12. sınıf İngilizce ekim ayı Maarif Model ders raporu: School Life, Classroom Life & Education, Personal Life & Well-Being teması, 48 öğrenme çıktısı. Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life, Classroom Life & Education
2. Tema: Personal Life & Well-Being |
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| İçerik Çerçeveleri | SCHOOL LIFE, CLASSROOM LIFE AND EDUCATION
Sub-themes: ''Challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''
Nouns: Stress management, challenge, a consequence, an element, excitement, importance, worry.
Verbs: To set goals, to concentrate, to graduate, to indicate.
Adjectives: Determined, ambitious, competitive, complex, confident, confused, disappointed, disappointing, effective.
Adverbs: Successfully, simply.
Nouns: A ceremony, a cap, passion, an application, a qualification, a recommendation, following, a strength, scholarship.
Verbs: To deliver a speech, to volunteer, to work part-time, to appreciate.
Adjectives: Pleasant, essential, expected, experienced.
Adverbs: Possibly, forever.
“29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)".
*(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)
*Local Cultural, Social and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum.
The Simple Present Tense: (I write a blog twice a week).
The Present Progressive Tense: (They are attending workshops this week).
Be Going to Future Tense: (He is going to apply for a job tomorrow).
The Simple Future Tense: (He will go to college next year).
The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered "Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.
Reported Speech of the Present and Future Tenses: (He says he attended workshops. They told me that they would attend the graduation party).
Use of the Simple Present Tense: Describing a general state or habit for revision.
Use of the Present Progressive Tense: Describing an action happening now or temporarily for revision.
Use of ''Be going to'' future tense: Describing planned actions, decisions or predictions based on evidence for future revision.
Use of the Simple Future Tense: Describing spontaneous decisions, promises, or predictions based on opinions for future revision.
Use of Reported Speech of the Present and Future Tenses: Reporting actions, ideas or plans for present and future tenses.
Use of verbs for reported speech: Ask, report, say, tell.
Who’s your reading buddy?
Let’s wrap this up!
Shall we take turns presenting?
We’re on the same page.
Intonation for positive statements, negative statements, questions and question tags.
PERSONAL LIFE AND WELL-BEING
Sub-themes: ''Providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''
Nouns: Emotional intelligence, a belief, a difficulty, an attitude, an occasion, a friendship, a value.
Verbs: To communicate effectively, to admire, to admit, to advise, to fulfil needs, to strengthen bonds, to handle disagreements.
Phrasal verbs: To get over.
Adjectives: Engaged, practical, gentle, qualified, involved.
Nouns: Latest trends, new collections, a shopaholic, fashion, a shopping centre (mall-AmE), a version, marketing, luxury.
Verbs: To stick to the list, to limit social media, to invest, to wonder, to treat, to supply, to pretend, to get attraction.
Phrasal Verbs: To keep up with.
Adjectives: Old-fashioned, unnecessary, unpleasant, coloured.
Adverbs: Necessarily, perfectly.
*National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)".
The Simple Past Tense: (They limited their social media usage.)
The Past Progressive Tense: (She was jogging at seven o’clock yesterday.)
The Past Perfect Tense: (They attended a wellness program after they had gone bankrupt.)
The Past Perfect Progressive Tense: (She had been investing money for her future before she was in debt.)
Use of the Simple Past Tense: Describing an action that was completed at a specific moment in the past for revision.
Use of the Past Progressive Tense: Describing an action that was happening at a specific moment in the past.
Use of the Past Perfect Tense: Describing an action that was completed before another action in the past for revision.
Use of the Past Perfect Progressive Tense: Describing an action that was happening before another action in the past for revision.
I fancy a walk to clear my head!
Let’s hit the park for some fresh air!
Sometimes a good chat is the best therapy!
It’s important to stay connected!
Long and short vowels: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/) Consonants: b: (/b/), silent /b/); c: (/si/, /k/); d: (/d/)
*(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) |
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| Öğrenme Çıktıları | ENG.12.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.L2. Students can bring together the information in the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.L3. Students can make sense of and derive meaning from the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.12.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.12.1.R1. Students can prepare for reading the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' efficiently and effectively.
ENG.12.1.R2. Students can bring information together about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' through skimming, scanning and detailed reading.
ENG.12.1.R3. Students can make sense of and derive meaning from the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.12.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.12.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.12.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.W3. Students can construct new written content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' based on their understanding of the model(s) provided.
ENG.12.1.W4. Students can practise producing written content based on the current theme ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.W5. Students can engage in the process of writing related to the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.W6. Students can reconstruct their writing about the current theme on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to communicate effectively about it.
ENG.12.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.12.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.S2. Students can analyse and understand the model content related to ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to support the production of spoken language.
