Loss & Grief links to Science

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.

Grief in a zoo community: funerals and grief rituals

Funerals - page 43

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.

Life Systems

4.5 Investigates and explains the functioning of living systems from the microscopic to the macroscopic.

4.6 Explores how living things have changed over geological time and debates the value of species diversity and the ethics of human intervention.

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.

Controversial issues: the way people die

Defining euthanasia - page 62

Discussion and sample questions - page 63

Life Systems

4.5 Investigates and explains the functioning of living systems from the microscopic to the macroscopic.

5.5 Interprets and uses information about the structure and function of living systems and their relationship to survival of ecosystems.

4.6 Explores how living things have changed over geological time and debates the value of species diversity and the ethics of human intervention.

5.6 Applies theories and conceptual frameworks associated with evolution, biodiversity, genetics, and the cycling of energy and matter in biological and physiological systems.

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.