Genetics MBiol
AAA at A level, Biology and a second science; graduates earn a median £26,500 three years on.
Typical A level offer
AAA
Biology and a second science · 100% 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 and a second science
Who actually got in: 100% with A levels. 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 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 | 36 points36 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 | 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 66% · transversal skills 10% · language & communication 8% · mathematics & statistics 7%.
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
- 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 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
- 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
Year 2 · 2 core, 12 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
12 optional modules
- 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
- 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
- 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
- The Immune System
What you learn (10)
- describe the process by which immune cells differentiate during haematopoiesis
- describe the structure and function of primary lymphoid organs
- describe the structure and function of secondary lymphoid organs
- explain the cellular and molecular components of the innate immune system
- explain the cellular and molecular components of the adaptive immune system
- compare pathogen recognition strategies used by innate and adaptive immunity
- collaborate with peers to plan immunological experiments
- apply appropriate techniques to analyse immunological data
- evaluate immunology research literature critically
- solve problems arising in experimental immunology scenarios
- 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
- 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
- Molecular Microbiology
What you learn (9)
- describe molecular structures of various microorganisms
- compare molecular structures across different microorganisms
- relate microbial structural features to their biological function
- describe survival and competition strategies of microorganisms
- compare how different microorganisms adapt to varied environments
- explain mechanisms by which pathogens colonise host organisms
- analyse experimental data related to microbiology topics
- interpret experimental results to draw scientific conclusions
- solve problems related to molecular microbiology concepts
- 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
- Gene Expression in Action
What you learn (5)
- explain mechanisms controlling eukaryotic gene expression
- describe experimental techniques used to study gene expression
- describe bioinformatics tools used to study gene expression
- research regulatory evidence for a novel gene's control
- apply gene expression knowledge to analyse a novel gene
Year 3 · 1 core, 16 optional · 40 credits ≈ 400 hours
- Group Research Project
What you learn (10)
- formulate a testable hypothesis from scientific literature and data
- design an experiment to test a given hypothesis
- carry out experimental procedures to generate research data
- apply safe and ethical working practices during research
- collaborate productively with others on a shared research project
- use computational tools to process and analyse research data
- produce reproducible data visualisations from project data
- compile a scientific report summarising project findings
- present research findings in a written scientific report
- deliver an oral presentation of research findings to peers
16 optional modules
- Advanced Topics in Biotechnology
What you learn (4)
- critique molecular biotechnology research papers
- discuss recent advances in cellular manufacturing of chemicals and proteins
- design experiments addressing biotechnology problems
- interpret data on organismal production of chemical products
- Molecular Machinery in Action
What you learn (6)
- describe the physics of force generation at the nanoscopic level
- compare mechanisms used by molecular machines to do mechanical work
- describe the structure of macromolecular machines
- explain how chemical energy is converted to motion by molecular motors
- evaluate techniques used to probe molecular-machine kinetics
- evaluate primary literature on molecular motors and bio-nanotechnology
- Cancer Cell and Molecular Biology
What you learn (6)
- describe molecular features that distinguish cancer cells from normal cells
- explain cellular processes underlying tumour development and progression
- summarise current and emerging cancer treatment strategies
- evaluate the effectiveness and limitations of cancer therapies
- design experimental approaches to investigate cancer biology questions
- interpret novel experimental data relating to cancer research
- 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
- 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
- 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
- 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
- Trends in Microbiology
What you learn (5)
- explain molecular mechanisms of microbial function
- analyse a contemporary microbiology issue from multiple perspectives
- explain principles underlying microbiology analytical techniques
- apply techniques to analyse microbiology at different levels
- critically evaluate microbiology research papers
- 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
- Ecology Field Course
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
- Haematology and Immunology in Health and Disease
What you learn (5)
- identify cells, molecules and genes involved in haematopoiesis and immunity
- evaluate how immune and blood cell components contribute to combating disease
- critically assess experimental data on immune and blood cell function
- discuss how experimental findings influence development of new therapies
- design experiments to investigate haematological and immunological concepts
- Pathogens
What you learn (9)
- evaluate the contribution of genomics to understanding pathogen biology and disease
- compare genetic strategies across different pathogens
- explain how pathogen genetics supports survival
- identify genetic vulnerabilities that can be exploited therapeutically
- illustrate core principles of pathogen biology using current research examples
- critique molecular and cellular pathways underlying pathogen survival strategies
- critique regulatory mechanisms controlling pathogen survival
- assess experimental data from infectious disease research critically
- evaluate experimental approaches used in infectious disease studies
- 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
Year 4 · 3 core · 120 credits ≈ 1,200 hours
- Research Project
What you learn (15)
- design a research project addressing a biosciences question
- carry out a planned research project to completion
- evaluate the progress and development of a research project
- assess ethical issues arising during research work
- reflect on personal skills development gained from the project
- conduct research tasks safely in a laboratory setting
- apply ethical standards when conducting research
- manage research activities efficiently and responsibly
- apply laboratory techniques relevant to bioscience research
- analyse research results using suitable analytical methods
- critique findings based on analysed data
- write a scientific report describing project background, aims and results
- deliver an oral presentation summarising research outcomes
- present scientific data clearly in written form
- create graphical representations of scientific data
- 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, 13, 22, 24
Half of graduates earned between £21,000 and £33,000. Five years on, the median is £33,500. 80% 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% | 30 |
| In work or study, 15 months on10% studying | 80% | 10 |
| 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 2024-26
What do students say?
77%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 76% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 15 students answered
Highest: 100% agreed on question 3; lowest: 46% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 92% |
| Question 2 | 69% |
| Question 3 | 100% |
| Question 4 | 77% |
| Question 5 | 92% |
| Question 6 | 85% |
| Question 7 | 77% |
| Question 8 | 46% |
| Question 9 | 77% |
| Question 10 | 92% |
| Question 11 | 100% |
| Question 12 | 85% |
| Question 13 | 69% |
| Question 14 | 62% |
| Question 15 | 85% |
| Question 16 | 85% |
| Question 17 | 69% |
| Question 18 | 77% |
| Question 19 | 85% |
| Question 20 | 92% |
| Question 21 | 92% |
| Question 22 | 100% |
| Question 23 | 69% |
| Question 24 | 46% |
| Question 25 | 55% |
| Question 26 | 77% |
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.