BRAVE WOMEN WHO LOVED JESUS
LOWER PRIMARY
Introduce students to Mary Magdalene and St Lucia – two strong Christian women who loved Jesus deeply, showed courage and shared his love with others.
Key concepts
• Mary Magdalene was a friend of Jesus and the first to see him after the Resurrection.
• St Lucia loved Jesus and helped others, even when it was hard.
• We can be brave, kind and loving – just like them.
Suggested reading and viewing (for teachers to choose from)
BOOKS
• Extraordinary Women of the Bible (Mary Magdalene) – Michele Sloan
• ’Twas The Morning of Easter – Glenys Nellist
• Mary and the Gardener – Paul Kerensa
• The Miracle of the Red Egg – Elizabeth Crispina Johnson
• Lucia, Saint of Light – Katherine Bolger Hyde
VIDEOS
• Jesus Rises – Superbook
• Lucia of Syracuse – Patristix
1. Brave?
Discuss: What does it mean to be brave and kind?
Show images of helpers (eg, firefighters, teachers, mums).
Activity: Children draw someone they think is brave and kind. Introduce Mary Magdalene and St Lucia as brave women who loved Jesus.
2. Word garden matching game
Vocabulary:
• Brave
• Kind
• Friend
• Jesus
• Light
Set-up: Prepare five large picture cards (eg, a torch for ‘light’, a heart for ‘kind’, a cross for ‘Jesus’, etc) and five-word cards. Stick the picture cards on the walls around the room or on cones in a circle on the floor.
Step-by-step:
• Introduction: Show each picture to the class and say the word clearly. For example: ‘This is ‘light’. Can you say ‘light’?’ Do this with all five words.
• Warm-up match: Hold up a word card and ask: ‘Who can find the picture for ‘brave’?’ Let one student match the word to the correct picture.
• Whole-class movement game: Mix up the word cards and hand one to each child. Children walk, hop, or tiptoe around the room to find the matching picture. When they find it, they stick their card below the picture (with Blu Tack or magnets). Repeat until all have had a turn with different words.
• Wrap-up discussion: Gather the group and point to each picture again, asking:
– ‘Who remembers what this one means?’
– ‘When are you kind?’
– ‘Who is a friend?’
• Optional extension: Use a digital whiteboard tool (like Wordwall or Google Slides) for an interactive drag-and-drop version if using a smartboard or tablet.
3. Read
Use two short sessions to focus on each saint
• Mary Magdalene: Read ’Twas The Morning of Easter or Mary and the Gardener
Resources for sequencing activity:
Jesus at the Passover – part 3 (Images 11-20) by Lars-Goran Ronnberg on Free Bible Images
Jesus rises from the dead (Images 1-9) by Sweet Publishing on Free Bible Images
• St Lucia: Read Lucia, Saint of Light
Resources for puppet making:
Toilet Paper Tube Puppet St Lucia Girl by Making Learning Fun
St Lucia Day by Making Learning Fun
Use puppets, movement, or role play (eg, Mary finding the empty tomb).
Comprehension check
Ask:
• Who did Mary love?
• What did she see in the garden?
• What made Lucia brave?
• How can we be brave and kind too?
4. Scripture exploration (NRSV)
John 20:18 – ‘Mary Magdalene went and announced to the disciples, ‘I have seen the Lord.’
Activity: Children act out this joyful moment or create a garden scene with paper flowers and Jesus’ name.
Part 1: Dress-up and simple role-play
Materials
• Scarves, headbands, or robes for Mary Magdalene
• A white cloth or scarf for Jesus
• A toy or cut-out stone (to represent the stone rolled away)
• A small box or basket (to represent the tomb)
Instructions
• Set the scene: Tell or read a simplified version of John 20:11–18.
• Act it out:
– One child dresses as Mary, another as Jesus.
– Mary walks to the tomb, looks inside, and sees it is empty.
– Jesus appears. Mary says joyfully, ‘I have seen the Lord!’
• Repeat: Allow children to swap roles and take turns re-enacting.
Part 2: Garden craft – ‘I Have Seen the Lord!’
