CTL S3 Teacher Book

Teaching Notes 

S3 

Living 

in Love

KEY MESSAGES FOR YOUNG PEOPLE 

“We are not some casual product of evolution. 

Each of us is the result of a thought of God. 

Each of us is willed, each of us is loved, each of us is necessary.” 

(Pope Benedict XVI) 

1. You are a special human being, created by God in his own image 

and likeness, gifted with unique talents and potential for life. 

2. You are called to love - to know the love of God, of family and of 

friends - and to love others as you are loved by God. 

3. God loves all people as his children. You are called to show 

respect for all people, even when their views and actions, their 

values and beliefs, are different from your own. 

4. Your sexuality is an important and intimate feature of your person, 

given to you as part of God’s plan for your happiness and your 

life’s vocation. You should cherish it and ensure that it is not 

exploited. 

5. Your sexuality makes it natural for you to be attracted to other 

people. Such attraction can lead to strong emotional and physical 

feelings which should always be expressed with modesty and 

respect, both for your self and for others. 

6. The ultimate sexual expression of such attraction should be an 

expression of true love, in which you commit to being faithful in 

marriage to a husband or wife, for life. Such total gift of self – 

body, emotions and soul – is a great responsibility and requires 

careful preparation and total commitment by both partners. 

7. You are called to share with God in the creation of new life 

through the rearing of children in a loving family which should be 

a reflection of God’s love. 

8. You are loved by God who shows compassion when things go 

wrong, who helps to heal wounded relationships, who forgives 

when your actions fail to match your ideals.

Living in Love: 

CONTENTS 

Session Session Page 

number title number 

INTRODUCTION 3 

1 IT’S MY LIFE 4 

2 FAMILY LIFE 7 

3 IN RELATIONSHIP 10 

4 BOYFRIEND/GIRLFRIEND 13 

5 SEXUALITY 17 

6 COMMUNICATION 20 

7 PLANNING FOR LIFE 23 

8 RISK BEHAVIOUR (1) 27 

9 RISK BEHAVIOUR (2) 30 

10 MARRIAGE (1) 33 

11 MARRIAGE (2) 36 

12 RESPECT FOR LIFE 40 

Appendix Appendix Page 

number title number 

1 THE GARDEN OF EDEN 43 

2 SCENARIOS 44 

3 COMMUNICATING ASSERTIVELY 44 

4 CATHOLIC TEACHING ON CONTRACEPTION 45 

5 CATHOLIC TEACHING ON HIV/AIDS 46 

6 CALLED TO LIFE 47 

7 A FATHER’S TALE 47 

8 SEE ME 48 

Resource Resource Sheet Page 

Sheet title number 

1 CHANGING ATTITUDES 49 

2 A- Z OF BEHAVIOUR 50 

3 WHAT WOULD HAPPEN NEXT? 51 

4 RELATIONSIPS AND ADVICE 53 

5 QUIZ: TEENAGERS AND ALCOHOL 54 

6 SEX AND THE LAW IN SCOTLAND 55 

7 RIGHTS AND RESPONSIBILITES 56 

8 TRUE OR FALSE? 57 

9 CATHOLIC CHURCH TEACHING ON 

CONTRACEPTION AND FAMILY PLANNING 58 

10 SEXUALLY TRANSMITTED INFECTIONS 60 

11 NOTES ON STIs 62 

12 TRANSMISSION OF HIV 63 

13 HIV/AIDS 64 

14 FAMILY 65


INTRODUCTION 

“You it was who created my inmost self, you who put me together in my mother’s womb. I praise 

you that I have been so wonderfully made; your works are wonderful.” 

(Psalm 139: 13-14) 

Very few of us would like to live on our own, cut off from loved ones and from society, for any great 

length of time. For, as humans we are social beings, and we need the contact, support, 

encouragement and love that we experience from others in order to grow and thrive as individuals. 

Pope John Paul II described love as the “Innate vocation of every human being” for we are created in 

love, to know the love of God and to show this love to others that we meet in our lives. 

Without love, life would be a lonely and desolate existence. We need love. It is as essential as the air 

that we breathe or the food that we eat, for love sustains us, nourishes us, shapes us and helps us to 

grow. How would it be to live without love? 

God is love. In living our lives, we come to experience the extent of God’s love for us. We come to 

know love and all that it offers in our lives. We come to share love and all that this demands from us 

as individuals. As we grow and journey through life we pray for God’s help, love and assistance in 

helping us to continue living in love. 

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SESSION 

1 

IT’S MY LIFE 

CEC Learning Outcomes 

Level 14+: C1, C2, D1, D3, D6, F2 

Key Messages: 1, 2, 3 

Themes: 

1. What is important in life? 

2. Knowing right and wrong. 

3. Respect: self-respect/respect for others. 

Suggested Methodology: 

1. Establish Class Agreement: What sort of 

behaviour/attitude/language will be acceptable for 

duration of sessions? 

2. Write class agreement on large sheet of paper 

and display in highly visible position. 

3. Read Introduction to Living in Love 

4. Task 1.1. Distribute Resource Sheet 1 to each 

pupil, who should complete first part of task as an 

individual exercise. 

5. Split pupils into pairs, or allow self-selection, and 

ask pupils to discuss and compare answers. 

Detailed Notes: 

Prior to reading any part of the Student Book with pupils, it 

is advisable to engage them in discussions about 

Establishing a Class Agreement. This is intended to 

clarify the rules which the class members agree to apply 

when working on Called to Love materials. Particular 

advice and exemplars are provided in Introducing Called 

to Love. 

It would be worthwhile taking a little time to use the 

Introduction to Session 1 as an opportunity to explore the 

significance of ‘Living in Love’. 

The purpose of Session 1 is to allow pupils the 

opportunity to consider what it is that is important in life, to 

them and to others. The intention is that pupils will come 

to realise that there are various factors that influence their 

attitudes, their beliefs and their values. The purpose of 

the tasks is to help them understand how these many 

influences shape their perception of worth and value, 

helping them to discover right from wrong, how to respect 

ourselves and others and subsequently to direct them 

towards what is truly important in life. 

Throughout the Living in Love sessions, pupils will begin 

to explore the theme of ‘forming conscience’ and will also 

have the opportunity to understand that they, as young 

adults, will become responsible for their decisions, their 

actions, their attitudes and their beliefs. 

Task 1.1 allows pupils the opportunity to consider how our 

sense of what is important can vary at different ages and 

stages in the journey through life. They should consider 

what is important in life at a number of given life stages, 

from just after birth until old age, how one’s sense of right 

and wrong develops over the same period, and how one 

shows respect for oneself and others. This should be 

recorded in the grid provided on Resource Sheet 1. 

Resources: 

1. PowerPoint Slides 1-4. 

2. Living in Love Student Book. 

3. Copies of Resource Sheet 1 for each pupil. 

4. Large sheet of paper for groups. 

5. Pens/pencils. 

6. Task 1.2. Divide pupils into groups of between 4 

and 6 and distribute large sheet of paper and 

appropriate pens/pencils to each group. 

7. Groups should discuss and record answers on the 

sheet provided. 

8. Reflection can be read aloud in class by one or 

more pupils towards the end of the session. 

9. Extension Task: Continuum exercise requires 

physical space; may be adapted for a group. 

Task 1.2 requires pupils to work in mixed groups of 

between 4 and 6 in a brainstorming exercise looking at 

‘Beliefs and Attitudes’, and in particular how these can be 

influenced by parents/guardians. Examples might include: 

• Going to Church on Sunday • Choice of school 

• Openness to discussion • Political affiliation 

• Who to marry 

• Gender stereotyping 

• Rights and responsibilities • Career, etc 

The Reflections offered throughout the sessions are 

intended to provide opportunities to capture something of 

the themes being explored and to experience an 

opportunity for quiet prayer. Some times it may be 

appropriate for this to be read aloud, in silence, or to 

incorporate it into class prayer. The teacher will want to 

establish a conducive atmosphere for this time. 

Extension task is in the form of a continuum, where 

pupils stand in a position on an imaginary line which 

represents their level of agreement with a number of 

statements around the theme of “It’s my life . . . I can do 

what I want!” 

Possible statements to be read out during this exercise 

might include: 

• Bungee jumping is great fun and doesn’t involve any 

risks. 

• It’s okay for young people to have a few drinks at the 

weekend 

• Doing drugs never did anyone any harm 

• I am free to have as many partners as I want, etc. 

It may be interesting to challenge some pupils to defend 

their stances, and if time allows, to re-appraise these in 

light of any ensuing discussion. 

page 4

SESSION 

1 

Living in Love: IT’S MY LIFE 

There is only one happiness in life – to love and be loved.” 

(George Sand) 

Learning objectives for students: 

• to develop an understanding of what is important in life; 

• to consider how knowing right from wrong helps us to grow in respect for ourselves and for 

others; 

• to develop an understanding of the role of conscience. 

While most of us would agree with the statement “It’s my life”, we also acknowledge that we do 

not live this life in isolation. There are many factors that influence our lives. These include: 

where we live, our culture, our family, friends, our religion, even our environment. Not every teenager 

likes the same music, or has the same clothes, or the same hopes, dreams and ambitions. As we 

grow throughout our lives, we develop our knowledge and understanding of: 

• who we are 

• what we like 

• what is important in life 

• what is right and what is wrong. 

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TASK 1.1 

WHAT IS IMPORTANT IN LIFE? 

Working on your own, do the following: 

Get a copy of Resource Sheet 1 from your teacher. 

1. Complete the table by filling in what you think is important to people at the different ages and 

stages of their lives. 

2. Then think about how you know right from wrong at these ages. 

3. Finally complete the section that asks how you show respect for yourself and others. 

Once you have finished the table, share your thoughts with a partner. If they have answers that 

you had not considered add these answers to your table. 

The title for this session, ‘It’s My Life’ gives an important message, for although it is indeed ‘our life’, 

we do not live this life in isolation. As we live in relationship with others, the society in which we live 

places demands upon us in terms of what we do and how we behave. The key influence in helping us 

to understand how to behave, how to tell right from wrong, is usually our family, particularly our 

parents or guardians. 

TASK 1.2 

BELIEFS AND ATTITUDES 

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

1. Take a large sheet of paper, and in the middle of this write ‘Beliefs and Attitudes’ 

2. Now complete a brainstorming exercise within your group, discussing the ways in which 

parents/guardians can influence the beliefs and attitudes of their children. Examples might 

include: 

• going to Church on Sunday • choice of school 

• openness to discussion, etc. • helping to form and informing conscience 

Your parents/guardians have a significant role to play in how your attitudes and beliefs are 

developed. But as you grow older, it is likely that the extent of their influence will decrease as you 

make new friends and have different experiences. It is very important to remember that, with the 

freedom you enjoy in making choices, comes a great deal of responsibility – responsibility to yourself 

and responsibility to others. 

Reflection: 

Loving God, you made us in your image and likeness, gifting us with free will. May all our 

decisions and choices be life-giving and sustaining. Help us to avoid, through our thoughts words 

or actions, harming ourselves or one another. 

Extension Task: 

A continuum: “IT’S MY LIFE. I CAN DO WHAT I WANT.” 

Your teacher will read out a number of statements. You are asked to imagine a line stretching 

across the classroom floor. One end of this line represents the land of total agreement, and the 

other, the land of total disagreement. You are asked to stand in a position on this line that 

reflects your level of agreement or disagreement with each statement. 

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SESSION 

2 

Themes: 

1. Family Expectations. 

2. Help and support. 

3. Effects of behaviour. 

FAMILY LIFE 

Resources: 



3. Resource Sheet 2. 

4. Resource Sheet 3A/B. 


Level 14+: A2, B1, B3, D2, D6, F2 

Key Messages: 7, 8 


1. Remind pupils of Class Agreement. 

2. Read over text from Student Book as introduction 

to first task. 

3. Task 2.1: Individual task. Distribute Resource 

Sheet 2 to each pupil, who should complete the 

task, working on their own. Short follow-up 

discussion. 

4. Read text in Student Book as introduction to next 

task. 

5. Task 2.2: Group task. Divide class into mixed 

groups of between 4 and 6. Each group should 

further sub-divide into two smaller groups, A and B. 

6. Distribute Resource Sheet 3A to those in A Groups 

and Sheet 3B to those in B Groups. 

7. Short follow-up discussion with whole class. 

8. Task 2.3: Group task. Pupils should read and 

discuss the given aspects of behaviour. 



10. Extension Task: Individual response. 


Session 2 allows pupils the opportunity to explore 

what they understand by the expectations of their 

family and how their family can help and support them 

as they journey through life. This includes how pupils 

change in physical, spiritual and emotional ways. 

It is very important to be aware that not every child in 

the class may have a positive experience of a 

supportive family. It is advisable to use ‘family’ in as 

broad a sense as possible, to include extended family 

members, guardians, carers, etc., all of whom are able 

to offer help, support and encouragement at critical 

times during the lives of those in their care. 

Task 2.1 is intended as an individual exercise, for 

which each pupil will require a copy of Resource 

Sheet 2. Pupils should try to think of a type of 

behaviour for every letter of the alphabet. This is 

intended to be a ‘directed brainstorming’ task that will 

help pupils be aware of various types of behaviour. 

Possible examples might include: 

arrogance boasting cheating daydreaming 

enchanting fighting goading hitting inclusion 

joking kindness laziness moodiness niggling 

over-enthusiasm pondering quietness rage 

sharing thumping upsetting vexing 

(prizes for an ‘x’ word) zaniness 

In Task 2.2 pupils will work in mixed groups to 

consider how behaviour can affect how people react to 

us in a given situation. For the purposes of this task 

each group should sub-divide into two smaller groups, 

A and B, and each sub-group should be provided with 

the appropriate set of cards (Resource Sheets 3A 

and 3B) During the whole class feedback pupils will 

begin to see that groups A & B have been allocated 

the same scenarios but with different “behaviour”. 

Pupils should be able to come to some understanding 

of how we have to take responsibility for own actions 

and behaviour and that this may determine how 

people react to us in any given situation. 

Task 2.3 requires pupils to work in the same mixed 

groupings to explore how their family would ‘help and 

support’ each other in the defined situations outlined in 

the Student Book. Pupils should be reminded that 

during this task they may include anyone who they 

consider to be part of their family and that the 

emphasis should be on who offers help and support. 

Pupils should be encouraged to participate as fully as 

possible and should be made aware that they will not 

be expected to disclose any personal information. 

The short Reflection provides a prayer in which we 

seek guidance on our life choices. 

The Extension Task is a paired task. 

page 7

SESSION 

2 

Living in Love: FAMILY LIFE 

“It is not so much our friends’ help that helps us as the confident knowledge that they will help us.” 

(Epicurus) 


• to consider the expectations our family may have for us; 

• to consider positive and negative consequences of aspects of behaviour; 

• to consider who we can turn to for help and support. 

