Middle School
Welcome
We aim to discover true potential of each and every student of ours with integrity of our mission and K-12 by directing our students to both national/international projects and academic, socio-cultural and sports activities. As a result we hope to encourage our students to think critically, have effective collaboration with the world by presenting significant contribution.
Our Middle School program aims to give an education through a rich curriculum which is planned by our strong staff in addition to the curriculum of The Ministry of Education. Our program provides the students with an opportunity to express themselves well, make them think not to memorize, to set their goals under the light of Ataturk’s principles and revolutions. Learning to learn and with love are among our main objectives. Please click for more.
Betül Gökkaya
Middle School Principal
Middle School Education
In Middle School, a modern curriculum is followed, which sees learning as a whole not only with the result but also with the process, with our experienced staff from all branches. In the measurement tools prepared to determine the success of the student; emphasis is placed not only on the measurement of knowledge, but also on the criteria at the level of comprehension, self-expression, interpretation, application, analysis-synthesis and evaluation. With our modern assessment and evaluation system, it is determined not how much the student learns the information, but what he learns and what he cannot learn. In cases where learning does not take place, the reasons for this are examined. Read more…
Middle School Curriculum
At Hisar Middle School, our innovative program—grounded in a positive discipline approach, active learning, and rich educational opportunities that enable students to express themselves effectively—aims to help students discover their interests and talents, develop self-awareness to set meaningful goals, and build a strong character.
Within our middle school program, our experienced academic faculty across all subject areas follows a contemporary and enriched Ministry of National Education curriculum, viewing learning as a holistic process that values both the journey and the outcomes.
The Hisar School Physical Education Program is structured in line with the Ministry of National Education curriculum, adopting contemporary, model-based, and student-centered approaches that place students’ individual differences, developmental levels, and interests at the core.
The main aim of the program is to support students in developing lifelong sustainable physical activity habits and to educate individuals who are health-conscious, physically competent, self-confident, and responsible. Physical education is regarded not only as a means of physical development but also as a holistic learning area that supports social, emotional, and cognitive growth.
Department Objectives
Sports Culture and Sports Awareness
Students are encouraged to explore and experience various sports disciplines, enabling them to understand the historical, social, and cultural dimensions of sport. Awareness is fostered regarding the positive effects of sport on individual and social life.
Fair Play and Ethical Values
Through physical education lessons and sports activities, a sense of fair play is developed. Universal values such as empathy, honesty, respect, responsibility, and adherence to rules are internalized.
Fundamental Exercise and Movement Skills
Students’ basic physical skills and motor abilities are developed, allowing them to experience different sports safely and consciously. Multidimensional development of movement skills is supported.
Cooperation and Teamwork
Lessons and activities provide opportunities for students to develop leadership, cooperation, effective communication, and problem-solving skills. The importance of teamwork is emphasized.
Body Awareness and Self-Esteem
Students are supported in recognizing their own bodies, developing a positive body image, and being at peace with themselves. The development of body awareness and self-esteem is encouraged.
Healthy Lifestyle Habits
By raising awareness of the effects of regular physical activity on physical and mental health, students are encouraged to maintain healthy lifestyle habits throughout their lives.
Program Structure
The middle school Physical Education course (Grades 5, 6, 7, and 8) is taught for 2 class hours per week in block lessons (80 minutes).
Lessons are conducted both in class-based and mixed-group formats and are predominantly practical. Active student participation, taking responsibility, and having a voice in the learning process are fundamental principles.
Teaching Approaches and Models
The following model-based teaching approaches are applied in Physical Education lessons:
Inquiry-Based Teaching Model
This model aims to enable students to investigate real-life situations by using problem-solving and information-gathering processes, and to develop skills and attitudes through experiential learning.
Peer Teaching Model
Interaction and cooperation among students are enhanced, strengthening the social dimension of learning.
Sport Education Model
Students experience a sport discipline throughout a season, supporting their understanding of sports culture through role-taking and responsibility.
Activities
Hisar School Friendship and Sports Festival
The traditional Hisar School Friendship and Sports Festival is held every year during the final week of the first semester. It is organized as a three-day tournament with the participation of both public and private School.
Student councils actively take part in the process, emphasizing cooperation, fair play, and social responsibility.
Interclass Tournaments
Interclass tournaments are organized to help students manage competitive sports appropriately, develop team spirit, and experience sport in an enjoyable learning environment.
End-of-Year Garden and Outdoor Activities
Outdoor activities held during the final week of the academic year allow students to complete the year in an active and enjoyable way through movement, fun, and social interaction.
School Teams
School teams are formed at the beginning of the academic year through a registration procedure. Teams that are not part of the Hisar Sports Club conduct their training sessions on sport-specific days between 15:35 and 16:15.
School teams represent Hisar School in district, provincial, and private tournaments.
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Technology functions as a natural part of Hisar School’s education process. The aim of our Information Technologies Program is to help our students to become efficient and productive individuals with the necessary skills in digital technologies and to gain other relevant skills through our curricula, approaches and activities necessitated by the current digital age. Our curriculum mainly supports the following areas, and we adopt an interdisciplinary approach.
