11. sınıf İngilizce ekim ayı Maarif Model ders raporu: School Life & Education, Classroom Life & Learning teması, 48 öğrenme çıktısı (ENG.11.1.L1–ENG.11.1.W1). Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life & Education
2. Tema: Classroom Life & Learning |
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| İçerik Çerçeveleri | SCHOOL LIFE & EDUCATION
Sub-themes: "Comparing different types of schools; comparing different education systems; national days and celebrations"
Vocabulary for comparing different types of schools and different education systems: Nouns: A resource, a fee, a policy, a candidate, an outcome, a curriculum, a loan, achievement, performance, facilities, participation, content.
Verbs: To differ, to contrast, to examine, to highlight, to evaluate, to investigate, to assess, to revise, to submit, to determine, to investigate.
Adjectives: Challenging, flexible, competitive, student-centred, well-equipped, high-tech, multicultural, specific, demanding, strict, compulsory, vocational, academic, balanced, well-balanced.
Adverbs: Incredibly, properly, equally, specifically
“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.
Mixed Present Tenses (The Simple Present Tense, The Present Progressive Tense): (The teacher explains the lesson every morning. The students are discussing a project in the seminar room right now.)
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.
Adverbial phrases for time, place, and frequency (and word order): (Students have an achievement test once a year.)
Passive Voice of Present Tenses: (The optional school subjects are chosen by students.)
Use of mixed present tenses (The Simple Present Tense, The Present Progressive Tense): Describing a general state or habit, or an action happening now or temporarily in different types of school and education systems.
Use of adverbial phrases for time, place, and frequency (and word order): Providing additional information about when, where, or how often an action occurs in different types of school and education systems.
Use of Passive Voice of Present Tenses: Describing general truths, habitual actions, or facts and actions happening right now or temporary ongoing activities where the focus is on the action or its outcome.
Keep me in the loop about the assignment, please!
The teacher hit the nail on the head for the activity!
We’re in the same boat for this exam!
Intonation for positive statements, negative statements, questions and question tags.
CLASSROOM LIFE & LEARNING
Sub-themes: ''Comparing different learning activities and styles; comparing traditional education and modern education with technology''
Nouns: A drill, a workshop, a session, preference, tendency.
Verbs: To promote, to encourage, to impact, to interact, to assure, to enable, to restrict.
Adjectives: Practical, collaborative, monotonous, gradual, impactful, informative, educative, self-confident, flexible.
Nouns: Digital resources, antivirus software, handouts, textbooks, notebooks, distance learning. Verbs: To Access, to update, to distract, to install, to subscribe.
Adjectives: Face-to-face, tech-driven, low-tech, outdated, teacher-centred, student-centred. Phrasal Verbs: To go over, to look into, to fill out, to hand in, to keep up with, to fall behind.
Will for sudden and spontaneous decisions: (Do you want to drink something? I will drink tea.)
Future Simple vs. Be going to Future: (I am going to use digital resources for my project. I will update my tablet.)
Simple Present Tense for Future: (The interactive competition starts at 9 tomorrow morning.)
Present Progressive for Future: (I am installing antivirus software tomorrow.)
Passive Voice of Future Tenses: (The smart board will be updated next week.)
Will for asking for help: (Will you do this task for me?)
Could for polite requests: (Could you fill out this form, please?)
Use of ‘‘will’’ for sudden and spontaneous decisions: Describing sudden and spontaneous decisions.
Use of the Future Simple vs. Be going to Future: Describing spontaneous decisions, promises, or predictions based on opinions, and planned actions or predictions based on evidence.
Use of the Simple Present Tense for Future: Describing future events that are part of a fixed schedule or timetable.
Use of the Present Progressive for Future: Describing actions that are already planned or decided to take place at a future time.
Use of Passive Voice of Future Tenses: Describing the action that focuses on the action or the receiver of the action in the future.
Use of ‘‘will’’ for asking help: Asking for help.
Use of ‘‘could’’ for polite requests: Asking for polite requests.
I’m up for the new English project!
Don’t make a mountain out of a molehill! Don’t bite off more than you can chew!
Target Phonological Sounds in Use
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.11.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.L2. Students can bring together the information in the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.L3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.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 and education with comparing different types of schools; comparing different education systems; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.11.1.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 and education with comparing different types of schools; comparing different education systems; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.11.1.R1. Students can prepare for reading the content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' efficiently and effectively.
ENG.11.1.R2. Students can bring information together about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' through skimming, scanning and detailed reading.
ENG.11.1.R3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.11.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.11.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.11.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.W3. Students can construct new written content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' based on their understanding of the model(s) provided.
ENG.11.1.W4. Students can practise producing written content based on the current theme ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.W5. Students can engage in the process of writing related to the content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.W6. Students can reconstruct their writing about the current theme on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' to communicate effectively about it.
