Philosophy and Linguistics BA
AAB at A level; graduates earn a median £24,000 three years on.
Typical A level offer
AAB
94% of entrants came with A levels · 97% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
AABtypical A level offer; aab/a*bb/a*ac
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
Who actually got in: 94% with A levels, 1% via Access courses, 2% with other higher education. 2% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 65 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 | 36 credits at Distinction and 9 credits at Merit or higher | — |
| BTEC | DDDDDD We consider a range of BTEC qualifications equivalent to 3 A Levels, or in combination with A Levels or other qualifications. For example: Distinction, Distinction in BTEC Level 3 National Diploma | — |
| IB | 35 points | — |
| T Level | Distinction overall including grade A in the Core T Level subjects in AccountingDistinction overall including grade A in the Core T Level subjects in Accounting; Design and Development for Engineering and Manufacturing; Design, Surveying and Planning for Construction; Digital Bus | A in the Core T Level subjects in Accounting |
| Scottish Highers | AABBB | — |
Years 1–3
What do you study?
5compulsory modules in year 1, 2 optional
Compulsory modules this year: language & communication 43% · natural sciences 20% · arts & humanities 20% · transversal skills 17%.
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, 2 optional · 100 credits ≈ 1,000 hours
- Syntactic Structures or Phonetics and Phonology or English Past and Present
What you learn (9)
- apply syntactic diagnostics to novel sentence constructions
- combine structural knowledge to propose analyses of syntactic constructions
- identify patterns in language data using syntactic concepts
- apply analytical tools to represent syntactic structure
- apply constituency tests to sentence structures
- identify clause boundaries within complex sentences
- identify different categories of verb forms
- identify grammatical functions such as subject and object
- identify major clause types such as passive, relative and interrogative
- Language and the Mind
What you learn (6)
- identify methods used in psycholinguistic research
- explain how different psycholinguistic research methods operate
- describe predictions made by competing theoretical approaches
- evaluate the relative success of competing theories against experimental data
- describe key findings from major areas of psycholinguistics
- explain the significance and implications of these findings
- Understanding Language in the Real World
What you learn (6)
- relate new learning to prior knowledge of the world
- apply core linguistic concepts to language analysis
- collaborate productively within a small group
- apply academic skills consistently across varied tasks
- evaluate personal learning progress through reflection
- devise strategies to overcome personal learning weaknesses
- Logic
What you learn (6)
- explain core logical concepts including validity, consistency and necessity
- translate simple arguments into truth-functional logic notation
- apply truth-tables to assess tautological validity of arguments
- translate complex arguments into first-order logic notation
- construct a counter-interpretation to refute validity of a first-order logic argument
- construct a formal proof demonstrating validity of a first-order logic argument
- Philosophical Analysis
What you learn (4)
- identify basic forms of argument such as deduction, induction and abduction
- apply logical tools such as contraposition to philosophical arguments
- construct clear and charitable interpretations of philosophical texts
- explain the different aims philosophical texts or arguments may pursue
2 optional modules
- Ethics
What you learn (6)
- describe the main debates in meta-ethics
- explain the principal positions held within meta-ethics
- describe the content of various normative ethical principles
- compare contrasting normative ethical principles
- identify major ethical challenges facing contemporary society
- apply ethical theories to contemporary moral challenges
- Metaphysics and Humans
What you learn (8)
- communicate metaphysical ideas in clear accessible language
- generate alternative solutions to metaphysical problems using course content
- present differing viewpoints on metaphysical issues open-mindedly
- construct arguments supporting alternative views on metaphysical problems
- critique weaknesses and potential improvements in philosophical arguments
- justify a personal position on a metaphysical problem with argument
- assess own work against departmental marking criteria
- apply feedback-based strategies to improve academic work
Year 2 · 2 core, 23 optional · 40 credits ≈ 400 hours
- Aspects of a Theory of Syntax or Acoustic Phonetics and Phonological Analysis or Sociolinguistics
What you learn (13)
- apply syntactic diagnostics to novel sentence constructions
- identify the structure of complex sentence constructions
- represent complex sentence structures diagrammatically
