Middle School

5th Grade

6th Grade

What is Our Educational Vision?

CND School has the vision to raise the pioneers of the future who are curious, imaginative, independent, and challenging. 

Our 6th-grade students, as being habituated to middle school, have more freedom. Getting used to being in a student-centered, inquiry-based learning environment, they become more aware of the importance of being both independent and interdependent. Their comprehension skills are improved by using appropriate strategies to resolve problems, identifying what they do not understand, and being aware of what they do understand. They are ready to further challenge and present themselves in a more confident manner. Making them eager to learn from new experiences and put forward innovative ideas, our students begin to find creative solutions to problems in their own unique way.

How do we support our students’ Social Development?

As our students develop and perceive their own individuality, they also gain skills to communicate in a multicultural environment.

From grade 5 to grade 8, our students experience a palette of different cultural harmony. They become aware of being similar and different while doing a variety of social and educational projects and experiments. 

As a team, we support our students’ social development by listening, understanding, and making them realize their own needs.

When they learn how to get along with each other in a peaceful and lively environment, solving disputes, working cooperatively, they also comprehend not only how to function in a classroom but also how to function in society.

We consider our students’ emotional development along with their social development. Consequently, we are always there, when they begin to notice the world beyond their own community. We promote their voices and ideas, and how to interact with the outside world more confidently.

Starting a project, handling the issues and obstacles and finally completing it over time, shows a mastery of many emotional skills. Moreover, working in a team, using basic communication skills, listening, paraphrasing, and questioning will help them improve themselves socially.

 Our Psychological Aspect 

Students who have completed the adaptation process to the Middle school in the previous year are carried out in their 6th grade to develop self-confidence, express themselves and understand others, develop responsibility, develop their skills, be aware of their interests and abilities, and develop their knowledge to guide their career. With the beginning of the 6th grade, it is a period when the students finish the first year of secondary school and the childish rushes and games of the primary school are gradually replaced by adolescent conflicts and growth concerns. In this period, it is observed that the mood is variable and development is rapid. The style and speed of the developmental features of this period are shaped according to the individual differences of the child. Therefore, 6th-grade guidance studies are carried out by taking these changes into consideration.

 What about the Arts and Sports Perspective?

Students in CND are always encouraged by the teachers for improving and showing their talents in Arts and Sports. We’re not only establishing a culture for being well-educated in Visual Arts, Music, and Sports but also providing a huge amount of scholarships for students who are talented or certificated. 

 Our students are attending a lot of competitions worldwide as a team or individually. We’re always supporting them with the whole school because we believe that school is a place where the students reveal their talents in all ways

7th Grade

What is Our Educational Vision?

CND School has the vision to raise the pioneers of the future who are curious, imaginative, independent, and challenging. 

By the time our students reach the 7th-grade, they have a strong urge to take their educational experience into the outside world. They want to have their voices heard and take part in large scale projects making them a more globalized and active citizen. They build on their skills that they learned in 6th grade by writing and reading more complex texts and essays and using more sophisticated language. These skills will prepare them for grade 8 where they will be pushed to deepen their abilities and ultimately be set up for success in high school.   

How do we support our students’ Social Development?

As our students develop and perceive their own individuality, they also gain skills to communicate in a multicultural environment.

From grade 5 to grade 8, our students experience a palette of different cultural harmony. They become aware of being similar and different while doing a variety of social and educational projects and experiments. 

As a team, we support our students’ social development by listening, understanding, and making them realize their own needs.

When they learn how to get along with each other in a peaceful and lively environment, solving disputes, working cooperatively, they also comprehend not only how to function in a classroom but also how to function in society.

We consider our students’ emotional development along with their social development. Consequently, we are always there, when they begin to notice the world beyond their own community. We promote their voices and ideas, and how to interact with the outside world more confidently.

Starting a project, handling the issues and obstacles and finally completing it over time, shows a mastery of many emotional skills. Moreover, working in a team, using basic communication skills, listening, paraphrasing, and questioning will help them improve themselves socially.