During our teenage years we need guidance and support for the many choices that we have to 

make. For many of us a source of constant help is our families. We all know that families come 

in many shapes and sizes. We also know that the ‘family’ of people who support and care for us, 

while sometimes not related to us in a physical way, still want the best opportunities and success for 

us in our personal, social and spiritual lives. The ‘family’ who support us may include parents, 

friends, carers, teachers, siblings and even people from our local community. 

During this session we will explore the expectations that our families have for us. We will also reflect 

on how our behaviour and attitude can sometimes affect the way that people are able to help and 

support us. 

TASK 2.1 

THE A- Z OF BEHAVIOUR 


1. Get a copy of Resource Sheet 2 from your teacher. 

2. Now complete the sheet by trying to think of a type of behaviour for every letter of the 

alphabet. This will help you to consider the many different types of behaviour which people 

show in every day life. 

The way in which we behave can be affected by a number of things: 

• we might decide to do something because we see others doing it and 

want to be part of the group (peer pressure); 

• we might decide to do something out of curiosity, to see what it is like; 

• we might decide to do something because we are angry or upset about 

something or someone; 

• we might decide to do something because it makes us feel good. 

It does not matter what the behaviour is, for there is always some reason 

behind that behaviour. Sometimes, when we behave in a particular way, we 

need help and support. 

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TASK 2.2 

BEHAVIOUR SCENARIOS 

Working in mixed groups of between 4 and 6 you will be asked to discuss 

a scenario in which someone displays a certain aspect of behaviour. You 

will find the scenarios on Resource Sheet 3. During your discussion you 

should consider: 

• how the person behaved; 

• why they behaved this way; 

• what the consequences of their behaviour may be. 

• If they had behaved in a different way would the consequences be 

different? 

Be ready to share your answers with the whole class 

From a very early age, in fact from birth, we rely very heavily on our ‘family’ for help and support, and 

as we grow older we still need to know that we can rely on them for continued help and support in 

times of need. The ways in which we receive help depends on our particular need or situation. 

TASK 2.3 

WHAT WOULD A FAMILY DO? 

Working in the same mixed groupings, discuss what you would expect a family to do to help and 

support the person described when they showed each type of behaviour. 

1. A new-born baby cries. 

2. A mum is proud when her infant speaks their first words. 

3. A child is nervous at their first day of school. 

4. A teenager is afraid because they got into trouble for fighting at school. 

5. A teenager comes home from school upset because they have had an argument with a 

boyfriend/girlfriend. 

6. A teenager is disappointed when they fail exams. 

7. A young adult is excited when they get a first job. 

8. Someone in their mid-twenties is depressed because they don’t like their job. 

9. Your uncle is worried when he is made redundant from work. 

10.Your grandmother is hurt when she falls and is taken to hospital. 

Reflection: 

Compassionate God, you made us in your image and likeness, loving each of us uniquely. May 

all our decisions and choices be life-giving and sustaining. Help us, in our thoughts, words and 

actions, always to be responsible and loving. 


Try to think of a time or occasion when someone close to you, for example a parent or carer, has 

helped you in some way or offered you encouragement or support. 

Working with a partner, discuss: 

• what sort of help did you need? • who was able to help you? 

• how did this make you feel? 

page 7 

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SESSION 

3 

IN RELATIONSHIP 


Level 14+: A1, A2, B2, C2, C5, D2, D3 


Themes: 

1. Current relationships. 

2. Peer Pressure. 

3. Alcohol / drug use. 


1. Remind pupils of terms of Class Agreement. 

2. Task 3.1: Individual task. 

3. Read over text in Student Book as an introduction 

to next task. 

4. Task 3.2: Individual task leading to whole class 

Resources: 





5. Large sheets of paper. 

6. Suitable pens/pencils. 

discussion. Pupils will require a copy of Resource 

Sheet 5. 



6. Extension Task: mixed group exercise. 


During Session 3 pupils have the opportunity to 

explore current relationships including peer 

relationships. After considering whom they receive 

help from, and how frequently they seek advice, pupils 

will be asked to consider how current relationships 

may be affected by external influences including 

alcohol / drug use. 

In Task 3.1 the initial brainstorming session is not 

intended to define the word “relationship”, rather to 

bring to the front of pupils’ minds the words that we 

associate with a relationship. This is intended to help 

pupils to be more secure in the main part of the task 

and to ensure that they will not be anxious that they 

have misunderstood what we mean by relationship. 

This task invites pupils to draw a graph that will 

illustrate the different sources of help and advice within 

their life, as expressed by the amount of time spent in 

the company of those with whom they are in a 

‘relationship’. As this will vary greatly from pupil to 

pupil, it is important that pupils understand that this is 

an individual task and that they will not have to share 

the results with the rest of the class. A worked example 

is provided on Resource Sheet 4. 

The ensuing feedback session should allow pupils to 

articulate why they ask peers for advice. Avenues for 

discussion may include: 

• What is good about asking advice from people of 

your own age? 

• When can your peers give you better advice than an 

adult? 

• Do your friends influence you in a good way? 

• Why do they sometimes understand you more? 

• At what point might peer advice become peer 

pressure? 

During the next task, relating to alcohol and drug use, 

it is important to bear in mind that some children will 

not have been exposed to alcohol or drug use as 

much as other pupils. Neither of these groups of 

pupils should be made to feel that they are personally 

being judged. However, the legal implications of both 

alcohol and drug use should be reinforced. 

In Task 3.2 pupils use Resource Sheet 5 to answer 

questions relating to alcohol use by teenagers. 

The correct answers are: 

1: b; 2: c; 3: no noticeable difference between boys 

and girls; 4: c; 5: c; 6: a; 7: a; 8: b; 9: All 3; 10: All of 

these; 11: c; 12: b; 13: c; 14: b. 

As part of the whole class discussion, it is important 

that pupils explore the possibility that the survey may 

have inaccuracies, like any survey. Through 

discussion, the teacher can help to highlight in what 

way surveys may produce results that sometimes do 

not reflect the national picture. It should also be noted 

that the data relates to 2002 and that the reality of this 

situation may have altered over the passage of time. 

The Extension Task asks pupils to consider the 

influence of peer pressure in the decision-making 

process, with particular regard to situations involving 

alcohol and/or drugs. It is very important that 

discussions in this exercise focus on the effects that 

peer pressure can have on our ability to make good 

decisions and how this can be compounded further 

through the use of alcohol and/or drugs. Discussions 

should also focus on the consequences that we may 

face when our judgment is impaired or when we are 

pressurized into following a particular behaviour. 

page 10

SESSION 

3 

Living in Love: IN RELATIONSHIP 

“An honest answer is the sign of true friendship.” 

(Proverbs 24:26) 


• to develop an understanding of how we will relate to different people in different ways; 

• to become aware of how apparent help and advice can often become a form of pressure; 

• to consider issues relating to alcohol and drug use among teenagers. 

There are many different people who we may consider to be part of our ‘family’. It is probably 

true to say that there are even more people with whom we have a ‘relationship’. 

Having discussed the words we associate with ‘relationship’ we are now going to consider who 

we have ‘relationships’ with and how often we look to these people for support and advice. 

TASK 3.1 

CURRENT RELATIONSHIPS 

You should attempt to do at least parts 1 and 2 of this task. 

1. Write down the names of five people with whom you have a relationship. (Remember that 

you have just discussed the words you associate with ‘relationship’ so think carefully about 

the people in your life and try to see if they fall into the category of ‘relationship’) 

2. Against each name indicate how much time you actually spend with each person in a week. 

For example, you may have two periods of RE a week, with each period lasting about 55 

minutes, therefore you spend 110 minutes a week with your RE teacher. You might see your 

best friend for a few hours after school and more at the weekend, so you might see them for 

18 hours or more in a week, etc. 

3. Now try to draw a graph which illustrates the relationship between the amount of time you 

spend with someone and the advice that you get from them. Your teacher will distribute a 

help sheet (Resource Sheet 4) showing an example of how this may look. 

At different times in our lives we will seek support and advice from our family, our peers and maybe 

even from professional agencies who have accurate information to help us make an informed 

decision (eg., a careers advisor or a doctor). However, when it comes to our friends and peers, there 

can be situations when we need to be careful that the advice that they give us does not change into 

pressure to participate in activities that make us feel uncomfortable. 

For many young people today the pressures to eat the right foods, to look the right way, to be a 

certain size, to wear the right clothes, are difficult to withstand. Equally when teenagers begin to 

socialise in larger groups, where there are people of different ages, there may be added pressures to 

participate in activities such as drinking alcohol and/or taking drugs. 

Later on you will explore how drugs and alcohol can affect your judgement of a situation. At this point 

we will consider some of the facts about drugs and alcohol use by teenagers. 

page 8 

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TASK 3.2 

PEER PRESSURE: ALCOHOL AND DRUG USE 

AMONGST TEENAGERS 

Working on your own, collect a copy of Resource Sheet 5 and complete the quiz on ‘Alcohol 

and Drug Use Amongst Teenagers’. 

We will then discuss this as a class. 

Reflection: 

Lord, support us in our daily lives. Protect us day and night so that we, who under your guiding 

hand live in a world of change, may always draw strength from you, who does not change. 



1. Take a large sheet of paper and write ‘Peer Pressure’ in the middle of it. 

2. Within your group, think of the types of situations that people might find themselves in 

regarding alcohol and/or drugs, and where peer pressure is likely to have some bearing. 

3. Add to your list the sort of decisions that someone might make regarding alcohol and/or 

drugs as a result of peer pressure. 

page 9 

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SESSION 

4 

BOYFRIEND / GIRLFRIEND 


Level 14+: C3, C4, C5, C6, F3 


Themes: 

1. Physical Attraction / Different types of 

relationships. 

2. Age of consent. 

3. Virtue in others. 

4. Loving, not just liking. 


1. Review terms of Class Agreement. 

2. Task 4.1: Individual task leading to group 

discussion and whole class plenary. 

3. In mixed groups of about 4 to 6, pupils should 

discuss their findings from the first part of this 

task, and this in turn may be developed into a 

whole class discussion, using the prompts 

provided in the Student Book. 

Resources: 



3. Jotters/paper. 


4. Read over text in Student Book as preparation for 

next task. 

5. Task 4.2: Mixed group activity. Prompts to 

discussion are provided in the Student Book. 

6. Read over text in Student Book. 



8. Extension Task: Mixed group exercise. 


While the heading for Session 4 is ‘Boyfriend / 

Girlfriend’, the themes aim to explore not only these 

relationships but also friendships and companionship 

that may, during teenage years, be confusing to young 

people. The teacher should remind pupils that we 

cannot separate the various parts of our lives. The 

‘physical, ‘emotional’, spiritual’ and ‘intellectual’ 

dimensions of our lives are so interconnected that they 

overlap in many ways. 

From this session onwards in Living in Love, we deal 

with the complex and often challenging themes dealing 

with sexuality and behaviour. At this point pupils should 

be reminded that we are all made “in the image and 

likeness of God” and that our bodies are “temples of the 

Holy Spirit” to be used to the glory of God (1 Corinthians 

6:19-20). The rights and responsibilities of having been 

given ‘free will’ by God will be explored in Session 5. 

Within this session the focus will be on how, through our 

relationships with others, we can reflect the virtue of the 

human person and how the law regarding the age of 

consent is intended to protect the dignity and innocence 

of individuals. 

During the class feedback session teachers may find 

that pupils have comments which include questions 

about being attracted to friends of the same sex. It 

would be important to emphasise that the Church does 

not regard these feelings as bad or sinful in themselves. 

What is important is that we develop relationships which 

embody a sense of mutual respect. It is also important 

to remember that some pupils may have had no 

experience of boyfriend/girlfriend relationships and may 

feel embarrassed discussing aspects of this topic. 

Task 4.1 begins with an individual exercise which will 

form the basis for further discussions, in pairs and as a 

combined class. The first part of the task requires pupils 

to consider whether there are any differences or 

similarities in what we might expect from a relationship 

with a ‘Best Friend’ as opposed to a ‘Girl/Boyfriend’. 

Pupils should then extend this into a group discussion 

(mixed groups of between 4 and 6), before extending 

this further into a whole class discussion, using the 

prompts provided in the Student Book. 

The text in the Student Book is important in putting 

Task 4.2 into context. Here pupils are given access to 

factual information on Sex and Scottish Law (Resource 

Sheet 6) in which are clearly laid out the legal 

parameters with regard to the age of consent. It is very 

important to stress to pupils that laws regarding consent 

are in place to protect young people and to keep them 

free from exploitation. Also, it is important to stress that 

the consent laws do not just apply to people over the age 

of consent having a sexual relationship with someone 

who is under 16 years old, but also apply to two people 

under the age of 16 who are involved in a sexual 

relationship. In the course of any discussions it would 

also be prudent to discuss possible consequences of 

infringing the laws on consent, including being placed on 

the Sex Offenders register and how this could impact 

later in life in terms of future relationships and 

employability. 

The Extension Task provides an excerpt from the 

Catechism of the Catholic Church on the subject of 

virtue. This can be used as a basis for discussion using 

the prompts provided in the Student Book. 

page 13

SESSION 

4 

Living in Love: BOYFRIEND / GIRLFRIEND 

“The only way to have a friend is to be one.” 

(Ralph Waldo Emmerson) 


• to consider different levels of relationships; 

• to develop an understanding of the differences and similarities in relationships; 

• to consider physical attraction and the impact it can have on relationships; 

• to develop an understanding of the laws regarding consent in sexual relationships. 

During this session you will explore the differences and similarities between relationships you may 

have with boy/girlfriend and ‘just’ friends and how both of these types of relationships can 

develop into love. You will also look at the facts surrounding the laws regarding sexual relationships. 

page 10 

page 14

TASK 4.1 

MORE THAN JUST FRIENDS? 

In your jotter make two columns, one labelled ‘Best Friend’ the other labelled ‘Boy/Girl friend’. 

Under each heading make a list of what you would expect from each of these relationships, e.g. 

loyalty, trust, fun etc. 

In your groups discuss: 

• What are the differences between these two types of relationships? 

• What are the similarities between these two types of relationships? 

Class feedback: 

• What makes a boyfriend / girlfriend relationship different to ‘just’ friends? 

• What makes someone attractive? (This doesn’t just mean people whom you ‘like’; think about 

what ‘attracts’ you to your friends.) 

• Is it possible to be ‘attracted’ to a friend without this developing into a boy/girlfriend 

relationship? 

• Why do people sometimes get confused about their feelings for friends? 

It is possible that in some of the relationships you will form, now and in the future, you will come to 

realise that there is a significant difference between just ‘liking’ a person, as opposed to ‘loving’ them 

We do tend to use the word ‘love’ quite a lot, and very often we use it when perhaps another word 

might be more appropriate. For example, we might say that we ‘love’ something, such as chocolate, a 

particular football team or famous personality, but do we really mean that we love them in quite the 

same way that we would love a family member or a boyfriend/girlfriend? Would it not be more 

accurate to say that we ‘like’ these things? We might like them a lot, but is this the same as loving? 

