Four-session sequence
Four flexible sessions of approximately 25–40 minutes, with preparation and a planned follow-up route.
Free school resource
Fuzz Fox and the Missing PieceTeaching and Reflection Resource Pack
A flexible EYFS and Key Stage 1 resource for exploring grief, mixed feelings, memories, friendship and trusted support.
- Suggested age
- 4–7 years
- Setting
- EYFS and Key Stage 1
- Format
- Four flexible sessions plus seven printables
Download the complete pack PDF · 17 pages · 146,412 bytes
An accessible web version of the guidance and activity instructions is available on this page.
Two different age guides
The story and the teaching sequence have separate guidance.
Storybook guidance: Ages 5–9The public story remains written for its wider reading audience.
Teaching pack guidance: Ages 4–7, EYFS and Key Stage 1The structured school sequence is designed for this younger educational setting.
Using this pack safely
Read this before using the pack
This pack supports emotional language, empathy and help-seeking. It can be used with a whole class, small group or individual child, but it is not therapy and does not replace bereavement, safeguarding or mental-health procedures.
Important: The book must not be used to tell a child for the first time that someone has died. News of a death should come from a trusted adult who knows the child and family.
Prepare first, offer choice and finish with support
- Check whether any child has experienced a recent or significant bereavement, including the death of a person or pet.
- Where appropriate, coordinate timing, language and individual support with the family and the school’s designated safeguarding or pastoral lead.
- Tell children that the story includes Grandpa dying. Name a trusted adult and a calm space they may use.
- Prepare a quiet alternative. No child should be required to share a personal experience, complete a memory activity or explain why they choose to pass.
- Plan a brief check-in and follow-up route for any child who may need one.
Choose how to use the pack
A sequence, one reading
or one useful activity.
Use as a four-session sequence, one supported read-aloud or selected activities. One activity can be enough.
Supported read-aloud
Use the safety guidance, selected pause points and a planned follow-up route around one shared reading.
Selected activities
Choose one or more activities without requiring the whole sequence. One activity can be enough.
At a glance
Learning intentions,
connections and preparation.
- Suggested age
- 4–7 years; adapt the amount of discussion and writing for the group.
- Setting
- EYFS and Key Stage 1.
- Delivery
- Four sessions of 25–40 minutes, or selected activities alongside the read-aloud.
- Group size
- Whole class, small group or individual support.
- Materials
- The book, pencils or crayons, plain paper, copies of selected activity sheets and access to an agreed quiet space.
- Key vocabulary
- died, grief, memory, missing, mixed feelings, trusted adult, comfort, quiet space
Learning intentions
- Name or recognise a range of feelings connected with change, loss and remembering.
- Understand that two different feelings can be present at the same time.
- Identify trusted adults, supportive friends and safe ways to ask for help.
- Explore how stories, drawings, photographs and objects can hold memories.
- Respond to another person’s sadness with patience, kindness and respect for choice.
Curriculum connections for England
- EYFS: PSED
- Self-regulation, managing self and building relationships.
- KS1: RSHE
- Recognising emotions, caring friendships and knowing how to seek support.
- English
- Listening, discussion, emotional vocabulary and responding to a story.
These are curriculum connections, not a claim of formal approval or accreditation.
Choice language: Use ‘draw, write, tell or pass’ throughout. Children can work with a special person, pet, place, fictional character or general comforting memory unless a personal bereavement activity has been agreed.
Four flexible sessions
Open what you need.
Choice remains visible.
Each session uses ordinary numbering that restarts logically. No responses are stored or submitted online.
Session 1Read, notice and wonder35–40 minutes
A supported read-aloud with gentle pauses
- Aim
- Notice Fuzz’s feelings and identify what helps him feel supported.
- Materials
- The book, feeling words on the board and Printable Activity 1 if desired.
Preparation
- Prepare feeling words, the agreed calm space and Printable Activity 1 if it will be offered.
- Explain that the story includes Grandpa dying, sadness, tears, remembering and happy moments too.
- Remind children that they may listen, draw quietly or use the agreed calm space.
Before reading
- What does a puzzle look like when all its pieces fit together?
- How can we tell when somebody feels safe and loved?
- What can a trusted adult or friend do when someone feels sad?
Gentle pause points
- Fuzz and Grandpa together — What tells us Fuzz feels warm and safe?
- Grandpa has died — What might Fuzz notice in his body, thoughts or feelings? Children may pass.
- Fuzz returns to school — How do Berty, Belle, Olive, Roux and Miss Oakwood help without trying to make the sadness disappear?