Our Psychological Aspect 

Our psychological counseling and guidance service, which provides support to our students' Middle school life in many areas, works under the headings of ‘’which learning style the student can adopt in academic development in the 7th grade, which style is suitable for him and the development of test-solving skills, the use of time efficiently’’.It is also among the goals for children to develop themselves for their future by enabling their discovery and interests. Social and emotional development is supported to help the child have healthy social relationships with the environment and to help them demonstrate correct communication skills. The Guidance and Psychological Counseling Service maintains individual talks in order for students to organize and manage the variable emotional states they experience during this period. 

What about the Arts and Sports Perspective?

Students in CND are always encouraged by the teachers for improving and showing their talents in Arts and Sports. We’re not only establishing a culture for being well-educated in Visual Arts, Music, and Sports but also providing a huge amount of scholarships for students who are talented or certificated. 

Our students are attending a lot of competitions worldwide as a team or individually. We’re always supporting them with the whole school because we believe that school is a place where the students reveal their talents in all ways

8th Grade

What is Our Educational Vision?

CND School has the vision to raise the pioneers of the future who are curious, imaginative, independent, and challenging. 

In the final year, our 8th-grade students have obtained everything they need to continue to further their education in High School. They grasp better comprehension of knowledge across all subject areas. Making clever hypotheses and structured experiments, our students present well-rounded research methods and influential claims to their communities. In many ways, 8th grade is a year of transition, as students are expected to be capable of the skills of middle school and start becoming high-schoolers.

How do we support our students’ Social Development?

As our students develop and perceive their own individuality, they also gain skills to communicate in a multicultural environment.

From grade 5 to grade 8, our students experience a palette of different cultural harmony. They become aware of being similar and different while doing a variety of social and educational projects and experiments. 

As a team, we support our students’ social development by listening, understanding, and making them realize their own needs.

When they learn how to get along with each other in a peaceful and lively environment, solving disputes, working cooperatively, they also comprehend not only how to function in a classroom but also how to function in society.

We consider our students’ emotional development along with their social development. Consequently, we are always there, when they begin to notice the world beyond their own community. We promote their voices and ideas, and how to interact with the outside world more confidently.

Starting a project, handling the issues and obstacles and finally completing it over time, shows a mastery of many emotional skills. Moreover, working in a team, using basic communication skills, listening, paraphrasing, and questioning will help them improve themselves socially.

 Our Psychological Aspect 

The 8th grade, which is the final year of middle school, is the last year for students to transfer to high school. Which means that their studies for exams are prioritized. Studies are carried out for professions and self-knowledge. A mental support-oriented approach is adopted. In line with the fact that success cannot be achieved only with academic competence, priority is given to supporting it with psychosocial studies and creating a personalized target plan. In the last year of middle school, where students will continue their education in high school life, it is aimed to gain awareness in order to make their choices according to their wishes and potential.

 What about the Arts and Sports Perspective?

Students in CND are always encouraged by teachers to improve and show their talents in Arts and Sports. We are not only establishing a culture for being well-educated in Visual Arts, Music, and Sports but also providing a large number of scholarships for students who are talented or certificated. 

Our students attend a variety of competitions worldwide as individuals as well as in teams. We are always supporting them with the entire school because we believe that school is a place where the students reveal their talents in all forms.

CND MS Language Arts

English Language Arts

In CND MS English Language Arts classes will focus on teaching students the necessary skills to communicate, speak, write, and conduct presentations in English. This will be done through a mix of group activities, academic discussions - formal and informal, and essay writing assignments. The various genres of English literature will be explored using a selection of texts. Each semester will consist of two exams, various in-class and homework assignments, and a unique group project.

Students are expected to demonstrate a good command of the English Language in terms of the conventions of standard English grammar: functions of conjunctions, prepositions, interjections, sentence structure, and use of verb tense to convey appropriate time and conditions.