- use theoretical arguments to explain grammaticality judgements
- predict the grammaticality of unfamiliar data sets
- formulate theoretical generalisations about grammatical constraints
- identify multi-clause sentence structures
- draw syntax trees for complex multi-clause sentences
- identify predicate types that select clausal complements
- identify constructions involving different movement types
- explain constructions involving different movement types
- identify cases of movement constraint violations
- explain the causes of movement constraint violations
- Foundations of Meaning
What you learn (5)
- distinguish the contributions of semantics and pragmatics to meaning construction
- describe key historical milestones in semantic theory development
- describe key historical milestones in pragmatic theory development
- apply linguistic tests to identify different types of inference
- apply linguistic tests to analyse other aspects of meaning
23 optional modules
- Teaching English as a Foreign Language I
What you learn (8)
- describe the evolution of TEFL methods and approaches across the 20th and 21st centuries
- discuss debates surrounding the global spread of english
- evaluate competing models of english suitable for teaching
- describe different models of language learning
- explain theories of language acquisition relevant to classroom practice
- identify features of the english language system
- explain learner errors using knowledge of the language system
- identify common linguistic difficulties experienced by language learners
- Language of Turn and Sequence
What you learn (9)
- record naturally occurring conversations following ethical guidelines
- transcribe spoken conversation in fine detail using a standard notation system
- identify interactional practices present in recorded talk
- compile a set of comparable conversational data extracts
- analyse patterns across a collection of data extracts
- write technical descriptions of conversational language use
- describe the fundamental mechanisms underlying conversational structure
- analyse short extracts of conversation provided by the tutor
- analyse short extracts of conversation self-selected by the student
- Linguistics as Data Science
What you learn (9)
- evaluate quantitative arguments and statistical analyses in linguistic research
- use the R software environment to process and analyse data
- construct tidy data sets from raw data
- manipulate and organise structured data sets
- design professional data visualisations
- produce informative graphical representations of data
- build statistical models to predict outcomes from data
- apply statistical models to test linguistic hypotheses
- present quantitative findings according to linguistic disciplinary conventions
- Teaching English as a Foreign Language II
What you learn (14)
- plan a sequence of English language lesson segments
- deliver a grammar presentation to learners
- deliver a vocabulary practice activity
- teach a short live lesson to real English learners
- appraise the strengths and weaknesses of own lesson
- compose a written self-reflection report
- design a lesson focused on reading or listening skills
- formulate aims and objectives for a language lesson
- anticipate learner problems and propose solutions
- observe a peer's English language lesson
- critique the strengths and limitations of a peer's lesson
- produce a written observation report
- lead a speaking or writing lesson segment
- correct pronunciation and grammatical form during practice
- Language Acquisition
What you learn (9)
- describe the general stages and features of child language acquisition
- describe the general stages and features of adult second language acquisition
- illustrate theoretical debates using examples from syntax acquisition
- illustrate theoretical debates using examples from morphology acquisition
- illustrate theoretical debates using examples from phonology acquisition
- communicate complex academic ideas clearly to an audience
- analyse language acquisition data to identify patterns
- interpret graphical data representations
- interpret research papers on first and second language acquisition
- Middle English: Texts and Contexts
What you learn (6)
- translate Middle English texts using dictionaries and annotated editions
- identify stylistic features that distinguish different registers of Middle English
- explain links between linguistic change and social history in medieval England
- identify scholarly resources suited to linguistic study of Middle English
- synthesise information from scholarly sources accurately
- present research findings on Middle English texts to an academic audience
- Language Attitudes in Applied Contexts
What you learn (8)
- describe methodologies used to collect language attitude data
- select the most appropriate method for a given research task
- communicate linguistic findings to a non-specialist audience
- collaborate effectively within a small working group
- deliver a clear oral presentation of findings
