Developing a Catholic identity – questions and activities

Lower primary: ‘What is a Catholic?’
Objective: To introduce early learners to the concept of being Catholic, exploring the basic beliefs, practices, and community aspects of the Catholic faith.
1. Introduction:
Begin with a welcoming prayer. Keep it short and simple, expressing gratitude for being together.
Ask the children if they know the word ‘Catholic.’ Write their responses on the board. (universal)
2. Storytime: Read a picture book that introduces the basic concepts of Catholicism to young learners. Choose a book with vibrant illustrations and simple language.
Pause to ask questions throughout the reading to ensure understanding. For example, ‘Who is a Catholic?’ or ‘What do you see in the picture that we do in our church?’
Some suggestions: 
Dear Pope Francis by Pope Francis

Miracles of Jesus (A Little Golden Book) by Pamela Broughton
The Story Of Jesus - Little Golden Books
The Christmas Story - A Little Golden Book
Mary, Mother of Jesus Board book (there are books about Jesus and Joseph in the series too)
by FSP Marlyn Evangelina Monge (Author)  
Seven Clues: A Catholic Treasure Hunt, by Scott Hahn and Maura Roan McKeegan
3. Discussion: Display images or visual aids of common Catholic symbols. Ask the children if they recognize any of these symbols. Resource: catholic objects definitions sheets. 
Loyola Kids Book of Catholic Signs & Symbols
Discuss the basic beliefs of Catholics, such as believing in God, Jesus, and love for one another. 
Further reading: What Catholics believe by Sacred Heart Catholic Secondary
Watch: HOLY KIDS: Eucharist Series | E2 The Mass
Going further: Watch - Liturgy of the Word and Eucharist
4. Craft Activity: Provide craft supplies and invite the children to create a simple collage or drawing representing what they learned about being Catholic. Students can use the see think wonder framework to respond to something they saw in a story, as a symbol or in a video. 
Watch: 5 Minute Demo: Collage Techniques | Choice-Based Art Education
Kylee Makes A Collage | Art Video for Kids Using Household Items to Explore Texture & Make A Collage
Project process checklist
Tips on planning for teachers: This little class of mine https://thislittleclassofmine.weebly.com/home/tab 
Encourage them to include symbols they discussed, such as a cross or a Bible.
As they work on their crafts, discuss their creations and ask them to explain what each element represents.
6. Closing Reflection: Gather the children together and ask each one to share one thing they learned about being Catholic.
Reflect on the importance of love, kindness, and prayer in the Catholic faith.
Sing ‘God is Love’ | 1 John 4:8 | Catholic Songs for Kids | Bible Memory Verses
7. Extension Activity (Optional): Encourage parents to work with their children on a simple family project that represents their Catholic identity, such as creating a family prayer space or drawing a family picture attending church.

 

 

Upper primary - Discovering My Catholic Identity
Objective: To help upper primary students explore and understand their Catholic identity by examining key beliefs, practices, and values within the Catholic faith.
1. Listen: Katy Nichole - ‘God Is Love’ (Official Lyric Video)
2. Discuss the term ‘Catholic identity’ with students. Ask if they have heard this term before and what they think it means.
3. Beliefs and Values revision using activity stations: Consider the fundamental beliefs of Catholicism, such as the Trinity, the importance of love and compassion, and the teachings of Jesus Christ.
Station 1 - Trinity artistic representation: Divide the class into small groups. Provide each group with a large sheet of paper or a section of the whiteboard. Ask them to create an artistic representation of the Trinity using symbols and colours. Encourage creativity and provide a brief explanation of the Trinity after the activity.
Background reading: Trinity in World history encyclopedia 
Station 2 - Let's play: Gaming the Gospels - Teachings of Jesus Christ Charades
Station 3 -  Trinity Time Challenge: students to write down as many attributes or symbols related to the Trinity as they can within a set time limit (e.g., 30 seconds).
