Different Backgrounds, Common Ground

Geography (Ages 11-14)
Different Backgrounds, Common Ground

Different Backgrounds, Common Ground

Guidance for “Miriam’s Vision” and the Geography module

For ease of reference, we will often refer to the 2005 London bombings as “7/7”.  The four-part “Miriam’s Story” video package (total 8 minutes) is embedded in the Schemes of Work in all the “Miriam’s Vision” curriculum areas.

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 “Miriam’s Vision” Geography Scheme of Work may be preceded by the “Miriam’s Vision” PSHE module (two to three sessions, depending on length). 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 help to provide context for the other modules, helping students to reflect on issues raised from a personal perspective and to support their responses to areas of conflict in their own lives. Both the Art and Dance modules provide a follow-up opportunity for students to express their personal responses, which could then be used to support the Business and Enterprise task.

The module subtitle, “Different Backgrounds, Common Ground”, refers to the balance that must be achieved between different interested parties regarding conflict of interests and should be referred to frequently throughout the module, in order to stimulate personal reflection.

“Conflict” as a concept explored within the context of a geographical enquiry is a unique angle through which to develop students’ understanding of human geography first hand as they experience the lives of different people in Odisha, India, in the developing world and immerse themselves in the conflicts of interest presented.

Where possible, we have provided resources that are not dependent on internet access including key development indicators, statistics, maps and case studies. Bespoke “Miriam’s Vision” resources include the “Miriam’s Story” four-part video package (total eight minutes) and a range of others. They are referred to in the plans. You will need an interactive whiteboard.

Although the curriculum focus is on providing a detailed example for a human geography study, this module could easily be used as the basis of a place knowledge study for Asia, which could be complemented by relevant sources online towards a comparative study with Africa.

These 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 extend the enquiry to more sessions. Session 7 provides opportunity and guidance for a short assessment task. We have included suggestions for some differentiation but these may need further adaptation to meet the individual needs of your students.

“What should we consider when making decisions with conflicts of interest?” is the overall enquiry question that you will need to refer to frequently, but there are also prompts to consider how this relates to Miriam’s story and how this is relevant to student’s own lives and how this is relevant to Miriam’s home city of London  - www.london.gov.uk/london-curriculum.

Finally, you will need to be aware of possible sensitivities around this topic. Some students may have been directly or indirectly affected by 7/7 or other incidents themselves and there are also potential religious sensitivities.

Thank you for your participation.

“Miriam’s Vision” Geography Module Outline




Session 1

“Miriam’s Vision”

Locating and finding out about India and Odisha

Miriam’s story

Map work

Fact files

Session 2

Detailed enquiry on Odisha and the development issues it faces

Measuring development

Industry sector sort


Session 3

Mining conflict in Odisha  

Map work

Case studies

Exploring impacts

Session 4

Reflection on mining impacts  

Card sort

Impact visualisation

Session 5

Understanding the impact on tribal groups

Comparative activity


Session 6

Conflict resolution with respect to mining in Odisha

Role play

Opinion spectrum


Session 7

Different backgrounds, common ground

Assessment and personal response

Miriam’s story PPT

Personal reflection

Each session designed to be delivered in a lesson slot of approximately an hour, though activities can be tailored to meet the needs of your students.

Geography National Curriculum KS3

The following from the curriculum is covered:

Purpose of study

“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.”



  • develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

Refer to Impact/Attachments for completion of student feedback pdf and teacher feedback pdf.