- analyse linguistic issues arising in real-world contexts
- critique applied linguistic problems using evidence
- explain how sociolinguistic research intersects with other disciplines
- Religious Ethics
What you learn (10)
- explain key problems and debates in religious ethics clearly
- formulate alternative solutions to religious ethics problems
- present alternative viewpoints with an open mind
- construct arguments supporting different ethical positions
- identify weaknesses and development points in ethical arguments
- judge the most defensible position on an ethical issue
- defend a chosen ethical position with reasoned argument
- appraise own work against assessment criteria
- apply feedback-based strategies to improve academic work
- evaluate contemporary ethical and cultural issues critically
- Philosophy of Language
What you learn (8)
- explain key problems and debates in philosophy of language clearly
- formulate alternative solutions to philosophical problems using module content
- construct arguments supporting alternative philosophical solutions
- identify weaknesses and development points in philosophical arguments
- judge the most convincing position on a philosophical problem
- defend a chosen philosophical position with reasoned argument
- evaluate own work against departmental marking criteria
- apply feedback-based strategies to improve academic work
- Metaphysics
What you learn (8)
- explain key problems and debates in metaphysics clearly
- formulate alternative solutions to metaphysical problems
- construct arguments supporting alternative metaphysical positions
- identify weaknesses and development points in a philosophical argument
- evaluate competing metaphysical views to form a reasoned judgement
- defend a chosen position on a metaphysical question
- assess own academic work against assessment criteria
- apply feedback-based strategies to improve academic work
- Philosophy of Mind
What you learn (8)
- explain key problems and debates in philosophy of mind clearly
- formulate alternative solutions to philosophy of mind problems
- construct arguments supporting alternative philosophical positions
- identify weaknesses and potential improvements in an argument
- evaluate competing views to determine the most defensible position
- defend a chosen philosophical position with reasoned argument
- assess own work against academic marking criteria
- apply feedback-based strategies to improve academic work
- Applied Ethics
What you learn (8)
- explain key problems and debates in applied ethics clearly
- formulate alternative solutions to applied ethics problems
- construct arguments supporting alternative ethical solutions
- identify weaknesses and development points in ethical arguments
- justify a personal judgement on an applied ethics problem
- evaluate own work against departmental marking criteria
- apply feedback-based strategies to improve written work
- analyse contemporary social and political issues using ethical reasoning
- Philosophy of Science
What you learn (10)
- explain key problems and debates in philosophy of science
- express philosophical understanding in clear accessible language
- generate alternative solutions to philosophy of science problems
- present alternative viewpoints in an open-minded manner
- construct arguments supporting alternative philosophical solutions
- identify weaknesses and development points in philosophical arguments
- judge the most convincing position on a philosophical problem
- defend a chosen philosophical position with argument
- evaluate own work against departmental marking criteria
- apply feedback-based strategies to improve own work
- Ethical Theory
What you learn (11)
- explain key problems and debates in ethical theory
- communicate ethical arguments clearly and accessibly
- generate alternative solutions to ethical problems using course materials
- present multiple viewpoints on ethical issues impartially
- construct arguments supporting alternative ethical positions
- identify weaknesses and development points in ethical arguments
- formulate a reasoned position on an ethical problem
- defend a chosen ethical position with supporting arguments
- evaluate own academic work against marking criteria
- apply feedback-based strategies to improve written work
- evaluate contemporary issues using social and ethical perspectives
- Aesthetics
What you learn (7)
- communicate philosophical ideas clearly and accessibly
- generate alternative solutions to problems in philosophy of art
- present varied perspectives on aesthetic issues with open-mindedness
- construct arguments supporting alternative views in philosophy of art
- identify weaknesses and potential improvements in philosophical arguments
- evaluate competing views to determine the strongest position on an aesthetic problem
- defend a chosen philosophical position with reasoned argument
- The Limits of Reason: Kant's Theoretical and Practical Philosophy
What you learn (10)
- explain Kant's theory of a priori knowledge and the phenomena/thing-in-itself distinction
