UNDERSTANDING CONSCIENCE 
LOWER PRIMARY
Lesson objective: Students will understand that conscience helps us make good choices and that we can learn from Jesus and others in our community.
1. Read aloud
Read The tree of Goodness by Andrew Newmann. This picture book asks a simple but profound question: What makes a tree good? Children explore this concept through the many beautiful aspects of a tree’s nature, and, in the end, learn a lesson about their own self-worth.
Here are three questions a teacher can ask after reading The Tree of Goodness:
• What makes a tree good? Can you name some of the beautiful things about a tree?
• How is a tree’s goodness like the goodness inside you?
• What are some ways you can show your goodness to others, just like a tree gives shade, fruit, or shelter?
2. Pre-reading vocabulary activity
Introduce key words by saying the word, giving a simple definition, and using an action to help students remember. Encourage them to repeat the word and copy the action.
• Conscience – The little voice inside that helps us know right from wrong. (Point to head and heart to show thinking and feeling.)
• Choice – Deciding what to do. (Pretend to pick between two things with each hand.)
• Community – The people around us who help us. (Hold hands in a circle to show togetherness.)
Reinforce understanding by asking students to give examples, like a time they listened to their conscience or made a good choice.
3. Reading activity
Read the simplified passage excerpt from ‘Live generous lives’ by Andrew Hamilton SJ aloud.
Pause to ask:
• How do we know what is right?
• Who can help us make good choices?
Simplified passage:
Christians have always thought about conscience as something we do together. It means we look at the world, think about what is right, take action, and then reflect on what happened. This helps us make good choices, especially when we follow Jesus’ teachings.
Talking with others helps us understand what is right. Sometimes, people think about conscience alone, like when preparing for Reconciliation, but Pope Francis reminds us that we should also talk about it with others in our church, school, and community.
4. Stop, Think, Act!
Help students practice making good choices by using the Look, Think, Act process.
Materials
• A traffic light visual (Red = Stop, Yellow = Think, Green = Act).
• Five real-life scenarios for discussion and role-play.
Steps
• Look (Stop – red light)
Read a situation aloud to the class. (Example: Your classmate drops their crayons on the floor.)
Ask: ‘What do you see happening?’
• Think (Think – yellow light)
Ask: ‘What is the right thing to do? Why?’
Encourage students to share their thoughts.
• Act (Go – green light)
Ask: ‘What should we do?’
Have students role-play or describe the best action.
Situations for discussion and role-play
• Sharing a toy – You see a friend who doesn’t have a toy to play with. What should you do?
• Helping a friend – Your classmate drops their crayons on the floor. How can you help?
• Speaking kindly – Someone says something unkind to another student. What would be the right thing to do?
• Waiting your turn – You are in line for the slide, but someone cuts in front of you. How should you respond?
• Telling the truth – You accidentally break something at home or school. What should you do next?
Wrap-up: Discuss how Look, Think, Act helps us make good choices like Jesus. Ask students to share a time when they made a good choice using this process.
5. Scripture exploration
Verse: ‘Love one another as I have loved you.’ (John 13:34)
Discuss: How does loving others help us make good choices?
Students draw a heart and write or dictate one way they can love others.
6. Bible stories about good choices
Read ‘The Good Samaritan’ (Luke 10:25-37) or ‘Joseph forgives his brothers’ (Genesis 45:1-15).
‘The Good Samaritan’ (Luke 10:25-37)
The parable of the Good Samaritan (Luke 10:25-37) works well because it teaches children to see others in need, think about what is right, and take kind action, making it easy to understand, discuss, and role-play.
Tell the story using simple language and pictures.
Ask: ‘Who made a good choice? Why?’
Act out ways to be kind like the Good Samaritan.
‘Joseph forgives his brothers’ (Genesis 45:1-15)
Why this story works: Joseph chooses kindness and forgiveness instead of revenge.
He helps his brothers even though they hurt him, showing a good choice like the Good Samaritan.
How to use it in the lesson: Tell the story simply – Explain how Joseph’s brothers were unkind but later needed his help. Instead of being mean back, Joseph forgave them and gave them food.
Ask: ‘Who made a good choice? Why?’
Act it out – Have students role-play making good choices like Joseph (eg, forgiving a friend, helping someone in need).
7. The path of good choices
Activity: Stepping stones to kindness
• Give each student a paper cutout of a stepping stone.
