Course details
- A level requirements: BBB
- UCAS code: T958
- Study mode: Full-time
- Length: 3 years
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Our Criminology with Sociology programme offers students the opportunity to combine two closely related and complimentary disciplines, tackling some of the most interesting and important issues of our times.
Criminology, the major component of this programme, involves study of crime as particular aspect of all societies. What is crime, who commits it, who are the victims, how do societies deal with crime, its perpetrators, and its victims? Our particular approach to Criminology is critical and involves asking important questions about who gets to define the criminal, who gets to determine the measures implemented to address crime as an aspect of society, as well questions about the unequal experience of offending, victimisation, and justice within and between societies.
Sociology, the minor component of this programme, involves the study of the ways in which societies are organised and how they function. How is the particular society we live in organised? Does it function effectively? Is it harmonious? Is it equal? Is it fair? What about other societies? Our particular approach to Sociology involves the critical study of society, which means asking serious questions about power, social inequality, and social injustice.
The programme involves critical engagement with relevant theories, concepts, and ideas, as well as the development of a wide range of critical thinking, research, and communication skills. You will be taught and supervised by world leading experts in the subject areas and experience a range of research engaged teaching, learning and assessment methods, including opportunities for applied and practice based learning. You will also be provided with opportunities to tailor your learning to suit your own particular interests and aspirations as you progress.
If you are interested in developing a critical understanding of crime as an aspect of all societies, as something that must be explored in relation to the broader social contexts, then this is the programme for you.
This three year programme of study involves students undertaking a combination of mandatory and selected modules throughout. Modules represent discrete units of teaching, learning, and assessment, with each module focussing on a different topic area, a particular set of debates or ideas, or a particular set of skills. All modules are led by academic staff who are experts in their field.
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Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
Modules in year one of the programme provide a broad introduction to the two subject areas and disciplines via a series of mandatory modules. This includes an introduction to foundational criminological theories, thinking, and debates, an introduction to foundational sociological thinking, as well as introduction to key social policy issues and debates. Year one also involves the development of key academic study skills, and an introduction to social science research methods.
*Some modules may not be available depending on your selected programme of study.
This module provides a comprehensive introduction to classical and contemporary sociological theory. Tracing sociological analysis from its origins in the nineteenth century through to major present-day thinkers, the module addresses some of the discipline’s landmark studies and theories, in the process equipping you with understanding of the major frameworks for thinking sociologically.
‘Studying Society’ is designed to provide students with a comprehensive introduction to the field of social enquiry. What is ‘the social’? Why would we study it? What would that involve? These are questions with which this module is concerned. It offers an introduction to the proper objects of social enquiry, relevant modes of thinking and questioning, strategies for finding, accessing, and evaluating sources of information, methods and techniques for generating and analysing data, as well as skills in communicating information and ideas effectively. In doing so, the module aims to equip students with a range of skills for the study of society at degree level and beyond. The module provides students with opportunities to both study and practice these skills.
This module examines continuity and change in social, cultural, political and economic life in Britain over the twentieth and into the twenty-first century, particularly in the period after 1945. The module will examine areas of British life like politics, the economy, the family, social and cultural relations, and the role of social policy in responding to and encouraging wider forms of change.
This module examines some of the main social changes that have taken place in British society since 1945. It draws upon sociological studies to discuss the inter-relationship between ‘race’, ethnicity, class and gender to understand the influence of these on society.
This module introduces you to the subject matter of sociological criminology. It provides an essential foundation for your studies in criminology at Liverpool. You will acquire an understanding of key issues and debates in the sociology of ‘crime’ and subject contemporary talk about ‘the crime problem’ to critical analysis.
This module provides a critical introduction to the criminal justice system. With SOCI107, it provides an essential foundation for your studies in criminology at Liverpool. Key criminal justice concepts, institutions- including the police, the courts, prisons – and processes are introduced and their roles and functions are subject to critical appraisal.
Modules in year two of the programme build on these foundations by introducing students to more advanced and contemporary criminological and sociological theorising, involves a particular focus on policing, punishment and prisons, as well as more advanced training in social science research methods.
