Middle School
Innovative
and Brave
Our students prepare for high school through a challenging yet enjoyable educational program during middle school, where they undergo a rapid physical, intellectual, and emotional transformation. It is important that they develop not only academically but also socially and emotionally throughout this process.

With the awareness that every individual learns differently, our middle school program highlights the strengths of our students, helps them overcome their weaknesses, and offers them the opportunity to get to know themselves. The students we monitor and evaluate discover their competencies and their own particular way of learning. In other words, they develop the ?learning ability? they will need throughout their lives.

Our educational program steps outside the classroom with interdisciplinary projects, activities, and excursions, and encourages students to explore, research, produce, and share. Middle school students learn to challenge tough situations and embrace mistakes while developing their basic skills, such as original and flexible thinking, and reasoning, along with individual and collective work. Each individual takes important steps on their own path to the future in an environment based on sincerity and trust.

l

While creating our middle school 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 a learning environment with an enhanced quality of education and a heightened efficiency in the classroom. 
  3. Add another dimension to what the students have learned through experimentation, production, and permanent learning through field work.
  4. Determine special interest areas through workshops and laboratory activities and develop individual competencies. 
  5. Transform academic achievements into social awareness and social consciousness in our students’ daily lives. 
  6. Help students reach their highest individual potential even if National Examination Systems change. 
  7. Support individual differences among students through various learning opportunities during extracurricular times.
    • Turkish classes at our middle school aim to develop spoken and written language skills as well as cognitive skills, such as intertextual thinking, comprehension, questioning, synthesizing, evaluation, and discussion. The studies held in these classes help our students cultivate a reading habit, and evaluate the events from various perspectives as individuals with literary taste.

      Our students enjoy multidimensional growth by integrating Turkish studies with other disciplines through book reviews, creative writing workshops, writer meetings, debates and contests.

    • Our students know that mathematics is the foundation of reasoning skills, and approach mathematics with self-confidence. They develop mathematical thinking, reasoning, and questioning skills by interpreting and developing different perspectives and solutions in a class environment enriched with different methods of mathematical modeling and materials. They synthesize the information they learn with exercises and activities associated with daily life, living mathematics through application and experience.

      Extracurricular activities such as yearly math Olympics, mental games and prediction contests, orienteering and Pi Day help our students learn mathematics through experience. Students in this program also have the opportunity to participate in international competitions, such as Gauss contest and AMC (American Mathematics Competition), and to use their knowledge and skills at the global level.

       
    • The goal of our Science classes is to make research and learning a way of life for our students, and to help them discover science in a creative manner without relying on rote memorization. Our students use methods based on experimentation, observation, drama, games, and brainstorming to develop their skills in scientific research and data analysis.

      Our students implement in their daily lives the practical skills gained through collaborative lab work, where they actively learn by doing. In addition to STEM studies, which brings science, technology and engineering together, the projects and competitions students participate in throughout the year also contribute significantly to the development of their scientific competencies.

       
    • In our Social Studies course, students define changing local and global issues by examining historical and current events and make efforts to solve them. They learn how to access and correctly utilize information, and find answers to the questions of “What?”, “When?”, “Where?”, “How?”, and “Who?”. The Social Studies course plays an important role in developing the sensitivity of students to their own cultural heritage, helps them adopt national and universal values, and renders them capable of solving problems

      With our interdisciplinary field studies in various regions of Turkey, our students have the chance to interpret what they have learned, recognize different cultures, and have experiences that enrich their worldview while exploring the historical and geographical wealth of our country. 

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

      Using 3D modeling tools such as SketchUp and Tinkercad, our students make three-dimensional designs that are made tangible thanks to 3D printers. Through this process, they not only improve their three-dimensional thinking skills, but are also able to shift from the position of a consumer to that of a producer.

