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Curriculum in Primary Education (Turkey)

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DOI: 10.5040/9781474209434.0020

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Aktürkoğlu, Banu. "Curr culum n Pr mary Educat on (Turkey)." Bloomsbury Educat on and Ch ldhood Stud es. London: Bloomsbury
Academ c, 2019. Bloomsbury Educat on and Ch ldhood Stud es. Web. 29 Aug. 2019.
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29.08.2019 Bloomsbury Educat on and Ch ldhood Stud es

Curriculum in Primary Education (Turkey)

by Banu Aktürkoğlu,
DOI:10.5040/9781474209434.0020
Publisher: Bloomsbury Publishing Plc

Identifier: b-9781474209434-020

FULL ARTICLE

Changes in curriculum
In 2004, Turkey’s primary education curricula entered a process of reform. The main motivations behind these reforms were: to aid Turkey’s
“transformation into an information society;” to encourage “globalization;” the “desire to have a say in world affairs;” and to counter the
“failures experienced in the international academic exams (PIRLS, PISA, TIMSS)” (Dur 2014; İnce 2016; Aktürkoğlu 2005). On the basis of
these goals, primary education curricula have been changed several times since 2004, with the second reform movement in 2009, the third
in 2015, and the most recent in 2017. The main objective stated for the primary education curricula changes in 2017, was to train
generations of learners who will recognize that being an “individual” means being a member of the extensive “world family” (MoNE
2017a, b, d, h).

Development and implementation of curriculum

Primary education curricula are developed by the Directorate of Curricula at the Head Council of Education and Morality, which is affiliated
to the MoNE (Ministry of National Education). The MoNE explained the development process of the primary education curricula renewed
in 2017 as follows:

The curricula were developed through the coordination between the concerned departments of the [MoNE]. In this way,
besides the authorities from the Ministry of National Education, teachers, parents, school directors and experts from the
whole country were able to provide input for the development of curricula. The developed curricula were evaluated by
the Head Council of Education and Morality and prepared for the public display period. At the end of this period, in line
with the feedback to be taken from the associates, they [the curricula] will be evaluated again by the Head Council of
Education and Morality and then the final forms of the curricula will be given and approved. In the 2017–2018 school
year when these curricula will be implemented for the first time, The Head Council of Education and Morality, The
General Directorate of Basic Education and The General Directorate of Middle Education will jointly conduct the
monitoring and evaluation process. (MoNE 2017g)

As in the former curricula, some of the associates presenting or expected to present their opinions regarding the 2017 primary education
curricula to the public are as follows: unions functioning in the fields of education, instruction, and science; non-governmental
organizations (NGOs) such as Educational Reform Initiation and TEDMEM, which are supported by various universities and industrial
organizations.

The MoNE declared that the Turkish Qualifications Framework (TQÇ), which was taken as the principal reference for the determination of
the common basic skills included in the primary education curricula of 2017, was developed in cooperation with the following bodies:
universities; public institutions and organizations; worker and employer unions; professional associations; and relevant NGOs with the
participation of national and international specialists and academicians (MoNE 2017a, b, d, g, h).

The MoNE commissions relevant units to write textbooks for primary education and also purchases them from private publishing houses.
These books are usually prepared together with the student workbook and the teacher’s manual. MoNE Textbooks and Educational Tools
Regulation are complied with in the preparation of these books (MoNE 2017e). The MoNE gives these books to teachers and students free
of charge and does not allow the uncontrolled use of other books and materials apart from them. In addition to the textbooks, an online
social education platform called the Education Information Network (EBA) was established by the General Directorate of Innovation and
Educational Technologies of the MoNE. Both teachers and students are free to access e-content on this platform wherever and whenever
they want. The content is designed for each grade level and has been reviewed.

In primary and middle school, a school year in terms of measurement and evaluation consists of two complementary periods. Students’
achievement in first, second, and third grades of primary school is determined by participation in class activities. Student achievement in
the fourth grade in primary school is assessed according to scores taken from exams and course activities. In middle school, student
achievement is assessed on the basis of examination scores, participation in course activities, and scores taken from project work. In
middle school, students prepare at least one project in the course(s) of their choice, either in the form of individual or group work, and
under the guidance of the teacher. In primary school fourth grade and in middle school, students have to take two exams from a course
whose weekly class hours are three or fewer than three, and three exams from a course whose weekly class hours are more than three.
Teachers can ask different types of questions in their exams (MoNE 2017f).

Curriculum structure
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29.08.2019 Bloomsbury Educat on and Ch ldhood Stud es
The primary education curricula renewed in Turkey in 2017 include primary school (grades 1–4) and middle school (grades 5–8) courses.
The required courses in primary education are: Turkish (grades 1–8); mathematics (grades 1–8); visual arts (grades 1–8); music (grades 1–8);
life sciences (grades 1–3); science (grades 3–8); social studies (grades 4–7); Turkish Republic Revolution History and Kemalism (grade 8); a
foreign language (grades 2–8); religious culture and morality (grades 4–8); games and physical activities (grades 1–4); physical education
and sports (grades 5–8); technology and design (grades 7–8); traffic safety (grade 4); information technology and software (grades 5–6);
guidance and career planning (grade 8); human rights, citizenship, and democracy (grade 4). Moreover, there are four class hours of free
activities for first graders, and two class hours of free activities for second and third graders (MoNE 2017c). In middle school, there are
elective courses (6 hours for each grade) that aim to prepare students for their high school education and are selected by students
depending on their abilities, development, and preferences (OG 2012).

