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The Great Fire of London Start and How Did It Affect London? History Year 1 Why did the great fire of London start and how did it affect London? Sample© Focus Education UK Ltd. 1 Introduction Vlad and the Great Fire of London: Why did the great fire of London start and how did it affect London? • This unit is part of the ‘Focus History/ Focus Geography’ resource which has been produced to support better quality writing in history and geography. • It should be used to cover the Key Stage 1 unit from the history national curriculum: ‘changes outside living memory’. • Used as set out, it provides you with activities and resources that supports the coverage of English and history for half a term. • One of the aims is to create curriculum cohesion, enabling learners to link their learning appropriately. • The activities aim to maximise pupils’ thinking and reasoning, putting greater emphasis on learners’ own questioning. • The units can be followed as set out in this scheme or can be modified, as required. • The important issue is that the unit currently ensures coverage within the national curriculum’s history programme of study. Any modification to the history should ensure that national curriculum coverage is still guaranteed. Sample© Focus Education UK Ltd. 2 Aims of the history curriculum The national curriculum for history aims to ensure that all pupils: 1 • know and understand the history of the British Isles 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 2 • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind 3 • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ 4 • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses 5 • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed 6 • 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. Sample© Focus Education UK Ltd. 4 Year 1: Why did the great fire of London start and how did it affect London? KS1 History: events beyond living memory that are significant nationally or globally. In this unit the focus is Other book to read: on the Victorians. WOW: Create a number of paper house, place them close together in a safe area and set fire to one of them so that pupils can see the impact LC1 Where is London and when did the fire happen? LC2 Why did the great fire of London spread so quickly? LC3 Who was Samuel Pepys and why was important to help us learn about the great fire? LC4 How did they try and put out the fire and what would they do today? LC5 How did artists capture the Great Fire of London? LC6 Reflection: Children to summarise what they know about the Great Fire of London Sample© Focus Education UK Ltd. 6 Year 1: Why did the great fire of London start and how did it affect London? By the end of this unit what should pupils know? • Pupils should know where London is and why it is our capital city • Pupils should know that life was different for children a long time ago • Pupils should know how London’s housing was very different a long time ago than it is now • Pupils should know that the way fires were dealt with was very different a long time ago • Pupils should know that most children at the time of the great fire of London did not go school • Pupils should know that London was plagued with rats • Pupils should know that the lives of rich people at this time were very different to lives of poor people • Pupils should know about the paintings that showed London on fire Sample© Focus Education UK Ltd. 7 Unit 1: History/Geography What I know already What I think I know Questions I have about London about London about London Sample© Focus Education UK Ltd. 10 Unit 1: History/Geography: Where is London? Use a map of the United Kingdom to locate London in relation to other major cities and where they live . Take the opportunity to explain to children where Wales, Scotland and Northern Ireland are. (this should re-inforce the learning in geography) . Name the three main seas that surround the United Kingdom: Irish sea; North Sea and the English Chanel. Ensure children know where Manchester, Birmingham, Cardiff, Edinburgh and Belfast are. Locate where they live on the map. Talk about the nearest city to where they live and how they would travel to get to London from where they live. Children could use the map to locate places they have visited in the United Kingdom. Sample© Focus Education UK Ltd. 12 Unit 1: History What is a time line? 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Year Put in significant Here are some ideas for them to think Children should place at least 4 major of: events in their life on the timeline. Brother or sister born They should use a box for each, as Special holiday shown below. Christening Got a pet (dog or cat) Learned to ride a bike I was born Read my first book Could write my name Sample© Focus Education UK Ltd. 13 Unit 1: History/Geography 10 interesting facts about London 1 London is the capital city of England and the United Kingdom 2 London is the largest city in the United Kingdom. 3 London is the largest city in Europe. 4 The tallest building in London is The Shard London Bridge - 310 meters (1,017ft) tall. 5 The River Thames flows through London. 6 London Bridge does not have towers. Tower Bridge does! 7 The Romans were first to settle where London is today. They called it Londinium. 8 The London Underground is known as ‘the Tube’. 9 Buckingham Palace has 775 rooms. 10 Big Ben is not actually the name of the clock or the tower. Sample© Focus Education UK Ltd. 15 Unit 1: English What can information can you get from this picture? What do you think is happening? When do you think this might have happened? Label the picture with the clues you have found before writing your response. I think…..because I can see… I think this might have happened…. because… Sample©© Focus Education UK Ltd. 21 Unit 1: English Sample© Focus Education UK Ltd. 22 Unit 1: English/ History Complete the table below to compare houses from today to houses from 1666. Houses from 1666 Houses of today Sample© Focus Education UK Ltd. 25 Unit 1: English Who do you think the characters are? What do you want to find out about them? Have you got any questions you would like to ask them? I think the characters are … I want to know….. I would like to ask them… Sample©© Focus Education UK Ltd. 27 Unit 2: History The great fire of London: Why didn’t the fire at Grenfell Towers spread? Why did the fire at Grenfell Towers not spread like the Great Fire of London did? Here are five reasons 1 2 3 4 5 Sample© Focus Education UK Ltd. 32 Unit 2: History/ Science Which materials catch fire quickly and which do not? wood stones paper plastic Look at the four materials above. Which of these is likely to burn quickly? Sample© Focus Education UK Ltd. 34 Unit 2: English Take a closer look at the illustration. What do you think is happening? What do you predict might happen to the maid? I think that … I think the maid might … because… Sample© Focus Education UK Ltd. 46 Unit 2: English Vocabulary What impression do you get of Vlad? Work with a partner and look at the six words below. Set them on the stairs so that the most appropriate word to describe Vlad is on the top. Possible words lazy idle workshy naughty bad wicked Sample© Focus Education UK Ltd. 48 Unit 3: History Who was Samuel Pepys You say his Samuel Pepys lived over 300 years ago and name like wrote about two of the most important events ‘Peeps’. in English history. He played musical Watch the internet link below to learn more instruments about him: including a violin and recorder. https://www.bbc.co.uk/bitesize/topics/z7d7g He lived in wx/articles/zhgxcqt London during the time of the plague. Key facts Samuel Pepys survived the Great Plague of 1665. He also saw the Great Fire of London in 1666. It destroyed 13,000 houses. We know lots about these two events from his diary. Sample© Focus Education UK Ltd. 50 Unit 3: History Interesting facts about the great fire of London 1 The fire burned out of control for 3 days. 2 The fire spread quickly because most of the houses were made of wood. 3 The fire happened more than 300 years ago (in 1666). 4 The fire started on Sunday, September 2nd. 5 Over 1300 houses were destroyed.
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