The student or group with the most accurate and relevant responses wins a small prize or sticker.
Station 4 - Love and Compassion Word Search: Create a word search puzzle with key terms related to love and compassion.
Distribute the puzzles to the students and have them find and circle the words.
Discuss the significance of each term once the activity is complete. 
Closure: Gather the class and briefly discuss what they enjoyed and learned during the revision activity.
4. Scripture Exploration: Read Matthew 22:37-39 and discuss the meaning of the passage and how it reflects the core values of the Catholic faith.
· What does it mean to love God with all your heart, soul, and mind?
· How do you interpret the connection between loving God and the idea that it is the greatest commandment?
· In your opinion, why did Jesus emphasize love as the greatest commandment?
· How does the concept of love differ in this biblical context compared to societal perceptions of love?
· How can individuals demonstrate their love for God in their everyday lives?
· In what ways can one express love for their neighbour as an extension of their love for God?
· What challenges do people face in fulfilling the command to love God with all their heart, soul, and mind?
· Discuss potential obstacles to loving neighbours as ourselves. How can these be overcome?
· How does the command to love God relate to one's faith journey?
5. Symbol Exploration and Visual Representation: Display images or symbols associated with Catholicism (cross, fish, chalice, etc.). Resource: catholic objects definitions sheets. 
Ask students to choose one symbol that resonates with them personally and represents a part of their Catholic identity. Provide art supplies and have students create a visual representation of their chosen symbol on poster boards or paper.
Invite students to share their visual representations and reflections with the class.
Facilitate a discussion about what it means to have a Catholic identity and how it influences their actions and decisions.
6. Personal Commitments: Ask each student to write down one specific action they commit to taking to strengthen their Catholic identity.
Collect the commitment notes and place them near the prayer space.
7. Candle Lighting Ceremony: Invite students to come forward and light the candle in the prayer space, symbolizing their commitment to let their Catholic identity shine.
Take a moment of silence as each student lights the candle.
Conclude with a prayer, asking for God's guidance in living out their Catholic identity.
Prayer of Saint Richard of Chichester (Adapted for Children, from Loyola Press)
Thank you, Jesus. My friend! My brother! Help me know you more clearly. Help me love you more dearly. Help me follow you more nearly. Amen.

 

Lower secondary: Catholics in Australia
1. Watch What is diversity? [Diversity for kids]
Watch: 50 years of Australia’s population in 50 seconds. 
2. Read ‘Social profiles of Australia’s Catholic dioceses’ published by the Australian Catholic Bishops conference (ACBC) media blog. Diocesan Social Profiles are available for all 28 geographical dioceses in Australia, based on data from the 2021 Australian Census.
· What is the focus of the article, and what information do the newly published Diocesan Social Profiles provide about the Catholic population in Australia?
· How often are the Diocesan Social Profiles published, and what role do they play for diocesan leaders, according to Professor Gabrielle McMullen?
· According to Trudy Dantis, the director of the Centre, what interesting findings have surfaced from working with the large and rich data set in the Diocesan Social Profiles?
· Which archdiocese in Australia has more than 20 percent of the Australian Catholic population across its more than 200 parishes, as mentioned in the article?
· What are some dioceses mentioned in the article that have a higher percentage of Catholics in their overall population compared to the national average of 20 percent?
· What are the average ages for Catholics in Lismore, Hobart, Broome, and Darwin, as stated in the article?
· How does Professor McMullen emphasize the importance of the data provided in the reports for pastoral and mission planning within the Catholic community?
· What is the website where the 2021 Diocesan Social Profiles can be accessed, according to the article?
· What is the final stage in the development of social profiles after each five-yearly Census, and when is it expected to be published, as mentioned in the article?
· According to the article, how does the Catholic Church in Australia compare to other countries and denominations in terms of having access to robust demographic data?
· What role does Trudy Dantis, the director of the Centre, attribute to the reports in facilitating meaningful engagement with the Catholic community for leaders such as bishops or heads of Catholic education?
