The materials in this section are intended to be used in conjunction with, and to complement, any of the Miriam's Vision modules. They may also be used as stand-alone sessions. They have all been added to this collection of resources in response to feedback from students and teachers.

UPDATE APRIL 2020: We have uploaded an Add-on in response to current events. Developing Resilience: The 2020 Covid-19 Pandemic is an opportunity for students to focus explicitly on using and developing their own resilience in adversity. Resilience is a common theme in many Miriam's Vision sessions. This session is intended for use directly by students in their own homes, independently or with support. It may also be used in the classroom once schools re-open.


Developing Resilience: The 2020 Covid-19 Pandemic

Add Ons

This session has been included in Miriam’s Vision in response to the Covid-19 pandemic. Students have been directly affected by this global health, social and economic crisis and need to draw upon their own resilience.

This session is intended to help students to focus on developing their own resilience; recognising what it is, when they have drawn upon it, and how it can strengthen with every challenge, helping us to face adversity in the future.

This session can be used by students at their own level, in their homes, independently or with support, or by teachers in the classroom once schools re-open. It is aimed at around upper Key Stage 2 / Key Stage 3 but can be used by any age and ability with different levels of support and different outcomes.


Key Messages: 
The five key message of Miriam's Vision:
  • Negative events can have both negative and positive outcomes.
  • We cannot always control events in our lives, but we can control our responses to them.
  • Empathy rather than apathy can make a positive difference to the quality of one’s own life and that of others.
  • People from other backgrounds and traditions have similarities (needs for food, shelter and spirituality) as well as differences (regional, religious, ethnic).
  • Choice of peaceful rather than violent resolution of conflict.


  • Our own resilience can develop over time, with expeience.
  • Focus on, and develop resilience in adversity
  • Explore and compare the negative and positive outcomes of different negative events
  • Focus on challenging events in our own lives
  • Write an essay or poem, or make an artwork (including drawing, painting, collage, digital or even animation) or sculpture on the theme of Resilience


For all these activities, do as much as you can. There are no wrong answers! It is a chance for you to think about yourself and your own experiences.

You might work on your own, or with someone else, or even with a group of people (from your household, or remotely). You might want to make short notes, or write in full sentences or paragraphs. If you get stuck, don’t worry. Move on to the next activity and try to come back to the one you were stuck on later.

STUDENTS & TEACHERS: It would REALLY help us to know if you use this session. Please email, and let us know what year you are in, or teach. Thank you!



1. Define adversity and resilience:

Find the Resources section at the top of this page and download the document Miriam's-Vision-Covid-19-Resilience-Work-Document (.docx if you want to type into the document, or .pdf if you want to print it and write on the print-out). When you download it, add your name to the file name. Type into the .docx document, or print out the .pdf and write on the print-out, or you can use your own paper and copy the headings. Use extra paper if you run out of space.

The heading Adversity definition is at the top. Use the Internet and dictionaries to find definitions (meanings) of adversity and put them under the heading.

Are you now sure what adversity means?

Now do the same for Resilience definition. Are you now sure what it means?

How do adversity and resilience relate to each other?


2. Now watch Miriam's Story Parts 1, 2, 3 and 4 (Youtube links in the Resources section at the top of this page). Each part is around two minutes.

You might want to watch some or all parts more than once as there is a lot of information.

For more information, you can also look at the Miriam Hyman Memorial Trust (MHMT) website: 

On the home page, there is a video called Miriam Hyman Memorial Trust - Miriam's Vision. There is also a link to the video in the Resources section at the top of this page. Watch the video to understand why the MHMT produced the Miriam's Vision education resource that you are using right now!


3. On your work sheet, note examples of resilience from Miriam’s story.


4. Now you are going to compare Miriam’s story with the Covid-19 pandemic. Look at the table with two columns: Miriam’s story / Covid-19 pandemic Similarities and Differences. Note things that are similar and different about the two in the columns. Examples have been given to start you off. If you cannot think of any more examples, think about the ones that have been given. Follow the links to relevant websites or web pages.

Think of as many examples as you can. When you use the Internet to research, try to include links to the websites or web pages you found.

