Home to over 1,500 species of plants, 400 species of birds and 50 terrestrial mammals, Doñana National Park is one of the most important biodiversity hotspots in Europe.
Lancaster University’s BSc Biology with Psychology (Placement Year) is for those who want to explore the biological processes which underpin human behaviour, and who wish to gain work experience as part of their degree. It has been designed for those wishing to develop an understanding of the influences that govern human behaviour, underpinned by knowledge of the biology of the system.
It provides you with support to secure a paid placement for twelve months working in the type of organisation that you might aspire to join when you graduate. The placement offers you the opportunity to work as a full time employee of the organisation with the same training and opportunities as other employees, whilst still receiving both academic and pastoral support from Lancaster University.
You will gain a core knowledge of biology and psychology and can choose optional modules according to your interests and career aspirations. The core modules on the degree principally focus on understanding the biology that underpins human behaviour and aim to provide the opportunity to understand psychology in greater depth. You will be encouraged to link your study of biology to a progressive understanding of developmental, physiological and cognitive psychology.
To prepare students for their work placement year, our Careers and Placements Team will provide advice and guidance on: the skills required to create effective CVs, cover letters and applications; tips and techniques on how to make an impact at interviews and assessment centres; how to create a relevant digital profile; and how to research employers and career sectors of interest. In addition, there is great emphasis placed upon developing self-awareness and on how to present yourself in a professional manner to employers. This optional provision will be delivered via a blend of traditional and digital methods including face-to-face workshops, online webinars, e-courses and 1:1 appointments.
You will spend your third year on an industrial placement, which may be science or non-science based. Although you will be supported by professional careers staff in preparing your industrial placement application, due to the competitive nature of these placements it is possible that not all students will be successful in securing these nationally-advertised opportunities. Students who have not secured an industrial placement will automatically be transferred over to the degree without the placement year - the BSc Biology with Psychology.
During your degree, you will conduct an independent research project and benefit from the research experience of our internationally renowned academics. You will also receive training in the key techniques associated with modern biosciences. The facilities for studying Biology at Lancaster University are excellent - we have invested over £4 million in new life science teaching laboratories.
Lancaster University is ranked number one in the UK for graduate prospects in Biomedical Sciences (Guardian University Guide 2023), and number 11 in Biological Sciences (The Times Good University Guide 2023). We embed employability in our curriculum to prepare our students for the world of work and postgraduate study.
Your biology with psychology degree will open up opportunities in areas such as academic, industrial and medical research. Around half of our graduates use their skills in a commercial setting while half pursue work in scientific, teaching or caring professions. Alternatively, the course is an ideal base from which to continue on to postgraduate study.
Your placement year is an excellent opportunity to gain work experience, boost your employability and build connections with a desired company. Graduate employers are increasingly using placement schemes as a way to identify suitable candidates for subsequent graduate employment. Alternatively, the course is an ideal base from which to continue on to postgraduate study.
During your degree and placement you will gain practical skills such as laboratory competence and experimental design; numerical skills such as statistical analysis and data recording and presentation; and interpersonal skills such as team working, communication and negotiation. The transferable skills and analytical training you will gain during your degree will allow you to enter science or diverse fields such as teaching, management, marketing and finance. You will also study an employability skills module to help you manage your professional development and prepare for the job market.
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, you also graduate with the relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability awareness, career development, campus community and social development. Visit our Employability section for full details.
A Level AAB
Required Subjects 2 science subjects from Biology, Chemistry, Computing, Environmental Science, Geography, Geology, Human Biology, Mathematics, Physics or Psychology.
GCSE Mathematics grade B or 5, English Language grade C or 4
IELTS 6.5 overall with at least 6.0 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 35 points overall with 16 points from the best 3 Higher Level subjects including 6 in 2 HL science subjects from Biology, Chemistry, Computer Science, Geography, Mathematics, Physics, Psychology.
BTEC Distinction, Distinction, Distinction in Applied Science including sufficient Biology and Chemistry content
We welcome applications from students with a range of alternative UK and international qualifications, including combinations of qualifications. Further guidance on admission to the University, including other qualifications that we accept, frequently asked questions and information on applying, can be found on our general admissions webpages.
