Primary School

Grade 1

You and Your World

• The You and Your World Curriculum represents an integrative approach to teaching and learning in grades K-2 and supports the emphasis being given to literacy at the primary level.

• It incorporates outcomes from health, personal development and career planning, science, and social studies and replaces the curriculum guides in these areas. Outcomes from all four subject areas were reviewed carefully and natural connections and commonalities among outcomes were identified.

• Conceptual organizers were then selected around which new units were developed. The units at each grade level promote an active, student-centered approach to learning and are intended to help students understand the connections between and among major skills and concepts arising from the four disciplines.

• Teaching/learning and assessment strategies are proposed to support the achievement of the curriculum outcomes. Within the strategies are suggestions to support the development of literacy and numeracy skills and authentic links to physical education and the arts.

• The You and Your World Curriculum builds and expands on cross-curricular skills of communication, inquiry, life-long learning, decision-making, participation, teamwork, and personal management.

Math

• The mathematics curriculum is shaped by a vision that fosters the development of mathematically literate students who can extend and apply their learning and who are effective participants in society.

• There is an emphasis in the curriculum on particular key concepts at each grade which will result in greater depth of understanding and ultimately stronger student achievement. There is also a greater emphasis on number sense and operations concepts in the early grades to ensure students develop a solid foundation in numeracy.

The main goals of mathematics education are to prepare students to:

• use mathematics confidently to solve problems

• communicate and reason mathematically

• appreciate and value mathematics

• make connections between mathematics and its applications

• commit themselves to lifelong learning

• become mathematically literate adults, using mathematics to contribute to society.

ELA

The English language arts curriculum has been developed with the intent of

• responding to continually evolving educational needs of students and society

• providing greater opportunities for all students to become literate

• preparing students for the literacy challenges they will face throughout their lives

ELA learners move through a series of predictable stages as they progress towards native-like

proficiency in English. These stages are part of a continuum of language acquisition and are

not tied to one particular grade or subject

Stage 1: Using English for Survival Purposes

Students at Stage 1 are becoming familiar with the sounds, rhythms, and patterns of English.

They try to make sense out of messages, and they show some limited comprehension of

“chunks” of language. Their understanding depends on visual aids. They often respond

non-verbally or with single words or short phrases.

Stage 2: Using English in Supported and Familiar Activities and Contexts

Students at Stage 2 listen with greater understanding and use everyday expressions independently.

They demonstrate growing confidence and use personally relevant language appropriately.

Stage 3: Using English Independently in Most Contexts

Students at Stage 3 speak with less hesitation and demonstrate increasing understanding. They

produce longer phrases and sentences. They participate more fully in activities related to academic

content areas. They can use newly acquired vocabulary to retell, describe, explain, and

compare. They read independently and use writing for a variety of purposes.

Stage 4: Using English With a Proficiency Approaching That of First-­Language Speakers

Stage 4 is often the longest in the language-acquisition process. There may be significant

differences between the abilities of students at the beginning of the stage and the abilities of

students at the end of the stage. Students use a more extensive vocabulary with greater accuracy

and correctness. They can use reading and writing skills to explore concepts in greater

depth, even though their proficiency in language specific to academic program areas is still developing.

French

• The French curriculum is based on the vision of educating students who can communicate effectively in French, use French as a learning tool, and demonstrate an understanding of various cultures, particularly the culture of francophone communities.

Physical Education

• The primary purpose of Physical Education is to help students develop the skills, knowledge, and attitudes necessary for participating confidently in many different forms of physical activity and maintaining a physically active lifestyle into and through adulthood.

• Physical Education provides opportunities for all students to become physically educated and enjoy moving by focusing on the development of fundamental movement skills, movement concepts, and strategies, as well as, personal and social skills

• Physical Education provides a unique and varied environment for learning and should be an integral part of the total education of every student.

• The primary focus of the K-5 Physical Education curriculum is to provide students with the skills, knowledge, and attitudes essential for safe, effective movement and participation in the lifelong activity.

• Finally, the curriculum addresses developmentally appropriate personal and social skills that are critical to successful participation and meaningful interactions with peers in physically active settings.

