High School Curriculum

English

The English Preparatory Program aims to enable students to reach a level that exceeds B2 as defined in the Common European Framework of Reference for Languages.

The objectives of the Hisar School English Preparatory Program are as follows:

• Developing techniques to ensure the accurate understanding of academic texts in English,
• Critical reading; reading and analytical review; non-fiction, cultural discoveries; inferences, literary culture of different genders
• Forming both formal and informal explanatory, argumentative, and evaluative paragraphs that take the writing process to an advanced level with respect to the academic texts of the target language,
• Competency in using the target language in varies situations, and implementing self-confidence building strategies to master the language
• Daily exercises at school and at home to train the ear to detect minor differences, dialects and the pronunciation of the target language,
• Developing digital literacy associated with the 21st century by focusing on the desired goal and result in education.

Course Books;

• Grammar: Pearson: Grammar Practice
• Reading: A Christmas Carol, Time Capsule, Gladiator, Braveheart, DNA, Mud City, The Giver, Boy in the Striped Pajamas, Red Dog
• Writing: Sentence to paragraph (informal & formal; literary & academic)
• Speaking: L2-target language immersion and instruction
• Listening: L2-target language immersion and instruction; foreign movie study
• Technology: 1:1 ICT-driven curriculums

Turkish Language and Literature

The Turkish education program was designed to include the orientation of preparation class students who recently joined our school, and it aims to prepare them for subsequent literature education.

At this level, emphasis is placed on reading comprehension and transmitting what it is understood through oral and written skills. The general characteristics of genres such as essays, stories, poems, and novels are taught. Students are equipped with basic knowledge on the textual analysis method they will encounter in the upcoming levels through texts selected from Turkish and world literature.

Textbook: “Birikim” Lecture Notes; Beyaz Gemi (The White Ship), Cengiz Aytmatov.

Mathematics

The aim of this course is to advance skills in understanding Mathematics taught in English, along with thinking and problem solving skills. The instructional program is centered around students’ ability to express what they have learned in English. This program aims to establish a strong foundation and level of understanding in the subsequent years of high school education.

The following topics are covered in the course:

• The study of natural numbers, integers, rational numbers, and decimal numbers
• Converting words into symbols
• Operations and their properties
• Linear Equations and problem solving
• Sets
• Prime Numbers & Divisibility
• Graphing calculator & Least Common Multiple
• Geometry
• Coordinate Plane
• Systems of Linear Equations and Inequalities
• Ratios and Proportions
• Percentages
• Exponentials
• Squares and Square Roots

Science

The High School Science Program was designed as an introduction to the subjects of biology, chemistry, and physics. Focus is placed on the basic terms to be covered in science classes.

In addition to providing students the opportunity to develop their skills in technology and engineering through courses, club activities, and student projects, the Computer Department also participates in a number of domestic and international events and competitions that cultivate innovation, entrepreneurship, and organizational skills, including the First Robotics Competition, First Lego League, Technovation, and WRO.

Hisar Coding Summit

Since 2014, the Hisar Coding Summit has been organized to unleash and develop the potentials of our students in various fields of technology in accordance with the motto of “from students to anyone who wishes to learn”. Our students organize a wide range of workshops and provide training for participants from different schools and age groups in various areas of programming, design, animation, robotics and technology over the course of two days. Within a large framework from electronic programming, mobile application development, artificial intelligence and machine learning to 2D and 3D design fields, the Hisar Coding Summit continues to grow each day as an inspiring and leading event in this area with its 15 different workshops and more than 300 participants.

This process improves our students’ capacities in various areas of technology while also helping them greatly to develop their capabilities for mentorship, leadership, entrepreneurship and organization.

American Community Schools & American Farm Schools Innovation Summit

Under the guidance of the students of American Community Schools, who were inspired by the Hisar Coding Summit, the “Innovation Summit” was organized for the first time in 2017. With the subsequent organization of a similar event at American Farm School, a pleasant cooperation opportunity was established for these three schools. During these events organized in Athens and Thessaloniki each year, both our students and the participants of their workshops return having gained valuable knowledge.

Hisar PiWars Turkey 

The PiWars competition organized by Cambridge University was held in Turkey for the first time at our school. The second Piwars Turkey competition was held at our school on March 6-7, 2020. In this event, in addition to the competition, training is also provided by our students in the areas of 3D design, programming and basic electronics. As part of this competition, teams produce Raspberry Pi based mobile robots and compete with them in remote-controlled and autonomous tasks, such as completing an uneven racing track, finding the way out of a labyrinth, and shooting at targets.

The event is free, open to the participation of all high school students, and aims to support teams which are unable to buy robotics kits. This process enhances our students’ knowledge about programming, electronics, and robotics, while also contributing greatly to their mentorship, leadership and organizational capabilities.

