CTL S1 Student book

Student Book
S1
Created
in Love

KEY MESSAGES FOR YOUNG PEOPLE
“We are not some casual product of evolution.
Each of us is the result of a thought of God.
Each of us is willed, each of us is loved, each of us is necessary.”
(Pope Benedict XVI)
1. You are a special human being, created by God in his own image
and likeness, gifted with unique talents and potential for life.
2. You are called to love - to know the love of God, of family and of
friends - and to love others as you are loved by God.
3. God loves all people as his children. You are called to show
respect for all people, even when their views and actions, their
values and beliefs, are different from your own.
4. Your sexuality is an important and intimate feature of your person,
given to you as part of God’s plan for your happiness and your
life’s vocation. You should cherish it and ensure that it is not
exploited.
5. Your sexuality makes it natural for you to be attracted to other
people. Such attraction can lead to strong emotional and physical
feelings which should always be expressed with modesty and
respect, both for your self and for others.
6. The ultimate sexual expression of such attraction should be an
expression of true love, in which you commit to being faithful in
marriage to a husband or wife, for life. Such total gift of self –
body, emotions and soul – is a great responsibility and requires
careful preparation and total commitment by both partners.
7. You are called to share with God in the creation of new life
through the rearing of children in a loving family which should be
a reflection of God’s love.
8. You are loved by God who shows compassion when things go
wrong, who helps to heal wounded relationships, who forgives
when your actions fail to match your ideals.

Created in Love:
CONTENTS
Session Session Page
number title number
INTRODUCTION 3
1 YOU 4
2 I AM ME 6
3 FAMILY (1) 8
4 FAMILY (2) 10
5 FRIENDS (1) 12
6 FRIENDS (2) 14
7 HAPPINESS 16
8 ME AND MY BODY 18
9 PUBERTY 20
10 CREATING NEW LIFE 22
11 HOW HUMAN LIFE DEVELOPS 24
12 MARRIAGE 26
Appendix Appendix Page
number title number
1 YOU 28
2 GROWING AND CHANGING 29
3 THE OLD GRANDFATHER AND HIS LITTLE GRANDSON 29
4 FAMILY STRESS 30
5 FOOTSTEPS 30
6 SITUATIONS 31
7 PUBERTY 32
8 PLANT REPRODUCTION 33
9 THE DEVELOPMENT OF HUMAN LIFE 34
10 THE RITE OF MARRIAGE 35

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

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

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

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

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

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

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

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

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

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

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

SESSION
6
Created in Love: FRIENDS (2)
“A greater love has no man than this, that a man lay down his life for his friends.”
(John 15:13)
Learning objectives for students:
• to develop a deeper understanding of peer pressure;
• to consider choices and their possible consequences;
• to understand how we know right from wrong;
• to consider our right to say ‘No’ to behaviour of which we disapprove;
• to consider the need for rules and laws in society.
As you grow older your experience of friendship
changes and stress can have a major influence
on how your friendships develop. For example, a
friend may not want to spend as much time with
you anymore and you may feel hurt by this.
‘Peer pressure’ is part of growing up and wanting
to be accepted. This is where you feel pressure to
behave in particular ways in order to please your
friends or to ‘fit in’ with the company you keep. At
times this may lead you to behave in ways which
cause difficulty for you and for others.
Sometimes, of course, peer pressure can also
have good effects, especially where someone is
forced to change their negative behaviour in
order to be accepted
TASK 6.1
CHOICES AND CONSEQUENCES
Working in groups of approximately 4 to 6, take one of the situations described in Appendix 6
and discuss the following:
1. What choice is the person in the story faced with?
2. What option(s) do they have?
3. What are the possible consequences of their various options?
4. What do you think would be the correct choice to make, and why?
page 14

