CTL S2 Teacher Book

Teaching Notes 

S2 

Growing 

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.

Growing in Love: 

CONTENTS 

Session Session Page 

number title number 

INTRODUCTION 3 

1 ME 4 

2 LOVE AND AFFECTION 7 

3 STRESS IS RELATIONSHIPS 10 

4 PEOPLE I CAN TRUST 13 

5 BOYFRIEND/GIRLFRIEND 16 

6 RELATIONSHIPS AND THE MEDIA (1) 19 

7 RELATIONSHIPS AND THE MEDIA (2) 22 

8 PUBERTY 26 

9 HEALTHY LIFESTYLE OR RISK BEHAVIOUR 29 

10 PARENTHOOD 32 

11 MARRIAGE 35 

12 COMMITMENT 38 

Appendix Appendix Page 

number title number 

1 JESUS IS FOUND TEACHING IN THE TEMPLE 41 

2 GEORGE’S STORY 41 

3 SARAH’S STORY 42 

4 PROMOTING MODESTY 43 

5 MALE PUBERTY FACTS 44 

6 FEMALE PUBERTY FACTS 45 

7 PUBERTY: COPING WITH CHANGE 46 

8 HIV/AIDS 47 

Resource Resource Sheet Page 

Sheet title number 

1 FAMILY SITUATIONS 48 

2 ASPECTS OF BEHAVIOUR 49 

3 CONFIDENTIALITY 50 

4 PERFECT PARTNER 51 

5 WELCOME TO SOAPLAND 52 

6 LETTERS TO SUZIE 53 

7 SCOTTISH LEGISLATION RELATING TO CONSENT 54 

8 PUBERTY: QUICK QUIZ 55 

9 ALCOHOL ABUSE - THE MYTHS AND THE TRUTH 56 

10 DRUG ABUSE 58 

11 HOW TO BE A GOOD PARENT IN ONE EASY LESSON 60 

12 MY COMMITMENTS 61 

13 RIGHTS & RESPONSIBILITIES 62 

14 PRIORITIES IN A MARRIAGE 63


INTRODUCTION 

“If we love one another, God lives in us, and his love is perfected in us.” 

(1 John 4:12) 

Writing in his first encyclical, to which he gives the title ‘Deus Caritas Est’ (God is Love), 

Pope Benedict XVI says, “God’s love for us is fundamental for our lives, and it raises 

important questions about who God is and who we are.” So, what does it mean to love 

someone or to be loved? 

We all have a need to be loved. Imagine how it would feel to live in a world without love. How 

cold and empty do you imagine that it might feel? Yet even in those times when we have fallen 

out with family or friends, times when we perhaps feel unloved or even unwanted, we are still 

surrounded by the caring and compassion that we can experience through God’s love for us. 

Living in relationship is something that we do every day, for we are constantly in contact with 

other people, whether they are casual acquaintances, or members of our family or close friends. 

Even at school we are surrounded by other people, including our teachers and support staff. It is 

through coming into contact with others that we learn to love, and it is this love that sustains us 

on our journey through life as we are “growing in love”. 

At times this growing is a physical process, particularly evident in childhood 

and adolescence when we can change dramatically in size and 

appearance. Less obvious, but still important, is the extent to which we 

are growing emotionally, learning to cope with new feelings and 

experiences, particularly through our relationships with others. 

We are all growing in love throughout our lives. 

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SESSION 

1 

ME 

CEC Learning Outcomes: 

Level D: B2, E1 

Level E: B1, E4, E6 

Key Messages: 1 & 2 

Themes: 

1. How do I see myself? 

2. How do others see me? 

3. Personality. 

Suggested Methodology: 

1. Discuss 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 Session 1. 

3. Task 1.1 Organise class into groups of 4 and 

distribute sheet of paper (A3) to each pupil. 

Resources: 

1. PowerPoint Slides 1-7. 

2. Growing in Love Student Books. 

3. Sheet of paper (A3) for each pupil. 

4. Jotters. 

5. Pens/pencils. 

4. Task 1.2 Individual work as follow-up to previous 

task. 

5. Reflection: One person in class, or whole class 

should read prayer. 

6. Extension Task: discussion or written activity. 

Detailed Notes: 

Prior to reading any part of the Student Book with 

pupils, it is advisable to engage them in discussion 

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 ‘Growing in Love’. 

Session 1 focuses on the individual as unique, 

special and created in the image and likeness of 

God. This is one of the most basic and fundamental 

teachings of the Catholic Christian faith. 

Task 1.1 asks pupils to consider their personality and 

how this is viewed by others. Working in groups of 

four, each pupil should be provided with a sheet of 

paper (A3) onto which they should write their name. 

Around their name they should write at least two 

words which they believe describe their personality. 

Each member of the group in turn should then add 

words which they believe describe the personality of 

each group member. This is a personal exercise, 

even though working within a group, and the pupils 

should be given time to internalise the results of this 

task. Therefore it need not involve a class discussion. 

In Task 1.2 pupils are required to work on their own 

to review the results of Task 1.1 and to extend this by 

considering whether the words listed might portray 

either a positive or negative impression of their 

personality. 

To do this pupils will need to divide a sheet of paper 

into two columns, one headed ‘positive’ and the other 

‘negative’. They should then write the words from the 

first task under what they consider to be the 

appropriate heading. 

To help pupils, a list of possible words that may be 

considered in extending their lists is provided below. 

affectionate, aggressive, angry , anxious, appealing, 

assured, awkward, bold, boring, brave, calm, 

carefree, cheerful, comfortable, confident, confused, 

creative, curious, daring, determined. distressed, 

eager, edgy, enthusiastic, fearful, frisky, generous, 

grumpy, happy, heroic, hilarious, hopeful, impatient, 

independent, insecure, irritating, jolly, keen, lonely, 

loving, loyal, merry, moody, nervous, optimistic, 

outgoing, peaceful, playful, proud, quiet, relaxed, 

sad, silly, sincere, strong, sullen, tense, tired, upset, 

warm, worried. 

The Reflection uses the Prayer attributed to St 

Francis of Assisi to close this session. 

The Extension Task provides an opportunity for 

discussion of, or writing about, self-esteem. 

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) 

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SESSION 

1 

Growing in Love: ME 

“Every man is said to have his peculiar ambition. Whether it be true or not, I can say for 

one that I have no other so great as that of being truly esteemed of my fellow men, by 

rendering myself worthy of their esteem.” 

(Abraham Lincoln) 

Learning objectives for students: 

• to develop an understanding of the uniqueness of each person; 

• to consider how we see ourselves; 

• to consider how we are viewed by others. 

Has anyone ever told you how special you are? No? Now that is surprising, 

because you are the only person in the whole world that can be you, and 

that is a major responsibility. You are the only person who is good at being 

you! God created you to be you, no one else. You have the attributes, the 

skills, the dreams, the plans. So, yes, you are special! 

Perhaps we don’t think of ourselves in this way often enough. We prefer 

to be a little bit more modest, or even embarrassed if anyone should 

pay us a compliment. What do other people really think about us? 

TASK 1.1 

MY PERSONALITY 

Working in a group of four, do the following: 

1. Each person should write their name in the middle of a piece of paper and then add at least 2 

words which describe their personality, e.g. shy, outgoing and lively, etc. 

2. Each person in turn should add at least 2 more words which they think describes the 

personality of each person in the group. 

TASK 1.2 

HOW OTHERS SEE ME 

Working on your own, do the following: 

1. Look at the combined list of words which you and others in your group have suggested as 

describing your personality. 

2. Now, take a page in your jotter and divide it into two columns, one headed ‘Positive’ and the 

other ‘Negative’. 

3. Take your list of words and write them under the appropriate heading, e.g. outgoing may be 

seen as positive, etc. 

4. If there are any words under the negative heading, try to describe how they make you feel 

and why you feel this way. 

5. Do the same for the words under the positive heading, explaining once again how you feel, 

and why. 

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What others think of us can influence how we relate to them, and this can affect 

us in quite a number of different ways, such as in the things we say and do, 

the way we dress, and the choices we make in life. 

As we grow older, this will become more and more 

important to us. We might not be conscious of doing it, 

but we all seek approval in our lives and we all feel a 

need to be told when we are doing well, whether by our 

parents, our teachers, our friends, or the many other 

people whom we meet in the course of our life. 

As Christians, we also seek approval from God, so that we 

are able to rightfully claim that place he keeps for us in his 

kingdom, as he promised us. 

Reflection: 

Lord, make me an instrument of your peace. 

Where there is hatred, let me sow love; where there is injury, pardon; 

where there is doubt, faith; where there is despair, hope; 

where there is darkness, light; where there is sadness, joy. 

Grant that I may not so much seek to be consoled as to console; 

to be understood as to understand; to be loved as to love. 

For it is in giving that we receive; it is in pardoning that we are pardoned; 

And it is in dying that we are born to eternal life. 

Amen. 

Extension Task: 

Discuss: 

“The best way to knock the chip off your neighbour’s shoulder is to pat him on the back.” 

• What does it mean to ‘have a chip on your shoulder’? 

• Why do you think some people might feel this way? 

• How might this help to boost someone’s self-esteem? 

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SESSION 

2 

LOVE AND AFFECTION 


Level E: B2, C1, F1 


Themes: 

1. A loving family. 

2. Different families – different styles. 

3. Being a good family member. 


1. Remind pupils of terms of class agreement. 

2. Read over Introduction to Session 2. 

3. Task 2.1 - Organise class into groups of about 4 

and distribute copies of Resource Sheet 1 to each 

group. 

4. Groups should use prompts provided as basis for 

discussion, followed by brief feedback session. 

Resources: 



3. Set of Resource Sheet 1 for each group. 

4. Appendix 1. 

5. Task 2.2 – Refer to Appendix 1, and read aloud 

before asking pupils to complete task, using 

prompts as basis for discussion. 

6. Feedback session. 

7. Reflection: can be read aloud by one or more 

pupils. 



Session 2 considers what we understand by ‘family’. 

It is important to stress that families can come in all 

shapes and sizes, therefore the experience of what is 

family may vary widely across the class. Although 

Catholic teaching would aspire to a particular vision 

of family, with two married parents living together with 

any children they may have been blessed with, it 

does not disparage those whose situations do not 

reflect this ideal. 

In Task 2.1 pupils are asked to work in groups of 

about 4 to look at descriptors of various norms of 

family (Resource Sheet 1). Using the prompts 

provided in the Student Book, each group is asked to 

consider how easy it would be for a young person to 

grow up in such a family unit and still feel loved. 

Examples of family situations described include: 

Nuclear Family, Extended Family, Single-Parent 

Family, Blended Family, Foster Family, and Adoptive 

Family. 

Pupils are also asked to consider what things, within 

each particular context, may make it more difficult to 

feel loved, posing the question, ‘Does this mean that 

you are loved any less?’ The answer to this question 

should be ‘No’ and the purpose of this exercise is to 

help pupils to understand that love is the basis of 

family, no matter how it is structured, and that is from 

within the family that we should both experience love 

and learn to show love. 

Task 2.2 asks pupils to work in the same groups to 

consider a passage from the Gospel of Luke 

(Lk.2:41-51 – Appendix 1) which recounts the story 

of Jesus teaching in the Temple. Jesus had stayed 

behind in Jerusalem after a family visit for the festival 

of Passover, unknown to his parents, and they went 

looking for him only to find him sitting in the Temple, 

talking with the teachers. His mother explained that 

they had been worried, but received quite a 

surprising reaction from the Child Jesus. 

Pupils are asked to think about this story and what it 

says about the love between parents and children, 

and to suggest any other examples that may illustrate 

this. 

The Reflection prayer continues the focus on family. 

The Extension Task provides an opportunity for 

discussion and/or written activity about changing 

roles within families. 

The relationships within the family bring an affinity of feelings, affections and interests, arising above all from 

the members' respect for one another. The family is a privileged community called to achieve a sharing of 

thought and common deliberation by the spouses as well as their eager cooperation as parents in the 

children's upbringing. CCC 2206) 

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SESSION 

2 

Growing in Love: LOVE AND AFFECTION 

“We’ve got this gift of love, but love is like a precious plant. 

You can’t just accept it and leave it in the cupboard or just think it’s going to get by on itself. 

You’ve got to keep watering it. You’ve got to really look after it and nurture it.” 

(John Lennon) 


• to develop an understanding of various types and forms of ‘family’; 

• to consider what it means to be a good family member. 

them what it means to love someone. 

The wonderful gift of love is not given by God so that we 

can put it in a cupboard; rather it is given to be shared so 

that it can bring joy to those we meet. How we rise to this 

challenge, how we use this gift, how we bring happiness not 

just to our own lives, but to the lives of those we meet, 

depends on how we relate to people in our daily lives. 

The first place that we should encounter love is within our 

family. It is the first responsibility of the family to nurture their 

children – to teach them – and by their example, to show 

Since not all families are the same, however, the way in which this happens is likely to lead to a 

slightly different experience for each of us, since families can be structured differently and can 

function in different ways. 

Perhaps it would be a good idea if we spend some time considering different types of family 

groupings so that we can come to a greater understanding of what ‘family’ can mean to different 

people. 

TASK 2.1 

FAMILIES 

Working in groups of about 4, do the following: 

1. Take the ‘Families’ cards (Resource Sheet 1) and read the information on each one. 

2. In your group, decide how easy you think it might be for a young person growing up in such a 

family to feel loved. 

3. What things, if any, might make it more difficult to feel loved? 

4. Does this actually mean that you are loved any less? 

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No matter how a family works or how a family is structured, this should still 

be the one place where we encounter love for the first time. This is not to 

say, however, that even within a loving family relationship there will not be 

times when the love between parents and their children will be tested. It is 

only natural that this should happen, as we don’t always see things from 

the same point of view. 

