Middle School Curriculum

For the Middle School English program, we follow the Common Core Curriculum applied in the United States of America. The common core curriculum focuses on understanding the relations among different branches more closely, thus ensuring that courses are designed to offer specific and pragmatic skills. Such a different approach to education supports creative methods and, knowing the strengths and weaknesses of students, offers opportunities that will lead all students to success.

The units covered in lessons are based on the principle of Understanding by Design (UbD). Understanding by Design is a framework to increase the success level of students. Our teachers cooperate to design courses in line with basic and interesting questions. Our students gain the skills of grammar, speaking, writing, reading and listening to deeply analyze complicated theories, form their own arguments and express themselves according to high academic standards. Our unit subjects are reviewed and updated by our department each year.

Assessment and Evaluation

Final assessments include creative writing, drama performances, presentations, essays, debates, research tasks as well as exams on reading and grammar. These assessments are a part of our daily curriculum. During the process of learning, we emphasize the process that will bring success to students. Each day, students obtain feedback related to their grade assessments while developing their skills during lessons. Each task and exam is assessed according to a rubric once it is explained to the students how to use it correctly. It is one of the priorities of the English department to teach self-assessment to students.

CS – Programming and Robotics (Grades 5-6)

This club is designed to develop students’ skills in algorithmic thinking, problem-solving, design & engineering, and programming. It supports students in creating production- and design-oriented projects. Students will work with basic electronic components such as:

• Arduino
• Makey Makey
• Various sensors
• Programmable LEGO kits

Participants will develop and present individual or group projects in different categories, gaining hands-on experience by participating in national and international competitions and events throughout the year.

CS – Programming and Robotics (Grades 7-8)

This club follows a similar structure to the 5-6 grade version but is tailored to the advanced skill levels of older students. It aims to enhance students’ abilities in algorithmic thinking, problem-solving, programming, design & engineering while fostering their creativity in designing and producing functional projects. As part of this club, students will work with Arduino, Makey Makey, sensors, programmable LEGO kits, and more. They will be encouraged to develop and present individual or group projects and participate in various national and international events and competitions to gain practical experience.

CS – Technovation Girls (Grades 5-8)

The Technovation Girls Club challenges students to develop mobile applications as a way of solving real-world problems. Based on the United Nations Sustainable Development Goals, students will engage in project-based learning and develop iOS or Android applications to address selected global issues. Since 2013, this club has played a pioneering role in international settings with its work in Turkey. The primary goal is to introduce students to and provide hands-on experience with mobile app development. Participants will also gain experience in: sketch usage, data analysis, idea generation & prototyping, api and database integration, project presentation techniques, brand development & business modeling, business management (using the canvas method). Students will prepare their projects for the international Technovation Challenge competition, where they will showcase their applications on a global stage.

Digital Citizenship Week

As Hisar School, during the Global Digital Citizenship Week events, we aim to enhance our students’ skills in critically using information and communication resources, behaving ethically in digital environments, taking personal security measures, and respecting the rights of others. As part of these events, we integrate the Common Sense Education-accredited digital citizenship curriculum into our lessons, covering the following topics:

• Media Balance and Well-being
• Privacy and Security
• Digital Footprint and Identity
• Cyberbullying and Hate Speech

These efforts aim to help our students become responsible individuals in the digital world, supporting them in being part of a safe, conscious, and respectful digital community. You can access information about the studies carried out within the scope of Digital Citizenship, Ethics and Awareness via the link below. Digital Citizenship, Ethics, and Awareness’ 2025

Hour of Code

The Hour of Code is an annual event supported globally, bringing together millions of students to raise awareness about programming and technology. This event aims to teach students the fundamentals of coding and inspire them to explore technology. During the event, students have the opportunity to engage in programming activities at different difficulty levels. This process helps them develop problem-solving and algorithmic thinking skills while also allowing them to create innovative projects.

Computer Science Week

The first week of May is celebrated annually as Computer Science Week. As the Computer Education Department, we organize a series of events aimed at enhancing our students’ knowledge and skills in information technologies, encouraging their creativity, and helping them engage with technology more effectively. Through these activities, our students participate in various fields of computer science and gain opportunities to:

• Use information technologies effectively,
• Develop computational and creative thinking skills,
• Actively engage in problem-solving processes,
• Express themselves through technology.

Hisar Coding Summit

The Hisar Coding Summit is an innovation and technology-focused event designed to uncover, develop, and share our students’ potential in computer science. Workshops organized by our high school students cover a range of topics, including computational thinking, programming, quantum computing, cybersecurity, artificial intelligence, and machine learning. Additionally, interdisciplinary workshops such as design thinking and entrepreneurship aim to foster innovative ideas. Our middle school students regularly participate in these workshops, gaining opportunities to enhance their computer science skills and explore the world of technology firsthand.

