Psychology with Linguistics BSc
AAB at A level, a science subject from Mathematics, Further Mathematics, Statistics, Chemistry, Biology, Human Biology, Physics Or AAA/A*AB if not studying a science subject; graduates earn a median £27,500 three years on.
Typical A level offer
AAB
a science subject from Mathematics, Further Mathematics, Statistics, Chemistry, Biology, Human Biology, Physics Or AAA/A*AB if not studying a science subject · 90% of entrants came with A levels · 100% 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 including a science subject from mathematics, further mathematics, statistics, chemistry, biology, human biology, physics or aaa/a*ab if not studying a science subject. you will also need grade b
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 science subject from Mathematics, Further Mathematics, Statistics, Chemistry, Biology, Human Biology, Physics Or AAA/A*AB if not studying a science subject
Who actually got in: 90% with A levels, 10% with the IB. 20% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 15 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 overall including Higher Level Mathematics, Biology, Chemistry, Physics Or 36 overall if not studying a science subject at Higher Level. You will also need a grade 6/B in GCSE Mathematics or Statis | Higher Level Mathematics, Biology, Chemistry, Physics Or 36 overall if not studying a science subject at Higher Level |
| BTEC | —We welcome applications from students studying BTEC qualifications alongside two A levels. Applicants studying a BTEC Extended Diploma on its own may also be considered. Overlapping subjects at BTEC a | — |
| Advanced Highers | AAAB at Advanced Higher Level in 2 subjects including one from Mathematics, Biology, Chemistry, Human Biology, Physics or Science Or AA in two Advanced Highers if not studying a Science subject. Applica | one from Mathematics, Biology, Chemistry, Human Biology, Physics or Science Or AA in two Advanced Highers if not studying a Science subject |
| 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 53% · language & communication 34% · arts & humanities 5% · transversal skills 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 · 120 credits ≈ 1,200 hours
- Linguistics: Understanding Language
What you learn (3)
- describe sounds, sound patterns, morphology, syntax and meaning using linguistic terms
- compare similarities and differences across languages
- analyse language data using linguistic theory and support conclusions with evidence
- Becoming a Psychologist
What you learn (8)
- explain why academic integrity matters in psychological work
- apply correct referencing conventions in psychology assignments
- describe core principles of scientific thinking
- relate scientific thinking principles to psychology as a scientific discipline
- evaluate empirical and theoretical psychological texts critically
- communicate critical evaluation findings clearly to an audience
- plan a piece of evaluative academic writing
- produce evaluative written work using appropriate structure
- Neuropsychology & Psychopathology
What you learn (11)
- describe classical theories explaining emotional experience
- identify brain structures implicated in classical emotion theories
- explain the process of Pavlovian threat conditioning
- relate threat conditioning findings to the neural basis of emotion
- identify cortical regions involved in language processing
- explain how damage to language areas produces aphasia
- describe modern psychological and biological models of mental illness
- situate current views of mental illness within their historical development
- identify symptoms characteristic of anxiety, depressive and psychotic disorders
- explain the biological dysfunctions underlying these mental health conditions
- evaluate the main treatment approaches used for these conditions
- Brain & Behaviour
What you learn (13)
- describe the anatomical organisation of the nervous system
- explain how neurochemical processes underpin nervous system activity
- describe how brain development reflects ongoing adaptation across the lifespan
- explain how learning and rehabilitation drive change at the neural level
- explain how brain structure supports learning and memory
- explain how brain structure supports language and emotion
- explain how brain structure supports goal-directed action
- explain the neural mechanisms behind memory loss
- explain the neural mechanisms behind reversal of learning
- describe how organisms detect and respond to sensory stimulation
- explain how experience modifies behavioural responses
- describe the neural circuits underlying stimulus-response capacities
- explain the relationships between reflexive, conditioned, habitual and voluntary behaviour
- Psychology in Context
What you learn (8)
- describe key classic studies across core psychology topic areas
- discuss the findings and significance of classic psychological studies
- evaluate major concepts and theories within each psychology subfield
- situate contemporary psychology within broader intellectual traditions
- relate the development of psychology to its historical context
- explain the contribution of developmental psychology to the discipline
- explain the contribution of cognitive psychology to the discipline
- analyse the historical development of psychology as a scientific discipline
- Research and statistical methods for psychology students
What you learn (9)
- explain core principles underlying psychological research
- carry out a psychological research study applying these principles
- discuss the rationale and value of psychological research approaches
- identify ethical issues arising in psychological research
- apply numeracy and analytic skills to quantitative data
- perform qualitative data analysis techniques
- design a study to formulate and test a hypothesis
- collect, analyse and interpret psychological data
- write an empirical research report following APA formatting conventions
Year 2 · 7 core · 120 credits ≈ 1,200 hours
- Phonetics and Phonology
