We are able to admit students to mid-grade levels based on available capacity. Prospective students are invited to participate in games and activities designed to help them express themselves naturally in a comfortable environment.
During this evaluation process, general academic skills, guidance-related observations, and English-language practices are considered within a three-stage framework. Our assessment process does not require any special preparation.
Students who complete Grade 8 at Hisar School may continue directly to our High School program.
International students may enroll at Hisar School, provided that they meet the school’s admission requirements.
Observations and evaluations of our students’ development throughout their preschool year play an important role in the transition to Grade 1. These observations and assessments are shared with parents throughout the year. At the end of the year, every student who has completed their school readiness successfully gains the right to advance to Grade 1.
Within our K–12 continuum, students in Grade 8 may continue directly to our own High School program. In accordance with Ministry of National Education regulations, our middle school graduates take an English Proficiency Exam before transitioning to high school.
This exam is prepared and evaluated by Hisar School’s PREP Committee. Students whose English proficiency meets the required level are exempt from the Preparatory Program and are placed directly into Grade 9. Students who require additional support in English continue in the Preparatory Program.
Students transitioning from our Middle School to High School are expected to have demonstrated academic competence, personal development, and a strong sense of responsibility for their learning and behavior.
As a foundation school, Hisar School aims to make its contemporary learning environments and educational opportunities accessible to as many students as possible. Tuition fees are determined through an overall academic-year budget projection and financial plan, prepared by taking into account the finalized per-student costs from the previous year. This approach supports the sustainability of a high-quality education that meets international standards.
Tuition policies are regulated in accordance with the legal framework set out in the Private Educational Institutions Law No. 5580 and the regulations determined by the Ministry of National Education (MoNE). At Hisar School, tuition fees vary across different school levels: Preschool, Primary School (Grades 1–4), Middle School (Grades 5–8), and High School.
For detailed information regarding tuition fees, please contact the Accounting Department.
Our Guidance and Counseling Department consists of 15 experienced Psychological Counseling and Guidance (PCG) specialists, with one counselor assigned to each grade level. We adopt a preventive and proactive approach to guidance and counseling, focusing on supporting students before challenges arise.
Our counselors participate in regular weekly supervision, ensuring continuous professional development and high-quality support. Students are closely monitored in all aspects of their academic, social, and emotional development.
Throughout the academic year, we maintain strong communication and engagement through a wide range of initiatives, including social and emotional learning programs; individual support for students, teachers, and parents; student assessment and orientation processes; structured guidance lessons; classroom visits; group work; peer support programs; parent seminars; parenting schools; and regular newsletters.
Our students are educated as global citizens within a high-quality academic program that places strong emphasis on character development. We lay solid foundations for a successful university education while providing students with advanced-level English and a second foreign language.
Hisar School is guided by a democratic, innovative, and forward-looking administrative approach. We offer individualized support tailored to students’ diverse needs and maintain a system of close student monitoring and continuous feedback, ensuring each student’s academic and personal growth is carefully supported.
At Hisar School, we create a learning environment that supports students in discovering and maximizing their inherent potential. In line with the globally recognized Constructivist Approach to Education, our educational and learning models are designed to align with students’ natural development and to offer meaningful learning experiences connected to real-life contexts. Our system emphasizes access to knowledge, interpretation, and re-creation of information, while fostering intrinsic motivation and active learner engagement.
To support our students in becoming successful and fulfilled individuals in the world of the future, we implement the High/Scope developmental model in Grades 1–3. Within this model, High/Scope teachers facilitate active learning opportunities through small- and large-group activities. Through these experiences, students naturally acquire the knowledge and skills required by the curriculum. Our academic program is based on the Ministry of National Education (MoNE) curriculum and is further strengthened through school-based curriculum development initiatives. During the middle school years, a contemporary and enriched MoNE curriculum continues to be followed. Using original resources developed by our teachers, diverse teaching and learning methods, and process-oriented assessment tools, we aim to ensure that students gain lasting knowledge and skills.
Beyond the core curriculum, and with respect for students’ individual differences, our educational program integrates a variety of contemporary models and learning approaches. In this context, “Plan–Do–Review (PDR)” and “Movement Education” are distinctive courses offered as part of Hisar School’s academic program.
The Bilingual Education Program at Hisar School, which integrates both Turkish and English, enables our students to use English with a level of proficiency comparable to their native language.
Bilingual education begins in Preschool, and by the end of Grade 12, students graduate as individuals who can express themselves confidently and effectively in both Turkish and English. In Preschool, 50% of the instructional program is delivered in Turkish and 50% in English. In Primary School, English instruction is offered for 10 class hours per week, with the aim of integrating listening, speaking, reading, and writing skills through holistic activities. High/Scope learning approaches are integrated into the curriculum for Grades 1, 2, and 3.
