Language and humanities
Extract claim–evidence–interpretation rather than merely highlighting; produce one short explanatory text each week.
Grades 9–12
Grade 12 Learning Map
In Grade 12, 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
Manage graduation, examination, preferences, cost and university transition in one calendar and decision file.
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.
- My Journey
- Toplumun Ahengi
- Balance of Life
- The Future I Imagine
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
- Mathematics of Change I
- Mathematics of Change II
- Mathematics of Change III
- Geometric Shapes
- Geometrik Cisimler
- Working with Existing Data
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
- Enerji
- Dalgalar
- Matter and Its Nature
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.
- Reproduction
- Gen
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
English
These themes for English are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- Communication & Technology
- Stories & Reflection
- Global Issues
- Plans & Future
Careers and YKS
These themes for Careers and YKS are a learning route, not a memorisation list. The school’s annual order may differ; match them to the teacher plan and textbook.
- Preference evidence file
- Programme research
- Maliyet ve burs
- Transition plan
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
Prepare a curriculum–cost–city–career decision file for three programmes and set a pre-preference update date.
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 12-specific study and decision guide
In Grade 12, graduation, YKS and university preference share one calendar but do not replace one another. School subjects support knowledge and correct OBP records; examination preparation uses practice papers, error analysis and recovery days.
Most programme research should be ready before results. Verify curriculum, language, campus, fees/scholarship, housing, travel, internship and special conditions for at least three options. After results, update rank and 2026 quota rather than beginning from zero.
A preference list is not a list of places that might accept the candidate; it is the genuine order of programmes the learner would attend. Recheck code, special conditions, scholarship continuation and total cost. Answer honestly: “Would I enrol and sustain this if placed?”
An unexpected result does not create only two options—repeat the year or choose randomly. Compare associate and bachelor’s study, DGS, a skills year, retaking, free/paid preparation and different cities through cost and goal. Decide with dated evidence, not shame or pressure.
Deepening: how to use this across a term?
Reading Grade 12 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 |