TASK 6.2
PEER PRESSURE
Class Discussion:
In each of the four situations we have looked at someone was faced
with making a difficult choice.
1. How do we decide what is right or wrong in a given situation?
2. Why is it not always easy to make the right choice?
3. How important is self-control in making right choices?
4. Why does peer pressure have such an impact on our decision-making
and on our friendships?
Reflection:
Dear God,
Sometimes it is hard to do what we know to be right, and there are times when we are weak
and fail to please you. May your Holy Spirit work within us, guiding us and giving us the courage
and the strength to make the right choices in our lives that will lead us to a fulfilled life and to
you. Amen.
Extension Task:
1. It is the year 2061. Imagine that you and your companions are part of a large group who have
been sent from earth to colonise a new planet somewhere in the universe.
2. What sort of rules or laws would you make to ensure good order in this new society?
3. Why would it be important to have rules and laws?
4. Read: ‘The Ten Commandments’ (Exodus 20:1-17)
5. Why are these laws or commandments so important in the Judaeo-Christian tradition?
page 15

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

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

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

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

SESSION
9
Created in Love: PUBERTY
“So God created men and women in his own image . . . male and female he created them.”
(Genesis 1:27)
Learning objectives for students:
• to develop a deeper understanding of the complexity of the human body;
• to develop a deeper understanding of changes which occur in puberty;
• to develop an appreciation of our potential to share with God in the creation of new life.
If someone gave you a gift which you really liked, you would want to look after it and make sure that
it was not damaged in any way. So, too, with your body, which is a very special gift from God.
You have looked at the reproductive systems of males and females, you will have seen how men and
women are designed in a very complex way and with a specific purpose – to create new human life.
This is what is called “procreation”. In this very special way a man and a woman are able to cooperate
with God in creating a new, unique and special person.
Our bodies are designed by God to develop at various stages as we
grow, so that we become physically equipped to play our part in the
creation of new life. A key stage in our physical and emotional
development is called “puberty”.
page 20

TASK 9.1
PUBERTY
Working in groups of about 4 to 6, do the following:
1. You will require a copy of Resource Sheet 14 for the first part of this task, which is a quick
quiz about puberty. Which statements are either true or false?
2. Now read over the information in Appendix 7.
3. Write a list of the outwardly visible changes that occur during puberty, then write a list of those
changes which are not visible, in other words, which happen inside the body.
4. Why might some people become anxious or worried if they think they are early or late
developers?
Reflection:
Loving God, we marvel at the wonder of your creation.
You have given us the wonderful gift of life; male and female you have created us.
We thank you for this gift and we ask that you help us daily as we try to use the gift of our
sexuality in the way that you intended. Amen.
Extension Task:
Read the following:
“I can’t go back to yesterday, because I was a different person then.”
(Lewis Carroll)
• What do you think Lewis Carroll is saying here?
• What does this mean with regard to us as individuals?
page 21

10
SESSION Created in Love: CREATING NEW LIFE
“We are not some casual and meaningless product of evolution.
Each of us is the result of a thought of God.
Each of us is willed, each of us is loved, each of us is necessary.”
(Pope Benedict XVI)
Learning objectives for students:
• to develop an understanding of human reproduction;
• to develop an understanding of Catholic teaching on the place of sexual intercourse within
the context of marriage;
• to consider how the subject of sex is portrayed through the media.
As you have been getting older, many changes have been occurring within your body as it
prepares itself for the possibility of creating new human life. ‘Reproduction’ does not happen by
chance, nor is it something that can be achieved on your own. In most cases in the natural world
there usually needs to be some input from both the male and female of the species to bring about
reproduction.
TASK 10.1
REPRODUCTION
Working with a partner, do the following:
1. Read over the information on plant reproduction in Appendix 8.
2. Now take Resource Sheet 11 and, using the given clues, unscramble the letters of the 11
words and write them in the correct space in the grid to reveal the hidden word in the shaded
boxes.
In the Book of Genesis we read about when God
decided to create people and that he created
them male and female. Men and women have
been perfectly designed for the purpose of
creating new life together. This requires a
contribution from the man (sperm) to fertilise
something from the woman (egg) which can then
develop as a baby in the woman’s womb.
Sexual intercourse is a special gift that you
should share with someone to whom you have
made a commitment to love, honour and respect
until the end of life. For Catholics and other
Christians, for people of other faiths and none,
this commitment is recognised through the
Marriage ceremony.
page 22

