Ecology and Conservation Biology MSci
AAA at A level, Biology or Environmental Science, plus a second science subject; graduates earn a median £26,500 three years on.
Typical A level offer
AAA
Biology or Environmental Science, plus a second science subject · 85% of entrants came with A levels · 100% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
AAAtypical 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: ABB, for applicants from under-represented backgrounds.
York course page, read 19 September 2026 · Discover Uni entry profile
- 1Biology or Environmental Science, plus a second science subject
Who actually got in: 85% with A levels, 10% with other higher education. Based on 15 entrants.
Other qualifications5
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Access | 39 credits at Distinction and 6 credits at Merit or higher. Must include Level 339 credits at Distinction and 6 credits at Merit or higher. Must include Level 3 modules in Biology or Environmental Science, and a second science. Please contact us for information on the units we ac | — |
| 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 | 36 points36 points including 5 in Higher Level Biology or Environmental Systems and Societies, plus either 5 in another Higher Level science or mathematics subject, or 5 in two Standard Level science or mathem | — |
| Scottish Highers | AB | — |
| Advanced Highers | AB in Biology and a second Science/Mathematics plus | — |
Years 1–4
What do you study?
6compulsory modules in year 1
Compulsory modules this year: natural sciences 65% · transversal skills 10% · language & communication 10% · green & sustainability 5%.
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
- Life on Earth
What you learn (16)
- describe the evolutionary timeline of major organism groups
- explain how modern ecosystems developed over time
- explain how organism structure relates to adaptive function
- compare how organism function varies across species and environments
- explain the role of plant evolution in human food supply
- explain the role of plant evolution in medicine and fuel production
- describe methods used to study animal behaviour and species interactions
- explain how species interactions shape community structure within environments
- explain present and emerging threats to biodiversity
- design a simple biological experiment to test a hypothesis
- collect and analyse experimental data using appropriate methods
- present experimental findings in a suitable scientific format
- identify case studies illustrating employability skills in science
- explain examples of effective science communication practice
- identify case studies relating to equality, diversity and inclusion in science
- explain how wellbeing issues are addressed within scientific practice
- Becoming a Bioscientist: Grand Challenges
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
- Dynamic Earth
What you learn (10)
- describe the major stages in Earth's geological and biological evolution
- describe the dynamic processes that continuously reshape the planet
- explain the causes of extreme geological and environmental events
- explain the consequences of catastrophic natural events
- describe how different components of the Earth system interact
- explain how human activity affects the Earth's habitability
- describe fundamental processes that shape the Earth
- identify different types of rocks
- describe the concept of systems within Earth science
- explain positive and negative feedback mechanisms in natural systems
- Ecological principles
What you learn (9)
- explain the ecological principles governing ecosystem stability
- explain the ecological principles governing population growth
- describe the rationale underlying methods for sampling biological populations
- apply field techniques to measure biological populations
- analyse ecological data to identify patterns and relationships
- produce a scientific report presenting ecological data findings
- identify factors shaping local and regional patterns in biological communities
- identify factors shaping global patterns in biological communities
- describe current approaches used in biodiversity conservation
Year 2 · 2 core, 7 optional · 40 credits ≈ 400 hours
- 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
7 optional modules
- Practical Ecology
What you learn (15)
- select appropriate sampling techniques for plant and animal populations
- apply chosen sampling techniques to collect population data
- critique the suitability of different sampling techniques
- select suitable analysis methods for ecological sampling data
- apply statistical methods to ecological sampling data
- critique the appropriateness of analysis methods used on ecological data
- interpret patterns in ecological populations and communities
- relate observed ecological patterns to ecological theory and habitat context
- evaluate the effectiveness of sampling experiment designs
- explain how an experiment addresses a specific ecological hypothesis
- collaborate with peers to plan a field research project
- carry out a field research project as part of a team
- communicate fieldwork methods and results to a scientific audience
- discuss the implications of fieldwork findings
- reflect on personal development gained through fieldwork
- Ecological Solutions for Global Challenges
What you learn (9)
- explain how organisms respond to changes in their physical and chemical surroundings
- explain how organisms alter their physical and chemical surroundings
- explain how organisms influence the structure of ecological communities
- explain global processes contributing to major environmental challenges
- explain local processes contributing to major environmental challenges
- use ecological models to describe mechanisms driving ecosystem processes
- evaluate the usefulness of models in explaining ecological mechanisms
- describe ecological approaches used to address global environmental challenges
- evaluate the effectiveness of ecological solutions to global challenges
- Population Genetics and Evolution
What you learn (9)
- describe processes that change allele frequencies in populations
- describe genomic changes occurring within a species over time
- describe genomic differences that arise between species
- distinguish simple traits from complex traits
- explain how simple and complex traits evolve differently
- combine concepts from the module into a coherent argument
- collect and analyse biological data
- design a simple experiment to test a hypothesis
- apply basic evolutionary models to solve problems
- 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
- Geographical Information Systems
What you learn (4)
- identify different types of spatial data
- describe core functions available in GIS software packages
- process satellite imagery to classify land cover types
- conduct spatial analysis of environmental datasets using GIS software
- Ecosystem Management and Conservation
What you learn (6)
- explain the concept of natural capital
- explain how social, economic and historical factors shape ecosystem distribution
- analyse how ecosystems support human needs over time
- identify limitations of different ecosystem management approaches
- describe techniques for monitoring ecosystem management outcomes
- evaluate the effectiveness of ecosystem management using monitoring data