FIRST Robotics Competition

FIRST designs accessible and innovative programs which motivate young people for aiming at education and career opportunities in the areas of science, engineering, technology and math while also improving their self-confidence and life skills. One of the programs of FIRST, FRC is a program created for high school students. Before the competition, the robotics team consisting of our high school students works cooperatively to design a robot which can successfully complete the given tasks and gains a fair amount of knowledge, skill and experience in the areas of mechanics, electronics, and programming. Being a significant part of the team, the students in the entrepreneurship group carry out lots of activities for building the visual and institutional identity of their team, conducting their social media communications, and finding sponsors and resources. During these activities, students improve their skills greatly with regard to expressing themselves and their views, presenting ideas, finding resources, creating a brand and taking part in entrepreneurship.

As such, our robotics teams have been gradually established since 2015 for the purpose of participating in the First Robotics Competition (FRC). Our students have acquired unique experience and skills throughout this process. Our FRC Robotics Team, NoktaParantez, continues its activities, obtaining success in the FRC. 

Technovation Challenge

The Technovation Challenge is an international event providing opportunities to female students around the world in the areas of programming, product development, entrepreneurship, and leadership. Each year, female students around the world define a significant issue in their community and try to find a solution via this platform. 

Technovation Challenge, in which we have participated since 2012, covers the areas of programming, product development, entrepreneurship, and leadership. As part of this project, many secondary school and high school students tackle global problems, develop a mobile application focusing on solutions and complete the process with a comprehensive business plan to materialize the application.

For this purpose, we have participated in the Technovation Challenge since 2012.

CEMC Competitions

The CEMC Mathematics competitions for Grades 9, 10 and 11 are organized by the Center for Education in Mathematics and Computing of the University of Waterloo in Canada and held by the Hisar School Mathematics Department. We encourage our students to enter CEMC competitions to fuel their interest in and love of mathematics. All students who participate in the competition receive a certificate, and some are awarded by the jury.

Grade 12 Design Project

In addition to the mathematics curriculum, all senior high school students are expected to take part in the design project “My Little Wooden Hut”. This is an interdisciplinary project that takes place under the guidance of the Mathematics, Visual Arts and Information Technology departments. Each student designs their own home and draft, draws the necessary plans on squared paper, prepares a spreadsheet both in Excel and in the coding language, draws a 3D image using a drawing program, and creates a model of the house using a foam board. The 3D drawings are then printed. In May, seniors display their work at school, and their projects are evaluated by their teachers.

In-Class Activities

The department attaches importance to real world applications. For this reason, students take part in several in-class activities.

Activities Involving a Graphing Calculator

Students who proceed to the AP program make intensive use of graphing calculators. 10th graders are educated about applications involving graphing calculators. Exams also contain questions to be solved with a graphing calculator.

Our High-School level French courses are offered to the Prep Class and Grades 9th-10th-11th 3 hours a week, and to Grade 12th 2 hours a week.

The objective of the High School French course is to enable students to master the structure and vocabulary of the German language, properly express themselves, improve their current language levels in unique contexts, gain familiarity with French culture, and achieve success in the certification exams administered by Cultural Centers.

Preparatory Class and Grade 9th Beginner Level

In the Preparatory and Grade 9th Beginner French curriculum, the following topics are covered: greetings, meeting others (introducing yourself), small talk, filling in forms, family members, numbers (0-50), nationalities, professions, physical descriptions, colors, basic clothing items, interest areas, hobbies, sports, musical instruments (in the form of verbs + simple sentences + simple questions), apologizing, writing greeting cards, days, months, seasons, hours, daily routine, class schedule, parts of the house, household items, place-direction prepositions, shop names, simple directions, food and drinks, shopping dialogues, and restaurant dialogues.

Grade 9 Level 2

In the Grade 9 Level 2 French curriculum, the following topics are covered: introducing yourself and others, questions types, filling in forms, nationalities and professions, physical descriptions, character depictions, biographical activities, time, daily routine, story writing, book activities, writing summaries, the environment and its importance, stores, school life, classes, and class schedule.

Grade 10

In the Grade 10th French curriculum, the following topics are covered: clothing items, clothing styles, create your own style activity, shopping dialogues, weather, time, parts of the house, life styles, household items, place-direction prepositions, shops, transportation vehicles, directions, foods and drinks, recipes, different cuisines, restaurant dialogues, future plans, and holiday activities.

Grade 11

In the Grade 11th French curriculum, the following topics are covered: past holidays, comparison of city life and village life, visual media (types and content of TV programs/types of movies/comparison), current problems of youth and giving advice, the importance of a balanced diet, and sports.

Grade 12

In the Grade 12th French curriculum, the following topics are covered: the lives of prominent figures who live in countries where French is spoken, European movies and a poster activity, dialogues and reenactments, the place where I live and my surroundings, and French cuisine.

