Academic Studies


In our school, a student-centred education system is applied that adopts modern educational theories and is based on active learning in which teachers act as guides. Teachers create a student-centred learning environment where students are encouraged to learn by doing and experiencing.
Students are given the ability to use their native language accurately and effectively. In additon, English and a second foreign language are also taught to a level where students can use them in their social and academic lives.
The school aims at fostering students who can think, do, create, question and inquire as individuals. Students are made to answer questions such as: What do I want to learn? What have I learned? How did I learn it? In which areas can I use what I have learned?
In class, an effort is made to enhance the unique qualities of each student, incorporating their individual interests, talents and skills. A variety of learning styles are catered for and students' learning experienced is enhanced by encorporating different senses through the use of visual, aural and tactile educational equipment. Information technology is integrated to enrich the education system.
The habit of direct learning is replaced by indirect learning and students are given the responsibility of learning themselves rather than being fed information.
Importance is placed on creating a democratic learning atmosphere in which students are able to compete within themselves rather than with others, sharing their ideas freely, questioning without hesitation and learning to co-operate.

General Primary teachers teach Turkish, Maths and Social Sciences in Grades 1 and 2; Turkish, Maths, Social Sciences and Science in Grade 3; and Turkish, Maths, Social Studies, Science, Religion, Traffic Security and Human Rights, Citizenship and Democracy in Grade 4. 

All lessons are designed to raise students who enjoy learning, are environmentally conscious, have basic life skills, and are capable of applying the things they learn to other areas of their lives. 
While students are prepared with the academic basis required for the next grade level, a teaching system based on understanding is applied by using modern learning and teaching techniques within the understanding of education and teaching based on individual differences. Therefore, student-centred educational principles, individual differences and learning styles of students are taken into account. The topics that will be covered throughout the year are planned according to the curriculum by class and branch teachers to ensure interdisciplinary links and the processing of all lessons is carried out simultaneously in this manner. Instead of an environment where there is individual competition among the students, the emphasis is placed on creating a free and democratic learning environment where students freely share their thoughts, ask questions without hesitation, learn to collaborate, and compete solely with themselves.

During lessons, a variety of modern technological resources are used. Smart TVs are used in the 1st, 2nd, 3rd and 4th grade classrooms. Topics that are covered in class are supported with worksheets, weekend homework and topic based booklets created by the home room teachers, in addition to the course books. In Grades 1 and 2, two hours of Maths lessons are conducted in the Montessori classrooms. The use of Montessori mathematic materials enables students to understand and learn mathematical concepts better which are otherwise abstract for 1st and 2nd grade students.

Educational games and creative drama are used in lessons, keeping in mind that children learn while playing games. Thus, students are given the opportunity to express their thoughts, to communicate, to develop aesthetic feelings, and to enrich their creativity and imagination. In addition to the classroom environment, different places are also used to enable the student to learn by "doing-experiencing". For this purpose, our school offers excursions within Istanbul as well as school trips to other cities, appropriate to the grade level. Community service work is included in the curriculum to enhance students' cooperation and solidarity skills and to contribute to their awareness of the environment and society. 

The students' performance in the 1st, 2nd and 3rd grades, is evaluated based on their participation in the course activities under the teacher's guidance, taking into account the level of their development and it is determined by the assessment and evaluation principles stated in the curriculum. In the report cards they are shown as "excellent", "good" and "needs improvement".
Academic success in 4th grade is evaluated by written exams and class performance marks.
Portfolio presentations are held at the end of each year in order to see the progress of our students in the learning process, to give an opportunity to students to self-evaluate, to document their progress over time, to enable them to self-assess, and to provide feedback on their progress.

Turkish education is based on the relationship between the four basic skills of listening/  / watching, speaking, reading, understanding, writing skills and also incorporates the study of spelling and punctuation.

