Middle School

The philosophy of the Açı Middle School Turkish Department is rooted in nurturing individuals who are thoughtful, interpretive, inquisitive, and creative. At our school, a program is implemented to help students express themselves effectively through listening, speaking, reading, and writing activities that adhere to the rules of language and support the development of advanced thinking skills.

As part of the program, selected exemplary texts from Turkish and world literature are analyzed to instill cultural and literary elements of the mother tongue. This process allows students to connect the structure of the texts to their own daily lives, recognize cultural elements and values, propose solutions to the problems addressed in the texts, and become aware of their personal responsibilities toward the world they live in. These goals are central to the text analysis studies.

To foster a lifelong reading habit, two distinct reading processes are implemented under the headings “Classroom Novel” and “Elective Readings.” Our selected reading materials include novels enriched with elements that allow students to see themselves in the storylines, expand their imaginations, create interdisciplinary connections, and spark curiosity. These reading activities—carried out within a program focused on communication, collaboration, critical thinking, creativity, and presentation skills—encourage students to take responsibility for their own learning. Through novel analysis projects that utilize differentiated instruction and modern technologies, students’ progress to the “production” stage of learning, enhancing their learning outcomes.

“Structured and creative writing” activities are designed to improve students’ written communication skills by incorporating all elements of our educational philosophy. Within the framework of elective courses such as Açı Magazine and Book Club, students use these opportunities as practical applications to further develop their writing skills. Participation in writing competitions held on various external platforms provides students with valuable experiences while fostering a passion for writing.

The Turkish program, supported by author talks and trips connected to the program’s learning outcomes, is conducted in accordance with the Ministry of National Education (MEB) curriculum.

The Mathematics curriculum integrates learning outcomes from the Ministry of National Education (MEB) curriculum and enriches them with real-life scenarios and concrete materials that raise awareness through hands-on activities. These activities aim to help students utilize their basic arithmetic skills, reasoning, and problem-solving abilities while fostering critical thinking, inquiry, generalization, comprehension, and expression skills essential for their daily lives.

Instead of directly teaching mathematical topics and concepts, the program creates a learning environment where students explore and discover new topics using their existing knowledge and skills. The use of causal and inferential questions in the lessons encourages students to think more deeply, while also improving their analytical and interpretive abilities when faced with problems.

In addition to the development of each student’s mathematical skills, projects and activities are planned to support their cultural development, allowing them to interpret different disciplines. We aim for our students to internalize the concepts they learn in our lessons through activities such as talks, trips, special days, national and international competitions, planned in connection with curriculum topics, and creating areas where they can use mathematics in their daily lives.

Various Math Corners have been set up in different areas of the school to make mathematics more visible and engaging. These spaces include math-related objects, thought-provoking questions, and interactive activities that allow students to explore mathematical concepts and continually develop their skills.

The mathematics curriculum incorporates diverse educational technology tools to enable students to understand and interpret different disciplines, fostering critical thinking and helping them connect their learning to real-world applications. The enriched lesson content is designed to guide students toward their interests and strengths, supporting them as they advance their mathematical skills.

For students interested in mathematics, elective courses such as Logic and Puzzle Games, Mathematics Club, Go, and Chess are offered. These courses provide opportunities to work on various strategies and support the development of students’ reasoning and thinking skills.

Within the scope of the science curriculum, lessons supported by STEM projects, which are basically a combination of the fields of science, technology, engineering and mathematics, are planned for students, while it is aimed to develop students’ curiosity, creativity, critical thinking and collaborative skills as well as helping them transfer the knowledge they have learned to their daily lives.

The science curriculum also enriches learning through extracurricular activities such as field trips, observations and interviews. Interdisciplinary studies at all levels serve to make learning permanent, and trips in and out of the city support this goal. In addition to academic activities, students are encouraged to participate in national and international science projects and competitions. The Edinburgh Science Festival, the Tales Competition and the TUBITAK Research Project are just a few examples.

