Worldwide Bloom taxonomy cognitive domain classification has been used to ensure that the achievements in educational programs are understandable and observable. The ability to control the quality of education is thought to be possible by integrating Bloom taxonomy into the training program. In this study, the achievements of the 2017 science curriculum draft curriculum were examined according to the cognitive domain steps of Revised Bloom Taxonomy. In the study, achievements in 3rd – 8th classes were analyzed using key words compiled in the field and attempted to determine which step corresponds to Revised Bloom Taxonomy. Document analysis technique, which is one of the qualitative research methods, has been used in the research. When the 2017 science curriculum draft curriculum was examined, it was seen that there were a total of 327 acquisitions, But these achievements were counted two or three times because the outcomes in the draft program corresponded to more than one digit in the cognitive domain of Revised Bloom Taxonomy, so the study was evaluated over a total of 532 outcomes. As a result of the study, It is determined that 8.65% of Remember, 40.79% is Understand, 16.35% is application, 11.65% is analysis, 3.95% is evaluation and 16.92% is Create step. The affective area has a total of 5 acquisitions, accounting for 0.94% of the achievements in the draft program. When the program was evaluated in general, it was determined that the achievement concentrated on the cognitive domain of the cognitive domain, while the least achievement was on the evaluation domain.

2017 draft science curriculum, learning achievements, revised Bloom taxonomy.