7. sınıf İngilizce ekim ayı Maarif Model ders raporu: School Life & Education, Classroom Life & Learning teması, 48 öğrenme çıktısı (ENG.7.1.L1–ENG.7.1.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: extra-curricular activities at school; competitions and celebrations at school; national days and celebrations
Nouns: A drama play, a drawing, football (soccer-game-AmE.), an exhibition, a congratulation.
Verbs: To act, to attend, to be keen (on),
Adjectives: Fun, religious, casual (clothes), talented,
Nouns: An ability, an audience, a competition, first, an organization, a winner, a prize, a finish, a start, an organization, a choice,
Verbs: To beat, to celebrate, to race, to blow (up a balloon / candles), to break a record.
Adjectives: Excellent, fair, fascinating,
Adverbs: Fortunately, last.
*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)”. *(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-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum.
The Simple Present Tense: (I attend extra-curricular activities after school).
The Present Progressive Tense (now, at present, today): (She is drawing a beautiful picture for the art competition at present).
Adverbs of frequency: (He rarely acts in the school dramas).
Modals must and can’t (prohibition): (You must follow the competition rules to win a prize).
Use of the Simple Present Tense: Describing regular actions, general truths, and habits.
Use of the Present Progressive Tense (now, at present, today): Describing actions happening right now or around the present moment.
Use of adverbs of frequency: Expressing the frequency of an action.
Use of modals must and can’t (prohibition): Expressing prohibition.
What’s on the timetable today? Is a non-uniform day coming up?
It’s my turn to be line leader today! Target Phonological Sounds in Use: Intonation of positive statements
CLASSROOM LIFE & LEARNING
Sub-themes: Technological tools for learning; learning activities in the classroom; cardinal numbers (500- 1000); ordinal numbers (50-100)
Nouns: An app, a mobile device, a laptop, a printer, a screen, a speaker, a tablet, a tool, a website, a code, an error, electricity, a virus, an external memory. Verbs: To connect, to print.
Adjectives: Digital.
Nouns: A circle, a cross, a decision, a discussion, a memory, a speech, a context, a degree, understanding, streaming, household.
Verbs: To circle, to express, to succeed, to present, to pronounce, to be good at, to be bad at, to play (a critical role).
Adverbs: Correctly, sure.
Adjectives: Confusing.
Vocabulary for cardinal numbers (500-1000)
Vocabulary for ordinal numbers (50-100)
*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)”.
*(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
The Simple Present Tense vs Present Progressive Tense: (I use an app every day to check my schedule. The students are expressing their opinions in the discussion right now).
Question tags for the Simple Present Tense and Present Progressive Tense: (You use a website to learn new things, don’t you? They are using a tablet to search for information, aren’t they?)
Will for help: (I will fix the virus problem on your computer).
Use of the Simple Present Tense vs Present Progressive Tense: Distinguishing regular actions, habits, general truths, permanent situations and actions happening at the moment of speaking, and temporary activities.
Use of question tags for the Simple Present Tense and Present Progressive Tense: Confirming information or actions that are happening at the moment.
Use of will for help: Offering help.
No cutting corners at school, do your best at school!
I never throw in the towel, I always try again!
Slow down and double-check your work!
Intonation of negative statements |
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| Öğrenme Çıktıları | ENG.7.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.L2. Students can bring together the information in the current content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.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 extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.7.1.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 extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.7.1.R1. Students can prepare for reading the content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” efficiently and effectively.
ENG.7.1.R2. Students can bring information together about the current content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” through skimming, scanning and detailed reading.
ENG.7.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.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 extracurricular activities at school; competitions and celebrations at school; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.7.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.7.1.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 extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.7.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.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 extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.W3. Students can construct new written content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” based on their understanding of the model(s) provided.
ENG.7.1.W4. Students can practise producing written content based on the current theme “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.W5. Students can engage in the process of writing related to the content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.W6. Students can reconstruct their writing about the current theme on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” to communicate effectively about it.
