Ages
- Middle Years
- Secondary Years
Welcome and explore these three sessions to share them with middle and secondary school students.
These sessions are accompanied by several resources, including:
- A PowerPoint presentation for early years and primary years
- The script of the session with suggested answers.
Before each session, it is vital to download the material and adapt it for your school’s students. The material is on the right side of the screen; if you’re using a smartphone, continue scrolling down. If you have any questions, do not hesitate to contact us.
Tisbaħ it-Tama: Insibu l-Ferħ fi Żmien ta’ Sfida
“Jien naf il-pjanijiet li ħsibt għalikom“
Ħin: 20 minuta
Introduzzjoni (5 minuti)
- Animatur jintroduċi l-isem tat-tema Tisbaħ it-Tama: Insibu l-Ferħ fi Żmien ta’ Sfida.
- Animatur jissuġġerixxi li bi ‘sfida’ nies differenti jaf ikollom fehema differenti u juri xbieha biex jirrivela li ż-żgħażagħ meta jisimgħu ‘challenge’ illum jaf jaħsbu f’ TikTok challenges – animatur hawn jgħid li l-isfida klassika hija l-‘plank challenge’ u jistieden xi student rapreżentattivi biex jippruvawha.
- Animatur jisħaq li xi titkoks mhumiex sbieħ, tant li jistgħu jkunu perikolużi; normalment l-isfidi ma jagħtux gost imma hemm aħbar tajba li bi ħsiebna naqsmu flimkien matul dawn l-eżerċizzi: li matul żmien ta’ sfida nistgħu nsibu – mhux il-gost – imma l-ferħ.
- Animatur jippreżenta l-vers ta’ spirazzjoni minn Ġeremija 29:11 u jgħid li s-sessjonijiet se jibnu fuq dan il-pjan fi tlieta:
- “JIEN NAF IL-PJANIIET LI ĦSIBT GĦALIKOM”: Naċċessaw il-qawwa tas-skiet u t-talb fi żmien ta’ xenqa;
- “PJANIJIET TA’ ĠID U MHUX TA’ ĦSARA”: Inħaddnu fina l-fiduċja u d-dixxiplina fi żmien ta’ inċertezza;
- PJAN LI NAGĦTIKOM ĠEJJIENI MIMLI TAMA – Insibu l-ferħ fir-rigal ta’ relazzjonijiet bis-sens fi żmien ta’ twettieq.
Klipp (2 minuti)
- Animatur jerġa jfakkar it-titlu minn Pjan 1: naċċessaw il-qawwa tas-skiet u t-talb fi żmien ta’ xenqa.
- Animatur jissuġġerixxi li żmien ta’ xenqa – żmien ta’ bżonn jew kilba – jista’ jkun tassew ta’ sfida u mbagħad juri dan il-klipp umoristiku.
Diskussjoni (4 minuti)
- Animatur jisħaq li filwaq li lkoll qed nidħku (bil-klipp), nistgħu nirrelataw u jistaqsi lill-istudenti x’inhu dak li (huma) jixxenqu għalih? – jirreferi l-ewwel għal affarijiet materjali u mbagħad għal valuri (it-tajjeb, il-paċi, li ma nkunux traduti, miċħuda – nixxenqu għall-imħabba u l-verità).
- Animatur jerġa jissuġġerixxi li żmien ta’ xenqa jista’ jkun ta’ sfida u jġib xi eżempji relatati mas-suġġerimenti ta’ qabel (eżempju biex titlob l-għajnuna, biex tkun paċenzjuż/a, biex iżżomm għajnejk fuq l-għan, biex tagħmel il-parti tiegħek etc).
- Animatur jistaqsi lill-istudenti x’jaħsbu li hi l-konnessjoni bejn it-talb u l-isfida tax-xenqa (l-enfasi li rridu nagħmlu hija li għandna tendenza naħsbu li t-talb huwa l-mod li bih nitolbu lil Alla għal dak li nixxenqu għalih).
