The Resilience Project - goodlifedeathgrief.org.uk · Aims and Learning Intentions The Resilience...

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INFORMATICS GRADUATE SCHOOL

SCHOOL of INFORMATICSThe University of Edinburgh

Informatics Forum10 Crichton Street

Edinburgh EH8 9AB

Telephone +44 (0)131 650 3091Fax +44 (0)131 651 5630

E-mail informatics.gradschool@ed.ac.ukURL http://gradschool.inf.ed.ac.uk

TheResilienceProject:

EducatingandSupportingChildrenaroundDeath,DyingandBereavement

StFrancisXavier’sPrimarySchool,Falkirk

Introduction

The Resilience Project was developed as a result of collaboration between StrathcarronHospice, theUniversities of Strathclyde and Edinburgh and St Francis Xavier’s RC PrimarySchool,Falkirk.It is inresponsetoresearchthathighlightedthehealth-promotingbenefitstochildrenandthewidercommunitywhenthesubjectofdeath,dyingandbereavementistaughtinschools.ItaddressessomeofthequestionsaskedbychildrenduringthisresearchaswellaslearningoutcomesidentifiedintheScottishCurriculumforExcellence.

Theprojectconsistsoffivelessonscoveringthesubjectsofdeath,lossandgrief.ThelessonsareaimedatpupilsinPrimarySixorSeven(agednineto12years)andaddressexperiencesand outcomes from three curriculum areas: Health andWellbeing, Science and ReligiousEducation.

Thispackincludes:

• Detailedlessonplansthatprovidestepbystepinstructionsforteachers.Theseareeasilyadaptabletosuitthevaryingneedsofschoolsandaddresstheaims,objectivesandlearningintentionsoutlinedbelow.

• Resourcesheetstoaccompanythelessonsasrequired.• Ahomeworktasksheettodeveloplinkswithparentsandtoencouragechildrento

discusstheirlearningathome.• ExampleofaPupilQuestionnairetobeusedbeforeandafterteachingthelessons,

inordertohelpassesslearning.• AParentalFeedbackSheetforafterteachinghasoccurred.• FurtherResourceslistthatincludelinkstoadditionalresourcesandlessonextension

ideas.

StFrancisXavier’sPrimarySchoolhasalsodevelopedaResilienceProgramme.Thisisaimedat fostering children’s resilience by helping them to identify feelings and develop copingstrategies for use in a wide range of circumstances concerning loss and transition. Thisprogramme, which sets out learning opportunities from Nursery to Primary Seven,addresses experiences andoutcomes across the curriculumbutparticularly inHealth andWellbeing.TheResilienceProjectsitswithinthisbroaderprogrammeofwork.

For further information about either of these resources, or to give any feedback, pleasecontact:

HelenQuinn DrSallyPaulStFrancisXavier’sPrimarySchool SchoolofSocialWorkandSocialPolicyMerchistonAvenue UniversityofStrathclydeFalkirk 141StJamesRoad,GlasgowFK27JS G40LTT:01324508570 T:01414448756E:helen.quinn@falkirk.gov.uk E:sally.paul@strath.ac.uk

AimsandLearningIntentions

The Resilience Project recognises that children will have experiences of death andbereavement throughout their life and that the school has a role in both preparing andeducatingchildren inhowtomanage thesesituations.Manyof the teachingareasof thistopic fall under the curriculum area of Health andWellbeing but some aspects are alsocovered through Religious Education and Science. It overlaps considerably with otheraspectsofteaching,providingidealopportunitiesforinter-disciplinarylearning.

Intandemwiththisprojecttheschoolrecognisesitsresponsibilitytosupportchildren,staffandtheirfamiliesthroughpersonalexperiencesoflossandbereavement.Inordertoensurethis takesplace,bereavementpolicyandproceduresneedtobe inplace. All staff shouldalsoparticipateinbereavementtrainingtoensurethattheyhavetheskillsandconfidenceto acknowledge bereavement with children and to seek support when needed, for theperson(s)concernedand/orforthemselves.

Aims:• Tointroducedeathasanormalpartofthelifecycle.

• Todeveloptheskillsandcapacityofchildrentocopewhensomeonedies.

• To develop an awareness of other people’s needs concerning death and how to

respondappropriately.

• Todevelopanunderstandingofwhathappenstothebodyatdeath.

LearningObjectives:

• Toconsiderthevariouschangesthatcanoccurthroughoutthelifecycle.

• Toexplorecausesofdeath

• Todevelopawarenessofculturalandreligiousresponsestodeath.