When a man and a woman commit to marriage, they promise to share all that they have, through
good times and bad, in sickness and in health, until they are parted by death.
The couple also promise to share their bodies with each other through having sexual intercourse.
This will not only satisfy them in a physical sense, but in an emotional and spiritual sense. It will help
to make their relationship much stronger as they express their love, trust and commitment to each
other.
Sexual intercourse is sometimes referred to as ‘making love’ since it is a sign of a very special
relationship between a husband and wife. This is why the Catholic Church teaches that sexual
intercourse should only take place between a man and a woman within a loving and married
relationship.
During the loving act of sexual intercourse the husband places his penis inside his wife’s vagina.
During their love-making, millions of sperm cells contained in only a small amount of semen, are
released through the penis into the vagina, where they begin their journey towards the fallopian tubes
in search of an egg to be fertilised. If there is an egg ready to be fertilised, and if one of the sperm
reaches it, the wife may become pregnant.
TASK 10.2 HUMAN REPRODUCTION
Working on your own, do the following:
1. In what way(s) do you think plant reproduction and human reproduction have something(s) in
common?
2. In what way(s) do you think they are different?
3. What do you think the difference is between ‘having sex’ and ‘making love’?
Reflection:
Dear God,
We thank you for the special gift of our sexuality and for the wonderful way that you have
created men and women so that their bodies may complement each other in sharing the work of
your creation. Help us, so that we learn to respect this gift and more fully understand how, by
loving in this way, we show the love you have for us. Amen.
Extension Task:
How is the issue of sex tackled on television programmes?
• Think of two characters from any TV programme you have seen recently and who are
involved in a relationship.
• How would you describe their relationship?
• If it is a sexual relationship, do you think they would describe themselves as ‘having sex’ or
‘making love’?
page 23

Created in
11
Love: Session 11
SESSION Created in Love:
HOW HUMAN LIFE DEVELOPS
“And only where God is seen does life truly begin.”
(Pope Benedict XVI)
Learning objectives for students:
• to develop an understanding of how human life is conceived;
• to develop an understanding of how human life develops from conception to birth;
• to develop a respect for human life, from its beginning to its end;
• to understand what is meant by the dignity of human life.
When a husband and wife have sexual intercourse it is possible that the woman may become
pregnant. However when the husband’s semen passes into his wife’s vagina, if there is no ripe
egg in either of the fallopian tubes, pregnancy may not follow. Sperm is able to stay alive inside the
woman’s body for as much as six or seven days after intercourse, so even if an egg is released after
intercourse the wife may still become pregnant, although the chances are slightly lower.
A woman who is healthy and fertile will usually release an egg from one of her ovaries each month,
and this egg will travel into one of the fallopian tubes to wait for the arrival of sperm cells. It waits for
a short time, and if it is not fertilised, it dies off.
When sperm are released into the vagina, millions of tiny sperm cells race off in search of an egg to
fertilise. Of the many sperm cells that start this race, there will only ever be one winner. Some of the
sperm cells will die on the way, some will swim into an empty fallopian tube, and others are not able
to swim as fast.
When the sperm cells reach an egg they try to burrow through its outer layer and, though many try,
only one will enter into the inner part of the egg, where an explosion of activity called conception
takes place.
You could say that the chances of you becoming who you are were several million to one, and that in
the one moment of conception, you became you. All of the genetic information from your parents,
including your height, the colour of your hair, the colour of your eyes, the colour of your skin – all of
these decisions and more were made in that split second. And you are the result . . . a truly
wonderful gift from God.
page 24

