london homework year 2

Teaching the Great Fire of London: Activities & Resources for KS1

The Great Fire of London has been a staple in the KS1 history curriculum for decades. Why? Because it’s an exciting and dynamic story that captures the attention of young children and impacted London, and the country, in a way that can be seen today.

The KS1 history curriculum is all about giving pupils the opportunity and skills to learn about significant events that shaped our history , and the people that were there and shaped those events in our eyes. The Great Fire offers both, transporting pupils back to a time very different from their own.

What was The Great Fire of London and how did it happen?

The Great Fire of London was a fire that spread across London over 5 days in 1666, destroying some 13,000 homes and leaving more than 100,000 people homeless. Only 6 people are believed to have died in the fire, though records were not well kept in those days.

The fire started on Sunday the 2nd of September when Thomas Farriner, a baker to the King, failed to properly put out his oven and a spark lit the bakery alight while he slept.

Then, as now, the homes in London were built extremely close together, so the fire spread easily. Unlike today, the houses were made from wood and straw, so there was nothing to slow or contain the fire, especially due to the strong winds that encouraged the fire over the first 4 days. To make the situation worse, there were no taps or water pressure, so all the water used to put out the fire had to be carried from the river and wells.

After the fire burned down St. Paul’s Cathedral, the army decided to use gunpowder to blow up the houses closest to the Tower of London to protect it and stop the fire from spreading further. Finally, with nothing more to burn, the fire burned out.

We got most of our information about the Great Fire from a man called Samuel Pepys, who kept a diary throughout the fire, recording the events of those fraught 5 days.

After the fire, London had to be rebuilt, this time using brick and stone. Fire brigades were formed for the first time since the effort to put out the fire had been so disorganised. St. Paul’s Cathedral was rebuilt, designed by Sir Christopher Wren, but the project took almost 40 years to complete. The one big positive from the fire is that the remaining traces of the Plague were wiped out, as many infested homes and possessions were burned, eradicating the last of the virus.

Activities & Resources for Teaching The Great Fire of London

Great fire of london unit of work.

This Year 2 unit created by Focus Education will guide your students through how and why the fire started, adopting an enquiry-based approach to engage pupils whilst developing key ks1 history skills. It also discusses how the fire shaped the London we know today, helping pupils link events of the past to the present day and their own lives. The unit is packed full of lessons, presentations, plans, games and activities so you have everything you need to teach Year 2 about the Great Fire of London!

You can explore the Great Fire of London History Unit for free by starting a commitment-free trial!

Samuel Pepys Fact File

Samuel Pepys, the diary writer who gave us so much information about the Great Fire (and the Plague), is a central figure in the Great Fire story. This fact file is a part of the unit above and contains essential information about Pepys. It's perfect for quickly introducing your class to Samuel Pepys and contains some great facts that you can later test your pupils on!

Great Fire Fact File

This fact file contains 7 key facts about Great Fire. It's perfect as an individual resource for an engaging introduction to the Great Fire, but it can also be used as part of a year 2 history lesson that asks, “why did the fire spread so quickly and take so long to put out?”. 

Great Fire Timeline

This timeline is a great resource for not only teaching year 2 pupils about the chronology of the Great Fire of London, but also for introducing young pupils to the concept of timelines. The resource encourages pupils to take an enquiry-based approach to their learning, thinking about how to put the events that lead to the start of and the conclusion of the fire in order. This year 2 history resource also teaches about chronology by getting pupils to reflect on their own timelines, giving them the opportunity to create a timeline of their lives.

Word Sorting

Word Sorts is a 10-minute group activity where children are asked to examine a list of 12 words and numbers and decide which 6 relate to the story of the Great Fire of London. This activity encourages children to work together and discuss the events and their ideas to decide which words are relevant and why. It's a great resource for encouraging collaboration and inquisition, ensuring learners are progressing with the key skills outlined in the national history curriculum

Great Fire Name Labels

A fun activity for children to start the Great Fire topic with, these name labels can be coloured in and placed on their desks while covering this topic. It's a really quick and easy way of bringing the topic to life in your classroom.

The Museum of London Interactive Story

The Museum of London offers an interactive version of the story that’s well-produced and gives children an opportunity to see what it was like to live through the events of the Fire. Pupils can help two characters as they move through the story. This is a great resource that can be used individually, in groups, or as a class, depending on what resources you have.

