CTL S3 Student book

Student Book
S3
Living
in Love

KEY MESSAGES FOR YOUNG PEOPLE
“We are not some casual product of evolution.
Each of us is the result of a thought of God.
Each of us is willed, each of us is loved, each of us is necessary.”
(Pope Benedict XVI)
1. You are a special human being, created by God in his own image
and likeness, gifted with unique talents and potential for life.
2. You are called to love - to know the love of God, of family and of
friends - and to love others as you are loved by God.
3. God loves all people as his children. You are called to show
respect for all people, even when their views and actions, their
values and beliefs, are different from your own.
4. Your sexuality is an important and intimate feature of your person,
given to you as part of God’s plan for your happiness and your
life’s vocation. You should cherish it and ensure that it is not
exploited.
5. Your sexuality makes it natural for you to be attracted to other
people. Such attraction can lead to strong emotional and physical
feelings which should always be expressed with modesty and
respect, both for your self and for others.
6. The ultimate sexual expression of such attraction should be an
expression of true love, in which you commit to being faithful in
marriage to a husband or wife, for life. Such total gift of self –
body, emotions and soul – is a great responsibility and requires
careful preparation and total commitment by both partners.
7. You are called to share with God in the creation of new life
through the rearing of children in a loving family which should be
a reflection of God’s love.
8. You are loved by God who shows compassion when things go
wrong, who helps to heal wounded relationships, who forgives
when your actions fail to match your ideals.

Living in Love:
CONTENTS
Session Session Page
number title number
INTRODUCTION 3
1 IT’S MY LIFE 4
2 FAMILY LIFE 6
3 IN RELATIONSHIP 8
4 BOYFRIEND/GIRLFRIEND 10
5 SEXUALITY 13
6 COMMUNICATION 15
7 PLANNING FOR LIFE 17
8 RISK BEHAVIOUR (1) 20
9 RISK BEHAVIOUR (2) 22
10 MARRIAGE (1) 24
11 MARRIAGE (2) 26
12 RESPECT FOR LIFE 29
Appendix Appendix Page
number title number
1 THE GARDEN OF EDEN 31
2 SCENARIOS 32
3 COMMUNICATING ASSERTIVELY 32
4 CATHOLIC TEACHING ON CONTRACEPTION 33
5 CATHOLIC TEACHING ON HIV/AIDS 34
6 CALLED TO LIFE 35
7 THE FATHER’S TALE 35
8 SEE ME 36

Living in Love:
INTRODUCTION
“You it was who created my inmost self, you who put me together in my mother’s womb. I praise
you that I have been so wonderfully made; your works are wonderful.”
(Psalm 139: 13-14)
Very few of us would like to live on our own, cut off from loved ones and from society, for any great
length of time. For, as humans we are social beings, and we need the contact, support,
encouragement and love that we experience from others in order to grow and thrive as individuals.
Pope John Paul II described love as the “Innate vocation of every human being” for we are created in
love, to know the love of God and to show this love to others that we meet in our lives.
Without love, life would be a lonely and desolate existence. We need love. It is as essential as the air
that we breathe or the food that we eat, for love sustains us, nourishes us, shapes us and helps us to
grow. How would it be to live without love?
God is love. In living our lives, we come to experience the extent of God’s love for us. We come to
know love and all that it offers in our lives. We come to share love and all that this demands from us
as individuals. As we grow and journey through life we pray for God’s help, love and assistance in
helping us to continue living in love.
page 3

SESSION
1
Living in Love: IT’S MY LIFE
There is only one happiness in life – to love and be loved.”
(George Sand)
Learning objectives for students:
• to develop an understanding of what is important in life;
• to consider how knowing right from wrong helps us to grow in respect for ourselves and for
others;
• to develop an understanding of the role of conscience.
While most of us would agree with the statement “It’s my life”, we also acknowledge that we do
not live this life in isolation. There are many factors that influence our lives. These include:
where we live, our culture, our family, friends, our religion, even our environment. Not every teenager
likes the same music, or has the same clothes, or the same hopes, dreams and ambitions. As we
grow throughout our lives, we develop our knowledge and understanding of:
• who we are
• what we like
• what is important in life
• what is right and what is wrong.
page 4

TASK 1.1
WHAT IS IMPORTANT IN LIFE?
Working on your own, do the following:
Get a copy of Resource Sheet 1 from your teacher.
1. Complete the table by filling in what you think is important to people at the different ages and
stages of their lives.
2. Then think about how you know right from wrong at these ages.
3. Finally complete the section that asks how you show respect for yourself and others.
Once you have finished the table, share your thoughts with a partner. If they have answers that
you had not considered add these answers to your table.
The title for this session, ‘It’s My Life’ gives an important message, for although it is indeed ‘our life’,
we do not live this life in isolation. As we live in relationship with others, the society in which we live
places demands upon us in terms of what we do and how we behave. The key influence in helping us
to understand how to behave, how to tell right from wrong, is usually our family, particularly our
parents or guardians.
TASK 1.2
BELIEFS AND ATTITUDES
Working in mixed groups of between 4 and 6, do the following:
1. Take a large sheet of paper, and in the middle of this write ‘Beliefs and Attitudes’
2. Now complete a brainstorming exercise within your group, discussing the ways in which
parents/guardians can influence the beliefs and attitudes of their children. Examples might
include:
• going to Church on Sunday • choice of school
• openness to discussion, etc. • helping to form and informing conscience
Your parents/guardians have a significant role to play in how your attitudes and beliefs are
developed. But as you grow older, it is likely that the extent of their influence will decrease as you
make new friends and have different experiences. It is very important to remember that, with the
freedom you enjoy in making choices, comes a great deal of responsibility – responsibility to yourself
and responsibility to others.
Reflection:
Loving God, you made us in your image and likeness, gifting us with free will. May all our
decisions and choices be life-giving and sustaining. Help us to avoid, through our thoughts words
or actions, harming ourselves or one another.
Extension Task:
A continuum: “IT’S MY LIFE. I CAN DO WHAT I WANT.”
Your teacher will read out a number of statements. You are asked to imagine a line stretching
across the classroom floor. One end of this line represents the land of total agreement, and the
other, the land of total disagreement. You are asked to stand in a position on this line that
reflects your level of agreement or disagreement with each statement.
page 5

SESSION
2
Living in Love: FAMILY LIFE
“It is not so much our friends’ help that helps us as the confident knowledge that they will help us.”
(Epicurus)
Learning objectives for students:
• to consider the expectations our family may have for us;
• to consider positive and negative consequences of aspects of behaviour;
• to consider who we can turn to for help and support.
During our teenage years we need guidance and support for the many choices that we have to
make. For many of us a source of constant help is our families. We all know that families come
in many shapes and sizes. We also know that the ‘family’ of people who support and care for us,
while sometimes not related to us in a physical way, still want the best opportunities and success for
us in our personal, social and spiritual lives. The ‘family’ who support us may include parents,
friends, carers, teachers, siblings and even people from our local community.
During this session we will explore the expectations that our families have for us. We will also reflect
on how our behaviour and attitude can sometimes affect the way that people are able to help and
support us.
TASK 2.1
THE A- Z OF BEHAVIOUR
Working on your own, do the following:
1. Get a copy of Resource Sheet 2 from your teacher.
2. Now complete the sheet by trying to think of a type of behaviour for every letter of the
alphabet. This will help you to consider the many different types of behaviour which people
show in every day life.
The way in which we behave can be affected by a number of things:
• we might decide to do something because we see others doing it and
want to be part of the group (peer pressure);
• we might decide to do something out of curiosity, to see what it is like;
• we might decide to do something because we are angry or upset about
something or someone;
• we might decide to do something because it makes us feel good.
It does not matter what the behaviour is, for there is always some reason
behind that behaviour. Sometimes, when we behave in a particular way, we
need help and support.
page 6

