This primary resource explores significant events during the lifetime of Queen Elizabeth II. Discover the Queen’s life up until this comic strip was made for her Diamond Jubilee. When was the Queen born? How old was Elizabeth when she was crowned queen? Who did she marry?

Pupils will learn about the Queen’s childhood, coronation and recent life in our National Geographic Kids’ History primary resource sheet.

The teaching resource can be used in study group tasks for a simple overview of Queen Elizabeth II’s life and reign. It can be used as a printed handout for each pupil to read themselves, or for display on the interactive whiteboard, as part of a whole class reading exercise.

Activity: Ask the children to choose a stage of the Queen’s life (e.g. childhood, during WWII, her coronation as a young adult, her marriage, etc.) and design a poster with some facts from this time. These could be used for a class display or timeline of her life. Pupils could use the resource as a starting point for their own research about the Queen, creating their own comic strip showing events in the Queen’s life since the Diamond Jubilee in 2012.

 

N.B. The following information for mapping the resource documents to the school curriculum is specifically tailored to the English National Curriculum and Scottish Curriculum for Excellence. We are currently working to bring specifically tailored curriculum resource links for our other territories; including South AfricaAustralia and New Zealand. If you have any queries about our upcoming curriculum resource links, please email: schools@ngkids.co.uk

 

This History primary resource assists with teaching the following History objectives from the National Curriculum:

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

 

  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

 

National Curriculum Key Stage 1 History objective:

  • Pupils should be taught: significant historical events, people and places in their own locality

 

  • Pupils should be taught: the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria]

 

National Curriculum Key Stage 2 History objective:

  • Pupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

 

This primary resource also assists with teaching the following English objectives from the National Curriculum:

  • Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum

  

This History primary resource assists with teaching the following Social Studies Second level objective from the Scottish Curriculum for Excellence:

  • I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence 

 

  • I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences 

 

As a British values primary resource, this resource sheet assists with promoting fundamental British values as part of SMSC (spiritual, moral, social and cultural development) in schools using the following OFSTED assessment criteria:

Through their provision of SMSC, schools should:

  • enable students to distinguish right from wrong and to respect the civil and criminal law of England

 

  • further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures

 

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