Student's mental development and improving interpretation skills lead to increasing sophistication in emotions and individual tastes and also to higher competence in the mother tongue. Students develop their identity by beginning to perceive national and universal culture.
Mother tongue education develops students' abilities in areas such as listening and reading comprehension and in both verbal and written expression.
Students' learning retention of Turkish lessons is checked with weekend homework and unit tests that are prepared each month. The exam performance of our students is sent for analysis to our Assessment and Evaluation Department and this information is shared with parents in weekly parent meeting hours or by e-mail. The results of exams, homeworks and tests are used to identifty students in need of additional study sessions.
Turkish exams evaluate students' reading comprehension, ability to express their thoughts and feelings in writing, and knowledge and application of grammar rules. Two  exams are held per half-year semester.
Before each exam, students are given unit tests to identify and problem areas. Exam performance is boosted by homework and lesson activities. After exams, the students receive "exam reports", informing them about their exam performance.
In addition, students are supported by stories and novels selected by teachers at the beginning of the academic year, and study notes that are prepared and distributed to the students. These resources should be kept in students' lesson folders.
During each semester, a literary work is read by all classes and examined to explore literary ideas and the connection between the work and the author. The literary work should reflect universal values and contain philosophical ideas.
Students are given four additional books, chosen by Turkish teachers, to be read periodically at home. Students' progress with these books is checked in exams and performance tasks.
Our students will have the freedom to express themselves with their creative drama activities, which develop their self-confidence through the work of the Drama Club, which is opened under the roof of the Turkish Department. They have the process of internalizing the characteristics of the theater with various examples and putting a theater work suitable for their age groups.

    The Mathematics Department aims that students are aware of mathematics as a universal language that plays a role in the development of technology, science, and art. These techniques guide students towards critical and creative thinking, discussion and research with the aim of raising critical individuals who can develop and offer problem solving strategies. In our classes, we use all available technology to provide visual representations of ideas for different intelligence skills, helping students to be familiar with and to understand mathematics.

In grades 5,6,7, and 8, terminology lessons are taught to help students in their mathematics education and research. This terminology is given as information and question-answer types in the worksheets.

All classroom activities that include achievement assessment exams, math puzzles, intelligent games, and unit evaluation tests help students to have permanent learning. Also, mathematics teachers guide students to show some of these activities in digital portfolio.
Students have a chance to join national and international math competitions including Tubitak thanks to activities in mathematics intelligence game club. While solving different questions and playing mathematical games, students are able to explore the enjoyable side of math.

In science lessons, our main objectives are to develop our students' self esteem, teach students how to understand the natural world, and help students see the importance of environmental and scientific awareness in their own life by encouraging them to conduct research.

Science lessons comprise 4 hours a week in grade 5, 5 hours a week in grade 6,7 and 6 hours a week in grade 8.
To provide meaningful learning, our schedule includes laboratory hours to give students the opportunity to use equipment and materials in an environment suited to developing knowledge of phenomena and related scientific concepts.

Lessons include activities appealing to differentiated learning styles, and are designed to promote question-asking and to encourage students to improve their environment with inventions.
Science teachers prepare weekend and weekday homework, lesson notes, mini-exams and final tests related to the units and aimed at students' needs. These activities enable teachers to identify gaps in students' knowledge, which can then be rectified with supplemantary studies.
In science lessons, contents are designed based on differentiated instruction strategies.

Students who desire to may join national and international project competitions throughout the year. Students can also be involved in various activities in the Science, Culture, Sports and Art Festival at the end of the year. 
The objectives of science teaching:

  • Developing the ability to evaluate scientific ideas, synthesise, solve problems, make correct analysis and calculations and report the results appropriately.
  • Supporting students as they conduct research and interpret research results.
  • Familiarising students with a laboratory environment, technology and equipment in applied studies and problem solving activities.
  • Enhancing the communication and leadership abilities of students by actively involving them in group studies.
  • Enhancing students' ability to relate basic concepts of daily life and natural phenomena.
  • Raising individuals who are sensitive to the environment.

