Lent Sessions 2025 for Early &#038; Primary Years

Għan Ewlieni:

L-istudenti se jirriflettu fuq il-fatt li għalkemm il-bniedem inħoloq minn Alla bħala persuna essenzjalment tajba, xi kultant inxekklu din it-tjubija billi nadottaw xi drawwiet negattivi f ’ħajjitna, rappreżentati f’ din is-sessjoni bħala ‘ħaxix selvaġġ’. L-istudenti se jitgħallmu jagħrfu dan il-ħaxix selvaġġ u jaħsbu dwar kif jistgħu jtejbu l-imġieba tagħhom.

L-istudenti se:

jaħsbu dwar kif jittrattaw lill-oħrajn.
jitgħallmu x’ inhuma d-drawwiet ħżiena u kif iġegħluna nħossuna.
jagħmlu attività divertenti biex jaraw kemm id-drawwiet ħżiena jistgħu jaħbu t-tajjeb.
Jiddiskutu u jaqsmu ħsibijiethom.

Ħin: 30 minuta

Riżorsi:

PowerPoint Presentation – Part 1 Snin Bikrin
Handout 1 – Fittex il-fjuri
Kuluri

Merħba u mument ta’ talb
L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima.

Mexxi talba qasira bħal: Għażiż Alla, grazzi talli ġibtna flimkien illum. Għinna nkunu qalbna tajba u kollha mħabba. Ammen

L-ewwel Parti – Introduzzjoni u Diskussjoni qasira (5 min)
Spjega kif fl-Ewwel ktieb tal-Ġenesi fil-Bibbja, jitgħallmu kif Alla ħalaq id-dinja u kulma fiha. Alla ħalaq il-bniedem jixbħu u ddikjara li l-ħolqien kollu, inkluż il-bnedmin, bħala “tajjeb ħafna”. Ġejna magħmulin bħala nies essenzjalment tajbin, imma kultant, nagħmlu l-oppost.
Tista’ ssemmi xi affarijiet li nagħmlu imma nafu li m’ għandniex nagħmluhom? (tigdeb, tweġġa’ lil ħaddieħor, tgorr, turi diżrispett, eċċ.)

It-Tieni Parti: Introduzzjoni għal ‘Ħaxix selvaġġ’ li jissimboliżżaw id-drawwiet ħżiena (10 min)

Introduċi l-kunċett tal-‘Ħaxix Selvaġġ’

Spjega li l-ħaxix selvaġġ huma pjanti li jistgħu jwaqqfu l-fjuri tajbin milli jikbru. Urihom vidjo qasir (15-il sekonda) dwar il-ħaxix selvaġġ:

Iddiskuti kif drawwiet ħżiena huma ħżiena bħal ħaxix selvaġġ -jistgħu jagħmluha diffiċli għalina biex ngħixu ferħanin ma’ ħaddieħor.
Eżempji ta’ “ħaxix selvaġġ” (drawwiet ħżiena):

Meta ma tgħidx grazzi jew jekk jogħġbok
Meta ma tkunx ġust jew twajjeb mal-ħbieb
Meta ma taqsamx ma’ ħaddieħor.
Saqsi lilek innifsek: “Meta ma tkunx ġust jew meta ma tkunx ġentili mal-oħrajn kif tħossok? Imdejjaq? waħdek? Irrabjat?”

It-Tielet Parti: Hands-on Activity (10 min)
Attività hands-on u riflessiva: Agħti handout 1 lil kull student: Fittex il-Fjuri.

Staqsi: tista’ tara l-fjuri b’ mod ċar? Għaliex le? (huma parzjalment moħbija mill-ħaxix selvaġġ). Għidilhom jgħoddu l-fjuri l-kbar. (hemm 12)
Issa għidilhom jippruvaw jagħtu kulur lill-fjuri u japprezzaw kemm hu diffiċli li jaraw wħud mill-fjuri minħabba l-ħaxix selvaġġ. Spjega li, bħall-fjuri, il-kwalitajiet tajbin tagħna jistgħu jinħbew minn drawwiet/azzjonijiet ħżiena. (Jekk ma jistgħux jagħtu kulur dak ħin, jistgħu jagħmluh aktar tard fil-klassi jew id-dar.)
Qsim ta’ gruppi: fi gruppi żgħar, ħalli lit-tfal juru l-istampi kkuluriti tagħhom u jitkellmu dwar kif jistgħu jkunu twajba ma’ ħaddieħor.

Ir-Raba’ Parti: Konklużjoni: Talba (2min)

Għażiż Ġesù, Jekk jogħġbok għinni nara meta nkun qed nagħmel xi ħaġa ħażina u għinni ninbidel biex inkun persuna twajba u aħjar milli jien illum. Ammen

Għan Ewlieni

Din is-sessjoni tiffoka fuq l-importanza li nwarrbu drawwiet negattivi u għaliex għandna nneħħuhom. L-istudenti se jieħdu sehem f’attività ‘hands-on fejn ‘ineħħu l-ħaxix selvaġġ’ (simbolikament) u jibdluhom b’ għażliet tajbin.

L-istudenti se:

Jiftakru x’tgħallimna dwar drawwiet ħżiena (ħaxix selvaġġ) fl-aħħar lezzjoni u jaraw l-parabbola taż-żerriegħ.
Jagħmlu attivitajiet divertenti fejn iqasqsu l-ħaxix selaġġ u jweħħlu l-pjanti tajbin.
Jitgħallmu modi kif għandhom jagħmlu għażliet tajbin.
Jiddiskutu flimkien ideat ta’ kif wieħed jista’ jkun iktar twajjeb.

Ħin: 30 minuta

Riżorsi

PowerPoint Presentation – It-Tieni Parti Snin Bikrin
Handout 2: Fjuri Vs Ħaxix Selvaġġ
Imqass u kolla

Merħba u mument ta’ talb

L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima.

Ibda b’talba qasira bħal: Għażiż Alla, grazzi ta’ dan il-jum. Għinna nagħmlu għażliet tajbin u nkunu ta’ qalbna tajba. Ammen. Kompli bis-sinjal tas-salib.

