Human Sciences studies the biological, social and cultural aspects of human life, and provides a challenging alternative to some of the more traditional courses offered at Oxford. The school was founded in 1969 in recognition of the need for interdisciplinary understanding of fundamental issues and problems confronting contemporary societies. Central topics include the evolution of humans, their behaviour, molecular and population genetics, population growth and ageing, ethnic and cultural diversity and the human interaction with the environment, including conservation, disease and nutrition. The study of both biological and social disciplines, integrated within a framework of human diversity and sustainability, should enable the human scientist to develop professional competencies suited to address such multidimensional human problems.
The course draws on specialists from a number of different faculties in the University. Lectures introduce most of the material you will need and provide the core concepts and theories for each paper. Tutorials, given by specialists in different fields, allow you to consider particular topics in greater depth. They also allow students from different academic backgrounds to gain the necessary grounding across a range of subjects.
The course is unusual in having its own building within the University, the Pauling Human Sciences Centre. It has a seminar/lecture room, tutorial rooms and a reading room. The Human Sciences Centre office is a particularly valuable resource, offering a variety of information and guidance about teaching arrangements, lecture timetables, course syllabuses, and books and journals in other libraries to which students have access. In addition, the centre has a cross-section of books covering different aspects of the course, which are specifically chosen for undergraduate use. The centre is also a focus for many informal activities, ranging from student-organised symposia to regular lunches. In general, the centre provides a friendly base which contributes greatly to undergraduates’ involvement in the course.
Recent graduates have found opportunities in fields including the Civil Service, government, health services, teaching, the media, law, industry, commerce, computing, management consultancy and accountancy.
Alison currently works as the Principal Scientist in HIV epidemiology at the Health Protection Agency. She says: ‘My undergraduate degree in Human Sciences was excellent preparation for my career. The field of HIV is multifaceted which means we not only measure the prevalence and incidence of HIV but also seek to understand the complexities of sexual behaviour and the political and social context of HIV. Human Sciences gave me a solid grounding in statistical methods, biological and social sciences. Specifically, the cross-disciplinary ethos of the course taught me the importance of collaboration with academics and advocates with a wide range of expertise and the need to interpret data within a social, human context.’
Graduate Vanessa produced the series Frozen Planet. She has worked as a producer/director on a variety of wildlife series including Wildlife on One, The Natural World, Life of Mammals and Planet Earth. She also co-wrote the book accompanying Frozen Planet and has contributed to a number of academic books including The Biology of Religion, as well as magazines on various wildlife and conservation subjects. Several scientific papers have also been published on the basis of exceptional behavioural footage taken on films she has produced.
Students interested in this course might also like to consider Archaeology and Anthropology, Biochemistry (Molecular and Cellular), Biological Sciences, Biomedical Sciences, Earth Sciences (Geology), Geography, Psychology (Experimental) and Psychology, Philosophy and Linguistics.
Research placements/international opportunities
There are no formal arrangements for work placements but students are encouraged to take part in small-scale research projects or expeditions during the summer holidays.
A typical weekly timetable
During years 1 and 2 your work is divided between lectures (about ten a week) and tutorials (one or two a week). In addition, some practical experience in genetics, physiology, demography and statistics is offered in certain terms. Computers are used for the option in quantitative methods and sometimes in small-group teaching in demography. In the third year the tutorial and class requirement is reduced to allow more time for option papers and students’ research for their dissertations.
CoursesFive compulsory courses are taken:
AssessmentFirst University examinations:
Five written papers; satisfactory practical record
CoursesFive courses are taken:
The Human Ecology course is assessed by an extended essay written in the final term of the second year and a presentation given in the first term of the third year.
Final University examinations:
The content and format of this course may change in some circumstances. Read further information about potential course changes.
- A-levels: AAA
- Advanced Highers: AA/AAB
- IB: 38 (666 in HL)
- Or any other equivalent (see details of international qualifications)
Biology or Mathematics to A-level, Advanced Higher or Higher Level in the IB or any other equivalent can be helpful to students in completing this course, although they are not required for admission.
Oxford University is committed to recruiting the best and brightest students from all backgrounds. We offer a generous package of financial support to Home/EU students from lower-income households. (UK nationals living in the UK are usually Home students.)
These annual fees are for full-time students who begin this undergraduate course here in 2016.
Total annual fees
& Isle of Man)
Living costs for 2016/17 are estimated to be between £970 and £1,433 for each month you are in Oxford. Our academic year is made up of three eight-week terms, so you would not usually need to be in Oxford for much more than six months of the year but may wish to budget over a nine-month period to ensure you also have sufficient funds during the holidays to meet essential costs. For further details please visit our living costs webpage.
A full loan is available from the UK government to cover tuition fees for students undertaking their first undergraduate degree*, so you don’t need to pay your tuition fees up front.
In 2016 Oxford is offering one of the most generous bursary packages of any UK university to those on a family income of £42,875 or less, with additional opportunities available to those from households with incomes of £16,000 or less. This support is available in addition to the government grants and loans. See further details.
Islands students are entitled to different support to that of students from the rest of the UK.
Please refer the links below for information on the support to you available from your funding agency:
Please refer to the "Other Scholarships" section of our Oxford support page.
*If you have studied at undergraduate level before and completed your course, you will be classed as an Equivalent or Lower Qualification student (ELQ) and won’t be eligible to receive government or Oxford funding
Additional Fees and Charges Information for Human Sciences
There are no compulsory costs for this course beyond the fees shown above and your living costs.