ENG.7.1.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 extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.7.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.S2. Students can analyse and understand the model content related to “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” to support the production of spoken language.
ENG.7.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations”.
ENG.7.1.S4. Students can construct meaningful spoken content about “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” through efficient and meaningful practice.
ENG.7.1.S5. Students can reconstruct the information about “school life and education with extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” when communicating with others.
ENG.7.1.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 extra-curricular activities at school; competitions and celebrations at school; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.7.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.L2. Students can bring together the information in the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.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 with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” in relation to themselves or others, both individually and/or with others.
ENG.7.2.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 with technological tools for learning; learning activities in the classroom; cardinal numbers (500- 1000); ordinal numbers (50-100)” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” efficiently and effectively.
ENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” through skimming, scanning and detailed reading.
ENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”. a) Students classify significant and necessary elements of the current content in a meaningful way.
ENG.7.2.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 with technological tools for learning; learning activities in the classroom; cardinal numbers (500- 1000); ordinal numbers (50-100)” in relation to themselves or others, both individually and/or with others.
ENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.7.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.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 with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.W3. Students can construct new written content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” based on their understanding of the model(s) provided.
ENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” to communicate effectively about it.
ENG.7.2.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 with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” in relation to themselves or others, both individually and/or with others.
ENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” to support the production of spoken language.
ENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)”.
ENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500- 1000); ordinal numbers (50-100)” through efficient and meaningful practice.
ENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” when communicating with others.
ENG.7.2.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 with technological tools for learning; learning activities in the classroom; cardinal numbers (500-1000); ordinal numbers (50-100)” 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
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, Maths, Social Studies, Visual Arts, Music, Physical Education and Sports, Technology and Design |
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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 | Key Concepts: An extra-curricular activity, extra-curricular activities at school; competitions, celebrations, competitions and celebrations at school, national days., Key Concepts, Technology, tools, technological tools, technological tools for learning, learning activities, learning activities in the classroom, cardinal numbers, ordinal numbers. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will prepare a project to reflect on the importance of extracurricular activities, competitions, and celebrations in shaping their school experience. They will create a visual presentation about their favourite extracurricular activity and explain how it helps them develop new skills and build friendships. They should also describe a memorable school competition or celebration. Finally, students will propose ideas for new activities or events that could make school life even more enjoyable and enriching for everyone. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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Eylül ayında başlanan “School Life & Education” teması ekim ayında da sürdürüldü. Ayın ilerleyen haftalarında “Classroom Life & Learning” temasına başlandı. Tema kapsamında “extra-curricular activities at school”, “competitions and celebrations at school” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.7.1.L1–ENG.7.2.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.7.1.R1–ENG.7.2.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.7.1.S1–ENG.7.2.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.7.1.W1–ENG.7.2.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.7.1.P1 ve ENG.7.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.7.1.V1 ve ENG.7.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.7.1.G1 ve ENG.7.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (celebrations, competitions and celebrations at school, Key Concepts, Technology, tools, technological tools, technological tools for learning, learning activities, cardinal numbers) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.7.1.L1–ENG.7.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will create a visual presentation about their favourite extracurricular activity and explain how it helps them develop new skills and build friendships.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrenciler technological tools, technological tools for learning, learning activities, cardinal numbers 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. “Role-play” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.7.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.7.1.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı. ENG.7.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayı boyunca 7. sınıf İngilizce dersinde “School Life & Education” ve “Classroom Life & Learning” temaları kapsamında 48 öğrenme çıktısı (ENG.7.1.L1–ENG.7.2.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. Türkçe, Matematik, Sosyal Bilgiler, Görsel Sanatlar, Müzik, Beden Eğitimi ve Spor, Teknoloji ve Tasarım 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.7.3.L1, ENG.7.3.L2 ve ENG.7.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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