We welcome applications from the United States of America
We've put together information and resources to guide your application journey as a student from the United States of America.
Overview
Top reasons to study with us
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3rd for Iberian Languages
The Times and Sunday Times Good University Guide (2025)
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3rd for French
The Times and Sunday Times Good University Guide (2025)
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4th for Italian
The Complete University Guide (2025)
Lancaster’s joint French Studies and Mathematics degree is taught by the School of Global Affairs in conjunction with the Mathematics and Statistics Department.
Your French Studies programme gives you the opportunity to acquire high-level language skills while gaining a thorough understanding of the country’s historical, cultural, social and political background in a global context. In Maths, you’ll study in-depth mathematical theory and practice and have the option to specialise in pure mathematics or statistics.
Your first year comprises an exploration of the French language and its cultural context, and core modules in Mathematics. Alongside these, you will study a minor subject of your choice.
Building on your language skills in Year 2, you will study the culture, politics and history of the French-speaking world in more depth, as well as selecting modules which are international in scope and promote a comparative understanding of Europe and beyond. You will combine these with Mathematics modules.
Spending your third year abroad in a French-speaking country makes a major contribution to your command of the language, while deepening your intercultural sensitivity. You can study at a partner university or conduct a work placement.
In your final year, you consolidate your French language skills, and study specialist culture and comparative modules. You will also select Mathematics options.
You can find some examples of optional modules in the Course Structure section below.
Beginners Languages
Studying a language from beginners level is somewhat intense in nature so we only allow students to study one language from beginners level. Please bear this in mind when looking at our first year module options. If you apply to study a degree with a language from beginners level, your optional modules will only include higher level languages and modules in other subject areas.
Study up to three languages of your choice and be supported to take an International Placement Year in Europe or beyond. Our students explain what you could experience studying Languages and Cultures at Lancaster University.
Study at a partner university
We offer flexibility to split your time abroad between different activities.
You can choose to study courses taught in your target language at one of our partner universities.
If you are studying Chinese, you will be able to study or undertake a work placement in a Chinese language environment.
We offer flexibility to split your time abroad between different activities.
You may wish to spend your International Placement Year on a work placement for a company or as a Language Assistant for the British Council (see right). This adds invaluable work experience to your academic skills.
We will support you in identifying opportunities and securing internships during your second year.
You may apply to spend your International Placement Year working as a Language Assistant with the British Council.
This role involves supporting the teaching of English in a school or university, planning activities and producing resources to help students improve their English as well as introducing UK contemporary culture through classroom and extra-curricular activities.
You may also support the running of international projects and activities.
Spending a year abroad is an integral and assessed part of our language degrees.
It allows you to improve your language proficiency, broaden your cultural knowledge and gain transferable skills that are much valued by employers.
The International Placement Year is compulsory for students taking Chinese, French, German or Spanish at major level. Please note that there is no placement year for Italian.
We offer flexibility to split your time abroad between different activities.
You may wish to spend your International Placement Year on a work placement for a company or as a Language Assistant for the British Council (see right). This adds invaluable work experience to your academic skills.
We will support you in identifying opportunities and securing internships during your second year.
You may apply to spend your International Placement Year working as a Language Assistant with the British Council.
This role involves supporting the teaching of English in a school or university, planning activities and producing resources to help students improve their English as well as introducing UK contemporary culture through classroom and extra-curricular activities.
You may also support the running of international projects and activities.
Spending a year abroad is an integral and assessed part of our language degrees.
It allows you to improve your language proficiency, broaden your cultural knowledge and gain transferable skills that are much valued by employers.
The International Placement Year is compulsory for students taking Chinese, French, German or Spanish at major level. Please note that there is no placement year for Italian.
We offer flexibility to split your time abroad between different activities.
You may wish to spend your International Placement Year on a work placement for a company or as a Language Assistant for the British Council (see right). This adds invaluable work experience to your academic skills.
We will support you in identifying opportunities and securing internships during your second year.
You may apply to spend your International Placement Year working as a Language Assistant with the British Council.
This role involves supporting the teaching of English in a school or university, planning activities and producing resources to help students improve their English as well as introducing UK contemporary culture through classroom and extra-curricular activities.
You may also support the running of international projects and activities.
Discover what studying Mathematics at Lancaster is like from our students and academics.
An experience for Florence
For my placement year, I moved down to Cardiff to work as a Statistician with the Welsh Government. Whilst here, I have been working as part of two different teams – the Health and Social Services team and the Post-16 Education team. Currently, we are producing official statistics with both teams, the results of which have been published publicly.
I have loved being able to put my degree to practical use. When studying maths, it is often difficult to see how what you are learning could be used outside mathematical research. However, during my placement I have used the coding skills I learnt over my first and second years on datasets to create content for statistical publications as well as statistical tests and theory to ensure I am producing accurate statistics. My placement has also helped me within my degree by giving me insight into what modules I would like to pick for my future years, as well as developing my organisational skills – something which will be very useful when I return to Lancaster!
I believe the experience that I have gained over this year will be invaluable when it comes to applying for graduate roles after university. It has helped narrow down what I might want to do after university, as statistics is an area I am really interested in! The work, as well as networking with others already in the workforce, has opened me up to so many different job possibilities that I wouldn’t have known about otherwise.
As well as language and subject-related skills, a degree in languages develops rich interpersonal, intercultural, cognitive and transferable skills that can be utilised across a variety of careers such as accountancy, IT, business development, civil service, events management, finance, journalism, publishing, research and sales, as well as teaching and translating both in the UK and abroad.
Mathematics is a very versatile degree, developing logical thinking, analytical working and problem solving skills that are highly transferable and much sought after by employers. Recent graduates are pursuing career paths as actuaries, analysts, clinical and medical statisticians, software developers, accountants, and teachers.
Many graduates continue their studies at Lancaster in areas such as humanities and interdisciplinary research, making the most of our excellent postgraduate research facilities. We offer Master's degrees in Translation and Languages and Cultures, as well as in a variety of statistical and related fields.