    • Our middle school English curriculum aims to get the English level of our students to Independent User (B1-B2), as detailed in the European Languages Common Framework Program. The English language program approved by Cambridge Assessment International Education is conducted simultaneously with the reading/writing program that focuses on timeless works of children’s literature.

      Carried out by both Turkish and foreign teachers, this program offers students opportunities to use English effectively with club studies, international competitions, conferences, and field work. Our students can choose to receive certificates demonstrating their language skills through examinations prepared by Cambridge Assessment English.

    • The curriculum at our middle school gives our students the opportunity to develop four basic language skills simultaneously in their chosen language of either German, French, or Spanish. Our students are expected to reach the level of Basic User  (A1-A2) as detailed by the European Languages Common Framework, and become a part of project-oriented education in our courses which are designed to develop communication methods and social skills. 

      In addition to international exchange programs, our students have the opportunity to combine their basic language skills in their term projects with activities they enjoy, such as games, drama, dance, music, and painting. They also get to know the culture of the language through their participation in workshops and competitions.

    • In middle school music lessons, music theory is taught alongside individual instrument training. Students can master their instrument of choice (piano, guitar, violin, or transverse flute) with individual instruction beginning in 4th grade and lasting until 7th grade. Eighth-grade students who wish to continue studying their musical instrument can join music clubs. 8th grade has a curriculum focused on general music culture. Our students become more familiar with many different musical genres, ranging from opera and folk to classical and jazz, through various visual and audio sources.

      Students can perform solo or as part of a group at the “New Year’s Concert,” recitals, and talent show. Starting from the 5th grade, they are also able to join the “Sezin Philharmonic Orchestra”. 

    • The Visual Arts course enables our students to think and produce in a multidimensional manner by connecting various academic disciplines, art fields, techniques, and movements. In addition to working with lines, patterns, textures, composition and crosshatching, students in middle school become acquainted with unique materials including gypsum, ytong blocks, ceramic paste, wire, and waste materials.  

      Art-related trips are organized with the goal of helping students examine the works of Turkish and foreign artists while adding a contemporary interpretation to their own study. Interdisciplinary field studies such as “Science, Culture and Art Destination: Eskişehir” and “Cultural Heritage Awareness: Ionia and Sardes,”  are supplemented with projects that offer a close look into the work of modern and contemporary art masters, such as “Those who shape colors.”

    • The main goal of the physical education curriculum at the middle school level is for students to use and develop basic and specialized movement skills acquired in Primary School for games in various sport branches. Our students not only improve their motor skills such as endurance, speed, flexibility, strength, balance, and coordination, but also acquire sports culture and learn the principle of “fair play” by participating in sporting activities.
      Our middle school has basketball, volleyball and swimming teams comprised of specific age groups: 

      • 5th and 6th grade students make up the ”Minors Category”
      • 7th and 8th grade students make up the “Stars Category.”
    • The middle school Guidance and Counseling Services closely follow students’ emotional and social development by organizing workshops, in-class activities, seminars, presentations, and individual interviews. Observations and interdisciplinary studies help students discover themselves, find personal strengths, and improve individual weaknesses. 

      Some of the main themes in middle school counseling are pre-adolescence, social media usage, relations between friends, and exam anxiety. These studies help students develop problem-solving skills and the ability to manage exam-related stress.

National 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, as well as their self-discovery process based on learning experiences. 


Through our middle school projects, our students: 

