LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
GOD LOVES EVERYBODY
LOWER PRIMARY
1. Read
Read Everybody by Elise Gravel (Scholastic, 2021) to the class. Or you can find a read-aloud here.
You can find teacher’s notes from Scholastic here.
2. Meeting new friends adventure
Play ‘Gaming the Gospels – Meeting new friends adventure’ and complete the drawing reflection activity at the end.
3. Friendship poster activity
Read Proverbs 17:17 aloud to the class.
‘A friend loves at all times, and kinsfolk are born to share adversity.’
Discuss what it means for friends to always love and be there for each other. Discuss the following questions to explore what it means to be a good friend:
• How did you make friends?
• What do friends do for each other?
• What qualities make someone a good friend?
Poster creation
Divide the class into small groups or pairs. Each group will create a poster advertising the qualities of being a good friend.
Design elements
Create an eye-catching title for the poster, such as ‘Be a good friend’ or ‘Qualities of a true friend.’
• Illustrations: Draw pictures or use stickers that represent the qualities of a good friend.
• Qualities to include: Each poster must include at least three qualities of a good friend, such as:
- Loving and caring: Show love and support always.
- Listening and understanding: Be a good listener and try to understand how others feel.
- Helping and supporting: Help your friends when they are in need.
• Advertising style: Look at different advertisements for inspiration on how to make the poster visually appealing. Consider using bright colours, bold text, and creative layouts.
Once the posters are complete, have each group present their poster to the class. They should explain the qualities they chose and why they are important for being a good friend.
Reflection
As a class, reflect on the posters and the qualities highlighted. Discuss how these qualities can be applied in their own friendships and how Proverbs 17:17 guides us to be loving and supportive friends.
4. Respect relay activity
Play ‘Gaming the Gospels – Respect relay’. Everybody deserves to be treated with respect, but how and why do we do that? Find out by playing this game.
5. Building blocks activity
Play ‘Gaming the Gospels – Building blocks’.
For younger children you may wish to just complete the building and drawing activities and finish with a short reflection.
6. Closing reflection
Reflect on what was learned about friendship, respect, and overcoming fears.
Reiterate that God loves everyone and made us in his image, so we should love and respect each other just as God loves us.
Scripture reference: 1 John 4:7 – God Is Love
'Beloved, let us love one another, because love is from God; everyone who loves is born of God and knows God'.
DEVELOPING CHRISTIAN FRIENDSHIP SKILLS
UPPER PRIMARY
1. Watch
BTS show the power of love and kindness | UNICEF
School is often the place where many of us meet our best friends. Yet, with one in three students aged 13-15 experiencing bullying, for many young people school can be tough. That’s why BTS is calling on young people to brighten someone’s day with kindness. By choosing respect, support and kindness, we can make our communities safe and supportive.
Be kind in person
• Write a note to your friend telling them why they’re great.
• Write a positive message and leave it on a mirror.
• Leave an anonymous kind letter for someone you know who needs it.
It’s important to make good choices when writing these types of notes and to understand that making poor choices will hurt someone and that is not the way Christians are called to behave.
Note for teachers: BTS is a globally popular South Korean K-Pop group known for its dynamic music, impressive choreography and meaningful lyrics. The group has a massive international fanbase, called ARMY, and have achieved numerous awards and records in the music industry. Their music, performed in Korean, English, and Japanese, resonates with a global audience.
Find out more about the United Nations International Day of Friendship here.
2. Read and view
Go to the ‘Friendship: Something to remember’ page from UNICEF.
Despite fleeing and being forced to leave their homes and create new lives, children’s memories have not been left behind.
After viewing the page, students answer these questions:
• Why did Rita feel sad about leaving her home in Iraq?
• What did Rosaline remember about her school days in Syria?
• How did UNICEF and the European Trust Fund help children make new friends after fleeing their homes?
3. Journal writing
After viewing the video and the webpage, students respond to the following three questions in their reflection journal:
• How do your friends help you feel better when you are sad or worried?
• What is one special memory you have with a close friend that makes you smile?
