2.2 Curriculum framework in Scotland In this course you will find discussion of national curricula frameworks relating to Scotland, England and the Republic of Ireland. These literacy curricula vary in the details of their prescription and the level of flexibility. To access this material click on the course link below. It leads to a separate OpenLearn course and will open in a new window. This course is currently being updated and has been temporarily removed from the site. Learning outcomes
2.1 Overview The Scottish education system is distinctive and has a long independent history. The courses within this section cover the national curriculum framework in Scotland and give examples of learning in some Scottish schools. In teachers' professional development, The Open University works with The General Teaching Council for Scotland (the independent regulatory body for the teaching profession in Scotland) to develop courses and qualifications specifically tailored to Scotland's needs, e.g
1.1.2 Professional development in Scotland Scotland's legal and education systems are distinctive and differ from those of England, Wales and Northern Ireland. This therefore leads to differences in frameworks and standards of professional recognition within the United Kingdom. This section of OpenLearn Scotland introduces learners to areas of professional development where The Open University has developed curricula specifically to meet the needs of students and employers in Scotland.
1.1.1 Culture and society in Scotland Scotland has a rich and distinctive cultural heritage based on many aspects including language, history, music and literature. For a small country whose population has never been much in excess of five million, Scotland can be justifiably proud of its past achievements. However there have been significant changes in Scotland over the last decade, principally arising from devolution in 1999. This section of OpenLearn Scotland introduces learners to a wide range of topics reflecting both Scotla
Learning outcomes After studying this course, you should be able to: show a broader understanding of contemporary Scottish society show a broader understanding of Scottish culture and identity demonstrate an understanding of the various frameworks and standards of professional recognition in Scotland demonstrate an awareness of the opportunities for further supported study in your chosen area.
Keep on learning   There are more than 800 courses on OpenLearn for you to c Keep on learning   There are more than 800 courses on OpenLearn for you to c 5.3 Digital camera The last computer I am going to look at is the embedded computer in a digital camera. Figure 10 shows a picture of a digital camera. The screen of the camera is displaying a picture that has previously been stored in a memory card within the camera. This memory card is not the camera computer's main memory, nor is it the secondary memory used to hold the computer's program; it is a form of removable secondary memory where the computer stores the images taken. Next to the camera in Figur 3.1 Processor statistics In Sections 3.1 and 3.2 you are going to find out a little more about one of the key components of a computer: the processor, which manipulates data according to a list of instructions called a program. Here is a mini-quiz which explores some facts about processors. 2.3 Computer systems So far, I have introduced the major components of a computer, namely a processor along with input and output devices, plus main and secondary memory. I now want to explore three of these components a little further, starting with input devices. Input devices have to collect some information from outside the computer and present it to the computer as data which is in a form the processor can work with. (Strictly speaking, ‘data’ is the plural of the Latin word ‘datum’. But in the 2.1 Processors Figure 2 shows an advertisement for a personal computer (PC) published in February 2004. The main features of the computer are listed in this advert. The first item on the list is ‘Intel® Pentium® 4 Processor 2.80 GHz’. So this computer uses an Intel Pentium 4 Processor, running at The Case for Brexit: why Britain should quit the EU [Audio] 3.6 Taking an objective, analytical stance One of the things I said an essay should be is ‘objective’. What does that mean? Being objective about something means standing back from it and looking at it coolly. It means focusing your attention on the ‘object’, on what you are discussing, and not on yourself and your own (subjective) feelings about it. Your ideas should be able to survive detailed inspection by other people who are not emotionally committed to them. An essay should argue by force of reason, not emot Keep on learning   There are more than 800 courses on OpenLearn for you to c 5.1.7 Literature Drabble, M. (ed.) (1995) The Oxford Companion to English Literature, Oxford, Oxford University Press. 5.1.4 History There is no general dictionary or companion to the study of history as such. However, there are period and subject-specific companions and indexes, such as: Jones, C. (1990) The Longman Companion to the French Revolution, London, Longman. Consult those appropriate to your course.
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Speaker(s): Professor Alan Sked | This talk will include an analysis of the failings of the EU and the advantages of Brexit. Alan Sked is Emeritus Professor of International History at LSE. He is an expert on European and British history and his books have been translated into several European languages as well as Chinese and Japanese. His whole academic career was spent in the International History Department although between 1981 and 1991 he was Convenor of LSE's postgraduate European Studies
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