Citizenship & Christian

Values Education
Syllabus
Primary
Grades 1, 2 & 3

Standards Based

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Department of Education
Citizenship & Christian
Values Education

Syllabus

Primary
Grades 1, 2 & 3

Standards Based

Papua New Guinea

Department of Education
Primary Grades 1, 2 & 3

Issued free to schools by the Department of Education

Published in 2018 by the Department of Education, Papua New Guinea

First Edition

© Copyright 2018, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted by any form or by any means of
electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the publisher.

Graphic Design & Layout by Vitus Witnes Kanua

ISBN: 978-9980-905-60-4

Acknowledgements

This Citizenship and Christian Values Education Syllabus for Grades 1,

2 and 3 was developed by the Curriculum Development Division of the
Department of Education and was coordinated by Celine Vavetaovi with
assistance from the Subject Curriculum Group (SCG).

Teachers, School Inspectors, Teacher College Lecturers, community

members and representatives from Non-Government Organizations
(NGOs), assisted in the development of this Syllabus through many
workshops, meetings, and consultations. They are all acknowledged for
their support and contributions. (TIPNG, Churches, Other Government
Departments).

The Subject Advisory Committee (SAC) and Board of Studies (BOS) are
acknowledged for their rec­ommendations and endorsements respectively
of this Syllabus.

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 Citizenship & Christian Values Education Syllabus

Contents
Secretary’s Message.............................................. iv

Introduction............................................................ 1

Rationale................................................................ 3

Aims....................................................................... 4

Guiding Principles.................................................. 5

Guiding Principles for Citizenship & Christian

Values Education.................................................... 15

Teaching and Learning........................................... 22

National Benchmarks............................................. 27

Content Overview................................................... 36

Content Standards................................................. 43

Content Expansion................................................. 47

Assessment and Reporting.................................... 62

References............................................................. 67

Appendices............................................................ 71

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Primary Grades 1, 2 & 3

Secretary’s Message
The National Department of Education is responsible to ensure that the
relevant and quality curriculum is developed for use in the respective
levels of learning. Citizenship and Christian Values Education (CCVE) is a
new subject from Preparatory to Grade 12. CCVE is a required subject for
all Grade 1, 2 and 3 students in Papua New Guinea Schools. The subject
consists of elements of Civics, Citizenship and Christian Values.

CCVE syllabus is presented in the standards-based curriculum

perspective and the content is presented in standard statements. The
content of the CCVE is based on family values and presents learning
based on classroom, school and community contexts. Therefore,
teachers and respective stakeholders are encouraged to engage the
involvement of parents, the school and the community and its resources
to help students to be active learners. Active participation helps Grades
1-3 students acquire citizenship knowledge and behaviour in preparation
for and to progress into Grade 4.

CCVE Syllabus does not contain Christian Religious Education (CRE)

content. The Christian Religious Education content is in a separate
implementation guide which is designed to compliment the teaching of
Christian Values and Principles strand.

The CCVE Syllabus has presented three conceptual frameworks; the

Citizenship and Christian Values Education Conceptual Content Chart, the
Spiritual Education Conceptual Content Chart and the Christian
Religious Education Conceptual Content Chart as pathways for
learning to be inclusive. Teachers are encouraged to read and understand
the Subject content standards so that appropriate, inclusive and relevant
teaching programs are designed to help the students learn citizenship
values. All Grade 1-3 teachers are instructed to use the syllabus.

I commend and approve this syllabus as the official curriculum for

CCVE subject to be used in all schools from Grades 1, 2 and 3 throughout
Papua New Guinea.

...............................................
DR. UKE W. KOMBRA, PhD
Secretary for Education

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 Citizenship & Christian Values Education Syllabus

Introduction
The National Department of Education is responsible to provide a
curriculum in the social and emotional domain (character and values/
civics and ethics education), with emphasis on social and community
values, corporation, problem solving, self-discipline and critical thinking.
This is captured in the National Education Plan 2015–2019.

The CCVE subject consists of the civics, citizenship and Christian values.
It provides the content that is important for the development of the
foundations of a person’s character. It takes into account the importance
of civil society and citizenship education and Christian principles and
values as an integral part of the CCVE.

The CCVE subject focuses on developing the moral well-being of our

students by helping them acquire and live by the values that guide them
to make appropriate choices and determine their behaviour and attitudes
towards themselves, their communities and societies and the environment
as good citizens.

The subject also emphasizes the use of the cognitive and affective
domains to teach children to appreciate nature and diversity in relation to
their cultural, regional, religious, and socioeconomic and gender with
respect for themselves, others and their environment. While the
family plays a significant role in shaping moral development in a child,
the school also plays an equally important role in equipping him/her with
knowledge and life skills, and nurturing in him/her correct attitudes so that
he/she will develop into a morally upright, caring and responsible
individual and citizen.

CCVE syllabus is based on the contexts of the family, school and

community which relevant for the students learning in Grades 1, 2 and 3
classes. The syllabus outlines the standard statements which helps
students learn in these different contexts communities to be good
citizens.

The course is organised into 4 strands. These are Citizenship and Society,
Governance and Leadership, Civics Systems, Principles and Identities
and Christian Values.

The Grades 1, 2 and 3 CCVE is timetable for 120 minutes per week. One
thirty (30) minute lesson is to be used by CRE while ninety (90) minutes
will be used for CCVE. Teachers can use the time allocated to do their
time table or program according to their school needs.

Teachers must note that the CCVE syllabus does not contain CRE
content. The CRE content is in a separate implementation Guide which is
designed to complement the teaching of Christian Values and Principles.

The CCVE has accommodated for two other pathways: the Spiritual
Education Conceptual Framework and the Christian Religious Education

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Primary Grades 1, 2 & 3

Framework to enable teachers to develop subject content that is relevant

and appropriate to their practice.

The standards in the CCVE syllabus link the content to the content in
other subjects taught in Grades 1, 2 and 3 which include English,
Mathematics, Science, Social Science, Arts, Health and Physical
Education and Making a Living. It also links to subjects taught in in the
high school level such as Health and Physical Education, Legal Studies,
Geography, Business Studies and Economics.

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 Citizenship & Christian Values Education Syllabus

Rationale
The Citizenship and Christian Values Education (CCVE) Syllabus is
designed to impart to students, citizenship knowledge and Christian
values. It is important for the students to be morally upright and
understand the relevance of civics, Christian values and morals in their
lives.

Every child is a civil citizen of this nation and must be given the
opportunity to blend and apply the informal and formally learnt values and
attitudes, skills, knowledge and practices in rules for various purposes
competently in the home, schools and wider community without fear and
favour.

The syllabus provides a 3 year learning from Grades 1-3. Students need
to be equipped with social emotional competencies to be able to live their
lives in harmony with other people they interact with. The CCVE will
enable them to behave appropriately and live out their values in an
effective manner within their family and the community.

As young citizens, the students need to acquire, develop, practice and

live Christian values and principles at this level to enable them to have a
sense of belonging to Papua New Guinea. The students should expand
and extend their citizenship knowledge which is essential to their
intellectual, social and emotional development.

The syllabus promotes early learning about citizenship, transparency,

accountability, mannerism and civil behavior through the suggested
content suitable for these grades. The teaching of citizenship, Christian
values and morals in early learning builds confidence in the future of the
individual students as future leaders of our nation. Students develop the
desired attitudes to respect themselves and others around them.

Through programs based in this syllabus, students should gain

knowledge, skills and understanding of good citizenship. This will help
them to communicate their thoughts and feelings, engage and participate
in citizenship activities.

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Primary Grades 1, 2 & 3

Aims
The Citizenship and Christian Values Education Subject is aimed at
enabling students to develop:
• good mannerism and social skills
• a sound foundation for further citizenship learning
• the skills and confidence to speak and debate views expressed
• attitudes and values such as cooperation, kindness, trust, respect
and honesty
• an understanding of, respect for and identification with local cultural
values and traditions
• an understanding and appreciation of Papua New Guinea’s
democracy and diverse cultures
• skills in problem solving, knowing what to do, planning their
activities and making decisions
• appreciation of the rights, responsibilities and obligations of
citizenship life including the capacity to act as informed and
responsible citizens
• develop an understanding of the purpose of authority structures,
that rules and boundaries that protect the individual, family,
community, and the nation.

It also is aimed at enabling students to:

• acquire knowledge, skills and attitudes for effective communication
• acquire the civic knowledge, understanding and skills to be able to
participate purposefully as responsible citizens
• acquire the know how to socialize, participate and speak equality in
all circumstances and situations as a civil citizen of this nation
• demonstrate an understanding and appreciation of the values,
customs, and traditions of Papua New Guinea
• to demonstrate a recognition of the importance of the relationship
between Papua New Guineans and the natural world
• demonstrate an understanding of and appreciation for unique Papua
New Guinean communication systems
• build on the skills and knowledge the students already learnt
• display an appreciation of rules, good citizenship values and morals
• effectively engage in the life and activities at home, of the
communities and the school to ensure relevance
• describe the evolution of human rights and freedoms as they relate
to the people of Papua New Guinea
• give examples of the diversity and functioning of the social,
economic, and political systems of Papua New Guineans in
traditional and contemporary societies; and in the global community.

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 Citizenship & Christian Values Education Syllabus

Guiding Principles
The CCVE is guided by the National Curriculum Principles embedded in
the National Curriculum Statement that influence what students learn and
how teachers teach. These principles are related to our way of life,
integral human development, teaching and learning, principles used as
platforms for the subject and the 21st century (and beyond) knowledge,
skills and technology.

Our Way of Life – the Melanesian and Christian Way of Life

Cultural Relevance - Traditional Life, Our Customs and Traditions

The education of students is the responsibility of the family, the school,
the church and the community. Students learn by observing and actually
doing things. The students participate in the family, school, community to
learn the citizenship, spiritual, social, economic and political skills
necessary for life. Education builds upon the early experiences of the
students that enable them to continue to identify and develop an
understanding of local cultural values and beliefs.

Cultural relevance focuses on the richness and diversity of Papua New

Guinean cultures and languages, which are examined within their own
unique contexts, and within historical, contemporary, and future realities.

Our traditional life is based on a holistic perspective that integrates the

past, present and future Papua New Guineans as the original inhabitants
of Papua New Guinea and lives in sophisticated, organised, and
self-sufficient societies.

Our Melanesian way of life signifies our customs and traditions that
constitute a cultural mosaic, rich and diverse, including different cultural
groups.

Our Melanesian and Christian way of life allows us to embrace the

practice of customs and traditions that foster our original way of life of
good citizenship, but also take responsibility to exclude those practices
that cause disharmony, threat, disrespect, violence and death to other
fellow Papua New Guineans. Adopting and adapting Christian Values into
our Melanesian Way of Life gives us our unique citizenship ethics.

Multiculturalism – Cultural Diversity and its Conservation

The diversity of our cultures is the source of our knowledge, skills,
attitudes, and Melanesian values. As a multicultural society, we must
protect, promote and respect our many cultures and languages and learn
to respect and appreciate the cultures and languages of our fellow Papua
New Guineans, as well as of other ethnic groupings from other countries.
We ensure that we promote and share our cultures with the rest of the
world as global citizens.

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Primary Grades 1, 2 & 3

Ethics, Morals and Christian Values

Every community has a set of values that guides the actions of its
members. The development of values is an important part of social
growth and an aspect of learning which needs great care and attention.
Learning about Ethics, morals and values in Grades 1-3 progresses from
the Preparatory Grade with the inclusion of Christian Values as a guiding
principle to good citizenship.

Papua New Guinea is striving to create a society in line with democratic

liberal traditions. The citizens of Papua New Guinea should recognize
appropriate social relationships based on sound human and religious
ethics, morals, and values. These are required for interaction with families,
villages, wantoks, other economic groups, and people from other
provinces and nations. The process of socialization requires a belief in the
ethics, morals and values of the Melanesian extended family, dialogue,
respect for others, and a willingness to conserve and promote those
aspects of our traditions, which are consistent with integral human
development.

Socialization also requires an awareness of the inter-dependence of

individuals, societies, and nations in the modern world. It requires
involvement with family, school, church, community, and the world
beyond.

Students will become more aware of the social bonds in the community
if they are first taught in the languages of their communities, and through
activities which socialize people, such as agriculture, fishing, and
community development. This can be achieved through integrated
teaching and learning situations that reflect our knowledge, skills,
attitudes, spiritual and moral values needed for integral human
development as defined in the Philosophy of Education for Papua New
Guinea.

Integral Human Development

Papua New Guinea is a rapidly changing society and faces many
challenges. To face these effectively, an individual must strive to reach
their full potential spiritually, socially, intellectually, emotionally,
mentally and physically and work with other agents of education such as
the home, church, school and community.

The Philosophy of Education for Papua New Guinea as described in the

Matane Report, acknowledges the National Goals and Directive Principles
in the National Constitution, and is based on integral human
development:
• integral in the sense that all aspects of a person are important
• human in the sense that social relationships are basic
• development in the sense that every individual has the potential to
grow in knowledge, wisdom, understanding, skill and goodness.

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 Citizenship & Christian Values Education Syllabus

The Philosophy of Education stipulates enhances such practices as:

• The right to healthy living.

• Nation building – nationhood and constitutional rights.
• Citizenship – roles, rights and responsibilities in society, law and
order, good governance.
• Sustainability – sustainable educational, ecological, economic,
technological and social practices.
• Catering for diversity, e.g. gender issues, and students with special
needs.

The ultimate goal of Integral human development is for every person to:
• be dynamically involved in the process of freeing himself or herself
from every form of domination and oppression so that each
individual will have the opportunity to develop as an integrated
person in relationship with others

• be aware of their potential and have the willingness to develop this

potential so that each individual can solve his or her own problems
and contribute to the common good of society

• presume the goodness and dignity of every person

• promote self and mutual respect, a sense of self-worth and

self-discipline, and a sense of responsibility for one self and others.

The process of integral human development calls for a curriculum, which

helps individuals to:
• identify their basic human needs
• analyse situations in terms of these needs
• see these needs in the context of spiritual and social values of the
community
• take responsible action in co-operation with others.

The success of the CCVE subject requires the integrated involvement of

all the agents of education such as the home, church, school, and
community. The teachers are required to integrate knowledge, skills, and
attitudes to allow students to achieve the desired outcomes of integral
human development.

The Right to Healthy Living

All citizens have a right to a healthy life such as clean water, a nutritious
diet, improved sanitation, appropriate shelter and better local health
services. Students need to learn attitudes, skills, and knowledge that will
help them become productive, healthy and content citizens of Papua New
Guinea.

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Primary Grades 1, 2 & 3

Nation Building and National Unity

Our nation is still going through a great deal of nation building. Students
need to be given the skills to undertake this task and participate in
nationally organised events. The CCVE subject should enable them to
understand how Papua New Guinean societies work, and how they can
be a useful part of it. Students should learn that they have a place in
Papua New Guinea and that Papua New Guinea has a place in the world
as a whole. They will become more able to help Papua New Guinea
develop a national identity and national unity if they learn to:
• work together with tolerance
• respect one another, their traditional ways, and resolve problems
peacefully
• respect and act in the spirit of the National Constitution
• recognise their capabilities and develop their own talents
• participate in the development of the national community
• protect and safe guard the national wealth and resources, and
consider how they will contribute to national revenues.

