and components of blood
- explain how the kidney contributes to maintaining homeostasis
- explain the biological mechanisms underlying cardiac function
- explain the biological mechanisms underlying vascular function
- explain the biological basis of nervous system function
- compare the functioning of body systems in healthy and diseased states
- identify current treatment options for selected diseases
- Epidemiology and Public Health
What you learn (8)
- apply epidemiological methods to measure disease frequency in populations
- analyse patterns of disease distribution across populations
- evaluate evidence for disease causation
- assess risk factors contributing to disease occurrence
- construct basic epidemiological models of disease
- interpret outputs of basic epidemiological models
- explain mechanisms of infectious disease transmission
- assess the contribution of epidemiology to public health practice
- Microbial Pathogens
What you learn (12)
- describe the biology and life cycles of major human pathogens
- explain pathogenic mechanisms used by pathogens and their vectors
- explain mechanisms of infection and microbial virulence
- explain mechanisms underlying antimicrobial resistance
- assess implications of resistance and virulence for diagnosis and treatment
- analyse factors affecting pathogen survival and transmission
- apply case studies to explain disease progression patterns
- evaluate disease prevention and intervention strategies
- evaluate surveillance approaches based on pathogen epidemiology
- assess current methods for diagnosing and treating infectious diseases
- evaluate emerging therapeutics and vaccine strategies
- evaluate environmental and vector-based disease control strategies
- Protein Structure and Function
What you learn (8)
- relate protein structural features to their biological function
- explain molecular mechanisms in terms of protein 3D structure
- describe the physical forces that drive protein folding
- identify secondary structure elements, ligands and motifs in a protein
- describe a protein structure using its structural components
- evaluate recent developments in protein structure prediction methods
- operate molecular visualisation software to examine protein structures
- produce structural images of proteins using visualisation tools
- Neuropharmacology
What you learn (7)
- describe fundamental principles of pharmacology
- apply pharmacological methods in practical contexts
- explain how drugs act and are metabolised in the body
- describe receptor theory and modern receptor study methods
- relate drug targets to normal physiological function
- relate drug targets to disease pathophysiology
- outline mechanisms of action of drugs used in common diseases
- Neurobiology
What you learn (6)
- describe the anatomical structure of the central nervous system
- explain how the central nervous system functions
- explain how neural networks process information
- describe techniques used to investigate neural network activity
- explain the molecular mechanisms underlying CNS development
- explain how the nervous system regulates other physiological systems
- Immunology
What you learn (9)
- analyse the main components of innate immunity
- analyse the main components of adaptive immunity
- explain how immune diversity is generated
- explain how cytokines bind and signal through their receptors
- apply immunological concepts to explain hypersensitivity reactions
- apply immunological concepts to explain autoimmune disease mechanisms
- explain how T cells mediate immune responses
- explain how B cells mediate immune responses
- analyse clinical immunological data to draw conclusions
Year 3 · 3 core, 10 optional · 60 credits ≈ 600 hours
- Research Project
What you learn (12)
- plan an independent research investigation on a chosen topic
- carry out a sustained critical investigation of a research topic
- evaluate findings arising from the research investigation
- prepare material for an oral presentation on a research project
- deliver an oral seminar presentation on research findings
- locate relevant scientific literature using online search tools
- appraise scientific literature for relevance and quality
- link literature findings to suitable research methodologies and conclusions
- critically review research papers in the subject area
- apply critical appraisal skills to research material
- construct scientific arguments supported by multiple sources
- synthesise results from varied sources into a coherent account
- Modern Approaches to Human Disease
What you learn (7)
- explain how evidence based medicine informs clinical decision-making
- describe methods used to evaluate medicines in human populations
- summarise current research findings for selected medical conditions
- explain the physiology and pathophysiology underlying selected diseases
- describe current therapeutic approaches for managing selected diseases
- explain the role of animal models in studying selected diseases
- analyse the design and conduct of clinical trials using disease-specific examples
- Laboratories and Assessments for Biomedical Sciences
What you learn (16)
- critically evaluate primary research literature
- design a scientific experiment to test a hypothesis
- apply procedures for obtaining ethical approval for research
- collaborate effectively within a team to complete tasks
- perform diagnostic tests on samples using microbiological and molecular techniques
- apply health and safety regulations during laboratory testing
- interpret diagnostic test results to evaluate a hypothesis
- identify further investigations based on diagnostic findings
- apply inductive and deductive reasoning to interpret experimental results
- demonstrate professional conduct when working within a team
- take responsibility for an equitable share of team workload
- apply the scientific method to conduct an investigation
- record experimental process and progress in a laboratory notebook
- write a concise clinical case report summarising relevant findings
- explain laboratory techniques used for diagnosing infections
- analyse the pathology of causative agents in clinical cases
10 optional modules
- Protein Targeting
What you learn (6)
- explain mechanisms directing proteins to the endoplasmic reticulum
- describe the regulation of protein secretion through the golgi apparatus
- explain mechanisms directing proteins to mitochondria
- explain mechanisms directing proteins to chloroplasts
- describe the control of receptor mediated endocytosis
- evaluate research techniques used to study protein targeting
- Oncology
What you learn (9)
- identify common causes of cancer
- describe methods used to detect cancer
- describe the biological stages of carcinogenesis
