Different Lives, Common Ground

PSHE (Ages 11-14)
Different Lives, Common Ground

Guidance for “Miriam’s Vision” and the PSHE 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 module subtitle, “Different Lives, Common Ground”, refers to the common human experience of adversity and how we can develop reaction into response.

These sessions include an introduction to Miriam's Story, the personal consequences to 7/7, dealing with risk and how individuals can respond to difficult or traumatic experiences in their own lives.

You may wish to follow delivery of the “Miriam’s Vision” PSHE module with the Citizenship module.  It moves from the personal to the political, with sessions on the balances within human rights and democratic change, ending with a case study chosen by the students themselves.

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 than two 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.

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

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.

Thank you for your participation.

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.