Language and humanities
Extract claim–evidence–interpretation rather than merely highlighting; produce one short explanatory text each week.
Grades 9–12
Grade 9 Learning Map
In Grade 9, 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
Build a study system in the new school environment and identify foundational gaps early.
In 2025–2026, TYMM implementation in secondary education covers preparatory, Grades 9 and 10.
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.
- The Subtlety of Words
- Search for Meaning
- Building Blocks of Meaning
- Richness of Language
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.
- Numbers
- Quantities and Change
- Algorithms and Computing
- Geometric Shapes
- Congruence and Similarity
- Statistical Investigation Process
- From Data to Probability
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.
- Physics and Career Exploration
- Kuvvet ve Hareket
- Fluids
- Enerji
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.
- Life
- Organizasyon
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.
- History in Constructing the Past
- Ancient Civilisations
- Medieval Civilisations
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.
- School Life
- Classroom Life
- Physical Appearance & Personality
- Family Life
- House & Neighbourhood
- City & Country
- World & Nature
- Universe & Future
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
Observe energy or water use around school; produce a data table, graph, 300-word explanation and proposal.
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 9-specific study and decision guide
The first risk in Grade 9 is carrying a middle-school study method unchanged into a larger number of more abstract subjects. Planning itself becomes a skill. During the first month, record the resource, notebook system, feedback route and gap-closing process for each subject.
Numbers, change, algorithms and geometry in mathematics connect with physical systems, chemical interaction and biological organisation. A water or energy project can combine measurement, graphs, matter, environment and explanatory writing, preventing subjects from becoming isolated examination boxes.
Belonging is part of academic progress. A trusted adult, counsellor, club, library and study space should be identified early. Adjustment is not postponed with “it will pass”; sleep, travel, relationships, bullying and workload are observed separately.
The goal at the end of Grade 9 is not an early career decision. The learner builds a small portfolio showing which problems sustained curiosity, which products created pride and which foundations remain incomplete. This becomes evidence for Grade 10 exploration.
Deepening: how to use this across a term?
Reading Grade 9 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 |