Psychology and Global Sustainable Development BASc
AAB at A level; graduates earn a median £27,500 three years on.
Typical A level offer
AAB
85% 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?
AABtypical A level offer; aab. a level additional information you will also need grade 6/b 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
Who actually got in: 85% with A levels, 10% with the IB, 10% with other higher education. Based on 15 entrants.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| IB | 34 points34 IB additional information You will also need grade 6/B in GCSE Mathematics and grade 4/C English Language or equivalent. | — |
| BTEC | —We welcome applications from students taking BTECs alongside one or two A levels. | — |
| Advanced Highers | AA in 2 Advanced Highers and ABB or BBB in three additional Highers subjects OR AA in 2 Advanced Highers and ABB or BBB in three additional Highers subjects OR AB in 2 Advanced Highers 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?
8compulsory modules in year 1
Compulsory modules this year: natural sciences 49% · green & sustainability 20% · transversal skills 12% · social & cultural skills 9%.
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 · 8 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
- 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
- Psychology in the Real World 1
What you learn (4)
- evaluate current psychological research findings
- critique empirical research methods used in psychology
- interpret psychological data and their theoretical implications
- combine data from multiple psychology subfields into a coherent account
Year 2 · 0 core, 8 optional
8 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
- 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
- Perception, Planning and Action
What you learn (5)
- explain how perceptual processes extract useful environmental information
- describe the basic neurobiological structures underlying vision
- explain how nervous system damage causes deficits in perception and action
- describe key theories of perception, planning and attention
- evaluate how studies of brain damage inform theories of perception and attention
- 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
- Social Psychology
What you learn (10)
- describe methods used to study social psychology
- evaluate the relationship between phenomena, methods, data and theory
- discuss theory and research on social cognition
- evaluate research on persuasion and social influence
- critically discuss theories of social perception
- evaluate attribution and inference research
- explain the structure and function of attitudes
- evaluate research on attitude change
- analyse behaviour occurring within social groups
- evaluate research on behaviour between groups
Year 3 · 1 core, 11 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
11 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
- How You Feel: A story of mind told by the body
What you learn (11)
- explain the neurophysiological processes underlying body sensing systems
- explain how sensory receptors convert physical stimuli into neural signals
- describe how the central nervous system processes neural signals to represent body state
- identify brain regions responsible for body perception
- explain how neurological damage alters perception and behaviour related to the body
- explain how bodily sensory signals influence behaviour and perceptual experience
- describe how bodily signals shape feelings of wellness, fatigue and effort
- explain how multiple sensory modalities combine to form body perception
- describe how non-sensory information contributes to body experience
- explain how illusory body perceptions affect experience and behaviour
- evaluate the impact of body illusions on real-world performance
- 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
- 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, 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 | 95% | 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; 77% 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 20; lowest: 50% on question 12.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 80% |
| Question 2 | 80% |
| Question 3 | 70% |
| Question 4 | 60% |
| Question 5 | 90% |
| Question 6 | 60% |
| Question 7 | 90% |
| Question 8 | 80% |
| Question 9 | 50% |
| Question 10 | 80% |
| Question 11 | 80% |
| Question 12 | 50% |
| Question 13 | 90% |
| Question 14 | 70% |
| Question 15 | 70% |
| Question 16 | 80% |
| Question 17 | 60% |
| Question 18 | 67% |
| Question 19 | 89% |
| Question 20 | 100% |
| Question 21 | 89% |
| Question 22 | 70% |
| Question 23 | 80% |
| Question 24 | 70% |
| Question 25 | 89% |
| 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.