High School
Investigative
and Futurist
Our priority at the Private Sezin High School is to ensure that every student has the ability to shape their own future. At our high school, which functions as a ?Life Center,? our students can collectively enrich their lives and realize their dreams by obtaining knowledge and sharing what they have learned. They actively participate in many projects and activities in academic, social, national and international fields. In short, they learn by doing.

The wide range of high school activities encourage our students to take initiative, to think and act socially, to dream, and to work towards their dreams. As their preferences start to become clearer, our students learn to see failure as an opportunity to try again on their path towards a specific goal.

Our training program, which we support through international projects, field studies and conferences, allows our students to learn at least two foreign languages. Embracing intercultural communication and interaction, our students design their own future from a futuristic perspective and do not limit their lives in fear of taboos.

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

  • Enable students to create their own story,
  • Provide follow-up, analyses and support to meet all needs for university preparation,
  • Help students reach their highest individual potential even if National Examination Systems change,
  • Provide an additional step to their learning through experience, experiments and production; awaken their curiosity about scientific studies and create permanent acquisition through field work,
  • Determine special interests through workshops and laboratory studies, and create a better understanding when it comes to career selection
  • Promote well-rounded education through national and international projects; help them gain universal competencies required by both social and professional life,
  • Transform the student’s academic achievements into social consciousness and community awareness,
  • Create a scholastic experience that will support individual differences and needs outside of class through varied learning tools.
    • At our High School, Turkish Language and Literature courses are designed to help our students develop their reading, comprehension and communication skills through the use of correct and effective Turkish, and educate them in Turkish and world literature. Consisting of selected literary works from Turkey and the world, this program teaches our students about different literary genres in depth, pushes them to consider the effects of the relationship between the past, present and future on humanity and society as a whole, and how these effects are reflected in the selected works.

      Our students not only develop their language skills, but also obtain cultural accumulation and an understanding of aesthetics within the scope of our curriculum, which is enriched with creative writing, reading and critique workshops, story contests and writer interviews.

    • Taught in English, our Mathematics curriculum aims to assist our students in approaching mathematics with self-confidence and using mathematical concepts and systems in everyday life as well as in other areas of learning. Our students learn to use scientific terminology in analysis, synthesis, modeling and problem-solving processes to logically prove their ideas and to achieve alternative solutions. In addition to acquiring these skills, they are taught about the historical development of mathematics and its essential role in human existence.

      Within the curriculum’s framework, the aim is for students to gain mastery of all aspects of mathematics through international competitions organized by ASMA (American Scholastic Mathematics Association) and AMC (American Mathematics Competition), as well as activities such as Pi Day, orienteering and pictograms.

    • In our Science curriculum, students will be able conduct research that adheres to scientific ethics and effectively use English as a scientific language. Students strengthen their experimental design and application skills through laboratory studies, and understand the importance of Science in our daily lives by performing case and cause-and-effect analyses. Our program, designed to nurture a sense of curiosity, also contributes to the development of observation skills, critical thinking, problem-solving and decision-making.

      Students who participate in international competitions for experiments, articles and projects have the opportunity to share their achievements at a global level. They continue to explore the world of Science and innovation through activities such as Magic Chemistry, Invention Challenge, Caretakers of Environment International and Young Masters.
    • The aim of our Social Studies curriculum is to help our students gain awareness about the society they live in by adopting the principle of “from micro to macro” and express and defend their ideas and observations within a logical and experiential framework. Understanding the past-present-future relationship as a whole, our students learn the concepts of ethics, democracy and tolerance while learning about the value of intellectual heritage. They recognize and understand the cultures and religions that have been influential throughout human history; and develop mechanisms to adapt to a changing lifestyle.
       
      The partnerships and projects we carry out with NGOs, associations and universities enable our students to fully grasp and implement what they have learned. 
    • Our High School curriculum aims to make our students Advanced Level English Users (C1-C2) as detailed in the European Languages Common Framework Program. The intensive English program we implement in the preparatory year aims to help students develop all their language skills in order to be able to follow the international curricula of our High School. Our program has been approved by Cambridge Assessment International Education, and Cambridge IGCSE ESL curriculum is taught at the 9th and 10th grade level. Our High School students also attend a literature course in which they study the important works of English and American literature.
       
      Each year, students who represent our school in international conferences and contests such as MUN and EYP have the opportunity to develop language skills through debates, competitions and events in the school. They take international exams, such as the SAT, TOEFL, IELTS, and document their language skills. 
    • At our High School, the Modern Languages program gives our students the opportunity to develop four basic language skills simultaneously in their chosen language: German, French or Spanish. Our teaching materials, selected according to the language reference levels foreseen by the European Languages Common Framework Programme and enriched by our teachers, aim to get our students to the independent user (B1)  level.

      Through long-term international exchange programs and interactive projects, our students have the opportunity to familiarize themselves with the culture of the language they learn and to use their language skills by communicating with other students in their own age groups. In yearly events such as “Modern Languages Culture Day”, they combine their language skills with their performing arts skills. In addition to these activities, they also participate as a group in theater and musical activities exhibited in the languages they learn and continue their learning processes outside the school.

      Our students can also choose to receive international language certificates that certify their language skills by participating in the FIT, DELF, and DELE exams.

    • Based on the reality that each individual is a digital citizen in the contemporary world, the Computer Science course in our preparatory year focuses on topics such as getting familiar with computer systems, using social media in a safe and ethical manner, access to accurate information and product creation. Algorithms, computer-based, non-computer-based, and robotic coding studies enable our students to think analytically and produce various solutions to problems.

      All High School students participate in training, seminars and workshops on the correct use of technology, ways to access information, security and ethics in the virtual environment, and increase their awareness in these areas. When testing their knowledge in 3D and web design competitions, they also have the opportunity to share the skills they learned with younger age groups.

    • Music lessons can be taken as an elective in our High School. Students who choose this course are assessed by their teachers as the beginning of the year. Teachers then determine an instrument (piano, guitar, violin, or transverse flute) according to their predisposition and competence. Each student carries out the music lesson on a separate classroom with their instrument group and teacher. Music theory studies are also performed in the courses.
       
      Students who have reached a certain level in instrument can audition for the Sezin Philharmonic Orchestra. They can perform alone or in a group in the “New Year Concert”, recitals and talent show.
    • In the Visual Arts elective, students develop their own original style of expression by using their creativity and by connecting different movements, disciplines and techniques. They use various techniques such as lines, pattern, texture and composition, as well as various materials ranging from wood and waste materials to mosaic paste and wall paints. At this level, they continue to explore the history of art by focusing on the “Renaissance”  era.
       
      Within this course, students study historical monuments in Istanbul and surrounding cities, closely follow cultural art activities and meet contemporary artists in our school during “Artist Meetings” event.
    • The goal of our Physical Education class is to help our students understand that sport constitutes a lifelong discipline and to strengthen their movement, leadership and collaboration skills; their sense of responsibility; and their ability to make quick and accurate decisions while developing their self-confidence and self-esteem. Students who participate in various sports and who learn sports culture also adopt health-enhancing knowledge and skills to use in their daily life and personal growth. Within this curriculum they also gain knowledge about the historical development of sports in Turkey and the world, and about the importance and the role of sporting activities in the physical, social and emotional development of the disabled and those in need of special education.
       
      At the high school level we have basketball, volleyball and swimming teams in the ”Youth Category.
    • Private Sezin High School Guidance and Counseling Services helps all students make functional and realistic decisions and solve academic, social and emotional issues. Adopting the preventive counselling approach, they organize individual interviews, interactive presentations, seminars, and workshops for students as well as parents. Some of the main themes in these events are adolescence, anxiety management, motivation, technology use and empathy.