· How does the article describe the 2021 Diocesan Social Profiles as a credit to the Bishops Conference and the National Centre for Pastoral Research?
· What does the article suggest is the benefit of reflecting on the data in the reports for pastoral and mission planning within the Catholic Church?
· What are some specific demographic factors mentioned in the article that diocesan leaders might find valuable in the Diocesan Social Profiles?
· How does the article characterize the age distribution among Catholics in different dioceses, and what impact might this have on the pastoral and mission planning of these communities?
2. Read the following article and then answer the questions:
Religion's demise exaggerated by young writer Nevaeh McDonagh
The latest Australian Census results revealed a decline in the number of people identifying as Catholic, but one young writer concludes that by embracing changes, the future is bright for young Catholics. 
· What is the focus of the article and what relationship is it comparing to the latest celebrity drama?
· According to the recent Australian Census, what religious trend is observed, especially in relation to Catholicism?
· What factors are mentioned as contributors to the decline in traditional religious practices among the younger generation in Australia?
· According to the study by Halafoff and Gobey, what are the key trends identified regarding religion and youth in Australia?
· What percentage of Australia’s teenagers, according to the research, do not identify with religion? What does this suggest about young people's perception of the world around them?
· How does Associate Professor Andrew Singleton characterize the role of younger Australians, especially teenagers, in the religious change in the country?
· What perspective does Anne Ellis, a religious educator, offer regarding the changes in Catholicism and the evolving relationship of young people with the Church?
· According to Annika Evans, how has the cultural climate of religion changed, and what changes does she believe are necessary for religion to remain appealing to young people?
· What efforts has Pope Francis made to reinvent the Church’s image, and how has he advocated for inclusivity?
· What suggestions are made in the article to address the challenge of making mainstream religion more appealing to young people, especially in the context of Catholicism?
· What strategic plan is mentioned in the article, and what are the goals of Evangelisation Brisbane in relation to fostering and empowering youth within the Catholic community?
· According to the anonymous survey by Evangelisation Brisbane, what needs of young people attending Catholic schools are highlighted, and how does Anne Ellis respond to these needs?
· Define ‘evangelisation’ as mentioned in the article. How have ministries like Evangelisation Brisbane been working to spread the Word of God to youth?
· What does the term ‘retention’ mean in a religious context, as explained in the article?
· In the concluding paragraph, what is emphasized as crucial for the Catholic community to engage with youth and ensure they discover the benefits of the religion?
3. Compare the two articles by answering the following questions: 
· Compare the focus of Article 1 and Article 2. How do they each contribute to our understanding of the state of religion, particularly Catholicism, in Australia?
· In Article 1, the decline of religious affiliation among young people is discussed, while Article 2 delves into the demographic profiles of Catholic dioceses. How might the information in Article 2 provide insights into the trends mentioned in Article 1?
· Consider the perspectives on change in the two articles. How does the first article suggest that change is needed within the Catholic Church to engage young people, and how does the second article demonstrate a commitment to change through the publication of social profiles?
· Both articles mention the importance of engaging with the younger generation. How does the idea of engaging with youth differ in Article 1, where it focuses on changing perceptions, compared to Article 2, which emphasizes demographic data and planning?
· Reflect on the role of Pope Francis in Article 1 and Professor Gabrielle McMullen in Article 2. How are they contributing to addressing challenges within the Catholic Church, and what strategies do they propose for change?
· Consider the concept of ‘retention’ mentioned in the quick facts of Article 1. How might the demographic information in Article 2 influence the retention of young Catholics in the Church, especially in dioceses with higher proportions of Catholics?
· Compare the challenges highlighted in both articles. What challenges does Article 1 suggest the Catholic Church is facing in retaining young members, and how might the data in Article 2 help address or understand these challenges?