Sometimes it can be hard to remember that your parents were young once. 

Sometimes it can be hard for parents to remember this, too. This can often 

lead to conflict or disagreement. 

TASK 2.2 

LOVING PARENTS 

Read the Bible passage (Luke 2:41-51) which you will find in Appendix 1. 

Working in groups of about 4, discuss the following: 

1. How would Mary and Joseph have been feeling when they discovered that Jesus was 

missing? 

2. How would they have been feeling when they eventually found him in the temple? 

3. Why do you think this would be so? 

4. Do you think Mary and Joseph had the right to feel upset with Jesus? Why? 

5. What, if anything, does this story tell us about the love between parents and their children? 

6. Can you think of any real-life examples of when something like this has happened? 

Reflection: 

Dear Jesus, 

You lived as a member of the Holy Family with Mary and Joseph. Grant me the wisdom to 

recognise and respect the wonderful gift that is my family. Through times of difficulty and times 

of joy help me always to be a good family member so that your love may shine forth through me 

in my actions, in my words and in my thoughts. Amen. 


As you grow up, it is natural to experience some changes in your role as a son or daughter and 

a friend. What new challenges might you be faced with in the future and how will these challenge 

you as a family member? 

DISCUSS 

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SESSION 

3 

STRESS IN RELATIONSHIPS 


Level E: A1, A2, B2 

Key Messages: 2, 3 & 8 

Themes: 

1. Communication. 

2. Talking and listening. 

3. Understanding others - empathy. 

4. Aspects of behaviour. 


1. Review Class Agreement with pupils. 

2. Task 3.1: Organise class into groups of about 4 

and refer each group to Appendix 2. 

3. Pupils should use prompts as basis for discussion, 

feeding back to assembled class. 

4. Read over text which follows Task 3.1. 

5. Task 3.2: Distribute copy of Resource Sheet 2 to 

each group. 

Resources: 




4. Copy of Resource Sheet 2 for each group. 

6. Pupils should use prompts provided as basis for 

group discussion before feeding back to 

assembled class. 

7. Reflection: Scripture passage can be incorporated 

into class prayer. 



Session 3 considers the causes of problems that 

may arise within relationships, focusing on the need 

for good communication. The introduction to the 

session sets the context and raises the subject of 

communication skills. 

Task 3.1 asks pupils to consider a story about 

‘George’ and the communication problems he was 

experiencing. Working in groups of about 4, pupils 

should read over ‘George’s Story’ (Appendix 2) and 

discuss the points listed, before feeding back to the 

rest of the class. 

In Task 3.2 pupils are required to work in groups of 

about 4 to consider 8 different aspects of behaviour 

and the impact these might have on family members. 

The information is presented in the form of a number 

of statements which illustrate different attitudes. 

The statements, which are provided on Resource 

Sheet 2, can be copied onto paper/card and 

distributed to each group. 

The situations outlined should open up ample 

opportunities for discussion. Pupils are asked not 

only to consider the impact of each form of behaviour 

or attitude, but to suggest ways of coping/dealing 

with this. 

The Reflection is a well-known excerpt from St 

Paul’s first letter to the Corinthians (1 Cor. 13:4-8) 

highlighting the different qualities of Love. 

The Extension Task provides a quote from Mother 

Teresa to prompt discussion and/or writing. 

Parents' respect and affection are expressed by the care and attention they devote to bringing up their young 

children and providing for their physical and spiritual needs. As the children grow up, the same respect and 

devotion lead parents to educate them in the right use of their reason and freedom. (CCC 2228) 

page 10

SESSION 

3 

Growing in Love: STRESS IN RELATIONSHIPS 

“If we want a love message to be heard, it has to be sent out. 

To keep a lamp burning, we have to keep putting oil in it.” 

(Mother Teresa) 


• to develop an understanding of the need for good communication in relationships; 

• to consider some of the problems that may arise as a result of poor communication; 

• to consider the impact that certain aspects of behaviour may have within relationships. 

You have been living as a member of your own particular family for quite some time; you should be 

getting pretty good at being a family member by now. Of course, it isn’t always as easy or as 

straightforward as it may seem, for people are people and, because we are all different, we don’t 

always see things in quite the same way. 

One of the most important ways in which we can be good family members is to communicate with one 

another. For, in the absence of good communication, it becomes so much more difficult to let people 

know what you are thinking or feeling, and even harder still to solve some of the small conflicts or 

arguments that are a part of normal family life. 

TASK 3.1 

GEORGE’S STORY 

Perhaps we don’t listen to each other, or really take the time to hear what someone else has to say. 

Communication is a two-way issue; as well as talking, communication also involves listening. 

Working in groups of about 4, read ‘George’s Story’, (Appendix 2) and discuss these points: 

• What sort of problems are being experienced by people in the story? 

Many of the problems we experience within our relationships are caused by poor communication, by 

• Who do you think is to blame? 

not saying clearly what we want, or by not listening to someone else’s point of view. 

• What could have been done to prevent the situation from reaching this stage? 

• Has anyone in the group ever been in a similar situation, and if so, how was the problem 

resolved? 

We have to work at relationships if they are going to work. Sometimes this can mean that we become 

stressed, and this in turn can make us feel uncomfortable and maybe even irritable. 

George’s story is one that is probably repeated thousands of times all over the world where two 

people are focused on entirely different things and are either unwilling or unable to accept that 

someone doesn’t just stop what they are doing to listen to them. 

Families and relationships aren’t just about one person – they are about people being able to make 

allowances for each other. 

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TASK 3.2 

ASPECTS OF BEHAVIOUR 

Working in groups of about 4, do the following: 

1. You will need the ‘Aspects of Behaviour’ cards (Resource Sheet 2). 

2. Read over each card, and within your group discuss: 

• Is this type of behaviour/attitude appropriate within a family setting? 

• What impact might this have on other family members? 

3. What would be the best way to handle this type of behaviour? 

For many of us, family life will be a very happy experience for the most part. 

However it is not always easy to be a good family member. It can be very 

difficult for parents to bring up their children to love and respect others. 

After all, the perfect family does not exist, because we are all human and 

have human failings. Although the family should be a source of love, of 

caring, of respect, of patience, and of understanding, we often succeed in 

hurting each other by our words, our actions and in our failure to 

communicate. 

Reflection: 

Love is patient; love is kind; love is not envious or boastful or arrogant or rude. It does not insist 

on its own way; it is not irritable or resentful; it does not rejoice in wrongdoing, but rejoices in the 

truth. It bears all things, believes all things, hopes all things, endures all things. 

Love never ends. (1 Cor. 13:4-8) 


Discuss: 

“Kind words can be short and easy to speak but their echoes are truly endless.” (Mother Teresa) 

• What do you think Mother Teresa is trying to tell us? 

• In what way(s) do you think showing kindness to someone, or even acknowledging their 

existence, might make a difference in someone else’s life? 

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SESSION 

4 

PEOPLE I CAN TRUST 


Level D: B3, B4, C4 


Themes: 

1. People I can trust. 

2. Trustworthy qualities. 

3. Who can you talk to?. 

4. Confidentiality. 



2. Read Introduction to session. 

3. Task 4.1: Individual Task followed by paired Task. 

4. Task 4.2: Individual Task – Pupils should score list 

of people named on Resource Sheet 3 on a scale 

of 1-5 according to the level of ease with which 

then feel they could discuss sensitive issues with 

them. 

Resources: 



3. Jotters or A4 paper. 


5. Resource Sheet 3 for each pupil. 

5. Pupils should briefly explain, in writing, why they 

would find it easier to talk to one person on their 

list, and why they would find it more difficult to talk 

to someone else. 

6. Read text which follows Task 4.2. 

7. Reflection offers a prayer from St Ignatius of 

Loyola. 

8. Extension Task: Discussion and/or written activity. 


The purpose of Session 4 is to develop a greater 

understanding of what might be considered as being 

trustworthy qualities and to discern who might be 

deemed trustworthy enough to talk to about sensitive 

issues. This will also involve discussions on issues 

around confidentiality. The introduction to the session 

will give the teacher an opportunity to discuss the 

human need to belong and to relate to other. 

In Task 4.1 pupils are asked to work on their own to 

complete the first part of the task and to then work with 

a partner to discuss their thoughts and feelings. Pupils 

should write ‘People I Can Trust’ in the middle of a 

page of their jotter/sheet of paper, and around this they 

should write a list of the people whom they can trust 

e.g. family, friends, etc. Once they have completed this 

part of the task they should then discuss with a partner 

what it is that makes a person trustworthy. 

In Task 4.2 pupils are required to work on their own to 

consider a list of people with whom they find 

easy/difficult to talk about issues relating to growing up. 

Pupils will need a copy of Resource Sheet 3 for this 

task, onto which they are to rate how easy/difficult it 

would be to talk to certain people about sensitive 

issues: 

Mum Dad Brother Sister 

Aunt Uncle Other relative Friend 

Boyfriend Girlfriend Teacher Priest 

Youth Worker Other 

Pupils are then asked to explain why one person from 

the list may be easy to talk to and why another person 

from the list may be difficult to talk to. 

It is important to make pupils aware that different 

people with whom they may have contact are 

governed by slightly different criteria in terms of levels 

of confidentiality and that a teacher cannot guarantee 

confidentiality, particularly where they believe a child 

protection issue may be involved. The teacherʼs 

awareness of school and council guidelines is very 

important here. 

The Reflection exercise may be used to draw the 

session to a close and to further emphasise the 

important role that trust plays in our relationships. 

The Extension Task allows for discussion and or 

writing, prompted by a quotation from Helen Keller. 

The commitment to a common life of love is at the heart of living truthfully. It is here especially that we see the 

care and education of children, the care of those who are sick or disabled and the care of the elderly. These 

practices bear witness both to the value of life and to the power of love. The love and support that exist within 

family relationships makes great achievements possible. Governments and voluntary agencies can 

complement and support but cannot replace this type of care. (Cherishing Life 212) 

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SESSION 

4 

Growing in Love: PEOPLE I CAN TRUST 

“Don’t walk in front of me, I may not follow. 

Don’t walk behind me, I may not lead. Just walk beside me and be my friend forever. 

(Anonymous) 


• to develop an understanding of trustworthy qualities in people; 

• to develop an understanding of the people that we can trust; 

• to consider issues relating to confidentiality. 

We all need to relate to other people, to share experiences with 

other people. How easy would it be, for example, to enjoy 

your birthday party if you were the only person there? What about 

that very important bit of news that you have no one to share with? 

Basically, we need other people, and other people need us. 

What do we expect from relationships? We rely very heavily on 

those whom we relate to for many of the things that we probably 

take for granted, such as love, friendship, companionship, caring, 

etc. Good relationships are built upon a strong foundation, and one 

element which is crucial to the success of our relationship building 

is trust. 

TASK 4.1 

PEOPLE I CAN TRUST 

Working on your own to begin with, do the following: 

1. Write ‘People I Can Trust’ in the middle of a page in your jotter. 

2. Now write down some examples of people whom you can trust, e.g. family, friends, etc. 

3. Now working with a partner, compare your lists and, by taking two or three examples, discuss 

what it is that makes that person trustworthy. 

Previously, we saw that communication is a crucial element in building good relationships. The ability 

to communicate is an important part of growing up, especially when it comes to getting information or 

confiding in someone. Trust, therefore, is very much a key issue in relationships, as this is likely to 

have a considerable influence on whether or not you can approach a particular person to ask a 

question or to discuss an issue. 

Who would you trust enough to be able to talk about growing up? 

page 10 

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SESSION 

TASK 4.2 

CONFIDING IN PEOPLE 


1. Get a copy of Resource Sheet 3. 

2. Look at the list of people on the sheet and think about how easy or how difficult it would be to 

discuss with them issues relating to growing up. 

3. Give them a score from 1 to 5, with 1 being easy and 5 being difficult. 

4. Now choose at least one person whom you would find it easy to talk to, and explain why this 

is so. 

5. Now do the same for at least one person whom you would find it difficult to talk to and explain 

why. 

If we have something that we need to share with someone, it is very important that we feel able to 

trust them. We need to feel that we can share something with them in confidence, knowing that 

they will not just run off and tell anyone else. 

This sense of trust, or confidentiality, is very important in a relationship. It is also very important to 

remember, however, that there may be times when someone you have confided in may have very 

good reason for not being able to promise confidentiality, especially in an instance where they 

believe you to be at risk from possible harm. In this case you have to trust that they will protect you 

and your interests. 

If you feel that you need to talk to someone about important issues concerning relationships or your 

health, it is best if you can first of all talk to your parents. If you need to talk to someone else, then 

you should consider talking to another adult that you can trust, such as a teacher or any other 

responsible adult who will take your concerns seriously. For medical help or advice you should 

speak to your doctor or the school nurse, but it is best to talk to your parents first. 

Reflection: 

O Christ Jesus, 

When all is darkness and we feel our weakness and helplessness, 

Give us the sense of Your presence, Your love and Your strength. 

Help us to have perfect trust in Your protecting love and strengthening power, 

so that nothing may frighten or worry us, 

For, living close to You, we shall see Your hand, Your purpose, 

Your will through all things. Amen 

(St Ignatius of Loyola) 


Discuss: 

“The best and most beautiful things in this world cannot be seen or even heard, but must be felt 

with the heart.” (Helen Keller) 

• What sort of things do you think Helen Keller is referring to? 

