Different Lives, Common Ground

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

Miriam's Vision PSHE Guidance

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.

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