Comparative Analysis of the Primary School Turkish Language and Physical Education and Play Curriculum within the Century of Türkiye Maarif Model

Abstract

The aim of this study is to conduct a comparative, interdisciplinary analysis of the commonalities and differences between the Primary School Turkish Language Curriculum and the Physical Education and Play Curriculum, both developed within the framework of the Century of Türkiye Maarif Model. The study adopts document analysis, a qualitative research method, and both curriculum were examined through content analysis. The findings are presented under three main themess: (1) fundamental approach and specific objectives, (2) principles of implementation, and (3) curriculum components. The results indicate that both curricula, in alignment with the ontological integrity emphasized by the Maarif Model, aim to support students’ social-emotional, cultural, cognitive, and physical development through a holistic approach. Identified common themes include values education, social-emotional learning, interdisciplinary integration, active participation-based learning processes, and inclusive assessment practices. The Turkish Language Curriculum focuses on linguistic and conceptual skills, multiple literacies, and higher-order thinking skills, while the Physical Education and Play Curriculum emphasizes psychomotor skills, active lifestyle habits, and team spirit. Shared aspects include values education, social-emotional learning, collaboration, and interdisciplinary integration. Although there are similarities in curriculum components, the methods of implementation differ in accordance with the nature of each subject. Based on the findings, recommendations are offered for curriculum developers, classroom teachers, and researchers