Visual Art

• Education in the arts is fundamental to the aesthetic, physical, emotional, intellectual, and social growth of each individual. It provides students with unique ways of knowing, doing, living, and belonging in the global community. It also has a key role in the development of creativity, imagination, and innovation.

• Through arts education, students come to understand the values and attitudes held by individuals and communities. Learning in the arts contributes to an empathetic worldview and an appreciation and understanding of the relationship among peoples and their environments.

• Education in the arts develops and enriches aesthetic expression, citizenship, communication, personal development, problem-solving, and technological fluency.

• The quality of instruction, the amount of time on task, and a supportive school culture each directly affect student achievement in visual arts. A strong visual arts program needs to be supported by the provision of sufficient time and resources to ensure that students experience a broad range of visual arts learning experiences that are sequential, comprehensive, planned, coordinated, and related to the organizing strands and outcomes.

Music

• Music Education contributes to a multi-disciplinary, interrelated school curriculum. While being engaged in music activities, students learn more than music content and skills. As with any creative endeavor, many thought processes, learning strategies, and ways to express oneself are refined and transferred to other aspects of one's life. Like other art forms, music offers unique experiences from which a better understanding of the world and oneself can emerge.

• Young learners are often naturally active and unafraid to physically express their thoughts and emotions. To enrich the students’ learning opportunities, and to connect to the learners who have kinesthetic preferences, teachers are encouraged to include creative movement activities as part of the music education program.

Grade 2

You and Your World

• The You and Your World Curriculum represents an integrative approach to teaching and learning in grades K-2 and supports the emphasis being given to literacy at the primary level.

• It incorporates outcomes from health, personal development and career planning, science, and social studies and replaces the curriculum guides in these areas. Outcomes from all four subject areas were reviewed carefully and natural connections and commonalities among outcomes were identified.

• Conceptual organizers were then selected around which new units were developed. The units at each grade level promote an active, student-centered approach to learning and are intended to help students understand the connections between and among major skills and concepts arising from the four disciplines.

• Teaching/learning and assessment strategies are proposed to support the achievement of the curriculum outcomes. Within the strategies are suggestions to support the development of literacy and numeracy skills and authentic links to physical education and the arts.

• The You and Your World Curriculum builds and expands on cross-curricular skills of communication, inquiry, life-long learning, decision-making, participation, teamwork, and personal management.

Math

• The mathematics curriculum is shaped by a vision that fosters the development of mathematically literate students who can extend and apply their learning and who are effective participants in society.

• There is an emphasis in the curriculum on particular key concepts at each grade which will result in greater depth of understanding and ultimately stronger student achievement. There is also a greater emphasis on number sense and operations concepts in the early grades to ensure students develop a solid foundation in numeracy.

The main goals of mathematics education are to prepare students to:

• use mathematics confidently to solve problems

• communicate and reason mathematically

• appreciate and value mathematics

• make connections between mathematics and its applications

• commit themselves to lifelong learning

• become mathematically literate adults, using mathematics to contribute to society

ELA

The English language arts curriculum has been developed with the intent of

• responding to continually evolving educational needs of students and society

• providing greater opportunities for all students to become literate

• preparing students for the literacy challenges they will face throughout their lives

ELA learners move through a series of predictable stages as they progress towards native-like

proficiency in English. These stages are part of a continuum of language acquisition and are

not tied to one particular grade or subject

Stage 1: Using English for Survival Purposes

Students at Stage 1 are becoming familiar with the sounds, rhythms, and patterns of English.

They try to make sense out of messages, and they show some limited comprehension of

“chunks” of language. Their understanding depends on visual aids. They often respond

non-verbally or with single words or short phrases.

Stage 2: Using English in Supported and Familiar Activities and Contexts

Students at Stage 2 listen with greater understanding and use everyday expressions independently.

They demonstrate growing confidence and use personally relevant language appropriately.

Stage 3: Using English Independently in Most Contexts

Students at Stage 3 speak with less hesitation and demonstrate increasing understanding. They

produce longer phrases and sentences. They participate more fully in activities related to academic

content areas. They can use newly acquired vocabulary to retell, describe, explain, and

compare. They read independently and use writing for a variety of purposes.