TASK 2.2
BEHAVIOUR SCENARIOS
Working in mixed groups of between 4 and 6 you will be asked to discuss
a scenario in which someone displays a certain aspect of behaviour. You
will find the scenarios on Resource Sheet 3. During your discussion you
should consider:
• how the person behaved;
• why they behaved this way;
• what the consequences of their behaviour may be.
• If they had behaved in a different way would the consequences be
different?
Be ready to share your answers with the whole class
From a very early age, in fact from birth, we rely very heavily on our ‘family’ for help and support, and
as we grow older we still need to know that we can rely on them for continued help and support in
times of need. The ways in which we receive help depends on our particular need or situation.
TASK 2.3
WHAT WOULD A FAMILY DO?
Working in the same mixed groupings, discuss what you would expect a family to do to help and
support the person described when they showed each type of behaviour.
1. A new-born baby cries.
2. A mum is proud when her infant speaks their first words.
3. A child is nervous at their first day of school.
4. A teenager is afraid because they got into trouble for fighting at school.
5. A teenager comes home from school upset because they have had an argument with a
boyfriend/girlfriend.
6. A teenager is disappointed when they fail exams.
7. A young adult is excited when they get a first job.
8. Someone in their mid-twenties is depressed because they don’t like their job.
9. Your uncle is worried when he is made redundant from work.
10.Your grandmother is hurt when she falls and is taken to hospital.
Reflection:
Compassionate God, you made us in your image and likeness, loving each of us uniquely. May
all our decisions and choices be life-giving and sustaining. Help us, in our thoughts, words and
actions, always to be responsible and loving.
Extension Task:
Try to think of a time or occasion when someone close to you, for example a parent or carer, has
helped you in some way or offered you encouragement or support.
Working with a partner, discuss:
• what sort of help did you need? • who was able to help you?
• how did this make you feel?
page 7

SESSION
3
Living in Love: IN RELATIONSHIP
“An honest answer is the sign of true friendship.”
(Proverbs 24:26)
Learning objectives for students:
• to develop an understanding of how we will relate to different people in different ways;
• to become aware of how apparent help and advice can often become a form of pressure;
• to consider issues relating to alcohol and drug use among teenagers.
There are many different people who we may consider to be part of our ‘family’. It is probably
true to say that there are even more people with whom we have a ‘relationship’.
Having discussed the words we associate with ‘relationship’ we are now going to consider who
we have ‘relationships’ with and how often we look to these people for support and advice.
TASK 3.1
CURRENT RELATIONSHIPS
You should attempt to do at least parts 1 and 2 of this task.
1. Write down the names of five people with whom you have a relationship. (Remember that
you have just discussed the words you associate with ‘relationship’ so think carefully about
the people in your life and try to see if they fall into the category of ‘relationship’)
2. Against each name indicate how much time you actually spend with each person in a week.
For example, you may have two periods of RE a week, with each period lasting about 55
minutes, therefore you spend 110 minutes a week with your RE teacher. You might see your
best friend for a few hours after school and more at the weekend, so you might see them for
18 hours or more in a week, etc.
3. Now try to draw a graph which illustrates the relationship between the amount of time you
spend with someone and the advice that you get from them. Your teacher will distribute a
help sheet (Resource Sheet 4) showing an example of how this may look.
At different times in our lives we will seek support and advice from our family, our peers and maybe
even from professional agencies who have accurate information to help us make an informed
decision (eg., a careers advisor or a doctor). However, when it comes to our friends and peers, there
can be situations when we need to be careful that the advice that they give us does not change into
pressure to participate in activities that make us feel uncomfortable.
For many young people today the pressures to eat the right foods, to look the right way, to be a
certain size, to wear the right clothes, are difficult to withstand. Equally when teenagers begin to
socialise in larger groups, where there are people of different ages, there may be added pressures to
participate in activities such as drinking alcohol and/or taking drugs.
Later on you will explore how drugs and alcohol can affect your judgement of a situation. At this point
we will consider some of the facts about drugs and alcohol use by teenagers.
page 8

TASK 3.2
PEER PRESSURE: ALCOHOL AND DRUG USE
AMONGST TEENAGERS
Working on your own, collect a copy of Resource Sheet 5 and complete the quiz on ‘Alcohol
and Drug Use Amongst Teenagers’.
We will then discuss this as a class.
Reflection:
Lord, support us in our daily lives. Protect us day and night so that we, who under your guiding
hand live in a world of change, may always draw strength from you, who does not change.
Extension Task:
Working in mixed groups of between 4 and 6, do the following:
1. Take a large sheet of paper and write ‘Peer Pressure’ in the middle of it.
2. Within your group, think of the types of situations that people might find themselves in
regarding alcohol and/or drugs, and where peer pressure is likely to have some bearing.
3. Add to your list the sort of decisions that someone might make regarding alcohol and/or
drugs as a result of peer pressure.
page 9

SESSION
4
Living in Love: BOYFRIEND / GIRLFRIEND
“The only way to have a friend is to be one.”
(Ralph Waldo Emmerson)
Learning objectives for students:
• to consider different levels of relationships;
• to develop an understanding of the differences and similarities in relationships;
• to consider physical attraction and the impact it can have on relationships;
• to develop an understanding of the laws regarding consent in sexual relationships.
During this session you will explore the differences and similarities between relationships you may
have with boy/girlfriend and ‘just’ friends and how both of these types of relationships can
develop into love. You will also look at the facts surrounding the laws regarding sexual relationships.
page 10

TASK 4.1
MORE THAN JUST FRIENDS?
In your jotter make two columns, one labelled ‘Best Friend’ the other labelled ‘Boy/Girl friend’.
Under each heading make a list of what you would expect from each of these relationships, e.g.
loyalty, trust, fun etc.
In your groups discuss:
• What are the differences between these two types of relationships?
• What are the similarities between these two types of relationships?
Class feedback:
• What makes a boyfriend / girlfriend relationship different to ‘just’ friends?
• What makes someone attractive? (This doesn’t just mean people whom you ‘like’; think about
what ‘attracts’ you to your friends.)
• Is it possible to be ‘attracted’ to a friend without this developing into a boy/girlfriend
relationship?
• Why do people sometimes get confused about their feelings for friends?
It is possible that in some of the relationships you will form, now and in the future, you will come to
realise that there is a significant difference between just ‘liking’ a person, as opposed to ‘loving’ them
We do tend to use the word ‘love’ quite a lot, and very often we use it when perhaps another word
might be more appropriate. For example, we might say that we ‘love’ something, such as chocolate, a
particular football team or famous personality, but do we really mean that we love them in quite the
same way that we would love a family member or a boyfriend/girlfriend? Would it not be more
accurate to say that we ‘like’ these things? We might like them a lot, but is this the same as loving?
When we talk about loving that one particular person, then other things come into play, such as trust,
loyalty, commitment, etc. We expect these things from our friends, but the intensity of our
expectations may be more demanding from those we love, and this is a very important difference.
In earlier years you have learned about the development of the human person and discovered that,
through puberty, your body was becoming ready for the possibility of creating new life. You learned
that there were outward and inward signs of these changes. When you looked at human
reproduction you learned that the Catholic Church teaches that sexual intercourse should be a sign of
a loving commitment between a husband and wife expressed within marriage. This is sometimes
referred to as “Church Law”.
In this session you will explore what the civil law states about sexual intercourse. It is important
to realise that this section deals only with the legal aspects of sexual relationships, not with
moral aspects or the consequences of these relationships.
page 11

