Sociology/History MA
ABB – BBB at A level, A-level English or another Humanities subject; graduates earn a median £23,000 three years on.
Typical A level offer
ABB – BBB
A-level English or another Humanities subject · 61% of entrants came with A levels · 90% stay on after year 1 · Glasgow course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABB – BBBtypical A level offer
Typical offer — the grades most applicants are asked for. A contextual offer can be lower for applicants from under-represented backgrounds; none is published for this course.
Glasgow course page, read 19 September 2026 · Discover Uni entry profile
- 1A-level English or another Humanities subject
Who actually got in: 61% with A levels, 1% with the IB, 21% via Access courses, 7% with other higher education. 48% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 105 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications2
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Scottish Highers | AAAABminimum from S5: BBBB | Higher English and a Higher Humanities subject at AA. (AB or BA may be considered). |
| IB | 34 (6,5,5) | English HL6 or Humanities HL6 with English SL6. |
Years 1–4
What do you study?
4compulsory modules in year 1
Compulsory modules this year: arts & humanities 71% · social & cultural skills 14% · language & communication 14%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Glasgow course page · optional modules vary by year
Year 1 · 4 core · 20 credits ≈ 200 hours
- Introduction to Scottish Culture Semester 1
What you learn (7)
- explain how Scottish nationhood has been expressed across historical periods
- describe how notions of Scottish nationhood have been disputed over time
- describe how Scottish identities have evolved and been disputed historically
- identify media through which Scottish identities have been represented
- explain how language has shaped perceptions of Scotland
- explain how literature has influenced understandings of Scotland
- explain how material culture has contributed to views of Scotland
- Introduction to Scottish Culture Semester 2
What you learn (7)
- explain how notions of nationhood have been expressed in Scotland across history
- analyse how nationhood has been disputed in Scotland from medieval times onward
- describe how Scottish identities have changed over different historical periods
- identify how various media have been used to express contested identities in Scotland
- explain how language has shaped perceptions of Scotland
- explain how literature has contributed to interpretations of Scottish culture
- explain how material culture has influenced understandings of Scotland
Year 2 · 2 core · 40 credits ≈ 400 hours
- History2B: An Introduction to Global History
What you learn (10)
- identify key characteristics of global history as a field
- describe how historians analyse movement of commodities across global contexts
- describe how historians analyse movement of people and empires globally
- differentiate between narrative, synthetic, analytical and interpretive historical writing
- explain the role of theory in historical explanation and interpretation
- examine diverse source materials such as texts, images, data and objects
- explain advantages and problems of working with different source types
- describe the role of sources in constructing historical explanations
- apply primary and secondary sources to construct valid historical arguments
- evaluate critically the use of sources in written and spoken historical arguments
- History 2A: The Social and Cultural History of Europe, 1500-2000
What you learn (12)
- identify key characteristics of modern society
- place social developments within a historical narrative
- describe methods historians use to analyse societal change
- explain how power and inequality shape social relationships
- analyse factors shaping social identity such as consumption and religion
- differentiate historical narrative from interpretation
- explain the purpose of narrative and interpretation in history
- explain how theory informs historical explanation
- evaluate advantages and limitations of different historical sources
- describe how different sources contribute to historical explanation
- construct valid historical arguments using primary and secondary sources
- present historical arguments effectively in writing and discussion
Year 3 · 84 core · 1580 credits ≈ 15,800 hours
- Landscape and Power in Ancient Western Asia and the Eastern Mediterranean
What you learn (9)
- describe characteristic patterns of settlement distribution across the region and period
- evaluate field survey methods used in different Mediterranean and West Asian environments
- assess the results produced by archaeological field surveys
- explain how landscape and urban space shape social and political power
- interpret archaeological, textual and iconographic evidence together
- evaluate the reliability and relevance of diverse historical sources
- apply theoretical frameworks to analyse states and empires
- construct an argument on a set archaeological topic
- present an argument clearly to an audience
- Geographical Information Systems in Archaeology
What you learn (3)
- evaluate the characteristics and quality of geospatial archaeological datasets
