Teaching the Great Fire of London: Why September Is the Perfect Time

The Great Fire of London (2 September 1666) is a September calendar anchor and a superb curriculum topic for Key Stage 1 history. The fire's scale, drama, and historical significance capture children's imagination, whilst the primary sources (Samuel Pepys' diary, contemporary accounts, architectural evidence) provide rich material for developing historical thinking and literacy skills.

Beyond facts and dates, the Great Fire offers lessons: How do communities respond to crisis? What can we learn from history about disaster, resilience, and rebuilding? The 2024 Curriculum Review emphasises understanding significant historical events and their impact—the Great Fire meets this squarely.

Why the Great Fire Matters: Context and Significance

London in 1666 was a dense, wooden city, with buildings clustered closely together. Fire spread rapidly. The Great Fire destroyed most of medieval London, killed thousands, and displaced the population. Yet it prompted rebuilding: new architectural styles (brick and stone rather than wood), new urban planning (wider streets), and new civic infrastructure (fire services).

The Fire is significant because it shaped modern London—and is a turning point in history. It's also emotionally resonant: disaster, loss, and community coming together to rebuild. These themes, taught age-appropriately, develop historical thinking and empathy.

Samuel Pepys and Primary Source Evidence

Samuel Pepys, a contemporary diarist, recorded the Fire in detail. His diary entries are visceral: the heat, the smoke, people fleeing with few possessions, the uncertainty. Year 1-2 children can hear extracts and imagine: "How did people feel? What did they see and hear and smell?" (Pepys writes of "the dreadful noise the fire made as it came along.")

Year 2-3 children can analyse Pepys' writing: What language shows he was frightened? What details tell us about how the fire spread? When was he writing (during or after the fire)? Does his account seem reliable? Using primary sources—even if children can't read independently—develops historical thinking: evidence, perspective, and interpretation.

Model Building and Investigation

Create a model of 17th-century London: wooden buildings, narrow streets, no fire services. Discuss: How would fire spread? Why so quickly? What stops fire? (Water, wide streets, non-flammable materials.) Build the model, then simulate fire spreading. What features would slow it? This hands-on exploration develops understanding whilst capturing children's engagement.

Year 3-4 might investigate fire and materials: Which materials are most flammable? How fast does fire spread through different materials? Why did medieval London burn so completely? This combines history with science investigation—integrated learning that's more memorable than isolated history.

Drama-Based Learning: Experiencing History

Role-play brings history alive. Children enact scenes: living in London before the Fire, the night the Fire started, losing homes, seeking shelter, rebuilding. They experience—emotionally and physically—the disruption and chaos. They also discuss: What would you save if your house was burning? Where would you go? What would you need to rebuild? These questions develop empathy and historical imagination.

Drama helps children understand that history isn't abstract—it affected real people who felt fear, loss, and determination. This emotional engagement deepens learning and builds respect for the past.

Cross-Curricular Links

Literacy: Reading and responding to Pepys' diary, writing a diary entry as a London resident, writing recounts or explanations. Geography: Mapping medieval London, understanding street patterns and how fire spread, comparing old and new London. Science: Investigating fire, combustion, and materials. Design Technology: Rebuilding London—what architectural changes happened after the Fire? Why? Designing a fire-safe building.

These cross-curricular links make the Fire's significance clear and deepen understanding across subject areas.

Local Connections and Modern Fire Safety

Many areas of London still show Great Fire impacts: The Monument (built to commemorate the Fire and designed by Sir Christopher Wren), streets laid out in Wren's redesigned London, surviving buildings. Some schools take virtual or real visits to these sites, connecting past and present.

Discuss modern fire safety: How do we prevent fires now? (Building regulations, electrical safety, fire alarms, fire services.) What did people lack in 1666? (Understanding of fire science, organised emergency services, communication systems.) This helps children appreciate modern safety and understand historical progress.

"The Great Fire destroyed a city but led to its rebirth—more beautiful, safer, better designed. History shows us that communities are resilient and that disaster can prompt positive change. These are powerful lessons for children to learn."

Bring It to Life with a Workshop

A specialist history workshop brings the Great Fire to life through drama, investigation, and immersive learning experiences that leave children with lasting understanding and respect for this pivotal historical moment.