TASK 4.2
SEX AND THE LAW: CONSENT
Working in mixed groups of between 4 and 6, do the following:
1. Get a copy of Resource Sheet 6.
2. In your group, read and discuss the information regarding sex and Scottish Law. In your
discussions you should think about:
• what does the age of consent mean?
• what is the age of consent?
• why do these laws exist?
• who do they seek to protect?
• what might happen if a person breaks these laws?
3. We will then discuss this as a class.
Reflection:
As a child approaches a father in love and need, so God is your Father and you may confidently
come to him, daring to speak your doubts, your fears, your problems and needs, knowing that
He hears and that he will respond to your requests.
No one should feel pressured into becoming involved in a relationship where they feel uncomfortable
or where they are being asked to do things they would rather not do. To force someone to behave in
a manner which hurts, embarrasses or offends them is not a sign of love; on the contrary it shows a
lack of respect for the rights and feelings of that person.
What we should be striving for in our relationships is to show our respect for, and responsibility to,
ourselves and others. Rather than looking for what we can get out of a relationship, we should be
looking at the virtues, the qualities, the goodness of the individual, and how this can build and
enhance the relationship.
Extension Task:
Working in mixed groups of between 4 and 6, do the following:
Read the following excerpt from the Catechism of the Catholic Church.
“A virtue is a habitual and firm disposition to do good. It allows the person not only to perform
good acts, but to give the best of himself. The virtuous person tends toward the good with all his
sensory powers; he pursues the good and chooses it in concrete actions.” (CCC, 1803)
• What do you think this passage is saying?
• In what way(s) should this affect our relationships?
page 12

Created in Love:
5
Session 5
SESSION Living in Love: SEXUALITY
“You learn to speak by speaking, to study by studying, to run by running,
to work by working; and just so, you learn to love.”
(St Francis de Sales)
Learning objectives for students:
• to consider what the Church teaches about human sexuality;
• to develop an understanding of how our sexuality compels us to be attracted to other people;
• to consider rights and responsibilities which arise from issues relating to our sexuality.
Right at the very beginning of the Bible, in the Book of Genesis, we read that God chose to share
his creative role with human beings. With this gift came responsibility. God tells the first human
beings that they have to be ‘stewards’ of the earth. This means that God was gifting humans with the
privilege of free will, but with that came the responsibility of looking after God’s creation.
In creating us as male and female, God created individuals who have the ability to become “one
flesh” (Genesis 2:24). Through this union is to be found the only natural way in which the
continuation of the human race can continue. This gift of sexuality, our maleness and femaleness, is
a unique and special gift given to each human being by God without exception.
The Church teaches that we can reflect the love of God through loving relationships and in particular
through the loving relationship between a man and a woman where they give of their body and spirit
in respect and love for the other - through the exclusive and permanent union of marriage.
The gift of our sexuality is an awesome gift, and it is important that we not only come to understand
how and when to use it, but also why we use it.
page 13

TASK 5.1
CREATED SEXUAL: MALENESS AND FEMALENESS
Working in mixed groups of about 4, do the following:
1. Read the second chapter in the Book of Genesis (Appendix 1)
2. Imagine that a new chat show is starting on TV, and that the first guests on this show are:
God, Adam and Eve.
3. In your groups, write a script of the conversation that might take place between the host and
his three guests. In the course of the conversation, you may wish to consider:
• Why did God create Adam?
• What responsibility did God give to man? (Stewardship)
• Why did God decide to create a partner for Adam?
• What was God’s purpose or plan in creating man and woman?
In the Book of Genesis we read that man and woman were, quite literally, ‘made for each other’, and
that God tells the man and woman to “Have many children, so that your descendants will live all over
the earth.” (Gen. 1:28) The male and female bodies are designed to ‘complement’ each other in
combining to join with God to create new life. Our sexuality makes us attractive to others and attracts
other to us, and this is a perfectly normal part of what it means to be a human and sexual being.
With the gift of our sexuality come rights, but also responsibilities.
TASK 5.2
THE RESPONSIBILITY OF OUR SEXUALITY
Working with a partner, do the following:
1. Get a copy of Resource Sheet 7.
2. Complete the exercise looking at rights and responsibilities within relationships.
Discuss this as a class.
Reflection:
Holy God, you continue to bless us with your gifts of creation. We give thanks to you for your
kindness and we take delight in the gifts we share to bring about fullness of life in our world.
Extension Task:
Working on your own, do the following:
1. Read the following statement, ‘God has
nothing to do with a person’s decision to enter
into a sexual relationship.’
2. Try to think of at least one argument to justify
this statement.
3. Now try to think of at least one argument
against this statement.
page 14

SESSION
6
Living in Love: COMMUNICATION
“The first duty of love is to listen.”
(Paul Tillich)
Learning objectives for students:
• to develop an understanding of the impact that alcohol and/or drug use can have on
relationships;
• to further develop an understanding of peer pressure;
• to consider ways of asserting ourselves and saying ‘No’ in situations where we feel pressure;
• to develop an understanding of abstinence as a positive choice.
Many young people experiment with alcohol and drugs and are sometimes unaware of the effect
that these can have on a young body that is still developing. It is often at times when young
people are involved in taking drugs or alcohol, at a party or disco for example, that they also find
themselves in a situation where they have to cope with peer pressure. If you think back to the ‘quiz’
in session 3 you will remember that 40% of young people who said that they were sexually active
said that their first sexual experience had happened while under the influence of drugs and alcohol.
In this session you will focus on how to communicate what you are thinking and feeling in a specific
situation when you may feel influenced by peer pressure. You will also look at assertive ways to say
“No” to help you deal with the pressure.
TASK 6.1
TALKING IT THROUGH…
Working in mixed groups of between 4 and 6, discuss the following:
1. Why do you think there is a legal limit to how much you are allowed to drink if you are driving
a car?
2 Do you think it is sensible to make an important decision when you are drunk or under the
influence of drugs?
3 Why do you think that people regret things that happened while they were drunk / on drugs?
We are all faced with having to make many decisions every day, or have to face the consequences
of decisions made by other people. Sometimes it can be relatively easy to make these decisions, and
other times we may not have very much choice but to go along with what someone else has decided
for us. Who gets to choose what you eat? Who decides what you wear? Who decides what you do
in the evening or at weekends?
These may seem like fairly trivial decisions, and we may not have to give much thought to them.
Other factors can affect our decision-making processes. We have already thought about peer
pressure, but what about other times when people are faced with making decisions and they are
unable to think clearly? What might happen to their decision-making skills at this point?
page 15

