CTL S4 Teacher Book

Teaching Notes 

S4 

Committed 

in Love

KEY MESSAGES FOR YOUNG PEOPLE 

“We are not some casual product of evolution. 

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

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

(Pope Benedict XVI) 

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

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

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

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

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

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

values and beliefs, are different from your own. 

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

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

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

exploited. 

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

people. Such attraction can lead to strong emotional and physical 

feelings which should always be expressed with modesty and 

respect, both for your self and for others. 

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

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

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

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

careful preparation and total commitment by both partners. 

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

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

a reflection of God’s love. 

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

wrong, who helps to heal wounded relationships, who forgives 

when your actions fail to match your ideals. 

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Committed 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 (1) 16 

6 COMMUNICATION 19 

7 SEXUALITY (2) 22 

8 RISK BEHAVIOUR (1) 25 

9 RISK BEHAVIOUR (2) 28 

10 MARRIAGE (1) 31 

11 MARRIAGE (2) 34 

12 RESPECT FOR LIFE 37 

Appendix Appendix Page 

number title number 

1 SEXUAL ORIENTATION 42 

2 DREW AND JUSTINE 43 

3 CONSEQUENCES 44 

4 SEXUALY TRANSMITTED INFECTIONS 45 

5 MARRIAGE IN THE CATHOLIC CHURCH 51 

6 CIVIL MARRIAGE IN A REGISTERY OFFICE 53 

7 CONDITIONS FOR A VALID CATHOLIC MARRIAGE 54 

8 LOVE OR LUST? 55 

Resource Resource Sheet Page 

Sheet title number 

1a BARRIERS 56 

1b OPPORTUNITIES 57 

1c THINKING AHEAD 58 

2 PLANNING FOR MY FUTURE 59 

3 FAMILY TASKS 60 

4 FAMILY RESPONSIBILITIES 61 

5 PEOPLE CLOSE TO ME 62 

6 PEER PRESSURE 63 

7 HOW DO I SEE MYSELF? 65 

8 QUICK QUIZ ON LEGAL ISSUES 66 

9 WHAT THE LAW SAYS 67 

10 TEENAGERS AND SEXUAL INTERCOURSE 68 

11 RISK SITUATIONS 69 

12 DEGREES OF RISK 70 

13 STIs: TRUE/FALSE? 71 

14 COMMON STIs 72 

15 MARRIAGE CEREMONIES 74 

16 STAGES OF HUMAN LIFE 75 

17 ABORTIONS IN SCOTLAND 2006 78

Committed in Love: INTRODUCTION 

“Do not be afraid when love makes demands. Do not be afraid when love requires sacrifice . . . 

Real love is demanding . . . Love demands a personal commitment to the will of God.” 

Pope John Paul II 

What sort of things do we believe in? What sort of things do we hold as being true? How firm 

are our convictions? These are some of the questions we might ask of ourselves in 

determining how strong is our level of commitment – commitment to self, to others, and to God. 

It is often said that faith leads to action, that we are called to follow certain paths depending on 

what we believe in and hold as being important. This should have a major bearing on how we 

live and on the choices we make. It also has a major bearing on the sort of persons we are as 

individuals, made in the image and likeness of God. 

We share a great many rights in life, but with these come responsibilities. We have 

responsibilities to ourselves, to others and to God. In living out these responsibilities we are 

challenged to show how far we are willing to commit ourselves, in our jobs, in our communities 

and in our families. 

When we commit to another, we are saying that we give of ourselves. This is particularly 

important in close relationships, and especially where we give ourselves completely, in body, 

mind and soul, to one person. This is a major responsibility which requires considerable soulsearching 

and communication. Through honest and open communication, through generous 

sharing of our lives and through dedicated and continuing self-lessness – we show that we are 

committed in love. 

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SESSION 

1 

IT’S MY LIFE 

CEC Learning Outcomes 

Level 14+: C1, C2, D1, D2, D3, D6 

Key Messages: 1 

Themes: 

1. What Do I Want from Life? 

2. Problems and Barriers 

3. Thinking Ahead 

Suggested Methodology: 

1. Establish Class Agreement. 

2. Read Introduction to Committed in Love with 

class. 

3. Task 1.1. Use PowerPoint to discuss what things 

pupils would want from life, before pupils make 

individual responses. 

Resources: 

1. PowerPoint Slides 1-17. 

2. Committed in Love Student Book. 

3. Resource Sheets 1a, b +c. 

4. Pens/pencils. 

5. Paper. 

4 Task 1.2. Pupils need either a jotter or a larger 

sheet of paper (A3). 

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

more pupils towards the end of the session. 

6. Extension Task Individual response. 

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 provided in the Student Book as an 

opportunity to explore the significance of being 

‘Committed in Love’. 

The purpose of Session 1 is to allow pupils an 

opportunity to consider what it is that is important in 

life. The tasks are intended to help focus on planning 

for the future, to consider what things might prove to 

be beneficial in achieving goals and what things may 

prevent us from achieving them. Central to this will be 

the importance of forming conscience in making 

decisions and of taking personal responsibility for your 

actions. Over the course of the following sessions, 

pupils will hopefully come to an understanding that 

they, as young adults, will be responsible for their 

decisions, their actions, their attitudes and their beliefs. 

In Task 1.1, it is strongly recommended that pupils are 

given a chance to look at a series of images on a 

Slides 5-11 to reflect on what they would like for their 

life in the future. It is important that pupils try to be as 

realistic as possible in completing this task, the results 

of which do not need to be shared with others in the 

class. 

The presentation refers to the following: 

Happiness Money No Worries in Life 

Fame Glamour Riches Good Job Loyalty 

Self-Respect Family Friends Children 

Success Joy Ambition Determination 

Talent Respect of Others Courage 

Dignity Self-Esteem 

Task 1.2 involves the construction of an individual 

‘Time Line’ by each pupil in which they write down 

examples of the sorts of things they would like to have 

achieved by a particular stage in life, e.g. university 

degree or other qualifications, job, marriage, children, 

grand children, etc. An example of this is provided on 

Slides 13-15. 

Pupils are asked to consider potential problems or 

barriers, windows of opportunity, and things in life 

which they would want to avoid, if possible. These can 

be symbolised on their time line by cutting out the 

images on Resource Sheet 1a, b + c and applying 

them to their time line. 

The Extension Task develops the themes and asks 

pupils to choose ONE of their goals from their timeline. 

They should complete a diagram which shows 

the various steps and stages they may have to go 

through in attaining and maintaining their goal. 

(Example given on Resource Sheet 2). 

St Paul encourages followers of Christ to live in a holy way: ‘live lives worthy of the calling to which you have 

been called, with all humility and gentleness, with patience, bearing one another in love’ (Ephesians 4:1-2). 

Again he writes: ‘whatever is true, whatever is pure, whatever is honourable, whatever is just, whatever is 

pleasing, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think 

about these things’ (Philippians 4:8). 

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SESSION 

1 

Committed in Love: IT’S MY LIFE 

“My dear friends, we are now God’s children, but it is not yet clear what we will become. 

But we know that when Christ appears, we shall be like him, for we shall see him as he really is.” 

(1 John 3:2) 

Learning objectives for students: 

• to develop an awareness of what we want out of life; 

• to consider ways of thinking or planning ahead to achieve our goals; 

• to consider possible problems or barriers along the way. 

The gift of life is given to you by God, and if you are to enjoy life as God wants you to, if you are to 

live your life to the full, you should have some idea of where you are headed in life. Life would be 

pretty meaningless without something to aim for. Along the way to achieving your goal, there may be 

milestones you have to reach, skills you have to acquire, all of which help in making your dream a 

reality. 

However, some of us may never quite realise our dreams, perhaps because our dreams are 

unrealistic or because other events occurred which headed us off in a different direction. There are 

many ways in which we can enjoy success. Some of these ways lead to personal wealth and fame 

However there are countless ways in which we can achieve success in doing ‘ordinary’ things. It 

really comes down to the question of what you consider to be important in your life. 

TASK 1.1 

WHAT DO I WANT FROM LIFE? 

Think about the things which you most want to achieve in your life. Your teacher might show you 

some images or suggest some words which will stimulate your thinking. 

Working on your own, write down the words which reflect what you would like for your life in the 

future. Think of the sorts of things which interest you most. 

If you are to achieve your goals, then, it is very important that 

you plan ahead. For example, when you were younger you 

were asked to choose a number of subjects for further study. Later on 

you will be assessed on how well you have progressed towards your 

targets, at whatever level. Along the way you may well experience some 

problems or face some barriers when things do not go quite as planned. You 

may also experience other opportunities for learning that will help to shape 

your plans for the years ahead. 

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TASK 1.2 TIME LINE – “BY THE TIME I’M . . .” 

Draw a line across your page and mark today’s date at one side (above the line). Now mark 

significant ages above the line (for example 21, 30, 40, etc.) and below the line write down 

examples of the sort of things you think you would like to have achieved by those dates (Job? 

Marriage? Children? College/University? Promotion? Happiness? House? Security? 

Grandchildren? Retirement? etc.) 

Your teacher will show you an example. 

PROBLEMS/BARRIERS (Resource Sheet 1a) 

Think about what barriers there might be to achieving these things, such as age, money, 

experience, luck, illness, etc.) Add these to your time line. 

Use the brick wall to symbolise each moment in your life when you think you may experience a 

barrier. 

OPPORTUNITIES (Resource Sheet 1b) 

At different points in your life you will have various opportunities. Sometimes you might hold a 

‘key’ which can open up an opportunity. By working hard, planning, knowing your strengths and 

areas for development and by treating people with respect, you can open the door to 

opportunities that may not have seemed possible before. Think about the opportunities you have 

(or may have) and add these to your timeline. Use the gate to symbolise each person/event that 

may be an opportunity for you to achieve what you want in life. 

THINKING AHEAD (Resource Sheet 1c) 

Part of planning any journey includes thinking ahead: where you want to go, how you will get 

there, and sometimes what you may need to arrive at your destination. 

Think about the things that you know you want to avoid in life (drugs, unhappy relationships, 

failure, unhappiness, stress, etc.) especially those you would want to avoid at certain points in 

your life. Add these to your timeline. 

Use the bridge to symbolise the things that you want to avoid in the future. 

Reflection: 

The Father of Jesus, your great God, never sleeps. He is aware of your deepest desires. He 

wants to fulfil them in the manner and to the extent that His purposes will be accomplished in 

and through you, so that your joy will be complete. 

Extension Task: 

Thinking Ahead 

What do I have to do to get there? Choose one of the goals from your timeline and draw a flow 

diagram to show how you will achieve your goal. 

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SESSION 

2 

Themes: 

1. Roles Within ‘Family’. 

2. Family Values. 

FAMILY LIFE 

Resources: 


Level 14+: B1, B3 

Key Messages: 1, 2 and 3 



3. Magazines/Newspapers. 

4. Glue/adhesive and scissors. 

5. Resource Sheets 3 and 4 for each group. 



1. Review Class Agreement with pupils. 

2. Read Introduction, explaining aim of session. 

3. Task 2.1. Pupils use magazines/newspapers, 

scissors and glue to make visual representation of 

‘family’. 

4. Brief discussion. 

5. Task 2.2. Divide class into mixed groups of 

between 4 and 6 pupils and distribute copy of 

Resource Sheets 3 and 4 to each group. 

6. Class discussion on gender stereotyping and 

roles/responsibilities within family. 

7. Task 2.3. What supports family? Class discussion. 



9. Extension Task focuses on particular instances 

when families are able to support each other. 


Session 2 begins by considering what pupils 

understand by ‘family’. It is very important to appreciate 

the breadth of experience of ‘family’ as represented in 

the class. Not all pupils will know or relate to the ‘nuclear’ 

family of mother, father and children. Care should be 

take to avoid any comments which may give the 

impression of passing judgement on familiy situations. 

In Task 2.1 pupils are required to work on their own to 

think about what ‘family’ means to them from their own 

experience. They are asked to express this in visual 

terms using images cut from magazines. Pupils should 

consider how many parents are in their family, the 

number of siblings and any other family members who 

may live within the family home. Once they have done 

this they are asked to consider what role(s) each of 

these plays within their particular family. The results of 

this task need not be shared with others in the class in 

order to avoid any of the pupils feeling embarrassed or 

uncomfortable about disclosing personal information. 

Task 2.2 requires pupils to work in mixed groups of 

between 4 and 6 pupils to discuss the range of family 

tasks outlined on Resource Sheet 3. The results of their 

discussion should be entered onto Resource Sheet 4 

which will then form the basis for further discussion. 

Pupils are asked to consider why a particular role might 

be perceived as being the responsibility of any one 

person. This will allow for discussion of: 

• their ability - their gender 

• their particular - their age - their experience 

This will provide the opportunity to discuss gender 

stereotyping in terms of roles within the family. It is also 

intended to make pupils more aware of their ability to 

share in the completion of these tasks, and of their 

responsibility as family members to help out around the 

home. 

Task 2.3 requires pupils to work in the same mixed 

groupings of between 4 and 6 to consider what it is that 

holds ‘family’ together. The Student Book draws a 

comparison with Islam, which is believed to be 

‘supported’ by five pillars. Muslims believe that, if any of 

these five pillars were to be removed, it would have an 

undermining impact on Islam. In the same way, pupils 

are asked to consider what it is that keeps ‘family’ 

together. In the course of their discussions, pupils may 

wish to consider some of the following: 

Love Forgiveness Faith Security Encouragement 

Joy Understanding Communication 

Confidence Respect Trust Loyalty, etc. 

This can be developed further in the Extension Task 

where pupils are asked to reflect on their own 

experience when they have been supported by their 

families. Again, it is important to remember that this may 

not be possible for some pupils who may come from 

families where there has been very little support 

provided to them. 

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SESSION 

2 

Committed in Love: FAMILY LIFE 

“Love is patient and kind; it is not jealous or conceited or proud; love is not 

ill-mannered or selfish or irritable; love does not keep a record of wrongs.” 

(1 Corinthians 13: 4-8) 


• to consider what is meant by ‘family values’; 

• to consider the roles that people will take on within the family. 

When we talk about ‘family life’ it is very important we realise that no two families are quite the 

same. Just as we are unique as individuals, so too are our families. It is also true to say that 

what one person may understand by ‘family’ may be quite different from that experienced by another, 

for families come in all shapes and sizes. Some families have two parents living together; others 

have two parents living apart. Some have only one parent, for any one of a number of reasons; 

others have other members of the family living under one roof, perhaps including aunts, uncles, 

grandparents, etc. So while it may be difficult to describe a ‘typical’ family, what should be true of all 

families is that they work together and support each other. 

TASK 2.1 

WHAT ‘FAMILY’ MEANS TO ME 

Working on your own and using the newspapers and magazines that your teacher will provide, 

cut out pictures that help to describe what ‘family’ means to you, and glue these onto the sheet 

of paper that your teacher will provide. You do not need to share this with anyone in the class. 

Once you have done this do the following: 

• Give each member of the family a title, e.g. mum, dad, oldest daughter, aunt, uncle, gran, 

grandad, etc. and write this below their picture. 

• Now under each person’s name, write a few examples of the sort of 

things that this person does or has responsibility for in the family. 

Families tend to be very different both in the way in which they can be 

structured and in the manner in which they function. It is important to 

remember that there is no ‘right’ or ‘wrong’ way for a family to function, in as 

much as no one is expected to sit an exam on how to be a good family 

member. Being a good family member is more about what you and the 

other family members do, how you all relate to one another, and how each 

family member offers help and support to others in 

the family. 

Sometimes, however, families have to adapt and adjust according to their 

own particular circumstances, and this can affect family roles and 

responsibilities. 

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TASK 2.2 

ROLES WITHIN FAMILY 

Working in mixed groups of between 4 and 6 pupils, look at the 

list of family tasks given on Resource Sheet 3. In your groups 

decide which member of the family should be responsible for 

each task and write this task in the space provided on Resource 

Sheet 4. 

Once you have completed this part of the task look carefully at 

your group’s list and discuss why you have decided that a specific 

task should be the responsibility of a particular person. Is it 

because of: 

• their ability to do this job? 

• their gender? 

• their particular interests? 

• their age? 

Discuss this exercise. 

Different families have different values and some things may have a greater significance in some 

families than in others. One of the main teachings of Islam, for example, is that there are five pillars 

which support Islam, and that if one of these were to be removed it would have a profound effect on 

the family of Islam. So, what is it that holds the family together? 

TASK 2.3 

FAMILY VALUES 

Working in mixed groups of between 4 and 6, imagine that the word ‘Family’ was supported on 

pillars, with each letter needing something to hold it up and therefore hold the family together. 

What does your group think ‘supports’ a family, and how does a family support each other? 

Some of the things you might want to think about may include: 

LOVE • FORGIVENESSS • FAITH • SECURITY • ENCOURAGEMENT 

JOY • UNDERSTANDING • COMMUNICATION • CONFIDENCE 

RESPECT • TRUST • LOYALTY, etc. 

Reflection: 

It is when you walk within God’s will for your lives that you truly become, as members of God’s 

family, the brothers and sisters of Jesus Christ. 


Class discussion: 

What examples from your own life can you think of to illustrate the times when you have been 

supported by your family? 

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SESSION 

3 

IN RELATIONSHIP 


Level 14+: A1, A2, B2 


Themes: 

1. Adolescence. 

2. Being a Teenager. 



2. Read Introduction, explaining aim of session. 

3. Task 3.1: Individual Task. Distribute copy of 

Resource Sheet 5 to each pupil. 

4. Read over introduction to task 3.2. 

5. Task 3.2: Class discussion leading to group 

activity. Use prompt questions as basis for whole 

class discussion. 

Resources: 



3. Resource Sheet 5 for each pupil. 

4. Resource Sheet 6 for each group (cut into cards). 


6. Divide class into mixed groups of between 4 and 6 

pupils and issue 2 topic cards (Resource 

Sheet 6) to each group. 

7. Organise feedback from groups to whole class. 



9. Extension Task: Class Discussion. 


Pupils will consider relationships and the extent to 

which these can be influenced by other people with 

whom we come into contact, including our family, 

friends and peers. Pupils are asked to consider those 

people to whom they feel particularly close. In 

Task 3.1 they are asked to identify those people by 

placing them within a series of concentric circles 

(Resource Sheet 5). 