When we talk about loving that one particular person, then other things come into play, such as trust, 

loyalty, commitment, etc. We expect these things from our friends, but the intensity of our 

expectations may be more demanding from those we love, and this is a very important difference. 

In earlier years you have learned about the development of the human person and discovered that, 

through puberty, your body was becoming ready for the possibility of creating new life. You learned 

that there were outward and inward signs of these changes. When you looked at human 

reproduction you learned that the Catholic Church teaches that sexual intercourse should be a sign of 

a loving commitment between a husband and wife expressed within marriage. This is sometimes 

referred to as “Church Law”. 

In this session you will explore what the civil law states about sexual intercourse. It is important 

to realise that this section deals only with the legal aspects of sexual relationships, not with 

moral aspects or the consequences of these relationships. 

page 11 

page 15

TASK 4.2 

SEX AND THE LAW: CONSENT 


1. Get a copy of Resource Sheet 6. 

2. In your group, read and discuss the information regarding sex and Scottish Law. In your 

discussions you should think about: 

• what does the age of consent mean? 

• what is the age of consent? 

• why do these laws exist? 

• who do they seek to protect? 

• what might happen if a person breaks these laws? 

3. We will then discuss this as a class. 

Reflection: 

As a child approaches a father in love and need, so God is your Father and you may confidently 

come to him, daring to speak your doubts, your fears, your problems and needs, knowing that 

He hears and that he will respond to your requests. 

No one should feel pressured into becoming involved in a relationship where they feel uncomfortable 

or where they are being asked to do things they would rather not do. To force someone to behave in 

a manner which hurts, embarrasses or offends them is not a sign of love; on the contrary it shows a 

lack of respect for the rights and feelings of that person. 

What we should be striving for in our relationships is to show our respect for, and responsibility to, 

ourselves and others. Rather than looking for what we can get out of a relationship, we should be 

looking at the virtues, the qualities, the goodness of the individual, and how this can build and 

enhance the relationship. 



Read the following excerpt from the Catechism of the Catholic Church. 

“A virtue is a habitual and firm disposition to do good. It allows the person not only to perform 

good acts, but to give the best of himself. The virtuous person tends toward the good with all his 

sensory powers; he pursues the good and chooses it in concrete actions.” (CCC, 1803) 

• What do you think this passage is saying? 

• In what way(s) should this affect our relationships? 

page 12 

page 16

SESSION 

5 

SEXUALITY 


Level 14+: C3, C4, C5, D2, F2, F3 


Themes: 

1. Sexuality drives attraction. 

2. Sexuality as a God-given gift. 

3. Rights and responsibilities. 


1. Review terms of Class Agreement with pupils. 

2. Read over text in Student Book as a means of 

introducing themes of session and first task. 

3. Task 5.1: Group task. Divide class into mixed 

groups of 4 and either provide groups with copies 

of Bible or direct pupils to Appendix 1. 

4. Task 5.2: Paired task, leading to class discussion. 

Pupils will require a copy of Resource Sheet 7, 

which they should use to discuss further the issue 

of rights and responsibilities within relationships. 

Resources: 



3. Bibles (or Appendix 1). 




6. Extension Task: Can be a discussion or written 

activity. 


Session 5 requires pupils to consider human 

sexuality as a gift from God and to come to a deeper 

understanding of its nature and purpose, including 

the rights and responsibilities associated with this gift. 

It will also focus on sexuality as a driving force in 

being attracted to other people. 

The session focuses on our maleness and 

femaleness and our role in fulfilling God’s plan for our 

sexuality which reaches its high point in the marital 

union of husband wife and the potential to share with 

God in the creation of new life. Appropriately, the 

session takes the story of the Creation from the Book 

of Genesis as its starting point. 

In Task 5.1 pupils are required to work in mixed 

groups of 4 in what may seem like a light-hearted 

exercise, but which is intended to underline a very 

serious aspect of Catholic teaching - that man and 

woman were ‘made for each other’. The task 

involves the preparation of the script of a 

conversation that might take place in the unlikely 

setting of a television studio where, as guests on a 

new chat show, God, Adam and Eve discuss with 

their host why man and woman were created, 

including God’s purpose and plan for them. 

If time allows, it may be interesting to have one or 

two groups act out their script, although discretion by 

the teacher is advisable in order to maintain a 

working atmosphere in keeping with the terms of the 

Class Agreement. 

Task 5.2 requires pupils to work with a partner in 

developing the idea of rights and responsibilities 

within a relationship. They will require a copy of 

Resource Sheet 7. Working with a partner, pupils 

should discuss the fact that we have rights within our 

relationships with people, at whatever level, but we 

also have responsibilities, and this will feed into a 

whole class discussion. 

The Extension Task allows pupils a certain element 

of freedom in attempting to provide arguments for 

and against a given statement, “God has nothing to 

do with a person’s decision to enter into a sexual 

relationship.” This will provide the opportunity to 

reaffirm Catholic teaching with regard to the nature 

and purpose of human sexuality and to consider the 

rights and responsibilities therein. 

Church teaching guides us to find the truth and to hold on to it with certainty. We recognise that some 

Catholics have difficulty with certain teachings of the Church. Yet Catholics have a right to receive the fullness 

of the Church’s teaching and they have a corresponding duty to adhere to that teaching. (Cherishing Life 50). 

page 17

Created in Love: 

5 

Session 5 

SESSION Living in Love: SEXUALITY 

“You learn to speak by speaking, to study by studying, to run by running, 

to work by working; and just so, you learn to love.” 

(St Francis de Sales) 


• to consider what the Church teaches about human sexuality; 

• to develop an understanding of how our sexuality compels us to be attracted to other people; 

• to consider rights and responsibilities which arise from issues relating to our sexuality. 

Right at the very beginning of the Bible, in the Book of Genesis, we read that God chose to share 

his creative role with human beings. With this gift came responsibility. God tells the first human 

beings that they have to be ‘stewards’ of the earth. This means that God was gifting humans with the 

privilege of free will, but with that came the responsibility of looking after God’s creation. 

In creating us as male and female, God created individuals who have the ability to become “one 

flesh” (Genesis 2:24). Through this union is to be found the only natural way in which the 

continuation of the human race can continue. This gift of sexuality, our maleness and femaleness, is 

a unique and special gift given to each human being by God without exception. 

The Church teaches that we can reflect the love of God through loving relationships and in particular 

through the loving relationship between a man and a woman where they give of their body and spirit 

in respect and love for the other - through the exclusive and permanent union of marriage. 

The gift of our sexuality is an awesome gift, and it is important that we not only come to understand 

how and when to use it, but also why we use it. 

page 13 

page 18

TASK 5.1 

CREATED SEXUAL: MALENESS AND FEMALENESS 

Working in mixed groups of about 4, do the following: 

1. Read the second chapter in the Book of Genesis (Appendix 1) 

2. Imagine that a new chat show is starting on TV, and that the first guests on this show are: 

God, Adam and Eve. 

3. In your groups, write a script of the conversation that might take place between the host and 

his three guests. In the course of the conversation, you may wish to consider: 

• Why did God create Adam? 

• What responsibility did God give to man? (Stewardship) 

• Why did God decide to create a partner for Adam? 

• What was God’s purpose or plan in creating man and woman? 

In the Book of Genesis we read that man and woman were, quite literally, ‘made for each other’, and 

that God tells the man and woman to “Have many children, so that your descendants will live all over 

the earth.” (Gen. 1:28) The male and female bodies are designed to ‘complement’ each other in 

combining to join with God to create new life. Our sexuality makes us attractive to others and attracts 

other to us, and this is a perfectly normal part of what it means to be a human and sexual being. 

With the gift of our sexuality come rights, but also responsibilities. 

TASK 5.2 

THE RESPONSIBILITY OF OUR SEXUALITY 

Working with a partner, do the following: 

1. Get a copy of Resource Sheet 7. 

2. Complete the exercise looking at rights and responsibilities within relationships. 

Discuss this as a class. 

Reflection: 

Holy God, you continue to bless us with your gifts of creation. We give thanks to you for your 

kindness and we take delight in the gifts we share to bring about fullness of life in our world. 



1. Read the following statement, ‘God has 

nothing to do with a person’s decision to enter 

into a sexual relationship.’ 

2. Try to think of at least one argument to justify 

this statement. 

3. Now try to think of at least one argument 

against this statement. 

page 14 

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SESSION 

6 

COMMUNICATION 


Level 14+: A2, B2, C1, C2, C6, D1, D2, 

D6, F2, F3 


Themes: 

1. Coping with pressure. 

2. Alcohol and drug use. 

3. Saying “No” – Assertiveness skills. 

4. Abstinence. 



2. Read text in Student Book. 

3. Task 6.1: Mixed group discussion. 

4. Task 6.2: Mixed group discussion. 

5. Task 6.3: Paired working. The paired 

‘assertiveness’ task should be viewed as 

hypothetical but answered as if it were real. 

Resources: 



3. Appendices 2 and 3. 

Pupils should be encouraged to think of the 

scenarios (Appendix 3) carefully and respond as 

honestly as possible. 



7. Extension Task: Mixed group discussion. 


In Session 3 we considered the influence of peer 

pressure and the presence of alcohol and/or drugs as 

a major factor in the decision-making process, and in 

Session 6 we explore this theme more deeply. 

The use of alcohol and/or drugs amongst young 

teens is causing increasing concern in many 

countries. Many young people ‘experiment’ with one 

or both without due regard to the legal issues 

involved, and also showing an ignorance of the 

serious impact this can have on a young body that is 

still developing. The session will focus on some of the 

consequences of taking alcohol/drugs and encourage 

pupils to develop the skills to say “No” in pressure 

situations. 

In Task 6.1 pupils are asked to consider three 

questions which focus on decisions that people might 

make when under the influence of alcohol or drugs. 

The purpose of this exercise is for pupils to think 

about how alcohol and/or drug use can impair the 

decision-making process. This can be further 

extended by reading the text from the Student Book, 

which also serves to introduce the next task. 

Task 6.2 focuses on four given scenarios 

(Appendix 2) and requires pupils to work in mixed 

groups of between 4 and 6. They are asked to 

consider the options open to the individual involved in 

each scenario, how alcohol and/or drugs might 

influence their decision-making, and what the 

possible consequences of their choice(s) might be. 

Throughout Living in Love sessions, pupils are 

reminded that it is better to have weighed up the 

consequences before you find yourself in a position 

where you are faced with having to make a difficult 

choice. It is not always as clear-cut as this, however, 

and there may be occasions where other factors, 

such as peer-pressure can be very compelling. No 

one should feel pressured into behaving in a way in 

which they feel uncomfortable. But where pressure is 

applied from another person or persons, the ability to 

assert oneself, to say “No”, is a prized asset, and 

therefore merits some practice. 

Task 6.3 requires pupils to work with a partner in 

considering a number of statements (Appendix 3). 

These statements cover a number of issues, and 

pupils are asked to think about each one as it is said 

to them by their partner, then to reply “No” in an 

assertive manner, explaining the reason for doing so. 

It is important to stress that there is a significant 

difference between assertion and aggression, and 

pupils should be encouraged to answer their partner 

in a firm, yet polite manner. 

The Extension Task focuses on sexual activity. 

Within the context of a group discussion pupils are 

required to consider reasons why some young 

people may feel pressured into becoming sexually 

active, including the factors which might influence 

their decision. The importance of abstaining from 

sexual activity as a positive and realistic choice 

should be underlined. 

page 20

SESSION 

6 

Living in Love: COMMUNICATION 

“The first duty of love is to listen.” 

(Paul Tillich) 


• to develop an understanding of the impact that alcohol and/or drug use can have on 

relationships; 

• to further develop an understanding of peer pressure; 

• to consider ways of asserting ourselves and saying ‘No’ in situations where we feel pressure; 

• to develop an understanding of abstinence as a positive choice. 

Many young people experiment with alcohol and drugs and are sometimes unaware of the effect 

that these can have on a young body that is still developing. It is often at times when young 

people are involved in taking drugs or alcohol, at a party or disco for example, that they also find 

themselves in a situation where they have to cope with peer pressure. If you think back to the ‘quiz’ 

in session 3 you will remember that 40% of young people who said that they were sexually active 

said that their first sexual experience had happened while under the influence of drugs and alcohol. 

In this session you will focus on how to communicate what you are thinking and feeling in a specific 

situation when you may feel influenced by peer pressure. You will also look at assertive ways to say 

“No” to help you deal with the pressure. 

TASK 6.1 

TALKING IT THROUGH… 

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

1. Why do you think there is a legal limit to how much you are allowed to drink if you are driving 

a car? 

2 Do you think it is sensible to make an important decision when you are drunk or under the 

influence of drugs? 

3 Why do you think that people regret things that happened while they were drunk / on drugs? 

We are all faced with having to make many decisions every day, or have to face the consequences 

of decisions made by other people. Sometimes it can be relatively easy to make these decisions, and 

other times we may not have very much choice but to go along with what someone else has decided 

for us. Who gets to choose what you eat? Who decides what you wear? Who decides what you do 

in the evening or at weekends? 

These may seem like fairly trivial decisions, and we may not have to give much thought to them. 

Other factors can affect our decision-making processes. We have already thought about peer 

pressure, but what about other times when people are faced with making decisions and they are 

unable to think clearly? What might happen to their decision-making skills at this point? 

page 15 

page 21

TASK 6.2 

DECISIONS CAN BE AFFECTED BY DRUGS & ALCOHOL 

Working in the same mixed groups as before, do the following: 

1. Look at the four scenarios described in Appendix 2. 

2. What options are open to the people involved? 

3. How might the use of alcohol and/or drugs affect the choice made? 

4. What might the consequences be? 

In some situations, it can be difficult to know the right thing to do. Sometimes it can be very difficult to 

say ‘No!’ to an invitation to behave in ways that make you feel uncomfortable. But learning to say 

‘No!’ is a positive thing which allows you to take control of most situations. 

TASK 6.3 

COMMUNICATING ASSERTIVELY 

Assertiveness should not be confused with aggression. If you are to be assertive 

in a situation it means stating firmly and clearly your thoughts or feelings. It is often 

necessary to think in advance about how you will act / react in certain situations, long 

before they ever arise, so that you can know how you will cope. 

Working with a partner, look at the statements in Appendix 3. Now take it in turns 

to read one of the statements while your partner practises saying ‘No!’, assertively 

– firmly, but politely, and giving a reason for this. 

Abstaining from certain behaviours, until you consider them appropriate and right, 

is actually a very positive choice. Not every one of your age-group drinks alcohol 

regularly or uses drugs or is sexually active. In fact, in each of these three examples, if you do not 

indulge in them - in other words if you ‘abstain’ from them - you are actually in the majority of young 

people of your age. So yes, abstinence is a good thing. And yes, many young people do choose to 

abstain: from sex, from alcohol and from drugs. These are good, sensible things to do; you just have 

to learn to assert yourself to resist peer pressure. 

