Considering the importance of intercultural communication and interaction, which is one of the most crucial requirements of the modern world, the significance of knowing multiple languages becomes evident. With this awareness, students at Ispartakule Işık Schools Campus begin learning their second foreign language alongside English from the 4th grade onwards. At our campus, German, French, and Spanish are offered as options for the second language.

When choosing their second foreign language that they will start learning in the 4th grade, it is important for our students to make conscious decisions. This decision-making process positively influences their motivation for language learning; therefore, in the second semester of the 3rd grade, various introductory lessons and activities for second foreign languages are organized for the students. After being presented with this opportunity, students who make their choices continue studying their chosen second foreign language in the 4th grade and beyond into middle school.

Our goal in second foreign language education is to enable students who graduate from middle school to express themselves comfortably in their chosen language at a basic user level (A1) according to the Common European Framework of Reference for Languages (CEFR) criteria.

In middle school, our students can take internationally recognized German TELC, French DELF, and Spanish DELE exams conducted by independent organizations and can document their language skills with a certificate.

 

ENGLISH:

English language education at our school is provided through contemporary teaching methods, guided by our expert teaching staff who constantly strive for self-improvement in their field. The goal of our English language program is to bring our students to the A2 level by the end of elementary school and the B1 level by middle school, according to the Common European Framework of Reference for Languages (CEFR) standards.

After 8 years of English education, our aim is to cultivate individuals who can fluently use the language when necessary in their surroundings. Additionally, among our goals is to foster individuals who can use English as a tool to access information, question, and develop into globally aware citizens with 21st-century skills.

English lessons at our school are structured to enable students to express themselves accurately and fluently in the four main language skills: listening, reading, writing, and speaking. We aim to reinforce the English language as a communication tool needed in daily life, utilizing activities appropriate to each level that encourage students to effectively use the language. Activities such as level-based competitions like Spelling Bee, Quiz Show, and Jeopardy Game provide both fun and opportunities to reinforce knowledge. Other activities, such as Show & Tell, Video Presentation, and interactive tools based on Web2.0, allow students to express themselves in English. Classroom debates, presenting the students' work to parents at the end of the year, and similar activities contribute to the effective use of language.

In addition to the assessments and evaluations conducted at the school, our students participate in independent and objective evaluations of their English skills through authorized institutions. Our 5th-grade students take the TOEFL Primary Step 1 and TOEFL Primary Step 2 exams, while 8th-grade students take the TOEFL Junior Exam. These exams are internationally recognized certification exams, and the examination fees are covered by our foundation.

 

In the guidance and psychological counseling department of our school, guidance programs are developed and implemented in accordance with the developmental needs of our students. Embracing a 'Preventive and Developmental' guidance approach, the focus is not only on individual academic development but also on social and emotional growth.

The objectives of our guidance and psychological counseling department for students include:

* Fostering self-awareness and emotional insight in students.
* Enhancing their ability to express themselves and cope with emotional challenges.
* Developing a healthy self-identity and acquiring problem-solving skills.
* Guiding students to direct their lives based on their interests and abilities.
* Contributing to the development of a personality structure that recognizes and utilizes existing potential.
* Nurturing individuals with fundamental social skills, contributing to the formation of "Good and Happy" individuals.

The guidance and psychological counseling efforts at our school encompass individual and group psychological counseling and guidance.

Orientation and Recognition Activities

Various individual recognition tests and techniques are implemented to facilitate students' adaptation to the physical and social environment and to discover their interests and talents.

Individual Sessions

Individual psychological counseling services are provided to students and parents, addressing emotional and psychological challenges, family dynamics, self-awareness, and gaining insight into emotional issues. These services, based on 'voluntariness' and 'confidentiality,' are carried out in collaboration with the school, family, and student.

Group Activities

Group activities involve bringing together students with similar needs, utilizing the interaction and support of the group. Examples include group activities focused on communication, emotional awareness, anger management skills, and friendship relationships.

Classroom Activities

To strengthen students' educational and social goals and enhance their adjustment to school life, targeted classroom activities supporting and developing social skills are implemented within the school plan.

Learning and Individual Support Activities

Learning and individual support activities aim to support students' cognitive skills that play a crucial role in their learning processes and academic skills. Students are identified for these activities based on assessments conducted by the psychological counselor after teacher, family, and learning support specialist observations.

 

Vocational Guidance

Vocational guidance activities aim to help individuals shape their lives and plan a career path based on their personal characteristics, attitudes, interests, abilities, values, goals, and limitations.

