TED Üsküdar College Anatolian High School aims to raise individuals who has a scientific mind, are confident, respectful of human rights, aware of social and global issues, and capable of producing solutions. Our students are encouraged to be peaceful, enlightened, forward-thinking, proficient in foreign languages, and engaged in sports, arts, social responsibility, and volunteering. Our approach is not solely exam-oriented, but it also takes into account the national examination system, prioritizing the comprehensive development of students into contributing members of society.
Students who are accepted to the high school take the English Proficiency Exam. Those who exceed the set criteria continue directly to Grade 9. All levels at our school include English-medium instruction in science-related subjects. With 21 hours of English per week, the Prep Program aims to prepare students for the language-intensive academic program in high school and potential international programs.
The Prep English Program is designed for students who are either new to learning English or are expected to make a strong start in their language education. Our thematically designed language program aims to develop students’ four language skills (listening, speaking, reading, and writing) simultaneously, while also enhancing their vocabulary and grammar knowledge to a level that supports academic English studies. In addition, the knowledge and skills that form the foundation of high school English literature courses are an important part of the Prep English Program.
High School Prep English classes are conducted by expert Turkish and foreign teachers. Alongside international coursebooks, students are encouraged to make English a natural part of their daily lives through digital content aligned with the demands of the modern world.
The goal of the English Program is for students to reach CEFR levels C1–C2 by the end of Grade 12. Students who pass the Prep Proficiency Exam or successfully complete the Prep Program begin a dual-track curriculum from Grade 9: academic reading and writing, and English literature, taught by both Turkish and native-speaking teachers. Printed and digital materials are used to enhance students’ academic reading and writing skills. In literature classes, students explore a curated selection of works from world literature, encouraging critical thinking, analysis, synthesis, and global awareness.
Students also prepare for internationally recognized English exams such as the Cambridge PET, FCE, IELTS, and TOEFL. Beyond the classroom, English is practiced in various club activities including Model United Nations (MUN), European Youth Parliament (EYP), Creative Writing, Dubbing, Book Club, Drama, and Film Club.
Each summer, a two-week study abroad program in the UK is offered, providing students with not only academic experience but also an opportunity to immerse themselves in the culture of the language.
Effective communication—one of the most crucial skills of the 21st century—requires proficiency in more than one foreign language. At TED Üsküdar College Anatolian High School, students can choose between German and French starting from the Prep year. They follow a communication-based program throughout their high school years. The aim is for students to reach CEFR levels B1–B2 by the end of the program. Another key objective of the Modern Languages Program is to introduce students to the cultures associated with these languages and support the development of their international awareness.
The Turkish Language and Literature curriculum at TED Üsküdar College is designed to enhance students’ proficiency in the core language skills: listening, reading, writing, and speaking. Students are encouraged to express themselves through creative and analytical tasks, and to deepen their understanding of language by engaging with texts from a variety of historical periods, cultures, and genres. Our goal is to foster both national and global awareness through literature and to cultivate a lifelong habit of reading.
Course content is developed in accordance with the Ministry of National Education’s official curriculum. Students are expected to read and critically evaluate a diverse range of works from both classical and contemporary Turkish and world literature. These reading experiences are supported by differentiated and enriched activities targeting all four language skills. Text selection is aligned with our school’s mission to nurture well-rounded individuals and incorporates a strong focus on values education.
Throughout the academic year, students participate in school ceremonies, competitions, and various events, which serve to enhance their confidence, creativity, and public speaking abilities. Interdisciplinary (horizontal) and developmental (vertical) planning strategies are employed to foster a holistic understanding of knowledge and to ensure continuity in learning.
The History course at TED Üsküdar College is grounded in the principles and reforms of Atatürk and emphasizes the development of scientific and critical thinking skills. Rather than focusing on rote memorization, students are guided to analyse historical events within cause-and-effect frameworks and to approach them from multiple perspectives.
Our teaching approach aims to instil a sense of national identity while encouraging students to engage with universal values and adopt a comprehensive view of human history. The curriculum complies with the Ministry of National Education standards and is also aligned with the requirements of the International Baccalaureate (IB) Programme.
The course promotes historical inquiry through scientific methodology and is structured in line with the core values of the Turkish Education Association (TED) and Century of Türkiye Education Model (TYMM). This framework enables students to critically evaluate historical phenomena and understand how the past influences the present, thereby equipping them to make informed decisions about the future. Real-world learning and inquiry-based approaches are integrated through interdisciplinary connections. Academic field trips, seminars, project-based assignments, and the use of digital resources enrich the overall teaching process.