• Have them draw or write one way they can make a good choice.
• Arrange the stones in a path on a bulletin board or classroom floor to symbolise how good choices lead us forward.
• Walk along the path as a class, discussing each step and how it helps others.
This activity reinforces the idea that making good choices is an ongoing journey that connects us all.
Assessment
• Can students explain what conscience is?
• Can they name a way to make a good choice?
• Can they describe how Jesus teaches us to love and help others?
LIVE GENEROUS LIVES
UPPER PRIMARY
Objective: Help students understand the role of conscience in making good choices, the importance of community in shaping these choices, and how reflection and conversation can guide us toward generosity and peace.
Key concepts to teach:
• Conscience: The inner voice that helps us know what is right and wrong.
• Generosity: Giving to others, whether through kindness, time, or support.
• Community: The people around us who help us grow, make decisions, and live peacefully.
• Reflection and discernment: Taking time to think about our actions and listening to others to make good choices.
1. Conscience and reflection
Help students reflect on how conscience guides their choices and how it is shaped by both personal reflection and conversation with others.
• Materials: Paper and pens for writing.
• Instructions: Ask students to think about a time when they had to make a difficult decision. Have them draw or write about the situation, focusing on how they made the decision (What did their conscience tell them?).
• Discuss with a partner or small group: How did talking to someone help you make the decision?
• After sharing, ask: How does listening to others help us make better choices?
2. The role of community in conscience
Explore the role of community in shaping our conscience and decisions.
Materials:
• A device with internet access
• Padlet (or similar online collaboration tool)
Instructions:
• Introduction: Ask the students: What are some communities you belong to? (eg, family, school, church, sports teams).
• On a Padlet board, create a space for students to type their responses. Each student can post a note with the community they belong to.
Discussion:
Discuss how these communities help shape our choices. Prompt with questions such as:
• How does our church community help us grow in faith?
• How does being part of a team teach us to share and work together?
• As students share, encourage them to post reflections or thoughts on Padlet related to each question.
Reflection on generosity:
On Padlet, create a section for students to add ideas about how to practice generosity within their communities. Guide them to think about:
• Listening to others
• Helping when we can
• Working together to make good choices
Encourage students to interact with each other’s posts, asking questions or adding comments.
Wrap-up:
Summarise the main points of the discussion, highlighting how communities help us develop our conscience and make better decisions.
If time allows, you could ask students to reflect on one new idea they learned from the activity and post it to Padlet as a final thought.
Benefits of using Padlet:
• Students can contribute in real-time, making the activity more interactive.
• It fosters collaboration as students can engage with each other’s ideas.
• It allows for a digital record of the activity, which can be revisited later.
3. Reading comprehension activity
Read ‘Live generous lives’ by Fr Andrew Hamilton SJ.
Help students to understand and reflect on the role of conscience, community, and generosity in shaping our decisions.
Pre-reading vocabulary:
• Conscience: A sense of right and wrong.
• Generosity: Willingness to give or share with others.
• Discernment: The ability to judge well.
• Cycle: A repeating series of events.
• Flourishing: Growing or developing in a healthy or successful way.
Reading comprehension questions:
What is the main focus of the International Day of Conscience?
A) To celebrate the voice of conscience
B) To encourage us to live generous lives and work with others
C) To discuss sin and wrongdoing
D) To talk about what Catholics should do in their communities
According to the article, how do communities help us live generous lives?
A) By telling us what is right and wrong
B) By making decisions for us
C) By encouraging us to depend on each other and help each other grow
D) By judging us when we make mistakes
What does the article say about the role of conversation with others in shaping our conscience?
A) It helps us avoid making mistakes
B) It helps us understand our differences and find peaceful solutions
C) It is not important to shaping our conscience
D) It teaches us to follow rules without questioning
What is the Ignatian method of discernment described in the article?
A) See, judge and act
B) Listen, think and decide
C) Pray, reflect and follow
D) Choose, decide and reflect
What does Pope Francis encourage Catholics to do in relation to their conscience?
A) Keep their conscience private
B) Share their thoughts with others in their parish and community
C) Make decisions only based on personal reflection
D) Avoid discussions about conscience in public
How does the article suggest that being part of a community helps us grow closer to God?
