Portuguese/Latin MA
ABB – BBB at A level, A-level English or another Humanities subject; graduates earn a median £26,000 three years on.
Typical A level offer
ABB – BBB
A-level English or another Humanities subject · 95% of entrants came with A levels · 87% 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: 95% with A levels, 5% via Access courses. 45% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 50 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 100%.
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 · 40 credits ≈ 400 hours
- Latin 1A: Basic Latin 1
What you learn (5)
- apply basic Latin grammar and syntax rules to analyse sentences
- recall specified Latin vocabulary items
- translate simple Latin sentences into natural English
- identify the grammatical forms of words in simple Latin sentences
- produce correct inflected forms of individual Latin words and phrases
- Latin 1B: Basic Latin 2
What you learn (5)
- apply knowledge of Latin grammar and vocabulary to translate sentences
- translate complex Latin sentences into fluent English
- translate an unfamiliar Latin prose passage into idiomatic English
- explain grammatical and syntactic features found in Latin texts
- produce accurate inflected forms of Latin words and phrases
Year 2 · 3 core · 40 credits ≈ 400 hours
- Latin 2A: Intermediate Latin 1
What you learn (4)
- apply knowledge of Latin grammar and syntax to translate complex sentences
- translate unfamiliar Latin prose passages into fluent English
- explain grammatical features found in familiar and unfamiliar Latin texts
- produce the accurate inflected form of Latin words and phrases
- Latin 2B: Intermediate Latin 2
What you learn (6)
- demonstrate competent use of latin vocabulary and grammar
- translate unseen literary latin passages into english
- translate simple english sentences into grammatical latin
- write critical analyses of the prescribed latin texts
- translate prepared passages from the set texts using reference tools
- comment on prepared passages from the set texts
Year 3 · 39 core · 640 credits ≈ 6,400 hours
- Athenian Democracy: Model Or Mob-Rule?
What you learn (8)
- describe the historical background of Classical Athenian democracy
- explain how Athenian democratic institutions operated
- analyse ancient texts as evidence for Athenian democratic practice
- evaluate ancient attitudes towards democracy expressed in classical sources
- summarise modern scholarly theories on Athenian democracy
- evaluate the validity of modern interpretations of Athenian democracy
- construct original interpretations of ancient sources informed by scholarship
- construct coherent arguments integrating primary and secondary sources
- Reasons To Be Cheerful: Theorising Comedy With Aristophanes And Menander
What you learn (9)
- identify formal features of Greek comic drama
- compare conventions of old comedy and new comedy
- relate comic texts to their historical and political setting
- recognise key ancient and modern theories of comedy
- construct a written argument about the nature of comedy
- present an oral argument about the nature of comedy
- apply comparative methods to the study of ancient humour
- critique the use of comparative approaches to ancient humour
- evaluate critical approaches to comedy using set texts as evidence
- ROMAN ART
What you learn (8)
- apply detailed knowledge of primary sources in assessed work
- explain modern interpretative approaches to Roman art in assessed work
- evaluate competing scholarly interpretations of Roman art
- apply secondary literature to interpret primary material
- demonstrate research and argumentative skills in essay writing
- present research findings in a seminar setting
- contribute constructively to group discussion
- apply departmental essay-writing conventions to coursework
- Interpreting Greek Tragedy
What you learn (13)
- identify defining formal features of greek tragedy
- relate set texts to their historical and cultural background
- recognise recurring themes within the set texts
- explain theoretical bases of modern critical approaches
- assess one's own critical approach to classical texts
- apply critical techniques from varied theoretical traditions
- relate ancient classical criticism to modern theoretical stances
- evaluate strengths and weaknesses of differing theoretical interpretations
- critique theoretical approaches by applying them to texts
- formulate a personal critical stance informed by classical and modern views
- demonstrate essay writing skills required by the department
- demonstrate seminar participation skills required by the department
- demonstrate exam skills required by the department
- Rome In Transition, 49-27 BC
What you learn (8)
- describe key events of Roman history from 49-27 BC
- explain relationships between events during this period
- identify primary sources relevant to the period
- discuss challenges in interpreting primary sources
- analyse political change in the late Roman republic
- analyse cultural change in the late Roman republic
- construct a written historical argument
- critique written historical arguments
- The Invention of History: Herodotus, Thucydides, Xenophon
What you learn (11)
- relate classical historiographical texts to their historical setting
- connect texts to the intellectual currents of their time
- summarise key scholarly debates on Herodotus, Thucydides and Xenophon
- critique prevailing interpretations of Greek historiography
- summarise ancient and modern theories of historical writing
- evaluate competing theories of how the past is recorded
- interpret each classical text as an independent work
- situate each text within the wider historiographical tradition
- construct an original interpretive argument about a classical text
- present a coherent argument in written form
- present a coherent argument orally
- Lyric poems and their performance in ancient Greece
What you learn (10)
- identify formal features distinguishing melic, iambic and elegiac verse
- compare lyric poetry types by performance context
- compare lyric poetry types by thematic content
- describe the social and political background of lyric poetry
- describe the cultural setting shaping lyric poetry