L-Ewwel Parti: Introduzzjoni (5 min)

Darba waħda Ġesù kien qed jgħallem lil poplu u rrakkontalhom storja sabiħa ħafna ta’ bidwi li mar jiżrgħa xi żrieragħ fl-għalqa tiegħu. Urihom il-parabbola taż-Żerriegħ: (3 min)

Wara li jaraw dan il-vidjo, saqsihom x’raw. Fakkarhom li l-ħaxix selvaġġ iwaqqaf l-pjanti milli jikbru sew kif rajna fil-parabbola. Hekk ukoll jagħmlu d-drawwiet/azzjonijiet ħżiena li nagħmlu għax jwaqqfuna milli ngħixu ħajja kuntenta.

It-Tieni Parti: Diskussjoni għaliex għandna neħilsu mid-drawwiet ħżiena. (10 mins)

Spjega kemm hu importanti li neħilsu mid-drawwiet ħżiena tagħna għax drawwiet ħżiena se jdaħħlu lilna u lill-oħrajn fl – inkwiet u jdgħajfulna l-ħbiberiji tagħna. Ġesu jridna nirrealizzaw li Alla DEJJEM iħobbna u li għandna nagħżlu li nsiru nies aħjar.

Tkellem dwar kif nistgħu neħilsu minn vizzji ħżiena u nagħmlu għażliet tajbin:
🌟 Ieqaf u ħu n-nifs – ħu nifs fil-fond u għodd sa 5 qabel ma taġixxi. (Tista’ tipprattikaha din magħhom billi tgħidilhom jagħlqu għajnejhom u jieħdu n-nifs fil-fond għall-inqas 5 darbiet.)
🌟 Biddel il-ħażin għat-tajjeb – Minflok tgerger, għid xi ħaġa sabiħa.
🌟 Itlob lil Alla – itlob lil Alla jgħinek biex tkun ta’ qalbek tajba u paċenzjuż.
🌟 Għid affarijiet sbieħ – Minflok “ma nistax,” għid “se nipprova l-almu tiegħi!”
🌟 Saqsi għall-għajnuna – Tagħmel tajjeb li titlob parir mingħand l-għalliema, l-ġenituri, jew xi ħabib.
🌟 Agħti eżempju tajjeb – uri qalb tajba sabiex ħaddieħor ikun jista’ jitgħallem minnek!

It-Tielet Parti: Attività hands-on (10 min)
Il-pass li jmiss huwa li neliminaw dan il-ħaxix selvaġġ minn ħajjitna.
Ħandout 2 : Fjuri Vs Ħaxix Selvaġġ

Agħti lil kull student il-handout.
Itlobhom jaqtgħu l-ħaxix salvaġġ u jarmuh fil-‘barmil tal-kompost’ (ipprovdi landa tar-riċiklaġġ)
Fil-parti t’isfel tal-Handout weħħel l-istampi tal-pjanti bil-fjuri. Id-dar jistgħu jagħtu kulur.

Ir-Raba’ Parti: Konklużjoni

Talba (3min)

Talba tal-aħħar:
Għażiż Ġesù, jekk jogħġbok għinni nferraħ lill-oħrajn. Għallimni naħseb iktar fl-oħrajn u nagħmel għażliet tajbin. Ammen.

Għan Ewlieni

Fl-aħħar sessjoni, l-istudenti jitgħallmu dwar kif jiżirgħu drawwiet tajbin bħal Ġesù, bħalma jiżirgħu żrieragħ tajbin fi ġnien. Se jaħsbu dwar modi kif ikunu ġenerużi u ta’ għajnuna matul ir-Randan.

L-istudenti se:

Jiftakru f’dak li tgħallimna dwar kif ineħħu drawwiet ħżiena (il-ħaxix selvaġġ fil-ġnien).
Jaħsbu dwar liema drawwiet tajbin għandna nipprattikaw.
Jesprimu kif jistgħu jkunu ġenerużi u responsabbli.
Jaħsbu u jesprimu dwar kif jistgħu jsiru nies aħjar.

Riżorsi

PowerPoint Presentation – Part 3 Snin Bikrin
Cards għal role play dwar 8 Drawwiet Tajba b’imġiba pożittiva

Merħba u mument ta’ talb:

L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima.
Ibda b’talba bħal: Għażiż Alla, grazzi talli inti dejjem magħna. Għinna nikbru fl-imħabba għal-xulxin. Ammen
Kompli bis-sinjal tas-salib.

L-Ewwel Parti: Introduzzjoni (2 min)
Fil-qosor spjega dak li sar s’ issa: Li tkellimna fuq kif naġixxu mal-oħrajn (il-familja tiegħi, lil sħabi) u kif drawwiet ħżiena jikkawżaw ħafna problemi fil-ħajja tagħna bħal ħaxix selvaġġ li huma kawża ta’ problemi għal pjanti b’saħħithom.
Spjega li issa li neħħejna l-ħaxix selvaġġ, wasal iż-żmien li niżirgħu żerriegħa tajba – drawwiet tajbin li jgħinuna nikbru f’nies ta’ qalbhom tajba u li jaf jħobbu!

It-Tieni Parti: Diskussjoni fi gruppi (2 min)
Kif Ġesù ħabb lil Alla, lill-ġenituri tiegħu u lil ħbiebu?

✔ Huwa obda lill-ġenituri tiegħu.

✔ Huwa għin lin-nies li kienu fil-bżonn.

✔ Huwa kien twajjeb man-nies li jbatu.

✔ Huwa ipprotega lin-nies minn dawk li ibbuljawhom.

Liema drawwiet tajbin għandna nrawmu?
Ħalli lit-tfal jaqsmu ideat bħal:
✔ Li tgħid “jekk jogħġbok” u “grazzi”.
✔ Għajnuna lill–ħbieb.
✔ Li taqsam ma’ ħaddieħor u l-inklużjoni tal-oħrajn.
✔ Li tgħid li jiddispjaċik meta nweġġgħu lil xi ħadd

It-Tielet Parti: Attività Interattiva – Acting It Out (20 mins)

Acting it out – Struzzjonijiet:

Aqsam l-istudenti fi gruppi żgħar.
Agħti lil kull grupp card ta’ drawwa tajba (eż., Tkun ta’ Qalb Tajba , Tkun Grat, eċċ)
Kull grupp irid jagħżel eżempju ta’ dik id-drawwa ta’ fuq il-kard tagħhom u jirreċtawha. L-udjenza trid taqta’ x’azzjoni qegħdin jirreċtaw. Itlob lill-għalliema tagħhom biex tgħin lil kull grupp jaqraw x’hemm fuq il-card.
Ibda mill-card A.