Students are expected to develop a good command of the English Language in terms of conventions of standard English writing: usage of correct punctuation and capitalization, understanding the purpose of different writing styles, organizing ideas in a purposeful way according to the given prompt, appropriate word choice, and inclusion of voice.

Students are expected to demonstrate a good command of the English Language in terms of their developed knowledge of the language: being familiar with Greek and Latin roots, creating sentences for meaning, listener/reader interest, and style, speaking with fluency, in addition to, comparing and contrasting varieties of English (e.g., dialects, accents, slang words) used in drama, poems, videos and spoken internationally.

Students are expected to demonstrate a good command of the English Language in terms of vocabulary acquisition: using context to decode unfamiliar words, using reference materials (e.g., dictionaries, glossaries, thesaurus), using vowel digraph pairs to figure out the pronunciation of new words, comparing unfamiliar words using synonyms, antonyms, homographs.

Students are expected to demonstrate a good command of the English Language in terms of standard English reading: making predictions and inferences, identifying different genres, developing an understanding of different perspectives, demonstrating high-level critical thinking skills, using cause and effect, fact versus opinion, identifying all literary elements, interpreting figurative language, recognizing and explaining the meaning and author’s purpose of a text, and identifying reliable and unreliable sources.

French 

Learning a first or second foreign language in a school context rarely results from an immediate need of the child. We think that it is up to us to give him/her the desire to learn French, in order to discover a new universe, and to open up to other cultures. Our French classes, in accordance with the recommendations of the Common European Framework of Reference for Languages, are designed to cover the 5 skills of communication: oral and written comprehension, individual and interactive oral production, and written production. The aim of our class is to reach a concrete, meaningful, stimulating, and motivating learning environment of the French language in an action-oriented approach by mainly promoting realistic communication skills and performing interactive tasks. Our themes are selected according to the students' centers of interest, their needs and their expectations (school, friends, games, singers, food, hobbies, family, etc.) and our pedagogic projects are conceived in a way to allow students to "act in French" in concrete and useful everyday achievements.

Our project-based learning system allows the reinvestment of the new knowledge in a concrete and rewarding situation and provides an opportunity for students to become fully involved in creative, multisensory, collaborative works requiring reinvestment of all their learning in authentic situations. Our projects require oral and written communication and motivate students that can experiment with the direct utility of the language learned in their daily lives. Many individual or group production activities have been developed to permit the students to use the French language without fear and in a fun context (role-playing records, interviews, songs, poems, or many other creations such as awareness campaigns around ecology, physical activity, animal causes, etc.).

On the other hand, the student's view of his/her own learning has importance and is a key skill that leads towards progress. Other assessment tools are also used as portfolios and self-assessment activities with the aim of allowing the student to gain awareness about his/her learning, developing the student's autonomy, and empowering him/her with a better view over his/her strengths and weaknesses.

Turkish for Foreign Students

For international students that are living in Turkey, the importance of learning Turkish as a foreign language is growing on a daily basis. To meet the demands of living in a new country and actually experiencing a new culture, it is quite important to learn Turkish. The importance of it derives from the need for facilitating their life in Turkey. Therefore, the aim of the course Turkish For Foreigners is teaching Turkish to international students who study in our school and need to learn the language in order to sufficiently adapt to their new environment. It is also a pleasure to introduce Turkish culture to our students. The main points are reading, writing, listening, and speaking. Learning outcomes change according to the various levels. At the end of A 1-2 and B 1-2 levels students can communicate on a simple level by sharing information or experiences directly about familiar topics. They are also able to understand the common phrases and sentences that are frequently used in daily life, shopping, family relationship, or personal experiences. For the C 1-2 levels, students directly join Turkish classes instead of Turkish For Foreigners. At which point they continue with their education with the help of their teacher which is a big opportunity to develop their Turkish language skills by communicating with Turkish students.

