History 1 - Semester 2

SYLLABUS
HISTORY
SEMESTER 2
Toys
Objectives:
- Learn about changes within living memory
- Understand some of the ways in which we find out about the past
- Use sources to ask and answer questions
- Know where the people and events they study fit within a chronological
framework and identify similarities and differences between the ways of
life in different periods
- Develop awareness of the past, using common words and phrases relating
to the passing time
The explorers
Objectives:
- Describe the lives of the three explorers
- Compare three different explorers
- Talk about different ways we remember in the past
TERM 1
LESSON 1
Toys: Toys Today

Aim: Success Criteria: Resources:
To learn about changes within living I can describe what toys are made from Lesson Pack
memory by exploring toys from today. today.
Pencils
I can find out about toys today. I can explain how toys from today work.
To understand some of the ways in which I can name three ways we can find out
we find out about the past by identifying about the past.
different sources.
Key/New Words: Preparation:
I can explain how we can find out about Toys, favourite, today, modern, new, Collect 5 or 6 toys from today.
the past. present, now, 21st century, century,
My Favourite Toy Activity Sheet
describe, question, source, evidence.
- 1 per child
Question Activity Sheet - 1 per child
Prior Learning: It will be helpful if children have thought about what their favourite toys are made from.
Learning Sequence
Favourite Toys Today: Children think of as many toys from today as they can and share ideas as a class.
Then, children discuss and answer the questions on the Lesson Presentation with a partner.
Describing Toys: Give each group a toy from today. Children work as a group to describe their toy.
Display the questions on the slide to help support children’s discussion. Ask each group to describe their
toy to the class.
Can children describe their toy? Are they able to explain how they work?
My Favourite Toy: Children use the My Favourite Toy Activity Sheet to describe their favourite toy from
today. Encourage children to describe what their toy is and what it does, what it looks like and what it is
made of.
Can children describe their toy? Are they able to explain how they work?
Children draw and label their favourite Children are asked to write a riddle.
toy. Encourage children to sound out Encourage children to write three or
their words. four clues describing their favourite
toy. Remind them not to reveal the toy’s
name. Children read the riddles to each
other; can they guess which toy is being
described?
Evidence: With a partner, children discuss possible answers to the question. Share ideas and reveal
those on the slide.
Are children able to suggest how we can find out about the past? Are children able to name three ways
we can find out about the past?
Questions: Children think of a question they would like to ask the visitors in the next lesson and use the
Question Activity Sheet to record these questions (keep these safely to use in the next lesson).
Taskit
Collageit: Children could create a toy collage by cutting out pictures from newspapers and magazines.
Sortit: Children could sort pictures of toys into different groups for example toys which move.
History | KS1 | Toys | Toys Today | Lesson 1

LESSON 2
Toys: Family Favourites

To learn about changes within living I can use different sources to find about Lesson Pack
memory by learning about toys from the toys from the past.
Pencils
past.
I can name two popular toys from the
Non-fiction books about toys
I can find out about toys in the past. past.
Computers/laptops/iPads/tablets
To use sources to ask and answer I can ask a sensible question.
questions in the context of finding out
I can use information from a source to
about toys from the past.
answer a question.
I can use sources to help ask and answer
questions about toys from the past. Key/New Words: Preparation:
Research, past, then, before, after, old, Invite parents/grandparents to bring in
older, 20th century. favourite toys from their childhood.
Notes Activity Sheet - 1 per child
Prior Learning: Children will have written a question to ask the visitors in Lesson 1.
Learning Sequence
Toy Timeline: Look at the Toy Timeline on the Lesson Presentation. Explain that today we will be looking
at toys which might have been popular with the children’s parents and grandparents. Reinforce that
these toys are older than the toys that the children play with today.
Sources: Using different sources, children work in two mixed ability groups to find out about toys which
may have been popular with their parents and grandparents. Children use the Notes Activity Sheet to
record any interesting information they learn. Swap groups over half way through.
Group A: Children research toys using non- Group B: Children listen to visitors and ask them
fiction books, and computers/laptops/iPads their questions (written in Lesson 1).
(give guidance about particular years to look Are children able to ask relevant questions to help
for). Are children able to answer questions using them find out about the past?
information from the sources?
Conclusions: Children share their learning with a partner, using the prompts on the Lesson Presentation.
Have children been able to ask relevant questions to help them find out about the past?
Taskit
Writeit: Children write a letter to the visitors thanking them for their visit and explaining what they learnt.
Askit: Children ask a parent or grandparent about their childhood. They could find out about toys, games, and favourite music
or TV programmes.
History | KS1 | Toys | Family Favourites | Lesson 2

