CTL S1 Teacher Book

Teaching Notes
S1
Created
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.

Created in Love:
CONTENTS
Session Session Page
number title number
INTRODUCTION 3
1 YOU 4
2 I AM ME 7
3 FAMILY (1) 10
4 FAMILY (2) 13
5 FRIENDS (1) 16
6 FRIENDS (2) 19
7 HAPPINESS 22
8 ME AND MY BODY 25
9 PUBERTY 29
10 CREATING NEW LIFE 32
11 HOW HUMAN LIFE DEVELOPS 35
12 MARRIAGE 38
Appendix Appendix Page
number title number
1 YOU 41
2 GROWING AND CHANGING 42
3 THE OLD GRANDFATHER AND HIS LITTLE GRANDSON 42
4 FAMILY STRESS 43
5 FOOTSTEPS 43
6 SITUATIONS 44
7 PUBERTY 45
8 PLANT REPRODUCTION 46
9 THE DEVELOPMENT OF HUMAN LIFE 47
10 THE RITE OF MARRIAGE 48
Resource Resource Sheet Page
Sheet title number
1 STRESS IN THE FAMILY 50
2 A CONVERSATION WITH GOD 51
3 FRIEND DESCRIPTIONS 54
4 WHAT IS A FRIEND? 55
5 PERSONAL WANTS AND NEEDS 56
6 WHAT MAKES YOU HAPPY? 57
7 A MEDITATION ON THE BEATITUDES 58
8 MALE/FEMALE BODY PARTS 60
9 THE MALE BODY 62
10 THE FEMALE BODY 63
11 QUIZ: PLANT LIFE 64
12 DEVELOPMENT OF HUMAN LIFE 65
13 IMPORTANT FOR MARRIAGE? 66
14 PUBERTY: TRUE OR FALSE? 67

Created in Love:
INTRODUCTION
“God is love and whoever lives in love lives in God, and God lives in him.”
(1 Jn. 4:16)
In the first letter of St John we are reminded that human love is a reflection of the love that God
has for us – a love which is so great that it can quite often go beyond our human
understanding, especially when times are hard or things go wrong.
In our modern world “love” is such a misunderstood and misused word, yet it is something
without which our very survival would be intolerable, for we need love. In the first encyclical of
his Pontificate – Deus Caritas Est (God is Love) – Pope Benedict XVI writes on the subject of
love when he recounts a story from the Gospel of St Mark where Jesus is asked which is the
greatest of the Ten Commandments.
Jesus replies, “You shall love the Lord your God with all your heart, and with all your soul, and
with all your mind, and with all your strength . . . and you shall love your neighbour as yourself.”
(Mk. 12:30-31)
This, then, is the purpose for which we have been created: to share with others the love that
God gives us. We are created to know, to love and to serve God. We are created to share love
with others. We are created in love.
page 3
page 3

SESSION
1
YOU
CEC Learning Outcomes:
Level D: A1, A2,
Level E: A1, B1
Key Messages: 1
Themes:
1. Created in the image and likeness of God.
2. Understanding of uniqueness of self.
3. Appreciation of gifts and talents.
Suggested Methodology:
1. Create class agreement and write list of rules on
large sheet of paper, to be displayed in class
throughout duration of ensuing lessons.
2. Read over Introduction to Created in Love
3. Read over Introduction to Session 1 with pupils.
Resources:
1. PowerPoint (Slides 1-6).
2. Created in Love Student Book.
3. Paper/pens/pencils.
4. Task 1.1: Read over Appendix 1; Individual work
5. Reflection. One person in class, or whole class
should read reflection.
6. Extension Task: discussion
Detailed Notes:
Prior to reading any part of the Student Book with
pupils, it is advisable to engage them in discussions
about Establishing a Class Agreement. This is
intended to clarify the rules which the class members
agree to apply when working on Called to Love
materials. Particular advice and exemplars are
provided in Introducing Called to Love.
It would be worthwhile taking a little time to use the
Introduction to Session 1 as an opportunity to
explore the significance of ‘Love’ in human lives.
Session 1 draws an analogy between a jigsaw
puzzle and the human person, each of which is made
up of many parts which all fit together to complete the
whole picture. In this way it is hoped that the pupils
will come to understand how complex they are as
individuals, with the key emphasis being that only
God, who created us, knows us fully. Any
relationships which pupils have with other people
must be seen in this context, where other people do
not ever know us fully, since they are not God.
Appendix 1 encourages pupils to consider the
various ways in which they are unique individuals.
Task 1.1 asks pupils to consider their gifts and
talents and, by writing a list of them on a piece of
paper or page from a jotter, to lay out the things they
are good at, such as sport, music, or even being a
friend. They are then asked to write down how they
have been able to use these gifts and talents to help
either themselves or other people. Finally they are
asked to consider those things they would like to be
good at, or skills they would like to develop,
explaining why they would like this. Examples of gifts
they might suggest may include:
• musical ability • sporting ability
• artistic ability • being able to make friends
• leadership
• initiative
The Reflection offers a short reflective prayer which
can either be read by the teacher, by a pupil, or by
the class as a whole, and ensures that the pupils
become aware of the spiritual dimension to their
relationships.
The Extension Task can take the form of a
discussion exercise, as suggested in the Student
Book, but could just as easily become an art-based
activity, where the pupils could, for example, be
asked to design posters that illustrate the point: “By
using our gifts and talents we give praise and thanks
to God.”
“Being in the image of God the human individual possesses the dignity of a person, who is not just
something, but someone. He is capable of self-knowledge, of self-possession and of freely giving himself and
entering into communion with other persons.” (CCC, 357)
page 4

SESSION
1
Created in Love: YOU
It was you who created my inmost self
and put me together in my mother’s womb.
For all these mysteries I thank you:
for the wonder of myself, for the wonder of your works.
(Psalm 139: 13-14)
Learning objectives for students:
• to develop an understanding of the uniqueness of each human being;
• to develop an appreciation of one’s gifts and talents.
Does anyone know the real you? Does anyone know everything there is to know about you?
You are such a special and complex person that no one, except God who created you,
knows you fully.
In a way we are perhaps a bit like jigsaw puzzles: we all come in different sized boxes and all of
us are made up of many different pieces. Some people think that they know you when they only
have a few pieces of the jigsaw that is you, whereas others may have slightly more pieces but
still do not really know you. It is only when you have all of the pieces and can place them
together that you get to see the whole picture. The only person who has all the pieces is God . . .
and he doesn’t even need the box lid!
Each of us is special, each of us is unique. We are all wonderfully different individuals, yet at the
same time we all share one very important aspect of our humanity with every other person on
this planet – we are all created in the image and likeness of God.
What does this mean?
How can we possibly be unique, but still be the same as everyone else?
page 4
page 5

TASK 1.1
YOU ARE SPECIAL
1. Read ‘You’ by Fr John Powell. You will find this in Appendix 1.
2. Take a piece of paper and write ‘ME’ in the centre of the page.
3. Now write all around this the gifts or talents that you think you have.
Think of the things you are good at, such as sport, music, being a
friend, etc.
4. Choose three things from your list and briefly write down how these
have helped either (a) yourself or (b) other people.
5. Are there any things that you would like to have on your list? What
sort of things would you like to be good at? Give one or two examples
and explain why you would like this.
As Fr Powell says, we are all special, we are all unique, we are all different. We should celebrate this
fact and always thank God for the most wonderful gift we are given . . . the gift of ourselves.
Reflection:
Dear God,
I thank you for the wonderful gift that is me. I thank you for my gifts and talents. Help me in my
daily life to use them wisely and to show love and respect to the people I know and meet.
Extension Task:
Discuss: By using our gifts and talents we give praise and thanks to God.
• In what ways can we make best use of our gifts?
• In what ways can we help others?
• In what ways can this be seen as an offering to God?
• Why do you think we should give thanks to God?
page 5
page 6

SESSION
2
I AM ME!
CEC Learning Outcomes:
Level D: A1, B1
Key Messages: 1
Themes:
1. Growing and changing.
2. What can/cannot be changed?
3. Understanding of person.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Read over introduction to Session 2 and answer
any initial questions that may arise.
3. Task 2.1 Read over Appendix 2.
4. Organise class into groups of between 4-6.
Resources:
1. PowerPoint (Slides 7-16).
2. Created in Love Student Book.
3. Appendix 2.
4. Paper/pens/pencils.
5. Organise feedback from individual groups to
assembled class.
6. Task 2.2 – Individual activity.
7. Reflection. Class to read prayer aloud.
8. Extension Task: discussion
Detailed Notes:
Session 2 continues the theme of uniqueness and
individuality and begins by posing the question:
“Have you ever thought about how you got to be
you?”
By referring to photographs from a time when they
were babies, then into their primary years and to
more recent times, pupils are asked to consider how,
although they may change physically in size and
appearance, they remain the same person as they
grow. This is a very important concept to introduce as
it will make it easier to understand the changes which
occur during puberty that will be considered later in
the unit.
Task 2.1 considers how it is that they have changed
since they were very young through the use of a
short verse (Appendix 2). Pupils should work in
small groups to discuss how a young child changes
in their short lifetime as a child, e.g. size, shape, hair,
teeth, talking, walking, eating, etc. Groups will then
feed back in a whole-class discussion.
Task 2.2 asks pupils to reflect individually on how
they have changed. They are asked to think of
specific things which they are able to change and
those which cannot change, giving a brief note of
explanation as to why this should be the case.
The Reflection takes the form of a very short prayer
which can be said aloud by one person in the class
or may be said by the class as a whole.
The Extension Task refers to a passage of scripture
(1 Corinthians 13:11-13) in which St Paul says,
“When I was a child, I thought like a child, I reasoned
like a child; when I became an adult, I put and end to
childish ways . . .” This is suggested as a means of
further discussing how the self-understanding of each
pupil has changed over the years as they have grown
older. The main point here is to discuss how our
perception of time, events, people, etc may change
over the passage of time from childhood to
adulthood.
“The dignity of the human person is rooted in his creation in the image and likeness of God.” (CCC 1700)
“Endowed with a spiritual and immortal soul, the human person is the only creature on earth that God has
willed for its own sake. From his conception, he is destined for eternal beatitude.” (CCC 1703)
page 7

SESSION
2
Created in Love: I AM ME!
“Then God said, ‘Let us make human beings in our image, after our likeness . . .’”
(Genesis 1:26)
Learning objectives for students:
• to consider how we grow and change from childhood to adulthood;
• to understand the things about ourselves we can change, and those we cannot;
• to develop a deeper understanding of who we are as persons.
Have you ever thought about how you got to be you? Or about the sorts
of things that have helped you to become the person that you are?
Somewhere at home, perhaps hidden away somewhere, there may
possibly be at least one photograph of you as a nice, cute little baby.
There will most probably also be some photographs of you from your
time in primary school, and it is even possible that there may be some
photographs of you that are more recent. These photographs, though all
of you, will look quite different. See how you have changed! You have
grown taller, the shape of your body has changed, your hair may
have changed colour and maybe even in style. Yet despite all of
these changes, you are still the same you.
Change is a normal part of growing up and is something we
all go through as we progress from childhood through to
adulthood and into later years.
Since we are all unique individuals created by God,
however, the rate at which
we change is likely to
differ from one person to
another. This, too, is
perfectly normal, for we
all grow and mature at
different times and at
different rates.
page 6
page 8

TASK 2.1 GROWING AND CHANGING (1)
Working in groups of about 4 or 6, do the following:
1. Read ‘Growing and Changing’. You will find this in Appendix 2.
2. In your groups, discuss how a young child changes in their short lifetime
as a child, e.g. size, shape, hair, teeth, talking, walking, eating, etc.
3. One person from each group should now report back to the assembled
class.
TASK 2.2 GROWING AND CHANGING (2)
1. Working on your own, write down which of these things you can change and which you
cannot.
2. Choose two examples of each and write why you can/cannot change them.
Reflection:
Dear God,
Give me the strength to change the things I can,
the patience to accept the things I cannot change,
and the wisdom to know the difference.
Extension Task:
Read 1 Corinthians 13:11-13
Discuss:
How has your understanding of who you are changed over the years?
• What does it mean to think or feel like a child?
• In what way(s) might this be different from how an adult
thinks or feels?
• Why do you think there might be such a difference
here?
page 7
page 9

