Neuroscience BSc
AAB at A level, Biology and a second science; graduates earn a median £28,000 three years on.
Typical A level offer
AAB
Biology and a second science · 86% of entrants came with A levels · 82% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
AABtypical A level offer; we accept the following subjects as a second science: chemistry, computer science, environmental science, further mathematics, geography, geology, mathematics, physical education, physics, psychology
Typical offer — the grades most applicants are asked for. Contextual offer: BBB, for applicants from under-represented backgrounds.
York course page, read 19 September 2026 · Discover Uni entry profile
- 1Biology and a second science
Who actually got in: 86% with A levels, 3% via Access courses, 5% with other higher education. 2% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 185 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications5
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Access | 36 credits at Distinction and 9 credits at Merit or higher. Must include Level 336 credits at Distinction and 9 credits at Merit or higher. Must include Level 3 modules in Biology and a second science. Please contact us for information on the units we accept. | — |
| BTEC | DDDDDD We consider BTEC Level 3 Extended Diploma in Applied Science (2016 syllabus) with all 7 mandatory units. We consider BTEC Level 3 Extended Diploma in Applied Science (2010 syllabus), please contac | — |
| IB | 35 points35 points including 5 in Higher Level Biology plus either 5 in another Higher Level science or mathematics subject, or 5 in two Standard Level science or mathematics subjects. We accept the following | 5 in Higher Level Biology plus either 5 in another Higher Level science or mathematics subject, or 5 in two Standard Level science or mathematics subjects |
| Scottish Highers | BB | — |
| Advanced Highers | BB in Biology and a second Science/Mathematics plus | — |
Years 1–3
What do you study?
6compulsory modules in year 1
Compulsory modules this year: natural sciences 70% · transversal skills 9% · mathematics & statistics 7% · language & communication 6%.
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.
York course page · optional modules vary by year
Year 1 · 6 core · 120 credits ≈ 1,200 hours
- Cells to Organisms
What you learn (13)
- describe the cellular organisation of prokaryotic and eukaryotic cells
- compare gene expression regulation between prokaryotic and eukaryotic cells
- discuss theories explaining the evolutionary origins of multicellularity
- explain why cell signalling is necessary for multicellular organisms
- explain core principles of cell signalling using examples
- illustrate principles of gene regulation with examples
- describe how signalling gradients pattern developing tissues
- describe how stem cell lineage progression shapes tissue formation
- describe stages of neuronal development
- apply signalling concepts to explain how neuronal connections form
- describe the developmental stages of blood cell lineages
- explain the role of signalling pathways in blood cell function
- compare innate and adaptive immune system roles against pathogens
- Becoming a Bioscientist: Grand Challenge
What you learn (16)
- perform additional core laboratory techniques competently
- combine multiple laboratory techniques to tackle novel experimental problems
- design an original investigation addressing a major scientific challenge
- formulate testable hypotheses with appropriate experimental controls
- explain the ethical principles governing biological research
- describe how researchers resolve ethical dilemmas in practice
- select an appropriate univariate statistical test for a given scenario
- judge when a chosen statistical test is unsuitable for the data
- analyse datasets in various formats reproducibly using R
- produce graphical representations of statistical results using R
- write a scientific report presenting research findings
- deliver an oral presentation of research findings
- identify personal strengths relevant to bioscience study
- reflect on how personal strengths influence academic performance
- collaborate with peers to conduct scientific research
- collaborate with peers to communicate research outcomes
- Becoming a Bioscientist: Core Skills
What you learn (16)
- carry out core laboratory techniques following set protocols
- apply good laboratory practice during experimental work
- describe the main stages of the scientific method
- explain how the scientific method is used in bioscience research
- locate relevant scientific information from peer reviewed sources
- interpret findings reported in peer reviewed scientific sources
- discuss the significance of scientific findings with others
- record experimental procedures systematically in a lab book
- organise experimental data for analysis
- explain the features of effective scientific writing for dissemination
- communicate experimental results using a scientific poster
- collaborate with peers to conduct an experimental investigation
- present experimental results as part of a team
- identify the importance of honesty and proper attribution in research
- set personal learning goals for skill development
- reflect on progress towards personal learning goals
- Genetics
What you learn (12)
- apply knowledge of DNA replication to solve molecular biology problems
- apply knowledge of DNA manipulation techniques to solve molecular biology problems
