Psychology in Education BSc
ABB at A level, at least one science subject; graduates earn a median £23,500 three years on.
Typical A level offer
ABB
at least one science subject · 98% of entrants came with A levels · 95% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABBtypical A level offer; abb including at least one science subject (biology, chemistry, further mathematics, mathematics, geography, physics, psychology, statistics)
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
- 1at least one science subject
Who actually got in: 98% with A levels, 2% with other higher education. 2% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 60 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 | 30 credits at Distinction and 15 credits at Merit or higher including 12 credits30 credits at Distinction and 15 credits at Merit or higher including 12 credits in a science related modules | — |
| BTEC | DDMDDM including science-related units. | science-related units |
| IB | 34 points34 points, including a Higher Level science | a Higher Level science |
| Scottish Highers | BBBC | — |
| Advanced Highers | B in one science subject (Biology, Chemistry, Further Mathematics, Mathematics, | — |
Years 1–3
What do you study?
6compulsory modules in year 1
Compulsory modules this year: social & cultural skills 34% · transversal skills 21% · language & communication 16% · natural sciences 11%.
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
- Mind, Brain, & Education 1
What you learn (14)
- describe how hormonal processes influence learning
- describe how neurological processes influence learning
- explain how language development influences learning and behaviour
- explain how cognitive development influences learning and behaviour
- explain how consciousness develops and influences behaviour
- describe the structure of the brain
- describe the neuroanatomy of the brain
- explain how cognition and emotion interact in educational settings
- describe the interplay between cognitive development and learning behaviour
- construct academic arguments in written form
- construct academic arguments in oral form
- organise a range of academic sources for research use
- use the virtual learning environment to access course resources
- use the internet effectively for academic research
- Social Psychology in Education
What you learn (8)
- discuss theories linking social processes such as attribution and prejudice to education
- explain how social psychological processes interact with learning
- compare different methods for collecting and assessing social psychology data
- construct academic arguments in written form
- present academic arguments orally
- organise multiple sources to support an argument
- analyse how social psychology theories and data inform understanding of education
- use the virtual learning environment and internet resources effectively
- Psychological Perspectives on Education
What you learn (9)
- describe theoretical perspectives in educational psychology
- evaluate how different theories contribute to educational psychology
- describe the historical development of educational psychology as a discipline
- explain current debates within educational psychology
- construct academic arguments in written form
- construct academic arguments in oral presentations
- critically analyse research literature on educational psychology issues
- critically evaluate policy and media sources on educational psychology topics
- use the virtual learning environment and internet resources for study
- Quantitative Research Skills 1
What you learn (11)
- describe quantitative research designs used in education psychology
- describe common descriptive statistical techniques
- calculate descriptive statistics using statistical software
- explain the logic of null-hypothesis significance testing
- select an appropriate statistical test for a given research question
- describe bivariate statistical tests such as chi-square and t-tests
- perform bivariate statistical tests using statistical software
- design data collection instruments for educational psychology research
- implement data collection methods in practical research settings
- report quantitative data analysis results in an appropriate format
- use the virtual learning environment and statistical software effectively
- Researching Education
What you learn (14)
- distinguish between paradigms of educational research
- critically review educational research literature
- explain how educational research is designed and constructed
- conduct a literature review on an issue in compulsory education
- explain issues of sampling, reliability and validity in research
- interpret sampling, reliability and validity across approaches
- evaluate data collection methods across research approaches
- communicate ideas clearly to others
- search for relevant academic sources
- analyse issues and ideas relevant to the topic
- collaborate effectively within a group
- deliver formal and informal presentations to peers
- supplement assigned readings with independently sourced material
- use the virtual learning environment to develop IT skills
- Meanings and Contexts of Education
What you learn (20)
- compare how education is understood across different contexts
- describe international contexts in which education takes place
- explain global agendas shaping education policy
- describe how schools are organised across different countries
- evaluate alternative forms of education against conventional schooling
- analyse recognised alternatives to mainstream schooling
- assess the strengths of alternative schooling approaches
- reflect on how education differs across national settings
- explain how historical development has shaped education systems
- explain how education contributes to national development