- Creativity and Renovation
- Communication and Collaboration
- Research and Critical Thinking
- Problem-Solving and Decision-Making
- Algorithmic Thinking
- Digital Citizenship and Awareness
- Design and Production
Having a dynamic perspective, our Computer Education department regularly makes the necessary updates and changes in its content and physical equipment. In addition to the Information Technologies classes, we also offer elective courses, clubs, projects, and after-school activities, thus providing our students with opportunities to fulfill their potentials in different areas of technology. These areas can be listed as follows:
- Programming
- Robotics
- 3D Design
- Electronics
- Graphic Design
- Multimedia
Within the framework of these areas, our students use the ideaLab workspace which offers them a flexible learning environment designed for them to successfully carry out projects and studies, be inspired, be focused and reach their goals via peer learning. This space has turned into a living, transformative and productive learning environment in which our students carry out a wide range of projects, activities and studies. Moreover, our school has the necessary learning environments with computer labs and multimedia labs offered in all three stages of education.
For the purpose of encouraging our students to take an active role in their learning process while using those spaces and carrying out their activities, we may summarize our perspective with the following motto: “Make, Fail, Learn and Repeat.”
At Hisar School, we make technology a natural part of the learning environment by using 1:1 iPad program in Middle School and adopting a BYOD (Bring Your Own Device) policy in High School. To support this process, we offer technological training not only to our students but to our teachers, as well. Within the framework of Education Technologies, we provide the necessary training and activities to create and accommodate a learning community at our schools.
Information Strategies Policy
At Hisar School, we believe that when used efficiently, technology provides numerous and invaluable opportunities and experiences for the users (students, teachers and staff). When technology is structured and used to support education programs, it will help students to gain 21st-century skills… Read more
Course Information
Information Technologies and Software
The objectives of our Information Technologies and Software course for Grades 5-8 are determined individually for each level, based on the readiness of our students. Our IT and Software classes are held in the computer lab at our Middle School and taught for 2 hours per week in all grades across the middle school level. We primarily aim to raise the awareness of our students on the following topics that are included in our curriculum for the academic year: “Digital Citizenship, Digital Literacy and Internet Safety”. We also give our students the chance to improve their interests and skills in various areas of information technology, which will optimize their readiness for the requirements of the 21st century. As such, we prioritize interdisciplinary studies, projects as well as national and international contests, performed and held throughout the year, in the areas of “Information and Communication Technologies”, “Communication, Research and Collaboration”, “Ethics and Safety”, “Digital Product Design”, and “Problem-Solving and Algorithm Development”.
Technovation
Technovation is a non-profit international organization based in San Francisco, California, which aims to help female middle school and high school students around the world to improve their skills in the areas of entrepreneurship and software, and it has been joined by over 10,000 female students from nearly 78 countries since 2010. Our Technovation club’s objective is to encourage our female students to think of a problem in their surroundings and approach it from multiple aspects, help them develop a mobile application that works towards the solution of that problem and also to have them assess their application in terms of entrepreneurship. In this process, which takes an academic year to be completed, our students gain experience in areas such as entrepreneurship, problem-solving, business plan preparation, programming and interface design, and their applications are evaluated by an international platform at the end of the year.
Programming & Robotics Projects
These club activities support our students who want to be introduced to robotics, gain experience in this field, take part in national and international innovative projects for robotics and programming and have a desire to develop their own projects. Our students get the chance to improve themselves in the fields of algorithm development, numeric calculations, electronic devices and robotics studies.
“Maker Lab” Studies
This club welcomes students who are interested in the area of “Problem-Solving and Programming” which is one of the basic learning outcomes of Information Technologies.
The club is oriented towards our students in Grades 5 and 6 and helps them improve their creative and innovative skills. It aims to inspire our students to develop creative projects in the areas of programming, electronics, 3D modeling and design throughout their participation in the club.
The learning program for the Education of Religion and Ethics is carried out 2 lesson hours a week, following the general objectives of the national education and the specific aims of the course.
The purpose of the Education of Religion and Ethics is to contribute to raising generations who can understand, through reason and science, the connection between the universal humanitarian and moral principles and religious humanitarian and moral values.
Goals
In the Education of Religion and Ethics, inspired by Atatürk who said, “Each person needs a place to learn their religion, religious subjects, and faith. That place is the school,” we aim to raise individuals who:
- have a proper understanding of religion;
- are at peace with themselves and their surroundings;
- are broad-minded, considering differences as a cultural richness and using an inclusive language with a developed sense of coexistence;
- have realized their potential with a high sense of self-value, being stable and healthy in physical, mental, moral, and emotional terms.
Course Information
In line with the objectives of the course, we help our students to learn and/or acquire the desired knowledge, skills, attitudes, values, concepts while encouraging them to build a good character and develop high moral standards as well as the awareness about their social responsibility throughout the process of education and learning. To accomplish this, we follow the latest developments in education, adopt a student-centered approach, and utilize learning methods that foster understanding, research, questioning, and creativity.
During our course, we dominantly make use of individual and group activities, teacher & student discussions, as well as learning activities by practicing & thinking, thus encouraging our students to explain, interpret and assess the matters at hand.
While assessing and evaluating the course, we aim to determine the level of our students’ learning and understanding of the subjects, remedy their deficiencies by repeating subjects that are difficult to learn (feedback), and thus contribute to our efforts to develop future curricula. In our assessment and evaluation, we use a “process-oriented assessment” approach.
Assessment and Evaluation
Each term, we require our students to complete two written exams. The semester grade of a student is determined by averaging their exam grades, level of participation in course activities, and project grades.
“Science is a way of thinking much more than it is a body of knowledge”- Carl Sagan
The Middle School Science curriculum at Hisar Schools aims to cultivate students' scientific process skills, fostering inquisitive, analytical, and critical thinking abilities. Our ultimate goal is to develop students as global citizens with the knowledge and skills necessary to navigate an ever-evolving world.
