Christian & Citizenship

CCVE Teacher Guide

Values Education
Teacher’s Guide
Grade 7

Standards-Based

‘FREE ISSUE Papua New Guinea

NOT FOR SALE’ Department of Education i
 CCVE Teacher Guide

Christian and Citizenship

Values Education
Teacher Guide

Grade 7

Standards-Based

Papua New Guinea

Department of Education
Grade 7

` Issued free to schools by the Department of Education

Published in 2024 by the Department of Education, Papua New Guinea

© Copyright 2024, 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.

Graphics Design & Layout by David Kuki Gerega

ISBN: 978-9980-921-25-3

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 CCVE Teacher Guide

Table of Contents
Acknowledgements...................................................................................  vi
Acronyms....................................................................................................  vii
Secretary’s Message...................................................................................  viii
Introduction.................................................................................................  1
Structure of the Teacher Guide...................................................................  2
Purpose of the Teacher Guide....................................................................  4
How to use the Teacher Guide...................................................................  5
Syllabus and Teacher Guide Alignment......................................................  6
Learning and Performance Standards........................................................  8
Core Curriculum..........................................................................................  12
Science Technology Engineering Arts and Mathematics........................... 14
Curriculum Integration................................................................................ 30
Essential Values, Attitudes, Skills and Knowledge..................................... 34
Teaching and Learning Strategies..............................................................  39
Strands, Units and Topics...........................................................................  40
Unit of Work................................................................................................  42
Strand 1: Biblical Principles and Values.....................................................  43
Strand 2: Christian Civic Identities, Systems and Principles...................... 103
Strans 3: Christian Citizenship and Society................................................125
Strand 4: Christian Leadership and Governance...................................... 145
Planning and Programming........................................................................ 138
SBC Sample Lesson Plan Procedure......................................................... 157
Assessment, Monitoring and Reporting..................................................... 163
Glossary...................................................................................................... 181
References.................................................................................................. 182
Appendices................................................................................................. 184

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Grade
Grade77

Acknowledgements
This Christian and Citizenship Values Education Teacher Guide for Grade 7 was
developed by the Curriculum Development Division of the Department of Education
and was coordinated by Mary Norrie and assisted by the overall coordinator Celine
Vavetaovi with support from the CCVE Subject Curriculum Group (SCG).

Primary and Secondary School Teachers, Text Book Writers, School Inspectors,
Guidance Officers, Measurement and Assessment officers and officers from Teacher
Education, General Education Services, FODE, E-Learning, TVET, NCDES, PNGEI
and OLSH Teachers College-NCD, Church and Community representatives.

Representatives from the following agencies and institutions are acknowledged

for their support and participation during the development and consultation of the
documents;

• Department of National Planning

• PMNEC Department
• Department of Justice and Attorney General
• The National Parliament
• Office of Censorship
• Independent Commission Against Corruption (ICAC)
• Transparency International PNG (TIPNG)
• The Royal PNG Constabulary – Training section
• The PNG Defense- Training Section
• The PNG Correctional Services- Training Section
• The University of Papua New Guinea

Other stakeholders from other Government and Non-Government Organisations

(NGOs) who assisted in the development of this Teacher Guide through workshops,
meetings, and consultations are all acknowledged for their support and contributions.

Dr. Arnold Kukari (Late) is also acknowledged for his consultancy and advice to the
development of the Junior & Senior High School Curriculum.

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

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 CCVE Teacher Guide

Acronyms
AAL Assessment AS Learning
AFL Assessment FOR Learning
AOL Assessment OF Learning
BoS Board of Studies
CDD Curriculum Development Division
CP Curriculum Panel
DA Diagnostic Assessment
IHD Integral Human Development
GoPNG Government of PNG
OBC Outcomes Based Curriculum
OBE Outcomes Based Education
PNG Papua New Guinea
SAC Subject Advisory Committee
SBA Standards Based Assessment
SBC Standards Based Curriculum
SBE Standards Based Education
SCG Subject Curriculum Group
STEAM Science, Technology, Engineering, Arts and Mathematics

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 Grade 7

Secretary’s Message
The Christian and Citizenship Values Education (CCVE) Teacher Guide was
developed as a support document for the implementation of the Christian and
Citizenship Values Education for Grade 7. The document provides guidelines for
teachers on how to plan and program teaching and learning activities. It also
contains sample guided lessons and assessment tasks with suggested teaching
and learning strategies that teacher can use to work towards achievements of
content standards in the syllabus.

The Christian and Citizenship Values Education is a new subject from Preparatory
to Grade 12. The subject consists of elements of Civics, Citizenship and Christian
Values. Christian and Citizenship Values Education is a required subject for all
Grade 7 students in Papua New Guinea Schools.

Christian and Citizenship Values Education presented in the syllabus are

expanded in this teacher guide. The content is presented in the standards-
based curriculum perspective and contains standard statements. The content
of the Christian and Citizenship Values Education is based on family, classroom
and school contexts and therefore teachers and respective stakeholders
are encouraged to engage the involvement of parents, the school and the
community and its resources, to be able to help students to be active learners,
acquire citizenship knowledge and behaviour in preparation for and to progress
into Grade 7.

The Christian and Citizenship Values Education Strand 1 subject is supported

by a Christian Religious Education, which is given a separate timing respective
to each level. The Christian Religious Education content and lessons can be
derived from the Christian Religious Education implementation Guide, which is a
supporting document to Christian and Citizenship Values Education.

Teachers are encouraged to read and understand the Subject content

standards of both Christian and Citizenship Values Education and Christian
Religious Education so that appropriate teaching programs are designed to
help the students learn citizenship values from Prep to grade 12.

The Christian and Citizenship Values Education Teachers teaching Grade 7

are instructed to use the Grade 7 Christian and Citizenship Values Education
Teacher Guide.

I commend and approve this Teacher Guide for Christian and Citizenship
Values Education subject to be used in all Grade 7 schools throughout Papua
New Guinea.

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

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 CCVE Teacher Guide

Introduction
The Christian and Citizenship Values Education (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 Christian and Citizenship Values
Education.
The course is organised into 4 strands. These are Biblical Values and Principles,
Christian Civic Identities, Principles and Systems, Christian Citizenship and
Society, and Christian Leadership and Governance. The 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 Grade 7 Teacher Guide provides information and guidelines to assist

Grade 7 teachers interpret, translate and deliver the prescribed Christian and
Citizenship Values Education content in the Grade 7-8 syllabus into teachable
activities. With emphasis on the Affective Domain, samples of affective teaching
and learning strategies have been provided for teachers to use when planning
and programming.

The Teacher Guide consist suggested lesson titles with essential values, attitudes
knowledge and skills, and guided lessons to assist teachers to plan their lessons.
This guide also contains samples of assessment tasks in the affective domain
to help teachers to create assessment tasks for the intended content standard.
The teacher guide provides teachers with the opportunity to prepare learning
activities that will motivate students to think critically and communicate ideas
freely with others, and therefore, teachers are encouraged to use the guide to
innovate more interesting and challenging learning activities to suit different
students’ needs.
Christian and Citizenship Values subject content is linked to all the other subjects
taught in Grade 7, which includes English, Mathematics, Science, Social Science,
Arts, Health, and Physical Education and Making a Living.

The Grade 7 Christian and Citizenship Values Education is timetabled for 120
minutes per week. One thirty (30) minute lesson is to be used by Christian
Religious Education (CRE), while ninety (90) minutes will be used for Christian
and Citizenship Values Education. Teachers can use the time allocated to do
their time table or program according to their school needs.
Teachers must note that the Grade 7 Christian and Citizenship Values Education
(CCVE) Teacher Guide does not contain Christian Religious Education content.
The Christian Religious Education content is in a separate implementation
Guide, which is designed to complement the teaching of Christian Values and
Principles.
The Christian and Citizenship Values Education has accommodated for two
other pathways: the Spiritual Education Conceptual Framework and the Christian
Religious Education Framework to enable teachers to develop subject content
that is relevant and appropriate to their practice.

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Grade 7

Structure of the Teacher Guide

The Christian and Citizenship Values Education (CCVE) is a unique subject
that features and promotes the teaching and learning in the Affective Domain.
It places emphasis on aspects of intellectual, social, mental, emotional and
spiritual growth of a person.

The Christian and Citizenship Values Education subject presents teaching and
learning activities that enables students to discuss moral and ethical values,
Christian values, principles and practices that are important in life and to their
community. The content is presented to enable students to deal with challenges
faced in their lives every day. It emphasises on aspects of self-discipline, being
responsible, team work, and respect for the rule of law, decision making and
being a productive citizen of Papua New Guinea.

Citizenship and Christian Values subject is difficult to teach because of the

subjective nature of the subject, in particular the affective domain. The affective
domain focuses on students’ feelings, emotions, attitudes and engagement,
which translate how they interact and communicate with others. The teacher is
required to invest quality time in building creativity and variety into the lessons in
order to observe, judge and measure each child’s performance.

Values based education

Values development is influenced by both external and internal factors. The

Christian and Citizenship Values Education Teachers must make sure that they
are role models for students as the success of each student is highly dependent
on the teacher’s relationship with the student. The teachers must be morally and
ethically sound.

Assessment in Christian and Citizenship Values Education 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. Aassessments
should be broad-based and multi-dimensional, and designed according to the
needs, interests and abilities of the students. As Christian and Citizenship Values
Education focuses on character development, emphasis should be placed on
Formative Assessment.

• Formative assessment is ‘Specific’ and it assesses Performance

Standards.
• Summative assessment is the ‘Prescribed Assessment’ from the Grades
1-12 CCVE Syllabus, which assess each Content Standard.

Social Inclusion

Teachers are encouraged to take into account different physical and mental
abilities and disabilities of students to socially include all students. Basic rules
and guidelines must be provided for students to feel wanted and loved, to respect
different cultures and to relate to other people freely and with

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 CCVE Teacher Guide
confidence. The CCVE subject caters for diversities, marginalised individuals,
and addresses multiple sensitive issues.

Introductory and Conclusion section of a lesson

The introductory section of a Christian and Citizenship Values Education

Lesson is featured by the Affective questioning technique that teachers must
observe and utilise to achieve a very interactive learning atmosphere.

It is VERY IMPORTANT that the introductory and conclusion sections of the

lesson are captivating and as much as possible, MUST start with Affective
Questioning based on a MORAL STORY/ACTIVITY or a BIAS/BELIEF/VIEW
POINT or OPINION.

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Grade 7

Purpose of the Teacher Guide

The Teacher Guide is purposely written to set guidelines and provide information
and directions for teachers to effectively plan and program the Christian and
Citizenship Values Education content of learning given in the Grades 7- 8
Syllabus.

The teacher guide provides detailed information that can assist the teacher to
interpret and translate the prescribed content in the syllabus into teachable
instructional programs for a school year. The teacher guide provides the scope
of curriculum content, specific timeframe to teach each unit and topic, and yearly
overview to help you implement the content outline in the Grades 7-8 Syllabus.

Teachers are encouraged to read carefully the contents of the teacher guide to
enable them to implement the Christian and Citizenship Values Education for
Grade 7 students.

The teacher guide provides instructions, explanations, examples and samples

that teachers can use or adapt to suit their teaching and learning needs. The
instructions and explanations assist teachers how to effectively;

● use the suggested teaching and learning ideas to plan quality Christian
& Citizenship Values Education lessons;
● prepare active and interactive teaching and learning environment;
● decide when, where and how to use benchmarks in relation to
attainment of standards;
● prepare and write learning activities that will motivate students to
think critically, analyse issues, solve problems, probe questions, and
communicate citizenship ideas freely with others through debates,
meetings, social opportunities in gatherings and in different contexts;
● create and write assessment tasks in the Affective Domain and how to
plan them to achieve identified content standards (make reference to
cognitive and psychomotor domains);
● use relevant assessment recording and reporting strategies or methods.

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 CCVE Teacher Guide

How to use the Teacher Guide

The Grade 7 Teacher Guide is an expansion of the content in the Christian
and Citizenship Values Education Grades 7-8 Syllabus and must be used in
conjunction with the syllabus. The syllabus contains the content standards and
the benchmarks, which are expanded into teaching and learning activities in the
teacher guide.

The scope of learning is translated and programmed according to the four terms,
the weeks and the days of the week. The suggested teaching and learning
strategies and the key important instructions provided for teachers can be used
to design and manage teaching and learning activities for the students in the
classroom.

The assessment methods, assessment samples, reporting and recording

strategies contained in this guide will assist teachers to plan assessment in
Christian and Citizenship Values Education for the school year.

The teacher guide can be used for developing both classroom learning and
professional development activities. The document is a useful resource for
developing school and community based in-service programs.

Teachers must thoroughly read the contents of the documents in order to develop
an understanding that;

● Lesson titles in the teacher guide were drawn out from the benchmarks.
From the lesson titles outlined in the planning and programming section,
the values, the attitude, the skills and the knowledge is identified.
● When planning a lesson, it is important that, the values, attitudes, skills
and knowledge of the lesson come out clearly in the teaching and learning
activities as displayed in the sample guided lessons.
● At least one value, one attitude, one skill and one knowledge must be
captured in a topic.

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Grade 7

Syllabus and Teacher Guide Alignment

A teacher guide is a framework that describes how to translate the content
standards and benchmarks (learning standards) outlined in the syllabus into units
and topics, learning objectives, lesson plans, teaching and learning strategies,
performance assessment, and measures for measuring students’ performance
(performance standards). It expands the content overview and describes how
this content - identified in the content standards and their components (essential
knowledge, skills, values or attitudes) – can be translated into meaningful and
evidence-based teaching topics and learning objectives for lesson planning,
instruction and assessment. Grade 7 Citizenship, Christian Values Education
comprises of the Grade 7-8 Syllabus and the grade 7 teacher guide. These two
documents are closely aligned, complimentary and mutually beneficial. They
should be used together to plan lessons, teach relevant content, and assess the
levels of students’ proficiency. They are essential focal points for teaching and
learning the essential CCVE values, attitudes, skills and knowledge.

Grade 7 Christian and Citizenship Values Education comprises the Syllabus and
Teacher Guide. These two documents are closely aligned, complementary and
mutually beneficial.

They are the essential focal points for teaching and learning the essential
citizenship and Christian Values Education knowledge, skills, values and
attitudes.

Figure 1: Syllabus and teacher guide alignment.

Syllabus Teacher Guide

(Outlines the ultimate aim and (Describes how to plan,
goals, and what to teach and why teach, and assess students’
teach it). performance).

• Aim and goals of SBE and SBC. • Align all elements of PNG
• Overarching and SBC SBC.
principles. • Determine topics for lesson
• Content overview. planning, instruction and
• Core curriculum. assessment.
• Essential knowledge, skills, values • Formulate learning
and attitudes. objectives.
• Strands and sub-strands. • Plan SBC lesson plans.
• Evidence outcomes. • Select teaching and
• Content standards and grade-level learning strategies.
benchmarks. • Implement SBC
• Overview of assessment, assessment and evaluation.
evaluation, and Reporting. • Implement SBC reporting
and monitoring.

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 CCVE Teacher Guide
The syllabus outlines the ultimate aim and goals of SBE and SBC, what is to be
taught and why it should be learned by students, the underlying principles and
articulates the learning and proficiency standards that all students are expected
to attain. On the other hand, the teacher guide expands on what is outlined in
the syllabus by describing the approaches or the how of planning, teaching,
learning, and assessing the content so that the intended learning outcomes are
achieved.

This teacher guide should be used in conjunction with the syllabus. Teachers
should use these documents when planning, teaching and assessing Grade 8
Christian and Citizenship Values Education content.

Teachers will extract information from the syllabus (e.g., content standards and
grade-level benchmarks) for lesson planning, instruction and is for measuring
students’ attainment of a content standard as well as progress to the next grade
of schooling.

Learning and Performance Standards Alignment

Content Standards, Benchmarks, Learning Objectives, and Performance
Standards are very closely linked and aligned. There is a close linear relationship
between these standards. Students’ performance on a significant aspect of a
benchmark (KSVA) is measured against a set of performance standards or criteria
to determine their level of proficiency using performance assessment. Using the
evidence from the performance assessment, individual student’s proficiency on
the aspect of the benchmark assessed and progression towards meeting the
benchmark and hence the content standard are then determined.

F
 igure 2: C
 ontent standards, benchmarks, learning objectives and performance standards
alignment.

Content Standards, Benchmarks, Learning Objectives and Performance

Standards Alignment

Contents Standards

Benchmarks

Learning objectives

Performance standards

Effective alignment of these learning standards and all the other components of
PNG SBE and SBC (ultimate aim and goals, overarching, SBC and subject-based
principles, core curriculum, STEAM, and cognitive, high level, and 21st century
skills) is not only critical but is also key to the achievement of high academic
standards by all students and the intended level of education quality. It is essential
that teachers know and can do standards alignment when planning, teaching,
and assessing students’ performance so that they can effectively guide their
students towards meeting the grade-level benchmarks (grade expectations) and
subsequently the content standards (national expectation
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Grade 7

Learning and Performance Standards

Standards-Based Education (SBE) and SBC are underpinned by the notion
of quality. Standards define the expected level of education quality that all
students should achieve at a particular point in their schooling. Students’
progression and achievement of education standard(s) are measured using
performance standards or criteria to determine their demonstration or
performance on significant aspects of the standards and therefore their levels
of proficiency or competency. When they are judged to have attain proficiency
on a content standard or benchmark or components of these standards, they
are then deemed to have met the standard(s) that is, achieved the intend level
of education quality.

Content standards are evidence-based, rigorous and comparable regionally and

globally. They have been formulated to target critical social, economic, political,
cultural, environment, and employable skills gaps identified from a situational
analysis. They were developed using examples and experiences from other
countries and best practice, and contextualised to PNG contexts.

Content Standards

Content standards describe what (content - knowledge, skills, values, and

attitudes) all students are expected to know and do (how well students must
learn and apply what is set out in the content standards) at each grade-level
before proceeding to the next grade. These standards are set at the national
level and thus cannot be edited or changed by anyone except the National
Subject-Based Standards Councils. Content Standards:

● are evidenced-based;
● are rigorous and comparable to regional and global standards;
● are set at the national level;
● state or describe the expected levels of quality or achievement;
● are clear, measurable and attainable;
● a
 re linked to and aligned with the ultimate aim and goals of SBE and
SBC and overarching and SBC principles;
● d
 elineate what matters, provide clear expectations of what students
should progressively learn and achieve in school, and guide lesson
planning, instruction, assessment;
● c
 omprise knowledge, skills, values, and attitudes that are the basis for
quality education;
● p
 rovide teachers a clear basis for planning, teaching, and assessing
lessons;
● p
 rovide provinces, districts, and schools with a clear focus on how to
develop and organise their instruction and assessment programs as well
as the content that they will include in their curriculum.

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 CCVE Teacher Guide

Benchmarks

Benchmarks are derived from the content standards and benchmarked at the
grade-level. Benchmarks are specific statements of what students should know
(i.e., essential knowledge, skills, values or attitudes) at a specific grade-level
or school level. They provide the basis for measuring students’ attainment of a
content standard as well as progress to the next grade of schooling.
Grade-level benchmarks:

● are evidenced-based;
● are rigorous and comparable to regional and global standards;
● are set at the grade level;
● are linked to the national content standards;
● are clear, measurable, observable and attainable;
● articulate grade level expectations of what students are able to demonstrate
to indicate that they are making progress towards attaining the national
content standards;
● provide teachers a clear basis for planning, teaching, and assessing lessons;
● state clearly what students should do with what they have learned at the
end of each school-level;
● enable students’ progress towards the attainment of national content

standards to be measured, and
● enable PNG students’ performance to be compared with the performance
of PNG students with students in other countries.

 Figure 2: C
 ontent standards, benchmarks, learning objectives and performance standards
alignment.

2. Approach for Setting National Content Standards and Grade-Level Benchmarks

Strands Content Standards Grade level Benchmark

Development of Additional Benchmarks

Teachers should develop additional benchmarks to meet the learning needs of

their students. They should engage their students to learn about local, provincial,
national and global issues that have not been catered for in the grade-level
benchmarks but are important and can enhance students’ understanding and
application of the content. However, it is important to note that these benchmarks
will not be nationally examined as they are not comparable. Only the benchmarks
developed at the national level will be tested. This does not mean that teachers
should not develop additional benchmarks. An innovative, reflective, creative and
reflexive teacher will continuously reflect on his/her classroom practice and use
evidence to provide challenging, relevant, and enjoyable learning opportunities
for his/her students to build on the national expectations for students. Teachers
should follow the following process when developing additional grade-level
benchmarks.

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Grade 7

3. Benchmark Development Process

Determine what Determine if what Formulate Ensure that

needs to be is to be taught will benchmarks benchmarks
taught (essential contribute towards following the developed meet
knowledge, the achievement sequence of the standards
skills, values of the national benchmarks for developing
and attitudes) content standard already developed effective
for the content benchmarks.

Learning Objectives
Learning or instructional objectives are precise statements of educational intent.
They are formulated using a significant aspect or a topic derived from the benchmark,
and are aligned with the educational goals, content standards, benchmarks, and
performance standards. Learning objectives are stated in outcomes language that
describes the products or behaviours that will be provided by students. They are
stated in terms of measurable and observable student behaviour. For example,
students will be able to identify all the main towns of PNG using a map.

Performance Standards
Performance Standards are concrete statements of how well students must
learn what is set out in the content standards, often called the “be able to do”
of “what students should know and be able to do.” Performance standards are
the indicators of quality that specify how competent a students’ demonstration
or performance must be. They are explicit definitions of what students must do
to demonstrate proficiency or competency at a specific level on the content
standards. Performance standards:

● measure students’ performance and proficiency (using performance

indicators) in the use of a specific knowledge, skill, value, or attitude in real
life or related situations
● provide the basis (performance indicators) for evaluating, reporting and
monitoring students’ level of proficiency in use of a specific knowledge, skills,
value, or attitude
● are used to plan for individual instruction to help students not yet meeting
expectations (desired level of mastery and proficiency) to make adequate
progress towards the full attainment of benchmarks and content standards
● are used as the basis for measuring students’ progress towards meeting
grade-level benchmarks and content standards

Proficiency Standards

Proficiency standards describe what all students in a particular grade or school

level can do at the end of a strand, or unit. These standards are sometimes called
evidence outcomes because they indicate if students can actually apply or use
what they have learnt in real life or similar situations. They are also categorised as
benchmarks because that is what all students are expected to do before exiting a
grade or are deemed ready for the next grade.
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 CCVE Teacher Guide

Proficiency Standards

Proficiency standards describe what all students in a particular grade or school

level can do at the end of a strand, or unit. These standards are sometimes called
evidence outcomes because they indicate if students can actually apply or use
what they have learnt in real life or similar situations. They are also categorised
as benchmarks because that is what all students are expected to do before
exiting a grade or are deemed ready for the next grade.

Learning and Performance Standards Alignment

Content Standards, Benchmarks, learning objectives, and performance

standards are very closely linked and aligned (see figure 3). There is a close linear
relationship between these standards. Students’ performance on a significant
aspect of a benchmark (knowledge, skill, value, or attitude) is measured against
a set of performance standards or criteria to determine their level of proficiency
using performance assessment. Using the evidence from the performance
assessment, individual student’s proficiency on the aspect of the benchmark
assessed and progression towards meeting the benchmark and hence the
content standard are then determined.

Figure 4: C
 ontent standards, benchmarks, learning objectives and performance standards
alignment.

Contents Standards

Benchmarks

Learning objectives

Performance standards

Effective alignment of these learning standards and all the other components of
PNG SBE and SBC (ultimate aim and goals, overarching, SBC and subject-based
principles, core curriculum, STEAM, and cognitive, high level, and 21st century
skills) is not only critical but is also key to the achievement of high academic
standards by all students and the intended level of education quality. It is essential
that teachers know and can do standards alignment when planning, teaching,
and assessing students’ performance so that they can effectively guide their
students towards meeting the grade-level benchmarks (grade expectations) and
subsequently the content standards (national expectations).

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Grade 7

Core Curriculum
A core set of common learning’s (knowledge, skills, values, and attitudes)
are integrated into the content standards and grade-level benchmarks for all
subjects. This is to equip all students with the most essential and in-demand
knowledge, skills and dispositions, they will need to be successful in modern
and postmodern work places, higher-education programs and to be productive,
responsible, considerate, and harmonious citizens. Common set of learning’s
are spirally sequenced from Prep-Grade 12 to deepen the scope and increase
the level of difficulty in the learning activities so that what is learned is reinforced
at different grade levels.

The core curriculum includes:

• Cognitive (thinking) skills (Refer to the syllabus for a list of these skills);
• Reasoning, decision-making and problem-solving skills
• High level thinking skills (Analysis, Synthesis and Evaluation Skills);
• 21st Century skills (Refer to illustrative list in the Appendix);
• Reading, writing and communication Skills;
• STEAM principles and skills;
• Essential values and attitudes(Core personal and social values, and
sustaining values), and
• Spiritual values and virtues.

The essential knowledge, skills, values and attitudes comprising the core
curriculum are interwoven and provide an essential and holistic framework for
preparing all students for careers, higher education and citizenship.

Figure 3: Core curriculum

Writing
Reading,
and 21 st Century Skills
u n ic a t io n
Comm
Skills
g
nkin
STEAM Principles e l Thi
ev
and Attitudes
igh L Skills
H

STEAM Principles
and Attitudes

Spiritual Principles tive Skills

and Virtues Cogni

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 CCVE Teacher Guide

All teachers are expected to include the core learnings in their lesson planning,
teaching, and assessment of students in all their lessons. They are expected
to foster, promote and model the essential values and attitudes as well as the
spiritual values and virtues in their conduct, practice, appearance, and their
relationships and in their professional and personal lives. In addition, teachers
are expected to mentor, mould and shape each student to evolve and possess
the qualities envisioned by society.

Core values and attitudes must not be taught in the classroom only; they must also
be demonstrated by students in real life or related situations inside and outside of
the classroom, at home, and in everyday life. Likewise, they must be promoted,
fostered and modeled by the school community and its stakeholders, especially
parents. A whole school approach to values and attitudes teaching, promoting
and modeling is critical to students and the whole school community internalising
the core values and attitudes and making them habitual in their work and school
place, and in everyday life. Be it work values, relationship values, peace values,
health values, personal and social values, or religious values, teachers should
give equal prominence to all common learnings in their lesson planning, teaching,
assessment, and learning interventions. Common learnings must be at the heart
of all teaching and extracurricular programs and activities.

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Grade 7

Science Technology Engineering Arts Mathematics

(STEAM) and Citizenship
STEAM education is an integrated, multidisciplinary approach to learning that
uses science, technology, engineering, arts and mathematics as the basis
for inquiring about how STEAM has and continues to change and impact the
social, political, economic, cultural and environmental contexts and identifying
and solving authentic (real life) natural and physical environment problems by
integrating STEAM-based principles, cognitive, high level and 21st Century skills
and processes, and values and attitudes.

CCVE is focused on both goals of STEAM rather than just the goal of problem-
solving. This is to ensure that all students are provided opportunities to learn,
integrate, and demonstrate proficiency on all essential STEAM principles,
processes, skills, values and attitudes to prepare them for careers, higher
education and citizenship.

Objectives

Students will be able to:

(i)  Examine and use evidence to draw conclusions about how STEAM has
and continues to change the social, political, economic, cultural and
environmental contexts.
(ii)  Investigate and draw conclusions on the impact of STEAM solutions to
problems on the social, political, economic, cultural and environmental
contexts.
(iii)  Identify and solve problems using STEAM principles, skills, concepts,
ideas and process.
(iv) Identify, analyse and select the best solution to address a problem.
(v) Build prototypes or models of solutions to problems.
(vi)  R  eplicate a problem solution by building models and explaining how the
problem was or could be solved.
(vii) Test and reflect on the best solution chosen to solve a problem.
(viii) Collaborate with others on a problem and provide a report on the
process of problem solving used to solve the problem.
(ix)  Use skills and processes learnt from lessons to work on and complete
STEAM projects.
(x)  D  emonstrate STEAM principles, skills, processes, concepts and ideas
through simulation and modelling.
(xi) Explain the significance of values and attitudes in problem-solving.

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Content Overview

STEAM is a multidisciplinary and integrated approach to understanding how

science, technology, engineering, arts and mathematics shape and are shaped by
our material, intellectual, cultural, economic, social, political and environmental
contexts. And for teaching students the essential in demand cognitive, high level
and 21st Century skills, values and attitudes, and empower them to effectively
use these skills and predispositions to identify and solve problems relating to
the natural and physical environments as well as the impact of STEAM-based
solutions on human existence and livelihoods, and on the social, political,
economic, cultural, and environmental systems.

STEAM disciplines have and continue to shape the way we perceive knowledge
and reality, think and act, our values, attitudes, and behaviours, and the way we
relate to each other and the environment. Most of the things we enjoy and consume
are developed using STEAM principles, skills, process, concepts and ideas.
The things humans used and enjoyed in the past and at present are developed
by scientists, technologists, engineers, artists and mathematicians to address
particular human needs and wants. Overtime, more needs were identified and
more products were developed to meet the ever changing and evolving human
needs. What is produced and used is continuously reflected upon, evaluated,
redesigned, and improved to make it more advanced, multipurpose, fit for
purpose, and targeted towards not only improving the prevailing social, political,
economic, cultural and environmental conditions but also to effectively respond
to the evolving and changing dynamics of human needs and wants. And, at the
same time, solutions to human problems and needs are being investigated and
designed to address problems that are yet to be addressed and concurred. This
is an evolving and ongoing problem-solving process that integrates cognitive,
high level, and 21st Century skills, and appropriate values and attitudes.

STEAM is a significant framework and focal point for teaching and guiding
students to learn, master and use a broad range of skills and processes required
to meet the skills demands of PNG and the 21st Century. The skills that students
will learn will reflect the demands that will be placed upon them in a complex,
competitive, knowledge-based, information-age, technology-driven economy
and society. These skills include cognitive (critical, synthetic, creative, reasoning,
decision-making, and problem-solving) skills, high level (analysis, synthesis and
evaluation) skills and 21st Century skills (see Appendix 4). Knowledge-based,
information, and technology driven economies require knowledge workers not
technicians. Knowledge workers are lifelong learners, are problem solvers,
innovators, creators, critical and creative thinkers, reflective practitioners,
researchers (knowledge producers rather than knowledge consumers), solutions
seekers, outcomes oriented, evidence-based decision makers, and enablers of
improved and better outcomes for all.
STEAM focuses on the skills and processes of problem solving. These skills
and processes are at the heart of the STEAM movement and approach to not
only problem solving and providing evidence-based solutions but also the
development and use of other essential cognitive, high level and 21st century
skills. These skills are intertwined and used simultaneously to gain a broader
understanding of the problems to enable creative, innovative, contextually
relevant, and best
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Grade 7

solutions to be developed and implemented to solve the problems and attain

the desired outcomes. It is assumed that by teaching students STEAM-based
problem-solving skills and providing learning opportunities inside and outside
the classroom will motivate more of them to pursue careers and academic
programs in STEAM related fields thus, closing the skills gaps and providing
a pool of cadre of workers required by technology, engineering, science, and
mathematics-oriented industries.

Although, STEAM focuses on the development and application of skills in

authentic (real life) contexts, for example the use of problem- solving skills to
identify and solve problems relating to the natural and physical worlds, it does
not take into account the significant influence values and attitudes have on the
entire process of problem solving. Values and attitudes are intertwined with
knowledge and skills. Knowledge, skills, values and attitudes are inseparable.
Decisions about skills and processes of skills development and application are
influenced by values and attitudes (mindset) that people hold. In the same light,
the use of STEAM principles, processes and skills to solve problems in order to
achieve the outcomes envisaged by society are influenced by values and the
mindset of those who have identified and investigated the problem as well as
those who are affected by the problem and will benefit from the outcome.

STEAM Problem-Solving Methods and Approaches

Problem-solving involves the use of problem-solving methods and processes

to identify and define a problem, gather information to understand its causes,
draw conclusions, and use the evidence to design and implement solutions to
address it. Even though there are many different problem-solving methods and
approaches, they share some of the steps of problem-solving, for example;

• identifying the problem;

• understanding the problem by collecting data;

• analyse and interpret the data;

• draw conclusions;

• use data to consider possible solutions;

• select the best solution;

• test the effectiveness of the solution by trialling and evaluating it, and

• review and improve the solution.

STEAM problem solving processes go from simple and technical to advance and
knowledge-based processes. However, regardless of the type of process used,
students should be provided opportunities to learn the essential principles and
processes of problem solving and, more significantly, to design and create a
product that addressed a real problem and meets a human need. The following
are some of the STEAM problem solving processes.

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 CCVE Teacher Guide

Engineering and Technology Problem Solving Methods and Approaches

Engineering and technology problem-solving methods are used to identify and

solve problems relating to the physical world using the design process. The
following are some of the methods and approaches used to solve engineering
and technology related problems.

Parts Substitution

Most basic of the problem-solving methods. It simply requires the parts to be

substituted until the problem is solve.

Diagnostics

After identifying a problem, the technician would run tests to pinpoint the
fault. The test results would be used either as a guide for further testing or for
replacement of a part, which also need to be tested. This process continues until
the solution is found and the device is operating properly.

Troubleshooting

Troubleshooting is a form of problem solving, often applied to repair failed

products or processes.

Reverse Engineering

Reverse engineering is the process of discovering the technological principles

underlying the design of a device by taking the device apart, or carefully tracing
its workings or its circuitry. It is useful when students are attempting to build
something for which they have no formal drawings or schematics.

Divide and Conquer

Divide and conquer is the technique of breaking down a problem into sub-
problems, then breaking the sub-problems down even further until each of them
is simple enough to be solved. Divide and conquer may be applied to all groups
of students to tackle sub-problems of a larger problem, or when a problem is so
large that its solution cannot be visualised without breaking it down into smaller
components.

Extreme Cases

Considering “extreme cases” – envisioning the problem in a greatly exaggerated

or greatly simplified form, or testing using extreme condition – can often help
to pinpoint a problem. An example of the extreme-case method is purposely
inputting an extremely high number to test a computer program.

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Grade 7
Trial and Error

The trial and error method involves trying different approaches until a solution
is found. It is often used as a last resort when other methods have been
exhausted.

Engineering Design Process

Technological fields use the engineering design process to identify and define
the problem or challenge, investigate the problem, collect and analyse data, and
use the data to formulate potential solutions to the problem, analyse each of the
solutions in terms its strengths and weaknesses, and choose the best solution
to solve the problem. It is an open-ended problem-solving process that involves
the full planning and development of products or services to meed identified
needs. It involves a sequence of steps such as the following:

• Analyse the context and background, and clearly define the problem.

• Conduct research to determine design criteria, financial or other

constraints, and availability of materials.

• Generate ideas for potential solutions, using processes such as

brainstorming and sketching.

• Choose the best solution.

• Build a prototype or model.

• Test and evaluate the solution.

• Repeat steps as necessary to modify the design or correct faults.

• Reflect and report on the process.

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 CCVE Teacher Guide

Figure 4: Engineering design process

Clearly define the

Reflect and report on the problem
process or challenge

Conduct research
Test and
evaluate the solution

Any step can be revisited

Generate ideas for

solutions
Build a protype or
model

Choose the best

solution

The Scientific Method and Approach to Problem-Solving

Science uses predominantly the quantitative-scientific inquiry process to

investigate, understand, and make informed decisions about problems relating
to the natural world. The steps in the process vary, depending on the purpose
of the inquiry and the types of questions asked. There are six basic science
process skills:

• Observation
• Communication
• Classification
• Measurement
• Inference
• Prediction

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Grade 7

These processes are at the heart of the scientific inquiry and problem-solving
process.

Figure 5: The process of scientific inquiry

Identify and describe Formulate research Review literature

the problem question

Formulate hypothesis Conduct experiment Analyse Data

Communicate results
Draw conclusions
and use evidence to
solve problem

The steps above should be taught and demonstrated by students separately and
jointly before they implement the inquiry process. Students should be guided
through every step of the process so that they can explain it and its importance,
and use the steps and the whole process proficiently to identify, investigate and
solve problems. A brief explanation and examples of each step are provided
below to help teachers plan and teach each step. Students should be provided
with opportunities to practise and reflect on each step until they demonstrate the
expected level of proficiency before moving on to the next one.

Step 1: Identify and describe the problem

Problems are identified mainly from observations and the use the five senses –
smell, sight, sound, touch and taste. Students should be guided and provided
opportunities to identify natural and physical environment problems using their
five senses and describe what the problem is and its likely causes.

Example: Observation

• When I turn on a flashlight using the on/off switch, light comes out of one
end.

Step 2: Formulate research question

After the problem is identified and described, the question to be answered is

then formulated. This question will guide the scientist in conducting research
and experiments.

Example: Question

• What makes light comes out of a flash light when I turn it on?

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 CCVE Teacher Guide

Step 3: Review literature

It is more likely that the research problem and question have already been
investigated and reported by someone. Therefore, after asking the question, the
scientist spends some time reading and reviewing papers and books on past
research and discussions to learn more about the problem and the question
ask to prepare her for his own research. Conducting literature review helps the
scientist to better understand his/her research problem, refine the research
question and decide on experiment/research approach before the experiment
is conducted,

Example: Literature review

• The scientist may look in the flashlight’s instruction manual for tips or conduct
online search on how flashlights work using the manufacturer’s or relevant
websites. Scientist may even analyse information and past experiments or
discoveries regarding the relationship between energy and light.

Step 4: Formulate hypothesis

With a question in mind, the researcher decides on what he/she wants to

test (The question may have changed as a result of the literature review).
The research will clearly state what he/she wants to find out by carrying out
the experiment. He/She will make an educated guess that could answer the
question or explain the problem. This statement is called a hypothesis. A
hypothesis guides the experiment and must be testable.

Example: Hypothesis

• The batteries inside a flashlight give it energy to produce light when the
flashlight is turned on.

Step 5: Conduct experiment

This step involves the design and conduct of experiment to test the hypothesis.
Remember, a hypothesis is only an educated guess (a possible explanation), so
it cannot be considered valid until an experiment verifies that it is valid.

Example: Experimental Procedure

1. Remove the batteries from the flashlight, and try to turn it on using the on/
off switch.
Result: The flashlight does not produce light.

2. Reinsert the batteries into the flashlight, and try to turn it on using the on/
off switch.
Result: The flashlight does produce light.

3. Write down these results.

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Grade 7

In general, it is important to design an experiment to measure only on thing at

a time. This way, the researcher knows that his/her results are directly related
to the one thing he/she changed. If the experiment is not designed carefully,
results may be confusing and will not tell the researcher anything about his/her
hypothesis.

Researchers collect data while carryout their experiments. Data are pieces of
information collected before, during, or after an experiment. To collect data,
researchers read the measuring instruments carefully. Researchers record their
data in notebooks, journals, or on a computer.

Step 6: Analyse data

Once the experiment is completed, the data is then analysed to determine the
results. In addition, performing the experiment multiple times can be helpful in
determining the credibility of the data.

Example: Analysis

• Record the results of the experiment in a table.

• Review the results that have been written down.

Step 7: Draw conclusions

If the hypothesis was testable and the experiment provided clear data, scientist
can make a statement telling whether or not the hypothesis was correct. This
statement is known as a conclusion. Conclusions must always be backed up
by data. Therefore, scientists rely heavily on data so they can make an accurate
conclusion.

• If the data support the hypothesis, then the hypothesis is considered

correct or valid.
• If the data do not support the hypothesis, the hypothesis is considered
incorrect or invalid.

Example: Valid Hypothesis

• The flashlight did not produce light without batteries. The flashlight did
produce light when batteries were inserted. Therefore, the hypothesis that
batteries give the flashlight energy to produce light is valid, given that no
changes are made to the flashlight during the experiment.

Example: Invalid Hypothesis

• The flashlight did NOT produce light when the batteries were inserted.
Therefore, the hypothesis that batteries give the flashlight energy to produce
light is invalid. In this case, the hypothesis would have to be modified to say
something like, “The batteries inside a flashlight give it energy to produce
light when the batteries are in the correct order and when the flashlight is
turned on.” Then, another experiment would be conducted to test the new
hypothesis.

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 CCVE Teacher Guide

An invalid hypothesis is not a bad thing! Scientists learn something from both
valid and invalid hypotheses. If a hypothesis is invalid, it must be rejected or
modified. This gives scientists an opportunity to look at the initial observation
in a new way. They may start over with a new hypothesis and conduct a new
experiment. Doing so is simply the process of scientific inquiry and learning.

