CTL S4 Student book

Student Book
S4
Committed
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.
page 1

Committed 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 (1) 12
6 COMMUNICATION 14
7 SEXUALITY (2) 16
8 RISK BEHAVIOUR (1) 18
9 RISK BEHAVIOUR (2) 20
10 MARRIAGE (1) 22
11 MARRIAGE (2) 24
12 RESPECT FOR LIFE 26
Appendix Appendix Page
number title number
1 SEXUAL ORIENTATION 29
2 DREW AND JUSTINE 30
3 CONSEQUENCES 31
4 SEXUALY TRANSMITTED INFECTIONS 32
5 MARRIAGE IN THE CATHOLIC CHURCH 38
6 CIVIL MARRIAGE IN A REGISTERY OFFICE 40
7 CONDITIONS FOR A VALID CATHOLIC MARRIAGE 41
8 LOVE OR LUST? 42

Committed in Love: INTRODUCTION
“Do not be afraid when love makes demands. Do not be afraid when love requires sacrifice . . .
Real love is demanding . . . Love demands a personal commitment to the will of God.”
Pope John Paul II
What sort of things do we believe in? What sort of things do we hold as being true? How firm
are our convictions? These are some of the questions we might ask of ourselves in
determining how strong is our level of commitment – commitment to self, to others, and to God.
It is often said that faith leads to action, that we are called to follow certain paths depending on
what we believe in and hold as being important. This should have a major bearing on how we
live and on the choices we make. It also has a major bearing on the sort of persons we are as
individuals, made in the image and likeness of God.
We share a great many rights in life, but with these come responsibilities. We have
responsibilities to ourselves, to others and to God. In living out these responsibilities we are
challenged to show how far we are willing to commit ourselves, in our jobs, in our communities
and in our families.
When we commit to another, we are saying that we give of ourselves. This is particularly
important in close relationships, and especially where we give ourselves completely, in body,
mind and soul, to one person. This is a major responsibility which requires considerable soulsearching
and communication. Through honest and open communication, through generous
sharing of our lives and through dedicated and continuing self-lessness – we show that we are
committed in love.
page 3

SESSION
1
Committed in Love: IT’S MY LIFE
“My dear friends, we are now God’s children, but it is not yet clear what we will become.
But we know that when Christ appears, we shall be like him, for we shall see him as he really is.”
(1 John 3:2)
Learning objectives for students:
• to develop an awareness of what we want out of life;
• to consider ways of thinking or planning ahead to achieve our goals;
• to consider possible problems or barriers along the way.
The gift of life is given to you by God, and if you are to enjoy life as God wants you to, if you are to
live your life to the full, you should have some idea of where you are headed in life. Life would be
pretty meaningless without something to aim for. Along the way to achieving your goal, there may be
milestones you have to reach, skills you have to acquire, all of which help in making your dream a
reality.
However, some of us may never quite realise our dreams, perhaps because our dreams are
unrealistic or because other events occurred which headed us off in a different direction. There are
many ways in which we can enjoy success. Some of these ways lead to personal wealth and fame
However there are countless ways in which we can achieve success in doing ‘ordinary’ things. It
really comes down to the question of what you consider to be important in your life.
TASK 1.1
WHAT DO I WANT FROM LIFE?
Think about the things which you most want to achieve in your life. Your teacher might show you
some images or suggest some words which will stimulate your thinking.
Working on your own, write down the words which reflect what you would like for your life in the
future. Think of the sorts of things which interest you most.
If you are to achieve your goals, then, it is very important that
you plan ahead. For example, when you were younger you
were asked to choose a number of subjects for further study. Later on
you will be assessed on how well you have progressed towards your
targets, at whatever level. Along the way you may well experience some
problems or face some barriers when things do not go quite as planned. You
may also experience other opportunities for learning that will help to shape
your plans for the years ahead.
page 4

TASK 1.2 TIME LINE – “BY THE TIME I’M . . .”
Draw a line across your page and mark today’s date at one side (above the line). Now mark
significant ages above the line (for example 21, 30, 40, etc.) and below the line write down
examples of the sort of things you think you would like to have achieved by those dates (Job?
Marriage? Children? College/University? Promotion? Happiness? House? Security?
Grandchildren? Retirement? etc.)
Your teacher will show you an example.
PROBLEMS/BARRIERS (Resource Sheet 1a)
Think about what barriers there might be to achieving these things, such as age, money,
experience, luck, illness, etc.) Add these to your time line.
Use the brick wall to symbolise each moment in your life when you think you may experience a
barrier.
OPPORTUNITIES (Resource Sheet 1b)
At different points in your life you will have various opportunities. Sometimes you might hold a
‘key’ which can open up an opportunity. By working hard, planning, knowing your strengths and
areas for development and by treating people with respect, you can open the door to
opportunities that may not have seemed possible before. Think about the opportunities you have
(or may have) and add these to your timeline. Use the gate to symbolise each person/event that
may be an opportunity for you to achieve what you want in life.
THINKING AHEAD (Resource Sheet 1c)
Part of planning any journey includes thinking ahead: where you want to go, how you will get
there, and sometimes what you may need to arrive at your destination.
Think about the things that you know you want to avoid in life (drugs, unhappy relationships,
failure, unhappiness, stress, etc.) especially those you would want to avoid at certain points in
your life. Add these to your timeline.
Use the bridge to symbolise the things that you want to avoid in the future.
Reflection:
The Father of Jesus, your great God, never sleeps. He is aware of your deepest desires. He
wants to fulfil them in the manner and to the extent that His purposes will be accomplished in
and through you, so that your joy will be complete.
Extension Task:
Thinking Ahead
What do I have to do to get there? Choose one of the goals from your timeline and draw a flow
diagram to show how you will achieve your goal.
page 5

SESSION
2
Committed in Love: FAMILY LIFE
“Love is patient and kind; it is not jealous or conceited or proud; love is not
ill-mannered or selfish or irritable; love does not keep a record of wrongs.”
(1 Corinthians 13: 4-8)
Learning objectives for students:
• to consider what is meant by ‘family values’;
• to consider the roles that people will take on within the family.
When we talk about ‘family life’ it is very important we realise that no two families are quite the
same. Just as we are unique as individuals, so too are our families. It is also true to say that
what one person may understand by ‘family’ may be quite different from that experienced by another,
for families come in all shapes and sizes. Some families have two parents living together; others
have two parents living apart. Some have only one parent, for any one of a number of reasons;
others have other members of the family living under one roof, perhaps including aunts, uncles,
grandparents, etc. So while it may be difficult to describe a ‘typical’ family, what should be true of all
families is that they work together and support each other.
TASK 2.1
WHAT ‘FAMILY’ MEANS TO ME
Working on your own and using the newspapers and magazines that your teacher will provide,
cut out pictures that help to describe what ‘family’ means to you, and glue these onto the sheet
of paper that your teacher will provide. You do not need to share this with anyone in the class.
Once you have done this do the following:
• Give each member of the family a title, e.g. mum, dad, oldest daughter, aunt, uncle, gran,
grandad, etc. and write this below their picture.
• Now under each person’s name, write a few examples of the sort of
things that this person does or has responsibility for in the family.
Families tend to be very different both in the way in which they can be
structured and in the manner in which they function. It is important to
remember that there is no ‘right’ or ‘wrong’ way for a family to function, in as
much as no one is expected to sit an exam on how to be a good family
member. Being a good family member is more about what you and the
other family members do, how you all relate to one another, and how each
family member offers help and support to others in
the family.
Sometimes, however, families have to adapt and adjust according to their
own particular circumstances, and this can affect family roles and
responsibilities.
page 6

TASK 2.2
ROLES WITHIN FAMILY
Working in mixed groups of between 4 and 6 pupils, look at the
list of family tasks given on Resource Sheet 3. In your groups
decide which member of the family should be responsible for
each task and write this task in the space provided on Resource
Sheet 4.
Once you have completed this part of the task look carefully at
your group’s list and discuss why you have decided that a specific
task should be the responsibility of a particular person. Is it
because of:
• their ability to do this job?
• their gender?
• their particular interests?
• their age?
Discuss this exercise.
Different families have different values and some things may have a greater significance in some
families than in others. One of the main teachings of Islam, for example, is that there are five pillars
which support Islam, and that if one of these were to be removed it would have a profound effect on
the family of Islam. So, what is it that holds the family together?
TASK 2.3
FAMILY VALUES
Working in mixed groups of between 4 and 6, imagine that the word ‘Family’ was supported on
pillars, with each letter needing something to hold it up and therefore hold the family together.
What does your group think ‘supports’ a family, and how does a family support each other?
Some of the things you might want to think about may include:
LOVE • FORGIVENESSS • FAITH • SECURITY • ENCOURAGEMENT
JOY • UNDERSTANDING • COMMUNICATION • CONFIDENCE
RESPECT • TRUST • LOYALTY, etc.
Reflection:
It is when you walk within God’s will for your lives that you truly become, as members of God’s
family, the brothers and sisters of Jesus Christ.
Extension Task:
Class discussion:
What examples from your own life can you think of to illustrate the times when you have been
supported by your family?
page 7