Seminars and Bulletins

Considering students' age-specific characteristics and development, the guidance and psychological counseling department organizes informative meetings and seminars on various topics, by either department staff or external experts.

Parental Involvement

Collaboration and support from parents are crucial for students to cope with emotional challenges, sustain healthy development, and develop problem-solving skills. The guidance and psychological counseling department communicates with parents, offers individual sessions by appointment, and maintains regular meetings based on the content of the issues encountered.

To strengthen the triangle of family, school, and the guidance and psychological counseling department, seminars and training sessions are organized for parents and teachers when needed. Additionally, periodic sharing groups are conducted to encourage parents to explore their inner world of emotions, thoughts, and attitudes.

In addition to these activities, written documents and bulletins are shared with parents, providing information on the developmental characteristics, potential challenges, and coping mechanisms relevant to the students' age period.

For effective implementation of these goals and activities, collaboration with parents is of utmost importance. To share information about the child's developmental process, get answers to your questions, and express your opinions, you can schedule an appointment with the guidance and psychological counseling department for a meeting.

 

In the 21st century, the fundamental skills that children should possess are defined as creativity, critical thinking, communication, and collaboration. The advancements in technology and the innovations it brings to education also make it significantly easier for students to acquire these skills, while simultaneously providing simplicity.

One of these skills is the concept of "Computational Thinking," described as a thinking style that every individual should possess, specifically as the ability to solve problems using computer science. At its core, this concept involves breaking down large problems into smaller parts through algorithmic thinking, continuously taking steps based on observed results and staying true to the initially anticipated outcome. Individuals acquiring these skills are expected to solve problems in their lessons and daily lives more easily.

With the awareness that the skills of the future are built upon creativity, design, coding, and thinking, and that digital citizenship knowledge has become a global necessity, FMV Ispartakule Işık Schools' Information Technologies Department is committed to annually updating the curriculum of information technology courses with current knowledge, software, and perspectives.

The information technologies course is designed, updated, and implemented to ensure K-12 integrity at the kindergarten, primary, and high school levels.

Recognizing the dynamic nature of technological standards, hardware, and software, the Information Technologies Department makes necessary adjustments and updates for dynamic content and physical structuring.

PRIMARY SCHOOL INFORMATION TECHNOLOGIES

Information technology courses are conducted in our school starting from the 1st grade. Within our curriculum during the academic year, the topics of "Information and Communication Technologies," "Digital Product Creation," "Communication, Research, and Collaboration," "Computational Thinking," and "Ethics and Security" are shaped and updated at the beginning of the academic year by the FMV Ispartakule Işık Schools Information Technologies Department, in line with current technological developments and the interests, desires, and needs of our students.

Support is provided for activities in information clubs with Maker and robotics content, aiming not only to consume but also to create a generation. Students who acquire the skill of "algorithm and coding" in primary school continue their enriched lessons and club activities with content related to "robotics and maker," complementing these skills with practical applications in middle school.

The topics of information technology classes are related to PYP themes and are prepared and processed as lesson plans connected to other subject courses. While activities related to each PYP theme are carried out, the learner profile features, key concepts, and learning approaches are emphasized along with inquiry lines. At the end of each PYP theme, student products are collected and evaluated.

MIDDLE SCHOOL INFORMATION TECHNOLOGIES

In our middle school classes, students familiarize themselves closely with concepts of information technologies such as "Information Technologies," "Computer Systems," "Communication, Research, and Collaboration," and "Product Creation." They also increase their competencies and awareness in important social issues such as "Ethics and Security," "Digital Citizenship," "Cyberbullying," and "Secure Password Creation."

Regarding programming education, students engage in activities such as "Algorithmic Thinking," "Algorithm Creation," "Decomposition," "Dealing with Uncertainty," "Solution Evaluation," "Generalization," "Debugging," "Collaborative Work," "Logical Inquiry," "Cause and Effect Relationship," "Automation," "Parallel Processing," "Sorting," "Abstraction," "Systematic Thinking," "Data Collection," "Data Visualization," and "Data Analysis Skills." Competencies involving three-dimensional design and printing techniques are also included in the curriculum. The ultimate goal of imparting these technical skills to students through information technology courses and maker-robotics clubs is to cultivate individuals who not only consume but also produce technology, shaping themselves and the future of the country as the architects of the "Young Enlightened."

 

"Logic takes you from A to B, imagination takes you everywhere..."

  Albert Einstein

 

Mathematics is a means of learning to think logically, reaching certainty and finding universal truths beyond knowing the concepts of number and time, weighing and measuring, and performing arithmetic operations. 