• Why is it important to have friends who support and care for you, especially in difficult times?
4. Who was St Ignatius?
Read the following article to the class and watch the video.
Read:
A life of change, but a consistent love of God
St Ignatius of Loyola
Watch:
Ignatius of Loyola – Finding God In All Things by Jesuits in Britain
5. Vocabulary exercise
Match each term on the left with its correct definition on the right by writing the correct letter next to each term. Complete this activity before students read the article ‘Friends across borders’ by Andrew Hamilton SJ.
Terms: comradeship, spiritual exercises, conversion, feast day, mission
Definitions:
a. A set of prayers and reflections designed to deepen one’s relationship with God.
b. A strong bond of friendship and loyalty among people who share a common goal or experience.
c. A special day to honour a saint or religious event.
d. A task or purpose, often religious, that someone is sent to accomplish.
e. The act of changing one’s religious beliefs to follow Christ.
6. Read
Read the article ‘Friends across borders’ by Andrew Hamilton SJ and answer the following questions in complete sentences.
• Why is St Ignatius’ Feast Day closely linked with World Friendship Day?
• How did St Ignatius demonstrate the importance of friendship in his life? Provide two examples from his experiences.
• What challenges did Ignatius face in maintaining friendships, according to the passage?
• How did Ignatius’ friendships at the University of Paris differ from his earlier relationships?
• What does the term ‘friends in the Lord’ mean, and how did it affect Ignatius and his companions?
7. Copywork
Students copy the following paragraph into notebooks.
St Ignatius’ example teaches 8-11-year-olds that true friendship requires effort, understanding, and shared values. He showed that friends can come from different places and backgrounds, but what keeps them together is their support for each other, kindness, and common goals. Even when faced with challenges such as distance or different cultures, staying committed and caring for one another helps friendships grow stronger.
Ask students to underline the key words and phrases in this paragraph and find their meanings. Then, they can use each word or phrase in a sentence that describes how they can be good friends like Saint Ignatius in their own lives.
8. Friendship circle
Help students understand and practise being good friends like St Ignatius.
• Begin with a brief discussion about St Ignatius and his friendships, focusing on key qualities such as loyalty, kindness and supporting each other.
• Ask students to brainstorm qualities that make a good friend. Write these qualities on the large piece of paper.
• Give each student a slip of paper and ask them to write down one way they can be a good friend, inspired by St Ignatius’ example.
• Have students share their ideas with the class and place their slips of paper into the container.
• Form a circle and take turns drawing slips from the container, reading aloud the ways to be a good friend. Discuss how students can incorporate these actions into their daily lives.
• In pairs or small groups, have students role-play different friendship scenarios using the qualities and actions discussed. Encourage them to demonstrate how they can support and care for each other just as St Ignatius did with his friends.
• End the activity by emphasising the importance of being a good friend and how practising these qualities can help them build strong, lasting friendships.
9. Slideshow presentation
Create a slideshow presentation for students based on the following notes.
Jesus demonstrated qualities of friendship through numerous actions and teachings during his life:
Loyalty and support: Jesus was always loyal to his friends, such as the Apostles, supporting them through challenges and guiding them with love and patience. (John 15:15, Luke 22:32)
Kindness and compassion: He showed kindness and compassion to everyone, healing the sick, feeding the hungry, and comforting the sorrowful. (Matthew 14:14, John 6:35)
Forgiveness: Jesus taught and practised forgiveness, as seen in his interactions with Peter after his denial and with those who wronged him. (John 21:15-17, Luke 23:34)
Sacrifice: Ultimately, Jesus demonstrated the greatest act of friendship by sacrificing his life for the salvation of humanity, showing that true friendship involves selfless love and commitment. (John 15:13, Matthew 20:28)
10. Jesus’ friendship traits
Students will understand and reflect on different qualities of friendship demonstrated by Jesus and apply these traits to their own relationships.
Introduction
Begin with a short discussion about what makes someone a good friend. Ask students to share examples of what they think are important qualities in a friend.