- apply knowledge of genetic transmission to solve Mendelian genetics problems
- explain how gene-gene and gene-environment interactions shape phenotype
- interpret examples of genetic inheritance patterns
- explain the key mechanisms driving evolutionary change
- use population genetics methods to illustrate evolutionary processes
- use phylogenetic methods to illustrate evolutionary relationships
- design experimental approaches for investigating molecular genetics questions
- design experimental approaches for investigating classical genetics questions
- design experimental approaches for investigating population genetics questions
- evaluate ethical issues arising from genetics research and applications
- Molecules of Life
What you learn (7)
- describe the structure and function of major biomolecule classes
- explain how biomolecules are modified during cellular processes
- explain how metabolic pathways balance cellular energy needs
- relate biomolecule properties to health and disease conditions
- identify biotechnological applications of biological molecules
- perform basic quantitative calculations in biochemistry
- analyse biochemical data to draw conclusions
- Brain and Behaviour 1
What you learn (10)
- explain core principles underlying brain cognitive processes
- relate dementia symptoms to patterns of brain degeneration
- describe the causes and progression of Alzheimer's disease
- describe treatment approaches for Alzheimer's disease
- evaluate strengths and weaknesses of cognitive neuroscience methods
- describe the nature of attention and working memory processes
- identify brain regions involved in attention and working memory
- explain the mechanisms underlying attention and working memory
- conduct neurophysiological experiments following standard procedures
- analyse and visualise neurophysiological data
Year 2 · 5 core, 4 optional · 100 credits ≈ 1,000 hours
- Cell Biology
What you learn (9)
- describe the structural organisation of eukaryotic cells
- explain the function of key cellular components
- describe mechanisms cells use to sense environmental changes
- explain how regulatory pathways produce cellular responses
- design an experiment to investigate a cell biological process
- apply cell biology concepts to solve problems in disease contexts
- analyse experimental data from cell biology studies
- interpret experimental results to draw conclusions
- integrate multiple concepts to explain complex cell functions
- Neuroscience
What you learn (11)
- describe synaptic transmission mechanisms in the nervous system
- describe the gross anatomy and circuitry of the nervous system
- explain sensory input and processing pathways
- explain how motor control disruption causes neurological disease
- describe experimental techniques used in neuroscience research
- design experimental strategies for neuroscience investigations
- combine concepts from the module into a coherent argument
- collect experimental data using appropriate methods
- analyse and interpret experimental data
- present experimental findings clearly
- solve problems encountered in experimental neuroscience
- Becoming a Bioscientist: Experimental Design and Communication
What you learn (9)
- collaborate with peers to design a research project
- formulate testable hypotheses for a biological question
- conduct a short investigation into a biological problem
- apply relevant laboratory or field techniques to answer a research question
- select appropriate statistical models for a given dataset
- use R software to perform reproducible data analyses
- present analysis results using graphical outputs
- design suitable media to communicate research findings
- adapt communication style to different audiences
- Becoming a Bioscientist: Research in Action
What you learn (8)
- describe specialised techniques used within the discipline to answer a research question
- design a preprocessing workflow for univariate and multivariate datasets
- design an automated analysis and visualisation pipeline for complex datasets
- apply R software to analyse datasets in multiple formats reproducibly
- present analysis results using graphical outputs generated in R
- interpret combined experimental findings against the wider scientific literature
- communicate research findings effectively to a scientific audience
- reflect on personal skills and attributes gained through a research project
- Brain and Behaviour 2
What you learn (12)
- describe brain structures involved in different memory types
- explain how neural damage produces amnesic symptoms
- identify links between interoception and emotional response
- identify links between interoception and behaviour
- compare brain structures of patients with mental illness and healthy controls
- apply neuropsychological assessment methods to diagnose parietal lobe damage
- explain how predictive brain processes shape bodily self-experience
- explain how predictive brain processes shape perception of the environment
- evaluate factors influencing human decision making
- explain cognitive constraints that limit rational decision making
- describe core principles of sound experimental design
- apply experimental design principles to mental health research
4 optional modules
- Introduction to Bioenterprise
What you learn (7)
- describe core enterprise and innovation concepts
- relate enterprise and innovation concepts to bioscience contexts
- communicate scientific ideas verbally to varied audiences
- communicate scientific ideas in written form to varied audiences