Stage 4: Using English With a Proficiency Approaching That of First-­Language Speakers

Stage 4 is often the longest in the language-acquisition process. There may be significant

differences between the abilities of students at the beginning of the stage and the abilities of

students at the end of the stage. Students use a more extensive vocabulary with greater accuracy

and correctness. They can use reading and writing skills to explore concepts in greater

depth, even though their proficiency in language specific to academic program areas is still developing.

French

• The French curriculum is based on the vision of educating students who can communicate effectively in French, use French as a learning tool, and demonstrate an understanding of various cultures, particularly the culture of francophone communities.

• The French immersion program is designed for non-francophone students. Its aim is for students to learn French by studying subjects taught in French from the time they enter the program until graduation.

Physical Education

• The primary purpose of Physical Education is to help students develop the skills, knowledge, and attitudes necessary for participating confidently in many different forms of physical activity and maintaining a physically active lifestyle into and through adulthood.

• Physical Education provides opportunities for all students to become physically educated and enjoy moving by focusing on the development of fundamental movement skills, movement concepts, and strategies, as well as, personal and social skills

• Physical Education provides a unique and varied environment for learning and should be an integral part of the total education of every student.

• The primary focus of the K-5 Physical Education curriculum is to provide students with the skills, knowledge, and attitudes essential for safe, effective movement and participation in the lifelong activity.

• Finally, the curriculum addresses developmentally appropriate personal and social skills that are critical to successful participation and meaningful interactions with peers in physically active settings.

Visual Art

• Education in the arts is fundamental to the aesthetic, physical, emotional, intellectual, and social growth of each individual. It provides students with unique ways of knowing, doing, living, and belonging in the global community. It also has a key role in the development of creativity, imagination, and innovation.

• Through arts education, students come to understand the values and attitudes held by individuals and communities. Learning in the arts contributes to an empathetic worldview and an appreciation and understanding of the relationship among peoples and their environments.

• Education in the arts develops and enriches aesthetic expression, citizenship, communication, personal development, problem-solving, and technological fluency.

• The quality of instruction, the amount of time on task and a supportive school culture each directly affect student achievement in visual arts. A strong visual arts program needs to be supported by the provision of sufficient time and resources to ensure that students experience a broad range of visual arts learning experiences that are sequential, comprehensive, planned, coordinated, and related to the organizing strands and outcomes.

Music

• Music Education contributes to a multi-disciplinary, interrelated school curriculum. While being engaged in music activities, students learn more than music content and skills. As with any creative endeavor, many thought processes, learning strategies, and ways to express oneself are refined and transferred to other aspects of one's life. Like other art forms, music offers unique experiences from which a better understanding of the world and oneself can emerge.

• Young learners are often naturally active and unafraid to physically express their thoughts and emotions. To enrich the students’ learning opportunities, and to connect to the learners who have kinesthetic preferences, teachers are encouraged to include creative movement activities as part of the music education program.

Grade 3

Science

• Science education aims to help students develop scientific literacy, an evolving combination of science-related knowledge, skills, and attitudes. To develop scientific literacy, students require diverse learning experiences that provide opportunities to explore, analyze, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment. Scientific inquiry, problem-solving and decision making support students to become life-long learners and to maintain a sense of wonder about the world around them

Math

• The mathematics curriculum is shaped by a vision that fosters the development of mathematically literate students who can extend and apply their learning and who are effective participants in society.

• There is an emphasis in the curriculum on particular key concepts at each grade which will result in greater depth of understanding and ultimately stronger student achievement. There is also a greater emphasis on number sense and operations concepts in the early grades to ensure students develop a solid foundation in numeracy.