- apply software and scripting tools to solve varied archaeological problems
- represent geospatial archaeological data using appropriate software tools
- Archaeology, Games and Interactive Media
What you learn (4)
- design interactive media suited to archaeological and heritage contexts
- formulate a design brief for a digital media project
- commission a piece of digital media from a developer
- create a basic digital media project independently
- Assembling the Artefacts
What you learn (5)
- identify relevant legal and ethical standards for studying archaeological artefacts
- design scientific analyses and graphical presentations for archaeological assemblages
- develop ongoing care strategies for archaeological collections
- explain how artefact assemblages generate knowledge from varied contexts
- demonstrate independent analytical skills in examining artefact assemblages
- Medieval Welsh Literature In Translation
What you learn (4)
- outline the historical development of Welsh literature up to 1500
- identify key resources for studying medieval Welsh literature
- describe current scholarly debates on medieval Welsh literature
- apply critical ideas and arguments to analyse translated medieval texts
- Cleopatra: Life and Legend (Hons)
What you learn (5)
- situate events of Cleopatra VII's life within broader historical context
- analyse literary, documentary and archaeological sources on ancient events
- evaluate the reliability and significance of historical sources
- explain how historical sources have been reinterpreted across different eras
- construct a coherent scholarly argument on source reception
- Religion in Ancient Greece
What you learn (8)
- describe key institutions of greek religious practice
- describe common rituals performed in greek religion
- analyse central scholarly concepts on greek religion
- use primary sources to support analysis of religious concepts
- evaluate the strengths and weaknesses of these approaches
- construct a sustained argument on a topic in greek religion
- compare modern interpretations of greek religious phenomena
- critique modern scholarly interpretations of religious phenomena
- The Later Roman Empire, 270-400 AD
What you learn (9)
- describe the structure of the late Roman state
- analyse the evolution of the state from the early imperial period
- describe how christianity and paganism were expressed in literature and art
- explain how religious identity related to social hierarchy
- explore the conflict between christian and pagan traditions
- explain modern historiographical debates on the late Roman period
- evaluate the concept of decline in periodisation debates
- apply sociological and anthropological concepts to religious and political movements
- explain how power and patronage operated in a stratified society
- Imperium Indivisum?: The Collapse of the West Roman Empire in the fifth century AD
What you learn (5)
- describe key political and military events of the fifth century AD
- combine textual and material evidence to reconstruct historical narratives
- analyse literary and legal texts to assess local effects of imperial policy
- relate fifth century history to broader patterns of imperial decline
- evaluate mechanisms through which political authority shifts over time
- Stargazing: Astronomy, Astrology and Meteorology in Antiquity
What you learn (6)
- identify key Greek and Roman technical texts and authors
- situate ancient technical works within their cultural setting
- compare theoretical knowledge in texts with practical evidence from material culture
- explain links between ancient scientific theory and its practical application
- evaluate how later periods received and reinterpreted ancient scientific ideas
- assess the influence of ancient scientific ideas on modern culture
- Narrating the City: Representation of Urban Space in Literature and Film
What you learn (6)
- evaluate spatial concepts such as centrality, periphery and exile
- apply spatial concepts to analyse urban representations
- analyse spatial practices across genre, gender, culture and period
- apply theoretical frameworks to interpret urban space in texts and films
- critique differing theoretical approaches to spatial representation
- construct a coherent argument supported by varied sources
- Classic European Cinema East and West
What you learn (6)
- identify key developments in classic European cinema themes and styles
- describe cinema's role as a tool for social self-examination
- discuss European cinema developments within their socio-historical context
- relate European cinema trends to broader world cinema developments
- analyse cinematic developments using relevant theoretical frameworks
- evaluate cinematic developments through critical discussion
- Subsidiary Czech Language (Beginners)
What you learn (9)
- read beginner-level texts in the target language
- analyse the structure and meaning of short foreign-language texts
- translate simple texts from czech into english
- speak fluently in czech on familiar course-related topics
- apply basic grammatical structures correctly in spoken czech
- answer spoken questions accurately using basic czech grammar
- answer written questions accurately using basic czech grammar
