Toys from History

Overview

This 45-minute lesson is the second in a six-lesson unit titled "Toys Through Time." It introduces Year 1 children to historical toys, encouraging them to explore and compare toys from the past with those they play with today. The lesson aligns with the National Curriculum for England’s History and PSHE objectives for Key Stage 1 pupils, developing children’s understanding of chronological events and fostering discussion skills through storytelling.

National Curriculum Links

History - Key Stage 1 (Years 1 & 2)

Pupils should be taught to:
- Chronological understanding: "Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life."
- Historical interpretation: "Look at pictures and artefacts to find out about the past."
- Historical enquiry: "Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events."

Personal, Social, Health and Economic Education (PSHE) - Key Stage 1

Communication and Interaction: "Use talk to organise, sequence and clarify thinking, ideas, feelings and events."

Learning Objectives

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

Identify different toys from the past shown in pictures and stories.
Compare these historical toys with their own, recognising similarities and differences.
Express ideas and opinions about toys from the past through discussion.
Demonstrate curiosity about history by asking questions about toys used long ago.

Resources

Large printed pictures of toys from the past (e.g., wooden dolls, spinning tops, rag dolls, tin soldiers)
A picture book or short story about a child playing with toys in the past (e.g., a simple narrative set Victorian or Georgian times)
Selection of modern toys for comparison (soft toys, plastic figures, dolls)
Large Venn diagram poster (or whiteboard) for group activity
Interactive whiteboard or projector (to display images)
Toy “mystery” box containing replicas or images of historical toys
Sticky notes and pencils for children’s input
Worksheets with simple sorting activity (optional extension)

Lesson Structure

1. Starter (5 minutes)

Activity: Toy Mystery Box

Present a ‘mystery box’ filled with replicas or picture cards of toys from the past.
Encourage children to guess what they might be and discuss whether they have seen anything similar before.
Link to today’s journey into history focused on toys.

Curriculum links: Historical enquiry – asking and answering questions.

2. Introduction to Historical Toys (10 minutes)

Activity: Story and Picture Exploration

Read aloud the storybook about a child from the past playing with toys. Use expressive storytelling to engage pupils.
Show large pictures of toys from the same period as in the story. Discuss what the toys are made from and how children might have played with them.
Highlight differences in materials and how toys did not always have batteries or plastic.

Curriculum links: Historical interpretation – using stories and pictures to learn about the past.

3. Main Activity: Comparing Past and Present (15 minutes)

Activity: Group Venn Diagram

Divide the class into 5 groups of 6 children.
Each group receives pictures/cards of historical toys and a selection of modern toys (or pictures if physical toys are limited).
Groups use a large Venn diagram to sort toys into:
- Toys from the past
- Toys from today
- Toys that are similar both past and present (e.g., the concept of dolls)
Encourage children to discuss within their groups what makes the toys alike or different (material, how they are used, how they move).

Curriculum links: Chronological understanding and historical enquiry by comparing past and present.

4. Sharing and Discussion (10 minutes)

Activity: Class Sharing Circle

Each group shares one example of a toy from the past and one from today, explaining what they discovered about similarities and differences.
Teacher facilitates questions to prompt deeper reflection, e.g., “Why do you think children in the past liked these toys?” “Would you like to play with this toy from history? Why or why not?”
Model language to express opinions, encouraging full sentences.

Curriculum links: PSHE communication skills and historical interpretation.

5. Plenary (5 minutes)

Activity: Reflective Questioning

Ask each child to say one new thing they learned about toys from the past.
Introduce a “Question Wall” where children can write or draw questions they still have about toys from history, to explore in future lessons.
Thank children for their curiosity and great listening.

Curriculum links: Encouraging enquiry and reflection from the National Curriculum history aims.

Assessment

Formative Assessment:
- Observations during group discussions and sorting—note children’s use of historical vocabulary (e.g., ‘old’, ‘wooden’, ‘different’).
- Listening to contributions in the sharing circle for understanding of similarities and differences.
Summative Assessment (optional):
- Use completed group Venn diagrams and any written/drawn responses as evidence of learning against the lesson objectives.

Differentiation

Support:
- Provide pre-sorted toy cards or paired adults/helpers for children needing assistance.
- Use clear, simple vocabulary and lots of visual prompts.
Challenge:
- Encourage advanced learners to think about why toys have changed over time and what this tells us about how people lived.
- Prompt children to think about their favourite toy and imagine who might have played with something similar in the past.

WOW Factor Ideas

Interactive Toy Journey Timeline:
Create a simple visual timeline on a classroom wall where children can add drawings or photos of toys from different times throughout the unit. This makes the passage of time tangible.
Role Play:
Dress a puppet or toy character in “historical clothes” and let it ‘talk’ to the children about its toys, creating immersive storytelling.
Sensory Exploration:
Pass around a few safe, real historical-style toys or materials (wood, metal toy parts) to let children experience what toys felt like in the past.

This lesson plan encourages enquiry, critical thinking, and communication skills relevant to the National Curriculum Year 1 History strand and supports personal and social development, making history relatable and exciting for young learners.

Teaching Instructions