Materials
• Green cardboard or paper (for grass/base)
• Coloured paper (for flowers, sun, butterflies)
• Craft sticks or straws
• Glue, scissors, markers
• A cut-out or printout of the word JESUS
Instructions
• Create a garden scene:
– Children glue green paper as the grass.
– Add colourful flowers using paper cut-outs.
– Stick the word JESUS in the middle as the ‘new life’ in the garden.
– Optional: Add an empty tomb made from a small box or paper roll.
• Message banner: Add a small banner reading: ‘I have seen the Lord!’ (John 20:18)
Display: Use a classroom wall or table to create a ‘Resurrection garden’ from all the children’s work. Add labels with each child’s name and their message of joy or love.
5. Good news basket
Children draw or write ways to show kindness and love like Jesus and Mary Magdalene.
6. Lucia’s candle
Make a paper candle or headband with ‘candles of kindness’ to celebrate Lucia’s light and faith. Talk about how we can bring light to others with our actions.
7. Mother’s Day card
Children create a card for someone special (eg, mum, grandmother, teacher) with a message like:
‘Thank you for helping me be brave and kind like Mary and Lucia.’
Include drawings or symbols of love, light, or courage.
WOMEN OF LIGHT AND HOPE
UPPER PRIMARY
Scriptural focus: John 20:11–18 (NRSV)
‘Mary Magdalene went and announced to the disciples, ‘I have seen the Lord.’’
Key message:
Mary Magdalene is the first witness to the risen Christ. She is often called the Apostle to the Apostles because she carried the Good News of the Resurrection to the others. Her encounter with Jesus in the garden shows us that faith begins in love and relationship.
St Lucia of Syracuse, a young Christian martyr of the 4th century, reminds us that even in persecution, the light of Christ shines. Her name means light, and she is often pictured with a crown of candles, helping others even in darkness.
Both women gave early Christians hope – the kind of hope that doesn’t depend on power or safety, but on the truth that Jesus is alive and walks with us.
Learning intentions
By the end of these activities, students will be able to:
• Explain the significance of Mary Magdalene’s role in the Resurrection.
• Describe how St Lucia showed courage and hope as a follower of Jesus.
• Reflect on how early Christians found hope in difficult times.
• Identify ways we can carry light and hope to others today.
1. Orienting activity – ‘Hope carriers’
Starter question: Who are people today who bring hope to others?
Invite students to brainstorm or illustrate people in their lives who give them hope (eg, teachers, friends, carers). Write ‘Hope carriers’ on the board.
Introduce the theme: Today we’ll learn about two brave women who carried God’s hope and light:
• Mary Magdalene, the first to see the risen Jesus
• St Lucia, who brought light in dark times
2. Vocabulary exploration – Faith words in action
Let’s dive into some powerful words that help us understand the Easter story and our call to live as followers of Jesus.
Key terms to explore:
• Resurrection – Rising from the dead
• Apostle – One sent to share the Good News
• Martyr – Someone who dies for their faith
• Light – A symbol of God’s presence, guidance, and hope
• Witness – Someone who sees something and shares it
GUESS, ACT, AND MATCH!
Step 1: Word charades
• Split the class into small groups. One student from each group draws a word card and silently acts it out for their team (eg, pretend to light a candle for ‘light’, or point and speak dramatically for ‘witness’).
• The team guesses the word. Once they guess correctly, they explain its meaning together using the definition provided.
Step 2: Picture match relay
• Prepare picture cards that represent each word (eg, a candle for ‘Light’, an empty tomb for ‘Resurrection’).
• In a relay format, teams race to match the pictures with the correct vocabulary word and its meaning on a classroom display.
Extension/reflection
Invite students to draw a symbol for one of the words and write a sentence about how it connects to Easter.
3. Reading and discussion
Read aloud or summarise: John 20:11–18
Focus on Mary Magdalene’s faithful waiting, her recognition of Jesus, and her joy in sharing the Good News.
Discussion questions
• Why do you think Jesus appeared first to Mary Magdalene?
• What made her a good witness?
• What can we learn from her love and courage?