- describe Kant's account of pure and practical reason, free will and determinism
- explain Kant's concepts of the good will and the categorical imperative
- interpret primary philosophical texts in translation
- reconstruct philosophical arguments from historical source texts
- evaluate Kant's claims and arguments using secondary literature
- formulate original critiques challenging Kant's philosophical arguments
- articulate personal philosophical ideas on the module's themes
- paraphrase Kant's ideas using one's own words
- describe the significance of Kant's work within the history of philosophy
- Politics and Freedom: Anarchism and Conservatism
What you learn (5)
- describe the core beliefs of various conservative and anarchist traditions
- explain the reasoning underlying different conservative and anarchist positions
- explain the philosophical arguments that motivate conservatism and anarchism
- identify value-theory issues underlying debates on conservatism and anarchism
- articulate the central questions in debates on political authority, tradition and liberty
- Logic and Paradox
What you learn (6)
- describe a range of logical paradoxes
- evaluate proposed solutions to logical paradoxes
- apply non-classical logical systems to problems
- judge the relative merits of different non-classical logics
- discuss module topics constructively with peers
- defend a reasoned position on course topics in writing
- Knowledge and the Social Sciences
What you learn (5)
- evaluate the strengths and weaknesses of social research methods
- explain theories of how social reality is constructed
- justify a personal position on the extent and boundaries of social knowledge
- identify hidden conceptual and normative assumptions in social theories
- analyse the assumptions underlying social science methods and arguments
- Love, Law, and Solidarity: Recognition from Rousseau to Honneth
What you learn (4)
- describe major debates and arguments in the philosophy of recognition
- evaluate the strength of arguments supporting recognition theory positions
- formulate a personal philosophical position on recognition debates
- present a reasoned philosophical argument clearly in writing or discussion
- Being and Reason: Spinoza's Metaphysics
What you learn (11)
- explain key issues in Spinoza's philosophical system
- express philosophical understanding clearly and accessibly
- formulate alternative solutions to problems in Spinoza's philosophy
- present alternative philosophical solutions with open-mindedness
- construct arguments supporting alternative solutions to philosophical problems
- identify weaknesses and development points in philosophical arguments
- judge the most convincing view on a Spinozist problem
- defend a chosen philosophical position with argument
- appraise own work against departmental marking criteria
- apply feedback-based strategies to improve academic work
- interpret philosophical texts with sensitivity to cultural and historical context
- Philosophy of Religions
What you learn (8)
- communicate philosophical understanding in clear accessible language
- formulate alternative solutions to problems in philosophy of religion
- present differing viewpoints with open-mindedness using course materials
- construct arguments supporting alternative positions in philosophy of religion
- critique arguments by identifying weaknesses and areas for improvement
- justify a personal position on a philosophy of religion problem
- assess own work against departmental marking criteria
- apply feedback and reflection to improve academic work
- Philosophy of Perception
What you learn (10)
- explain key problems and debates in philosophy of perception
- communicate philosophical ideas clearly and accessibly
- generate alternative solutions to perception-related philosophical problems
- present differing perspectives on philosophical issues open-mindedly
- construct arguments supporting alternative philosophical positions
- identify weaknesses and potential improvements in philosophical arguments
- evaluate competing philosophical views to determine the most defensible one
- defend a chosen philosophical position with reasoned argument
- assess own work against academic marking criteria
- apply feedback-based strategies to improve academic work
Year 3 · 1 core, 37 optional · 20 credits ≈ 200 hours
- Philosophy Short Dissertation or Linguistics Independent Study or Linguistics Research Extension
What you learn (5)
- evaluate a chosen philosophical topic in depth
- relate chosen topic to current scholarly debates
- analyse complex philosophical material critically
- synthesise ideas from diverse scholarly sources
- work autonomously and self-critically on a project
37 optional modules
- Topics in Language Variation and Change
What you learn (11)
- explain qualitative and quantitative approaches to language and dialect contact
- describe sociolinguistic models used to account for language change
- evaluate linguistic phenomena resulting from language or dialect contact
- compare contact-induced phenomena using data from published studies