LESSON 3
Toys: Early 20th Century Toys

To know where the people and events I can identify similarities. Lesson Pack
they study fit within a chronological
I can identify differences. Pencils
framework and identify similarities and
differences between ways of life in I can explain how and why these toys have Colouring Pencils
different periods by comparing similar changed over time.
toys from different periods. Present day Crayola colouring crayons (in
their packet)
I can compare similar toys from different
times. Present day Meccano (or similar)
construction set
Present day teddy bear

Compare, similarities, differences, same, Toy Comparison Activity Sheet - 1 per child
different, oldest, newer, newest.
Children will have used different sources to find out about toys their parents and grandparents may have played
Prior Learning: with in Lesson 2.
Learning Sequence
Toy Timeline: Revisit the timeline on the Lesson Presentation. Explain the toys they learn about today will
be older than the toys their grandparents used to play with.
Popular Early 20th Century Toys: Explain that these toys are the original version of the toys they play with
today; this was when they were first made. Are any of them familiar? Discuss the questions on the slide.
Click on each box on the timeline to read through the information about each toy.
Comparison: Show children a teddy from today. How does your teddy compare to the old one? What
is similar about them? What is different? Why? Children then use the Toy Comparison Activity Sheet to
complete the relevant activity.
Can children identify similarities and differences?
Children compare the early 20th century Children compare the early Meccano set
crayons with the ones from today by with the set from today by answering
drawing and writing their observations. the questions.
Impact: Discuss the fact that children still play with these or similar toys today. What does this tell us
about the toys and the people who designed and made them? Also discuss how they have changed and
evolved over time and why this has happened?
Are children able to explain how and why the toys have changed over time?
Taskit
Advertiseit: Children could create an advert or poster advertising a toy popular today.
Researchit: Children could research what everyday life was like for children during the early 20th century.
History | KS1 | Toys | Early 20th Century Toys | Lesson 3

LESSON 4
Toys: Victorian Toys

To know where the people and events I can identify similarities between the Lesson Pack
they study fit within a chronological toys.
Pencils
framework and identify similarities and
I can identify the differences between the
differences between ways of life in Scissors
toys.
different periods in the context of finding
out about Victorian toys. Glue
I can compare Victorian toys with modern Key/New Words: Preparation:

toys. Victorian If possible get hold of some replica
Victorian toys from a local museum/shop
or lending service.
Victorian and Modern Toy Comparison
Activity Sheet - 1 per child
Prior Learning: It would be helpful if children have an understanding of when the Victorian period was.
Learning Sequence
Toy Timeline: Quickly show children the toy timeline on the Lesson Presentation. Identify where the
Victorian period was in relation to themselves and today.
Victorian Toys: Show children the pictures (or example replicas if possible) of some Victorian toys.
Children discuss with their partner the type of toys they can see, how they think they were played with
and what they were made from.
Are children able to spot any immediate similarities and differences?
Victorian Toys and Games: Read through the information on the slides and discuss. Explain there was a
big difference between the toys of poor and rich children.
Doll Comparison: Look at the example and ask children to identify any similarities and differences
between the two dolls. Remind children about the materials Victorian toys were made from, how they
may have moved, where they may have been made and who would have played with them.
Toy Comparison: Children use the Victorian and Modern Toy Comparison Activity Sheet to compare the
versions of the same toy.
Are children able to compare Victorian toys with the same toy from today?
Children to compare a Victorian tea set Children to identify similarities and

with a modern one by matching the differences between two sets of toys.
statements to the correct picture.
Similarities and Differences: Discuss any similarities and differences the children found between
Victorian toys and modern toys. Was there anything which surprised them?
Are children able to identify similarities and differences?
Taskit
Researchit: Children could research other Victorian toys and compare them to their modern day equivalent.
Makeit: Children could make their own thaumatrope using a disc of paper and two pieces of string.
History | KS1 | Toys | Victorian Toys | Lesson 4

LESSON 5
Toys: Important Changes

To identify changes in living memory by I can explain how toys have changed over Lesson Pack
understanding how toys have changed time.
Dice
over time.
I can explain how this has impacted on the
Counters
I can recognise how toys have changed toys we play with today.
over time.
Important, changes, impact. Toy Changes Activity Sheet as required
Children will have compared toys from today with toys from the early 20th century and Victorian times in
Prior Learning: Lessons 3 and 4.
Learning Sequence
Differences: Remind children of the comparisons they have made over the last two lessons. What main
differences have they noticed between the older and newer toys? As a class share and record ideas. Is
there any way these can be grouped together?
Are children able to identify any changes?
Important Changes: Show children the diagram on the Lesson Presentation. Explain how many of the
changes can be grouped together under more general headings.
Are children able to identify how these changes have influenced the toys they play with today?
Click on each of the headings to further discuss the impact of these changes and how these have
influenced the toys children play with today.
How Toys are Different: Children use the Toy Changes Activity Sheet to explain the changes which have
happened and how these have influenced toys today.
Are children able to explain how these changes have influenced the toys they play with today?
Children play the Toy Changes Board Children read their card from the Toy
Game, answering the questions as they Changes Activity Sheet and work
move around the board. together to create a mini role play to,
either show what things were like in the
past or how things are today.
Role Play: Choose a few groups to show their role play to the class. Can the rest of the class guess
what the role play is showing?
Taskit
Imagineit: Children could imagine what life would be like if technology hadn’t progressed. For example what if computers and iPads
didn’t exist? What if plastic didn’t exist? How would life be different? How would toys be different?
Actit: Children could put on a short performance showing what it was like to be a child for example in the Victorian times.
History | KS1 | Toys | Change and Impact | Lesson 5

LESSON 6
Toys: Toy Box

To develop an awareness of the past, I can match words relating to the passing Lesson Pack
using common words and phrases relating of time to a relevant picture.
Pencils
to the passing of time in the context of
I can spot words relating to the passing of
thinking about toys. Scissors
time.
I can use words relating to the passing of Glue
I can use words relating to the passing of
time.
time in a sentence.

Future. Toy Activity Sheet - 1 per group (you may
want to pre-cut these)
Description Activity Sheet - 1 per child
Passing of Time Activity Sheet as required
Prior Learning: Children will have learnt about toys from different periods of time during Lessons 1-5.
Learning Sequence
Toy Box Muddle! Look at the picture on the Lesson Presentation. Explain that the toy box is in a big
muddle, the new toys are all mixed in with old toys and you need the children’s help to sort it out. First
you need to sort the old toys from the new toys.
Toy Sort: Using the Toy Sort Activity Sheet children work in groups to sort the pictures into old and
new toys. Then children find a word which they think describes the picture. Explain there will be lots of
different ideas (and there won’t necessarily be one word for each picture). Encourage children to explain
their reasoning. Share ideas as a class.
Are children able to find suitable words to match the pictures?
Time Vocabulary: Remind children of all the time vocabulary they have been using throughout the unit.
Then read the sentences which use more adventurous vocabulary. Ask children to come and point out
the words which relate to the passing of time. Encourage children to try and use interesting words
(rather than just old and new) when they are writing their toy descriptions.
Can children identify words relating to the passing of time?
Toy Description: Children use the Description Activity Sheet to describe the toys.
Are children able to use time related words in a sentence?
Children complete the sentences, Children write their own sentences,

choosing the suitable words from the choosing their own words from the
sheet. Passing of Time Activity Sheet.
Toy Topic: With a partner, children discuss and answer the questions on the slide. As a class discuss
what toys will be like in the future. What might they do? What might they be made from?
Taskit
Designit: Children could design a toy from the future. Who would play with the toy? What it would be made from? What it would be
able to do?
Sortit: Ask children to sort toys at home or school into different categories. How many different ways can they sort them?
History | KS1 | Toys | Toy Box | Lesson 6

LESSON PLAN
TERM 2
LESSON 1
The Explorers
Aim: Success criteria: Resources:

Describe the lives of I can talk the explorers. Lesson Pack
three explorers.
Pencils
Key/New words: Preparation:

Explorer, century, voyage, Textbook Oxford International
travel Primary 1 page 32-34
Activity sheet page 32 in

Workbook of Oxford
International Primary 1
Prior learning: It will be helpful if children have thought about explorer and
traveling.
Learning Sequence:
The explorer: The children think about the explorer they

have known. The children share ideas with friends.
The explorer: The children define the words: century,

explorer, and voyage. The share ideas with friends.
The explorer: the children identify which century they live

in now using the timeline in textbook page 32-33.
Evidence: Children share ideas and discuss with friends.
Question: Children think to ask question they would like

to know about history.
Task: Children do page 32 in the workbook.

