KS3 RE Lesson plan
Life-giving bread for the world
There is a wide range of resources on the theme of food and hunger for secondary schools to use during and after
Lent 2014. This lesson plan suggests how you might easily use just a few of these resources in one or two KS3 RE
lessons. All of the resources are at cafod.org.uk.
Links to the new Curriculum Directory and the Catechism
AREA OF STUDY 3: CELEBRATION
3.3 Baptism, Confirmation, Eucharist
3.3.4.B.a. Understanding the Eucharist;
scriptural basis
E. Effects and implications of the sacrament (1391-1397)
a. Union with Jesus and Church (1391, 1396)
d. Commits us to the poor (1397)
AREA OF STUDY 4: LIFE IN CHRIST
4.4 The Human Community
4.4.3. Human solidarity (1939-1942, 2437-2442)
B.a. International solidarity (2437-2438): Responsibilities of
wealthy nations (2439)
4.6 Love of Neighbour
4.6.1.D.d. You shall not steal: Economic activity and social
justice (2426-2436)
4.6.7.B. Catholic efforts in promoting justice, international
aid and development.
By the end of this lesson, students will:
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be able to give examples of scripture and Catholic Social Teaching about the Eucharist
be able to make links between the Eucharist and Christians’ responsibility to share food fairly
have taken action to help make the global food system fairer
Starter (10 mins)
Do the first six questions from the quiz food round. You could have questions projected onto the whiteboard as
students enter the room, so that they can start immediately. Alternatively, print one question sheet between two and
let students write their answers then swap papers for marking. Afterwards, ask students to share one fact that
surprised them and explain why.
Or
(Taken from the Baking of bread activity sheet)
Display examples of breads of the world cut up so that each student can try a few varieties. Ask students to guess
which country each is from. Ask:
What did the different breads taste like and which did you enjoy most?
What are the similarities and differences?
Why do you think that, although in different variations, bread is eaten throughout the world?
How often do you eat bread at home?
If bread were your staple (explain), how would you feel if it were in scarce supply?
Activity one: CST and Scripture (15 mins)
Copy the Catholic Social Teaching (CST) and scripture sheet four times, cut out the 17 CST and 11 scripture quotes and
scatter on a table. Let each student take one scripture and one CST quote that resonates, return to their place, read the
quotes to their neighbour, say where they are from and identify any connections between them. Explain that CST is
based on scripture.
Ask a few students to share with the class. Draw out that in the Old and New Testaments bread symbolised life, sharing
and union. Is that still true today?
Ask students what a meal with family or friends symbolises for them.
The Catechism says: “To receive in truth the Body and Blood of Christ given up for us, we must recognise Christ in the
poorest.” Do you agree? Give reasons.
If we are in union with (comm-union) our human family, what duties might this imply?
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KS3 RE Lesson plan
Activity two: Hunger today (15 mins)
Divide class into groups of three. Give each group one of the two case studies on Food and Hunger: causes,
consequences and case studies. Groups have ten minutes to read and summarise the information and work out how
they will explain it to another group. Warn that you will ask questions later, but they can answer questions only about
the other group’s case study – so they need to explain and listen well! After ten minutes, pair up groups with different
case studies and give them time to share. Afterwards, ask:
Where do the people featured in the case studies live and why were they hungry?
What other causes of hunger are there?
Why is it important that CAFOD partners help hungry people in a sustainable way?
Or
Watch the Hungry for change animation (4:53).
Before watching, ask students to take notes and look out for:
 the main reasons our food system is failing (pause at 50s)
 the six stages of the food system (pause at 60s)
 the number of Africans who produce food for the UK (pause at 1:20)
 an explanation of ’regulation’ (pause at 1:51).
At 3.10, pause the animation and ask students to write down their own insights into ways that the food system could
be improved. Then press ‘play’ to show three ways that CAFOD would like the food system to be improved (clue: look
out for the word ‘Bite’).
At the end of the animation, discuss students’ answers and check understanding.
Activity three: Taking action (15 mins)
Read through and discuss the first two pages of the Hungry for change young people’s campaign action guide,
reminding students that Jesus took the loaves and fishes, and everyone shared them as the food was multiplied.
Working with our neighbours in the way Jesus showed us, our hunger for change can transform our world’s food
system. Distribute scissors and one copy of page 4 of the guide per student. Ask students to take the fish, cut it out and
write on it their message to the Prime Minister. Ask them to cut out the loaf. Collect these to use in the plenary. Help
students to decide how best to share the campaign message with a friend or family member so that they will write on a
loaf and multiply the action. Make a display of your fish (for ideas, see page 3) and send a photo to
[email protected]. Send all your loaves and fish to our Campaigns team, using the return slip on page 3.
Or, if students have already done the Hungry for Change campaign action:
Look at the update session and let students either start to plan their own film to raise awareness (finished for
homework) or challenge them to plan lifestyle changes using the Hungry for Change Games scorecard.
Or
Give students access to CAFOD’s resources on food and hunger. In groups, ask
students to brainstorm ideas and begin to prepare assemblies for other year
groups. These could be finished for homework or in another lesson.
Plenary (10 mins)
Display some images from the PowerPoint for Lent above a table on which are placed the loaves from activity 3. Let each
student read out the one sentence that they consider most significant from either their chosen scripture or CST quote
(activity 1) then collect a loaf from the table to give to a friend or family member. You could end with a prayer:
Generous God, you created a world of plenty, yet there are many who go hungry.
Help us to listen and respond as one family, so that, as we break bread together,
we may glimpse your Kingdom here on earth - a Kingdom of welcome and plenty for all.
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