*Some modules may not be available depending on your selected programme of study.
This module offers you the opportunity to explore key perspectives in contemporary criminology and how they can be applied in understanding and critiquing societal responses to crime.
This module examines how quantitative data can be used to investigate the social world. It considers how such data is gathered, the increasing prevalence of ‘statistics’ in making claims about the nature of social reality, how to go about assessing the accuracy of these claims, and how to practically analyse quantitative data to gain a better understanding of society.
This module is designed to provide students with an introduction to the theory and practice of social research using qualitative methods. The module covers qualitative research principles and design, ethics and reflexivity, data generation, data analysis, and presentation of findings. The module encourages students to develop both a critical understanding of and practical competencies in qualitative social research.
This module provides an introduction to the sociology of policing and the police. Using a range of approaches to teaching, learning and assessment this module will equip you with knowledge and skills which will enable you to consider key issues in contemporary policing from an informed and critical perspective. Upon completing the module you should have a solid understanding of key concepts used to understand policing and the police from a sociological perspective, and you should be able to apply these concepts to a range of policing topics.
The module is underpinned by three core aims. First to provide a broad overview of the historical, theoretical and political foundations of punishment, penality and prisons internationally but in the UK in particular. Second to examine the experiences and outcomes of imprisonment for identifiable groups of prisoners including: Children and young people; women; black and minoritised people; older people, LGBTQAI+. Third, to introduce a range of key debates and controversies surrounding the questions of punishment, penality and prisons in ‘modern’ societies and to subject them to social scientific interrogation and critical analysis.
This year long core module provides students with a comprehensive overview of major developments in contemporary social theory, using the themes of structure/agency; culture; gender and knowledge as anchors. The module analyses theoretically informed and empirically grounded sociological theories and approaches and encourages students to apply key frameworks and perspectives to major contemporary social issues. In the course of the module students will be invited to cogitate on the ways in which prominent thinkers have conceptualised underlying social processes and transformations in the contemporary era. The methodological focus will centre on the deployment of diverse methods and competing epistemologies and ontologies. The overall aim of the module is to provide students with a robust understanding of how sociological theorists have interpreted fundamental social and cultural changes and enabled us to understand and scrutinise the modern world.
SOCI 252 is a module that introduces students to the core sociological understandings of deviance in both a domestic and international context. The module is designed to provide a critical insight into the concept of deviance, connecting significant past and present issues in the construction of deviants with sociological analyses and broader social, legal and cultural changes.
This module is concerned with studying the origins and development of the concept of Social Exclusion. Students will explore and evaluate its theory and practice and will consider a number of case studies around class, ‘race’ and ethnicity, disability, sexual orientation and gender. You will evaluate policy responses and social action to counter social exclusion; discuss the relationship between exclusion and other forms of social stratification and consider a number of theoretical perspectives that utilise inclusion/exclusion concepts.
This module introduces students to the recent history (circa last 250 years) of black migration and settlement to the UK. It will look at the importance of historical change on contemporary understandings of ‘race’ and ethnic diversity. Through examining the slave trade, colonialism and post-war migration, students will gain a sense of the resilience of such communities to different forms of racism and discrimination. In addition, the module assesses the neglected contribution that black communities have made to British society.
This module identifies and explores a range of empirical sites and critical theoretical perspectives in the study of education. It examines contemporary issues in education, in a cross disciplinary way, through different sociological, social policy and criminological lenses. In particular, the module considers the relationships between education, society, the state and the individual, and considers how forces like globalisation and marketization are impacting education. It pays close attention to educational (in)equalities relating to ‘race’ and ethnicity, social class, gender, sex and sexuality, dis/ability, and migration. Over the course of the module there is a focus on key debates and bodies of research in critical studies of education that can help us to better understand and respond to pressing educational issues.
Based on Esping-Andersen’s classic analysis of the ‘three worlds of welfare capitalism’, this module provides a framework for comparing welfare states, i.e. ‘the mixed economy of welfare’ in different ‘welfare regimes’: including the ‘liberal’ regime in America, the ‘conservative’ regime in Germany and the ‘social democratic’ regime in Sweden. It examines the ways in which these different regimes emerged historically, how they organise and deliver welfare, the social, political and economic priorities they embody, the outcomes they have for different social groups, including their role in the production of inequalities, and their prospects for the future.