- write short texts in czech using appropriate vocabulary and grammar
- use idiomatic expressions in beginner-level written czech
- Gaelic (Beginners) for Honours Students
What you learn (5)
- participate in spoken gaelic conversations on familiar topics
- write short texts in gaelic about familiar topics
- apply gaelic grammar rules accurately in speech and writing
- use appropriate gaelic vocabulary in speech and writing
- interpret written gaelic texts to extract meaning
- Demanding The Impossible: European Societies In The 1960s
What you learn (8)
- assess causes of socio-economic, cultural and political change in 1960s europe
- explain how european developments related to global events in the 1960s
- compare national cases across eastern and western europe in the 1960s
- identify specific national conditions shaping 1960s developments
- evaluate historiographic debates on 1960s socio-cultural change
- interpret primary historical sources within their context
- use primary sources to challenge scholarly interpretations
- construct a clear written historical argument supported by evidence
- Gaelic Scotland: The Scottish Highlands C1400-1609
What you learn (5)
- evaluate key sources on late medieval and early modern Gaelic Scotland
- explain major themes in the history of the Scottish Highlands
- formulate original interpretations of historical sources and themes
- assess the relative significance of ideological, cultural and political history
- explain the relationships between ideological, cultural and political history
- Patriarchy, Sex and Gender in Early Modern Europe
What you learn (8)
- describe the patriarchal ideology shaping gender differences in early modern Europe
- assess how far patriarchal ideology shaped men's and women's agency in different contexts
- apply gender theory frameworks to analyse early modern European history
- analyse primary and secondary historical sources
- compare sources across different contexts within a comparative framework
- evaluate historiographical debates relevant to early modern gender history
- communicate historical arguments clearly in written form
- present historical arguments clearly in oral form
- REBELLION, TREASON AND POLITICAL OPPOSITION - 1066-1352
What you learn (9)
- assess changes in the legal status of rebellion between the 11th and 14th centuries
- describe the development of concepts of treason in medieval England
- explain the significance of emerging ideologies of resistance and reform
- evaluate translated primary sources for reconstructing baronial rebellion
- evaluate historiographical debates using secondary and primary sources
- formulate independent conclusions on historical debates
- present a written essay analysing arguments and evidence on the topic
- deliver an oral presentation on relevant historical evidence
- demonstrate understanding of course arguments through examination
- The First Scottish War Of Independence, 1286-1329
What you learn (6)
- evaluate key primary sources relating to the First Scottish War of Independence
- critique major historiographical debates on the First Scottish War of Independence
- assess the significance of key individuals and events in the conflict
- analyse the interaction between ideologies and issues shaping the conflict
- construct clear written arguments on historical topics
- present clear verbal arguments on historical topics
- Anarchy & Society:The Reign Of Stephen
What you learn (5)
- evaluate conflicting historical interpretations of King Stephen's reign
- explain conceptual debates about the nature of 'anarchy' in medieval England
- apply understanding of medieval kingdom and society structures to class discussions
- identify the significance of primary sources for studying the period
- analyse primary source material to construct historical understanding
- History Dissertation
What you learn (8)
- formulate original research questions on historical topics
- evaluate a historical topic using relevant theories and methods
- integrate critical engagement with scholarship into own research
- plan and manage an independent research project to completion
- appraise primary and secondary sources critically
- synthesise diverse sources into a coherent historical argument
- produce an extended written dissertation based on original research
- reflect on personal graduate attributes gained through dissertation work
- Oral History Theory and Methods (Hons)
What you learn (8)
- explain the theoretical foundations and practical methods of oral history
- evaluate the strengths and limitations of oral history as a method
- evaluate different genres of oral history writing
- conduct an oral history interview to generate source material
- transcribe a recorded interview into written form
- analyse transcribed interview data for historical insight
- communicate historical arguments effectively through oral discussion
- develop written arguments supported by analytical reasoning
- The Highland Clearances
What you learn (6)
- evaluate the strengths and weaknesses of key primary sources on the Highland Clearances
- evaluate the strengths and weaknesses of key secondary texts on the Highland Clearances
- assess the significance of key individuals and events in the Highland Clearances