The main goals of mathematics education are to prepare students to:

• use mathematics confidently to solve problems

• communicate and reason mathematically

• appreciate and value mathematics

• make connections between mathematics and its applications

• commit themselves to lifelong learning

• become mathematically literate adults, using mathematics to contribute to society

ELA

The English language arts curriculum has been developed with the intent of

• responding to continually evolving educational needs of students and society

• providing greater opportunities for all students to become literate

• preparing students for the literacy challenges they will face throughout their lives

ELA learners move through a series of predictable stages as they progress towards native-like

proficiency in English. These stages are part of a continuum of language acquisition and are

not tied to one particular grade or subject

Stage 1: Using English for Survival Purposes

Students at Stage 1 are becoming familiar with the sounds, rhythms, and patterns of English.

They try to make sense out of messages, and they show some limited comprehension of

“chunks” of language. Their understanding depends on visual aids. They often respond

non-verbally or with single words or short phrases.

Stage 2: Using English in Supported and Familiar Activities and Contexts

Students at Stage 2 listen with greater understanding and use everyday expressions independently.

They demonstrate growing confidence and use personally relevant language appropriately.

Stage 3: Using English Independently in Most Contexts

Students at Stage 3 speak with less hesitation and demonstrate increasing understanding. They

produce longer phrases and sentences. They participate more fully in activities related to academic

content areas. They can use newly acquired vocabulary to retell, describe, explain, and

compare. They read independently and use writing for a variety of purposes.

Stage 4: Using English With a Proficiency Approaching That of First-­Language Speakers

Stage 4 is often the longest in the language-acquisition process. There may be significant

differences between the abilities of students at the beginning of the stage and the abilities of

students at the end of the stage. Students use a more extensive vocabulary with greater accuracy

and correctness. They can use reading and writing skills to explore concepts in greater

depth, even though their proficiency in language specific to academic program areas is still developing.

French

• The French curriculum is based on the vision of educating students who can communicate effectively in French, use French as a learning tool, and demonstrate an understanding of various cultures, particularly the culture of francophone communities.

• The French immersion program is designed for non-francophone students. Its aim is for students to learn French by studying subjects taught in French from the time they enter the program until graduation.

Physical Education

• The primary purpose of Physical Education is to help students develop the skills, knowledge, and attitudes necessary for participating confidently in many different forms of physical activity and maintaining a physically active lifestyle into and through adulthood.

• Physical Education provides opportunities for all students to become physically educated and enjoy moving by focusing on the development of fundamental movement skills, movement concepts, and strategies, as well as, personal and social skills

• Physical Education provides a unique and varied environment for learning and should be an integral part of the total education of every student.

• The primary focus of the K-5 Physical Education curriculum is to provide students with the skills, knowledge, and attitudes essential for safe, effective movement, and participation in the lifelong activity.

• Finally, the curriculum addresses developmentally appropriate personal and social skills that are critical to successful participation and meaningful interactions with peers in physically active settings.

Visual Art

• Education in the arts is fundamental to the aesthetic, physical, emotional, intellectual, and social growth of each individual. It provides students with unique ways of knowing, doing, living, and belonging in the global community. It also has a key role in the development of creativity, imagination, and innovation.

• Through arts education, students come to understand the values and attitudes held by individuals and communities. Learning in the arts contributes to an empathetic worldview and an appreciation and understanding of the relationship among peoples and their environments.

• Education in the arts develops and enriches aesthetic expression, citizenship, communication, personal development, problem-solving, and technological fluency.

• The quality of instruction, the amount of time on task, and a supportive school culture each directly affect student achievement in visual arts. A strong visual arts program needs to be supported by the provision of sufficient time and resources to ensure that students experience a broad range of visual arts learning experiences that are sequential, comprehensive, planned, coordinated, and related to the organizing strands and outcomes.

Music

• Music Education contributes to a multi-disciplinary, interrelated school curriculum. While being engaged in music activities, students learn more than music content and skills. As with any creative endeavor, many thought processes, learning strategies, and ways to express oneself are refined and transferred to other aspects of one's life. Like other art forms, music offers unique experiences from which a better understanding of the world and oneself can emerge.

• Young learners are often naturally active and unafraid to physically express their thoughts and emotions. To enrich the students’ learning opportunities, and to connect to the learners who have kinesthetic preferences, teachers are encouraged to include creative movement activities as part of the music education program.

