TR | EN
Primary School
Inquisitive
and Collaborative

At our Primary School, we offer a learning environment that combines various disciplines, and where theory and practice are intertwined. Throughout their education, our students take the first steps on the road to gaining skills they will be using their entire life.

We fortify our exploration and critical thinking based educational program with school trips, library research, workshops, and field work, as well as artistic and athletic activities. We put great importance on the idea that our primary school students, born into the digital age, should embrace innovation but also know their culture. To this end, we are careful to include cultural values.

Our program improves our students' research, analysis, problem-solving and collaboration skills, and encourages them to think and question creatively. Our primary school students not only discover their talents and interests, but they also learn to produce rational solutions to social issues. Thus, they develop themselves in academic, social and emotional ways and prepare for life in middle school.

While creating our Primary School’s road map within the scope of individual and process-oriented education philosophy, we aim to use our academic programs and tools to:

  1. Enable students to create their own story,
  2. Create an environment where students learn in class by enhancing the quality of learning in and efficiency of the classroom, 
  3. Add another dimension to what the student has learned through experimentation and production and to create permanent learning through field work,
  4. Determine special interest areas through workshops and laboratory activities and to develop individual competencies, 
  5. Transform academic achievements into social awareness and social consciousness in the student’s life, 
  6. Help students reach their highest individual potential even if National Examination Systems change, 
  7. Support individual differences and requirements through varying learning tools during extracurricular times.
    • At our primary school, the literacy of our students in their mother language are developed in conjunction with their self-discovery. Our students develop original and creative expression styles through their studies in reading, writing, speaking, and listening subfields, further enriching their vocabulary every year. They also examine valuable works in child literature within the scope of the program; this improves their understanding of the structural features of the language and transforms them into voracious readers.
       
      At Sezin, LEGO sets are used in education in order to enhance writing skills, which stand out in the 21st century. Course scenarios are created in collaboration with partners through creative writing exercises, in order to enable students to express themselves in a unique way and keep their imagination active. Through “Reading, Listening and Viewing Comprehension,” a program specifically-designed for Sezin, elementary grade students acquire the strategies necessary to become effective readers, listeners and viewers by answering attention, analysis, synthesis and evaluation questions.
    • In a child’s world, mathematics is a game played in a different language. At our primary school, mathematics instruction aims to enable our students, who have yet to demonstrate the concrete operational stage skills, to understand mathematics by associating it with everyday life. 
       
      Through the international Mind Lab method, which consists of special tools and fun exercises - the latter proven to be the most natural learning vehicle - our students enjoy games while developing high-level mathematical skills such as analytical and strategic thinking, risk assessment, and reorganization on the road towards the goal. They learn to create problems based on fictional details given in the “Story of the Problem” activity performed within the scope of each unit. They also associate mathematical thinking skills with everyday life by participating in hands-on workshops such as Math Olympics, Pi Day events, and shopping trips. 
       
    • The Science curriculum at our elementary school is founded on curiosity and discovery workshops focused on the language of nature, the transformation of energy, and our responsibility to the world in which we live. 
       
      Through the regularly-scheduled lab studies starting from the 1st grade, our students reinforce their ability to conduct experimental research, analytical thinking, drawing conclusions, and express these using scientific concepts while learning about the scientific concepts corresponding to what attracts their curiosity in daily life. “Fun science” classes, backed by international “High Touch High Tech” programs, provide our students with the ability to develop themselves in science literacy.
       
    • Social Studies classes in Sezin –based on travel, observation, examination and research- aim to help students gain a sense of responsibility and understand citizenship rights by connecting them to daily life.

      Our students develop the ability to solve problems, as well as the ability to think critically and creatively, on their journey to understand the History of Humanity, the rules of social existence, our resources, values and culture. Social Studies classes play an important role in the development of our students in possessing a unique perspective and capability to adapt to change.
    • The “Philosophy with Children” course held in 3rd and 4th grade allows our students to concentrate on their analytical thinking skills and look at life and the concepts and values with a critical point of view. Students who realize the intricacies of Philosophy at a young age gain awareness on many topics in this course, which contributes significantly to the development of inquiry skills.
    • At our primary school, foreign language instruction aims to bring the English skills of our students to the Basic User (A1-A2) level of the European Languages Common Framework Program.  For four years, our students complete internationally accepted instructions programs accompanied by Turkish and foreign teachers.
       