Citizenship
The CCVE subject should provide students with the opportunity to learn
about:
• freedom of movement and protection of privacy
• political activities, legal assemblies and associations
• the importance of the freedom of conscience, of expression, and of
information
• problems associated with inhumane treatment and forced labour,
and the need for the freedom of employment
• meaningful participation in and access to representation in all levels
of government, and how to take part in nation building
• state and civic institutions, their functions and how benefits and
services from this institutions can be equitably distributed
• the need and importance of equal participation by women citizens in
all areas of life
• maximizing their participation in every aspect of national
development citizens of the Sovereign state of Papua New Guinea.

The students will use this knowledge in many different ways, as useful,
active and law abiding citizens.

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 Citizenship & Christian Values Education Syllabus

Sustainability
The natural environment of Papua New Guinea is as diverse as its
cultures. It is often a violent natural and physical environment, which is
under threat from rapid population expansion and misuse of resources
such as over logging, abuses associated with mining, over fishing,
dynamiting reefs, dumping toxic wastes. Our diverse cultures are also
under threat from over exploitation, and commercialisation of sacred
cultural practices. Our cultural traditions are not being handed down from
generation to generation. The CCVE Subject will guide students to
further appreciate, respect, and value their natural environment, cultures,
customs and traditions. Integrating these skills and knowledge to identify
problems, issues, and to take action helps to sustain these aspects of life
in Papua New Guinea.

Catering for Diversity – Gender

Gender is what it means to be a woman or a man. Gender refers to those
behaviours and attitudes that are culturally accepted as ways of being a
woman (femininity) and of being a man (masculinity). Addressing gender
issues goes well beyond ensuring that females have the same
opportunities as males to receive an education. A person’s experiences
determine the way they understand and make sense of the world. Gender
is also culturally determined.

In Papua New Guinea, there is a need for sensitivity to local cultural

practices and values, with respect to traditional roles for males and
females. Females are generally a disadvantaged group in our societies.
Violence against females is widely acknowledged as a serious problem.

A number of health and other indicators of human development show that

females have a lower quality of life than males. Females have lower
literacy rates and income levels than males. Males hold nearly all
positions of leadership, authority, and decision making. For example, in
2001 there were only two women in the National Parliament. Men hold
most senior positions in government departments and the community. It
is a similar situation in the Department of Education, provincial education
divisions and schools. This subject will provide students with
opportunities to consider these problems and ways of addressing gender
issues, including girls’ and women’s experiences, and be representative
of a diversity of cultures.

It should enable students to:

• understand that a person’s sex is genetically determined and gender
is not, but rather changes over time, from place to place, and from
individual to individual
• play an active role in making meaning from their experiences, and in
deciding to adopt or reject ways of behaving and challenge
stereotypes.

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Primary Grades 1, 2 & 3

Catering for Diversity – Sensitivity for Marginalized Populations

Marginalized people includes the underserved, the disregarded, the
ostracized (disliked/hated), the harassed, the persecuted, the
disadvantaged, the oppressed or the sidelined. Society treats them this
way and so they feel the same way too. CCVE must help students
develop an understanding and empathy for such groups of people in our
society.

Who are the people in our community who may be “marginalized”?

Consider this list as a start in identifying possible marginalized groups in
the community:
• Immigrants, refugees, and migrants.
• Women and girls.
• Victims of human trafficking.
• Mentally ill.
• Children and youth.
• People of differing sexual orientation (Lesbians, Gays, Bi-sexuals
and transgender community).
• People of differing religions.
• Developmentally delayed, physically disabled, or mentally ill people.
• Incarcerated (imprisoned or enslaved) people (and their families).
• People released from Incarceration.
• People of low socioeconomic status.
• Unemployed people.
• People of a particular ethnicity/country of origin.
• People with a differing political orientation.

Catering for Diversity - Sensitivity for Victims of Traditional Beliefs and

Practices (Sorcery)

Traditional cultural practices reflect values and beliefs held by members of

a community for periods often spanning generations. Papua New Guinea
Societies have specific traditional cultural practices and beliefs, some of
which are beneficial to all members, while others are harmful to a specific
group, such as women. These harmful traditional practices may include
sorcery early marriage; the various taboos or practices which prevent
women from controlling their own fertility; nutritional taboos and
traditional birth practices; son preference and its implications for the
status of the girl child; female infanticide; early pregnancy; and dowry
price. Despite their harmful nature and their violation of international
human rights laws, such practices persist because they are not
questioned and take on an aura of morality in the eyes of those practising
them.

Sorcery related tortures and killings in Papua New Guinea (PNG) remains
a mystery but the truth is that; belief about sorcery and witchcraft is

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 Citizenship & Christian Values Education Syllabus

widespread all over PNG. The concept of sorcery is intrinsic, intertwined

and ingrained into the cultural and traditional beliefs of spiritualism in
different cultural and ethnic groupings. This compounded relationship
makes conflict resolution in relation to sorcery very complex,
consequently leading to inhuman tortures and killings. Though different
forms of executions for sorcery were traditionally practiced, the current
forms of execution are very violent and extremely inhumane. Despite
numerous efforts by police personnel and community leaders
endeavouring to contain violence related to sorcery, it is escalating.
Without understanding the root causes of this violence, any response
from Government and other stakeholders will be limited in its
effectiveness. CCVE should try to discourage those practices that harm or
cause deterioration of peace and humanity.

CCVE can provide an avenue to develop the students understanding of

the bad impacts this traditional practices have on peace and harmony.
CCVE through the teachings of Christian Values, should assist students to
develop their understanding to search for collaborative and concerted
efforts for all stakeholders, including their own families, community
members, youths, community leaders, law enforcers and the government
at all levels in addressing this issues.

CCVE Catering for Diversity – Students with a Range of Different Needs

Many students have different educational and functional needs. These
needs may include students who are gifted, or disadvantaged - physically,
emotionally, and intellectually. Students may display any combination of
these needs. CCVE must ensure that all are provided with the opportunity
to excel and achieve their full potentials. CCVE should develop students
to be considerate and focus on people as people and not on their
disabilities.

CCVE will help students develop a better understanding that a disability

refers to a physical or mental impairment that substantially limits one or
more of the major life activities, for example, walking, talking, thinking,
seeing, speaking or hearing. CCVE will develop in students resilience,
sensitivity, respect, consideration, kindness and patience for all forms of
disabilities included in the table below;

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Primary Grades 1, 2 & 3

Visible Invisible
• People with physical and health disabilities and • Speech impediments may not be immediately ap-
need some type of aids for mobility. parent.
• Severe developmental disability. • People who are blind can appear to be sighted,
• A physical difference. if you do not notice the aid they require to move
around.
• Missing limbs.
• A learning disability may be misinterpreted as lack
• Motor impairment. of intelligence or carelessness.
• Sensory impairments such deaf-blind.
• Communication challenges.
Learning Disabilities (LD)
• A learning disability has to do with the way the brain is wired. People who are LD have normal or above
normal intelligence, cannot be cured, but use different ways to learn and function.
• Dyslexia – trouble understanding written words.
• Dyscalculia – difficulty solving math problems and grasping concepts.
• Dysgraphia – difficulty forming letters or writing within a defined space.
• Auditory and Visual Processing Disorder – difficulty understanding language despite normal hearing and
vision, short term memory problems.
• Nonverbal Learning Disabilities – a neurological disorder causing problems with visual-spatial, intuitive,
organisational, evaluative and holistic processing functions.
• Attention Deficit Hyperactive Doctor (ADHD) – Difficulty concentrating, cannot tolerate noise or commotion.

CCVE Catering for Diversity – Students who are Perceived Differently

because of a Disability

All People Are Different. What is important to remember is that we are all
different and need to be recognized for that which we are capable of
doing, not for what we may require aid to accomplish.

“The best way to help everyone, is for people to learn, understand and
respect all people, embrace and celebrate individual differences, whether
they are the same or different.” Unfortunately, and inaccurately, people
with disabilities are often viewed and perceived differently. CCVE should
assist students develop a change in mind-set and positively influence
other people in their perception of other students. Often, people think of
people with disabilities as:
• Victims or objects of pity.
• Burdens, either on society or on their families and careers.
• A threat to the comfort and safety of others.
• Unable, or assumed to be unable, to do things.
• Having multiple disabilities (such as assuming that a person who uses
a wheelchair also has an intellectual disability).
• Childlike.
• “Special”.

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 Citizenship & Christian Values Education Syllabus

Such misconceptions are based on insufficient or inaccurate information

about people with disabilities and can perpetuate inappropriate
interactions. CCVE will assist students change people’s mind sets about
the way they perceive people with disabilities. These perceptions include

Learning in CCVE should help students to overcome fears of living with

these categories of people, understand their needs, treat them equally ,
include and involve them in all activities and treat them with the respect
they deserve. CCVE should remind students that people with a disability
a just people like them too, but happen to have a disability. CCVE should
help students understand and that someday, they too might face a
disability and they might need the help of a person with a disability to help
them live with it. After all, we are all just temporarily able.

CCVE Catering for Diversity - Sensitivity for Social Exclusion

Humans have a fundamental need for social groups. They depend on
social bonds for their survival, and the severance of such bonds threatens
fundamental needs and elicits powerful emotional responses. Failure to
satisfy this need for close social connections can result in people feeling
excluded or socially excluded. Social exclusion refers to situations
broadly involving someone being disengaged or separated from others
physically or emotionally. This includes exclusion from social, political,
cultural, spiritual, economical and developmental activities. CCVE should
equip students with knowledge and skills to be sensitive to such issues.

Exclusion experiences include various phenomena, such as interpersonal

rejection, ostracism, and various types of discrimination. These diverse
threats to social inclusion can be so detrimental that results in a variety
of adverse consequences, including self-defeating behaviours, negative
moods, psychological, mental and physical health complications. CCVE
should assist students understand their individual experiences of
cognitive and behavioural changes and try to facilitate recovery, when
threats occur.

People are socially excluded for reasons of immorality, incompetence, or

unattractiveness. Breaking group norms and rules, which is the essence
of immorality threatens group structure. Incompetence provides a drain
on group resources; and being physically unattractive or having a
stigmatizing condition may suggest inferior genes. Because social
exclusion poses critical challenges for survival, CCVE should be engaged
in the drive to maintain social relationships that students may be able to
develop for adaptive purposes.

CCVE should enable students to establish social contacts that are

generally beneficial for well-being of others. CCVE should educate
students to try to minimize or avoid contributing to interactions entailing
ostracism. CCVE should help students deal with the experience of being
disregarded, excluded, or rejected by others, which can often leave
people feeling worse off. CCVE should help students develop
mechanisms for safeguarding social inclusion, facilitating quick detection
of threats to exclusionary status and provide the individuals’ basic need
to establish and maintain social connections to sustain physical and
psychological well-being.

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Primary Grades 1, 2 & 3

CCVE Catering for Diversity - Sensitivity for Different Cultures and

Languages
Papua New Guinea is a diverse culture with 800 plus languages and
cultures. It is enormously rich with a variety of local knowledge. CCVE
should help students to be able to integrate local traditional knowledge
with ne knowledge. The teachings in CCVE should enable students to
enhance local knowledge and practices that promotes peace and
harmony. Students should learn to appreciate the different languages and
cultures of other students. CCVE should build on the Melanesian Ethics
that embraces all the different cultures and the practices and promotes
honesty, loyalty, patriotism, togetherness, unity and cooperation.
Catering for Diversity – Students with Special Needs
Many students have special needs. These special needs may include
students who are gifted, or disadvantaged - physically, emotionally, and
intellectually. Students may display any combination of these needs. The
CCVE subject will ensure that all are provided with the opportunity to
excel and achieve their full potentials.

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 Citizenship & Christian Values Education Syllabus

Guiding Principles for Citizenship & Christian Values

Education
CCVE begins at the family. Simple manners, behaviours and attitudes
begin at home and with the family unit. The CCVE will emphasis that role
modelling for good, productive and meaningful citizenship begins with
respective parents and guardians. We can’t throw blame on children for
adopting anti-social behavior if one or both parents lack good behavior
and interactive skills.

The CCVE platform is characterized by:

• Expectations and obligations in the family which will address the
issue of governance in the family, covering family values, roles and
responsibilities, and cultural boundaries.

• Marriage as an institution which moulds and shapes children to

become what society expects them to become. This institution
acknowledges parents and guardians as the guiding force behind
civics, values, moral and ethics education. A child’s preparation for
adulthood begins at home, and with the parents and guardians.

• Positive role modelling - In human interaction, the right and wrong

behaviours are usually determined by factual information. Through
guided CCVE, children will be encouraged at an early stage to
look up to positive role models for guidance. The CCVE will guide
students to learn from good role models in all walks of life. Good
role models understand the value of learning from their mistakes,
and use testimony and examples drawn from difficult experiences
to guide others toward making better decisions. In the event that
turmoil is unavoidable, successful role models share the mental,
emotional and spiritual tools they used to make it through their own
circumstances.

• Moral obligations in relationships and marriages which emphasizes

the chain-link between the child, family, and the Church will carry
equal emphasis in the CCVE. Churches and religious groups play an
important role in the lives of many people. Most denominations of
Christianity and Religion have strict views on or rules on what sexual
practices are acceptable and which are not. Marriage in this context
is regarded as a special gift, and sex is referred to as a “scared
covenant” between a wife and husband.

• The Christian faith and belief systems - All citizens have equal rights
to become Christians, but acquiring and possessing Christian Faith
is an individual choice. Belief systems set the boundaries and
parameters to help individuals remain focused and secured. The
CCVE should encourage students to live and practice their belief
systems as Christian Citizens.

• Christian values & code of practice - Christian Values are embedded

in every individual as of birth because every person, despite their

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Primary Grades 1, 2 & 3

level of intelligence, ability, or disability is a gift from God - to act as

a vessel in society for the good of human kind. An individual’s code
of Practice is guided by many factors including; personality
characteristics, beliefs, affiliations to Christian and Religious
organizations, parents, teachers, and the environment in which the
individual is raised, such as; the well-to-do family, violent family, a
broken family or peace-driven family.

• Equity focuses on the principle that all people have the right to fair
and just treatment, and that protecting and promoting equity is
essential to achieving peace, harmony, and productivity within and
among communities. The principle of equity is derived from the
notion of equality - that all people are born equal in terms of dignity
and rights.

• Freedom focuses on the concept that all people should have

freedom of belief, freedom of speech, freedom from fear, and
freedom from want, as articulated in the United Nations Universal
Declaration of Human Rights (United Nations, 1948). Societies have
a responsibility to actively protect the freedom of their members and
to support the protection of freedom in all communities, including
those that are not their own.