Step 8: Communicate findings

Scientists generally tell others what they have learned. Communication is a very
important component of scientific progress and problem solving. It gives other
people a chance to learn more and improve their own thinking and experiments.
Many scientists’ greatest breakthroughs would not have been possible without
published communication or results from previous experimentation.

Every experiment yields new findings and conclusions. By documenting both

the successes and failures of scientific inquiry in journals, speeches, or other
documents, scientists are contributing information that will serve as a basis for
future research and for solving problems relating to both the natural and physical
worlds. Therefore, communication of investigative findings is an important step
in future scientific discovery and in solving social, political, economic, cultural,
and environmental problems.

Example: Communication of findings

• Write your findings in a report or an article and share it with others, or present
your findings to a group of people. Your work may guide someone else’s
research on creating alternative energy sources to generate light,
additional uses for battery power, etc.

Artistic Design

Science uses predominantly the quantitative-scientific inquiry process to

investigate, understand, and make informed decisions about problems. The
steps in the process vary, depending on the purpose of the inquiry and the types
of questions asked. There are six basic science process skills:

The equipping and enabling of students to become proficient in a broad range of

STEAM skills, processes and predispositions can also lead to the attainment of
many other societal goals, including national and global development goals and
aspirations. These goals include:

• sustainability goals;
• peaceful related goals;
• work related goals;
• academic goals;
• relationship goals;
• health goals;
• adoption and internalisation of values and attitudes accepted by society,
and
• improved social, political, economic outcomes.

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Grade 7

Even though the original purpose and the drive of STEAM was to develop a
pathway to engage students in learning about, experiencing, and applying STEAM
skills in real life situations to motivate and hopefully get them to pursue careers in
STEAM related fields and undertake STEAM related higher education programs
to meet the demand for STEAM workers, STEAM education can also be used to
teach and engage students in study more broadly the impact of STEAM on the
social, economic, political, intellectual, cultural and environmental contexts. This
line of inquiry is more enriching, exciting, empowering and transformative.

STEAM-Based Lesson planning

Effective STEAM lesson planning is key to the achievement of expected STEAM

outcomes. STEAM skills can be planed and taught using separate STEAM-based
lesson plans or integrated into the standards-based lesson plans. To effectively
do this, teachers should know how to write effective standards and STEAM-
based lesson plans.

Developing STEAM-based Lesson Plans

An example of a STEAM-based lesson plan is provided in the appendices.

Teachers should use this to guide them to integrate STEAM content and teaching,
learning and assessment strategies into their standards-based lesson plans.

Integration of STEAM problem-solving skills into standards-based lesson

plans.

Knowing how to integrate STEAM problem-solving skills, principles, values and

attitudes as well as STEAM teaching, learning, and assessment strategies into
standards-based lesson plans is essential for achieving the desired STEAM
learning outcomes. When integrating STEAM problem-solving skills into the
standards-based lesson plans, teachers should ensure that these skills are not
only effectively aligned to the learning objective and performance standards,
they must also be effectively taught and assessed.

STEAM principles and problem-solving skills are integrated into the content
standards and grade-level benchmarks. A list of these skills, including 21st
century skills, is provided in the grade 7 syllabus. Teachers should ensure that
these skills are integrated in their standards-based lesson plans, taught and
assessed to determine students’ level of proficiency on each skill or specific
components of the skill. Teachers should use the following process as guide to
integrate STEAM principles and problem-solving skills into the standards-based
lesson plans.

Teachers are expected to integrate the essential STEAM principles, processes,

skills, values and attitudes described in the grade 7 benchmarks when formulating
their standards-based lesson plans. Opportunities should be provided inside and
outside of the classroom for students to learn, explore, model and apply what
they learn in real life or related situations. These learning experiences will enable
students to develop a deeper understanding of STEAM principles, processes,
skills, values and attitudes and appreciate their application in real life to solve
problems.

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 CCVE Teacher Guide

 rocess for integrating STEAM principles and problem-solving skills into

P
standards-based lessons.

Learning Objective Relevant Content

STEAM Knowledge or (STEAM Knowledge or Standard and
Skill to be taught skill integrated Benchmark

Performance
Performance Indicator
STEAM Learning Activity Assessment
for the Objective
(can take place inside or and Indicator to
(STEAM uses same or
outside the classroom measure student
another indicator
mastery of STEAM
Knowledge and skill

Teachers should follow the following steps when integrating STEAM problem-
solving principles and skills into their standards-based lesson plans.

Step 1: Identify the STEAM knowledge or skill to be taught (From the table of KS-
VAs for each content standard and benchmark). This is could already
be captured in the learning objective stated in the standards-based
lesson plan.

Step 2: Develop and include a performance standard or indicator for measuring

student master y of the STEAM knowledge or skill (e.g. level of acceptable
competency or proficiency) if this is different from the one already
stated in the lesson plan.

Step 3: Develop a student learning activity, (An activity that will provide students
the opportunity to apply the STEAM knowledge or skill specified by the
learning objective and appropriate statement of the standards). Activity
can take place inside or outside of the classroom, and during or after
school hours.

Step 4: Develop and use performance descriptors (standards or indicators) to

analyse students’ STEAM related behaviours and products (results or
outcomes), which provide evidence that the student has acquired and
mastered the knowledge or skill of the learning objective specified by
the indicator(s) of the standard(s)

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Grade 7

STEAM Teaching Strategies

STEAM education takes place in both formal and informal classroom settings. It
takes place during and after school hours. It is a continuous process of inquiry,
data analysis, making decisions about interventions, and implementing and
monitoring interventions for improvements.

There are a variety of STEAM teaching strategies. However, teaching strategies

selected must enable teachers to guide students to use the engineering and
artistic design processes to identify and solve natural and physical environment
problems by designing prototypes and testing and refining them to effectively
mitigate the problems identified. The following are some of the strategies that
could be used to utilise the STEAM approach to solve problems and coming up
with technological solutions.

1. Inquiry-Based Learning
2. Problem-Based Learning
3. Project-based learning
4. Collaborative Learning

Collaborative learning involves individuals from different STEAM disciplines and

expertise in a variety of STEAM problem solving approaches working together
and sharing their expertise and experiences to inquire into and solve a problem.

Teachers should plan to provide students opportunities to work in collaboration

and partnership with experts and practitioners engaged in STEAM related careers
or disciplines to learn first-hand about how STEAM related skills, processes,
concepts, and ideas are applied in real life to solve problems created by natural
and physical environments. Collaborative learning experiences can be provided
after school or during school holidays to enable students to work with STEAM
experts and practitioners to inquiry and solve problems by developing creative,
innovative and sustainable solutions. Providing real life experiences and lessons,
e.g., by involving students to actually solve a scientific, technological, engineering,
or mathematical, or Arts problem, would probably spark their interest in a STEAM
career path. Developing STEAM partnerships with external stakeholders e.g.,
high education institutions, private sector, research and development institutions,
and volunteer and community development organizations can enhance students’
learning and application of STEAM problem solving principles and skills.

1. Participatory Learning
2. Group-Based Learning
3. Task Oriented Learning
4. Action Learning
5. Experiential Learning
6. Modelling
7. Simulation

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 CCVE Teacher Guide

STEAM Learning Strategies

Teachers should include in their lesson plans STEAM learning activities. These
activities should be aligned to principle or a skill planned for students to learn
and demonstrate proficiency on at the end of the lesson, to expose students
to STEAM and giving them opportunities to explore STEAM-related concepts,
they will develop a passion for it and, hopefully, pursue a job in a STEAM field.
Providing real life experiences and lessons, e.g., by involving students to actually
solve a scientific, technological, engineering, or mathematical, or Arts problem,
would probably spark their interest in a STEAM career path. This is the theory
behind STEAM education.

STEAM-BASED Assessment

STEAM-based assessment is closely linked to standards-based assessment

where assessment is used to assess students’ competency or proficiency of a
specific knowledge, skill, value, or attitude taught using a set of performance
standards (indicators or descriptors). The link also includes the main components
such as the purpose, the assessment principles and assessment strategies and
tools.

In STEAM-based assessment, assessments are designed for what students

should know and be able to do. In STEAM learning students are assessed in
a variety of ways including portfolios, project/problem-based assessments,
backwards design, authentic assessments, or other student-centred approaches.

When planning and designing the assessment, teachers should consider

the authenticity of the assessment by designing an assessment that relates
to a real world task or discipline specific attributes (such as simulation, role
play, placement assessment, live projects, debates) should make the activity
meaningful to the student, and therefore be motivating as well as developing
employability skills and discipline specific attributes.

Effective STEAM-Based Assessment Strategies

The following six sections describe six assessment tools and strategies shown
to impact teaching and learning as well as help teachers foster a 21st century
learning environment in their classrooms:

1. Rubrics 2. Performance-Based Assessments (PBAs) 3. Portfolios

4. Student self-assessment 5. Peer-assessment 6.Student
6. Response Systems(SRS).

Although the list does not include all innovative assessment strategies, it
includes what we think are the most common strategies, and ones that may be
particularly relevant to the educational context of developing countries in this
21st century. Many of the assessment strategies currently in use fit under one or
more of the categories discussed. Furthermore, it is important to note that these
strategies also connect in a variety of ways.

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Grade 7
1. Rubrics

Rubrics are both a tool to measure students’ knowledge and ability as well as
an assessment strategy. A rubric allows teachers to measure certain skills and
abilities not measurable by standardised testing systems that assess discrete
knowledge at a fixed moment in time. Rubrics are also frequently used as part
of other assessment strategies (portfolios, performances, projects, peer-review
and self-assessment), they will be discussed in those sections as well.

2. Performance-Based Assessments

Performance-Based Assessments (PBA), also known as project-based or

authentic assessments, are generally used as a summative evaluation strategy
to capture not only what students know about a topic, but if they have the skills
to apply that knowledge in a “real-world” situation. By asking them to create
an end product. PBA pushes students to synthesise their knowledge and apply
their skills to a potentially unfamiliar set of circumstances that is likely to occur
beyond the confines of a controlled classroom setting. The implementation of
performance-based assessment strategies can also impact other instructional
strategies in the classroom.

3. Portfolio Assessment

Portfolios are a collection of student work gathered over time that is primarily
used as a summative evaluation method. The most salient characteristic of
the portfolio assessment is that rather than being a snapshot of a student’s
knowledge at one point in time ( like a single standardised test), it highlights
student effort, development, and achievement over a period of time; portfolios
measure a student’s ability to apply knowledge rather than simply regurgitate.
They are considered both student-centred and authentic assessments of
learning.

4. Self-assessment

While the previous assessment tools and strategies listed in this report generally
function as summative approaches, self-assessment is generally viewed as a
formative strategy, rather than one used to determine a student’s final grade.
Its main purpose is for students to identify their own strengths and weaknesses
and to work to make improvements to meet specific criteria. Self-assessment
occurs when students judge their own work to improve performance as they
identify discrepancies between current and desired performance”. In this way,
self-assessment aligns well with standards-based education because it provides
clear targets and specific criteria against which students or teachers can measure
learning.

Self-assessment is used to promote self-regulation, to help students reflect on

their progress and to inform revisions and improvements on a project or paper.
In order for self-assessment to be truly effective four conditions must be in
place: the self-assessment criteria is negotiated between teachers and students,
students are taught how to apply the criteria, students receive feedback on their
self-assessments and teachers help students use assessment data to develop
an action plan.
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5. Peer assessment

Peer assessment, much like self-assessment, is a formative assessment strategy

that gives students a key role in evaluating learning. Peer assessment approaches
can vary greatly but, essentially, it is a process for learners to consider and
give feedback to other learners about the quality or value of their work. Peer
assessments can be used for a variety of products like papers, presentations,
projects, or other skilled behaviours. Peer assessment is understood as more
than only a grading procedure and is also envisioned as teaching strategy since
engaging in the process develops both the assessor and assessee’s skills and
knowledge.

The primary goal for using peer assessment is to provide feedback to learners.
This strategy may be particularly relevant in classrooms with many students
per teacher since student time will always be more plentiful than teacher time.
Although any single student’s feedback may not be as rich or in-depth as
teacher’s feedback, the research suggests that peer assessment can improve
learning.

6. Student Response System

Student response system (SRS), also known as classroom response (CRS),

audience response system (ARS) is a general term that refers to a variety of
technology-based formative assessment tools that can be used to gather
student-level data instantly in the classroom. Through the combination of
hardware, (voice recorders, PC, internet connection, projector and screen) and
software.

Teachers can ask students a wide range of questions (both closed and open-
ended), where students can respond quickly and anonymously, and the teacher
can display the data immediately and graphically. The use of technology also
includes a use of video which examines how a range of strategies can be used
to assess students’ understanding.

The value of SRS comes from teachers analysing information quickly and then
devising real-time instructional solutions to maximise student learning. This
includes a suggested approach to help teachers and trainers assess learning.

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Grade 7

Curriculum Integration
What is Curriculum Integration?

Curriculum integration is making connections in learning across the curriculum.

The ultimate aim of curriculum integration is to act as a bridge to increase
students’ achievement and engage in relevant curriculum. (Susan M. Drake and
Rebecca C. Burns)

Teachers must develop an intriguing curriculum by going beyond the traditional

teaching of content based or fragmented teaching to one who is knowledge based
and who should be perceived as a 21st Century innovative educator. Curriculum
integration is a holistic approach to learning thus curriculum integration in PNG
SBC will have to equip students with the essential knowledge, skills, values and
attitudes that are deemed 21st Century.

There are three approaches that PNG SBC will engage to foster conducive
learning for all its children whereby they all can demonstrate proficiency at any
point of exit. Adapting these approaches will have an immense impact on the
lives of these children thus they will be able to see themselves as catalysts of
change for a competitive PNG. Not only that but they will be comparable to the
world standards and as global citizens.

Engaging these three approaches in our curriculum will surely sharpen the
knowledge and ability of each child who will foresee themselves as assets
through their achievements thus contributing meaningfully to their country.
They themselves are the agents of change. Integrated learning will bear forth
a generation of knowledge based populace who can solve problems and make
proper decisions based on evidence. Thus, PNG can achieve its goals like the
Medium Term Development Goals (MTDG) and aims such as the Vision 2050 for
a happy, healthy and wealthy society whereby, all its citizens should have access
and fair distribution to income, shelter, health, education and general good and
services improving the general standard of living for PNG in the long run.

1. (i) Multidisciplinary Approach

In this approach learning involves a theme or concept that will be taught right
across all subject area of study by students. That is, content of a particular
theme will be taught right across all subjects as shown in the diagram below. For
instance, if the theme is the second coming of Jesus. All subject areas create
lessons or assessment as per their subjects around this theme. Social Science
will address this issue, Science and all other subject likewise.

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 CCVE Teacher Guide

Music
English
History

Family
Design &
Technology

Theme
Science
Math

Physical Drama
Education
Geography

2. (ii) Interdisciplinary Approach

This approach addresses learning similarly to the multidisciplinary approach

of integrated learning whereby learning takes place within the subject area.
However, it is termed interdisciplinary in that the core curriculum of learning is
interwoven into each subject under study by the students. For instance; in Social
Science under the strand of geography students write essay on internal migration
however, apart from addressing the issues of this topic, they are to apply the skill
of writing text types in their essay such as argumentative essay, informative,
explanatory, descriptive, expository and narrative essay while writing their essay.
They must be able to capture the mechanics of English skills such as grammar,
punctuation and so forth. Though these skills are studied under English they are
considered as core skills that cut across all subjects under study. For example;
if Science students were to write about human development in biology then the
application of writing skills has to be captured by the students in their writing.
It is not seen as an English skill but a standard essential skill all students must
know and do regardless.

Therefore, essential knowledge, skills, values and attitudes comprising the core
curriculum are interwoven and provide an essential and holistic framework
for preparing all students for careers, higher education and citizenship in this
learning.

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Grade 7

English Science
Theme
Concepts
Interdisciplinary Skills
(e.g., literacy, thinking skills,
numeracy, research skills

Geography
History

2. Intradisciplinary approach

This approach involves teachers integrate subdisciplines within a subject

area. For instance, within the subject Social Science, the strands (disciplines)
of geography, environment, history, political science and environment will all
be captured studying a particular content for Social Science. For example,
under global warming, students will study the geographical aspects of global
warming, environmental aspect of global warming and likewise for history,
political science and economics. Thus, children are well aware of the issues
surrounding global warming and can address it confidently at each level of
learning.

Therefore, essential knowledge, skills, values and attitudes comprising the

core curriculum are interwoven and provide an essential and holistic framework
for preparing all students for careers, higher education and citizenship in this
learning.

3. Trans disciplinary approach

In this approach learning goes beyond the subject area of study. Learning is
organised around students’ questions and concerns. That is, where there is
a need for change to improve lives, students develop their own curriculum
to effect these needs. The Trans disciplinary approach addresses real-life
situations thus gives the opportunity to students to attain real life skills. This
learning approach is more to do with Project–Based Learning also referred to
as problem-based learning or place- based learning.

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 CCVE Teacher Guide

The three steps to planning project based curriculum (Chard 1998).

1. Teachers and students select a topic of study based on student interests,

curriculum standards, and local resources
2. The teacher finds out what the students already know and helps them
generate questions to explore. The teacher also provides resources for
students and opportunities to work in the field
3. Students share their work with others in a culminating activity. Students
display the results of their exploration and review and evaluate the
project.

For instance; students may come up with slogans for school programs such as
‘Our culture – clean city for a healthier PNG’. The main aim could be to curb betel
nut chewing in public areas especially around bus stops and local markets. Here,
students draw up their own instructions and criteria for assessment which is
they have to clean the nearest bus stop or local market once a week throughout
the year. They also design and create posters to educate the general public as
their program continues. They can also involve the town council and media to
assist them especially to carry out awareness.

Studies (Susan M. Drake and Rebecca C. Burns) have proven that Project
based-programs achievements have led to the following:

• Students go far beyond the minimum effort.

• Make connections among different subject areas to answer open-ended
questions.
• Retain what they have learnt.
• Apply learning to real-life problems.
• Have fewer discipline problems.
• Lower absenteeism (Curtis, 2002).

SUBJECT AREAS
Theme
Concepts
Life Skills

Real world Context - (Voluntary services/Part time job

experience, exchange programs)
Students Questions

These integrated learning approaches will demand for teaches to be proactive

in order to improve students learning and achievements. In order for PNG
Standards-based curriculum to serve its purpose fully then these three
approaches must be engaged for better learning for the children of Papua New
Guinea now and in the future.

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Grade 7

Essential Values, Attitudes, Skills and Knowledge

Students’ level of proficiency and progression towards the attainment of content
standards will depend on their mastery and application of essential knowledge,
skills, values, and attitudes in real life or related situations. Provided here are
examples of different types of knowledge, processes, skills, values, and attitudes
that all students are be expected to learn and master as they progress through
the grades. These are expanded and deepen in scope and the level of difficulty
and complexity are increased to enable students to study in-depth the subject
content as they progress from one grade to the next.

These knowledge, skills, values and attitudes have been integrated into the content
standards and benchmarks. They will also be integrated into the performance
standards. Teachers are expected to plan and teach these essential knowledge,
skills, values and attitudes in their lessons, and assess students’ performance
and proficiency, and progression towards the attainment of content standards.

Types of Knowledge

There are different types of knowledge. These include:

• Public and private (privileged) • Subject and discipline-based

knowledge. knowledge.
• Specialised knowledge. • Lived experiences.
• Good and bad knowledge. • Evidence and assumptions.
• Concepts, processes, ideas, • Ethics and Morales.
skills, values, attitudes. • Belief systems.
• Theory and practice. • Facts and opinions.
• Fiction and non-fiction. • Wisdom.
• Traditional, modern, and • Research evidence and findings.
postmodern knowledge. • Solutions to problems.

Types of Processes

There are different types of processes. These include:

• Problem-solving.
• Logical reasoning.
• Decision-making.
• Reflection.
• Cyclic processes.
• Mapping (e.g. concept mapping).
• Modelling.
• Simulating.

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 CCVE Teacher Guide

Types of Skills

There are different types of skills. These include:

1. Cognitive (Thinking) Skills

Thinking skills can be categorized into critical thinking and creative thinking
skills.

i. Critical Thinking Skills

A person who thinks critically always evaluates an idea in a systematic manner

before accepting or rejecting it. Critical thinking skills include:

• Attributing.
• Comparing and contrasting.
• Grouping and classifying.
• Sequencing.
• Prioritising.
• Analysing.
• Detecting bias.
• Evaluating.
• Metacognition (Thinking about thinking).
• Making informed conclusions.

ii. Creative Thinking Skills

A person who thinks creatively has a high level of imagination, able to generate
original and innovative ideas, and able to modify ideas and products. Creative
thinking skills include:

• Generating ideas.
• Deconstructing and reconstructing.
• Relating.
• Creating.
• Making inferences.
• Predicting.
• Making generalisations.
• Visualizing.
• Synthesising.
• Making hypothesis.
• Making analogies.
• Inventing.
• Transformation.
• Modelling.
• Simulating.

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Grade 7

2. Reasoning Skills
Reason is a skill used in making a logical, just, and rational judgement.

3. Decision-Making Skills
Decision-making involves selection of the best solution from various alternatives
based on specific criteria and evidence to achieve a specific aim.

4. Problem Solving Skills

Problem solving skills involve finding solutions to challenges or unfamiliar
situations or unanticipated difficulties in a systematic manner.

5. Literacy Skills
A strong emphasis must be placed on various types of literacy, from financial
to technological, from media to mathematical, from content to cultural. Literacy
may be defined as the ability of an individual to use information to function in
society, to achieve goals and to develop her or his knowledge and potential.
Teachers emphasise certain aspects of literacy over others, depending on the
nature of the content and skills students learn.

The following literacy skills are intended to be exemplary rather than definitive

• Listens, read, write, and speak with • Listens, read, write, and speak with
comprehension and clarity. comprehension and clarity.
• Define and apply discipline-based • Define and apply discipline-based
conceptual vocabulary. conceptual vocabulary.
• Describe people, places, and events, • Describe people, places, and events,
and the connections between and and the connections between and
among them. among them.
• Arrange events in chronological • Arrange events in chronological
sequence. sequence.
• Differentiate fact from opinion. • Differentiate fact from opinion.
• Determine an author’s purpose. • Determine an author’s purpose .
• Determine and analyse similarities • Determine and analyse similarities
and differences. and differences.
• Analyse cause and effect • Analyse cause and effect
relationships. relationships.
• Explore complex patterns, • Develop an ability to use and apply
interactions and relationships. abstract principles.
• Differentiate between and among • Explore and/or observe, identify,
various options. and analyse how individuals and/or
societies relate to one another.

6. High Level Thinking Skills

High level thinking skills include analysis, synthesis, and evaluation skills.

i. Analysis Skills – Analysis skills involve examining in detail and breaking

information into parts by identifying motives or causes, underlying
assumptions, hidden messages; making inferences and finding evidence to
support generalisations, claims, and conclusions.

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 CCVE Teacher Guide

ii. Synthesis Skills – Synthesis skills involve changing or creating something

new, compiling information together in a different way by combining elements
in a new pattern proposing alternative solutions.

iii. E
 valuation Skills – Evaluation skills involve justifying and presenting and
defending opinions by making judgements about information, validity of ideas
or quality of work based on set criteria.

Key Words

Analyse Analyse Find List Similar to

Appraise Appraise Focus Motivate Simplify
Arrange Arrange Function Omit Take Part in
Assumption Assumption Group Order Test for
Breakdown Breakdown Highlight Organise Theme
Categorise Categorise In-depth Point out
Cause and Cause and Inference Research
Effect Effect Inspect See
Choose Choose Isolate Select
Classify Classify Investigate Separate
Comparing Comparing

Types of Values

Personal engagement and civic engagement strategies help young people to

acquire and apply skills and dispositions that will prepare them to become
competent and responsible citizens.

1. Personal Values (importance, worth, usefulness, etc.)

Personal Values
(Importance, worth, usefulness). Sustaining Values

Core Values • Self-esteem.

• Self-reflection.
• Sanctity of life. • Self-discipline.
• Truth. • Self-cultivation.
• Aesthetics. • Principal morality.
• Honesty. • Self-determination.
• Human. • Openness.
• Dignity. • Independence.
• Rationality. • Simplicity.
• Creativity. • Integrity.
• Courage. • Enterprise.
• Liberty. • Sensitivity.
• Affectivity. • Modesty.
• Individuality. • Perseverance.

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Grade 7

2. Social Values

Core Values Sustaining Values

● Equality ● Plurality
● Kindness ● Due process of law
● Benevolence ● Democracy
● Love ● Freedom and liberty
● Freedom
● Common will
● Common good
● Patriotism and Tolerance
● Mutuality
● Justice ● Gender equity and social inclusion
● Trust ● Equal opportunities
● Interdependence ● Culture and civilisation
● Sustainability ● Heritage
● Betterment of humankind ● Human rights and responsibilities
● Empowerment ● Rationality and Solidarity
● Sense of belonging
● Peace and harmony
● Safe and peaceful communities

Types of Attitudes
Attitudes - Ways of thinking and behaving, points of view
• Optimistic. • Responsible.
• Participatory. • Adaptable to change.
• Critical. • Open-minded.
• Creative. • Diligent.
• Appreciative. • With a desire to learn.
• Empathetic. • W
 ith respect for self, life, equality
• Caring and concern. and excellence, evidence, fair
• Positive. play, rule of law, different ways of
• Confident. life, beliefs and opinions, and the
• Cooperative. environment.

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 CCVE Teacher Guide

Teaching and Learning Strategies

Christian and Citizenship Values Education emphasises and embraces the use of
cognitive, reasoning, decision-making, problem solving and higher level thinking
skills to teach to enhance students’ understanding of inter-disciplinary concepts
and issues in relation to environment, geography, history, politics and economic
within PNG and globally. It aims to provide a meaningful pedagogical framework
for teaching and learning essential and in demand knowledge, skills, values,
and attitudes that are required for the preparation of students for careers, higher
education and citizenship in the 21st Century.

Students must be prepared to gather and understand information, analyse issues

critically, learn independently or collaboratively, organise and communicate
information, draw and justify conclusions, create new knowledge, and act
ethically.

These teaching and learning strategies will help teachers to;

• familiarise themselves with different methods of teaching in the

classroom,
• develop an understanding of the role of a teacher for application of
various methods in the classroom.

Successful teachers always keep in view that teaching must “be dynamic,
challenging and in accordance with the learner’s comprehension. He/she does
not depend on any single method for making his/her teaching interesting,
inspirational and effective”.

Please find a list of the different teaching and learning strategies in the
Appendices.

These strategies are to;

• make learning more engaging

• make learning more effective
• make learning fun
• encourage higher motivational level
• improve attention spans
• develop higher order thinking and reflective skills
• improve communication skills
• develop the spirit of teamwork /collaboration
• develop leadership skills and qualities
• encourage discovery learning

Therefore, teachers are encouraged to utilise the suggested strategies as well

as others.

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Grade 7

Strands Units and Topics

This section of the teacher guide contains the Christian and Citizenship Values
Education content to be taught in grade 7. It consists of;

• a
 brief explanation of how the topics, learning objectives and lesson topics
are derived.
• a
 n overview of the content distributed according to the four terms in an
academic year;
• the unit of work per strand.

Christian and Citizenship Values Education is organised around four main

strands – Biblical Values and Principles, Christian Identities and Civic Principles,
Christian Citizenship and Society, and Christian Leadership and Governance.
These strands embed the content that students are expected to learn and master
at each grade and school level. National content standards are benchmarked
at each grade level, which allows for essential KSAVs to be reinforced and
expanded throughout the grades. Benchmarks show grade level expectations
of what students are able to do to demonstrate that they are making progress
towards attaining the content standard.

These grade-level benchmarks were then unpacked to identify the topics,

learning objectives and the lesson topics. Below is a description of how topics
were derived from the grade-level benchmarks.

Identifying topics from benchmarks

In order to identify the topic from the benchmark, we need to unpack the bench-
mark. When we unpack a benchmark, we identify what students will know and
be able to do when they have mastered the benchmark.

1. Write out the benchmark that you want to unpack.

2. Write the verbs (skills/actions) – Higher order thinking skills.
3. Underline or highlight the big idea (content) in the benchmark. The big idea
(content) is the topic derived from the benchmark.
4. Write essential questions that would be engaging for students.
5. Develop sub-topics from the big idea (topic).
6. Write learning objectives according to the sub-topics.
7. Write lesson topics from the learning objectives.

Benchmark Topic Sub-topic

Learning Objectives Lesson Topics Lesson Objectives

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 CCVE Teacher Guide
Strands Units and Topics

This section of the teacher guide contains the Christian and Citizenship Values
Education content to be taught in grade 7.

Table of Strand, Units and Topics

Strands Units Topic

1. Biblical Values 1. Biblical Values Topic 1: The Word of God
and Principles and Topic 2: Writing of the Word of God
Practices Topic 3: Biblical principles underlying the Word of
God
2. The Ten Topic 1: The Ten Commandments and how the Ten
Commandments: Commandments depict the attributes of
God’s Core God
Principles Topic 2:  Biblical Principles rooted in the Ten
Commandments
Topic: 3: Universality and Transcendence of the
Ten Commandments as superior laws
and ethical and moral standards
Topic 4: Influences of the Ten Commandments on
people’s thinking, behaviour and actions
2. Christian Civic 1: Christian Topic 1: Reconstruction and representation of
Identities, and Identities Christian Identities
Principles Topic 2: Christian Values and Principles for
Christian Identities
2: Civic Topic 1: Christian Values and Principles of
Principles Individuals
Topic 2: Moral Character & Ethical Conducts of
Individuals
Topic 3: Technology and Christian Moral and
Ethics
3. Christian 1: Christian Topic 1: Influence of Christian Education System
Citizenship and Citizenship on Citizen’s Roles and Responsibilities
Society Topic 2: Influence of Christian Education System
on Citizen’s Civic Principles & Values
2: Christian Topic 1: Roles and Responsibilities of Christian
Citizens citizens in democratic societies
and Active Topic 2: Using Technology to influence change
Participation
4. Christian 1. Christian Topic 1: Essence of Christian Leadership
Leadership Leadership Topic 2: Characteristics of Christian Leaders.
and Good Topic 3: Principles and values that shape
Governance
2: Good Topic 1: Essence of good governance
Governance Topic 2: Characteristics, indicators and principles
of good governance
Topic 3: Christian values and principles in good
governance
Topic 4: Governance in biblical and secular
contexts
Topic 5: PNG’s Development Performance
Topic 6: Using technology to solve governance
problems

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Grade 7

Unit of Work
A unit of work is a set of sequenced teaching and learning activities with
assessment tasks, designed to help students achieve selected learning outcomes
within a specific time frame.

A unit of work helps the teacher:

• Identify knowledge, skills and attitudes that the students need to

develop.
• Write suitable learning activities and assessment tasks for each theme.
• Make sure that assessment tasks allow students to demonstrate the
knowledge, skills and attitudes given in the outcomes.
• Identify locally relevant resources for the unit of work.
• Plan the activities to cater for the duration of the unit.

This expansion indicates the scope of content outlined with the Values Attitudes,
Knowledge, Skills, (VASK’s) and derived from the Benchmarks. The lesson
activities should be developed in line with the VASK’s specified from this table.

This table provides the scope of lesson content based on the Benchmarks to
plan your teaching and learning programs. The lesson activities should have
the components of relevant Knowledge, Skills, Attitudes and Values that can
be assessed in the beginning of the lesson (Input), during the lesson (process)
and at the end of the lesson (output). This will lead up to achieving the Content
Standards and the Benchmarks in Arts Subject. Use the tables that follow to
help guide you in planning your teaching programs.

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Strand Biblical Values and Principles
1
Grade 7

Strand 1: Biblical Values and Principles

Unit 1: Biblical Values and Practices

Content Standard 1.1: Students will be able to explore and make sense of the
biblical values and principles, and explain how they were represented, promoted,
modelled, validated, and practiced in biblical times

Unit 1: Biblical Principles and Values

Benchmark 7.1.1.1 Study and explain the essence and the core pillars of the
Word of God in biblical times.

Topic 1: The Word of God

Learning Objectives: By the end of the lesson the student will be able to;
• A
 nalyse scriptures and explain the representation of the Word of God by
identifying the essence and core pillars in biblical times
• Identify and examine the core principles and value of the Word of God.

Essential questions:
1. What is the Word of Yahweh/God?
2. Who were the writers of the Word of God?
3. What is significant about the Word of God?
4. How does the Word of God impact different peoples?
5. What are the core pillars of the Word of God?
6. What are the values and principles represented in each core pillar?

Key Concepts and Skills

Values Love and reverence for God and His WORD
Attitudes Diligent in learning about the Word of God
Skills Study and discuss the word of God , its essence and the core pillars
of the Word of God
Knowledge The essence of the Word of God, The Core Pillars of the Word of God

Content Background:
The Word of God

Scripture: John 1:1-14

The Bible is the written Word of God. It also tells us that the Word of God is Holy
and God Himself is the Word. The Hebrew meaning of the Word of Elohim God
is Torah. Torah means Instruction of Elohim God in righteousness. The Word
of God is living and active, sharper than any two-edged sword, piercing to the
division of soul and of spirit, of joints and of marrow and discerning the thoughts
and intentions of the heart. 2 Timothy 3:16-17 says all scriptures are breathed
out by God and profitable for teaching, for reproof, for correction, and for training
in righteousness, that the man of God may be competent, and equipped for
every good work.
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 CCVE Teacher Guide

The Word of God is-God Himself. He spoke and things came to pass according
to Genesis 1:1-31; 2:1-25.

The Five Books of the law; Genesis, Exodus, Leviticus, Numbers and
Deuteronomy were written by Moses. Whilst most books in the Bible were
written by the prophets and apostles. They were either inspired by the Holy
Spirit to write and or instructed by God Himself to write.

What Does the Phrase, “the Word of God” Mean?

The phrase, “the Word of God” or “the Word of the Lord” has a number of different
meanings in Scripture. It can mean either something that God has decreed,
something that God has said when addressing humans, words that God spoke
through the prophets, Yeshua-Jesus Christ, or God’s written Word.

This can be illustrated as follows:

1. It Can Be Something That God Has Decreed

God’s decrees are His divine pronouncements.

His words cause things to happen. The Bible gives a number of examples of
this. In Genesis, we read that God commanded light to appear:

In the beginning God created the heavens and the earth. The earth was
formless and void, and darkness was over the surface of the deep, and the
Spirit of God was moving over the surface of the waters. Then God said, “Let
there be light”; and there was light. (Genesis 1:1-3 NASB)

2. It May Refer to God Verbally Addressing Humans: Personal Address

When God verbally addressed certain humans in the past, His words were known
as the Word of God. Scripture gives a number of illustrations of God addressing
humans in human language. For example, God personally spoke to Adam in the
Garden of Eden:

And the LORD God commanded the man, “You may freely eat of every tree of
the garden; but of the tree of the knowledge of good and evil you shall not eat,
for in the day that you eat of it you shall die.” (Genesis 2:16-17 NRSV)

Thus, the phrase, “the Word of God” or the “Word of the Lord” can refer to
the actual words God used in speaking to humans in their own language. This
type of personal address from God is found throughout Scripture. When the Ten
Commandments were given, God personally spoke them to Moses. The Bible
says:

And God spoke all these words, saying, “I am the LORD your God, who brought
you out of the land of Egypt, out of the house of bondage. You shall have no
other gods before me.” (Exodus 20:1-3 RSV)

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Grade 7

3. It Can Refer to God Speaking Through Human Prophets

The phrase, “Word of God” is also used of something that is said by God’s
chosen spokesmen. The Bible says that God spoke to His people through the
words of the prophets. These words consisted of ordinary language spoken
through human beings.

When biblical prophets spoke for the Lord, their words were called the “Word of
God.” The Lord promised that the prophets would speak His words. He said to
Moses:

I will raise up a prophet like you for them from among their fellow Israelites. I
will put my words in his mouth and he will speak to them whatever I want. I
myself will hold responsible anyone who then pays no attention to the words
that prophet will speak in my name. But any prophet who presumes to speak
anything in my name that I have not authorised him to speak, or who speaks in
the name of other gods that prophet must die. (Deuteronomy 18:18-20)

4. Jesus Christ Is the Word of God

God the Son, Jesus Christ, is known as the Word of God. At the beginning of
John’s gospel we read the following:

In the beginning was the Word, and the Word was with God, and the Word was
God. (John 1:1 KJV)
In the Book of Revelation, John describes the risen Christ as the “Word of
God.” He wrote:
He is clothed in a robe dipped in blood, and the name by which he is called is
The Word of God. (Revelation 19:13 ESV)

5. It Also Refers to God’s Written Word

Finally, the “Word of God” can refer to God’s Word in written form: the Bible.
Psalm 19:9-10. After being proclaimed orally, God’s Word was put into written
form. Moses was told to write down God’s words:

Then the LORD said to Moses, “Write this on a scroll as something to be

remembered and make sure that Joshua hears it, because I will completely blot
out the memory of Amalek from under heaven.” (Exodus 17:14 NIV)
Elsewhere, we again read about God telling Moses to write something down:
And the LORD said to Moses, “Write these words; in accordance with these
words I have made a covenant with you and with Israel.” (Exodus 34:27 RSV)

The Essence of the Word of God

Scriptures: John 1:1 and 14

The essence of the Word of God as follows;

i) The breath ii) Spiritual milk iii) Bread of life

vi) Spirit and life v) Yeshua/Jesus Himself

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 CCVE Teacher Guide

Most Christians know that the Bible is the Word of God. But many do not know
the very essence of the holy word in the Bible. Anything that is solid always
has an element and an essence. We need to consider what the essence of the
word of the Lord is. The holy word that has been spoken by God through the
generations is the very embodiment of the Oneness of God; God the Father,
God the Son and God the Holy Spirit. This is based on John 1:1 and 14. Verse 1
tells us definitely that the Word, the holy Word, is God. The word that has been
spoken through the generations is God Himself essentially. The Word is God
Himself, not in person but in essence. This simply means that God is altogether
embodied in the Word. God is Spirit, and a spirit is mysterious and invisible. But
the Word is something in black and white. It is visible and solid. Thus, the Word
is the embodiment of the mysterious and invisible God. Although God is invisible
and mysterious, the Word is not. The solid and visible Word embodies God. The
Word defines, explains, and expresses God.

In Chapter 1 of the gospel of John, we are told that the Word was God himself
embodied to be Jesus. When Jesus speaks the word, whatever he speaks is
spirit and life. The Lord Jesus said in John 6:63,” the words which I have spoken
unto you are spirit and are life”. The word today is spirit and the life.

If we contact the Bible only with our mind, the Bible will only be a letter to us. But
whenever we contact any part of the Bible with our spirit, that part of the Bible
becomes spirit and life to us.

The Word of God-giving life to the believers

A. Causing Men to be Regenerated (1 Pet. 1:23).

B. Being the Believers’ Spiritual Milk (1 Cor. 3:1-2). (1 Pet. 2:2).
C. B
 eing the Believers’ Bread of Life (Matt. 4:4). (Jer. 15:16), (Job 23:12b).
(Heb. 5:13-14).

Core pillars of the Word of God

1. Core pillars of the Word of God (suggested to be; according to Proverbs 9)

• Counsel
• Knowledge
• Understanding
• Might or strength
• Power/authority
• Riches
• Honour
I am the Way, the Truth and the Life (John 14:6)

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery, research, class discussions and Bible Study will enable
students to understand the biblical values and principles in the Word of God.

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Grade 7
The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1. The Word of God

Lesson 2. Essence of the Word of God
Lesson 3. Core Pillars of the Word of God

STEAM Activity

Resources
The Bible, Bible Study Guide, the internet

Assessment

࡟࡟ Explain the representation of the Word of God based on Bible scriptures

࡟࡟ Read and interpret relevant Bible texts on the meaning of the Word of God

Unit 1: Biblical Values and Practices

Benchmark 7.1.1.2 Compare and contrast the writing representation, spread,

practice, and regulation of the Word of God in biblical times and post biblical
times.

Topic: Writing of the Word of God

Learning Objectives: By the end of the lesson the student will be able to.

• Research and explain the early writings of the Word of God and the
technology used in the process.
• Research, compare and contrast the transition of the Word of God in
biblical and post biblical times.
• Identify and explain the principle and biblical value of the Word of God in
biblical and post biblical times.
• Compare and describe the influence of technology in the representation
and spread of the Word of God.

Essential questions:

1. How was the Word of God written, represented and regulated.

2. How was the written Word of God preserved?
3. W
 hat is the essence of the Word of God and its impacts in biblical and post
biblical times?
4. H
 ow is the Word of God represented and spread during the biblical and post
biblical times?
5. What is the technology medium used to spread the Word of God?

