AI English Translation, Pages 401-425
Texts: One lesson per week.
Students study from the book (Literary Texts) prescribed in the United Arab Republic.
Grammar and Application: One lesson per week:
Students study from the book (Preparatory Grammar) authored according to the Arab Cultural Unity curriculum.
Dictation and Calligraphy: Two lessons per week:
Second Grade, and Third Grade:
Reading: The prescribed Arabic Reading book for the second grade remains - with the following topics deleted from it:-
1 - My Tear | p. 44
2 - Kinship and Friendship | 135
3 - The Generous Arabs | 151
4 - The Sea in its Serenity | 157
5 - The Beauty of the Two Moons | 161
6 - They are the Arabs | 164
7 - When Spring Comes | 186
8 - Layla and Al-Hajjaj | 193
9 - The Hero in the Image of the King | 195
10- A Lion and a Lion | 200
11- O Youth of the Arabs | 245
12- Our King | 267
13- The King's Fragrance | 270
History of Arabic Literature: For the third grade - two lessons per week:
The current prescribed book is studied in light of the vocabulary listed below, noting the recommendations regarding the deletion of some of its phrases:-
Introduction to the political, social, and cultural life of the modern era since the rise of Muhammad Ali the Great, with a brief definition of the sources of culture.
- 9 -
Arabic Language
Primary Education:
Reading - The current reading books for the six primary school grades
are to be used, and the teacher is given the choice to delete the listed topics and exercises that
can be deleted if it is found to be in the interest of the students.
Arabic Reading for the Third Grade:
A - All exercises may be deleted.
B - The following topics may also be deleted:
1 - A Story That Does Not End 2 - Blood 3 - An Eternal Sermon 4 - The Intelligence of an Arab
Caliph 5 - The Shepherd and the Jar 6 - The Witty Man, His Son, and the Donkey
7 - The Monkeys and the Bananas 8 - The Beautiful Ten 9 - Hammad and His Son.
As for the poem (The Homeland and the poem The Two Cooking Monkeys) and the poem (The Fox
and the Rooster), they are to be read but not memorized.
Arabic Reading for the Fourth Grade:
A - All exercises may be deleted.
B - Difficult words are to be explained clearly without resorting to reviewing the dictionary
placed at the end of the book and exhausting the students by memorizing their difficult
meanings.
C - The following topics may be deleted:-
1 - Pigeons 2 - Shan and Tabqa 3 - The Wisdom of Ma'n bin Za'idah
4 - Literature and Nature 5 - Between the Lily and the Rose 6 - The Lark
and the Elephant 7 - Arab Pride 8 - The Sound of the Nightingale's Whistle 9 - Abu
al-Qasim al-Tanburi 10 - A Caliph in Imagination 11 - The Four Seasons.
One episode of the (Khawla bint al-Azwar) series is sufficient, and the reading of
the poem (The Orator Bear and the Monkey) without memorizing it.
- 6 -
Arabic Reading for the Fifth Grade:
A - Exercises are to be reduced. Their management is entrusted to the teacher, who is not bound by what is written
at the end of the topics.
B - The following topics may be deleted:-
1 - The Princess and the Three Dwarfs 2 - Aviation 3 - Zubaida in the Desert
4 - Do Not Be Deceived by Your Enemy 5 - The Genius of Al-Farabi 6 - The Greatness of Harun
al-Rashid 7 - The Love and the Fool 8 - The Fruits of Knowledge.
Regarding the poem (Anthem of the Arabs) and the poem (Wisdom and Advice),
reading them is sufficient without memorizing them.
Arabic Reading for the Sixth Grade:
A - Its exercises are to be reduced and that is entrusted to the teacher.
B - The following topics may be deleted:
1 - The Emperor's New Clothes 2 - The Voyages of Sinbad the Sailor (some of them)
3 - From the Anecdotes of Ash'ab.
As for the poem (The Submarine), the poem (Advice and Wisdom), and the poem (For
the Sake of Glory), they are to be read but not memorized.
Grammar for the Fourth Grade:
The grammar lesson is deleted from the fourth grade and replaced with reading,
conversation, or calligraphy.
Grammar for the Fifth Grade: One lesson per week
Students study in their book in light of the following vocabulary:-
Speech and its parts: Masculine and feminine - Singular, dual, and plural - Pronouns -
Relative nouns - Demonstrative nouns (examples and exercises)
The Verb - Past - Present - Imperative.
The Particle - Hal - Lam - Fi.
The Subject - The Pro-agent - The Subject or the Predicate.
The Object - Adverbs of place and time with examples and exercises.
(Genitives) The possessive noun. The noun preceded by a preposition - Training on
- 7 -
The Iraqi Republic
Ministry of Education
General Directorate of Technical Affairs
Directorate of Curricula, Books, and Teaching Aids
Number / 40580
Date 6 / 10 / 1958
Subject - Curriculum for the First Preparatory Grade (Intermediate)
To :-
Directors of Education in all Provinces
Further to our letter numbered 39755 and dated 1-10-1958, the distribution
of lesson subjects and their weekly hours in the first preparatory (intermediate) classes
starting from the current academic year shall be as follows. The previous curriculum
syllabi shall be applied with it until further notice, while noting the amendments mentioned
in our letter referred to above.
