8. sınıf İngilizce ekim ayı Maarif Model ders raporu: School Life & Education, Classroom Life & Learning teması, 47 öğrenme çıktısı (ENG.8.1.L1–ENG.8.1.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: school events and celebrations (sports, music, drama); developing the environment; “national days and celebrations”
Nouns: A goal, an instructor, a musician, a script, a performance, a costume, a curtain, an event, a stage.
Verbs: To perform, to drop, to hit, to throw (a ball), to catch (a ball), to arrange, to set (the stage), to participate, to decorate, to announce, to achieve.
Adjectives: Able, classical, extreme, musical, deep, fit, competitive, determined, talented, entertaining, powerful.
Nouns: The environment, respect, responsibility, safety, communication, friendship, achievement, a volunteer, percent.
Verbs: To care, to collect, to develop, to expect, to plant, to behave, to encourage, to participate, to respect, to care (for), to protect.
Adjectives: Responsible.
Adverbs: Responsibly.
*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 versus Present Progressive Tense: (The instructor announces the names of the performers every year during the festival. The students are decorating the hall for the upcoming drama performance).
Obligation with must: (You must respect the environment and plant trees to keep the area clean).
Prohibition with mustn’t: (Students mustn’t drop litter during school celebrations).
“Must” vs have to: (I must eat something. I have to pass an English test).
“Can” to ask for permission: (Can I leave now?)
“Can” for possibility: (Volunteers can plant trees to protect the environment.)
Question tags for modals: (You must care for the environment, mustn’t you? We can arrange the performance for next week, can’t we?)
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 “must” (obligation): Expressing necessity or duty.
Use of “mustn’t” (prohibition): Expressing prohibition or restrictions.
Use of “must” vs “have to”: Expressing strong internal obligation and expressing external obligation.
Use of “can” (permission): Requesting permission.
Use of “can” (possibility): Expressing ability or possibility.
Our new project will be world class!
Think outside the box to come up with a creative idea!
It’s hard to keep my head above the water with all these exams!
Intonation of positive statements
CLASSROOM LIFE & LEARNING
Sub-themes: preferences for different learning activities; preferences for different learning technologies
Nouns: Background, education, progress, improvement, an essay, a lecture, a process, a strategy, a survey, a task, thought.
Verbs: To achieve, to present, to question, to succeed, to dislike, to manage.
Adjectives: Ideal, individual, successful, creative, effective.
Adverbs: Well, successfully, (all right).
Preposition: According to.
Nouns: A comment, a document, a download, a network, social media, a setting, a diagram, a challenge, an effort, a set, management, an account, an assignment, a disadvantage, an issue.
Verbs: To save, to download, to set up.
Adjectives: Necessary, outdoor, practical, related, suitable, educational, complex, technical.
*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.)
The Simple Present Tense for the Future: (Students present their essays tomorrow in the lecture hall).
The Present Progressive Tense for the Future: (The instructor is presenting a lecture on educational strategies next week).
“Can” for ability: (He can save the document to the network effortlessly).
“Can’t” for ability: (They can’t succeed in completing the assignment without further explanation).
“Have to” for obligations in Present: (She has to save all related documents for her assignment today).
“Had to” for obligations in the Past: (They had to download the educational material last night).
Necessity with “Need”: (You need to set the diagram in the most suitable format for the presentation).
“Needn’t” for permission: (You needn’t present your assignment in this complex setting).
Question Tags for “Modals”: (Students can download the document easily, can’t they?) (She had to save the diagram for the task, didn’t she?)
Use of the Simple Present Tense for the Future: Describing scheduled or planned (timetabled) actions in the future.
Use of the Present Progressive Tense for the Future: Indicating fixed arrangements or actions already planned for the future.
Use of “can” for abilities: Expressing ability or skill to perform an action.
Use of “can’t” for abilities: Expressing lack of ability or skill to perform an action.
Use of “have to” for obligations in present: Indicating present external necessity, obligation or requirement.
Use of “had to” for obligations in past: Indicating past external necessity or requirement.
Use of necessity with “need”: Expressing a requirement or necessity for action.
Use of “needn’t” for permissions: Indicating lack of necessity or optionality in action.
