BA Sociology with a Year Abroad

Full Time
Degree of Bachelor of Arts

A-Level typical
ABB (2021/2 entry) See All Requirements
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You are interested in how society works. You want to know more about how people fashion their identities, how relationship dynamics work in families, how communities change and how power operates within institutions.
You want to understand the world but also to change it for the better. You are looking for a degree that satisfies your head – your desire for a good and rewarding future career, as well as your heart – your commitment to social justice and equality.


Course Structure

Year 1

In your first year you will study five compulsory modules which will develop your understanding of sociology and create a foundation from which you can shape your sociological interests. You will discover how sociology has developed. You will grapple with how concepts have been created, and the contested nature of knowledge. You will be introduced to the process of research and evidence. The final two compulsory modules will introduce you to the themes covered in the four pathways introduced in year two. This includes exploring your module options for years two and four. 

Year 2

In your second year you will study compulsory modules designed to consolidate your core understanding of sociology. We also offer students a choice of engaging with quantitative ideas and social statistics or qualitative methods. You can of course take both qualitative and quantitative modules if you wish to ensure you have a broad methodological grounding. In addition to your compulsory modules you will take a range of optional modules. These specialist modules are arranged and designed to enable you to create specific routes through the degree. You will be encouraged to consider how these pathways may relate to your career plans.

Year 3

You’ll spend your third studying abroad at one of our partner universities before returning to UEA for your final year. 

Year 4

In the fourth year you will complete a compulsory dissertation which will enable you to explore an area of sociology which you are particularly enthusiastic about. The dissertation has two forms to allow those who want to create a larger piece of work the opportunity to do so. In addition to your dissertation you will also take a range of modules which further advance your specialist knowledge and are designed to help you prepare for developing a constructive and stimulating career.

Teaching and Learning

  The academic year consists of two semesters. A typical module is taught through a combination of lectures and seminars each week. While lectures are attended by all students taking a specific module, seminars are held in smaller groups where you can interact more directly with the tutor and your peers to address and discuss different topics. 

Academic Advising

Throughout your studies you’ll have an adviser who will be able to support and advise you on your studies and developing career ambitions. 

Independent Study

Alongside your taught sessions you’ll be required to work independently, and with your peers in groups. Lecturers will ask you to complete preparatory reading and tasks and bring these with you to sessions. You’ll also be required to submit formative work, where lecturers will give you feedback to help you improve, and summative work, which contributes to your overall mark. Your independent study tasks are designed by the course team to help you to develop as an independent and self-regulated learner. 


You will experience a range of assessment methods which are used to check your progress and ensure your academic development. These include coursework essays, reports, projects, presentations and examinations. 

You will be assessed based on coursework and, for some modules, project and examination results. For each module you will have the chance to undertake ‘formative’ work which will help you to develop the skills you need to approach the assignments. Your final year includes an assessment through a dissertation which allows you to carry out an in-depth exploration of a sociological issue which you find fascinating. The balance of assessment by coursework and exam depends on the modules you choose, but on average Level 4 is 80 percent coursework and 20 percent exam, Level 5 is 80 percent coursework and 20 percent exam and Level 6 is 80 percent coursework and 20 percent exam.


You will get feedback on formative work to help you improve your work in areas such as your use of evidence and argument before your final formal or “summative” assignments. Feedback on summative work will help you to reflect on your learning so you can build your knowledge and skills as you progress through the degree. We encourage you to discuss your feedback with your tutors so you can monitor your progress and take on helpful advice. 

Study abroad or Placement Year

We expect that any travel restrictions will be relaxed by the time you start to prepare to study abroad during your second or third year. You will be provided with timely updates and timetabled briefing sessions to ensure you’re fully prepared for your study abroad journey with UEA. For more information visit UEA Study Abroad.

After the course

Graduates from the Sociology programme will be critical thinkers, able to conduct social research, communicate complex ideas and reflect personally on existing and emerging career opportunities. The programme’s pathways have been designed to link to employment options; and the theoretical and research components of your degree will also provide you with a strong foundation for postgraduate study. 

Career destinations

  • Charity Managers 
  • Professionals in education, caring and social service roles 
  • Policy Analysts and Researchers 
  • Media, Marketing, Communications and Campaign Specialists 

Course related costs

Please see Additional Course Fees for details of other course-related costs.