Starting with themselves in the middle, each pupil 

should think about those people with whom they 

have contact on a regular basis and place them 

within the circles according to how close they feel to 

each person, with the strongest relationship being in 

the circle closest to them, etc. 

Pupils are then asked to consider the personal 

qualities that will be important in both building and 

sustaining relationships. Examples given include: 

Loyal Honest Confident Caring 

Even-Tempered Forgiving 

Accepting of others Good-humoured 

Task 3.2 asks pupils to discuss a number of 

questions. These lead into the second part of the 

task where they should work in mixed groups of 

between 4 and 6. Pupils are asked to consider a 

number of scenarios (Resource Sheet 6) and to 

identify who is affected by the behaviour described 

and what the consequences of such behaviour might 

be. This provides an ideal opportunity to have pupils 

evaluate their own behaviour and to be aware of how 

their actions can affect both themselves and others. 

The Extension Task develops this concept further, 

exploring the notion of personal responsibility and 

peer pressure. 

Recognising God as God has moral implications. The acceptance of God’s sovereignty provides us with a 

fundamental orientation, giving colour and direction to all the decisions, actions and practices that make up 

our lives. The movement of the human heart towards God, and our recognition of life as a gift from God that is 

rich with meaning, enables us to value our lives and the lives of others. (Cherishing Life 72) 

page 10

SESSION 

3 

Committed in Love: IN RELATIONSHIP 

“One word frees us all of the weight and pain in life. That word is love.” 

(Sophocles) 


• to develop an understanding of what it means to be a teenager; 

• to consider how friendship can change during adolescence. 

The way that we relate to other people is shaped, to a very great extent, by the relationships we 

have within our own family members, for these are the first people we see and come to know. As 

we grow older, however, the influence of friends, our peers, becomes a major factor that shapes and 

influences the relationships we will have in the future. 

TASK 3.1 

WHO DO I RELATE TO? 

Working on your own, write a list of all of the people, or types of people, whom you come into 

contact with on a regular basis. 

Once you have done this, take a copy of Resource Sheet 5 and, after writing your own name in 

the middle of the circle, place the people from your list onto the diagram according to how close 

you feel to them – the closer the name is to the centre circle the stronger the relationship you 

have with that person. 

N.B. You may see some people, such a neighbours, teachers, etc. every day but place them in 

an outer circle because you do not feel particularly close to them, whereas you may only see 

aunts, uncles or other relatives occasionally but still feel very close to them, therefore they may 

be placed in an inner circle, etc. 

What does it mean to be an ‘adolescent’? It is a time when young people become increasingly 

independent and want to have much more control over decision-making that affects them. 

As people move from one life stage into another they may find that friendship relationships change. 

During the period of adolescence some friendships may deepen and become much closer, whilst 

others may slowly come to an end because you have grown apart as friends, perhaps through a 

change of interests, likes and dislikes. As you become more mature and more complex, these new 

friendships (or developing old ones) will reflect the person you have become, and having close 

friends may make a significant contribution to your life. 

Whether you are a person who has a few friends or someone who has many, the personal qualities 

you bring to a friendship are what is important in building a lasting relationship. This is where the kind 

of person you are really begins to matter. For, without some of the following qualities, sustaining 

friendships can be difficult. 

Loyalty • Honesty • Confidence • Caring for others 

Being even-tempered • Being able to forgive • Acceptance of others • Having a sense of humour 

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TASK 3.2 

TAKING FRIENDLY ADVICE 

Briefly discuss the following questions. 

1. What is good about asking advice from people of your own age? 

2. When can your peers give you better advice than an adult? 

3. Do your friends always influence you in a good way? 

4. Why do they sometimes understand you more? 

5. At what point might peer advice become peer pressure? 

Now, working in mixed groups of between 4 and 6, take two of the ‘Peer Pressure’ topic cards 

(Resource Sheet 6) and discuss the following: 

a) Who is affected by the behaviour described? 

- what people might be directly involved, such as family, friends, etc.? 

- who may become involved in the future, such as police, outside agencies, doctors etc? 

b) What might the consequences of this behaviour be? 

c) How important do you think peer pressure is in this situation? 

d) Is it right to blame other people for your own actions? 

Reflection: 

You are forever a child of God who is not about to let you go. God will not always shield you 

from anxieties or wounds, but He will give you the strength and courage to face them. 



• At what age should we take responsibility for our own actions? 

• Why do some people often surround themselves with people who may not have their best 

interests at heart? 

• Can other people make you do things? 

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SESSION 

4 

BOYFRIEND/GIRLFRIEND 


Level 14+: C3, C4, C5, C6, D1, D2, 

D6, F2 


Themes: 

1. Sacramentality of the Body. 

2. How do I see myself? How do others see me? 

3. Sexual Orientation. 

4. Age of Consent. 



2. Read Introduction, explaining aim of lesson. 

3. Task 4.1. Part 1 (individual task) Pupils should 

complete Resource Sheet 7, Part 2 (paired task). 

4. Read text to introduce next task. 

Resources: 



3. Copy of Resource Sheets 7 and 9 for each pupil. 

4. Copies of Resource Sheet 8 for each group. 

5. Task 4.2 Group Task. 

6. Task 4.3 Group Task. 



8. Extension Task: Class Discussion. 


The importance of self-esteem and self-respect in the 

forming of relationships is addressed in Session 4, 

where pupils are asked to consider how they see 

themselves and to consider how others see them. 

Some time should be spent in reminding pupils that their 

bodies are gifts from God as a sign of his love for us. Part 

of their calling in life is to express God’s love to others in 

the way that they communicate who they are as persons 

to other people. 

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

to complete Resource Sheet 7, which asks them to 

consider a number of personal attributes or qualities and 

to indicate which best describes them. Once they have 

done this, pupils should pass their sheet to another 

member of the class and, working in pairs, they should 

indicate what attributes or personal qualities they see or 

recognise in their partner. After this they should return the 

original sheets to each other and compare how their 

partner sees them in contrast with their own perception. 

Task 4.2 requires pupils to work in mixed groups of 

between 4 and 6. Each group should refer to Appendix 

1 and to the prompts given in the task. 

The following points may be useful in promoting 

discussion within the groups: 

1. No one really knows why some people may feel a 

predominant or exclusive attraction to people of the same 

sex. For some, this attraction my be the result of 

admiration, perhaps as a role model, etc. and does not 

necessarily mean that a person experiencing such 

feelings is homosexual. 

2. Having strong feelings of attraction towards someone 

of the same sex is a natural part of the growing up 

process, but the key here is in how you handle those 

feelings. For those who do feel strongly attracted to 

members of the same sex, this is part of their nature. 

In having such feelings, the person is doing no wrong, 

unless they take these feelings to another level and enter 

into a physical relationship with someone of the same sex. 

3. Different people become aware of members of the 

opposite or same sex at different times and at different 

stages. Some people like their own company, others 

only like the company of others every now and again. 

Some people like to have regular contact with friends, 

and others are completely absorbed in the relationships 

they form with other people. Each person is different, so it 

is perfectly natural to show little or no interest in having a 

girl/boyfriend at different stages in life. 

4. As young people journey through adolescence, it is 

quite possible that this may be a time of confusion as 

they try to come to terms with their self-identity. 

Occasionally, this may result in an isolated sexual 

experience with someone of the same sex. This need 

not necessarily mean that the person is homosexual, but 

that they are trying to come to terms with who they are. 

5. Bullying is entirely unacceptable in whatever form and 

for whatever reason and must not be tolerated. It does 

harm to the personal dignity of the individual. Bullying 

someone because of their physical appearance, their 

mannerisms, their beliefs or values belittles the very real 

person who is on the inside. 

Task 4.3 requires pupils to work in the same mixed 

groups as before to complete the ‘Quick Quiz’ on 

Resource Sheet 8 which covers Scottish legislation 

relating to sex. Pupils should be given a few minutes to 

complete this task to allow enough time for proper 

discussion of issues that may arise. The answers to 

these questions may be found on Resource Sheet 9. 

The Extension Task enables pupils to obtain factual 

information on aspects of the Law regarding sex on 

Resource Sheet 9. 

page 13

SESSION 

4 

Committed in Love: BOYFRIEND/GIRLFRIEND 

“When we feel love and kindness towards others, it not only makes us feel loved and cared for, 

but it also helps to develop inner happiness and peace.” 

(Dalai Lama) 


• to consider how we see ourselves; 

• to think about how our bodies are a sign of God’s love for us; 

• to consider the issue of sexual orientation 

• to understand legal and consent issues in relationships. 

During puberty naturally occurring hormones within our body cause a serious of changes, 

internally and externally, that affect our maleness and femaleness, our physical appearance, our 

moods and our feelings. As we grow into adolescence we become more aware of the appearance of 

other people. How we understand and express our maleness and femaleness, will be significant in 

our lives as we develop the capacity to be attracted to another person and to experience sexual 

desire. These are all inherent features of our God-given sexuality. 

It is natural for young adolescents to spend an increasing amount of time thinking about the sort of 

relationships they might have now and in the future. For some this may involve romantic daydreams, 

perhaps imagining how it would be if the person they admired actually fell in love with them. It may 

be someone you know, or someone you have never met; it could be someone whom you see as a 

role model. So what would make others interested in you? 

TASK 4.1 

FAMILY STRESS 

1. Working by yourself, take a copy of Resource Sheet 7 and tick the word or phrase that you 

think best describes you. N.B. the sheet is designed to be either/or and you must choose one 

word/phrase from each of the rows. 

2. Now working with a partner, swap over sheets and see if this person agrees with your 

description of yourself. 

Adolescence is a period of great change. As we mature we discover more about what it means to be 

male or female, and with this can arise questions that confuse us or worry us. It is natural to seek 

answers to questions. Sometimes the answers can be short and clear-cut, but at other times the 

answers may not be so compact, or even what we would perhaps want to hear. 

Many different feelings, some of them intensely powerful, can begin to emerge during adolescence, 

and for some this might involve feelings of attraction for someone of the same sex. 

page 10 

page 14

TASK 4.2 

SEXUAL ORIENTATION 

Working in mixed groups of between 4 and 6 read over the information on Appendix 1 and then 

discuss the following: 

1. Why are some people attracted to people of the same sex? 

2. If a person finds someone of the same sex attractive, does that mean they are homosexual? 

3. If people tease you about your masculinity or femininity does that mean you are not a ‘real’ 

boy or ‘real’ girl? 

4. Is it okay if you’re not really interested in having a boyfriend or girlfriend just now? 

As well as having to cope with hormonal changes and strong feelings of attraction that are a natural 

part of the process of adolescence, there are other important factors that need to be considered in 

relationships, not least the legal issues around the age of consent. 

TASK 4.3 

QUICK QUIZ 

Working in mixed groups of between 4 and 6 read over the quick quiz questions on Resource 

Sheet 8 and answer them in your group. Compare and discuss your answers. 

Reflection: 

God, we are the work of your hands. You have made us to live in communion with you and with 

one another. We ask to remain by love in your holy presence at all times. 



Read over the information on ‘Scottish Legislation Relating to Sex’ which you will find on 

Resource Sheet 9. 

page 11 

page 15

SESSION 

5 

SEXUALITY (1) 


Level 14+: C4, C5 


Themes: 

1. Understanding sexuality. 

2. The language of the body. 




3. Task 5.1 Language game. 

4. Read over text which introduces Task 5.2. 

Resources: 



3. Appendix 2 for each group. 

5. Task 5.2. Divide pupils into mixed groups of 

between 4 and 6 and direct them to Appendix 2. 



7. Extension Task. Class discussion. 


The purpose of Session 5 is to help pupils to realise 

that we constantly communicate with other people 

through our body language, sometimes even without 

thinking about it. 

In Task 5.1, pupils are asked to think of ways of 

communicating a number of words or phrases without 

actually speaking. The teacher should ask for a few 

volunteers who are willing to participate in this game, 

a form of charades where, without using any words at 

all, they have to communicate some of the following: 

• Hello 

• Everything ok? 

• Phone me! 

• You’re late! 

• Goodbye 

The ‘volunteers’ should do this in three parts: 

(1) How you would ‘say’ this to the class in general, 

(2) to your best friend, and 

(3) to your boy/girlfriend. 

This exercise, though a bit of fun, does have a 

serious point, for we relate to different people in 

different ways, sometimes using words, sometimes 

using expressions or mannerisms, and sometimes 

using our bodies. Some relationships are a bit more 

special than others. (Remind the pupils of Task 3.1, 

‘People I Relate to’ and the people they said they 

were closest to). 

Read over the text which introduces Task 5.2 which 

asks pupils to work in mixed groups of between 4 

and 6 to discuss the story of ‘Drew and Justine’ 

(Appendix 2). This story involves a lot of 

communication at different levels, starting from a 

point where two people were virtual strangers and 

moving to the point where they were making plans for 

the future together. This is important in developing an 

understanding of how relationships can grow. 

The Extension Task takes this concept further by 

breaking the forming of a loving relationship into a 

series of steps or stages. This is not to say that every 

single relationship must follow the same pattern, but 

it is offered as an example to illustrate how one can 

move through various stages. 

Relating to one another (excerpt from Cherishing Life) 

101. It is because the human body has value and significance that there can be a positive meaning discerned 

in the bodily ways we relate to one another. If the body did not matter then it would not matter what we did 

with our bodies. However, because the body is included in the goodness of creation, the sexual meaning of 

the body should be seen as a blessing and a proper aspect of human nature. Sexual attraction is an important 

aspect of human life that therefore needs to be expressed and integrated in a fully human way. 

page 16

Created in Love: Session 5 

SESSION 15 

Committed in Love: FAMILY SEXUALITY LIFE (1) 

“How on earth are you ever going to explain in terms of chemistry and physics so important a 

biological phenomenon as first love?” 

(Albert Einstein) 


• to explore, discuss and understand issues relating to the concept of body language; 

• to consider how this impacts on our sexuality. 

Language is a truly wonderful thing, for it allows us to communicate so many things, including our 

thoughts, feelings, emotions and so much more. Different languages, of course, say the same 

things in a different way. So, too, with what we call ‘body language’, for we are also able to 

communicate a whole range of feelings and emotions without using words, just the language of our 

body. 

TASK 5.1 

BODY LANGUAGE GAME 

In this game we are going to see how easy it is to communicate something without using any 

words. Your teacher will explain the rules of the game. 

Discuss: 

Is there a difference in the way we say things to different people? 

As well as communicating feelings, emotions, etc. through the language of the body, we also 

communicate who we are as persons – our maleness and femaleness, created as male and female 

in the image and likeness of God. This is what we refer to as our ‘sexuality’. Our sexuality is not 

something that we do, it is what we are, and it goes right to the very core of our existence: 

“So God created human beings, making them to be like himself. 

He created them male and female.” 

(Genesis 1:27) 

From the very beginning, God created humans to love one another as he loves, and in the life-giving 

gift of our sexuality we are able to express ourselves in love in a very special way. The maleness and 

femaleness of the human body, our sexuality, is an important expression of our person through which 

we can communicate love – God’s love – to other people. Sometimes this will lead us into a very 

deep relationship with one particular person, and the unique way in which the body of a male and 

female are perfectly compatible allows us to express and communicate this love in an intimate loving 

relationship, through which we may also be able to share in the creation of new life. This is what 

Pope John Paul II referred to as the ‘nuptial meaning of the body.’ 

The word ‘nuptial’ refers to Marriage, therefore you could say that our sexuality, this maleness and 

femaleness, is directed towards Marriage. The physical sexuality of males and females, the gift of 

their fertility, and their mutual delight in each other’s bodies are meant to comprise a total and 

permanent gift of love that each person offers the other in marriage. Sexual intercourse, the 

physical expression of this gift of self, communicates this love. page 12 

page 17

SESSION 

1 

TASK 5.2 

DREW AND JUSTINE 

Read over the story of Drew and Justine, which you will find in Appendix 2. 

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

1. What does the word ‘respect’ mean? 

2. Why is it important in a friendship? 

3. Why is it Important in a relationship? 

4. Circle the words or phrases in the story that show they respected each other. 

5. Do you think this relationship will last? Think about the following: 

- Did they take time to get to know each other? 

- Did they have lots in common? 

- Had they discussed their relationship? 

- Did they make an effort to stay in touch with friends? 

6. Might the story have been different if they had met at a drunken party and slept with each 

other on the first night? 

7. Might the story have been different if he had not told her that he was thinking about moving 

away to go to university? 

8. Might the story have been different if he hadn’t spoken to her on the first day they met? 

Reflection: 

Father of love, shed your clear light on our hearts so that, walking continually in the way of your 

commandments, we may never be deceived or misled. 


Discuss: How might the following help in developing a relationship? 

From seeing to knowing, 

From knowing to liking, 

From liking to attraction, 

From attraction to dating, 

From dating to loving. 

page 13 

page 18

SESSION 

6 

COMMUNICATION 


Level 14+: A2, C2, D6 


Themes: 

1. The celibate life. 

2. How to say ‘No’. 

3. Respect and Responsibility. 




3. Task 6.1. Class discussion. 

4. Read over introduction to Task 6.2. 

Resources: 



3. Large sheets of paper. 


5. Resource Sheet 10 for each pupil. 

5. Task 6.2. Group exercise. Distribute large sheets 

of paper and suitable writing materials. 





Session 6 considers the need for clear and effective 

communication, especially where it comes to sex and 

sexual activity. It is crucial that pupils not only realise 

that it is acceptable to say ‘No’ but that the majority of 

young people under the age of 16 have not yet said 

‘Yes’. 

To esteem anything is to hold it in high regard and to 

give it a degree of worth. Self-esteem concerns how 

we see ourselves, or how good we feel about 

ourselves. This manifests itself, for example, in 

concerns regarding our appearance. Self-respect, on 

the other hand, is more of an acceptance of who you 

are and where your strengths lie. Though closely 

related, it is important that the pupils realise the 

difference between the two. This is the subject of 

Task 6.1. 