In Middle School, students receive 10 hours of English instruction per week, and selected Mathematics and Science courses are taught bilingually. Students take the international ISA examinations at every grade level.
At the High School level, in addition to English Language and Literature, Science, Mathematics, and selected elective courses are taught in English. At the Preparatory Level, students receive 24 hours of English instruction per week, delivered through a student-centered approach that integrates essential 21st-century skills such as leadership and collaboration, independent learning, and life skills.
Students who have graduated from Private Hisar Middle School or from other schools and wish to enroll directly in Grade 9 at Private Hisar High School without attending the Preparatory Program are required to take the High School Turkish and English Proficiency Exam. This exam aims to assess students’ proficiency in Turkish and English, with a focus on the academic literacy and productivity skills they will need at Hisar High School.
The English Proficiency Exam, along with all related mock exams, is prepared in accordance with Common European Framework of Reference (CEFR) B2 criteria by a commission established by the Hisar School Executive Committee. Throughout the middle school years, students engage intensively in exam-oriented activities focusing on reading, writing, grammar, and speaking skills.
Starting from Grade 5, our students choose one of Spanish, French, or German and continue studying their selected language throughout their education at Hisar School. Upon graduation, students earn internationally recognized language proficiency certificates at the A1, A2, and B1 levels in their chosen language.
The school curriculum defines assessment and evaluation as an integral part of teaching and learning. For each subject area, assessment objectives are clearly identified, along with a variety of assessment methods and tools that teachers may use.
Hisar School’s assessment philosophy considers not only curriculum-based learning outcomes but also students’ cognitive, creative, emotional, physical, and social development. In Hisar Primary School, assessment practices include both assessment for learning (process-oriented) and assessment of learning (outcome-oriented) approaches.
The school maintains close and regular communication with parents, sharing information about students’ progress, behaviors, work habits, and learning styles. Data gathered through ongoing assessment throughout the year is shared with parents through developmental progress reports.
In Primary School, each class has an average of 22 students. Each class is led by one classroom teacher. In Preschool classes, students are supported by one classroom teacher and one assistant teacher.
At Hisar Primary School, homework consists of daily assignments designed to support classroom activities and to help students reinforce their learning through meaningful practice. Responsibility for completing homework lies with the students, and they are expected to complete their assignments independently, without adult assistance. The targeted duration for homework is approximately 30 minutes per day. However, this time may vary depending on individual student needs.
Admission to mid-grade levels is based on available capacity and the results of the admission process, in line with the decision of the school administration, for applicants to the relevant academic year.
For Grades 6, 7, and 8, the evaluation is conducted through an entrance exam assessing proficiency in Turkish, Mathematics, Science, Social Studies, and English. For Grade 5, a student assessment process is carried out instead of a written exam.
Following the exam or assessment process, primary and waiting lists are created for students who are accepted to the school. As places become available, parents of students on the waiting list are invited for enrollment according to their order on the list.
We believe that when technology is used productively and in a way that supports educational programs, it helps students develop 21st-century skills and enhances their learning. In line with this approach, our Middle School students bring their iPads to school and actively use them throughout their learning process.
Students also continue to develop their technological creativity by participating in national and international projects such as coding programs, FIRST LEGO League (FLL), and Technovation.
Students who complete Grade 8 at Hisar Middle School are eligible to continue to Hisar High School Preparatory Class or to enroll directly in Grade 9, based on positive evaluations during their middle school years and their performance in the examinations specified in our school regulations.
Prospective students applying to Hisar High School Preparatory Class or Grade 9 from other domestic or international schools are admitted to the Preparatory Class based on the LGS (High School Entrance System) score announced by Hisar High School, in accordance with the enrollment calendar published by the Private Schools Association, and subject to available capacity.
For candidates applying to Hisar High School who live abroad and will not be in Türkiye on the scheduled admission exam date announced by the school, online examinations may be administered, subject to the approval of the school administration.
The Advanced Placement (AP) Program and AP courses provide our students with significant advantages in the university application process by strengthening their academic preparation and, in many cases, enabling them to earn course credit or placement at universities around the world. At Hisar School, AP courses are offered based on students’ interests, needs, and academic goals.
The AP Program is developed and administered by the College Board and is recognized in more than 60 countries, in addition to the United States. It allows students to take university-level courses while still in high school and, depending on university policies, to be exempt from certain introductory courses.
