Sociology with Education BA
ABB at A level; graduates earn a median £24,000 three years on.
Typical A level offer
ABB
100% of entrants came with A levels · 90% stay on after year 1 · York course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABBtypical A level offer
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: 100% with A levels. Based on 20 entrants.
Other qualifications5
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Access | 30 credits at Distinction and 15 credits at Merit or higher | — |
| BTEC | DDMDDM 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 | 34 points34 points overall | — |
| T Level | Distinction overall T Level subjects in Accounting; Design and Development for EDistinction overall T Level subjects in Accounting; Design and Development for Engineering and Manufacturing; Design, Surveying and Planning for Construction; Digital Business Services; Digital Produc | — |
| Scottish Highers | ABBBB | — |
Years 1–3
What do you study?
6compulsory modules in year 1
Compulsory modules this year: social & cultural skills 77% · transversal skills 12% · language & communication 9% · mathematics & statistics 2%.
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
- Social Perspectives on Education
What you learn (6)
- explain key social parameters shaping educational policy and practice
- critically interrogate social factors affecting educational practices
- identify the agents, places, objects and settings involved in education
- analyse educational settings using social theory
- explain political and economic consequences of educational inequalities
- propose potential solutions to educational inequalities
- 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
- Investigating Social Problems
What you learn (11)
- explain key sociological and criminological debates relevant to social problems
- collaborate within a team to investigate a complex social problem
- apply sociological and criminological concepts to frame a research question
- select appropriate sources to support investigation of a social issue
- critically analyse a social problem using relevant evidence
- organise ideas logically for presentation to an audience
- present findings clearly using appropriate communication methods
- reflect on personal development of knowledge and skills gained during study
- evaluate how acquired skills could be applied to future social problems
- evaluate different types of data and their suitability for research questions
- assess ethical considerations associated with different data types
- Theorising the Social World
What you learn (5)
- explain key concepts and debates in social theory
- discuss the development of social theory concepts in historical context
- apply theoretical ideas to analyse the social world
- evaluate methodological implications of social theory concepts
- communicate complex social-theory ideas in oral and written form
- Cultivating a Sociological Imagination
What you learn (8)
- explain the sociological imagination as a way of analysing social life
- situate the sociological imagination within broader academic debates
- apply sociological concepts to interpret personal experiences
- apply sociological concepts to interpret everyday social objects
- describe different sociological approaches to analysing contemporary society
- critique contemporary social life using sociological perspectives
- produce written work that conveys complex sociological ideas
- deliver oral presentations that convey complex sociological ideas
- Living in Digital Cultures
What you learn (7)
- explain the concept of digital culture
- apply the concept of digital culture to analyse everyday life
- evaluate key theories and perspectives relevant to digital culture
- apply theoretical concepts to examples of digital culture
- analyse key features of digital culture using varied sources
- contextualise lived experiences within digital culture
- evaluate how digital transformations shape individual lives
Year 2 · 4 core, 13 optional · 80 credits ≈ 800 hours
- Education, Power and Society
What you learn (7)
- explain current debates linking education, power and society using evidence
- evaluate key theories and concepts from the module critically
- apply module theories and concepts to real-world issues
- analyse political, cultural and social forces shaping education
- reflect critically on influences affecting educational practice
- communicate analysis of educational debates clearly in writing
- present analysis of educational debates clearly through speech
- Societies and the Climate Crisis
What you learn (9)
- summarise key sociological literature on climate change
- evaluate the social consequences of the climate crisis
- evaluate societal responses to the climate crisis
- apply sociological theory to analyse environmental issues
- analyse links between climate change and global economic inequality
- analyse links between climate change, coloniality and injustice
- collaborate effectively within a team on shared tasks
- solve problems using structured reasoning approaches
- communicate ideas clearly in written and spoken form
- Doing Research
What you learn (10)
- describe key principles underpinning social science research
- apply core social science research principles to a study
- identify ethical issues arising in social science research projects
- respond appropriately to ethical dilemmas during research activities
- evaluate quantitative or qualitative techniques for a research problem
- investigate a social science problem using chosen research techniques
- reflect on personal learning progress throughout the module