Reflection: 

God knows well the doubts that afflict you, the temptations that press upon you. He knows your 

true needs; He hears your prayers. He is ready to grant you everything that is required to 

enable you to be His loving child. 


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

1. Why might some young people feel under pressure to become sexually 

active? 

2. Why might it be difficult to say no? 

3. What factors might influence their decision-making? 

4. In what way(s) does the use of pressure do damage to the dignity of the individual? 

5. Why is abstinence a positive choice? 

page 16 

page 22

SESSION 

7 

PLANNING FOR LIFE 


Level 14+: C1, C5, D1, D2, E6, E7 


Themes: 

1. Respect and responsibility. 

2. Contraception. 

3. Church Teaching. 



2. The text in the Student Book should be read to put 

the themes of this session into context. At this 

point it is important to emphasise that the Church 

teaches that when two people marry they become 

one and that this is a lifelong commitment. 

Church teaching on Family Planning can only be 

understood in the context of marriage. 

3. Task 7.1: Mixed group discussion. Pupils require a 

copy of Resource Sheet 8, which offers a number 

of statements about contraception and family 

planning which the group should discuss before 

deciding whether they are true or false. 

4. Pupils should then be provided with a copy of 

Resource Sheet 9 which outlines Catholic 

teaching in this regard. This should be read and 

discussed. 

Resources: 



3. Resource sheets 8 and 9. 

4. Appendix 4. 

5. The text in the Student Book should be read and 

discussed as an introduction to the next task. 

6. Task 7.2: Mixed group discussion. Pupils should 

have access to Appendix 4 (Contraception) which 

further outlines Catholic teaching and makes the 

distinction between contraception, to which the 

Church gives strong disapproval, and natural 

family planning, which is supported by the Church. 



8. The Extension Task asks pupils plan a one minute 

talk on the subject of contraception. 


In Session 7 we consider some aspects of 

relationships more deeply, and explore the importance 

of respect – respect for self and respect for others – 

and the need for responsibility within relationships in the 

making of life decisions. Pupils will also explore what it 

means to make responsible choices from an informed 

conscience, particularly with regard to contraception 

and family planning. 

In Task 7.1 pupils are asked to work in mixed groups of 

between 4 and 6 to complete the ‘True or False Quiz’ 

on Contraception and Family Planning that is to be 

found on Resource Sheet 8. This should then be used 

as the basis for a class discussion, referring to the 

answers provided on Resource Sheet 9. 

The text in the Student Book highlights the three vows 

made by the bride and groom during the Rite of 

Matrimony in the Catholic Church: faithfulness, 

permanence and openness to fertility. This is extremely 

important in understanding Catholic teaching about the 

nature and appropriate context of sexual intercourse. 

Task 7.2 looks specifically at Contraception and 

Catholic Teaching. Working in the same mixed groups 

of between 4 and 6, pupils should have access to a 

copy of Appendix 4. This contains detailed information 

on contraception, of which the Church does not 

approve, and the use of natural family planning, which 

the Church supports. This information should be read 

over with the class prior to commencing the related 

task. 

The task requires that pupils become familiar with key 

terms such as ‘artificial contraception’, ‘fertility’, 

‘abortifacient’, ‘natural family planning’, etc. These 

terms will help pupils to develop an awareness and 

understanding of Catholic teaching in this area and the 

important distinction between contraception and natural 

family planning. 

The suggested Extension Task provides the 

opportunity for pupils to prepare very short presentation 

on what the Catholic Church teaches about 

contraception, with some particular points highlighted. 

Time allowing, it might be possible to allow some of the 

pupils to present their points to the class. Alternately, 

this task could be extended to become a mini project, 

looking at the key issues in much more depth and 

accessing information from a number of sources, 

including the dedicated website at 

www.calledtolove.org. 

page 23

SESSION 

7 

Living in Love: PLANNING FOR LIFE 

“Love is not something you feel. It’s something you do.” 

(David Wilkerson) 


• to consider the importance of respect and responsibility in relationships; 

• to consider the need to plan for a family; 

• to develop an understanding of the Church’s teaching on contraception. 

Within any relationship choices have to be made. 

Whether it is a working relationship, or a 

friendship or within a family, decisions are always 

being made. Sometimes we might think that we don’t 

need to make choices, or we try to put off having to 

make decisions, but sometimes this only has negative 

results. For example, you may keep putting off 

choosing who to invite to your birthday party, only to 

discover that by the time you have made your decision 

your friends all have other plans. You may ‘run away’ 

from the responsibility of finding out what courses you 

want to do, only to find that by the time you have 

made your decision all of the places have been taken. 

Within marriage there will be choices that have to be made. However those decisions which affect 

your relationship are no longer something which you can consider for yourself – they have to be 

made by two people together. For example, it would be strange indeed for a husband to accept a job 

in Africa for three years without talking to his wife about it, or for a wife to buy a new house without 

her husband being part to the decision. A couple make these choices and decisions as a ‘team’ 

because they know that they have made a commitment to be responsible both to and for each other. 

An important decision that many married couples have to make is when to plan for a family, and how 

many children they feel that they are able to support. The Church is able to help a couple in making 

this important decision through her teaching on Natural Family Planning (NFP). If practiced according 

to instructions given by a trained instructor, and if both partners are motivated to work with each 

other, NFP is believed to have a success rate of 98% in helping to plan for pregnancy. 

While commending an attitude of generosity in welcoming children into the world, the Catholic 

Church does not by any means expect Catholic parents to have large families. What it does 

expect, however, is that Catholic parents act responsibly in planning for the number of 

children which they hope to raise within a loving family environment. 

page 17 

page 24

TASK 7.1 

CONTRACEPTION AND FAMILY PLANNING 


1. Each group will require a copy of Resource Sheet 8 – True or False. 

2. In your groups discuss your response to the given statements on contraception and family 

planning and record them on the sheet provided. 

3. Your teacher will provide you with a copy of Resource Sheet 9, which we then discuss as a 

class. 

During the Rite of Matrimony in the Catholic Church, the married couple make three very serious 

vows or promises: 

• to be faithful to each other; 

• to stay together until parted by death; 

• that their marriage will remain open to the possibility of having children. 

It is an unfortunate fact that biology may prevent some men from being fathers or some women from 

being mothers. In such circumstances, there is no suggestion that the couple have broken their 

marriage vow. Church teaching refers to the need for an ‘openness’ to childbirth, but recognises that 

this may not always be possible for everyone. 

However, the Catholic Church teaches that ‘artificial contraception’ - the deliberate use of a ‘barrier’ to 

prevent conception - is wrong. 

page 18 

page 25

SESSION 

TASK 7.2 

CONTRACEPTION AND CATHOLIC TEACHING 


1. Read the information on ‘Contraception’ on Appendix 4. 

2. Discuss the following: 

• What are contraceptives designed to do? 

• What does ‘abortifacient’mean? 

• Why does the Church disapprove of the use of artificial contraception? 

• What is the main difference between artificial contraception and Natural Family Planning? 

• Why does the Church support this means of birth control? 

Reflection: 

The human family is marked with flaws and faults. Sometimes these are visible in relationships 

with others, in the occasion when you hurt each other. These are perfect opportunities for you 

to show the Father’s love for each other. 



1. Imagine that you have been asked to give a one minute 

talk to your class on what the Catholic Church teaches 

about contraception. 

2. What would be the main points you would make? 

Consider these: 

• What is contraception? 

• What is it intended to do? 

• What does the Church teach? 

• Why does it teach this? 

page 19 

page 26

SESSION 

8 

RISK BEHAVIOUR (1) 


Level 14+: A2, C1, C2, D2, D3, D6 


Themes: 

1. Sexually transmitted infections (STIs). 

2. Signs and symptoms? 

3. What treatments are available? 



2. Read and discuss text in Student Book. 

3. Task 8.1: Mixed group activity. Class should be 

divided into mixed groups of between 4 and 6, 

with each group being issued with a large sheet of 

paper and an appropriate marker/pen, etc. 

4. Read text in Student Book as introduction to the 

next task. 

Resources: 



3. Large sheets of paper. 

4. Appropriate pens/pencils. 

5. Resource Sheets 10 and 11. 

5. Task 8.2: Mixed group activity. Each group should 

be supplied with a copy of Resource Sheets 10 

and 11. The group notes should be recorded on 

Resource Sheet 11, and this will then form the 

basis of a class discussion. 



7. The Extension Task is an individual task that 

extends the learning from the previous task. 


In this session we consider what is meant by ‘Risk 

Behaviour’ and what it means to take risks, with 

particular reference to sexual intimacy and the 

possibility of contracting a sexually transmitted 

infection (STI). 

In Task 8.1 pupils work in mixed groups of between 4 

and 6 in discussing and recording a list of the sorts of 

activities that might involve an element of risk. 

Possible suggestions might include: 

• Walking across a road 

• Bungee jumping 

• Unprotected sex 

• Sharing needles and/or syringes 

• Skydiving 

• Gambling, etc. 

Once the group has compiled their list of activities, 

they should then consider what the possible 

consequences could be, and these should be 

recorded on the same sheet. 

Task 8.2 focuses specifically on sexual conduct and 

the possibility of contracting a sexually transmitted 

infection (STI). Care should be taken in this task, due 

to the fairly explicit references which are made. 

For the purposes of this exercise the reference points 

will be six of the more prevalent STIs in Scotland. 

The six STIs referred to are: 

• Chlamydia 

• Genital Warts 

• Genital Herpes 

• Gonorrhoea 

• Syphilis 

• HIV (Human Immunodeficiency Virus) 

Working in the same mixed groupings as before, 

pupils are asked to consider ONE of the STIs 

described on Resource Sheet 10 and to discuss this 

within their group. As a group they are asked to 

decide what information to record under the five 

headings as outlined in Resource Sheet 11. Each 

group should then report back to the assembled 

class in the form of a class discussion. 

The Extension Task is an individual exercise. 

Conscience may be clouded by cultural perspectives or by honest ignorance, but in such cases the 

judgement of conscience does not lose its value. If someone has sincerely tried to discover and to follow the 

truth, but has mistakenly done something wrong, then he or she will not be at fault. Everyone is bound to 

follow their own best judgements and to take responsibility for their actions. However, recklessness or an 

unwillingness to find out what is the right thing to do will not excuse a person from blame if his or her bad 

choices result in wrong actions. Ignorance is not always an excuse. (Cherishing Life 44) 

page 27

SESSION 

8 

Living in Love: RISK BEHAVIOUR (1) 

“Love is a promise, love is a souvenir; once given never forgotten, never let it disappear.” 

(John Lennon) 


• to consider what we understand by ‘Risk Behaviour’; 

• to develop an understanding of how STIs can be a result of risk behaviour; 

• to develop an understanding of STIs: signs, symptoms and treatments. 

What do we mean by ‘Risk Behaviour’? The answer is quite clear and simple –behaving in any 

way that involves an element of risk. But don’t many of the things we do involve an element of 

risk, for example crossing a road, skydiving, bungee jumping, etc? These all carry certain risks for 

there is always a possibility, no matter the precautions you take, that something could go wrong. 

TASK 8.1 

RISK BEHAVIOUR 


1. Take a large sheet of paper and write ‘Risk Behaviour’ in the middle. 

2. Now discuss and write down as many types of activities that you can think of that involve an 

element of risk. 

3. Now write beside these what the likely consequences might be. 

4. Discuss this as a class. 

In this session we are going to consider ‘Risk Behaviour’ from a sexual health point of view. We are 

going to be looking at how, in some cases, people who have been involved in ‘risk behaviour’ find 

themselves in situations where they have been infected by Sexually Transmitted Infections (STIs). 

You will be given information on some of the STIs that can affect anyone who is sexually active, 

including young people. You will be asked to consider how to avoid risks in relation to sexual health. 

page 20 

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TASK 8.2 

SEXUALLY TRANSMITTED INFECTIONS 


1. Read Resource Sheet 10, which provides information on Sexually Transmitted Infections 

(STIs). 

2. Each group will be asked to consider one of six STIs and to make notes about the following: 

• what is it; 

• how can it be passed on? 

• what are the signs/symptoms? 

• can it be treated or cured? 

• where to get help/advice? 

3. The groups findings should be recorded on Resource Sheet 11 before comparing notes in a 

class discussion. 

Reflection: 

Forgiving God, look not upon our failings but upon our wish to serve you and one another. Help 

us to embrace our failings in loving union with your goodness. May we be a source of strength 

and courage for others. 



1. Imagine that you work as an advice counsellor for a teenage 

magazine. 

2. You receive a letter from one of your young readers who is 

concerned that he/she may have a sexually transmitted infection. 

3. What help or advice would you give them? Remember the 

following: 

• signs and symptoms 

• possible treatment 

• where to go 

page 21 

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SESSION 

9 

RISK BEHAVIOUR (2) 


Level 14+: A2, D5, D6, F2 


Themes: 

1. HIV / AIDs. 

2.Care and compassion. 


1. Review terms of Class Agreement. 

2. Read over text in Student Book as an introduction 

to theme of this session. 

3. Task 9.1: Mixed group activity. Divide the class 

into mixed groups of between 4 and 6 and 

distribute copy of Resource Sheet 12 to each 

group who should then sub-divide the cards into 

two groups, one which illustrates ways in which 

HIV can be passed on and the other showing 

ways in which there is no evidence to suggest that 

HIV can be transmitted. 

4. Issue each pupil with a copy of Resource 

Sheet 13 (HIV/AIDS), which should be read and 

used as a basis for class discussion. 

Resources: 



3. Resource Sheet 12. (Cut into cards). 



5. Read text from Student Book as introduction to 

next task. 

6. Task 9.2: Individual activity. Pupils should have 

access to Appendix 5 for this activity which asks 

them to consider a summary of an article on 

HIV/AIDS. 



8. The Extension Task is an art-based activity, where 

pupils should look at the key words they identified 

in Task 9.2 and use some or all of these in 

producing a poster to raise awareness of the 

Christian calling to care for those living with 

HIV/AIDS. 


Session 9 develops the theme of risk behaviour 

further by concentrating its focus on HIV/AIDS and 

how the transmission of HIV can be a result of risk 

behaviour. The intention of this session is to raise 

awareness of the need to show care and compassion 

for those living with the spectre of HIV/AIDS. 

It is essential to read over the text in the Student 

Book as this helps to put the work of the session and 

the issue of HIV/AIDS into context. 

Task 9.1 is a mixed group activity where each group 

is given a set of HIV/AIDS cards (Resource 

Sheet 12) which they should read and discuss. The 

aim of this task is to have pupils come to an 

understanding of the ways in which HIV can be 

transmitted and to contrast this with some of the 

ways in which there is no evidence to suggest that 

HIV can be passed from person to person. Once this 

part of the task has been completed each pupil 

should be given a copy of Resource Sheet 13, which 

contains a more expansive commentary on HIV/AIDS 

which can be used to develop the discussion. 