Alongside the Ministry of National Education (MoNE) curriculum, our students are supported through our AP Program to help them succeed in AP examinations. Hisar School is an official AP examination center, enabling our students to take their AP exams on campus.
The AP Program provides students with a strong advantage in international university applications, helping them stand out among other candidates. Taking AP courses and sitting for AP examinations at the end of the year demonstrates that students are academically well prepared for university-level study, often placing them ahead of peers who have not followed the AP pathway.
Beginning in Grade 9, we initiate guidance programs to inform both students and parents about the international university application process. In addition to class presentations and workshops, we conduct individual meetings with students and parents. We also provide academic, career, and summer school counseling, tailored to students’ personal interests and future goals.
At Hisar School, several standardized tests are administered under the coordination of our office. All Grade 10 and Grade 11 students take the PSAT (Pre-Scholastic Aptitude Test), which serves as preparation for the SAT. In addition, each spring, we offer the IELTS (International English Language Testing System) English proficiency exam to all high school students. As an official SAT test center, Hisar School administers the SAT exam six times a year on campus.
Our International University Counseling Office, a member of International ACAC (Association for College Admission Counseling), NACAC (National Association for College Admission Counseling), and CIS (Council of International Schools), participates in a wide range of professional development programs and university visits throughout the academic year.
Detailed information on alumni achievements, university placements, and related statistics can be accessed via the Alumni Success section on our school website.
Hisar School does not have an institutional international student exchange program. However, information regarding international education and exchange programs announced by the Ministry of National Education (MoNE) is shared with our students.
Students may apply individually to international exchange programs by fulfilling the requirements set by the Ministry of National Education, in line with their personal interests and decisions.
The Psychological Counseling and Guidance Center is an integral part of education at Hisar School. Operating within a PreK–12 continuum, the department adopts a preventive, proactive, and developmental guidance approach, taking into account students’ age-specific characteristics and addressing their physical, emotional, social, and cognitive needs. Through these efforts, the department aims to support individuals in understanding themselves and their environment, leading balanced and fulfilling lives, and making realistic plans aligned with their personal strengths.
Within our department, students are listened to with unconditional acceptance, without judgment, and within the framework of confidentiality and trust. Through open and honest communication, students are encouraged to share not only their challenges but all aspects of their lives, reinforcing the message that the Guidance and Counseling Department is a space where life is shared.
During the period of emergency remote education following the pandemic, our department carried out specialized initiatives to ensure healthy and sustainable communication with students, parents, and teachers.
Across all school levels, age-appropriate approaches and practices were developed within the K–12 framework. Online guidance lessons were conducted at every level, and individual Google Meet sessions were offered to students who needed or requested additional support. Activities such as establishing daily home routines, adapting to new situations, emotion-based games, relaxation exercises, and self-regulation skill development were among the practices implemented.
During the 2020–2021 academic year, in response to varying educational models, our Psychological Counseling and Guidance Department designed specialized programs for face-to-face, hybrid, and remote learning environments. Across all school levels, guidance lessons, learning coaching, and mentoring activities were provided to support students’ social-emotional and academic development. In addition, students participated in online guidance seminars with experts on a wide range of topics, from bullying prevention to healthy nutrition.
Recognizing parents as one of the most important stakeholders in the educational process—especially during times of change—numerous initiatives were also carried out for parents. These included regular parent information bulletins, newsletters, and articles, as well as online individual parent meetings, parent sharing sessions, and Parent–Expert seminars, all aimed at supporting parents and helping them adapt more effectively to the process.
Furthermore, ongoing support was provided for teachers at every grade level through regular teacher orientation programs, Guidance–Teacher meetings, newsletters, Expert–Teacher seminars, and supervision sessions. These initiatives were designed to address the needs of our academic staff while also offering emotional support, reinforcing a holistic and collaborative educational environment.
The Hisar School Sports Club (HSK) operates within a legal framework in accordance with Law No. 7405 on Sports Clubs and Sports Federations. Functioning under the Ministry of Youth and Sports / Provincial Directorate, HSK is a separate legal entity from Hisar School and provides its services outside regular school hours. The club consists of federation-affiliated sports branches—basketball, volleyball, handball, and gymnastics—and was established to develop licensed athletes, all of whom are Hisar School students.
Founded in 2008, the Hisar School Sports Club aims to uncover and nurture students’ athletic potential and sportsmanship in line with Hisar School’s philosophy of fair play. With a professional approach to athlete development, HSK trains students in basketball, volleyball, and handball across youth categories (mini, junior, and star levels). Athletes selected through HSK’s evaluation processes follow a structured program consisting of four training sessions and one match per week.