The aim of the Spanish Language Department is to guide students in improving their foreign language competence and communication skills. When doing so, we implement Bloom’s Taxonomy, which offers creative, evaluative, analytical and practical examples from daily life, along with learning methods for better understanding and memory.

Hisar High School students learn Spanish from Grade 9th to Grade 12th. We follow the criteria of the Common European Framework of Reference for Languages. Our aim is to teach basic grammar and vocabulary to our students in their second foreign language, which they learn in addition to English, to help them understand and use simple sentences and develop daily speaking and writing skills.

Towards the end of the academic year, the 9th Grade students will have learnt the present tense, the past tense, and the future tense, being able to express themselves and ready to take the test to obtain the Certificate of Spanish as a Foreign Language (DELE) at the level of A1. Granted by Instituto Cervantes, this certificate is internationally acknowledged; it gives students the opportunity to speak this language in Spanish speaking countries around the world, increases and enhances their academic achievements and helps them attend the program of AP Spanish Culture and Language offered by the College Board in the U.S., if they wish

Spanish teachers also encourage students to learn about the cultures of Spanish speaking countries and, thus, to look at their own cultures more closely. As a way to practice all these, students participate in Spanish JMUN conference, the European Movie Festival, the Gastronomy Club, the spelling contest, the Spanish Culture Week, exhibitions as well as art, music and culture activities organized by Instituto Cervantes.

Spanish courses are offered to the Prep Class and Grades 9th-10th-11th 3 hours a week, and to Grade 12th 2 hours a week. In our Spanish Department, we have 5 teachers in total who come from Venezuela, Spain and Turkey. Our learning materials are always chosen according to our curriculum. In addition, to establish more effective communication with students, technology is integrated into lessons through various platforms; the focus is on 21st century learning skills, collaboration and teamwork, creativity, critical thinking, and problem solving.

Tournaments

We organize tournaments for Floorball, Korfball, Handball, Kin-Ball for High School students.

Hisar School Sports and Friendship Festival

Each year, in the last week of the first term, we hold the “Hisar Schools 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:

• Littles: Grade 4th
• Juniors: Grades 5th and 6th
• Stars: Grades 7th and 8th
• Youth: Preparatory – Grade 12th

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 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.

Grade 9 

The primary aim of this course is to offer guidance to students in choosing Science-based education in the later years of their academic life. An approach that emphasizes a variety of rather than in-depth analysis of physics topics is adopted. Physics lessons are held three hours a week. The main focus of the class is conceptual understanding, but the development of problem solving skills and critical thinking skills are also targeted.

Grade 10 

The primary goal of the course is to introduce students to basic concepts of Physics in a manner that complements Grade 9th Physics. The general outcomes of the course include making sense of scientific knowledge, associating, analyzing, providing daily life examples, using the scientific method, and solving problems using knowledge. Grade 10th Physics is taught three hours a week. The curriculum contains the units ‘Pressure and Lifting Force,’ ‘Electricity and Magnetism,’ ‘Waves,’ and ‘Optics’. Moreover, the course also contains information (Electricity and Magnetism) that will serve as a foundation for Grade 11th Physics and outcomes.

Grade 10th and 11th Mechatronics 

This is the course offered by the Department of Science to 10th and 11th grade students in order to introduce them to the fields of mixed engineering that are focused on technological product making and design and in which the fields of mechanical, electrical-electronics and computer engineering are interconnected, and to equip students with basic skills in this field. Students continue their studies throughout the year by combining theory and practice with VEX V5 sets. Students, who come together for a 70-minute class each week, develop theoretical skills in the fields of basic engineering ethics, engineering design processes, mechanics, computer-based design, programming and electronics in the first part of the course, while they apply the knowledge they have gained that week and in the recent period in the second part of the course. Theory and practice are combined under the mentorship of the course teachers, and the skills that are gained throughout the course are put to use in independent projects and the VEX Robotics Competition. In the process that is integrated with the Hisar Mechatronics Club, students prepare for year-round tournaments during club hours and after-school events. Students who demonstrate their learning outcomes in several areas throughout 2 semesters are evaluated via a written exam and project each semester.

Grade 11 

The fundamental aim of this course is to provide an education that will constitute a solid foundation for students who wish to pursue the field of Science in university. The main topics of the course include force and motion (including vectors), Newton’s laws of motion, one-dimensional motion, energy, propulsion and momentum, moment and balance, electricity and magnetism (including electric force), electric fields, magnetism and induction, and alternating current. Although the primary focus of the course is conceptual understanding, problem solving is also targeted. For this reason, a solid 10th grade mathematics foundation is required.

Grade 11th AP Physics 1 

The fundamental aim of this course is to provide an education that will constitute a solid foundation for students who wish to pursue the field of Science and Engineering in university. Although the primary focus of the course is conceptual understanding, problem solving and critical thinking are also targeted. For this reason, a solid 9th and 10th grade Physics and Mathematics foundation is required.

