Portuguese/Archaeology MA
AAB – BBB at A level, A-level Science subject at Grade B; graduates earn a median £26,000 three years on.
Typical A level offer
AAB – BBB
A-level Science subject at Grade B · 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?
AAB – 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 Science subject at Grade B
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 | AAABminimum from S5: BBBB | Two Higher Science subjects at AA (AB or BA may be considered). |
| IB | 32 (5,5,5) | HL Science subject. |
Years 1–5
What do you study?
2compulsory modules in year 1
Compulsory modules this year: arts & humanities 92% · transversal skills 8%.
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 · 2 core · 40 credits ≈ 400 hours
- Archaeology 1A: The Archaeology of Scotland
What you learn (6)
- apply archaeological evidence to interpret periods of Scottish prehistory and history
- analyse primary data collected during archaeological fieldtrips
- identify key features of Scotland's material heritage
- use archaeological evidence to explain Scotland's cultural development
- evaluate evidence of Scotland's historical contacts with other regions
- describe key methods and techniques used in archaeology
- Archaeology 1B: Archaeology in the Modern World
What you learn (4)
- evaluate the significance of archaeology for present-day society
- identify current issues affecting archaeological practice
- evaluate the impact of contemporary issues on archaeological work
- assess factors shaping interpretation of archaeological evidence
Year 2 · 2 core · 40 credits ≈ 400 hours
- Archaeology 2A: 20 Things that Changed the World
What you learn (7)
- outline major themes in European, Mediterranean and Western Asian archaeology
- describe the outcomes of large-scale and localised societal transitions
- identify the diversity of archaeological evidence types
- construct interpretations of past societies using varied archaeological evidence
- organise written arguments that contextualise diverse archaeological material
- deliver oral presentations defending archaeological arguments
- participate in group discussions to defend and sustain viewpoints
- Archaeology 2B:Theory and Practice
What you learn (6)
- outline key developments in the history of archaeology as a discipline
- discuss how archaeology draws on multiple academic disciplines
- evaluate how theory, method and data interact in archaeological interpretation
- apply core archaeological fieldwork and analytical techniques
- reflect critically on personal contribution to a group archaeological project
- reflect critically on group dynamics within an archaeological project
Year 3 · 30 core · 360 credits ≈ 3,600 hours
- Archaeology Dissertation (Joint Hons)
What you learn (12)
- identify resources and support required for a research topic
- formulate a viable plan to complete a research project
- identify existing data and scholarship relevant to a research topic
- summarise existing scholarship relating to a chosen topic
- compile relevant data for a chosen research topic
- analyse compiled data relating to a research topic
- construct a coherent integrated argument across a dissertation
- incorporate illustrations and tables to support written arguments
- present research findings clearly and persuasively in written form
- demonstrate personal engagement with the subject through written work
- evaluate the subject area addressed by the dissertation
- appraise the significance of one's own research contribution
- Archaeology Dissertation (Single Hons)
What you learn (9)
- identify resources and support required for a research project
- formulate a feasible plan to complete a research project
- identify existing data and academic literature on a research topic
- summarise existing scholarship relevant to a research topic
- research and compile relevant data for a chosen archaeological topic
- analyse collected data to address a research question
- construct a coherent argument supported by illustrations and tables
- present research findings clearly and demonstrate personal engagement with the subject
- evaluate the subject area studied and the significance of one's own contribution
- Historical Landscapes of the Eastern Mediterranean
What you learn (3)
- explain key archaeological debates on Eastern Mediterranean landscapes
- apply landscape archaeology theories to specific case studies
- compare evidence from diverse sources to interpret past landscapes
- 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
- Settlement and Society in Scandinavian Scotland
What you learn (3)
- contextualise archaeological evidence using place-name, documentary and numismatic sources
- assess the long-term effects of Scandinavian activity on northern and western Scotland
- apply varied evidence types to address specific archaeological research questions
- The British Neolithic
What you learn (7)
- explain current theoretical debates on the British Neolithic
- describe the historical development of these debates
- discuss critically the key features of the British Neolithic period
- sequence the main chronological phases of the British Neolithic
- evaluate the influence of monument-focused approaches in Neolithic research
- compare the effectiveness of different theoretical models in archaeology
- apply social theory to assess archaeological interpretations
- Theory & Interpretation in Archaeology
What you learn (3)
- evaluate theoretical frameworks used to analyse social aspects of material culture
- situate the development of archaeological thought within broader intellectual trends
- apply suitable theoretical frameworks to coursework and dissertation research
- 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
- Advanced Heritage Project
What you learn (6)
- evaluate the purpose and context of a professional heritage practice area
- design a project plan that meets institutional requirements
- justify project decisions against professional constraints
- carry out a project appropriate to its professional setting
- report on project outcomes in a professionally suitable format
- work independently within professional project constraints
- Cloth and Clothing
What you learn (8)
- identify key categories of archaeological evidence for textiles and garments
- critically evaluate the reliability and significance of textile evidence types
- describe the chronological evolution of fibre production methods in prehistoric Europe
- describe the historical development of weaving techniques in prehistoric Europe
- summarise major interpretive themes and scholarly debates on textile archaeology
- identify technical characteristics of woven cloth samples
- handle archaeological textile material using appropriate conservation practice
- construct a coherent written argument supported by evidence
- Reflexive Archaeological Practice
What you learn (10)
- explain the stages involved in designing an archaeological project
- describe how project stages connect from planning to final reporting
- describe techniques and methods used in archaeological investigation
- evaluate the effectiveness of different archaeological methods
- assess how observation, description and interpretation relate in archaeology
- create a critically grounded plan for surveying an archaeological site
- design an excavation and post-excavation strategy for a site
- plan a publication strategy for archaeological findings
- reflect critically on one's own archaeological practice
- relate archaeological practice to current professional policy and legislation
- Practical Heritage Experience (Senior Honours)
What you learn (6)
- handle archaeological evidence and materials safely
- document archaeological evidence and materials accurately
- evaluate archaeological evidence and materials for significance
- evaluate the value and quality of a practical heritage placement
- reflect on personal strengths and weaknesses in heritage work
- apply responsible practice to interpreting and preserving heritage remains
- 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
- The Gaelic Kingdom of Alba and the Formation of Scotland AD 800-1100 (Hons)
What you learn (5)
- assess the value of combining multiple disciplines to study early medieval societies
- apply interdisciplinary insights to explain the rise of the kingdom of alba
- critique historical source material collaboratively during group discussion
- deliver an oral presentation on a research topic to peers
- use digital tools to support a seminar presentation
- Being Human in Ancient Egypt and Mesopotamia
What you learn (10)
- identify key features of social life in ancient Egypt and Mesopotamia
- evaluate significant aspects of social experience in these early societies
- analyse how cohesion, inequality and identity shaped early communities
- interpret archaeological, textual and iconographic sources of evidence
- assess the strengths and limitations of different historical sources
- combine diverse sources of evidence to build coherent interpretations
- critique the sources, methods and theories used to study past social life
- discuss archaeological interpretations collaboratively in seminar discussions
- apply social theories to analyse archaeological case studies
- present archaeological findings clearly to a general audience
- 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
“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.