Queen Elizabeth: Then and Now

Overview

Students learn who Queen Elizabeth II was and why she is remembered in stories about Aotearoa New Zealand. Through a photograph, oral timeline and discussion, they consider the significance of a person and notice one change between the past and today.

Learning intentions

• WALT learn some facts about Queen Elizabeth II and her connection with New Zealand.
• WALT listen to and discuss a story about a person from the past.
• WALT notice and describe one change between the past and today.
• WALT communicate ideas using pictures, labels and oral language.

Success criteria

• I can say who Queen Elizabeth II was.
• I can place key events in the right order.
• I can tell one reason people remember her.
• I can draw and label one change between then and now.

Curriculum links

• Social Sciences — History: discussing the significance of people and events in stories shared by the class.
• English — planning and drafting: building knowledge through reading, discussion and relevant learning experiences.
• English — writing to inform: sharing information, using details, labels and visual features.
• Te Mātaiaho capabilities: listening, speaking, contributing ideas, and communicating meaning for an audience.

Teacher background notes

Queen Elizabeth II was born in 1926 and became Queen in 1952. She was Queen of New Zealand as well as the United Kingdom and other countries. Her role was constitutional: she represented the Crown and carried out official duties, while elected governments made everyday political decisions. She visited New Zealand several times, including her first visit in 1953–54, when many people saw her in person or listened to her on the radio. She visited again in later decades, including 1970, 1974 and 1977. She died in 2022, aged 96.

Use calm, factual language. Do not suggest that all New Zealanders felt the same about the monarchy. Acknowledge that Aotearoa New Zealand has many histories, including the histories and viewpoints of mana whenua, iwi and hapū. The Crown’s relationship with Māori is connected to Te Tiriti o Waitangi, which has different interpretations and continuing significance. Keep this lesson focused on noticing why a person appears in family, community or national stories; it is not a lesson asking students to support or oppose the monarchy.

Key vocabulary

Queen, monarch, Crown, visit, past, present, history, remember, change, same, official, Aotearoa New Zealand.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and wonder. Teacher displays a photograph of Queen Elizabeth II visiting New Zealand using the opening photograph slide and asks, “What do you notice? What questions do you have?” Students quietly observe, then share one notice or wonder with a partner.

2. 5–12 min · Child-friendly introduction. Teacher explains: “Queen Elizabeth II was a queen for a very long time. She was Queen of New Zealand too. She came to visit Aotearoa New Zealand several times. People gathered to see her, and some listened on the radio or watched on television. She died in 2022.” Show the simple facts on the introduction and vocabulary slides. Students repeat or explain one new word with a partner.

3. 12–20 min · Oral timeline. Teacher tells the timeline slowly, pointing to the images on the oral timeline slides: “1926: Elizabeth was born. 1952: she became Queen. 1953–54: she first visited New Zealand. Later: she visited again. 2022: she died.” Invite children to join the timeline with actions: baby, crown, waving visit and resting hands for the end of her life. Students retell two events in order to a partner.

4. 20–30 min · Class discussion and significance. Teacher asks, “Why might people remember her?” and “What might a visit look like then? What might be different today?” Record children’s ideas under people, places, ways of communicating and feelings. Use the discussion prompt and then-and-now comparison slides. Explain that a person can be significant in some people’s stories, while other families and communities tell different important histories. Students contribute an idea, listen to another viewpoint, and identify one possible change.

5. 30–35 min · Follow-up activity: model. Teacher clearly labels this as the Then and Now follow-up activity. Model a two-part picture timeline or memory page on the board: Then — Queen Elizabeth visits New Zealand; Now — how people share news or meet leaders today. Think aloud: “I notice that people once gathered beside a road, while today we may watch a live event on a screen.” Show the instructions on the follow-up activity instruction slide. Students choose either a picture timeline or memory page.

6. 35–55 min · Create and talk. Teacher distributes the Then and Now picture timeline worksheet and supports students to draw, label and add a sentence or oral explanation. Students create two labelled pictures: one showing Queen Elizabeth II in the past and one showing a change between then and today. They may include a short sentence such as, “Then people listened on the radio. Now people can watch online.” Pair students for a two-minute share.

7. 55–60 min · Plenary and evidence. Teacher revisits the success criteria on the final reflection slide and invites three students to share. Students complete the oral sentence, “Queen Elizabeth II is remembered because…” and point to the change in their work.

Resources

• the Queen Elizabeth II introduction, timeline and activity deck
• the Then and Now picture timeline worksheet
• A suitable historical photograph of Queen Elizabeth II in Aotearoa New Zealand
• Whiteboard and markers
• Pencils, crayons and erasers
• Optional classroom map of Aotearoa New Zealand
• Teacher notes with the factual timeline

Assessment

• Listen for accurate use of Queen, visit, past, present and change during partner and class talk.
• Check whether students sequence at least two events and can give a reason people may remember Queen Elizabeth II.
• Collect the picture timeline or memory page as evidence: two recognisable time points, one relevant change, and a label, sentence or oral explanation.

Differentiation

• For emerging readers, use the photograph, gestures, repeated oral sentences and picture/word choices. Scribe their words, allow drawing and accept an oral explanation instead of independent writing.
• Provide sentence frames: “Queen Elizabeth II was…”, “Then…”, “Now…”, and “One change is…”. Pair students thoughtfully and revisit the vocabulary throughout.
• For learners needing fine-motor support, offer larger paper, thicker pencils or the option to dictate. Avoid requiring public sharing.
• Extension learners can add a third event to the timeline or explain why the change mattered to people. Invite them to compare the photograph with how news is shared today.

Culturally responsive guidance

Use “Aotearoa New Zealand” and recognise that Māori, Pacific and other communities have their own important people, leaders and histories. Invite children to connect respectfully with family stories without asking them to disclose private beliefs. Present Queen Elizabeth II as one person included in some national and family stories, not as the only important history of Aotearoa.

Safety considerations

Use respectful, age-appropriate language about death and allow students to opt out of discussing personal bereavement. Avoid frightening images or politically persuasive statements. Check that photographs and student comments are handled respectfully, and provide adult support if the topic brings up strong feelings.