- Sociology
BSc (Hons) — 2025 entry Sociology
On our BSc Sociology course, you'll study large-scale social trends, the significance of key social institutions and the subtleties of everyday behaviour, lifestyles and identities. We'll challenge the way you think about how society is organised and how it influences the way we live. Our course will prepare you for a wide range of jobs which require the ability to analyse complex issues and reach policy conclusions.
Why choose
this course?
- Study with us, and you’ll join one of the most prestigious sociology departments in the UK, which is also well known for its friendly and supportive nature.
- You’ll gain a thorough grounding in theoretical and empirical debates within sociology and be trained to apply this understanding to current issues. You will also be equipped with an understanding of social divisions and social inequalities. Through research methods training from your first year onwards, you will gain an understanding of qualitative and quantitative methods which is valued by many employers.
- You’ll have the option to take one of our award-winning Professional Training placements that will prepare you for work in industry.
Statistics
Top 5 in the UK
Sociology is ranked top 5 for overall student satisfaction* in the National Student Survey 2023
6th in the UK
Ranked 6th in the UK and top 50 in the world for sociology in the ShanghaiRanking's Global Ranking of Academic Subjects 2023
7th in the UK
For sociology in The Times and The Sunday Times Good University Guide 2024
*Measured by % positivity across all questions for all providers listed in the Guardian University Guide league tables.
What you will study
The BSc Sociology at University of Surrey aims to provide you with a comprehensive knowledge of how people shape, but are also shaped, by the world around them.
Studying sociology at Surrey involves building a detailed and critical understanding of societies and the social processes and relations that link individuals, groups and institutions, such as the family, education, the economy, criminal justice, the media, health, community and the welfare state. Your studies will help you to develop your sociological imagination, question common assumptions and see current issues in a new light.
In an increasingly unstable and rapidly changing world, you will focus your thinking on big questions concerning inequalities and social justice, such as those relating to social class, gender, ethnicity, age, disability, religion and sexuality, and social challenges at both the local and global level, including major issues like the effects of international migration, the impact of artificial intelligence, the abuse of human rights, and responses to the environmental crisis.
The programme also provides opportunities for you to reflect on how sociological approaches can help to better address contemporary problems in society, to facilitate and enact positive, sustainable improvements and be one of the change-makers of tomorrow.
The academic year is divided into two semesters of 15 weeks each. Each semester consists of a period of teaching, revision/directed learning and assessment.
The structure of our programmes follow clear educational aims that are tailored to each programme. These are all outlined in the programme specifications which include further details such as the learning outcomes.
- Sociology BSc (Hons)
- Sociology BSc (Hons) with placement
- Sociology BSc (Hons) with foundation year
- Sociology BSc (Hons) with foundation year and placement
Please note: The full module listing for the optional Professional Training placement part of your course is available in the relevant programme specification.
The course content and modules listed for this course are subject to change while we undertake a curriculum design review. Please contact the programme leader if you have any queries about the course.
Modules
Modules listed are indicative, reflecting the information available at the time of publication. Modules are subject to teaching availability, student demand and/or class size caps.
The University operates a credit framework for all taught programmes based on a 15-credit tariff.
Course options
Year 1 - BSc (Hons)
Semester 1
Compulsory
This module introduces students to the history and origins of the discipline of Sociology. Students gain an in-depth understanding of the historical conditions that allowed key theorists to start questioning and conceptualising the social world around them. Students will learn about these key theorists by exploring how they comprehensively attempted to explain how social order was maintained within the social world. We explore the work of Durkheim, Marx and Weber who, collectively, are often assigned the title of the ‘founding fathers’ of the discipline. Students learn about the differing conceptions of the social world so that, by the end of the module, they can employ three differing perspectives to understand the organisation and complexity of the social world. The overall aim is for students to understand three different approaches to conceptualising the social world and to appreciate the legacy in thought each approach has instilled in us as sociologists.
View full module detailsThe module will introduce students to the practical elements of sociology through the sociological imagination, urban sociology and reflexivity. Students will apply their sociological imagination to the local area, volunteering and careers, enhancing their digital capabilities, resourcefulness and resilience and employability skills. The module will critically engage with diverse contemporary cultural issues through the sociological imagination.
View full module detailsSemester 2
Compulsory
Within this module we will begin to explore 20th century sociological thinkers and how they offer key micro perspectives that inform our understanding of everyday life (Cf. Scott 2009). This involves exploring ideas of social order (Parsons and his critics) and rituals and routines (Chicago school, Strauss Goffman, ethnomethodology). We conclude the module with a discussion of the methodological implications of exploring sociologically the significance of everyday life.
View full module detailsThis module introduces students to the role and significance that popular culture plays in everyday society. Students explore how mediated societies have placed popular culture at the centre of our lives as we engage with it in its various forms in every aspect of our lives. The course covers the everyday significance of contemporary popular culture in an ever increasingly mediated society, including visual/screen media; music, and celebrity/tabloid culture. It also focuses upon the analysis of consumer culture, the social significance of phenomena such as music and fashion and the distinction between popular and high forms of culture. Students learn a wide range of perspectives and theories to understand the impact and significance that popular culture plays within our lives.
View full module detailsSemester 1 & 2
Compulsory
This module provides students with a broad introduction to the changing nature of contemporary societies through a focus on key substantive topics in sociology. Students will learn about the core social divisions and social identities that are so important to sociological analysis, including social class, gender, race/ethnicity, age, disability, sexuality and religion. We will also examine significant social contexts and institutions within which social processes take place, including family, education, economy/work, health/medicine, community, government/ state, science/technology, media, environment and globalisation. By considering the ways in which sociologists have conceptualised and researched these topics, students will explore their continued significance for twenty first century societies as well as individual lives. The overall aim is to provide students with a clear understanding of social inequalities and differences, alongside the social contexts and institutions that shape and are shaped by them.
View full module detailsThis module introduces students to qualitative and quantitative approaches to research design, methodology and data analysis. Part A focuses on qualitative field methods, including in-depth interviews, focus groups, and ethnographic observation, and their place within the wider research process. Students will explore the insights and possibilities generated by qualitative research as well as some of the challenges that qualitative researchers may encounter. Students will gain experience in designing, collecting, producing, and analysing their own data. Part B is designed to introduce students to the statistical techniques necessary for implementing and critically evaluating quantitative social research. Emphasis will be put on when and how data is collected, how to use basic statistical techniques to analyse the data appropriately, and how to interpret results. Students will also acquire a familiarity with R, a software environment for statistical computing and graphics.
View full module detailsYear 2 - BSc (Hons)
Semester 1
Compulsory
A number of key global challenges are introduced in this module, focusing on the valuable contribution social research can make to addressing issues such as climate emergency and sustainable living, food insecurity, precarious work and resilience, energy crisis and health inequalities. We examine the role of research in developing, evaluating and improving policy at local, national and global levels. The process of policy making is studied at its different stages, how researchers can contribute and the types of interventions that are possible and effective. Only by understanding this process can research be designed and communicated in appropriate ways to inform policy and change behaviour, so increasing the value of the research, of the work of the researcher and the impact the research has. The concept of research impact is explored as part of the module, in terms of making a positive contribution to improve practices, as well as in terms of academic agendas for impactful research and its relationship to funding. In particular, we employ the latest Research Evaluation Framework (REF) Impact Case Studies to explore good examples of impactful research. This also serves to reinforce an understanding of the relationship between good project design and research outcomes, and provides an opportunity to showcase the impactful work of Surrey University staff. Students will have the opportunity to study a series of specific social challenges, with access to academic experts sharing the challenges, recommendations and impacts of the research they have contributed to address these. Not only does this enable research-led teaching, but students will build up an understanding of the specific global challenges and policy areas, as well as what the research, policy making and evaluation career pathways can involve.
View full module detailsThis module builds upon the research methods training which students received in their first year to provide students with a more robust understanding of some of the main quantitative analysis approaches in the social sciences. Students will learn about multivariate quantitative analyses with the help of R, a software environment for statistical computing and graphics. They will investigate a range of topics in sociology and criminology by accessing suitable secondary data from the UK Data Service, analysing data using R, and interpreting and presenting the results of quantitative analyses.
View full module detailsOptional
International migration has increasingly become a focus of attention across a range of academic disciplines as well as for politicians, policy makers and the media. Various factors - and combinations of factors - global political and economic restructuring, mobilities, conflicts, ambitions – mean more people move across international boundaries. With the increasing movement of people governments in Britain and Europe have been tightening control on the entry of migrants and making entry ever more conditional. As countries in the Global North recognise the need to recruit migrants to fill labour shortages a ‘managed migration’ approach has driven national government’s migration policy. Managed migration means an increasingly selectivity about who is allowed to cross borders. This creates highly differentiated status and rights given to the different categories of migrant. The arrival and settlement of migrant populations in countries of destination like the UK and other European nations has meant an increasingly preoccupied with social exclusion, social cohesion and integration. The policy approaches that have developed out of these concerns are often controversial and seen a rise in the numbers of residents with insecure statuses, and emphasised divisions between migrants and citizens, and between migrants with different legal statuses. These issues, debates and policies have profound and on-going implications for processes of identity, belonging and multiculture.
View full module detailsThis module introduces students to the origins of the internet and its development over time. Students will explore internet-mediated communication and social media platforms, and gain the critical and analytical skills needed to understand their social, political and economic implications. Students will be introduced to a variety of academic approaches to the internet, as well as encouraged to bring key academic scholars to bear on internet issues. The module provides a theoretical and scholarly basis to think about a range of internet-specific phenomenon, such as online communities, social media identity, hashtag activism and more.
View full module detailsWithin this module students will explore the relationship between drugs and wider society. Students will delve into what constitutes a ‘drug’ and will consider the boundaries between health and illness, licit and illicit drugs. Students will be equipped to bring a critical lens to topics such as drug markets and recovery; and will develop a sociological understanding of why people take drugs and the ‘effects’ they have. Throughout the module students will be encouraged to take a global perspective and consider how the relationship between drugs and society is historically and socio-culturally variable. Students will also increase their employability through working in groups to produce a digital deliverable.
View full module detailsThis module focuses on social need and how societies organise to provide for those in need. We examine how poverty is defined and policies formulated in response to this, at local, national and global levels. Exploring how the political context changes overtime and diversity in cultural experiences, allows us to take a global perspective but to interrogate this by looking at particular welfare systems. We consider the relative position of social classes, generations, ethnicities, and men and women in respect to poverty, inequality and welfare. We explore the changing boundaries between the roles of the state, the market, the family and the voluntary sector in the mixed economy of welfare. Diverse topics are covered to facilitate this, such as: education, health, housing, criminal justice, arts and culture, and work and pensions ¿ which also encourages students to consider their own employability plans. As an urgent global challenge, which can significantly impact individual life chances, a sociological framework is utilised to understand poverty, incorporating both historical developments, such as workhouses and development of the NHS, and contemporary issues, such as food banks and the cost of living crisis.
View full module detailsSemester 2
Compulsory
This second-year module builds upon the knowledge of sociological theory and classical sociological thinkers that students have developed in their first year of studies. However, the focus shifts to forms of sociological thinking with an ostensibly critical intent. It examines critical sociological perspectives within their socio-historical context, a global context, and in relation to such broad issues as the nature of social organisation, the workings of power and capitalism, modes of everyday behaviour, inequalities, culture, social change and environmental degradation. It also considers the contemporary value and applicability of each critical sociological perspective and of the critical sociological enterprise more generally. Some themes and issues recur and are developed throughout the module: the conceptualisation of power in social theory the relationship between culture, economy and nature in conceptualisations of power the types of sociologically significant hierarchies the critical understanding of the influence of sociological factors on the construction of knowledge the relation between different critical approaches
View full module detailsThis module builds upon the research methods training which students receive in their first year in order to provide students with a more detailed understanding of qualitative methods. While recognising interplay between the different stages, this module is structured around the general stages of conducting qualitative research - planning, conducting, analysing and writing about qualitative research. Students will learn about new developments in qualitative research including creative and visual methods, different types of ethnographies and mobile methodologies. They will also enhance their skill set by learning different methods of analysing qualitative data including computer assisted qualitative data analysis.
View full module detailsOptional
Consumption is not only essential for survival but is an integral part of everyday life important for individual and group identity, relationships and the performance of social practices. However, the environmental and social consequences of the scale of contemporary consumption cannot be ignored. This module introduces students to a range of theoretical approaches which they apply to understand everyday consumption (of food, clothes, household objects, technology and energy) sociologically. It encourages them to locate their own consumption within its global environmental and social consequences, and to think critically about pathways to more sustainable modes of consumption.
View full module detailsGender is a major consideration in sociological work as a key social division. This module deconstructs societal understandings of gender and explores cultural and social divisions in contemporary society. It also supports students in constructing new models of understanding gender based on contemporary sociological literature. This take account for the complex multi gendered world in which we live. Drawing upon feminist theory throughout, the module contextualize shifts in thinking about gender and student’s gain particular knowledge of intersectionality. Students demonstrate how they can apply such sociological theory to other social divisions that gender intersects with, including race and class. Otherconsiderations include how sex, bodies, and masculinities/femininities impact the ways in which people become gendered. At its core this module is an inclusive and contextually aware meaning student gain particular global and cultural capabilities, as well as the recognition of the importance of sustainability in terms of gender quality.