Please circulate this to the schools in your province to act accordingly.
Lesson subjects and their weekly hours in the first preparatory grade (intermediate)
Subjects | Periods
Religious Education | 2
Arabic Language | 7
1 - Reading | 2
2 - Expression (Composition) | 1
3 - Texts | 1
4 - Grammar and Application | 1
5 - Dictation and Calligraphy | 2
V | 7
English Language | 6
Mathematics | 5
1 - Arithmetic and Principles of | 3
Algebra |
2 - Geometry | 2
V | 5
- 4 -
Subjects | Lessons
Social Studies 5
1 - History 2
2 - Geography 2
3 - National Education 1
Science 4
Art Education (for boys) | 2
and Handicrafts (for girls) | 4
Physical Education 2
33
The two additional hours (for girls) in 2
Art Education and Handicrafts
lessons are specialized (for Home Economics)
35
The Minister
Hudaib Al-Haj Hamoud
A copy to: -
General Inspectorate of Education
General Directorate of Education
General Directorate of Vocational Education
General Directorate of Technical Affairs
All Department Directorates
- 5 -
Urgent
Republic of Iraq
Ministry of Education
Directorate of General Technical Affairs
Directorate of Curricula, Books, and Teaching Aids
Number / 39755
Date 1 / 10 / 1958
Subject / Amendments to Curricula and Textbooks
To :-
Directors of Education in all Governorates
1 - Attached herewith are the instructions regarding the amendments decided to be implemented for the curricula and textbooks in the three stages - primary, intermediate, and secondary - to be acted upon. We will provide you soon with other copies printed in a booklet for distribution to the schools in your governorate.
2 - Regarding other prescribed subjects not mentioned in these instructions, the prescribed curricula and books shall be followed.
3 - Vocational schools of all types and stages shall continue to work currently with the prescribed curricula and books, which are: "Primary Teacher Training Institutes for Men and Women, Home Arts Schools, Industrial Schools, Agricultural Schools, and Commercial Preparatory Schools."
4 - The first intermediate classes, which are scheduled to implement the unified curriculum starting from the current academic year, shall continue to work with the curricula prescribed at the present time until further notice.
Necessary measures have been taken to provide the following textbooks for the students of the grade
- 2 -
The first mentioned and will be distributed to them upon arrival:
1 - Preparatory Reading - for the first intermediate grade
2 - Preparatory Grammar - for the first intermediate grade
3 - Literary Texts - for the first intermediate grade
4 - Science - for the first intermediate grade
General Director of Technical Affairs
A copy to:-
University Presidency
General Inspectorate of Education
General Directorate of Vocational Education
General Directorate of Education
General Directorate of Technical Affairs
Directorate of Primary Education
Directorate of Teacher Training
Directorate of Agricultural Education
Directorate of Industrial Education
Directorate of Supplies - Please take the necessary measures to supply textbooks
in light of the mentioned information.
Directorate of Curricula, Books, and Illustration Aids
Directorate of Physical Education
Attached Instructions
1 - Instructions for the Arabic Language subject
2 - Instructions for the English Language subject
3 - Instructions for the Mathematics subject
4 - Instructions for Social Science subjects
- 3 -
Ministry of Education
Directorate of General Technical Affairs
Directorate of Curricula, Books, and Teaching Aids
Amendments to Curricula and Textbooks
For the academic year 1958 - 1959
⟦illegible⟧
Ministry of Education Press - Baghdad
Republic of Iraq
Directorate of Education of Baghdad Governorate - Rusafa
Secondary Personnel
Number: 2276
Date: 24 / 10 / 1959
Where is the attachment?
⟦illegible⟧
27 / 10 / 59
To -
Administrations of all public and private primary schools for boys
and girls
Subject / Curricula for Principles of Science and Health Education
Based on the letter of the Directorate of General Technical Affairs - Curricula, Books, and Illustration Aids
88896 on 17 / 10 / 1959.
1 - We attach herewith a copy of the (Principles of Science and Health Education) curriculum prescribed for primary
study for the year 1959 / 1960. Please act accordingly.
2 - In the sixth grade, those topics that the students have previously studied
in the fifth grade according to the previous curriculum arrangement shall not be re-taught.
3 - If there are some topics found in the new fifth-grade curriculum syllabus
that the current sixth-grade students missed studying during the past year, they shall be taught to them
this year as necessary before starting the sixth-grade curriculum.
⟦signature⟧
Ali ⟦...⟧ Al-Shawk
On behalf of the Director of Education of Baghdad Governorate - Rusafa
A copy to -
Directorate of General Technical Affairs / Curricula and Books
Secondary Personnel - with a copy of the attachment
Primary Personnel - with a copy of the attachment
Records - with a copy of the attachment
Qais 23
Republic of Iraq
Directorate of Education of Baghdad Liwa - Rusafa
Secondary Personnel
Number 2276
Date 24 / 10 / 1959 AD
To -
Administrations of all public and private primary schools for boys
and girls
Subject / Curricula for Principles of Science and Health Education
Based on the letter of the Directorate of General Technical Affairs - Curricula, Books, and Illustration Aids
88896 on 17 / 10 / 1959.
