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Milestones Museum

Toys and Discovery session plan

A two-hour programme for a maximum of two classes led by a facilitator
Suitable for KS1 classes
Lunchroom included
1:5 adult:pupil ratio requested

Information about the organisation of the session
The session is split up into two hour long sessions. One is the 'Toys' session which is led by a museum facilitator, and the other is the 'Discovery' session which is led by the school. Between one session and the next you will have the use of our lunchroom.

Toys

For one class, one hour. Led by a museum facilitator

Session objectives

  • To encourage children to discover the Museum's toy collections by handling, observing and asking questions
  • To encourage children to recognise the value of our collections, whether contemporary or Victorian, or anything in between.
  • To introduce children to the idea of caring for collections

Session outline

For the 'Toys' part of the session, the children will need to be divided up into five groups as there are five different activities for the children to take part in. Each group will need an adult helper to support them when working on the activities.

The facilitator leading your session will introduce the children to the 'Toys' activity. They will explain that the children are here to learn about toys from the past and to compare them with toys from the present. We will discuss what the job of a museum is and why a museum collects toys. The children will then be introduced to our special handling rules for use when handling our museum objects.

The facilitator will then give a brief outline of each of the different activities the children will be taking part in. There are five boxes containing different toys and five mats which host different activities. With the class divided up into its five groups and the activities explained, the groups will then rotate around the mats to participate in the activities described below. Depending on the speed at which the children work, they may complete all five activities, but at the very least they will participate in three. Instructions are provided with each box to support the adult helpers working with each group.

Activity boxes

Toy timeline

This box contains toys that have been played with over the last 100 years. The children are invited to find a place for them on our Toy Timeline Mat.

The Toy Box

This box has all kinds of toys - some old, some broken, some cuddly - in a "fictional" toy box from your attic. Children are encouraged to sort the toys on the Value Mat- something to give to the museum, something to give to the car boot sale, something to throw away, and something precious to keep because it reminds you of happy times. Clearly there are no right and wrong decisions - but much valuable conversation and discussion.

For Ever

Some of the most precious toys are in this box. Using the Museum Display Mat, children are encouraged to lay the toys out and decide which label belongs with which toy. They are also encouraged to think about how we look after these collections for children of the future to enjoy.

Old and New

The ideas for the most popular toys and games have been copied many times during the last hundred years. Using the Pairs Mat children are encouraged to match old and new toys - e.g. a Victorian skipping rope with a modern one. Once all the toys are matched, further questions can be asked to prompt thinking about the changes in toys.

Super sorting

There are all sorts of toys in this box and the children are provided with a range of criteria for sorting them into groups using the Venn diagram mat.

Conclusion

At the end of the session the facilitator will lead a session to summarise the learning activity with the whole class. This will include discussion on some of the toys they have seen and what they are made out of and what this tells us about their age.

Discovery

For one class, one hour. Guided by teachers and adult helpers; supported by museum staff.

Session objectives

  • To provide activities appropriate for 5 - 7 year olds to help with exploration of the museum
  • To engage in role play wearing 1930s/1940s costumes
  • To use visual investigation to locate objects from our collections
  • To follow clues to learn more about household objects from the past

Session outline

For this part of the session, the class will need to be divided into three groups who rotate around three activities, each lasting about 20 minutes. There should be a 'spare' adult who is not allocated to a group who can manage this activity and monitor the groups to ensure they rotate around the activities at the correct time. This will normally be the teacher of the class. The adult leading each group will be given information which tells them what the activities involve and which order they will do them in plus a map to show where the activities take place.

The activities

Dressing up

We have a range of 1930s/40s outfits especially for young children to dress up in with Velcro fastenings, that can be tried on over their normal clothing. The clothes rail displays photographs of the outfits and each outfit hangs in its own bag.

Can You Find Me?

Children have the chance to explore the domestic objects in Collections Corner using simple poems by writer David Orme which focus on the appearance and use of objects found in the home.

1930s I Spy Trail U

se the visual I Spy Trail to find typical features of a 1930s street - eg telephone box, adverts, zebra crossing beacon. Pupils will be asked to explore the streets with their adult ticking off all the items on their trail as they see them.

Free time

When you have finished Toys and Discovery you may have some time left in the museum before you leave, which we call free time. You are welcome to visit other areas of the building e.g. the Victorian Streets, but please bear in mind that other schools may have activities to complete in these areas with resources set out for them.

 

You will be visiting Milestones, Hampshire's living history museum in Basingstoke, which is a large, modern building housing recreated streets and buildings from the Victorian period and the 1930s. You will be supporting a class of pupils participating in a two hour programme called Toys and Discovery and mainly spending your time in the 1930s area.

The teacher organising the visit will give you a timetable for the day, as well as a copy of the museum's Guidelines for Education groups.

A facilitator will meet you on arrival and you will be able to leave your coats and bags somewhere convenient and use the toilets.

The session is split up into two parts, each lasting an hour. One is the 'Toys' session which is led by a museum facilitator, and the other is the 'Discovery' session which is led by the school. In between one session and the next you will have the use of our lunchroom (tea/coffee facilities provided). You may also have some free time in the museum after your programme has finished.

Toys – led by museum staff

This lasts for one hour and all members of the class (including adults) will have been asked to wash their hands in preparation for handling items from our toy collection. The facilitator will explain that you will be handling toys from the Victorian period through to today, from the museum's collection. The class will divide into five groups, each with an adult, and each group will sit around an activity mat. The groups will then rotate around the mats participating in different activities. Provided with each mat is a set of instructions for the adult helper to follow. The facilitator will still be there to support the class and at the end will go over the pupils' findings.

Discovery – Guided by teachers and adult helpers; supported by museum staff

This lasts for an hour, with the class breaking into three groups and rotating around three activities which each last 15 - 20 minutes. These activities are designed to encourage the children's exploration of the museum.

  • 1930s I Spy trail - We have clipboards, pencils and an I Spy Trail activity sheet for pupils to use in our 1930s streets. Pupils will be asked to explore the streets with their group leaders, ticking off the items as they see them.

  • Can You Find Me? - 10 poems about everyday items from the home which can be found in Collections Corner. Each card also has a photograph of the object on the reverse to help!

  • Dressing Up - We have a range of 1930s/1940s outfits especially for young children to dress up in, with Velcro fastenings.

Free time

When you have finished Toys and Discovery, you may have some time left in the museum before you leave. You are welcome to visit other areas of the building e.g. the Victorian streets, but please bear in mind other schools may have activities to complete in these areas with resources set out for them. The teacher leading the visit will advise you if there is anything specific to see or do during this time.

Morning Timetable
10am You will be met in Reception and shown to the Education Suite (pegs, lunchroom & toilets) where you can put your belongings away and visit the toilets
Class 1 will be asked to wash their hands
Once this is done, you will be taken into the museum and introduced to Milestones and your programme
10.30am Begin programme no later than 10.30am
Class 1 - Toys
Class 2 - Discovery
11.30am Lunch in the Education Suite lunchroom
Tea & coffee provided for adults
Class 2 will be asked to wash their hands
12.15pm Start second part of programme
Class 1 - Discovery
Class 2 - Toys
1.15pm End of programme - free time begins Free time is the period between the end of your programme and when you leave Milestones. You are welcome to visit other areas of the museum during this time, but please remember other schools are likely to be visiting Milestones and using resources for the programmes they have booked.