Overview

This is Lesson 4 of 5 in the unit Queens of England: A Journey.
Duration: 60 minutes
Class: Reception and KS1 (10 children; mixed EYFS, Year 1, Year 2)
Location: Small rural C of E primary school, Selside, Kendal

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Learning Objectives (National Curriculum Links)

By the end of the lesson, pupils will:

• Recall key facts about Queen Elizabeth II’s life and reign (History: KS1, know about significant individuals [History Programme of Study, Year 1-2]).
• Compare and contrast Elizabeth II’s reign with one other queen previously studied, showing understanding of change over time (History: KS1, understand changes within living memory).
• Sequence events on a timeline to develop chronological understanding (History: KS1, place events and artefacts in order).
• Communicate ideas verbally and through writing, using appropriate historical vocabulary (Communication and Language – EYFS; English KS1 writing skills).

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Success Criteria

• I can name Queen Elizabeth II and say why she is important.
• I can put key events of Elizabeth II's reign in order on a timeline.
• I can talk about how Elizabeth II’s reign is different from another queen.
• I can write a letter to Queen Elizabeth II expressing my thoughts.

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Resources Needed

• Large printed images/timeline cards of Queen Elizabeth II’s key life events (Coronation, major celebrations, key historical moments)
• Visuals of another queen already studied (e.g., Queen Victoria or Elizabeth I)
• Large timeline display board or table strip
• Whiteboards and markers for quick paired or group discussions
• Writing paper, envelopes, and pencils for letter activity
• Simple sentence starters and vocabulary cards ("Queen Elizabeth II", "modern", "coronation", "changes", "different")
• Outdoor space or classroom area for kinesthetic timeline arrangement activity (optional)

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Lesson Structure

1. Starter (10 minutes)

Engage through Visual Stories and Recall

• Show images of Queen Elizabeth II from childhood to adulthood.
• Ask children to share anything they already know—prompting for the words ‘Queen,’ ‘modern,’ and ‘long reign’.
• Briefly recap the previous queens discussed with images; outline today’s focus on Elizabeth II.

Rosenshine’s Principle: Begin with review and explanation.

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2. Main Activity Part 1: Timeline Creation (20 minutes)

Constructing a Visual Timeline

• Divide students into pairs: Reception/EYFS with Year 1, Year 2 with Year 1 or another Year 2 peer for differentiation and peer support.
• Present mixed-up printed event cards about Queen Elizabeth II’s life (Example: 1953 Coronation, 2012 Diamond Jubilee, 2022 Platinum Jubilee, historic moments like becoming longest reigning monarch).
• Guide pairs to place events in chronological order on a large timeline display or on floor mats outdoors (this supports kinaesthetic learners).
• Use questioning to scaffold understanding about “what happened first?”, “what changed in Britain during her reign?”

Differentiation: EYFS and lower ability Reception use picture-only cards; Year 2 students get picture + short sentences for reading practice.

Rosenshine’s Principle: Scaffolding, practice with feedback.

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3. Main Activity Part 2: Compare and Contrast Discussion (15 minutes)

Paired Talk and Whole-Class Discussion

• Provide a simple comparison chart to help guide paired discussion: How is Elizabeth II’s reign the same/different from one previous queen? Examples: clothing, role, historical times, technology, society.
• Use sentence starters: “Queen Elizabeth II is different because...”, “Like Queen Victoria, Elizabeth II...”.
• Bring all back to share two or three paired ideas with the whole class.
• Teacher models a comparison using clear vocabulary, then supports pupils to make their own observations.

Differentiation: SEN pupils or lower attainers benefit from working with sentence starters and vocabulary cards. Higher attainers may record a short sentence on whiteboards or use a vocabulary-rich oral presentation.

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4. Plenary and Reflection: Letter Writing (15 minutes)

Expressing Personal Thoughts

• Children write a letter to Queen Elizabeth II (real or pretend) sharing what they find interesting or what they admire about her reign.
• EYFS and lower KS1 pupils write/draw ‘pictures with labels’ or dictated sentences with adult support.
• Higher KS1 pupils write simple sentences independently, encouraged to use historical vocabulary introduced earlier.
• Collect letters for a display or share aloud to celebrate contributions.

Extension Activity for Advanced Learners:

• Compose a longer letter including three facts about Queen Elizabeth II and a question they would like to ask her.

Rosenshine’s Principle: Independent practice and elaboration.

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Assessment Opportunities

• Observe participation in timeline activity and paired discussions for understanding of chronological order and comparison skills.
• Use marked/annotated letters to assess ability to communicate ideas about the queen’s reign using historical vocabulary.
• Use questioning and pupil talk to assess recall and understanding of changes from past queens to the modern monarchy.

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Differentiation Summary

Learner Type	Strategy
EYFS & Reception	Picture-based cards, visual prompts, adult guided letter writing, paired talk
Lower KS1 (Year 1)	Sentence starters, vocabulary cards, group discussion support
Higher KS1 (Year 2)	Sentence writing independently, extension letter activity, oral presentations
SEN Pupils	Paired discussions, multi-sensory timeline activity, simplified task language

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Links to Wider Curriculum and School Context

• Supports C of E values: Respect (learning about respect for modern and historic figures) and Community (celebrating British cultural heritage).
• Outdoor timeline engages children in physical and social learning, catering to rural school’s strong connection to environment and active movement.
• Builds communication and understanding skills aligned with Rosenshine’s principles and the whole-child nurturing ethos.

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I can...

• I can tell you some important things about Queen Elizabeth II.
• I can put her life events in the right order.
• I can say one way she is like or different from another queen.
• I can write or draw a letter to the Queen telling her what I think.

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This lesson plan combines structured historical knowledge with engaging, developmentally appropriate activities, modelling a confident and nurturing teaching approach while fully aligning with the National Curriculum for History at KS1.