- explain language change arising from contact between speech communities
- describe intergenerational transmission of language from adults to children
- describe language change occurring within individuals during adulthood
- apply basic statistical techniques to sociolinguistic datasets
- interpret results of statistical analysis of natural language use
- describe the historical development of dialectological research methods
- evaluate strengths and weaknesses of approaches to studying regional variation
- Topics in Syntax
What you learn (11)
- explain core principles of generative syntax
- describe concepts underlying the architecture of grammar
- interpret complex linguistic arguments
- construct complex linguistic arguments
- analyse parametric differences in clausal structure across languages
- analyse differences in constituent order across languages
- apply formal mechanisms to analyse syntactic structures
- evaluate primary research literature in syntax
- conduct independent research on a syntactic topic
- plan a research essay on formal syntactic analysis
- write an academic essay analysing syntactic structures
- Forensic Phonetics
What you learn (8)
- explain theoretical issues underpinning forensic recording analysis
- describe methodological approaches used in forensic audio analysis
- identify challenges in analysing difficult or sensitive forensic recordings
- apply analytical techniques to difficult or sensitive forensic materials
- analyse speech data using qualitative and quantitative methods
- apply statistical methods to analyse speech data
- present data using graphs and statistical summaries
- write professional reports using standard argumentation structures
- Topics in Phonetics & Phonology
What you learn (6)
- identify a research question relevant to phonetics and phonology
- situate a research question within existing academic literature
- analyse quantitative data using a current phonetic or phonological model
- analyse qualitative data using a current phonetic or phonological model
- present data in multiple formats to support a theoretical argument
- organise time and tasks to complete an independent research project
- Phonological Development
What you learn (9)
- analyse early speech production data using qualitative methods
- analyse early speech production data using quantitative methods
- identify systematic and idiosyncratic phonological processes in infant speech
- describe infant phonological processes using appropriate linguistic terminology
- write essays explaining scientific concepts of early vocal development
- present oral arguments on early vocal development and cognition
- explain how linguistic and cultural diversity shapes language development
- formulate original research questions about phonological development
- design approaches to address new questions in phonological development
- Psycholinguistics: Language Processing
What you learn (3)
- explain key issues in psycholinguistics
- describe methods used in psycholinguistic research
- summarise major findings in psycholinguistics
- English Corpus Linguistics
What you learn (17)
- explain key issues and methods in corpus linguistics
- describe the contribution of corpus data to linguistic research
- conduct linguistic investigations using diverse corpora and methods
- perform basic statistical tests on linguistic data
- identify complex patterns within linguistic data
- explain the significance of identified linguistic patterns
- formulate sound generalisations about language from corpus evidence
- articulate grammatical concepts clearly and concisely
- design a small-scale research project using corpus data
- execute a small-scale corpus-based research project
- summarise research findings according to disciplinary conventions
- present research findings according to disciplinary conventions
- apply basic statistical concepts to linguistic analysis
- manipulate and quantify corpus data electronically to investigate language use
- apply simple statistics to validate linguistic findings
- organise and analyse corpus data electronically to explore language use
- use simple statistical methods to validate research results
- Neurolinguistics: Language and the Brain
What you learn (8)
- describe key structures of brain anatomy relevant to cognition
- identify common neuroimaging techniques used to study the brain
- summarise current scientific understanding of the neural basis of language
- explain how different brain regions support language processing
- explain the relationship between neurolinguistic findings and linguistic theory
- evaluate how linguistic theory shapes neurolinguistic research questions
- critique primary research articles in neurolinguistics
- interpret findings from empirical neurolinguistic studies
- Teaching English as a Foreign Language II
What you learn (11)
- plan a sequence of english language lesson segments
- deliver a grammar presentation segment to learners
- deliver a vocabulary practice segment to learners
- teach a timed live lesson to english language learners
