The relevance of the research is determined by the necessity to overcome formalism in spiritual and moral education and to develop a pedagogical model that will integrate traditional spiritual and moral values into supplementary education of children. The purpose of the study is to develop and test the original Christocentric model of axiological education aimed at the formation of stable axiological agency of Sunday school students. The study hypothesizes that effective spiritual and moral education is possible if three key principles are observed: Christocentricity as the semantic core of the educational activity, age continuity and activity-based approach. Participants: 350 pupils (M = 12.1, SD = 2.3) from 9 Sunday schools of the Izhevsk and Udmurt dioceses (5 urban and 4 rural), divided into three age groups: 8–10 years old (n = 124, Me = 9.5), 11–13 years old (n = 130, Me = 12.3), 14–17 years old (n = 96, Me = 15.6). Methods (tools): the author's questionnaire for self-assessment of value orientations (by M. A. Sannikov); the scale of spiritual subjectivity (by K. A. Kravchenko, modifi cation by M. A. Sannikov); content analysis of the creative works of Sunday school students with the recording of key Christian virtues and life guidelines. Results: there has been a signifi - cant increase in the conscious application of spiritual and moral values (from 28% to 79%) in a situation of moral choice and an increase in the manifestations of virtuous activity by 2–3 times. It has been found out that educational games and creative methods are the most eff ective for younger students; dialogues and moral dilemmas are effi cient for teenagers; missionary projects and social initiatives are productive for older students. Conclusions: the results obtained indicate that the original Christocentric model developed by the author makes it possible to bridge the gap between religious knowledge and its personal acceptance, which transforms abstract values into a living experience of Christian ministry. Practical significance: lies in the development of three age-appropriate programs for supplementary religious education, as well as in the introduction of innovative methods and the development of a training system for teachers and mentors.