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Key Concepts and Skills

Values Assimilate the Word representation in biblical times
Attitudes Deeply understand and embrace the representation of the Word.
Skills Compare and contrast the representation of the Word of God.
the writing, representation, spread, practice and regulation of the
Knowledge
Word of God.

Content Background
The Early Writings or Scriptures

The Bible was not written in one specific year or in a single location. The Bible is
a collection of writings, and the earliest ones were set down nearly 3500 years
ago. So let’s start at the beginning of this fascinating story.

The first five books of the Bible are attributed to Moses and are commonly called
the Pentateuch (literally “five scrolls”).

Moses lived between 1500 and 1300 BC, though he recounts events in the first
eleven chapters of the Bible that occurred long before his time (such as the
creation and the flood).

These earliest accounts were handed on from generation to generation in songs,

narratives, and poetry. In those early societies there was no writing as yet and
people passed on these oral accounts with great detail and accuracy.

The earliest writing began when symbols were scratched or pressed on clay
tablets. The Egyptians refined this technique and developed an early form of
writing known as hieroglyphics. The Bible tells us that Moses was “educated in
all the learning of the Egyptians”, so he would have been familiar with the major
writing systems of his time. We also read that God gave Moses “two Tablets
of the Testimony, the tablets of stone inscribed by the finger of God” (Exodus
31:18). All this leads to the conclusion that the earliest writings in the Bible were
set down around 1400 BC.

The writings of the thirty or so other contributors to the Old Testament span a
thousand years! They recount the times and messages from Moses’ successor,
Joshua, to the last of the Old Testament prophets, Malachi, who wrote his little
tract around 450 BC.

Then there is a 500-year period when no writings were contributed to the Bible.
This is the period between the testaments, when Alexander the Great conquered
much of the world and when the Greek language was introduced to the Hebrews.
Indeed, they began to use Greek so much that the Hebrew language was replaced
by Greek and by another language, Aramaic, which was spoken all over that area
of the world at that time.

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The New Testament was written during a much shorter period, i.e. during the last
half of the first century AD.

• It was the coming of the Messiah, Yeshua (Jesus Christ), which ignited the
flame that produced the New Testament, as the new faith swept across the
Near East and then westward to Greece and on to Rome.

• Half of the New Testament books were contributed by one man, the Apostle
Paul, in the epistles he sent to groups of new Christians and to his assistants
Timothy and Titus.

• The Bible closes with a majestic book of visions and dramatic views of the
future. It was penned by the aged Apostle John around 95 AD and describes
the new heaven and the new earth when God’s kingdom will embrace the
universe and all rebellion and death will be a thing of the past.

In looking at all these dates, the important thing to remember is that when the
Bible was written is not as important as what was written. However, the when is
important also as we sense how God’s presence persisted through the centuries
and gave us “in the fullness of time” the full-orbed revelation of salvation and
hope through his son the Messiah, Yeshua (Jesus Christ),

Compare and contrast the writing, representation and regulation of the

Word of God

Scripture: 2 Timothy 3:15-17

Rather than “old” Testament, a better descriptive name is the Hebrew Holy
Scriptures sometimes known as the Scared Hoy Scriptures. Paul was writing to
Timothy about the Holy Scriptures because there were no scriptures at that time.
For 300 hundred years after the death and resurrection of Yeshua/Jesus the only
scriptures were the Hebrew Holy Scriptures. The Hebrew foundation of faith was
lost throughout the Council of Nicaea in 325 CE. Roman Emperor Constantine
was a sun worshipper until the day of his death. He established Christianity as
the official religion of the Roman Empire which included many pagan traditions.

The Spread of the Word of God

Scripture: Acts 1:3-11

The religious perspectives on Yeshua/Jesus vary among world religions. Yeshua/
Jesus and the retelling of His life story have significantly influenced the course
of mankind. Many believers believe that through His death and resurrection, we
are reconciled with God, thereby receiving salvation and the promise of eternal
life according to John 3:16.

The influence and impact of technology in the representation and spread

of the word of God.

In today’s ever more digitally connected world, religious groups including Bible
League International are of the belief that social media can be a valuable and
effective method of reaching out to their followers all over the world.

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Technologies that speed the Gospel in PNG

An example of what a missionary activity using technology to spread and

circulate the Word of God in the recipients language.

1. Bible boxes

Bible box carried by MAF pilots in Papua New Guinea are distributed along with
other Christian literature to many parts of PNG. Wherever the pilots fly in PNG
they take a Bible box with them that whenever they land the bible boxes run out
quickly. Because of the hunger for the Word of God, people have asked for more
to be distributed to them.

2. Renewable technology

Solar light and wind up radio | MAF

People living in remote places in PNG find it difficult to obtain sufficient fuel for
lighting. After working during the day, they have limited time to prepare food
before it gets dark - after which there’s not much they can do.

But MAF can make renewable technology like solar lamps available at subsidised
prices. People hungry to read the Bible can now enjoy fellowship and study
together at the end of the day. With up to 10 power cuts a day in PNG’s towns,
the provision of solar power for church and missionary run hospitals plays a vital
role in enabling them to keep functioning.

3. Bible on a mobile

WIFIBible is becoming available on public transport in Papua New Guinea | MAF.

Bibles and Christian resources are available at the touch of a button on
smartphones, tablets and computers. Audio Bibles are also provided for those
who can’t read, and are being flown across the country by MAF pilots.

In oral societies, solar-powered MP3 players loaded with a Tok Pisin Bible or
children’s stories about Jesus reach the hearts of many who have never heard
the Gospel. They also equip rural pastors who have no formal training, Sunday
School teachers, churches and house groups.

And now God’s Word is even available on buses! The exciting new WIFIBible is
providing another technological answer to spreading the Gospel in PNG.

4. IT training for the Church

Pastors undergoing computer training | MAF

Equipping pastors for today’s Church means more than just giving access to
digital resources. This is why pastors are provided with IT courses ranging from
the very basics - turning on a computer and using a mouse - to more advanced
skills such as creating weekly church news sheets and bookkeeping.

Local church leaders are eager to complete this course before embarking on
theological training. It’s a stepping stone to reaching remote communities with
God’s precious Word.
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Other platforms that technology has enabled the spread of the Word of God
include, television programs, radio programs, Facebook live streaming, the use
if IPods, IPads and mobile phones through the various created applications that
are available today.

The representation of the word of God

Jesus, the Full Representation of God

The Son is the radiance of God’s glory and the exact representation of his
being…’ 1 John 1:1-3 ‘That which was from the beginning, which we have heard,
which we have seen with our eyes, which we have looked at and our hands have
touched-this we proclaim concerning the Word of life.

Representing the Word of God

We can trace the idea running through the whole of Scripture and history,
though in a variety of ways:
1. Human beings, representing God to all the rest of Creation (Genesis 1).
2. People of Israel, representing God to all other peoples in the nations.
3. Priests, representing the people before God.
4. Prophets, representing God’s messages to people.
5. Jesus Christ, God representing himself as a human being to all humanity
and creation.
6. Believers in whom God’s Holy Spirit lives - mature sons of God as we
saw above - representing God in amongst all humanity.
7. In the life-to-come, human beings will again represent God to all the rest
of creation, but in purity and in new, more glorious ways.

It seems that both the missionary movement and the green movement both
express the desire to represent God, one spreading initial knowledge of Christ,
the other bringing that to full fruit in the whole Creatio n. Indeed, perhaps
surprisingly to some, they might be related and might even work together well.

This text discusses the issue of representing God, and bearing God’s image. One
of the benefits of this idea is that what has been revealed about each applies,
with appropriate modifications, to the others. So, especially, that which applies
to the people of Israel applies to us today, but in certain ways.

Representing God involves at least six things:

• Showing what the One True God is like, so that the others can
experience something of God and thus be blessed (the work of witness)
• Modeling how the God intended humanity to operate in the
world; Demonstrating how life can be lived to the fullest and richest and
healthiest extent, i.e. as God intended (the work of witnesses)
• Critiquing the world, communicating what is required of us all (the
representative and the others) by way of response to God and his world
(the work of prophets).
• Doing: Being human and social vehicles through whom God acts in the
world (the work of rulers)
• Bringing those represented before God (the work of priests)
• Inviting and welcoming people who want to join with the One True God
(the work of evangelism);
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The practice of the Word of God

Scripture: Nehemiah 10:1-39

We belief in the God Head that is The Father, Son and Ruach Elohim/Holy Spirit
and that He raised His Son Yeshua/Jesus from the death and the power of death
and He is given to us His Children and to honor His Shabbats and His Holy
feasts and to walk in His commandments, laws and precepts.

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students to understand the biblical
values and principles in the Word of God. The knowledge prescribed must be
taught. It is not only about teaching what students should know but also to
interpret that knowledge for students in a way that makes it relevant to them,
and enables them to begin to acquire skills of analysis and problem solving,
which will support teaching and learning. Students must be given opportunities
to apply their knowledge, to be creative and to solve problems.

Suggested Lesson Titles

Lesson 1. The Early Writings or Scriptures

Lesson 2. The Writing of the Word of God in biblical and post biblical times
Lesson 3. R
 epresentation and Spread of the Word of God in biblical and
post biblical times
Lesson 4. T
 he Practice and impact of the Word of God biblical and post
biblical times
Lesson 5. T
 he Regulating of the Word of God in biblical and post biblical
times

STEAM Activity

Resources

The Bible, Bible Study Guide, Bible Maps, the internet

Assessment

• Compare and describe the influence of technology in the representation

and spread of the Word of God.
• Study and interpret Bible scriptures to explain the spread, practice and
regulation of the Word of God in biblical and post biblical times.
• Development of the Bible and persecutions

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Unit 1: Biblical Values and Practices

Benchmark 7.1.1.3 Investigate and analyse the principles underlying the Word
of God

Topic 3: Biblical principles underlying the Word of God

Learning Objectives: By the end of the lesson the student will be able to;

• Explain the Word of God based on Bibles scriptures.

• Identify and explain the biblical principles underlying the Word of God.
• Identify and explain the biblical values underlying the Word of God.

Essential questions:

1. What are the biblical principles and values underlying the Word of God?
2. What is the importance of the biblical principles and values of the Word of
God?

Key Concepts and Skills

Values Godly and sincere
Attitudes Critical analysis
Skills Explore, identify and explain the principles of the Word of God
Knowledge The biblical principles and values underlying the Word of God.
The Word of God is the Truth (2 Tim 3:1

Content Background

Biblical principles underlying the Word of God

Scripture: 2 Timothy 2:15; Deuteronomy 64-9

We are encouraged to accurately interpret the Word of God. God desires for
His people to know and understand His Word- that’s why He gave it to us and
instructed fathers to teach it to their children in the room.

Biblical Principle of the Word of God

1a. First Principles of God’s Word

• I have fed you with milk, and not with meat: for till now you were not able
to bear it, neither yet now are you able. 1 Corinthians 3:2
• For when the time you ought to be teachers, you have need that one teach
you again which be the first principle of the oracles of God; and are be-
come such as have need of milk, and not of strong meat. Hebrews 5:12
• As newborn babes, desire the sincere milk of the word that you may grow.
1 Peter 2:2

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1b. First Principles of God’s Word

• there is one God eternally existing in three persons: Father, Son, and
Holy Spirit.
• Christ is God, His virgin birth, His sinless life, the physical miracles He
performed, His atoning death upon the Cross, His bodily resurrection,
His ascension to the right hand of the Father, and His personal return in
power and glory at His second coming.
• The regeneration by the Holy Spirit is essential for the salvation of sinful
mankind.
• the sinner is brought to an awareness of the need for salvation through
the convicting work of the Holy Spirit.
• in sanctification by the blood of Christ, one is made holy.
• the present, active ministry of the Holy Spirit who guides the Church
and by whose indwelling and empowerment we are able to live godly
lives and render effective service to God and others.
• in the oneness and ultimate unity of believers for which our Lord
prayed, and that this should be visibly displayed “that the world may
know, see, and believe” God’s glory, the coming of His Son, and the
great love He has for His people (John 17:20–23).
• the sanctity of the marriage bond and the importance of strong loving,
Christian families.

The 3 Fundamental Principles of Understanding God’s Word

1. BELIEVE

Jesus began with an imperative question when he asked, “Why call me Lord,
Lord and do not the things which I say?” Luke 6:46 It is one thing to believe in
Jesus’ name, but it’s another to believe in Jesus’ Word. Jesus made one thing
perfectly clear, and that is that every word which he spoke came directly from
God the Father. John 12:49-50 Jesus declared that the doctrine he taught was
not his own but of God. John 7:16-17 Paul, the chief writer of the New Testament
certified that what he wrote proceeded from Christ. Gal 1:11-12 Peter confirmed
that everything the prophets of old spoke proceeded from the Holy Spirit. 2 Pet
1:21 Jesus bore witness that the Holy Spirit revealed all he heard from God the
Father. John 16:13. Therefore, the first principle of understanding God’s Word
is to believe that all scriptures were inspired of God, and none other. 2 Tim 3:16

2. STUDY

One has to study diligently to rightly divide the Word of truth. 2 Tim 2:15. This
comes by reading the scriptures which tells us that the old testament was written
for our learning. 2 Tim 4:13f; Rom 15:4 It comes by searching the scriptures to
prove what is being taught comes from God’s Word. Acts 17:11 It comes by
learning that prophesying, speaking in tongues, and receiving the knowledge of
God from on High has ceased since the day the new testament was fully written.
1 Corinthians 13:8-10 Once we have rightly divided the part of the Bible which
was written for us today from the parts which were not, then we have applied the
second principle of understanding God’s Word.

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3. OBEY

God has made it abundantly clear from the beginning of the bible unto the very
end that he does not allow man to add to and remove from His Word. God
declared through Moses that Israel was not to add to or take from His Word
that they might be able to keep His Word. Deuteronomy 4:2. This same principle
was applied to Joshua who led Israel out of the wilderness into the land which
flowed with milk and honey. Joshua 1:7 Solomon commanded the same when
he said, “Add not unto His Words unless he correct you and you be found a
liar.” Proverbs 30:6. Such words were revealed by the prophet Isaiah who when
Israel had rebelled against God’s Word, commanded that they turn not to the
right hand or to the left from the teachers of God. Isaiah 30:8-21 This principle
continued into the new testament when Peter and John said that they spoke
only what they heard and saw from the Holy Spirit. Acts 4:19-20 Paul taught that
we should learn from the apostles not to go beyond that which was written. 1
Corinthians 4:6. Peter commanded that we are to speak the oracles or Will of
God. 1 Pet 4:11 The beloved John commanded that we are not to add to or take
from God’s Word. Rev 22:18-19 When we have obeyed this commandment, then
we have ascertained the third principle of understanding God’s Word.

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery, research and class discussions will enable students to
understand the biblical values and principles in the Word of God.

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1. The biblical principles of the Word of God

Lesson 2. The biblical values of the Word of God
STEAM Activity

Resources
The Bible, Bible Study Guide, the internet

Assessment

• Explain the Word of God based on Bibles scriptures

• Identify and explain the biblical principles underlying the Word of God
based Bible scriptures and the events that demonstrate biblical principles.

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Unit 2: The Ten Commandment: God’s Core Principles

Content Standard 1.2. Students will be able to identify and explain the Ten
Commandments as God’s core principles and evaluate their influence on people’s
thinking, standards of behavior and practice in different contexts.

Benchmark 7.1.2.1 Study the Ten Commandments and discus how they depict
the Characteristics of God’s attributes.

Topic 1:  The Ten Commandments and how the Ten Commandments depict the
attributes of God

Learning Objectives: By the end of the lesson the student will be able to;

࡟࡟ Examine each of the Ten Commandments and explain how each reveal the
nature and character of God.
࡟࡟ Explore and interpret Bible scriptures to identify the attributes of God.
࡟࡟ Identify and explain the principles and biblical values of the Ten Command-
ments that depict the attributes of God.
࡟࡟ Essential questions:
࡟࡟ What are the Ten Commandments?
࡟࡟ Why are they called the core principles of God?
࡟࡟ How do the Ten Commandments depict the attributes of God?
࡟࡟ What are the attributes of God that are shown through the Ten Command-
ments?

Key Concepts and Skills

Values Rationality and Reverence for God
Attitudes Appreciative and have Deep or thorough understanding
Skills Study and discuss a scripture, Exodua 20
Knowledge The Ten Commandments, The attributes of God

Content Background

Scripture: Exodus 20;1-17, Deuteronomy 5:6-21

The Ten or the Royale Commandments are laws or rules handed down to Moses
by Elohim on Mount Sinai. The Ten Commandments are a perfection meaning
that they are Heavenly Constitution and they tell us to live.

The Ten Commandments depict the attributes of God by saying God is a Spirit,
infinite, eternal, unchangeable in His being, wisdom, power, holiness, justice,
goodness and truth. The first attribute of the image and likeness of God is the
authority to rule over the earth and He gave the image Himself to us man in the
creation story.

The Ten Commandments  

First Commandment (Exodus 20:2)

I am the Lord Your God, who brought you out of the land of Egypt, out of the
house of bondage
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Second Commandment (Exodus 20:3-6)

You shall have no other gods beside Me. You shall not make for yourself any
graven image, nor any manner of likeness, of anything that is heaven above, or
that is in the earth beneath, or that is in the water under the earth. You shall not
bow down to them, nor serve them, for I, the Lord Your God, am a jealous God,
visiting the iniquity of the fathers upon the children unto the third and fourth
generation.

Third Commandment (Exodus 20:7)

You shall not take the name of the Lord Your God in vain; for the Lord will not
hold him guiltless that takes His name in vain.

Fourth Commandment (Exodus 20:8-11)

Remember the Sabbath, to keep it holy. Six days you shall labor, and do all your
work; but the seventh day is a Sabbath unto the Lord Your God, in it you shall
not do any manner of work, you, nor your son, nor your daughter, nor your man-
servant, nor your maid-servant, nor your cattle, nor your stranger that is within
your gates; for in six days the Lord made heaven and earth, the sea, and all
that in them is, and rested on the seventh day. Wherefore the Lord blessed the
Sabbath day, and made it holy.

Fifth Commandment (Exodus 20:12)

Honor your father and your mother, that your days may be long upon the land
which the Lord God gives you.

Sixth Commandment (Exodus 20:13)

You shall not murder.

Seventh Commandment (Exodus 20:13)

You shall not commit adultery.

Eighth Commandment (Exodus 20:13)

You shall not steal.

Ninth Commandment (Exodus 20:13)

You shall not bear false witness against your neighbor.

Tenth Commandment (Exodus 20:14)

You shall not covet your neighbor’s house, or his wife, his man-servant, his
maid-servant, or his ox, or his ass, or anything that is your neighbor’s.

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The Attributes of God

What are God’s attributes? When we talk about the attributes of God, we are
trying to answer questions like, who are God, What is God like, and what kind
of God is He? An attribute of God is something true about Him. While fully
comprehending who God is, it impossible for us as limited beings. God does
make Himself known in a variety of ways, and through what He reveals about
Himself in his Word and in his creation, we can begin to wrap our minds around
our awesome Creator and God.

God is unlike anything or anyone we could ever know or imagine. He is one of

a kind, unique and without comparison. Even describing Him with mere words
truly falls short of capturing who He is – our words simply cannot do justice to
describe our holy God.

Still, God possess attributes that we can know (even just in part) and He has
given us His Word as a means to understand Him.
Compiled is a list of 15 of God’s attributes; some are what theologians
call “incommunicable” (qualities possessed by God alone) and others are
“communicable” (qualities that both God and we possess, though only He
possesses them perfectly).

The Explanation of the Attributes of God

Attribute Explanation
And he is before all things, and in him all things hold together.”
1. God Is Infinite - He - Colossians 1:17
is Self-Existing, “Great is our Lord, and abundant in power; his understanding is
beyond measure” – Psalm 147:5
Without Origin
When Moses asked God, “Who shall I tell Pharaoh has sent me?”
God said, “I AM THAT I AM.” Jehovah or Yahweh is the most
intensely sacred name to Jewish scribes and many will not even
pronounce the name. When possible, they use another name.

“I the Lord do not change. So you, the descendants of Jacob, are

not destroyed.” Malachi 3:6
God does not change. Who he is never changes. His attributes
are the same from before the beginning of time into eternity. His
character never changes - he never gets “better” or “worse.” His
2. God Is Immutable - plans do not change. His promises do not change.
He Never Changes This ought to be a source of incredible joy for believers. It is
because Jesus Christ is the same yesterday, today, and forever
that neither angels nor demons, neither the present nor the future,
not even powers, height, depth, nor anything else in all creation,
will be able to separate us from the love of God that is in Christ
Jesus our Lord (Rom. 8:35-39)!”

“For as the Father has life in himself, so he has granted the Son also
to have life in himself.” – John 5:26
As limited humans, we have incredible needs, which left unfulfilled,
result in death. God, however, has never once been in need of
3. God Is Self - anything. As Tim Temple writes, “God is perfectly complete within
Sufficient – He Has his own being.”
No Needs The self-sufficiency of God means he “possesses infinite riches
of being, wisdom, goodness, and power in and of himself (Gen
17:1; John 5:26; Ephesians 3:16). Because he possesses these
unfathomable riches in the perfect knowledge and love of the Father,
Son, and Holy Spirit (Matt 11.25-27; John 17:24-26), God is the

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“blessed” or “happy” God (1 Tim 1.11; 6:15).”
Because God is self-sufficient, we can go to him to satisfy all our
needs. We never have to worry about “drying up” his never-ending
well of goodness, peace, mercy and grace. “Now to him who is able
to do immeasurably more than all we ask or imagine, according to
his power that is at work within us…” (Ephesians 3:20)

“By the word of the LORD the heavens were made, their starry host
by the breath of his mouth.” - Psalm 33:6
“Can you fathom the mysteries of God? Can you probe the limits of
the Almighty? They are higher than the heavens above - what can
you do? They are deeper than the depths below - what can you
know? Their measure is longer than the earth and wider than the
sea. Surely he recognises deceivers; and when he sees evil, does
4. God is Omnipotent – he not take note?” - Job 11:7-11
He Is All Powerful Omnipotent means to have unlimited power (omni = all; potent =
powerful). God is able and powerful to do anything he wills without
any effort on his part.
It’s important to note the “anything he wills” part of that statement,
because God cannot do anything that is contradictory or contrary
to his nature. Hebrews 6:18 puts it like this: “God did this so that,
by two unchangeable things in which it is impossible for God to lie,
we who have fled to take hold of the hope set before us may be
greatly encouraged.”
“Scripture is clear that God is strong and mighty (Psalm 24:8).
Nothing is too hard for Him to accomplish (Genesis 18:14; Jeremiah
32:17, 27; Luke 1:37). Often God is called “Almighty,” describing Him
as the One who possesses all power and authority (2 Corinthians
6:18; Revelation 1:8). In fact, Paul says that God is “able to do
immeasurably more than all we ask or imagine” (Ephesians 3:20).”

“Remember the former things, those of long ago; I am God, and

there is no other; I am God, and there is none like me. I make known
the end from the beginning, from ancient times, what is still to come.
I say: My purpose will stand, and I will do all that I please” - Isaiah
46:9-10
God is omniscient, which means he knows everything.
“God perfectly knows Himself and, being the source and author of
all things, it follows that He knows all that can be known. And this
5. God is Omniscient – He knows instantly and with a fullness of perfection that includes
He is All-Knowing every possible item of knowledge concerning everything that exists
or could have existed anywhere in the universe at any time in the
past or that may exist in the centuries or ages yet unborn.”
Because God is all-knowing, we can trust that he knows everything
we’re going through today and everything we will go through
tomorrow. When we meditate on this truth, especially in light of his
other attributes of goodness and love, it makes it easier to trust him
with all we have going on in our lives, from the very serious to the
silly and mundane.

“Where can I go from Your Spirit? Or where can I flee from Your
presence? If I ascend to heaven, You are there; If I make my bed in
Sheol, behold, You are there. If I take the wings of the dawn, If I dwell
in the remotest part of the sea, even there Your hand will lead me,
6. God is Omnipresent
And Your right hand will lay hold of me.” Psalm 139:7-10
– He is Always
“‘Am I a God at hand’ declares the Lord, ‘and not a God afar off?
Everywhere
Can a man hide himself in secret places so that I cannot see him?’
declares the Lord. ‘Do I not fill heaven and earth?’ declares the Lord”
- Jeremiah 23:23-24

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To be omnipresent is to be in all places, at all times. Yet, it is impor-
tant to understand that for God “to be” in a place is not the same
way we are in a place. “God’s being is altogether different from
physical matter; He exists on a plane wholly distinguishable from
the one readily available to the five senses.”
“Oh, the depth of the riches both of the wisdom and knowledge of
7. God Is Wise – He Is God! How unsearchable are His judgments and unfathomable His
Full of Perfect, Un- ways!” – Romans 11:33
changing Wisdom Wisdom is more than just head knowledge and intelligence. A truly
wise person is someone who understands all the facts and makes
the best decisions. A wise person uses his heart, soul and mind
together with skill and competence. But even the wisest man on
earth would never come close to being as wise as God.
God is infinitely wise, consistently wise, perfectly wise.

“Know therefore that the LORD your God is God; he is the faithful
God, keeping his covenant of love to a thousand generations of
those who love him and keep his commands.” - Deuteronomy 7:9
“[I]f we are faithless, he remains faithful-for he cannot deny himself.” 2
Timothy 2:13
As with all of God’s attributes, they are not separate, isolated traits but
8. God Is Faithful interconnected parts of his perfect whole being. So his faithfulness
- He Is Infinitely, cannot be understood apart from his immutability, the fact that he
Unchangingly True never changes. So when we read that God remains faithful, for he
cannot deny himself, we see these attributes working together. The
fact that he is unchanging means he can never be unfaithful.
“For now we see in a mirror dimly, but then face to face. Now I know
in part; then I shall know fully, even as I have been fully known.” 1
Corinthians 13:12

“O, taste and see that the Lord is good” – Psalm 34:8
The goodness of God “disposes Him to be kind, cordial, benevolent,
and full of good will toward men. He is tenderhearted and of quick
sympathy, and His unfailing attitude toward all moral beings is
open, frank, and friendly. By His nature He is inclined to bestow
blessedness and He takes holy pleasure in the happiness of His
9. God Is Good – He Is people.”
Infinitely, Unchang-
ingly Kind and Full of Just like his other attributes, God’s goodness exists within his im-
Good Will mutability, and infinite nature, so that he is unchangingly, always
good. His mercy flows from his goodness. “As with God’s other
perfect attributes, Christians find it easier to affirm the goodness of
God when things are going well. When life takes a nosedive, though,
that’s when we begin to question God’s goodness to and for us.
When the Psalmist writes “O, taste and see that the Lord is good,”
(Psalm 34) he is inviting us not just to believe that God is good but
to experience God’s goodness.
“The Rock! His work is perfect, For all His ways are just; A God of
faithfulness and without injustice, Righteous and upright is He.” –
Duet 32:4
What does it mean that God is just? It means more than he is simply
10. G
 od Is Just – He
fair. It means he always does what is right and good toward all men.
Is Infinitely, Un-
Likewise, although this is hard for many to accept, his sentencing of
changeably Right
evil, unrepentant sinners to hell is also right and good.
and Perfect in All
A natural question that arises from this is, how then can a just God
He Does
justify the unjust (as each of us are without Christ!)?

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“I will have mercy on whom I have mercy, and I will have
compassion on whom I have compassion.” So then it does not
depend on the man who wills or the man who runs, but on God
who has mercy.” - Romans 9:15-16
11. God Is Merciful As noted above, God’s mercy is inseparable from his justness. He
– He is Infinitely, is infinitely, unchangeably, unfailingly merciful – forgiving, lovingly
Unchangeably kind toward us. He is inexhaustibly, actively compassionate. His
Compassionate mercy is also undeserved by us
and Kind
“For all have sinned and fall short glory of God,” and, “the wages
of sin is death.” But because of mercy, we don’t get what we
deserve. Instead, because of the mercy of God, we get life through
faith in Christ.

“The LORD is gracious and merciful; Slow to anger and great in

loving kindness.” – Psalm 145:8
If mercy is not getting what we do deserve (damnation), grace is
getting what we don’t deserve (eternal life). “As mercy is God’s
goodness confronting human misery and guilt,” It is by his grace
that God imputes merit where none previously existed and declares
no debt to be where one had been before.”

12. God is gracious Because grace is a part of whom God is and not just an action
– God is infinitely he bestows, it means we can trust that grace is eternal. His grace
inclined to spare the is something we do not earn or lose (“For it is by grace you have
guilty been saved, through faith – and this is not from yourselves, it is
the gift of God…” Eph. 2:8). His grace is also sovereign. “I will be
gracious to whom I will be gracious” (Exodus 33:19).

“His common grace is a gift to all of mankind. It is the

While all of humanity benefits from common grace, only those who
profess believe and put their faith in Christ receive saving grace.
This is what results in our sanctification and our glorification of
God, that we might live for him and enjoy him for all eternity.

“Beloved, let us love one another, for love is from God, and
whoever loves has been born of God and knows God. Anyone
who does not love does not know God, because God is love.” - 1
13. God Is Loving John 4:7-8
– God Infinitely,
Unchangingly Loves Love. The love of God is eternal, sovereign, unchanging, and
Us infinite.
God’s love is active, drawing us to Him. His love is personal. He
doesn’t love humanity in some vague sense, he loves humans. He
loves you and me. And his love for us knows no beginning and no
end.
“Holy, Holy, Holy, is the Lord Almighty” – Revelation 4:8
The word holy means sacred, set apart, revered, or divine. And yet
none of those words is adequate to describe the awesome holiness
of our God. The word holiness refers to His separateness, His
otherness, the fact that He is unlike any other being. It indicates
14. God Is Holy – His complete and infinite perfection. Holiness is the attribute of
He is Infinitely, God that binds all the others together.”
Unchangingly
Perfect That God is holy means he is endlessly, always perfect. And his
standard for us is perfection as well. “Therefore you are to be
perfect, as your Heavenly Father is perfect,” Jesus says in Matthew
5:48. That’s why we need Christ. Without Christ taking the place
for us and dying for our sins, we would all fall short of God’s holy
standard

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15. God Is Glorious “His radiance is like the sunlight; He has rays flashing from His
– He is Infinitely hand, And there is the hiding of His power.” - Habakkuk 3:4
Beautiful and Great John Piper defines God’s glory like this: “The glory of God is the
infinite beauty and greatness of God’s manifold perfections. The
infinite beauty - and I am focusing on the manifestation of his
character and his worth and his attributes-all of his perfections and
greatness are beautiful as they are seen, and there are many of
them. That is why I use the word manifold.”

The glory of God is of course, inseparable from his other attributes,

so God is eternally, infinitely, unchangingly glorious. His radiance
and beauty emanate from all that his is and all that he does. Isaiah
43:7 says that man was created by God for his glory. So our whole
existence and purpose is to glorify him, as we are created in his
image and do the good work he has prepared for us to do.

The attributes of God may be classified under two main categories:

His infinite powers.

His personality attributes, like holiness and love.

Imitative attributes concerns God as regards to the fact that in

Him essence and existence coincide. They are: infinity, simplicity, indivisibility,
uniqueness, immutability, eternity, and spirituality (meaning absence of matter).
Personal attributes of God are life (fullness, beatitude, and perfection),
thought, will and freedom, love and friendship. The object of the thinking and
will of God is God Himself, so to speak, His essence, since He is the Highest
Good and the perfection of all perfections. But God also addresses His thought
and His will towards to the human creatures for their own good

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students to understand The Ten
Commandments as God’s core principles for living.  

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1. The Ten Commandments

Lesson 2. The Attributes of God
Lesson 3. The Attributes of God in the Ten Commandments

STEAM ACTIVITY

Resources
The Bible, Bible Study Guide, internet

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Assessment

Study and explain one of the Ten Commandments.

Study and interpret Bible scriptures to identify the nature and attributes of God.
Identify and explain the principles in the Ten Commandments that are depicting
the attributes of God.

Unit 2: The Ten Commandments: God’s Core Principles

Benchmark 7.1.2.2 Infer and explain the biblical principles embedded in each
of the Ten Commandments.

Topic 2: Biblical Principles rooted in the Ten Commandments

Learning Objectives: By the end of the lesson the student will be able to.

࡟࡟ Examine the Ten Commandments and identify the deeply rooted core
principles.
࡟࡟ Analyse and explain the scriptures in the Bible that elaborate the biblical
principles rooted in the Ten Commandments.
࡟࡟ Examine the Biblical Principles of Commandments 1- 5 and
Commandments 5-10.  

Essential questions:

1. What are Ten Commandments and the deeply rooted core principles
embedded within?
2. What is the Biblical Principles of Commandments 1- 5 and Commandments
5-10?

Key Concepts and Skills

Values Rationality and Reverence for God
Attitudes Adaptability, flexible to change guided by the Ten
Commandments
Skills Making Inferences, analyse, and discuss the Ten
Commandments and the underlying principles rooted within
Knowledge Biblical principles in the Ten Commandments

Content Background
The Ten Commandments are the principles of God’s kingdom and the rule by
which all His creatures govern their lives. The basic, fundamental principle of
these commands is love -supreme love for our Creator God and unselfish love
for our fellow humans. This principle of unselfish love must be firmly entrenched
into the fibre of our being, into the very core of our existence in order for us to be
fitted for God’s kingdom. The Ten Commandments are the practical outworking
of this principle and their adaption to the sinful context of human life.

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These commands also express in more detail important principles of living
according to God’s rule as they flow from the foundational love principle.

Biblical Principles of Commandment 1-5

Tells us of the relationship between God and man and Commandment 6-10 tells
about the relationship of man to man. The other 5 commandments that from
6-10 tells us of man’s relationship to Elohim God.

The 2 Great Commandments mentioned in Matthew 22:36-40.

The first commandment mentioned in verse 37-38 covers the Commandment
1-5 whist the 2 Great Commandment covers the Commandments 6-10.
nd

The table below shows the biblical principle found in each of the Ten
Commandments

Ten Commandment Explanation Biblical Principle

Commandment 1 “Thou shalt have no • This tells us to believe in The Principle of First
other gods before me.” the existence of God and Priority and Primary
His influence in our lives. It Love
prohibits our beliefs in worship
to Him.
Commandment 2““Thou shalt not make • This tells us the worship of The Principle of
unto thee any graven image, or any idols is to be forbidden in our Submission to Divine
likeness of anything that is in heaven lives. Sovereignty
above, or that is in the earth beneath, or
that is in the water under the earth: Thou
shalt not bow down thyself to them, nor
serve them: for I the Lord thy God am a
jealous God, visiting the iniquity of the
fathers upon the children unto the third
and fourth generation of them that hate
me; And showing mercy unto thousands
of them that love me, and keep my
commandments.”

Commandment 3“Thou shalt not take the • This tells us not to take His Principle of Respect
name of the Lord thy God in vain;for the Holy name in vain or speak and Honor for the
Lord will not hold him guiltless that taketh lightly of His name. Sacred.
his name in vain.”

Commandment 4 “Remember the Sabbath • This tells us to Honor the Principles of Divine
day, to keep it holy. Six days shalt thou Shabbat meaning that we are Rest and Celebration
labor, and do all they work: But the seventh not to work on the Shabbat. in Relationship and
day is the Sabbath of the Lord thy God; Shabbat falls on Friday Fellowship. God’s
in it thou shalt not do any work, thou, nor 6:00am to Saturday 6:00pm. Temple in
thy son, nor thy daughter, thy manservant, Time.
nor thy maidservant, nor thy cattle, nor thy
stranger that is within thy gates: For in six
days the Lord made heaven and earth, the
sea, and all that in them is, and rested the
seventh day: Wherefore the Lord blessed
the Sabbath day, and hallowed it.”

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• This tells us to respect our birth Principle of Respect

Commandment 5 “Honour thy father and thy parents and those who assume and Honor for Lawful
mother: that thy days may be long upon the the responsibility of parents in Authority
land which the Lord thy God giveth thee.” our lives.
• This tells us, according to Principle of
Mathew 5:22-23 whoever is Sacredness and
Commandment 6 “Thou shalt not kill.” angry with his brother stands Celebration of Life.
before court. Justified killing in
wars or self-defense is permitted.

• This tells that any sex by Principle of

married person other than with Protecting Purity and
their own partner is adultery. Keeping Promises
Commandment 7 “Thou shalt not commit This is incudes masturbation, - commitment and
adultery.” pornography. Matthew 5:27-28 loyalty to family.
tells us that anyone that looks at
a woman with lust has already
committed adultery.
This tells not to take anything or even Principle of
Commandment 8 “Thou shalt not steal.”
kidnap that does not belong to you. Generosity and
Giving.
This tells not to lie about your Principle of Personal
neighbors or mislead them. Revela- Integrity and Truth
tion22:15 says that outside are the Telling.
Commandment 9 “Thou shalt not bear false
dogs and the sorcerers and immoral
witness against thy neighbour.”
persons and murderers and idolaters,
and everyone who loves and practice
lying.

Commandment 10 “Thou shalt not covet thy This tells that it is forbidden not to Principle of
neighbour’s house, thou shalt not covet they desire and plan how one may obtain Contentment and
neighbour’s wife, nor his manservant, nor his that which Elohim God has given to Living with an
maidservant, nor his ox, nor his ass, nor any another. Attitude of Gratitude.
thing that is thy neighbour’s.”

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students understand The Ten
Commandments as God’s core principles for living.

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1. Biblical Principle of the Ten Commandments

Lesson 2. T
 he Biblical Principles of Commandments 1-4 and
Commandments 5-10.
Lesson 3. God and His Commandments

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STEAM ACTIVITY

Resources
The Bible, Bible Study Guide, internet

Assessment

• Study the Ten Commandments and identify the deeply rooted core
principles
• Research and explain the scriptures in the Bible that elaborate the biblical
principles rooted in the Ten Commandments.
• Case Study: Biblical events correlating with current events demonstrating
the principles embedded in the Ten Commandments. Example 1.
Achan’s Sin bringing God’s Judgement and Stealing bringing Judgement
through the courts system.
• Principle: There are consequences to doing what is wrong.

Unit 2: The Ten Commandment: God’s Core Principles

Benchmark 7.1.2.1 Study the Ten Commandments and discuss how they
depict the characteristics of God’s attributes.

Topic: T
 he Ten Commandments and how the Ten Commandments depict the
attributes of God

Learning Objectives: By the end of the lesson the student will be able to.

• Examine each of the Ten Commandments and explain how each reveal
the nature and character of God.
• Explore and interpret Bible scriptures to identify the attributes of God.
• Identify and explain the principles and biblical values of the Ten
Commandments that depict the attributes of God.

Essential questions:

1. What are the Ten Commandments?

2. Why are they called the core principles of God?
3. How do the Ten Commandments depict the attributes of God?
4. What are the attributes of God that are shown through the Ten
Commandments?

Key Concepts and Skills

Values Rationality and Reverence for God
Attitudes Appreciative and have Deep/thorough understanding
Skills Study and discuss a scripture , Exodus 20
Knowledge The Ten Commandments, The attributes of God

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Content Background

Scripture: Exodus 20;1-17, Deuteronomy 5:6-21

The Ten or the Royale Commandments are laws or rules handed down to Moses
by Elohim on Mount Sinai. The Ten Commandments are a perfection meaning
that they are Heavenly Constitution and they tell us to live.

The Ten Commandments depict the attributes of God by saying God is a Spirit,
infinite, eternal, unchangeable in His being, wisdom, power, holiness, justice,
goodness and truth. The first attribute of the image and likeness of God is the
authority to rule over the earth and He gave the image Himself to us man in the
creation story.

The Ten Commandments  

First Commandment (Exodus 20:2)

I am the Lord Your God, who brought you out of the land of Egypt, out of the
house of bondage

Second Commandment (Exodus 20:3-6)

You shall have no other gods beside Me. You shall not make for yourself any
graven image, nor any manner of likeness, of anything that is heaven above, or
that is in the earth beneath, or that is in the water under the earth. You shall not
bow down to them, nor serve them, for I, the Lord Your God, am a jealous God,
visiting the iniquity of the fathers upon the children unto the third and fourth
generation.

Third Commandment (Exodus 20:7)

You shall not take the name of the Lord Your God in vain; for the Lord will not
hold him guiltless that takes His name in vain.