• Todevelopindividualandcommunitycapacitytorespondtodeath.

Keylearningareas:DeathasanormalpartofthelifecycleCulturalandreligiousbeliefsrelatingtolifeanddeath

LearningIntentions

Tounderstandwhatlivingmeans

Tounderstandthatdeathispartofthelifecycle

Tounderstandthatdeathistheendofthelifeofthephysicalbodynotthesoul

Toexploresomeofthemoralissuesrelatingtocausesofdeath

Tounderstandtheprocessandpurposeoforgandonation

Tounderstandthatthereareseveralpurposestofuneralrites

Tounderstandburialandcremation

Toexplorethecommonfeaturesofmajorworldreligionsregardingdeathandfuneralrites

Tounderstandthatchangeandlossareanaturalpartoflife

Todeveloplearners’vocabularyaboutchangeandloss

Tounderstandwecanlearnwaysofmanagingfeelings

Tounderstandthatwecanhelpothers

Tounderstandthatmemoriesareimportantinrelationtolossandchange

Tounderstandthatgriefwillaffectdifferentpeopleindifferentways

Theselearningintentionsarespecificallyaddressedthroughtheseriesoffivelessons,that

areoutlinedbelowandwhicharetaughttochildreninPrimarySixandPrimarySeven.One

ofthelessonsinvolveschildrencarryingoutresearchathomeanditisusefultoencourage

children to discuss this homework task with parents/carers. In the pilot we found that

childrenhavemanyquestions that theywish toaskaboutdeath,dyingandbereavement

andencouragingtheseconversationsathomewasbeneficialforchildrenandtheirfamilies.

This is an important part of the work carried out and parents have commented very

positivelyaboutthis.

ExperiencesandOutcomestobeaddressed

CurriculumArea:ScienceSCN2-12a

Byinvestigatingsomebodysystemsandpotentialproblemswhichtheymaydevelop,Icanmakeinformeddecisionstohelpmetomaintainmyhealthandwellbeing.

SCN2-14a

Byinvestigatingthelifecyclesofplantsandanimals,Icanrecognisethedifferentstagesoftheirdevelopment.

CurriculumArea:HealthandWellbeingHWB2-03a

IunderstandthattherearepeopleIcantalktoandthatthereareanumberofwaysinwhichIcangainaccesstopracticalandemotionalsupporttohelpmeandothersinarangeofcircumstances.

HWB2-07a

Iamlearningskillsandstrategieswhichwillsupportmeinchallengingtimes,particularlyinrelationtochangeandloss.

CurriculumArea:ReligiousEducationinRomanCatholicSchoolsRERC2-07a

IhaveexploredtheeventsofthePassion,DeathandResurrectionofJesusandIhavereflectedontheCatholicmeaningofeternallife.

RERC2-25a

IhaveexploredsomebeliefsoftheJewishand/orMuslimcommunities

RERC2-27b

IcanidentifysomeofthecustomsandartefactsrelatedtotheJewishand/orMuslimcommunitiesandtheirfestivals.

Lesson1:LifecyclesandLifespans

Skills:Discuss,Debate,Research,Investigate,Apply,Justify,ExplainExperiencesandOutcomes:SCN2-14a:Byinvestigatingthelifecyclesofplantsandanimals,Icanrecognisethedifferentstagesoftheirdevelopment.HWB2-41a:Icanidentifythedifferentkindsofrisksassociatedwiththeuseandmisuseofarangeofsubstances.SOC2-15a:Icanuseevidenceselectivelytoresearchcurrentsocial,politicaloreconomicissues.LearningIntention:

• Tounderstandthatdeathispartofthelifecycle• Toidentifyriskstomyownhealthandtohavesomestrategiestoreduceriskwhere

possible• Toexploresomeofthemoralissuesrelatingtocausesofdeath

KnowledgeandUnderstanding:Iwilllearnabout:

• Themeaningofthewordlifespan• Thelifespansofvariousplantsandanimals• Factorswhichaffectlifespan• Howmychoicescanaffectmylifespan• Theimplicationsofvariationsinthelifespanofpeople• Thewaysinwhichcertainorganisations(government,charities)worktomitigate

factorsaffectinglifespan

SuccessCriteria:• Icancomparethelifespansof2animals• Icanname2factorswhichaffectlifespan• Icannameariskybehaviourandcanexplainhowtoreduceriskinagivensituation• Icanaskquestionsaboutcausesofdeathandsuggestsomepossibleanswers,