1 - We attach herewith a copy of the (Principles of Science and Health Education) curriculum prescribed for primary
study for the year 1959 / 1960. Please act accordingly.
2 - In the sixth grade, those subjects that the students have previously studied
in the fifth grade according to the previous curriculum arrangement shall not be re-taught.
3 - If there are some subjects in the new fifth-grade curriculum syllabus
that the current sixth-grade students missed studying during the past year, they shall be taught to them
this year briefly before starting the sixth-grade curriculum.
⟦signature⟧
Ali Al-Shouk
For the Director of Education of Baghdad Liwa - Rusafa
A copy to -
Directorate of General Technical Affairs / Curricula and Books
Secondary Personnel - with the attached copy
Primary Personnel - with the attached copy
Records - with the attached copy
Qais 23
Republic of Iraq
Directorate of Education of Baghdad Province / Rusafa
Personnel / Secondary
Number - 5145
Date 2 / 11 / 959
Urgent
To - Administrations of all official, private, and foreign secondary and intermediate schools
Affiliated with this directorate
Subject / Distribution of Arabic language subject grades for intermediate
and secondary studies, scientific and literary
and commercial
We list below the method for distributing Arabic language subject grades of both types for intermediate
and secondary studies (literary, scientific, and commercial). Please act accordingly.
Jamil Nihad Kashif
For / Director of Education of Baghdad Province
Copy to -
General Directorate of Technical Affairs / Curricula and Books -
Your letter 94674 on 21 / 10 / 959 for your kind information
Secondary Personnel.
Subject | First Grade | Second Grade | Third Grade
Grammar | 30 | 30 | 30
Composition, Dictation, and Calligraphy | 30 | 30 | 25
Reading | 30 | 30 | 25
Texts | 10 | 10 | -
History of Literature | - | - | 20
Subject | Fourth Literary | Fifth Literary | Fourth Scientific | Fifth Scientific | Fourth Commercial | Fifth Commercial
Reading | 25 | 25 | 35 | 40 | 35 | 35
Composition | 20 | 25 | 25 | 30 | 25 | 25
Grammar | 15 | - | - | - | 20 | 20
Applications | - | - | 20 | - | - | -
Literature and Texts | 30 | 30 | - | - | - | -
Criticism and Rhetoric | 10 | 20 | - | - | - | -
Literary Texts | - | - | 20 | 30 | 20 | 20
Professor Salim
Please circulate this letter to Arabic language teachers
Abd ⟦illegible⟧
4 / 11 / 959
Nouri 2 / 11
Professor ⟦illegible⟧
Please inform the specialized school of this
⟦illegible⟧
Republic of Iraq
Directorate of Education of Baghdad Governorate - Rusafa
Secondary Personnel
Number -: 2282
Date -: 25 / 10 / 1959
To -
Administrations of all public, private, and foreign primary, secondary,
and intermediate schools ⟦line⟧
Subject - The temporary curriculum for the Arabic language subject
Ya Tahir
Based on the letter of the Directorate of General Technical Affairs - Curricula and Books 88924
on 17 / 10 / 1959 .
-1 We attach herewith a copy of the temporary curriculum for the Arabic language subject for the three studies
for the academic year 1959 / 1960. Please act accordingly .
-2 In applying the new curriculum, the teaching of topics studied from it in previous years
shall not be repeated, or they shall be taught to a limited extent if the teacher finds that repeating them or some expansion in them
is considered necessary for the students .
-3 In order for students not to miss studying some important topics that were assigned according to
the arrangement of the new curriculum to lower grades than their grade, what is important of them shall be taught to them briefly before
starting the curriculum of their new grade .
⟦signature⟧
Jamil Nassif
For the Director of Education of Baghdad Governorate / Rusafa
A copy of it to :-
Directorate of General Technical Affairs / Curricula and Books
Secondary Personnel - with a copy of the attachment enclosed
Primary Personnel - " " " "
Records - " " " "
Qais 23
- 1 -
Instructions for the Temporary Arabic Language Curriculum
for the year 1959 - 1960
(Distribution of Lessons)
1 - Distribution of Arabic language lessons for primary education:
Branches | First Grade | Second Grade | Third Grade | Fourth Grade | Fifth Grade | Sixth Grade
Reading and Writing | 7 | 7 | 4 | 4 | 2 | 2
Calligraphy and Dictation | | | 2 | 2 | 1 | 1
Memorization | 3 | 3 | 1 | 1 | 1 | 1
Expression and Stories | | | 1 | 1 | 1 | 1
Grammar | - | - | - | - | 1 | 1
Total | 10 | 10 | 8 | 8 | 6 | 6
2 - Distribution of Arabic language lessons for intermediate education:
Grade | Reading | Expression | Texts | Grammar and Application | Dictation and Calligraphy | Total
First | 2 | 1 | 1 | 1 | 1 | 6
Second | 2 | 1 | 1 | 1 | 1 | 6
Third | 2 | 1 | 1 | 1 | 1 | 6
As a temporary measure for the current school year only, Arabic language lessons are distributed for
the Third Intermediate Grade as follows:
Reading | Expression and Dictation | History of Literature | Grammar | Total
1 | 1 | 2 | 2 | 6
3 - Distribution of Arabic language lessons for preparatory education:
Branches | Scientific Branch | Scientific Branch | Literary Branch | Literary Branch
| Fourth Grade | Fifth Grade | Fourth Grade | Fifth Grade
Reading | 2 | 2 | 2 | 2
Expression | 1 | 1 | 1 | 1
Criticism and Rhetoric | - | - | 1 | 1
Texts | 1 | 2 | - | -
Arabic Literature and Texts | - | - | 2 | 3
Grammar | 1 | - | 1 | -
Applications | 1 | - | - | -
Total | 5 | 5 | 7 | 7
Notes:
As a temporary measure for the current school year only, the following amendments are made for the Fifth
Literary Grade regarding the aforementioned distribution along with its specific subjects:
A - The subject (Arabic Literature) is taught in the Fifth Literary Grade at a rate of (two lessons
per week). It covers the same curriculum as the Fourth Grade for the current year, namely:
(Pre-Islamic, Islamic, and Umayyad)
B - Also, the subject (Criticism and Rhetoric) is taught in the aforementioned Fifth Grade at a rate of
(two lessons) per week, and its syllabus includes two curricula:
- 2 -
1 - The old curriculum in Rhetoric, which includes (Antithesis, Alliteration, Assonance,
Simile, Literal and Figurative, Metaphor, Metonymy).