A) By making us always agree with each other
B) By helping us make decisions that reflect Jesus’ way
C) By focusing only on personal prayer
D) By teaching us how to be isolated
Follow-up activity:
Group reflection: In small groups, ask students to discuss how their communities (family, school, church, etc) help them make good choices. Each student can share an example of how their community has helped shape their conscience.
Padlet reflection: Ask students to post one sentence on a shared Padlet wall about what they believe is the most important way their community helps them grow in generosity. Encourage them to read and respond to at least two other students’ posts.
4. The cycle of see, judge, act
Introduce the concept of the cycle of See, Judge and Act as a way of making good decisions.
Materials: A chart with three sections: See, Judge, Act.
Instructions:
Explain the cycle of See, Judge and Act (developed by Cardinal Joseph Cardijn).
• See: Look at the situation around you.
• Judge: Think about what is right and what would help others.
• Act: Do something to help or make the situation better.
Give examples of situations that require this cycle (eg, seeing someone in need, judging how to help, and acting by offering support).
Situations to use for the cycle of see, judge, act:
• A friend is feeling sad: See that they are upset, judge what might help (a kind word, a hug, or listening), and act by comforting them.
• Someone is being left out of a game: See that they are alone, judge whether it is fair to leave them out, and act by inviting them to join.
• A classmate is struggling with their homework: See that they are having trouble, judge if they need help, and act by offering to help them.
• There is trash on the playground: See the mess, judge whether it’s okay to leave it, and act by picking up the trash or telling an adult.
• A sibling asks for help with chores: See that they need help, judge if you have time, and act by assisting them.
In pairs or small groups, have students come up with a situation where they can use this cycle to make a good choice. Share examples with the class.
Teacher tip: Encourage students to think of both small and larger situations where they can practice seeing, judging, and acting. Use these situations as teaching moments to guide them in making choices that show kindness and generosity.
5. Generosity in action
Encourage students to think about and practice generosity.
Materials: Paper, markers, and stickers.
Instructions:
• Have students trace their hands on a piece of paper.
• In each finger, write or draw one way they can be generous (eg, share, help a friend, listen, be kind).
• Discuss how being generous makes our communities stronger. Display the hands on a bulletin board, creating a visual reminder of how each student can contribute to their community.
6. Closing reflection
Reflect on how conscience, community, and generosity guide us toward making good choices.
Instructions:
• Ask students to sit quietly and think about one way they can be more generous at home or school this week.
• Have them share their ideas with a partner or write them down in their journal.
• Encourage students to remember how their conscience, shaped by God and their community, helps them make good decisions.
Key scripture reference:
‘Love your neighbour as yourself’ (Matthew 22:39) – A reminder that being generous to others is part of living out our conscience and faith.
Teacher tips:
• Be sure to encourage all students to participate in discussions.
• Use the activities to highlight how generosity builds peace within our communities and makes our world a better place.
• Connect the concepts of conscience and community back to Jesus’ teachings, emphasising the importance of love and care for others.
A DISTINCT WAY OF BEING
LOWER SECONDARY
Objective: To deepen students’ understanding of autism as a distinct way of being human, not a flaw, and to reflect on how the Christian call to love and accept others applies to neurodivergent individuals.
To use the See, Judge, Act model to guide students in responding to the article and exploring their role in building inclusive communities.
1. Icebreaker question
Ask the students to think about the different ways people are unique (eg, personality traits, talents, challenges). Have them share one thing that makes someone unique and how it can be celebrated. Write key ideas on the board.
Introduce the article: Briefly introduce the article ‘A distinct way of being’ by Fr Andrew Hamilton SJ. Explain that the article discusses autism, emphasising that it is a unique way of being human, not a flaw. Connect the topic to the broader theme of community and how different people contribute to the beauty of society.
2. Reading activity
Read the article ‘A distinct way of being’ by Fr Andrew Hamilton SJ. Highlight or underline key phrases that stand out to you, especially those about autism as a distinct way of being human and how society should respond to it.
Pre-reading vocabulary
• Autism: A developmental condition that affects how a person perceives and interacts with the world.
• Spectrum: A range or series of different but related qualities.
• Neurodivergent: A term for people whose brain functions differently from what is considered typical.
• Neuro-affirming: Supporting and accepting the differences in brain functioning rather than seeing them as problems.
• Exclusion: The act of leaving someone out or not including them.
• Discrimination: the unfair or unequal treatment of individuals or groups based on characteristics such as race, gender, age, disability, or other personal attributes. It often results in harm or disadvantage to those who are treated differently.