Course Modules 2020/1

Students must study the following modules for 120 credits:

Name Code Credits


The module introduces you to key concepts in social sciences. As such this module forms an important stepping-stone to the applied modules that follow in years 2 and 3. You will be encouraged to comprehend, evaluate and compare the major perspectives in sociology and a number of key theories in psychology, and begin to use these perspectives as tools for understanding the kinds of psychosocial problems that exist in society. The module requires you to explore and reflect on key societal contexts which influence individuals' daily lives, eg demographic changes and socio-economic structures, including age, gender, cultural diversity and different ethnicities. A central theme will be the interaction of 'self' and social context. The learning from the teaching and wider reading will be applied to real life situations.




This module is about the role of the individual within society and the ways in which society shapes our lives. It considers a range of contemporary and classical sociological theories in making sense of social identities and formations as well as forms of interaction.




This module provides you with an introduction to the justification for researching social life, the different forms of evidence which can be gathered and the practical process of social inquiry. You will work collaboratively to develop research solutions through problem based practical activities such as observing people, interviewing and developing questionnaires. You will use these techniques to address topical questions which you find stimulating and absorbing.




This module introduces students to the second two pathways: criminology; and digital sociology. This will include a series of lectures introducing you to criminological theories and a series of lectures on digital and political sociology.




This module introduces two of the pathways that begin in years 2 and 3 of your degree: the sociology of children and families; and the sociology of social change. The lectures will provide you with an overview of some of the general concepts and ideas within each of these two pathways, to help inform your decision-making for your optional modules. The first part of the module will explore the sociology of childhood and of family life, whilst the second half of the module will examine inequality and social justice issues within society.



Students must study the following modules for 40 credits:

Name Code Credits


This module aims to provide you with the opportunity to develop further research skills using a number of qualitative approaches. In particular the module will examine participatory research methods as these are becoming more commonly used in participant-based research, to explore diverse social phenomena within society. This module outlines the potential for students to review participatory elements in a number of existing/completed research studies, and then apply such methods in a brief project of their choice. The main aim of this module is to enable students to demonstrate how to use participatory methods in their research. Throughout the module, students will be introduced to the main concepts of participatory research; its use in the field of sociology; the ethics processes involved in its use and the appropriateness of this method for community based research.




Political systems around the world are facing profound challenges and transformations. Established democracies in Europe and North America have seen the rise of populism, as marked by election of Donald Trump in the USA, the Brexit referendum in the UK or Jair Bolsonaro in Brazil. Democracy has also been in retreat in many states which democratised or partly democratised after the cold war such as Russia and Poland. At the same time, autocratic regimes in the Middle East and North Africa have come under pressure, with movements such as the Arab Spring signalling aspirations amongst many people for a more democratic system of governance. This module provides you with a critical understanding of how political systems vary around the world and the pressures facing them. It begins by focusing on the drivers of democratisation. It then proceeds to consider how political institutions such as the executive, legislature and the degree of decentralisation vary - and the effects that this has. Finally, we consider new trends in citizen's voting behaviour at the ballot box and pressure groups campaigning for change. You'll gain a critical awareness of current debates in comparative politics and develop key skills including critical evaluation, analytical investigation, written presentation, and oral communication.



Students will select 40 credits from the following modules:

Name Code Credits


This module will explore key ideas, contemporary issues and notions of 'risk' within the context of childhood, youth and transitions. It will draw on psychological and sociological theories to consider the role of education within these areas. This module aims to provide you with: - Knowledge and understanding of the sociology and psychology relating to transitions within childhood and youth sectors; - A theoretical understanding of notions of 'risk' and transition; - An analytical understanding of educational and social policy, provision and practice relating to childhood and youth sectors; - A critical understanding of contemporary issues for children and young people.




For better or worse, digital technologies are hyped at having revolutionised society. This module will provide you with an introduction to the ways in which the internet and other digital technologies are (and are not) affecting society from theoretical and empirical perspectives, and how society shapes technology. Topics covered include: the evolution of the internet; the "network society"; regulating new media; the radical internet and terrorism; social networking, blogs and interactivity; culture and identity in the digital age; and how the internet affects politics and the media.




This module provides you with an understanding of key theories and current debates linking education to development and relating these to international and national education strategies, policies and educational practices. The module will begin by introducing you to some key policy themes in education and international development, and some established theories such as human capital, human development and capabilities, and theory on education as social reproduction. The module then goes into more depth with thematic content on themes such as early childhood development, conflict, gender and difference.




