Toys and Play Through Time · Autumn Term

Technological Advancements in Toys

Exploring how batteries and electricity have integrated into modern toy design and function.

About This Topic

This topic personalises history by asking students to compare their own favourite toys with those of the past. It encourages historical enquiry, a key part of the National Curriculum, by teaching children how to ask and answer questions about the past. They learn that we can find out about history through talking to people (oral history), looking at photographs, and examining artefacts.

By reflecting on why they love their toys, students develop empathy for children in the past. They realise that while the 'stuff' of play has changed, the joy of playing remains the same. This topic benefits from peer explanation, as students describe their toys to one another and imagine how a child from 100 years ago would react to them.

Active Learning Ideas

Role Play: The Time Travelling Toy Shop

One student plays a shopkeeper from 1920 and another a modern child. The child tries to explain how their Nintendo Switch or Lego works, while the shopkeeper shows them a hoop and stick.

⏱ 25 min·Pairs

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Gallery Walk: Our Favourite Toys

Students bring in a photo of their favourite toy and place it next to a photo of a similar toy from the past (e.g., a modern doll next to a Victorian doll). The class walks around to spot similarities.

⏱ 20 min·Whole Class

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Formal Debate: Old vs New

Divide the class into two sides. One side argues why modern toys are better (lights, speed) and the other argues why old toys are better (don't break, no batteries needed).

⏱ 20 min·Whole Class

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Watch Out for These Misconceptions

Common Misconception

Children in the past didn't have fun.

What to Teach Instead

Emphasise that children have always played. Use role play of old games like 'Oranges and Lemons' to show that fun doesn't require modern technology.

Common Misconception

We can only find out about the past from books.

What to Teach Instead

Introduce the idea of 'living history' by interviewing a staff member about their childhood toys. This shows students that people are valuable historical sources.

Frequently Asked Questions

How do I help Year 1 students form historical questions?

Use 'Question Starters' on the board: What is it made of? How does it move? Who played with it? During a 'show and tell', model these questions yourself before asking the children to try asking their peers.

What is 'oral history' for Key Stage 1?

It is simply the act of listening to stories from the past told by living people. In Year 1, this usually involves interviewing grandparents or older members of the school community about their memories of play.

How can active learning help students understand their favourite toys in context?

Through a 'Toy Exchange' simulation, students can 'trade' a modern toy for a historical one. This forces them to consider the value and function of each, helping them understand that while the materials change, the purpose of play is a constant human experience.

What if a student doesn't have a favourite toy?

Broaden the definition to 'favourite game' or 'favourite thing to do'. This ensures every child can participate in the comparison, whether they are talking about a physical object or a playground activity like tag.

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