@article{2014,title={Singapore Social Studies Curriculum And Comparison Of This Programme With Turkish Social Studies Curriculum},abstractNode={Although the social studies curriculums prepared by countries can be different in terms of the content of lessons, it can be seen that they have many more similarities since definitions of NCSS (National Council for the Social Studies) regarding social studies are prepared with certain approach. In the years 1924, 1926, 1936, 1948, 1962, 1968 and in 1998 in Turkey, although different names were used, some programme developing studies were conducted in the area of social studies. In the year 2004, in the social studies curriculum, some changes were made in accordance with the developments in the world and studies in this field, and in the programme gains and activities as well as subjects such as information/knowledge, skills, value and concept are included. Finally, with some changes in the education system, which is also sometimes called 4+4+4, social studies lesson primary school fourth grades and secondary school fifth, sixth and seventh grades have been reorganized. In Turkey as well as in Singapore, programme studies began at a primary school level in 1984, and they were completed and put into effect in 1999. Secondary School Social Studies Curriculum, however, was enacted at the first level in 2005, and at the second level in 2006. In Turkey social studies lesson and learning areas are prepared with a “Spiral/Cyclical Approach” by dealing with their aspects of information, skills, value and concept, while in Singapore they are prepared based on “Expanding Environment Approach” at primary school and secondary school levels. This study aims to put forward the differences and similarities of social studies curriculum put into effect by Turkey and Singapore in the year 2000s in an attempt to develop educational programmes. Also, this research is a qualitative study prepared using a document review method. Throughout the research, we benefited from the programmes and materials prepared and put by the Ministries of National Education of two countries on their official websites. Looking into the Turkish and Singaporean Social Studies Curriculum, it is seen that positive gains and activities are included, and these are enriched with subjects like information, skill, value and concept. It is also established that in measurement and assessment process-focused approach is applied.},author={Mustafa ŞEKER},year={2014},journal={Journal of Turkish Studies}}