justifyingmyanswers

LearningActivitiesBeforestartingthislesson:ChildrenshouldcarryoutPupilQuestionnaire1(seeResourceSheet1)and3,2,1,BridgeRoutine(seeFurtherResources).3,2,1,BridgeRoutineinvolveschildrenwritingdown3wordstheyassociatewithdeath,2questionstheyhaveandonemetaphor,simileorimagethatsumsupdeath.Thechildrenshouldgiveaquickinitialresponseratherthanlotsofdeepthinking.Thesetoolswillinformtheteacherofpriorknowledgeandareasoflearningthatthechildareinterestedinandisausefultoolinassessinglearningattheendofthetopic.Lifespansofplant/animalsLifespansofHumansFactorsaffectingLifeExpectancye.g.healthyeating,notsmokinge.g.healthcampaigns,providinghealthcare,reducingpoverty.

Lookatlifespansofvariousplantsandanimals(seeResourceSheet2a)Discussreasonsfordifferences.Introducelifeexpectancyforhumans.Discusshowthisisanaverage.Lookatlifeexpectancyforhumansindifferentpartsoftheworld(seeResourceSheet2b).Insmallgroups:Discussandlistthefactorsthattheythinkaffectlifeexpectancy.Feedbacktowholeclass.Inclassgroup:Discusswhatmeasurescanbetakenbyindividualstoprolongtheirownlives.Askchildrentoapplyknowledgeofpublichealthmessagestoexplaintheimpactofvariousrisk-takingbehaviours.

Invitechildrentoidentifymeasuresthatcanbetakenbyorganisations(e.g.government,charities)toprolongthelivesofpeopleintheircommunities.

Aftercompletingthislesson:Distributehomeworktasktobecompletedbeforelesson4.SeeResourceSheet5:childreninvestigatethebeliefsandcustomsarounddeathofonegroupofpeoplefromaparticularfaith,cultureorhistoricaltime.

Lesson2:LivingandDying

Skills:Discuss,Observe,Research,Investigate,Apply,Justify,Explain,Match,JudgeExperiencesandOutcomes:SCN2-12a:Byinvestigatingsomebodysystemsandpotentialproblemswhichtheymaydevelop,IcanmakeinformeddecisionstohelpmetomaintainmyhealthandwellbeingLearningIntention:

• Tounderstandwhathappenstothebodyatdeath

KnowledgeandUnderstanding:Iwilllearnabout:

• Vitalorgansandthefunctionstheyhave• Whathappenswhenyourvitalorgansstopworking• Whatdeathmeans

Successcriteria

• Icannamevitalorgansandexplainwhattheydo• Icandescribewhatcanhappenwhenanorganfails• Icandescribe3differencesbetweenalivingthingandadeadthing• Icandiscusssomelife-savingactionsortechnologiesandreflectontheir

limitations

LearningActivitiesBeforestartingthislesson:Askthechildrentogatheritemsthattheycanfindintheplayground.FunctionoforgansAswellastheresourcesheet,therearenumerousgoodonlineresourcesincludingmatchinggamesforinteractivewhiteboardsetc.,seeFurtherResourcesSection.DefinitionofdeathChildrenarelikelytohavelotsofstoriesandquestionsaboutdeathandresuscitation.Itisveryimportanttohavetimetotalkaboutthese,andtoexplorethechildren’sunderstandingofwhatdeathis.Physicaldeathispermanent.Thisisanimportantideatoportraytothepupils.FormoreonthisThinkingRoutineseelinkinResourcesSection.ClosingActivity

Matchorgantodescriptionofitsfunction(seeResourceSheet3).Describewhathappenswhenanorganfails,e.g.whenyourheartstopsbeating,whenyourlungsdon’twork.Observeitemsondisplaygatheredbychildrenatplaytime(deadleaf,flowerandsoon)andsortthemintosetsoflivinganddead.Askthechildrenhowdotheyknowtheyaredead?

notbreathing,notmoving,doesn’teat,won’trevive

Explain:Whenaperson’sheartstopsitcansometimesbestartedagain,wecanliveforashorttimewithoutbreathingoreating,buteventuallyanyofthesethingscanresultindeath.Whensomeonediestheycannolongerbreath,moveorfeel.Theyarenotinpain.Deadmeansthebodywillnotcontinue;itnolongerworks.Askthechildrentowriteaheadlinethatcapturesthelearningfromtoday’slesson.Thisisaquickandeasywaytoseeataglancewhattheyfeelarethemainideas.