SESSION
3
FAMILY (1)
CEC Learning Outcomes:
Level D: C1, C2, C3, D1, D2, D4.
Key Messages: 2, 3
Themes:
1. Roles within the family.
2. Gender issues (equality).
3. Membership of family.
4. Love – Respect – Responsibility.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Read over first two paragraphs on page 7 with
pupils.
3. Task 3.1: Divide class into groups of about 4-6.;
Group discussion.
4. Read over text which follows task.
Resources:
1. PowerPoint (Slides 17-20).
2. Created in Love Student Book.
3. Appendix 3.
4. Paper/pens/pencils.
5. TV/DVD/Video Player (optional).
6. Appropriate episode of TV programme, e.g.
‘The Simpsons’.
5. Task 3.2 Read over Appendix 3. Paired activity
6. Organise feedback to class.
7. Reflection. Read either by one person or class as
a whole.
8. Extension Task View excerpt from TV programme.
Discuss “TV Families”
Detailed Notes:
Session 3 considers what we mean by ‘family’. The
Student Book states that - ideally - it is within the
family that we should experience love, support, and a
feeling of safety. These are described as basic
human needs, but these needs are not met for all
children, including, perhaps, some of pupils in the
class. Care should be taken, when talking about
‘family situations’ in order to avoid causing hurt or
embarrassment for any of the pupils in the class.
Pupils’ experience of family may be varied: nuclear
families, extended families, single-parent families,
blended families, adoptive families, foster families,
etc. The Catholic Church teaches that the ideal
context in which to rear a child is a family comprising
loving mother and father who have committed their
mutual love in marriage and share this love with
children. This teaching does not imply judgment on
those whose family situation does not accord with
this ideal.
“The relationships within the family bring an affinity of
feelings, affections and interests, arising above all
from the members’ respect for one another.”
(CCC, 2206)
Task 3.1 asks pupils to consider who does what
within a family and why this is so, whether because of
gender, ability, interest, etc. It also asks what they
believe to be their role within the family, and the
rights and responsibilities involved in both giving and
receiving.
In Task 3.2, pupils are asked to consider a piece of
writing by Leo Tolstoy (Appendix 3) that illustrates
how, as members of a family, we can often take each
other for granted or not show love and respect to
other family members.
The Reflection can either be read by an individual or
together as a whole class.
The Extension Task suggests the viewing of an
excerpt from a TV programme such as ‘The
Simpsons’, allowing for discussion of the family
dynamic and how families are often portrayed
through the media. ‘The Simpsons’ would be a
particularly good example to use, since they
represent what is frequently referred to as a
dysfunctional family unit that manages to stay
together, despite the various ups and downs that ‘life’
presents.
“In creating man and woman, God instituted the human family and endowed it with its fundamental
constitution. Its members are persons equal in dignity. For the common good of its members and of society,
the family necessarily has manifold responsibilities, rights and duties.” (CCC 2203)
page 10

SESSION
3
Created in Love: FAMILY (1)
“Love one another as I have loved you.”
(John 15:12)
Learning objectives for students;
• to develop an understanding of what it means to belong to a family;
• to consider roles and responsibilities within the family;
• to develop an understanding of the need for love, respect and responsibility within the family.
Everyone wants to be happy in life – to feel love, support, and to feel
safe. It could be argued that these are basic human rights, and that
from the moment of our birth the one place where we should expect these is
from within the family.
Of course, everyone is likely to have had a slightly different experience of
what we mean by ‘family’, since each family is different and works in a
different way. No matter what the structure, shape or size of a family,
however, there are three very important elements that should be common to
all families: love, respect and security.
TASK 3.1
FAMILY ROLES
Working in groups of about 4 or 6, do the following:
1. Discuss who does what in a family. For example, who does the cooking, housework,
decorating, gardening, earning money, etc.?
2. Now discuss why this may be the case. For example, is it because of gender, or ability or
interest, etc.?
3. What is your role within the family?
Who we are as people is very heavily influenced by our families,
their history, background and customs, and this is something in
which we should be able to take immense pride.
A sense of ‘family’ is one of the most significant factors in our
development as individuals. For the first faces we see, the first
hands that touch us, the first voices we hear, belong to our
family members. Through them we learn how to love.
Ideally, our family should supply our basic needs of love, food,
shelter, safety and security. We also need our family for
support at critical times in our lives.
We should always try to be a good family member by sharing
some of the responsibility for doing things around the home.
For as well as receiving from the family, we also have a
responsibility to give back to the family in the things we do,
and the way we treat each other . . . always with love
page 8
and respect.
page 11

TASK 3.2
THE GRANDFATHER AND HIS GRANDSON
You will need Appendix 3 to complete this task.
1. Read ‘The Old Grandfather and His Little Grandson’ by Leo Tolstoy, then work with a partner
to discuss the following:
a Why did the man and woman in the story not want the old man to eat with them?
b How would the old man be feeling?
c What made the man and woman stop and think about what they were doing?
d What does this story tell us about love and respect?
Reflection:
Loving Father, we cannot live without love and we thank you for the love and support of our
family and friends. Bless and take care of those who have cared for us from the moment of our
birth. May we love our parents and guardians and give them the respect they deserve. Amen.
Extension Task:
Television Families.
• Think of a family from any TV programme e.g. the Simpsons.
• Discuss how this family is portrayed.
• How would you describe their relationship?
• Do you think this is an accurate picture of a ‘real’ family?
page 9
page 12

SESSION
4
FAMILY (2)
CEC Learning Outcomes:
Level D: B4, B5
Level E: B3
Key Messages: 3
Themes:
1. Relationships.
2. Family Stress.
3. Strategies for coping with stress.
4. Prayer as a means of coping.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Task 4.1: Organise pupils into pairs.
3. Organise feedback.
4. Task 4.2: Organise groups of about 4-6 and
provide each group with one of the Family Stress
cards (Resource Sheet 1).
Resources:
1. PowerPoint (Slides 21-24).
2. Created in Love Student Book.
3. Appendix 4.
4. Paper/pens/pencils.
5. Resource Sheet 1 (to be cut into cards).
6. Resource Sheet 2.
5. Arrange feedback to class.
6. Reflection: read aloud by class.
7. Extension Task: 2 pupils to read Resource
Sheet 2.
Detailed Notes:
Session 4 develops an understanding of ‘family’, with
a focus on the stress that can accompany family life
as a normal part of our everyday living. This stress,
though difficult to cope with at times, is another part
of the growing up process and can provide an
invaluable learning experience.
In Task 4.1 pupils are asked to work with a partner to
discuss the everyday stresses that can affect family
living and why these should exist (Appendix 4). The
purpose here is to help pupils to appreciate the
inevitability of some form of stress in relationships
since we are all different, have differing opinions and
different needs.
Task 4.2 asks pupils to work in small groups of
between 4 to 6, with each group asked to consider
one of four possible strategies for coping with
stressful situations (Resource Sheet 1). The group
are asked to consider why a particular strategy may
be useful in a given situation, before feeding back to
the assembled class.
The Reflection is in the form of the Lord’s Prayer in
which we pray for help in our relationships, with God
and with other people. This is a particularly fitting
manner in which to conclude the session since it
reinforces the importance of prayer and reflection in
dealing with emotions.
The Extension Task is a revised version of the
Lord’s Prayer structured in the form of a conversation
between someone praying the Lord’s Prayer and
God, who ‘interrupts’ them (Resource Sheet 2). We
can reflect on the occasions when we may have
damaged our relationship with God and with other
people, as a result of the choices we have made.
Since this is in the form of a script, it works best if
read by two people. Some degree of pre-planning
may be especially beneficial given the complexity of
the script and it may be advisable to allow the
readers access to the script in order that they can
familiarise themselves with it prior to reading in class.
“The respect of children . . . for their father and mother is nourished by the natural affection born of the bond
uniting them. It is required by God’s commandment.” (CCC 2214)
“Respect for parents derives from gratitude towards those who, by the gift of life, their love and their work,
have brought their children into the world and enabled them to grow in stature, wisdom and grace.”
(CCC 2215)
page 13

SESSION
4
Created in Love: FAMILY (2)
“No one can develop freely in this world and find a full life
without feeling understood by at least one person.”
(Paul Tournier)
Learning objectives for students:
• to develop an understanding of the stresses that can be part of normal family life;
• to consider strategies for dealing with these;
• to develop a deeper understanding of the importance of prayer in stressful situations.
Not everyone shares the same experience of ‘family’ for a number of reasons. Some families have
two parents living at home, others have only one parent or none at all. Some have extended
families where there are possibly aunts, uncles and grandparents all living together. Families come in
all shapes and sizes and are as unique and different as individual people are.
It is not always easy to be a family member, however.
TASK 4.1
FAMILY STRESS
1. Read ‘Family Stress’. You will find this in Appendix 4.
2. Working in groups of about 4-6, take a large sheet of paper and write ‘Family Stress’ in the
middle. Now write down a list of the sort of day-to-day stresses that most families might
experience.
3. Why do our relationships with others often involve stress?
Some of the causes of stress in family life can be common to many families:
• arguments with brothers and/or sisters;
• work to be done around the house;
• pressure from parents to work hard and to do well at school;
• getting into trouble for breaking family rules;
• not being allowed to do everything you want to do.
Some of these stresses are actually quite good in a way, for they provide an opportunity to become
more aware of the needs and opinions of others, to become more reliable and to develop your
talents. In other words, stress can sometimes help you to
become a better family member.
page 10
page 14

SESSION
TASK 4.2
COPING WITH STRESS
1. The class will be divided into small groups of between 4 and 6.
2. Each group should discuss one of four possible strategies for handling or
coping with family stress. (Resource Sheet 1)
3. Now discuss the following:
• Why might this be a good way of handling stress?
• In what other situations might this strategy be useful?
There are possibly many pupils in your school for whom stress is just a normal part of their daily
life. Stress is something that many people have to live with, and it is possible to cope with stressful
situations. However too much stress can begin to have an effect on you. It can make you feel
unhappy or upset, and when this happens it is important to let others know how you are feeling.
By sharing your thoughts, your feelings and your hurt with someone else, something really good
can happen. For, although the pain doesn’t magically disappear, in the very act of sharing how you
feel with someone, you can lessen the stress. You can be comforted in the knowledge that
someone is listening to you and that they care.
Another useful way of expressing our feelings when we are stressed is through prayer. We pray for
strength, for patience, for understanding and for a way to lessen our problems. For example, each
time that we pray the ‘Our Father’ we are asking God to help us in our relationships, especially with
those who are closest to us. We do this especially when we pray the words, “Forgive us our
trespasses, as we forgive those who trespass against us.” When we ‘trespass’ on someone we do
something that hurts them, either physically or emotionally. And, of course, when someone
‘trespasses against us’ they do things which hurt us.
Reflection:
Our Father, who art in heaven, hallowed be thy name.
Thy Kingdom come.
Thy will be done, on earth as it is in Heaven.
Give us this day our daily bread,
And forgive us our trespasses,
As we forgive those who trespass against us.
And lead us not into temptation,
But deliver us from evil. Amen
Extension Task:
Read ‘A Conversation with God’ which is on Resource Sheet 2.
Two people should read this as a conversation.
page 11
page 15

SESSION
5
FRIENDS (1)
CEC Learning Outcomes:
Level D: B3, F2, F6
Level E: B3
Key Messages: 2, 5
Themes:
1. What does it mean to be a friend?
2. What qualities make a friend?
3. First friends.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Task 5.1: Divide class into groups of four and
distribute copy of Resource Sheet 3 (enlarged to
A3 size). Distribute ‘Friends’ cards. (Resource
Sheet 4).
3. Group activity; followed by class discussion based
on small group findings.
Resources:
1. PowerPoint (Slides 25-28).
2. Created in Love Student Book.
3. Resource Sheet 3.
4. Resource Sheet 4 (cut into ‘Friends’ cards).
5. Paper/pens/pencils.
6. Appendix 5.
4. Task 5.2: Organise class into pairs, to avoid peer
groupings
5. Reflection: Class should read prayer to Guardian
Angel.
6. Extension Task: read Appendix 5 & discuss
Detailed Notes:
Session 5 explores the concept of friends and
friendship and how our understanding of friendship
may have developed in different ways, with making
friends being something that some people are better
at than others.
Task 5.1 expects pupils to work in small groups to
arrange a series of cards with statements about
friends and friendship into what they consider to be
the most important in terms of describing a friend.
The cards are to be arranged in order using the grid
provided on Resource Sheets 3. In the ensuing
class discussion, pupils should develop their
understanding of friends and friendship.
Task 5.2 asks pupils to work in pairs to consider their
first experience of friendship from an early age and to
compare this with what they now understand about
friendship. The purpose of this activity is to develop
their understanding of the nature and complexity of
friendship and the demands this places on us as
individuals.
The Reflection offers a prayer for friends, giving
pupils the opportunity to pray for those whom they
know, and in this way to be true friends.
The Extension Task provides a text (Appendix 5)
which may be familiar to some pupils. This may then
serve as the basis for a discussion on what true
friendship really means, in the ways in which we help,
support and comfort one another in our times of need
and throughout our daily lives.
It can also lead to discussion of what it means to be a
friend of God.
God created man in his image and established him in his friendship. A spiritual creature, man can live this
friendship only in free submission to God.” (CCC 396)
“. . . the Sacrament of Reconciliation with God brings about . . .restoration of the dignity and blessings of the
life of the children of God, of which the most precious is friendship with God.” (CCC 1468)
page 16