- write a reflective report evaluating a taught lesson
- design a lesson plan for a receptive skill
- formulate aims and objectives for a receptive skills lesson
- anticipate learner problems and propose solutions for a lesson
- observe another teacher's english language class
- write a report appraising the strengths and weaknesses of an observed lesson
- lead a productive skills lesson segment focusing on pronunciation and form
- Forensic Linguistics
What you learn (9)
- explain theoretical frameworks used in forensic document analysis
- apply methodological approaches to assess text content and origin
- describe the range of offences classified as language crimes
- identify legal codes used to prosecute language crimes across jurisdictions
- explain the relevance of linguistics to criminal investigation and prosecution
- explain the relevance of linguistics to civil, immigration and human rights law
- explain the role of linguistics in drafting legislation
- analyse written documents for forensic casework purposes
- evaluate linguistic artefacts such as trademarks against relevant legislation
- Multimodality: Language and the Body
What you learn (9)
- identify modalities relevant to spoken face-to-face interaction
- use specialist software to analyse bodily actions such as gesture during speech
- transcribe spoken language using standard transcription conventions
- annotate visible and gestural behaviour using standard coding methods
- analyse a problem in face-to-face interaction applying technical transcription skills
- discuss scholarly debates relevant to a multimodal interaction problem
- describe how speakers combine language and bodily resources to produce meaning
- explain major theories accounting for gesture and eye gaze modalities
- summarise key empirical studies on modalities coordinated with speech
- Topics in Psycholinguistics: Language Processing
What you learn (3)
- communicate design and results of psycholinguistic research clearly
- analyse predictions of competing psycholinguistic approaches
- construct coherent analytic arguments on psycholinguistic theory
- A Usage-based View of Language
What you learn (9)
- communicate ideas clearly in oral and written form
- organise own study schedule independently
- derive general patterns from specific language examples
- construct a reasoned argument about language use
- summarise complex linguistic texts concisely
- debate opposing viewpoints on a linguistic topic
- classify linguistic data into appropriate categories
- interpret patterns found in language data
- produce written work in an academic register
- English Place-names across Time and Space
What you learn (10)
- explain how multiple languages contributed to English place-names
- identify suitable scholarly sources for place-name research
- synthesise accurate information gathered from scholarly sources
- evaluate scholarly arguments about place-names critically
- interrogate the evidence and assumptions behind differing scholarly viewpoints
- plan and manage a research project on English place-names
- apply established methodologies of place-name study
- analyse place-names as evidence of historical language use
- identify recurring patterns within place-name data
- communicate place-name research findings to specialist and general audiences
- Dialect Grammar of Britain English
What you learn (13)
- identify grammatical features of British English dialects
- analyse grammatical properties found in dialect speech
- evaluate regional variation in dialect grammar across Britain
- explain internal linguistic constraints on grammatical variation
- explain external social constraints on grammatical variation
- evaluate research methods used for grammatical analysis
- design a small-scale research project on grammatical variation
- conduct a small-scale research project on grammatical change
- critically evaluate sources of linguistic information
- interpret linguistic data to draw conclusions
- plan and manage a research project effectively
- communicate linguistic ideas orally in seminar discussions
- communicate linguistic analysis in written assessments
- Linguistic Computations: Real and Artificial Intelligence
What you learn (7)
- explain different types of computation relevant to language study
- relate computational concepts to linguistic theory and analysis
- identify the main arguments of a linguistics research article
- summarise key findings from scholarly linguistics texts
- develop a Python program to implement a personal research project
- connect personal research interests to findings in published studies
- compose academic prose describing links between research and literature
- Universals and Variation in Syntactic Systems
What you learn (9)
- apply syntactic and semantic diagnostic tests to varied constructions
- combine knowledge of structural properties and their variation into a coherent account
- identify recurring patterns within linguistic data sets
- describe data distribution using universal grammar and parameter concepts
- construct detailed generalisations about linguistic phenomena