4. Introduce St Lucia
Resources
• Picture book: Lucia, Saint of Light by Katherine Bolger Hyde
• Article: ‘Saints for all seasons: Eyes on God’ by Peter Fleming
• Video: ‘Lucia of Syracuse’ by Patristix
Discussion questions
• Who did Lucia help?
• What risks did she take to live her faith?
• What does light mean in her story and in our lives?
5. Scripture exploration
Focus verse: ‘I have seen the Lord!’ (John 20:18)
This joyful declaration by Mary Magdalene became a powerful message of hope for the early Church. It reminds us that Jesus is risen and continues to be with us today.
CREATIVE RESPONSE ACTIVITY: PLANT A RESURRECTION POT
Materials
• Small pots or recycled containers
• Potting mix or soil
• Fast-growing seeds (eg, wheatgrass, sunflower, basil)
• Craft sticks or paper labels
• Markers or paint pens
Instructions
Each student fills a pot with soil and plants their seed.
• On a label or craft stick, write the verse ‘I have seen the Lord!’ and decorate it.
• Optional: Add the name ‘Jesus’ on the pot and decorate it with joyful symbols (crosses, flowers, sun, etc.).
• As the plant grows, it becomes a living reminder of Jesus’ resurrection and how we see him in new life and hope.
Alternative for classrooms without planting facilities: Use air-dry clay or papier mache to make a pot or planter and decorate it with Resurrection symbols and the verse.
6. Example of Jesus
Jesus showed trust and love by appearing first to Mary Magdalene. He honoured her faithfulness. Lucia followed Jesus’ example by bringing light to those in danger.
Activity: Create a ‘Good News scroll’ – each child writes or draws one way they can bring light or hope to someone else this week (eg, helping a friend, praying for someone, speaking kindly).
7. Light of faith craft
This hands-on activity reinforces the idea that we are all called to bring light to others, just like Mary Magdalene and St Lucia.
Option 1: Lucia-style candle crown
Inspired by the tradition of St Lucia wearing a crown of candles to light the way for others.
Materials
• Green card or paper (to resemble leaves)
• White/yellow tissue paper or paper (for candle flames)
• Cardboard or paper strips (for the base/crown)
• Glue, tape, scissors
Instructions
• Form a headband-sized circle from cardboard or card strip.
• Cut out green leaf shapes and glue them around the crown.
• Roll small strips of paper into ‘candles’ and attach a tissue flame to each.
• Tape or glue 4–5 candles upright around the crown.
• Optional: Write one way to bring hope/light on each candle (‘I listen’, ‘I pray’, ‘I share’, ‘I forgive’).
Reflection prompt: ‘Lucia brought light to people in hiding. How can we bring light to people who feel left out, lonely, or afraid?’
Option 2: Paper candle of kindness
A simple craft that can be used for prayer displays or classroom bulletin boards.
Materials
• Template or coloured paper (to create a candle shape)
• Flame shapes cut from orange/yellow paper
• Pens or markers
Instructions
• Each student receives a candle cut-out.
• On the flame tag, write a sentence: ‘I can be a light by . . .’ and complete it (eg, ‘. . . sharing my lunch’, ‘. . . comforting a friend’).
• Decorate and assemble. Display the candles together in a ‘Wall of light’ or prayer space.
Alternative ICT option
Use a digital drawing tool or classroom app for students to create a virtual version of the candle and write their reflection digitally.
Talk about it
Gather students in a circle and discuss:
– What kind of ‘light’ do Mary Magdalene and Lucia bring?
– What kind of light can we bring at school or at home?
– Why does the world still need people of light and hope?
Remind students: Jesus said, ‘You are the light of the world.’ (Matthew 5:14)
That means even small acts of love can make a big difference.
8. Saints of Hope poster
Create a class poster titled: Saints of Hope – Then and Now.
Include:
– Drawings or images of Mary Magdalene and St Lucia
– Students’ ‘hope heroes’ – family members, teachers, or saints
– One sentence or drawing from each student about what gives them hope
Link to students’ lives
Students today also face challenges at school, in friendships, or when they feel alone. Like Mary and Lucia, they are called to stay close to Jesus, to act with courage and kindness, and to bring light to others. However small, their actions can make a big difference.