This module gives students the opportunity to explore some of the key factors through which personal and social diversity and oppression may be experienced, including race and ethnicity, gender and disability, and other protected characteristics. We will reflect on these dimensions through the lens of our own lives and experiences and gain confidence in managing our own opinions and emotions in professional contexts. We will also explore a number of contemporary social contexts in which some of these equality and diversity issues have clashed and examine some of the political and social responses to these.




This module will explore the sociological concept of 'family' and how this is understood within a life course discourse. Specifically, this will examine how notions of 'family' have changed markedly from post war Britain. We will discuss the importance of the 'family' as a sociological construct and as an institution over which the Government relies greatly, but has very little direct control. We will examine how time has changed the structure of the family. We will examine the role that marriage/civil partnerships play in family life, and consider how the state understands single parent families, 'blended families', Lesbian and gay families, and families that foster/adopt. One of the key theses affecting all families is 'transitions' and this will be explored as a concept through the life course. We will also consider the role that family plays for older adults during their later years, and the impact that this has on the state's role. We will look at gender and the family, and ethnicity and family in modern Britain. Finally, we will consider 'intimacy' within family life, particularly in relation to relationships, sex and notions of 'belonging', as well as violence and abuse.




This interdisciplinary module will begin by exploring the various approaches to understanding gender and development, then introduce and explain a range of key concepts as the foundations of gender analysis. The module then applies these concepts in examining a selection of important relevant debates: gender analysis of economic growth, divisions of labour and incomes, land and property rights, environmental change, education and health policies, voice and empowerment, and violence and religion.




Providing a conceptual overview of feminist research approaches, this module examines contemporary gender and power relations. You will examine both the formal and informal power structures that shape the experience of gender. Bringing together the fields of media and sociology, politics and cultural studies, you will explore the relationship between feminist theory and activism.



Students will select 40 credits from the following modules:

Name Code Credits


This module will enable you to apply sociological and psychological theories around child development to a child, by organising and taking part in a series of observations of a young child in a nursery setting. This will enable you to become familiar with: the social life of a child within a nursery setting; children's play - based learning approaches; role modelling behaviours; the role of boundaries as a driver to change behaviour; gender based issues in care environments. The psychological theories that students will learn about include Piaget, Eriksson and Freud.




This module aims to provide you with an understanding to the background and legislation influencing special educational needs education. It will enable you to identify historical, social, cultural and political considerations and to understand key issues related to the education of children with special educational needs. Drawing primarily on social, psychological and educational perspectives you will develop a critical approach to analysing special educational needs policy and reflect on how contemporary issues and the current Special Educational Needs Code of Practice is being put into practice in Early Years and Primary Settings. The module is underpinned by a reflection on our attitudes towards children and challenges of inclusion. It is expected that by completing this module, you will be able to: 1.Identify, outline and critically examine key legislation, regulations and codes of practice in relation to supporting children/young people with special needs and disabilities; 2.Demonstrate a critical understanding of the strategies for intervention and the impact of the assessment process on children, their parents and their settings; 3.Demonstrate a critical understanding of current inclusive educational policies and practices within settings; 4.Identify and develop strategies that overcome barriers to learning in a range of educational contexts; 5.Reflect on your own values in relation to children and special educational needs; 6.Demonstrate individually and/or cooperatively a range of problem- solving and reasoning skills, ethics, synthesis, communication and presentation of information. It is expected that by completing this module, you will be able to: #consider the historical and cultural background to current government policy regarding Special Educational Needs; #have an understanding of the SEN Code of Practice and assessment process; #have an understanding of the range of provision and professional support available; #consider the implications of the assessment process on children, their parents and their settings.




This module considers key theoretical perspectives in criminology, drawing upon this foundational knowledge to understand and explain different kinds of criminal behaviour, and society's response to them. It considers how crime is defined and researched, situating the criminal law in social context. The aim of the module is to introduce students to the study of criminology, and to engage students in critical discussions of how crime is defined and by whom; why criminal behaviour is an enduring feature of contemporary liberal societies and society's response to crime. The module aims to develop students' knowledge and understanding of: #Key theoretical and empirical issues in criminology; #The value of theory in explaining patterns of crime and criminalisation. #The nexus between criminological theory and criminal justice policy in relation to specific case study examples.




