History BA
AAA at A level, an A in either History or Classical Civilisation; graduates earn a median £25,500 three years on.
Typical A level offer
AAA
an A in either History or Classical Civilisation · 99% of entrants came with A levels · 96% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
AAAtypical A level offer; aaa including an a in either history or classical civilisation
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
- 1an A in either History or Classical Civilisation
Who actually got in: 99% with A levels, 1% with the IB, 1% with other higher education. 5% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 195 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 | Obtain Access to HE Diploma with 39 credits at Distinction including at least 9 Obtain Access to HE Diploma with 39 credits at Distinction including at least 9 credits in History-related units and 6 credits at Merit or higher | — |
| BTEC | DDDDDD with an additional A Level or equivalent qualification in either History or Classical Civilisation at grade A | — |
| IB | 36 points36 points including 6 in History at Higher Level | 6 in History at Higher Level |
| Scottish Highers | BBBB | — |
| Advanced Highers | A in History plus | — |
Years 1–3
What do you study?
5compulsory modules in year 1, 4 optional
Compulsory modules this year: arts & humanities 77% · language & communication 13% · transversal skills 10%.
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 · 5 core, 4 optional · 100 credits ≈ 1,000 hours
- Political Communities in World History
What you learn (4)
- describe political history across western and non-western societies
- analyse connections between focused historical studies across time and place
- construct historical arguments orally and in writing
- explain political changes and continuities over time
- Knowledge and Beliefs in World History
What you learn (10)
- describe key intellectual, cultural and social developments in Western societies
- describe key intellectual, cultural and social developments in non-Western societies
- summarise relevant scholarly debates relating to these historical fields
- analyse historical case studies critically
- identify connections between historical events across different periods and regions
- take effective notes from historical sources and discussions
- construct a written historical argument supported by evidence
- present a historical argument orally in group discussion
- explain patterns of intellectual and cultural change over time
- construct an argument about continuities in intellectual and cultural history
- Societies and Economies in World History
What you learn (9)
- describe key social and economic developments across western and non-western societies
- identify relevant scholarly literature on social and economic history
- analyse case studies from different periods and regions critically
- relate findings from separate historical studies to each other
- take structured notes from historical sources and discussions
- construct a written historical argument supported by evidence
- present a historical argument orally in seminars
- explain patterns of political change and continuity over time
- construct an argument about causes of political change
- Evidence and Methods
What you learn (7)
- distinguish between historical sources and historical evidence
- explain the relevance of evidence to a historical argument
- assess the significance of evidence within a historical argument
- identify different ways historians use evidence
- critique historians' use of evidence in their arguments
- interpret historical sources as evidence
- construct a historical argument using evidence
- Arguments and Analysis
What you learn (11)
- identify differing scholarly interpretations of a historical topic
- critically evaluate competing approaches to a historical subject
- explain the features of a well-structured academic essay
- apply referencing conventions correctly in written work
- construct a coherent written argument using clear prose
- synthesise material from lectures, discussions and reading into an argument
- present an evidence-based argument orally
- produce a written evidence-based argument
- describe the department's assessment grading criteria
- reflect on one's own approach to historical study
- present ideas collaboratively as part of a group
4 optional modules
- Ending Slavery and Serfdom
What you learn (7)
- present group work with clear coordinated contributions
- collaborate with peers to design and complete a project
- evaluate quantitative and qualitative research methods for suitability
- apply appropriate quantitative or qualitative methods to an inquiry
- identify relevant primary historical sources for a research topic
- analyse primary sources to prepare for extended project work
- construct a coherent historical argument from primary source analysis and scholarly debate
- Reportage and Conflict in the Long Twentieth Century
What you learn (7)
- present group work coherently with coordinated contributions
- collaborate with others to design and complete a project
- evaluate quantitative and qualitative research methods for suitability
- apply quantitative and qualitative methods to historical inquiries
- identify relevant primary sources for historical research
- analyse primary sources in preparation for extended research projects
- construct a coherent historical argument from primary source analysis and scholarly debate
- Extraordinary Lives: The Medieval Worlds of Princes, Monks and Unconventional Women
What you learn (7)
- present group work with coherent coordinated contributions
- collaborate with peers to design and complete a project
