LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
EFFECTIVE COMMUNICATION AND FRIENDSHIP SKILLS
LOWER PRIMARY
1. ‘What makes a good friend?’ circle time discussion
Ask students: ‘What do good friends do?’ (eg, share, listen, use kind words).
Use visuals or role-play to illustrate good and bad communication (eg, talking over someone vs. taking turns speaking).
You can find a ‘Good friend, bad friend sorting activity’ from TPT here.
Link to the idea that people can be friends even if they have different backgrounds or beliefs.
2. Reading comprehension
Book 1: The Bear and the Piano by David Litchfield
Read the story aloud, pausing to discuss key moments.
Focus on how the bear’s journey reflects friendship and communication – how he misses his friends, how they support him, and how they welcome him back.
Ask guiding questions:
‘Why did the bear leave his friends, and how did they feel about it?’
‘How did the bear’s friends show they still cared about him when he returned?’
‘What does this story teach us about understanding and supporting our friends, even if they take different paths?’
Use picture cues and simple sentence prompts to help students express their ideas.
Book 2: The Conversation Train: A visual approach to conversation for children on the autism spectrum by Joel Shaul
Use the book’s train metaphor to help students understand the basics of conversation and friendship.
Discuss how taking turns, listening, and staying on topic are important in making and keeping friends.
Engage students in a hands-on activity where they build a ‘conversation train’ using paper train cars, each labelled with a step in a conversation (eg, ‘Greeting,’ ‘Asking a Question,’ ‘Listening’).
Practice simple conversations in pairs, using the train cars as prompts.
Further resources:
Free social skills downloads from AutismTeachingStrategies.com
3. Vocabulary development
New words: Share, listen, respect, different, together
Use flashcards and gestures to teach each word.
Play a matching game where students pair words with pictures showing the concept.
Encourage students to use each word in a sentence.
This can be engaging when completed during circle time as a whole group activity.
4. Scripture exploration (NRSV)
Verse: ‘Love your neighbour as yourself.’ (Mark 12:31)
Explain that Jesus teaches us to love and care for everyone, even if they are different.
Show images of children from different backgrounds playing together.
Have students draw a picture of themselves helping or playing with a friend.
5. Storytelling – ‘Jesus Blesses the Children’ (Mark 10:13-16)
Use a simple storytelling approach with pictures or puppets.
Show how Jesus welcomed and blessed the children, emphasising his kindness and inclusivity.
Have students act out coming to Jesus and receiving a blessing.
Discuss: ‘How can we welcome and be kind to others like Jesus?’
Comprehension questions:
Who wanted to see Jesus in the story?
a) The grown-ups
b) The children
c) The animals
What did the disciples tell the people who brought the children?
a) ‘Bring more children!’
b) ‘Go away!’
c) ‘Jesus is too busy!’
How did Jesus feel when he saw the disciples stop the children?
a) Happy
b) Sad
c) Angry
What did Jesus say about the children?
a) ‘Let the children come to me.’
b) ‘Children are too noisy.’
c) ‘Children are not important.’
What did Jesus do for the children?
a) He gave them toys
b) He blessed them
c) He gave them food
What did Jesus tell everyone about the Kingdom of God?
a) ‘Only children can go there.’
b) ‘The Kingdom of God belongs to children.’
c) ‘Children cannot enter the Kingdom of God.’
These questions help young students engage with the story and understand the key messages of love and care for children.
6. ‘Friendship pledge’
Each student completes the sentence: ‘A good friend. . .’ (eg, ‘listens,’ ‘shares,’ ‘is kind’).
Create a classroom ‘Friendship pledge’ poster with everyone’s ideas.
Role-play different friendship scenarios and discuss good ways to communicate.
7. Digital friendship card
Use a simple drawing app (or paper) for students to design a ‘Friendship card’ for a classmate.
Encourage them to write ‘You are my friend because . . .’ and complete the sentence.
Share cards to reinforce positive communication and appreciation.
Resources:
Printable card and invitation templates: Brother creative centre
Canva’s free card maker
Greetings Island
Adobe express
Smilebox
Printable greeting cards and envelope templates:
First Palette printable greetings
Printable greeting cards for kids
BUILDING FRIENDSHIPS ACROSS FAITHS
UPPER PRIMARY
1. ‘What makes a good friend?’
Open with a discussion on the qualities that make a good friend and how communication and respect are important in friendships.
Instructions:
• Ask students to list the qualities of a good friend (eg, kind, trustworthy, respectful, etc).
• Discuss how these qualities help in building friendships, especially when people are different.
