Toy Showcase Presentation

Unit Context

This is Lesson 6 of 6 in the Year 1 History unit “Toys Through Time”, designed to help children understand continuity and change in everyday life by exploring how toys have evolved. Over the unit, pupils have investigated toys from the past and present, developed design ideas inspired by historical toys, and created their own toy models.

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Learning Objectives

Aligned with National Curriculum for England – History – Key Stage 1 (Ages 5-7):

• Pupils should be taught to:
  • Use common words and phrases related to the passing of time (e.g. old, new, before, after).
  • Recount changes that have occurred in their own lives and in the lives of family members (NC History 1.1-1.2).
  • Describe events beyond living memory that are significant nationally or globally (e.g. toys from the past).

Additionally, this lesson strengthens communication and speaking skills in line with the English programme of study for KS1, focusing on:

• Expressing ideas clearly to an audience.
• Listening and responding appropriately to others.

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Success Criteria

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

• Confidently explain their toy design and the historical inspiration behind it using simple past and present vocabulary.
• Use phrases such as “My toy is like…” and “Toys before were different because…” to demonstrate understanding of change over time.
• Listen attentively and ask questions respectfully about their peers’ presentations.
• Celebrate their own and others’ learning through positive feedback.

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Resources Needed

• Pupils’ completed toy models/designs.
• Display boards or presentation tables.
• ‘My Toy Story’ prompt cards (with simple sentence starters).
• Visual timeline from the unit (to support linking toys to different times).
• Stickers or “Well Done!” badge stickers for positive reinforcement.

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Lesson Structure (45 minutes)

1. Introduction and Warm-up (5 minutes)

• Teacher gathers class in a circle and revisits the timeline of toys through history created in previous lessons.
• Ask a few warm-up questions such as:
  • “Who remembers a toy from long ago?”
  • “What is your favourite toy from the past unit?”
• Introduce today’s activity: “Today, you will be our toy experts and tell us all about the toys you made. We will learn about your ideas and why you made them.”

2. Presentation Preparation (10 minutes)

• Distribute ‘My Toy Story’ prompt cards with sentence starters:
  • “My toy is called…”
  • “It is like toys from… (long ago / now).”
  • “I chose this design because…”
  • “Toys have changed because…”
• Pupils practice with their partner or in small groups, encouraging simple sentences that integrate historical vocabulary (old, new, before, after).
• Teachers and assistants circulate to support sentence structure and help shy pupils gain confidence.

3. Toy Showcase Presentations (20 minutes)

• Set up a “presentation space.” Divide the class into small groups (5 groups of 6) to present in rotation so everyone has a chance to speak without long waits.
• Each child spends 2-3 minutes presenting their toy to their group, explaining their design and historical link.
• Encourage active listening by having peers ask 1 question or give a compliment (e.g., “I like your toy because...”).
• Teachers model and reinforce respectful listening and turn-taking.

4. Whole-Class Reflection and Celebration (8 minutes)

• Gather children back together as a whole class.
• Ask volunteers to share one interesting thing they learned from a friend’s presentation.
• Display all the toys on a “Toy Gallery” table or area for viewing.
• Hand out “Well Done!” stickers/badges to each child for their effort and participation.

5. Plenary and Link Back (2 minutes)

• Recap the key vocabulary of the unit reflecting on how toys have changed and stayed the same.
• Briefly preview that next year they will explore more historical stories and events, linking their own experiences with the past.

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Assessment for Learning

• Teacher observation checklists:
  • Can pupil use past/present vocabulary when describing their toy?
  • Do they communicate their ideas clearly?
  • Do they listen and respond respectfully?
• Self and peer feedback checklist: Simple thumbs up/down for confidence and engagement during presentations.
• Collect or photograph pupils’ prompt cards as evidence of their understanding of historical vocabulary and sequencing.

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Differentiation

• Support:
  • Provide sentence starters and picture prompts.
  • One-to-one support for pupils needing language scaffolding.
• Challenge:
  • Encourage some pupils to include simple explanations of why toys have changed over time (e.g. technology, materials).
  • Ask more articulate pupils to ask open-ended questions to peers like “Why did people play with this toy long ago?”

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Cross-Curricular Links

• English: Speaking and listening – structuring sentences, clear communication, active listening.
• Art & Design: Showcasing creativity in toy design.
• PSHE: Building confidence, celebrating diversity of ideas, respectful communication.

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Teacher Notes: Tips for Impact

• Consider recording presentations on video or audio to create a class “Toy Museum” digital resource to share with parents and the wider school community.
• Set up a mini exhibition inviting other classes or parents to attend, allowing pupils to become confident history communicators.
• Use a ‘reflection jar’ for pupils to anonymously share what they enjoyed or found interesting about the history of toys.

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By completing this final lesson, Year 1 pupils consolidate their growing historical understanding in a fun, interactive way —while simultaneously enriching their spoken language skills and confidence, exactly as required by the National Curriculum for England.