Our Education Model

In Marmara Education Institutions ACTIVE LEARNING METHOD structured with PYP (IB Primary Years Programme) which greatly contributes to the physical, mental, emotional, social and linguistic development of the child is implemented.

Pre-school is the period when the foundations of personality are laid, the child’s mind is most open to learning and the child is mostly affected by her/his immediate surrounding. We have prepared an environment full of affection and respect where our children can feel themselves comfortable and supported for learning.

Every child is unique and has different characteristics. And our objective is to raise these special and distinct children a posisitve, self-confident, communicative individuals who are aware of their own self, are open to change, are able to solve their own problems and to realize their own potentials. For this purpose, we are implementing an education model uniting the method of “Active Learning” with our institutional culture.


  • 08.00-09.00 Coming to school
  • 09.00-09.30 Breakfast
  • 12.00-12.30 Lunch
  • 15.00-15.30 Mid-Afternoon Snack
  • 15.30-15.40 Preparations for Returning Home
  • 15.45 Shuttle Departure Time

Within all hours apart from these, activities of Class and Branch teachers go on.


Reading and writing is an competence that can be acquired at a time. It is acquired in process with the intellectual organization of background knowledge acquired by lived experience. In order to support this process by setting up the necessary cognitive, physical, social and emotional background, conceptual and preparatory activities for reading and writing (holding the pencil and developing hand skills) and phonetic awareness (phonologic sensibility) activities are held in our school.


Preschool is the period when the child’s brain development is completed to a large extent. In this period the child perpetually wonders and investigates the things around her/him.

Learning mathematical concepts at a level appropriate fort he child’s age not only informs her/his cognitive development but also provides that all kinds of knowledge to be acquired throughout her/his life is perceived, classified and used in a correct way.

Accordingly, in our school assesment, differentiation, matching, grouping, patterning, etc. exercises are included in the planning of mathematical activities. These activities are carried out with all age groups with a wide range of plays and materials.


Family project works are carried out in our school in order to contribute to children’s learning by investigating, interrogating, sharing, practicising and experiencing.

These projects are interconnected with our curriculum, are occasionally carried out in cooperation with parents anda re exhibited within the year in our school.

Our school carries out extracurricular broject works in cooperation with various foundations and organizations (e.g. TEMA, Turkish Earthquake Foundation, etc.). “Little TEMA” is carried out in collaboration with the Ministry of National Education in order to contribute to the environmental awareness of children.


These are activities providing immediate participation of individuals to learning by developing concepts and methods, enhancing their imagination and using the method of supervised discovery. Science satisfies our students’ ambition for knowledge, have them acquire a scientific mentality and provide them the opportunity to grasp the world. Scientific mentality teaches children to be decent and neutral and consider problem sone encpunters in a patient, detailed and foresighted manner.

In this direction, experiments and various science day activities are carried out in our school every week and our students have entertaining, interesting and instructive hours.


These are activities aiming at children’s growing as environmentally conscious individuals by providing that they can focus their attention for a longer time by various stimulators and objects, work up cause-effect relation and make observations and researches in nature.


Drama activities provide that children freely express their skills of animation and concretion as well as their creativity. The objective of drama activities is to develop the skills of play, fiction, emotional sustenance, impersonation and of self-expression. These activities consist of exercises of harmonisation-warming, role playing, improvisation, story creation, relaxing and discussion. Our drama activities are carried out every week with all age groups under the guidance of our counsellor teachers.


Play is a medium that support the physical, cognitive, lingual, social and emotional development of the child. Rather than today’s mechanical plays based upon violence, traditional plays (köşe kapmaca, seksek, bezirgan başı, etc.) that have positive effects on our children’s development are included in the curriculum.