2 - And the new fifth-grade curriculum in Criticism and Rhetoric
(Primary Education Curriculum)
First and Second Grades:
Reading and Writing | (Seven lessons per week)
Calligraphy and Dictation |
Memorization, Expression, and Stories (Three lessons per week)
Third and Fourth Grades:
Reading and Writing (Four lessons per week)
Calligraphy and Dictation (Two lessons per week)
Memorization (One lesson per week)
Expression and Stories (One lesson per week)
Fifth Grade
Reading and Writing (Two lessons per week)
Calligraphy and Dictation (One lesson per week)
Memorization (One lesson per week)
Expression and Stories (One lesson per week)
Grammar (One lesson per week)
The Sentence and the Word - Noun, Verb, and Particle, Past, Present, Imperative, Singular,
Dual and Plural, Demonstrative Pronouns, Relative Pronouns, Detached Pronouns, Adjective
and Noun, Conjunction, Interrogative and Answer Tools, Exception, Number.
Sixth Grade:
Reading and Writing (Two lessons per week)
Calligraphy and Dictation (One lesson per week)
Memorization (One lesson per week)
Expression and Stories (One lesson per week)
Grammar (One lesson per week)
Subject and Predicate, use of (Kana) and its sisters and (Inna) and its sisters,
The Annexed and the Annexed to (Genitive): (Object, Time and Place, Circumstance, Specification), Dual,
Sound Masculine Plural, Sound Feminine Plural, Broken Plurals, Attached Pronouns, Nominative
Present Tense, Accusative Present Tense with An, Lan, Kay, Lam of Causality, and Jussive Present Tense with Lam,
Prohibitive La, Lam of Request, Condition: In, Ma, Mahma. Dividing speech into paragraphs, dividing
paragraphs into sentences.
(Intermediate Education Curriculum)
First Intermediate:
Reading (Two lessons per week)
Expression (One lesson per week)
Texts (One lesson per week)
Dictation and Calligraphy (One lesson per week)
Grammar and Application (One lesson per week)
1 - Reading selected passages, understanding them, and dividing them into paragraphs - dividing paragraphs into sentences -
Punctuation marks.
- 3 -
(a) Parts of the sentence: The two basic parts: the subject and the predicate (the subject and the predicate .
the verb, the subject, and the passive subject) .
(b) The complement: identified through examples .
2 - a - Masculine and Feminine: observing the agreement between the subject and the predicate in them (between
the subject and the predicate) .
b - Singular, Dual, and Plural: observing the agreement between the subject and the predicate in them
(between the subject and the predicate) .
3 - The subject in the nominative case with damma (the subject . the passive subject . the subject . and the noun of Kana) -
The subject in the accusative case with fatha after Inna and its sisters . and after the categorical negative La . The predicate
in the nominative case with damma (the predicate of the subject . and the predicate of Inna) The predicate in the accusative case with fatha after Kana
and its sisters .
4 - Complements in the accusative case with fatha: studying what indicates the object . time . place .
and state .
5 - Examples of addition (Idafa):
a - The genitive noun (Mudaf Ilayh) in the genitive case with kasra .
b - Prepositions - the noun following them in the genitive case with kasra .
The verb - its indication of time - past and present - the imperative verb - intransitive and transitive .
7 - Indefinite and Definite - types of definite nouns .
8 - Appositives . Adjective and Conjunction .
Second Intermediate Grade:
Reading | (Two lessons per week)
Expression | (One lesson per week)
Texts | (One lesson per week)
Dictation and Calligraphy | (One lesson per week)
Grammar and Application | (One lesson per week)
Exercises on the first-grade curriculum, the dual and the sound masculine plural, the sound feminine plural,
methods of dualization and pluralization . The five nouns, deletion of the nun of the dual and the nun of the plural in addition .
The excepted with Illa, Ghayr, Siwa, and Ada .