TASK 11.1
DEVELOPMENT OF HUMAN LIFE
Working in groups of about 4 to 6 do the following:
1. Read over the information on Appendix 9.
2. Arrange the ‘Development of Human Life’ cards
(Resource Sheet 12) so that the various stages in the
development of human life are placed in their proper sequence.
3. Discuss: At what stage does human life begin?
Reflection:
Dear God,
We thank you for the gift of sharing in your creative power.
Help us to grow in understanding and respect for this miraculous gift.
Give us the wisdom to understand how to use this gift lovingly,
so that we may more and more come to realise your purpose for us. Amen.
Extension Task:
A continuum –
Imagine a line running across the classroom floor. One end of this line represents total
agreement, and the other, total disagreement. You are asked to stand on this imaginary line in a
position that reflects the extent to which you either agree or disagree with each statement that
your teacher will read out.
page 25

Created in
12
Love: Session 12 11
SESSION Created in Love:
MARRIAGE
“This is why a man leaves his father and his mother
and becomes attached to his wife and they become one flesh.”
(Genesis 2:24)
Learning objectives for students:
• to develop an understanding of why people choose to marry;
• to understand the nature of the vows made during marriage;
• to understand marriage as a Sacrament of the Church;
• to consider what it means to live a celibate life;
• to develop an understanding of the Catholic Rite of Marriage.
God created us as male and female, and this gift of sexuality draws us closer to other people in
different ways. As girls and boys we become more aware of each other and want to spend some
more time in each other’s company. Some other people we will meet will stay as no more than
friends. However there may be that special person that you meet and with whom you will develop a
special loving relationship that will lead to marriage.
TASK 12.1
WHY DO PEOPLE MARRY?
Working in groups of about 4 to 6 discuss the following:
1. Why do people get married?
2. What do people expect to get from being married?
3. How long should you know someone before you get married?
4. What sort of preparations would you need to make?
As Christians we believe that we have been called by God to serve him in a number of different ways.
Some people are called by God to marriage: this is their vocation. In answering this call, a husband
and wife say something very important to each other, so much so that they take special vows before
God and before other witnesses. When they take these vows they are saying,
“I give you myself totally and completely – mind, body and spirit – not just for today, but for all time.”
This is a very serious promise to make, for it means that they are
giving themselves to another person, including all their worries, their
fears and their hopes for the future. This is their expression of love,
trust and commitment that they make to each other. This is why the
Catholic Church teaches that marriage is a “sacrament”, an outward
sign of the love that God shows for each of us.
page 26

Of course not everyone is called to serve God in this way, to get married or
to have children. Some people might stay single because they have
never met that one person to whom they can give themselves so
completely. Others are called in another very special way, where
they choose to stay single and to offer their complete lives as a
gift to God, in service to others. Priests, nuns, and religious
brothers and sisters, for example, choose to remain “celibate”,
which means unmarried. This means that they sacrifice having a
sexual relationship with a husband or wife, but can still express
their sexuality without an intimate, physical relationship.
TASK 12.2 WHAT’S IN A MARRIAGE?
Working in groups of about 4 to 6 do the following:
1. You will need a copy of Resource Sheet 13.
2. Look at the sheet and rank each item according to how important you think each is within a
marriage. You should rank them on a scale of 1 to 5, with 1 being essential and 5 not
important.
Reflection:
Heavenly Father, you call us to serve you. Help us to recognise and accept the plan you have
for us. Give us understanding that we may learn to appreciate your ways. Inspire us to live with
dignity and respect and to participate with you in building family through the sacrament of
marriage. Amen.
Extension Task:
Read the excerpt from the Catholic Rite of Marriage. You will find this in Appendix 10.
• Why are the bridegroom and the bride asked to publicly state their intentions?
• What are the three things the bride and bridegroom promise to do?
• Why do you think this is so important in Catholic marriage?
page 27