      Themes chosen according to the age and interests of our students are presented with an interdisciplinary approach in this program. Enhancing their English language skills and working in Sciences and Social Studies starting from 1st grade onwards within this interdisciplinary context, our students also develop their communication skills through various in-school activities, club studies and international projects. Students begin taking examinations prepared by Cambridge Assessment English starting in 3rd grade.
       
    • In Coding and IT courses, our primary school students build upon their basic computer skills with algorithms; computer-based, non-computer-based, and robotic coding; 2D and 3D design; 3D printing; Maker and STEM studies. The main objective of coding is to develop our students’ algorithmic thinking skills. Our students understand that coding is a thinking skill that can be used in all areas of life, particularly through non-computer-based activities; they also use online tools such as Code.org and Scratch, as well as robotic tools such as micro:bit, Arduino, Root Robot, Brixo and Sphero, throughout the course.
       
      Students also meet the production process through the use of 3D design and printing tools. Maker activities integrated in several classes and projects allow the student to make the switch from being a consumer to a producer, enjoying producing all the while.
       
    • Our students continue to explore music through the Orff approach throughout 1st grade. Our 1st, 2nd and 3rd grade students also get to deepen their familiarity with local and foreign composers and musicians through the “Those Who Shape Sound” project. In 4th grade, our students choose an instrument (piano, guitar, violin or transverse flute) and begin their study. Individual instrument training lasts until the end of 7th grade, and allows each student to reach a level where they can easily play their instrument.
       
      Our primary school students can choose to stage their work with a solo or as a group in the New Year’s Concert, in recitals or during “Musical Minutes” events held during break times. Starting in the 3rd grade, they can audition for the choir. 
       
    • In 1st grade, our “Creative Drama” class offers exercises on the recognition and management of emotions, empathy, self-expression, attention and focus. Improvisation exercises, entertaining games and activities aim to improve our students’ verbal and non-verbal communication skills and increase their environmental and personal awareness.
    • The visual arts course in our primary school allows our students to express themselves in a unique manner by finding connections between various art movements and cultures, and to experientially understand the importance and place of Fine Arts in our lives. Our students use many different techniques, such as collage, scratch art, printmaking, mosaic and ceramics, and integrate their work into various disciplines.
       
      Our students deepen their knowledge regarding both Turkish and foreign modern and contemporary masters through the project “Those Who Shape Colors”, and acquire “museum awareness” by attending classes held at museums and art galleries that focus on how to look at art.
    • The Games and Physical Activities course plays an important role in developing our students’ physical, cognitive, emotional, and social skills in a holistic way and aid them in developing an active and healthy lifestyle. The aim of this course is to encourage primary school students to improve their motor skills and learn the basic concepts related to movement by using their mobility potential effectively. The course also focuses on the concepts of cooperation, providing assistance, friendship and trust within the scope of “values education”.

      Our primary school students also have the opportunity to develop their swimming skills in accordance to their techniques and styles during swimming lessons, which they attend periodically.
       
      Sports teams begin in 2nd grade at our school with swimming and artistic gymnastics. 3rd and 4th grade students comprise the “Tots Category” at the primary school level, which includes a basketball, volleyball, swimming, and artistic gymnastics team.
       
    • Guidance and Counseling Services organizes small group exercises to strengthen the sense of belonging for all students who have started their first year at our school. Creative drama supports students’ social, emotional and cognitive development by working on topics such as recognizing and expressing emotions, resolving disagreements, empathy and universal human values.
       
      Aiming for strong communication and cooperation between the school, students and families, Guidance and Counseling services closely monitor and share developments regarding the student through regular meetings with parents. Guidance studies include parent seminars and workshops, which are formed around appropriate themes for the age group in question.

Academic projects in Sezin are a multi-faceted field where knowledge and mental processes are implemented through applications and research; inquiry and curiosity are encouraged; and learning is presented to students as an exciting experience.  Our projects play a key role in our students’ understanding of course contents. 