Specification of number, inflection of the present tense verb, its accusative case with An, Lan, Kay, Lam, Hatta, and Fa, its jussive case,
the five verbs . Training on assigning the verb to pronouns . The conditional, emphasis, and substitution .
Third Intermediate Grade:
Reading | (One lesson per week)
Expression and Dictation | (One lesson per week)
History of Literature | (Two lessons per week)
First Semester:
Literature - History of Literature - Arts of Literature - Literature and Society - The Modern Era and factors of
Renaissance .
Second Semester:
Literature in Iraq: a - Introduction to poetry - Jamil Sidqi al-Zahawi - Ma'ruf
al-Rusafi - Muhammad Mahdi al-Jawahiri - Dramatic poetry - Free verse .
b - Prose - Fahmi al-Mudarris - Dhu al-Nun Ayyub - Abdul Haq Fadil .
Third Semester:
a - Literature in Egypt: Introduction - Mahmoud Sami al-Baroudi - Ahmed Shawqi - Hafiz
Ibrahim .
b - Prose - Introduction - Muhammad Abduh - al-Manfaluti - Mustafa Kamil (The Oration) -
Taha Hussein (Criticism) - Tawfiq al-Hakim (The Play) - Naguib Mahfouz (The Novel) .
- 5 -
Studied by him:
Texts from the literature of the Pre-Islamic era. Islamic. Umayyad.
Applications: (one lesson per week)
Fifth Grade Scientific Branch:
Reading: (two lessons per week)
Texts: (one lesson per week)
1 - The entire prescribed book is studied.
2 - Memorize no less than (150) verses and (50) lines distributed over each text he studies.
Two texts from Pre-Islamic poetry, and two texts from Umayyad literature.
Texts from the literature of the Abbasid era. Modern. Contemporary.
Applications: (one lesson per week)
⟦illegible⟧
- 4 -
Chapter Four: Writers from the rest of the Arab countries:
Bishara al-Khouri "Al-Akhtal al-Saghir" - Omar Abu Risha - Fadwa Tuqan - Hamza
Shehata - Al-Fayturi - Abu al-Qasim al-Shabbi.
Chapter Five: Literature in the Diaspora (Mahjar):
Introduction - Gibran Khalil Gibran - Mikhail Naimy - Elia Abu Madi - Rashid Salim
al-Khouri - Fawzi al-Maalouf.
Appendix: Literary Samples: Haydar al-Hilli - Abdul Ghaffar al-Akhras - Abdul Baqi al-Omari -
Abdul Mohsen al-Kazimi - Ibrahim Saleh Shukr - Omar Fakhoury - Tawfiq al-Hakim.
Grammar and Application - (Two lessons per week)
The Bare and Augmented (Al-Mujarrad wal-Mazid), the Morphological Scale, use of the Infinitive, use of the Verb, use of
Supplement: (The Absolute, for its sake) Active Participle, Passive Participle, Time, Place, and Instrument,
Declension of the Noun prohibited from Nunation (Diptotes), training on the use of Numbers, examples of Exclamation,
Oaths, Preference, Specialization, Enticement and Warning, Interrogation, Answer, and Vocative.
(Secondary School Curriculum)
Fourth Grade - Literary Stream:
Reading: (Two hours per week)
Composition: (One hour per week)
Criticism and Rhetoric: (One hour per week)
Antithesis. Alliteration. Assonance. Simile. Literal and Figurative. Metaphor. Metonymy.
Arabic Literature and Texts: (Two hours per week)
(Pre-Islamic Era - Islamic - Umayyad) with special attention to texts, their understanding, and criticism.
Grammar: (One hour per week)
General Exercises:
Verbal Nouns - forming the active participle from verbs with a weak final radical, forming the passive participle from
hollow verbs, forming the passive participle from verbs with a weak final radical, what occurs in substitution (Ibdal) in verb
forms, the style of Praise and Blame, deletion of the Condition and Answer, the function of 'Laysa' and the related
negatives, applications on Parsing (I'rab).
Fifth Grade - Literary Stream
Reading (Two periods per week)
Composition (One period per week)
Criticism and Rhetoric (Two periods per week)
Antithesis, Alliteration, Assonance, Simile, Literal and Figurative, Metaphor, Metonymy,
Literature, Lyric Poetry, Epic, Dramatic, Oratory, Story, Play,
Essay, Literary Criticism.
Arabic Literature and Texts (Two periods per week)
Curriculum of the Fourth Grade - Literary for this year (Pre-Islamic Era. Islamic. Umayyad) with
special attention to texts.
Fourth Grade - Scientific Stream:
Reading: (Two lessons per week)
Composition: (One lesson per week)
Texts: (One lesson per week)
1 - The entire prescribed book is studied.
2 - No less than (100) verses and (50) lines distributed over each text shall be memorized.
Ministry of Education Press - Baghdad
Mr. Ahmed
Please inform the Lady Director of the ⟦Office⟧, Mr. Badr, and the other teacher
2775
⟦signature⟧
The Iraqi Republic
Directorate of Education of Baghdad Province - Rusafa
Secondary Personnel
Number - 2775
Date - 26 / 10 / 1959
To / Administrations of all public, private, and foreign primary schools for boys and girls
Subject / Arithmetic and Practical Geometry
Based on the letter of the Directorate of General Technical Affairs - Curricula and Books 90940 on 21 / 10 / 1959.