What you learn (10)
- describe sound patterns found across world languages
- label speech sounds using phonetic transcription symbols
- label phonological features using standard disciplinary terms
- analyse raw language data to identify linguistic features
- classify language change driven by internal linguistic factors
- classify language change driven by external social factors
- identify physiological structures involved in speech production
- identify psychological factors affecting speech perception
- propose suitable methods for documenting and analysing language
- discuss key theories and findings across linguistic subfields
- Morphology and Syntax
What you learn (6)
- describe recurring morphological, syntactic and semantic patterns across world languages
- label morphosyntactic and semantic features using linguistic terminology
- analyse raw linguistic data to identify a language's structural features
- classify language change caused by internal and external factors
- propose suitable methods for documenting and studying languages
- discuss key theories and findings from various linguistic subfields
- Individual Differences
What you learn (10)
- describe units of personality within biological theory
- describe units of personality within psychodynamic theory
- explain key theories of intelligence
- evaluate major research programmes in personality and intelligence
- describe the purpose of multiple regression analysis
- describe the purpose of factor analysis
- describe the purpose of q-sort procedures
- compare historical development of personality and intelligence research
- discuss key controversies in personality and intelligence research
- identify practical applications of personality and intelligence theories
- Language and Cognition
What you learn (9)
- explain spatial problem solving using biological and cognitive mechanisms
- explain concept formation and categorisation using cognitive processes
- explain language and communication in terms of underlying biological processes
- describe major research findings in psycholinguistics
- explain significant discoveries within cognitive science
- discuss unresolved issues in explaining language processing
- discuss unresolved issues in explaining cognitive functioning
- describe experimental methods used to study language and cognition
- assess the strength of evidence supporting cognitive theories
- Developmental Psychology
What you learn (6)
- explain classical and contemporary theories of child development
- describe key findings from cognitive developmental psychology research
- evaluate key findings from cognitive developmental psychology research
- describe key findings from social developmental psychology research
- evaluate key findings from social developmental psychology research
- explain how multiple factors interact to shape development
- Psychobiology
What you learn (11)
- describe the functional architecture of the brain at macroscopic and microscopic levels
- explain principles of neural signal processing
- relate signal processing mechanisms to complex behaviour
- describe genetic influences on brain function
- explain the role of neurochemistry in psychobiological processes
- describe psychobiological bases of sex differences
- explain the concept of brain laterality
- explain the biological basis of learning and memory
- describe the biological mechanisms of homeostasis
- explain the biological regulation of bodily rhythms
- outline basic concepts of evolutionary psychology
- Further Methods for Psychology
What you learn (16)
- explore a data set using descriptive and diagnostic techniques
- test statistical hypotheses systematically using appropriate methods
- evaluate whether a data set is appropriate for a given analysis
- describe techniques for reducing problems of data quality or reliability
- present statistical results clearly and concisely
- explain methodological issues that influence research validity
- conduct a qualitative data analysis
- report findings from a qualitative analysis
- design a theoretically grounded extension of an existing published study
- carry out a medium-scale research project implementing a planned study extension
- produce a research poster summarising a study
- draft a journal-style manuscript reporting research findings
- identify ethical considerations relevant to psychological research
- apply procedures that safeguard participants in research studies
- explain features of effective research design
- critique the quality of a research design
Year 3 · 2 core, 13 optional · 45 credits ≈ 450 hours
- Social Psychology
What you learn (10)
- explain methods used to study social psychology
- evaluate links between phenomena, methods, data and theories
- discuss theories of social cognition
- evaluate research on persuasion and social influence
- discuss theories of social perception
- evaluate research on attribution and inference processes
- explain the structure and function of attitudes
- evaluate research on attitude change processes
- discuss theories of intragroup behaviour
- evaluate research on intergroup behaviour
- Final Year Project
What you learn (12)
- critically evaluate existing research literature in psychology
- situate a research question within existing literature
- design an empirical research study
- plan a research project within a fixed timescale
- conduct an empirical research study
- explain ethical considerations relevant to psychological research
- analyse research data using appropriate methods
- present research data clearly in appropriate formats
- draw valid conclusions from empirical findings
- identify theoretical and practical implications of research findings
- identify methodological limitations of a research study
- communicate research findings in a written report
13 optional modules
- Intercultural Pragmatics
What you learn (3)
- evaluate current debates in intercultural pragmatics
- analyse how social and cultural context shapes meaning in language use
- judge the appropriateness and emotional impact of language choices across cultures