Qsim (3 minuti)
- Animatur ifakkar lill-istudenti fuq il-vers tal-ġurnata ‘jien naf il-pjanijiet li ħsibt għalikom’ – jgħid il-Mulej – u jistaqsi b’kurżità x’jistgħu ikunu dawn il-pjanijiet?
- Animatur juri stampa ta’ serduk waqt is-sebħ u jirrakkonta l-istorja tas-serduk li kien itella x-xemx billi sempliċiment jgħid li darba kien hemm serduq li kien jaħseb li x-xemx titla’ meta jidden hu – u jistenna ftit reazzjonijijet.
- Animatur joħroġ li t-Talb huwa diġa rispons, hekk kif is-serquk jidden minħabba x-xemx tiela u mhux biex ix-xemx titla’ – u jikkwota Mattew 6:8 – Missierkom jaf x’teħtieġu qabel titolbuh intom.
Mument ta’ Talb (3 minuti)
- Animatur jistieden lill-istudenti għal mument ta’ talb b’din il-kwotazzjoni: Il-valur ta’ talb kostanti mhux li Alla jismgħana, imma li aħna nistgħu nisimgħu lilu.
- Animatur jistieden lill-istudenti għal minuta silenzju totali biex jirriflettu fuq il-fatt li aħna nitolbu mhux biex Alla jħobbna imma għax Alla jħobbna. *
- Animatur jgħaddi lill-istudenti mudell ta’ serduk u jistieden lill-istudenti sabiex jiktbu talba ta’ ringrazzjament lil Alla għall-pjanijiet li għandu għal kull wieħed/waħda u biex jagħtihom il-grazzja jixxenqu għal dak li għandu mħejji għalihom. Jistgħu ukoll jgħidulu x’hemm fuq il-qalb tagħhom.
*Testimonjanza li tista’ tintuża: Il-Beatu Carlo Acutis – evanġelista diġitali żgħażugħ li ddedika ħajtu għat-talb u għall-Ewkaristija minkejja l-ħajja qasira tiegħu. Aqsam kif uża s-silenzju u t-alb biex jisma’ leħen Alla.
Konklużżjoni (3 minuti)
- Animatur jikkonkludi s-sessjoni b’talba qasira u b’din l-għanja:
“Pjanijiet ta’ ġid u mhux ta’ ħsara”
Ħin: 20 minuta
Introduzzjoni (2 minuti)
- Animatur ifakkar lill-istudenti fl-isem tat-tema Tisbaħ it-Tama: Insibu l-Ferħ fi Żmien ta’ Sfida.
- Animatur ifakkar lill-istudenti li għalkemm l-isfidi vera tal-ħajja mhumiex ta’ gost daqs it- ‘tiktok challenges’, xorta nistgħu nsibu l-ferħ: Alla għandu pjan għalina u fix-xenqa tagħna nistgħu nduru lejh fit-talb. Illum se niżvelaw it-tieni pjan: Inħaddnu fina l-fiduċja u d-dixxiplina fi żmien ta’ inċertezza.
- Animatur jitlob talba ta’ introduzzjoni.
Logħba (2 minuti)
- Animatur jissuġġerixxi li żmien ta’ inċertezza jista’ jkun inkwetanti u jilgħab il-logħba lupu, nagħġa, u kaboċċa mal-istudenti https://www.proprofsgames.com/wolf-sheep-and-cabbage/
Diskussjoni (4 minuti)
- Animatur jisħaq li filwaqt li qed nitbissmu (minħabba l-logħba), żmien ta’ inċertezza jista’ jkun ta’ sfida u jitlob lill-istudenti biex iġibu xi eżempji mill-ħajja ta’ kukjum – suġġerimenti jistgħu jinkudu l-isfida biex tagħżel, l-isfida tan-nuqqas ta’ għarfien, tal-ħeffa/kompetizzjoni, u tal-konsegwenzi negattivi etc.
- Animatur jistaqsi lill-istudenti x’jaħsbu li hi l-konnessjoni bejn l-isfida tal-inċertezza u d-dixxiplina personali.
