Human Biology BSc
AAB – BBB at A level, A-level Biology or Chemistry; graduates earn a median £24,500 three years on.
Typical A level offer
AAB – BBB
A-level Biology or Chemistry · 81% of entrants came with A levels · 95% stay on after year 1 · Glasgow course page, Discover Uni
Year 13 · applying
What do you need to get in?
AAB – BBBtypical A level offer
Typical offer — the grades most applicants are asked for. A contextual offer can be lower for applicants from under-represented backgrounds; none is published for this course.
Glasgow course page, read 19 September 2026 · Discover Uni entry profile
- 1A-level Biology or Chemistry
Who actually got in: 81% with A levels, 2% with the IB, 17% via Access courses. 50% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 60 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications2
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Scottish Highers | AAAAAminimum from S5: ABBB | Higher Biology or Chemistry. (A in either). |
| IB | 34 (6,5,5) | HL Biology or Chemistry. |
Years 1–4
What do you study?
4compulsory modules in year 1
Compulsory modules this year: natural sciences 66% · mathematics & statistics 24% · transversal skills 6% · green & sustainability 4%.
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.
Glasgow course page · optional modules vary by year
Year 1 · 4 core · 100 credits ≈ 1,000 hours
- Biology 1A
What you learn (8)
- distinguish prokaryotic and eukaryotic cell structures
- describe the structure and function of the cardiovascular system
- describe the structure and function of the respiratory system
- describe the structure and function of the nervous and immune systems
- explain fundamental concepts underlying ecological relationships
- interpret scientific data sets to draw valid conclusions
- critically appraise scientific literature
- perform standard laboratory techniques safely and accurately
- Biology 1B
What you learn (12)
- describe the structure and function of major biological molecules
- describe the biochemical process of photosynthesis in plants
- describe the stages of cellular respiration
- explain patterns of genetic inheritance
- describe causes and mechanisms of genetic disease
- discuss competing theories explaining evolutionary change
- discuss recent advances in plant biotechnology
- discuss the role of biotechnology in addressing food security
- interpret scientific data presented in graphs and tables
- evaluate findings reported in scientific literature
- perform standard laboratory techniques used in biological research
- record and report experimental results accurately
- Chemistry 1
What you learn (4)
- describe fundamental facts and experimental foundations of modern chemistry
- solve basic numerical problems in chemistry contexts
- solve basic logical problems in chemistry contexts
- perform standard chemical laboratory techniques
- Science Fundamentals-1X
What you learn (6)
- explain the role of si units and appropriate approximation in calculations
- perform arithmetic and proportion calculations without a calculator
- solve linear and simultaneous equations and derive line equations
- draw molecular structures and identify types of isomerism
- explain the role of lone pairs in molecular shape and reactivity
- identify functional groups and relate them to compound names
Year 2 · 6 core · 180 credits ≈ 1,800 hours
- Fundamental Topics in Biology 2
What you learn (6)
- apply core biological theories and concepts to relevant scenarios
- describe biological processes ranging from molecular to ecosystem level
- illustrate biological concepts using examples such as ageing, genomics and immunity
- interpret findings from scientific literature
- analyse scientific data including laboratory-derived results
- communicate scientific ideas clearly to an audience
- Core Concepts in Human Biological Sciences 2
What you learn (9)
- describe the cellular and tissue organisation of selected body systems
- relate structural features of tissues to their physiological function
- explain the concept of homeostasis in human physiology
- explain how neural and endocrine systems coordinate physiological responses
- interpret biological data relating to human health and disease
- apply biological data to explain system responses in health and disease scenarios
- explain how practical techniques are applied in research and clinical practice
- communicate human biology concepts using terminology suited to the audience
- reflect on personal graduate attributes within a scientific context
- Animal Biology, Evolution and Ecology 2
What you learn (8)
- describe key topics in evolutionary biology, physiology, zoology and ecology
- describe principles of terrestrial and aquatic conservation
- evaluate patterns of biological diversity across species
- evaluate ecological and evolutionary processes shaping diversity
- interpret findings from scientific literature
- analyse scientific data collected in laboratory settings
- analyse scientific data collected in field environments
- communicate scientific ideas clearly to an audience
- Genes, Molecules & Cells 2