- plan own professional development based on reflective insights
- collaborate with peers to complete shared research tasks
- present complex research ideas clearly to an audience
- Inequality, Intersectionality and Resistance
What you learn (6)
- explain key social divisions and forms of inequality using sociological concepts
- apply sociological theories to analyse case studies of inequality
- analyse how different social divisions intersect to produce inequality
- evaluate strategies used to challenge inequality and promote social change
- construct a critical written argument supported by relevant evidence
- critically evaluate a sociological text in depth
13 optional modules
- 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
- Education and the Environment
What you learn (16)
- apply environmental educational theory to schooling contexts
- analyse policy on young people, nature and sustainability across scales
- critique dominant discourses on nature and sustainability in education
- evaluate educational practice using scientific, literary and philosophical evidence
- design educational practices addressing nature and sustainability
- identify uncertainties and limits in environmental knowledge
- experience teaching practices that highlight knowledge limitations
- construct evidence-based arguments on environmental education topics
- present arguments using written, oral and digital formats
- communicate persuasively within interdisciplinary groups
- apply advanced academic research, reading and writing skills
- synthesise information to support analytical arguments
- plan independent study time to meet session requirements
- collaborate in groups to refine and present ideas
- contribute to debate to reach collective decisions
- navigate the virtual learning environment to manage study
- Education Policy and its Impacts
What you learn (15)
- compare educational issues across different historical periods and locations
- describe different concepts and methods used in policy analysis
- evaluate the influence of ideology and evidence on policy decisions
- evaluate the effectiveness of borrowing policy from other contexts
- analyse how and why educational reforms develop over time
- evaluate the use of crisis narratives in shaping policy
- identify social influences on education across different settings and eras
- relate broader societal trends to individual experiences in education
- construct academic arguments in written and spoken formats
- collaborate productively within a group to meet shared responsibilities
- evaluate research, policy and media sources on education policy topics
- develop an evidence-based policy proposal for presentation
- present a policy pitch effectively to an audience
- engage critically with guest speakers' perspectives on education policy
- use online learning platforms and internet resources effectively
- Sociology of Childhood and Youth
What you learn (13)
- explain how concepts of childhood and youth are socially constructed
- distinguish psychological from sociocultural perspectives on childhood
- analyse how power relations shape experiences of childhood and youth
- apply a relational perspective to the study of childhood and youth
- discuss debates on the agency and rights of children and young people
- evaluate how childhood debates influence educational policy and practice
- conduct academic research using appropriate sources and methods
- synthesise academic literature into coherent written arguments
- plan independent study time to prepare for and follow up sessions
- collaborate with peers to develop and refine shared ideas
- present ideas formally and informally to an audience
- contribute to group debate to reach collective decisions
- use the virtual learning environment to manage study materials
- Active Learning for Social Change
What you learn (6)
- identify different routes through which education influences social change
- evaluate the strengths and limitations of approaches to education's influence on society
- apply social and critical theory to analyse education's societal role
- describe the process of designing a curriculum
- produce a lesson plan appropriate to a given context
- deliver a presentation to an audience with clarity and confidence
- Teaching and Learning a Second Language
What you learn (14)
- evaluate contemporary issues in second language teaching and learning
- describe theories of first and second language acquisition
- identify diverse learner needs in language education
- evaluate strategies to address learner needs
- design a teaching activity for language learners
- critique principles and methods of second language teaching
- explain theories of grammar and vocabulary teaching
- describe practices for assessing second language skills
- communicate ideas effectively to an academic audience
- locate relevant academic sources using research tools
- analyse issues and ideas critically
- plan a short teaching activity
- deliver a short teaching activity
- present findings to a group audience
- Popular Culture, the Media and Society
What you learn (7)
- explain the sociological importance of popular culture spread via modern media
- critically analyse links between popular culture, media and society
- generate original perspectives on media and societal relationships
- collaborate within a team to examine social effects of media and popular culture
- structure and present ideas clearly to an audience
- evaluate theoretical and empirical research on popular culture and media
- synthesise findings from diverse studies into a coherent argument
- Body and Society