HSK teams compete in federation-organized leagues, and regular participation in intensive training and match schedules is essential. Athlete licenses are issued by the relevant sports federations.
Hisar Academy is an optional, fee-based program designed to help all participants explore their interests and develop their skills during weekends. The program offers a wide range of workshops in visual arts, performing arts, sports, and music.
Hisar Academy is open not only to Hisar School students but also to participants from outside the school community. Detailed information about the Hisar Academy program is available at hisarakademi.com.
At Hisar School, a positive discipline approach is embraced at all levels. Within the holistic school environment, the use of “I-language,” encouragement rather than praise, and conscious body language forms the foundation of our discipline philosophy. This approach aims to support students in developing self-regulation without becoming dependent on rewards or punishments.
By treating students with respect, we create a school environment where they learn the skills necessary for a successful and balanced life. For us, true discipline means that students demonstrate appropriate behavior even in the absence of external control—indicating that such behavior has been genuinely internalized.
Our menus are prepared monthly based on students’ daily nutritional and calorie needs by dietitians and food engineers, under the guidance of an academic specialist in child nutrition. The final version of each monthly menu is determined during monthly meetings of the Food Committee.
The Food Committee consists of Parent–Teacher Association members, school teachers and administrators, the school physician, the occupational health and safety specialist, and representatives from the catering company, including dietitians, food engineers, and authorized staff. From time to time, student council members also participate in these meetings.
Monthly menus are accessible via the Quick Access section on our school website. The cafeteria and school canteen are subject to both announced and unannounced inspections conducted by the school physician and the school Occupational Health and Safety Specialist.
Starting from the Middle School years, students may choose either to bring their meals from home or to make use of the school’s meal services.
Hisar School has two infirmaries, one located in the Middle School building and the other in the Sports Center, staffed throughout the day by one physician and four nurses. The infirmaries are responsible for all student health services during school hours. In the event of health-related issues during the school day—such as fever, gastrointestinal symptoms, or contagious illnesses—parents are promptly informed by the nursing staff.
The list of medications and medical supplies required to be kept in the infirmaries is maintained in accordance with Ministry of National Education (MoNE) and Ministry of Health infirmary standards. This list is displayed in the infirmaries, and no medications outside this approved list are administered.
In case of a potential medical emergency at school, Hisar School has an agreement with SOS Alarm Center Ambulance Services to ensure that patients are transferred to the nearest fully equipped hospital under the most appropriate and fastest conditions. This agreement covers students, parents, and all school staff during school hours as well as during school-organized off-campus activities. Once the school physician or another authorized person determines the need for an ambulance (ground or air), the request is made through the designated emergency contact numbers.
At Hisar School, we regularly update and audit our precautions and procedures to ensure preparedness for emergencies. Within the campus, potential risks are identified through comprehensive risk analyses, necessary preventive measures are taken, and preparations are made for immediate response in situations that cannot be prevented. All subcontractors working with the school operate in alignment with these emergency plans. Below is an overview of our current practices:
Our Emergency Preparedness Plan goes beyond standard protocols and is implemented through the coordinated work of multiple specialized teams. Regular drills are conducted, and team members receive role-specific training to ensure that both staff and students are well prepared for emergencies.
Civil Defense Plans, approved by the Ministry of National Education (MoNE) in accordance with current regulations, are in place.
Following comprehensive technical assessments conducted by Istanbul Technical University, all school buildings have been confirmed to meet Turkish Earthquake Regulations, with no structural deficiencies identified.
Emergency communication and evacuation charts are included in all emergency plans.
In the event of internet or power outages, communication is maintained via school-owned radios and satellite phones.
Our Emergency Storage Facility contains shelter, protection, medical, and food supplies. Post-earthquake evaluations have reconfirmed that all equipment required by Civil Defense and AFAD for use during and after earthquakes is fully stocked and ready for use.
Emergency signage and emergency lighting systems are installed in all classrooms, offices, corridors, and common areas.
An Emergency Management Center Office is located within the campus garden area.
The Earthquake Information System (EIS) collects data from accelerometer sensors installed across all school buildings (A Block: 3, B Block: 2, C Block: 2, Culture and Sports Center: 2, FABLAB: 1). Reports generated by this system are evaluated by the Emergency Management Team.
In the summer of 2019, all electrical cabling across the campus was upgraded to a flame-retardant, halogen-free system. Emergency shut-off buttons allow the electrical system to be safely disabled when necessary.
The boiler room is equipped with an explosion-proof gas detection system. In the event of a gas leak, all components are automatically shut down, gas flow is stopped, and power to the boilers is cut.