Through our project-based learning strategy in primary school, we aim to help students: 

  1. Explore their interests and talents,
  2. Gain knowledge of and develop skills in different disciplines simultaneously, 
  3. Compile findings while using their academic and social skills, analyze them, evaluate the results, make inferences, and share what they have learned with each other. 
Our students conduct individual meetings and evaluations with their teachers who lead them through this process and develop their projects step by step. 
      1. Explore the hidden beauty of the city in the “A Handful of Istanbul Project”.  A visit to each neighborhood of Istanbul reveals its history, architecture, cats, seagulls, fish, and the professions that have been forgotten, and allows students to describe the city through their own eyes. 
      2. Examine the function of games and toys within the framework of children’s changing needs from the past to the present in the “Will You Play With Me Project”. After researching the topic, students try to design a new and original toy for the children of today by taking advantage of the toys used in the past.
      3. Focus on the importance of nutrition, sports and the environment for a healthy body through various learning stations in the “Healthy Life Project”. Students conduct interviews with specialists in their field and participate in activities based on health maintenance in various courses. They emphasize the importance of health maintenance by assuming the roles of nutritionist, doctor, kitchen chefs and athletes one by one.
      4. Take a field trip to the Istanbul Butterfly Farm in the “Colorful Butterflies Project”. They observe butterflies in the context of symmetry in mathematics class, use this knowledge in design activities in visual arts class, and develop their own projects through stories in language activities. 
      1. Examine the physiology of the life conditions of bees and understand their role in the food chain within the scope of the “Miracle Alive: Bee Project” in their Science class. They observe the manner in which bees work through their field research in the honey factory. In addition, they increase their awareness regarding the importance of bees in human life and consciousness about their responsibility to nature through documentaries, writer interviews and designs they create in visual arts class.
      2. Travel to the Gemlik region to observe how the olive collected from its branch comes from the factory to our table in the “Undying Olive Tree Project”. In activities held in their mother language, they focus on the olive, a centerpiece of legends throughout human history. They also support Social Responsibility projects for the protection of olive trees within the scope of the project.
      1. Conduct space research in the “Space Adventure Full of Secrets Project” by taking advantage of the applied training they receive in the field of science literacy. While studying astronaut training, life in space, the Solar System, galaxies, light years, and other such topics, they explore the communication link between planets and discover the comic book world, as well as design their own space vehicle with the 3D design and printing technique. In the field studies performed at Space Camp in Turkey, they experience life in space through various simulations.
      2. Learn how we founded the Republic, the most valuable gift left us by Atatürk, within the framework of the “Republic Project: From Independence to Establishment”. The field research performed in Ankara through visits to the I. and II. Grand National Assembly of Turkey, the Ethnography Museum, and War of Independence Museum allow students to understand the situation of our country during the Founding Years of the Republic. At the official ceremony held in Anıtkabir, the stand to attention in Atatürk’s presence and sign the Special Visitor’s Book of Anıtkabir. 

In the club activities performed at our school, our students have the opportunity to further their self-discovery while acquiring skills they will benefit from throughout their entire life. Through the club activities that begin in 2nd grade, our primary school students:

  1. Experience a different area of interest and skill each semester.
  2. Enrich their competencies according to their changing needs.
  3. Express themselves freely through an interdisciplinary approach.
  4. Enjoy exploring and experimenting with students from different classes.
  5. Learn leadership and cooperation as a part of a larger formation, to study in an organized manner, to be patient and persevere in the face of challenges.
  6. Clubs at the primary school level are gathered under four main categories:
 
      1. Lego Robot Club
      2. Maker and Curiosity Club
      3. Mathematics Game Workshop Club
      4. The Curious Children Club 
      1. Drumming Club
      2. Drama Club
      3. Hand-Weaving Club
      4. Paper Toys Club
      5. Felt Club
      6. Pyssla Club
      7. Quilling Club
      8. Ceramic Club
      9. Jewelry Design Club
      10. Stone Painting Club
      1. Badminton Club 
      2. Basketball Club 
      3. Outdoor Sports and Climbing Club 
      4. Leadership in Nature Club 
      5. Football Club 
      6. Just Dance Club 
      7. Table Tennis Club 
      8. Tennis Club 
      9. Volleyball Club 
      10. Swimming Club 
      1. English Film Club
      2. Fun English Club
      3. Model Airplane Club
      4. Chess Club 
      5. Food and Cake Club 

At Sezin, our students begin to ponder from an early age how they can contribute to the future, and acquire a critical stance for when they assume the role of an adult. 