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, but that you also graduate with relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability/career development, campus community and social development. Visit our Employability section for full details.
Skills for your future
A degree in mathematics will provide you with both a specialist and transferable skill set sought after by employers across a wide range of sectors.
Our alumni stories
Listen to our Mathematical Sciences alumni as they tell us how studying at Lancaster helped to prepare them for their future careers within mathematics.
Entry requirements
These are the typical grades that you will need to study this course. You may need to have qualifications in relevant subjects. In some cases we may also ask you to attend an interview or submit a portfolio. You must also meet our English language requirements.
AAB. This should include A level French, or if this is to be studied from beginners' level, you should have AS grade B or A level grade B in another foreign language, or GCSE grade 7/A in a foreign language. The A levels should include Mathematics grade A or Further Mathematics grade A. The overall offer grades will be lowered to ABB for applicants who achieve both Mathematics and Further Mathematics at grades AB, in either order.
Considered on a case-by-case basis. Our typical requirement would be 36 Level 3 credits at Distinction plus 9 Level 3 credits at Merit, but you would need to have evidence that you had the equivalent of A level Mathematics grade A, and appropriate evidence of language ability.
We accept the Advanced Skills Baccalaureate Wales in place of one A level, or equivalent qualification, as long as any subject requirements are met.
DDD considered alongside A level Mathemetics grade A or A level Further Mathematics grade A, and appropriate evidence of language ability
Our typical requirement would be A level grade B plus BTEC(s) at DD, or A levels at grade AB plus BTEC at D, but you would also need to meet the subject requirements.
35 points overall with 16 points from the best 3 HL subjects including 6 in Mathematics HL (either analysis and approaches or applications and interpretations) and appropriate evidence of language ability
We are happy to admit applicants on the basis of five Highers, but where we require a specific subject at A level, we will typically require an Advanced Higher in that subject. If you do not meet the grade requirement through Highers alone, we will consider a combination of Highers and Advanced Highers in separate subjects. Please contact the Admissions team for more information.
Only accepted alongside A level Mathematics grade A, with appropriate evidence of language ability
Important information
L1 speakers of French, or speakers fluent above CEFR B2, will not be accepted onto this course.
Contact Admissions
If you are thinking of applying to Lancaster and you would like to ask us a question, please complete our enquiry form and one of our team will get back to you.
International foundation programmes
Delivered in partnership with INTO Lancaster University, our one-year tailored foundation pathways are designed to improve your subject knowledge and English language skills to the level required by a range of Lancaster University degrees. Visit the INTO Lancaster University website for more details and a list of eligible degrees you can progress onto.
Contextual admissions
Contextual admissions could help you gain a place at university if you have faced additional challenges during your education which might have impacted your results. Visit our contextual admissions page to find out about how this works and whether you could be eligible.
Course structure
Lancaster University offers a range of programmes, some of which follow a structured study programme, and some which offer the chance for you to devise a more flexible programme to complement your main specialism.
Information contained on the website with respect to modules is correct at the time of publication, and the University will make every reasonable effort to offer modules as advertised. In some cases changes may be necessary and may result in some combinations being unavailable, for example as a result of student feedback, timetabling, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes and new research. Not all optional modules are available every year.
Students are provided with an understanding of functions, limits, and series, and knowledge of the basic techniques of differentiation and integration. Examples of functions and their graphs are presented, as are techniques for building new functions from old. Then the notion of a limit is considered along with the main tools of calculus and Taylor Series. Students will also learn how to add, multiply and divide polynomials, and will learn about rational functions and their partial fractions.
The exponential function is defined by means of a power series which is subsequently extended to the complex exponential function of an imaginary variable, so that students understand the connection between analysis, trigonometry and geometry. The trigonometric and hyperbolic functions are introduced in parallel with analogous power series so that students understand the role of functional identities. Such functional identities are later used to simplify integrals and to parametrise geometrical curves.
This course extends ideas of MATH101 from functions of a single real variable to functions of two real variables. The notions of differentiation and integration are extended from functions defined on a line to functions defined on the plane. Partial derivatives help us to understand surfaces, while repeated integrals enable us to calculate volumes.
In mathematical models, it is common to use functions of several variables. For example, the speed of an airliner can depend upon the air pressure and temperature, and the direction of the wind. To study functions of several variables, we introduce rates of change with respect to several quantities. We learn how to find maxima and minima. Applications include the method of least squares. Finally, we investigate various methods for solving differential equations of one variable.
Introducing the theory of matrices together with some basic applications, students will learn essential techniques such as arithmetic rules, row operations and computation of determinants by expansion about a row or a column.
The second part of the module covers a notable range of applications of matrices, such as solving systems of simultaneous linear equations, linear transformations, characteristic eigenvectors and eigenvalues.
The student will learn how to express a linear transformation of the real Euclidean space using a matrix, from which they will be able to determine whether it is singular or not and obtain its characteristic equation and eigenspaces.
This module is designed for students who have already completed an A-level in French or whose French is of a broadly similar standard. The language element aims to enable students both to consolidate and improve their skills in spoken and written French. A further aim is to provide students with an introduction to the historical and cultural development of France in the past, and also to contemporary institutions and society.
In seminars, the emphasis is placed on the acquisition of vocabulary and a firm grasp of French grammatical structures. You will have the opportunity to develop listening and speaking skills through discussions and activities and with the support of audio and visual materials.
You are also given the chance to examine how key moments in French history have shaped contemporary Francophone culture. We will look at examples including films, plays, and novels.
(If you are studying BSc Hons International Business Management you only complete the language elements of this module).
This module is designed for students having little or no knowledge of the French language. Consequently, a substantial part of the module is devoted to intensive language teaching aimed at making the student proficient in both written and spoken French. At the same time, students will be introduced to aspects of French history, culture and society in the twentieth century.
Seminars are based on a textbook, and emphasis is placed on the acquisition of vocabulary and a firm grasp of French grammatical structures. You will have the opportunity to develop listening and speaking skills through structured activities and with the support of audio and visual materials. Each week, we aim for one of your language classes to be entirely devoted to the acquisition and development of oral skills.