- To achieve this, the Science Department designs and implements programs that:
- Encourage students to internalize sustainability and adapt to technological advancements,
- Promote scientific literacy and ethical values,
- Foster sensitivity to environmental issues and encourage students to contemplate possible solutions,
- Support students in becoming collaborative and self-improving individuals.
Goals
Aligned with the 21st-century learner profile, our curriculum is designed to enable students to:
- Develop scientific literacy, critical thinking, problem-solving, inquiry-based reasoning, decision-making, data analysis, and an understanding of scientific methods, ethics, and collaboration,
- Understand the relationship between society and environmental issues through a sustainability perspective,
- Acquire knowledge, skills, and habits necessary for a healthy lifestyle,
- Adapt to digital transformation and innovations.
Course Information
The Science Department is committed to nurturing students who question, explore, and critically evaluate scientific facts, shaping their lives based on scientific principles. We place great emphasis on scientific literacy and incorporate supplementary topics into the curriculum to enhance students' perspectives.
Lessons are designed using the Understanding by Design (UbD) framework to ensure lasting comprehension. Instructional strategies include STEM education and the Engineering Design process, integrating 21st-century skills, Education for Sustainable Development (ESD) applications, and global citizenship objectives. These approaches create engaging, context-based learning environments that facilitate active student participation.
Middle School Science courses are delivered bilingually in English and Turkish. Emphasis is placed on students using scientific terminology in English, and they are encouraged to do so. To assess students' scientific thinking skills on an international scale, they take the ISA Scientific Literacy assessment, and the results inform curriculum planning. Throughout the year, enriched bilingual content prepared by the department’s teachers is provided. In addition to participating in national science competitions, students are supported in engaging in international competitions where they conduct research, write experimental reports, and present their findings in English.
The Science curriculum incorporates differentiated learning strategies, offering varied activities tailored to students’ learning paces. Adaptations in materials (content and complexity) and time allocations provide an enriched educational experience. Differentiated learning approaches include rubric-based laboratory experiments, mini-projects, individualized Science Reinforcement Studies (SRS) based on exam results, and personalized feedback mechanisms. Students in need of academic support benefit from teacher-led support sessions and study programs designed to enhance their learning progress. This differentiated approach helps students unlock their full potential.
Interdisciplinary projects across various subjects encourage students to apply their knowledge and skills. Students are also encouraged to participate in competitions, gaining valuable learning experiences.
Digital and printed resources are balanced when selecting learning materials. Google Classroom is actively used for communication and progress monitoring. Students with an interest in projects receive technological resources to support their work.
Hisar Middle School has two fully equipped science laboratories where students conduct a wide range of experiments under the guidance of their teachers. Designed with 21st-century learning principles in mind, these labs provide a safe and engaging environment that fosters curiosity and scientific inquiry. Laboratory equipment and tools are updated annually to meet the evolving needs of students, supporting both in-class and extracurricular project/study sessions.
Assessment and Evaluation
In addition to written exams, process-based assessments form the core of Hisar Schools' evaluation policy. Various assessment tools are employed to help students take ownership of their learning. Regular monitoring and feedback mechanisms include mini-quizzes, additional assignments, optional term projects, Science Reinforcement Studies (SRS), daily and weekly homework, laboratory experiments, exam achievement forms, and self-assessment forms.
Activities and Trips
Significant dates related to science, such as World Water Day, Space Week, Energy Conservation Week, and World Environment Day, are celebrated through class activities and school-wide events.
Since 2019, Hisar School has been implementing the Eco-Schools Program, reinforcing education on environmental awareness, sustainability, and management. The school’s Green Flag Award is renewed every two years as a result of these dedicated efforts.
Throughout the year, various domestic and international trips are organized at different grade levels. The annual Edinburgh Science Trip for 7th-grade students reinforces science concepts and provides valuable observations that serve as references for future lessons, projects, and activities.
The Department of Visual Arts aims to encourage every student to create by giving them the opportunity to implement the art practices they learn during classes.
The Department does the following:
- It carries out the necessary efforts to provide students with multiple environments that will help them to discover their potential and express themselves in artistic terms.
- It prioritizes building a sense of social responsibility in students. As such, it supports projects on “Social Responsibility through Arts” and encourages students to develop projects on this subject.
- It designs lesson activities that will help students to practice what they learn while also giving the theoretical knowledge necessary to be a good audience and reader of arts.
- It encourages students to share their individual development and intellectual capital with their friends. Therefore, any willing student can participate in the activities of the “Hisar Series of Mixed Exhibition”.
- It encourages all students to take part in school projects, out-of-school projects and competitions so that they can know and express themselves through arts.
- The department considers it crucial for students and teachers to meet other schools in art venues and to share their own work; therefore, each year, it participates in extramural activities as well as national and international projects.
- It is important for the department to carry out its activities consistently in all grades, from pre-school to the last grade of High School, with the participation of all the teachers.
- The students are given the opportunity to visit international spaces in which they can research the topics they wondered and selected for themselves, to apply their experience in daily life, and to create projects based on their individual interests and skills.
- It supports each student in consideration of his/her individual characteristics in order to raise individuals who can connect with the past, make use of the culture and artworks of the past in their current works, benefit from interdisciplinary interactions in their art spaces and environments, turn their thoughts into unique artworks, understand the necessity of art and believe that they can use their creativity in any area.
