Physical Geography and Environment BSc
AAB at A level, Geography or Geology; graduates earn a median £26,000 three years on.
Typical A level offer
AAB
Geography or Geology · 100% 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?
AABtypical A level offer; abb including geography or geology plus a second science
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
- 1Geography or Geology
Who actually got in: 100% with A levels. Based on 30 entrants.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| BTEC | DDDD in the BTEC National Diploma plus A level Geography or Geology. If you are studying for the BTEC National Extended Diploma or a different combination of A levels and BTEC qualifications please cont | — |
| IB | 35 points35 points including 5 in Geography at Higher Level or; 34 points including 5 in Geography at Higher Level plus a second science (Biology, Chemistry, Geography, Geology, Mathematics (either Analysis an | 5 in Geography at Higher Level or; 5 in Geography at Higher Level plus a second science |
| Scottish Highers | BBBB | — |
| Advanced Highers | B in Geography plus Scottish Highers - BBBB | — |
Years 1–3
What do you study?
6compulsory modules in year 1
Compulsory modules this year: natural sciences 35% · green & sustainability 31% · transversal skills 25% · language & communication 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
- 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
- Core Skills in Physical Geography
What you learn (7)
- explain fundamental physical processes operating in the natural environment
- apply field techniques to investigate physical environments
- apply laboratory techniques to analyse environmental samples
- synthesise information gathered from multiple credible sources
- evaluate the reliability and relevance of complex source material
- deliver a clear oral presentation of scientific findings
- produce a well-structured scientific report
- Introduction to Research Skills
What you learn (2)
- explain different approaches used in research
- apply a suitable research approach to a given problem
- Introduction to Global Challenges
What you learn (5)
- describe the nature of major global challenges
- explain the impacts of global challenges on societies and environments
- apply different concepts and theories to proposed solutions
- evaluate the effectiveness of potential solutions to global challenges
- reflect critically on personal values in relation to global challenges
- Environment, Development and Society
What you learn (8)
- describe the relationship between economic activity and the environment
- relate environmental and economic concepts to sustainability
- describe common sustainability models, concepts and theories
- compare competing theoretical debates within sustainability studies
- apply sustainability strategies to current local, national and international issues
- apply sustainability concepts to analyse the global economy
- evaluate key indicators used to measure sustainable development
- assess social dimensions of sustainable development such as poverty and gender
Year 2 · 4 core, 6 optional · 80 credits ≈ 800 hours
- Glaciers, Ice Sheets and Climate Change
What you learn (11)
- explain physical processes operating within glaciers and ice sheets
- describe how glacial processes shape landscapes
- analyse the relationship between climatic change and glacier response
- present original ideas clearly based on scientific literature
- source relevant scientific information from varied references
- critically evaluate literature to extend lecture knowledge
- summarise complex scientific information concisely
- construct a sustained, reasoned scientific argument
- retrieve remote sensing imagery from relevant databases
- analyse remote sensing imagery to interpret glacier change
- apply remote sensing analysis to monitor climate-driven glacier change
- Water Environments
What you learn (7)
- evaluate physical processes in hydrological systems across scales
- evaluate physical processes in coastal systems across scales
- analyse causes of change in hydrological and coastal environments
- apply understanding of environmental change to predict future conditions
- compose a clear written argument grounded in academic literature
- source scientific information and data from varied references
- extend lecture knowledge through independent reading
- Engendering Change
What you learn (6)
- analyse complex sustainability issues to identify underlying causes
- identify priority areas where change could improve sustainability outcomes
- apply theoretical frameworks and concepts of change to real-world contexts
- evaluate the usefulness of different change models for sustainability practice
- compare different strategies for achieving sustainable change
- reflect critically on the effectiveness of chosen change approaches
- Research Skills and Project Design
What you learn (8)
- describe a range of field-based research methods and data analysis techniques
- select an appropriate research method to address a given problem
- identify stakeholders relevant to a study location
- recognise conflicting viewpoints among different stakeholders
- collaborate effectively within a team to achieve shared goals
- collect and synthesise data from multiple sources
- process and analyse collected data
- justify a chosen research methodology
6 optional modules
- Megacities and Urbanisation
What you learn (5)
- synthesise debates on urban geography themes and concepts
- critically reflect on key concepts in urban geography
- evaluate the factors driving urbanisation processes
- assess the significance of cities for everyday life experiences
- explain links between equity, social justice and sustainability
- Food, Space, Culture and Society
What you learn (12)
- discuss key debates in sustainability and sustainable consumption
- critique geographical concepts relevant to food consumption
- apply geographical concepts to the sustainable food debate
- evaluate economic impacts of food consumption practices
- evaluate social impacts of food consumption practices
- evaluate environmental impacts of food consumption practices
- analyse complex and contradictory bodies of knowledge
- evaluate arguments and underlying assumptions critically
- formulate sound judgements from critical analysis
- frame a research problem clearly
- devise a solution to a defined problem
- communicate findings effectively to an audience
