Different Lives, Common Ground

Miriam’s Vision is about building an inclusive, non-violent society, respecting fundamental rights. This cannot be over-emphasised to students, whenever the opportunity arises.
 

Practicalities

The Miriam's Vision PSHE Module consists of a set of lesson plans in the form of guided instructions. Resources (electronic and otherwise) are listed at the beginning of each lesson plan and highlighted within the plans for ease of reference. You have everything you need on this website to deliver Miriam's Vision in your classroom.
 

For ease of reference, we will often refer to the 2005 London bombings as "7/7"On 7th July, 2005 four suicide bombers coordinated attacks on the London transport system. 52 people were killed and estimated 700 injured..

The four-part Miriam’s Story video package (total 8 minutes) is embedded in all of the Miriam's Vision Schemes of Work. This sets essential context and is built into this module in stages.

You may wish to follow the Miriam’s Vision PSHE module with the Miriam’s Vision Citizenship module. You may choose to focus on one or other curriculum area, or teach both together. However, the first PSHE session (about Miriam and 7/7) does also help to provide context for the Citizenship module, which moves from the personal to the social, with sessions on the balances within human rights and democratic change, ending with a case study chosen by the students themselves.

The module subtitle, Different Lives, Common Ground, refers to common human experiences (of adversity) and resilience through rationality.

The plans are guides only. They do not include timings for example, as we know you will wish to adapt and select according to the needs of your class. We have assumed sessions of about an hour – any less and you will certainly need to modify the plans, or you may wish to extend the enquiry to more sessions. We have included some suggestions for differentiation but could extend these as the module is refined. Feedback on this, as with everything, would be much appreciated.

Finally, you will need to be aware of possible sensitivities around this topic. Some students may have been directly or indirectly affected themselves and there are potential religious sensitivities.

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.

National Curriculum (non-statutory)

PSHE Association guidelines

https://www.pshe-association.org.uk/content.aspx?CategoryID=1053

“PSHE education is a non-statutory subject. However, in order to fulfil its duties relating to SMSC, behaviour and safety, and to provide a broad and balanced curriculum which meets pupils’ needs and prepares them for the challenges and opportunities of adult life, a school’s best approach is to ensure that a comprehensive programme of PSHE education is in place.

“The benefits to pupils of such an approach are numerous as PSHE prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.”

End of Key Stage 3 statement guidelines

http://webarchive.nationalarchives.gov.uk/20130904083955/https:/www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198880/pshee/ks3/personal/statements

Personal Identities

Learners are able to

  • reflect on and evaluate their achievements and strengths in different areas of their lives
  • recognise strong emotions and identify ways of managing these positively
  • recognise that external factors, such as relationships, achievements and setbacks, can affect emotional well-being, and identify how they can take this into account.
Resources Downloads: 
Different Lives, Common Ground

Session 1: Who was Miriam Hyman and what happened on 7th July, 2005 (“7/7”)?

PSHE
PSHE
Key Message: 

Miriam Hyman was one of 52 people killed in the 7/7 bombings in London. This Session introduces her story: the people, places and passions that were important in her life. It then looks at what happened on 7/7, an indiscriminate act of violence against ordinary people: people like you and me.

Objectives: 
  • Students will understand what happened on 7/7 and appreciate why it was catastrophic
  • Students will consider the impact of these events on the people affected
Outcomes: 
  • Students will list key elements of Miriam’s life
  • Students will describe the events of 7/7
  • Students will explain the possible personal impact of those events
Resources: 
Plan: 

Starter

  • Split the class into groups of around four.  Non-friendship groups are recommended.
  • Project MV PSHE Resource 1.1 Miriam's Story on your IWB.  Slide 1: Welcome students to the “time machine”.  They are now going through space and time to an unknown destination.  Slide 2: Explain that the class has just arrived in the past at a significant time in recent history. They should predict possible answers to “who, what, when, where, why” questions using the images on Slide 3. Emphasise that there is no right or wrong answer. MV PSHE Resource 1.2 Situation report table could be distributed to the groups to support this activity, feeding back to the class, or it could be done orally with the whole class.
  • Show Slides 4, 5 and 6.

Phase 1

  • Slide 7: Introduce Miriam and explain that students will get to know her by watching a video, and making notes.  Show Miriam’s Story video 1 of 4.  You may want to allow students to absorb it properly by showing the video once and then again while they make notes.  To support this activity MV PSHE Resource 1.3 Miriam's Story video notes (people, places, passions) (reproduced on Slide 8) could be distributed to the groups, feeding back to the class, or students could make notes in their books (using the same headings if you choose). SEN students could be asked to focus on just one aspect of Miriam’s life, for example places that were important to her. G&T students could be asked to give a fuller account of her personality.
  • Have a brief whole-class discussion of their impressions of Miriam and her life.
  • Replay the last 10 seconds of the film.  Explain that students are now going forward one day in time to find out what happens on 7th July 2005.
  • The following fact-finding activity can be organised in different ways.  The 13 slides of MV PSHE Resource 1.4 7-7 Information search are images on different aspects of 7/7.  The 9 questions in MV PSHE Resource 1.5 7-7 Info search questions can be answered, to different ability levels, by examining the content of the images.  One suggestion is to print out and display the images around the classroom and have the students look around in pairs, at their own pace.  The groups of four could be split into pairs and the questions divided between them, or each pair could be assigned a given number of questions.  The answers can be fed back so that everyone has answered all the questions.  This may depend on the amount of time available or the levels in class.  The important point is for students to have an understanding of the events of 7/7.
  • When talking about the number of people affected by the event, you may choose to discuss with students that as well as the 52 people who were killed, more than 700 were physically injured, and unknown numbers were affected mentally, emotionally and medically.
  • Extension question: How could Miriam be connected to these events?