- Animatur jissuġġerixxi li filwaqt li ħafna jaħsbu li d-dixxiplina personali bħala xi ħaġa ristrettiva, fil-fatt hija relatata ma’ dak li hu tajjeb u ħażin, lil hinn mill-aptit – fi ftit kliem, huwa sew u xieraq li nżommu mal-għażliet tajba anke meta jiġina d-dubbju.
Qsim (4 minuti)
- Animatur ifakkar lill-istudenti fil-vers ‘pjanijiet ta’ ġid u mhux ta’ ħsara’ u jissuġġerixxi li l-pjanijiet li għandu Alla għalina huma affarijiet tajba fil-futur li jagħmlu d-dixxiplina u s-sagrifiċċju tagħna llum raġonevoli.
- Animatur jissuġġerixxi b’għajnuna ta’ stampa ta’ tifel qed jistudja jew din il-klipp li minn barra, s-sagrifiċċji jistgħu jidhru bla sens, filwaqt li jwassluna għal kuntentizza.
- Animatur jikkonkludi li l-Insara jistgħu jidhru li qed jgħixu ħajja ta’ msieken imma fil-fatt il- ‘le’ tagħhom hija għal ‘iva’ ikbar – jekk fir-Randan qed isumu, dan mhux biex sempliċiment ibgħatu imma biex ikunu aktar dixxiplinati fit-talb atagħhom lil Alla u fl-imħabba tagħhom lejn il-proxxmu.
Mument ta’ Talb (5 minuti)
- Animatur jistieden lill-istudenti għal mument ta’ talb imma l-ewwel jistiedihom biex jirriflettu għal minuta fis-skiet fuq il-kliem ta’ Ġesù: fejn hemm it-teżor tiegħek hemm tinsab qalbek ukoll.
- Animatur jikkwota il-Parabbola tat-Teżor Moħbi f’Għalqa – Mattew 13:44*
- Animatur jgħaddi lill-istudenti mudell ta’ ċekk lill-istudenti u jistiedinhom biex jiktbu talba ta’ fiduċja – iċedu l-affarijiet li qed iħossu li Alla qed jistiedinhom iċedu – sabiex ikunu jistgħu jakkwistaw affarijiet għola, li huma l-pjanijiet tiegħu għalihom. Fuq iċ-ċekk jistgħu jiktbu isimhom jew jindirizzawh lil Alla (skont kif jarawha jew jigwidahom l-animatur).
*Testimonjanza li tista’ tintuża: Sta Gianna Beretta Molla – Omm u tabiba li afdat il-pjan ta’ Alla f’ħajjitha, anke meta kella tagħmel sagrifiċċji kbar għal familja tagħha.
Konklużżjoni (3 minuti)
- Animatur jikkonkludi s-sessjoni b’talba qasira u b’din l-għanja:
“Pjanijiet li nagħtikom ġejjieni mimli tama”
Ħin: 20 minuta
Introduzzjoni (2 minuti)
- Animatur ifakkar lill-istudenti l-isem tat-tema Tisbaħ it-Tama: Insibu l-Ferħ fi Żmien ta’ Twettieq.
- Animatur ifakkar lill-istudenti li l-ewwel darba skoprejna kif Alla għandu pjan għalina u li fix-xenqa tagħna nistgħu induri lejH fit-talb; l-aħħar darba qsamna fuq kif il-pjanijiet ta’ Alla għalina huma ‘tajba’, huma teżor, li jagħmel id-dixxiplina u s-sagrifiċċji tagħna raġonevoli; fl-aħħar illum ser nitkellmu fuq kif insibu l-ferħ fir-rigal ta’ relazzjonijiet bis-sens fi żmien ta’ twettieq – kif inhu li żmien ta’ twettieq huwa ta’ sfida?
- Animatur jitlob talba ta’ introduzzjoni.
Klipp (2 minuti):
- Animatur jistaqsi għal darb’ oħra kif inhu li żmien ta’ twettieq huwa wkoll ta’ sfida? Qabel ma jisma t-tweġibiet juri dan il-klipp umoristiku
Diskussjoni (4 minuti):
- Animatur jirrakkonta kif Scrat (mill-klipp) ħaseb li laħaq it-twettieq (il-Ġenna!) sakemm kien miġjub lura fuq l-art mill-ħabib tiegħu.