- challenge personal assumptions through dialogue with peers and readings
- produce effective notes from academic sources
- locate relevant academic sources for a topic
- communicate ideas clearly at undergraduate level
- analyse educational issues and ideas using critical skills
- collaborate effectively within group work tasks
- deliver formal and informal presentations on education topics
- select appropriate supplementary readings to support study
- use the virtual learning environment to support study
- produce written work at undergraduate academic standard
Year 2 · 6 core · 120 credits ≈ 1,200 hours
- Mind, Brain & Education 2
What you learn (11)
- discuss how hormonal changes affect learning in young people
- discuss how genetic factors influence learning in childhood and adolescence
- discuss how neurological processes shape learning across development
- explain how memory and perception develop and shape learning
- explain how consciousness and cognition influence behaviour
- examine how developing memory and perception affect childhood and adolescent learning
- evaluate research methods used in biological and cognitive psychology
- construct academic arguments in written and spoken form
- organise multiple sources to support an academic argument
- assess the reliability and validity of academic sources
- use the virtual learning environment and internet resources effectively
- Qualitative Research Skills
What you learn (11)
- describe features of high-quality qualitative research
- identify ethical considerations in qualitative research design
- evaluate qualitative methods such as interviews and focus groups
- discuss conceptual issues underlying qualitative research design
- discuss practical challenges in conducting qualitative research
- apply qualitative analysis techniques to research data
- organise multiple academic sources for research purposes
- explain methods for collecting qualitative data
- explain procedures for preparing qualitative data for analysis
- carry out qualitative analysis on collected data
- use online learning platforms to support study activities
- Individual Differences In Education
What you learn (13)
- explain key theories of intelligence, personality, motivation and emotion
- compare contrasting theoretical perspectives on individual differences
- analyse how personality traits affect learning outcomes
- analyse how intelligence affects educational attainment
- describe implications of individual differences for teaching practice
- explain how educational diversity shapes psychological support for learners
- describe atypical developmental patterns relevant to education
- identify research methods suited to studying individual differences
- construct a coherent academic argument in written form
- present a coherent academic argument orally
- organise multiple academic sources to support an argument
- analyse how interdisciplinary theories enhance understanding of educational diversity
- use the virtual learning environment and online resources effectively
- Special Educational Needs and Disability
What you learn (16)
- identify ways learner behaviour and preferences vary in classrooms
- describe how differing learner needs manifest in educational settings
- explain historical and current theories of inclusive education
- compare stakeholder viewpoints on inclusive education approaches
- describe how views of atypical child development have changed historically
- explain how biological, social and cognitive factors interact to shape learner variation
- describe the development of atypical behaviours in learners
- explain implications of learner diversity for teaching practice
- explain implications of atypical development for educational psychologists
- construct a structured academic argument in writing
- present an academic argument orally
- organise multiple academic sources to support an argument
- analyse how theories from different disciplines combine to explain educational diversity
- contribute reasoned viewpoints to public debate on inclusive education
- use the virtual learning environment to access course resources
- use internet tools effectively for academic research
- Developmental Psychology & Education
What you learn (13)
- explain how attachment formation shapes learner identity
- analyse how child and adolescent development affects learning outcomes
- examine the effect of sex and gender on lifespan development
- examine cultural factors shaping development across the lifespan
- compare theoretical perspectives on cognitive development in learners
- compare theoretical perspectives on social development in learners
- describe how emotional, cognitive and social development interact across life stages
- construct a reasoned academic argument in writing
- present a reasoned academic argument orally
- evaluate the reliability of academic sources used in an argument
- evaluate the validity of academic sources used in an argument
- analyse how cross-disciplinary theories enhance understanding of development
- use online research tools to gather academic information
- Quantitative Research Skills 2
What you learn (15)
- identify features that make research scientifically rigorous
- explain ethical considerations relevant to conducting research
- evaluate the design of questionnaires used in educational psychology research
- evaluate the design of experimental procedures used in educational psychology research
- compare different research designs and strategies used in quantitative research
- describe univariate statistical techniques used in data analysis
- describe introductory multivariate statistical techniques used in data analysis
- apply analysis techniques to different types of data using statistical software