  1. Gain original thinking skills.
  2. Improve questioning skills through their curiosity.
  3. Identify problems and find flexible and dynamic solutions.
  4. Build their research skills and get to know their materials.
  5. Work across different fields and disciplines.
  6. Adapt their individual skills to working in teams.
  7. Plan processes to convert their work into end-products of various qualities.
  8. Achieve sustainable learning habits by archiving their work.
Shaped according to current requirements, our main projects at this level are: 
    • The “Cradle of Civilization: Anatolia Project”, where our 5th grade classes exhibit multi-faceted teamwork while experiencing concepts such as nature, civilizations, agriculture, and management culture in the ancient cities of Priene, Ephesus, and Sardes.
    • The “Science, Culture and Art Destination: Eskişehir Project” where our 6th-grade students examine the deep entanglement of these three branches, and the “Silk Road Project” which examines the impact of science, trade and historical occupations on civilizations.
    • The “From Town to Village; From Village to Town: “Edirne Project”, where our 7th grade students explore the effects of architecture, rural and urban life, as well as the colorful cultures of our country. On the other hand, the “The City where I live: Istanbul” project consists of hands-on studies that provide a multi-faceted look at Istanbul’s various historical locations and vistas.
    • With many advanced transformation, design and STEM studies spread throughout each grade, our students develop their algorithmic thinking skills and transform science into a philosophy for life.

International Projects

Our approach in national projects is also adopted in our international projects.  Through these projects, our students are able to:

  1. Gain an international intellectual consciousness.
  2. Discuss world issues.
  3. Communicate freely with people from different cultures with various beliefs and opinions.
  4. Adapt to accredited programs.
  5. Use foreign languages effectively in various environments.
  6. Become better citizens.

Our students are able to experience a variety of inspiring opportunities through:

  1. European Union supported projects (the Netherlands, Norway, Italy).
  2. School Partnership Projects with Germany (Stuttgart and Hannover).
  3. School Partnership Projects and Model United Nations Conferences with Japan.
  4. The “Innovation and Design Project”, realized through a partnership with Huawei, with field work in Hong Kong and China.
  5. Atlanta Destination Imagination International Design Projects.
  6. Model United Nations France Conferences.
  7. The School at Columbia University School Partnership and Innovation Projects.

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 for the rest of their lives. By participating in club activities throughout the entirety of their school life, middle school students:

  • Experience a different area of interest and skill each semester. 
  • Enrich their competencies according to their changing needs.
  • Express themselves freely through an innovative and interdisciplinary approach.
  • Use organizational and strategic communication skills together.
  • Gain the ability to generate design-oriented solutions by combining scientific and social perspectives.
  • Recognize that professional skills are not merely a status symbol; they are tools for a career that can enrich the quality of their lives.
  • Discuss universal issues on international platforms.
  • Adopt social responsibility as a life philosophy.
  • Recognize the conditions for a healthy, high-quality lifestyle and achieve these conditions for themselves and their environment.
  • Contribute to social development while enriching their lives through art and individual differences.

Club activities at our middle school are divided into five main categories:

      1. Destination Imagination (DI)
      2. Lego Robot Club
      3. Maker and Wonder Club 
      4. Science and fun Club 
      1. JMUN (Junior Model United Nations) 
      2. Leadership and Entrepreneurship Club 
      3. Magic Hand At Work Club
      4. Social Responsibility Club
      1. Drumming Club
      2. Cultural Diversity Club 
      3. Drama Club
      4. Movie and Video Club
      1. Basketball Club
      2. Nature and Climbing Club 
      3. Leadership in Nature Club 
      4. Football Club (Level 1) 
      5. Football Club (Level 2) 
      6. Table Tennis Club
      7. Volleyball Club
      8. Swimming Club
      1. Funnier Things Club
      2. Caricature Club
      3. Fairy Tale and Mythology Club
      4. Model Plane Club
      5. Tactic and Strategy Club
      6. Food and Cake Club

At Sezin, our students often ponder how they can contribute to the future of the world. They find many opportunities at our school to answer this question while positively influencing the lives of others.