- evaluate quantitative and qualitative methods for research questions
- apply suitable quantitative or qualitative methods to an inquiry
- identify relevant primary sources for historical research
- analyse primary sources to prepare for advanced research projects
- combine primary source analysis with scholarly debate to build an argument
- Wonders, Marvels and Monsters in Early Modern Culture
What you learn (7)
- deliver a coordinated group presentation of work
- collaborate with peers to design and complete a project
- evaluate quantitative and qualitative methods for research suitability
- apply suitable quantitative or qualitative methods to an inquiry
- identify relevant primary sources for historical inquiry
- analyse primary sources to prepare for advanced project work
- combine primary source analysis with scholarly debate to build an argument
Year 2 · 2 core, 21 optional · 40 credits ≈ 400 hours
- Historical Thinking
What you learn (7)
- identify key debates about the nature of historical knowledge
- relate theoretical debates to how historians practise their discipline
- evaluate how historians define and use key concepts in their writing
- identify underlying assumptions in historical arguments
- critique assumptions underpinning historical debates
- apply close reading techniques to historical texts
- analyse concepts within historical sources
- Public History Project
What you learn (5)
- collaborate within a team on a project for an external organisation
- contribute to the delivery of a public history project
- present group findings and learning outcomes orally
- compose an individual written reflection on personal learning
- explain the nature and practice of public history
21 optional modules
- Bankers, Merchants, and Poets: Florence and the Roots of the Renaissance
What you learn (5)
- describe detailed subject knowledge of Renaissance Florence
- synthesise primary and secondary historical sources
- use varied historical sources to construct arguments
- evaluate historians' differing interpretations of the topic
- manage independent study through seminar discussion
- The Scientific Revolution, 1500-1700
What you learn (5)
- describe key developments and debates in the Scientific Revolution, 1500-1700
- analyse primary sources relevant to the Scientific Revolution
- synthesise information from secondary historical scholarship
- evaluate historians' differing interpretations of the Scientific Revolution
- manage independent study through participation in seminar discussions
- Historical Fictions and Frictions: Fictionalising the Past
What you learn (4)
- describe detailed subject knowledge of the historical topic studied
- synthesise primary and secondary historical sources
- evaluate historians' arguments about the topic studied
- manage independent study through seminar participation
- Empire and Cultural Exchange in Asia 1500-1700
What you learn (4)
- describe key themes and events of empire and cultural exchange in asia 1500-1700
- synthesise primary and secondary historical sources into a coherent argument
- evaluate historians' differing interpretations of the topic
- manage independent study informed by seminar discussion
- Social Science and Modern Britain, c1880-c1970
What you learn (5)
- describe detailed subject knowledge of the historical topic studied
- combine information from multiple primary sources into a coherent account
- combine information from multiple secondary sources into a coherent account
- assess the validity of historians' interpretations of a given topic
- manage own learning through participation in seminar discussions
- Before the Mongols: Nomadic Empires of Central Eurasia, 900-1200
What you learn (5)
- describe key events and developments in nomadic Central Eurasian history 900-1200
- combine evidence from primary sources to construct historical understanding
- integrate findings from secondary historical literature into an argument
- assess the validity of competing historical interpretations of the period
- manage own learning and research through seminar participation
- Using and Abusing the Past in Britain, 1835-2018
What you learn (4)
- explain key themes and events relating to the specific historical topic studied
- synthesise primary and secondary historical sources into a coherent argument
- evaluate competing historians' interpretations of a historical topic
- manage independent study using seminar discussion as a basis
- From the Global Shadows: Africa and the World since the 1950s
What you learn (5)
- describe key events and developments in African global history since the 1950s
- synthesise primary sources to construct a historical narrative
- combine secondary sources to support a historical argument
- evaluate competing historians' interpretations of a historical topic
- manage independent study through participation in seminar discussions
- Communist Europe: Crisis, Transformation & Memory after the Second World War
What you learn (5)
- describe key events and themes of communist europe after ww2
- synthesise primary sources to construct historical arguments
- synthesise secondary sources to construct historical arguments
- evaluate historians' differing interpretations of a historical topic
- manage independent study through participation in seminars
- Heterosexual Africa? Sexuality, Power, and Politics in Africa since 1900
What you learn (4)
- describe key themes and events in the history of sexuality in Africa since 1900
- synthesise primary and secondary historical sources into a coherent argument
- evaluate historians' differing interpretations of sexuality and power in africa