- explain the molecular mechanisms driving carcinogenesis
- identify cellular mechanisms that restrict tumour development
- identify key immunotherapeutic targets used against cancer
- explain the mechanisms of action of cancer immunotherapies
- describe the origins of major haematological cancers
- outline treatment strategies for haematological cancers
- Science Communication
What you learn (5)
- evaluate how effective a science communication example is
- identify features that make a scientific topic newsworthy
- convey scientific concepts clearly to non-specialist audiences
- adapt scientific explanations to suit different audience types
- evaluate how scientific findings are portrayed in media outlets
- Biological Clocks
What you learn (5)
- explain the significance of temporal organisation in biological systems
- describe molecular mechanisms underlying circadian rhythms
- identify biological pacemakers across different organisms
- interpret different types of biological research data
- formulate independent conclusions from research findings
- Integrative Neuroscience
What you learn (8)
- explain how neurons transmit signals within the nervous system
- describe mechanisms underlying motor control
- explain how disruption of motor control mechanisms causes movement disorders
- describe stages and processes of brain development
- identify research techniques used to study brain development
- describe the structural organisation of the cerebral cortex
- explain how cortical structures support different brain functions
- explain the neurobiological mechanisms underlying sleep
- Principles of Development
What you learn (4)
- explain how multiple organisational layers interact in biological systems
- describe the genetic mechanisms underlying developmental processes
- describe the cellular processes that drive development
- explain how morphogenesis shapes tissue and organ formation
- Introduction to Secondary Biology Teaching
What you learn (6)
- analyse key issues in secondary biology education
- reflect critically on debates in school biology teaching
- evaluate own teaching practice in school biology lessons
- identify areas for improvement in biology teaching delivery
- apply learning theories to plan biology lessons
- demonstrate professional skills for supporting pupils' learning in biology
- Extreme Environmental Biology
What you learn (2)
- gather information rapidly from complex primary research articles
- synthesise research findings into a coherent review or presentation
- Bacteria: Genes to Behaviour
What you learn (11)
- explain how macromolecular synthesis is regulated during microbial cell cycles
- discuss how synthesis processes are coordinated and integrated in microbial cells
- describe intracellular mechanisms bacteria use to respond to stimuli
- describe extracellular mechanisms bacteria use to respond to stimuli
- explain the molecular basis of bacterial motility
- explain how bacteria detect and respond to environmental gradients through taxis
- explain the function of two-component systems in bacterial nutrient sensing
- explain the role of two-component systems in bacterial pathogenesis
- describe the process of sporulation in Bacillus as a model of cellular differentiation
- explain molecular mechanisms underlying cell-cell interactions in bacteria
- discuss cellular-level outcomes of interactions between bacterial cells
- Virology and Immunology
What you learn (7)
- explain the molecular mechanisms underlying viral replication cycles
- describe how the immune system responds to viral infection
- explain molecular strategies viruses use to evade host immunity
- identify molecular targets exploited by antiviral drug therapies
- describe the processes involved in developing vaccines
- describe how viral pandemics spread through populations
- explain public health measures used to control viral outbreaks
Year 4 · 2 core · 120 credits ≈ 1,200 hours
- MBio Research Project (Industrial Placement)
What you learn (9)
- present scientific research findings orally to an audience
- produce a written report of research following scientific conventions
- design an experimental plan to address a research question
- carry out experiments to generate scientific data
- evaluate scientific data to assess its reliability and significance
- apply statistical methods to analyse quantitative data
- formulate valid conclusions based on analysed data
- describe the norms and values underpinning research culture
- collaborate professionally with other researchers to support scientific progress
- MBio Skills Module for In-House students
What you learn (4)
- evaluate data handling methods used in scientific research
- design a research project
- present a research project to an audience
- critically evaluate scientific research papers
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£30,000median pay three years after graduating
Lower quarter£25k
Median£30k
Upper quarter£37k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 25 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 13, 14, 11, 21, 24
Half of graduates earned between £25,000 and £37,000. Five years on, the median is £40,000. 85% were in work or further study 15 months after finishing; 70% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 20 |
| In work or study, 15 months on19% studying | 85% | 55 |
| Professional or managerial job | 70% | 30 |
| Pay 15 months on, median | £29,500 | 25 |
| Pay 3 years on, median | £30,000 | 25 |
| Pay 5 years on, median | £40,000 | 35 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
Warwick fees page · source
About £40,200 in fees over 4 years, covered by a tuition fee loan you repay only when earning above the threshold.
National Student Survey 2024-26
What do students say?
83%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 69% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 20 students answered
Highest: 100% agreed on question 1; lowest: 56% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 72% |
| Question 3 | 94% |
| Question 4 | 100% |
| Question 5 | 94% |
| Question 6 | 94% |
| Question 7 | 83% |
| Question 8 | 89% |
| Question 9 | 78% |
| Question 10 | 61% |
| Question 11 | 56% |
| Question 12 | 72% |
| Question 13 | 100% |
| Question 14 | 56% |
| Question 15 | 82% |
| Question 16 | 71% |
| Question 17 | 83% |
| Question 18 | 88% |
| Question 19 | 88% |
| Question 20 | 76% |
| Question 21 | 94% |
| Question 22 | 89% |
| Question 23 | 94% |
| Question 24 | 71% |
| Question 25 | 75% |
| Question 26 | 83% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Warwick’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Warwick is a trade mark of the university; sch.today is independent of it.