The text in the Student Book is important in setting 

the context for Task 9.2 which is a reflection of a 

summary of an article on HIV/AIDS which outlines the 

teachings of the Catholic Church with regard to the 

Christian calling for care and compassion to be 

extended to all of those living with HIV/AIDS. Pupils 

are asked to identify key words or phrases from the 

article which serve to illustrate this call for a caring 

and compassionate approach. 

The Extension Task develops this further by having 

pupils consider their list of key words/phrases and 

using them to produce a poster which encourages 

Christians to care for those living with HIV/AIDS. 

The moral life is a response to God that may require difficult choices. However, as St Augustine pointed out, 

‘God does not command the impossible’; what God requires of us is made possible by the working of grace in 

our weakness (cf. Council of Trent, Decree on Justification, c.11). The Church, as a community of disciples, is 

called to walk with those who struggle in the moral life, offering compassion and understanding to those who 

fail to discern and to live out God’s loving will. (Cherishing Life 51) 

page 30

SESSION 

9 

Living in Love: RISK BEHAVIOUR (2) 

“Love enables you to put your deepest feelings and fears in the palm of 

your partner’s hand, knowing they will be handled with care.” 

(Carl S Avery) 


• to develop a deeper understanding of HIV/AIDS; 

• to consider Catholic teaching with regard to HIV/AIDS; 

• to develop an understanding of the Christian calling to show care and compassion 

When we talk about people taking ‘risks’ with their sexual health we know that the consequences 

are sometimes not just physical. By entering into a sexual relationship with another we open 

ourselves up to the possibility of being hurt or disrespected as much as being loved and respected. 

This hurt can be physical, spiritual or emotional and very often cannot be seen by others. In other 

situations the results of taking a ‘risk’ sexually can lead to something that cannot be cured simply with 

medication. 

During the 1980s a campaign to educate people about the prevention of the spread of a new 

‘disease’ was launched by the government under the banner of “AIDS: Don’t die of ignorance!” Due 

to the lack of understanding, and even misinformation about the Human Immunodeficiency Virus 

(HIV), several groups of people within society felt isolated and ostracised, particularly those who are 

homosexual. Now, 20 years on, figures show that HIV affects a wide cross-section of the population, 

and is evident particularly among those who are heterosexual. 

HIV might be described as an ‘equal opportunities’ virus, for it affects males just as it affects females. 

It affects heterosexuals every bit as much as it does homosexuals; it affects celebrities just as it 

affects the ordinary person in the street. 

Christians are expected to live according to Gospel values. This includes not judging people because 

of their situation, or because of assumptions we might make about their lifestyle; and it requires us to 

show solidarity and compassion to those who need our support. 

TASK 9.1 

HIV/AIDS: WHAT WE KNOW? 


1. Get a set of ‘HIV/AIDS’ cards (Resource Sheet 12). 

2. In this task your group are asked to identify ways in which people can contract HIV, become 

HIV positive and possibly develop an AIDS-related condition or illness. 

3. Now arrange the cards into two separate groups, one which illustrates ways in which HIV can 

be passed on, and the other showing ways that the virus cannot be passed on. 

4. Once each group has done this your teacher will give you a copy of Resource Sheet 13 

(HIV/AIDS) which you can discuss as a class. 

page 22 

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In the article ‘What does the Church teach about HIV/AIDS?’ we are reminded that 

the Church has spoken clearly and powerfully about the world-wide epidemic 

represented by HIV and by AIDS. In her teachings, the Church has stressed: 

1. the value and dignity of every person, 

2. the rights and responsibilities of society, 

3. the love and compassion of God. 

“Is AIDS a form of punishment by God?” 

“How should I respond to my child who is HIV positive?” 

“Besides suffering from AIDS, why do I suffer so much prejudice and rejection, even 

from members of the Church?” 

These questions are often asked of ‘the Church’. For many people ‘Church’ refers to the Pope, the 

Bishops and their priests, but it really describes all who belong to the Church as members. Rather 

than thinking about what ‘the Church’ should be doing, what we really need to consider is what we as 

individual members of the Church are doing and how, if at all, we personally respond to the problems 

posed in living with HIV/AIDS. 

TASK 9.2 

CARE & COMPASSION 

Working on your own, read over the summary of the article on HIV/AIDS, which you will find in 

Appendix 5. 

• What are the important words or phrases used in the article? 

• Do you think this is a positive or a negative article? 

• What do you think ‘Church’ needs to be doing to lessen the impact on those living with 

HIV/AIDS and their families? 

Reflection: 

If you assume that you are more important to God than His other creatures within the human 

family, regardless of their race, religion or background, you will be tripped up by your own pride 

and become a stumbling block to others about you. 



1. Look at Appendix 5 once more and also at the key words or phrases which you considered 

to be important. 

2. Now take one or more of these key words/ phrases and use them to produce a poster which 

raises awareness of the Christian calling to care for those living with HIV/AIDS. 

page 23 

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SESSION 

10 

MARRIAGE (1) 


Level 14+: B4, C6, C7, C8, F1 

Key Messages: 6 

Themes: 

1. What does it mean to be married? 

2. Family life. 



2. Read over text in Student Book as introduction to 

first task. 

3. Task 10.1: Mixed group activity. Divide class into 

mixed groups of between 6 and 8. Each group 

should then sub-divide into two sub-groups. 

4. Distribute two sheets of paper to each group (one 

to each sub-group). 

5. Read the text in the Student Book to introduce the 

next task. 

Resources: 



3. Two large sheets of paper for each group. 


6. Task 10.2: Individual Activity which can then lead 

to a whole class discussion. 

7. The remaining text in this section of the Student 

Book is essential in underlining the way in which 

marriage contributes to family structures. 



9. The Extension Task can be a class/group 

discussion or a written activity. 


Session 10 is the first of two sessions which 

consider Marriage. In the next session we look at 

children as the fruit of the marital union of a husband 

and wife, but in this session we consider what it 

means to be married and what marriage brings to 

family structures. 

Task 10.1 is a mixed group activity in which pupils 

work together in groups that are sub-divided into 

smaller sub-groups. The focus of this task is to 

consider what it means to be married. To illustrate 

this, one sub-group should discuss and record a list 

of the sort of things a person who is not married is 

free to do. The other sub-group should reflect on the 

sort of things that a married person is free to do. 

Once this part of the task has been completed the 

sub-groups should compare their lists and discuss 

any similarities or differences that may have been 

highlighted. 

Task 10.2 is an individual task where pupils are 

provided with a copy of Resource Sheet 14, which 

asks them to consider a number of items that might 

contribute to our understanding of ‘family’ and to rate 

these in order of their importance on a scale of 1 to 5 

as follows: 

Very Important 1 

Important 2 

Don’t Know 3 

Not Important 4 

Irrelevant 5 

This information can then be used as the basis for a 

whole class discussion. 

It is essential to read the text in the Student Book for 

this session as it outlines the importance given to 

family within Catholic teaching. Care is particularly 

required here to ensure that pupils in the class do not 

feel that their particular family lifestyle is being 

judged, especially in households where marriage is 

not the norm. It is very important to emphasise that 

Catholic teaching presents a vision, but does not 

condemn those who do not realise that vision. 

The Extension Task is a group discussion activity, 

where pupils are asked to reflect upon and discuss 

the statement, “Marriage is only a bit of paper. 

Nowadays it is old-fashioned and out of date.” 

Catholics see marriage as one of the seven sacraments of the Church, an effective sign of divine love. 

Marriage is already understood as a gift from God and a fundamental human good, but now it also expresses 

vocation from God into the life of Christ. (Cherishing Life 54) 

page 33

SESSION 

10 

Living in Love: MARRIAGE (1) 

“A successful marriage requires falling in love many times, always with the same person.” 

(Mignon McLaughlin) 


• to consider what it means to be married; 

• to develop an understanding of how marriage contributes to family structures. 

In this session we consider what marriage is, in order to develop a better understanding of why 

people choose to get married. According to Catholic teaching, marriage is the God-given context for 

both sexual intercourse and having a family; therefore we also consider how marriage contributes to 

family structures. We also look at what it means to be married and consider what differences there 

are between being married, staying single and living together. 

TASK 10.1 

WHAT DOES IT MEAN TO BE MARRIED? 


1. Each group should divide into two smaller groups. 

2. On the sheets of paper provided one half of the group should write a list of the sort of things 

you are free to do if you are not married. 

3. The other half of the group should write a list of the sort of things you are free to do if you are 

married. 

4. Now compare your lists. Are there any differences? If so, why do you think this is? 

The Church teaches that marriage is a covenant 

freely entered into and involves a total and 

exclusive self-giving to another person in a way 

that is open to new life. St. Paul says that: “for this 

reason a man shall leave his father and mother 

and be joined to his wife and the two shall become 

one flesh.” (Ephesians 5:31-32) 

This is a very important teaching in developing an 

understanding of Catholic marriage and the 

responsibilities it places on the married couple, for 

they are no longer two distinct people, but have 

become one. This means that they can no longer 

think only of themselves, but have to take into 

consideration the rights, feelings and needs of their 

spouse and their dependants (children). 

page 24 

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TASK 10.2 HOW DOES MARRIAGE CONTRIBUTE TO FAMILY STRUCTURES? 


1. Get a copy of Resource Sheet 14 from your teacher. 

2. Rate how important each item is in terms of contributing to what we understand as ‘family’. 

You should use a five-point scale as follows: 

Very Important 1 Important 2 Don’t Know 3 Not important 4 Irrelevant 5 

Discuss this as a class. 

According to the Catholic Church, and to many other faith traditions, the family is 

the original cell of social life, the building block on which society is founded. Family 

provides a stable structure on which can be built our understanding of freedom, of 

responsibility, of security and of a sense of ‘brotherhood’ (fraternity). This is 

outlined in the Catechism of the Catholic Church, where it states that, 

“The family is the community in which, from childhood, one can learn moral values, 

begin to honour God and make good use of freedom. Family life is an initiation into 

life in society.” (CCC, 2207) 

The family has a duty of care and should teach us to take responsibility for each other. It is sadly true that, 

for some families, the circumstances within which they find themselves prevent them from providing this 

help. Therefore it is even more important that other people, from beyond the family and in society itself, help 

to provide for their needs. 

The Catholic Church teaches that it is only within marriage that we see a ‘covenant’ of a man and a woman 

entering into a bond that involves a total giving of self in a way that is permanent, exclusive and open to the 

possibility of creating new life. 

Marriage is not a simple agreement to ‘live together’, but a unique relationship with a social dimension that 

provides a cradle of life and love in which people are born and grow. The family, the natural community in 

which society is first experienced, where our sense of morality and values is shaped, and where we first 

learn to love and be loved, makes a profound and unique contribution to the forming of society. 

The vows taken during marriage in the Catholic Church provide structure, stability and security which not 

only contributes to the well-being of the family, but to the good of society as a whole. 

Reflection: 

God of all kindness, help us to listen to your calling in our lives. May we respond in faithfulness 

of heart to you so that others may know your love for them. 


Discuss: 

“Marriage is only a bit of paper. Nowadays it is old-fashioned and out of date.” 

page 25 

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SESSION 

11 

MARRIAGE (2) 


Level 14+: B4, C7, F1 

Key Messages: 7 

Themes: 

Resources: 

1. New life as the fruit of marriage. 1. PowerPoint Slides 56-61. 


3. Appendix 6 and 7. 



2. Read and discuss text in Student Book as brief 

introduction to the first task. 

3. Task 11.1: Mixed group activity. 

4. Task 11.2: Whole class activity – a continuum. 

One or two pupils may be asked to justify their 

stance/position. 




7. The Extension Task is a mixed group activity 

which outlines 4 possible scenarios which the 

group are asked to discuss. 


The second of the sessions focusing on Marriage 

considers procreation within marriage and refers to 

the child as ‘the fruit of the marriage’. 

Task 11.1 is a mixed group activity where pupils are 

asked to read and respond to an excerpt from the 

Catechism of the Catholic Church (Appendix 6) 

which talks of the vocation of the married couple as 

being to give life. Pupils are asked to reflect on this 

and discuss the excerpt using the prompts provided 

in the Student Book. 

Task 11.2 is a more interactive activity that engages 

the whole class together in a continuum exercise. 

This requires pupils to imagine a line stretching 

across the classroom floor. One extreme of this line 

represents a state of total agreement, and the other 

extreme, total disagreement, leaving ample scope for 

pupils to position themselves at either extreme or 

anywhere in between, depending on their individual 

viewpoint. 

Possible statements for use in this particular activity 

might include: 

• Parents just don’t understand where their children 

are coming from 

• It is easy to be a parent nowadays 

• Children are the property of their parents 

• Children have a responsibility to respect their 

parents 

• Parents should be held responsible for what their 

children get up to 

• Parents should be forced to attend classes to find 

out how to be good parents. 

Task 11.3 is another mixed group activity, where 

pupils are asked to react to a story (Appendix 7) 

which describes the anxious feelings of a father as 

he helps his son to make his first steps. The real 

purpose of this story is to underline the role of 

parents as prime educators and the very great need 

for parents to let their children go, to let them make 

mistakes, in the hope that they will learn from these. 

The session places great emphasis on the 

responsibility of parents to their children and the point 

at which they either let go or continue to exert some 

influence on them. 

This is featured in the Extension Task, where pupils 

are presented with four situations in which they have 

to decide what would be the appropriate course of 

action, how easy it would be to do this, and the 

possible consequences this might have for their 

relationship with their child. 

page 36

Created in 

11 

Love: Session 11 

SESSION Living in Love: MARRIAGE (2) 

“The supreme happiness of life is the conviction that we are loved.” 

(Victor Hugo) 


• to develop an understanding of having children as the ‘fruit’ of a marriage; 

• to consider what it means to become a parent. 

In the previous session we saw that according to Catholic 

Church teaching, marriage provides an ideal setting for the 

raising of a family, which in turn brings benefits for society. In 

this session we are going to focus on the importance of 

children and to try and develop an understanding of what it 

means to become a parent. 

We sometimes hear of ‘the right to have children’, but in truth, 

it is only the child who has rights in this instance. The birth of a 

child should be the result of the love between a husband and 

wife, often described as being the ‘fruit of their marital union.’ 

It may seem strange to talk about children being the ‘fruit’ of marriage. Trees reach their ‘fruition’ 

when they bear fruit, when they create new life. The term ‘fruit of marriage’ is a metaphor which 

suggests that the marital union of the husband and wife has reached its natural fruition, and the child 

is the ‘fruit’ of this. 