The Geography curriculum is structured to develop students’ awareness of the physical and human environment, starting from their immediate surroundings and expanding to a global perspective. The course equips students with essential geographic knowledge and skills that can be applied throughout their lives.
Students explore natural systems and their impact on life, using real-world examples and local contexts. Topics include the interpretation of maps, understanding of coordinate systems, the active geographic features of our region, and awareness of living in an earthquake-prone country.
Students are encouraged to reflect on settlement patterns from the past to the present and to consider future developments in human activities. The curriculum emphasizes the importance of respect, empathy, patriotism, peace, aesthetic sensitivity, and responsibility. Activities are designed to strengthen students’ skills in map reading, data interpretation, use of evidence, observation, and sustainable living.
Philosophy classes are designed to foster inquiry into fundamental questions concerning human existence, knowledge, and values. Students are encouraged to engage in reflective thinking and logical reasoning, developing answers that are coherent, evidence-based, and relevant to contemporary life.
The course introduces students to key areas of philosophy and explores how philosophical thought has evolved over time. Students examine philosophical issues through the lens of both historical and modern contexts, considering the relationship between philosophy and other disciplines, as well as current societal challenges.
Emphasis is placed on developing students’ critical thinking, research, discussion, and idea formation skills. Ethical awareness, aesthetic appreciation, and civic responsibility are integral components of the learning experience. Special philosophy-themed events are held during the year, and students are encouraged to participate in external competitions and activities.
The objective of the Religious Culture and Ethics course is to guide our students to become individuals who recognize the role of religion as a significant factor in understanding life and in interpersonal, societal, and international relations. The course aims to foster the adoption and internalization of national, spiritual, and moral values, cultivate accurate knowledge about religions and beliefs, and develop the ability to coexist with differences. Furthermore, it seeks to contribute to the accurate understanding and interpretation of the concept of religion, which has influenced individuals and societies throughout human history. By learning, understanding, and interpreting religion and ethics as lived realities, the course aims to transform religious and ethical instruction into an activity that contributes to the individual’s personality development and search for meaning.
Mathematics is a fundamental discipline that enhances analytical thinking, problem-solving, and logical reasoning skills. The primary goal of this course is to help students understand mathematical concepts, apply them in real life, and develop advanced problem-solving competencies. Both process-oriented and outcome-oriented assessments are utilized in our mathematics course. Process-oriented assessment evaluates students’ thinking processes and problem-solving skills, while outcome-oriented assessment measures their final performance. Additionally, our criterion-based evaluation system objectively assesses students’ achievement levels according to predefined learning objectives.
Our lessons are designed to encourage active student participation through interactive discussions, hands-on activities, and the integration of technological tools. To foster mathematical thinking, students engage in both individual and group work, establishing interdisciplinary connections.
Physics is the cornerstone of understanding the fundamental laws of the universe and analysing natural phenomena through a scientific lens. A physics education goes beyond theoretical knowledge, it nurtures analytical thinking and a deep comprehension of scientific processes. The primary goal of this course is to equip students with not only academic excellence but also scientific curiosity, problem-solving skills, and interdisciplinary connections.
The cornerstones of education at TED Üsküdar College are as follows: Critical Thinking and Problem Solving: Developing the ability to analyse, phenomena and interpret physical systems using scientific methods.
Experimental and Applied Learning: Encouraging active learning through laboratory experiments, simulations, and hands-on projects. Mathematics and Technology Integration: Strengthening the mathematical foundations of physics and enhancing learning through technological tools. Real-Life Applications: Demonstrating the relevance of physics in everyday life and making science an integral part of students; perspectives.
Success in physics is not measured solely by exam scores but by a student overall learning process and progress. Therefore, we implement a multi-dimensional assessment approach: Process-Oriented Assessment: Monitoring student progress through classroom participation, experimental reports, problem-solving activities, and project-based evaluations.
Outcome-Oriented Assessment: Measuring academic success through written exams, performance assessments, and presentations. Criteria-Based Assessment: Ensuring fair and transparent evaluations using rubrics, self-assessment tools, and peer review mechanisms.
Preparing for the Future Physics serves as a gateway to diverse career paths, from engineering and medicine to data science and space technology. Therefore, as TED Üsküdar College, we not only provide students with theoretical knowledge but also equip them with STEM-related skills, nurturing them as the future scientists, engineers, and technology leaders.
