CIC at Secondary School Level
Adolescents are not only able to successfully perform many abstract cognitive operations like adults, but they are also much more socially comfortable and adaptable than adults. This social profile makes them effective language learners.
This period of adolescence, which is so important for English language learning, is at the core of CIC's practices. This is the period when the olive tree is no longer a concrete seedling, but produces its first olives.
We support nearly one thousand five hundred and fifty hours of face-to-face English lessons with three hundred and sixty hours of out-of-class reading and activities, excluding mid-term and summer vacations. By reaching the B2+ level set by the European Commission, our students can now easily prove themselves by getting a valid grade in all international exams. This level means that students who complete the CIC experience can continue their education in educational institutions in all English-speaking countries or in high schools where English is the only language of communication.
Students who complete basic education:
- Understand abstract or concrete arguments, complex texts and the main ideas of such contexts in technical discussions and on a variety of domain-specific topics.
- Can interact naturally with native speakers or native speakers of English with a certain degree of fluency in spontaneous oral contexts.
- Can produce clear and detailed texts using a wide range of forms of discourse on thematic topics in which he/she can address the pros and cons of particular ideas or issues.
It is precisely at this time that CIC is producing its primary products: Being able to speak English does not necessarily mean being able to invest in healthy and sustainable relationships in international contexts. Knowing the other culture, understanding and empathizing with lifestyles outside one's own, and being able to share one's own culture with confidence and pride is an important communication skill that we call 'intercultural communicative competence'.
While we teach our students to exist in the other language, we teach our children to be citizens of the world.
While we teach our students about the other people in the other language, we offer our students, whose very essence is to be happy, the freedom to express their own cultures and selves in English.
While we teach our students the culture and customs of thought in the opposite language, we are actually teaching the children of Beysukent reason, science, positive and intellectual thought, and art and culture, which is the common denominator of all humanity.
CIC at High School Level
High school education, which covers the last four years of compulsory education, turns into a multi- dimensional process in terms of English language teaching. While our students are making their first awareness and decisions towards higher education, they continue their journey from B1/B2 levels in English language teaching. As Beysukent Schools, we are aware that not all students who start high school have similar levels of language proficiency; this fact pushes us to work specifically on the language proficiency of our students. We especially care about the ninth grade level in order to ensure that our high school students form homogeneous groups in terms of language skills and we make our pedagogical choices accordingly.
Beysukent Schools' high school exit target in terms of English proficiency is the final stages of B2 level. This proficiency level is accepted to study in all elite universities of the world. Documenting this goal that we set for ourselves together with our students with the TOEFL exam is both our biggest source of motivation and our sole purpose. All our students who have experienced language teaching with Beysukent Schools culture
- Have language skills at B2+ level;
- To be successful in TOEFL and similar international language proficiency exams;
- We aim to make English an opportunity, not an obstacle, for them in their post-secondary education.
In order to fulfill these goals, we focus not only on general English skills, but also on cognitive academic language skills from level B1 onwards. We ensure that our students experience the language elements that will enable them to express themselves accurately and competently in communicative contexts at different levels of formality in the teaching environments we offer them inside and outside the classroom. At the same time, by practicing for the TOEFL exam, we continuously support our students' development with the content and stylistic elements of international language exams.
According to CIC guidelines, we blend this whole language learning experience with course content, information and awareness activities to reinforce intercultural communicative skills. Our aim is to teach our students to be good speakers of the English language and to learn the codes and conventions of behavior that are accepted as virtues in international cultural contexts. In this sense, intercultural awareness education at high school level is designed to help our children grow up to be open-minded, fair-minded, empathetic and respectful of other cultures and ways of life.
Program Objectives for High School
Classroom | Target Levels | Common Reference Identifiers | Targeted Communicative Skills |
9 | B1 | Can understand the main points of clear standard input on familiar topics regularly encountered at work, school, leisure, etc. They can deal with most situations that may arise when traveling in an area where the target language is spoken. Can produce simple texts that are familiar and connected to their personal interests. Can relate experiences and events; express dreams, hopes and aspirations; give reasons and short explanations for ideas and plans. | General, Integrated Communicative Skills |
10 | B1+ | General, Integrated Communicative Skills | |
11 | B2 | -Understand abstract or concrete arguments, complex texts and the main ideas of such contexts in technical discussions and on a variety of domain-specific topics. -Interact naturally with a certain degree of fluency in developing spontaneous oral contexts with native speakers or native speakers of English. -Produces clear and detailed texts on thematic issues, using a wide range of discourse forms, in which the pros and cons of particular ideas or issues can be addressed. | Academic Language Skills |
12 | B2+ | Academic Language Skills |
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