Academic projects are a multi-faceted field in which knowledge and mental processes are applied to daily life 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’ comprehension of the course content and in their self-exploration through experiential learning. 

Field trips, indoor and outdoor presentation, exhibitions and demonstrations, collaborations with NGOs, national and international conferences, school partnerships, European Union exchange programs and field work are designed to strengthen large and small-scale sharing and interactions in our high school. 

Through the academic projects at our High School, our students: 

  • Gain original thinking skills,
  • Improve questioning skills through their curiosity,
  • Identify problems and find flexible and dynamic solutions,
  • Build their research skills and get to know their materials,
  • Work across different fields and disciplines,
  • Adapt their individual skills to working in teams,
  • Plan processes to convert their work into end-products of various qualities,
  • Achieve sustainable learning habits by archiving their work.

Academic projects performed by our students in high school can be divided into two categories:

  • National Projects
  • International Projects and School Partnerships
    • Students at our high school have the opportunity to assume active roles and responsibilities in projects that are planned in line with the academic expectations of their grade. Some examples of our national projects are:

      1. The “In the Footsteps of Anatolian Civilizations” project in 9th grade, comprised of a Çorum-Ankara field trip and field studies in Hattusa, Anıtkabir, the Museum of Anatolian Civilizations and Ethnography Museum,
      2. Field studies for the project “UNESCO World Heritage City: Safranbolu-Amasra” projects in 10th grade,
      3. A field trip to Anıtkabir, the “ODTÜ Teknokent Project”, and field studies in Ankara in 11th grade, 
      4. The “Migration and Refugees within the 21st Century” and “Social Inclusion Project” at all grade levels, 
      5. “Göbeklitepe-Şanlıurfa and Göbeklitepe Documentary Creation Project”in 10th grade,
      6. Field work for the “Ballıkayalar National Park Project” in 10th grade,
      7. Field work for the “Acarlar Floodplain Forest-Slow City Taraklı-Göynük Project” in 11th grade.

      In addition to these studies, the academic achievements of our students are also supported with multidimensional projects at different levels integrated with the course curriculum.
    • At our High School, a considerable number of international endeavors enrich the world view of students and contributes to their decision-making processes for the future. A wide range of international academic projects are carried out through school partnerships, field studies, multinational conferences, student exchanges and competitions.

      • Our international school partnerships:
        • Geschwister-Scholl-Gymnasium School Partnership / Freiburg-Germany
        • St.  Paul’s School School Partnership / Barcelona-Spain
        • Lycée de Fénelon Sainte-Marie School Partnership / Paris-France
        • The School at Columbia University / New York-USA
        • I.E.S. Val Miñor School Partnership / Nigrán-Spain
      • The “Sezin In the Footsteps of Technology” project, Stuttgart and Mercedes-Benz Museum field work
      • The Road to Gaudí and Dalí Project”, Barcelona and Girona field work
      • 4 Countries; Unlimited Culture Project”, Freiburg-Strasbourg-Colmar-Basel field work
      •  The “Innovation and Design Project” in collaboration with Huawei/ Shenzhen-Beijing-Hong Kong-China field work
      • International MUN (Model United Nations) Conferences
        • Doha Georgetown MUN
        • Budapest BIMUN
        • Haarlem HMUN
        • Copenhagen BIGMUN
        • Milan Milan MUN

        • St. Petersburg Nevsky MUN
        • Lisbon IMUN
        • Dublin SAIMUN
        • London RCIMUN
        • St. Petersburg SPIMUN

      • AFS Student Exchange Program participation:
        • Munich-Germany
        • Madrid-Spain
        • Paris-France
        • Bologna-Italy
        • Venice-Italy
        • Sicily-Italy 
      • “Bienvenido A Mi Mundo / Bienvenue Dans Mon Monde / Dünyama Hoş Geldin - IES Tegueste Project”
      • European Youth Parliament – EYP Conferences
        • Lahey EYP
        • Lisbon EYP
        • Madrid EYP
        • Munich EYP
        • Tirana EYP
        • Sarajevo EYP
      • ASMA (American Scholastic Mathematics Association) Mathematics Competition
      • Math League Mathematics Competition
      • Invention Challenge
      • Young Masters Programme (YMP)
      • Caretakers of Environment International (CEI) Conference

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. By participating in club activities throughout their entire school life, High 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 innovative and interdisciplinary approach.
  4. Use organizational and strategic communication skills together.
  5. Gain the ability to generate design-oriented solutions by combining scientific and social perspectives.
  6. Recognize that professional skills are not a status symbol, but a career scenario that enriches the quality of life.
  7. Discuss universal issues on international platforms.
  8. Adopt social responsibility as a life philosophy.
  9. Recognize the conditions for a healthy, high-quality lifestyle and achieve these conditions for themselves and their environment.
  10. Contribute to social development while enriching their lives through art and individual differences.
  11. Club activities at our High School are divided into five main categories:
      1. 3D Modeling and Press Club
      2. Invention Challenge - Cosmos Club
      3. Magic Chemistry Club
      4. Programming Club 
      1. EYP (European Youth Parliament)
      2. MUN (Model United Nations)
      3. Futurism Club
      4. Career Planning Club
      5. Social Responsibility Club
      1. Drumming Club
      2. Drama Club
      3. Photography ClubTour Guiding Club
      4. The Faces of Istanbul Club
      5. Short Film and Documentary Club
      6. Breathe Life Into Words Literature Club
      7. Ukulele Club
      1. Bicycle and Trekking Club
      2. Outdoor Sports and Climbing Club
      3. Football Club
      4. Table Tennis Club
      5. Pilates Club
      6. Swimming - CrossFit Club
      1. Mind Games Club
      2. Humor Club
      3. Stage English Club
      4. Food and Cake Club

At Sezin, our students often ponder how they can contribute to the future, and find many opportunities at our school to answer this question and affect the lives of others.
Knowing that social responsibility extends beyond financial donations, students contribute to the solutions of local and global issues through their personal methods. They raise awareness on many issues through the projects they develop, and encounter experiences that change their own perspectives.

Social responsibility projects implemented by our students push them to: 

  1. Become individuals who are aware of social issues and changes,
  2. Contribute to society by producing and going beyond charity donations,
  3. Interact instead of stereotyping, and not be afraid of differences,
  4. Be aware of their opportunities and shortcomings while supporting others,
  5. Build organizational and leadership skills.

Our High School students conduct social responsibility projects in five main areas: 

    • Our students perform joint projects and collaborate with 11 national and international NGOs.  In these activities, students:

      1. Organize joint training and presentations in order to raise awareness about the importance of NGOs.
      2. Take part in the organization of NGO events or participate in their activities.
      3. Support NGOs through various internal projects.
      4. Prepare products to support groups in need, and organize educational activities such as theater performances, etc.
    • Our students conduct community service in their neighborhood as well as at sister schools in Samsun, Kars, Balıkesir and Kütahya. In these activities, students:

      1. Organize educational activities in fields such as foreign language, dance and painting for different age groups.
      2. Share events such as art shows and skill workshops held at our school with our sister schools. 
      3. Organize support groups by determining problems and needs.
      4. Develop social awareness and gain cultural enrichment by experiencing the differences between villages and cities. 
      5. Provide on-site support for the improvement of educational and training conditions. Renovate the ateliers and libraries of the schools that we are partnering with.
    • Our students work effectively to break the stereotypes and judgments surrounding disadvantaged groups, including the disabled, the elderly, the homeless, migrants and refugees, and to build and spread culture of inclusion. In these activities, students:

      • Conduct workshops, arts and sports activities with disabled groups.
      • Volunteer for organizations that support homeless individuals through their own work and organized campaigns. 
      • Organize events for the elderly during regular visits to nursing homes.
      • Organize campaigns for socio-economic issues on an international scale.
      • Organize educational activities such as panels, etc. in order to raise awareness on the problems surrounding refugees.
    • In order to raise awareness about social equality and gender discrimination, our students give presentations and conduct activities appropriate for international criteria, both inside and outside the school. Each year, they have the opportunity to discuss issues related to social equality at national and international conferences they attend with their club of choice.
    • Having environmental awareness, valuing the life of all living things, and envisioning a future in line with these approaches is an important life philosophy for our students. To this end, our students: 

      1. Cooperate on projects with 5 national and 3 international NGOs.
      2. Contribute to the development of a productive culture through recycling and upcycling projects.
      3. Organize campaigns and projects to meet the food and shelter requirements of animals. 
      4. Hold presentations and panels to raise awareness about endangered species.