TASK 6.2
DECISIONS CAN BE AFFECTED BY DRUGS & ALCOHOL
Working in the same mixed groups as before, do the following:
1. Look at the four scenarios described in Appendix 2.
2. What options are open to the people involved?
3. How might the use of alcohol and/or drugs affect the choice made?
4. What might the consequences be?
In some situations, it can be difficult to know the right thing to do. Sometimes it can be very difficult to
say ‘No!’ to an invitation to behave in ways that make you feel uncomfortable. But learning to say
‘No!’ is a positive thing which allows you to take control of most situations.
TASK 6.3
COMMUNICATING ASSERTIVELY
Assertiveness should not be confused with aggression. If you are to be assertive
in a situation it means stating firmly and clearly your thoughts or feelings. It is often
necessary to think in advance about how you will act / react in certain situations, long
before they ever arise, so that you can know how you will cope.
Working with a partner, look at the statements in Appendix 3. Now take it in turns
to read one of the statements while your partner practises saying ‘No!’, assertively
– firmly, but politely, and giving a reason for this.
Abstaining from certain behaviours, until you consider them appropriate and right,
is actually a very positive choice. Not every one of your age-group drinks alcohol
regularly or uses drugs or is sexually active. In fact, in each of these three examples, if you do not
indulge in them - in other words if you ‘abstain’ from them - you are actually in the majority of young
people of your age. So yes, abstinence is a good thing. And yes, many young people do choose to
abstain: from sex, from alcohol and from drugs. These are good, sensible things to do; you just have
to learn to assert yourself to resist peer pressure.
Reflection:
God knows well the doubts that afflict you, the temptations that press upon you. He knows your
true needs; He hears your prayers. He is ready to grant you everything that is required to
enable you to be His loving child.
Extension Task:
Working in mixed groups of between 4 and 6, discuss the following:
1. Why might some young people feel under pressure to become sexually
active?
2. Why might it be difficult to say no?
3. What factors might influence their decision-making?
4. In what way(s) does the use of pressure do damage to the dignity of the individual?
5. Why is abstinence a positive choice?
page 16

SESSION
7
Living in Love: PLANNING FOR LIFE
“Love is not something you feel. It’s something you do.”
(David Wilkerson)
Learning objectives for students:
• to consider the importance of respect and responsibility in relationships;
• to consider the need to plan for a family;
• to develop an understanding of the Church’s teaching on contraception.
Within any relationship choices have to be made.
Whether it is a working relationship, or a
friendship or within a family, decisions are always
being made. Sometimes we might think that we don’t
need to make choices, or we try to put off having to
make decisions, but sometimes this only has negative
results. For example, you may keep putting off
choosing who to invite to your birthday party, only to
discover that by the time you have made your decision
your friends all have other plans. You may ‘run away’
from the responsibility of finding out what courses you
want to do, only to find that by the time you have
made your decision all of the places have been taken.
Within marriage there will be choices that have to be made. However those decisions which affect
your relationship are no longer something which you can consider for yourself – they have to be
made by two people together. For example, it would be strange indeed for a husband to accept a job
in Africa for three years without talking to his wife about it, or for a wife to buy a new house without
her husband being part to the decision. A couple make these choices and decisions as a ‘team’
because they know that they have made a commitment to be responsible both to and for each other.
An important decision that many married couples have to make is when to plan for a family, and how
many children they feel that they are able to support. The Church is able to help a couple in making
this important decision through her teaching on Natural Family Planning (NFP). If practiced according
to instructions given by a trained instructor, and if both partners are motivated to work with each
other, NFP is believed to have a success rate of 98% in helping to plan for pregnancy.
While commending an attitude of generosity in welcoming children into the world, the Catholic
Church does not by any means expect Catholic parents to have large families. What it does
expect, however, is that Catholic parents act responsibly in planning for the number of
children which they hope to raise within a loving family environment.
page 17

TASK 7.1
CONTRACEPTION AND FAMILY PLANNING
Working in mixed groups of between 4 and 6, do the following:
1. Each group will require a copy of Resource Sheet 8 – True or False.
2. In your groups discuss your response to the given statements on contraception and family
planning and record them on the sheet provided.
3. Your teacher will provide you with a copy of Resource Sheet 9, which we then discuss as a
class.
During the Rite of Matrimony in the Catholic Church, the married couple make three very serious
vows or promises:
• to be faithful to each other;
• to stay together until parted by death;
• that their marriage will remain open to the possibility of having children.
It is an unfortunate fact that biology may prevent some men from being fathers or some women from
being mothers. In such circumstances, there is no suggestion that the couple have broken their
marriage vow. Church teaching refers to the need for an ‘openness’ to childbirth, but recognises that
this may not always be possible for everyone.
However, the Catholic Church teaches that ‘artificial contraception’ - the deliberate use of a ‘barrier’ to
prevent conception - is wrong.
page 18

SESSION
TASK 7.2
CONTRACEPTION AND CATHOLIC TEACHING
Working in mixed groups of between 4 and 6, do the following:
1. Read the information on ‘Contraception’ on Appendix 4.
2. Discuss the following:
• What are contraceptives designed to do?
• What does ‘abortifacient’mean?
• Why does the Church disapprove of the use of artificial contraception?
• What is the main difference between artificial contraception and Natural Family Planning?
• Why does the Church support this means of birth control?
Reflection:
The human family is marked with flaws and faults. Sometimes these are visible in relationships
with others, in the occasion when you hurt each other. These are perfect opportunities for you
to show the Father’s love for each other.
Extension Task:
Working on your own, do the following:
1. Imagine that you have been asked to give a one minute
talk to your class on what the Catholic Church teaches
about contraception.
2. What would be the main points you would make?
Consider these:
• What is contraception?
• What is it intended to do?
• What does the Church teach?
• Why does it teach this?
page 19

SESSION
8
Living in Love: RISK BEHAVIOUR (1)
“Love is a promise, love is a souvenir; once given never forgotten, never let it disappear.”
(John Lennon)
Learning objectives for students:
• to consider what we understand by ‘Risk Behaviour’;
• to develop an understanding of how STIs can be a result of risk behaviour;
• to develop an understanding of STIs: signs, symptoms and treatments.
What do we mean by ‘Risk Behaviour’? The answer is quite clear and simple –behaving in any
way that involves an element of risk. But don’t many of the things we do involve an element of
risk, for example crossing a road, skydiving, bungee jumping, etc? These all carry certain risks for
there is always a possibility, no matter the precautions you take, that something could go wrong.
TASK 8.1
RISK BEHAVIOUR
Working in mixed groups of between 4 and 6, do the following:
1. Take a large sheet of paper and write ‘Risk Behaviour’ in the middle.
2. Now discuss and write down as many types of activities that you can think of that involve an
element of risk.
3. Now write beside these what the likely consequences might be.
4. Discuss this as a class.
In this session we are going to consider ‘Risk Behaviour’ from a sexual health point of view. We are
going to be looking at how, in some cases, people who have been involved in ‘risk behaviour’ find
themselves in situations where they have been infected by Sexually Transmitted Infections (STIs).
You will be given information on some of the STIs that can affect anyone who is sexually active,
including young people. You will be asked to consider how to avoid risks in relation to sexual health.
page 20

