Activities & Sessions | Possible Standards |
Understanding life changes result in loss and griefChange - pages 22-23 Grief reactions - page 24 Grief stories (video) - page 24 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Reactions to loss and changeGrief reactions - pages 25-26 ’Normal’ grief reactions (handout) - page 28 Extension activity - page 27 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Reaching out, reaching inHow to help - pages 29-30 Helping yourself, helping a friend (handout) - pages 31-32 Helping a friend - page 30 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Helping friendsTypes of support - pages 33-34 Giving advice - page 34 Dear Dr Wright letters (handout) - page 36 Seeking help - page 35 Newspaper article (handout) - page 37 What to say - page 35 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Feelings and fearsDifferent fears - page 38 Similarities & differences in our fears (worksheet) - page 40 Ranking fears - page 39 My fear (worksheet) - page 41 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
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Grief in a zoo community: funerals and grief ritualsExploring grief - page 42 Newspaper article (handout) - page 44 Funerals - page 43 Newspaper article (handout) - page 45 Research - page 43 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Loss: a universal experienceChange and loss - page 46 Feelings - page 47 Categories of loss (handout) - page 48 Holmes-Rahe survey of loss (worksheet) - page 49 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Grief is normalChange and stress - page 50 ’Normal’ grief reactions (handout) - page 52 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Understanding loss in response to deathDifferent deaths - pages 53-54 Determinants of grief - page 54 Determinants of grief (student handout) - page 55 Determinants of grief (teacher information) - page 56 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Supporting grieving friends and relatives
(2 lessons)Grief reactions - page 57 Masculine and feminine grieving patterns - pages 58-59 Unhelpful strategies (handout) - page 60 Guidelines for being a supportive person (handout) - page 61 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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