What you learn (12)
- explain core sociological concepts and theories of the body
- compare sociological perspectives on the body
- summarise key empirical studies on the sociology of the body
- describe case studies relevant to bodily sociology
- discuss key debates on the body in written form
- present debates on the body collaboratively in spoken form
- apply sociological concepts of the body to personal experience
- relate module theories to everyday life examples
- describe historical changes in embodiment practices
- compare contemporary embodiment practices across cultures
- critique eurocentric assumptions about bodily norms
- evaluate non-western perspectives on the body
- Humans and Other Animals
What you learn (8)
- describe the roles animals have held in human societies historically
- explain how animal roles have changed across different cultures
- evaluate how animals contribute to profit generation in capitalist economies
- evaluate how animals contribute to the production of knowledge
- compare expert and lay perspectives on the nature of animal life
- explain how animals are used to define human identity
- critique how animals shape distinctions between human and non-human categories
- relate academic theories to personal or everyday experiences
- Social Interaction and Conversation Analysis
What you learn (8)
- evaluate the argument that interaction underpins human social life
- critique major findings from existing conversation analysis studies
- assess how micro-level analysis contributes to sociological understanding
- apply conversation analytic methods to analyse original interactional data
- design a small-scale original research project using conversation analysis
- produce clear written analysis demonstrating critical academic reasoning
- present ideas confidently in spoken academic discussion
- manage own study tasks independently to meet academic goals
- Health and Illness
What you learn (7)
- explain core sociological concepts and theories relating to health and illness
- apply sociological theories to analyse specific health and illness cases
- describe key sociological research findings on healthcare issues
- evaluate research on lay beliefs about illness across different cultures
- analyse how social factors shape access to healthcare worldwide
- analyse how political factors shape healthcare provision globally
- construct a critical written argument supported by data analysis
- People and the State
What you learn (6)
- evaluate how rights, responsibilities and motivations shape political sociology
- analyse how politics and society interact in current events
- apply political sociology concepts to examine social issues
- use theoretical and empirical materials to support social analysis
- communicate ideas about state-individual relationships to varied audiences
- explain how intersectionality shapes citizenship in diverse contexts
Year 3 · 1 core, 21 optional · 40 credits ≈ 400 hours
- Undergraduate Dissertation
What you learn (13)
- design a research project using qualitative and quantitative methods
- carry out rigorous analysis of a sociological or criminological topic
- explain a chosen topic using relevant disciplinary theories and perspectives
- relate a chosen criminology topic to relevant policy context
- synthesise theoretical knowledge to construct complex arguments
- communicate arguments about contemporary social issues and debates
- identify policy implications arising from criminological research findings
- analyse complex sociological or criminological concepts and theories
- apply theoretical concepts to develop understanding of social worlds
- identify ethical issues relevant to a research project
- apply ethical principles when interacting with research participants
- design research procedures that protect participant wellbeing
- plan and manage a self-directed research workload effectively
21 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
- Individual Study Module
What you learn (3)
- critically appraise key issues and debates within a chosen topic
- evaluate the relationship between theory, research and practice
- use research evidence to support and inform discussion
- 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 and 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
- Understanding Motivations and Emotions in Education
What you learn (17)
- apply motivation theory to explain student learning
- propose ways to improve student learning using motivation research
- explain how social and cultural processes shape motivation and emotions
- critically evaluate current theories of motivation
- construct a personal integrated view of what drives learning
- construct academic arguments in written form
- present academic arguments orally
- search independently for relevant academic sources
- analyse how theories from different disciplines inform one another
- manage information sources independently to support academic debate
- use the virtual learning environment and internet resources effectively
- produce well-structured academic essays
- collaborate effectively in group work tasks
- deliver formal and informal presentations
- organise own independent study schedule
- plan weekly study time to complete preparatory and follow-up tasks
- navigate the virtual learning environment to support independent study
- Placement Study
What you learn (2)
- describe the operation of a chosen education service or activity
- evaluate links between research-based theory, policy and practice in the service
- 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
- What Makes a Great Teacher?
