A Multilingual, Inquiry-Based System that is not based on Memorization
In addition to the curriculum set forth by the Ministry of National Education, an international multilingual inquiry program based on research and inquiry is applied in primary school classes. Instead of sorting and memorizing the information to be learned, this program provides students with an opportunity to research and examine accurate and important information. In addition, it aims to create a learning environment in which students and teachers effectively make inquiries and thus raise international individuals who can express themselves effectively in modern languages as well as their mother tongue.
Students who complete the 4th grade in primary school comply with the rules of listening, reading, speaking and writing, comprehend what they listen or read and establish meanings, express themselves verbally and in writing, improve their vocabulary, interpret images and use them to make presentations, and engage in listening, reading and writing in accordance with certain types, methods and techniques. Besides, they know grammar rules and read and analyze books of different genres. They acquire basic mathematical skills such as communication, problem solving, reasoning, association and generalization as well as the ability to do research, predict, discover, compare and learn new knowledge in order to develop these skills.
They develop analysis and analytical thinking skills in the field of maths and science. They can interpret 2D and 3D concepts and develop visual perception, concentration, creativity and research skills. They comprehend that mathematics is a concept in everyday life and makes life easier, thus developing a positive attitude towards mathematics.
In the social field, they recognize individual differences, establish a link between the concepts of emotion and thought, recognize the elements that reflect our culture and notice changes from past to present. They understand the role of Atatürk in the nation's emerging victorious at the Gallipoli War and the War of Independence as well as the proclamation of the Republic. They distinguish between natural and human beings, determine their basic needs and know their rights as consumers, have knowledge about occupations available in the society, question the effects of technological products on us and our environment. They recognize public institutions and non-governmental organizations working for social good, have knowledge about local government units, know the cultural characteristics of their own country and compare these against the cultures of different countries.
In the scientific field, they know the different kinds of beings in the world and their characteristics. They know the lifestyles and characteristics of human beings and other living things in nature. They learn about our world, the emergence of the technologies we use and their benefits on humanity in different areas and transpose such information into their lives.
Reading Day is traditionally organized in the second half of each academic year in order to celebrate the joy of reading and writing of our freshmen. In addition to this challenging process, our students who successfully complete the marathon, but require great patience and effort, present the results of the activity courses included in the weekly course schedule to their families on this day. Dancing, ballet, basketball shows and orf drama performances of our students, both entertaining, entertaining and proudly make presentations. It is aimed to provide social behavior skills to the students of Büyük College through activities such as sports, dance, music and drama, cooperation, acting in groups and peer collaboration.
Cultural and scientific trips are organized in parallel with the subjects and themes we cover in our Preschool and Primary School classes. During these trips, our students make observations and develop their research skills. They reinforce classroom learning and have the chance to apply and adapt.
Portfolio days are organized by the Department of Foreign Languages at our school each year. Portfolio days are organized in both English and the second foreign language. During the portfolio days, teachers, students and parents come together and the works of students throughout the year are presented. Thanks to the Portfolio days by the Department of Foreign Languages, students have the opportunity to exhibit their language skills and share their work with their families.
EUROPEAN DAY OF LANGUAGES
On September 26 each year, events to celebrate the European Day of Languages are organized by the Department of Foreign Languages at our school. During the day, students carry out research and try to find answers to questions prepared in English, German, French and Spanish, the languages taught at our school. At the end of the day, the correct answers are announced and the winning students receive small gifts. Students spend a pleasant time all day long during these events held in order to raise awareness on the importance of learning languages.
WELCOMING THE NEW YEAR
Each year, all works by our primary school students under the theme "New Year” from Ceramic, Technology and Design and Visual Arts courses are exhibited along the school corridors and on school boards in accordance with the spirit and importance of the day. Our students display dancing, singing and acting performances. New year's cookies are distributed and new year wishes are shared.