What you learn (8)
- describe key mechanisms in biochemistry
- describe fundamental concepts in genetics
- describe core principles of molecular and cellular biology
- evaluate experimental approaches for addressing scientific questions
- interpret findings from scientific literature
- analyse scientific datasets including laboratory-generated data
- solve quantitative problems relevant to biological sciences
- communicate scientific ideas clearly to others
- Investigating Human Biological Sciences 2
What you learn (6)
- explain features of human structure and function in applied scenarios
- apply numerical and statistical methods to analyse data
- interpret data to draw evidence-based conclusions
- communicate human biology concepts using suitable terminology for the audience
- evaluate ethical and sustainable practice in biological investigation
- reflect on personal graduate skills relevant to employability
- Microbiology and Immunology 2
What you learn (6)
- describe fundamental concepts underlying microbial biology
- explain how immune components interact to prevent infection
- explain how immune system dysfunction contributes to disease
- extract relevant findings from scientific literature
- analyse laboratory-generated scientific data
- present scientific ideas clearly to an audience
Year 3 · 2 core · 120 credits ≈ 1,200 hours
- Human Biology and Physiology 3A
What you learn (13)
- explain key concepts in human biology and physiology
- discuss experimental findings relevant to human physiology
- apply basic laboratory techniques to physiological investigations
- perform physiological measurements using standard laboratory methods
- present scientific findings orally to an audience
- produce written reports on scientific experiments
- use information technology to communicate scientific and ethical issues
- identify relevant scientific literature in human physiology
- evaluate the quality and relevance of scientific publications
- work independently to complete scientific tasks
- collaborate effectively within a team setting
- reflect on personal learning progress in physiology studies
- develop strategies for improving future learning performance
- Human Biology and Physiology 3B
What you learn (10)
- explain key facts underpinning human biology from cells to whole body systems
- discuss experimental evidence supporting current theories in human physiology
- evaluate modern scientific technologies used to investigate human biology
- describe laboratory techniques used to study human physiology
- critique the application of physiological measurement methods
- design an experiment to investigate a physiological question
- conduct an experiment using appropriate scientific methods
- apply statistical methods to analyse experimental data
- locate relevant scientific literature on a given topic
- evaluate the quality and relevance of scientific literature
Year 4 · 17 core · 420 credits ≈ 4,200 hours
- Cardiovascular Pharmacology and Therapeutics 4A option
What you learn (14)
- explain the biological processes driving atherosclerosis development
- evaluate therapeutic options available for treating atherosclerosis
- describe the role of perivascular adipose tissue in regulating vascular tone
- explain how perivascular adipose tissue dysfunction contributes to diabetes and obesity
- explain how disease states alter vascular tone regulation
- discuss how exercise improves vascular function
- explain the mechanisms underlying cardiac arrhythmia development
- evaluate drug treatments used to manage cardiac arrhythmias
- describe treatment approaches for coronary heart disease including stenting
- evaluate how drugs reduce complications following coronary heart disease treatment
- explain how hypoxia affects the sphingolipid signalling system
- describe interactions between sphingolipid and endocannabinoid signalling systems
- explain the renin-angiotensin-aldosterone system and its counter-regulatory pathway
- explain how vascular structure and collagen content influence stroke risk
- Cardiovascular Science 4A option
What you learn (6)
- evaluate current theories of cardiac muscle contraction
- evaluate current theories of cardiac electrical activity
- evaluate current theories explaining vasomotor regulation of blood vessels
- critique limitations in existing cardiovascular theories
- identify gaps in current scientific understanding of cardiovascular events
- explain the rationale for using reductionist approaches in cardiovascular research
- Physical Activity and Public Health 4Y option
What you learn (4)
- evaluate research literature on physical activity and public health
- construct evidence-based oral presentations on physical activity research
- compose evidence-based written reports on physical activity research
- critically appraise current research and policy on physical activity in public health
- Cardiometabolic Health & Physical Activity 4B option
What you learn (10)
- evaluate epidemiological evidence linking physical activity to health outcomes
- evaluate how physical activity affects lipid metabolism and insulin resistance
