Overview

This is the first lesson in a 5-lesson unit titled "Queens of England: A Journey" designed for Reception to Year 2 students (ages 4–7) within a mixed EYFS/KS1 classroom. The lesson will introduce three famous queens of England — Elizabeth I, Victoria, and Elizabeth II — focusing on who they were, the time periods they represent, and characteristics of great leaders.

Activities incorporate historical storytelling, discussion, and a simple timeline construction, all aligned with the National Curriculum for England (History for KS1 and Understanding the World for EYFS), incorporating Rosenshine’s instructional principles and nurturing the whole child in a rural C of E primary context.

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Curriculum Links

Key Stage 1 - History

• Pupils should be taught to:
  • “know about the lives of significant individuals in the past who have contributed to national and international achievements” (The National Curriculum for England, Key Stage 1 History Programme of Study).
  • “develop an awareness of the past, using common words and phrases relating to the passing of time”

Early Years Foundation Stage (EYFS) - Understanding the World

• “Children talk about past and present events in their own lives and in the lives of family members”
• “Understand the past through settings, characters and events encountered in books read in class and storytelling”

Cross-curricular

• Literacy: Speaking and listening skills through group discussion
• Art: Drawing and writing simple sentences
• PSED: Reflecting on qualities that make a good leader, developing empathy

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Learning Objectives (I can…)

• I can name and recognise three queens of England: Elizabeth I, Victoria, and Elizabeth II.
• I can describe one characteristic of each queen.
• I can understand that these queens lived at different times.
• I can join in a group discussion about what makes a good leader.

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Success Criteria

• Identify Elizabeth I, Queen Victoria, and Elizabeth II by name and picture.
• Share at least one characteristic of each queen during class discussion.
• Place the queens in order on a timeline with teacher guidance.
• Contribute an idea in the group talk about leadership.

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Resources

• Visual aids: Illustrated portraits of each queen with a brief caption (simple language, large print).
• Printed timeline strip for wall display with labelled dates and spaces.
• Sentence starters on word cards (e.g., “Queen ___ is…”, “She was…”, “A good leader is…”).
• Drawing materials: pencils, crayons, paper for extension task.
• Large storybook or digital slideshow incorporating stories or facts about each queen.
• Soft seating area or carpet space for group discussion.

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Lesson Structure (60 minutes)

1. Welcome and Hook (10 minutes)

• Begin with a warm-up question: “Can you name any queens you know?”
• Share a short storytelling introduction with vivid images showing a crown, palace, and each queen.
• Clarify who Elizabeth I, Victoria, and Elizabeth II are, linking to the idea of a queen being a leader of England.
• Use enthusiastic tone and wonder-filled language to spark curiosity.

2. Explore: Introducing the Queens (15 minutes)

• Present the three queens visually and orally with simple facts:
  • Elizabeth I: a queen who ruled a long time ago and was brave.
  • Victoria: a queen known for being strong and ruling during a time when England changed a lot.
  • Elizabeth II: the queen who ruled for very long and was kind.
• Use sentence starters to model descriptions: “Elizabeth I is brave.”
• Support SEN learners with visuals and repeat key words clearly with gestures.

3. Timeline Activity (15 minutes)

• Show the timeline strip on the wall or floor.
• With the class, place pictures of each queen in correct order from past to present.
• Use simple time language: “First,” “Next,” “Long ago,” “Now.”
• Invite children to walk the timeline “story path” physically to understand sequencing.
• For EYFS children, encourage pointing and repeating words; for KS1, encourage using full sentences to describe order.

4. Group Discussion on Leadership (10 minutes)

• Ask: “What makes a good leader? What kind of queen would you like to be?”
• Use talking tokens to ensure all children contribute.
• Write down key words on a whiteboard or large paper (e.g., kind, brave, strong, helpful).
• SEN pupils supported by sentence starters like: “A good leader is…” and visual cue cards.

5. Plenary and Reflection (5 minutes)

• Review success criteria by asking children to name each queen again and one fact/characteristic about them.
• Praise contributions to the discussion.
• Remind children that next lesson they will learn more about Elizabeth I.

6. Extension Activity (Optional for advanced learners or early finishers)

• Draw a chosen queen and write a simple sentence: “I like Queen ___ because she is ___.”
• Use sentence starters and word mats for spelling support.

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Differentiation Strategies

Group	Approach
EYFS/Nursery (age 3-4)	Focus on story, pictures, and simple language. Support with pointing and repeating words. Use role-play to engage.
SEN Support	Use visual aids, repetition, and sentence starters with individual or small group support. Use multi-sensory activities like handling a crown prop.
KS1 (Year 1 & 2)	Encourage extended sentences and reasoning. Scaffold timeline description with prompts. Provide challenge in writing extension.
Advanced Learners	Invite to verbalise more detailed leadership qualities, use more historical vocabulary like “monarch”, “reign”, “era”. Draw and write with more detail.

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Reflection for Teacher

• Were all children able to participate in the timeline and discussion?
• Did the visuals and sentence starters engage SEN learners?
• How did the class respond to leadership discussion? Note vocabulary used for future lessons.
• Adjust next lessons to revisit timeline and introduce historical context gently.

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Note: This plan is designed with flexibility for mixed ages, ensuring continuous provision can incorporate props and books related to queens for further explorations during free flow.

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I Can Statements Summary

• I can name three queens of England.
• I can say one thing about each queen.
• I can put them in order on a timeline.
• I can talk about what makes a good leader.

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This lesson paves the way for a rich, progressive unit that builds historic understanding, vocabulary development, and personal reflection on leadership — all vital skills encouraged within the National Curriculum for History and the EYFS framework.