SESSION
3
Committed in Love: IN RELATIONSHIP
“One word frees us all of the weight and pain in life. That word is love.”
(Sophocles)
Learning objectives for students:
• to develop an understanding of what it means to be a teenager;
• to consider how friendship can change during adolescence.
The way that we relate to other people is shaped, to a very great extent, by the relationships we
have within our own family members, for these are the first people we see and come to know. As
we grow older, however, the influence of friends, our peers, becomes a major factor that shapes and
influences the relationships we will have in the future.
TASK 3.1
WHO DO I RELATE TO?
Working on your own, write a list of all of the people, or types of people, whom you come into
contact with on a regular basis.
Once you have done this, take a copy of Resource Sheet 5 and, after writing your own name in
the middle of the circle, place the people from your list onto the diagram according to how close
you feel to them – the closer the name is to the centre circle the stronger the relationship you
have with that person.
N.B. You may see some people, such a neighbours, teachers, etc. every day but place them in
an outer circle because you do not feel particularly close to them, whereas you may only see
aunts, uncles or other relatives occasionally but still feel very close to them, therefore they may
be placed in an inner circle, etc.
What does it mean to be an ‘adolescent’? It is a time when young people become increasingly
independent and want to have much more control over decision-making that affects them.
As people move from one life stage into another they may find that friendship relationships change.
During the period of adolescence some friendships may deepen and become much closer, whilst
others may slowly come to an end because you have grown apart as friends, perhaps through a
change of interests, likes and dislikes. As you become more mature and more complex, these new
friendships (or developing old ones) will reflect the person you have become, and having close
friends may make a significant contribution to your life.
Whether you are a person who has a few friends or someone who has many, the personal qualities
you bring to a friendship are what is important in building a lasting relationship. This is where the kind
of person you are really begins to matter. For, without some of the following qualities, sustaining
friendships can be difficult.
Loyalty • Honesty • Confidence • Caring for others
Being even-tempered • Being able to forgive • Acceptance of others • Having a sense of humour
page 8

TASK 3.2
TAKING FRIENDLY ADVICE
Briefly discuss the following questions.
1. What is good about asking advice from people of your own age?
2. When can your peers give you better advice than an adult?
3. Do your friends always influence you in a good way?
4. Why do they sometimes understand you more?
5. At what point might peer advice become peer pressure?
Now, working in mixed groups of between 4 and 6, take two of the ‘Peer Pressure’ topic cards
(Resource Sheet 6) and discuss the following:
a) Who is affected by the behaviour described?
- what people might be directly involved, such as family, friends, etc.?
- who may become involved in the future, such as police, outside agencies, doctors etc?
b) What might the consequences of this behaviour be?
c) How important do you think peer pressure is in this situation?
d) Is it right to blame other people for your own actions?
Reflection:
You are forever a child of God who is not about to let you go. God will not always shield you
from anxieties or wounds, but He will give you the strength and courage to face them.
Extension Task:
Class discussion:
• At what age should we take responsibility for our own actions?
• Why do some people often surround themselves with people who may not have their best
interests at heart?
• Can other people make you do things?
page 9

SESSION
4
Committed in Love: BOYFRIEND/GIRLFRIEND
“When we feel love and kindness towards others, it not only makes us feel loved and cared for,
but it also helps to develop inner happiness and peace.”
(Dalai Lama)
Learning objectives for students:
• to consider how we see ourselves;
• to think about how our bodies are a sign of God’s love for us;
• to consider the issue of sexual orientation
• to understand legal and consent issues in relationships.
During puberty naturally occurring hormones within our body cause a serious of changes,
internally and externally, that affect our maleness and femaleness, our physical appearance, our
moods and our feelings. As we grow into adolescence we become more aware of the appearance of
other people. How we understand and express our maleness and femaleness, will be significant in
our lives as we develop the capacity to be attracted to another person and to experience sexual
desire. These are all inherent features of our God-given sexuality.
It is natural for young adolescents to spend an increasing amount of time thinking about the sort of
relationships they might have now and in the future. For some this may involve romantic daydreams,
perhaps imagining how it would be if the person they admired actually fell in love with them. It may
be someone you know, or someone you have never met; it could be someone whom you see as a
role model. So what would make others interested in you?
TASK 4.1
FAMILY STRESS
1. Working by yourself, take a copy of Resource Sheet 7 and tick the word or phrase that you
think best describes you. N.B. the sheet is designed to be either/or and you must choose one
word/phrase from each of the rows.
2. Now working with a partner, swap over sheets and see if this person agrees with your
description of yourself.
Adolescence is a period of great change. As we mature we discover more about what it means to be
male or female, and with this can arise questions that confuse us or worry us. It is natural to seek
answers to questions. Sometimes the answers can be short and clear-cut, but at other times the
answers may not be so compact, or even what we would perhaps want to hear.
Many different feelings, some of them intensely powerful, can begin to emerge during adolescence,
and for some this might involve feelings of attraction for someone of the same sex.
page 10

TASK 4.2
SEXUAL ORIENTATION
Working in mixed groups of between 4 and 6 read over the information on Appendix 1 and then
discuss the following:
1. Why are some people attracted to people of the same sex?
2. If a person finds someone of the same sex attractive, does that mean they are homosexual?
3. If people tease you about your masculinity or femininity does that mean you are not a ‘real’
boy or ‘real’ girl?
4. Is it okay if you’re not really interested in having a boyfriend or girlfriend just now?
As well as having to cope with hormonal changes and strong feelings of attraction that are a natural
part of the process of adolescence, there are other important factors that need to be considered in
relationships, not least the legal issues around the age of consent.
TASK 4.3
QUICK QUIZ
Working in mixed groups of between 4 and 6 read over the quick quiz questions on Resource
Sheet 8 and answer them in your group. Compare and discuss your answers.
Reflection:
God, we are the work of your hands. You have made us to live in communion with you and with
one another. We ask to remain by love in your holy presence at all times.
Extension Task:
Class discussion:
Read over the information on ‘Scottish Legislation Relating to Sex’ which you will find on
Resource Sheet 9.
page 11

Created in Love: Session 5
SESSION 15
Committed in Love: FAMILY SEXUALITY LIFE (1)
“How on earth are you ever going to explain in terms of chemistry and physics so important a
biological phenomenon as first love?”
(Albert Einstein)
Learning objectives for students:
• to explore, discuss and understand issues relating to the concept of body language;
• to consider how this impacts on our sexuality.
Language is a truly wonderful thing, for it allows us to communicate so many things, including our
thoughts, feelings, emotions and so much more. Different languages, of course, say the same
things in a different way. So, too, with what we call ‘body language’, for we are also able to
communicate a whole range of feelings and emotions without using words, just the language of our
body.
TASK 5.1
BODY LANGUAGE GAME
In this game we are going to see how easy it is to communicate something without using any
words. Your teacher will explain the rules of the game.
Discuss:
Is there a difference in the way we say things to different people?
As well as communicating feelings, emotions, etc. through the language of the body, we also
communicate who we are as persons – our maleness and femaleness, created as male and female
in the image and likeness of God. This is what we refer to as our ‘sexuality’. Our sexuality is not
something that we do, it is what we are, and it goes right to the very core of our existence:
“So God created human beings, making them to be like himself.
He created them male and female.”
(Genesis 1:27)
From the very beginning, God created humans to love one another as he loves, and in the life-giving
gift of our sexuality we are able to express ourselves in love in a very special way. The maleness and
femaleness of the human body, our sexuality, is an important expression of our person through which
we can communicate love – God’s love – to other people. Sometimes this will lead us into a very
deep relationship with one particular person, and the unique way in which the body of a male and
female are perfectly compatible allows us to express and communicate this love in an intimate loving
relationship, through which we may also be able to share in the creation of new life. This is what
Pope John Paul II referred to as the ‘nuptial meaning of the body.’
The word ‘nuptial’ refers to Marriage, therefore you could say that our sexuality, this maleness and
femaleness, is directed towards Marriage. The physical sexuality of males and females, the gift of
their fertility, and their mutual delight in each other’s bodies are meant to comprise a total and
permanent gift of love that each person offers the other in marriage. Sexual intercourse, the physical
expression of this gift of self, communicates this love.
page 12

SESSION
1
TASK 5.2
DREW AND JUSTINE
Read over the story of Drew and Justine, which you will find in Appendix 2.
Now, working in mixed groups of between 4 and 6, discuss the following:
1. What does the word ‘respect’ mean?
2. Why is it important in a friendship?
3. Why is it Important in a relationship?
4. Circle the words or phrases in the story that show they respected each other.
5. Do you think this relationship will last? Think about the following:
- Did they take time to get to know each other?
- Did they have lots in common?
- Had they discussed their relationship?
- Did they make an effort to stay in touch with friends?
6. Might the story have been different if they had met at a drunken party and slept with each
other on the first night?
7. Might the story have been different if he had not told her that he was thinking about moving
away to go to university?
8. Might the story have been different if he hadn’t spoken to her on the first day they met?
Reflection:
Father of love, shed your clear light on our hearts so that, walking continually in the way of your
commandments, we may never be deceived or misled.
Extension Task:
Discuss: How might the following help in developing a relationship?
From seeing to knowing,
From knowing to liking,
From liking to attraction,
From attraction to dating,
From dating to loving.
page 13