• Have students share experiences when they had to work through differences to maintain a friendship.
ICT Integration: Create a collaborative word cloud using an online tool (eg, Mentimeter or WordArt.com) where students can contribute their ideas about what makes a good friend.
2. Read
This activity is based on the article ‘Shared sacred spaces’ by Amari Leiva-Urzua
Here’s a simplified version of the article for students in upper primary.
Pre-reading vocabulary building activity
Write the following vocabulary words on the board or display them on a screen:
• Interfaith
• Sacred
• Prayer
• Religious
• Conflict
• Tolerance
• Symbol
Word matching: Provide students with a list of definitions that correspond to the words above (mix up the order). Have students work in pairs or small groups to match each word with the correct definition.
Definitions:
• A special place that is important to a religion (Sacred)
• When people from different religions talk and try to understand each other (Interfaith)
• A way people show their faith, often by talking to God (Prayer)
• When people disagree or fight because of their different beliefs (Conflict)
• Showing respect and acceptance for people who are different (Tolerance)
• A sign or picture that represents something important (Symbol)
• What someone believes in or practices (Religious)
Sentence creation: After matching the words, ask students to use each word in a sentence related to the article. For example, ‘In the article, people from different religions pray together in sacred spaces.’
Differentiation: For students who need extra support, provide a list of the words with pictures or examples that explain their meanings.
ICT integration: Use an online quiz tool (eg, Quizlet) to create flashcards for vocabulary words, which students can review individually or in pairs.
Reading comprehension activity
Have students read the simplified version of the article either individually or as a class.
Comprehension questions:
What is a ‘shared sacred space’?
a) A place where only one religion prays.
b) A place where people from different religions pray and share their faith.
c) A place for people to play sports.
What is important about the city of Jerusalem?
a) It has no special places.
b) It is important to three religions (Christianity, Islam, and Judaism) and has sacred sites for all of them.
c) It is only important to Christians.
How does Sommerville College Chapel help people of different faiths?
a) It is only for Christian students.
b) It is a place for people of all religions to pray.
c) It has no religious symbols.
Why are shared sacred spaces important?
a) They cause conflict.
b) They help people from different religions understand each other and become friends.
c) They are only for one religion.
Group discussion
Ask students to discuss how shared sacred spaces might help people become friends with others who are different from them.
Encourage them to share examples from their own lives where they have learned from someone with a different belief or background.
Differentiation: For students who need extra support, provide a word bank for the comprehension questions. For advanced learners, ask them to write a short paragraph explaining the importance of shared sacred spaces in their own words.
3. Scripture exploration (NRSV)
Passage: John 13:34-35 – ‘I give you a new commandment, that you love one another. Just as I have loved you, you also should love one another. By this everyone will know that you are my disciples, if you have love for one another.’
Discussion:
• What does Jesus mean when he says we should love one another?
• How does loving others help us overcome differences, especially when we don’t agree?
• How can we show love to others even when they believe different things from us?
4. Building bridges of friendship
Discuss how Jesus interacted with people from different backgrounds, such as the story of the Samaritan woman at the well (John 4:7-26). You can find a list of relevant Bible stories here.
• How did Jesus show respect and kindness even though the woman’s faith was different from his?
• Ask students how they can apply this in their own lives – how can they show kindness to someone who may have a different belief or culture?
ICT integration: Use an online storytelling tool (eg, Storybird) to have students illustrate or write about an interaction between Jesus and someone of a different faith or background, showing how Jesus built bridges of friendship.
5. Play
Play Gaming the Gospels: Jesus’ bridge-building adventure. Participants will work in teams to complete challenges based on Bible stories where Jesus interacts with people from different backgrounds.
6. Story
Read ‘Friends across faiths’ where Brigid Meney and Anousha Patel discuss how their Catholic and Hindu faiths influence their friendship.
Pre-reading vocabulary building activity: Word association web
Students will learn key terms from the article and connect them to prior knowledge.
Write these words on the board:
• Interfaith
• Dialogue
• Respect
• Values
• Friendship
• Compassion
• Beliefs
In small groups, students will create a word web by connecting each word to what they already know. Example: Friendship ? kindness, fun, trust, helping each other.
Pair and share: Pairs discuss how they think these words relate to the topic of friendship between people of different faiths.
Encourage students to make predictions about the article based on the vocabulary.
Reading comprehension activity: Friendship across faiths challenge
Divide students into small groups. Each team answers one ‘Friendship across faiths challenge’ question. After discussing, teams share their answers with the class.