1- Attached is a copy of the curriculum for the subject (Arithmetic and Practical Geometry) prescribed for primary school classes for the academic year 59 - 1960. Please act accordingly.
2- In applying the new curriculum, topics studied in previous years shall not be repeated, or shall be taught to a limited extent if the teacher finds that repeating them or some expansion in them is considered necessary for the students.
3- In order for students not to miss studying some important topics that were assigned according to the arrangement of the new curriculum to classes lower than their class, what is important of them shall be taught to them briefly before starting their new class curriculum.
⟦signature⟧
Ali Al-Shouk
For the Director of Education of Baghdad Province - Rusafa
A copy to -
Directorate of General Technical Affairs - Curricula and Books
Secondary Personnel - with a copy of the attachment
Records - with a copy of the attachment
Qaisar 23
⟦illegible⟧
- 7 -
Arithmetic and Measurements Curriculum for Primary Education
1959 - 1960
Purpose:
The primary purpose of teaching arithmetic and measurements in primary schools is
to properly prepare students for a useful practical life by providing them with the
necessary arithmetic and geometric information, enabling them to benefit from what they have learned, and habituating them
to order, accuracy, and speed in completing tasks.
To achieve these purposes, the following must be observed:
Directives:
1 - The necessity of starting with sensory examples when teaching arithmetic, meaning that the teacher should use
tangible objects to help children understand the meanings of numbers so they grasp them fully, using
beads, cubes, buttons, grains, and other familiar visual aids available to
the students. The teacher should not move to mental and abstract arithmetic until after ensuring that
students understand the meaning of numbers as required.
2 - Paying attention to practical, mental, and written exercises in every lesson
and ensuring a good understanding of every rule before moving on to another.
3 - The teacher must avoid giving problems that are unreasonable or far from the student's environment and daily
life, and should strive to make the given problems spark a desire in the student to
solve them due to their connection to the surrounding environment. However, it is necessary to pay attention
to the logical sequence of the solution and the extraction of results, and to train students to verify
their correctness, especially in advanced grades.
4 - Students should not be forced to memorize definitions; it is preferable not to state arithmetic rules,
but rather to lead students to deduce them during the solution with the teacher's assistance.
5 - The teacher must train their students to think about problems to understand them before starting the solution,
and should not allow them to perform any step before knowing the purpose of performing it.
6 - It is necessary to make students understand the reasons upon which basic rules are built; for example,
in calculating the area of a triangle, the student must understand why the base is multiplied by the height
and the product is divided by two, just as they must understand why the diameter of a circle is multiplied by
the constant ratio when calculating its circumference... and so on.
7 - Numbers must only be used with units, especially in the first three years, such as
saying: 12 pens, 17 notebooks, 5 books... etc. Their sensory meanings should be presented
to the students at first, then the teacher moves at the appropriate time to abstractions.
8 - Full attention must be given to mental arithmetic by habituating students to correct thinking,
discussing with them, and questioning them with various questions until they reach the appropriate
solution method.
9 - It is necessary to train students from time to time to perform instantaneous operations to habituate them
to speed and accuracy and to instill a spirit of enthusiasm and competition among them.
10- The teaching of arithmetic must be connected to other subjects such as drawing, science, manual
work, home economics, and others.
11- It is mandatory to pay attention to practical measurements and make them very precise; the teacher must not
draw a line on the board without using a ruler and then say: this is a straight line, nor
is it permissible to estimate the length of a line according to their whim, assuming its length is 5 cm or 10 cm arbitrarily,
rather, care must be taken with drawing and measurement with full accuracy to habituate students to estimating correct
lengths and not tolerating error, even if it is slight.
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12- Tangible visual aids must be used when teaching the subjects of currency, measurements, volumes, and weights, and students should be given the opportunity to perform measuring, volume-measuring, and weighing themselves.
13- The teacher should not be satisfied with a passing reference to the locations of errors when correcting notebooks, but rather must take care to explain to every student who makes a mistake the reasons for falling into the error and guide them to the correct method to avoid what they fell into.
14- The teacher must not move from one subject to another except after ensuring that all students have mastered the first subject.
15- It is necessary to arrange the exercises given to students according to their progression from ease to difficulty so that the student feels the ease of the subject they are studying and a desire to engage with it is generated within them.
16- It is necessary to practice children's games when teaching numbers in the primary grades because the relationships between numbers are implicitly present in many children's games in which points are calculated and which contain easy arithmetic operations.
17- Delaying exercise on problem-solving until students learn all the mechanical operations prescribed in the curriculum must be avoided, and problems and issues must be presented with every mechanical exercise.
18- The teacher must take into account individual differences and care about explaining to weak students and emphasize in particular the care for the cleanliness and organization of notebooks.
19- It is supposed that the teacher discusses problem-solving with their students by involving the largest number of them using various means of encouragement and engagement, because focusing on one student when solving a question arouses boredom and weariness in the souls of the rest and pushes them to turn away from the subject of the lesson.
