Primary Education MA
CCC at A level, Additional requirements GCSE Mathematics at Grade B or 5 Either A-Level English at minimum Grade C or GCSE English Language and GCSE English Literature both at minimum Grade C or 4 Interview; graduates earn a median £32,000 three years on.
Additional requirements GCSE Mathematics at Grade B or 5 Either A-Level English at minimum Grade C or GCSE English Language and GCSE English Literature both at minimum Grade C or 4 Interview · 75% of entrants came with A levels · 85% stay on after year 1 · Glasgow course page, Discover Uni
What do you need to get in?
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
- 1Additional requirements GCSE Mathematics at Grade B or 5 Either A-Level English at minimum Grade C or GCSE English Language and GCSE English Literature both at minimum Grade C or 4 Interview
Other qualifications2
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Scottish Highers | ABBB | Higher English at minimum Grade C National 5 Mathematics or Application of Mathematics at minimum Grade C Interview. |
| IB | 34 (6,5,5) | Additional requirements HL English at 4 SL Mathematics at 4 Interview. |
What do you study?
Compulsory modules this year: social & cultural skills 38% · language & communication 35% · transversal skills 10% · mathematics & statistics 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
- Literacy 1
What you learn (8)
- identify stages of child language development
- compare theories of child language acquisition
- examine cross-linguistic differences in language acquisition
- examine cultural attitudes toward language development
- design lesson plans to support early language development
- design activities to support language development at home
- evaluate academic literature on language acquisition
- evaluate policy literature on language acquisition
- Mathematics - Theory And Pedagogy 1
What you learn (3)
- solve mathematical problems using simple strategies individually and in groups
- communicate mathematical solutions clearly
- describe how mathematical concepts develop according to children's developmental stages
- Professional Practice in Education 1
What you learn (13)
- plan literacy and numeracy learning activities using curriculum guidance
- deliver small-group and whole-class lessons applying appropriate teaching approaches
- apply assessment strategies to monitor pupils' literacy and numeracy learning
- identify key school policies and procedures affecting teaching and learning
- follow relevant policies and procedures to support classroom practice
- evaluate the effectiveness of delivered lessons in supporting pupil learning
- identify strengths and areas for improvement in own teaching practice
- reflect on professional development against the GTCS provisional registration standards
- identify areas for improvement in professional practice
- state actionable next steps for professional growth
- communicate clearly and promptly with school and university colleagues
- organise resources and time effectively to support classroom practice
- demonstrate professional conduct in line with the GTCS Student Code
- Spanish For Beginners (i)
What you learn (8)
- analyse basic spanish grammatical structures
- manipulate basic spanish language structures in exercises
- compose a short descriptive text in spanish using beginner vocabulary and grammar
- interpret spoken spanish delivered at natural speed
- converse confidently in spanish on familiar topics using suitable register and intonation
- analyse intermediate english texts for translation purposes
- translate intermediate texts from english into spanish
- read and interpret simple contemporary spanish texts from varied sources
Year 2 · 5 core · 80 credits ≈ 800 hours
- Literacy 2
What you learn (5)
- explain cognitive theories underlying reading development
- explain cognitive theories underlying writing development
- analyse the writing process across different text genres
- identify patterns of progression in children's written English
- relate teaching activities to pupils' stage of writing development
- Mathematics - Theory And Pedagogy 2
What you learn (3)
- apply teaching and learning methods to number and measurement topics
- apply teaching and learning methods to shape, position and movement topics
- apply teaching and learning methods to handling information topics
- Professional Practice in Education 2
What you learn (13)
- plan early-years learning experiences in modern languages and wellbeing
- implement teaching approaches suited to early-years learners' needs
- apply assessment strategies to evaluate early-years learning
- implement school policies and procedures in professional practice
- demonstrate professional values in classroom practice
- evaluate assessment data to judge teaching quality
- identify next steps for teaching improvement from assessment data
- evaluate own progress against professional teaching standards
- describe areas requiring further professional improvement
- justify planned actions for future professional growth
- communicate clearly and promptly with colleagues and stakeholders
- organise resources and tasks to support professional practice
- uphold professional conduct standards in school and university settings
- Modern Languages: Policy and Pedagogy
What you learn (4)
- describe recent and current modern languages education policies in Scotland
- evaluate modern languages policies in relation to future teaching practice
- design modern languages lessons suited to pupils' age and stage
- produce teaching materials and resources for modern languages lessons
- Child Development And Learning
What you learn (8)
- identify theories explaining cognitive, emotional and social development in children
- critically analyse theories of child development processes
- describe stages of cognitive, emotional and social development from birth to adulthood
- explain how social, political and cultural factors shape child development
- critically assess the impact of societal factors on developmental processes
- apply developmental theories to design effective primary teaching practice
- relate child development theory to children's learning needs
- connect developmental theory to professional responsibilities of primary practitioners
Year 3 · 6 core · 120 credits ≈ 1,200 hours
- Curriculum And Assessment