Mathematics education aims to teach students that mathematics is a universal language, that it facilitates the understanding of science, art and sports, and that they discover mathematics in life by gaining a mathematical culture.

The general aims of the mathematics course are to reveal and develop students' individual potentials, to develop positive attitudes towards mathematics, and to enable them to use analytical thinking and logic.

 

With methods and techniques that support the permanence of knowledge, it is ensured that our students reach the achievements targeted by the National Education Programme in a learning environment away from memorisation. The mathematics curriculum consists of five learning areas: numbers and operations, algebra, geometry and measurement, data processing and probability.In addition, the programme aims to enable students to acquire the following knowledge and skills:

* To develop mathematical literacy skills
* To be able to understand mathematical concepts and use them in daily life
* To develop problem solving skills
* To be able to use mathematical terminology and language correctly
* To be able to use estimation and mental processing skills effectively
* To be able to develop the characteristics of being systematic, careful, patient and responsible
* To develop critical thinking, research and exploration skills
* To understand the basic concepts and properties of geometric objects and shapes

Lesson designs, which are prepared with a focus on student understanding, are planned to cover students with different learning styles. Introductory activities are carried out in order to increase students' awareness in subject introductions. While choosing these activities, it is tried to choose catchy, memorable, daily life examples that can attract students' attention. Students' critical thinking skills are supported by directing essential questions.

Students who are interested in mathematics are encouraged to participate in various projects and competitions and scientific exams in order to evaluate themselves in the national and international arena in order to develop their high-level thinking skills. Math League, International Urfodu International Basic Sciences Knowledge Contest, ISBO – İstanbul Mathematics Olympics, TÜBİTAK Mathematics Olympics are among the national and international competitions we participate in.

 

In order for our students to carry the subjects to the next grade with permanent understanding, process-oriented measurement and evaluation methods such as mind games, subject comprehension tests and unit evaluation tests, exit tickets are mainly used. By determining the learning deficiencies of the students, the necessary studies are planned and implemented to eliminate the deficiencies in achievement.

Students are academically supported with weekly spot studies and weekday studies. In addition to the spot studies for reinforcement purposes, advanced mathematics studies are also carried out and studies suitable for the individual needs of the students are offered.

 

 

In the light of art, the primary goal of our visual arts and music lessons is to enable our children to discover their talents and guide them in line with their abilities. Our primary school music lessons are structured with the understanding of creating opportunities for children to be introduced to music at an early age, be directed according to their interests and abilities, and experience stage performances throughout their school lives.

 

Starting from 1st and 2nd grades, students are offered activities where they can express their creativity, develop social and group skills, and express themselves through music. In 1st grade lessons planned with the Orff approach, students are assisted in developing physical awareness and rhythmic perception, while in 2nd and 3rd grades, supportive solfege exercises are conducted to prepare for instrument education starting from 4th grade. Through auditory and rhythmic assessments, students are specialized in different instruments based on their abilities and interests, aiming to support their development in music, aesthetics, culture, and art while enhancing individual instrument-playing skills.

 

In social activity studies, percussion, choir, and orchestra students participate in activities throughout the year, showcasing musical performances. Additionally, our polyphonic school choir represents the country in international competitions held in various countries every year, learning about the universality of art while interpreting works from different cultures.

 

In our visual arts lessons aimed at developing students' imagination, creativity, and self-confidence, composition knowledge is imparted in painting, and painters and art movements are introduced. Students are encouraged to reflect what they have learned in an original way using various materials such as pastel, watercolor, dry paint, acrylic paint, and others. Museum visits and visual presentations are used to teach art pieces and instill a sense of preserving and embracing common values from different cultures.

 

Ensuring the development of students from artistic, physical, and mental perspectives, they are directed towards ceramics, art workshops, sculpture, and plastic arts social activity clubs based on their interests.

 

 

As the Department of Physical Education and Sports, our goals are to ensure that our students acquire basic knowledge and skills related to sports, to be aware of the contribution of physical education and sports to health and leisure time, to cooperate, to lead, to take duty and responsibility, to have self-confidence, to make quick decisions, to play friendly, to accept winning and losing and to behave democratically.

In physical education and sports classes, 1st and 2nd grade students are tested for swimming level and 3rd grade and older students are tested for physical fitness and skills. Our aim with these tests is to direct our students to sports branches in line with their interests and abilities and to ensure that they gain the habit of doing sports in one or more branches.