Reading comprehension questions:
What is the main purpose of World Autism Awareness Day and Autism Acceptance Month?
A) To promote medical treatments for autism
B) To celebrate the gift of people with autism and educate the wider community
C) To make people with autism feel excluded
D) To raise money for autism research
How does the article compare autism to light and colours?
A) Autism is like a flaw that needs to be fixed, just like light can be broken into colours.
B) Autism is a spectrum, similar to the way light is divided into different colours in a rainbow, contributing to the beauty of the world.
C) Autism is the absence of colour, making the world dull and uninteresting.
D) Autism is only about repetitive behaviour, just like light is only about brightness.
According to the article, how do the features of autism vary?
A) They are always present and the same for every person with autism.
B) They can appear differently in different people, in varying degrees of intensity.
C) They are mostly about physical disabilities.
D) They are caused only by family problems.
What is the key message about autism that the article tries to communicate?
A) Autism is a problem that needs to be fixed with a cure.
B) Autism is a distinct way of being human, not a flaw, and should be celebrated.
C) Autism is a disease that makes people inferior.
D) People with autism should be avoided in society.
How does the article suggest society should respond to people with autism?
A) By treating them as if they are the same as everyone else and ignoring their differences.
B) By adopting neuro-affirming attitudes that include interest, acceptance, and friendship.
C) By focusing only on their intellectual abilities and ignoring social needs.
D) By providing a chemical cure for autism.
What does the story of Joseph’s coat in the article represent?
A) A lesson in how to judge people based on their differences.
B) A symbol of the uniqueness of people with autism and how they are valued when seen in the right light.
C) A reminder to reject those who are different from us.
D) A way to show that differences should be ignored.
Follow-up activity:
• Group reflection: In small groups, ask students to discuss how they can support people with autism in their school or community. Encourage them to think of ways they can be neuro-affirming in their actions, such as being more accepting or helping others feel included.
• Creative expression: Ask students to create a visual representation (drawing, collage, or digital artwork) of what a world where differences are celebrated might look like. This could include using bright, rainbow-like colours, inspired by the article’s theme, to represent the beauty of diversity.
3. Scripture exploration
Scripture passage: Matthew 25:35-40 – The Parable of the Sheep and the Goats
Read the passage aloud, focusing on Jesus’ call to love and serve others, particularly the marginalised and those who are in need.
Reading comprehension questions:
• Who are the ‘sheep’ and the ‘goats’ in the parable, and what is the difference between them?
• What actions does Jesus describe as being acts of service to him?
• How does Jesus say the "sheep" will respond when they hear what they did for him?
• What does the passage teach us about how we should treat those who are hungry, thirsty, sick, or in need?
• What message does Jesus want us to understand about serving others in his name, especially those who are marginalized or suffering?
Reflection question: How does this scripture connect with the article’s message about supporting people who are different from us, like those with autism? What does it mean to serve and accept others as Jesus taught?
4. See, judge, act model
Step 1: See
Discussion prompt: What does Fr Andrew Hamilton mean when he says that autism is not a flawed way of being human but a distinctive way? How does this perspective help us see people with autism differently?
Encourage students to consider their own experiences and thoughts about autism. How do they currently see individuals with autism? What are some misconceptions that people might have?
Step 2: Judge
Reflection question: Based on the article and scripture, how do you judge or evaluate the way society currently responds to people with autism?
Do you think society tends to exclude, misunderstand, or avoid those who are different? How can this change? What does Christian teaching say about acceptance and inclusion?
Step 3: Act
Discussion prompt: How can we, as individuals and as a community, act to be more inclusive and affirming toward people with autism or other neurodivergent individuals?
Encourage students to suggest practical ways they can show kindness, understanding, and inclusion in their school, parish, and broader community. How can they support neurodivergent classmates or peers?
5. Presentation
Divide the class into small groups and ask them to brainstorm and create a short presentation or poster that demonstrates how their community (school, church, etc) can better support and include people with autism. Have each group share their ideas with the class.
Examples might include:
• Sensitivity training for students and staff.
• Creating a welcoming and accepting environment in youth groups or sports teams.
• Organising events or awareness campaigns to promote understanding of autism.
6. Write a personal reflection
Ask students to write a short reflection on how their view of autism has changed after reading the article and engaging in the discussion. They should also describe one specific action they will take to promote inclusion and acceptance in their community, using the See, Judge, Act model.