END of YEAR EXHIBITION OF PLASTIC ARTS
In our Culture and Arts week organized by our school, works of Plastic Arts are exhibited at our school in June. Our exhibition turns into a visual feast thanks to painting, ceramic and sculpture works by our students. For the exhibition, paintings are made using different painting techniques such as gouache, dry paint and crayons. Based on matters and objects, still-life, portrait, landscape and reproduction works are produced. Clip art is also practiced using waste materials such as waste newspapers, wrapping paper, twine ropes and so on. The works of our little students are mainly composed of gouache and watercolor as well as different painting techniques using crepe paper. We use waste materials in most of these art works and teach our students how to use such waste materials (recycling). As part of the Visual Arts course, our students select parts from paintings and work on these parts by applying relief, embossing and three-dimensional sculpture techniques in the ceramics and sculpture classes. The works of our students who use waste materials such as copper plate and wires in their ceramic and sculpture works are glued on chip boards for Relief works and then exhibited. In addition, in our Sculpture course, our students interpret mask works by sculpting mud masses in blocks with modeling pencils. We invite contemporary Turkish painters to our exhibition every year. They honor us when they attend the opening ceremony for our exhibition. As our exhibition transforms into a visual feast thanks to our students who live and love art, concerts by our students who are devoted to music provide a time well-spent for the audience.
SPELLING BEE CONTEST
Spelling Bee activities aim to improve students' pronunciation by using websites and visual materials. The "Spelling Bee" contest is held at the end of each academic year. Students qualify for the contest as a result of the dictation exams in English courses. The aim of the contest is to enable our students to learn and develop the words they will use throughout their lives in addition to improving their ability to spell a word correctly and quickly. Furthermore, it aims to improve students' self-confidence and their public speaking and public communication ability.
CAMBRIDGE ENGLISH EXAMS
2nd, 3rd and 4th Grade students take Cambridge English exams. Our students intensively prepare for this exam at our school. The Department of Foreign Languages at our school apply practical tests for these exams to our students. The exam is a practice of the speaking section of the Starters and Movers exam. During this exam, our students have the opportunity to present their skills acquired in the English course in the format of the exam and to try themselves. Our English teachers make up committees before which students practice speaking individually. The results of the practical test are shared with students and parents through the test result documentation. Our school is a Cambridge English Test Center and runs Cambridge English exams in May. Our school has received the title of "Distinctive School" thanks to the outstanding achievements of our students.
DESTINATION IMAGINATION TOURNAMENT
Destination Imagination (DI) is an educational club where teams of students perform tasks involving an effort to solve open-ended problems and present their solutions in tournaments. DI is a program based on problem solving tasks and process. Teams that work to complete their tasks develop key life skills such as management, collaboration, problem solving, creative and critical thinking. Our teams that prepare for the competition represent our school in national or international tournaments to which the school administration and club teachers apply.
In line with the passion for art and in parallel with a student-centered educational understanding, our students who play musical instruments receive full support. Music concerts are organized in order to strengthen children's ties with art, ensure they spend time with music and art and familiarize them with classical music especially at an early age. In addition to collective music activities, our students are given opportunities to deliver individual performances. In addition to academic programs, music activities and concerts held throughout the year enrich our educational philosophy, thus feeding our students with arts.
Drama studies in English aim to enable our students to reinforce and demonstrate their English language skills by having fun and learning. Our goal is to instill in our students the love for stage acting and to strengthen their acting skills. Our main goal is to develop their co-working skills, render them happy and self-confident individuals, ensure they are self-confident in expressing themselves verbally, enable them to assume tasks and responsibilities within a group, develop their skills to use their body and voice correctly and teach them how to use their gestures and facial expressions as well as teaching them how to employ creative thinking methodologies. The English Drama Club teaches our children songs in their second foreign language as well and they sing these songs during their performances. At end of every year, our students perform their show before all parents and school members on a designated day.
On the second Friday of every May, Büyük Kolej's Traditional Spring Fair is held. In addition to fair activities such as folk dances, dance performances and garden games, various participants can set up stalls and students can shop with their parents. Primary school student clubs, on the other hand, sell the products they have designed throughout the year or the books, toys, etc. they have collected for solidarity purposes. The revenues are donated to a school in need or to a charity as part of community service.
The traditional experiment festival held every year aims to teach and have fun simultaneously. The experiment festival encourages our students to succeed and to have new experiences. They learn by doing the experiments in the lab course and share their learning with others at the end of the year, thus enjoying science to the fullest. Our experiment festival hosts activities held anywhere in and out of our school including our classrooms and our garden.
Every year in March, 4th grade students stage a poetry performance to celebrate the "World Poetry Day". The performance gives emotional times to the audience. The poems that students read together with their families are coupled with different views of esteemed poets on life as well as various beautiful moments. Students participate in the poetry performance with great enthusiasm and devotion. Everyone makes some precious contribution to the event. The lines the students recite are combined with dance and music to enable the audience to feel the magic of love.