Technovation Girls:  Since 2013, Hisar Schools has been a part of the Technovation team, an international organization dedicated to empowering girls in entrepreneurship, technology, and programming. Technovation Girls is a global program that provides education and mentorship to girls in the fields of technology and entrepreneurship. This program aims to increase girls’ interest in technology while equipping them with skills in coding, problem-solving, and project management.

FLL FIRST® LEGO® League introduces children aged 4-16 to STEM (Science, Technology, Engineering, and Mathematics) through fun and exciting hands-on learning experiences. Participants gain real-world problem-solving skills through a guided global robotics program, empowering today’s students and educators to build a better future together. The three divisions of FIRST® LEGO® League encourage young learners to experiment with hands-on STEM learning and robotics, helping them develop critical thinking, coding, and design skills.

FTC:  FIRST Tech Challenge (FTC) is an international robotics competition designed for students aged 12-18, providing education in STEM (Science, Technology, Engineering, and Mathematics). The goal of FTC is to encourage students to design, build, and program robots as part of a team to complete various challenges. Teams design, construct, and code robots to compete in an alliance-based format against other teams. Guided by adult coaches and mentors, students not only develop their STEM skills and apply engineering principles but also learn the value of hard work, innovation, and teamwork. Throughout this process, students gain technical skills in robotics, programming, the engineering design process, and problem-solving, while also enhancing 21st-century skills such as teamwork, communication, leadership, and time management. Additionally, by fostering creativity, innovative thinking, confidence, entrepreneurship, and project management, FTC inspires students to pursue careers in computer science, engineering, and STEM fields, equipping them for the future.

Based on the curriculum program determined by the Ministry of National Education and in accordance with the UbD plan, the enriched Hisar curriculum is implemented. It is aimed to discover the concepts in all the subjects in the curriculum with an inquisitive approach by determining the readiness of the students. It is expected that every student is aware that there is a mathematical reality in the background of every concept or method mentioned.

Introductory activities are carried out in order to increase the awareness of the students in the introduction of the subjects. When choosing these activities, it is tried to choose memorable, daily life examples that will attract the attention of the students. Guiding questions support critical thinking.

Activities are prepared and implemented in order for the students to practice or to develop a different perspective on the concepts while the subject is being processed. In the differentiated class studies, each student’s work is individually checked and individual feedback is given. Support is also received from peer learning during the implementation of differentiated class studies.

Different applications are included in mathematics lessons for students with different development speeds. Advanced mathematics studies conducted in and outside the classroom provide opportunities for students who want to conduct research on mathematics, increase their mathematical culture and advance in this field. The exam achievement table shared with students before the exam aims to increase students’ awareness. Exam self-assessments applied after the exam provide students with the opportunity to evaluate exam achievements and develop their skills. Additional studies given after exam evaluations are individual studies that complete incomplete learning in accordance with the needs of students. While conducting mathematics lessons, attention is paid to the use of English, and terminology related to each unit is included. Both Turkish and English are used spirally in our lessons. All studies, assignments and announcements made in our lessons are shared via Google Classroom, and this platform is also used to provide feedback to students.

Measurement and Evaluation

In order to follow the development of students throughout the process, measurement and evaluation methods are diversified. In evaluations, process-oriented methods are used as well as result-oriented methods. Students’ active participation in group and individual studies, homework performance, efforts and preparations are the sources of evaluations.

A general evaluation is made by taking into account the following criteria each term.

• Written Exam: There are 4 exams in total per year, 2 per semester.
• Participation in Course Activities: Participation grades are given for course activities at regular intervals each semester, taking into account the following criteria.

❏ Process-oriented in-class activities: Group and individual work, discussions, rubric studies, exit cards, quizzes, readiness, etc.

Quizzes and exit cards, which are part of process-oriented assessments, are frequently applied in courses. Exit cards measure the content of the applied course, while quizzes are more comprehensive. Test studies, which are one of the measurement and evaluation tools, are also planned to develop students’ skills in this direction.

❏ Homework: Students are given regular homework and followed up throughout the process, sometimes to reinforce what they have learned, sometimes to do their own research and to access new information.

It is divided into two as weekend and weekday homework. Homework is based on open-ended, multiple choice, matching, and fill-in-the-blank questions that focus on achievement, higher-order thinking skills. Homework is graded on a 4-point scale. After the homework is completed by the students, the answer key is published, and students are expected to check and ask questions they do not understand. The questions that could not be answered in the homework are returned in class.

