History · Year 1 · Toys and Play Through Time · Autumn Term

Grandparents' Toys: Materials and Design

Analyzing old toys made from wood, metal, and cloth, and differentiating their construction from modern toys.

• National Curriculum Attainment Targets
• KS1: History - Changes within living memory

About This Topic

This topic introduces Year 1 students to the concept of change over time through the familiar lens of play. By examining toys from their grandparents' era, children begin to identify differences in materials, such as the transition from wood, tin, and rag to modern plastics and electronics. This aligns with the National Curriculum requirement to study changes within living memory, helping pupils develop a sense of chronology and an awareness of the past.

Understanding these shifts allows students to appreciate how technology and manufacturing have evolved. It also provides a bridge to discussing their own family histories and the experiences of older generations. This topic comes alive when students can physically handle and compare objects, using their senses to spot the weight, texture, and sounds of historical materials.

Key Questions

1. What do you notice about the toys your grandparents used to play with?
2. How are old toys the same as or different from the toys you have?
3. Which old toy would you most like to play with, and why?

Learning Objectives

• Compare materials used in grandparents' toys (wood, metal, cloth) with materials in modern toys.
• Identify design differences between historical and contemporary toys.
• Explain why toy materials and designs have changed over time, referencing changes within living memory.
• Classify toys based on their primary material (wood, metal, cloth, plastic).

Before You Start

Introduction to Materials

Why: Students need a basic understanding of common materials like wood, metal, and cloth to compare them.

Objects Around Us

Why: Students should be familiar with identifying and describing everyday objects before analyzing specific types like toys.

Key Vocabulary

Material	The substance from which something is made, such as wood, metal, or cloth.
Design	The plan or drawing produced to show the look and function or workings of a toy before it is made.
Durable	Able to withstand wear, pressure, or damage; strong and long-lasting.
Technology	The application of scientific knowledge for practical purposes, especially in industry, leading to new tools and machines.

Watch Out for These Misconceptions

Common Misconception

Old toys were 'boring' because they didn't have lights or sounds.

What to Teach Instead

Explain that these toys required more imagination and physical movement. Using a simulation of an old playground game helps students see the high level of engagement these toys provided.

Common Misconception

All old toys are black and white like in old photos.

What to Teach Instead

Show physical examples of brightly painted Victorian tin toys or colourful patchwork dolls. Hands-on exploration of replicas helps correct the 'colourless past' myth.

Active Learning Ideas

Stations Rotation: Material Detectives

Set up four stations with different toys: wooden blocks, a tin wind-up toy, a rag doll, and a modern plastic action figure. Students rotate in small groups to touch the toys and record if they feel cold, hard, soft, or heavy.

40 min·Small Groups

Think-Pair-Share: The Mystery Object

Show the class an image of a Victorian spinning top or a cup-and-ball game. Students think about how it might work, discuss with a partner, and then share their ideas with the class before a live demonstration.

15 min·Pairs

Role Play: Grandparents' Playtime

Students act out a scene where they have no batteries or screens and must entertain themselves with a hoop and stick or marbles. This helps them experience the physical nature of older games.

20 min·Small Groups

Real-World Connections

• Museum curators at the V&A Museum of Childhood in London use their knowledge of materials and design to preserve and display toys from different historical periods, explaining their significance to visitors.
• Toy designers at companies like Hornby or Lego consider historical toy making techniques and materials when developing new products, sometimes drawing inspiration from vintage designs.

Assessment Ideas

Exit Ticket

Provide students with two toy pictures, one old and one new. Ask them to draw one line connecting a feature of the old toy to a similar feature on the new toy, and one line connecting a different feature to a contrasting feature. They should label one pair 'Same' and one pair 'Different'.

Discussion Prompt

Hold up a wooden block and a plastic building brick. Ask: 'How are these two objects the same? How are they different?' Then ask: 'Which one feels heavier? Which one do you think would break more easily? Why?'

Quick Check

Show students images of various toys (e.g., a wooden train, a rag doll, a metal car, a plastic action figure). Ask students to hold up one finger if the toy is mostly made of wood, two fingers for metal, three for cloth, and four for plastic.

Frequently Asked Questions

What are the best toys to show Year 1 for this topic?

Focus on toys with clear material differences. Wooden spinning tops, tin soldiers or cars, china dolls, and skipping ropes with wooden handles are excellent. These contrast sharply with modern plastic, battery-operated toys and touchscreens, making the 'then and now' comparison obvious for young learners.

How can I involve parents and grandparents?

Ask families to send in photos or descriptions of a favourite toy from their childhood. You could even invite a grandparent for a 'show and tell' session. This personal connection makes the history feel real and relevant to the children's own lives.

How does active learning help students understand old toys?

Active learning, such as a 'toy hospital' role play or a sorting carousel, allows students to use their senses. Instead of just looking at a picture, they feel the weight of a metal car versus a plastic one. This physical experience cements their understanding of material change and durability much faster than a lecture.

Is it safe to let Year 1 handle antique toys?

It is often better to use high-quality replicas for heavy handling. If using originals, supervise closely and explain that because they are old, we must use 'museum hands' (gentle touching). This also teaches students about the value of preserving historical artefacts.