· Explore the role of education in both articles. How does Article 1 emphasize the importance of critical thinking skills in religious education, and how might the demographic data in Article 2 be used in educational planning within the Catholic Church?
· Reflect on the concept of evangelization mentioned in Article 1 and its connection to spreading the Good News of Jesus. How might the data in Article 2 support or guide evangelization efforts within Catholic dioceses?
· Consider the future implications mentioned in both articles. How might the information provided in Article 1 influence future strategies for engaging with young Catholics, and how might the demographic data in Article 2 contribute to the strategic planning mentioned in Article 1?
4. Reflection Activity: ‘Embracing Hope: The Future of Young Catholics’
Objective: Encourage high school students to reflect prayerfully on the future of young Catholics, contemplating whether they perceive it as bright or dismal, and fostering a sense of hope through mindfulness and prayer.
·  Opening Prayer: Begin with a prayer to invite the Holy Spirit into the classroom. You can use a traditional Catholic prayer or invite students to share their intentions for the session.
Prayer to the Holy Spirit
Come, Holy Spirit, fill the hearts of your faithful. And kindle in them the fire of your love. Send forth your Spirit and they shall be created. And you will renew the face of the earth. Lord, by the light of the Holy Spirit you have taught the hearts of your faithful. In the same Spirit help us to relish what is right and always rejoice in your consolation. We ask this through Christ our Lord. Amen.
·  Mindful Scripture Reading: Select a relevant Scripture passage that speaks to hope and the future. Examples include Jeremiah 29:11 or Romans 15:13. Have students close their eyes, take a few deep breaths, and center themselves in the present moment. Read the chosen Scripture passage slowly and deliberately, allowing time for reflection after each verse. Encourage students to visualize the hopeful future described in the Scripture.
· Reflective Journaling - Students respond to the following questions:
- How does the Scripture passage inspire hope for the future of young Catholics?
- In what ways do you perceive challenges for young Catholics, and how might hope play a role in overcoming them?
-  Consider your personal experiences or observations. Do you see the future of young Catholics as bright or dismal?
- What positive aspects are you grateful for in the future you imagine for young Catholics?
· Invite students who feel comfortable to share their reflections with the class. Encourage a respectful and open dialogue, emphasizing the diversity of perspectives.
· Conclude the session with a closing prayer, expressing gratitude for the shared reflections and seeking God's guidance for a hopeful future. Encourage students to keep their reflections and revisit them in moments of doubt or challenge.
Glory Be to the Father (Doxology)
Glory be to the Father, and to the Son, and to the Holy Spirit. As it was in the beginning, is now, and ever shall be, world without end. Amen.
5. Debriefing Activity: Begin by asking the students to reflect on the entire session. What stood out to them?
· Shared Insights: Have a discussion where students share their insights.
· Open a dialogue about the challenges young Catholics might face, as discussed during the reflective journaling. Encourage students to consider how hope can be a transformative force in overcoming these challenges. Explore practical ways, both individually and collectively, to foster hope within the Catholic community.
· Gratitude and Positivity: Discuss the importance of expressing gratitude, as emphasized during the guided meditation. Invite students to share moments during the session for which they feel grateful. Discuss how expressing gratitude can contribute to a positive mindset.
· Future Reflections: Prompt students to consider how they might carry the spirit of hope and mindfulness into their daily lives. Discuss practical ways they can integrate prayer, mindfulness, and hope into their interactions with others, both within the Catholic community and beyond.

 

 

Upper secondary: Understanding and Respecting Religious Diversity in Australian Society
1. Watch: Diversity by DBS
Ask students to respond to the videos using the see, think, wonder technique. 
Students then respond to the following questions:
· Write your own definition of diversity. 
· Have you ever noticed diversity in your community?
· Is diversity a good or a bad thing? Explain.
2. Watch these videos on data the past two census outcomes from ABSstatistics.
2021 census: What does Census data tell us about our population? 