Knowing that social responsibility extends beyond financial donations, students contribute to the solutions of local and global issues through their own 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 charitable donations.
  3. Interact instead of stereotyping, and not be afraid of others’ differences. 
  4. Be aware of their opportunities and shortcomings while supporting others.
  5. Build organizational and leadership skills.
Our Middle School students conduct social responsibility projects in five main areas:
    • 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 support groups by determining problems and needs.
      2. Develop social awareness and gain cultural enrichment by experiencing the differences between villages and cities. 
      3. Provide on-site support for the improvement of educational and training conditions.
    • Our students perform joint projects and collaborate with 8 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 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 a culture of inclusion. In these activities, students:

      1. Conduct workshops as well as arts and sporting activities with disabled communities.  
      2. Organize events for the elderly during regular visits to nursing homes.
      3. Organize campaigns for socio-economic issues on an international scale.
    • 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 of school. Each year, they have the opportunity to discuss issues related to social equality at national and international conferences which 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 2 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
Pınar Turan
Academic Coordinator

Hakan Kökcü
Deputy Principal (Grades 7 and 8)
Ferhat Turan
Deputy Principal (Grade 6)

Gamze İrem Kurunç
Deputy Principal (Grade 5)

  1. Learn not only from their teacher, but also from their friends.

  2. Have the opportunity to think creatively rather than sticking to multiple choice questions.

  3. Are aware of exam anxiety and are able to manage it.

  4. Have a high level of digital literacy.

  5. Know that a good leader is a good listener.

  6. Are able to look at things from different points of view with empathy.

  7. Develop original social responsibility projects.

  8. Enjoy exploring other cultures.

The high school preparation process is based on the systematic development of our students' academic skills throughout middle school. Students who have acquired basic skills such as reading comprehension, inference, and analytical thinking, and who have discovered their own style of learning, can achieve success regardless of changes in the testing system.

Each student's areas of achievement and weak points are measured and evaluated weekly starting from the 6th grade onward; areas that need improvement are focused on individually. Students that recognize their strengths and weaknesses through this process can set realistic goals and cope with exam anxiety.

Our students prepare for high school without feeling the need for outside support thanks to the study groups organized at the 8th grade level.

In order to avoid emotional burnout among our students and to ensure their continued participation in social activities during this period, we encourage multidimensional growth through counseling and club activities throughout the year.



Middle School
Innovative
and Brave
Middle School
01
Educational Philosophy
Our students prepare for high school through a challenging yet enjoyable educational program during middle school, where they undergo a rapid physical, intellectual, and emotional transformation. It is important that they develop not only academically but also socially and emotionally throughout this process.

With the awareness that every individual learns differently, our middle school program highlights the strengths of our students, helps them overcome their weaknesses, and offers them the opportunity to get to know themselves. The students we monitor and evaluate discover their competencies and their own particular way of learning. In other words, they develop the ?learning ability? they will need throughout their lives.

Our educational program steps outside the classroom with interdisciplinary projects, activities, and excursions, and encourages students to explore, research, produce, and share. Middle school students learn to challenge tough situations and embrace mistakes while developing their basic skills, such as original and flexible thinking, and reasoning, along with individual and collective work. Each individual takes important steps on their own path to the future in an environment based on sincerity and trust.

02
Academic

While creating our middle school 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 a learning environment with an enhanced quality of education and a heightened efficiency in the classroom. 
  3. Add another dimension to what the students have learned through experimentation, production, and permanent learning through field work.
  4. Determine special interest areas through workshops and laboratory activities and develop individual competencies. 
  5. Transform academic achievements into social awareness and social consciousness in our students’ daily lives. 
  6. Help students reach their highest individual potential even if National Examination Systems change. 
  7. Support individual differences among students through various learning opportunities during extracurricular times.
    • Turkish classes at our middle school aim to develop spoken and written language skills as well as cognitive skills, such as intertextual thinking, comprehension, questioning, synthesizing, evaluation, and discussion. The studies held in these classes help our students cultivate a reading habit, and evaluate the events from various perspectives as individuals with literary taste.

      Our students enjoy multidimensional growth by integrating Turkish studies with other disciplines through book reviews, creative writing workshops, writer meetings, debates and contests.