Fourth Commandment (Exodus 20:8-11)

Remember the Sabbath, to keep it holy. Six days you shall labor, and do all your
work; but the seventh day is a Sabbath unto the Lord Your God, in it you shall
not do any manner of work, you, nor your son, nor your daughter, nor your man-
servant, nor your maid-servant, nor your cattle, nor your stranger that is within
your gates; for in six days the Lord made heaven and earth, the sea, and all
that in them is, and rested on the seventh day. Wherefore the Lord blessed the
Sabbath day, and made it holy.

Fifth Commandment (Exodus 20:12)

Honor your father and your mother, that your days may be long upon the land
which the Lord God gives you.

Sixth Commandment (Exodus 20:13)

You shall not murder.

Seventh Commandment (Exodus 20:13)

You shall not commit adultery.

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Eighth Commandment (Exodus 20:13)

You shall not steal.

Ninth Commandment (Exodus 20:13)

You shall not bear false witness against your neighbor.

Tenth Commandment (Exodus 20:14)

You shall not covet your neighbor’s house, or his wife, his man-servant, his
maid-servant, or his ox, or his ass, or anything that is your neighbor’s.

The Attributes of God

What are God’s attributes? When we talk about the attributes of God, we are
trying to answer questions like, who are God, What is God like, and what kind
of God is He? An attribute of God is something true about Him. While fully
comprehending who God is, it impossible for us as limited beings. God does
make Himself known in a variety of ways, and through what He reveals about
Himself in his Word and in his creation, we can begin to wrap our minds around
our awesome Creator and God.

God is unlike anything or anyone we could ever know or imagine. He is one of

a kind, unique and without comparison. Even describing Him with mere words
truly falls short of capturing who He is – our words simply cannot do justice to
describe our holy God.

Still, God possess attributes that we can know (even just in part) and He has
given us His Word as a means to understand Him.

Compiled is a list of 15 of God’s attributes; some are what theologians

call “incommunicable” (qualities possessed by God alone) and others are
“communicable” (qualities that both God and we possess, though only He
possesses them perfectly).

The Explanation of the Attributes of God

Attribute Explanation
And he is before all things, and in him all things hold together.” - Colos-
1. God Is Infinite – He is sians 1:17
Self-Existing, Without “Great is our Lord, and abundant in power; his understanding is be-
Origin yond measure” – Psalm 147:5
When Moses asked God, “Who shall I tell Pharaoh has sent me?”
God said, “I AM THAT I AM.” Jehovah or Yahweh is the most intensely
sacred name to Jewish scribes and many will not even pronounce the
name. When possible, they use another name.
“I the Lord do not change. So you, the descendants of Jacob, are not
destroyed.” Malachi 3:6
God does not change. Who he is never changes. His attributes are the same
from before the beginning of time into eternity. His character never changes –
2. God Is Immutable – He he never gets “better” or “worse.” His plans do not change. His promises do
Never Changes not change.
This ought to be a source of incredible joy for believers. It is because Jesus
Christ is the same yesterday, today, and forever that neither angels nor
demons, neither the present nor the future, not even powers, height, depth,
nor anything else in all creation, will be able to separate us from the love of
God that is in Christ Jesus our Lord (Rom. 8:35-39)!”
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3. God Is Self-Sufficient – “For as the Father has life in himself, so he has granted the Son also to have
He Has No Needs life in himself.” – John 5:26
As limited humans, we have incredible needs, which left unfulfilled, result
in death. God, however, has never once been in need of anything. As Tim
Temple writes, “God is perfectly complete within his own being.”
  The self-sufficiency of God means he “possesses infinite riches of being,
wisdom, goodness, and power in and of himself (Gen 17:1; John 5:26; Ephe-
sians 3:16). Because he possesses these unfathomable riches in the perfect
knowledge and love of the Father, Son, and Holy Spirit (Matt 11.25-27; John
17:24-26), God is the “blessed” or “happy” God
(1 Tim 1.11; 6:15).”
Because God is self-sufficient, we can go to him to satisfy all our needs. We
never have to worry about “drying up” his never-ending well of goodness,
peace, mercy and grace. “Now to him who is able to do immeasurably more
than all we ask or imagine, according to his power that is at work within us…”
(Ephesians 3:20)

4. G
 od is Omnipotent – He Is “By the word of the LORD the heavens were made, their starry host by the
All Powerful breath of his mouth.” – Psalm 33:6
“Can you fathom the mysteries of God? Can you probe the limits of the Al-
mighty? They are higher than the heavens above—what can you do? They are
deeper than the depths below—what can you know? Their measure is longer
than the earth and wider than the sea. Surely he recognises deceivers; and
when he sees evil, does he not take note?” – Job 11:7-11
Omnipotent means to have unlimited power (omni = all; potent = powerful).
God is able and powerful to do anything he wills without any effort on his part.
It’s important to note the “anything he wills” part of that statement, because
God cannot do anything that is contradictory or contrary to his nature. He-
brews 6:18 puts it like this: “God did this so that, by two unchangeable things
in which it is impossible for God to lie, we who have fled to take hold of the
hope set before us may be greatly encouraged.”
“Scripture is clear that God is strong and mighty (Psalm 24:8). Nothing is too
hard for Him to accomplish (Genesis 18:14; Jeremiah 32:17, 27; Luke 1:37).
Often God is called “Almighty,” describing Him as the One who possesses all
power and authority (2 Corinthians 6:18; Revelation 1:8). In fact, Paul says that
God is “able to do immeasurably more than all we ask or imagine” (Ephesians
3:20).”

5. G
 od Is Omniscient – He Is “Remember the former things, those of long ago; I am God, and there is no
All-Knowing other; I am God, and there is none like me. I make known the end from the be-
ginning, from ancient times, what is still to come. I say: My purpose will stand,
and I will do all that I please” - Isaiah 46:9-10
God is omniscient, which means he knows everything.
“God perfectly knows Himself and, being the source and author of all things, it
follows that He knows all that can be known. And this He knows instantly and
with a fullness of perfection that includes every possible item of knowledge
concerning everything that exists or could have existed anywhere in the
universe at any time in the past or that may exist in the centuries or ages yet
unborn.”
Because God is all-knowing, we can trust that he knows everything we’re
going through today and everything we will go through tomorrow. When we
meditate on this truth, especially in light of his other attributes of goodness
and love, it makes it easier to trust him with all we have going on in our lives,
from the very serious to the silly and mundane.

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6. God Is Omnipresent – He “Where can I go from Your Spirit? Or where can I flee from Your presence?
Is Always Everywhere If I ascend to heaven, You are there; If I make my bed in Sheol, behold, You
are there. If I take the wings of the dawn, If I dwell in the remotest part of the
sea, even there Your hand will lead me, And Your right hand will lay hold of
me.” Psalm 139:7-10
“‘Am I a God at hand’ declares the Lord, ‘and not a God afar off? Can a man
hide himself in secret places so that I cannot see him?’ declares the Lord. ‘Do
I not fill heaven and earth?’ declares the Lord” - Jeremiah 23:23-24
To be omnipresent is to be in all places, at all times. Yet, it is important to
understand that for God “to be” in a place is not the same way we are in a
place. “God’s being is altogether different from physical matter; He exists on a
plane wholly distinguishable from the one readily available to the five senses.”

7. G
 od s Wise – He Is Full “Oh, the depth of the riches both of the wisdom and knowledge of God! How
of Perfect, Unchanging unsearchable are His judgments and unfathomable His ways!” – Romans
Wisdom 11:33
Wisdom is more than just head knowledge and intelligence. A truly wise
person is someone who understands all the facts and makes the best
decisions. A wise person uses his heart, soul and mind together with skill and
competence. But even the wisest man on earth would never come close to
being as wise as God.
God is infinitely wise, consistently wise, perfectly wise.
8. G
 od Is Faithful – He Is In- “Know therefore that the LORD your God is God; he is the faithful God,
finitely, Unchangingly True keeping his covenant of love to a thousand generations of those who love him
and keep his commands.” - Deuteronomy 7:9
“[I]f we are faithless, he remains faithful— for he cannot deny himself.” 2
Timothy 2:13
As with all of God’s attributes, they are not separate, isolated traits but
interconnected parts of his perfect whole being. So his faithfulness cannot
be understood apart from his immutability, the fact that he never changes. So
when we read that God remains faithful, for he cannot deny himself, we see
these attributes working together. The fact that he is unchanging means he
can never be unfaithful.
“For now we see in a mirror dimly, but then face to face. Now I know in part;
then I shall know fully, even as I have been fully known.” 1 Corinthians 13:12

9. G
 od Is Good – He Is In- “O, taste and see that the Lord is good” – Psalm 34:8
finitely, Unchangingly Kind The goodness of God “disposes Him to be kind, cordial, benevolent, and full
and Full of Good Will of good will toward men. He is tenderhearted and of quick sympathy, and His
unfailing attitude toward all moral beings is open, frank, and friendly. By His
nature He is inclined to bestow blessedness and He takes holy pleasure in the
happiness of His people.”
Just like his other attributes, God’s goodness exists within his immutability,
and infinite nature, so that he is unchangingly, always good. His mercy flows
from his goodness. “As with God’s other perfect attributes, Christians find it
easier to affirm the goodness of God when things are going well. When life
takes a nosedive, though, that’s when we begin to question God’s goodness
to and for us.
When the Psalmist writes “O, taste and see that the Lord is good,” (Psalm 34)
he is inviting us not just to believe that God is good but to experience God’s
goodness.
10. G
 od Is Just – He Is “The Rock! His work is perfect, For all His ways are just; A God of faithfulness
Infinitely, Unchangeably and without injustice, Righteous and upright is He.” – Duet 32:4
Right and Perfect in All What does it mean that God is just? It means more than he is simply fair. It
He Does means he always does what is right and good toward all men. Likewise,
although this is hard for many to accept, his sentencing of evil, unrepentant
sinners to hell is also right and good.
A natural question that arises from this is, how then can a just God justify the
unjust (as each of us are without Christ!)?

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11. God Is Merciful – He is “I will have mercy on whom I have mercy, and I will have compassion on
Infinitely, Unchangeably whom I have compassion.” So then it does not depend on the man who wills
Compassionate and Kind or the man who runs, but on God who has mercy.” - Romans 9:15-16
As noted above, God’s mercy is inseparable from his justness. He is infinitely,
unchangeably, unfailingly merciful – forgiving, lovingly kind toward us. He is
inexhaustibly, actively compassionate. His mercy is also undeserved by us
“For all have sinned and fall short glory of God,” and, “the wages of sin
is death.” But because of mercy, we don’t get what we deserve. Instead,
because of the mercy of God, we get life through faith in Christ.

12. God Is Gracious – God Is “The LORD is gracious and merciful; Slow to anger and great in loving kindness.”
Infinitely Inclined to Spare – Psalm 145:8
the Guilty If mercy is not getting what we do deserve (damnation), grace is getting what
we don’t deserve (eternal life). “As mercy is God’s goodness confronting human
misery and guilt,” It is by his grace that God imputes merit where none previously
existed and declares no debt to be where one had been before.”
Because grace is a part of whom God is and not just an action he bestows, it
means we can trust that grace is eternal. His grace is something we do not earn
or lose (“For it is by grace you have been saved, through faith – and this is not
from yourselves, it is the gift of God…” Eph. 2:8). His grace is also sovereign. “I
will be gracious to whom I will be gracious” (Exodus 33:19).
“His common grace is a gift to all of mankind. It is the
While all of humanity benefits from common grace, only those who profess
believe and put their faith in Christ receive saving grace. This is what results in
our sanctification and our glorification of God, that we might live for him and
enjoy him for all eternity.

13. God Is Loving – God “Beloved, let us love one another, for love is from God, and whoever loves has
Infinitely, Unchangingly been born of God and knows God. Anyone who does not love does not know
Loves Us God, because God is love.” - 1 John 4:7-8
Love. The love of God is eternal, sovereign, unchanging, and infinite.
God’s love is active, drawing us to Him. His love is personal. He doesn’t love
humanity in some vague sense, he loves humans. He loves you and me. And
his love for us knows no beginning and no end.
14. God Is Holy – He is “Holy, Holy, Holy, is the Lord Almighty” – Revelation 4:8
Infinitely, Unchangingly The word holy means sacred, set apart, revered, or divine. And yet none of those
Perfect words is adequate to describe the awesome holiness of our God. The word
holiness refers to His separateness, His otherness, the fact that He is unlike any
other being. It indicates His complete and infinite perfection. Holiness is the
attribute of God that binds all the others together.”
That God is holy means he is endlessly, always perfect. And his standard for us
is perfection as well. “Therefore you are to be perfect, as your Heavenly Father
is perfect,” Jesus says in Matthew 5:48. That’s why we need Christ. Without
Christ taking the place for us and dying for our sins, we would all fall short of
God’s holy standard
15. God Is Glorious – He is “His radiance is like the sunlight; He has rays flashing from His hand, And
Infinitely Beautiful and there is the hiding of His power.” - Habakkuk 3:4
Great John Piper defines God’s glory like this: “The glory of God is the infinite beauty
and greatness of God’s manifold perfections. The infinite beauty—and I am
focusing on the manifestation of his character and his worth and his attributes
— all of his perfections and greatness are beautiful as they are seen, and there
are many of them. That is why I use the word manifold.”
The glory of God is of course, inseparable from his other attributes, so God is
eternally, infinitely, unchangingly glorious. His radiance and beauty emanate
from all that his is and all that he does. Isaiah 43:7 says that man was created
by God for his glory. So our whole existence and purpose is to glorify him, as
we are created in his image and do the good work he has prepared for us to
do.

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The attributes of God may be classified under two main categories:

1. His infinite powers.

2. His personality attributes, like holiness and love.

Imitative attributes concerns God as regards to the fact that in

Him essence and existence coincide. They are: infinity, simplicity, indivisibility,
uniqueness, immutability, eternity, and spirituality (meaning absence of matter).
Personal attributes of God are life (fullness, beatitude, and perfection),
thought, will and freedom, love and friendship. The object of the thinking and
will of God is God Himself, so to speak, His essence, since He is the Highest
Good and the perfection of all perfections. But God also addresses His thought
and His will towards to the human creatures for their own good

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students to understand The Ten
Commandments as God’s core principles for living.  

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1.The Ten Commandments

Lesson 2.The Attributes of God
Lesson 3.The Attributes of God in the Ten Commandments

STEAM ACTIVITY

Resources

The Bible, Bible Study Guide, internet

Assessment

࡟࡟ Study and explain one of the Ten Commandments.

࡟࡟ Study and interpret Bible scriptures to identify the nature and attributes of
God.
࡟࡟ Identify and explain the principles in the Ten Commandments that are de-
picting the attributes of God.

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Unit 2: The Ten Commandment: God’s Core Principles

Content Standard 1.2. Students will be able to identify and explain the Ten
Commandments as God’s core principles and evaluate their influence on people’s
thinking, standards of behavior and practice in different contexts.

Benchmark 7.1.2.2 Infer and explain the biblical principles embedded in each
of the Ten Commandments

Topic 2: Biblical Principles rooted in the Ten Commandments

How the
Learning Objectives: By the end of the lesson the student will be able to.

࡟࡟ Examine the Ten Commandments and identify the deeply rooted core
principles.
࡟࡟ Analyse and explain the scriptures in the Bible that elaborate the biblical
principles rooted in the Ten Commandments.
࡟࡟ Examine the Biblical Principles of Commandments 1- 5 and
Commandments 5-10.  

Essential questions:

1. What are Ten Commandments and the deeply rooted core principles
embedded within?
2. What is the Biblical Principles of Commandments 1- 5 and
Commandments 5-10?

Key Concepts and Skills

Values Rationality and Reverence for God
Attitudes Adaptability, flexible to change guided by the Ten Commandments
Skills Making Inferences, analyse, and discuss the Ten Commandments and
the underlying principles rooted within.
Knowledge Biblical principles in of the Ten Commandments

Content Background

The Ten Commandments are the principles of God’s kingdom and the rule by
which all His creatures govern their lives. The basic, fundamental principle of
these commands is love - supreme love for our Creator God and unselfish love
for our fellow humans. This principle of unselfish love must be firmly entrenched
into the fibre of our being, into the very core of our existence in order for us to be
fitted for God’s kingdom. The Ten Commandments are the practical outworking
of this principle and their adaption to the sinful context of human life. These
commands also express in more detail important principles of living according
to God’s rule as they flow from the foundational love principle.

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Biblical Principles of Commandment 1- 5

Tells us of the relationship between God and man and Commandment 6-10
tells about the relationship of man to man. The other 5 commandments that
from 6-10 tells us of man’s relationship to Elohim God.

The 2 Great Commandments mentioned in Matthew 22:36-40.

The first commandment mentioned in verse 37-38 covers the Commandment
1-5 whist the 2 Great Commandment covers the Commandments 6-10.
nd

The table below shows the biblical principle found in each of the Ten
Commandments

Ten Commandment Explanation Biblical Principle

Commandment 1 “Thou shalt have no other ࡟࡟ This tells us to believe in the The Principle of First
gods before me.” existence of God and His Priority and Primary
influence in our lives. It prohibits Love
our beliefs in worship to Him.
Commandment 2““Thou shalt not make unto ࡟࡟ This tells us the worship of idols The Principle of
thee any graven image, or any likeness of is to be forbidden in our lives. Submission to Divine
anything that is in heaven above, or that is in Sovereignty
the earth beneath, or that is in the water under
the earth: Thou shalt not bow down thyself to
them, nor serve them: for I the Lord thy God
am a jealous God, visiting the iniquity of the
fathers upon the children unto the third and
fourth generation of them that hate me; And
showing mercy unto thousands of them that
love me, and keep my commandments.”

Commandment 3“Thou shalt not take the ࡟࡟ This tells us not to take His Holy Principle of Respect
name of the Lord thy God in vain;for the Lord name in vain or speak lightly of and Honor for the
will not hold him guiltless that taketh his name His name. Sacred.
in vain.”
Commandment 4 “Remember the Sabbath ࡟࡟ This tells us to Honor the Principles of Divine
day, to keep it holy. Six days shalt thou labor, Shabbat meaning that we are Rest and Celebration
and do all they work: But the seventh day is not to work on the Shabbat. in Relationship and
the Sabbath of the Lord thy God; in it thou Shabbat falls on Friday 6:00am Fellowship. God’s
shalt not do any work, thou, nor thy son, to Saturday 6:00pm. Temple in
nor thy daughter, thy manservant, nor thy Time.
maidservant, nor thy cattle, nor thy stranger
that is within thy gates: For in six days the
Lord made heaven and earth, the sea, and all
that in them is, and rested the seventh day:
Wherefore the Lord blessed the Sabbath day,
and hallowed it.”

Commandment 5 “Honour thy father and thy ࡟࡟ This tells us to respect our birth Principle of Respect
mother: that thy days may be long upon the parents and those who assume and Honor for Lawful
land which the Lord thy God giveth thee.” the responsibility of parents in Authority
our lives.
Commandment 6 “Thou shalt not kill.” ࡟࡟ This tells us, according to Principle of
Mathew 5:22-23 whoever is Sacredness and
angry with his brother stands Celebration of Life.
before court. Justified killing
in wars or self-defense is
permitted.

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Commandment 7 “Thou shalt not commit • This tells that any sex by Principle of
adultery.” married person other than with Protecting Purity and
their own partner is adultery. Keeping Promises
This is incudes masturbation, - commitment and
pornography. Matthew 5:27-28 loyalty to family.
tells us that anyone that looks at
a woman with lust has already
committed adultery.
Commandment 8 “Thou shalt not steal.” • This tells not to take anything or Principle of
even kidnap that does not belong Generosity and
to you. Giving.
Commandment 9 “Thou shalt not bear false • This tells not to lie about your Principle of Personal
witness against thy neighbour.” neighbors or mislead them. Integrity and Truth
Revelation22:15 says that Telling.
outside are the dogs and the
sorcerers and immoral persons
and murderers and idolaters, and
everyone who loves and practice
lying.

Commandment 10 “Thou shalt not covet thy • This tells that it is forbidden not Principle of
neighbour’s house, thou shalt not covet they to desire and plan how one may Contentment and
neighbour’s wife, nor his manservant, nor his obtain that which Elohim God Living with an
maidservant, nor his ox, nor his ass, nor any has given to another. Attitude of Gratitude.
thing that is thy neighbour’s.”

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students understand The Ten
Commandments as God’s core principles for living.

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1. Biblical Principle of the Ten Commandments

Lesson 2. T
 he Biblical Principles of Commandments 1-4 and
Commandments 5-10.
Lesson 3. God and His Commandments

STEAM ACTIVITY

Resources
The Bible, Bible Study Guide, internet

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Assessment

Study the Ten Commandments and identify the deeply rooted core principles

Research and explain the scriptures in the Bible that elaborate the biblical
principles rooted in the Ten Commandments.

Case Study: Biblical events correlating with current events demonstrating the
principles embedded in the Ten Commandments. Example 1. Achan’s Sin
bringing God’s Judgement and Stealing bringing Judgement through the courts
system.

Principle: There are consequences to doing what is wrong.

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Unit 2: The Ten Commandment: God’s Core Principles

Content Standard 1.2. Students will be able to identify and explain the Ten
Commandments as God’s core principles and evaluate their influence on people’s
thinking, standards of behavior and practice in different contexts.

Benchmark 7.1.2.3 Explain the importance of the Ten Commandments and

their universality and transcendence as superior laws and, ethical and moral
standards.

Topic: 3 .Universality and Transcendence of the Ten Commandments as supe-

rior laws and ethical and moral standards

Learning Objectives: By the end of the lesson the student will be able to.

• Explain the universality and transcendence of the Ten Commandments as

superior
• laws and ethical standards.
• Identify and explain the principles and biblical values of the Ten
Commandments as superior laws and ethical standards for human
behaviour and morality

Essential questions:

1. Are the Ten Commandments universal and transcendence as superior law

and ethical?
2. Are the Ten Commandments universal and transcendence as superior law
and ethical standard for human behaviour and morality?

Key Concepts and Skills

Values Empowerment and responsible to living by the Ten Commandments
Critical and participatory in the upholding the Ten Commandments in
Attitudes
life
Explain and justify the Ten Commandments as superior laws and ethical
Skills
standards for living.
Ten Commandments and their universality and transcendence as
Knowledge
superior laws and, ethical and moral standards

Content Background

Ten Commandments stand as Gods superior laws and ethical standards for
living.

Scriptures: Deuteronomy 4:44:49, 5:1-11-33, 12:1-26:11

The law is expanded. The following are some laws;

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i) Dietary Laws- Deuteronomy and Leviticus 11

ii) The Greatest Commandment- Duet 6:4-9
iii) Moral Laws- Leviticus 18
iv) Social- Leviticus 19
V) Some of Yeshua’s Commandments: Matthew 5-8

The Ten Commandments are a great contributor to ethical standards. It has

helped theologians to try to help believers to live a Godly life. Not all countries
in the Word have built their laws on the Ten Commandments. God’s laws are
heavenly and they are fair and just comparing to the judiciary laws of a society
of any country according to Isaiah 9:6-7.

Universality and Transcendence of the Ten Commandments as superior

laws and ethical standards for human behavior and morality

The Ten Commandments are the superior laws and ethical standards for human
behavior and morality. According to the Scriptures: Matthew 22:37-39 , the
ethical standards for human behavior is obeying the truth. The morality of the
Ten Commandments in the human behavior is the standard of right and wrong
taught by Yeshua/Jesus basing on two foundations that’s loving God and loving
people.

The law of God was given for our benefit and shows us how to become more like
God. What should Christians learn from the various types of biblical law?

Many people have heard of the Ten Commandments and recognise the
importance of some of them, like the laws against murder and stealing. But other
laws in the Bible are less well known or appreciated.

Do the biblical laws apply today? Or did the Creator God establish them, only
to wipe them all out on the cross, only to promise their restoration during
Christ’s millennial rule?

Or is there a larger meaning to the whole subject of the law of God—one that
bears witness to the very plan of God, which is always consistent and points
toward the Kingdom of God?

What is a law?

How does man define the law? The New Oxford American Dictionary defines
law as:

1. (often the law) the system of rules that a particular country or community
recognises as regulating the actions of its members and may enforce by
the imposition of penalties
2. a statement of fact, deduced from observation, to the effect that a
particular natural or scientific phenomenon always occurs if certain
conditions are present
3. the body of divine commandments as expressed in the Bible or other
religious texts.

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What is the law of God?

How does God define the law of God? This question is of great importance, for
it deals with our spiritual understanding. God’s laws are the rules of the Kingdom
of God and His way of life, and they are divine and perfect in intent, equity and
administration.

The apostle Paul said God’s “law is holy, and the commandment holy and just
and good” as well as “spiritual” (Romans 7:12, 14).

King David wrote, “The law of the LORD is perfect, converting the soul,” and
he went on to describe the beauty and benefits of God’s testimonies, statutes,
commandments and judgments-various aspects of biblical law (Psalm 19:7-
11).

Biblical laws include a holy system of commandments, statutes and judgments

that are meant to be observed by all countries and all people, for God created
all people.

God’s laws define righteousness and sin. And here is the key: They are always
for our benefit (Deuteronomy 6:17-18; 7:12-14; 10:13). God’s laws are not
burdensome (Matthew 11:30; 1 John 5:3), despite what many religious leaders
may tell you (2 Peter 3:15-16).

More than the 10 Commandments

When God wrote the Ten Commandments in stone, He was writing the
foundational framework for how mankind (not just Israel) should interact with
God and with each other. Obviously they were not the only laws, since many
of God’s laws existed before the Old Covenant. While some laws were specific
to the Old Covenant, others span across both the Old and New Covenants, and
each one has a spiritual element, of blessings.

Some examples

The next sections of this article will talk about several different types of laws
within the Bible outside of the 10 Commandments. The goal is to give you a
sampling of what their purpose is and whether they apply currently or were
specific to a covenant.

Let’s start with laws given to man early in the Bible, before the
Old Covenant was made at Mount Sinai.

The law of marriage

The law of marriage was given in the second chapter of the Bible. Marriage was
defined by God as being between one man and one woman long before the Old
Covenant or today’s social and political systems. The plain truth is that God
established this law for a purpose, providing the blessing of marriage and family
by taking two equal but different people and joining them together.

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God emphasised this to Adam by having him name each animal so that Adam
understood that it was not good for him to be alone (Genesis 2:18-20). So God
created a helper, a companion-a woman, but was she just to be his assistant?
By no means! She was given the same tasks, responsibility and rulership over
the rest of creation as the man (Genesis 1:28-31).

Husband and wife, Adam and Eve, man and woman, were given a joint purpose
to strive together in hope and love for a reason-one that is lost today as society
has twisted the gender roles and marriage into broken societal trappings in place
of a God-given law (Matthew 19:3-6).

Genesis 2:24-25 records, “Therefore a man shall leave his father and his mother
and be joined to his wife, and they shall become one flesh.” The Bible makes
clear that God does not require everyone to marry, but those who do should
follow this law for the stability of the family and society. This is a law that was
before any covenant and that spans across both Old and New Covenants. God
is deeply concerned about families, for He is in the process of building one!

The law of clean and unclean meats

Many today regard the law of clean and unclean animals as an Old Covenant
(ceremonial) law that was done away with when Christ was nailed to the cross.
Modern Christianity teaches it as a Jewish tradition, antiquated and no longer
necessary. Yet the first mention of this law was almost 1,000 years prior to its
codification to the Israelites in Leviticus 11 (also see Deuteronomy 14).

The first mentions of this law are in Genesis 6:19; 7:2, 8; and 8:20. To put it plainly,
this law long predates the Old Covenant! Noah was given clear instructions to
set apart a different number of clean animals (seven) than unclean animals (two),
just as Noah and his family were set apart by God from the wicked generation
that He would destroy with the Flood. But why would God do this?

To begin with, God sets apart what is holy—He defines what is acceptable
and righteous, not man. God then tells His people that they are to be holy
(Deuteronomy 14:2; 1 Peter 1:16). Therefore we must strictly avoid anything that
would contaminate us, either physically or spiritually (1 Corinthians 6:15-20).
This is a law that, like marriage, is still in effect today.

What about ceremonial and civil laws?

In addition to the Old Covenant made at Mount Sinai (Exodus 24:3-8; 34:28),
God gave civil and ceremonial laws to the nation of Israel. For example, the
sacrificial law was not part of the Old Covenant that was entered into at Sinai.
Rather, it was added later (see Jeremiah 7:22; Ezekiel 20:21-25; and Galatians
3:19).
It was God’s purpose to define the civil and sacrificial systems needed to govern
a nation. Israel was to be set apart, to be holy (Leviticus 20:26) and blessed
(Deuteronomy 28:1-14), but only if they had a heart of obedience.

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Ceremonial law was a part of everyday life for the ancient Israelites, a way to
teach them the spiritual principles needed to keep the law. Therefore sacrifices
and washings, among many other ceremonial acts, often centered around the
tabernacle/temple.

Outward rituals were meant to teach inward principles. But Israel lacked the
spiritual discernment and heart to learn from these laws (1 Corinthians 2:14).
Therefore God altered His approach, not because of flaws in the law, but be-
cause of the people (Hebrews 8:7-8).

Today the ceremonial and civil laws are no longer applicable, because we do
not have a nation ruled by God’s law and the temple and sacrificial system no
longer exist. Also, through Jesus Christ’s sacrifice (Revelation 1:5) the New
Covenant was established. The book of Hebrews shows that the sacrifices
and temple rituals were a type, pointing to the ultimate sacrifice of Christ. As a
result, these ceremonial laws are no longer a part of everyday Christian life.

The festivals of God

The Sabbath, Passover and Feast of Unleavened Bread were revealed to Israel
before they reached Mount Sinai. Then at Mount Sinai all seven annual festivals
of God were included during the giving of the Old Covenant. God also included
sacrificial and ceremonial laws in the instructions for Israel on these holy days.

Today most Christian churches mistakenly relegate the biblical festivals to Jewish
tradition, and in their place most of Christianity has adopted pagan holidays
(Colossians 2:8). In so doing, the meanings of God’s feasts are lost to them.
Most think that the festivals were strictly tied to the Old Covenant. However,
each feast actually represents or foreshadows part of the plan of God, from the
sacrifice of Jesus Christ to His return and beyond!

The reality is that God’s plan never changed, and that plan is still expressed
through the festivals, which are still to be observed. In fact, without these days,
we cannot fully understand the spiritual plan that God has for all of mankind.

What does all this mean?

There are many laws in the Bible. Some were specific to a covenant, while others
exist before and extend through both the Old Covenant and the New Covenant.
Many laws are still essential today, and they all are intended to give us a deeper
understanding of what God expects and how He wants us to live.

God gave the law of God out of love so that it might go well with us. In fact, we
must ask ourselves a very fundamental question at the end of this: Do we love
God the Father and Jesus Christ? If we say yes, then do we keep the law of
God?
As Jesus Christ said:
“Do not think that I came to destroy the Law or the Prophets. I did not come to
destroy but to fulfill” (Matthew 5:17).
“If you love Me, keep My commandments” (John 14:15).

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God’s Eternal Law

God’s eternal law is a representation of who He is and they provide the standards
for living life.
God Is God’s Law Is
a. Holy. Leviticus 11:44. a. Holy. Romans 7:12.
b. Truth. Psalm 31:5. b. Truth. Malachi 2:6.
c. Righteous. Psalm 145:17. c. Righteous. Psalm 119:172.
d. Perfect. Matthew 5:48. d. Perfect. Psalm 19:7.
e. Spiritual. Romans 7:14.
e. A spirit. John 4:24.
f. Eternal. Psalm 111:7, 8.
f. Eternal. 1Timothy 1:17. g. Not alterable. Psalm 89:34.
g. Unchangeable. James 1:17. h. Based on love. Matthew 22 : 36-40.
h. Love. 1 John 4:8.

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students to understand The Ten
Commandments as God’s core principles for living.

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1.The Ten Commandments as God’s Law, Why?

Lesson 2. The Perfect law for Morality
Lesson 3. The Ten Commandments and human behavior

STEAM ACTIVITY

Resources
The Bible, Bible Study Guide, internet

Assessment

Explain the universality and transcendence of the Ten Commandments.

Analyse and explain the universality and transcendence of the Ten Command-
ments as superior laws and ethical standards.
Case Study. Immorality:

How students will feel towards immoral behaviour.

Defending wrong behaviour.

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Unit 2: The Ten Commandment: God’s Core Principles

Content Standard 1.2. Students will be able to identify and explain the Ten
Commandments as God’s core principles and evaluate their influence on people’s
thinking, standards of behavior and practice in different contexts.

Benchmark 7.1.2.4 Explore and discuss how the Ten Commandments influence
people’s thinking, behavior and actions.

Topic 4: Influences of the Ten Commandments on people’s thinking,

behaviour and actions

Learning Objectives: By the end of the lesson the student will be able to:

࡟࡟ Examine and interpret Bible scriptures to explain the influences of the Ten
Commandments on people’s thinking, behaviours and actions in biblical
times.
࡟࡟ Identify and explain the biblical principles and values of obedience and dis-
obedience of the Ten Commandments.
࡟࡟ Study and interpret Bible scriptures to explain the consequences of not
obeying the Ten  
࡟࡟ Commandments in thoughts, behaviour and actions.

Essential questions:

1. H
 ow do the Ten Commandments influence people’s thinking, behaviour and
actions?  
2. What does obedience and disobedience mean to God?
3. What is the principle of obedience to God’s commandments?

Key Concepts and Skills

Values Truthful and sharing/caring openness
Attitudes Open minded – being available for God to use
Skills Investigate and explain peoples thinking and behaviours.
Knowledge Degree and intensity of how the Ten Commandments are
promoted and enforced.

Content Background

Influence of the Ten Commandments on people’s thinking, behavior and actions

Scripture: 1 John 2:3-7

Everything connected with obedience to the commandments is a sign of the
New Covenant. We know Him if we keep His commandment. 1 John 3:4 says
sin is Lawlessness. Matthew 7:21 says that he who does the will of My Father
who is in Heaven will enter the Kingdom of God. Yeshua/Jesus came to show us
the way to walk in His commandments. Matthew 5:17 says that Yeshua/Jesus
did not come to abolish the law or the commandments but to bring it to fullness.

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Many are so lost and keep repeating the same mistakes.

i) they refuse to hear the commandments of God

ii) they say “You are going to put us under the law.

1. John 2:3 we have to come to know Him, if we keep His commandments.

Yeshua/ Jesus never broke the commandments of His Father. He walked in
holiness and righteousness. Hosea 4:6 tells us that My people are destroyed
by the lack of knowledge because they have rejected knowledge, I will reject
them, thou hast no priest to me seeing thou has forgotten the law of Elohim
God, and I will also forget the children. Exodus 20:5 the curse for breaking the
commandments repeats themselves to the 3rd and 4th generation. Galatians
3:13 “Messiah redeemed us from the curse of the law, having become a curse
for us-for it written, “CURSED IS EVERYONE WHO HANGS ON A TREE”

Therefore we are to present our bodies as a living and holy sacrifice, acceptable
to God, which is our spiritual service of worship.

A principle, as defined for our consideration, is an understanding from the Bible

of how God feels about something, and why he feels the way he does. That is
the very definition of knowing God. Having a working knowledge of the Bible’s
principles equates to an understanding of what God loves and what he hates,
and why. Principles are intertwined intricately with our recognising and really
understanding to believe in God who is good. Our coming to really know Him
will help us discern He always has our best interest at heart. As we develop a
real awareness of His great love for us, we will be driven to guide our lives by the
principles He had recorded for us in the Bible. That is very different from trying
to live by laws or self-imposed rules.

Bible principles connect with love and help us base our lives around this simple
truth: It is eternally in our best interest to be obedient to the one who gave us
life. Bible principles help us understand why that is always and eternally true,
and to actually believe it.

If ye keep My commandments, ye shall abide in My love; even as I have kept My

Father’s commandments, and abide in His love. John 15:10.

God requires a perfection of His children. His law is_a_transcript of His own
character, and it is the standard of all character This infinite standard is presented
to all that there may be no mistake in regard to the kind of people whom God will
have to compose His kingdom. The life of Christ on earth was a perfect expression
of God’s law, and when those who claim to be children of God become Christlike
in character, they will be obedient to God’s commandments. Then the Lord can
trust them to be of the number who shall compose the family of heaven. Clothed
in the glorious apparel of Christ’s righteousness, they have a place at the King’s
feast. They have a right to join the blood-washed throng.

Divisions of the Law of God

There were Ten Commandments. Deuteronomy 4:13. They were written by God
on two tablets of stone. Deuteronomy 4:13. What did Jesus say as to the number
of commandments? Matthew 22:36-40. How can the answer to the question be
harmonized with Deuteronomy 4:13?
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First (Love to God) Second (Love to Man)

No other gods. Honor your parents.
Make no image of God. Do not kill.
Take not God’s name in vain.   Do not commit adultery.
Remember God’s Sabbath.   Do not steal.
Do not lie.
Do not covet anything that belongs to your
neighbor.

“On these two commandments hang all the law and the prophets.” Matthew
22:40. But Christ came in the form of humanity, and by His perfect obedience
He proved that humanity and divinity combined can obey every one of God’s
precepts. What is the well-expressed sermon that can be preached on the law
of God? The well-expressed sermon that can be preached upon the law of Ten
Commandments is to do them. Obedience should be made a personal duty.

The Ten Commandments are not a set of rules which will guarantee salvation if
followed. They have been given for an entirely different purpose. Galatians 3:24
says that the law is a schoolmaster that guards us, teaches us and leads us to
Christ. What that means is that when we look at the Ten Commandments, we
should see that we have broken them and recognise our utter helplessness to do
what is right in God’s eyes. We have all sinned and fallen short of His glory and
goodness (Romans 3:23), and therefore we need His love and mercy (Romans
7:24-8:1). Thankfully, we have been given the amazing gift of forgiveness through
Jesus Christ, and all who believe and trust Him can say, with King David, “Blessed
are those whose lawless deeds are forgiven, and whose sins are covered; blessed
is the man against whom the Lord will not count his sin” (Psalm 32:1–2).

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students to understand The Ten
Commandments as God’s core principles for living.

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1. How the Ten Commandments influence people’s thinking.

Lesson 2. How the Ten Commandments influence people’s behaviour.
Lesson 3. How the Ten Commandments influence people’s actions

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STEAM ACTIVITY
Resources

Resource Books By Archbishop Dominiquae Bierman

1. Grafted In
2. Eradicating the Cancer of Religion
3. Yeshua is the Name
4. The Healing power of the Roots

GRM Workbooks
1. Level 1

Foundations of Faith Revealed

2. Level 2

Rediscovering The Hebrew Scriptures

3. Level 3
The Bible, Bible Study Guide, the internet

Assessment

Study and interpret Bible scriptures to explain the influences of the Ten
Commandments on people’s thinking, behaviours and actions in biblical times.

Study and interpret Bible scriptures to explain the consequences of not obeying
the Ten Commandments in thoughts, behaviour and actions.

References
www.principlesofthewordofgod.com
www.LifeHopeandTruth.com
https://www.myjewishlearning.com/article/the-ten-commandments/
https://bible.org/seriespage/10-characteristics-worldly-believers-friends-world-
genesis-19)
https://bible.org/seriespage/6-characteristics-true-believers)
https://www.studylight.org/concordances/eng/ttt/p/pillars.html
https://www.thewordofgod/Torrey’s Topical Textbook
https://truthistheword.com/jesus-the-full-representation-of-god
https://www.biblica.com/resources/bible-faqs/when-was-the-bible-written/
https://www.bible-history.com/tabernacle/
https://firstchurchnewton.org/daily-devotions/the-essence-of-gods-word/
http://digitalcommons.andrews.edu/church-history-pubs

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1. His infinite powers.

2. His personality attributes, like holiness and love.

Imitative attributes concerns God as regards to the fact that in

Him essence and existence coincide. They are: infinity, simplicity, indivisibility,
uniqueness, immutability, eternity, and spirituality (meaning absence of matter).
Personal attributes of God are life (fullness, beatitude, and perfection),
thought, will and freedom, love and friendship. The object of the thinking and
will of God is God Himself, so to speak, His essence, since He is the Highest
Good and the perfection of all perfections. But God also addresses His thought
and His will towards to the human creatures for their own good

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students to understand The Ten
Commandments as God’s core principles for living.  

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1.The Ten Commandments

Lesson 2.The Attributes of God
Lesson 3.The Attributes of God in the Ten Commandments

STEAM ACTIVITY

Resources

The Bible, Bible Study Guide, internet

Assessment

࡟࡟ Study and explain one of the Ten Commandments.

࡟࡟ Study and interpret Bible scriptures to identify the nature and attributes of
God.
࡟࡟ Identify and explain the principles in the Ten Commandments that are de-
picting the attributes of God.

