Loss & Grief links to English

Understanding life changes result in loss and grief

Change - pages 22-23

Grief reactions - page 24

Teacher Talk

Establish and enforce group rules on confidentiality, respecting others' opinions and feelings, and having a right to pass (ie on talking about sensitive issues).

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Futures

1. Understanding patterns and connections within systems

Recognises patterns and connections within systems.

Understands personal relationships within contexts of social and work-related systems and environments.

Transfers knowledge and understandings to new contexts and situations (including vocational and recreational).

Understands the organic nature of change

Identity

2. Understanding the social construction of identities

Learners developing an understanding of themselves, of the groups to which they belong, and of other members of their community.

Learners coming to an understanding of the social construction of identities.

Learners developing the capacity to relate effectively to others and to resist the pressure of negative stereotyping.

Learners achieving a sense of their own current and emerging identities.

Reactions to loss and change

Grief reactions - pages 25-26

'Normal' grief reactions (handout) - page 28

Extension activity - page 27

Teacher Talk 

Use the first three sessions from Enhancing Resilience 1 to help establish rules and a sense of belonging and trust.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Communication

2. Understanding how communication works

Uses cognitive and intuitive processes to scrutinise different communications for layers of meaning, underlying themes and agendas.

Appreciates that all communication involves issues of power, equity and control and can ask critical questions to identify underlying power structures.

Uses a variety of skills and strategies to deconstruct and reconstruct texts.

Is aware that understandings are socially constructed in response to the needs of particular times and places.

Evaluates the selection, processes and outcomes of technology in terms of efficiency, content - suitability and creative potential.

Uses processes of advocacy and inquiry to explore issues, values and ideas.

Engages in critical debate and explains and advocates positions to different audiences and in different settings.

Reaching out, reaching in

How to help - pages 29, 30

Helping yourself, helping a friend (handout) - pages 31-32

Helping a friend - page 30

Teacher Talk

Use the first three sessions from Enhancing Resilience 1 to help establish rules and a sense of belonging and trust.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Identity

3. Relating effectively to others regardless of their identities

Communication

1. Understanding the complexity and power of language and data and their pivotal role in communication

3. Making effective use of language, mathematical and information and communication technology tools.

Helping friends

What to say - page 35

Teacher Talk

Listening is often the best thing to do for someone who is experiencing loss and grief.

English

English Texts and Contexts

3.2 Produces a range of spoken texts about topics and events of personal and community interest, for school and wider community contexts and audiences.

4.2 Produces a range of spoken texts about topics, events and issues of personal, community and world interest and adjusts speaking for a wide range of contexts and audiences.

5.2 Produced a range of spoken texts about specialised topics and current and future issues, and speaks appropriately in different contexts and for a variety of purposes and audiences.

Communication

1. Understanding the complexity and power of language and data and their pivotal role in communication

Is able to use language effectively to communicate ideas, information, values and emotions, in individual, group and social contexts.

Is aware of the power and function of different discourses and adapts communication to different people and contexts.

Grief in a zoo community: funerals and grief rituals

Exploring grief - page 42

Newspaper article (handout) - page 44

Funerals - page 43
Newspaper article (handout) - page 45

Research - page 43

Teacher Talk

Symbols, ceremonies and commemoration can provide a healing role for students and may be important in their gaining perspective about significant events.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

1. Understanding self, group and others

Develops self-awareness and understanding with a strong sense of self-worth in social and working.

Understands key ways in which groups and cultures contribute to forming identity.

Actively engages with the interplay between the 'self' and collective identities.

Describes aspects of personal and group identity, eg cultural, behavioural, social, emotional and intellectual.

Respects different personal and collective identities.

Reflects and communicates with others to influence and generate new personal, working and group identities.

Grief is normal

Changes and stress - page 50

'Normal' grief reactions (handout) - page 52

Teacher Talk

If students share their experiences of loss and grief, accept and value their version and understand that loss and grief is experienced in a myriad of ways that may be different from your own.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Identity

2. Understanding the social construction of identities

Appreciates that identities are constructed around personal and social values, ethics, systems, policies, practices and economics, eg age, race, ethnicity, gender, culture, spirituality, sexuality, ability, location, work and status.

Separates information about behaviours from beliefs about self concept and identity.

Futures

3. Building scenarios of preferred futures

Creates new knowledge from insights of the past, understandings of the present and foresights of the future and applies this in building future scenarios.

Thinking

1. Using a wide range of thinking modes

Understands and knows oneself as a thinker and learner (Metacognition).

Controversial issues: the way people die

Defining euthanasia - page 62

Discussion and sample questions - page 63

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Identity

1. Understanding self, group and others

Develops self-awareness and understanding with a strong sense of self-worth in social and working contexts.

Describes aspects of personal and group identity, eg cultural, behavioural, social, emotional and intellectual.

Futures

3. Building scenarios of preferred futures

Critiques contemporary culture, and understands the role of value systems as they affect culture, behaviour, attitude and world views.

Considers the future from ethical, aesthetic, emotional and intuitive, as well as rational perspectives, in order to gain new insights.

Uses futures tools such as: technological/virtual environments, scenario building, futures wheels, futures scanning, and applies them to contemporary social and political issues.

Communication

2. Understanding how communication works

Engages in critical debate and explains and advocates positions to different audiences and in different settings.

Responding to help seeking

A friend in need - page 65

What can you do to help - pages 66-67

Getting help - page 67

A friend might need help when … (OHT) - page 68

What can you do to help? - page 69

Questions about suicide (teacher information sheet) - page 70

Resource list - page 71

Teacher Talk

Link the help-seeking activities in Loss and Grief to the Understanding Mental Illnesses booklet for senior secondary students.

English Texts and Contexts

5.2 Produces a range of spoken texts about specialised topics and current and future issues, and speaks appropriately in different contexts and for a variety of purposes and audiences.

5.3 Reads and views a range of texts containing challenging ideas and issues and multiple views of the past, present and future and examines some relationships between texts, contexts, readers and producers of texts.

5.4 Composes a range of texts that include detailed information and explore different perspectives about diverse topics or issues and adjusts the text to produce an intended effect upon the audience.

Thinking

1. Using a wide range of thinking modes

Shows the ability to operate on several planes - physical, emotional, cognitive, spiritual, social - and understands how thinking operates through these forms, often simultaneously.