This module investigates the intersections of society and climate. Global heating, rising seas, prolonged droughts, dry riverbeds, wars over scarce resources or using scarce resources as leverage, and mass extinction of plants and animal species is already affecting human society. In one of few predictions social scientists can make with high consensus and confidence: the profundity of these effects will increase with time. Sharply reduced water supply, mass migration of humans and animals, and flooding of major cities will change the social world as we know it. What are the mechanisms of these changes? How do they interact with one another? What can be done to minimize the harms? Which sociological and criminological tools help understand this new world? And which perspectives on society does this crisis force us to re-examine? These are some of the important questions we will address in this module. Successful students in this module will be able to articulate the basic material mechanisms of climate change and to propose and adjudicate intervening social mechanisms; that is, they will be able to apply ideas from sociological or criminological thinking to discuss how climate change affects society and how societies might mitigate its effects.
This module will provide students with a critical introduction to sociological perspectives on violence. Different conceptual appreciations of violence will be presented and students will be expected to interrogate what is considered ‘violent’, the contexts in which violence occurs, who is assumed to engage in violence and who becomes a victim of it. Students will also be encouraged to consider where violence is said to occur the most, where it is obscured from view and how violence impacts upon society.
In year three of the programme students are required to undertake a substantive piece of supervised but original research either in the form of a dissertation or an applied Interchange Portfolio project. Both provide students with the unique opportunity to apply the competencies they have been developing over the previous two years, and to a topic area or issue that is important to them. The third year also provides opportunities for students to further their specific interests and specialisms and via selected optional modules.
*Some modules may not be available depending on your selected programme of study.
Running across two semesters, the dissertation is a major part of the final year of study and completes their "apprenticeship" in social science. It allows students to revisit, consolidate and apply what they have learnt in the course of their degree studies by focusing in on an independent research project of their own choosing and which they must systematically complete and present as an original social science dissertation.
The module gives you the opportunity to engage in either an applied social research project or a distinct work project in collaboration with a local Voluntary Community Organisation (VCO).This is organised through the charity ‘Interchange’, based in the SLSJ.
This module offers an alternative approach to the traditional dissertation also offered to third year students and to the Interchange modules.
Students will be given the opportunity to work cross-faculty with engineering students on MECH327.
It will draw upon on the same skills and will test the same outcomes: subject knowledge in sociology, social policy, or criminology or interdisciplinarity as relevant to the chosen topic; desk top research skills; analytic skills and awareness of the limitations of knowledge; and presentation of findings.
Students will be guided through the research process by a supervisor who will have nominated a topic to investigate prior to each academic year (related to supervisors’ areas of specialism). This module will assist students who are unsure of a research topic themselves but wish to develop key transferable skills for employability purposes and provides the opportunity to work closely with an academic expert and fellow students working on similar topics.
The assessment is based on a portfolio comprising different elements. Students will be expected to evidence collaborative working in sharing resources, giving and receiving feedback, and critically reflecting on their delivery and/or preparations for delivery.
The module is an ‘alternative dissertation’ in that it requires group discussion, presentation of findings through a visual or other creative medium and will culminate in a portfolio of 8,000-10,000 words inclusive of appendices.
The module gives you the opportunity to engage in an in-depth investigation of benefiit to a local Voluntary Community Organsiation (VCO). This module may involve use of anonymised secondary data analysis, or literature review , or policy analysis, and does not involve the collection of new data. The enegagment with the VCO is organised through the charity Interchange, based in the SLSJ.
The aims of this module are to develop a broad range of sociological understandings of issues relevant to health, illness and the life course. This will involve critically examining new developments in theoretical and methodological approaches as well as a variety of empirical studies on the social and cultural aspects of health, illness and the lifecourse.
