AGES 12–13 · GRADE 7 · MIDDLE SCHOOL
Grade 7 is the year a student changes most, academically and personally. As they move on to more advanced material they also begin to take responsibility for their own learning. And the swings that come with adolescence fall in exactly this year.
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01OVERVIEW
Grade 7 is an important year of growth and transition, in which students move on to more advanced academic material and begin to take more responsibility for their own learning and their own development.
Subjects can no longer be got through by memorising. In mathematics the concepts turn abstract, in science experiments arrive with variables, and in social studies the causes and the consequences of an event are weighed together. What is asked of a student is not the answer, but a defence of how they reached it.
This is also the year in which adolescence is felt most sharply. Ups and downs in academic performance, sensitivity in friendships and a certain distance from authority are all to be expected at this age. We treat them not as a problem but as a stage of development that needs steering.
02YEAR FEATURES
These are not separate lessons on the timetable. They are areas of work spread through the whole programme.
When weighing a claim, a student learns to take its source, its grounds and the opposing view together. The aim is not to object to everything; it is to be able to explain why you hold the view you hold.
An experiment is no longer a demonstration put on for the class; it is a set-up the student builds. A hypothesis is stated, variables are controlled, measurements are recorded, and the result is compared against the hypothesis.
The mix in our classrooms becomes a lesson in itself at this age. Seeing how the same event is told in different societies strengthens both a student's empathy and their critical eye.
Visual arts, music and writing multiply the ways a student can say something. For a student who finds it hard to put feelings into words at this age, this area carries a value of its own.
Students run small-scale projects that touch life outside school. The point is not to fill a quota of hours, but for a student to see with their own eyes that what they have learned is good for something.
Technology is used inside lessons as a tool: collecting data, visualising it, preparing a presentation. Alongside that, safe and honest use is discussed in its own right.
Leadership is not giving orders; it is taking responsibility and standing behind it. Sharing out roles in group work, taking a job at a school event and supporting a classmate are what build this.
03SUBJECTS
We teach the whole of the Turkish curriculum. None of the subjects below is dropped from the programme or watered down.
Reading, writing and communication in the mother tongue are strengthened. Through a range of literary works a student builds a deeper connection with Turkish language and literature.
More complex material is built on the foundation laid in earlier years. The aim is problem solving, logical reasoning and a solid mathematical footing.
Different fields of science are explored and experiments carried out. Hands-on work feeds curiosity, critical thinking and the habit of scientific inquiry.
History, geography and citizenship are taken together. Coming to know different cultures and social structures, a student develops a global outlook.
Muslim students learn the principles and practices of Islam. Non-Muslim students study moral and ethical principles within a secular framework.
Visual arts and music run together. A student tries different techniques, finds their own way of expressing something, and develops an interest in art.
Physical health, motor skills and teamwork are supported. A range of sports and activities builds the habit of an active life.
An understanding of responsible citizenship and human rights is developed. Democratic values, social justice and global issues are addressed in a way suited to the age group.
04SERVICE LEARNING
For us, community service is not a matter of filling volunteer hours; it is a way of learning. We run it as a five-step process in which a student ties what they have learned in class to a real need.
The work begins not with choosing a topic but with an observation. A need that genuinely exists is identified — at school, in the neighbourhood, or somewhere wider.
The reason behind the need is researched. This step is what turns the work from a well-meant gesture into something grounded in knowledge.
What will be done, who will do what, how long will it take, and what is needed? The plan is made by the students; the teacher reviews it and checks that it is realistic.
The work is put into practice. Departures from the plan, unexpected problems and disagreements within the team are part of the process too; those are learned from as well.
What worked, what did not, and what would be different if it were done again? The student presents the outcome to the class. This last step is what turns the work into lasting learning.
05ADOLESCENCE
Twelve and thirteen are the ages at which the move from childhood to adolescence is felt most intensely. An academic programme that ignores this period cannot see the student either. Here is how we work, under six headings.
Marks can rise and fall at this age. We treat that not as a failure but as a natural part of the period, and we work to understand what is behind it.
The friendship group counts for a great deal at this age. Situations such as exclusion, cliques forming and peer pressure are noticed early and dealt with.
Anger, anxiety and disappointment are felt strongly at this age. We teach students to name and manage them; we do not tell them that such things do not happen.
Holding your attention, dealing with putting things off and setting your own pace of work can all be taught at this age. We work on them through practice, not as advice.
A student's own space matters at this age. Something discussed with them is not then raised in front of the class; a relationship of trust is built on details like these.
In this period it matters that school and family are on the same line. We share what we observe with you, and talk through together how it might be approached at home.
06OUR METHOD
Our grade 7 programme is designed to give a student the skills and the outlook their academic journey calls for. Our teachers use project-based learning, collaborative group work and research-based assignments together.
At this age, explaining to a student why they are doing something works better than telling them what to do. The purpose of a piece of work is discussed at the outset; a student who can see the point of it starts with a different kind of willingness.
Because we keep our classes small, subject teachers can know every student. Noticing the student who has pulled back, gone quiet, or suddenly dropped is only possible that way.
English supported by CLLC. As an optional programme, we offer English themes prepared with twenty years of experience from the Canadian Language Learning College (CLLC).
In grade 7 the work moves through interactive activities and real-life scenarios. For families thinking about a move to Canada at high school, this year lays decisive groundwork — but that route is not compulsory, and the choice rests entirely with the family.
07FOR PARENTS
Because classes are kept small, a student who pulls back at this age does not slip past us. The change is spotted early and followed up.
The swings of this age are handled by understanding and steering, not by punishment. The trust built with the student comes first for us.
Exclusion and peer pressure intensify at this age. Situations of this kind are not overlooked; work is done with the student affected and with the other side.
A student is compared with where they were before, not with another student. A competitive atmosphere at this age does harm rather than good.
A student's academic standing and general state are shared without waiting for report-card time. At this age school and family need to be on the same line.
Academic qualification is the starting condition. Working with this age group also calls for patience and understanding, and we look for that in particular when choosing a teacher.
08FREQUENTLY ASKED QUESTIONS
Academic ups and downs are common in grade 7 and are not on their own a sign of trouble. What matters is understanding the reason: is it because the material has got harder, because a study routine has slipped, or is there a social or emotional cause behind it? Small classes make that distinction possible, and we share what we observe with you.
No. Service learning is not a separate activity standing in for the curriculum; it is a way of working in which the learning objectives of lessons are tied to a real need. A student uses their research, planning, writing and presentation skills inside this work. The curriculum continues to be taught in full.
Withdrawing into oneself is common at this age. Because our classes are small, teachers notice a change in a student's general state. Where something stands out, the student is spoken to privately, and we get in touch with you if that is needed. Something a student tells us is not then raised in front of the class.
Situations of this kind are not overlooked and are not brushed off as children being children. We work separately with the student affected and with the other side, and we talk through the cause of what happened and its consequences. Small groups are what allow these situations to be noticed early.
Changing school at this age can be hard, and we do not take that lightly. Academic level is observed over the first few weeks and extra work is planned wherever a gap shows. Alongside that, settling in socially is followed separately; a new student joining the class is not left to manage it alone.
Filling in the application form is all it takes. We then call you and meet on campus on a day that suits you. On the visit you walk through the classrooms, meet the subject teachers and put your questions to them face to face. We suggest the student comes to that meeting too; at this age, being part of the decision does them good.
Grade 7 is the year a student is shaped most, academically and personally. Fill in the application form, let us call you, and let's meet on campus on a day that suits you. You will walk through the classrooms, meet the subject teachers, and ask your questions face to face.