Some suggestions for useful websites, although there are lots more for you to find:


5. Now think about the Covid-19 pandemic. Look at the table with two columns, Negative and Positive. Fill the columns with negative and positive aspects and outcomes of the pandemic. Examples have been given to start you off. If you cannot think of any more examples, think about the ones that have been given.

On the next page, do the same for another difficult event or time in your life.


6. Now look at the final question: How can experiencing adversity help us to develop life skills?

Explore the question in the form of an essay or poem, or an artwork or sculpture. Artwork can be in any form, including drawing, painting, collage, digital or animation. The length of your writing or form of your artwork is completely up to you, and what resources you have available.

If you want some help with writing:

For some tips on different kinds of art:

You can support and inspire other people by sharing your writing or art on this website! Email a copy or a photo to with your name and postal address, and the name and address of your school. You and your school will each get a free copy of the book Mimento: Paintings & Pastels by Miriam Hyman.



You might want to keep a diary. This is a suggestion, and there are no rules.

  • You can do it just for yourself, or you might want to share all or part of it.
  • You can do it for as long as you want.
  • You can keep your diary in any form; electronically or on paper.
  • You can use only words or you could include pictures, photos, video or other media. Whatever works for you.
  • You can keep your diary daily or when you have something particular to say.

It might surprise you how often you use your resilience...!


TEACHERS: For subject-based activities that include different aspects of resilience, see these Miriam's Vision modules:

STUDENTS & TEACHERS: It would REALLY help us to know if you use this session. Please email, and let us know what year you are in, or teach. Thank you!

Miriam Hyman Remembered

Add Ons
Key Messages: 
Miriam Hyman was an individual with a rich personal, social and professional life.
Miriam's own values are reflected in the work done in her memory.
Many students want to know more about Miriam as a person. This is an abridged version of a blog that was posted online after the bombings. The full blog is at The final paragraphs are an excerpt from a letter that Miriam wrote around 1993. More about Miriam can be found on the Miriam Hyman Memorial Trust website.
To get to know Miriam Hyman as a person

This Add-on is intended to give students a fuller picture of what Miriam Hyman was like as a person, and to show that her own values are reflected in the work done at the Miriam Hyman Children's Eye Care Centre and through Miriam's Vision.

These materials can be used in conjunction with any of the Miriam's Vision modules and complement the four-part Miriam's Story video.

You can use the blog excerpts in any ways you choose.

Jonathan Wittenberg: "Stories of those who die in violence can best be told by those who love and value them, from the viewpoint of how they lived and not only of their deaths. Miriam lost her life on 7th July, 2005 in a terrorist attack on the bus bombed in Tavistock Square, London, but her spirit and her name live on to be a blessing to others.

"Miriam was born in University College Hospital, London in 1972. She grew up in north London, enjoyed her school and university years, and graduated from University College London in 1994. She worked as a picture researcher and manager, sourcing pictures to illustrate books.

"Miriam had many talents. While always widening her circle of friends, she kept her old ones. She was socially caring, inclusive, and vivacious. Her vibrancy was reflected in her gift as an artist, and she used her art work to make greetings cards, paintings and jewellery as unique gifts for friends and family. She worked with equal ease in wood, clay, silk and paper and was inspired by the work of other artists and from Nature itself. Her love of the countryside often took her out of London - hiking with friends and enjoying the colours, the smells, and the atmosphere, whether this was brilliant sunshine, mists or snow. Her curiosity about people with different traditions, histories and culture remained insatiable and she got great satisfaction from her travels and the times she lived abroad."

Mavis Hyman, Miriam's mother: "As Miriam’s immediate family, what we miss most is her close companionship. A trusted confidante, she brought great joy and laughter into our lives by continually finding life funny in many small ways. We miss her loving presence and learning together and from each other.