- manage independent study using seminar discussion as a learning tool
- Health for all? International Health from Colonial Medicine to Covid Vaccine
What you learn (3)
- synthesise primary and secondary historical sources into a coherent argument
- evaluate competing historians' interpretations of a historical topic
- manage independent study using seminar discussions as guidance
- Powerful Impressions: Culture and Politics in the Post-1945 United States
What you learn (5)
- describe key events, figures and themes in post-1945 US cultural politics
- use primary sources to support historical interpretation
- synthesise secondary sources to construct a historical argument
- evaluate competing historians' arguments on a given topic
- manage independent study tasks arising from seminar discussion
- Black Radicalism
What you learn (4)
- explain key themes and events in the history of black radicalism
- synthesise primary and secondary historical sources into a coherent argument
- evaluate competing historians' interpretations of a historical topic
- manage independent study through participation in seminar discussions
- Containing Multitudes: Inequality and the City in Britain and its Empire post-1800
What you learn (5)
- describe key themes of inequality and urban life in Britain and its empire
- combine information from primary historical sources to build an argument
- combine information from secondary historical sources to build an argument
- evaluate historians' interpretations of urban inequality in the empire
- manage independent study to prepare for seminar discussions
- Chivalry, Identity and Love 1350-1450
What you learn (5)
- describe key themes and events of chivalry, identity and love 1350-1450
- combine information from primary sources to construct a historical account
- synthesise secondary scholarship to support a historical argument
- evaluate competing historians' interpretations of the topic
- manage independent study tasks arising from seminar discussion
- Catherine the Great
What you learn (4)
- describe detailed historical knowledge of Catherine the Great's reign
- synthesise primary and secondary historical sources into a coherent argument
- evaluate competing historians' interpretations of the topic
- manage independent study using seminar discussions
- Vikings and Historians: Historiographical Dialogues through the Ages
What you learn (5)
- explain key themes and debates within the specific historical topic
- synthesise information from primary historical sources
- combine evidence from secondary historical scholarship
- evaluate competing historians' interpretations of a historical topic
- manage independent study using seminar discussions
- Persecution and Toleration in Early Modern Britain
What you learn (4)
- explain key developments in persecution and toleration in early modern Britain
- synthesise primary and secondary historical sources into a coherent argument
- evaluate historians' competing interpretations of the topic
- manage independent study through participation in seminar discussions
- Gender, Enlightenment and Revolution in Eighteenth-Century Europe
What you learn (5)
- describe key themes and debates in gender, Enlightenment and revolution
- interpret primary historical sources relevant to the period studied
- synthesise secondary historical literature into a coherent argument
- evaluate differing historical arguments on the topic studied
- manage independent study through participation in seminar discussion
- Crime and Society in Britain and Ireland since 1750
What you learn (5)
- describe key events and developments in crime and society since 1750
- combine information from multiple primary sources to build an argument
- synthesise findings from secondary historical literature
- evaluate competing historical interpretations of crime and society
- manage independent study tasks arising from seminar discussion
Year 3 · 1 core, 26 optional · 40 credits ≈ 400 hours
- Dissertation
What you learn (8)
- design a large-scale independent research project
- manage a research project through to completion
- investigate a chosen research topic in depth
- explain findings on a specific research topic at length
- analyse primary source material through extended research
- apply research skills to original historical material
- relate own research findings to existing scholarly debates
- evaluate own conclusions against other historians' interpretations
26 optional modules
- Commemorations
What you learn (7)
- identify key methods used in comparative historical analysis
- describe challenges encountered when comparing historical cases
- explain various facets of the studied historical topic
- apply comparative approaches to analyse a historical topic
- evaluate the usefulness of comparative approaches to a historical topic
- discuss comparative historical issues in academic dialogue
- write analytically about comparative historical topics
- Travel
What you learn (7)
- identify key methods used in comparative historical analysis
- explain difficulties encountered when comparing historical cases
- describe multiple dimensions of the chosen historical topic
- apply comparative frameworks to analyse a historical topic
- evaluate the usefulness of comparative approaches to a topic
- construct written arguments about comparative historical themes
- discuss comparative historical issues orally with peers
- Animals
What you learn (7)
- identify key methods used in comparative historical analysis
- explain difficulties encountered when comparing historical cases
- describe multiple dimensions of the chosen historical topic
- apply comparative approaches to analyse a historical topic