Created in Love:
5
Session 5
SESSION Created in Love: FRIENDS (1)
“A faithful friend is a sturdy shelter: when you have found one you have found a treasure.”
(Sirach 6:14)
Learning objectives for students:
• to consider what it means to be a friend;
• to develop an understanding of the qualities that make a friend;
• to consider how friendship changes as we grow older.
You weren’t born with the knowledge of how to be a friend. Rather, it is something you have
picked up along the way, and is something that some people pick up more easily than others.
The main influence on how your understanding of ‘friends’ has developed will have been your family.
By being a member of a family you will have learned about what it means to get on with others, to put
the interests of others before your own, to compromise, to communicate, and to enjoy the company
of other people. All of this will have prepared you well for developing your own friendships.
What does it mean to be a friend? What does it mean to have friends?
TASK 5.1
WHAT IS A FRIEND?
You will need Resource Sheet 3 and the ‘What Is a Friend?’ cards.
1. Working in groups of about 4, take the cards and arrange them
on the grid in the order in which you
think best describes what a
friend is, with 1 being the best
description, and 16 being
the least satisfactory.
2. Now discuss why you have
placed the cards in this
order before one member of
the group reports back to the
class.
page 12
page 17

SESSION
1
We don’t really know why people become friends or what draws people together. Sometimes it can
be because they share something in common, but often friends can be quite different from each
other.
TASK 5.2
FIRST FRIENDS
Working with a partner, discuss the following:
1. Who was your first friend?
2. What did you enjoy doing with them?
3. Do you have to be “the same” as someone in order to be their friend?
Reflection:
Guardian Angel,
Watch over those whose names you can read in my heart.
Guard over them with every care
And make their way easy and their labours fruitful.
Dry their tears if they weep;
Bless their joys;
Give them courage if they weaken;
Restore their hope if they lose heart,
Their health if they be ill,
Truth when they err,
And forgiveness if they fall.
Amen.
Extension Task:
Read ‘Footsteps’. You will find this on Appendix 5.
• What does this story tell us about our relationship with God?
• What does it tell us about being a true friend?
• In what way(s) can we ‘carry’ our friends?
page 13
page 18

SESSION
6
FRIENDS (2)
CEC Learning Outcomes:
Level D: B4, B5, D4, E6
Level E: B3
Key Messages: 5, 8
Themes:
1. Stress in friendship.
2. Assertiveness skills
3. Peer pressure.
4. Choices and consequences.
5. How do we decide what is right/wrong?
Suggested Methodology:
1. Remind class of terms of class agreement.
2. Read Introduction to session.
3. Task 6.1: Divide class into groups of 4 to 6 and
assign each group one of the four scenarios
outlined in Appendix 6.
4. Task 6.2: Whole class activity: How do we decide
what is right/wrong?
Resources:
1. PowerPoint (Slides 29-32).
2. Created in Love Student Book.
3. Appendix 6.
4. Paper/pens/pencils.
5. Bibles: (Exodus 20: 1-17).
5. Reflection: should be read together as whole
class.
6. Extension Task: distribute copies of Bible and read
passage from Old Testament (Exodus 20: 1-17).
Discuss
Detailed Notes:
Session 6 is intended to help pupils realise that
stress is a normal part of relationships and that, as
we grow up and develop different interests, opinions
and values, this can have a very profound influence
on how we relate to other people.
As we grow older, decision-making and choices
become more and more a feature of our lives, but
with the freedom to make decisions comes the
responsibility for our actions. At times we can be
faced with making very difficult decisions, and
whenever we make a choice we must be prepared to
face the consequences of our actions, and this can
be stressful indeed.
In Task 6.1 pupils are confronted with four
hypothetical situations (Appendix 6) in which people
are faced with making difficult choices. Peer pressure
can add to each situation, increasing the stress levels
and making the choice more difficult. Groups of about
4 to 6 should consider what options are open to the
individual in each scenario and what the possible
consequences might be in each case. More
importantly, they are asked to say what would be the
correct thing to do in each case and to explain why.
In Task 6.2, within the context of a whole-class
discussion, pupils will have the opportunity to
consider how we know what is right and wrong and
why it is not always as straightforward to make the
right choice, particularly when faced with peer
pressure. This presents the opportunity to develop
the concept of self-control in decision-making.
The Reflection prayer asks God for help in making
the correct choices in life and for the courage and
strength to always do the right thing.
The Extension Task highlights responsibility for
creating the rules and laws of a new society deep in
space. Pupils are asked to consider the Ten
Commandments (Exodus 20:1-17), discussing why it
is important that society has rules and laws and to
consider what sort of society we would have without
some form of moral guidance.
“Freedom is the power given by God to act or not to act, to do this or to do that, and so to perform deliberate
actions on one’s own responsibility. . . The more one does what is good, the freer one becomes. . . Freedom
also implies the possibility of choosing between good and evil.” (Compendium to CCC 363)
page 19

SESSION
6
Created in Love: FRIENDS (2)
“A greater love has no man than this, that a man lay down his life for his friends.”
(John 15:13)
Learning objectives for students:
• to develop a deeper understanding of peer pressure;
• to consider choices and their possible consequences;
• to understand how we know right from wrong;
• to consider our right to say ‘No’ to behaviour of which we disapprove;
• to consider the need for rules and laws in society.
As you grow older your experience of friendship
changes and stress can have a major influence
on how your friendships develop. For example, a
friend may not want to spend as much time with
you anymore and you may feel hurt by this.
‘Peer pressure’ is part of growing up and wanting
to be accepted. This is where you feel pressure to
behave in particular ways in order to please your
friends or to ‘fit in’ with the company you keep. At
times this may lead you to behave in ways which
cause difficulty for you and for others.
Sometimes, of course, peer pressure can also
have good effects, especially where someone is
forced to change their negative behaviour in
order to be accepted
TASK 6.1
CHOICES AND CONSEQUENCES
Working in groups of approximately 4 to 6, take one of the situations described in Appendix 6
and discuss the following:
1. What choice is the person in the story faced with?
2. What option(s) do they have?
3. What are the possible consequences of their various options?
4. What do you think would be the correct choice to make, and why?
page 14
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TASK 6.2
PEER PRESSURE
Class Discussion:
In each of the four situations we have looked at someone was faced
with making a difficult choice.
1. How do we decide what is right or wrong in a given situation?
2. Why is it not always easy to make the right choice?
3. How important is self-control in making right choices?
4. Why does peer pressure have such an impact on our decision-making
and on our friendships?
Reflection:
Dear God,
Sometimes it is hard to do what we know to be right, and there are times when we are weak
and fail to please you. May your Holy Spirit work within us, guiding us and giving us the courage
and the strength to make the right choices in our lives that will lead us to a fulfilled life and to
you. Amen.
Extension Task:
1. It is the year 2061. Imagine that you and your companions are part of a large group who have
been sent from earth to colonise a new planet somewhere in the universe.
2. What sort of rules or laws would you make to ensure good order in this new society?
3. Why would it be important to have rules and laws?
4. Read: ‘The Ten Commandments’ (Exodus 20:1-17)
5. Why are these laws or commandments so important in the Judaeo-Christian tradition?
page 15
page 21

SESSION
7
HAPPINESS
CEC Learning Outcomes:
Level D: A1, B6, C2, D3, D4
Key Messages: 2, 4, 6
Themes:
1. What does it mean to be happy?
2. Personal wants and needs.
3. What makes you happy?
4. True Happiness.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Read over introductory text.
3. Task 7.1: Individual activity:
complete Resource Sheet 5
4. Task 7.2: Individual activity:
complete Resource Sheet 6.
Resources:
1. PowerPoint (Slides 33-38).
2. Created for Love Student Book.
3. Resource Sheets 5, 6 & 7 for each pupil.
5. Whole-class activity: Discuss ‘What makes you
happy?’.
6. Reflection: True Happiness (The Beatitudes)
7. Extension Task: Meditation based on the
Beatitudes. Requires two readers.
Detailed Notes:
The main theme of Session 7 is ‘Happiness’. Life is
lived in pursuit of happiness, and different people find
happiness in different ways and in different things.
For some people, happiness can be found in having
a number of possessions or experiences (personal or
shared) from which they derive pleasure. For others,
happiness is an inner peace, an air of serenity, an
acceptance of self. For some people, the pursuit of
happiness is less fruitful, either because they do not
know what they want out of life, or continue to look
for it in the wrong direction and in the wrong place.
Sometimes happiness can be short-term and last
only for a brief while (winning something, going to a
party or night out, etc.) and other times it can last for
a sustained period of time (a fulfilling career, family,
etc.). If we want to be truly happy, then we should
consider what will make us happiest for the longest
time.
In Task 7.1 pupils are asked to complete an activity
where they consider the difference between wanting
and needing something. Using Resource Sheet 5
they can work individually to think about the sort of
things they desire in life and to contrast this with what
they actually need.
In Task 7.2, using Resource Sheet 6, pupils are
asked to consider what it is that makes them happy.
To help them focus on the exercise they are given
four categories:
1 Possessions
2 Values or attitudes
3 Activities
4 Achievements.
The Reflection uses a passage from the Gospel of
Matthew (Mt. 5: 3-12) where Jesus teaches the
assembled people what it means to be truly happy.
This passage, the Beatitudes, should be read over
and, time allowing, be the subject of further
discussion.
The Extension Task is a further development of the
Beatitudes, where the passage (Resource Sheet 7)
has been structured into a form of service that allows
the pupils to develop an understanding of how to live
the Beatitudes in their daily living and in doing so, to
find ‘True Happiness’. Since this activity requires two
readers, it may be appropriate to ask for assistance
from the School Chaplain.
This would be an ideal opportunity to use the
reflection materials included in the ‘Values for Life’
pack produced by SCES. These include some
PowerPoint presentations set to music that can be
used to aid reflection and meditation.
“We attain beatitude (happiness) by virtue of the grace of Christ which makes us participants in the divine life.
Christ in the Gospel points out to his followers the way that leads to eternal happiness: the beatitudes.”
(Compendium to CCC 358)
page 22

SESSION
7
Created in Love: HAPPINESS
“Success is not the key to happiness. Happiness is the key to success.
If you love what you are doing,You will be successful.”
(Albert Schweitzer)
Learning objectives for students:
• to consider what we mean by happiness;
• to develop an understanding of the things that will make us happy;
• to appreciate that we cannot always have the things that we want;
• to discover through the Beatitudes what it truly means to be happy.
What do we mean by ‘happiness’? Is it a question of seeking to have a number of possessions or
experiences from which we get pleasure? Or is happiness better described as being more like
an inner contentment?
We spend so much of our time looking for happiness, and for some of us it can be a more enjoyable
pursuit than it is for others. The trouble is, we very often look for happiness in the wrong place and
then complain when we don’t find it.
This constant pursuit of happiness does not mean that we are selfish, for we all want to be happy. In
searching for happiness all we are doing is aiming to achieve our ultimate goal – the very reason for
our existence.
God wants us to be happy. God wants us to live fulfilled lives. All we need to know is where to look for
happiness.
TASK 7.1
PERSONAL WANTS AND NEEDS
You will need Resource Sheet 5 to complete this task.
1. Working on your own, fill in the ‘Personal Wants and Needs List’.
page 16
page 23

SESSION
TASK 7.2
WHAT MAKES YOU HAPPY?
You will need Resource Sheet 6 to complete this task.
1. Fill in the blanks in the ‘What Makes You Happy?’ list.
2. You will notice that the sheet is divided into four categories to help you, with an
example given under each category, e.g. a Games Console is a possession that
may make you happy, whereas being shown kindness is an attitude that can
bring you happiness.
God does want you to be happy. If this is to happen, however, it is clear that there are certain things
you have to do, situations you have to avoid, and ways you have to treat others and be treated
yourself. If you don’t come to understand what these are, you will continue to look for happiness in
the wrong place.
Reflection:
True Happiness (The Beatitudes)
Happy are the poor in spirit; for theirs is the kingdom of heaven.
Happy are those who mourn; for they shall be comforted.
Happy are the meek; for they shall inherit the earth.
Happy are those who hunger and thirst for righteousness; for they shall be satisfied.
Happy are the merciful; for they shall obtain mercy.
Happy are the pure in heart; for they shall see God.
Happy are the peacemakers; for they shall be called children of God.
Happy are those who are persecuted for the sake of righteousness;
for theirs is the kingdom of heaven.
Extension Task:
Meditation on the Beatitudes.
The class will join together in contemplating a modern interpretation of the Beatitudes.
(Resource Sheet 7)
page 17
page 24