Dawn huma l-cards bit-drawwiet tajbin:
🧡A. Ta’ Qalb Tajba u rispett

Uża kliem edukati bħal: “jekk jogħġbok” u “grazzi.”
Tkellem b’ mod dħuli mal-ħbieb, mal-familja u mal-għalliema.
Inkludi lill-oħrajn waqt il-logħob u l-attivitajiet.

😊B. Gratitudni u ħsieb pożittiv

Għid grazzi lil Alla u lill-oħrajn.
Kuljum aħseb fi tliet affarijiet li jferrħuk.
Agħti kumplimenti u ferraħ lill-ħbieb.

🎯C. Responsabbiltà

Żomm l-affarijiet tiegħek puliti u f’posthom.
Segwi r-regoli tad-dar u tal-iskola.
Qum fil-ħin biex tilħaq tipprepara għall-iskola mingħajr ġenn.
Medd idek id-dar (agħmel is-sodda tiegħek, ipprepara l-mejda qabel l-ikel)

💛 D. Maħfra u paċenzja

Għid li jiddispjaċik meta tweġġa’ lil xi ħadd.
Aħfer u tibqax irrabjat.
Stenna meta jmissek meta tkun qed tilgħab jew titkellem.

🙏 E. Fidi

Itlob kuljum.
Aqra l-istejjer tal-Bibbja u tgħallem minnhom.
Ipprattika dak li titgħallem fil-knisja.

✨ F. Onestà

Dejjem għid il-verità.
Ammetti meta tiżbalja u tgħallem mill-iżball.
Żomm il-wegħdiet tiegħek u agħmel dak li tgħid.

📚 G. Tagħlim

Ipprova affarijiet ġodda anki jekk ikunu ibsin.
Saqsi meta ma tifhimx biex titgħallem aħjar.
Kun kreattiv billi tpinġi, tibni, jew tikteb stejjer.

🌍 H. Nieħdu ħsieb l-Ambjent

Żomm il-klassi nadifa billi tarmi żibel fil-landa taż-żibel.

Ħu ħsieb in-natura: saqqi l-pjanti u naqqas l-użu tal-plastik.

Taħlix dawl u ilma: itfi d-dwal meta ma jkollox bżonnhom u għalaq sew il-vit.

Ir-Raba Parti: Attività Konklussiva (5 min)
Ikkonkludi billi turi vidjo umoristiku dwar kif għandek titgħallem, kif m’għandekx taqta’ qalbek u kif għandek taħseb f’ oħrajn.
Motivational & Inspirational (3 min)

Segwi b’diskussjoni qasira dwar dak li għoġobhom dwar il-filmat.

Il-Ħames Parti: Talba tal-Aħħar (1 min)

Għażiż Ġesù, Int għallimtna li l-akbar fostna hu dak li hu umli u dak li jifraħ meta jgħin lil min hu fil-bżonn. Għinna nkunu iktar bħalek. Ammen

Sowing Hope

Main Aim: Students will reflect on the fact that although God created man as an essentially good person, we sometimes hinder this goodness by adopting some negative habits in our lives, represented in this session as ‘garden weeds’. The students will learn to spot these weeds and think about being kinder.

Students will:

Think about how they treat others.
Learn what bad habits are and how they make us feel.
Do a fun activity to see how bad habits can hide the good in us.
Share their thoughts with friends.

Time: 30 min

Resources:

PowerPoint Presentation – Part 1 Early Years
Handout for each child: Look for the flowers
Colours

Welcome and a moment of prayer: The animator administering the session welcomes the students by saying good morning. Lead a short prayer: Dear God, thank you for bringing us together today. Help us be kind and loving. Amen.

Step 1: Introduction and Short Discussion (5 min)

Explain that in the Book of Genesis, chapter 1, we learn about how God created the world and us humans. He created us in His image, declaring all creation, including humans, as “very good“. We were made into good people, but sometimes, we tend to do the opposite. Can you mention some things that we do but we shouldn’t be doing? (lying, hurting others, grumpy, disrespectful, etc.)

Step 2: Introduce ‘Garden Weeds’ or our Bad habits (10 mins)

Introducing ‘Garden Weeds’:

Explain that garden weeds are plants that can stop good flowers from growing. Show them a quick short video (15 secs) about garden weeds:

Discuss how bad habits are like garden weeds—they can make it hard for us to be our best selves.

Examples of ” garden weeds” (bad habits):

Not saying thank you
Being mean to friends
Not sharing

Ask: “How do these bad habits make you feel? Sad? Lonely? Angry?”

Step 3: Hands-on Activity (10 min)

Reflective Activity: Give each student the handout: Uncover the Flowers.
Ask: Can you see the flowers clearly? Why not? (they are partly hidden by the garden weeds). Ask them to count how many flowers they can spot.
Ask them to try to colour the flowers and appreciate how difficult it is to see some of the flowers due to the weeds. Explain that, like the flowers, our good qualities can be hidden by bad habits/actions. (If the activity cannot be done at that time, it can be done later in class or at home.)

Group Sharing: In small groups, let children show their coloured pictures and talk about how they can be kinder.

Step 4: Concluding prayer (2min)

Dear Jesus, please help me see when I am doing something wrong and help me change to be kinder. Amen.

Main Aim: This session focuses on removing negative habits and why we should remove them. Students will engage in a hands-on activity where they ‘pull out garden weeds’ (symbolically) and replace them with good choices.

Students will:

Remember what we learned about bad habits (weeds) in the last lesson, and watch the parable of the Sower.
Do a fun cutting and glueing activity to remove “weeds.”
Learn ways to make better choices.
Share ideas about being kinder.

Time: 30 min

Resources:

PowerPoint Presentation – Part 2 Primary
Handout for each child: Flowers Vs Garden Weeds
Pair of Scissors and glue

Welcome, and a moment of prayer:

The animator administering the session welcomes the students by saying good morning. Lead a short prayer: Dear God, thank you for this day. Help us make good choices and be kind. Amen. Continue with the sign of the cross.