Bahadır Özkan
School Principal
Cemil Baş
Academic Coordinator

Meral Yalçın
Deputy Principal
Vahdet Doğan
Deputy Principal

Didem Özcumalı
Deputy Principal

  1. Know how to obtain and evaluate scientific data.

  2. Recognize that they must occasionally take risks to succeed. 

  3. Do not let technology compromise their quality of life. 

  4. Are futurists concerned about the future.

  5. Are resolute and bravely defend their beliefs. 

  6. Know the importance of being fair.  

  7. Are citizens of the world and aware of social values. 

  8. Appreciate art and develops an aesthetic perspective.

Students develop appropriate prerequisites and make healthy choices through career planning studies that start in the preparatory class and continue until university selections. Their work processes are monitored and supported on the idea that ?Abilities and Preferences Can Change and Develop?.

Our school regularly conducts career meetings in order to inform students on topics such as university education, the expectations of professional life, the skills that must be acquired, and so on. An academic, business person, parent or a graduate who works in the chosen field visits our school and shares their experiences with our students.

Our 9th, 10th and 11th grade students are able to familiarize themselves with their profession of interest by interning in various companies through the Summer Internship Program.

At Sezin, university preparation is a process that begins with getting to know the student, continues with guiding activities, academic studies and selection counseling, and evolves into life counseling during and after the university period.

The first step is for students to engage in academic processes that will enable them to acquire the basic skills such as reading comprehension, inference, analysis and synthesis. Students who have acquired these skills, which are required in national and international examinations, can achieve success regardless of the test system. During this process, we determine the goals of the student by conducting studies and getting to know them.

Each student’s study program is planned according to several factors; the country where they want to study and the branch they prefer being the most important among them. Clubs, national and international projects, social responsibility projects and additional courses are planned in accordance with these preferences alongside their curriculum. 

In addition to planning for basic preferences, all students undergo the University Preparation Program. In this program, our students are able to make up any academic shortcomings, determined through exams implemented starting from 9th grade. Students in 11th and 12th grader study for the university entrance exam without requiring out of school support. All high school subjects are repeated at least 3 times to ensure permanent learning.  They develop time management skills through trial exams, gain familiarity with various language formats, and discover where they stand on the national level in Turkey. 

Our guidance and counseling activities continue throughout the university selection process. In addition to general student and parent groups meetings, we address all questions through individual interviews.

    • 2019 YKS ve üniversiteye yerleştirme sonuçlarına göre yurtiçi üniversite tercihi yapan, lise yaşamları boyunca yürüttükleri sosyal ve akademik çalışmalar ile yurtdışı üniversitelere başvuran öğrencilerimizin elde ettikleri %100 yerleşme oranı ve gösterdikleri başarılarıyla gurur duyduk. Tüm mezunlarımızı kutluyor ve başarılarının sürekli olmasını diliyor, bu başarıya ulaşılmasını sağlayan tüm eğitim kadromuza emekleri için teşekkür ediyoruz.






























Our aim is to provide the support necessary during the decisions-making and application process of our students who wish to continue their higher education abroad or who consider this option as an alternative.

One-on-one interviews with our students and their parents, as well as periodic informative meetings, begin in middle school and continue throughout the high school period.  In high school, our students become ready to continue their education abroad with rich academic, social, cultural, and athletic activities, as well as the high level of English and foreign language (German, French, Spanish) programs present at our school. Students who wish to participate in language programs and summer schools, or university preparatory programs, are directed to do so during this process.

In 10th and 11th grade, informative meetings are held with students in the preliminary stages of the application process for overseas universities. At the beginning of 11th grade, our students meet with representatives of esteemed universities located in various countries to learn more about the processes that await them. During their senior year, our high school students are supported throughout the application process according to their goals. 

According to studies performed by the Sezin Private School, our graduates are currently continuing their education in Europe, the USA, Canada, South America, and the Far East.