This module examines offending and justice for female offenders compared to male offenders. Specific topic areas will vary but are likely to cover pathways into offending, the complex relationship between offending and victimisation for women and girls, offenses committed by women and girls#ranging from status offenses (e.g. running away from home) to theft and shoplifting, against the person crimes and participation in gangs#experiences within the criminal justice system and, finally, desistance from offending. Theoretical perspectives drawn upon will include sociology, feminist criminology, and intersectionality, particularly the interplay between gender, age, class, socioeconomic status, race, and sexual orientation. Theoretical approaches and research will be covered alongside examples from popular media, film, current events, and case studies.




What role do media and communication play in processes of globalisation? How is an ever more global media creating cultural change? In this module you will explore the cultural implications of global media and culture by investigating audience practices and media representations. It begins by introducing the main theoretical approaches to mediated globalisation, before examining how these work in practice. Indicative topics include the power of global branding, global celebrity culture, global publics and local audiences, transnational cultures, and representations of migration.




This module critically analyses the role of key development actors, and the contexts that they work within. It emphasises how actual interventions play out in society - where they become concrete and have real effects. What changes because of these interventions, and what stays the same, and why? What are the actors' intentions, who shaped them, and why are outcomes often unintended and contradictory? The module considers a range of actors from social movements to international organisations. It exposes students to the complexities of policy implementation and social change, and provides a strong grounding in understanding the politics of development policy. Although open to all students it is useful if you have taken Introduction to the Politics of Development (DEV-4009B). If you have not you may have to do some additional work in the opening weeks of the semester in order to familiarise yourselves with key concepts. Lecturers will assist you in doing so.




Traditionally social policy focused on the 'big five' areas of: poverty, health, housing, education and unemployment. This module will consider these to enable students to explore key concepts that underpin the analysis and practice of social policy and their relationship with social, economic and political change. In addition, students will be asked to analyse a number of current social problems in their societal context, such as: social justice and inequality; needs and rights; vulnerability; citizenship as well as substantive issues such as Migration, demography and labour markets. Students will be asked to consider how and why services do or do not meet the needs of specific groups, such as children, people with disabilities, women, older people, or members of minority ethnic groups, and the role that social policy can play in addressing this.




How do the media shape how we see ourselves? Or indeed how others see us? In a world of social media, self-branding and the increasing importance of mediated forms of identity, on this module you will explore critical ways of thinking about the relationship between culture, media and the self. Drawing on a range of theoretical approaches in the field of media and cultural studies, this module asks you to use research methods from autoethnography to content analysis to explore both their own identities and the way in which identities more broadly are formulated through contemporary media culture. Through discussing the representation of identity in media content, as well as issues of media production, regulation and consumption, you will critically reflect upon the relationship between media culture and social power and consider how social and technological changes impact on the ways in which identity is experienced in everyday life. On successful completion of this module, you should be able, at threshold level, to critically reflect upon the ways in which media texts construct social identity and should be able to discuss the relationship between media and identity with awareness for social, institutional and technological factors that shape both media production and consumption. Assessment is by group presentation and independent research project.



Students must study the following modules for 120 credits:

Name Code Credits


You will spend a year at a university abroad taking an approved course of study based on Sociology or related disciplines. You will need to be a student on the 4-year BA Sociology with a year Abroad programme in order to undertake this module.



Students must study the following modules for 20 credits:

Name Code Credits


The dissertation is an extended piece of writing which enables students to explore in depth a sociological issue of concern for them. There is a free choice of topic, subject to the approval of the module leader. Students may, for example, choose a topic, which has interested them throughout the course, which they now want to explore in greater depth, or they may identify a contemporary issue which they feel needs further exploration. The topic must lend itself to completion within the total word limit of 8000 words. The dissertation can be a review of the literature on a given topic, or a small empirical piece of work.



Students will select 40 - 60 credits from the following modules:

Name Code Credits


Would an ideal society have no more crime? Who would be wealthy? Would politics be outlawed? Do utopians wish to impose their views on the rest of us? This module explores questions such as these, which are central to political and social theory, through the prism of selected utopian and dystopian novels and other utopian texts ranging from Thomas More's Utopia (1516) to the present. It focuses on themes such as property, social control, gender, work, the environment and politics. A major question which the module addresses is the political significance and effects of utopian ideas - often derided as frivolous or impractical in their own time - and the historical role of utopian ideas in political theory and social reform. This module is a 20-credit version of Better Worlds? Utopias and Dystopias.