First Grade:
Counting associated with tangible things from one to ten, abstract counting from one to ten, reading and writing numbers from one to ten, counting from ten to twenty, reading and writing numbers from ten to twenty, performing addition and subtraction operations vertically first and then horizontally on numbers from (1) to (12), provided that the sum does not exceed (12) and the subtrahend does not exceed (12) as well.
Teaching the meaning of the following terms: Difference, increase, little, much, less, more.
Teaching students to join parts of numbers to each other, such as forming (4) from 2 and 2, and forming (6) from 3, 3 and from 2, 2, 2, and using these experiments and their like in forming groups from tangibles by repeating their equal parts, then separating them and comparing each number and its parts.
Focusing on explaining the meaning of ten in relation to ones and teaching the meaning of zero.
Counting by twos to twenty, counting by fives to twenty, counting from twenty to fifty, reading and writing numbers from twenty to fifty, adding and subtracting numbers up to fifty provided that the sum does not exceed fifty and the minuend does not exceed fifty without carrying in addition and without borrowing in subtraction. Adding three numbers whose sum does not exceed ten, estimating small lengths by span, foot, and step and comparing them with each other.
Explaining the meaning of the following terms: long, short, longer, shorter, near, far.
Counting to (100). Counting by tens to (100). Counting by fives to (100). Adding and subtracting two numbers up to (100) without carrying or borrowing.
Teaching the idea of Iraqi currency pieces: Fils, five fils, ten fils, (25) fils, (50) fils, (100) fils, and applying them to simple operations.
Teaching the meaning of: expensive, cheap, more expensive, cheaper.
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Teaching order: - first, second, third, fourth, fifth and the difference between them and 1, 2, 3,
4, 5, teaching the meaning of half, teaching the meaning of a pair with tangible things (like a pair of socks
and a pair of shoes) ... etc. Easy one-step problems on addition and subtraction.
Second Grade:
Review of the first grade curriculum.
Counting from 1 to 20 and vice versa .. Counting by twos up to twenty and vice versa. Counting
by threes up to thirty, counting by fours up to forty and so on until tens up to one hundred.
Understanding the ones and tens places.
Teaching the operations of multiplication and division provided that the product does not exceed (20) in
teaching multiplication and the dividend does not exceed (20) when teaching the division process. Easy
problems on that, studying the multiplication table up to 5 x 10.
Multiplication and division provided that the product does not exceed (50) and the
dividend does not exceed (50) as well, while taking into account the following: -
1 - Multiplying a one-digit number by a number not exceeding (5) by a one-digit number.
2 - Multiplying a one-digit number not exceeding (5) by a two-digit number while avoiding
carrying over.
3 - That the divisor does not exceed the number (5).
4 - That every digit of the dividend is divisible by the divisor without a remainder.
Easy problems on that.
Reading and writing numbers up to (1000) with understanding the first three place values (ones,
tens, hundreds).
Memorizing the addition table up to (20) such as: 6 + 7, 6 + 8, 6 + 9, 6 + 10 and so on
until 9 + 10.
Addition of numbers: provided that the sum does not exceed (1000) while avoiding carrying over
at first. Teaching students carrying over from the ones column only at first, then carrying from the ones
and tens columns.
Subtraction of numbers: provided that the minuend does not exceed (1000) while avoiding borrowing at first
then teaching students borrowing from the tens column only, then from the hundreds and tens columns.
One-step problems on addition and subtraction taken from the students' daily lives.
The concept of time: the week, the day, the hour, the minute, reading the clock (without clock
fractions).
The concept of currency: a quarter dinar, a half dinar, a dinar, with understanding the meaning of half and quarter.
Easy applied problems on that, including what each of the dinar, half
dinar, and quarter dinar equals and what each of them equals in Dirhams.
Multiplying a one-digit number by (10) and (100).
Multiplying a two-digit number by a number not exceeding (5) without carrying over, then with carrying
over, while taking into account performing the operations vertically first, then horizontally. Easy problems
on that.
Teaching the division of numbers that do not exceed (1000) one thousand by a single number not exceeding
(5), taking into account that every digit of the dividend is divisible by the divisor without a remainder
such as 426 ÷ 2 and 693 ÷ 3 and so on.
Easy one-step problems taken from the student's daily life on the four
operations, while observing the aforementioned principles.
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Third Grade:
Review of the Second Grade curriculum:
Reading and writing numbers up to (1000) and teaching number places (ones, tens, hundreds, thousands).
Teaching the multiplication table up to 10 x 10.
Multiplying numbers by 10, 20, 30, ... up to 100.
Multiplying numbers by 100, 200, 300, ... up to 1000, provided the product does not exceed (1000).
Various problems on addition and subtraction, provided the sum does not exceed (1000) and the minuend does not exceed (1000).
Multiplying a two, three, or four-digit number by a one-digit number, provided the product does not exceed (10000).
Teaching the division table up to (10), such as how many sevens are in sixty-three, how many nines are in seventy-two ... etc.
Dividing a two-digit number by a one-digit number without a remainder. Dividing a three-digit number by a one-digit number without a remainder as well, progressing from easy to difficult numbers.
The concept of measurements: yard, foot, inch.
The concept of time: year, month, knowing today's date, reading the clock.
The concept of weight: kilogram, gram.
Various exercises on the four operations taken from the student's daily life within the limits of the foundations mentioned above.
