Our Education Program

 A Differenciated and Enriched Education Program

A traditional school curriculum isn’t sufficient to provide students with the skills sets needed in the 21st century. An educational program should be in line with recent developments and needs to have the flexibility to adapt itself.

We at Anabilim Educational Institutions, plan our educational policies according to the changing conditions and technological developments of the 21st century. 

Anabilim Educational Institutions have adopted a progressive approach to teaching. With the help of this approach, the students are encouraged to be active in the learning process. A student’s experience of the learning process is very significant, so, contrary to the educational philosophy in which information is transferred by the teacher, in progressive education teachers are seen as simply a guide for learning.

Based on the aforementioned philosophy, Anabilim Educational Institutions places the Constructive Learning Approach, along with Learning Styles, and Multiple Intelligence models, at the centre of education.

To this end, Anabilim Nursery Schools have;

• been differentiated and enriched

• developed and preserved the MEB programme

• adapted the Primary School Programme

• Included social events, such as school trips and parties in the programme

• initiated the five developmental models (cognitive, socio-emotional, motor, selfcare skills)

• developed the use of GEMS (a programme focusing on great discoveries in science and mathematics), Montessori, Reggio Emilio, the Orff Method, High Scope and Project-based learning approaches.

Our Kindergarten programme lets children;

•  Turn their natural curiosity into learning opportunities

•  Enhance their thinking abilities

•  Cooperate, rather than compete, with each other

•  Listen, and express themselves

•  Manage themselves and exercise self-control

•  Use the information they have gained in different situations, places, and on different topics

This programme also; 

•  Takes children’s emotions seriously

•  Gives importance to observing, researching and discovering

•  Gives importance to accepting, and coping with, responsibility

•  Encourages children to use real life experiences, and teaches them life skills

•  Creates a rich and stimulating environment

• Makes children focus on the result, rather than the process

•  Allows parental participation in the process.

Although we do this, we never forget that they are children, and do not overlook their immaturity