Miriam’s Vision is about community cohesion. This cannot be over-emphasised to students, whenever the opportunity arises.
This module works well with:
- Thematic sessions
For ease of reference, we will often refer to the 2005 London bombings as “7/7” (seventh day of the month of July).
All modules in Miriam’s Vision use the four-part Miriam’s Story video package (total 8 minutes). This sets essential context and is built into this module in stages. It is housed on Youtube.
The Miriam's Vision PSHE module consists of a set of lesson plans with incorporated guidance notes, intended to be used flexibly.
Downloadable electronic resources and others are listed at the beginning of each lesson plan and highlighted within the plans for ease of reference. We have provided bespoke resources that are not dependent on internet access in the classroom. You will need projection equipment. You have everything you need on this website to deliver Miriam's Vision in your classroom.
Timings are not included, 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.
We have not included suggestions about differentiation other than to offer some variety of input / expectation in places.
You will need to be aware of possible sensitivities around this topic. Some students may have been directly or indirectly affected by terrorism themselves and there are potential religious sensitivities.
You may wish to follow the Miriam’s Vision PSHE module with the Miriam’s Vision Citizenship module. The PSHE sessions do help to provide context for the Citizenship module, which moves from the personal (response to inevitable adversity) to the sociopolitical, with sessions on the balances within human rights and democratic change, 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.
National Curriculum (non-statutory)
PSHE Association guidelines
“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
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.