Course Information
As part of Visual Arts lessons, Hisar Middle School provides:
- 1 hour of Visual Arts class per week in Grades 5, 6, 7 and 8
- 2 hours of Technology and Design class per week in Grades 7 and 8
- Color Painting Techniques Club and Ceramics Club classes designed for different levels.
The course content is as follows:
Visual Arts
The education program for the Visual Arts course is designed to accommodate various aspects consisting of visual communication and forming, cultural legacy, art criticism, and esthetics learning area as well as other skills which increase in parallel to the grade. Naturally, the program supports vertical planning and is oriented towards permanent learning.
The program focuses on internalizing what is learned during the program and interpreting artworks more knowledgeably, and sharing personal values and ideas while praising arts; analyzing and assessing how artists use figures, materials, and symbols in their works; researching, analyzing, and discovering the creative process which leads to the creation of an artwork, designing with the use of traditional and modern art materials in line with art equipment and design principles, developing a visual arts language, researching the significance and value of arts; and making simultaneous use of different techniques while creating visual artwork.
Perception The basic skills intended for the students to gain are:
- Analysis
- Use of Information Technologies
- Evaluation
- Multiple-Perspective Thinking
- Critical Thinking
- Hand-Eye-Brain Coordination
- Artistic Sensitivity
- Visual Literacy
- Cultural Legacy
- Ethics of Art
- Self-Awareness
- Design & Media Literacy
- Observation
- Use of Materials
- Synthesis
- Creative Thinking
Technology and Design
The basic skills intended for the students to gain are:Technology and Design course aims to equip individuals with literacy in this area and help them become life-long learners who can apply what they have learned in real-life, make use of technology and design processes for the benefit of both themselves and their community, and understand, interpret, manage and assess the process of technology and design. Within that framework, we aim for the students who complete the course of Technology and Design to be able to observe and interpret the objects, events and facts in their surroundings from an analytical perspective, define problems and offer innovative, unique and alternative solutions to these problems, assess the validity of their solutions and decide which one is best suited for the matter at hand. In this course, we also aim to teach students that technology and design have both positive and negative effects on daily life, and help them become individuals who have gained awareness out ethical rules in practices of technology and design and know that their technology and design products must have a minimum negative impact.
- Self-confidence
- Analysis
- Observation
- Environmental sensitivity
- Responsibility
- Analytical thinking
- Discovery of innovative and unique solutions
- Ability to cooperate
Activities
At Hisar Middle School, the teachers of the English Department come from the U.K., the U.S., Canada and Australia with a Master’s Degree and experience in their area. Our program was approved by CIS (Council of International Schools) and NEASC (New England Association of Schools and Colleges). Each year, our students take the ISA test, which is designed for international schools originally by Australian authorities and used to assess students’ skills in English and Mathematics. The results of this assessment correspond to the accomplishments of the world’s leading international schools.
Goals
At Hisar Middle School, we aim to improve our students’ English skills up to the level of native speakers. When Hisar Middle School students complete the 8th Grade, they are able to discuss any modern topic, write their opinions about anything and read and analyze complicated texts from modern fiction to modern non-fiction.
In our department, we also help our students to acquire 21st-century skills. In line with this goal and the mission of Hisar, our students learn to develop long-term working strategies with teamwork in classes, criticize their own work and behaviors and use technology efficiently in research and project design. Introduced to students in Grade 5 with short texts and presentations, these skills are gradually acquired by our students through writing research projects on current issues and taking part in class debates in Grade 8.
For the Middle School English program, we follow the Common Core Curriculum applied in the United States of America. The common core curriculum focuses on understanding the relations among different branches more closely, thus ensuring that courses are designed to offer specific and pragmatic skills. Such a different approach to education supports creative methods and, knowing the strengths and weaknesses of students, offers opportunities that will lead all students to success.
Course Information
The units covered in lessons are based on the principle of Understanding by Design (UbD). Understanding by Design is a framework to increase the success level of students. Our teachers cooperate to design courses in line with basic and interesting questions. Our students gain the skills of grammar, speaking, writing, reading and listening to deeply analyze complicated theories, form their own arguments and express themselves according to high academic standards. Our unit subjects are reviewed and updated by our department each year.
Assessment and Evaluation
Final assessments include creative writing, drama performances, presentations, essays, debates, research tasks as well as exams on reading and grammar. These assessments are a part of our daily curriculum. During the process of learning, we emphasize the process that will bring success to students. Each day, students obtain feedback related to their grade assessments while developing their skills during lessons. Each task and exam is assessed according to a rubric once it is explained to the students how to use it correctly. It is one of the priorities of the English department to teach self-assessment to students.
Activities and Trips
- In 5th Grade, students interview a family member with an interesting story to tell. They then write the story. This output is similar to the stories told within our reader The Year of the Dog by the narrator's family members. They then share their stories in small groups.“passports.” Here, the primary school students learn about the relevant country and participate in the cultural activities of the countries they visit.
- In 6th Grade, students explore the art of writing and delivering poetry, ending the unit with a grade-wide stage performance for their peers and teachers.
- In connection with their reading of the graphic novel "When Stars Are Scattered," 7th Grade students retell stories of other refugees using graphic novel techniques.
- 8th Grade students explore the power of language by writing and performing original slam poems. This activity showcases their creativity, confidence, and strong understanding of poetic devices such as imagery, metaphor, and rhythm, while encouraging authentic self-expression.