CND MS Science and Math

Mathematics

Among all of our grade level Math classes in  Middle School, our purpose is to orchestrate the students by providing them ways they will be able to explore. The students are provided mathematical concepts to foster a higher level of thinking and understanding. Within each mathematical domain, students are able to question mathematical concepts and connect them into their daily lives. Thus, they achieve permanent mathematical learning. 

Students’ mathematical improvement is followed by semesterly projects related to daily life situations or problems. Students have a chance to monitor and develop their mathematical understanding by applying their mathematical reasoning to a project. 

CND Schools’ curriculum is a synthesis of both Turkey / MEB and Canadian / New Brunswick Curriculum. Hence, students take on another progressive step with international examinations like Gauss, which provides a global benchmark for their achievement and areas for improvement.

Science

Our main aim for Middle School Science classes is to build upon concepts that will be learned through hands-on investigations and practical research.

These courses are initiated with an introduction to the importance of recognizing and understanding the role of Science in our world.

The nature of Science is used as a springboard for exploration of different fields, including Earth and Space Sciences, Life Sciences, and Physical Sciences.

Students participate in weekly scheduled lab experiments, which help them integrate knowledge and develop their investigation skills through research and lab writing.

After each unit, students work out their projects through group work by analyzing the utilized principles and presenting them. 

CND MS Social Sciences

Vision:  The Social Studies, History, Geography,  Canadian, and World Studies programs will enable students to become responsible, active citizens within diverse communities to which they belong. As well as becoming critically thoughtful and informed citizens who value an inclusive society, students will have the skills they need to solve problems and communicate ideas and decisions about significant developments, events, and issues.

Goals:  In Social Studies, History, and Geography, and all the subjects in Canadian and World Studies, students realize the vision for the program as they:

•  develop the ability to use the concepts of “disciplinary thinking” to investigate issues, events, and developments.

•  develop the ability to determine and apply appropriate criteria to evaluate information and evidence and to make judgments;

•  develop skills and personal attributes that are needed for discipline-specific inquiry and can be transferred to other areas in life;

• build collaborative and cooperative working relationships;

•  use appropriate technology as a tool to help them gather and analyze information, solve problems, and communicate.

CND MS Art&Music

Visual Arts

It is our main  purpose to train students in developing their mental and perceptual abilities  through visual education. We aim for students to gain aesthetic sensitivity, who are informed about visual values and can express their feelings and thoughts through visual language. We provide opportunities for students to gain a creative thinking structure by reading and understanding a variety of different artwork. In addition to fostering experiences to build a greater appreciation and awareness of art amongst our students. 

Objectives of the Department

At CND Schools, we aim to give our students aesthetic sensitivity and to inform them about visual values. We enable our students to express their feelings and thoughts through visual language.  Students develop their mental and perceptual abilities through visual education. To give our students a creative thinking structure we provide spaces for constant questioning and criticizing in a visual environment. We wish to raise students who see, perceive, think, and can make beneficial judgments. Individual differences and self-expression are key elements in art education applied in our school. Lessons are designed in an interesting way with different methods and techniques with the inclusion of two and three-dimensional studies that students are able to work with. 

Being an International school we recognize all national and universal works of art and artists from past to present;

Our school's visual arts department ensures that students can understand and interpret the works of fine arts.

The Visual Arts Education program includes the following: (1.) Plastic arts education, which is structured with learning areas such as basic art slope, (2.)  Shaping in visual arts, (3.) Visual Art Culture, (4.) Museum Awareness given at every grade level.

It is also among our primary goals to have a hobby that our students enjoy with club work consisting of different platforms of visual arts. By doing so, students can experience their own limits and allow their creativity to shine through. Hobbies strengthen social communication and provide creative solutions to problems.

Music

Involving aspects of the composition, performance, and critical analysis of music, the course exposes students to forms, styles, and functions of music from a wide range of historical and socio-cultural contexts. Students create, participate in, and reflect upon music from their own background and those of others. They develop practical and communicative skills which provide them with the opportunity to engage in music for further study, as well as for lifetime enjoyment.