This course is also a core course for the AP Physics 1 exam. AP Physics 1 is taught 6 hours a week. The topics of this course are Kinematics, Dynamics, Circular Motion and Gravitation, Energy, Momentum, Simple Harmonic Motion, Torque and Rotational Motion, Electric Charge and Electric Force, DC Circuits, and Mechanical Waves and Sound; they are covered under six big ideas.

Grade 12 

The aim of this course is to enable students to learn the basic concepts of Physics and achieve an advanced level of development. Grade 11th Physics course is the prerequisite for Grade 12th Physics course. The following topics are covered: Uniform Circular Motion, Simple Harmonic Motion, Wave Mechanics, Introduction to Atomic Physics and Radioactivity, Big Bang and the Formation of the Universe, Special Relativity, Quantum Physics, Photoelectric Phenomena and Applications of Modern Physics in Technology. This course enables students to develop a broad perspective by blending classical and modern subjects in physics education. Students develop their research skills in Science as they analyze the laws of Physics and solve the problems that are assigned to them and that they encounter during their research. At this level, students take Physics for 4 hours a week.

Grade 12th AP Physics C Mechanics  

Students enroll in the AP program based on the recommendation of their teachers and if they are successful in Grade 11th Mathematics and Science. AP Physics C is taught 4 hours a week. The main feature that distinguishes AP Physics C courses from other Physics courses is that it is based on advanced mathematics. The topics include “Kinematics, Laws of Motion, Work and Energy, Momentum, Rotation, Harmonic Motion, and Gravitation.”

This course is also a core course for the AP Physics C-Mechanics exam. In addition, the Mechanics course is equivalent to certain introductory courses taken by Physics or Engineering students at university, and it is a course that can be credited both at universities in Turkey and abroad.

Grade 12th AP Physics C-Electricity and Magnetism 

Students enroll in the AP program based on the recommendation of their teachers and if they are successful in Grade 11th Mathematics and Science. AP Physics C is taught 4 hours a week. The main feature that distinguishes AP Physics C courses from other Physics courses is that it is based on advanced mathematics. The curriculum includes “Electric Charges and Fields, Gauss’s Law, Electric Potential and Capacitance, Electric Circuits, Magnetic Field and Force, Electromagnetic Induction, and Self Induction.”

This course is also a core course for the AP Physics C-Electricity and Magnetism exam. In addition, the Electricity and Magnetism course is equivalent to certain introductory courses taken by Physics or Engineering students at university, and it is a course that can be credited both at universities in Turkey and abroad.

Grade 9 

This course is designed as an introduction to general Chemistry. The fundamental aim of the course is to explore the formation of Chemistry as a science along with matter and the periodic system. Students are expected to establish cause-effect relationships while explaining matter and interactions, and to base their explanations on scientific realities using the appropriate terminology. Moreover, students learn about lab materials and their applications and are prepared for advanced applications.

Grade 10 

Chemistry is the branch of natural sciences that deals with the composition, properties and reaction of substances. The 10th grade curriculum includes the topics of acid-base-salt, reactions and mixtures, and techniques for separating mixtures. Moreover, the concepts of mole, chemical calculations, and mathematical chemistry are covered. All of the above topics are supported with experiments, and all students are expected to participate and play an active role in laboratory activities.

Grade 11 

Chemistry is the branch of natural sciences that deals with the composition, properties and reaction of substances. The aim is to ensure students internalize the concepts in detail and to reshape their misconceptions. An active and experimental approach is important in the course; all students are expected to participate in laboratory activities. In contrast to previous levels, students are asked to associate mathematical based calculations with Chemistry concepts.

Grade 11th AP Chemistry 

AP Chemistry is designed to encompass a one-year program for students who will take chemistry in the first year of university. This program provides students with consolidated basic chemistry concepts and a laboratory experience. Upon completing this course, students are exempted from the General Chemistry course in the first year of university; therefore, they can take the courses of the second year or proceed to take another course for which General Chemistry is a prerequisite. At the end of the 11th grade, students take the AP exam administered by the College Board. 

Grade 12 

The electrochemistry and organic chemistry units are covered in-depth in the 12th grade curriculum. All coursework is carried out in accordance with the needs of our students who have domestic goals and are supported by experimental activities. The aim is to make use of different probes and devices in the experiments. In addition, our students are supported with virtual lab activities. Connections are made between the subject matter and daily life, and students learn about organic chemistry and their usage areas. 

Grade 12th Advanced Chemistry  

This course is offered to students who have taken AP Chemistry in the 11th grade. Students conduct scientific research by synthesizing the subjects and information they learned in AP Chemistry, write up a research report, and also conduct laboratory studies while learning about the theory taught in university-level Organic and Analytical Chemistry courses.

