E-Learning ModulePaid subscription

London on Fire: The Story of 1666

Prefer not to join? Buy just this resource

One-off price: £1.29

This resource is also included with eligible paid plans.

Buy this resource — £1.29

Create a free Learning Locker first; the exact resource and price are confirmed before payment.

Resource guide

Key stage

Key Stage 1

Subject

History

Time

~10 min

Access

Paid subscription

Progress

Tracked

This is a preview. Use the access options shown to check the plan or purchase needed.

About this resource and curriculum

Study guidance and sample questions

Get the most from this

Explore the lesson one part at a time. Pause to try an example, then explain or show what you noticed. Ask for help if you need it.

Explore this interactive lesson together, or let the learner try it independently where appropriate. Pause to talk about an idea or try it in another way.

A lesson view or time spent is not a best quiz score or a saved wrong-answer report. Ask what the learner can show or explain.

Use this interactive lesson to introduce or practise an idea. For England, check the relevant national curriculum programme of study where applicable; a stage label alone does not establish alignment.

A view or elapsed time is engagement information, not evidence of a scored assessment or a list of misconceptions. Check understanding through discussion or an example.

Ask the learner to show or explain one idea, then try a fresh example with suitable support. Note any prompts needed; retelling alone does not show secure understanding.

How to study with London on Fire: The Story of 1666

This parent guide links the page examples with a structured study routine. The present resource is labelled History, Key Stage 1, Year 1, Year 2, E-Learning Module. Use that context, the learning summary and published prompts to agree what secure work should demonstrate.

Prepare a focused session

Read the title and learning focus side by side. Ask the learner to identify the understanding, terminology or technique they may need. Scan each sample and identify instruction words, values, hints, constraints or unfamiliar terms. Agree a realistic time window, remove distractions and collect suitable equipment such as paper, pencil, ruler, coloured pens, calculator, headphones or a device. Encourage an unaided initial attempt so the response shows secure understanding and gaps. A reflective pause often supports remembering better than an same-session answer.

Make thinking published

Invite the learner to restate the task in their own words. They can underline essential information, break a complex problem into shorter steps, sketch a model, arrange support, practise a sentence or describe a planned method. Ask why their method fits and whether another strategy could work. When movement stops, provide a staged hint: rephrase the goal, point towards a relevant example, limit the choice, then model only the next step. Return ownership immediately afterwards. Spoken reasoning reveals mistakes and practises accurate subject language.

Check accuracy and understanding

Compare the attempt with published answer guidance after sustained effort. Inspect more than the final response: review the method, explanation, units, support, sequence, spelling or presentation where relevant. Ask the learner to locate the initial point where their reasoning changed course. Complete corrections actively in a different colour or fresh space, followed by a concise description of the improvement. For a correct answer, request reasoning and one unaided check. This distinguishes confident understanding from guessing while building accuracy, reflection and careful working habits.

Consolidate and extend

Finish with retrieval from memory. Cover the example and ask for the main idea, process or fact again. Create one small adaptation by altering a value, condition, example, viewpoint or level of support while keeping the learning focus. Invite the learner to write a comparable question and supply checking guidance. Record one success and one clear next step, perhaps returning to terminology, practising a calculation, adding support or refining clarity. Recheck that target later in the week because spaced review gives stronger information than same-session repetition.

The interactive player, downloadable file and make answer material retain their existing access controls. The guide supports preparation, discussion and review.

Cookie	Provider	Purpose	Duration
`lh_cookie_consent`	Learnaroo Hub	Remembers your cookie choices so we don’t ask again.	6 months
`lh_member_*`	Learnaroo Hub	Keeps you securely signed in to your dashboard.	Session / 14 days
`lh_secure_*`	Learnaroo Hub	Protects your authenticated session.	Session
`lh_ui_*`	Learnaroo Hub	Remembers your dashboard display preferences.	1 year
`lh_session`	Learnaroo Hub	Maintains your server session while you browse.	Session
`__stripe_mid / __stripe_sid`	Stripe	Fraud prevention when you subscribe or pay.	1 year / 30 minutes

Cookie	Provider	Purpose	Duration
`_ga`	Google Analytics	Tells anonymous visitors apart to count usage.	2 years
`_ga_*`	Google Analytics	Keeps analytics session state.	2 years
`_gid`	Google Analytics	Tells anonymous visitors apart (short term).	24 hours
`_gat`	Google Analytics	Limits how often analytics data is collected.	1 minute

🧭 Choose a key stage

Early Years (EYFS)

Key Stage 1

Key Stage 2

Key Stage 3

GCSE

🎯 By format

Not sure which fits?

London on Fire: The Story of 1666

Prefer not to join? Buy just this resource

Ready to make learning click?

🍪 We value your privacy

Report a resource problem

Prefer not to join? Buy just this resource

Related modules

More on this topic

Ready to make learning click?