Environmental Geoscience BSc
ABB – BBB at A level, A-level Science subject at Grade B; graduates earn a median £25,000 three years on.
Typical A level offer
ABB – BBB
A-level Science subject at Grade B · 65% of entrants came with A levels · 90% stay on after year 1 · Glasgow course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABB – 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 Science subject at Grade B
Who actually got in: 65% with A levels, 5% with the IB, 20% via Access courses. 40% 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 | AAABminimum from S5: BBBB | Two Higher Science subjects at AA (AB may be considered). |
| IB | 32 (5,5,5) | HL Science subject. |
Years 1–4
What do you study?
2compulsory modules in year 1
Compulsory modules this year: natural sciences 65% · green & sustainability 18% · transversal skills 7% · language & communication 7%.
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 · 2 core · 40 credits ≈ 400 hours
- Earth Science 1A
What you learn (13)
- explain volcanic processes and associated hazards
- explain the formation of igneous rocks
- explain how weathering breaks down rocks
- explain how sediment transport, deposition and lithification form sedimentary rocks
- explain how landscapes form and change over time
- identify different types of rocks and sediments from their textures
- deduce the origin of rocks and sediments from their characteristics
- explain sources of surface pollution and their environmental effects
- describe methods used to remediate environmental pollution
- research geological and environmental topics using diverse sources
- present scientific findings clearly in poster form
- describe geological and environmental features observed in the field
- interpret field observations to determine feature formation
- Earth Science 1B
What you learn (15)
- describe the formation and internal structure of the Earth
- explain the evidence supporting plate tectonic theory
- describe natural hazards associated with plate tectonic activity
- explain how rock deformation produces faults and folds
- interpret geological histories from deformation structures
- use fossils and proxy data to reconstruct past environments
- apply fossil and proxy evidence to interpret climate change and plate motions
- explain the causes and consequences of anthropogenic climate change
- analyse climate modelling and data for past, present and future scenarios
- identify hazards associated with climate change
- analyse geological maps, cross sections and 3D models
- apply spatial geological analysis to environmental problem solving
- research an earth science topic using appropriate sources
- create data visualisations to present scientific findings
- write a concise scientific description of research findings
Year 2 · 2 core · 60 credits ≈ 600 hours
- Earth Science 2A
What you learn (12)
- explain core processes involved in sedimentary rock formation
- explain core processes involved in igneous rock formation
- identify rock-forming minerals in thin section using a microscope
- interpret rock types and structures observed in the field
- explain how fluids move and accumulate within subsurface rock formations
- explain pathways by which pollutants enter water systems
- explain the effects of pollutants on aquatic environments
- analyse spatial datasets using computational techniques
- analyse quantitative datasets using computational techniques
- explain the formation of natural resources and their geological context
- evaluate the economic potential of natural resources
- explain sustainable approaches to resource extraction
- Earth Science 2B
What you learn (14)
- explain methods used to reconstruct past climates and environments
- apply numerical and analytical methods to interpret environmental records
- relate past environmental change to future climate challenges
- interpret geological maps and cross sections to identify spatial patterns
- analyse four-dimensional geological and environmental change across scales
- identify and describe rock types and surface deposits in field and laboratory settings
- construct geological maps and cross sections from field observations
- explain spatial and temporal relationships between geological units
- describe techniques used to investigate the Earth's internal structure
- discuss geochemical and geophysical approaches to determine Earth composition
- explain processes of rock deformation and resulting structural features
- use structural features to reconstruct geological history and landscape evolution
- explain geological and geophysical features of plate tectonic boundaries
- discuss global processes driving plate tectonics
Year 3 · 6 core, 9 optional · 100 credits ≈ 1,000 hours
- Sedimentary Systems and Deposits
What you learn (9)
- analyse sedimentary facies to interpret depositional environments
- examine processes and characteristics of different depositional environments
- determine basin fill history from sedimentary evidence
- explain controls on sediment diagenesis
- explain how diagenesis affects porosity and permeability
- relate diagenetic processes to industrial applications
- evaluate the use of sequence stratigraphy in analysing basins
- interpret sedimentary data using graphical logs from field and laboratory work
- apply gis techniques to analyse sedimentary basin systems
- Environmental Aqueous Geochemistry
What you learn (6)
- explain how natural and human processes affect composition of natural waters
- assess the relative impact of environmental and human factors on water chemistry
- construct conceptual models of contaminant behaviour in subsurface environments
- calculate contaminant reactivity and toxicity using numerical modelling tools
- design remediation strategies for contaminated water systems
- critique sources of uncertainty in geochemical data and models
- Hydrogeology
What you learn (7)
- explain how geological processes form aquifers and aquitards
- explain how natural and human factors affect groundwater flow through porous media
- evaluate the relative impact of environmental and human controls on groundwater movement
- evaluate the sustainability of groundwater abstraction given finite supplies
- design remediation strategies for groundwater pollution using field and analytical data
- evaluate the effectiveness of proposed groundwater remediation strategies