Teacher reflection
Mary Magdalene and St Lucia belong to a tradition of brave Christian women whose faith lit the way for others. For early Christians, these women proved that Jesus is alive and that His light can never be put out – not even by death. In our classrooms, their stories remind students that hope is real, faith is brave, and each one of us can be a light-bearer in our world.
THE ROLE OF WOMEN IN THE EARLY CHURCH
LOWER SECONDARY
1. Women of courage: Then and now
Activate prior knowledge and explore perceptions of leadership and faith.
Students create a ‘Then and now’ T-chart:
• Left column: List traits of women in early Christianity.
• Right column: List traits of modern women of faith (eg, Catherine Hamlin, Sr Joan Chittister, or female student leaders in their school).
Class discussion follows on similarities and differences (consider a Venn digram).
2. Vocabulary development
Words to pre-teach:
• Apostle
• Martyr
• Resurrection
• Witness
• Proclamation
• Patriarchal
• Devotion
• Persecution
• Discipleship
• Inclusion
Activity: Students define words using a dictionary, then write a sentence using each in the context of the early Church. Consider completing as a think-pair-share.
3. Reading comprehension
TEXTS
• ‘Many things about Mary Magdalene’ by Andrea Dean
Often called the ‘Apostle to the Apostles,’ Mary Magdalene occupies a unique and multifaceted role in the New Testament.
• ‘Saints for all seasons: Eyes on God’ by Peter Fleming
St Lucia’s devotion to God ended up costing her her life, but even that risk did not dim the light of her faith.
Guided reading instructions
Help students explore the lives of two female saints, Mary Magdalene and St Lucia, and understand their courage, faith, and devotion in the face of difficulty.
Preparation
• Divide students into pairs or small groups.
• Assign one article to each group or allow them to choose.
• Provide a copy of the relevant article and a worksheet with guiding questions (see below for content to copy and paste) and key vocabulary.
Before reading
Introduce or revise key terms together as a class (eg, ‘apostle,’ ‘martyr,’ ‘devotion,’ ‘witness,’ ‘persecution’).
Ask students to predict:
• Who do you think Mary Magdalene or St Lucia was?
• Why might they be considered important in the Church?
During reading
Read the article aloud as a group, taking turns reading paragraphs.
As they read, students highlight:
• Any actions that show the saint’s faith or courage.
• Words or phrases that describe their character or mission.
After reading
Students discuss the following questions in their group:
• What did you learn about Mary Magdalene or St Lucia that surprised you?
• How did this person show courage in their faith?
• What was their relationship with Jesus or God like?
• Why do you think they were remembered as saints?
• What challenges did they face, and how did they respond?
Invite each group to share a short summary of the saint’s story with the class, focusing on their example of faith.
Optional extension
Ask students to write a reflection: What can I learn from the example of Mary Magdalene or St Lucia for my own faith journey?
READING COMPREHENSION QUESTIONS
Mary Magdalene
• Why is Mary Magdalene called the ‘Apostle to the Apostles’?
• How does each Gospel writer portray her differently?
• What does her story tell us about the role of women in Jesus’ ministry?
• What challenges might Mary Magdalene have faced as a female disciple?
St Lucia of Syracuse
• What motivated Lucy to refuse marriage and give to the poor?
• What dangers did she face because of her faith?
• How does Lucy challenge traditional ideas about women in her time?
• What spiritual values did Lucy embody?
4. Scripture exploration
Passages
• Mark 15:40–41 (Mary at the Crucifixion)
• John 20:11–18 (Jesus appears to Mary)
• Galatians 3:28 (‘neither male nor female . . .’)
• Ephesians 5:8 (‘Live as children of light’)
Activity
In small groups, students read and interpret the texts using three prompts:
• What is happening in this passage?
• How is the role of women being shown or affirmed?
• What message might this have for our lives today?
5. How Jesus included women
Students examine how Jesus treated women with dignity, invited them into his mission, and entrusted them with important roles (eg, Mary Magdalene at the tomb).
They create a visual timeline or mind map showing the women who followed Jesus and contributed to his mission.
Resources:
What the Church owes women by Margaret-Mary Flynn
Jesus did not discriminate against women and women responded by building the domestic church.