Optional extension: Have students design a digital or physical poster for Autism Awareness Month (April) to share within the school or parish. This could include a message of inclusion, acceptance, and celebration of diversity.
Additional notes for teachers
• Differentiation: Be mindful of students who may need additional support with reading comprehension. Consider offering a simplified version of the article or pair students up for a collaborative read-aloud.
• Inclusivity: Encourage students to recognise the value of neurodiversity and how it enhances communities. Address any potential misconceptions about autism and use the See, Judge, Act framework to guide students in reflective and respectful dialogue.
• Christian perspective: Remind students that the Christian call to love our neighbours as ourselves extends to everyone, regardless of how they may be different from us. Emphasise the importance of being inclusive, compassionate, and proactive in creating a community where all are valued.
THE RISKS AND REWARDS OF ARTIFICIAL INTELLIGENCE (AI)
UPPER SECONDARY
Based on the Article: ‘Risks and Rewards of AI’ by Fr Andrew Hamilton SJ
Objective: To critically reflect on the ethical implications of AI, examining the risks and rewards through the lens of Catholic Social Teaching, using the See, Judge, Act model.
1. See (Observation)
Activity: Start by asking the students to reflect on their daily use of technology. Prompt them to think about how artificial intelligence (AI) has already impacted their lives, even if they haven’t realized it. This can include things like social media algorithms, voice assistants, or even AI in gaming.
Discussion:
• What is AI, and how is it used in our world today?
• What are some examples of AI that students use or are aware of? (eg, Siri, automated chatbots, recommendation systems)
• What are some of the ways AI can be helpful to people?
• What potential dangers or risks do students see in AI, especially as it advances?
Goal: The aim is to get students to recognise both the benefits and risks of AI, setting the stage for deeper reflection.
2. Judge (Reflection)
Read the article ‘Risks and Rewards of AI’ by Fr Andrew Hamilton SJ aloud with the students.
Afterward, ask them to answer the following questions in their journals or as a class discussion:
• What are the risks that Pope Francis identifies regarding AI and technology?
Encourage students to reflect on how technology can affect human relationships, job security, and society’s moral compass.
• What benefits of AI are mentioned in the article?
Discuss the potential for technology to improve human flourishing and solve global issues.
• How does the article emphasise the importance of using AI and technology in a way that respects human dignity?
Ask students to reflect on Pope Francis’ thoughts about respecting the common good and the dignity of the human person in technological advancements.
• What role does business and community play in how AI affects society, according to the article?
Discuss how businesses should approach technology and AI, keeping human growth and relationships in mind.
Goal: Students should critically examine both sides of the issue – understanding the risks and rewards of AI – and apply Catholic Social Teaching, focusing on the dignity of the person, the common good, and the importance of community.
3. Act (Application)
Activity: Now, guide students to think about how they can act in light of what they have learned. Discuss the following questions:
• What steps can individuals and communities take to ensure that AI is used ethically and respects human dignity?
• Discuss how they can advocate for policies that prioritise human wellbeing over profit in the development of new technologies.
• How can we, as Catholics, apply the principles of Pope Francis’ prayer for new technologies in our daily lives?
• Explore practical steps they can take to be more aware of the implications of AI and advocate for ethical uses of technology.
• What changes can they make in their own lives to use technology in a way that fosters positive relationships and community?
Encourage students to think about using technology to promote kindness, respect, and cooperation in their daily interactions.
Goal: Encourage students to think about personal responsibility when it comes to technology. How can they use AI and technology to help others, make moral decisions, and ensure the common good is prioritised?
4. Closing reflection
End the lesson with a prayer, asking God for wisdom and guidance as we navigate the challenges and opportunities presented by AI and technology.
Suggested prayer:
Lord, help us to use the gifts of technology with wisdom and care. May we always remember that our dignity as human beings comes from You, and may we strive to use technology to bring about good in our world. Help us to see, judge, and act in ways that reflect Your love and respect for all people. Amen.
5. Key takeaways for students
Students copy/type the following notes into their notebooks:
• Technology and AI are tools that can either serve the common good or harm human dignity, depending on how they are used.
• The Catholic Church encourages us to reflect on how technology impacts relationships and community life, and to make choices that promote the flourishing of all.
• We must take personal and collective responsibility in ensuring that AI and technology are developed and used ethically, in line with our faith values.