Contact Admissions Team + 44 (0) 1524 592028 or via email@example.com
Lancaster University offers a range of programmes, some of which follow a structured study programme, and others which offer the chance for you to devise a more flexible programme to complement your main specialism. We divide academic study into two sections - Part 1 (Year 1) and Part 2 (Year 2, 3 and sometimes 4). For most programmes Part 1 requires you to study 120 credits spread over at least three modules which, depending upon your programme, will be drawn from one, two or three different academic subjects. A higher degree of specialisation then develops in subsequent years. For more information about our teaching methods at Lancaster please visit our Teaching and Learning section.
The following courses do not offer modules outside of the subject area due to the structured nature of the programmes: Architecture, Law, Physics, Engineering, Medicine, Sports and Exercise Science, Biochemistry, Biology, Biomedicine and Biomedical Science.
Information contained on the website with respect to modules is correct at the time of publication, and the University will make every reasonable effort to offer modules as advertised. In some cases changes may be necessary and may result in some combinations being unavailable, for example as a result of student feedback, timetabling, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes and new research.
In this module, the anatomy of the human body is explored. The module begins with an overview of the components of the eleven systems of the human body. The various types of body tissue are examined and their structure-function relationships investigated. Several body systems are explored in detail for example skeletal system, urinary system, integumentary (skin) system and muscular system. Finally, vision and hearing are discussed.
In the laboratory, students will investigate blood, with emphasis on staining techniques used in order to identify types of white blood cells. In workshops, posters are prepared and PowerPoint presentations used to consolidate understanding of lecture material. A laboratory revision session is provided which enables examination of a range of tissues and organs, designed to aid revision of the major topics covered in this module.
This module examines how biomedicine links into society. It initially looks at the historical developments of biomedicine, and key changes that have occurred often as a result of a dramatic change to society such as war. Students look at how ethics in particular have developed and how thinking and ultimately legislation has evolved in relation to unethical practice. Key ethical principles are explored in relation to both the treatment of humans and animals. To help understand the role of biomedicine in society the module examines the role of animals in experimentation, the ethics associated with running clinical trials with humans, issues related to contraception and the role the media plays in how society makes sense of developments in health care.
The module has a main weekly lecture but much learning and consolidation of knowledge occurs in smaller seminar groups where students are given the opportunity to share their learning through presentations and debates.
This module is an introduction to the structure and function of prokaryotic and eukaryotic cells. The first five lectures of the module will examine the main components of prokaryotic and eukaryotic cells and the way eukaryotic cells are organized into tissues. The techniques used to study cells will also be reviewed. The next two lectures will look in detail at the structure and function of mitochondria and chloroplasts and the chemiosmotic theory. This will be followed by a lecture on the way cells are organised into tissues. The final four lectures will cover reproduction in prokaryotic and eukaryotic cells and the eukaryotic cell cycle. The lectures are supplemented by two practical sessions, the first on light microscopic technique and the second covering organelle isolation
Introducing students to the development of evolutionary theory and the evidence for the evolutionary processes of natural and sexual selection, this module examines the evolutionary relationships of the major groups of organisms, and deals with speciation and human evolution.
Using specific examples of animal behaviour, we demonstrate how an understanding of natural and sexual selection can explain the diverse evolution of body structures, reproductive behaviours and life-history strategies.
In this module students will be introduced to the basic principles of experimental research design. We familiarise students with the principals underpinning the statistical analysis of quantitative data using examples from experimental studies in practice. We also offer students the opportunity to use basic statistics to analyse experimental data using statistical software (IBM SPSS). These practical sessions give students an opportunity to acquire data analysis skills. We cover the logic behind generating and testing hypotheses in experimental design and provide students with guidance on how to critically appraise published experimental research.
Students will gain an appreciation of the importance of experimental design in the study of human health; develop team-working skills; develop skills in self-directed learning using a virtual learning environment; experience the use of statistical software for performing statistical calculations; develop an ability to summarise and critique information from different sources in a coherent manner along with an understanding of how to report statistical results.
This module examines the way in which genetic information, encoded by the DNA of the cell, is replicated and passed on to each new generation of cells and whole individuals. The ways in which genes affect the characteristics of a cell or organism are explored at the molecular level. The fundamentals of these processes are very similar in all organisms but the unique features of eukaryotes and prokaryotes are highlighted. We will also examine the consequences of mutation and look at some examples of diseases and conditions caused by defective genes and alterations in chromosome number or structure.