• Duty of care - The principle of “Duty of Care” for self, the family,
community, and the nation will remain a core part of all discussions.
Without being too legal or technical, ‘Duty of care’ simply implies
that every citizen has a responsibility to control her/his behavior,
take into account how other people feel, and respect the
environment in which they live such as your family and home, the
rivers, the workplace, and properties around us, but doesn’t
necessarily belong to us. When children learn to have self-discipline,
it will help them advocate for self-discipline in their community. This
is why positive role models have strong code of ethics that govern
their behavior, and that qualifies them to be looked upon as positive
role models. The more children look up to positive roles models, the
better they will become as responsible adults. Similarly, the more
they try to do what role models do, the better they will be in
achieving their own goals, and also have an influence in the lives of
other people.

• Optimism – being positive is a valuable trait for role models. People

and experiences fare better if positive, rather than negative elements
are highlighted. When you are optimistic you can easily motivate
yourself and others toward positive expectations, and inspire other
people to believe in accomplishments and outcomes they previously
thought impossible.

Virtues of Moral and Ethical Values

• Virtues are moral and ethical values which can help shape children
to become responsible and productive citizens. The CCVE will
emphasize important virtues as the stepping stone to the
development and designing of good citizenship which includes;
Nation building, Self and national identity, Authority and leadership,

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 Citizenship & Christian Values Education Syllabus

Economic development, Discouraging corrupt practices, Personal

and Intellectual growth, Strengthening family relationship,
Acquisition of knowledge and skills, Individual and group
decision-making, character development and good citizenship.

In order to acquire the qualities of good citizenship, the curriculum will

guide children to learn and adopt qualities such as trustworthy, honesty,
responsibility, integrity, care, resilience, harmony and being faithful to self
and others.

• Honesty is the quality of the spiritual heart and is portrayed with

integrity to oneself and others. Honesty is a core quality of good
citizenship, and largely influenced by strong Christian Moral and
Ethical Principles. Students should be encouraged to be truthful in
what they say or do, both in school and out of school. Being truthful
is a quality which will influence good citizenship, moral standing in
the community and strengthen the attitude of living good leadership
and governance.

• Integrity is the quality of steadfast adherence to moral and ethical

principles of professional standards in private and public life. A
person with integrity is considered to be a sound and good citizen.
Students should be encouraged to aim to be matured adults with
good standing order in their life.

• Accountability is the quality of being responsible to others. It means

taking ownership of one’s own actions and accepting responsibility
for the actions of those in one’s purview or as the laws require. This
subject should provide learning that aims to encourage students to
be responsible citizens who are confident and are able to use all due
processes in discouraging or discontinuing corrupt practices.

• Respect has a lot to do with being polite and considerate of others.

The absence of Christian Morals and Ethical values is likely to create
an atmosphere where discrimination and anti-social behavior is likely
to occur. A demonstration of acceptable social standing is a
demonstration of respect for others, the rule of law, expectations
and boundaries, and an expression of one’s positive personality
characteristics.

• Wisdom - We often think that wisdom is age-related or a religious

phenomenon that Clergymen and Church Elders advocate to bring
about hopes in the lives of people. That is true, but the fact is, we all
have wisdom. We know what is right and wrong and we try to adopt
those behaviours that will bring approval. The problem in our society
is that we are not always consistent in allowing wisdom drive our
actions, responses and decisions.

• Responsibility is an important duty, and the highest level of

commitment that results from interaction with other people.
Students should be encouraged to display responsibility to
themselves before taking responsibility for others.

• Honour is seen as a personal quality rather than a group quality.

Honour will be discussed in the context of the family to

17
Primary Grades 1, 2 & 3

encourage each child develop good communication and relationship

skills which encourages the development of positive attitudes.
Respect, obedience, honesty and trustworthiness will be discussed
as key ingredients to living an honourable life. Students will be
encouraged to understand that honour is not something that only
powerful people and prominent leaders such as Members of
Parliament achieve in life. When parents act with honour, children
will learn to live with respect and honesty. Children must learn to
acquire the skills to act with honour in order to be successful in later
years.

• Compassion is recognized as an important quality. Compassion is

the desire to help those in need or those who are suffering. To be
compassionate means to be caring. As Christians, being
compassionate is to be sensitive to people’s feelings.
Compassionate citizens will always think about how their actions will
affect others. Students should be encouraged to engage in
opportunities that will help them to become caring citizens by
doing caring things. Children will be encouraged to imagine what
other people are going through so that they can act with genuine
empathy. They will be encouraged to act with compassion to
demonstrate willingness and humbleness to help others who are
less fortunate than themselves.

• Reliability is a positive quality of good citizenship. Being reliable is

vital when students are in school. The curriculum will guide children
to learn that pursuing dreams of success is highly dependent on
whether they are commitment, honest, and can willingly take
responsibility for their actions and interactions. Reliability also links
to one’s preparedness to do something good for themselves and
also attend to the needs of others.

• Courage, self-confidence and group-confidence work hand in hand.

Courage is an act of bravery, but not to the extent where violence is
instigated. Courage is a quality of duty-of-care to help save or
protect oneself and others from harm, danger and sufferings.
Students should be guided to show courage and stand up for
themselves both in school and out of school to avoid being
harassed, bullied or hurt.

• Self-discipline will be emphasised as key to success in both school

and choice of career later in life. Self-discipline starts at home and in
the family. This subject will consistently refer discussions back to the
family and home environment at all levels. When we get the family in
order, the child’s holistic and integral growth will be in order, and the
future will be guided.

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 Citizenship & Christian Values Education Syllabus

Desired family virtues and positive traits to be developed in the Citizenship and
Christian Values Education
Accepting Hardworking Practical
Accountable Helpful / Helpfulness Prayerful / Prayerfulness
Attractive Honest / Honesty Positive
Assertive / Assertiveness Honour / Honourable Purposeful / Purposefulness
Balanced Humble / Humility Sensitive / Sensitivity
Brave Ideal / Idealism Selfless / Selflessness
Bold / Boldness Independent Realistic
Care / Caring Innovative Relaxed
Cheerful / Cheerfulness Insightful Reliable / Reliability
Clean / Cleanliness Intelligent Resilient / Resilience
Compassion / Compassionate Joy / Joyfulness Respect / Respectful /
Confident / Confidence Just / Justice Respectfulness
Considerate / Consideration Keen / Keenness Responsible / Responsibility
Cooperate / Cooperative Kind / Kindness Reverence
Courage / Courageous Love Self-directed
Courteous / Courtesy Listener Self-discipline
Creative / Creativity Loyal / Loyalty Service
Decisive Mature Serious
Determined / Determination Meek / Meekness Skilled / Skilful
Down-to-Earth Mercy / Mercifulness Steadfast / Steadfastness
Enthusiastic / Enthusiasm Moderate / Moderation Strong
Excellence Modest / Modesty Tact / Tactful / Tactical /
Faithful / Faithfulness Motivated Tactfulness
Fair / Fairness Nurturing Thankful / Thankfulness
Flexible / Flexibility Obedient / Obedience Thoughtful / Thoughtfulness
Focused Open-Minded Transparent / Transparency
Forgiving / Forgiveness Optimistic / Optimism Trust / Trusting / Trustful
Friendly / Friendliness Orderly / Orderliness Trustworthiness
Frugal Organized Truthfulness
Funny Passion / Passionate Tolerance / Tolerant
Generous / Generosity Patient / Patience Unity
Gentle / Gentleness Peace / Peaceful / Peacefulness Vigilant / Vigilance
Grateful / Gratefulness Wise / Wisdom
Zeal / Zealous

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Primary Grades 1, 2 & 3

Knowledge, Skills and Technology of the 21st Century and Beyond to Equip
Papua New Guineans to Become Global Citizens

The CCVE takes into account the recent developments and ongoing
challenges faced by students locally and globally. This areas include;
Concept of democracy, Increasing globalization, The role of morality in
CCVE, The global financial crisis of 2007–2008 and global recession that
followed, Economic awareness as an aspect of citizenship, Potential
impact of human activity on the environment, Environmental sustainability
in Citizenship education, Peaceful coexistence and social interactions at
and within school communities, Movement of immigrants, refugees and
asylum seeking into PNG, Development of information and
communications technologies, and the use of new social media for civic
engagement.

• Concept of democracy - there are concerns about the real state of

the democratic process due to the exclusion of larger parts of the
population and the erosion of liberties that has resulted in a general
downturn in citizenship participation, in particular among younger
people. The concept of democracy is sometimes not felt by the
citizens as the true meaning of the concept is either changed or
ignored as a result of the citizenship practices that disintegrate the
real essence of democracy. Education is an important tool for
fostering democratic citizenship.

• Increasing globalization - The concept of globalization continues to

influence debate about civics and citizenship education because it
challenges traditional notions of citizenship, which have led to
supra-national concepts of global citizenship and new forms of
experiences with citizenship across borders as a result of migration,
one world policies and the new developments in technologies.

• The role of morality in civic and citizenship education - Concepts of

morality and character are important to Citizenship and Christian
Values Education. Christian Morals and Ethics must be captured and
integrated with the Civic and Citizenship Education. Moral decay
across cultures and societies is becoming too evident that it is
affecting citizenship.

• Economic awareness as an aspect of citizenship - Economic

awareness is relevant to civic and citizenship education because
economics is a major focus of the government. Economic conditions
provide constraints on some citizenship activities. Citizens
contribute to the economic well-being of society, and citizens share
responsibility for economic problems and remedies.

• Impact of human activity on the Environment and Environmental

sustainability - have increasingly become key issues in debates
about the future political, social and economic development of many
societies. Being a responsible citizen is viewed as high regard for
long term protection and a necessity for future sustainability of the
environment.

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 Citizenship & Christian Values Education Syllabus
• Peaceful coexistence and Social interaction is concerned about
how schools can ensure peaceful coexistence within and with other
school communities. In particular, abuse and bullying of students by
other students are often aimed at various types of social minorities
which have become major issues in discussions about schools and
learning environments. Learning activities should include more
aspects related to social interaction at school and encourage
relationships within the school community.

• Movement of immigrants, refugees and asylum seeking into PNG -

The recent movement of large numbers of immigrants,
refugees and asylum seekers from the Asian and the Middle-East
region into PNG and other countries will most likely increase the
need for integrating people from different backgrounds into society.
This sort of movements will also result in challenges to schools in
relation to their functioning as socially heterogeneous communities.
Learning must include goals that promote student engagement
within a school community and foster a peaceful coexistence that
provides students with mechanisms for conflict resolution and
problem solving with regard to movements of immigrants, refugees
and asylum seekers.

• Development of information and communications technologies has

led to an increase in the use of ICT and new social media for Civic
and Citizenship participation. Developments and the importance of
new social media and the use of such media has been found to have
a profound effect on civic engagement among young people as
active citizens. New social media and its relevance for
communication can be utilized in CCVE to promote action on
climate change or in organizing debates about political protests and
issues. The use of ICT can be maximized in spiritual rallies and in
fostering Christian Values in everyday citizenship.

• Integration of local (traditional) knowledge with new knowledge

Papua New Guinea is a diverse culture with 800 plus languages and
cultures. It is enormously rich with a variety of local knowledge. The
Citizenship and Christian Values Education subject hopes to
enhance local knowledge and practices that promotes good
citizenship and try to discourage those that harm or cause
deterioration of citizenship.

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Primary Grades 1, 2 & 3

Teaching and Learning

Students learn in different ways. The CCVE subject encourages teachers
to use different ways of teaching to give all students a chance to learn.
• Students should work as individuals and in groups. Some students
learn best through activities such as reading on their own, working
in small groups, talking, observing, drawing pictures, and finding out
information for themselves. Most students use a mixture of these.
• Students should be encouraged to think critically about what they
are learning and to take responsibility for their learning. They should
learn to teach each other and to learn from each other. They should
know that learning has a serious purpose. They should enjoy using a
wide range of resources and playing appropriate educational games.
• Students should also learn how to communicate well with others.
They should also learn how to work things out for themselves, and
on how to get the information they need. They need to learn to think
in ways that make sense, using their experiences, their knowledge,
their intelligence and their imagination.
• As well as learning skills and knowledge, students should develop
appropriate attitudes and an understanding of important issues.
They should have pride in themselves, their own cultures and
communities, as well as respect other people and their cultures and
communities.

Inclusive Teaching and Learning

The CCVE Subject is inclusive and designed to meet the needs of all
students irrespective of their abilities, gender, geographic locations,
cultural and language backgrounds, or their socioeconomic backgrounds.
The syllabus must be implemented by teachers in ways that are inclusive
of all students at all levels of schooling. Much more can be achieved if
parents, community leaders, churches and schools co-operate and
communicate with each other.

Students learn in different ways. It is best to use a variety of methods to

teach them. No one method is best. It is true that students are very
different, and even the same students learn best from different methods
at different times. By using a range of teaching methods, it is more likely
that the needs of all students will be met. In order to be inclusive of all
students, teachers need to cater for a range of physical, social, cultural,
emotional, and intellectual needs of their students. This can be achieved
through using appropriately and carefully planned learning activities, a
range of teaching methods and strategies, and thoughtful use of a
teacher’s language of communication.

To be inclusive; teachers will need to ensure that all girls and boys have
the opportunity to participate. Teaching practices, including classroom
organisation and management, should ensure that girls and boys are able
to participate fully in all learning activities and that the classrooms are
accessible by all students regardless of their physical disability.

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 Citizenship & Christian Values Education Syllabus

Participation requires that individuals are motivated to achieve the goal of

socialisation fully where they are encouraged to develop a sense of
obligation for the opportunity to contribute. Through participation,
individual creativity can be recognized and encouraged as contributing to
social and national development, without losing sight of the principle of
communal sharing.

Participation is the key to social interaction and can lead to social

mobility. It can also help to conserve and generate knowledge and
cultural values for future generations. The diversity of opinion in Papua
New Guinea will contribute towards the integral development of society
as a whole provided the Melanesian principles of sharing and caring are
applied. The ways in which an individual chooses to interact with others
will determine the role that individual plays in society. Through effective
participation, an individual can play a role in the development of society,
in overcoming fear, and in identifying oppression. The CCVE subject
provides many interesting contexts within which learning how to
participate can occur.

Students need to feel that they have something useful to offer to the
community. Many students are shy and afraid of authority. They must
be motivated to develop their skills fully and given opportunities to think
for themselves. The teacher is a key motivator. Effective participation is
prevented when teachers regard their role solely as being dispensers of
knowledge and figures of authority. Teachers need to place greater
emphasis on problem solving skills and methods that encourage more
group participation which are useful skills for society.

Relevance
The teaching and learning must be relevant to the social, spiritual, and
resource development needs of a community. This can be achieved by
integrating teaching and learning situations that reflect the knowledge,
skills, attitudes and spiritual values needed for integral human
development that will prepare students for productive community living;
integrate academic and practical education, and provide ways to paid
and unpaid employment and contribute to good citizenship living.

Most people in Papua New Guinea work in the informal economy.

Students who leave at the end of formal schooling, will need to find work
in the informal economy. These students, however will not only need to
be skilled to work in the informal economy, but they will also need to be
prepared to work in the formal economy and undertake formal education
if there are opportunities. All students will need applied and academic
skills and knowledge. All students will need to know how to adapt new
technologies and knowledge appropriately to their environment. However,
the difficulty of finding work in the formal economy can contribute to the
individual’s lack of confidence to participate in the community as citizens..