    • ACADEMIC TERM UNIVERSITY DEPARTMENT COUNTRY
      2019-2020 Centre for Entertainment Arts Langara Computer Animation Art and Design CAN
      2019-2020 McGill University Faculty of Arts and Science, Cognitive Science (50%) CAN
      2019-2020 McGill University Faculty of Science, Computer Science CAN
      2019-2020 University of British Columbia Bachelor of Arts ( Political Science) CAN
      2019-2020 University of British Columbia(UBC) Faculty of Science, Computer Science (25%) CAN
      2019-2020 University of Guelph Faculty of Science, Computer Science (30%) CAN
      2019-2020 University of Toronto Faculty of Arts and Science ( International Relations) CAN
      2019-2020 University of Toronto Scarborough Campus Faculty of Arts and Science, Social Sciences and Humanities (Alternate Offer) 10-20% CAN
      2019-2020 University of Waterloo Global Business and Digital Arts CAN
      2019-2020 Eötvös Loránd University Psikoloji  HUN
      2019-2020 University of Pécs Psikoloji  HUN
      2019-2020 Politecnico di Torino Otomotive Engineering IT
      2019-2020 Leiden University Psychology (Holland Scholarship) 5000€ NED
      2019-2020 Leiden University  Political Science: Specialisation International Relations and Organisations. NED
      2019-2020 Leiden University  Psychology NED
      2019-2020 Tilburg University Psychology NED
      2019-2020 Vrije University Amsterdam Psychology NED
      2019-2020 Vrije University Amsterdam Media and Communication NED
      2019-2020 Glasgow University Psychology (Undergraduate Excellence Scholarship) 5000 £ SCO
      2019-2020 Anglia Ruskin University Cambridge Computer Games Art  UK
      2019-2020 Bournemouth University  Computer Animation Art and Design UK
      2019-2020 Coventry University  Games Art  UK
      2019-2020 De Montfort University Leicester Game Art UK
      2019-2020 King's College Economy UK
      2019-2020 Leeds Art University  Comic and Concept Art UK
      2019-2020 Nottingham Trent University  Games Art  UK
      2019-2020 Royal Holloway International Relations UK
      2019-2020 Royal Holloway, University of London Economy UK
      2019-2020 Solent University  BSc (Hons) Maritime Business UK
      2019-2020 Sussex University Psychology UK
      2019-2020 Trinity College Dublin Foundation Year, Science Pathway UK
      2019-2020 University College London (UCL) Politics and International Relations UK
      2019-2020 University College London (UCL) Faculty of Science, Computer Science UK
      2019-2020 University of Bath Faculty of Science, Articial Intelligence and Computer Science UK
      2019-2020 University of Bath Computer Science and Artificial Intelligence UK
      2019-2020 University of Birmingham Political Science and International Relations UK
      2019-2020 University of Birmingham Psychology UK
      2019-2020 University of Exeter International Relations UK
      2019-2020 University of Exeter Economy UK
      2019-2020 University of Exeter Computer Science UK
      2019-2020 University of Kent Economy UK
      2019-2020 University of Manchester Faculty of Science, Artificial Intelligence UK
      2019-2020 University of Sussex Economy UK
      2019-2020 University of Sussex Computer Science UK
      2019-2020 University of Sussex Computer Science and Artificial Intelligence UK
      2019-2020 University of Warwick Faculty of Science, Computer Science UK
      2019-2020 Brown University Politics and International / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Bucknell University Engineering Department (91%) US
      2019-2020 California State University Long Beach  Engineering Department US
      2019-2020 Dartmouth College Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Duke University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Fordham University  Undecided Major (85%) US
      2019-2020 George Washington University  Engineering Department US
      2019-2020 Loyola Marymount University  Engineering Department US
      2019-2020 Northwestern University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Ohio State Univeristy Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Pepperdine University  Undecided Major  (50%) US
      2019-2020 Princeton University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Purdue University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 San Jose State University  Engineering Department (70%) US
      2019-2020 UCLA, University of California, Los Angles Politics and International Relations /  Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 University of California Davis  Engineering Department (20%) US
      2019-2020 University of Notre Dame Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 University of Pacific Engineering Department (50%) US
      2019-2020 Yale University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2018-2019  Pıerre Marıe Curıe Sorbonne Unıversıtés  Science And Technology Faculty Chemistry  FR
      2018-2019  Universités De Strasbourg  Chemistry Department  FR
      2018-2019  Durham Universit  Law  UK
      2018-2019  University Of Toronto  Chemical Engineering (Scholarship)  CAN
      2018-2019  University Of Toronto  Physiology  (Scholarship)  CAN
      2018-2019  Delft University Of Technology   Computer Science  NED
      2018-2019  Maastricht University  Data Science And Knowledge Engineering  NED
      2018-2019  Vrije Universiteit  Amsterdam Computer Science  NED
      2018-2019  Eicar Film And Television School Paris  Film Production  FR
      2018-2019  Los Angeles Film School  Film And Production  US
      2018-2019  Ithaca College  Film And Production  US
      2017-2018 Concordia University John Molson School of Business Business CAN
      2017-2018 Dalhousie University Computer science CAN
      2017-2018 McGill University Business Management CAN
      2017-2018 Trent University Business Administration Marketing and Consumer Culture CAN
      2017-2018 University of Guelph Computer science CAN
      2017-2018 University of Guelph Psychology CAN
      2017-2018 University of Victoria Economy CAN
      2017-2018 University of Waterloo Computer science & Mathematics CAN
      2017-2018 Wilfrid Laurier University Computer science & Mathematics CAN
      2017-2018 York University Marketing CAN
      2017-2018 EICAR International Film School Cinema FR
      2017-2018 Erasmus University Rotterdam Psychology NED
      2017-2018 Leiden University Psychology NED
      2017-2018 Maastricht University Psychology NED
      2017-2018 Exeter University Management with Marketing UK
      2017-2018 Kent University Marketing UK
      2017-2018 Kings College,London Law - Foundation UK
      2017-2018 Oxford Brookes Business and Marketing Management UK
      2017-2018 Royal Holloway University of London Management with Marketing UK
      2017-2018 Sheffield University Law UK
      2017-2018 University of Birmingham Law UK
      2017-2018 University of Southampton Law UK
      2017-2018 University of Westminster International Marketing UK
      2017-2018 University of York Law UK
      2017-2018 CSU Channel Islands School of Liberal Arts Music US
      2017-2018 CSU East Bay School of Liberal Arts Music US
      2017-2018 CSU Fresno State School of Liberal Arts Theatre Arts and Dance US
      2017-2018 Saddleback College Theatre Arts US
      2017-2018 San Francisco State University School of Liberal Arts Music US
      2017-2018 Santa Monica College Theatre Arts US
      2016-2017 Vienna Technical University Chemical Process Engineering AUS
      2016-2017 KU University of Leuven Business and Business Economics BEL
      2016-2017 KU University of Leuven Chemical Process Engineering BEL
      2016-2017 Carleton University International Politics CAN
      2016-2017 Concordia – John Molsen School of Business İnternational Business CAN
      2016-2017 Dalhousie University International Relations and Global Development CAN
      2016-2017 McGill University Biology CAN
      2016-2017 McGill University Globalization and International Development CAN
      2016-2017 Queens University International Relations CAN
      2016-2017 Simon Fraser University Faculty of Arts and Social Sciences CAN
      2016-2017 Clausthal University of Technology Chemical Engineering GER
      2016-2017 Rheinwaal University Industrial Engineering GER
      2016-2017 Politecnico Di Milano Architecture IT
      2016-2017 Politecnico Di Torino Architecture IT
      2016-2017 Università Cattolica del Sacro Cuore Bussiness IT
      2016-2017 Università Cattolica del Sacro Cuore Economics and Management IT
      2016-2017 Hanze University of Applied Sciences Business Managemenet and IT NED
      2016-2017 Leiden University Internatinal Relations and International Organizations NED
      2016-2017 Maastricht University Business and Business Economics NED
      2016-2017 Maastricht University International Bussiness NED
      2016-2017 Maastricht University Neuroscience NED
      2016-2017 University of Amsterdam Politics, Psychology, Law and Economics  (foundation) NED
      2016-2017 Vrije Universiteit Amsterdam Computer Science NED
      2016-2017 CEU San Pablo University Architecture SPA
      2016-2017 IE University Architecture SPA
      2016-2017 Ramon Llull University Management of Business and Technology SPA
      2016-2017 Bournemouth University Media and communication (foundation) UK
      2016-2017 City University of London Media and communication (foundation) UK
      2016-2017 University of Greenwich Media and communication (foundation) UK
      2016-2017 La Salle University Architecture US
      2016-2017 Los Angeles Musicians Institute Film Music&Composition US
      2016-2017 Michigan State University Games development design US
      2016-2017 Oakland University Psychology US
      2016-2017 Ohio University Psychology US
      2016-2017 Santa Barbara City College Software Engineering US
      2016-2017 SUNY Oswego International Relations US
      2016-2017 Syracuse University S.I. Newhouse School of Public Communications US
      2016-2017 Syracuse University The College of Arts and Sciences US
      2016-2017 University of Arizona State Psychology US
      2016-2017 University of Connecticout Psychology US
      2016-2017 University of Denver Psychology US
      2016-2017 University of Las Vegas Psychology US
      2016-2017 University of Nevada Psychology US
      2016-2017 University of Pasific Psychology US
      2016-2017 University of Pittsburgh Psychology US
      2016-2017 University of South Corolina Psychology US
      2015-2016 Leiden University Psychology NED
      2015-2016 Durham University International Relations UK
      2015-2016 Durham University Psychology UK
      2015-2016 East Anglia University International Relations UK
      2015-2016 East Anglia University Psychology UK
      2015-2016 Essex University International Relations UK
      2015-2016 Essex University Psychology UK
      2015-2016 Exeter University International Relations UK
      2015-2016 Exeter University Psychology UK
      2015-2016 Sheffield University International Relations nad Politics UK
      2015-2016 Sheffield University Psychology UK
      2015-2016 Universite Catolica Business and Management UK
      2015-2016 Columbia College of Chicago Illustration US
      2015-2016 Fordham University Computer Science US
      2015-2016 New York - The New School, Parsons. Business and Management US
      2015-2016 Pratt Institute Architecture US
      2015-2016 Rutger's New Brunswick Electrical and Computer Engineering US
      2015-2016 Savannah College of Arts and Design (SCAD) Illustration US
      2015-2016 UMASS Darthmouth Computer Science US
      2015-2016 University of Arts (Philadelphia) Illustration US
      2015-2016 University of Illinois at Urbana Architecture US
      2015-2016 University of San Francisco Architecture US


High School
Investigative
and Futurist
High School
01
Educational Philosophy
Our priority at the Private Sezin High School is to ensure that every student has the ability to shape their own future. At our high school, which functions as a ?Life Center,? our students can collectively enrich their lives and realize their dreams by obtaining knowledge and sharing what they have learned. They actively participate in many projects and activities in academic, social, national and international fields. In short, they learn by doing.

