In the new curriculum named "Turkey Century Education Model", which was opened to public opinion by the Ministry of National Education, a skill-oriented approach was adopted, and new approaches were determined that will allow students to learn in depth in simplified content. According to the statement made by the Ministry, the "Turkey Century Education Model" was opened to public opinion by the Ministry of National Education. In the new curriculum, named "" and based on a holistic education approach, a skill-oriented approach was adopted, and new approaches were determined that will allow students to learn in depth in simplified content.
The new curriculum adopted a flexible structure that can be rearranged according to changing situations and needs in the world.
The new curriculum will be gradually implemented in pre-school, primary school first grade, secondary school fifth grade and high school ninth grade starting from the next academic year.
The Turkish Century Education Model formed the basis of the new curriculum prepared.
In this context, new curricula have many aspects that differ from existing curricula.
The renewed programs are as follows according to stage and grade levels:
“Pre-school curriculum - 3-5 years old, science course for primary and secondary school levels 3-8. grade, life sciences course 1-3. grade, primary school mathematics course 1-4. grade, primary school Turkish lesson 1-4. grade, human rights, citizenship and democracy course 4th grade, secondary school mathematics course 5-8. grade, secondary school Turkish course 5-8. grade, social studies course 4-7. grade, Turkish Republic History of Revolution and Kemalism course in 8th grade, religious culture and ethics course in 4-8th grade. class. Biology course for high school levels 9-12. grade, geography course 9-12. grade, philosophy course 10-11. grade, physics course 9-12. grade, chemistry course 9-12. grade, math class 9-12. grade, Turkish Republic History of Revolution and Kemalism course 12th grade, history course 9-11. grade, Turkish language and literature course 9-12. grade, religious culture and ethics course 9-12. class."
The new curriculum also included elective course programs updated by the General Directorate of Religious Education.
Simplified content
In the country-based comparisons made in the new curriculum studies, it was determined that the current curriculum was nearly 2 times heavier than its equivalents. It was determined that the curricula, which were prepared in times when access to information was difficult, were revised around the world and were diluted due to the ease in obtaining information. In the examinations, it was determined that the learning outcomes of the current curriculum were 50 percent higher than the countries examined. In this context, a 35 percent dilution was made in the new curriculum.
Ministry of Education adopted a skill-oriented approach with its curriculum studies. In this approach, new approaches were identified that will allow students to learn in depth with simplified content.
Emphasis on Turkish in the new curriculum
In the Turkey Century Education Model, it was emphasized that Turkish, with all its richness, leads and accompanies the communication of society with each other, the efforts to make sense of this communication, and the transfer of cultural elements from generation to generation.
For this reason, teaching Turkish and improving students' language skills has become a basic policy in the education system. At every stage of education, meticulous attention will be paid to the teaching and correct use of Turkish. Acquiring skills for the effective use of Turkish has also been determined as the common goal of all courses.
Mathematics domain skills
Mathematics field skills were determined by taking into account the skills that cover primary, secondary and high school levels and can be modeled with process components. The 5 mathematics field skills included in the new curriculum were determined as mathematical reasoning, mathematical problem solving, mathematical representation, working with data and data-based decision making, and working with mathematical tools and technology.
13 field skills came to science classes
13 different science field skills were defined in the Türkiye Century Education Model. Science field skills include scientific observation, classification, prediction based on scientific observation, prediction based on scientific data, operational definition, hypothesis formation, experimenting, making scientific inference, creating scientific models, inductive reasoning, deductive reasoning, using evidence and It consisted of scientific inquiry skills.
All science field skills are interrelated, and some skills are structured to include more than one skill.
17 field skills were identified for social sciences
In the new curriculum, within the scope of social sciences field skills, 21 field skills that have strong relationships with 17st century skills were determined, taking into account the local and foreign literature, the unique structure of the field and the requirements of the age. These are "perception of time and chronological thinking", "evidence-based inquiry and research", "historical empathy", "perception of change and continuity", "social participation", "entrepreneurship", "spatial thinking", "geographic inquiry", " geographical observation and field work", "map", "table, graph, figure and diagram", "logical reasoning", "philosophical inquiry", "philosophical reasoning", "putting forward philosophical thought", "critical sociological thinking", " historical problem analysis and decision making skills.