• Why do you think it is so important that we learn to communicate our feelings? 

page 11 

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SESSION 

5 

BOYFRIEND/GIRLFRIEND 


Level E: B2, B3, E6, E7 


Themes: 

1. Physical attraction. 

2. What do we look for in a partner? 

3. Personal qualities. 



2. Read over and discuss introductory text. 

3. Task 5.1: Divide class into groups of about 6 and 

distribute two sheets of paper to each group. 

4. Each group should further sub-divide into 2. 

5. Task 5.2: Organise pupils into pairs, or allow to 

self-select, then distribute copies of Resource 

Sheet 4. 

Resources: 



3. 2 sheets of paper for each group. 


5. Copy of Resource 4 for pupils to work in pairs. 

6. Organise opportunity to review and explain 

findings. 

7. Reflection: prayer to be read aloud by one or more 

pupils. 



The purpose of Session 5 is to consider human 

sexuality and physical attraction and the personal 

qualities that we would look for in a partner. 

In Task 5.1 pupils are required to work in groups of 

approximately 6 to discuss what might sum up the 

‘ideal man’ and the ‘ideal woman’. Each group should 

be sub-divided into two, with one half looking at ‘man’ 

and the other half ‘woman’. The results of the subgroup 

discussion should be recorded on a large 

sheet of paper. 

After an agreed period of time (5-10 minutes) each 

sub-group should switch over to review/extend the list 

of suggestions made by their peers. This can then 

form the basis of a class discussion. 

Task 5.2 requires pupils to work with a partner in 

considering a list of items that might serve to 

describe the perfect partner (Resource Sheet 4). 

Pupils are asked to read and discuss the listed items 

before arranging them in the order which they think is 

most important within a relationship. 

On Resource Sheet 4 some of the items appear in 

shaded boxes, whereas others are in clear boxes. 

This can be used to suggest whether the pupils are 

interested in the external appearance of a person or 

what is on the inside. 

For this purpose the items which are perhaps more 

about the superficial aspects are in shaded boxes. 

The more shaded boxes at the top of the list, the 

more superficial the reasoning. It should be stressed 

that this is only a light-hearted approach and that 

there are no answers which are necessarily right or 

wrong. 

The Reflection offers a prayer about respectful, 

responsible and loving relationships. 

The Extension Task provides a further opportunity to 

reflect upon the influences on our own relationships. 

It is clear . . . that love is the absolute foundation of Christian life and morality. Yet it is true that ‘love’ is a 

word that is frequently misunderstood. It is sometimes used as a synonym for sex but this is doubly wrong: for 

there is sex that is not loving and there is love that is not sexual. Love can take many forms. There is the love 

between parent and child, the love between brothers or sisters, the love between relatives, the love of home 

or country. Social friendships and good relations with colleagues are important in life, though we would not 

usually describe these as love. There is, however, a friendship that is profound and that we can have with 

only a few people who are very close to us. Here it is possible to talk of love. The love of true friendship may 

be between members of the same sex or between members of the opposite sex. Friendship of this sort is a 

great value and is always to be honoured and respected. (Cherishing Life 96) 

page 16

Created in Love: 

5 

Session 5 

SESSION Growing in Love: BOYFRIEND/GIRLFRIEND 

“To the world you may be one person, but to one person you may be the world. 

(Anonymous) 


• to develop an understanding of human sexuality and human attraction; 

• to consider the personal qualities we might look for in a partner. 

All through your life you have been learning about how to relate to others. From a very early age 

you will have seen examples of what it means to love someone - from your family, or your friends 

or others around you. Of course, there are different kinds of love and different levels at which love is 

working. There are many times where, despite saying we love something or someone, ‘love’ is not 

really the appropriate word to use. 

We are all created by God as sexual beings. Our sexuality describes who we are, as opposed to 

what we do. 

As sexual beings we become more aware of each other, we may become attracted to another 

person. This is all a normal part of the growing up process and is likely to become more and more 

important to you as you pass through adolescence. 

TASK 5.1 

IDEAL MAN, IDEAL WOMAN 

At some point in your life it is possible that you may develop a very special friendship with one 

person Working – a boyfriend in a group or of girlfriend. about 6, do You the may following: find yourself developing very strong feelings for this 

person 1. Your and teacher when this will happens, give each it group is inevitable 2 sheets that of you paper. may At want the top spend of one more write and ‘Ideal more Man’ time and with on 

them, the getting other, to ‘Ideal know Woman’. them, and building a relationship. 

2. The group should now sub-divide into 2 smaller groups, taking one sheet of paper each. 

3. Write down as many words or phrases that describe the ideal man or ideal woman. 

4. Swap sheets with the other half of your group. Read over their suggestions and add some 

more words or phrases that your group thinks of. 

page 12 

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SESSION 

1 

TASK 5.2 

FIRST FRIENDS 

Working with a partner, do the following: 

1. Take a copy of Resource Sheet 4 and read over the list of items that might describe the 

perfect partner. 

2. You are asked to think which of these is most important in your perfect partner and to arrange 

them in what you consider to be their order of importance. 

3. How many items in the shaded boxes are at the top of your list? 

4. How many items in the white boxes are near the top of your list? 

There is no right or wrong answer here, but your teacher will tell you what your answers might 

suggest about how you regard relationships. Remember, this is only a bit of fun at this stage 

and your viewpoint may change as you get older. 

At this stage in your life it is very important that you start to consider 

how you intend to use the God-given gift of your sexuality. As you 

grow, you will more and more come to realise who you are as a 

person, through your relationships with other people. In doing so, 

you will possibly begin to identify the sort of qualities that you 

admire in others. You may go on and develop a special and lasting 

relationship with the one person who ‘ticks all the boxes.’ 

Reflection: 

Dear God, 

You have given us the gift of our sexuality: 

May we come to appreciate this gift and to use it with respect 

and responsibility. 

Help us in our relationships to respect the rights and needs of 

others and to act responsibly, so that the choices we make may 

not lead us away from you and your love. 

Amen. 


Discuss: 

Where do we get our vision of the perfect partner? What is likely to influence us? 

• How much influence do the relationships of others have on us? 

• How much influence comes through the media? 

• Do you think there is pressure to become involved in a relationship? 

page 13 

page 18

SESSION 

6 

RELATIONSHIPS 

AND THE MEDIA (1) 


Level D: B3, C6 

Level E: B2, C1, C4 


Themes: 

1. The influence of the media. 

2. Gender stereotyping. 

3. TV families. 

4. Problems and advice. 

5. Mixed messages. 



2. Read and discuss introductory text. 

3. Task 6.1: Divide class into groups of between 4 

and 6 and distribute copy of Resource Sheet 5 to 

each group. 

4. Group activity: Read and discuss, followed by 

class discussion. 

Resources: 



3. Copy of Resource Sheets 5 and 6 for each 

group. 

4. Extension: newspapers, magazines, scissors, 

glue, paper. 

5. Task 6.2: Distribute copies of Resource Sheet 6 to 

each group who read and discuss. 

6. Whole class activity: follow-up discussion. 

7. Reflection: prayer for class/individual reflection. 

8. Extension Task: practical activity requires 

newspapers, magazines etc. 


Session 6 is one of two sessions that consider 

different aspects of the influence of the media on 

relationships. In this session the focus is on how our 

perception of relationships and roles within them can 

be affected by various factors, including gender 

stereotyping. 

In Task 6.1 pupils will consider roles and 

responsibilities within relationships by discussing a 

story line from a popular TV soap opera. They 

should work in groups of between 4 and 6 to read 

Resource Sheet 5 and discuss this, using the 

prompts provided. Discussion may also be extended 

to consider if this is an appropriate level of content for 

broadcasting in an early evening slot. 

The episode from this programme could quite easily 

be replaced by a storyline from any of the popular 

Soaps, all of which claim to show a snapshot of real 

life and the problems that ‘real’ people do encounter. 

In Task 6.2 pupils are required to work in groups to 

consider examples of real problems that were raised 

through a national children’s helpline. In the form of 

short letters to ‘Suzie’, three quite different scenarios 

are outlined. 

Pupils are asked to consider what the relationship 

problem is in each case and to suggest what might 

be appropriate to offer in terms of help and advice in 

each case. 

In the Reflection we pray for the courage and the 

strength to stand up for what is right in making right 

choices in life. 

The Extension Task can be used to develop 

understanding of how relationships can be portrayed 

through the media by finding items from a number of 

magazines and newspapers that show relationships 

either in a positive or a negative light. 

Popular culture, films, novels and songs, though they often present a distorted or overly-romantic account of 

sexual love, nevertheless commonly see the meaning of sexual encounter in terms of love. Indeed, in 

ordinary speech people talk of the ‘act of love’ or of ‘making love’. It is true that this sentiment is contradicted 

by the equally common tendency to see sexual intercourse as meaning as much or as little as someone 

wants it to mean. However, to think of the human sexual act as though it could be merely a recreational 

activity undermines what is most human and most significant about sexual intimacy. (Cherishing Life 102) 

page 19

SESSION 

6 


RELATIONSHIPS AND 

THE MEDIA (1) 

“I have a philosophy: that we all teach. Anybody in the media has a very large 

megaphone that can reach a lot of different people, and so whatever they say, 

whatever they do, however they conduct themselves, whatever they produce has an 

influence, and it’s teaching somebody something.” 

(George Lucas, Film Director) 


• to consider the impact of the media on our perception of relationships; 

• to consider issues relating to gender stereotyping through the media; 

• to consider some of the mixed messages we might encounter. 

We have considered how our ability to relate to others is heavily influenced by our family, our 

friends and the life experiences we have had. Our ability to relate can also be influenced by our 

aspirations - in other words, what we want out of life. In our modern world which bristles with 

technology, there are those who seek to tell us what it is that we ‘want’. They do this through the 

media, where we are sold a particular lifestyle towards which we should aspire. 

The influence of the media can have a very profound effect on how we see ourselves and how we 

see others; this very often involves the use of what are called ‘stereotypes’. A stereotype is a crude 

and inaccurate way of describing a group of people on the basis of little or no accurate information. 

For example, do all Scots have red hair and wear kilts? 

Men have been portrayed as being strong and tough, reluctant to show emotions. Women, on the 

other hand, can be portrayed as being much gentler and all too ready to show their emotions. This 

form of gender stereotyping is common-place both in the media, and indeed in other aspects of our 

lives. 

TASK 6.1 

REAL PEOPLE? 

Working in groups of between 4 and 6, do the following: 

1. You will need Resource Sheet 5 for this task. 

2. Read over the information, which is a brief description of the storyline in just one week from 

Gender 

one 

stereotyping 

of the most 

is 

popular 

always 

Soaps 

wrong. 

on 

Yet 

TV, 

the 

although 

media 

the 

very 

characters 

often indulges 

are referred 

in gender 

to 

stereotyping 

only by letters. 

and 

the 3. assigning In your group of particular discuss roles, the quality and this of the is particularly relationships true between in the snapshot the characters of ‘real’ involved. life presented in 

TV soaps. • How were the male and female characters portrayed in the story in terms of their 

roles/responsibilities? 

• How realistic do you think this storyline is? 

• In what way(s) might this influence someone in their understanding of relationships? 

page 14 

page 20

In the soap you discussed in Task 6.1, the storyline referred to ran for several episodes in the one 

week. Interestingly, in this storyline, only two of the characters involved were married – to each other 

– and none of the relationships were ‘stable’. Why do you think the media shows relationships in this 

way? 

Another way that relationships are targeted in the media is through ‘Problem Pages’ in newspapers, 

where someone, who is referred to as an Agony Aunt (or Uncle), hands out advice on relationship 

issues. 

TASK 6.2 

HELP WITH RELATIONSHIPS 


1 You will need Resource Sheet 6 for this task. 

2 These are all real problems raised by real children who contacted a helpline looking 

for advice. Read them over, and in your groups discuss: 

a) What is the relationship problem in each of these cases? 

b) What advice/help would you offer to the writers of each letter? 

c) Why do so many people use so-called ‘Agony Aunts’ to access information? 

We are bombarded by messages in the media, whether it be TV, magazines, 

advertising, books, radio, and of course the Internet. We receive a lot of 

messages from different sources, and sometimes these messages make it 

incredibly difficult to know the right thing to do in our own relationships. 

Reflection: 

Dear God, 

Sometimes it is hard to follow your Way. Sometimes I am too easily influenced by what I 

encounter through the media. I falter, and am distracted by false attractions. Give me the 

courage and strength to stand up for what is right, so that I can make right choices in my life 

and so remain at peace with you. Amen. 


Working in groups of about 4 to 6, take some newspapers and magazines and try to find articles 

or headlines which say something positive about relationships and some which are more 

negative. 

Which was the easier to find, and what does this suggest about how relationships are often 

portrayed by the media? 

page 15 

page 21

SESSION 

7 

RELATIONSHIPS 

AND THE MEDIA (2) 


Level D: B5 

Level E: C4, E2 


Themes: 

1. Modesty and chastity. 

2. Age of Consent. 

3. External pressures. 

4. The worldwide web. 



2. Read Introduction to Session 7. 

3. Task 7.1: Organise class into groups of between 4 

and 6 and refer to Appendix 3. 

4. Group Activity: Use prompts provided as basis for 

group discussion before feeding back to class 

discussion. 

Resources: 



3. Appendices 3 and 4. 


5. Task 7.2: Group Activity. Distribute copy of 

Resource Sheet 7 to each group before groups 

use prompts as basis for discussion. 

6. Whole-class activity: organise feedback and refer 

to text in Student Book. 

7. Reflection: read with class. 

8. Extension Task: Use Appendix 4 to prompt 

discussion or written activity. 


Session 7 seeks to develop understanding of the 

impact of the media on relationships. The session 

also considers the virtues of chastity and modesty in 

relationships and also focuses on legal issues in 

terms of consent under Scots Law. 