The subject content will enable teachers to support students learning by

encouraging teaching in real life contexts. This means relating the skills
and knowledge of subjects to real life situations. People from the
community could also be brought into the classroom to help teach a topic
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Primary Grades 1, 2 & 3

and support students undertaking useful projects in the community.

Student-centred Learning
Student-centred learning recognizes the fact that no two classes are alike
and no two children are the same with respect to their needs. A teacher
who uses a student centered approach will strive to create a classroom
environment that will motivate students to discover new skills
and knowledge. In such an environment, the teacher might focus on
teaching students how to learn and help them discover relevant
information. It is essential to teach students how to learn while at the
same time teach students important contents.
• A student centered classroom will usually involve students working
together in small groups using activity centres set up in the
classroom while the teacher works more closely with one or two
students.
• A student centred approach allows teachers to be more flexible in
determining the most effective ways to help all students achieve
these learning outcomes.

Lifelong Learning
School is an important part of a student’s education but learning
continues throughout life. The initial experience that students have with
this subject is critical in encouraging them to continue learning throughout
their lives. Going to school should be an enjoyable and satisfying
experience for the students and should prepare them for life after school.
Students know many things when they come to school. They will learn
many things outside of school and continue to learn after they leave
school. The teaching and learning should build on what students already
know. Teachers should make use of this knowledge and skills. When
students are learning new, unfamiliar things, teachers should relate the
new to things to what students already understand. This important
learning will continue throughout life as students increasingly take
responsibility for their own learning. Increasingly, students who leave
school will look for opportunities to continue their education, and to return
to school or some other educational or training institutions in order to
improve their qualifications.

Thematic Teaching and Integration

Thematic teaching integrates subjects and reflects more closely the way
students think. Integration is maximised when students appreciate the
relationship between the body of knowledge introduced by a teacher, the
application of that knowledge in everyday life and its underlying values.
Whole language teaching is an important aspect of thematic approaches
to teaching. It is essential that teachers ensure all learning outcomes are
covered and the achievement of them is monitored.

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 Citizenship & Christian Values Education Syllabus

Teaching in the Affective and Cognitive Domains

Why is teaching in the Affective Domain Important? All areas of the
affective domain have a major impact on behaviour - perhaps the
strongest impact of all domains. Our self-esteem, emotions/feelings,
beliefs/opinions, desires and values/morals/virtues affect behaviour, often
more than our rational thoughts do.

Attitudes, beliefs, opinions and biases affect how we treat other people.
Our feelings about ourselves and our sense of our own power and control
over our lives affect our relationships, our ability to protect ourselves and
so on. Our values and morals often impact our behaviour as well.

Students Peer Teaching and Learning

The Citizenship and Christian Values Education subject embraces peer
teaching as an approach that encourages learning by students from the
peers. Students feel comfortable and convenient to learn from their own
peers, especially from someone of equal standing, someone equal to
them in education, age (as in generations) and social groups or social
classes. Students who have developed an understanding of good civic
knowledge and are confident can be the peer teachers to other students.
They can positively influence their peers to be good citizens as well. The
students’ learning strategies places emphasis on learning in the affective
and cognitive domains

Learning in the Affective Domain

Manifestations of individual beliefs, perceptions, dispositions, behavioural
intentions and behaviours can be closely related to the two
affective behavioural domains: Domain 1: Attitudes and Domain 2:
Engagement.

Affective Domain 1: Attitudes

The affective behavioural domain Attitudes refers to judgments or
evaluations regarding ideas, persons, objects, events, situations, and/or
relationships. It is possible for individuals to harbour contradictory
attitudes at the same time. Attitudes encompass responses that are
focused on specifics and can change over time, as well as those
reflecting broader and more fundamental (or deeply rooted) beliefs that
tend to be constant over longer periods of time.

The different types of attitudes can be classified according to where they

are positioned and reflected in each of the strands and what the students’
attitudes are towards Society and systems, Governance and Leadership,
Civic systems, Principles and Identities and Christian Values. The
students’ attitudes are looked at individually towards the four strands to
get a better understanding of how and why students develop such
attitudes.

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Primary Grades 1, 2 & 3

Affective Domain 2: Engagement

The civic engagement of students in society refers to their expectations of
future action and their dispositions to actively engage in society based on
their interest and sense of efficacy.

The Cognitive Domain of Learning

The cognitive domains will equip students with the knowledge in
planning for and evaluating strategic solutions and outcomes. It will
enable the students to reach conclusions about concrete situations
through the selection and assimilation of knowledge rather than just the
direct applications of knowledge to reach conclusions. The cognitive
domain will improve students understanding of multiple concepts in order
to reach conclusions about complex, unfamiliar and abstract situations.
The simplified hierarchy of cognitive processes include: remembering or
recalling information or processing content in terms of understanding or
applying an understanding to new situations.

Students’ knowledge about Citizenship and Christian Values enables

them to be able to apply more complex cognitive processing and relate
their knowledge and understandings to real-world civic action. The two
Cognitive Domains includes; Domain 1: Knowing and Domain 2:
Reasoning and applying

Cognitive Domain 1: Knowing

• The cognitive domain of knowing outlines the types of civic and
citizenship information that students are required to demonstrate
knowledge of especially when engaging in the more complex
cognitive tasks that help them make sense of their civic worlds.

• In the “knowing” domain, students can remember, recall, or

recognize definitions, descriptions and key concepts and content of
Civics, Citizenship and Christian Values.

• They can use this knowledge to demonstrate their understanding

of Citizenship and Christian Values with examples in their local and
global communities.

Cognitive Domain 2: Reasoning and Applying

The cognitive domain of “reasoning and applying” specifies the higher
order processes (complex) processes that students will require to make
intelligent guesses and reach conclusions about civic actions. If students
can use Civic and Christian Citizenship information to reach conclusions
in a broader context and in the real-world context, than a single concept,
we can conclude they have used their reasoning and application skills.
Reasoning and applying includes the use of knowledge to make
conclusions about familiar concrete situations; the selection and
assimilation/integration of knowledge and understanding of multiple
concepts.

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 Citizenship & Christian Values Education Syllabus

National Benchmarks
The following benchmarks will be used as measures for the different
assessments as outlined in the assessment, monitoring and evaluation
and certification Handbook. The strand, unit and grade benchmarks are
given a coding and are explained in each of the sections. These coding
will be used in the external assessments.

By the end of Grade 12, students studying Citizenship and Christian

Values Education can and will be able to:
• demonstrate civic knowledge, understanding and skills to be able
to participate purposefully as responsible citizens at local, national,
regional and global levels.

Levels of Benchmarks

a) Strand Benchmark
The strand benchmark is a measure to be used at the end of Grade
12. It is intended to be a national benchmark and can be used to
determine a national performance level or standard.

b) Unit Benchmark
The unit benchmark is a measure to be used at the end of each level
or cluster; at the end of Preparatory, Grades 3, 6 and 10.

A Preparatory and Grade 3 Benchmark can be determined by the

school or the community.

A Grade 6 benchmark can be determined by the district.

A Grade 10 benchmark can be determined by the province.

c) Grade Benchmark
The grade benchmark is a measure to be used at the end of each
grade.

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Primary Grades 1, 2 & 3

Strand Benchmarks

Strand 1: Civic Identities, Principles and Systems

The Strand Benchmark is coded as CCVE-S1.B1; meaning Citizenship
and Christian Values Education-Strand 1. Benchmark 1 etc.

By the end of Grade 12, students can and will be able to;

Code Benchmark
Develop a sense of identity as individuals and as part of a culture, a nation and the
CCVE-S1.B1
global community and understanding their connectedness to each of the groups.
CCVE-S1.B2 Develop a sense of identity based on certain morals and principles.
Develop an understanding of the morals and practices that are desired for all citizens
CCVE-S1.B3
to be good and responsible citizens in their societies.
CCVE-S1.B4 Demonstrate appropriate morals and values in different situations and contexts.
Develop an understanding of their responsibilities to these systems and process as
CCVE-S1.B5
citizens.
CCVE-S1.B6 Develop an understanding of systems and processes that are important to citizens.

Unit Benchmarks for Civic Identities, Principles and Systems

The Unit Benchmark is coded as CCVE-S1.U1.B1; meaning Citizenship
and Christian Values Education-Strand 1. Unit 1. Benchmark 1 etc.

After learning through this units the students can and will be able to;

Code Unit 1: Civic Identities

Develop an understanding of different relationships and how these relationships
CCVE-S1.U1.B1
contribute to the formation of individual identities.
Develop an understanding of how these identities influences individual’s
CCVE-S1.U1.B2
connectedness, self-images, citizenship values and belief systems.
Develop an understanding of how their connectedness to their surrounding is
CCVE-S1.U1.B3
important to their identity.
Code Unit 2: Civic Principles
Develop an understanding of the basic principles of moral living as individual
CCVE-S1.U2.B1
citizens.
Develop awareness of their values of respect, love, care, responsibility and
CCVE-S1.U2.B2
harmony and emotions in daily life.
CCVE-S1.U2.B3 Demonstrate desired moral values in their daily activities.
Code Unit 3: Civic Systems - State and Civil Institutions
Develop an understanding of state and civil institutions, their purposes and the
CCVE-S1.U3.B1
benefits for citizens.
CCVE-S1.U3.B2 Develop an understanding of their responsibilities to these institutions as citizens.
Develop an understanding of responsible citizenship to the limitations of these
CCVE-S1.U3.B3
institutions.

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 Citizenship & Christian Values Education Syllabus

Grades 1-3 Benchmarks for Civic Identities, Principles and Systems

The Grade Benchmark is coded as CCVE-G1.S1.B1; meaning
Citizenship and Christian Values Education-Grade 1. Strand 1.
Benchmark 1 etc.

At the end of each grade, students can and will be able to;

Code Grade 1

Develop an understanding and importance of having and identity based on their

CCVE-G1.S1.B1 family name, home or place of origin.

Develop the understanding Basic civics principles in the Family and Extended
CCVE-G1.S1.B2 Family that shape their belief and value systems.

Recognize community heroes from various sectors who are unique in terms of their
CCVE-G1.S1.B3 contribution towards the community.

Recognize the Basic State and civil institutions and demonstrate how they can take
CCVE-G1.S1.B4 responsibility and care for the different institutions found in their locality.

Code Grade 2

Recognize and develop a sense of belonging and connectedness within their

CCVE-G2.S1.B1 society.

Develop the understanding of Civics principles in relation to other people and

CCVE-G2.S1.B2 communities.

Develop an understanding of citizens benefits of State Institutions such as; Police,

CCVE-G2.S1.B3 Army, Navy, Fire service, Warder, Hospital etc.

Recognize the Benefits of civil institutions such as the Post Office,

CCVE-G2.S1.B4 Telecommunication Centre and how to care for these institutions.

Code Grade 3

Develop the understanding of Civics principles in relation to other people and

CCVE-G3.S1.B1 district.

CCVE-G3.S1.B2 Develop understanding of collective responsibility and recognise common visions.

Recognize the functions of state institutions such Army, Navy, Fire service, Warder,
CCVE-G3.S1.B3 hospital and Important of these state institutions.

Recognize the active civil institutions in the districts and their functions and
CCVE-G3.S1.B4 benefits.

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Primary Grades 1, 2 & 3

Strand 2: Christian Values and Principles

The Strand Benchmark is coded as CCVE-S2.B1; meaning Citizenship
and Christian Values Education-Strand 2. Benchmark 1 etc.

By the end of Grade 12, students can and will be able to;

Code Benchmark
Demonstrate an understanding of the Christian morals and principles from the
CCVE-S2.B1
teachings in the Bible.

Develop understanding of Christian values, ethical behaviours and morally good

CCVE-S2.B2
conducts that are true and right for Christian life (Proverbs 6:16-19 / Philippians 4:8).

Demonstrate Christian and ethical behaviours as foundations for a noble life as a civil
CCVE-S2.B3
citizenship (Proverbs 6:16-19 / Philippians 4:8).

Demonstrate an understanding of the importance of living and practicing Christian

CCVE-S2.B4
Values and Principles in their life for peace and harmony.

Recognise and evaluate the laws, statutes and precepts of Christian institutions and
CCVE-S2.B5
implement them in appropriate situations and contexts. (Exodus 20: 1-17).

CCVE-S2.B6 Demonstrate and apply ethical behaviours in given situations.

Unit Benchmarks for Christian Values and Principles

The Unit Benchmark is coded as CCVE-S2.U1.B1; meaning Citizenship
and Christian Values Education-Strand 2. Unit 1. Benchmark 1 etc.

After learning through this units the students can and will be able to;

Code Unit 1: Christian Values and Practices

Demonstrate an understanding of how Christian values can help build good
CCVE-S2.U1.B1 characters and influence positive attitudes and behaviours.

CCVE-S2.U1.B2 Demonstrate an appreciation of stories of good characters from the Holy Bible.
Examine and describe ethical values from bible characters that are desired for
CCVE-S2.U1.B3
peace and harmony in society.
Demonstrate the use of Christian Values in situations that require their participation
CCVE-S2.U1.B4 decision making.

Code Unit 2: Christian Institutions and Principles

Develop an understanding and appreciation of their homes, schools and
CCVE-S2.U2.B1 communities as institutions that are important to their upbringing to be good
citizens.
Develop an understanding of service in the activities they do at home, school,
CCVE-S2.U2.B2
community, the nation and the global community.
Develop an understanding of obeying their parents, teachers, leaders and persons
CCVE-S2.U2.B3 of authority as their Christian Duty.

Demonstrate qualities of honesty, respect, responsibility and care of duty in their

CCVE-S2.U2.B4 daily living.

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 Citizenship & Christian Values Education Syllabus

Grades 1-3 Benchmarks for Christian Values and Principles

The Grade Benchmark is coded as CCVE-G1.S2.B1; meaning Citizenship
and Christian Values Education-Grade 1. Strand 2. Benchmark 1 etc.

At the end of each grade, students can and will be able to;

Code Grade 1
Recognise and identify in different situations positive behaviours of Christian Living
CCVE-G1.S2.B1 and practices in the Holy Scriptures.

Recognise and identify in different situations, positive behaviours of Christian Living

CCVE-G1.S2.B2 and describe ways to live them in the neighbourhood.

CCVE-G1.S2.B3 Identify and describe practical situations that demonstrates a positive behavior.
Identify a personal experience that required the need to show the moral values of
CCVE-G1.S2.B4 love and respect.

Code Grade 2
Develop an understanding of why Christian Values are important and explain what
CCVE-G2.S2.B1 they are.

Understand that Christian living and practices of values and good conducts are
CCVE-G2.S2.B2 personal attitudes.

Demonstrate how Christian values can be shown in good conducts and personal
CCVE-G2.S2.B3 attitudes.

Identify ways Christian Values support and promote peaceful and harmonious living
CCVE-G2.S2.B4 in a community.

