The aim of this study is to classify the learning outcomes of the 5th, 6th, 7th, and 8th grades in the Turkish Language Curriculum, published in 2024 as part of the Maarif Model, according to the Revised Bloom’s Taxonomy. The study adopts a qualitative research design, specifically a descriptive model, and data were obtained through document analysis of the Turkish Language Curriculum released by the Ministry of National Education (MoNE) in 2024. The Revised Bloom’s Taxonomy table was used in the classification of the data. The data obtained were analyzed using document analysis techniques. A total of 406 learning outcomes included in the curriculum were examined and classified. According to the results, 6% of the learning outcomes fall under the factual knowledge category, 59% under conceptual knowledge, 29% under procedural knowledge, and 6% under metacognitive knowledge. In terms of cognitive processes, no learning outcomes were found at the remembering level; 13.79% were at the understanding level, 24.14% at the applying level, 27.59% at the analyzing level, 26.6% at the evaluating level, and 7.88% at the creating level. In total, 37.93% of the outcomes target lower-order thinking skills (remembering, understanding, and applying), while 62.07% target higher-order thinking skills (analyzing, evaluating, and creating).

Turkish Language Curriculum, taxonomy, learning outcome, Revised Bloom’s Taxonomy