Self-respect is the idea of knowing, understanding 

and living up to the highest expectations of who you 

are and what you are capable of doing. A person with 

high self-respect would, therefore, avoid anything 

which was going to prevent them from achieving a 

particular goal or which would do them harm, such as 

drug or alcohol abuse or risk behaviour. 

Self-esteem is more like self-image. A person with 

low self-esteem, for example, might not put 

themselves forward, perhaps feeling a sense of 

inadequacy, whereas someone with high self-esteem 

may come across as being much more confident. 

Someone with low self-esteem may be the victim of 

bullying, or may not feel able to prevent someone 

else from being bullied. 

How we might react to sexual pressure is closely 

linked to self-respect and self-esteem. For it is what 

we hold as being valuable, how we see ourselves, 

and the need for acceptance that can often feature in 

our decision-making. It is not always easy to do the 

‘right’ thing, and this can be made even more difficult 

when our inhibitions are lowered through alcohol or 

drugs, or even by the need to be accepted. It is vitally 

important to stress that: (a) no one has the right to 

pressure another person into any kind of sexual 

activity, and (b) saying ‘NO’ and abstaining from 

sexual activity is a positive choice. 

The concept of celibacy is explored in Task 6.2 where 

pupils work in mixed groups of between 4 and 6. 

The word ‘celibate’ literally means ‘unmarried’. From 

a Catholic perspective this is an important definition. 

Pupils may almost automatically associate celibacy 

with the religious life, since they probably know that 

priests and religious take vows of celibacy. However, 

what they may not realise is that this is a vow to 

remain unmarried, and it is by remaining unmarried 

that they choose not to have a sexual relationship. 

People may choose to abstain from sexual 

relationships, for any one of a number of reasons. For 

example: 

• they have taken a vow of celibacy as a priest or 

religious; 

• they haven’t met that one person to whom they 

wish to give themselves completely in marriage; 

• they may regret having had sex earlier and now 

choose to wait until in a suitable relationship; 

• they are not interested in the physical aspects of 

relationships. 

The session may be brought to a close in the 

Extension Task by reviewing the statistics on 

‘Teenagers and Sexual Intercourse’ (Resource 

Sheet 10). 

page 19

16 SESSION 

Committed in Love: FAMILY COMMUNICATION LIFE 

“The hunger for love is much more difficult to remove than the hunger for bread.” 

(Mother Teresa) 


• to develop an understanding of self-respect and self-esteem; 

• to develop an understanding of what is meant by the term ‘celibacy’; 

• to develop an understanding of how saying ‘NO’ is connected to respect and responsibility. 

In the previous session we looked at the story of ‘Drew and Justine’ and how their relationship had 

developed over a period of time, during which they clearly show a growing respect and commitment 

to each other. How important is ‘respect’ in relationships? How easy is it to respect someone else if 

you have not first of all come to respect yourself? 

TASK 6.1 

GIVE A LITTLE RESPECT 


• What does ‘self-respect’ mean? 

• What does ‘self-esteem’ mean? 

• Is there a difference between ‘self-respect’ and ‘self-esteem’? 

When it comes to relationships, many of the decisions we make may be influenced, to varying 

degrees, by how we see ourselves and how we imagine others see us. This can place an enormous 

stress on our relationships, and this pressure – what is sometimes known as ‘peer pressure’ – can 

often lead us to make choices, not influenced by what we know is right, but because we are worried 

about what others may think about us. 

Recognising the challenge and accepting responsibility for your personal actions is a very major step 

on the road to maturity. This may involve you in being able to stand up for what you believe under 

pressure from the words and actions of others. 

Giving in to sexual pressure allows other people to make major decisions in your life, but no one has 

the right to pressure another person into any kind of sexual activity. The best way to say ‘No!’ is 

firmly and politely, and preferably long before the situation gets out of hand. It is not always so easy 

to keep a clear head when faced with a difficult choice, torn between desires and your conscience. 

Research shows that most teenagers don’t set out to get 

drunk, or to abuse drugs, or even to have sexual 

intercourse, but indulging in the first or the 

second of these often lead to the third. The 

result can be a deterioration in respect - from 

yourself and from others. It can also have 

other damaging consequences - a sexual 

infection or an unwanted pregnancy! 

page 14 

page 20

TASK 6.2 

WHAT IS ‘CELIBACY’? 

Working in mixed groups of between 4 and 6, and using a large sheet of paper, brainstorm the 

word ‘celibacy’. To do this you may wish to think about some of the following: 

• What does the word ‘celibacy’ actually mean? 

• Who would you associate with living a celibate lifestyle? 

• What reason(s) might someone have for wishing to remain celibate? 

• How many people choose to be celibate until they have met the person to whom they want to 

commit their lives? 

The Catholic Church teaches that the proper context for sexual intercourse is the married 

relationship between a man and a woman. What this means is that, unless you are married, it is 

morally wrong to be having sex. This applies equally across a number of possible contexts or 

settings: 

• a married person having an affair with another person; 

• a single person having an affair with a married person; 

• a man in a relationship with another man; 

• a woman in a relationship with another woman; 

• two people who are living together. 

This is not the message that a lot of young people want to hear, and it is 

certainly not the message that we would encounter through the media. 

So, in the face of all of this often conflicting information, how do we know 

when it is appropriate to say ‘NO’? 

From a Catholic perspective the answer to this can quite easily be gained 

by posing a simple question: “Are we married?” If the answer to this 

question is “No!” then you shouldn’t be having sex! 

The ability to say “No!” is affected by a number of things, such as peer pressure, 

alcohol or drug taking, low self-esteem, etc. It is, however, directly linked to our 

understanding of respect and responsibility – respect for ourselves, respect for 

others, responsibility for ourselves and responsibility to others. 

Reflection: 

As a child of God, you are the recipient of great gifts, the value of which is not to be determined 

by your peers but by the manner in which they are used for the glory of God, to accomplish His 

purposes in the world. 


Read and discuss the information which you will find on Resource Sheet 10. 

• Do the figures surprise you? 

• Why do some people believe that the figures are actually higher? 

• What pressures are on young people to have sex? 

• Why might some people regret early sexual intercourse? 

page 15 

page 21

SESSION 

7 

SEXUALITY (2) 


Level 14+: E6, F1 


Themes: 

1. God’s plan for our body and sex. 

2. Design and purpose. 

3. Sexual activity. 




3. Task 7.1. Whole Class exercise. 

4. Read over passages from Book of Genesis and 

the text which introduces the next task. 

5. Task 7.2. Group exercise. Divide pupils into mixed 



3. Large sheet of paper for each group. 


groups of between 4 and 6 and distribute large 

sheets of paper and pens/pencils. 

6. Class discussion. 



8. Extension Task. Discuss quotation. 


Task 7.1 gives the opportunity to consider pupils’ 

views on aspects of Church teaching on sex and 

sexuality. This task asks pupils to decide, quickly, 

where they stand (literally) in response to a number of 

statements which the teacher will read out. Pupils 

should move to one side of the class if they think a 

particular statement is true and the other side if they 

believe it to be false. You may find it interesting to give 

the pupils an opportunity to change their minds (peer 

pressure may come to the fore) and even more 

interesting to challenge one or two pupils to state why 

they have taken a particular view and/or why they 

decided to change their mind, if appropriate. The 

following statements may be useful in this exercise: 

1. The Catholic Church is opposed to sex. 

2. God created sex. 

3. People have sex to make babies. 

4. It is okay to have sex after a first date. 

5. You only need to have sex once to get pregnant. 

6. Sex should only take place within marriage. 

7. It’s okay to have sex as long as you don’t get 

pregnant or make someone pregnant. 

8. Most teenagers have had sex. 

The purpose of this task is for pupils to develop an 

understanding of why the Church holds certain things 

to be true. This is taken forward by the introduction of 

the passages from the Book of Genesis which form 

the basis of a Christian vision of human sexuality. 

In understanding Church teaching it is important for 

pupils to be aware of the complementarity of the male 

and female body. Man and woman are made for each 

other so that they are able to join with God in the 

creation of new life through the act of sexual 

intercourse. 

In Task 7.2 pupils are asked to work in mixed groups 

of between 4 and 6 to consider a given statement 

about Church teaching. 

Working in groups, pupils are asked to consider what 

is meant by ‘sexual activity’ and to write down a list of 

words or phrases which describe this. Before starting 

this task it would be prudent to remind the pupils of 

the Class Agreement so that this task, which will 

require a good deal of sensitivity, can be completed 

appropriately. 

NB Pupils may wish to use some ‘street’ names for 

sexual activities. The teacher must judge their own 

level of expertise in dealing with this possibility which 

might appear to be at odds with the ethos of the class. 

If the teacher feels able to manage this appropriately, 

it might help in the ensuing discussion, where pupils 

should reflect on which words or phrases are positive 

and wholesome in describing sexual activity and 

which are negative and harmful. Otherwise, this 

task should be modified. 

In discussion the teacher should ensure that pupils 

consider which of the suggested activities are open to 

the possibility of creating new life and which remain 

closed. 

Discussions may lead to considering whether we have 

the right to do with our bodies what pleases us, and a 

scriptural passage is included to help to develop a 

clear understanding of God’s plan for our sexuality 

and for our bodies. 

The Extension Task provides a further opportunity to 

reflect on the difference between ‘loving’ and ‘using’ 

another person. 

page 22

1 SESSION 7 

Committed in Love: FAMILY SEXUALITY LIFE(2) 

“Do not love the world or anything that belongs to the world. 

If you love the world, you do not love the Father.” 

(1 John 2:150) 


• to develop an understanding of God’s plan for our body; 

• to develop an understanding of the design and purpose of the human body; 

• to consider what is meant by ‘sexual activity’. 

The Catholic Church is often portrayed as being ‘anti-sex’ and run by men who are celibate, whose 

authority to offer guidance and advice on matters of sexual health should be questioned. Do you 

need to be in a sexual relationship before you can understand what sex is and what it is for? 

TASK 7.1 

THE CATHOLIC CHURCH AND SEX: TRUE OR FALSE 

Your teacher will read out a number of statements for you to consider. You are asked to stand on 

one side of the class if you believe a particular statement to be true and to stand on opposite if 

you think it is false. But watch out for that peer pressure! 

Christians and people of other faith traditions understand that God has a very specific plan for our 

bodies, and we encounter this in various excerpts from the Bible: 

So God created human beings, making them to be like himself. He created 

them male and female, blessed them, and said, “Have many children so that 

your descendants will live all over the earth and bring it under their control.” 

(Genesis 1:27-28) 

It is not good for the man to live alone. I will make a suitable companion to help 

him. (Genesis 2:18) 

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

they become one. (Genesis 2:24) 

It is not by chance that the male and female body 

should complement each other so perfectly in the 

potential to create new life through the act of sexual 

intercourse. God has a two-fold plan for our 

sexuality, and it is this – to love others as he loves 

us, and to share with God in the creation of new life. 

Understood in this way, sexual intercourse is a sign 

of deep intimacy between a husband and wife who 

have committed themselves to each other in their 

hearts, their minds and in their bodies. 

In our modern society, however, many people seek 

sexual intimacy or personal gratification without the 

commitment of a married relationship. 

page 16 

page 23

TASK 7.2 

SEXUAL ACTIVITY 

“The Catholic Church teaches that the act of sexual intercourse should always remain open to 

the possibility of creating new life; any sexual activity which is closed to the possibility of creating 

new life, or which is driven by a need for personal gratification, is morally wrong.” 

Working in mixed groups of between 4 and 6, read over and discuss the above statement. Then 

using a sheet of paper; write down a list of words or phrases which explain what you understand 

by ‘sexual activity’. 

Why do you think the Church should disapprove of sexual activity that remains closed to the 

possibility of life? The answer lies in the understanding of a Christian vision of human sexuality and 

the nature and purpose of our creation. 

“Do you not know that your body is a temple of the Holy Spirit, 

who lives in you and was given to you by God? 

You do not belong to yourselves but to God; he bought you for a price. 

So use your bodies for God’s glory.” (1 Cor. 6:19-20) 

The Catholic Church is not opposed to sex; in fact the Church wants people to have ‘great sex’. After 

all, sex was created by God! The Church also reminds us, however, of the nature and purpose of sex. 

The male and female body are so designed as to complement each other and, God-willing, to join 

together in the creation of new life as a positive outpouring of their mutual self-giving. This is the 

proper context for sex, and this is the purpose which God planned for sex. When we abuse sex we 

cause offence to God and to his plan for our sexuality. 

Reflection: 

Merciful God, we often stray from your call to love, but you meet us with forgiveness and love. 

Give us the gifts of patience and understanding so that we too may bring others to new life in you. 


Read and discuss the following excerpt from ‘Good News About Sex & Marriage’ by Christopher 

West: 

“Because sex is literally the most creative force in the visible world (there’s nothing greater than 

the power to cooperate with God in creating human life), when misused, it’s also the most 

destructive. . . . It forces us to choose between good and evil, between love and all that is 

opposed to love, between serving God and others and simply serving myself.” 

page 17 

page 24

SESSION 

8 

RISK BEHAVIOUR (1) 


Level 14+: D1, D2, D3 


Themes: 

1. Choices and Consequences. 

2. Keeping Myself Safe. 




3. Divide pupils into mixed groups of between 4 and 

6 and distribute copies of Resource Sheets 11 and 

12 to each group, with pens/pencils. 

4. Task 8.1. Group activity. 

5. Class discussion. 

Resources: 



3. Resource Sheets 11 and 12 for each group. 


6. Task 8.2. Group discussion. 



8. Extension Task provides more opportunity for 

discussion and/or written activity. 


Session 8 explores the idea of sexual activity by 

exploring the choices that people are free to make and 

contrasting this with the possible consequences arising 

from the decision-making. The purpose of this session 

is to raise the issue of possible consequences in order 

that decision-making may be informed. 

Task 8.1 is a group exercise where pupils are asked to 

consider a number of given situations (Resource 

Sheet 11) and to decide the degree of risk associated 

with each situation. To record this, each group will also 

require a copy of Resource Sheet 12, which is divided 

into three columns to represent various degrees of risk. 

Each group should discuss the situations and write the 

number of each situation in the appropriate column. 

This can then form the basis of a class discussion 

where the risks are examined with consideration given 

to the possibility of moving from one stage to another 

very quickly. 

In Task 8.2 pupils should work in the same mixed 

groupings in considering the list of actions given on 

Appendix 3. Using the prompt questions provided, 

each group should discuss the possible 

consequence(s) arising from each action and 

consider whether we pay enough attention to likely 

consequences in informing our decision-making. 

The text in the Student Book refers to the factors 

which may influence our decision-making, but is quite 

clear in stating that, as young adults, pupils are 

responsible for their own decision-making. The aim is 

to help pupils to realise the need to think of the 

consequences before making any decisions. 

This is further emphasised in the Extension Task, 

which may involve further discussion and/or written 

activity in considering the ‘language of the body’. 

Moral choices (excerpt from Cherishing Life) 

32. It is, of course, important, when weighing up possible courses of action, to consider their potential 

consequences, insofar as we can foresee them. However, the prospect of good consequences cannot justify 

acts which are morally wrong in themselves. It is always wrong intentionally to torture or kill an innocent 

person, even if pragmatic considerations might sometimes make such action seem attractive. Moral choices 

should promote true human flourishing and be fair and just to everyone. 

page 25

1 SESSION 8 

Committed in Love: FAMILY RISK BEHAVIOUR LIFE (1) 

“Love – a wildly misunderstood although highly desirable malfunction of the 

heart which weakens the brain, causes eyes to sparkle, cheeks to glow, 

blood pressure to rise and the lips to pucker.” 

(Anonymous) 


• to develop an understanding of the role of conscience in making decisions; 

• to develop and understanding of choices and their consequences; 

• to consider the need to behave in a manner which does not involve the taking of risks. 

In this session we are going to look at some issues around choices that people may make and the 

possible consequences that may arise from these choices. During this session it is important to 

remember that as a young adult you are responsible for your own decisions, therefore it is equally 

important that you have thought of the possible consequences that may follow any choice you make. 

TASK 8.1 

PLANNING TO KEEP SAFE 

Working in mixed groups of between 4 and 6 you are asked to consider a number of situations 

(Resource Sheet 11) and to decide the element of ‘risk’ that might be involved in each 

situation. 

To do this each group will need a copy of Resource Sheet 12 which is divided into three 

columns, each with a different ‘traffic light’ colour at the top. For each statement, enter the 

corresponding number in the column which you think describes the appropriate level of intimacy. 

The three colours describe different levels of intimacy as follows: 

The Green Stage is where a person has strong feelings for another person, but there 

are no sexual risks. 

The Orange Stage is where there is a possibility that the relationship might become 

sexual. 

The Red Stage is where it is likely that sexual risks will be taken. 

In the previous exercise we considered how easy it is for situations to develop 

from a relatively innocent scenario to one where difficult decisions have to be 

made – and unfortunately there is not always a lot of time between ‘stages’. 

What started off at the green stage can develop to the orange stage over a 

period of time, or may happen more quickly. The same situation, however, can 

go straight from the green to the red stage very quickly, and before long it is 

possible to be faced with a situation for which you haven’t planned, by which 

time it may be too late. 

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TASK 8.2 

CHOICES AND CONSEQUENCES 

Working in mixed groups of between 4 and 6, read over the information on Appendix 3 and then 

discuss the following: 

1. Do we always know what the consequences of our actions will be? 

2. When we are aware of the possible consequences of our actions, why might we still choose to 

behave in a particular way? 

3. Why do we talk about ‘risk behaviour’? 

4. What sort of risks do people often take, and what are the potential consequences of their 

actions? 

In making any choice, especially when it comes to sex and relationships, it is very important to weigh 

up the choices before you are in a situation where you are perhaps under pressure, or even under 

the influence of alcohol or drugs. Once you have made your choice, you may find that the number of 

possible options open to you have suddenly reduced. 

Who decides what is right? There are many factors that may influence our decision-making: family, 

peer pressure, the media, religious belief and values. Ultimately, however, you are personally 

responsible for your decisions, and also for the consequences of any decision you make. 