Code Grade 3
Recognize the basic Christian virtues of living and relate to them regularly in
CCVE-G3.S2.B1 various life situations in a community.

Identify practices in the Holy Scriptures that describe attitudes about caring for the
CCVE-G3.S2.B2 environment.

Identify and describe practical situations that require applications of kindness and
CCVE-G3.S2.B3 consideration for one another.

Identify a personal experience that required the need to show the moral values of
CCVE-G3.S2.B4 love patience and responsibility.

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Primary Grades 1, 2 & 3

Strand 3: Citizenship and Society

The Strand Benchmark is coded as CCVE-S3.B1; meaning Citizenship
and Christian Values Education-Strand 1. Benchmark 1 etc.

By the end of Grade 12, students can and will be able to;

Code Benchmark
Demonstrate ways that Papua New Guinea citizens can effectively participate in their
CCVE-S3.B1
society and governance to promote good citizenship.
Recognize and demonstrate an understanding of respect for commonalities and
CCVE-S3.B2
differences that contribute to harmony within a democratic society.
Demonstrate an understanding of why citizens choose to engage in civic life and
CCVE-S3.B3
decision making.
Identify opportunities for student participation in different context and their potentials
CCVE-S3.B4
in positively influencing civic participation
Engage in the decision-making processes that facilitate their participation in the
CCVE-S3.B5
society.
Having an awareness of self–held beliefs and values, and how these are informed,
CCVE-S3.B6
challenged and altered by interactions with others and be good citizens in their society.

Unit Benchmarks for Citizenship and Society

The Unit Benchmark is coded as CCVE-S3.U1.B1; meaning Citizenship
and Christian Values Education-Strand 3. Unit 1. Benchmark 1 etc.

After learning through this units the students can and will be able to;

Code Unit 1: Citizens and Citizenship

Identify the rights and responsibilities of citizens in Papua New Guinea’s
CCVE-S3.U1.B1
democracy.
CCVE-S3.U1.B1 Take responsibility for their self-independent learning environment.

CCVE-S3.U1.B1 Identify opportunities for student participation in different contexts.

Identify their potentials in promoting accountability when they participate in
CCVE-S3.U1.B1 different contexts.

Code Unit 2: Active Citizenship and Civic Participation

Recognize that citizens require certain skills and experiences to participate

CCVE-S3.U2.B1 effectively in democratic decision making.

CCVE-S3.U2.B1 Understand why citizens choose to engage in civic life and decision making.
Engage students in the decision-making processes that facilitate their participation
CCVE-S3.U2.B1 in the classroom.

Having an awareness of self–held beliefs and values, and how these are informed,
CCVE-S3.U2.B1 challenged and altered by interactions with others.

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 Citizenship & Christian Values Education Syllabus

Grades 1-3 Benchmarks for Citizenship and Society

The Grade Benchmark is coded as CCVE-G1.S3.B1; meaning
Citizenship and Christian Values Education-Grade 1. Strand 3.
Benchmark 1 etc.

At the end of each grade, students can and will be able to;

Code Grade 1

Recognize that the child is born from father and mother and have a right to have
CCVE-G1.S3.B1 basic needs.

CCVE-G1.S3.B2 Understand that respect is a necessity to maintain healthy relationships.

Understand that listening and respecting others views encourages working
CCVE-G1.S3.B3 together to get work done.

CCVE-G1.S3.B4 Demonstrate their potential to be able to listen to instructions.

Code Grade 2

Demonstrate an understanding that when they are born into a particular community
CCVE-G2.S3.B1 they automatically become a native member or citizen of that particular community.

Recognizes and explain that living in a community and participating in the

CCVE-G2.S3.B2 community activity is a way of demonstrating their citizenship.

Participate in different activities demonstrate their good citizenship knowledge and

CCVE-G2.S3.B3
skills.
CCVE-G2.S3.B4 Demonstrate good citizenship skills to persons in authority or elderly persons.

Code Grade 3

Recognize that going to school is one of the basic rights for children in terms of
CCVE-G3.S3.B1 education.

Demonstrate that they have a responsibility to respect and protect the rights of
CCVE-G3.S3.B2 others who may have limitations due to the physical, social, emotional or mental
disabilities.

Explain and apply good citizenship knowledge and skills voluntarily in the home,
CCVE-G3.S3.B3 class, school and community.

CCVE-G3.S3.B4 Demonstrate their potential to use common sense in given situations.

33
Primary Grades 1, 2 & 3

Strand 4: Governance and Leadership

The Strand Benchmark is coded as CCVE-S4.B1; meaning Citizenship
and Christian Values Education-Strand 4. Benchmark 1 etc.

By the end of Grade 12, students can and will be able to;

Code Benchmark

Demonstrate an understanding of the knowledge of good governance and leadership

CCVE-S4.B1 of people and resources in the environment in different groups and places.

Demonstrate an understanding of good governance and leadership to promote

CCVE-S4.B2 increased transparency and accountability of the processes and resources.

Apply good governance and leadership knowledge and skills in their homes,
CCVE-S4.B3 communities, societies, workplaces and in the use of resources in their environments.

CCVE-S4.B4 Demonstrate good leadership qualities in their relationships with other people.
Demonstrate and understanding of good governance and leadership in their real world
CCVE-S4.B5 as future leaders and decision makers.

Demonstrate an understanding of good governance and leadership in promoting the

protection of PNG’s unique resources such as Forests and biodiversity; Tuna and
CCVE-S4.B6 marine resources; Fresh water reserves; the Rich cultural and eco-tourism offered by
the authentic rural communities of the country; and Rich mineral deposits.

Unit Benchmarks for Governance and Leadership

The Unit Benchmark is coded as CCVE-S4.U1.B1; meaning Citizenship
and Christian Values Education-Strand 4. Unit 1. Benchmark 1 etc.

After learning through this units the students can and will be able to;

Code Unit 1: Good Governance

CCVE-S4.U1.B1 Develop an understanding of concepts of laws and rules

Develop and understanding of the consequences of breaking or violating laws and
CCVE-S4.U1.B2
rules and the measures that are administered to minimize and reduce.
Develop an understanding of concept of power, government, and decision making
CCVE-S4.U1.B3
processes.
CCVE-S4.U1.B4 Demonstrate an understanding of freedom and corporative decision making.

Code Unit 2: Leadership

CCVE-S4.U2.B1 Develop an understanding of Leadership and leadership qualities.

CCVE-S4.U2.B1 Develop an understanding of the consequences of bad leadership qualities.
CCVE-S4.U2.B1 Develop an understanding of leadership structures in different contexts.
Demonstrate good leadership roles that fight corruption and promote transparency
CCVE-S4.U2.B1
and accountability in different contexts.

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 Citizenship & Christian Values Education Syllabus

Grades 1-3 Benchmarks for Governance and Leadership

The Grade Benchmark is coded as G1.S4.B1; meaning Citizenship and
Christian Values Education-Grade 1. Strand 4. Benchmark 1 etc.

At the end of each grade, students can and will be able to;

Code Grade 1

Develop an understanding of how the principles of good governance is applied in

CCVE-G1. S4.B1 governing of people and the environment.

CCVE-G1. S4.B2 Develop an understanding of rule of law for different in different places.

CCVE-G1. S4.B3 Develop understanding of leaders in different places.

Develop an understanding of good manners and correct approaches with different
CCVE-G1. S4.B4 people in different places.

Code Grade 2

Demonstrate an understanding of principles of good governance of people and the

CCVE-G2. S4.B1 environment.

CCVE-G2. S4.B2 Demonstrate an understanding of the consequences of breaking rules.

CCVE-G2. S4.B3 Demonstrate an understanding of good leadership qualities.

CCVE-G2. S4.B4 Demonstrate an understanding of communication skills.

Code Grade 3

CCVE-G3. S4.B1 Apply principles of good governance in given situations in the community.

CCVE-G3. S4.B2 Assess whether rules used in different places are fair or not.

CCVE-G3. S4.B3 Apply the qualities of good leadership in the community.

CCVE-G3. S4.B4 Apply communication skills in given situations in the community.

35
Primary Grades 1, 2 & 3

Content Overview
The CCVE contains four strands. The subject takes into account the
extent to which students will develop the capacity to process the content
of the four strands and reach conclusions that are broader than any single
piece of knowledge.

Students will understand better the complex sets of factors that are
influencing civic actions in their societies if they are equipped with the
necessary knowledge, attitudes and skills they need as active citizens.
The content is organized according to the identified and nominated
strands for the CCVE curriculum content from Preparatory to Grade 12.

Strand 1: Civic Identities, Principles and Systems

The strand Civic Identities Principles and Systems consists of the
contents that describes the different identities and explores the meaning
of civic systems and civic principles. It explains the purposes of these
institutions and identifies the responsibilities of citizens to these
institutions while at the same time, stresses the importance of these
institutions in any state or country.

Unit 1: Civic Identities

Civic Identity includes concepts that focus on the individual civic roles
and perceptions of these roles. It is based on assumptions that individual
both influence and are influenced by the relationships they have with
family, peers and communities. The civic identities consist of concepts of:

1. National identity
2. Symbols identity
3. Civic self-image
4. Civic connectedness

1. National Identity

The concepts of National and Individual Identity are important

characteristics that identify people as Papua New Guineans. These set of
characteristics are essential to the individual and the nation as individuals
recognize themselves as belonging uniquely to him or her, the community,
nation, the region and the world. These characteristics constitute values
and ethics of citizenship.

2. Symbols Identity

Symbols of national identity focus on those symbols that are used to

express Papua New Guinea National Identity. These symbols are unique
to Papua New Guinea and important as they promote National Identity,
unique cultural and natural diversity.

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 Citizenship & Christian Values Education Syllabus

3. Civic Self-image

Civic self-image refers to individual’s experience of their place in each of

their civic communities. It forces on the individual’s civic and citizenship
values and roles, the individual’s understanding of and attitudes towards
these values and roles and how the individual’s manage these values and
roles whether they are in harmony or in conflict within the individual.

4. Civic Connectedness

Civic connectedness refers to the individual’s sense of connection to their

different civic communities and to the different civic roles the individual
plays within each community. It includes the individual’s beliefs about
levels of diversity, tolerance of civic ideas and actions within and across
their communities. These also include the individual’s recognition and
understanding of the effects of the range of civic and citizenship values
and belief systems of their different communities as members of those
communities.

Unit 2: Civic Principles

Civic principles focus on the shared ethical foundation of civic society and
on nurturing citizens with good morals and values. The basic principles &
values is centred on the values for moral living while the participation of
individual and group is supported, promoted and protected by concepts
of civic principles. Students need to be equipped with social emotional
competencies to be able to live out of their values in effective manner.

Unit 3: Civic Systems - State and Civil Institutions

This unit of Civic Systems focuses on the state and Civil institutions. It
focuses on institutions that are central to the processes and enacting of
civic governance and legislation in the common interest of the people
they represent and serve. It also focuses institutions that can mediate
citizen’s contact with their state institutions and allow citizens to actively
pursue many of their roles and responsibilities in their societies.

Strand 2: Christian Values and Principles

The study of the strand Christian Values and Principles focuses on
developing in student’s Christian values and principles which are derived
from the Bible-Holy Scriptures. The content of learning is developed from
two broad concepts, Christian values and practices and Christian
institutions and principles. It aims to develop positive attitudes and
behaviour in them and contribute justly to transform their communities at
all levels. The eight core Christian values taught here are, Grace, Hope,
Faith, Love, Justice, Joy, Service, and Peace. These strengthen the
Christian faith and enforce character building, behaviour and attitudes
thus living and practising them as a Christian, or non-Christian citizen.
These values are also known as natural values. A child is born with these
values, grows (body, soul and spirit) and practices them in context, first to
him/her, family and others, in adulthood. The value of values produce the

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Primary Grades 1, 2 & 3

virtues respect, honour honesty, compassion, responsibility and courage

integrity, accountability, self-discipline, humility, wisdom, reliability. These
virtues help all do well, identify right from wrong, true and just to satisfy
life’s desires, practices, disciplines and norms in context. For example:
upholding the origins of the Holy Scriptures and not replacing the inspired
words of Elohim - God with man’s understanding - Yeshuah (Jesus) was
all values and virtues Himself from Spirit to Man.

Christian principles originate from Christian ethics which guide and inform
all of the morals and conducts, laws, statutes and precepts given in the
Bible. The laws -Ten Commandments each has a principle embedded in
it, based on Christian ethics, morals and conducts and discipline which all
must practice throughout life. The Bible principles form the basis of
Christian discipline in all. The Bible institutionalise Godly principles as
they are focused on Elohim God himself in the book of Genesis,
marriage-(Adam and Eve) family relationships - homes, churches and
mission education institutions today. The Ten Commandments is the
mother law – the heavenly constitution which all laws in the world today
are derived from therefore should form the set of principles in the homes,
communities, schools up to the highest office in a sovereign nation.

Students acquire deep knowledge, with understanding of and articulate

that Christian values and principles contribute to individuals clarifying and
making informed decisions, relating to the needs, perceived rights and
how much of it for self and others. They help develop, knowledge, skills
and attitudes including behaviours that will inform and empower them to
practice and use the values as guide. Also recognise that Christian
values and principles are of God, are simple, good for all and therefore
can influence and judge conduct and character, wisdom and
understanding, behaviour and action, inspire and encourage positive
living anywhere in the nation.

Elaborations of the two key concepts Christian Values and Christian

principles draw out the teachable topics, Christian living and the bible,
basic Christian values and practices and Christian identity and character,
Christian institutions, Christian conducts, ethics and morals and Christian
laws, statutes and precepts. These are expanded from Prep to Grade 12.

The source of this learning content is the Holy Bible - five books of Moshe
(Moses) and books of the prophets in the Old Testament, along with the
four gospels in the New Testament summed up in the book of Revelation
written by the apostle John, the Revelator and the early apostles or
disciples of Yeshua - Jesus in the latter days.

Unit 1: Biblical Values and Practices

Biblical Values and Practices intend to inform and equip students with
understanding of and interpretations of natural values and virtues in living
the lifestyle portrayed in the Holy Scriptures and the gospels, to share
with one another. Articulating the Christian virtues and values will enable
them to confidently make decisions on specific issues that affect them as
individuals, being members of family, youth groups and people groups in

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 Citizenship & Christian Values Education Syllabus

the community of believers. Understanding and living the Christian values

begins from the inner being of a person and innate practice are secondary
in life. (Exodus chapter 17, Deuteronomy chapter 6).

As practitioners of the biblical values an individual is entitled to know

what his or her heritage is. That is to take ownership of the Bible, and
know its origins - the roots from whom and where the first Christian
faith began, how this faith influenced great men and women to spread
throughout the entire world. It is only proper that as believers we must
uphold the biblical teachings and faith through the man who saved us by
His Grace - Yeshua the Messiah (Jesus Christ) who above all is our
inheritance.

The holy living in the Holy Scriptures go back to the days of Abraham,
Isaac, Jacob, Joseph, Moses and Joshua, Yeshuah (Jesus) and the first
Christians whom Elohim - God used to spread his gospel out from Mount
Zion, Israel the Holy Land. Therefore, Elohim God Himself makes sure that
holy living as a lifestyle is to be lived on earth.