Introduce the concept of Jesus as a model of friendship. Explain that today they will explore different ways Jesus showed friendship through his actions and teachings.
Bible passage exploration
Divide the class into small groups and assign each group one of the Bible passages provided (John 15:15, Luke 22:32, Matthew 14:14, John 6:35, John 21:15-17, Luke 23:34, John 15:13, Matthew 20:28).
Ask each group to read their assigned passage and discuss what it tells us about Jesus’ qualities of friendship. They should consider:
• What Jesus did or said in the passage.
• How this shows his loyalty, kindness, forgiveness, or sacrifice.
Have each group prepare a summary to share with the class.
Creative presentation
Each group will draw or create a poster illustrating their passage and its lesson on friendship. They can include:
• A scene from the passage.
• Words or phrases that describe Jesus’ qualities.
Groups present their artwork and summaries to the class.
Personal application
Hand out sticky notes or index cards to each student. Ask them to write or draw one way they can show each of the qualities of friendship (loyalty, kindness, forgiveness, sacrifice) in their own lives.
Collect the notes and create a ‘Friendship Tree’ on a large poster board, where each note or card is added as a ‘leaf’ to show how students will apply these traits.
Closing reflection
Conclude with a circle discussion where students share what they learned about Jesus’ friendship and how they plan to be a good friend like Jesus.
End with a short prayer asking for God’s help to embody these qualities in their friendships.
11. Extension
Create a Venn Diagram comparing St Ignatius’ friendship traits to those of Jesus. What is the same? What is different? Are all friends the same? Are all friendships the same? What are your friendship traits? Make a list.
EXPLORING SPIRITUAL CONNECTIONS AND BUILDING POSITIVE RELATIONSHIPS THROUGH TECHNOLOGY
LOWER SECONDARY
1. Play
Pay ‘Gaming the Gospels – respect relay’. Use the following scenarios in the relay:
• Listening carefully – One participant shares a short story, and the other listens attentively without interrupting.
• Following instructions – One participant gives simple instructions, and the other follows them respectfully and attentively.
• Apologising – A participant makes a small mistake, and another participant shows how to politely apologise.
• Encouraging – One participant gives a compliment or encouragement to another.
• Respecting differences – Participants role-play a conversation where they find common ground despite having different opinions.
• Using kind words – Practise using kind and respectful language in a disagreement.
2. Read
Read ‘A big call’ by young writer Thea Kurniawan. She writes about how advances in communication technologies can have a positive effect when used respectfully.
Before reading
Match each vocabulary word from the article with its correct definition.
Word list: outsized, ballgame, static, snail mail, star-crossed, reconnect, marvels, immeasurable.
Definitions:
A. To establish a connection again after a period of separation.
B. Of something much larger or more significant than usual.
C. Letters and parcels sent by postal mail, as opposed to electronic communication.
D. Extremely large or great, beyond measure.
E. The type of interference in a telephone line that causes a hissing or crackling sound.
F. A term used to describe lovers who are ill-fated or destined to be separated.
G. The wonders or extraordinary aspects of something.
H. A game or situation; a term used to refer to a particular field or context.
After reading
Answer the following questions.
• What is the significance of the telephone according to Thea Kurniawan’s grandfather?
• How did communication methods change for the grandfather from his childhood to his later years?
• What challenges did the grandfather face with snail mail, and how did the telephone resolve these issues?
• Explain the impact the telephone had on the relationship between Thea’s grandfather and grandmother.
• According to the article, how does the telephone relate to the Christian experience of unity and connection as mentioned in 1 Corinthians 12:12?
• Why does Thea Kurniawan describe the invention and mass production of the telephone as a ‘scientific gift’?
• How does the article suggest we should view technological advancements in terms of their impact on human relationships?
• What is the broader message of the article about appreciating technological innovations?
3. Create a poster – The value of connection
Reflect on the importance of connection in the context of technological advancements and Catholic values, by creating a poster that visually represents this connection.
Instructions
Students will create a poster that illustrates how technology, such as the telephone, enhances human connection and aligns with Catholic values. They should include personal experiences or hypothetical scenarios that reflect the impact of technological communication on relationships.
