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.
Each of the seven Miriam's Vision Schemes of Work 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.
Each module is preceded by guidance specific to it.
The seven Miriam's Vision modules are inter-related but not inter-dependent.
Each curriculum area in Miriam's Vision uses the four-part Miriam's Story video package (total eight minutes). It is essential in setting the context for students.
The plans are guides only, so feel free to adapt them, or use any element in the ways that suit you.
Wherever possible, resources are not dependent on internet access but there is a vast range of relevant sources online. Links given can easily be replaced with others if you find ones you prefer (please tell us about them), or experience difficulty accessing them (although we have tried to use relatively reliable sites such as the BBC).
Plans do not include timings, as schools vary in the length of sessions. We have assumed lessons of about an hour so that maximum use can be made of the resources. Any less and you will certainly need to modify the plans or extend the number of sessions. We welcome your feedback on this, and all aspects of your experience using Miriam’s Vision.
We have suggested some differentiation but individual teachers are best placed to respond to the particular needs of their classes. We therefore strongly suggest that the lessons are delivered by teachers who know their students' strengths and weaknesses. We have provided a wealth of resources that students will find compelling as they are, but you may wish to reduce the amount of source material for others.
The focus of Miriam's Vision is the consequences of conflict in general and of 7/7 in particular. Understandably there is an interest among students in causes and the advice so far is to carry out private research if desired. Teachers can also be supportive in directing searches for, for example, biographical information on the bombers, conspiracy theories, the Coroner’s decision not to include the bombers in the Inquest.
You will need to be aware of possible sensitivities around this topic. Some students may have been directly or indirectly affected either by 7/7 or similar events and whilst all the materials on this website are non-religious and a-political, there are still religious sensitivities to consider because of the nature of the event and people’s responses to it.
We must make reference here to conspiracy theories, which are rife on the internet. A simple search for 7/7 throws up a great deal of such material and it is likely that students will encounter these if they engage in any internet research. You may choose to explain this to them. Your feedback on this, and all aspects of Miriam’s Vision, is appreciated.
The final lesson of the Schemes of Work should allow time to summarise the educational purposes of the module as shown, the relationship of the module to Miriam's story, the relationship of Miriam's story to one's own life and community. This is essential for the purposes of the aims of Miriam's Vision.
Miriam Hyman Remembered
A section on the above has been added at miriamsvision.org/miriam-hyman-remembered in response to requests from students to know more about Miriam as a person. The full original is at miriamhyman.blogspot.co.uk.
Information to Parents/Guardians
It is suggested that as a courtesy and to gain the interest of parents, an authoritative representative of the school informs them of the programme of work included in Miriam's Vision along the following lines:
I am writing to let you know about Miriam’s Vision, an initiative that supports the Miriam Hyman Memorial Trust. Miriam Hyman was one of the fifty-two people killed in the London bombings on 7th July 2005. The MHMT was established by her family to create a memorial – the Miriam Hyman Children’s Eye Care Centre in Odisha, India. This is a living memorial; a place of hope, healing and rehabilitation for children who need eye care services, irrespective of their ability to pay.
The Miriam Hyman Memorial Trust has also created a legacy in her name: Miriam’s Vision: A Response to the 2005 London Bombings. This educational resource, incorporating seven subjects, aims to promote an inclusive society without reinforcing stereotypes around fundamentalism and terrorism. Given the challenges of extremism that we continue to see throughout the world, this is a very special opportunity to get involved in such a meaningful cause.
If you wish to find out more about the work of the Miriam Hyman Memorial Trust please visit miriamsvision.org and www.miriam-hyman.com. You may be asked to make a contribution to the MHMT through a school activity, which is optional.
Raising funds “for the charity” has been spontaneously requested by some students during trialing and reference can be made to our Business & Enterprise module. It is a whole school activity but can be used across a key stage or a year group and tailored to the policies of individual schools.
We welcome feedback from teachers who have used Miriam's Vision. We use your feedback to inform refinements of the resources and we may quote you anonymously in relevant contexts. You may want to use the .docx version of the Teacher Feedback form (attached below) to type your feedback directly into the document. Please email your completed form to email@example.com. Thank you!