TASK 8.2
SEXUALLY TRANSMITTED INFECTIONS
Working in mixed groups of about 4, do the following:
1. Read Resource Sheet 10, which provides information on Sexually Transmitted Infections
(STIs).
2. Each group will be asked to consider one of six STIs and to make notes about the following:
• what is it;
• how can it be passed on?
• what are the signs/symptoms?
• can it be treated or cured?
• where to get help/advice?
3. The groups findings should be recorded on Resource Sheet 11 before comparing notes in a
class discussion.
Reflection:
Forgiving God, look not upon our failings but upon our wish to serve you and one another. Help
us to embrace our failings in loving union with your goodness. May we be a source of strength
and courage for others.
Extension Task:
Working on your own, do the following:
1. Imagine that you work as an advice counsellor for a teenage
magazine.
2. You receive a letter from one of your young readers who is
concerned that he/she may have a sexually transmitted infection.
3. What help or advice would you give them? Remember the
following:
• signs and symptoms
• possible treatment
• where to go
page 21

SESSION
9
Living in Love: RISK BEHAVIOUR (2)
“Love enables you to put your deepest feelings and fears in the palm of
your partner’s hand, knowing they will be handled with care.”
(Carl S Avery)
Learning objectives for students:
• to develop a deeper understanding of HIV/AIDS;
• to consider Catholic teaching with regard to HIV/AIDS;
• to develop an understanding of the Christian calling to show care and compassion
When we talk about people taking ‘risks’ with their sexual health we know that the consequences
are sometimes not just physical. By entering into a sexual relationship with another we open
ourselves up to the possibility of being hurt or disrespected as much as being loved and respected.
This hurt can be physical, spiritual or emotional and very often cannot be seen by others. In other
situations the results of taking a ‘risk’ sexually can lead to something that cannot be cured simply with
medication.
During the 1980s a campaign to educate people about the prevention of the spread of a new
‘disease’ was launched by the government under the banner of “AIDS: Don’t die of ignorance!” Due
to the lack of understanding, and even misinformation about the Human Immunodeficiency Virus
(HIV), several groups of people within society felt isolated and ostracised, particularly those who are
homosexual. Now, 20 years on, figures show that HIV affects a wide cross-section of the population,
and is evident particularly among those who are heterosexual.
HIV might be described as an ‘equal opportunities’ virus, for it affects males just as it affects females.
It affects heterosexuals every bit as much as it does homosexuals; it affects celebrities just as it
affects the ordinary person in the street.
Christians are expected to live according to Gospel values. This includes not judging people because
of their situation, or because of assumptions we might make about their lifestyle; and it requires us to
show solidarity and compassion to those who need our support.
TASK 9.1
HIV/AIDS: WHAT WE KNOW?
Working in mixed groups of about 4, do the following:
1. Get a set of ‘HIV/AIDS’ cards (Resource Sheet 12).
2. In this task your group are asked to identify ways in which people can contract HIV, become
HIV positive and possibly develop an AIDS-related condition or illness.
3. Now arrange the cards into two separate groups, one which illustrates ways in which HIV can
be passed on, and the other showing ways that the virus cannot be passed on.
4. Once each group has done this your teacher will give you a copy of Resource Sheet 13
(HIV/AIDS) which you can discuss as a class.
page 22

In the article ‘What does the Church teach about HIV/AIDS?’ we are reminded that
the Church has spoken clearly and powerfully about the world-wide epidemic
represented by HIV and by AIDS. In her teachings, the Church has stressed:
1. the value and dignity of every person,
2. the rights and responsibilities of society,
3. the love and compassion of God.
“Is AIDS a form of punishment by God?”
“How should I respond to my child who is HIV positive?”
“Besides suffering from AIDS, why do I suffer so much prejudice and rejection, even
from members of the Church?”
These questions are often asked of ‘the Church’. For many people ‘Church’ refers to the Pope, the
Bishops and their priests, but it really describes all who belong to the Church as members. Rather
than thinking about what ‘the Church’ should be doing, what we really need to consider is what we as
individual members of the Church are doing and how, if at all, we personally respond to the problems
posed in living with HIV/AIDS.
TASK 9.2
CARE & COMPASSION
Working on your own, read over the summary of the article on HIV/AIDS, which you will find in
Appendix 5.
• What are the important words or phrases used in the article?
• Do you think this is a positive or a negative article?
• What do you think ‘Church’ needs to be doing to lessen the impact on those living with
HIV/AIDS and their families?
Reflection:
If you assume that you are more important to God than His other creatures within the human
family, regardless of their race, religion or background, you will be tripped up by your own pride
and become a stumbling block to others about you.
Extension Task:
Working on your own, do the following:
1. Look at Appendix 5 once more and also at the key words or phrases which you considered
to be important.
2. Now take one or more of these key words/ phrases and use them to produce a poster which
raises awareness of the Christian calling to care for those living with HIV/AIDS.
page 23

10
SESSION Living in Love: MARRIAGE (1)
“A successful marriage requires falling in love many times, always with the same person.”
(Mignon McLaughlin)
Learning objectives for students:
• to consider what it means to be married;
• to develop an understanding of how marriage contributes to family structures.
In this session we consider what marriage is, in order to develop a better understanding of why
people choose to get married. According to Catholic teaching, marriage is the God-given context for
both sexual intercourse and having a family; therefore we also consider how marriage contributes to
family structures. We also look at what it means to be married and consider what differences there
are between being married, staying single and living together.
TASK 10.1
WHAT DOES IT MEAN TO BE MARRIED?
Working in mixed groups of between 6 and 8, do the following:
1. Each group should divide into two smaller groups.
2. On the sheets of paper provided one half of the group should write a list of the sort of things
you are free to do if you are not married.
3. The other half of the group should write a list of the sort of things you are free to do if you are
married.
4. Now compare your lists. Are there any differences? If so, why do you think this is?
The Church teaches that marriage is a covenant
freely entered into and involves a total and
exclusive self-giving to another person in a way
that is open to new life. St. Paul says that: “for this
reason a man shall leave his father and mother
and be joined to his wife and the two shall become
one flesh.” (Ephesians 5:31-32)
This is a very important teaching in developing an
understanding of Catholic marriage and the
responsibilities it places on the married couple, for
they are no longer two distinct people, but have
become one. This means that they can no longer
think only of themselves, but have to take into
consideration the rights, feelings and needs of their
spouse and their dependants (children).
page 24

TASK 10.2 HOW DOES MARRIAGE CONTRIBUTE TO FAMILY STRUCTURES?
Working on your own, do the following:
1. Get a copy of Resource Sheet 14 from your teacher.
2. Rate how important each item is in terms of contributing to what we understand as ‘family’.
You should use a five-point scale as follows:
Very Important 1 Important 2 Don’t Know 3 Not important 4 Irrelevant 5
Discuss this as a class.
According to the Catholic Church, and to many other faith traditions, the family is
the original cell of social life, the building block on which society is founded. Family
provides a stable structure on which can be built our understanding of freedom, of
responsibility, of security and of a sense of ‘brotherhood’ (fraternity). This is
outlined in the Catechism of the Catholic Church, where it states that,
“The family is the community in which, from childhood, one can learn moral values,
begin to honour God and make good use of freedom. Family life is an initiation into
life in society.” (CCC, 2207)
The family has a duty of care and should teach us to take responsibility for each other. It is sadly true that,
for some families, the circumstances within which they find themselves prevent them from providing this
help. Therefore it is even more important that other people, from beyond the family and in society itself, help
to provide for their needs.
The Catholic Church teaches that it is only within marriage that we see a ‘covenant’ of a man and a woman
entering into a bond that involves a total giving of self in a way that is permanent, exclusive and open to the
possibility of creating new life.
Marriage is not a simple agreement to ‘live together’, but a unique relationship with a social dimension that
provides a cradle of life and love in which people are born and grow. The family, the natural community in
which society is first experienced, where our sense of morality and values is shaped, and where we first
learn to love and be loved, makes a profound and unique contribution to the forming of society.
The vows taken during marriage in the Catholic Church provide structure, stability and security which not
only contributes to the well-being of the family, but to the good of society as a whole.
Reflection:
God of all kindness, help us to listen to your calling in our lives. May we respond in faithfulness
of heart to you so that others may know your love for them.
Extension Task:
Discuss:
“Marriage is only a bit of paper. Nowadays it is old-fashioned and out of date.”
page 25