ENG.11.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.11.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.S2. Students can analyse and understand the model content related to ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' to support the production of spoken language.
ENG.11.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.
ENG.11.1.S4. Students can construct meaningful spoken content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' through efficient and meaningful practice.
ENG.11.1.S5. Students can reconstruct the information about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' when communicating with others.
ENG.11.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.11.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.L2. Students can bring together the information in the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' in relation to themselves or others, both individually and/or with others.
ENG.11.2.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 ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.11.2.R1. Students can prepare for reading the content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' efficiently and effectively.
ENG.11.2.R2. Students can bring information together about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' through skimming, scanning and detailed reading.
ENG.11.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' in relation to themselves or others, both individually and/or with others.
ENG.11.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.11.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.11.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.W3. Students can construct new written content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' based on their understanding of the model(s) provided.
ENG.11.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' to communicate effectively about it.
ENG.11.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' in relation to themselves or others, both individually and/or with others.
ENG.11.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.S2. Students can analyse and understand the model content related to ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' to support the production of spoken language.
ENG.11.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.S4. Students can construct meaningful spoken content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' through efficient and meaningful practice.
ENG.11.2.S5. Students can reconstruct the information about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' when communicating with others.
ENG.11.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 |
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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 |
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| Disiplinler Arası İlişkiler | Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling |
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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 and education with its components such as comparing different types of schools; comparing different education systems; national days and celebrations'' 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 ''school life and education with its components such as comparing different types of schools; comparing different education systems; national days and celebrations'' means, but may not know how to say these things in another 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, education, comparing different types of schools, comparing different education systems, national days, celebrations., The target concept of this theme ''classroom life and learning with its components such as comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 ''classroom life and learning with its components such as comparing different learning activities and styles; comparing traditional education and modern education with technology'' means but may not know how to say these things in another language if this has not yet been covered in their existing curriculum. However, Classroom life, learning, comparing different learning activities and styles, traditional education, modern education, comparing traditional education and modern education with technology, technology. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will create a project titled "School Life and Education Around the World, focusing on the sub-themes of comparing different types of schools, education systems, and national days or celebrations related to education. Students will begin by researching and comparing different types of schools, such as public, private, and vocational institutions, highlighting their unique features and approaches to education. They will explore and compare education systems in various countries, discussing similarities and differences in teaching methods, curriculum structures, and student outcomes. Additionally, students will examine how national days and celebrations, such as Republic Day, Teacher’s Day or Education Week, are observed in different cultures, reflecting on their importance in promoting education and school pride. The project will include written content, visuals, and personal reflections, and students will present their findings in class. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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11. sınıf İngilizce dersinde eylül ayında başlanan “School Life & Education” teması üzerindeki çalışmalara ekim ayında devam edildi. Ayın ilerleyen haftalarında “Classroom Life & Learning” temasına başlandı. Tema kapsamında “Comparing different types of schools”, “comparing different education systems” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.11.1.L1–ENG.11.2.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.11.1.R1–ENG.11.2.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.11.1.S1–ENG.11.2.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.11.1.W1–ENG.11.2.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.11.1.P1 ve ENG.11.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.11.1.V1 ve ENG.11.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.11.1.G1 ve ENG.11.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, School life, education, comparing different education systems, national days, Classroom life, learning, traditional education, modern education) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.11.1.L1–ENG.11.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “Students will begin by researching and comparing different types of schools, such as public, private, and vocational institutions, highlighting their unique features and approaches to education.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrenciler national days, Classroom life, learning, traditional education, modern education sözcüklerini kullanarak kısa cümleler ve diyaloglar yazdı.
Önceki ayda öğrenilen sözcük ve yapılar ay başında kısa tekrar ve soru-cevap etkinlikleriyle yoklandı; eksik görülen noktalar ay içinde yeniden çalışıldı. 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. “Exploring School Systems through Group Discussions” etkinliği uygulandı. Bu öğrenciler hazırladıkları ürünleri İngilizce sunarak akranlarına model oldu. Bu ay ENG.11.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.11.1.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
“Explore School Vocabulary” etkinliği uygulandı. Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı. ENG.11.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayı boyunca 11. sınıf İngilizce dersinde “School Life & Education” ve “Classroom Life & Learning” temaları kapsamında 48 öğrenme çıktısı (ENG.11.1.L1–ENG.11.2.S6) üzerinde çalışıldı. 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. Türk Dili ve Edebiyatı, Matematik, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Bilişim Teknolojileri ve Yazılım (IT), Counselling ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Önceki ayın öğrenme çıktılarıyla bu ayın çıktıları arasında bağlantı kurularak öğrenmelerin kalıcılığı desteklendi. Gelecek ay ENG.11.3.L1, ENG.11.3.L2 ve ENG.11.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak ekim ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
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