The Museum of London’s Great Fire on Minecraft

If you have access to Minecraft on your school computers, you can download this map and pupils can play through the events of the fire for themselves on Minecraft. They can find hidden objects, fight the fire, and work to rebuild the city. They offer extensive instructions for installation, so don’t panic if the idea of installing the custom map is daunting.

Teaching KS1 history can be daunting, but with the right activities and resources, it need not be. If you’re new to teaching KS1 history, make sure you read our overview of how to teach the KS1 curriculum . If you feel like your history lessons are a little dry, our top tips on how to make your history lessons more engaging will help you build excitement for learning about history.

To explore all the Great Fire of London teaching resources we have on Pango, for free, start a commitment-free trial today!

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The Great Fire of London

In 1666, a huge fire that started in a tiny bakery burned down most of London. The fire was so big that it was called the Great Fire of London .

The fire lasted four days, and burned down over 13,000 homes. There are a lot of reasons why the fire was so large, mostly to do with the way houses were built – a lot of them were made from wood, and were very close together.

Top 10 facts

• The Great Fire of London happened between 2-5 September in 1666.
• The fire began in a bakery in Pudding Lane.
• Before the fire began, there had been a drought in London that lasted for 10 months, so the city was very dry.
• In 1666 , lots of people had houses made from wood and straw which burned easily. Houses were also built very close together.
• We know what happened during the fire because people back then wrote about it in letters and newspapers – for instance, Samuel Pepys wrote about it in his diary.
• Artists who were alive in 1666 painted pictures of the fire afterwards, so we know what it would have looked like if we’d been there too.
• To fight fires during this time, people would have used leather buckets, metal hooks and water squirts.
• People whose homes had burned down lived in tents in the fields around London while buildings were rebuilt.
• When houses were rebuilt, a lot of them were made in bricks instead of wood, and they weren’t built so close together.
• Sir Christopher Wren designed a monument to remember the Great Fire of London, which still stands today.

The Great FireTimeline

• 25 September, 1666 A Commons Committee was set up to look into what caused the fire
• 10 October 1666 A day of fasting was held to commemorate the fire, and collections were taken up to raise money to help poor people who had lost their homes
• 27 October 1666 Robert Hubert was hanged at Tyburn for starting the fire – he confessed that he did this, but it later turned out that he was innocent and that the fire was an accident
• 22 January 1667 The Commons Committee wrote a report about the fire, and the King’s Council decided that the fire was an accident
• 1668 New fire prevention regulations for London were approved by Parliament
• 1671 Work began on the monument to the Great Fire of London
• 1677 The monument to the Great Fire of London was finished
• 1680 Nicholas Barbon set up the first fire insurance company, the Fire Office

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Did you know?

• The huge fire began early in the morning in a tiny bakery on Pudding Lane owned by a man called Thomas Farriner. He’d forgotten to put out the fire in his oven the night before.
• Samuel Pepys was worried that the fire was becoming too large, and asked King Charles II for help.
• Lots of people went to St. Paul’s Cathedral to escape from the fire because it was made from stone – stone does not burn. But some of the roof was made of wood, so this didn’t turn out to be a very good plan!
• The fire burnt down a lot of buildings – over 13,000 houses, 87 churches and even St. Paul’s Cathedral!
• Around 70,000 people lost their homes in the fire. These people had to set up tends in the fields around London so they had a place to stay.
• Houses burned so easily because they were made from wood and straw. Plus, they were built close together along narrow streets, so the fire was able to move around easily and quickly.
• In March 1667, Samuel Pepys wrote that he could still see some cellars that were smoking from the fire – six months after it was put out!

The Great Fire of London gallery:

• The top of the monument to the Great Fire of London
• Monument to the Great Fire of London
• A painting of the great fire of London by an unknown artist; the Tower of London is shown on the right
• A painting of the Great Fire of London by an unknown artist around 1670 shows Ludgate, the westernmost gate of the London wall
• A drawing of St. Paul’s Cathedral on fire
• A picture of firehooks, which were used in the 17th century to pull down burning buildings in an effort to contain fires
• John Evelyn
• Samuel Pepys
• King Charles II
• Sir Christopher Wren
• The street sign for Pudding Lane, where the fire began
• A plaque marking where the fire began on Pudding Lane
• A piece of charred wood from the Great Fire of London
• A leather firebucket like the ones used to fight the Great Fire of London
• What wooden houses in the 1660s looked like

Thomas Farriner’s family was trapped upstairs in their house when the fire broke out, and they had to escape through a window into the house next door. Their maid was too scared to jump, and died in the fire.