- produce a persuasive business document
- incorporate financial, legal and ethical factors into a business proposal
- evaluate stakeholder needs for scientific innovation
- Molecular Biotechnology
What you learn (6)
- explain methods used to genetically modify organisms for desired traits
- apply metabolic engineering principles to redesign organisms for product synthesis
- describe microbial and plant methods for removing soil contaminants
- describe biological processes for breaking down plant biomass
- design an experimental strategy to produce recombinant proteins of varying complexity
- operate microbial and plant systems in laboratory biotechnology procedures
- Behavioural Ecology
What you learn (9)
- describe core concepts of behavioural ecology
- identify factors influencing animal behavioural strategy choices
- interpret how various factors shape animal behavioural decisions
- describe evolutionary outcomes arising from animal behaviours
- interpret evolutionary consequences of specific behavioural patterns
- analyse connections between distinct subfields of behavioural ecology
- design experiments to investigate behavioural ecology questions
- analyse and interpret experimental data on animal behaviour
- apply basic mathematical models to solve ecological problems
- Medical Genetics
What you learn (11)
- describe effects of gene mutations on health
- explain consequences of chromosome abnormalities
- interpret inheritance patterns of mendelian disease examples
- explain non-mendelian mechanisms underlying genetic disease
- compare prenatal testing methods with screening methods
- describe use of dna sequencing to identify disease mutations
- apply bioinformatics tools to study genetic disease mechanisms
- explain how animal models help investigate disease mutations
- summarise current gene therapy strategies
- evaluate effectiveness of gene therapy approaches
- apply genetic concepts to analyse unfamiliar case scenarios
Year 3 · 3 core, 8 optional · 80 credits ≈ 800 hours
- Bioscience Capstone Project
What you learn (12)
- formulate testable hypotheses for a research question
- carry out an original investigation to address formulated hypotheses
- apply safe laboratory practice while conducting project work
- apply ethical standards when conducting a research project
- manage own project work efficiently to meet objectives
- apply relevant laboratory or field techniques to a bioscience investigation
- select suitable methods to collect research data
- critically analyse collected data to draw conclusions
- present research plans orally to an audience
- discuss research plans in response to questions
- produce a formal written report of research findings
- evaluate own research work within a written report
- Advanced Topics in Neuroscience
What you learn (11)
- explain molecular, cellular and circuit mechanisms underlying learning and memory
- compare mechanisms of synaptic transmission change in learning versus disease
- evaluate contributions of research methods and animal models to memory research
- evaluate how animal models inform understanding of cognitive dysfunction
- relate neuronal protein function to synaptic plasticity mechanisms
- relate neuronal protein function to observable animal behaviour
- evaluate the role of neuronal proteins in causing neurological disorders
- evaluate the role of neuronal proteins in causing cognitive disorders
- critique scientific studies on memory and disease models
- design a scientific study investigating learning and memory or disease
- communicate scientific findings on learning, memory and disease
- Principles of Cognitive Neuroscience
What you learn (7)
- explain the interdisciplinary origins of cognitive neuroscience
- describe the role of imaging techniques in cognitive neuroscience
- describe how brain activity relates to neuroimaging signals
- evaluate the use of fMRI, MEG, EEG and TMS for research questions
- explain special considerations for designing fMRI and MEG experiments
- explain special considerations for analysing fMRI and MEG data
- design a valid experiment to address a cognitive neuroscience problem
8 optional modules
- Advanced Topics in Gene Expression
What you learn (7)
- explain molecular mechanisms controlling eukaryotic gene expression
- discuss how gene expression control mechanisms interact with each other
- evaluate experimental evidence underpinning key discoveries in gene expression research
- analyse data presented in research articles on gene expression
- interpret novel research findings to draw scientific conclusions
- integrate new findings into existing models of gene expression pathways
- design experimental approaches to investigate gene expression questions
- Molecular Recognition
What you learn (11)
- describe structural features found in protein-target complexes
- explain how solvent molecules contribute to molecular recognition
- relate conformational change, modularity, symmetry and disorder to binding affinity
- integrate structural, kinetic and thermodynamic data to explain recognition mechanisms
- combine high-throughput and bioinformatics data for a holistic view of a target system
- describe biochemical and biophysical techniques used to study molecular recognition
- interpret experimental data generated by in vitro and in vivo techniques
- design an experimental strategy combining appropriate techniques for a research question
- explain the structural basis of sequence-independent nucleic acid recognition