- describe current proposals within generative syntax theory
- integrate descriptive findings within a broader theoretical framework
- construct and develop theoretical arguments about syntactic phenomena
- explain the relationship between universality and variation within a theoretical framework
- Philosophy of Law
What you learn (17)
- explain established legal theories and concepts in philosophy of law
- apply legal principles and perspectives to philosophical problems
- critically evaluate competing legal theories and perspectives
- describe the historical development and purpose of law
- critique the relationship between law and society and other disciplines
- formulate independent arguments on legal issues in philosophy of law
- support legal arguments with critically appraised academic evidence
- apply problem-solving strategies to legal and academic problems
- evaluate proposed solutions to practical and academic legal problems
- design a research strategy appropriate to a legal question
- locate relevant and reliable legal sources and authorities
- evaluate the effectiveness of a chosen research methodology
- present legal analysis in written formats for varied audiences
- present legal analysis orally for specialist and non-specialist audiences
- describe standards of scholarly and professional legal practice
- reflect on personal learning and feedback received
- identify future learning needs based on reflection
- Contemporary Issues in Bioethics
What you learn (5)
- describe recent advances in biomedicine
- apply philosophical theory to issues in biomedicine
- critically read philosophical texts
- present written philosophical arguments
- participate in philosophical discussion
- Philosophy of Physics
What you learn (6)
- explain key concepts of classical mechanics such as inertial frames
- explain relativistic concepts including space, time and simultaneity
- explain quantum phenomena such as wave-particle duality and entanglement
- analyse how key physical concepts interact within physical theories
- evaluate the influence of these concepts on the scientific world-view
- apply core philosophical reasoning skills to analyse arguments
- Foundations of Mathematics
What you learn (7)
- explain the historical crisis in mathematical foundations
- describe the emergence of logicism, intuitionism and formalism
- describe the core claims of logicism, intuitionism and formalism
- explain debates between Platonism and anti-Platonism in mathematics
- evaluate the indispensability argument against anti-Platonism
- critically analyse complex philosophical texts
- construct and defend a reasoned philosophical argument
- Consciousness
What you learn (7)
- describe the explanatory problem posed by consciousness
- explain major theories proposed to account for consciousness
- write clearly and coherently on a chosen consciousness topic
- identify key debates relevant to a chosen consciousness topic
- analyse how arguments support or undermine opposing positions
- formulate competing philosophical positions on consciousness
- evaluate the relative merits of these positions to reach a conclusion
- Action and Agency
What you learn (6)
- explain why action is a central concept in philosophy of mind
- articulate the implications of action's central role in philosophy of mind
- explain how reasons relate to actions
- evaluate competing philosophical theories of action
- interpret complex philosophical texts critically
- construct a sustained written argument defending a position on action theory
- Philosophy of Christianity
What you learn (6)
- explain core christian doctrines such as the trinity and incarnation
- describe differing interpretations of christian doctrines
- evaluate competing interpretations of christian doctrines against each other
- justify the most convincing interpretation of a given doctrine
- critique philosophical and theological texts from multiple perspectives
- formulate a personal reasoned position on theological debates
- German Idealism: Moral, Legal & Political Philosophy
What you learn (6)
- explain the moral, legal and political theories of key german idealist philosophers
- evaluate the arguments of german idealist philosophers on ethics and politics
- describe core concepts used in german idealist philosophy
- relate german idealist philosophy to current debates in moral and political thought
- critically analyse challenging philosophical texts
- construct and justify a personal position on complex philosophical issues
- Causation and Laws
What you learn (3)
- explain key theories of causation and natural laws
- analyse the relationship between causal laws and natural laws
- evaluate how theories of causation relate to moral responsibility
- Theories of Social Justice: Rawls and Beyond
What you learn (8)
- describe the key features of Rawls's theory of justice
- identify major scholarly responses to Rawls's theory
- compare areas of agreement and disagreement among theories of social justice
- explain what is at stake in theoretical disputes over social justice