People didn’t have large fire hoses in the 1660s – they would have carried water in leather buckets, squirted water through a big syringe (like a squirt gun), and pulled down burning buildings with long metal hooks.

There was a big argument about how to fight the Great Fire. The fire fighters wanted to tear down houses that might get burned so the fire wouldn’t spread so quickly, but the Lord Mayor of London disagreed. In the end, King Charles II had to ask for the houses to be pulled down, but by then the fire had already grown very big.

Because the fire destroyed so much, some people thought that someone meant to start it, not that it was an accident in a bakery.

It is recorded that only six people died in the fire, but this may not be true – sometimes when poor people died their deaths weren’t recorded.

The houses that were rebuilt were made from bricks instead of wood . The new streets were also designed to be wider, and sewers were installed so the city was more sanitary.

When the houses and shops that had been destroyed in the fire were being rebuilt, people thought it would also be a good idea to build a monument to remember the Great Fire of London. It was designed by Sir Christopher Wren and took six years to build – it is 61 metres high, which also the same distance between where it stands and site in Pudding Lane where the fire began. It has a bronze sculpture on the top to look like flames.

The first proper London Fire Brigade was created in 1866, 200 years after the Great Fire.

Names to know:

Sir Christopher Wren (1632-1723) – Christopher Wren was a famous architect who designed St. Paul’s Cathedral. He had some ideas for how London could be rebuilt after the Great Fire, but the plans were rejected. Instead, he designed a monument to the Great Fire near where it began on Pudding Lane.

Samuel Pepys (1633-1703) – Samuel Pepys is most famous for keeping a diary for most of the 1660s, so he wrote a lot about the Great Fire in 1666. He also played an important part in helping to fight the fire by warning King Charles II that more needed to be done on the day the fire broke out (the King himself, and the Duke of York, took charge).

King Charles II   (1630-1685) – King Charles II ruled from 1660-1685, and was king during the Great Fire of London. He helped the fire fighters, gave rewards to people who tried to stop the fire, and helped people who were hungry and homeless after the fire was over.

James, Duke of York (1633-1701) – The Lord High Admiral of England. Along with King Charles II, James took charge of the fire fighting efforts and helped to end the Great Fire. James’ guards acted as policemen to keep people and shops safe during the fire.

John Evelyn (1620-1706) – John Evelyn warned King Charles II in 1661 that the way houses in London were built would mean that a fire would be a disaster. When the Great Fire happened in 1666, he wrote about it in his diary – he walked around the city on 7 September and wrote about how people who had lost their homes were camping in the fields, and that the ground and charred wood was still so hot that holes burned in his shoes.

Thomas Farriner (1616-1670) – Thomas Farriner was a baker and owned the shop were the first fire broke out on 2 September 1666 that eventually led to most of London burning down. He was a baker to King Charles II.

Related Videos

Just for fun...

• An  interactive story  from the Museum of London mixes facts about the fire with multiple-choice questions to answer along the way
• Great Fire 1666: A Minecraft Experience – explore Minecraft maps to find hidden objects, burn London, fight the fire and rebuild the city!
• Make your own 1600s fire squirt and construct a Great Fire paper bucket chain with templates from the National Emergency Services Museum
• Complete a CBBC Newsround Great Fire of London quiz
• On 4 September 2016 a wooden replica of the 1666 city was set ablaze on the Thames to mark the 350th anniversary of the Great Fire
• Watch the Horrible Histories Grisly Great Fire of London Special
• Explore the Great Fire of London through dance and movement activities
• Take the Grisly Great Fire of London Horrible Histories quiz
• Make a lolly stick theatre to tell the story of the Great Fire
• Redesign your own dream London , post-Fire, on a downloadable map

Find out more about the Great Fire:

• The Museum of London has a whole website dedicated to the Great Fire and it's full of beautiful animations and facts to explore
• A children's introduction to the Great Fire and Samuel Pepys from DKfindout!
• Listen to three BBC School Radio audio clips about the Great Fire of London: before the Fire , nursery rhymes based on the Fire and rebuilding London after the Fire
• What was the Great Fire of London? Read CBBC's newsround report
• The Great Fire explained by the London Fire Brigade
• Join historian Greg Jenner for a BBC Sounds kids' homeschool history lesson on The Great Fire of London
• Watch a video showing what London streets looked like in 1666
• See a map of London showing how the Great Fire spread
• See short BBC animations exploring the causes of the Great Fire , what happened during the Fire and how the city was rebuilt afterwards
• Horrible Histories author Terry Deary busts Great Fire myths
• Read kids' historical fiction about the Great Fire
• Examine the evidence to find out more about the Great Fire: look at some of the famous documents connected with the Great Fire of London and find out how London changed as a result of the Fire
• See Great Fire-related items like the water buckets used to fight the fire
• The story of the Great Fire of London : listen to a BBC Schools Radio programme

Children's books about the Great Fire of London

See for yourself

• Visit the monument to the Great Fire of London near Monument tube station in London. There are stairs in the middle of the column that you can walk up, meaning you can see far across the city when you get to the top.
• You can also see another memorial to the Great Fire of London, the Golden Boy of Pye Corner in Smithfield, which marks the spot where the fire stopped.
• The Museum of London has items from the Great Fire on general display.
• Follow a self-guided tour of the destruction left by the Great Fire of London
• A  multi-sensory experience about the Great Fire of London is part of the tour at the London Dungeon.

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• 5 Of The Best Resources For Teaching The Great Fire Of London

Great Fire of London KS1 – Best history teaching resources

We’ve picked out the best lesson plans, resources and activities to teach the Great Fire of London in KS1…

Up your game with our pick of the best Great Fire of London KS1 lesson plans, resources and activities …

Up until the point when a 69-year-old woman removed someone else’s dessert from a freezer on a popular television show, no baker had caused such a fuss as Thomas Farriner of Pudding Lane, 351 years ago in London.

Time will tell if The Great British Bake Off will be studied in schools in the year 2368. But until then we’ll keep focusing on old Tom and the little to-do that emerged from his establishment.

It’s an important event, and one that you can weave into almost any area of the curriculum. Here we’ve picked out the best Great Fire of London KS1 lesson plans, resources and activities to get you going.

Classroom resources

Alternatives to teaching the great fire of london (again), ks1 cross-curricular activity ideas.

Give your class a burning desire for drama, art, history and science with these KS1 cross-curricular activity ideas for the Great Fire of London .

Year 2 scheme of work

This incredible Year 2 Great Fire of London scheme of work from literacy resources website Plazoom is based on the events of 1666. It includes planning and resources for a half-term. You get teaching notes, worksheets, teaching slides and more.

Year 2 SATs writing assessment resource pack

This Year 2 Great Fire of London writing assessment resource pack from Plazoom gives KS1 children the chance to create cross-curricular writing that you can assess against the  KS1 Teacher Assessment Framework  (TAF).

Pupils need to write a set of instructions for how to rebuild the city after the fire. Inside the pack you get a pupil writing checklist to encourage independent proofreading and editing. There’s also a Powerpoint, picture cards, writing sheets and a TAF writing assessment checklist.

Minecrafting the Great Fire

The Museum of London has a wonderful selection of teaching resources on its website. This includes an interactive story and, perhaps best of all, a Minecraft version of 1666’s tragic tale .

Story of the Great Fire

This massive (and free) resource has absolutely loads for you to choose from. Contrast fire safety from the past with today. Study the buildings of the period and create your own. Look at rhymes and songs or write diaries in the style of Samuel Pepys.

That doesn’t even scratch the surface of what you will find with these resources .

Samuel Pepys

The Historical Association produced this topic pack on the Great Fire of London. It covers the events leading up to it, its causes and why it spread and what London was like afterwards. It also looks at Samuel Pepys and Christopher Wren.

This set of KS1 resources was created by teachers who adapted a range of history approaches from Nuffield Primary to fit their classes.

Since the introduction of the revised national curriculum in 2014, primary teachers have invested a great deal of time and energy into reviewing the significant people studied at KS1.

This work has resulted in children studying a much more diverse group of figures and a better understanding of who constitutes a significant individual.

Prompted by the guidance in the national curriculum, teachers have also given attention to how these figures interconnect and how their lives link into history at a local, national and international level.

Sadly, my visits into KS1 classrooms suggest that we’re yet to give the same energy and attention to the range of events we teach.

These are often limited to the Gunpowder Plot and the Great Fire of London in KS1. While we may regard both as significant, the result is many pupils leave KS1 having little knowledge of time periods beyond the Stuarts.