- 8th Grade students participate in a thoughtful and respectful debate focused on disabilities and accessibility. Through research and discussion, they develop critical thinking skills, empathy, and the ability to articulate ideas clearly while considering diverse perspectives.
- Also in 8th Grade, Working collaboratively, students plan, film, and edit parody videos that use humor and satire to communicate ideas. This creative project strengthens teamwork, communication, and media literacy skills while allowing students to engage with storytelling in a modern and engaging format.
- Junior Model United Nations is a club for 7th and 8th grade students that meets weekly and participates in and hosts conferences.
- World Scholar’s Cup is a competitive academic club in which students compete in debate, writing, and general knowledge competitions. Teams take several trips a year both locally and internationally.
“Pure mathematics is, in its way, the poetry of logical ideas.”
Albert Einstein
Mathematics at Hisar School is a course that focuses on developing analytical thinking, decision-making and problem-solving skills, is far from rote learning, and takes individual differences into account.
Our mathematics course goals are as follows.
- Revealing and developing individual potential
- Developing a positive attitude towards mathematics
- Examining the nature of mathematics
- Using the language of mathematics
- Developing operational skills
- Providing problem-solving skills
- Relating mathematics to daily life and other disciplines
- Developing a sense of responsibility
- Expressing thoughts and respecting different ideas
Events
As Hisar School Mathematics Department, we value the permanence of learning and its contribution to skill development, and we enrich our lessons with out-of-class activities and trips.
- March 14 World Mathematics Day (π)
March 14 is identified with the first three digits of the famous number Pi, 3.14, represented by the symbol "π". The "World Mathematics Day" celebrations organized by the mathematics department are held during the week of March 14. Within this scope, both in-class and out-of-class activities and competitions are included.
- Mathematikum Museum, Germany
Every year, 6th grade students regularly attend the "Germany Fairytale Road" trip and visit the Mathematikum mathematics museum, where students experience interactive stations.
- National and International Competitions and Applications
Students are informed about national and international exams and some exams are applied to all students on a level basis, while others are offered to students optionally and their participation is encouraged.
National Experiences:
- Mind Games Competition
Throughout the year, all students in our school are introduced to mind games and in-class activities are implemented under the leadership of mind games club students for their development. As an activity of the “Mind Games” club managed by the Mathematics Department during the week of March 14, the mind games competition is organized throughout the school in cooperation with Türk Zeka Vakfı.
At the same time, the mind games school team participates in mind games competitions organized in different schools.
- MATBEG Application
MATBEG is an application that includes different types and numbers of unusual problems for each grade level. MATBEG problems were developed to measure 4 basic mathematical skill areas: “Spatial and Shape, Number and Operation, Mathematical Reasoning, Mathematical Literacy”. Problems are structurally classified as “word problems, visual problems, short story-based problems, instrumental problems and mixed”. With this application, we aim to provide our students with the opportunity to produce the most innovative solutions to original problems and to use their talents and creativity at the highest level.
- Istanbul Science Olympiads
ISBO, which aims to contribute to the scientific and technological development of Turkey and to raise leading scientists by achieving national and international success, discovers talented students in the field of basic sciences, helps these students to conduct in-depth and qualified studies and supports students who will want to choose basic sciences as a career in the future. We participate in these olympiads every year with our eager and talented mathematics students.
- TÜBİTAK Secondary School Students Research Projects Competition
It is a competition organized by the TÜBİTAK Scientist Support Programs Directorate (BİDEB) to encourage secondary school students to conduct studies in basic, social and applied science fields, to direct their studies and to contribute to the development of their current scientific studies. We always support and guide our students who have a project idea and participate in various projects.
International Experiences
- ECIS Mathematics Quest
ECIS Math Quest is an international competition that has been held face-to-face in a different country every year since 1996. A team of four students from the 5th and 6th grades who meet the age criteria specified by the organization participate in the competition. The competition questions require high-level thinking skills according to the age criteria. Students compete in individual and team categories. The determined school team works with the mathematics department teachers regularly every week.
- Caribou Mathematics Contest
The Caribou International Mathematics Competition is a Canadian-based, worldwide online English mathematics competition. Our students can experience 6 competitions throughout the year to track their own development. We support our students in entering this competition and guide them as the mathematics department because it provides them with an opportunity to encounter challenging and international level mathematics activities. In January and February 2025, three of our students from 5th, 6th and 7th grades answered all the questions correctly and became the world champion.
- American Mathematics Olympiads (AMO)
The American Mathematics Olympiads is an international mathematics competition based in the United States, designed to assess students’ analytical thinking, problem-solving, and mathematical reasoning skills. Through questions presented at varying levels of difficulty, students are given the opportunity to develop advanced mathematical thinking abilities. At our school, we participate in this competition with the involvement of volunteer students from all grade levels; we support our students in challenging themselves on an international scale, and the mathematics department provides guidance throughout the entire process.
- German Math Olympiad
The German Math Olympiad is a prestigious mathematics competition based in Germany that emphasizes students’ mathematical creativity, logical reasoning, and multi-step problem-solving skills. Participants encounter problems that go beyond the standard curriculum and encourage deep and critical thinking. Our school regularly takes part in this competition with volunteer students from all grade levels, aiming to engage our students with the international culture of mathematics.