This module explores issues concerning the gendered nature of work related to deviance. It considers arguments concerning women’s relation to deviance, explores the links between masculinities and crime, studies the experiences of female offenders and explores experiences of women as victims of crime. Teaching is based on current research and practice in this key area of policy.
This module will examine various forms of hate crime that are directed toward groups of people who are often imagined and depicted as ‘stigmatised Others’. This will include an examination of: racism, Islamophobia, AntiSemitism, xenophobia, disablism, misogyny, femicide, and queerphobia, homophobia and transphobia. It will also explore various manifestations of hate crime, including slurs, intimidation, bullying, discrimination, violence, and persecution, in both the online and offline worlds. This module will draw upon academic research about hate crime to consider the similarities and differences that exist between different types of hate crime. Consideration will also be given to the broader social context of Brexit, the Covid19 pandemic, neoliberal economic precarity, the rise of populism and culture wars. Case studies will be utilised throughout the module to illustrate ‘real-world’ examples of hate crimes that have been directed toward ‘stigmatised Others’ in contemporary society. This module will also discuss the campaigns that exist in relation to hate crime and the support initiatives that are available for victims of hate crime. Finally, this module will assess the role that institutions, laws, and the criminal justice system may play in categorising and addressing hate crime. Students who complete this module will develop an advanced understanding of a range of hate crimes and will also have the opportunity to explore a number of existing and potential strategies for resisting the labelling of minority groups as ‘stigmatised Others’ and for tackling hate crime more generally.
This module examines the place of risk in the modern world. Students will be invited to explore the social impacts of various security risks and to examine the ways in which individuals produce, consume and manage risks in everyday life.
This module seeks to conceptually explore the range of brutalities emerging from corporate accumulation in developing world countries through the lens of neo-colonialism and global inequality. It documents a range of crimes perpetrated against labour, the environment, and various social groups in the course of corporate profiteering in less-developed regions and nations. Various systems of production and extraction are examined including mining, deforestation for palm oil, dam construction, export processing zones and deep-sea fishing. The module deploys an array of critical theoretical perspectives and concepts in uncovering the connections between state power, corporate crime and neo-colonialism.
This module considers the links between the rise of urban forms of living, economic change, and the place of ‘culture’ within society. It asks questions such as why cities are at the heart of cultural development, why culture is seen by some as having a role to play in dealing with urban social problems, how the nature of cultural expression changes as dominant economic forms change, whether cultural and economic values are really opposed, what the role of culture is in a ‘new economy’, and how governments seek to intervene in this area.
The course investigates the different ways in which gender is incorporated into national welfare states and the impact of national structures on the patterns and prevalence’s of gender inequalities. The course covers the theory and methodology of comparative studies and their applicability to the analysis of gender, especially how well existing typologies of welfare states fare when gender is the focus of analysis. A number of key patterns of inequality and policy areas will be studied and we will look at the political economy of neoliberalisation and austerity and its effect on gendered welfare state provision. By looking at these aspects of welfare states students will been encouraged to contrast approaches of different welfare systems and consider the particularism of national approaches.
This module focuses on social class. It takes ‘class’ as a conceptual term and unpacks its meaning, and material reality in society. Students are introduced to a range of classical and contemporary class theory, where they will critically consider historical debates in class-based analysis, and how these are connected to wider changes in political, economic, social, and cultural realms. Students will also analyse class manifestations in a range of sites such as, education, (social) media, sport and leisure, fashion, work, and, health.
This module seeks to enable students to develop a deeper critical understanding of societal issues concerning illegal drugs and crime, and to appraise how policy and practice have developed to try to alleviate them. Students will look at how issues of drug use, supply and associated criminal behaviour are socially constructed. Through these understandings, students will develop their own knowledge as to how policy responses to such ‘problems’ are interpreted and translated into practice. Students will be encouraged to consider how some people’s drug use is disproportionately framed as problematic, with reference to age, gender and class, as well as consider the spatial distribution of drug-related crime, violence, harm and links to wider social-structural processes. Due attention will be given to a range of criminological and multi-disciplinary perspectives in this module.