Unit 2: Christian Institutions and Principles

The content in this unit addresses the concepts of various Christian
institutions, the basic principles and laws and their effect on the conducts
of believers that are part and partial of the Christian community
establishments. The basic ethics and moral living inscribed in the Holy
Scriptures of the Living Word are inspired. It takes an individual student
to, within, his or her inner being to live a trouble free life under the most
basic instructions of living the Ten Commandments.
(Exodus 20:1:17, 2 Timothy 3:16-17, Deuteronomy 28:1-3).

Holy living is the highest form of discipline one can reach. As believers,
individuals need to take their positions and boldly demonstrate the
biblical disciplines described in the Holy Scriptures. The Ten
Commandments constitutes the first four as honouring Elohim God and
the next six are for all mankind to observe and discipline themselves as
respectful, God fearing persons living by the statutes and precepts of
the Bible and the constitution of our sovereign nation. The practice must
extend into Christian educational institutions to not only teach Godly
disciplines but live it in the communities, be it believers or nonbelievers
respectively.

Strand 3: Citizenship and Society

This strand focuses on citizenship participation and civic relationships
between individuals and groups of citizens and their societies. The
successful realization of each person depends on the level of citizen
participation and ownership of their citizenship. The strand is focused in
educating persons with the knowledge and understanding of as well as
beliefs about citizens and the groups they belong to, their Roles, Rights
and responsibilities within their civic society, and the opportunities and
abilities to engage in their civic society.

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Primary Grades 1, 2 & 3

An educated citizen can make the necessary contributions that are

needed for development and have wider opportunities and more life
options to choose from. The strand is focused on increasing citizen
participation in the development of all the financial, land and other
resources that are available and accessible to them. The learning contexts
are centred on the family and community units as the agents for instilling
good ethics and values to improve the character of our students to be
good citizens. The learning activities in the strand encourage students to
be able to develop positive mind-sets and become purpose-driven,
motivated and contribute positively to their families, communities,
societies, the nation and the global community.

Unit 1: Citizens and Citizenship

This unit focuses on the civic relationship between individuals and groups
of citizens and their society. It emphasizes on roles, rights and
responsibilities of individuals and the relationships between individuals
and groups in society. This unit further emphasizes on their abilities to
recognize that Papua New Guinea is a pluralist society with citizens of
diverse ethnic origins and cultural back grounds. It also enhances
characteristics of good citizens and elaborates on types of citizenships
available and how to gain citizenship in a foreign country.

Being a citizen of a country means you have the rights to what the
government spends taxes on. Being a citizen means that you have to
obey laws of a country. Being a citizen is like being a member of a
country. Being a citizen of PNG means that humans or people have rights
to certain things such as life, safety, food, water and many others. But
people, also have responsibilities to each other. Human rights are only
protected because we are responsible to, and respect each other as
humans.

Unit 2: Active Citizenship and Civic Participation

This unit emphasizes on responsibilities and abilities of individuals and
groups in the society. Students demonstrate active citizenship qualities
through positive relationships through community participation in decision
making, problem solving and participation in rehabilitation projects and
service delivery in the society. Thus instil in students positive attitudes
and values that change their mind-set and enable them to be effective
and responsible citizens in their families, communities and society.

Strand 4: Governance and Leadership

This strand underpins the core units on good Governance and leadership
in service delivery. It promotes the principles of good governance, rule of
law, good leadership and effective communication for students learning.
It sets out the sub topics or teachable concepts in promoting integrity,
accountability, transparency, participation, responsiveness, effective and
efficient performance in this strand. It outlines the scope of good
governance and leadership by providing relevant phases, context and
benchmarks from Prep. to Grade 12.

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 Citizenship & Christian Values Education Syllabus

This strand will promote and develop affective and cognitive domains of
students to learn and practice good governance and positive
leadership qualities in their lifelong living. The benchmarks for the strand
set the standards of achievement of good governance and leadership
concepts learnt from Prep. to Grade 12.

Unit 1: Good Governance:

The unit focuses on responsibilities, practices, policies, and procedures
exercised by an institution to provide strategic direction to ensure
objectives are achieved and resources are used responsibly and with
accountability. Good governance practices support schools by helping
them manage their resources so they can deliver quality education.

Unit 2: Leadership
The unit focuses on leadership skills and qualities that will help students
build the confidence and empower students to be good leaders. The unit
will include leadership tools, behaviours, and capabilities that a person
needs in order to be successful at motivating and directing others. It will
help students learn how to be the leader in themselves. The unit will
assist the students discover their ability to help people grow in their own
abilities to be the most successful leaders that drive others to achieve
their own successes. Learning about leadership in this unit helps students
to be leaders who make good choices, leaders who plan, leaders who
get along with others, and leaders who use their talents and strengths to
solve problems.

41
Primary Grades 1, 2 & 3

Content Outline

Strands &
Grade 1 Grade 2 Grade 3
Units

Civic Identities, Civic Identities, Civic Identities,

Strand 1
Principles and Systems Principles and Systems Principles and Systems

1. Civic Identities 1. Civic identities 1. Civic identities

2. Civic Principles 2. Civic principles 2. Civic principles
Units
3. Civic systems - state 3. Civic systems - state 3. Civic systems - state
and civil institutions and civil institutions and civil institutions

Christian Values and Christian Values and Christian Values and

Strand 2
Principles Principles Principles

1. Christian values and 1. Christian values and 1. Christian values and

practices practices practices
Units
2. Christian institutions 2. Christian institutions 2. Christian institutions
and principles and principles and principles

Strand 3 Citizenship and Society Citizenship and Society Citizenship and Society

1. Citizens and 1. Citizens and 1. Citizens and

citizenship citizenship citizenship
Units
2. Active citizenship and 2. Active citizenship and 2. Active citizenship and
Civic participation Civic participation Civic participation

Governance and Governance and Governance and

Strand 4
Leadership Leadership Leadership

1. Good governance 1. Good governance 1. Good governance

Units
2. Leadership 2. Leadership 2. Leadership

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 Citizenship & Christian Values Education Syllabus

Content Standards
The Content Standards describe what all students should will be able to
do, can do and will be after learning in the CCVE. The statements
comprises of a set of facts, concepts and ideas that are important for
students to attain. A code has been applied to each content standard as
a classification system to facilitate simplicity and reference.

Strand 1: Civic Identities, Principles and Systems

Each Content Standard is coded with four digits such as 1.1.1.1 this
refers to the Content Standard from
Grade 1. Strand 1. Unit 1. Content standard 1

Grade 1 Grade 2 Grade 3

Unit 1: Civic Identities

1.1.1.1 Recognise the importance 2.1.1.1 Recognise the importance 3.1.1.1 Develop an
of having an identity based on their of having an identity and being understanding of how their identity
family name, home or place of connected to a family, community can be an advantage in
origin. or society. establishing communication and
relations.

1.1.1.2 Develop the understanding 2.1.1.2 Develop an understanding 3.1.1.2 Recognise similarities and
of how their family and Extended of how their identities affect their differences in their symbols of
Family shape their identities, beliefs self-image. identities compared to those of
and value systems. others.

Unit 2: Civic Principles

1.1.2.1 Recognise and 2.1.2.1 Develop the understanding 3.1.2.1 Develop the
appreciate the National hero of of benefits of social influences and understanding of how to manage
Papua New Guinea and their the negative influences they have themselves to handle social
contribution towards the country. on their lives in the community. problem in their community.

1.1.2.2 Know how the values of 2.1.2.2 Know the benefits of social 3.1.2.2 Know how to manage
Responsibility and harmony can be influences and the impacts they themselves to handle social
applied or performed in their daily have on their lives in the problem in their community.
life, their homes, schools and community.
communities.

Unit 3: Civic Systems - State and Civil Institutions

1.1.3.1 Develop the understanding 2.1.3.1 Understand the benefits of 3.1.3.1 Identify and understand the
of how state and civil institution state and civil institutions found different types of state institutions
work by visiting such institutions in their community and those not and their Functions in the district.
as a school, health centre or police found in their community.
station in their community.

1.1.3.2 Develop the understanding 2.1.3.2 Develop an understanding 3.1.3.2 Develop an

of the importance of having state of their responsibility to care for understanding of good citizenship
and civil institutions in their state and civil institutions. behaviour towards state and civil
communities. institutions.

43
Primary Grades 1, 2 & 3

Strand 2: Christian Values and Principles

Each Content Standard is coded with four digits such as 1.2.1.1 this
refers to Content Standard from
Grade 1. Strand 2. Unit 1. Content standard 1

Grade 1 Grade 2 Grade 3

Unit 1: Christian Values and Practices

1.2.1.1 Understand the 2.2.1.1 Understand that an 3.2.1.1 Explore the Christian and
fundamental values that an individual is fearfully and Godly virtues and recognise the
individual is born with and express wonderfully made, in the likeness outworking of these virtues in their
these in their lives and with others. of God to fulfil His plans and lives.
purposes.

1.2.1.2 Discover and understand 2.2.1.2 Recognise and interpret 3.2.1.2 Based on prior learning of
the values of self-acceptance, love God’s plan for their lives to develop the virtues in their lives, apply and
for God and others, also express good discipline and commitment demonstrate these in their lives and
in prayer, worship and fellowship in to various responsibilities first to others.
church. themselves then to others.

Unit 2: Christian Institutions and Principles

1.2.2.1 Relate the value of 2.2.2.1 Recognise the different 3.2.2.1 Discover that man was born
institutions which distinctively aim roles and responsibilities of a in sin and must be born again in
to lay out the foundations for the families and church education Christ (a new creation) and develop
Christian values that build schools undertake to enforce good and acceptable conduct in
character and uphold Christian Christian disciplines when and the family, church and community.
principles in daily interactions. wherever appropriate.

1.2.2.2 Understand that man is 2.2.2.2 Discover the good and 3.2.2.2 Understand and discover
a created being in the likeness acceptable behaviours that are the Christian ethics and morals
of Elohim-God and mandated to found in the ten commandments within marriage, church and other
live by the precepts in the holy for a Christian living. relationships between man and
scriptures as accorded. God, and friends in
school.

44
 Citizenship & Christian Values Education Syllabus

Strand 3: Citizenship and Society

Each Content Standard is coded with four digits such as 1.3.1.1 this
refers to the Content Standard from
Grade 1. Strand 3. Unit 1. Content standard 1

Grade 1 Grade 2 Grade 3

Unit 1: Citizens and Citizenship

1.3.1.1 Recognize and describe 2.3.1.1 Demonstrate an 3.3.1.1 Explore and understand the
characteristics of a good citizen, understanding of the basic, rights and responsibilities
and the roles and responsibilities characteristics of a good citizen of individuals that promote good
that promote good citizenship. and the roles, and responsibilities citizenship in the community.
that promote good citizenship.

1.3.1.2 Recognize and embrace 2.3.1.2 Identify and utilize abilities 3.3.1.2 Explore and identify various
talents and abilities that can be and talents of individuals as good abilities and potentials which they
used to promote good citizenship. citizens in their school. can use to exercise good
citizenship in their community.

Unit 2: Active Citizenship and Civic Participation

1.3.2.1 Identify and describe 2.3.2.1 Identify and describe ways 3.3.2.1 Demonstrate the ability to
various opportunities which require in which responsible citizens of use decision making skills to
students’ participation in decision a school can work together to enhance the individual and group
making to address issues. resolve problems. to be good citizens.

1.3.2.2 Recognize the importance 2.3.2.2 Identify various actions and 3.3.2.2 Identify various actions and
of active involvement in situations which require them to situations which promote positive
community activities that promote actively participate in to enhance behavior for individuals.
good citizenship. good relationship within the school.

45
Primary Grades 1, 2 & 3

Strand 4: Governance and Leadership

Each Content Standard is coded with four digits such as 1.4.1.1 this
refers to Content Standard from
Grade 1. Strand 4. Unit 1. Content standard 1

Grade 1 Grade 2 Grade 3

Unit 1: Good Governance

1.4.1.1 Develop and display the 2.4.1.1 Demonstrate and 3.4.1.1 Demonstrate and value the
understanding of being honest and appreciate the principles of principles of being honest, being
being responsible when governing being honest, being responsible responsible, being answerable and
people and the environment. and being answerable when being accountable when governing
governing people and the people and the environment.
environment.

1.4.1.2 Develop an understanding 2.4.1.2 Develop the understanding 3.4.1.2 Explore fairness of rules,
that there are rules and of positive attitudes in enforcing its importance for people and how
punishments for different groups of rules and apply discipline to rule it applies to rule offenders in the
people indifferent places. offenders’ in different places. community.

Unit 2: Leadership
1.4.2.1 Develop an 2.4.2.1 Develop an 3.4.2.1 Develop an understanding
understanding that leaders of understanding of leadership quali- of role models and their influence
different groups have different ties and the challenges on individuals in the community.
qualities, roles and responsibilities, experienced in different groups.
reasons and challenges and are
monitored in their local
communities.

1.4.2.2 Discover good manners 2.4.2.2 Develop a basic 3.4.2.2 Develop the
and practice them appropriately understanding of the skill of understanding of speaking carefully
when communicating with different listening carefully. and the importance when
people in the community. communicating with different
people.

46
 Citizenship & Christian Values Education Syllabus

Content Expansion
Grade 1

Strand 1: Civic Identities, Principles and Systems

Unit 1: Civic Identities

By the end of Grade 1 all students can and be able to;

Content 1.1.1.1 Recognise the importance of having an identity based on their family name,
Standard home or place of origin.

Performance a) Describe various aspects of things that identify themselves as unique individual.
Standards b) Describe certain things that identifies them as part of group.

Assessment 1. List things that makes you who you are.

Task

Content 1.1.1.2 Develop the understanding of how their family and extended family shape
Standard their identities, beliefs and value systems.

Performance a) Describe activities that everyone in the family love and do together as a family.
Standards b) Identify and describe activities that they need to do with the help of their extended family.

Assessment 1. List examples of problems that may occur during the family gathering and their solutions.
Task

Unit 2: Civic Principles

Content 1.1.2.1 Recognise and appreciate the National hero of Papua New Guinea and their
Standard contribution towards the country.

Performance a) Identify the two National heroes and discuss the reasons of why they are famous.
Standards b) Discuss and describe the importance of setting personal goals or dreams in life.

Assessment 1. Prepare a short verbal presentation of their dream of being a National Hero.
Task

Content 1.1.2.2 Know how the values of Responsibility and harmony can be applied or
Standard performed in their daily life, their homes, schools and communities.

Performance a) Discuss and identify the good things they do to others as a result of showing
Standards responsibility and harmony in the home and at school.
b) List things that will prevent them from taking responsibility and working in harmony at
home and in the school.

Assessment 1. Use a checklist to compile student’s verbal report on showing responsibility and harmony
at home and at school.
Task

47
Primary Grades 1, 2 & 3

Unit 3: Civic Systems - State and Civil Institutions

Content 1.1.3.1 Develop the understanding of how a state and civil institution works by
Standard visiting a state institution such as a school, health centre or police station in their
community.