- relate philosophical theories of social justice to real-world policy issues
- critically analyse complex texts in contemporary political philosophy
- formulate a reasoned personal position on questions of social justice
- defend a personal position on social justice using philosophical argument
- Cognitive Anomalies, Decision-Making and Democracy
What you learn (6)
- explain research on cognitive biases affecting rational decision-making
- describe philosophical perspectives on the implications of cognitive biases
- identify ethical implications arising from cognitive effects and biases
- evaluate views on how cognitive biases affect individual and group decisions
- relate cognitive bias research to broader debates in philosophy of mind and ethics
- present philosophical arguments in both collaborative and individual written formats
- Happiness, Utility and Wellbeing
What you learn (5)
- evaluate competing philosophical accounts of happiness and well-being
- articulate a personal position on the role of happiness in one's own life
- evaluate how happiness informs ethical theory and moral reasoning
- evaluate how considerations of happiness shape public policy decisions
- discuss how other academic disciplines contribute to philosophical theories of happiness
- Property and Self-ownership
What you learn (5)
- explain major theories justifying property rights and self-ownership
- evaluate the strengths and weaknesses of theories of property and self-ownership
- critically appraise historical and contemporary philosophical texts
- integrate ideas drawn from diverse philosophical sources and topics
- construct a reasoned written argument evaluating a key module issue
- The Nature of Time
What you learn (7)
- construct arguments supporting particular theories of time
- construct arguments opposing particular theories of time
- evaluate competing theories of time to judge their plausibility
- justify a reasoned position on the most plausible theory of time
- critically appraise contemporary philosophical literature on time
- produce well-structured philosophical arguments in writing
- participate effectively in philosophical discussion
- Buddhism as Philosophy
What you learn (8)
- describe key teachings of the Buddha
- identify major schools of Buddhism
- identify philosophical problems arising from Buddhist teachings
- assess whether analytic philosophy can resolve Buddhist philosophical problems
- evaluate proposed solutions using scripture, tradition and reason
- argue for a preferred solution or for the absence of one
- explain key philosophical concepts and views in Buddhist philosophy
- critique philosophical arguments and defend a personal position
- World and Mind
What you learn (4)
- describe the Cartesian view of thought and knowledge
- explain major objections to the Cartesian account of mind
- evaluate the strength of these objections to Cartesianism
- justify a personal position on which Cartesian claims remain tenable
- Nine Art Works, Nine Philosophical Problems
What you learn (4)
- describe major topics in the philosophy of art
- explain how philosophical topics relate to specific artworks
- construct and justify a reasoned argument in an extended essay
- participate constructively in critical peer discussions on aesthetics
- Topics in Feminist Philosophy
What you learn (3)
- identify key arguments within a philosophical text
- critically analyse philosophical arguments for validity and assumptions
- present analysis of philosophical arguments in structured written or spoken form
“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?
£24,000median pay three years after graduating
Lower quarter£20k
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 100 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, 23
Half of graduates earned between £19,500 and £28,000. Five years on, the median is £29,000. 85% 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 11% left | 97% | 60 |
| In work or study, 15 months on10% studying | 85% | 25 |
| Professional or managerial job | 60% | 15 |
| Pay 15 months on, median | £27,000 | 20 |
| Pay 3 years on, median | £24,000 | 100 |
| Pay 5 years on, median | £29,000 | 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: £27,800 a year (2027/28).
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; 77% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 75 students answered
Highest: 97% agreed on question 1; lowest: 52% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 97% |
| Question 2 | 87% |
| Question 3 | 90% |
| Question 4 | 82% |
| Question 5 | 85% |
| Question 6 | 84% |
| Question 7 | 77% |
| Question 8 | 70% |
| Question 9 | 85% |
| Question 10 | 67% |
| Question 11 | 89% |
| Question 12 | 81% |
| Question 13 | 87% |
| Question 14 | 52% |
| Question 15 | 95% |
| Question 16 | 92% |
| Question 17 | 69% |
| Question 18 | 79% |
| Question 19 | 86% |
| Question 20 | 96% |
| Question 21 | 85% |
| Question 22 | 89% |
| Question 23 | 88% |
| Question 24 | 52% |
| Question 25 | 57% |
| 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.