❏ Teacher observation is taken into account in line with course expectations.

Performance grades, given at certain intervals each term, consist of completed work, results of interim assessments, homework performance and in-class participation. Within the scope of the process-oriented assessment approach, these performance grades are given according to the perseverance and effort shown, with a positive disciplinary approach.

• Projects:

❏ The work of students who want to prepare a project from a mathematics course is evaluated with a graded scoring key and added to the average.

Tournaments

We organize Handball, Floorball, Futsal, Streetball, Volleyball, and Korfball tournaments for our Middle School students.

Hisar School Sports and Friendship Festival

Each year, in the last week of the first term, we hold the “Hisar School Sports and Friendship Festival” (7th festival was held this year) which lasts for 3 days with the participation 12-14 private and state schools. During these 3 days, 700-800 students take part in the activities. We also include our Students’ Unions into this process and cooperate with them as necessary for this event.

School Teams

After-school training sessions for the school teams are carried out 2 days a week, between 15:40-16:30. The school teams represent Hisar Schools in competitions held in the district and city, as well as in the special games. School teams are registered according to the age limit for the licensing of the year.

General Categories are determined according to grade levels for related age groups:

• Juniors: Grades 5 and 6
• Juniors: Grades 7 and 8
• Youth: Preparatory – Grade 12

We ensure the participation of our school teams in the special and official sports competitions starting from October. Our school teams participate in 130-140 off-campus competitions in a year. In addition to these competitions, we also organize other events for our Primary School, Middle School and High School students, such as water games, Datchball, Head Soccer, Fun Athleticism, Tug-of-War, Dodgeball, and Student-Teacher Tournaments, in different periods throughout the year.

The Science Department is committed to nurturing students who question, explore, and critically evaluate scientific facts, shaping their lives based on scientific principles. We place great emphasis on scientific literacy and incorporate supplementary topics into the curriculum to enhance students’ perspectives.

Lessons are designed using the Understanding by Design (UbD) framework to ensure lasting comprehension. Instructional strategies include STEM education and the Engineering Design process, integrating 21st-century skills, Education for Sustainable Development (ESD) applications, and global citizenship objectives. These approaches create engaging, context-based learning environments that facilitate active student participation.

Middle School Science courses are delivered bilingually in English and Turkish. Emphasis is placed on students using scientific terminology in English, and they are encouraged to do so. To assess students’ scientific thinking skills on an international scale, they take the ISA Scientific Literacy assessment, and the results inform curriculum planning. Throughout the year, enriched bilingual content prepared by the department’s teachers is provided. In addition to participating in national science competitions, students are supported in engaging in international competitions where they conduct research, write experimental reports, and present their findings in English.

The Science curriculum incorporates differentiated learning strategies, offering varied activities tailored to students’ learning paces. Adaptations in materials (content and complexity) and time allocations provide an enriched educational experience. Differentiated learning approaches include rubric-based laboratory experiments, mini-projects, individualized Science Reinforcement Studies (SRS) based on exam results, and personalized feedback mechanisms. Students in need of academic support benefit from teacher-led support sessions and study programs designed to enhance their learning progress. This differentiated approach helps students unlock their full potential.

Interdisciplinary projects across various subjects encourage students to apply their knowledge and skills. Students are also encouraged to participate in competitions, gaining valuable learning experiences.

Digital and printed resources are balanced when selecting learning materials. Google Classroom is actively used for communication and progress monitoring. Students with an interest in projects receive technological resources to support their work.

Hisar Middle School has two fully equipped science laboratories where students conduct a wide range of experiments under the guidance of their teachers. Designed with 21st-century learning principles in mind, these labs provide a safe and engaging environment that fosters curiosity and scientific inquiry. Laboratory equipment and tools are updated annually to meet the evolving needs of students, supporting both in-class and extracurricular project/study sessions.

Assessment and Evaluation

In addition to written exams, process-based assessments form the core of Hisar School’s evaluation policy. Various assessment tools are employed to help students take ownership of their learning. Regular monitoring and feedback mechanisms include mini-quizzes, additional assignments, optional term projects, Science Reinforcement Studies (SRS), daily and weekly homework, laboratory experiments, exam achievement forms, and self-assessment forms.

In the 21st century, where mass communication tools are rapidly evolving and access to information has become easier, courses are structured with an awareness of the reality in which scientific and non-scientific information, normative propositions and factual statements, as well as personal opinions and objective facts, are often presented together. Within this framework, a constructivist and inquiry-based instructional model is implemented.