What you learn (5)
- explain teacher social and emotional characteristics and their measures
- explain how teachers' characteristics relate to effectiveness and wellbeing
- discuss how research from multiple disciplines informs teacher characteristics
- construct a reasoned argument on an applied education topic
- synthesise academic, media and policy sources critically
- 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
- 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
- Morbidity, Culture and Corpses
What you learn (6)
- evaluate sociological links between death, culture and society
- apply sociological analysis to interpret the broader relevance of death studies
- synthesise theoretical and empirical research on mortality
- collaborate with others to organise and present ideas
- communicate ideas clearly to an audience
- reflect on personal strengths and motivations to identify areas for improvement
- Creating Sociological Alternatives
What you learn (6)
- critically analyse how thinkers have envisioned alternatives to existing societies
- evaluate analytical frameworks as tools for driving social change
- formulate original ideas addressing contemporary social problems
- apply sociological concepts to sharpen critical thinking
- collaborate effectively within a team to investigate a social issue
- present complex ideas using varied creative contemporary formats
- Spiritual Realities
What you learn (8)
- describe the variety and frequency of spiritual and paranormal experiences
- identify characteristic features of spiritual and anomalous experiences
- evaluate social science approaches used to study spiritual experiences
- assess research methods applied to anomalous experience studies
- apply social science theories to analyse spiritual experience cases
- use social science methods to examine examples of paranormal phenomena
- locate relevant sources of information for academic assessment tasks
- evaluate the credibility of varied sources used in coursework
- Working in the Criminal Justice System
What you learn (7)
- describe various job roles within criminal justice agencies
- compare different occupational roles in the criminal justice system
- evaluate current debates surrounding criminal justice employment
- analyse sociological concepts relevant to criminal justice work experiences
- apply criminological theories to practitioners' lived experiences
- present a scholarly argument using visual materials
- produce a written scholarly argument
- Talk at Work
What you learn (7)
- evaluate the significance of social interaction in workplace settings
- justify the value of analysing authentic recorded workplace talk
- apply conversation analysis techniques to examine recordings of workplace talk
- assess how research findings can inform interventions improving workplace communication
- design an evidence-based workshop to enhance workplace communication
- analyse complex material critically using conversation analytic methods
- communicate complex ideas clearly in written and spoken formats
- Crime, Gender and Sexuality
What you learn (11)
- explain sociological approaches to gender and sexuality
- explain criminological approaches to gender and sexuality
- apply sociological theories to issues of gender and sexuality
- apply sociological concepts to analyse sexual offences
- evaluate formal social responses to gender- and sexuality-related crimes
- evaluate informal social responses to gender- and sexuality-related crimes
- explain how formal control strategies shape gender and sexual identities
- explain how informal control strategies shape gender and sexual practices
- analyse how legislation regulates gender and sexuality
- analyse how state policies regulate gender and sexuality
- analyse how policing strategies regulate gender and sexuality
“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£29k
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 165 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, 24, 23
Half of graduates earned between £19,500 and £28,500. Five years on, the median is £29,000. 93% 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 110% left | 90% | 10 |
| In work or study, 15 months on13% studying | 93% | 65 |
| Professional or managerial job | 55% | 45 |
| Pay 15 months on, median | £25,500 | 30 |
| Pay 3 years on, median | £24,000 | 165 |
| Pay 5 years on, median | £29,000 | 175 |
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; 73% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 190 students answered
Highest: 96% agreed on question 20; lowest: 62% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 93% |
| Question 2 | 85% |
| Question 3 | 82% |
| Question 4 | 75% |
| Question 5 | 87% |
| Question 6 | 77% |
| Question 7 | 81% |
| Question 8 | 74% |
| Question 9 | 75% |
| Question 10 | 69% |
| Question 11 | 80% |
| Question 12 | 79% |
| Question 13 | 91% |
| Question 14 | 62% |
| Question 15 | 91% |
| Question 16 | 90% |
| Question 17 | 80% |
| Question 18 | 81% |
| Question 19 | 86% |
| Question 20 | 96% |
| Question 21 | 86% |
| Question 22 | 89% |
| Question 23 | 86% |
| Question 24 | 73% |
| Question 25 | 71% |
| 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.