Significant event

My observations are supported by findings from a Historical Association primary survey. It showed that 73% of teachers taught the Great Fire of London as their significant event. This was followed by the Gunpowder Plot.

The national curriculum’s only statutory requirements are that the events we teach should be significant nationally or locally and are beyond living memory.

Further guidance is limited to just two examples. These are the Great Fire of London and the first flight – and the suggestion that we teach events through anniversaries or festivals.

With so little support provided within the national curriculum, it’s no surprise that many teachers, faced with the challenge of their own limited historical subject knowledge and with little time to seek out new resources, continue to teach the events they learnt about in their own primary school education.

Significant or not?

There is no denying that the Great Fire and the Gunpowder Plot are powerfully engaging stories. They’re full of interesting characters and a huge legacy of evidence. Rather than erasing them from our planning, I propose we provide our pupils with a more balanced view of past events.

Before deciding which events to include, it is vital to be clear exactly what we mean by ‘significance’. Using Christine Counsell’s criteria is an excellent starting point before developing your own ideas. She says that to be historically significant, a person, location or event must be:

• Remarkable –  remarked upon by people at the time and/or since
• Remembered –  important at some stage in history within the collective memory of a group or groups
• Resulted in change –  it/they had consequences for the future
• Resonant –  people like to make analogies with it/them. It is possible to connect it with experiences, beliefs or situations across time and space
• Revealing –  of some other aspect of the past

We also need to consider what constitutes an ‘event’. Yes, it is something that happened in the past, but of what duration?

Consider the First World War. Is it a particular battle or incident within it, like the Christmas Truce, that is the ‘event’?

To support better understanding while working with KS1 pupils, I suggest starting with in-depth stories like the Christmas Truce. This then offer opportunities to link into the wider perspective.

Much-loved topics

When planning the events to cover at KS1, take into account what happens at KS2 in your school. For example, you may decide to study the discovery of Tutankhamun’s tomb. But is this a wise choice given that your pupils may go on to study the Egyptians at KS2?

While we should avoid repetition of topics, it may provide opportunities in setting the scene for areas to be studied later in greater depth and possibly with a different emphasis.

Many teachers have been disappointed by the loss of much loved topics at KS2 like the Victorians and Tudors. Could we use the opportunities provided by significant events at KS1 to include aspects of these topics?

For example, for the Victorians you could explore the 1829 Rainhill trials and introduction of the railways. Or you could look at the sinking of the Mary Rose in 1545 during the reign of Henry VIII.

When you are selecting the events to be studied, look for balance not just in time periods but also in the nature of the events with regard to political and social changes.

A challenge can also be to find events that do not focus on the bad times in the past. Including events related to celebration and achievement – the Great Exhibition in 1851 or the introduction of women’s suffrage, for example – helps to dispel distorted images of the past.

Spanning time

There is a great deal to be gained from studying at least one event per term. To provide opportunities for this within a crowded curriculum it may be that the event is related to your study of a significant person.

Linking events to significant people also gives you the opportunity to introduce more recent events like the first man on the moon through your study of Neil Armstrong or the coronation of 1953 when looking at the life of Queen Elizabeth.

Your events could also be part of your local study but then provide you with opportunities to make connections to national events. An example would be the arrival of the railway or canals in your local area and then the significance of these developments nationally.

Introducing a range of events provides valuable opportunities for strengthening pupils’ chronological understanding through considering when this event has taken place in relation to others. It also lays the foundations of pupils developing a sense of period through the introduction of a broad range of events spanning time.

Using stories

The introduction of the sinking (or launch) of the Titanic in 1912 is a memorable event worthy of study at KS1. Our leading maritime museums have been developing resources to support the study and while a visit to one of them would be an advantage, pupils’ learning would be equally successful based on their resources.

The event may provide opportunities for linking into your locality study. Liverpool, Belfast and Southampton all have strong connections, but members of the crew also came from all over the country.

For example, band leader Wallace Hartley was from Colne in Lancashire. Colne is very proud of the connection and Wallace is remembered at many sites in the town.

The Titanic story also provides many opportunities for cross-curricular links, most significantly with geography through charting the journey of the ship, and also of the many migrants on board. There are opportunities for looking at how transport has changed over time and comparable journeys today.

Using story is a popular way to approach this event. The book  Polar the Titanic Bear  was written for Douglas Spedden, a seven-year-old who survived the tragedy. While it doesn’t ignore the tragedy, through its focus on a survivor it emphasises the positive.