    • Our students know that mathematics is the foundation of reasoning skills, and approach mathematics with self-confidence. They develop mathematical thinking, reasoning, and questioning skills by interpreting and developing different perspectives and solutions in a class environment enriched with different methods of mathematical modeling and materials. They synthesize the information they learn with exercises and activities associated with daily life, living mathematics through application and experience.

      Extracurricular activities such as yearly math Olympics, mental games and prediction contests, orienteering and Pi Day help our students learn mathematics through experience. Students in this program also have the opportunity to participate in international competitions, such as Gauss contest and AMC (American Mathematics Competition), and to use their knowledge and skills at the global level.

       
    • The goal of our Science classes is to make research and learning a way of life for our students, and to help them discover science in a creative manner without relying on rote memorization. Our students use methods based on experimentation, observation, drama, games, and brainstorming to develop their skills in scientific research and data analysis.

      Our students implement in their daily lives the practical skills gained through collaborative lab work, where they actively learn by doing. In addition to STEM studies, which brings science, technology and engineering together, the projects and competitions students participate in throughout the year also contribute significantly to the development of their scientific competencies.

       
    • In our Social Studies course, students define changing local and global issues by examining historical and current events and make efforts to solve them. They learn how to access and correctly utilize information, and find answers to the questions of “What?”, “When?”, “Where?”, “How?”, and “Who?”. The Social Studies course plays an important role in developing the sensitivity of students to their own cultural heritage, helps them adopt national and universal values, and renders them capable of solving problems

      With our interdisciplinary field studies in various regions of Turkey, our students have the chance to interpret what they have learned, recognize different cultures, and have experiences that enrich their worldview while exploring the historical and geographical wealth of our country. 

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

      Using 3D modeling tools such as SketchUp and Tinkercad, our students make three-dimensional designs that are made tangible thanks to 3D printers. Through this process, they not only improve their three-dimensional thinking skills, but are also able to shift from the position of a consumer to that of a producer.

    • Our middle school English curriculum aims to get the English level of our students to Independent User (B1-B2), as detailed in the European Languages Common Framework Program. The English language program approved by Cambridge Assessment International Education is conducted simultaneously with the reading/writing program that focuses on timeless works of children’s literature.

      Carried out by both Turkish and foreign teachers, this program offers students opportunities to use English effectively with club studies, international competitions, conferences, and field work. Our students can choose to receive certificates demonstrating their language skills through examinations prepared by Cambridge Assessment English.

    • The curriculum at our middle school gives our students the opportunity to develop four basic language skills simultaneously in their chosen language of either German, French, or Spanish. Our students are expected to reach the level of Basic User  (A1-A2) as detailed by the European Languages Common Framework, and become a part of project-oriented education in our courses which are designed to develop communication methods and social skills. 

      In addition to international exchange programs, our students have the opportunity to combine their basic language skills in their term projects with activities they enjoy, such as games, drama, dance, music, and painting. They also get to know the culture of the language through their participation in workshops and competitions.

    • In middle school music lessons, music theory is taught alongside individual instrument training. Students can master their instrument of choice (piano, guitar, violin, or transverse flute) with individual instruction beginning in 4th grade and lasting until 7th grade. Eighth-grade students who wish to continue studying their musical instrument can join music clubs. 8th grade has a curriculum focused on general music culture. Our students become more familiar with many different musical genres, ranging from opera and folk to classical and jazz, through various visual and audio sources.

      Students can perform solo or as part of a group at the “New Year’s Concert,” recitals, and talent show. Starting from the 5th grade, they are also able to join the “Sezin Philharmonic Orchestra”. 

    • The Visual Arts course enables our students to think and produce in a multidimensional manner by connecting various academic disciplines, art fields, techniques, and movements. In addition to working with lines, patterns, textures, composition and crosshatching, students in middle school become acquainted with unique materials including gypsum, ytong blocks, ceramic paste, wire, and waste materials.  