"Despite the pain we feel, our comfort lies in the fact that the love and compassion that Miriam generated in her life is now being passed on in two ways through the Miriam Hyman Memorial Trust. The first is her living memorial – the Miriam Hyman Children’s Eye Care Centre located at the L V Prasad Eye Institute in Odissa; a place of hope, healing and rehabilitation for children with vision problems, irrespective of the ability to pay. Secondly, is her legacy – Miriam’s Vision – a high quality education resource for all schools and education establishments to deal with violent terrorism in a safe atmosphere. The intention is that the values and messages expressed here - of responsible citizenship, an appreciation of those from other backgrounds, and caring for others - should have a life-long positive influence on school children."


Those who knew Miriam well, her family and close friends, tell us about the qualities and memories that made her a unique and very special woman, who should not merely be remembered as “one of fifty-two innocent people killed randomly”.

Judith: “Miriam amassed friends like a magnet. And she kept them too. A truly successful person is one who really cares about how they treat others and how they make them feel about themselves.”

Jonathan: “This is both an exceptional tribute to Miriam and a remarkable counter-cultural definition of success which the entire world needs to hear.”

Chris: “In her short life Mim touched more people and was a greater force for good than anyone I've ever known. It makes her pointless death all the more tragic. Not only have her many close friends of so many years and her dear family been robbed of shared times still to spend with her, but the many thousands of people she would have gone on to touch in positive ways through her voluntary work, have also lost a better future.”

“Her enduring warmth, unquenchable interest in your life and an overwhelming sense of how to make you feel special made me seek her out often, always marveling at her thoughtfulness and generosity. Over the years that passed we shared our interests in science and art, visited galleries and museums, made our friends mutual and saw each other through the ups and downs of life”.

Keren: “Miriam and I have known one another since we were six years old. Our first meeting was on the climbing frame at the back of her garden. Together in infant school, we watched tadpoles become frogs. As adults, we shared our joys, our sadness and our everyday over endless cups of latte. Mim was a beautiful and earthy woman. She was an unconditional constant in a world of many variables, and only recently, we laughed when agreeing that our friendship would still exist at the age of ninety.

"Shortly before the bombings Miriam emailed to say that as midsummer was approaching, we should celebrate by meeting on top of Primrose Hill at dawn to watch the sunrise. And that’s exactly what we did. At 4.30am on Tuesday 21st June 2005 we were on top of the hill, waiting for the first sunlight to gradually rouse a sleeping London. What absolute madness it was to be up there at this time, and what absolute pleasure Miriam derived from it. How we laughed at what we were doing, and how that laughter filled us with life.”

Jonathan: “To be a witness to wonder is one of life's greatest privileges, and it's a testament to a person's spirit that he or she should care about such matters.”

Katie: “I personally go back with Miriam for over twenty years. Always a constant in my life. Always my support. The person who made me see clearly, made me appreciate little things, made me laugh, made me feel special.

"It is rare to find a friend like that. So much joy. Looking back, remembering the good times. Remembering the laughter. Let us never forget her wonderful qualities and use them to create a better future. To be positive. To look to the future with strength – to create good out of wrongdoing. Let us keep her name alive and use it to make someone else’s world better – something Miriam would always do.”

Jonathan: “Above all I’ve been deeply moved by the love which has surrounded Miriam, even now after her death. The love comes from Miriam herself, who had a gift for friendship, for appreciating beauty, for generosity and for life. Nothing gave her more pleasure than to give happiness to others. To bring us back to what really matters is truly inspirational.”

Stephanie: “Thank you Miriam for guiding me from hatred to love, simply by listening and caring.”

Christine: “Those who are loving and loved remain immortal in the thoughts and hearts of those whose lives they touched. I am struck by how all who came into contact with Miriam seem to cherish her for the same reasons: her kind and loving nature, her hospitality, and generosity of spirit.”

Esther (Miriam’s sister): “Mim brings out the best in people. I use the present tense deliberately because she is continuing to bring out the best in people. The extent to which she is loved is a source of joy that will endure after this painful time is over.”


From Miriam herself, extracts of a letter to her parents when she was twenty-one, while studying for a year at the University of Nice:

“I’m so happy to be alive, to be me – that is, living my life. Sometimes I get this great big rush of freedom and it literally makes me tingle all over. But at other times I feel like retreating because I can’t understand what anything is about, why I’m alive and what the whole deal is. Not in a morbid way, but just in a questioning way...