2017 census: (addresses religion and diversity more directly) Australia Today
Waves of Australian Migration - Behind the News
3. Conduct a class discussion on the meaning of diversity and its importance in society. Break the class up into 10 groups of 2-3 and ask them to respond to the following questions. They then report their answers back to the class, who can comment on the questions as well. 
Defining Diversity:
· How would you define diversity in the context of society?
· What aspects of diversity go beyond visible differences like race and ethnicity?
Personal Perspectives:
· In your opinion, what is the significance of recognizing and celebrating diversity in a multicultural society like Australia?
· How has your own experience with diversity shaped your worldview?
Religious Perspectives:
· From a religious standpoint, how does your faith view the concept of diversity?
· Can you think of any teachings or values from your religious tradition that emphasize the importance of embracing diversity?
Challenges and Benefits:
· What challenges do you think arise from a lack of understanding or appreciation for diversity in society?
· In what ways can diversity benefit individuals and communities?
Cultural Awareness:
· How can promoting diversity contribute to cultural awareness and understanding?
· Can you think of any examples from history or contemporary society where a lack of diversity awareness has led to conflicts?
Intersectionality:
· What is intersectionality?
· Discuss the concept of intersectionality in relation to diversity. How do various aspects of a person's identity intersect, and why is this important to consider?
Responsibility and Action:
· Do individuals and institutions have a responsibility to actively promote diversity? Why or why not?
· How can schools, workplaces, or religious communities contribute to fostering a more inclusive and diverse environment?
Overcoming Stereotypes:
· How do stereotypes and preconceived notions hinder the appreciation of diversity?
· Share examples of initiatives or actions that can help break down stereotypes in your community.
Unity in Diversity:
· The phrase "unity in diversity" is often used. What does this mean to you, and how can it be achieved in a society with diverse beliefs and backgrounds?
Future Outlook:
· In what ways do you envision a society that fully embraces and values diversity? What changes or improvements would you like to see?
3. Read the article, answer the following questions and complete the activities: In Many faiths, one humanity, young writer Bronte Norris asks three young people talk about their faith, finding that difference is valuable and we often have more in common than we think.
Encourage students to underline or highlight key points in the article that help them answer the questions.
· What are some factors mentioned in the article that influence individuals' beliefs and values in Australian society?
· According to the article, how can conflicts and tensions arising from differing beliefs be addressed effectively?
· Who are the three teenagers mentioned in the article, and what are their respective spiritual or religious backgrounds?
· In what ways does Isshal express the role of religion and spirituality in her life? Provide specific examples from her perspective.
· How does Jewel's Aboriginal heritage influence her spirituality, according to the article?
· From Sienna's perspective, how does Catholicism impact her decision-making and life choices?
· Do the three teenagers, Isshal, Jewel, and Sienna, share similar or different views on the importance of sharing one's religion or spirituality with others? Explain their perspectives.
· According to Isshal, what is the boundary between sharing one's faith and inappropriate behaviour?
· What does Sienna believe is a commonality between religious/spiritual and non-religious/spiritual individuals?
· In Sienna's opinion, what needs to change in how people relate to each other when they come from different religious backgrounds? Provide specific recommendations she suggests in the article.
Step 1: Divide the class into small groups and have them discuss their answers to the reading comprehension questions.
Step 2: Facilitate a class-wide discussion by having each group share their thoughts and insights.
Step 3: Encourage students to consider how the perspectives of Isshal, Jewel, and Sienna contribute to the overall understanding of religious diversity in Australia. Students can respond in written or spoken form.
When students have completed the activity, ask them to interview three people they know using the same three questions. Were the answers similar or different to those in the article? 
Why/why not? Explain. What conclusions can you draw from this? If time is a concern, get students to complete the activity in groups of three, with each interviewer approaching one person. 
4.  Reflective Writing: Ask students to reflect individually on the following prompt: ‘How does understanding and respecting different religious and spiritual beliefs contribute to a harmonious society?’