Created in
11
Love: Session 11
SESSION Living in Love: MARRIAGE (2)
“The supreme happiness of life is the conviction that we are loved.”
(Victor Hugo)
Learning objectives for students:
• to develop an understanding of having children as the ‘fruit’ of a marriage;
• to consider what it means to become a parent.
In the previous session we saw that according to Catholic
Church teaching, marriage provides an ideal setting for the
raising of a family, which in turn brings benefits for society. In
this session we are going to focus on the importance of
children and to try and develop an understanding of what it
means to become a parent.
We sometimes hear of ‘the right to have children’, but in truth,
it is only the child who has rights in this instance. The birth of a
child should be the result of the love between a husband and
wife, often described as being the ‘fruit of their marital union.’
It may seem strange to talk about children being the ‘fruit’ of marriage. Trees reach their ‘fruition’
when they bear fruit, when they create new life. The term ‘fruit of marriage’ is a metaphor which
suggests that the marital union of the husband and wife has reached its natural fruition, and the child
is the ‘fruit’ of this.
TASK 11.1
THE APPLE OF YOUR EYE
Working in mixed groups of between 4 and 6, do the following:
1. Read the excerpt from the Catechism of the Catholic Church (ref. 2367), in Appendix 6.
2. Discuss the following:
• What does it mean to be ‘called to give life’?
• In what sense do you think a married couple co-operate with the love of God in having
children?
• Is the purpose of getting married just to have children?
Having children is not a decision that should be taken lightly, for it is a life-changing event. Ideally it is
a task that should be shared by both parents, although this is not always the case. However, having
the help and support from another person is very important in bringing up a child.
page 26

TASK 11.2
WHAT DOES IT MEAN TO BE A PARENT?
A continuum.
Imagine a line stretching across the classroom floor, from one side of the room to the other. One
extreme of this line represents ‘the land of total agreement’ and the other extreme ‘the land of
total disagreement’. The area in the middle is for those who cannot make up their minds.
Your teacher is going to read out a number of statements. Your task is to stand in a position on
this imaginary line that shows the extent to which you either agree or disagree with each
statement.
Try to make the choice for yourself and do not just follow your friends, for your teacher may ask
you to explain why you are standing at a particular place.
Being a parent is not easy. When babies are very young they rely totally on their parents for
nourishment, and this applies to food and water just as much as it does to other essentials such as
clothing, security, love and spiritual support. As they grow older and more independent, they may
become more able to do things for themselves, but still need help and support. Eventually the child
is able to make their own decisions, influenced by the example and the teaching given by the parents
over the years.
One of the toughest things for a parent to do is to allow children to make their own decisions,
knowing that they also make mistakes. However this is an essential part of the growing up process,
and without it, we would not develop to our full potential.
TASK 11.3
PARENTAL LOVE
Working in mixed groups of between 4 and 6, do the following:
1. Read over the story ‘A Father’s Tale’ that you will find on Appendix 7.
2. Why do you think the father finds it so difficult to let go in this story?
3. What might have happened if he had not let go?
4. What does this tell you about the love parents have for their children?
5. Can you think of any other examples when parents are not able to ‘let go’?
page 27

Parents are described by the Church as being the ‘prime educators’
of their children, for it is they who teach the first steps, the first words.
It is they who teach their child how to love, and they do this by loving
them and leading them by example. They do this where “tenderness,
forgiveness, respect, fidelity and disinterested service are the rule.”
(CCC, 2223)
Children grow up very quickly, and this poses a challenge for parents. How
do they know when to let go? How do they know when to continue to lead? As
the child grows, and the decisions to be made become more adult and serious, this becomes harder
still. All that parents can do is to continue to love their children and to hope that they make right
decisions that will lead them to happiness and fulfilment.
Reflection:
God of peace, may the gift of your life within us show itself in concrete ways so that we may
proclaim the Good News of Jesus Christ. We pray for all children and young people that they
may know your love and the hope of peace on earth.
Extension Task:
Working in mixed groups of between 4 and 6, do the following:
1. Look at this list of situations:
• Your 15-year old daughter tells you that she wants to go on the contraceptive Pill.
• Your 16-year old son wants to stay over at his girlfriend’s house.
• Your son/daughter arranges to meet someone they have met through an internet chatroom.
• Your son/daughter has started hanging about with a group that you disapprove of.
2. Within your group, choose one of the above and discuss:
• As a parent, what would you do? Why?
• How easy do you think this would be?
• How might this affect your relationship with your child?
page 28

Created in
12
Love: Session 12 11
SESSION Living in Love:
RESPECT FOR LIFE
“Where there is love there is life.”
(Mohandas K Gandhi)
Learning objectives for students:
• to develop a deeper understanding of when human life begins;
• to grow in respect for the dignity of human life;
• to develop respect for human life, from its very beginnings until its natural end.
This is an image of an egg surrounded by sperm.
The Church teaches us that, from the moment the sperm fertilises the egg
(conception), this is a human life worthy of our care and compassion and
possessing human dignity.
From this moment your DNA does not change. Your hair colour, height, eyes
are all determined in this instant.
This is a 3-D image of a baby at about 23 weeks growing within the womb.
Often it is through an image such as this that a mother sees her child for the
first time.
With advances in technology not only can babies be photographed in the
womb, but they can also be operated on!
According to Catholic teaching, all life is sacred, from the moment of conception till the end of life. Each
individual, no matter their age, their status, their nationality, their race, their sexual orientation, their
religious belief, or any other perceived ‘difference’ is entitled to the same level of respect at all times and
in all circumstances. All human life has dignity and a worth, created as we are by God, in his own image
and likeness.
Some people, however, argue that at certain times we can have no worth or no rights. One of the key
issues facing our society today, for example, is the variance of opinion as to when human life begins.
Does it begin at conception, or does it begin some time after, while the baby is still in its mother’s womb?
TASK 12.1
LIFE AT ITS BEGINNING
Working in mixed groups of between 4 and 6, read the following and discuss the questions below:
1. Why do you think that, for many women, their first scan of their child is when their pregnancy
becomes ‘real’ for them?
2. Some people do not acknowledge the Church’s teaching that life begins at conception. Some
hold the view that until the baby is born it shouldn’t have any rights. How might someone use
this to argue for access to abortion?
3. Why do you think that pictures like those above have caused people to change their views
about ‘when’ life begins?
4. When do you think human life begins?
page 29