To explore Francophone culture, you are given the chance to examine how key moments in French history have shaped contemporary French culture. We will look at examples including films, plays, and novels.
(If you are studying BSc Hons International Business Management you only complete the language elements of this module).
All first year language programmes are supported by a module designed to offer students further opportunities to expand and consolidate their knowledge and skills base. The module is non-credit bearing but students are expected to participate so as to acquire complementary skills useful in areas such as, essay-writing, expanding vocabulary, diversity of learning styles and engaging with culture, alongside other useful strategies to enhance autonomous language learning outside the classroom.
Probability theory is the study of chance phenomena, the concepts of which are fundamental to the study of statistics. This module will introduce students to some simple combinatorics, set theory and the axioms of probability.
Students will become aware of the different probability models used to characterise the outcomes of experiments that involve a chance or random component. The module covers ideas associated with the axioms of probability, conditional probability, independence, discrete random variables and their distributions, expectation and probability models.
To enable students to achieve a solid understanding of the broad role that statistical thinking plays in addressing scientific problems, the module begins with a brief overview of statistics in science and society. It then moves on to the selection of appropriate probability models to describe systematic and random variations of discrete and continuous real data sets. Students will learn to implement statistical techniques and to draw clear and informative conclusions.
The module will be supported by the statistical software package ‘R’, which forms the basis of weekly lab sessions. Students will develop a strategic understanding of statistics and the use of associated software, which will underpin the skills needed for all subsequent statistical modules of the degree.
Optional
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This module provides a rigorous overview of real numbers, sequences and continuity. Covering bounds, monotonicity, subsequences, invertibility, and the intermediate value theorem, among other topics, students will become familiar with definitions, theorems and proofs.
Examining a range of examples, students will become accustomed to mathematical writing and will develop an understanding of mathematical notation. Through this module, students will also gain an appreciation of the importance of proof, generalisation and abstraction in the logical development of formal theories, and develop an ability to imagine and ‘see’ complicated mathematical objects.
In addition to learning and developing subject specific knowledge, students will enhance their ability to assimilate information from different presentations of material; learn to apply previously acquired knowledge to new situations; and develop their communication skills.
An introduction to the basic ideas and notations involved in describing sets and their functions will be given. This module helps students to formalise the idea of the size of a set and what it means to be finite, countably infinite or uncountably finite. For finite sets, it is said that one is bigger than another if it contains more elements. What about infinite sets? Are some infinite sets bigger than others? Students will develop the tools to answer these questions and other counting problems, such as those involving recurrence relations, e.g. the Fibonacci numbers.
The module will also consider the connections between objects, leading to the study of graphs and networks – collections of nodes joined by edges. There are many applications of this theory in designing or understanding properties of systems, such as the infrastructure powering the internet, social networks, the London Underground and the global ecosystem.
The main focus of this module is vectors in two and three-dimensional space. Starting with the definition of vectors, students will discover some applications to finding equations of lines and planes, then they will consider some different ways of describing curves and surfaces via equations or parameters. Partial differentiation will be used to determine tangent lines and planes, and integration will be used to calculate the length of a curve.
In the second half of the course, the functions of several variables will be studied. When attempting to calculate an integral over one variable, one variable is often substituted for another more convenient one; here students will see the equivalent technique for a double integral, where they will have to substitute two variables simultaneously. They will also investigate some methods for finding maxima and minima of a function subject to certain conditions.
Finally, the module will explain how to calculate the areas of various surfaces and the volumes of various solids.
The student is introduced to logic and mathematical proofs, with emphasis placed more on proving general theorems than on performing calculations. This is because a result which can be applied to many different cases is clearly more powerful than a calculation that deals only with a single specific case.
The language and structure of mathematical proofs will be explained, highlighting how logic can be used to express mathematical arguments in a concise and rigorous manner. These ideas will then be applied to the study of number theory, establishing several fundamental results such as Bezout’s Theorem on highest common factors and the Fundamental Theorem of Arithmetic on prime factorisations.
The concept of congruence of integers is introduced to students and they study the idea that a highest common factor can be generalised from the integers to polynomials.
Building on the Convergence and Continuity module, students will explore the familiar topics of integration, and series and differentiation, and develop them further. Taking a different approach, students will learn about the concept of integrability of continuous functions; improper integrals of continuous functions; the definition of differentiability for functions; and the algebra of differentiation.
Applying the skills and knowledge gained from this module, students will tackle questions such as: can you sum up infinitely many numbers and get a finite number? They will also enhance their knowledge and understanding of the fundamental theorem of calculus.
Core
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This module consists of both oral and aural skills and must be taken alongside the Written Skills module. It builds upon skills gained in the first year.
This module aims to enhance students’ linguistic proficiency in spoken French in a range of formal and informal settings (both spontaneous and prepared). Specific attention will be given to developing good, accurate pronunciation and intonations as well as fluency, accuracy of grammar, and vocabulary when speaking the language.
This module also aims at broadening students’ knowledge about different aspects of modern French-speaking society, politics and culture, and contemporary issues and institutions in order to prepare them for residence abroad in their 3rd year.
By the end of this module, students should have enhanced their comprehension of the spoken language, as used in both formal speech, and in everyday life situations including those that they may encounter in French-speaking countries.
This module comprises both oral and aural skills, to be taken alongside the corresponding Written Language module. It builds upon skills gained in the first year of the Intensive course. Students who have taken the Intensive language course in their first year, normally follow this course throughout the second year.
The module aims to enhance students’ linguistic proficiency in spoken French in a range of formal and informal settings (both spontaneous and prepared). Specific attention will be given to developing good, accurate pronunciation and intonations as well as fluency, accuracy of grammar, and vocabulary when speaking the language.
This module also aims at broadening students’ knowledge about different aspects of modern society, politics and culture, and contemporary issues and institutions in order to prepare them for residence abroad in their 3rd year.