Another way into the story is through objects. For example, at the National Maritime Museum you can see a  musical toy pig that belonged to Edith Russell Rosenbaum .

As with all events, there is no requirement to look at the Titanic story in its entirety. You may decide it is more appropriate to focus on its launch and life on board.

The sinking of the Titanic is only one of many events that is perfect for enriching the KS1 curriculum. Just remember, an engaging story, a wealth of characters and good resources are important, but the starting point should be whether the event is worthy of joining the ranks of significant events.

Bev Forrest is a primary teacher trainer and member of the Historical Association primary committee. She is on the editorial board of the journal Primary History and is an assessor for the History Quality Mark.

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Mandy left Woodlands in 2003 to work in Kent schools as an ICT Consulatant.  She now teaches computers at  The Granville School  and  St. John's Primary School  in Sevenoaks Kent.

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Vlad and the Great Fire of London

Home » Book Resources » Key Stage 1 » Vlad and the Great Fire of London

Vlad and their friend, Boxton the rat, love eating and biting their way around London. But one night in Pudding Lane they are caught up in a fire that threatens to destroy them, along with most of the City of London.

Main Focus: True or False

This activity for KS1 is linked to Vlad and the Great Fire of London and focuses on True or False statements.

Your Year 1 / Year 2 class will read the sentences and decide whether they are true or false based on what the have read or heard in the story.

This resource has been differentiated 3 ways.

Main Focus: Adjectives

This activity focuses on adjectives.

We have created two different activity. in one activity your class must identify the adjectives in the sentences and in the other activity they must add in the adjectives using the list, their memory or think of their own adjectives.

Main Focus: Story Sequencing

We have taken some of the main events from Vlad and the Great Fire of London, wrote them in our own words and created this activity.

Your KS1 class must read the events and sequence them into chronological order.

It could be useful to allow some of your Year 1 / Year 2 kids to cut out the events so they can easily and quickly edit their work.

Main Focus: Non-Fiction

This resource explores information and facts on Samuel Pepys and King William II.

Main Focus: Homophones - Where, Wear & Were

This activity focuses on where, wear and were used within the context of the book.

Your class must identify which homophone correctly completes the sentences.

Main Focus: Word Mat and Cloze Activity

This activity is independent from the book and doesn’t include text from it. Your class must read the sentences and add in the pictures or words to complete the sentences.

These sentences are more factual and will introduce your class to Thomas Farriner, the baker.

You can also use this to help your class write a descriptive recount of the events of The Great Fire of London.

Main Focus: Comprehension

This is a comprehension aimed at Year 1 and Year 2 classes and focuses on Vlad and the Great Fire of London book.

Your class will use their knowledge and understanding of the story to answer the questions as best as they can. We have differentiated this resource to cater for all Ks1.

Main Focus: Capital Letters and Full Stops

This is an activity that encourages your class to look for capital letters and full stops in the sentences.

Main Focus: Vocabulary Extension

This activity focuses on some of the most challenging vocabulary used to explore more with your KS1 class.

Your class will study the words and add them to the sentences within the context of the story.

Main Focus: Vocabulary 2

This activity allows your class to write what they think each word means. They get a chance to put their understanding of the vocabulary into their own words.

Year 2 Homework

Within Year Two, children are given homework on a weekly basis. This will include weekly spellings / words to learn and maths work. Parents are asked to read with their children each night, if possible.

Each piece of homework has its own return-by date. Please see your child’s class teacher for more details.

A piece of Maths and English homework is available for every week within Year Two:

• LA-Produced Maths Homework for term 1a
• Year 2 Spelling Homework term 1a week 1
• Year 2 Spelling Homework term 1a week 2 – Extension
• Year 2 Spelling Homework term 1a week 2
• Year 2 Spelling Homework term 1a week 3 – Extension
• Year 2 Spelling Homework term 1a week 3
• Year 2 Spelling Homework term 1a week 4 – Extension
• Year 2 Spelling Homework term 1a week 4
• Year 2 Spelling Homework term 1a week 5 – Extension
• Year 2 Spelling Homework term 1a week 5
• Year 2 Spelling Homework term 1a week 6 – Extension
• Year 2 Spelling Homework term 1a week 6
• Year 2 Maths Homework term 1a week 1 – Extension
• Year 2 Maths Homework term 1a week 1
• Year 2 Maths Homework term 1a week 2 – Extension
• Year 2 Maths Homework term 1a week 2
• Year 2 Maths Homework term 1a week 3 – Extension
• Year 2 Maths Homework term 1a week 3
• Year 2 Maths Homework term 1a week 4 – Extension
• Year 2 Maths Homework term 1a week 4
• Year 2 Maths Homework term 1a week 5 – Extension
• Year 2 Maths Homework term 1a week 5
• Year 2 Maths Homework term 1a week 6 – Extension
• Year 2 Maths Homework term 1a week 6
• Term 1a Extra Phonic Work 1
• Term 1a Extra Phonic Work 2
• Term 1a Extra Phonic Work 3
• Year 2 Spelling Homework term 1b week 1 – Extension
• Year 2 Spelling Homework term 1b week 1
• Year 2 Spelling Homework term 1b week 2 – Extension
• Year 2 Spelling Homework term 1b week 2
• Year 2 Spelling Homework term 1b week 3 – Extension
• Year 2 Spelling Homework term 1b week 3
• Year 2 Spelling Homework term 1b week 4 – Extension
• Year 2 Spelling Homework term 1b week 4
• Year 2 Spelling Homework term 1b week 5
• Year 2 Spelling Homework term 1b week 6 – Extension
• Year 2 Spelling Homework term 1b week 6
• LA-Produced Maths Homework for term 1b
• Year 2 Maths Homework term 1b week 1 – Extension
• Year 2 Maths Homework term 1b week 1
• Year 2 Maths Homework term 1b week 2 – Extension
• Year 2 Maths Homework term 1b week 2 – Zoomers
• Year 2 Maths Homework term 1b week 2
• Year 2 Maths Homework term 1b week 3 – Extension
• Year 2 Maths Homework term 1b week 3 – Zoomers
• Year 2 Maths Homework term 1b week 3
• Year 2 Maths Homework term 1b week 4 – Extension
• Year 2 Maths Homework term 1b week 4 – Zoomers
• Year 2 Maths Homework term 1b week 4
• Year 2 Maths Homework term 1b week 5 – Extension
• Year 2 Maths Homework term 1b week 5 – Zoomers
• Year 2 Maths Homework term 1b week 5
• Year 2 Maths Homework term 1b week 6 -Extension
• Year 2 Maths Homework term 1b week 6
• Year 2 Holiday Homework
• Year 2 Spelling Homework term 2a week 1 – Extension
• Year 2 Spelling Homework term 2a week 1
• Year 2 Spelling Homework term 2a week 2 – Extension
• Year 2 Spelling Homework term 2a week 2
• Year 2 Spelling Homework term 2a week 3 – Extension
• Year 2 Spelling Homework term 2a week 3
• Year 2 Spelling Homework term 2a week 4 – Extension
• Year 2 Spelling Homework term 2a week 4
• Year 2 Spelling Homework term 2a week 5 – Extension
• Year 2 Spelling Homework term 2a week 5
• Year 2 Spelling Homework term 2a week 6 – Extension
• Year 2 Spelling Homework term 2a week 6
• LA-Produced Maths Homework for term 2a
• Year 2 Maths Homework term 2a week 1 – Extension
• Year 2 Maths Homework term 2a week 1 – Zoomers
• Year 2 Maths Homework term 2a week 1
• Year 2 Maths Homework term 2a week 2 – Extension
• Year 2 Maths Homework term 2a week 2 – Zoomers
• Year 2 Maths Homework term 2a week 2v
• Year 2 Maths Homework term 2a week 3 – Extension
• Year 2 Maths Homework term 2a week 3
• Year 2 Maths Homework term 2a week 4 – Extension
• Year 2 Maths Homework term 2a week 4
• Year 2 Maths Homework term 2a week 5
• Year 2 Maths Homework term 2a week 6 – Extension
• Year 2 Maths Homework term 2a week 6
• Year 2 Spelling Homework term 2b week 1 – Extension
• Year 2 Spelling Homework term 2b week 1
• Year 2 Spelling Homework term 2b week 2 – Extension
• Year 2 Spelling Homework term 2b week 2
• Year 2 Spelling Homework term 2b week 3 – Extension
• Year 2 Spelling Homework term 2b week 3
• Year 2 Spelling Homework term 2b week 4 – Extension
• Year 2 Spelling Homework term 2b week 4
• Year 2 Spelling Homework term 2b week 5 – Extension
• Year 2 Spelling Homework term 2b week 5
• Year 2 Spelling Homework term 2b week 6 – Extension
• Year 2 Spelling Homework term 2b week 6
• LA-Produced Maths Homework for term 2b
• Year 2 Maths Homework term 2b week 1 – Extension
• Year 2 Maths Homework term 2b week 1
• Year 2 Maths Homework term 2b week 2
• Year 2 Maths Homework term 2b week 3 – Extension
• Year 2 Maths Homework term 2b week 3
• Year 2 Maths Homework term 2b week 4 – Extension
• Year 2 Maths Homework term 2b week 4
• Year 2 Maths Homework term 2b week 5 – Extension
• Year 2 Maths Homework term 2b week 5
• Year 2 Maths Homework term 2b week 6 – Extension
• Year 2 Maths Homework term 2b week 6
• 2b Extra Homework for the Easter Holidays
• Year 2 Spelling Homework term 3a week 1
• Year 2 Spelling Homework term 3a week 2
• Year 2 Spelling Homework term 3a week 3
• Year 2 Spelling Homework term 3a week 4
• Year 2 Spelling Homework term 3a week 5
• Year 2 Spelling Homework term 3a week 6
• LA-Produced Maths Homework for term 3a
• Year 2 Maths Homework term 3a week 1
• Year 2 Maths Homework term 3a week 2
• Year 2 Maths Homework term 3a week 3
• Year 2 Maths Homework term 3a week 4
• Year 2 Spelling Homework term 3b week 1
• Year 2 Spelling Homework term 3b week 2
• Year 2 Spelling Homework term 3b week 3
• Year 2 Spelling Homework term 3b week 4
• Year 2 Spelling Homework term 3b week 5
• Year 2 Spelling Homework term 3b week 6
• LA-Produced Maths Homework for term 3b
• Year 2 Maths Homework term 3b week 1
• Year 2 Maths Homework term 3b week 2
• Year 2 Maths Homework term 3b week 3
• Year 2 Maths Homework term 3b week 4
• Year 2 Maths Homework term 3b week 5
• Year 2 Maths Homework term 3b week 6

