Life Sciences and Global Sustainable Development BASc
AAB at A level, A level in Biology; graduates earn a median £29,500 three years on.
Typical A level offer
AAB
A level in Biology · 90% of entrants came with A levels · 93% stay on after year 1 · Warwick course page, Discover Uni
Year 13 · applying
What do you need to get in?
AABtypical A level offer; aab, to include a level in biology. a level additional information you will also need grade 4/c in gcse mathematics and grade 4/c in gcse english language or equivalent.
Typical offer — the grades most applicants are asked for. Contextual offer: ABB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
- 1A level in Biology
Who actually got in: 90% with A levels, 9% with the IB. 8% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 160 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 | 34 points34, to include Biology at Higher Level 5. IB additional information You will also need grade 4/C in GCSE Mathematics and grade 4/C in GCSE English Language or equivalent. | Biology at Higher Level 5 |
| BTEC | —We welcome applications from students taking BTECs alongside one or two A levels, including A level Biology. | — |
| Advanced Highers | AAAA in two Advanced Highers including Biology and ABB/BBB in three additional Highers subjects OR AB in two Advanced Highers including Biology and AAB in three additional Highers subjects. | Biology and ABB/BBB in three additional Highers subjects OR AB in two Advanced Highers including Biology and AAB in three additional 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 1–3
What do you study?
6compulsory modules in year 1
Compulsory modules this year: natural sciences 37% · green & sustainability 20% · transversal skills 17% · language & communication 13%.
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 · 120 credits ≈ 1,200 hours
- Economic Principles of Global Sustainable Development
What you learn (11)
- apply core economic principles to analyse sustainable development issues
- describe how economic activity links to social and environmental outcomes
- identify standard indicators used to measure economic development
- critique the limitations of conventional development measurement methods
- compare alternative frameworks for assessing sustainable economic progress
- explain theories of externalities and their relevance to policy intervention
- explain ethical and efficiency arguments for sustainable development intervention
- apply game theory to explain collective decision-making outcomes
- interpret abstract economic models relevant to sustainability
- apply quantitative data on global sustainability to evaluate policy design
- conduct independent research on an economic topic
- Environmental Principles of Global Sustainable Development
What you learn (11)
- explain the causes and extent of global environmental decline
- describe how human activities have affected the planet over time
- apply scientific knowledge when researching environmental sustainability issues
- analyse and present research findings on sustainability topics
- evaluate debates on environmental decline from multiple disciplinary viewpoints
- describe key academic concepts and frameworks used in sustainability studies
- evaluate governance approaches for improving global environmental sustainability
- conduct rigorous research on environmental issues to inform policy proposals
- formulate practice-based recommendations from environmental research findings
- present evidence-based policy proposals persuasively in writing
- present evidence-based policy proposals persuasively through oral argument
- Social Principles of Global Sustainable Development
What you learn (5)
- explain key global challenges using evidence-based reasoning
- describe social problems arising from specific economic development models
- evaluate explanations for uneven economic development between nations
- evaluate proposed strategies for reducing social inequality
- critique competing concepts of sustainable development in writing
- Global Sustainable Development (GSD) Project
What you learn (3)
- formulate research questions that break down sustainable transport problems
- design a research strategy selecting suitable methods to test hypotheses
- distinguish between types of evidence and assess them against scientific criteria
- 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
- 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
Year 2 · 0 core, 6 optional
6 optional modules
- Health and Sustainable Development
What you learn (4)
- explain intended and unintended effects of health interventions and policies
- analyse how development processes and contextual change influence population health
- apply interdisciplinary frameworks to analyse global health problems
- use theoretical and practical tools to take action on global health challenges
- Security, Sovereignty and Sustainability in the Global Food System
What you learn (9)
- apply a food systems framework to identify sustainability issues in food production chains
- research sustainability issues arising across food production, processing and consumption
- analyse broad sustainability issues within the global food system
- evaluate technical responses proposed to address global food needs