The Social Sciences Department offers the following courses: Social Studies, The Revolutionary History of the Turkish Republic and Kemalism and Religion & Ethics.

The department aims for students to adapt to society as citizens embraced with democratic awareness and to convert what they learn into real life experience.

The main objective of the Social Sciences Department is to make students aware of and to evaluate together the changing conditions in our country and in the World. The department also supports students seeing themselves as a part of society, following World issues, understanding feelings of collaboration and solidarity, being active in non-governmental organizations and involving themselves in the political process.

Students should read, do research and think scientifically. By supporting these values, the Social Sciences Department encourages students to be respectful of global values, and to be active and accomplished in the areas of research and sharing.

In accordance with the syllabus of the Social Sciences Department, curricular and extra-curricular activities are planned in addition to the educational programme. These activities aim to guide students towards becoming individuals who can understand the basis of democratic life, having awareness of rights and respecting others at the same time, and saying "us" instead of "I".

The courses are based on student-centered methods with the help of technology. Fieldtrips, presentations, seminars, panels, exhibitions, projects and team-work activities are designed to increase efficiency and active student involvement in the lessons. Additionally, students are encouraged to be involved in national/international projects and activities.

English Language Teaching
 English language learning starts in kindergarden and continues into primary and middle schools.  English language programs are cross-curricular and are carried out with modern educational methods and in special teaching environments (such as Storyroom, Computer Labs, Tablet Rooms, Language Classrooms etc.) Our goal is to raise our students' level of English to A2 level in the Cambridge University Placement Test by the end of primary school, and to B1 level in PET (Preliminary English Test) by the end of middle school.
Foreign language teaching at Ayazağa Isık Primary School not only aims to create and improve English skills in an enjoyable manner, but also to establish English as a gateway to learning about new cultures.
 The 1st grade English program comprises of eleven hours, seven of which are  assigned to native English speakers in which they fulfill the learning objectives through storytelling. The other four hours are completed by Turkish teachers of English using modern teaching methods that include songs, games, TPR (Total Physical Response) and cross-curricular activities. They also include Phonics training in their program.
 2nd graders also have eleven hours of English and the same goals and methods are applied in this level.  In order to have continuity in the curriculum, the class teachers and English teachers work in collaboration to design cross-curricular English lessons that correspond to Social Studies. Six hours are spent with native speaker teachers in a reading program in the storyroom where they focus on improving reading skills. Turkish teachers of English also include Phonics training in their program at this level.
Building on the foundation established in the 1st and 2nd grades, the 3rd graders have ten hours of English lessons a week, six of which are assigned to Turkish teachers of English for basic English teaching and the other four to native speakers of English for improving students' reading and writing skills. One hour a week is also allocated to the Digital Reading Program in the 3rd grade.
 The 4th grade English program comprises of ten hours, six of which are assigned to Turkish teachers of English to develop students' listening, reading, speaking and writing skills, while the other four are assigned to native speakers to focus on students' reading and writing skills.  In this level, students are also supported by the Digital Reading Program which takes place in the Tablet Room.
The Ministry of Education's English Language Intensive Program is implemented in the 5th grade. The English program comprises of sixteen hours, seven of which are assigned to Turkish teachers of English to develop students' listening, reading, speaking and writing skills.  The other seven are assigned to native speakers to focus on students' reading and writing skills. In this level, students are introduced to a differentiated learning model where they are streamed according to their English level. A Digital Reading Program is also implemented in the 5th grade. Two hours of English hours are spared for club activities in which English is used as a medium of communication. There are fourteen clubs which students can choose from according to their talents and interests. With the exception of four clubs, the clubs rotate termly so students have a chance to take part in different type of activities and find the opportunity to discover their potential.
Students have eight hours of English a week in 6th, 7th grade and seven hours a week in 8th grade. Digital Reading Programs are also utilised in 6th and 7th grades.
In addition to classwork, regular weekend worksheets, projects and remedial worksheets are given on a regular basis to support the teaching program. Futhermore, one to one study and remedial support is given to any student in need.
Outside of English lessons, students have the opportunity to practice and enhance their level of English with social club activities such as Drama, Scrabble and Word Games, Public Speaking, E-communication, Arts & Crafts, Lego, FLL Robotics, Junior Model United Nations , ESU and Eco-schools.