Step 1: Introduction (5 min)

Once, Jesus taught the people and told a beautiful story about a farmer who sowed seeds in his field. Show them the Parable of the Farmer and Seeds (3 min)

After watching the video, ask them what they watched. Remind them that garden weeds stop flowers from growing, just like bad habits stop us from being our best selves. In the parable, the harmful plants choked the good plants.

Step 2: Discuss why it is important to remove our bad habits (10 mins)

Explain how important it is to eliminate our bad habits because bad habits will get us and others into trouble and weaken our friendships. Jesus wants us to work on ourselves to become better people. Jesus wants us ALWAYS to realize that God loves us and to choose to become better people.

Talk about how we can get rid of bad habits and make better choices:
🌟 Pause and Breathe – Take a deep breath and count to 5 before acting. You can practise it now with them by closing their eyes and breathing deeply at least 5 times.
🌟 Swap Bad for Good – Instead of complaining, say something nice.
🌟 Pray for Help – Ask God to help you be kind and patient.
🌟 Say Good Things – Instead of “I can’t,” say “I’ll try my best!”
🌟 Ask for Help – It’s okay to ask a teacher, parent, or friend for advice.
🌟 Be a Good Example – Show kindness so others can learn from you!

Step 3: Hands-on Activity (10 min)

The next step is to eliminate these garden weeds in our lives.

Cutting Out the Weeds

Give each student Handout 2.
Ask them to cut out the weeds and throw them in the “Weed Bin.” (provide a recycling bin)
Glue the flowers onto the bottom half of the page.

Step 4: Conclude with a Prayer for strength (3min)

Concluding prayer: Dear Jesus, please help me bring joy to others. Teach me to think more of others and make good choices. Amen.

Main Aim: In the final session, students learn about planting good habits like Jesus did, like sowing good seeds in a garden. They will think of ways to be kind and helpful during Lent.

Students will:

Remember what we learned about removing bad habits (garden weeds).
Think about what good habits we should practice.
Act out different ways to be kind and responsible.
Share their thoughts about becoming better people.

Time: 30 min

Resources:

PowerPoint Presentation – Part 2 Primary
8 Good Habit cards for role-playing, each with a Positive Behaviour to aim for with examples.

Welcome, and a moment of prayer:

Start with the sign of the cross. Continue with a moment of prayer: Dear God, thank you for always being with us. Help us grow in kindness and love. Amen.”

Step 1: Introduction (2 min)

Briefly summarise what was done so far: Me and others (my family, my friends) and the problems of garden weeds (our bad habits) that affect these relationships in our lives and the need to get rid of them and how to get rid of them. Now that we’ve removed the weeds, it’s time to plant good seeds—good habits that help us grow into kind and loving people!

Step 2: Discussion in groups (2 min)

How did Jesus love God, his parents and friends?

✔ He obeyed his parents

✔ He helped people with their needs

✔ He was kind to people who suffered

✔ He protected people from bullies.

What good habits should we foster?

Let children share ideas like:

✔ Saying “please” and “thank you”

✔ Helping friends

✔ Sharing and including others

✔ Saying sorry when we hurt someone

Step 3: Interactive Activity – Acting It Out (20 mins)

Acting it out – How to Play:

Divide students into small groups.
Give each group a Good Habit Card (e.g., “Being Kind,” “Helping Others,” “Saying Sorry,” “Being Honest”).

Each group acts out the habit while others guess what they are showing. Start from card A.

These are the Good Habit Cards:
A. Kindness and Respect

Saying “Please” and “Thank You” – Being polite
Using Kind Words – Speaking nicely to friends, family, and teachers.
Including Others – Inviting classmates to join in games and activities.

B. Gratitude and Positive Thinking

Saying Thank You to God and Others
Think of 3 things that make you happy about each day.
Say something nice to another person.

C. Responsibility and Self-Discipline

Keep your things tidy.
Follow the rules at home and school.
Wake up on time and have a good morning routine.
Help at home (make your bed, set the table).

D. Forgiveness and Patience

Say sorry when you hurt someone.
Forgive, and don’t stay mad.
Wait your turn when playing or speaking.

E. Faith

Pray every day.
Read Bible stories and learn from them.
Practice what you learn at church.

F. Honesty

Always tell the truth.
Admit mistakes and learn from them.
Keep your promises and do what you say.

G. Learning

Try new things, even if they are hard.
Ask questions to understand better.
Be creative by drawing, building, or reading stories.

H. Environmental Responsibility

Keep the classroom clean by throwing trash in the bin.
Take care of nature: water plants and recycle.
Save energy: Turn off lights and taps when not in use.

Step 4: Concluding activity (5 min)

Conclude by showing a funny video about learning, not giving up and thinking of others. (3 min)

Followed by a short discussion about what they liked about the video.

Step 5: Concluding Prayer (1 min)

Dear Jesus, You taught us that the greatest among us enjoy helping others. Help us be great like you. Amen

Primary Years (Year 4 – Year 6)

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English

Niżirgħu t-Tama

Għan Ewlieni

L-istudenti se jirriflettu fuq il-fatt li għalkemm il-bniedem inħoloq minn Alla bħala persuna essenzjalment tajba, xi kultant inxekklu din it-tjubija billi nadottaw xi drawwiet negattivi f’ ħajjitna, rappreżentati f’din is-sessjoni bħala ’ħaxix selvaġġ’. L-istudenti se jiskopru x’ inhu dawn il-ħaxix selvaġġ u kif dawn jikkawżaw tfixkil f’ ħajjitna. Permezz ta’ attivitajiet interattivi, dawn se jirriflettu fuq l-esperjenzi tagħhom stess u se jaqsmu billi jiddiskutu fi gruppi żgħar.

L-istudenti se:

Jirriflettu fuq ir-relazzjonijiet tagħhom ma’ ħaddieħor.
Jidentifikaw x’ inhuma drawwiet ħżiena u kif iġegħluna jħossuna.
Jagħmlu attività ‘hands-on’ biex jifhmu kemm joħolqu tfixkil f’ħajjitna.
Jiddiskutu u jaqsmu l-esperjenzi tagħhom.