AP Microeconomics

AP Microeconomics is an elective course offered to 11th grade students. Students are selected from AP Mathematics classes based on their level. The program consists of four weekly 50-minute lessons. Microeconomics involves the choices we make and how those choices affect one another. It is linked to every aspect of our lives, from the decisions we make as an individual or as a family to the structures created by governments and institutions. An understanding of economic thinking drives students to make better choices, helps them appreciate what they have and understand the decisions made by homes, companies, and governments. The aim is to teach students economics thinking and the tools of economic analysis. Thus, students will be able to understand the workings of their surroundings and assess the choices they make.

AP Macroeconomics

AP Macroeconomics, offered as an elective course to Grade 12 students, is a year-long program that emphasizes the adaptation of economic principles to all economic systems in the world by covering the basic topics of the contemporary macroeconomic method. The AP Economics Course Content booklet published by the College Board contains basic economics topics, such as the nature and function of product markets, factor markets, and the role of government. The courses focus on the analysis of national income and its components, economic indicators, inflation and unemployment, money and banking, stabilization policies, and international trade. This program will enable students to integrate economic concepts into their daily lives, thus encouraging them to see the world from a different perspective. This course is designed as an equivalent of the introduction to macroeconomics at universities and prepares students for the AP exam in May 2019.

For this reason, this course is offered at university level. Students must know that the most important difference between a “normal” high school course and a university level course lies in economic thinking, mathematical and graphical analysis, problem solving, and writing skills. In addition, the topics covered in the course are covered in more depth and with more focus. In short, the AP Macroeconomics curriculum requires rigorous study, high-level thinking skills, a broad understanding of mathematical and social fields, the ability to accurately recall a large number of theories, findings, graphs and analyses, and the ability to make complex macroeconomic analyses based on daily life.

Grade 10

This course is designed as a skill-focused introduction to philosophy. The skills that are necessary for philosophical literacy can be summarized as follows: reading, writing, taking notes, and expressing yourself. Some of the intermediate gains associated with each skill are reading philosophical texts, analyzing works of art, following philosophical-intellectual discussions, writing grounded texts, reading texts comparatively, developing individual note-taking techniques, and building effective listening and verbal expression skills. In this respect, aside from reading texts on the history of philosophy, materials compiled from the fields of literature, social sciences, natural sciences, cinema and fine arts will also be used to help students gain philosophical thinking skills.

Grade 11

The Grade 11 Philosophy course engages the individual to reflect on the meaning and value of their existence on this planet. It functions as a field of research that unearths the essence of the principles, formations and values that govern both natural and social life.

In this respect, different ideas that have been proposed throughout the history of thought are introduced to students, and these are used to facilitate students’ understanding of certain concepts and historical processes.

ELECTIVE COURSES

Critical Thinking

The aim of this course is to cultivate students’ ability to reflect on their thoughts, i.e. to fold a thought onto itself. Critical thinking is more of a method of thinking that can be applied in all situations, as opposed to a mere topic to be learning in class. In this respect, the aim of this course is to educate the individual to form a mindset that internalizes critical thinking skills. 

Strategic Thinking

Strategic Thinking is a course that is grounded in accurately defining the opportunities and capabilities of individuals along with organizations comprised of individuals, and it analyzes tools, methods, and processes used to achieve the desired goals. In this course, the objective is to equip students with awareness and leadership skills based on multi-directional thinking and process management in asymmetrical environments. 

Sociology

Understanding the current state of sociology means understanding the era. In order to understand and explain what is happening in the 21st century, it is necessary to look from the window of new sociology. Societal life is intertwined with several institutions and organizations, and it is comprised of an ever-changing dynamic network of interactions that is established on a system of defined values and rules and encompasses several groups that carry out different functions. Sociology makes it possible to analyze and shed light on this network and to reflect on the problems we encounter within it.

Drama (Writing / Performing / Staging Plays)

In Drama class, students will stage a musical play based on either a text they will write or a text whose dramaturgy they will compose. Four different skill types will be targeted in this course:

• Creating an original text or adapting a previously written text through dramaturgy;
• Acting / role interpretation;
• Creating and applying musical themes between sections and within sections;
• Being able to perform sound, light, computer applications, and stage and decor management functions as required.

Course evaluation will take place in two levels: the process level and the performance level.

Grade 12 Logic

“Logic” refers to both a science and a way of thinking. Logic is generally used in the sense of thinking when we say things like “what you say is logical”, “be a little logical”, and “let’s think logically”. As a term, logic is a science that is a means of reaching the knowledge of the unknown based on the known, or a discipline that protects the mind from falling into error when its rules are followed. In this respect, logic is a purely formal science with a system of rules that separate right thinking from wrong thinking.

Within this framework, the logic course aims to enlighten students about both their daily language and thinking practices, and the techniques they can use in order to shape new information with the right method based on the information they possess.