- evaluate how physical activity influences vascular and metabolic risk factors
- evaluate the influence of physical activity and diet on adiposity
- evaluate the efficacy of physical activity interventions on health outcomes
- evaluate the effectiveness of lifestyle interventions on health outcomes
- evaluate strengths and limitations of individual research studies
- evaluate the overall body of evidence in physical activity for health research
- identify gaps and uncertainties in physical activity for health research
- design a research study to address identified gaps in knowledge
- Problems in Human Reproduction 4B option
What you learn (6)
- describe normal physiological processes of human reproduction
- explain stages of early conceptus development
- identify common problems affecting human reproduction
- assess current technologies used to address reproductive problems
- evaluate laboratory techniques applied in reproductive research
- critique recent scientific advances in reproductive research
- Stem Cells 4D option
What you learn (6)
- explain recent advances in stem cell biology
- describe emerging techniques used in stem cell research
- evaluate primary research papers on stem cells
- critique the validity of current stem cell literature
- present scientific findings clearly to specialist audiences
- explain complex stem cell research to a non-specialist audience
- Current Topics in Human Biology and Physiology 4X core
What you learn (6)
- explain how research approaches are applied to studying human biological processes
- evaluate strengths and weaknesses of research approaches used in human physiology studies
- discuss current issues relevant to human biology and physiology
- analyse and interpret different types of physiological data and literature
- critique research articles related to human biology and physiology
- write an engaging original piece on a physiological topic
- Life Sciences Investigative Honours Project
What you learn (11)
- design a structured plan for a research investigation
- carry out a research project following the planned approach
- critically appraise existing scientific literature
- summarise key findings from previous studies
- collect scientific data using appropriate methods
- analyse scientific data using suitable techniques
- interpret scientific results in relation to the research question
- relate research findings to existing scientific knowledge
- propose directions for future research based on findings
- compose a coherent scientific report meeting specified guidelines
- deliver a clear oral presentation of research to an audience
- Life Sciences Dissertation Honours Project
What you learn (10)
- design an investigation to address a focused research question
- carry out an investigation using relevant literature sources
- devise a strategic plan for selecting evidence sources within a topic
- apply systematic search techniques to bibliographic databases
- combine data gathered from multiple sources
- critically evaluate data drawn from different sources
- form reasoned conclusions supported by available evidence
- produce a coherent written report in an appropriate scientific format
- design an oral presentation to communicate research findings
- deliver a clear presentation of research to an audience
- Life Sciences Outreach Honours Project
What you learn (10)
- design an outreach activity to communicate scientific findings
- deliver an outreach activity to a non-specialist audience
- evaluate the effectiveness of an outreach activity
- critically appraise published research papers in the subject field
- summarise key findings from scientific literature
- collect scientific data using appropriate methods
- analyse scientific data using suitable techniques
- interpret scientific data to draw conclusions
- compose a coherent written research report
- deliver a structured oral presentation of research findings
- Life Sciences Internship Honours Project
What you learn (10)
- summarise existing research literature on a topic
- evaluate the quality and relevance of prior research
- analyse scientific data to identify patterns and trends
- interpret scientific data to draw valid conclusions
- evaluate the reliability and significance of scientific data
- produce a coherent written report following specified guidelines
- deliver a structured oral presentation of research findings to peers
- explain the scientific principles and methods applied during the internship
- explain the relevance of the internship project to the workplace
- reflect on how the internship contributed to personal development
- Functional Foods 4D option
What you learn (8)
- evaluate the concept and defining requirements of functional foods
- apply european legal requirements for health claims to food products
- apply evidence requirements needed to support health claims
- conduct a thorough literature search for studies on physiological health effects
- critique published studies and reports on health effects of foods
- construct an argument for a health claim against official evaluation criteria