Today's political world is more than ever influenced by digital technologies, from innovative social movements to 'fake news' and digital election campaigns. We will explore how the technologies influence political processes and how political processes in turn influence technology. We will examine the impact of digital media on electoral politics, examining key election campaigns (including recent UK and US elections) and the impact of social media, big data, and targeted advertising on their results. We will investigate how social movements (from Black Lives Matter to the Alt-Right) have been transformed through their use of digital networks. We will navigate the world of online politics, with a particular focus on the new culture wars being fought out in online environments. Finally we will explore the politics of the everyday, and the political effects of the technology platforms on which we live our online lives.




This module explores how gender and sexuality are theorised within contemporary sociology. Taking a constructionist stance the module will range across the historical, cultural and socio-political elements of gender and sexuality. Students will consider the representation of sexualities and gender in the media and popular culture; gender and sexual diversity in society, the subjective lesbian, gay, bisexual and transgender experience and the power dynamics concerning inequalities and sexual minorities.




This module explores power and crime, focusing upon exploitation and the relationships between crime and inequality in the context of adolescence and young adulthood. Three facets of exploitation#victimisation, offending, and justice#will be explored though offences involving young people such as social media, sexual exploitation, sex work, against the person crimes, knife crime and country lines. Theory will be drawn from sociology, developmental/ social psychology, and criminology and will explore concepts such as the relationship between early adverse experiences and maltreatment and later offending/victimisation, differences between criminalisation and offending, agency and victimhood, and children in care who become involved in offending. The module will include learning about programmes and interventions designed to promote resilience and create turning points. Theoretical approaches and research will be covered alongside case studies.




The module will explore different understandings of 'childhood' and the implications of these. It will challenge taken-for-granted understandings, through using different lenses to look at childhood - for example, social, historical or legal/political lenses will show us different ways of thinking about 'what is a child', some of these contradictory. There will be lectures to attend, group activities to participate in, movies/documentaries to watch and biographies to analyse and present. By exploring the constructed nature of childhood, we hope you will develop a deeper understanding of how childhood is a diverse and multi-layered concept, and thus how working with a child/children becomes a complex activity, and how it comes to be shaped by a number of social, cultural and historical factors.




This module specifically examines the concept of the family within the 21st century and discusses how it has changed as a structural form. Whilst families have generally become more diverse, there are still strong 'normative' ideologies present within society that can create significant tensions within individuals, families and communities. We will present research which explores a number of these tensions by examining: the role of fathers in family life; lesbian and gay families; the role of fostering and adoption; an examination of trans families through the life course; the experiences of ethnic minority families, and other contemporary issues.




Since the late 1950s, far more wars have been fought within the boundaries of single states than between different countries. The occurrence of these violent intrastate conflicts poses significant challenges to the development agenda, as they have often devastating social, political and economic consequences that can lead to severe humanitarian crises. Grounded in the acknowledgement that it is extremely difficult to meet international development targets in states experiencing violent civil conflict, the aim of Wars and Humanitarian Crises is to critically assess the (contested) causes and possible solutions of protracted civil wars. Key themes in the module include competing explanations for the incidence of civil war, the humanitarian implications of civil wars, the role of the media in reporting wars and humanitarian action, terrorism as another form of political violence that is distinct from but in many cases related to violent intrastate conflicts and strategies and challenges of peace-building.



Students will select 40 - 60 credits from the following modules:

Name Code Credits


How do grassroots and third sector organisations campaign for social and political change? Rather than pose this as an abstract question, you will partner with existing organisations to conduct campaigns on specific issues such as climate change, tax avoidance or gender inequality. You will receive a brief from a partner organisation and be supported in planning, devising, and carrying out activities that will achieve the aims of the brief. Taught content will include strategies for both online and offline activism, analysing power relations at different scales, and ways of assessing the effectiveness of your campaigns, but the bulk of this module will be the experience of a "live" campaign. You will combine applied research skills with professional practice in the form of a "reverse internship." As the partner organisations are embedded in the module, you will build valuable skills for employability as well as an opportunity for being supported in the exercise of engaged citizenship. You will be assessed by presentation and critical reflection. In the year 2017-2018 the partner organisation was Greenpeace, but partners may change each year.