Ħin: 30 minuta
Riżorsi:

PowerPoint Presentation – Part 1 Primarja
Handout 1 – Għodd il-Fjuri
Kuluri

Merħba u mument ta’ talb:

L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima.

Ibda billi troddu s-salib u b’ mument ta’ talb fejn kollha jkunu siekta b’ għajnejhom magħluqin u jekk hu possibbli jsiru xi eżerċizzji ta’ nifs bil-mod u fil-fond biex jikkalmaw. L-animatur imbagħad jgħid talba qasira bħal “Ejjew niftakru, li qegħdin fil-preżenza t’Alla. Ejjew nirringrazzjawh talli ġabna flimkien illum.” Kompli billi trodd tas-salib.

L-Ewwel Parti – Introduzzjoni
Spjega kif fl-Ewwel ktieb tal-Ġenesi fil-Bibbja, jitgħallmu kif Alla ħalaq id-dinja u kulma fiha. Ħalaq il-bniedem fuq ix-xbieha tiegħu u ddikjara li l-ħolqien kollu, inkluż il-bnedmin, bħala riżultat “tajjeb ħafna”. Ġejna magħmulin bħala nies essenzjalment tajbin, imma kultant, għandna t-tendenza li nagħmlu l-oppost.
Tista’ ssemmi xi affarijiet li nagħmlu imma nafu li m’ għandniex nagħmluhom? (tigdeb, tweġġa’ lil ħaddieħor, tgorr, turi diżrispett, eċċ.)

It-Tieni Parti: Ħaxix selvaġġ u d-drawwiet ħżiena (10 mins)

Introduċi lill-istudenti l-aspett tal-ħaxix selvaġġ: ibda b’ diskussjoni qasira dwar x’ inhu ħaxix selvaġġ u kif dawn kapaċi jifgaw lill-pjanti tajbin. Urihom vidjo qasir (15-il sekonda) dwar ħaxix selvaġġ:

Ipparaguna d-drawwiet negattivi li semmejna qabel, mal-ħaxix selvaġġ li jikber u jifga pjanti tajbin. Dawn l-imġiba ħażina huma l-kaġun ta’ problemi bejna u bejn il-familja u l-ħbieb tagħna.

Saqsi u ddiskuti: Kif tista’ tidentifika dawn id-drawwiet negattivi?
Wieħed jista’ jistaqsi: x’nagħmel jien li jdejjaq jew iweġġa’ lili nnifsi jew lil ħaddieħor? (Eżempji: niddubita lili nnifsi, l-għira, ir-rabja, il-mibgħeda, il-ġudizzju jew il-kritika negattiva. Drawwiet ħżiena: nuqqas ta’ gratitudni, kliem li jweġġgħu, impulsività, għażż, egoiżmu, teskludi lill-oħrajn).

It-Tielet Parti: Diskussjoni

Kif iġegħluk tħossok dawn id-drawwiet ħżiena? Iddiskuti wħud minn dawn:

Li niddubita lili nnifsi: sentimenti –nuqqas ta’ sigurtà interna, tħossok inadegwati
Għira: sentimenti – frustrati, morri, mhux sodisfatti.
Rabja/mibgħeda: sentimenti – tensjoni, irritabbli
Ġudizzju/kritika: sentimenti – iżolament, ħtija, superjorità, kburija falza
Nuqqas ta ’gratitudni: sentimenti – vojta, imdejqa
Kliem bla qalb: sentimenti – dispjaċir, waħdek, ħati
Impulsività: sentimenti – imbarazzat, frustrazzjoni, dispjaċir.
Għażż: sentimenti – stress, falliment
Egoiżmu: sentimenti – solitudni, bla kuntatt ma’ ħaddieħor

Saqsi u ddiskuti: Tista’ taħseb fi żmien meta drawwa ħażina waqqfitek milli tagħmel opra tajba?

Ir-Raba’ Parti: Attività riflessiva (7 min)
Attività riflessiva: Ipprovdi lill-istudenti b’handout 1: Ikxef il-fjuri.

Saqsi jekk jistgħux jaraw il-fjuri b’ mod ċar. Għaliex le? (l-fjuri huma parzjalment moħbija mill-ħaxix selvaġġ). Għodd kemm hemm fjuri. (Hemm 22)
L-istudenti jistgħu jagħtu kulur lill-pjanti bil-fjuri filwaqt li japprezzaw kemm hu diffiċli li tara wħud mill-fjuri minħabba l-ħaxix selvaġġ. Spjega li, bħall-fjuri, drawwiet ħżiena jistgħu jaħbu l-kwalitajiet tajbin tagħna. (Jekk m’hemmx ħin biex nagħtu il-kulur, dan jista’ jsir aktar tard fil-klassi jew id-dar.)
Qsim fi gruppi: l-istudenti jaqsmu t-tpinġijiet u/jew il-ħsibijiet tagħhom fi gruppi żgħar. Ħajjarhom jisimgħu lil xulxin u jagħrfu li kulħadd għandu ħaxix selvaġġ li għandu jneħħi.

Il-Ħames Parti: Konklużjoni

Talba (3min)

Għażiż Ġesù, Jekk jogħġbok għinni nara meta nkun qed nagħmel xi ħaġa ħażina u għinni ninbidel biex inkun persuna twajba u aħjar milli jien illum. Ammen

Għan Ewlieni

Din is-sessjoni tiffoka fuq li għandna negħlbu d-drawwiet ħżiena. L-istudenti se jieħdu sehem f’attività hands-on fejn jneħħu ‘ħaxix salvaġġ’ (simbolikament jirrappreżentaw id-drawwiet ħżiena) u jiddiskutu strateġiji biex jegħlbu dawn id-drawwiet ħżiena, u jissaħħu spiritwalment bħala persuni.

L-istudenti se:

Ikomplu jirriflettu fuq ir-relazzjonijiet tagħhom mal-oħrajn billi jaraw l-parabbola taż-żerriegħ.
Jidentifikaw drawwiet ħżiena u joħorġu bi strateġiji ta’ kif ineħħuhom.
Jagħmlu attività hands-on fejn ineħħu l-ħaxix salvaġġ qalb il-pjanti bil-fjuri biex simbolikament ifissru d-drawwiet il-ħżiena li jivgaw it-tajjeb ta’ ġo fina.
Jiddiskutu u jaqsmu l-esperjenzi tagħhom.

