Old Toys Timeline

Overview

This 45-minute lesson is designed for Year 1 students to explore and deepen their understanding of old toys, building on previous lessons about toys new and old. Pupils will focus on recognising and describing old toys in detail, and will develop a simple chronological timeline to understand changes over time. This lesson supports the statutory requirements set out in the National Curriculum for England under History, specifically the focus on changes within living memory and children’s understanding of chronological order.

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National Curriculum Links

History - Key Stage 1 (Years 1 and 2)

• Pupils should be taught to:
  • “Recognise that some objects belong to the past.”
  • “Use common words and phrases relating to the passing of time.” (e.g., old, new, long ago, before)
  • “Talk about changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.”
  • “Sequence events in chronological order.”

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Learning Objectives

By the end of the lesson:

• Pupils will identify and describe features of old toys.
• Pupils will understand the concept of "old" in relation to toys, using appropriate vocabulary.
• Pupils will create a simple visual timeline placing different toys in chronological order.
• Pupils will develop discussion skills by comparing how toys have changed over time.

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Resources

• Selection of old toys images and real examples (e.g., spinning top, wooden dolls, rag dolls, classic cars)
• Pictures or replicas of modern toys for comparison
• Large timeline template (on wall or floor) with labelled years (e.g., 1950, 1970, 2000, 2020)
• Toy name labels and simple fact cards (word and picture) describing each toy
• Paper, crayons, and stickers for timeline activity
• ‘Old’ and ‘New’ vocabulary word cards

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Lesson Structure

1. Introduction (10 minutes)

• Gather pupils on the carpet and recap: "What do you remember about new and old toys?" Recap the differences shared in lessons 1 and 2.
• Show a selection of old toys (real or images) one by one. Encourage pupils to describe what they see (material, colour, function). Use guided questions:
  • “What do you notice about this toy?”
  • “How do you think children played with this toy?”
• Introduce vocabulary: old, vintage, wooden, handmade, long ago. Display these words on the board with pictures.

2. Activity: Toy Description & Matching (15 minutes)

• Organise pupils into small groups of 5. Give each group a set of picture cards of old toys and toy fact cards.
• Task: Match each toy card to the correct fact card describing it. Teacher circulates to support and ask probing questions such as:
  • “Why do you think this toy is old?”
  • “Which materials were used to make this toy?”
• Once matched, groups share one interesting fact about their toy with the class.

3. Creating the Timeline (15 minutes)

• Bring the class together around the large timeline.
• Explain how a timeline shows when things happened or were made, using words like “long ago” and “more recently.”
• Hand out toy picture labels and ask each group to place their toy on the timeline where they think it belongs based on the age (guided by teacher).
• Once placed, ask pupils to explain their reasoning using today’s vocabulary.
• Optional: Each pupil adds a sticker or draws a simple feature on a timeline sheet reflecting a favourite toy.

4. Plenary & Assessment (5 minutes)

• Ask pupils: “What did you learn about old toys today?”
• Use a quick circle time where pupils say one new word or fact they have learned.
• Teacher observes use of vocabulary and understanding of timeline positioning, noting progress for assessment.

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Differentiation

• Provide picture clue cards with simple key sentences for EAL or SEND pupils.
• Use peer support in groups – mixed ability grouping helps scaffold understanding.
• Extension for more able pupils: Challenge them to think about why toys have changed and predict what toys might look like in the future.

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Assessment

• Formative assessment through questioning and group feedback during toy description and timeline activity.
• Informal assessment of pupils’ use of vocabulary and ability to sequence items on the timeline.
• Anecdotal notes on individual pupil contributions and understanding to inform future planning.

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Cross Curricular Links

• Art & Design: Drawing and decorating timeline stickers with colours and shapes.
• PSHE: Discussing how toys bring joy and connect us with families (e.g., grandparents’ toys).
• Literacy: Building vocabulary and speaking skills through discussion.

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Teacher’s Tip: Capture photos of pupils placing toys on the timeline and discussing to create a classroom display. This visual reminder supports learning and sparks ongoing curiosity about history in everyday objects.