- assess sources of uncertainty in hydrogeological data and models
- Landscape Dynamics
What you learn (9)
- describe major hypotheses explaining landscape evolution
- critically evaluate competing geomorphological theories
- explain processes that shape landscape change over time
- relate landscape morphometry to underlying driving processes
- apply numerical and geochemical techniques to quantify landscape change
- use GIS tools to analyse landscape evolution data
- evaluate the suitability of quantitative methods for landscape studies
- evaluate research methods for investigating surface and tectonic processes
- judge appropriate spatial and temporal scales for process analysis
- Environmental Geoscience Skills
What you learn (6)
- apply field methods to collect environmental geoscience data
- interpret environmental geoscience data collected in the field
- evaluate environmental geoscience data critically for reliability and significance
- synthesise diverse environmental geoscience data into coherent conclusions
- evaluate academic and professional literature critically
- synthesise findings from academic and professional sources
- Glacial Landsystems
What you learn (8)
- explain processes driving landscape change during the Quaternary period
- describe quantitative methods used to study Quaternary environments
- apply quantitative methods to analyse Quaternary case studies
- collect field and laboratory data on sediment sequences
- interpret past environmental conditions from sedimentary evidence
- interpret landscape data outputs generated by spatial software
- produce a geomorphological map from aerial photographs and field observations
- evaluate current debates within Quaternary science research
9 optional modules
- Geological Hazards
What you learn (10)
- evaluate hazards associated with volcanic activity
- describe methods used to monitor active volcanoes
- explain strategies for mitigating volcanic hazards
- evaluate effects of volcanic emissions on air quality
- evaluate effects of volcanic emissions on water quality
- evaluate seismic hazards in active tectonic regions
- determine focal mechanism solutions for earthquakes
- perform probabilistic seismic hazard analysis
- evaluate landslide hazards in tectonically active and stable settings
- evaluate subsidence hazards in tectonically active and stable settings
- Planetary Science
What you learn (4)
- explain the role of extinct radioisotopes in planetary differentiation
- analyse planetary surface features in remote sensing imagery
- evaluate the habitability potential of mars versus other solar system environments
- discuss evidence for a past thicker atmosphere and wetter climate on mars
- Environmental Hazards
What you learn (13)
- explain physical processes underlying geophysical hazards
- explain physical processes underlying hydrological and atmospheric hazards
- explain physical processes underlying biological hazards
- discuss how different environmental hazards interact with each other
- evaluate techniques used to monitor environmental hazards
- evaluate methods used to predict environmental hazards
- evaluate strategies used to mitigate environmental hazards
- critique the notion of hazards as purely natural phenomena
- evaluate concepts of vulnerability and uncertainty in hazard contexts
- assess methods of risk assessment applied to hazards
- critically analyse models used to represent vulnerability to hazards
- evaluate the media's influence on disaster management practices
- describe how hazard risk varies across different locations
- GIS A:Applied Spatial Analysis
What you learn (9)
- explain the core principles and operation of gis
- describe characteristics of raster and vector data models
- compare raster and vector data models for different applications
- explain why coordinate reference systems are needed in gis
- describe the process of georeferencing spatial data
- explain various spatial analysis operations used in gis
- discuss how gis supports solving geographical problems
- apply a commercial gis software to perform spatial analysis tasks
- design effective maps using gis software
- GIS B:Theory & Practice
What you learn (8)
- explain principles underlying geodatabase design
- design a geodatabase for a given simple application
- explain why metadata is needed in gis systems
- discuss standards relevant to gis data
- discuss data quality issues affecting gis
- solve spatial problems using gis analysis techniques
- present results of a gis analysis clearly
- evaluate the application of gis to selected case studies
- Oceanography
What you learn (13)
- compare similarities and differences between the earth's oceans
- explain the geological processes that formed the oceans
- describe the variety and distribution of marine organisms
- evaluate the physical mechanisms driving wave formation
- evaluate the processes generating tidal movements
- evaluate the mechanisms underlying thermohaline circulation
- analyse factors determining primary marine productivity patterns
- analyse factors determining secondary marine productivity patterns
- describe the distinguishing characteristics of different marine provinces
- assess the interdependence between oceans and atmosphere
- explain the impacts of rising greenhouse gas concentrations on marine systems
- explain feedback mechanisms linked to atmospheric warming
- assess human impacts on marine biological ecosystems
- Geographical Education: Pedagogy and Practice
What you learn (6)
- identify pedagogic theories underpinning effective geography teaching
- explain the role of reflective practice in professional development
- apply reflective practice techniques to shape personal teacher identity
- apply classroom management strategies in a teaching setting
- design lesson plans appropriate to educational objectives
- evaluate personal teaching philosophy against established education literature
- Coastal and Climate Change: Science, Risk, Vulnerability and Adaptation
What you learn (15)
- evaluate similarities and differences between coastal landform types
- analyse interconnections between different coastal landforms
- describe the dynamic behaviour of coastal landforms using data or visual evidence
- assess hazards present in the coastal zone
- evaluate implications of coastal hazards for management strategies