Ħin: 30 minuta
Riżorsi

PowerPoint Presentation – 2 Part Primarja
Handout 2: Fjuri Vs Ħaxix Salvaġġ
Imqass u kolla

Merħba u mument ta’ talb: L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima.

Ibda b’ mument ta’ talb fejn tirringrazzjaw lil Alla għad-don sabiħ tal-ħajja. Kompli billi trodd tas-salib.

L-Ewwel Parti – Introduzzjoni
Darba waħda Ġesù kien qed jgħallem lil poplu u rrakkontalhom storja sabiħa ħafna ta’ bidwi li mar jiżrgħa xi żrieragħ fl-għalqa tiegħu. Ibda billi turihom il-parabbola taż-żerriegħ: (3 min)

Wara li jaraw l-filmat saqsihom x’raw. Agħmel ir-rabta ma’ dik il-parti tal-istorja fejn il-pjanti tajbin jiġu fgati mill-ħaxix salvaġġ. Fakkarhom dwar dak li ġie diskuss fis-sessjoni preċedenti dwar il-ħaxix salvaġġ u d – drawwiet ħżiena. Kif il-ħila tagħna li nkunu twajba bħalma għamlilna Alla, kultant tingħeleb minn dawn id-drawwiet ħżiena.

It-Tieni Parti: Diskussjoni għaliex għandna neħilsu mid-drawwiet ħżiena. (15 mins)

Spjega kemm hu importanti li neliminaw id-drawwiet ħżiena għax meta ma nħobbux lill-oħrajn ta’ kuljum, dawn id-drawwiet ħżiena se jdaħħluna u lill-oħrajn fl-inkwiet u jdgħajfulna l-ħbiberiji tagħna. Meta nadottaw attitudnijiet tajbin, bħal Ġesù, ir-relazzjonijiet tagħna jsiru iktar b’ saħħithom, u b’hekk ngħixu iktar ferħanin. Ġesu jridna nirrealizzaw li Alla l-Missiern tagħna, jħobbna ħafna u jixtieq li aħna dejjem naħdmu biex ngħixu ħajja tajba.

Staqsi lill-istudenti jekk jistgħux jaħsbu f’modi kif ma jibqgħux jagħmlu għażliet ħżiena.
Wara ddiskuti dawn l-istrateġiji magħhom permess tal-ppt.

Ieqaf u aħseb: Għallem lill-istudenti jieħdu nifs fil-fond u jgħoddu sa ħamsa qabel ma jirreaġixxu għal ċertu sitwazzjonijiet. Dan jagħtihom żmien biex jaħsbu u jagħżlu tweġiba aħjar.

Biddel l-vizzju negattiv ma’wieħed pożittiv: Għinhom “ipartu” d-drawwiet ħżiena għal dawk tajbin billi jagħtu alternattivi eż. minflok ma tgerger, għid xi ħaġa li int grat għaliha; minflok ma tħalli lil xi ħadd barra minn xi logħba, stedinhom jingħaqdu.

Itlob għall-għajnuna: fakkarhom li jistgħu jirrikorru għand Alla għall-għajnuna. Talba sempliċi lil Alla, talba għal gwida, jew għajnuna biex inkunu iktar paċenzjużi jew qalbna tajba.

Kun grat: jiffokaw fuq dak li għandhom aktar milli fuq dak li m’għandhomx

Saqsi għall-għajnuna: għallimhom li huwa OK li titlob lill-adulti jew ħbieb fdati għal parir jew appoġġ.

Kun pożittiv bil-mod kif titkellem fuqek innifsek: minflok ’m’iniex tajjeb fi …’ għid, ‘qed nipprova l-almu tiegħi fi …’

Kun mudell għall-oħrajn: sfidohom biex ikunu ta’ eżempju għal sħabhom tal-klassi jew ħuthom.

It-Tielet Parti: Attività hands on (5 min)

Il-pass li jmiss huwa li neliminaw dawn dan il-ħaxix selvaġġ minn ħajjitna.
Ħandout 2 : Fjuri Vs Ħaxix Selvaġġ

Agħti lil kull student il-handout.

Itlobhom jaqtgħu l-ħaxix salvaġġ u jarmuh fil-‘barmil tal-kompost’ (ipprovdi landa tar-riċiklaġġ)

Fil-parti t’isfel tal-Handout weħħel l-istampi tal-pjanti bil-fjuri. Id-dar jistgħu jagħtu kulur.

Ir-Raba’ Parti: Vidjo Qasir (5 min)

Biex tikkonkludi, araw dan il-filmat flimkien:
How Do I Help My Child Stop Bad Habits? (2.35 min)

Il-Ħames Parti: Konklużjoni

Fakkar lill-istudenti li Alla wiegħed li se jibgħat l-Ispirtu s-Santu biex jiggwidana. Irridu niftakru biex nistaqsu.

Spiċċa b’talba qasira bħal:

Għażiż Ġesù, Jekk jogħġbok għinni nsir persuna aħjar billi nkun iktar ġentili u miftuħ għall-oħrajn. Għallimni kif naħseb iktar f’ ħaddieħor u inqas fija nnifsi. Ammen

Għan Ewlieni

F’din is-sessjoni finali, l-istudenti se jitgħallmu dwar l-importanza li nħawwlu drawwiet u attitudnijiet pożittivi, bħalma għamel Ġesù, irrappreżentati bħala ‘żerriegħa tajba ’. Huma se jaħsbu f’drawwiet u attitudnijiet pożittivi li jistgħu jibdew jipprattikaw dan ir-Randan.

L-istudenti se:

Ikomplu jirriflettu fuq ir-relazzjonijiet tagħhom mal-oħrajn.
Ikomplu jirriflettu fuq il-ħtieġa li naħdmu sew biex inwarrbu drawwiet ħżiena u nagħmlu sforz biex minflokhom indaħħlu oħrajn tajbin.
Jirriflettu fuq id-drawwiet tajbin li għandna, nimmiraw għalihom u għaliex.
Jiddiskutu u jaqsmu l-esperjenzi tagħhom.

Ħin: 30 min

Riżorsi:

PowerPoint Presentation – 2 Parti Primarja
8 cards differenti għar-roleplaying, kull wieħed b’ imġiba pożittiva li wieħed għandu jimmira għaliha, b’ eżempji varji.