View full module detailsThis module introduces students to an understanding of how culture is communicated through the fine arts and popular culture across a range of media and genres (including, but not restricted to, painting, theatre, film, television, classical and popular music and literature). Students will explore key theoretical approaches, concepts and frameworks relevant to understanding how culture is communicated in contemporary society, and how culture is produced and consumed. The module is particularly interested in how power structures and social, cultural and economic inequalities shape our experience, production, understanding and valuing of different cultural objects and media. Students will develop their own critical and creative communication skills (including digital) by discussing a range of contemporary and changing case studies.
View full module detailsWork is important for individuals, for identity and survival, and for society, for stability and productiveness. This module focuses on the changing role of work, what impacts how it is experienced, and how theoretical approaches both inform and are informed by the study of working life. Students will explore the concept of work and its representation through different media, including film, music, fiction, art, photography, and virtual, augmented and mixed realities. The module offers a global perspective at its core, appreciating the importance of rooted historical accounts and diversity of cultural experience, but recognising the interconnectivity of issues of work and employment (as well as the lack of it) in the global economy. Students will also consider the future of work, its sustainability and connect this to employability, equipping students to evaluate their own work experience, resilience and career aspirations from a sociological perspective.
View full module detailsYear 3 - BSc (Hons)
Semester 1
Optional
This module focuses on family life and family diversity. A range of empirical data and theoretical perspectives on the family and its relationship to society will be drawn upon to explore topics such as marriage and partnerships, housework, parenting, and the intersection of families with the state and other social institutions. We will pay particular attention to the relationship between production and reproduction, specifically, examining the household division of labour and how this has varied over time and in relation to external pressures, especially the demands of paid work. The module will consider how family life is mediated by gender, class, ethnicity, and sexuality, and use contemporary, historical and cross-cultural material to highlight processes of change and development in contemporary family life. This optional module builds upon core and optional material taught in year 1 and year 2 about family change and gender inequalities in domestic life and beyond, consolidating and furthering existing learning by providing a detailed and nuanced discussion of key issue related to families.
View full module detailsIn this compulsory module in the BSc in Media and Communications degree, students will research, investigate and communicate knowledge about the societal implications of new and emerging digital technologies. Students will delve into theories and practical case studies around Big Data, platforms, wearable technologies, artificial intelligence, automated decision-making, data justice, platform responsibility and people’s skills, critical capabilities and literacies with data and platform technologies. Students will develop significant digital capabilities and be equipped to engage with practical and theoretical lenses from communications studies as they analyse the societal impact of datafication in global contexts, as one of the grand challenges of contemporary times. Students will use their digital, global and cultural capabilities to synthesize and communicate knowledge to a variety of sectors and stakeholders both within and outside academia, as they are equipped to engage with these sectors through written, oral and audiovisual means.
View full module detailsThe module explores human sexuality from diverse perspectives and across different topic areas, but central to the module is a sociological approach that regards sexuality as primarily a social construction. The module provides a global perspective on sexuality, drawing on studies and theories from many different societies, whilst paying attention to the historical and scientific roots of sexuality. Topics cover issues related to the diversity of experience related to sexuality and sexual identity, recognizing too the interconnectivity of sexuality with other social identities and sources of social division e.g gender, ethnicity, age, amongst others. The module covers several specific areas of sexuality, which allows students to connect academic topics with ‘real-world’ examples and write critically, analytically and logically thereby increasing employability. The module requires students to undertake individual and group level formative work, thereby enhancing skills of resourcefulness and resilience.
View full module detailsThis module introduces students to the role that travel and tourism plays within the sociological sphere of leisure. Students explore touristic motivations and desires through theory to understand how and why people choose the destination they travel to. In addition, students explore the wide range of experiences tourists have at these destinations using theory to explain their significance. The module also explores how the construction of touristic spaces and resorts impacts both the motivations and experiences of tourists. The module then examines weekly case studies of different forms of travel and tourism, for example, sex tourism, dark tourism, party-island travel, and gap years to implement the theoretical ideas developed in the first half of the module. By the end of the module, students are equipped with the skills to understand the construction of experiences from the touristic industries as well as how travel and tourism can create social and cultural inequalities.
View full module detailsThis module examines the significance of popular music in mediated societies, focusing on music industries, content, technologies and audiences. A range of topics are explored, including authenticities, standardisation, global music flows, new digital technologies and a range of issues regarding music consumers and communities. The module also addresses the connections of popular music with social divisions/identities, including those relating to ethnicity, gender and class.
View full module detailsSemester 2
Optional
This module centers around the core concepts of race, ethnicity, racism and intersectionality. It explores how modern society emerged and developed in tandem with the concept of race and strategies of racism. The module will examine the historical construction of race in the eighteenth and nineteenth centuries before considering theoretical approaches to the study of race and gender, race and class, whiteness, multiculturalism and cultural racism, space and segregation, mixed-race studies and decolonisation. We will consider whether we are moving towards a 'post-race' society, and whether this is possible and indeed desirable. The module relates to the degree programme more broadly by discussing ethnicity, racism, social justice, and notions of identity and diversity. As such it builds upon previous learning that students will have undertaken in prior modules throughout the first two years of their degree programme.
View full module detailsIn the preface to the third edition of their textbook, Rogers and Pilgrim (2005) emphasize that their book is ‘A sociology of mental health and illness’ and not ‘The sociology of mental health and illness’. They make this point because any book (or indeed course) on mental health and illness will have to be selective and will not be able to cover everything. They also highlight how the word ‘sociology’ in the title is a little troublesome as “sociological analyses of our topic are not offered only by sociologists”. In this module students will encounter a range of sociological perspectives on mental health and illness and will delve into critical debates surrounding definitions, concepts and the ways in which mental health has been ‘organized’ and responded to. Through focusing on topics such as inequalities, and mental health in prisons, students will be equipped to think critically about current, global, mental health care policy and practice. At points in the course, students will have the opportunity to meet professionals working in related fields and connect this to their own employability.
View full module detailsWhilst the problem of hate crime has been, until relatively recently, largely neglected as a distinct area of criminological research in the UK and around the world, changes to political, criminal and social justice agendas have given hate crime much greater significance over the past 30 years or so. This module is therefore designed to provide students with a broad historical, theoretical, and contemporary understanding of the key issues relating to hate crime. Particular focus is placed on examining the different forms that hate crime can take and the impact it can have on victims and wider communities, whilst the motivations behind hate crime perpetration are also explored, as are the various legal and wider criminal justice and other relevant responses to it, all within an international context. Students are also encouraged to think critically about issues relating to identity politics, diversity, and the broader social construction of contemporary crime problems. The module relates to the degree programme more broadly by discussing policing, victimisation, legislation, the criminal justice system, offending, social justice, and notions of identity and diversity, within the hate crime context. As such it builds upon previous learning that students will have undertaken in prior modules throughout the first two years of their degree programme.
View full module detailsThis module focuses upon the development, characteristics and contemporary significance of a range of different aspects of youth culture in the context of mediated societies. Topics covered include the construction and development of understandings of adolescence as a distinct life course period, the relationship between youth and both traditional and digital forms of media, questions of class, ethnicity and gender, the significance of on and offline spaces, and debates relating to youth communities and subcultures.
View full module detailsThis module offers students an in-depth exploration of the relationship between education and wider society. Students will learn about different theoretical approaches used to understand this relationship, developments in education policy and practice over time and between different national contexts, and the significance of social characteristics such as class, gender, ethnicity, disability, sexuality, and religion on educational patterns and processes. We will examine themes such as attainment inequalities, curriculum knowledge, teaching and learning, discipline and citizenship, voice and identity, accommodating difference, family engagement with institutions, and the globalisation and internationalisation of education. The overall aim is to provide students with a clear knowledge and understanding of contemporary debates in education and the skills to critically evaluate these through a sociological lens
View full module detailsSemester 1 & 2
Compulsory
This module enables students to focus on and research a topic of significance of their own choice. It enables them to build on, bring together and demonstrate the range of analytic, knowledge based and digital skills they have developed throughout their degree and equips them with new transferable skills of designing and developing an independent project. Students will use their digital, global and cultural capabilities to synthesize and communicate knowledge within their chosen project. Students work on their project with the guidance of an individual supervisor and participate in a series of workshops designed to provide guidance for key stages of the project. Students conduct independent research which will involve reviewing appropriate literature, developing a suitable research approach and carrying out appropriate forms of analysis. Project approaches are diverse and include collection of primary data (e.g through interviews or surveys); secondary analysis of existing data sets; analysis of documentary or media sources or a systematic review of existing literature. A final project report of 10-12,00 words is prepared.
View full module detailsYear 1 - BSc (Hons) with placement
Semester 1
Compulsory
This module introduces students to the history and origins of the discipline of Sociology. Students gain an in-depth understanding of the historical conditions that allowed key theorists to start questioning and conceptualising the social world around them. Students will learn about these key theorists by exploring how they comprehensively attempted to explain how social order was maintained within the social world. We explore the work of Durkheim, Marx and Weber who, collectively, are often assigned the title of the ‘founding fathers’ of the discipline. Students learn about the differing conceptions of the social world so that, by the end of the module, they can employ three differing perspectives to understand the organisation and complexity of the social world. The overall aim is for students to understand three different approaches to conceptualising the social world and to appreciate the legacy in thought each approach has instilled in us as sociologists.
View full module detailsThe module will introduce students to the practical elements of sociology through the sociological imagination, urban sociology and reflexivity. Students will apply their sociological imagination to the local area, volunteering and careers, enhancing their digital capabilities, resourcefulness and resilience and employability skills. The module will critically engage with diverse contemporary cultural issues through the sociological imagination.
View full module detailsSemester 2
Compulsory
Within this module we will begin to explore 20th century sociological thinkers and how they offer key micro perspectives that inform our understanding of everyday life (Cf. Scott 2009). This involves exploring ideas of social order (Parsons and his critics) and rituals and routines (Chicago school, Strauss Goffman, ethnomethodology). We conclude the module with a discussion of the methodological implications of exploring sociologically the significance of everyday life.
View full module detailsThis module introduces students to the role and significance that popular culture plays in everyday society. Students explore how mediated societies have placed popular culture at the centre of our lives as we engage with it in its various forms in every aspect of our lives. The course covers the everyday significance of contemporary popular culture in an ever increasingly mediated society, including visual/screen media; music, and celebrity/tabloid culture. It also focuses upon the analysis of consumer culture, the social significance of phenomena such as music and fashion and the distinction between popular and high forms of culture. Students learn a wide range of perspectives and theories to understand the impact and significance that popular culture plays within our lives.
View full module detailsSemester 1 & 2
Compulsory
This module provides students with a broad introduction to the changing nature of contemporary societies through a focus on key substantive topics in sociology. Students will learn about the core social divisions and social identities that are so important to sociological analysis, including social class, gender, race/ethnicity, age, disability, sexuality and religion. We will also examine significant social contexts and institutions within which social processes take place, including family, education, economy/work, health/medicine, community, government/ state, science/technology, media, environment and globalisation. By considering the ways in which sociologists have conceptualised and researched these topics, students will explore their continued significance for twenty first century societies as well as individual lives. The overall aim is to provide students with a clear understanding of social inequalities and differences, alongside the social contexts and institutions that shape and are shaped by them.
View full module detailsThis module introduces students to qualitative and quantitative approaches to research design, methodology and data analysis. Part A focuses on qualitative field methods, including in-depth interviews, focus groups, and ethnographic observation, and their place within the wider research process. Students will explore the insights and possibilities generated by qualitative research as well as some of the challenges that qualitative researchers may encounter. Students will gain experience in designing, collecting, producing, and analysing their own data. Part B is designed to introduce students to the statistical techniques necessary for implementing and critically evaluating quantitative social research. Emphasis will be put on when and how data is collected, how to use basic statistical techniques to analyse the data appropriately, and how to interpret results. Students will also acquire a familiarity with R, a software environment for statistical computing and graphics.
View full module detailsYear 2 - BSc (Hons) with placement
Semester 1
Compulsory
A number of key global challenges are introduced in this module, focusing on the valuable contribution social research can make to addressing issues such as climate emergency and sustainable living, food insecurity, precarious work and resilience, energy crisis and health inequalities. We examine the role of research in developing, evaluating and improving policy at local, national and global levels. The process of policy making is studied at its different stages, how researchers can contribute and the types of interventions that are possible and effective. Only by understanding this process can research be designed and communicated in appropriate ways to inform policy and change behaviour, so increasing the value of the research, of the work of the researcher and the impact the research has. The concept of research impact is explored as part of the module, in terms of making a positive contribution to improve practices, as well as in terms of academic agendas for impactful research and its relationship to funding. In particular, we employ the latest Research Evaluation Framework (REF) Impact Case Studies to explore good examples of impactful research. This also serves to reinforce an understanding of the relationship between good project design and research outcomes, and provides an opportunity to showcase the impactful work of Surrey University staff. Students will have the opportunity to study a series of specific social challenges, with access to academic experts sharing the challenges, recommendations and impacts of the research they have contributed to address these. Not only does this enable research-led teaching, but students will build up an understanding of the specific global challenges and policy areas, as well as what the research, policy making and evaluation career pathways can involve.
View full module detailsThis module builds upon the research methods training which students received in their first year to provide students with a more robust understanding of some of the main quantitative analysis approaches in the social sciences. Students will learn about multivariate quantitative analyses with the help of R, a software environment for statistical computing and graphics. They will investigate a range of topics in sociology and criminology by accessing suitable secondary data from the UK Data Service, analysing data using R, and interpreting and presenting the results of quantitative analyses.