SESSION
8
ME & MY BODY
CEC Learning Outcomes:
Level D: A1, C1, C2, C3, E5, E6, F1
Key Messages: 4, 6, 7
Themes:
1. Sexuality as a God-given gift.
2. Respect for god’s Creation.
3. Correct terminology for the genitalia.
4. Looking after yourself – healthy living.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Read over Introduction to Session 8
3. Task 8.1: Divide class into groups of about 4-6. At
discretion of teacher, these groups may be samesex
in composition.
Resources:
1. PowerPoint (Slides 39-41).
2. Created in Love Student Book.
3. Resource Sheets 8, 9 & 10 for each group.
4. Paper/pens/pencils.
5. Art materials for posters.
4. Task 8.2: Group activity:
5. Reflection from St Teresa of Avila.
6. Extension Task: design a poster
Detailed Notes:
Session 8 offers a focus on the physical aspects of
relationships and the developing awareness and
understanding of sexuality and what it means to be a
sexual person. It begins by considering some of the
early influences that shape our understanding of
sexuality, particularly those people who are closest to
us.
The gift of our sexuality, our maleness and
femaleness which comes from God, is mentioned in
very respectful terms. The text stresses how
important it is that we should respect and cherish this
gift. To illustrate this, pupils are asked to label
diagrams of the male and female body using correct
terminology and to develop a deeper understanding
of the nature and purpose of the male and female
reproductive organs.
NB it may be appropriate to have boys and girls work
separately on Tasks 8.1 and 8.2 to avoid any
embarrassment and to reduce any negative attitudes
or behaviour.
In Task 8.1 pupils are asked to work in groups of
about 4-6 to complete Resource Sheet 8, on which
there are diagrams of the male and female body
which should be correctly labelled using the bank of
words supplied. Using Resource Sheets 9 and 10,
they are asked to match the various parts of the male
and female body with their correct description.
Please note that the words and terminology used in
this exercise are those commonly used amongst
medical and health practitioners. These may differ
from those used in the school’s Science curriculum
and it may be advisable to consult with colleagues
regarding their usage to avoid confusion.
In completing the task, pupils are expected to identify
the male and female reproductive organs as
indicated.
“Sexuality affects all aspects of the human person in the unity of his body and soul. It especially concerns
affectivity, the capacity to love and procreate and, in a more general way, the aptitude for forming bonds of
communion with others.” (CCC 2332)
“Everyone, man and woman, should acknowledge and accept his sexual identity.” (CCC 2333)
page 25

Male Body Part
urethra
foreskin
vas deferens
penis
testicle
scrotum
seminal gland
Female Body Part
ovary
cervix
fallopian tube
vagina
uterus
labia
Description
Tube running from the bladder to the tip of the penis, through which urine is
passed. The opening from the bladder closes over during sex so that semen and
urine are not passed at the same time.
A piece of skin that covers the tip of the penis. It is sometimes removed through a
small operation called circumcision.
A long tube which links each testicle to the urethra and through which sperm and
semen pass.
An organ made of special tissue that becomes firm and grows in length when extra
blood is pumped into it when the male is aroused.
Each male usually has two of these. Oval in shape, and about the size of a walnut,
they are firm to touch and contain many tiny tubes in which sperm is manufactured
and stored.
A pouch-like piece of skin that is located just behind the penis and in which the
testicles (testes) are to be found.
A gland located near to the end of the vas deferens which, along with the prostate
gland beside it, produces liquid called semen that helps sperm cells to travel more
easily.
Description
A place where egg cells develop when the body is mature enough. There are two of
these, about the size of an almond, one on either side of the uterus.
The opening to the neck of the uterus or womb. This is able to close and expand
(dilate) to let a baby pass through during labour.
These look a bit like outstretched arms with fingers on the end and are about 10 to
12cm in length. They provide a pathway from the ovaries to the uterus, and it is in
one of these that an egg might be fertilised by the male sperm.
This connects the uterus with the outside of the body. It is made up of folds of
muscle that are able to expand to let a newly born baby pass through.
This is shaped a bit like a pear and has thick walls made mainly of muscle. It can
stretch to many times its usual size to hold a growing baby.
A pad of fatty tissue around the entrance to the vagina. This is made up of what is
referred to as the outer lips, inner lips, clitoris and vaginal opening.
In Task 8.2 groups are asked to consider what St Paul says about ways in which we can harm our bodies. This is where
health issues and risk behaviour can perhaps be discussed, although the teacher should be mindful of the age and stage of
the pupils. Particular attention is drawn to drugs, alcohol and sexual activity.
The Reflection is a quotation from St Teresa of Avila which could be used to stimulate discussion on how Christians, as
members of the Body of Christ, bear a responsibility for continuing Christ’s work on earth.
In the Extension Task, pupils are asked to design a poster that focuses on a particular aspect of Health and Healthy Living.
page 26

SESSION
8
Created in Love: ME AND MY BODY
“Do you not know that your body is a temple of the Holy Spirit, who is in you,
who you have received from God? You are not your own; you were bought at a price.
Therefore honour God with your body.”
(1 Cor. 6:19-20)
Learning objectives for students:
• to develop an appreciation of sexuality as a gift from God;
• to consider the need to cherish this gift;
• to develop an understanding of the correct terminology for the reproductive organs.
Learning about your sexuality is something that you have been doing from a very early age, even
though you were perhaps not even aware of thinking about it. During this time there have been
many things that will have influenced your learning, such as TV programmes, films, magazines,
and seeing other people around you. The most important influence, however, will have been those
people who are closest to you. How they look, the way they relate to one another and to you, the
things they do – all of these will have had a major influence on how you feel as a girl or a boy.
This gift of our sexuality comes from God and, like any gift we receive, we should look after it and
respect it. God wants us to be happy. Your parents and your teachers want you to be happy. Part of
being happy means leading good lives and showing that you can both understand and follow God’s
plan for your sexuality.
Your body has changed quite considerably over the years. As you grow and your body develops,
you will begin to look more like an adult, and as this happens you receive another gift from God –
the capacity to create life.
Sexuality is not just about body parts. It is more about the sort of person you are, created by God,
as male or female. As members of God’s family and as part of his creation, we must learn to
respect each other. We should show this in the
way we speak, the things we say to others, the
language that we use. We should always avoid being
disrespectful or hurtful to other people, even when we
sometimes disagree with them.
How do you respect your body? How do you respect the
bodies of others? How do you show this in the language that
you use, for example, in describing parts of the body?
page 18
page 27

TASK 8.1
UNDERSTANDING THE BODY
Working in groups of about 4 to 6, do the following:
1. Get a copy of Resource Sheet 8.
2. In your groups, correctly label the parts of the male and female body using the list of words provided.
3. Now get a copy of Resource Sheets 9 and 10.
4. Using the same list of words, correctly match each part of the male and female body with its
correct description.
Your body is a beautiful gift from God which you should treat with care and respect. This means that
you should use the correct words for the parts of your body, so that you are not disrespectful to the
beauty of God’s creation.
The male body and the female body are designed to develop so that a husband and a wife are able
to join together and be part of the creation of a new life - a life that has never existed before. This is
a wonderful gift, but it also brings with it major responsibilities. For, in accepting this gift, you have
to consider how you use it, with whom you use it and how you look after it.
TASK 8.2
RESPECT FOR THE BODY
“Do you not know that your body is a temple of the Holy Spirit, who is in you,
whom you have received from God? You are not your own; you were
bought at a price. Therefore, honour God with your body.”
(1 Cor. 6: 19-20)
1 What is St Paul telling you about your body?
2 In what ways can the following harm our bodies:
• drugs • alcohol • sexual activity?
3 In what other ways can we harm our bodies?
Reflection:
Christ has no body now on earth but yours, no hands but yours, no feet but yours. Yours are the
eyes with which his love looks out to the world; yours are the feet with which he goes about
doing good; yours are the hands with which he blesses people now. (St Teresa of Avila)
Extension Task:
Using one of the examples from the discussions in Task 8.2, design a poster which could be used as
part of a health campaign which draws particular attention to your chosen theme.
• Think of an appropriate image and slogan.
• How would you warn the public about the dangers presented by your chosen theme?
page 19
page 28

SESSION
9
PUBERTY
CEC Learning Outcomes:
Level D: A1, C5, F3, F5
Level E: A1
Key Messages: 5, 6, 7
Themes:
1. What is puberty?
2. Getting ready for parenthood.
3. Outwardly visible changes.
4. Internal changes.
5. Coping with puberty.
Suggested Methodology:
1. Read over Introduction with pupils. Deal with any
initial questions at this stage.
2. Task 9.1: Divide class into groups of about 4-6.
Group activity, using Resource Sheet 14 and
Appendix 7
Resources:
1. PowerPoint (Slides 42-45).
2. Created in Love Student Book.
3. Resource Sheet 14.
4. Appendix 7.
5. Paper/pens/pencils.
3. Class discussion
4. Reflection can be read aloud by the whole class.
5. Extension Task: discussion or written activity
Detailed Notes:
Session 9 seeks to develop a greater understanding
of what is meant by ‘puberty’ and the changes, both
external and internal, that are associated with this
important stage in the process of growing from
childhood into adulthood.
The concept of sexual attraction becomes a feature
of this session and it goes on to consider how a man
and a woman can express their love and commitment
through their bodies in sexual intercourse, a lifegiving
gift which should also be treasured and
respected.
In Task 9.1 pupils are required to work in groups of
about 4-6 to consider the information contained on
Resource Sheet 14 and to decide which of the
statements are true and which are false.
Once they have completed the initial part of this task
they should read Appendix 7, which gives factual
information about puberty. Using this information,
each group should draw up a list of the external
changes that occur during puberty and the internal
changes.
True or False Answers:
1. TRUE 2. FALSE
3. FALSE 4. TRUE
5. TRUE 6. TRUE
7. FALSE 8. FALSE
9. TRUE 10. TRUE
The purpose of this activity is to help pupils to realise
that, just as we are different as individuals, so too are
our bodies, and we all arrive at puberty when our
own body is ready for it. This, once again, is a
perfectly natural part of the growing up process, a
point which is developed in the last part of the task.
The Reflection is a prayer which can be said
together as we give thanks to God for the gift of our
sexuality.
In the Extension Task, a quote from Lewis Carroll is
used as the basis for discussion of the various
changes that occur during puberty in a positive
manner, since these changes are about who they are
to be in the future.
“[Puberty] is the time of self-discovery, of one’s own inner world, the time of generous plans, the time when
the feeling of love awakens, with the biological impulses of sexuality, the time of the desire to be together, the
time of particularly intense joy connected with the exhilarating discovery of life. But it is also the age of
deeper questioning, of anguished or even frustrating searching . . .”
(John Paul II, Apostolic Exhortation Catechesi Tradendae, 1979, #38)
page 29

