Content, as well as being a significant part of the educational programmes, is an organised state of information, skills, habits, attitudes, beliefs and values that are decided to be taught to students. Thus, when forming the content toward aims of the discipline areas, content organising strategies that are unique to each disciple as a result of their unique requirements, should be used. In order for the individual to effectively learn the content, some rearrangements are made to achieve the previously determined learning outcomes while minding the learning institutions' and learner's individual qualities. Moreover, while organizing the content, the unique form of the information type that is to be taught is considered as much as the individuals themselves. Does the subject that is to be taught require knowledge and skill as a prerequisite? Which subjects and information should accompany it? How should I develop the subject to make sure students learn it better? How can one make sure that the knowledge in the content forms a whole? By asking these and this kind of questions about content organisation, the content is thoroughly organised. The preferred approaches in content organising, will affect the achievement levels of learning outcomes.  The education cycle is a deliberate acculturation process where the deliberation is achieved through curricula designed with the know-how of educational sciences. This study aims to examine the accuracy of the content organization approaches in the courses within the primary curriculum in terms of educational sciences and learning theories. This study focuses on the content organization approaches of the 3^rd and 4^th grades (1) Science Course, (2) Mathematics Course and (3) Turkish Course in Primary Curriculum. This is a quantitative study where the content analysis technique, which is convenient for qualitative research designs, is deployed in analysing the content organization approaches preferred for the 3^rd and 4^th grades in the primary curriculum.