Psychology – Grade 10 and 11

In the Psychology course, the historical development of psychology, research methods, sensation, perception, learning, memory, motivation, development, personality theories, and psychopathology are covered to cultivate an understanding of the basic issues, concepts, and interests of psychology.

In the course, which is taught 2 hours a week, visual materials are used as much as possible and where appropriate; photographs, short movies, current news, and psychology tests pique the curiosity and interest of students. During the academic year, academics from the field of psychology are invited for lectures, thus providing students with a deeper understanding of the basic disciplines of psychology.

AP Psychology – Grade 11 and 12

The purpose of AP Psychology is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and animals. Students are exposed to the psychological facts, principles, and phenomena associated with each subfield of psychology. Students also learn about the ethics and methods psychologists use in their science and practice.

Through textbook readings, projects, and guided online activities that emphasize critical thinking and its application, students explore psychology as a behavioral science and in the form of mental processes.

The purpose of AP Psychology is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and animals. In the course, fundamental studies that form and shape the science of psychology are evaluated, and psychological theories on topics such as behavior, sensation, perception, learning, cognition, motivation, developmental psychology, and biological characteristics are covered. Moreover, students also learn about research methods in psychology and the ethical principles that psychologists abide by in their science and practice.

Students explore psychology as a behavioral science and in the form of mental processes through textbooks, projects, activities, experiments, and visual materials that emphasize critical thinking and its application. This course is taught four hours a week.

Grade 11 and 12

Art history and mythology starts with the exploration of cave paintings from the Paleolithic period and continues with the examination of artifacts from prehistoric and ancient civilizations. The objective of this course is to analyze works of Art and encourage students to interpret the living conditions and myths of the relevant period based on such works. The course aims to motivate students to ask questions about art and aesthetics, look beyond surfaces and apparent images, and perceive details; students develop visual analysis and critical reading skills. The course is taught two hours a week and is offered to all levels.

Communication Sociology – Grade 12

Understanding the current state of sociology means understanding the era. In order to understand and explain what is happening in the 21st century, it is necessary to look from the window of new sociology. Societal life is intertwined with several institutions and organizations, and it is comprised of an ever-changing dynamic network of interactions that is established on a system of defined values and rules and encompasses several groups that carry out different functions. Sociology makes it possible to analyze and shed light on this network and to reflect on the problems we encounter within it. Within this framework, the aim is to encourage students to make sense of the conditions in which they live in accordance with reality and enable them to predict the structure and direction of social transformations.

During the course, visual materials and short movies related to sociology are used extensively and discussion-oriented activities based on the interpretation of these materials are carried out. One of the main objectives of the course is to enable students to approach and research events that are the subject of sociology from a scientific perspective. This course is taught two hours a week.

Grade 9

Grade 9 History focuses on how human beings transformed into political beings in consideration of our biological and particularly social transformation that gave rise to “humans” and the fact that humans differ from other beings in that they possess conscious productive force. This politicization goes beyond the meaning attributed to daily politics and encompasses the creations of man in fields such as state, culture, religion, and art and their transformation in the context of production relations. In short, everything related to being “human” is discussed. The aim of this entire process is to ensure our students gain a culture of historical literacy and make sense of the world and life on a macro scale within the framework of this culture.

Grade 10 and 11

The Grade 10th and 11th History courses cover the rise and fall of the Ottoman Empire, which profoundly impacted all aspects of the Turkish Republic in which we live, including political, cultural, and all other kinds of elements. The basic questions that are explored in the course are as follows:

• How did a small beylic transform into a magnificent “World Empire”?
• How did an empire that called itself “Devlet-i Ebed-i Müddet (The Eternal State)” collapse?

Throughout the course of two academic years, these two questions are explored. These questions both implicitly and explicitly point to struggle and competition. At this point, the need to define according to who the Ottomans grew and shrank arises. One may list a few similar and dissimilar competitors. However, the “West”, which brought an end to the Ottoman Empire, created the new world, and still represents the dominant power in today’s world, undoubtedly constitutes the basic parameter in explaining the existence and absence of the Ottoman Empire. At this point, 3 more vital questions arise from the heart of the first two questions:

• Why wasn’t the “West” able to stop the growth of the Ottoman Empire?
• How was the “West” able to carry its dominance, which continues to this day, to every corner of the world, including Ottoman lands?
• Was the Ottoman Empire unable to keep pace with the “Modern West”? Or would it not have been able to?

Revolution History and Kemalism – Grade 12

In this course, the story of the establishment and institutionalization of the Republic of Turkey, in which we live, is told. In other words, it will cover “Turkey’s Modernization Story”. If this process, which refers to the end of an empire that called itself “Devlet-i Ebed-i Müddet (The Eternal State)” and its ruler, the Ottoman Sultanate, were to be described in a single word, that word would be “Revolution”. Revolution is a battle. However, it differs from other wars in which it tries to create a new social chemistry in a region or in the world. Our course is structured around two basic questions, and it measures the power of this transformation based on the magnitude of the conflict between the parties.