A separate curriculum has been developed for each course in primary school education. Yet, there are also some common points across
the curricula (MoNE 2017a, b, d, g, h). “The Basic Philosophy of the Curriculum,” outlines qualities that all curricula should inculcate in
students, such as: problem solving; decision making; critical and creative thinking skills; acquiring green consciousness and an aesthetic
point of view; being responsible and self-confident; and living in harmony with himself/herself and society; internalizing national and
international values; and being happy. The “Basic Skills”section, based upon the Turkish Qualifications Framework (TQÇ) defines the key
skills which should be acquired through curricula, such as: “communication in the mother tongue;” “communication in foreign languages;”
“mathematical competence;” “science and technology competence;” “digital competence;” “learning how to learn;” “social and
citizenship competence;” “taking initiative and entrepreneurship;” and “cultural awareness and expression.” The objectives in the
curriculum are related to one or more of these basic skills.
Aside from the common sections in the curricula, the general objectives, points to be considered in application, and anticipated outcomes
for each course are mentioned. The anticipated gains in the Turkish course curriculum are centered around listening/monitoring, speaking,
reading, and writing skills. For reading-writing teaching in primary education, a sound-based reading and writing method is adopted; it is
stated that the orthographic base or adjacent slanting letters can be used as the writing format. A thematic approach has been adopted in
determining the topics of texts in Turkish textbooks. The primary school objectives of the mathematics curriculum are structured around
“numbers and operations,” “geometry,” “measurement,” and “data processing.” For middle school, the objectives are structured around
the subjects of “numbers and operations,” “algebra,” “geometry and measurement,” and “probability.” The objectives of the life sciences
curriculum are structured around the units of “life in our school,” “life in our home,” “healthy life,” “safe life,” “life in our country,” and
“life in nature.” The objectives of the natural sciences curriculum are structured around subjects such as “world and universe,” “life and
living things,” “physical phenomena,” “matter and its nature,” and “science and engineering applications.” These objectives aim to
develop students’ “scientific process skills,” “living skills,” and “engineering and design skills.”

Research on curriculum
Since 2004, a large amount of research has been conducted on the changing primary education curricula. The research results are positive
about the curricula’s aim to impart higher thinking skills in students and the adoption of a student-centered approach in the learning-
teaching process. Teachers want the programs to be introduced on time and adequately. To be able to effectively implement the curricula,
teachers need support in preparing activities, preparing materials, and advice on measuring and evaluating high-level thinking skills; if the
number of students in their class is high and the equipment in their schools is not enough, they have problems in effectively implementing
these curricula. As the trial periods of the curricula are kept short before putting them into practice, frequent changes have had to be
made to the curricula (Akçadağ 2010; Aksu 2008; Aykaç 2007; Bulut 2008; Çelikkaya, Karakuş, and Demirbaş 2010; Dur 2014; Gelbal and
Kelecioğlu 2007; Gömleksiz and Bulut 2007; Kazu ve Arslan 2013; Korkmaz 2006; Kutlu 2005; Ünsal 2013; Aktürkoğlu 2005).

Further reading and online resources

Educational Informatics Network (EBA). n.d. Accessed April 4, 2018. http://en.eba.gov.tr/ .
Educational Sciences: Theory & Practice . n.d. Accessed September 17, 2018. www.estp.com.tr/ .

Education Reform Initiative (ERG). n.d. Accessed April 4, 2018. http://en.egitimreformugirisimi.org/ .

Ministry of National Education (MoNE). n.d. “Programes.” Accessed April 4, 2018. http://mufredat.meb.gov.tr/Programlar.aspx .

Turkish Education Association (TEDMEM). n.d. Accessed April 4, 2018. https://tedmem.org/ .

References
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.” Bilig 53 (1): 29–50 .

Aksu, H. 2008. ““Öğretmenlerin Yeni İlköğretim Matematik Programına İlişkin Görüşleri” .” Abant İzzet Baysal Üniversitesi Eğitim Fakültesi
Dergisi 8 (1): 1–10 .
Aktürkoğlu, B. 2005. ““İlköğretim Türkçe Dersi Öğretim Programı ve Kılavuzunun Değerlendirilmesi” .” Kuram ve Uygulamada Eğitim
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Aykaç, N. 2007. ““İlköğretim Sosyal Bilgiler Dersi Eğitim-Öğretim Programına Yönelik Öğretmen Görüşleri” .” Elektronik Sosyal Bilimler
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Çelikkaya, T., U. Karakuş Çağri Öztürk Demirbaş. 2010. ““Sosyal Bilgiler Öğretmenlerinin Ölçme-Değerlendirme Araçlarını Kullanma
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