The issue of abortion, as well as arguments about embryonic research,
tend to evoke an emotive response from people. If human life does
not begin at conception, does that mean that it is acceptable to use
human embryos for scientific research? Does it mean that it is
acceptable to have a pregnancy ‘terminated’? Does the unborn child
have any rights? Who decides when this human life should end?
The question of who decides when human life ends applies at the other extreme too,
where someone is perhaps very old or very ill. Does this mean that their life has lost its worth in their
human frailty? Do we allow what is sometimes called ‘mercy killing’ or euthanasia because someone
is in pain? Is this what we mean by respecting the dignity of human life?
The Catholic Church teaches that only God should decide when human life ends, just as God
decides when human life begins.
TASK 12.2 DIGNITY OF HUMAN LIFE
Working on your own, do the following:
1. Read the poem which you will find in Appendix 8.
2. What do you think this poem has to say about respect for the dignity of human life?
3. Write a brief paragraph explaining why we should treat everyone with dignity and respect.
Reflection:
God our Creator, we praise the wonder of your love. Out of tender care, you call us to grow.
Make us worthy of your love. We ask this for ourselves and for all creation.
Extension Task:
Working in mixed groups of between 4 and 6, choose one of the following excerpts from the
Catechism of the Catholic Church. Now do the following:
1. Write a list of possible arguments to support this statement.
2. Write a list of possible arguments to counter this statement.
Abortion:
“From the first moment of his existence, a human being must be recognised as having the rights
of a person – among which is the inviolable right of every innocent being to life.” (CCC, 2270)
Euthanasia:
“Whatever its motives and means, direct euthanasia consists in putting an end to the lives of
handicapped, sick or dying persons. It is morally unacceptable.” (CCC, 2277)
page 30

Appendix 1
APPENDIX1
THE GARDEN OF EDEN
Then the Lord God took some soil from the ground and formed a man out of it; he breathed
life-giving breath into his nostrils and the man began to live.
Then the Lord God planted a Garden in Eden, in the East, and there he put the man he had
formed. He made all kinds of beautiful trees grow there and produce good fruit. In the middle of
the garden stood the tree that gives life and the tree that gives knowledge of what is good and
what is bad. . . .
Then the Lord God placed the man in the Garden of Eden to cultivate it and guard it. He said to
him, “You may eat the fruit of any tree in the garden, except the tree that gives knowledge of
what is good and bad. You must not eat the fruit of that tree; if you do, you will die the same
day.”
Then the Lord God said, “It is not good for the man to live alone. I will make a suitable
companion to help him.” So he took some soil from the ground and formed all the animals and
all the birds. Then he brought them to the man to see what he would name them; and that is
how they all got their names. So the man named all the birds and all the animals; but not one of
them was a suitable companion to help him.
Then the Lord God made the man fall into a deep sleep, and while he was sleeping, he took
one of the man’s ribs and closed up the flesh. He formed a woman out of the rib and brought
her to him. Then the man said, “At last, here is one of my own kind – Bone taken from my bone,
and flesh from my flesh. Woman is her name because she was taken out of man.”
That is why a man leaves his father and mother and is united with his wife and they become
one.
(Genesis 2:4-24)
page 31

APPENDIX2
SCENARIOS
Scenario 1
Tom really fancies Laura, but is too scared to ask her out. He has been waiting all week for
Dave’s party because he knows Laura is going to be there. He has bought a carry out, thinking
that maybe after a couple of drinks he might pluck up the courage to talk to Laura.
Scenario 2
“Come on, you’ll enjoy it,” said Mike, as he handed a joint to his pal Graeme. “What harm can it
do? It’s only a bit of weed, and everyone does it. You don’t know what you’re missing.” Graeme
had never even smoked a cigarette before let alone drugs, but what else was he supposed to
do? Everyone else in the room had lit up and seemed to be pretty relaxed about it.
Scenario 3
Becky and Susan left the School Disco and headed off home. They lived near each other and
walked to the bus stop. Susan’s older brother Brian pulled up in his car. Two of his friends were
in the car, and it was obvious that all three had been drinking. “Jump in!” shouted Brian, “I’ll take
you home.” Becky wasn’t sure, but Susan got in the back, and she didn’t want to be left
standing on her own.
Scenario 4
The teenage discos on Friday nights at the local nightclub were really popular and every one
just had to be there. It was the best place to eye up the local talent and the DJ played a great
mix of music. The speakers were beating out a heavy rhythm as Jane and her two pals headed
off to the toilet. Inside, one of her friends put a little packet into the palm of Jane’s hand. “This
will give you a little buzz. Just make sure you drink plenty of water.”
Appendix 3
APPENDIX3
COMMUNICATING ASSERTIVELY
1. Can you work late tonight? Dave’s phoned in sick?
2. Let me in the queue before you. I’ve got to get to science to study.
3. Have a cake – the diet can wait till tomorrow!
4. Take a drink, it’ll help you to enjoy yourself.
5. Cannabis just relaxes you. Chill out! Have a smoke!
6. They really fancy you . . . why not just ask them out?
7. If you don’t kiss her/him, s/he’ll dump you!
8. If you don’t sleep with him/her, someone else will!
9. If you really loved me you’d have sex with me.
10. The two of you are going to get married one day, so why not just do it now?
page 32

Appendix 3
APPENDIX4
CATHOLIC TEACHING ON CONTRACEPTION
BACKGROUND
The Church teaches that a loving relationship, expressed in the sexual union of a husband and wife, should
be life-giving to the spouses and should be open to the possibility of creating new life.
It is not usually possible, nor indeed desirable, for a married couple to have child after child, year after year.
Therefore it is very important that couple plan responsibly for their family and space out the births of their
children according to their means of supporting all members of their family. Contrary to what a great many
people believe, the Catholic Church has no problem with this responsible desire; it is the method which may
be used to achieve this desire which proves to be the issue.
Nature has built into the human reproductive system a safeguard against too frequent conceptions. It is the
use of this natural way of planning a family that the Church approves of, a method which, if practiced
according to training given by a trained instructor involving the co-operation of both partners, has a success
rate of 98%. This means being taught how to identify the days in a woman’s monthly cycle when she has not
ovulated, or released an egg from one of her ovaries. During this time the couple can make love without
conceiving a child. Similarly the same principle can be applied if the couple wish to start a family. For, in
being able to identify this ‘fertile window’, they know that, if they make love, there is a possibility that
conception will take place, since an egg may be awaiting fertilisation by the male sperm.
CONTRACEPTION
If you are sexually active and having sexual intercourse, using contraception is a way of reducing the
possibility or risk of getting pregnant. However no form of contraceptive is 100% safe. The Catholic Church is
opposed to any form of artificial contraception or the placing of any barrier, such as a condom, in the way of
conception, since this is intended to prevent the possibility of creating new life.
It is important that as you grow up you are able to make informed choices and decisions that uphold your own
dignity and show respect for the dignity of others. This is especially true of matters relating to your sexual
health and well being.
What the Church teaches on contraception must be viewed within the context of a particular vision and
understanding of human sexuality and with a due regard to the sanctity of life. This teaching also has to be
understood in relation to the sanctity of marriage, which the Church teaches is the only appropriate context for
sexual intercourse.
CONTRACEPTIVES
The word ‘contraceptive’ is used to describe a number of means which, if used according to instructions, can
be successful in avoiding the possibility of child birth. This can involve the use of a drug or hormone, either
taken orally or absorbed into the body. It can involve the use of some device inserted inside the body serving
either to prevent conception from occurring or to prevent implantation in the womb. It can involve the use of
some form of barrier that prevents the male sperm from reaching the egg, such as the male or female
condoms.
Depending on a number of factors, the various forms of contraceptives available offer very good to excellent
success in avoiding pregnancy, although human factors such as forgetting to take a pill at the same time each
day, or not putting a condom on before any intimate contact or not putting it on properly, can have a significant
impact on the success rate.
It should also be pointed out that not all contraceptives are ‘contraceptive’ in action, since their prime purpose
is not to prevent conception from taking place. Some products labelled as contraceptives, such as
Emergency Contraception (the ‘Morning-After Pill’) are designed to work after conception has occurred by
preventing the fertilised egg from implanting in the womb, therefore avoiding pregnancy. In this case, their
action cannot be described as ‘contraceptive’ but as ‘abortifacient’.
NATURAL METHODS
Natural Family Planning (NFP) is an acceptable method of birth control that is open to all women. It must be
taught by a trained NFP counsellor, and if used according to the training given, and with due motivation and
co-operation from both partners, is highly successful in managing pregnancy.
NFP is a method that enables the couple to identify phases in the woman’s monthly cycle by either observing
changes in the mucus secretion from the vagina or changes in temperature that might signify the presence of
an egg(s) in the fallopian tube(s) awaiting fertilisation by male sperm. This is a perfectly natural method and
does not involve the use of drugs or artificial hormones. It has no physical side effects, and is regarded as a
positive choice by couples in a long-term and committed relationship such as marriage.
page 33