"I’ll never forget the sunsets in Goa and in particular that night when I walked out into the sea on my own. I got a split-second feeling that I was leaving the world behind. But those moments when I was there, time stopped for me and everything fell into place and I was at peace and it was unquestionably the most wonderful experience of my life and the most intense moment that I have known.

“I really don’t have a problem with the concept of my own death, and in some ways I’m so curious that I’m awaiting just that, to see if I still have a consciousness, and if I don’t, then I’ll just cease to exist. I find that a very attractive thought.”

Terrorism: What? When? Where?

Add Ons

This session has been included in Miriam's Vision in response to students' inevitable question: "Why?"

This is not addressed in our curricular modules so in this Add-on session we contextualise the 2005 London bombings in terms of the organisation that took responsibility for the event, and in terms of the history of terrorism.

This session can be used in conjunction with any of the Miriam's Vision modules or as a stand-alone session.

Key Messages: 
  • Terrorism is not a modern phenomenon. It has taken place over time and all over the world.
  • Miriam's Vision: A Response to the 2005 London Bombings is the response of the Miriam Hyman Memorial Trust to her death
  • To understand that it is difficult to define terrorism
  • To understand some of the vocabulary associated with terrorism
  • To have some points of reference in relation to terrorism
  • To consider the use of violence in affecting change
  • Compare definitions of terrorism
  • Define some vocabulary associated with terrorism and understand how it relates to terrorism
  • Discover and compare some terrorist histories
  • Debate the use of violence in affecting change

In this plan we have provided enough material for one or two sessions, depending on how much time you have, and how much detail you go into.


Project MV Terrorism 1.1 What When Where.pptx. It is also provided as a .pdf. Slides 2 and 3 look at definitions of terrorism. Read through the definitions individually or as a class and answer the question, "What similarities and differences do they have?" You may want to draw a table on the board with "Similarities" in one column and "Differences" in the other and note the points as the class makes them.

It is for legal reasons that the UN are still struggling to officially define terrorism. Without a definition, individuals cannot be prosecuted under law. So an internationally agreed legal definition has still not been resolved.

Slide 4 can be used in different ways. It lists sixteen terms that are associated with violent struggle. Hand out copies of, or project, MV Terrorism 1.2 Definitions.pdf. There are three columns: The first lists the words from Slide 4 with alternative forms of those words. The second gives a short definition. MV Terrorism 1.2 Definitions differentiated up.pdf has the second column blank for students to fill in themselves. The third column, "Connection to terrorism", is to be filled in by students. You may wish to reduce the number of terms; we have provided the Definitions sheet as a .docx in case you wish to make alterations.

Phase 1

Slide 5 introduces the main part of the session. Five examples are provided of organisations and an individual that have been labelled as terrorists at one time or another in their history. They are:

  • The Irish Republican Army
  • The Suffragettes
  • The African National Congress
  • Anders Behring Breivik
  • Al-Qaeda

You may not wish to use all five cases, but the overall point is that terrorism has taken place across the world over time.

You may wish to have the students research other organisations or individuals that have been labelled as terrorists for comparison. You may wish to set this as homework.

Slide 6 introduces the questions that are asked at the end of each example:

  • Who were they?
  • Where were they active?
  • When were they active?
  • Key incidents
  • Definitions

The suggestion is made to use the vocabulary on Slide 4 to help with definitions.

Slides 7 to 26 give five brief case histories followed by the same six questions. You may want to have the class work all together, in groups, pairs or individually on this task.

A key point is that definitions of an organisation may change over time, for example the ANC was seen as a terrorist organisation by the ruling National Party between 1948 and 1990 but they went on to be the democratically elected ruling party of South Africa themselves in 1994.

The case study on Al-Qaeda explains that Miriam's Vision was created in response to the 2005 London bombings.

Slide 27 is a world map with the heading, "On the map locate where each is, or was, active." Using arrows or sticky notes on the projection, or individually on print-outs of the slide, identify the areas affected in the case studies. The point is that acts of terrorism have taken place all over the world.