- evaluate the effectiveness of comparative approaches to a topic
- discuss comparative historical arguments in group settings
- write academic analyses of comparative historical topics
- Beauty
What you learn (7)
- identify key methods used in comparative history
- explain challenges involved in comparing historical contexts
- describe various aspects of the history of beauty
- apply comparative approaches to the study of beauty
- evaluate the usefulness of comparative approaches to historical topics
- discuss comparative historical arguments in seminar settings
- compose written analysis on comparative historical topics
- Violence
What you learn (7)
- identify key approaches used in comparative history
- explain challenges encountered when comparing historical cases
- describe multiple aspects of the studied historical theme
- apply comparative approaches to a historical topic
- evaluate the usefulness of comparative approaches to a topic
- discuss comparative historical issues in seminar settings
- write academic essays on comparative historical topics
- Popular Politics? The History of British Political Culture since 1945
What you learn (6)
- identify key themes and debates in British political culture since 1945
- describe the historical development of post-war British political culture
- analyse original historical sources relating to post-war British politics
- relate primary sources to relevant secondary historical scholarship
- interpret historical texts through close reading techniques
- participate confidently in scholarly discussion of historical debates
- Communisms
What you learn (7)
- identify key methodologies used in comparative history
- explain the difficulties involved in comparing historical cases
- describe multiple dimensions of communism as a historical theme
- apply comparative approaches to the study of communism
- evaluate the usefulness of comparative approaches to this topic
- discuss comparative history through structured argument
- compose written analysis on comparative historical themes
- Work
What you learn (7)
- identify major methods used in comparative historical study
- explain difficulties encountered when comparing historical cases
- describe multiple dimensions of the chosen historical topic
- apply comparative approaches to analyse the chosen historical topic
- evaluate the usefulness of comparative approaches for the topic
- discuss comparative historical arguments in seminar settings
- compose written analysis on comparative historical themes
- Empires
What you learn (7)
- identify key methods used in comparative historical analysis
- describe common challenges encountered when comparing historical cases
- explain various aspects of the empires studied during the module
- apply comparative approaches to analyse empires
- evaluate the usefulness of comparative approaches for studying empires
- discuss comparative historical arguments in seminar settings
- compose written analysis on comparative historical topics
- Imperial Japan, 1890-1950
What you learn (5)
- identify key themes and debates in imperial japanese history
- describe major historical developments in imperial japan 1890-1950
- analyse original historical sources on imperial japan
- compare primary and secondary accounts of historical events
- discuss historical texts and debates through close reading
- Joan of Arc
What you learn (7)
- identify key themes and debates concerning joan of arc
- describe the historical context and significance of the topic studied
- analyse original historical sources related to the topic
- evaluate the reliability and perspective of original sources
- relate primary sources to relevant secondary scholarship
- apply close reading techniques to historical texts
- participate confidently in discussion of historical debates
- The French Wars of Religion
What you learn (5)
- identify key themes and debates in the french wars of religion
- describe historical knowledge of the french wars of religion
- analyse original historical sources
- relate primary sources to secondary scholarship
- discuss historical texts and debates through close reading
- Race, Place and Health in Britain and its Empire, 1880-1960
What you learn (3)
- analyse original historical sources relating to race, place and health
- relate primary sources to secondary historical scholarship on the topic
- discuss historical texts and debates through close reading
- Hong Kong: Decolonisation and Development, 1945-97
What you learn (5)
- identify key themes and debates in Hong Kong's decolonisation history
- describe the historical development of Hong Kong from 1945 to 1997
- analyse primary historical sources on Hong Kong's development
- relate primary sources to secondary historical interpretations
- discuss historical texts and debates through close reading
- Black British History and Decolonisation
What you learn (5)
- identify key themes and debates in Black British history and decolonisation
- describe core concepts and content relating to black British history and decolonisation
- analyse original historical sources relating to black British history
- relate primary sources to secondary scholarly interpretations
- discuss historical texts and debates through close reading
- Thomas More: Learning, Politics and Religion in England, 1500-35
What you learn (6)
- identify key themes and debates on Thomas More's era
- describe the political and religious context of early Tudor England
- analyse original historical sources on the period
- relate primary sources to secondary scholarly interpretations
- interpret historical texts through close reading
- discuss historical debates confidently with peers