View full module detailsOptional
International migration has increasingly become a focus of attention across a range of academic disciplines as well as for politicians, policy makers and the media. Various factors - and combinations of factors - global political and economic restructuring, mobilities, conflicts, ambitions – mean more people move across international boundaries. With the increasing movement of people governments in Britain and Europe have been tightening control on the entry of migrants and making entry ever more conditional. As countries in the Global North recognise the need to recruit migrants to fill labour shortages a ‘managed migration’ approach has driven national government’s migration policy. Managed migration means an increasingly selectivity about who is allowed to cross borders. This creates highly differentiated status and rights given to the different categories of migrant. The arrival and settlement of migrant populations in countries of destination like the UK and other European nations has meant an increasingly preoccupied with social exclusion, social cohesion and integration. The policy approaches that have developed out of these concerns are often controversial and seen a rise in the numbers of residents with insecure statuses, and emphasised divisions between migrants and citizens, and between migrants with different legal statuses. These issues, debates and policies have profound and on-going implications for processes of identity, belonging and multiculture.
View full module detailsThis module introduces students to the origins of the internet and its development over time. Students will explore internet-mediated communication and social media platforms, and gain the critical and analytical skills needed to understand their social, political and economic implications. Students will be introduced to a variety of academic approaches to the internet, as well as encouraged to bring key academic scholars to bear on internet issues. The module provides a theoretical and scholarly basis to think about a range of internet-specific phenomenon, such as online communities, social media identity, hashtag activism and more.
View full module detailsWithin this module students will explore the relationship between drugs and wider society. Students will delve into what constitutes a ‘drug’ and will consider the boundaries between health and illness, licit and illicit drugs. Students will be equipped to bring a critical lens to topics such as drug markets and recovery; and will develop a sociological understanding of why people take drugs and the ‘effects’ they have. Throughout the module students will be encouraged to take a global perspective and consider how the relationship between drugs and society is historically and socio-culturally variable. Students will also increase their employability through working in groups to produce a digital deliverable.
View full module detailsThis module focuses on social need and how societies organise to provide for those in need. We examine how poverty is defined and policies formulated in response to this, at local, national and global levels. Exploring how the political context changes overtime and diversity in cultural experiences, allows us to take a global perspective but to interrogate this by looking at particular welfare systems. We consider the relative position of social classes, generations, ethnicities, and men and women in respect to poverty, inequality and welfare. We explore the changing boundaries between the roles of the state, the market, the family and the voluntary sector in the mixed economy of welfare. Diverse topics are covered to facilitate this, such as: education, health, housing, criminal justice, arts and culture, and work and pensions ¿ which also encourages students to consider their own employability plans. As an urgent global challenge, which can significantly impact individual life chances, a sociological framework is utilised to understand poverty, incorporating both historical developments, such as workhouses and development of the NHS, and contemporary issues, such as food banks and the cost of living crisis.
View full module detailsSemester 2
Compulsory
This second-year module builds upon the knowledge of sociological theory and classical sociological thinkers that students have developed in their first year of studies. However, the focus shifts to forms of sociological thinking with an ostensibly critical intent. It examines critical sociological perspectives within their socio-historical context, a global context, and in relation to such broad issues as the nature of social organisation, the workings of power and capitalism, modes of everyday behaviour, inequalities, culture, social change and environmental degradation. It also considers the contemporary value and applicability of each critical sociological perspective and of the critical sociological enterprise more generally. Some themes and issues recur and are developed throughout the module: the conceptualisation of power in social theory the relationship between culture, economy and nature in conceptualisations of power the types of sociologically significant hierarchies the critical understanding of the influence of sociological factors on the construction of knowledge the relation between different critical approaches
View full module detailsThis module builds upon the research methods training which students receive in their first year in order to provide students with a more detailed understanding of qualitative methods. While recognising interplay between the different stages, this module is structured around the general stages of conducting qualitative research - planning, conducting, analysing and writing about qualitative research. Students will learn about new developments in qualitative research including creative and visual methods, different types of ethnographies and mobile methodologies. They will also enhance their skill set by learning different methods of analysing qualitative data including computer assisted qualitative data analysis.
View full module detailsOptional
Consumption is not only essential for survival but is an integral part of everyday life important for individual and group identity, relationships and the performance of social practices. However, the environmental and social consequences of the scale of contemporary consumption cannot be ignored. This module introduces students to a range of theoretical approaches which they apply to understand everyday consumption (of food, clothes, household objects, technology and energy) sociologically. It encourages them to locate their own consumption within its global environmental and social consequences, and to think critically about pathways to more sustainable modes of consumption.
View full module detailsGender is a major consideration in sociological work as a key social division. This module deconstructs societal understandings of gender and explores cultural and social divisions in contemporary society. It also supports students in constructing new models of understanding gender based on contemporary sociological literature. This take account for the complex multi gendered world in which we live. Drawing upon feminist theory throughout, the module contextualize shifts in thinking about gender and student’s gain particular knowledge of intersectionality. Students demonstrate how they can apply such sociological theory to other social divisions that gender intersects with, including race and class. Otherconsiderations include how sex, bodies, and masculinities/femininities impact the ways in which people become gendered. At its core this module is an inclusive and contextually aware meaning student gain particular global and cultural capabilities, as well as the recognition of the importance of sustainability in terms of gender quality.
View full module detailsThis module introduces students to an understanding of how culture is communicated through the fine arts and popular culture across a range of media and genres (including, but not restricted to, painting, theatre, film, television, classical and popular music and literature). Students will explore key theoretical approaches, concepts and frameworks relevant to understanding how culture is communicated in contemporary society, and how culture is produced and consumed. The module is particularly interested in how power structures and social, cultural and economic inequalities shape our experience, production, understanding and valuing of different cultural objects and media. Students will develop their own critical and creative communication skills (including digital) by discussing a range of contemporary and changing case studies.
View full module detailsWork is important for individuals, for identity and survival, and for society, for stability and productiveness. This module focuses on the changing role of work, what impacts how it is experienced, and how theoretical approaches both inform and are informed by the study of working life. Students will explore the concept of work and its representation through different media, including film, music, fiction, art, photography, and virtual, augmented and mixed realities. The module offers a global perspective at its core, appreciating the importance of rooted historical accounts and diversity of cultural experience, but recognising the interconnectivity of issues of work and employment (as well as the lack of it) in the global economy. Students will also consider the future of work, its sustainability and connect this to employability, equipping students to evaluate their own work experience, resilience and career aspirations from a sociological perspective.
View full module detailsYear 3 - BSc (Hons) with placement
Semester 1
Optional
This module focuses on family life and family diversity. A range of empirical data and theoretical perspectives on the family and its relationship to society will be drawn upon to explore topics such as marriage and partnerships, housework, parenting, and the intersection of families with the state and other social institutions. We will pay particular attention to the relationship between production and reproduction, specifically, examining the household division of labour and how this has varied over time and in relation to external pressures, especially the demands of paid work. The module will consider how family life is mediated by gender, class, ethnicity, and sexuality, and use contemporary, historical and cross-cultural material to highlight processes of change and development in contemporary family life. This optional module builds upon core and optional material taught in year 1 and year 2 about family change and gender inequalities in domestic life and beyond, consolidating and furthering existing learning by providing a detailed and nuanced discussion of key issue related to families.
View full module detailsIn this compulsory module in the BSc in Media and Communications degree, students will research, investigate and communicate knowledge about the societal implications of new and emerging digital technologies. Students will delve into theories and practical case studies around Big Data, platforms, wearable technologies, artificial intelligence, automated decision-making, data justice, platform responsibility and people’s skills, critical capabilities and literacies with data and platform technologies. Students will develop significant digital capabilities and be equipped to engage with practical and theoretical lenses from communications studies as they analyse the societal impact of datafication in global contexts, as one of the grand challenges of contemporary times. Students will use their digital, global and cultural capabilities to synthesize and communicate knowledge to a variety of sectors and stakeholders both within and outside academia, as they are equipped to engage with these sectors through written, oral and audiovisual means.
View full module detailsThe module explores human sexuality from diverse perspectives and across different topic areas, but central to the module is a sociological approach that regards sexuality as primarily a social construction. The module provides a global perspective on sexuality, drawing on studies and theories from many different societies, whilst paying attention to the historical and scientific roots of sexuality. Topics cover issues related to the diversity of experience related to sexuality and sexual identity, recognizing too the interconnectivity of sexuality with other social identities and sources of social division e.g gender, ethnicity, age, amongst others. The module covers several specific areas of sexuality, which allows students to connect academic topics with ‘real-world’ examples and write critically, analytically and logically thereby increasing employability. The module requires students to undertake individual and group level formative work, thereby enhancing skills of resourcefulness and resilience.
View full module detailsThis module introduces students to the role that travel and tourism plays within the sociological sphere of leisure. Students explore touristic motivations and desires through theory to understand how and why people choose the destination they travel to. In addition, students explore the wide range of experiences tourists have at these destinations using theory to explain their significance. The module also explores how the construction of touristic spaces and resorts impacts both the motivations and experiences of tourists. The module then examines weekly case studies of different forms of travel and tourism, for example, sex tourism, dark tourism, party-island travel, and gap years to implement the theoretical ideas developed in the first half of the module. By the end of the module, students are equipped with the skills to understand the construction of experiences from the touristic industries as well as how travel and tourism can create social and cultural inequalities.
View full module detailsThis module examines the significance of popular music in mediated societies, focusing on music industries, content, technologies and audiences. A range of topics are explored, including authenticities, standardisation, global music flows, new digital technologies and a range of issues regarding music consumers and communities. The module also addresses the connections of popular music with social divisions/identities, including those relating to ethnicity, gender and class.
View full module detailsSemester 2
Optional
This module centers around the core concepts of race, ethnicity, racism and intersectionality. It explores how modern society emerged and developed in tandem with the concept of race and strategies of racism. The module will examine the historical construction of race in the eighteenth and nineteenth centuries before considering theoretical approaches to the study of race and gender, race and class, whiteness, multiculturalism and cultural racism, space and segregation, mixed-race studies and decolonisation. We will consider whether we are moving towards a 'post-race' society, and whether this is possible and indeed desirable. The module relates to the degree programme more broadly by discussing ethnicity, racism, social justice, and notions of identity and diversity. As such it builds upon previous learning that students will have undertaken in prior modules throughout the first two years of their degree programme.
View full module detailsIn the preface to the third edition of their textbook, Rogers and Pilgrim (2005) emphasize that their book is ‘A sociology of mental health and illness’ and not ‘The sociology of mental health and illness’. They make this point because any book (or indeed course) on mental health and illness will have to be selective and will not be able to cover everything. They also highlight how the word ‘sociology’ in the title is a little troublesome as “sociological analyses of our topic are not offered only by sociologists”. In this module students will encounter a range of sociological perspectives on mental health and illness and will delve into critical debates surrounding definitions, concepts and the ways in which mental health has been ‘organized’ and responded to. Through focusing on topics such as inequalities, and mental health in prisons, students will be equipped to think critically about current, global, mental health care policy and practice. At points in the course, students will have the opportunity to meet professionals working in related fields and connect this to their own employability.
View full module detailsWhilst the problem of hate crime has been, until relatively recently, largely neglected as a distinct area of criminological research in the UK and around the world, changes to political, criminal and social justice agendas have given hate crime much greater significance over the past 30 years or so. This module is therefore designed to provide students with a broad historical, theoretical, and contemporary understanding of the key issues relating to hate crime. Particular focus is placed on examining the different forms that hate crime can take and the impact it can have on victims and wider communities, whilst the motivations behind hate crime perpetration are also explored, as are the various legal and wider criminal justice and other relevant responses to it, all within an international context. Students are also encouraged to think critically about issues relating to identity politics, diversity, and the broader social construction of contemporary crime problems. The module relates to the degree programme more broadly by discussing policing, victimisation, legislation, the criminal justice system, offending, social justice, and notions of identity and diversity, within the hate crime context. As such it builds upon previous learning that students will have undertaken in prior modules throughout the first two years of their degree programme.
View full module detailsThis module focuses upon the development, characteristics and contemporary significance of a range of different aspects of youth culture in the context of mediated societies. Topics covered include the construction and development of understandings of adolescence as a distinct life course period, the relationship between youth and both traditional and digital forms of media, questions of class, ethnicity and gender, the significance of on and offline spaces, and debates relating to youth communities and subcultures.
View full module detailsThis module offers students an in-depth exploration of the relationship between education and wider society. Students will learn about different theoretical approaches used to understand this relationship, developments in education policy and practice over time and between different national contexts, and the significance of social characteristics such as class, gender, ethnicity, disability, sexuality, and religion on educational patterns and processes. We will examine themes such as attainment inequalities, curriculum knowledge, teaching and learning, discipline and citizenship, voice and identity, accommodating difference, family engagement with institutions, and the globalisation and internationalisation of education. The overall aim is to provide students with a clear knowledge and understanding of contemporary debates in education and the skills to critically evaluate these through a sociological lens
View full module detailsSemester 1 & 2
Compulsory
This module enables students to focus on and research a topic of significance of their own choice. It enables them to build on, bring together and demonstrate the range of analytic, knowledge based and digital skills they have developed throughout their degree and equips them with new transferable skills of designing and developing an independent project. Students will use their digital, global and cultural capabilities to synthesize and communicate knowledge within their chosen project. Students work on their project with the guidance of an individual supervisor and participate in a series of workshops designed to provide guidance for key stages of the project. Students conduct independent research which will involve reviewing appropriate literature, developing a suitable research approach and carrying out appropriate forms of analysis. Project approaches are diverse and include collection of primary data (e.g through interviews or surveys); secondary analysis of existing data sets; analysis of documentary or media sources or a systematic review of existing literature. A final project report of 10-12,00 words is prepared.