      Art-related trips are organized with the goal of helping students examine the works of Turkish and foreign artists while adding a contemporary interpretation to their own study. Interdisciplinary field studies such as “Science, Culture and Art Destination: Eskişehir” and “Cultural Heritage Awareness: Ionia and Sardes,”  are supplemented with projects that offer a close look into the work of modern and contemporary art masters, such as “Those who shape colors.”

    • The main goal of the physical education curriculum at the middle school level is for students to use and develop basic and specialized movement skills acquired in Primary School for games in various sport branches. Our students not only improve their motor skills such as endurance, speed, flexibility, strength, balance, and coordination, but also acquire sports culture and learn the principle of “fair play” by participating in sporting activities.
      Our middle school has basketball, volleyball and swimming teams comprised of specific age groups: 

      • 5th and 6th grade students make up the ”Minors Category”
      • 7th and 8th grade students make up the “Stars Category.”
    • The middle school Guidance and Counseling Services closely follow students’ emotional and social development by organizing workshops, in-class activities, seminars, presentations, and individual interviews. Observations and interdisciplinary studies help students discover themselves, find personal strengths, and improve individual weaknesses. 

      Some of the main themes in middle school counseling are pre-adolescence, social media usage, relations between friends, and exam anxiety. These studies help students develop problem-solving skills and the ability to manage exam-related stress.

03
Projects

National 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, as well as their self-discovery process based on learning experiences. 


Through our middle school projects, our students: 

  1. Gain original thinking skills.
  2. Improve questioning skills through their curiosity.
  3. Identify problems and find flexible and dynamic solutions.
  4. Build their research skills and get to know their materials.
  5. Work across different fields and disciplines.
  6. Adapt their individual skills to working in teams.
  7. Plan processes to convert their work into end-products of various qualities.
  8. Achieve sustainable learning habits by archiving their work.
Shaped according to current requirements, our main projects at this level are: 
    • The “Cradle of Civilization: Anatolia Project”, where our 5th grade classes exhibit multi-faceted teamwork while experiencing concepts such as nature, civilizations, agriculture, and management culture in the ancient cities of Priene, Ephesus, and Sardes.
    • The “Science, Culture and Art Destination: Eskişehir Project” where our 6th-grade students examine the deep entanglement of these three branches, and the “Silk Road Project” which examines the impact of science, trade and historical occupations on civilizations.
    • The “From Town to Village; From Village to Town: “Edirne Project”, where our 7th grade students explore the effects of architecture, rural and urban life, as well as the colorful cultures of our country. On the other hand, the “The City where I live: Istanbul” project consists of hands-on studies that provide a multi-faceted look at Istanbul’s various historical locations and vistas.
    • With many advanced transformation, design and STEM studies spread throughout each grade, our students develop their algorithmic thinking skills and transform science into a philosophy for life.

International Projects

Our approach in national projects is also adopted in our international projects.  Through these projects, our students are able to:

  1. Gain an international intellectual consciousness.
  2. Discuss world issues.
  3. Communicate freely with people from different cultures with various beliefs and opinions.
  4. Adapt to accredited programs.
  5. Use foreign languages effectively in various environments.
  6. Become better citizens.

Our students are able to experience a variety of inspiring opportunities through:

  1. European Union supported projects (the Netherlands, Norway, Italy).
  2. School Partnership Projects with Germany (Stuttgart and Hannover).
  3. School Partnership Projects and Model United Nations Conferences with Japan.
  4. The “Innovation and Design Project”, realized through a partnership with Huawei, with field work in Hong Kong and China.
  5. Atlanta Destination Imagination International Design Projects.
  6. Model United Nations France Conferences.
  7. The School at Columbia University School Partnership and Innovation Projects.