LESSON 2
The Explorers

Describe the lives of I can talk the life of Ibn Lesson Pack
three explorers. Battuta.
Pencils

travel, Marocco, map Primary 1 page 34-35
traveling.
Learning Sequence:
Ibn Battuta: The children think about who is Ibn Battuta.

The children share ideas with friends.
Ibn Battuta: The children look at the map. With a friend,

find all the places that Ibn Battuta visited. The children
share ideas with friends.
Ibn Battuta: The children write list about places Ibn
Battuta visited.

Task: Children write a paragraph about the places Ibn Battuta visited.
LESSON 3
The Explorers

Pencils

travel, Morocco, map Primary 1 page 34-35

Workbook of Oxford
traveling.
Learning Sequence:

Ibn Battuta: The children read the textbook page 34-35.

Ibn Battuta: The children write a paragraph about Ibn

Battuta life.

Task: Children do page 33 in workbook.

LESSON 4
The Explorers

Pencils


Workbook of Oxford
traveling.
Learning Sequence:

Ibn Battuta: The children read the textbook page 34-35.

Ibn Battuta: The children write a paragraph about Ibn

Battuta life.


LESSON 5
The Explorers

Pencils


Workbook of Oxford
traveling.
Learning Sequence:
Ibn Battuta: The children retell about the life of Ibn

Battuta and places visited.
My Journey: The children share the places they have

visited.
My journey: The children write about their journey.


LESSON 6
The Explorers

Describe the lives of I can talk the life of Lesson Pack
three explorers. Christopher Columbus.
Pencils

Sailor, discover, voyage Textbook Oxford International
Primary 1 page 36-37

Workbook of Oxford
traveling.
Learning Sequence:
Christopher Columbus: The children think about who is

Christopher Columbus. The children share ideas with
friends.
Christopher Columbus: The children look at the map. With
a friend, find all the places that Ibn Battuta visited. The
children share ideas with friends.
Christopher Columbus: The children describe the voyage
done by Columbus.


LESSON 7
The Explorers

three explorers. Christopher Columbus.
Pencils

Sailor, discover, voyage, Textbook Oxford International
Italy, India Primary 1 page 36-37

Workbook of Oxford
traveling.
Learning Sequence:
Christopher Columbus: The children think about who is

Christopher Columbus. The children share ideas with
friends.
Christopher Columbus: The children read page 36-37 in
textbook. Children share ideas with friends.
Christopher Columbus: The children draw picture of

Columbus on a ship and describe what he sai as he sw
land.

Task: Children do page 367in workbook.

LESSON 8
The Explorers

three explorers. Edmund Hillary.
Pencils

New Zealand, Mount Primary 1 page 38-39
Everest
Workbook of Oxford
traveling.
Learning Sequence:
Edmund Hillary: The children think about who is Edmund

Hillary. The children share ideas with friends.
Edmund Hillary: The children look at the map and find out
where New Zealand is. The children read page 38-39.
Children share ideas with friens.
Edmund Hillary: The children find out about Mount
Everest and write.


LESSON 9
The Explorers

Pencils

Everest
traveling.
Learning Sequence:

Edmund Hillary: The children work in group and make a

television interview about the climb to the top of Mount
Everest.
Edmund Hillary: The children write a diary describing the
journey to the top of Mount Everest.

Task: Children write the report of the interview in paragraph.

LESSON 10
The Explorers

Pencils

Everest
Workbook of Oxford
traveling.
Learning Sequence:

Edmund Hillary: The children discuss about the journey of

Edmund Hillary to the top of Mount Everest.
Edmund Hillary: The children read about their writing

about the journey of Hillary Edmund to the top of Mount
Everest.


LESSON 10
The Explorers

Compare three I can find differences and Lesson Pack
different explorers similarities between the
three explorers Pencils

traveling.
Learning Sequence:
The three explorers: The children think about the three

explorers. The children share ideas with friends.
The three explorers: The children share who they think

the bravest explorers among the three explorers. The
children share ideas with friends.
Edmund Hillary: The children write the bravest explorer
they might think.

Task: Children draw the bravest explorer they chose.