This is why the Catholic Church encourages us to make moral choices using our conscience, where 

in the light of our informed understanding of options and of the consequences of our actions, we 

make the decision that is right. Each of us is obliged to inform ourselves as to the moral 

consequences of certain actions and to act accordingly. 

Reflection: 

Our Father in heaven keeps accurate records. His concern for you is not only that you are 

successful but that you are faithful. Your assignment, as God’s child, is to express His love in 

your words and in your actions. 


Read and discuss the following: 

“People in a relationship behave differently from those who are not. They often want to show 

people that they are a couple and so may hold hands as they walk down the road. They also 

want to express their affection for each other and may do so often by kissing. Such shows of 

affection are a normal part of a developing relationship. 

Many people feel that they want to show what they feel for one another in more physical ways. 

Since the most beautiful and meaningful physical way in which one person shows their affection 

for another is in sexual intercourse, this deeply personal and human act is best expressed by 

those who have committed themselves to one another and their future children in marriage. In 

marriage sexual intercourse - what we might call the language of the body - communicates the 

same message as the spoken language of marriage vows”. 

page 19 

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SESSION 

9 

RISK BEHAVIOUR (2) 


Level 14+: D1, D2 


Themes: 

1. HIV/AIDS and STIs. 

2. How far back can I stay? 

3. Access to Services. 




3. Task 9.1. Whole class exercise. Read out series of 

statements (Resource Sheet 13). Use the 

answers provided to have a brief discussion on 

each. 

4. Task 9.2. Group exercise. Divide pupils into mixed 

groups of between 4 and 6 and direct each group 

to one page from Appendix 4. 

Resources: 



3. Resource Sheet 13 and 14. 

5. Groups should discuss the information on their 

page, using prompts in Student Book. 

6. One or two pupils from each group should feed 

back to rest of class. 

7. Read relevant text in Student Book. 

8. Distribute copies of Resource Sheet 14. 



10. Extension Task: discuss film excerpt. 


The theme of ‘Risk Behaviour’ is developed further in 

Session 9 and the link with the potential for Sexually 

Transmitted Infections is made very explicit. 

In Task 9.1 the teacher will read out a number of 

statements, (Resource Sheet 13) and pupils should 

state whether they are true or false. 

Resource Sheet 14 provides information about the 

most common Sexually Transmitted Infections (STIs) 

reported in Scotland.” A leaflet which provides advice 

for young people about avoiding and dealing with 

STIs can be downloaded from www.calledtolove.org. 

The introduction to Task 9.2 is useful in helping pupils 

realise that STIs are a far greater risk than pregnancy. 

This task involves pupils working in mixed groups of 

between 4 and 6 to consider information relating to 

one of the six STIs that are particularly prevalent in 

Scotland. Each STI is covered on an individual page, 

one for each STI (Appendix 4). This will form the 

basis for a whole class discussion, where members 

from each group can feed back to the rest of the class 

about each STI in turn. 

As an Extension Task, to develop discussion 

specifically about HIV/AIDS, it is suggested that pupils 

watch the film ‘Philadelphia’. They should be directed 

to one particular sequence in the film where a woman 

suffering from the blood disorder Haemophilia has 

taken the stand in court to explain how she became 

infected with HIV. This scene would help pupils to 

understand that, although HIV can be passed on 

through sexual intercourse, it can also be passed on 

in other ways, including contact with infected blood 

during a surgical procedure. 

(This is unlikely to happen in Britain, since all donated 

blood is routinely screened for the antibody to HIV, but 

the same controls are not as rigorous in other parts of 

the world). 

HIV/AIDS is not, as pupils may think, exclusive to 

homosexual men, prostitutes, etc. and is to be found 

readily in the heterosexual community. This is an 

extremely important point in countering the formation 

of stereotypical images and homophobic attitudes. 

Moral choices (excerpt from Cherishing Life) 

33. Another common attitude to moral questions is to claim that morality is based solely on feelings and is a 

purely private matter for the individual. Someone might say ‘I feel this is right, but it might not be right for you’ or 

‘I feel this is wrong, but I can’t impose my moral views on others’. However, those who use such expressions 

usually do so inconsistently: for example, if no actions can be said to be wrong, then imposing views on others 

cannot be said to be wrong. Experience shows that people engage in serious moral arguments precisely 

because they think that something objective and important is at stake. Furthermore, moral relativism is harmful if 

it leads people to remain silent in the face of injustice. The wrongness of slavery or torture, rape or child abuse, 

lies in the objective harm they do as a contradiction of the human good and the moral order. 

page 28

1 SESSION 9 

Committed in Love: FAMILY RISK BEHAVIOUR LIFE (2) 

“The chaste person maintains the integrity of the powers of life and love placed in him. This 

integrity ensures the unity of the person; it is opposed to any behaviour that would impair it.” 

(Catechism of the Catholic Church, 2338) 


• to develop a deeper understanding of Sexually Transmitted Infections, including HIV/AIDS; 

• to develop a greater awareness of the types of risk behaviour that might result in an STI or 

HIV/AIDS; 

• to develop an understanding of relationships where it is possible to avoid this risk. 

In the previous session we considered what it means to be involved in what is called ‘Risk 

Behaviour’ and the possible consequences of behaving in a particular way. In terms of sexual 

relationships, the biggest single risk is that of Sexually Transmitted Infections (STIs), and also the 

possibility of acquiring HIV (Human Immunodeficiency Virus), possibly leading to the development of 

AIDS (Acquired Immune Deficiency Syndrome). 

TASK 9.1 

SEXUALLY TRANSMITTED INFECTIONS: TRUE OR FALSE? 

Your teacher will read out a number of statements about Sexually Transmitted Infections, and 

you should decide whether you think each statement is true or false. 

Sexually Transmitted Infections – sometimes referred to as 

‘diseases’, are transmitted through intimate sexual contact. If 

you were to ask a group of 16-year olds what would be their 

biggest concern in becoming sexually active, they would 

possibly answer “avoiding pregnancy”. But pregnancy 

should not be the only concern, for there is a far greater 

chance of contracting a STI than there is of becoming 

pregnant, or getting anyone pregnant. 

Think about it this way: A girl can only get pregnant during a 

period of approximately 72 hours, or three days, in any one 

of her ‘monthly cycles’ and only if there is an egg ready to be 

fertilised. If there is no egg present, it is physically impossible 

for her to become pregnant. Sexually Transmitted Infections, 

however, can be passed on 365 days of the year and aren’t 

reliant on phases of a cycle or the presence of an egg. 

So which is the bigger risk? Getting pregnant, or catching a 

Sexually Transmitted Infection? 

page 20 

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TASK 9.2 

SEXUALLY TRANSMITTED INFECTIONS: WHAT ARE THEY? 

Working in mixed groups of between 4 and 6, look at the information relating to one of six of the 

more commonly prevalent STIs which can be found in Appendix 4. Using this information 

discuss and make notes on the following: 

• what causes it? 

• how is it passed on? 

• what are the signs and symptoms? 

• can it be treated/cured? 

The incidence of Sexually Transmitted Infections is regrettably high in society, and in Scotland in 

particular, therefore it is essential that we are aware of their existence. It is not enough, however, to 

know about their existence if you do not act on this knowledge and avoid ‘Risk Behaviour’. 

The use of condoms offers good protection against the transmission of many of the STIs. However, 

they were not invented for this specific purpose. STIs tend to have an incubation period, and some 

don’t present symptoms for several days after infection, if at 

all. It is difficult, therefore, to measure how effective 

condoms actually are in preventing the transmission of STIs, 

although condoms are thought to be more successful in 

preventing the transmission of HIV. 

The best way to avoid getting a Sexually Transmitted 

Infection may seem rather obvious: avoid having any 

intimate genital contact except with one partner to whom you 

are mutually exclusive. The Catholic Church teaches that 

this proper context is to be found in the permanent, faithful 

and loving union of husband and wife - ie marriage. 

Reflection: 

Judgment is in the hands of God alone. Even God’s invisible servants, His very angels, are not 

qualified to pass judgment upon His creatures. 


If possible, watch the film ‘Philadelphia’ which deals with the subject of HIV/AIDS. 

Points for discussion: 

• Is HIV/AIDS an issue for you? (infected person, family, friends, etc.) 

• How do you think we should treat people with HIV/AIDS? 

• Do you think the teaching of the Church is important in tackling the spread of AIDS? 

page 21 

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SESSION 

10 

MARRIAGE (1) 


Level 14+: B4, C6, C7, C8 

Key Messages: 4, 5, 6 and 7 

Themes: 

1. The Catholic Rite of Marriage. 

2. Preparing for Marriage. 

3. Stress in marriage. 





between 4 and 6 and distribute a copy of 

Resource Sheet 15 to each group. 

4. Task 10.2. Divide pupils into small mixed groups 

(roughly about 4 in each) and distribute large 

sheets of paper to each group. 

Resources: 



3. Resource Sheet 15 for each group 

(cut into cards). 

4. Large sheets of paper for brainstorming exercise. 


5. Use Appendix 7 as basis for whole class 

discussion. 




The purpose of Session 10 is to look at the Rite of 

Marriage in the Catholic Church and to compare it 

with a Civil Marriage, performed by a recognised 

Registrar either in a Registry Office or at some other 

appropriate location. In comparing both services, it is 

hoped to develop an understanding of the nature of 

Marriage within Catholic teaching and what the 

Church teaches about a ‘valid’ marriage. 

The introductory text refers back to the Book of 

Genesis and the creation of man and woman. God 

creates ‘woman’ from one of Adam’s ribs, and Adam 

recognises woman as his mate. In this one instant 

we see that man and woman, in their maleness and 

femaleness, were made for each other. 

In Task 10.1 pupils are asked to work in mixed 

groups of between 4 and 6 to consider the structures 

of a marriage ceremony in a Catholic Church and a 

Civil ceremony. While there is not one structure laid 

down for the Civil ceremony, the one described here 

is in a form suggested as appropriate by the 

Registrar General. 

Appendices 5 and 6 outline the structure of each 

service on the left hand side of the sheet, and on the 

right hand side, there is a commentary on the 

ceremony. Pupils are asked to discuss each form of 

ceremony and to then take the ‘Marriage’ cards 

(Resource Sheet 15) and to arrange them in the 

correct order to describe the sequence of events in 

each ceremony. 

Task 10.2 requires pupils to work in small mixed 

groups of about 4 to brainstorm what they 

understand by the terms ‘Indissolubility’, 

‘Faithfulness’ and an ‘openness to Fertility’. Once 

they have completed this part of the task each group 

should be referred to Appendix 7 and the information 

should be used as a basis for a whole class 

discussion. 

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

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

who are blessed with children it receives a still deeper human meaning. Not everyone becomes a parent, but 

everyone has parents, at least in a biological sense. Parenthood is of immense significance theologically, 

personally and for society as a whole. These things are true of family and marriage as profound human 

realities whatever the couple’s religious beliefs. (Cherishing Life 118) 

page 31

SESSION 101 Committed in in Love: Love: FAMILY MARRIAGE LIFE (1) 

“It is not a lack of love, but a lack of friendship that makes unhappy marriages.” 

(Friedrich Nietzsche) 


• to develop an understanding of the importance of preparation for Marriage; 

• to develop an understanding of the Catholic Rite of Marriage; 

• to develop an understanding of some of the stresses that can occur within marriage. 

From the very beginning of the Bible we read of the Divine purpose and plan for humanity and 

the institution of Marriage. God first of all created all non-human life forms, and only then 

created ‘man’. 

‘Man’ is given the responsibility of naming all the animals and, in doing so, is saying what he is not. 

‘Man’ is unable to find a mate out of all of the created beasts and animals. To help him, God decides 

to create a mate for him and, from one of his ribs which he enfolds in flesh, is created ‘woman’. In 

this one instant we see that man and woman, in their maleness and femaleness, were quite literally 

made for each other, to complement each other, and to make each other complete: 

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

to his wife, and they become one body.” 

(Genesis 2:24) 

Catholic Christians believe that God created all of the universe and everything it contains, including 

mankind, and that God also created Marriage as central to God’s plan for human sexuality and life. 

TASK 10.1 

MORE THAN JUST A PIECE OF PAPER? 

Working in mixed groups of between 4 and 6 read over the information on Civil and Church 

marriages, which you will find in Appendix 5 and Appendix 6. Take the ‘Marriage’ cards 

(Resource Sheet 15) and arrange them in the correct order to describe what happens during 

each service. Then discuss the following: 

1. What are the important points at the heart of a Christian Marriage? 

2. What are the important points at the heart of a Civil Marriage? 

3. In what way(s) are they different? 

4. Why would a person choose a Church Marriage? 

5. Why would a person choose a Civil Marriage? 

page 22 

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Prior to being married in a Catholic Church in Scotland you are 

required to give six months notice of your intention and to attend a 

series of preparation meetings during which it will clearly be outlined 

what it is that you are committed in Marriage. This underlines the 

point that Marriage requires careful planning. 

When a couple marry in a Catholic Church their union is blessed 

and sealed by God. The married love of a husband and wife is 

marked by a total commitment of self – body, mind and soul. God 

establishes their ‘marriage bond’ and this is why Marriage is 

regarded as a Sacrament in Catholic teaching. 

For Catholic Marriage to be considered ‘valid’ and complete, three very important characteristics are 

required: INDISSOLUBILITY, FAITHFULNESS, and an openness to FERTILITY. 

TASK 10.2 NOW, TOMORROW AND ALWAYS 

1. Working in small mixed groups of about 4 people, take each of the following words and 

‘brainstorm’ what each means and why the Catholic Church believes them to be so crucial 

within a Marriage: 

• INDISSOLUBILITY 

• FAITHFULNESS 

• Openness to FERTILITY 

2. Read the information in Appendix 7 and use the prompts as a basis for a class discussion. 

The Sacrament of Marriage is indissoluble. When two people are married in a Catholic Church, the 

priest says, “What God has put together, let no man put aside.” That is not to say that the Catholic 

Church does not recognise the legal status of divorce, and the Church most certainly does not say 

that someone should stay within a marriage which has finally broken down. In choosing to get 

married in a Catholic Church, a couple must realise that they make their vows before God, and the 

assembled community and that, even though divorce – a dissolution of a legal contract – may 

happen, in the eyes of God they are still married. 

In certain circumstances it is possible to apply for a decree of Annulment, which is a declaration that 

the marriage was not valid, for one or more of a number of reasons. Following annulment, each 

person is free to marry within the Church, since he/she was never truly ‘married’. In the absence of 

an Annulment, the Church holds that even though a civil divorce may have been granted to indicate 

that legally they are no longer married, the couple are still married in the eyes of God and the Church, 

and are therefore not free to remarry in a Church. 

Reflection: 

Lord, be the beginning and end of all that we do and say. Prompt our actions with your grace, 

and complete them with your all-powerful help. 

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SESSION 

11 

MARRIAGE (2) 


Level 14+: B4, F1, F2, F3 


Themes: 

1. Theology of the Body. 

2. Love or lust? 




3. Task 11.1. A Continuum. 


between 4 and 6 and refer the groups to 

Appendix 8. 

Resources: 



3. Large sheets of paper for each group. 


5. Reflection can be read aloud in class by one or more 

pupils towards the end of the session. 



One of the greatest legacies of the pontificate of Pope 

John Paul II is the vision he has left of human sexuality 

and what it means to be fully human, created in the 

image and likeness of God. Pope John Paul II teaches 

us what it means to be married and stresses the 

importance of Marriage as the foundation of society and 

central to God’s plan for how we use our sexuality. The 

collective name for this teaching is ‘The Theology of the 

Body’. 

Task 11.1 uses the idea of a continuum, where pupils 

stand in a position on an imaginary line stretching 

across the classroom floor that signifies the extent to 

which they either agree or disagree with a number of 

statements read out by the teacher. Possible statements 

that would be appropriate might include: 

• Marriage is old-fashioned and out of date. 

• Marriage needs very careful thought and preparation. 

• Living together is just the same as being married. 

• Sex should only take place within marriage. 

• Two out of three marriages end in divorce. 

• When you marry someone it should be for life. 

• Married people should have lots of babies. 

If possible, it may be useful to have one or two pupils 

explain why they have chosen their particular stance in 

regard to a specific statement, and in the light of any 

ensuing discussion, give the pupils an opportunity to 

re-assess their stance, and to move along the continuum 

accordingly. 

In Task 11.2, working in mixed groups of between 4 and 6, 

pupils should discuss the definitions of ‘love’ and ‘lust’ that 

are in Appendix 8. Each group should then produce their 

own version for each, writing this on the sheets of paper 

provided e.g. 

Love is . . . . . . Lust is . . . . . . 

This will then form the basis for a class discussion, where 

the discussion can be referred back to the theme of 

Marriage in the Catholic Church and how this is different 

from Civil Marriage. Discussion of extra-marital 

relationships would also be appropriate at this stage. 

It is important that the teachings of the Church are 

emphasised and that pupils are given the opportunity to 

consider Marriage in positive terms. This is also the subject 

of the excerpt from ‘Love Within Families’ by Pope John 

Paul II, which is included as the Extension Task. 

Marriage (excerpt from Cherishing Life) 

119. 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. When two baptised Christians marry they are joined together by God, 

and the Holy Spirit is given to them to inspire ‘progress towards an ever richer union with each other on all levels - 

of the body, of the character, of the heart, of the intelligence and will, of the soul’ (The Christian Family in the 

Modern World, 1981, paragraph 19). The Sacrament also strengthens those who receive the gift of children so 

they can welcome them into the life of faith. . . The Sacrament of marriage is a reality that endures throughout life 

as long as both husband and wife remain alive. It creates a bond that cannot be dissolved by any human power. 

page 34

Created in Love: Session 11 

SESSION 111 Committed in Love: FAMILY MARRIAGE LIFE(2) 

“A child is not something owed to one, but is a gift. 

The supreme gift of marriage is a human person.” 

(Catechism of the Catholic church, 2378) 


• to consider Pope John Paul II’s teaching on ‘The Theology of the Body’; 

• to develop an understanding of the importance of Marriage within the context of this teaching; 

• to develop an understanding of the distinction between ‘love’ and ‘lust’. 