Our program fosters the development of creative skills through exploration, control, and development of musical elements by: 

Creating

• composing

• music technology composing

• arranging

• improvising

• stylistic techniques

Solo performing

The development of performance skills through solo music-making

Group performing

The development of performance skills through group music-making

Music perception

The study, analysis, examination, and comparing vs. contrasting musical cultures.

We aim for our students to gain: 

• Knowledge, understanding and perception of music in relation to time, place and cultures

• Appropriate musical terminology to describe and reflect their critical understanding of music

• Comparative analysis of music in relation to time, place and cultures

• Creative skills through exploration, control, and development of musical elements

• Performance skills through solo music-making

• Critical-thinking skills through reflective thought

A Day at School

8:15 - 8:45 Students arrive at school

8:45- (on Mondays) Opening Ceremony of the Week

8:50 -13:00 Morning Lessons with (9:30 - 9:50 Breakfast Time)

13:00 - 13:40 Lunch and Recess

13:40 - 16:00 Afternoon Lessons

16:15 -17:00 Study Hall Lessons and Extra-Curricular Activities 

Here are some of our lovely students describing their typical day in FCS

    The day begins with my mom or dad waking me up. It is the hardest part of the day. I

wake up, brush my teeth, and get ready. I open my iPad to check some things and before

you know it, 15 minutes have passed! I hear the voices in the background “hurry up, we

will be late, why are you not ready yet?” Although I have never ever been late for

school. 

    Getting in the car driving up to school and realizing I am early as always. With a smile,

the security guard wishes me a good morning. I enter my classroom and prepare my

materials on my desk. The official day is starting! As my friends enter the classroom my

mood is lifted and there are a lot of laughs. 

    The first lesson is science, it always makes me happy to see a positive, always in a

good mood teacher. He raises my spirit and we always finish the lesson with a happy

note, then we have breakfast. After we eat, we have a little bit of fun in the back garden.  

    Next lesson is French, we try to be serious although good mood wins, I have to say

sometimes for no reason, my friends feel the need to get a bit louder, but Madame Vildan

always finds a good way to catch everyone’s attention back on her again.  

    It is Turkish lesson time! My mind slowly leaves carried by summer smells to my last

summer holidays. However, in a matter of seconds, I am back to reality and writing

“Anlam Bilgisi.” 

    Before you know it is lunchtime, the smell of all of the delicious food in the hallway

completely hypnotizing me and I notice walking towards the cafeteria turns to run

with a loud grumbling sound from my tummy. 

 After lunch, I have some extra time to go out in the garden with my friends. Some other

times I go to visit my ICT teacher, Counselor or Art teacher they are so fun that my time

passes too quickly.

The dessert of the day and believe me it is true is English lesson. I have the

sweetest English teacher and I don’t know how she makes writing a summary of a book

so fun. However, we don’t finish in the same mood, we have HOMEWORK WHY????

Now I already see myself coming home eating something and a question “do you have

any homework?” There is no way out. I have to do it and I know the next day when my

English teacher tells me “great job” for doing my homework, I will be proud of myself. 

    I am very proud of my school, and of everything I have accomplished and all that it

offers me. There are some days when I don’t feel like going to school, but always I know

my second family will make me feel even better and fill me with confidence. They show

me every day that there is no limit for accomplishing my future dreams.

Gita Rosandić (5A) 

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Hi, I‘m Esra, from 7A. I will tell you about a day in the life at Florya Canada Schools. 

The class starts at 8.50 a.m. Every single teacher starts the lessons very

energetically and that makes me wake right up. I like the way that our Math and

Turkish teachers are really energetic because they help me focus on the lesson.

  After the first class, we have breakfast which is 20 minutes long. They serve bread, egg, cheese, tomatoes, cucumber, etc. and changes from day to day which is great.  After the 5th lesson, at 13.00 we have lunch. We have different menus every day for lunch that is made up of a lot of healthy meals. We have 40 minutes to eat which is more than enough, leaving us time to spend in the big garden and gym.