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STRAND 1: BIBLICAL VALUES AND PRINCIPLES

Unit 2: The Ten Commandment: God’s Core Principles

Content Standard 1.2. Students will be able to identify and explain the Ten
Commandments as God’s core principles and evaluate their influence on people’s
thinking, standards of behavior and practice in different contexts.

Benchmark 7.1.2.2 Infer and explain the biblical principles embedded in each
of the Ten Commandments

Topic 2: Biblical Principles rooted in the Ten Commandments

How the
Learning Objectives: By the end of the lesson the student will be able to.

࡟࡟ Examine the Ten Commandments and identify the deeply rooted core
principles.
࡟࡟ Analyse and explain the scriptures in the Bible that elaborate the biblical
principles rooted in the Ten Commandments.
࡟࡟ Examine the Biblical Principles of Commandments 1- 5 and
Commandments 5-10.  

Essential questions:

1. What are Ten Commandments and the deeply rooted core principles
embedded within?
2. What are the Biblical Principles of Commandments 1- 5 and
Commandments 5-10?

Key Concepts and Skills

Values Rationality and Reverence for God
Attitudes Adaptability, flexible to change guided by the Ten
Commandments
Skills Making Inferences, analyse, and discuss the Ten Commandments
and the underlying principles rooted within.
Knowledge Biblical principles in of the Ten Commandments

Content Background

The Ten Commandments are the principles of God’s kingdom and the rule by
which all His creatures govern their lives. The basic, fundamental principle of
these commands is love - supreme love for our Creator God and unselfish love
for our fellow humans. This principle of unselfish love must be firmly entrenched
into the fibre of our being, into the very core of our existence in order for us to be
fitted for God’s kingdom. The Ten Commandments are the practical outworking
of this principle and their adaption to the sinful context of human life. These
commands also express in more detail important principles of living according
to God’s rule as they flow from the foundational love principle.

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Biblical Principles of Commandment 1- 5

Tells us of the relationship between God and man and Commandment 6-10
tells about the relationship of man to man. The other 5 commandments that
from 6-10 tells us of man’s relationship to Elohim God.

The 2 Great Commandments mentioned in Matthew 22:36-40.

The first commandment mentioned in verse 37-38 covers the Commandment
1-5 whist the 2 Great Commandment covers the Commandments 6-10.
nd

The table below shows the biblical principle found in each of the Ten
Commandments

Ten Commandment Explanation Biblical Principle

Commandment 1 “Thou shalt have no other ࡟࡟ This tells us to believe in the The Principle of First
gods before me.” existence of God and His Priority and Primary
influence in our lives. It prohibits Love
our beliefs in worship to Him.
Commandment 2““Thou shalt not make unto ࡟࡟ This tells us the worship of idols The Principle of
thee any graven image, or any likeness of is to be forbidden in our lives. Submission to Divine
anything that is in heaven above, or that is in Sovereignty
the earth beneath, or that is in the water under
the earth: Thou shalt not bow down thyself to
them, nor serve them: for I the Lord thy God
am a jealous God, visiting the iniquity of the
fathers upon the children unto the third and
fourth generation of them that hate me; And
showing mercy unto thousands of them that
love me, and keep my commandments.”

Commandment 3“Thou shalt not take the ࡟࡟ This tells us not to take His Holy Principle of Respect
name of the Lord thy God in vain;for the Lord name in vain or speak lightly of and Honor for the
will not hold him guiltless that taketh his name His name. Sacred.
in vain.”
Commandment 4 “Remember the Sabbath ࡟࡟ This tells us to Honor the Principles of Divine
day, to keep it holy. Six days shalt thou labor, Shabbat meaning that we are Rest and Celebration
and do all they work: But the seventh day is not to work on the Shabbat. in Relationship and
the Sabbath of the Lord thy God; in it thou Shabbat falls on Friday 6:00am Fellowship. God’s
shalt not do any work, thou, nor thy son, to Saturday 6:00pm. Temple in
nor thy daughter, thy manservant, nor thy Time.
maidservant, nor thy cattle, nor thy stranger
that is within thy gates: For in six days the
Lord made heaven and earth, the sea, and all
that in them is, and rested the seventh day:
Wherefore the Lord blessed the Sabbath day,
and hallowed it.”

Commandment 5 “Honour thy father and thy ࡟࡟ This tells us to respect our birth Principle of Respect
mother: that thy days may be long upon the parents and those who assume and Honor for Lawful
land which the Lord thy God giveth thee.” the responsibility of parents in Authority
our lives.
Commandment 6 “Thou shalt not kill.” ࡟࡟ This tells us, according to Principle of
Mathew 5:22-23 whoever is Sacredness and
angry with his brother stands Celebration of Life.
before court. Justified killing
in wars or self-defense is
permitted.

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Commandment 7 “Thou shalt not commit ࡟࡟ This tells that any sex by Principle of
adultery.” married person other than with Protecting Purity
their own partner is adultery. and Keeping
This is incudes masturbation, Promises -
pornography. Matthew 5:27- commitment and
28 tells us that anyone that loyalty to family.
looks at a woman with lust has
already committed adultery.
Commandment 8 “Thou shalt not steal.” ࡟࡟ This tells not to take anything Principle of
or even kidnap that does not Generosity and
belong to you. Giving.
Commandment 9 “Thou shalt not bear ࡟࡟ This tells not to lie about your Principle of Personal
false witness against thy neighbour.” neighbors or mislead them. Integrity and Truth
Revelation22:15 says that Telling.
outside are the dogs and the
sorcerers and immoral persons
and murderers and idolaters,
and everyone who loves and
practice lying.

Commandment 10 “Thou shalt not covet ࡟࡟ This tells that it is forbidden Principle of
thy neighbour’s house, thou shalt not covet not to desire and plan how one Contentment
they neighbour’s wife, nor his manservant, may obtain that which Elohim and Living with
nor his maidservant, nor his ox, nor his God has given to another. an Attitude of
ass, nor any thing that is thy neighbour’s.” Gratitude.

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students understand The Ten
Commandments as God’s core principles for living.

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1. Biblical Principle of the Ten Commandments

Lesson 2. T
 he Biblical Principles of Commandments 1-4 and
Commandments 5-10.
Lesson 3. God and His Commandments

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STEAM ACTIVITY

Resources
The Bible, Bible Study Guide, internet

Assessment

Study the Ten Commandments and identify the deeply rooted core principles
Research and explain the scriptures in the Bible that elaborate the biblical
principles rooted in the Ten Commandments.

Case Study: Biblical events correlating with current events demonstrating the
principles embedded in the Ten Commandments. Example 1. Achan’s Sin
bringing God’s Judgement and Stealing bringing Judgement through the courts
system.

Principle: There are consequences to doing what is wrong.

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 CCVE Teacher Guide
Strand 1: Biblical Values and Principles
Unit 2: The Ten Commandment: God’s Core Principles

Content Standard 1.2. Students will be able to identify and explain the Ten
Commandments as God’s core principles and evaluate their influence on people’s
thinking, standards of behavior and practice in different contexts.

Benchmark 7.1.2.3 Explain the importance of the Ten Commandments and

their universality and transcendence as superior laws and, ethical and moral
standards.

Topic: 3
 .Universality and Transcendence of the Ten Commandments as
superior laws and ethical and moral standards

Learning Objectives: By the end of the lesson the student will be able to.

࡟࡟ Explain the universality and transcendence of the Ten Commandments as

superior
࡟࡟ laws and ethical standards.
࡟࡟ Identify and explain the principles and biblical values of the Ten
Commandments as superior laws and ethical standards for human
behaviour and morality

Essential questions:

1. Are the Ten Commandments universal and transcendence as superior law

and ethical?
2. Are the Ten Commandments universal and transcendence as superior law
and ethical standard for human behaviour and morality?

Key Concepts and Skills

Empowerment and responsible to living by the Ten
Values
Commandments
Critical and participatory in the upholding the Ten
Attitudes
Commandments in life
Explain and justify the Ten Commandments as superior laws and
Skills
ethical standards for living.
Ten Commandments and their universality and transcendence as
Knowledge
superior laws and, ethical and moral standards

Content Background

Ten Commandments stand as Gods superior laws and ethical standards for
living.
Scriptures: Deuteronomy 4:44:49, 5:1-11-33, 12:1-26:11

The law is expanded. The following are some laws;

i) Dietary Laws- Deuteronomy and Leviticus 11

ii) The Greatest Commandment- Duet 6:4-9
iii) Moral Laws- Leviticus 18
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iv) Social- Leviticus 19

V) Some of Yeshua’s Commandments: Matthew 5-8

The Ten Commandments are a great contributor to ethical standards. It has

helped theologians to try to help believers to live a Godly life. Not all countries
in the Word have built their laws on the Ten Commandments. God’s laws are
heavenly and they are fair and just comparing to the judiciary laws of a society
of any country according to Isaiah 9:6-7.

Universality and Transcendence of the Ten Commandments as superior

laws and ethical standards for human behavior and morality

The Ten Commandments are the superior laws and ethical standards for human
behavior and morality. According to the Scriptures: Matthew 22:37-39 , the
ethical standards for human behavior is obeying the truth. The morality of the
Ten Commandments in the human behavior is the standard of right and wrong
taught by Yeshua/Jesus basing on two foundations that’s loving God and loving
people.

The law of God was given for our benefit and shows us how to become more like
God. What should Christians learn from the various types of biblical law?
Many people have heard of the Ten Commandments and recognise the
importance of some of them, like the laws against murder and stealing. But other
laws in the Bible are less well known or appreciated.
Do the biblical laws apply today? Or did the Creator God establish them, only
to wipe them all out on the cross, only to promise their restoration during
Christ’s millennial rule?
Or is there a larger meaning to the whole subject of the law of God—one that
bears witness to the very plan of God, which is always consistent and points
toward the Kingdom of God?

What is a law?

How does man define the law? The New Oxford American Dictionary defines
law as:

1. (often the law) the system of rules that a particular country or community
recognises as regulating the actions of its members and may enforce by
the imposition of penalties
2. a statement of fact, deduced from observation, to the effect that a
particular natural or scientific phenomenon always occurs if certain
conditions are present
3. the body of divine commandments as expressed in the Bible or other
religious texts.

What is the law of God?

How does God define the law of God? This question is of great importance, for
it deals with our spiritual understanding. God’s laws are the rules of the Kingdom
of God and His way of life, and they are divine and perfect in intent, equity and
administration.

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The apostle Paul said God’s “law is holy, and the commandment holy and just
and good” as well as “spiritual” (Romans 7:12, 14).

King David wrote, “The law of the LORD is perfect, converting the soul,” and
he went on to describe the beauty and benefits of God’s testimonies, statutes,
commandments and judgments-various aspects of biblical law (Psalm 19:7-11).

Biblical laws include a holy system of commandments, statutes and judgments

that are meant to be observed by all countries and all people, for God created
all people.

God’s laws define righteousness and sin. And here is the key: They are always
for our benefit (Deuteronomy 6:17-18; 7:12-14; 10:13). God’s laws are not
burdensome (Matthew 11:30; 1 John 5:3), despite what many religious leaders
may tell you (2 Peter 3:15-16).

More than the 10 Commandments

When God wrote the Ten Commandments in stone, He was writing the
foundational framework for how mankind (not just Israel) should interact with
God and with each other. Obviously they were not the only laws, since many
of God’s laws existed before the Old Covenant. While some laws were specific
to the Old Covenant, others span across both the Old and New Covenants, and
each one has a spiritual element, of blessings.

Some examples

The next sections of this article will talk about several different types of laws
within the Bible outside of the 10 Commandments. The goal is to give you a
sampling of what their purpose is and whether they apply currently or were
specific to a covenant.

Let’s start with laws given to man early in the Bible, before the
Old Covenant was made at Mount Sinai.

The law of marriage

The law of marriage was given in the second chapter of the Bible. Marriage was
defined by God as being between one man and one woman long before the Old
Covenant or today’s social and political systems. The plain truth is that God
established this law for a purpose, providing the blessing of marriage and family
by taking two equal but different people and joining them together.

God emphasised this to Adam by having him name each animal so that Adam
understood that it was not good for him to be alone (Genesis 2:18-20). So God
created a helper, a companion-a woman, but was she just to be his assistant?
By no means! She was given the same tasks, responsibility and rulership over
the rest of creation as the man (Genesis 1:28-31).

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Husband and wife, Adam and Eve, man and woman, were given a joint purpose
to strive together in hope and love for a reason-one that is lost today as society
has twisted the gender roles and marriage into broken societal trappings in place
of a God-given law (Matthew 19:3-6).

Genesis 2:24-25 records, “Therefore a man shall leave his father and his mother
and be joined to his wife, and they shall become one flesh.” The Bible makes
clear that God does not require everyone to marry, but those who do should
follow this law for the stability of the family and society. This is a law that was
before any covenant and that spans across both Old and New Covenants. God
is deeply concerned about families, for He is in the process of building one!

The law of clean and unclean meats

Many today regard the law of clean and unclean animals as an Old Covenant
(ceremonial) law that was done away with when Christ was nailed to the cross.
Modern Christianity teaches it as a Jewish tradition, antiquated and no longer
necessary. Yet the first mention of this law was almost 1,000 years prior to its
codification to the Israelites in Leviticus 11 (also see Deuteronomy 14).

The first mentions of this law are in Genesis 6:19; 7:2, 8; and 8:20. To put it plainly,
this law long predates the Old Covenant! Noah was given clear instructions to
set apart a different number of clean animals (seven) than unclean animals (two),
just as Noah and his family were set apart by God from the wicked generation
that He would destroy with the Flood. But why would God do this?

To begin with, God sets apart what is holy—He defines what is acceptable
and righteous, not man. God then tells His people that they are to be holy
(Deuteronomy 14:2; 1 Peter 1:16). Therefore we must strictly avoid anything that
would contaminate us, either physically or spiritually (1 Corinthians 6:15-20).
This is a law that, like marriage, is still in effect today.

What about ceremonial and civil laws?

In addition to the Old Covenant made at Mount Sinai (Exodus 24:3-8; 34:28),
God gave civil and ceremonial laws to the nation of Israel. For example, the
sacrificial law was not part of the Old Covenant that was entered into at Sinai.
Rather, it was added later (see Jeremiah 7:22; Ezekiel 20:21-25; and Galatians
3:19).
It was God’s purpose to define the civil and sacrificial systems needed to govern
a nation. Israel was to be set apart, to be holy (Leviticus 20:26) and blessed
(Deuteronomy 28:1-14), but only if they had a heart of obedience.

Ceremonial law was a part of everyday life for the ancient Israelites, a way to
teach them the spiritual principles needed to keep the law. Therefore sacrifices
and washings, among many other ceremonial acts, often centered around the
tabernacle/temple.

Outward rituals were meant to teach inward principles. But Israel lacked the
spiritual discernment and heart to learn from these laws (1 Corinthians 2:14).
Therefore God altered His approach, not because of flaws in the law, but
because of the people (Hebrews 8:7-8).

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Today the ceremonial and civil laws are no longer applicable, because we do
not have a nation ruled by God’s law and the temple and sacrificial system no
longer exist. Also, through Jesus Christ’s sacrifice (Revelation 1:5) the New
Covenant was established. The book of Hebrews shows that the sacrifices and
temple rituals were a type, pointing to the ultimate sacrifice of Christ. As a result,
these ceremonial laws are no longer a part of everyday Christian life.

The festivals of God

The Sabbath, Passover and Feast of Unleavened Bread were revealed to Israel
before they reached Mount Sinai. Then at Mount Sinai all seven annual festivals
of God were included during the giving of the Old Covenant. God also included
sacrificial and ceremonial laws in the instructions for Israel on these holy days.

Today most Christian churches mistakenly relegate the biblical festivals to Jewish
tradition, and in their place most of Christianity has adopted pagan holidays
(Colossians 2:8). In so doing, the meanings of God’s feasts are lost to them.
Most think that the festivals were strictly tied to the Old Covenant. However,
each feast actually represents or foreshadows part of the plan of God, from the
sacrifice of Jesus Christ to His return and beyond!

The reality is that God’s plan never changed, and that plan is still expressed
through the festivals, which are still to be observed. In fact, without these days,
we cannot fully understand the spiritual plan that God has for all of mankind.

What does all this mean?

There are many laws in the Bible. Some were specific to a covenant, while others
exist before and extend through both the Old Covenant and the New Covenant.
Many laws are still essential today, and they all are intended to give us a deeper
understanding of what God expects and how He wants us to live.

God gave the law of God out of love so that it might go well with us. In fact, we
must ask ourselves a very fundamental question at the end of this: Do we love
God the Father and Jesus Christ? If we say yes, then do we keep the law of
God?
As Jesus Christ said:
“Do not think that I came to destroy the Law or the Prophets. I did not come to
destroy but to fulfill” (Matthew 5:17).
“If you love Me, keep My commandments” (John 14:15).
God’s Eternal Law
God’s eternal law is a representation of who He is and they provide the standards
for living life.
God Is God’s Law Is
a. Holy. Leviticus 11:44. a. Holy. Romans 7:12.
b. Truth. Psalm 31:5. b. Truth. Malachi 2:6.
c. Righteous. Psalm 145:17. c. Righteous. Psalm 119:172.
d. Perfect. Matthew 5:48. d. Perfect. Psalm 19:7.
e. A spirit. John 4:24. e. Spiritual. Romans 7:14.
f. Eternal. 1Timothy 1:17. f. Eternal. Psalm 111:7, 8.
g. Unchangeable. James 1:17. g. Not alterable. Psalm 89:34.
h. Love. 1 John 4:8. h. Based on love. Matthew 22 : 36-40.

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Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students to understand The Ten
Commandments as God’s core principles for living.

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

Lesson 1.The Ten Commandments as God’s Law, Why?

Lesson 2. The Perfect law for Morality
Lesson 3. The Ten Commandments and human behavior

STEAM ACTIVITY
Resources
The Bible, Bible Study Guide, internet

Assessment
࡟࡟ Explain the universality and transcendence of the Ten Commandments.
࡟࡟ Analyse and explain the universality and transcendence of the Ten Com-
mandments as superior laws and ethical standards.

Case Study.: Immorality:

How students will feel towards immoral behaviour.
Defending wrong behaviour.

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 CCVE Teacher Guide

STRAND 1: BIBLICAL VALUES AND PRINCIPLES

Unit 2: The Ten Commandment: God’s Core Principles

Content Standard 1.2. Students will be able to identify and explain the Ten
Commandments as God’s core principles and evaluate their influence on people’s
thinking, standards of behavior and practice in different contexts.

Benchmark 7.1.2.4 Explore and discuss how the Ten Commandments

influence people’s thinking, behavior and actions.

Topic 4: Influences of the Ten Commandments on people’s thinking, behaviour

and actions

Learning Objectives: By the end of the lesson the student will be able to:

࡟࡟ Examine and interpret Bible scriptures to explain the influences of the Ten
Commandments on people’s thinking, behaviours and actions in biblical
times.
࡟࡟ Identify and explain the biblical principles and values of obedience and
disobedience of the Ten Commandments.
࡟࡟ Study and interpret Bible scriptures to explain the consequences of not
obeying the Ten  
࡟࡟ Commandments in thoughts, behaviour and actions.

Essential questions:

1. H
 ow do the Ten Commandments influence people’s thinking, behaviour and
actions?  
2. What does obedience and disobedience mean to God?
3. What is the principle of obedience to God’s commandments?

Key Concepts and Skills

Values Truthful and sharing/caring openness
Attitudes Open minded – being available for God to use
Skills Investigate and explain peoples thinking and behaviours.
Knowledge Degree and intensity of how the Ten Commandments are promot-
ed and enforced.

Content Background

Influence of the Ten Commandments on people’s thinking, behavior and

actions

Scripture: 1 John 2:3-7

Everything connected with obedience to the commandments is a sign of the
New Covenant. We know Him if we keep His commandment. 1 John 3:4 says
sin is Lawlessness. Matthew 7:21 says that he who does the will of My Father
who is in Heaven will enter the Kingdom of God. Yeshua/Jesus came to show us
the way to walk in His commandments. Matthew 5:17 says that Yeshua/Jesus

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did not come to abolish the law or the commandments but to bring it to fullness.
Many are so lost and keep repeating the same mistakes.

i) they refuse to hear the commandments of God

ii) they say “You are going to put us under the law.

1. J
 ohn 2:3 we have to come to know Him, if we keep His commandments.
Yeshua/ Jesus never broke the commandments of His Father. He walked in
holiness and righteousness. Hosea 4:6 tells us that My people are destroyed
by the lack of knowledge because they have rejected knowledge, I will reject
them, thou hast no priest to me seeing thou has forgotten the law of Elohim
God, and I will also forget the children. Exodus 20:5 the curse for breaking the
commandments repeats themselves to the 3rd and 4th generation. Galatians
3:13 “Messiah redeemed us from the curse of the law, having become a curse
for us-for it written, “CURSED IS EVERYONE WHO HANGS ON A TREE”

Therefore we are to present our bodies as a living and holy sacrifice, acceptable
to God, which is our spiritual service of worship.

A principle, as defined for our consideration, is an understanding from the Bible

of how God feels about something, and why he feels the way he does. That is
the very definition of knowing God. Having a working knowledge of the Bible’s
principles equates to an understanding of what God loves and what he hates,
and why. Principles are intertwined intricately with our recognising and really
understanding to believe in God who is good. Our coming to really know Him
will help us discern He always has our best interest at heart. As we develop a
real awareness of His great love for us, we will be driven to guide our lives by the
principles He had recorded for us in the Bible. That is very different from trying
to live by laws or self-imposed rules.

Bible principles connect with love and help us base our lives around this simple
truth: It is eternally in our best interest to be obedient to the one who gave us
life. Bible principles help us understand why that is always and eternally true,
and to actually believe it.

If ye keep My commandments, ye shall abide in My love; even as I have kept My

Father’s commandments, and abide in His love. John 15:10.

God requires a perfection of His children. His law is_a_transcript of His own
character, and it is the standard of all character This infinite standard is presented
to all that there may be no mistake in regard to the kind of people whom God will
have to compose His kingdom. The life of Christ on earth was a perfect expression
of God’s law, and when those who claim to be children of God become Christlike
in character, they will be obedient to God’s commandments. Then the Lord can
trust them to be of the number who shall compose the family of heaven. Clothed
in the glorious apparel of Christ’s righteousness, they have a place at the King’s
feast. They have a right to join the blood-washed throng.

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Divisions of the Law of God

There were Ten Commandments. Deuteronomy 4:13. They were written by God
on two tablets of stone. Deuteronomy 4:13. What did Jesus say as to the number
of commandments? Matthew 22:36-40. How can the answer to the question be
harmonized with Deuteronomy 4:13?

First (Love to God) Second (Love to Man)

No other gods. Honor your parents.
Make no image of God. Do not kill.
Take not God’s name in vain.   Do not commit adultery.
Remember God’s Sabbath.   Do not steal.
Do not lie.
Do not covet anything that belongs to your
neighbor.

“On these two commandments hang all the law and the prophets.” Matthew
22:40. But Christ came in the form of humanity, and by His perfect obedience
He proved that humanity and divinity combined can obey every one of God’s
precepts. What is the well-expressed sermon that can be preached on the law
of God? The well-expressed sermon that can be preached upon the law of Ten
Commandments is to do them. Obedience should be made a personal duty.

The Ten Commandments are not a set of rules which will guarantee salvation if
followed. They have been given for an entirely different purpose. Galatians 3:24
says that the law is a schoolmaster that guards us, teaches us and leads us to
Christ. What that means is that when we look at the Ten Commandments, we
should see that we have broken them and recognise our utter helplessness to do
what is right in God’s eyes. We have all sinned and fallen short of His glory and
goodness (Romans 3:23), and therefore we need His love and mercy (Romans
7:24-8:1). Thankfully, we have been given the amazing gift of forgiveness through
Jesus Christ, and all who believe and trust Him can say, with King David, “Blessed
are those whose lawless deeds are forgiven, and whose sins are covered; blessed
is the man against whom the Lord will not count his sin” (Psalm 32:1–2).

Teaching and Learning Strategies

Teachers are encouraged to introduce students to simulations to better

understand the concepts taught. Therefore students will learn effectively and
master the knowledge prescribed in each topic. Whilst introducing the topic,
guided discovery and research will enable students to understand The Ten
Commandments as God’s core principles for living.

The knowledge prescribed must be taught. It is not only about teaching what
students should know but also to interpret that knowledge for students in a way
that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support teaching and learning. Students
must be given opportunities to apply their knowledge, to be creative and to solve
problems.

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Lesson 1. How the Ten Commandments influence people’s thinking.

Lesson 2. How the Ten Commandments influence people’s behaviour.
Lesson 3. How the Ten Commandments influence people’s actions

STEAM ACTIVITY

Resources

Resource Books By Archbishop Dominiquae Bierman

1. Grafted In
2. Eradicating the Cancer of Religion
3. Yeshua is the Name
4. The Healing power of the Roots

GRM Workbooks
1. Level 1

Foundations of Faith Revealed

2. Level 2

Rediscovering The Hebrew Scriptures

3. Level 3
The Bible, Bible Study Guide, the internet

Assessment

Study and interpret Bible scriptures to explain the influences of the Ten
Commandments on people’s thinking, behaviours and actions in biblical times.

Study and interpret Bible scriptures to explain the consequences of not obeying
the Ten Commandments in thoughts, behaviour and actions.

References
www.principlesofthewordofgod.com
www.LifeHopeandTruth.com
https://www.myjewishlearning.com/article/the-ten-commandments/
https://bible.org/seriespage/10-characteristics-worldly-believ-
ers-friends-world-genesis-19)
https://bible.org/seriespage/6-characteristics-true-believers)
https://www.studylight.org/concordances/eng/ttt/p/pillars.html
https://www.thewordofgod/Torrey’s Topical Textbook
https://truthistheword.com/jesus-the-full-representation-of-god
https://www.biblica.com/resources/bible-faqs/when-was-the-bible-written/
https://www.bible-history.com/tabernacle/
https://firstchurchnewton.org/daily-devotions/the-essence-of-gods-word/
http://digitalcommons.andrews.edu/church-history-pubs

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Strand Christian Identities

Christian Identities
and Civicand Civic Principles
Principles
2

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Strand 2: Christian Civic Identities and Principles

Unit1: Christian Civic Identities

Content Standard 2.1 Students will be able to examine and analyse different
Christian civic identities and explain how they are constructed, represented,
utilized, and regulated in different contexts and evaluate their characteristics.

Benchmark: 7.2.1.1 Research and explain how individual Christian identities

are (re) constructed and represented to restore the image of the Creator Godlike
qualities in different context

Topic: (Re) construction and representation of Christian Identities.

Learning Objectives: (Re) construction and representation of Christian

Identities:

Essential Questions:
1. What is Christian Identity?
2. H
 ow Christian identities (re) are constructed and represented to restore the
image of the Creator and Godlike qualities in different contexts?

Key Concepts and Skills

God-human relationship
Values Human-woman relationship
Human-environment relationship
Willingness to learn
Attitudes Willingness to accept
Willingness to advance in the learned principles discovered
Be able to understand the value of relationships.
Be able to explain in your own words the different dynamics of
Skills
the three basic relationships in Scripture.
Be willing to practise them.
Knowledge Godlike qualities

Content Background

The image of the Creator and Godlike qualities is the image that created us
and we are His workmanship created in Christ alone. So how can individual
civic identify themselves as a Christian? It is through the word of God, as we
come and fellowship with Him, for His fellowship is the mystery, which from the
beginning of the world hath been hid in God, who created all things by Jesus
Christ. Therefore individual citizens are required to live a godly life.

The brief introduction will spell out the presuppositions of these background
notes. As Christians, we are greatly indebted to Judaism for being the predecessor
of our belief system. Hence, within academia, our faith tradition is called the
Judeo-Christian tradition. It is from this tradition that we Christians derive our
rule of faith and practice from, namely, the protestant English translation of the
Holy Bible. The following values (qualities) and principles (rules governing these
qualities) will thus be deduced from this Scripture.
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rule of faith and practice from, namely, the protestant English translation of the
Holy Bible. The following values (qualities) and principles (rules governing these
qualities) will thus be deduced from this Scripture.

The Bible is written in such a way that the first 10 chapters of Genesis contain
stories that reveal God’s ideals in terms of values and principles. The rest of
Genesis and the rest of Scripture including the New Testament simply expound
and expand on these ideals. Therefore, the following values and principles will
be derived from the ideal section (that is, Genesis 1-10) and include snippets of
its expansion and application as one progresses through Scripture. Therefore,
identity, the focus of this lesson, will be identified and traced throughout the
Bible from the Old Testament beginning with Genesis and then ending in New
Testament.

Identity is defined by the Merriam-Webster dictionary in its first entry as

“the distinguishing character or personality of an individual” also known as
individuality. Using this as our working definition, one will note that personality
is closely related to one’s identity. And this is not far from how the Bible views
identity, but the Bible will give more as we will note below.

How Christian Identities Are (Re) Constructed And Represented?

1. Definition Of Identity

Different sciences have different ways to define identity. In psychology, identity

is centered more on the individual than on the individual in relation to his
environment. Thus more emphasis is on the self-emphasis (one’s mental model
of oneself), self-esteem, and individuality. However, in sociology, the emphasis
is more on the individual in relation to the group and environment within which
he/she thrives. Philosophy tends to see identity as being synonymous to
sameness. The Bible, on the other hand, tends to define identity in a holistic
way, incorporating elements of all sciences mentioned above.

2. Identified by your Relationship

In the Bible, a human is first identified in relation to another being. And in this
case, that other being is God Himself. See what Genesis 1:26-27 states:

(26) Then God said, “Let us make man in our image, after our likeness. And let
them have dominion over the fish of the sea and over the birds of the heavens
and over the livestock and over all the earth and over every creeping thing that
creeps on the earth. (27) So God created man in his own image, in the image of
God he created him; male and female he created them.”

In these two verses, Moses shows us that the first humans were identified as
being the image and likeness of God. This is the first relationship that the man
was in. However, it does not stop there.

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Examples of (Re) Construction and Restoration of Godly Image
Humility

1. Humility
2. Teachability
3. Selflessness

Note: The above content can be expanded into teachable concepts.

Supporting Bible Texts

Ephesians 2:10 - KJV

For we are his workmanship, created in Christ Jesus unto good works, which
God hath before ordained that we should walk in them.

Ephesian 3:9 - KJV

And to make all [men] see what [is] the fellowship of the mystery, which from the
beginning of the world hath been hid in God, who created all things by Jesus Christ:

1Peter 4:18-19 - KJV

And if the righteous scarcely be saved, where shall the ungodly and the sinner
appear? Wherefore let them that suffer according to the will of God commit the
keeping of their souls [to him] in well doing, as unto a faithful Creator.

Note: T
 he image of the Creator and Godlike qualities is the image that created us
and we are His workmanship created in Christ alone. So how can individual
civic identify themselves as a Christian? It is through the word of God, as
we come and fellowship with Him, for His fellowship is the mystery, which
from the beginning of the world hath been hid in God, who created all
things by Jesus Christ. Therefore individual civic are required to live godly
life.

The individual Student must surrender their live to JESUS as their Lord and Savior,
For God so loved the world, that he gave his only begotten Son, that whosoever
believeth in him should not perish, but have everlasting life – John3:16

The Lord is not slack concerning his promise, as some men count slackness; but
is longsuffering to us-ward, not willing that any should perish, but that all should
come to repentance - 2 Peter 3:9. Behold, I stand at the door, and knock: if any
man hear my voice, and open the door, I will come in to him, and will sup with him,
and he with me – Revelation 3:20

PRAYER OF REPENTANCE
Dear Lord Jesus, I know I am sinner, and I ask for your forgiveness, I believe you
are the Son of the living God, today I repent and confess my sins which I com-
mitted from the childhood till now, I now accept and receive you as my Lord and
Personal Savior in Jesus name I Pray Amen.

Teaching and Learning Strategies

Opening Paragraph to Teaching and Learning strategies in this topic

Teaching Strategies- a description of ALL the strategies that will be used in the
Topic
106 Learning Strategies – Descriptions of all the learning strategies and activities that
will be used and done in this topic
 CCVE Teacher Guide

Strand 2: Christian Identities and Civic Principles

Unit 1: Christian Identities

Benchmark 7.2.1.2 Analyse the Christian values and principles underlying the (re)
construction, and representation of individual identities.
Core Concept

Topic: C
 hristian values and principles underlying (Re) construction and
representation of individual Christian identities.

Learning Objectives: By the end of the lesson the student will be able to.
࡟࡟ Evaluate and explain core Christian values and principles underlying (re)
construction and representation of individual Christian identities

Essential questions

1. Core Christian values and principles.

2. Christian values underlying the (re)construction and representation of
individual Christian identities.
3. Christian principles underlying (re) construction and the representation of
individual Christian identities

Key Concepts and Skills

Values Joyful, Honesty, Humility, Caring, Responsibility
Attitudes Positive
Skills Able to memorize , understand and explain in own words.
Knowledge Practicality of Christ’s life.

Content Background
As Christians, we are greatly indebted to Judaism for being the predecessor of
our belief system. Hence, within academia, our faith tradition is called the Judeo-
Christian tradition. It is from this tradition that we Christians derive our rule of faith
and practice from, namely, the Holy Bible. The Bible is written in such a way that
the first 10 chapters of Genesis contain stories that reveal God’s ideals in terms
of values and principles. The rest of Genesis and the rest of Scripture including
the New Testament simply expound and expand on these ideals. Therefore, the
following values and principles will be derived using this methodology, namely
identifying them in Genesis 1-10 and then including snippets of its expansion and
application as we progresses through Scripture.

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This background note will adhere to the following structure: there will be three
subheadings, with each answers three key questions What? Why? and How?

1. The first question, What? will deal with the Biblical definition and will show what
this value practically looked like in the lives of Old Testament (OT) as well as
New Testament (NT) Bible characters.
2. The second question, Why? will relate to the significance of the value in relation
to Christ. In other words, we will take note of why Christ likes this value and its
ensuing principle
3. The third question, How? explains how students can incorporate the value into
their lives and nurture it them; it will identify what life situations are conducive to
the value and how one should respond when such life situations are faced. This
helps students realize that these values are not simply conceptual phenomena
one encounters in a classroom setting but practical responsibilities they will be
answerable to God for.

What are the Core Christian values and principles?

Before we can discuss what the above topic has to say, let us define what each
key word in the topic is. The first key word is Christian. As used here, the word is
functioning as an adjective and is thus referring to the nature and or identification
of the values and principles that will be discussed. So what does Christian, as a
noun, mean?

Christian. A Christian simply means “a person who believes in Jesus Christ;

adherent of Christianity.” Interestingly, the Bible does have a definition for Christian.
It comes from the Greek word christianos which simply means, “a follower of Christ”
or “Christ-like. Thus, if these values are “Christian values” then that implies that
these values and principles originate from Christ; He teaches and lives them and
if you love Him dearly, you, as a follower, will incorporate these into your personal
value system.
Values & Principles. According to Hasa, values refer to qualities while principles
refer to the rules governing these qualities
The following are qualities that will be discussed in this background notes: joyful
honesty, humility, caring and responsibility.

Christian Values (qualities) pertaining Christian Identity

Joyful
This value is derived from Genesis 1:31 where God, after creating Man, regarded
the entire creation process as “very good.” Man was the crowning act of God’s cre-
ation. Prior to this, after each aspect of creation was accomplished, God respond-
ed with the evaluative formula, “good.” The joyful aspect of this process may not
be apparent to the reader until you come to read the dialogue between God and
Job where He asked Job where he was when creation was completed, after which
“the morning stars sang together, and all the sons of God shouted for joy?” (See
Job 38:7). Thus when putting the creation accounts of both Genesis and Job, one
will note that the latter enriches the former by adding new elements that are absent
in the literary account of Genesis but not necessarily absent in reality as expressed
by Job. Additionally, Job 38:7 testifies that besides being permeated with joy, this
joy was caused.God’s creative act. It goes to show that joy that is triggered by
another thing accept God, is not the fulfilling and lasting joy that God ordained for
mankind to experience.

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So there are two stimuli for joy we experience as humans, namely, God and
something/somebody other than God. Many of us have been looking for joy
in the wrong places when the correct place to look for it is in the presence of
God. After the Fall, and specifically after Genesis 3:10, every time there is an
encounter of God (and or angels) and humans, the former always includes the
phrase “fear not” when talking to the latter. For example, God and Abram (Genesis
15:1); God and Hagar (Genesis 21:17); God and Jacob (Genesis 46:3), God and
Joshua (Joshua 11:6), the angel that was in the tomb and the women after the
Resurrection (Matthew 28:5), angel of God and Zacharias (Luke 1:13), angel of
God to Mary (Luke 1:30), angel of God to the shepherds (Luke 2:10), and angel of
God to John the Revelator (Revelation 1:17), et cetera. All these references point
to the fact that prior to the Fall, it was a normal part of the human experience
to be always joyful, especially when in the presence of a divine/heavenly being.
And so ever since then, God has always been in the restorative process of the
human being to how he existed prior to the Fall.

One may think that this will end as the OT comes to an end. However, the oppo-
site is true. It does continue on into the NT where we will pick up with the story
of Christ as He entered ministry

So why do we need to know what this value is? We will do this by looking at why
this value mattered to Jesus. As mentioned above, after the fall, God has been
at work to restore this joy, and all other aspects of humanity. This work is evident
in the work of Christ, who once said that, His teachings were spoken to us “that
my (Jesus’) joy might remain in you, and that your joy might be full.” (John 15:11;
see also John 17:13). When Jesus came to this world, He was more focused
on this one value during His ministry. In all that He accomplished, be it healing,
teaching, exorcizing, and preaching, the re-instilling of this godly joy in humans
was a priority. Moreover this work of restoring joy is continued by the Holy Spirit,
who Christ assigned to represent Him and continue the work He began whilst
here on earth.

Paul testifies to the origin of this joy as the result of the active work of transformation
that the Holy Spirit is doing in us (Galatians 5:22). Once birthed, this joy is can
be correctly described as the joy about the Holy Spirit and the joy belonging to
the Holy Spirit -this is what phrase, “joy of the Holy Ghost” mean in, for example,
Romans 14:17 and 1 Thessalonians 1:6. According to the apostle Paul, the Spirit
is the key agent in transforming our vile characters into Christ’s perfect character.
This lasts a lifetime and thus is more a process than an event. Regarding this
transformation of character, Paul points out that joy is a trait, and will be the first
of several traits, that will be displayed in the life of the person who Christ and
His Spirit into the life: “But the fruit of the Spirit is love, joy, peace, longsuffering,
gentleness, goodness, faith, meekness, temperance: against such there is no
law.” (Galatians 5:22-23, emphasis supplied) Christ has always referred to the
reunion of Himself with all believers, as a time when we will “enter into the joy of
the Lord.” (Matthew25:21; see also John 16:22).  Thus the joyful atmosphere of
the Eden will be restored when Christ returns to take all of His children to be with
Him for the rest of eternity (1 Thessalonians 4:17). We as teachers have a long
way to go if our students’ learning experience is not a joyous one.

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Humility
We humans must understand that we come from the dust (see Genesis 2:7; Job
34:15; Psalm 103:14; 104:29; Ecclesiastes 12:7). When the Bible speaks of dust,
And just like dust, humans would have been nothing with the Spirit of God which
He blew into the nostrils of human beings.
When Christ later came to this earth as a human, He constantly reminded man of
his dependence of Him and His Spirit in discourses like the all too familiar Vine
and Branches Discourse (John 15) where He specifically states that without Him,
we can do nothing (see John 15:5). Paul shares the same concept in these
words, “For in him we live, and move, and have our being:” (Acts 17:28).
Since this too is a value of Christ, we would do well to note that His Spirit is the
key person to help us value and incorporate humility into our lives.