SESSION
9
Created in Love: PUBERTY
“So God created men and women in his own image . . . male and female he created them.”
(Genesis 1:27)
Learning objectives for students:
• to develop a deeper understanding of the complexity of the human body;
• to develop a deeper understanding of changes which occur in puberty;
• to develop an appreciation of our potential to share with God in the creation of new life.
If someone gave you a gift which you really liked, you would want to look after it and make sure that
it was not damaged in any way. So, too, with your body, which is a very special gift from God.
You have looked at the reproductive systems of males and females, you will have seen how men and
women are designed in a very complex way and with a specific purpose – to create new human life.
This is what is called “procreation”. In this very special way a man and a woman are able to cooperate
with God in creating a new, unique and special person.
Our bodies are designed by God to develop at various stages as we
grow, so that we become physically equipped to play our part in the
creation of new life. A key stage in our physical and emotional
development is called “puberty”.
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TASK 9.1
PUBERTY
Working in groups of about 4 to 6, do the following:
1. You will require a copy of Resource Sheet 14 for the first part of this task, which is a quick
quiz about puberty. Which statements are either true or false?
2. Now read over the information in Appendix 7.
3. Write a list of the outwardly visible changes that occur during puberty, then write a list of those
changes which are not visible, in other words, which happen inside the body.
4. Why might some people become anxious or worried if they think they are early or late
developers?
Reflection:
Loving God, we marvel at the wonder of your creation.
You have given us the wonderful gift of life; male and female you have created us.
We thank you for this gift and we ask that you help us daily as we try to use the gift of our
sexuality in the way that you intended. Amen.
Extension Task:
Read the following:
“I can’t go back to yesterday, because I was a different person then.”
(Lewis Carroll)
• What do you think Lewis Carroll is saying here?
• What does this mean with regard to us as individuals?
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SESSION10
CREATING NEW LIFE
CEC Learning Outcomes:
Level D: E2, E4, F3, F4, F5, F6
Key Messages: 4, 6, 7
Themes:
1. Created as male and female.
2. Sexual intercourse as a sign of loving
commitment within marriage.
3. Having sex or making love?
4. Media attitudes to sex and sexuality.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Task 10.1: Paired working using Appendix 8 and
Resource Sheet 11.
3. Brief re-cap of main points with whole class
assembled.
4. Read over text provided between Tasks 10.1
and 10.2.
Resources:
1. PowerPoint (Slides 46-49).
2. Created in Love Student Book.
3. Appendix 8.
4. Resource Sheet 11.
5. Paper/pens/pencils.
5. Task 10.2: Individual work.
6. Review answers to Task 10.2 as whole-class
activity.
7. Reflection: to be read aloud as whole class
activity.
8. Extension Task: discussion or written activity
Detailed Notes:
Session 10 develops the understanding of the many
changes that occur in the body as a result of puberty
and highlights the specific purpose for these changes:
the body is preparing itself to be able to share with
God in the possibility of creating a new human life.
Task 10.1 requires pupils to use Appendix 8 to
consider how the process of pollination may occur,
and that this process relies on the presence of male
and female parts in the flower. This is an important
element of the session as it forms the basis for the
introduction of human reproduction. The answers to
the puzzle provided on Resource Sheet 11 are given
below.
1 P I S T I L
2 O V A R Y
3 P E T A L S
4 O V U L E
5 W I N D
6 I N S E C T S
7 N E C T A R
8 A N T H E R
9 S T I G M A
10 P O L L E N
11 S T A M E N
The Student Book refers to the Book of Genesis and
God’s plan that we should have children, where
biologically possible. It indicates that, as part of this
plan, something is required from the male (sperm)
and several things are required from the female (egg,
womb, etc.) to create life.
Sexual intercourse is placed within a loving,
committed and respectful relationship, which, within
Catholic teaching, refers specifically to Marriage.
There is a possibility that some issues will arise within
the class at this stage, depending on the experiences
of pupils. In any discussion, it is very important that
the teacher is able to promote an understanding of
why the Church promotes a vision of Marriage while
avoiding appearing to be judgmental on people
engaged in other relationships.
This session involves a fair amount of reading, but it
is essential that the pupils are made aware of this
information and that they have the opportunity to
discuss this. Thus Task 10.2 allows them to reflect
on the information covered so far. At the discretion of
the teacher it may be considered appropriate to have
the pupils work in same sex groupings.
The Reflection is in the form of a prayer which
thanks God for the gift of our sexuality, asking for help
in learning to respect this gift. This can be developed
further in the Extension Task, which considers how
sex is often portrayed within the media and how this
can be at odds with Catholic teaching.
Married life is the measure of sexual love and marriage possesses both a unitive and a procreative
dimension. These two aspects are not merely biological, but are ordered to something specifically human: a
human union and the generation of a human being. (Cherishing Life, 124)
page 32

SESSION
10
Created in Love: CREATING NEW LIFE
“We are not some casual and meaningless 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)
Learning objectives for students:
• to develop an understanding of human reproduction;
• to develop an understanding of Catholic teaching on the place of sexual intercourse within
the context of marriage;
• to consider how the subject of sex is portrayed through the media.
As you have been getting older, many changes have been occurring within your body as it
prepares itself for the possibility of creating new human life. ‘Reproduction’ does not happen by
chance, nor is it something that can be achieved on your own. In most cases in the natural world
there usually needs to be some input from both the male and female of the species to bring about
reproduction.
TASK 10.1
REPRODUCTION
Working with a partner, do the following:
1. Read over the information on plant reproduction in Appendix 8.
2. Now take Resource Sheet 11 and, using the given clues, unscramble the letters of the 11
words and write them in the correct space in the grid to reveal the hidden word in the shaded
boxes.
In the Book of Genesis we read about when God
decided to create people and that he created
them male and female. Men and women have
been perfectly designed for the purpose of
creating new life together. This requires a
contribution from the man (sperm) to fertilise
something from the woman (egg) which can then
develop as a baby in the woman’s womb.
Sexual intercourse is a special gift that you
should share with someone to whom you have
made a commitment to love, honour and respect
until the end of life. For Catholics and other
Christians, for people of other faiths and none,
this commitment is recognised through the
Marriage ceremony.
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When a man and a woman commit to marriage, they promise to share all that they have, through
good times and bad, in sickness and in health, until they are parted by death.
The couple also promise to share their bodies with each other through having sexual intercourse.
This will not only satisfy them in a physical sense, but in an emotional and spiritual sense. It will help
to make their relationship much stronger as they express their love, trust and commitment to each
other.
Sexual intercourse is sometimes referred to as ‘making love’ since it is a sign of a very special
relationship between a husband and wife. This is why the Catholic Church teaches that sexual
intercourse should only take place between a man and a woman within a loving and married
relationship.
During the loving act of sexual intercourse the husband places his penis inside his wife’s vagina.
During their love-making, millions of sperm cells contained in only a small amount of semen, are
released through the penis into the vagina, where they begin their journey towards the fallopian tubes
in search of an egg to be fertilised. If there is an egg ready to be fertilised, and if one of the sperm
reaches it, the wife may become pregnant.
TASK 10.2 HUMAN REPRODUCTION
Working on your own, do the following:
1. In what way(s) do you think plant reproduction and human reproduction have something(s) in
common?
2. In what way(s) do you think they are different?
3. What do you think the difference is between ‘having sex’ and ‘making love’?
Reflection:
Dear God,
We thank you for the special gift of our sexuality and for the wonderful way that you have
created men and women so that their bodies may complement each other in sharing the work of
your creation. Help us, so that we learn to respect this gift and more fully understand how, by
loving in this way, we show the love you have for us. Amen.
Extension Task:
How is the issue of sex tackled on television programmes?
• Think of two characters from any TV programme you have seen recently and who are
involved in a relationship.
• How would you describe their relationship?
• If it is a sexual relationship, do you think they would describe themselves as ‘having sex’ or
‘making love’?
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HOW HUMAN LIFE DEVELOPS
SESSION11
CEC Learning Outcomes:
Level D: C1, C2, C3, C5, C6, E4, E5, F5
Key Messages: 4, 6, 7
Themes:
1. How pregnancy occurs.
2. Fertilisation and conception.
3. The stages of foetal development.
4. When does human life begin?
5. The dignity of human life.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Read over introductory text for Session 11.
3. Task 11.1: Divide class into groups of 4-6.
4. Refer pupils to Appendix 9 and distribute
‘Development of Human Life’ cards (Resource
Sheet 12) to each group. Group activity followed
by discussion.
Resources:
1. PowerPoint (Slides 50-54).
2. Created in Love Student Book.
3. Appendix 9.
4. Resource Sheet 12, cut into cards for each
group.
5. Paper/pens/pencils.
5. Class activity: recap of findings from group
activity.
6. Reflection: this should be read aloud by the whole
class.
7. Extension Task: Continuum exercise
Detailed Notes:
Session 11 allows for discussion of the development
of human life from conception till birth. The process of
conception is described within the Student Book to
help pupils to develop an understanding of, and a
respect for, the miracle of human life.
In Task 11.1 pupils are required to work in groups of
about 4-6 (possibly same sex groupings) to arrange a
number of cards into an order which correctly
describes stages in the development of a new human
life from conception through to birth (Resource
Sheet 12).
The Reflection calls us to thank God for the way in
which we are created male or female and for the gift
of being able to share in his work of creating a new
human life, a gift which we should learn to respect
and understand more fully.
The issue of the sanctity of human life can be
discussed in the Extension Task, which provides the
opportunity to address any Life questions, perhaps
touching upon abortion and euthanasia as ways of
harming the dignity of human life. Possible
statements for use in this extension exercise might
include:
• Life begins at conception
• It is a woman’s right to choose to continue with a
pregnancy
• Only God should decide when human life should
end
• All life is sacred, from conception through to death
. . . .etc.
Keeping a copy of Resource Sheet 12 intact will
allow you to check the correct sequence which runs
from left to right as you go down the page.
“Man and woman were made for each other - not that God left them half-made and incomplete; he created
them to be a communion of persons, in which each can be a helpmate to the other, for they are equal as
persons . . . and complementary as masculine and feminine. In marriage God unites them in such a ways
that, by forming one flesh, they can transmit human life.” (CCC 372)
page 35

Created in
11
Love: Session 11
SESSION Created in Love:
HOW HUMAN LIFE DEVELOPS
“And only where God is seen does life truly begin.”
(Pope Benedict XVI)
Learning objectives for students:
• to develop an understanding of how human life is conceived;
• to develop an understanding of how human life develops from conception to birth;
• to develop a respect for human life, from its beginning to its end;
• to understand what is meant by the dignity of human life.
When a husband and wife have sexual intercourse it is possible that the woman may become
pregnant. However when the husband’s semen passes into his wife’s vagina, if there is no ripe
egg in either of the fallopian tubes, pregnancy may not follow. Sperm is able to stay alive inside the
woman’s body for as much as six or seven days after intercourse, so even if an egg is released after
intercourse the wife may still become pregnant, although the chances are slightly lower.
A woman who is healthy and fertile will usually release an egg from one of her ovaries each month,
and this egg will travel into one of the fallopian tubes to wait for the arrival of sperm cells. It waits for
a short time, and if it is not fertilised, it dies off.
When sperm are released into the vagina, millions of tiny sperm cells race off in search of an egg to
fertilise. Of the many sperm cells that start this race, there will only ever be one winner. Some of the
sperm cells will die on the way, some will swim into an empty fallopian tube, and others are not able
to swim as fast.
When the sperm cells reach an egg they try to burrow through its outer layer and, though many try,
only one will enter into the inner part of the egg, where an explosion of activity called conception
takes place.
You could say that the chances of you becoming who you are were several million to one, and that in
the one moment of conception, you became you. All of the genetic information from your parents,
including your height, the colour of your hair, the colour of your eyes, the colour of your skin – all of
these decisions and more were made in that split second. And you are the result . . . a truly
wonderful gift from God.
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TASK 11.1
DEVELOPMENT OF HUMAN LIFE
Working in groups of about 4 to 6 do the following:
1. Read over the information on Appendix 9.
2. Arrange the ‘Development of Human Life’ cards
(Resource Sheet 12) so that the various stages in the
development of human life are placed in their proper sequence.
3. Discuss: At what stage does human life begin?
Reflection:
Dear God,
We thank you for the gift of sharing in your creative power.
Help us to grow in understanding and respect for this miraculous gift.
Give us the wisdom to understand how to use this gift lovingly,
so that we may more and more come to realise your purpose for us. Amen.
Extension Task:
A continuum –
Imagine a line running across the classroom floor. One end of this line represents total
agreement, and the other, total disagreement. You are asked to stand on this imaginary line in a
position that reflects the extent to which you either agree or disagree with each statement that
your teacher will read out.
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SESSION12
MARRIAGE
CEC Learning Outcomes:
Level D: F3, F4, F5, F6
Key Messages: 6, 7, 8
Themes:
1. Why do people get married?
2. Marriage as a vocation.
3. Love and commitment.
4. Service to others – the celibate life.
5. What is important in a marriage?
6. The Rite of Marriage.
Suggested Methodology:
1. Remind pupils of terms of class agreement.
2. Task 12.1: Organise class into groups of about
4-6. Discuss questions before brief feedback
session.
3. Read over text before Task 12.2.
Resources:
1. PowerPoint (Slides 55-59).
2. Created in Love Student Book.
3. Resource Sheet 13 for each group.
4. Appendix 10.
4. Task 12.2: Issue Resource Sheet 13 to promote
discussion.
5. Reflection: This should be read aloud by the
whole class.
6. Extension Task: discuss Rite of Marriage
Detailed Notes:
Session 12 refers back to three questions raised at
the start of Created in Love:
What does it mean to love someone?
What does it mean to be loved?
What is love?
In Task 12.1, pupils are required to work in groups of
about 4-6 to consider why it is that people get
married, what their expectations might be from a
married relationship, and what preparations might be
appropriate in order to meet these expectations.
Marriage is described as an act of self-giving in
response to a call, or vocation, from God. This is
accompanied with solemn vows or promises made
before God and other assembled witnesses, and this
outpouring of their love for each other reminds us of
the love that God has for each of us.
In Task 12.2 pupils, working in groups of about 4-6,
use the information on Resource Sheet 13 to identify
what things are more important within a marriage
(ranking in order of importance from 1 to 5, with ‘1’
being essential and ‘5’ being not important). This
should lead to a discussion on marriage in general
and will provide a good opportunity to reflect on the
points already covered in the session.
The Reflection provides a prayer (which can be read
aloud by the whole class) in which we ask God for
help and understanding in accepting his plan for us
and living with dignity and respect for ourselves and
for others.
The Extension Task, in exploring the Rite of
Marriage, considers the key features of the marriage
ceremony and what these signify for the married
relationship.
NB In Scotland a slightly different marriage rite is
used from that shown as Appendix 10 in the Student
Book. The version printed in these Teaching
Notes comes from the Rite approved for use in
Scotland. You should refer pupils to the correct
version. A copy of this is also provided on the
Resources CD, for ease of photocopying.
“In his preaching, Jesus unequivocally taught the original meaning of the union of man and woman as the
Creator willed it from the beginning . . . The matrimonial union of man and woman is indissoluble: God himself
has determined it: ‘what therefore God has joined together, let no man put asunder.’ (CCC 1614)
page 38