• How sharp was the conflict between the parties involved in the Turkish Revolution, and how much power did the parties have?
• What are the dimensions of the transformational energy created by the revolution?

Seeking the answers to these two questions directly leads us to the following question:

• According to which criteria will we evaluate the Turkish Revolution?

If we accept “modernization” to be a “Western-centric transformation of the world”, inevitably the criteria will be determined by the revolutions that took place in similar areas in the West. In this respect, just as understanding Turkey’s Modernization requires knowledge of our geography’s historical dynamics, it also necessitates knowledge of the West’s dynamics and differences. In addition, the developments in the world starting from the onset of the 19th century until today are also included in our course.

AP World History

This course was designed to advance skills in analyzing primary sources and understanding historical processes through cause-effect relationships, and furthering the understanding of the political, cultural, and economic events that unfolded in the Classical and Post-Classical eras of World History.

The aim of this course is not only to improve the understanding of historical contexts, but also to develop more rigorous reading and writing skills. Students work like historians by examining history from a global perspective, interpreting historical evidence, questioning its validity, determining perspectives, and uncovering the strengths and weaknesses of evidence. Since the purpose of this course is not to superficially discuss historical facts, critical thinking skills are of utmost importance. The course covers topics spanning from the beginning of humanity to the classical and post-classical era. Students are expected to be engaged in reading and writing outside of the classroom; writing skills have been incorporated in the curriculum. The program also aims to foster students’ skills in studying, critical reading and writing, and analyzing primary and secondary sources.

AP European History

AP European History was designed an equivalent to two semesters of European History courses taught in universities or colleges. In AP European History, students investigate European history across four historical periods with focus on important events, people, developments and processes from 1450 to present day. While studying the past, students develop and use the same thinking skills and methods employed by historians; these methods include analyzing primary and secondary sources, developing historical perspectives, making historical comparisons, and reasoning about context, cause-effect relationships, continuity, and change over time. In addition, students explore six themes throughout the course in order to make connections among historical developments in different times and places: interaction of Europe and the rest of the world; poverty and prosperity; objective knowledge and subjective visions; states and other institutions of power; individual and society; and national and European identity.

AP Advanced Comparative Government and Politics

The Advanced Comparative Government and Politics Course is an introductory university-level course on comparative government and politics. The course uses a comparative approach to examine the political structures; policies; and political, economic, and social challenges of six selected countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom. Students cultivate their understanding of comparative government and politics through analysis of data and text-based sources as they explore topics like power and authority, legitimacy and stability, democratization, internal and external forces, and methods of political analysis.

AP Human Geography

Human Geography aims to analyze the following themes on a global scale: problems of economic development and cultural change, the consequences of population growth, changing fertility rates and international migration, the effects of technological innovation on transportation, communication, industrialization and its impact on human life, the struggle over political power and the control of a region, the demands of ethnic minorities, the role of women in society, inequalities between developed and developing countries, agricultural land use, industrial development and urban problems, the role of climate change and the abuse of the environment in shaping the world.

ELECTIVE COURSES

TYT – AYT History Course  

The primary objective of this course is to prepare students studying to enter national university exams in the area of history to advance their question solving skills for the TYT and AYT exams from Grade 11th onwards. 

The History of Turkish Cinema

Cinema, which started with the first screening of the Lumiere brothers in Paris in 1895, became a communication tool that left its mark on the modern world. Cinema, which is based on combining light, movement, the impression of reality and images, is one of the indispensable methods of modern mass communication, and it is a reference for social sciences. In this course, beginning from the last period of the Ottoman Empire, selected themes from Turkey’s history (RURAL TURKEY, MIGRATION FROM VILLAGES TO CITIES, LABOR MIGRATION TO GERMANY, CITIES AND URBANIZATION IN TURKEY, URBANIZED MODERN TURKEY) will be discussed through selected movies.

Everyday Life Sociology 

This course is offered to 11th grade and 12th grade students. When the study of sociology emerged with Comte, in the face of industrialization and the shockwaves of the French revolution, it sought to discover general theories that could explain change; the dream was to explore “social physics”… However, the study of sociology, which aspires to understand the rapidly changing and globalizing world in parallel with culture industry, had to leave the theoretical social world of mainstream sociology and turn its attention to the everyday life practices of individuals. This course aims to create individual awareness about the field of social relations that lead to the emergence of the sociological structure through the sociological research examples of everyday life, alongside literary information on sociological thoughts that have been the basis for the emergence of the sub-discipline of everyday life sociology through classical sociology and its criticisms.

The Reality of Fiction

The objective of the “Reality of Fiction” course is to enable students to see the historical background that constitutes the setting for fictional texts and encourage them to discover its effects on the elements of fiction. By examining a selected text under the guidance of literature and history teachers, students gain a holistic view with examples from Turkish and world cinema in addition to the text.