Clubs, such as Science Club, Science Kitchen and Ecoschool, support Science literacy, where interested students can choose to participate and have a chance to experiment their learnings in different areas.

Our program objectives come from the Ministry of National Education curriculum, and also enriched by the use of relevant educational technologies.

The purpose of Açı Middle School’s Social Studies course is to help students understand themselves, their families, their country, and the world; compare their own culture with others to recognize their strengths and weaknesses; and become inquisitive, critical thinkers who are aware, socially sensitive, and follow current events.

The topics included in the Ministry of National Education (MEB) curriculum are designed to be inquiry-based, research-oriented, and student-centered, allowing students to ask questions and explore topics independently. Students are given opportunities to conduct research related to learning outcomes using computer and tablet applications, library resources, and other learning materials, and to present their findings to their peers.

Another important tool that supports student learning is school trips, both within and outside the city. These trips allow students to gain a deeper understanding of the topics they learn in class.

Students with an interest in Social Studies topics can participate in elective courses such as Çantam Sırtımda, Debate, and Eco-School, which further support their personal and academic development.

The goal is for students to integrate the knowledge they acquire academically into their social lives while meeting their academic expectations.

Our English program provides opportunities for students to internalize values while fostering the development of their language skills in a positive learning environment. The implemented academic program focuses on the interdisciplinary development of students’ reading, writing, speaking, and listening abilities. The program aims to cultivate students who are critical thinkers, creative, highly motivated to learn, independent yet collaborative when necessary, and skilled in presentation. Through these learning activities, students are expected to understand, analyze, and connect examples of globally recognized literary genres to their own experiences, enriching their cultural and intellectual knowledge. In addition to the academic program, elective courses such as Pre-JMUN, JMUN, and English Club, as well as activities like Language Week, joint projects in both Turkish and English, social responsibility initiatives, AÇI TV, Açı Radio, and other events, contribute to students’ language skill development while also enhancing a variety of other competencies.

Açı Middle School’s second foreign language program adopts the principle of creating a positive learning environment while developing students’ skills in all four areas (reading, writing, listening, speaking).

By aligning with the age group’s interests, the program aims to help students build strong foundational skills in listening comprehension, reading comprehension, and both written and spoken expression, progressing from a beginner level in 5th grade to an intermediate level by the end of middle school. Additionally, students gain insight into French and Spanish cultures and develop a broader understanding of the world around them.

The program appreciates and supports students’ efforts through its content and implementation, ensuring they enjoy learning a second foreign language and discovering new information through it. Students become aware of their individual potential, set goals for continual improvement, and develop independent learning skills.
Each year, students reinforce their learning through opportunities such as Language Week, Francophonie Day, Spanish Day, and trips to the Cervantes/French Culture Library.

At the end of 4th grade, students select either French or Spanish as their second foreign language. The second foreign language instruction begins in 5th grade and continues at Açı High School. Students who complete the program achieve advanced language proficiency levels.
Second foreign language instruction is assessed in alignment with the CEFR (Common European Framework of Reference for Languages) and evaluated using international assessment tools such as DELF (for French) and DELE (for Spanish). Successful students are awarded diplomas with international validity, demonstrating their proficiency in the selected language.

The ICT course, which starts in primary school, continues with 2 hours per week in middle school. The application-based academic ICT program is conducted entirely in the computer lab, focusing on the safe and effective use of technology with various subject contents. Students are supported with digital documents that facilitate learning and promote retention, along with targeted study sessions. Interdisciplinary connections are made to ensure that the gains from the ICT course are lasting, and students create projects that involve different subject areas.

At the middle school level, elective course options in the ICT field include Digital Design, Maker and Programming and Algorithm. 5. Students select these courses in 5th grade and are expected to continue them for the next four years.

Digital Design: This course fosters students’ digital creativity, introduces them to new technologies, and allows them to discover their unique talents. Technology is transformed into art as students work on concepts such as digital video, visuals, drawing, and 3D design.