Lesson3:OrganDonation

Skills:Research,Collate,Discuss,Investigate,Identify,Justify,ExplainExperiencesandOutcomes:SCN2-12a:Byinvestigatingsomebodysystemsandpotentialproblemswhichtheymaydevelop,IcanmakeinformeddecisionstohelpmetomaintainmyhealthandwellbeingHWB2-07a:Iamlearningskillsandstrategieswhichwillsupportmeinchallengingtimes,particularlyinrelationtochangeandloss.LearningIntention:

• Icanexplainthepurposeandprocessoforgandonation• Icandiscusstheprosandconsoforgandonation

KnowledgeandUnderstanding:Iwilllearnabout:

• Whyorgandonationissometimesnecessary• Thehistoryoforgantransplants• Whatorganscancurrentlybedonated• Howtooptin/optoutoforgandonation• Reasonswhypeoplechoosefororagainstdonatingorgans

Successcriteria

• Icandescribeonewaythatorgandonationshavechangedovertimeandsuggestwhythatmightbe

• Icanidentifysomereasonswhyanorgantransplantmightbenecessary• Icannamesomeorgansthatcanbedonated• Icangivereasonsforandagainstorgandonation

LearningActivitiesPurposeandprocessoforgandonationTherearemanyusefulonlineresourcesforthis,seeFurtherResourcesSection.ProsandconsoforgandonationClosingActivityExtensionactivity

Recapontheimportanceofvitalorgans(seelesson2)–askchildrensuggestreasonswhytheymightsometimesfail.Discusshistoryoforgandonation.Usinglistofkeydatesinorgandonation(seeResourceSheet4)distributekeydatestochildren.Givethemashorttimetoreadandensuretheyunderstandtheirevent.Makeahumantimeline,withchildrenorderingthedates,andidentifywhathaschangedovertime(thevarietyoforgansabletobetransplantedandthesuccessratehaveincreased)Childrenworkinsmallgroupstoidentifyhowpeoplemayfeelaboutorgandonation,consideringthequestionfromvariouspointsofview:

• personwaitingforatransplant• familyofapersonwhohasrecentlydied• doctor• ahealthypersonwithnopreviousknowledgeof

transplantsFeedbackasawholeclass.Encouragepupilstodiscussthistopicfurtherathomeandtosharetheirviewswithfamilymembers.Lookathttps://www.organdonationscotland.org/am-i-eligiblewithfamilies.Exitpass:Iwould/wouldnotdonatemyorgansbecause......Discussoptinoroptoutsystemofregistration.

Aftercompletingthislesson:Remindstudentsaboutthehomeworktasktobecompletedbeforelesson4.

Lesson4:FuneralCustoms

Skills:Research,Collate,Discuss,Compare,Investigate,Identify,Justify,ExplainExperiencesandOutcomes:RERC2-25a:IhaveexploredsomebeliefsoftheJewishand/orMuslimcommunitiesRERC 2-27b: I can identify some of the customs and artefacts related to the Jewish and/orMuslimcommunitiesandtheirfestivals.HWB2-03a:IunderstandthattherearepeopleIcantalktoandthatthereareanumberofwaysinwhichIcangainaccesstopracticalandemotionalsupporttohelpmeandothersinarangeofcircumstances.HWB 2-07a: I am learning skills and strategies which will support me in challenging times,particularlyinrelationtochangeandloss.LearningIntention:

• Icanresearchanddescribethefuneralcustomsofaparticulargrouporreligionofmychoosing

• Icanidentifysimilaritiesbetweenarangeofreligionsandculturesandcanexplainwhythesemightexist

KnowledgeandUnderstanding:Iwilllearnabout:

• Whatpeoplebelieveaboutdeath• Whatcustomsareobservedatthetimeofdeath• Whatisdonewiththedeadperson’sbody• Howpeoplesupporteachotherwhensomeonedies• Thesimilaritiesanddifferencesbetweenvariousculturesandreligions• Thepurposeoffuneralrites/customs

SuccessCriteria

• Icanresearchsomekeyfactsabouthowagroupofpeoplemarkdeath• Icansharemyresearchwithothers• Icanidentifysimilaritiesordifferencesbetweengroups

LearningActivitiesBeforestartingthislesson:Childrencompleteandbringintheirhomeworkonfuneralcustoms(Resourcesheet5)FeedbacksessiononhomeworkEncouragegroupstosummarisetheirfindingsatthispointratherthangoingoverallthedetailsagain,e.g.allcultures/religionsmarkdeathinsomewayalthoughtheyhavedifferenttraditionsorcustoms.Ashumans,weattachimportancetolifeandthereforemarkitsending.Thiscouldleadtodiscussionaboutthedifferencebetweenaleaf,aspider,apetorafamilymemberdying.ExtensionActivity