- Enhancing Biodiversity
What you learn (11)
- locate current UK legislation on site and species protection
- interpret UK legislation relevant to biodiversity enhancement
- apply protected site and species legislation to practical scenarios
- evaluate site biodiversity value using standard mapping tools
- assess conservation status of sites using biodiversity databases
- discuss emerging technologies used in species management
- discuss emerging technologies used in habitat management
- describe key principles for managing important UK habitats
- describe key principles for managing important UK species
- explain the relevance of landscape-scale approaches to biodiversity
- apply landscape-scale approaches to enhance biodiversity
Year 3 · 1 core, 8 optional · 40 credits ≈ 400 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
8 optional modules
- Conserving Biodiversity in the Anthropocene
What you learn (9)
- explain the drivers of biodiversity change in the Anthropocene
- retrieve relevant conservation literature using appropriate search strategies
- evaluate conservation literature to determine priority actions
- evaluate the suitability of scientific methods for conservation research
- identify gaps in existing conservation knowledge
- formulate testable hypotheses addressing conservation questions
- design experiments to investigate conservation problems
- evaluate evidence relating to contested conservation issues
- compose a well-structured research proposal on a conservation topic
- Current Research in Ecology
What you learn (8)
- explain how ecological processes interact to shape ecosystem function
- evaluate the relative contribution of different ecological processes to ecosystem function
- apply novel methods to investigate ecological questions
- interpret results generated by new ecological approaches
- critique the quality and validity of ecological research studies
- summarise key findings from ecological research literature
- identify gaps in existing ecological knowledge
- design a research programme to address an identified ecological gap
- Evolution
What you learn (9)
- evaluate factors that shape rates and patterns of evolutionary change
- evaluate how population ecology and genetics jointly drive evolutionary outcomes
- evaluate genetic consequences arising from interactions between populations or species
- analyse processes driving diversification of species
- analyse consequences of diversification for biological systems
- design an original research study using advanced evolutionary biology methods
- critique current research publications in evolutionary biology
- interpret findings presented in recent evolution research papers
- solve problems arising in evolutionary biology research
- Ecology (field course - Biology)
What you learn (10)
- design a robust ecological study to test a hypothesis
- search scientific literature relevant to a research question
- appraise the quality and relevance of published studies
- select an appropriate statistical method for ecological data
- apply chosen statistical techniques to analyse field data
- resolve practical issues arising during experimental design
- resolve issues of data collection and analysis in the field
- apply ethical and safety considerations to fieldwork challenges
- design a robust ecological study to test a hypothesis
- evaluate personal development of fieldwork skills during the course
- 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
- Biodiversity and Society
What you learn (3)
- describe approaches for linking ecological and social systems
- explain fundamental ecological principles
- identify tools used in wildlife conservation and management
- Tackling Britain's Environmental Challenges (field course - Environment and Geography)
What you learn (5)
- apply field research techniques to study a real-world environmental issue
- analyse evidence gathered to explain the causes of an environmental issue
- collaborate within a multi-disciplinary team to examine an issue from different viewpoints
- design potential solutions to an environmental problem collaboratively
- explain complex environmental concepts clearly to a non-expert audience
- Sustainability Clinic (Semester 1) or Sustainability Clinic (Semester 2)
What you learn (12)
- collaborate within multi-disciplinary teams to address real-world challenges
- scope a real-world sustainability project with clear objectives
- plan the stages and resources needed to deliver a live project
- carry out a live sustainability project from start to finish
- identify a client's requirements through professional engagement
- manage client expectations throughout a project
- produce realistic and accurate outputs tailored to client needs
- analyse complex information relevant to sustainability issues
- evaluate sustainability information across multiple dimensions
- design outputs intended to drive positive sustainability change
- reflect on personal growth gained through project work
- evaluate their own role as a leader serving the public good
Year 4 · 2 core · 40 credits ≈ 400 hours
- Research Proposal
What you learn (4)
- critique scientific studies relevant to a global challenge
- collaborate in a small group to design a research proposal
- integrate perspectives from multiple disciplines into a proposal
- present a research idea clearly to a non-specialist audience
- Research Skills
What you learn (5)
- explain background literature underpinning a research project
- evaluate peer-reviewed research literature critically
- synthesise an argument from multiple, potentially conflicting sources
- communicate scientific research in written and oral presentations
- defend a scientific viewpoint in response to questions
“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?
£26,500median pay three years after graduating
Lower quarter£21k
Median£27k
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 140 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 12, 23, 22
Half of graduates earned between £21,000 and £33,000. Five years on, the median is £33,500. 84% were in work or further study 15 months after finishing; 70% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 10% left | 100% | 10 |
| In work or study, 15 months on17% studying | 84% | 170 |
| Professional or managerial job | 70% | 100 |
| Pay 15 months on, median | £27,000 | 70 |
| Pay 3 years on, median | £26,500 | 140 |
| Pay 5 years on, median | £33,500 | 155 |
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 £40,200 in fees over 4 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?
89%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 · 340 students answered
Highest: 96% agreed on question 1; lowest: 63% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 96% |
| Question 2 | 86% |
| Question 3 | 93% |
| Question 4 | 86% |
| Question 5 | 89% |
| Question 6 | 90% |
| Question 7 | 85% |
| Question 8 | 71% |
| Question 9 | 88% |
| Question 10 | 76% |
| Question 11 | 84% |
| Question 12 | 76% |
| Question 13 | 84% |
| Question 14 | 63% |
| Question 15 | 91% |
| Question 16 | 89% |
| Question 17 | 85% |
| Question 18 | 89% |
| Question 19 | 92% |
| Question 20 | 83% |
| Question 21 | 90% |
| Question 22 | 93% |
| Question 23 | 87% |
| Question 24 | 68% |
| Question 25 | 66% |
| Question 26 | 89% |
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.