The Second Foreign Language Education
Our institution is fully aware of the benefits of learning more than one language.  Many scientists have found that if students who have learned a foreign language to a certain level start learning another foreign language, it will develop their linguistic intelligence. In the light of these facts, our school offers students the opportunity to learn a second foreign language from the beginning of fourth grade.
 The Second Foreign Language program offers three alternatives; German, French and Spanish. The same learning and teaching methods that are used in English language teaching are applied in these subjects.
 Students are introduced to German, French and Spanish in the 4th grade and they then decide which language they want to learn at the beginning of the 5th grade. In the 5th grade, students have two hours per week of the second foreign language. In the 6th grade three hours are given to the second foreign language. In the 7th and 8th grade two hours are spared for it and students are aimed to reach A2 level.
The use of modern and up-to-date technology and techniques benefit students and ensure they can use the language effectively as a communication tool.
  Students who are interested in further language learning can also improve their second foreign language during social club hours.


Design and technology is taught alongside visual arts by the Visual Arts Department. The main objectives of art lessons are to encourage the development of students' esthetic sensitivity, to teach students how to observe and to help students become creative, critical and confident individuals.
The visual arts curriculum consists of three areas:
'Visual Moulding', which involves developing hand-eye coordination, indivdual creativity and aesthetic awareness; 'Visual Art Culture', which involves art culture and also environmental awareness and different cultural activities; 'Museum Information', which involves sudents visiting museums and galleries, researching art work and present their findings to the class with the aim of encouraging students to develop a passion for visiting museums and galleries.
Visual Art lessons are provided to all grades. Grade 1 classes have 2 hours a week comprising 1 hour of games and 1 hours of physical activities. Grade 2 classes also have 2 hours a week, while Grades 4- 8 have 1 hour per week. Design and technology lessons are attended twice a week by Grades 6- 8. The purpose of these lessons is to raise awareness of problem solving and to develop creative and imaginative individuals capable of reflecting on and communicating thoughts and ideas. These lessons also aim to promote enquiring, responsible individuals who are open to change and development.
The Visual Arts department also provide complimentary and supportive activities outside of the classroom. Individual and group exhibitions give students an opportunity to exhibit their creativity. Student cooperation and team spirit are enhanced through group work.
Fields including marbling, ceramics, sculpture, caricature, photography, design, fashion design, still life and glass blowing are offered as extra options outside the visual arts teaching programme. Students involved in these clubs are developing artistic individuality and broader artistic outlook.
Every year different themes are chosen and artistically presented in the morning ceremonies, informing students about art and giving them the opportunity to ask questions and make comments. Alongside these events, art competitions held around the world are also of great importance to the department. Students participating in these competitions recieve awards and distinguish our school.

