This whole-class activity simulates the spread of the fire from Pudding Lane across sections of London. It helps children understand the parts the wind and street layout played in spreading the fire. Children are expected to predict likely outcomes and then compare their ideas with the real story.

Pupils are asked 'Should I visit St Lucia' and this interview with a tourist guide describes some of the issues that tourism brings to the island. Pupils can consider the impact their visit might make on the lives of local people. The video was made in 2007 so it can provide evidence of change and continuity when compared with life on the island now.

<p>Why was Charles Darwin the ‘most dangerous man in England’ in 1859? A Mystery to be solved. A table-top activity for pairs of pupils who sort the cards and begin to build possible answers to the question. Can be used as a lead activity to a short study of Darwin and religious thinking in the middle of the C19th. Can be linked to Creationism and schools of today. Teacher in role as Darwin and/or FitzRoy can extend the thinking.</p>

Pupils are asked 'Should I visit St Lucia?' They consider the views of a banana grower who sees tourism as a source of income for the island to replace bananas. But it must be managed in order to preserve the environment and the jobs of St Lucians.

This role-play based on the ongoing issue of where the Elgin Marbles/Parthenon Sculptures should be kept ensures that your pupils will create enquiry questions about life in Ancient Greece and the legacy including the Olympic Games. You design the learning based on what grabs their interest and meets the requirements of the Programme of Study.

This is a true story. It develops an understanding of attitudes to Roman Catholics in England since 1605. In KS1 the teacher can be in role as Helen using the story cards. The children work in groups and use their recent knowledge of the Gunpowder Plot story to design questions for Helen. After an agreed time the groups offer their answer to the big question. At KS2 the same approach can be used or the cards given to pairs of children to sort and select the evidence for their answer to the question.

Pupils are asked 'Should I visit St Lucia?' They watch the video of an interview with a tourist guide and consider the impact of building hotels on historic sites. They hear a story of how protests from local people saved Pigeon Island from use as a hotel complex.

This is a true story. It develops an understanding of attitudes to Roman Catholics in England since 1605. In KS1 the teacher can be in role as Helen using the story cards. The children work in groups and use their recent knowledge of the Gunpowder Plot story to design questions for Helen. After an agreed time the groups offer their answer to the big question. At KS2 the same approach can be used or the cards given to pairs of children to sort and select the evidence for their answer to the question.