AC+ Resources on Mary, Mother of God
Mary plays a central role in Catholic devotion. Find a selection of articles and resources on Mary in this collection.
AC+ resources on women and the Church
Here are some resources that might be helpful in engaging in deeper reflection on the roles women play in our faith communities, with a particular look at leadership and current issues affecting the lives of girls and women around the world.
AC+ resources on saints in the Catholic Church
This guide offers some ideas and links to resources that can be used to explore Catholic sainthood in the classroom and faith formation activities.
Saints biographies
Role models who exemplify virtues and dedication are essential on our faith journey. Saints, through their wisdom and enduring legacies, offer invaluable guidance and solace, especially during personal trials. Many people find help/comfort in praying to saints. This edition of our magazine celebrates the lives of saints, showcasing their devotion and how they embodied Christ’s teachings. By exploring their biographies, we uncover their profound faith and resilience. Some stories even present contemporary perspectives on their experiences, connecting their timeless wisdom with our modern challenges. Let their lives inspire us and strengthen our resolve to follow in Christ’s footsteps.
6. Consolidating activity – Compare and contrast
Using a Venn diagram, students compare the lives and legacies of Mary Magdalene and St Lucia.
Consider:
• Time period
• Challenges faced
• Relationship with Jesus or the Church
• Legacy and relevance for today
Extension: Students reflect in writing on which figure they relate to more and why.
7. Light bearers: Voices from the past
Activity options (choose one or offer choice):
• Creative writing: Write a first-person journal entry from the perspective of Mary Magdalene or Lucy, reflecting on their faith and role.
• Digital storytelling: Use Canva or iMovie to create a short video or digital poster honouring the contributions of early Christian women.
• Modern application: Write a letter to a Church leader advocating for greater inclusion of women today, drawing on the examples of Mary and Lucy.
Differentiation tips
• Provide scaffolded comprehension questions with sentence starters.
• Allow audio or visual formats for students who struggle with writing.
• Group students strategically for mixed-ability support.
EXPLORING HISTORICAL REPRESENTATION OF CATHOLIC WOMEN
UPPER PRIMARY
TEXTS
• ‘Many things about Mary Magdalene’ by Andrea Dean
Often called the ‘Apostle to the Apostles,’ Mary Magdalene occupies a unique and multi-faceted role in the New Testament.
• ‘Saints for all seasons: Eyes on God’ by Peter Fleming
St Lucia’s devotion to God ended up costing her her life, but even that risk did not dim the light of her faith.
LEARNING FOCUS
Students will analyse how Mary Magdalene and St Lucia have been represented historically in the Church, identify the issues in these portrayals, and explore how a fuller understanding of women’s contributions to the Church can be encouraged today.
1. Setting the scene
• Introduce the guiding question: How have Catholic women been remembered, misremembered, or overlooked in Church history?
• Briefly explain: Mary Magdalene is often misidentified or simplified in Christian tradition.
St Lucia’s story raises questions about martyrdom, gender, and agency.
2. Understanding the language of saints and scripture
Build familiarity with key vocabulary that students will encounter in the two texts, supporting deeper comprehension and discussion.
Instructions for students
• Match the word to its definition.
• Use each word in a sentence related to faith, Church history, or scripture.
• Be prepared to share your sentences with the class or group.
Vocabulary list
• Apostle
• Martyr
• Devotion
• Misconception
• Witness
• Patriarchy
• Anoint
• Veneration
• Hagiography
• Interpretation
• Ministry
• Counter-narrative
Definitions (jumbled)
• A false or incorrect understanding of something
• A person who spreads the teachings of Jesus and plays a foundational role in the Church
• Strong love, loyalty, or commitment – especially to a religious cause
• A person who is killed because of their religious beliefs
• A story or writing that idealises the life of a saint
• A viewpoint or story that challenges the dominant or traditional understanding
• The act of showing great respect or reverence, often for a saint
• The application of oil in a religious rite, symbolising blessing or consecration
• A system where men hold primary power in roles of leadership and authority
• A person who gives testimony to their faith by word or action
• A religious calling to serve others, often in a church or spiritual role
• The act of explaining or understanding something, such as a text or tradition
Sentence creation
Now, choose five of the above words and write your own sentences. Each sentence should show your understanding of the word’s meaning in a religious or historical context.