Slide 28 says, "Create a timeline and locate when each was active." Using the projected line or creating your own, as a class or individually or in groups, show the active times for each case. The point is that acts of terrorism have taken place over history.

Slide 29 asks students to examine the similarities and differences between the different cases. You may choose to do this as a class, noting responses in two columns.


Slide 30 poses the question, "Can violence ever be justified to achieve change?" It is suggested to discuss, or debate, the question as a class with a vote at the end. You may wish to set it as homework. The point is that there are arguments to be made on both sides.


Add Ons
Draw together the strands of the theme of "Vision" within the Miriam's Vision resource.
  • Appreciate the sense of vision
  • Learn about Miriam Hyman
  • Define and explore different aspects of "vision"
  • Consider the importance of our sense of vision
  • Know about Miriam Hyman, the Miriam Hyman Memorial Trust, the Miriam Hyman Children's Eye Care Centre and Miriam's Vision

This material can be used in conjunction with any of the Miriam's Vision modules, working especially well with Art and Dance, or as a stand-alone session. The lesson plan could be used over one or two sessions, depending on how much time you have and how much detail you go into. It starts by defining "vision", looks at how our eyes work, goes into visual impairment and then into the Miriam Hyman Children's Eye Care Centre. It ends with "Miriam's vision" of the future.


Project MV Vision 1.1 Presentation.pptx Slide 2 (also provided as a .pdf). Go through the definitions of "vision" with the class. Explain that you will be exploring two of the definitions; the sense of sight, and an idea of what should happen in the future.

Phase 1

Slide 3 has five facts explaining the complexity and importance of our eyes.

Project Slide 4 and then MV Vision 1.2 The Hyman Eye.pdf. Go through the sheet with the class. Slide 5 is a link to a BBC Bitesize clip "The Human Eye" (5 minutes). The last part of the clip is about a sea tribe whose eyes have adapted to be able to see more clearly under water. You can skip this part if you wish.

Phase 2

Slide 6 is an introduction to vision impairment. Go through the definition and facts with the class.

Slide 7 invites you and the students to share experiences of vision impairment. The point is that it is common, and that without access to eye care services visually impaired people would struggle to undertake everyday activities. "What is helpful?" refers to technical and environmental aids such as adapted high definition computer screens, braille on public signs, pedestrian crossings with audible signals, etc. There is a very wide range of aids that can be explored online.

Slides 8 to 12 are five activities exploring the importance of the sense of vision. These have been adapted from the RNIB's "Activities to develop pupils’ learning about vision impairment"

Use as many of these activities as you wish.

Activity 1: Feel and describe
Simply ask the class to close their eyes, focus on what they are able to sense and describe it. Then ask for contributions about everyday or more unusual experiences (eg being in a beautiful place) that would be very different without the sense of sight, and how. Finally, ask the students to take a moment to close their eyes when they are in different situations and experience what it would be like without the sense of vision. They could report back next session.

Activity 2: Identify objects
Before the session, gather a few objects and hide them in a bag or box. Blindfold one student and get them to identify the objects. This activity could also be done in pairs or groups so that all the students get to have a go. The slide asks students to describe their experience.

Activity 3: Identify smells
Before the session, gather a few objects with different smells and hide them as in Activity 2. Blindfold one student and get them to identify the smells. Suggest some natural and some artificial objects. Again this can be done in pairs or groups. Get the students to describe their experience.

Activity 4: Identify flavours
As above, gather some foods and drinks (with straws), ensuring that any allergies are taken into account, hide them, blindfold a student and get them to identify the flavour, and continue in pairs or groups, asking the students to describe their experience. Suggest some strong and some subtle flavours.

Activity 5: Follow the leader
Either in the classroom or in a bigger space, set up short "obstacle courses" (with the students' help). Suggest using PE equipment and classroom furniture. They work in pairs, one leading a blindfolded partner around the obstacles. Get the students to describe their experience when blindfolded. A risk assessment is necessary for this activity.

Plenary 1

Ask students to summarise their blindfolded experiences.

Phase 3

Slides 13 to 16 introduce Miriam Hyman and the Miriam Hyman Children's Eye Care Centre. Go through the slides with the class.