From September 1979 until November 1984, Pope John Paul II delivered a series of 129 short 

talks at his ‘Wednesday Audiences.’ In the course of these talks he delivered a vision of human 

sexuality and what it means to be fully human, created in the image and likeness of God. In what 

became known as ‘The Theology of the Body’ Pope John Paul expounded his understanding of what 

it means to be human and also underlined the importance of Marriage as the foundation of society 

and central to God’s plan for our sexuality. These teachings have become a highly significant part of 

the Church’s teaching on human sexuality. 

TASK 11.1 

WHY GET MARRIED? CONTINUUM 

Your teacher will read out a number of statements and your task is to decide the extent to which 

you agree or disagree with each statement. 

Now imagine that there is a line running across the classroom floor. One end of this line 

represents total agreement and the other end represents total disagreement. 

Now stand in a position on this line that represents your opinion on each statement, but be ready 

to say why you have chosen a particular position in which to stand. 

In an earlier session we read a passage of scripture and it is important that we consider it once more, 

for it helps to put Pope John Paul’s message on marriage into perspective: 

‘That is why a man leaves his father and mother and is united with his 

wife and they become one.’ (Genesis 2:24) 

Right from the very start of time God has had a plan for humanity: 

that we should love others as he loves us and that we should join 

with him in creating new life (‘procreation’). 

The male and female anatomy complement each other in 

the way in which they are able to join together in the 

potential for creating new life. This is not a happy 

accident of nature, for God ordained it to be this way. 

page 24 

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TASK 11.2 

LOVE OR LUST? 

Working in mixed groups of between 4 and 6, look at the list of statements in Appendix 7. Use 

these statements to discuss the difference between ‘love’ and ‘lust’ and write your group’s 

definition of both words on the sheet of paper provided. 

Discuss this as a class. 

George Weigel, the biographer of Pope John Paul II, has described the Theology of the Body as a 

“Theological time bomb waiting to go off at some point in the 21st Century.” Why do you think he 

should say this? 

Pope John Paul II presents to us a vision which is very different from that which we might encounter 

through the media and in our modern world. This vision of what it means to be human, with its roots 

in an understanding of the human person made in the image and likeness of God, should have 

implications for how we see ourselves and how we relate to others. 

Reflection: 

God, in your love you have given each of us gifts to serve the common good. Help us to use 

these generously and lovingly. Help us to grow in the spirit of love that makes us all sisters and 

brothers. 


Read and discuss the following words from ‘Love Within Families’ by Pope John Paul II: 

“There are people who try to ridicule, or even deny, the idea of a faithful bond which lasts a 

lifetime. These people – you can be very sure – do not know what love is.” 

page 25 

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SESSION 

12 

RESPECT FOR LIFE 


Level 14+: D4, D3, E4, F4, F5, F6 

Key Messages: 1, 3, 6, 7 and 8 

Themes: 

1. Abortion. 

2. Legal Issues. 

3. Human Rights. 



2. Read Introduction, explaining aims of lesson. 


between 4 and 6 and distribute large sheet of 

paper and suitable pen to each group. 

4. Task 12.2. Provide each group with a set of the 

‘Stages of Human Life’ cards (Resource 

Sheet 16). 

Resources: 



3. Large Sheets of paper. 


5. Resource Sheets 16 and 17. 

5. Read over detailed text on Student Book and 

discuss issues raised. 



7. Extension Task. Opportunity for pupils to consider 

abortion statistics given in Resource Sheet 17. 


In Session 12 we move on to the question of life 

itself and the need to respect ‘the Sanctity of Life’. 

In Task 12.1 pupils are asked to work in mixed 

groups of between 4 and 6 to brainstorm the word 

‘abortion’. The answers to the suggested questions 

will be covered as the session progresses. However, 

for the benefit of the teacher, the following are offered 

here: 

1. What is an abortion? 

The use of a procedure, either medical or surgical to 

remove the foetus from the womb. 

2. Why might someone choose to have an 

abortion? 

There are many possible reasons for wishing to have 

an abortion, including: 

a) threat to the life of the mother 

b) threat to the life of the unborn child 

c) possibility of the child being born with a severe 

defect or handicap 

d) rape 

e) age of expectant mother 

g) unwanted/unplanned pregnancy, etc. 

3. What does Scottish Law say about abortion? 

Since the introduction of the Abortion Act (1967) it 

has been possible to have an abortion in Scotland 

and the rest of the UK if: 

a) the abortion is carried out before the 24th week of 

the pregnancy; 

b) two doctors agree that it is undesirable for the 

pregnancy to continue on personal, social or 

medical grounds; 

c) it is thought that the continuation of the pregnancy 

would endanger the physical or psychological 

health of the mother or her family. 

Under the law, a woman does not have the right to 

have an abortion, but has the right to seek one. 

Currently a woman still needs the consent of two 

doctors who agree that any of the above preconditions 

apply. 

4. What does the Catholic Church say about 

abortion? 

The Catholic Church teaches that all human life is 

sacred from the moment of conception and that to 

have an abortion takes away the right to life of the 

unborn child. It argues that abortion is morally 

wrong. 

page 37

SESSION 

12 

RESPECT FOR LIFE 

(continued) 


Level 14+: D4, D3, E4, F4, F5, F6 

Key Messages: 1, 3, 6, 7 and 8 

The text in the Student Book should help to clarify 

both the stance taken by the Catholic Church and the 

legal position, and it is very important that these are 

read over with pupils. 

In Task 12.2 pupils are required to work in mixed 

groups of between 4 and 6 to consider a number of 

images that show the development of human life from 

conception through to the stage just prior to birth. In 

their groups they are asked to match a series of 

images (slides 112-125) with its correct descriptor 

(Resource Sheet 16). 

The images should be matched as follows: 

Fertilisation (E), Week 2 (J), Week 4 (H), 

Week 9 (A), Week 10 (M), Week 12 (D), 

Week 16 (G), Week 21 (C), Week 23 (K), 

Week 25 (F), Week 28 (L), Week 29 (B), 

Week 31 (I), Week 35 (N). 

A great deal of sensitivity is required in dealing with 

the highly emotive subject of abortion, for pupils may 

already have fairly fixed opinions on the issue. These 

may be born out a lack of understanding, but they can 

also be the result of personal experience where a 

family member or a friend, or even the pupil herself, 

may have had direct personal experience. Some 

pupils may also believe that there are particular 

circumstances which is right for a woman to have an 

abortion, and the teacher should be prepared for a 

number of possible questions, such as: 

1. What if the mother will die if the pregnancy 

continues? 

This is a complex issue and depends on whether 

the action taken by medical staff is directed at the 

mother or the unborn child. The Church would 

argue that any action taken that is directed towards 

the child in order to save the mother (direct 

abortion) is morally wrong. However, the life of the 

mother is equally valid, and if the only remedy 

available saves the life of the mother but brings 

about the death of the child, this is deemed an 

indirect abortion, and the Church accepts that the 

child may be lost. 

2. What if the mother is very young? 

A considerable number of young girls who become 

pregnant are able, with help and support, to 

become very good mothers. Of course, this places 

very great demands on the family, both socially, 

psychologically and financially. Where the family is 

unable to offer such support, there are other 

avenues that can be pursued. In Scotland, the 

Cardinal Winning Pro-Life Initiative is an agency 

which provides counselling, and if the mother 

wishes to proceed with the pregnancy, practical 

help and assistance through the pregnancy and 

afterwards. 

3. What if the mother was raped? 

Rape is a terrible violation of a woman, and though 

it is possible for a woman to become pregnant 

following her rape, this is not a certainty. The 

Church teaches that the unborn child does not 

deserve to die because of the manner in which 

ihe/she was conceived or because of the crime 

committed by his/her father. But, to have a child in 

such circumstances would require a lot of courage 

and support. There is also the possibility that the 

child could be offered for adoption. 

4. What if the baby was unplanned or unwanted? 

We sometimes hear of women becoming pregnant 

‘by accident’ or ‘falling pregnant’. However such 

terms only serve to mask the truth. Pregnancy can 

only result from a deliberate action – not by chance 

– but by the deliberate action of having sex. An 

‘unwanted’ baby may get in the way of a potential 

career, or may put an extra burden on a family. 

However, neither of these is a compelling 

argument for having an abortion. 

It is advisable to find time for the Extension Task, 

since this contains the most up to date information 

available on Abortions in Scotland (Resource 

Sheet 17). 

The first victim of abortion is the unborn child whose life is ended deliberately. Though it is performed with all 

the appearances of medical care, and surrounded by euphemisms, termination of pregnancy is the 

termination of a human life. Taking the life of a child in the womb is as unjust to the unborn child as taking the 

life of a new born baby is to the infant. (Cherishing Life 173) 

page 38

Created in 

12 

Love: 

1 Session 12 11 

SESSION Committed in in Love: Love: FAMILY RESPECT LIFE FOR LIFE 

“We are all born for love. It is the principle of existence, and its only end.” 

(Benjamin Disraeli) 


• to develop an understanding of the importance of respect for life; 

• to develop an understanding of issues relating to abortion; 

• to consider legal issues in connection between abortion and human rights. 

In all of the sessions up to this point we have been looking at issues which show the need to 

respect life - life as a gift from God. We have focused on how each of us is made in the image 

and likeness of God and how this should impact on how we see ourselves and how we view others. 

In this session we are going to consider life at its very start and to explore what we call the ‘Sanctity 

of Life’. 

TASK 12.1 

WHAT DO WE MEAN BY ‘ABORTION’? 

Working in mixed groups of between 4 and 6, brainstorm the word ‘abortion’. 

You might find it helpful to consider the following: 

• What is an abortion? 

• Why might someone choose to have an abortion? 

• What does Scottish Law say about abortion? 

• What does the Catholic Church say about abortion? 

Catholic teaching on the issue of abortion is quite clear 

and is based on the same principles as those that are 

applied to teaching on Human Rights. The basis for this 

teaching comes from scriptural revelation that all human 

beings are: 

• made in the image and likeness of God; 

• created equal by God; 

• able to attain salvation through Jesus Christ; 

• gifted with an immortal soul; 

• gifted with life which should be cherished until its natural end. 

page 26 

page 39

The Catholic Church objects to abortion because 

(a) abortion denies the most fundamental human right of all – the right to life, the right to exist; 

(b) abortion conflicts with the belief that life begins at the moment a baby is conceived. 

Is abortion legal in Scotland? 

The answer to this question may come as a surprise, for the actual wording of the law regarding 

abortion states that abortion is illegal, except in very specific circumstances. Since the introduction of 

the Abortion Act in 1967, abortion has only been legal in Scotland and the rest of the UK if the 

following conditions are met: 

1. if the abortion is performed before the 24th week of pregnancy; 

2. if two doctors agree that it is undesirable for the pregnancy to continue on personal, social or 

medical grounds; 

3. if it is thought that the continuation of the pregnancy would endanger the physical or 

psychological health of the mother or her family. 

Does a woman have a ʻrightʼ to an abortion? 

As with the previous question, the answer here may also come as a surprise, for the answer is ‘No’. A 

woman does not have the right to choose to have an abortion, but does have the right to seek 

medical permission and consent for this to happen. 

When the Abortion Act was introduced in 1967 doctors did not have access to ultrasound techniques 

that show the development of the child within the womb. Thanks to advances in modern technology 

and the discovery of ‘4D’ imagery, we now have a ‘window’ into the womb which allows us to see 

how human life develops. 

TASK 12.2 THE DEVELOPMENT OF HUMAN LIFE 

View the Powerpoint slides which show images of the early Stages of Human Life. Working in 

groups of between 4 and 6, discuss the information provided on the Stages of Human Life cards 

(Resource Sheet 16). Try to identify the stage which matches each description. 

page 27 

page 40

Abortion is a very emotive subject and different people may have markedly different viewpoints on the 

subject. The Catholic Church believes that all human life is sacred from the moment of conception 

and that each human life should be cherished and nurtured. Some people argue that a woman 

should be free to choose to have an abortion, and there are various arguments that may be offered to 

support this view: 

• What if the mother is going to die if the pregnancy continues? 

• What if the mother is very young? 

• What if the mother was raped? 

• What if the baby was unplanned or unwanted? 

Are any of these reasons sufficient to justify abortion? Who protects the rights of the unborn child? 

Indeed, does the unborn child have any rights at all? 

The Catholic Church argues the case for the unborn child, as do groups such as the Society for the 

Protection of the Unborn Child (SPUC) and LIFE, on the basis that human life begins at conception. 

Yet within the medical world there is a variance of opinion as to when human life begins – at 

conception, when the fertilised egg implants in the womb, at some point during the nine months of 

pregnancy? 

Having an abortion is not an easy decision; nor for that matter, is having an ‘unwanted’ child. On the 

one hand there may be regrets and a sense of loss following an abortion, and there is also a 

possibility of medical complications depending on how far into the pregnancy the abortion is 

performed. On the other hand it may be difficult to raise a child that is ‘unwanted’ for whatever 

reason, and feelings of regret and a sense of loss may also be experienced. 

Both of these arguments, however, miss the point. According to Church teaching, sexual intercourse 

should only take place within a married relationship, and the fruit of that relationship should be the 

potential for new life – a gift from God. 

“I call heaven and earth to witness against you this day, 

that I have set before you life and death, blessing and curse; 

therefore choose life.” 

(Deuteronomy 30:19) 

Reflection: 

God of life, you bring us to this day and we are grateful for your gift of life. Enable us to work for 

one another, so that the needs of all are met, free from oppression and selfishness. 


Read and discuss the statistics regarding abortion in Scotland. You will find these on Resource 

Sheet 17. 

page 28 

page 41

Appendix 1 

APPENDIX1 

SEXUAL ORIENTATION 

As you pass through adolescence it is a perfectly natural part of the growing up process that 

most people will feel at ease with members of the same sex and find relationships with the 

opposite sex more stressful This is one of the key challenges of adolescence. Learning how to 

relate as males to females or females to males doesn’t happen automatically or overnight, and it 

can sometimes take time to get all of our awakening sexual feelings, the desire for friendship 

and the need for intimacy, into some kind of perspective. 

During adolescence there will be a time when many different and powerful feelings may come 

and go and, for some people, this may include the experience of being attracted to someone of 

the same sex. This is not to say that you will experience a physical attraction to someone of the 

same sex, however, but that you look to someone whom you admire, perhaps as a role model 

or because of other attributes they may have. This is a normal part of the growing up process 

and such feelings do not mean that you are homosexual, just that you are seeking to find your 

identity in the world. 

It is very important to remember that we are all uniquely created by God as sexual beings in his 

own image and likeness, so the time at which one person may become interested in the 

opposite sex is just as unique. For some, this attraction may begin early in adolescence, while 

others may prefer to develop casual friendships and do not become interested in closer 

relationships until much later. Others may not feel the need to have any close relationships, and 

this decision not to have a boyfriend or girlfriend is also perfectly natural. Who we are as 

persons, our sexuality, our maleness or femaleness, is not defined by the things we like to do, 

our interests or ways of behaving. 

Not all young adolescents will have concerns about sexual orientation, but many will have 

questions as they come to try to understand more about physical attraction, including why some 

people may be exclusively or predominantly attracted to others of the same sex. 

No one really knows why some people have a tendency to be attracted to someone of the same 

sex, and for most homosexual people this is part of their nature – homosexuality is not 

something that is chosen. It is also important to understand that homosexual orientation is quite 

different from homosexual acts. Since having a homosexual orientation is not a matter of 

choice, it is not considered sinful. But the Catholic Church teaches that to action those feelings 

by engaging in homosexual acts is morally wrong, in the same way that intimate sexual acts 

between two unmarried heterosexual people are morally wrong. 

Most people in the world are heterosexual, and will only be attracted to someone of the opposite 

sex. Because of this, homosexual people can sometimes feel as though they are 

misunderstood as being ‘different’, giving rise to a lot of pain, confusion and isolation. Due to 

this perceived ‘difference’, homosexuals are sometimes treated disrespectfully, being made to 

endure name-calling, stereotyping and the assumption that they are in some way lesser 

individuals. 

The teachings of the Catholic Church, however, are quite explicit in stating that homosexual 

persons should be treated with the same respect and granted the same dignity as any other 

human being. We are called to love and respect all people as persons whom God has created 

and loves deeply. 

page 42

Appendix 1 

APPENDIX2 

DREW AND JUSTINE 

Drew was a very sporty teenager. He played in the school football team and helped coach the 

younger pupils at athletics. He was always surrounded by his friends and took great pride in 

making sure that no matter how busy he was that he would always find time to socialise with the 

people who were important to him. 

Justine was really quiet in school. She worked hard in class and always achieved quite good grades. 

She loved music, but wasn’t actually very musical herself. She considered herself to be happy but 

average! 

Period one on Wednesday 18th August, was the first time that Drew had ever noticed Justine. He 

couldn’t believe he had been in the school for five years and never seen this girl before. She was 

pretty and quiet, and there was something he immediately liked about her. 

He ended up sitting behind her and he made a joke about only coming into the class to check out the 

talent. She just laughed and asked if she should move her seat so he could get a better view of the 

other girls. He liked her sense of humour! He began to say hello before the class, nodding as he 

passed her in the corridor. When they ended up at a couple of the same parties he was polite, but 

stayed chatting with his friends. 

At the beginning of October the teacher put the class into pairs to work on a project with the title 

“TEENAGE KICKS”. Drew was paired with Justine which he didn’t mind, although he felt that he 

didn’t really know her. He thought the best thing would be to divide up the tasks and get on with 

them separately so that they could finish the project quickly. They spent the period talking about 

what the project should be about. While talking, he discovered that they had the same music taste, 

they both loved films and when she suggested that they should do the project on ‘talented teenage 

footballers from around the world’, he couldn’t believe it. 

Suddenly Drew began to make a bit more of an effort in school. He started styling his hair, trying to 

think of good ways to answer out and tried to look interested in the complex storyline of 

Shakespeare’s Romeo & Juliet. 

The more he got to know Justine, the more he liked her. The more he liked her, the more he found 

himself wanting to spend time with her. It was the first time in his life that he had a girl for a friend. 