By the end of this module, students will have had the opportunity to enhance their comprehension of the spoken language, as used in both formal speech, and in everyday life situations including those that they may encounter in French-speaking countries.
This module comprises reading and writing skills to be taken alongside the Oral Skills module.
This module aims to consolidate skills gained by students in the first year of study, and enables them to build a level of competence and confidence required to familiarise themselves with the culture and society of countries where French is spoken.
The module aims to enhance students’ proficiency in the writing of French (notes, reports, summaries, essays, projects, etc.) including translation from and into French; and the systematic study of French lexis, grammar and syntax.
You will have the opportunity to enhance your linguistic proficiency, with particular emphasis on reading a variety of sources and on writing fluently and accurately in the language, in a variety of registers.
This module comprises reading and writing skills to be taken alongside the Oral Skills module.
This module aims to consolidate skills you have developed in the first year of study, and enable you to build a level of competence and confidence required to familiarise yourselves with the culture and society of countries where your studied language is spoken.
The module aims to enhance your proficiency in writing in French (notes, reports, summaries, essays, projects, etc.) including translation from and into French; and the systematic study of French lexis, grammar and syntax.
The module aims to enhance your linguistic proficiency, with particular emphasis on reading a variety of sources and on writing fluently and accurately in the language, in a variety of registers.
This module is a non-credit bearing module. If you are a major student going abroad in your second or third year you are enrolled on it during the year prior to your departure, and timetabled to attend the events. These include: introduction to the International Placement Year and choice of activities; British Council English Language Assistantships and how to apply; introduction to partner universities and how they function; working in companies abroad; finance during the International Placement Year; research skills and questionnaire design; teaching abroad; curriculum writing and employability skills; and welfare and wellbeing.
This module is divided into four topic areas, usually this comprises of the following:
Language and linguistic heritage- this topic covers the evolution of French language from a dialect to a national language, explains the relationship between written and spoken language, and shows language variety: argot, verlan and francophonie.
Centralisation and Regionalisation- this topic aims to enhance students’ understanding of the French political system, gastronomy, agriculture, demographics, management of the territory and environment, and transport and communication.
Space, Place and the Urban- this topic aims at explaining how the Situationists, Dadaists, Surrealists, Le Corbusier and Henri Lefebvre influenced urbanism.
Education, Science, Technology and Innovation- this topic covers the development and the structure of contemporary education in the French Republic, and aims at expanding students’ knowledge about modernism and development of technology.
Optional
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This module builds on the binary operations studies in previous modules, such as addition or multiplication of numbers and composition of functions. Here, students will select a small number of properties which these and other examples have in common, and use them to define a group.
They will also consider the elementary properties of groups. By looking at maps between groups which 'preserve structure', a way of formalizing (and extending) the natural concept of what it means for two groups to be 'the same' will be discovered.
Ring theory provides a framework for studying sets with two binary operations: addition and multiplication. This gives students a way to abstractly model various number systems, proving results that can be applied in many different situations, such as number theory and geometry. Familiar examples of rings include the integers, the integers modulation, the rational numbers, matrices and polynomials; several less familiar examples will also be explored.
Complex Analysis has its origins in differential calculus and the study of polynomial equations. In this module, students will consider the differential calculus of functions of a single complex variable and study power series and mappings by complex functions. They will use integral calculus of complex functions to find elegant and important results and will also use classical theorems to evaluate real integrals.
The first part of the module reviews complex numbers, and presents complex series and the complex derivative in a style similar to calculus. The module then introduces integrals along curves and develops complex function theory from Cauchy's Theorem for a triangle, which is proved by way of a bisection argument. These analytic ideas are used to prove the fundamental theorem of algebra, that every non-constant complex polynomial has a root. Finally, the theory is employed to evaluate some definite integrals.The module ends with basic discussion of harmonic functions, which play a significant role in physics.
Students will gain a solid understanding of computation and computer programming within the context of maths and statistics. This module expands on five key areas:
Programming and R
Numerical solutions of equations
Numerical differentiation and integration
Monte Carlo methods
Numerical solutions to ODEs
Under these headings, students will study a range of complex mathematical concepts, such as: data structures, fixed-point iteration, higher dimensions, first and second derivatives, non-parametric bootstraps, and modified Euler methods.
Throughout the module, students will gain an understanding of general programming and algorithms. They will develop a good level of IT skills and familiarity with computer tools that support mathematical computation.
Over the course of this module, students will have the opportunity to put their knowledge and skills into practice. Workshops, based in dedicated computing labs, allow them to gain relatable, practical experience of computational mathematics.
The humanities were once regarded as having an intrinsic value. As disciplines devoted to the study of cultures and societies, the humanities enjoyed prestige as areas of inquiry that were uniquely placed to probe the human condition. But do the humanities still have a role to play in a world where science and technology appear to be driving political and social agendas? Can they help us address global challenges?
This module encourages you to engage with these questions by examining the history of the humanities in different linguistic and cultural contexts, by exploring the connection between the humanities and other disciplines across time and space, and by engaging with the tradition of critical thinking that is central to the identity of the discipline.
You will explore the intersection between the humanities and other disciplines with the aim of understanding what other disciplines can bring to study of art and, conversely, the value of art in our contemporary, outcome-driven world.
In this module, students learn how the language used by institutions shapes individual perceptions of identity. It aims to provide a basic theoretical framework for understanding the relationship between language and power as reflected in current language policies at regional, national, and supranational levels. It gives you the opportunity to recognise forms of prestige and stigma associated with varieties of the three main languages under study. We aim to raise critical awareness of the portrayal and representation of linguistic variations in the media and in the sphere of literature.
The main topics covered in the course include language and power; European language policies; German as a pluricentric language; regional variations of France: linguistic diversity and French national identity; the languages and language attitudes of Spain (Castilian Spanish, Catalan, Basque, Galician); language and power in the Sinophone world.
Students will be provided with the foundational results and language of linear algebra, which they will be able to build upon in the second half of Year Two, and the more specialised Year Three modules. This module will give students the opportunity to study vector spaces, together with their structure-preserving maps and their relationship to matrices.
