Talk about similarities and differences between the past and the present/Use language of time.
Display side by side images of old vs modern planes and cars 

Travel Then and Now

Overview

Duration: 45 minutes
Class size: 29 students
Age group: KS1 (ages 5-7)
Subject: History – Understanding Past and Present Society
Focus: Travel – planes and cars, with a comparison of the past and today

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Learning Objectives

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

• Identify similarities and differences between modes of travel long ago and today.
• Use time-related vocabulary accurately: long ago, before I was born, now, today.
• Sort images of vehicles into ‘past’ or ‘present’ categories.
• Reflect on their own family’s travel experiences and compare with 100 years ago.

Relevant UK Curriculum Links:

• History (National Curriculum KS1): Pupils know about changes within living memory and understand how people’s lives have changed.
• Language and Communication: Use historical vocabulary including dates and time words in spoken language.
• Understanding the World (Early Years/Foundation Stage): Recognise past and present in their own lives and that of their families.

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Resources

• Printed side-by-side images of old vs modern planes and cars (large enough for group viewing).
• Sorting activity cards with various vehicles (e.g., Wright brothers’ plane, modern jet, vintage car, electric car, horse-drawn carriage, motorbike).
• Time word flashcards: long ago, before I was born, now, today.
• Whiteboard or flipchart with marker pens.
• Large Venn diagram poster labelled ‘Past’ and ‘Present’ for vehicle sorting.
• Personal travel chart template (simple sheet with columns for past/present, vehicle type, who travelled etc.).

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Lesson Structure

1. Introduction (10 minutes)

Set the context:

• Begin by showing pupils two big images side by side: an early aeroplane and a modern jet, an old car and a new electric car.
• Ask: “What can you tell me about these pictures? How are they the same? How are they different?” Encourage descriptive answers.
• Introduce the key vocabulary on flashcards: long ago, before I was born, now, today.
• Model sentences aloud: “Long ago, planes looked like this. Now, planes look like this.”

2. Main Activity – Sorting Game (15 minutes)

Sorting “Past or Present?” cards:

• Divide pupils into small groups (4-5 per group).
• Give each group a pack of vehicle cards (mixed old and new transport vehicles).
• Groups sort vehicles using a large Venn diagram poster or two hoops on the floor labelled ‘Past’ and ‘Present’.
• Circulate and prompt with questions: “Why did you put this vehicle in ‘past’?” “Do we still use these vehicles today? How are they different?”

3. Discussion and Family Connections (10 minutes)

• Invite pupils to reflect on how their families travel now compared to what might have been possible 100 years ago.
• Use guiding questions: “How did your family travel when your grandparents were your age?” “Could they travel by car or plane?”
• Pupils fill in a simple personal travel chart (with support if needed), indicating vehicles used ‘long ago’ and ‘now’ within their family.
• Share a few examples aloud with the class.

4. Wrap-up and Reinforce Time Language (5 minutes)

• Recap the vocabulary: display flashcards and ask pupils to use the words in their own sentences related to today’s lesson.
• Use a simple time continuum on the board (e.g., a line from “long ago” to “today”), and ask students to place pictures or cards on this line according to when they belong.

5. Extension/Home Learning Suggestion

• Children to interview a family member about how they travelled when they were younger and draw a picture of one vehicle they used long ago.

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Differentiation

• For quieter learners: Paired work during sorting to help verbalise their thoughts.
• For more able pupils: Challenge to describe how the changes in travel affect how people live today.
• Use visual aids extensively to support EAL or SEN pupils.

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Assessment Opportunities

• Observation of group sorting discussions to assess understanding of past/present differences.
• Pupil ability to use time vocabulary accurately in explanations.
• Review completed personal travel charts for comprehension of historical vs modern travel.

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Cross-Curricular Links

• Literacy: Encouraging use of time adjectives and sequencing words.
• PSHE: Understanding family histories fosters sense of identity and respect for generations.
• Art: Drawing vehicles for home learning connects creativity with historical thinking.

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This lesson plan taps into curiosity about technology and family history, harnessing visual and interactive activities for strong engagement. By embedding UK curriculum expectations while making the topic accessible and meaningful, it supports foundational historical understanding in young learners.