Performance a) Describe the work of these institutions and identify the services they provide in the
Standards community.
b) Identify Civil institutions and their roles and responsibilities in the community.

Assessment 1. Role play on the services these institutions provide in the community.
Task

Content 1.1.3.2 Develop the understanding of the importance of having state and civil
Standard institutions in their communities.

Performance a) Identify and describe the importance of state institutions.

Standards b) Identify and describe the importance of civil institutions.

Assessment 1. Name a state institution in the community and describe one function that can help you as
an individual.
Tasks

Strand 2: Christian Values and Principles

Unit 1: Christian Values and Practices

By the end of Grade 1 all students can and be able to;

Content 1.2.1.1 Understand the fundamental values that an individual is born with and
Standard express these in their lives and with others.

Performance a) Identify fundamental values that an individual is born with.

Standards b) Practice the values and demonstrate in their lives and others.

Assessment 1. Demonstrate the love of God to your class mate.

Tasks 2. Answer such questions as;
- What will you do, when you see an old person carrying heavy load?
- What will you do, when others make fun of disabled persons?

Content 1.2.1.2 Discover and understand the values of self-acceptance, love for God and
Standard others and also express in prayer, worship and fellowship in church.

Performance a) Show self–acceptance through appreciation and respect for who and what they are.
Standards b) Appreciate God’s love for you in prayer, worship and fellowship.
c) Show love and respect through sharing, caring and giving to others.

Assessment 1. Perform various role plays of situations on self–acceptance.

Tasks 2. Demonstrate citing prayer, scriptures and grace for meal, etc.

48
 Citizenship & Christian Values Education Syllabus

Unit 2: Christian Institutions and Principles

Content 1.2.2.1 Relate to works of institutions which distinctively aim to lay out the
Standard foundations to practice Christian values that build character and uphold Christian
principles in daily interactions.

Performance a) Explain the value of Christian laws and statutes in family, church and community
Standards b) Discuss and discover why believers are called ‘Christians’.
c) Relate the value that developed Christians as they lived after Christ went back to heaven.

Assessment 1. Find certain scriptures in the Bible within a given time.

Task

Content 1.2.2.2 Understand that man is a created being in the likeness of Elohim - God and
Standard mandated to live by the laws and precepts in the holy scriptures as accorded.

Performance a) Relate the ten commandments and understand the value of honour and respect in
Standards knowing that there is no other God but God alone.
b) Demonstrate that God created man in his image and likeness and develop resect
(reverence) for God.
c) Discover that respect is learnt in the family by relating the roles of the father and mother
and children in a family.
d) Recognize that man as created by God to live by the ten commandments and the holy
teachings in Godly behavior to live a life acceptable to God and others.

Assessment 1. Using a role play display what actions show respect and disrespect in the family.
Task

Strand 3: Citizenship and Society

Unit 1: Citizens and Citizenship

Content 1.3.1.1 Recognize and describe characteristics of a good citizen, and the roles and
Standard responsibilities that promote good citizenship.

Performance a) Identify and describe the characteristics of a citizen and the different groups they belong
to.
Standards
b) Identify and describe specific roles and responsibilities that students and teachers can
perform in the family.

Assessment 1. Illustrate features that describe good citizen.

Tasks 2. List the roles and responsibilities of a teacher and a student in the classroom as good
citizen.

Content 1.3.1.2 Recognize and embrace talents and abilities that can be used to promote
Standard good citizenship.

Performance a) Recognize and describe qualities of good citizenship in school.

Standards b) Identify various situations in which individual talents and abilities can be utilized to
promote good citizenship in the school.

Assessment 1. Display individual talents and abilities through a talent show to promote good citizenship.
Tasks

49
Primary Grades 1, 2 & 3

Unit 2: Active Citizenship and Civic Participation

Content 1.3.2.1 Identify and describe various opportunities which require students’
Standard participation in decision making to address issues.

Performance a) Recognize common issues and situations in an attempt to make good decisions to
Standards correct the problem.
b) Identify and list the reasons that prevent individuals from being involved in decision
making.

Assessment 1. Show illustrations of good practices to address common issues.

Tasks

Content 1.3.2.2 Recognize the importance of active involvement in community activities that
Standard promote good citizenship.

Performance a) Recognize and describe various situations and issues where positive actions can be
taken by individuals to promote good personal relationships.
Standards
b) Identify and apply possible actions to correct common issues to enhance good
citizenship.

Assessment 1. Describe situations or issues and suggest possible actions taken to solve them.
Tasks

Strand 4: Governance and Leadership

Unit 1: Good Governance

By the end of Grade 1 all students can and be able to;

Content 1.4.1.1 Develop and display the understanding of being honest and being responsible
Standard when governing people and environment.

Performance a) Engage in activities to discover the qualities of being honest and being responsible.
Standards b) Show how to be honest and being responsible when governing people and the
environment.

Assessment 1. Identify situations and characters of being honest and being responsible based on stories
given by teacher.
Task

Content 1.4.1.2 Develop an understanding that there are rules and punishments for different
Standard groups of people in different places.

Performance a) Discuss rules, their purposes and their application in different patterns.
Standards

Assessment 1. Write a classroom rule.

Task

50
 Citizenship & Christian Values Education Syllabus

Unit 2: Leadership

Content 1.4.2.1 Develop and understanding that leaders of different groups have qualities,
Standard roles and responsibilities, reasons and challenges and are monitored in their local
communities.

Performance a) Engage in activities to discover qualities of leaders and identify leaders of different
groups, their reasons and challenges in their local community.
Standards
b) Discover the meaning of roles and responsibilities, its importance and describe how
leaders of different groups are monitored in their local community.

Assessment 1. Name a leader in the community and state his or her role and responsibility in that place.
Task

Content 1.4.2.2 Discover good manners and practice them when communicating with
Standard different people.

Performance a) Identify good manners when communicating with different people.

Standards b) Show good manners when communicating with different people.

Assessment 1. Act out good manners when communicating with different people.
Task

51
Primary Grades 1, 2 & 3

Grade 2

Strand 1: Civic Identities, Principles and Systems

Unit 1: Civic Identities

Content 2.1.1.1 Recognise the importance of having an identity and being connected to a
Standard family, community or society.

Performance a) Describe how it feels to feel connected to certain group of people e.g. family, community
or society.
Standards
b) Identify and describe situations that can make it difficult to feel connected to a certain
group of people.

Assessment 1. Identify and describe activities that enables one to feel part of a group.
Task

Content 2.1.1.2 Develop an understanding of how their identities affect their self-image.
Standard

Performance a) Describe certain qualities that contribute to their positive self-image.

Standards b) Identify qualities that they admire in their parents that are important for positive
self-image.

Assessment 1. Identify and describe a situation that they encouraged a friend feel good about
Task themselves.

Unit 2: Civic Principles

Content 2.1.2.1 Develop the understanding of benefits of social influences and the negative
Standard influences they have on their lives in the community.

Performance a) Discuss and list the good things of social influences and their consequences on one’s life
in the community.
Standards
b) Explore and identify common social problems in the community.

Assessment 1. Students in groups or pairs make a poster about managing themselves when given a
Tasks situation such as fighting, swearing etc.

Content 2.1.2.2 Know the benefits of social influences and the impacts they have on
Standard their lives in the community.

Performance a) Identify and describe social influences that have a positive impact in their life.
Standards b) Identify and describe social influences that have a negative impact in their life.

Assessment 1. Describe a benefit of a social influence in their life.

Task

52
 Citizenship & Christian Values Education Syllabus

Unit 3: Civic Systems - State and Civil Institutions

Content 2.1.3.1 Develop the understanding of how a state and civil institution works by
Standard visiting a state institution such as a school, health centre or police station in their
community.

Performance a) Describe the work of these institutions and identify the services they provide in the
Standards community.
b) Identify Civil institutions and their roles and responsibilities in the community.

Assessment 1. Role play on the services these institutions provide in the community.
Task

Content 2.1.3.2 Develop an understanding of their responsibility to care for state and civil
Standard institutions.

Performance a) Identify and describe ways to care for things that is used by everyone in the family e.g.
eating utensils, furniture.
Standards
b) Identify and describe ways to care for state and civil institutions.

Assessment 1. Choose any state or civil institution and describe how to care for it.
Task

Strand 2: Christian Values and Principles

Unit 1: Christian Values and Practices

By the end of Grade 2 all students can and be able to;

Content 2.2.1.1 Understand that an individual is fearfully and wonderfully made, in the
Standard likeness of God to fulfil His plans and purposes.

Performance a) Use the Bible to find out how God created mankind.
Standards b) Discuss how man was created by God fearfully and wonderfully (Refer to Psalms 139).
c) Identify and discuss the goodness, dignity and discipline of God in their lives.
d) Discuss the responsibilities that God gave to man and His plan for their lives.
(refer to Jeremiah 29:11)

Assessment 1. Talk about the meanings of fearfully and wonderfully made.

Tasks 2. List the values and match them to their meanings e.g. Love – good feelings for someone,
friend etc.

Content 2.2.1.2 Recognise and interpret God’s plan for their lives to develop good discipline
Standard and commitment to various responsibilities first to themselves then to others.

Performance a) Explore the bad values and good values of individuals and match to their attitudes and
behaviours.
Standards
b) Describe the values in their lives and explore God’s plan in their lives.
c) Apply values of discipline and commitment to their lives and others.
d) Discuss the laws that signify the 7th day of creation as a discipline to observe as a day of
rest and worship. (refer to Exodus 20:8-8, Isaiah 58:13-14)

Assessment 1. Talk about bad values that make people to behave in negative ways.
Tasks 2. Talk about the good values that make people behave in good and positive ways.
3. Discuss and name some of their responsibility to/in their life.

53
Primary Grades 1, 2 & 3

Unit 2: Christian Institutions and Principles

Content 2.2.2.1 Recognise the different roles and responsibilities Christian families and
Standard Church education schools undertake to enforce Christian discipline when and
wherever appropriate.

Performance a) Identify the rules in a family that shows respect and love.
Standards b) Identify the roles of church education such as Sabbath school rules for Christian living.
c) Identify the responsibilities of family and church schools.

Assessment 1. Relate the role of a family In showing love and respect.

Task

Content 2.2.2.2 Discover the good and acceptable behaviours that are found in the ten
Standard commandments for a Christian living.

Performance a) Recognise who God is and the value of love, honour and respect.
Standards b) Recite the ten commandments.
c) Relate to the values of love, honour, respect and the conduct of what is good and
acceptable.

Assessment 1. Name the prophets and great men and women of the Bible.
Tasks 2. Match values to the Prophets.

Strand 3: Citizenship and Society

Unit 1: Citizens and Citizenship

By the end of Grade 2 all students can and be able to;

Content 2.3.1.1 Demonstrate an understanding of the characteristics of a good citizen and the
Standard roles, and responsibilities that promote good citizenship.

Performance a) Identify good citizen characteristics in their school setting.

Standards b) Identify and describe specific roles that students perform in the school.

Assessment 1. Identify and list good character traits of a student.

Tasks 2. List the roles and responsibilities of a good student.

Content 2.3.1.2 Identify and utilize abilities and talents of individuals as good citizens in their
Standard school.

Performance a) Understand and describe personal qualities of being good citizens and their relationship
with other members of the school.
Standards
b) Apply individual talents and abilities to help others improve their behavior.

Assessment 1. Identify personal qualities of good citizens and its effects on relationship with others.
Tasks

54
 Citizenship & Christian Values Education Syllabus

Unit 2: Active Citizenship and Civic Participation

Content 2.3.2.1 Identify and describe ways in which responsible citizens of a school can work
Standard together to resolve problems.

Performance a) Describe how problems occur and propose strategies to resolve problems in different
situations at school.
Standards
b) Describe positive ways to help others solve their problems at school.

Assessment 1. Develop strategies to solve problems encountered in the school.

Task

Content 2.3.2.2 Identify various actions and situations which require them to actively
Standard participate in to enhance good relationship within the school.

Performance a) Discuss and identify positive attitudes towards others.

Standards b) Explain ways of establishing good relationship with others in the school.

Assessment 1. Identify and discuss positive attitudes that promotes good relationship.
Task

Strand 4: Governance and Leadership

Unit 1: Good Governance

By the end of Grade 2 all students can and be able to;

Content 2.4.1.1 Demonstrate and appreciate the principles of being honest, being responsible
Standard and being answerable when governing people and the environment.

Performance a) Discover being honest and being responsible and being answerable when governing
Standards people and the environment.
b) Discover and display the attitude of being honest, being responsible and being
answerable to assigned tasks when governing people and the environment.

Assessment 1. Role play being honest and being responsible when governing people and the
Task environment.

Content 2.4.1.2 Develop the understanding of positive attitudes in enforcing rules and apply
Standard discipline to rule offenders’ in different places.

Performance a) Discover and apply the attitude of being obedient to enforce rules in different places.
Standards b) Develop the understanding that rule offenders should be disciplined for breaking rules in
different places.

Assessment 1. State two penalties for breaking classroom and school rules.
Task

55
Primary Grades 1, 2 & 3

Unit 2: Leadership

Content 2.4.2.1 Develop an understanding of leadership qualities and the challenges

Standard experienced in different groups.

Performance a) Identify good leaders, the reasons for having them and the challenges they encounter in
the community.
Standards
b) Describe qualities of good leaders of different groups in the community.

Assessment 1. Name a good leader in the community and list two qualities learnt from these leaders.
Task

Content 2.4.2.2 Develop a basic understanding of the skill of listening carefully.

Standard

Performance a) Learn about the importance of listening carefully.

Standards b) Display listening skills when communicating with different people.

Assessment 1. Listen carefully to a story told by the teacher and answer related questions correctly.
Task

56
 Citizenship & Christian Values Education Syllabus

Grade 3

Strand 1: Civic Identities, Principles and Systems

Unit 1: Civic Identities
By the end of Grade 3 all students can and be able to;

Content 3.1.1.1 Develop an understanding of how their identity can be an advantage in

Standard establishing communication and relations.

Performance a) Describe certain characteristics that make them comfortable to be able to speak to other
people e.g. as a boy they can easily speak to other boys.
Standards
b) Identify how negative thoughts about their identify can prevent them from communicating
easily with others.

Assessment 1. Identify and describe a certain characteristics that make them uncomfortable to speak to
other people e.g. their teacher.
Task

Content 3.1.1.2 Recognise similarities and differences in their symbols of identities compared
Standard to those of others.

Performance a) Identify and describe some of their symbols of identity that are similar to other people.
Standards b) Explore and identify benefits of similar and different symbols of identity.

Assessment 1. Identify a symbol of identity that all students of this particular school share e.g. school
uniform, school pledge, school motto.
Task

Unit 2: Civic Principles

Content 3.1.2.1 Develop the understanding of how to manage themselves to handle social
Standard problem in their community.

Performance a) Discuss and describe simple management skills to handle situations in the family and at
school.
Standards
b) Discuss the importance of these values in relation to management skills to handle
situations in the home and school.

