Immunology BSc
AAB – BBB at A level, A-level Biology or Chemistry; graduates earn a median £25,000 three years on.
Typical A level offer
AAB – BBB
A-level Biology or Chemistry · 90% 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: 90% with A levels, 5% via Access courses. 60% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 45 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
- Immunology 3A
What you learn (10)
- explain how the immune system detects infection and tissue damage
- identify key immune cell types
- describe the development and function of immune cells
- compare innate and adaptive immune responses
- evaluate the relative contributions of innate and adaptive immunity
- describe how innate sensors respond to different pathogen types
- apply statistical techniques to analyse experimental data
- evaluate concepts and data from immunology research
- solve numerical and logical problems in data analysis tasks
- demonstrate basic immunological laboratory techniques
- Immunology 3B
What you learn (7)
- describe how the immune system responds to different pathogen types and cancer
- identify strategies microbes use to escape host immune defences
- illustrate examples of microbial evasion mechanisms with diagrams or cases
- describe how breakdown of self-tolerance triggers autoimmune disease
- illustrate normal and abnormal immune function in specific organs
- evaluate the biological mechanisms underlying immune-based treatments
- plan and structure an oral presentation on an immunology topic
Year 4 · 12 core · 320 credits ≈ 3,200 hours
- Cancer 4B option
What you learn (10)
- evaluate current scientific understanding of cancer biology at molecular level
- describe systems used to classify and name human tumours
- explain different biological mechanisms that cause cancer development
- explain approaches used to treat cancer
- describe causes of tumour resistance to treatment
- identify emerging molecular targets for cancer treatment
- explain how immune mechanisms influence cancer development and treatment
- analyse experimental data from cancer research studies
- evaluate findings reported in scientific research publications
- design experiments to investigate scientific research questions
- Fundamental Topics in Immunology 4X core
What you learn (10)
- analyse relationship between structure and function in lymphoid organs
- explain selection mechanisms during lymphocyte development
- describe diversity and roles of innate immune cells
- evaluate how innate immune cells detect and react to microbial products
- evaluate properties and functions of dendritic cells
- evaluate the role of dendritic cells in antigen presentation
- analyse roles of T cell subsets in adaptive immune responses
- analyse the contribution of T cells to peripheral tolerance
- discuss interactions between gut microbiota and the immune system
- relate lymphocyte interactions to germinal centre function
- Fundamental Topics in Molecular Immunology 4Y option
What you learn (7)
- critically appraise current understanding of molecular immunology concepts
- discuss key theories and mechanisms in molecular immunology
- interpret findings from immunology research publications
- present research literature findings clearly to an audience
- analyse experimental data from immunology studies
- relate experimental results to published literature
- evaluate how experimentation generates immunological knowledge
- Immunological Basis of Inflammatory Disease 4D option
What you learn (7)
- evaluate the contribution of immune responses to cancer development
- evaluate the contribution of inflammation to cardiovascular disease
- evaluate current immune mechanisms underlying autoimmune diseases
- explain the molecular basis of allergic responses
- explain the cellular basis of allergic responses
- describe applications of molecular therapies in treating autoimmunity and disease
- describe applications of cellular therapies in treating autoimmunity and disease
- Immunology of Infection 4A option
What you learn (6)
- explain molecular and cellular interactions between bacteria and host organisms
- describe immune mechanisms that protect against bacterial infection
- evaluate how immune responses to parasitic infection are triggered and controlled
- evaluate how immune responses to viral infection are triggered and controlled
- interpret findings reported in scientific literature
- present research findings drawn from scientific sources
- 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 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
- 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
- Bioinformatics and Data Analysis using R 4B option
What you learn (7)
- apply coding best practices in R for omic data handling
- perform statistical analyses and transformations on omic datasets
- generate plots to represent omic data using R
- examine omic datasets using bioinformatic visualisation methods
- communicate findings from omic data analyses to an audience
- evaluate the biological significance of omic data results
- relate omic data findings to the underlying experimental design
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£25,000median pay three years after graduating
Lower quarter£21k
Median£25k
Upper quarter£31k
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 50 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, 23
Half of graduates earned between £21,000 and £30,500. Five years on, the median is £33,500. 85% were in work or further study 15 months after finishing; 30% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 30 |
| In work or study, 15 months on0% studying | 85% | 10 |
| Professional or managerial job | 30% | 15 |
| Pay 15 months on, median | £27,000 | 20 |
| Pay 3 years on, median | £25,000 | 50 |
| Pay 5 years on, median | £33,500 | 60 |
National Student Survey 2025-26
What do students say?
83%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 60% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 10 students answered
Highest: 100% agreed on question 4; lowest: 75% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 92% |
| Question 2 | 83% |
| Question 3 | 92% |
| Question 4 | 100% |
| Question 5 | 100% |
| Question 6 | 83% |
| Question 7 | 83% |
| Question 8 | 100% |
| Question 9 | 75% |
| Question 10 | 92% |
| Question 11 | 83% |
| Question 12 | 100% |
| Question 13 | 75% |
| Question 14 | 92% |
| Question 15 | 100% |
| Question 16 | 100% |
| Question 17 | 92% |
| Question 18 | 100% |
| Question 19 | 100% |
| Question 20 | 100% |
| Question 21 | 82% |
| Question 22 | 100% |
| Question 23 | 83% |
| Question 24 | 75% |
| Question 25 | 78% |
| Question 26 | 83% |
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.