Comments

We all thought it was great! Children v. enthusiastic, learning enhanced! Impressed that every child was given a ‘role’. Occasional joke lightened the subject matter and made sure the more sensitive children could participate happily.
Turners Hill CP

A rich, hands on experience for all children. They loved it. Even the nervous ones joined in. This really brought the subject alive.
Trafalgar CI

Children engaged and stimulated: “Now I know what it must have been like to be there!
Gattons

V. positive – loved engagement of all pupils and coverage of relevant information – Plague was suitably grisly. A lot of v. happy pupils, much information retained. V. colourful and active show – a pleasure
Woodingdean PS

Wow! Marvellously animated and full of life. Absolutely loved it. It made this topic fun and memorable
Southwater IS

Excellent workshop – historical facts brought to life. You don’t underestimate the intelligence of children. Excellent start to our new topic
The Vale PS

Great – really enjoyed it! Smoke machine – fab!
Downview

A well done performance!
St Lawrence

Fantastic – we all really enjoyed it. Really good start to the topic – really is informative. We’ll be booking again next year
Downs Infants

V. good kick start to our term’s topic. Enjoyment and excitement. Children remembered facts and names. Smoke & Props – increased excitement. Children gained a lot from role play.
Slinfold PS

Lesson Plan & Follow Up Ideas...

Lesson Focus:

HISTORY/ENGLISH/MUSIC

Pupils' prior experience and learning:

On-going Fire of London topic and Rainbow Theatre visit

References:

N.C – History 5, 6d   Music 1b,c, 2b, 4a, c,

Learning Intentions:

• to identify how the Fire of London would have sounded to the people who experience it
• to respond to the Fire of London show by exploring, choosing and organising sounds and musical ideas

Resources/Materials:

• range of musical instruments
• other items to create sound such as crackly paper
• tape-recorder
• IWB – digital photos of show

Health and Safety Risk Assessment:

• warning about being careful with instruments, particularly beaters

Inclusion and Differentiation:

• low ability group to have adult support, working on simple sound effects
• high ability to work on creating musical patterns and to evaluate and improve work

Lesson Content, Organisation and Management:

• class discussion about Fire of London performance: what did children learn? How did they feel?;
• talk about how the fire would have sounded and other noises such as horses hooves, shouting, running feet etc; word bank to be created on board;
• which instruments might make these noises?;
• children to work in groups – each group given responsibility for a particular sound;
• clear signals given for children to stop and put instruments down;
• groups to perform individually to rest of class, then all together, with teacher conducting and bringing in different noises at different times using hand signals;
• extension work: children to write list of noises, describing them with invented signs and symbols.

Assessment: Evidence for Learning/Implications for Future Planning

• ability to recall facts from show; all pupils should remember at least one thing;
• controlling and listening skills: can pupils respond to hand signals and listen with concentration to other's performance?;
• are some pupils able to evaluate their performance?

Other follow-up suggestions:

• Cartoon strip the sequence of events leading up to The Fire of London; N.C KS1 En1,1b
• Using a picture of a fire, label it with appropriate adjectives – eg. hot, crackling, loud etc; N.C KS1 History 1a, 5
• Write an account of The Fire of London from the point of view of a child living at the time; N.C KS2 En 1a, 9a,b, History 1a,2a,5a,c
• create a fire collage. N.C KS1 Art and design – 2c, 4a

Barley Dellaway