- analyse how different ideologies and issues interacted to shape the Highland Clearances
- present a historical argument clearly in written form
- present a historical argument clearly in spoken form
- Punishment, Internment and Containment: The History and Archaeology of Prisons and Camps
What you learn (9)
- describe the historical development of prisons and camp systems
- evaluate ideological and theoretical bases of confinement practices
- assess the broader social and political context surrounding confinement institutions
- analyse the impact of confinement institutions on wider society
- analyse documentary and material primary sources critically
- evaluate secondary literature against primary source evidence
- compose clear analytical arguments supported by evidence in written work
- lead and contribute to group discussions on historical analysis
- deliver oral presentations communicating historical analysis effectively
- Scottish Radicalism and Scottish Society, 1790-1945 (SS)
What you learn (6)
- situate Scottish radicalism within wider European and global radical traditions
- evaluate the causes of political radicalism within regional and national contexts
- evaluate the consequences of political radicalism within regional and national contexts
- compare and contrast differing interpretations of key historical events and debates
- assess the lasting legacy of political movements on society
- present historical arguments orally and participate in class debate
- The Transatlantic Slave Trade and the Development of Plantation Slavery
What you learn (8)
- compare labour systems in English and West African societies
- explain the emergence of the international trade in enslaved africans
- use literary and statistical sources to analyse historical evidence
- describe the historiography of west africa during the slave trade era
- describe the historiography of the transatlantic slave trade and plantation slavery
- use diverse primary sources to construct evidence-based historical arguments
- construct analytical work supported by verifiable evidence and accurate referencing
- avoid reliance on unverified ai-generated summaries in academic work
- France, 1789-1914: Nation, Revolution and Empire (HIST 4211) - Honours
What you learn (9)
- describe key events and developments in French history 1789-1914
- discuss how past events shape contemporary french society
- identify links between domestic and international developments in france
- identify connections between different forms of social identity
- analyse causes and consequences of social and political upheavals
- analyse the origins and impact of cultural conflicts in france
- evaluate competing interpretations within historical debates
- critique a range of textual and non-textual historical sources
- construct a historical argument using evidence from varied sources
- Lenin and Leninism (SS)
What you learn (7)
- explain the philosophical origins of Lenin's thought
- assess the significance of Lenin's ideas for the Bolshevik Revolution
- differentiate between types of historical evidence such as memoirs and letters
- evaluate the reliability and value of different historical source types
- identify the context and purpose of a historical text
- evaluate the perspective and bias of a historical source
- assess the editorial quality and influence on a text's meaning
- Society and Religion in the Medieval Crusader States
What you learn (7)
- distinguish between historiographical traditions on medieval trans-cultural relations
- evaluate different methodological approaches used in crusader-states scholarship
- assess how historiographical approaches contribute to current historical understanding
- interpret primary written sources such as charters, letters and chronicles
- develop nuanced insights into social, political and religious aspects from source analysis
- apply critical analysis skills to historical arguments about the Levant
- communicate historical arguments clearly in written form
- Gender, Sexuality and Modernity in Scotland, c. 1800-1918
What you learn (7)
- identify gendered and sexual discourses in historical Scotland
- assess impact of gendered discourses on lived experience
- evaluate differing interpretations of gender and sexuality in scottish history
- analyse primary sources relating to gender and religion, science and politics
- apply gender studies theories to historical analysis
- construct a written essay presenting historical arguments with evidence
- deliver an oral presentation to stimulate historical discussion
- The Mongols and the West, c.1200 - c.1500
What you learn (5)
- evaluate how encounters with the Mongols shaped medieval Europe's ties with Asia
- compare methodological approaches from history and other disciplines for analysing texts
- critique classmates' input to group coursework
- construct a coherent research argument from independent inquiry
- present research findings persuasively in spoken and written formats
- The Medievalists: the Middle Ages in 20th century Eastern and Central Europe
What you learn (6)
- analyse historical texts in detail to identify underlying meaning
- evaluate techniques used to construct particular versions of national history