Splitchildrenintogroupsensuringthateachgrouphasamixtureofdifferentcustomsandtraditions.Givepupilstimetosharewhattheylearnedintheirresearch.Onceallpupilshavehadachancetofeedbacktotheirgroupaskeachgrouptomakealistofsimilaritiesanddifferencestheyhavediscovered.Gatherasaclasstodiscussthekeyfindings.Askchildrenwhytheythinkpeople,throughouthistoryandthroughouttheworld,markdeath.Encouragechildrentodiscussthecustomsandbeliefsoftheirownfamilyregardingdeath,pointingouttheimportanceofrespectingthebeliefsandcustomsofothers.

Lesson5:Grief

Skills:Recall,Discuss,Compare,Identify,Justify,ExplainExperiencesandOutcomes:HWB2-03a:IunderstandthattherearepeopleIcantalktoandthatthereareanumberofwaysinwhichIcangainaccesstopracticalandemotionalsupporttohelpmeandothersinarangeofcircumstances.HWB2-07a:Iamlearningskillsandstrategieswhichwillsupportmeinchallengingtimes,particularlyinrelationtochangeandloss.LearningIntention:

• Icandescribewhatgriefis• Iknowthatgriefaffectsdifferentpeopleindifferentways

KnowledgeandUnderstanding:Iwilllearnabout:

• Whatgriefis• Howgriefcanaffectpeople• Theimportanceofmemories• Theimportanceofasupportnetwork• WhereIcanfindhelpwhenIneedit

SuccessCriteria

• Icanusethewordsgrief,grievingandbereavedindiscussion• Icanidentifyandlabelsomefeelingspeoplemayhavewhentheyhavebeen

bereaved• Icansuggestsomestrategieswhichmayhelppeoplewhohavebeenbereaved

LearningActivitiesIntroducevocabulary:bereavement,bereaved,griefWhatisgrief?SupportforpeoplewhohavebeenbereavedCopingstrategiesUsingMemoryasacopingstrategySometimesmemoriesaredifficultespeciallyonesthatmakeyoufeelemotionsthatarehardtodealwith(likesadandangry)andothersareeasy(likehappymemories)buttheyareallimportanttohelpusunderstandwhoweare,whatisimportanttousandhowtotakecareofourfeelings.

Refertoearlierlessonsonfuneralcustoms.Askchildrenwhathappenstofamilies(bereavedpeople)afterthefuneralofsomeonetheyloveisover.Whatdotheythinklifewillbelikeforthem?Injournalschildrenrecordthefeelingstheythinkabereavedpersonmighthave.Tellthechildrenthatthefeelingsthattheyhaveidentifiedareallpartofgrief.Therewillbemanydifferentfeelingsinvolved.Thefeelingsarenotrightorwrong–weallhavetherighttofeelthewaywedo.Introducetheideaofpuddlejumping:thatgriefissomethingthattheyjumpinandoutofandisnotalwaysthesame.Insmallgroups,childrendiscusswhatmighthelpbereavedpeopletofeelsupported.Howmightapersonhelphimselforherself?Howmightyouhelpafriendinthatsituation?Whereelsemightyoufindhelpifitwasrequired?Groupsdrawupalistforeachofthesethreecategoriesthatcanbesharedwiththeclass.Asaclass,bringtheseideastogether–introducetheFeelingsFirstAidbox(seeResourceSheet6)Childrenwillwriteordrawwhat,orwho,theywanttoputintheirFeelingsFirstAidBox.Encouragechildrentotakethishomeandshareitwithpeoplethatareimportanttothem.Askthechildrentorememberatimewhentheyfeltveryhappyandsafe.Howdoesitmakethemfeeltorememberthattime?Encouragepupilstoadd‘memory’totheirFeelingsFirstAidbox.Asktheminwhatwayswerememberpeoplewhohavedied(Reminiscing,markinganniversaries,havingkeepsakes,visitinggraves....)Itisimportanttoleavepupilswiththeideathattheyarenotalonewhensomeoneimportantdies(whentheyexperiencebereavement),andthatweallexperiencelossandchangethroughoutourlives.