In the Ayazağa Primary & Middle school Music Department, we endeavour to discover and develop the musical ability of each and every student.
Through extra-curricular clubs such as Choir, Orchestra and Percussion, students can further participate and engage with music: they can be guided through the world of music, their talents can be developed and they can begin to experience the world of musical performance through rehearsals and organised activities.
As of the 2013-2014 academic year, the music department conducts weekly lessons as follows; one hour of music class plus one hour of rhythmic play with 1st grade students; one hour of music class with 2nd grade students; two hours with 3rd grade and one hour with 6th, 7th and 8th grade students.
We have also started streaming from the 4th grade. In order to effectuate this, department teachers and visiting masters from the conservatory endeavour to observe 3rd grade students throughout the year in regards to their auditory perception, rhythmical perception, physical ability and fields of interests. Students are considered for different instruments such as cello, clarinet, vocals, violin, saxophone, mandolin, guitar, percussion and Orff. Subsequently, 4th and 5th grade students then attend two hours and one hour a week respectively, of classes dedicated to their specific branch.
In addition to the music curriculum, 1st and 2nd grade students receive an introduction to the reading and writing of music notations, vocal exercises and concerts. In the 3rd grade we continue to develop the students' sheet music skills, begin melodica training and introduce the students to the different instruments as mentioned above. Now, with the implementation of 4th grade streaming underway, in the coming 2014-2015 academic year, melodica training will begin earlier, in the 2nd grade.
In the 6th, 7th and 8th grades, along with the reading and writing of music, we explore sources that present musical cultures from around the world, and support students in their development as good music listeners. In coordination with Işık School of Sport, students who participate in extra-curricular courses such as piano, guitar and percussion have the opportunity to share their musical talents through recitals, morning ceremonies and other events throughout the school year.
The Music department, through the organization of choirs, recitals and orchestral concerts, is actively involved in the organization and celebration of a range of ceremonies throughout the year such as: Republic Day, Ataturk's Memorial Day, National Sovereignty & Children's Day, New Year and graduation ceremonies. In addition to annual ceremonies, the Music department works throughout the year to organize and facilitate a Year-End Spectacular where our performing arts, choir and orchestral students actively take centre-stage. Each year is based around a different conceptual theme, and provided students with the opportunity to present their musical skill and talents through dance, vocal, choral, and orchestral performances.
In addition to these school events, the music department also facilitates the opportunity for members of the Musical and Performing Arts Choir to participate internationally, in choir competitions hosted in different countries. We are delighted to announce that last year, at the 14th International Choir Competition in Budapest, our Musical and Performing Arts Choir did themselves and their school proud, winning 2nd place in their category.

Game and Physical Activities / Physical Education and Sports

Physical education and sport can be defined as all of the organized activities aimed at contributing to the individual's physical, emotional, mental and social development. In other words, physical education is education using the whole body.

Physical Education lessons aim to raise children who have internalised democratic life principles and who are productive, creative, happy, healthy, ethical individuals with a balanced personality, considering the developmental characteristics of the students.

However, the most important purpose of physical education is to ensure that students enjoy doing exercise and sport, as well as including physical activity in their daily lives and routines.

In Grades 1, 2, 3 and 4 students have the Game and Physical Activities course which prepares them for the following years of education by developing basic movements, active and healthy life skills, concepts and strategies and values that they will use throughout their lives.

Grades 5, 6, 7 and 8 students take the Physical Education and Sports course, which is the continuation of the Game and Physical Activities course, where they are expected to reach the following program outputs:

* Improves movement skills specific to various physical activities and sports.
* Uses the concepts and principles of motion in various physical activities and sports.
* Uses motion strategies and tactics at various physical events and sports.
* Describes the principles of physical activity and sports related to a healthy life.
* Participates regularly in physical activities and sports to be healthy and to improve health.
* Enjoys our cultural heritage and values related to physical education and sports.
* Develops self-management skills through physical education and sports.
* Improves certain skills related to communication and cooperation, fair play, social responsibility, leadership, respect for nature and diversity through physical education and sports.

The Physical Education Department gives great importance to the study of sports clubs within social activities. In the sports clubs the students are offered a wide variety of options such as athletics, basketball, football, gymnastics, modern dance, volleyball, table tennis, swimming where their skills are discovered and developed.

The department also provides many extra-curricular activities throughout the academic year to support students' social lives at school. Tournaments between classes offer students a chance to represent their class and to express themselves through sports. A large number of students take part in these tournaments which include basketball, volleyball, football, table tennis and dodge ball.

In the ski and wind surf camps, which are held every year, beginners learn skiing and wind surfing, intermediates improve their levels and those at advanced level take part in competitions.