Physiology is the study of how the body works, and is largely concerned with homeostasis – i.e. how body function is maintained at a relatively constant level in different environments and circumstances. This course considers the physiology of the brain and the nervous system; the heart and the circulatory system; the external respiratory system (lungs, together with transport of oxygen and carbon dioxide in the blood) and the gastrointestinal system. There is also some limited information on the pathophysiology of relevant human diseases. Other aspects of human physiology, involving different tissue and organ systems, are covered elsewhere.
There is a workshop on neurophysiology (the Nernst equation), and practical classes that demonstrate the effects of exercise on blood pressure, the ABO blood grouping system, and the effects of pH on the activity of some key enzymes involved in digestion.
Covering a wide range of infectious organisms from viruses to worms, this module provides a comprehensive introduction to infection and immune responses of the host. The biology of the infecting organisms and the host’s immune response will both be examined as these are vital components in understanding the nature of the different types of infection.
Selected infections will be studied in detail in lectures and practicals and used as paradigms to illustrate principles of the host/pathogen interaction.
Cognition is the mental process of acquiring and using knowledge; it underpins our ability to perceive the world around us. This module will equip students with a strong foundation of the conceptual knowledge and terminologies used in cognitive psychology.
Students will be introduced to key topics in cognitive psychology, such as attention, perception, categorisation, language, memory, problem solving, and decision-making. These core topics will be explored using key theories, classic paradigms, and experimental approaches, looking into both past and current research.
Once the module is complete, students will be able to describe key theories, processes, illustrate classic paradigms, and experimental approaches used in cognitive psychology. This will provide a foundation for those continuing with psychological studies in Part II.
Developmental psychology is a scientific discipline that explains how humans develop across the lifespan.
Students will study topics including Piagetian and Vygotskian theoretical frameworks, the nature vs nurture debate, and children’s development of crucial abilities to engage in the social world. Students will develop a strong understanding of the relationships between psychological theory and experimental evidence, drawing upon classic and state-of-the-art scientific literature, including current cutting-edge investigative research going on in our Psychology Department.
Gaining an understanding of psychology as a discipline, and how the field is informed by research, students will be able to discuss important developmental topics in an informed and critical manner using theory, literature and research frameworks. This will equip students with an excellent foundation of knowledge to continue studying developmental psychology in Part II.
Neuroscience gives us an insight into the brain, which underpins human behaviour; neuroscience helps us to understand the essence of being human.
This module provides students with an introduction to neural mechanisms that are central to human behaviour. Students will understand the anatomy of the nervous system, the main structures of the brain, the functions of neurons, which are specialised cells that receive, send and process information in the nervous system.
Once key neural mechanisms are understood, students will look at the effects of drugs on neural mechanisms including the brain, vision, hearing, control of movement, sleep and dreaming, learning and memory.
On successful completion of the module, students will understand brain anatomy, neural processes and mechanisms, identify areas of the brain that control movement, discuss the role of sleeping and dreaming, and understand the relation between neural function and learning and memory. Students will also be able to critically evaluate psychological research and express their understanding of such topics through discussions and assessments.
This module introduces students to key topics and debates within psychological research relating to personality and individual differences.
Through the exploration of topics including personality, intelligence and psychometric testing, students will gain key skills to examine and evaluate the impact of individual differences on cognition, behaviour and social relationships.
Completing this module provides students with an understanding of biological, environmental and cultural influences on personality, intelligence and other traits, methods of psychometric testing and their role in psychological research, the ability to critically evaluate key theories and to assess the impact on real-world issues.
This module introduces and provides training in the general skills necessary for the study of bioscience. These include use and care of laboratory equipment such as microscopes, spectrophotometers, micropipettes and centrifuges. It will also teach liquid-handling skills, and to calculate concentrations, volumes and dilution of solutions, particularly the importance and use of the mole concept. MS Excel will be used to generate statistics and to plot curves.
The other main area covered is that of scientific reading and writing. Students will learn to recognize good and bad sentences, use correct paragraph structure, to search for, acquire and know how to read scientific literature, and to avoid plagiarism. Finally, students will learn the various forms in which science is communicated and the ways public understanding of scientific findings can be distorted.
At the end of this module, all students will be able to record scientific investigation, collect data, present results, place them in the context of existing scientific literature and write a short scientific report.
Expanding on the knowledge gained in Part I, students will further develop their knowledge of theory and research in a number of core areas in this field. Starting with the history of social psychology, they will explore topics such as social beliefs and judgements, intergroup relations, and applying social psychology to everyday life.
