Each student to complete the primary school education

  • Regards language learning as a social and fun process.
  • Communicates with the people around including the native speakers of English without focusing on mistakes in a self-confident manner.
  • Easily expresses himself/herself about their basic needs, daily life, and the subjects s/he knows about orally and in writing.
  • Carries out role-playing, dramatization, simulation activities about the subject s/he knows or the texts s/he reads or listens to.
  • Correctly reads and writes the level-appropriate words by using his/her knowledge of English phonetics.
  • Knows the fundamental Life Sciences and Mathematics terminology.
  • Correctly pronounces and meaningfully reads the level-appropriate texts.
  • Understands and comprehends the different level-appropriate texts s/he reads or listens to; expresses them in his/her own words, asks questions and responds to the questions.
  • Gains the habit of independent reading.
  • Knows and applies the basic punctuation rules in English.
  • Produces and presents creative writing in different genres such as e-mail, letter, poem, book report, and story based on visuals, subjects, texts, and titles.
  • Expresses his/her observations and experiences orally or in writing.
  • Prepares and presents creative writing projects about age-appropriate personal, local and global issues by using their inquiry and research skills.
  • Uses technology to improve his/her English and creativity.


  • The English program designed peculiar to our school is based on transferring daily life into the classroom and relating the subject matters with real life.
  • A cross-curricular approach has been adopted and the aim is to make sure that the students learn through inquiry, research, and project-based methods that enables them to transfer their learning from other disciplines into the English classes.
  • Some part of the program consists of the activities abut universal values which are offered in each grade level.
  • In our classes which arouse curiosity, the students learn the subjects they are interested in and present the creative projects they prepare about them in writing and orally. English is not taught as a series of rules, but it is used as the natural language of communication in the learning environment. The students learn English via English experiences and they develop their English skills by using them in purposeful and meaningful situations. Thus, they gain a native-like fluency.
  • Jolly Phonics English reading and writing program which is introduced in the kindergarten continues in the 1st grade as well.
  • The reading activities which is a must in foreign language learning so the students can use the foreign language correctly and fluently are not limited to the class hours. Every week, regular classes are held in the school library. The students check out books from the library, read them at home, prepare projects about them or they create book reports, and then they present their work in the classroom. Digital reading programs are also used in each grade level and thus, the students are encouraged to read outside the school and gain the habit of reading as well.
  • The program which starts with phonics education in the 1st grade continues with level-appropriate creative writing activities that appeal to the interest areas of the students. Beginning from the fourth grade, the students begin to interpret age and level appropriate texts using their critical thinking skills and they begin to produce similar texts.
  • A great majority of our classes are held with group activities, which makes it possible for the students to see their learning styles, areas of interest and English level and it also helps us to differentiate our program accordingly. In addition, the students who are transferred to our school from other schools are provided extracurricular remedial activities at study halls.
  • We benefit from the technology inside and outside the class to develop students’ interest, creativity and to encourage them to listen to, speak, read and write independently, and thus, to make them independent self-learners. The technology is used under the supervision of the teachers and it gives the students the opportunity to work on joint projects with their peers from around the world via the Internet. Thus, the students improve their English communication skills in a natural setting learn about different cultures at an early age and have the chance to cooperate with them.


The purpose of assessment is to raise individuals who adopt the principles of “learning how to learn” and life-long learning” as a way of life in today’s world where the information changes and renewed so rapidly.  Assessment is an important part of the process of learning. Therefore, active involvement of the students in the assessment process like in the classroom and their setting goals for the next steps after determining their place in the process learning as well as their strengths and weaknesses is significant.

  • To this end, the students complete the assessments at the end of each unit after each theme in grades 1-3 and they are assessed by the teachers. In grades 3 and 4, different assessment methods are used to determine students’ learning and lacking acquisitions and they are reinforced by the teachers.
  • The students are expected to become aware of their own learning styles over time, develop the most appropriate learning and studying skills for themselves, and to take the first steps towards becoming life-long independent learners. Thus, self-assessment and learning responsibility become a crucial part of the process of foreign language learning.
  • In grade 1-3, the students are given a detailed alternative school report card at the end of each semester that shows their language skills and progress.
  • In accordance with the Ministry of Education regulation, the 4th graders are given two written exams each semester to test their learning skills. The exam results are announced in the classroom; the exam papers are handed out to the students so they can see their mistakes. If necessary, individual or group activities are provided to reinforce the subjects they students struggle in. The students’ classroom performance is graded based on the performance tasks, homework, oral English skills, and their interest in and attitude towards the course.