The author notes that after 1991, the introduction of Civic Education as a mandatory subject was the goal of society, including the youth who expected formal education to ensure the full and harmonious personality development. Responding to the challenge, and the opportunity to design, organize and conduct lessons, the author launches the following hypothesis: the modernized (2010) civic education curriculum integrates moral-axiological aspects, resulting in the formation of spiritual intelligence (SQ) in children. This form of intelligence has recently come to the attention of researchers, and it is traditionally the preserve of religion and philosophy. It is these aspects that have led to the achievement of theoretical research and analysis of secondary school curriculum to justify the truth of the hypothesis launched through Civic Education.