They will consider the effect of changing bases on the matrix representing one of these maps, and will examine how to choose bases so that this matrix is as simple as possible. Part of their study will also involve looking at the concepts of length and angle with regard to vector spaces.
Probability provides the theoretical basis for statistics and is of interest in its own right.
Basic concepts from the first year probability module will be revisited and extended to these to encompass continuous random variables, with students investigating several important continuous probability distributions. Commonly used distributions are introduced and key properties proved, and examples from a variety of applications will be used to illustrate theoretical ideas.
Students will then focus on transformations of random variables and groups of two or more random variables, leading to two theoretical results about the behaviour of averages of large numbers of random variables which have important practical consequences in statistics.
This module seeks to support you to apply your linguistic and cultural understanding in a specific professional context. This module gives you the opportunity to spend time on a work-based placement in the UK or abroad. You will be given the opportunity to develop, reflect on and articulate both the range of competences and the linguistic and cross-cultural skills that enhance employability by working in language-related professional contexts and reflecting on key issues in relation to their placement organisation. There is the opportunity to join a local work placement developed by the department, or for you to source your own placements (subject to departmental approval). Workshops before and during the placement will provide preparation and guidance on sourcing, confirming and then reflecting on academic work. Students will share their experiences and learning with each other by means of end-of-module presentations.
Project Skills is a module designed to support and develop a range of key technical and professional skills that will be valuable for all career paths. Covering five major components, this module will guide students through and explore:
Mathematical programmes
Scientific writing
Communication and presentation skills
Individual projects
Group projects
Students will gain an excellent grasp of LaTeX, learning to prepare mathematical documents; display mathematical symbols and formulae; create environments; and present tables and figures.
Scientific writing, communication and presentations skills will also be developed. Students will work on short and group projects to investigate mathematical or statistical topics, and present these in written reports and verbal presentations.
A thorough look will be taken at the limits of sequences and convergence of series during this module. Students will learn to extend the notion of a limit to functions, leading to the analysis of differentiation, including proper proofs of techniques learned at A-level.
Time will be spent studying the Intermediate Value Theorem and the Mean Value Theorem, and their many applications of widely differing kinds will be explored. The next topic is new: sequences and series of functions (rather than just numbers), which again has many applications and is central to more advanced analysis.
Next, the notion of integration will be put under the microscope. Once it is properly defined (via limits) students will learn how to get from this definition to the familiar technique of evaluating integrals by reverse differentiation. They will also explore some applications of integration that are quite different from the ones in A-level, such as estimations of discrete sums of series.
Further possible topics include Stirling's Formula, infinite products and Fourier series.
How do films deal with topics such as immigration, environment, the posthuman and gender? Do they entertain viewers, instruct them, or both?
This module explores European, Latin American, and Chinese films in their social and historical contexts; the topics mentioned are the focus of key lectures and seminars. The module begins with introductory lectures on cinema and society and on film aesthetics and content. The main aim is to make connections between the films and such contexts, not only on the level of narrative, characterisation and dialogue, but also on that of form and technique.
Statistics is the science of understanding patterns of population behaviour from data. In the module, this topic will be approached by specifying a statistical model for the data. Statistical models usually include a number of unknown parameters, which need to be estimated.
The focus will be on likelihood-based parameter estimation to demonstrate how statistical models can be used to draw conclusions from observations and experimental data, and linear regression techniques within the statistical modelling framework will also be considered.
Students will come to recognise the role, and limitations, of the linear model for understanding, exploring and making inferences concerning the relationships between variables and making predictions.
This module explores cultural and theoretical approaches to queerness and LGBTQIA+ lives, identities, and politics across diverse linguistic and cultural contexts. It includes texts and artworks by philosophers, writers, filmmakers, and artists from the LGBTQIA+ community around the globe, asking how different queer voices and cultures have approached questions such as:
What does it mean to be queer or LGBTQIA+ today?
How are human experiences of gender, sexuality, and queer identity conceptualised and expressed?
How do queer people stand up against oppression and violence, and how have they in the past?
What might queer tomorrows look like?
How do LGBTQIA+ people and communities imagine the future?
The module explores key theoretical approaches in queer theory, and gender and sexuality studies, typically spanning cutting-edge fields such as queer environmentalism, postcolonial queer studies, transgender studies, intersex studies, and the queer medical humanities.
This module aims to give you a background to and insight into the diversity of twentieth and twenty-first century thought and contemporary definitions of culture.
Some key questions explored on the module include: What is 'culture' and how does it work? How do 'art' and 'culture' relate to each other? What do we mean when we talk about the production and consumption of culture? Why does popular culture arouse conflicting responses? What role does the body play in our understanding of culture? How does culture define who we are? Can a work of culture be an act of resistance?
With these questions in mind, this module focuses on texts which raise questions about class, race, gender, and subcultures.
The module encourages intercultural dialogue between students from different backgrounds and specifically welcomes Visiting and International students.
Core
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As part of The International Placement Year you will normally spend at least eight months abroad in your third year. You will have the opportunity to:
analyse the contemporary relevance of a tradition, contemporary social, political or economic issue, or a living part of the regional culture.
reflect critically on cultural differences observed in everyday life such as social relationships, politics, attitudes to food, drink, religion, etc., explaining them in the context of various historical, social and cultural developments.
think analytically about your intercultural position and understanding of the relevant culture(s).
reflect on language use (different registers, varieties of pronunciation and accents, dialects, vocabulary and idiomatic expressions, and aspects of grammar) and the process of the acquisition of skills in the relevant language(s).
The module also aims to enhance and develop your language skills, with all assessments being written in the target language. If you have started a language as a beginner in year one you will spend a minimum of four months in a country where that language is spoken. If you are a joint honours student who is studying two languages, you may choose to spend the year in either of the two countries concerned or, if appropriate arrangements can be made, you can spend a semester in each country.
