History · Year 1 · Our School and Local Area · Summer Term

School Life in the Past: Objects and Routines

Handling historical school objects like slates and inkwells and discussing past classroom routines.

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

About This Topic

This topic brings Year 1 history to life by letting pupils handle artefacts from past schoolrooms, such as slates, inkwells, chalk, and primers. They observe features like the slate's smooth surface for reusable writing or the inkwell's glass reservoir, then infer uses and discuss routines like cleaning slates with sponges or reciting times tables in rows. Key questions prompt them to compare these with modern pencils, whiteboards, and group work, highlighting changes within living memory.

Aligned with KS1 History standards on changes within living memory and local history, the unit uses the school as a familiar anchor for historical enquiry. Pupils sequence events on simple timelines, use objects as evidence, and build vocabulary around 'past', 'present', and 'change'. Links to personal or family stories from the local area make history relevant and build skills in questioning and comparison.

Active learning suits this topic perfectly because physical handling of artefacts engages touch and sight, turning abstract time into tangible experience. Group rotations and role plays encourage talk and empathy, while drawing or labelling objects reinforces observation, helping all pupils, including those with limited prior knowledge, grasp differences between then and now.

Key Questions

1. What do you notice about old school objects , what do you think they were used for?
2. Why do you think some of these old school things are not used any more?
3. How is learning at school today different from learning at school long ago?

Learning Objectives

• Compare the features of historical school objects, such as slates and inkwells, with modern learning tools.
• Explain the purpose of specific historical school objects and routines based on observable features.
• Identify key differences between classroom routines of the past and present.
• Classify historical school objects based on their function in the classroom.

Before You Start

Objects and Their Uses

Why: Students need to be able to observe objects and make inferences about their purpose to understand historical artefacts.

My Family and Home

Why: Understanding family members and their past experiences can help students connect to the idea of 'long ago' and 'changes within living memory'.

Key Vocabulary

Slate	A flat, dark writing surface, often made of stone, used with chalk for writing and drawing before paper notebooks were common.
Inkwell	A small container, usually made of glass or ceramic, that held ink for dipping pens into when writing.
Chalk	A soft, white, powdery rock used for writing on blackboards or slates.
Primer	A beginner's book for learning to read, often containing simple stories and alphabet lessons.
Recite	To say something aloud from memory, such as times tables or poetry, as was common in past classrooms.

Watch Out for These Misconceptions

Common Misconception

School in the past was exactly like today.

What to Teach Instead

Pupils often overlook changes until they handle objects side-by-side with modern ones. Station rotations let them compare directly, sparking discussions that reveal differences in materials and routines, building accurate mental timelines.

Common Misconception

Old school objects were toys or not for learning.

What to Teach Instead

Children may think items like dunce caps were fun rather than disciplinary. Role plays demonstrate real uses through actions, while peer explanations clarify purposes, correcting ideas through shared evidence and talk.

Common Misconception

Everything in the past was worse than now.

What to Teach Instead

Pupils assume no positives in old ways. Group timelines highlight continuities like learning letters, alongside changes, fostering balanced views through collaborative sorting of evidence.

Active Learning Ideas

Stations Rotation: Artefact Handling

Prepare 4-5 stations with replica objects like slates, inkwells, and old books. Pupils handle items safely, draw them, guess uses, and note one difference from today. Groups rotate every 7 minutes and share findings in a class circle.

35 min·Small Groups

Role Play: Past Routines

Model routines like dipping pens in ink or clapping for lessons. Pairs practise writing on slates, cleaning them, and lining up for assembly. Debrief with what felt different from today.

30 min·Pairs

Timeline Build: School Then and Now

Display photos or drawings of past and present classrooms. Whole class adds sticky notes or drawings to a large timeline, sequencing objects and routines with teacher guidance.

25 min·Whole Class

Family Link: School Stories

Pupils ask family one question about their school days, draw a picture, and share in pairs. Compile into a class display book.

20 min·Individual

Real-World Connections

• Museum curators at local history museums, like the Museum of London, use objects such as old school desks and exercise books to reconstruct past learning environments for visitors.
• Grandparents or older relatives may have personal stories or even kept items like old report cards or photographs from their school days, offering direct connections to past school life.
• Antique shops sometimes display old school furniture and writing implements, showing how these objects have become collectibles rather than everyday tools.

Assessment Ideas

Exit Ticket

Provide each student with a picture of an old school object (e.g., a slate, an inkwell). Ask them to draw a line from the object to a word that describes its use (e.g., 'writing', 'holding ink'). Then, ask them to write one sentence comparing it to something they use at school today.

Discussion Prompt

Hold up an inkwell and a modern pen. Ask students: 'What is this old object? What do you think it was used for? How is it different from the pens we use now? Why do you think we don't use inkwells anymore?'

Quick Check

During object handling, circulate and ask individual students: 'What do you notice about this object? What job did it do in school long ago? Can you show me how someone might have used it?'

Frequently Asked Questions

What artefacts work best for Year 1 school life in the past?

Choose safe replicas like wooden slates, glass inkwells, slate pencils, and old primers from educational suppliers or museums. Add photos of canes or abacuses for discussion without handling. These spark curiosity as pupils infer uses from feel and look, directly tying to key questions on changes and routines. Local history groups often loan sets free.

How to structure discussions on past school routines?

Start with a shared big book or video clip of Victorian classrooms, then use key questions as prompts. Model responses like 'Slates were wiped clean to save paper.' Pupils share in talk partners before whole class, ensuring all voices contribute and linking routines to their experiences for deeper understanding.

How does this topic link to local history in KS1?

Visit your school hall for old photos or invite a local elder to share stories. Pupils map family school locations on a class map, connecting personal histories to community changes. This grounds national curriculum standards in real places, boosting engagement and relevance for local area studies.

How can active learning benefit teaching school life in the past?

Active approaches like handling stations and role plays make history sensory and immediate for 5-6 year olds. Pupils touch slates, mimic routines, and discuss in groups, which aids memory retention and empathy far better than passive listening. Differentiation happens naturally as all access objects, while talk builds confidence in sharing ideas.