View full module detailsYear 3 - BSc (Hons) with placement
Semester 1 & 2
Core
s module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
View full module detailsThis module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
View full module detailsThis module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
View full module detailsBSc (Hons) with foundation year
Semester 1
Compulsory
The module examines law in a social, ethical, political, historical and international context. Students will be introduced to the English Legal System and analyse how laws in England and Wales are implemented. The focus will be on contemporary issues, to illustrate how academic studies relate to law in practice and the impact it has on society. It requires students to examine how public opinion, politics and the media influence lawmakers and provides students with a variety of transferable employability skills including group work, writing a diary, oral presentation and self-reflection.
View full module detailsThis module introduces students to contemporary issues in sociology, media and communication, and criminology. Students will build foundational knowledge around the three disciplines, exploring key concepts and debates. The focus of the module is to encourage students to evaluate and think critically about the social world and structures they reside in, and to identify ways in which research in these disciplines can help us to understand society and solve contemporary issues.
View full module detailsSemester 2
Compulsory
The module: Provides an overview of the core characteristics of contemporary political issues Introduces distinctions between and demonstrate interactivity between empirical and conceptual frameworks for understanding those issues Introduces key domestic and international political institutions Introduces students to key research and concepts on domestic and international politics Introduces problem areas such as Ideology, Brexit, Populism, Representation, Security.
View full module detailsThis module will involve students collaborating on a week-long group project, with a primary emphasis on addressing issues within their respective subject areas that serve the public interest and promote the common good. After participating in a series of preparatory workshops, student groups will actively engage in identifying a societal need, scoping out the problem, defining a solution, executing the plan, and measuring its impact. Subsequently, they will present their solution to an academic panel and then the relevant social stakeholders. In addition to their group efforts, each student will compose a reflective project report to encapsulate their individual learning and growth throughout this experience.
View full module detailsThis module will be based around an innovative assignment: a student-led broadcast - The Weekly Social - devised, researched, delivered and reviewed by groups of students who will take on the roles of producers, researchers and presenters on a rolling basis. Underpinned by specialist lectures in the relationship between the law, politics and sociology with the media, and supported by media theory and broadcast practice, the module will allow students to apply key learnings across real-world situations in the social sciences through innovative learning practices that will build skills in social science research, written and oral communication, team working and presentation.
View full module detailsSemester 1 & 2
Compulsory
The module creates opportunities for students to draw on their learning from the law, politics and sociology modules and apply them to social issues, enabling them to recognize the interplay between the subjects. The module will ensure topical social issues are raised and analysed from the political, sociological, and legal perspectives. Learners will develop knowledge and understanding of how the policy landscape and other interventions may tackle social issues. They will also complete activities that help them to understand their own aptitudes and learning preferences.
View full module detailsBSc (Hons) with foundation year and placement
Semester 1
Compulsory
The module examines law in a social, ethical, political, historical and international context. Students will be introduced to the English Legal System and analyse how laws in England and Wales are implemented. The focus will be on contemporary issues, to illustrate how academic studies relate to law in practice and the impact it has on society. It requires students to examine how public opinion, politics and the media influence lawmakers and provides students with a variety of transferable employability skills including group work, writing a diary, oral presentation and self-reflection.
View full module detailsThis module introduces students to contemporary issues in sociology, media and communication, and criminology. Students will build foundational knowledge around the three disciplines, exploring key concepts and debates. The focus of the module is to encourage students to evaluate and think critically about the social world and structures they reside in, and to identify ways in which research in these disciplines can help us to understand society and solve contemporary issues.
View full module detailsSemester 2
Compulsory
The module: Provides an overview of the core characteristics of contemporary political issues Introduces distinctions between and demonstrate interactivity between empirical and conceptual frameworks for understanding those issues Introduces key domestic and international political institutions Introduces students to key research and concepts on domestic and international politics Introduces problem areas such as Ideology, Brexit, Populism, Representation, Security.
View full module detailsThis module will involve students collaborating on a week-long group project, with a primary emphasis on addressing issues within their respective subject areas that serve the public interest and promote the common good. After participating in a series of preparatory workshops, student groups will actively engage in identifying a societal need, scoping out the problem, defining a solution, executing the plan, and measuring its impact. Subsequently, they will present their solution to an academic panel and then the relevant social stakeholders. In addition to their group efforts, each student will compose a reflective project report to encapsulate their individual learning and growth throughout this experience.
View full module detailsThis module will be based around an innovative assignment: a student-led broadcast - The Weekly Social - devised, researched, delivered and reviewed by groups of students who will take on the roles of producers, researchers and presenters on a rolling basis. Underpinned by specialist lectures in the relationship between the law, politics and sociology with the media, and supported by media theory and broadcast practice, the module will allow students to apply key learnings across real-world situations in the social sciences through innovative learning practices that will build skills in social science research, written and oral communication, team working and presentation.
View full module detailsSemester 1 & 2
Compulsory
The module creates opportunities for students to draw on their learning from the law, politics and sociology modules and apply them to social issues, enabling them to recognize the interplay between the subjects. The module will ensure topical social issues are raised and analysed from the political, sociological, and legal perspectives. Learners will develop knowledge and understanding of how the policy landscape and other interventions may tackle social issues. They will also complete activities that help them to understand their own aptitudes and learning preferences.
View full module detailsTeaching and learning
Our highly varied BSc Sociology course is taught by world-leading experts who continually keep the content and approach up-to-date.
You’ll benefit from a range of teaching methods, including group tutorials, projects and workshops, as well as lectures and classes. We find that our students learn most effectively in this environment, and projects will contribute to the development of your personal skills in leadership, effective communication and analytical ability.
We are proud of our expertise on topics such as environment and sustainability (e.g. Kate Burningham), ‘race’, ethnicity and migration (e.g. Venetia Evergeti), parenting and families (e.g. Vicki Harman), education and diversity (e.g. Peter Hemming), gender, sex and sexuality (e.g. Katherine Hubbard), ageing and later life (e.g. Andrew King), health and wellbeing (e.g. Robert Meadows), and employment and workers' rights (e.g. Jill Timms).
You will develop sophisticated skills in conducting both quantitative and qualitative research, enabling you to become confident in observation, interviews, statistics and textual analysis. You’ll also gain an understanding of research ethics and develop skills in writing up research. You can take advantage of the Department’s excellent facilities including student common room and networked computer suite, all available to aid your studies.
- Group work
- Independent study
- Lectures
- Seminars
- Tutorials
- Workshops
- Project work
Assessment
We assess modules individually and award credits for the successful completion of each one. Assessment takes place through a combination of examination and/or coursework, practical examinations, presentations and essays, and other ‘authentic assessments’, mirroring tasks you might undertake in the professional workplace.
General course information
Contact hours
Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.
Timetable
New students will receive their personalised timetable in Welcome Week. In later semesters, two weeks before the start of semester.
Scheduled teaching can take place on any day of the week (Monday – Friday), with part-time classes normally scheduled on one or two days. Wednesday afternoons tend to be for sports and cultural activities.
View our code of practice for the scheduling of teaching and assessment (PDF) for more information.
Location
Stag Hill is the University's main campus and where the majority of our courses are taught.
We offer careers information, advice and guidance to all students whilst studying with us, which is extended to our alumni for three years after leaving the University.
Our sociology graduates span a wide range of occupational areas, with the skills they acquire useful in many different roles.
Many have pursued careers that enable them to directly use aspects of their course studies. This centres on an interest in society and the challenges and demands that members of a society face.
Our course will prepare you for a wide range of jobs which require the ability to analyse complex issues and reach policy conclusions.
Our graduates are in a strong position in the job market because they are analytical, numerate and communicate well. In the survey, Graduate Outcomes 2023, HESA, results show that 92 per cent of our undergraduate Sociology students go on to employment or further study.
Depending on which modules you choose, you can use sociology to develop expertise for a range of different occupations. Specifically:
- It provides the knowledge and analytical skills needed to pursue a professional degree in the public sector, business, education, health and medicine, social work, or counselling
- It offers preparation for fields that involve investigative skills and working with diverse groups of people, such as journalism, politics, marketing, business, human resources or public administration
- It provides the strong research skills needed for positions in business, social services, government, and social and market research.
- It is a first step for future graduate study in sociology and allied disciplines in order to become a researcher or lecturer.
Given the broad education that a degree in sociology offers, one of its benefits is flexibility in the job market. Recent graduates have entered employment in roles such as:
- Civil Service Fast Stream
- Police Constable, Metropolitan Police
- Community Investment Coordinator, AXIS Europe
- Communications Officer, Kent Police
- Mental Health Recovery Worker, Creative Support
- Research Officer, Surrey County Council
- Research Officer, Office for National Statistics.
About a quarter of undergraduate students in the Department of Sociology go on to postgraduate study. On successful completion of this course, you might want to progress to one of our masters courses.
Sarah Harrison
Student - Sociology BSc (Hons)
"If you are thinking about coming to Surrey to study but you are a mature student or anxiety is holding you back, it is really worth coming here, you will be made to feel very at home and part of a caring community while you study."
Olivia Omololu
Student - Sociology BSc (Hons)
"The student societies and clubs have made my experience at Surrey a fun adventure and have given me the opportunity to make friends for life!"
Learn more about the qualifications we typically accept to study this course at Surrey.
Select your country
If you are studying for Australian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Australia.
UK requirement (A-level) | Australian Tertiary Admission Rank (ATAR) equivalent | Overall Position (OP) score |
---|---|---|
AAA | 96 | 3 |
AAB | 94 | 4 |
ABB | 92 | 5 |
BBB | 90 | 6 |
BBC | 88 | 7 |
BCC | 86 | 8 |
CCC | 84 | 9 |
Subject requirements
For courses that have specific-subject requirements at A-level:
UK subject requirement (A-level) | Northern Territory | South Australia | Western Australia | Other states/territories |
---|---|---|---|---|
Grade A | A (17-19) | A | Please contact admissions@surrey.ac.uk | |
Grade B | B (14-16) | B | Please contact admissions@surrey.ac.uk |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: Year 10 Certificate, English C.
- Mathematics: Year 10 Certificate, Mathematics C.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Austrian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Austria.
UK requirement (A-level) | Matura (Reifeprüfung) equivalent |
---|---|
A*AA | 1 in two subjects and 2 in all other subjects |
AAA | 1 in one subject and 2 in all other subjects |
AAB | 1 in one subject and 2 in all other subjects |
ABB | 1 in one subject and 2 in all other subjects |
BBB | 2 overall |
BBC | 2.2 overall |
BCC | 2.4 overall |
CCC | 2.6 overall |
CCD | 2.8 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Matura (Reifeprüfung) equivalent |
---|---|
Grade A | 1 |
Grade B | 2 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Matura (Reifeprüfung), English 2 (gut).
Mathematics:
Grade C GCSE equivalent | Matura (Reifeprüfung), Mathematics 4 (genugend) |
---|---|
Grade B GCSE equivalent | Matura (Reifeprüfung), Mathematics 3 (befriedigend) |
Grade A GCSE equivalent | Matura (Reifeprüfung), Mathematics 2 (gut) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Azerbaijan.
If you are studying for a Bangladeshi Higher Secondary Certificate qualification, you must obtain a GPA of 5 out of 5 or 80% to apply for our undergraduate courses.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Higher Secondary Certificate equivalent |
---|---|
Grade A | 80% |
Grade B | 80% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics: Higher Secondary Certificate/Intermediate Certificate, Mathematics 60-69.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Belgian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Belgium.
UK requirement (A-level) | Certificat d'Enseignement Secondaire Supérieur (CESS)/ Diploma van Secundair Onderwijs / Diploma van de hogere Secudaire Technische School / Abschlusszeugnis der Oberstufe des Sekundar unterrichts equivalent |
---|---|
A*AA | 16/20 or 8/10 or 80% |
AAA | 15.5/20 or 7.8/10 or 78% |
AAB | 15/20 or 7.5/10 or 75% |
ABB | 14.5/20 or 7.3/10 or 73% |
BBB | 14/20, 7/10 or 70% |
BBC | 14/20 or 6.5/10 or 68% |
BCC | 13.5/20 or 6.5/10 or 65% |
CCC | 13/20, 6.5/10 or 65% |
CCD | 12/20, 6/10 or 60% |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Certificat d'Enseignement Secondaire Supérieur (CESS) equivalent |
---|---|
Grade A | 16/20 |
Grade B | 14/20 |
UK subject requirement (A-level) | Diploma van Secundair Onderwijs equivalent |
---|---|
Grade A | 8/10 |
Grade B | 7/10 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: IELTS Academic required.
- Mathematics:
Grade C GCSE equivalent | Getuigschrift van hoger secundair onderwijs: 12/20 or 6/10 or 60% Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 10/20 or 5/10 or 50% |
---|---|
Grade B GCSE equivalent | Getuigschrift van hoger secundair onderwijs: 14/20 or 7/10 or 70% Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 11/20 or 6/10 or 55% |
Grade A GCSE equivalent | Getuigschrift van hoger secundair onderwijs: 16/20 or 8/10 or 80% Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 12/20 or 6/10 or 60% |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Botswana.
The Certificado de Conclusão de Ensino Médio/Certificado de Conclusão de Segundo Grau is considered for entry onto our Foundation Years at Surrey. On the course page on our website, please check to see if there is an option for a Foundation Year before making a UCAS application.
