Turkey Primary School Level 2 (5th Grade) Curriculum - English Language

The English Language curriculum for 5th grade in Turkey aims to transition students from A1 and A2 levels to B1.1 level proficiency as defined by the Common European Framework of Reference for Languages (CEFR). The curriculum emphasizes communicative competence, focusing on practical language use in real-life contexts. It promotes an eclectic blend of teaching methodologies, including an action-oriented approach, encouraging active participation and learner autonomy. Authentic materials, drama, role-play, and hands-on activities are incorporated to enhance engagement and motivation. The curriculum also encourages extensive reading and developmentally appropriate learning tasks.

The curriculum is structured around 40 thematic units covering topics relevant to young learners, such as family, friends, animals, holidays, and leisure activities. This thematic approach facilitates the integration of language skills and allows for revisiting previously learned material. Cultural issues are also integrated into the curriculum, promoting intercultural competence and appreciation for diversity.

Curriculum Structure and Components:

The curriculum emphasizes the four language skills (listening, speaking, reading, and writing) as primary objectives. Speaking is further divided into "spoken production" and "spoken interaction." The syllabus is organized around functions, useful language, language skills, learning outcomes, and suggested contexts, tasks, and assignments.

• Functions and Useful Language: This component outlines the communicative purpose of language and provides vocabulary and phrases associated with specific functions. It follows a hierarchical structure, building upon previously learned material.
• Language Skills and Learning Outcomes: This section details the specific language skills and sub-skills students are expected to develop. The learning outcomes are linked to the functions and useful language, ensuring a cohesive learning experience.
• Suggested Contexts, Tasks, and Assignments: This component offers practical suggestions for teachers and material developers, including contexts, tasks, and assignments that align with the learning objectives and cater to diverse learning styles.

Assessment and Evaluation:

The curriculum advocates for a variety of assessment techniques, including alternative and process-oriented procedures, as well as self-assessment. Formal evaluation is conducted through written and oral exams, quizzes, homework, and projects. The assessment framework aims to provide a comprehensive understanding of students' progress and encourage the use of diverse learning strategies. Formative assessments are used to facilitate the learning process, while summative assessments evaluate learning at the end of an instructional period. The curriculum supports both process-oriented and product-oriented testing techniques.

Key Competences and Values Education:

The curriculum integrates key competences, such as communication in the mother tongue and foreign languages, digital literacy, learning to learn, social and civic responsibility, initiative and entrepreneurship, and cultural awareness and creativity. Values education, encompassing universal and national values like environmental awareness, historical heritage appreciation, diligence, cooperation, and respect, is also embedded within the curriculum. These elements are incorporated into the themes and topics of each unit, providing opportunities for students to develop these essential skills and values.

A new curriculum, the "Education System of the Century of Turkey," was launched for primary and secondary education, with a focus on "values" and "morals." This new curriculum will be implemented gradually, starting with pre-school, 1st grade, 5th grade, and 9th grade in the 2024-2025 school year.