- evaluate governance responses proposed to address global food needs
- explain key concepts of food security, sovereignty and sustainability
- apply these concepts critically to analyse food systems
- evaluate personal food consumption choices against sustainable development goals
- evaluate collective food consumption choices against sustainable development goals
- Inequalities and Sustainable Development: Inclusion and Dignity for All
What you learn (9)
- identify key features of inequalities in contemporary societies
- evaluate recent trends in inequality across local and global settings
- analyse debates linking inequality to socio-economic and environmental sustainability
- explain the complexity of sustainability-related policy problems
- assess challenges faced by policymakers addressing inequality
- describe cross-disciplinary theories explaining causes of inequality
- evaluate empirical evidence on consequences of inequality
- explain public attitudes towards inequality
- conduct independent research on inequality-related issues
- 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
- 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
- Plant Molecular Development
What you learn (5)
- describe key stages and processes of plant development
- explain how light and temperature influence plant developmental processes
- explain how drought and nutrient availability affect plant growth
- describe mechanisms by which pathogens infect and affect plants
- evaluate strategies for improving crop resilience and productivity
Year 3 · 1 core, 5 optional · 30 credits ≈ 300 hours
- Dissertation/Independent Study
What you learn (7)
- design a feasible research project
- plan a research project schedule and approach
- carry out a research project according to plan
- manage the progress and resources of a research project
- produce an original research study on a current sustainability issue
- design an event to share research findings with the public
- present research findings to a public audience
5 optional modules
- Surviving the Apocalypse
What you learn (3)
- evaluate crises experienced by human societies
- design a project investigating causes or effects of contemporary crises
- analyse factors that limit or enable efforts for social change
- The Energy Trilemma
What you learn (8)
- identify key issues around energy security, equity and sustainability globally
- evaluate differing government approaches to managing energy resources
- explain the importance of energy to economic growth and social well-being
- describe the benefits of collaboration among stakeholders in energy solutions
- explain the role of technology and innovation in sustainable energy development
- apply research skills to investigate energy-related topics
- synthesise academic and industry research into coherent outputs
- adapt research outputs to suit different audiences
- Managing Natural Resources
What you learn (11)
- apply key theories from natural resource management to practical cases
- critique the use of natural resource management theories in practice
- identify obstacles that hinder conservation management interventions
- propose improvements to existing conservation initiatives
- design a group research project on environmental resource issues
- conduct monitoring techniques within a collaborative research project
- identify species using taxonomic and identification characteristics
- detect environmental change using indicator species across habitats
- describe everyday realities of life within a developing community
- explain constraints affecting governance and policy structures in context
- reflect critically on personal experiences in relation to theory
“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?
£29,500median 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 80 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, 23
Half of graduates earned between £25,000 and £37,000. Five years on, the median is £39,000. 85% were in work or further study 15 months after finishing; 69% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 16% left | 93% | 175 |
| In work or study, 15 months on19% studying | 85% | 105 |
| Professional or managerial job | 69% | 60 |
| Pay 15 months on, median | £30,000 | 40 |
| Pay 3 years on, median | £29,500 | 80 |
| Pay 5 years on, median | £39,000 | 90 |
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 £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold.
National Student Survey 2025-26
What do students say?
90%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 71% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 145 students answered
Highest: 94% agreed on question 1; lowest: 60% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 94% |
| Question 2 | 77% |
| Question 3 | 92% |
| Question 4 | 93% |
| Question 5 | 87% |
| Question 6 | 91% |
| Question 7 | 79% |
| Question 8 | 78% |
| Question 9 | 82% |
| Question 10 | 68% |
| Question 11 | 65% |
| Question 12 | 80% |
| Question 13 | 92% |
| Question 14 | 60% |
| Question 15 | 89% |
| Question 16 | 91% |
| Question 17 | 79% |
| Question 18 | 83% |
| Question 19 | 92% |
| Question 20 | 91% |
| Question 21 | 92% |
| Question 22 | 85% |
| Question 23 | 83% |
| Question 24 | 69% |
| Question 25 | 77% |
| Question 26 | 90% |
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.