Plenary 1

  • Play Miriam’s Story video 2 of 4. Feedback by discussing the question on the Slide 12 of MV PSHE Resource 1.1 Miriam's Story as a class (You are one of Miriam’s best friends.  How do you feel?).  Students could think-pair-share before feeding back their ideas to the whole class.

Phase 2 (Homework?)

  • Ask students to imagine that Miriam was their friend and write a diary describing their feelings the day after 7/7, a month later, and a year later. MV PSHE Resource 1.6 Diary writing frame can be used to support this.

Plenary 2

  • You may want to ask some students to share what they have written in their diaries, or discuss some of the wider issues in preparation for subsequent sessions.  If set as a homework task, the feedback and discussion can take place at the start of the following session.

Session 2: From Reaction to Response

PSHE
PSHE
Key Message: 
  • How can we respond to events like 7/7?
  • How can we respond to difficult events in our own lives?
Objectives: 
  • Students will consider the different ways that people may react to events like 7/7
  • Students will discuss how we may move from reactions to positive responses after traumatic events
Outcomes: 
  • Students will recall the key elements of the last Session – Miriam’s life, 7/7 and their feelings
  • Students will differentiate between reactions and responses
  • Students will suggest how people can move from reactions to responses, from negative to positive, in the face of adversity
  • Students will apply learning to their own lives
Resources: 
Plan: 

Starter

  • Students to work in groups (they can be the same groupings as Session 1) to recall the key learning from Session 1.
  • Project Slides 1 and 2 of MV PSHE Resource 2.1 Responding to 7-7 and distribute large sheets of sugar paper. Each group writes bullet points or words about Miriam, about 7/7 and about their feelings about what happened. They could be awarded points for each relevant item they identify. Slide 3: At this point you may wish to replay Miriam's Story videos 1 and 2 to recap learning.
  • Explain that this session we will be exploring possible responses to difficult or traumatic events, using the example of what happened to Miriam and the Hyman family.

Phase 1

  • Project Slide 4 and read the definition. Ask the class which word best fits the definition. You may choose to talk about the definitions of some of the other words before moving on to Slide 5, reproduced in MV PSHE Resource 2.2 Definition match A4 Matching the word to its definition can be done as a class on the IWB or in pairs with feedback using copies of the A4 sheet. Check students’ understanding of the meanings.
  • Project Slide 6, reproduced in MV PSHE Resource 2.3 React respond sheet A4 and hand out copies. In pairs students decide where each word goes on their sheet. This activity could be done as a card sort to involve kinaesthetic learners (MV PSHE Resource 2.4 React respond word sort A4).

Plenary 1

  • Compare students’ answers to the answers on Slide 7. Are they the same or different? Why?

Phase 2

  • MV Resource 0 Info for Students.pdf is a single page summary of Miriam's Vision and its aims. Print and distribute a copy to each student.
  • Slide 7: Show Miriam's Story video 3 of 4. You may wish to show the video more than once.
  • Slide 8: Ask students to identify the reactions / responses that are mentioned, and to explain the process of reaction and response that the Hyman family has gone through.
  • Slide 9: On the back of the sheets of sugar paper, groups make a quick sketch of a bridge. Think of ways that people can “bridge” from negative reactions to positive responses. Write ideas around the bridge. (For instance, how can we move from bitterness to acceptance? From hatred to forgiveness?) Feed back to the class.

Plenary 2

  • You may wish to organise students into a semi-circle so that they can see each other and the board.
  • Slide 10: Show Miriam's Story video 4 of 4.
  • Slides 11
  • Slide 12 (optional): Project the final statement on the board. Ask students to think about the statement on their own; then to share it with their neighbour; and finally to share with the whole class.
  • End by referring to the purpose of the Miriam’s Vision resource and the session’s Focus and Key Messages. There have been positive outcomes to 7/7, although it was a painful and avoidable event. Reiterate that Miriam’s Vision: A Response to the 2005 London Bombings is the Hyman family’s way of trying to help people to make considered choices in difficult circumstances. How can these activities help to do that? (By learning what happened to Miriam and her family and understanding that people have the choice to influence consequences constructively; by applying lessons learned to future personal and wider situations, etc.)
  • Slide 13: Students can choose to share personal experiences or knowledge of negative events that have had positive consequences, or that could have had more positive consequences, and how. This provides opportunities for students to relate the contents of this module to their personal histories and their own lives. Sharing in (non-friendship) pairs can sometimes have surprisingly personal outcomes, and as a whole class students may inspire each other.

Session 3: Taking Risk

PSHE
Key Message: 

This session focuses on taking risk with a focus on using public transport after the London bombings. This session also addresses students' possible fears of public places.

Objectives: 
  • Students will consider different elements of risk taking
  • Students will consider possible fears about using public transport.
Outcomes: 
  • Students will understand the concept of risk
  • Students will give an opinion about the benefits / risk of using public transport
Resources: 
  • Interactive Whiteboard
Plan: 

Starter:

  • MV PSHE Resource 3.1 Taking Risk.pptx Slide 1 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.

Main Activities:

  • Slides 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 6-8 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 consider how safe they feel using public transport. This should generate a class discussion.

Activity

  • Slide 9 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.

Plenary:

  • 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.