Pharmacology BSc
AAB – BBB at A level, A-level Biology or Chemistry; graduates earn a median £26,500 three years on.
Typical A level offer
AAB – BBB
A-level Biology or Chemistry · 75% of entrants came with A levels · 97% 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: 75% with A levels, 15% via Access courses, 10% with other higher education. 50% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 50 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
- Pharmacology 3A
What you learn (10)
- describe core concepts underlying modern pharmacology
- explain the experimental evidence supporting pharmacological principles
- evaluate modern technologies used in pharmacological research
- present experimental findings through oral presentation
- produce written reports on experimental and ethical aspects of research
- use information technology to communicate scientific work
- design an experimental plan to investigate a pharmacological question
- apply suitable methods to analyse experimental data
- identify relevant scientific literature for a research topic
- critically evaluate scientific literature for validity and relevance
- Pharmacology 3B
What you learn (11)
- explain key concepts underlying modern pharmacology
- describe the experimental evidence underpinning pharmacological theories
- evaluate the application of modern techniques in pharmacological research
- present scientific findings orally to an audience
- produce written reports on experimental and ethical aspects of research
- use digital tools to communicate scientific information
- design an experimental protocol to test a pharmacological hypothesis
- apply suitable analytical methods to experimental data
- solve numerical or logical problems using statistical methods
- identify relevant scientific literature for a given topic
- critically evaluate the quality and relevance of scientific publications
Year 4 · 14 core · 360 credits ≈ 3,600 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
- Cell Signalling and Disease 4D option
What you learn (9)
- explain the pharmacological properties of G-protein coupled receptors
- relate signal transduction pathways to normal physiological function
- relate signal transduction pathways to disease mechanisms
- describe methods used to validate molecular targets for disease treatment
- relate emerging technologies to approaches for identifying drug targets
- relate animal disease models to different drug targeting strategies
- describe novel strategies for targeting G-protein coupled receptors
- describe novel strategies for targeting phosphodiesterases and protein kinases
- describe novel strategies for targeting enzymes of the ubiquitylation system
- CNS Neurotransmitters and Drug Development 4Y option
What you learn (8)
- identify key proteins acting as CNS drug targets
- explain CNS processes exploited for drug targeting
- assess the role of neuromodulators in CNS function
- assess the contribution of neurotransmitter systems to CNS disease
- evaluate mechanisms of action of CNS drugs
- evaluate efficacy and adverse effects of CNS medications
- assess the usefulness of drugs in studying and treating CNS disorders
- critique the therapeutic potential of neurotransmitter systems for future drug development
- Molecular Basis of Cardiometabolic Disease 4B option
What you learn (4)
- evaluate molecular mechanisms underlying cardiometabolic diseases
- evaluate cellular mechanisms underlying cardiometabolic diseases
- interpret experimental data on molecular regulation of health
- interpret experimental data on cellular regulation in cardiometabolic disease
- Core Skills in Pharmacology (Drug Discovery & Development) 4X core
What you learn (9)
- plot graphs from pharmacological data sets
- calculate key pharmacological parameters from data
- explain the role of chemistry in discovering new drugs
- evaluate the effectiveness and theory behind modern drug screening methods
- describe methods used to identify drug-protein interactions
- explain how drug-protein interactions are measured quantitatively
- illustrate how bioinformatics tools contribute to drug discovery
- evaluate the strengths and limitations of bioinformatics approaches
- describe the sequential stages of the drug discovery process
- 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
- 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
- Personalised Medicine & Clinical Trials 4C option
What you learn (7)
- differentiate conventional drug treatment approaches from personalised medicine strategies
- assess how genomic markers contribute to tailoring drug treatment to individuals
- assess the role of non-genomic biomarkers in individualising drug therapy
- evaluate the present impact of personalised medicine on treating widespread diseases
- predict future developments of personalised medicine in disease treatment
- evaluate obstacles that personalised medicine poses for future drug development
- evaluate opportunities that personalised medicine offers for future drug development
- Cancer Immunopharmacology 4B option
What you learn (9)
- evaluate the defining biological features of cancer
- discuss how microbial infection contributes to cancer development
- explain the roles of inflammation and the immune system in cancer progression
- describe the different types of leukocytes found within tumours
- critically evaluate how specific leukocyte types promote or inhibit tumour growth
- critically evaluate current cancer immunotherapy approaches
- appraise the scientific rationale for using cell-based therapies in cancer treatment
- explain the mechanisms by which cell-based therapies act against cancer
- appraise the rationale and mechanisms of cancer vaccination strategies
- 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?
£26,500median pay three years after graduating
Lower quarter£22k
Median£27k
Upper quarter£33k
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 170 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 24, 14, 11, 21
Half of graduates earned between £21,500 and £33,000. Five years on, the median is £33,000. 70% were in work or further study 15 months after finishing; 65% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 13% left | 97% | 65 |
| In work or study, 15 months on15% studying | 70% | 15 |
| Professional or managerial job | 65% | 15 |
| Pay 15 months on, median | £30,500 | 35 |
| Pay 3 years on, median | £26,500 | 170 |
| Pay 5 years on, median | £33,000 | 165 |
National Student Survey 2025-26
What do students say?
78%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 58% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 30 students answered
Highest: 96% agreed on question 1; lowest: 61% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 96% |
| Question 2 | 89% |
| Question 3 | 96% |
| Question 4 | 96% |
| Question 5 | 86% |
| Question 6 | 93% |
| Question 7 | 89% |
| Question 8 | 82% |
| Question 9 | 89% |
| Question 10 | 79% |
| Question 11 | 89% |
| Question 12 | 86% |
| Question 13 | 79% |
| Question 14 | 61% |
| Question 15 | 93% |
| Question 16 | 89% |
| Question 17 | 96% |
| Question 18 | 88% |
| Question 19 | 96% |
| Question 20 | 89% |
| Question 21 | 88% |
| Question 22 | 96% |
| Question 23 | 89% |
| Question 24 | 89% |
| Question 25 | 85% |
| Question 26 | 78% |
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.