Within the scope of extracurricular activities, many activities such as in-school events and tournaments, participation in individual and team competitions of all sizes, interviews, sports summer and winter camps are organized.

Our campus has an indoor sports hall, indoor swimming pool, fitness center, table tennis area, gymnastics hall, dance - ballet hall, athletics track, football field, tennis court, basketball and volleyball courts.

Primary school years are undoubtedly one of the most important and exciting beginnings in our children's lives. In this process, where not only academic and cognitive foundations are built but also emotional, social, and physical development is highly valued, we primarily focus on building connections. We define school as a place of learning that goes beyond cognitive processes to include emotional understanding.

Our main goal is to raise individuals who are loyal to Atatürk's principles and revolutions, value intercultural respect, are peaceful, sensitive, inquisitive, respectful of differences, and believe in collaboration. Additionally, we aim to nurture individuals who enjoy curiosity and learning, possess essential knowledge and life skills needed in daily life, and can apply what they learn in various life situations.

Our classes for grades 1, 2, 3, and 4 are structured to be related to the Ministry of Education (MEB) program and IB-PYP interdisciplinary themes, connecting with other disciplines and daily life skills. We strive to create 'happy learning spaces' considering the needs, individual differences, and readiness levels of our children.

Class designs are game-based, catering to students with different learning styles. By utilizing various life spaces besides the classroom, we enable experiential learning. Accordingly, we organize city and out-of-town trips, and author talks suitable for their level. Community service activities are included to develop solidarity and cooperation skills, contributing to their growth as sensitive individuals towards their environment and society.

Moreover, one hour of mathematics class for grades 1 and 2 is conducted in the Montessori classroom. During these hours, Montessori mathematical materials are used to help students better understand and learn abstract mathematical concepts.

To introduce our children to the colorful, surprising, and educational aspects of science, and to develop their scientific thinking skills from a young age, 'Fun Science Applications' classes are conducted for grades 1 and 2. These classes aim to stimulate students' curiosity through experiments, observations, and research.

Creative Drama classes are conducted across all grades to provide opportunities for students to express themselves, and to enhance their creativity and aesthetic sense.

Through the planetarium on our campus, students can explore the mesmerizing views and movements of the sky through highly realistic simulations, gaining the opportunity to observe and understand space and the universe in three dimensions.

The academic development of our primary school students is assessed in detail based on their active participation in classes, collaboration in group work, and creativity in projects. Their involvement in classroom discussions, problem-solving skills, and understanding of topics also play a significant role.

At the end of each year, portfolio presentations are conducted to observe students' learning progress, allow them to monitor their own development, document their learning over time, enable self-assessment, and provide feedback on their development.

 

"Somewhere, something incredible is waiting to be known."

Carl Sagan

 

In line with our vision of FMV Işık Schools science education enables our students to become productive individuals who improve themselves and their environment positively and contribute to their country and humanity.

The general objectives of the science course are to raise science literate individuals who can research, question information, think critically. The curriculum is based on an interdisciplinary perspective and a learning approach based on research-inquiry, project-problem-based studies and active participation of students in the learning process, based on the transfer of knowledge.

With methods and techniques that support the permanence of knowledge, it is ensured that our students reach the achievements targeted by the National Education Program in a learning environment away from memorization. In addition, the program aims for students to acquire the following knowledge and skills:

 

 

* To have scientific and cognitive process skills such as observing, measuring, classifying, recording data, hypothesizing, using data, modeling, changing and controlling variables, experimenting

* To have life skills such as analytical thinking, decision making, creativity, entrepreneurship, communication and teamwork related to the use of scientific knowledge

* Engineering and design skills

* To have a background in science including basic science concepts, facts, laws and theories

* To be able to apply scientific methods in solving daily life problems by gaining scientific equipment and perspective

* Understanding the interaction between science, technology, society and the environment through STEAM (Science, Technology, Engineering, Arts and Mathematics) activities

* Raising awareness about environmental issues

 

The course designs are planned to cover students with different learning styles by differentiated educational content. In addition to various assessment and evaluation methods used to ensure that the goals/objectives set by the teaching approaches are achieved, students are encouraged to participate in national and international projects and competitions, scientific exams, and fun and instructive club activities are carried out. With process-oriented measurement and evaluation methods, students' learning deficiencies are identified and necessary activities are planned and implemented to overcome the gains. Effective laboratory studies are carried out at all levels to ensure students' permanent understanding by doing and experiencing. In addition to the in-course education and training process, domestic and international trips are organized to evaluate extracurricular learning environments.