Honesty
After the Fall and when God came for His usual afternoon walk to meet and
commune with our first parents, the Man and the Woman hid from God. That
very act of concealing themselves was the evidence of dishonesty which later
the Man and the Woman began to be identified by. Jeremiah the prophet later on
pointed to this deteriorated state of man’s heart, “The hearth is deceitful above
all things, and desperately wicked: who can know it? (Jeremiah 17:9). Jesus also
acknowledged that “deceit” was, at His time, one trait that naturally came from
mankind (see Matthew 7:22). The wise man Solomon once penned in Proverbs
12:22 that “lying lips are an abomination to the Lord…”
When Jesus later on came to this earth, He pointed out that those who chose to
live a life of deceit were really reflecting who they were following and thus, was
their father. “Ye are of your father the devil, and the lusts of your father ye will
do. He was a murderer from the beginning, and abode not in the truth, because
there is no truth in him. When he speaketh a lie, he speaketh of his own: for he is
a liar, and the father of it.” John 8:44. Here is great insight in the words of Christ
pertaining to the act of desiring lies over truth.
Caring
After God made Man, the Bible said that He took Man and placed him in
the Garden to “dress it and to keep it.” (Genesis 2:15). This was Man’s first
responsibility was to “dress” or work/till it and “keep it” or guard it. The word
guard suggests that Man was not to plunder creation but take care of it. In the
event evil arose in the future, making humanity become so self-centered that
they begin to plunder and pollute the environment for selfish gain, those who
are made in the image of the Creator will stand up to defend the garden (Earth,
natural environment, etc.) for it was their God-given mandate in the beginning to
take care of their natural surroundings/environment.
There is no better example in the life of Christ that shows the value of being
responsible exemplified in its purest form. This instance takes place at the cross
when He was hanging in pain and agony and despite all that was happening to
Him, still had the courtesy of making sure His mother was taken care of in His
absence. Only the apostle John records this story where Jesus looks down from
the cross and upon seeing His mother and the disciple whom He loved standing
by, He said to His mother, “Woman, behold thy son!” (John 19:26). In this He
displayed the value of caring for parents that He Himself prescribed His people
Israel to obey (see Deut 10:1-4) in the words of the fifth commandment: “Honour
they father and they mother…” (Exodus 20:12)
Note:  The above content can be expanded into teachable concepts. Allow
students to express how they can apply honesty and care in their lives.
Teacher should also expand on responsibility
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Supporting Bible Texts

1 Peter 4:16
Yet if [any man suffer] as a Christian, let him not be ashamed; but let him glorify
God on this behalf. For the time [is come] that judgment must begin at the house
of God: and if [it] first [begin] at us, what shall the end [be] of them that obey not
the gospel of God?

Acts 22:14 -16 - KJV

And he said, The God of our fathers hath chosen thee, that thou shouldest know
his will, and see that Just One, and shouldest hear the voice of his mouth.For
thou shalt be his witness unto all men of what thou hast seen and heard. And
now why tarriest thou? arise, and be baptized, and wash away thy sins, calling
on the name of the Lord.

Galatian 1:4 -KJV

Who gave himself for our sins, that he might deliver us from this present evil
world, according to the will of God and our Father:

Note: Individual Christian identities are to be kept carefully and must uphold the
core values that in the Christ like life. Individual suffered as a Christian, it’s
because of eternal glory waiting for individual Christians. And he said, The
God of our fathers hath chosen thee, that thou shouldest know his will,
and see that Just One (Acts 22:14a).

The individual Student must surrender their live to JESUS as their Lord
and Savior, For God so loved the world, that he gave his only begotten Son,
that whosoever believeth in him should not perish, but have everlasting life –
John3:16
The Lord is not slack concerning his promise, as some men count slackness; but
is longsuffering to us-ward, not willing that any should perish, but that all should
come to repentance - 2 Peter 3:9. Behold, I stand at the door, and knock: if any
man hear my voice, and open the door, I will come in to him, and will sup with
him, and he with me – Revelation 3:20

PRAYER OF REPENTANCE
Dear Lord Jesus, I know I am sinner, and I ask for your forgiveness, I believe
you are the Son of the living God, today I repent and confess my sins which
I committed from the childhood till now, I now accept and receive you as my
Lord and Personal Savior in Jesus name I Pray Amen.

Teaching and Learning Strategies

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Strand 2: Christian Identities and Civic Principles

Unit 2: Christian Civic Principles

Content Standard: 2.2 Students will be able to examine and analyse different
Christian principles shape Christian civic identities and influence civic principles,
values, behavior, and practice in different context.

Benchmark 7.2.2.1 Examine and explain how Christian values and principles
shape and influence individual identity, views and, behavior.

Topic: Christian values and principles of Individual

Learning Objectives: By the end of the topic, the student will be able to;
࡟࡟ Explore and evaluate Christian values and principles that shape and influence
Individual identity, views and, behaviors.

Essential questions:

1. What are Christian values and principles that shape individual identity.
2. How do Christian values and principles influence individual views and,
behavior?

Key Concepts and Skills

Values Positive personality
Attitudes Being confidence, shows respect and empathy
Skills Explore and Evaluate Christian values and behaves
Knowledge Personal Identity and Christian values and principles

Content Background
Christian values and principles that shape individual identity

Personal identity is the uniqueness of a person in the course of time. It is the

concept a person develops about themselves that evolves over the course of their
lives. It includes aspects of their lives that they have no control over, such as where
they grew up or the color of their skin, as well as choices they make in life, such as
how they spend their time and what they believe. To know about oneself a person
should ask the question of ‘who am I?’ and give answers within the definition of
personal identity.

Values and Principles

Value denotes the degree of importance of something or action with the aim of
determining what actions are best to do or what way is best to live by. It is the
standard about what is important in one’s life. Principle is a value that is a guide for
behavior. Values are part of our internal system that guides our behavior, whereas
principles are external. Values are subjective, personal, emotional and arguable,
while principles are objective, factual, impersonal, and self-evident because they
are indisputable.

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Christian Values and Principles

Christian values are the principles that a follower of Jesus Christ holds as
important-the principles of life that Jesus taught. Christian values don’t change
over time. They are consistent from generation to generation since their foundation
is found in God’s Word, the Bible.

We have Generosity, Courage, Love, Respect, Hope, Peace, Service, Patience,

Joy, Justice, Forgiveness, Kindness and so many more.

Generosity – This is the core Christian value of being kind and unselfish,
especially with our money and time.
“The generous will themselves be blessed, for they share their food with the
poor.” – Proverbs 22:9

Courage - The value is characterized by boldness and confidence. It’s the

opposite of fear.
“Have I not commanded you? Be strong and courageous. Do not be afraid; do
not be discouraged, for the Lord your God will be with you wherever you go.” –
Joshua 1:9

Love – Love is a fundamental characteristic of who God is and it’s a value that
is to describe His children as well.

“We love because he first loved us.” – 1 John 4:19

“Love is patient, love is kind. It does not envy, it does not boast, it is not proud.
It is not rude, it is not self-seeking, it is not easily angered, it keeps no record
of wrongs. Love does not delight in evil but rejoices with the truth. It always
protects, always trusts, always hopes, always perseveres. – 1 Corinthians 13:4-7

The greatest thing you will ever learn is just to love and be
loved in return.

Respect – A Christian value is to be conscious that God has

created all people in His image. As a response, we show
respect to all. Treating others the way you want to be treated.
Showing kindness and consideration. Liking you enough to
be yourself. Accepting others for who they are. Respect be
encouraged in all aspects of everyday living.
“Show proper respect to everyone, love the family of
believers, fear God, honor the emperor.” – 1 Peter 2:17

Hope – The value of hope is confident expectation. It’s a firm assurance in God.
“There is surely a future hope for you, and your hope will not be cut off.” –
Proverbs 23:18

Peace – There are many aspects of this Christian value mentioned in the Bible.
It refers to rest and tranquility and ultimately, peace is a gift from God.
“Let us therefore make every effort to do what leads to peace and to mutual
edification.” – Romans 14:19

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“An eye for an eye only ends up making the world blind” Ghandi.

Service
Serving God means serving others. This can mean doing something for the
benefit others or doing something for your country.

Patience
A patient person is someone who waits their turn to have a go at something. This
might be a game or even to talk to an adult.

Justice
Biblical justice is more than fairness and equality, it is a strong bias towards the
weak, the poor and the socially disadvantaged who are cared for, whether they
˜deserve’ it or not. All have a right to life, freedom and dignity. In God’s eyes every
person is precious and oppression or discrimination, on any grounds, has no place
(Exodus chapter 23 verses 2,6).

Forgiveness
Forgiveness is letting go of wrong doing. Everyone makes mistakes, it’s part of
being human. Sometimes our mistakes hurt others and then we need to say sorry.
Sometimes mistakes made by other people hurt us. When this happens we need
to be able to forgive. Forgiveness can be difficult and costly but without it a new
start is impossible.

Kindness
Kindness is being nice in a Godly manner.

Christian Values and Principles shaping individual identity.

It very important that there is integration of learning and practice in every aspect of
these values and principles. Goals should be set and opportunities given through
activities for students to practice the values and principles learnt with biblical
emphasis. The shaping of individual identity by the Christian values and principles
will be reflected upon how students carry out activities.

Christian values and principles that influence an individual views and

behavior.

Individual views and behaviors

Our experiences, environment and even genetics form our beliefs and attitudes. In
turn, these beliefs influence our views, behavior, and determine our actions. Beliefs
that are widely accepted become part of our culture and, in many ways, shape the
society we live in.

How do Christian values and principles influence an individual’s views and

behavior?
Christianity through its values and principles is probably the strongest belief system
that has existed for more than 2000 years. In many ways, it is a code of conduct,
a rule book that allows believers to function in a non-primitive or cultured manner.

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To be a Christian someone heart and behavior should reflects Jesus Christ. And
applying Christian values and principles is to be the intention of every follower of
Jesus Christ. That’s why Paul says, “Whatever you have learned or received or
heard from me, or seen in me - put it into practice. And the God of peace will be
with you” (Philippians 4:9).

It is no surprise then, that Christian values and principles is crucial to thinking

patterns and plays a vital role in formation of self-identity and a collective identity
of a community, which then shapes attitudes, cultural norms and influences
individual and group behavior. The Bible teaches of Christ being the light of the
world. Living by the Christian values and principles changes the perspective
of how an individual views the world. Christian live Christ. Christian values and
principles influences and individuals who abide by them, which give them a
different view of the world and that can greatly influence their behavior.

Supporting Bible Texts

1 Corinthian 3:16
Know ye not that ye are the temple of God, and that the Spirit of God dwelleth
in you?

Note: W
 e were created by God for His purpose or another word for God to dwell
in. Therefore the Christian Believers shaped their identity as a Holy Temple
of God and kept the values that built on the Principles of Word of God.

Genesis 1:27
So God created man in his own image, in the image of God created he him; male
and female created he them.

Note: Christians Values and Principles always built upon the Word of God, Why
because individuals person were Created by God according to His own
Image and Likeness. If you removed the Reality in the Word of God, you’re
destroying the Bases of your life.

Teaching and Learning Strategies

Opening Paragraph to Teaching and Learning strategies in this topic

Teaching Strategies- a description of ALL the strategies that will be used in the
Topic
Learning Strategies – Descriptions of all the learning strategies and activities
that will be used and done in this topic

Resources
࡟࡟ https://www.kibworthprimary.org.uk/our-school/our-christian-values
࡟࡟ https://www.compassion.com/about/christian-values-list.htm
࡟࡟ https://www.monkprayogshala.in/blog/2016/5/15/how-religion-influences-
behaviour-1
࡟࡟ https://www.compassion.com/about/christian-values-list.htm

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that will be used and done in this topic

Resources

࡟࡟ https://www.kibworthprimary.org.uk/our-school/our-christian-values
࡟࡟ https://www.compassion.com/about/christian-values-list.htm
࡟࡟ Wikipedia
࡟࡟ https://www.monkprayogshala.in/blog/2016/5/15/how-religion-influenc-
es-behaviour-1
࡟࡟ https://www.compassion.com/about/christian-values-list.htm
࡟࡟ Wikipedia

STEAM ACTIVITY – if this Topic will carry a STEAM Activity, then a description
of the activity, the resources that will be used and the teaching and learning
strategies that will be used in the STEAM Activity

_____________________________________________________
Strand 2: Christian Identities and Civic Principles
Unit 2: Christian Civic Principles

Benchmark 7.2.2.2 Justify the importance of Christian values and principles in

the development of moral character and ethical conduct of individual citizens.

Topic: Moral character and Ethical conduct of individual

Learning Objectives: By the end of the topic, the student will be able to;

࡟࡟ discuss and identify the importance of Christian values and principles in the
development of moral character and Ethical conduct of individual citizens

Essential Questions:

1. What is moral character?

2. What is ethical conduct?
3. How do Christian values and principles portray the

Key Concepts and Skills

Values Portray positivity
Attitudes Positive, self-esteem and Confidence
Skills Analysis and differentiate
Knowledge Importance of Christian values and principles, Moral character and
Ethical conduct

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Content Background
What are Christian values and principles in the development of moral
character of individual citizen, and its importance?

Moral Character
Moral is concerned with the principle of right and wrong behavior. Character is
the aggregate of features and traits that form the individual nature of a person or
thing. The character of a person or place consists of all the qualities they have
that make them distinct from other people or places.

When a person is said to have moral character, it usually implies they have
distinguishing moral qualities, moral virtues, and moral reasoning abilities. Moral
character develops ethics.

Development of moral character using the influence of Christian values

and principles
Moral character development refers to the assemblage of these qualities that
distinguish one individual from another. A moral person understands right and
wrong and willfully chooses what is right; a virtuous person engages in good
behavior intentionally, predictably, and habitually. Identifying, developing and
nurturing moral character in young people gives a promising outcome in their
overall behavior growing up.

The Christian moral code is based on the Ten Commandments that Moses
received from God on Mount Sinai. In the new testament, Christ in his teachings
simplifies the Ten Commandments into two; The first is: “Love the Lord your God
with all your heart and with all your soul and with all your mind and with all your
strength.”[a] 31 The second is this: “Love your neighbor as yourself”. Christian
values and principles are derived from the Christian moral code. To develop a
Christian moral character, Christians need to live by the Christian Moral Code.

Importance of the influence of Christian values and principles in the

development of moral character of individual citizen, and its importance

The worldly theories of character development take efforts, recourses, and a lot
of time to implement. Integrating the Christian Moral Code through the Christian
values and principles in the development of moral character of individual citizen
enriches the Godly approach and meaning to moral qualities, moral virtues, and
moral reasoning abilities. The importance of character development using the
Christian Moral Code is that has been in existence for thousands of years that it
blends in to learning very quickly. It will take time, but the impact will be immense.

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Christian values and principles in the development of Ethical conduct of

individual citizens, and its importance

Ethical Conduct

Ethics are a set of moral principles that govern a person’s behavior or the
conducting of an activity. These set of moral principles, can be relating or affirming
to a specified group, field, or form of conduct. Ethical conduct is behavior,
conduct, treatment of others, doing, acting, interaction or being constructive
in respect of others. This simply means behaving in accordance with principles
of conduct that are considered correct, especially those of a given profession,
group or environment.

The following are core principles of ethical conduct

࡟࡟ Honesty, trustworthiness, and integrity.

࡟࡟ Respect for the dignity of persons.
࡟࡟ Respect for cultural and religious/spiritual beliefs.
࡟࡟ Respect for property.
࡟࡟ Respect for and adherence to the law.
࡟࡟ Respect for the physical and emotional environment in which we work.
࡟࡟ Personal responsibility and accountability for actions.
࡟࡟ Stewardship of financial, human and other resources.
࡟࡟ Compassion.
࡟࡟ Commitment to continuous improvement.

Importance of ethical conduct development

Moral character develops ethics. Ethics serve as a guide to moral daily living and
helps us judge whether our behavior can be justified. Ethics refers to society’s
sense of the right way of living our daily lives. It does this by establishing rules,
principles, and values on which we can base our conduct.

Ways you can apply ethics to your life:

࡟࡟ Consider how you interact with animals. Some folks may think animals
don’t ethically matter.
࡟࡟ Be kinder to the environment which God created for us
࡟࡟ Respect and defend human rights.
࡟࡟ Become more ethical in your life by applying the core principles of
ethical conduct.
࡟࡟ Engage with medical advances.

Christian values and principles in the development of ethical conduct of

individual citizens and its importance.

An ethical person figures out what is right or good when this is not obvious.
However, an individual can simply deviate into unethical conduct. Christian values
and principles individuals into having and identity as a Christian. Being Christian
means living by the Christian values and principles and conduct accordingly.
This is very important.

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Supporting Bible Texts

Galatians 3:24-25
Wherefore the law was our schoolmaster to bring us unto Christ, that we might
be justified by faith, But after that faith is come, we are no longer under a
schoolmaster.

2 Corinthian 5:17
Therefore if any man [be] in Christ, [he is] a new creature: old things are passed
away; behold all things are become new.

Note: we’re justified by Faith into the Newness of Life, where you think
positively and build an individual moral character and ethics conduct,
like Self-respect, positive attitude and etc

Teaching and Learning Strategies

Resources
࡟࡟ https://www.dictionary.com/browse/character
࡟࡟ https://www.biblegateway.com/passage/?search=Mark%20
12%3A30-31&version=NIV
࡟࡟ https://www.focusonthefamily.com/family-qa/developing-christian-
character-in-children/
࡟࡟ https://www.ifac.org/knowledge-gateway/building-trust-ethics/discussion/
international-code-ethics-professional

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Strand 2: Christian Identities and Civic Principles

Unit 2: Civic Principles

Content Standard 2.2: Students will be able to examine and analyse Christian
principles that shape Christian identities and influence civic principles, values,
behaviour, and practices in different contexts.

Benchmark: 7.2.2.3 Research and explain how technology influence the

Christian moral and ethical standards of behavior of individual citizens

Topic: Technology and Christian Moral and Ethics

Learning Objectives: By the end of the Topic, students will be able to;
discuss and evaluate how technology influence Christian moral and ethical
behavioral standards of individual citizens.

Essential Questions:

1. What are technological influences on Christian moral and ethical behaviours

on individual civic citizens?
2. How does technology influence the Christian moral and ethical behavioral
standards of individual as civic citizen?
Essential KSAVs
Values: Portray positivity
Attitudes: Being Positive, Awareness - Self Esteem, Being considerate
Skills: Analysis , Differentiate and Evaluation
Knowledge: ࡟࡟ Importance of Christian values and principles
࡟࡟ Moral character and Ethical conduct

Content Background

Technology that influence Christian moral of individual

What is technology?
Technology is the use of knowledge, skills, values and recourses (devices,
systems, and methods) to meet people’s needs and wants by developing
practical solutions to problems and increase our capabilities while taking social
and environmental factors into consideration.

Christian teaching on moral.

Firstly, the Biblical teaching of Christ is that the whole of creation is valuable.
Secondly, people are more valuable than other created things. But the highest
good is God and His Kingdom.

From these teachings, our moral obligations, is to do right to realize the good.
First, we are to be good stewards of the creation. Second, we are to love our
neighbors as ourselves. Most important, we are to love God with all our hearts
and seek first His kingdom.

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Is technology good or bad?

The answer to this question should be focused on Christian beliefs, principles
and values and moral. Technology always has bad as well as good effects. Tech-
nology has developed a character of its own and passed out of human control.
Most warnings like these are not realized by the average person, and seem to
have little effect on the technological process. For example, since technology
is a process carried out by humans, it is by definition under human control for
the fulfillment of human destiny. Technology is good when you control it unless
otherwise.

Technological influence of Christian moral of individuals

Technological objects create many opportunities to realize good things, and
therefore make possible many worthwhile activities to which can be attend. The
negative effect technology has on Christians is the distraction from the highest
good, God and His kingdom. It does this by making us busy, then by drawing our
attention to activities related to the lower good.

Controlling distraction in technological society

The best practice is to put God before technology. When engaged with technol-
ogy, ask questions about its ability to realise the bad as well as the good, and
its capacity to distract us from the highest good, and about how it can be used
in a Godly manner. We must also look beyond the mere instrumental value of
technology and examine its role in directing our thoughts, actions and attention
toward and away from the highest good.

Christian moral is based on the Christian values and principle of right and
wrong behaviour in accordance with the word of God. Identifying the advantag-
es and disadvantages of the use of technology and how it can influence Chris-
tian morals is the first step. The next step is to take responsibility for the use of
technology as a Christian not all use of technology is bad. The level of respon-
sibility is very important because technology is here to stay.

The technology influence of Christian ethical behavioral standards of

individual citizens.

Christian teaching on ethical behavioral standards

Christian ethics refers to the systems and theories which are based on Christian
morals principles that govern a person’s behaviour or the conduct in line with
the teachings of biblical morals, (including the Christian moral code, standards,
principles, behaviours, conscience, values, rules of conduct, or beliefs concerned
with good and evil and right and wrong), that are found in the Holy Bible.

Technological influence and distraction of Christian ethical behavioural

standards
Technology has its advantages, but technological objects themselves require
time and attention for their acquisition, use, and disposal. An individual using
technology is confronted with an overwhelming multitude of technology-induced
activities. This can be referred to as technological busyness. Technological
busyness may lead to mental distress. Metal distress creates frustration and this
condition certainly leads to unhappiness causing negative effects on health.

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But by far the most serious negative consequence of technological busyness is

technological distraction. By drawing our attention mostly to activities related to
the lower good, technology distracts us from our efforts to realize the highest
good and therefore may cause us to fail to fulfill the very purpose for our existence
as Christians.

The ethical use of technology in most cases applies to rules set by organization
people are part of. However, as an individual there is a challenge with using
technology especially when at a private space. Unethical use becomes overuse.
Overuse leads to abuse. These leads to total distraction and diversion of attention
from God and the Christian Code of Conduct.

Controlling distraction
The best practice is put God before technology. When engaged with technology,
ask questions about its ability to realize the bad as well as the good, and its
capacity to distract us from the highest good, and about how it can be used
in a Godly manner. We must also look beyond the mere instrumental value of
technology and examine its role in directing our thoughts, actions and attention
toward and away from the highest good.

Christian ethical behavior is based on the Christian values and principle on how
Christian conduct themselves in accordance with the word of God. Identifying
the advantages and disadvantages on the use of technology and how it can
influences Christian moral is the first step. The next step is to take responsibility
on the use of technology as a Christian not all use of technology is bad. The level
of responsibility is very important because technology is here to stay.

Supporting Bible Texts

Ecclesiastes 3:1KJV
To every [thing there is] a season, and a time to every purpose under the heaven:

Ecclesiastes 3:11-12KJV

He hath made every [thing] beautiful in his time: also he hath set the world in their
heart, so that no man can find out the work that God make from the beginning
to the end. I know that [there is] no good in them, but for [a man] to rejoice, and
to do good in his life.

Note: God created everything’s in this world for the purpose under the Heaven,
were beautiful in His time, for man to know wonderful works of his hand to
rejoice and to do good in his life.

Romans 12:2KJV
And be not conformed to this world: but be ye transformed by the renewing of
your mind, that ye may prove what [is] that good, and acceptable, and perfect,
will of God.

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Hebrews2:5 -6 KJV
For unto the angels hath he not put in subjection the world to come, whereof
we speak?
But one in a certain place testified, saying, What is man, that thou art mindful of
him? or the son of man, that thou visits him?

John1:10 KJV
He was in the world, and the world was made by him, and the world knew him
not.

1John2:15 -16KJV
Love not the world, neither the things [that are] in the world. If any man loves
the world, the love of the Father is not in him. And the world passes away, and
the lust thereof: but he that doeth the will of God abided forever.

Note:” The Subjection of the world to come” Technology is not a new thing! It
was in the Mind of God, before the Creation of the world. But what did the Bible
says “and be not conformed to this world, but be ye transformed by the renewing
of your mind, that ye may prove what [is] that good, and acceptable, and perfect,
will of God”. Love not the world, neither the things [that are] in the world this is
the will of God. Not let the Technologies affect’s and influence the Christian moral
and ethical behavioral standards of individual citizens but used that platform of
Technology to promote Individual Civic Principles

Teaching and Learning Strategies

Resources

Web Page
https://www.slideshare.net/njanganyane1/technology-grade7
http://web.engr.oregonstate.edu/~funkk/Technology/index.htm

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Strand Christian Citizenship

3 and Society

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Strand 3: Christian Citizenship and Society

Unit 1: Christian Civic Systems

Content Standard 3.1: Investigate and explain various systems and examine how
they influence citizens perceptions, values ,behaviors and civics responsibilities
and engagement

Benchmark 7.3.1.1: Examine how Christian values influence the education

systems and impact citizens perceptions of their citizens roles and responsibilities.

Topic: The influence of how Christian education system on citizens perceptions of

their citizenships roles and responsibilities

Learning Objectives: By the end of the lesson the student will be able to;

࡟࡟ Survey the Christian influence on the education system in the community

࡟࡟ Assess and describe the impacts of Christian education on civics and
social engagement and their programs in the community

Essential questions:

1. How do Christians influence education?

2. What are the influences of Christian on education?
3. What is Christian education’s impact on civic and social engagement?
4. What is the impact of social and Christian educational programs on the
community

Key Concepts and Skills

Values Show respect to fellow citizen
Attitudes Appreciate education for its impact
Abide by the laws
Skills Examine how Christian education systems influence citizens
Survey the Christian influence on the education system in the community
Assess and describe the impacts of Christian education
Knowledge Christian education systems
How Christian education systems influence citizens perceptions of their citizens
roles and responsibilities

Content Background

1. How do Christians influence education?

The number one way to influence education is for Christians to be working as

teachers, administrators, coaches, bus drivers, mentors and classroom assistants
— seeing the public school as a mission field where Christians serve vocationally
as ministers of the Gospel. Other tangible ways to step into the chaos

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2. Why is Christianity important in education?

From the Principal: Why Christianity is important in education. Christianity has a
vital role to fulfill in education. It is at the center of our purpose and philosophy
at Esperance Anglican Community School. It provides a strong and secure
foundation for our school community. Our shared values bind us together

3. Why do we need Christian education?

We lay a solid foundation of a Christian education for children to build upon
throughout their school life and their crucial years of growth. Christianity
equips our students with the appropriate lessons and tools to realise their full
potential, act responsibly and be honorable individuals who create a harmonious
community and future society

Education and the Church

The Greeks and Romans only educated the elites. The Christian Church,
valuing every human being equally, sought to educate everyone.
The first Church champion of education was Augustine, the Bishop of Hippo
(AD 354-430). The philosophy of education in the West is founded on Augus-
tine’s teachings that:

࡟࡟ God is a rational being.

࡟࡟ Not only the human soul but also the human mind are made in the image
of God.
࡟࡟ God created humanity to be able to understand and govern creation.

Upon these foundations of faith in God, the West built a cohesive culture based
on logic, language and rational knowledge.
And as part of the Reformation, Martin Luther – who we must remember was
a priest -called for the overhaul of education that had, of necessity during the
Dark Ages, become sheltered in monasteries.

In 1520 Luther made an impassioned plea to the German Aristocracy. His “open
letter to the Christian nobility,” said, “I believe that there is no work more worthy
of pope or emperor than a thorough reform of the universities.” Others, including
John Knox and John Amos Comenius, joined Luther in universalizing education
with the goal of an educated civil society. It was the Church, through educational
ministry, that united Europe under one worldview and produced history’s first
educated continent.

It was this culture of people, educated by the Church, that established the
foundations of the nation-state, parliaments, democracy, commerce, banking,
and higher education. It was Friars who founded Oxford and Cambridge. And
in nascent America, the first 123 colleges and universities – including Harvard,
Princeton and Yale – were founded, funded and flourished as educational
ministries of the Christian church.

The Role of Civic Education

Societies have long had an interest in the ways in which their young are prepared
for citizenship and in how they learn to take part in civic life. Today that interest
might better be described as a concern-in fact as a growing concern, particularly
in democratic societies. There is evidence aplenty that no country, including

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our In the past decade we have witnessed dramatic demands for freedom on
the part of peoples from Asia to Africa and from Central and Eastern Europe
to Latin America. And as we have seen one totalitarian or authoritarian regime
after another toppled and fledgling democratic governments replace them, we
may have become too optimistic about the future of democracy. We also may
have become too complacent, too sure of democracy’s robustness or of its long
term viability. History, however, teaches us that few countries have sustained
democratic governments for prolonged periods, a lesson which we sometimes
tend to forget. Some countries, like Americans, should take pride and confidence
in the fact that they live in the world’s oldest constitutional democracy and that
the philosophical foundations underlying their political institutions serve as a
model for aspiring peoples around the world. The “shot heard ‘round the world”
two centuries ago at the opening of the American Revolution continues to
resound today, and it should remind Americans that free institutions are among
humanity’s highest achievements and worthy of their full energies and earnest
devotion to preserve.

We should realise that civic education is essential to sustain our constitutional

democracy. The habits of the mind, as well as “habits of the heart,” the
dispositions that inform the democratic character, are not inherited. As Alexis
de Toqueville pointed out, each new generation is a new people that must
acquire the knowledge, learn the skills, and develop the dispositions or traits of
private and public character that undergird a constitutional democracy. Those
dispositions must be fostered and nurtured by word and study and by the power
of example. Democracy is not a “machine that would go of itself,” but must be
consciously reproduced, one generation after another.

Civic education, therefore, is-or should be-a prime concern. There is no more
important task than the development of an informed, effective, and responsible
citizenry. Democracies are sustained by citizens who have the requisite
knowledge, skills, and dispositions. Absent a reasoned commitment on the part
of its citizens to the fundamental values and principles of democracy, a free
and open society cannot succeed. It is imperative, therefore, that educators,
policymakers, and members of civil society make the case and ask for the
support of civic education from all segments of society and from the widest
range of institutions and governments.

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It is relatively easy for a society to produce technically competent people. But the
kind of society Americans want to live in and the kind of government they want
to have requires effort and commitment on the part of its citizens. Americans
want a society and a government

࡟࡟ in which human rights are respected

࡟࡟ in which the individual’s dignity and worth are acknowledged
࡟࡟ in which the rule of law is observed
࡟࡟ in which people willingly fulfill their responsibilities, and
࡟࡟ in which the common good is the concern of all.

Making that kind of society, that kind of government a reality is the most impor-
tant challenge Americans face and the most important work they could under-
take
Help us implement a National Campaign to Promote Civic Education.

Teaching and Learning Strategies

Teaching Strategies

Learning Strategies

Assessment
Performance Indicators

Assessment Tasks

1. Explain the Christian influence on education system

2. Describe the influence of Christian on education

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STRAND 3: CHRISTIAN CITIZENSHIP AND SOCIETY

Unit 1: Christian Citizenship

Benchmark 7.3.1.2: Investigate and explain how Christian education system

influence citizen civics principles and values

Topic: The influence citizen’s civics principles and values

Learning Objectives: By the end of the lesson the student will be able to;

࡟࡟ Define and explain the importance of civics education in schools.

࡟࡟ Examine the principles and value of civics education in schools.
࡟࡟ Explore the objectives of civics education in schools

Essential questions:

1. What are the principles and values of civic education?

2. What are the objectives of civic education?
3. What are the three elements of civic education?
4. What is the importance of civic education in schools?

Key Concepts and Skills

Values Having self believe and self-discipline
Attitudes Show and have respect
Skills Define and explain the importance of civic
Explore the objectives of civics education in schools
Examine the principles and value of civics
Knowledge Christian education system influence citizen civics principles and
values.

Content Background

What are the principles and values of civic education?

The Role of Civic Education

Societies have long had an interest in the ways in which their young are prepared
for citizenship and in how they learn to take part in civic life. Today that interest
might better be described as a concern-in fact as a growing concern, particularly
in democratic societies. There is evidence aplenty that no country, including our
own United States, has achieved the level of understanding and acceptance of the
rights and responsibilities among the totality of its citizens that is required for the
maintenance and improvement of any constitutional democracy.

In the past decade we have witnessed dramatic demands for freedom on the
part of peoples from Asia to Africa and from Central and Eastern Europe to Latin
America. And as we have seen one totalitarian or authoritarian regime after another
toppled and fledgling democratic governments replace them, we may have
become too optimistic about the future of democracy. We also may have become
too complacent, too sure of democracy’s robustness or of its long term viability.

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History, however, teaches us that few countries have sustained democratic

governments for prolonged periods, a lesson which we as Americans are
sometimes inclined to forget. Americans, of course, should take pride and
confidence from the fact that they live in the world’s oldest constitutional
democracy and that the philosophical foundations underlying their political
institutions serve as a model for aspiring peoples around the world. The “shot
heard ‘round the world” two centuries ago at the opening of the American
Revolution continues to resound today, and it should remind Americans that free
institutions are among humanity’s highest achievements and worthy of their full
energies and earnest devotion to preserve.

Americans also should realize that civic education is essential to sustain our
constitutional democracy. The habits of the mind, as well as “habits of the
heart,” the dispositions that inform the democratic ethos, are not inherited. As
Alexis de Toqueville pointed out, each new generation is a new people that must
acquire the knowledge, learn the skills, and develop the dispositions or traits of
private and public character that undergird a constitutional democracy. Those
dispositions must be fostered and nurtured by word and study and by the power
of example. Democracy is not a “machine that would go of itself,” but must be
consciously reproduced, one generation after another.

Civic education, therefore, is-or should be-a prime concern. There is no more
important task than the development of an informed, effective, and responsible
citizenry. Democracies are sustained by citizens who have the requisite
knowledge, skills, and dispositions. Absent a reasoned commitment on the part
of its citizens to the fundamental values and principles of democracy, a free
and open society cannot succeed. It is imperative, therefore, that educators,
policymakers, and members of civil society make the case and ask for the
support of civic education from all segments of society and from the widest
range of institutions and governments.

It is relatively easy for a society to produce technically competent people.

But the kind of society Americans want to live in and the kind of government
they want to have requires effort and commitment on the part of its citizens.
Americans want a society and a government

࡟࡟ in which human rights are respected

࡟࡟ in which the individual’s dignity and worth are acknowledged
࡟࡟ in which the rule of law is observed
࡟࡟ in which people willingly fulfill their responsibilities, and
࡟࡟ In which the common good is the concern of all.

What is civic education?

Civic Education in a democracy is education in self-government. Democratic self-

government means that citizens are actively involved in their own governance;
they do not just passively accept the statements of others or submit to the
demands of others. As Aristotle put it in his Politics (c 340 BC), “If liberty and
equality, as is thought by some, are chiefly to be found in democracy, they will
be attained when all persons alike share in the government to the utmost.” In
other words, the ideals of democracy are most completely realised when every
member of the political community shares in its governance.
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Members of the political community are its citizens, hence citizenship in a

democracy is membership in the body politic. Membership implies participation,
but not participation for participation’s sake. Citizen participation in a democratic
society must be based on informed, critical reflection, and on the understanding
and acceptance of the rights and responsibilities that go with that membership.

Civic education in a democratic society most assuredly needs to be concerned with

promoting understanding of the ideals of democracy and a reasoned commitment
to the values and principles of democracy. That does not mean, however, that
democracy should be presented as utopia. Democracy is not utopian, and citizens
need to understand that lest they become cynical, apathetic, or simply withdraw
from political life when their unrealistic expectations are not met. To be effective civic
education must be realistic; it must address the central truths about political life.
The American Political Science Association (APSA) recently formed a Task Force
on Civic Education. Its statement of purpose calls for more realistic teaching about
the nature of political life and a better understanding of “the complex elements of
‘the art of the possible’.” The APSA report faults existing civic education because
all too often it seems unable to counter the belief that, in politics, one either wins or
loses, and to win means getting everything at once, now! The sense that politics can
always bring another day, another chance to be heard, to persuade and perhaps to
gain part of what one wants, is lost. Political education today seems unable to teach
the lessons of our political history: Persistent civic engagement-the slow, patient
building of first coalitions and then majorities-can generate social change. (Carter
and Elshtain, 1997.)

A message of importance, therefore, is that politics need not, indeed must not, be
a zero-sum game. The idea that “winner takes all” has no place in a democracy,
because if losers lose all they will opt out of the democratic game. Sharing is
essential in a democratic society-the sharing of power, of resources, and of
responsibilities. In a democratic society the possibility of effecting social change is
ever present, if citizens have the knowledge, the skills and the will to bring it about.
That knowledge, those skills and the will or necessary traits of private and public
character are the products of a good civic education.

Civic Dispositions: Essential Traits of Private and Public Character

The third essential component of civic education, civic dispositions, refers to the
traits of private and public character essential to the maintenance and improvement
of constitutional democracy.

Civic dispositions, like civic skills, develop slowly over time and as a result of what
one learns and experiences in the home, school, community, and organizations of
civil society. Those experiences should engender understanding that democracy
requires the responsible self governance of each individual; one cannot exist without
the other. Traits of private character such as moral responsibility, self discipline, and
respect for the worth and human dignity of every individual are imperative. Traits
of public character are no less consequential. Such traits as public spiritedness,
civility, respect for the rule of law, critical mindedness, and willingness to listen,
negotiate, and compromise are indispensable to democracy’s success.

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Civic dispositions that contribute to the political efficacy of the individual, the
healthy functioning of the political system, a sense of dignity and worth, and
the common good were identified in the National Standards for Civics and
Government. In the interest of brevity, those dispositions or traits of private and
public character might be described as:

࡟࡟ Becoming an independent member of society. This disposition

encompasses adhering voluntarily to self-imposed standards of behavior
rather than requiring the imposition of external controls, accepting
responsibility for the consequences of one’s actions and fulfilling the moral
and legal obligations of membership in a democratic society.

࡟࡟ Assuming the personal, political, and economic responsibilities of a

citizen. These responsibilities include taking care of one’s self, supporting
one’s family and caring for, nurturing, and educating one’s children. They also
include being informed about public issues, voting, paying taxes, serving on
juries, performing

࡟࡟ Respecting individual worth and human dignity. Respecting others means

listening to their opinions, behaving in a civil manner, considering the rights
and interests of fellow citizens, and adhering to the principle of majority rule
but recognizing the right of the minority to dissent.

࡟࡟ Participating in civic affairs in a thoughtful and effective manner. This

disposition entails becoming informed prior to voting or participating in
public debate, engaging in civil and reflective discourse, and assuming
leadership when appropriate. It also entails evaluating whether and when
one’s obligations as a citizen require that personal desires and interests be
subordinated to the public good and evaluating whether and when one’s
obligations or constitutional principles obligate one to reject certain civic
expectations.

࡟࡟ Promoting the healthy functioning of constitutional democracy. This

disposition encompasses being informed and attentive to public affairs,
learning about and deliberating on constitutional values and principles,
monitoring the adherence of political leaders and public agencies to those
values and principles and taking appropriate action if adherence is lacking.
This disposition also inclines the citizen to work through peaceful, legal
means to change laws that are thought to be unwise or unjust.

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Teaching and Learning Strategies

Teaching Strategies
࡟࡟ Provide and facilitate Discussions
࡟࡟ Develop Lesson activities
࡟࡟ Take students out on an excursion to visit work of volunteers on site
࡟࡟ Engagement students to work with different civics groups
࡟࡟ Design a plan for the class to do civics work

Learning Strategies
࡟࡟ Students can research on the Topic
࡟࡟ Read and collect information
࡟࡟ Do lesson activities
࡟࡟ Summarise lesson through oral and written presentations

Assessment
Performance Indicators / Assessment Tasks
1. Identify the principles and values of civics education
2. List the objectives elements of the civics education
3. Describe and explain the importance

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Benchmark 7.3.1.3 Evaluate the use of technology by Christian education

organizations to influence citizens values and perceptions of local issues.

Topic: The influence in the use of technology on citizens’ values and

perceptions of local issue

Learning Objectives: By the end of the lesson the student will be able to;

࡟࡟ Appraise the influences of the Christian education organizations on the

values on the use of technology by technology.
࡟࡟ Assess the effects of the use of technology on the influences by Christian
education organization

Essential questions:
1. What are the influences of Christian education organizations on the values
of the uses of technology by citizens?
2. Describe the effects of the use of technology upon the Christian
education organiation.

Key Concepts and Skills

Values Being and just in the use of technology
Use tolerance on technology
Have self control in the ruse of technology
Attitudes Appreciate the use of technology to influence citizens on local
issues.
Skills Evaluate the use of technology
Appraise the influences of the Christian education
Assess the effects of the use of technology
Knowledge Use of technology to influence citizens values and perceptions
of local issues

Content Background

Effects of the use of technology upon the Christian education

organization

The Importance of Technology in Education

In the world that we currently live in, technology is a very vital factor. With each
passing day a new software or gadget is being brought into the market that
serves to improve our lives in one way or another and make it much easier and
also to advance an already existing software or gadget. However, it is important
to note that despite the fact that technology plays a big role in making our lives
easier, it is not the only role it has

Today’s youth have unprecedented access to modern technology and use

them in expected and unexpected ways. Youth spend many hours a day using
the technology, and the vast majority of them have access to the Internet, cell
phones, smart phones, video games and many more. Recent evidence raises
concern about effects on academic performance. This chapter provides an

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overview of the impact of modern technology on the educational attainment of

adolescents. The purpose was to examine the relationship between adolescent
usage of computers and academic performance. Within the qualitative research
the case study design was adopted. Interviews and focus group discussions
were the primary tools used to gather data. The study found out that modern
technology impacts learning both positively and negatively. Recommendations
were made for parents, educationists, the media, and policy makers among
others, for ways to increase the benefits and reduce the harm that technology
can have for adolescents. Modern technology has experienced vast expansion
in recent years, leading to its extensive use by people from all generations. For
a generation of young people, technology has assumed a substantial stake in
their social and educational lives. The vast majority of adolescents have access
to computers, the Internet, cell phones, video games, and many other forms
of modern technology. With the increased role of modern technology in the
adolescents’ lives has come the increased concern about how children might be
affected. Technology is changing process and content to the extent that children
today are immersed in a world that abounds with information. The increasing
amount of time children spend on modern technology has raised questions
about the use of the technology .This chapter provides an assessment of the
impact of modern technology on the educational achievement of adolescents.