Have students share their reflections in a class discussion or in writing.
5. Responding to Church documents. Distribute these quotes from Church documents to the class. Each student is given their own quote. Students are to re-write them in their own words and then share their responses with a partner and the class (think, pair, share). After that, students research who was responsible for the quote, what document it appeared in, and why that document was written. Students then find a verse from the New Testament that supports the ideas in the quote and write an explanation of how and why the example of Jesus or the early Christians supports the idea. Students record their responses in a central place that will form a database of quotes and ideas for the major assignment. 
· But any kind of social or cultural discrimination in basic personal rights on the grounds of sex, race, colour, social conditions, language or religion, must be curbed and eradicated as incompatible with God’s design.
Gaudium et Spes (“The Church in the Modern World”), Vatican II, 1965, #29.
· It is now possible to remove from most of the human race the curse of ignorance. A duty most appropriate in our times, especially for Christians, is to work untiringly to the end that fundamental economic and political decisions are taken, nationally and internationally, which will ensure the recognition and implementation everywhere of everyone’s right to human and civil culture in harmony with personal dignity, without distinction of race, sex, nation, religion, or social circumstances.
Gaudium et Spes (“The Church in the Modern World”), Vatican II, 1965, #60.
· Racial discrimination possesses at the moment a character of very great relevance by reason of the tension which it stirs up both within countries and on the international level. Men rightly consider unjustifiable and reject as inadmissible the tendency to maintain or introduce legislation or behaviour systematically inspired by racialist prejudice. The members of mankind share the same basic rights and duties, as well as the same supernatural destiny. Within a country which belongs to each one, all should be equal before the law, find equal admittance to economic, cultural, civic and social life and benefit from a fair sharing of the nation’s riches.
Octogesima Adveniens (“A Call to Action”), Pope Paul VI, 1971, #16.
· Racism is a sin; a sin that divides the human family, blots out the image of God among specific members of that family, and violates the fundamental human dignity of those called to be children of the same Father. Racism is the sin that says some human beings are inherently superior and others essentially inferior because of races. It is the sin that makes racial characteristics the determining factor for the exercise of human rights. It mocks the words of Jesus: “Treat others the way you would have them treat you.” Indeed, racism is more than a disregard for the words of Jesus; it is a denial of the truth of the dignity of each human being revealed by the mystery of the Incarnation.
Brothers and Sisters to Us, U.S. Catholic Bishops, 1979.
· John Paul II in turn reaffirmed: “Man’s creation by God `in his own image’ confers upon every human person an eminent dignity; it also postulates the fundamental equality of all human beings. For the Church, this equality, which is rooted in man’s being, acquires the dimension of an altogether special brotherhood through the Incarnation of the Son of God…. In the Redemption effected by Jesus Christ the Church sees a further basis of the rights and duties of the human person. Hence every form of discrimination based on race…is absolutely unacceptable.”
The Church and Racism: Towards a More Fraternal Society, Pontifical Commission on Justice and Peace, 1988, #17.
· This principle of the equal dignity of all persons, of whatever race, already finds solid support in the sciences and a firm basis in philosophy, ethics and religions in general. The Christian faith respects this intuition, this affirmation, and rejoices in it. It represents a considerable convergence among the various disciplines which reinforces the convictions of the majority of people of good will and allows the drawing up of universal declarations, conventions and international agreements for the protection of human rights, and the elimination of all forms of racial discrimination. It is in this sense that Paul VI spoke about “an axiom of the highest human wisdom of all times.”
The Church and Racism: Towards a More Fraternal Society, Pontifical Commission on Justice and Peace, 1988, #18.
· Faith in the one God, Creator and Redeemer of all humankind made in his image and likeness, constitutes the absolute and inescapable negation of any racist ideologies. It is still necessary to draw out all the consequences of this: “We cannot truly pray to God the Father of all if we treat any people in other than brotherly fashion, for all men are created in God’s image.”
