Firelighting Skills

Session overview

Students will learn how to safely collect materials, build, and light a fire using traditional methods in a woodland setting. They will maintain the fire, understand the fire triangle, and prioritise safety throughout. Once the fire is established, they will toast marshmallows and make s’mores as a practical reward and team bonding activity.

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Learning objectives (WALT)

• WALT collect kindling and firewood responsibly from the woodland environment (LAF1, LAF2)
• WALT light a fire safely using fire steel and natural materials (LAF3, LAF8)
• WALT maintain a fire for at least ten minutes (LAF4)
• WALT extinguish a fire safely and appropriately (LAF5)
• WALT explain the fire triangle and its importance in firelighting (LAF6)
• WALT identify health and safety concerns related to lighting fires in the woods (LAF7)

Success Criteria:

• Students can identify suitable kindling and wood without damaging the environment
• Fire is lit successfully using appropriate techniques
• Fire is maintained safely for 10+ minutes
• Fire is fully extinguished before leaving the area
• Explanation of the fire triangle includes fuel, heat, and oxygen
• Awareness of risks such as burns, smoke inhalation, and woodland fire hazards

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Transferable skills

• Teamwork and collaboration while collecting materials and maintaining the fire
• Problem-solving in troubleshooting fire lighting challenges
• Effective listening and following safety instructions
• Communication skills in discussing risks and safety measures
• Responsibly managing resources within a natural environment

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Starter (10 minutes)

Group discussion and visual prompt:

• Brief discussion on why fire is important for humans – survival, warmth, cooking, socialising
• Display images of the fire triangle; ask students to describe what each part means
• Brainstorm what could go wrong when lighting fires outdoors and how to stay safe

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Input/modelling (10 minutes)

• Tutor demonstrates how to identify and gather appropriate kindling and wood without damaging plants or habitats
• Show and explain how to use a fire steel with silver birch bark or fatwood to create sparks
• Model building a small teepee-style fire structure
• Explain and demonstrate safe distances and fire safety zones
• Emphasise importance of adult supervision and environmental respect

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Independent practice (First – 15 minutes)

• Students work in pairs or as a group to collect kindling and firewood from the surrounding area, using the tutor’s guidance
• Students attempt to build their own small fire structure with the collected materials

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Independent practice (Second – 15 minutes)

• Under close tutor supervision, students take turns attempting to light the fire using fire steels and natural tinder
• Maintain the fire once lit by adding wood gradually, ensuring it lasts for at least ten minutes
• Observe each other’s approaches and offer peer support

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Mini plenary (5 minutes)

• Pause and come together to discuss what worked well and any difficulties encountered
• Recap the fire triangle and how it applies to the learners’ attempts
• Reinforce key safety points to avoid injuries or environmental damage

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Independent practice (Third – 5 minutes)

• Extinguish the fire safely using appropriate methods (water/applying earth/sand) and check there are no smouldering embers before leaving

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Plenary (5 minutes)

• Sit together in a circle and make s’mores using marshmallows toasted over remaining embers or newly established small fires
• Students share what they have learnt about firelighting and safety
• Quick Q&A: check understanding of the fire triangle, safety rules, and why responsible fire use matters

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Exit ticket

• Each student writes or verbally states one important thing they learned about fire safety and one step of lighting a fire

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Differentiation strategies

Lower ability learners / SEND

• Provide labelled pictures of kindling and woods to support identification
• Offer step-by-step prompts during fire lighting
• Use smaller group sizes or one-to-one support to build confidence
• Allow sensory-friendly options (e.g. watching the fire lit rather than doing it directly)

Higher ability learners

• Challenge to build a more complex fire structure or manage the fire without additional kindling added
• Encourage researching different fire lighting materials and comparing natural vs manufactured options
• Lead peer teaching segments to explain the fire triangle or safety rules

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Extension activities

• Explore the science behind combustion and why the fire triangle is crucial
• Research cultural uses of fire in different societies and history of fire-making methods
• Practice alternative firelighting methods like bow drill for advanced practical skills
• Reflective journaling about the experience of firelighting as a calming or therapeutic practice

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Cross curricular links

• Science: Combustion, chemical reactions, energy transfer, environmental science
• PE/PSHE: Teamwork, personal responsibility, risk assessment
• English: Communication skills, oral presentations, descriptive journaling
• History: Understanding usage of fire in human development and survival skills

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This lesson provides a hands-on, therapeutic approach aligned with the National Curriculum’s focus on practical life skills, health and safety awareness, and environmental education for Year 8 learners. The session is mindful of SEND and SEMH needs with opportunities for differentiation, sensory engagement, and reflection.