- The memory box — Why might keeping stories and drawings feel important?
- The missing puzzle piece — What does the empty space help Fuzz explain?
- The final pages — What stays the same? What has changed?
Story prompts and reminders
- Pause only when it helps the story flow.
- Children may pass at every pause point.
Close
Invite one word about the story, with passing always allowed. End by naming the adults and spaces available today. Offer one slow ‘smell the flower, cool the cocoa’ breath, if wanted. Children may pass or choose quiet company before returning to the usual routine.
Printable references
- Printable Activity 1 — My feeling today (optional)
Safeguarding and privacy: Use story characters before personal examples. No child has to explain a feeling or a choice to pass.
Session 2A heart can hold two feelings25–30 minutes
Exploring sadness, happiness and everything in between
- Aim
- Understand that laughing or enjoying something does not mean a person has forgotten someone who died.
- Materials
- Printable Activity 2 and crayons or pencils.
Preparation
- Reconnect with the hot-chocolate moment, when Fuzz laughs with his friends while still missing Grandpa.
- Ask whether a heart can feel happy and sad at the same time without inviting personal loss disclosures.
Two feelings together
- Choose two feeling words or colours that could sit together in Fuzz’s heart.
- Draw or write one feeling in each side of Printable Activity 2.
- Add something that might help Fuzz carry both feelings, such as a cuddle, quiet time, a story, a friend or asking an adult for help.
- Share only if the child chooses.
Story prompts and reminders
- What did Fuzz worry his smile might mean?
- How did Meg help him understand his feelings?
- What might we say if a friend feels guilty for laughing or playing?
- Where might a feeling show up in the body — tummy, throat, face, shoulders or somewhere else?
Close
Invite children to choose a calming action: press feet gently into the floor, unclench hands, stretch shoulders or take a slow breath, if wanted. They may pass or choose quiet company. Remind children that feelings change and support is available.
Printable references
- Printable Activity 2 — My heart can hold two feelings
Safeguarding and privacy: Smiling does not mean forgetting. Feeling happy does not mean missing someone less. There is no single ‘right’ feeling after a death.
Session 3Memories and missing pieces30–35 minutes
Remembering without trying to replace
- Aim
- Explore safe, creative ways of remembering someone or something special.
- Materials
- Printable Activities 3 and 6, art materials and an optional plain box.
Preparation
- Look again at Fuzz’s memory box and the unfinished puzzle.
- Explain that memories do not replace a person; they can help keep a connection with shared stories, love and moments.
Choose one activity
- Pieces of magic — draw a story, sound, place, funny moment, kind action or object that carries a memory.
- My memory-box plan — design a box and decide which drawings, copies, notes or small safe objects might go inside.
- Class memory garden — create paper leaves or stars about kindness, shared moments or people who help us feel loved.
Story prompts and reminders
- Which ordinary or funny memory would Fuzz want to keep?
- Why do Berty, Belle, Olive and Roux add their memories too?
- Can a memory make someone smile and cry?
- Who could help a child make or look through a memory box?
Close
Children place unfinished work face down or in a named folder if they want privacy. Finish with a familiar classroom activity and offer a quiet check-in later.
Printable references
- Printable Activity 3 — Pieces of magic
- Printable Activity 6 — My memory-box plan
Safeguarding and privacy: Do not require valuable or irreplaceable objects. Use drawings, photocopies or written descriptions, and ask permission before displaying personal memory work.
Session 4Helping Fuzz, helping a friend30 minutes
Trusted adults, kind words and quiet support
- Aim
- Identify supportive choices and practise asking for help.
- Materials
- Printable Activities 4, 5 and 7.
Preparation
- Return to the school scenes and notice how Berty sits nearby, Miss Oakwood offers choices and the friends remember Grandpa with Fuzz.
- Identify what each character does that feels helpful without asking children to fix another person’s grief.
Three-part activity
- My circle of care — name or draw trusted adults at home, school and in the community.
- My quiet-corner plan — choose a safe place, a calming action and words to ask for help.
- Helpful words for a friend — sort the phrase cards and practise one supportive response with a partner or puppet.
Story prompts and reminders
- I feel __________. I need __________. Can you help me?
- A kind friend can…
- A trusted adult can…
- One thing that helps me feel settled is…
Close
Each child may complete one sentence or pass. End by naming today’s available adults.
Printable references
- Printable Activity 4 — My circle of care
- Printable Activity 5 — My quiet-corner plan
- Printable Activity 7 — Helpful words for a friend
Safeguarding and privacy: Children can be kind friends, but they are not responsible for fixing grief. A trusted adult should help when sadness feels very big, lasts a long time, affects daily life or includes a safety concern.
