Overview

In this first lesson of the unit "Queens of England: A Journey", Reception and KS1 students will be introduced to three significant Queens of England: Elizabeth I, Queen Victoria, and Elizabeth II. The lesson will explore their importance in history and start to develop understanding of chronology through a simple timeline activity. Students will engage in guided discussion to explore leadership qualities using these iconic figures.

This 60-minute lesson supports the statutory requirements of the National Curriculum for History (Key Stage 1, Years 1 & 2, and Early Learning Goals for Reception), fostering historical knowledge, chronological awareness, and thinking about key historical concepts such as leadership.

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National Curriculum Links

History (KS1)

• Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.
• They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.
• They should use a wide vocabulary of everyday historical terms.
• They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.

Reception (EYFS) – Understanding the World

• Children know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
• They understand the past through settings, characters and events encountered in books read in class and storytelling.

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Learning Objectives ("I can..." statements)

• I can name three Queens of England: Elizabeth I, Victoria, and Elizabeth II.
• I can describe one important fact or characteristic about each queen.
• I can recognise that the queens lived at different times in history.
• I can work with my friends to put the queens in order on a timeline.
• I can explain what makes a good leader.

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Success Criteria

• I can say the names of the queens clearly.
• I can say one thing I learned about each queen.
• I can point to where each queen goes on our timeline.
• I can share my own ideas about what makes a good leader.

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Resources

• Colourful portrait cards of Elizabeth I, Queen Victoria, and Elizabeth II (age-appropriate images)
• Large laminated timeline banner with three equally spaced points
• Simple fact cards for each queen with key information and pictures
• Whiteboard and markers
• Paper, crayons, and sentence starter sheets
• Visual aid posters with leadership qualities (e.g. kind, brave, fair)
• Talking stick or soft object to pass around for discussion
• Differentiated worksheets: drawing templates, sentence writing frames

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Lesson Outline

Time	Activity	Details	Differentiation
0-10 mins	Engagement & KWL Chart

• Introduce the topic "Queens of England."
• Ask: “Who can tell me what a queen is?”
• Create a KWL (Know, Want to know, Learned) chart on the board, writing pupil contributions.
  | Use simple vocabulary and visuals for EYFS; scaffold questions for SEN |
  | 10-20 mins | Meet our Queens |
• Show portrait cards of Elizabeth I, Victoria, and Elizabeth II.
• For each queen, read a simple fact card aloud and highlight one characteristic.
• Use visuals and props (e.g. crown, royal sceptre) to engage kids.
  | Repeat facts and encourage choral responses. Use sentence starters: “Queen Victoria was…”, “Elizabeth I was…” |
  | 20-35 mins | Timeline Activity |
• Display the timeline banner on the wall.
• Explain that the queens lived at different times.
• In groups/pairs, children place portrait cards on the timeline in the correct order (Elizabeth I → Victoria → Elizabeth II).
• Teacher models placing and explains the sequence.
  | Provide timeline with images and labels; adult support for SEN. Advanced learners encouraged to tell one interesting fact while placing the card |
  | 35-50 mins | Discussion: What Makes a Good Leader? |
• Show leadership qualities poster.
• Use the talking stick to invite each child to say what they think makes a good leader.
• Guide the discussion using examples relating to the queens.
  | Use sentence starters: “A good leader is…”, visuals for communication support. Sensory breaks available for SEN |
  | 50-60 mins | Extension & Plenary |
• Extension: children draw their favourite queen and write a simple sentence (e.g. "Queen Victoria was kind.") using sentence starters and word mats.
• Plenary: revisit KWL chart; children share one thing they learned (L).
• Consolidate “I can…” objectives and success criteria on the board.
  | Provide drawing and writing frames, visual prompts. Advanced learners write two or more sentences or label features of the queen’s image |

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Differentiation Strategies

• Visual aids: Portraits, timeline images, posters with pictures + words for vocabulary support.
• Sentence starters: Provide “Queen Elizabeth I was…”, “A good leader is…” sentence frames to support writing and speaking.
• Adult support: Small group or 1:1 guidance for SEN or younger nursery children to participate in timeline and discussion.
• Multi-sensory resources: Use props related to royalty (crowns, robes) to deepen engagement.
• Simplified language: Use clear, short sentences and repetition.
• Peer support: Pair mixed-ability learners to encourage collaboration.

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Assessment

• Formative: Teacher observes participation in discussions and timeline activity, checks that children can name queens and say one characteristic.
• Summative: Check drawings and sentences for understanding of queen’s identity and qualities.
• Use oral questioning to assess understanding of leadership qualities.

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Reflection & Next Steps

• Next lessons will explore each queen in more depth, linking to timelines and historical lifestyle differences.
• Use the introductory knowledge as a foundation for storytelling, role-play, and visual/history-based activities.
• Plan to involve outdoor role-play, using royal costumes and historical dress to nurture learning through continuous provision.

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Additional Notes for the Teacher

• Incorporate simple songs or rhymes about queens for auditory learners.
• Use Rosenshine’s principles: start with recalling prior knowledge (KWL), break down tasks (timeline activity), provide scaffolding (sentence starters), and encourage independent work in the plenary.
• Keep the tone encouraging and respectful, recognising diverse backgrounds and abilities.
• Use your outdoor area to enhance learning opportunities as appropriate in later lessons.

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This plan aligns closely with the Early Years Foundation Stage framework and the KS1 History programme of study in the National Curriculum for England, offering an age-appropriate, engaging start to this historical unit.