Student profile that prioritizes competent and virtuous people
A new student profile was defined for the first time with the new curriculum. Accordingly, the student targeted by the curriculum was defined as a "competent and virtuous person". The student profile, which prioritizes competent and virtuous people, has been taken to the center of the new curriculum. Priority was given to the determination that it is not right to focus only on academic achievements and that each student has his or her own potential.
The competent and virtuous person was designed on the principles of soul and body integrity, knowledge and wisdom, the principle of education from past to future, values, moral consciousness and having an aesthetic perspective.
While creating the student profile, axiological maturity was also taken into account in addition to ensuring temporal integrity, ontological integrity and epistemological integrity.
Considering that a competent and virtuous student profile can only emerge with a versatile development, the curriculum aims to ensure that students become healthier and more balanced people for both themselves and the society, and develop a versatile range of knowledge and thinking. From this perspective, the focus was on considering the education process as a process, not on its immediate achievements.
“Virtue-value-action Model” was developed for the first time
The new curriculum also included the "Virtue-value-action Model" for the first time. In this model, which was designed with an original approach to ensure that values are acquired naturally during the education process, "justice", "respect" and "responsibility" were considered as upper values. In addition, by processing the values of sensitivity, compassion, aesthetics, cleanliness, patience, savings, diligence, modesty, privacy, healthy life, love, friendship, patriotism, helpfulness, honesty, family integrity and freedom in the programs, a "peaceful person", a "peaceful person" with inner harmony, family and society” and “livable environment” were targeted.
Skill-focused curriculum
In the curriculum, the learning outcomes that students were expected to acquire were combined with knowledge and field-specific skills and a "skill-based program structure" was created.
In the Turkish Century Education Model, knowledge, skills, tendencies, attitudes-behaviors and values were associated with the "holistic education approach".
Conceptual skills that transform abstract ideas into action
"Conceptual skills", which consist of basic, integrated and high-level thinking skills, have been strongly associated with learning experiences and become more visible and functional in curriculum.
Social-emotional learning skills
Social-emotional learning skills were considered as a component of the curriculum. These skills were directly linked to learning outcomes.
Program in which the student is active
In the new curriculum, learning experiences were designed to enable students to actively participate in education processes.
Tendencies that center individual differences and trigger skills
"Trends" have become even more important in new curricula. The curriculum centered on individual differences and focused on tendencies triggering skills.
It was emphasized that dispositions have a decisive role in students' ability to demonstrate the skills they have acquired.
“Literacy” skills as cross-program components
Literacy skills were considered as the intersection point of the newly prepared curriculum and they were clearly included in the curriculum of each course.
In this context, "system literacy" was included in the curriculum for the first time. With system literacy, it is aimed for students to determine their own learning method on any subject and to be able to learn on their own.
To implement this, 9 sub-literacy types were determined. These types of literacy are listed as information literacy, digital literacy, financial literacy, visual literacy, cultural literacy, citizenship literacy, data literacy, sustainability literacy, and art literacy.
Literacy types will be taught to students in a spiral structure, starting from pre-school.
extracurricular activities
In the new curriculum, extracurricular activities that support a transdisciplinary and interdisciplinary approach are also listed.
Regarding these activities, the program states, “Extra-curricular activities that help students get to know themselves; It covers activities in a wide range of areas of interest, from sports to arts, from clubs to volunteering activities, from camps to competitions, recitals and exhibitions, visits, conferences and tournaments, and offers opportunities for students to discover and develop basic life skills with a transdisciplinary and interdisciplinary approach.” evaluations were included.
Process-oriented measurement and evaluation approach instead of results
In the new training program of the Ministry, a process-oriented measurement and evaluation approach was adopted instead of results. With this approach, a balance was achieved between diagnostic, formative and level-determining evaluation methods in measurement and evaluation practices.
School based planning
On the other hand, in order to ensure flexibility in the implementation of curriculum, local and regional education needs will be taken into account, and teachers will be able to make collaborative decisions based on needs. In addition, planning can be made for each course so that it can be used according to need.
In school-based planning, grade 10 was devoted to career guidance. Lesson hours allocated for school-based planning at the 10th grade level in the curriculum will be used by group teachers to guide students for career selection and career planning. The education and training activities planned in this context will be carried out in the context of vocational guidance and career counselling.