The nature of Capitalism and its possible futures is one of the preeminent issues of our time. This module considers the past, present and possible future development of capitalism as a socio-economic system. Drawing upon a wide range of classical and contemporary theorists of capitalism, we consider capitalism in relation to a range of issues, such as: freedom, urbanisation, imperialism, technology, climate change, art and culture. We go on to consider capitalism's tendency towards recurrent crises, and what the alternatives to a capitalist system might be. The module will enable you to develop a critical understanding of capitalism as a political, economic and cultural system.




You'll examine one of the fundamental and enduring questions of normative political theory and applied ethics: who should get what? You'll focus on some of the leading contemporary theorists of distributive justice, including Rawls, Nozick, Dworkin, Elster, and Sen. As well as exploring macro questions of justice (e.g. what principles of justice for the basic institutions of society? Equality or sufficiency? Need or desert?) You'll also spend time on a range of micro questions about just allocation (e.g. How should household chores be divided between men and women? On the basis of what criteria should scarce donor organs be distributed in hospitals?) In addition to this, you'll also address, through the work of Beitz, Pogge, and Miller, questions of global distributive justice (Is global economic inequality unjust? If so, why? Do people have a right to an equal share in the value of the Earth's natural resources?). The format of the module will be a two-hour workshop each week, comprising research-led teaching, seminar discussions, practical exercises, textual reading, balloon debate, and essay writing and research-skills mini-sessions. The assessment will be comprised exclusively of a series of short workshop briefing papers, with a heavy emphasis on formative feedback on drafts to be discussed during optional weekly one-to-one tutorials.




You will critically consider the relationship between media and education, considering what effect the media has in shaping knowledge, what role education plays in supporting media narratives, and how media and education influence cultural and social issues. You will draw upon current social and cultural issues and explore how these issues are shaped and discussed through the intersecting narratives of media and education. You will consider and reflect on current topics that may include issues around gender, sexuality, religion, youth, class, and sport.




This module builds upon key themes in the politics of development that recur throughout the politics-related modules in DEV: distributions of power and resources, geographies of poverty and inequality, and dynamics of social and political change. The module mixes lectures with student led sessions that are intended to provide space for students to draw out their experiences of development in practice, and to think through concrete strategies for making human society a little less unequal, violent, and destructive. Students are encouraged to approach 'development' as a 'relational whole', and to think critically about the complex and often contradictory nature of change. The module culminates in a workshop in which groups of students will present strategies for fostering more equitable processes of social change.



Important Information

The University makes every effort to ensure that the information within its course finder is accurate and up-to-date. Occasionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, informing students and will also keep prospective students informed appropriately by updating our course information within our course finder.

In light of the current situation relating to Covid-19, we are in the process of reviewing all courses for 2020 entry with adjustments to course information being made where required to ensure the safety of students and staff, and to meet government guidance.

Entry Requirements

  • A Level ABB or BBB with an A in the Extended Project
  • International Baccalaureate 32
  • Scottish Highers AAABB
  • Scottish Advanced Highers BCC
  • Irish Leaving Certificate 3 subjects at H2, 3 subjects at H3
  • Access Course Pass the Access to HE Diploma with Distinction in 30 credits at level 3 and Merit in 15 credits at Level 3.
  • BTEC DDM. Excludes BTEC Public Services, BTEC Uniformed Services and BTEC Business Administration.
  • European Baccalaureate 75%

Students for whom English is a Foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS: 6.5 overall (minimum 5.5 in all components)

We also accept a number of other English language tests. Please click here to see our full list.


INTO University of East Anglia

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:


Most applicants will not be called for an interview and a decision will be made via UCAS Track. However, for some applicants an interview will be requested. Where an interview is required the Admissions Service will contact you directly to arrange a time.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application.


The annual intake is in September each year.

Alternative Qualifications

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher Level. In addition some degree programmes require specific subjects at a higher level.

GCSE Offer

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE.

Course Open To

UK and overseas applicants.

Fees and Funding

Information on tuition fees can be found here: 

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds.  

The University of East Anglia offers a range of Scholarships; please click the link for eligibility, details of how to apply and closing dates. 

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option. 


UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The application allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it is sent to UCAS so that they can process it and send it to your chosen universities and colleges. 


The Institution code for the University of East Anglia is E14. 


Please complete ourOnline Enquiry Form to request a prospectus and to be kept up to date with news and events at the University.  

Tel: +44 (0)1603 591515 

    Next Steps

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