Knowing that social responsibility extends beyond financial donations, our primary school students have organized projects that helped them: 

  1. create and share sustainable projects to increase awareness in various areas,
  2. internalize the basic concepts of social responsibility; recognize NGOs and learn enrichment through diversity,
  3. discover how much they can do as part of a whole through projects that touch other creatures’ and their own lives.
Our elementary-school students carry out social responsibility projects in three main areas: 
    • Our students cooperate with NGOs on various internal organizations. They support NGOs by turning their own products into donations in our traditional charity fair and clubs throughout the semester. 
    • Our primary school students participate in educational activities such as foreign language, dance and painting with different age groups through school partnerships, and have the opportunity to practice and share their performances and skill workshops in our sister schools.
    • In addition to organizing activities that raise awareness on reducing the use of plastic and the careful use of electricity and water, our students also develop a variety of projects that protect and shelter animals. By adopting animal rights as a life philosophy, they organize activities that emphasize why zoos, animal circuses and dolphin parks should not be patronize
Sevim Bakan Gülmez
School Principal


Dilek Albayrak
Deputy Principal
İrem Akter
Deputy Principal

Oya Yılmaz
Deputy Principal

  1. Can relate what they have learned to daily life.
  2. Grow multi-dimensionally. 
  3. Learn design-oriented thinking. 
  4. Do not hesitate to ask questions and express their opinion. 
  5. Internalize a sense of responsibility. 
  6. Do not ignore social concerns. 
  7. Have an improved environmental awareness. 
  8. Learn through art.
 


Primary School
Inquisitive
and Collaborative
Primary School
Educational Philosophy Academic Projects Clubs Social Responsibility School Management Sezin Primary School Student
01
Educational Philosophy
At our Primary School, we offer a learning environment that combines various disciplines, and where theory and practice are intertwined. Throughout their education, our students take the first steps on the road to gaining skills they will be using their entire life.

We fortify our exploration and critical thinking based educational program with school trips, library research, workshops, and field work, as well as artistic and athletic activities. We put great importance on the idea that our primary school students, born into the digital age, should embrace innovation but also know their culture. To this end, we are careful to include cultural values.

Our program improves our students' research, analysis, problem-solving and collaboration skills, and encourages them to think and question creatively. Our primary school students not only discover their talents and interests, but they also learn to produce rational solutions to social issues. Thus, they develop themselves in academic, social and emotional ways and prepare for life in middle school.

02
Academic

While creating our Primary School’s road map within the scope of individual and process-oriented education philosophy, we aim to use our academic programs and tools to:

  1. Enable students to create their own story,
  2. Create an environment where students learn in class by enhancing the quality of learning in and efficiency of the classroom, 
  3. Add another dimension to what the student has learned through experimentation and production and to create permanent learning through field work,
  4. Determine special interest areas through workshops and laboratory activities and to develop individual competencies, 
  5. Transform academic achievements into social awareness and social consciousness in the student’s life, 
  6. Help students reach their highest individual potential even if National Examination Systems change, 
  7. Support individual differences and requirements through varying learning tools during extracurricular times.
    • At our primary school, the literacy of our students in their mother language are developed in conjunction with their self-discovery. Our students develop original and creative expression styles through their studies in reading, writing, speaking, and listening subfields, further enriching their vocabulary every year. They also examine valuable works in child literature within the scope of the program; this improves their understanding of the structural features of the language and transforms them into voracious readers.
       
      At Sezin, LEGO sets are used in education in order to enhance writing skills, which stand out in the 21st century. Course scenarios are created in collaboration with partners through creative writing exercises, in order to enable students to express themselves in a unique way and keep their imagination active. Through “Reading, Listening and Viewing Comprehension,” a program specifically-designed for Sezin, elementary grade students acquire the strategies necessary to become effective readers, listeners and viewers by answering attention, analysis, synthesis and evaluation questions.
    • In a child’s world, mathematics is a game played in a different language. At our primary school, mathematics instruction aims to enable our students, who have yet to demonstrate the concrete operational stage skills, to understand mathematics by associating it with everyday life. 
       