- Cambridge O-levels
Accepted with the same requirements as UK GCSEs. - Cambridge A-levels
Accepted with the same requirements as UK A-levels.
If you are studying for Bulgarian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Bulgaria.
UK requirement (A-level) | Diploma za Sredno Obrazovanie equivalent |
---|---|
A*AA | 5.8 |
AAA | 5.7 |
AAB | 5.6 |
ABB | 5.5 |
BBB | 5.3 |
BBC | 5.1 |
BCC | 4.9 |
CCC | 4.7 |
CCD | 4.5 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Diploma za Sredno Obrazovanie equivalent |
---|---|
Grade A | 5.7 |
Grade B | 5.3 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
Grade C GCSE equivalent | Diploma za Sredno Obrazovanie*, Pass/3 |
---|---|
Grade B GCSE equivalent | Diploma za Sredno Obrazovanie*, Good/4 |
Grade A GCSE equivalent | Diploma za Sredno Obrazovanie*, Good/4 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Canadian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Canada. Please contact the admissions team if you are studying in Quebec, or an institution delivering the Quebec curriculum.
UK requirement (A-level) | Ontario | British Columbia | Other provinces and territories (excluding Quebec) |
---|---|---|---|
Grade 12 Secondary School Diploma equivalent | |||
A*AA | 80% in six courses | Two As and three Bs | 80% in five courses |
AAA | 80% in six courses | 80% / One A and four Bs | 80% in five courses |
AAB | 75% in six courses | 75% / Five Bs | 75% in five courses |
ABB | 70% in six courses | 70% / Four Bs and one C | 70% in five courses |
BBB | 65% in six courses | 65% / Three Bs and two Cs | 65% in five courses |
BBC | 60% in six courses | 60% / One B and four Cs | 60% in five courses |
BCC | 55% in six courses | 55% / Five Cs | 55% in five courses |
CCC | 50% in six courses | 50% / Four Cs and one D | 50% in five courses |
When a specific subject is required, that subject should be taken in grade 12 of the High School Diploma.
Single Subject Grade | Ontario | British Columbia | Other provinces (excluding Quebec) |
---|---|---|---|
A | 80% | A | 80% |
B | 75% | B | 75% |
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English: Applicants who have completed Grade 12 Canadian High School/Secondary School qualifications should achieve grade B or 75% in a grade 12 English module. Applicants who were not required to take grade 12 English, or did not reach the required grade, will be required to take a recognised English language test.
Mathematics: Grade 11 Secondary School Diploma, Mathematics Pass.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We accept the Chinese National University Entrance Examination (Gaokao) for direct entry to Year 1 UG programmes. Please see the table below for our grade equivalencies:
UK requirement (A-level) | Chinese National University Entrance Examination (Gaokao) |
---|---|
AAA | 80% |
AAB | 78% |
ABB | 73% |
BBB | 70% |
BBC | 68% |
BCC | 65% |
CCC | 63% |
Where there is a subject-specific requirement, students should achieve the same % in that subject (e.g. if Maths is a requirement of a BBB subject, the student should achieve 74% in Maths). Senior Secondary School Graduation Certificate and IELTS required.
For further information on these entry requirements, please explore our dedicated China site (中文网站).
If you are studying for Croatian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Croatia.
UK requirement (A-level) | Svjedodžba o Drzavnoj Maturi equivalent |
---|---|
A*AA | 5 |
AAA | 4.8 |
AAB | 4.5 |
ABB | 4.3 |
BBB | 4 |
BBC | 3.8 |
BCC | 3.6 |
CCC | 3.4 |
CCD | 3.2 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Svjedodžba o Dravnoj Maturi equivalent |
---|---|
Grade A | 5 |
Grade B | 4 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: IELTS Academic required.
- Mathematics:
GCSE C Grade equivalent | Svjedodžba o Drzavnoj Maturi, Mathematics 2 |
---|---|
GCSE B Grade equivalent | Svjedodžba o Drzavnoj Maturi, Mathematics 2.5 |
GCSE A Grade equivalent | Svjedodžba o Drzavnoj Maturi, Mathematics 3 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Cypriot qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Cyprus.
Please note: If you are studying in Northern Cyprus and are looking for our Lise Diplomasi equivalents please visit our Turkey page.
UK requirement (A-level) | Apolytirion equivalent | Apolytirion equivalent (private school, out of 100) |
---|---|---|
A*AA | 19.5 and one A at A-level | |
AAA | 19.5 | 93 |
AAB | 19 | 91 |
ABB | 18.5 | 88 |
BBB | 18 | 86 |
BBC | 17.5 | 83 |
BCC | 17 | 81 |
CCC | 16.5 | 78 |
CCD | 16 | 76 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Apolytirion equivalent |
---|---|
Grade A | 19 |
Grade B | 18 |
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Apolytirion or Lykeion, 14 in a mathematics-based subject (inc Accounting) |
---|---|
GCSE B Grade equivalent | Apolytirion or Lykeion, 15 in a mathematics-based subject (inc Accounting) |
GCSE A Grade equivalent | Apolytirion or Lykeion, 15 in a mathematics-based subject (inc Accounting) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Czech qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Czech Republic.
UK requirement (A-level) | Maturitní zkoušce/Maturita equivalent |
---|---|
A*AA | 1 overall with no less than 2 in any subject and at least two scores of 1 |
AAA | 1.3 overall with no less than 2 in any subject and at least one score of 1 |
AAB | 1.5 overall with no less than 2 in any subject |
ABB | 1.7 overall with no less than 2.5 in any subject |
BBB | 2 overall |
BBC | 2.5 overall |
BCC | 2.7 overall |
CCC | 3 overall |
CCD | 3.5 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Maturitní zkoušce/Maturita equivalent |
---|---|
Grade A | 1 |
Grade B | 2 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: IELTS Academic required.
- Mathematics:
Grade C | *Maturitní zkoušce*/*Maturita*, 4 (*Dostatecny*). |
---|---|
Grade B | *Maturitní zkoušce*/*Maturita*, 3 (*Dobrý*). |
Grade A | *Maturitní zkoušce*/*Maturita*, 3 (*Dobrý*). |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Danish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Denmark.
UK requirement (A-level) | Højere Forberedelseseksamen (HF), Højere Handelseksamen (HHX), Højere Teknisk Eksamen (HTX), Studentereksamen (STX) equivalent |
---|---|
A*AA | 12 |
AAA | 12 |
AAB | 10 |
ABB | 10 |
BBB | 7 |
BBC | 7 |
BCC | 7 |
CCC | 4 |
CCD | 4 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) equivalent |
---|---|
Grade A | 10 |
Grade B | 7 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 7. If you have taken the Folkeskolens 10 Klasseprove then we will require IELTs.
- Mathematics:
Grade C | Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 02 Folkeskolens 10 Klasseprove - 7 |
---|---|
Grade B | Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 04 Folkeskolens 10 Klasseprove - 10 |
Grade A | Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 04 Folkeskolens 10 Klasseprove - 12 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Egypt.
If you are studying for Estonian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Estonia.
UK requirement (A-level) | Gümnaasiumi lõputunnistus (Secondary School Certificate) equivalent with the Riigieksamitunnistus |
---|---|
A*AA | 95% overall and scores of 5.0 in at least three individual subjects |
AAA | 90% overall and scores of 5.0 in at least three individual subjects |
AAB | 85% overall and scores of 4.5 in at least three individual subjects |
ABB | 80% overall and scores of 4.5 in at least three individual subjects |
BBB | 75% overall and scores of 4.0 in at least three individual subjects |
BBC | 70% overall and scores of 4.0 in at least three individual subjects |
BCC | 65% overall and scores of 4.0 in at least three individual subjects |
CCC | 60% overall and scores of 3.5 in at least three individual subjects |
CCD | 60% overall and scores of 3.5 in at least three individual subjects |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Gümnaasiumi lõputunnistus (Secondary School Certificate) equivalent |
---|---|
Grade A | 90% (state exam) or 5.0 (school exam) |
Grade B | 85% (state exam) or 4.5 (school exam) |
*If maths is required A-Level subject then the student must have studied "Extensive mathematics" (not Narrow Mathematics)*
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English
- IELTS Academic required.
Mathematics:
Grade C | Gümnaasiumi lõputunnistus - 3 |
---|---|
Grade B | Gümnaasiumi lõputunnistus - 4 |
Grade A | Gümnaasiumi lõputunnistus - 4 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Finnish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Finland.
UK requirement (A-level) | Ylioppilastutkinto/Studentexamen equivalent |
---|---|
A*AA | L E E M |
AAA | E E M M |
AAB | E M M M |
ABB | E M M M |
BBB | M M M M |
BBC | M M M C |
BCC | M M M C |
CCC | C C C C |
CCD | C C C B |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Ylioppilastutkinto/Studentexamen equivalent |
---|---|
Grade A | E |
Grade B | M |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English:
Ylioppilastukintotodistus / Studentexamensbetyg - M / 5
Mathematics:
Grade C | *Ylioppilastutkinto*/*Studentexamen*, A / 2 |
---|---|
Grade B | *Ylioppilastutkinto*/*Studentexamen*, B / 3 |
Grade A | *Ylioppilastutkinto*/*Studentexamen*, C / 4 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for French qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for France.
UK requirement (A-level) | Baccalauréat equivalent |
---|---|
AAA | 14 |
AAB | 13.5 |
ABB | 13 |
BBB | 12.5 |
BBC | 12 |
BCC | 11.5 |
CCC | 11 |
CCD | 10.5 |
UK requirement (A-level) | Option Internationale du Baccalauréat (OIB) / French International Baccalauréat (BFI) equivalent |
---|---|
AAA | 14 |
AAB | 13 |
ABB | 13 |
BBB | 12 |
BBC | 11.5 |
BCC | 11 |
CCC | 11 |
CCD | 10.5 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Baccalauréat equivalent |
---|---|
Grade A | 14 |
Grade B | 13 |
UK subject requirement (A-level) | Option Internationale du Baccalauréat (OIB) / French International Baccalauréat (BFI) equivalent |
---|---|
Grade A | Same as overall requirement |
Grade B | Same as overall requirement |
Where Mathematics is a required A-level subject, we expect you to study Spécialité Maths (Advanced Maths) in Terminale; however, where Mathematics is required as a second Science subject, we will accept Maths Complémentaires (General Maths) in Terminale. For Engineering courses that ask for Physics as a required subject, we will accept Engineering Sciences.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English:
- Baccalauréat, English, 12.
- OIB, English, 10.
Mathematics:
GCSE C Grade equivalent | Baccalauréat, Mathematics 10 |
---|---|
GCSE B Grade equivalent | Baccalauréat, Mathematics 11 |
GCSE A Grade equivalent | Baccalauréat, Mathematics 11 |
Alternatively, where Mathematics is not studied as part of the Baccalauréat, we will accept Mathematics studies until the end of Seconde, where evidence can be provided of 10/20 in school assessments.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for German qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Germany.
UK requirement (A-level) | Abitur equivalent |
---|---|
AAA | 1.6 |
AAB | 1.8 |
ABB | 2.0 |
BBB | 2.2 |
BBC | 2.4 |
BCC | 2.6 |
CCC | 2.8 |
CCD | 3.0 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Abitur equivalent |
---|---|
Grade A | 13/15 |
Grade B | 12/15 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
GCSE C Grade equivalent | Abitur - 10 Realschulabschluss / Mittlere Reife / Mittlerer Schulabschluss / Erweiterter Realschulabschluss / Fachoberschulreife / Fachhochschulreife / Sekundarabschluss - 2 |
---|---|
GCSE B Grade equivalent | Abitur - 11 Realschulabschluss / Mittlere Reife / Mittlerer Schulabschluss / Erweiterter Realschulabschluss / Fachoberschulreife / Fachhochschulreife / Sekundarabschluss - 2 |
GCSE A Grade equivalent | Abitur - 11 Realschulabschluss / Mittlere Reife / Mittlerer Schulabschluss / Erweiterter Realschulabschluss / Fachoberschulreife / Fachhochschulreife / Sekundarabschluss - 1 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Ghanaian Senior Secondary School Certificate.
If you are studying for Greek qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Greece.
UK requirement (A-level) | Apolytirion equivalent |
---|---|
A*AA | 19.5 and one A at A-level |
AAA | 19.5 |
AAB | 19 |
ABB | 18.5 |
BBB | 18 |
BBC | 17.5 |
BCC | 17 |
CCC | 16.5 |
CCD | 16 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Apolytirion equivalent |
---|---|
Grade A | 19 |
Grade B | 18 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Apolytirion or Lykeion, 14 in a mathematics-based subject |
---|---|
GCSE B Grade equivalent | Apolytirion or Lykeion, 15 in a mathematics-based subject |
GCSE A Grade equivalent | Apolytirion or Lykeion, 15 in a mathematics-based subject |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We welcome applicants with Pan-Hellenic qualifications, although these will not form part of any offer made.
If you are studying for a qualification in Hong Kong, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Hong Kong.
UK requirement (A-level) | Hong Kong Diploma of Secondary Education (HKDSE) equivalent | Associate Degree, Higher Certificate or Higher Diploma - 1st year entry | Associate Degree, Higher Certificate or Higher Diploma - 2nd year entry |
---|---|---|---|
AAA | 554 to include two electives | 3.1 overall | 3.3 overall |
AAB | 544 to include two electives | 3.0 overall | 3.2 overall |
ABB | 444 to include two electives | 2.9 overall | 3.1 overall |
BBB | 443 to include two electives | 2.8 overall | 3.0 overall |
BBC | 433 to include two electives | 2.7 overall | 3.0 overall |
BCC | 333 to include two electives | 2.6 overall | 3.0 overall |
CCC | 332 to include two electives | 2.5 overall | 3.0 overall |
Associate degrees
If you have an associate degree, you can apply for first or second year entry.