They chatted on MSN at night and texted each other all the time, often stupid or trivial things that 

they could have easily waited till the next day to tell each other. 

Before the school’s Christmas ceilidh Drew had joked about how he never danced because he 

always made a fool of himself. But on the night of the ceilidh he realised that he was quite willing to 

make himself look stupid if it meant being able to dance with Justine! 

That Christmas Drew sent Justine a Christmas card that simply said “fancy being more than just 

friends?” 

Drew had been out with a few girls and knew that he was meant to ‘treat them mean to keep them 

keen’, but somehow he didn’t want to treat Justine this way. He kept up his sports and his social life 

with his friends, but instead of planning big nights out with his mates every week he asked Justine if 

she wanted to go anywhere, or do anything and made sure that she felt welcome around his friends. 

By March when Drew received his unconditional offer for University his relationship with Justine 

seemed like it had been going on for years instead of months. They still talked about their favourite 

films and music, only now it was after seeing a band or movie together. They still laughed about the 

stupid things their friends had done, but now they shared the same friends. And they still felt good 

when they saw each other, especially if it meant that they would get time to spend alone together. 

When Drew told Justine that he has been accepted for university it didn’t come as a surprise to her. 

He loved his sport and he had always talked about how this was the best place for him to go and 

study. She knew that she had another year at school, but was happy that in October they would still 

be together, even if they only saw each other at weekends. Over that summer they continued to 

make plans about their future, to have fun and enjoy being together. 

Drew started university on October 5th and soon told all his new university friends about his girlfriend 

Justine. 

page 43

Appendix 3 

1 

SESSION Committed CONSEQUENCES in Love: FAMILY LIFE 

APPENDIX3 

What might the consequences be in each of the following? 

Doing a sponsored bungee jump for charity 

Smoking dope 

Asking someone on a date 

Refusing to fight someone 

Sleeping with someone on a first date 

Letting your friends walk all over you 

Sharing needles to shoot up 

Walking across a road without looking 

Kissing someone else’s boyfriend/girlfriend 

Cheating in an exam 

Bullying someone 

Making a stand for what you believe in 

page 44

Appendix 5 

1 

SESSION Committed SEXUALLY in Love: TRANSMITTED FAMILY LIFE INFECTIONS 

APPENDIX4 

Chlamydia (source: www.fpa.org.uk) 

What is this Sexually • Chlamydia is one of the most common sexually transmitted 

Transmitted Infection? 

infections (STIs). 

• Up to one in ten sexually active young people are thought to 

have Chlamydia. 

• If left untreated it can cause painful complications and serious 

health problems such as infertility. 

What causes it? • Chlamydia is a bacteria, which is found in the semen and 

vaginal fluids of men and women who have the infection. 

• Chlamydia is easily passed on from one person to another 

through sexual contact. 

• Anyone who is sexually active can get it and pass it on. 

• You don’t need to have lots of sexual partners. 

How is it passed on? • Chlamydia is passed from one person to another during sex or 

by coming into contact with the semen or vaginal fluids of an 

infected person. 

• The bacteria can live inside the cells of the cervix, the urethra, 

the rectum, and sometimes the throat and eyes. 

• It can be passed from a pregnant woman to her baby during 

delivery. 

• You cannot catch Chlamydia from kissing, hugging, sharing 

baths or towels, swimming pools, toilet seats or from sharing 

cups, plates or cutlery. 

What are the signs and • About 70-80% of infected men and women will not have 

symptoms? 

any obvious signs or symptoms. 

• Signs and symptoms can show up 1-3 weeks after coming into 

contact with the infection, many months later, or not until the 

infection spreads to other parts of your body. 

• You can only be certain if you have Chlamydia by being tested. 

• Women may notice bleeding between periods and possibly 

bleeding during and/or after sex. 

• Women may also experience a pain in the lower abdomen and 

have pain in passing urine. 

• Men may experience a painful swelling in the testicles and pain 

in passing urine. 

• Men may also notice a white/cloudy discharge from the penis. 

Can it be treated/cured? • The common treatment for Chlamydia is a course of antibiotics 

which, if taken correctly, should be at least 95% effective in 

treating the infection. 

• The antibiotics that are used to treat Chlamydia have a negative 

impact on the combined contraceptive pill and the contraceptive 

patch which will prevent them from functioning effectively, 

possibly resulting in a pregnancy. 

• If not treated, Chlamydia in women can cause pelvic 

inflammatory disease, or PID, which can lead to long-term 

pelvic pain, infertility and the risk of ectopic pregnancy. 

• In men it can lead to a painful infection in the testicles and 

reduced fertility. 

• It is highly unlikely that Chlamydia will just go away without 

some form of treatment. 

page 45

Genital Herpes (source: www.fpa.org.uk) 

What is this Sexually • Genital Herpes is a common sexually transmitted infection 


(STI) and is caused by a virus called herpes simplex. 

• Most people suffer only a mild reaction, but others will have 

much more painful symptoms. 

• Medication, education, self-help treatment can limit the number 

of herpes episodes. 

What causes it? • Genital Herpes is caused by the virus herpes simplex (HSV), 

and there are two types: HSV I and HSV II. 

• Both types can infect the genital and anal area, and also the 

mouth, nose, fingers and hand. 

• The virus enters the body through small cracks in the skin or 

through the moist, soft lining of the mouth, vagina, rectum and 

urethra. 

• The virus can become dormant in the body for long periods of 

time and in some people can become active again. 

How is it passed on? • Genital Herpes can be passed from one person to another 

during sexual contact. 

• Anyone who is sexually active can get the virus. 

• Both men and women can have this virus and pass it on. 

• The virus is most likely to be passed on just before, during and 

straight after an episode. 

• It is possible for a mother to pass the virus on to her baby 

during delivery. 

• You cannot get Genital Herpes from hugging, sharing baths or 

towels, from swimming pools, toilet seats or from sharing cups, 

plates or cutlery. 

What are the signs and • Many people will not have any visible signs or symptoms at 

symptoms? 

all, or not be aware of them. 

• Some people will get symptoms within 4-5 days of infection, 

whereas others may not show any symptoms for weeks, 

months, or possibly years. 

• This means that showing symptoms does not necessarily mean 

that you have just come into contact with the virus. 

• Some of the symptoms include flu-like symptoms, such as 

fever, tiredness, headache, swollen glands, aches and pains in 

the lower back and down the legs or in the groin. 

• Some people may experience a tingling or itching in the genital 

or anal area. 

• Small fluid-filled blisters may appear anywhere in the genital or 

anal area or on the buttocks, and these quickly burst, leaving 

small red sores. 

• Pain may be experienced in passing urine 

Can it be treated/cured? • The aim of the treatment for Genital herpes is to relieve pain 

and to prevent the virus from multiplying. 

• The treatment involves taking antiviral tablets (sometimes up to 

five times a day). 

• As Genital Herpes is caused by a virus and not bacteria the use 

of antibiotics will not help. 

• Some people may experience repeat episodes of the virus, as 

many as six in a year, in which case longer courses of the 

tablets are used to suppress the number of episodes. 

page 46

Genital Warts (source: www.fpa.org.uk) 

What is this Sexually • Genital Warts are the most common viral sexually 


transmitted infection (STI) and are caused by the human 

papilloma virus (HPV). 

• The virus can be passed on through intimate contact in the 

genital area. 

• Not everyone who has this virus will develop visible warts. 

What causes it? • Genital Warts are an infection of the skin and genital area, and 

the mucous linings of the vagina, cervix and rectum. 

• They are caused by the human papilloma virus (HPV), of which 

there are more than 100 types. 

• Approximately 30 types of HPV can live in and around the genital 

and anal area, but most genital warts are caused by just 2 types 

(types 6 and 11). 

How is it passed on? • Genital Warts are easily passed on through any intimate contact 

with the genital area. 

• Any male or female who is sexually active can get the virus. 

• The virus can be passed on by skin to skin contact therefore you 

do not need to have had sexual intercourse to have this virus. 

• The virus will not pass through a condom, however since 

condoms do not cover the entire genital area it is still possible for 

genital skin to become infected. 

• It is possible (though rare) for a mother to pass the virus to her 

baby during delivery. 

• You cannot get Genital Warts from kissing, hugging, sharing 

baths or towels, from swimming pools, toilet seats, or from 

sharing cups, plates or cutlery. 

What are the signs and • Most people will not develop visible warts therefore they will 

symptoms? 

not know if they or their partner have the virus. 

• If warts do appear they will typically be small, fleshy growths, 

bumps or skin changes that can appear anywhere in or on the 

genital or anal area – often they are so tiny or difficult to see that 

you will not notice them, but your partner might. 

• They can be flat or smooth small bumps or quite large, pink, 

cauliflower-like lumps. 

• The warts can appear on their own or in groups. 

• They are usually painless, but may itch or cause inflammation. 

• They can also cause bleeding from the anus or the urethra. 

Can it be treated/cured? • You will only be offered treatment if you have visible warts and 

this will depend on what they look like, how many you have and 

where they are. 

• The aim of the treatment is to remove visible warts and to reduce 

the amount of the virus, helping the immune system to fight the 

virus. 

• The effectiveness of the treatment depends on how otherwise 

healthy you are or how well your immune system is working. 

• The warts can be treated by putting a cream or liquid onto them 

or by freezing them. 

• Sometimes the treatment will involve the use of a local 

anaesthetic and some minor surgery or laser treatment. 

• The warts will eventually go away (without treatment this can 

take a variable length of time) but may come back. 

• It is still possible to get the virus again, either from the same 

partner or a new one. 

page 47

Gonorrhoea (source: www.fpa.org.uk) 

What is this Sexually • Gonorrhoea is a common bacterial sexually transmitted 


infection (STI). 

• It can be painful and can cause serious health problems such as 

infertility in both men and women. 

What causes it? • Gonorrhoea is caused by a bacteria which is found mainly in the 

semen and vaginal fluids of men and women who have the 

infection. 

• It is easily passed on through sexual contact. 

• Anyone who is sexually active can both get it and pass it on, and 

you do not need to have had a lot of sexual partners. 

How is it passed on? • Gonorrhoea is usually passed from one person to another during 

sex. 

• The bacteria can live in the cells of the cervix, urethra, rectum, 

throat, and occasionally the eyes. 

• You can become infected with Gonorrhoea through contact with 

infected semen or infected discharge from the vagina, throat or 

rectum. 

• Gonorrhoea can also be passed by a mother to her baby during 

delivery. 

• You cannot get Gonorrhoea from kissing, hugging, sharing baths or 

towels, swimming pools, toilet seats or from sharing cups, plates or 

cutlery. 

What are the signs and • About 10% of infected men and 50% of infected women will 

symptoms? 

not have any obvious signs or symptoms. 

• Signs and symptoms can show up 1-14 days are infection, but may 

not appear for many months, or until the infection has spread to 

other parts of your body. 

• Women might notice an unusual vaginal discharge or experience 

pain in passing urine. 

• They may also experience lower abdominal pain or tenderness and 

may also notice bleeding between periods and/or heavier periods. 

• Men may notice a discharge from the tip of the penis and may also 

experience pain in passing urine or pain or tenderness in the 

testicles. 

• Though less common, some men may experience and inflammation 

of the foreskin. 

Can it be treated/cured? • The treatment for Gonorrhoea is antibiotics, and a course of 

treatment is usually at least 95% effective. 

• Early treatment can involve a single dose of antibiotics or an 

antibiotic injection. 

• The antibiotics used to treat Gonorrhoea have a negative impact on 

methods of contraception that contain oestrogen and progestogen, 

including the combined contraceptive pill and the contraceptive 

patch. 

• If not treated, the infection can spread to other parts of the body, 

and the more times you are infected the more likely that there will 

be complications. 

• Women can develop pelvic inflammatory disease (PID), which can 

lead to blocked fallopian tubes, infertility and ectopic pregnancy. 

• Men can experience a painful infection in the testicles, the prostate 

gland, and possibly a reduced fertility. 

• Though very rare, Gonorrhoea can lead to meningitis or 

inflammation of the heart. 

page 48

Syphilis (source: www.fpa.org.uk) 

What is this Sexually • Syphilis is a common bacterial sexually transmitted 


infection (STI). 

• If left untreated it can cause very serious health problems in both 

men and women, including damage to the heart, brain, eyes, other 

internal organs, bones and nervous system. 

• This damage could lead to death. 

What causes it? • Syphilis is caused by the bacteria known as Treponema pallidum. 

• This is easily passed from one person to another through sexual 

contact. 

• Anyone who is sexually active can get this infection. 

• Both men and women can have Syphilis and pass it on. 

How is it passed on? • Syphilis can be passed on without knowing that you have the 

infection because the symptoms can be so mild and you may not 

notice or recognise them. 

• Syphilis can be passed from one person to another during sex. 

• It can also be passed on by direct skin contact with someone who 

has syphilis sores or syphilis rash. 

• It is possible for a mother to pass the infection to her unborn child – 

this is known as Congenital Syphilis. 

• You cannot catch Syphilis from hugging, sharing baths or towels, 

swimming pools, toilet seats or from sharing cups, plates or cutlery. 

What are the signs and • The signs and symptoms are the same in both men and 

symptoms? 

women and Syphilis can develop in three stages: primary, 

secondary and tertiary Syphilis. 

• First stage Syphilis sees the development of sores anywhere on 

the body, and for women usually around the vagina, anus and 

urethra. In men they usually appear on around the urethra, on the 

penis and foreskin, and around the anus. 

• These sores are very infectious, and by the time they have healed 

the bacteria will have spread around the body – second stage. 

• Second stage Syphilis is a painless rash that can spread all over 

the body, especially the palms of the hands and soles of the feet. 

• Wart-like growths (often mistaken for Genital Warts) appear and a 

flu-like illness, tiredness, loss of appetite and swollen glands may 

follow. 

• White patches may appear on the tongue and roof of the mouth, 

and there may be patchy hair loss. 

• Third stage, or Latent Syphilis, starts to cause serious damage to 

other parts of the body, and can cause death, although not as 

common now as in the past. 

Can it be treated/cured? • First and second stage Syphilis is treated with a single antibiotic 

injection or a course of injections taken with antibiotic tablets or 

capsules. 

• Penicillin is the most common treatment for Syphilis, but other 

forms are used for those allergic to penicillin. 

• Treatment usually lasts up to 10-14 days, unless complications 

have set in. 

• Third stage Syphilis can also be treated, but any damage already 

done to your body will be permanent. 

• Some of the antibiotics used to treat Syphilis have a negative 

impact on methods of contraception that contain oestrogen and 

progestogen. 

page 49

Human Immunodeficiency Virus (HIV) (source: www.fpa.org.uk) 

What is this Sexually • The Human Immunodeficiency Virus (HIV) can be passed 


from person to person in a number of ways, including through 

sexual contact. 

• This is a virus that can damage the body’s defence system, 

reducing its ability to fight infections. 

• Someone with HIV may go on to develop Acquired Immune 

Deficiency Syndrome, or AIDS. 

• There is currently no cure for HIV, nor is there a vaccine to 

prevent the transmission of HIV. 

What causes it? • If HIV enters the body it begins to attack the immune system, 

which is the body’s defence system against infection. 

• Once infected with the virus you will remain infected for life, 

although most people with HIV will look and feel healthy, making 

it much more difficult to tell who has the virus – it is believed that 

approximately one third of people in the UK who have HIV are 

unaware that they are infected. 

• Someone who is infected with HIV and who goes on to develop 

certain related illnesses is described as having AIDS. 

How is it passed on? • The only way that HIV can be passed from one person to 

another is if the blood, semen, pre-ejaculate fluid, vaginal fluid or 

breast milk of an infected person enters the body of an 

uninfected person. 

• HIV can be passed on during sex with an infected person. 

• It can be passed on by sharing a needle or syringe with 

someone who already has the virus. 

• It can be passed by a mother to her baby, either before or during 

birth, or by breastfeeding. 

• In the UK blood and organ donors are tested to prevent HIV 

being passed on through infected blood, blood products or 

donated organs. 

• You cannot get HIV from hugging, kissing, sharing baths or 

towels, from swimming pools, toilet seats or from sharing cups, 

plates or cutlery. 

What are the signs and • Some people experience flu-like symptoms a few days or 

symptoms? 

weeks after infection, but many people infected with HIV have no 

symptoms at all, or mistake them for flu or other common 

illnesses. 

• Many people with HIV do not know they are infected until they 

have a blood test for HIV antibodies. 

• Symptoms of HIV might include fever, a rash, swollen glands, a 

sore throat, mouth or throat ulcers and aching muscles or joints. 

• These symptoms are called sero-conversion illness. 

• Some people are only diagnosed with HIV when their immune 

system has become weakened and they become ill. 

Can it be treated/cured? • Once HIV is diagnosed a number of tests are carried out to 

identify when treatment should start. 

• At the moment there is no cure for HIV or AIDS, but there are 

drugs available to either prevent or treat many of the illnesses 

that people with HIV are prone to. 

• There are also some antiviral drugs (antiretroviral treatment or 

combination therapy) that can improve the health of people living 

with HIV, and help to prevent the development of AIDS. 

page 50 page 50 

page 50

Appendix 5 

1 

SESSION Committed MARRIAGE in Love: IN A FAMILY CATHOLIC LIFECHURCH 

APPENDIX5 

INTRODUCTION AND INTENTIONS: 

Priest: ___________ and ___________, you have come 

together in this church so that the Lord may seal 

and strengthen your love. Christ abundantly 

blesses this love. He has already consecrated 

you by Baptism and now he enriches and 

strengthens you by a special sacrament, so that 

you may assume the duties of marriage in mutual 

and lasting fidelity. 

And so, in the presence of the Church – before 

me, its minister, and with these your friends as 

witnesses – I ask you to state your intentions to 

live in lifelong fidelity to each other and to God in 

whose image you have been made. 

I now ask you if you undertake the obligations of 

marriage freely and deliberately. 

____________ and ____________, are you 

ready, freely and without reservation, to give 

yourselves to each other in marriage? 

Bridegroom: I am. 

Bride: I am. 

