GOD IS ALWAYS WITH US, EVEN WHEN LIFE CHANGES
LOWER PRIMARY
Religious Education focus: Faith, feelings, prayer, and God’s care
1. Where do you feel safe?
Help students think about what makes them feel safe and loved.
Ask:
• Who do you like to be with when you’re sad?
• What makes you feel safe or happy?
• What do you take with you if you go somewhere new?
Talk about how change (like moving to a new place or starting a new class) can be scary – but we can talk to God anytime.
2. Vocabulary building
Introduce these gentle, simple words:
• Faith – Believing in God, even when things are hard
• Prayer – Talking to God
• Change – When something becomes different
• Trust – Knowing God loves and cares for us
Activity: Show each word with a picture. Ask children to act them out (eg, pretend to pray, show ‘change’ by swapping seats, etc).
3. Storytime and guided reading: Arya’s Big Move
Article: Keeping the faith by Arya Maharaj
Here is a picture book version of ‘Keeping the Faith’ by Arya Maharaj, rewritten for 5–7-year-olds in a warm, gentle, and age-appropriate storytelling style. It captures the core themes: feeling uncertain, moving to a new place, missing home, and learning to trust God through prayer.
Title: God was with me all along
Inspired by a true story by Arya Maharaj
Page 1:
Arya lived in a sunny place, with big trees, bright flowers, and her whole family nearby.
She laughed at the table, ran in the grass, and felt safe and loved.
Page 2:
One day, Mum and Dad said,
‘We’re moving to Australia. A new home, a new school.’
Arya’s smile disappeared.
She didn’t want to leave everything she loved.
Page 3:
On the airplane, Arya looked out the window.
Her old home grew smaller and smaller.
She whispered a prayer:
‘Dear God, please come with me.’
Page 4:
Australia was very different.
The classroom was noisy.
Arya didn’t know anyone.
She missed her cousins, her friends, her grandma.
She felt lost and lonely.
Page 5:
At night, Arya prayed:
‘God, I don’t feel you. Are you still there?’
But still, she kept praying.
And she waited.
Page 6:
Then, little by little . . .
She made a friend.
Her mum found a job.
Their house began to feel like home.
Page 7:
Arya joined the student council.
She played at lunch and laughed again.
Her grandma came to visit!
And one day she smiled and said,
‘Thank you, God.’
Page 8:
She remembered the story of Thomas,
who didn’t believe until he saw Jesus.
Sometimes, we feel like Thomas.
We doubt. We worry.
Page 9:
But Jesus says,
‘I am with you always.’
Even when we’re sad.
Even when we’re scared.
Even when we move far away.
Page 10:
Arya looked back and saw:
God had been with her
every single step.
And God is with you, too.
The End
Instructions:
Tell the story of Arya in your own words or read a shortened version. Emphasise these parts:
• Arya moved far away from her home
• She missed her family and school
• She kept talking to God and didn’t give up
• Slowly, things got better – she made friends and felt happy again
Ask:
• How did Arya feel at the start?
• What helped her feel better?
• When do you talk to God?
Use pictures or props (like a suitcase or toy plane) to help tell the story.
5. Let’s illustrate Arya’s story
Title: God was with me all along
Objective: Students will illustrate pages of Arya’s story to deepen their understanding of God’s presence in times of change and trust in prayer.
Materials needed:
• Printed copies of the story (with one page of text per sheet)
• Blank A4 paper or a printed book template with space for drawings
• Coloured pencils, crayons or markers
• Glue or stapler to bind pages into a booklet (optional)
Instructions:
• Read the story together
• Read ‘God was with me all along’ aloud to the class. Pause on each page to talk about how Arya might be feeling and what God is doing.
Talk about feelings and faith
Ask questions like:
• How did Arya feel when she left her home?
• What did she do when she was sad?
• What helped her feel better?
• Where was God in Arya’s story?
Illustrate the story
Give each student one or two pages from the story to illustrate. (You can assign pages or let them choose.)
For example:
• One student might draw Arya looking out of the airplane window.
• Another might draw Arya playing with a new friend.
• Someone else could draw Arya praying.
• Add a title page
• Have each student write the title ‘God was with me all along’ and draw a cover picture for their book or group book.
Share and celebrate
Once finished, students can:
Share their illustrations with the class.