Appendix 1
APPENDIX1
YOU
John Powell, SJ
You are a special person. The one and only you, in this entire world there is not another you.
In fact, since the beginning of time there has never been another you. No human being has
ever had your eyes, your nose, your hair or hands or voice. You are unique among all human
beings. You are special. No one will ever have your fingerprints or brainwaves. Nobody
anywhere has your tastes: for food or music or art. No one sees exactly as you do. Think about
it. In all human history there has never been another person who laughs as you do, no one who
cries as you do. And what makes you laugh or cry could never call identical laughter or tears out
of anyone else. No one reacts to any situation as you react. You are unique. You are the one
and only you.
You are the only one in all creation who has your combination of abilities. Oh, there will always
be somebody who is better at one of the things you are good at. But no one in the whole
universe can ever duplicate the quality of talents, ideas, choices, abilities and feelings.
It’s like a room filled with musical instruments. Some may sound better than others when played
alone; but none can match the symphony sound when all are played together. And you are a
symphony. You are a sound; a melody never heard before and never to be heard again.
Through all eternity no one will ever look, talk, walk or think as you do. You are indeed an
‘original by God’. There will never be a carbon copy of you.
And all ‘originals’ are of great value. So you don’t have to attempt to imitate others. You don’t
need to compete with others. You should rather accept – yes, celebrate – your differences from
others. It’s these very differences that make you unique among all human beings.
Last of all, it’s no accident that you are unique. God has made you unique for a very special
reason. He clearly has a job for you that no one else can do as well as you. Only you can do it.
Out of all the billions of applicants, only one has all the
qualifications. Only one has the right combination of
what it takes. And that one is you, the never-to-berepeated
you. To achieve we only have to believe.
Fr John Powell, SJ
page 28

APPENDIX2
GROWING AND CHANGING
Anonymous
Two-year old, two-year old,
What can you do?
Throw things in the toilet;
Whoops, that was my shoe!
Four-year old, four-year old,
Where have you been?
Playing in a mud hole,
And staying nice and clean.
Ten-year old, ten-year old,
Why do you run?
Walking isn’t fast enough,
Besides, it isn’t fun.
Thirty-year old, thirty-year old,
Why do you sigh?
I can’t find time for everything,
No matter how I try.
Sixty-year old, sixty-year old,
What do you see?
Greying hair and wrinkles,
I wonder if it’s me?
Old person, old person,
Why do you smile?
I have so many stories,
Can you listen for a while?
Teenager, teenager,
Where do you go?
I’ll find out when I get there,
Oh, why is life so slow?
Appendix 3
APPENDIX3
THE OLD GRANDFATHER AND HIS
LITTLE GRANDSON
Leo Tolstoy
The grandfather had become very old. His legs would not carry him, his eyes could not see,
his ears could not hear, and he was toothless. When he ate, bits of food sometimes
dropped out of his mouth. His son and his son’s wife no longer allowed him to eat with them at
the table. He had to eat his meals in the corner near the stove.
One day they gave him his food in a bowl. He tried to move the bowl closer; it fell on the floor
and broke. His daughter-in-law scolded him. She told him that he spoiled everything in the
house and broke their dishes, and she said that from now on he would get his food in a
wooden dish. The old man sighed and said nothing.
A few days later, the old man’s son and his wife were sitting in their hut, resting and watching
their little boy playing on the floor. They saw him putting together something out of small
pieces of wood. His father asked him, ‘What are you making, Misha?’
The little grandson said, ‘I’m making a wooden bucket. When you and Mamma get old, I’ll feed
you out of this wooden dish.’
The young peasant and his wife looked at each other and tears filled their eyes. They were
ashamed because they had treated the old grandfather so meanly, and from that day they
again let the old man eat with them at table and took better care of him.
page 29