To put the work of this session into perspective it is 

important to read over the Introduction to this 

session, as this helps to set the scene for the tasks 

and discussions in the remainder of the session. 

In Task 7.1 pupils are asked to consider ‘Sarah’s 

Story’. This is a fictional account of a situation where 

a young person has gone off to meet up with 

someone with whom she has been in contact through 

the Internet. The purpose of this story is to raise 

discussion of the potential threat posed by the 

Internet. 

Working in groups of between 4 and 6, pupils are 

asked to read over the story and to use the prompts 

provided as a basis for further discussion. 

In Task 7.2 pupils are asked to work in groups to 

discuss the information on Scottish Legislation, 

provided on Resource Sheet 7. 

The text in the Student Book is included to convey 

the Church’s teaching on modesty, chastity and selfcontrol 

within a proper context. It focuses on the 

Seven Gifts of the Holy Spirit and the twelve Fruits of 

the Spirit, all of which should be familiar to those 

pupils who were prepared to receive the Sacraments 

of Initiation in primary school. However, as it is 

possible that this will not be familiar to some pupils, it 

is included so that all of the pupils can understand 

what we mean by Christian virtues. 

The Reflection is a prayer which asks for help and 

guidance in applying the Gifts and Fruits of the Spirit 

in daily life and in meeting the challenge presented to 

us by the mixed messages we get from a range of 

sources, including the media. 

The Extension Task looks at the results of a survey 

(Appendix 4) conducted in the United States 

identifying possible influences in promoting modesty. 

The abuse of children is a worldwide problem. Child molesters make use of the internet to entrap children and 

sex tourists travel to countries where children can be exploited. Ruthless criminals organise such activity and 

children may be driven to sell their bodies by extreme poverty. The protection of children from exploitation is 

an area that requires international cooperation between governments and agencies so that abusers and 

criminal gangs can be prosecuted and the lives of young people can be improved. (Cherishing Life 141) 

page 22

SESSION 

7 


RELATIONSHIPS AND 

THE MEDIA (2) 

“Chastity is the cement of civilisation and progress. 

Without it there is no stability in society, and without it one cannot attain the Science of Life” 

(Mary Baker Eddy, founder of Christian Science Movement) 


• to further develop an understanding of the impact of media and technology on our 

relationships; 

• to consider what is meant by ‘chastity’ and ‘modesty’; 

• to develop an understanding of legal issues relating to consent in relationships. 

We live in an ever-changing and developing world 

where progress, especially in the field of technology, 

continues at a sometimes alarming rate. Many of the 

teachers in your school, for example, will have been 

brought up in a world where the main forms of 

communication were post or phone, but nowadays we 

travel on the information highway where the influences of 

the worldwide web are to be seen almost everywhere. 

The Internet can have many possible benefits that can 

make life easier. Many more TV channels are now 

available, giving access to a far greater range and choice of programmes. The way we listen to and 

buy music is now completely different to the way that it was even just a few years ago. All of these 

advances - and more - can have a positive impact on our lives. But, at the same time there exists a 

potential for a negative impact. 

Internet chat rooms allow for online conversations and the forming of cyber relationships across the 

globe. We are able to communicate with people over vast distances, but how do we know who we 

are talking to? How do we know that they are who they say they are? What dangers might there be in 

taking a relationship made over the Web to 

another level by meeting someone we know 

nothing about or have only met through online 

chatting? 

page 16 

page 23

SESSION 

TASK 7.1 

SARAH’S STORY 


1. Read over ‘Sarah’s Story’ on Appendix 3. 

2. Why are Sarah’s parents so worried? 

3. Do they have good reason to be worried? Why? 

4. What does ‘boy’ mean in the last paragraph? 

5. What reason does the police officer give to back up his belief 

that internet chat rooms are causing more and more problems? 

Sarah is obviously keen to take her relationship with the ‘boy’ she has met through the Internet to a 

new level, to meet this person in reality, rather than in cyberspace. At 13 years of age it is 

questionable as to whether this is an appropriate step, but what does the Law actually say about 

relationships with regard to teenagers? 

TASK 7.2 

WHAT MAKES YOU HAPPY? 


1. Read Resource Sheet 7 and discuss the information on Scottish legislation regarding the age 

of consent. 

2. Why is it important that these laws exist? 

3. Why do some people continue to ignore what the law states about the age of consent? 

In preparation for receiving the Sacrament of Confirmation pupils attending Catholic primary schools 

may have been introduced to the ‘Twelve Fruits of the Spirit’ (charity, joy, peace, patience, kindness, 

goodness, generosity, gentleness, faithfulness, modesty, self-control and chastity). The last three of 

these ‘fruits’ are particularly relevant here. 

God created us male and female and he designed within us an attraction to 

each other. At times in our lives this will cause us to seek friendship, to seek 

intimacy, and to seek love. Our sexual feelings can often be immensely 

powerful, but it is how we rise to the challenge of controlling these 

feelings that will help us to become truly loving people. 

Modesty, self-control and chastity are all about responding to the gift of 

our sexuality by living in the way that God wants us to. This means that 

the things we do, the things we say, the things we think, should not 

distract us from living a life of self-giving love and following God’s plan 

for us. 

page 17 

page 24

The Catholic Church, in common with many world faiths, teaches that intimate sexual relationships 

are intended for the context of the marital union of a husband and wife, and sexual intercourse is the 

special sign of this total gift of self. Unmarried people – young people, adults, those who are hoping 

to marry, and those who have made the decision to remain single (celibate) - are able to honour the 

gift of their sexuality by “abstaining” from taking part in intimate sexual acts that are meant for 

marriage. 

This is the challenge presented to us in our modern world, where the messages we receive, 

particularly through the media, put immense pressure on us in making choices about relationships. 

Reflection: 

Create in me a clean heart, O God, and renew in me a steadfast spirit. 

Help me not to dwell on impure thoughts. 

Forgive me for taking part in impure conversations and jokes. 

Keep me from movies, TV and music that lead me to sin. 

Give me wisdom always to behave and conduct myself in a way that does not lead others to sin. 

Lord, help me to be holy and recognise in your gift of sexuality 

my desire to be intimately united with you. Amen. 


Read over and discuss the results of the survey carried out in the United States looking at 

viewpoints on modesty. You will find this on Appendix 4. 

• Why should family background and religious conviction have such an influence? 

• Why should the influence of the media, newspapers, TV, be less strong? 

page 18 

page 25

SESSION 

8 

PUBERTY 


Level E: B3, E4, E5, E6, E7, F4 

Key Messages: 5 

Themes: 

1. Physical, emotional and spiritual change. 

2. Being a teenager. 

3. Thinking about sexuality. 

4. Personal hygiene. 



2. Read over introductory text. 

3. Task 8.1: Organise class into same-sex groups; 

distribute Resource Sheet 8 to each group. 

Review answers after an agreed length of time 

(10 minutes?). 

Resources: 



3. Resource Sheet 8 for each group. 

4. Appendices 5, 6 and 7. 


4. Refer groups to Appendices 5 & 6 for reading and 

discussion. 

5. Task 8.2: Refer groups to Appendix 7 for reading 

and discussion. 

6. Reflection: prayer to be read aloud. 

7. Extension Task: discussion/written activity. 


Session 8 focuses on puberty and the physical, 

emotional and spiritual development that occurs 

during this time. 

Read over the Introduction to Session 8 with pupil, 

stressing the normality of puberty as a common 

experience for all. 

Task 8.1 begins with a quick quiz. For the purposes 

of this part of the task and for the remainder of the 

session, the class should be organised into same-sex 

groups of approximately 4. Pupils are asked to 

consider 10 statements which they have to decide 

are true or false (Resource Sheet 8). The following 

are the correct responses: 

1. False 2. True 3. True 4. False 5. True 

6. True 7. False 8. True 9. True 10. False 

In the second part of this task the same groups 

discuss the information on male and female puberty, 

provided on Appendices 5 & 6. Groups should read 

and discuss both sets of information before feeding 

back to a whole class discussion. 

This taks requires a significant amount of reading by 

pupils. You may require to structure the reading into 

reasonable ‘chunks’ for some pupils. 

Task 8.2 requires pupils to continue working in the 

same same-sex groupings to discuss Appendix 7, 

using the prompts provided. This can then form the 

basis for a whole class discussion. 

The Reflection provides a prayer for class use. 

The Extension Task is based on the discussion of a 

quotation which is intended to show that puberty 

does not only impact on the teenagers experiencing 

it, but can also have a very profound effect on family 

relationships. 

In order to love another person it is necessary to have that security that comes from having been loved. This 

is why the love of parents is so important for a child’s personal development and growth. There is a wrong 

kind of self-love, a selfishness that is both harmful to others and self-destructive, but there is also a right kind 

of self-love, a self-respect that enables us to love others. It is from our first carers that we learn how to love 

ourselves and how to love others in the right way. True self-love is not arrogant or greedy but is honest and 

open hearted. (Cherishing Life 98) 

page 26

SESSION 

8 


PUBERTY 

“Puberty is the sickest joke God plays on us. 

So you’re just noticing members of the opposite sex. 

Naturally you want to look your best, and God says, 

‘No! You will look the worst you’ve ever looked in your life.’” 

(Eddie Izzard) 


• to consider some of the changes that occur during puberty; 

• to consider what it means to be an adolescent; 

• to consider issues surrounding personal hygiene. 

‘Adolescence’ is often described as a time for discovering who you are, which may come as a bit of 

a surprise since you may well think you know who you are already. However, during this time in 

your life you will experience a whole series of changes, and these changes will have a very 

profound impact on how you see yourself. 

Many of the changes that you will experience do not happen overnight, but 

represent a gradual process rather like a journey. This journey is called 

‘puberty’ and it starts at different times for different people. For some, this 

journey may take a longer time or may be a more uncomfortable 

experience. During the journey you might be forgiven for thinking that you 

are the only person who has ever travelled this path. You are the person 

who is experiencing the confusion, the anxiety about your appearance, the 

curiosity about your sexuality, the moodiness, the changing emotions – all 

of which are a normal part of the growing-up process. 

Although no one else can live the experiences you are having, other 

people can understand or empathise with how you are feeling. What you 

need on this journey is a sympathetic ear, and also the love and 

guidance of your family members and of other adults, who once 

upon a while ago were also teenagers themselves. 

TASK 8.1 

Puberty Facts 

Working in same-sex groups of about 4, do the following: 

1. Quick Quiz. (Resource Sheet 8). Your teacher will read out some questions on the subject of 

puberty. 

2. Now read over the information on Puberty (Appendices 5 & 6). The boys read the Male 

Puberty Facts and the girls the Female Puberty Facts. 

3. The boys should now read the Female Puberty Facts and the girls the Male Puberty Facts. 

4. Discussion: 

• What are the main differences? 

• What similarities are there? 

page 19 

page 27

TASK 8.2 

PUBERTY CONCERNS 

Working in same-sex groups of about 4, do the following: 

1. Read and discuss the information on Appendix 7. 

2. Why do you think puberty can be such a difficult time for a lot of teenagers? 

3. Who should you talk to if you have concerns about issues relating to puberty? 

Reflection: 

Father in heaven, everything you created is good. 

We have been given the gift of life, the works of your hands. 

We have been created male and female, 

blessed with the ability to love and to care for each other, 

and to share with you in the creation of new life. 

We thank you for the gift of our sexuality. 

Help us to grow in understanding and respect both for ourselves and for other people, 

that we may come to know how to use this gift of our person in the way that you intended. Amen. 


Discuss: 

“Adolescence is a period of rapid changes. Between the ages of 12 and 17, for example, a parent 

ages as much as 20 years.” 

• In what way(s) might parents be affected by their child’s journey through adolescence? 

• Why do you think this might be so? 

• What might help to improve the situation? 

page 20 

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SESSION 

9 

HEALTHY LIFESTYLE 

OR RISK BEHAVIOUR? 


Level E: D3, E1, E3, F3 


Themes: 

1. A healthy lifestyle. 

2. Alcohol / drug abuse. 

3. HIV / AIDS. 

4. Self-control. 



2. Read over introductory text. 

3. Task 9.1: Organise the class into mixed groups of 

between 4 and 6 pupils. 

4. Distribute copies of Resource Sheets 9 & 10 to 

each group. 

Resources: 



3. Resource Sheets 9 & 10 for each group. 


5. Group discussion before feeding back to whole 

class. 

6. Task 9.2 Refer same mixed groupings to 

Appendix 8 for discussion, before feeding back. 

7. Reflection: Prayer for class use. 

8. Extension Task: Discussion / written activity. 


Session 9 considers what it means to live a healthy 

lifestyle and the choices we can make, the risks we 

can take, which put our health in jeopardy. 

The session begins by considering what it means to 

have a healthy lifestyle, acknowledging good eating 

habits, a healthy diet and regular exercise as ways of 

ensuring good health. However it is acknowledged 

that, as well as the things we can ‘do’ to ensure good 

health, we also have to consider the things we should 

avoid or do without. 

In Task 9.1 pupils should work in mixed groups of 

between 4 and 6, with copies of Resource Sheet 9 

(Alcohol Abuse) and Resource Sheet 10 (Drug 

Abuse). They are asked to reflect on the information 

presented to them and, using the prompts provided, 

to engage in a group discussion that can become 

part of a larger whole class discussion. 

The purpose of Task 9.2 is to introduce pupils to the 

threat posed by HIV/AIDS and how this threat can 

potentially be increased through risk behaviour. 

Please note that it is imperative that pupils be made 

aware that there are other ways of contracting HIV, 

and possibly AIDS, through other means, such as 

blood/donor transplants. 