- organise a range of data sources for use in academic work
- evaluate the reliability and validity of data used to support an argument
- prepare raw data for statistical analysis
- select and apply appropriate statistical tests to analyse datasets
- write up quantitative analysis results following standard reporting conventions
- use the virtual learning environment to access module resources
- use statistical software and online resources to support research tasks
Year 3 · 1 core, 17 optional · 40 credits ≈ 400 hours
- Dissertation
What you learn (16)
- formulate a clear research question grounded in relevant literature
- devise a testable research question or hypothesis
- select appropriate research methodology for an investigation
- develop suitable measures or experimental paradigms for a study
- identify ethical issues arising in a research project
- produce an ethics proposal addressing identified research concerns
- analyse research data using an appropriate chosen method
- present research results clearly in an appropriate format
- interpret research findings in relation to existing literature
- evaluate the strengths and limitations of a research design
- discuss the implications of research findings for education practice
- construct academic arguments in written form
- construct academic arguments in oral presentations
- manage a range of academic sources to support an argument
- analyse how theories and data from different disciplines inform educational diversity
- use online learning platforms and internet resources effectively
17 optional modules
- Perspectives on Literacy in Education
What you learn (13)
- explain what constitutes being a literate individual
- describe individual and social processes underlying literacy development
- identify contemporary forms of literacy beyond written text
- describe technical components of literacy and their teaching
- evaluate theories and models of literacy critically
- explain the historical development of literacy concepts
- evaluate social and cultural biases linked to particular literacy forms
- devise creative strategies to promote literacy in varied settings
- apply research and analytical skills through session preparation
- deliver presentations to communicate ideas to peers
- evaluate personal experience and learning progress using course concepts
- propose applications of course content to future teaching practice
- use the virtual learning environment to support study
- Assessment in Education
What you learn (11)
- explain key ideas and issues in educational assessment
- identify common types of assessment instruments and approaches
- evaluate advantages and disadvantages of different assessment methods
- explain current debates on assessment's role in improving educational outcomes
- locate relevant written sources on a given topic
- interpret the meaning of academic texts
- extract key arguments and supporting evidence from articles
- compare differing viewpoints and conclusions across sources
- present arguments clearly in spoken form
- present arguments clearly in written form
- summarise key points from group discussions
- Language and Psychology
What you learn (11)
- identify methods for studying language comprehension, production and acquisition
- explain why language processing resists conscious control or explicit teaching
- discuss causes of success and failure in language processing and learning
- evaluate research findings for their relevance to language education
- justify a personal position on language teaching practice
- lead a small-group academic discussion
- apply critical reading strategies to academic texts
- summarise the main points of a research article
- distinguish arguments from supporting evidence in a text
- compare opposing viewpoints on contested issues in the field
- reflect on one's own participation in psycholinguistic experiments
- Learning Gender:Exploring the Links Between Gender, Education & Society
What you learn (12)
- critique personal assumptions about male and female categories
- explain why gender should be made visible in educational theory
- evaluate debates on gender differences in educational participation and achievement
- discuss how gender and sexuality norms shape learner identities
- explore how schools reinforce gender binaries and stereotypes
- apply gender-sensitive approaches when conducting and consuming research
- extract key points from academic articles
- identify arguments and supporting evidence in texts
- critically reflect on media representations of special educational needs
- communicate ideas effectively in spoken and written form
- use the virtual learning environment to support coursework
- produce weekly learning logs demonstrating grasp of key concepts
- Genetics and Education
What you learn (13)
- explain principles of behavioural genetics such as twin studies and GWAS
- evaluate evidence and assumptions on heritability of learning abilities
- analyse historical and political context of genetics-education debates
- critique the strengths and limitations of behavioural genetics in education
- formulate a personal evidence-based view on genetics and education debates
- apply theoretical knowledge to analyse a self-identified current issue
- synthesise information to form a personal stance on a controversial topic
- communicate a reasoned argument with supporting evidence in writing and speech
- identify and combine diverse sources such as papers, policy and media
- evaluate the reliability and relevance of different information sources
- analyse how interdisciplinary theories and data inform one another
- manage information independently to contribute effectively to debate
- present research findings as a poster for expert and lay audiences
- Has Neuroscience Entered the Classroom?