Appendix 3
APPENDIX4
FAMILY STRESS
Picture the scene . . . there you are, rushing to school, and to make matters worse it is
Monday morning again. You hate Mondays. In such a bad mood before you left the house,
you had a big argument with your brother (or sister). To make matters worse, you didn’t finish
your maths homework, and it is due in first period. As if things couldn’t get any worse, you get
to school and there isn’t a soul to be seen on the playground, which means that you are also
late!
There’s a word to describe how you are feeling . . . you feel stress!
Stress, or tension, is a normal part of life. Many things happen to you each day, and you come
into contact with many different people. Along the way it is inevitable that conflicts may occur
and you may feel yourself being pulled in different directions by people who all want
something from you. Stress is this sense of being pulled or stretched.
Some stress is actually good for us . . . if you don’t get challenged, what is the point in getting
up in the morning? We need to be stretched; how would we ever develop otherwise? But then
again, you can have too much stress, and when it begins to get on top of you, life can become
pretty difficult.
As humans we relate to others, and with relationships come stress. Nowhere is this truer than
within the family, and for as long as there have been families, there have been family tensions.
Hardly surprising really, since we live so closely together and expect so much from each other
– what else can you expect, then, that we should have disappointments and disagreements?
Appendix 5
APPENDIX5
FOOTSTEPS
Margaret Fishback Powers
One night I dreamed a dream.
I was walking along the beach with my Lord.
Across the dark sky flashed scenes from my life.
For each scene, I noticed two sets of footprints in the sand,
one belonging to me and one to the Lord.
When the last scene of my life shot before me
I looked back at the footprints in the sand.
There was only one set of footprints.
I realised that this was at the lowest and saddest times of my life.
This always bothered me
and I questioned the Lord about my dilemma.
‘Lord, you told me when I decided to follow You,
You would walk and talk with me all the way.
But I’m aware that during the most troublesome times of my life
there is only one set of footprints.
I just don’t understand why, when I need You most,
You leave me.’
He whispered, ‘My precious child,
I love you and will never leave you, never ever.
During your trials and testing,
when you saw only one set of footprints
it was then that I carried you.’
page 30

Appendix 6
APPENDIX6 SITUATIONS
Situation 1:
Elaine, Fiona and Debbie have been good friends since Primary 3 and spend most of their
spare time together. In the last few weeks Debbie has begun to feel a bit left out as Elaine and
Fiona seem to be getting much more interested in clothes and fashion. Debbie likes clothes
too, but she knows that her mum is finding money tough just now. She has mentioned this to
her friends in the past. It is Saturday morning and Elaine asks Fiona to go shopping for some
new clothes but does not ask Debbie. Fiona does not want Debbie to be left out.
Situation 2:
John has gone to the shops on the way home from school with two boys in second year.
Usually he would go straight home with his friend Dave who lives next door to him. The boys
go into a shop and as they are looking around they see a large box on the floor at the back of
the shop. It is partly open and contains cartons of cigarettes. One of the older boys takes one
of the cartons, rips it open and hands a couple of packets of cigarettes to his friend and then
offers one to John. “Here,” he says, “take them, they’re free. The lady’s busy with a customer.
She’ll never notice.”
Situation 3:
It is Friday night and you are going to a school disco with your friends. On the way there your
friends are all bragging about how much they can drink and how great it is to get ‘smashed’ at
the weekend. You know they are only boasting, but say nothing. When you arrive at school
your friends go to the toilet, and you go with them. Once inside, they take out bottles they had
hidden earlier in the day. One of your friends holds out a half bottle of vodka towards you. “Go
on, have a drink! What harm can it do? You’ll enjoy the disco much better with a drink in you!”
Situation 4:
You are at a party in your friend’s house. Their parents are out for the evening and won’t be
back until late. You are talking with your friend when you see a girl from another class that you
really like but are too shy to ask out. Your friend sees you looking at her and says, “Fancy her,
then? I can get you set up, no problem!” You laugh nervously and deny that you are interested.
Some time later your friend comes over, bringing the girl with him. “This is Tracey,” he says,
“do you two want to go upstairs for some privacy?”
page 31