Merħba u mument ta’ talb:

L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima. Ibda billi trodd is-salib u kompli b’ mument ta’ talb fejn tirringrazzjaw lil Alla talli huwa dejjem magħna, dejjem lest li jgħinna i jiggwidana kull darba li nitolbuh. Spiċċa billi terġa’ trodd is-salib.

L-Ewwel Parti: Introduzzjoni (2 min)
Fil-qosor spjega x’sar qabel: Li tkellimtu fuq Jien u l-oħrajn (il-familja tiegħi, lil sħabi) u l-problemi tal-ħaxix salvaġġ (drawwiet ħżiena tagħna) li jolqtu dawn ir-relazzjonijiet f’ ħajjitna u l-bżonn li neħilsu minnhom u kif neħilsu minnhom.
Spjega li issa li neħħejna l-ħaxix salvaġġ, wasal iż-żmien li nħawlu żerriegħa tajba – drawwiet tajbin li jgħinuna nikbru f’ nies b’qalbhom tajba u li jħobbu!

Ejjew niftakru kif Ġesù ħabb lil Alla, lill-ġenituri tiegħu u lil sħabu billi:
✔ obda lill-ġenituri tiegħu
✔ ħen lin-nies fil-bżonnijiet tagħhom
✔ kellu qalbu tajba ma’ min kien qed ibagħti
✔ ipproteġa lin-nies mill-bullies.

It-Tieni Parti: Diskussjoni fi gruppi (2 min)
Saqsi: liema drawwiet tajbin għandna nrawmu?
Fi gruppi ta’ 3 jew 4, iddiskuti liema drawwiet tajbin għandna nimmiraw għalihom. Biex tgħinhom saqsi l-mistoqsija:
Liema azzjonijiet iferrħu lili u lil oħrajn? Isma’ xi ideat.

It-Tielet Parti: Attività – Reċtar (20 mins)

Reċtar – Istruzzjonijiet:

Aqsam l-istudenti fi gruppi żgħar.
Agħti lil kull grupp kard waħda bi drawwa tajba u b’eżempji tagħha.
Kull grupp irid jirreċta eżempju minn fuq il-kard waqt li l-udjenza trid taqta’ x’hini. Ibda mill-kard A.

🧡A. Ta’ Qalb Tajba u rispett

Uża kliem pulit bħal: “jekk jogħġbok” u “grazzi.”
Tkellem b’ mod dħuli mal-ħbieb, mal-familja u mal-għalliema.
Inkludi lill-oħrajn waqt il-logħob u l-attivitajiet.
Għin lill-ħbieb, lill-aħwa iżgħar, jew lill-membri anzjani tal-familja.
Isma’ meta xi ħadd ikun qed jitkellem.
Kun twajjeb ma’ kulħadd, anki jekk huma differenti minnek.
😊B. Gratitudni u ħsieb pożittiv
Għid grazzi lil Alla u lill-oħrajn.
Kuljum aħseb fi tliet affarijiet li jferrħuk.
Fittex it-tajjeb f’ kull sitwazzjoni.
Agħti kumplimenti u ferraħ lill-ħbieb.

🎯C. Responsabbiltà u l-awto-dixxiplina

Agħmel il-homework tiegħek fil-ħin.
Żomm l-affarijiet tiegħek puliti u f’posthom.
Segwi r-regoli tad-dar u tal-iskola.
Qum fil-ħin biex tilħaq tipprepara għall-iskola mingħarj ġenn.
Medd idek id-dar (agħmel is-sodda tiegħek, ipprepara l-mejda qabel l-ikel)
Kul ikel nutrittiv u ixrob l-ilma.

💛 D. Maħfra u paċenzja

Għid li jiddispjaċik meta tweġġa’ lil xi ħadd.
Aħfer u tibqgħax irrabjat.
Stenna meta jmissek meta tkun qed tilgħab jew titkellem.
Prova ifhem lil ħaddieħor meta jagħmlu żball.

🙏 E. Fidi

Itlob kuljum.
Aqra l-istejjer tal-Bibbja u tgħallem minnhom.
Ipprattika dak li titgħallem fil-knisja.
Għin lil-komunita’ tiegħek jew fl-attivitajiet tal-knisja.

✨ F. Onestà u integrità

Dejjem għid il-verità.
Ammetti meta tiżbalja u tgħallem mill-iżball.
Żomm il-wegħdiet tiegħek u agħmel dak li tgħid.

📚 G. Titjib personali u Tagħlim

Ipprova affarijiet ġodda anki jekk ikunu ibsin.
Aqra l-kotba u ħu gost titgħallem.
Saqsi meta ma tifhimx biex titgħallem aħjar.
Kun kreattiv billi tpinġi, tibni, jew tikteb stejjer.

🌍 H. Nieħdu ħsieb l-Ambjent

Żomm il-klassi nadifa billi tarmi żibel fil-landa taż-żibel.
Ħu ħsieb in-natura: saqqi l-pjanti u naqqas l-użu tal-plastik.
Taħlix dawl u ilma: itfi d-dwal meta ma jkollox bżonnhom u għalaq sew il-vit.

4 Parti: Vidjo qasir (5 min)
Ikkonkludi billi turi vidjo umoristiku dwar kif għandek titgħallem, kif m’għandekx taqta’ qalbek u kif għandek taħseb f’ oħrajn.
Motivational & Inspirational (3 min)

Segwi b’diskussjoni qasira dwar dak li għoġobhom dwar il-filmat.

Il-Ħames Parti: Konklużjoni

Talba (3min)

Għażiż Ġesù,
Int għallimtna li l-akbar fostna hu dak li hu umli u dak li jifraħ meta jgħin lill min hu fil-bżonn. Għinna nkunu iktar bħalek. Ammen

Sowing Hope

Main Aim: Students will reflect on the fact that although God created the human being as an essentially good person, we sometimes hinder this goodness by adopting some negative habits in our lives, represented in this session as ‘garden weeds’. The students will discover what these garden weeds are and how they cause hindrances in our lives. They will reflect on their experiences through interactive activities and share in small groups.

Students will:

Reflect on their relationships with others.
Identify what bad habits are and how they make us feel.
Do a hands-on activity to understand how much hindrance they cause.
Discuss and share their experiences.