Fundamental and structural concepts of the course, along with knowledge of facts and events, are introduced through the analysis of texts, images, cartoons, and other visual materials included in the unit booklets prepared by our department. Comparative readings of texts are conducted to encourage students to develop theses and antitheses. Discussions are organized between groups advocating different viewpoints. Mind-mapping activities are utilized to illustrate causal relationships between events and situations. Additionally, reading and writing exercises are incorporated to enhance students’ historical literacy skills in accordance with their level. To foster collective learning, both small-group and large-group activities are conducted.

Assessment and Evaluation

In assessment, a process-oriented evaluation approach is adopted, focusing not only on the final outcome but also on what and how students learn throughout the course. Assignments, tests, and quizzes are administered, and classroom discussions, writing, and reading activities are conducted to collect data on students’ readiness and progress over time. This data is then used to restructure learning processes in alignment with students’ needs.

For the Turkish Course, our students read a selection from the distinguished works of the Turkish literature and the world literature in consideration of their level of readiness each year. These readings are completed through guidance (reading as accompanied with a teacher in class, also involving activities) and the student’s reading performance (students read by themselves and apply what they learn).

Learning outcomes of grammar, reading-comprehension, speaking and writing are acquired with the help of a holistic approach by making associations with texts in a helical structure. This process is carried out with “Birikim” (meaning accumulation in English) booklets which are designed and constantly revised by our department teachers in compliance with the curriculum of the Ministry of National Education. Our course is designed to diversify education by using methods such as teamwork, drama, written and oral exposition, presentation as well as reading techniques and methods.

Our students can proactively follow relevant information such as studies, assignments, activities and course announcements by using an iPad via Google Classroom throughout the year and prepare their research, presentations, assignments and projects via an iPad.

Assessment and Evaluation

We take into consideration all the work, effort and preparation of our students during the evaluation process. In addition to a written exam required each term for assessing and evaluating the success of our students, we also conduct process evaluation activities in order to observe their development during the process. The results of process evaluation are determined by following the students’ progress regarding texts in Birikim booklets and the guided reading processes, starting from the beginning of the term, and by evaluating their grammar skills. Our purpose in assessment and evaluation is to observe the development of students with their work accomplished during this whole process and grade their last work which will be shaped with the chance given to them to adjust/improve it in their written exposition activities.

As part of Visual Arts lessons, Hisar Middle School provides:

• 1 hour of Visual Arts class per week in Grades 5, 6, 7 and 8
• 2 hours of Technology and Design class per week in Grades 7 and 8
• Color Painting Techniques Club and Ceramics Club classes designed for different levels.

The course content is as follows:

Visual Arts

The education program for the Visual Arts course is designed to accommodate various aspects consisting of visual communication and forming, cultural legacy, art criticism, and esthetics learning area as well as other skills which increase in parallel to the grade. Naturally, the program supports vertical planning and is oriented towards permanent learning.

The program focuses on internalizing what is learned during the program and interpreting artworks more knowledgeably, and sharing personal values and ideas while praising arts; analyzing and assessing how artists use figures, materials, and symbols in their works; researching, analyzing, and discovering the creative process which leads to the creation of an artwork, designing with the use of traditional and modern art materials in line with art equipment and design principles, developing a visual arts language, researching the significance and value of arts; and making simultaneous use of different techniques while creating visual artwork.

The basic skills intended for the students to gain are:

• Analysis
• Use of Information Technologies
• Evaluation
• Multiple-Perspective Thinking
• Critical Thinking
• Hand-Eye-Brain Coordination
• Artistic Sensitivity
• Visual Literacy
• Cultural Legacy
• Ethics of Art
• Self-Awareness
• Design & Media Literacy
• Observation
• Use of Materials
• Synthesis
• Creative Thinking

Technology and Design

The basic skills intended for the students to gain are:Technology and Design course aims to equip individuals with literacy in this area and help them become life-long learners who can apply what they have learned in real-life, make use of technology and design processes for the benefit of both themselves and their community, and understand, interpret, manage and assess the process of technology and design. Within that framework, we aim for the students who complete the course of Technology and Design to be able to observe and interpret the objects, events and facts in their surroundings from an analytical perspective, define problems and offer innovative, unique and alternative solutions to these problems, assess the validity of their solutions and decide which one is best suited for the matter at hand. In this course, we also aim to teach students that technology and design have both positive and negative effects on daily life, and help them become individuals who have gained awareness out ethical rules in practices of technology and design and know that their technology and design products must have a minimum negative impact.

• Self-confidence
• Analysis
• Observation
• Environmental sensitivity
• Responsibility
• Analytical thinking
• Discovery of innovative and unique solutions
• Ability to cooperate