Put all pages together to create a class storybook.
Display the pages in the classroom or school hallway.
Extension option: Ask students to draw a picture of a time when they felt sad or scared and show how they trusted God to help them too.
5. Scripture exploration
Scripture verse: ‘I am with you always.’ (Matthew 28:20)
Write this verse on the board or poster. Say it together, adding actions (eg, point to self for ‘I,’ hug arms for ‘with you’).
Discuss:
• What do you think Jesus means?
• Can we remember this when we feel scared or alone?
6. Jesus as our friend
Talk about:
• Jesus was a child once, too. He had to move with his family to a new place (Egypt). He knows how we feel when we’re scared or missing home.
• Jesus teaches us to trust God like a little child trusts a parent.
Activity: Invite students to draw a picture of Jesus holding their hand and walking with them into a new classroom, home, or playground.
7. ‘God Is with me’ heart craft
Materials: Paper, crayons, scissors, glue
Instructions:
• Children cut out a big heart and decorate it with drawings of things that help them feel safe (eg, family, friends, pets, church).
• Inside the heart, write or help them copy: ‘God is with me.’
• Hang the hearts on the classroom wall or prayer corner.
8. Class prayer blanket
Each child decorates a square of paper or fabric with a drawing and the words: ‘Thank you, God, for helping me.’ Join all the squares to create a ‘class prayer blanket’ to remind students that God wraps us in love when we’re going through changes. Use it during prayer time or reflection.
Support for diverse learners
• Use clear visuals, gestures, and storytelling props.
• Allow children to respond through drawing, pointing, or movement.
• Offer plenty of repetition and praise.
• Pair students with buddies for activities involving writing or reading.
TRUSTING IN GOD DURING TIMES OF CHANGE
UPPER PRIMARY
Religious Education focus: Faith, resilience, prayer, and God's constant presence
1. Moving day – Imagine the change
Purpose: To help students understand the emotions of big changes.
Instructions: Invite students to close their eyes and imagine they have to move to a new country. Ask:
• What would you miss most?
• How would you feel?
• Who would you talk to about your feelings?
Discuss how change can be hard, but also how it can help us grow.
2. Vocabulary building
Introduce and explain these key words from the article:
• Faith – trusting in God
• Migration – moving from one country to another
• Prayer – talking to God
• Hope – believing good will come, even when it’s hard
• Doubt – when you feel unsure
Activity: Students create a simple illustrated glossary. For each word, they write a short definition in their own words and draw a picture that shows what the word means to them.
3. Finding God in Arya’s story
Article: Keeping the faith by Arya Maharaj
Read the article aloud together, pausing to discuss key moments. Ask students to listen for when Arya felt:
• Sad or worried
• Grateful
• Close to God
After reading, ask:
• What was Arya scared of?
• What helped her keep her faith?
• Have you ever had a time when you felt like giving up, but things turned out OK?
• What do you think Arya learned about God?
Encourage students to highlight or draw a star next to one sentence in the story that gives them hope.
4. Scripture exploration
Scripture passage: John 20:24–29 (The story of doubting Thomas)
Key verse: ‘Blessed are those who have not seen and yet have come to believe.’
Discussion questions:
• Why did Thomas find it hard to believe Jesus was alive?
• How is Arya like Thomas in the story?
• What does Jesus teach us about faith even when we can’t see everything clearly?
5. Trusting God in tough times
Talk with students about how Jesus prayed to God when he felt afraid or unsure – like in the Garden of Gethsemane (Luke 22:39–46).
Discussion:
• Why did Jesus pray?
• What can we learn from how Jesus talked to God?
• How does prayer help us trust God too?
Invite students to write or draw a short prayer asking God to help them trust during times of change.
6. Faith tree
Instructions:
• Give each student a paper leaf. On the leaf, they write or draw one way they can keep their faith when life is hard (eg, praying, talking to someone, remembering something good).
• Attach the leaves to a large tree on the classroom wall titled: ‘Our faith tree’.
• This visual reminder helps students see how many ways we can stay close to God.
7. God was there – storyboard reflection
Students create a four-frame storyboard that shows a time they faced a small challenge (eg, starting a new sport, being left out, missing a friend) and how things improved over time.