Appendix 5
APPENDIX5
CATHOLIC TEACHING ON HIV/AIDS
The Catholic Church’s teachinng on HIV/AIDS is based on Scripture and the words and
actions of Jesus. In urging all people to consider their personal attitudes and actions, the
Church stresses:
• the value and dignity of every human life;
• the rights and responsibilities of society;
• the love and compassion of God.
HUMAN DIGNITY
• “Made in God’s image and likeness, every human person is of inestimable worth. All human
life is sacred, and its dignity must be respected and protected.” (The Many faces of AIDS)
• “The Gospel demands reverence for life in all circumstances.” (Bishop John Ricard, 1994)
• “Discrimination and violence against persons with AIDS and with HIV infection are unjust and
immoral” (Called to Compassion and Responsibility)
• “The necessary prevention against the AIDS threat is not to be found in fear, but rather in the
conscious choice of a healthy lifestyle.” (Pope John Paul II to a Vatican AIDS conference,
1989)
We are faced with an AIDS epidemic, particularly in a context of poverty, racism and sexism,
and it is abundantly clear that there needs to be a personal behaviour change, where those
HIV–infected persons bear their responsibility of not exposing others to the virus, and those not
yet exposed to the virus consider their own personal behaviour and responsibility.
SOLIDARITY
The Church advocates that we stand in solidarity with those living with HIV/AIDS in reaching out
with compassion and understanding to those exposed to or experiencing this terrible affliction.
More AIDS education, emphasising the moral aspects whilst giving accurate information, is
essential, as is the need to accept greater personal responsibility for personal choices and
actions.
Following the example set by Jesus, the Church has always cared for the sick, and this is facing
an increasing challenge in countries where the health resources are already over-stretched or
are severely limited. The Catholic community are called to fund direct care through a number of
means, including parishes, support groups, HIV/AIDS agencies, or at very least, by supporting
others who do this.
Poverty, oppression, alienation and marginalisation provide a perfect breeding ground for
HIV/AIDS, and those particularly at risk are those who are poor and female. A vast number of
those living with HIV/AIDS do not have access to basic medical treatment, let alone the drugs
now being introduced to counter the effects of the virus and which have had so much success.
GRACE
The Church speaks from a context of faith and trust in a loving God, whose love is so great as
to go beyond all human understanding. The various Church statements about HIV/AIDS always
affirm this love and compassion of God. HIV/AIDS is a human illness, not a punishment from
God. HIV/AIDS causes great suffering and death, and rather than downplay the immensity of
this suffering or ignoring it, the Church urges all Christians to unite in their efforts of bringing
comfort to those in need, overcoming oppressive barriers and situations, and trusting in God.
page 34

Appendix 6
APPENDIX6
CALLED TO LIFE
“Called to life, spouses share in the creative power and fatherhood of God. Married couples
should regard it as their proper mission to transmit human life, and to educate their children;
they should realise that they are thereby co-operating with the love of God the Creator and are,
in a certain sense, its interpreters. They will fulfil this duty with a sense of human and Christian
responsibility.”
(Catechism of the Catholic Church, 2367)
Appendix 7
APPENDIX
7
A FATHER’S TALE anonymous
The shining little face beamed with anticipation as he focused on his objective across the
room. In reality, only a few short steps, but to him a million miles into his mum’s waiting
arms.
His ‘training’ had involved moving sideways along the couch, the coffee table then the armchair
before heading back in the opposite direction. His big smile and twinkling eyes suggested he
was more that up for it, but still I was scared.
What if he fell? What if he hurt himself? What would this do for his new-found confidence?
A little bit wobbly at first, but slowly he moved forward. And then I did the hardest thing I have
ever had to do in my life – I let go. He was on his own now. One more step, then another. A bit
of a wobble, then the inevitable happened and he ended up looking at me from where he was
sitting on the floor. A smile spread across his face as he thrust his arms upwards, expecting to
be picked up and carry on as before.
Why was it so hard to let go? I knew that he would possibly fall. I prayed that he wouldn’t hurt
himself. I hoped that he would not be put off. But I had to let go.
If I didn’t let go, how would he ever be able to stand on his own two feet? How would he ever
learn to persevere or to tackle any problems he would face later in life?
Sometimes as a parent you just have to let go!
page 35

Appendix 8
APPENDIX8
SEE ME
(found amongst the possessions of an elderly lady who died
in the geriatric ward of a hospital)
What do you see, nurses, what do you see?
Are you thinking, when you look at me -
A crabby old woman, not very wise,
Uncertain of habit with faraway eyes
Who dribbles her food and makes no reply
When you say in a loud voice, “I do wish you’d try!”
Who seems not to notice the things that you do
And forever is losing a stocking or shoe,
Who unresisting or not, lets you do as you will,
With bathing and feeding, the long day to fill.
Is that what you’re thinking, is that what you see?
Then open your eyes, nurse, you’re looking at ME . . .
I’ll tell you who I am, as I sit here so still;
As I rise at your bidding, as I eat at your will.
I’m a small child of ten with father and mother,
Brothers and sisters who love one another,
A young girl of sixteen with wings on her feet,
Dreaming that soon now a lover she’ll meet.
A bride soon at twenty - my heart give a leap,
Remembering vows that I promised to keep;
At twenty five now, I have young of my own
Who need me to build a secure, happy home;
A woman of thirty, my young now grow fast,
Bound to each other with ties that should last;
At forty, my young sons have grown and are gone,
But my man’s beside me to see I don’t mourn;
At fifty, once more, children play ‘round my knee,
Again we know children, my beloved and me
Dark days are upon me, my husband is dead
I look to the future I shudder with dread
For my young are all rearing young of their own
And I think of the years and the love that I’ve known;
I’m an old woman now, and nature is cruel -
‘Tis her jest to make old age look like a fool.
The body is crumbled, grace and vigour depart,
There is now a stone, where once I had a heart
But inside this old carcass a young girl still dwells,
And now and again my battered heart swells.
I remember the joys, I remember the pain,
And I’m loving and living life over again,
I think of the years, all too few - gone too fast,
And accept that stark fact that nothing can last -
So open your eyes, nurses, open and see,
Not a crabby old woman, look closer, nurses - see ME!
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© Scottish Catholic Education Service 2008
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