Catholic Teachings to incorporate
• Love and unity
The Catholic Church emphasises the importance of love and unity among people, as highlighted in 1 Corinthians 12:12: ‘For just as the body is one and has many members, and all the members of the body, though many, are one body, so it is with Christ.’
Students should depict how technology helps to unite people and foster love, reflecting how connectedness through communication aligns with the idea of the Body of Christ being one and supporting each other.
• Respect and dignity
The Church teaches that every individual is made in the image of God and deserves respect and dignity. This principle is grounded in the belief that all interactions should be marked by respect and compassion.
Students should illustrate how technology can be used respectfully to enhance relationships, maintain privacy, and protect dignity, showing that online communication should reflect the same respect we show in person.
• Community building
Catholic teaching values community and encourages fostering relationships that support and uplift one another. This aligns with the call to build supportive and loving communities.
Posters can showcase how technology helps to maintain and strengthen community bonds, particularly for those who are geographically distant but spiritually connected, as described in the article.
• Responsibility and stewardship
The Church advocates for responsible use of resources and technology, emphasising that technology should be used for the common good and not for harm.
Encourage students to consider how they can use technology responsibly and ethically, ensuring their online actions contribute positively to their community and reflect Christian values.
Discussion
After completing the posters, facilitate a discussion on how the visual elements and messages reflect Catholic teachings. Discuss how technology can be a tool for good when used responsibly and thoughtfully, in line with the values discussed.
Reflection
Have students reflect on how their understanding of Catholic values has influenced their approach to using technology. Ask them to consider how they can incorporate these values into their own online interactions.
4. Reflection
Have students write a brief reflection on how modern technology helps them stay connected with their faith, their community, or their loved ones. Include prompts such as:
• How do you use technology to support your spiritual life or communicate with others about your faith?
• Can you think of a time when technology helped you stay connected with a friend or family member in a meaningful way?
• How does the use of technology for communication align with Catholic teachings on community and love?
Allow students to share their reflections in small groups or as a class. Discuss the ways technology enhances their spiritual connections and how it can be used responsibly to foster positive relationships.
Emphasise how technology can be a tool for fostering spiritual connections and supporting the Church’s mission of love and unity. Discuss how it aligns with the Church’s call to use our gifts and resources to build a more connected and compassionate world.
5. Community survey
Survey the community on how modern technology helps in maintaining spiritual connections, supports faith, and enhances relationships, and reflect on these findings in relation to Catholic teachings.
Survey design
Create a survey with questions that align with the reflection prompts. You can use online tools such as Google Forms or traditional paper surveys. Sample questions include:
• How do you use technology to support your spiritual life or communicate with others about your faith?
• Can you provide an example of how technology has helped you stay connected with a friend or family member in a meaningful way?
• In what ways does your use of technology for communication reflect Catholic teachings on community and love?
Survey distribution
Determine how the survey will be distributed (eg, via email, classroom distribution, or online platforms).
Survey collection
Have students distribute the survey within their community (family, friends, church members) or classroom. Ensure they gather responses from a diverse group to get a comprehensive view.
Collect the completed surveys and compile the results for analysis.
Data analysis and poster creation
Review the survey responses to identify common themes and insights about how technology supports spiritual and community connections.
on the survey results, students can create a poster or infographic that summarises the findings. This should highlight key points such as how technology is used for faith communication, examples of meaningful connections, and how these uses align with Catholic values.
Presentation and discussion
Have students present their poster or infographic to the class. They should explain the survey results, focusing on how technology supports spiritual connections and community.
Engage the class in a discussion about the survey findings. Discuss how technology can be a positive force in enhancing spiritual and community relationships.
Explore
• Examples of technology use that aligns with Catholic teachings.
• The potential challenges and benefits of using technology in a spiritually meaningful way.
• How the findings can inform responsible and compassionate use of technology.
Individual reflection
After the discussion, have students individually reflect on the survey results and their own experiences with technology. They should consider:
• How the survey responses resonate with their own experiences.