• Frame 1: What happened
• Frame 2: How I felt
• Frame 3: How I kept going or prayed
• Frame 4: How God helped me or how things got better
Students can share their storyboards in small groups or during class prayer time.
Support for diverse learners
• Offer oral responses or scribed work for students who need writing support.
• Use visuals, gestures, and bilingual support where helpful.
• Encourage group or partner work to build confidence.
• Include calming reflection time for students who relate closely to the emotions in Arya’s story.
DISCOVERING YOUR PASSION AND PURPOSE
LOWER SECONDARY
Religious Education focus: Understanding vocation and the value of learning through a Catholic lens
1. Dream job match-up
Purpose: To start students thinking about future vocations and passions.
Instructions: Ask students to write down two things they love learning about or doing. In small groups, challenge them to come up with three jobs or roles where these interests might be useful.
Discuss: Is a job just about money? Or can it be about passion, purpose, or helping others?
2. Vocabulary building
Key terms from the article:
• Vocation
• Liberal arts
• Passion
• Secular
• Social justice
Activity: Create a five-column chart: Word – Definition – Use in a sentence – Visual symbol – Personal connection. Students work in pairs to complete the chart for the five terms.
3. Guided reading activity: What’s Alex saying?
Materials: Copies of ‘Following your dreams’ by Alex Woolnough (digital or print), highlighters or annotation tools.
Instructions: Read selected paragraphs of the article aloud together as a class. Choose sections that focus on key themes, such as the loss of joy in learning, the importance of following your passions, and the idea of helping others through your vocation.
As you read, invite students to use the ‘Say–Think–Wonder’ strategy:
• First, identify what the paragraph says – the main message or point being made.
• Then, reflect on what it makes them think – any personal reactions, opinions, or connections.
• Finally, note what it makes them wonder – questions or ideas they’re curious to explore further.
For example, after reading the section on how many university students no longer enjoy their studies, students might say, ‘It says students are losing joy in learning.’ They might think, ‘That sounds really stressful,’ and wonder, ‘What could make learning more enjoyable again?’
Repeat this process for at least three key sections:
• The paragraph about students losing joy in learning.
• The section where Alex encourages following your passions.
• The part where he talks about helping others through our vocation.
Students can work in small groups to discuss and record their responses before sharing highlights with the class.
4. Scripture exploration
Scripture: Jeremiah 29:11 (NRSV)
‘For surely I know the plans I have for you, says the Lord, plans for your welfare and not for harm, to give you a future with hope.’
Discussion prompts:
• What does this verse say about our future?
• How might this connect with the idea of vocation?
• Can your passions be part of God's plan?
5. The young teacher
Scripture reference: Luke 2:41–52 (Jesus in the Temple as a boy)
Summary: Jesus was just 12 when he stayed behind in the temple, learning and asking questions.
Discussion:
• Why do you think Jesus wanted to stay and learn?
• What does this say about the importance of learning and asking questions?
• How might Jesus inspire us to learn not just for school, but for life?
6. Vocation collage
Using magazines, drawings, or digital tools, students create a collage titled ‘What I feel called to do’.
Include:
• Skills or subjects they enjoy
• Ways they might use them to help others
• Words or images that express joy, hope, or purpose
Display around the classroom or upload to a shared class platform.
7. Learning as a calling – A reflective letter
Write a short letter to your ‘future self’ beginning with:
Dear Future Me, I hope you’re still learning because . . .
Prompt students to include:
• What they love learning
• Why it matters to them
• How they hope it might help others
• One thing they believe God might be calling them to do
Extension: Students can add a quote from the article or a Scripture verse that inspires them.
Support for diverse learners
• Use visual aids and sentence starters for written tasks.
• Allow for verbal responses or artistic expressions as alternatives.
• Pair or group students for collaborative learning.
• Provide audio or simplified versions of the article if needed.
VOCATION, PURPOSE, AND THE VALUE OF LEARNING
UPPER SECONDARY
Religious education focus: Discerning one’s vocation in a changing world (through a Catholic lens)
1. What’s worth learning?
Write this question on the board: ‘If money didn’t matter, what would you choose to learn about – and why?’
Invite students to write down their response in a few sentences.
Use a think–pair–share structure for students to discuss.
Debrief as a class: What does this tell us about how we value learning?