Appendix 6
APPENDIX7
PUBERTY
Puberty is the word that is used to describe the period of our development when the body and
the brain go through a number of stages leading to sexual maturity. It can be a worrying time
for young people as the changes are sometimes very fast and very noticeable.
• During puberty, the male and female sexual organs mature and the body is ready for the
exciting prospect of becoming a parent. The female ovaries produce egg cells and the male
testes produce sperm.
The time when puberty starts is different for boys and girls and, even then, not all girls reach
puberty at the same time, nor do all boys.
• A girl’s body will start to develop when she is between 11 and 14 years old.
• A boy’s body will start to develop when he is about 13 or 16 years old.
• Each person’s body, however, develops at its own rate and in its own time. There is no hard
and fast rule about when puberty should begin or when it should end.
During puberty you cannot see the internal changes, but what are called the “secondary
sexual characteristics” become much more visible.
• Girls will develop breasts, pubic hair, and will begin to grow taller.
• They will also experience menstruation for the first time, signalling their potential to become
a mother.
• Boys will also notice changes, such as genital development, the growth of pubic hair,
growth in height, and a deepening of their voice as the larynx (voice box) gets larger and is
able to produce a deeper sound.
• They may also experience a ‘wet dream’, where a small amount of semen is released from
the penis. This is perfectly natural and is nothing to be ashamed of or embarrassed about.
During puberty young people may feel awkward as their bodies grow.
• They need to consider their personal hygiene more, since sweat glands in the armpits,
under the breasts and around the genital area become active.
• Spots also can become a problem, with excess sebum blocking pores. This can be treated
with regular washing or, in extreme cases, by applying a cream from your GP or
pharmacist.
• During puberty, young people often experience mood swings as they
cope with their changing emotions, and first ‘crushes’ may also be
experienced.
page 32

Appendix 7
APPENDIX
8
PLANT REPRODUCTION
Plants reproduce through a process known as pollination. Plants are made up of many
different parts, and each of these has its own specific purpose. Some of these parts are
described as being ‘male’ and others as ‘female’, and without these, pollination would not be
able to happen.
The head of a flower has petals that are often brightly coloured to attract insects, birds and
small furry animals. The petals also protect the flower’s reproductive organs.
The two most important parts of a flower are the pistil (female) and the stamen (male). The
pistil contains the ovaries and the top part of it, called the stigma, gathers pollen which then
travels down towards the ovaries where it fertilises the ovules (eggs), producing seeds. The
stamen is where the pollen comes from and comprises of the filament and the anther. The
anther is the part from where the pollen is released.
Pollination can happen in a number of different ways. Some plants release a sweet- smelling
liquid called nectar which attracts small birds and insects. Bees, for example, land on flowers
and, as they brush against the anther with their legs, pick up some pollen and transfer this to
the stigma. Sometimes they will then fly on to other flowers, where more pollen may stick to
the stigma of these plants – we call this cross-pollination. The same can happen if the plant is
visited by other insects or birds or small furry animals. Another way that flowers can be
pollinated is by the wind; some flowers have more open petals and pollen can be carried by
the wind, landing either on the stigma of the same plant or another plant completely.
Pollination is the key to the survival of plant life and is only possible because of the presence
of both male and female parts – in other words, plants are only able to reproduce because
they have been created with the right equipment.
page 33

Appendix 8
APPENDIX9
THE DEVELOPMENT OF HUMAN LIFE
Stage Timescale Size Description
Conception
Within days of
intercourse
Almost invisible
New life starts as a single cell, so small as
to be almost invisible. Transfer of genetic
information.
Zygote
A few hours
after conception
Size of full stop
Fertilised ovum divides into 2 cells, each
containing genetic information from both
parents.
Every 12-15
hours
Micro
Egg divides further – 2 cells in 4, then 8,
16, 32, 64, etc.
Blastocyst
3 days
Micro
Ball or cluster of cells moves from fallopian
tube into uterus.
Day 5
Micro
Transparent membrane around cells
disappears.
Embryo
Day 7
Micro
Attaches to lining of uterus (implantation)
Day 18
0.2cm
Backbone, brain, nervous system and
some internal organs begin to form.
Day 21
0.4cm
Heart starts to pump blood.
Day 28
0.6cm
Muscles, arms, legs and ears beginning to
show.
Foetus
2 Months
3cm
Kidneys, stomach, liver, brain and muscles
start to function.
3 Months
7.5cm
Sex of foetus can be distinguished, internal
reproductive organs develop. Begins to
move about.
4 Months
15cm
Can move its arms and kick legs.
5 Months
25cm
Sucks thumb. Somersaults in womb
6 Months
30cm
Moves more often. Opens eyes. Reacts to
sounds.
7 Months
Varies
Internal body systems almost completely
developed.
8 Months
Varies
Fully developed. Settles into position, head
downwards.
9 Months
40-50cm
Ready to be born.
page 34