1 SESSION 6
Committed in Love: FAMILY COMMUNICATION LIFE
“The hunger for love is much more difficult to remove than the hunger for bread.”
(Mother Teresa)
Learning objectives for students:
• to develop an understanding of self-respect and self-esteem;
• to develop an understanding of what is meant by the term ‘celibacy’;
• to develop an understanding of how saying ‘NO’ is connected to respect and responsibility.
In the previous session we looked at the story of ‘Drew and Justine’ and how their relationship had
developed over a period of time, during which they clearly show a growing respect and commitment
to each other. How important is ‘respect’ in relationships? How easy is it to respect someone else if
you have not first of all come to respect yourself?
TASK 6.1
GIVE A LITTLE RESPECT
Class discussion:
• What does ‘self-respect’ mean?
• What does ‘self-esteem’ mean?
• Is there a difference between ‘self-respect’ and ‘self-esteem’?
When it comes to relationships, many of the decisions we make may be influenced, to varying
degrees, by how we see ourselves and how we imagine others see us. This can place an enormous
stress on our relationships, and this pressure – what is sometimes known as ‘peer pressure’ – can
often lead us to make choices, not influenced by what we know is right, but because we are worried
about what others may think about us.
Recognising the challenge and accepting responsibility for your personal actions is a very major step
on the road to maturity. This may involve you in being able to stand up for what you believe under
pressure from the words and actions of others.
Giving in to sexual pressure allows other people to make major decisions in your life, but no one has
the right to pressure another person into any kind of sexual activity. The best way to say ‘No!’ is
firmly and politely, and preferably long before the situation gets out of hand. It is not always so easy
to keep a clear head when faced with a difficult choice, torn between desires and your conscience.
Research shows that most teenagers don’t set out to get
drunk, or to abuse drugs, or even to have sexual
intercourse, but indulging in the first or the
second of these often lead to the third. The
result can be a deterioration in respect - from
yourself and from others. It can also have
other damaging consequences - a sexual
infection or an unwanted pregnancy!
page 14

TASK 6.2
WHAT IS ‘CELIBACY’?
Working in mixed groups of between 4 and 6, and using a large sheet of paper, brainstorm the
word ‘celibacy’. To do this you may wish to think about some of the following:
• What does the word ‘celibacy’ actually mean?
• Who would you associate with living a celibate lifestyle?
• What reason(s) might someone have for wishing to remain celibate?
• How many people choose to be celibate until they have met the person to whom they want to
commit their lives?
The Catholic Church teaches that the proper context for sexual intercourse is the married
relationship between a man and a woman. What this means is that, unless you are married, it is
morally wrong to be having sex. This applies equally across a number of possible contexts or
settings:
• a married person having an affair with another person;
• a single person having an affair with a married person;
• a man in a relationship with another man;
• a woman in a relationship with another woman;
• two people who are living together.
This is not the message that a lot of young people want to hear, and it is
certainly not the message that we would encounter through the media.
So, in the face of all of this often conflicting information, how do we know
when it is appropriate to say ‘NO’?
From a Catholic perspective the answer to this can quite easily be gained
by posing a simple question: “Are we married?” If the answer to this
question is “No!” then you shouldn’t be having sex!
The ability to say “No!” is affected by a number of things, such as peer pressure,
alcohol or drug taking, low self-esteem, etc. It is, however, directly linked to our
understanding of respect and responsibility – respect for ourselves, respect for
others, responsibility for ourselves and responsibility to others.
Reflection:
As a child of God, you are the recipient of great gifts, the value of which is not to be determined
by your peers but by the manner in which they are used for the glory of God, to accomplish His
purposes in the world.
Extension Task:
Read and discuss the information which you will find on Resource Sheet 10.
• Do the figures surprise you?
• Why do some people believe that the figures are actually higher?
• What pressures are on young people to have sex?
• Why might some people regret early sexual intercourse?
page 15

1 SESSION 7
Committed in Love: FAMILY SEXUALITY LIFE(2)
“Do not love the world or anything that belongs to the world.
If you love the world, you do not love the Father.”
(1 John 2:150)
Learning objectives for students:
• to develop an understanding of God’s plan for our body;
• to develop an understanding of the design and purpose of the human body;
• to consider what is meant by ‘sexual activity’.
The Catholic Church is often portrayed as being ‘anti-sex’ and run by men who are celibate, whose
authority to offer guidance and advice on matters of sexual health should be questioned. Do you
need to be in a sexual relationship before you can understand what sex is and what it is for?
TASK 7.1
THE CATHOLIC CHURCH AND SEX: TRUE OR FALSE
Your teacher will read out a number of statements for you to consider. You are asked to stand on
one side of the class if you believe a particular statement to be true and to stand on opposite if
you think it is false. But watch out for that peer pressure!
Christians and people of other faith traditions understand that God has a very specific plan for our
bodies, and we encounter this in various excerpts from the Bible:
So God created human beings, making them to be like himself. He created
them male and female, blessed them, and said, “Have many children so that
your descendants will live all over the earth and bring it under their control.”
(Genesis 1:27-28)
It is not good for the man to live alone. I will make a suitable companion to help
him. (Genesis 2:18)
That is why a man leaves his father and mother and is united with his wife and
they become one. (Genesis 2:24)
It is not by chance that the male and female body
should complement each other so perfectly in the
potential to create new life through the act of sexual
intercourse. God has a two-fold plan for our
sexuality, and it is this – to love others as he loves
us, and to share with God in the creation of new life.
Understood in this way, sexual intercourse is a sign
of deep intimacy between a husband and wife who
have committed themselves to each other in their
hearts, their minds and in their bodies.
In our modern society, however, many people seek
sexual intimacy or personal gratification without the
commitment of a married relationship.
page 16

TASK 7.2
SEXUAL ACTIVITY
“The Catholic Church teaches that the act of sexual intercourse should always remain open to
the possibility of creating new life; any sexual activity which is closed to the possibility of creating
new life, or which is driven by a need for personal gratification, is morally wrong.”
Working in mixed groups of between 4 and 6, read over and discuss the above statement. Then
using a sheet of paper; write down a list of words or phrases which explain what you understand
by ‘sexual activity’.
Why do you think the Church should disapprove of sexual activity that remains closed to the
possibility of life? The answer lies in the understanding of a Christian vision of human sexuality and
the nature and purpose of our creation.
“Do you not know that your body is a temple of the Holy Spirit,
who lives in you and was given to you by God?
You do not belong to yourselves but to God; he bought you for a price.
So use your bodies for God’s glory.” (1 Cor. 6:19-20)
The Catholic Church is not opposed to sex; in fact the Church wants people to have ‘great sex’. After
all, sex was created by God! The Church also reminds us, however, of the nature and purpose of sex.
The male and female body are so designed as to complement each other and, God-willing, to join
together in the creation of new life as a positive outpouring of their mutual self-giving. This is the
proper context for sex, and this is the purpose which God planned for sex. When we abuse sex we
cause offence to God and to his plan for our sexuality.
Reflection:
Merciful God, we often stray from your call to love, but you meet us with forgiveness and love.
Give us the gifts of patience and understanding so that we too may bring others to new life in you.
Extension Task:
Read and discuss the following excerpt from ‘Good News About Sex & Marriage’ by Christopher
West:
“Because sex is literally the most creative force in the visible world (there’s nothing greater than
the power to cooperate with God in creating human life), when misused, it’s also the most
destructive. . . . It forces us to choose between good and evil, between love and all that is
opposed to love, between serving God and others and simply serving myself.”
page 17

1 SESSION 8
Committed in Love: FAMILY RISK BEHAVIOUR LIFE (1)
“Love – a wildly misunderstood although highly desirable malfunction of the
heart which weakens the brain, causes eyes to sparkle, cheeks to glow,
blood pressure to rise and the lips to pucker.”
(Anonymous)
Learning objectives for students:
• to develop an understanding of the role of conscience in making decisions;
• to develop and understanding of choices and their consequences;
• to consider the need to behave in a manner which does not involve the taking of risks.
In this session we are going to look at some issues around choices that people may make and the
possible consequences that may arise from these choices. During this session it is important to
remember that as a young adult you are responsible for your own decisions, therefore it is equally
important that you have thought of the possible consequences that may follow any choice you make.
TASK 8.1
PLANNING TO KEEP SAFE
Working in mixed groups of between 4 and 6 you are asked to consider a number of situations
(Resource Sheet 11) and to decide the element of ‘risk’ that might be involved in each
situation.
To do this each group will need a copy of Resource Sheet 12 which is divided into three
columns, each with a different ‘traffic light’ colour at the top. For each statement, enter the
corresponding number in the column which you think describes the appropriate level of intimacy.
The three colours describe different levels of intimacy as follows:
The Green Stage is where a person has strong feelings for another person, but there
are no sexual risks.
The Orange Stage is where there is a possibility that the relationship might become
sexual.
The Red Stage is where it is likely that sexual risks will be taken.
In the previous exercise we considered how easy it is for situations to develop
from a relatively innocent scenario to one where difficult decisions have to be
made – and unfortunately there is not always a lot of time between ‘stages’.
What started off at the green stage can develop to the orange stage over a
period of time, or may happen more quickly. The same situation, however, can
go straight from the green to the red stage very quickly, and before long it is
possible to be faced with a situation for which you haven’t planned, by which
time it may be too late.
page 18