Assessment 1. Students observe a school meeting and list good management skills used in the meeting.
Tasks 2. Make a list of bad management skills observed in the home and discuss how to handle
them positively.

Content 3.1.2.2 Know how to manage themselves to handle social problem in their
Standard community.

Performance a) Describe what happens if we let somebody else take the blame for something we did.
Standards b) Discuss how we can all contribute to make our classroom interesting and safe for our
learning.

Assessment 1. Describe how our friends feel when they come to share problem and we don’t listen to
them.
Task

57
Primary Grades 1, 2 & 3

Unit 3: Civic Systems - State and Civil Institutions

Content 3.1.3.1 Identify and understand the different types of state and civil institutions and
Standard their Functions in the district.

Performance a) Discuss and identify the work of different state or civil institutions such as the Defence
Force, the Navy, the Fire Service, the Correctional Institute Services, hospitals in the
Standard
community and appreciate their work.

Assessment 1. Draw a picture of a state institution they know about and describe its functions and
Task benefits.

Content 3.1.3.2 Develop an understanding of good citizenship behaviour towards State and
Standard civil institutions.

Performance a) Discuss and identify acceptable behaviours towards State and civil institutions.
Standards b) Discuss how these state and civil institutions can benefit people in their district.

Assessment 1. State a common civil institution in the district and describe its functions.
Task 2. Explain possible ways of how to care for state and civil institutions in the district.

Strand 2: Christian Values and Principles

Unit 1: Christian Values and Practices

By the end of Grade 3 all students can and be able to;

Content 3.2.1.1 Explore the Christian Godly virtues and recognise the outworking of these
Standard virtues in their lives.

Performance a) Use the Bible to identify the four Godly virtues and discuss their importance.
Standards b) Understand and describe the four Christian values that will form acceptable behaviours in
a person’s life.
c) Discuss the importance of Godly virtues and say how they help individuals to have faith in
God.

Assessment 1. Write down two Christian values and virtues and talk about them to a friend.
Tasks 2. Describe the virtue that is found in their lives and its importance.

Content 3.2.1.2 Based on prior learning of the virtues in their lives, apply and demonstrate
Standard these in their lives and others.

Performance a) Apply Christian values and Godly virtues in various situations.

Standards b) Show Godly virtues that can produce other values such as kindness, respect, obedience
etc.
c) Show Godly virtues such as modesty, dignity, meekness and humbleness that express
service to others in the community.

Assessment 1. Demonstrate the Godly virtue of obedience in a given situation.

Tasks 2. Name the Godly virtue in when you are serving someone who is need of food.

58
 Citizenship & Christian Values Education Syllabus

Unit 2: Christian Institutions and Principles

Content 3.2.2.1 Discover that man was born in sin and must be born again in Christ and
Standard develop good and acceptable conduct in the family, church and community.

Performance a) Relate creation from the beginning and how God formed man apart from speaking plants,
animals and the stars to come into being (Refer to Genesis 1 and 2).
Standards
b) Discuss and discover why man fell in sin in the Garden of Eden.
c) Express the meaning of born again as a new spiritual being created in Christ.
d) Demonstrate good and acceptable conducts as a new creation in Christ.

Assessment 1. Relate the sphere of days of creation from evening to evening as one day using pictures
(Genesis 1 and 2)
Task

Content 3.2.2.2 Understand and discover the Christian ethics and morals within family,
Standard church and other relationships between man and God, and friends in school.

Performance a) Discover the Christian ethics in the ten commandment in a family, the church and the
community.
Standards
b) Discover the relationship between man and God and the value of such a relationship.

Assessment 1. Relate the story of God and Adam in the Garden of Eden.
Task

Strand 3: Citizenship and Society

Unit 1: Citizens and Citizenship

By the end of Grade 3 all students can and be able to;

Content 3.3.1.1 Explore and understand the basic roles, rights and responsibilities of
Standard individuals that promote good citizenship in the community.

Performance a) Recognize and describe their rights and responsibilities as good citizens in the
Standards community.
b) Apply their rights and responsibilities to promote good citizenship in the community.

Assessment 1. Identify and describe the basic rights and responsibilities of individuals as a students,
teachers and parents.
Tasks

Content 3.3.1.2 Explore and identify various, abilities and potentials which they can use to
Standard exercise good citizenship in their community.

Performance a) Discuss situations in which individuals can participate to demonstrate respect and
Standards acceptable behaviours.
b) Identify and describe how abilities and talents of role models in the community could be
used to help others improve their behavior.

Assessment 1. Identify specific talents of individuals that encourage others to improve their behaviour.
Tasks 2. Demonstrate certain situations which display respect and self-esteem when interacting
with others.

59
Primary Grades 1, 2 & 3

Unit 2: Active Citizenship and Civic Participation

Content 3.3.2.1 Demonstrate the ability to use decision making skills to enhance the individual
Standard and group to be good citizens.

Performance a) Explain how to make good decisions about negative behaviours.

Standards b) Demonstrate an understanding of responsible ways to overcome and settle problems at
school.

Assessment 1. Describe decision making process to solve specific problems.

Tasks 2. Describe and recommend ways to make better choices to improve personal lives.

Content 3.3.2.2 Identify various actions and situations which promote positive behavior for
Standard individuals.

Performance a) Explore and identify certain behaviours that portrays positive attitude towards self and
others.
Standards
b) Discuss and explain ways that displays positive behavior and attitudes towards others.

Assessment 1. Demonstrate positive behavior towards others as good citizen.

Tasks 2. Demonstrate certain ways which shows good behavior to your neighbours and others.

Strand 4: Governance and Leadership

Unit 1: Good Governance

By the end of Grade 3 all students can and be able to;

Content 3.4.1.1 Demonstrate and value the principle of being honest, being responsible, being
Standard answerable and being accountable when governing people and the environment.

Performance a) Discover the importance of valuing honesty,responsibility,being answerable and

Standards accountable in community participation.
b) Practice the values of being honest, being responsible, answerable and accountable by
participating in community activities.

Assessment 1. Draw pictures of themselves, participating in community activities.

Tasks

Content 3.4.1.2 Explore fairness of rules, its importance for people and how it applies to rule
Standard offenders in the community.

Performance a) Identify and discuss fair rules and it’s importance for people in the community.
Standards b) Identify and discuss situations in the community where rule offenders are treated unfairly.

Assessment 1. Write one rule each at home, school and at Sunday school and who established it and
state whether the rule is fair for them or not.
Tasks
2. Talk about situations where they were unfairly punished for breaking rules.

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 Citizenship & Christian Values Education Syllabus

Unit 2: Leadership

Content 3.4.2.1 Develop an understanding of role models and their influence on individuals in
Standard the community.

Performance a) Identify role models and describe their characteristics.

Standards b) Discuss the positive impacts of role models on individuals.

Assessment 1. State the good characters of the role models in the family, school and the community.
Task

Content 3.4.2.2 Demonstrate the understanding of speaking carefully and the importance
Standard when communicating with different people.

Performance a) Learn about the importance of speaking words clearly and carefully.
Standards b) Display speaking words clearly and carefully when communicating with different people.

Assessment 1. Role play how to communicate with parents, class mates, teachers and the head teacher.
Task

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Primary Grades 1, 2 & 3

Assessment and Reporting

Assessment and reporting practices described here are detailed further
in the Assessment, Reporting, Monitoring and Certification Handbook for
CCVE subject. The Assessment guide focuses on the Cognitive and
Affective behavioural teaching and learning of the content.

The main purpose of assessment is to improve student learning to be well

informed and be better citizens. Assessment needs to be for learning as
well as of learning. It is used to evaluate and improve teaching and
learning, report achievement and provide feedback to students on
their progress. Assessment in CCVE assesses the abilities of students to
show an understanding of citizenship participation, Christian values and
moral principles, and apply the processes involved in moral reasoning,
responsible decision making and problem-solving. Assessment should
be broad-based and multi- dimensional, and designed according to the
needs, interests and abilities of the students. As Citizenship and Christian
Values Education focuses on character development, emphasis should be
placed on Formative Assessment.

Types of Assessments
CCVE will use the following assessment types promoted by Standards
Based Curriculum:
• Benchmark assessment.
• Formative assessment.
• Summative assessment.

These Types of Assessment are further elaborated in the Assessment,

Reporting, Monitoring and Certification Handbook.

Benchmark Assessment
Benchmark assessment is used as a measure of achievement of grade
level content standards. Benchmark assessment can be done for a
strand, unit, grade, or for each phase of schooling at Grades 3, 6, 10 and
12.

Formative Assessment
In formative assessment, the focus is on helping students to learn
developmentally. This happens when the teacher gives consistent and
specific feedback to students in the learning process or engages them in
self-reflection. Some feedback tools include rubrics and checklists.

Formative assessment should be carried out in a continuous, day-to-day

basis through various strategies that provide opportunities to involve and
guide students in the discussions of complex and challenging issues. It
will enhance the link between assessment and learning.

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 Citizenship & Christian Values Education Syllabus

Diagnostic Assessment: Assessment for Learning

Assessment for learning also known as classroom assessment is an
ongoing process and interaction between teaching and learning. It is used
to help learners improve their performance, skills or understand the tasks
better. It also helps both students and teachers to see:
• the learning standards and where each learner’s performance is, in
relation to the content standards and
• where they need improvement and how to improve

Formative Assessment: Assessment as Learning

Assessment as learning is the use of a task or an activity to allow
students the opportunity to use assessment to further their own learning.
Self and peer assessments allow students to reflect on their own learning
and identify areas of strength and weakness. These tasks offer students
the chance to set their own personal goals and advocate for their own
learning.

Summative Assessment: Assessment of Learning

Assessment of learning is the use of a task or an activity to measure,
record and report on a student’s level of achievement in regards to
specific learning expectations. These are often known as summative
assessment methods.

Recording and Reporting Assessments

During the course of each unit, students must complete the assessment
tasks specified for each content standard. Teachers will be required to
keep records of their observations of student’s achievements, records of
their practical work and tests, students’ checklist or record sheets,
samples of individual, group or class work.

Students’ performance of each benchmark must be reported to the

student to assist students improve in the areas they are not performing
well.

The assessment tasks in each unit ensure that there is a common

focus for internal assessment in the subject across schools while
allowing for flexibility in the design of tasks. It is important that
teachers plan the teaching and learning sequence so that there is a
balanced spread of assessment during the unit. Some tasks, such as
investigations or case studies can be designed so that they are
completed over a period of time rather than at the end of the unit. Other
tasks can be done immediately after the relevant section of the unit has
been covered.

Monitoring Student Learning and Assessment

Monitoring and evaluating student’s learning informs the teachers of the
progress each student is making. To help students develop citizenship
knowledge and skills, all schools are required to give a feedback to

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Primary Grades 1, 2 & 3

students in relation to their citizenship participation and engagement in

civic activities as a form of assessment. Schools must be in close
consultation with families, communities and churches to share the task of
monitoring students’ participation in civic activities.

Internal Assessment
Internal assessment provides a measure of a student’s achievement
based on a wider range of content standards and assessment task for
each Unit. The internal assessment marks provide a summation of each
student’s achievements in Grades 3, 6, 10 and 12. The assessment tasks
used to determine the internal assessment mark must comply with the
types of assessment tasks specified in each content standard. All schools
will be required to provide a summation of each student’s achievements
in Grades 3, 6, 10 and 12.

External Assessment and Examination

An external assessment may require a student to participate in
practical civic activities. The responsibility of this external assessment
must be shared between an external assessor example; parents, church
elder, community leader etc, and the school.

The external examination provides a measure of student achievement of

the Strand, Unit and Grade benchmarks that can be reliably measured in
an examination setting. Questions for the external examination will be
developed using the content from both the cognitive and affective
domains of learning. The external examination will be specified in the
handbook.

Assessment for the Certification

A student’s overall achievement in Citizenship and Christian Values
Education will be both internally and externally assessed. The assessment
awarded to each student for the Citizenship Certificate will be a
combination of the internal assessment mark derived from National
Benchmarks as indicated in the Strand, Unit and Grade Benchmarks. The
assessing of these benchmarks is further elaborated in the Assessment,
Reporting, Monitoring and Certification Handbook.

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 Citizenship & Christian Values Education Syllabus

Assessment Methods

Assessment is an integral part of students learning and can be done using

different methods. Below are some of these methods:

On-going records
• students profile
• checklists
• running record sheets
• student diaries

Tests
• practical
Student records
• written Some methods • students profile
of assessing • student journal
• working in progress folder
are: • diaries
Questionnaires
• oral
• written

Keep a record of
practical work
• models
• work samples
• class and group
projects

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Primary Grades 1, 2 & 3

Ways of Assessment

Assessment is an integral part of students learning and can be done using

different ways. Below are some of these ways:

Talking with students

• informal conversation
• interview
• questioning individual and small
groups
• asking open-ended questions
• telling stories
• listening to student explanations

Some ways of Student self assessment

• group discussion
assessing • concept mapping
• peer assessment
are: • self assessment

Observations of students
• informal observations
• checklist and notes
• watching working in progress
• systemic observation
• presentation to the class or
classes at assembly
• assembly

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 Citizenship & Christian Values Education Syllabus

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 Citizenship & Christian Values Education Syllabus

Appendices
Appendix 1: Citizenship and Christian Values Education
Conceptual Content Chart
Civic Systems State & Civil Institutions

Civic Systems,
Principles & Civic Principles Guiding Moral Principles
Identities
Symbols Of Identity

Civic Identities Civic Self-Image

Civic Connectedness

Christian Living & The Bible

Christian Values Basic Christian Values

& Practices & Practices

Christian Christian Identity & Character

Values &
Principles
Christian Institutions
Citizenship & Christian

Christian institutions
Values Education

Christian Conduct,
& principles Ethics & Morals

Christian Laws,
Statutes & Precepts

Roles & Responsibilities

Citizens & Citizenship

Opportunities, Abilities &
Potentials Of Citizens
Citizenship &
Society
Actions Influencing
Decision Making
Active Citizenship &
Civic Participation
Community Participation
In Media

Principles Of Good
Governance
Good Governance

Rule Of Law
Governance &
Leadership
Good Leadership

Leadership
Effective Communication In
Governance And Leadership

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Primary Grades 1, 2 & 3

Appendix 2: Spiritual Religious Education Conceptual Content

Chart

God and Me

Creation

God in Creation

Human Virtues

Religious
Beliefs
Spiritual Religious

Religious Beliefs
Education

Scriptures

Holy Books Stories from the Bible

My Scriptures - God’s
inspired word

Manifestations
of God

My Religious Roles
Religion
and Responsibilities

Symbols and Rituals

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 Citizenship & Christian Values Education Syllabus

Appendix 3: Christian Religious Education Conceptual Chart

God in Creation

Creation

God and Me

Christian Beliefs
and Values
Christian
Beliefs
Christian Religious

Christian Virtues
Education

Books of the Bible

Bible Stories from the Bible

My Bible - God’s
inspired word

Jesus the Head

of Church

My Christian Roles
Church
and Responsibilities

Symbols and Rituals

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