Closingactivity:ExtensionActivity

Wedevelopourresiliencebypractisingthesecopingstrategiesandbyofferingsupporttooneanother.ThewebofsupportPlayagamewithaballofstring/wool.Childrenstandinacircle.Theteacherholdstheendofthestringandgivesanexampleofhowtheywouldhelpafriendwhoishavingadifficulttime.Theteacherthenthrowstheballtoachildinthecircle,whothengivesanexampleofhowtheywouldhelpafriendwhoishavingadifficulttime.Thechildkeepsholdofthestringandthrowstheballontoanotherchild.Continueinthiswayuntileverychildhasaholdofthestringandsaidhowtheywouldoffersupporttoafriend.Pointoutthatawebofsupporthasbeenmadebyallthesesuggestions:thisishowwecanhelpeachothertonotfeelaloneandhavegoodmentalhealth.Finddetailsofcharitiesand/orwebsitesand/orbooks,whichsupportpeoplewhoaredealingwithbereavement.Discusscharacters,fromnovels,whohaveexperiencedbereavement(HarryPotter,GoodnightMrTom).Thinkabout:howtheyfelt?Whatdidtheydid?Whathelpedthem?Roleplayhowtosupportthesecharacters;encouragepupilstodiscussandpractisesuitablevocabularyorresponsesforthesesituations.

Aftercompletingthislesson:ChildrenshouldcarryoutPupilQuestionnaire2(seeResourceSheet7)and(seeFurtherResources).3,2,1,BridgeRoutineinvolveschildrenwritingdown3wordstheyassociatewithdeath,2questionstheyhaveandonemetaphor,simileorimagethatsumsupdeath.Thechildrenshouldgiveaquickinitialresponseratherthanlotsofdeepthinking.Thesetoolswillinformtheteacherofknowledgegainedandgapsinlearning.AParentalFeedbackSheet(seeResourceSheet8)canalsobesenthometogathertheviewsofparentsabouttheirchild’sparticipationintheproject.

ResourceSheet1:PupilQuestionnaire1

Putacircleroundyouranswerforeachquestion.

Iunderstandthatdeathispartofthelifecycleyes no maybeIknowsomeriskstomyownhealthandIhavesomestrategiestoreducetheserisksyes no maybeIknowsomeofthemoralissuesrelatedtocausesofdeathyes no maybeIknowwhathappenstoabodywhensomeonediesyes no maybeIcanexplainthepurposeoforgandonationyes no maybeIcanexplainhoworgandonationsarecarriedoutyes no maybeIcanexplainsomereasonsforandagainstorgandonationyes no maybeIknowsomefuneralcustomsyes no maybeIknowsomesimilaritiesanddifferencesbetweenthefuneralcustomsofdifferentreligionsandculturesyes no maybeIcandescribewhatgriefisyes no maybeIknowsomestrategiestohelppeoplewhoareaffectedbygriefyes no maybeWhatwouldyoumostliketolearnaboutinrelationtodeathandlossandresilience?

ResourceSheet2a:Lifespans

Chickens–Believeitornot,chickenscanliveupto25years.However,itisrareforthemtolivethatlongbecausetheyaresovulnerabletopredatorsanddisease.Mostchickensliveonlyabout3or4years.

Mosquitos–Thestandardlifespanofamosquitovaries.Femalescansurvivefor3-100daysbutmalesliveonlyfor10-20daysdependingontemperatureandpredators.

YorkshireTerriers–Thesedogs,ifchosenfromagoodbreeder,canlivefor12to15years.

Mice–Althoughtheycan liveforupto2years ina laboratory, theaveragemouse inthewildlivesonlyabout3monthsduetoheavypredation.

Turtles -A typical pet turtle can live from10-80 yearswhile larger species caneasily liveover100years.According to the“GuinnessBookofWorldRecords”, sea turtleshave thelongestlifespanofupto152years.

Flowers–Freshlycutflowerscanlast7-10dayswithpropercare.

Cactus–Thisvariesbetweenspecies,butthepricklypearcactuslivesforjust20years,whilethegiantsaguarocactusmayliveformorethan150years.

OakTrees–Theaverage lifespanofanoaktree is200-300years,althoughthemaximumlifespanismuchlonger.

ResourceSheet2b:HumanLifeExpectancies

Theaveragelifeexpectancyofhumansvariesaroundtheworld.

Japan 84.7years

Iceland 82.9years

Afghanistan 50.9years

Zimbabwe 57.1years

Haiti 63.5years

Russia 70.5years

UK 80.5years

France 81.7years

Chad 49.8years

Source:

https://www.cia.gov/library/publications/the-world-factbook/rankorder/2102rank.html

ResourceSheet3:MajorOrgansoftheHumanBody.

Matchthenameoftheorgantothejobitdoes.