Time: 30 min

Resources:

PowerPoint Presentation – Part 1 Primary
Handout 1: Count the flowers
Colours

Welcome, and a moment of prayer:

The animator administering the session welcomes the students by saying a warm good morning.

Start by making the sign of the cross and a moment of prayer where all are silent with their eyes closed if possible and with some slow breathing exercises to calm down if necessary. The animator then says, “Let us remember that we are in the presence of God. Let us thank God for bringing us together today.” Continue with the sign of the cross.

Step 1: Introduction and short Discussion (5 min)

Explain that in the Book of Genesis, chapter 1, we learn about how God created the world and us humans. He created us in His image and declared all creation, including humans, as “very good”. We were made into essentially good people, but sometimes, we tend to do the opposite.
Can you mention some things that we do but shouldn’t do? (For example, lying, hurting others, being grumpy, disrespectful, etc.)

Step 2: Introduce ‘Garden Weeds’ or our Bad habits (10 mins)

Introduce the students to Garden Weeds: Begin with a brief discussion about garden weeds and how they can choke out good plants. Show them a quick short video (15 secs) about garden weeds:

Relate the negative habits mentioned before to the garden weeds that grow choking good plants. These bad behaviours cause problems between us and our family and friends.

How can you identify negative habits? Ask yourself: What do I keep doing that makes me or others unhappy? (Examples of negative thoughts: self-doubt, jealousy, anger, resentment, judgment or criticism. Bad habits: lack of gratitude, unkind words, impulsiveness, laziness, selfishness, excluding others).

Step 3: Discussion

How do these negative habits make you feel? Discuss some of these:

Self-doubt/low confidence: feelings – insecure, inadequate
Jealousy: feelings – frustrated, bitter, dissatisfied.
Anger/resentment: feelings – tense, irritable
Judgment/Criticism: feelings – isolation, guilt, Superiority, false pride
Lack of gratitude: feelings – empty, sad
Unkind words: feelings – regret, lonely, guilty
Impulsiveness: feelings – embarrassment, frustration, regret.
Laziness: feelings – stress, failure
Selfishness: feelings – loneliness, disconnection

Can you think of a time when a negative thought stopped you from doing something good?

Step 4: Hands-on Activity and sharing (7 min)

Reflective Activity: Provide students with a handout: Uncover the Flowers.

Ask whether they can see the flowers clearly. Why not? (partly hidden by the weeds). Count how many flowers there are. (There are 22)
Ask them to try to colour the flowers and appreciate the difficulty of seeing some of them due to the weeds. Explain that, like the flowers, bad habits can hide our good qualities. If the colouring cannot be done, it can be done later in class or at home.
Group Sharing: Have students share their drawings and/or thoughts in small groups. Encourage them to listen to each other and recognise that everyone has ‘garden weeds’ they want to remove.

Step 5: Concluding prayer (3min)

Dear Jesus, please help me see when I am doing something wrong and help me change to be a kinder and better person. Amen

Main Aim: This session focuses on removing negative habits. Students will engage in a hands-on activity where they ‘pull out garden weeds’ (symbolically) and discuss strategies to overcome these habits, fostering a sense of empowerment.

Students will:

Continue to reflect on their relationships with others by watching the story of the Sower.
Identify bad habits and come up with strategies on how to remove them.
Do a hands-on activity to symbolically remove the garden weeds among the flowering plants.
Discuss and share their experiences.

Time: 30 min

Resources:

PowerPoint Presentation – Part 2 Primary
Handout 2: Flowers Vs Garden Weeds
Pair of Scissors and glue

Welcome, and a moment of prayer:

The animator administering the session welcomes the students by saying good morning. Start with a moment of prayer, thanking God for the gift of life. Continue with the sign of the cross.

Step 1: Introduction (5 min)

Once, Jesus was teaching the people and told a very beautiful story about a farmer who sowed seeds in his field. Start by showing them the Parable of the Farmer and Seeds (3 min)

After watching the video, ask them what they watched. Find a link to the part of the story where the wild weeds choke the good plants. Remind them about what was discussed in the previous session about garden weeds and bad habits. These bad habits sometimes overcome our ability to be good, just like God made us.

Step 2: Discuss why it is important to remove our bad habits (15 mins)

Explain how important it is to eliminate our bad habits because when we do not love others habitually, these bad habits will get us and others into trouble and weaken our friendships. When we adopt good attitudes like Jesus, our relationships get stronger, so we live happier. Jesus wants us to realize that God, our Father, loves us and to choose to become better people.
Discuss strategies for overcoming negative habits. Ask the students if they can think of ways to stop making bad choices.
Then, discuss these strategies with them using the PowerPoint presentation.

Pause and reflect: Teach students to take a deep breath and count to five before reacting to situations. This gives them time to think and choose a better response.
Replace the Negative Habit with a Positive One: Help them “swap” bad habits for good ones by giving alternatives, e.g. instead of complaining, say something you are grateful for; instead of leaving someone out of a game, invite them to join.
Pray for strength: remind them that they can turn to God for help. A simple prayer to God, guidance, or help to be more patient or kind.
Practice Gratitude: focus on what they have rather than what they don’t.
Ask for help: teach them it’s ok to ask trusted adults or friends for advice or support.
Use positive statements rather than negative self-talk: instead of ‘I am not good at…’ use ‘I am trying my best at …’
Be a role model for others: challenge them to set an example for their classmates or siblings.

Step 3: Hands-on Activity (5 min)

The next step is to eliminate these garden weeds in our lives.
Cutting Out the Weeds:
• Give each child the “Flowers vs Garden Weeds” handout.
• Ask them to cut out the weeds and throw them in the “Weed Bin.” (provide a recycling bin)
• Glue the flowering plants onto the bottom half of the page.

Step 4: Concluding activity (5 min)

To conclude, watch this video together:

How Do I Help My Child Stop Bad Habits? (2.35 min)

Step 5: Conclusion – Prayer for strength (3min)

Remind the students that Jesus promised to send the Holy Spirit to guide us in our lives. We need to remember to ask.

Dear Jesus,

Please help me find things that stop me from being friendly and open to others. Teach me how to think more of others and less of myself. Amen