What you learn (2)
- evaluate how curriculum developments in Scotland relate to classroom pedagogical practices
- apply effective assessment approaches to achieve equitable learner outcomes
- Professional Practice in Education 3
What you learn (12)
- plan sequenced lessons with differentiation for upper primary science and technology
- apply key educational policies and procedures consistently in professional practice
- demonstrate fair and equitable professional conduct in teaching practice
- evaluate assessment evidence to determine learners' next steps
- adapt planned learning activities based on assessment outcomes
- direct own professional learning based on assessment findings
- critically examine own professional values using national teaching standards
- analyse links between classroom practice, school, community and national policy
- justify strategies for addressing identified areas of professional improvement
- communicate clearly and promptly with colleagues and stakeholders
- organise resources and tasks effectively to support professional practice
- uphold professional conduct standards and codes within the school community
- Inclusion and ASN: Concepts, Policy & Practice
What you learn (7)
- evaluate theoretical perspectives on educational inclusion
- analyse national policy frameworks relating to inclusion
- analyse international policy frameworks relating to inclusion
- evaluate theories explaining individual differences among learners
- evaluate theories relating to developmental difficulties
- appraise current classroom practice relating to inclusion
- propose strategies to improve inclusive practice in schools
- Enhanced Mathematics
What you learn (6)
- explain mathematical concepts and procedures for lower secondary learners
- design teaching strategies suited to lower secondary mathematics topics
- plan learning activities that address diverse learner needs across lower secondary levels
- implement assessment processes appropriate to lower secondary mathematics learning
- apply inclusive and cross-curricular pedagogies to support learning for life and work
- compare lower secondary and primary mathematics teaching practices
- STEM across the Primary Curriculum
What you learn (4)
- integrate STEM subject knowledge into primary teaching practice
- design progressive STEM learning sequences for primary pupils
- create authentic learning activities that support pupils' personal development
- evaluate own teaching practice against STEM learning principles
- Research Methods For Education
What you learn (7)
- explain why educational research is conducted
- describe how research findings inform professional practice
- evaluate different types of educational research
- evaluate different methods used in educational research
- design a research project suited to an educational context
- plan the stages of a research project
- conduct research relevant to an educational setting
Year 4 · 4 core · 120 credits ≈ 1,200 hours
- Honours Dissertation - Primary Education
What you learn (3)
- select an appropriate topic for extended independent research
- choose and apply suitable primary and secondary sources
- summarise key critical literature relevant to a research topic
- Professional Practice in Education 4
What you learn (9)
- plan sequenced and differentiated lessons using curriculum guidance
- evaluate policy priorities and procedures to ensure fair and ethical professional practice
- adapt planned learning and implement interventions to address barriers to learning
- direct own professional learning based on assessment outcomes
- examine personal and professional values against GTCS standards
- analyse links between classroom practice and institutional, policy and cultural change
- develop strategic plans to address identified areas for professional improvement
- communicate clearly and promptly with colleagues and stakeholders
- organise resources and tasks effectively to support professional practice
- Professionalism and Leadership in Education
What you learn (7)
- analyse the concept of teacher professional identity
- evaluate how teachers develop professionally over time
- direct own continuing professional development as a teacher
- analyse professional roles and responsibilities within social and political contexts
- select relevant literature, policy and legislation for a professional argument
- critique differing perspectives found in educational literature and policy
- present coherent arguments in discussions and written assignments
- Sociology of Education
What you learn (3)
- analyse the relationship between education and wider society
- assess how learners, schools and communities influence attainment
- critically evaluate social justice and equality issues in Scottish primary education
“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.
Where does it lead?
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 350 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 14, 24, 13, 23
Half of graduates earned between £30,500 and £33,000. Five years on, the median is £35,500. 80% were in work or further study 15 months after finishing; 85% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 115% left | 85% | 25 |
| In work or study, 15 months on0% studying | 80% | 20 |
| Professional or managerial job | 85% | 20 |
| Pay 15 months on, median | £40,000 | 15 |
| Pay 3 years on, median | £32,000 | 350 |
| Pay 5 years on, median | £35,500 | 355 |
What do students say?
NSS — a yearly survey of final-year students at every UK university; 86% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 30 students answered
Highest: 97% agreed on question 1; lowest: 61% on question 25.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 97% |
| Question 2 | 97% |
| Question 3 | 90% |
| Question 4 | 94% |
| Question 5 | 81% |
| Question 6 | 84% |
| Question 7 | 81% |
| Question 8 | 87% |
| Question 9 | 84% |
| Question 10 | 77% |
| Question 11 | 81% |
| Question 12 | 81% |
| Question 13 | 90% |
| Question 14 | 84% |
| Question 15 | 84% |
| Question 16 | 90% |
| Question 17 | 81% |
| Question 18 | 87% |
| Question 19 | 69% |
| Question 20 | 67% |
| Question 21 | 69% |
| Question 22 | 90% |
| Question 23 | 84% |
| Question 24 | 61% |
| Question 25 | 61% |
| Question 26 | 73% |
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.