Ears

Muscles

Liver

Brain

Bladder

Heart

Lungs

Eyes

Kidneys

Skeleton

Stomach

forsupportandmovement.

forseeing.

forhearingandbalance.

forpumpingbloodaroundthebody.

formovement.

controlsthewholebody.

storesurineuntilyougotothetoilet.

holdsfoodandstartstobreakitdown.

storingandcontrollingchemicals.

takeoxygenfromtheairintotheblood.

clearstheblood,removeswasteandmakesurine.

ResourceSheet4:KeyDatesintheHistoryofOrganTransplants1902TransplantsmadefeasibleAlexisCarreldemonstratesthejoiningofbloodvesselstomakeorgantransplantpossibleforthefirsttime.1905FirstcorneatransplantFirstreportedcorneatransplanttakesplaceinMoravia,inDecember1905.OnDecember71905DrEduardZirmcarriesouttheworld'sfirstsuccessfulcorneatransplant,returningthesightofalabourerblindedinanaccidentayearearlier.Afterafewhoursthepatientcanseeagainandheretainshiseyesightfortherestofhislife.1918BloodtransfusionestablishedDuringWorldWarIbloodtransfusionbecomesfirmlyestablishedmakingmanylife-savingoperationspossibleforthefirsttime.1948NHSestablishedTheNationalHealthServiceisestablishedandwillgoontobeattheforefrontoftransplanttechnology.1954FirstsuccessfulkidneytransplantTheworld'sfirsttrulysuccessfulkidneytransplantoperationisperformedbyDrJosephMurrayinBoston,USAPavingthewayforthetechniquethathasgoneontosaveover400,000livesaroundtheworld,DrJosephMurraybreaksnewgroundwhenheandhisteamtransplantakidneyfromRonaldHerricktohisdyingtwinbrother,Richard.Itsaveshislife.1963World'sfirstlivertransplantDrThomasStarzlperformstheworld'sfirstlivertransplantinDenver,USA.Althoughthesurgeryitselfisasuccess,anti-rejectiondrugsarenotfullydevelopedand,unfortunately,thepatientdoesnotsurvive.1967World'sfirsthearttransplantTheworld'sfirsthearttransplantoperationperformedinSouthAfricabyDrChristiaanBarnard.HeartpatientLouisWashkanskyagreestoundergotheexperimentalsurgeryafterheisdiagnosedwithaheartdefectthatwouldotherwiseprovefatal.TheoperationisperformedbyDrChristiaanBarnardonDecember3.HereplacesLouis'heartwiththeheartfromayoungwoman.Washkanskydies18daysaftertheoperationfrompneumonia.

1968FirsthearttransplantinUKBritain'sfirsthearttransplantiscarriedoutbyateamof18doctorsandnursesinLondon.WhensurgeonsatTheNationalHeartHospitalinLondonperformthetransplant.FrederickWestistherecipientofaheartfromlabourerPatrickRyan.Ryanhadsufferedseriousheadinjuriesand,withhisfamily’sconsent,wasrushedtohospitalforthesurgery.AlthoughWestdiesfromaninfectionnineweeksaftertheoperation,theprocedurewasasuccess.1971DonorcardforkidneysintroducedAcardforkidneydonationisintroduced,establishingtheideaofacardtoshowapersonwishestodonatetheirorgans.1983CombinedheartandlungtransplantThefirstcombinedheartandlungtransplantintheUKisperformedbySirMagdiYacoubatHarefieldHospital.ProfessorSirMagdiYacoubcarriesouttheoperationonaSwedishjournalist,LarsLjungberg.Acombinedtransplantofthiskindissaidtobesimplerthanahearttransplantastherearefewersmallbloodvesselstojoinandjustthreemainplaceswheretheorgansaresewnintoplace.Ljunbergdiesafter13daysbecauseofapreviousmedicalcondition.1994NationalregisterfordonationTheNHSOrganDonorRegisterissetuptoco-ordinatesupplyanddemandfollowingafive-yearcampaign.1994FirstlivingliverdonorThetransplantfromalivingdonorisfirstintheUK,allowingbothdonorandrecipientstohavefullliverfunction.2005FirstpartialfacetransplantCarriedoutinFrance,thefirstpartialfacetransplantmakesnewformsofreconstructivesurgerypossible.2010FirstfacetransplanttakesplaceTheworld'sfirstfacetransplantiscarriedoutinSpaininMarch2010.

ResourceSheet5:HomeworkTask(ResilienceProject)

Investigatethebeliefsandcustomsarounddeathofonegroupofpeoplefromaparticularfaith,cultureorhistoricaltime.

