Different Backgrounds, Common Ground

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.


The Miriam's Vision Art 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”.

All modules in Miriam’s Vision use the four-part Miriam’s Story video package (total 8 minutes) to set the context of the resource for students.

The Art module takes the location of Miriam’s memorial, the Miriam Hyman Children’s Eye Care Centre, as its starting point. The MHCECC is in Odisha, India and Pipili appliqué is a local traditional ancient craft that is known worldwide for its decorative qualities.

The central message of the module is that every culture includes artistic elements, and although locality influences the forms it takes, Art 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 Pipili appliqué and have opportunities to explore some its features, compare to Art in their own environment, www.london.gov.uk/london-curriculum, and create a 3D artwork, working in a group, from a selection of materials.

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.

We have provided bespoke resources that are not dependent on internet access in the classroom. Bespoke Miriam’s Vision resources include the Miriam’s Story video package and a range of others. They are referred to in the plans and will are accessible via the Miriam’s Vision website. You need projection equipment. Please see Miriam's art book Resource 1.2 for the students to appreciate her sense of colour.

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!

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.

Miriam’s Vision” Art Scheme of Work Outline


Task Focus Activity
Task 1 - Introduction to Miriam Hyman and the Miriam’s Vision resource.
- Introduction to Pipili lanterns.
- Thinking about crafts in one’s own environment.
- Miriam’s Story video package.
- Intro to Pipili Appliqué PowerPoint Research.
Task 2 Planning, making, evaluating, display Planning, making and evaluating a 3D artwork focused on 'Harmony' in a group, according to a brief, inspired by the appliqué lanterns of Pipili and making reference to the theme, Different Backgrounds, Common Ground.
Plenary Why participate in the Miriam’s Vision Art activities? Refer to Miriam’s Vision objectives expressed in the theme, Different Backgrounds, Common Ground.


Art National Curriculum KS3

The following aspects of the curriculum are covered in the Miriam’s Vision Art Scheme of Work.

Pupils should be taught

  • to use a range of techniques and media
  • to increase their proficiency in the handling of different materials
  • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

Module plenary

It is important to be explicit about the following in order for the students to appreciate the reasons for doing the module.

  • Recap the theme of the module (Different Backgrounds, Common Ground).
  • Recap how the module started. (The story of Miriam Hyman.)
  • What is the message of the module? (Although different cultures have different crafts, craft is found in every culture in the world.)
  • What can you conclude? (Although we may have different crafts, we all have crafts! In other words, despite our differences we have fundamental common human needs that unite us.)

You may wish to re-show the four-part Miriam’s Story video package and talk about the Art module and its contents and messages.

  • Those responsible for violent extremism want to create division between people and communities.
  • Miriam’s Vision is an attempt to counteract the divisions and to help the students to build a safer, more inclusive society.
Different Backgrounds, Common Ground

Task 1: Introduction

Key Messages: 

Miriam’s Vision: A Response to the 2005 London Bombings is the Hyman family’s way of trying to help you to create a safer, more inclusive society in response to what happened to Miriam.

  • Students understand why they are participating in these activities
  • Students make links between Miriam, her story and the location of Odisha
  • Students will find out who Miriam HymanMiriam was 32 when she was killed on 7/7, on the bus in Tavistock Square. was and how her story links to Odisha (through the location of her memorial, the Miriam Hyman Children's Eye Care CentreThe 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., close to Pipili in Odisha).
  • Students will start to think about arts and crafts as part of culture, including their own.


Tell the students what the Miriam’s Vision resource and this module are about, share the title, key message, objectives etc.

Introduce the theme, Different Backgrounds, Common Ground. What could this mean in relation to Art and in wider contexts?

Explain that the module starts by setting the context with some video and a presentation.

Show Miriam’s Story video package Parts 1 to 4. MV Resource 0 Info for Students.pdf is a single page summary of Miriam's Vision and its aims. Print and distribute a copy to each student. Discuss.


Allow more or less time for this activity depending on how much discussion is appropriate for your group before, between and / or after each of the (approximately) two-minute sections:

  • What happened on 7th July 2005? (Four suicide bombs in a coordinated attack on the London transport system during the morning rush hour, killing fifty-two people and directly or indirectly affecting unrecorded numbers of people.)
  • Why is it known as “7/7”? (Because it happened on the seventh day of the seventh month.)
  • (It may be appropriate to discuss your group’s knowledge of 7/7, or any aspect they bring up after seeing the package.)
  • Who was Miriam Hyman? (One of the fifty-two people killed on 7/7.)
  • What is the Miriam Hyman Memorial Trust (MHMT)? (The Hyman family set up this charity in Miriam’s memory.)
  • What is the Miriam Hyman Children’s Eye Care Centre (MHCECC)? (The centre was opened in 2008 and named after Miriam.  The MHMT supports the MHCECC and the Hyman family are happy to have created a lasting, living memorial to Miriam that helps a lot of children and their families.)
  • Where is the MHCECC? (In India, in the state of Odisha.)
  • How does Miriam’s Vision fit in? (The MHMT wants to help YOU to participate in creating a safer, more inclusive society so that events like 7/7 are less likely to recur. One way of doing this is to be aware that, despite local differences, we all have fundamental common needs that unite us.)


Explain that we are going to explore one craft in the locality of the Miriam Hyman Children’s Eye Care Centre.  (Do they remember where it is?  Odisha, India.)