Lancaster University will make reasonable endeavours to place students at an approved overseas partner. Students conduct either a study placement at a partner University, a teaching assistantship placement with the British Council or an appropriate working placement with a vetted employer abroad or a combination of placements (please note that there are some restrictions on British Council placements which usually last for the whole of the academic year).
Joint honours degrees
If you are a joint honours student who is combining a language with a non-language subject, your placement year will provide the opportunity to develop your language skills and cultural awareness, but will not necessarily relate to the non-language aspect of your degree.
Lancaster University cannot accept responsibility for any financial aspects of your International Placement Year.
Core
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This is a non-credit bearing module aimed at preparation for coursework and employability. If you are a major student you will be timetabled to attend the events. These include areas such as returning to Lancaster, academic writing after the year abroad, careers information on graduate schemes and postgraduate study opportunities.
This module is integrated with the French Language: Written Skills module.
Both the oral and the written language modules focus on particular topics of cultural and contemporary interest. The general aim of these modules is to develop further the abilities the students gained during their second year and the year abroad.
By the end of this module, we aim for students to have developed an informed interest in the society and culture of the French-speaking world. They should also have acquired almost native-speaker abilities in both spoken and written language.
This module is integrated with the French Language: Oral Skills module.
This module has two main aims. The first one is to enhance students' linguistic proficiency with emphasis on understanding of spoken and written French, the speaking of French (prepared and spontaneous) in both formal and informal settings, the writing of French, and the systematic study of French lexis, grammar and syntax. The second aim is to increase their awareness, knowledge and understanding of contemporary France.
By the end of this module we aim for students to have an informed interest in the society and culture of the French-speaking world. They should also have acquired almost native-speaker abilities in both spoken and written language.
Optional
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This module will consider different ways in which the concept of ‘dictatorship’ has been understood and critiqued throughout the twentieth century. Considering examples from Argentina, the Dominican Republic, Germany, Guinea, Italy, Kenya, Uganda and Zimbabwe, students will explore the differences between the Latin American caudillo, European dictators, and the ‘Big Men’ of Africa. Selected critical and theoretical sources will be drawn upon to develop a more critical understanding of dictatorship, including the work of Hannah Arendt, Roberto González Echevarría and Achille Mbembe.
The module will also examine relationships between dictatorship and cultural production. How have dictators represented themselves in their writing, speeches and literature? To what extent have they controlled cultural production and to what end? How, in turn, have they been represented in cultural production? What role do writers, artists and intellectuals play in evaluating and critiquing dictatorship? In turn, can the writer, artist or intellectual be considered to be a dictator in the particular world view he/she projects and/or the rhetoric he/she adopts?
Combinatorics is the core subject of discrete mathematics which refers to the study of mathematical structures that are discrete in nature rather than continuous (for example graphs, lattices, designs and codes). While combinatorics is a huge subject - with many important connections to other areas of modern mathematics - it is a very accessible one.
In this module, students will be introduced to the fundamental topics of combinatorial enumeration (sophisticated counting methods), graph theory (graphs, networks and algorithms) and combinatorial design theory (Latin squares and block designs). They will also explore important practical applications of the results and methods.
Students’ knowledge of commutative rings as gained from their second year of study in Rings and Linear Algebra will be built upon, and an introduction to the fourth year Galois Theory module will be provided.
They will be introduced to two new classes of integral domains called Euclidean domains, where they have a counterpart of the division algorithm, and unique factorisation domains, in which an analogue of the Fundamental Theorem of Arithmetic holds.
How well-known concepts from the integers such as the highest common factor, the Euclidean algorithm, and factorisation of polynomials, carry over to this new setting, will also be explored.
This module introduces you to major themes that shape the experience of contemporary city dwellers: gender, social inequality, and practices of citizenship. These interlinking themes are introduced through novels, poetry and films and typically covers the following European, North American (with the emphasis on immigrant communities within its cities) and Latin American cities: New York, Mexico City, Santiago de Chile, Barcelona, and Berlin.
The combination of lectures, workshops and textual analysis encourages cross-referencing between the themes; students are encouraged to identify links between the topics studied (for example, gender and sexuality are relevant to an analysis of social inequality, and vice versa).
Questions relating to linear ordinary differential equations will be considered during this module. Differential equations arise throughout the applications of mathematics, and consequently the study of them has always been recognised as a fundamental branch of the subject. The module aims to give a systematic introduction to the topic, striking a balance between methods for finding solutions of particular types of equations, and theoretical results about the nature of solutions.
While explicit solutions can only be found for special types of equations, some of the ideas of real analysis allow us to answer questions about the existence and uniqueness of solutions to more general equations, as well as allowing us to study certain properties of these solutions.
This final year module will provide you with an overview of the range of literature and culture produced in Sub-Saharan Africa, the French Caribbean and France to better understand the various relationships between France and these different parts of the Francophone world.
You will be given the opportunity to identify and discuss themes that they will find through analysis of a selection of novels and films. These themes will include language and style, and issues addressed by writers and film-makers in relation to identity, gender, culture, history, and representation itself.
Exploration of La Francophonie, the French Mission Civilisatrice, and relationships between contemporary France and her former colonies will provide context for the study of these novels and films. Discussions will be informed by the work of thinkers including Franz Fanon and Edward Said.
This module explores the relations between French modernist literature and the rising power of psychiatry at the turn of the 19th/20th Century. Students reflect on ways in which literature, society, and medicine intersect through the study of illness narratives. Discussions include aesthetic issues and social debates such as: representations of the relationship between mind and body; how the experimental forms of modernist texts serve their interest in mental states; what role the visual aspect of these narratives played in their composition and reception; to what extent they can be considered as acts of social resistance.
This module is assessed entirely through coursework. Students are given a chance of pursuing a topic of their own interest, which is not covered in taught options. A dissertation consists of approximately 10,000 words written in English. The topic of dissertation must relate to French/German/Spanish language, or a comparison between two or more, or a general European issue. Any topic is subject to approval and must fall within the range of expertise of a member of staff.