Culture, or the ‘symbolic environment’ in and through which individuals and groups make sense of their being, their actions, and the social and material world, shapes our understandings of crime and its control. Definitions and meanings of crime and transgression are constantly negotiated, and contested, in everyday life, global politics and media. In this module, students will engage with the interdisciplinary theoretical and methodological approaches of a cultural criminology. Students will explore how transgression and control are intertwined with various cultural phenomena and processes of meaning-making in order to develop an understanding of crime as a culturally mediated concept. Module topics include digital cultures and new technologies, media representation of crime in a multi-mediated age, crime and consumer culture, crime in contemporary popular culture contemporary ‘culture wars’ and cultural and political resistance.
This module looks at the impact of colonialism on patterns of migration to Britain in the post war period. It examines the changing nature of racism as an ideology by exploring and contextualising scientific and institutional forms of racisms. You will look at the conflictual relationship between the state and minority ethnic communities through an examination of various struggles including anti-immigration ones. The module will also seek to unpack constructions of ethnic and national identity in the context of post-colonial Britain
This module aims to critically explore the concept of the ‘sex industry’ and will examine policy, policing of sex work, stigma, and the global sex worker rights movement.
Love, Hate & Anger: Emotions and Society module is to introduce students to sociological theories, conceptual understandings, and empirical phenomena related to emotions in society.
Students will be introduced to a range of theories and empirical research in the sociology of emotions including Cultural politics of emotions, Emotions in health and illness, Happiness and Anger, Love, Sexual relationship and emotions and embodiment, Loneliness and Alienation and Feeling Race.
Students will develop critical analytical and reflective skills in understanding emotions by using sociological framework while also engaging in interdisciplinary exchanges. Students will analyse how emotions are constructed and played out in our everyday personal lives.
Exponentially growing information and communication technologies have had a profound impact upon the landscape of contemporary criminological scholarship. Whilst having some positive impacts, these technologies have changed the nature of existing crime, created opportunities for new crimes to emerge, and have dramatically altered the scope and experience of victimisation. In this module, students will explore the complexities of crime and victimisation in the face of these new technologies, through investigations into topics such as hacking, image-based sexual abuse, child sexual exploitation and cyberterrorism. Students will be introduced to the core criminological theories within the field of cybercrime scholarship and will engage with empirical examples and case studies, as well as gaining insight into the experiences of victims. Students will also consider the challenges that these technologies pose to policing and criminal justice, as our society rushes to regulate their ongoing proliferation.
Bodies, Politics and Morality will provide a wide-ranging introduction to historical and contemporary understandings of the body and embodiment in society, and their intersection with inequality, resource distribution, and social (in)justice. The course explores how symbolic and material bodies are shaping and shaped by wider socio-historical structures.
Students will also learn to anchor theory in empirical examples, and see how the two have been interwoven in shaping experience, knowledge, and political action. We will draw on historical and contemporary empirical sites of embodied inequality from the UK and global contexts. Although the focus on the module is on the body, students will develop an understanding that bodies can never be divorced from their social contexts.
Students will develop critical, analytical and reflective skills in understanding embodied identity and the distribution of value. They will do so by engaging with texts and reflexively draw on their situated experience.
This module examines how ‘communities’ and members of the general public interact with and are ‘involved’ in crime control and criminal justice institutions. You will explore how the lay public are involved, who is involved and the effects of public involvement in different settings. The module is taught via lectures, seminars and independent study.
This module is based around a comprehensive introduction to social studies of architecture, and focuses on analysis of the architectural spaces of parliaments, prisons, and courts. Introducing sociological frameworks for understanding the relationship between states, architecture and power, the module addresses these three types of political architecture, including as they are put to practical use.
Why are so many men in the UK obsessed with football? Why, when men drink, do they almost exclusively drink beer, or brown spirits? Why are they more violent than women, and more likely to risk their life to impress their mates? It’s tempting to pin this all on testosterone or ‘evolution’, but there are far more complex and nuanced social dynamics at play. Engaging with key sociological concepts and debates, this module examines what it means to ‘be a man’ in contemporary society, how these expectations shape men’s lives and the lives of those around them, and whether they are changing over time. We will explore how masculinities are produced, policed, and contested across a range of contexts including men’s friendships and relationships, and in institutions such as workplaces, the media, and the criminal justice system. Upon successful completion of this module, students will be able to produce nuanced, intersectional analyses that connect masculinities to a range of social issues, including violence, mental ill-health, and substance-related harm, and articulate how these insights should be integrated into social policy.