Reading and writing the following fractions:
1/2, 1/3, 1/4, 1/5, 1/6, 1/7, 1/8, 1/9, 1/10
Reading and writing the following fractions: 3/4, 4/5, 3/7
Fourth Grade:
Review of the Third Grade curriculum.
Reading and writing numbers up to (100000).
Multiplying a two-digit number by a two-digit number as well, multiplying a three or four-digit number by a two-digit number, then by a three-digit number, provided the result does not exceed (100000).
Teaching long division for a number not exceeding (100000) by another number, first without a remainder and then with a remainder. Various problems on that.
Reviewing the following fractions: 1/2, 2/5, 3/10, 9/20 ... and using them to understand single-place decimal fractions 0.1, 0.2, 0.3 ... 0.9 and their relationship to the previous common fractions and linking them. Understanding the meaning of the decimal point.
Teaching decimal fractions with two and three places using Iraqi currency.
Addition and subtraction of decimal fractions vertically first, then horizontally, various problems on that.
Multiplication and division of a decimal fraction by and on a one-digit whole number, then a two-digit one.
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Multiplication and division of a decimal fraction by and on (10) and its powers, multiplication of decimal fractions
by each other, provided that the decimal digits in the product do not exceed three decimal places.
Various easy problems on that.
Long division of an integer by an integer with a remainder, and extending the remainder to
three decimal places. Easy problems on that.
Common fractions: their meaning, reading, and writing. Understanding the meaning of a proper fraction,
an improper fraction, and a mixed number; converting a mixed number into an improper fraction and vice versa,
comparing two fractions with common denominators. Teaching students that if the terms of a fraction are multiplied by one
number or divided by one number, the value of the fraction does not change.
Simplifying fractions: addition and subtraction of fractions with common denominators.
Teaching the names of the months according to the solar and Hijri calendars.
The concept of the kilometer, meter, centimeter, yard, foot, and inch. Converting larger units
of each to smaller units.
Types of lines (straight, curved, broken, parallel lines, intersecting
lines).
Drawing straight lines on paper and the blackboard and measuring them.
Erecting a perpendicular to a straight line from a given point on it and dropping it from a point outside it
using a wooden triangle and a ruler.
The square: its properties, drawing it, calculating its perimeter, problems on it.
The rectangle: its properties, drawing it, calculating its perimeter, various problems on that.
Fifth Grade:
Reading and writing numbers up to millions, expanding on the four basic operations for integers
and decimals to practice speed and mastery, with emphasis on the multiplication table.
Division of a decimal fraction by a decimal fraction.
The arithmetic mean and its application from the student's practical life.
Divisibility by 10, 5, 2, 3; knowing prime numbers between
(1 - 50); oral exercises on factoring non-prime numbers between (1 - 50)
into two factors and then into their prime factors. Easy examples to illustrate multiples of a number and the least
common multiple of two or more numbers, each not exceeding (100); a simple idea of squaring
a number. Perfect squares of integers up to (144); factoring these perfect squares into
two equal factors.
Common fractions: unifying their denominators, comparing two or more fractions, adding
and subtracting them.
Adding and subtracting fractions together, taking care to keep the denominators of the fractions within reasonable limits
practically.
Multiplication and division of common fractions, converting common fractions to non-recurring decimal fractions
and vice versa, easy problems on common and decimal fractions.
The simple rule of three and its use in solving easy problems taken from the student's
daily life.
The ruler, compasses, protractor, drawing an angle of a certain measure using a protractor, measuring
angles, flat and curved surfaces, parallel and intersecting surfaces, the meaning of a unit of
area, examples of it (square meter, square centimeter, square foot, and square inch),
the square, calculating its area practically, studying the rectangle, calculating its area practically,
the triangle, its types according to its sides and angles, how to find its perimeter practically, finding the area
practically with the help of a rectangle. Drawing a triangle in all cases.
Various problems taken from the student's environment on the square, rectangle, and triangle.
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Sixth Grade:
Review of the fifth grade curriculum.
Time measurements: number of days in Gregorian months, leap year and common year.
Giving parts of the meter (millimeter, decimeter, centimeter). Multiples of the yard (mile).
Compound numbers: adding them, subtracting them, multiplying them by one number, dividing them by one number
Converting their major units to minor and vice versa.
The compound rule of three and its use in solving problems taken from the environment.
Ratio: its meaning, the two terms of the ratio, various problems on that.
Drawing scale, problems on it.
Proportional division, problems on it.
Percentage, simple profit, meaning of the following terms: - Profit, Rate,
Time, Amount (Capital), Total - finding profit, finding total, finding rate,
finding time, finding the amount if profit and rate are known.
The circle: its definition, center, circumference, diameter, radius. Finding the circumference
and area in a practical way, easy problems on that.
The idea of the geometric solid, unit of volumes (cubic centimeter, cubic meter, cubic
foot).
The cube, its properties, extracting its volume and its lateral and total surface areas.
English and French volume scales: using the unit of capacity (liter).
The rectangular prism, its properties, finding its volume, finding its lateral and total surface areas.
Various problems on the surfaces and solids that the students studied.
General problems on everything mentioned in the curriculum.
Ministry of Education Press - Baghdad