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PRIMARY

SCHOOL PROGRAMME

Primary school is the period in which children acquire basic scientific concepts, develop the ability to express themselves orally and in writing, and discover more about themselves while coming to recognise social roles and models and learning how to learn.

ENKA Primary School has been authorised by the International Baccalaureate (IBO) to implement the Primary Years Programme (PYP) since 2012. The school addresses the subjects of the National Education Curriculum by adapting them to the inter-disciplinary themes of the PYP.

The five core elements of the PYP (knowledge, concepts, skills, attitudes and action) are dealt with in their different aspects in all the inquiry units.

It is important that the students establish interdisciplinary connections while developing skills and concepts, and discover the relationships among different disciplines.

The ENKA Primary School Programme adopts inquiry/questioning as its main pedagogical approach. Students are at the centre of learning and teaching, and teachers are pathfinders in guiding students to make inferences.

The prior knowledge of the students is assessed, readiness levels, interests and learning styles are determined, and the lessons are differentiated accordingly. Students are encouraged to try new experiences, to think and to discover connections.

By providing equal opportunity in education, Adapazarı ENKA Schools aims to bring up caring individuals who research, question, have principles, think in a balanced way, reflect, express themselves in artistic and sports activities alongside their academic development, are open to change and development and have national and international awareness. Our students are encouraged to participate in national and international social responsibility projects.

In this approach, English is seen as merely a classroom subject but as an indispensable skill in today’s world. To this end, students are expected to read texts that are appropriate to their age and show that they understood them by summarizing or making comments about them. This process involves the active use of the school library and the development of students is observed through book reading charts (My Reading Log).

Students are taught the grammar, vocabulary and spelling rules that they need to express themselves orally and in writing. While teaching grammar, complex rules and names are avoided, and the use of language is targeted. Students are given opportunities to carry out research in their own areas of interest in order to enrich their use of English as a communication tool. The research process, in which students use their research and presentation skills, also supports their personal and cultural development. The language development of students is assessed every year, starting from the 3rd grade, by means of the Cambridge Young Learners Examination.

Since the 2013-2014 school year, Spanish has been introduced as a second foreign language in all grades. The primary purpose of these lessons is to enable students to develop a new perspective through interaction with a new language and culture.

Technological tools are actively included in the learning experience. Active use of the internet makes it easier to certify the learning experiences of students and present them to others. This allows them to receive feedback, think and take action rapidly. By using technology, we aim to facilitate students’ access to various sources of information and ensure they regard technological tools not only as tools for playing games but also as means to produce and create. In this context, the programme features the use of Mac Lab and an iPad for each student starting from kindergarten.

The physical education, sports and swimming activities are intended to develop skills that support physical, mental, emotional and social development, create understanding of the cultural importance of physical activities with regard to individuals and societies, and encourage present and future choices that will contribute to a long and healthy life.

Arts education includes dance, drama, music and visual arts. Students are encouraged to think about these subjects in terms of culture and identity by participating in art workshops and creating new products. Arts activities enhance the students’ capacities for empathy, appreciation, analysis and synthesis, and enable the students to develop an eye for aesthetics. The aim is for students to discover and develop their own creativity.