The wide range of high school activities encourage our students to take initiative, to think and act socially, to dream, and to work towards their dreams. As their preferences start to become clearer, our students learn to see failure as an opportunity to try again on their path towards a specific goal.

Our training program, which we support through international projects, field studies and conferences, allows our students to learn at least two foreign languages. Embracing intercultural communication and interaction, our students design their own future from a futuristic perspective and do not limit their lives in fear of taboos.



02
Academic

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

  • Enable students to create their own story,
  • Provide follow-up, analyses and support to meet all needs for university preparation,
  • Help students reach their highest individual potential even if National Examination Systems change,
  • Provide an additional step to their learning through experience, experiments and production; awaken their curiosity about scientific studies and create permanent acquisition through field work,
  • Determine special interests through workshops and laboratory studies, and create a better understanding when it comes to career selection
  • Promote well-rounded education through national and international projects; help them gain universal competencies required by both social and professional life,
  • Transform the student’s academic achievements into social consciousness and community awareness,
  • Create a scholastic experience that will support individual differences and needs outside of class through varied learning tools.
    • At our High School, Turkish Language and Literature courses are designed to help our students develop their reading, comprehension and communication skills through the use of correct and effective Turkish, and educate them in Turkish and world literature. Consisting of selected literary works from Turkey and the world, this program teaches our students about different literary genres in depth, pushes them to consider the effects of the relationship between the past, present and future on humanity and society as a whole, and how these effects are reflected in the selected works.

      Our students not only develop their language skills, but also obtain cultural accumulation and an understanding of aesthetics within the scope of our curriculum, which is enriched with creative writing, reading and critique workshops, story contests and writer interviews.

    • Taught in English, our Mathematics curriculum aims to assist our students in approaching mathematics with self-confidence and using mathematical concepts and systems in everyday life as well as in other areas of learning. Our students learn to use scientific terminology in analysis, synthesis, modeling and problem-solving processes to logically prove their ideas and to achieve alternative solutions. In addition to acquiring these skills, they are taught about the historical development of mathematics and its essential role in human existence.

      Within the curriculum’s framework, the aim is for students to gain mastery of all aspects of mathematics through international competitions organized by ASMA (American Scholastic Mathematics Association) and AMC (American Mathematics Competition), as well as activities such as Pi Day, orienteering and pictograms.

    • In our Science curriculum, students will be able conduct research that adheres to scientific ethics and effectively use English as a scientific language. Students strengthen their experimental design and application skills through laboratory studies, and understand the importance of Science in our daily lives by performing case and cause-and-effect analyses. Our program, designed to nurture a sense of curiosity, also contributes to the development of observation skills, critical thinking, problem-solving and decision-making.

      Students who participate in international competitions for experiments, articles and projects have the opportunity to share their achievements at a global level. They continue to explore the world of Science and innovation through activities such as Magic Chemistry, Invention Challenge, Caretakers of Environment International and Young Masters.
    • The aim of our Social Studies curriculum is to help our students gain awareness about the society they live in by adopting the principle of “from micro to macro” and express and defend their ideas and observations within a logical and experiential framework. Understanding the past-present-future relationship as a whole, our students learn the concepts of ethics, democracy and tolerance while learning about the value of intellectual heritage. They recognize and understand the cultures and religions that have been influential throughout human history; and develop mechanisms to adapt to a changing lifestyle.
       
      The partnerships and projects we carry out with NGOs, associations and universities enable our students to fully grasp and implement what they have learned. 
    • Our High School curriculum aims to make our students Advanced Level English Users (C1-C2) as detailed in the European Languages Common Framework Program. The intensive English program we implement in the preparatory year aims to help students develop all their language skills in order to be able to follow the international curricula of our High School. Our program has been approved by Cambridge Assessment International Education, and Cambridge IGCSE ESL curriculum is taught at the 9th and 10th grade level. Our High School students also attend a literature course in which they study the important works of English and American literature.
       
      Each year, students who represent our school in international conferences and contests such as MUN and EYP have the opportunity to develop language skills through debates, competitions and events in the school. They take international exams, such as the SAT, TOEFL, IELTS, and document their language skills. 
    • At our High School, the Modern Languages program gives our students the opportunity to develop four basic language skills simultaneously in their chosen language: German, French or Spanish. Our teaching materials, selected according to the language reference levels foreseen by the European Languages Common Framework Programme and enriched by our teachers, aim to get our students to the independent user (B1)  level.

      Through long-term international exchange programs and interactive projects, our students have the opportunity to familiarize themselves with the culture of the language they learn and to use their language skills by communicating with other students in their own age groups. In yearly events such as “Modern Languages Culture Day”, they combine their language skills with their performing arts skills. In addition to these activities, they also participate as a group in theater and musical activities exhibited in the languages they learn and continue their learning processes outside the school.

      Our students can also choose to receive international language certificates that certify their language skills by participating in the FIT, DELF, and DELE exams.

    • Based on the reality that each individual is a digital citizen in the contemporary world, the Computer Science course in our preparatory year focuses on topics such as getting familiar with computer systems, using social media in a safe and ethical manner, access to accurate information and product creation. Algorithms, computer-based, non-computer-based, and robotic coding studies enable our students to think analytically and produce various solutions to problems.

      All High School students participate in training, seminars and workshops on the correct use of technology, ways to access information, security and ethics in the virtual environment, and increase their awareness in these areas. When testing their knowledge in 3D and web design competitions, they also have the opportunity to share the skills they learned with younger age groups.

    • Music lessons can be taken as an elective in our High School. Students who choose this course are assessed by their teachers as the beginning of the year. Teachers then determine an instrument (piano, guitar, violin, or transverse flute) according to their predisposition and competence. Each student carries out the music lesson on a separate classroom with their instrument group and teacher. Music theory studies are also performed in the courses.
       
      Students who have reached a certain level in instrument can audition for the Sezin Philharmonic Orchestra. They can perform alone or in a group in the “New Year Concert”, recitals and talent show.
    • In the Visual Arts elective, students develop their own original style of expression by using their creativity and by connecting different movements, disciplines and techniques. They use various techniques such as lines, pattern, texture and composition, as well as various materials ranging from wood and waste materials to mosaic paste and wall paints. At this level, they continue to explore the history of art by focusing on the “Renaissance”  era.
       
      Within this course, students study historical monuments in Istanbul and surrounding cities, closely follow cultural art activities and meet contemporary artists in our school during “Artist Meetings” event.
    • The goal of our Physical Education class is to help our students understand that sport constitutes a lifelong discipline and to strengthen their movement, leadership and collaboration skills; their sense of responsibility; and their ability to make quick and accurate decisions while developing their self-confidence and self-esteem. Students who participate in various sports and who learn sports culture also adopt health-enhancing knowledge and skills to use in their daily life and personal growth. Within this curriculum they also gain knowledge about the historical development of sports in Turkey and the world, and about the importance and the role of sporting activities in the physical, social and emotional development of the disabled and those in need of special education.
       
      At the high school level we have basketball, volleyball and swimming teams in the ”Youth Category.
    • Private Sezin High School Guidance and Counseling Services helps all students make functional and realistic decisions and solve academic, social and emotional issues. Adopting the preventive counselling approach, they organize individual interviews, interactive presentations, seminars, and workshops for students as well as parents. Some of the main themes in these events are adolescence, anxiety management, motivation, technology use and empathy.
03
Projects

Academic projects are a multi-faceted field in which knowledge and mental processes are applied to daily life 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’ comprehension of the course content and in their self-exploration through experiential learning. 