Priest: Will you love and honour each other as man and 

wife, for the rest of your lives? 

Bridegroom: I will. 

Bride: I will. 

Priest: Will you accept children lovingly from God and 

bring them up according to the law of Christ and 

his Church? 

Bridegroom: I will. 

Bride: I will. 

The formal and public declaration of 

love for each other before God and 

the Church reminds couples of the 

importance and lasting nature of 

Marriage, and so strengthens them 

in fulfilling their married duties. 

The three questions that the Priest 

asks cover the following points: 

1) that love in Marriage is given 

with complete freedom, nothing is 

expected in return; 

2) that love in Marriage is forever – 

there is no time limit; 

3) the relationship in marriage must 

be open to growth – it should allow 

for the possibility of children being 

born into the Marriage. 

These three questions in the 

ceremony remind the couple of 

what they are undertaking. If they 

are not answered truthfully and with 

awareness, a real Christian 

Marriage has not taken place. 

THE CONSENT: 

Priest: 

(The Priest invites the couple to declare their 

consent) 

Since it is your intention to enter into marriage, 

declare your consent before God and his Church. 

(To the Bridegroom) 

____________ , do you freely and willingly take 

____________, here present, for your lawful wife 

according to the laws of God and of our Holy 

Mother Church? 

page 51

Appendix 5 

1 

MARRIAGE IN A CATHOLIC CHURCH 

SESSION Committed in Love: FAMILY LIFE 

APPENDIX5 (continued) 

Bridegroom: I do. 

(To the Bride) 

____________ ____________, do you freely 

and willingly take ____________ 

____________, here present, for your lawful 

husband according to the laws of God and of our 

Holy Mother Church? 

Bride: I do. 

THE EXCHANGE OF VOWS: 

Priest: _____________ and ___________, join your 

right hands. 

Bridegroom: I, ____________, take you ____________, for 

my lawful wife, to have and to hold from this day 

forward: for better, for worse; for richer, for 

poorer; in sickness and in health till death do us 

part. 

Bride: I, ____________, take you ____________, for 

my lawful husband, to have and to hold from this 

day forward: for better, for worse; for richer, for 

poorer; in sickness and in health till death do us 

part. 

Priest: You have declared your consent before the 

Church. May the Lord in his goodness strengthen 

your married love. 

“What God has joined together, let no man put 

asunder.” 

All present: Amen. 

The exchange of vows is the most 

important part of the Marriage. It is 

the time when the couple 

administer, or give, the Sacrament 

to each other. The spoken words – 

the vows – are the main sign in the 

Sacrament; the spoken words not 

only express the love for the partner 

but also strengthen it. 

You may be aware from your own 

experience that to say ‘I love you’ to 

someone actually makes love 

stronger. In a similar, but much 

more solemn way, the vows or 

promises made bring the couple 

closer together in their relationship. 

In declaring their love before God 

and the Church, God brings grace 

and strength to their Marriage. 

The Priest then prays that God will 

bless and strengthen their Marriage, 

reminding them that the Sacrament 

is made before God and that only 

God can part the couple, until 

death. 

BLESSING AND EXCHANGE OF RINGS: 

Priest: May the Lord bless this ring (these rings), which 

you give (to each other) as a sign of your love 

and fidelity. 

All present: Amen. 

Bridegroom: With this ring I wed you, in the name of the 

Father and of the Son and of the Holy Spirit. 

Amen. 

Bride: With this ring I wed you, in the name of the 

Father and of the Son and of the Holy Spirit. 

Amen. 

The giving of rings is a relatively 

recent practice in Christian 

Marriage, but has become an 

outward sign of the loving 

commitment of each partner to the 

other, and indeed may act as a 

reminder of the commitment. 

page 52

Appendix 6 

1 

SESSION Committed CIVIL MARRIAGE in Love: FAMILY IN A REGISTRY LIFE OFFICE 

APPENDIX6 

Welcome and Introduction: 

Registrar: The Registrar may say a few 

words of welcome to those 

present. 

Statement of Intentions: 

The wording used by most 

Registrars will be similar to the 

following, suggested by the 

Registrar General: 

The following may be said by the 

Registrar and then repeated by 

the Bridegroom and Bride in turn: 

Bridegroom 

and Bride: 

I (Full Name) solemnly and 

sincerely declare that I know of 

no legal impediment to my 

marrying (Full Name). 

Declaration before Witnesses: 

The following may be said by the 

Registrar and then repeated by 

the Bridegroom and Bride in turn: 

Bridegroom 

And Bride: 

I solemnly and sincerely 

declare that I (Full Name), accept 

you, (Full Name), as my lawful 

wife/husband to the exclusion of 

all others. 

There is no particular form for a Civil service laid 

down in the Marriage Act in terms of wording or 

structure for the service. 

Under Scots Law, any two person who are at least 

16 years of age on the day of their marriage, may 

marry in Scotland provided that: 

• They are not related to one another in a way 

that would prevent them marrying; 

• They are unmarried – proof must be provided 

that any previous marriage has been ended. 

• They are not of the same sex. 

• They are capable of understanding the nature 

of the marriage ceremony and can give 

consent. 

To satisfy the requirements of the State, the 

Bridegroom and Bride state that they are free to 

marry. 

To comply with the law, the declaration must be 

witnessed by at least two persons, aged 16 or 

over, who are required to be present at the 

marriage as witnesses. (Witnesses are required 

whether it is a Civil or Religious ceremony). 

Exchange of Rings: 

The Registrar may say a few 

words before the Bridegroom and 

Bride exchange rings. 

The exchange of rings is an optional part of the 

ceremony. 

Pronouncement of Marriage: 

The Registrar may say a few 

words before declaring the 

couple to be husband and wife, 

before the witnesses. 

The Registrar pronounces that the couple are now 

husband and wife, and that this pronouncement is 

legally binding. 

Signing of Marriage Schedule: 

The newly married couple and 

the witnesses sign the Marriage 

Schedule, which will 

subsequently be registered by 

the Registrar. 

A fee for the Civil Marriage is payable to the 

Registrar in advance. After the Marriage has been 

registered a copy of the Marriage Certificate can 

be obtained, on payment of the correct fee. 

page 53

Appendix 7 

17 

CONDITIONS FOR A VALID CATHOLIC 

SESSION APPENDIX Committed 

MARRIAGE 

in Love: FAMILY LIFE 

INDISSOLUBILITY 

FAITHFULNESS 

(Fidelity) 

The Church has an understanding that a Marriage cannot be dissolved. 

Each married couple are called by God to be part of a relationship which 

will continue to grow throughout their lives. 

Jesus recognised that this unity between husband and wife could only 

grow in a relationship in which both are given equal respect. That is why 

‘monogamy’ (only having one married spouse) is the only relationship 

which receives the blessing of the Church. This is because true love 

between a husband and wife can only thrive in a relationship which is 

undivided and exclusive. 

1) Why does the Church teaches that a marriage cannot de dissolved? 

2) Do you think that a couple stop ‘growing’ in their love for each other 

after they are married? 

3) Do you think it is important to KNOW that your marriage is permanent 

before you make your vows? 

The Church teaches that love within a marriage requires the 

couple to be absolutely faithful to each other. The happiness of the couple, 

and the welfare of their children depends upon this faithfulness, or fidelity. 

1) Do you think that a relationship can survive if you don’t trust the other 

person? 

2) Why do you think that the Church teaches that married people must 

remain faithful to each other and the vows that they made during their 

wedding? 

3) What do you think would happen within a marriage if one of the couple 

did not remain faithful? 

Openness to 

FERTILITY 

The Church teaches that by keeping a marriage open to the 

possibility of creating new life, a couple are sharing with God in the work of 

creation. It is within the security of a marriage that the sexual love between 

a husband and wife lends itself naturally towards having children. Pope 

Paul VI taught that “each and every marriage act must remain open to the 

transmission of life.” The Church teaches married couples that with the 

opportunity to share in the fatherhood of God comes a responsibility: 

• That it is wrong to interfere with the natural process of conception and 

birth. 

• ‘Natural Laws’ exists which govern all moral behaviour. These ‘laws’ have 

been put in place by God, and if an activity is against Natural Law, then it 

must be wrong. 

• Contraception is wrong because of the effect it has upon the sexual love 

between husband and wife. It turns an act which is open to the possibility 

of creating new life into one which is purely for the pleasure of the two 

people involved. 

While making clear to married couples their responsibility of not limiting the 

possibility of creating new life through the use of artificial contraception, the 

Church does encourage natural family planning. Through an understanding 

and awareness of the fertility of the woman, the couple can use natural 

periods of infertility to plan their family. 

1) Why does the Church teach that children are a married couple’s way of 

sharing with God in the work of creation? 

2) Why doesn’t the Church just encourage the woman to understand when 

she is fertile? 

page 54 page 54 

page 54

Appendix 8 

1 

SESSION Committed ‘LOVE’ OR in Love: ‘LUST’? FAMILY LIFE 

APPENDIX8 

1 Lust is part of initial attraction. This lasts a few months and slowly wears off. What is left is 

love . . . or nothing. 

2 Love is a real, lasting emotion. Lust is just a vulgar, temporary variation of what some 

people consider love. But it’s more like obsession. 

3 With love you’re thinking with your heart. With lust you’re thinking with your genitals. 

4 Love is when you feel warm from your heart. Lust is just being in heat. 

5 Love lasts forever. Lust is just getting something, and once you are satisfied, leaving it 

aside. 

6 Lust is looking at somebody else and thinking of how they can gratify your own desires. 

Love is looking at that same person and thinking how you can take care of them, whether 

you get anything back or not. 

7 Love can grow without sex. Lust is all about sex and withers if not satisfied. 

8 Love comes from the heart . . . you know this when you get that feeling when that special 

person enters the room and it feels like a good pain in your chest and rises to your head. 

Lust comes from the groin and stays there. 

9 For a lot of people, lust comes first, and then love. 

10 Lust can be satisfying and satisfied. 

page 55

Resource 

Sheet 

1a 

Committed in Love: 

BARRIERS 

✂ 

The image of the brick wall is used to symbolise PROBLEMS/BARRIERS that might prevent us from achieving 

our goals (eg., age, money, experience, luck, illness etc.). 

page 56

✂ 

Resource 

Sheet 

1b 


OPPORTUNITIES 

The image of the gate is used to symbolise OPPORTUNITIES in life that might open up for us (by working hard, by 

planning, by knowing your strengths, or by treating others with respect). 

page 57

Resource 

Sheet 

1c 


THINKING AHEAD 

✂ 

The image of the bridge is used to symbolise TIMES FOR FORWARD PLANNING when youcan cross over to 

places in life where we want to be. 

page 58

Resource 

Sheet 

2 

Committed in Love: PLANNING FOR MY FUTURE 

Maintain, 

Run and 

Service Car 

Apply for 

provisional 

licence 

Save for 

driving 

licence 

Pay Road 

Tax and 

Insurance 

HAVING MY 

OWN CAR 

Learn to 

drive 

Save for 

own car 

Sit (and 

pass) 

Driving Test 

Sit (and 

pass) 

Theory Test 

page 59

Resource 

Sheet 

✂ 

Cut 

3 

Committed in Love: FAMILY TASKS 

into separate cards 

Washing Dishes 

Making Packed 

Lunches 

Ironing Clothes 

Food Shopping 

Changing Babyʼs 

Nappies 

Making 

Dinner 

Decorating 

Driving Children to 

School 

D.I.Y. 

Making Breakfast Homework Tidying Rooms 

Putting Bins Out 

Paying Electricity 

Bill 

Booking Holiday 

Taking Car to 

Garage 

Walking the Dog 

Gardening 

page 60

Resource 

Sheet 

4 

Committed in Love: FAMILY RESPONSIBILITIES 

Task 

Whose Responsibility? 

Washing Dishes 

Making Packed Lunches 

Ironing Clothes 

Food Shopping 

Changing Baby’s Nappies 

Making Dinner 

Decorating 

Driving Children to School 

D.I.Y. 

Making Breakfast 

Homework 

Tidying Rooms 

Putting Bins Out 

Paying Electricity Bill 

Booking Holiday 

Taking Car to Garage 

Walking the Dog 

Gardening 

page 61

Resource 

Sheet 

5 

Committed in Love: PEOPLE CLOSE TO ME 

ME 

In the circles above, write the names of those people with whom you have regular contact. 

Nearest the centre, write the names of those people who are closest to you. 

N.B. You may see some people on a regular basis, such as neighbours or teachers, but not feel 

particularly close to them; therefore they may appear in an outer circle. 

page 62

Resource 

Sheet 

(Cut into separate cards) 

6 

Committed in Love: PEER PRESSURE 

✂ 

Peer Pressure Topic Card 

ALCOHOL 

Every weekend you and your friends ask your older brother to buy you a ‘carry out’ from the offsales. 

You always arrange to meet at your house to drink the ‘carry out’ because your parents 

work on a Friday night. Some of your neighbours have complained and have threatened to go 

to the police because of the noise that you and your friends make. 


RELATIONSHIPS 

You have been going out with someone for 3 months when you go on holiday with your friends. 

There you meet someone who you really like. Your friends all tell you that “what happens on 

holiday stays on holiday” and encourage you to ‘go for it’, promising you that they won’t tell 

anyone when you get back. 


PARENTS 

When you go out at night your parents don’t give you a curfew but they do insist that they drop 

you off AND come and collect you. You can’t talk to them without it turning into an argument. 

Your friends think that you overreact about your parents; you think that they cannot understand 

what you have to go through. 


SCHOOL 

You don’t get on with your maths teacher. You find the subject quite hard and you haven’t been 

able to do your homework. You know that you are going to get into a lot of trouble so instead of 

going to see the teacher you begin to miss the classes. After a couple of missed classes you 

realise that it will look too suspicious if you just miss maths so you decide to stay off school for 

a few days. 

✂ 


DRUGS 

Your friend invites you to a party. When you get there you notice that there is a guy selling 

drugs. You can see that a lot of people younger than you are buying from this guy. You know 

that the police are beginning to crack down on teenage parties because of the drink and drugs. 

✂ 

✂ 

✂ 

✂ 

page 63

Resource 

Sheet 


✂ 

✂ 


6 

Committed in Love: PEER PRESSURE (continued) 

SEXUAL RELATIONSHIPS 

You start dating someone who you have fancied for ages. You know that they had been going 

out with their ‘ex’ for 6 months and you had heard that they had slept with each other. Your 

friends start asking you when the two of you will sleep together. You really like this person and 

are worried that if you don’t sleep with them that you may be dumped. 


SOCIAL LIFE 

You start going out with your friends every night. You don’t really do much when you’re out but 

you all stay out until about 11pm. When any of your friends go home early everyone else talks 

about them. Your parents begin to nag you about the time you are coming in. 

✂ 


PART-TIME WORK 

You start to do a part-time job. Coming up to Christmas you are offered overtime and you want 

to do it because you really need the money. The school has started ‘supported study’ for your 

year group. You will need to lie to your guidance if you want to do the overtime. 

✂ 


FASHION 

Everyone in school is going to a Christmas night out. You don’t have any new clothes to wear, 

so you decide to tell your friends that you can’t be bothered going. 

✂ 

✂ 


MEDIA PRESSURE 

You have noticed that there are more and more programmes on the TV and articles in 

magazines about obesity in teenagers. You are worried that you are putting on weight but your 

friends all tell you that you are being paranoid. You decide to ask your parents for a 

membership to a gym for your Birthday. 

page 64

Resource 

Sheet 

7 

Committed in Love: HOW DO I SEE MYSELF? 

Choose one word from each column which you think describes you (Person A). Once you have 

done this hand your sheet to another member of the class (Person B) to see if they agree with 

how you see yourself. 

ARE YOU....? A B OR...? A B 

Confident 

Good looking 

Hard working 

A wee bit overweight 

Intelligent 

Reliable 

Interesting 

Talented 

Fashionable 

Holy 

Cautious 

Fanciable 

With it musically 

Caring 

Funny 

A team player 

Ambitious 

Shy 

Plain looking 

Don’t put much effort in 

Thin 

Not that brainy 

Can let people down 

Boring 

Not that talented 

No fashion know-how 

Not holy at all 

A risk taker 

Not fanciable at all 

Lacking musical taste 

Selfish 

Lacking any humour 

An individual worker 

Uninterested in the future 

page 65

Resource 

Sheet 

8 

Committed in Love: QUICK QUIZ ON LEGAL ISSUES 

1 

Question 

What is the age of consent for 

heterosexual sex for a female? 

Answer 

2 

Is it an offence for someone to 

touch a person in a sexual 

manner without consent? 

3 


heterosexual sex for a male and 

sex between males? 

4 

Is it considered to be rape to 

have sex with a female under 

12, even if she consents? 

5 

Is it an offence for a male under 

16 to have sex with another 

male aged 16? 

6 

Is it an offence to have sexual 

intercourse with a female aged 

13 or over and under 16? 

7 

Is it an offence for a male under 

16 to have sex with a female 

over the age of 16? 

8 


sex between two females? 

9 

Is it an offence for a male to 

commit a homosexual act with 

another male under 16? 

10 

Is it an offence for a person of 

either sex to use any indecent 

or lewd behaviour to a female 

aged between 12 and 16? 

page 66

Resource 

Sheet 

9 

Committed in Love: WHAT THE LAW SAYS 

Offences against girls: 

• The age of consent for heterosexual sex for a female is 16 years. 

• While there is no age of consent for sex between women laid down in statute, a girl under 16 

is not deemed capable of consenting to any sexual behaviour that could be classed as sexual 

assault. Courts have taken this to mean that an age of consent for sex between women is 16 

years. 

• If a girl is under the age of 12, then common law in Scotland presumes that she is unable to 

consent and the male is guilty of ‘constructive rape’. 

• If the girl is under the age of 13, regardless of consent, the male is guilty of the statutory crime 

of ‘unlawful sexual intercourse’ according to Section 5 of the Criminal Law (Consolidation) 

(Scotland) Act 1995. 

• Sexual intercourse with a girl of or above 13 years and under the age of 16 whether or not 

consensual, is also a statutory offence under Section 4(1) of the Sexual Offences Act 

(Scotland) 1976. 