- Animatur jistaqsi lill-istudenti l-ewwel fuq kif jimmaġinaw li tkun il-Ġenna u mbagħad jekk jaħsbux li fl-aħħar mill-aħħar hijiex bħal ħolma jew impossibbli biex tilħaq?
- Animatur jisħaq li filosfu famuż qal li ‘l-infern huwa n-nies l-oħra’ u li fil-kuntest tal-klipp jidher li għandu raġun (qed tiċċajta imma), għax il-ħabib ta’ Scrat telliflu l-Ġenna – imma llum irridu naħsbu fis-sens li iva anke ir-relazzjonijiet għal qalbna u important jistgħu ikunu ta’ ‘sfida’ jekk jaljenawna mill-għan aħħari tal-ħajja: il-Ġenna.
Qsim (4 minuti):
- Animatur ifakkar lill-istudenti bil-vers ‘pjanijiet li nagħtikom ġejjieni mimli tama’ u jispjegaha billi jgħid li Alla jrid jagħtina kemm it-tama u kemm dak li nittamaw għalih – fi ftit kliem Alla ma jagħtiniex tama-falza li ma tispiċċ mkien u lanqas jinkina b’futur li m’għandna qatt ċans li nilħquh: jagħtina kemm l-għan (futur: il-Ġenna) u l-mod ta’ kif naslu għalih (it-tama!).
- Animatur ifakkar lill-istudenti li l-mod kif Alla jikseb dan kollu fina huwa permezz tas-Salib ta’ Kristu – l-unika tama tagħna – li bih jimlina b’tama li ma tqarraqx bina: l-Ispirtu s-Santu (Rum 5:5).
- Animatur jissuġġerixxi li permezz ta’ din il-qawwa ġdida li Kristu jikseb għalina – il-qawwa li naqsmu mal-oħrajn l-imħabba tiegħu u t-tama tagħna fih – aħna jmissna ngħidu ‘l-Ġenna hija nies oħra’ fis-sens li r-relazzjonijiet għeżież tagħna u r-relazzjonijiet kollha tagħna jistgħu iwassluna l-Ġenna.
Mument ta’ Talb (5 minuti):
- Animatur jistieden lill-istudenti għal mument ta’ talb billi jgħaddilhom mudell ta’ salib filwaqt li jikkwota Rum 8:24-25 – “Aħna salvi bit-tama …”
- Animatur ifakkar b’mod riflettiv lill-istudenti dak li konna qed nitkellmu fuqu 1. Il-valur tat-talb li jgħina fix-xenqa tagħna (jien nixxennaq għal Ġenna?) u 2.il-valur tad-dixxiplina fi żmien ta’ inċertezza (x’lest li nċedi biex nakkwista l-Ġenna?). Illum ikkonkludejna bi 3. Il-valur tal-karità* (lest li nkun ‘Ġenna’ għall-oħrajn?)
- Animatur jippreżenta vers ta’ spirazzjoni minn Ġeremija 29:11 u jgħaddi lill-istudenti mudell ta’ Salib, jistiedinhom biex jiktbu it-talb tagħhom, waqt li jikkommettu lilhom infushom lil Kristu billi jkunu ‘Ġenna għall-oħrajn’.
*Testimonjanza li tista’ tintuża: Il-Beatu Pier Giorgio Frassati – żgħażugħ li iddedika ħajtu jaqdi lill-fqar, juri kif il-ferħ veru ġej minn relazzjonijiet bis-sens.
Konklużżjoni (3 minuti)
- Animatur jikkonkludi s-sessjoni b’talba qasira u b’din l-għanja:
Hope Arises: Finding Joy in Challenging Times
“I Know the Plans I Have for You”
Time: 30 min
Introduction (5 min)
- The animator introduces the name of the theme, Hope Arise: Finding Joy in Challenging Times.
