Loss & Grief links to Religious Education

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).

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.

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.

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

Types 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

Teacher Talk

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

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.

Present particular points of view with examples of thinking and reasoning behind them.

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 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.

Essential Learnings

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).