Seven included printables
The real worksheets.
With instructions in HTML.
All seven are offline resources. Children’s names, feelings, memories and answers are never submitted to this site.
Download all seven printables
Printable Activity 1 · Session 1
My feeling today
Choose, draw, write or pass. Children may select more than one feeling and add a face, colour or shape for how it looks today.
Optional — Printable Activity 1 is offered only if desired.
Read the activity instructions
- Choose, draw, write or pass. There is no wrong feeling.
- Choose any of: happy, sad, calm, cross, worried, confused, lonely or safe.
- Draw a face, colour or shape for ‘Today my feeling looks like…’.
- Complete ‘One thing I need is…’ only if useful. Examples include quiet, a cuddle, movement, water, a friend or an adult.
- You can have more than one feeling, and feelings can change.
Printable Activity 2 · Session 2
My heart can hold two feelings
Choose two feelings that can sit together, then add a person, place, activity or comforting object that could help carry both.
Optional — sharing remains the child’s choice.
Read the activity instructions
- Fuzz can miss Grandpa and still laugh with his friends.
- Choose two feelings that can sit together. Draw, colour or write one in each space.
- Draw or write a person, place, activity or comforting object that could help carry both feelings.
- If useful, complete: ‘My heart feels __________ and __________.’
Printable Activity 3 · Session 3
Pieces of magic
Use one or several puzzle pieces for a story, sound, place, funny moment, kind action or object connected with a special memory — or work about Fuzz.
Optional — choose this, another Session 3 activity or no memory activity.
Read the activity instructions
- Choose a special person, pet, place, story or happy memory. You may work about Fuzz instead.
- Fill one piece or several pieces. You do not have to share your work.
- The prompts are: a story; a sound or song; a special place; something funny; something kind; an object or picture.
- Someone can be missing from your world and still be part of your story.
Printable Activity 4 · Session 4
My circle of care
Write or draw trusted people at home, at school and in the community, plus a safe place and people who can listen, calm and get more help.
Optional — an adult can scribe and the child may pass.
Read the activity instructions
- Write or draw the trusted people who can help. An adult can scribe.
- Choose people you know in real life. A trusted adult listens, helps you feel safer and gets more help when needed.
- Prompts include: at home, at school, in my community, a person I can talk to, a person who helps me feel calm, someone who can get more help, another trusted adult and a safe place.
- Possible help words: ‘Can you stay with me?’, ‘Can we talk somewhere quiet?’ and ‘Can you help me?’
Printable Activity 5 · Session 4
My quiet-corner plan
Plan an agreed safe place, notice possible body or feeling signals, choose steadying options and name an available trusted adult.
Optional — use only as a supportive plan, never a punishment.
Read the activity instructions
- Plan a safe pause. A quiet corner is not a punishment and an adult remains available.
- Notice what may happen in the body, thoughts or feelings when things feel too big.
- Choose an agreed safe place at home or school.
- Possible body supports include slow breath, movement, water, a soft object and quiet drawing.
- Name or draw a trusted adult, what you can say and where you can find them.
- Help sentence: ‘I feel __________. I need __________. Can you help me?’
Printable Activity 6 · Session 3
My memory-box plan
Design a box and plan drawings, copies, notes or safe small objects that might go inside, with a chosen person available to help.
Optional — no child is required to make or discuss a memory box.
Read the activity instructions
- This activity is optional. Use drawings or copies rather than valuable objects.
- Design the outside with colours, shapes or symbols. Fuzz used a silver moon, golden stars and flowers.
- Plan a picture or drawing, a story or note, a sound, song or saying, and a safe small object or a drawing of it.
- Complete ‘I would like to make or look through this with __________’ only if useful.
Printable Activity 7 · Session 4
Helpful words for a friend
Cut out, point to or discuss phrase cards, notice which words feel supportive and create kind words that do not require a friend to talk.
Optional — point, discuss, role-play with a puppet or pass.
Read the activity instructions
- Cut out, point to or discuss the cards. Which words feel supportive?
- Generally supportive: ‘I’m here with you’; ‘You can talk, or we can be quiet’; ‘Would you like me to get an adult?’; and ‘You do not have to stop crying.’
- ‘Cheer up’, ‘Don’t think about it’, ‘You should feel better now’ and ‘I know exactly how you feel’ may minimise feelings, rush grief or assume another person’s experience. Improve the words rather than labelling a child wrong.
- A friend can listen and stay nearby. A trusted adult helps when feelings are very big or there is a safety concern.