TASK 8.2
CHOICES AND CONSEQUENCES
Working in mixed groups of between 4 and 6, read over the information on Appendix 3 and then
discuss the following:
1. Do we always know what the consequences of our actions will be?
2. When we are aware of the possible consequences of our actions, why might we still choose to
behave in a particular way?
3. Why do we talk about ‘risk behaviour’?
4. What sort of risks do people often take, and what are the potential consequences of their
actions?
In making any choice, especially when it comes to sex and relationships, it is very important to weigh
up the choices before you are in a situation where you are perhaps under pressure, or even under
the influence of alcohol or drugs. Once you have made your choice, you may find that the number of
possible options open to you have suddenly reduced.
Who decides what is right? There are many factors that may influence our decision-making: family,
peer pressure, the media, religious belief and values. Ultimately, however, you are personally
responsible for your decisions, and also for the consequences of any decision you make.
This is why the Catholic Church encourages us to make moral choices using our conscience, where
in the light of our informed understanding of options and of the consequences of our actions, we
make the decision that is right. Each of us is obliged to inform ourselves as to the moral
consequences of certain actions and to act accordingly.
Reflection:
Our Father in heaven keeps accurate records. His concern for you is not only that you are
successful but that you are faithful. Your assignment, as God’s child, is to express His love in
your words and in your actions.
Extension Task:
Read and discuss the following:
“People in a relationship behave differently from those who are not. They often want to show
people that they are a couple and so may hold hands as they walk down the road. They also
want to express their affection for each other and may do so often by kissing. Such shows of
affection are a normal part of a developing relationship.
Many people feel that they want to show what they feel for one another in more physical ways.
Since the most beautiful and meaningful physical way in which one person shows their affection
for another is in sexual intercourse, this deeply personal and human act is best expressed by
those who have committed themselves to one another and their future children in marriage. In
marriage sexual intercourse - what we might call the language of the body - communicates the
same message as the spoken language of marriage vows”.
page 19

1 SESSION 9
Committed in Love: FAMILY RISK BEHAVIOUR LIFE (2)
“The chaste person maintains the integrity of the powers of life and love placed in him. This
integrity ensures the unity of the person; it is opposed to any behaviour that would impair it.”
(Catechism of the Catholic Church, 2338)
Learning objectives for students:
• to develop a deeper understanding of Sexually Transmitted Infections, including HIV/AIDS;
• to develop a greater awareness of the types of risk behaviour that might result in an STI or
HIV/AIDS;
• to develop an understanding of relationships where it is possible to avoid this risk.
In the previous session we considered what it means to be involved in what is called ‘Risk
Behaviour’ and the possible consequences of behaving in a particular way. In terms of sexual
relationships, the biggest single risk is that of Sexually Transmitted Infections (STIs), and also the
possibility of acquiring HIV (Human Immunodeficiency Virus), possibly leading to the development of
AIDS (Acquired Immune Deficiency Syndrome).
TASK 9.1
SEXUALLY TRANSMITTED INFECTIONS: TRUE OR FALSE?
Your teacher will read out a number of statements about Sexually Transmitted Infections, and
you should decide whether you think each statement is true or false.
Sexually Transmitted Infections – sometimes referred to as
‘diseases’, are transmitted through intimate sexual contact. If
you were to ask a group of 16-year olds what would be their
biggest concern in becoming sexually active, they would
possibly answer “avoiding pregnancy”. But pregnancy
should not be the only concern, for there is a far greater
chance of contracting a STI than there is of becoming
pregnant, or getting anyone pregnant.
Think about it this way: A girl can only get pregnant during a
period of approximately 72 hours, or three days, in any one
of her ‘monthly cycles’ and only if there is an egg ready to be
fertilised. If there is no egg present, it is physically impossible
for her to become pregnant. Sexually Transmitted Infections,
however, can be passed on 365 days of the year and aren’t
reliant on phases of a cycle or the presence of an egg.
So which is the bigger risk? Getting pregnant, or catching a
Sexually Transmitted Infection?
page 20

TASK 9.2
SEXUALLY TRANSMITTED INFECTIONS: WHAT ARE THEY?
Working in mixed groups of between 4 and 6, look at the information relating to one of six of the
more commonly prevalent STIs which can be found in Appendix 4. Using this information
discuss and make notes on the following:
• what causes it?
• how is it passed on?
• what are the signs and symptoms?
• can it be treated/cured?
The incidence of Sexually Transmitted Infections is regrettably high in society, and in Scotland in
particular, therefore it is essential that we are aware of their existence. It is not enough, however, to
know about their existence if you do not act on this knowledge and avoid ‘Risk Behaviour’.
The use of condoms offers good protection against the transmission of many of the STIs. However,
they were not invented for this specific purpose. STIs tend to have an incubation period, and some
don’t present symptoms for several days after infection, if at
all. It is difficult, therefore, to measure how effective
condoms actually are in preventing the transmission of STIs,
although condoms are thought to be more successful in
preventing the transmission of HIV.
The best way to avoid getting a Sexually Transmitted
Infection may seem rather obvious: avoid having any
intimate genital contact except with one partner to whom you
are mutually exclusive. The Catholic Church teaches that
this proper context is to be found in the permanent, faithful
and loving union of husband and wife - ie marriage.
Reflection:
Judgment is in the hands of God alone. Even God’s invisible servants, His very angels, are not
qualified to pass judgment upon His creatures.
Extension Task:
If possible, watch the film ‘Philadelphia’ which deals with the subject of HIV/AIDS.
Points for discussion:
• Is HIV/AIDS an issue for you? (infected person, family, friends, etc.)
• How do you think we should treat people with HIV/AIDS?
• Do you think the teaching of the Church is important in tackling the spread of AIDS?
page 21

SESSION 101
Committed in in Love: Love: FAMILY MARRIAGE LIFE (1)
“It is not a lack of love, but a lack of friendship that makes unhappy marriages.”
(Friedrich Nietzsche)
Learning objectives for students:
• to develop an understanding of the importance of preparation for Marriage;
• to develop an understanding of the Catholic Rite of Marriage;
• to develop an understanding of some of the stresses that can occur within marriage.
From the very beginning of the Bible we read of the Divine purpose and plan for humanity and
the institution of Marriage. God first of all created all non-human life forms, and only then
created ‘man’.
‘Man’ is given the responsibility of naming all the animals and, in doing so, is saying what he is not.
‘Man’ is unable to find a mate out of all of the created beasts and animals. To help him, God decides
to create a mate for him and, from one of his ribs which he enfolds in flesh, is created ‘woman’. In
this one instant we see that man and woman, in their maleness and femaleness, were quite literally
made for each other, to complement each other, and to make each other complete:
“This is why a man leaves his father and mother and joins himself
to his wife, and they become one body.”
(Genesis 2:24)
Catholic Christians believe that God created all of the universe and everything it contains, including
mankind, and that God also created Marriage as central to God’s plan for human sexuality and life.
TASK 10.1
MORE THAN JUST A PIECE OF PAPER?
Working in mixed groups of between 4 and 6 read over the information on Civil and Church
marriages, which you will find in Appendix 5 and Appendix 6. Take the ‘Marriage’ cards
(Resource Sheet 15) and arrange them in the correct order to describe what happens during
each service. Then discuss the following:
1. What are the important points at the heart of a Christian Marriage?
2. What are the important points at the heart of a Civil Marriage?
3. In what way(s) are they different?
4. Why would a person choose a Church Marriage?
5. Why would a person choose a Civil Marriage?
page 22

Prior to being married in a Catholic Church in Scotland you are
required to give six months notice of your intention and to attend a
series of preparation meetings during which it will clearly be outlined
what it is that you are committed in Marriage. This underlines the
point that Marriage requires careful planning.
When a couple marry in a Catholic Church their union is blessed
and sealed by God. The married love of a husband and wife is
marked by a total commitment of self – body, mind and soul. God
establishes their ‘marriage bond’ and this is why Marriage is
regarded as a Sacrament in Catholic teaching.
For Catholic Marriage to be considered ‘valid’ and complete, three very important characteristics are
required: INDISSOLUBILITY, FAITHFULNESS, and an openness to FERTILITY.
TASK 10.2 NOW, TOMORROW AND ALWAYS
1. Working in small mixed groups of about 4 people, take each of the following words and
‘brainstorm’ what each means and why the Catholic Church believes them to be so crucial
within a Marriage:
• INDISSOLUBILITY
• FAITHFULNESS
• Openness to FERTILITY
2. Read the information in Appendix 7 and use the prompts as a basis for a class discussion.
The Sacrament of Marriage is indissoluble. When two people are married in a Catholic Church, the
priest says, “What God has put together, let no man put aside.” That is not to say that the Catholic
Church does not recognise the legal status of divorce, and the Church most certainly does not say
that someone should stay within a marriage which has finally broken down. In choosing to get
married in a Catholic Church, a couple must realise that they make their vows before God, and the
assembled community and that, even though divorce – a dissolution of a legal contract – may
happen, in the eyes of God they are still married.
In certain circumstances it is possible to apply for a decree of Annulment, which is a declaration that
the marriage was not valid, for one or more of a number of reasons. Following annulment, each
person is free to marry within the Church, since he/she was never truly ‘married’. In the absence of
an Annulment, the Church holds that even though a civil divorce may have been granted to indicate
that legally they are no longer married, the couple are still married in the eyes of God and the Church,
and are therefore not free to remarry in a Church.
Reflection:
Lord, be the beginning and end of all that we do and say. Prompt our actions with your grace,
and complete them with your all-powerful help.
page 23