Optional ICT extension
Create a short glossary using Canva, Google Slides, or another digital tool.
Include:
• The word
• A student-written definition
• A relevant image or symbol
• Your sentence using the word in context
3. Guided reading and annotation (Individual or pairs)
Students read each article with a focus on the representation of each woman.
Instructions for annotation:
• Highlight words/phrases that show how the woman is portrayed (eg, ‘faithful,’ ‘apostle,’ ‘virgin martyr,’ ‘devoted,’ ‘misunderstood’).
• Underline any moments that show how others responded to them (eg, Jesus, early Christians, Church tradition).
• Circle any historical misunderstandings or simplifications.
Group discussion (Small groups)
In groups of 3–4, students discuss:
• How is Mary Magdalene represented? What myths or misinterpretations surround her?
• How is St Lucia’s story shaped by the context of her time?
• What common themes do you notice in both stories about the way women are remembered?
• Are there gaps or problems in how these women have been remembered in the Church?
• What might a more accurate or just representation look like?
Moving forward – Class brainstorm (Whole class)
On the board or shared digital space, brainstorm responses to: What can we do – as individuals, students, or Catholics – to better honour the contribution of women in the Church, past and present?
Encourage ideas like:
• Education and awareness
• Liturgy and prayer that includes female saints
• Research and critical reading of Church history
• Promoting contemporary female voices in theology and ministry
4. Extended writing
Write a short essay in response to the following:
How do the stories of Mary Magdalene and St Lucia reveal challenges in how Catholic women have been remembered – and how can these challenges be addressed today?
Alternatives: Students create a presentation, multimedia presentation or short documentary.
RESOURCES
What the Church owes women by Margaret-Mary Flynn
Jesus did not discriminate against women and women responded by building the domestic church.
Investigating the Bible by Fr Brendan Byrne SJ
Biblical scholars need to have a wide range of skills and interests, especially the desire to bring faith alive.
God’s Word for today’s audiences by Peter Fleming
The principles of Bible translation are the same as they have always been – to make God’s perpetual love known in words that folk of the translator’s era can understand.
What teachers need to know about the Bible by Julian Butler SJ
The key starting point for religious education teachers engaging with scripture in their classrooms is to understand what the Bible is, and what it isn’t, says Australian Catholic University’s Dr Margaret Carswell.
Explorations: Why is it Good News?
The Gospel is indeed Good News. It gives meaning to our lives, gathers us as community, invites us to love our world and is with us always.
AC+ Resources on Mary, Mother of God
Mary plays a central role in Catholic devotion. Find a selection of articles and resources on Mary in this collection.
AC+ resources on women and the Church
Here are some resources that might be helpful in engaging in deeper reflection on the roles women play in our faith communities, with a particular look at leadership and current issues affecting the lives of girls and women around the world.
AC+ resources on saints in the Catholic Church
This guide offers some ideas and links to resources that can be used to explore Catholic sainthood in the classroom and faith formation activities.
Saints biographies
Role models who exemplify virtues and dedication are essential on our faith journey. Saints, through their wisdom and enduring legacies, offer invaluable guidance and solace, especially during personal trials. Many people find help/comfort in praying to saints. This edition of our magazine celebrates the lives of saints, showcasing their devotion and how they embodied Christ’s teachings. By exploring their biographies, we uncover their profound faith and resilience. Some stories even present contemporary perspectives on their experiences, connecting their timeless wisdom with our modern challenges. Let their lives inspire us and strengthen our resolve to follow in Christ’s footsteps.
AC+ guide to parables in the Bible
Use this guide to explore a range of parables in the Bible, with many suggested articles offering modern contexts for considering ancient lessons.
AC+ resources on human dignity
Recognising and respecting human dignity is a moral imperative for Catholics. It involves acting with love, compassion, and respect in our personal, social, and political lives. We hope you find our AC+ resources on human dignity useful in exploring this topic.
AC+ Resources on the Bible
The following guide showcases some of Australian Catholics’ best articles and resources on the Bible, all in one place.