• Ways they can use technology more effectively to support their spiritual life and community connections.
• How they can incorporate Catholic teachings into their use of technology.
Follow-up
Optionally, share the final poster or infographic with the wider community (eg, through a church newsletter, school bulletin board, or social media) to raise awareness about the positive impact of technology on spiritual and community connections.
Emphasise how the survey results and discussion reflect the Church’s call to use technology as a tool for fostering spiritual connections, promoting love, and building a supportive community. Highlight how responsible and thoughtful use of technology aligns with the Catholic values of unity, respect, and compassion.
6. Social media advertising campaign for healthy use
Students design a social media advertising campaign that promotes healthy and responsible use of social media, integrating positive communication and Catholic values.
Introduction
Begin with a discussion on the role of advertising in shaping behaviour and opinions. Highlight how ads can promote positive messages and influence social media use.
Emphasise that using social media responsibly aligns with the Catholic call to foster community and spread love. Discuss how positive online interactions reflect the teachings of Christ about respecting others and building supportive relationships.
Campaign planning
Divide the class into small groups and assign each group the task of creating an advertising campaign on the topic of healthy social media use. Each campaign should include:
• A campaign theme – The central message or idea of the campaign (eg, ‘Spread Kindness Online,’ ‘Think Before You Post,’ ‘Respect Privacy’).
• Visuals – Create digital graphics, posters, or infographics that convey the campaign’s message. Students can use tools like Canva or Google Slides for design.
• Slogans or catchphrases – Develop catchy and impactful slogans that encapsulate the campaign’s message.
• Example posts – Design sample social media posts (text and visuals) that would appear on different platforms (eg, Instagram, Twitter, Facebook).
Integration of Catholic values
Encourage students to incorporate Catholic teachings into their campaign. They can include quotes from the Bible or teachings about respect, compassion, and community. For example:
Use quotes like ‘Love your neighbour as yourself’ (Mark 12:31) to emphasise respectful interaction.
Highlight the value of honesty and integrity in online communication.
Presentation
Each group will present their campaign to the class, explaining their theme, design choices, slogans, and how their campaign aligns with Catholic values.
Discussion and feedback
Facilitate a class discussion on the effectiveness of the campaigns. Discuss:
– How well does the campaign message promote healthy social media use?
– How does the campaign reflect Catholic values?
– What elements of the campaign are most likely to resonate with their peers?
Reflection
Have students write a brief reflection on what they learned about the impact of social media campaigns and how they can apply the principles of healthy social media use in their own online interactions.
Follow-up
Consider displaying the campaigns around the school or on a classroom bulletin board to raise awareness among peers about healthy social media use.
FAITH AND WELLBEING IN THE PARISH
UPPER SECONDARY
1. Read
Read ‘Faith in wellbeing’ where young writer Ann Maria Sabu writes that faith communities can promote positive mental health and wellbeing for young people in many ways.
Before reading
Match each vocabulary word from the article with its correct definition. Write the letter of the definition next to the word.
Vocabulary words: wellbeing, resilience, cultural heritage, community engagement, advocacy, charity, self-esteem, reflection.
Definitions:
A. The ability to recover quickly from difficulties; toughness.
B. The state of being comfortable, healthy, or happy.
C. The act of supporting or promoting a cause or policy.
D. The feeling of having high regard for oneself; self-worth.
E. The involvement and participation in activities that benefit the community.
F. Acts of kindness and helping others, often through donations or volunteering.
G. The process of thinking deeply about something, often to gain insight or understanding.
H. The traditions, practices, and values that are passed down through generations within a particular group.
After reading
Answer the following questions:
• What is one way faith communities can promote positive mental health and wellbeing for young people, according to the article?
• How can youth workshops, retreats, and seminars benefit young people in terms of their mental health and wellbeing?
• Why is the celebration of cultural heritage important for mental health and wellbeing?
• What role does community engagement play in fostering a sense of purpose and fulfillment among youth?
