Our Precision of Language

NÛN Primary School aims to raise students to transfer their skills gained in their mother tongues to foreign languages, express their knowledge and thoughts in different languages, and develop themselves by using various resources and communication ways while considering their needs and interests as global citizens.

PYP Schools encourage students to learn et least one foreign language. Language education helps students to communicate clearly and intelligibly while interacting with people from different cultures.

Believing that language learning is a set of social actions, our institution raises students who are curious learners of different languages through experience. It accepts all teachers as language teachers and implements the Turkish National Education curriculum within the framework of PYP. The following principles were prepared by the teachers and shaped by the different opinions of the parents and students: The Language Policy Document of our school is reviewed by the school community every year and necessary arrangements are made on it. 

Our primary goal in our English as a second language education program, which we have prepared by taking into account the differences and learning characteristics of our students, is to teach our students English as a means of communication. It is aimed that they gain the skills of doing research in the academic field, accessing different sources, reading books, writing, interpreting what they see, hear and read, expressing themselves in prepared or impromptu dialogues, and thinking critically at the same time attribute the language as a tool and using the language they have learned in their social lives. Besides, foreign language stands out as the most important key that will open the doors for our students to become world citizens and interact with cultures. In line with these issues, a program that does not spare extra lessons for grammar is followed. In addition to the written and oral practice activities that will enable our students to gain daily language skills, extra sources are followed for academic research and writing skills.

Language of Education 

The language of education in primary school is Turkish. The second language is used for the inquiry unit of every lesson, except for English, which is created within the framework of the national curriculum for students to create meaning and develop transdisciplinary connections.

Language is an effective tool for expressing feelings, thoughts and experiences and finding the meaning of the world.

Language skills support the development of students in different fields. In each classroom, there are reading corners designed by the students themselves. On the bookshelves in these corners are books by age group that support questioning. 

For the inquiry process research, students actively use printed, visual and digital sources in different languages in our library. Resources classified according to PYP themes enable our students to access information easily during their research processes.

Our school handles media literacy at two points. Our priority is to enable students to access content in the media and to develop their skills in using technology. Secondly, it is to enable them to interpret and evaluate the content presented together with understanding. The aim of the media section of our school library is that students learn different ways of accessing information, make analyses and syntheses, and give importance to academic honesty in the information they reach.

Tablet computers are commonly used in our school, aiming to increase the quality of education, support the learning phase of students and train individuals who use technology in education efficiently.

Foreign Languages

NÛN Primary School encourages students to learn et least one foreign language. Language education helps students to communicate clearly and intelligibly while interacting with people from different cultures.

In NÛN Primary School, in addition to the Turkish language of instruction, English is taught from kindergarten. With the belief that every teacher contributes to language teaching, our aim is to develop the listening, speaking, reading, and writing skills of learners by creating a foreign language infrastructure.

Various online portals are used in order to contribute to the development of our students' listening, speaking and reading skills.

Bilingual board labels are used in every area where student products are displayed to familiarize the school community with different languages and for the foreign language-speaking visitors to our school.

To enable students to see English as a learning tool, bilingual (Turkish-English) education is provided in some branch courses and excursions.

Assessment and Evaluation of Language Learning

The purpose of assessment and evaluation in language education is to determine students' cognitive, affective and psychomotor skills and plan the lesson curriculum accordingly. For this reason, every student take "Readiness Tests" at the beginning of the academic year. Placement tests are applied for English and Arabic courses. Students are placed in classes according to their level and to plan differentiation studies to be carried out throughout the year.

During the process, the development processes of the learners are monitored, and a roadmap is drawn by using various measurement tools (observation form, rubric and checklist). The progress of the students is shared with the parents in the progress reports prepared every quarter.

In our language lessons, a process evaluation and six final evaluation exams are applied to monitor the development of our students' language skills constantly and to provide appropriate support. All these exams are designed to test the development of all the skills of our students.

Our students perform the knowledge and skills they have acquired throughout the year with performances at specified times. Before and after these performances, our students have the opportunity to reflect on the process. Performances also allow our parents to monitor and evaluate the development of the process.

Differentiation in Language Education

Necessary arrangements are made in the education program so that students whose mother tongue is not Turkish are ready for the language of education

Considering individual differences, necessary differentiation techniques are applied in the education tools in the classroom, content, assessment and evaluation for students who need additional work.