Someexamplesmightbe:

JewsMuslimsChristiansVikingsAncientEgyptiansNativeAmericanIndiansHerearesomequestionsyoumightconsider:Whathappenstothebody?Howdopeoplemarkthedeath?Whatdothesepeoplebelievehappensafterdeath?Howdothecommunitysupporteachotherwhendeathoccurs?Theinternet,books,documentariesorspeakingtopeoplewillbeusefultohelpyourresearch.BepreparedtodiscussyourfindingswithothersinclassonThursday(insertdate).Donotcopylargechunksofinformation.Youdonotnecessarilyhavetowriteanythingdown,itisimportanttobeabletotalkaboutwhatyouknow

ResourceSheet6:FeelingsFirstAidKit

ResourceSheet7:PupilQuestionnaire2

Putacircleroundyouranswerforeachquestion.

Iunderstandthatdeathispartofthelifecycleyes no maybeIknowsomeriskstomyownhealthandIhavesomestrategiestoreducetheserisksyes no maybeIknowsomeofthemoralissuesrelatedtocausesofdeathyes no maybeIknowwhathappenstoabodywhensomeonediesyes no maybeIcanexplainthepurposeoforgandonationyes no maybeIcanexplainhoworgandonationsarecarriedoutyes no maybeIcanexplainsomereasonsforandagainstorgandonationyes no maybeIknowsomefuneralcustomsyes no maybeIknowsomesimilaritiesanddifferencesbetweenthefuneralcustomsofdifferentreligionsandculturesyes no maybeIcandescribewhatgriefisyes no maybeIknowsomestrategiestohelppeoplewhoareaffectedbygriefyes no maybeWhatdidyoumostenjoylearningabout?Doyouhaveanythingelseyouwouldliketolearnabout?

ResourceSheet8:ParentalFeedbackSheet

Wewouldliketoevaluatetheeffectivenessoftheworkwehavebeendoinginschool.

Pleasecompletethisevaluationandreturnittoschoolwithyourchild.

MyChildisin_________________________(class)

Ihavebeenawarethatmychildhasbeenlearninginschoolaboutdeathandbereavement.

Yes No Notsure

Mychildhasdiscussedthecontentoflessonswithme.

Yes No Notsure

Mychilddiscussedthehomeworktaskaboutfuneralcustomswithme.

Yes No Notsure

Ithinkitisimportantforchildrentolearnaboutdeathandbereavementinschool.

Yes No Notsure

Pleaseaddanyadditionalcommentsorquestionsyouhave.

Thankyou

FurtherResources

PreandPostTeachingForthe3,2,1,BridgeThinkingRoutinewhichweusedtomeasurehowunderstandinghadchangedbycompletingthesetoflessons:http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.htmlLesson2:LivingandDyingForinteractivewebsiteswhereyoucanmovetheorgansintothebody:http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?organshttp://sciencenetlinks.com/tools/all-systems-are-go/http://www.softschools.com/science/human_body/diagram/Lesson3:OrganDonationhttp://www.organtransplants.org/resources/https://www.organdonationscotland.org/Lesson5:GriefTherearemanybooksforchildrenandfilmswheredeathisnotthemainfocusofthestorybutfeaturesbereavementorthemaincharacterhasbeenbereaved,suchas:UP;HarryPotterbyJKRowling;ALittlePrincess,byFrancesHodgsonBurnett;Bambi,ByFelixSalten;Charlotte’sWeb,byE.B.White;DannytheChampionoftheWorld,byRoaldDahl;JamesandtheGiantPeach,byRoaldDahl;LittleWomen,byLouisaMayAlcott;OliverTwist,byCharlesDickens;andTheSecretGarden,byFrancesHodgsonBurnett.Helpfulinformation:http://www.bbc.co.uk/programmes/b01pp5v8-MichaelRosenexploresgriefandbereavement-28minradioclipforstaffhttp://www.sad.scot.nhs.uk–NHSEducationScotlandwebsiteaimingtosupporthealthcarestaff,whoareworkingwithindividuals,carersandfamiliesbefore,at,andafterdeath.https://childbereavementuk.org-supportsfamiliesandeducatesprofessionalswhenababyorchildofanyagediesorisdying,orwhenachildisfacingbereavement.http://www.childhoodbereavementnetwork.org.uk/home.aspx-hubforthosesupportingbereavedchildrenhttp://www.winstonswish.org.uk-supportsbereavedchildren,theirfamilies,andtheprofessionalswhosupportthehttps://www.goodlifedeathgrief.org.uk/-workingtomakeScotlandaplacewherethereismoreopennessaboutdeath,dyingandbereavement.