Created in Love: Session 11
SESSION 111 Committed in Love: FAMILY MARRIAGE LIFE(2)
“A child is not something owed to one, but is a gift.
The supreme gift of marriage is a human person.”
(Catechism of the Catholic church, 2378)
Learning objectives for students:
• to consider Pope John Paul II’s teaching on ‘The Theology of the Body’;
• to develop an understanding of the importance of Marriage within the context of this teaching;
• to develop an understanding of the distinction between ‘love’ and ‘lust’.
From September 1979 until November 1984, Pope John Paul II delivered a series of 129 short
talks at his ‘Wednesday Audiences.’ In the course of these talks he delivered a vision of human
sexuality and what it means to be fully human, created in the image and likeness of God. In what
became known as ‘The Theology of the Body’ Pope John Paul expounded his understanding of what
it means to be human and also underlined the importance of Marriage as the foundation of society
and central to God’s plan for our sexuality. These teachings have become a highly significant part of
the Church’s teaching on human sexuality.
TASK 11.1
WHY GET MARRIED? CONTINUUM
Your teacher will read out a number of statements and your task is to decide the extent to which
you agree or disagree with each statement.
Now imagine that there is a line running across the classroom floor. One end of this line
represents total agreement and the other end represents total disagreement.
Now stand in a position on this line that represents your opinion on each statement, but be ready
to say why you have chosen a particular position in which to stand.
In an earlier session we read a passage of scripture and it is important that we consider it once more,
for it helps to put Pope John Paul’s message on marriage into perspective:
‘That is why a man leaves his father and mother and is united with his
wife and they become one.’ (Genesis 2:24)
Right from the very start of time God has had a plan for humanity:
that we should love others as he loves us and that we should join
with him in creating new life (‘procreation’).
The male and female anatomy complement each other in
the way in which they are able to join together in the
potential for creating new life. This is not a happy
accident of nature, for God ordained it to be this way.
page 24

TASK 11.2
LOVE OR LUST?
Working in mixed groups of between 4 and 6, look at the list of statements in Appendix 7. Use
these statements to discuss the difference between ‘love’ and ‘lust’ and write your group’s
definition of both words on the sheet of paper provided.
Discuss this as a class.
George Weigel, the biographer of Pope John Paul II, has described the Theology of the Body as a
“Theological time bomb waiting to go off at some point in the 21st Century.” Why do you think he
should say this?
Pope John Paul II presents to us a vision which is very different from that which we might encounter
through the media and in our modern world. This vision of what it means to be human, with its roots
in an understanding of the human person made in the image and likeness of God, should have
implications for how we see ourselves and how we relate to others.
Reflection:
God, in your love you have given each of us gifts to serve the common good. Help us to use
these generously and lovingly. Help us to grow in the spirit of love that makes us all sisters and
brothers.
Extension Task:
Read and discuss the following words from ‘Love Within Families’ by Pope John Paul II:
“There are people who try to ridicule, or even deny, the idea of a faithful bond which lasts a
lifetime. These people – you can be very sure – do not know what love is.”
page 25

Created in
12
Love:
1 Session 12 11
SESSION Committed in in Love: Love: FAMILY RESPECT LIFE FOR LIFE
“We are all born for love. It is the principle of existence, and its only end.”
(Benjamin Disraeli)
Learning objectives for students:
• to develop an understanding of the importance of respect for life;
• to develop an understanding of issues relating to abortion;
• to consider legal issues in connection between abortion and human rights.
In all of the sessions up to this point we have been looking at issues which show the need to
respect life - life as a gift from God. We have focused on how each of us is made in the image
and likeness of God and how this should impact on how we see ourselves and how we view others.
In this session we are going to consider life at its very start and to explore what we call the ‘Sanctity
of Life’.
TASK 12.1
WHAT DO WE MEAN BY ‘ABORTION’?
Working in mixed groups of between 4 and 6, brainstorm the word ‘abortion’.
You might find it helpful to consider the following:
• What is an abortion?
• Why might someone choose to have an abortion?
• What does Scottish Law say about abortion?
• What does the Catholic Church say about abortion?
Catholic teaching on the issue of abortion is quite clear
and is based on the same principles as those that are
applied to teaching on Human Rights. The basis for this
teaching comes from scriptural revelation that all human
beings are:
• made in the image and likeness of God;
• created equal by God;
• able to attain salvation through Jesus Christ;
• gifted with an immortal soul;
• gifted with life which should be cherished until its natural end.
page 26

The Catholic Church objects to abortion because
(a) abortion denies the most fundamental human right of all – the right to life, the right to exist;
(b) abortion conflicts with the belief that life begins at the moment a baby is conceived.
Is abortion legal in Scotland?
The answer to this question may come as a surprise, for the actual wording of the law regarding
abortion states that abortion is illegal, except in very specific circumstances. Since the introduction of
the Abortion Act in 1967, abortion has only been legal in Scotland and the rest of the UK if the
following conditions are met:
1. if the abortion is performed before the 24th week of pregnancy;
2. if two doctors agree that it is undesirable for the pregnancy to continue on personal, social or
medical grounds;
3. if it is thought that the continuation of the pregnancy would endanger the physical or
psychological health of the mother or her family.
Does a woman have a ‘right’ to an abortion?
As with the previous question, the answer here may also come as a surprise, for the answer is ‘No’. A
woman does not have the right to choose to have an abortion, but does have the right to seek
medical permission and consent for this to happen.
When the Abortion Act was introduced in 1967 doctors did not have access to ultrasound techniques
that show the development of the child within the womb. Thanks to advances in modern technology
and the discovery of ‘4D’ imagery, we now have a ‘window’ into the womb which allows us to see
how human life develops.
TASK 12.2 THE DEVELOPMENT OF HUMAN LIFE
View the Powerpoint slides which show images of the early Stages of Human Life. Working in
groups of between 4 and 6, discuss the information provided on the Stages of Human Life cards
(Resource Sheet 16). Try to identify the stage which matches each description.
page 27

Abortion is a very emotive subject and different people may have markedly different viewpoints on the
subject. The Catholic Church believes that all human life is sacred from the moment of conception
and that each human life should be cherished and nurtured. Some people argue that a woman
should be free to choose to have an abortion, and there are various arguments that may be offered to
support this view:
• What if the mother is going to die if the pregnancy continues?
• What if the mother is very young?
• What if the mother was raped?
• What if the baby was unplanned or unwanted?
Are any of these reasons sufficient to justify abortion? Who protects the rights of the unborn child?
Indeed, does the unborn child have any rights at all?
The Catholic Church argues the case for the unborn child, as do groups such as the Society for the
Protection of the Unborn Child (SPUC) and LIFE, on the basis that human life begins at conception.
Yet within the medical world there is a variance of opinion as to when human life begins – at
conception, when the fertilised egg implants in the womb, at some point during the nine months of
pregnancy?
Having an abortion is not an easy decision; nor for that matter, is having an ‘unwanted’ child. On the
one hand there may be regrets and a sense of loss following an abortion, and there is also a
possibility of medical complications depending on how far into the pregnancy the abortion is
performed. On the other hand it may be difficult to raise a child that is ‘unwanted’ for whatever
reason, and feelings of regret and a sense of loss may also be experienced.
Both of these arguments, however, miss the point. According to Church teaching, sexual intercourse
should only take place within a married relationship, and the fruit of that relationship should be the
potential for new life – a gift from God.
“I call heaven and earth to witness against you this day,
that I have set before you life and death, blessing and curse;
therefore choose life.”
(Deuteronomy 30:19)
Reflection:
God of life, you bring us to this day and we are grateful for your gift of life. Enable us to work for
one another, so that the needs of all are met, free from oppression and selfishness.
Extension Task:
Read and discuss the statistics regarding abortion in Scotland. You will find these on Resource
Sheet 17.
page 28

Appendix 1
APPENDIX1
SEXUAL ORIENTATION
As you pass through adolescence it is a perfectly natural part of the growing up process that
most people will feel at ease with members of the same sex and find relationships with the
opposite sex more stressful This is one of the key challenges of adolescence. Learning how to
relate as males to females or females to males doesn’t happen automatically or overnight, and it
can sometimes take time to get all of our awakening sexual feelings, the desire for friendship
and the need for intimacy, into some kind of perspective.
During adolescence there will be a time when many different and powerful feelings may come
and go and, for some people, this may include the experience of being attracted to someone of
the same sex. This is not to say that you will experience a physical attraction to someone of the
same sex, however, but that you look to someone whom you admire, perhaps as a role model
or because of other attributes they may have. This is a normal part of the growing up process
and such feelings do not mean that you are homosexual, just that you are seeking to find your
identity in the world.
It is very important to remember that we are all uniquely created by God as sexual beings in his
own image and likeness, so the time at which one person may become interested in the
opposite sex is just as unique. For some, this attraction may begin early in adolescence, while
others may prefer to develop casual friendships and do not become interested in closer
relationships until much later. Others may not feel the need to have any close relationships, and
this decision not to have a boyfriend or girlfriend is also perfectly natural. Who we are as
persons, our sexuality, our maleness or femaleness, is not defined by the things we like to do,
our interests or ways of behaving.
Not all young adolescents will have concerns about sexual orientation, but many will have
questions as they come to try to understand more about physical attraction, including why some
people may be exclusively or predominantly attracted to others of the same sex.
No one really knows why some people have a tendency to be attracted to someone of the same
sex, and for most homosexual people this is part of their nature – homosexuality is not
something that is chosen. It is also important to understand that homosexual orientation is quite
different from homosexual acts. Since having a homosexual orientation is not a matter of
choice, it is not considered sinful. But the Catholic Church teaches that to action those feelings
by engaging in homosexual acts is morally wrong, in the same way that intimate sexual acts
between two unmarried heterosexual people are morally wrong.
Most people in the world are heterosexual, and will only be attracted to someone of the opposite
sex. Because of this, homosexual people can sometimes feel as though they are
misunderstood as being ‘different’, giving rise to a lot of pain, confusion and isolation. Due to
this perceived ‘difference’, homosexuals are sometimes treated disrespectfully, being made to
endure name-calling, stereotyping and the assumption that they are in some way lesser
individuals.
The teachings of the Catholic Church, however, are quite explicit in stating that homosexual
persons should be treated with the same respect and granted the same dignity as any other
human being. We are called to love and respect all people as persons whom God has created
and loves deeply.
page 29