TASK 11.1 

THE APPLE OF YOUR EYE 


1. Read the excerpt from the Catechism of the Catholic Church (ref. 2367), in Appendix 6. 

2. Discuss the following: 

• What does it mean to be ‘called to give life’? 

• In what sense do you think a married couple co-operate with the love of God in having 

children? 

• Is the purpose of getting married just to have children? 

Having children is not a decision that should be taken lightly, for it is a life-changing event. Ideally it is 

a task that should be shared by both parents, although this is not always the case. However, having 

the help and support from another person is very important in bringing up a child. 

page 26 

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TASK 11.2 

WHAT DOES IT MEAN TO BE A PARENT? 

A continuum. 

Imagine a line stretching across the classroom floor, from one side of the room to the other. One 

extreme of this line represents ‘the land of total agreement’ and the other extreme ‘the land of 

total disagreement’. The area in the middle is for those who cannot make up their minds. 

Your teacher is going to read out a number of statements. Your task is to stand in a position on 

this imaginary line that shows the extent to which you either agree or disagree with each 

statement. 

Try to make the choice for yourself and do not just follow your friends, for your teacher may ask 

you to explain why you are standing at a particular place. 

Being a parent is not easy. When babies are very young they rely totally on their parents for 

nourishment, and this applies to food and water just as much as it does to other essentials such as 

clothing, security, love and spiritual support. As they grow older and more independent, they may 

become more able to do things for themselves, but still need help and support. Eventually the child 

is able to make their own decisions, influenced by the example and the teaching given by the parents 

over the years. 

One of the toughest things for a parent to do is to allow children to make their own decisions, 

knowing that they also make mistakes. However this is an essential part of the growing up process, 

and without it, we would not develop to our full potential. 

TASK 11.3 

PARENTAL LOVE 


1. Read over the story ‘A Father’s Tale’ that you will find on Appendix 7. 

2. Why do you think the father finds it so difficult to let go in this story? 

3. What might have happened if he had not let go? 

4. What does this tell you about the love parents have for their children? 

5. Can you think of any other examples when parents are not able to ‘let go’? 

page 27 

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Parents are described by the Church as being the ‘prime educators’ 

of their children, for it is they who teach the first steps, the first words. 

It is they who teach their child how to love, and they do this by loving 

them and leading them by example. They do this where “tenderness, 

forgiveness, respect, fidelity and disinterested service are the rule.” 

(CCC, 2223) 

Children grow up very quickly, and this poses a challenge for parents. How 

do they know when to let go? How do they know when to continue to lead? As 

the child grows, and the decisions to be made become more adult and serious, this becomes harder 

still. All that parents can do is to continue to love their children and to hope that they make right 

decisions that will lead them to happiness and fulfilment. 

Reflection: 

God of peace, may the gift of your life within us show itself in concrete ways so that we may 

proclaim the Good News of Jesus Christ. We pray for all children and young people that they 

may know your love and the hope of peace on earth. 



1. Look at this list of situations: 

• Your 15-year old daughter tells you that she wants to go on the contraceptive Pill. 

• Your 16-year old son wants to stay over at his girlfriend’s house. 

• Your son/daughter arranges to meet someone they have met through an internet chatroom. 

• Your son/daughter has started hanging about with a group that you disapprove of. 

2. Within your group, choose one of the above and discuss: 

• As a parent, what would you do? Why? 

• How easy do you think this would be? 

• How might this affect your relationship with your child? 

page 28 

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SESSION 

12 

RESPECT FOR LIFE 


Level 14+: C1, D1, D2, D4, D5, D6, E1, 

E2, E3, E4, E5, E6, F4, F5, F6 


Themes: 

1. Life at its beginning. 

2. Respect for life. 

3. Dignity of human life. 



2. Read and discuss text and images in Student 

Book as setting context for session. 


4. Task 12.2: Individual activity. Each pupil will 

require access to Appendix 8. 

Resources: 






6. The Extension Task is a mixed group activity 

which asks pupils to respond to one of two 

excerpts from the Catechism of the Catholic 

Church in which are given definitive statements on 

abortion and euthanasia. 


In Session 12 pupils will discuss matters relating to 

the dignity of human life, from its very beginning to its 

natural end. In particular pupils will reflect upon the 

issues of abortion and euthanasia, but will also 

consider what St John describes as the great 

commandment: “Love one another as I have loved 

you.” (John 15:12) 

At the very start of the session, pupils are confronted 

with two images, one of which is the image of an egg 

surrounded by male sperm, and the other is a 3-D 

image of a child in the womb at about 23 weeks, 

which is just beyond the maximum threshold of 21 

weeks at which abortions may be performed in the 

UK. (Most abortions in the UK are performed at 

around 12 weeks). 

Task 12.1 is a mixed group activity in which pupils 

are asked to reflect upon the given images and to 

discuss them in the light of the prompts provided in 

the Student Book, giving pupils an opportunity to 

consider when human life begins, which is one of the 

key teaching points in this session. 

Task 12.2 goes to the other extreme insofar as it 

focuses on life at its end, using a poem (Appendix 8) 

which pupils are asked to consider on an individual 

basis. They are asked to produce a very short piece 

of writing in which they underline the need to treat 

everyone with dignity and respect. 

The Extension Task is based upon two excerpts 

from the Catechism of the Catholic Church The first 

(2270) give a definitive statement on abortion, and 

the second (2276-77) deals with euthanasia. 

Teachers should be aware that both of these issues 

can evoke quite strong sentiments in young people. 

Working in mixed groups of between 4 and 6, pupils 

are asked to consider possible arguments for and 

against each issue. Time allowing, you may wish to 

allow some pupils to outline their arguments. 

When does life begin? (excerpt from Cherishing Life) 

55 At conception or fertilisation, the fusion of the gametes from each parent produces a new biological 

individual, a cell with a completely new genetic identity. From the beginning, the embryonic human exists 

within a network of relationships: as the offspring of a mother and a father and as the gift of God the creator. 

Each embryo is a living being, possessing the dynamic potential to develop, in interaction with his or her 

mother, passing through many stages of development first inside the womb and then outside. 

56. The qualities we think of as being most distinctively human do not show themselves until much later in life. 

However, we should not judge things only by how they appear at one particular time; we must also consider 

what they have in them to become. Babies are human beings before they can walk and talk, even though 

many of their abilities have not yet become fully apparent. With an embryo we are considering the very earliest 

stages of human development, but the principle is the same. The humanity of the embryo shows itself as he or 

she grows and develops. What is hidden and mysterious unfolds and becomes evident with time. The human 

embryo should therefore be regarded as ‘not a potential human being but a human being with potential’. 

page 40

Created in 

12 

Love: Session 12 11 

SESSION Living in Love: 

RESPECT FOR LIFE 

“Where there is love there is life.” 

(Mohandas K Gandhi) 


• to develop a deeper understanding of when human life begins; 

• to grow in respect for the dignity of human life; 

• to develop respect for human life, from its very beginnings until its natural end. 

This is an image of an egg surrounded by sperm. 

The Church teaches us that, from the moment the sperm fertilises the egg 

(conception), this is a human life worthy of our care and compassion and 

possessing human dignity. 

From this moment your DNA does not change. Your hair colour, height, eyes 

are all determined in this instant. 

This is a 3-D image of a baby at about 23 weeks growing within the womb. 

Often it is through an image such as this that a mother sees her child for the 

first time. 

With advances in technology not only can babies be photographed in the 

womb, but they can also be operated on! 

According to Catholic teaching, all life is sacred, from the moment of conception till the end of life. Each 

individual, no matter their age, their status, their nationality, their race, their sexual orientation, their 

religious belief, or any other perceived ‘difference’ is entitled to the same level of respect at all times and 

in all circumstances. All human life has dignity and a worth, created as we are by God, in his own image 

and likeness. 

Some people, however, argue that at certain times we can have no worth or no rights. One of the key 

issues facing our society today, for example, is the variance of opinion as to when human life begins. 

Does it begin at conception, or does it begin some time after, while the baby is still in its mother’s womb? 

TASK 12.1 

LIFE AT ITS BEGINNING 

Working in mixed groups of between 4 and 6, read the following and discuss the questions below: 

1. Why do you think that, for many women, their first scan of their child is when their pregnancy 

becomes ‘real’ for them? 

2. Some people do not acknowledge the Church’s teaching that life begins at conception. Some 

hold the view that until the baby is born it shouldn’t have any rights. How might someone use 

this to argue for access to abortion? 

3. Why do you think that pictures like those above have caused people to change their views 

about ‘when’ life begins? 

4. When do you think human life begins? 

page 29 

page 41

The issue of abortion, as well as arguments about embryonic research, 

tend to evoke an emotive response from people. If human life does 

not begin at conception, does that mean that it is acceptable to use 

human embryos for scientific research? Does it mean that it is 

acceptable to have a pregnancy ‘terminated’? Does the unborn child 

have any rights? Who decides when this human life should end? 

The question of who decides when human life ends applies at the other extreme too, 

where someone is perhaps very old or very ill. Does this mean that their life has lost its worth in their 

human frailty? Do we allow what is sometimes called ‘mercy killing’ or euthanasia because someone 

is in pain? Is this what we mean by respecting the dignity of human life? 

The Catholic Church teaches that only God should decide when human life ends, just as God 

decides when human life begins. 

TASK 12.2 DIGNITY OF HUMAN LIFE 


1. Read the poem which you will find in Appendix 8. 

2. What do you think this poem has to say about respect for the dignity of human life? 

3. Write a brief paragraph explaining why we should treat everyone with dignity and respect. 

Reflection: 

God our Creator, we praise the wonder of your love. Out of tender care, you call us to grow. 

Make us worthy of your love. We ask this for ourselves and for all creation. 


Working in mixed groups of between 4 and 6, choose one of the following excerpts from the 

Catechism of the Catholic Church. Now do the following: 

1. Write a list of possible arguments to support this statement. 

2. Write a list of possible arguments to counter this statement. 

Abortion: 

“From the first moment of his existence, a human being must be recognised as having the rights 

of a person – among which is the inviolable right of every innocent being to life.” (CCC, 2270) 

Euthanasia: 

“Whatever its motives and means, direct euthanasia consists in putting an end to the lives of 

handicapped, sick or dying persons. It is morally unacceptable.” (CCC, 2277) 

page 30 

page 42

Appendix 1 

APPENDIX1 

THE GARDEN OF EDEN 

Then the Lord God took some soil from the ground and formed a man out of it; he breathed 

life-giving breath into his nostrils and the man began to live. 

Then the Lord God planted a Garden in Eden, in the East, and there he put the man he had 

formed. He made all kinds of beautiful trees grow there and produce good fruit. In the middle of 

the garden stood the tree that gives life and the tree that gives knowledge of what is good and 

what is bad. . . . 

Then the Lord God placed the man in the Garden of Eden to cultivate it and guard it. He said to 

him, “You may eat the fruit of any tree in the garden, except the tree that gives knowledge of 

what is good and bad. You must not eat the fruit of that tree; if you do, you will die the same 

day.” 

Then the Lord God said, “It is not good for the man to live alone. I will make a suitable 

companion to help him.” So he took some soil from the ground and formed all the animals and 

all the birds. Then he brought them to the man to see what he would name them; and that is 

how they all got their names. So the man named all the birds and all the animals; but not one of 

them was a suitable companion to help him. 

Then the Lord God made the man fall into a deep sleep, and while he was sleeping, he took 

one of the man’s ribs and closed up the flesh. He formed a woman out of the rib and brought 

her to him. Then the man said, “At last, here is one of my own kind – Bone taken from my bone, 

and flesh from my flesh. Woman is her name because she was taken out of man.” 

That is why a man leaves his father and mother and is united with his wife and they become 

one. 

(Genesis 2:4-24) 

page 43

APPENDIX2 

SCENARIOS 

Scenario 1 

Tom really fancies Laura, but is too scared to ask her out. He has been waiting all week for 

Dave’s party because he knows Laura is going to be there. He has bought a carry out, thinking 

that maybe after a couple of drinks he might pluck up the courage to talk to Laura. 

Scenario 2 

“Come on, you’ll enjoy it,” said Mike, as he handed a joint to his pal Graeme. “What harm can it 

do? It’s only a bit of weed, and everyone does it. You don’t know what you’re missing.” Graeme 

had never even smoked a cigarette before let alone drugs, but what else was he supposed to 

do? Everyone else in the room had lit up and seemed to be pretty relaxed about it. 

Scenario 3 

Becky and Susan left the School Disco and headed off home. They lived near each other and 

walked to the bus stop. Susan’s older brother Brian pulled up in his car. Two of his friends were 

in the car, and it was obvious that all three had been drinking. “Jump in!” shouted Brian, “I’ll take 

you home.” Becky wasn’t sure, but Susan got in the back, and she didn’t want to be left 

standing on her own. 

Scenario 4 

The teenage discos on Friday nights at the local nightclub were really popular and every one 

just had to be there. It was the best place to eye up the local talent and the DJ played a great 

mix of music. The speakers were beating out a heavy rhythm as Jane and her two pals headed 

off to the toilet. Inside, one of her friends put a little packet into the palm of Jane’s hand. “This 

will give you a little buzz. Just make sure you drink plenty of water.” 

Appendix 3 

APPENDIX3 

COMMUNICATING ASSERTIVELY 

1. Can you work late tonight? Dave’s phoned in sick? 

2. Let me in the queue before you. I’ve got to get to science to study. 

3. Have a cake – the diet can wait till tomorrow! 

4. Take a drink, it’ll help you to enjoy yourself. 

5. Cannabis just relaxes you. Chill out! Have a smoke! 

6. They really fancy you . . . why not just ask them out? 

7. If you don’t kiss her/him, s/he’ll dump you! 

8. If you don’t sleep with him/her, someone else will! 

9. If you really loved me you’d have sex with me. 

10. The two of you are going to get married one day, so why not just do it now? 

page 44

Appendix 3 

APPENDIX4 

CATHOLIC TEACHING ON CONTRACEPTION 

BACKGROUND 

The Church teaches that a loving relationship, expressed in the sexual union of a husband and wife, should 

be life-giving to the spouses and should be open to the possibility of creating new life. 

It is not usually possible, nor indeed desirable, for a married couple to have child after child, year after year. 

Therefore it is very important that couple plan responsibly for their family and space out the births of their 

children according to their means of supporting all members of their family. Contrary to what a great many 

people believe, the Catholic Church has no problem with this responsible desire; it is the method which may 

be used to achieve this desire which proves to be the issue. 

Nature has built into the human reproductive system a safeguard against too frequent conceptions. It is the 

use of this natural way of planning a family that the Church approves of, a method which, if practiced 

according to training given by a trained instructor involving the co-operation of both partners, has a success 

rate of 98%. This means being taught how to identify the days in a woman’s monthly cycle when she has not 

ovulated, or released an egg from one of her ovaries. During this time the couple can make love without 

conceiving a child. Similarly the same principle can be applied if the couple wish to start a family. For, in 

being able to identify this ‘fertile window’, they know that, if they make love, there is a possibility that 

conception will take place, since an egg may be awaiting fertilisation by the male sperm. 