Challenge questions
• How did Anousha and Brigid’s friendship begin? What role did their school play?
• What values do Anousha and Brigid share, even though they have different religions?
• How did Brigid react when she saw Hindu statues at Anousha’s house? Why is this important?
• How did Brigid and her family help Anousha when her father passed away?
• What does Brigid mean when she says, ‘Religion can be more of a binding aspect of a friendship rather than a divisive one’?
Reflection discussion
• How can we build friendships with people from different backgrounds in our own lives?
• What does the Bible teach us about love and respect for others?
7. Create a friendship map
Students create a ‘Friendship map’ on paper or digitally (eg, using Google Drawings). In the centre, write ‘Friendship’. Around it, draw arrows pointing to different ways people from different religious backgrounds can come together (eg, sharing stories, asking questions, showing kindness).
Students should present their maps to the class, explaining how the different strategies they wrote about could help them build friendships.
ICT integration: Use a digital tool like Canva or Google Drawings to make the map more interactive and visually appealing.
SHARED SACRED SPACES
LOWER SECONDARY
Students will explore the role of shared sacred spaces in interfaith dialogue, recognising their significance in fostering understanding, respect, and unity among different religious traditions.
1. Visual inquiry
Display images of Jerusalem’s religious sites, the Sommerville College Chapel, and the Istiqlal Mosque.
Ask students:
• What do you notice about these places?
• Who do you think uses these spaces?
• Why might different religious groups share the same sacred space?
2. Pre-reading vocabulary activity – word exploration
Write these words on the board:
• Interfaith
• Sacred
• Dialogue
• Tolerance
• Empathy
In pairs, students define or guess meanings, then share with the class.
Provide the correct definitions and discuss their significance in religious interactions.
Add terms to the class vocabulary wiki.
3. Read
Read the article ‘Shared sacred spaces’ by Amari Leiva-Urzua. She writes that interfaith prayer spaces and sacred sites can promote interfaith dialogue.
Small group discussion questions:
• Why are interfaith prayer spaces important in modern society?
• How does Jerusalem serve as a ‘meeting point’ for Abrahamic faiths?
• What challenges exist when sharing sacred spaces?
• How did Sommerville college chapel balance religious traditions?
• What does Pope Francis’ visit to the Istiqlal mosque teach us about interfaith cooperation?
4. Scripture exploration – 1 Corinthians 12:4-6 (NRSV)
Read: ‘Now there are varieties of gifts, but the same Spirit; and there are varieties of services, but the same Lord; and there are varieties of activities, but it is the same God who activates all of them in everyone.’
Discussion: How does this passage support the idea of shared sacred spaces and respect between faiths?
5. Welcoming all
Reflect on Jesus’ inclusive approach by reading about Jesus’ conversation with the Samaritan woman at the well (John 4:1-26).
Discuss:
• How did Jesus break social and religious barriers?
• What can we learn from his example when interacting with people of other faiths?
6. Design a shared sacred space
Students design a shared sacred space for a school or community.
Consider:
• What features would make all faiths feel welcome?
• How would they ensure mutual respect and understanding?
Present and explain their designs to the class.
7. Interfaith action plan
In groups, students create a plan for an interfaith event at school (eg, shared prayer, cultural exchange, dialogue session).
Share ideas with the class and discuss practical steps to foster interfaith friendships.
8. Assessment reflection
• Exit question: What is one thing you learned today about interfaith dialogue?
• Encourage students to observe interfaith interactions in their own communities and share insights in the next class.
INTERFAITH DIALOGUE AND COOPERATION
UPPER SECONDARY
1. Breaking barriers
Encourage students to reflect on common misconceptions about interfaith relationships.
• Display a list of statements
These statements will help spark discussion and critical thinking about interfaith relationships.
- People of different religions struggle to get along.
- Religious differences always lead to conflict.
- Interfaith dialogue requires people to compromise their beliefs.
- Shared sacred spaces promote peace and understanding.
- Working together on common issues is more important than religious differences.
• Students move to different corners of the room to indicate whether they agree, disagree, or are unsure.
• Facilitate a short discussion on why people might believe these statements and whether the article challenges these views.
Guidelines for conducting this activity:
• Encourage respectful discussion – Emphasise that all viewpoints should be shared respectfully, avoiding generalisations or offensive language about any religion.
• Provide a safe space – Ensure students feel comfortable expressing their thoughts by setting ground rules for active listening and open-mindedness.
• Use neutral language – Frame statements in a way that promotes critical thinking rather than reinforcing stereotypes or negative assumptions.
