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In our classes we teach both the National Curriculum and the Primary Years Program (PYP) of the International Baccalaureate Organization, (IBO) which is a comprehensive inquiry-based approach to learning with an international perspective.

The structured inquiry units which combine the five essential elements-knowledge, concepts, skills, attitudes and action- of PYP aim at ensuring horizontal and vertical alignment and are intended to serve as a foundation for work in the Primary School. Subjects are are studied within the framework of six organizing themes. Structured inquiry units are developed by taking into account the interests of students in line with these organizing themes.


3-year-old Group



Who we are?

My Emotions

Who am I ?

Discovering My Body

Where we are in place and time?

The City I Live In

How do we express ourselves?


Tell me a story

Little Artists

How does the world work?

Life Cycles

How do we organise ourselves ?

I Learn Through Games

Sharing the planet



According to the transdisciplinary themes, there are two PYP units of inquiry in 3 year-old group, four PYP units of inquiry in pre-kinder, and five PYP units of inquiry in kinder. The PYP units of inquiry are studied within various time periods and in relation with the other lessons. One unit of inquiry may be revisited a number of times. The students’ inquiries on the topic may continue throughout the year.

The aim of the IB programmes is to educate students with a global mentality, who are aware of humanity and that our planet belongs to us all, and who will work to create a better and more peaceful world. Our teachers follow the developments in teaching and learning by attending in service trainings as well as those abroad.

We would like to introduce you now to these attributes.

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning . They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


In accordance with PYP, collective planning is very important in our school. Art, language events, music, plays, drama, science, mathematics and preparation to elementary school in classes are all prepared with the collective planning of the teachers. There is also detailed study on supporting individual growth of the children and meet their different needs.

PYP attitudes

In PYP schools, students should demonstrate:

Appreciation: Appreciating the wonder and beauty of the world and its people.

Commitment: Being committed to their own learning, persevering and showing self-discipline and responsibility.

Confidence: Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.

Cooperation: Cooperating, collaborating, and leading or following as the situation demands.

Creativity: Being creative and imaginative in their thinking and in their approach to problems and dilemmas.

Curiosity: Being curious about the nature of learning, about the world, its people and cultures.

Empathy: Imagining themselves in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.

Enthusiasm: Enjoying learning and willingly putting the effort into the process.

Independence: Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments.

Integrity: Being honest and demonstrating a considered sense of fairness.

Respect: Respecting themselves, others and the world around them.

Tolerance: Being sensitive about differences and diversity in the world and being responsive to the needs of others

PYP transdisciplinary skills

Thinking skills

Acquisition: of knowledge Gaining specific facts, ideas, vocabulary; remembering in a similar form.

Comprehension: Grasping meaning from material learned; communicating and interpreting learning.

Application: Making use of previously acquired knowledge in practical or new ways.

Analysis: Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics.

Synthesis: Combining parts to create wholes; creating, designing, developing and innovating.

Evaluation: Making judgments or decisions based on chosen criteria; standards and conditions.

Dialectical thought: Thinking about two or more different points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take one’s own point of view

Metacognition: Analysing one’s own and others’ thought processes; thinking about how one thinks and how one learns.

Social skills

Accepting: Responsibility Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility

Respecting: others Listening sensitively to others; making decisions based on fairness and equality; recognizing that others’ beliefs, viewpoints, religions and ideas may differ from one’s own; stating one’s opinion without hurting others.

Cooperating: Working cooperatively in a group; being courteous to others; sharing materials; taking turns.

Resolving conflict: Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriately; being fair.

Group decision - making: Listening to others; discussing ideas; asking questions; working towards and obtaining consensus.

Adopting a variety of group roles: Understanding what behaviour is appropriate in a given situation and acting accordingly; being a leader in some circumstances, a follower in others.

Communication skills

Listening: Listening to directions; listening to others; listening to information.

Speaking: Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions.

Reading: Reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions.

Writing: Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record.

Non-verbal communication: Recognizing the meaning of visual and kinesthetic communication; recognizing and creating signs; interpreting and utilizing symbols.

Self-management skills

Gross motor skills: Exhibiting skills in which groups of large muscles are used and the factor of strength is primary.

Fine motor skills: Exhibiting skills in which precision in delicate muscle systems is required.

Spatial awareness: Displaying a sensitivity to the position of objects in relation to oneself or each other.

Organization: Planning and carrying out activities effectively.

Time management: Using time effectively and appropriately.

Safety: Engaging in personal behaviour that avoids placing oneself or others in danger or at risk.

Healthy lifestyle: Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practising appropriate hygiene and self-care.

Codes of behaviour: Knowing and applying appropriate rules or operating procedures of groups of people.

Informed choices: Selecting an appropriate course of action or behaviour based on fact or opinion.

Research skills

Formulating questions: Identifying something one wants or needs to know and asking compelling and relevant questions that can be researched.

Observing: Using all the senses to notice relevant details.

Planning: Developing a course of action; writing an outline; devising ways of finding out necessary information.

Collecting data: Gathering information from a variety of first- and second-hand sources such as maps, surveys, direct observation, books, films, people, museums and ICT.

Recording data: Describing and recording observations by drawing, note taking, making charts, tallying, writing statements.

Organizing data: Sorting and categorizing information; arranging into understandable forms such as narrative descriptions, tables, timelines, graphs and diagrams.

Interpreting data: Drawing conclusions from relationships and patterns that emerge from organized data.

Presenting research findings: Effectively communicating what has been learned; choosing appropriate media.

Enka Schools
Sadi Gülçelik Spor Sitesi
Istinye 34460 Istanbul, Türkiye
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+90 (212) 276 05 45-47
+90 (212) 286 59 30-35
Lise Fax
+90 (212) 286 52 12
Primary School Fax
+90 (212) 276 82 94
Preschool Fax
+90 (212) 285 93 01


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