CONTRACEPTION 

If you are sexually active and having sexual intercourse, using contraception is a way of reducing the 

possibility or risk of getting pregnant. However no form of contraceptive is 100% safe. The Catholic Church is 

opposed to any form of artificial contraception or the placing of any barrier, such as a condom, in the way of 

conception, since this is intended to prevent the possibility of creating new life. 

It is important that as you grow up you are able to make informed choices and decisions that uphold your own 

dignity and show respect for the dignity of others. This is especially true of matters relating to your sexual 

health and well being. 

What the Church teaches on contraception must be viewed within the context of a particular vision and 

understanding of human sexuality and with a due regard to the sanctity of life. This teaching also has to be 

understood in relation to the sanctity of marriage, which the Church teaches is the only appropriate context for 

sexual intercourse. 

CONTRACEPTIVES 

The word ‘contraceptive’ is used to describe a number of means which, if used according to instructions, can 

be successful in avoiding the possibility of child birth. This can involve the use of a drug or hormone, either 

taken orally or absorbed into the body. It can involve the use of some device inserted inside the body serving 

either to prevent conception from occurring or to prevent implantation in the womb. It can involve the use of 

some form of barrier that prevents the male sperm from reaching the egg, such as the male or female 

condoms. 

Depending on a number of factors, the various forms of contraceptives available offer very good to excellent 

success in avoiding pregnancy, although human factors such as forgetting to take a pill at the same time each 

day, or not putting a condom on before any intimate contact or not putting it on properly, can have a significant 

impact on the success rate. 

It should also be pointed out that not all contraceptives are ‘contraceptive’ in action, since their prime purpose 

is not to prevent conception from taking place. Some products labelled as contraceptives, such as 

Emergency Contraception (the ‘Morning-After Pill’) are designed to work after conception has occurred by 

preventing the fertilised egg from implanting in the womb, therefore avoiding pregnancy. In this case, their 

action cannot be described as ‘contraceptive’ but as ‘abortifacient’. 

NATURAL METHODS 

Natural Family Planning (NFP) is an acceptable method of birth control that is open to all women. It must be 

taught by a trained NFP counsellor, and if used according to the training given, and with due motivation and 

co-operation from both partners, is highly successful in managing pregnancy. 

NFP is a method that enables the couple to identify phases in the woman’s monthly cycle by either observing 

changes in the mucus secretion from the vagina or changes in temperature that might signify the presence of 

an egg(s) in the fallopian tube(s) awaiting fertilisation by male sperm. This is a perfectly natural method and 

does not involve the use of drugs or artificial hormones. It has no physical side effects, and is regarded as a 

positive choice by couples in a long-term and committed relationship such as marriage. 

page 45

Appendix 5 

APPENDIX5 

CATHOLIC TEACHING ON HIV/AIDS 

The Catholic Church’s teachinng on HIV/AIDS is based on Scripture and the words and 

actions of Jesus. In urging all people to consider their personal attitudes and actions, the 

Church stresses: 

• the value and dignity of every human life; 

• the rights and responsibilities of society; 

• the love and compassion of God. 

HUMAN DIGNITY 

• “Made in God’s image and likeness, every human person is of inestimable worth. All human 

life is sacred, and its dignity must be respected and protected.” (The Many faces of AIDS) 

• “The Gospel demands reverence for life in all circumstances.” (Bishop John Ricard, 1994) 

• “Discrimination and violence against persons with AIDS and with HIV infection are unjust and 

immoral” (Called to Compassion and Responsibility) 

• “The necessary prevention against the AIDS threat is not to be found in fear, but rather in the 

conscious choice of a healthy lifestyle.” (Pope John Paul II to a Vatican AIDS conference, 

1989) 

We are faced with an AIDS epidemic, particularly in a context of poverty, racism and sexism, 

and it is abundantly clear that there needs to be a personal behaviour change, where those 

HIV–infected persons bear their responsibility of not exposing others to the virus, and those not 

yet exposed to the virus consider their own personal behaviour and responsibility. 

SOLIDARITY 

The Church advocates that we stand in solidarity with those living with HIV/AIDS in reaching out 

with compassion and understanding to those exposed to or experiencing this terrible affliction. 

More AIDS education, emphasising the moral aspects whilst giving accurate information, is 

essential, as is the need to accept greater personal responsibility for personal choices and 

actions. 

Following the example set by Jesus, the Church has always cared for the sick, and this is facing 

an increasing challenge in countries where the health resources are already over-stretched or 

are severely limited. The Catholic community are called to fund direct care through a number of 

means, including parishes, support groups, HIV/AIDS agencies, or at very least, by supporting 

others who do this. 

Poverty, oppression, alienation and marginalisation provide a perfect breeding ground for 

HIV/AIDS, and those particularly at risk are those who are poor and female. A vast number of 

those living with HIV/AIDS do not have access to basic medical treatment, let alone the drugs 

now being introduced to counter the effects of the virus and which have had so much success. 

GRACE 

The Church speaks from a context of faith and trust in a loving God, whose love is so great as 

to go beyond all human understanding. The various Church statements about HIV/AIDS always 

affirm this love and compassion of God. HIV/AIDS is a human illness, not a punishment from 

God. HIV/AIDS causes great suffering and death, and rather than downplay the immensity of 

this suffering or ignoring it, the Church urges all Christians to unite in their efforts of bringing 

comfort to those in need, overcoming oppressive barriers and situations, and trusting in God. 

page 46

Appendix 6 

APPENDIX6 

CALLED TO LIFE 

“Called to life, spouses share in the creative power and fatherhood of God. Married couples 

should regard it as their proper mission to transmit human life, and to educate their children; 

they should realise that they are thereby co-operating with the love of God the Creator and are, 

in a certain sense, its interpreters. They will fulfil this duty with a sense of human and Christian 

responsibility.” 

(Catechism of the Catholic Church, 2367) 

Appendix 7 

APPENDIX 

7 

A FATHER’S TALE anonymous 

The shining little face beamed with anticipation as he focused on his objective across the 

room. In reality, only a few short steps, but to him a million miles into his mum’s waiting 

arms. 

His ‘training’ had involved moving sideways along the couch, the coffee table then the armchair 

before heading back in the opposite direction. His big smile and twinkling eyes suggested he 

was more that up for it, but still I was scared. 

What if he fell? What if he hurt himself? What would this do for his new-found confidence? 

A little bit wobbly at first, but slowly he moved forward. And then I did the hardest thing I have 

ever had to do in my life – I let go. He was on his own now. One more step, then another. A bit 

of a wobble, then the inevitable happened and he ended up looking at me from where he was 

sitting on the floor. A smile spread across his face as he thrust his arms upwards, expecting to 

be picked up and carry on as before. 

Why was it so hard to let go? I knew that he would possibly fall. I prayed that he wouldn’t hurt 

himself. I hoped that he would not be put off. But I had to let go. 

If I didn’t let go, how would he ever be able to stand on his own two feet? How would he ever 

learn to persevere or to tackle any problems he would face later in life? 

Sometimes as a parent you just have to let go! 

page 47

Appendix 8 

APPENDIX8 

SEE ME 

(found amongst the possessions of an elderly lady who died 

in the geriatric ward of a hospital) 

What do you see, nurses, what do you see? 

Are you thinking, when you look at me - 

A crabby old woman, not very wise, 

Uncertain of habit with faraway eyes 

Who dribbles her food and makes no reply 

When you say in a loud voice, “I do wish you’d try!” 

Who seems not to notice the things that you do 

And forever is losing a stocking or shoe, 

Who unresisting or not, lets you do as you will, 

With bathing and feeding, the long day to fill. 

Is that what you’re thinking, is that what you see? 

Then open your eyes, nurse, you’re looking at ME . . . 

I’ll tell you who I am, as I sit here so still; 

As I rise at your bidding, as I eat at your will. 

I’m a small child of ten with father and mother, 

Brothers and sisters who love one another, 

A young girl of sixteen with wings on her feet, 

Dreaming that soon now a lover she’ll meet. 

A bride soon at twenty - my heart give a leap, 

Remembering vows that I promised to keep; 

At twenty five now, I have young of my own 

Who need me to build a secure, happy home; 

A woman of thirty, my young now grow fast, 

Bound to each other with ties that should last; 

At forty, my young sons have grown and are gone, 

But my man’s beside me to see I don’t mourn; 

At fifty, once more, children play ‘round my knee, 

Again we know children, my beloved and me 

Dark days are upon me, my husband is dead 

I look to the future I shudder with dread 

For my young are all rearing young of their own 

And I think of the years and the love that I’ve known; 

I’m an old woman now, and nature is cruel - 

‘Tis her jest to make old age look like a fool. 

The body is crumbled, grace and vigour depart, 

There is now a stone, where once I had a heart 

But inside this old carcass a young girl still dwells, 

And now and again my battered heart swells. 

I remember the joys, I remember the pain, 

And I’m loving and living life over again, 

I think of the years, all too few - gone too fast, 

And accept that stark fact that nothing can last - 

So open your eyes, nurses, open and see, 

Not a crabby old woman, look closer, nurses - see ME! 

page 48

Resource 

Sheet 

1Living in Love: CHANGING ATTITUDES 

Age 

What is important 

in life? 

How do you know right 

from wrong at this age? 

How do you show 

respect for yourself/ 

others at this age? 

New born 

baby 

Food 

Age 3 

Your parents 

Age 6 

Age 11 

Manners/being polite 

Age 14 

School 

Age 18 

The law 

Age 30 

Age 45 

Age 65 

Grandchildren 

page 49

Resource 

Sheet 

2Living in Love: A - Z OF BEHAVIOUR 

A 

B 

C 

Awkwardness 

N 

O 

P 

D 

E 

F 

G 

Q 

R 

S 

T 

Quietness 

H 

I 

J 

K 

L 

Hysteria 

U 

V 

W 

X 

Y 

M 

Z 

Zaniness 

page 50

Resource 

Sheet 

3A 


WHAT WOULD HAPPEN NEXT? 

SCENARIO 

A1 

One 

of your class mates hasn’t done his/her homework. When the 

teacher comes round to collect in the work your class mate says that 

they are sorry but they haven’t had a chance to do it yet. 

What would happen next? 

SCENARIO 

A2 

You 

are in the local shop at lunchtime. A lady is getting annoyed 

about having to wait in the queue behind school children. She 

decides to skip in front of you. You say politely that you were next. 


SCENARIO A 

A3 

5th year pupil keeps making fun of you every day on the school 

bus. You get annoyed every time he says things to you, but you 

decide it is better to stay calm and ignore him. 


SCENARIO 

A4 

Several 

First Year pupils have been bullied by older pupils. You hear 

that there is an anonymous way of letting the teachers know if you 

have seen anything happen. You know exactly who is responsible 

and you decide to let the teachers know. 


page 51

Resource 

Sheet 

3B 


WHAT WOULD HAPPEN NEXT? 

SCENARIO 

B1 

One 

of your class mates hasn’t done his/her homework. When the 

teacher comes round to collect in the work your class mate says 

they didn’t get a sheet. The teacher knows that they did. 


SCENARIO 

B2 

You 

are in the local shop at lunchtime. A lady is getting annoyed 

about having to wait in the queue behind school children. She 

decides to skip in front of you. You start saying in a loud voice that 

she is really rude and that you were next. 


SCENARIO A 

B3 

5th year pupil keeps making fun of you every day on the school 

bus. You get annoyed every time he says things to you, and one day 

you decide to let the teachers know. 


SCENARIO 

B4 

Several 

First Year pupils have been bullied by older pupils. You hear 

that there is an anonymous way of letting the teachers know if you 

have seen anything happen. You know exactly who is responsible 

but you decide not to let the teachers know. 


page 52

Resource 

Sheet 

4Living in Love: RELATIONSHIPS AND ADVICE 

(NB This is a working example, not based on any study) 

60 

50 

40 

Time spent 

30 

20 

10 

0 

Mum Friends Teachers Self Media Others Class 

mates 

% time I spend with them 

% time I ask their advice 

% time they are thinking of you when they give advice 

% time I take their advice 

page 53

Resource 

Sheet 

5Living in Love: QUIZ: TEENAGERS AND ALCOHOL 

This quiz is based on information gathered as a result of a study conducted by the Health 

Education Board of Scotland (HEBS) in 2002. 

Answer the following questions on your own: 

1. What percentage of 13-year olds admitted to having drunk alcohol in the week before 

the survey? 

a. 20% b. 23% c. 33% 

2. What percentage of 15-year olds admitted to having drunk alcohol in the week before 

the survey? 

a. 20% b. 40% c. 50% 

3. Who drinks the most alcohol? 

a. boys b. girls? 

4. How many units on average did the 15-year olds say they had drunk? 

a. 6 units (3 pints) b. 9 units (4.5 pints) c. 13 units (6.5 pints) 

5. What percentage of ʻweeklyʼ drinkers also admitted to taking drugs? 

a. 1% b. 20% c. 40% 

6. What percentage of ʻnon drinkersʼ admitted to taking drugs? 

a. 1% b. 20% c. 40% 

7. How many minutes after drinking alcohol has it reached every part of your body? 

a. 5 minutes b. 40 minutes c. 2 hours 

8. What does alcohol do to the brain? 

a. Stimulates it. b. Depresses it. c. Does nothing. 

9. Which of the following are possible short-term effects of alcohol? 

a. Dehydration b. Dulls your brain c. Lack of co-ordination 

10. Which of the following are possible long-term effects of regular alcohol intake? 

a. Stomach Ulcer b. Cancer of the mouth 

c. High blood pressure d. Brain damage 

e. Loss of body hair in men f. Makes you less fertile 

g. Greater chance of breast cancer in women 

11. Alcohol has no nutritional value. How many calories are in 1 pint or 1 alco-pop? 

a. 100 calories b. 150 calories c. 180 calories 

12. How many cases of alcohol misuse amongst teenagers were referred to the Childrenʼs 

Hearing Panel in 2000? 

a. 1060 b. 1260 c. 1560 

13. What percentage of young people who have had sexual intercourse were drunk when 

it first happened? 

a. 20% b. 30% c. 40% 

14. In what percentage of sexual offences were the criminals found to be drunk? 

a. 20% b. 30% c. 40% 

page 54

Resource 

Sheet 

6Living in Love: SEX AND THE LAW IN SCOTLAND 

For some teenagers it can seem that adults make a big deal about having sex while under the 

age of consent or having sex with someone who is under the age of consent. Young people may 

feel ‘ready’ to enter into a sexual relationship and may well think it has nothing to do with anyone 

else . . . “it’s my life!” 

However every teenager, whether under or over the age of 16, and every adult needs to know 

why consent laws are in place, what they mean, how the laws work, and how certain decisions 

or choices may be seen in the eyes of the law. 