This module looks at the social, economic and political forces that drive environmental harm. Throughout the semester we will discuss human-wrought destruction through a variety of topics such as biopiracy, space missions, caviar consumption, electric cars and eco-tourism. We will explore how and why environmental harm comes about by looking at key concepts, theories and perspectives put forward by criminologists, sociologists and political ecologists. Peer-learning takes centre stage in this work-intensive module: you will collaborate extensively to develop group assignments, provide feedback to one another, and enrich your understanding of environmental harm through shared insight. Students who successfully complete the module will be able to develop complex analyses that connect global trends to local phenomena in order to explain different forms of environmental harm.
This module will introduce key sociological theories and concepts pertaining to love, relationships, and marriage. Students will explore contemporary partner selection practices, including the use of dating apps, the complexity of union formation, and the changing dynamics of married life.
You will be taught through a combination of face-to-face teaching in group lectures and small class sessions, tutorials and seminars, which are supplemented by opportunities to get one-to-one guidance from academic staff during their weekly ‘open office’ hours. The rest of your study time will be spent undertaking directed independent study, making use of our excellent library and IT facilities.
You will also be supported throughout by an individual academic adviser. Learning is delivered in a variety of formats including lectures, seminars, workshops, tutorials, guided independent study, group work and reflective and experiential learning.
The primary purpose of lectures is to provide you with a broad introduction to key areas and debates on a given topic pitched at the appropriate level of study. The lectures aim to facilitate your reading and highlight issues to be explored during independent study time in preparation for seminars and assessment.
Seminars provide opportunities to explore particular issues and debates in greater detail in a way that supplements and builds upon the lectures. Seminars also allow for greater levels of student participation and such participation will be actively encouraged throughout the programme. Workshops frequently follow the format of seminars but they also may be used to develop particular skills in a teaching context. For example, workshops develop skills in data analysis and skills in interviewing.
Guided independent study may also feature in your learning experience. Group work is a feature of all seminar teaching and group work takes place both within and outside of formal scheduled classes.
Assessment takes many forms, each appropriate to the learning outcomes of the particular module studied. Most modules are assessed by means of a mixture of essays and examinations. Typically, a module in year two might involve a 4,000 word essay or a 2,500 word essay plus a one hour examination. Some modules are assessed wholly or in part by other appropriate means, such as the preparation of projects and individual or group presentations. The final degree class is based on year two and three marks, weighted in favour of year three marks.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
Your course will be delivered by the Department of Sociology, Social Policy and Criminology, in the School of Law and Social Justice Building. Students have access to state-of the-art facilities and are a short walk from the Sydney Jones Library. Based in the Knowledge Quarter, 10 minutes walk from the city-centre, students are surrounded by history and culture.
From arrival to alumni, we’re with you all the way:
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We will enable you to develop a range of social scientific, analytic and communication skills and a variety of transferable skills valued by many employers in a range of industries (eg media organisations, local government and charitable organisations, the criminal justice system and commercial and financial service sectors).
Our graduates have gone on to successful careers in:
We encourage all our students to participate in SLSJ Extra, a series of talks and workshops featuring members from the legal, criminal and voluntary sectors, as well as other leading professionals and reform advocates from the UK and beyond. SLSJ Extra demonstrates how the academic disciplines of law, sociology, social policy and criminology can open doors to a range of fulfilling professions. This foundation of extracurricular activity supports students in their future career aspirations.
We also help our students to take advantage of work experience opportunities. In your second year, you have the option to integrate work experience into your studies. By the third year, you can take advantage of work placements through our Interchange service, which connects you with various voluntary and charitable organisations within the region. You can also gain valuable volunteering experience with support from Employability & Interchange Coordinators or by participating in the Peer Mentoring Scheme.
