The Great Fire of London: Causes, Events, and Impact

Begin by displaying an image of a baker's shop from 17th-century London (e.g., a simple drawing or painting). Ask pupils to consider:

1. What do you see in this picture?
2. What materials might a baker's shop be made from?
3. What tools or equipment might a baker use?
4. Can you spot anything that might be a fire hazard?

Introduce the concept of a 'fire hazard' and discuss how common materials in 1666 London (wooden houses, thatched roofs, narrow streets) made the city vulnerable. Explain that the Great Fire started in a baker's shop on Pudding Lane.

1. Introduction to 1666 London: Show a simple map of London before the fire, highlighting key landmarks like the River Thames, London Bridge, St Paul's Cathedral, and Pudding Lane. Discuss how densely packed the city was and the materials used for buildings.
2. Timeline and Key Events: Provide pupils with a simplified timeline of the Great Fire (e.g., Sunday 2nd Sept: Fire starts, spreads quickly; Monday 3rd Sept: Fire spreads north and west; Tuesday 4th Sept: St Paul's Cathedral burns; Wednesday 5th Sept: Wind drops, fire brought under control by fire breaks). Read through the timeline together.
3. Mapping Activity: Give each pupil a blank or partially labelled map of 17th-century London. As you narrate or recap the timeline, pupils will mark the spread of the fire using different coloured pencils or crayons to show its progression over the days. Encourage them to draw arrows to show direction of spread and mark significant events (e.g., St Paul's burning).
4. Discussion: What helped the fire spread so quickly? (Strong winds, wooden buildings, narrow streets, lack of organised fire brigade). What eventually helped to stop it? (Wind dropping, fire breaks created by blowing up houses).

Conduct a quick 'Fire Facts' quiz to consolidate learning. Ask questions such as:

• Where did the Great Fire of London start?
• What year did it happen?
• Name two things that helped the fire spread.
• Name one important building that was destroyed.
• How was the fire eventually stopped?

Use mini whiteboards for quick answers or a 'hands up' approach. Emphasise that this was a real event with a huge impact on London.

Observe pupils' participation in discussions and their ability to identify fire hazards. Review their completed maps for accuracy in showing the fire's spread and marking key events. Listen to their responses during the plenary quiz to gauge understanding of key facts.

• Image of a 17th-century baker's shop.
• Large map of 17th-century London (for display).
• Individual blank or partially labelled maps of 17th-century London for each pupil.
• Coloured pencils/crayons.
• Simplified timeline of the Great Fire of London (for display or individual copies).
• Mini whiteboards and pens (optional, for plenary).

• Art & Design: Drawing or painting scenes from 17th-century London or the fire itself.
• DT: Designing and building a fire-resistant house or city model.
• Geography: Understanding urban development, mapping skills, and the impact of natural forces (wind) on events.
• Science: Discussing combustion, materials, and fire safety.