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Why Zendaya almost didn’t wear metal Mugler suit to ‘Dune’ premiere: ‘Got really lightheaded’

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This look was nearly too hot to handle.

Zendaya took a walk down memory lane during Vogue’s “Life in Looks” series on Tuesday, and the “Dune: Part Two” star admitted that she almost backed out of wearing Thierry Mugler’s iconic metal robot suit after she overheated in the futuristic look.

The full metal jumpsuit hails from the designer’s fall 1995 couture collection, and when thinking about her movie’s London premiere this winter, the “Spider-Man: Homecoming” actress, 27, said she ran the idea of wearing the suit past her longtime stylist, Law Roach .

“This suit, everybody knows it, and I was like, ‘I wonder if I could wear that?'” she told Vogue. “And so I sent it Law and I was like, ‘What if we wore this for the premiere?'”

The “Greatest Showman” star admitted that her stylist didn’t think she was serious about the ultra-rare piece at first, telling her, “don’t play with me” and cautioning that he didn’t want her to “chicken out at the last minute.”

Luckily, the suit-of-armor “fit like a glove,” with Zendaya sharing that she felt the outfit “was meant to be.”

However, “after wearing it for like, 10 minutes or less than that,” the former Disney star “got really lightheaded.”

“The metal conducts and holds onto heat very quickly and kind of traps heat in,” Zendaya explained, adding that she wore “a complete body suit” under the metal ‘fit so there was already “a barrier” keeping her warm.

“As the days were coming up, I was like, ‘this is a bad idea,'” the “Euphoria” star told Vogue. “Like, why did I do this?”

However, she pulled herself together and “did it,” making the red carpet look one of the most buzzed-about fashion moments of 2024.

She avoided overheating in the bionic suit by changing into a simple black Mugler dress after making a splash on the red carpet.

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Among the other looks she discussed was the black Valentino dress she wore to accept a 2022 lead actress Emmy for “Euphoria,” sharing that the chic ballgown was “a reference to an old Valentino dress” that featured a similar bow-trimmed top.

Zendaya also mused about her viral 2014 Teen Vogue Young Hollywood Party hat, sharing, “I still see memes about this particular look.”

At the end of the day, she doesn’t care about the haters, stating, “I stick by it. Me and Law, we thought it was chic at the time and I think it’s still chic. I’d wear it again!”

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