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Different Backgrounds, Common Ground
Guidance for “Miriam’s Vision” and the Dance module
For ease of reference, we will often refer to the 2005 London bombings as “7/7”.
All modules in “Miriam’s Vision” use the four-part “Miriam’s Story” video package to set the context of the resource for students.
A handout for students - Resource 0 - is available for download here to print and distribute to all students immediately after the video above is shown. It is a single page summary of the video for students to take away and retain.
The Dance module takes the location of Miriam’s memorial, the The Miriam Hyman Children's Eye Care Centre is within the L V Prasad Eye Institute, Odisha, India. There is an average 10,000 Outpatients appointments and 1,000 surgeries per year. The MHMT is supporting its Outreach programme., as its starting point. The MHCECC is in Odisha, India and Odissi is one of the eight classical Indian dance forms.
The central message of the module is that every culture includes Dance, and although locality influences the forms it takes, Dance is a universal human expression that fulfils many roles. So despite local differences, we have fundamental commonalities that unite us.
To this end, students are introduced to the basics of Odissi and have opportunities to explore some simple elements through analysis and performance, compare to Dance in their own environment and choreograph and perform short pieces incorporating chosen elements of either.
A short learned sequence gives students a taste of Odissi. Because this sequence is demonstrated in video, any non-dance specialist PE teacher will be able to deliver the Scheme of Work.
“Different backgrounds, common ground” is the overall theme that you will need to refer to frequently. Opportunities to do this are built into the plans.
Where possible, we have provided resources that are not dependent on internet access although it will be useful for Task 2. Bespoke “Miriam’s Vision” resources include the “Miriam’s Story” video package and a range of others. You will need projection equipment.
There is a vast range of relevant sources online and the links given in these plans can easily be replaced with others if you find ones you prefer (please make a note of them), or experience difficulty accessing them (although we have tried to use relatively reliable sites).
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 consecutive sessions delivered as your timetable permits, possibly fitting two sessions into a timetabled lesson. We have not included suggestions about differentiation other than to offer some variety of input / expectation in places, but could do so when the module is refined. Feedback on this, as with everything, would be much appreciated!
Refer to Impact/Attachments for completion of student feedback pdf and teacher feedback interview pdf.
Extension activities included in the plans are envisaged as homework but could be included in contact time depending on how much time you have timetabled for the entire module.
Guidance notes are incorporated into the plans where appropriate.
Thank you for your participation.