Appendix 1
APPENDIX2
DREW AND JUSTINE
Drew was a very sporty teenager. He played in the school football team and helped coach the
younger pupils at athletics. He was always surrounded by his friends and took great pride in
making sure that no matter how busy he was that he would always find time to socialise with the
people who were important to him.
Justine was really quiet in school. She worked hard in class and always achieved quite good grades.
She loved music, but wasn’t actually very musical herself. She considered herself to be happy but
average!
Period one on Wednesday 18th August, was the first time that Drew had ever noticed Justine. He
couldn’t believe he had been in the school for five years and never seen this girl before. She was
pretty and quiet, and there was something he immediately liked about her.
He ended up sitting behind her and he made a joke about only coming into the class to check out the
talent. She just laughed and asked if she should move her seat so he could get a better view of the
other girls. He liked her sense of humour! He began to say hello before the class, nodding as he
passed her in the corridor. When they ended up at a couple of the same parties he was polite, but
stayed chatting with his friends.
At the beginning of October the teacher put the class into pairs to work on a project with the title
“TEENAGE KICKS”. Drew was paired with Justine which he didn’t mind, although he felt that he
didn’t really know her. He thought the best thing would be to divide up the tasks and get on with
them separately so that they could finish the project quickly. They spent the period talking about
what the project should be about. While talking, he discovered that they had the same music taste,
they both loved films and when she suggested that they should do the project on ‘talented teenage
footballers from around the world’, he couldn’t believe it.
Suddenly Drew began to make a bit more of an effort in school. He started styling his hair, trying to
think of good ways to answer out and tried to look interested in the complex storyline of
Shakespeare’s Romeo & Juliet.
The more he got to know Justine, the more he liked her. The more he liked her, the more he found
himself wanting to spend time with her. It was the first time in his life that he had a girl for a friend.
They chatted on MSN at night and texted each other all the time, often stupid or trivial things that
they could have easily waited till the next day to tell each other.
Before the school’s Christmas ceilidh Drew had joked about how he never danced because he
always made a fool of himself. But on the night of the ceilidh he realised that he was quite willing to
make himself look stupid if it meant being able to dance with Justine!
That Christmas Drew sent Justine a Christmas card that simply said “fancy being more than just
friends?”
Drew had been out with a few girls and knew that he was meant to ‘treat them mean to keep them
keen’, but somehow he didn’t want to treat Justine this way. He kept up his sports and his social life
with his friends, but instead of planning big nights out with his mates every week he asked Justine if
she wanted to go anywhere, or do anything and made sure that she felt welcome around his friends.
By March when Drew received his unconditional offer for University his relationship with Justine
seemed like it had been going on for years instead of months. They still talked about their favourite
films and music, only now it was after seeing a band or movie together. They still laughed about the
stupid things their friends had done, but now they shared the same friends. And they still felt good
when they saw each other, especially if it meant that they would get time to spend alone together.
When Drew told Justine that he has been accepted for university it didn’t come as a surprise to her.
He loved his sport and he had always talked about how this was the best place for him to go and
study. She knew that she had another year at school, but was happy that in October they would still
be together, even if they only saw each other at weekends. Over that summer they continued to
make plans about their future, to have fun and enjoy being together.
Drew started university on October 5th and soon told all his new university friends about his girlfriend
Justine.
page 30

Appendix 3
1
SESSION Committed CONSEQUENCES in Love: FAMILY LIFE
APPENDIX3
What might the consequences be in each of the following?
Doing a sponsored bungee jump for charity
Smoking dope
Asking someone on a date
Refusing to fight someone
Sleeping with someone on a first date
Letting your friends walk all over you
Sharing needles to shoot up
Walking across a road without looking
Kissing someone else’s boyfriend/girlfriend
Cheating in an exam
Bullying someone
Making a stand for what you believe in
page 31

Appendix 5
1
SESSION Committed SEXUALLY in Love: TRANSMITTED FAMILY LIFE INFECTIONS
APPENDIX4
Chlamydia (source: www.fpa.org.uk)
What is this Sexually • Chlamydia is one of the most common sexually transmitted
Transmitted Infection?
infections (STIs).
• Up to one in ten sexually active young people are thought to
have Chlamydia.
• If left untreated it can cause painful complications and serious
health problems such as infertility.
What causes it? • Chlamydia is a bacteria, which is found in the semen and
vaginal fluids of men and women who have the infection.
• Chlamydia is easily passed on from one person to another
through sexual contact.
• Anyone who is sexually active can get it and pass it on.
• You don’t need to have lots of sexual partners.
How is it passed on? • Chlamydia is passed from one person to another during sex or
by coming into contact with the semen or vaginal fluids of an
infected person.
• The bacteria can live inside the cells of the cervix, the urethra,
the rectum, and sometimes the throat and eyes.
• It can be passed from a pregnant woman to her baby during
delivery.
• You cannot catch Chlamydia from kissing, hugging, sharing
baths or towels, swimming pools, toilet seats or from sharing
cups, plates or cutlery.
What are the signs and • About 70-80% of infected men and women will not have
symptoms?
any obvious signs or symptoms.
• Signs and symptoms can show up 1-3 weeks after coming into
contact with the infection, many months later, or not until the
infection spreads to other parts of your body.
• You can only be certain if you have Chlamydia by being tested.
• Women may notice bleeding between periods and possibly
bleeding during and/or after sex.
• Women may also experience a pain in the lower abdomen and
have pain in passing urine.
• Men may experience a painful swelling in the testicles and pain
in passing urine.
• Men may also notice a white/cloudy discharge from the penis.
Can it be treated/cured? • The common treatment for Chlamydia is a course of antibiotics
which, if taken correctly, should be at least 95% effective in
treating the infection.
• The antibiotics that are used to treat Chlamydia have a negative
impact on the combined contraceptive pill and the contraceptive
patch which will prevent them from functioning effectively,
possibly resulting in a pregnancy.
• If not treated, Chlamydia in women can cause pelvic
inflammatory disease, or PID, which can lead to long-term
pelvic pain, infertility and the risk of ectopic pregnancy.
• In men it can lead to a painful infection in the testicles and
reduced fertility.
• It is highly unlikely that Chlamydia will just go away without
some form of treatment.
page 32

Genital Herpes (source: www.fpa.org.uk)
What is this Sexually • Genital Herpes is a common sexually transmitted infection
Transmitted Infection?
(STI) and is caused by a virus called herpes simplex.
• Most people suffer only a mild reaction, but others will have
much more painful symptoms.
• Medication, education, self-help treatment can limit the number
of herpes episodes.
What causes it? • Genital Herpes is caused by the virus herpes simplex (HSV),
and there are two types: HSV I and HSV II.
• Both types can infect the genital and anal area, and also the
mouth, nose, fingers and hand.
• The virus enters the body through small cracks in the skin or
through the moist, soft lining of the mouth, vagina, rectum and
urethra.
• The virus can become dormant in the body for long periods of
time and in some people can become active again.
How is it passed on? • Genital Herpes can be passed from one person to another
during sexual contact.
• Anyone who is sexually active can get the virus.
• Both men and women can have this virus and pass it on.
• The virus is most likely to be passed on just before, during and
straight after an episode.
• It is possible for a mother to pass the virus on to her baby
during delivery.
• You cannot get Genital Herpes from hugging, sharing baths or
towels, from swimming pools, toilet seats or from sharing cups,
plates or cutlery.
What are the signs and • Many people will not have any visible signs or symptoms at
symptoms?
all, or not be aware of them.
• Some people will get symptoms within 4-5 days of infection,
whereas others may not show any symptoms for weeks,
months, or possibly years.
• This means that showing symptoms does not necessarily mean
that you have just come into contact with the virus.
• Some of the symptoms include flu-like symptoms, such as
fever, tiredness, headache, swollen glands, aches and pains in
the lower back and down the legs or in the groin.
• Some people may experience a tingling or itching in the genital
or anal area.
• Small fluid-filled blisters may appear anywhere in the genital or
anal area or on the buttocks, and these quickly burst, leaving
small red sores.
• Pain may be experienced in passing urine
Can it be treated/cured? • The aim of the treatment for Genital herpes is to relieve pain
and to prevent the virus from multiplying.
• The treatment involves taking antiviral tablets (sometimes up to
five times a day).
• As Genital Herpes is caused by a virus and not bacteria the use
of antibiotics will not help.
• Some people may experience repeat episodes of the virus, as
many as six in a year, in which case longer courses of the
tablets are used to suppress the number of episodes.
page 33