What does the age of consent mean? 

The age of consent is the age at which, in the eyes of the law, you are considered to be 

competent enough to make decisions about sex and agree or consent to intimate sexual contact. 

Before you reach this age, you cannot legally agree to have sex with anyone, no matter what 

age they are. The law says that BOTH partners must be over the age of consent. 

But itʼs no one elseʼs business. Why do we have these laws? 

Although many young people are able to cope with the pressure to become involved in a sexual 

relationship and to say “No!” some teenagers are unable to avoid situations where they may be 

forced to behave in a way that makes them feel uncomfortable or where they may feel pressured 

into doing something they don’t want to do. 

As well as reaching a mental maturity, it is also important that the body has reached a physical 

maturity. Early sexual activity can lead to potential problems later in life. 

The purpose of the consent laws is to protect people, not to stop them from having a good time. 

The laws are also very important in preventing young people from being exploited by adults, 

although it must also be remembered that not every case of under-age sex involves a person 

being exploited. 

What is the age of consent? 

In Scotland the age of consent is 16 years. This means that it is against the law to have sex with 

anyone who is under the age of 16. This applies to a male having sex with a female or males 

having sex with males, but due to a quirk in the law, does not apply in the same way in the case 

of females having sex with females. 

If someone infringes the laws on consent, a criminal offence has been committed. This can 

result in a court case, and if found guilty, it is possible that your name could be added to what is 

called the Sex Offender Register, which may have very serious implications for your 

employability and future relationships. 

page 55

Resource 

Sheet 

7 Living in Love: RIGHTS & RESPONSIBILITIES 

Add your own suggestions of the Rights which you have, with the Responsibilities which 

accompany these Rights. 

I have rights within relationships 

I have responsibilities within relationships 

I have a right to choose my own friends 

I have a right to make my own decisions 

I have a responsibility to treat my friends 

with respect 

I have a responsibility to respect the 

decisions of others 

page 56

Resource 

Sheet 

8Living in in Love: 

TRUE OR FALSE? 

True 

False 

1 The Catholic Church disapproves of all methods of birth control. 

2 Contraceptives are 100% effective. 

3 The Church expects married couples to have lots of babies. 

4 Contraceptives can reduce the risk of pregnancy. 

5 It is the girlʼs responsibility to use contraception. 

6 Natural family planning is the same as using contraceptives. 

7 A condom can reduce the risk of catching a sexually 

transmitted infection. 

8 Some contraceptives can cause side effects in some people. 

9 Vomiting or diarrhoea can lessen the effect of some 

contraceptives. 

10 Natural Family Planning helps couples to decide when to 

have a family. 

11 My parents donʼt need to find out if I am on the Pill. 

12 Emergency contraception can be used to stop someone 

from getting pregnant. 

page 57

Resource 

Sheet 

9 

CATHOLIC CHURCH TEACHING ON 

Living in in Love: 


1 

2 

3 

4 

5 

6 

7 

Statement 

The Catholic Church 

disapproves of all methods of 

birth control 

Contraceptives are 100% effective 

The Church expects married 

couples to have lots of babies 

Contraceptives can reduce the 

risk of pregnancy 

It is the womanʼs responsibility 

to use contraception 

Natural family planning is the 

same as using contraceptives 

A condom can reduce the risk of 

catching a sexually transmitted 

infection 

True/False 

False. The Church disapproves of all methods of 

artificial birth control that involve putting a barrier in 

the way of childbirth or which impedes the 

development of a fertilised egg. 

False. No contraceptive is 100% effective, since 

there are so many factors which can affect their 

performance and which are beyond the control of 

the manufacturer. 

False. The Catholic Church expects Catholic 

parents to regulate the size of their family and its 

timing according to their means of supporting them. 

True. Contraceptives are designed to reduce the 

risk of pregnancy; however the various forms 

available have varying success or efficacy rates. 

False. The problem with contraceptives is not that 

they are artificial; it is that they are used with the 

intention of cancelling out an essential dimension of 

the couple’s total gift of themselves to each other, 

which every single act of sexual intercourse is 

meant to express. In Natural Family planning, on 

the other hand, no barrier is deliberately placed in 

the way of the couple’s total gift of themselves to 

each other in the act of sexual intercourse since, 

during the infertile period, the act is not, in fact, 

fertile. The couple who use Natural Family 

Planning, therefore, are able to express the total gift 

of themselves to each other without reservation in 

each act of sexual intercourse. If used according to 

instructions given by a trained counsellor, and if 

both spouses are motivated and working together, 

Natural Family Planning is up to 98% effective. 

False. Natural Family Planning does not involve the 

use of any artificial devices or medicines, rather it 

works with the woman’s own natural cycle. If used 

according to instructions given by a trained 

counsellor, and if both partners are motivated and 

working together, it is up to 98% effective. 

True. Condom use is believed to reduce the risk of 

transmission of STIs. However, some STIs can be 

passed on through contact with parts of the body not 

covered by a condom. 

page 58

Resource 

Sheet 

9 Living in in Love: CATHOLIC CHURCH TEACHING ON 


8 

9 

10 

11 

12 

Statement 

Some contraceptives can cause 

side effects in some people 

Vomiting or diarrhoea can 

lessen the effect of some 

contraceptives 

Natural Family Planning helps 

couples to decide when to have 

a family 

My parents donʼt need to find 

out if I am on the Pill 

Emergency contraception can 

be used to stop someone from 

getting pregnant 

True/False 

True. Some contraceptives do affect different 

people in different ways, and some typical side 

effects might include weight gain, water retention, 

breast tenderness, ectopic pregnancy, etc. Some 

contraceptives should not be used if there is a 

family history of such as blood disorders, cardiac 

problems, etc. 

True. Some contraceptives that are absorbed into 

the body can be seriously affected if the person is 

very sick or has a stomach upset. It is possible that 

the Pill, for example, may not have been absorbed 

into the body and its effects therefore lessened 

through sickness or diarrhoea. 

True. Natural Family Planning involves identifying 

when it is likely that an egg will be present and 

awaiting fertilisation. This knowledge can help in two 

ways: if a married couple wish to have a child, then 

they should make love when it is possible that an egg 

is present. Whereas a married couple who do not 

wish to have a child at that particular stage of their 

relationship should avoid making love when it is 

possible an egg is present. 

Both. Doctors operate a system of patient 

confidentiality, and although they are not able to 

divulge information to your parents, most doctors will 

go to great lengths to make sure that you do inform 

your parents – some doctors will not prescribe the 

Pill, for example, unless the girl tells her parents. 

There can be occasions where, in the case of 

emergency surgery, medical staff need to know what 

medication a person is taking, including oral 

contraceptives. 

True. Emergency contraception, or the morningafter 

pill, if taken within 72 hours, will reduce the 

risk of pregnancy, although it is much more 

effective if taken within 12 hours. It is not technically 

accurate to refer to it as ‘contraception’ since it is 

taken in case conception has already taken place. 

This case it is intended to prevent the fertilised egg 

from implanting in the womb. So, its action is not 

contraceptive, but is abortifacient. 

page 59

Resource 

Sheet 

10 


SEXUALLY TRANSMITTED 

INFECTIONS (STIs) www.fpa.org.uk 

CHLAMYDIA 

• This is a bacterium. 

• It is found in the semen and vaginal fluids of infected men and women. 

• It is easily passed on through sexual contact. 

• Up to 1 in 10 sexually active young people are thought to be infected. 

• 7 out of 10 people will not show any symptoms. 

• It can easily be treated by antibiotics from your GP, Genitourinary Medicine (GUM) clinic, or 

Family Planning Service. 

• It is possible to have repeat episodes of Chlamydia. 

GENITAL WARTS 

• This is the most common viral STI. 

• Warts are caused by the Human Papilloma Virus (HPV). 

• It can be passed on through intimate skin contact and does not need to involve sexual 

intercourse. 

• Most people will not actually develop warts, so they may be unaware that they or their partner 

have the virus. 

• The warts can be treated by applying a cream or by freezing the warts by your GP or local 

Genitourinary Medicine (GUM) clinic. 

• The virus itself cannot be treated and you will have it for life. 

GENITAL HERPES 

• A common STI caused by the virus Herpes Simplex. 

• It can affect the genital and anal area and also the mouth, nose, fingers and hand. 

• It can be passed on by intimate sexual contact, including kissing. 

• It is possible for a mother to pass it on to her baby during birth. 

• Many people will not experience any signs or symptoms. 

• It can be treated with anti-viral tablets from your GP or local Genitourinary Medicine ( GUM) 

clinic. 

• The symptoms may come back again, and the virus stays in your body for life. 

GONORRHOEA 

• This is a bacterial infection. 

• It is found in the semen and vaginal fluids of infected men and women. 

• It is easily passed on through sexual contact. 

• 1 in 10 infected men and 5 in 10 infected women will not have any obvious signs or 

symptoms. 

• It can be treated with a course of antibiotics from you GP or local Genitourinary Medicine 

(GUM) clinic. 

• If left untreated, it can go on to cause serious complications, including infection and possible 

infertility. 

page 60

Resource 

10 

Sheet 


SEXUALLY TRANSMITTED 

INFECTIONS (STIs) www.fpa.org.uk 

SYPHILIS 

• A bacterial infection caused by the bacteria Trepenoma Pallidum. 

• It can be passed on during sexual intercourse but can also be passed on through direct skin 

contact with syphilis sores or syphilis rash. 

• It can also be passed on from mother to unborn child. 

• It can be treated with antibiotics from your GP or local Genitourinary Medicine (GUM) clinic. 

• Any damage already done to the body will be permanent. 

HUMAN IMMUNODEFICIENCY SYNDROME (HIV) 

• Caused by the presence of a virus (HIV) which attack’s the body’s immune system, making 

the body less able to fight infections. 

• It can be passed by having sexual contact with an infected partner. 

• It can be passed from person to person if the blood, semen, vaginal fluid or breast milk of an 

infected person enters the body of an uninfected person. 

• There are no specific signs or symptoms. 

• Once infected, you will have it for life, although the effects of HIV can be treated with 

anti-viral drugs. 

• HIV can lead to a serious of life-threatening conditions referred to as AIDS (Acquired Immune 

Deficiency Syndrome) 

page 61

Resource 

11 Sheet 

Living in Love: NOTES ON STIs 

Sexually Transmitted Infection: 

What is it? 

How can it be passed on? 

Signs/Symptoms? 

Treatment or cure? 

Where to get help/advice or treatment? 

page 62

✂ 

Resource 

12 Sheet 

Living in Love: TRANSMISSION OF HIV 

Kissing Sharing cups Sharing needles Spitting 

Mother to child Organ transplant Blood transfusion Sharing towels 

Holding hands 

Sex with an 

infected partner 

Sharing cutlery 

Patient to doctor 

Biting Spitting Swimming Toilet Seat 

Sexual activity Sharing razors Sharing toothbrush Doctor to patient 

page 63

Resource 

13 Sheet 

Living in Love: HIV/AIDS (Fr K R Overberg, SJ) 

Since the mid to late 1980s scientists have been desperately trying to find a cure for a virus 

which is causing untold suffering in many parts of the world as it reaches almost epidemic 

proportions. This virus, HIV or the Human Immunodeficiency Virus, is one of the most 

aggressive viruses known to man, and there is currently no cure for HIV. 

HIV, when it first appeared in the 1980s, was subject to a lot of misinformation and 

disinformation, and as a result HIV became known as a ‘gay plague’ since it seemed to be 

particularly prevalent amongst the homosexual community. This had a profound impact on how 

those living with HIV were treated, leading to their being ostracised from society and left to feel 

marginalised. HIV, however, is also rife within the heterosexual world and has also affected a 

great many people, including haemophiliacs and transplant patients, intravenous drug users and 

babies born to infected mothers. 

HIV can only be passed on from person to person by direct contact with the body fluids (semen, 

blood, vaginal secretions, breast milk) of an infected person. There is evidence to suggest that 

HIV is only transmitted in the following ways: 

• unprotected sex with an infected partner 

• sharing needles/syringes with an infected partner 

• contact with infected blood and/or blood products 

• being born to a sero-positive mother. 

There is no evidence to suggest that HIV can be transmitted by shaking hands, kissing, sharing 

cups, cutlery, towels, toilet seats, etc. since the virus does not survive for any great length of 

time outside the human body. 

HIV attacks the body’s immune system, making it very much harder for the body to fight 

infections. The virus attacks the white blood cells in particular, whose purpose is to fight bodily 

infections. Once the virus has entered your body there is no cure and you will have the virus for 

life. The virus does not display any signs or symptoms in itself, and most HIV carriers are 

unaware of having the virus because outwardly they look healthy and lead a normal life. 

HIV can be in your body for several years before it becomes apparent and when it becomes 

active in your body your condition is described as HIV positive. Once you have become HIV 

positive it is possible that a number of related complications may begin to take an affect on your 

body and the collective term for these conditions is AIDS, or Acquired Immune Deficiency 

Syndrome. 

AIDS is a fatal condition, although the development of anti-retroviral drugs can lessen the 

impact of the complications associated with HIV/AIDS, allowing those living with HIV/AIDS to 

live a normal life for a prolonged period of time. Where AIDS-related conditions reach a critical 

point, however, there is no cure. Those who are at an advanced stage of AIDS do not die 

because of the presence of HIV or because they have AIDS; death occurs due to the debilitating 

effect the virus has on the body’s ability to fight infection, meaning that something like a chest 

infection or a pneumonia tat may be an inconvenience for one person can prove to be fatal to 

someone living with HIV/AIDS. 

HIV/AIDS is very closely linked with poverty and with abuse. In some of the poorest parts of the 

world it has reached epidemic proportions, killing thousands of men, women and children. 

Those living with HIV/AIDS need help, they need support, they need to be loved. They do not 

need to be judged, nor do they need to feel even more cut off from society. 

This is the challenge for our society, nationally and globally, to find some answer to ease the 

suffering of those living in the shadow of HIV/AIDS. 

page 64

Resource 

Sheet 

14 

Living in Love: FAMILY 

How important do you think the following are in terms of their contribution to what we understand 

as ‘family’? Give them a score as follows: 

Very Important 1 

Important 2 

Donʼt Know 3 

Not important 4 

Irrelevant 5 

1 2 3 4 5 

1 Encouragement 

2 Staying together 

3 Working out problems 

4 Someone to talk to 

5 Stability 

6 Security 

7 Faithfulness 

8 Doing things together 

9 Teaching me right from wrong 

10 Understanding 

11 Compassion 

12 Commitment 

13 Marriage 

14 Celebrations 

15 Parental values 

16 Respect 

17 Responsibilities 

18 Religious beliefs 

19 Love 

20 Good example from parents 

21 Compromise 

22 Permanence 

23 Trust 

24 Sharing 

page 65

Notes

Notes

Notes

© 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 S3 Teacher Book

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