Field trips, indoor and outdoor presentation, exhibitions and demonstrations, collaborations with NGOs, national and international conferences, school partnerships, European Union exchange programs and field work are designed to strengthen large and small-scale sharing and interactions in our high school. 

Through the academic projects at our High School, our students: 

  • Gain original thinking skills,
  • Improve questioning skills through their curiosity,
  • Identify problems and find flexible and dynamic solutions,
  • Build their research skills and get to know their materials,
  • Work across different fields and disciplines,
  • Adapt their individual skills to working in teams,
  • Plan processes to convert their work into end-products of various qualities,
  • Achieve sustainable learning habits by archiving their work.

Academic projects performed by our students in high school can be divided into two categories:

  • National Projects
  • International Projects and School Partnerships
    • Students at our high school have the opportunity to assume active roles and responsibilities in projects that are planned in line with the academic expectations of their grade. Some examples of our national projects are:

      1. The “In the Footsteps of Anatolian Civilizations” project in 9th grade, comprised of a Çorum-Ankara field trip and field studies in Hattusa, Anıtkabir, the Museum of Anatolian Civilizations and Ethnography Museum,
      2. Field studies for the project “UNESCO World Heritage City: Safranbolu-Amasra” projects in 10th grade,
      3. A field trip to Anıtkabir, the “ODTÜ Teknokent Project”, and field studies in Ankara in 11th grade, 
      4. The “Migration and Refugees within the 21st Century” and “Social Inclusion Project” at all grade levels, 
      5. “Göbeklitepe-Şanlıurfa and Göbeklitepe Documentary Creation Project”in 10th grade,
      6. Field work for the “Ballıkayalar National Park Project” in 10th grade,
      7. Field work for the “Acarlar Floodplain Forest-Slow City Taraklı-Göynük Project” in 11th grade.

      In addition to these studies, the academic achievements of our students are also supported with multidimensional projects at different levels integrated with the course curriculum.
    • At our High School, a considerable number of international endeavors enrich the world view of students and contributes to their decision-making processes for the future. A wide range of international academic projects are carried out through school partnerships, field studies, multinational conferences, student exchanges and competitions.

      • Our international school partnerships:
        • Geschwister-Scholl-Gymnasium School Partnership / Freiburg-Germany
        • St.  Paul’s School School Partnership / Barcelona-Spain
        • Lycée de Fénelon Sainte-Marie School Partnership / Paris-France
        • The School at Columbia University / New York-USA
        • I.E.S. Val Miñor School Partnership / Nigrán-Spain
      • The “Sezin In the Footsteps of Technology” project, Stuttgart and Mercedes-Benz Museum field work
      • The Road to Gaudí and Dalí Project”, Barcelona and Girona field work
      • 4 Countries; Unlimited Culture Project”, Freiburg-Strasbourg-Colmar-Basel field work
      •  The “Innovation and Design Project” in collaboration with Huawei/ Shenzhen-Beijing-Hong Kong-China field work
      • International MUN (Model United Nations) Conferences
        • Doha Georgetown MUN
        • Budapest BIMUN
        • Haarlem HMUN
        • Copenhagen BIGMUN
        • Milan Milan MUN

        • St. Petersburg Nevsky MUN
        • Lisbon IMUN
        • Dublin SAIMUN
        • London RCIMUN
        • St. Petersburg SPIMUN

      • AFS Student Exchange Program participation:
        • Munich-Germany
        • Madrid-Spain
        • Paris-France
        • Bologna-Italy
        • Venice-Italy
        • Sicily-Italy 
      • “Bienvenido A Mi Mundo / Bienvenue Dans Mon Monde / Dünyama Hoş Geldin - IES Tegueste Project”
      • European Youth Parliament – EYP Conferences
        • Lahey EYP
        • Lisbon EYP
        • Madrid EYP
        • Munich EYP
        • Tirana EYP
        • Sarajevo EYP
      • ASMA (American Scholastic Mathematics Association) Mathematics Competition
      • Math League Mathematics Competition
      • Invention Challenge
      • Young Masters Programme (YMP)
      • Caretakers of Environment International (CEI) Conference
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. By participating in club activities throughout their entire school life, High 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 innovative and interdisciplinary approach.
  4. Use organizational and strategic communication skills together.
  5. Gain the ability to generate design-oriented solutions by combining scientific and social perspectives.
  6. Recognize that professional skills are not a status symbol, but a career scenario that enriches the quality of life.
  7. Discuss universal issues on international platforms.
  8. Adopt social responsibility as a life philosophy.
  9. Recognize the conditions for a healthy, high-quality lifestyle and achieve these conditions for themselves and their environment.
  10. Contribute to social development while enriching their lives through art and individual differences.
  11. Club activities at our High School are divided into five main categories:
      1. 3D Modeling and Press Club
      2. Invention Challenge - Cosmos Club
      3. Magic Chemistry Club
      4. Programming Club 
      1. EYP (European Youth Parliament)
      2. MUN (Model United Nations)
      3. Futurism Club
      4. Career Planning Club
      5. Social Responsibility Club
      1. Drumming Club
      2. Drama Club
      3. Photography ClubTour Guiding Club
      4. The Faces of Istanbul Club
      5. Short Film and Documentary Club
      6. Breathe Life Into Words Literature Club
      7. Ukulele Club
      1. Bicycle and Trekking Club
      2. Outdoor Sports and Climbing Club
      3. Football Club
      4. Table Tennis Club
      5. Pilates Club
      6. Swimming - CrossFit Club
      1. Mind Games Club
      2. Humor Club
      3. Stage English Club
      4. Food and Cake Club

05
Social Responsibility

At Sezin, our students often ponder how they can contribute to the future, and find many opportunities at our school to answer this question and affect the lives of others.
Knowing that social responsibility extends beyond financial donations, students contribute to the solutions of local and global issues through their personal methods. They raise awareness on many issues through the projects they develop, and encounter experiences that change their own perspectives.

Social responsibility projects implemented by our students push them to: 

  1. Become individuals who are aware of social issues and changes,
  2. Contribute to society by producing and going beyond charity donations,
  3. Interact instead of stereotyping, and not be afraid of differences,
  4. Be aware of their opportunities and shortcomings while supporting others,
  5. Build organizational and leadership skills.

Our High School students conduct social responsibility projects in five main areas: 

    • Our students perform joint projects and collaborate with 11 national and international NGOs.  In these activities, students:

      1. Organize joint training and presentations in order to raise awareness about the importance of NGOs.
      2. Take part in the organization of NGO events or participate in their activities.
      3. Support NGOs through various internal projects.
      4. Prepare products to support groups in need, and organize educational activities such as theater performances, etc.
    • Our students conduct community service in their neighborhood as well as at sister schools in Samsun, Kars, Balıkesir and Kütahya. In these activities, students:

      1. Organize educational activities in fields such as foreign language, dance and painting for different age groups.
      2. Share events such as art shows and skill workshops held at our school with our sister schools. 
      3. Organize support groups by determining problems and needs.
      4. Develop social awareness and gain cultural enrichment by experiencing the differences between villages and cities. 
      5. Provide on-site support for the improvement of educational and training conditions. Renovate the ateliers and libraries of the schools that we are partnering with.
    • Our students work effectively to break the stereotypes and judgments surrounding disadvantaged groups, including the disabled, the elderly, the homeless, migrants and refugees, and to build and spread culture of inclusion. In these activities, students:

      • Conduct workshops, arts and sports activities with disabled groups.
      • Volunteer for organizations that support homeless individuals through their own work and organized campaigns. 
      • Organize events for the elderly during regular visits to nursing homes.
      • Organize campaigns for socio-economic issues on an international scale.
      • Organize educational activities such as panels, etc. in order to raise awareness on the problems surrounding refugees.
    • In order to raise awareness about social equality and gender discrimination, our students give presentations and conduct activities appropriate for international criteria, both inside and outside the school. Each year, they have the opportunity to discuss issues related to social equality at national and international conferences they attend with their club of choice.
    • Having environmental awareness, valuing the life of all living things, and envisioning a future in line with these approaches is an important life philosophy for our students. To this end, our students: 

      1. Cooperate on projects with 5 national and 3 international NGOs.
      2. Contribute to the development of a productive culture through recycling and upcycling projects.
      3. Organize campaigns and projects to meet the food and shelter requirements of animals. 
      4. Hold presentations and panels to raise awareness about endangered species.