What you learn (10)
- describe how brain development underpins key educational cognitive skills
- outline basic principles of neuroimaging techniques used in education research
- evaluate neuroscience-based criteria for diagnosing learning difficulties
- discuss current debates on applying neuroscience to education
- analyse how psychology, neuroscience and education theories interrelate
- critically evaluate cross-disciplinary data to enhance understanding of learning
- design a research study using quantitative and neuroimaging methods
- conduct original research to test personal hypotheses
- manage information independently across interdisciplinary educational topics
- apply mind-brain-education knowledge to participate in academic debate
- Reading Development and Disorders
What you learn (2)
- assess implications of reading theories for educational practice
- evaluate advantages and disadvantages of diagnostic labels
- Child and Adolescent Mental Health
What you learn (11)
- explain key psychological concepts of mental illness and wellbeing in young people
- critically evaluate theories and research on youth mental health
- apply psychological theories to explain mental illness and wellbeing in young people
- apply self-directed reading to analyse a chosen mental health issue
- formulate a personal viewpoint on an applied topic in educational psychology
- present a reasoned argument with supporting evidence in writing
- present a reasoned argument with supporting evidence orally
- identify and combine diverse sources such as articles, media and policy documents
- evaluate the reliability, validity and relevance of different sources
- analyse how cross-disciplinary theories and data enhance understanding in varied contexts
- manage information independently to engage effectively in debate
- Intelligence
What you learn (14)
- explain core concepts and methods used in intelligence research
- describe psychometric approaches to assessing intelligence
- explain genetic and environmental influences on intelligence
- evaluate the relevance of intelligence to educational outcomes
- analyse scientific literature and data on intelligence
- formulate a personal viewpoint on intelligence as a topic in psychology and education
- present a reasoned argument supported by evidence in written form
- present a reasoned argument supported by evidence orally
- identify relevant academic, media and policy sources on a topic
- evaluate the reliability, validity and relevance of varied sources
- analyse how theories and data from different disciplines can inform one another
- apply cross-disciplinary insights to different contexts to deepen understanding
- manage empirical and theoretical information independently
- engage effectively in academic debate using selected information
- Positive Psychology in Education
What you learn (8)
- critique current research findings on mental health and wellbeing in positive psychology
- evaluate education policies addressing mental health and wellbeing
- appraise positive psychology interventions used to improve wellbeing in schools
- present complex ideas clearly and engagingly to diverse audiences
- produce well-structured academic writing on psychological topics
- design evidence-based interventions grounded in positive psychology principles
- analyse challenges in collaboration among researchers, policymakers and educators
- explain how collaborative processes shape development of wellbeing interventions
- Dressed for Success: Bringing Texts Alive in the Classroom
What you learn (10)
- apply text-analysis techniques across genres and periods in classroom settings
- describe curricula and guidelines governing the teaching of texts
- identify specific texts used for teaching english at different key stages
- describe different modes of pupil engagement in english language and literature teaching
- critique research findings on the pedagogy of english as a school subject
- conduct research and analysis to prepare for class sessions
- deliver oral presentations to peers
- evaluate own learning experiences against course knowledge
- propose potential applications of course content to future teaching practice
- use a virtual learning environment to support coursework
- Bullying in School
What you learn (13)
- define bullying using established academic definitions
- discuss current debates surrounding how bullying is defined
- describe different forms and variations of bullying behaviour
- identify different roles individuals take in bullying situations
- evaluate how theory and research shape understanding of school bullying
- evaluate approaches to intervening in bullying behaviour
- apply theoretical concepts to analyse a specific bullying topic
- synthesise evidence to discuss a current bullying issue
- evaluate evidence relating to a contemporary bullying issue
- construct a well-justified argument using varied evidence sources
- evaluate bullying interventions using module knowledge and evidence
- present a justified argument on bullying in written form
- present a justified argument on bullying in oral form
- Researching Mental Health and Wellbeing in Education
What you learn (10)
- apply data collection and ethical considerations to formulate research questions
