The Great Fire

Despite being around for a very long time as an infant topic it still ‘does the business’. Not only does it offer one of the best contexts for looking at cause and consequence, it also encourages the use of drama and role play to develop an empathetic understanding of the human dilemmas of the thousands having to watch their houses going up in flames. Schools are now being more imaginative with their approaches, many bringing in the local

Fire Brigade to put out the fire in the playground where previously junk-modelled buildings (made as part of D&T) went up in flames! Don’t try this at home !!

The lessons here develop a deep understanding of causation, so that children’s explanations are better than some found in books. They also exploit pupils’ creativity, asking them to be designers of the new rebuilt London

Why did the Great Fire burn down so many houses?

This Great Fire lesson focuses on developing children's powers of explanations.  They will already have looked at the sequence of events and will be able to offer a few simple reasons.  This lesson aims to take them beyond a simple list towards deeper understanding of...
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How shall we rebuild London after the Great Fire?

This lesson gives full rein to children's creative flair, disciplined by evidence.  The City of London is offering a prize for the best design for a rebuilt London after the Great Fire.   If the children know the causes well, and they should do after using...
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Help Tom to fight the Great Fire. Smart Task

This ICT based activity draws heavily on the superb new website created as a joint enterprise by the National Archives, National Portrait Gallery, Museum of London and London Fire Brigade Museum. It appears on the Learning Curve section of the National Archives site. The interactive...
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The Great Fire of London – Key Stage 1

2 SMART TASKS AND Using de Bono’s Thinking Hats approach to deepen children’s understanding of the Great Fire. A fascinating short article in which 2 talented infant teachers explain how they successfully used de Bono’s Thinking Hats approach to both deepen pupils’ understanding of the...
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