- The animator suggests that different people may have different understandings of ‘challenge’ and shows an image to reveal that young people, when they hear the word ‘challenge’ today, may think about TikTok challenges. The animator here says that a classic challenge is the plank challenge and invites student representatives to try it on the spot.
- Animator states that some TikTok challenges are not fun, and some may even be dangerous; normally, challenges aren’t fun, but there is good news we planned to share during this Lenten Series that we may find – not fun – but joy during challenging times.
- The animator presents the inspirational quote from Jeremiah 29:11 and says that the format of the session/s is based ‘3 plans in 1’:
- I KNOW THE PLANS I HAVE FOR YOU – Accessing the power of silence and prayer in times of longing;
- PLANS TO PROSPER YOU AND NOT TO HARM YOU – Embracing the beauty of trust and self-discipline in times of uncertainty,
- PLANS TO GIVE YOU HOPE AND A FUTURE – Finding joy in the gift of meaningful relationships in times of fulfilment)
Clip (2 min)
- The animator reiterates the title of Plan 1: Accessing the power of silence and prayer in times of longing.
- The animator suggests that times of longing and want/need can be really challenging, showing them this humorous clip.
Discussion (4 min)
- The animator states that while we are smiling (due to the clip), we can all relate and asks students what we (they) long for, referring first to material things and then to values (good things, peace, that we do not want to be betrayed, we do not want to be deceived—we long for love and truth).
- The animator suggests that times of longing can be challenging and provides examples related to the previous suggestions for longing (to ask for what you need and for help, to be patient, to keep your eyes on the goal, to do your part, etc.).
- The animator asks what students think about the link between prayer and the challenge of longing (We want to emphasise that we tend to think of prayer as the way we ask God for what we long for).
Sharing (3 min)
- The animator reminds students about the quote of the day: ‘I know the plans I have for you’—says God—and asks with curiosity what these plans may be.
- The animator shows a picture of a rooster at sunrise and recounts the story of the rooster that awakens the sun by simply saying that once a rooster thought it had awakened the sun and waited for some reactions.
- The animator deduces that prayer is, in fact, already a response, just as the rooster crows because it is not for the sun to rise. He quotes Matthew 6:8—your Father knows us and our needs before we ask Him.
Prayer Activity (3 min)
- The animator invites students to a prayer moment with the quote: The value of consistent prayer is not that God will hear us, but that we may hear Him.
- The animator invites students to spend a minute of complete silence to reflect on the fact that we pray not for God to love us but because He loves us.*
- The animator hands students a rooster template and invites them to write a thank-you prayer to God for his plans for each one and to give them the grace to long for what he has in store for them. They may also tell him what’s on their hearts.
*Testimony: Carlo Acutis – A young digital evangelist who devoted his life to prayer and the Eucharist despite his short life. Share how he used silence and prayer to deepen his faith and hear God’s voice.
Conclusion (3 min)
The animator concludes the session with a short prayer and with the following song:
“Plans to prosper you and not to harm you.”
Time: 20 minutes
Introduction (2 min)
- The animator reminds students of the name of the theme, Hope Arise: Finding Joy in Challenging Times.
- The animator reminds students that though real-life challenges are not as fun as TikTok challenges, we can still find joy: God has a plan for us and in our longing, we can turn to Him in prayer. Today, we are revealing a second plan: Embracing the beauty of trust and self-discipline in times of uncertainty.
- The animator prays a short introductory prayer.
Game (2 min)
- The animator suggests that times of uncertainty can be troubling and plays the game wolf, sheep, cabbage with students https://www.proprofsgames.com/wolf-sheep-and-cabbage/
Discussion (4 min)
- The animator states that while we are smiling (due to the game), times of uncertainty can be challenging and asks students to bring examples from everyday life – suggestions may include the challenge to choose, lack of knowledge, rashness and negative consequences, etc.
- The animator asks what students think is the link between the challenge of uncertainty and self-discipline.
- Animator suggests that while many think of self-discipline as restrictive, it is usually related to what is right and good, beyond our appetite – in other words, it is right and just to stick to the right decisions even when I am in doubt or weak.