2. Vocabulary development
Key terms from the article:
• Vocation
• Liberal arts
• Secular
• HECS (Higher Education Contribution Scheme)
• Social justice
• Indexation
• Vice chancellor
• Governance
• Wage theft
Activity: In small groups, assign each group 2–3 terms. Have them:
• Define the term in their own words
• Find it in the article and explain its context
• Make a connection to their own experience or society
3. Reading with purpose
Support students in unpacking the article’s structure, key ideas, and persuasive techniques.
Materials: Copies of ‘Following your dreams’ by Alex Woolnough (digital or print), highlighters or annotation tools.
Instructions: Divide the article into five key sections, and assign a reading task to each.
Section 1: The current crisis in higher education
(Paragraphs 1–5)
• Task: Highlight or underline three facts or statistics that show the state of university education.
• Discussion prompt: What tone does the author use in presenting these facts? What effect does it have?
Section 2: Learning for learning’s sake
(Paragraphs 6–10)
• Task: Circle any phrases or sentences where the author talks about ‘learning for its own sake’ or ‘vocation’.
• Discussion prompt: What does the author believe is being lost in today’s education system? Do you agree?
Section 3: Vocation and social responsibility
(Paragraphs 11–14)
• Task: Highlight any sentence that connects learning to helping others or making a difference.
• Discussion prompt: How does the author redefine the idea of ‘success’?
Section 4: Economic pressures and institutional priorities
(Paragraphs 15–19)
• Task: Put a question mark (?) next to parts where you feel confused or challenged, and a star (*) next to points that feel powerful or convincing.
• Discussion prompt: What’s your reaction to the information about vice chancellor salaries and university governance?
Section 5: Reclaiming passion and purpose
(Final paragraph)
• Task: Box or highlight the sentence that best summarises the author’s final message.
• Discussion prompt: What do you think the writer wants young people to take away from this article?
Extension questions (whole class or small groups):
• Which section challenged your thinking the most? Why?
• What connections can you make between this article and your own experiences of school or learning?
• How does this reading speak to faith and vocation in the modern world?
Support options:
• Use guided reading bookmarks or annotation guides for students who need structure.
• Pair students for reading and discussion to build confidence and fluency.
• Provide definitions or visuals for complex terms.
Reading comprehension questions
Literal:
• What disciplines have been most affected by university job cuts?
• What is the HECS system and how has it changed?
• What concern does the NTEU raise in its report?
Interpretive:
• What does the author mean by ‘learning for learning’s sake’?
• How is learning described as a ‘vocational experience’?
• How does the article link liberal arts to social justice?
Critical/reflective:
• Do you agree with the author’s view that education has become overly focused on economic outcomes? Why or why not?
• Can a passion for learning be an expression of faith? How?
4. Scripture exploration
Scripture: Romans 12:4–8 (NRSV)
‘We have gifts that differ according to the grace given to us: prophecy, in proportion to faith; ministry, in ministering; the teacher, in teaching . . .’
Reflection questions:
• How does this passage support the idea that everyone has a unique vocation?
• What gifts do you feel called to develop?
• How might education help you discover or live out your calling?
5. Jesus the teacher and servant
Read Matthew 7:28–29 – Jesus teaches with authority.
Reflect: Jesus taught not for status or gain, but to reveal truth and build the Kingdom of God.
Discuss: How can we follow Jesus’ example of teaching and learning for love of truth, not just success?
6. Debate or socratic seminar
Topic: ‘Universities should prioritise personal growth over economic outcomes.’
Structure:
• Prepare arguments from the article and Catholic social teaching (eg, dignity of the human person, common good).
• Conduct a respectful discussion or debate in small groups or as a class.
7. My learning vocation project
Create a digital or visual project (eg, infographic, short video, poster, or slide presentation) that explores:
• Your passion or area of interest
• Why it matters to you personally and to society
• How it connects to your faith, values, or sense of vocation
• A quote from Scripture and a Catholic social teaching principle that inspires you
Extension (optional): Include a short reflective paragraph
‘How can I use what I love learning to serve others and make a difference in the world?’
Differentiation and support for diverse learners
• Provide vocabulary scaffolds and sentence starters for EAL/D students.
• Offer a range of project formats for students with different strengths (eg, visual, oral, written).
• Allow extra time for reflective tasks.
• Encourage peer support and use of collaborative tools (eg, Padlet or Google Slides).