All candidates must follow the application procedure as shown in applying to Oxford. The information below gives specific details for students applying for this course.
You do not need to submit any written work when you apply for this course.
All candidates for Human Sciences must take the Thinking Skills Assessment (TSA), normally at their own school or college, on 2 November 2016. Separate registration for this test is required and the final deadline for entries is 15 October 2016. It is the responsibility of the candidate to ensure that they are registered for this test. See www.tsaoxford.org.uk for further details.
What are tutors looking for?
The attributes tutors are looking for in applicants include:
- an ability to see things in context and make connections
- readiness to modify ideas in the light of evidence
- the capacity to form and express a personal point of view.
Candidates may wish to refer to the selection criteria for Human Sciences.
An introductory reading list can be found on the Institute of Human Sciences website.
Watch a series of short videos of students talking about some aspect of their time at Oxford.
Maija-Eliina, 1st year
'In my first term I have studied human geography, anthropology, maths, physiology, genetics and evolution!
That’s what I love about Human Sciences – it covers so many different areas and subjects. It’s interesting to develop an understanding of humans as both social and biological creatures by seeing how everything fits together.
I instantly fell in love with my college and I’ve made a great group of friends. Everyone has been really friendly right from day one, and the 2nd and 3rd years were brilliant at making all the new students feel welcome. The people and the city are amazing and there’s a really friendly vibe everywhere you go.
Before the first term starts properly there is Freshers’ Week – time for all the new students to settle in. This was organised really well, with a mix of tours and information, as well as checking out the Oxford clubbing scene. There were also more chilled things like going to the famous G&D’s ice cream parlour, and plenty of time to just relax and make new friends. The college system means that you feel that you belong right from the very beginning, as there is such a sense of community. Friendly rivalry with other colleges also bonds us closer together!
I’ve gone from lazing around all summer to being on the girls’ football, netball and rowing teams – the fact that I’d never really done any of them before coming here didn’t matter, because college sport is as much about having fun as it is about winning things.'
Alison, who graduated in 2000
She currently works as the Principal Scientist in HIV epidemiology at the Health Protection Agency. She says:
‘My undergraduate degree in Human Sciences was excellent preparation for my career. The field of HIV is multifaceted which means we not only measure the prevalence and incidence of HIV but also seek to understand the complexities of sexual behaviour and the political and social context of HIV. Human Sciences gave me a solid grounding in statistical methods, and biological and social sciences. Specifically, the cross-disciplinary ethos of the course taught me the importance of collaboration with academics and advocates with a wide range of expertise, and the need to interpret data within a social, human context.’
The Key Information Sets provide a lot of numbers about the Oxford experience – but there is so much about what you get here that numbers can’t convey. It’s not just the quantity of the Oxford education that you need to consider, there is also the quality – let us tell you more.
Oxford’s tutorial system
Regular tutorials, which are the responsibility of the colleges, are the focal point of teaching and learning at Oxford. The tutorial system is one of the most distinctive features of an Oxford education: it ensures that students work closely with tutors throughout their undergraduate careers, and offers a learning experience which is second to none.
A typical tutorial is a one-hour meeting between a tutor and one, two, or three students to discuss reading and written work that the students have prepared in advance. It gives students the chance to interact directly with tutors, to engage with them in debate, to exchange ideas and argue, to ask questions, and of course to learn through the discussion of the prepared work. Many tutors are world-leaders in their fields of research, and Oxford undergraduates frequently learn of new discoveries before they are published.
Each student also receives teaching in a variety of other ways, depending on the course. This will include lectures and classes, and may include laboratory work and fieldwork. But the tutorial is the place where all the elements of the course come together and make sense. Meeting regularly with the same tutor – often weekly throughout the term – ensures a high level of individual attention and enables the process of learning and teaching to take place in the context of a student’s individual needs.
The tutorial system also offers the sustained commitment of one or more senior academics – as college tutors – to each student’s progress. It helps students to grow in confidence, to develop their skills in analysis and persuasive argument, and to flourish as independent learners and thinkers.
The benefits of the college system
- Every Oxford student is a member of a college. The college system is at the heart of the Oxford experience, giving students the benefits of belonging to both a large and internationally renowned university and a much smaller, interdisciplinary, college community.
- Each college brings together academics, undergraduate and postgraduate students, and college staff. The college gives its members the chance to be part of a close and friendly community made up of both leading academics and students from different subjects, year groups, cultures and countries. The relatively small size of each college means that it is easy to make friends and contribute to college life. There is a sense of belonging, which can be harder to achieve in a larger setting, and a supportive environment for study and all sorts of other activities.
- Colleges organise tutorial teaching for their undergraduates, and one or more college tutors will oversee and guide each student’s progress throughout his or her career at Oxford. The college system fosters a sense of community between tutors and students, and among students themselves, allowing for close and supportive personal attention to each student’s academic development.
It is the norm that undergraduates live in college accommodation in their first year, and in many cases they will continue to be accommodated by their college for the majority or the entire duration of their course. Colleges invest heavily in providing an extensive range of services for their students, and as well as accommodation colleges provide food, library and IT resources, sports facilities and clubs, drama and music, social spaces and societies, access to travel or project grants, and extensive welfare support. For students the college often becomes the hub of their social, sporting and cultural life.