In addition, it is aimed that students understand the importance of discipline, thinking, problem solving, sharing and friendship in a safe environment. The camps are planned according to these purposes. In addition to these, our department provides weekend sports clubs and activities to develop students' skills in swimming, basketball, volleyball, football, athletics, table tennis and gymnastics, as well as to guide them towards being professionals in these areas.

Fevziye Mektepleri Vakfı is an important and strong educational institution in Turkey in the field of physical education and sports. The Feyziye Mektepleri Vakfı, which offers every possibility for the delivery of physical education courses, is also implementing the GLS athlete tracking system. This system supports outstanding students in sports in their overall sense of well-being. This model aims to increase the number of well-educated and trained athletes on the international level by controlling the environmental conditions of the athletes-students, players, families, schools and clubs, reducing the loss of participation in sporting events, and maintaining constant efforts to become Olympic athletes.

Parents, please remember that you are our students' role models. Therefore, we have the following suggestions to encourage students to take up sports as an integral part of their lives:

Our suggestions:
• Be an example to your child by participating in some sport or exercise.
• Please participate in sport activities in and out of school as a family.
• Encourage your child to participate in sports but please don't put them under pressure.
• Use positive motivation to support and encourage your child.
• Behave in such a way that it will have a positive effect on your child during the activities.
• Setting goals within the reach of your child's physical abilities and capacity will encourage your child to do sports regularly.

The purpose of information technology education is to teach students to use computers effectively for their needs and help them develop their creativitiy, thinking and problem solving skills. Grades 1, 2, 5 and 6 grades attend information technology classes.
Our students have a chance to develop and strengthen in-class learning with the use of educational technology and software prepared by the Information Technology Department. Lessons, especially English, Turkish, Maths, Science and Technology classes, are supported by interactive computer education.
As a game of strategy, chess plays an important role in educational and developmental tool. Grades 2 and 3 receive one chess lesson per week in the school's chess classroom.

The main purpose of the Development and Assessment Center is to give feedback about the achievement level of the students and the effectiveness of the instructional methodology to the students, teachers, parents and the school principal in order to increase the quaility of education.

In order to reach scientific and objective feedback; the data, which is collected through a variety of learning activities, should be realiable and valid. The Development and Assessment Center works cooperatively with the teachers for this purpose as following:

  • Preparing the assessment and evaluation tools like essay and multiple-choice exams, which provide feedback about students' achievement level and learning deficieny, by taking into the considerarion of the principlas and the techniques of the measurement and assessment.
  • Developing formative assessment tools like rubrics, observation forms and checklists that monitor students' achievement levels objectively.


Analyze the applied assessment and evaluation tools quickly and write reports about them.
After the examinations, subjects and sub topics based on individual learning levels are shared with the students, teachers and parents to monitor students' individual development.
Besides these, Development and Assessment Center also carry some formative assessment tools which focuses differentiation. These tools also help students to use their knowledge in their daily life and help them to express their knowledge in different ways.

In this content, portfolio and e-portfolio studies which guides teachers, students and parents throughout the year are planned and scheduled.

Development and Assessment Center also organizes training in the context of current developments or in-service training in the area of ​​assessment and evaluation in line with the needs of our teachers.

The Guidance and Counseling Department organizes individual and group work for students.

Individual counselling can be given upon the request of students, parents and teachers, as well as based on the counselor's observations. The co-operation of all the school community members, such as parents and staff, is essential.
Services provided for students and parents by the counselors are individual counseling and consultations on areas such as family relationship, social interaction, emotional and academic difficulties, gaining insight and awareness, and supporting healthy emotional development.
The Guidance and Counseling Department organizes group work for students on set subjects or on subjects raised by students with the aim of helping them gain awareness and find their own different ways of expressing themselves.
Class room activities are organized based on the students' needs. Besides individual counseling and group work, career and academic counseling is also provided.
During the school year, parents seminars and training groups are organized to offer assistance with topics relevant to students' developmental stages.