- deliver a presentation on a set literary or artistic work relevant to the course
- participate in unplanned discussion about set novels, plays, films, opera and poetry
- discuss how current cultural values influence historical study
- discuss how historical perceptions shape present-day cultural debates
- Plantation and Civility in the Hebrides and in Ulster, c1541-1639
What you learn (9)
- describe the driving forces behind the plantation process
- compare contrasting historical perspectives on plantation
- analyse distinctive characteristics of Gaelic society in the Hebrides and Ulster
- assess how Gaelic communities reacted to plantation schemes
- evaluate the motivations driving settlers to undertake plantation
- assess the social and economic pressures shaping migration to plantation areas
- critique historical scholarship relating to plantation in the Hebrides and Ulster
- interpret primary sources in their historical context
- analyse multilingual historical documents relating to plantation
- Century of the refugee: refugees & statelessness in the long twentieth century, c.1900-present (SS)
What you learn (12)
- explain how mass displacement shaped state formation and nationalism
- describe the link between displacement and international institutions
- compare different historical cases of population displacement
- evaluate responses of states and organisations to displacement crises
- identify methodological challenges in researching population displacement
- evaluate historians' success in recovering voices of displaced people
- summarise historiographical arguments with accurate referencing
- formulate a research question from historiographical debates
- identify sources suitable for pursuing a research question
- locate relevant primary sources through independent research
- assess the reliability of historical sources
- present research findings in varied formats and registers
- The Making of Britain? Scotland and Ireland, 1707-c.1815
What you learn (7)
- describe key political and social developments in eighteenth-century scotland and ireland
- evaluate differing historical interpretations of the formation of the united kingdom
- select relevant primary sources and secondary literature for a historical argument
- compare and relate different historical sources to each other
- apply critical analysis skills to historical material
- structure and present written and oral historical arguments
- draw conclusions about the character of the british and british-irish unions
- Czechoslovakia: A case study of a country in Europe through the history of film
What you learn (8)
- identify key features of twentieth century development in a central european nation
- interpret films as cultural artefacts within their historical context
- describe major political and social issues affecting europeans over the last century
- apply historical research methods to the study of cultural artefacts
- explain how theory contributes to historical interpretation
- examine a range of film sources for historical analysis
- describe how film sources contribute to historical explanation
- evaluate cinematic cultural artefacts using critical analytical skills
- A Global History of Giving: from Begging to Basic Income
What you learn (8)
- describe socio-economic functions of charity
- compare charitable systems across different societies and periods
- assess how global processes transformed local social assistance systems
- evaluate political dimensions of charitable practices
- apply historical perspectives on charity to contemporary development debates
- analyse primary and secondary historical sources
- construct a supported written argument from historical evidence
- construct a supported oral argument from historical evidence
- Genocide in the Modern World
What you learn (11)
- critique international legal frameworks prohibiting genocide
- evaluate theoretical and historiographic debates on genocide studies
- interpret primary sources relating to genocide case studies
- synthesise primary and secondary sources to form reasoned conclusions
- assess controversies in policy and public discourse on mass atrocities
- collaborate in groups to analyse genocide-related primary sources
- identify scholarly insights offered by genocide source material
- explain how genocidal violence develops within communities
- evaluate long-term legacies of mass violence for survivor communities
- present arguments clearly in class discussion
- produce clear and coherent written academic work
- Urban Lives: Gender, Culture and Society in the Eighteenth-Century Town
What you learn (10)
- describe contemporary ideas about differences between genders
- assess how gender shaped political, social and economic agency in urban contexts
- identify key methodological and theoretical approaches in gender and spatial history
- apply gender or spatial theory to analyse the eighteenth-century town
- evaluate sources relevant to studying gender and urban space
- evaluate methodologies derived from historical sources
- evaluate historiographical debates on urban gender history
- construct a well-supported written argument using primary and secondary sources
- collaborate in small groups to analyse historical evidence and arguments