Working in mixed groups of between 4 and 6, each 

group should have access to Appendix 8. As it is 

essential that all pupils obtain this information, it may 

be prudent to read over the information with the 

whole class before they break into their groups for 

discussion, using the prompts provided. 

The Reflection provides a prayer, which seeks help 

in knowing the right choices to make in life. 

The Extension Task provides a means of furthering 

discussion and/or written activity on lifestyle. 

Sexually-transmitted diseases also raise difficult issues. Certainly, the risks of passing on (or contracting) 

such diseases give a further reason why casual sex is irresponsible and contrary to human dignity. If a man or 

his wife becomes infected with a serious illness such as HIV, what ways do they have to express their love for 

one another? The desire to have a child and the sexual expression of love are important values in marriage, 

but it is important to recognise that the only assured way to prevent passing on such an infection is to express 

love in ways other than through sexual intercourse. Indeed, this may in fact strengthen and deepen the bond 

of love between them. (Cherishing Life 170) 

page 29

SESSION 

9 


HEALTHY LIFESTYLE 

OR RISK BEHAVIOUR? 

“A silly idea is current that good people do not know what temptation means. This is an obvious 

lie. Only those who try to resist temptation know how strong it is . . . A man who gives in to 

temptation after five minutes simply does not know what it would have been like an hour later. 

That is why bad people, in one sense, know very little about badness. They have lived a 

sheltered life by always giving in.” 

(C S Lewis) 


• to consider what is meant by a healthy lifestyle; 

• to consider what is meant by risk behaviour; 

• to consider issues relating to alcohol and drug use; 

• to consider issues relating to HIV/AIDS. 

What do we understand by the term ‘healthy lifestyle’? For many of us this might involve thinking 

about the things we eat and the amount of exercise that we take. And while it is important that 

we do consider our diet and our level of fitness, it is equally important to consider the things that we 

should try to avoid, if we are to stay healthy. 

There are many temptations which face us, many choices which we are asked to make. Sometimes 

the power of temptation can be quite overwhelming, especially when coupled with the power of peer 

pressure. But in making choices, we have to be aware that there will always be consequences, both 

for ourselves and for other people. 

TASK 9.1 

Substance Abuse 

Working in mixed groups of between 4 and 6, do the following: 

1. Each group will require a copy of Resource Sheets 9 & 10 for this task. 

2. You are asked to discuss the issues of alcohol abuse and drug abuse. In your discussions 

you should consider: 

• How might the use of alcohol and drugs influence your decision-making? 

• What might the consequences be for you? 

• What might the consequences be for other people? 

• Is it acceptable to take risks in this way? 

There are times when we may make choices that involve an element of risk, and 

very often the consequences do not just affect us, but impact on other people 

– family, friends, society as a whole. What we must realise is that the freedom 

to make choices does not come on its own, but involves a massive amount of 

responsibility. We are responsible for our own actions. Although there may be 

other factors that have influenced our decision-making, we are responsible not 

only for the choices we make, but for the consequences that may arise. 

page 21 

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TASK 9.2 

HIV/AIDS 


1. Read over the information on HIV/AIDS which you will find on Appendix 8. 

2. In what ways is it possible to contract HIV and possibly develop an AIDS-related condition? 

3. Which, if any, involve an element of risk? 

4. How might having HIV/AIDS impact on: 

• the individual? 

• their family and friends? 

• society as a whole? 

‘Risk Behaviour’ is very closely linked to ‘Self-Control’, for in the absence of self-control, we are more 

likely to take risks, and we may find ourselves faced by overwhelming consequences. If we don’t wish 

to face these consequences, it is important that we behave in a way that is less likely for this to 

happen – by thinking about the possible consequences before we make our choices. To do otherwise 

may drastically reduce our options. 

Risk Behaviour can demand a very heavy price. This can have an effect on you, your career, your 

relationships, your health. Are you prepared to pay that cost? 

Reflection: 

Prayer to Our Lady of Good Counsel 

God of wisdom and love, you have sent your Son Jesus to be the light of the world, 

and continue to send your Holy Spirit among us to guide us into your way of truth. 

Open our hearts to your Word and let us ponder your actions among us. 

Give us your Spirit of wisdom and knowledge, of understanding and counsel. 

With Mary, may we rejoice in your gifts and walk in the way of truth and love. 

With all your people on earth and in eternity, 

we make this prayer through Our Lord Jesus Christ, 

in the unity of your loving Spirit, One holy God, for ever and ever. 

Amen. 


Discuss: 

“My definition of success is to live your life in a way that causes you to 

feel a ton of pleasure and very little pain – and because of your lifestyle, 

have the people around you feel a lot more pleasure than they do pain.” 

(Anthony Robbins, American author and life coach) 

• How easy do you think it would be to live as Anthony Robbins 

suggests? 

• Is life just about seeking pleasure? 

• Why is it sometimes difficult to avoid pain? 

page 22 

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SESSION 

10 

PARENTHOOD 


Level E: B2, C1, C2, E5, F4 


Themes: 

1. Love and affection. 

2. What does it mean to be a parent? 

3. Family Life. 



2. Task 10.1: Organise class into mixed groups of 

between 4 and 6. 

3. Distribute large sheet of paper and appropriate 

pens/pencils to each group. 

4. Read text which follows Task 10.1. 

Resources: 



3. Large sheet of paper for each group. 

4. Paper/pens/pencils. 


5. Task 10.2: Distribute copy of Resource Sheet 11 

to each group for discussion. 

6. Read and discuss text. 

7. Reflection: prayer for families. 

8. Extension Task: discussion and/or written activity. 


Session 10 focuses on what it means to be a parent, 

and draws a distinction between acquiring the skills 

to be a better parent (parenting) and having the 

responsibility of acting as a parent (parenthood). 

In Task 10.1 pupils are required to work in mixed 

groups of between 4 and 6 to brainstorm the word 

‘parenthood’. They are asked to consider what it 

means to be a parent and/or to consider what being a 

parent should involve. 

Task 10.2 requires pupils to consider relationships 

and parenthood from the perspective of a parent. 

Using two scenarios (Resource Sheet 11) pupils are 

asked to consider how they would work as a parent, 

what sort of rules they would make, and how they 

would respond should any of their rules be broken. 

The purpose of this exercise is make pupils more 

aware of how parents may show love to their 

children, and that it is through care, respect and love 

that these rules exist. 

Read over and discuss the text which follows Task 

10.2 in the Student Book. 

The Reflection offers a prayer for families which 

could be incorporated into the reading of text which 

follows Task 10.2. 

The Extension Task provides another opportunity for 

discussion and/or written activity. 

The importance of the family for the life and well-being of society entails a particular responsibility for society 

to support and strengthen marriage and the family. Civil authority should consider it a grave duty to 

acknowledge the true nature of marriage and the family, to protect and foster them, to safeguard public 

morality, and promote domestic prosperity. (CCC 2210) 

page 32

SESSION 

10 

Growing in Love: PARENTHOOD 

“You don’t really understand human nature unless you know why a child on a merry-go-round 

will wave at his parents every time around – and why his parents will always wave back.” 

(William D Tammeus) 


• to consider what it means to be a parent; 

• to consider matters relating to family life; 

• to consider the human need for love and affection. 

The use of the words ‘parenting’ and ‘parenthood’ can sometimes be a bit confusing. ‘Parenting’ 

refers to the skills, techniques and knowledge required to be a good parent. ‘Parenthood’ is about 

the responsibility of being a parent or acting as a parent, for example in the way that a teacher or 

another responsible person may assume the role of a parent in certain circumstances. 

TASK 10.1 

Parenthood 


1. Brainstorm the word ‘parenthood’. 

Write down as many words or phrases which describe what you think it means to be a parent 

or what being a parent should involve. 

2. Discuss your choice words. 

Raising children is a richly rewarding experience, but is not without its challenges and heartaches. 

The sort of parent you will become may be greatly influenced by your own personal experience. 

Unfortunately, not everyone has a positive experience of family life on which to draw, and this can 

have a profound impact on how they can create a loving family environment. 

Some people arrive at parenthood at an early age, before they have really had an opportunity to 

mature and to experience what it means to be an adult. Others suffer from emotional problems that 

may prevent them from handling the many tensions, stresses and conflicts that can be a part of 

parenthood, or even to meet the basic needs of their children. Unfortunately some parents are victims 

of domestic abuse and this can have an impact on the relationship that they have with their children, 

perhaps because they are trying to conceal this abuse from 

their children or because the child or children 

has witnessed the abuse. This can put a 

tremendous strain on relationships within 

a family. 

page 23 

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TASK 10.2 

HOW TO BE A GOOD PARENT 


1. Picture yourself as a mother or father. 

2. Read over the scenarios outlined on Resource Sheet 11 and consider: 

• What kind of rules would you make? 

• How would you respond if your child disobeyed you? 

• How would you explain your reasons for having your rules? 

3. How important is the art of compromise in such situations? 

4. Why do you think parents and their children can find it difficult to understand or empathise 

with each other’s viewpoint? 

Being a parent is never easy or straightforward. Parents have a 

responsibility to try to understand the perspective of their children 

(although this doesn’t mean that the children always have to get their 

own way). At the same time, children have a responsibility to try to 

understand the views of their parents, which is not going to be easy 

for them since they have never experienced parenthood. 

Parents are not perfect; after all they are only human. So, there may 

be times when they may seem to be totally unreasonable and 

difficult to get on with. But then, so too are teenagers. It is difficult at 

times, but the key is not to give up on each other, and to continue to 

show the love, affection and respect that is necessary for 

relationships to flourish. 

Reflection: 

Blessed are You, loving Father, for all the gifts you give us. 

Blessed are You for giving us family and friends to be with us in times of joy and sorrow, 

to help us in days of need, and to rejoice with us in moments of celebration. 

Father, we praise You for Your Son Jesus, who knew the happiness of family and friends, 

and for the love of Your Holy Spirit. Blessed are you for ever and ever. 

Amen. 


Discuss: 

“To understand your parents’ love you must raise children yourself.” (Chinese Proverb) 

• What do you think people mean when they say that you won’t understand what it means to 

be a parent until you are a parent yourself? 

• Why do you think this might sometimes cause problems between children and their parents? 

page 24 

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SESSION 

11 

MARRIAGE 


Level D: C3, D1, D2 

Level E: E2, E5, F2, F4 


Themes: 

1. Marriage as a vocation. 

2. Commitment and permanence. 

3. Having sex or making love? 

4. Procreation. 



2. Task 11.1: Continuum Exercise. 

3. Read and discuss text following Task 11.1. 


between 4 and 6; distribute 2 large sheets of 

paper and pens/pencils to each group. 

Resources: 



3. Large sheets of paper for each group. 


5. Groups should record outcomes of discussion on 

paper. 

6. Read and discuss text following Task 11.2. 

7. Reflection: Scripture passage. 

8. Extension Task: quotation prompts discussion 

and/or written activity. 


Session 11 focuses on God’s plan for our sexuality, 

the gift of our maleness and femaleness which 

culminates in the marital union of husband and wife 

and the potential to share in the creation of new life. 

However, it is important to remember that the 

experience of pupils and their perspectives on 

marriage may be at a variance with this ideal. 

In Task 11.1 pupils are given the opportunity to 

express their views in relation to marriage by 

participating in a continuum exercise. As this task 

might require a significant amount of floor-space, it 

may need to be adapted to suit particular situations, 

possibly by involving a smaller number of pupils 

Pupils are asked to imagine a line stretching across 

the classroom floor. At one extreme of this line is the 

land of total agreement, and at the other lies total 

disagreement. They should position themselves 

somewhere on this line that reflects their level of 

agreement with a number of statements to be read 

aloud. Peer pressure may play a significant part in 

this exercise and it may be useful to not only give one 

or two pupils the opportunity to explain their stance, 

but also to afford pupils an opportunity to rethink their 

position in light of any ensuing discussion. 

The following list of statements may be added to or 

adapted for this exercise: 

• Living together is just the same as being married. 

• Marriage is only a piece of paper. 

• God created marriage. 

• Marriage should be for life. 

• It is better to have lived together before getting 

married. 

• Sex should only take place between two married 

people. 

The Student Book text outlines the reasoning behind 

Catholic teaching on the sanctity of marriage, fidelity 

and parenthood. 

Task 11.2 requires pupils to work in mixed groups of 

between 4 and 6 to discuss and record what they 

understand by the terms ‘having sex’ and ‘making 

love’. This will then form the basis of a whole class 

discussion where the differences and/or similarities 

can be discussed more fully. NB Care will be 

required in handling the content of discussion in 

this task. 

The Reflection is from the First Letter of St Paul to 

the Corinthians (1 Cor. 13:1-8), a passage with which 

some of the pupils may already be familiar. 

The Extension Task can prompt a discussion of 

Thornton Wilder’s reasons for marrying his wife, and 

for sustaining his marriage. This issue must be 

treated with sensitivity to any pupils whose parents 

may not have maintained such commitment. 

Marital love, which is the proper human context for sexual intercourse, is likewise related to the good of 

children. Marriage is more than merely a good context for looking after a child; the desire to have a child with 

this person is a proper and natural expression of unitive love. 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 35

Created in 

11 

Love: Session 11 

SESSION Growing in Love: 

MARRIAGE 

“A good marriage is at least 80% good luck in finding the right person at the right time. 

The rest is trust. 

(Nanette Newman, actress) 


• to develop an understanding of the importance of Marriage as a sacrament; 

• to consider issues relating to commitment and fidelity; 

• to consider children as the “fruit” of marriage. 

