Economics, Psychology and Philosophy BA/BSc
A*AA at A level; graduates earn a median £27,500 three years on.
Typical A level offer
A*AA
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?
A*AAtypical A level offer; a*aa a level additional information you will also need at least grade 7/a in gcse mathematics and grade 6/b in gcse english language.
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
Who actually got in: 90% with A levels, 10% with the IB. 15% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 50 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 | 38 points38 overall to include 4 in Higher Level Mathematics or 5 in Standard Level Mathematics. IB additional information You will also need grade 6/B in GCSE English Language or International Baccalaureate g | 4 in Higher Level Mathematics or 5 in Standard Level Mathematics |
| BTEC | —BTECs will be considered for this course. | — |
| Advanced Highers | AAAA in two Advanced Highers, and AAA in Highers in 3 further subjects. You must also have grade A in National 5 Mathematics. | — |
| 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: mathematics & statistics 36% · arts & humanities 18% · natural sciences 16% · green & sustainability 16%.
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 · 150 credits ≈ 1,500 hours
- Economics 1
What you learn (5)
- describe key economic behaviours, trends and institutional developments
- explain core economic concepts, theories and models
- apply theoretical models to simplify complex economic problems
- interpret economic data to inform analysis
- select appropriate analytical tools based on data
- Statistical Techniques A
What you learn (5)
- apply quantitative methods tools to economics problems
- apply statistical methods to analyse data
- construct statistical models for analysis
- use statistical software to handle data
- analyse data using statistical techniques
- Statistical Techniques B
What you learn (5)
- apply statistical techniques required for economics coursework
- explain statistical methods used in quantitative analysis
- construct statistical models to represent data relationships
- describe principles of data handling using statistical software
- use statistical software to manipulate datasets
- Mathematical Techniques A
What you learn (6)
- apply core mathematical techniques used in economic analysis
- apply mathematical methods relevant to econometric analysis
- use mathematical skills required for core economics modules
- apply mathematical techniques to support optional economics modules
- use mathematical typesetting software to produce technical documents
- perform numerical mathematical analysis using computing tools
- Mathematical Techniques B
What you learn (7)
- apply quantitative methods to core economics topics
- write basic programs using statistical software
- use statistical software to graph mathematical functions
- apply statistical software to perform mathematical methods
- analyse economic problems using systematic quantitative approaches
- use computing tools to write mathematical text
- perform numerical mathematical analysis using computing tools
- Introduction to Philosophy
What you learn (10)
- describe key debates across philosophical subject areas
- formulate a personal position on philosophical debates
- critique alternative philosophical viewpoints
- analyse philosophical arguments from different subject areas
- evaluate the strength of philosophical arguments
- identify the significance of canonical philosophical texts
- critique arguments presented in canonical philosophical texts
- explain the concept of logical validity and related notions
- apply formal techniques to demonstrate argument validity
- translate statements between first-order logic and English
- 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
Year 2 · 0 core, 12 optional
12 optional modules
- Applied Econometrics
What you learn (5)
- describe random variables, distributions and their moments
- explain statistical estimation and sampling distributions for population inference
- distinguish causality from selection bias in data analysis
- analyse economic decisions using microeconomic principles
- explain the empirical approach used in economics and social science
- Economics 2
What you learn (17)
- describe macroeconomic policy instruments and objectives
- evaluate how economic theory informs policy effectiveness
- simplify complex economic problems using theoretical models
- communicate economic ideas in written and spoken form
- represent economic arguments graphically and mathematically
- apply theoretical models to underpin economic analysis
- explain the applications and limitations of economic models
- describe microeconomic policy measures
- critically analyse competing economic models and hypotheses
- present economic work to an audience
- conduct individual and collaborative research on economic topics
- use online and library resources to gather economic information
- formulate models to solve economic problems
- select appropriate economic models for policy problems
- produce concise analytical reports on economic issues
- explain key concepts in intermediate microeconomics
- explain key concepts in intermediate macroeconomics
- Econometrics 1
What you learn (7)
- apply quantitative methods used in core and optional economics modules
- use econometric software packages to analyse economic data
- retrieve data from economics databases for analysis
- present statistical data clearly to an audience
- analyse and interpret statistical data for reporting purposes
- apply advanced statistical techniques to economic problems
- evaluate the strengths and limitations of statistical methods
- Economics 2: Microeconomics
What you learn (15)
- explain core concepts of intermediate microeconomic theory
- apply theoretical models used in economic analysis
- communicate economic ideas in written and spoken form
- represent economic ideas using graphs and mathematical notation
- research an economic topic individually and in a group
- use online and library sources to gather economic information
- describe the design and impact of microeconomic policies
- simplify complex economic problems using theoretical models
- present findings from independent work to an audience
- analyse economic problems using formal models
- construct models to solve economic problems
- evaluate the applications and limitations of theoretical economic models
- critically compare competing economic models and hypotheses
- select suitable economic models for analysing policy problems
- produce concise analytical reports on economic issues
- Foundations of Human Sociality and Cooperation
What you learn (11)
- explain the cooperative structure underlying human societies
- describe the evolutionary puzzle of altruism and cooperation
- outline major theories accounting for human cooperation
- describe psychological capacities needed for social coordination and communication
- evaluate experimental evidence on the development of cooperative skills