For 1st year entrants:
- You must meet the subject requirements, either through the secondary or post-secondary studies
For 2nd year entrants:
- You must have covered the modules and content included in the first year of the Surrey degree course (as assessed by the appropriate admissions tutor). Your secondary qualifications (e.g. HKDSE) will also be taken into account during your application.
We do not include Liberal Studies in our offers.
If you do not meet the entry requirements, you can apply to study for an International Foundation Year at our International Study Centre, which will prepare you for a full undergraduate degree course.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Hong Kong Diploma of Secondary Education (HKDSE) equivalent |
---|---|
Grade A | 5 (elective) |
Grade B | 4 (elective) |
When A-level Maths is a required subject, the extended part of HKDSE Maths is required.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Hong Kong Diploma of Secondary Education (HKDSE), English 4.
Mathematics: Hong Kong Diploma of Secondary Education (HKDSE), Mathematics 3.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for a Hungarian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Hungary.
UK requirement (A-level) | Érettségi/Matura equivalent |
---|---|
AAA | 5, 5 in two advanced level subjects and 5, 5, 5 in three intermediate level subjects |
AAB | 5, 5 in two advanced level subjects and 5, 5, 4 in three intermediate level subjects |
ABB | 5, 5 in two advanced level subjects and 5, 4, 4 in three intermediate level subjects |
BBB | 5, 5 in two advanced level subjects and 4, 4, 4 in three intermediate level subjects |
BBC | 5, 4 in two Advanced Level subjects and 5, 4, 4 in three Intermediate Level subjects |
BCC | 5, 4 in two Advanced Level subjects and 4, 4, 4 in three Intermediate Level subjects |
CCC | 4, 4 in two Advanced Level subjects and 4, 4, 4 in three Intermediate Level subjects |
CCD | 4, 4 in two Advanced Level subjects and 4, 4, 3 in three Intermediate Level subjects |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Érettségi/Matura equivalent |
---|---|
Grade A | 5 at Advanced level at 75% or above |
Grade B | 5 Advanced level at 70% or above |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Érettségi/Matura, pass (2). |
---|---|
GCSE B Grade equivalent | Érettségi/Matura, average (3). |
GCSE A Grade equivalent | Érettségi/Matura, average (3). |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for an Indian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for India.
UK requirement (A-level) to Standard XII equivalent:
A-levels | ICSE/CBSE/ISC boards | West Bengal board | Other boards |
---|---|---|---|
A*AA | 90% | 80% | 92% |
AAA | 85% | 75% | 90% |
AAB | 80% | 70% | 85% |
ABB | 75% | 65% | 80% |
BBB | 70% | 60% | 75% |
BBC | 65% | 55% | 70% |
BCC | 60% | 50% | 65% |
CCC | 55% | 45% | 60% |
Subject requirements
UK subject requirement (A-level) | ICSE/CBSE/ISC boards | West Bengal board | Other boards |
---|---|---|---|
Standard XII equivalent | |||
Grade A | 80% | 75% | 85% |
Grade B | 70% | 65% | 75% |
Grade C | 60% | 55% | 65% |
Grade D | 50% | 45% | 55% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English:
- Higher Secondary Certificate (HSC) / Standard XII , English 70% from CBSE or ISC exam boards
- Higher Secondary Certificate (HSC) / Standard XII, English 80% from the majority of Indian state boards (excluding Haryana, Andhra Pradesh/Telangana/U.P./Bihar/Gujrat/Punjab).
Mathematics:
40% in either of the following All India Standard X qualifications:
- All India Secondary School Examination (Exam board = Central Board of Secondary Education)
- Indian Certificate of Secondary Education Examination (Exam board = Council for the Indian School Certificate Examinations, New Delhi)
Alternatively, 50% in Standard X from a state board.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Indonesia.
If you are studying for an Iranian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Iran.
UK requirement (A-level) | Peeshdaneshgahe (Pre-University Certificate) (up until 2019), National University Entrance Examination (Kunkur) |
---|---|
AAA - AAB | 16/20 overall |
ABB - BBB | 14/20 overall |
BBC | 13/20 overall |
BCC | 12/20 overall |
CCC | 11/20 overall |
Award of the High School Diploma (Theoretical Stream, post-2019) studied between 4-5 years, with an overall grade of 14*. The Technical and Vocational stream and Work and Knowledge stream will not be acceptable for direct entry.
*dependent on subject requirements
We do not accept school leaving qualifications from Iraq.
If you are studying for an Irish qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Ireland.
UK requirement (A-level) | Irish Leaving Certificate (Higher Level) equivalent |
---|---|
AAA | H2, H2, H2, H2, H2, H2 |
AAB | H2, H2, H2, H2, H3, H3 |
ABB | H2, H2, H2, H3, H3, H3 |
BBB | H2, H3, H3, H3, H3, H3 |
BBC | H3, H3, H3, H3, H3, H4 |
BCC | H3, H3, H3, H4, H4, H4 |
CCC | H3, H4, H4, H4, H4, H4 |
CCD | H4, H4, H4, H4, H5, H5 H4, H4, H4, H4, O1, O1 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Irish Leaving Certificate (Higher Level) equivalent |
---|---|
Grade A | H2 |
Grade B | H3 |
We will look at the QQI Level 5 Certificate on a case by case basis depending on module relevance to chosen degree programme. Please contact Admissions for more information.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English and mathematics:
GCSE C Grade equivalent | Irish Leaving Certificate - O4 |
---|---|
GCSE B Grade equivalent | Irish Leaving Certificate - O3 |
GCSE A Grade equivalent | Irish Leaving Certificate - O3 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for an Italian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Italy.
UK requirement (A-level) | Diploma conseguito con l’Esame di Stato equivalent |
---|---|
A*AA | 96 |
AAA | 95 |
AAB | 90 |
ABB | 85 |
BBB | 80 |
BBC | 75 |
BCC | 70 |
CCC | 65 |
CCD | 60 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Individual subject mark |
---|---|
Grade A | 9/10 |
Grade B | 8/10 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Diploma di Esame di Stato, Pass (6) |
---|---|
GCSE B Grade equivalent | Diploma di Esame di Stato, Pass (6) |
GCSE A Grade equivalent | Diploma di Esame di Stato, Pass (7) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Upper Secondary School Certificate.
We do not accept school leaving qualifications from Jordan.
We do not accept school leaving qualifications from Kazakhstan.
Accepted qualifications
- Kenyan Certificate of Secondary Education (KCSE)
Accepted with the same requirements as UK GCSEs. - Cambridge Overseas Higher School Certificate (COHSC)
- East African Advanced Certificate of Education (EAACE)
- Kenya Advanced Certificate of Education (KACE)
Accepted with the same requirements as UK A-levels.
We do not accept school leaving qualifications from Kuwait.
If you are studying for a Latvian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Latvia.
UK requirement (A-level) | Atestāts par vispārējo vidējo izglītību equivalent |
---|---|
AAA | 9.5 overall with at least 80% in three state exams |
AAB | 9.0 overall with at least 80% in three state exams |
ABB | 8.5 with at least 80% in three state exams |
BBB | 8.0 – with at least 80% in one state exam and 75% in 2 state exams |
BBC | 7.5 - with at least 75% in three state exams |
BCC | 7.5 - with at least 75% in two state exams and 70% in one state exam |
CCC | 7.0 - with at least 75% in one state exams and 70% in two state exams |
CCD | 6.5 - with at least 70% in three state exams |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Atestāts par vispārējo vidējo izglītību equivalent |
---|---|
Grade A | 90% |
Grade B | 90% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Atestāts par vispārējo vidējo izglītību - Pass (4) |
---|---|
GCSE B Grade equivalent | Atestāts par vispārējo vidējo izglītību - Pass (5) |
GCSE A Grade equivalent | Atestāts par vispārējo vidējo izglītību - Pass (6) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the General Secondary Education Certificate.
If you are studying for a Lithuanian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Lithuania.
UK requirement (A-level) | Brandos Atestatas equivalent |
---|---|
A*AA | 9.5 – with at least 95% in three state exams, including relevant subjects |
AAA | 9.0 – with at least 90% in three state exams, including relevant subjects |
AAB | 9.0 – with at least 87% in three state exams, including relevant subjects |
ABB | 8.5 – with at least 85% in three state exams, including relevant subjects |
BBB | 8.0 – with at least 80% in three state exams, including relevant subjects |
BBC | 7.5 - with at least 75% in three state exams, including relevant subjects |
BCC | 7.0 - with at least 75% in three state exams, including relevant subjects |
CCC | 7.0 - with at least 70% in three state exams, including relevant subjects |
CCD | 6.5 with at least 70% in three state exams |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Brandos Atestatas equivalent |
---|---|
Grade A | 90% |
Grade B | 80% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Brandos Atestatas, 6 |
---|---|
GCSE B Grade equivalent | Brandos Atestatas, 7 |
GCSE A Grade equivalent | Brandos Atestatas, 7 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for qualifications from Luxembourg, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Luxembourg.
UK requirement (A-level) | Diplôme de Fin d'Études Secondaires equivalent |
---|---|
A*AA | 51 |
AAA | 48 |
AAB | 46 |
ABB | 44 |
BBB | 42 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Diplôme de Fin d'Études Secondaires equivalent |
---|---|
Grade A | 48 |
Grade B | 39 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics: *Certificat de Fin d'études Moyennes*, Maths 40-47.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for a Malaysian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses.
Suitably qualified applicants can be considered for Year 2 entry. Please refer enquiries to international@surrey.ac.uk.
The table below shows grade equivalencies for Malaysia.
UK requirement (A-level) | Sijil Tinggi Persekolahan Malaysia (STPM) equivalent |
---|---|
A*AA | A, A-, A- |
AAA | A-, A-, A- |
AAB | A-, A-, B+ |
ABB | A-, B+, B+ |
BBB | B+, B+, B+ |
BBC | B-, B-, C+ |
BCC | B-, B-, C+ |
CCC | B-, C+, C+ |
UK requirement (A-level) | Matrikulasi equivalent | Diploma equivalent (considered on a case-by-case basis) |
---|---|---|
AAA | CGPA 3.4 | CGPA 3.20 |
AAB | CGPA 3.3 | CGPA 3.10 |
ABB | CGPA 3.2 | CGPA 3.00 |
BBB | CGPA 3.1 | CGPA 2.90 |
BBC | CGPA 3.0 | CGPA 2.90 |
BCC | CGPA 2.9 | CGPA 2.80 |
CCC | CGPA 2.8 | CGPA 2.70 |
UK requirement (A-level) | Unified Examination Certificate |
---|---|
AAB | B3 in five subjects (excluding Chinese and Malay) |
ABB | B3 in five subjects (excluding Chinese and Malay) |
BBB | B4 in five subjects (excluding Chinese and Malay) |
BBC | B4 in five subjects (excluding Chinese and Malay) |
BCC | B5 in five subjects (excluding Chinese and Malay) |
CCC | B5 in five subjects (excluding Chinese and Malay) |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Sijil Tinggi Persekolahan Malaysia (STPM) equivalent |
---|---|
Grade A | A- |
Grade B | B+ |
UK subject requirement (A-level) | Matrikulasi equivalent |
---|---|
Grade A | 3.67 |
Grade B | 3.33 |
UK subject requirement (A-level) | Unified Examination Certificate (UEC) |
---|---|
Grade A | A2 |
Grade B | B4 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Sijil Pelajaran Malaysia (SPM) English with CEFR grade B2 in all components OR Pre-2021, Sijil Pelajaran Malaysia (SPM), 1119 Advanced English C.
Mathematics: Sijil Pelajaran Malaysia (SPM), Mathematics C.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Maltese qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Malta.
UK requirement (A-level) | MEC Advanced | MEC Intermediate |
---|---|---|
AAA | AA | AAA |
AAB | AB | AAB |
ABB | AB | ABB |
BBB | BBB | BB |
BBC | BC | BBC |
BCC | BC | BCC |
CCC | CC | CCC |
CCD | CD | CCD |
Please note: you will need the Advanced and Intermediate, so for BBB in the UK A-levels we would ask for BB MEC Advanced and BBB MEC Intermediate.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Advanced Matriculation Certificate equivalent |
---|---|
Grade A | A |
Grade B | B |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Secondary Education Certificate, English, 3
Mathematics:
Grade C/4 | Secondary Education Certificate, 5. |
---|---|
Grade B/5 | Secondary Education Certificate, 4. |
Grade A/7 | Secondary Education Certificate, 2 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We accept the following qualifications:
GCE O-levels
Accepted with the same requirements as UK GCSEs.Cambridge Overseas Higher School Certificate/GCE Advanced Level
Accepted with the same requirements as UK A-levels.
We do not accept the Diplomă de Bacalaureat from Moldova for year 1 entry. However, a foundation course or evidence of further study will be considered.
If you are studying for qualifications in the Netherlands, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for the Netherlands.
