History · Year 2 · The Great Fire of London · Autumn Term

Fire Safety: Then and Now

Comparing the Great Fire of London to how we stay safe from fire today, including modern prevention and response.

• National Curriculum Attainment Targets
• KS1: History - Changes within living memory
• KS1: History - Continuity and change

About This Topic

Fire Safety: Then and Now helps Year 2 students compare the Great Fire of London in 1666 with today's practices. They learn how timber-framed houses, thatched roofs, overhanging upper storeys, and open fires in crowded streets made the blaze spread quickly from Pudding Lane to much of the city. Modern contrasts include brick and concrete buildings, smoke detectors, fire-resistant materials, and trained fire crews with engines and hoses.

This fits KS1 History standards on changes within living memory and continuity and change. Students answer key questions about home safety rules, building differences, and personal actions in a fire, like stop-drop-roll or getting low to escape smoke. These discussions build awareness of historical lessons informing current protections and encourage reflection on community safety.

Active learning excels with this topic. Children engage through role-playing escape drills, constructing model houses to demonstrate fire spread, and sorting then-and-now safety cards. Such approaches make history vivid, connect past events to daily life, and promote teamwork while reinforcing practical skills in a memorable way.

Key Questions

1. What fire safety rules do we have today to keep us safe at home?
2. How were buildings in 1666 different from buildings today, and why did that make fires more dangerous?
3. What would you do if there was a fire in your home?

Learning Objectives

• Compare the causes and spread of the Great Fire of London with modern fire safety measures.
• Explain how building materials and design in 1666 contributed to the rapid spread of fire.
• Identify key fire safety rules and equipment used in homes today.
• Describe the actions individuals should take in the event of a house fire.

Before You Start

Homes and Houses

Why: Students need a basic understanding of different types of homes and their features to compare historical and modern buildings.

People Who Help Us

Why: Familiarity with community helpers, including firefighters, provides a foundation for understanding fire response.

Key Vocabulary

Thatch	A roofing material made of straw or reeds, which burns very easily and was common in 1666.
Smoke detector	A device that sounds an alarm when it senses smoke, warning people of a potential fire.
Fire engine	A specialized vehicle used by firefighters to transport equipment and water to a fire scene.
Fire escape plan	A pre-arranged route and set of actions for safely leaving a building during a fire.

Watch Out for These Misconceptions

Common Misconception

Fires spread in the same way today as in 1666.

What to Teach Instead

Wooden buildings and narrow streets accelerated spread then, unlike spaced brick homes with sprinklers now. Building and testing models helps students see physical differences, while group talks refine their ideas through evidence sharing.

Common Misconception

Firefighters used engines and water hoses in 1666.

What to Teach Instead

People relied on hand-thrown buckets and hooks to pull down buildings. Role-play drills contrast methods, allowing peer observation to correct views and highlight technological changes.

Common Misconception

The Great Fire only affected one street.

What to Teach Instead

It destroyed 13,000 houses over four days due to wind and materials. Mapping activities on class timelines visualise scale, helping students grasp scope through collaborative plotting.

Active Learning Ideas

Timeline Activity: Then and Now Fire Safety

Provide cards with 1666 facts and modern equivalents. In small groups, students sequence them on a split timeline poster, drawing simple illustrations for each. Groups present one key change to the class.

45 min·Small Groups

Role-Play: Fire Escape Drills

Divide the class into pairs to act out 1666 bucket chains versus modern stop-drop-roll and call 999 routines. Switch roles after practising each. Debrief on why methods improved.

30 min·Pairs

Model Building: House Fire Spread

Pairs use craft sticks for 1666-style houses and blocks for modern ones. Simulate fire with red tissue and observe spread differences. Record findings on worksheets.

40 min·Pairs

Sorting Game: Safety Rules Match

Whole class sorts picture cards of old and new safety items into 'Then' and 'Now' hoops. Discuss matches and invent one new rule as a group.

25 min·Whole Class

Real-World Connections

• Firefighters, like those at the London Fire Brigade, train extensively to respond to emergencies using specialized equipment such as hoses and breathing apparatus.
• Building regulations today require the use of fire-resistant materials like brick and concrete, and the installation of smoke detectors in homes to prevent fires and ensure quick evacuation.
• The Red Cross provides resources and teaches practical skills, such as 'Stop, Drop, and Roll', to help people stay safe during a fire emergency.

Assessment Ideas

Exit Ticket

Provide students with two images: one of a 1666 London street and one of a modern street. Ask them to write one sentence comparing fire danger in each and one sentence about a modern safety feature.

Discussion Prompt

Ask students: 'Imagine you are talking to someone from 1666. What are two important fire safety rules you have today that they did not have?' Listen for their understanding of modern prevention and response.

Quick Check

Show students pictures of different fire safety items (e.g., smoke detector, fire extinguisher, thatched roof, open fire). Ask them to sort the pictures into 'Helps Prevent Fire' and 'Made Fires Worse in 1666' categories.

Frequently Asked Questions

How does Fire Safety: Then and Now connect to the Great Fire of London unit?

It builds on the event's causes and spread by contrasting 1666 vulnerabilities with modern solutions. Students use unit knowledge to answer questions on building changes and home rules, deepening understanding of historical impact on today's safety through direct comparisons and discussions.

What active learning strategies work best for this topic?

Role-plays of escape scenarios, model-building to show fire spread, and sorting games for safety rules engage Year 2 kinesthetically. These methods link abstract history to actions, with small group rotations ensuring all participate. Debriefs solidify learning, boosting confidence in both historical facts and personal safety skills.

How can teachers address differences in 1666 buildings?

Use images and models to highlight timber frames, thatch, and overcrowding versus concrete and alarms today. Hands-on construction activities let students test fire simulation, revealing why fires were deadlier then. This visual, tactile approach clarifies changes within living memory.

What should students learn about responding to a home fire?

Teach stop-drop-roll, get low under smoke, close doors, and call 999 from a safe spot. Link to 1666 chaos without organised response. Practice via paired drills reinforces steps, building calm habits and historical context for safety evolution.