Slide 17 gives links to six videos and two websites:

  • Miram Hyman Memorial Trust - Miriam's Vision (5 minutes 25 seconds). This video is also accessible on the home pages of the MHMT and Miriam's Vision websites. It is an overview of the work of the MHMT with special focus on Miriam's Vision.
  • Miriam's Story - parts 1 to 4 (total 8 minutes). This is the video package that has been produced to go with the Miriam's Vision modules. Suggest watching all if possible, but parts 3 and 4 are especially relevant to this session.
  • 10 years of Miriam Hyman Children’s Eye Care Centre (5 minutes 28 seconds). This video was produced by the L V Prasad Eye Institute on the occasion of the 10th anniversary of the MHCECC.
  • The Miriam Hyman Memorial Trust website. Suggest looking especially at the home page, and sections on MHMT and MHCECC.
  • The Miriam's Vision website. Suggest looking especially at the home page, and the About page.

Slide 18 is an opportunity to review the information about Miriam, the MHMT, the MHCECC and Miriam's Vision with nine questions to be answered. You may choose to do this orally as a class or individually in writing.

Plenary 2

Slide 19 asks, "Do you share Miriam's vision?" The three questions are intended to focus the students on the purpose of the Miriam's Vision resource. This would be best as a class discussion.

Slide 20 is a list of the sources used in this presentation, with an invitation to students to find other interesting related links. You may want to set this as homework.

Life in London

Add Ons
To contextualise life in London for students who are unfamiliar with it
Key Messages: 
London is a big city, which means that it is spread over a large area and has a lot of inhabitants, necessitating a lot of facilities, including the public transport system that was attacked in the 2005 bombings.
  • To give students who are unfamiliar with London an idea of what life is like there
  • To discover some information about London
  • To discover some information about where the students live
  • To compare life in London with life where the students live
  • To list facts about London and where the students live
  • To compare facts, advantages and disadvantages of London and where the students live
  • Projector with Internet
  • Student access to Internet optional

When doing the Miriam's Vision modules, students who are unfamiliar with London have asked questions such as, "Why do people need to go under the ground to go on trains?!"

We have provided this Life in London Add-on to provide students with some context if they haven't visited a big city before. It can be used as a stand-alone session or in conjunction with any of the Miriam's Vision modules, and works particularly well with our History and Citizenship modules.


MV Life in London resources is a list of ten links to resources illustrating day-to-day life in London. You have the list as a .xlsx spreadsheet for your own reference, as a .doc in case you would like to amend it, and as a .pdf that can be projected for the class to look at. You can use as few or as many of the links as you wish.

The resources are listed by title, link, format, size and overview.

There is one website, some individual web pages from different sites, Youtube video clips and finally a map showing the four locations of the 2005 bomb sites, in which some students have shown particular interest.

Spend as much or as little time as you wish on the resources. The point is to give your students a feel for life in a big city.

Main phase

Hand out A4 copies of Comparing London with Where I Live. There are three differentiated versions of this sheet, and further differentiation can be achieved by having students fill the sheets in individually or in groups. You have the different versions as .pdf for printing and filling out by hand and as .docx for filling out electronically.

The sheet provides several comparison points between London and where the students live, including location on a map, size, number of inhabitants, public transport facilities and so on.

MV Comparing London with Where I Live simplified sources is the simplest version, with the information about London completed and the sources simplified to websites. MV Comparing London with Where I Live London info completed has the London information completed and gives the full web page sources. MV Comparing London with Where I Live no info is for the highest ability with no information or sources provided about London.

Allow time to go over the sheet together and answer the question on it: What can you infer by comparing the information about London with the information about the place where we live?


MV Life in London Advantages and Disadvantages is a simple table listing the advantages and disadvantages of London and where the students live. This can be done individually, in groups or as a whole class. Take information that has been gathered during the session along with the students' own opinions. For example, "Not much access to the countryside" could be a point that is seen as either an advantage or a disadvantage, depending on opinion.

The final questions, "Where would you prefer to live? Why?" can be answered as a group or could be set as a homework question, to be answered at the level of the individual.