06
School Management

Bahadır Özkan
School Principal
Cemil Baş
Academic Coordinator
Meral Yalçın
Deputy Principal
Vahdet Doğan
Deputy Principal
Didem Özcumalı
Deputy Principal
07
Sezin High School Student


  1. Know how to obtain and evaluate scientific data.

  2. Recognize that they must occasionally take risks to succeed. 

  3. Do not let technology compromise their quality of life. 

  4. Are futurists concerned about the future.

  5. Are resolute and bravely defend their beliefs. 

  6. Know the importance of being fair.  

  7. Are citizens of the world and aware of social values. 

  8. Appreciate art and develops an aesthetic perspective.

08
Career Planning


Students develop appropriate prerequisites and make healthy choices through career planning studies that start in the preparatory class and continue until university selections. Their work processes are monitored and supported on the idea that ?Abilities and Preferences Can Change and Develop?.

Our school regularly conducts career meetings in order to inform students on topics such as university education, the expectations of professional life, the skills that must be acquired, and so on. An academic, business person, parent or a graduate who works in the chosen field visits our school and shares their experiences with our students.

Our 9th, 10th and 11th grade students are able to familiarize themselves with their profession of interest by interning in various companies through the Summer Internship Program.

09
University Preparation

At Sezin, university preparation is a process that begins with getting to know the student, continues with guiding activities, academic studies and selection counseling, and evolves into life counseling during and after the university period.

The first step is for students to engage in academic processes that will enable them to acquire the basic skills such as reading comprehension, inference, analysis and synthesis. Students who have acquired these skills, which are required in national and international examinations, can achieve success regardless of the test system. During this process, we determine the goals of the student by conducting studies and getting to know them.

Each student’s study program is planned according to several factors; the country where they want to study and the branch they prefer being the most important among them. Clubs, national and international projects, social responsibility projects and additional courses are planned in accordance with these preferences alongside their curriculum. 

In addition to planning for basic preferences, all students undergo the University Preparation Program. In this program, our students are able to make up any academic shortcomings, determined through exams implemented starting from 9th grade. Students in 11th and 12th grader study for the university entrance exam without requiring out of school support. All high school subjects are repeated at least 3 times to ensure permanent learning.  They develop time management skills through trial exams, gain familiarity with various language formats, and discover where they stand on the national level in Turkey. 

Our guidance and counseling activities continue throughout the university selection process. In addition to general student and parent groups meetings, we address all questions through individual interviews.

    • 2019 YKS ve üniversiteye yerleştirme sonuçlarına göre yurtiçi üniversite tercihi yapan, lise yaşamları boyunca yürüttükleri sosyal ve akademik çalışmalar ile yurtdışı üniversitelere başvuran öğrencilerimizin elde ettikleri %100 yerleşme oranı ve gösterdikleri başarılarıyla gurur duyduk. Tüm mezunlarımızı kutluyor ve başarılarının sürekli olmasını diliyor, bu başarıya ulaşılmasını sağlayan tüm eğitim kadromuza emekleri için teşekkür ediyoruz.






























10
International Universities Counseling

Our aim is to provide the support necessary during the decisions-making and application process of our students who wish to continue their higher education abroad or who consider this option as an alternative.

One-on-one interviews with our students and their parents, as well as periodic informative meetings, begin in middle school and continue throughout the high school period.  In high school, our students become ready to continue their education abroad with rich academic, social, cultural, and athletic activities, as well as the high level of English and foreign language (German, French, Spanish) programs present at our school. Students who wish to participate in language programs and summer schools, or university preparatory programs, are directed to do so during this process.

In 10th and 11th grade, informative meetings are held with students in the preliminary stages of the application process for overseas universities. At the beginning of 11th grade, our students meet with representatives of esteemed universities located in various countries to learn more about the processes that await them. During their senior year, our high school students are supported throughout the application process according to their goals. 

According to studies performed by the Sezin Private School, our graduates are currently continuing their education in Europe, the USA, Canada, South America, and the Far East.