For fire emergencies, the campus is equipped with:
21 fire cabinets in Block A
8 fire cabinets in Block B
10 fire cabinets in Block C
25 fire cabinets in the Culture and Sports Center
159 fire extinguishers across the campus
Additionally, 8 fire hose cabinets are positioned next to existing hydrants for effective intervention until fire services arrive.
YOTA (Mitigation of Non-Structural Hazards) practices have been implemented throughout the school.
All movable cabinets and furniture are securely fixed.
Door stoppers and finger guards, window protectors, silicone corner guards on desks and tables, plexiglass protectors on stair railings, impact-absorbing padding on sharp edges, and anti-slip tapes and flooring are installed where necessary.
Each academic year, the school conducts at least two earthquake drills and two fire drills to promote a culture of safety among students and staff.
AKUT provides age-appropriate seminars for students at regular intervals.
School staff and subcontractor employees receive Occupational Health and Safety (OHS) and First Aid training, along with AKUT awareness seminars.
If seismic activity is felt, the following steps are implemented:
During the shaking, students and staff perform “Drop, Cover, and Hold On” in classrooms and all school areas.
Once the shaking stops, designated emergency teams activate the evacuation alarm.
Students are evacuated from buildings in an orderly manner under teacher supervision.
Each school unit gathers at its designated assembly area and may be directed to the emergency tent area depending on the intensity and duration of the earthquake.
The Earthquake Information System (EIS) reports on potential structural damage to school buildings.
Based on these reports, and under the guidance of the Emergency Management Team, the technical team—accompanied by the Occupational Safety Specialist—conducts inspections for non-structural damage.
After the designated waiting period determined by the severity of the earthquake, indoor areas are inspected by emergency teams to confirm they are safe to re-enter.
Students and staff are then guided back into buildings safely and in an orderly sequence.
At Hisar School, student and staff safety is a top priority, and our crisis preparedness practices are continuously strengthened to ensure a secure learning environment.
At Hisar School, we aim to raise students who develop a strong sense of environmental awareness and responsibility, and who actively contribute to social development in the areas of ecology and sustainability. Our school has been a member of the International Eco-Schools Program since 2005.
The Eco-Schools Program is an internationally recognized initiative implemented in primary schools to promote environmental awareness, environmental management, and education for sustainable development. Through its participatory approach, students not only gain knowledge about environmental issues but also play an active role in raising awareness among their families, local authorities, and non-governmental organizations (NGOs). The program also supports the implementation of an environmental management system based on ISO 14001/EMAS standards within schools.
Between 2005 and 2007, our school worked on the theme of Waste, Garbage, and Recycling and was awarded the Green Flag by TURCEV (Turkish Foundation for Environmental Education). The Green Flag was renewed following studies on the themes of Water (2007–2009) and Energy (2009–2011), symbolizing our continued commitment to environmental responsibility. Between 2011 and 2013, our focus was on the theme of Biodiversity. Since 2010, Hisar School has served as the regional coordinator for Eco-Schools on the European side of Istanbul.
To ensure the effective implementation of the program, an Eco-Team (composed of students) and an Eco-Committee (including representative teachers, administrators, parents, and local authority representatives) are formed at the beginning of each academic year. The Eco-Team consists of students who choose the Eco-Schools Club as well as other volunteer environmentally conscious students. Each year, activities integrated across all subject areas are identified and an action plan is developed.
Some examples of activities carried out within the scope of the selected themes include:
Musical instruments made from recycled materials (percussion)
Energy Chats
Participation in ENO activities such as Tree Planting and The March of the Frogs
Golden Horn shoreline clean-up
Waste battery collection campaigns (in collaboration with TAP and TURCEV)
Studies related to the Kyoto Protocol and Carbon Emissions Trading
Educational visits to the Çatalca Wind Power Plant
Among our recent goals is the design of an eco-friendly model house that generates its own energy and maximizes heat and water conservation.
In addition, between 2007 and 2009, our school successfully completed the Rcube (Reduce, Recycle, Reuse) Comenius Project. In 2008, posters created by two of our students on the theme of water were awarded first place and a special jury prize among posters from 200 countries by NVOC (Nature’s Voice, Our Choice).
That same year, we participated in the Volvo Adventure Project Competition with the project “PET to Fibers, Fibers to Coats, Coats for Children.” PET bottles collected at school were transformed into fiber at SASA facilities in Adana, then converted into coats through Kardem Textile, and finally distributed to children in need in Göktürk.
Through these initiatives, Hisar School continues to foster environmental responsibility, sustainability awareness, and active citizenship among its students.