• Describe the types of social events mentioned in the article that help young people connect with each other and reflect on their wellbeing.
• How can Bible study and faith groups contribute to a young person’s mental health?
• What is the purpose of hosting a careers expo in a faith community, and how does it help VCE students?
• In what ways can social media be used to advocate for mental health wellbeing, according to the article?
• What personal experiences did Ann Maria Sabu share about how involvement in faith community initiatives has impacted her own mental wellbeing?
• According to the Australian Institute of Family Studies, why are positive peer relationships crucial for young people aged eight to fourteen?
2. Understanding wellbeing and faith
• Introduce the concept of mental health and wellbeing in the context of faith.
• Start with a discussion on what mental health and wellbeing mean to the students. How do they perceive the role of faith in these areas?
• Read the article or excerpts from it. Reflect on the different initiatives mentioned and discuss their impact.
• Break into small groups to discuss how their own faith community supports mental health and wellbeing.
3. Exploring initiatives for wellbeing
• Dive deeper into the specific initiatives mentioned in the article.
• Host a mini workshop on one of the topics mentioned, such as stress management or resilience. Invite a guest speaker or use resources to guide the session.
• Plan a classroom activity that celebrates cultural diversity and identity. Students can share their own cultural backgrounds or learn about others.
• Brainstorm and plan a small community service project or charity event the class could undertake.
4. Building positive peer relationships
• Read and discuss the AIFS study on peer relationships and its implications for health and wellbeing. (Consider doing this as a jigsaw exercise where expert groups read, take notes on and summarise a section of the report and then take explain it to their home group).
• Have students write about their own experiences with positive and negative peer relationships and how they’ve impacted their wellbeing.
5. Using social media for good
Learn how social media can be used to promote mental health and wellbeing.
• Analyse different social media campaigns or posts related to mental health. Discuss what makes them effective or not.
• Students design their own social media campaign promoting a positive message or event related to mental health.
• Reflect on the potential benefits and challenges of using social media for mental health advocacy.
6. Reflecting on personal growth
Reflect on personal growth and how the initiatives can be applied to daily life with the following activities:
• Personal reflection: Students write or share a reflection on how the lessons have impacted their understanding of wellbeing and faith.
• Group discussion: Discuss how they can incorporate the lessons learned into their personal lives and faith community.
• Action plan: Develop a personal or group action plan to continue promoting wellbeing in their community.
7. Applying what we’ve learned to our parish
Enable students to apply the concepts they’ve learned about mental health and wellbeing by participating in or creating initiatives within their parish.
Review of parish activities
Begin by discussing existing activities and programs at their parish that relate to mental health, wellbeing, and community engagement. Students can list and describe any initiatives that they know of, such as youth groups, community service projects, or cultural events.
Identifying opportunities
Divide the students into small groups and have each group research and identify existing parish activities that align with the concepts learned from the article (e.g., workshops, community engagement, cultural celebrations). They should focus on how these activities support mental health and wellbeing.
Creating a proposal
Ask each group to develop a proposal for a new initiative or an improvement to an existing one that could enhance mental health and wellbeing among young people in their parish. This could include:
• A new event or program – examples might include a wellness workshop, a cultural celebration, a community service project, or a social media campaign.
• Improvements to existing activities – Suggestions might include adding new elements to an existing event or incorporating new strategies to better address the needs of young people.
Presentation
Have each group present their proposal to the class. They should explain how their initiative or improvement aligns with the principles discussed in the lessons, how it will benefit young people, and how it could be implemented in their parish.
Feedback and planning
After presentations, facilitate a class discussion where students provide feedback on each proposal. Discuss practical steps for implementing the ideas, including potential challenges and how they might be addressed.
Action plan
Ask students to write a personal action plan outlining how they will contribute to implementing one of the proposed initiatives or improvements. This could include specific tasks, goals, and how they will involve other young people in their parish.
Follow-up
Discuss ways to follow up on the proposals. This might include setting up a committee to oversee the implementation, scheduling meetings to check progress, or planning for a reflection session to assess the impact of the new or improved activities.