- evaluate experimental design in published molecular recognition studies
- critically assess data and conclusions reported in research papers
- Ageing and Regenerative Medicine
What you learn (8)
- explain the biological mechanisms driving cellular and organismal ageing
- assess how ageing processes contribute to degenerative disease development
- identify clinical needs addressed by regenerative medicine therapies
- explain the challenges limiting development of regenerative therapies
- evaluate examples of cell function regulation by external factors
- evaluate examples of cell engineering techniques used to control cell behaviour
- critique key scientific publications in ageing and regenerative medicine
- design a research proposal tackling a problem in ageing and regenerative medicine
- Genomics
What you learn (8)
- describe the features and workflows of different genomic technologies
- evaluate the strengths and limitations of genomic technologies
- explain how genomic methods are applied across different areas of biology
- design an experiment applying genomic technology to address a biological problem
- analyse genomic datasets using appropriate computational tools
- derive new biological conclusions from newly generated sequencing data
- critically evaluate published research papers in genomics
- explain ethical issues arising from genomic research and technology
- Genetics of Disease
What you learn (8)
- explain categories of genetic alterations underlying human diseases
- describe mechanisms by which gene expression changes cause neurological disorders
- describe mechanisms by which gene expression changes contribute to cancer
- discuss obstacles encountered in developing therapies for genetic diseases
- discuss notable achievements in treating genetic diseases
- evaluate experimental data from genetic disease models
- assess how disease model findings inform new therapy development
- formulate a scientific hypothesis from preliminary experimental data
- Neuroimaging of Vision
What you learn (7)
- explain how neuroimaging techniques reveal the organisation of the visual brain
- compare different neuroimaging methods for studying visual cortex structure
- describe how neuroimaging identifies sensory maps in visual cortex
- explain how distinct features of visual scenes are processed in the brain
- differentiate the neural pathways handling separate visual attributes
- explain how neuroimaging evidence informs theories of visual attention
- explain how different visual brain regions contribute to conscious perception
- Memory and the Brain
What you learn (7)
- evaluate challenges and debates in long-term memory research
- compare memory research findings across neuronal and network levels
- summarise research findings on episodic memory
- summarise research findings on spatial memory
- explain the role of the hippocampus within this circuitry
- describe theoretical accounts of normal hippocampal function
- describe theoretical accounts of hippocampal dysfunction
- The Cognitive Neuroscience of Adolescent Decision-Making and Social Cognition
What you learn (8)
- describe how neural circuits for learning and decision-making develop
- identify limitations of current methods used to study neural development
- explain social and emotional changes occurring during adolescence
- evaluate the role of the social brain in adolescent development
- assess the contribution of animal studies to developmental cognitive neuroscience
- evaluate research findings in relation to clinical practice
- evaluate research findings in relation to educational contexts
- evaluate research findings in relation to broader societal impact
“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?
£28,000median pay three years after graduating
Lower quarter£21k
Median£28k
Upper quarter£33k
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 270 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 11, 21
Half of graduates earned between £21,000 and £33,000. Five years on, the median is £31,500. 94% were in work or further study 15 months after finishing; 89% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 110% left | 82% | 150 |
| In work or study, 15 months on0% studying | 94% | 80 |
| Professional or managerial job | 89% | 75 |
| Pay 15 months on, median | £30,000 | 55 |
| Pay 3 years on, median | £28,000 | 270 |
| Pay 5 years on, median | £31,500 | 255 |
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.
York 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. International students: £33,500 a year (2027/28).
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; 80% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 80 students answered
Highest: 96% agreed on question 13; lowest: 70% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 94% |
| Question 2 | 88% |
| Question 3 | 88% |
| Question 4 | 90% |
| Question 5 | 89% |
| Question 6 | 88% |
| Question 7 | 88% |
| Question 8 | 82% |
| Question 9 | 95% |
| Question 10 | 78% |
| Question 11 | 89% |
| Question 12 | 76% |
| Question 13 | 96% |
| Question 14 | 74% |
| Question 15 | 90% |
| Question 16 | 90% |
| Question 17 | 84% |
| Question 18 | 84% |
| Question 19 | 93% |
| Question 20 | 95% |
| Question 21 | 90% |
| Question 22 | 89% |
| Question 23 | 84% |
| Question 24 | 70% |
| Question 25 | 81% |
| 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 York’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 York is a trade mark of the university; sch.today is independent of it.