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

Toy Repair and Sustainability

Discussing how toys were repaired in the past and the concept of making toys last longer today.

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

About This Topic

Toy Repair and Sustainability introduces Year 1 children to changes in toy use over time, focusing on how past generations mended broken toys instead of discarding them. Students explore reasons for this practice, such as fewer toys available and higher costs, through family stories, old photographs, or simple artefacts. They connect this to today by discussing benefits of repair, like saving money and reducing waste, while brainstorming ways to extend toy life. This fits KS1 History standards on changes within living memory, using familiar toys to spark curiosity about the past.

The topic builds historical enquiry skills as children compare evidence from different eras and ask questions like 'Why fix toys then?' It also weaves in personal, social, and emotional development by valuing belongings and caring for the environment. Simple timelines or sorting activities reveal patterns in toy care across generations.

Active learning suits this topic perfectly. Hands-on repair sessions with safe tools let children mimic past practices, while group discussions on modern sustainability make lessons engaging and relevant. These approaches turn historical comparisons into practical skills children apply at home.

Key Questions

1. Why do you think people in the past fixed their broken toys instead of buying new ones?
2. What is good about looking after and repairing your toys?
3. Can you think of a way to help your favourite toy last longer?

Learning Objectives

• Compare how toys were repaired in the past versus today.
• Explain the environmental benefits of repairing toys.
• Identify at least two methods for extending the lifespan of a favourite toy.
• Classify toys based on their potential for repair.

Before You Start

Everyday Objects and Their Uses

Why: Students need to be familiar with common objects and their functions to understand the concept of something being broken and needing repair.

Materials and Their Properties

Why: Understanding basic materials like wood, plastic, and fabric helps children consider how different toys might be repaired.

Key Vocabulary

Repair	To fix something that is broken or damaged so it can work again.
Mend	Another word for repair, often used for fabric or smaller items.
Discard	To throw something away because it is no longer wanted or useful.
Sustainable	Able to be maintained at a certain rate or level, often relating to not using up resources too quickly.

Watch Out for These Misconceptions

Common Misconception

People in the past never broke toys or always had new ones.

What to Teach Instead

Children often think past lives lacked challenges like toy breakage. Show photos or stories of repaired toys to build evidence-based understanding. Active group sorting of 'past' and 'present' images helps them spot repair patterns and revise ideas collaboratively.

Common Misconception

Repairing toys is too difficult for children today.

What to Teach Instead

Young learners may view repair as an adult task only. Hands-on stations with simple fixes prove otherwise, boosting confidence. Peer teaching during rotations reinforces that small steps make repair achievable and fun.

Common Misconception

Throwing away toys has no impact on the environment.

What to Teach Instead

Students might not link disposal to waste problems. Class discussions tied to repair activities highlight sustainability benefits. Drawing 'before and after' waste pictures clarifies connections through visual, active exploration.

Active Learning Ideas

Stations Rotation: Repair Stations

Prepare stations with broken toy models (e.g., dolls with loose limbs, cars with missing wheels) and child-safe tools like tape, glue sticks, and fabric scraps. Groups rotate every 10 minutes, attempting repairs and noting steps. End with sharing successful fixes.

45 min·Small Groups

Pairs: Past vs Present Interviews

Pairs role-play interviews: one as a grandparent describing toy repairs from the past, the other as a child today. Switch roles and draw pictures of the stories shared. Compile drawings into a class display.

30 min·Pairs

Whole Class: Toy Lifespan Timeline

As a class, create a timeline on the board with past and present toy examples. Children add sticky notes with repair ideas or reasons for fixing. Discuss key questions to fill gaps.

35 min·Whole Class

Individual: My Toy Repair Plan

Each child selects a favourite toy, draws it broken, then sketches a repair plan with labels. Share plans in a circle to vote on creative ideas.

25 min·Individual

Real-World Connections

• Toy repair shops, like 'The Toy Hospital' in London, specialize in fixing cherished toys, allowing families to keep treasured items for future generations.
• Museums of childhood, such as the V&A Museum of Childhood in London, display historical toys and often have exhibits that touch upon how children cared for their belongings in the past.
• Many families today practice 'upcycling' by transforming old toys into new creations, demonstrating a modern approach to sustainability and creative reuse.

Assessment Ideas

Exit Ticket

Give each student a picture of a broken toy. Ask them to draw or write one way they could repair it and one reason why repairing is a good idea.

Discussion Prompt

Ask students: 'Imagine your favourite toy broke. What would you do first? Why do you think people long ago might have fixed their toys instead of buying new ones?' Record key ideas on a class chart.

Quick Check

Show students pictures of different toys. Ask them to point to or name toys that they think would be easy to repair and explain why. Then, ask them to identify toys that might be difficult to repair.

Frequently Asked Questions

How to teach Year 1 children about historical toy repair?

Start with relatable artefacts like old toy photos or grandparent visits to share stories. Use key questions to guide talk: why fix toys in the past? Follow with sorting activities comparing past and present practices. This builds evidence handling while keeping sessions short and interactive for short attention spans.

What active learning strategies work for toy sustainability?

Hands-on repair workshops with safe materials let children experiment like past generations, making history tangible. Role-play interviews and group timelines encourage discussion and creativity. These methods deepen understanding of change over time, foster collaboration, and link to modern environmental care through practical application.

How does this topic link to KS1 History standards?

It directly addresses 'changes within living memory' via toys, a child-friendly theme. Students use everyday evidence like family tales to compare eras, developing skills in questioning and sequencing. Extend with simple timelines to show progression in toy care practices.

Ideas for assessing Toy Repair and Sustainability learning?

Observe participation in repair stations and note use of key questions in discussions. Review drawings or plans for evidence of past-present comparisons. Simple exit tickets asking 'One way to make toys last' gauge grasp of sustainability alongside historical insight.