Genital Warts (source: www.fpa.org.uk)
What is this Sexually • Genital Warts are the most common viral sexually
Transmitted Infection?
transmitted infection (STI) and are caused by the human
papilloma virus (HPV).
• The virus can be passed on through intimate contact in the
genital area.
• Not everyone who has this virus will develop visible warts.
What causes it? • Genital Warts are an infection of the skin and genital area, and
the mucous linings of the vagina, cervix and rectum.
• They are caused by the human papilloma virus (HPV), of which
there are more than 100 types.
• Approximately 30 types of HPV can live in and around the genital
and anal area, but most genital warts are caused by just 2 types
(types 6 and 11).
How is it passed on? • Genital Warts are easily passed on through any intimate contact
with the genital area.
• Any male or female who is sexually active can get the virus.
• The virus can be passed on by skin to skin contact therefore you
do not need to have had sexual intercourse to have this virus.
• The virus will not pass through a condom, however since
condoms do not cover the entire genital area it is still possible for
genital skin to become infected.
• It is possible (though rare) for a mother to pass the virus to her
baby during delivery.
• You cannot get Genital Warts from kissing, hugging, sharing
baths or towels, from swimming pools, toilet seats, or from
sharing cups, plates or cutlery.
What are the signs and • Most people will not develop visible warts therefore they will
symptoms?
not know if they or their partner have the virus.
• If warts do appear they will typically be small, fleshy growths,
bumps or skin changes that can appear anywhere in or on the
genital or anal area – often they are so tiny or difficult to see that
you will not notice them, but your partner might.
• They can be flat or smooth small bumps or quite large, pink,
cauliflower-like lumps.
• The warts can appear on their own or in groups.
• They are usually painless, but may itch or cause inflammation.
• They can also cause bleeding from the anus or the urethra.
Can it be treated/cured? • You will only be offered treatment if you have visible warts and
this will depend on what they look like, how many you have and
where they are.
• The aim of the treatment is to remove visible warts and to reduce
the amount of the virus, helping the immune system to fight the
virus.
• The effectiveness of the treatment depends on how otherwise
healthy you are or how well your immune system is working.
• The warts can be treated by putting a cream or liquid onto them
or by freezing them.
• Sometimes the treatment will involve the use of a local
anaesthetic and some minor surgery or laser treatment.
• The warts will eventually go away (without treatment this can
take a variable length of time) but may come back.
• It is still possible to get the virus again, either from the same
partner or a new one.
page 34

Gonorrhoea (source: www.fpa.org.uk)
What is this Sexually • Gonorrhoea is a common bacterial sexually transmitted
Transmitted Infection?
infection (STI).
• It can be painful and can cause serious health problems such as
infertility in both men and women.
What causes it? • Gonorrhoea is caused by a bacteria which is found mainly in the
semen and vaginal fluids of men and women who have the
infection.
• It is easily passed on through sexual contact.
• Anyone who is sexually active can both get it and pass it on, and
you do not need to have had a lot of sexual partners.
How is it passed on? • Gonorrhoea is usually passed from one person to another during
sex.
• The bacteria can live in the cells of the cervix, urethra, rectum,
throat, and occasionally the eyes.
• You can become infected with Gonorrhoea through contact with
infected semen or infected discharge from the vagina, throat or
rectum.
• Gonorrhoea can also be passed by a mother to her baby during
delivery.
• You cannot get Gonorrhoea from kissing, hugging, sharing baths or
towels, swimming pools, toilet seats or from sharing cups, plates or
cutlery.
What are the signs and • About 10% of infected men and 50% of infected women will
symptoms?
not have any obvious signs or symptoms.
• Signs and symptoms can show up 1-14 days are infection, but may
not appear for many months, or until the infection has spread to
other parts of your body.
• Women might notice an unusual vaginal discharge or experience
pain in passing urine.
• They may also experience lower abdominal pain or tenderness and
may also notice bleeding between periods and/or heavier periods.
• Men may notice a discharge from the tip of the penis and may also
experience pain in passing urine or pain or tenderness in the
testicles.
• Though less common, some men may experience and inflammation
of the foreskin.
Can it be treated/cured? • The treatment for Gonorrhoea is antibiotics, and a course of
treatment is usually at least 95% effective.
• Early treatment can involve a single dose of antibiotics or an
antibiotic injection.
• The antibiotics used to treat Gonorrhoea have a negative impact on
methods of contraception that contain oestrogen and progestogen,
including the combined contraceptive pill and the contraceptive
patch.
• If not treated, the infection can spread to other parts of the body,
and the more times you are infected the more likely that there will
be complications.
• Women can develop pelvic inflammatory disease (PID), which can
lead to blocked fallopian tubes, infertility and ectopic pregnancy.
• Men can experience a painful infection in the testicles, the prostate
gland, and possibly a reduced fertility.
• Though very rare, Gonorrhoea can lead to meningitis or
inflammation of the heart.
page 35

Syphilis (source: www.fpa.org.uk)
What is this Sexually • Syphilis is a common bacterial sexually transmitted
Transmitted Infection?
infection (STI).
• If left untreated it can cause very serious health problems in both
men and women, including damage to the heart, brain, eyes, other
internal organs, bones and nervous system.
• This damage could lead to death.
What causes it? • Syphilis is caused by the bacteria known as Treponema pallidum.
• This is easily passed from one person to another through sexual
contact.
• Anyone who is sexually active can get this infection.
• Both men and women can have Syphilis and pass it on.
How is it passed on? • Syphilis can be passed on without knowing that you have the
infection because the symptoms can be so mild and you may not
notice or recognise them.
• Syphilis can be passed from one person to another during sex.
• It can also be passed on by direct skin contact with someone who
has syphilis sores or syphilis rash.
• It is possible for a mother to pass the infection to her unborn child –
this is known as Congenital Syphilis.
• You cannot catch Syphilis from hugging, sharing baths or towels,
swimming pools, toilet seats or from sharing cups, plates or cutlery.
What are the signs and • The signs and symptoms are the same in both men and
symptoms?
women and Syphilis can develop in three stages: primary,
secondary and tertiary Syphilis.
• First stage Syphilis sees the development of sores anywhere on
the body, and for women usually around the vagina, anus and
urethra. In men they usually appear on around the urethra, on the
penis and foreskin, and around the anus.
• These sores are very infectious, and by the time they have healed
the bacteria will have spread around the body – second stage.
• Second stage Syphilis is a painless rash that can spread all over
the body, especially the palms of the hands and soles of the feet.
• Wart-like growths (often mistaken for Genital Warts) appear and a
flu-like illness, tiredness, loss of appetite and swollen glands may
follow.
• White patches may appear on the tongue and roof of the mouth,
and there may be patchy hair loss.
• Third stage, or Latent Syphilis, starts to cause serious damage to
other parts of the body, and can cause death, although not as
common now as in the past.
Can it be treated/cured? • First and second stage Syphilis is treated with a single antibiotic
injection or a course of injections taken with antibiotic tablets or
capsules.
• Penicillin is the most common treatment for Syphilis, but other
forms are used for those allergic to penicillin.
• Treatment usually lasts up to 10-14 days, unless complications
have set in.
• Third stage Syphilis can also be treated, but any damage already
done to your body will be permanent.
• Some of the antibiotics used to treat Syphilis have a negative
impact on methods of contraception that contain oestrogen and
progestogen.
page 36

Human Immunodeficiency Virus (HIV) (source: www.fpa.org.uk)
What is this Sexually • The Human Immunodeficiency Virus (HIV) can be passed
Transmitted Infection?
from person to person in a number of ways, including through
sexual contact.
• This is a virus that can damage the body’s defence system,
reducing its ability to fight infections.
• Someone with HIV may go on to develop Acquired Immune
Deficiency Syndrome, or AIDS.
• There is currently no cure for HIV, nor is there a vaccine to
prevent the transmission of HIV.
What causes it? • If HIV enters the body it begins to attack the immune system,
which is the body’s defence system against infection.
• Once infected with the virus you will remain infected for life,
although most people with HIV will look and feel healthy, making
it much more difficult to tell who has the virus – it is believed that
approximately one third of people in the UK who have HIV are
unaware that they are infected.
• Someone who is infected with HIV and who goes on to develop
certain related illnesses is described as having AIDS.
How is it passed on? • The only way that HIV can be passed from one person to
another is if the blood, semen, pre-ejaculate fluid, vaginal fluid or
breast milk of an infected person enters the body of an
uninfected person.
• HIV can be passed on during sex with an infected person.
• It can be passed on by sharing a needle or syringe with
someone who already has the virus.
• It can be passed by a mother to her baby, either before or during
birth, or by breastfeeding.
• In the UK blood and organ donors are tested to prevent HIV
being passed on through infected blood, blood products or
donated organs.
• You cannot get HIV from hugging, kissing, sharing baths or
towels, from swimming pools, toilet seats or from sharing cups,
plates or cutlery.
What are the signs and • Some people experience flu-like symptoms a few days or
symptoms?
weeks after infection, but many people infected with HIV have no
symptoms at all, or mistake them for flu or other common
illnesses.
• Many people with HIV do not know they are infected until they
have a blood test for HIV antibodies.
• Symptoms of HIV might include fever, a rash, swollen glands, a
sore throat, mouth or throat ulcers and aching muscles or joints.
• These symptoms are called sero-conversion illness.
• Some people are only diagnosed with HIV when their immune
system has become weakened and they become ill.
Can it be treated/cured? • Once HIV is diagnosed a number of tests are carried out to
identify when treatment should start.
• At the moment there is no cure for HIV or AIDS, but there are
drugs available to either prevent or treat many of the illnesses
that people with HIV are prone to.
• There are also some antiviral drugs (antiretroviral treatment or
combination therapy) that can improve the health of people living
with HIV, and help to prevent the development of AIDS.
page 37