Show MV Art Resource 1.1 Intro to Pipili Applique PP.

Discuss slides as appropriate to your group.  Points to bring out:

  • Pipili appliqué has distinctive features
  • Pipili appliqué forms a part of the cultural heritage and identity of Odisha


Class discussion

  • What did they find out?
  • Was there anything particularly interesting, surprising or inspiring?
  • End by referring to the theme, Different Backgrounds, Common Ground. How does this relate to what they have been doing this session? (Arts and crafts are practised in every different culture. What crafts are practised depends on available materials, the functions they are used for etc.)
  • What arts and crafts are practised in the students’ own backgrounds and / or environment? (UK examples: Carpentry, textiles, glass blowing, stone masonry, metal work, jewellery making etc.)


Students can research different crafts that reflect their own background and / or environment.  If your group contains students from different cultural backgrounds, they can find out about crafts from that culture. Depending on the time period of delivery of the module (over half a term / in an off-timetable one-day session) you may want to set this extension task for homework. Different crafts and their major features (materials, functions, forms) can be shared at the start of the next task.

Task 2: Planning, making and evaluating

  • Planning, making and evaluating a 3D artwork with a focus on "Harmony" in a group, according to a brief, inspired by the appliqué lanterns of Pipili and making reference to the theme, Different Backgrounds, Common Ground”.
  • Students work cooperatively to complete a 3D artwork according to a brief.
  • Students problem-solve by trial and error and develop proficiency with different materials.
  • Students evaluate their own work and that of others.
  • Students will produce and evaluate a 3D artwork on "Harmony" according to a brief.
  • Sheets of plain A4 and / or A3 paper.
  • Strips (2-3cm width approximately) of sugar paper in different colours.
  • Suggestions: Withies, wire, masking tape, cling film, tin foil, tissue paper, string, PVA glue, felt pens, scissors.  You can adjust the range of resources as available or appropriate to your group, but students may choose only from the range you provide. Trials suggest that the cost of materials is around £2 per student.


If you want to share the research from Task 1, you can do it now.  This can lead neatly into the starter activity:

Theme brainstorm

The class is going to work in groups of around four (depending on your numbers).  This should preferably be non-friendship groups.  The easiest way to do this would be for you to make the groupings in advance but you may choose another method of dividing the class.  Split them into their groups now.

Remind the class that the theme for the Miriam’s Vision Art module is Different Backgrounds, Common Ground. Talk about how this relates to arts and crafts (the fact that they are practised in every culture, influenced by factors like available materials, function etc.) Ask how this relates to wider contexts (all people and communities have common elements; needs for nourishment, shelter, good health, spirituality, even the safety of loved ones, that are fulfilled in different ways according to factors like location etc). In their groups, students brainstorm words and phrases that link to the theme of "Harmony" and note them on the A4 paper. It would be great not to give any suggestions and see what the groups come up with but they made need starting off. Feed back to the class after a few minutes.

Each student chooses an idea or concept of harmony e.g. harmonious colours, harmonious living etc, and writes it on one of the strips of sugar paper with felt tips. Explain that these strips will be incorporated into their project so it can be done neatly / decoratively.

Introduction to the main activity

Explain that the groups are going to make 3D pieces inspired by Pipili lanterns with reference to the focus on "Harmony". Remind the class of the features of Pipili lanterns. You may want to refer back to MV Art Resource 1.1 Intro to Pipili Applique PP, especially Slide 18, and you may want to project the PowerPoint while the class is working or print out some of the slides and hang them around the room for reference.

Present the brief. It is on Slide 24 of MV Art Resource 1.1 Intro to Pipili Applique PP and can be projected or printed and handed out.


Students work in groups to design, problem-solve and make a free standing or suspended 3D structure based on / influenced by Pipili lanterns, with only the given materials, withies, wire, masking tape, cling film, tin foil, tissue paper, PVA glue, felt pens, scissors, paper and pencils.  All groups must in some way incorporate the colourful strips on "Harmony" that they have already prepared.

The amount of time you allow for the making part of the module depends on the time available to you, and whether you are delivering this module over a single, off-timetable day or half a term. We suggest that the minimum is three hours.


Give a short explanation of how to use the given materials and show examples, especially of the structural possibilities of withies and wire.


Give the students five minutes to work on their own individual designs (on the back of the brief print-out or on a sheet of A4), then ask them to share their ideas within their groups and take aspects of each others’ ideas to create a harmonious final design idea on a separate sheet of A4 or A3.


Students work cooperatively to complete the brief over the given time period. They may need a little guidance but, where possible, allow them to problem-solve between themselves.


Each group presents their final piece to the class, who are encouraged to put questions to the group.  Make reference to

  • The brief and the aspects that are influenced by Pipili lanterns
  • The sugar paper strips, how they have been incorporated and how they relate to the theme, Different Backgrounds, Common Ground”
  • Difficulties encountered and how they were overcome
  • What worked well and what could have been improved

You may want the students to record the above.

Summarise: interaction between Miriam's Story, the art module and experience of learners.

  • Common interests in creativity expressed through sculpture or any other form of artwork such as painting, design etc.
  • Appreciation of art as part of cultural heritage.
  • Compare art form from different cultures.


If your school is holding the Miriam’s Vision Business & Enterprise Fair, the pieces can be displayed as part of the fair. If not, they can be displayed anywhere in the school and accompanying display information can explain the context and connection to the Miriam’s Vision project.  This could be generated by yourself or the students.