- reflect on personal collaborative working skills
- History through film and literature: Crisis situations
What you learn (7)
- identify key features of twentieth century history in Central European nations
- describe major political and social issues affecting Europeans over the last century
- apply suitable historical methods to analyse cultural artefacts
- interpret literary works within their historical context
- examine diverse literary sources for historical analysis
- explain how literary sources contribute to historical explanation
- evaluate the contribution of theory to historical interpretation
- The Second World War in History and Legacy, 1939-1945
What you learn (7)
- explain the importance of major historiographical debates on the Second World War
- describe key events of the Second World War
- analyse the broader significance of wartime victories and defeats
- apply myth and memory studies approaches to examine the war's social impact
- identify the political legacy of the Second World War in contemporary society
- construct critical written arguments using primary and secondary sources
- present critical verbal arguments on the war's history and legacy
- What's in a Cup? The Global History of Coffee
What you learn (9)
- identify global interdependencies created by coffee trade networks
- describe how coffee consumption shaped landscapes in producing regions
- describe how coffee consumption influenced labour systems in the Global South
- describe how coffee consumption affected migration patterns in the Global South
- analyse a specific link within the coffee commodity chain between producers and consumers
- formulate an original historical research question
- construct a coherent historical argument from independent research findings
- evaluate specialised secondary literature relevant to a historical topic
- interpret primary historical sources relevant to a research topic
- Islands at War in the 20th Century: Invaders, Occupiers and Liberators:
What you learn (14)
- describe the main military campaigns fought on the islands studied
- compare similarities and differences between island military campaigns
- explain how island conflicts relate to broader military and political contexts
- analyse why islands have held strategic importance in larger conflicts
- evaluate the effectiveness of defensive strategies used in island conflicts
- assess the impact of military occupation on local populations
- interpret primary manuscript and media sources relating to island conflicts
- interpret archaeological and material culture evidence relating to conflict
- compare differing historical interpretations of key wartime events
- evaluate debates on sovereignty arising from island conflicts
- analyse the long-term legacy and memorialisation of these conflicts
- present historical understanding effectively in written assessments
- present historical understanding effectively in oral presentations and debate
- adapt communication style to audience and assessment requirements
- From the Space Race to Star Wars: US Conflict and Cooperation in Orbit, 1945-2019
What you learn (6)
- evaluate significant events and debates in US space exploration history
- assess the influence of US space exploration on global power dynamics
- analyse declassified primary sources to construct historical arguments
- collaborate in small groups to interpret historical evidence
- work independently to research historical topics
- apply methods to evaluate the social, economic and military effects of new technologies
- Imperial States: Race, War, and Expansion in American History, 1860s-1920s
What you learn (6)
- explain how race, conflict and expansion shaped american imperial formation
- analyse the historical roots of modern us global influence
- identify connections between nation-building and overseas territorial expansion
- evaluate key historiographical debates on the period studied
- construct persuasive written arguments using primary and secondary sources
- debate complex empire-related topics individually and in groups
- Becoming an Historian
What you learn (6)
- identify major schools of historical theory shaping current historical practice
- evaluate strengths and weaknesses of key historical theories
- assess how historical theories are applied in practice
- identify points of disagreement among proponents of competing historical theories
- assess the usefulness of theoretical approaches within historical study
- connect historical theory to particular areas of historical research
- Applied Dissertation with Placement in History
What you learn (8)
- evaluate an advanced historical topic using subject-specific theories
- apply academic skills to a professional placement setting
- plan and manage an independent research and placement programme
- synthesise and present independent research findings in writing
- analyse key terminology relevant to the research topic
- integrate critical and theoretical approaches into project work
- analyse project outcomes within their academic disciplinary context
- reflect on personal graduate attribute development during placement
- Rwanda: Peace, Conflict and the Politics of History
What you learn (12)
- identify major theoretical and historiographic trends in Rwandan history