• Acknowledge diverse perspectives – Remind students that religious experiences vary widely, even within the same faith, and encourage empathy and understanding.
• Facilitate constructive reflection – Guide students to consider evidence and real-world examples when discussing each statement, fostering nuanced and informed perspectives.
2. Pre-reading vocabulary
Build understanding of key terms.
• Interfaith dialogue – discussion and cooperation between different religions.
• Fraternity – a sense of brotherhood and mutual support.
• Sectarian – relating to religious divisions.
• Reciprocity – mutual exchange and support.
• Pluralism – coexistence of diverse religious and cultural groups.
Students write a sentence using each word in the context of interfaith relationships.
3. Read
Read ‘Tunnels of Friendship’ by Michael McVeigh. He writes that religious differences can often be a lightning rod for conflict in societies around the world. But they don’t have to be.
Students then answer the following questions:
• What is the Tunnel of Friendship and why is it significant?
• How does Pope Francis describe the importance of friendship in interfaith dialogue?
• What practical function does the tunnel serve?
• Why do conflicts often arise between religious communities, according to the article?
• How does Pope Francis suggest religious groups can find unity despite their differences?
4. Scripture exploration – Ephesians 2:14-16 (NRSV)
‘For he is our peace; in his flesh he has made both groups into one and has broken down the dividing wall, that is, the hostility between us.’
Discussion questions:
• How does this passage relate to the Tunnel of Friendship?
• How can religious groups today work to ‘break down the dividing wall’ between them?
• What does this verse suggest about the role of faith in promoting peace?
5. Jesus and the Samaritan woman (John 4:1-26)
Show how Jesus modelled interfaith dialogue.
Read John 4:1-26 (Jesus speaking with the Samaritan woman).
Discuss:
• How did Jesus challenge religious and social divisions?
• What does this encounter teach us about engaging with those from different faith backgrounds?
6. Interfaith dialogue through storytelling
Encourage students to creatively apply interfaith principles through storytelling and visual representation.
Option 1: Comic strip creation
Scenario Selection: Students choose or are assigned a scenario that involves interfaith interactions, such as:
• A Catholic school and a nearby mosque planning a community service project.
• A Christian and Muslim student discussing their faiths with mutual respect.
• A local council addressing religious misunderstandings in a diverse neighbourhood.
Comic strip design:
• Students create a 4-6 panel comic strip that illustrates how people from different faiths can engage in respectful dialogue and cooperation.
• They should include dialogue that demonstrates understanding, empathy, and fraternity.
• The comic can be hand-drawn or created digitally using online tools.
Presentation and reflection: Students share their comics with the class.
Discuss: How does storytelling help us understand interfaith dialogue?
Option 2: Short story writing
Students write a short story (300-500 words) based on an interfaith encounter.
The story should explore how people of different faiths overcome misunderstandings, work together, or learn from each other. Encourage use of dialogue, setting, and character development.
Peer sharing and feedback:
• Students pair up to exchange stories and provide constructive feedback.
• Volunteers share their stories with the class.
Class discussion:
• What did you learn about interfaith relationships through storytelling?
• How can small, everyday interactions foster greater understanding?
7. Essay: Tunnels of friendship
Develop critical thinking on interfaith relationships using Catholic teaching and tradition.
Prompt: The article suggests that interfaith dialogue is both practical and symbolic. Using examples from the text, Catholic scripture, and Church teachings, discuss how shared actions and spaces can lead to deeper interfaith understanding.
Instructions:
• Introduction – Define interfaith dialogue and explain its significance. Reference Catholic teachings, such as Nostra Aetate, to support your explanation.
• Body Paragraph 1 – Analyse the Tunnel of Friendship as both a symbol and a practical tool, using evidence from the article and Pope Francis’ speech at the Istiqlal Mosque.
• Body Paragraph 2 – Support your argument with biblical teachings on unity, such as Ephesians 2:14-16 and John 4:1-26. Connect these to Catholic documents such as Fratelli Tutti.
• Body Paragraph 3 – Provide real-world examples of interfaith cooperation, including historical events (eg, St Francis of Assisi and Sultan al-Kamil) and modern Catholic initiatives.
• Conclusion – Summarise the impact of shared actions in fostering peace. Reference the Catechism of the Catholic Church (841) and Pope Francis’ call for interfaith collaboration in Fratelli Tutti.
Success criteria:
• Clear and well-structured argument
• Use of relevant examples from the article, scripture, and Catholic teachings
• Logical connections between practical actions and interfaith understanding
• Proper citations of Catholic documents and scripture