Grade 4

Science

• Science education aims to help students develop scientific literacy, an evolving combination of science-related knowledge, skills, and attitudes. To develop scientific literacy, students require diverse learning experiences that provide opportunities to explore, analyze, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment. Scientific inquiry, problem-solving and decision making support students to become life-long learners and to maintain a sense of wonder about the world around them

Math

• The mathematics curriculum is shaped by a vision that fosters the development of mathematically literate students who can extend and apply their learning and who are effective participants in society.

• There is an emphasis in the curriculum on particular key concepts at each grade which will result in greater depth of understanding and ultimately stronger student achievement. There is also a greater emphasis on number sense and operations concepts in the early grades to ensure students develop a solid foundation in numeracy.

The main goals of mathematics education are to prepare students to:

• use mathematics confidently to solve problems

• communicate and reason mathematically

• appreciate and value mathematics

• make connections between mathematics and its applications

• commit themselves to lifelong learning

• become mathematically literate adults, using mathematics to contribute to society

ELA

The English language arts curriculum has been developed with the intent of

• responding to continually evolving educational needs of students and society

• providing greater opportunities for all students to become literate

• preparing students for the literacy challenges they will face throughout their lives

ELA learners move through a series of predictable stages as they progress towards native-like

proficiency in English. These stages are part of a continuum of language acquisition and are

not tied to one particular grade or subject

Stage 1: Using English for Survival Purposes

Students at Stage 1 are becoming familiar with the sounds, rhythms, and patterns of English.

They try to make sense out of messages, and they show some limited comprehension of

“chunks” of language. Their understanding depends on visual aids. They often respond

non-verbally or with single words or short phrases.

Stage 2: Using English in Supported and Familiar Activities and Contexts

Students at Stage 2 listen with greater understanding and use everyday expressions independently.

They demonstrate growing confidence and use personally relevant language appropriately.

Stage 3: Using English Independently in Most Contexts

Students at Stage 3 speak with less hesitation and demonstrate increasing understanding. They

produce longer phrases and sentences. They participate more fully in activities related to academic

content areas. They can use newly acquired vocabulary to retell, describe, explain, and

compare. They read independently and use writing for a variety of purposes.

Stage 4: Using English With a Proficiency Approaching That of First-­Language Speakers

Stage 4 is often the longest in the language-acquisition process. There may be significant

differences between the abilities of students at the beginning of the stage and the abilities of

students at the end of the stage. Students use a more extensive vocabulary with greater accuracy

and correctness. They can use reading and writing skills to explore concepts in greater

depth, even though their proficiency in language specific to academic program areas is still developing.

French

• The French curriculum is based on the vision of educating students who can communicate effectively in French, use French as a learning tool, and demonstrate an understanding of various cultures, particularly the culture of francophone communities.

Physical Education

• The primary purpose of Physical Education is to help students develop the skills, knowledge, and attitudes necessary for participating confidently in many different forms of physical activity and maintaining a physically active lifestyle into and through adulthood.

• Physical Education provides opportunities for all students to become physically educated and enjoy moving by focusing on the development of fundamental movement skills, movement concepts, and strategies, as well as, personal and social skills

• Physical Education provides a unique and varied environment for learning and should be an integral part of the total education of every student.

• The primary focus of the K-5 Physical Education curriculum is to provide students with the skills, knowledge, and attitudes essential for safe, effective movement and participation in the lifelong activity.

• Finally, the curriculum addresses developmentally appropriate personal and social skills that are critical to successful participation and meaningful interactions with peers in physically active settings.

Visual Art

• Education in the arts is fundamental to the aesthetic, physical, emotional, intellectual, and social growth of each individual. It provides students with unique ways of knowing, doing, living, and belonging in the global community. It also has a key role in the development of creativity, imagination, and innovation.

• Through arts education, students come to understand the values and attitudes held by individuals and communities. Learning in the arts contributes to an empathetic worldview and an appreciation and understanding of the relationship among peoples and their environments.

• Education in the arts develops and enriches aesthetic expression, citizenship, communication, personal development, problem-solving, and technological fluency.