The Church and Racism: Towards a More Fraternal Society, Pontifical Commission on Justice and Peace, 1988, #19.
·  The equality of men rests essentially on their dignity as persons and the rights that flow from it: Every form of social or cultural discrimination in fundamental personal rights on the grounds of sex, race, colour, social conditions, language, or religion must be curbed and eradicated as incompatible with God’s design.
Catechism of the Catholic Church, The Vatican, 1992, #1935.
·  Access to employment and to professions must be open to all without unjust discrimination: men and women, healthy and disabled, natives and immigrants. For its part society should, according to circumstances, help citizens find work and employment.”
Catechism of the Catholic Church, The Vatican, 1992, #2433.
· Quoting from the Bishops of Asia: “Harmony is not simply the absence of strife. . .. The test of true harmony lies in acceptance of diversity and richness.”
Asian and Pacific Presence: Harmony in Faith, U.S. Conference of Catholic Bishops (USCCB) Committee on Migration, 2001, III.
· I believe that two broad types of racism need to be recognized and resisted: individual and institutional. Individual racism is evident when a person adopts attitudes or takes actions that are based on the assumption of racial superiority. Such attitudes and actions violate the rights and dignity of other people because of race. A second type of racism is institutional or structural. This type of racism exists where patterns of racial superiority are embedded in the systems and institutions of society. Such racism is less blatant and more complex, but it exists, nonetheless. It is present wherever systems and institutions are created and maintained in such a way that they provide privilege or prejudice for one race over others. This type of racism can be seen, to varying degrees, in many of our social, economic, and political structures, including the structures of our Church.
In God’s Image: Pastoral Letter on Racism, Archbishop Harry Flynn of Archdiocese of St. Paul and Minneapolis, 2003, #5 & 6.
· As we confront our own complicity with the sin of racism, may we constantly refer back to that all-important teaching as a reminder of why we need to root racism out of our hearts, our culture, and the institutions of our society. You and I cannot truly be the reflection which our God desires until we have rooted out any traces of racism in our own hearts and decided to embrace all human persons as our brothers and sisters.?
Created In God’s Image: Pastoral Letter on the Sin of Racism, Bishop Dale Melczek of the Diocese of Gary, 2003, pg 1.
· The history of the Church shows that Christianity does not have simply one cultural expression, but rather, 'remaining completely true to itself, with unswerving fidelity to the proclamation of the Gospel and the tradition of the Church, it will also reflect the different faces of the cultures and peoples in which it is received and takes root'.[88] In the diversity of peoples who experience the gift of God, each in accordance with its own culture, the Church expresses her genuine catholicity and shows forth the 'beauty of her varied face.'
Evangelii Gaudium ('Joy of the Gospel'), Pope Francis, 2013, Chapter 3, #116.
· In 1986 at Alice Springs, Pope St John Paul II said to the Aboriginal people: 'You are part of Australia and Australia is part of you. And the Church herself in Australia will not be fully the Church that Jesus wants her to be until you have made your contribution to her life and until that contribution has been joyfully received.'
Towards the referendum – a statement from Australia’s Catholic Bishops?
· We urge all Australians to listen to the hopes and fears of each other. We urge people to act in a way that commits to redressing the disadvantage suffered by the Aboriginal and Torres Strait Islander peoples and will allow them to reach their potential, thus promoting reconciliation for the good not just of some but of the whole nation.
Towards the referendum – a statement from Australia’s Catholic Bishops?
· May the Holy Spirit who opens locked doors give us light and strength to keep working for a better and more equitable Australia. Let us walk together.
Towards the referendum – a statement from Australia’s Catholic Bishops?
6. Culminating activity: Students write a feature article for Australian Catholics magazine explaining why diversity is the key to a bright future for the Catholic Church in Australia and will help to retain young people. They can use the information and quotes from the previous activity as research for their article. 
7. Write your own prayer using the ‘You, who, do, through’ framework to express your response to these activities.