Toys from the Past

Overview

Year Group: Year 1
Duration: 60 minutes
Class Size: 25 students
Unit: Toys Through Time (Lesson 3 of 7)
National Curriculum Links:

• History (Years 1-2)
  • Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time (NC-Hist 1-2)
  • They should know where the people and events they study fit within a chronological framework (NC-Hist 1-3)
  • Pupils should identify similarities and differences between ways of life in different periods (NC-Hist 1-4)
  • Pupils should ask and answer questions about the past (NC-Hist 1-5)

Learning Objectives

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

• Recognise different kinds of toys that children played with in the past compared to today (NC-Hist 1-4)
• Use common historical vocabulary such as “old,” “new,” “then,” and “now” to describe toys through time (NC-Hist 1-1)
• Demonstrate chronological understanding by ordering images of toys from past to present (NC-Hist 1-3)
• Discuss the materials used to make toys in the past and compare them with toys today (NC-Hist 1-4)
• Work collaboratively by asking and answering questions about toys from different times (NC-Hist 1-5)

Key Vocabulary

• Past, present, old, new, material, wood, metal, plastic, artefact, timeline

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Resources Needed

• Printed pictures of toys from different eras (Victorian dolls, wooden trains, tin soldiers, modern plastic toys, etc.)
• Real or replica artefacts if possible (wooden spinning top, rag doll, metal toy car)
• Large paper timeline on the wall (with phrases like “Long ago,” “Then,” “Now”)
• Sorting mats labelled “Old Toys” and “New Toys”
• Simple worksheets for drawing or matching toys
• Whiteboard and markers
• Sticky notes for student questions

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Lesson Structure

1. Starter Activity (10 minutes)

“What Is Your Favourite Toy?”

• Sit children in a circle and invite them to briefly talk about their favourite toy at home.
• Ask: “Are there toys that your grandparents or parents played with that look different?”
• Introduce the lesson focus: Exploring toys that children played with a long time ago.

Formative assessment: Note children’s prior knowledge and vocabulary use regarding 'old' and 'new'.

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2. Main Activity Part 1: Exploring Toys Through Pictures and Artefacts (20 minutes)

Interactive Toy Gallery Walk

• Set up picture stations and artefacts around the classroom.
• In small groups, children spend 3-4 minutes at each station observing, touching (if artefacts are available), and discussing.
• Prompt questions at each station:
  • “What is this toy made from?”
  • “Do you think children could take this toy outside to play?”
  • “Would this toy look the same today?”

Group Discussion: Gather back and discuss as a class. Write key observations on the board.

Differentiation: Provide picture-only stations for learners needing less complex stimuli.

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3. Main Activity Part 2: Sorting and Sequencing (15 minutes)

• Use sorting mats labelled “Old Toys” and “New Toys.”
• Give groups a mixed set of toy pictures to sort.
• Once sorted, arrange the 'Old Toys' in an approximate time order on the large timeline on the wall.
• Discuss the materials and features of old toys vs. new toys.

Extension: Challenge more confident learners to explain why toys were made from certain materials (e.g., wood, metal) and how this affects how the toys were used.

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4. Plenary: Question Time and Reflection (10 minutes)

• Children write one question about toys from the past on sticky notes and post them on a ‘Wonder Wall’.
• Pair up pupils to discuss their favourite old toy they learned about and one difference from today’s toys.
• Recap key vocabulary and revisit timeline verbally.

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5. Assessment and Feedback (5 minutes)

• Use children’s sorting choices, contributions to discussion, and written questions to assess understanding of:

  • Historical vocabulary use
  • Ability to sequence toys chronologically
  • Recognition of changing materials and toy designs

• Provide verbal feedback highlighting good use of historical language and thoughtful questions.

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Cross-Curricular Links

• English: Oral storytelling, questioning, and descriptive language
• Art & Design: Encourage creation of a simple drawing of an old toy at home or in next lesson
• PSHE: Reflecting on how children play and how that connects with families across generations

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Differentiation and Inclusion

• Use visual aids and real artefacts to support understanding for all learners, including those with SEND.
• Encourage peer support during group tasks.
• Allow alternative ways to participate, e.g., pointing, selecting pictures, verbal responses.

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Reflective Notes for Teachers

• Monitor engagement closely during the gallery walk to support quieter pupils.
• Use questioning to deepen thinking beyond surface observations.
• Prepare to model comparisons of toy materials and functions to scaffold higher-order thinking.

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By exploring real objects and images, actively sorting and sequencing, and asking questions, children gain a rich, memorable understanding of how toys have changed through time in line with key history curriculum aims for Year 1.