UK requirement (A-level) | Voorbereidend Wetenschappelijk Onderwijs (VWO) |
---|---|
AAA | 8 |
AAB | 7.8 |
ABB | 7.4 |
BBB | 7.2 |
BBC | 7 |
BCC | 6.8 |
CCC | 6.6 |
CCD | 6.4 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK requirement (A-level) | Voorbereidend Wetenschappelijk Onderwijs (VWO) |
---|---|
Grade A | 8.0 |
Grade B | 7.5 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 8
Mathematics:
Grade C | VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 6 |
---|---|
Grade B | VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 6 |
Grade A | VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 6.5 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for New Zealand qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for New Zealand.
UK requirement (A-level) | Grade equivalence |
---|---|
AAA | NCEA Level 3 with Excellence endorsement |
AAB | NCEA Level 3 with Merit endorsement including 30 level 3 credits at Excellence |
ABB | NCEA Level 3 with Merit endorsement including 27 level 3 credits at Excellence |
BBB | NCEA Level 3 with Merit endorsement including 24 Level 3 credits at Excellence |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | National Certificate of Educational Achievement (NCEA), Level 3 equivalent |
---|---|
Grade A | 20 Level 3 credits in the required subject, with Excellence (E) in 15 credits. |
Grade B | 20 Level 3 credits in the required subject, with Excellence (E) in 12 credits. |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: National Certificate of Educational Achievement (NCEA), English, Achieved.
Mathematics: National Certificate of Educational Achievement (NCEA), Mathematics, Achieved.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the West African Senior School Certificate Examination (WASSCE) from Nigeria.
If you are studying for Norwegian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Norway.
UK requirement (A-level) | Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole equivalent |
---|---|
A*AA | VVO (with generell studiekompetanse) with 5.0 overall |
AAA | VVO (with generell studiekompetanse) with 4.5 overall |
AAB | VVO (with generell studiekompetanse) with 4.5 overall |
ABB | VVO (with generell studiekompetanse) with 4.0 overall |
BBB | VVO (with generell studiekompetanse) with 4.0 overall |
BBC | VVO (with generell studiekompetanse) with 3.5 overall |
BCC | VVO (with generell studiekompetanse) with 3.0 overall |
CCC | VVO (with generell studiekompetanse) with 2.5 overall |
CCD | VVO (with generell studiekompetanse) with 2.0 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole equivalent |
---|---|
Grade A | 4.5 |
Grade B | 4.0 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole, English 4.
Mathematics:
GCSE C Grade equivalent | Vitnemal for Videregående Oppleaering (VVO) /Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2 (Pass) |
---|---|
GCSE B Grade equivalent | Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2.5 (Pass) |
GCSE A Grade equivalent | Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2.5 (Pass) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Oman.
We consider a range of high school qualifications for entry onto our undergraduate courses.
We consider a range of high school qualifications for entry onto our undergraduate courses.
We consider a range of high school qualifications for entry onto our undergraduate courses.
Take a look at country-specific information for certain countries in the Middle East.
We consider a range of high school qualifications for entry onto our undergraduate courses.
If you are a student from Brazil then take a look at the country-specific entry requirements.
We consider a range of high school qualifications for entry onto our undergraduate courses.
Take a look at country-specific information for certain countries in South Asia.
We consider a range of high school qualifications for entry onto our undergraduate courses.
Take a look at country-specific information for certain countries in South East Asia.
We do not accept the Intermediate/Higher Secondary Certificate from Pakistan.
If you are studying for Polish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Poland.
UK requirement (A-level) | Świadectwo Dojrzałości equivalent |
---|---|
A*AA | 90 per cent in all written standard level subjects including three extended level subjects, each at 90 per cent. |
AAA | 90 per cent in all written standard level subjects including three extended level subjects, each at 85 per cent. |
AAB | 85 per cent in all written standard level subjects, including three extended level subjects, each at 80 per cent. |
ABB | 80 per cent in all written standard level subjects, including three extended level subjects, each at 75 per cent. |
BBB | 75 per cent in all written standard level subjects, including three extended level subjects, each at 70 per cent. |
BBC | 70 per cent in all written standard level subjects, including three extended level subjects, each at 65 per cent. |
BCC | 70 per cent in all written standard level subjects, including three extended level subjects, each at 60 per cent. |
CCC | 60 per cent in all written standard level subjects, including three extended level subjects, each at 60 per cent. |
CCD | 60 per cent in all written standard level subjects, including three extended level subjects, each at 55 per cent. |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Świadectwo Dojrzałości/Matura equivalent |
---|---|
Grade A | 80 per cent at extended level. |
Grade B | 70 per cent at extended level. |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
Grade C | *Świadectwo Dojrzałości*/*Matura*, 30% |
Grade B | *Świadectwo Dojrzałości /*Matura*, 30% |
Grade A | *Świadectwo Dojrzałości*/*Matura*, 40% |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Portuguese qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Portugal.
UK requirement (A-level) | Certificado de fim de Estudos Secundários / Diploma Nivel Secundaro de Educacao / Certificado Nivel Secundaro de Educacao / Diploma de Ensino Secundario / Certidao do Decimo Segundo Ano / Certificado de Habilitacoes do Ensino Secundario equivalent |
---|---|
AAA | 17< |
AAB | 16.5 |
ABB | 16 |
BBB | 15.5 |
BBC | 15 |
BCC | 14.5 |
CCC | 14 |
CCD | 13.5 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Certificado de fim de Estudos Secundários / Diploma Nivel Secundaro de Educacao / Certificado Nivel Secundaro de Educacao / Diploma de Ensino Secundario / Certidao do Decimo Segundo Ano / Certificado de Habilitacoes do Ensino Secundario equivalent |
---|---|
Grade A | 17 |
Grade B | 16 |
Where maths is a required subject at A-level, applicants will be required to achieve Certifcado de fim de Estudos Secundarios maths at 17 for A-level Grade A, 16 for Grade B and 15 for Grade C.
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C | *Certificado de fim de Estudos Secundários* 10 |
Grade B | *Certificado de fim de Estudos Secundários* 11 |
Grade A | *Certificado de fim de Estudos Secundários* 12 |
If maths does not appear in the final Certifcado de fim de Estudos Secundarios (or other named qualifications above) or if the above grades were not met, we can accept maths in the Y9 high school transcript at the following grades:
GCSE C | 3/5 |
GCSE B | 4/5 |
GCSE A | 5/5 |
We do not accept Qatar school leaving qualifications.
If you are studying for Romanian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Romania.
UK requirement (A-level) | Diplomă de Bacalaureat equivalent |
---|---|
A*AA | 9.3 overall |
AAA | 9.0 overall |
AAB | 8.5 overall |
ABB | 8.0 overall |
BBB | 8.0 overall |
BBC | 7.5 overall |
BCC | 6.0 overall |
CCC | 6.5 overall |
CCD | 6.0 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Diplomă de Bacalaureat equivalent |
---|---|
Grade A | 9.0 |
Grade B | 8.0 |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C |
|
Grade B |
|
Grade A |
|
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Certificate of Secondary (Complete) General Education.
We do not accept the Tawjihiyah (General Secondary Education Certificate).
If you are studying for Singaporean qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Singapore.
UK requirement (A-level) | Singapore/Cambridge A-levels (H2) equivalent |
---|---|
AAA | AAB |
AAB | ABB |
ABB | BBB |
BBB | BBC |
BBC | BCC |
BCC | CCC |
CCC | CCD |
UK requirement (A-level) | Singapore Polytechnic Diploma equivalent |
---|---|
A*AA | GPA of 3.2 |
AAA | GPA of 3.1 |
AAB | GPA of 3.0 |
ABB | GPA of 2.9 |
BBB | GPA of 2.8 |
BBC | GPA of 2.7 |
BCC | GPA of 2.6 |
CCC | GPA of 2.5 |
Suitably qualified applicants can be considered for Year 2 entry. Please refer enquiries to international@surrey.ac.uk.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Singapore/Cambridge A-levels (H2) equivalent |
---|---|
Grade A | A |
Grade B | B |
Minimum standard in English and Mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and Mathematics.
English: Singapore/Cambridge O-level English at grade C. The Singapore Integrated Programme satisfies the English requirement.
Mathematics: Singapore/Cambridge O-level mathematics at grade C. The Singapore Integrated Programme satisfies the mathematics requirement.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Slovakian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Slovakia.
UK requirement (A-level) | Maturitná skúška equivalent |
---|---|
A*AA | 1.0 |
AAA | 1.5 |
AAB | 1.5 |
ABB | 2.0 |
BBB | 2.0 |
BBC | 2.2 |
BCC | 2.4 |
CCC | 2.6 |
CCD | 2.8 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Maturitná skúška equivalent |
---|---|
Grade A | 1.5 |
Grade B | 2.0 |
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
GCSE C Grade equivalent | Maturitná skúška 4 (Dostatocny) |
GCSE B Grade equivalent | Maturitná skúška 3 (Dobry) |
GCSE A Grade equivalent | Maturitná skúška 3 (Dobry) |
Alternatively, where mathematics is not studied as part of the Maturitná skúška, we will accept mathematics in the Y11 or Y12 high school transcript at the same grades outlined above.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Slovenian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Slovenia.
UK requirement (A-level) | Matura Spricevalo equivalent |
---|---|
AAA | 25 points overall |
AAB | 24 points overall |
ABB | 23 points overall |
BBB | 22 points overall |
BBC | 21 points overall |
BCC | 20 points overall |
CCC | 19 points overall |
CCD | 18 points overall |
Subject requirements
For courses that have specific subject requirements at A-level.
Subjects that ask specifically for mathematics or require English A-Level (English Literature BA or English Literature with Creative Writing BA):
UK subject requirement (A-level) | Matura equivalent |
---|---|
Grade A | 7 at higher level |
Grade B | 6 at higher level |
For all other required subjects and where mathematics is a second science:
UK subject requirement (A-level) | Matura equivalent |
---|---|
Grade A | 5 at standard level |
Grade B | 4 at standard level |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C | Matura Spricevalo 2.0 |
Grade B | Matura Spricevalo 2.0 |
Grade A | Matura Spricevalo 3.0 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for South African qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for South Africa.
UK requirement (A-level) | Senior Certificate (with matriculation endorsement) |
---|---|
AAA | 77666 |
AAB | 76666 |
ABB | 76666 |
BBB | 66666 |
BBC | 66655 |
BCC | 66555 |
CCC | 55555 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Senior Certificate (with matriculation endorsement) equivalent |
---|---|
Grade A | 7 |
Grade B | 6 |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: Senior Certificate (with matriculation endorsement), English 5.
Mathematics: Senior Certificate (with matriculation endorsement), Mathematical Literacy 5 or Maths 4.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the High School Diploma.
If you are studying for Spanish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Spain.
UK requirement (A-level) | Título de Bachillerato equivalent |
---|---|
A*AA | 9.0 overall |
AAA | 8.5 overall |
AAB | 8.0 overall |
ABB | 7.8 overall |
BBB | 7.5 overall |
BBC | 7.3 overall |
BCC | 7.0 overall |
CCC | 6.5 overall |
CCD | 6.0 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Título de Bachillerato equivalent |
---|---|
Grade A | 9.0 |
Grade B | 8.0 |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS required
Mathematics:
GCSE C Grade equivalent | Graduado en Educacion Secundaria (GES) 5 / Titulo de Bachillerato 5 |
GCSE B Grade equivalent | Graduado en Educacion Secundaria (GES) 6 / Titulo de Bachillerato 5 |
GCSE A Grade equivalent | Graduado en Educacion Secundaria (GES) 7/ Titulo de Bachillerato 6 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Sri Lankan qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Sri Lanka:
UK requirement (A-level) | Sri Lankan General Certificate of Education (Advanced level) equivalent |
---|---|
A*AA | AAA |
AAA | AAA |
AAB | AAB |
ABB | ABB |
BBB | BBB |
BBC | BBC |
BCC | BCC |
CCC | CCC |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Sri Lankan General Certificate of Education (Advanced level) equivalent |
---|---|
Grade A | A |
Grade B | B |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: Cambridge O-level, English at grade C
Mathematics: Cambridge/Sri Lankan O-level, mathematics at grade C
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Swedish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Sweden.
UK requirement (A-level) | Avgångsbetyg/Slutbetyg från Gymnasieskola/Högskoleförberedande examen equivalent |
---|---|
AAA | A grades in the majority of subjects (18.5 points) |
AAB | A and B grades in the majority of subjects (18 points) |
ABB | B grades in the majority of subjects (17.5 points) |
BBB | B grades in the majority of subjects (17 points) |
BBC | B grades in the majority of subjects (16.5 points) |
BCC | B and C grades in the majority of subjects (15.5 points) |
CCC | B and C grades in the majority of subjects (14.5 points) |
CCD | C grades in the majority of subjects (13.5 points) |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Avgångsbetyg / Slutbetyg från Gymnasieskola examen equivalent |
---|---|
Grade A | A |
Grade B | B |
Grade C | C |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
GCSE English:
Courses requiring GCSE English Language C (4) or B (5) - English 6 grade C or English 5 grade B in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
Courses requiring GCSE English Language Grade A / 7 – English 6 at Grade B in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
GCSE Mathematics
Courses requiring GCSE Mathematics Grade C (4) or B (5) – Maths at Grade E in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
Courses requiring GCSE Mathematics Grade A / 7 – Maths at Grade D in one of the following qualifications
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
If you are studying for Swiss qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Switzerland.