Home link
A copy-ready message
for parents and carers.
Add the date, contact name and setting-specific support information before sending.
This week we are reading Fuzz Fox and the Missing Piece
Dear parent or carer,
Our class will be sharing a gentle story about Fuzz Fox after his Grandpa dies. The story explores sadness, mixed feelings, memories, friendship and asking trusted adults for help.
Children will not be asked to share a personal experience. They may draw, write, talk or pass, and a calm space and trusted adult will be available.
You might like to ask:
- What helped Fuzz when sadness came back at school?
- Can a heart hold two feelings at once?
- Who are the adults you can ask for help?
- Is there a story, photograph, song or object that holds a special memory for your family?
Please let us know before the session if there has been a recent bereavement or anything else that would help us support your child sensitively.
- School contact
- ______________________________
- Session date
- ______________________________
- School-specific support
- ______________________________
With care,
The Little Woodlands Feelings Lab
Gentle and inclusive facilitation
Clear language.
Respectful choice.
When explaining death, use simple words such as ‘died’ and ‘death’. Euphemisms such as ‘gone to sleep’ or ‘lost’ can confuse young children. The story’s stars and magic are metaphors for memory and love, not a universal classroom explanation of what happens after death.
Helpful language
- “I’m here with you.”
- “You can talk, draw, be quiet or pass.”
- “It is okay to feel more than one thing.”
- “Who would help you feel safe?”
Language to avoid
- “Be brave.”
- “Don’t cry.”
- “You should feel better now.”
- “I know exactly how you feel.”
- “At least…”
Adaptation ideas
Younger children
Use pictures, two or three feeling words and a shorter read-aloud split across days.
Children who prefer less spoken language
Offer pointing, matching, drawing, objects or a first/then visual sequence.
Sensory needs
Reduce group size, avoid glitter or strong smells, give a predictable seat and allow movement or ear defenders.
Additional communication needs
Pre-teach ‘died’, ‘memory’, ‘sad’, ‘safe’ and ‘help’; use the child’s usual communication system.
Cultural and spiritual inclusion
Invite families’ beliefs respectfully and describe them as beliefs held by that family or tradition. Do not present one belief as fact for everyone.
No personal bereavement
Children may focus on Fuzz, a fictional character, a pet, a special place or a happy memory.
If a child becomes upset
Stay calm.
Keep the support route close.
This is a professional response guide, not an assessment, symptom checker or emergency service.
Open official support links- 1
Remain calm, acknowledge the feeling and offer a simple choice: remain with the group, sit nearby or go with the agreed adult.
- 2
Do not press for details publicly. Listen privately later where appropriate and follow safeguarding procedures if a concern or disclosure arises.
- 3
Help the child return to the present: offer noticing the room, feet on the floor or one slow breath, if wanted. They may pass or choose quiet company. Identify who is available to help.
- 4
Communicate relevant concerns through the correct school and family route in line with policy.
Teacher notes and reflection
Reflect offline.
Record only what is necessary.
Use these questions privately after delivery. Any record should contain only what is necessary and follow the setting’s information-governance procedures. Nothing is entered or stored on this website.
- Which ideas did children understand easily?
- Did anybody need private follow-up?
- Were genuine choice and passing offered?
- What requires adaptation next time?
Professional reading
Guidance informing this pack
These links provide context alongside your own safeguarding, SEND, pastoral and bereavement procedures. Their inclusion does not imply endorsement of this pack.
The DfE links open the relevant sections of the guidance PDF, in effect in England from 1 September 2026. View the current DfE guidance hub .
- Department for Education — Primary health and wellbeing (PDF, page 20)
- Department for Education — Primary relationships education (PDF, page 7)
- Child Bereavement UK — Explaining to a child that someone has died
- Winston’s Wish — Using a memory box (now hosted by Child Bereavement UK)
- Winston’s Wish — Supporting a grieving child returning to school (now hosted by Child Bereavement UK)
Static, print-ready downloads
Take the whole pack,
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Download the complete pack Seven printable activitiesPDF · 7 pages · 102,833 bytes ↓Parent/carer Home LinkPDF · 1 page · 55,845 bytes ↓Editable Home LinkDOCX · editable · 1 page · 39,218 bytes ↓
Need the essentials first?
The six-page quick-start guide summarises preparation, participation and safeguarding. It accompanies the storybook’s wider ages 5–9 audience; the complete teaching sequence above is written for ages 4–7, EYFS and Key Stage 1.
Download the quick-start guide PDF · 6 pages · 11,935 bytesCreated with the insight of registered mental health clinicians.