Use of question tags for modals: Seeking confirmation or agreement about ability, obligation, or necessity.
Brush up on your English before the exam! I finally got the hang of doing Maths! I’ve been burying myself in books lately! Target Phonological Sounds in Use: Intonation of negative statements |
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| Öğrenme Çıktıları | ENG.8.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.L2. Students can bring together the information in the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.8.1.R1. Students can prepare for reading the content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” efficiently and effectively.
ENG.8.1.R2. Students can bring information together about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” through skimming, scanning, and detailed reading.
ENG.8.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.8.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.8.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.W3. Students can construct new written content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” based on their understanding of the model(s) provided.
ENG.8.1.W4. Students can practise producing written content based on the current theme “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.W5. Students can engage in the process of writing related to the content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.W6. Students can reconstruct their writing about the current theme on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to communicate effectively about it.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.8.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.S2. Students can analyse and understand the model content related to “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to support the production of spoken language.
ENG.8.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.S4. Students can construct meaningful spoken content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” through efficient and meaningful practice.
ENG.8.1.S5. Students can reconstruct the information about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” when communicating with others.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.8.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.L2. Students can bring together the information in the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.8.2.R1. Students can prepare for reading the content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” efficiently and effectively.
ENG.8.2.R2. Students can bring information together about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” through skimming, scanning and detailed reading.
ENG.8.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.8.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.8.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” to communicate effectively about it.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.8.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.S2. Students can analyse and understand the model content related to “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” to support the production of spoken language.
ENG.8.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
ENG.8.2.S4. Students can construct meaningful spoken content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” through efficient and meaningful practice.
ENG.8.2.S5. Students can reconstruct the information about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” when communicating with others.
ENG.8.2.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 preferences for different learning activities; preferences for different learning technologies” 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. OpenMindedness
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. SelfReflection 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, Maths, Atatürk’s Principles and History of Revolution, Physical Education and Sports, Visual Arts, Music, Counselling and Career Planning, 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 | School events, celebrations (sports, music, drama), school events and celebrations, the environment, developing the environment, national days, celebrations, national days and celebrations., Key Concepts: Preferences, learning activities, preferences for different learning activities, technology, learning technologies, preferences for different learning technologies. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will work in teams to plan and write the proposal for a new event or celebration for their school that combines creativity and environmental awareness. They can choose from categories such as sports, music, or drama and integrate a theme focused on developing the school environment. For example, they might propose a “Green Drama Festival” where performances centre around environmental protection or a “Sustainable Sports Day” with eco-friendly practices like recycling stations and tree planting. Students will prepare a presentation outlining their event’s purpose, schedule, and expected outcomes, emphasising how it fosters school spirit and contributes to a better environment. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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8. 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 “school events and celebrations (sports, music, drama)”, “developing the environment” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.8.1.L1–ENG.8.2.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.8.1.R1–ENG.8.2.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.8.1.S1–ENG.8.2.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.8.1.W1–ENG.8.2.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.8.1.P1 ve ENG.8.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.8.1.V1 ve ENG.8.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.8.1.G1 ve ENG.8.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (School events, celebrations (sports, music, drama), school events and celebrations, national days, celebrations, learning activities, technology, learning technologies) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.8.1.L1–ENG.8.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They can choose from categories such as sports, music, or drama and integrate a theme focused on developing the school environment.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden national days, celebrations, learning activities, technology, learning technologies 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. 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 selfreflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Ekim ayında temanın sonraki etkinliklerine geçildi. “Role-play The class is divided into pairs” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.8.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.8.1.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.8.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayında 8. sınıf İngilizce dersinde “School Life & Education” ve “Classroom Life & Learning” temaları çerçevesinde 47 öğrenme çıktısı (ENG.8.1.L1–ENG.8.2.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), selfreflection 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, T.C. İnkılap Tarihi ve Atatürkçülük, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Counselling and Career Planning, Teknoloji ve Tasarım ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Eylül ayında edinilen öğrenmeler bu ayın etkinlikleri için ön bilgi olarak kullanıldı ve süreç kesintisiz biçimde sürdürüldü. Gelecek ay ENG.8.3.L1, ENG.8.3.L2 ve ENG.8.3.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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