My seven best friends and I play basketball on the Beşiktaş team. We as Beşiktaş are playing for Canada School’s basketball team as well, which I’m very proud of. 

Last year, we came in second place in Istanbul, and this year we won first place. I’m really happy about that. The whole Middle School, including all of my teachers, came to support us during our game which felt so overwhelmingly great. 

As I was saying, we have a big garden and a gym, the gym has everything in it, like a basketball court, football goal posts, balls, etc. After lunch, we have three lessons left until the school day comes to an end. We have an ending ceremony on Fridays, where we reflect on everything we accomplished during the week and say bye to our teachers and friends for the weekend to rest. 

  I like my school because of all my friends and teachers who are from all different parts of the world, cities, countries, cultures which help my English skills and make me a global citizen.  My school offers us so many services and support, like our counselor who is so nice, and easily approachable. Every day is a great day at Canada Schools!

Esra Kurban (7A)

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My School day at Canada Schools is a new beginning each time, when the sky smiles, the sun shines and the clouds play next to the sky. Friends are kind and compassionate to each other. It is a day your mother and father smile at you, a smile of satisfaction. A day we are at school, our friends and mates are by your side, and you can enjoy getting a score of a hundred. Most importantly, it is a day when you learn life lessons and lessons for life. 

School starts at 8:50 a.m., so I ride the bus, then I get off and listen to music on my 20-second walk to school. I run rapidly with a backpack full of books, notebooks, and colored pencils to get to the lesson on time and not to be late. After a 40 minute argument and debate with my friendly English teacher, it’s time for breakfast and then you can have fun with the people you love. After 3 (some boring, some interesting) lessons, it is lunch time’s break, which is for 40 minutes.  We all wait in line until it is our turn to fill our plates and bowls, however, sometimes some people cheat and try to pass the others. 

And after your tasty meal, you encounter some buddies who are playing volleyball with wooden fences as the net that they’ve made.

 Suddenly, you hear the noise of many people who are playing and yelling at each other. After three tiring but enjoyable remaining classes, it’s time to go home. When the school is over, we walk and talk with friends on the way home. We live and surprise our friends with small things in our tiny joyous world, waiting impatiently to do it all over again at school the next day! 

Amirmohammad Owrangi (8A)

CND Middle School Clubs

Cooking Club

Cooking with students is a great way to educate them about good and healthy nutrition. It can encourage them to eat healthy foods and gives an opportunity to develop skills in communication and teamwork. Cooking allows children (students) to get creative while working with a partner to create something delicious.

In the cooking club, our students learn by touching, feeling, smelling, tasting, and listening. They also learn basic cooking skills that they can use for the rest of their lives.

World Scholars Cup

The idea behind the World Scholar’s Cup is to create something different than traditional academic competitions and conferences: a celebration of the joy of learning, a tournament as rewarding for the team that came in last as for the team that came in first, an enrichment opportunity that motivates students not just to demonstrate their existing strengths but to discover new ones.

Students showcase their debating skills as well as their writing skills.

Mind Games

In this club, students play games to improve their;

Analytical Thinking

Comprehension

Spatial Awareness

Conceptual Learning

Lateral and Critical Thinking

Creativity

Problem-Solving

Linguistic enhancement and so much more!

Visual Arts

CND Middle School's "Visual Arts Club" aims at developing our children's imaginary worlds, improving their ideas and ways of thinking, and introducing different techniques through various applications. In this club, our students have the opportunity to express themselves through their works and acquire art culture and grow up as contemporary, civilized, and creative individuals.

   The mission of the Visual Arts Club is to further the education of students in the fields of painting, drawing, and craft. Students will have the opportunity to work on organizing artwork for local art exhibitions and competitions,  in addition to community art shows.