Sub-goals of the course: 

• More than one work is selected from Turkish and world literature from the 19th century until present day. Historical and literary analyses of these works are conducted.
• The effects of historical elements on the plot (time, place, person, event) are examined.
• In order for the students to perceive the context of place and time, a suitable story is chosen and lessons are planned to be held in the location where the fictional work takes place.

The “Reality of Fiction” course, planned and designed by history and literature teachers, provides students with the opportunity to gain a different perspective as a concrete indicator of interdisciplinary cooperation.

Our Social Sciences Department organizes various activities throughout the year together with our students. During the pandemic, many events were continued through online platforms. Some of these events include:

• The Youth Are Writing History from a Different Perspective Project
• Seminars on various topics in which we host guests,
• Human Rights Day Activities,
• The Youth Are Writing History from a Different Perspective Project
• Class Panels, Archeology Museum Visits of our Classes,
• Historical trips to various regions within Turkey, 
• Nietzsche Theater, 
• Ancient Civilizations Exhibition.

Our Turkish Language and Literature Department organizes many activities throughout the year to support the academic program through the active participation of our students. You can find examples of such events in this section.

• In the 9th grade, our students visit museums/exhibitions within the scope of the “Art Files” they prepare individually.
• A trip to “Prague” is organized for our 10th grade students in the context of Kafka’s novel “The Metamorphosis” in order to establish a connection between the city and the writers of the city and to trace these writers in our literature.
• In the 10th grade, to prepare for the world of “Berji Kristin: Tales from the Garbage Hills” by Latife Tekin and explore the concept of “magical realism”, the play “Dear Shameless Death, Dirmit” of “Seyyar Sahne”, which is a theatrical adaptation of the book “Dear Shameless Death”, is staged.
• Within the scope of the 11th grade elective course “Cinema and Literature”, the “Hisar Movie Festival” is organized and the themes are selected based on what has been learned throughout the year.
• In Grade 12th, our students are encouraged to organize author talks. During the 2017-2018 academic year, a “Sabahattin Ali” Talk was held with Sevengül Sönmez.

Our Visual Arts Department promotes and supports students from all grades to participate in extramural art events and competitions. Some of the latest events students have participated in and have received awards at the Istanbul Children and Youth Art Biennial, the design contest organized by Regents University, the Global Education Festival held in Sanremo Italy, the university presentations carried out in cooperation with the international advisory office, as well as many national and international competitions.

Hisar Series of Mixed Exhibition

Our exhibition events, which we started 18 years ago to appreciate our students’ individual interests and performances, still continue on an annual basis at Preschool, Primary School, Middle School and High School levels. In these exhibitions that comprise works of photography, Lego, oil color, acrylic paint, graphic design, charcoal drawing, plaster relief, ceramics, and sculpture, students are provided with the opportunity to share and discuss their works with their friends and visitors. At the school’s Art Gallery in our Culture and Arts Center (KSM), we host a total of six exhibitions throughout the year with the participation of students from different levels.

National and International Painting Contests

In addition to following lesson activities, our students also prepare for a wide range of national and international painting contests with the help of their teachers. We aim to increase the interest of students in arts, discover young talents, promote in youth a passion for art and ensure that young people respect each branch of art, share their works with friends from different schools and cultures, exchange their experience and comments with one another and come together by way of art.

Istanbul Children and Youth Art Biennial

Held by Istanbul 2010 European Capital of Culture Directorate of Education for the first time in 2010, Istanbul Children and Youth Art Biennial is held once in two years and offers modern art activities for children and youth. Since this biennial, which has been organized in several countries around the world but for the first time in Turkey, is an important project for art and education, Hisar School students not only produce artworks during lesson activities but also participate in person.

Regents University

Headquartered in London, Regents University has the departments of “Architecture”, “Fashion Design”, and “Graphic Design”. The students of Hisar School annually participate in the international competitions organized by Regents University in these fields with their own designs. The competition aims to bring together prospective designers from different cultures under the roof of art and enable them to share the designs they have made based on their own knowledge and life experiences with their peers. Our students who participate in the competitions visit the university and have the opportunity to get a feel of the educational environments in these areas, meet with expert teaching staff, meet prospective designers from different cultures on a common platform, and examine each other’s work.

Global Education Festival

It is the sole festival that encompasses schools at an international level, contains competitions, and includes simultaneous events such as exhibitions and screenings in all areas of art relevant to the program (music, theater, short movie, dance, fashion, painting, etc.) during the finals. The finals are held in Sanremo Italy, and the jury members are comprised of experts in all categories of the competition.

University Presentations conducted jointly with the International Advisory Office

Students who wish to receive art education abroad are introduced to various art schools through joint efforts with the international advisory office. Students are given with the opportunity to meet one-to-one with university representatives and exchange ideas about portfolio activities.