Medium Term Planning

SUBJECT: History TOPIC: The Great Fire of CLASS: Year 2

London

TEACHER: YEAR: 2014-2015 TERM: Autumn HALF-TERM: 1.1

TARGET(S): events beyond living memory that are significant nationally or globally; 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
Children learn about the main fire events of the Great Fire of London; fire-fighting techniques; buildings during the
Great Fire; diaries and oral accounts of the events. Children ask and answer questions, referring to stories and other
sources. In Year 2, they should develop more confidence in their enquiring abilities by becoming history detectives
and asking more pertinent questions about artefacts, why events happened, why people acted the way they did and
how things were significant or made a difference to society locally, nationally or internationally. Throughout this topic
children collect and use a wider vocabulary of everyday historical words that enable them to ask and answer
questions in more detail. Children should understand some of the ways in which we find out about the past, e.g.
listening to and interpreting stories, primary and secondary sources.

WK LESSON OBJECTIVE DIFFERENTIATED LEARNING INTENTIONS ACTIVITY Unusual

/ SKILLS Resources /
(KNOW, UNDERSTAND,DO) Trip
ALL MOST SOME
1 Develop an awareness of Know when Know when Know when Children
the past, using common the Great Fire the Great Fire the Great Fire learn about
words and phases relating of London of London of London where and
to the passing of time took took took how the
Place. place and place and Great Fire
Know where people and Know who understand explain what
broke out.
events they study fit within was king at what London London was
was like in like in
They lean
a chronological framework. the time of
1666. 1666 using why the fire
the Great
Fire. Know who pictures as spread
Identify similarities and
With support was king at clues. quickly They
differences between ways
can locate the the time of Know who place the
of life in different periods.
date of Great the Great was king at event on a
Fire on a Fire. the time of time line
Use a wide vocabulary of the Great
everyday historical terms.
historical Can locate showing
timeline of the date of Fire. periods in
the United Great Fire on Can locate the history of
Ask and answer questions, Kingdom. a historical the date of
choosing and using parts England.
Know how timeline of Great Fire on
of stories and other They learn
and where the United a historical
sources to show that Kingdom. timeline of
about the
the Great
they know and the United Charles II.
Fire of London Can
understand key features started. understand Kingdom.
of events. how and Can
Know why
the Great where the understand
Understand ways in which Fire Great how and
we find out about the past. spread so Fire of London where the
quickly. started. Great
Can Fire of London
understan started,
d why the explaining
Great Fire why the Great
spread so Fire spread so
quickly. quickly.

2 Identify similarities and Can label the Can label the Can label the They will
differences between ways features of a features of a features of a examine
of life in different periods timber- timber- timber- why the fire
framed house framed house framed spread so
Use a wide vocabulary of and tar paper and tar paper house and quickly and
everyday historical terms. shack. shack. tar paper why many
Compare it to Compare it to shack and
houses were
Ask and answer questions. the modern the modern compare it
day houses day houses to modern
destroyed.
orally day houses, They also
Understand some of the listing compare the
ways in which we find out Understand
Know why why many similarities old and
about the past.
 many buildings and present
buildings were differences houses
were destroyed in Can
destroyed the Great explain
in the Fire. why many
Great Fire. buildings
were
destroyed
in the
Great Fire.

3 Develop an awareness of With supprot Can use a Can use a

the past, using common use a range range of range of
words and phases relating of sources to sources to sources to
to the passing of time find out how find out how find out how
the Great Fire the Great Fire the Great Fire
Identify similarities and was fought was fought was fought
differences between ways and begin to and make and make
of life in different periods. make comparisons comparisons
comparisons with present- with present-
Use a wide vocabulary of with present- day fire- day fire-
everyday historical terms. day fire- fighting. fighting.
fighting. Can Can
Know why understand understand
Ask and answer questions,
poor fire- why poor fire- why poor fire-
choosing and using parts
fighting fighting fighting
of stories and other
methods methods methods
sources to show that
failed to stop failed to stop failed to stop
they know and
the Great the Great the Great
understand key features
Fire. Fire. Fire.
of events.
Are aware Are aware Are aware
that ‘London’s that ‘London’s that ‘London’s
Understand some of the Burning’ is a Burning’ is a Burning’ is a
ways in which we find out song about the song about the song
about the past. Great Fire of Great Fire of about the
London. London. Great Fire of
Identify different ways in Can use Can use London.
which the past is rhymes to re- rhymes to re- Can write
represented. enact fighting enact fighting more verses
the the of the rhyme
Great Fire. Great Fire. using
17th century
fire
equipment
and actions.
Can use
rhymes to re-
enact fighting
the
Great Fire.

4 Develop an awareness of Know that we Can use Can use Diary sheet
the past, using common can use pictures and pictures and Samuel Pepys
words and phases relating pictures and eyewitness eyewitness diary.
to the passing of time eyewitness accounts o find accounts http://
accounts o find out how to find out www.bbc.co.uk/
Identify similarities and out how people fled how people
schools/
differences between ways people fled; and create a fled and
with support group diary of create a diary
primaryhistory/
of life in different periods.
create a group the Great of the Great famouspeople/
diary of the Fire’s events. Fire’s events. samuel_pepys/
Use a wide vocabulary of
Great Fire’s Know about Know about
everyday historical terms.
events. Know Samuel Pepys Samuel Pepys
about Samuel Can Can
Ask and answer questions, Pepys; investigate investigate
choosing and using parts re-enact pictures pictures
of stories and other escaping and and
sources to show that the fire in a eyewitness eyewitness
they know and drama accounts to accounts
understand key features help them to help
of events. re-enact them re-
escaping enact
 Understand some of the the fire in a escaping
ways in which we find out drama the fire in
about the past. session. a drama
session.
Identify different ways in
which the past is
represented.
5 Develop an awareness of the With support Can place the Can place the Paper
past, using common words can place the events of the events of the Paints
and phases relating to the events of the Great Fire of Great Fire of
passing of time Great Fire of London in London in
London in chronological chronological
Know where people and chronological order. order and
events they study fit within a order. Can use oral explaining
chronological framework. Can use oral accounts to their thinking.
accounts to find out Can write a
Identify similarities and find out where the diary entry
differences between ways of where the homeless of describing
life in different periods. homeless of the Great Fire where the
the Great Fire lived. homeless of
lived. Can the Great Fire
Use a wide vocabulary of Can show lived. Explain
compare
everyday historical terms. some empathy how are
these tent
with the Great camps with these tent
Ask and answer questions. Fire homeless present day camps
and create disaster similar/differe
Understand ways in which posters to ask camps. nt to present
we find out about the past. for aid with Can day disaster
some support. empathise camps.
with the Can empathise
Identify different ways in
Great Fire with the Great
which the past is
homeless Fire homeless
represented.
and create
and create
posters to ask
posters to
for aid.
ask for aid.
6 Develop an awareness of Know about Know about Understand
the past, using common some good the good and the good and
words and phases relating and bad bad effects on bad effects on
to the passing of time effects on London after London after
London after the Great the Great
Know where people and the Great Fire. Fire.
events they study fit within Fire. Know about Know about
a chronological framework. Know about Sir Sir
Sir Christopher Christopher
Christopher Wren and Wren and
Use a wide vocabulary of
Wren and Charles II Charles II
everyday historical terms.
Charles II Can review Can review
Can review their work on their work on
Ask and answer questions.
their work on the topic. the topic.
the topic.
Understand ways in which
we find out about the past.

Identify different ways in

which the past is
represented.