We have already seen that our sexuality is a gift from God and that through our maleness and 

femaleness, created in the image and likeness of God, we are attracted to each other, leading 

us to form relationships on a number of different levels. For many of us, this may mean finding one 

special person to whom we decide to give ourselves completely in marriage – the total gift of self, 

now, tomorrow and always. 

TASK 11.1 

MARRIAGE: A CONTINUUM 

Imagine a line stretching across the floor of the classroom. One end of this line represents total 

agreement, the opposite end represents total disagreement. Your teacher is going to read out a 

number of statements. You have to choose whether you agree or disagree with each statement 

and to stand on a part of this imaginary line that reflects your opinion. 

In the Book of Genesis when we read the story of Adam and Eve, 

we see the origins of marriage and God’s plan for our sexuality. 

Having created all of the beasts of the earth, on the sixth 

day God created ‘man’, and having done so, wished to 

create for him a mate. So God took one of Adam’s ribs 

while he was sleeping, enclosed it in flesh, and created 

‘woman’. 

God created man and woman for each other. God 

created marriage: 

“This is why a man leaves his father and mother and 

joins himself to his wife, and they become one body.” 

(Genesis 2:2-4) 

Right from the very start it is quite clear that God has a plan 

for humanity and for human sexuality, and this plan is in 

two parts. We are called to love others as God loves us; 

and we are called to join with God in the creation of new 

life. This is central to a Catholic understanding of 

Marriage. Sexual intercourse is only appropriate within 

the context of the marital union of a husband and wife 

and should be open to the possibility of sharing in the 

creation of new life. 

page 25 

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TASK 11.2 

MAKING LOVE 


1. Each group will be asked to discuss and write down what they understand by either ‘having 

sex’ or ‘making love’. 

2. As a class, discuss what differences or similarities there may be. 

When a couple are married in a Catholic Church, at least one of them must be baptised. During the 

marriage ceremony their union is blessed and sealed by God. The couple make a commitment to 

each other, body, mind and soul, and their marriage bond is established before God and through 

God. This is why marriage is regarded as a “Sacrament” and this is also the reason why the Church 

believes that the Sacrament of Marriage is indissoluble – “What God has put together, let no man put 

aside.” 

As part of the Marriage ceremony in a Catholic Church the couple are required to state their 

intentions publicly by answering three questions put to them by the priest. Firstly they are asked to 

confirm that they are free, able and willing to be married. Secondly, they are asked to declare that it is 

their intention to remain married without limit of time. Lastly they are asked to declare that their 

marriage will remain open to the possibility of children being born into the marriage. These three 

vows - Indissolubility, Faithfulness (Fidelity) and Openness to Fertility - are what make a Catholic 

marriage valid. 

Reflection: 

“If I speak in the tongues of men and angels, but have not love, I am a noisy gong or a clanging 

cymbal. And if I have prophetic powers, and understand all mysteries and all knowledge, and if I 

have all faith, so as to move mountains, but have not love, I am nothing. If I give my body to be 

burned, but have not love, I gain nothing. 

Love is patient and kind; love is not jealous or boastful; it is not arrogant or rude. Love does not 

insist on its own way; it is not irritable or resentful; it does not rejoice at wrong, but rejoices in 

the right. Love bears all things, believes all things, hopes all things, endures all things. Love 

never ends . . .” (1 Corinthians 13:1-8) 


“I didn’t marry you because you were perfect. I didn’t even marry you because I loved you. 

I married you because you gave me a promise. That promise made up for all your faults. And 

the promise I gave you made up for mine. Two imperfect people got married and it was the 

promise that made the marriage. And when our children were growing up, it wasn’t a house that 

protected them; and it wasn’t our love that protected them – it was that promise.” 

(Thornton Wilder) 

Discuss 

page 26 

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SESSION 

12 

COMMITMENT 


Level E: B1, D1, F2 


Themes: 

1. Rights and responsibilities. 

2. Making a commitment. 

3. Faith, trust and loyalty. 

Suggested Methdology: 


2. Read introduction to session. 


between 4 and 6 pupils. 

4. Distribute Resource Sheet 12 to each group, who 

should record outcomes on Resource Sheet 13. 

Resources: 






5. Read and discuss text which follows Task 12.1. 

6. Task 12.2: Distribute Resource Sheet 14 to each 

pupil. 

7. Class discussion based on the findings from 

previous task. 

8. Reflection. 

9. Extension Task - discussion/written activity. 


In Session 12, the concept of giving oneself totally 

and completely is the focus as pupils consider what it 

means to make a commitment. 

Pupils are asked to consider the many different 

relationships they have with people and the levels at 

which these operate. Pupils should be encouraged to 

understand that the level of responsibility that they 

may feel towards a person is influenced by the level 

to which they are committed to that person. 

In Task 12.1 pupils should work in groups of about 

4-6, using Resource Sheet 12 to consider a number 

of commitments: 

• to myself; 

• to my family; 

• to my school; • to my friends; 

• to my parish; 

• to my special interests/activities; 

• to my community; to the world. 

Working in groups, pupils are asked to discuss their 

rights and responsibilities. The findings of the group 

should be recorded on Resource Sheet 13, which 

will then be used as the basis for a whole class 

discussion. 

Examples that may be appropriate responses to this 

task might include: 

• I have the right to express my opinions. 

• I have the responsibility to respect the opinions of 

others. 

• I have the right to an education. 

• I have the responsibility not to detract from the 

education of others. 

• I have a right to be free from abuse. 

• I have the responsibility not to abuse or mistreat 

others. 

• I have the right to a loving family. 

• I have the responsibility to be a good family 

member. 

In Task 12.2 pupils are required to work individually, 

using Resource Sheet 14, to consider what is most 

important within a marriage from a number of given 

statements and to rate these as follows: 

1 Very important 2 Quite important 

3 Don’t know 4 Not important 

5 No place within marriage 

The Reflection, with words written by John Lennon. 

rounds off this session which highlights the 

importance of faith, trust and loyalty within 

relationships, and, in particular in a married 

relationship, the permanent, faithful and committed 

marital union of husband and wife. 

The Extension Task uses a quote from the cartoon 

character Winnie the Pooh to prompt discussion 

and/or written activity on the value of commitment. 

Married life has great value and importance as a special form of personal relationship. This value is rooted in 

the nature of man and woman and the covenant partnership of love and common life between them. 

(Cherishing Life 118) 

page 38

Created in 

12 

Love: Session 12 11 

SESSION Growing in Love: 

COMMITMENT 

What greater thing is there for two human souls to feel that they are joined for life 

– to strengthen each other in all labour, to rest on each other in all sorrow, 

to minister to each other in all pain, to be one with each other in silent, 

unspeakable memories at the moment of the last parting.” (George Elliott) 


• To develop an understanding of what it means to make a commitment; 

• to consider rights and responsibilities within relationships; 

• to develop an understanding of the need for faith, trust and loyalty within committed 

relationships. 

To be committed to someone means to give of yourself completely. As 

you grow and mature you will come to learn what commitment means in 

your life. 

If you were to spend some time thinking about the different responsibilities 

you have in your life, most of them would be the result of the relationships 

that you make, since relationships go to the core of our human existence. 

Some of these relationships may only be superficial, such as with people 

you meet or work with. Other relationships may be on a slightly deeper 

level, depending on how close you feel to a particular person, for example, 

members of your family. There may be someone you feel particularly close 

to and your relationship may, in time, become much more involved. Your 

responsibilities towards all of these people will differ, depending on how 

“intimate” your relationship is. 

TASK 12.1 

COMMITMENTS 


1. You will need a set of ‘Commitments’ cards for this task (Resource Sheet 12). 

2. Each group should look at one of the types of commitment described and discuss: 

• What are your rights within this context? 

• What are your responsibilities? 

The group’s response should be recorded on Resource Sheet 13, which will then lead to a 

Class Discussion. 

Being committed to someone means that you don’t give up on that person, even though they may 

not exactly be ‘loveable’ at that precise moment. You go on loving them, even though they may 

have done something that makes you feel angry or hurt. This is particularly true of marriage, as the 

Irish author W B Yeats wrote: 

“I think a man and a woman should choose each other for life, for the simple reason that a long life 

with all its accidents is barely enough time for a man and a woman to understand each other. 

To understand is to love.” 

page 27 

page 39

As part of the vows undertaken during marriage in a Catholic Church the bride and the groom 

promise to “take you as my lawful wedded husband/wife, to have and to hold from this day forward, 

for better or worse, for richer or poorer, in sickness and in health, to love and to cherish, till death 

do us part.” This is a major commitment to make and therefore requires very careful thought and 

preparation beforehand. 

If you are not ready to make this kind of commitment, then you are not ready for marriage. 

TASK 12.2 

MY NEEDS 


1. You will need a copy of Resource Sheet 14 for this task. 

2. What do you think is most important within a marriage? Score the items listed using this 

scale: 

1 = Very Important 

2 = Quite Important 

3 = Don’t Know 

4 = Not Important 

5 = No place within marriage 

Faith, trust and loyalty are very important in relationships, and even more so within marriage. They 

are not the only things that are important in the permanent, faithful and committed relationship that 

should be found in the marital union of a husband and wife. But, without faith, trust and loyalty, the 

relationship has no solid foundation. If the relationship has no firm foundation, then it possibly has no 

long-term future. 

Reflection: 

Grow old with me – the best is yet to be. When our time has come, we will be as one. 

God bless our love, God bless our love. Grow old along with me – two branches of one tree. 

Face the setting sun, when the day is done. God bless our love – God bless our love. 

Spending our lives together – man and wife together. World without end – world without end. 

Grow old along with me, whatever fate decrees. 

We will see it through, for our love is true. 

God bless our love, God bless our love. (John Lennon) 


“If you live to be a hundred, I want to live to be a hundred minus one day, 

so I never have to live without you.” (Winnie the Pooh) 

Discuss. 

page 28 

page 40

Appendix 1 

APPENDIX1 

JESUS IS FOUND TEACHING 

IN THE TEMPLE (Luke 2:41-51) 

Now every year his parents went to Jerusalem for the festival of the Passover. And when he 

was twelve years old, they went up as usual for the festival. When the festival was ended 

and they started to return, the boy Jesus stayed behind in Jerusalem, but his parents did not 

know it. 

Assuming that he was in the group of travellers, they went a day’s journey. Then they started to 

look for him among their relatives and friends. When they did not find him, they returned to 

Jerusalem to search for him. After three days they found him in the Temple, sitting among the 

teachers, listening to them and asking them questions. All who heard him were amazed at his 

understanding and his answers. 

When his parents saw him they were astonished; and his mother said to him, ‘Child, why have 

you treated us like this? Look, your father and I have been searching for you in great anxiety.’ He 

said to them, ‘Why were you searching for me? Did you not know that I must be in my Father’s 

house?’ But they did not understand what he said to them. Then he went down with them and 

came to Nazareth, and was obedient to them. His mother treasured all these things in her heart. 

APPENDIX2 

GEORGE’S STORY 

It was Friday afternoon and George came running in from school, so excited that he was 

almost about to burst. In his excitement he didn’t really notice that his mum was on the phone 

when he blurted out, “Mum, can I go to Kevin’s house for a sleepover?” When she didn’t answer 

him and carried on with her call George said, “But mum, Tom and Brian have said that they can 

go and I want to go too.” 

George’s mum finished her call and headed into the kitchen, followed by an exasperated 

George. “Mum!” exclaimed George. “Not now, dear, I’m busy,” replied his mum as she started to 

make the dinner. “Have you tidied your room yet? How many times is that I have told you? Do 

you ever listen?” 

By this stage George was almost ready to burst. “I’ll tidy my room. But please mum, can I go?” 

His mum said, “Have you any homework to do this weekend?” The last thing on George’s mind 

at that particular moment was homework. Angrily, George stomped off to his bedroom, 

slamming the door behind him. 

Discuss this story, using the following to help you: 

• Could George have handled the situation better? 

• What about his mum? 

• What was the main problem in this story? 

• Do you think George got to go to the sleepover? Why? 

page 41

Appendix 3 

APPENDIX3 

SARAH’S STORY 

“It is just so out of character for her,” said Sarah’s dad, as the Detective Sergeant sat down on 

the sofa in the front room. “She has never gone off on her own before, and we just can’t 

understand it.” 

The six o’clock news the night before had led with the story of Sarah’s disappearance, and 

since then her parents had been frantic with worry. Their 13-year old daughter had gone 

missing. No one knew where she was or what had happened to her. All they knew was that 

Sarah had come in from school, as usual, got changed and said she was off to her friend’s 

house a few minutes away. Sarah never arrived. 

Sarah’s mum was crying as she sat on the seat opposite. She thought she knew her daughter 

well and that they could talk and share things with each other. In fact they were more like best 

friends than a mother and daughter. 

“Would you say your daughter spends much time on the internet?” the Detective asked. 

“She used it quite a lot for doing homework, if she had a project from school. She used it to 

talk to her friends as well, but then, don’t most teenagers these days?” replied Sarah’s mum 

as she struggled through the tears to speak at last. “We just thought it was her friends from 

school she was talking to. We never thought any more of it.” 

“Unfortunately,” said the detective, “it is becoming more and more of a problem for us. Parents 

have to trust their children, to give them a bit of slack, but when you cannot see the person 

you are talking with face-to-face, you don’t really know if they are being truthful. They can lie 

about their age, their appearance, about anything, I suppose.” 

The six o’clock news tonight was going to show come CCTV footage of Sarah on the train she 

had taken to keep her date with the ‘boy’ she had made friends with through the chat room. 

The police hoped that this would help in reuniting Sarah with her parents. All they could do 

now was wait. 

page 42

APPENDIX4 

PROMOTING MODESTY 

To try and get a snapshot of American views on the influences which promote Modesty, an 

online survey was conducted in October 2005 by Harris Interactive on behalf of 

Incharacter.org, involving a total of 2,847 respondents. 