Appendix 5
1
SESSION Committed MARRIAGE in Love: IN A FAMILY CATHOLIC LIFECHURCH
APPENDIX5
Introduction and Intentions:
Priest: NAME and NAME, you have
come together in this church so
that the Lord may seal and
strengthen your love in the
presence of the Church’s minister
and his community. Christ
abundantly blesses this love. He
has already consecrated you in
baptism and now he enriches
and strengthens you by a special
sacrament so that you may
assume the duties of marriage in
mutual and lasting fidelity. And
so, in the presence of the
Church, I ask you to state your
intentions.
The formal and public declaration of love for each
other before God and the Church reminds couples
of the importance and lasting nature of Marriage,
and so strengthens them in fulfilling their married
duties.
Statement of Intentions:
Priest: Are you ready freely and without
reservation to give yourself to
each other in marriage?
Bridegroom: I am.
Bride: I am.
Priest: Are you ready to love and honour
each other as man and wife for
the rest of your lives?
Bridegroom: I am.
Bride: I am.
Priest: Are you ready to accept children
lovingly from God and to bring
them up according to the law of
Christ and his Church?
Bridegroom: I am.
Bride: I am.
Bridegroom: I do solemnly swear that I know
not of any lawful impediment why
I (Full Name), may not be joined
in matrimony to (Full Name of
Bride).
Bride: I do solemnly swear that I know
not of any lawful impediment why
I (Full Name), may not be joined
in matrimony to (Full Name of
Bridegroom).
The three questions that the Priest asks cover the
following points:
1) That love in Marriage is given with complete
freedom, nothing is expected in return;
2) That love in Marriage is forever – there is no
time limit.
3) The relationship in Marriage must be open to
growth – it should allow for the possibility of
children being born into the Marriage.
These three questions in the ceremony remind the
couple of what they are undertaking. If they are not
answered truthfully and with awareness, a real
Christian Marriage has not taken place.
To satisfy the requirements of the State, the
Bridegroom and Bride then state that they are free
to marry.
page 38

MARRIAGE IN A CATHOLIC CHURCH
Declaration of Consent:
Priest:
Bridegroom:
Priest:
Bride:
Since it is your intention to enter
into Marriage, declare your
consent before God and his
Church.
To the Bridegroom:
(Full Name) will you take (Bride’s
Full Name), here present for your
lawful wife, according to the Rite
of our Holy Mother the Church?
I will.
To the Bride:
(Full Name) will you take
(Bridegroom’s Full Name), here
present for your lawful husband,
according to the Rite of our Holy
Mother the Church?
I will.
Exchange of Vows:
Bridegroom I call upon these persons here
and Bride: present to witness that I (Full
Name) do take thee (Full Name)
to be my lawful wedded
wife/husband, to have and to
hold from this day forward, for
better or worse, for richer or
poorer, in sickness and in health,
to love and to cherish, till death
do us part.
Priest: You have declared your consent
before the Church. May the Lord
in his goodness strengthen your
consent and fill you both with his
blessings. What God has joined,
let no man put assunder.
People: Amen.
Blessing of the Rings:
Bridegroom (Name), take this ring as a sign
and Bride: of my love and fidelity. In the
name of the Father, and of the
Son, and of the Holy Spirit.
The exchange of vows is the most important part
of the Marriage. It is the time when the couple
administer, or give, the Sacrament to each other.
The spoken words – the vows – are the main sign
in the Sacrament; the spoken words not only
express the love for the partner but also
strengthen it.
You may be aware from your own experience that
to say ‘I love you’ to someone actually makes love
stronger. In a similar, but much more solemn way,
the vows or promises made bring the couple
closer together in their relationship. In declaring
their love before God and the Church, God brings
grace and strength to their Marriage.
The Priest then prays that God will bless and
strengthen their Marriage.
The giving of rings is a relatively recent practice in
Christian Marriage, but has become an outward
sign of the loving commitment of each partner to
the other, and indeed may act as a reminder of the
commitment.
The final act of the ceremony is the signing of the
Register or Marriage Schedule. This is required by
law.
page 39

Appendix 6
1
SESSION Committed CIVIL MARRIAGE in Love: FAMILY IN A REGISTRY LIFE OFFICE
APPENDIX6
Welcome and Introduction:
Registrar: The Registrar may say a few
words of welcome to those
present.
Statement of Intentions:
The wording used by most
Registrars will be similar to the
following, suggested by the
Registrar General:
The following may be said by the
Registrar and then repeated by
the Bridegroom and Bride in turn:
Bridegroom
and Bride:
I (Full Name) solemnly and
sincerely declare that I know of
no legal impediment to my
marrying (Full Name).
Declaration before Witnesses:
The following may be said by the
Registrar and then repeated by
the Bridegroom and Bride in turn:
Bridegroom
And Bride:
I solemnly and sincerely
declare that I (Full Name), accept
you, (Full Name), as my lawful
wife/husband to the exclusion of
all others.
There is no particular form for a Civil service laid
down in the Marriage Act in terms of wording or
structure for the service.
Under Scots Law, any two person who are at least
16 years of age on the day of their marriage, may
marry in Scotland provided that:
• They are not related to one another in a way
that would prevent them marrying;
• They are unmarried – proof must be provided
that any previous marriage has been ended.
• They are not of the same sex.
• They are capable of understanding the nature
of the marriage ceremony and can give
consent.
To satisfy the requirements of the State, the
Bridegroom and Bride state that they are free to
marry.
To comply with the law, the declaration must be
witnessed by at least two persons, aged 16 or
over, who are required to be present at the
marriage as witnesses. (Witnesses are required
whether it is a Civil or Religious ceremony).
Exchange of Rings:
The Registrar may say a few
words before the Bridegroom and
Bride exchange rings.
The exchange of rings is an optional part of the
ceremony.
Pronouncement of Marriage:
The Registrar may say a few
words before declaring the
couple to be husband and wife,
before the witnesses.
The Registrar pronounces that the couple are now
husband and wife, and that this pronouncement is
legally binding.
Signing of Marriage Schedule:
The newly married couple and
the witnesses sign the Marriage
Schedule, which will
subsequently be registered by
the Registrar.
A fee for the Civil Marriage is payable to the
Registrar in advance. After the Marriage has been
registered a copy of the Marriage Certificate can
be obtained, on payment of the correct fee.
page 40

Appendix 7
17
CONDITIONS FOR A VALID CATHOLIC
SESSION APPENDIX Committed
MARRIAGE
in Love: FAMILY LIFE
INDISSOLUBILITY
FAITHFULNESS
(Fidelity)
Openness to
FERTILITY
The Church has an understanding that a Marriage cannot be dissolved.
Each married couple are called by God to be part of a relationship which
will continue to grow throughout their lives.
Jesus recognised that this unity between husband and wife could only
grow in a relationship in which both are given equal respect. That is why
‘monogamy’ (only having one married spouse) is the only relationship
which receives the blessing of the Church. This is because true love
between a husband and wife can only thrive in a relationship which is
undivided and exclusive.
1) Why does the Church teaches that a marriage cannot de dissolved?
2) Do you think that a couple stop ‘growing’ in their love for each other
after they are married?
3) Do you think it is important to KNOW that your marriage is permanent
before you make your vows?
The Church teaches that love within a marriage requires the
couple to be absolutely faithful to each other. The happiness of the couple,
and the welfare of their children depends upon this faithfulness, or fidelity.
1) Do you think that a relationship can survive if you don’t trust the other
person?
2) Why do you think that the Church teaches that married people must
remain faithful to each other and the vows that they made during their
wedding?
3) What do you think would happen within a marriage if one of the couple
did not remain faithful?
The Church teaches that by keeping a marriage open to the
possibility of creating new life, a couple are sharing with God in the work of
creation. It is within the security of a marriage that the sexual love between
a husband and wife lends itself naturally towards having children. Pope
Paul VI taught that “each and every marriage act must remain open to the
transmission of life.” The Church teaches married couples that with the
opportunity to share in the fatherhood of God comes a responsibility:
• That it is wrong to interfere with the natural process of conception and
birth.
• ‘Natural Laws’ exists which govern all moral behaviour. These ‘laws’ have
been put in place by God, and if an activity is against Natural Law, then it
must be wrong.
• Contraception is wrong because of the effect it has upon the sexual love
between husband and wife. It turns an act which is open to the possibility
of creating new life into one which is purely for the pleasure of the two
people involved.
While making clear to married couples their responsibility of not limiting the
possibility of creating new life through the use of artificial contraception, the
Church does encourage natural family planning. Through an understanding
and awareness of the fertility of the woman, the couple can use natural
periods of infertility to plan their family.
1) Why does the Church teach that children are a married couple’s way of
sharing with God in the work of creation?
2) Why doesn’t the Church just encourage the woman to understand when
she is fertile?
page 41

Appendix 8
1
SESSION Committed ‘LOVE’ OR in Love: ‘LUST’? FAMILY LIFE
APPENDIX8
1 Lust is part of initial attraction. This lasts a few months and slowly wears off. What is left is
love . . . or nothing.
2 Love is a real, lasting emotion. Lust is just a vulgar, temporary variation of what some
people consider love. But it’s more like obsession.
3 With love you’re thinking with your heart. With lust you’re thinking with your genitals.
4 Love is when you feel warm from your heart. Lust is just being in heat.
5 Love lasts forever. Lust is just getting something, and once you are satisfied, leaving it
aside.
6 Lust is looking at somebody else and thinking of how they can gratify your own desires.
Love is looking at that same person and thinking how you can take care of them, whether
you get anything back or not.
7 Love can grow without sex. Lust is all about sex and withers if not satisfied.
8 Love comes from the heart . . . you know this when you get that feeling when that special
person enters the room and it feels like a good pain in your chest and rises to your head.
Lust comes from the groin and stays there.
9 For a lot of people, lust comes first, and then love.
10 Lust can be satisfying and satisfied.
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© Scottish Catholic Education Service 2008
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