teaching resource

Impact of Changing Technology - History Word Wall Vocabulary

Teach Starter Publishing
PDF | 11 pages | Years: 1 - 3

Twenty-six impact of technology vocabulary cards.

Print out these vocabulary cards and cut them along the line. Stick them up around your room to immerse your students in the content specific vocabulary.

There is a blank sheet provided at the end for any extra words that your students may want to add.

Words include:

assembly line, automobile, communicate, computer chip, design, dial, factory, feature, household, household object, impact, internet, material, method, now, past, plastic, present, sequence, smart phone, SUV, technology, telephone, then, timeline, toy

Impact of Changing Technology - History Vocabulary

  • assembly line
  • automobile
  • communicate
  • computer chip
  • design
  • dial
  • factory
  • feature
  • household
  • household object
  • impact
  • internet
  • material
  • method
  • now
  • past
  • plastic
  • present
  • sequence
  • smart phone
  • SUV
  • technology
  • telephone
  • then
  • timeline
  • toy

Create a Word Search with these words →

Curriculum

  • Key Stage 1 (KS1)

    Key Stage 1 (KS1) covers students in Year 1 and Year 2.

  • Computing

    Pupils should be taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions; create and debug simple programs; use logical reasoning ...

  • History

    Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences bet...

  • Key Stage 2 (KS2) - Lower

    Key Stage 2 (KS2) - Lower covers students in Year 3 and Year 4.

  • Computing

    Pupils should be taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts; use sequence, selection, and repetition in progr...

  • History

    Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends ove...

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