Those who took part in the survey were asked to state what would be the most important 

source or influence in terms of Modesty under 7 different categories, with the following results: 

It is clear from looking at these figures that learning about Modesty, like many things, begins at 

home. In the example presented within this environment 90% of Americans identify their 

families as the most important source of learning about Modesty. The second most important 

influence after the Family was Religion. 

page 43

Appendix 5 

APPENDIX5 

MALE PUBERTY FACTS 

(source: Fertility Care Scotland) 

The journey from boyhood to manhood takes place over several years. Puberty is the name 

given to the time of onset of change. This usually happens anytime from approximately 12 

years to 16 years. Every boy is different. When the young man reaches puberty, his brain 

produces hormones (chemical messengers in the blood), which cause many physical and 

emotional changes in his body. 

• The emotional changes are caused by the effect of the hormones on the rapidly developing 

brain. 

• This is a time of mood swings (sometimes feeling happy/sad, sometimes over angry, over 

sensitive, depressed and not knowing why). 

• Young people do not understand their own feelings at this time so are often unable to 

express them. These changing moods are normal at this time. 

This is also the time that young people begin to become aware of feelings of attraction. 

• These feelings can take many forms e.g. mutual attraction (copying fashion and hair styles 

etc.), feelings of attraction for the opposite sex. 

• The loving feelings now being experienced can be very strong at this age and are different 

from childhood, but are all very normal and part of growing up. 

• This is a time for developing friendships with the same and the opposite sex. Relationships 

based on friendship, caring and trust are essential for development into happy, emotionally 

mature adults. 

• These feelings can also provide the basis for a successful married relationship. 

Physical changes include growth spurts, sometimes leading to rapid increases in height. 

• The body shape changes with broadening of the shoulders and narrowing of the waist and 

hips. 

• Facial hair, axillary (under arm) and pubic growth appears. 

• Skin and hair changes (blushing, spots, acne and greasy hair) may happen. 

• The sweat glands become active and may be overactive at this time, possibly leading to 

body odour if personal hygiene is allowed to slip. 

• The voice deepens due to enlargement of the larynx (voice box) – sometime called the 

‘Adam’s Apple’. 

• The sexual organs, the penis and testes enlarge and the gift of fertility 

becomes evident, and with it the potential to become a father. 

A young man is often aware that he has reached puberty and potential fertility 

when he has a loss of seminal fluid, usually at night. This is called a nocturnal 

emission or ‘wet dream’ and is a normal and natural occurrence. It is simply a 

release of seminal fluid allowing more room for sperm to be produced. He may 

also experience an erection (the penis becomes firm due to rapid filling of the 

blood vessels within the tissue of the penis) as a result of some sexual 

stimulus, but often this can happen without stimulation, for example first thing 

in the morning. Once an erection occurs there is a possibility of seminal fluid 

loss. 

page 44

Appendix 6 

APPENDIX6 

FEMALE PUBERTY FACTS 

(source: Fertility Care Scotland) 

Puberty, the time of change from a girl into a young woman, usually happens a few years before it 

happens in boys. Anytime from approximately age 11 years to 15 years, the pituitary gland in the brain 

(under the control of the Hypothalamus) starts to produce and send out hormones (chemical 

messengers in the blood) which cause physical and emotional changes in the girl’s body. Every girl is 

different in her development. 

The emotional changes are caused by the effect of the hormones on the rapidly developing brain. 

• This is a time of mood swings (sometimes feeling happy/sad, sometimes angry, over sensitive, 

depressed and not knowing why). These are normal experiences. 

• Young people do not understand their own feelings at this time so are unable to express them. 

This is also the time that young people begin to become more aware of feelings of attraction. 

• These feelings can take many forms e.g. mutual attraction (copying fashion, hair styles etc.), feelings 

of attraction for the opposite sex. 

• The loving feelings now being experienced can be very strong at this age and are different from 

childhood, but are all very normal and part of growing up. 

• This is a time for developing friendships, with their own, and the opposite sex. 

• Relationships based on friendship, caring and trust are essential for development into happy, 

emotionally mature adults. 

Physical changes include height increases, due to growth spurts. 

• A girl’s body shape changes, breasts develop. Not all girls have the same size or shape of breasts 

and this is perfectly natural and a further indication of the uniqueness of each individual. 

• Hips widen as the pelvis enlarges to allow the potential for a baby to pass through at some point in the 

future and the waist narrows. This, too, is perfectly normal as she grows from childhood to adulthood. 

• Skin and hair changes may occur, e.g. blushing, spots, acne, greasy hair. 

• The sweat glands become active, and sometimes over active. Hair growth occurs on the body, hair 

grows in the underarm and pubic areas. 

• It is perfectly natural to become more aware of your body image from this time and to become much 

more aware of the size and shape of your body. 

This is also the beginning of the gift of fertility and with it the potential to become a mother. 

• During puberty hormones in the young girl’s blood stream mature several of the eggs that 

have been in her ovary since birth. (She has approximately 2 million eggs in each ovary 

at birth, but by the time she reaches puberty, there are approximately 400 thousand left.) 

• One - sometimes two - of these eggs may be released into the fallopian tube(s) once 

during what is called her menstrual cycle, although not every woman produces an egg in 

every cycle. 

• When an egg has been produced this egg lives for only 24 hours; if it is not fertilised by 

male sperm in this time it dies off and disintegrates. 

• The lining of her womb, which had thickened up and become enriched with blood in 

anticipation of a new baby, breaks up about two weeks later. The lining comes loose and 

her ‘period’ occurs, as the loosened tissue is disposed of. 

• Girls need to learn the proper use of sanitary protection to avoid possible discomfort during 

menstruation and to ensure comfort at other times during their cycle. 

Whilst it is common that many girls have cycles of about 4 weeks it is quite normal for some 

girls to have either shorter or longer cycles, since each girl is a unique individual. Over time, 

she will come to understand and recognise the signs of her own unique fertility pattern and the changing 

secretions from her vagina that signal the start of menstruation or the potential for childbirth. 

page 45

Appendix 7 

APPENDIX 

7 

PUBERTY: COPING WITH CHANGE 

During the transition process called puberty, when you make that journey from childhood to 

adulthood, a whole series of changes caused by hormones have been taking place. Some 

of these changes happen inside your body, so you can’t actually see things happening. Some 

of these changes happen externally, and you are able to see physical changes and notice 

differences in your size, shape and appearance. And while your body is trying to cope with all 

of these changes, so, too, is your mind. During puberty it is perfectly natural to feel confused 

or to experience strong emotions that you have never felt before. 

Puberty can leave you anxious about how you look, and it is possible that during this time you 

may become more sensitive. It is never right to stereotype, but many teenagers do tend to 

develop shorter tempers. Therefore teenagers can sometimes be portrayed as being moody 

and likely to erupt at the least provocation. 

It can be difficult to handle all of these emotions, but it will get easier in time. However, in the 

meantime it really is good to talk and share how you are feeling, perhaps with a friend, or with 

your parents, brothers, sisters, or an adult who can understand where you are coming from. 

During puberty you may also experience confusing feelings about sex and have lots of 

questions that you need answered. It is quite easy to feel embarrassed or anxious to talk 

about sexual matters or to get the right information. Some teenagers may be able to talk to 

their parents. But if the thought of this makes you even more anxious there are other people 

you can talk to, such as your GP, a Class or Guidance Teacher, or the School Nurse. However, 

it is best if you can talk about these things and get your answers from your parents. 

There is no right or wrong way to approach puberty, for we are all unique individuals. 

Everyone goes through puberty in their own time and at their own pace and there is nothing 

you can do to speed up the process – it is much better if you just try to ‘go with the 

flow’. 

So maybe some of your friends have started to develop curves where you don’t 

have any. Maybe your friend’s voice has ‘broken’ whilst yours in still maybe a bit on 

the squeaky side. 

Or maybe you are the tallest girl in the class and the boys look tiny by 

comparison, or perhaps you are the only boy in the class who has started 

shaving. Everyone else will eventually catch up and what might seem like 

differences now will soon disappear. 

At the end of the day, what you must remember is that there is no 

right or wrong way to look. More importantly, it is not how you appear 

on the outside, but the sort of person you are on the inside that will 

eventually make someone feel that you are the perfect partner for 

them. 

page 46

Appendix 8 

APPENDIX8 

HIV / AIDS 

The Human Immunodeficiency Virus, or HIV, is a virus that can be passed from person to 

person in a number of different ways, including sexual contact with an infected person. HIV 

can only be passed on if the infected blood, semen, vaginal fluids or breast milk of an infected 

person enters the body of an uninfected person. It is typically passed on in one of the following 

four ways: 

• direct contact with the blood of an infected person, for example as a result of an organ 

transplant or blood transfusion (All donor organs and blood donated in the UK are routinely 

screened for the presence of an antibody to HIV.); 

• sexual intercourse or intimate sexual contact with an infected partner; 

• sharing hypodermic needles with an infected person; 

• from a mother with the HIV virus to her unborn child. 

You cannot get HIV from hugging, kissing (unless there is blood-to-blood contact), sharing 

baths or towels, from swimming pools, toilet seats or from sharing cups, plates or cutlery. 

HIV attacks the body’s immune system, preventing it from being able to fight against infection. 

Once infected with HIV you will have it for life and may go to develop the condition called 

AIDS, Acquired Immune Deficiency Syndrome, which is a collection of specific illnesses and 

conditions that occur because of the presence of HIV. There is no cure for either HIV or AIDS, 

although there are drugs available which can help to lessen the effect of some of the 

conditions that people living with HIV/AIDS may experience. 

It is believed that approximately one third of those people in the UK who are infected with HIV 

are unaware of it, since many people living with HIV look and feel healthy, and may not be 

aware of their HIV positive status. An HIV antibody test is available free of charge through the 

NHS, and in many places, you can get the results the same day. Although there is no cure for 

HIV, doctors are now hopeful that people living with HIV can have a more or less normal life 

span if they take a combination of anti-HIV drugs. 

page 47

Resource 

Sheet 

Nuclear Family 

1 

Growing in Love: FAMILY SITUATIONS 

This describes a family where parents and their children live together in one home. One or both 

parents may be at work, depending on the age of the children, and may work long hours. The 

children may be at nursery or at school. 

Extended Family 

This describes a family where more than one generation of the family live together in the one 

home. This might include parents, children, grandparents, aunts, uncles and even cousins. The 

house would probably be quite busy and full of life. 

Single-Parent Family 

This describes a family where, although there may be or have been two parents, they do not live 

together for one or more of a number of reasons. The parents may have separated, may never 

have lived together at all, or one parent may have died. One person is responsible for the task of 

running the family, and in most, but not all cases, this is the mother. 

Blended Family 

This describes a family where, for whatever reason, two families have come together. One 

partner from each family may, for example, have died and the surviving partner may have 

remarried, or perhaps one or more of the partners may be divorced. This means that some 

children may not be related biologically to other children in the family. 

Foster Family 

This describes a family where the child or children have come from another family, for whatever 

reason, and have been placed with another family who have offered to look after them and bring 

them up as a member of their own family over an extended period of time. 

Adoptive Family 

This describes a family where, for whatever reason, a couple have decided to legally adopt 

someone else’s child and bring them up as their own. In the fullness of time they may decide to 

tell this child that they have been adopted, and the child may wish to establish contact with the 

original family, where possible, effectively having two families. 

page 48

Resource 

Sheet 

2 

Growing in Love: ASPECTS OF BEHAVIOUR 

“I want it, and I want it right now! 

I’m the only person that matters. I don’t care if others have to do without. I’ve just got to have it. 

“Iʼll do it in a minute” 

I’m watching this TV programme. Can’t someone else do it? Why does it always have to be me? 

“I know I said Iʼd be in at ten oʼclock, but . . .” 

What’s the big deal? I’m here now. Why are you making such a fuss? Give me some space! 

“I wonʼt be long!” 

I’m trying to get ready. I need to get to school. Why can’t folk just be a bit more patient? 

“But he/she started it!” 

Why do I always get the blame? She/he is really getting on my nerves! If they do that one more 

time I’ll . . . 

“Get out of my room!” 

This is my space. I need my privacy. I don’t want you poking your nose in my things. Leave me 

alone. 

I was watching that!” 

That was my favourite programme and I don’t want to miss it. Give me the remote control! I had 

it first! 

“Iʼm just phoning my friend” 

I need to talk to them. I can’t wait until I see them in school tomorrow. Give me peace. I can’t 

hear what they are saying! 

page 49

Resource 

Sheet 

3 

Growing in Love: CONFIDENTIALITY 

Who can I talk to about things to do with growing up? 

1 = Very easy to talk to 

2 = Okay most of the time 

3 = Not sure 

4 = Awkward at times 

5 = Very difficult to talk to 

Mum 

Dad 

Brother 

Sister 

Aunt 

Uncle 

Other Relative 

Friend 

Boyfriend 

Girlfriend 

Teacher 

Priest 

Youth Worker 

Other 

1 2 3 4 5 

I find this person easy to talk to about growing up issues because . . . . 

I find this person difficult to talk to about growing up issues because . . . 

page 50

Resource 

Sheet 

4 

Growing in Love: PERFECT PARTNER 

Loyal Easy-Going Fun to be with Interested in me 

Attractive 

Makes me feel 

wanted 

Popular 

Serious 

Lives near me 

Sophisticated 

Wears right 

clothes 

Nice teeth 

Nice eyes Gentle Caring Buys me things 

Well-mannered Nice hair Good figure Trustworthy 

Genuine Thoughtful Respected Has lots of friends 

Trendy 

Like the 

same things 

Tall 

Athletic 

Affectionate 

Takes care of 

appearance 

Plenty of money 

Nice shoes 

page 51

Resource 

Sheet 

5 

Growing in Love: WELCOME TO SOAPLAND 

Jack Black, who is Bill Blackʼs son, had been plotting to take over the family business, helped 

by his girlfriend Sheila Green, who used to be Tom Blackʼs girlfriend. Tom Black is Jack 

Blackʼs son. 