APPENDIX10
THE RITE OF MARRIAGE
Priest:
Priest:
__________ and __________, you have come together in this Church so that
the Lord may seal and strengthen your love in the presence of the Church’s
minister and this community. Christ abundantly blesses this love. He has already
consecrated you in baptism and now he enriches and strengthens you by a
special sacrament so that you may assume the duties of marriage in mutual and
lasting fidelity. And so, in the presence of the Church, I ask you to state your
intentions.
__________ and __________, I shall now ask if you freely undertake the
obligations of marriage, and to state that there is no legal impediment to your
marriage.
Are you ready freely and without reservation to give yourselves to each other in
marriage?
The Bridegroom answers first and then the Bride:
Bridegroom: I am.
Bride: I am.
Priest: Are you ready to love and honour each other as man and wife for the rest of your
lives?
Bridegroom: I am.
Bride: I am.
Priest: Are you ready to accept children lovingly from God, and bring them up according
to the law of Christ and His Church?
Bridegroom:I am.
Bride: I am.
The Bridegroom says after the Priest, or reads:
I do solemnly declare that I know not of any lawful impediment why I _____ may not be joined
in matrimony to _______.
Then the Bride says after the Priest or reads:
I do solemnly declare that I know not of any lawful impediment why I ______ may not be
joined in matrimony to ______.
CONSENT
The Priest invites the couple to declare their consent:
Priest: Since it is your intention to enter into marriage, declare your consent before God
and his Church.
To the Bridegroom:
Priest: __________ will you take __________here present for your lawful wife,
according to the rite of our Holy Mother the Church?
Bridegroom: I will.
page 35

Appendix APPENDIX10
THE RITE OF MARRIAGE
Priest:
Bride:
__________ will you take __________ here present for your lawful husband,
according to the rite of our Holy Mother the Church?
I will.
The Bride and Bridegroom join their right hands. The Bride’s hand may be placed in the
Bridegroom’s by the person who gives her away.
The Bridegroom then says after the Priest, or reads:
Bridegroom: I call upon these persons her present to witness that I __________ do take thee,
__________ to be my lawful wedded wife to have and to hold from this day
forward, for better or worse, for richer or poorer, in sickness and in health, to love
and to cherish, till death us do part.
They separate their hands for a moment and then rejoin them before the Priest invites the
Bride to make the same vows:
Bride: I call upon these persons here present to witness that I __________ do take
thee, __________to be my lawful wedded husband to have and to hold from this
day forward, for better for worse, for richer for poorer, in sickness and in health,
to love and to cherish, till death us do part.
Receiving their consent, the Priest says:
Priest: You have declared your consent before the Church. May the Lord in his
goodness strengthen your consent and fill you both with his blessings. What God
has joined together, let no man put asunder.
All: Amen.
Blessing and exchange of rings
Priest: May the Lord bless this ring (these rings) which you give (to each other) as the
sign of your love and fidelity.
All: Amen.
The husband places his wife’s ring on her finger, saying:
Husband: __________, take this ring as a sign of my love and fidelity. In the name of the
Father, and of the Son, and of the Holy Spirit.
If the husband is to receive a ring, the wife places it on his finger saying:
Wife: __________, take this ring as a sign of my love and fidelity. In the name of the
Father, and of the Son, and of the Holy Spirit.
page 36

© 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