Lectures will cover contemporary and empirical developments in the key areas, and the accompanying seminar programme will help develop a range of academic skills in relation to social psychological subject matter including: use of technical language, integrating knowledge, analytic skills, argument construction and presentation.
This module addresses a range of processes that are fundamental to plant and animal development. The module will provide an introduction to animal embryogenesis, including the cleavage, gastrulation and organogenesis stages. Students will discover how polarity and pattern arise, along with mechanisms for cellular determination and differentiation. Later lectures will address plant embryogenesis and reproductive development. Students will learn how developmental processes are regulated internally and externally, through developmental regulatory genes and via influences from the external environment.
Students will gain the ability to compare and contrast strategies for development in animals and plants and to identify the major structures present in animal embryos. They will develop transferable skills such as an awareness of lab safety, competent use of a compound microscope, and experience of data collection and reporting.
The aim of this module is to introduce students to the mechanisms cells use to communicate with one another.
The structure and functions of several endocrine (hormone-producing) glands are investigated in lectures and workshops, such as the pituitary, thyroid and adrenal glands. The hormonal control of human reproduction is explained, followed by investigating the topic of fertilisation. Early embryogenesis is compared in a variety of organisms, supported by a laboratory session which enables a comparison of early embryogenesis in starfish, frog and chick. Finally, human pregnancy, development and fertility are examined with emphasis upon causes and treatment of infertility.
This module explores the interactions that take place both within and between cells and which allow them to perform their function in the whole organism. Students will consider five key topics within cell biology:
Taught by internationally recognised researchers, this module concerns the study of mental processes; how people perceive, think, talk and behave. Students will explore the current issues, debates and approaches in the key areas of cognitive psychology: human memory, attention, language and perception under the guidance of lecturers who are experts and innovators in this field. Up to date theoretical debates and their evaluation in terms of conceptual coherence and empirical support will also be examined.
By the end of the module, students will show a critical appreciation of research methods, approaches and outcomes in cognitive psychology; and will have written about a topic in cognitive psychology in an informed and reflective way.
This module will explore cutting-edge topics in developmental psychology, including the latest development in foetal research, new theories of communication and learning in infants and children, social cognition, face perception, perception of elementary physic and the theory of the mind. The presented empirical research in the lectures, spanning from foetal research to toddlers, will provide students with an invaluable insight on how to conduct research into issues concerning developmental psychology.
This module introduces advanced techniques of eukaryotic recombinant DNA technology, DNA sequencing, genomics and functional genomics. Bioinformatics, the computer-based analysis of data that result from genome sequencing and the genomic approaches to understanding gene function and expression are introduced and developed in the workshops. The module practicals provide hands-on experience of quantitative gene expression analysis employing widely used state of the art PCR (polymerase chain reaction) based technology.
Students will gain knowledge and understanding of these techniques, which will provide the basis for the informed reading and comprehension of primary experimental biological research literature required for subsequent undergraduate research projects. These technologies underpin an increasing proportion of modern biological research, particularly in the Biomedical disciplines and form the basis for rapidly developing applications in the field of personalised medicine.
The aim of this module is to provide students with the skills they need to begin their future careers. The module will enhance career awareness, develop oral communications skills and develop CV and cover letter writing. Workshops include sessions on LinkedIn, information skills, assessment centres, interview techniques and entrepreneurship.
Evolution is the fundamental concept in biology and an understanding of its processes and effects are important for biologists in all disciplines. The module aims to show how the morphology and behaviour of animals and plants is adapted to their environment through interactions with their own and other species, including competitors, parasites, predators and prey, and relatives. Students will explore the concept of adaptation to natural and sexual selection pressures at the level of the individual and the effects on the wider population.
Students will gain the ability to describe the roles that variation, heritability and selection play in the evolutionary process, along with a developed understanding of how numerical changes in population occur, and enhanced knowledge of how to analyse such shifts in order to make predictions about future changes. This module will also reinforce students’ understanding of the application of theoretical models, the changing effects of costs and behaviours due to circumstance, and how conflicts of interest might influence the reproductive success of individuals.
Students taking this module will gain a range of transferable skills including: report writing, data analysis and presentation, team working, verbal presentation, summarising technical texts and design of scientific enquiries.
