Grade 1

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SOCIAL STUDIES

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Social Studies lessons are taught by a Turkish homeroom teacher and a native English teacher in English in Grade 1.
Students do activities for the development of their IB learner profiles such as thinking, communicating, knowing, and risk-taking with the program prepared in line with the PYP Curriculum frame based on MEB Social Studies outcomes. Inquiry units are formed in connection with transdisciplinary PYP Themes in order to complete the Ministry of National Education outcomes at every grade level until the end of academic year. It is very important for the children at this age to get to know themselves as individuals in the first place and then, gain environmental and public consciousness, adopting from near to far and from known to unknown inquiring principles.
Information is associated with the life, which are learned receiving supports from such persons and institutions as travels, specialists, nongovernmental organizations in order for the units taught within the frame of inquiry to be examined by the students with tangible data. Students are directed to deliberatively develop and employ their inquiring skills, thinking skills, social skills, communication skills, self-management skills in order to reach the information. Students are guided in following visual and written media in relation with their age levels, interests, wonders and subjects as well. Following positive attitudes are intended to be developed by the students in the activities organized in individual and group studies; such as being respectful, creative, establishing empathy, cooperation, adopting national and international values. It is our main target to educate students to be individuals who express themselves, have developed self-confidence and social sensitivity.  You can examine details of the themes, concepts and contents accentuated at the grade levels from inquiry program.

TURKISH

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Turkish language lessons are taught in a spiral structure at every grade level in line with the scope and sequence comprising listening, reading, understanding, writing and visual reading and presentation subtopics. “Sound-Based Sentence Method” is employed in the reading and writing activities in the first grade. Students deal with activities to generate syllables and words from sounds, and later form meaningful sentences out of such words. Activities are designed in accordance with PASS theories and their steps (Planning, Attention, Simultaneous, and Successive). Our most basic target is that they should use Turkish in a correct and fluent manner and be interested in writing.

They learn punctuation marks and orthographic rules of this grade level while improving their creativity with a variety of activities. They do visual reading and interpreting activities as well as fluent and meaningful reading. They benefit from rich sources and also gain the habit of reading which will be required for their entire life with library lessons scheduled once a week on a regular basis. Differentiated contents are prepared taking into consideration the differences of students with PASS Theory activities during Thinking Skills course hours . Books are scrutinized in details in the academic year, which are acquired in connection with our project named “Living books” and inquiry units or for the purposes of free reading. Activities ensuring connections between book and their own lives  (text to self) in the first place, and between book and book (text to text) in the second place, and finally between book and world (text to world) are planned and implemented in order to pass productive reading stage. Biographies of the writers whose books have been read before or who are invited to the school are examined and activities for writing autobiography are carried out.

MATHEMATICS

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Scope and sequence activities are carried out, which are configured in line with PYP subtopics and general expectations as well as MEB curriculum. PYP is performed with stand alone plans configured, which shape, space, numbers data processing and pattern subjects out of subtopics are prepared being based on inquiry. In accordance with the characteristics of substantial learning period all outcomes, perception, understanding are taught using mathematical manipulatives pursuant to application steps in the first place. Outcomes learned are exemplified with establishing connections with daily life as much as possible.
In order to reinforce the time concept, day, month and year concepts are strengthened with calendar activities every day. Students perform recognition, pronunciation and writing activities with regard to natural numbers. Students take the opportunity to develop a set of skills such as questioning, estimating, comparing estimation with actual result, subtraction – lessening with the numbers learned, problem solving. Multiplication and division concepts at this grade level are visually expressed by only concretization techniques.