- summarise modern scholarly theories on lyric poetry performance
- evaluate competing modern theories of lyric poetry
- develop original interpretations of lyric poems informed by current research
- construct coherent arguments integrating primary texts and scholarly sources
- apply required essay-writing conventions from the departmental handbook
- From the Gracchi to Sulla: the sources and the history 133-70 BC
What you learn (7)
- situate key events and figures within their historical context
- analyse literary and non-literary ancient sources in detail
- relate ancient sources to broader historical and cultural contexts
- explain political, social and economic changes of the late republic
- construct written arguments about the development of the roman state
- critique written arguments on the roman state's development
- evaluate modern scholarly interpretations of the period
- Ancient Medicine
What you learn (5)
- identify key theories of disease in ancient medicine
- describe challenges in interpreting primary sources of medical history
- evaluate difficulties in analysing historical medical evidence
- assess the social standing of physicians and medical writers in ancient communities
- discuss how medical theories and practices persisted or changed over time
- 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
- The Material World in Greek Religious Thought and Practice
What you learn (6)
- describe different forms of religious practice and institution in ancient Greece
- analyse the role of religious practices within wider greek society across periods
- analyse a range of primary historical sources
- combine evidence from multiple primary sources into a coherent account
- summarise key scholarly arguments on materiality and religion
- construct a sustained argument based on personal interpretation of sources
- Basic ancient Egyptian hieroglyphs for Honours
What you learn (8)
- translate Middle Egyptian hieroglyphic texts into English
- produce commentary reflecting on hieroglyphic text features
- situate funerary and royal texts within wider ancient Egyptian culture
- compare different funerary and royal text examples
- analyse key religious themes in studied ancient Egyptian texts
- analyse royal culture themes in studied ancient Egyptian texts
- interpret primary sources relating to ancient Egypt
- construct an argument supported by primary source evidence
- The Art of Divergence in Ancient Egypt (Hons)
What you learn (8)
- identify typical features of conventional Egyptian art
- contrast conventional and deviant styles in Egyptian art
- situate case studies within their cultural and chronological context
- discuss possible historical influences shaping case studies
- evaluate primary sources relevant to selected case studies
- evaluate secondary sources relevant to selected case studies
- reflect on the cultural impact of artworks that broke artistic norms
- present findings visually or orally using a poster or recorded talk
- Hellenistic Poetry
What you learn (6)
- produce detailed commentaries on Hellenistic poems
- explain the social and historical context of Hellenistic poetry
- explain the cultural context of Hellenistic poetry
- present original research findings in a scholarly written form
- analyse the relationship between literature and its historical setting
- analyse the relationship between literature and its cultural setting
- The Histories of Trans People (UG)
What you learn (10)
- identify historical precedents linked to current trans identities
- describe how historical gender categories shifted with social change
- describe how political and medical contexts shaped gender categories
- compare expressions of gender diversity across different cultures and eras
- analyse links between trans history and feminist theory
- analyse links between trans history and queer theory
- evaluate the value and limits of historical evidence on trans lives
- present evaluations of evidence orally and in writing
- reflect on the personal relevance of trans history
- reflect on the political significance of trans history
- Women and Power? The extraordinary women of the ancient world
What you learn (6)
- situate primary sources on ancient women within their cultural and temporal context
- compare evidence of ancient women across different cultures
- critique secondary sources' approaches to studying ancient women
- compare experiences of ancient women across cultures using key themes
- explain the legacies of notable ancient women
- present ancient and modern perceptions of notable ancient women
- Writing Ancient Women (Honours)
What you learn (7)
- analyse literary, historical and archaeological sources on ancient women
- evaluate the reliability and significance of these sources
- analyse modern fictional and non-fictional retellings of ancient women
- evaluate how modern retellings reinterpret ancient source material
- compose an original fiction or non-fiction retelling of an ancient woman
- formulate a personal scholarly argument on the reception of ancient sources
- present a reasoned argument clearly in academic writing
- Intermediate Greek for Honours 1
What you learn (6)
- translate continuous passages of unfamiliar Greek into English
- translate prescribed set text passages accurately into English
- use dictionaries and commentaries to interpret texts independently
- identify grammatical forms in prepared and unseen greek texts
- classify linguistic forms according to grammatical category
- relate greek texts to their historical and cultural background
- Intermediate Greek for Honours 2
What you learn (6)
- translate complex english sentences and passages into greek
- translate prescribed greek passages into english accurately
- use dictionaries and commentaries to read texts independently
- identify and categorise grammatical forms in greek texts
- evaluate the literary effect of language and metre in set texts
- assess the meaning and purpose of texts within their historical context
- Basic Greek For Honours 1
What you learn (3)
- translate simple greek sentences into idiomatic english
- identify the grammatical forms of words in simple greek sentences
- produce the correct inflected forms of greek words in given sentences