The fundamental neural principles of brain and behaviour relationships will be introduced, with particular emphasis on the perceptual and cognitive functions that underpin many psychological processes. Students will explore in more depth neural transmissions both within the neuron and at synapses, and gain a basic knowledge of the anatomy, physiology and functions of the central and peripheral nervous systems.
They will also learn about a range of theories and research methods in cognitive neuroscience, and demonstrate how knowledge of the psychological processes can aid an understanding of a wide scope of human behaviour.
This module takes a molecular approach to understanding heredity and gene function in organisms ranging from bacteria to man. It begins by reviewing genome diversity and how genomes are replicated accurately, comparing and contrasting replication processes in bacteria and man. The module discusses in detail molecular mechanisms, particularly those that ensure information encoded in the genome is transcribed and translated appropriately to produce cellular proteins.
Students will focus on the importance of maintaining genome stability and damaging effects of mutations in the genome on human health. Examples are drawn from a range of inherited genetic diseases such as phenylketonuria and sickle cell anaemia, paying particular focus to how mutations in key genes are driving cancer development.
Teaching is delivered by a series of lectures supported by varied practical work, workshops, guided reading and online resources. Laboratory practicals include investigating how exposure of bacteria to ultraviolet light induces mutations – providing a model for understanding how skin cancer may develop as a consequence of excessive sun exposure.
The aim of this module is to build on knowledge gained in earlier first year modules: Anatomy and Tissue Structure and Human Physiology. Students will focus on four weekly themes: heart and circulation; muscle and fatigue; nervous system and the urinary system. Students independently learn theoretical background information using online and text-based resources, supported by weekly case study discussions during seminars. Muscle electrical activity and fatigue, ECG and nerve conduction velocity will be explored through experimentation on student volunteers and online simulations.
This module explores how and why animals behave in the way that they do, building on many of the major themes of the Evolution module to highlight the links between behaviour, ecology and evolution. The central aim will be to understand the fitness consequences of behaviour - by focusing on three of the most important topics in behavioural research (reproduction, sociality and communication), we will investigate how the behaviour of an individual has evolved to maximise its survival and reproductive success.
Students will gain an understanding of how and why we study animal behaviour, at the same time developing their appreciation of scientific best practice. Students will be encouraged to relate specific knowledge to broader issues in ecology and evolution, and to critically reflect on what animal behaviour can tell us about behaviour in our own species. Additionally, students will be able to describe what behaviour actually is and understand the major factors that influence how animals (including humans) behave. Students will also develop the level of knowledge necessary to discuss a wide diversity of animal behaviours in a broad range of species, and describe the major approaches to understanding behaviour and apply Tinbergen's four questions to behavioural processes. Students will gain an enhanced understanding in a range of areas, including the importance of both nature and nurture in the evolution of behaviour, the ecological pressures that shape behaviour, the importance of the fitness consequences of behaviour at the individual level and the concepts of kin selection and inclusive fitness
The research project gives students first-hand experience of research and also the opportunity to be immersed in, and learn about, an area of work which is of current interest. Students plan, conduct and report on an open-ended investigation, often related to research interests of a member of staff. Projects cover a very wide variety of topics and may be carried out in a variety of ways. They involve a significant amount of original work and analysis to be carried out by students so that they gain experience in a range of skills, including experimental design and the testing of hypotheses. The results of the research are reported in an 8,000 word dissertation and an oral presentation.
Students will explore recent developments in research methods in neuroscience and develop the skills needed to evaluate critically the assumptions underlying these techniques. Additionally, they will gain in-depth knowledge of selected important real-world disorders, such as schizophrenia and Parkinson’s Disease. Students will also be able to integrate research on demographic, neuropsychological and neuroanatomical aspects of these disorders.
Nervous system function, from formation in the embryo to sensory systems and the neural control of complex behaviours, is the focus of this module. The emphasis is on model systems and the use of genetic tools to elucidate developmental pathways and neural circuits. Practical exercises are used to illustrate some of the functions of nervous systems and how these can be manipulated by genetic intervention.
Students are encouraged to access and evaluate information from a variety of sources and to communicate the principles in a way that is well-organised, topical, and recognises the limits of current hypotheses. On completion of the module, students will be equipped with practical techniques including data collection, analysis and interpretation.
The concepts of human psychopharmacology will be introduced, as will the theoretical background of drug-induced modification of nervous system function and behaviour. Insight will be given into psychoactive drugs and how they act upon the brain to influence behaviour.