Placements are available for Sociology, Social Policy and Criminology students, involving research projects that impact communities on both local and national levels. These opportunities are expanding each year, with this year’s research placements including collaborations with the National Youth Advocacy Service and The Heseltine Institute.
We offer a series of specialist postgraduate programmes within Social Policy and Criminology:
Your tuition fees, funding your studies, and other costs to consider.
UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland) | |
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Full-time place, per year | £9,250 |
Year in industry fee | £1,850 |
Year abroad fee | £1,385 |
International fees | |
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Full-time place, per year | £24,100 |
Year in industry fee | £1,850 |
Year abroad fee | £12,050 |
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about fees and funding.
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This could include buying a laptop, books, or stationery.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries that could help pay your tuition and living expenses.
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The qualifications and exam results you'll need to apply for this course.
We've set the country or region your qualifications are from as United Kingdom. Change it here
Your qualification | Requirements |
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A levels |
BBB Applicants may only offer ONE of the following A Levels:- General Studies OR Citizenship Studies OR Critical Thinking. You may automatically qualify for reduced entry requirements through our contextual offers scheme. |
T levels |
T levels considered in a relevant subject. Applicants should contact us by completing the enquiry form on our website to discuss specific requirements in the core components and the occupational specialism. |
GCSE | 4/C in English and 4/C in Mathematics |
BTEC Level 3 National Extended Diploma |
DDD. Must be in one of the following subjects:
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International Baccalaureate |
30 points with no score less than 4. |
Irish Leaving Certificate | H2,H2,H2,H2,H3,H3 |
Scottish Higher/Advanced Higher |
BBB in Advanced Highers, combinations of Advanced Highers and Scottish Highers are welcome. |
Welsh Baccalaureate Advanced | Accepted at grade B with A levels BB. |
Access | 30 Level 3 credits at Distinction in graded units in a relevant Diploma, and a further 15 with at least Merit. Relevant Diploma is Humanities/Social Sciences based |
International qualifications |
Many countries have a different education system to that of the UK, meaning your qualifications may not meet our direct entry requirements. Although there is no direct Foundation Certificate route to this course, completing a Foundation Certificate, such as that offered by the University of Liverpool International College, can guarantee you a place on a number of similar courses which may interest you. |
You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country.
We accept a variety of international language tests and country-specific qualifications.
International applicants who do not meet the minimum required standard of English language can complete one of our Pre-Sessional English courses to achieve the required level.
English language qualification | Requirements |
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IELTS | 6.5 overall, with no component below 6.0 |
TOEFL iBT | 88 overall, with minimum scores of listening 17, writing 17, reading 17 and speaking 19. TOEFL Home Edition not accepted. |
Duolingo English Test | 120 overall, with no component below 95 |
Pearson PTE Academic | 61 overall, with no component below 59 |
LanguageCert Academic | 70 overall, with no skill below 60 |
Cambridge IGCSE First Language English 0500 | Grade C overall, with a minimum of grade 2 in speaking and listening. Speaking and listening must be separately endorsed on the certificate. |
Cambridge IGCSE First Language English 0990 | Grade 4 overall, with Merit in speaking and listening |
Cambridge IGCSE Second Language English 0510/0511 | 0510: Grade B overall, with a minimum of grade 2 in speaking. Speaking must be separately endorsed on the certificate. 0511: Grade B overall. |
Cambridge IGCSE Second Language English 0993/0991 | 0993: Grade 6 overall, with a minimum of grade 2 in speaking. Speaking must be separately endorsed on the certificate. 0991: Grade 6 overall. |
International Baccalaureate | Standard Level grade 5 or Higher Level grade 4 in English B, English Language and Literature, or English Language |
Cambridge ESOL Level 2/3 Advanced | 176 overall, with no paper below 162 |
Do you need to complete a Pre-Sessional English course to meet the English language requirements for this course?
The length of Pre-Sessional English course you’ll need to take depends on your current level of English language ability.
Find out the length of Pre-Sessional English course you may require for this degree.
Have a question about this course or studying with us? Our dedicated enquiries team can help.
Last updated 1 November 2024 / / Programme terms and conditions