Sharing Our Learning

Overview

In this final lesson of “Toys and Childhood Traditions”, students practise presenting what they have learned about toys and childhood, including what has stayed the same and what has changed over time. They will share a toy design and a short story using evidence from class discussions.

Learning intentions

WALT present what we have learned about toys and childhood. Students will:

• share their toy design using clear speaking
• tell a short story about the toy, linking it to past generations
• use simple “first/then/last” structure in their presentation
• listen respectfully and respond with a kind question or comment

Success criteria

Students can:

• present their toy design to the class (name of toy, what it is for)
• share one “then/now” idea (what is the same, or what has changed)
• speak in an order: first, next, last
• use appropriate volume and pace so others can hear

Curriculum links

• Humanities and Social Sciences — AC9HS1K02: continuity and change between aspects of daily lives and their parents’ and grandparents’ childhoods (including comparing and commenting using oral histories and photographs)
• Humanities and Social Sciences — AC9HS1S02: collect, sort and record information from provided sources (used earlier as evidence for “then/now” ideas) and prepare a simple sequence for sharing
• Humanities and Social Sciences — AC9HS1S05: draw conclusions about continuity and change over time and communicate ideas clearly
• English — AC9E1LY07: create and deliver short oral presentations with an opening, middle and concluding statement, including appropriate gesture, volume and pace

Lesson structure (30 minutes)

1. 0–3 min · Welcome and warm-up. Teacher greets students and shows an example “Good presenting” sentence stem on the board (e.g., “My toy is… It helps… In the past, people… / Now we…”). Students do a quick call-and-response for volume (“I can speak so everyone hears!”).

2. 3–10 min · Explicit model: presentation structure. Teacher models a 30–40 second presentation using a prepared example toy model (or teacher-made example), showing “First / Next / Last” and an opening, middle and conclusion. Students repeat the structure as a class using simple prompts.

3. 10–17 min · Prepare and practise. Teacher circulates with a checklist and prompts (“What is your toy? Who would use it? What is one then/now idea?”). Students practise in pairs first, then stand to practise once with a partner’s feedback focused on “clear speaking” and “right order”.

4. 17–25 min · Student presentations (small group rotation). Teacher groups students into three groups of 10. Each student shares for about 45–60 seconds while classmates use a “Listen and think” response card (one kind comment or one question). Teacher times and supports with a subtle reminder card (“First… Next… Last…”).

5. 25–30 min · Share-out and reflection. Teacher gathers the class for a brief whole-group reflection: “Today I learned that toys…” and “Something that stayed the same is…” Students give one short sentence each using the starters.

Resources

• Student toy designs (paper models) and any simple props
• Presentation sentence stems on chart paper (First/Next/Last; My toy is… It is for… In the past/Now…)
• “Listen and think” cards (kind comment or question)
• Teacher checklist for assessment (name of toy, then/now idea, order, speaking volume)
• Timer or visual countdown
• Clipboards/pencils for quick notes (optional)
• Dyslexia-friendly script outlines (one-page cards) for students who need them
• Example presentation model (teacher-made toy and short script)

Assessment

• Teacher observation checklist during presentations: toy information included, then/now idea included, order used, audible speaking
• Listening cards reviewed at the end of each rotation for evidence of respectful participation and comprehension
• Quick oral review question at the end (“What stayed the same?” or “What changed?”) to confirm learning

Differentiation

• Support: provide dyslexia-friendly script outlines with sentence starters and picture cues (toy name, use, then/now idea). Allow students to hold a prompt card while speaking.
• Support: pre-teach vocabulary with the toy context (toy, rules, play, family, past, now, same, changed) and use visuals on the board.
• Extension (advanced learners): ask students to add a reason using a “because” sentence (e.g., “It is the same because… / It changed because…”), and include one question for the audience about their design.
• EAL/SEN: permit gesture support and shorter presentations (minimum: toy name + purpose + one then/now statement). Offer extra rehearsal time in pairs.

Extension (optional)

• Organise a brief toy fair during class time or a whole-school showcase, where students display designs and deliver a 20-second “fair speech” using the same First/Next/Last structure.
• Invite families/elders (if available) to view displays and share one short memory of toys from their childhood.