UK requirement (A-level) | French speaking - Certificat de Maturite / Certificat de Maturie Catonal reconnu par la Confederatio German speaking - Katonales Maturitatszeugnis / Maturitat Italian speaking - Attestato di Maturita / Attestato di Maturita Cantonale Riconosciuto dalla Confederzione |
---|---|
AAA | Any of the above Matura qualifications with 5.0 overall |
AAB | Any of the above Matura qualifications with 5.0 overall |
ABB | Any of the above Matura qualifications with 4.8 overall |
BBB | Any of the above Matura qualifications with 4.5 overall |
BBC | Any of the above Matura qualifications with 4.4 overall |
BCC | Any of the above Matura qualifications with 4.3 overall |
CCC | Any of the above Matura qualifications with 4.2 overall |
CCD | Any of the above Matura qualifications with 4.1 overall |
Subject equivalent
- Grade A: Matura 5.0
- Grade B: Matura 4.5
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English and Mathematics:
GCSE C Grade equivalent | Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.0 |
GCSE B Grade equivalent | Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.1 |
GCSE A Grade equivalent | Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.2 |
For the minimum standard for GCSE Mathematics only we can also accept:
- GCSE C Grade equivalent Certificat de Culture Generale - 4.0
- GCSE B Grade equivalent Certificat de Culture Generale - 4.1
- GCSE A Grade equivalent Certificat de Culture Generale - 4.2
If you studied the Certificat de Culture Generale then we may need an IELTS or equivalent to meet our minimum standards for English Language.
We do not accept the Senior High School Leaving Certificate.
If you are studying for Tanzanian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Tanzania.
UK requirement (A-level) | Advanced Certificate of Secondary Education (ACSE) |
---|---|
AAA | AAA |
ABB | ABB |
BBB | BBB |
CCC | CCC |
Minimum standard in English and mathematics
- English Language: Certificate of Secondary Education (CSE) at grade C.
- Mathematics: Certificate of Secondary Education (CSE) at grade C.
We do not accept the Senior High School Leaving Certificate.
If you are studying for Turkish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Turkiye.
UK requirement (A-level) | Devlet Lise Diplomasi/Lise Bitirme Diplomasi equivalent |
---|---|
A*AA | 85% |
AAA | 80% |
AAB | 75% |
ABB | 70% |
BBB | 70% |
BBC | Lise Diplomasi with 65% in the final year |
BCC | Lise Diplomasi with 60% in the final year |
CCC | Lise Diplomasi with 55% in the final year |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Devlet Lise Diplomasi/Lise Bitirme Diplomasi equivalent |
---|---|
Grade A | 80% |
Grade B | 70% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics: Lise Bitirme Diplomasi Mathematics, 3, or 55% in Grade 10 or above.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Ugandan qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Uganda.
UK requirement (A-level) | Advanced Certificate of Secondary Education (UACE) |
---|---|
AAA | AAA |
ABB | ABB |
BBB | BBB |
BBC | BBC |
CCC | CCC |
CCD | CCD |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Ugandan Advanced Certificate of Education (UACE) equivalent |
---|---|
Grade A | A |
Grade B | B |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Uganda Certificate of Education (UCE), 6.
Mathematics: East African Certificate of Education (EACE), Mathematics 6, or, Uganda Certificate of Education (UCE), 6.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept Ukrainian school leaving qualifications.
We do not accept school leaving qualifications.
If you are studying for American qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. We are able to consider a combination of any three test scores at the appropriate level (e.g. 2 APs and 1 SAT Subject Test). Honours and College level class content can also be reviewed on case-by-case basis by our Admissions Team.
The table below shows grade equivalencies for the United States of America.
UK requirement (A-level) | Advanced Placement (AP) equivalent |
---|---|
A*AA | 555 |
AAA | 555 |
AAB | 554 |
ABB | 544 |
BBB | 444 |
BBC | 443 |
BCC | 433 |
CCC | 333 |
UK requirement (A-level) | SAT equivalent |
---|---|
A*AA | 1350 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each) |
AAA | 1350 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each) |
AAB | 1320 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each) |
ABB | 1290 in SAT Reasoning (combined) and 650 in three SAT Subject Tests* (each) |
BBB | 1290 in the SAT Evidence-based Reading and Writing, and Mathematics Tests (combined) and 650 in three SAT Subject Tests* (each) |
BBC | 1290 in SAT Reasoning (combined) and 600 in three SAT Subject Tests* (each) |
BCC | 1290 in SAT Reasoning (combined) and 550 in three SAT Subject Tests* (each) |
CCC | 1290 in SAT Reasoning (combined) and 500 in three SAT Subject Tests* (each) |
*Please see the latest update from the College Board regarding SAT Subject Tests.
UK requirement (A-level) | American College Testing (ACT) equivalent |
---|---|
A*AA | 29 (from a single exam sitting) |
AAA | 29 (from a single exam sitting) |
AAB | 29 (from a single exam sitting) |
ABB | 28 (from a single exam sitting) |
BBB | 28 (from a single exam sitting) |
BBC | 28 (from a single exam sitting) |
BCC | 28 (from a single exam sitting) |
CCC | 27 (from a single exam sitting) |
UK requirement (A-level) | Associate degree equivalent |
---|---|
A*AA | 3.3 |
AAA | 3.3 |
AAB | 3.3 |
ABB | 3.2 |
BBB | 3.2 |
BBC | 3.2 |
BCC | 3.2 |
CCC | 3.1 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Advanced Placement (AP) equivalent | SAT Subject Test |
---|---|---|
Grade A | 5 | 700 |
Grade B | 4 | 650 |
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English: Grade 12 High School Diploma, English C.
Mathematics: Grade 12 High School Diploma, Mathematics C.
Alternatively, an overall SAT score of 1290/1600 (critical reading, writing and mathematics) with a minimum of 600 in each component.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Upper Secondary School Graduation Diploma.
Please refer to the entry requirements for the country where your High School qualifications originate from, or the relevant UK qualifications on the course page. For information on entry requirements based on an International Foundation Year, please contact the admissions team with details about where you are taking your International Foundation Year, and the content you are studying.
We do not accept school leaving qualifications from Algeria.
We do not accept the Zimbabwe General Certificate of Education at Ordinary level.
We do not accept school leaving qualifications from Morocco.
Overall:
- BSc (Hons):
- BBB
- BSc (Hons) with foundation year:
- CCC
Please note: A-level General Studies and A-level Critical Thinking are not accepted. Applicants taking an A-level science subject with the Science Practical Endorsement are required to pass the practical element.
GCSE or equivalent: English Language at Grade 4 (C) and Mathematics at Grade 4 (C).
Overall:
- BSc (Hons):
- DDM
- BSc (Hons) with foundation year:
- MMM
GCSE or equivalent: English Language at Grade 4 (C) and Mathematics at Grade 4 (C).
Overall:
- BSc (Hons):
- 32.
- BSc (Hons) with Foundation Year:
- 29
GCSE or equivalent: English A HL4/SL4 or English B HL5/SL6 and Mathematics (either course) HL4/SL4.
Overall:
- BSc (Hons):
- 75%.
- BSc (Hons) with foundation year:
- 68%.
GCSE or equivalent: Maths 6 and either English Language (1/2) 6 or English Language (3)7.
Overall:
- BSc (Hons):
- QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 27 credits at Distinction and 18 at Merit.
- BSc (Hons) with foundation year:
- QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 21 credits at Distinction, 3 at Merit and 21 at Pass.
GCSE or equivalent: English Language and Mathematics at Grade 4 (C).
Overall:
- BSc (Hons):
- ABBBB.
- BSc (Hons) with foundation year:
- BBBCC
GCSE or equivalent: English Language: Scottish National 5 - C Maths - Scottish National 5 - C.
Overall:
- BSc (Hons):
- Pass overall with BBB from a combination of the Advanced Skills Challenge Certificate and two A-levels.
- BSc (Hons) with foundation year:
- Pass overall with CCC from a combination of the Advanced Skills Challenge Certificate and two A-levels.
Please note: A-level General Studies and A-level Critical Thinking are not accepted. Applicants taking an A-level science subject with the Science Practical Endorsement are expected to pass the practical element.
GCSE or equivalent: English Language and Mathematics – Numeracy as part of the Welsh Baccalaureate. Please check the A-level drop down for the required GCSE levels.
Applicants taking the Extended Project Qualification (EPQ) will receive our standard A-level offer for this programme, plus an alternate offer of one A-level grade lower, subject to achieving an A grade in the EPQ. The one grade reduction will not apply to any required subjects.
Applicants can only receive one grade reduction from the published grades, an EPQ grade reduction can’t be applied in addition to other grade reductions made through other schemes such as Contextual Admissions or In2Surrey.
English language requirements
IELTS Academic: 6.5 overall with 6.0 in writing and 5.5 in each other element.
View the other English language qualifications that we accept.
If you do not currently meet the level required for your programme, we offer intensive pre-sessional English language courses, designed to take you to the level of English ability and skill required for your studies here.
International Foundation Year
If you are an international student and you don’t meet the entry requirements for this degree, we offer the International Foundation Year at the Surrey International Study Centre. Upon successful completion, you can progress to this degree course.
Selection process
We normally make offers in terms of grades.
If you are a suitable candidate you will be invited to an offer holder event. During your visit to the University you can find out more about the course and meet staff and students.
Recognition of prior learning
We recognise that many students enter their higher education course with valuable knowledge and skills developed through a range of professional, vocational and community contexts.
If this applies to you, the recognition of prior learning (RPL) process may allow you to join a course without the formal entry requirements or enter your course at a point appropriate to your previous learning and experience.
There are restrictions on RPL for some courses and fees may be payable for certain claims. Please see the code of practice for recognition of prior learning and prior credit: taught programmes (PDF) for further information.
Contextual offers
Did you know eligible students receive support through their application to Surrey, which could include a grade reduction on offer?
Fees
Explore UKCISA’s website for more information if you are unsure whether you are a UK or overseas student. View the list of fees for all undergraduate courses.
Payment schedule
- Students with Tuition Fee Loan: the Student Loans Company pay fees in line with their schedule.
- Students without a Tuition Fee Loan: pay their fees either in full at the beginning of the programme or in two instalments as follows:
- 50% payable 10 days after the invoice date (expected to be early October of each academic year)
- 50% in January of the same academic year.
The exact date(s) will be on invoices. Students on part-time programmes where fees are paid on a modular basis, cannot pay fees by instalment.
- Sponsored students: must provide us with valid sponsorship information that covers the period of study.
Professional training placement fees
If you are studying on a programme which contains a Professional Training placement year there will be a reduced fee for the academic year in which you undertake your placement. This is normally confirmed 12 to 18 months in advance, or once Government policy is determined.
Additional costs
There are no associated costs with this course.
Optional expenses
Occasional optional trips to London or within Surrey will be organised by the School which may incur travel costs – £60 approximately.
Our award-winning Professional Training placement scheme gives you the chance to spend a year in industry, either in the UK or abroad.
We have thousands of placement providers to choose from, most of which offer pay. So, become one of our many students who have had their lives and career choices transformed.
Sociology placements
Our Professional Training placement programme gives you the opportunity to apply the knowledge and skills gained during your first two years of study in a work environment, while receiving training and carrying out projects with real responsibilities.
Companies and organisations that have participated in the scheme include:
- British Red Cross
- Cyprus Green Action Group
- Government Social Research
- IFF Research
- Stonewall Housing
- Suffolk County Council
- Surrey County Council.
Applying for placements
Students are generally not placed by the University. But we offer support and guidance throughout the process, with access to a vacancy site of placement opportunities.
Find out more about the application process.
Discover, develop and dive in
Find out how students at Surrey developed their skills in industry by undertaking a placement year.
Discover, develop and dive in
Find out how students at Surrey developed their skills in industry by undertaking a placement year.
Study and work abroad
Studying at Surrey opens a world of opportunity. Take advantage of our study and work abroad partnerships, explore the world, and expand your skills for the graduate job market.
The opportunities abroad vary depending on the course, but options include study exchanges, work/research placements, summer programmes, and recent graduate internships. Financial support is available through various grants and bursaries, as well as Student Finance.
Perhaps you would like to volunteer in India or learn about Brazilian business and culture in São Paulo during your summer holidays? With 140+ opportunities in 36+ different countries worldwide, there is something for everyone.
Partner institutions
Depending on your preference, you may decide to choose one of our European partner universities, such as Copenhagen University, Denmark.
We also have exchanges with:
- La Trobe University, Australia
- Monash University, Australia
- Swinburne University of Technology, Australia
- University of Victoria, Wellington, New Zealand
- Nanyang Technological University, Singapore
- Singapore Management University
- Seoul National University, South Korea
- North Carolina State University, US
- Texas Tech, US
- University of Central Florida, US
- University of Cincinnati, US
- University of North Texas, US.
Apply for your chosen course online through UCAS, with the following course and institution codes.
About the University of Surrey
Need more information?
Contact our Admissions team or talk to a current University of Surrey student online.
- BSc (Hons)View ULE10F0001U
- BSc (Hons) with placementView ULE10S0002U
- BSc (Hons) with foundation yearView ULE10F0018U
- BSc (Hons) with foundation year and placementView ULE10S0018U
Terms and conditions
When you accept an offer to study at the University of Surrey, you are agreeing to follow our policies and procedures, student regulations, and terms and conditions.
We provide these terms and conditions in two stages:
- First when we make an offer.
- Second when students accept their offer and register to study with us (registration terms and conditions will vary depending on your course and academic year).
View our generic registration terms and conditions (PDF) for the 2023/24 academic year, as a guide on what to expect.
Disclaimer
This online prospectus has been published in advance of the academic year to which it applies.
Whilst we have done everything possible to ensure this information is accurate, some changes may happen between publishing and the start of the course.
It is important to check this website for any updates before you apply for a course with us. Read our full disclaimer.