History and Global Sustainable Development BASc
AAA at A level, History; graduates earn a median £29,000 three years on.
Typical A level offer
AAA
History · 90% of entrants came with A levels · 97% 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 to include history. 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: AAB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
- 1History
Who actually got in: 90% with A levels, 10% with the IB. 10% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 10 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 to include History at Higher Level 6. IB additional information You will also need grade 4/C in GCSE Mathematics and grade 4/C in GCSE English Language or equivalent. | History at Higher Level 6 |
| BTEC | —We welcome applications from students taking BTECs alongside one or two A levels, including A level History. | — |
| Advanced Highers | AAAA in two Advanced Highers including History and AAB in 3 additional higher subjects. | History and AAB in 3 additional higher 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?
5compulsory modules in year 1, 1 optional
Compulsory modules this year: green & sustainability 26% · transversal skills 26% · arts & humanities 15% · social & cultural skills 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 · 5 core, 1 optional · 90 credits ≈ 900 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
- Making of the Modern World
What you learn (13)
- identify different theoretical and conceptual frameworks used in historical study
- describe key historiographical debates relevant to the modern era
- explain major historical processes of the later modern period from a global perspective
- use appropriate historical terminology to discuss modern events
- identify a variety of primary sources relevant to historical study
- collaborate effectively with others on shared tasks
- identify factors that influence team performance
- formulate a clear focus for essay and project assignments
- gather relevant data from multiple sources
- communicate research findings clearly and effectively
- articulate an independent perspective on contemporary political issues
- produce a structured academic essay meeting university standards
- interpret academic texts to extract key arguments and evidence
1 optional module
- Europe in the Making 1450-1800
What you learn (14)
- describe differing historical conceptions of europe in the early modern period
- explain how historians have interpreted the early modern period differently
- describe encounters between european and non-european societies
- explain the relationships formed through european and non-european contact
- define key historical and historiographical terminology
- apply historical terminology to analyse historical topics
- describe how the renaissance influenced european thought
- describe how the enlightenment influenced european thought
- use library and online resources to locate academic material
- organise personal study to prepare for seminars
- communicate ideas effectively within group discussions
- collaborate with peers to complete group tasks
- analyse primary historical sources to draw conclusions
- analyse secondary historical sources to evaluate arguments
Year 2 · 0 core, 13 optional
13 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
- Caravans and Traders: Global Connections, 1200-1500
What you learn (10)
- describe non-European societies during the medieval and early modern periods
- explain how non-European regions influenced European historical developments
- adapt the presentation of historical arguments to different audiences
- present findings clearly in varying formats and contexts
- interpret visual, material and textual primary sources
- generate historical interpretations from source analysis
- evaluate existing historiographical contributions on global connections
- analyse key theoretical concepts used in global history scholarship
- manage own workload independently to meet set deadlines
- take responsibility for completing tasks within given guidelines
- Crossing Boundaries and Breaking Norms in the Medieval World
What you learn (7)
- present historical arguments in formats suited to different audiences
- adjust communication style to varying levels of complexity
- analyse a wide range of primary sources, including digital materials
- generate original historical interpretations from source analysis
- evaluate the contributions of existing historical scholarship
- manage own workload to meet deadlines with minimal supervision
- take responsibility for completing tasks within set guidelines
- Freedom Fighting: Race, Slavery and War in the Revolutionary Caribbean, 1790-1812
What you learn (8)
- describe political, social and military developments in the Caribbean 1790-1812
- compare historical events and processes across different European colonial empires
- evaluate contributions of existing and emerging historical scholarship
- produce well-structured written historical arguments
- communicate historical ideas effectively in group discussion
- organise independent research on historical topics
- construct clear and concise critical analyses of historical topics
- assess the reliability and significance of historical sources
- Entangled History: Ukraine and her neighbours, from the Middle Ages to the Present
What you learn (7)
- describe the entangled history of Ukraine, Poland and Russia
- explain the role of cultural memory and shared suffering in nation building
- communicate historical ideas to different audiences and contexts
- analyse primary sources relating to nation building in Eastern Europe
- interpret visual sources to generate historical insights
- evaluate existing historical scholarship on the topic
- manage own work independently to meet deadlines
- Imperial Natures: Environments and Empires from c. 1450 to the present
What you learn (6)
- evaluate theoretical frameworks used in environmental history
- apply environmental history research methods to historical material
- explain how empires and environments shaped each other over time
- analyse environment-empire relationships across large spatial and temporal scales
- connect local case studies to broader continental and global historical patterns
- communicate historical analysis to audiences from scientific and social scientific fields
Year 3 · 1 core, 7 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
7 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
- Challenges of Climate Change (Term 1)
What you learn (10)
- explain the physical mechanisms that regulate the earth's climate system
- describe the complexity and uncertainty involved in reconstructing past climate
- describe the sources of uncertainty in projecting future climate change
- identify potential environmental, social and economic impacts of climate change
- evaluate alternative strategies for achieving carbon-free living
- compare the relative costs and benefits of different decarbonisation pathways
- describe mechanisms for adapting to or mitigating climate change
- identify examples of mechanisms currently or previously applied to address climate change
- evaluate prospects for developing new economic instruments to address climate change
- critique economic methods used to evaluate the impacts of climate 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?
£29,000median pay three years after graduating
Lower quarter£25k
Median£29k
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 335 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 £24,500 and £37,000. Five years on, the median is £38,000. 86% 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 13% left | 97% | 280 |
| In work or study, 15 months on11% studying | 86% | 100 |
| Professional or managerial job | 64% | 65 |
| Pay 15 months on, median | £30,000 | 45 |
| Pay 3 years on, median | £29,000 | 335 |
| Pay 5 years on, median | £38,000 | 355 |
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?
86%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 75% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 255 students answered
Highest: 98% agreed on question 1; lowest: 73% on question 25.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 98% |
| Question 2 | 94% |
| Question 3 | 95% |
| Question 4 | 90% |
| Question 5 | 97% |
| Question 6 | 91% |
| Question 7 | 93% |
| Question 8 | 78% |
| Question 9 | 88% |
| Question 10 | 80% |
| Question 11 | 91% |
| Question 12 | 90% |
| Question 13 | 90% |
| Question 14 | 79% |
| Question 15 | 98% |
| Question 16 | 96% |
| Question 17 | 90% |
| Question 18 | 88% |
| Question 19 | 89% |
| Question 20 | 96% |
| Question 21 | 93% |
| Question 22 | 94% |
| Question 23 | 90% |
| Question 24 | 75% |
| Question 25 | 73% |
| Question 26 | 86% |
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.