Sharing (4 min)
- The animator reminds students about the quote ‘plans to prosper you and not to harm you’ and suggests that God’s plans for us are good things ahead, which make our discipline and sacrifice today reasonable.
- The animator suggests, with the help of an image of a boy studying or this clip, if there is time that sacrifices may look foolish from the outside, but they lead to happiness.
- The animator deduces that Christians seem to be living very restrictive lives, but their ‘no’ is for a ‘greater yes’—if in Lent they are fasting, it is not simply suffering or going hungry but so that they can be more disciplined in their prayer to God and their love towards others.
Prayer Activity (5 min)
- The animator invites students to a prayer activity but first asks them to reflect in a minute of silence on Jesus’ words: For where your treasure is, there your heart will also be.
- The animator quotes the Parable of the Treasure Hidden in a Field – Matthew 13:44*
- The animator hands students a treasure template and invites students to write down a prayer of surrender – giving up the things they feel God is asking us to give up – for you to get hold of a higher good, His plans for us.
*Optional testimony: St. Gianna Beretta Molla – A mother and doctor who trusted God’s plan for her life, even when she had to make difficult sacrifices for her family.
Conclusion (3 min)
The animator concludes the session with a short prayer and with the following song:
“Plans to give you hope and a future”
Time: 20 minutes
Introduction (2 min)
- The animator reminds students of the name of the theme, Hope Arise: Finding Joy in Challenging Times.
- The animator reminds students that the first time we discovered how God has a plan for us and in our longing and that we can turn to Him in prayer; last time we shared how God’s plans for us are ‘good’, a treasure, which make our disciple and sacrifice today reasonable; lastly today we speak about Finding joy in the gift of meaningful relationships in times of fulfilment – how are time of fulfilment challenging?
- The animator prays a short introductory prayer.
Clip (2 min)
The animator asks again how times of fulfilment are also challenging. Before allowing any answers, the animator shows this humorous clip.
Discussion (4 min)
- The animator recounts that Scrat (the guy in the clip) thought he had reached fulfilment (Heaven!) until his friend brought him back to earth.
- The animator asks students how they imagine Heaven, whether they think it is ultimately a dream or impossible to reach, and why.
- The animator states that one famous philosopher said that ‘hell is other people’, and in the context of the video clip, he may seem to be right – because the friend brought Scrat back to earth – but today, we want to think in terms that yes even meaningful ‘fulfilling’ relationships can also be ‘challenging’ if they alienate us from our ultimate goal: Heaven.
Sharing (4 min)
- The animator reminds students about the quote ‘plans to give you hope and a future’ and rephrases it by saying that God wants to give us both hope and what we hope for—in other words, God doesn’t give us false hope that ends nowhere and neither teases us with a ‘future’ we are hopeless to reach: He gives us both the goal (future-heaven) and the means (hope!) to arrive at the goal.
- The animator reminds students that God achieves this in us through the Cross of Christ – our only hope – through which we are filled with a hope that doesn’t disappoint – the Holy Spirit (Rom 5:5).
- Animator suggests that because of this new power that Christ has achieved in us – the power to share His hope and love with others – we are meant to say ‘Heaven is other people’ in terms that our meaningful relationships and our human interactions in general now can lead us to Heaven.
Prayer Activity (5 min)
- The animator invites students to a prayer activity by handing them a Cross template and quoting the Catechism (1690): “We have been saved in hope, though we still await the fullness of redemption.”
- The animator reflectively reminds students that we have been reflecting on 1. the value of prayer that helps us in our longings (do I long for Heaven?) and 2. the value of discipline in times of uncertainty (what am I ready to give up for Heaven?). Today, we are concluding with 3. The value of charity* (am I ready to be ‘Heaven’ for others?)
- The animator presents an inspirational quote from Jeremiah 29:11 and hands students a cross template, inviting them to write down their prayers and commit themselves to Christ in being ‘heaven for others.’
*Optional Testimony: Blessed Pier Giorgio Frassati – A young man dedicated his life to serving the poor, showing how real joy comes from meaningful relationships.
Conclusion (3 min)
The animator concludes the session with a short prayer and with the following song:
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