- critique these trends using scholarly reasoning
- evaluate primary sources from different periods of Rwandan history
- relate primary sources to secondary scholarship to build arguments
- formulate evidence-based conclusions about rwanda's past and present
- analyse how different forms of political violence developed in Rwanda
- assess long-term legacies of political violence for contemporary rwandans
- present research findings clearly in written form
- present research findings clearly in spoken argument
- support arguments with varied forms of evidence
- participate actively in group discussion on course topics
- provide constructive feedback on peers' work
- The Making of the Spanish Empire: Indigenous American, African, Asian and European perspectives
What you learn (5)
- analyse a complex range of historical evidence independently
- critically evaluate primary and secondary texts reflecting different perspectives
- apply subaltern, postcolonial and decolonial theoretical frameworks to historical study
- conduct independent research for an extended written assignment
- present historical arguments orally in seminar discussions
- From Scrolls to Screens: the Materiality of Manuscripts in the 21st Century
What you learn (7)
- describe manuscripts from varied historical periods and regions
- contrast manuscripts originating from different times and places
- apply technical analysis methods to examine manuscript materials
- evaluate key debates within the field of manuscript studies
- discuss scholarly approaches used in manuscript studies
- critique scholarly editions of manuscript texts
- critique digital reproductions of manuscripts, including digital imaging
- Surviving and Resisting Enslavement in the British Caribbean
What you learn (9)
- describe the emergence and operation of plantation slavery in the British Caribbean
- explain the process leading to the abolition of slavery in the British Caribbean
- explain how race, gender, disability and sexuality influenced experiences of enslavement
- discuss methods used by enslaved people to resist and survive enslavement
- examine the cultural legacies left by enslaved communities
- discuss contemporary legacies of slavery in Britain such as the Windrush scandal
- evaluate arguments for reparations related to historical slavery
- analyse primary and secondary historical sources critically
- synthesise and evaluate historical evidence to form reasoned judgements
- Subsidiary Polish Language (Beginners)
What you learn (7)
- read and comprehend beginner-level texts in the target language
- analyse the structure and meaning of simple foreign-language texts
- translate beginner-level texts into and from the target language
- speak confidently on familiar topics using basic vocabulary and idiom
- apply basic grammatical structures correctly in spoken language
- answer oral and written questions using correct basic grammar
- write texts demonstrating beginner-level vocabulary and grammar use
- Russian Literature and State Power
What you learn (6)
- construct structured arguments about cultural texts using knowledge of Russian statehood
- summarise key concepts from postcolonial theory
- apply postcolonial theory concepts to analyse Russian literature and culture
- evaluate the relevance of postcolonial theory to Russian cultural contexts
- present oral arguments on Russian ideologies of statehood with theoretical grounding
- write culturally sensitive analyses of Russian ideologies of statehood
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£23,000median pay three years after graduating
Lower quarter£19k
Median£23k
Upper quarter£30k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 75 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 23, 24, 13
Half of graduates earned between £18,500 and £30,000. Five years on, the median is £29,000. 75% were in work or further study 15 months after finishing; 25% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 110% left | 90% | 10 |
| In work or study, 15 months on0% studying | 75% | 45 |
| Professional or managerial job | 25% | 30 |
| Pay 15 months on, median | £25,000 | 15 |
| Pay 3 years on, median | £23,000 | 75 |
| Pay 5 years on, median | £29,000 | 75 |
National Student Survey 2025-26
What do students say?
76%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 64% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 75 students answered
Highest: 96% agreed on question 1; lowest: 58% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 96% |
| Question 2 | 94% |
| Question 3 | 93% |
| Question 4 | 86% |
| Question 5 | 86% |
| Question 6 | 84% |
| Question 7 | 88% |
| Question 8 | 80% |
| Question 9 | 72% |
| Question 10 | 77% |
| Question 11 | 82% |
| Question 12 | 75% |
| Question 13 | 82% |
| Question 14 | 58% |
| Question 15 | 96% |
| Question 16 | 91% |
| Question 17 | 89% |
| Question 18 | 93% |
| Question 19 | 85% |
| Question 20 | 93% |
| Question 21 | 92% |
| Question 22 | 87% |
| Question 23 | 89% |
| Question 24 | 60% |
| Question 25 | 75% |
| Question 26 | 76% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Glasgow’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Glasgow is a trade mark of the university; sch.today is independent of it.