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 for the rest of their lives. By participating in club activities throughout the entirety of their school life, middle school students:

  • Experience a different area of interest and skill each semester. 
  • Enrich their competencies according to their changing needs.
  • Express themselves freely through an innovative and interdisciplinary approach.
  • Use organizational and strategic communication skills together.
  • Gain the ability to generate design-oriented solutions by combining scientific and social perspectives.
  • Recognize that professional skills are not merely a status symbol; they are tools for a career that can enrich the quality of their lives.
  • Discuss universal issues on international platforms.
  • Adopt social responsibility as a life philosophy.
  • Recognize the conditions for a healthy, high-quality lifestyle and achieve these conditions for themselves and their environment.
  • Contribute to social development while enriching their lives through art and individual differences.

Club activities at our middle school are divided into five main categories:

      1. Destination Imagination (DI)
      2. Lego Robot Club
      3. Maker and Wonder Club 
      4. Science and fun Club 
      1. JMUN (Junior Model United Nations) 
      2. Leadership and Entrepreneurship Club 
      3. Magic Hand At Work Club
      4. Social Responsibility Club
      1. Drumming Club
      2. Cultural Diversity Club 
      3. Drama Club
      4. Movie and Video Club
      1. Basketball Club
      2. Nature and Climbing Club 
      3. Leadership in Nature Club 
      4. Football Club (Level 1) 
      5. Football Club (Level 2) 
      6. Table Tennis Club
      7. Volleyball Club
      8. Swimming Club
      1. Funnier Things Club
      2. Caricature Club
      3. Fairy Tale and Mythology Club
      4. Model Plane Club
      5. Tactic and Strategy Club
      6. Food and Cake Club

05
Social Responsibility


At Sezin, our students often ponder how they can contribute to the future of the world. They find many opportunities at our school to answer this question while positively influencing the lives of others.

Knowing that social responsibility extends beyond financial donations, students contribute to the solutions of local and global issues through their own 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 charitable donations.
  3. Interact instead of stereotyping, and not be afraid of others’ differences. 
  4. Be aware of their opportunities and shortcomings while supporting others.
  5. Build organizational and leadership skills.
Our Middle School students conduct social responsibility projects in five main areas:
    • 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 support groups by determining problems and needs.
      2. Develop social awareness and gain cultural enrichment by experiencing the differences between villages and cities. 
      3. Provide on-site support for the improvement of educational and training conditions.
    • Our students perform joint projects and collaborate with 8 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 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 a culture of inclusion. In these activities, students:

      1. Conduct workshops as well as arts and sporting activities with disabled communities.  
      2. Organize events for the elderly during regular visits to nursing homes.
      3. Organize campaigns for socio-economic issues on an international scale.
    • 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 of school. Each year, they have the opportunity to discuss issues related to social equality at national and international conferences which 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 2 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
Pınar Turan
Academic Coordinator
Hakan Kökçü
Deputy Principal (Grades 7 and 8)
Ferhat Turan
Deputy Principal (Grade 5)
Gamze İrem Kurunç
Deputy Principal (Grade 6)


07
Sezin Middle School Student
  1. Learn not only from their teacher, but also from their friends.

  2. Have the opportunity to think creatively rather than sticking to multiple choice questions.

  3. Are aware of exam anxiety and are able to manage it.

  4. Have a high level of digital literacy.

  5. Know that a good leader is a good listener.

  6. Are able to look at things from different points of view with empathy.

  7. Develop original social responsibility projects.

  8. Enjoy exploring other cultures.

08
High School Preparation
The high school preparation process is based on the systematic development of our students' academic skills throughout middle school. Students who have acquired basic skills such as reading comprehension, inference, and analytical thinking, and who have discovered their own style of learning, can achieve success regardless of changes in the testing system.

Each student's areas of achievement and weak points are measured and evaluated weekly starting from the 6th grade onward; areas that need improvement are focused on individually. Students that recognize their strengths and weaknesses through this process can set realistic goals and cope with exam anxiety.

Our students prepare for high school without feeling the need for outside support thanks to the study groups organized at the 8th grade level.

In order to avoid emotional burnout among our students and to ensure their continued participation in social activities during this period, we encourage multidimensional growth through counseling and club activities throughout the year.

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