ENG.12.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
ENG.12.1.S4. Students can construct meaningful spoken content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' through efficient and meaningful practice.
ENG.12.1.S5. Students can reconstruct the information about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' when communicating with others.
ENG.12.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.12.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.L2. Students can bring together the information in the current content on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
ENG.12.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.12.2.R1. Students can prepare for reading the content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' efficiently and effectively.
ENG.12.2.R2. Students can bring information together about the current content on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' through skimming, scanning and detailed reading.
ENG.12.2.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
ENG.12.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.12.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.12.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.W3. Students can construct new written content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' based on their understanding of the model(s) provided.
ENG.12.2.W4. Students can practise producing written content based on the current theme ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.W6. Students can reconstruct their writing about the current theme on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to communicate effectively about it.
ENG.12.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
ENG.12.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.S2. Students can analyse and understand the model content related to ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to support the production of spoken language.
ENG.12.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
ENG.12.2.S4. Students can construct meaningful spoken content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' through efficient and meaningful practice.
ENG.12.2.S5. Students can reconstruct the information about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' when communicating with others.
ENG.12.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others. |
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| Alan Becerileri | FLFS1. Listening/Watching-Comprehension
FLFS2. Reading-Comprehension
FLFS3. Speaking-Expression
FLFS4. Writing-Expression
FLSS1. Grammaring: Selection and Use
FLSS2. Vocabulary: Selection and Use
FLSS3. Pronunciation: Selection and Use |
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| Eğilimler | D1.1. Curiosity
D1.2. Independence
D1.3. Perseverance and Determination
D1.4. Self-Efficacy
D1.5. Self-Confidence
D1.6. Selectivity
D2.1. Empathy
D2.2. Responsibility
D2.3. Assertiveness
D2.4. Trust
D2.5. Playfulness
D3.1. Reasoning
D3.2. Focus
D3.3. Creativity
D3.4. Seeking the Truth
D3.5. Open-Mindedness
D3.6. Analyticalness
D3.7. Being Systematic
D3.8. Questioning
D3.9. Doubting
D3.10. Critical Perspective |
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| Sosyal-Duygusal Öğrenme Becerileri | SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1 Adaptability Skill
SELS3.2 Flexibility Skill
SELS3.3. Responsible Decision-Making Skill |
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| Değerler | V1. Justice
V3. Diligence
V4. Friendship
V5. Sensitivity
V6. Honesty
V7. Aesthetics
V9. Compassion
V10. Modesty
V11. Independence
V12. Patience
V13. Healthy Living
V14. Respect
V16. Responsibility
V19. Patriotism
V20. Benevolence
V17. Thriftiness |
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| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
LS7. Data Literacy
LS9. Art Literacy
LS3. Financial Literacy
LS8. Sustainability Literacy |
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| Beceriler Arası İlişkiler | CS2.1. Conflict Resolution Skill
CS2.2. Observation Skill
CS2.3. Summarising Skill
CS2.4. Analysis Skill
CS2.5. Classification Skill
CS2.6. Information Gathering Skill
CS2.7. Comparison Skill
CS2.8. Inquiry Skill
CS2.9. Generalisation Skill
CS2.10. Inference Skill
CS2.11. Observation-Based Prediction Skill
CS2.12. Data-Based Prediction Skill
CS2.13. Structuring Skill
CS2.14. Interpretation Skill
CS2.15. Reflective Thinking Skill
CS2.16.1. Inductive Reasoning Skill
CS2.16.2. Deductive Reasoning Skill
CS2.16.3. Analogical Reasoning Skill
CS2.17. Evaluation Skill
CS2.18. Argumentation Skill
CS2.19. Logical Auditing Skill
CS2.20. Synthesis Skill
CS3.1. Decision-Making Skill
CS3.2. Problem- Solving Skill
CS3.3. Critical Thinking Skill |
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| Anahtar Kavramlar | Generalisations, The target concept of this theme ''school life, classroom life and education with its components such as challenges and coping with challenges for success; graduation and future plans after school'' is present in almost all languages. Students who start to learn a new language inevitably bring with them their preexisting knowledge and transfer it to their new language learning context. For example, a student in an upper secondary school may know what ''school life, classroom life and education with its components such as challenges and coping with challenges for success; graduation and future plans after school'' means, but may not know how to say these things in a foreign language if this has not yet been covered in their existing curriculum. However, this existing knowledge in their own language will help them recognise, understand, and learn the new information more easily in a foreign language, in this case English., Key Concepts, School life, classroom life, education, challenges, coping with challenges, success; graduation, future, The target concept of this theme ''personal life and well-being with its components such as providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' is present in almost all languages. Students who start to learn a new language inevitably bring with them their pre-existing knowledge and transfer it to their new language learning context. For example, a student in an upper secondary school may know what ''personal life and well-being with its components such as providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' mean, Personal life, well-being, personal well-being, social health, providing personal well-being, providing personal well-being with economic stability, fashion addicts, shopaholics. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will study on the concept of ''School Life, Classroom Life, and Education'', focusing on the sub-themes of challenges and coping with challenges for success, graduation and future plans after school, and national days and celebrations. They will create a multimedia project, such as a video diary or a digital book, documenting a fictional student's journey through school. This journey should include their struggles with academic and social challenges, strategies they use to manage stress, and their plans and aspirations for life after graduation. Students will also incorporate reflections on how their school community celebrates national days and traditions, highlighting the role these events play in fostering unity and pride. The project should creatively show the emotional highs and lows of school life, the importance of setting goals, and the value of celebrating milestones and cultural traditions, providing a relatable and inspiring narrative. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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12. sınıf İngilizce dersinde eylül ayında başlanan “School Life, Classroom Life & Education” teması üzerindeki çalışmalara ekim ayında devam edildi. Ayın ilerleyen haftalarında “Personal Life & Well-Being” temasına başlandı. Tema kapsamında “Challenges and coping with challenges for success”, “graduation and future plans after school” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.12.1.L1–ENG.12.2.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.12.1.R1–ENG.12.2.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.12.1.S1–ENG.12.2.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.12.1.W1–ENG.12.2.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.12.1.P1 ve ENG.12.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.12.1.V1 ve ENG.12.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.12.1.G1 ve ENG.12.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, School life, classroom life, education, challenges, coping with challenges, future, shopaholics)'' mean, Personal life) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.12.1.L1–ENG.12.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will create a multimedia project, such as a video diary or a digital book, documenting a fictional student's journey through school.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden challenges, coping with challenges, future, shopaholics)'' mean, Personal life sözcüklerini içeren kısa bir sözcük defteri veya görsel sözlük hazırlamaları istendi.
Önceki ayda öğrenilen sözcük ve yapılar ay başında kısa tekrar ve soru-cevap etkinlikleriyle yoklandı; eksik görülen noktalar ay içinde yeniden çalışıldı. Ekim ayında ENG.12.1.L1–ENG.12.2.S6 öğrenme çıktılarına ulaşma düzeyi kısa yazılı çalışmalar, sözlü sunumlar ve gözlemlerle izlendi. Öğrenme kanıtları dereceli puanlama anahtarı, derecelendirme ölçeği ve puanlama yönergesi ile değerlendirildi. Süreç boyunca öğrencilerin curiosity (D1.1), independence (D1.2) ve perseverance and determination (D1.3) eğilimleri ile self-awareness skill (SELS1.1), self-regulation skill (SELS1.2) ve self- reflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Ekim ayında temanın sonraki etkinliklerine geçildi. “Role-Playing Solutions” etkinliği uygulandı. Bu öğrenciler hazırladıkları ürünleri İngilizce sunarak akranlarına model oldu. Bu ay ENG.12.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.12.1.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
“Overcoming Challenges” etkinliği uygulandı. Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı. ENG.12.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayında 12. sınıf İngilizce dersinde “School Life, Classroom Life & Education” ve “Personal Life & Well-Being” temaları çerçevesinde 48 öğrenme çıktısı (ENG.12.1.L1–ENG.12.2.S6) ele alındı. Öğrenme sürecinde listening/watching-comprehension (FLFS1), reading-comprehension (FLFS2), speaking-expression (FLFS3) ve writing-expression (FLFS4) alan becerileri ön plana çıkarıldı. Öğrencilerin curiosity (D1.1), independence (D1.2), perseverance and determination (D1.3) ve self-efficacy (D1.4) eğilimlerini destekleyen öğrenme ortamları oluşturuldu.
Programlar arası bileşenler kapsamında self-awareness skill (SELS1.1), self-regulation skill (SELS1.2), self- reflection skill (SELS1.3) ve communication skill (SELS2.1) becerileri geliştirildi. Etkinliklerde justice (V1), diligence (V3), friendship (V4), sensitivity (V5) ve honesty (V6) değerleri ön plana çıkarıldı. Information literacy (LS1), digital literacy (LS2), visual literacy (LS4) ve cultural literacy (LS5) becerilerinin gelişimi desteklendi. Önceki ayın öğrenme çıktılarıyla bu ayın çıktıları arasında bağlantı kurularak öğrenmelerin kalıcılığı desteklendi. Gelecek ay ENG.12.3.L1, ENG.12.3.L2 ve ENG.12.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Sonuç olarak ekim ayında planlanan öğrenme yaşantıları Türkiye Yüzyılı Maarif Modeli’nin ilke ve hedeflerine uygun şekilde gerçekleştirildi.
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