- explain climate change risks to different coastal landform types
- critically evaluate how human activity alters vulnerability to coastal climate change
- identify possible adaptation options for coastal climate risks
- evaluate the suitability of different coastal adaptation options
- communicate ideas and theories clearly through written, oral and visual methods
- collaborate effectively within an interdisciplinary team
- manage conflict while working independently within a team
- manage own learning using diverse resources with minimal guidance
- critically interpret data and literature from varied sources
- prioritise research issues independently with minimal guidance
- Polar Environments
What you learn (8)
- explain basic characteristics of polar and alpine environments
- describe the global significance of polar and alpine regions
- explain interactions among cryosphere, biosphere, atmosphere, lithosphere and hydrosphere
- evaluate human impacts on polar and alpine ecosystems
- critique scientific literature on polar and alpine environments
- produce written reports on environmental issues
- deliver an oral presentation on a research topic
- collaborate effectively within a team setting
Year 4 · 5 core · 100 credits ≈ 1,000 hours
- Climates: Past and Future
What you learn (11)
- explain the physical forces shaping earth's climate and weather systems
- compare major climate events of the last 65 million years
- relate past climate trends to modern climate change context
- evaluate rates and timescales of climate change driven by internal and external forces
- explain how feedback mechanisms influence climate change
- describe common archives and proxies used for palaeoclimate reconstruction
- evaluate the reliability and limitations of palaeoclimate proxy methods
- analyse palaeoclimate and modern climate datasets to build climate records
- apply climate record findings to inform future climate action
- collaborate within a team to address climate change problems
- synthesise information from multiple sources to support climate analysis
- Independent Environmental Geoscience Dissertation
What you learn (9)
- design and carry out an independent research project to test a hypothesis
- gather or record relevant geoscience data for a defined research question
- process and interpret collected data to address a research question
- discuss findings in relation to the original research question
- evaluate sources of uncertainty and error within collected data
- compose a technical report summarising research findings
- present research outcomes to an audience using appropriate media
- respond to questions and discussion about the research undertaken
- reflect critically on personal research practice and academic conduct
- Engineering Geology: Geotechnical and Environmental
What you learn (14)
- explain methods and equipment used in intrusive ground investigations
- describe the set-up and logging of a trial pit
- describe soil and core samples according to recognised standards
- produce borehole and trial pit logs from site data
- explain the basis of risk-based assessment for contaminated land
- carry out qualitative and quantitative environmental risk assessments
- interpret geological and historical maps to evaluate site ground conditions
- conduct a field survey to assess a site's historical development
- identify geotechnical and environmental constraints affecting development
- calculate whether shallow foundations are suitable for supporting structures
- determine whether piling or ground improvement is needed for structural support
- outline strategies for environmental remediation of a site
- calculate the stability of slopes using quantitative methods
- evaluate suitable methods for slope and ground stabilisation
- Geo-Environmental Policy and Planning for Sustainable Futures
What you learn (7)
- design a research approach to investigate a current environmental issue
- carry out a research investigation on an environmental topic
- explain environmental geoscience concepts to a general audience
- present research findings in a way accessible to non-specialists
- collaborate within a team to meet project deadlines
- review own skills set against employment requirements
- formulate ways to present personal skills to potential employers
- Advanced Environmental Geoscience Skills
What you learn (9)
- interpret publicly available historic datasets such as old maps
- combine information from multiple public sources into a coherent summary
- apply advanced techniques for collecting geoscience field data
- interpret numerical environmental datasets
- evaluate methods used to gather environmental numerical data
- combine field and laboratory evidence to build environmental models
- address an independent geoscience research question using integrated evidence
- critically evaluate synthesised geoscience data
- present findings to academic and professional audiences
“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£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 150 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, 24, 12, 22
Half of graduates earned between £19,500 and £28,500. Five years on, the median is £31,000. 90% were in work or further study 15 months after finishing; 70% 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 on5% studying | 90% | 15 |
| Professional or managerial job | 70% | 15 |
| Pay 15 months on, median | £28,000 | 35 |
| Pay 3 years on, median | £25,000 | 150 |
| Pay 5 years on, median | £31,000 | 165 |
National Student Survey 2025-26
What do students say?
89%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 74% 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: 100% agreed on question 1; lowest: 43% on question 17.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 86% |
| Question 3 | 79% |
| Question 4 | 79% |
| Question 5 | 64% |
| Question 6 | 89% |
| Question 7 | 93% |
| Question 8 | 96% |
| Question 9 | 82% |
| Question 10 | 75% |
| Question 11 | 75% |
| Question 12 | 93% |
| Question 13 | 75% |
| Question 14 | 64% |
| Question 15 | 82% |
| Question 16 | 82% |
| Question 17 | 43% |
| Question 18 | 79% |
| Question 19 | 81% |
| Question 20 | 96% |
| Question 21 | 89% |
| Question 22 | 100% |
| Question 23 | 75% |
| Question 24 | 68% |
| Question 25 | 76% |
| Question 26 | 89% |
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.