Created in
12
Love: Session 12 11
SESSION Created in Love:
MARRIAGE
“This is why a man leaves his father and his mother
and becomes attached to his wife and they become one flesh.”
(Genesis 2:24)
Learning objectives for students:
• to develop an understanding of why people choose to marry;
• to understand the nature of the vows made during marriage;
• to understand marriage as a Sacrament of the Church;
• to consider what it means to live a celibate life;
• to develop an understanding of the Catholic Rite of Marriage.
God created us as male and female, and this gift of sexuality draws us closer to other people in
different ways. As girls and boys we become more aware of each other and want to spend some
more time in each other’s company. Some other people we will meet will stay as no more than
friends. However there may be that special person that you meet and with whom you will develop a
special loving relationship that will lead to marriage.
TASK 12.1
WHY DO PEOPLE MARRY?
Working in groups of about 4 to 6 discuss the following:
1. Why do people get married?
2. What do people expect to get from being married?
3. How long should you know someone before you get married?
4. What sort of preparations would you need to make?
As Christians we believe that we have been called by God to serve him in a number of different ways.
Some people are called by God to marriage: this is their vocation. In answering this call, a husband
and wife say something very important to each other, so much so that they take special vows before
God and before other witnesses. When they take these vows they are saying,
“I give you myself totally and completely – mind, body and spirit – not just for today, but for all time.”
This is a very serious promise to make, for it means that they are
giving themselves to another person, including all their worries, their
fears and their hopes for the future. This is their expression of love,
trust and commitment that they make to each other. This is why the
Catholic Church teaches that marriage is a “sacrament”, an outward
sign of the love that God shows for each of us.
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Of course not everyone is called to serve God in this way, to get married or
to have children. Some people might stay single because they have
never met that one person to whom they can give themselves so
completely. Others are called in another very special way, where
they choose to stay single and to offer their complete lives as a
gift to God, in service to others. Priests, nuns, and religious
brothers and sisters, for example, choose to remain “celibate”,
which means unmarried. This means that they sacrifice having a
sexual relationship with a husband or wife, but can still express
their sexuality without an intimate, physical relationship.
TASK 12.2 WHAT’S IN A MARRIAGE?
Working in groups of about 4 to 6 do the following:
1. You will need a copy of Resource Sheet 13.
2. Look at the sheet and rank each item according to how important you think each is within a
marriage. You should rank them on a scale of 1 to 5, with 1 being essential and 5 not
important.
Reflection:
Heavenly Father, you call us to serve you. Help us to recognise and accept the plan you have
for us. Give us understanding that we may learn to appreciate your ways. Inspire us to live with
dignity and respect and to participate with you in building family through the sacrament of
marriage. Amen.
Extension Task:
Read the excerpt from the Catholic Rite of Marriage. You will find this in Appendix 10.
• Why are the bridegroom and the bride asked to publicly state their intentions?
• What are the three things the bride and bridegroom promise to do?
• Why do you think this is so important in Catholic marriage?
page 27
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Appendix 1
APPENDIX1 YOU
John Powell, SJ
You are a special person. The one and only you, in this entire world there is not another you.
In fact, since the beginning of time there has never been another you. No human being has
ever had your eyes, your nose, your hair or hands or voice. You are unique among all human
beings. You are special. No one will ever have your fingerprints or brainwaves. Nobody
anywhere has your tastes: for food or music or art. No one sees exactly as you do. Think about
it. In all human history there has never been another person who laughs as you do, no one who
cries as you do. And what makes you laugh or cry could never call identical laughter or tears out
of anyone else. No one reacts to any situation as you react. You are unique. You are the one
and only you.
You are the only one in all creation who has your combination of abilities. Oh, there will always
be somebody who is better at one of the things you are good at. But no one in the whole
universe can ever duplicate the quality of talents, ideas, choices, abilities and feelings.
It’s like a room filled with musical instruments. Some may sound better than others when played
alone; but none can match the symphony sound when all are played together. And you are a
symphony. You are a sound; a melody never heard before and never to be heard again.
Through all eternity no one will ever look, talk, walk or think as you do. You are indeed an
‘original by God’. There will never be a carbon copy of you.
And all ‘originals’ are of great value. So you don’t have to attempt to imitate others. You don’t
need to compete with others. You should rather accept – yes, celebrate – your differences from
others. It’s these very differences that make you unique among all human beings.
Last of all, it’s no accident that you are unique. God has made you unique for a very special
reason. He clearly has a job for you that no one else can do as well as you. Only you can do it.
Out of all the billions of applicants, only one has all the
qualifications. Only one has the right combination of
what it takes. And that one is you, the never-to-berepeated
you. To achieve we only have to believe.
Fr John Powell, SJ
page 41

APPENDIX2
GROWING AND CHANGING
Anonymous
Two-year old, two-year old,
What can you do?
Throw things in the toilet;
Whoops, that was my shoe!
Four-year old, four-year old,
Where have you been?
Playing in a mud hole,
And staying nice and clean.
Ten-year old, ten-year old,
Why do you run?
Walking isn’t fast enough,
Besides, it isn’t fun.
Thirty-year old, thirty-year old,
Why do you sigh?
I can’t find time for everything,
No matter how I try.
Sixty-year old, sixty-year old,
What do you see?
Greying hair and wrinkles,
I wonder if it’s me?
Old person, old person,
Why do you smile?
I have so many stories,
Can you listen for a while?
Teenager, teenager,
Where do you go?
I’ll find out when I get there,
Oh, why is life so slow?
Appendix 3
APPENDIX3
THE OLD GRANDFATHER AND HIS
LITTLE GRANDSON
Leo Tolstoy
The grandfather had become very old. His legs would not carry him, his eyes could not see,
his ears could not hear, and he was toothless. When he ate, bits of food sometimes
dropped out of his mouth. His son and his son’s wife no longer allowed him to eat with them at
the table. He had to eat his meals in the corner near the stove.
One day they gave him his food in a bowl. He tried to move the bowl closer; it fell on the floor
and broke. His daughter-in-law scolded him. She told him that he spoiled everything in the
house and broke their dishes, and she said that from now on he would get his food in a
wooden dish. The old man sighed and said nothing.
A few days later, the old man’s son and his wife were sitting in their hut, resting and watching
their little boy playing on the floor. They saw him putting together something out of small
pieces of wood. His father asked him, ‘What are you making, Misha?’
The little grandson said, ‘I’m making a wooden bucket. When you and Mamma get old, I’ll feed
you out of this wooden dish.’
The young peasant and his wife looked at each other and tears filled their eyes. They were
ashamed because they had treated the old grandfather so meanly, and from that day they
again let the old man eat with them at table and took better care of him.
page 42

Appendix 3
APPENDIX4
FAMILY STRESS
Picture the scene . . . there you are, rushing to school, and to make matters worse it is
Monday morning again. You hate Mondays. In such a bad mood before you left the house,
you had a big argument with your brother (or sister). To make matters worse, you didn’t finish
your maths homework, and it is due in first period. As if things couldn’t get any worse, you get
to school and there isn’t a soul to be seen on the playground, which means that you are also
late!
There’s a word to describe how you are feeling . . . you feel stress!
Stress, or tension, is a normal part of life. Many things happen to you each day, and you come
into contact with many different people. Along the way it is inevitable that conflicts may occur
and you may feel yourself being pulled in different directions by people who all want
something from you. Stress is this sense of being pulled or stretched.
Some stress is actually good for us . . . if you don’t get challenged, what is the point in getting
up in the morning? We need to be stretched; how would we ever develop otherwise? But then
again, you can have too much stress, and when it begins to get on top of you, life can become
pretty difficult.
As humans we relate to others, and with relationships come stress. Nowhere is this truer than
within the family, and for as long as there have been families, there have been family tensions.
Hardly surprising really, since we live so closely together and expect so much from each other
– what else can you expect, then, that we should have disappointments and disagreements?
Appendix 5
APPENDIX5
FOOTSTEPS
Margaret Fishback Powers
One night I dreamed a dream.
I was walking along the beach with my Lord.
Across the dark sky flashed scenes from my life.
For each scene, I noticed two sets of footprints in the sand,
one belonging to me and one to the Lord.
When the last scene of my life shot before me
I looked back at the footprints in the sand.
There was only one set of footprints.
I realised that this was at the lowest and saddest times of my life.
This always bothered me
and I questioned the Lord about my dilemma.
‘Lord, you told me when I decided to follow You,
You would walk and talk with me all the way.
But I’m aware that during the most troublesome times of my life
there is only one set of footprints.
I just don’t understand why, when I need You most,
You leave me.’
He whispered, ‘My precious child,
I love you and will never leave you, never ever.
During your trials and testing,
when you saw only one set of footprints
it was then that I carried you.’
page 43

