CEP Curriculum Overview
Christian Education Publications (CEP) is the largest publisher of religious education curriculum designed for use in Australian and New Zealand schools. With material for children aged in Kindergarten through to year 12, it is a Bible-based curriculum which seeks to engage students and encourage them to discover for themselves the truths of the Christian faith and make good life choices.
The material is ‘ABC’:
- ‘A’- Academically rigorous
CEP school material uses best teaching practices with each lesson containing a wealth of ideas and activities suitable for all teaching and learning styles.
- ‘B’- Biblically-based
We believe the Scriptures are the best place to understand God, ourselves and how we are to live in his world.
- ‘C’- Contemporary
All CEP resources use quality, contemporary design and are particularly effective in engaging with today’s culture.
CEP curriculum has been designed to cover all learning stages for primary-aged children and high school students. The curriculum is made up of:
- For Kindergarten: Beginning with God - a one-year program of 40 lessons and assumes little prior knowledge.
- For students in Years 1-6: Connect - a three-year curriculum, offering 4 units of 10 lessons per term, which students cycle through twice during their primary school years learning at greater depth as they progress through school.
- Final year of primary school: Big Questions - a one-year program designed for students in their last year of school who are ready to explore some big questions, share their own opinions and investigate the Bible for themselves. The course tackles issues such as: What is God really like? What’s gone wrong with the world? Does God really care about me? How will I make choices about my future? What’s the purpose of my life?
- For students in Years 7-10: Think Faith - a two-year curriculum, offering 4 units of 8 lessons per term.
The lesson content works together in a cohesive flow, examining consistent themes, events and concepts from the Bible, with progressive learning outcomes at each level of the curriculum.
Different children learn in different ways and the Connect curriculum is designed to reflect this. The curriculum has its foundation in the belief that is important to allow the Bible’s own framework to determine what is taught and how it is taught.
The curriculum is Bible-based, and students engage with the truths of the Bible week by week through music, drama, reading and writing, puzzle solving, drawing, and asking questions.
The curriculum is child-related. It is designed to engage minds and emotions as well as develop the skills needed to understand the Christian faith and how it applies to life.
Through each curriculum, lessons survey the broad sweep of Bible history from creation to God’s ultimate purpose for humanity. Each lesson seeks to introduce key Biblical concepts, themes and major characters such as Abraham, Moses, David and Jesus in an active and engaging way, allowing students to explore the Christian faith and see how it is relevant today. The curriculum also encourages students to discover for themselves what the Bible says as they explore contemporary problems that people face in today’s world.
Included in the curriculum are teachings on the key events of Easter and Christmas as well as special lessons dealing with major issues that children face, including self-esteem, loss, caring for the environment, and coping with change.View the syllabus for our school range
The CEP curriculum seeks to broaden your child’s education by helping them develop their understanding and knowledge of Biblical principles, to build skills which will enhance their overall learning ability and to form an understanding of values and attitudes of faith, culture and the world today.
Below is an overview of the Christian Education Outcomes for all 3 learning stages.
|Knowledge and Understanding
||Values and Attitudes
Click the links below to view specific outcomes for each of the five stages
We would often talk about (our religious beliefs) with friends from different groups. We would be challenged to consider what is being told in "places of worship" versus our actual encounters of what it means to believe particular things in our schools and in our community ... thus the designated SRE time taught both intrinsic motivation to learn about yourself, and gave voice to students who would want to question the theologies they have grown up with.