- critique published research on mental health and wellbeing in education
- present research methods findings clearly to diverse audiences
- apply various analysis techniques to different data types in lab sessions
- organise diverse datasets to support academic arguments
- critically appraise data collection and analysis methods used in research
- prepare raw data for statistical or qualitative analysis
- analyse datasets using suitable analytical techniques
- report data analysis findings using an appropriate format
- use statistical software and online resources to support research work
- Education and Global Development
What you learn (20)
- identify major theoretical approaches to development
- explain how these theories inform analysis of education in developing countries
- discuss contrasting definitions of developed and developing countries
- explain how interpretations of education vary across contexts
- question common assumptions about education and development
- evaluate differing perspectives on education's role in development
- apply theories analysing education's role in developing countries
- critically compare personal experience with peer and reading perspectives
- produce effective written and oral communication at undergraduate level
- take structured notes from academic sources
- locate relevant academic sources for research
- analyse issues using different theoretical frameworks
- collaborate effectively within group tasks
- deliver formal and informal presentations
- select appropriate supplementary reading materials
- critically examine issues in education and global development
- use virtual learning environment tools for blended learning
- produce extended academic writing at undergraduate standard
- contribute actively to class discussions
- reflect critically on learning through weekly journal writing
- Supporting Pupils' Psychological Wellbeing at School
What you learn (13)
- explain current school-based wellbeing strategies and programmes
- analyse links between school wellbeing programmes and research evidence
- evaluate connections between wellbeing practices and education policy
- communicate knowledge of wellbeing approaches to varied audiences
- propose improvements to existing school wellbeing provision
- describe collaboration among researchers, policymakers and educators on wellbeing
- evaluate research, policy and practice critically
- present complex ideas clearly to diverse audiences
- conduct thorough literature searches
- synthesise evidence from multiple sources
- analyse research evidence from different sources
- construct reasoned arguments based on evidence
- advocate for evidence-based practice in education
- Psychology and Neuroscience of Well-being in Education
What you learn (3)
- identify key education policies on mental health and wellbeing
- communicate research findings effectively to diverse audiences
- describe evidence-based strategies for mental health and wellbeing provision in schools
- Race, Difference, Equity and Equality and other issues in Education
What you learn (9)
- identify ways race and difference affect educational access and fairness
- critique how misrecognition undermines social justice in education systems
- critique current educational practices regarding access and equity
- develop an action plan to promote equity and social justice in education
- evaluate key theoretical ideas relating to race and difference
- examine how policy debates shape equality and justice outcomes in education
- construct written arguments on educational equity issues
- present oral arguments on educational equity issues
- collaborate effectively with peers in group tasks
“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?
£23,500median pay three years after graduating
Lower quarter£19k
Median£24k
Upper quarter£28k
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 90 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 24, 14, 23
Half of graduates earned between £19,000 and £27,500. Five years on, the median is £30,000. 90% were in work or further study 15 months after finishing; 55% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 45 |
| In work or study, 15 months on15% studying | 90% | 45 |
| Professional or managerial job | 55% | 35 |
| Pay 15 months on, median | £25,000 | 30 |
| Pay 3 years on, median | £23,500 | 90 |
| Pay 5 years on, median | £30,000 | 90 |
National Student Survey 2025-26
What do students say?
85%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 95% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 40 students answered
Highest: 100% agreed on question 1; lowest: 54% on question 12.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 90% |
| Question 3 | 82% |
| Question 4 | 82% |
| Question 5 | 85% |
| Question 6 | 82% |
| Question 7 | 87% |
| Question 8 | 69% |
| Question 9 | 79% |
| Question 10 | 56% |
| Question 11 | 59% |
| Question 12 | 54% |
| Question 13 | 82% |
| Question 14 | 64% |
| Question 15 | 97% |
| Question 16 | 87% |
| Question 17 | 92% |
| Question 18 | 84% |
| Question 19 | 92% |
| Question 20 | 92% |
| Question 21 | 87% |
| Question 22 | 90% |
| Question 23 | 87% |
| Question 24 | 77% |
| Question 25 | 82% |
| Question 26 | 85% |
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.