Appendix 6
APPENDIX6 SITUATIONS
Situation 1:
Elaine, Fiona and Debbie have been good friends since Primary 3 and spend most of their
spare time together. In the last few weeks Debbie has begun to feel a bit left out as Elaine and
Fiona seem to be getting much more interested in clothes and fashion. Debbie likes clothes
too, but she knows that her mum is finding money tough just now. She has mentioned this to
her friends in the past. It is Saturday morning and Elaine asks Fiona to go shopping for some
new clothes but does not ask Debbie. Fiona does not want Debbie to be left out.
Situation 2:
John has gone to the shops on the way home from school with two boys in second year.
Usually he would go straight home with his friend Dave who lives next door to him. The boys
go into a shop and as they are looking around they see a large box on the floor at the back of
the shop. It is partly open and contains cartons of cigarettes. One of the older boys takes one
of the cartons, rips it open and hands a couple of packets of cigarettes to his friend and then
offers one to John. “Here,” he says, “take them, they’re free. The lady’s busy with a customer.
She’ll never notice.”
Situation 3:
It is Friday night and you are going to a school disco with your friends. On the way there your
friends are all bragging about how much they can drink and how great it is to get ‘smashed’ at
the weekend. You know they are only boasting, but say nothing. When you arrive at school
your friends go to the toilet, and you go with them. Once inside, they take out bottles they had
hidden earlier in the day. One of your friends holds out a half bottle of vodka towards you. “Go
on, have a drink! What harm can it do? You’ll enjoy the disco much better with a drink in you!”
Situation 4:
You are at a party in your friend’s house. Their parents are out for the evening and won’t be
back until late. You are talking with your friend when you see a girl from another class that you
really like but are too shy to ask out. Your friend sees you looking at her and says, “Fancy her,
then? I can get you set up, no problem!” You laugh nervously and deny that you are interested.
Some time later your friend comes over, bringing the girl with him. “This is Tracey,” he says,
“do you two want to go upstairs for some privacy?”
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Appendix 6
APPENDIX7
PUBERTY
Puberty is the word that is used to describe the period of our development when the body and
the brain go through a number of stages leading to sexual maturity. It can be a worrying time
for young people as the changes are sometimes very fast and very noticeable.
• During puberty, the male and female sexual organs mature and the body is ready for the
exciting prospect of becoming a parent. The female ovaries produce egg cells and the male
testes produce sperm.
The time when puberty starts is different for boys and girls and, even then, not all girls reach
puberty at the same time, nor do all boys.
• A girl’s body will start to develop when she is between 11 and 14 years old.
• A boy’s body will start to develop when he is about 13 or 16 years old.
• Each person’s body, however, develops at its own rate and in its own time. There is no hard
and fast rule about when puberty should begin or when it should end.
During puberty you cannot see the internal changes, but what are called the “secondary
sexual characteristics” become much more visible.
• Girls will develop breasts, pubic hair, and will begin to grow taller.
• They will also experience menstruation for the first time, signalling their potential to become
a mother.
• Boys will also notice changes, such as genital development, the growth of pubic hair,
growth in height, and a deepening of their voice as the larynx (voice box) gets larger and is
able to produce a deeper sound.
• They may also experience a ‘wet dream’, where a small amount of semen is released from
the penis. This is perfectly natural and is nothing to be ashamed of or embarrassed about.
During puberty young people may feel awkward as their bodies grow.
• They need to consider their personal hygiene more, since sweat glands in the armpits,
under the breasts and around the genital area become active.
• Spots also can become a problem, with excess sebum blocking pores. This can be treated
with regular washing or, in extreme cases, by applying a cream from your GP or
pharmacist.
• During puberty, young people often experience mood swings as they
cope with their changing emotions, and first ‘crushes’ may also be
experienced.
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Appendix 7
APPENDIX
8
PLANT REPRODUCTION
Plants reproduce through a process known as pollination. Plants are made up of many
different parts, and each of these has its own specific purpose. Some of these parts are
described as being ‘male’ and others as ‘female’, and without these, pollination would not be
able to happen.
The head of a flower has petals that are often brightly coloured to attract insects, birds and
small furry animals. The petals also protect the flower’s reproductive organs.
The two most important parts of a flower are the pistil (female) and the stamen (male). The
pistil contains the ovaries and the top part of it, called the stigma, gathers pollen which then
travels down towards the ovaries where it fertilises the ovules (eggs), producing seeds. The
stamen is where the pollen comes from and comprises of the filament and the anther. The
anther is the part from where the pollen is released.
Pollination can happen in a number of different ways. Some plants release a sweet- smelling
liquid called nectar which attracts small birds and insects. Bees, for example, land on flowers
and, as they brush against the anther with their legs, pick up some pollen and transfer this to
the stigma. Sometimes they will then fly on to other flowers, where more pollen may stick to
the stigma of these plants – we call this cross-pollination. The same can happen if the plant is
visited by other insects or birds or small furry animals. Another way that flowers can be
pollinated is by the wind; some flowers have more open petals and pollen can be carried by
the wind, landing either on the stigma of the same plant or another plant completely.
Pollination is the key to the survival of plant life and is only possible because of the presence
of both male and female parts – in other words, plants are only able to reproduce because
they have been created with the right equipment.
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Appendix 8
APPENDIX9
THE DEVELOPMENT OF HUMAN LIFE
Stage Timescale Size Description
Conception
Within days of
intercourse
Almost invisible
New life starts as a single cell, so small as
to be almost invisible. Transfer of genetic
information.
Zygote
A few hours
after conception
Size of full stop
Fertilised ovum divides into 2 cells, each
containing genetic information from both
parents.
Every 12-15
hours
Micro
Egg divides further – 2 cells in 4, then 8,
16, 32, 64, etc.
Blastocyst
3 days
Micro
Ball or cluster of cells moves from fallopian
tube into uterus.
Day 5
Micro
Transparent membrane around cells
disappears.
Embryo
Day 7
Micro
Attaches to lining of uterus (implantation)
Day 18
0.2cm
Backbone, brain, nervous system and
some internal organs begin to form.
Day 21
0.4cm
Heart starts to pump blood.
Day 28
0.6cm
Muscles, arms, legs and ears beginning to
show.
Foetus
2 Months
3cm
Kidneys, stomach, liver, brain and muscles
start to function.
3 Months
7.5cm
Sex of foetus can be distinguished, internal
reproductive organs develop. Begins to
move about.
4 Months
15cm
Can move its arms and kick legs.
5 Months
25cm
Sucks thumb. Somersaults in womb
6 Months
30cm
Moves more often. Opens eyes. Reacts to
sounds.
7 Months
Varies
Internal body systems almost completely
developed.
8 Months
Varies
Fully developed. Settles into position, head
downwards.
9 Months
40-50cm
Ready to be born.
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APPENDIX10
THE RITE OF MARRIAGE
Priest:
___________ and _____________, you have come together in this church so
that the Lord may seal and strengthen your love. Christ abundantly blesses this
love. He has already consecrated you by 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.
Bridegroom: I am.
And so, in the presence of the Church – before me, its minister, and with these
your friends as witnesses – I ask you to state your intentions to live in lifelong
fidelity to each other and to God in whose image you have been made.
I now ask you if you undertake the obligations of marriage freely and
deliberately.
____________ and _____________, are you ready, freely and without
reservation, to give yourselves to each other in marriage?
Bride:
Priest:
I am.
Will you love and honour each other as man and wife, for the rest of your lives?
Bridegroom: I will.
Bride:
Priest:
I will.
Will you accept children lovingly from God and bring them up according to the
law of Christ and his Church?
Bridegroom:: I will.
Bride:
Priest:
I will.
The Priest invites the couple to declare their consent.
Since it is your intention to enter into marriage, declare your consent before
God and his Church.
(To the Bridegroom)
________________________, do you freely and willingly take
________________________, here present, for your lawful wife according to
the laws of God and of the holy mother Church?
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Appendix APPENDIX10
THE RITE OF MARRIAGE
Bridegroom
Bride:
Priest:
Bridegroom
Bride:
Priest:
I do.
(To the Bride)
________________________, do you freely and willingly take
________________________, here present, for your lawful husband according
to the laws of God and of the holy mother Church?
I do.
_____________ and ___________, join your right hands.
I, ____________ _____________, take you _____________ , for my lawful
wife, to have and to hold from this day forward: for better, for worse; for richer,
for poorer; in sickness and in health till death do us part.
I, ____________ _____________, take you _____________, for my lawful
husband, to have and to hold from this day forward: for better, for worse; for
richer, for poorer; in sickness and in health till death do us part.
You have declared your consent before the Church. May the Lord in his
goodness strengthen your married love.
“What God has joined together, let no man put asunder.”
All present:
Priest:
All present:
Amen.
Blessing and exchange of ring(s)
May the Lord bless this ring (these rings), which you give (to each other) as a
sign of your love and fidelity.
Amen.
Bridegroom: With this ring I wed you, in the name of the Father and of the Son and of the
Holy Spirit. Amen.
Bride:
With this ring I wed you, in the name of the Father and of the Son and of the
Holy Spirit. Amen.
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1Created in Love: STRESS IN THE FAMILY
Card 1 - A sense of humour
Maureen’s little brother, David, drives her absolutely mad some times. He constantly annoys her,
picks fights with her, for which she usually gets into trouble, and generally tries to be as awkward
as possible. One day, as she was complaining to her dad about him, as she found herself doing
most days, he replied in a very serious voice, “Yes, I can see we have a problem here. What
should we do? We could give him to the neighbours until he has grown up, or he could
always live in the garage, what do you think?” Maureen stared at her dad for a moment, then
she started to laugh. “The garage maybe isn’t such a bad idea,” she giggled.
Card 2 - Patience
Margaret’s life can be very stressful, even on a good day. She would gladly be out with her
friends, but with her mum being disabled and in a wheelchair, Margaret has had to take on much
of the responsibility around the home. She has to dress her mum, which she could really do
without, especially when her mum takes too much time. It only gets worse if she tries to hurry
her up, and then Margaret feels even worse for allowing herself to get irritated. She has found
that the best way to handle the situation is to take her time, however long that should be, and to
try and do something positive with the time, such as talking to her mum about school and about
her friends.
Card 3 - Compromise
Rob’s room looks like an explosion has gone off and it never looks tidy, much to the annoyance
of his family, and especially his dad. As far as Rob is concerned, if you close the door you can’t
see how untidy it is, and besides, it is his room. His dad, on the other hand, reckons that Rob is
just plain lazy and has no thoughts for anyone else by refusing to tidy up. The atmosphere is
getting worse and the tension is rising, basically because Rob and his dad are unable to accept
each other’s point of view.
Card 4 – A sense of Perspective
Martin isn’t getting on with his folks as well as he used to do. He thinks they are being too strict
with him and that he doesn’t enjoy enough privileges. They just don’t seem to
understand what it means to be a teenager! There are days when neither Martin nor his parents
handle this situation very well. “He’s so difficult, he wears me out,” says Martin’s mum. “No one
has parents as bad as mine,” grumbles Martin. His parents need to remember that there are
many times when Martin isn’t difficult, and to recognise that he is growing up. Martin also
needs to remember that his parents do still love him, that he owes them respect, and he will not
be 12 forever.
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2
Created in Love: A CONVERSATION WITH GOD
Our Father, who art in heaven . . .
Yes?
Don’t interrupt me! I’m praying!
But you called me.
Called you? I didn’t call you. I’m praying . . . Our Father, who art in heaven . . .
There . . . you did it again!
Did what?
Called me. You said, “Our Father, who art in heaven.” Well, here I am, so whatʼs on your
mind?
But I didn’t mean anything by it. I was . . . you know . . . just kind of saying my prayers, like I
usually do. I always say the Lord’s Prayer. It makes me feel good . . . like getting a job done.
Oh, I see. All right, go on.
Hallowed be they name . . .
Hold it! Okay, so tell me, what does that mean?
What does what mean?
“Hallowed be thy name”?
It means . . . it means . . . To tell you the truth I haven’t a clue what it means. Why should I know,
it’s just part of the prayer? . . . By the way, what does it mean?
It means honoured . . . holy . . . wonderful.
Fair enough, I suppose that makes sense. I never really thought about it much before. Thy
kingdom come; thy will be done on earth as it is in heaven . . .
Do you really mean that?
Of course! Why not?
So, what are you doing about it, then?
Doing? Nothing, I suppose. What has it got to do with me? I just thought it might be cool if you
had control of everything down here in the way that you have up there.
Have I got control of you?
Well . . . I do go to Church.
I didnʼt ask you that. So what about that bad temper of yours? You really have a problem
there. And then what about how you spend your money . . . all on yourself? And the kind
of magazines you read?
Wait a minute! What’s with all the criticising? Stop picking on me! I’m just as good as some of
the rest of the people at the Church!
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A CONVERSATION WITH GOD
(Continued)
Well, excuse me! Here was me thinking that you were actually praying for my will to be
done! If thatʼs to happen, it will gave to start with those who are praying for it . . . like
you, for example.
Okay, fair enough! Maybe I do have some hang-ups. Now that you mention it, I could probably
add a few more.
So could I!
I haven’t really given it much thought up till now, and I suppose there are one or two things I
could change . . . to make me kind of free.
So now weʼre getting somewhere. We can do this together, you know?
Look, Lord. No offence or anything like that, but it is getting on a bit and I’m in a hurry. Give us
this daily bread . . .
You need to cut out some of the bread – youʼre overweight as it is!
Right! That does it! What is this . . . criticise me day? Here I was, doing my religious duty, and
all of a sudden you come along, interrupt me and point out all my bad habits!
Did you not realise that prayer can be a dangerous thing? It can change people . . . thatʼs
what Iʼve been trying to show you. You called me, so here I am . . . itʼs too late to stop
now. Well, go on . . . Iʼm interested in the next part of your prayer . . . letʼs hear it!
I don’t want to.
Why not, whatʼs the problem?
I know what you’re going to say?
So try me and see.
Forgive us our trespasses as we forgive those who trespass against us . . .
So what about Jane?
See! I knew it – you had to bring her into it. I can’t stand her! She’s told so many lies about me
and my family, and she never did give me back that CD I loaned her. I’m determined to get her
back somehow.
But your prayer? What about your prayer?
I didn’t mean it.
Well, if nothing else, at least youʼre honest. Canʼt be much fun going around like Little
Miss Angry, though, can it?
I don’t care. Once I get even I’ll much better.
But you wonʼt feel any better . . . in fact you will only feel worse. Revenge isnʼt sweet –
look at the state of you just now. But I can change all that.
You can? How?
Forgive Jane . . . then Iʼll forgive you. This way, hate and sin will be Janeʼs problem, not
yours.
But I can’t forgive her.
2 Created in Love:
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2 Created in Love:
In which case I canʼt forgive you.
A CONVERSATION WITH GOD
(Continued)
I suppose you are right. You always are. I want to be sorted with Jane , but I need to be sorted
with you first. So okay . . . I forgive Jane. Help her, Lord, for it can’t be too good to be her.
There, now how do you feel?
Well, to be quite honest, it’s like some weight has been lifted from my shoulders . . . I might even
get a good sleep tonight.
You have still to finish your prayer.
Oh, right. Where was I? And lead us not into temptation, but deliver us from evil . . .
Good. Iʼll do just that, as long as you promise not to put yourself in situations where you
can be tempted.
What’s that supposed to mean?
Come on. Think about it. What sort of things do you get up to? And those so-called
friends of yours? There are definitely not right for you. You canʼt keep using me as an
escape hatch.
I don’t understand.
You do it all the time . . . you get caught in a situation and then you come looking for me
to sort it out: ʻLord help me and I promise Iʼll never do it again.” Sound familiar?
Yes, Lord, and I am really sorry.
So which times are you sorry for most?
Well, I remember the time I was supposed to be at the shops when I had gone to the arcade with
my pals. The lady next door saw me and I remember saying, “Oh God! Don’t let her tell my mum
and I promise to go to Church on Sunday.”
She didnʼt tell your mum, but you didnʼt keep your promise.
I’m sorry, Lord. I really am. I thought I only had to pray but didn’t expect this to happen.
Like I said, prayer can be a dangerous thing!
So how do I go about pleasing you, because I really do want to?
All I ask is that you love me.
But how can I show that I do?
In the way that you treat other people. In the things that you say and do. If you truly love
me, this will be reflected in your relationships with other people.
Lord, help me to love you always.
Iʼll do just that.
Amen.
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3Created in Love: FRIEND DESCRIPTIONS
Working in your group, arrange the cards provided in the order which you think best describes a
friend. 1 = the best description and 16 = the least satisfactory.
N.B. This sheet should be enlarged to A3 in size in order for the cards to fit.
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3Created in Love: FRIEND DESCRIPTIONS
Working in your group, arrange the cards provided in the order which you think best describes a
friend. 1 = the best description and 16 = the least satisfactory.
N.B. This sheet should be enlarged to A3 in size in order for the cards to fit.
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Resource
Sheet
(to be cut into cards)
4Created in Love: WHAT IS A FRIEND?
A friend is someone who makes me feel
wanted.
A friend is someone who cares about me.
A friend is someone who doesn’t boss me
around.
A friend is someone who Is a good listener.
A friend is someone whom I can trust.
A friend is someone whom I can rely on.
A friend is someone who makes me laugh.
A friend is someone who never listens to
what I am saying
A friend is someone who insists I do the
things they like.
A friend is someone who is kind and
thoughtful.
A friend is someone who lets me be myself.
A friend is someone who wants me to be like
them.
A friend is someone who shares my hobbies
and interests.
A friend is someone who never returns calls.
A friend is someone who likes the same
music.
A friend is someone who never says ‘sorry.’
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I want the latest trainers
5Created in Love: PERSONAL WANTS AND NEEDS
but I need new school shoes
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I want . . . . . . . . . . . . . . . . . . . . . . . . . . . . but I need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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6Created in Love: WHAT MAKES YOU HAPPY?
In the table below you are asked to think about the sort of things that make you happy. You will
see that there are 4 categories for you to think about:
1. Possessions – the things you have that make you happy;
2. Values or Attitudes – how you like to treat others, or the way you like others to treat you;
3. Things that you can do;
4. Targets or goals that you can reach.
Possessions Values or Attitudes Activities Achievements
Games Console Kindness Shopping Playing for a team
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7Created in Love: A MEDITATION ON THE BEATITUDES
In the name of the Father, and of the Son, and of the Holy Spirit. Amen.
We gather here today as brothers and sister in Christ - members of God’s Family. On our journey
through life we will encounter many people; we ask that you give us the strength and the courage
to always do what is right and to treat our fellow members of God’s Family with dignity, with
respect, and with love.
Blessed are the poor in spirit, for theirs is the kingdom of heaven.
Lord, if at times I try to serve two masters, be patient with me. Teach me to recognise what is of
real values and not to worry about success, praise or material reward. Plant in me the seed of
poverty so that one day I may hear your call to leave all things and follow you. Amen.
Blessed are those who mourn, for they shall be comforted.
Lord, help me to see myself as a true member of your family, and to know that others depend on
me as I depend on them. Bring me to a self-forgetful sorrow, and an unsparing compassion, so
that in learning to mourn I may discover the comfort of your presence. Amen.
Blessed are the meek, for they shall inherit the earth.
Lord, forgive me for my unkindness – for the harsh and thoughtless things I do and say. Give me
the grace of self-control and the strength to be gentle, so that, in learning to be meek and humble
of heart, I may be a friend to the friendless and a support for the weak. Amen.
Blessed are those who hunger and thirst for righteousness, for they shall be satisfied.
Lord, you know how half-hearted I am in my search, and how often I blind myself to what is truly
right. Forgive my lack of urgency and eagerness. Set me on fire with your Spirit and show me the
path to justice. And give me the vision and courage to live out my life as your disciple. Amen.
Blessed are the merciful, for they shall obtain mercy.
Lord, be merciful to me, a sinner! Through the experience of your mercy to me, may my love for
others become more generous. May it be a practical love that responds to what is needed, a
forgiving love that does not impose conditions, and an understanding love that sustains the weary
soul. Amen.
Blessed are the pure in heart, for they shall see God.
Lord, when my eyes are blinded and my ears are deafened by false attractions, keep my heart
fixed on you. Help me to find again the sincerity and simplicity that leads directly to you, the object
of my real desire. Amen.
Blessed are the peacemakers, for they shall be called Sons of God.
Lord, give me the strength, confidence and patience to work for a true and lasting peace. May I
find peace in my own heart and bring peace to family, friends and fellow-workers. Help me to do
the small things well so that the greater may follow, for your sake and for the world. Amen.
Blessed are those who are persecuted for the sake of righteousness, for theirs is the
kingdom of heaven.
Lord, I pray for the grace to become a Christian. Teach me how to live a Gospel Life: help me
always to stand up for the truth, and never to condone a lie by my inaction. May I learn to suffer
gladly for bearing your name, so that the world may know that you have sent me and that your
word is true. Amen.
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7
Created in Love:
A MEDITATION ON THE BEATITUDES
(continued)
A Reading from the First Letter of St Paul to the Corinithians
Christ is like a single body, which has many parts; it is still one body, even though it is made up
of different parts.
In the same way, all of us, whether Jews or Gentiles, whether slaves or free, have been baptised
into the one body by the same Spirit, and we have all been given the one Spirit to drink.
For the body itself is not made up of only one part, but of many parts. If the foot were to say,
“Because I am not a hand, I don’t belong to the body,” that would not keep it from being a part of
the body. And if the ear were to say, “Because I am not an eye, I don’t belong to the body,” that
would not keep it from being a part of the body. If the whole body were just an eye, how could it
hear? And if it were only an ear, how could it smell? As it is, however, God put every different
part in one body just as he wanted it to be. There would not be a body if it were all one part! As it
is, there are many parts, but one body.
This is the word of the Lord
Thanks be to God
Prayers of Intercession
Lord, you know the secrets of our hearts; hear now our prayers that we offer before you.
1. For the Church –
Lord, we pray for the Church throughout the world, and particularly for our church
communities here in Scotland. May they continue to work together in promoting a message of
peace, understanding and mutual respect. Lord, hear us.
2. For our leaders –
Lord, we pray that our leaders carry your Light in their hearts to influence their decisions for
the good of all people. Lord, hear us.
3. For our homes –
Lord, we pray that your message of peace, love and friendship be found in our homes so that
your Light may be carried to future generations. Lord, hear us.
4. For our schools –
Lord, we ask that all we do in our schools reflect your Light. May our schools be places where
our young people can grow in your love with the support of their wider communities.
Lord, hear us.
5. For peace in the world –
Lord, we ask that you strengthen the many parts of your one body so that they can learn to
move together and work together in peace and in harmony. Lord, hear us.
Our Father, who art in heaven, Hallowed be thy name.
Thy Kingdom come,Thy will be done,
On earth, as it is in heaven.
Give us this day Our daily bread.
And forgive us our trespasses
As we forgive those who Trespass against us.
And lead us not into temptation But deliver us from evil. Amen.
In the name of the Father, and of the Son, and of the Holy Spirit. Amen.
page 59