Ref: International Journal of Education and Research Vol. 1 No. 9 September 2013

Teaching and Learning Strategies

Teaching Strategies
࡟࡟ Provide and facilitate Discussions
࡟࡟ Develop Lesson activities
࡟࡟ Take students out on an excursion to visit work of volunteers on site
࡟࡟ Engagement students to work with different civics groups
࡟࡟ Design a plan for the class to do civics work

Learning Strategies
࡟࡟ Students can research on the Topic
࡟࡟ Read and collect information
࡟࡟ Do lesson activities
࡟࡟ Summarise lesson through oral and written presentations

Assessment
Assessment Tasks / Performance Indicators
1. Identify values influenced by the Christian education organization
2. List the organizations who influence these values on the use of technology
3. Describe the effects of the use technology under the influence of the
Christian education organization

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STRAND 3: CHRISTIAN CITIZENSHIP AND SOCIETY

Unit 2: Christian Citizens and Active Participation

Content Standard Content Standard 3.2. Students will be able to describe

and analyse the characteristics of different societies and evaluate the roles
and responsibilities of Christian citizens and use of technology in building a
sustainable society.

Benchmark 7.3.2.1 Research and discuss the roles and responsibilities of

Christian citizens in building and sustaining democratic societies.

Topic 1: R
 oles and Responsibilities of Christian citizens in democratic
societies

Learning Objectives

࡟࡟ Identify roles and responsibilities of Christian citizens

࡟࡟ Explain different roles and individuals and organization play
࡟࡟ Discuss and present civics participation models in the societies
࡟࡟ Design improved models for civics participation program
࡟࡟ Create opportunities for good equal participation programs by Christians
in democratic societies

Essential Questions

1. What can Christians do to be active members of the society

2. What are the roles and responsibilities of Christian citizens
3. How do citizen participatory help build and sustain societies

Key Concepts and Skills

Values Value, respect and practice high standard of integrity for self and
others.
Attitudes Appreciate Christian ethics and practices in Democratic societies
Skills Explore, identify and list characteristics, features and the benefits of
democracy
Knowledge Roles and responsibilities as Christians in their societies

Content Background

(Case Study – Article)

There are four basic conditions needed for a sustainable democracy to take
root in a country. These include a reasonable literacy rate, lack of extreme
poverty, security and peace, and cultural perceptions favorable to the basic
concepts of democracy. Moreover, a democratic culture is comprised of several
components, the key one being willingness to take the wishes of other citizens
into consideration. It’s not just about letting others talk; it’s about listening to
what they have to say. A society becomes a sustainable democratic society
when all members, or at least most of its members, feel as though they have a
stake in the decisions taken, and thus struggle to make those decisions. In other

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words, it is possible to say that democracy will full its true meaning and become
part of culture when there is, as Lincoln put it, “government of the people, by the
people, for the people”.

Education is crucial for democracies to function and ensure sustainability.

Moreover, social sustainability requires democratic structures and institutions, as
well as, above all, individuals with the freedom to behave in a democratic manner.
It is only through planned education that individuals learn what democratic
behaviour is, use their rights and freedoms with respect to others, understand
the importance of fulfilling their individual and social responsibilities, and adopt
a democratic culture in social life. Moreover, education must link between the
past and the future to support the capacity to live together equally and the
development of personal autonomy. While establishing a connection between
the past and the future, for a sustainable democratic society, it is important to
provide the type of education that enables individuals to internalise a democratic
lifestyle and culture.

Sustainable Democratic societies

Citizenship in a democracy requires participation, civility, patience - rights as well
as responsibilities. Political scientist Benjamin Barber has noted, Democracy is
often understood as the rule of the majority, and rights are understood more and
more as the private possessions of individuals. But this is to misunderstand both
rights and democracy. For democracy to succeed, citizens must be active, not
passive, because they know that the success or failure of the government is their
responsibility, and no one else.

At a minimum, citizens should educate themselves about the critical issues

confronting their society, if only so that they can vote intelligently. Some
obligations, such as serving on juries in civil or criminal trials or in the military,
may be required by law, but most are voluntary. The essence of democratic
action is the peaceful, active, freely chosen participation of its citizens in the
public life of their community.

Case Study: What can I do as a Christian?

The three things that I as a Christian citizen should do in a democracy. First of

all, as a Christian citizen it is my personal responsibility to educate myself to
the plight of my neighbours.

I think my second responsibility as a Christian citizen is to understand and

accept that I will have to bear a disproportionate share of the burden for finding
solutions to the problems my neighbours face.

Finally, the third thing that I must do as a Christian citizen is I must Act. When we
see injustice, we must identify it.

Teaching and Learning Strategies

Teaching Strategies
࡟࡟ Provide and facilitate discussions.
࡟࡟ Develop Lesson activities.
࡟࡟ Take students out on an excursion to visit the work of volunteers on site.

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࡟࡟ Engagement students to work with different civics groups.

࡟࡟ Design a plan for the class to do civics work.

Learning Strategies
࡟࡟ Work on case study activities.
࡟࡟ Students can research on famous civics organisations in PNG and the
world.
࡟࡟ List groups in the community and expand on their type of engagement.
࡟࡟ Investigate and identify problems from within the community that need to
be addressed.

Follow the design framework to plan for action.

Resources- a list of resources that will be used in the lesson

࡟࡟ Article Citizenship Education for Adults for Sustainable Democratic

Societies
࡟࡟ Shawn H. Williams is associate professor of Political Science,
Campbellsville University, Campbellsville, Kentucky.

How do I create a Christian civics participatory program?

Here’s a framework you can follow for creating your civic engagement plan:

Purpose
What problem needs resolving or what decision does the local government need
to make?

Stakeholders
Who are the affected stakeholders and groups within the local community? Who
is most affected? What groups do you need to pay special attention to in order
to encourage inclusiveness and diversity?

Process
What decisions need to be made, or what areas are you going to focus on when
engaging the community? What can and can’t have community influence? How
much do you want to engage certain community members (whether inform,
consult or collaborate)?

Resources
What resources do you have available and how will you allocate them? For
example, people, team members, volunteers, budget, tools and time.

Objectives
What outcomes do you want to achieve? How will you know you’ve been
successful? For example, better decision making, stronger community
relationships, better understanding within the community, better solutions to
current issues. And what role do you want the community to play in the decision
making process? How much and at what point do you want to see them
participate?

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Situation
What’s going on locally (and beyond) that will affect your engagement process?
What current issues are of interest to the community and what’s affecting
them? What are some key characteristics of the community (like demographics,
financials, education, technology usage, etc.)?

Actions
What actions will you need to take and when? What engagement methods and
tools will you use to communicate with stakeholders, collect data, collaborate
and provide reports?

Analysis
What data will you need to collect to inform decisions? What data is needed so
you can assess whether your civic engagement objectives have been met? How
will you analyse and present this data?

Reporting
How will you report to community members so they know how they’ve impacted
the process and decisions made?

How is civic engagement measured?

There are lots of different markers that indicate how engaged individuals and
community members are. It’ll depend on your organisation, your project and
your goals. You might look at:

࡟࡟ Whether more people are volunteering for the community.

࡟࡟ Whether there’s an increase in fund raising activities for charities or
groups.
࡟࡟ The number of active members in community groups.
࡟࡟ Whether community members come together to solve problems.
࡟࡟ Whether people participate in petitions.
࡟࡟ Whether community members contact officials and media about local or
political issues (and how often).
࡟࡟ How involved people are in local campaigns.
࡟࡟ Whether community members display signs or stickers (like on their front
lawn or car bumper) to show their support or opinion.

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STRAND 3: CHRISTIAN CITIZENSHIP AND SOCIETY

Unit 2: Christian Citizens and Active Participation

Standard Content Standard 3.2. Students will be able to describe and analyse
the characteristics of different societies and evaluate the roles and responsibilities
of Christian citizens and use of technology in building a sustainable society.

Unit 2: Active Citizenships and Civic Participation

Benchmark 7.3.2.2 Discuss how Christian citizens use technology to influence

change or support the maintenance of the status quo.

Learning Objectives

࡟࡟ Examine decisions young creators make in exercising their creative

rights and responsibilities in the media.
࡟࡟ Understand that piracy and plagiarism are irresponsible and
disrespectful behaviours.
࡟࡟ Evaluate whether certain ways people present themselves online are
harmless or harmful.
࡟࡟ Assess how much time they spend with media activities (cell phones,
Internet, etc.)

Essential Questions

1. E
 xamine decisions young creators make in exercising their creative rights
and responsibilities in the media.
2. U
 nderstand that piracy and plagiarism are irresponsible and disrespectful
behaviours.
3. E
 valuate whether certain ways people present themselves online are
harmless or harmful
4. A
 ssess how much time they spend with media activities. (cell phones,
Internet, etc.)

Key Concepts and Skills

Values Value, respect and practise a high standard of integrity for self and
others.
Attitudes Appreciate Christian ethics and practices in Democratic societies
Skills Explore, identify and list characteristics, features and the benefits of
democracy.
Knowledge Proper and ethical use of technology

Content Background

Technology’s influence in the society

Technology affects the way individuals communicate, learn, and think. It helps
society and determines how people interact with each other on a daily basis.
Technology plays an important role in society today. It has positive and negative
effects on the world and it impacts daily lives. We are living in an era where

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technological advances are common. The internet and cell phones are some
examples. However, with technological advances, there’s a downside to it all.

One aspect of technology that has had a great impact on society is how it affects
learning. It’s made learning more interactive and collaborative, this helps people
better engage with the material that they are learning and have trouble with. Also,
it gets you better access to resources. With the creation of the internet, it gives us
access to information at a twenty-four- hour rate and you have access to almost
anything online. In addition, it allows students to get work done easier. Students
can take quizzes and exams more easily, and teachers being able to hold online
classes can be very effective. It also expands the boundaries of the classroom,
encouraging self-paced learning. People can access learning through YouTube
and social media. This helps students learn better than sitting down for lectures
and reading from textbooks. These technological advancements made learning
more fun and convenient.

Another way technology has impacted society is through communication, how

we talk and communicate with one another worldwide. Technology brought many
new methods of electronic communication. For example, there are emails, social
networking, you can face a person that lives on the other side of the world, and
here’s video conferencing where you can have conferences electronically. Lastly,
the technological advancements that were made within the health industry have
helped keep people safe and healthy. There are many innovative apps on phones
that allow people to watch their weight, how many calories they take, heart rate
and other health issues any time of the day. There’s increased accessibility of
treatment available, there’s the change in healthcare that adds benefits for the
elderly, and hospitals using advanced technology within their surgical rooms.

2. Maintaining status quo using Technology

Studies show that mobile communication affects people in a negative way

when it comes to being sociable and making face-to-face contact. Mobile
technology can decrease communication and relations between people. There’s
less personal time, where you find that you don’t have enough time for yourself
because you’re always in contact with someone. Also, it can be distracting from
your schoolwork. There is also loss of privacy, because anyone can find you
anywhere, at any time of the day. In conclusion, all of these things impact how
humans act today. Without technological advancements, our way of life would
not be as complex. Technological influences and shape the way humans act
today.

As we see from the evidence, technology definitely has a positive impact on

democracy, but at the same time it has transformed into something more
complicated.

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Teaching and Learning Strategies

Teaching Strategies
Teachers can
� Provide avenue for research for the class.
� Plan Lesson activities.
� Facilitate discussions.
Encourage group work.
� Summarise Lesson Topic

Learning Strategies
࡟࡟ Students can research on the Topic.
࡟࡟ Read and collect information.
࡟࡟ Do lesson activities.
࡟࡟ Summarise lesson through oral and written presentations.

Resources- a list of resources that will be used in the lesson

https://demtech.chathamhouse.org/submission/technologys-impact-on-de-
mocracy-between-positive-results-and-added-difficulties/

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Strand
Strand 4:
Christian Leadership and Governance
Christian Leadership and Good Governance
4

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Strand: Christian Leadership and Governance

Unit 1: Christian Leadership

Content Standard: 4.1: Students will be able to investigate and analyse

the principles, values, behaviors, characteristics and practices of Christian
Leadership.

Benchmark7. 4.1.1. Investigate and explain the essence of Christian Leadership

and correlate it to behaviours and practices of leaders in different contexts.

Learning Objectives: By the end of the topic the students will be able to;

࡟࡟ Explain the essence of Christian leadership.

࡟࡟ Identify a leader in your district and discuss the positive and negative
behaviours and practices.
࡟࡟ Compare the behaviours and practices of leaders with the essence of
Christian Leadership.
࡟࡟ Create awareness charts, posters, pamphlets to promote the essence of
Christian Leadership to improve leaders’ behaviours and practices.
࡟࡟ Conduct school awareness programs on the essence of Christian
Leadership in leaders at the district level.

Topic: Essence of Christian Leadership

Essential questions:
1. What are the essences of Christian Leadership?
2. What are the behaviours and practices of Christian Leadership that
correlate to leaders in different context?

Key Concepts and Skills

Values Value the essence of Christian Leadership and correlate it to
behaviours and practices of leaders in different context
Attitudes Appreciate the essence of Christian Leadership and correlate it to
behaviours and practices of leaders in different context
Skills Investigate and explain the essence of Christian Leadership and
correlate it to behaviours and practices of leaders in different context
Knowledge Use the essence of Christian Leadership and correlate it to behaviours
and practices of leaders in different context

Content Background

Essences of Christian Leadership

The essences of Christian Leadership are triggered and passionate in love to

influence and serve those who are lost and in need. Jesus had the passion for
the lost and his love for the Church was so strong that he took his Father’s desire
for all men to come to know Him for salvation. Jesus, the greatest spiritual leader
who ever walked the earth, and was determined about “God’s will.” Christian
Leaders need to remember that doing the Father’s mission requires prayer,

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spiritual discipline, dependence on the Holy Spirit and best leadership practices.
Christian Leaders should learn to accept that there is a price to pay for devoting
their lives in building the ‘Kingdom of God’. The heart of a leader demands a love
that will get involved in the struggles and messes that their followers face in life.

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Strand 4 : Christian Leadership and Governance

Unit 1: Christian Leadership

Benchmark:7.4.1.2: Examine the characteristics of Christian Leaders

Core Concept: Good Governance

Topic: Characteristics of Christian Leaders

Learning Objectives: By the end of the topic the students will be able to;

࡟࡟ Explain the characteristics of Christian leaders.

࡟࡟ Discuss the importance of Christian leaders in leading people and
organisations.
࡟࡟ conduct an inquiry and present a report on the personal characteristics of
Christian Leaders;
࡟࡟ Examine the report and categories the personal characteristics of Christian
Leaders.
࡟࡟ Plan and conduct a school debate on the topic about the characteristics of
Christian Leaders and their importance in leading people and organisations.

Essential Questions
1. What are the characteristics of Christian Leaders?
2. What is the importance of Christian leadership?

Key Concepts and Skills

Values Value the personal qualities and characteristics of Christian Leaders and
their importance in leading people and organisations
Attitudes Appreciate the personal qualities and characteristics of Christian Leaders
and their importance in leading people and organisations
Skills Analyse and explain the personal qualities and characteristics of Chris-
tian Leaders and their importance in leading people and organisations
Knowledge Characteristics of Christian Leaders and their importance in leading
people and organisations

Content Background

What are the characteristics of Christian Leaders?

Good Christian Leadership qualities as indicated in 1Timothy 3: 1 – 15 and Titus
1: 5 – 9 should be the core of the approach to leadership.

These are some characteristics of Christian Leaders;

Recognise the value in other people and continually invest in others.

Christian Leaders see a large part of their role as developing other leaders.
Leadership development takes place in an organization as good leaders begin to
share their experiences with others.

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1. S
 hare information with those in the organization
T
 here is a tendency of some leaders to hold information because information
is power. A good leader knows that, the more information the team has, is
collectively the better, which directly benefits the leader.

2. Serve others expecting nothing in return

C
 hristian Leaders have a heart of service. They truly love and value people
and want to help others for the good of one being helped, not necessarily for
personal gain.

3. Remain accessible, approachable and accountable to others

C
 hristian leaders do not isolate themselves from people regardless of the
amount of responsibility or power he or she attains. They willingly seek input
of other people into their professional and personal lives.

4. Visionary
A visionary leader thinks for the organization beyond today. Christian leaders
are always thinking beyond today. “What next?” is a common question asked
by good leaders, knowing that someone must continually encourage change,
growth and strategic thinking for an organization to remain healthy.

Suggested References
Edmondson, R. (n.d). Characteristics of Good Leadership. Retrieved from:
http://www.ronedmondson,com/
RPNGC Administration Manual. (n.d). Duties and Responsibilities

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Strand 4 : Christian Leadership and Governance

Unit 1: Christian Leadership

Benchmark 7.4.1.3. Analyse the Christian Principles and Values that shape
Leaders’ traits and influence their leadership behaviours, attitudes and practices.

Learning Objectives: By the end of the topic the students will be able to;

࡟࡟ Examine the principles and values that shape Christian Leaders.

࡟࡟ Identify and discuss the Christian principles and values that influence their
leadership behaviours, attitudes and practices.
࡟࡟ Demonstrate the principles and values that shape Christian Leaders
behaviours, attitudes and practices in their communities.

Topic: Principles and values that shape Christian Leaders

Essential Questions

1. What are the principles and values that shape Christian Leaders?
2. What are the traits that influence their leadership behaviours, attitudes and
practices?
Key Concepts and Skills
Values Value the Christian principles and values that shape Christian Leaders
Attitudes Appreciate the Christian principles and values that shape Christian
Skills Analyse the Christian principles and values that shape Christian Leaders’
traits and influence their leadership behaviours, attitudes and practices
Knowledge Christian principles and values that shape Christian Leaders’ traits and
influence their leadership behaviors, attitudes and practices in different
context

Content Background

What are the principles and values that shape a Christian Leader?
The Christian principles and values are very important since Christian Leadership
focuses more on helping others out of Christ’s interests in their lives so they
accomplish God’s purposes for and through them. Christian Leaders are role
models and if their character is shaped by the godly principles then they have an
impact on the organization and people they lead in a positive way.

So Christian Leadership requires an understanding of the leader’s mission

and an uncompromising commitment of faithfulness to the leadership. Neither
self-promotion, nor self-protection, nor pride, nor fear, nor weariness should
discourage a leader from truly fulfilling the mission.

It is the duty and call of the leader to lead by practicing the Christ-like values and
principles. They serve devotedly with great interest and pleasure in people and
things, displaying a behavior that is consistent with Christian principles, social
norms, and organization expectations.

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They always try to keep the promises they make so people will know they can
rely on them and if obstacles get in the way, they explain the situation so people
understand why they cannot maintain the commitment. They have an obligation
to satisfactorily perform duties as a respectable member of the organisation for
people and show concern for others, without having an expectation of praise or
reward. They do not boast or try to impress themselves on others, but, admit that
they are not the best at everything or anything.

What are the traits that influence their leadership behaviours, attitudes
and practices?

Christian Leadership is not purely the church leadership, but a leadership style
that is guided by ethical or moral leadership qualities and principles, irrespective
of the setting where leaders exercise their leadership roles. It is a self-motivated
personal process whereby people aim to achieve a common goal which is
serving others by leading. It springs from discipleship, is rooted in character,
centred in service, and working as a team that displays a character inspired by
ethical principles and values like love and honesty. The personal qualities and
characteristics of Christian leaders, as indicated in 1Timothy 3: 1 – 5 and Titus 1:
5 – 9 should be the core of the Christian Leadership.

Christian Leaders serve others in the right path when their actions show qualities
and characteristics that are ethical or decent. They seek God’s direction; have
love and compassion for people, honest, trustworthy, kind, responsible, and
humble. One whose leadership is shaped by these ethical principles believes
that Christian leadership is about one life influencing another by doing things the
right way in any setting, whether in politics, church, school, village, business,
sports, classroom or family.

Suggested References

Andrews University. Defining Christian Leadership. Retrieved from: https://

www.andrews.edu/sem/clc/defining_christian_leadership/

Rinehart, B. (2020) Essential Qualities of a Godly Leader. Retrieved from:

https://www.crosswalk.com

Ross, D. (2012). Leadership Essentials. Retrieved from: https://www.

sensibleleader.com
Fillingham, M.(2020). Personal Qualities of the Christian Leader.
Retrieved from: https://www.yourarticlelibrary.com

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STRAND 4: CHRISTIAN LEADERSHIP AND GOVERNANCE
Unit 1: Christian Leadership

Benchmark 7.4.1.4: Compare the characters and behaviour displayed by

Jesus Christ in leading people with those of other leaders.

Learning Objectives: By the end of the topic the students will be able to;
࡟࡟ Discuss and identify the leadership traits of Christ
࡟࡟ Compare and contrast leadership traits of Christ with other leaders

Topic: Leadership traits of Christ and other Leaders

Essential Questions
1. What were the qualities of effective leadership displayed by Christ?
2. How do leaders develop strong leadership traits once they are positioned to
inspire an entire organization?
3.
Key Concepts and Skills
Values Value the characters and behaviour of Christian leaders
Attitudes Appreciate characters and behaviour of Christian leaders
Skills Analyse the characters and behaviour of Christian leaders
Knowledge Characters and behaviour of Christian leaders

Content Background

Leadership Traits of Jesus Christ The Attributes of Great Biblical Leaders

1. Integrity 1. Visionary
2. Honesty 2. Mission Minded
3. Dedication 3. Passionate
4. Optimism 4. Spirit-led
5. Humility 5. Servant
6. Gentleness 6. Focused
7. Companionship 7. Courageous
8. Trusting

9. Prepared
10. Opportunistic

Barry, (2017). Faith Life Ministries, Inc. Cumming, GA USA, 770-492-4903,

viewed 5th/05/2020, retrieved from, https://faithlifeministries.net/being-a-
biblical-leader/
Mariano, A. (2020), LinkedIn, Houston, Texas, viewed 5th/5/2020, retrieved
from, https://www.linkedin.com/pulse/7-leadership-traits-jesus-christ-angelo-
mariano

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STRAND 4: CHRISTIAN LEADERSHIP AND GOVERNANCE

Unit 2: Good Governance

Content Standard 4.2: Students will be able to explore and evaluate the
characteristics and principles of good governance, and examine how these are
represented in governance behavior and practice in different contexts

Benchmark 7.4.2.1: Interpret the meaning and essence of good governance

and analyse its importance to the development process Core concept: Good
governance

Learning Objectives: By the end of the topic the students will be able to;

࡟࡟ Explain the meaning of good governance.

࡟࡟ Discuss the importance of good governance.
࡟࡟ Explain how good governance affects the development process.

Topic: Essence of good governance

Essential Questions

1. What is good governance?

2. Why is good governance important to the development process?
3. What are the key areas of good governance?

Key Concepts and Skills

Values Show accountability when dealing developments
Attitudes Have a sense of responsibility and care towards the development process.
Appreciate the different developments that are taking place
Skills Identify attributes of good governance
Explain the consequence of bad governance in the development process
Knowledge Good governance is important in the development process
Good governance can be applied in different contexts
Governance is the process of decision making

Content Background

Good governance is a way of measuring how public institutions conduct

public affairs and manage public resources in a preferred way.The concept of
“governance” is not new. It is as old as human civilization. Governance is the
process of decision-making and the implementation of the decisions.

Governance is applied in several contexts such as; corporate international,

national and local settings. Governance focuses on the formal and informal
actors involved in decision-making and implementation of the decisions made.

Government is the key actor for good governance and should take lead. Other
actors involved in governance vary depending on the level of government.
For example, in rural areas, other actors may include influential land lords,
associations of farmers and cooperatives, NGOs and etc.
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Good governance assures that;

࡟࡟ corruption is minimized,
࡟࡟ the views of the marginalized groups are taken into account and
࡟࡟ that the voices of the most vulnerable in society are heard in decision-
making

Fair and effective governance is critical to ensuring that development benefits

both people and the planet. Good governance should entail processes, deci

Suggested References

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STRAND 4: CHRISTIAN LEADERSHIP AND GOVERNANCE

Unit 2: Good Governance

Benchmark 7.4.2.2 Identify and analyse the characteristics, indicators and

principles of good governance.

Learning Objectives: By the end of the topic the students will be able to;

࡟࡟ Examine the characteristics of good governance.

࡟࡟ Discuss the basic principles of good governance.
࡟࡟ Identify indicators of good and bad governance.

Topic: Characteristics, principles and indicators of good governance

Essential Questions

1. What are the characteristics of good governance?

2. What are the principles of good governance?
3. What are the indicators of good governance?

Key Concepts and Skills

Values Develop Honesty, Trustworthiness and Transparent as an attribute of
good governance
Attitudes Appreciate the impacts of good governance in the family unit/
community
Work cooperatively with leaders to achieve results
Skills Identify and compare the characteristics, principles and indicators of
good and bad governance
Knowledge Characteristics, principle and indicator of good governance

Content Background

Characteristics of good governance

Good governance has eight major characteristics. They are:

࡟࡟ Accountability
࡟࡟ Consensus oriented
࡟࡟ Participatory
࡟࡟ Follows the rule of law
࡟࡟ Effective and efficient
࡟࡟ Equitable and inclusive
࡟࡟ Responsive
࡟࡟ Transparent

Participation
Participation by both men and women is a key cornerstone of good governance.
It is either direct or through legitimate intermediate institutions or representatives.

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Rule of law
Good governance requires fair legal frameworks that are enforced impartially.
It also requires full protection of human rights, particularly the marginalised.
Fair enforcement of laws requires an independent judiciary and an unbias and
incorruptible police force.

Transparency
Transparency means that decisions taken and their enforcement are done
in a manner that follows rules and regulations. It also means that sufficient
information is freely available through different forms of media and directly or
easily accessible to those who will be affected by such decisions.

Responsiveness
Good governance requires institutions and processes to serve all stakeholders
within a reasonable timeframe.
Consensus oriented
Good governance requires mediation of the different interests in society to reach
an agreement. This can only result from an understanding of the historical,
cultural and social contexts of a given society or community.

Equity and inclusiveness

A society’s well-being depends on ensuring that all its members feel that they
have a say in it and do not feel excluded from the mainstream of society. This
requires all groups, but particularly the most vulnerable and marginalised, have
opportunities to improve or maintain their well-being.

Effectiveness and efficiency

Good governance means that processes and institutions produce results that
meet the needs of society while making the best use of resources at their disposal.
The concept of efficiency in the context of good governance also covers the
sustainable use of natural resources and the protection of the environment.

Accountability
Accountability is a key requirement of good governance. Not only governmental
institutions but also the private sector and civil society organizations must
be accountable to the public and to their institutional stakeholders. Who is
accountable to who varies depending on whether decisions or actions taken are
internal or external to an organization or institution. In general an organization
or an institution is accountable to those who will be affected by its decisions or
actions. Accountability cannot be enforced without transparency and the rule of
law.

Principles of good governance

The following the principles of good governance;
࡟࡟ Fair conduct of elections, representation and participation
࡟࡟ Responsiveness
࡟࡟ Efficiency and effectiveness
࡟࡟ Openness and transparency
࡟࡟ Rule of law
࡟࡟ Ethical conduct
࡟࡟ Competence and capacity

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࡟࡟ Innovation and openness to change

࡟࡟ Sustainability and long-term orientation
࡟࡟ Sound financial management
࡟࡟ Human rights , cultural diversity and social cohesion
࡟࡟ Accountability

Causes of bad governance

࡟࡟ Lack of voice and weak accountability

࡟࡟ Political instability
࡟࡟ Corruption
࡟࡟ Lack of transparency
࡟࡟ Involvement in corrupt deals

Indicators of good governance

࡟࡟ Leaders are honest

࡟࡟ Resources are distributed fairly
࡟࡟ There is good control and command in the organisation
࡟࡟ Public funds are being acquitted and reported
࡟࡟ People are happy and supportive with leadership

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STRAND 4: CHRISTIAN LEADERSHIP AND GOVERNANCE

Unit 2: Good Governance

Benchmark 7.4.2.3 Investigate and explain the importance of Christian values

and principles in good governance

Learning Objectives: By the end of the topic the students will be able to;
Explain the importance of Christian values and principles in good governance.

Topic: Christian values and principles in good governance

Essential Questions
1. What are Christian values?
2. Why are Christian values and principles important in good governance?

Key Concepts and Skills

Values Show Respectful and to other Christians
Attitudes Develop positive attitudes towards Christian values and principles
Skills Identify the different types of Christian values
Knowledge Christian values refer to values derived from the teachings of Jesus
Christ and taught by Christians

Content Background

Values and principles are both important concepts that guide our behaviour,
decision-making, and beliefs. However, they are not the same thing and
understanding the difference between them can be helpful in our personal and
professional lives.

What is a value?
Values are the beliefs that are most important to us and form the foundation of
our moral and ethical code. They are our personal convictions and define what
we consider right and wrong. For example, honesty, integrity, fairness, respect,
equality, and compassion are common values. Values help us make decisions
in line with our beliefs and guide our actions in day-to-day life.

What is a principle?
Principles are the rules or beliefs that govern your behaviour. Principles are built
upon your values. A principle is the behaviour, response, or action in which
you fulfill values. For example, if a value you have is honesty, a principle may
be to never tell lies. Principles are specific to a particular field or discipline and
provide a framework for how to act in certain situations.

Values and principles are interrelated and both are essential for a fulfilling life.
Our values provide the foundation for our beliefs and behavior, while principles
provide a framework for decision-making and actions that are in line with
our values. When our values and principles align, we are more likely to make
decisions that are true to who we are and that bring us happiness and fulfillment

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Therefore Christian values are the principles that a follower of Jesus Christ
holds as important; the principles of life that Jesus taught. Christian values don’t
change over time. They are consistent from generation to generation since their
foundation is found in God’s Word, the Bible.

The values Jesus Christ taught in the New Testament can be summed up in two
thoughts-love God and love others. Below is a list of these values.

࡟࡟ G enerosity- this is the core Christian value of being kind and unselfish,
especially with our money and time. (Proverbs 22:9)
࡟࡟ Courage –the value is characterised by boldness and confidence. It’s the
opposite of fear. (Joshua 1:9)
࡟࡟ Love- love is fundamental characteristics of who God is and its value that
is to be describe His children as well (John 4:19)
࡟࡟ Respect- A Christian value is to be conscious that God has created all
people in his image. As a response , we show respect to all. (1 Peter 2:
17)
࡟࡟ Hope – The value of hope is confident expectation. It’s a firm assurance
in God. (Proverbs 23:18)
࡟࡟ Peace – there are many aspects of this Christian value mentioned in the
Bible. It refers to rest and tranquillity and ultimately, peace is a gift from
God. (Romans 14:19)

Suggested References
http://www.compassion.com/about/christian-value

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STRAND 4: CHRISTIAN LEADERSHIP AND GOVERNANCE

Unit 2: Good Governance

Benchmark 7.4.2.4: Examine the role of the different key players of

governance in both the biblical and secular context

Learning Objectives: By the end of the topic the students will be able to;

࡟࡟ Explain the roles of stakeholders/key players in governance in biblical

contexts.
࡟࡟ Discuss the roles of stakeholders/ key players in governance in secular
contexts.

Topic: Governance in biblical and secular contexts

Essential Questions

1. What are the roles of different stakeholders/key players in governance in the

biblical contexts?
2. What are the roles of different stakeholders/key players in governance in
the secular contexts?

Key Concepts and Skills

Values Being loyal to stakeholders and showing commitment to
assigned roles
Having an open mind to discuss issues
Attitudes Respect the contributions of stakeholders in biblical and secular
settings
Skills Identify key stakeholders and state their roles
Knowledge Different stakeholders have different roles to play in any
organization

Content Background

A stakeholder/key player is an individual, group or organisation that has interest or

concern in any organisation. They have the power to influence an organisation’s
actions, objectives and policies.

Roles of stakeholders/key players in biblical settings

Christians believe that it is their duty to help others. They believe that the Church
can be a stabilising force for good and peaceful world. The church can support
people who are experiencing difficulties, regardless of their backgrounds. Often,
leaders of the church will seek to work with other religious groups to help keep
peace and harmony in the community.

Roles of stakeholders/key players in secular settings (school)

In education, stakeholders refer to anyone who is devoted in the welfare and
success of a school and its students.

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The table below shows the roles of key stakeholders in a school setting.
Key stakeholders Role(s)
Students Follow school rules and participate in learning in the classroom
Teachers Follow rules set out by their employer and facilitate learning in
the classroom.
Report students learning to parents and advise where
necessary.
Parents Ensure school-aged students attend school.
Participate in the decision making of the school.
Non-teaching staff Perform tasks as outlined in their job descriptions.
Board of Provide leadership and direction to ensure the school is
Managements functioning well.

This is an example of a school setting; however, there are other organisations

which also have key stakeholders and roles and functions depending on the type
of activity they are involved in.

Suggested References

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STRAND 4: CHRISTIAN LEADERSHIP AND GOVERNANCE

Unit 2: Good Governance

Content Standard: 4.2: Students will be able to explore and evaluate the
characteristics and principles of good governance and examine how these are
represented in governance behaviour and practice in different contexts.

Benchmark 7.4.2.5: Research and evaluate PNG’s development performance

using good governance standards

Learning Objectives: By the end of the topic the students will be able to;
࡟࡟ Identify and examine sources that provide accounts of PNG’s development
performance.
࡟࡟ Evaluate PNG’s development performance.

Topic: PNG’s development performance

Essential Questions
1. What are the different developments that PNG has gone through over the
last couple of years?
2. Have these developments impacted the majority of the population?
3. Who is responsible for these developments?

Key Concepts and Skills

Values Taking ownership and good care of developments taking place within the
community
Attitudes Appreciate the positive impacts of developments and educate the
population to take ownership of the various developments taking place
Skills Critically analyse PNG’s performance using reliable sources of information.
Knowledge PNG’s development performance since independence.

Content Background
Sources of counties’ development performance
Development refers to the growth in the social and economic performance; living
standards, sustainability and equality of a country.

The definition of development is fundamental to the comparison of developed

and developing countries. The United Nations Development Program (UNDP),
Annual Human Development Report (HDR) defines human development as the
expansion of people’s freedoms and capabilities to lead lives that they value and
have reason to value. It is about expanding choices. Freedoms and capabilities
are more expansive notion than basic needs and to have the opportunity to lead
richer, more fulfilling lives.

The UNDP’s Human Development Index (HDI) is probably the most widely
recognised tool for measuring development and comparing the progress
of developing countries. The HDI’s scores and ranks each country’s level of
development based on three categories of development indicators;

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1. income,
2. health and
3. education

Most developing countries have made great progress over the past several
decades judging by their improvements to their HDI’s.

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STRAND 4: CHRISTIAN LEADERSHIP AND GOVERNANCE

Unit 2: Good Governance

Benchmark 7.4.2.6: Investigate and identify a governance problem and

develop appropriate technology solutions

Learning Objectives: By the end of the topic the students will be able to;

࡟࡟ Identify and examine governance problems.

࡟࡟ Identify and discuss appropriate technologies to solve issues relating to
governance.

Topic: Solutions to governance problems using technology

Essential Questions

1. What are some governance problems?

2. What are some the technologies that can be used to improve governance
problems?
3. How can technology improve governance problems?

Key Concepts and Skills

Values Value the importance of technology in the 21st Century
Attitudes Appreciate the positive effects of using technology
Skills Apply appropriate technology to enhance productivity.
Knowledge Using technology to solve governance problems

Content Background

What are some governance problems?

Governance problems refer to common issues faced by organisations and
institutions.

The following are some common challenges encountered;

࡟࡟ Conflict of interest - appointing wantoks to positions

࡟࡟ Oversight issues – by passing protocols and processes
࡟࡟ Accountability issues – misusing public funds and resources
࡟࡟ Transparency violation – clear and honest reports of how public funds and
resources are being used for everyone to know.
࡟࡟ Ethics violation – breaking the laws /rules of organisation and institution
(eg. chewing buai, mis-using government properties; cars).

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Solving governance problems using technology

Advancement in technology has enhanced the ways to communicate with each

other with more convenience in less time and with greater accuracy. Communication
helps in transmitting data or information by using various devices like telephone,
radio, television and internet. Businesses also utilise communication technology
for facilitating the flow of knowledge and information in workplaces, promoting
innovative services or products, serving consumers requests and needs and their
decision making processes.

For instance; Solving a ‘conflict of interest’ using technology

Scenario: The head teacher offers a building contract for the school to a relative
without considering other applications and approval from the school board. The
school prefects use a phone to take photos and write a report and email or what’s
APP to the school board.

Suggested References

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SBC Sample Lesson Procedure

TOPIC: The Second Coming of Jesus

Lesson Topic: How will Jesus Come Back

Grade: 12
Length of Lesson: 40 minutes

National Content Standard:

Grade-Level Benchmark: Investigate and discuss God’s grand plan of salva-
tion with the coming of His beloved Son, Jesus Christ.

Essential Knowledge, Skills, Values, and Attitudes

Knowledge:
Skills: Interpret and describe God’s plan of Salvation.
Values: Appraise the second coming of Jesus Christ.
Attitudes: Being enthusiastic and patient about the second coming of Jesus
Christ

STEAM Knowledge and Skill

Knowledge:
Skill: Constructing and deconstructing, visualising and explaining.
Performance Indicator: Describe how the second coming of Jesus Christ
will be like.
STEAM Performance Indicator: Construct a model explaining how the second
coming of Jesus Christ will be like as explained in the Bible.

Materials: Cardboard, markers, scissor, glue, sticky tape, colours, strings,

sticks

Lesson Objective: Research and interpret the Bible texts relevant to the second
coming of Jesus Christ.
Essential Questions: How will Jesus Come back?
*How will Jesus Christ come back?
*Will Jesus Christ’s second coming be a secret?

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Sample Assessment

Strand 1

CCVE AFFECTIVE ASSESSMENT

Grade 7

Unit 1: Biblical Values and Practices

Assessment Code: S1_U1_BM3_PS1

Content Standard 1.1: Students will be able to explore and make sense of the biblical
values and principles, and explain how they were represented, promoted,
modeled, validated, and practiced in biblical times.

Benchmark 7.1.1.3 Investigate and analyse the principles underlying the Word of God
2. Identify and explain the biblical principles underlying the Word of God.
Learning Objective

Topic Topic 3: Biblical principles underlying the Word of God

Purpose of For students to perceive the significance in the biblical principles in the
Assessment Word of God in the creation of the universe.
An Individual Assessment Task:
Assessment Strategy Create a booklet on creation, identifying each principle in the creation with
supporting Bible verses.
Duration: time/date of 2 weeks before World Environment Day [This task can be given prior to
administration Environment Day where all activities can be organised to commemorate the
Day]
Date/time of due
Term 1 Week
Create a booklet on creation, identifying the principles in each days creation
Performance Standard with illustrations and supporting bible verses. Provide a summary of the
purpose of God’s creation.
Create a booklet.
Performance Tasks Identify the principles in the creation in each day.
Provide illustrations and supporting bible verses.
Write a summary of the purpose of God’s creation.
Creation of a Booklet
Performance
Principles in the creation in each day.
Assessment Criteria
Illustrations and supporting bible verses.
Summary of the purpose of God’s creation.
Proficient 3 Progressing 2 Beginning 1
Assessment Scoring
12 marks
Scoring Tools Holistic Rubric

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Suggested summary for teachers to use for criteria #4

According to the Bible, God created the world and all that is in it for His own
glory and because He desired to share His life with others 1. The creation of all
these things demonstrates His glory, His love, grace, mercy, wisdom, power,
goodness, etc1.

The creation story in Genesis reveals the relationship of God and the created
realm and the meaning of creation itself . Specifically, creation is viewed in
human-centered terms; the created realm itself tells of God’s grace toward
humankind 2. The story of the creating days also reveals the place of humanity
within creation 2.

