- Students think back to previous lessons and focus on the key words. (Can they remember them?) Students brainstorm how the words link to Miriam’s story.
- Slide 2-5. Class to complete matching exercise to encourage discussion about different risks in life. Students consider the element of risk taking from infancy when we push boundaries and risk parental displeasure, to adulthood. Students place various activities / lifestyles on a continuum considering the least risky to most risky. This could be done in a group or as a class discussion.
- Slides 6-9. Students to consider their possible fears of using public transport after 7/7. This can be linked with the previous risk taking activities and how using public transport fits onto the continuum. Students to brainstorm the advantages and disadvantages of using public transport. This can be done individually, in groups or as a class discussion.
- Students can then consider the Transport for London statistics and watch the video and consider how safe they feel using public transport. This should generate a class discussion.
- Students respond to the statement – "The benefits of using public transport outweigh the risks involved". Students must give their own opinion and also consider the views of other people. This can be done as a written exercise or as a class debate/discussion.
- How does this relate to Miriam's story?
- How does this relate to your own life?
Please allow 10 minutes at the end of the final session for students to complete the Student Survey. Please collect the surveys at the end and submit them to the MHMT. If you are participating in our Evaluation & Impact Study this is vital. Thank you.