Jack Black and Sheila Green live together in Bill Blackʼs flat. Bill Black has had many affairs 

over the years, but is suffering from Alzheimer’s and cannot even recognise his current girlfriend, 

Penny White. Partly due to his illness, Bill Black makes a pass at Sheila Green, who then 

decides to exploit this situation by going shopping with Bill Black. 

In the meantime, Freddy Wood and Gina Wood are trying to keep their daughter Holly Wood 

away from her boyfriend Ian Evan, having already reported them to the police for having underage 

sex. Gina Wood had also made her daughter take emergency contraception, fearing that 

Holly Wood might be pregnant. 

Across the road Jane Drain, who had a child with Kev Mildew, but pretended that the child’s 

father was Larry Little, whom she tried to extort money from, has dumped her young daughter 

on her parents so that she can move in with her new boyfriend Mark Time, who doesn’t want 

Jane Drainʼs daughter around. Jane Drain pretends to be pregnant with Mark Timeʼs child and 

then tells Mark Time that she has had an abortion. She then pretends to grieve for this ‘lost’ 

child. 

Confused? You will be! 

page 52

Resource 

Sheet 

6 

Growing in Love: LETTERS TO SUZIE 

Dear Suzie, 

A few months ago I got chatting to someone on the internet and they seemed really 

nice. We had lots in common and so I gave them my Email address. The problem is 

that they’ve started sending me nasty Emails, and saying mean things about me in 

the chat room. It’s making me feel really upset – what can I do? 

Britney fan (14) 

Dear Suzie, 

A friend of mine has been acting strangely recently and I think she might be 

on drugs. She’s been hanging out with some of the older kids at school, and 

won’t talk to me about what’s going on. She told me she’s not doing drugs 

and I mustn’t tell anyone, but I’m really worried about her. 

Beth (14) 

Dear Suzie, 

Since Christmas my parents have been arguing, and now I’ve heard them talking about 

getting a divorce. I feel terrible – I don’t want to be separated from my sister, and 

choosing between my parents would be awful. I can’t talk to them about it because 

I don’t want to make things worse, and my sister’s too young to understand. Please help 

me. 

Arsenal fan (15) 

page 53

Resource 

Sheet 

7 


SCOTTISH LEGISLATION 

RELATING TO CONSENT 

(adapted from: SHARE, Health Scotland, 2006) 

The law and sexual intercourse: 

• The age at which a female is able to consent to sexual intercourse with a male is 16 years. 

• The age at which a male can consent to sexual intercourse with another male is also 16 years. 

• This means that it is an offence for a male to have sex with a girl who is under the age of 16. 

• It is also an offence for a male for a male over 16 to have sex with a male under the age of 16. 

• There is no legal age of consent for sex between two females, but this is regarded by the 

courts to be 16 years. 

There are also a number of specific offences depending on the age of the male or female 

involved: 

• If a girl is under the age of 13, even if she agrees to sex, the male is guilty of unlawful sexual 

intercourse. 

• If she is under 12, the male is guilty of constructive rape. 

• If a girl over 16 years has sex with a boy under the age of 14 who does not consent, she is 

guilty of sexual assault. 

• It is also an offence for a person to use what is described as ‘lewd and libidinous’ behaviour 

towards a girl under the age of 12 and a boy under the age of 14. 

Abuse of a position of trust: 

Although the age of consent is 16 years, it is a criminal offence for anyone over the age of 18 to 

have sexual intercourse with a person under the age of 18 where they are in a position of trust in 

respect of that person. 

page 54

Resource 

Sheet 

8 

Growing in Love: PUBERTY: QUICK QUIZ 

Question True False 

1 Boys and girls reach puberty at the same time. 

2 Male puberty can begin any time between the ages of 

12 and 16 years. 

3 Female puberty can begin any time between the ages of 

11 and 15 years. 

4 Puberty affects all boys in the same way. 

5 Mood swings are common during puberty. 

6 Puberty causes a whole series of physical and emotional changes. 

7 All girls are affected in the same way by puberty. 

8 The sex organs develop and it becomes possible to have a 

child or father a child after puberty. 

9 During puberty we become more aware of a feeling of strong 

attraction to other people. 

10 If you have not entered puberty by a certain age you are not normal. 

page 55

Resource 

Sheet 

9Growing in Love: 

ALCOHOL ABUSE – THE MYTHS 

AND THE TRUTH 

“Actually it only takes me one drink to get drunk. The trouble is I canʼt remember if it is 

the 13th or 14th.” (George Burns, actor and comedian) 

Britain has one of the poorest records in Europe when it comes to the issue of teenage drinking, 

and the age at which young people are starting to drink is lowering. This chart shows the 

percentage of pupils, by gender and age, who admitted to drinking. (Boreham and Shaw, 2001). 

11 

yrs 

12 

yrs 

13 

yrs 

14 

yrs 

15 

yrs 

0% 10% 20% 30% 40% 50% 60% 

Male 

Female 

The number of units of alcohol consumed in one week among 16-24 years olds in the UK between 

1992 and 2001 also showed a worrying trend (Living in Britain, General Household Survey, 2001). 

Where in males the number of units taken had gone up slightly before dropping a bit, in females 

the number of units taken had continued to rise. 

The average number of units of alcohol taken by males per week was fractionally less than 2 units 

in 1992, rising to approximately 2.7 units by 2000 before falling to 2.4 units in 2001. For females 

the number of units taken in 1992 was approximately 0.7 units in 1992, but this rose steadily to 1.5 

units in 2001. 

page 56

Resource 

Sheet 

9 

Growing 

in Love: 

ALCOHOL ABUSE – THE MYTHS 

AND THE TRUTH (Continued) 

Myth: Everyone drinks 

Truth: 

Statistics would clearly show that this is just not the case; only about a third of 14 year olds, 

according to the survey above, do drink. However, this means that if you do not drink, you are 

definitely not on your own. 

Myth: Alcohol gives you energy 

Truth: 

The truth is that this couldn’t be further from the truth! Alcohol actually slows you down, makes you 

sleepy and affects your ability to make minor movements. It also has a major impact on the way you 

think, the way you act, and the way you react. 

Myth: I can sober up quickly if I need to 

Truth: 

You can try taking as many cups of coffee or sweet drinks as you want, you can try taking as many 

showers as you want, you can try eating as much junk food as your stomach will hold, but this will not 

make you sober. The only thing that will make you sober is time itself. It takes approximately three 

hours for your body to recover from every two drinks you have, and even then this depends on your 

weight and metabolism. 

Myth: Alcohol affects everyone in the same way 

Truth: 

Wrong once again! There are so many factors to consider when dealing with alcohol, such as weight, 

age, gender, metabolism, family history, amount of food eaten, amount of alcohol taken, etc. We are 

all unique individuals, and alcohol affects us individually. The way that one person will be affected or 

may react is possibly quite different from the reaction of another person. 

Myth: Drinking alcohol relaxes you 

Truth: 

Alcohol may well make someone feel less uneasy in a particular situation, but alcohol can also make 

you too comfortable. There is a risk that your inhibitions may be lowered and that you may find 

yourself making a decision that you would not have made when you were sober. You might find 

yourself in a risky situation which can result in pregnancy and/or lead to a sexually transmitted 

infection. 

page 57

Resource 

Sheet 

10 


DRUG ABUSE 

“Giving up smoking is the easiest thing in the world. I know because Iʼve done it 

thousands of times.” (Mark Twain, author) 

Compared to the rest of Europe, the UK has a higher rate of illegal drug taking among young 

people than most other countries. The right to freedom of choice is a basic human right. 

However, it could be argued that, in allowing this freedom, the use of drugs, as with any other 

form of addictive behaviour, actually removes this freedom and creates a dependency in its 

place. This may seem fairly logical, but its logic is largely lost on those who, through their risktaking 

behaviours, have failed to recognise the potential risks or threats that their choices 

may bring, for themselves and for society as a whole. 

The following is the result of a survey (Boreham and Shaw, 2003) which looked at the 

proportions of pupils who used cannabis, ecstasy or solvents in 2001. 

30% 

Cannabis 

25% 

20% 

Ecstasy 

15% 

10% 

Solvents 

5% 

S2 male S2 female S4 male S4 female 

The chart shows a steep rise in the incidence of the use of cannabis from S2 to S4 for both 

males and females. The rise in the use of ecstasy and other solvents used as drugs is much 

smaller, but significant nonetheless. 

page 58

Resource 

Sheet 

10 


DRUG ABUSE (Continued) 

Myth: It’s all because of peer pressure; they’re forced into it by their friends. 

Truth: 

Young people may well use drugs because they see their friends using them, but that does not mean 

they have been forced, for there is always the option to say ‘No!’ This is not always an easy option, 

for the desire to be accepted as part of the group can be a powerful factor, but very often the reason 

for trying drugs is out of curiosity. 

Myth: If the police got rid of all the dealers hanging around the school gates, then drug taking would 

not be such a problem amongst young teenagers. 

Truth: 

Many young people are introduced to drugs and drug-taking through friends or friends of friends. 

Much of this happens away from school and outwith school hours. 

Myth: Drugs aren’t addictive. 

Truth: 

Drugs affect different people in different ways. It is impossible to say who will go on and develop an 

addiction to a particular drug, just as it is impossible to say who will eventually find that a particular 

drug of choice no longer gives the same desired effect, only to be replaced with a harder drug. There 

is a possibility, for example, that regular use of cannabis can eventually lead to the use of other 

drugs, such as heroin or cocaine. Like any drug, whether it is alcohol, tobacco, caffeine, prescribed 

medicines, cannabis or other classes of drugs, there is always the risk that a user may become 

addicted. 

Myth: Children won’t use drugs if they are happy. 

Truth: 

Taking drugs is a choice that is not restricted to those who are unhappy, and drug use is not 

necessarily linked to unhappiness. Drug-taking is the result of a combination of factors, including 

curiosity, availability, and perhaps your circle of friends and their habits. 

Myth: Once you start taking drugs then you become an addict and a ‘junkie’. 

Truth: 

There are different types and forms of drug use. Some people take prescribed drugs for a short while 

to help with a medical condition, others have to stay on such drugs for extended periods of time/life. 

Some people use drugs for ‘recreational’ purposes and do not develop an addiction. Not all drugs are 

physically addictive, it depends on the person. 

page 59

Resource 

Sheet 

11 


HOW TO BE A GOOD PARENT 

IN ONE EASY LESSON! 

John 

John is 14 and has developed a great interest in heavy-metal rock music. He has started to grow 

his hair quite long and has taken to dressing in ripped T-shirts and baggy trousers with patches 

and chains on them. 

He does a paper round in the evenings and uses his wages to buy some of his own clothing. He 

also uses some of his money to buy CDs of bands with heavy sounding names and aggressive 

graphics. His bedroom walls are covered in posters of some of his favourite musicians and 

bands. 

John’s mum and dad object to his choice of music and are constantly telling him to turn the 

volume down. They believe that this new obsession with heavy-metal is unhealthy and have told 

him that they don’t want him squandering his money in this way. John’s argument is that he has 

earned the money, so it is up to him to decide how to spend it. 

Karen 

Karen has just received her second year report card and it will soon be time for her to make her 

options for Standard Grade. The marks she has received from her teachers are much lower than 

she expected. 

“I don’t know what happened,” she said. 

“Well I do,” her mother replied, “and let me tell you this young lady. From now on there will be no 

more sitting on the phone or chatting on the internet on school nights. You will also have to drop 

some of your after-school activities if you want to catch up. This is much too important to be just 

sitting around.” 

“But that’s not fair,” protested Karen, “my friends will give me a hard time if I seem to ignore them 

all of a sudden, and they won’t understand why I can’t talk to them. If you do this to me then I 

really will be miserable and my marks will get even worse.” 

page 60

Resource 

Sheet 

12 

Growing in Love: MY COMMITMENTS 

I have a commitment to myself. 

I have a commitment to my family. 

I have a commitment to my school. 

I have a commitment to my friends. 

I have a commitment to my parish. 

I have a commitment to my special activities. 

I have a commitment to my community. 

I have a commitment to the world. 

page 61

Resource 

Sheet 

13 

Growing in Love: RIGHTS AND RESPONSIBILITIES 

I have the right to . . . I have the responsibility to . . . 

page 62

Resource 

Sheet 

14 

Growing in Love: PRIORITIES IN A MARRIAGE 

1 = Very important 2 = quite important 3 = donʼt know 

4 = not important 5 = no place iwthin marriage 

Priority 1 2 3 4 5 

1 I am still able to see my friends. 

2 We love each other. 

3 I’m scared of being alone. 

4 We have known each other for quite a while. 

5 We want to settle down and start a family. 

6 Our parents made us get married. 

7 We must sign a pre-nuptial agreement. 

8 We’re only doing it for the sake of the kids. 

9 I’m still free to spend my money on what I want. 

10 I’m only happy if I get my own way. 

11 The priest spent some time talking to us 

about marriage. 

12 If things don’t work out we can always just 

get divorced. 

13 My career comes first- we’ll do children later. 

14 I really feel that this is the person I want to live 

my life with. 

page 63

page 64

© 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 

Web: www.sces.uk.com

CTL S2 Teacher Book

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