Each student is assigned a supervisor, who provides regular supervision, and feedback on the first draft of the completed dissertation. The topic is agreed and discussed with the supervisor in the Summer Term of the second year, and preparatory research should begin during the Year Abroad.
The topic of smooth curves and surfaces in three-dimensional space is introduced. The various geometrical properties of these objects, such as length, area, torsion and curvature, will be explored and students will have the opportunity to discover the meaning of these quantities. They will then use a variety of examples to calculate these values, and will use those values to apply techniques from calculus and linear algebra.
A number of well-known concepts will be encountered, such as length and area, and some new ideas will be introduced, including the curvature and torsion of a curve, and the first and second fundamental forms of a surface. Students will learn how to compute these quantities for a variety of examples, and in doing so will develop their geometric intuition and understanding.
Students will develop the knowledge of groups that they gained in second year during the Groups and Rings module. ‘Direct products’, which are used to construct new groups, will be studied, while any finite group will be shown to ‘factor’ into ‘simple’ pieces.
Situations will be considered in which a group ‘acts’ on a set by permuting its elements; this powerful idea is used to identify the symmetries of the Platonic solids, and to help study the structure of groups themselves.
Finally, students will prove some interesting and important results, known as 'Sylow’s theorems', relating to subgroups of certain orders.
Students will examine the notion of a norm, which introduces a generalised notion of ‘distance’ to the purely algebraic setting of vector spaces. They will learn several quite natural ways to do this, both for vectors of any dimension and for functions. Focus will then be on the more special notion of an inner product which generalises angles at the same time as distances.
Once these concepts have been established, students will have the opportunity to study geometrical ideas like orthogonality, which can be seen to apply to much more general spaces than Euclidean spaces of three (or even n) dimensions, notably to infinite dimensional spaces of functions. For example, Hilbert space theory shows how Fourier series are really another case of expressing an element in terms of a basis, and how people can use orthogonality to find best approximations to a given function by functions of a prescribed type. Finally, students will look at some of the main results of linear algebra, which generalise very nicely to linear operators between Hilbert spaces.
What makes a good translation and how do translations do good? This module aims to help you understand the practice of translation as it has evolved historically from the 18th century to the present across European and American societies.
The materials we study include historical textual sources as well as contemporary documents. Our aim is to look at translation as both a functional process for getting text in one language accurately into another and a culturally-inflected process that varies in its status and purpose from one context to another.
We will pay particular attention to the practical role that literary translators play within the contemporary global publishing industry and consider the practicalities of following a career in literary translation in the Anglophone world.
The aim of this module is to provide third year students with more options of applicable topics which draw upon second year pure mathematics modules and provide opportunities for further study. The theory of linear systems is engineering mathematics.
In the mid nineteenth century, the engineer Watt used a governor to control the amount of steam going into an engine, so that the input of steam reduced when the engine was going too quickly, and the input increased when the engine was going too slowly. Maxwell then developed a theory of controllers for various mechanical devices, and identified properties such as stability. The crucial idea of a controller is that the output can be fed back into the system to adjust the input.
Many devices can be described by linear systems of differential and integral equations which can be reduced to a standard (A,B,C,D) model. These include electrical appliances, heating systems and economic processes. The module shows how to reduce certain linear systems of differential equations to systems of matrix equations and thus solve them. Linear algebra enables students to classify (A,B,C,D) models and describe their properties in terms of quantities which are relatively easy to compute.
The module then describes feedback control for linear systems. The main result describes all the linear controllers that stabilise a (A,B,C,D) system.
Students will be given an opportunity to consider key issues in the teaching and learning of mathematics during this module. Whilst it is an academic study of mathematics education and not a training course for teachers, it does provide an excellent foundation for a PGCE especially in preparing students to write academically.
Having studied mathematics for many years, students are well-placed to reflect upon that experience and attempt to make sense of it in the light of theoretical frameworks developed by researchers in the field. This module will help them with this process so that as mathematics graduates they will be able to contribute knowledgeably to future debate about the ways in which this subject is treated within the education system.
An introduction to the key concepts and methods of metric space theory, a core topic for pure mathematics and its applications, is given during this module. Studying this module will give students a deeper understanding of continuity as well as a basic grounding in abstract topology. With this grounding, they will be able to solve problems involving topological ideas, such as continuity and compactness.
They will also gain a firm foundation for further study of many topics including geometry, Lie groups and Hilbert space, and learn to apply their knowledge to areas including probability theory, differential equations, mathematical quantum theory and the theory of fractals.
Number theory is the study of the fascinating properties of the natural number system.
Many numbers are special in some sense, eg. primes or squares. Which numbers can be expressed as the sum of two squares? What is special about the number 561? Are there short cuts to factorizing large numbers or determining whether they are prime (this is important in cryptography)? The number of divisors of an integer fluctuates wildly, but is there a good estimation of the ‘average’ number of divisors in some sense?
Questions like these are easy to ask, and to describe to the non-specialist, but vary hugely in the amount of work needed to answer them. An extreme example is Fermat’s last theorem, which is very simple to state, but was proved by Taylor and Wiles 300 years after it was first stated. To answer questions about the natural numbers, we sometimes use rational, real and complex numbers, as well as any ideas from algebra and analysis that help, including groups, integration, infinite series and even infinite products.
This module introduces some of the central ideas and problems of the subject, and some of the methods used to solve them, while constantly illustrating the results with exercises and examples involving actual numbers.
DELC338 Spirits in the Material World: Cultures and Sciences
This module lives in the space between the here-and-now and a future made possible by science. You’ll explore perceptions of science across different languages and cultures, from Asia to Europe to the Americas, and explore relationships between the spiritual and the material.
You’ll look at some intriguing questions about science and the twenty-first century human condition such as: Where is AI taking humanity and are we already robots? Are science fiction writers a form of contemporary shaman? What possibilities do modern medical advances offer for transformative queer and trans healthcare?
You’ll find out about differing views on these and other topics from a wide range of source materials, such as speculative fiction, graphic novels, film, philosophical essays, and online talks. Themes typically cover Spirit and Matter, Speculative Fiction, The Post-Human, Philosophy, Art and Neuroscience, Biomedicine and the Hospital.