• Consensual heterosexual anal intercourse is not an offence if other age-related laws are not 

broken. 

• It is a common law offence for a person of either sex to use ‘lewd, indecent and libidinous 

practices and behaviour’ which, if used toward a girl under the age of 12, would have 

constituted an offence at common law. 

Offences against boys: 

• The age of consent for heterosexual sex for a male and sex between men is 16 years. 

• A person under 16 does not commit an offence if he commits a homosexual act with a person 

who has attained that age under the Sexual Offences (Amendment Act) 2000. 

• If a boy under 16 has intercourse with a female person over the age of 16, this is not in itself 

an offence by either party. But if the boy is under the age of puberty (14 for boys) the female 

person would be guilty of the offence of ‘lewd, indecent and libidinous practices and 

behaviour’. If the boy does not consent she could be guilty of the offence of indecent assault. 

• It is a common law offence for a person of either sex to use ‘lewd, indecent and libidinous 

practices and behaviour’ towards any child below the age of puberty (14 for boys). That 

offence is committed whether or not the child consents. 

• It is a common law offence for a person of either sex to commit an indecent assault on 

another person, that is, to touch him or her in a sexual manner without consent. 

• It is an offence for a man to commit a homosexual act with a boy under the age of 16. 

Abuse of a position of trust: 

While the age of consent is 16 years it is an offence under the Sexual offences (Amendment) Act 

2000 for someone over the age of 18 years to have sex with a person under that age or to 

engage in any other sexual activity with or directed towards such a person if he is in a position of 

trust in relation to that person. 

All these offences can be committed by a person under 16 years. The age at which criminal 

responsibility can start in Scotland is 8 years. 

page 67

Resource 

Sheet 

10 


TEENAGERS AND SEXUAL 

INTERCOURSE 

(ADAPTED FROM: SHARE, HEALTH SCOTLAND, 2006) 

How many teenagers in Scotland have not had sexual intercourse before they are 16? 

Research suggests that 65% of teenagers in Scotland have not had sexual intercourse before 

they are 16 (Wright et al., 2002), and furthermore, research has also found that at least 82% of 

boys and 85% of girls had not had sexual intercourse by 13 or 14 years old. Of those who had 

had sexual intercourse at least once, about a third thought it was too early (Wright et al., 2002). 

By the age of 16, girls are more likely to have had sexual intercourse than boys. Findings from 

the 2000/01 Health Behaviour of Schoolchildren (HBSC) report that 34.6% girls and 32.9% boys 

are sexually active before age 16, whereas feedback from SHARE indicates figures of 41% girls 

and 31% boys. The difference here is possibly because SHARE statistics were lifted from young 

people aged 16 while the HBSC survey was targeted at age 15. 

Research also suggests that about 65% of teenagers have had sexual intercourse by the age of 

18, and that a quarter (25%) of 18 year-olds in Scotland have had sex with more than two 

people. 

The use of alcohol and some illegal drugs lowers inhibitions and makes good decision-making 

more difficult. Research shows that 17% of 15-year old girls and 12% of 15-year old boys had 

‘unprotected sex’ during the previous year as a result of drinking alcohol. In addition, drug users 

were more likely to have underage sex and at an earlier age. 

page 68

Resource 

Sheet 

11 


RISK SITUATIONS? 

SITUATION 

1 ‘Butterflies’ in the stomach when a certain person walks into the room. 

2 Getting drunk with your boyfriend/girlfriend. 

3 Girlfriend/boyfriend chooses to spend more time with you. 

4 Dancing body to body to slow music. 

5 Not being able to wait until next time to see someone. 

6 Accepting an invitation to stay the night with someone who fancies you. 

7 Person you really like invites you out. 

8 Watching a porn video with someone. 

9 Agreeing to be walked home by someone who you know fancies you. 

10 Going somewhere private or being alone in private with boyfriend/girlfriend. 

11 Kissing and feeling very close. 

12 Having sex with someone who uses drugs. 

13 Making and taking chances to touch the person you fancy. 

14 Getting ‘stoned’ with your girlfriend/boyfriend. 

15 Going out in a car with someone who you know fancies you. 

16 Meeting up with someone you met through an Internet chatroom. 

17 Heavy petting. 

18 Following someone that you fancy and watching them closely. 

19 Kissing and cuddling in a quiet part of the playground. 

20 Holding hands as you walk along the street. 

page 69

Resource 

12 Sheet 

Committed in Love: DEGREES OF RISK 

GREEN STAGE: 

A person has strong feelings 

for another person, but there 

are no sexual risks. 

ORANGE STAGE: 

There is a possibility that 

the relationship might 

become sexual. 

RED STAGE: 

It is likely that sexual risks 

will be taken. 

page 70

Resource 

13 Sheet 

Committed in Love: STIs: TRUE / FALSE? 

1. You can catch an STI from toilet seats or from sharing cups, plates or cutlery. 

FALSE. There is no evidence to suggest that STIs can be transmitted from kissing, hugging, sharing baths or 

towels, swimming pools, toilet seats or from sharing cups, plates or cutlery. STIs are only passed on by coming 

into contact with the body fluids (blood, semen, vaginal fluids) of an infected person or through skin to skin 

contact with an infected part of the body. 

2. Most people who have an STI are totally unaware of the fact. 

TRUE. Not all STIs cause noticeable symptoms, or symptoms may not appear for days, weeks, months, or 

more. In the case of Chlamydia for example, about 70-80% of infected men and women will not have any 

obvious signs or symptoms of the infection. The most accurate way of knowing that you have an STI is to be 

tested specifically for it. Many people with HIV, for example, do not know they are infected and may have no 

signs or symptoms for many years. It is only through testing the person’s blood for HIV antibodies that the 

infection can be diagnosed. 

3. STIs can be cured easily. 

BOTH. Some STIs, if you know you have one, can be treated; with a course of penicillin, or with special 

creams or lotion, and in most cases will go away (but may come back again). Other STIs such as HIV can be 

treated but cannot be cured, and the virus stays in your body. The earlier an STI is diagnosed, the more likely 

that any possible treatment will be successful. 

4. You can only get an STI by having sex with an infected person. 

FALSE. Most STIs are passed on through sexual intercourse with an infected person, However Genital Warts 

is passed on through intimate contact with the genital area of an infected person; the use of a condom would 

not guarantee that you were safe. Others, like Herpes, can infect the genital area, but also the anal area, the 

mouth, nose, fingers and hand, and can be passed on without having intercourse. It is possible to be a virgin 

and yet have an STI. 

5. You can only catch an STI once. 

FALSE. Most STIs can be treated, if you are aware that you are infected. However, it is possible to pick up the 

virus again, either from the same partner or from a different partner. 

6. Babies can be born with an STI. 

TRUE. It is possible for a mother to pass on her Sexually Transmitted Infection to her baby, either through 

blood contact (HIV) or during birth (Chlamydia, Genital Herpes, Gonorrhoea, Syphilis all affect the soft tissue 

around the vagina. 

page 71

Resource 

14 Sheet 

Committed in Love: COMMON STIs 

Chlamydia 

• This is a bacterium found in the semen and vaginal fluids of infected men and women. 

• It is easily passed on through sexual contact and up to 1 in 10 sexually active young people 

are thought to be infected. 

• 7 out of 10 infected people will not show any signs or symptoms, but if detected, it can easily 

be treated with antibiotics. 

• If not treated, it can cause Pelvic Inflammatory Disease (PID), increased risk of ectopic 

pregnancy, and infertility in both men and women. 

• The number of Chlamydia diagnoses in Scotland increased from 10,638 cases in 2001 to 

17,289 cases in 2005. 

Genital Herpes 

• This is caused by the presence of the virus Herpes Simplex and affects the genital and anal 

areas and also the mouth, nose, fingers and hand. 

• It can easily be passed on by intimate sexual contact, including kissing, and it is possible for a 

mother to pass it on to her baby during birth. 

• Many people will not experience any signs or symptoms, but where symptoms do appear, this 

does not necessarily suggest that the virus has been picked up recently, for it can lie dormant 

in the body for weeks, months, or even years. 

• The symptoms of the virus can be treated with anti-viral tablets, but the virus will remain in 

your body for life. 

• In 2005 a total of 1,332 new diagnoses were made in Scotland, an increase of 4% from 2004. 

Genital Warts 

• This is the most common viral STI reported in Scotland and is caused by the Human 

Papilloma Virus (HPV). 

• It can be passed on through intimate skin contact, even when sexual intercourse has not 

taken place. 

• Most people will not actually develop warts, so they may not be aware that they have the 

virus, but where warts do appear they will be small, fleshy growths or skin changes in or on 

the genital and/or anal area. 

• The warts can be treated by applying a cream or lotion or by freezing the warts, but the virus 

itself cannot be treated and it remains in your body for life. 

• 6,451 new cases of Genital Warts were reported in Scotland during 2005. 

Gonorrhoea 

• This is a bacterial infection and 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 show any obvious signs or 

symptoms until the infection has spread to other parts of the body. 

page 72

Resource 

Sheet 

14 


COMMON STIs (continued) 

Gonorrhoea (continued) 

• If detected, it can be treated with antibiotics. 

• If left untreated, in women it can lead to an increased risk of Pelvic Inflammatory Disease 

(PID), ectopic pregnancy and loss of fertility. 

• In men it can cause an infection in the testicles and/or prostate gland and possible loss of 

fertility. 

• 904 new cases of Gonorrhoea were reported in Scotland during 2005. 

Syphilis 

• This is a bacterial infection caused by the bacterium Trepenoma Pallidum. 

• It can be passed on during sexual intercourse but can also be passed on through direct skin 

contact with syphilis sores or rash. 

• It can also be passed on from a mother to her unborn child. 

• Syphilis develops in three stages: primary, secondary and tertiary (latent) syphilis. 

• Stages 1 and 2 can be treated with penicillin, but Stage 3 is much more serious and although 

it can be treated, any damage already done to the organs of the body will be permanent. 

• In 2005 188 cases of Syphilis were recorded in Scotland, compared to fewer than 30 cases in 

2001. 

Human Immunodeficiency Syndrome (HIV) 

• HIV is caused as a result of the presence of a virus (HIV) which attacks the body’s immune 

system, making it less able to fight infections. 

• It can be passed on by having sexual contact with an infected partner. 

• The HIV virus is only 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. Therefore many people who have contracted the 

HIV virus will be unaware of the fact, and will only know if they have a specific blood test. 

• Once infected with HIV you will have it for life. 

• Although the virus cannot be cured, the effects of the virus can be treated using antiretroviral 

drugs. 

• The virus can develop to a state where the person is described as being HIV+, which means 

that they have developed a condition known as AIDS or Acquired Immunodeficiency 

Syndrome. 

• The presence of the HIV virus at this stage prevents the body from fighting what would 

otherwise be relatively minor illnesses and can lead to death caused by something such as a 

chest infection or pneumonia. 

• Death is not caused by the presence of the HIV virus or from AIDS, but from AIDS-related 

problems. 

• 405 new cases of HIV were identified in Scotland in 2005. 

• There were 34 reports of AIDS and 42 deaths from AIDS-related complications. 

page 73

✂ 

Resource 

15 Sheet 

Committed in Love: MARRIAGE CEREMONIES 

(Copy onto card and cut up into separate cards.) 

Catholic Marriage 

Civil Marriage 

Introduction and Intentions 

Welcome and Introductions 

Statement of Intentions 

Statement of Intentions 

Declaration of Commitment 

Declaration before Witnesses 

Declaration of Fidelity 

Exchange of Rings 

Declaration of Openness to Children 

Pronouncement of Marriage 

Declaration of Freedom to Consent 

Signing of Schedule 

Declaration of Consent 

Exchange of Vows 

Blessing of Rings 

Signing of Register/Schedule 

page 74

Resource 

16 Sheet 

Committed in Love: STAGES OF HUMAN LIFE 


A 

The new human life, nestled in the womb, continues to develop. The mother and 

child are linked by the umbilical cord, through which the baby receives nutrition to 

aid its development. 

Stage _______ 

B 

A gentle tug on the ear and a suck on its thumb – the unborn baby is capable of 

making fine movements within the womb. 

Stage _______ 

C 

The facial features and the fingers can be seen quite clearly as the baby continues 

to develop. 

Stage _______ 

D 

The baby continues to develop and move around the womb. 

The baby is able to make movements such as rubbing its eyes. 

Stage _______ 

E 

Following sexual intercourse millions of male Sperm are released into the vagina 

and head off in search of an egg to fertilise. Of the many millions that start this 

journey, only one will enter and fertilise the egg – a new human life has begun. 

Stage _______ 

✂ 

✂ 

✂ 

✂ 

✂ 

✂ 

page 75

Resource 

Sheet 

16 


STAGES OF HUMAN LIFE 

(continued) 

✂ 


F 

All of the essential organs and limbs have long since developed and the baby, 

enclosed in the mother’s womb, continues to put on weight in preparation for birth. 

Stage _______ 

✂ 

G 

the 

The baby moves freely within the womb. The fingers can clearly be seen, as can 

heart as it pumps life-giving fluids through the body of the unborn child. 

Stage _______ 

✂ 

H 

The new human form begins to take shape. The indication of arms and legs can 

be seen and the eye is clearly visible as a dark shape within the head. 

Stage _______ 

✂ 

I 

Conditions within the womb are quite cramped now as the baby develops towards 

its birth weight. 

Stage _______ 

✂ 

J 

An explosion of activity has seen one cell divide Into two, which became four, and 

so on. The cells continue to develop and group together and this cluster of cells 

implants in the wall of the womb. 

Stage _______ 

✂ 

page 76

Resource 

Sheet 

16 


STAGES OF HUMAN LIFE 

(continued) 


K 

As the baby grows there is increasingly less and less space within the womb, but 

the baby is still able to move around and even suck its toes. 

L 

Gently sleeping in the safety of the womb, the baby shapes a fist and waves 

to the world from within its safe haven. 

The features of the face are forming as the baby develops. 

Looking in profile, the nose, chin and eye can be seen. 

M The limbs are also clearly visible. 

✂ 

✂ 

✂ 

✂ 

Stage _______ 

Stage _______ 

Stage _______ 

N 

The new human life, nestled in the womb, continues to develop. The mother and 

child are linked by the umbilical cord, through which the baby receives nutrition to 

aid its development. 

Stage _______ 

✂ 

page 77

Resource 

Sheet 

ʻTherapeuticʼ Abortion: This is defined as an induced abortion performed to preserve the 

health or life of the mother. 

Since the passing of the Abortion Act (1967) there have been an increasing number of 

‘therapeutic’ abortions performed in Scotland. In 1968 there were fewer than 2,000 ‘therapeutic’ 

abortions performed and by 1978 this had risen to approximately 7,500 annually. By 2004, the 

number of ‘therapeutic’ abortions performed in Scotland had risen to 12,461 annually. Since 

1968 approximately 350,300 ‘therapeutic abortions have been performed in Scotland. 

According to statistics (provisional) released by NHS Scotland a total of 13,081 ‘therapeutic’ 

abortions were performed in Scotland in 2006, 59% of which were performed using medical 

procedures, such as the use of particular drugs or medicines, and the remaining 41% using 

surgical procedures such as vacuum aspiration. 

Think of it this way: 

17 


ABORTIONS IN SCOTLAND (2006) 

SOURCE: WWW.ISDSCOTLAND.ORG ( MAY 2007) 

Annual Total: 13,081 

Monthly: 1090 (how many pupils attend your secondary school?) 

Weekly: 251 (how many pupils are in your year group?) 

Daily: 35 (how many pupils are in your registration class?) 

Abortion is not legal in Scotland or in the UK unless particular pre-conditions are considered to 

be met. The Abortion Act was actually introduced to protect women from what were called ‘backstreet’ 

abortions, carried out by someone with little or no medical training and in unhygienic 

conditions. These ‘back-street’ abortions often resulted in serious side effects, such as infection 

and blood poisoning, internal damage, and even death. 

The Abortion Act was intended to make it safer for a woman to terminate an unwanted 

pregnancy if: 

1. the abortion was performed before the 24th week of the pregnancy (the limit was 28 

weeks up until 1991); 

2. two doctors agreed that the abortion was acceptable on personal, social or medical 

grounds; 

3. the continued pregnancy would endanger the physical or psychological health of the 

mother or her family. 

page 78

Resource 

Sheet 

17 


ABORTIONS IN SCOTLAND (2006) 

(Continued) 

Since April 1991 the following have been accepted as the Statutory Grounds for abortion: 

Non Emergency 

A 

B 

C 

D 

E 

The continuance of the pregnancy would involve risk to the life of the pregnant woman 

greater than if the pregnancy were terminated. 

The termination is necessary to prevent grave permanent injury to the physical or mental 

health of the pregnant woman. 

The pregnancy has not exceeded its 24th week and the continuance of the pregnancy 

would involve risk, greater than if the pregnancy were terminated, of injury to the physical 

or mental health of the pregnant woman. 

The pregnancy has not exceeded its 24th week and the continuance of the pregnancy 

would involve risk, greater than if the pregnancy were terminated, of injury to the physical 

or mental health of the existing child(ren) of the family of the pregnant woman. 

There is substantial risk that if the child were born it would suffer from such physical or 

mental abnormalities as to be seriously handicapped. 

Emergency 

F 

G 

It was necessary to save the life of the woman. 

It was necessary to prevent grave permanent injury to the physical or mental health of the 

pregnant woman. 

Of the total number of ‘therapeutic’ abortions (13,081) performed in Scotland during 2006, 

12,481 (95%) are specifically accounted for under Statutory Ground C, with a further 180 carried 

out under Ground E. 

The statistics would suggest that a very small number of ‘therapeutic’ abortions are performed 

because of a specific threat to the life of the mother. Of those carried out under Ground E, 39 

were for Downs Syndrome, 75 for other genetic conditions, 16 for anencephaly, 9 for spina 

bifida, and the remaining 41 for other conditions. 

Of the 13,081 therapeutic abortions performed in Scotland during 2006, 99.3% were carried out 

in NHS premises. 

page 79

page 80 page 80

© 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 S4 Teacher Book

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