Loss & Grief links to English

Understanding life changes result in loss and grief

Change - pages 22-23

Grief reactions - page 24
 

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

3 Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

5 Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

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

Reactions to loss and change

Grief reactions - pages 25-26

'Normal' grief reactions (handout) - page 28

Extension activity - page 27

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

3 Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

5 Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

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

Reaching out, reaching in

How to help - pages 29-30

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

Helping a friend - page 30

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

13 Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.

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

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

Overarching Learning Outcomes

1 Students use language to understand, develop and communicate ideas and information and interact with others.

3 Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

11 Students value and implement practices that promote personal growth and well being.

12 Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

13 Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.

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

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

English

4 Students select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts.

5 Students listen with purpose, understanding and critical awareness in a wide range of situations.

6 Students speak with purpose and effect in a wide range of contexts.

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

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

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

Grief is normal

Changes and stress - page 50

'Normal' grief reactions (handout) - page 52

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.

Controversial issues: the way people die

Defining euthanasia - page 62

Discussion and sample questions - page 63

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

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

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