- formulate a scientific case for a functional food health claim
- present supporting evidence meeting a professional or governmental body's requirements
- Applied GenAI and Data-Informed Practice in Anatomical Imaging 4C option
What you learn (9)
- evaluate the applications and value of various anatomical imaging methods
- assess the limitations and drawbacks of different imaging modalities
- compare AI-based and human-led methods in anatomical imaging
- identify situations where AI, human or hybrid approaches are most suitable
- critically appraise research evidence supporting AI-driven imaging practices
- apply systematic methods to assess data-informed imaging practice quality
- discuss ethical issues arising from AI use in anatomical imaging
- explain data governance and accountability requirements in AI-based imaging
- discuss equity and sustainability implications of AI-informed imaging practice
- Statistics for the Life Sciences (Sem 1) 4Y option
What you learn (11)
- organise raw data into formats suitable for statistical analysis
- use R software to visualise datasets
- apply R packages to analyse datasets
- carry out descriptive and inferential statistical tests on data
- evaluate the appropriateness and assumptions of statistical tests
- explain the reasoning behind selecting a statistical test
- apply model selection criteria to choose appropriate statistical models
- present statistical and graphical results in a written scientific report
- critique experimental design and statistical methods in published research
- describe the algebraic structure underlying general linear models
- interpret output generated by statistical tests
- Statistics for the Life Sciences (Sem 2) 4E option
What you learn (13)
- organise raw data into a structured format suitable for analysis
- use R software to create visual representations of datasets
- apply R packages to analyse statistical datasets
- perform descriptive statistical calculations on biological data
- perform inferential statistical tests on biological data
- evaluate the suitability and assumptions of statistical tests used
- explain the criteria for selecting an appropriate statistical test
- apply model selection methods to a given dataset
- present statistical findings and visualisations in a scientific report
- critique the experimental design used in published life science studies
- critique the statistical methods used in published life science studies
- describe the algebraic structure underlying general linear models
- interpret the output generated by statistical tests
- Physiological Disorders: Mechanisms and Treatment Challenges 4Y Option
What you learn (4)
- evaluate proposed mechanisms underlying physiological disorders
- critique existing and emerging treatment approaches for disorders
- discuss disparities in access to healthcare treatments across regions
- communicate complex scientific information effectively
- Science Communication 4Y option
What you learn (6)
- design accessible science communication materials for diverse audiences
- analyse scientific information from reliable sources
- create accurate and engaging science content in suitable formats
- construct an engaging scientific oral presentation
- deliver a scientific presentation using innovative strategies for a target audience
- evaluate the impact of public engagement activities
“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?
£24,500median pay three years after graduating
Lower quarter£20k
Median£25k
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 185 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, 12, 22
Half of graduates earned between £19,500 and £29,000. Five years on, the median is £29,500. 80% were in work or further study 15 months after finishing; 45% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 45 |
| In work or study, 15 months on5% studying | 80% | 15 |
| Professional or managerial job | 45% | 15 |
| Pay 15 months on, median | £26,000 | 35 |
| Pay 3 years on, median | £24,500 | 185 |
| Pay 5 years on, median | £29,500 | 205 |
National Student Survey 2025-26
What do students say?
76%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 66% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 25 students answered
Highest: 96% agreed on question 1; lowest: 54% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 96% |
| Question 2 | 84% |
| Question 3 | 96% |
| Question 4 | 88% |
| Question 5 | 92% |
| Question 6 | 92% |
| Question 7 | 96% |
| Question 8 | 84% |
| Question 9 | 84% |
| Question 10 | 68% |
| Question 11 | 84% |
| Question 12 | 68% |
| Question 13 | 76% |
| Question 14 | 72% |
| Question 15 | 96% |
| Question 16 | 80% |
| Question 17 | 80% |
| Question 18 | 79% |
| Question 19 | 92% |
| Question 20 | 87% |
| Question 21 | 75% |
| Question 22 | 96% |
| Question 23 | 79% |
| Question 24 | 54% |
| Question 25 | 86% |
| Question 26 | 76% |
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 Glasgow’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 Glasgow is a trade mark of the university; sch.today is independent of it.