Resource
Sheet
8Created in Love: MALE BODY PARTS
The male reproductive organs are designed to fertilise the egg cells which females produce.
Correctly label the parts of the male body using the words in the box below.
vas deferens
penis
foreskin
scrotum
seminal gland
ureter
testicle
page 60

Resource
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8Created in Love: FEMALE BODY PARTS
The female reproductive organs, which enable females to become mothers, consist of several
parts. There is a place where tiny egg cells develop, a place where these can be fertilised in
order to grow, a place where the egg can grow into a baby, and an opening where the baby can
come out when it is ready to be born.
Correctly label the parts of the female body using the words in the box below.
labia
uterus
vagina
fallopian tube
ovary
cervix
page 61

Resource
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9Created in Love:
THE MALE BODY
Write the correct name for each part of the male body beside its correct description:
Body Part
Description
A tube running from the bladder to the tip of the penis, through
which urine is passed. The opening from the bladder closes
over during sex so that semen and urine are not passed at the
same time.
A piece of skin that covers the tip of the penis. It is sometimes
removed through a small operation called circumcision.
A long tube which links each testicle to the urethra and through
which sperm and semen pass.
An organ made of special tissue that becomes firm and grows
in length when extra blood is pumped into it when the male is
aroused.
Each male has two of these. Oval in shape and about the size
of a walnut, they are firm to touch and contain many tiny tubes
in which sperm is manufactured and stored.
A pouch-like piece of skin that is located just behind the penis
and in which the two testicles (testes) will be found.
A gland located near to the end of the Vas Deferens which,
along with the prostate gland, produces a liquid called semen
that helps sperm cells to travel.
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10
Created in Love:
THE FEMALE BODY
Write the correct name for each part of the female body beside its correct description.
Body Part
Description
A place where egg cells develop when the body is mature
enough. There are two of these, about the size of an almond,
one on the left side and one on the right side of the uterus.
The opening to the neck of the uterus, or womb. This is able to
close and expands (dilates) to let a baby pass through during
labour.
These look a bit like outstretched arms with fingers on the end
and are about 10 to 12 cm in length. They provide a pathway
from the ovaries to the uterus, and it is in one of these that an
egg can be fertilised by sperm.
This connects the uterus with the outside of the body. It is made
up of folds of muscle that are able to expand to let a newly born
baby pass through.
This is shaped a bit like a pear and has thick walls made mainly
of muscle. It can stretch to many times its usual size to hold a
growing baby.
A pad of fatty tissue around the entrance to the vagina. This is
made up of what is referred to as the outer lips, inner lips,
clitoris and vaginal opening.
page 63

Resource
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11
Created in Love: QUIZ: PLANT LIFE
Working with a partner, use the information in Appendix 8 to unscramble the letters and then
write the correct word in the appropriate box. When you have done this you will reveal the
hidden word in the shaded area.
1
2
3
4
5
7
6
8
9
10
11
1. STILIP – the female part of the flower.
2. YARVO – the bottom part of the pistil that contains seeds.
3. SELPAT – the colourful, pretty parts of a flower that attract insects, birds and
small furry animals.
4. LEVOU – the part of the flower that is pollinated and becomes seeds.
5. DIWN – one of the ways in which pollination can happen.
6. CESTINS – another of the ways by which pollination can happen.
7. CRATEN – a sweet-smelling liquid given off by plants to attract birds, insects, etc.
8. HARNET – the part of the stamen that contains pollen.
9. GAMTIS – sticky part at the top of the pistil where pollen lands before travelling down
to the ovary.
10. LEPNOL – fine powder dust that contains the sperm from a male plant.
11. MANEST – male part of the flower, made up of the anther and filament.
Hidden word: _ _ _ _ _ _ _ _ _ _ _
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✂
Resource
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(to be cut into cards)
12
Created in Love: DEVELOPMENT OF HUMAN LIFE
New life starts as a single cell, so small as to
be invisible to sight.
Fertilised ovum divides into 2 cells, each
containing genetic information from both
parents.
The fertilised ovum divides further;
2 cells become 4, then 8, 16, 32, 64,
128, etc.
Ball or cluster of cells moves through from
fallopian tube into womb.
Fertilised ovum attaches itself to lining of
womb (implantation).
The backbone, brain, nervous system and
some internal organs begin to form.
Heart starts to pump blood.
Muscles, arms, legs and ears beginning
to show.
Kidneys, stomach, liver, brain and muscles
start to function.
Sex of foetus can be distinguished. Internal
reproductive organs begin to develop.
Can move its arms and kick its legs.
Can suck its thumb and do somersaults
within the womb.
Moves more often. Eyes open and Shut.
Reacts to sound.
Internal body systems fully developed.
Settles into position with head downwards.
Internal body systems almost fully
developed. Growth in length and weight.
Ready for birth.
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13
Created in Love: IMPORTANT FOR MARRIAGE?
Read the following and rank them in the order in which you think they are most important within
a marriage, using the following scores as a guide:
1. Essential
2. Very Important
3. Desirable
4. Helpful
5. Not Important
Being able to keep seeing my friends
Love
Respect
Having my own money
Sharing domestic chores
Commitment
Trust
Sharing
Sex
Having children
Being able to do what I want
Being happy
Communication
Always wanting to get my own way
Thinking of someone else’s feelings
Going to the pub every Friday
Having a joint bank account
Faithfulness
Getting on with each other’s family
Getting the remote control for the TV
Not forgetting an anniversary
Reliability
Selfishness
Having the same interests
Being willing to forgive
Having a good sense of humour
Being good looking
Compromise
1 2 3 4 5
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14
Created in Love: PUBERTY: TRUE OR FALSE?
Tick to indicate which if these statements about Puberty is True or False
TRUE
FALSE
1. Puberty is the process by which your body gets ready for you
to be a parent.
2. All boys and girls reach puberty at the same time.
3. Boys reach puberty before girls.
4. Girls reach puberty between the ages of 11 and 14 years.
5. Boys reach puberty between the ages of 13 and 16 years.
6. Puberty causes a series of internal and external changes.
7. If you have not reached puberty by a certain age, you are
not normal.
8. All teenagers are affected by puberty in the same way.
9. Puberty can cause mood swings and problems with emotions.
10. Spots and pimples are a natural part of puberty and growing up.
page 67

© Scottish Catholic Education Service 2008
Scottish Catholic Education Service
75 Craigpark, Glasgow G31 2HD
Tel: 0141 556 4727
Fax: 0141 551 8467
Email: mail@sces.uk.com
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