- International STEM Olympiad
The International STEM Olympiad is an international competition that adopts a holistic approach to mathematics alongside science, technology, and engineering. The competition aims to enhance students’ interdisciplinary thinking, analytical skills, and problem-solving abilities. Our school participates in the mathematics category of this Olympiad with volunteer students from all grade levels. The mathematics department actively supports our students in gaining international experience across STEM disciplines.
Course Information
Based on the curriculum program determined by the Ministry of National Education and in accordance with the UbD plan, the enriched Hisar curriculum is implemented. It is aimed to discover the concepts in all the subjects in the curriculum with an inquisitive approach by determining the readiness of the students. It is expected that every student is aware that there is a mathematical reality in the background of every concept or method mentioned.
Introductory activities are carried out in order to increase the awareness of the students in the introduction of the subjects. When choosing these activities, it is tried to choose memorable, daily life examples that will attract the attention of the students. Guiding questions support critical thinking.
Activities are prepared and implemented in order for the students to practice or to develop a different perspective on the concepts while the subject is being processed. In the differentiated class studies, each student's work is individually checked and individual feedback is given. Support is also received from peer learning during the implementation of differentiated class studies.
Different applications are included in mathematics lessons for students with different development speeds. Advanced mathematics studies conducted in and outside the classroom provide opportunities for students who want to conduct research on mathematics, increase their mathematical culture and advance in this field. The exam achievement table shared with students before the exam aims to increase students' awareness. Exam self-assessments applied after the exam provide students with the opportunity to evaluate exam achievements and develop their skills. Additional studies given after exam evaluations are individual studies that complete incomplete learning in accordance with the needs of students. While conducting mathematics lessons, attention is paid to the use of English, and terminology related to each unit is included. Both Turkish and English are used spirally in our lessons. All studies, assignments and announcements made in our lessons are shared via Google Classroom, and this platform is also used to provide feedback to students.
Measurement and Evaluation
In order to follow the development of students throughout the process, measurement and evaluation methods are diversified. In evaluations, process-oriented methods are used as well as result-oriented methods. Students' active participation in group and individual studies, homework performance, efforts and preparations are the sources of evaluations.
A general evaluation is made by taking into account the following criteria each term.
- Written Exam: There are 4 exams in total per year, 2 per semester.
- Participation in Course Activities: Participation grades are given for course activities at regular intervals each semester, taking into account the following criteria.
❏ Process-oriented in-class activities: Group and individual work, discussions, rubric studies, exit cards, quizzes, readiness, etc.
Quizzes and exit cards, which are part of process-oriented assessments, are frequently applied in courses. Exit cards measure the content of the applied course, while quizzes are more comprehensive. Test studies, which are one of the measurement and evaluation tools, are also planned to develop students' skills in this direction.
❏ Homework: Students are given regular homework and followed up throughout the process, sometimes to reinforce what they have learned, sometimes to do their own research and to access new information.
It is divided into two as weekend and weekday homework. Homework is based on open-ended, multiple choice, matching, and fill-in-the-blank questions that focus on achievement, higher-order thinking skills. Homework is graded on a 4-point scale. After the homework is completed by the students, the answer key is published, and students are expected to check and ask questions they do not understand. The questions that could not be answered in the homework are returned in class.
❏ Teacher observation is taken into account in line with course expectations.
Performance grades, given at certain intervals each term, consist of completed work, results of interim assessments, homework performance and in-class participation. Within the scope of the process-oriented assessment approach, these performance grades are given according to the perseverance and effort shown, with a positive disciplinary approach.
Projects:
❏ The work of students who want to prepare a project from a mathematics course is evaluated with a graded scoring key and added to the average.
As the Modern Languages Department, we offer a learning environment in our French, German, and Spanish courses where students can develop their language skills, increase their cultural awareness, and become effective individuals in the global world. Our second foreign language program, which starts in Grade 5 and continues through the end of Grade 8, is planned in accordance with the European Common Framework of Reference for Languages (CEFR) prepared by the Council of Europe, as stated in the Ministry of National Education curricula.
Within this framework, we aim to educate students as individuals who can adapt to the modern world, have knowledge of the cultural and social life of the target language, possess 21st-century skills, think critically, achieve communicative competence in a foreign language, and become global citizens.
All of our students take internationally recognized language proficiency exams such as DELF – FIT – DELE at the end of Grade 8 and officially certify their language proficiency levels.
Department Goals
The primary goal of the Modern Languages Department is to ensure that students develop the four fundamental language skills—listening, speaking, reading, and writing—in a balanced manner and become competent communicators.
In addition, students are encouraged to acquire cultural knowledge, develop respect for different cultures, and express themselves confidently in the languages they learn. Throughout middle school, the aim is to raise individuals who can effectively use resources in languages other than their mother tongue and who possess multilingual awareness.
Teaching Approach
Our lessons are conducted interactively in line with a student-centered and communication-based approach. Students actively participate in the learning process through group work, language games, role-play activities, projects, and digital applications.
While students’ language skills are supported through technology-enhanced instructional materials, differentiated content adapted to individual learning paces is provided to ensure a personalized learning experience.
Assessment and Evaluation
Our assessment and evaluation processes are carried out based on a process-oriented and multidimensional evaluation approach. In addition to written and oral exams, projects, performance tasks, and class participation are also included in the assessment process.
Students’ progress is continuously monitored through ongoing feedback, and their language development is evaluated holistically through end-of-term exams and formative assessments conducted throughout the year.
At Hisar School, middle school music classes are instrument-based courses that students choose according to their interests and abilities. These classes aim to help students establish an active, conscious, and lasting connection with music.
