Toys and Play

Overview

In this introductory lesson of the "Toys Through Time" unit, Year 1 students will explore the concept of toys through personal stories and discussions. They will begin to understand what a toy is, why toys are special, and how they are used both for enjoyment and learning. This lesson sets the foundation for understanding toys' historical and cultural significance in subsequent lessons.

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National Curriculum Links (History – Key Stage 1)

• Pupils should be taught to:

  • Chronological understanding: Recognise why people’s lives were different in the past.
  • Knowledge and understanding of events, people, and changes: Develop an awareness of the past, using common words and phrases relating to the passing of time.
  • Historical enquiry: Ask and answer questions, such as: What was it like for people? What happened? How long ago?

• Personal, Social, Health and Economic Education (PSHE): To support communication skills, turn-taking, and understanding others’ viewpoints.

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Learning Objectives

By the end of the lesson, pupils will:

1. Understand the meaning of the word “toy” and identify their own favourite toys.
2. Share stories about their toys and explain why they are special to them.
3. Begin to develop an awareness that toys are used for both fun and learning.
4. Practise listening and speaking skills by participating in group discussions.

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Resources Needed

• A range of common toys (preferably including some old/traditional toys and modern ones).
• A large world map or timeline visual (to introduce the idea of "then and now" toys at a very basic level).
• Drawing materials: paper, crayons, coloured pencils.
• A “My Favourite Toy” worksheet (simple template with space for drawing and a few words).
• Storytime cushion or special “speaker’s hat” to encourage turn-taking.

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Lesson Structure

1. Welcome and Warm-Up Activity (10 minutes)

• Activity: ‘Show and Tell - Favourite Toy’
  Pupils bring in or think about their favourite toy at home. Children sit in a circle and take turns briefly describing their toy using the speaker’s hat to encourage listening and turn-taking.
• Teacher’s Role: Model language: “My favourite toy is… because it is… I like to play with it when…”
• Encourage use of simple descriptive language (colour, size, what it does).

2. Discussion: What Makes a Toy? (10 minutes)

• Prompt Questions:
  • What is a toy?
  • Why do we play with toys?
  • Are all toys the same? (Lead children to think about different kinds, e.g., cars, dolls, puzzles.)
• Visual Aid: Show a variety of toys and ask children to categorise them by type or use (e.g., fun, learning, both).
• Link to Curriculum: Introduce basic historical vocabulary such as “now”, “then”, “before”, to hint at comparisons in future lessons.

3. Storytelling and Sharing (10 minutes)

• Ask pupils to talk about a favourite time they played with their toy or a story about it.
• Use open-ended questions to prompt them, e.g., “What did you pretend your toy was?” or “Who do you like to play with your toy?”
• Reinforce speaking and listening skills and encourage respectful attention.

4. Independent Activity: My Favourite Toy Drawing (15 minutes)

• Children draw a picture of their favourite toy and write a simple sentence about it on the worksheet (e.g., “This is my teddy. I hug it.”)
• Teacher and support staff assist with phonics and writing as needed, encouraging independence.

5. Reflection and Sharing (10 minutes)

• Pupils share their drawings in small groups or pairs and explain what their toy is and why they like it.
• Teacher highlights the variety of toys and emphasises toys help us learn and have fun.
• Recap key vocabulary: toy, play, fun, learning, favourite, old, new.

6. Plenary: Looking Forward (5 minutes)

• Introduce the unit theme by showing an old toy next to a modern toy and saying: “Next time, we will find out how toys have changed over time!”
• Invite children to think about what toys their parents or grandparents might have played with.

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Assessment

• Formative: Teacher observes participation in discussions, noting the ability to share opinions, use vocabulary, and listen respectfully.
• Work-based: Review pupils’ drawings and sentences for understanding of what a toy is and their ability to express simple ideas.
• Communication: Informal assessment of speaking and listening skills during story sharing and group discussions.

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Differentiation

• Provide sentence starters or word banks for children who need support with writing.
• For more able children, encourage adding more descriptive detail or an additional sentence.
• Use visual cues and gestures for EAL learners or pupils with communication needs.

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Cross-Curricular Links

• English: Speaking and Listening, simple sentence writing, vocabulary development.
• Art: Drawing and colouring their favourite toy.
• PSHE: Sharing, listening, turn-taking, valuing others' ideas.

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WOW Factor Ideas

• Create a “Toy Museum” corner with toys brought in by pupils or teacher’s collection to explore tactilely.
• Use a small digital camera or tablet to record pupils describing their toys and create a simple class video montage to share with parents.
• Incorporate a brief role-play where children pretend to be toy shopkeepers or customers, practising polite conversation and vocabulary.

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This detailed and curriculum-aligned lesson plan will engage Year 1 pupils by connecting their personal experiences with the historical theme of toys—developing speaking, listening, and early historical thinking skills through playful and creative activities.