- Language, Society and Power
What you learn (2)
- evaluate strengths and weaknesses of frameworks for analysing language and gender
- apply language and gender frameworks to analyse sample data
- Multilingualism and Culture
What you learn (6)
- explain key terminology and concepts used in multilingualism research
- describe theories and research methods applied to multilingualism
- analyse issues relating to multilingualism and culture
- describe how multilingual speakers use language in varied contexts
- discuss patterns of language use among multilingual speakers
- evaluate theoretical and empirical studies in multilingualism research
- Sociolinguistics
What you learn (3)
- explain how language conveys social meaning
- evaluate theoretical concepts of language and society
- apply sociolinguistic concepts to analyse language practices of social groups
- Professional Communication
What you learn (3)
- explain the role of discourse and communication in professional settings
- describe how research informs professional communication practice
- identify key communication challenges graduates face in global workplaces
- Communication Modes
What you learn (1)
- identify how different semiotic modes shape meaning-making in communication
- Perspectives in Clinical and Counselling Psychology
What you learn (8)
- evaluate the classification system used to categorise mental disorders
- describe the main diagnostic categories defined in the DSM
- explain the procedures used to diagnose mental disorders
- compare historical and contemporary theories on the causes of mental illness
- evaluate different therapeutic approaches to treating mental illness
- apply current models of abnormal behaviour to case material
- evaluate the effectiveness of major therapeutic interventions using research evidence
- discuss practical and ethical issues encountered in UK mental health care
- Psychology and the Law
What you learn (5)
- explain how psychological theory is applied to legal settings
- describe current findings in psychology and law research
- compare research methods used in psychology and law studies
- evaluate strengths and weaknesses of psychology and law methodologies
- discuss theoretical debates in applied cognitive psychology topics
- Attention
What you learn (8)
- evaluate recent experimental paradigms used in attention research
- illustrate how specific scanning techniques have been applied in attention studies
- evaluate evidence supporting and opposing major theories of attention
- evaluate theories explaining attentional impairment following brain lesions
- evaluate theories accounting for normal temporal limits of attention
- evaluate theories accounting for normal spatial limits of attention
- evaluate theories of attentional guidance during visual search
- evaluate theories of how attention relates perception to the visual environment
- Sleep and Health
What you learn (8)
- explain core theoretical concepts used to study sleep and insomnia
- describe patterns of sleep disturbance across populations
- explain how sleep disturbance affects human performance
- evaluate the bidirectional links between sleep and physical health
- evaluate the bidirectional links between sleep and mental health
- apply psychological theories to explain chronic insomnia
- evaluate treatment options for adults with chronic insomnia
- describe sleep as a public health concern
- Psychology Across Cultures
What you learn (6)
- compare how key psychological findings differ between cultures
- critique core concepts used in cross-cultural psychology
- evaluate how values, beliefs and ecology shape cultural variation in psychology
- identify key research methods used in cross-cultural psychology
- critique the limitations of cross-cultural research methods
- reflect critically on one's own cultural values and assumptions
- The Psychology of Intellectual Disabilities, Neurodiversity, and Sensory Impairments
What you learn (6)
- describe differences in social and emotional development among these populations
- describe differences in behavioural development among these populations
- evaluate researchers' positions on key issues in sensory impairment research
- identify methodologies used to measure and diagnose intellectual disabilities
- analyse methodologies used to diagnose neurodivergent conditions
- explain key concepts and perspectives in the neurobiology of brain development
“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?
£27,500median pay three years after graduating
Lower quarter£23k
Median£28k
Upper quarter£34k
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 105 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, 24, 14, 23
Half of graduates earned between £22,500 and £33,500. Five years on, the median is £34,500. 85% were in work or further study 15 months after finishing; 64% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 10% left | 100% | 15 |
| In work or study, 15 months on7% studying | 85% | 90 |
| Professional or managerial job | 64% | 60 |
| Pay 15 months on, median | £30,000 | 40 |
| Pay 3 years on, median | £27,500 | 105 |
| Pay 5 years on, median | £34,500 | 105 |
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 2024-26
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; 91% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 10 students answered
Highest: 100% agreed on question 1; lowest: 60% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 80% |
| Question 3 | 100% |
| Question 4 | 90% |
| Question 5 | 70% |
| Question 6 | 90% |
| Question 7 | 80% |
| Question 8 | 80% |
| Question 9 | 80% |
| Question 10 | 60% |
| Question 11 | 90% |
| Question 12 | 90% |
| Question 13 | 70% |
| Question 14 | 60% |
| Question 15 | 100% |
| Question 16 | 90% |
| Question 17 | 90% |
| Question 18 | 88% |
| Question 19 | 100% |
| Question 20 | 100% |
| Question 21 | 80% |
| Question 22 | 90% |
| Question 23 | 90% |
| Question 24 | 80% |
| Question 25 | 100% |
| 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.