Comparing Toys Then & Now

Overview

Duration: 60 minutes
Class size: 25 students
Unit: Toys Through Time (Lesson 4 of 7)
Year group: Year 1
Subject: History

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National Curriculum Links

History Programme of Study - Key Stage 1 (Years 1 & 2):

• Develop an awareness of the past, using common words and phrases relating to the passing of time (e.g., now, long ago, before, after).
• Identify similarities and differences between ways of life in different periods.
• Use a wide vocabulary of everyday historical terms.
• Ask and answer questions, choosing and using parts of stories and other sources to show they know and understand key features of events.

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Learning Objectives

By the end of this lesson, students will:

• Identify and describe toys from the past and toys used today.
• Use simple historical vocabulary related to time (e.g., past, present, old, new).
• Compare and contrast toys from then and now, recognising similarities and differences.
• Create a basic Venn diagram to organise information visually.
• Demonstrate listening and speaking skills in sharing observations.

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Resources

• Printed pictures of toys from the past (e.g., wooden spinning top, rag doll, tin toy car)
• Printed pictures of modern toys (e.g., plastic action figures, electronic games, dolls)
• Large laminated Venn diagram poster displayed on board / flip chart
• Mini Venn diagram worksheets (with two overlapping circles) for students
• Colouring pencils
• Storybook or short video clip about toys in the past (optional)
• Real or replica old toys (if possible) for tactile exploration

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Lesson Structure

1. Introduction (10 minutes)

Engage:

• Begin with a brief storytelling session or a short video about children playing with toys long ago. Use simple language highlighting time concepts (e.g., “A long time ago, children played with toys like these...”).
• Show real or replica old toys for students to touch and observe.
• Ask: “What toys do you like to play with today? How are these different? How are they the same?”

Learning intention shared:
“We are going to learn how to compare toys from the past with the toys you play with now!”

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2. Guided Exploration (15 minutes)

Activity:

• Show printed pictures of old toys and modern toys.
• Using the large Venn diagram on the board with two overlapping circles (labelled ‘Toys Then’ and ‘Toys Now’), ask the class to spot differences and similarities.
• Elicit simple vocabulary responses and write them in the correct part of the diagram. Examples:
  • Toys Then: made of wood, no batteries, simple shapes
  • Toys Now: made of plastic, electronic, colourful
  • Both: toys to have fun, used by children

Teacher modelling:

• Think aloud as you decide where to place each characteristic. This develops metacognition and vocab awareness.

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3. Independent / Paired Activity (20 minutes)

Activity:

• Distribute mini Venn diagram worksheets for students.
• Students work individually or in pairs to draw or stick pictures of toys they know in the correct circles.
• Encourage children to add 1 or 2 words describing toys (with adult support as needed).
• For more able children, challenge them to write one sentence comparing toys (e.g., “Toys now have batteries but toys then did not.”).

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4. Sharing and Discussion (10 minutes)

• Invite several students or pairs to share their diagrams and explain their choices.
• Prompt them to use new vocabulary (past, present, old, new, similar, different).
• Reinforce learning by praising accurate use of historical vocabulary and connections.

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5. Plenary and Assessment (5 minutes)

Exit reflection:

• Ask the class, “What have we learned about toys from long ago and toys today? Can you tell me one way they are the same and one way they are different?”

Formative Assessment:

• Observe contributions during discussion for understanding of key concepts.
• Collect mini Venn diagrams to assess ability to identify similarities and differences and use historical vocabulary.

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Differentiation

• Support: Provide labelled images, sentence starters, and one-to-one support for recording.
• Challenge: Encourage more detailed sentences and reasoning why toys have changed (e.g., materials, technology).
• Use visual aids and tactile toys to support learners needing sensory input.

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Cross-Curricular Links

• English: Storytelling and sentence construction
• Art and Design: Drawing and colouring toys
• Personal, Social and Emotional Development (PSED): Listening, sharing, and respecting others’ ideas

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Teacher’s Reflection Notes (Post-Lesson)

• Did students successfully use historical vocabulary and understand the concept of ‘past’ and ‘present’?
• Were they able to identify both similarities and differences effectively?
• Was the Venn diagram a useful tool for organising thoughts?
• Consider introducing a short role-play in a future lesson for kinaesthetic learners (e.g., acting out playing with old and new toys).

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This lesson balances curiosity and historical enquiry using active, child-centred learning, perfectly supporting the KS1 objectives of developing historical awareness and critical thinking through comparing past and present everyday artefacts.