• The quality of instruction, the amount of time on task, and a supportive school culture each directly affect student achievement in visual arts. A strong visual arts program needs to be supported by the provision of sufficient time and resources to ensure that students experience a broad range of visual arts learning experiences that are sequential, comprehensive, planned, coordinated, and related to the organizing strands and outcomes.

Music

• Music Education contributes to a multi-disciplinary, interrelated school curriculum. While being engaged in music activities, students learn more than music content and skills. As with any creative endeavor, many thought processes, learning strategies, and ways to express oneself are refined and transferred to other aspects of one's life. Like other art forms, music offers unique experiences from which a better understanding of the world and oneself can emerge.

• Young learners are often naturally active and unafraid to physically express their thoughts and emotions. To enrich the students’ learning opportunities, and to connect to the learners who have kinesthetic preferences, teachers are encouraged to include creative movement activities as part of the music education program.

A Day at School

• We welcome our students between 08.00-08.30 at the Primary school entrance with our teachers on duty.

• Every Monday we have an opening ceremony at 08.20. Either we come together in the back garden or at the sports hall according to the weather conditions.

• We have breakfast at 8.30 with healthy and fresh food at our school cafeteria.

• We start the lessons at 8.50. We have 8 lessons a day. Each lesson is 40 min. We have 7 breaks 6 of them are 10. min, lunch break is 40 min.

• We have a weekly lesson plan which we share with our parents at the orientation week of the students and we use it for the whole year.

• We have lunch at 12.15 and after that, we have some relaxing time before the second part of the day.

• They can use the garden, sports hall, library, and activity area during lunch break

• We have a snack at 15.00 with full vitamins cooked in our school cafeteria fresh every day.

• At 15.50 the school bus ladies come to pick up the students from their classes and the ones that are leaving with their families come to the Primary school entrance with their teachers.

• The students who are attending an after school activity like swimming, basketball, tennis, volleyball, etc. stay at school till 17.00. Their parents come to school at the end of the activity.

• Every Friday we have a closing ceremony at 15.40. Either we come together in the back garden or at the sports hall according to the weather conditions. And we leave school just after the ceremony

School-Parent Communication

COOPERATION OF CHILDREN, FAMILY, and EDUCATOR

Children have profound effects on their learning with the sharing of children, families, and educators with themselves and each other. It enables children to collaborate with others, to promote learning and development, and to create engaging environments and experiences.

All children are talented, sophisticated, curious, rich in potential, and experience. They grow in families with different social, cultural, and linguistic perspectives. Every child needs to know that he/she belongs to the environment or group, and that it is valuable for his environment and that he is allowed to succeed.

Families love their children and want the best for them. Families are experts in their children because they have the first and strongest effect on children's learning, development, health, and happiness. In this context, they have a good command of the school process and closely follow the school life and program. It is our expectation from them to be involved in the process as long as the opportunities allow. As long as it receives discretion about student achievements, it preserves the desire to learn as long as it is motivated by positive reinforcers. Your parents are our biggest stakeholders and contributor in this sense. CND Schools see their parents as their biggest and valuable partners.

● Parent Orientation Meetings

We have orientation meetings for the Parents a week before the education year starts

● Student Orientation Week

We have an orientation week for the new students before the education year starts

● Daily Information (automation program)

We send messages about the academic and social announcements of the school via the school automation program. You can also access the weekly plan, lunch list or activity calendar from the same program

● Monthly Parent Meeting - Face to face

Every month the homeroom teachers invite the parents for a 30-minute appointment to give feedback about the students academic improvement

● Termly Branch Teacher Meeting

We have branch teacher meetings twice in a term where parents can have one to one feedback about the students

● Termly Counseling Sessions

Parents visit the Psychological Counselor twice in a term on a schedule with specific content. They can have consultation whenever they need it during the year.

● Termly Student Presentation

Students have presentations once at the end of each on a schedule with specific content. Parents are invited to school at the hour of presentation.