      Through the international Mind Lab method, which consists of special tools and fun exercises - the latter proven to be the most natural learning vehicle - our students enjoy games while developing high-level mathematical skills such as analytical and strategic thinking, risk assessment, and reorganization on the road towards the goal. They learn to create problems based on fictional details given in the “Story of the Problem” activity performed within the scope of each unit. They also associate mathematical thinking skills with everyday life by participating in hands-on workshops such as Math Olympics, Pi Day events, and shopping trips. 
       
    • The Science curriculum at our elementary school is founded on curiosity and discovery workshops focused on the language of nature, the transformation of energy, and our responsibility to the world in which we live. 
       
      Through the regularly-scheduled lab studies starting from the 1st grade, our students reinforce their ability to conduct experimental research, analytical thinking, drawing conclusions, and express these using scientific concepts while learning about the scientific concepts corresponding to what attracts their curiosity in daily life. “Fun science” classes, backed by international “High Touch High Tech” programs, provide our students with the ability to develop themselves in science literacy.
       
    • Social Studies classes in Sezin –based on travel, observation, examination and research- aim to help students gain a sense of responsibility and understand citizenship rights by connecting them to daily life.

      Our students develop the ability to solve problems, as well as the ability to think critically and creatively, on their journey to understand the History of Humanity, the rules of social existence, our resources, values and culture. Social Studies classes play an important role in the development of our students in possessing a unique perspective and capability to adapt to change.
    • The “Philosophy with Children” course held in 3rd and 4th grade allows our students to concentrate on their analytical thinking skills and look at life and the concepts and values with a critical point of view. Students who realize the intricacies of Philosophy at a young age gain awareness on many topics in this course, which contributes significantly to the development of inquiry skills.
    • At our primary school, foreign language instruction aims to bring the English skills of our students to the Basic User (A1-A2) level of the European Languages Common Framework Program.  For four years, our students complete internationally accepted instructions programs accompanied by Turkish and foreign teachers.
       
      Themes chosen according to the age and interests of our students are presented with an interdisciplinary approach in this program. Enhancing their English language skills and working in Sciences and Social Studies starting from 1st grade onwards within this interdisciplinary context, our students also develop their communication skills through various in-school activities, club studies and international projects. Students begin taking examinations prepared by Cambridge Assessment English starting in 3rd grade.
       
    • In Coding and IT courses, our primary school students build upon their basic computer skills with algorithms; computer-based, non-computer-based, and robotic coding; 2D and 3D design; 3D printing; Maker and STEM studies. The main objective of coding is to develop our students’ algorithmic thinking skills. Our students understand that coding is a thinking skill that can be used in all areas of life, particularly through non-computer-based activities; they also use online tools such as Code.org and Scratch, as well as robotic tools such as micro:bit, Arduino, Root Robot, Brixo and Sphero, throughout the course.
       
      Students also meet the production process through the use of 3D design and printing tools. Maker activities integrated in several classes and projects allow the student to make the switch from being a consumer to a producer, enjoying producing all the while.
       
    • Our students continue to explore music through the Orff approach throughout 1st grade. Our 1st, 2nd and 3rd grade students also get to deepen their familiarity with local and foreign composers and musicians through the “Those Who Shape Sound” project. In 4th grade, our students choose an instrument (piano, guitar, violin or transverse flute) and begin their study. Individual instrument training lasts until the end of 7th grade, and allows each student to reach a level where they can easily play their instrument.
       
      Our primary school students can choose to stage their work with a solo or as a group in the New Year’s Concert, in recitals or during “Musical Minutes” events held during break times. Starting in the 3rd grade, they can audition for the choir. 
       