Chemistry courses are structured to promote both conceptual understanding and practical application. They typically begin with an engaging introduction to capture students’ interest, followed by explanations of fundamental concepts, positioning chemistry at the core of the natural sciences. Visual materials, experiments, and interactive discussions aid students in grasping abstract concepts, while hands-on activities, laboratory experiments, and problem-solving exercises help them relate their learning in real-life situations. This approach encourages critical thinking and inquiry-based learning, enabling students to better comprehend scientific principles.
Effective learning in chemistry is assessed using both formative and summative evaluation methods. Formative assessments include techniques such as class discussions, quizzes, group work, and peer assessments. Summative assessments involve written exams, project-based assignments, or practical performance evaluations. A successful chemistry course combines theoretical knowledge with experimental applications and analytical skills, offering a dynamic and impactful learning experience.
Biology is the scientific study of the structure, function, growth, interactions, and evolution of living organisms. High school biology aims to help students develop a scientific perspective on nature, enhance their critical thinking skills and understand the fundamental principles of life.
Course Objectives
Key Learning Goals
Assessment and Evaluation
A combination of formative and summative assessment methods is used to measure student progress and understanding:
Formative Assessment: Ongoing evaluations that provide feedback to guide learning. Methods include project-based assignments, lab reports, discussions, group activities, and presentations. Students also engage in research projects to strengthen their scientific thinking skills.
Summative Assessment: Evaluations conducted at the end of units or terms to assess overall learning. These include quizzes, written exams, and performance-based assessments.
Criterion-Based Assessment: Rubrics and observation checklists are used to measure conceptual
understanding rather than rote memorization.
Teaching and Learning Approach
Biology lessons are designed to create an engaging and interactive learning environment: Visual and Interactive Learning: Lessons are enriched with presentations, animations, simulations, and educational videos.
Hands-On Laboratory Work: Students conduct experiments to apply biological concepts in practice. They gain experience using microscopes and other lab equipment.
Collaborative Discussions and Projects: Students participate in group discussions and develop research projects on key biological topics.
Interdisciplinary Connections and Real-World Applications: Biology concepts are connected to real-life issues such as biotechnology, environmental challenges, and health sciences, helping students see the practical impact of biology.
The Information Technologies and Software course provides students with a foundation in digital literacy and future-oriented skills. Through hands-on projects and guided exploration, students are introduced to areas such as programming, artificial intelligence, 3D design, and digital citizenship.
In the Python Programming and Data Analysis module, students develop interactive games and functional projects using loops, conditions, and functions. They also learn how to analyse and visualize data through graphs, charts, and statistics.
Students create user-friendly mobile applications using Android tools and explore how technology can be integrated into daily life. Projects involving machine learning, such as chatbot development and image recognition, offer insights into the world of artificial intelligence.
Using Tinker cad, students design and produce 3D objects that range from keychains to robotic components, combining creativity with technological innovation.
Digital citizenship is a core component of the course. Students gain awareness of online safety, ethical behaviour, and managing their digital footprint, preparing them to be responsible and respectful members of the digital world.
The Physical Education and Sports course enables students to develop motor skills specific to various physical activities and sports. It promotes the use of movement concepts, principles, strategies, and tactics across different sports and physical activities. The course supports adopting sports as a lifelong philosophy through regular participation in physical activities.
The program is structured around three main learning areas: movement, fitness, and personal and social development. It includes specific learning outcomes and adopts a student-centred, continuous, and holistic assessment approach that covers the entire teaching process. With this approach, the aim is to develop students’ interests, knowledge, skills, and talents, ensure long-term sustainability, identify gifted students, and support their professional sports careers. Physical development and fitness assessment results are made available under the Physical Education and Sports Department on the school portal.
We believe that individuals with a developed sense of art and aesthetics will reach the standards and capacity of a “global citizen.” Based on this belief, we aim to raise students as conscious, self-confident, sensitive, productive individuals with a well-developed aesthetic perspective for the future. One of our primary goals is for students to become aware of and sensitive to visual arts in their social and professional lives.
Visual arts and design education includes training in fine arts such as painting, sculpture, ceramics, and printmaking, as well as design fields like architecture, interior design, and graphic design.
The music course aims to help students develop critical thinking skills regarding Turkish and world music, follow general music rules, distinguish and classify textures and genres, recognize musical structures, and use various music technology tools. They are also encouraged to transform music into different forms of expression.
The course supports understanding Ataturk’s approach to Turkish and world music, distinguishing between Turkish and Western instruments and vocal ensembles, evaluating musical pieces in terms of history, culture, composer, instrumentation, performance, social context, and scientific developments. Students are expected to follow and apply listening rules, conduct and present research using theoretical knowledge, use music-related knowledge and skills in other subjects, and develop self-confidence, empathy, and a sense of belonging through musical activities.
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