1.
Foreign Language Teaching
Curriculum in Primary Education

2.
The teaching programme for English
has been prepared in accordance
with the general goals of Turkish
National Education as defined in the
Basic Law of the National Education
No. 1739, along with the Main
Principles of Turkish National
Education.

3.
The recent changes to the Turkish
Educational System, which entail a
transition from the 8+4 educational
model to the new 4+4+4 system,
have led to an immediate need for
the redesign of the current teaching
programmes.

4.
With respect to English language
education ,in particular, this new
system mandates that English
instruction be implemented from
the 2nd grade onward, rather than
the 4th grade ; therefore, a new
curriculum which accomodates the
2nd & 3rd grades is necessary.

5.
The key to economic, political and
social progress in today’s society
depends on the ability of Turkish
citizens to communicate effectively
on an international level, and
competence in English is a key
factor in this process.

6.
The curriculum aims to make
learning English interesting,
engaging and fun, taking into
account the diverse needs of the
students at different developmental
levels.

7.
LANGUAGE LEARNING PROCESS

8.
ASSESSMENT
The final element of the curriculum
to be considered involves evaluation
and assessment of learner progress.
Self-assessment is emphasized, as
learner are encouraged to monitor
their own progress and achievement
in development of communicative
competence.

9.
ASSESSMENT
Each unit will include a list of
achievements to be met by the
students; this will be converted to
self-assessment checklists which
ask learners to assess their own
learning from an action-based
perspective.

10.
ASSESSMENT
Students will also keep a dossier of
their language learning
achivement which is modeled on
the European Language Portfolio;
in this manner, they will be able to
track their progress independently
of quantitative scoring and grades.

11.
In addition to self-assessment,
formal evaluation will be carried
out through tha application of
written and oral exams, quizzes,
homework assignments and
projects in order to provide an
objective record of students’
success.

12.
It is often the case that, inspite of
careful planning, a curricular model
differs in many respects from the
one that is put into practice;
numerous external factors may
affect its application, including
school administrators, facilities,
classroom resources and materials,
teachers, class size, parents, and
the students themselves.

13.
Therefore, the ultimate success of
this programme requires the
external support, careful planning
and committed partnership of all
involved.