Language and humanities
Extract claim–evidence–interpretation rather than merely highlighting; produce one short explanatory text each week.
Grades 9–12
Grade 11 Learning Map
In Grade 11, use the official theme map, cross-subject skills, a weekly learning cycle and the learner’s own evidence—not merely subject names.
The central task of this grade
Deepen field knowledge while connecting programme/career research and YKS study to evidence.
The theme map below comes from the programme published on the TYMM portal; annual implementation for this grade must be confirmed through the relevant MEB circular and school plan.
Subject and theme map
Turkish Language and Literature
These themes for Turkish Language and Literature are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- I Have Something to Say!
- A Journey Through Culture
- Tracing Life
- Mirror of Life
Mathematics
These themes for Mathematics are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- Quantities and Change I
- Quantities and Change II
- Quantities and Change III
- Geometric Shapes
- Statistical Investigation Process
Physics
These themes for Physics are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- Kuvvet ve Hareket
- Elektrik ve Manyetizma
- Matter and Its Nature
- Optik
Chemistry
These themes for Chemistry are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- Interaction
- Diversity
- Sustainability
Biology
These themes for Biology are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- Tepki
- Homeostazi
History
These themes for History are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- The Ottoman Empire in a Changing World (1683–1789)
- The Ottoman Empire in Transformation (1789–1908)
- The Ottoman Empire Amid Wars (1908–1918)
Geography
These themes for Geography are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- The Nature of Geography
- Mekânsal Bilgi Teknolojileri
- Natural Systems
- Human Systems
- Ekonomik Faaliyetler
- Disasters and a Sustainable Environment
- Regions and Countries
Philosophy
These themes for Philosophy are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- Environmental Problems and Philosophy
- Teknoloji ve Hayat
- Reason and Faith
- Edebiyat ve Felsefe
- Meaning of Life
- Hukuk ve Felsefe
Study methods by subject family
Mathematics and science
Separate a solution into concept, operation, representation and checking—not only correct/incorrect.
Social sciences
Connect time, place, cause, effect and source perspective in one table.
Language and digital skill
Create evidence through a short presentation, data table, code, visual or source evaluation.
Weekly evidence cycle
- Monday: Which concept will I genuinely understand this week?
- Wednesday: Solve, explain or test one example; record where you became stuck.
- Friday: Complete five retrieval questions and an error analysis.
- Sunday: Carry only two priorities into the next week.
Mini cross-subject project
Research first-year courses in a programme of interest and evidence which high-school foundations are needed.
The project does not end with a presentation: include sources, method, data/example, result, limitation and next step.
Learner–family–teacher roles
| Role | Weekly task | Mistake to avoid |
|---|---|---|
| Learner | Produce evidence and report support needs early | Evaluating study only when grades arrive |
| Family | Support sleep, travel, study space and realistic routines | Solving every problem with more study hours |
| Teacher/counsellor | Clarify priority, resource and feedback route | Giving general advice without a review date |
Five-question grade check
1. Can a theme list be treated as the school’s actual annual plan?
No. The theme map shows the official programme; order and dates must be confirmed through the teacher plan.
2. Why is weekly evidence more than test score?
Writing, experiments, explanations, graphs, projects and an error log show different dimensions of learning.
3. Why is there an implementation warning for Grades 11 and 12?
Publication on the portal and phased implementation in a particular year are different facts.
4. What belongs in an error log?
The task, error type, mistaken reasoning, correct method and review date.
5. When should this page be revisited?
When the school plan changes, at the start of term, when new practice-test patterns appear and when future goals change.
Grade 11-specific study and decision guide
As field subjects deepen in Grade 11, university research becomes concrete. Open the first-year curricula of three target programmes and map the high-school foundations they require. “I want this programme” becomes a list of skills to build.
YKS study is not a second world separate from school learning. In the same week, produce a teaching question, timed question and explanation for a school concept. Separate knowledge, method, reading, calculation and time errors. Track changed reasoning as well as net scores.
A worker or university-student conversation can support programme discovery, but one person is not evidence for an entire field. Combine the conversation with curriculum, official conditions, a task sample and a mini trial. Research language, internship and cost early.
By the end of Grade 11, maintain two main routes and at least one alternative. For each, record score type, foundation subjects, annual cost, city conditions and post-graduation options. This is a research base to update in Grade 12, not a ready-made preference list.
Deepening: how to use this across a term?
Reading Grade 11 Learning Map once at the start of term is not enough. In the first week, match the official theme map to the school plan, the teacher’s resources and the assessment calendar. For every subject, answer: “What will I understand this month, what product will show it, and which error keeps returning?” This turns a theme label into daily learning behaviour.
Use a four-week cycle: test prior knowledge in week one; produce a topic-specific example in week two; connect subjects in week three; complete retrieval, error analysis and a mini project in week four. One low grade does not prove a lack of ability. Concept, reading, calculation, time, anxiety and study method are examined separately.
At mid-term, open the evidence portfolio rather than only the grade average. Explanatory writing, worked problems, experiment records, graphs, source evaluation and oral explanation reveal different forms of learning. The learner marks what can be produced independently and what still requires teacher or adult support.
At the end of term, do not carry only the sentence “I will study more” into the next grade or YKS plan. Select two strong habits, two unfinished foundations, one support need and one real project. Revisiting the page with these four records turns it into a personal learning map.
| Record | Now | Update trigger |
|---|---|---|
| Known | Dated evidence with a source | New guide or programme version |
| Unknown | Person/document/mini trial to use | Answer or new observation |
| Non-negotiable | Condition the learner can sustain | Option removed if condition fails |
| Return | Scheduled review date | Before preference, term or application |