The club fosters a sense of camaraderie for fellow art students so that they can support each other in their artistic pursuits. Club members may also have the opportunity to travel to art galleries and museums.

   During the school year, the Middle School Art Club accomplishes and showcases many fine works of art for the entire student body and provides a fun outlet for our students to express themselves in a creative and artistic way. 

Chess Club

A message from our Chess Master: Ari Kiremitciyan

“Hello, Dear students, I’m Ari Kiremitciyan. I’m a Fide Master(a title that you get when you cross 2300 ELO in chess). I  became a European amateur chess champion in 2014. I started working in CND Schools last year. Last year we were mostly playing games among each other, solving chess puzzles, and analyzing master games together. This year we are also planning to organize tournaments. The club is open for anyone who wants to learn more about chess; it doesn’t matter if you are a beginner or if you have some background knowledge about the game. All are welcome with open arms.”

Destination Imagination

Destination Imagination is a global educational nonprofit competition that takes place worldwide dedicated to inspire the next generation of innovators, leaders, and creative problem solvers. DI provides unique educational experiences across seven project-based challenges (Technical, Scientific, Engineering, Fine Arts, Improvisational, Service Learning, and Early Learning) where students have to collaborate with each other and think outside the box to find solutions. 

Here at Destination Imagination, our students are provided with life-changing experiences where they gain ultimate leadership skills, teamwork, authentic self- expression, respect for others and their ideas, creativity, risk-taking,  project management, effective communication skills, empowerment of others, critical thinking and hands-on experiences. These challenges allow students from pre-K through university to become part of a global community of confident problem-solvers, building skills needed to thrive in future education and professional careers.

The CND Middle School first participated in the academic year of 2018-2019 which was held in Kusadasi, Izmir with our Maple Syrup Team. This year The Middle School participated in Antalya, with three teams: I’m Out!, Smells like DI-termination, and Meme Lovers. Our competitors had a wonderful experience and created memories that will last them a lifetime. 

Basic Gymnastics

Gymnastics is the main branch of sports for children, and it is the only branch that can be recommended for young children to maintain and strengthen their existing flexibility. Our goal is to introduce children to the sport, to provide an environment where they can have fun and develop their attention and coordination skills. It should not be forgotten that sports are essential for a healthy life.

Volleyball

Mobility, resourcefulness, and coordination characteristics of our students for volleyball are developed. Basic skills in volleyball are provided. Preparatory educational games for volleyball are played for students in this age group. The main themes of the club are basic postures, serving from the bottom, cuff passing, finger passing, willingness to play with the group, knowing the rules of the game, and complying with these rules.

Basketball

Our students are provided with behaviors such as collaborating with the activity, following the rules, leading, playing cooperatively, accepting losing, celebrating winning. In addition, it is aimed to gain and maximize the basic skills related to basketball (basic stance, holding the ball, passing in various ways, low and high dribbling, standing and jumping into the circle).

Tenni̇s

It is aimed to show and apply the basic rules and techniques of tennis, and to improve hand and foot coordination of our students on the court.

Swimming

It is aimed to make our students love swimming in the first stage. Followed by the basic rules and techniques. In the first level, they are able to stand in water by learning to use their hands and feet in a coordinated manner in the water. Style learning and lane training start according to the developmental periods.

Football

Our students are provided with behaviors such as collaborating with the activity, following the rules, leading, playing friendly, accepting losing, celebrating winning. In addition, it is aimed to acquire and raise basic skills related to football (positioning, dribbling, setting up a pass station, passing and shooting, etc.).

Modern Dance

In these studies, it is aimed to give education to our students by combining music, rhythm, and aesthetics. The process that starts with basic training in areas such as flexibility, teamwork, and choreography is completed with professional shows. Prepared choreographies are presented in various shows during the school year.

Creative Drama

Creative drama studies are carried out to enable children to use their creative powers, to improve concentration, group coordination, to discover the high potential of the body and voice, and to increase their critical power.