In summary, the purpose of creation is to glorify God and to provide a place for
humans to dwell in mortality and prove themselves worthy through keeping the
commandments to return to the presence of God from whence they came

Essential VASKs that can be assessed from Task Descriptions

Category Task Description Essential VASKs
Create a booklet. Values: Appreciation of creation from
the beginning.
Attitudes: Purposeful
1. Creation of a Booklet Skills: compiling a booklet, text
descriptions and diagram selection
Knowledge: booklet on creation, Parts
of the booklet
Identify the principles in the Values: Appreciation of creation
creation in each day. Attitudes: Tolerance of God’s creation
2. Principles in the creation Skills: Identify the core principle on
in each day. day 1-6 creation
Knowledge: Core Principles in the
Gods creation  
Provide illustrations and Values: Appreciation of illustrative
supporting bible verses. Bible verses
Attitudes: Awareness and appreciation
3. Illustrations and of God’s creation
supporting bible verses Skills: Selection of Bible verses and
their illustrations
Knowledge: Relevant illustrative Bible
verses
Write a summary of the Values: Reverential Perception of God
purpose of God’s creation. Attitudes: Respect, honour and joy in
4. Summary of the purpose God’s creation
of God’s creation. Skills: articulation and writing skills,
Knowledge: Summary of God’s
creation

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1. Creation of the RUBRIC

Performance
Proficient Progressing   Beginning
Assessment Score
       3             2       1
Criteria
1. Creation of Create an A5 Booklet Create an A5 Booklet Create an A5 Booklet
a Booklet of 10 pages with of 10 pages with of 10 pages with a    /3
cover and content a cover page and cover page and content
pages compiling more content page compiling page compiling less
comprehensive text comprehensive text comprehensive text
descriptions, very descriptions, less descriptions, not
relevant Bible verses relevant bible verses relevant bible verses
of creation and well of creation and poorly of creation and very
selected illustrative selected illustrative poorly selected
verses of core verses of core illustrative verses of
principles of creation. principles of creation. core principles of
creation.

2. Principles Identify and most Identify and greatly Identify and less
in the greatly appreciate appreciate the core greatly appreciate
creation in the core principles in principles in the the core principles in     /3
each day. the creation in each creation in each day the creation in each
day (Day 1-6 and the (Day 1-6 and the day (Day 1-6 and the
Shabbat Day rest) by Shabbat Day rest) by Shabbat Day rest)
fittingly describing it. sufficiently describing by inadequately
it. describing it.

3. Illustrations Provide very beautiful Provide very beautiful Provide less beautiful
and illustrative Bible illustrative Bible verses illustrative Bible verses   /3
supporting verses and very and very appropriate and inappropriate
bible verses appropriate selection selection of supporting selection of supporting
of supporting bible bible verses. bible verses.
verses.

4. Summary Write a detailed Write a less detailed Write a brief detailed

of the purpose summary of the summary of the summary of the
of God’s purpose of God’s purpose of God’s purpose of God’s   /3
creation. creation using vivid creation using bland creation using dreary
descriptions that show descriptions that show descriptions that show
reverence of God. . reverence of God.. reverence of God.

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 Grade 7

2. Using the RUBRIC as a scoring rubric.

Performance
Proficient Progressing   Beginning
Assessment Score
       3             2       1
Criteria
1. Creation of a Create an A5 Booklet of Create an A5 Booklet of Create an A5 Booklet
Booklet 10 pages with cover and 10 pages with a cover of 10 pages with a
content pages compiling page and content page cover page and content   2 / 3
more comprehensive compiling comprehensive page compiling less
text descriptions, very text descriptions, less comprehensive text
relevant Bible verses of relevant bible verses descriptions, not relevant
creation and well selected of creation and poorly bible verses of creation
illustrative verses of core selected illustrative and very poorly selected
principles of creation. verses of core principles illustrative verses of core
of creation. principles of creation.

2. Principles in Identify and most greatly Identify and greatly Identify and less greatly
the creation in appreciate the core appreciate the core appreciate the core
each day. principles in the creation principles in the creation principles in the creation 3/3
in each day (Day 1-6 and in each day (Day 1-6 and in each day (Day 1-6 and
the Shabbat Day rest) by the Shabbat Day rest) by the Shabbat Day rest) by
fittingly describing it. sufficiently describing it. inadequately describing it.

3. Illustrations Provide very beautiful Provide very beautiful Provide less beautiful
and supporting illustrative Bible verses illustrative Bible verses illustrative Bible verses
bible verses and very appropriate and very appropriate and inappropriate   2 / 3
selection of supporting selection of supporting selection of supporting
bible verses. bible verses. bible verses.

4. Summary of Write a detailed summary Write a less detailed Write a brief detailed
the purpose of of the purpose of God’s summary of the purpose summary of the purpose
God’s creation. creation using vivid of God’s creation using of God’s creation using 3 /3
descriptions that show bland descriptions that dreary descriptions that
reverence of God. . show reverence of God.. show reverence of God.

10 /12

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3. Using the RUBRIC as a marking rubric.

Performance
Proficient Progressing   Beginning
Assessment Score
       3             2       1
Criteria
1. Creation of a Create an A5 Booklet of Create an A5 Booklet Create an A5 Booklet
Booklet 10 pages with cover and of 10 pages with of 10 pages with a
content pages compiling a cover page and cover page and content
more comprehensive content page compiling page compiling less
text descriptions, very comprehensive text comprehensive text
relevant Bible verses descriptions, less descriptions, not
of creation and well relevant bible verses relevant bible verses of
selected illustrative of creation and poorly
  2 / 3
creation and very poorly
verses of core principles selected illustrative selected illustrative
of creation. verses of core principles verses of core principles
of creation. of creation.

2. Principles in Identify and most Identify and greatly Identify and less great-
the creation greatly appreciate appreciate the core ly appreciate the core
in each day. the core principles in principles in the creation principles in the creation
the creation in each in each day (Day 1-6 in each day (Day 1-6 and
day (Day 1-6 and the and the Shabbat Day the Shabbat Day rest) by
3/3
Shabbat Day rest) by rest) by sufficiently inadequately describing
fittingly describing it. describing it. it.

3. Illustrations Provide very beautiful Provide very beautiful Provide less beautiful
and illustrative Bible verses illustrative Bible verses illustrative Bible verses
supporting and very appropriate and very appropriate and inappropriate
bible verses selection of supporting selection of supporting selection of supporting
  2 / 3
bible verses. bible verses. bible verses.

4. Summary of Write a detailed Write a less detailed Write a brief detailed

the purpose summary of the purpose summary of the purpose summary of the purpose
of God’s of God’s creation using of God’s creation using of God’s creation using
creation. vivid descriptions that bland descriptions that dreary descriptions that
show reverence of God. show reverence of God.. show reverence of God. 3 /3
.

10 /12

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4. Using the RUBRIC as a grading rubric.

Proficient Progressing   Beginning
Performance
      12 - 9            8 - 5            4 - 0
Assessment Score
   100% - 75%            66% - 42%         33% - 0%
Criteria
        A                 B                    C

Create an A5 Create an A5
Create an A5 Booklet
Booklet of 10 Booklet of 10 pages
of 10 pages with
pages with a cover with a cover page   2 / 3
cover and content
page and content and content page
pages compiling
page compiling compiling less
more comprehensive
1. Creation of comprehensive text comprehensive text
text descriptions, very
a Booklet descriptions, less descriptions, not
relevant Bible verses
relevant bible verses relevant bible verses
of creation and well
of creation and poorly of creation and very
selected illustrative
selected illustrative poorly selected
verses of core
verses of core illustrative verses of
principles of creation.
principles of creation. core principles of
creation.
Identify and greatly
Identify and less
Identify and most appreciate the core
greatly appreciate
2. Principles greatly appreciate principles in the 3/3
the core principles in
in the the core principles in creation in each
the creation in each
creation in the creation in each day (Day 1-6 and
day (Day 1-6 and the
each day. day (Day 1-6 and the the Shabbat Day
Shabbat Day rest)
Shabbat Day rest) by rest) by sufficiently
by inadequately
fittingly describing it. describing it.
describing it.

Provide very Provide very Provide less

3. Illustrations
beautiful illustrative beautiful illustrative beautiful illustrative   2 / 3
and
Bible verses and Bible verses and very Bible verses and
supporting
very appropriate appropriate selection inappropriate
bible
selection of of supporting bible selection of
verses
supporting bible verses. supporting bible
verses. verses.
Write a detailed Write a less detailed
Write a brief detailed
4. Summary summary of the summary of the
summary of the
of the purpose of God’s purpose of God’s 3 /3
purpose of God’s
purpose creation using vivid creation using bland
creation using dreary
of God’s descriptions that descriptions that
descriptions that show
creation. show reverence of show reverence of
reverence of God.
God. . God..

10 /12

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Grade 7
Unit 2: The Ten Commandments: God’s Core Principles
Assessment Code: S1_U2_BM4_PS2

Content Standard 1.2 Students will be able to identify and explain the Ten Commandments
as God’s core principles and evaluate their influence on people’s thinking,
standards of behavior and practice in different contexts.
Benchmark 7.1.2.4 Explore and discuss how the Ten Commandments influence people’s
thinking, behaviour, and actions
Learning Objective Examine and interpret Bible scriptures to explain the influences of the Ten
Commandments on people’s thinking, behaviours and actions in biblical times.
Topic Topic 4: Influences of the Ten Commandments on people’s thinking, behaviour
and actions
Purpose of Explain how the Ten Commandments influence behavior in understanding crea-
Assessment tion, its significance of order and sustaining life of man.
Assessment A group Assessment Task:
Strategy Complete a write up of the model comparing the goodness of God’s creation
and how polluted waterways or seas are in a “Before: After Model. The
Write-up will also include the responses to criteria 1-4.
Duration: 2 weeks before World Environment Day [This task can be given prior to
time/date of Environment Day where all activities can be organised to commemorate the Day]
administration
Term 1 Week 4
Date/time of due

Performance Explain how the Ten Commandments influence behavior in understanding

Standard creation, its significance of order and sustaining life of man.
Performance Tasks Study the Scripture Genesis 1 and 2 and list the order of creation. Explain the
life that God spoke into the realms and what their significance to life and order
as God set out creation. Each realm should be explained in accordance to
Gods attribute. They explain what God saw as good and demonstrate how man
responds to maintain the goodness of God’s creation.
Performance Study Genesis 1 and 2 and list the order of creation.
Assessment Interpretation of the significance in the order of creation and the life in each
Criteria realm.
Explanation of the attribute of God in each realm relating to the Ten
Commandments.
Evaluation of the phrases in the beginning… and God saw that it was good……
Gen 1:4,10,12,18,21,31
Design and Creation of a “Before: After Model” of waterways and or Sea envi-
ronment or the earth and include every life that God created in it.
Assessment Advanced: 4 Proficient 3 Progressing 2 Beginning 1
Scoring
Scoring Tools Analytic Rubric
Write up 16 marks and Model 16 marks

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Note to Teacher

Create a sample model for students.

Sample Projects

Before Model

After Model

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1. the Essential KSAV that can be assessed from Task Descriptions

Category Task Descriptions Essential VASKs

Genesis 1 and 2 Study Genesis 1 and 2 and Values: Patience

study and the order list the order of creation.
Attitudes: Diligence
of creation.
Skills: Study well

Knowledge: Genesis 1 and 2

Interpretation of the Interpret the significance in Values: Confidence
significance in the the order of creation and
order of creation Attitudes: Critical
the life in each realm.
and the life in each Skills: Interpret the significance of order of
realm. creation

Knowledge: Order of creation and how im-

portant it is to life of man
Explanation of the Explain the attribute of God Values: Confidence
attribute of God in in each realm relating to the
each realm relating Attitudes: Respect
Ten Commandments and
to the Ten Com- how they impact people’s Skills: Explain and describing the attributes of
mandments and actions God.
how they impact
peoples actions.. Knowledge: Attributes of God, life in each
realm of God’s creation, the Ten Command-
ments and their impact on people.
Evaluation of the Evaluate the phrases; In Values: balanced and responsible
phrases in the the beginning....’ and ‘God
beginning… and Attitudes: be critical and perceptive
saw that it was good…’ Gen
God saw that it 1:4, 10, 12, 18, 21, 31. Skills: Evaluation skills
was good……Gen
1:4,10,12,18,21,31 Knowledge: The creation story in Genesis 1
and 2

‘Before and After Design and Create a “Be- Values: Confidence

Model of Creation fore: After Model” of
Attitudes: patience to create the model.
waterways and or Sea en-
vironment or the earth and Skills: Creative skills to create a model.
include every life that God
created in it. Knowledge: understanding the purity of cre-
ation and what man has done to change what
God created.

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 Grade 7
Write up Rubric

Performance Advanced Proficient Progressing Beginning Score

Assessment
Criteria 4 3 2 1
Study Genesis 1 Very diligently Diligently Partially diligent Not diligent in
and 2 and list the study Genesis study Genesis in studying studying Genesis
order of creation. 1 and 2 and list 1 and 2 and list Genesis 1 and 2 1 and 2 and list
fully the order of sufficiently the and list partly the less of the order
creation from the order of creation order of creation of creation from
first to the 6th day from the first to from the first to the first to the
and the Shabbat the 6th day and the the 6th day and the 6th day and the
day rest. Shabbat day rest. Shabbat day rest. Shabbat day
rest.
Interpret the signif- Interpret very Interpret clearly Interpret less Not clearly
icance in the order clearly the signifi- the significance clearly the explain the
of creation and the cance in the order in the order of significance in the significance
life in each realm of creation and creation and order of creation in the order of
relating to the Ten all the life in each some of the life and few of the creation and
Commandments realm relating to in each realm life in each realm less or none of
the Ten Com- relating to the Ten relating to the Ten the life in each
mandments and Commandments Commandments realm relating
how they impact and how they and how they to the Ten
peoples actions. impact peoples impact peoples Commandments
actions.. actions.. and how they
impact peoples
actions.
Explain the attrib- Very clearly ex- Clearly explain Explain less Cannot clearly
ute of God in each plain the attribute the attribute of clearly the explain the
realm. of God in each God in each attribute of God in attribute of God
realm with realm. each realm. in each realm.
Evaluate the phrases Very competently Competently evaluate Less competent in Not compe-
in the beginning… evaluate the phrases the phrases in the evaluate the phrases
and God saw that it
tent evaluate
in the beginning… beginning… and in the beginning…
was good…… Gen and God saw that it God saw that it and God saw that it the phrases
1:4,10,12,18,21,31 was good…… Gen was good…… Gen was good…… Gen in the begin-
1:4,10,12,18,21,31 1:4,10,12,18,21,31 1:4,10,12,18,21,31 ning… and God
saw that it was
good…… Gen
1:4,10,12,18,
21,31

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 CCVE Teacher Guide

Model Rubric

Performance Advanced Proficient Progressing Beginning Score

Assessment
Criteria 4 3 2 1

Sketch of Draw a very Draw a fairly Draw a poorly Draw a very

model and detailed detailed sketch detailed sketch poorly detailed
measurements sketch of the of the model of the model sketch of the
model with all with some with few mea- model with no
measurements. measurements. surements. measurements.

Materials to Select the most Select the Select less Select materials
make the model appropriate appropriate appropriate that are not
materials to materials to materials to appropriate
create the create the create the to create the
model. model. model. model.
Steps to Create Very diligently Diligently Partially Not diligently
the model follow the steps diligent in
follow the steps following the
to create the to create the following the steps to create
model. model. steps to create the model.
the model.
Completed Very creatively Creatively Less creatively Not creatively
model including designed and designed designed designed and
the life therein complete and almost and partial incomplete
as created by model including complete the complete model including
God the life therein model including model including the life therein
as created by the life therein the life therein as created by
God and shows as created by as created by God and shows
purity. God and shows God and shows purity.
purity

Use the RUBRIC for scoring rubric.

Completed Very creative- Creatively Less creatively Not creatively

model including ly designed designed and designed and designed and
the life therein and complete almost com- partial com- incomplete
as created by model including plete the model plete model model including
God the life therein including the including the life the life therein /4
as created by life therein as therein as creat- as created by
God and shows created by God ed by God and God and shows
purity. and shows shows purity purity.
/16

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 Grade 7

Strand 3
Performance Assessment Template – for Projects Assignments

Strand: Christian Citizenship and Society

Unit: one Christian Civic System

Content Standard: 3.1

Benchmark: 7.3.1.1 Examine how Christian values influence the education

systems and impact citizen’s perceptions of their citizens roles and responsibilities.

Learning Objective: Assess and describe the impacts of Christian education on

civics and social engagement and their programs in the community.

Topic: A
 dvantages and disadvantages of the right of free movement and
residency

Purpose of Assessment:
For students to identify the factors, challenges and issues encountered from
the rights to free movement and residency.

Assessment Strategy: Group work

Duration: 2-3weeks

Time/Date of Administration:

Due Date/Time:

Performance Standard: By the end of these project students should be able

to;
design pamphlets outlining the right to freedom of movement and residency

Performance Tasks:

Design pamphlets outlining the factors, challenges and issues encountered

from the rights to free movement and residency.

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 CCVE Teacher Guide

Performance Assessment Critira

Designing pamphlets outlining the factors, challenges and issues encountered

from the rights to free movement and residency

Name:___________________grade __________ Total Mark score : /16

Exceeds expecta- Meets Almost meet Below
Criteria tions expectations expectation expectations Score 16/16
4 3 2 1
Pamphlet Pamphlet is very Pamphlet is well Pamphlet is Pamphlet
layout well laid out, clearly laid out, outlining exceptionally well does not meet
outlining sections sections on the laid out, outlining required laid out
on the theme. theme sections on the for each sections
theme on the theme
Work is neat, Work is neat, Work is neat, Work is neat,
Presentation and interesting. and interesting and interesting interesting but
of and the of quality and the of quality and the of quality need to improve
information presentation is of presentation of presentation the quality of
high quality. work is very good of work is work presentation
satisfactory
Creativity Diagrams, pictures, Diagrams, Diagrams, Diagrams,
drawings and ideas pictures, drawings pictures, drawings pictures, drawings
are original and and ideas are and ideas are and ideas are
captivating and original and original and original and
very attractive. captivating and captivating and captivating and
add effectiveness add effectiveness add effectiveness
to the overall to the overall to the overall
pamphlet pamphlet pamphlet
Content It is clear that It is clear that It is clear that the It is clear that the
the students the students students partially students did not
thoroughly understands the understands the understands the
understand the core concepts core concepts and core concepts and
core concepts and and information Information par- lacks organization
information well generally tially organised of information
organised organised

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 Grade 7

1. Creation of a Create an A5 Booklet of Create an A5 Booklet Create an A5 Booklet

Booklet 10 pages with cover and of 10 pages with of 10 pages with a
content pages compiling a cover page and cover page and content
more comprehensive content page compiling page compiling less
text descriptions, very comprehensive text
  2 / 3
comprehensive text
relevant Bible verses descriptions, less descriptions, not
of creation and well relevant bible verses relevant bible verses of
selected illustrative of creation and poorly creation and very poorly
verses of core principles selected illustrative selected illustrative
of creation. verses of core principles verses of core principles
of creation. of creation.

2. Principles in Identify and most Identify and greatly Identify and less greatly
the creation in greatly appreciate appreciate the core appreciate the core
each day. the core principles in principles in the creation principles in the creation
the creation in each in each day (Day 1-6 in each day (Day 1-6 and
3/3
day (Day 1-6 and the and the Shabbat Day the Shabbat Day rest) by
Shabbat Day rest) by rest) by sufficiently inadequately describing
fittingly describing it. describing it. it.

3. Illustrations Provide very beautiful Provide very beautiful Provide less beautiful
and supporting illustrative Bible verses illustrative Bible verses illustrative Bible verses
bible verses and very appropriate and very appropriate and inappropriate
selection of supporting selection of supporting selection of supporting
  2 / 3
bible verses. bible verses. bible verses.

4. Summary of Write a detailed Write a less detailed Write a brief detailed

the purpose of summary of the purpose summary of the purpose summary of the purpose
God’s creation. of God’s creation using of God’s creation using of God’s creation using
vivid descriptions that bland descriptions that dreary descriptions that
3 /3
show reverence of God. show reverence of God.. show reverence of God.
.

10 /12

4. Using the RUBRIC as a grading rubric.

Performance Proficient Progressing   Beginning Score

Assessment
      12 - 9            8 - 5            4 - 0
Criteria
   100% - 75%            66% - 42%         33% - 0%

        A                 B                    C

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 CCVE Teacher Guide

Glossary
Terms Definition
21st Century skills the skills that are required to enable an individual to face the challenges of the
21st Century world that is globally-active, digitally transforming, collaboratively
moving forward, creatively progressing, seeking competent human-resource
and quick in adopting changes.
Attributes of God is an enumeration of his attributes: "God is a Spirit, infinite, eternal, and
unchangeable in his being, wisdom, power, holiness, justice, goodness, and
truth." This answer has been criticised, however, as having "nothing specifically
Christian about it."
Christian Civic a civil society organisation that exists to promote human well-being through
Organisation development activities, guided by its understanding and application of the
Christian faith'. These are their societal and organisational positioning, their
purpose, types of activities, faith character and the importance of mission and
development history as well as partnerships.
Christian a dynamic relational process in which people, under the influence of the Holy
Leadership Spirit, partner to achieve a common goal - it is serving others by leading and
leading others by serving
Christian Living with Godly Morals, Values and Instruction.
principles The Bible is inspired, inerrant, and gives us timeless teaching to build our lives
upon. Most importantly, the Bible is God's revelation of Himself. Christians
should read and meditate upon God's Word in order to learn what He is like,
and to learn how to obey Him
Citizenship the position or status of being a citizen of a particular country.
Civic identities From informal community activities to formalised political processes and affairs
of state, civic identity involves formation and negotiation of personal and
group identities as they relate to presence, role, and participation in public life.

Civic leadership embrace all leadership activity that serves a public purpose in the city region.
Civic leaders are found in the public, private, and community/voluntary sectors
and they operate at many geographical levels – from the street block to the
entire city region and beyond.
Collective Guilt Collective guilt refers to the sins of our fathers or ancestors but have been
inherited to become the sins of the present generation. Guilt is calculated
by blood or other affinity, not by individual choice. Collective guilt is a most
dangerous idea. Its classic reference is found in Ezekiel 18. Sons are not to
be punished for their father’s sins; nor are fathers punished for the sins of
their sons. Collective guilt “justifies” hatred and punishment of someone for
something that he did not do.
In the cultural PNG context, collective guilt is often passed down from one
generation to another if there was a killing and the tribe or clan is found guilty
of another person’s death. From the year of killing, the sin of someone is
remembered as the sin of the clan, tribe or family.
Communication the imparting or exchanging of information by speaking, writing, or using some
other medium.
Fallen angels (in Christian, Jewish, and Muslim tradition) an angel who rebelled against God
and was cast out of heaven
Governance the action or manner of governing a state, organisation, rule; control.

181
 Grade 7

References
Below is a list of books consulted during the development of this teacher
guide.
Department of Education (2018) Christian and Citizenship Values Education
Framework (2018) Port Moresby.

Department of Education (2018) Draft Christian and Citizenship Values

Education Grades 1, 2 and 3 Syllabus. Port Moresby.
Department of Education (2006) Assessment and Reporting – Lower and Upper
Primary. Port Moresby.
Jack Wellman (1988), Mulvane Brethren Church, Kansas, USA.
King James Version Bible Mini Pocket ed.(2012) Holy Bible, Christian Art
Publishers.
Matane, P (1986), A Philosophy of Education for Papua New Guinea, Ministerial
Committee Report, Education Print shop, Port Moresby.
www.dictionary.com/browse/rule-of-law.
PNG Transparency International Teacher Resource Book (2016) Civic
Education in PNG Schools, Port Moresby.
PNG Transparency International Book of Background Readings for Teachers
(2016) Civic Education in PNG Schools, Port Moresby.
TIPNG (year), Civic Education in PNG Schools – Teacher Resource Book, Port
Moresby.
United Nations Universal Declaration of Human Rights (1948). United Nations.
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic
education. New York, NY: Teachers College Press.

Jacobs, H.H., (Ed.) (1989). Interdisciplinary curriculum: Design and

implementation. Alexandria, VA: ASCD.

Jackson, A.Y. (2005). Curriculum integration. In V.A. Anfara, Jr.,G. Andrews, &
S.B. Mertens (Eds.), The encyclopedia of middle grades education (pp. 165-
167). Greenwich, CT: Information
Age Publishing

AHRC Creative Commons information

© Australian Human Rights Commission 2016.
To view a copy of this licence, visit http://creativecommons.org/licenses/
by/4.0/legalcode.
In essence, you are free to copy, communicate and adapt the publication, as
long as you attribute the Australian

182
 CCVE Teacher Guide

Human Rights Commission and abide by the other licence terms.

Please give attribution to: © Australian Human Rights Commission 2016.
Zavada, Jack. «Introduction to the Book of Deuteronomy.» Learn Religions,
Apr. 17, 2019, learnreligions.com/book-of-deuteronomy-701119.
https://overviewbible.com.
https://newspring.cc/serving.
© 2019 https://GoodSalt Inc.
All Rights Reserved 800-805-8001
https://www.transformationthurrock.com at 08:05 on 28 August 2019
htpps://www.thenational.com.pg
© 2016 by Rick Warren. All rights reserved. Used by permission.thelife.com
http://www.apostle.org/lectures/ffm.htm
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&-
cad=rja&uact=8&ved=2ahUKEwjL6bu1h6XkAhWEX30KHeICBuYQFjAAegQI-
ARAB&url=https%3A%2F%2Fwww.amazon.com%2FForgotten-Ways-Reac-
tivating-Missional-Church%2Fdp%2F1587431645&usg=AOvVaw0L0mdLkH-
f985DntZ2mH9XG
The Forgotten Ways: Reactivating the Missional Church
Paperback: 304 pages
Publisher: Brazos Press; 5TH edition (April 1, 2009).
Language: English
ISBN-10: 1587431645
ISBN-13: 978-1587431647
http://www.forumsec.org/pages.cfm/about-us/
Teachers Resource Book, Civic Education in Papua New Guinea
TIPNG Resource Book page 327, Understanding Civil Society & the State in
https://en.wikipedia.org/wiki/Good_governance

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 Grade 7

Appendices
APPENDIX 1: BLOOM’S TAXONOMY

LEVEL OF UNDERSTANDING KEY VERBS

CREATING Construct, design, and develop, generate, hypothesize, invent, plan,
produce, compose, create, make, perform, plan, produce, assemble,
Can the student create a new formulate,
product or point of view?
EVALUATING Appraise, argue, assess, choose, conclude, critique, decide, defend,
evaluate, judge, justify, predict, prioritize, provoke, rank, rate, select,
Can the student justify a stand support, monitor,
or decision?
ANALYZING Analyzing, characterize, classify, compare, contrast, debate, criticise,
deconstruct, deduce, differentiate, discriminate, distinguish, examine,
Can the student distinguish organise, outline, relate, research, separate, experiment, question,
between the different parts? test,
APPLYING Apply, change, choose, compute, dramatize, implement, interview,
prepare, produce, role play, select, show, transfer, use, demonstrate,
Can the student use the infor- illustrate, interpret, operate, sketch, solve, write,
mation in a new way
UNDERSTANDING Classify, compare, exemplify, conclude, demonstrate, discuss, ex-
plain, identify, illustrate, interpret, paraphrase, predict, report, trans-
Can the student comprehend
late, describe, classify,
ideas or concepts?
REMEMBERING Define, describe, draw, find, identify, label, list, match, name, quote,
recall, recite, tell, write, duplicate, memorise, recall, repeat, repro-
Can the student recall or re-
duce, state,
member the information?

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 CCVE Teacher Guide

APPENDIX 2: 21ST CENTURY SKILLS

WAYS OF THINKING Creativity and innovation
• Think creatively
• Work creatively with others
• Implement innovations
• Critical thinking, problem solving and decision making
• Reason effectively and evaluate evidence
• Solve problems
• Articulate findings
• Learning to learn and meta-cognition
• Self-motivation
• Positive appreciation of learning
• Adaptability and flexibility
WAYS OF WORKING Communication
• Competency in written and oral language
• Open minded and preparedness to listen
• Sensitivity to cultural differences
Collaboration and teamwork
• Interact effectively with others
• Work effectively in diverse teams
• Prioritise, plan and manage projects
TOOLS FOR WORKING Information literacy
• Access and evaluate information
• Use and manage information
• Apply technology effectively
ICT literacy
• Open to new ideas, information, tools and ways of thinking
• Use ICT accurately, creatively, ethically and legally
• Be aware of cultural and social differences
• Apply technology appropriately and effectively
LIVING IN THE WORLD Citizenship – global and local
• Awareness and understanding of rights and responsibilities as a global
citizen
• Preparedness to participate in community activities
• Respect the values and privacy of others
Personal and social responsibility
• Communicate constructively in different social situations
• Understand different viewpoints and perspectives
Life and career
• Adapt to change
• Manage goals and time
• Be a self-directed learner
• Interact effectively with others

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APPENDIX 2: 21ST CENTURY SKILLS

WAYS OF THINKING Creativity and innovation
• Think creatively
• Work creatively with others
• Implement innovations
• Critical thinking, problem solving and decision making
• Reason effectively and evaluate evidence
• Solve problems
• Articulate findings
• Learning to learn and meta-cognition
• Self-motivation
• Positive appreciation of learning
• Adaptability and flexibility
WAYS OF WORKING Communication
• Competency in written and oral language
• Open minded and preparedness to listen
• Sensitivity to cultural differences
• Collaboration and teamwork
• Interact effectively with others
• Work effectively in diverse teams
• Prioritise, plan and manage projects
TOOLS FOR WORKING Information literacy
• Access and evaluate information
• Use and manage information
• Apply technology effectively
• ICT literacy
• Open to new ideas, information, tools and ways of thinking
• Use ICT accurately, creatively, ethically and legally
• Be aware of cultural and social differences
• Apply technology appropriately and effectively
LIVING IN THE WORLD Citizenship – global and local
• Awareness and understanding of rights and responsibilities as a global
citizen
• Preparedness to participate in community activities
• Respect the values and privacy of others
• Personal and social responsibility
• Communicate constructively in different social situations
• Understand different viewpoints and perspectives
• Life and career
• Adapt to change
• Manage goals and time
• Be a self-directed learner
• Interact effectively with others

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APPENDIX 3: TEACHING AND LEARNING STRATEGIES

STRATEGY TEACHER STUDENTS
CASE STUDY Provide students with case Study the case study and identify the
Used to extend students’ studies related to the topic of problem addressed. They analyse
understanding of real life the lesson and allow them to the problem and suggest solutions
issues analyse and evaluate. supported by conceptual justifications
and make presentations. This enriches
the students’ existing knowledge of the
topic.
DEBATE Provide the topic or question Conduct researches to gather
A method used to increase of debate on current issues supporting evidence about the selected
students’ interest, affecting a bigger population, topic and summarising the points.
involvement and participation clearly outlining the They are engaged in collaborative
expectations of the debate. learning by delegating and sharing tasks
Explain the steps involved in to group members.
debating and set a criteria/ When debating, they improve their
standard to be achieved. communication skills.
DISCUSSION The teacher opens a Students ponder over the question and
The purpose of discussion discussion on certain topic by answer by providing ideas, experiences
is to educate students about asking essential questions. and examples.
the process of group thinking During the discussion, the Students participate in the discussion
and collective decision. teacher reinforces and by exchanging ideas with others.
emphasises on important
points from students
responses. Teacher guide the
direction to motivate students
to explore the topic in greater
depth and the topic in more
detail.
Use how and why follow-
up questions to guide the
discussion toward the
objective of helping students
understand the subject and
summarise main ideas.
GAMES AND SIMULATIONS Being creative and select Go into groups and organise.
Encourages motivation and appropriate games for the Follow the instructions and play to win
creates a spirit of competition topic of the lesson. Give clear
and challenge to enhance instructions and guidelines.
learning The game selected must be
fun and build a competitive
spirit to score more than their
peers to win small prices.

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APPENDIX 3: TEACHING AND LEARNING STRATEGIES

STRATEGY TEACHER STUDENTS

CASE STUDY Provide students with case Study the case study and identify the
Used to extend students’ un- studies related to the topic of problem addressed. They analyse the
derstanding of real life issues the lesson and allow them to problem and suggest solutions sup-
analyse and evaluate. ported by conceptual justifications and
make presentations. This enriches the
students’ existing knowledge of the
topic.
DEBATE Provide the topic or question Conduct researches to gather support-
A method used to increase of debate on current issues ing evidence about the selected topic
students’ interest, affecting a bigger population, and summarising the points.
involvement and participation clearly outlining the They are engaged in collaborative
expectations of the debate. learning by delegating and sharing
Explain the steps involved in tasks to group members.
debating and set a criteria/ When debating, they improve their
standard to be achieved. communication skills.

DISCUSSION The teacher opens a Students ponder over the question

The purpose of discussion discussion on certain topic by and answer by providing ideas,
is to educate students about asking essential questions. experiences and examples.
the process of group thinking During the discussion, the Students participate in the discussion
and collective decision. teacher reinforces and by exchanging ideas with others.
emphasises on important
points from students
responses. Teacher guide the
direction to motivate students
to explore the topic in greater
depth and the topic in more
detail.
Use how and why follow-
up questions to guide the
discussion toward the
objective of helping students
understand the subject and
summarise main ideas.

GAMES AND SIMULATIONS Being creative and select Go into groups and organise.
Encourages motivation and appropriate games for the Follow the instructions and play to win
creates a spirit of competition topic of the lesson. Give clear
and challenge to enhance instructions and guidelines.
learning The game selected must be
fun and build a competitive
spirit to score more than their
peers to win small prices.

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OBSERVATION Give instructions and monitor Students possess instinct of curiosity

every activity students do and are curious to see the things for
Method used to allow themselves and particularly those
students to work things which exist around them. A
independently to discover thing observed and a fact discovered
why and how things happen by the child for himself becomes a
as the way they are. It builds part of mental life of the child. It is
curiosity. certainly more valuable to him than
the same fact or facts learnt from the
teacher or a book. Students
• Observe and ask essential ques-
tions
• Record
• Interpret
PEER TEACHING & Distribute topics to groups to Go into their established working
LEARNING research and teach others in groups.
(power point presentations, the classroom. Develop a plan for the topic.
pair learning) Go through the basics of how Each group member is allocated a
Students teach each other to present their peer teaching. task to work on.
using different ways to Research and collect information
learn from each other. It about the topic allocated to the group.
encourages; team work, Outline the important points from the
develops confidence, feel research and present their findings in
free to ask questions, class.
improves communication
skills and most importantly
develop the spirit of inquiry.
PERFORMANCE-RELATED Students are given the Go into their established working
TASKS opportunity to perform the groups.
(dramatization, song/lyrics, using the main ideas of a Being creative and create dramas,
wall magazines) topic. songs/lyrics or wall magazines in line
Encourages creativity and Provide the guidelines, with the topic.
take on the overarching expectations and the set
ideas of the topic and are criteria
able to recall them at a later
date
PROJECT Teacher outline the steps and Students are involved in investigations
(individual/group) procedures of how to do and and finding solutions to problems to
Helps students complete the criteria real life experiences. They carry out
tasks individually or researches to analyse the causes
collectively and effects of problems to provide
achievable solutions. Students
carefully utilise the problem-solving
approach to complete projects.
USE MEDIA & Show a full movie, an Viewing can provoke questions,
TECHNOLOGY to teach animated one, a few episodes debates, critical thinking, emotion and
and generate engagement form documentaries, you tube reaction.
depending on the age of the movies and others depending After viewing, students engage in
students on the lesson. critical thinking and debate
Provide questions for
students to answer before
viewing

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APPENDIX 4: ASSESSMENT STRATEGIES

STRATEGY DESCRIPTION
Students create an analogy between something they are familiar with and
ANALOGIES the new information they have learned. When asking students to explain the
analogy, it will show the depth of their understanding of a topic.
A classroom presentation is an assessment strategy that requires students
to verbalize their knowledge, select and present samples of finished work,
CLASSROOM
and organise their thoughts about a topic in order to present a summary of
PRESENTATIONS
their learning. It may provide the basis for assessment upon completion of a
student’s project or essay.
A conference is a formal or informal meeting between the teacher and a student
for the purpose of exchanging information or sharing ideas. A conference
CONFERENCES might be held to explore the student’s thinking and suggest next steps; assess
the student’s level of understanding of a particular concept or procedure; and
review, clarify, and extend what the student has already completed
Having a class discussion on a unit of study provides teachers with valuable
information about what the students know about the subject. Focus the
DISCUSSIONS
discussions on higher level thinking skills and allow students to reflect their
learning before the discussion commences.
An essay is a writing sample in which a student constructs a response to
a question, topic, or brief statement, and supplies supporting details or
ESSAYS
arguments. The essay allows the teacher to assess the student’s understanding
and/or ability to analyse and synthesize information.
An exhibition/demonstration is a performance in a public setting, during which
EXHIBITIONS/
a student explains and applies a process, procedure, etc., in concrete ways to
DEMONSTRATIONS
show individual achievement of specific skills and knowledge.
An interview is a face-to-face conversation in which teacher and student use
inquiry to share their knowledge and understanding of a topic or problem,
INTERVIEWS and can be used by the teacher to explore the student’s thinking; assess
the student’s level of understanding of a concept or procedure and gather
information, obtain clarification, determine positions, and probe for motivations.
A learning log is an ongoing, visible record kept by a student and recording
LEARNING LOGS what he or she is doing or thinking while working on a particular task or
assignment. It can be used to assess student progress and growth over time.
Observation is a process of systematically viewing and recording students
while they work, for the purpose of making programming and instruction
OBSERVATION decisions. Observation can take place at any time and in any setting. It provides
information on students’ strengths and weaknesses, learning styles, interests,
and attitudes.
Assessment by peers is a powerful way to gather information about students
PEER ASSESSMENT and their understanding. Students can use set criteria to assess the work of
their classmates.
During a performance task, students create, produce, perform, or present
works on “real world” issues. The performance task may be used to assess a
PERFORMANCE
skill or proficiency, and provides useful information on the process as well as
TASKS
the product.

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A portfolio is a collection of samples of a student’s work, and is focused,

selective, reflective, and collaborative. It offers a visual demonstration of a
PORTFOLIOS
student’s achievement, capabilities, strengths, weaknesses, knowledge, and
specific skills, over time and in a variety of contexts.
In the question–and-answer strategy, the teacher poses a question and
the student answers verbally, rather than in writing. This strategy helps the
QUESTIONS AND
teacher to determine whether students understand what is being, or has been,
ANSWERS (ORAL)
presented, and helps students to extend their thinking, generate ideas, or solve
problems.
A quiz, test, or examination requires students to respond to prompts in order
to demonstrate their knowledge (orally or in writing) or their skills (e.g., through
QUIZZES, TESTS,
performance). Quizzes are usually short; examinations are usually longer.
EXAMINATIONS
Quizzes, tests, or examinations can be adapted for exceptional students and
for re-teaching and retesting.
Questionnaires can be used for a variety of purposes. When used as a
QUESTIONNAIRES formative assessment strategy, they provide teachers with information on
student learning that they can use to plan further instruction.
A response journal is a student’s personal record containing written, reflective
RESPONSE
responses to material he or she is reading, viewing, listening to, or discussing.
JOURNALS
The response journal can be used as an assessment tool in all subject areas.
Strictly speaking a part of quizzes, tests, and examinations, selected responses
require students to identify the one correct answer. The strategy can take the
SELECTED
form of multiple-choice or true/false formats. Selected response is a commonly
RESPONSES
used formal procedure for gathering objective evidence about student learning,
specifically in memory, recall, and comprehension.
Self-assessment is a process by which the student gathers information about,
and reflects on, his or her own learning. It is the student’s own assessment
STUDENT SELF-AS-
of personal progress in terms of knowledge, skills, processes, or attitudes.
SESSMENTS
Self-assessment leads students to a greater awareness and understanding of
themselves as learners.

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APPENDIX 5: Standard-Based Lesson Plan (STEAM integrated) Template

TOPIC:
Lesson Topic:
Grade:
Length of Lesson:
____________________________________________________________________________________

National Content Standard:

Grade-Level Benchmark
Essential Knowledge, Skills, Values, and Attitudes
Knowledge
Skills:
Values:
Attitudes
STEAM Knowledge and Skill
Knowledge:
Skill:
Performance Indicator:
STEAM Performance Indicator:
____________________________________________________________________________________

Materials:
____________________________________________________________________________________

Lesson Objective:
Essential Questions:
____________________________________________________________________________________

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Lesson Procedure
Teacher Activities Student Activities
Introduction

Body
Modelling

Guided Practice

Independent Practice

Conclusion

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