● Use of Social Media

We announce and share the challenges, theme-based activities, celebrations, and routines of the activity calendar via web / Instagram / Twitter

Clubs and Activities

Activities

CREATIVE DRAMA

Creative drama studies are carried out to enable children to use their creative powers, to improve concentration, group coordination, to discover the high potential of the body and voice, and to increase their critical power.

YOGA

Our students learn while having fun in the child yoga activity. Child yoga, which has a rhythm in itself, is flexible, tells children to recognize their bodies, respect their relationships with each other and respect everything in nature, teaches them not to compare themselves with anyone while encouraging them to live a more sensitive life, meditation, breathing exercises, stories, and games. is an approach.

MUSIC (Orff instruments and rhythm group)

Orff instruments are used as a starting instrument in all developed countries of the world and help the development of hand-body coordination in children. It consists of Orff instruments (such as xylophone, metallophone) and rhythm instruments (steel triangle, darbuka, drum, etc.).

SWIMMING

It is aimed to make our students love swimming in the first stage. Secondly basic rules and techniques are taught. In the first level they can stand on the water; learn to use their hands and feet in a coordinated manner in the water. Style learning and lane training start according to the developmental periods.

CAPOEIRA

Capoeira Dance is a unique sport and art branch that offers a combination of Music, Acrobatics, and Philosophical elements. It is a very good physical activity in child development. It encourages children to be active and interactive and allows them to have fun while doing so. The benefits of physical and mental development are evident in children who regularly take Capoeira.

GYMNASTICS

Gymnastics is the main branch of sports for children, and it is the only branch that can be recommended for young children not to lose their existing flexibility and strength. Our goal is to introduce children to the sport, to provide an environment where they can have fun and develop their attention and coordination skills. It should not be forgotten that sports are essential for a healthy life.

Clubs

EFC (English Fun Club)

At the English Fun Club, children use their English language skills and learning in a realistic and interactive environment. This club aims to develop a child's English skills in a very entertaining environment. For example, they discover the most enjoyable aspects of learning a foreign language with Turkish and English speaking teachers with fun games such as Scrabble, Upwords, Pictionary, Taboo, competitions, dramas, and project work.

MUSIC (Orff instruments and rhythm group) (KG, 1-2nd grades)

Orff instruments are used as a starting instrument in all developed countries of the world and help the development of hand-body coordination in children. It consists of Orff instruments (such as xylophone, metallophone) and rhythm instruments (steel triangle, darbuka, drum, etc.).

MUSIC (Piano, Mandolin, Violin, Guitar)(3-4th grades)

Mandolin used in our country's music education for many years; It is a starting point in the education of string instruments. Along with musical skills, reading and playing notes, etc., it also helps muscle development in terms of right and left-hand coordination.

CHESS

The rules of chess are taught at this club hour. It is aimed to contribute to the development of reasoning, concentration, and auto control characteristics of the student through chess education.

CREATIVE DRAMA

Creative drama studies are carried out to enable children to use their creative powers, to improve concentration, group coordination, to discover the high potential of the body and voice, and to increase their critical power.

FRENCH DRAMA CLUB

In the French drama club, children have a good opportunity to improve their speaking skills while playing their roles and reading French plays. They use language in a realistic and interactive environment. The purpose of this club is to make children discover the emotional aspect of the French language in a fun way. Also, children are working on real-life dialogues to compare drama and French skills.

ART

In the art club, students come together to consolidate the information they have learned in the Visual Arts class. In the works carried out in the art club, there are goals such as looking at the environment with an aesthetic eye and completing the spiritual and mental serenity. In this age group, students recognize colors and reinforce blends. They try to define two and three dimensions in nature with projects. They make productions with pleasure by making further projects that they start to learn in visual art lessons. The most important source of motivation is that the student chose the clubs according to his/her wishes and skills.

BASIC GYMNASTICS

Gymnastics is the main branch of sports for children, and it is the only branch that can be recommended for young children not to lose their existing flexibility and strength. Our goal is to introduce children to the sport, to provide an environment where they can have fun and develop their attention and coordination skills. It should not be forgotten that sports are essential for a healthy life.

