The aim of this study is to examine the activities in the 8th grade Turkish textbook and the related objectives in terms of key competencies of the Turkish Qualifications Framework. The research was carried out with document analysis, one of the qualitative models. The obtained data were analyzed by descriptive content analysis method. It has been seen that all the activities in the textbooks naturally support the communicative competence in the mother tongue. It has been concluded that learning to learn is the second highest level of communication competence in the mother tongue, followed by cultural awareness and expression. It has been determined that the efficiency and related objective rates for digital competence, mathematical competence and science/technology, initiative taking and entrepreneurship competence are close to each other. In addition, it is among the results reached that the number of activities related to the social and citizenship field is low, and no determination can be made about communication competence in a foreign language. It can be suggested to review the distribution of the activities in the textbooks to be prepared based on the findings obtained and the distribution of the objectives in the Program to the key competency areas.

Key competence, Turkish, textbook, activity, objective