Vocabulary Map
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| Foundation | Phase 1 | Phase 2 | Phase 3 | ||||||
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| EYFS | 1 | 2 | 3 | 4 | 5 | 6 | |||
COMPUTER SCIENCE |
| 1a. How can we make things work? | 1b. How can sequences of commands make things happen? | 1c. How do we create a simple game using code? | 1d. How do we use more complex procedures to control or simulate physical systems (e.g., controlling multiple systems on a fairground ride)? | ||||||
device control equipment button(s) click press
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instructions code pattern software program algorithm sequence forward backward quarter turn hardware |
programme programmable debug precise outcome input output flowchart repeat loop procedure command |
physical system refine procedures explore procedures simulate/simulation conditional command variable(s) predict sensors error(s) logic(al) random
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| 2a. What is the internet? | 2b. How can we use the internet to safely find information to help us learn? | 2c. How do we know if information we find online can be trusted? | 2d. Can we publish web content/blogs whilst carefully considering the information we share? | ||||||
internet information website shortcut supervision
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online search engine rules password(s) private uncomfortable ownership true false virus
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advertisement(s) network internal external data transfer search results pop-ups in-app purchase trust opinion(s) fact(s) credit source(s) copy and paste |
SMS/ 4G storage ranking accurate legal reliable validity evidence privacy settings copyright plagiarism respect responsibility strong password(s)
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| Foundation | Phase 1 | Phase 2 | Phase 3 | ||||||
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| EYFS | 1 | 2 | 3 | 4 | 5 | 6 | |||
DIGITAL LITERACY |
| 3a. How can we communicate with each other? | 3b. How can we share our school’s online safety rules to others? | 3c. How can technology impact our health and well-being? | 3d. How could we create a resource or strategy to help other children limit the negative effects of technology? | ||||||
communicate talk write telephone |
online safety rules responsibility technology balance appropriate trusted adult private information
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identity self-image online/real-world portrayed relationships contact safe/unsafe known/unknown cyberbullying impact consequence(s) wellbeing
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influence identify grooming control manipulate judgement(s) online profile/footprint reputation relevant appropriate privacy social media online technologies | ||||||||
INFORMATION TECHNOLOGY |
| 4a. How can you add your name to a digital picture? | 4b. How do we combine text or sound with images to present a story? | 4c. How can we create a multimedia project to present our learning in a topic? | 4d. How can we use a more sophisticated range of tools and techniques to create a non-linear, multimedia presentation to tell new parents about our school? | ||||||
word(s) image(s) key(s) spacebar mouse click
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combine text graphics communicate audience publish presentation refine save retrieve file name
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record present printable design multimedia layout appropriate tools edit cut paste font copyright free
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structure non-linear integrate source(s) purpose media(um) content hyperlink(s) refine import format justify clarity reference/credit
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| Foundation | Phase 1 | Phase 2 | Phase 3 | ||||||
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| EYFS | 1 | 2 | 3 | 4 | 5 | 6 | |||
INFORMATION TECHNOLOGY |
| 5a. How do we create a picture using technology? | 5b. How can you retrieve and change your photographs? | 5c. How can we create a film or animation for a specific purpose (e.g., a persuasive advert linked to a topic)? | 5d. How can we combine photos, videos, sounds, text, and voice-over to create a TV programme linked to our learning in another subject? | ||||||
app online picture tools colour brush line shape select
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save retrieve paste copy insert still image capture video select edit modify
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select manipulate combine frame edit mood enhance colourise animate persuade privacy |
evaluate CAD intention amend combine stop motion computer generated zooming panning wide shot titles credits sound effects
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INFORMATION TECHNOLOGY |
| 6a. How can we use technology to capture sounds? | 6b. How do we enhance our digital work by adding sound? | 6c. How can we digitally compose music or sound effects to accompany our work (e.g., poems, drama, dance etc.)? | 6d. How can we add a variety of music/sound to add atmosphere to our work, considering our audience and purpose? | ||||||
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music sound voice record microphone |
electronic music talking tins recording music apps create compose playback
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sound files upload dictaphone record voice recorder sound effect sound editing tools amend manipulate
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broadcast podcast trimming soundtrack sound effect compose sound file formats (.wav/.mp3) audio genre style
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| Foundation | Phase 1 | Phase 2 | Phase 3 | |||||||
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| EYFS | 1 | 2 | 3 | 4 | 5 | 6 | |||
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| 7a. How can we use technology to sort information? | 7b. How can we present data though pictograms using technology? | 6c. How can we use spreadsheets and databases to help us manage and compute larger amounts of information? | 7d. How can we use a range of searches, sorting, filtering, and graphing in spreadsheets/databases to interpret data we have collected? | ||||||
INORMATION TECHNOLOGY |
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objects sort information same different
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software labels information pictogram collect questions
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organise tally chart database (pre-defined) enquiry collect spreadsheet automate calculate accuracy formulae data logger
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search fields sort and/or/</>, not/”” model frequency table bar graph line graph investigate interpret analyse generate plausible hypothesis accuracy sensitive data | ||||||