PRIMARY SCHOOL MEASUREMENT AND EVALUATION
In primary school, students are assessed on the basis of their efforts towards personal development rather than the tests that require ranking. Instead of multiple-choice tests, students are requested to answer open-ended questions to which they can respond in their own sentences. Emphasis is placed on students' ability to comment on a topic and put the acquired knowledge and skills into action in daily life.
The achievement of 1st, 2nd and 3rd grade students in primary school is assessed in accordance with their participation in course activities held under the guidance of teachers in consideration of students' individual development levels as well as the measurement and evaluation principles specified in curricula. The achievements are shown on the school report in the following phrases: “Very good”, “Good” and "Needs improvement".
At 4th grade, a student's achievement is evaluated according to the scores they get in exams and from participation in course activities. The semester score, end-of-year score and end-of-year achievement score are assigned over a scale of 100 full points at 4th grade.
Two department exams are held each semester for each course at 4th grade. For Visual Arts, Music and Physical Education courses, are given grades for their work process and their products. Exams and performances of each student are evaluated over a scale of 100 full points. Teachers record the evaluation results in points in their transcripts.
The end of year score for a course is the arithmetic mean of the first and second semester scores. When calculating the arithmetic mean for semester scores, the division is performed up to four decimal places. When calculating the end of year grade, decimals equal to or greater than .5000 are rounded to the nearest whole number.
On the condition that the mean of 4th grade scores is no less than 55.00 for Turkish course and 45.00 for any other course, those students with a weighted average score 70.00 to 84.99 for all courses are awarded a "Certificate of Achievement" while the students with a weighted average score of 85.00 or above are awarded a "Certificate of High Achievement".
Regardless of course-based achievement in all grades of primary education, students who
a) rank in the top five in national and international competitions, and
b) attain an outstanding achievement in various social, cultural and artistic activities are awarded a "Certificate of Honor".
c) For primary school students, the Certificate of Honor is awarded upon the proposal of the main class teacher and the affirmative decision of the school administration.
Measurement and Evaluation Practices
At the beginning of each theme, an initial check on students' knowledge is performed before requesting them to investigate the theme-related concepts they are curious about.
The Theme Evaluation Manual prepared by the R&D Department is distributed at the beginning of each theme. This manual is used for some required evaluation within the theme. At the end of the theme, they are sent to parents for review.
Throughout the unit, students are given the opportunity to evaluate themselves and their friends (through peer assessment and self-assessment).
Course output cards are used to evaluate students about the subjects and concepts covered.
The end-of-theme evaluation results as well as the rubrics showing the extent to which the behaviors, attitudes and skills to be acquired during the theme have developed are provided in the end-of-theme reports.
These reports are individually prepared for each student and specify, among others, the relevant student's action status, course participation, homework performance, contribution to classroom order, interest in courses, respect to friends and peer relationships. These reports are sent to parents via Google Classroom at the end of each theme.
Students' course evaluations are indicated by the following phrases: improving, good, very good. Informative explanations are provided for "improving" and "good". Parents are informed about the work done to complete deficiencies and reinforce learning.
Parents are informed over these reports during parent meetings or interviews.
- In the second week, 3rd and 4th graders take a readiness test, which is a multiple-choice test to facilitate a fast evaluation of test answers.
- Theme evaluations for 2nd and 3rd graders are performed with open-ended questions. Parents are informed on the evaluation results via the end-of-theme evaluation report.
- 4th graders follow the SEBİT V CLOUD portal and take general evaluation exams covering the whole of Turkey as well as Okulistik exams when necessary.
- 1st graders participate in theme evaluations in March, April and May.
- All grades (Grades 1-4) take the multiple-choice end of year evaluation exam.
- 4th graders take a screening test each week in a rotating cycle of Turkish-Science test one week followed by a Maths-Social Sciences test the other week.
- From the 2nd grade onwards, students are encouraged to take exams such as those by Turkish Intelligence Foundation, Kanguru, Tales, Mat-Beg, Fen-Beg and Reading Skills, which all support different thought patterns and skills in students.
- In preschool classes, teachers observe students, fill in an observation form and share it with the guidance teacher.