- 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
- Solving Environmental Problems with Code
What you learn (4)
- use a version control system to manage code changes
- design algorithms to perform data analyses
- describe common software development techniques
- apply software development techniques to coding tasks
- Climate Change Adaptation and Mitigation
What you learn (6)
- evaluate strategies for mitigating climate change
- synthesise co-benefits arising from mitigation strategies
- assess the degree of societal adaptation required for climate change
- evaluate vulnerability and adaptability factors affecting adaptation
- consider climate justice issues in adaptation decisions
- communicate complex climate concepts clearly and coherently
- 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
Year 3 · 3 core, 6 optional · 80 credits ≈ 800 hours
- Research Project
What you learn (11)
- describe recent research developments within a chosen topic
- explain how own research relates to existing studies in the field
- formulate a research topic and corresponding hypothesis
- organise independent research activities outside scheduled sessions
- develop and adhere to a project timetable
- design methods to investigate research questions or hypotheses
- apply statistical methods to analyse research data
- compose a scientific paper presenting research findings
- manage multiple tasks and adapt to changing demands
- communicate findings through written reports
- communicate findings through oral presentations
- Natural Hazards and Mitigation
What you learn (8)
- describe the characteristics of various natural hazards
- apply hazard theories to explain real-world case studies
- evaluate differing strategies for hazard resilience
- critique mitigation approaches used for natural hazards
- synthesise published datasets on natural hazards
- evaluate the quality and relevance of published data
- collaborate effectively within a team to complete tasks
- compose a concise briefing note on a hazard topic
- Sustainability Clinic
What you learn (11)
- collaborate within multi-disciplinary teams to address local sustainability issues
- scope and plan a real-world sustainability project
- carry out a live sustainability project in practice
- identify client needs through professional engagement
- manage client expectations throughout project delivery
- produce accurate and clear project outputs for clients
- analyse complex sustainability-related information
- evaluate sustainability information to inform decision-making
- design outputs that promote positive sustainability change
- reflect on personal growth gained through project work
- evaluate one's role as a leader serving the public good
6 optional modules
- Atmosphere and Ocean Science
What you learn (6)
- explain the biological, physical and chemical controls on atmosphere and ocean systems
- apply mathematical descriptors to represent atmospheric dynamics
- apply mathematical descriptors to represent ocean dynamics
- explain how the earth's system components interact
- manage own learning through independent study
- critique scientific texts through critical reading
- 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
- Land Use Change and Management: A Global Perspective
What you learn (11)
- explain key challenges facing contemporary land use managers
- evaluate trade-offs between environmental, economic and social goals in land use
- describe temporal and spatial scales relevant to agricultural and forest systems
- explain the biological processes underlying autotrophic production
- identify environmental limits constraining autotrophic production
- relate autotrophic production principles to diverse agricultural and forest systems
- analyse contemporary issues in global agricultural and forest land use
- evaluate the future sustainability of global land use systems
- explain social, political and economic drivers of agriculture and forestry
- analyse how driving forces shape land use management systems and their impacts
- design a land use management plan weighing costs, benefits and constraints
- Tackling Britain’s Environmental Challenges (field course)
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
- Pollution: Monitoring, Assessment and Control
What you learn (4)
- apply interdisciplinary approaches to assess environmental challenges
- evaluate existing knowledge to identify research gaps
- design studies to address identified knowledge gaps
- communicate technical information to diverse stakeholder audiences
- Energy Transitions and Low Carbon Futures
What you learn (4)
- evaluate different energy sources and their operating mechanisms
- explain the social, economic and political drivers behind decarbonisation
- analyse the wider implications of shifting to low carbon energy systems
- present complex energy policy ideas and recommendations to stakeholders
“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?
£26,000median pay three years after graduating
Lower quarter£21k
Median£26k
Upper quarter£31k
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 105 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 13, 14, 23
Half of graduates earned between £21,000 and £30,500. Five years on, the median is £34,000. 95% were in work or further study 15 months after finishing; 90% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 30 |
| In work or study, 15 months on15% studying | 95% | 15 |
| Professional or managerial job | 90% | 10 |
| Pay 15 months on, median | £29,500 | 15 |
| Pay 3 years on, median | £26,000 | 105 |
| Pay 5 years on, median | £34,000 | 110 |
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?
84%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 70% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 20 students answered
Highest: 100% agreed on question 1; lowest: 48% on question 8.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 90% |
| Question 3 | 86% |
| Question 4 | 71% |
| Question 5 | 90% |
| Question 6 | 90% |
| Question 7 | 100% |
| Question 8 | 48% |
| Question 9 | 95% |
| Question 10 | 67% |
| Question 11 | 90% |
| Question 12 | 67% |
| Question 13 | 95% |
| Question 14 | 57% |
| Question 15 | 90% |
| Question 16 | 95% |
| Question 17 | 90% |
| Question 18 | 95% |
| Question 19 | 95% |
| Question 20 | 100% |
| Question 21 | 94% |
| Question 22 | 89% |
| Question 23 | 95% |
| Question 24 | 68% |
| Question 25 | 56% |
| Question 26 | 84% |
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.