- Basic Greek For Honours 2
What you learn (4)
- translate simple and complex Greek sentences into idiomatic English
- produce correct inflected forms of Greek words and phrases
- translate an unseen passage of continuous Greek prose into English
- explain linguistic features found in prepared and unprepared Greek texts
- Advanced Greek for Honours
What you learn (4)
- translate ancient Greek texts of varied genres into idiomatic English
- analyse the syntax of diverse ancient Greek texts
- explain subtle meanings behind authors' word choices
- evaluate the stylistic features of ancient Greek texts
- Advanced Latin for Honours
What you learn (4)
- translate latin passages from varied genres into fluent english
- analyse the grammatical structure of ancient latin texts
- explain subtle differences in word meaning chosen by latin authors
- evaluate the stylistic features present in latin texts
- Dissertation (Latin)
What you learn (12)
- plan and manage a large-scale independent research project
- deliver a completed research project on a latin-related topic
- locate primary sources using catalogues, databases and collections
- identify scholarly approaches to interpreting primary evidence
- design a research methodology suited to a chosen topic
- evaluate the strengths and weaknesses of a chosen methodology
- select latin textual evidence relevant to a research question
- analyse textual and material evidence to support research conclusions
- construct a coherent and sustained argument in a dissertation
- critique existing scholarship in relation to the chosen topic
- produce a well-presented and proofread written dissertation
- apply discipline-specific bibliographic conventions and style
- Ancient Technology in Context (Linguistic Pathway)
What you learn (9)
- identify key features of ancient technology across different sectors
- recognise limitations shaping the interaction of people, technology and environment
- use varied evidence types to connect technology with its social setting
- explain in speech the link between ancient technical theory and its application
- explain in writing the link between ancient technical theory and its application
- analyse orally how technology and environment influenced each other in antiquity
- analyse in writing how technology and environment influenced each other in antiquity
- translate Latin technical texts into English
- evaluate the content and style of Latin technical texts
- Imperium Indivisum?: The Collapse of the West Roman Empire in the fifth century AD (Latin)
What you learn (5)
- describe key political and military events of the fifth century
- combine textual and archaeological evidence to construct a historical narrative
- analyse literary and legal texts to assess the local effects of imperial policy
- translate late Roman Latin texts with accuracy
- evaluate stylistic and syntactical features of late Roman Latin texts
- The Roman Stage: A History of Roman Drama from the Republic to the Empire (Latin)
What you learn (7)
- relate Roman drama to its political and social background
- evaluate Roman plays as literary works
- assess Roman plays as texts intended for theatrical performance
- critically evaluate scholarly interpretations of Roman plays
- present arguments clearly and coherently in spoken discussion
- compose coherent written arguments on Roman drama
- translate Latin playwrights' texts into idiomatic English
- The Novel in Antiquity (Latin)
What you learn (10)
- analyse set texts critically in written and oral assessments
- discuss set texts critically with peers and tutors
- situate the novels within their literary and cultural context
- relate the novels to their social context
- discuss intertextuality and narrative technique in the novels studied
- discuss social identity and gender representation in the novels studied
- evaluate modern scholarly approaches to the set texts
- critique secondary literature interpreting the novels
- translate Latin passages by Petronius and Apuleius into idiomatic English
- render stylistic nuances of Latin prose in English translation
- Rhetoric at Rome (Latin)
What you learn (8)
- explain key concepts of ancient rhetorical theory
- relate rhetorical theory to roman educational and cultural practices
- apply rhetorical theory to analyse roman speeches
- interpret passages of ancient rhetorical texts through close reading
- situate roman speeches within their political and legal contexts
- situate roman speeches within their social context
- analyse latin passages from roman oratory
- comment critically on stylistic features of latin oratorical texts
“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?
£26,000median pay three years after graduating
Lower quarter£19k
Median£26k
Upper quarter£31k
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 30 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 13, 23
Half of graduates earned between £18,500 and £31,000. Five years on, the median is £33,000. 90% were in work or further study 15 months after finishing; 65% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 113% left | 87% | 55 |
| In work or study, 15 months on5% studying | 90% | 15 |
| Professional or managerial job | 65% | 10 |
| Pay 15 months on, median | £28,000 | 15 |
| Pay 3 years on, median | £26,000 | 30 |
| Pay 5 years on, median | £33,000 | 30 |
National Student Survey 2025-26
What do students say?
70%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 80% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 55 students answered
Highest: 97% agreed on question 1; lowest: 70% on question 26.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 97% |
| Question 2 | 88% |
| Question 3 | 94% |
| Question 4 | 94% |
| Question 5 | 88% |
| Question 6 | 91% |
| Question 7 | 84% |
| Question 8 | 81% |
| Question 9 | 88% |
| Question 10 | 71% |
| Question 11 | 74% |
| Question 12 | 83% |
| Question 13 | 88% |
| Question 14 | 73% |
| Question 15 | 92% |
| Question 16 | 88% |
| Question 17 | 74% |
| Question 18 | 84% |
| Question 19 | 92% |
| Question 20 | 94% |
| Question 21 | 90% |
| Question 22 | 95% |
| Question 23 | 86% |
| Question 24 | 70% |
| Question 25 | 79% |
| Question 26 | 70% |
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.