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I have created this page to outline a sequence of lessons that can be taught to a year two class as the National Curriculum (2013) states that children in Key stage 1 need to be taught about 'events beyond living memory that are significant nationally or globally' (DfE, 2013: 2). This sequence of lessons will help the children to understand how the fire started and the effect that this had on London at the time and now. The children will also be looking at the historical skill of chronology.

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Source - Video clip. This video clip shows us what London was like in 1666.

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Source - Video clip. This video clip shows us what London was like in 1666.

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Learning objective:
- infer information about the past from sources

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Pudding Lane Productions, Crytek Off The Map

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We are six students from De Montfort University taking part in the Crytek Off the Map project, building a 3D representation of 17th century London before The Great Fire. For more information on our whole project, including concepts and processes please visit our team blog; http://puddinglanedmuga.blogspot.co.uk/ *the team does not claim ownership to the music used in this video, all credit goes the the composer Hans Zimmer, 'Leave No Man Behind'.

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Before the video clip:
What do you think London would have been like back in 1666?
What do you think the houses looked like? Would they have been built the same as houses today?
During the video clip:
What do you notice about London is 1666?
After the video clip:
What are the similarities and differences between London in 1666 and how we know it today

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National Archives - Pudding Lane Heart Tax - August 1966, two weeks before the fire.

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National Archives - Pudding Lane Heart Tax - August 1966, two weeks before the fire.

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I am going to share this with the children and explain to them that this source shows who lived on Pudding Lane at the time and what there profession was.

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When showing the children the video of what London would have looked like in 1666, I will be ensuring that they are spotting certain things; for example, the use of wood to build houses and how close all the buildings are to one another.

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Questions: (taken from the National Archives) 

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Questions: (taken from the National Archives) 

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Can you find the name of the king’s baker?
How many fireplaces and ovens did he have?
How much tax did the baker have to pay?
How many different jobs can you find on the list? Name them.
How many men had houses on the list?
How many women had houses on the list?
How many houses were empty?

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Lesson Objectives:
- develop a sense of chronology
- infer information about what happened from the given source

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Who was Samuel Pepys?
Why is his diary so important?
Where did the fire start?
How did they end up putting the fire out?

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Whilst reading the simplified entries to the children, I will ensure to use chronological language. For example saying things like; first, then, after that and finally. Also reiterating

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Pudding Lane Productions, Crytek Off The Map

Available at: https://www.youtube.com/watch?v=SPY-hr-8-M0 (Accessed: 11/12/18)
National Archives Pudding lane Heart Tax Available at: http://www.nationalarchives.gov.uk/education/resources/fire-of-london/source-1/ (Accessed: 11/12/18)

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At the end of the lesson, I will share this video with the children to consolidate the importance of Samuel Pepys and his diary. At points during the video I will pause it and talk to the children about what is happening.

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BBC Watch Magic Grandad - Samuel Pepys - Great Fire of London

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BBC Watch Magic Grandad - Samuel Pepys - Great Fire of London Available at: https://www.youtube.com/watch?v=VarSSAwiimU (Accessed: 11/12/18)

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Learning objectives:
- look at Pudding Lane now, compare it to what we know about the area in 1666.

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Lesson Objectives:
- sequence the events of the fire

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Before the children do this activity, as a class we will talk about our prior knowledge of the Great Fire of London. We will discuss why and how the fire started, how we know this information and the different things that we found out during our prior lessons.

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After the children have completed their chronology activity, I am going to share this map with them and ask them to have a look at it in pairs.

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What is this map showing?
Can you find the following places on the map?
-River Thames
-Tower of London
-St Paul’s Cathedral (Clue: from above it looks like a cross, not a dome)
-Pudding Lane (Clue: north of the river, near the bridge)

Why are there not many buildings shown in the white middle part of the map?

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Whilst the children are looking at this map, I will walk around and ask the children questions about what they are looking at and how they know - pointing the children in the direction of the key.

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Why did they change the way they rebuilt the town?
What have they rebuilt using?
Do you think there are any similarities, using your prior knowledge?
If the fire broke out today, do you think the same outcome would occur? why?

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National Archives Wenceslaus Holler map Available at: http://www.nationalarchives.gov.uk/wp-content/uploads/2014/03/ZMAP-4-18-s31.jpg (AccessedL 11/12/18

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Whilst we are walking around Pudding Lane, I will stop the children (in a safe place) to just observe what they can see. I will also give the children a chance to do drawings of the buildings so that they can compare them to the pictures of buildings back in 1666.