Analyzing the 9th grade English curriculums between 1973 and 2017

When the reports of Head Council of Education and Morality have been reviewed, it is seen that the first English curriculum of 9th grade is seen in 1973. 9th grade English curriculums have been organised between 1973 and 2017 as 1973, 2002, 2007, 2011, 2014, 2016 and 2017. The contribution of program review is particularly important not only for program development, but also for English teaching. In this study, it is aimed to determine the similarities and diferences of 9th grade English curriculums between 1973 and 2017. In this direction, objectives, content, learning-teaching status and evaluation processes, technology, culture and value titles were created and similarities and differences were examined under these titles.The model of this study is descriptive and document analysis which is one of the qualitative research methods was used. Firstly, literature was searched and related sources were reached. In addition, reviewed literature has provided the basis for the themes to be examined. Since the originality of the documents is important in terms of the accuracy and quality of the data, the curriculum was re-scanned in the databases to see if it could be reached again. The curricula that could not be reached by the web bases were provided by the Board of Education. Subsequently, the documents were examined within the scope of the main problem and sub-problems of the research. When the findings were examined, it was found that there were improvements in the way that the curriculas were formed from 1973 to 2017. It was seen that the contents and bibliography sections were not included in the curriculas until 2007 and this style was maintained in that curriculum and onwards. It was found that the language of the curriculas was mainly Turkish and in 2014 and on-going curriculas, the language of writing was predominantly English. When the curriculas were examined in terms of objectives, it was noted that the objectives were cognitive-weighted, and it was seen that aimed languge level was indicated as B1+ in high schools with preparation clasroom and A2 level was in normal high school. When the findings related to the content are examined, it is seen that the number of themes to be used in the content from 1973 to 2017 is reduced from thirty to ten. While the themes were given in exact quantity until 2007, it is seen that the themes have been moved to the suggestion dimension and gained flexibility since 2007 curriculum. When the findings of the learning-teaching process were examined, it was found that communication was the focal point of all curriculas. In this process, the duration of the lecture was reported as 8 hours in 1973 and was reduced to 4 hours until 2017 curriculum. When the approaches used were examined, it was found that constructivist approach was seen in the post-2005 curriculas and communicative and eclectic approach were also included. In addition, it has been observed that the tools used also changed from written form to digital form in parallel with the developing technology. When the findings of the evaluation process are examined, it is seen that students can make individual evaluations and peer and parent evaluations and technological evaluations take place in the curriculums from 1973 to 2017. With the changing age, it is seen that information and communication technologies, culture and value concepts are dominant in the 2014 curricula and beyond. As a result, it was seen that the programs became more organized and became more technological and communication oriented from 1973 to 2017, Key Words: English curriculum, language teaching, culture.