Session 1: Who was Miriam Hyman? What happened on 7/7?

PSHE (Ages 11-14)
Session 1: Who was Miriam Hyman? What happened on 7/7?
Key Messages

Miriam Hyman was one of 52 people killed in the 7/7 London bombings. This session introduces her story and what happened on 7/7.

  • Understand what happened on 7/7 and why it was catastrophic
  • Consider the impact of 7/7 on the people affected
  • Discover the events of 7/7
  • List key elements of Miriam’s life
  • Explore the possible personal impact of 7/7


  • Split the class into groups of around four. Non-friendship groups are recommended.
  • Project MV PSHE Resource 1.1 Miriam's Story. Slide 1: Welcome students to the “time machine”. They are now going through space and time to an unknown destination. Explain that the class has just arrived in the past at a significant time in recent history. They should predict possible answers to “Who, what, when, where, why?” questions (Slide 2: using the images on Slide 3. Emphasise that we are speculating so there are no right or wrong answers at this stage. MV PSHE Resource 1.2 Situation report table can be printed and distributed to the groups to support this activity, feeding back to the class, or it could be done orally with the whole class.
  • Show Slides 4, 5 and 6: "You are in London.", "It is 6th July, 2005", introduce Miriam Hyman ("one of the people in London that day").

Phase 1

  • Slide 7: "You are now going to find out about her life." Explain that students will get to know Miriam by watching a video, and making notes. Show Miriam's Story Part 1 (Slide 9). You may want to allow students to absorb it properly by showing the video twice so that they can just watch first time and make notes the second time. You may wish to use MV PSHE Resource 1.3 Miriam's Story video notes (reproduced on Slide 8) which can be printed out and distributed to the groups, feeding back to the class, or students could make notes in their books (using the same headings if you choose). SEN students could be asked to focus on just one aspect of Miriam’s life, for example, what was important to her. G&T students could be asked to give a fuller account.
  • Have a brief whole-class discussion of their impressions of Miriam and her life.

Phase 2

  • You may wish to replay the last 10 seconds of the film. Explain that students are now going forward one day in time to find out what happens on 7th July 2005.
  • The following Info Search activity (Slide 10) can be organised in different ways. The 13 slides of MV PSHE Resource 1.4 7/7 Information search are images on different aspects of 7/7. The 9 questions in MV PSHE Resource 1.5 7/7 Info search questions can be answered, to different ability levels, by examining the content of the images. You could print out and display the images around the classroom and have the students look around in pairs, at their own pace. The groups of four could be split into pairs and the questions divided between them, or each pair could be assigned a given number of questions. The answers can be fed back so that everyone has answered all the questions. You can tailor the organisation to the amount of time available and the ability levels in your class. The important point is for students to have an understanding of the events of 7/7.
  • When talking about the number of people affected by the event, you may choose to discuss with students that as well as the 52 people who were killed, more than 700 were physically injured, and unknown numbers were affected mentally, emotionally and medically.
  • Ask the class: How could Miriam be connected to these events?

Plenary 1

  • Play Miriam's Story Part 2 (Slide 11). Feed back by discussing the question on Slide 12 of MV PSHE Resource 1.1 Miriam's Story as a class ("You are one of Miriam’s best friends. How do you feel?"). Students could think-pair-share before feeding back their ideas to the whole class.

Phase 3 (Homework?)

  • Slide 13: Ask students to imagine that Miriam was their friend and write a diary describing their feelings the day after 7/7 (remembering that it would have taken many days to confirm the identities of those killed that day), a month later, and a year later. You can print out MV PSHE Resource 1.6 Diary writing frame to support this.

Plenary 2

  • You may want to ask some students to share what they have written in their diaries, or discuss some of the wider issues in preparation for subsequent sessions. If set as a homework task, the feedback and discussion can take place at the start of the following session.


Our Risk / Benefit Add-On was created in response to students who express anxiety, for example about using public transport in light of the content of this module, or about being in crowded public spaces in light of the Manchester Arena attack in 2017. It is an optional stand-alone session that can be run at any point.