- evaluate evidence of comparable cooperative psychology in primates
- propose alternative explanations for empirical research findings
- design novel experiments to distinguish between competing explanations
- analyse the influence of culture and social norms on human societies
- apply knowledge of human cooperation to improve public policy decisions
- apply knowledge of human cooperation to improve business decisions
- Philosophical Issues in Behavioural Science: from Individual to Collaborative Action
What you learn (5)
- describe philosophical theories of joint action
- relate philosophical theories to behavioural science findings
- organise research using varied print and electronic sources
- evaluate experimental reports in psychology and philosophy
- engage independently in philosophical argumentation
- 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
- Economics of Money & Banking
What you learn (17)
- describe the main components of the financial system
- explain the roles of different financial assets within the system
- outline the principal objectives of monetary policy
- justify the main goals pursued by monetary policy
- debate current issues in monetary economics
- communicate views on monetary and financial issues orally
- communicate views on monetary and financial issues in writing
- conduct independent research using real economic data
- collaborate with others to carry out research using data sources
- use macroeconomic terminology accurately
- interpret and draft policy statements on macroeconomic issues
- source official macroeconomic data
- analyse macroeconomic data using software tools such as Excel and Stata
- critically analyse arguments presented by others
- distinguish factual claims from conjecture
- analyse complex economic issues using data evidence
- interpret data within the context of theoretical economic models
- Consumer Behaviour
What you learn (6)
- define core consumer behaviour concepts
- describe models and theories of consumer behaviour
- explain marketing concepts relevant to consumer behaviour
- explain economic concepts relevant to consumer behaviour
- explain psychological concepts relevant to consumer behaviour
- apply consumer behaviour knowledge to marketing practice
- Applied Ethics
What you learn (9)
- differentiate competing positions on key applied ethics issues
- support or criticise ethical views using case studies and empirical evidence
- present ethical arguments clearly in spoken discussion
- present ethical arguments clearly in written form
- identify key claims within philosophical readings
- analyse the logical structure of philosophical arguments
- evaluate ethical theories using case studies and empirical evidence
- organise philosophical research drawing on diverse sources
- engage independently in ethical debate
- 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
Year 3 · 2 core, 5 optional · 30 credits ≈ 300 hours
- Behavioural Economics: Theory and Applications
What you learn (6)
- describe methods used in laboratory and field experiments in economics
- explain the motivation for studying behavioural economics
- explain patterns of economic behaviour among interacting agents
- construct behavioural models that explain deviations from rational-agent theory
- present behavioural economics concepts using appropriate analytical methods
- explain contemporary behavioural economics models applied by practitioners
- Group Mindedness: Perspectives from Economics, Philosophy and Psychology
What you learn (3)
- identify the distinct types of questions raised about group mindedness in each discipline
- explain how answers from different disciplines relate to one another
- explain how these interdisciplinary answers inform policy formation
5 optional modules
- Behavioural Insights and Applications in Economics
What you learn (8)
- identify emerging topics in behavioural and experimental economics
- describe key developments in behavioural finance and environmental economics
- analyse economic and social issues using a behavioural perspective
- apply behavioural theories to fields such as finance and environmental economics
- analyse phenomena using behavioural science concepts
- compare behavioural and classical approaches to public policy
- evaluate the contribution of behavioural economics to policymaking
- apply behavioural economics concepts to real-world economic problems
- Moral Psychology: The Science of Good and Evil
What you learn (3)
- report empirical findings relevant to ethical questions
- evaluate whether empirical findings genuinely support ethical claims
- integrate psychological findings with philosophical ethical theory
- Philosophy of Evil
What you learn (11)
- identify key historical philosophers who addressed the problem of evil
- describe how philosophical thought on evil has evolved over time
- explain core theoretical concepts in the philosophy of evil
- apply technical philosophical terminology relevant to the study of evil
- communicate philosophical ideas clearly in written form
- communicate philosophical ideas clearly in spoken discussion
- research primary and secondary philosophical texts independently
- present findings from philosophical source analysis
- evaluate complex philosophical texts critically
- construct original philosophical arguments on positions regarding evil
- defend a philosophical position against counterarguments
- 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
Year not stated · 0 core, 1 optional
1 optional module
- International Trade
What you learn (4)
- identify key trade-related laws and institutions such as the WTO
- describe how debates on international trade and trade policy have changed over time
- describe the effects of trade liberalisation and cooperation on markets
- describe empirical patterns in the composition and geography of international trade flows
“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 14, 13, 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; 90% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 10% left | 100% | 45 |
| In work or study, 15 months on10% studying | 85% | 15 |
| Professional or managerial job | 90% | 10 |
| 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 2025-26
What do students say?
74%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 78% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 30 students answered
Highest: 100% agreed on question 1; lowest: 58% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 87% |
| Question 3 | 94% |
| Question 4 | 94% |
| Question 5 | 97% |
| Question 6 | 87% |
| Question 7 | 81% |
| Question 8 | 81% |
| Question 9 | 84% |
| Question 10 | 74% |
| Question 11 | 94% |
| Question 12 | 94% |
| Question 13 | 100% |
| Question 14 | 58% |
| Question 15 | 97% |
| Question 16 | 87% |
| Question 17 | 87% |
| Question 18 | 87% |
| Question 19 | 82% |
| Question 20 | 100% |
| Question 21 | 97% |
| Question 22 | 90% |
| Question 23 | 97% |
| Question 24 | 74% |
| Question 25 | 83% |
| Question 26 | 74% |
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.