    • In 1st grade, our “Creative Drama” class offers exercises on the recognition and management of emotions, empathy, self-expression, attention and focus. Improvisation exercises, entertaining games and activities aim to improve our students’ verbal and non-verbal communication skills and increase their environmental and personal awareness.
    • The visual arts course in our primary school allows our students to express themselves in a unique manner by finding connections between various art movements and cultures, and to experientially understand the importance and place of Fine Arts in our lives. Our students use many different techniques, such as collage, scratch art, printmaking, mosaic and ceramics, and integrate their work into various disciplines.
       
      Our students deepen their knowledge regarding both Turkish and foreign modern and contemporary masters through the project “Those Who Shape Colors”, and acquire “museum awareness” by attending classes held at museums and art galleries that focus on how to look at art.
    • The Games and Physical Activities course plays an important role in developing our students’ physical, cognitive, emotional, and social skills in a holistic way and aid them in developing an active and healthy lifestyle. The aim of this course is to encourage primary school students to improve their motor skills and learn the basic concepts related to movement by using their mobility potential effectively. The course also focuses on the concepts of cooperation, providing assistance, friendship and trust within the scope of “values education”.

      Our primary school students also have the opportunity to develop their swimming skills in accordance to their techniques and styles during swimming lessons, which they attend periodically.
       
      Sports teams begin in 2nd grade at our school with swimming and artistic gymnastics. 3rd and 4th grade students comprise the “Tots Category” at the primary school level, which includes a basketball, volleyball, swimming, and artistic gymnastics team.
       
    • Guidance and Counseling Services organizes small group exercises to strengthen the sense of belonging for all students who have started their first year at our school. Creative drama supports students’ social, emotional and cognitive development by working on topics such as recognizing and expressing emotions, resolving disagreements, empathy and universal human values.
       
      Aiming for strong communication and cooperation between the school, students and families, Guidance and Counseling services closely monitor and share developments regarding the student through regular meetings with parents. Guidance studies include parent seminars and workshops, which are formed around appropriate themes for the age group in question.
03
Projects

Academic projects in Sezin are a multi-faceted field where knowledge and mental processes are implemented through applications and research; inquiry and curiosity are encouraged; and learning is presented to students as an exciting experience.  Our projects play a key role in our students’ understanding of course contents. 

Through our project-based learning strategy in primary school, we aim to help students: 

  1. Explore their interests and talents,
  2. Gain knowledge of and develop skills in different disciplines simultaneously, 
  3. Compile findings while using their academic and social skills, analyze them, evaluate the results, make inferences, and share what they have learned with each other. 
Our students conduct individual meetings and evaluations with their teachers who lead them through this process and develop their projects step by step. 
      1. Explore the hidden beauty of the city in the “A Handful of Istanbul Project”.  A visit to each neighborhood of Istanbul reveals its history, architecture, cats, seagulls, fish, and the professions that have been forgotten, and allows students to describe the city through their own eyes. 
      2. Examine the function of games and toys within the framework of children’s changing needs from the past to the present in the “Will You Play With Me Project”. After researching the topic, students try to design a new and original toy for the children of today by taking advantage of the toys used in the past.
      3. Focus on the importance of nutrition, sports and the environment for a healthy body through various learning stations in the “Healthy Life Project”. Students conduct interviews with specialists in their field and participate in activities based on health maintenance in various courses. They emphasize the importance of health maintenance by assuming the roles of nutritionist, doctor, kitchen chefs and athletes one by one.
      4. Take a field trip to the Istanbul Butterfly Farm in the “Colorful Butterflies Project”. They observe butterflies in the context of symmetry in mathematics class, use this knowledge in design activities in visual arts class, and develop their own projects through stories in language activities. 
      1. Examine the physiology of the life conditions of bees and understand their role in the food chain within the scope of the “Miracle Alive: Bee Project” in their Science class. They observe the manner in which bees work through their field research in the honey factory. In addition, they increase their awareness regarding the importance of bees in human life and consciousness about their responsibility to nature through documentaries, writer interviews and designs they create in visual arts class.
      2. Travel to the Gemlik region to observe how the olive collected from its branch comes from the factory to our table in the “Undying Olive Tree Project”. In activities held in their mother language, they focus on the olive, a centerpiece of legends throughout human history. They also support Social Responsibility projects for the protection of olive trees within the scope of the project.
      1. Conduct space research in the “Space Adventure Full of Secrets Project” by taking advantage of the applied training they receive in the field of science literacy. While studying astronaut training, life in space, the Solar System, galaxies, light years, and other such topics, they explore the communication link between planets and discover the comic book world, as well as design their own space vehicle with the 3D design and printing technique. In the field studies performed at Space Camp in Turkey, they experience life in space through various simulations.
      2. Learn how we founded the Republic, the most valuable gift left us by Atatürk, within the framework of the “Republic Project: From Independence to Establishment”. The field research performed in Ankara through visits to the I. and II. Grand National Assembly of Turkey, the Ethnography Museum, and War of Independence Museum allow students to understand the situation of our country during the Founding Years of the Republic. At the official ceremony held in Anıtkabir, the stand to attention in Atatürk’s presence and sign the Special Visitor’s Book of Anıtkabir. 