LESSON 11
The Explorers

Compare three I can find differences and Lesson Pack
different explorers similarities between the
three explorers Pencils

Activity sheet page 40-41 in

Workbook of Oxford
traveling.
Learning Sequence:
The three explorers: The children think about the three

explorers. The children share ideas with friends.
The three explorers: The children share the similarities

and differences between the three explorers. The children
share ideas with friends.
Edmund Hillary: The children write the similarities and
differences between the three explorers in paragraph.

Task: Children do workbook page 40-41

REMEDIAL AND ENRICHMENT PROGRAM
Standards:
- Formative Assessment = 75
Children who are working at the expected standard will have reached 75% of the
learning outcomes.
- Children who have not reached the above standard should have remedial.
Enrichment Program:
- Children find information of the topic they have not reached.

- Children write summary about the topic learnt with teacher’s guidance.
Remedial Program:
- The students will be taught for the lesson outcomes they have not reached.
- The children will be given written test to do.
- The children who have not passed the written test will do project assignment.
History Year 1
Semester 2
TOYS
% met by Students’ Name

child
Has the child met the statements?
Student’s achievement in
Y/N
percentage (%)
Learn about changes within living memory
Understand some of the ways in which we

find out about the past
Use sources to ask and answer questions
Know where the people and events they

study fit within a chronological framework
and identify similarities and differences
between the ways of life in different
periods
Develop awareness of the past, using

common words and phrases relating to the
passing time
THE EXPLORERS
% met by Students’ Name

child
Has the child met the statements?
Student’s achievement in
Y/N
percentage (%)
Describe the lives of the three explorers
Compare three different explorers
Talk about different ways we remember in

the past

History 1 - Semester 2

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SYLLABUS

Toys: Toys Today

History | KS1 | Toys | Toys Today | Lesson 1

Toys: Family Favourites

History | KS1 | Toys | Family Favourites | Lesson 2

Toys: Early 20th Century Toys

Key/New Words: Preparation:

History | KS1 | Toys | Early 20th Century Toys | Lesson 3

Toys: Victorian Toys

I can compare Victorian toys with modern Key/New Words: Preparation:

Children to compare a Victorian tea set Children to identify similarities and

History | KS1 | Toys | Victorian Toys | Lesson 4

Toys: Important Changes

History | KS1 | Toys | Change and Impact | Lesson 5

Toys: Toy Box

Key/New Words: Preparation:

Children complete the sentences, Children write their own sentences,

History | KS1 | Toys | Toy Box | Lesson 6

Aim: Success criteria: Resources:

Key/New words: Preparation:

Activity sheet page 32 in

The explorer: The children think about the explorer they

The explorer: The children define the words: century,

The explorer: the children identify which century they live

Evidence: Children share ideas and discuss with friends.

Question: Children think to ask question they would like

Task: Children do page 32 in the workbook.

Aim: Success criteria: Resources:

Key/New words: Preparation:

Ibn Battuta: The children think about who is Ibn Battuta.

Ibn Battuta: The children look at the map. With a friend,

Evidence: Children share ideas and discuss with friends.

Question: Children think to ask question they would like

Aim: Success criteria: Resources:

Key/New words: Preparation:

Activity sheet page 33 in

Ibn Battuta: The children think about who is Ibn Battuta.

Ibn Battuta: The children read the textbook page 34-35.

Ibn Battuta: The children write a paragraph about Ibn

Evidence: Children share ideas and discuss with friends.

Question: Children think to ask question they would like

Task: Children do page 33 in workbook.

Aim: Success criteria: Resources:

Key/New words: Preparation:

Activity sheet page 34 in

Ibn Battuta: The children think about who is Ibn Battuta.

Ibn Battuta: The children read the textbook page 34-35.

Ibn Battuta: The children write a paragraph about Ibn

Evidence: Children share ideas and discuss with friends.

Question: Children think to ask question they would like

Task: Children do page 34 in workbook.

Aim: Success criteria: Resources:

Key/New words: Preparation:

Activity sheet page 33 in

Ibn Battuta: The children retell about the life of Ibn

My Journey: The children share the places they have

My journey: The children write about their journey.

Evidence: Children share ideas and discuss with friends.

Question: Children think to ask question they would like

Task: Children do page 35 in workbook.

Aim: Success criteria: Resources:

Key/New words: Preparation:

Activity sheet page 36 in