Students will be taught about the biological bases of drug actions and how these might contribute to our knowledge of psychological function in general, the acute and long term consequences of psychoactive drug use, and current pharmacological treatment strategies for Alzheimer's, depression and schizophrenia.
The module will explore why individuals differ in responsiveness to psychoactive drugs and discuss current controversies in the area of psychopharmacology.
The use of the term ‘attention’ in a variety of settings will be discussed during this module. Attention is relevant to a wide range of psychological phenomena, and this module provides the opportunity to consider what attention is (and what it is not) in more detail than is commonly provided. The module discusses various theoretical models of attention, but also examines how attentional concepts have been used in areas that include atypical development in childhood (specifically, autism and ADHD), anxiety states and disorders of attention.
The module bridges laboratory research with applied behaviour, and this is reflected in the curriculum content and also in the assessment. Thus, coursework involves short group presentations on attentional research, and individual analysis of media stories for their potential attentional relevance.
For 50 years, thanks to evolutionary theory, we’ve known why we are fated to age and die, but our understanding of the mechanisms has been a lengthy evolution in itself. Only relatively recently, with the use of modern molecular biology tools, do we begin to understand the mechanistic basis of the ageing process, from early notions about rates of living to current ideas about modular yet interacting mechanisms including autophagy, protein synthesis, nutrient sensing, insulin-like signalling and disease resistance. Even now we do not clearly know what makes us age. Ageing is perhaps the most multidisciplinary area of study and is certainly one of the last great mysteries in biology.
This module introduces the area and the methodologies with which ageing is studied. Teaching is through lectures, workshops, practical work, individual and group-based coursework and private study.
In this module students are given an overview of the cellular and molecular processes that underpin the development of cancer. This will enable students to discuss the various factors that can affect cancer susceptibility. Students will look at the approaches taken to treat cancer, including some of the new generation of molecularly-targeted cancer therapies.
This module explores some of the key roles played by ion channels and calcium ions in the communication that takes place within and between cells. The module is split into two linked themes. Firstly, an introduction to the diversity of ion channel families and their biological functions including the many different cellular processes throughout the life history of cells that are regulated by calcium ions as signals. Secondly, an investigation of the importance of ion channels and calcium signalling in animals, and human physiology in particular, using examples of diseases that are caused when ion channels malfunction (e.g. myotonia, malignant hyperthermia, sudden heart arrest caused by long QT syndrome.) or calcium signalling is disrupted (e.g. Alzheimer’s disease, polycystic kidney disease, pancreatitis). Students also gain hands-on experience of the techniques used to study ion channels and calcium signalling in cells.
Research and practice in biomedicine continues to evolve more rapidly than at any other time in history, raising fascinating but complex moral and ethical challenges for those studying and working in the field. Understanding ethics in biomedicine and the relationship between science and society has become an essential element in biomedical degree training.
This module builds on the Biomedicine and Society module, aiming to help students develop a deeper understanding of key ethical principles used in biomedicine and some major cultural, social and political influences that define research agendas and fuel ethical debates in the public perception of biomedicine.
The module takes on a seminar format structured around three core themes:
In this module students will work together as a team to propose a solution to a problem of biological relevance, for example antibiotic resistance, invasive species or healthy ageing. The solution may be a patentable, commercial product or a policy proposal. Weekly workshop sessions will be held for the whole class which will include presentations from external speakers on topics such as intellectual property, project management and negotiating skills. Each team will choose a leader who will be responsible for organising regular meetings in which ideas are developed, tasks assigned and information gathered. The team will produce a report in the form of a patent application or policy document which will form part of the module assessment. The remainder of the assessment will be based on an oral presentation. Peer-assessment will be used to adjust tutors' marks according to individual contribution to the project.
This course considers the aetiology, pathogenesis, diagnosis and treatment of some of the major chronic diseases (excluding cancer) that affect human health, including: neurodegenerative conditions like Alzheimer’s and Parkinson’s disease; osteoarthritis and rheumatoid arthritis; cerebrovascular disease; and the two major types of diabetes. Some of the lectures are delivered by experts who treat patients with these diseases in local hospitals. Teaching is through lectures, practical work, and group-based student discussions and presentations.
Talks given by the students themselves expand understanding to cover the pathobiology of many different chronic human diseases that are not covered formally in the lectures. There is also a practical class on diabetes that complements the lectures and teaches how some simple biochemical tests can be used for diagnosis and management of this condition.