04
Clubs

In the club activities performed at our school, our students have the opportunity to further their self-discovery while acquiring skills they will benefit from throughout their entire life. Through the club activities that begin in 2nd grade, our primary school students:

  1. Experience a different area of interest and skill each semester.
  2. Enrich their competencies according to their changing needs.
  3. Express themselves freely through an interdisciplinary approach.
  4. Enjoy exploring and experimenting with students from different classes.
  5. Learn leadership and cooperation as a part of a larger formation, to study in an organized manner, to be patient and persevere in the face of challenges.
  6. Clubs at the primary school level are gathered under four main categories:
 
      1. Lego Robot Club
      2. Maker and Curiosity Club
      3. Mathematics Game Workshop Club
      4. The Curious Children Club 
      1. Drumming Club
      2. Drama Club
      3. Hand-Weaving Club
      4. Paper Toys Club
      5. Felt Club
      6. Pyssla Club
      7. Quilling Club
      8. Ceramic Club
      9. Jewelry Design Club
      10. Stone Painting Club
      1. Badminton Club 
      2. Basketball Club 
      3. Outdoor Sports and Climbing Club 
      4. Leadership in Nature Club 
      5. Football Club 
      6. Just Dance Club 
      7. Table Tennis Club 
      8. Tennis Club 
      9. Volleyball Club 
      10. Swimming Club 
      1. English Film Club
      2. Fun English Club
      3. Model Airplane Club
      4. Chess Club 
      5. Food and Cake Club 

05
Social Responsibility

At Sezin, our students begin to ponder from an early age how they can contribute to the future, and acquire a critical stance for when they assume the role of an adult. 

Knowing that social responsibility extends beyond financial donations, our primary school students have organized projects that helped them: 

  1. create and share sustainable projects to increase awareness in various areas,
  2. internalize the basic concepts of social responsibility; recognize NGOs and learn enrichment through diversity,
  3. discover how much they can do as part of a whole through projects that touch other creatures’ and their own lives.
Our elementary-school students carry out social responsibility projects in three main areas: 
    • Our students cooperate with NGOs on various internal organizations. They support NGOs by turning their own products into donations in our traditional charity fair and clubs throughout the semester. 
    • Our primary school students participate in educational activities such as foreign language, dance and painting with different age groups through school partnerships, and have the opportunity to practice and share their performances and skill workshops in our sister schools.
    • In addition to organizing activities that raise awareness on reducing the use of plastic and the careful use of electricity and water, our students also develop a variety of projects that protect and shelter animals. By adopting animal rights as a life philosophy, they organize activities that emphasize why zoos, animal circuses and dolphin parks should not be patronize

06
School Management
Sevim Bakan Gülmez
School Principal
Academic Coordinator
Dilek Albayrak
Deputy Principal
İrem Akter Kandil
Deputy Principal
Oya Yılmaz
Deputy Principal
Deputy Principal



07
Sezin Primary School Student
  1. Can relate what they have learned to daily life.
  2. Grow multi-dimensionally. 
  3. Learn design-oriented thinking. 
  4. Do not hesitate to ask questions and express their opinion. 
  5. Internalize a sense of responsibility. 
  6. Do not ignore social concerns. 
  7. Have an improved environmental awareness. 
  8. Learn through art.
 
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