VOLLEYBALL

Mobility, resourcefulness, and coordination characteristics of our students for volleyball sport are developed. Basic skills in volleyball are provided. Preparatory educational games for volleyball are played for students in this age group. The main themes of the club are basic postures, serving from the bottom, cuff passing, finger passing, willingness to play with the group, knowing the rules of the game, and complying with these rules.

BASKETBALL

Our students are provided with behaviors such as collaborating with the activity, following the rules, leading, playing friendly, accepting losing, celebrating winning. Besides, it is aimed to gain and maximize the basic skills related to basketball (basic stance, holding the ball, passing in various ways, low and high dribbling, standing and jumping into the circle).

TENNIS

It is aimed to show and apply the basic rules and techniques of tennis, and to improve hand and foot coordination of our students on the court.

SWIMMING

It is aimed to make our students love swimming in the first stage. Secondly basic rules and techniques are taught. In the first level they can stand on the water; learn to use their hands and feet in a coordinated manner in the water. Style learning and lane training start according to the developmental periods.

FOOTBALL

Our students are provided with behaviors such as collaborating with the activity, following the rules, leading, playing friendly, accepting losing, celebrating winning. Also, it is aimed to acquire and raise basic skills related to football (positioning, dribbling, setting up a pass station, passing and passing, shooting, shooting, etc.).

MODERN DANCE

In these studies, it is aimed to give education to our students by combining music, rhythm, and aesthetics. The process that starts with basic training in areas such as flexibility, teamwork, and choreography is completed with professional shows. Prepared choreographies are presented in various shows during the school year.

Psychological Counseling and Guidance

As Florya Canada Primary School, we have known that each of our students has different emotions, thoughts, and behaviors; we are applying an education approach towards individual differences. Our students' goal is to reach the highest level in line with their potential and "realize themselves". As the Psychological Counseling and Guidance Department, we are working diligently to reach this goal. With our developmental and preventive guidance activities that we can reach all our students, we also support our students' development processes and fulfill our preventive role regarding possible problems.

While guiding our students to become individuals who are equipped with 21st-century skills, ready for the future, with strong human values, we also follow the most effective methods and developments in our field by adhering to the Guiding principles. We know the importance of the communication we will carry with you, our parents, for the healthy development of our students, and we believe that we will continue our close dialogue with you throughout the education process of our students.

OUR OBJECTIVES

Our children;

• Develop positive self-perception,

• Be able to recognize and control their emotions,

• Can raise awareness about their interests, wishes, and abilities,

• Can increase their motivation for learning and be successful,

• Be able to develop their creativity,

• Be able to gain effective communication skills,

• Be able to develop skills to deal with the difficulties and crises of life,

• Can improve problem-solving skills,

OUR PRINCIPLES

Reaching all students is essential. For this reason, the positive studies that will affect the

development of all our students are planned meticulously.

Our work is based on the principle of confidentiality.

The Corporation of Florya Canada Schools Kindergarten and the families is so important. This

cooperation gives confidence to the child and facilitates the solutions to possible problems.

• Respect and volunteering are very important. Every individual is respected and the voluntary

participation in the processes that will be carried out, is targeted.

• The individual is accepted as it is, not judged or criticized.

• Every individual is valuable and important.

• The development of each individual is evaluated within itself, not compared with others.

• Guidance period is a helpful process that varies according to individual solutions and results.

Basic functions of The Psychological Counseling service is;

•to follow the student's development,

•to follow the student's individual needs,

•to inform the family in this direction,

•to provide group guidance,

• to provide school-family cooperation.

It should be noted that the duties and responsibilities of the school counselor have some ethical

limitations. When the student needs support (special education, therapy, etc.), guides the needs to an

expert.

FOR OUR STUDENTS - We have;

• Recognition activities

• Orientation / Adaptation processes

• Development observation, evaluation, and follow-up

• In-class studies for the group

• Individual student interviews

• Evaluation of learning profiles

• Tracking of Academic Processes

FOR OUR PARENTS - We have;

• Orientation / Adaptation processes

• Working groups for parents

• Individual Interviews

• Parent Bulletins

• Parent Seminars