    • ACADEMIC TERM UNIVERSITY DEPARTMENT COUNTRY
      2019-2020 Centre for Entertainment Arts Langara Computer Animation Art and Design CAN
      2019-2020 McGill University Faculty of Arts and Science, Cognitive Science (50%) CAN
      2019-2020 McGill University Faculty of Science, Computer Science CAN
      2019-2020 University of British Columbia Bachelor of Arts ( Political Science) CAN
      2019-2020 University of British Columbia(UBC) Faculty of Science, Computer Science (25%) CAN
      2019-2020 University of Guelph Faculty of Science, Computer Science (30%) CAN
      2019-2020 University of Toronto Faculty of Arts and Science ( International Relations) CAN
      2019-2020 University of Toronto Scarborough Campus Faculty of Arts and Science, Social Sciences and Humanities (Alternate Offer) 10-20% CAN
      2019-2020 University of Waterloo Global Business and Digital Arts CAN
      2019-2020 Eötvös Loránd University Psikoloji  HUN
      2019-2020 University of Pécs Psikoloji  HUN
      2019-2020 Politecnico di Torino Otomotive Engineering IT
      2019-2020 Leiden University Psychology (Holland Scholarship) 5000€ NED
      2019-2020 Leiden University  Political Science: Specialisation International Relations and Organisations. NED
      2019-2020 Leiden University  Psychology NED
      2019-2020 Tilburg University Psychology NED
      2019-2020 Vrije University Amsterdam Psychology NED
      2019-2020 Vrije University Amsterdam Media and Communication NED
      2019-2020 Glasgow University Psychology (Undergraduate Excellence Scholarship) 5000 £ SCO
      2019-2020 Anglia Ruskin University Cambridge Computer Games Art  UK
      2019-2020 Bournemouth University  Computer Animation Art and Design UK
      2019-2020 Coventry University  Games Art  UK
      2019-2020 De Montfort University Leicester Game Art UK
      2019-2020 King's College Economy UK
      2019-2020 Leeds Art University  Comic and Concept Art UK
      2019-2020 Nottingham Trent University  Games Art  UK
      2019-2020 Royal Holloway International Relations UK
      2019-2020 Royal Holloway, University of London Economy UK
      2019-2020 Solent University  BSc (Hons) Maritime Business UK
      2019-2020 Sussex University Psychology UK
      2019-2020 Trinity College Dublin Foundation Year, Science Pathway UK
      2019-2020 University College London (UCL) Politics and International Relations UK
      2019-2020 University College London (UCL) Faculty of Science, Computer Science UK
      2019-2020 University of Bath Faculty of Science, Articial Intelligence and Computer Science UK
      2019-2020 University of Bath Computer Science and Artificial Intelligence UK
      2019-2020 University of Birmingham Political Science and International Relations UK
      2019-2020 University of Birmingham Psychology UK
      2019-2020 University of Exeter International Relations UK
      2019-2020 University of Exeter Economy UK
      2019-2020 University of Exeter Computer Science UK
      2019-2020 University of Kent Economy UK
      2019-2020 University of Manchester Faculty of Science, Artificial Intelligence UK
      2019-2020 University of Sussex Economy UK
      2019-2020 University of Sussex Computer Science UK
      2019-2020 University of Sussex Computer Science and Artificial Intelligence UK
      2019-2020 University of Warwick Faculty of Science, Computer Science UK
      2019-2020 Brown University Politics and International / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Bucknell University Engineering Department (91%) US
      2019-2020 California State University Long Beach  Engineering Department US
      2019-2020 Dartmouth College Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Duke University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Fordham University  Undecided Major (85%) US
      2019-2020 George Washington University  Engineering Department US
      2019-2020 Loyola Marymount University  Engineering Department US
      2019-2020 Northwestern University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Ohio State Univeristy Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Pepperdine University  Undecided Major  (50%) US
      2019-2020 Princeton University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 Purdue University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 San Jose State University  Engineering Department (70%) US
      2019-2020 UCLA, University of California, Los Angles Politics and International Relations /  Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 University of California Davis  Engineering Department (20%) US
      2019-2020 University of Notre Dame Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2019-2020 University of Pacific Engineering Department (50%) US
      2019-2020 Yale University Politics and International Relations / Full Scholarship (School Fee, Accomodation, etc.) US
      2018-2019  Pıerre Marıe Curıe Sorbonne Unıversıtés  Science And Technology Faculty Chemistry  FR
      2018-2019  Universités De Strasbourg  Chemistry Department  FR
      2018-2019  Durham Universit  Law  UK
      2018-2019  University Of Toronto  Chemical Engineering (Scholarship)  CAN
      2018-2019  University Of Toronto  Physiology  (Scholarship)  CAN
      2018-2019  Delft University Of Technology   Computer Science  NED
      2018-2019  Maastricht University  Data Science And Knowledge Engineering  NED
      2018-2019  Vrije Universiteit  Amsterdam Computer Science  NED
      2018-2019  Eicar Film And Television School Paris  Film Production  FR
      2018-2019  Los Angeles Film School  Film And Production  US
      2018-2019  Ithaca College  Film And Production  US
      2017-2018 Concordia University John Molson School of Business Business CAN
      2017-2018 Dalhousie University Computer science CAN
      2017-2018 McGill University Business Management CAN
      2017-2018 Trent University Business Administration Marketing and Consumer Culture CAN
      2017-2018 University of Guelph Computer science CAN
      2017-2018 University of Guelph Psychology CAN
      2017-2018 University of Victoria Economy CAN
      2017-2018 University of Waterloo Computer science & Mathematics CAN
      2017-2018 Wilfrid Laurier University Computer science & Mathematics CAN
      2017-2018 York University Marketing CAN
      2017-2018 EICAR International Film School Cinema FR
      2017-2018 Erasmus University Rotterdam Psychology NED
      2017-2018 Leiden University Psychology NED
      2017-2018 Maastricht University Psychology NED
      2017-2018 Exeter University Management with Marketing UK
      2017-2018 Kent University Marketing UK
      2017-2018 Kings College,London Law - Foundation UK
      2017-2018 Oxford Brookes Business and Marketing Management UK
      2017-2018 Royal Holloway University of London Management with Marketing UK
      2017-2018 Sheffield University Law UK
      2017-2018 University of Birmingham Law UK
      2017-2018 University of Southampton Law UK
      2017-2018 University of Westminster International Marketing UK
      2017-2018 University of York Law UK
      2017-2018 CSU Channel Islands School of Liberal Arts Music US
      2017-2018 CSU East Bay School of Liberal Arts Music US
      2017-2018 CSU Fresno State School of Liberal Arts Theatre Arts and Dance US
      2017-2018 Saddleback College Theatre Arts US
      2017-2018 San Francisco State University School of Liberal Arts Music US
      2017-2018 Santa Monica College Theatre Arts US
      2016-2017 Vienna Technical University Chemical Process Engineering AUS
      2016-2017 KU University of Leuven Business and Business Economics BEL
      2016-2017 KU University of Leuven Chemical Process Engineering BEL
      2016-2017 Carleton University International Politics CAN
      2016-2017 Concordia – John Molsen School of Business İnternational Business CAN
      2016-2017 Dalhousie University International Relations and Global Development CAN
      2016-2017 McGill University Biology CAN
      2016-2017 McGill University Globalization and International Development CAN
      2016-2017 Queens University International Relations CAN
      2016-2017 Simon Fraser University Faculty of Arts and Social Sciences CAN
      2016-2017 Clausthal University of Technology Chemical Engineering GER
      2016-2017 Rheinwaal University Industrial Engineering GER
      2016-2017 Politecnico Di Milano Architecture IT
      2016-2017 Politecnico Di Torino Architecture IT
      2016-2017 Università Cattolica del Sacro Cuore Bussiness IT
      2016-2017 Università Cattolica del Sacro Cuore Economics and Management IT
      2016-2017 Hanze University of Applied Sciences Business Managemenet and IT NED
      2016-2017 Leiden University Internatinal Relations and International Organizations NED
      2016-2017 Maastricht University Business and Business Economics NED
      2016-2017 Maastricht University International Bussiness NED
      2016-2017 Maastricht University Neuroscience NED
      2016-2017 University of Amsterdam Politics, Psychology, Law and Economics  (foundation) NED
      2016-2017 Vrije Universiteit Amsterdam Computer Science NED
      2016-2017 CEU San Pablo University Architecture SPA
      2016-2017 IE University Architecture SPA
      2016-2017 Ramon Llull University Management of Business and Technology SPA
      2016-2017 Bournemouth University Media and communication (foundation) UK
      2016-2017 City University of London Media and communication (foundation) UK
      2016-2017 University of Greenwich Media and communication (foundation) UK
      2016-2017 La Salle University Architecture US
      2016-2017 Los Angeles Musicians Institute Film Music&Composition US
      2016-2017 Michigan State University Games development design US
      2016-2017 Oakland University Psychology US
      2016-2017 Ohio University Psychology US
      2016-2017 Santa Barbara City College Software Engineering US
      2016-2017 SUNY Oswego International Relations US
      2016-2017 Syracuse University S.I. Newhouse School of Public Communications US
      2016-2017 Syracuse University The College of Arts and Sciences US
      2016-2017 University of Arizona State Psychology US
      2016-2017 University of Connecticout Psychology US
      2016-2017 University of Denver Psychology US
      2016-2017 University of Las Vegas Psychology US
      2016-2017 University of Nevada Psychology US
      2016-2017 University of Pasific Psychology US
      2016-2017 University of Pittsburgh Psychology US
      2016-2017 University of South Corolina Psychology US
      2015-2016 Leiden University Psychology NED
      2015-2016 Durham University International Relations UK
      2015-2016 Durham University Psychology UK
      2015-2016 East Anglia University International Relations UK
      2015-2016 East Anglia University Psychology UK
      2015-2016 Essex University International Relations UK
      2015-2016 Essex University Psychology UK
      2015-2016 Exeter University International Relations UK
      2015-2016 Exeter University Psychology UK
      2015-2016 Sheffield University International Relations nad Politics UK
      2015-2016 Sheffield University Psychology UK
      2015-2016 Universite Catolica Business and Management UK
      2015-2016 Columbia College of Chicago Illustration US
      2015-2016 Fordham University Computer Science US
      2015-2016 New York - The New School, Parsons. Business and Management US
      2015-2016 Pratt Institute Architecture US
      2015-2016 Rutger's New Brunswick Electrical and Computer Engineering US
      2015-2016 Savannah College of Arts and Design (SCAD) Illustration US
      2015-2016 UMASS Darthmouth Computer Science US
      2015-2016 University of Arts (Philadelphia) Illustration US
      2015-2016 University of Illinois at Urbana Architecture US
      2015-2016 University of San Francisco Architecture US
Top