Schools Then And Ahead

Overview

Students compare photographs of schools, classroom items, and playgrounds from the past with those used today. They use what they notice to imagine how books, writing equipment, tables and seats, and playground equipment might change in the future, recognising that past choices and inventions can shape what comes next.

Learning intentions

• Students will compare aspects of school life in the past and present.
• Students will use observations to describe similarities and differences.
• Students will make a simple prediction about a possible future school.
• Students will share an idea and listen respectfully to others.

Success criteria

• I can say one thing that is the same and one thing that is different.
• I can use words such as past, now, and future.
• I can draw and label an idea for a future school.
• I can explain how my idea could help children learn or play.

Curriculum links

• Social Sciences — foundational knowledge about people, places, and experiences beyond students’ own lives.
• Social Sciences — History: noticing how people and places change over time.
• Social Sciences — Geography: exploring how people interact with places such as schools and playgrounds.
• Social Sciences — Civics and Society: participating, listening, and sharing ideas respectfully.

Lesson structure (45 minutes)

1. 0–5 min · Hook and time words. Teacher opens with the opening past-and-present comparison showing a striking old classroom beside a modern classroom, then introduces past, now, and future. Students turn and talk: “What do you notice?” and place a hand behind, beside, or in front of themselves to show each time word.

2. 5–13 min · Look closely and compare. Teacher uses the school items comparison slides to show paired images of books, writing equipment, tables and seats, and playground equipment from the past and now. Model one comparison aloud: “In the past, children may have written with a slate. Now, we often use pencils or digital tools.” Students identify what they notice, using the sentence frame: “In the past I notice… Now I notice…”

3. 13–20 min · Why do things change? Teacher returns to the change-and-reasons slides and explains that people invent, improve, repair, and choose things to make learning safer, easier, faster, or more enjoyable. Ask: “What might children need in the future?” and “How could a new object help?” Students share one possible reason for a change, with teacher recording simple ideas such as safer, more comfortable, less waste, and more fun.

4. 20–25 min · Model the future drawing. Teacher displays the drawing instructions and model and demonstrates choosing one topic, drawing a future version, and adding a label and sentence. Model thinking: “I am changing the playground equipment because I want it to help more children play together.” Students choose one topic: books, writing equipment, class tables and seats, or playground equipment.

5. 25–37 min · Draw and describe. Teacher distributes the future school design sheet and circulates, prompting children to explain their choices before or while drawing. Students draw their future item, add details and labels, then complete or dictate the sentence: “In the future, I think ___ will be ___. It will help because ___.” Encourage children to connect their idea to something they observed in the past or now.

6. 37–43 min · Partner sharing. Teacher uses the partner-sharing prompts to remind students to take turns and listen. Students share their drawing with a partner, saying what changed and how the idea may help; partners respond with “I noticed…” or “I wonder…”

7. 43–45 min · Plenary and exit check. Teacher shows the final reflection slide and asks three volunteers to complete: “The past can shape the future because…” Students show one, two, or three fingers to indicate whether they can explain an idea from the past, now, and future, then hand in their worksheet.

Resources

• the Schools Then, Now and Future slide deck
• the future school design sheet
• Projector or interactive display
• Pencils, crayons, and erasers
• A3 paper for teacher modelling
• Whiteboard and marker
• Optional real examples of an old and modern book or writing tool
• Classroom display space for finished drawings

Assessment

• Listen during comparisons for accurate use of past, now, and future, and record students who need further support.
• Check drawings and explanations for a recognisable future idea, at least one connection to school life, and an explanation of how the idea could help.
• Use partner sharing and the final finger check to identify students who can describe change and those who need another supported comparison.

Differentiation

• Provide picture choices, oral rehearsal, and sentence frames. Accept drawing, pointing, dictated ideas, or scribed responses for students who are developing fine-motor or writing skills.
• Pre-teach the time words with gestures and repeat key vocabulary alongside clear images; pair EAL learners with a supportive partner.
• Offer adaptive pencils, thicker crayons, or a drawing alternative for students with motor or sensory needs. Allow a quiet sharing option with the teacher.
• Extend confident students by asking them to include two changes, explain a possible problem their design solves, or show how an old item may have led to their new idea.