Instrument education not only develops students’ focus, discipline, regular practice habits, and sense of responsibility, but also strengthens their musical hearing, sense of rhythm, and motor coordination. The skills acquired during the middle school years make a significant contribution to students’ artistic as well as academic development.
Within the scope of the courses, students engage in individual and group studies in their chosen instrument or vocal field, in line with the Ministry of National Education music curriculum. Through level-appropriate technical studies, repertoire development, and ensemble experiences, students’ musical growth is systematically supported.
Middle school music classes aim to enable students to play their instruments with correct and conscious techniques, use music as a means of expression and sharing, and take an active role in school music activities.
"No event can be considered lost to history, but only a humanity that has paid its atonement can fully embrace its past”.
Walter Benjamin
At Hisar Middle School, the Social Studies program comprises Social Studies courses for 5th, 6th, and 7th grades, while in the 8th grade, it includes the History of the Turkish Republic and Atatürk’s Principles course. The Social Sciences curriculum encompasses various disciplines, including human rights law, geography, history, sociology, philosophy, anthropology, archaeology, economics, and political science.
Designed primarily with a skill-based approach, these courses address the economic, sociological, and natural-environmental conditions of our time, the underlying causes of these conditions, as well as the changes and continuities observed throughout history. The program aims to equip students with the ability to apply their acquired knowledge to contemporary contexts, fostering a comprehensive and analytical understanding of social sciences.
Goals
Through the department's courses, our students are expected to:
Be aware of current global events and understand the historical processes that have led to the present era.
- Critically evaluate any information they receive, regardless of its source, develop evidence-based perspectives, advocate for their views through democratic means, and be conscious of their rights and responsibilities as democratic citizens.
- Respect different cultures, beliefs, lifestyles, and viewpoints; possess strong communication skills; use inclusive language; uphold an anti-discriminatory approach; and utilize media and information sources in a conscious and beneficial manner.
- Recognize the democratic achievements of the Republic and demonstrate a democratic attitude.
- Be aware of natural and social events and issues in both their immediate and broader environment, develop peaceful solutions based on human rights and universal values, take social responsibility, and grow as global citizens.
Course Information
In the 21st century, where mass communication tools are rapidly evolving and access to information has become easier, courses are structured with an awareness of the reality in which scientific and non-scientific information, normative propositions and factual statements, as well as personal opinions and objective facts, are often presented together. Within this framework, a constructivist and inquiry-based instructional model is implemented.
Fundamental and structural concepts of the course, along with knowledge of facts and events, are introduced through the analysis of texts, images, cartoons, and other visual materials included in the unit booklets prepared by our department. Comparative readings of texts are conducted to encourage students to develop theses and antitheses. Discussions are organized between groups advocating different viewpoints. Mind-mapping activities are utilized to illustrate causal relationships between events and situations. Additionally, reading and writing exercises are incorporated to enhance students’ historical literacy skills in accordance with their level. To foster collective learning, both small-group and large-group activities are conducted.
Assessment and Evaluation
In assessment, a process-oriented evaluation approach is adopted, focusing not only on the final outcome but also on what and how students learn throughout the course. Assignments, tests, and quizzes are administered, and classroom discussions, writing, and reading activities are conducted to collect data on students' readiness and progress over time. This data is then used to restructure learning processes in alignment with students' needs.
Activities and Trips
Our students, whom we expect to grow as global citizens, have the opportunity to participate in various workshops, activities, and academic excursions in connection with the Social Sciences curriculum.
Democracy City Workshop
Each year, our 8th-grade students participate in the Democracy City Workshop held at our school. This workshop provides them with the opportunity to adopt a rights-based approach, develop dialogue and mutual understanding, and enhance their democratic decision-making skills.
Inclusive Language Workshop
Every year, our 7th-grade students attend the Inclusive Language Workshop organized at our school. Through this workshop, they gain the ability to analyze media, recognize biases underlying discrimination, identify hate speech in media and daily life, and develop a human rights-based, inclusive language.
Sadberk Hanım Museum Visit and Workshop
Our 5th-grade students take part in Sadberk Hanım Museum workshops each year. These workshops aim to help students explore the impact of museum artifacts on culture and civilization by closely examining them. Additionally, the clay modeling activity provides them with the opportunity to concretize their learning.
Silk Road Tales Workshop
Our 6th grade students are exploring the historical Silk Road through Silk Road tales as part of our Shared Heritage unit.
Cultural, Historical, and Geographical Talks
Each year, Cultural, Historical, and Geographical Talks are organized for 5th, 6th, 7th, and 8th-grade students, featuring experts in their respective fields. Through these talks, students reinforce their classroom learning and engage in discussions with specialists in the field.
Ankara Trip
An academic trip to Ankara is organized annually for our 5th-grade students. During this trip, students attend the Anıtkabir ceremony to honor Atatürk's legacy and explore the values of the Republic. Additionally, they visit Yaşayan Köy and Yaşayan Müze to experience firsthand the topics covered in Social Studies lessons and participate in various interactive activities.
“Turkish language is a wide sea holding various shades of colors within its depth, extent, unlimited power and beauty.” Yaşar Kemal
Our Education Program for Turkish helps our students to acquire language skills and mental skills for verbal and written communication which they can use throughout their lives. These skills are taught through exercises in the areas of reading, writing, speaking and listening. While constructing those skills, we aim towards a whole package of knowledge, skills, and values which will assist students in developing themselves personally and socially, communicating effectively, and acquiring the habit of reading & writing willingly with a passion for Turkish language.