- Ploughing the Sea? The Spanish American Wars of Independence, 1750-1830
What you learn (5)
- identify major themes and debates in Spanish American independence history
- describe key historical events and developments of the period 1750-1830
- analyse original historical sources related to the period
- relate primary sources to secondary scholarly interpretations
- discuss historical texts and debates confidently in seminar settings
- Poverty and the Welfare State in Post-War Britain
What you learn (5)
- identify key themes and debates in post-war British welfare history
- describe the historical development of poverty and welfare policy
- analyse original historical sources on poverty and welfare
- relate primary sources to secondary historical interpretations
- discuss historical texts and debates through close reading
- Exiled Lives: English Nuns in Catholic Europe, 1600-1800
What you learn (7)
- identify key themes and debates in the history of exiled English nuns
- describe the historical context of English nuns in Catholic Europe
- analyse primary historical sources related to exiled religious communities
- evaluate the reliability and perspective of original historical documents
- compare primary sources with secondary scholarly interpretations
- interpret historical texts through close reading techniques
- participate confidently in scholarly discussion of historical debates
- Reading and Writing in Medieval England
What you learn (4)
- explain key themes and debates in a studied historical topic
- analyse original historical sources
- compare primary and secondary historical material
- discuss historical texts and debates with confidence
- Prussia and the Unification of Germany, 1815-1918
What you learn (6)
- identify central themes and historiographical debates on Prussian and German unification
- describe key events and developments in the unification of Germany under Prussia
- analyse original historical sources relating to Prussia and German unification
- evaluate the reliability and significance of primary historical sources
- compare primary sources with secondary historical interpretations
- discuss historical texts and scholarly debates with confidence
- Mao and Maoism
What you learn (5)
- identify major themes and debates concerning Mao and Maoism
- explain key historical knowledge about Mao and Maoism
- analyse primary historical sources on Mao and Maoism
- compare primary and secondary historical material
- discuss historical texts and debates with confidence
- Revolution in the Streets: Faith, Poverty, & Religious Ferment, c.1200
What you learn (6)
- identify central themes and debates within the historical topic
- describe key historical developments relating to medieval religious movements
- analyse primary historical sources to draw historical conclusions
- compare primary sources with secondary scholarship to assess interpretations
- conduct close critical reading of historical texts
- participate confidently in scholarly discussion of historical debates
- Francis Bacon: Myth, Magic and Morals
What you learn (7)
- identify key themes and debates relating to francis bacon studies
- describe the historical context and subject matter of the topic
- analyse original historical sources related to the period
- comment critically on the content of original historical sources
- compare primary sources with secondary scholarly interpretations
- apply close reading techniques to historical texts
- participate confidently in discussion of historical debates
- Rome Reborn: Culture and Society c.1575-c.1655
What you learn (7)
- identify key themes and debates in early modern Roman culture and society
- describe the historical context and content of the period studied
- analyse primary historical sources to draw conclusions about the period
- comment critically on the content and significance of original documents
- relate primary sources to secondary scholarly interpretations
- interpret historical texts through close reading
- discuss historical debates confidently with peers
“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?
£25,500median pay three years after graduating
Lower quarter£20k
Median£26k
Upper quarter£32k
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 325 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 14, 13, 23
Half of graduates earned between £20,000 and £32,000. Five years on, the median is £32,000. 89% were in work or further study 15 months after finishing; 60% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 12% left | 96% | 190 |
| In work or study, 15 months on13% studying | 89% | 85 |
| Professional or managerial job | 60% | 50 |
| Pay 15 months on, median | £29,000 | 40 |
| Pay 3 years on, median | £25,500 | 325 |
| Pay 5 years on, median | £32,000 | 330 |
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: £27,800 a year (2027/28).
National Student Survey 2025-26
What do students say?
82%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 · 145 students answered
Highest: 97% agreed on question 20; lowest: 55% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 94% |
| Question 2 | 94% |
| Question 3 | 89% |
| Question 4 | 84% |
| Question 5 | 89% |
| Question 6 | 81% |
| Question 7 | 85% |
| Question 8 | 70% |
| Question 9 | 81% |
| Question 10 | 67% |
| Question 11 | 78% |
| Question 12 | 72% |
| Question 13 | 93% |
| Question 14 | 76% |
| Question 15 | 96% |
| Question 16 | 91% |
| Question 17 | 72% |
| Question 18 | 80% |
| Question 19 | 92% |
| Question 20 | 97% |
| Question 21 | 94% |
| Question 22 | 87% |
| Question 23 | 78% |
| Question 24 | 55% |
| Question 25 | 60% |
| Question 26 | 82% |
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.