Maker: The Maker course empowers students to become independent problem-solvers who can meet their needs using available materials while integrating technology into their projects.

Programming and Algorithm: This course aims to help students grasp coding logic. Starting with block-based programming depending on their grade level, students gradually progress toward learning different programming languages at varying levels of complexity.

In all grade levels, students with above-average interest, ability, and enthusiasm for ICT, identified and guided by ICT teachers, join this group to engage in after-school projects and activities. These extracurricular activities provide students with education and project opportunities beyond regular and elective classes.

Açı Tech students work entirely within their own areas of interest and talent alongside ICT teachers. They enhance their skills through projects in 3D design, graphic design, and programming. This group explores new technologies, participates in educational trips, and develops projects. Additionally, they take on responsibilities related to ICT during school-wide events.

The middle school music program aims to help students become individuals who recognize and respect different music genres within historical, cultural, and social contexts; can express the emotions, thoughts, and images created by music using the correct terminology; and gain opportunities to have musical experiences both individually and collectively.

The foundations of proper terminology usage are established in connection with the “musical elements” topic, which is emphasized in the 5th and 6th grades. Studies related to different
music genres and artists also continue at these levels. Students combine their instrumental skills with classroom instruments to create small class orchestrations. In the 7th and 8th grades, the program is divided into two distinct, rotating courses: “Music Culture” and “Music Applications.”
* “Music Culture” focuses on reviewing the numerous works, artists, and music genres students have encountered since elementary school. These are examined chronologically, connected to historical and political events, and analyzed through comparisons of time periods and locations.
* “Music Applications” involves students forming small groups in a studio setting to engage in various practical musical activities, allowing them to experience collaborative music-making.

The middle school art program aims to help students incorporate art into their daily lives both as spectators and practitioners. It focuses on fostering individuals who are not necessarily artists themselves but who understand art, enjoy observing and participating in artistic activities, and have the habit of visiting exhibitions. The foundational knowledge and skills provided in the elementary art program are advanced to higher levels in middle school. The general objectives of the Middle School Art Program are as follows: to gain knowledge about selected art movements and artists; to distinguish between different art movements; to learn design principles such as balance, contrast, harmony, rhythm, unity, and proportion; to use imagination across various areas; and to develop hand skills and creativity through the exploration of different techniques and materials.

Middle school physical education classes consist of athletics, handball, basketball, gymnastics, soccer, badminton, climbing, and volleyball. Through healthy living and fitness tests conducted during the lessons, students’ physiological development, body composition values obtained from measurements, physical-motor skills, and the progression of these traits over time are periodically monitored. The aim of middle school physical education classes is to encourage students to enjoy sports and incorporate sports into their daily lives, both as spectators and participants. The goal is to raise students to be individuals with a sports culture who take pleasure in participating in sports activities.

At Açı Schools, measurement and evaluation are conducted with a positive approach to support students’ individual development. All measurement tools are used to encourage learning and support students.

One purpose of the evaluations is to give students the opportunity to reflect on their own learning, identify their strengths and areas that need development, show the progress they have made within a certain time frame, and enable them to set goals for the next step. Based on this goal, a student can always seek help from their teacher for a study program or additional work.

Another purpose of evaluations is to guide teachers in assessing and restructuring educational programs. Evaluation analyses help identify areas of learning deficiencies, investigate their causes, and make decisions about how to address them.

Based on their baseline assessments, students’ starting levels are determined. Necessary precautions are taken to ensure that the student achieves the curriculum goals, and measurement and evaluation are prepared according to these curriculum objectives.

Measurement should never be used to threaten a student, and under no circumstances should students’ evaluation grades be read aloud or announced in class. Evaluations are shared with students individually. Only appropriate measurement tools are used for evaluation purposes, including homework, which is considered part of this process. All measurement and evaluation results are recorded in the automation program using standardized coding.