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This module maps diverse concepts and contexts in French and Francophone philosophy and thought, from the 20th century to today. We explore both how philosophy has transformed (and is still) in French and Francophone contexts and, simultaneously, how philosophy is itself transformative. We ask questions such as:
What are ‘philosophy’ and ‘thinking’, and in what ways do they transform?
How have French and Francophone philosophers approached diverse issues and contexts, from gender and sexuality; to racism; to (post)colonialism; to the body, mind, and brain; to neuroscience, biomedical science, and healthcare?
How does philosophy interact with other disciplines—such as medicine, neuroscience, or technology—to bring about transformations in the world?
This module covers key debates on how television shows are consumed both nationally and transnationally, the appeal of crime dramas, cultural translation, and in particular the concept of domestication. Theoretical frameworks are applied to examples from television series produced in languages that are taught to degree level at Lancaster and are available in English via dubbing or subtitling. Selected case studies are devoted to the exploration of a particular theme. Typically, such themes may include aspects such as the sympathetic perpetrator, setting, local colour and exoticism, gender, race and ethnicity.
Fees and funding
Our annual tuition fee is set for a 12-month session, starting in the October of your year of study.
The International Placement Year is mandatory for language programmes and typically costs include: travel to placement country or countries; travel documents – passport, VISA or work permit (if required); proof of funds (if required); accommodation while working overseas; travel to place of work while overseas unless this is paid by the employer. It is possible that there may be further costs e.g. for required documentation, however these are not typical. There may be opportunities to apply for funding and/or a bursary that would help to cover these costs.
There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.
Specific additional costs for studying at Lancaster are listed below.
College fees
Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small college membership fee which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.
For students starting in 2025, the fee is £40 for undergraduates and research students and £15 for students on one-year courses.
Computer equipment and internet access
To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.
The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.
Study abroad courses
In addition to travel and accommodation costs, while you are studying abroad, you will need to have a passport and, depending on the country, there may be other costs such as travel documents (e.g. VISA or work permit) and any tests and vaccines that are required at the time of travel. Some countries may require proof of funds.
Placement and industry year courses
In addition to possible commuting costs during your placement, you may need to buy clothing that is suitable for your workplace and you may have accommodation costs. Depending on the employer and your job, you may have other costs such as copies of personal documents required by your employer for example.
The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your fee status.
Home fees are subject to annual review, and may be liable to rise each year in line with UK government policy. International fees (including EU) are reviewed annually and are not fixed for the duration of your studies. Read more about fees in subsequent years.
We will charge tuition fees to Home undergraduate students on full-year study abroad/work placements in line with the maximum amounts permitted by the Department for Education. The current maximum levels are:
Students studying abroad for a year: 15% of the standard tuition fee
Students taking a work placement for a year: 20% of the standard tuition fee
International students on full-year study abroad/work placements will be charged the same percentages as the standard International fee.
Please note that the maximum levels chargeable in future years may be subject to changes in Government policy.
Scholarships and bursaries
You will be automatically considered for our main scholarships and bursaries when you apply, so there's nothing extra that you need to do.
You may be eligible for the following funding opportunities, depending on your fee status:
Unfortunately no scholarships and bursaries match your selection, but there are more listed on scholarships and bursaries page.
Scheme
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We also have other, more specialised scholarships and bursaries - such as those for students from specific countries.
Our distinctive approach to undergraduate language degrees gives you the opportunity to acquire both high-level language skills and a thorough understanding of languages, cultures and societies within a global context.
When you arrive in Lancaster, you might not have a plan for after you graduate, but when you're ready to take the next step, we're here to help you.
A place for Cerys
Lancaster has been the perfect place for me. The campus feels like its own little world and the sense of community has been a really key part of my experience at Lancaster. You can find your place in colleges, liberation forums, and societies – there really is somewhere for everyone.
The way that the Mathematics course is structured at Lancaster means that by the end of first year every student is caught up to the same level so you don’t have to worry about being behind if you studied different qualifications at school. Then second year builds on that foundation to give a breadth of teaching across pure maths, statistics, and mathematical methods so that you can study what interests you in third year knowing that you have a strong basis to work from.
I decided to do a placement year, and I spent 14 months working for NHS England as a data analyst in the performance analysis team. I had the opportunity to work on official statistics that were discussed on the news and used by Number 10, the CEO of the NHS, and the general public. I was able to use the coding skills I learned in my degree to improve processes within my team which significantly increased efficiency and reduced errors.
I absolutely loved working in a sector that I feel passionately about and now know that data is the career I want to work in after I graduate. My placement experience helped me choose third-year modules that will be relevant to the graduate jobs I plan to apply for and the assessments I did during my placement year have helped me reflect on what sort of jobs I want to apply for.
We ensure that our students receive the support that they need in order to achieve their full academic potential. We are a friendly department and foster a highly supportive learning environment.
You will be assigned a tutor, meeting in the first week of the first term and once per term after that. Your tutor is available for on-demand, one-to-one consultation, and to discuss personal development. This includes assistance with module choices, monitoring of progress, support with career aspirations and provision of references, as well as providing information regarding other services available throughout the University.
We look at the representation of different genders, minorities and identities and look to encourage diversity within the department and the University. Students can become involved in helping us to identify issues.
Maths Café
We hold a Maths Café event every Monday in Fylde Common Room from 11:00 – 13:00. These are hosted by students in their third and fourth year, and provide help and support to undergraduate students in all years. The Maths Café is organised by the Maths and Stats Society.
Student Learning Advisor
The Faculty of Science and Technology's Student Learning Advisor offers free consultations to help you improve your scientific writing and help your coursework to achieve its full potential.
The information on this site relates primarily to 2025/2026 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.
The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.
More information on limits to the University’s liability can be found in our legal information.
Our Students’ Charter
We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies.
Our historic city is student-friendly and home to a diverse and welcoming community. Beyond the city you'll find a stunning coastline and the picturesque Lake District.