Past and Present Toys

Overview

This 45-minute lesson introduces Year 1 pupils to the concept of historical change through comparing toys from the past and present. The lesson aligns with the National Curriculum for England, focusing on History programme of study for Key Stage 1, developing pupils’ understanding of change over time and family/local history.

National Curriculum Links

History – Key Stage 1 (Years 1 and 2):

Pupils should be taught to:
- Know about changes within living memory (which toys have changed and which have remained the same).
- Understand events beyond living memory that are significant nationally or globally (toys from the past era familiar to their grandparents or parents).
- Use a wide vocabulary of everyday historical terms such as past and present, old and new.
- Identify similarities and differences between ways of life in different periods (toys then and now).
- Use stories and historical sources to understand the past.

English – KS1 Speaking and Listening:

Express ideas clearly.
Listen and respond appropriately.

Learning Objectives

By the end of this lesson, pupils will be able to:

Identify and name different toys from the past and toys from today.
Use the terms past and present to describe toys.
Discuss similarities and differences between toys from their own experience and toys from previous generations.
Demonstrate awareness of how toys reflect changes over time.

Resources

Pictures/real examples of toys from the past (e.g., wooden spinning tops, rag dolls, tin soldiers) and toys from today (e.g., action figures, soft toys, electronic games).
Toy timeline poster (simplified with images).
Large Venn diagram template on A1 paper or whiteboard.
“Then and Now” vocabulary cards (words like past, present, old, new, before, after).
Storybook or short video about a child’s toy from the past.
Worksheet for drawing and labelling favourite toys.

Lesson Structure

1. Introduction – Engage and Discuss (10 minutes)

Begin by showing a selection of toys from today. Ask: What are these toys called? Do you have any of these toys at home?
Introduce the concept of toys from the past by showing pictures or real examples of old-fashioned toys.
Ask: Do you think children a long time ago played with these toys?
Introduce the words past and present and explain their meanings in simple terms.
Read a short story or show a video about a child in the past playing with toys to make the concept vivid and relatable.

2. Main Activity – Compare and Contrast (15 minutes)

Display a large Venn diagram on the board or on a poster. Two circles labelled 'Toys from the Past' and 'Toys from Today'.
Call on volunteers to come and place pictures or name cards of toys under the appropriate section, prompting class discussions.
Use vocabulary cards to reinforce terms like past, present, old, and new.
Guide the pupils to identify similarities (toys that exist in both periods, e.g., balls or dolls) and differences (materials used, colours, electronics).
Emphasise how toys change over time and what stays the same.

3. Practical Activity – Draw and Label (15 minutes)

Give each pupil a worksheet with two sections: Past Toy and Present Toy.
Pupils draw and label: one toy they think children played with a long time ago and their favourite toy from today.
Encourage use of simple descriptive words or phrases (e.g., “old wooden doll” / “soft teddy bear”).
Circulate and discuss with pupils to prompt deeper reflection.

4. Plenary – Share and Reflect (5 minutes)

Invite a few pupils to share their drawings and explain why they chose those toys.
Recap learning objectives by asking: What words do we use to talk about toys from a long time ago? and How are toys different today?
Praise pupils for using historical vocabulary and recognising change over time.

Assessment

Observe pupil participation and contributions during discussions and Venn diagram activity.
Review drawings and labels to ensure pupils understand past and present distinctions.
Listen for correct use of historical vocabulary in spoken responses.

Differentiation

For pupils needing support: Provide labelled picture cards and sentence starters (e.g., “This toy is old because...”).
For advanced pupils: Challenge them to think about why toys have changed (materials, technology, safety) and explain verbally or in drawings.

Cross-Curricular Links

English: Developing speaking, listening, and vocabulary skills through discussion and oral storytelling.
Art & Design: Drawing and labelling toys enhances fine motor skills and creativity.
PSHE: Reflecting on family memories and experiences through toys encourages empathy and understanding of different generations.

WOW Factor Idea

Historical Toy “Mystery Box”: Present a covered box with old toys inside. Pupils reach in (without looking) and describe the toy by touch, guessing if it is old or new before revealing. This tactile activity sparks curiosity and engagement.

Teacher Notes

Link the lesson to pupils’ home experiences by encouraging them to discuss toys with parents or grandparents as a follow-up activity.
Reinforce vocabulary consistently in later lessons to build historical language confidence.
Use photographs of the class’s own toys where possible for personalisation.

This plan ensures Year 1 pupils gain a solid, National Curriculum-linked understanding of the concept of ‘past and present’ through familiar and engaging objects—making history tangible and enjoyable.

Teaching Instructions