Goals
The goal of the Turkish Education Program is to contribute to the cultivation of individuals who:
- can use Turkish correctly and effectively;
- can express themselves and communicate and cooperate with others with a high capacity for entrepreneurship and problem-solving;
- know their rights and responsibilities, have a high level of self-confidence, are cooperative with others, and express their views and opinions in written and verbal communication with valid justification and proof;
can comprehend, criticize and combine what they read while also enjoying the experience of reading and learning;
can utilize information technologies safely with advanced capabilities of learning, creating and sharing information.
We want our students to be citizens of the world by respecting different cultures through the distinguished literary works of the Turkish literature and the world literature, thus turning their learning into actual skills. Therefore, in our education program, we facilitate the development of their mental capacity, intellectual knowledge and world of opinions with the help of visual imagery as well as intellectual texts and research relevant to our daily lives.
Our Methods of Teaching
Each year, our students read a selection from the distinguished works of the Turkish literature and the world literature in consideration of their level of readiness. These readings are completed through guidance (reading as accompanied with a teacher in class, also involving activities) and the student’s reading performance (students read by themselves and apply what they learn).
Learning outcomes of grammar, reading-comprehension, speaking and writing are acquired with the help of a holistic approach by making associations with texts in a helical structure. This process is carried out with “BIRIKIM” (meaning accumulation in English) booklets which are designed and constantly revised by our department teachers in compliance with the curriculum of the Ministry of National Education. Our course is structured to serve to the differentiated education model with methods such as individual studies and teamwork, written and oral exposition, repetition of subjects and presentations via forms and applications developed electronically, and use of reading techniques and methods.
Our students can proactively follow relevant information such as studies, assignments, activities and course announcements by using an iPad via Google Classroom throughout the year and prepare their research, presentations, assignments and projects via an iPad; in cases of distance learning and hybrid learning, students can again attend to their classes by using Google Meet.
Types of Assessment
We take into consideration all the work, effort and preparation of our students during the evaluation process. In addition to a written exam required each term for assessing and evaluating the success of our students, we also conduct a process evaluation with online activities, tests and exams in order to observe their development during the process. For process evaluation, starting from the beginning of the term, we follow the texts in Birikim booklets and the guided reading processes and evaluate grammar skills of the students. Our purpose is to observe the development of students with their work accomplished during this whole process and to facilitate and grade their last work which will be shaped with the chance given to them to adjust/improve it in their written exposition activities.
Course Information
For the Turkish Course, our students read a selection from the distinguished works of the Turkish literature and the world literature in consideration of their level of readiness each year. These readings are completed through guidance (reading as accompanied with a teacher in class, also involving activities) and the student’s reading performance (students read by themselves and apply what they learn).
Learning outcomes of grammar, reading-comprehension, speaking and writing are acquired with the help of a holistic approach by making associations with texts in a helical structure. This process is carried out with “Birikim” (meaning accumulation in English) booklets which are designed and constantly revised by our department teachers in compliance with the curriculum of the Ministry of National Education. Our course is designed to diversify education by using methods such as teamwork, drama, written and oral exposition, presentation as well as reading techniques and methods.
Our students can proactively follow relevant information such as studies, assignments, activities and course announcements by using an iPad via Google Classroom throughout the year and prepare their research, presentations, assignments and projects via an iPad.
Assessment and Evaluation
We take into consideration all the work, effort and preparation of our students during the evaluation process. In addition to a written exam required each term for assessing and evaluating the success of our students, we also conduct process evaluation activities in order to observe their development during the process. The results of process evaluation are determined by following the students’ progress regarding texts in Birikim booklets and the guided reading processes, starting from the beginning of the term, and by evaluating their grammar skills. Our purpose in assessment and evaluation is to observe the development of students with their work accomplished during this whole process and grade their last work which will be shaped with the chance given to them to adjust/improve it in their written exposition activities.
Activities and Trips
Our club program for Middle School is created based on the hobbies and various fields of interests, alongside academic clubs. Clubs are planned either for one semester or the entire year.
In June, our Middle School students are asked to elect clubs online to take part in them in the following year. Students who prefer four clubs upon seeing the club presentations are placed in the clubs of their choice according to the order of application and club quotas. Unlike Primary School, our Middle School clubs include those clubs that accept students through selection or examination (e.g. JMUN or School Musical). Our Middle School clubs launch activities in the second week of the new academic year.
| Middle School Student Clubs | ||||
| Aikido | Mind Games | German Culture | Arts & Crafts | Badminton |
| Gymnastics | CS Programming & Robotics | Dance | Destination Imagination | Documentary Film Club |
| Thought Busters | Marbling | Electronic Music | French Culture | Futsal |
| Handball | Hisar Stem: Science Sparks – Astronomy | Hisar Stem: Science Sparks – Eco-School | Hisar Stem: Science Sparks – Sustainability | Spanish Culture |
| JMUN | Jr. Entrepreneurs | Caricature | Kickbox | Literature and Film Club |
| Table Tennis | Architectural Design | Mythology | Modern Folkloric Dance | Origami |
| Orchestra (With 9 Branches) | Knitting | Photography | Pilates | Punch |
| Color Painting Techniques | Chess | Ceramics | Street Games | Spormix |
| This Week in History | The Scholar’s Cup | Community Services | Volleyball | Yoga |