This module will enhance students’ knowledge of developmental psychology, building on the understanding they developed during Year Two.
Developmental theoretical problems will be explored in more depth such as: Nativist vs Empiricist accounts on infant knowledge and reasoning, and the development of empathy and prosocial behaviour. The module will also look at moral reasoning and emerging understanding of moral rules, and social and emotional development in adolescence.
A longer period of development is covered compared to Developmental Psychology, spanning from infancy through early and late childhood, and through to adolescence.
Students will examine and explore striking instances of hallucination, delusions and disorders of consciousness in the normal, clinical and pathological population. A wide variety of case studies of specific examples, approaches and methods will be explored in relation to over-arching theoretical concepts which influence neurocognitive theory and our understanding of brain function.
A specific recurring theme running through the module, will be for students to ask themselves why certain types of hallucinations/delusions are occurring as opposed to any other random possible alternative experience. This will facilitate a more processes/mechanisms approach to understanding rather than a basic neurophrenology approach of simply knowing which parts of the brain are active.
This module will examine in depth, the different topics within developmental psychology from a social neuroscience approach. Students will be presented with various key aspects of typical and atypical socio-emotional development, and will learn how social cognitive and affective neuroscience core principles and methods have helped advance their understanding.
A number of topics are presented in depth in relation to challenges and concepts: action processing, the relation between motor and social development, dyadic and triadic interactions, processing emotional information, and the development of emotion regulation mechanisms.
A specific emphasis will be put on how different processes interact during development, and how this influences the outcome at different points during their ontogenic trajectory.
Students will discover what clinical psychology is - learn about key theoretical frameworks and treatment approaches, and develop an understanding of how research is related to practice. Covering various populations (including children, adults and older adults), this module will discuss various psychological disorders in terms of their assessment, aetiology, research background and interventions. A small series of guest lectures delivered by experienced practitioners will introduce issues in professional practice and confer a realistic appreciation of the work of clinical psychologists.
By the end of the module, students will recognise and be able to discuss several specific and overarching aspects of clinical psychological practice, as well as a range of prominent psychopathologies.
We set our fees on an annual basis and the 2024/25 entry fees have not yet been set.
As a guide, our fees in 2023/24 were:
Biological Sciences students have the option to attend the LEC field trip and students will need to pay for travel costs.
Students will need to account for occasional travel to and from work placements. There is also the option for students to join the appropriate professional body, however membership is voluntary.
There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.
Specific additional costs for studying at Lancaster are listed below.
Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small college membership fee which supports the running of college events and activities.
For students starting in 2022 and 2023, the fee is £40 for undergraduates and research students and £15 for students on one-year courses. Fees for students starting in 2024 have not yet been set.
To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.
The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.
In addition to travel and accommodation costs, while you are studying abroad, you will need to have a passport and, depending on the country, there may be other costs such as travel documents (e.g. VISA or work permit) and any tests and vaccines that are required at the time of travel. Some countries may require proof of funds.
In addition to possible commuting costs during your placement, you may need to buy clothing that is suitable for your workplace and you may have accommodation costs. Depending on the employer and your job, you may have other costs such as copies of personal documents required by your employer for example.
Details of our scholarships and bursaries for 2024-entry study are not yet available, but you can use our opportunities for 2023-entry applicants as guidance.
Check our current list of scholarships and bursaries.
Our new £4.4 million teaching laboratories have total bench space for 216 students. The flexible design means that up to four classes can run at one time in the two laboratories, with up to 12 students clustered around double benches. Additional facilities include cold storerooms, a plant growth room, preparation rooms and fume cupboards. Lockers are provided in a circulation area so students can follow best practice and leave their coats and bags outside the labs.
We place great emphasis on practical learning, whether that is in our new teaching labs or out in the field. Practical learning enables you to put theory into practice and understand the principles underpinning the topics you are studying, while also developing skills which will be of use throughout your degree and future career. On average, half of your contact time will include workshops, laboratory-based work, computer-based modelling and field trips.
Join Meenal and Vlad as they take you on a tour of the Lancaster University campus. Discover the learning facilities, accommodation, sports facilities, welfare, cafes, bars, parkland and more.Undergraduate Open Days
The information on this site relates primarily to 2024/2025 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.
The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.
More information on limits to the University’s liability can be found in our legal information.
We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies.