Portuguese/Gaelic 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 · 55% 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: 55% with A levels, 15% via Access courses, 20% with other higher education. 40% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 15 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 1–5
What do you study?
3compulsory modules in year 1
Compulsory modules this year: language & communication 60% · arts & humanities 26% · transversal skills 10% · social & cultural skills 5%.
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 · 3 core · 120 credits ≈ 1,200 hours
- Gaelic 1 (Advanced)
What you learn (7)
- converse in Gaelic on prepared and unprepared topics
- translate a moderately difficult passage from English into Gaelic
- translate familiar and unfamiliar poetry and prose from Gaelic into English
- discuss themes and stylistic features of poetry and prose texts
- explain key developments in Gaelic literature from the 1500s to 1900s
- outline the social and linguistic context of contemporary Gaelic
- select appropriate reference works for Gaelic study
- Gaelic 1 (Beginners)
What you learn (5)
- hold a conversation in Gaelic on everyday topics
- apply course grammar rules correctly in speech and writing
- use appropriate vocabulary accurately in spoken and written Gaelic
- interpret written Gaelic texts to extract meaning
- describe key milestones in Gaelic literary and historical development
- Gaelic 1 (Intermediate)
What you learn (7)
- translate varied texts from English into Gaelic accurately
- translate selected Gaelic poetry and prose passages
- discuss themes and features of studied Gaelic literary texts
- translate an unfamiliar Gaelic passage into English
- explain key developments in Gaelic literature up to the 1900s
- select suitable reference works for language study
- use reference works to support translation and writing
Year 2 · 2 core · 80 credits ≈ 800 hours
- Gaelic 2 (Advanced)
What you learn (7)
- converse fluently in Gaelic on familiar and unfamiliar topics
- compose accurate written Gaelic on prepared and unprepared subjects
- translate functional English texts into accurate idiomatic Gaelic
- translate extracts of modern and pre-modern Gaelic literary texts
- discuss themes and style in modern and pre-modern Gaelic literature
- describe key features of Gaelic grammar and linguistic structure
- discuss linguistic aspects of the Gaelic language
- Gaelic 2 (Intermediate)
What you learn (10)
- converse in Gaelic on everyday topics such as education and health
- translate varied texts from English into Gaelic with precision
- translate studied Gaelic poems into English
- comment on thematic and stylistic features of Gaelic poems
- translate and discuss studied Gaelic prose texts
- translate an unfamiliar Gaelic passage of moderate difficulty
- outline major trends in Gaelic literature
- discuss contributions of key Gaelic literary figures
- describe features of Gaelic grammar
- discuss grammatical structures and usage in Gaelic
Year 3 · 28 core · 600 credits ≈ 6,000 hours
- Early Gaelic Poetry
What you learn (3)
- explain the historical background and literary significance of set Old Irish poems
- translate passages of Old Irish poetry into English
- identify Early Gaelic metrical forms used in poems
- Introduction To Early Gaelic (Old And Middle Irish)
What you learn (2)
- identify basic grammatical features of Early Gaelic (Old Irish)
- translate short Early Gaelic prose passages into English
- Advanced Early Gaelic Texts
What you learn (3)
- describe the content and literary significance of the studied texts
- translate passages of early gaelic into english
- comment on grammatical features of early gaelic passages
- Celtic Place-Names Of Scotland
What you learn (5)
- identify place-name elements derived from celtic languages
- apply standard research methods to gather place-name data from varied sources
- present collected place-name data using accepted scholarly protocols
- evaluate the relevance of place-name research to current societal issues
- create audience-specific material communicating place-name research findings
- Early Gaelic Literature In Translation
What you learn (3)
- identify key resources for studying early Gaelic literature
- describe current scholarly debates on early Gaelic literature
- analyse translated texts using relevant scholarly arguments
- Introduction To Medieval Welsh
What you learn (3)
- describe the spelling conventions used in Middle Welsh texts
- explain the grammatical structures of Middle Welsh
- translate short Middle Welsh prose passages under exam conditions
- 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
- The Finn Cycle
What you learn (7)
- describe the historical development of Gaelic literature about Finn mac Cumaill
- trace textual evolution from earliest sources to the early modern period
- relate pre-modern Finn tradition to later vernacular Irish and Scottish folklore
- situate the Finn tradition within Ossianic literature
- critique primary Finn Cycle texts read in translation
- identify literary features within translated medieval texts
- connect scholarly debates on the Finn Cycle to wider medieval Gaelic literary criticism
- Medieval Ireland 800 - 1100
What you learn (5)
- identify key developments in medieval Ireland's historical and political evolution
- describe major social changes in early medieval Ireland
- evaluate current academic debates relevant to medieval Irish studies
- construct a coherent written argument using diverse historical sources
- present a clear oral argument based on varied source material
- An 19Mh Linn Tro Shuilean Nan Gaidheal
What you learn (1)
- explain the significance of Gaelic source materials to a general audience
- Bardachd Cogaidh 1930-1950
What you learn (10)
- describe the published works of two named Gaelic war poets
- trace the stages of development in each poet's career
- analyse recurring themes, poetic techniques and personae in their work
- identify traditional and external influences shaping each poet's output
- explain each poet's political outlook
- relate each poet's work to its socio-political context
- identify the key innovative features of each poet's style
- research and summarise the range of wartime Gaelic poetry and song
- present findings on wartime Gaelic poetic production to peers
- illustrate different poetic voices with examples from the corpus
- Introduction To Modern Irish
What you learn (4)
- describe the grammatical structure of Modern Irish
- identify key linguistic differences between Modern Irish and Scottish Gaelic
- translate an unfamiliar Irish text into English
- construct simple sentences in Modern Irish
- Sgilean Canain 3
What you learn (3)
- communicate confidently in Gaelic using varied registers, spoken and written
- translate moderately challenging texts into Gaelic accurately
- compose sustained prose in Gaelic on contemporary topics
- Sgilean Canain 4
What you learn (5)
- translate complex texts accurately into Gaelic
- summarise Gaelic texts concisely and accurately in Gaelic
- compose extended prose in Gaelic on current topics
- present clear and fluent oral presentations in Gaelic
- edit and correct contemporary Gaelic media texts for accuracy
- Eadar Croit is Kiosk: Bàrdachd an fhicheadamh linn
What you learn (10)
- describe key characteristics of traditional song poetry
- illustrate traditional song poetry features with examples
- evaluate the appropriateness of the term 'bàrdachd baile'
- describe innovative features of post-1950 gaelic poetry
- illustrate post-1950 poetic innovations using examples
- evaluate the significance of poets across different periods
- evaluate influences shaping poets' work from inside and outside the tradition
- evaluate challenges faced by bilingual minority-language poets
- reflect on personal development of organisational and analytical skills
- reflect on development of gaelic presentational and written skills
- The Folklore of Gaelic Scotland
What you learn (5)
- outline the main genres of Scottish Gaelic folklore
- describe the history of collecting scottish gaelic folklore
- identify key collectors of scottish gaelic folklore
- evaluate the use of folkloristic analysis methods on gaelic folklore collections
- critically discuss a range of gaelic primary folklore texts
- Guth nan Eilthireach: Litreachas Gàidhlig anns an t-Saoghal Ùr
What you learn (4)
- describe major figures within the emigrant Gaelic literary canon
- compare how different Gaelic poets and writers responded to their new homelands
- present the importance of emigrant Gaelic literature to a general audience
- evaluate approaches to presenting literary texts to non-specialist audiences
- An Dealbh-Chluich agus a' Ghàidhlig bho 1790
What you learn (3)
- describe a range of primary gaelic and bilingual gaelic/english play texts
- evaluate how gaelic playwrights addressed cultural change through drama
- evaluate how gaelic playwrights engaged with political and identity issues
- Applied Dissertation with Placement in Gaelic
What you learn (9)
- evaluate a specific topic using subject-specific theories and context at an advanced level
- apply academic skills within a professional placement setting
- plan an independent research and placement programme
- carry out a managed programme of independent research and placement activity
- synthesise independent research findings into a coherent written account
- analyse key concepts relevant to the research topic
- incorporate critical and theoretical approaches into written and practical project work
- analyse project findings within the relevant academic field
- evaluate personal development of graduate attributes gained during placement
- Dissertation (Gaelic) Joint Honours
What you learn (9)
- identify a research topic feasible within time and length limits
- select a topic of personal relevance for independent study
- describe how a chosen topic relates to existing work in the field
- apply the chosen research methodology to the dissertation topic
- plan a schedule to complete the dissertation by the submission deadline
- identify the resources and support required to complete the dissertation
- use library and other information sources to gather research material
- use digital tools to retrieve, store and process research data
- apply recognised academic conventions to format bibliographies, appendices and footnotes
- Dissertation (Gaelic) Single Honours
What you learn (9)
- select a research topic feasible within time and word limits
- choose a topic of personal relevance and interest
- describe how the chosen topic relates to existing scholarship in the field
- apply the chosen methodology appropriately to the research topic
- organise a work schedule to meet the dissertation submission deadline
- identify the resources and support required to complete the dissertation
- use library and other information sources to gather research materials
- use digital tools to retrieve, store and process research information
- apply recognised academic conventions to referencing, appendices and footnotes
- Eachdraidh na Gàidhlig ann an Alba, c. 1400-1914
What you learn (5)
- explain factors driving language shift in communities
- evaluate varied community responses to anglicisation and acculturation
- evaluate the motives of policymakers shaping highland language policy
- discuss key debates in gaelic historiography
- interpret primary historical sources in their historical context
- Innse Gall, Ulaidh agus Rìgh Seumas VI. Tuineachadh agus Sìobhaltas, c.1541-1639
What you learn (6)
- describe the forces driving the plantation process in Gaelic
- discuss distinctive social features of the Hebrides and Ulster in Gaelic
- critically assess societal responses to plantation in Gaelic
- evaluate motivations behind migration for plantation settlement
- critique historical interpretations of plantation in the Hebrides and Ulster
- analyse primary sources on plantation within their historical context
- 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
- Translation Studies: An introduction to key topics in theory and practice
What you learn (4)
- translate texts of varied genres across different subject areas
- describe own translation strategy using relevant theoretical concepts
- justify translation choices by referencing translation studies theories
- evaluate critically the sources used to inform a translation
- Language Policy and Planning for European Minority Languages
What you learn (8)
- evaluate factors influencing language planning at different governance levels
- analyse theoretical frameworks used in language policy studies
- synthesise methodological approaches applied to language planning
- collect data relevant to language planning and policy research
- analyse and present findings from language planning research
- assess current minority language planning against international best practice
- evaluate social, psychological, economic and political causes of language decline
- critique arguments for and against reversing minority language decline
“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£17k
Median£23k
Upper quarter£29k
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 320 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 11, 12, 21, 22
Half of graduates earned between £17,000 and £28,500. Five years on, the median is £29,000. 86% were in work or further study 15 months after finishing; 60% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 110% left | 90% | 15 |
| In work or study, 15 months on10% studying | 86% | 125 |
| Professional or managerial job | 60% | 75 |
| Pay 15 months on, median | £28,000 | 45 |
| Pay 3 years on, median | £23,000 | 320 |
| Pay 5 years on, median | £29,000 | 345 |
National Student Survey 2025-26
What do students say?
47%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 63% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 15 students answered
Highest: 100% agreed on question 1; lowest: 47% on question 26.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 100% |
| Question 3 | 100% |
| Question 4 | 100% |
| Question 5 | 100% |
| Question 6 | 100% |
| Question 7 | 100% |
| Question 8 | 80% |
| Question 9 | 100% |
| Question 10 | 100% |
| Question 11 | 100% |
| Question 12 | 87% |
| Question 13 | 67% |
| Question 14 | 87% |
| Question 15 | 93% |
| Question 16 | 93% |
| Question 17 | 80% |
| Question 18 | 93% |
| Question 19 | 85% |
| Question 20 | 73% |
| Question 21 | 57% |
| Question 22 | 100% |
| Question 23 | 100% |
| Question 24 | 67% |
| Question 25 | 67% |
| Question 26 | 47% |
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.