Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
3ESN053Primary School Program2+0+02430.10.2026
Course Details
Language of Instruction English
Level of Course Unit Bachelor's Degree
Department / Program Primary Education Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course The aim of this course is to enable prospective teachers to adopt the concepts of curriculum, curriculum, curriculum and the relationship between them and to make sense of primary school programs by examining them critically in this direction.
Course Content This elective course will introduce students to curricula, familiarizing them with primary school-level programs. It will focus on the fundamentals of curriculum development, explaining the elements involved in this process. It will classify curricula according to their objectives (formal, implicit, extracurricular, etc.), highlighting the goals to be sought in a curriculum. Following this, it will examine the curricula of primary school subjects. By analyzing the scope, content, objectives, and learning outcomes of these subjects, students will build a foundation to contribute to the teaching of these subjects. Active participation is important in this course. Document analysis and case study techniques will be frequently used, and group work will also be included. The course will be evaluated through midterm and final exams.
Course Methods and Techniques Project-based learning, brainstorming, question-answer, discussion
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Associate Prof.Dr. Özlem ÜZÜMCÜ ozlem.uzumcu@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Demirel Ö. (2017). Curriculum Development in Education: From Theory to Practice. Ankara: Pegem Publishing
Course Notes The course is conducted through an analysis- and discussion-based approach in which fundamental concepts related to curricula and the curriculum development process are examined through primary school curricula. Students are expected to review and critically evaluate current primary school curricula in terms of their aims, scope, learning outcomes, content, teaching-learning processes, and assessment dimensions. Within the scope of the course, the Türkiye Century Education Model and the curricula of different primary school subjects are examined through document analysis, case studies, group work, and discussions.

Course Category
Education %100
Field %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 15 2 30
Hours for off-the-c.r.stud 15 6 90
Mid-terms 1 1 1
Final examination 1 1 1
Total Work Load   Number of ECTS Credits 4 122

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explains the concepts of curriculum, curriculum and syllabus.
2 Explains the elements of program development
3 Knows program development in detail
4 It exemplifies the features that should be present in programs.
5 Primary school knows weekly lesson plans
6 Examines primary school curriculum according to its purpose, content and evaluation elements.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 This week, the course objectives, learning outcomes, student expectations, teaching materials, attendance, teaching methods and techniques, and evaluation criteria will be reviewed. A brief explanation of the topic for the second week will be given.
2 The teaching planning process, the basic elements involved in this process, and the concepts of education, learning, teaching, and instruction will be discussed with examples in a question-and-answer format.
3 The concepts of curriculum, teaching program, and course program will be discussed comparatively. The formal, practical, implicit, neglected, and extra dimensions of curricula will be examined. The taxonomic classification of objectives in relation to program objectives will be discussed.
4 The process of identifying educational needs will be covered. The stages of needs assessment and needs identification techniques will be discussed. The history of curriculum development in Turkey will be examined. Starting with the first curriculum developed, John Dewey ` s report on the Turkish education system will be reviewed. The Board of Education will be introduced, and websites where curricula can be accessed will be shown.
5 The Turkish Century Education Model will be discussed. The program ` s perspective, literacy skills, values, and virtue value action framework will be examined.
6 The perspective of the "Turkish Century Education Model" program will be examined within the framework of virtue, values, and action.
7 The "Turkish Century Education Model" will focus on literacy skills.
8 Midterm Exam
9 The conceptual skills of the Turkish Century Education Model will be covered.
10 The Turkish Century Education Model learning outcome framework will focus on subject-specific skills.
11 The curricula for primary school English, Physical Education, and Games lessons will be examined in terms of their aims, scope, learning outcomes, content, learning and teaching process, and assessment dimensions.
12 The curriculum for Primary School Religious Culture and Moral Education, Traffic Safety, and Information Technology courses will be examined in terms of aims, scope, learning outcomes, content, learning and teaching process, and assessment dimensions.
13 The primary school grades 1-4 Turkish and Mathematics curriculum will be examined in terms of its aims, scope, learning outcomes, content, learning and teaching process, and assessment dimensions.
14 The Science, Life Skills, and Social Studies curriculum for grades 1-4 of primary school will be examined in terms of its aims, scope, learning outcomes, content, learning and teaching process, and assessment dimensions.
15 The Visual Arts (compulsory subject) and Music curricula for grades 1-4 of primary school will be examined in terms of their aims, scope, learning outcomes, content, learning and teaching process, and assessment dimensions.

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20 P21 P22 P23 P24
C1 3 1 4 1 3 2 1 1 1 1
C2 4 1 4 3 4 1 4 2 1 1
C3 3 2 2 4 1 3 2 3 3 1 2 2 2 1 1 2 1 1
C4 4 3 1 3 1 4 1 3 1 2 2 3 1 2
C5 4 1 1 2 3 1 1 4 2 1 1
C6 5 2 2 2 2 3 3 1 3 4 3 3 3 3

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant